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 statement and explain your reasoning for the position you take. In developing and supporting your position, you should consider ways in which the statement might or might not hold true and explain how these considerations shape your position.
Individuals who achieve success are the ones who never gave up on their dreams. The statement prompt suggests that institutions should have a say who is eligible to be in a certain field. However, I would have to strongly disagree with this bold statement for three simple reasons.
First, institutions can ruin individuals lives if they were to convince students to pursue other majors when the student is clearly excited and motivated for a particular field. For instance, who would even decide who is unlikely to succeed? Does the GPA really tell the full story of one’s ability to be successful later on in life and in the chosen field, I say no. Therefore, I must strongly disagree that coming to the conclusion that a student should not be admitted to a major of his choice because he is unlikely to succeed later in life is an invalid argument.
Furthermore, students have good semesters and bad semesters. Therefore, would a decision to talk a student out of his/her major come the second they have a bad semester? For example, if a student had a family tragedy and lost their motivation for school for a semester, is that really a reason to assume that the student is unlikely to succeed now? Students are all powerful human beings and all have their strengths and weaknesses; however, to dissuade a student from pursuing their field of study is not only morally wrong but also showing a bad example by informing other students to not even try and continue in their major if they are lacking.
Finally, what about students who struggle during school years but once they enter their field of study, they become the best at what they do. Thus, is being seen as unlikely to succeed a valid argument as to why students should be talked out of pursuing their field of study? For instance, what if all the famous actors we have today quit when they were told they were not good enough, or when NBA players were told they will never make it. The pattern becomes clear that the individuals who have to face adversity and obstacles are the ones who usually come out swinging and prove everyone wrong. The grit and passion they have for acting, playing sports, and in this case, pursuing a certain major, no one is able to take that passion and motivation away. Therefore, I would strongly disagree that institutions should have any say in what career paths students choose.
In sum, while, I am aware that many may disagree on the basis that if students are doomed to fail it is in their best interest if someone intervenes and politely ask them to pursue a different major, I would argue otherwise. People do not have the power to tell one’s future, therefore, no one is allowed to take something away from someone based on an assumption. In doing so, a student’s life will get ruined and students might live with regret and 'what if's' for the rest of their lives. Therefore, because of these three reasons, I strongly disagree that institutions should have no say when it comes to what field of study students should pursue.
Grammar and spelling errors:
Line 3, column 358, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to field'
Suggestion: to field
...sful later on in life and in the chosen field, I say no. Therefore, I must strongly d...
^^^^^
Line 5, column 598, Rule ID: TRY_AND[1]
Message: "Try and" is common in colloquial speech, but "'try to'" is recommended for writing.
Suggestion: try to
...by informing other students to not even try and continue in their major if they are lac...
^^^^^^^
Line 9, column 33, Rule ID: MANY_NN_U[1]
Message: Possible agreement error. The noun may seems to be uncountable; consider using: 'much may', 'a good deal of may'.
Suggestion: much may; a good deal of may
...ose. In sum, while, I am aware that many may disagree on the basis that if students ...
^^^^^^^^
Transition Words or Phrases used:
also, but, finally, first, furthermore, however, if, may, really, second, so, therefore, thus, while, as to, for example, for instance
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 26.0 19.6327345309 132% => OK
Auxiliary verbs: 17.0 12.9520958084 131% => OK
Conjunction : 18.0 11.1786427146 161% => OK
Relative clauses : 23.0 13.6137724551 169% => OK
Pronoun: 49.0 28.8173652695 170% => Less pronouns wanted
Preposition: 57.0 55.5748502994 103% => OK
Nominalization: 9.0 16.3942115768 55% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2525.0 2260.96107784 112% => OK
No of words: 533.0 441.139720559 121% => OK
Chars per words: 4.7373358349 5.12650576532 92% => OK
Fourth root words length: 4.80487177365 4.56307096286 105% => OK
Word Length SD: 2.50955462217 2.78398813304 90% => OK
Unique words: 246.0 204.123752495 121% => OK
Unique words percentage: 0.461538461538 0.468620217663 98% => OK
syllable_count: 785.7 705.55239521 111% => OK
avg_syllables_per_word: 1.5 1.59920159681 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 4.96107784431 161% => OK
Article: 4.0 8.76447105788 46% => OK
Subordination: 2.0 2.70958083832 74% => OK
Conjunction: 2.0 1.67365269461 119% => OK
Preposition: 4.0 4.22255489022 95% => OK
Performance on sentences:
How many sentences: 21.0 19.7664670659 106% => OK
Sentence length: 25.0 22.8473053892 109% => OK
Sentence length SD: 54.1343755136 57.8364921388 94% => OK
Chars per sentence: 120.238095238 119.503703932 101% => OK
Words per sentence: 25.380952381 23.324526521 109% => OK
Discourse Markers: 6.38095238095 5.70786347227 112% => OK
Paragraphs: 5.0 5.15768463074 97% => OK
Language errors: 3.0 5.25449101796 57% => OK
Sentences with positive sentiment : 9.0 8.20758483034 110% => OK
Sentences with negative sentiment : 12.0 6.88822355289 174% => OK
Sentences with neutral sentiment: 0.0 4.67664670659 0% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.196235072412 0.218282227539 90% => OK
Sentence topic coherence: 0.0710603960797 0.0743258471296 96% => OK
Sentence topic coherence SD: 0.0358358899409 0.0701772020484 51% => OK
Paragraph topic coherence: 0.128947727196 0.128457276422 100% => OK
Paragraph topic coherence SD: 0.0164233115874 0.0628817314937 26% => 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: 13.6 14.3799401198 95% => Automated_readability_index is low.
flesch_reading_ease: 54.56 48.3550499002 113% => OK
smog_index: 8.8 7.1628742515 123% => OK
flesch_kincaid_grade: 11.9 12.197005988 98% => OK
coleman_liau_index: 10.51 12.5979740519 83% => OK
dale_chall_readability_score: 7.75 8.32208582834 93% => OK
difficult_words: 97.0 98.500998004 98% => OK
linsear_write_formula: 9.0 12.3882235529 73% => OK
gunning_fog: 12.0 11.1389221557 108% => OK
text_standard: 12.0 11.9071856287 101% => OK
What are above readability scores?
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Rates: 58.33 out of 100
Scores by essay e-grader: 3.5 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.