Educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed.
Educational institutions are tools people use to gain knowledge, learn a certain profession, or network. Every school offers classes, and depending on how advanced the class is, students must clear requisites to enroll. If a student wants to enroll in a certain major and has cleared the requisites to enroll in the classes required for that major, what right does the school have to dissuade the student from pursuing that field of study? It is inappropriate for an institution to determine whether a student is unlikely to succeed in a certain field as motivation and willpower are not testable.
If the prompt defines ‘dissuasion’ as the need for a student to fulfill many prerequisites that the student does not already have, then educational organizations do in fact have a right to dissuade students. It is important for students to attain a certain level of proficiency in a subject to be able to advance to the next level. If a class has many prerequisites, it is acceptable for them to be used as a dissuasion tool. They are implemented to prevent unqualified students from enrolling an dropping out. It’s a filter to encourage success. However, if the student has the will and motivation to complete the prerequisite classes, the organization should only be encouraging the student.
On the other hand, any given educational institution should provide counseling and advisement opportunities to students on what majors would be easily attainable, and which would not. Students should be informed on the amount of time and effort, and what types of skills would be asked of them depending on the field of study. For example, if a student with an artistic background but little mathematical ability were to attempt to enroll as a physics major, it would be prudent for the counselors to tell the student what would be required of them if they were to pursue that field. This isn’t dissuasion, this is informing the student of the requirements and ensuring they understand the type of commitment they are making. Once properly informed, the onus is on the student to decide whether to pursue that field of study.
Advisors should also take time to clearly understand what the students likes and dislikes are. Taking these factors into account is important when a student is deciding their major. If a student states that they do not enjoy engaging in artistic endeavors, then deciding to major in graphic design would be a poor choice. In this case it is the advisor’s responsibility to inform the student that graphic design involves art, and would therefore be a poor choice as a major. If the student were to counter that there are several technical aspects of graphic design they are interested in, and would like to proceed with that major, the advisor should respect that decision if the prerequisites are in line.
Grammar and spelling errors:
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Suggestion: Class
class='MsoNormal'>educational insti...
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Suggestion: used
...ucational institutions are tools people use to gain knowledge, learn a class='...
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Suggestion: If
...udents must clear requisites to enroll. if a student wants to enroll in a class=&a...
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Suggestion: It
...dent from pursuing that field of study? it is inappropriate for an institution to ...
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Suggestion: Class
...tion and willpower are not testable. class='MsoNormal'>if the prompt ...
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...fact have a right to dissuade students. it is important for students to attain a c...
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...o be able to advance to the next level. if a class has many prerequisites, it is a...
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...r them to be used as a dissuasion tool. they are implemented to prevent unqualified ...
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...ent unqualified students from enrolling an dropping out. it's a filter to enc...
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...tudents from enrolling an dropping out. it's a filter to encourage success. Howeve...
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Suggestion: Class
...uld only be encouraging the student. class='MsoNormal'>On the other h...
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Suggestion: Students
...easily attainable, and which would not. students should be informed on the amount of tim...
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...them if they were to pursue that field. this isn't dissuasion, this is informin...
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...ether to pursue that field of study. class='MsoNormal'>advisors shoul...
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Suggestion: Taking
...at the students likes and dislikes are. taking these factors into account is important...
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Suggestion: If
...when a student is deciding their major. if a student states that they do not enjoy...
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Suggestion: If
... therefore be a poor choice as a major. if the student were to counter that there ...
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Transition Words or Phrases used:
also, but, however, if, so, then, therefore, for example, in fact, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 31.0 19.5258426966 159% => OK
Auxiliary verbs: 16.0 12.4196629213 129% => OK
Conjunction : 14.0 14.8657303371 94% => OK
Relative clauses : 12.0 11.3162921348 106% => OK
Pronoun: 29.0 33.0505617978 88% => OK
Preposition: 63.0 58.6224719101 107% => OK
Nominalization: 8.0 12.9106741573 62% => OK
Performance on vocabulary words:
No of characters: 2680.0 2235.4752809 120% => OK
No of words: 475.0 442.535393258 107% => OK
Chars per words: 5.64210526316 5.05705443957 112% => OK
Fourth root words length: 4.66845742379 4.55969084622 102% => OK
Word Length SD: 5.31537299046 2.79657885939 190% => OK
Unique words: 220.0 215.323595506 102% => OK
Unique words percentage: 0.463157894737 0.4932671777 94% => More unique words wanted or less content wanted.
syllable_count: 812.7 704.065955056 115% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 6.24550561798 112% => OK
Article: 3.0 4.99550561798 60% => OK
Subordination: 8.0 3.10617977528 258% => Less adverbial clause wanted.
Conjunction: 6.0 1.77640449438 338% => Less conjunction wanted as sentence beginning.
Preposition: 2.0 4.38483146067 46% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 20.0 20.2370786517 99% => OK
Sentence length: 23.0 23.0359550562 100% => OK
Sentence length SD: 61.3981066483 60.3974514979 102% => OK
Chars per sentence: 134.0 118.986275619 113% => OK
Words per sentence: 23.75 23.4991977007 101% => OK
Discourse Markers: 4.2 5.21951772744 80% => OK
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 17.0 7.80617977528 218% => Less language errors wanted.
Sentences with positive sentiment : 16.0 10.2758426966 156% => OK
Sentences with negative sentiment : 2.0 5.13820224719 39% => 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: 0.230250606438 0.243740707755 94% => OK
Sentence topic coherence: 0.0806132369516 0.0831039109588 97% => OK
Sentence topic coherence SD: 0.0514505478465 0.0758088955206 68% => OK
Paragraph topic coherence: 0.144192467698 0.150359130593 96% => OK
Paragraph topic coherence SD: 0.0352597600199 0.0667264976115 53% => OK
Essay readability:
automated_readability_index: 17.0 14.1392134831 120% => OK
flesch_reading_ease: 39.67 48.8420337079 81% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 13.4 12.1743820225 110% => OK
coleman_liau_index: 15.73 12.1639044944 129% => OK
dale_chall_readability_score: 8.67 8.38706741573 103% => OK
difficult_words: 117.0 100.480337079 116% => OK
linsear_write_formula: 16.0 11.8971910112 134% => OK
gunning_fog: 11.2 11.2143820225 100% => OK
text_standard: 16.0 11.7820224719 136% => OK
What are above readability scores?
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Better to have 5/6 paragraphs with 3/4 arguments. And try always support/against one side but compare two sides, like this:
para 1: introduction
para 2: reason 1. address both of the views presented for reason 1
para 3: reason 2. address both of the views presented for reason 2
para 4: reason 3. address both of the views presented for reason 3
para 5: reason 4. address both of the views presented for reason 4 (optional)
para 6: conclusion.
Rates: 54.17 out of 100
Scores by essay e-grader: 3.25 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.