Educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed.
Education institutions play a very important role in inspiring and influencing students, setting them off to successful careers. If done properly, institutions can inspire even those students who were very unlikely to succeed in their career choices, pushing them to achieve the unimaginable. Therefore, education institutions have a responsibility to encourage students to pursue fields of study they choose, regardless of how likely the are to succeed at the moment of their choice.
Throughout history, there are several examples of successful scientists, entrepreneurs, artists, writers, and many other professionals who once were very unlikely to succeed, at the beginning of their education. Consider Albert Einstein, the father of the theory of relativity and one of the most important scientists of all time. He is famously known not only for his brilliant discoveries, thought experiments and theories, but also for having difficulty in math when he was a child. What could have happened if his school, after observing he was failing in math, had dissuade him to pursue his interest in science?
It is very hard to effectively evaluate whether someone is likely or unlikely to succeed in the long run, at the beginning of a career. As with Einstein, there are many more examples of people who succeeded even against all odds. These examples show the power of passion and perseverance in pursuing fields of study someone really is keen to. Angela Duckworth and Carol Dweck, famous psychologists, researched this topic extensively, summarizing their findings in "Grit: the power of passion and perseverance" and "Mindset". In these books, they explain how people who were unlikely to succeed can and often do overcome all challenges to achieve their goals. In this process, they explain, parents and teachers play a very important role in nurturing students' dreams.
Instead of dissuading students from pursuing fields of study in which they are unlikely to succeed, educational institutions should explain to students what is required to succeed. They should show career paths and prepare the students to choose by themselves. Explaining what is required to succeed, preparing the students to choose by themselves, nurturing and encouraging their choices, should be the real responsibility of education institutions.
It is in school that several careers get started, as young students learn about professions and great role models. Countless students start to dream about what they will do in life while in class. Therefore, educational institutions should embrace their role of encouraging them to pursue their dreams, regardless of how likely they are to succeed at the moment they start dreaming. With proper preparation, encouragement, passion and perseverance, anyone can achieve their dreams.
Grammar and spelling errors:
Line 1, column 436, Rule ID: A_INFINITVE[1]
Message: Probably a wrong construction: a/the + infinitive
...y they choose, regardless of how likely the are to succeed at the moment of their choic...
^^^^^^^
Line 3, column 571, Rule ID: HAD_VBP[1]
Message: Possible agreement error -- use past participle here: 'dissuaded'.
Suggestion: dissuaded
...r observing he was failing in math, had dissuade him to pursue his interest in science? ...
^^^^^^^^
Line 3, column 571, Rule ID: HAVE_PART_AGREEMENT[1]
Message: Use past participle here: 'dissuaded'.
Suggestion: dissuaded
...r observing he was failing in math, had dissuade him to pursue his interest in science? ...
^^^^^^^^
Line 5, column 656, Rule ID: ALLOW_TO[1]
Message: Did you mean 'achieving'? Or maybe you should add a pronoun? In active voice, 'challenge' + 'to' takes an object, usually a pronoun.
Suggestion: achieving
...an and often do overcome all challenges to achieve their goals. In this process, they expl...
^^^^^^^^^^
Transition Words or Phrases used:
also, but, if, really, so, therefore, while
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 18.0 19.5258426966 92% => OK
Auxiliary verbs: 9.0 12.4196629213 72% => OK
Conjunction : 16.0 14.8657303371 108% => OK
Relative clauses : 7.0 11.3162921348 62% => More relative clauses wanted.
Pronoun: 37.0 33.0505617978 112% => OK
Preposition: 71.0 58.6224719101 121% => OK
Nominalization: 9.0 12.9106741573 70% => OK
Performance on vocabulary words:
No of characters: 2407.0 2235.4752809 108% => OK
No of words: 435.0 442.535393258 98% => OK
Chars per words: 5.53333333333 5.05705443957 109% => OK
Fourth root words length: 4.56690854021 4.55969084622 100% => OK
Word Length SD: 3.14869863251 2.79657885939 113% => OK
Unique words: 215.0 215.323595506 100% => OK
Unique words percentage: 0.494252873563 0.4932671777 100% => OK
syllable_count: 729.0 704.065955056 104% => 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: 1.0 4.99550561798 20% => OK
Subordination: 4.0 3.10617977528 129% => OK
Conjunction: 3.0 1.77640449438 169% => OK
Preposition: 8.0 4.38483146067 182% => OK
Performance on sentences:
How many sentences: 20.0 20.2370786517 99% => OK
Sentence length: 21.0 23.0359550562 91% => OK
Sentence length SD: 40.3455078045 60.3974514979 67% => OK
Chars per sentence: 120.35 118.986275619 101% => OK
Words per sentence: 21.75 23.4991977007 93% => OK
Discourse Markers: 2.15 5.21951772744 41% => More transition words/phrases wanted.
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 4.0 7.80617977528 51% => OK
Sentences with positive sentiment : 17.0 10.2758426966 165% => OK
Sentences with negative sentiment : 2.0 5.13820224719 39% => More negative sentences wanted.
Sentences with neutral sentiment: 1.0 4.83258426966 21% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.418567550784 0.243740707755 172% => OK
Sentence topic coherence: 0.124342891525 0.0831039109588 150% => OK
Sentence topic coherence SD: 0.154131890723 0.0758088955206 203% => The coherence between sentences is low.
Paragraph topic coherence: 0.243760338983 0.150359130593 162% => OK
Paragraph topic coherence SD: 0.137918499126 0.0667264976115 207% => More connections among paragraphs wanted.
Essay readability:
automated_readability_index: 15.5 14.1392134831 110% => OK
flesch_reading_ease: 41.7 48.8420337079 85% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 12.7 12.1743820225 104% => OK
coleman_liau_index: 14.79 12.1639044944 122% => OK
dale_chall_readability_score: 8.27 8.38706741573 99% => OK
difficult_words: 99.0 100.480337079 99% => OK
linsear_write_formula: 15.5 11.8971910112 130% => OK
gunning_fog: 10.4 11.2143820225 93% => 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.