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 suppor

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.

Over the last few years, there has been a continuous increase in the rate at which students drop out of tertiary institutions. This trend has been looked into by many academias, and some of them predicted that this incidence occur probably due to lack of students' interests in their course of studies. To gain grasp of this idea, and to suggest an improvement in the efficiency of educational institutions, the prompt argues that educational institutions should discourage students from enrolling into fields of study which they are unlikely to succeeed in. I mostly agree with this prompt for two reasons which I will elucidate below. However, I do concede that in certain situations, educational institutions should give chances to students to pursue their heartfelt course of study, even if it seems like they won't succeed in it.
To begin, educational institutions should make sure that new students are enrolling in a course which suits them the most because this will reduce the rate of students' apathy towards study and increase students' zeal and enthusiasm towards their course of studies. Ordinarily, most students probably enroll in courses without doing a proper background research on that field. Some students might want to study a course because their friends are studying it, and maybe not because they have passion for it. When such students get into the core of the program which they applied for, they might become bored or uninterested in the posed rigors in the courses. This might lead to them dropping out of school, or graduate from the field without any tangible thing to show from such studies. Conversely, If educational institution allow only students who have passion for their studies, and are well qualified to enroll in these programs, it will increase the probability of having students pursing a career in fields they are qualified for, and have great interest in. This might reduce the rate of dropouts and tepid interests among students towards their programs.
Secondly, educational institutions should discourage students from pursuing studies in fields they are unlikely to succeed in because they know more about students and the activities involved in a most studies. It is possible that a student might think he has the capacity or what it takes to undergo a particular program, but educational institutions might actually be the one that have a greater chance of predicting to a considerable extent the readiness, or the capacity of a student to carry out a study. Mostly, educational institutions will have records of students who want to enrol in a particular program. They can cross reference the students strengths and weaknesses to determine where students fits best. This will be at benefits to both the students and even the public at large, because it will enable the production of high-quality graduates.
Admittedly, educational institutions cannot be perfect in their predictions, and nothing is certain in the world we are. Educational institutions should allow for certain compromise to allow students pursue their desired course of study eventhough it seems like they are unlikely to succeed in such field. For instance, Most schools dissuaded Albert Einstein from pursuing a degree in physics because of his low grade in mathematics. However, Albert Einstein went ahead to further in this field and ultimately became the world's most respected scientist in mathematics and physics.
In conclusion, educational institutions should discourage students from undergoing studies in which they are unlikely to suceed in so as to increase enthusiasm of students towards their studies and produce high-quality graduates. However, they should also allow for some compromise to give leeway to some students to pursue their desired course of study.

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Average: 6.6 (1 vote)
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Grammar and spelling errors:
Line 2, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...it seems like they wont succeed in it. To begin, educational institutions shoul...
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Line 2, column 342, Rule ID: A_UNCOUNTABLE[5]
Message: Uncountable nouns are usually not used with an indefinite article. Use simply 'proper background research'.
Suggestion: proper background research
...robably enroll in courses without doing a proper background research on that field. Some students might want...
^^^^^^^^^^^^^^^^^^^^^^^^^^^^
Line 3, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...among students towards their programs. Secondly, educational institutions shoul...
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Line 4, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...production of high-quality graduates. Admittedly, educational institutions can...
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Line 5, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... scientist in mathematics and physics. In conclusion, educational institutions ...
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Line 5, column 141, Rule ID: SO_AS_TO[1]
Message: Use simply 'to'
Suggestion: to
...in which they are unlikely to suceed in so as to increase enthusiasm of students towards...
^^^^^^^^

Transition Words or Phrases used:
actually, also, but, conversely, however, if, look, may, second, secondly, so, thus, well, as to, for instance, in conclusion

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

Performance on Part of Speech:
To be verbs : 16.0 19.5258426966 82% => OK
Auxiliary verbs: 21.0 12.4196629213 169% => OK
Conjunction : 20.0 14.8657303371 135% => OK
Relative clauses : 17.0 11.3162921348 150% => OK
Pronoun: 57.0 33.0505617978 172% => Less pronouns wanted
Preposition: 99.0 58.6224719101 169% => OK
Nominalization: 6.0 12.9106741573 46% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.

Performance on vocabulary words:
No of characters: 3191.0 2235.4752809 143% => OK
No of words: 607.0 442.535393258 137% => Less content wanted.
Chars per words: 5.25700164745 5.05705443957 104% => OK
Fourth root words length: 4.96360453597 4.55969084622 109% => OK
Word Length SD: 2.82898458122 2.79657885939 101% => OK
Unique words: 260.0 215.323595506 121% => OK
Unique words percentage: 0.428336079077 0.4932671777 87% => More unique words wanted or less content wanted.
syllable_count: 976.5 704.065955056 139% => 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: 1.0 4.99550561798 20% => OK
Subordination: 4.0 3.10617977528 129% => OK
Conjunction: 9.0 1.77640449438 507% => Less conjunction wanted as sentence beginning.
Preposition: 4.0 4.38483146067 91% => OK

Performance on sentences:
How many sentences: 23.0 20.2370786517 114% => OK
Sentence length: 26.0 23.0359550562 113% => OK
Sentence length SD: 62.2176799434 60.3974514979 103% => OK
Chars per sentence: 138.739130435 118.986275619 117% => OK
Words per sentence: 26.3913043478 23.4991977007 112% => OK
Discourse Markers: 5.4347826087 5.21951772744 104% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 6.0 7.80617977528 77% => OK
Sentences with positive sentiment : 17.0 10.2758426966 165% => OK
Sentences with negative sentiment : 4.0 5.13820224719 78% => OK
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: 0.289723280593 0.243740707755 119% => OK
Sentence topic coherence: 0.102598912149 0.0831039109588 123% => OK
Sentence topic coherence SD: 0.0672245918292 0.0758088955206 89% => OK
Paragraph topic coherence: 0.196418923148 0.150359130593 131% => OK
Paragraph topic coherence SD: 0.0289372806559 0.0667264976115 43% => 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: 16.5 14.1392134831 117% => OK
flesch_reading_ease: 45.09 48.8420337079 92% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 13.4 12.1743820225 110% => OK
coleman_liau_index: 13.52 12.1639044944 111% => OK
dale_chall_readability_score: 8.07 8.38706741573 96% => OK
difficult_words: 121.0 100.480337079 120% => OK
linsear_write_formula: 15.0 11.8971910112 126% => OK
gunning_fog: 12.4 11.2143820225 111% => OK
text_standard: 14.0 11.7820224719 119% => 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.