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.
This century is perhaps the first time that students are presented with such a plethora of fields to pursue. It is also perhaps the century in which students face the most pressure about making right choice, given the abundance of options available to them. In this regard, the prompt argues that it is the duty of educational institutions to convince students not to pursue fields of study which they are unlikely to be successful in. However, the concepts of how these institutions define success and the likeliness of success is ambiguous, which presents a complex conundrum-following one's passion or following what one is good at. Considering this, I disagree with the prompt to some extent for the reasons that will be stated below.
How is the likelihood of success estimated by educational institutions? The most obvious choice seems to be through grades. However, there are numerous cases where students' grades improve when they are more focussed on their future career, and when they feel the necessity to bring up their grades for a scholarship, graduate school applications, job applications, and so on. As such, grades are not immutable, and are not the best measure of future success in a field. Therefore, if the measure of likelihood of future success is a student's grades, then I do not believe that this presents sufficient grounds to dissuade students from pursuing a field that they are interested in. With sufficient determination, motivation, and discipline, grades can be improved over time.
Assuming that an educational institution's reasons for believing that a student would be unlikely to succeed in a field do not rest on grades, but rather some other factors, more analysis of the student and a mentor/professor must be done to make a proper judgement. For instance, a student might choose to pursue a field because of the well-paying jobs which would be accessible to them if they pursued this field. In such a situation, the educational institution must intimate to the student why they feel that he/she might not succeed in the field, without explicitly dissuading the student from pursuing such a field. Perhaps the institution could try to ascertain whether the student is genuinely interested in the field, or whether he/she is simply pursuing the field for the potential monetary benefits that it would yield. If it is the former, then I believe that the educational institution must give the student an honest analysis of reasons he/she might not succeed along with ways to improve the situation to ensure future success, instead of merely dissuading the student from pursuing the field.
One situation where I believe that an educational instituion is justified in dissuading students from pursuing fields in which they are unlikely to succeed is if the prospect of failure is not in the student's hands. For instance, there might be a severe lack of job opportunities in some field that a student is interested in. In such cases, perhaps it would be best for the institution to let the students know of the difficulties that they will likely face in the future if they choose that field, but ultimately leave the choice to the student.
In conlusion, this is a complex issue that differs based on situation. However, in general I believe that it should be the student who decides their future and that every student should pursue what they are interested in. If a student is determined enough, they can improve themselves to the point that their likelihood of success in the field increases in the future.
Grammar and spelling errors:
Line 1, column 589, Rule ID: ONES[1]
Message: Did you mean 'one's'?
Suggestion: one's
... presents a complex conundrum-following ones passion or following what one is good a...
^^^^
Transition Words or Phrases used:
also, but, first, however, if, so, then, therefore, well, for instance, in general
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 35.0 19.5258426966 179% => OK
Auxiliary verbs: 18.0 12.4196629213 145% => OK
Conjunction : 11.0 14.8657303371 74% => OK
Relative clauses : 28.0 11.3162921348 247% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 60.0 33.0505617978 182% => Less pronouns wanted
Preposition: 81.0 58.6224719101 138% => OK
Nominalization: 13.0 12.9106741573 101% => OK
Performance on vocabulary words:
No of characters: 2974.0 2235.4752809 133% => OK
No of words: 589.0 442.535393258 133% => OK
Chars per words: 5.04923599321 5.05705443957 100% => OK
Fourth root words length: 4.92639038232 4.55969084622 108% => OK
Word Length SD: 2.86568526641 2.79657885939 102% => OK
Unique words: 228.0 215.323595506 106% => OK
Unique words percentage: 0.387096774194 0.4932671777 78% => More unique words wanted or less content wanted.
syllable_count: 918.9 704.065955056 131% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 6.24550561798 80% => OK
Article: 5.0 4.99550561798 100% => OK
Subordination: 4.0 3.10617977528 129% => OK
Conjunction: 7.0 1.77640449438 394% => Less conjunction wanted as sentence beginning.
Preposition: 9.0 4.38483146067 205% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 22.0 20.2370786517 109% => OK
Sentence length: 26.0 23.0359550562 113% => OK
Sentence length SD: 65.6036968571 60.3974514979 109% => OK
Chars per sentence: 135.181818182 118.986275619 114% => OK
Words per sentence: 26.7727272727 23.4991977007 114% => OK
Discourse Markers: 3.72727272727 5.21951772744 71% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 1.0 7.80617977528 13% => 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: 4.0 4.83258426966 83% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.289266687219 0.243740707755 119% => OK
Sentence topic coherence: 0.10390049291 0.0831039109588 125% => OK
Sentence topic coherence SD: 0.0774051155703 0.0758088955206 102% => OK
Paragraph topic coherence: 0.189357443774 0.150359130593 126% => OK
Paragraph topic coherence SD: 0.0677524685811 0.0667264976115 102% => OK
Essay readability:
automated_readability_index: 15.7 14.1392134831 111% => 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: 12.31 12.1639044944 101% => OK
dale_chall_readability_score: 7.79 8.38706741573 93% => OK
difficult_words: 107.0 100.480337079 106% => OK
linsear_write_formula: 14.5 11.8971910112 122% => OK
gunning_fog: 12.4 11.2143820225 111% => OK
text_standard: 13.0 11.7820224719 110% => 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.