Educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed.
Write a response in which you discuss the extent to which you agree or disagree with the claim. In developing and supporting your position, be sure to address the most compelling reasons and/or examples that could be used to challenge your position.
Educational institutes have the responsibility to turn students into better individuals capable of thinking for themselves by themselves. Institutes have no right to force them to opt-out of the field they think would fail in, rather, institutes shall be supportive and motivate the student to work hard to achieve their goals.
Though it is true that teachers have experience and sometimes they can figure out a student lacks the potential to thrive in a certain field. But, that doesn’t mean that they should discourage the students from perusing that field. Instead, teachers should be motivating and point out the flaws in student is making in his/her approach. No one is perfect from the start, even the great minds of today were once beginners, and it is only through constant hard work, dedication and pristine work ethic that they have achieved the milestone they stand at today.
If John Nash was told that he shouldn’t follow the field of mathematics because his teachers didn’t feel he would succeed, we would have deprived of one of the most amazing theories of recent times. The fact is Nash was almost persuaded by his professors to leave mathematics because he was never seen inside the classroom, and many scholars believed he was just wasting his time wandering around the campus. But, it just took him one moment of inspiration to come up with the Nash Equilibrium equation, a theory that broke many beliefs and shook many minds in the field of mathematics. There is a plethora full of examples such as this, where student potential is either invisible to the institution or he is just a late bloomer. Nonetheless, no one can foresee the future and no one can say it with absolute certainty that one would succeed in his/her chosen field or not. So, the best an institute can do is prepare its students to become responsible individuals, capable of dealing with failure and hardships of life.
One could argue that teachers have seen all types of students and are far better equipped to choose a field for their students, keeping in mind the potential a student exhibits. Well, if this is true, even then, forcing a student to take a field, he/she is uninterested in, would cause the student to become unreceptive towards education, making the case worse. Hence, if a teacher firmly believes that a student is not cut out for a particular field and despites his/her hard work and dedication, is still falling short of what is required to succeed in the said field, then he should make sure that student learns something else simultaneously. A new course or a skill that would serve as a backup plan, if he fails to succeed in his primary field. This is the only way institutes can ensure that their student succeed, without subjecting them to any mental pressure or depression.
In conclusion, I disagree with the point that universities have the responsibility of dissuading students from persuading a field they are unlikely to succeed in. Universities have the responsibility to provide students with an environment where students can fully invest in themselves, by giving them the necessary tools and guidance to make them fully equipped to embark on the quest of finding success in their chosen field. Also, they should motivate students to take side courses and skill sets that would work as a back plan in worst-case scenario.
Grammar and spelling errors:
Line 5, column 862, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to field'
Suggestion: to field
...hat one would succeed in his/her chosen field or not. So, the best an institute can d...
^^^^^
Line 9, column 422, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to field'
Suggestion: to field
...uest of finding success in their chosen field. Also, they should motivate students to...
^^^^^
Line 9, column 556, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... as a back plan in worst-case scenario.
^^^
Transition Words or Phrases used:
also, but, hence, if, nonetheless, so, still, then, well, as to, in conclusion, such as, it is true
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 24.0 19.5258426966 123% => OK
Auxiliary verbs: 19.0 12.4196629213 153% => OK
Conjunction : 18.0 14.8657303371 121% => OK
Relative clauses : 17.0 11.3162921348 150% => OK
Pronoun: 63.0 33.0505617978 191% => Less pronouns wanted
Preposition: 74.0 58.6224719101 126% => OK
Nominalization: 9.0 12.9106741573 70% => OK
Performance on vocabulary words:
No of characters: 2805.0 2235.4752809 125% => OK
No of words: 567.0 442.535393258 128% => OK
Chars per words: 4.94708994709 5.05705443957 98% => OK
Fourth root words length: 4.87972968509 4.55969084622 107% => OK
Word Length SD: 2.73198331222 2.79657885939 98% => OK
Unique words: 280.0 215.323595506 130% => OK
Unique words percentage: 0.493827160494 0.4932671777 100% => OK
syllable_count: 854.1 704.065955056 121% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 6.24550561798 112% => OK
Article: 4.0 4.99550561798 80% => OK
Subordination: 5.0 3.10617977528 161% => OK
Conjunction: 2.0 1.77640449438 113% => OK
Preposition: 3.0 4.38483146067 68% => OK
Performance on sentences:
How many sentences: 20.0 20.2370786517 99% => OK
Sentence length: 28.0 23.0359550562 122% => The Avg. Sentence Length is relatively long.
Sentence length SD: 49.941065267 60.3974514979 83% => OK
Chars per sentence: 140.25 118.986275619 118% => OK
Words per sentence: 28.35 23.4991977007 121% => OK
Discourse Markers: 4.95 5.21951772744 95% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 3.0 7.80617977528 38% => OK
Sentences with positive sentiment : 15.0 10.2758426966 146% => OK
Sentences with negative sentiment : 4.0 5.13820224719 78% => OK
Sentences with neutral sentiment: 1.0 4.83258426966 21% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.210006314699 0.243740707755 86% => OK
Sentence topic coherence: 0.0812074336727 0.0831039109588 98% => OK
Sentence topic coherence SD: 0.0683140554576 0.0758088955206 90% => OK
Paragraph topic coherence: 0.142554748698 0.150359130593 95% => OK
Paragraph topic coherence SD: 0.048822058028 0.0667264976115 73% => OK
Essay readability:
automated_readability_index: 16.1 14.1392134831 114% => OK
flesch_reading_ease: 51.52 48.8420337079 105% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 13.0 12.1743820225 107% => OK
coleman_liau_index: 11.73 12.1639044944 96% => OK
dale_chall_readability_score: 8.26 8.38706741573 98% => OK
difficult_words: 116.0 100.480337079 115% => OK
linsear_write_formula: 11.5 11.8971910112 97% => OK
gunning_fog: 13.2 11.2143820225 118% => OK
text_standard: 12.0 11.7820224719 102% => OK
What are above readability scores?
---------------------
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.