Education institutions have a lot of responsibility in educating students on subjects that will be necessary for their future knowledge. Students spend most of their life at schools before they head on to college. Educations institutions have an impact on how much students learn and how they will succeed in life and/or careers. Education institutions do not have the responsibility to dissuade students from pursuing fields of study they are unlikely to succeed.
First, it is important for each individual to figure out their strengths and weaknesses for every field. Part of understanding yourself, understanding what you're good at and what you are not, is important for personal growth. If students are only exposed to what they are good at they will not expand their knowledge and skills in other areas they could potentially succeed at as well.
On the other hand, education institutions might know what students are good at and what they are not. This would save time for individuals to explore and fail in other areas. But I think it is important to consider that it is not always what you're good at, but what you like and are passionate about. For example, Bob may be really good at math and struggles with English but Bob would like to be an English teacher one day. Although it may be difficult for Bob to get better at English and master what he needs to know to be an English teacher, if he is passionate about it he will keep trying. Sometimes what we are good at does not necessarily match with what we want to do for career.
Furthermore, I think its important for students to explore other fields to find what they like. Maybe there's a student who is not good at a specific field or have a specific interested because they haven't explored others. Gaining knowledge and experience in other areas can lead to someone finding what they're passionate about and what they're good at.
In conclusion, Education institutions should not have the responsibility to dissuade students from pursuing fields of study they are unlikely to succeed. Students will eventually figure out their strengths and weaknesses, succeed and fail, and they can decide what career they would like to pursue.
Grammar and spelling errors:
Line 1, column 261, Rule ID: MUCH_COUNTABLE[1]
Message: Use 'many' with countable nouns.
Suggestion: many
...ions institutions have an impact on how much students learn and how they will succee...
^^^^
Line 3, column 157, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: you're
...erstanding yourself, understanding what youre good at and what you are not, is import...
^^^^^
Line 5, column 243, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: you're
... to consider that it is not always what youre good at, but what you like and are pass...
^^^^^
Line 7, column 103, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: there's
...er fields to find what they like. Maybe theres a student who is not good at a specific...
^^^^^^
Line 7, column 199, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: haven't
...have a specific interested because they havent explored others. Gaining knowledge and ...
^^^^^^
Line 7, column 291, Rule ID: HE_VERB_AGR[1]
Message: The pronoun 'someone' must be used with a third-person verb: 'finds'.
Suggestion: finds
...ence in other areas can lead to someone finding what theyre passionate about and what t...
^^^^^^^
Line 7, column 304, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: they're
... areas can lead to someone finding what theyre passionate about and what theyre good a...
^^^^^^
Line 7, column 337, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: they're
...g what theyre passionate about and what theyre good at. In conclusion, Education in...
^^^^^^
Transition Words or Phrases used:
but, first, furthermore, if, may, really, so, well, for example, i think, in conclusion, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 20.0 19.5258426966 102% => OK
Auxiliary verbs: 15.0 12.4196629213 121% => OK
Conjunction : 20.0 14.8657303371 135% => OK
Relative clauses : 3.0 11.3162921348 27% => More relative clauses wanted.
Pronoun: 36.0 33.0505617978 109% => OK
Preposition: 58.0 58.6224719101 99% => OK
Nominalization: 5.0 12.9106741573 39% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 1833.0 2235.4752809 82% => OK
No of words: 374.0 442.535393258 85% => More content wanted.
Chars per words: 4.90106951872 5.05705443957 97% => OK
Fourth root words length: 4.3976220399 4.55969084622 96% => OK
Word Length SD: 2.74470287338 2.79657885939 98% => OK
Unique words: 167.0 215.323595506 78% => More unique words wanted.
Unique words percentage: 0.446524064171 0.4932671777 91% => More unique words wanted or less content wanted.
syllable_count: 558.9 704.065955056 79% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 3.0 6.24550561798 48% => OK
Article: 0.0 4.99550561798 0% => OK
Subordination: 3.0 3.10617977528 97% => OK
Conjunction: 3.0 1.77640449438 169% => OK
Preposition: 2.0 4.38483146067 46% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 18.0 20.2370786517 89% => OK
Sentence length: 20.0 23.0359550562 87% => OK
Sentence length SD: 26.4150747271 60.3974514979 44% => The essay contains lots of sentences with the similar length. More sentence varieties wanted.
Chars per sentence: 101.833333333 118.986275619 86% => OK
Words per sentence: 20.7777777778 23.4991977007 88% => OK
Discourse Markers: 5.88888888889 5.21951772744 113% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 8.0 7.80617977528 102% => OK
Sentences with positive sentiment : 15.0 10.2758426966 146% => OK
Sentences with negative sentiment : 1.0 5.13820224719 19% => More negative sentences wanted.
Sentences with neutral sentiment: 2.0 4.83258426966 41% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.279235371904 0.243740707755 115% => OK
Sentence topic coherence: 0.139806332331 0.0831039109588 168% => OK
Sentence topic coherence SD: 0.204329995438 0.0758088955206 270% => The coherence between sentences is low.
Paragraph topic coherence: 0.231285023093 0.150359130593 154% => OK
Paragraph topic coherence SD: 0.191245982529 0.0667264976115 287% => More connections among paragraphs wanted.
Essay readability:
automated_readability_index: 12.0 14.1392134831 85% => Automated_readability_index is low.
flesch_reading_ease: 59.64 48.8420337079 122% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 9.9 12.1743820225 81% => OK
coleman_liau_index: 11.14 12.1639044944 92% => OK
dale_chall_readability_score: 7.12 8.38706741573 85% => OK
difficult_words: 59.0 100.480337079 59% => More difficult words wanted.
linsear_write_formula: 10.5 11.8971910112 88% => OK
gunning_fog: 10.0 11.2143820225 89% => OK
text_standard: 10.0 11.7820224719 85% => OK
What are above readability scores?
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Rates: 50.0 out of 100
Scores by essay e-grader: 3.0 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.