Educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed.
Educational institutions play a pivotal role in any student's life as it is the major influencer that molds them in their growing years. Hence, they do have the ability to carve out the path of students for them by either persuading/dissuading them regarding a particular field of study or career option. But, I believe that such abilities are not to be used to dictate lives of students. I would like to support this stance of mine with the below 3 reasons.
Firstly, The definition of success is not universal. Every individual according to his own personal beliefs and social conditions will develop his/her own sense of success matrix that cannot be generalized. if educational institutions dissuade students from following their own gut feeling and choosing a field of study that interests them, then it might cause future dissatisfaction in these individuals that can have detrimental consequences throughout their lives by not allowing them to reach their definition of "success". hence, keeping good will of students in mind, schools/colleges should definitely refrain from intervening in such important choices of students regarding their future.
Secondly, schools and colleges are supposed to be centers that allow children to have a period of exploration in their life when they have all the freedom to put themselves out there and assimilate knowledge from all fronts. By discouraging any field of study, we are limiting the levels of creativity that the kids are getting exposed to. art and science are indeed considered as unrelated fields to this day by most people, but in reality, they have been interwoven in different situations. For Instance, in order to understand the structure of benzene in organic chemistry, it needed the scientist a level of art acumen to come up with the cyclic ring structure that opened many more avenues to explore the science of organic chemistry further. art in itself can be considered a science owing to how closely artists that work on architecture of buildings need to consider scientific feasibility to bring the art to life. The above two examples stand testimonial to how important an influence of one field might be on another. hence, no field should be under-estimated by students under the influence of their schooling because it might end up clipping their wings in the future.
Thirdly, even if we do assume that the schools take a responsibility to guide students towards studies with future scope alone, I strongly believe that in this dynamic world that we are living in no one has the ability to extrapolate which field will definitely be thriving in the coming future. so taking such calls are just going to prove hazardous for the students who are being subjected to such restrictions.
I believe some might argue that if such a responsibility is taken by schools then unemployment rates might reduce and brighter future of students can be better ensured. I would like to point it out that employing students is not to be considered to be equivalent to generating machines that are trained for particular tasks alone, only when we provide requisite freedom of choice to students will they be themself able to mitigate employment crisis in the form of developing start-ups in fields that have for long hidden between booming fields of today. In conclusion, I strongly endorse that no intervention by educational institutions should be made so as to ensure the natural course of an individual's life is going to play itself out and bring the best in them!
- Educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed 66
- Educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed 66
- Educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed 66
- Educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed 66
Grammar and spelling errors:
Line 1, column 53, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'students'' or 'student's'?
Suggestion: students'; student's
...institutions play a pivotal role in any students life as it is the major influencer that...
^^^^^^^^
Line 3, column 208, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: If
...cess matrix that cannot be generalized. if educational institutions dissuade stude...
^^
Line 3, column 539, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Hence
...heir definition of 'success'. hence, keeping good will of students in mind,...
^^^^^
Line 5, column 749, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Art
...e science of organic chemistry further. art in itself can be considered a science o...
^^^
Line 5, column 1030, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Hence
...uence of one field might be on another. hence, no field should be under-estimated by ...
^^^^^
Line 7, column 297, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: So
...itely be thriving in the coming future. so taking such calls are just going to pro...
^^
Line 9, column 653, Rule ID: SO_AS_TO[1]
Message: Use simply 'to'
Suggestion: to
...educational institutions should be made so as to ensure the natural course of an individ...
^^^^^^^^
Line 9, column 694, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'individuals'' or 'individual's'?
Suggestion: individuals'; individual's
...o as to ensure the natural course of an individuals life is going to play itself out and br...
^^^^^^^^^^^
Transition Words or Phrases used:
but, first, firstly, hence, if, regarding, second, secondly, so, then, third, thirdly, as to, for instance, in conclusion
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 28.0 19.5258426966 143% => OK
Auxiliary verbs: 19.0 12.4196629213 153% => OK
Conjunction : 9.0 14.8657303371 61% => OK
Relative clauses : 21.0 11.3162921348 186% => OK
Pronoun: 61.0 33.0505617978 185% => Less pronouns wanted
Preposition: 105.0 58.6224719101 179% => OK
Nominalization: 13.0 12.9106741573 101% => OK
Performance on vocabulary words:
No of characters: 2960.0 2235.4752809 132% => OK
No of words: 582.0 442.535393258 132% => OK
Chars per words: 5.08591065292 5.05705443957 101% => OK
Fourth root words length: 4.91168771031 4.55969084622 108% => OK
Word Length SD: 3.03077393224 2.79657885939 108% => OK
Unique words: 289.0 215.323595506 134% => OK
Unique words percentage: 0.496563573883 0.4932671777 101% => OK
syllable_count: 934.2 704.065955056 133% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 10.0 6.24550561798 160% => OK
Article: 2.0 4.99550561798 40% => OK
Subordination: 2.0 3.10617977528 64% => OK
Conjunction: 1.0 1.77640449438 56% => OK
Preposition: 3.0 4.38483146067 68% => OK
Performance on sentences:
How many sentences: 20.0 20.2370786517 99% => OK
Sentence length: 29.0 23.0359550562 126% => The Avg. Sentence Length is relatively long.
Sentence length SD: 84.355260654 60.3974514979 140% => OK
Chars per sentence: 148.0 118.986275619 124% => OK
Words per sentence: 29.1 23.4991977007 124% => OK
Discourse Markers: 6.05 5.21951772744 116% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 8.0 7.80617977528 102% => OK
Sentences with positive sentiment : 13.0 10.2758426966 127% => OK
Sentences with negative sentiment : 3.0 5.13820224719 58% => More negative sentences wanted.
Sentences with neutral sentiment: 4.0 4.83258426966 83% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.24548372181 0.243740707755 101% => OK
Sentence topic coherence: 0.068256528074 0.0831039109588 82% => OK
Sentence topic coherence SD: 0.0624358927678 0.0758088955206 82% => OK
Paragraph topic coherence: 0.145039083798 0.150359130593 96% => OK
Paragraph topic coherence SD: 0.027334200921 0.0667264976115 41% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 17.1 14.1392134831 121% => OK
flesch_reading_ease: 42.04 48.8420337079 86% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 14.6 12.1743820225 120% => OK
coleman_liau_index: 12.83 12.1639044944 105% => OK
dale_chall_readability_score: 8.85 8.38706741573 106% => OK
difficult_words: 139.0 100.480337079 138% => OK
linsear_write_formula: 9.0 11.8971910112 76% => OK
gunning_fog: 13.6 11.2143820225 121% => OK
text_standard: 9.0 11.7820224719 76% => OK
What are above readability scores?
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Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 Out of 6
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.