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.
We have all heard of the saying, "Try, try, try, until you succeed." In this context, one cannot but disagree with the claim that educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed. If anything, educational institutions should encourage students in exploring all avenues in order to discover for themselves, the fields in which they can excel at.
First and foremost, it is not the responsibility of an educational institution to persuade or dissuade a student. Indian philosopher Mahatma Gandhi said, education is bringing out the best in an individual - body, mind and spirit - and the purpose of educational institutions, thus, is to help in the overall development of a student. To bolster this view, let us see the example of Thomas Alva Edison, a noted scientist and innovator. A very popular anecdote from his childhood goes something like this - once his schoolteacher wrote a note to Edison's mother saying her son was stupid and should not be sent to school as he could not cope with regular lessons. Edison's mother told him that the teacher said he was too intelligent to remain at school and thereafter taught him, herself. Later, Edison became one of the biggest innovators in history. Clearly, the educational institution here took it upon themselves to dissuade Edison from pursuing the usual school subjects as they found him to be too dull, but we see how miguided their assumptions turned out be, as Edison seems to have become the most popular one from his class.
Furthermore, let us see what are the parameters on which any educational institution judges a student's ability to succeed in a field. Most of the times, it is only on the basis marks in some regular examinations. However, this is not the true indication of a person's abilities. It may be that one student could not perform well in some tests due to illness or other problems, but has an otherwise good understanding of the subject. In such a case, it is not only wrong but unjust to dissuade him or her to pursue a particular discipline of study. Marks can never be an indicator of a person's success.
Additionally, without exploring multiple fields of study, how is a student supposed to know their ploclivity towards one? One can say here, that educational institutions, contrary to this claim, should help students in discovering their fields of excellence by providing appertunant support in covering subjects in which a student is relatively "weak."
In a related example, a number of parents force the choice of profession on their children, without consulting them or considering their abilities. They believe that since engineering or medical field is lucrative in terms of compensation, their children must pursue it. However, many a times this proves fatal for the children, who were more inclined towards arts. Similarly, if an educational institution tries to dissuade them from pursuing some subject, they may be doing the exact same thing the parents do, when they force a choice on their wards. As human beings, all of us are differemt. We are not perfect. We are prone to making errors, but that does not mean that someone makes a decision for us. We are entitled to our set of trials and errors, and it is these experiences, that ultimately contribute towards the formation of our personality.
Thus, in conclusion, we can in general say that educational institutions only need to provide guidance to its students. It is not their responsibility to decide which fields of study, a student may or may not excel at, and dissuade them from pursuing the former. Every individual is different, and is entitled to making this decision for himself or helself.
Grammar and spelling errors:
Line 3, column 95, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'students'' or 'student's'?
Suggestion: students'; student's
...ch any educational institution judges a students ability to succeed in a field. Most of ...
^^^^^^^^
Line 3, column 585, Rule ID: POSSESIVE_APOSTROPHE[2]
Message: Possible typo: apostrophe is missing. Did you mean 'persons'' or 'person's'?
Suggestion: persons'; person's
...y. Marks can never be an indicator of a persons success. Additionally, without explor...
^^^^^^^
Line 4, column 363, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... student is relatively 'weak.' In a related example, a number of parent...
^^^
Line 5, column 286, Rule ID: A_PLURAL[1]
Message: Don't use indefinite articles with plural words. Did you mean 'a time' or simply 'times'?
Suggestion: a time; times
... children must pursue it. However, many a times this proves fatal for the children, who...
^^^^^^^
Line 5, column 709, Rule ID: ENGLISH_WORD_REPEAT_BEGINNING_RULE
Message: Three successive sentences begin with the same word. Reword the sentence or use a thesaurus to find a synonym.
...n that someone makes a decision for us. We are entitled to our set of trials and e...
^^
Transition Words or Phrases used:
but, first, furthermore, however, if, may, similarly, so, thus, well, as to, in conclusion, in general
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 28.0 19.5258426966 143% => OK
Auxiliary verbs: 16.0 12.4196629213 129% => OK
Conjunction : 22.0 14.8657303371 148% => OK
Relative clauses : 16.0 11.3162921348 141% => OK
Pronoun: 70.0 33.0505617978 212% => Less pronouns wanted
Preposition: 90.0 58.6224719101 154% => OK
Nominalization: 11.0 12.9106741573 85% => OK
Performance on vocabulary words:
No of characters: 3135.0 2235.4752809 140% => OK
No of words: 625.0 442.535393258 141% => Less content wanted.
Chars per words: 5.016 5.05705443957 99% => OK
Fourth root words length: 5.0 4.55969084622 110% => OK
Word Length SD: 2.98847087194 2.79657885939 107% => OK
Unique words: 304.0 215.323595506 141% => OK
Unique words percentage: 0.4864 0.4932671777 99% => OK
syllable_count: 990.0 704.065955056 141% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 16.0 6.24550561798 256% => Less pronouns wanted as sentence beginning.
Article: 6.0 4.99550561798 120% => OK
Subordination: 6.0 3.10617977528 193% => OK
Conjunction: 6.0 1.77640449438 338% => Less conjunction wanted as sentence beginning.
Preposition: 8.0 4.38483146067 182% => OK
Performance on sentences:
How many sentences: 27.0 20.2370786517 133% => OK
Sentence length: 23.0 23.0359550562 100% => OK
Sentence length SD: 80.9086938175 60.3974514979 134% => OK
Chars per sentence: 116.111111111 118.986275619 98% => OK
Words per sentence: 23.1481481481 23.4991977007 99% => OK
Discourse Markers: 3.77777777778 5.21951772744 72% => OK
Paragraphs: 6.0 4.97078651685 121% => OK
Language errors: 5.0 7.80617977528 64% => OK
Sentences with positive sentiment : 11.0 10.2758426966 107% => OK
Sentences with negative sentiment : 7.0 5.13820224719 136% => OK
Sentences with neutral sentiment: 9.0 4.83258426966 186% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.309742914388 0.243740707755 127% => OK
Sentence topic coherence: 0.0720780314183 0.0831039109588 87% => OK
Sentence topic coherence SD: 0.103248898165 0.0758088955206 136% => OK
Paragraph topic coherence: 0.179603913287 0.150359130593 119% => OK
Paragraph topic coherence SD: 0.125756193531 0.0667264976115 188% => OK
Essay readability:
automated_readability_index: 13.8 14.1392134831 98% => OK
flesch_reading_ease: 48.13 48.8420337079 99% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 12.3 12.1743820225 101% => OK
coleman_liau_index: 12.13 12.1639044944 100% => OK
dale_chall_readability_score: 8.26 8.38706741573 98% => OK
difficult_words: 138.0 100.480337079 137% => OK
linsear_write_formula: 16.0 11.8971910112 134% => OK
gunning_fog: 11.2 11.2143820225 100% => OK
text_standard: 12.0 11.7820224719 102% => 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.