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 sire to address the most compelling reasons or examples that could be used to challenge your position
It is not uncommon to see students overthinking about their career choices and once they make a decision they often second-guess it. Therefore, it would be extremely helpful for a student to have a professional guidance in choosing their career paths. The given prompt makes a claim that educational institutions have a responsibility to deter students in pursuing fields of study in which they are unlikely to succeed. I mostly agree with the given statement mainly for two reasons. However, there are certain cases where the educational institutions might mislead a student.
To begin, various factors like job opportunities, difficulty level in learning the subjects influence students in choosing their career paths. Therefore it is possible that a student might choose a field of study just because it is relatively easier to learn the subjects in that field while compared to the other domains. For instance, a student might choose to study History instead of Electronics engineering mainly because he thinks History is relatively easier. Making such a decision without thinking about their interest, or how good he may be in that particular field can be deleterious to their career. Therefore, a guidance from the Educational institution might help students to obtain clarity and introspect carefully before making any decision.
Furthermore, not all students find their bliss in an early stage and therefore are in a dire need of an expert guidance to choose their field of study. For instance, a student might be good at logical thinking which would help him become a good computer programmer. But, in case if he is not aware of the field of computer science, which primarily deals with programming stuff, he goes in search of some other field in which he might not be at his best. The student might go on pursuing a career in arts or economics. He might end up being dissatisfied with his work and regret he might have chosen a different domain in which he is good. To avoid such situations, a student need to seek for an expert guidance, which he might find in an educational institution. Therefore, educational institutions have the responsibility to help such students in finding their career path.
One might argue that educational institutions cannot focus on the personal interest of each and every student studying in it. Therefore, it is possible that an educational institution might mislead a student. Hence, it is not only the responsibility of educational institutions but also that of students to exploit the resources available to them through their schools.
In conclusion, when a student needs some guidance it is the responsibility of educational institutions to provide the required support and assist the students to choose the field of study that best matches their interest and skills.
Grammar and spelling errors:
Line 1, column 105, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...er choices and once they make a decision they often second-guess it. Therefore, i...
^^
Line 1, column 567, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...e educational institutions might mislead a student. To begin, various factors...
^^
Line 3, column 83, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...nities, difficulty level in learning the subjects influence students in choosing ...
^^
Line 3, column 145, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Therefore,
...tudents in choosing their career paths. Therefore it is possible that a student might cho...
^^^^^^^^^
Transition Words or Phrases used:
also, but, furthermore, hence, however, if, may, second, so, therefore, while, for instance, in conclusion
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 18.0 19.5258426966 92% => OK
Auxiliary verbs: 19.0 12.4196629213 153% => OK
Conjunction : 10.0 14.8657303371 67% => OK
Relative clauses : 16.0 11.3162921348 141% => OK
Pronoun: 44.0 33.0505617978 133% => Less pronouns wanted
Preposition: 64.0 58.6224719101 109% => OK
Nominalization: 13.0 12.9106741573 101% => OK
Performance on vocabulary words:
No of characters: 2370.0 2235.4752809 106% => OK
No of words: 459.0 442.535393258 104% => OK
Chars per words: 5.16339869281 5.05705443957 102% => OK
Fourth root words length: 4.62863751936 4.55969084622 102% => OK
Word Length SD: 2.9863218033 2.79657885939 107% => OK
Unique words: 204.0 215.323595506 95% => More unique words wanted.
Unique words percentage: 0.444444444444 0.4932671777 90% => More unique words wanted or less content wanted.
syllable_count: 736.2 704.065955056 105% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 6.24550561798 112% => OK
Article: 6.0 4.99550561798 120% => OK
Subordination: 1.0 3.10617977528 32% => OK
Conjunction: 1.0 1.77640449438 56% => OK
Preposition: 4.0 4.38483146067 91% => OK
Performance on sentences:
How many sentences: 21.0 20.2370786517 104% => OK
Sentence length: 21.0 23.0359550562 91% => OK
Sentence length SD: 39.6110912341 60.3974514979 66% => OK
Chars per sentence: 112.857142857 118.986275619 95% => OK
Words per sentence: 21.8571428571 23.4991977007 93% => OK
Discourse Markers: 5.04761904762 5.21951772744 97% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 4.0 7.80617977528 51% => OK
Sentences with positive sentiment : 15.0 10.2758426966 146% => OK
Sentences with negative sentiment : 3.0 5.13820224719 58% => More negative sentences wanted.
Sentences with neutral sentiment: 3.0 4.83258426966 62% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.273802960764 0.243740707755 112% => OK
Sentence topic coherence: 0.102966028962 0.0831039109588 124% => OK
Sentence topic coherence SD: 0.0948913692818 0.0758088955206 125% => OK
Paragraph topic coherence: 0.180864913234 0.150359130593 120% => OK
Paragraph topic coherence SD: 0.0685817897177 0.0667264976115 103% => OK
Essay readability:
automated_readability_index: 13.8 14.1392134831 98% => OK
flesch_reading_ease: 50.16 48.8420337079 103% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 11.5 12.1743820225 94% => OK
coleman_liau_index: 12.65 12.1639044944 104% => OK
dale_chall_readability_score: 7.81 8.38706741573 93% => OK
difficult_words: 91.0 100.480337079 91% => OK
linsear_write_formula: 9.0 11.8971910112 76% => OK
gunning_fog: 10.4 11.2143820225 93% => 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.