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.
This topic raises the controversial issue of giving the educational institutes the responsibility of dissuading students from pursuing fields of study in which they are unlikely to succeed. Indisputably, the education institute can thoroughly analyze a student's strengths and weaknesses and predict career paths where the student is likely to be comfortable and prosper. Nevertheless, this does not validate the converse conclusion where the institutes dissuade the students from pursuing fields which seem less likely a career path for them. Thus, I generally disagree with the opinion that educational institutions have any responsibility of dissuading students from pursuing fields, and would argue that students should be free to choose their future fields of study.
First of all, students continuously take decisions regarding their future fields of study throughout the tenure of education. I would like to point out that if the educational institute dissuades students at each of these junctures, the students will not develop the attitude of independent thinking and decision making. This is a critical skill required in the later stages of the students' lives. By providing a constant support system for the students' decision mechanism, the students may eventually find themselves completely dependent on the institutes for any sort of decision.
Furthermore, there are no predefined set of parameters that can predict the future talent or performance of an individual. Due to the immense diversity amongst students with varying aspirations and goals, it is impossible to devise a single generic method of prediction for everyone. The students that seem ill-suited for a particular study may end up doing very well and succeeding. For example, many students tend to choose higher education majors in their undergraduate studies based on their interests. However, their past performances may not necessarily bolster their aspirations. Regardless of which the student may still succeed in and after the undergraduate studies.
Admittedly, the educational institutions can definitely classify students based on their aptitudes for different fields. It is true when it comes to pursuing sports fields where the physiques need to be of a specific type. In such cases, students endowed with the ideal physiques are more likely to succeed in contrast with students with genetically non-ideal physiques. In such cases, the educational institutes should provide a feedback to students letting them know the requirements and prerequisite strengths in the student to facilitate a better decision.
In conclusion, the educational institutes should not dissuade students from pursuing fields of studies in which they are unlikely to succeed. However, the institutes should provide comprehensive information and provide counselling services to aid students in making an independent decision. This will help the students gain clarity about the viability of the fields of study under consideration and help make a wiser decision. As long as the opinion of the education body does not overshadow the opinion of students, the students can benefit from the invaluable feedback provided by the institutes. In fact, most institutes today do have special career counsellors which help students assess their strengths and shortcomings and provide them with better tools to make a more informed decision.
Grammar and spelling errors:
Line 9, column 1, Rule ID: ENGLISH_WORD_REPEAT_BEGINNING_RULE
Message: Three successive sentences begin with the same word. Reword the sentence or use a thesaurus to find a synonym.
...ent to facilitate a better decision. In conclusion, the educational institutes ...
^^
Transition Words or Phrases used:
first, furthermore, however, if, may, nevertheless, regarding, so, still, thus, well, for example, in conclusion, in contrast, in fact, sort of, first of all, it is true
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 11.0 19.5258426966 56% => More to be verbs wanted.
Auxiliary verbs: 17.0 12.4196629213 137% => OK
Conjunction : 14.0 14.8657303371 94% => OK
Relative clauses : 14.0 11.3162921348 124% => OK
Pronoun: 29.0 33.0505617978 88% => OK
Preposition: 75.0 58.6224719101 128% => OK
Nominalization: 8.0 12.9106741573 62% => OK
Performance on vocabulary words:
No of characters: 2889.0 2235.4752809 129% => OK
No of words: 513.0 442.535393258 116% => OK
Chars per words: 5.63157894737 5.05705443957 111% => OK
Fourth root words length: 4.75914943092 4.55969084622 104% => OK
Word Length SD: 3.0674928718 2.79657885939 110% => OK
Unique words: 242.0 215.323595506 112% => OK
Unique words percentage: 0.471734892788 0.4932671777 96% => OK
syllable_count: 890.1 704.065955056 126% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 9.0 6.24550561798 144% => OK
Article: 9.0 4.99550561798 180% => OK
Subordination: 1.0 3.10617977528 32% => OK
Conjunction: 1.0 1.77640449438 56% => OK
Preposition: 5.0 4.38483146067 114% => OK
Performance on sentences:
How many sentences: 23.0 20.2370786517 114% => OK
Sentence length: 22.0 23.0359550562 96% => OK
Sentence length SD: 40.755854764 60.3974514979 67% => OK
Chars per sentence: 125.608695652 118.986275619 106% => OK
Words per sentence: 22.3043478261 23.4991977007 95% => OK
Discourse Markers: 7.34782608696 5.21951772744 141% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 1.0 7.80617977528 13% => OK
Sentences with positive sentiment : 17.0 10.2758426966 165% => OK
Sentences with negative sentiment : 3.0 5.13820224719 58% => More negative sentences wanted.
Sentences with neutral sentiment: 3.0 4.83258426966 62% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.334758115056 0.243740707755 137% => OK
Sentence topic coherence: 0.115343980156 0.0831039109588 139% => OK
Sentence topic coherence SD: 0.121021577118 0.0758088955206 160% => OK
Paragraph topic coherence: 0.20461497481 0.150359130593 136% => OK
Paragraph topic coherence SD: 0.107928422259 0.0667264976115 162% => OK
Essay readability:
automated_readability_index: 16.2 14.1392134831 115% => OK
flesch_reading_ease: 40.69 48.8420337079 83% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 13.1 12.1743820225 108% => OK
coleman_liau_index: 15.67 12.1639044944 129% => OK
dale_chall_readability_score: 8.85 8.38706741573 106% => OK
difficult_words: 134.0 100.480337079 133% => OK
linsear_write_formula: 16.0 11.8971910112 134% => OK
gunning_fog: 10.8 11.2143820225 96% => OK
text_standard: 16.0 11.7820224719 136% => 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.