Educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed.
Educational institutions are the primary sites of imparting knowledge to students. In recent years, their role has grown to counsel students on what career choices they might pursue and/or be successful in. However, I believe educational institutions should not dissuade students from pursuing fields of study in which they are unlikely to succeeed.
The stated claim makes the assumption that educational institutions can gauge the aptitude of a student accurately and know what is best for the students. This might not be true. While such institutions might be able to gauge the scholarly aptitude of students, say in subjects like Mathematics or Physics, they might not be be good judges of musical dexterity or artistic skill. Not being able to judge students' aptitude accurately, it would be irresponsible of these institutions to dissuade them from pursuing fields in which they might not succeed.
Even if we make the case that such institutions can judge aptitude in a precise manner, a student's skill in a particular field may still grow. He/She might not be good at playing the guitar now but with enough tenacity and diligence, the student might become extremely proficient at playing the instrument. Thus, it wouldn't be right for educational institutions to judge students based on their current aptitude and then dissuade them from pusuing certain careers. Albert Einstein, who scored extremely poorly in Physics and Mathematics in college, went on to become one of the most brilliant scientists of all time. This journey of his is proof that even though it may seem that a person doens't have aptitude in a certain field, that can certainly change over time.
In recent years, career counsellors are being employed by more and more educational institutions to help guide students to the most appropriate career. While they are not authoritative figures on who can succeed in what career, their advice should definitely be a factor in considering whether a student should pursue a particular field of study or not. Such counsellors can also guide students to learn the particular skills required for a specific field of study.
To conclude, I believe educational institutions should not dissuade students from pursuing fields of study they might be unlikely to succeed in. Students might learn and develop their skillset to become good at fields they were previously lacking in. Career counsellors in institutions could help students guide into which career might be appropriate for them and how they could improve their skills if they want to target a field of study they are not skilled at.
Grammar and spelling errors:
Line 5, column 323, Rule ID: ENGLISH_WORD_REPEAT_RULE
Message: Possible typo: you repeated a word
Suggestion: be
... Mathematics or Physics, they might not be be good judges of musical dexterity or art...
^^^^^
Line 9, column 68, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in a precise manner" with adverb for "precise"; eg, "in a hasty manner" with "hastily".
...at such institutions can judge aptitude in a precise manner, a students skill in a particular field...
^^^^^^^^^^^^^^^^^^^
Line 9, column 91, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'students'' or 'student's'?
Suggestion: students'; student's
...n judge aptitude in a precise manner, a students skill in a particular field may still g...
^^^^^^^^
Line 9, column 317, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: wouldn't
...ent at playing the instrument. Thus, it wouldnt be right for educational institutions t...
^^^^^^^
Line 9, column 641, Rule ID: BEEN_PART_AGREEMENT[1]
Message: Consider using a past participle here: 'proofed'.
Suggestion: proofed
...sts of all time. This journey of his is proof that even though it may seem that a per...
^^^^^
Transition Words or Phrases used:
also, but, however, if, may, so, still, then, thus, while
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 21.0 19.5258426966 108% => OK
Auxiliary verbs: 24.0 12.4196629213 193% => OK
Conjunction : 13.0 14.8657303371 87% => OK
Relative clauses : 10.0 11.3162921348 88% => OK
Pronoun: 35.0 33.0505617978 106% => OK
Preposition: 62.0 58.6224719101 106% => OK
Nominalization: 3.0 12.9106741573 23% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2204.0 2235.4752809 99% => OK
No of words: 423.0 442.535393258 96% => OK
Chars per words: 5.21040189125 5.05705443957 103% => OK
Fourth root words length: 4.53508145475 4.55969084622 99% => OK
Word Length SD: 2.80703768556 2.79657885939 100% => OK
Unique words: 190.0 215.323595506 88% => More unique words wanted.
Unique words percentage: 0.449172576832 0.4932671777 91% => More unique words wanted or less content wanted.
syllable_count: 663.3 704.065955056 94% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 11.0 6.24550561798 176% => OK
Article: 3.0 4.99550561798 60% => OK
Subordination: 3.0 3.10617977528 97% => OK
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 3.0 4.38483146067 68% => OK
Performance on sentences:
How many sentences: 18.0 20.2370786517 89% => OK
Sentence length: 23.0 23.0359550562 100% => OK
Sentence length SD: 43.6413907621 60.3974514979 72% => OK
Chars per sentence: 122.444444444 118.986275619 103% => OK
Words per sentence: 23.5 23.4991977007 100% => OK
Discourse Markers: 3.16666666667 5.21951772744 61% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 5.0 7.80617977528 64% => OK
Sentences with positive sentiment : 11.0 10.2758426966 107% => OK
Sentences with negative sentiment : 2.0 5.13820224719 39% => More negative sentences wanted.
Sentences with neutral sentiment: 5.0 4.83258426966 103% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.41537746877 0.243740707755 170% => OK
Sentence topic coherence: 0.161502040601 0.0831039109588 194% => OK
Sentence topic coherence SD: 0.160702812921 0.0758088955206 212% => The coherence between sentences is low.
Paragraph topic coherence: 0.285733218991 0.150359130593 190% => OK
Paragraph topic coherence SD: 0.119558235007 0.0667264976115 179% => OK
Essay readability:
automated_readability_index: 14.9 14.1392134831 105% => 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: 13.23 12.1639044944 109% => OK
dale_chall_readability_score: 8.1 8.38706741573 97% => OK
difficult_words: 89.0 100.480337079 89% => OK
linsear_write_formula: 9.0 11.8971910112 76% => OK
gunning_fog: 11.2 11.2143820225 100% => OK
text_standard: 9.0 11.7820224719 76% => OK
What are above readability scores?
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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.