Educational institutions should dissuade students from pursuing fields of study in which they
are unlikely to succeed.
Write a response in which you discuss your views on the policy and explain your reasoning for the position you take. In developing and supporting your position, you should consider the possible consequences of implementing the policy and explain how these consequences shape your position.
Educational institutions are citadels of knowledge which have the responsibility of training individual to become better professionals in their chosen career path. However, some argue that these institutions should dissuade students from pursuing fields of study in which the students are unlikely to succeed. Some other people argue au contraire that education Institutions does not have the responsibility of guiding students on fields they are unlikely to study. Although, it is not the main responsibility of educational institutions to provide hortatory to students concerning their field of study, it is necessary for these institutions to guide the students so as for the true purpose of education to be served.
True, there are several benefits accrued with colleges and universities dissuading student from pursuing career paths in which they are unlikely to succeed. One of such benefits is that this guidance helps students focus on their strengths an weaknesses. For instance, a student who choses to study maths but have little understanding of statistics, probability and other maths topics. When university assess this student on maths and other courses, university will realize such student is weak in maths but strong in other courses like English. So as to avoid wasting such student’s time, resources and efforts, it is best for the university to dissuade such student from studying math but consider to consider studying english in which he or she is likely to succeed most.
Furthermore, apart from discovering the student’s strengths and weaknesses, colleges advising student against opting for courses in which they are unlikely to succeed helps colleges from wasting their time, efforts and resources in training students that are unlikely to succeed. For example, a college training student a student on computer programming with such student having little to no knowledge about programming but having vast knowledge on entrepreneurship will lead to such college wasting its efforts and resources on training students that are unlikely to succeed in the programming course. If such college should evaluate the student and find out that the student has more knowledge in entrepreneurship than in programming, and advise the student to study entrepreneurship, this will lead to the college’s resources being used appropriately. Thus, true purpose of education will be served.
On the other hand, some believe that colleges and universities have no business with dissuading student from courses in which the student are unlikely to succeed. They could argue further by saying students might have interest in the field, and therefore, such students would develop themselves as they progress in their study. This is true to some extent. But courses don’t get easier as student attain higher level in them but get complex. Thus, it will be hard for such student to cope if the student have no strong foundation. This will in turn, lead to both university and student wasting their resources, time and efforts.
In conclusion, educational institutions should dissuade students from culling field of study in which they are unlikely to succeed. Though, this is not the main onus of the institutions, but for true purpose of education to be served and to make proper use of both the institution and student time, efforts and resources, this has to be done.
Grammar and spelling errors:
Line 1, column 152, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to career'
Suggestion: to career
...me better professionals in their chosen career path. However, some argue that these in...
^^^^^^
Line 3, column 241, Rule ID: EN_A_VS_AN
Message: Use 'a' instead of 'an' if the following word doesn't start with a vowel sound, e.g. 'a sentence', 'a university'
Suggestion: a
...helps students focus on their strengths an weaknesses. For instance, a student who...
^^
Line 3, column 241, Rule ID: A_PLURAL[1]
Message: Don't use indefinite articles with plural words. Did you mean 'an weakness' or simply 'weaknesses'?
Suggestion: an weakness; weaknesses
...helps students focus on their strengths an weaknesses. For instance, a student who choses to ...
^^^^^^^^^^^^^
Line 3, column 547, Rule ID: SO_AS_TO[1]
Message: Use simply 'to'
Suggestion: To
...t strong in other courses like English. So as to avoid wasting such student’s time, reso...
^^^^^^^^
Line 3, column 692, Rule ID: ADMIT_ENJOY_VB[3]
Message: This verb is used with the gerund form: 'consider considering'.
Suggestion: consider considering
...ade such student from studying math but consider to consider studying english in which he or she is ...
^^^^^^^^^^^^^^^^^^^^
Transition Words or Phrases used:
but, furthermore, however, if, so, therefore, thus, apart from, as for, as to, for example, for instance, in conclusion, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 24.0 19.5258426966 123% => OK
Auxiliary verbs: 12.0 12.4196629213 97% => OK
Conjunction : 24.0 14.8657303371 161% => OK
Relative clauses : 16.0 11.3162921348 141% => OK
Pronoun: 37.0 33.0505617978 112% => OK
Preposition: 83.0 58.6224719101 142% => OK
Nominalization: 8.0 12.9106741573 62% => OK
Performance on vocabulary words:
No of characters: 2860.0 2235.4752809 128% => OK
No of words: 533.0 442.535393258 120% => OK
Chars per words: 5.36585365854 5.05705443957 106% => OK
Fourth root words length: 4.80487177365 4.55969084622 105% => OK
Word Length SD: 2.95586216077 2.79657885939 106% => OK
Unique words: 202.0 215.323595506 94% => More unique words wanted.
Unique words percentage: 0.378986866792 0.4932671777 77% => More unique words wanted or less content wanted.
syllable_count: 863.1 704.065955056 123% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 10.0 6.24550561798 160% => OK
Article: 2.0 4.99550561798 40% => OK
Subordination: 2.0 3.10617977528 64% => OK
Conjunction: 4.0 1.77640449438 225% => Less conjunction wanted as sentence beginning.
Preposition: 3.0 4.38483146067 68% => OK
Performance on sentences:
How many sentences: 21.0 20.2370786517 104% => OK
Sentence length: 25.0 23.0359550562 109% => OK
Sentence length SD: 74.3944564292 60.3974514979 123% => OK
Chars per sentence: 136.19047619 118.986275619 114% => OK
Words per sentence: 25.380952381 23.4991977007 108% => OK
Discourse Markers: 6.57142857143 5.21951772744 126% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 5.0 7.80617977528 64% => OK
Sentences with positive sentiment : 17.0 10.2758426966 165% => OK
Sentences with negative sentiment : 2.0 5.13820224719 39% => 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: 0.2955803111 0.243740707755 121% => OK
Sentence topic coherence: 0.127857100306 0.0831039109588 154% => OK
Sentence topic coherence SD: 0.110580763024 0.0758088955206 146% => OK
Paragraph topic coherence: 0.219984592283 0.150359130593 146% => OK
Paragraph topic coherence SD: 0.0677740817359 0.0667264976115 102% => OK
Essay readability:
automated_readability_index: 16.6 14.1392134831 117% => OK
flesch_reading_ease: 46.1 48.8420337079 94% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 13.0 12.1743820225 107% => OK
coleman_liau_index: 14.16 12.1639044944 116% => OK
dale_chall_readability_score: 7.66 8.38706741573 91% => OK
difficult_words: 94.0 100.480337079 94% => OK
linsear_write_formula: 17.0 11.8971910112 143% => OK
gunning_fog: 12.0 11.2143820225 107% => OK
text_standard: 17.0 11.7820224719 144% => OK
What are above readability scores?
---------------------
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.