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.
Schools are best known for their role in teaching students, even the learner is not good enough, despite the fact that there is a controversial question whether schools should hinder individuals, wanting to continue a way that is improbable to flourish his or her talent.
To begin with, wasting life moments is the most outstanding reason why academies should persuade pupils to leave a path which have no art. To put in other word, when teachers deter students from being a wrong way, indeed, students have an opportunity that either find the best way or at least change ineffective path. Under such a circumstance, everyone would be on the appropriate life way, as a result, we could have a dynamic society, helping people to achieve their goal. As an illustration, I am going to speak about famous Iranian scientist, whose name is Ahmad Khakisedigh. He has been managing KNTU electronic university, since he came to that university. In his childhood, while he was preparing for participating in biology contest, his teacher told him that “he is not talented in biology”. The teacher told this fact because he had believed strongly, telling truth, would help Ahmad to not waste his life. Ahmad’s future has been influenced on account of happening this accident. If the teacher had never said that words, Ahmad would lose his time in biology and would not be the president of KNTU electronic university.
Opponents may argue that teachers can make a mistake in discerning student potential and suggesting to leave. Well, it is often true for some teachers that do not have enough experiences to detect students with no talent in special topic. However, it does not mean that dissidents disagree with the whole idea, they merely do not concur in executive method for achieving purpose. In addition, we could do this plan scientifically, occurring with the help of a psychologist. Thus, I would rather to regard science than concerning probable mistakes.
It is also true that persuading pupils to desist the way having no talent, can led to lose confidence. In this regard, we should consider in whatever task we do, we have positive effects and negative ones, we need to compare both results and choose the strongest one. Yet, if we pick to do the task, it does not imply that we have to overlook bad issue. By the way, diminishing the harmful effects have to be our first goal. For example, in this case, we could speak with student needing to change regularly, whenever he or she feels unpleasant about teacher’s comments.
In conclusion, I am of the idea that expressing, persuading student from the way having no talent, is a better choice, because of wasting time for main point. However, we should consider, how to run our plan, undeniably, we need to use skillful teachers and also, we should prepare for bad effects such as losing confidence for students.
Grammar and spelling errors:
Line 2, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...robable to flourish his or her talent. To begin with, wasting life moments is t...
^^
Line 3, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...esident of KNTU electronic university. Opponents may argue that teachers can ma...
^^
Line 4, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ce than concerning probable mistakes. It is also true that persuading pupils t...
^^^
Transition Words or Phrases used:
also, first, however, if, look, may, so, thus, well, while, at least, for example, in addition, in conclusion, such as, as a result, by the way, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 17.0 19.5258426966 87% => OK
Auxiliary verbs: 18.0 12.4196629213 145% => OK
Conjunction : 8.0 14.8657303371 54% => More conjunction wanted.
Relative clauses : 15.0 11.3162921348 133% => OK
Pronoun: 55.0 33.0505617978 166% => Less pronouns wanted
Preposition: 56.0 58.6224719101 96% => OK
Nominalization: 7.0 12.9106741573 54% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2406.0 2235.4752809 108% => OK
No of words: 486.0 442.535393258 110% => OK
Chars per words: 4.95061728395 5.05705443957 98% => OK
Fourth root words length: 4.69525374022 4.55969084622 103% => OK
Word Length SD: 2.79683146676 2.79657885939 100% => OK
Unique words: 271.0 215.323595506 126% => OK
Unique words percentage: 0.557613168724 0.4932671777 113% => OK
syllable_count: 733.5 704.065955056 104% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 20.0 6.24550561798 320% => Less pronouns wanted as sentence beginning.
Article: 1.0 4.99550561798 20% => OK
Subordination: 9.0 3.10617977528 290% => Less adverbial clause wanted.
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 12.0 4.38483146067 274% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 22.0 20.2370786517 109% => OK
Sentence length: 22.0 23.0359550562 96% => OK
Sentence length SD: 45.473268871 60.3974514979 75% => OK
Chars per sentence: 109.363636364 118.986275619 92% => OK
Words per sentence: 22.0909090909 23.4991977007 94% => OK
Discourse Markers: 7.18181818182 5.21951772744 138% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 3.0 7.80617977528 38% => OK
Sentences with positive sentiment : 10.0 10.2758426966 97% => OK
Sentences with negative sentiment : 9.0 5.13820224719 175% => OK
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: 0.0772842587836 0.243740707755 32% => The similarity between the topic and the content is low.
Sentence topic coherence: 0.0251521398903 0.0831039109588 30% => Sentence topic similarity is low.
Sentence topic coherence SD: 0.0289210470477 0.0758088955206 38% => Sentences are similar to each other.
Paragraph topic coherence: 0.041939269562 0.150359130593 28% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.0257379528183 0.0667264976115 39% => 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: 12.9 14.1392134831 91% => Automated_readability_index is low.
flesch_reading_ease: 57.61 48.8420337079 118% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 10.7 12.1743820225 88% => OK
coleman_liau_index: 11.43 12.1639044944 94% => OK
dale_chall_readability_score: 8.66 8.38706741573 103% => OK
difficult_words: 121.0 100.480337079 120% => OK
linsear_write_formula: 19.0 11.8971910112 160% => OK
gunning_fog: 10.8 11.2143820225 96% => OK
text_standard: 11.0 11.7820224719 93% => OK
What are above readability scores?
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It is not exactly right on the topic in the view of e-grader. Maybe there is a wrong essay topic.
Rates: 16.67 out of 100
Scores by essay e-grader: 1.0 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.