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 suppo

Essay topics:

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.

Educational institutions are supposed to be a place where students feel free to express themselves. Teachers must motivate students instead of cutting down their dreams. The prompt states that educational institutions have the responsibility to guide their students into pursuing fields of study of which they consider it to be successful. In my opinion, I mostly disagree with the statement above and the reasons are as follows.

First of all, if the educational institutions are choosing the path that they deem successful for their students, they are automatically taking away the freedom of choice. It is much more important for the schools to teach the young ones how to decide for themselves instead of limiting the possibilities. For instance, private high schools in Brazil are driven by their student approvals at college, going as far as putting the results and the students photos in local billboards for propaganda. But instead of displaying all the students and their achievements, they choose to display only what they consider to be successful approvals, such as medicine, engineering and law school. This is to show that schools tend to brain wash their students into pursuing careers that make them more money, because higher approval rates in “successful” fields of study equals more new students and more parents willing to put their children to study there. Unfortunately, children’s beliefs come second place.

Secondly, there is no international system of units for success. This point of view diverges a lot from our generation to previous generations. Older generations tended to use a one fit mold for life, people would leave their parents houses in order to study or work, they would work hard, get married, have children, work even harder to provide for the family, see their children grow and eventually leave home in order to repeat the cycle once again. Nowadays, people are more aware of their possibilities, knowing that they can reach for different tangents in life that also lead to successful goals. Schools must help students to identify all the different paths to success and give the proper tools for them to walk by their own.

Of course, there are always students that display aptitudes that don’t align with what they want to pursue for a field of study. That is why there are trained counselors that work together with students to help them decide what they want to study. It is important to mention that the counselor does not have the authority to choose the field of study for the student, rather he gathers the student’s strong points to makes a list of suggestions for what the student might enjoy. In contrast to what was suggested in the prompt, the counselor works side by side with the teenager in order to help them with the difficult decision of choosing the path for their success.

In conclusion, I believe that schools have the responsibility to guide the students to make the right decisions. Although they can help students, they can not force them into choosing what they consider the right choice, at the end of the day, only the student has the power to select his or her success.

Average: 6.6 (1 vote)
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Grammar and spelling errors:
Line 3, column 770, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
...ash their students into pursuing careers that make them more money, because highe...

Transition Words or Phrases used:
also, but, first, if, second, secondly, so, for instance, in conclusion, in contrast, of course, such as, first of all, in contrast to, in my opinion

Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments

Performance on Part of Speech:
To be verbs : 17.0 19.5258426966 87% => OK
Auxiliary verbs: 8.0 12.4196629213 64% => OK
Conjunction : 10.0 14.8657303371 67% => OK
Relative clauses : 14.0 11.3162921348 124% => OK
Pronoun: 55.0 33.0505617978 166% => Less pronouns wanted
Preposition: 77.0 58.6224719101 131% => OK
Nominalization: 4.0 12.9106741573 31% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.

Performance on vocabulary words:
No of characters: 2653.0 2235.4752809 119% => OK
No of words: 526.0 442.535393258 119% => OK
Chars per words: 5.04372623574 5.05705443957 100% => OK
Fourth root words length: 4.78901763229 4.55969084622 105% => OK
Word Length SD: 2.81693626112 2.79657885939 101% => OK
Unique words: 260.0 215.323595506 121% => OK
Unique words percentage: 0.494296577947 0.4932671777 100% => OK
syllable_count: 788.4 704.065955056 112% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK

A sentence (or a clause, phrase) starts by:
Pronoun: 11.0 6.24550561798 176% => OK
Article: 2.0 4.99550561798 40% => OK
Subordination: 3.0 3.10617977528 97% => OK
Conjunction: 1.0 1.77640449438 56% => OK
Preposition: 5.0 4.38483146067 114% => OK

Performance on sentences:
How many sentences: 21.0 20.2370786517 104% => OK
Sentence length: 25.0 23.0359550562 109% => OK
Sentence length SD: 66.0455419044 60.3974514979 109% => OK
Chars per sentence: 126.333333333 118.986275619 106% => OK
Words per sentence: 25.0476190476 23.4991977007 107% => OK
Discourse Markers: 7.09523809524 5.21951772744 136% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 1.0 7.80617977528 13% => OK
Sentences with positive sentiment : 16.0 10.2758426966 156% => OK
Sentences with negative sentiment : 3.0 5.13820224719 58% => More negative sentences wanted.
Sentences with neutral sentiment: 2.0 4.83258426966 41% => OK
What are sentences with positive/Negative/neutral sentiment?

Coherence and Cohesion:
Essay topic to essay body coherence: 0.178831879313 0.243740707755 73% => OK
Sentence topic coherence: 0.0643703263244 0.0831039109588 77% => OK
Sentence topic coherence SD: 0.0719813966582 0.0758088955206 95% => OK
Paragraph topic coherence: 0.124619802394 0.150359130593 83% => OK
Paragraph topic coherence SD: 0.0766704119716 0.0667264976115 115% => OK

Essay readability:
automated_readability_index: 14.8 14.1392134831 105% => OK
flesch_reading_ease: 54.56 48.8420337079 112% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 11.9 12.1743820225 98% => OK
coleman_liau_index: 12.25 12.1639044944 101% => OK
dale_chall_readability_score: 8.06 8.38706741573 96% => OK
difficult_words: 106.0 100.480337079 105% => OK
linsear_write_formula: 8.5 11.8971910112 71% => OK
gunning_fog: 12.0 11.2143820225 107% => OK
text_standard: 12.0 11.7820224719 102% => OK
What are above readability scores?


Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 Out of 6
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.