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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 su

Essay topics: 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.

Gh.Ne's picture

The author adduces that educational institutions have to encourage students from following the fields which the chance of their prosper is rare. This is the claim with which I do not concur. Among the countless rearing reasons which give adherence to my viewpoint, I will delve into the most conspicuous ones in the following paragraphs to support my standpoint.
The first striking reason which should be considered is the success of an individual cannot be predicted merely with his educational performance. Indeed, various factors such as experiences, hardworking, or eager over the topic have vital roles in the triumph of a person. In this scenario by sizing solely the educational performance, the conducted result about the possible success in the future will be shaky and skeptical fact. A lucid example which shed spotlights over this fact is the example of Einstein, who did not have a decent and compelling accomplishment in his educational period he even asked to dropped the school; however, by his hardworking and the tutorial he got from his uncle, he found his eagerness toward mathematics. His defeat during his school times never depicted that one day he would win the Nobel Prize. Consequently, if a school is planning to dissuade the students from fields only because of their prediction of failure in the future, there will be the possibility of losing the future Einsiteins.
Another equal crux reason which should be highlighted is the modern science is the combination of basic sciences and there is no border between them; in addition, this discouragement leads to surest weakness in the future. In another word, while in the past the science was ramified and categorized according to their areas and titled as the mathematics, physics, biology, or chemistry; the nowadays’ science is an interdisciplinary one which covers the interconnected networks of mentioned basic science. For instance, the field of biophysics is the combination of the two areas of physics and biology; which in the past they had been considered as two separated and irrelevant topics. In this case, if the educational organization feels that the students will not be flourished in the realm of biology and it potent in the field of physics so asked him to persuade the field of physics instead of biology, it warranted his failure in the field of biophysics. Therefore, dissuading students from a specific field causes their failure in their future education.
The last reason which should be bolded here is the main responsibility of the educational organizations. Any type of institutions, regardless of the student’s ability and intelligence, is responsible for his learning the entire basic sciences with the fulfilled adherence. In fact, no matter how is the pupil’s intelligence level, he should gain complete coverage of the educational training from the schools. Even there is fail during his learning process, the school should seek and identify the main reason for this failure and help the student to overcome this mistake. With this supportive educational system, the possibility of successful students are higher than the identification and discouraging the student from the seeking and solving the error.
To wrap it up, according to the aforementioned reasons and situation, the educational system should not disappoint the students from any field with the probability of his failure.

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Grammar and spelling errors:
Line 3, column 190, Rule ID: THE_SUPERLATIVE[2]
Message: A determiner is probably missing here: 'to the surest'.
Suggestion: to the surest
... in addition, this discouragement leads to surest weakness in the future. In another word...
^^^^^^^^^
Line 5, column 181, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ld with the probability of his failure.
^^^^^^^^^^

Transition Words or Phrases used:
consequently, first, however, if, so, therefore, while, for instance, in addition, in fact, such as

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 : 17.0 14.8657303371 114% => OK
Relative clauses : 13.0 11.3162921348 115% => OK
Pronoun: 42.0 33.0505617978 127% => Less pronouns wanted
Preposition: 77.0 58.6224719101 131% => OK
Nominalization: 21.0 12.9106741573 163% => OK

Performance on vocabulary words:
No of characters: 2877.0 2235.4752809 129% => OK
No of words: 544.0 442.535393258 123% => OK
Chars per words: 5.28860294118 5.05705443957 105% => OK
Fourth root words length: 4.82947280553 4.55969084622 106% => OK
Word Length SD: 3.0956793816 2.79657885939 111% => OK
Unique words: 267.0 215.323595506 124% => OK
Unique words percentage: 0.490808823529 0.4932671777 100% => OK
syllable_count: 889.2 704.065955056 126% => 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: 10.0 4.99550561798 200% => Less articles wanted as sentence beginning.
Subordination: 3.0 3.10617977528 97% => OK
Conjunction: 2.0 1.77640449438 113% => OK
Preposition: 10.0 4.38483146067 228% => Less preposition wanted as sentence beginnings.

Performance on sentences:
How many sentences: 20.0 20.2370786517 99% => OK
Sentence length: 27.0 23.0359550562 117% => OK
Sentence length SD: 64.368062733 60.3974514979 107% => OK
Chars per sentence: 143.85 118.986275619 121% => OK
Words per sentence: 27.2 23.4991977007 116% => OK
Discourse Markers: 4.95 5.21951772744 95% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 10.0 10.2758426966 97% => OK
Sentences with negative sentiment : 6.0 5.13820224719 117% => OK
Sentences with neutral sentiment: 4.0 4.83258426966 83% => OK
What are sentences with positive/Negative/neutral sentiment?

Coherence and Cohesion:
Essay topic to essay body coherence: 0.217933225967 0.243740707755 89% => OK
Sentence topic coherence: 0.0782745939466 0.0831039109588 94% => OK
Sentence topic coherence SD: 0.0482964231437 0.0758088955206 64% => OK
Paragraph topic coherence: 0.141947538342 0.150359130593 94% => OK
Paragraph topic coherence SD: 0.0309238347065 0.0667264976115 46% => 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: 17.1 14.1392134831 121% => OK
flesch_reading_ease: 44.07 48.8420337079 90% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 13.8 12.1743820225 113% => OK
coleman_liau_index: 13.7 12.1639044944 113% => OK
dale_chall_readability_score: 9.53 8.38706741573 114% => OK
difficult_words: 157.0 100.480337079 156% => OK
linsear_write_formula: 11.0 11.8971910112 92% => OK
gunning_fog: 12.8 11.2143820225 114% => 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.

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