History has always been an important subject of our school education. Learning history allows us to understand our own society and our identity, as well as our own culture and other cultures, and helps us to gain experience from historical figures and incidences that can be applied to solve present problems. Unfortunately, in recent year, we have seen growing trend that university students do not seem to know as much about our history as they should. In response, some people suggested that all university students should be required to take history courses. Although the starting point of such suggestion is good, most people disagree with it, and believe such practice to be a distract from the main goal of college education and is against the students free will to choose subjects of their own interests.
First of all, a required history course regardless of student’s major can obstruct students from concentrating on achieving their academic goal. Unlike high school or any previous education stage, the main goal of university education is to equip students with in-depth knowledge of skill of a certain field- a specialty-that prepare they for the future career life. Around such goal, chosen of all subjects should be able to contribute to the knowledge or skill built of a student’s major. Thus, throughout a school term, with limited school credits (which can be expensive and already paid for by students), it is best for a university student to choose subjects that can allow them to benefit most for their academic goal. 98 For example, for a student majored in Environmental Science, if given choice, it would be wiser to choose a Introduction to Environmental Science course other than a history course as the former would for sure help the student with study of his/her own major. Nonetheless, by putting time and effort to accomplish course requirements of a subject that is unrelated to their major, students could also feel distracted from concentration on their main field of study.
In addition, mandatory history courses might jeopardize university students interests in study history. University students have great freedom in courses selection, and most of them have the tendency to resist mandatory classes without enough reasoning regarding how such classes are related to them, because such required classes deprive students from their right of free choices, make they feel repulsive. As a result, instead of promoting students’ interests in history, the practice of pushing for mandatory history courses could largely suppress students interests in history. For example, when I was in college, students from all majors were required to take a class of World History. It was a big class with over two hundred students, only small portion of us were actually listening to the teacher, while most students were either reading their own book or playing with their cell phone. One student told me, he was actually interested in watching some documentary or doing some online reading of South American history, but with the mandatory history that forced him to cover way more than he wanted, he suddenly lost interest in carrying out his original plan.
In conclusion, it is more disadvantageous to require all university students to take history courses.
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Grammar and spelling errors:
Line 1, column 682, Rule ID: A_INFINITVE[1]
Message: Probably a wrong construction: a/the + infinitive
...ith it, and believe such practice to be a distract from the main goal of college education...
^^^^^^^^^^
Line 3, column 844, Rule ID: EN_A_VS_AN
Message: Use 'an' instead of 'a' if the following word starts with a vowel sound, e.g. 'an article', 'an hour'
Suggestion: an
...ven choice, it would be wiser to choose a Introduction to Environmental Science c...
^
Transition Words or Phrases used:
actually, also, but, first, if, nonetheless, regarding, so, thus, well, while, for example, in addition, in conclusion, as a result, as well as, first of all
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 20.0 15.1003584229 132% => OK
Auxiliary verbs: 13.0 9.8082437276 133% => OK
Conjunction : 14.0 13.8261648746 101% => OK
Relative clauses : 9.0 11.0286738351 82% => OK
Pronoun: 44.0 43.0788530466 102% => OK
Preposition: 82.0 52.1666666667 157% => OK
Nominalization: 13.0 8.0752688172 161% => OK
Performance on vocabulary words:
No of characters: 2776.0 1977.66487455 140% => OK
No of words: 532.0 407.700716846 130% => OK
Chars per words: 5.21804511278 4.8611393121 107% => OK
Fourth root words length: 4.80261649409 4.48103885553 107% => OK
Word Length SD: 2.81391668047 2.67179642975 105% => OK
Unique words: 270.0 212.727598566 127% => OK
Unique words percentage: 0.507518796992 0.524837075471 97% => OK
syllable_count: 853.2 618.680645161 138% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 9.59856630824 73% => OK
Article: 3.0 3.08781362007 97% => OK
Subordination: 7.0 3.51792114695 199% => OK
Conjunction: 4.0 1.86738351254 214% => Less conjunction wanted as sentence beginning.
Preposition: 9.0 4.94265232975 182% => OK
Performance on sentences:
How many sentences: 18.0 20.6003584229 87% => OK
Sentence length: 29.0 20.1344086022 144% => The Avg. Sentence Length is relatively long.
Sentence length SD: 68.4811409562 48.9658058833 140% => OK
Chars per sentence: 154.222222222 100.406767564 154% => OK
Words per sentence: 29.5555555556 20.6045352989 143% => OK
Discourse Markers: 8.72222222222 5.45110844103 160% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 12.0 11.8709677419 101% => OK
Sentences with negative sentiment : 2.0 3.85842293907 52% => More negative sentences wanted.
Sentences with neutral sentiment: 4.0 4.88709677419 82% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.273174323088 0.236089414692 116% => OK
Sentence topic coherence: 0.110183281774 0.076458572812 144% => OK
Sentence topic coherence SD: 0.0580460179951 0.0737576698707 79% => OK
Paragraph topic coherence: 0.19168405034 0.150856017488 127% => OK
Paragraph topic coherence SD: 0.0174308729586 0.0645574589148 27% => 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: 17.9 11.7677419355 152% => OK
flesch_reading_ease: 42.04 58.1214874552 72% => OK
smog_index: 11.2 6.10430107527 183% => OK
flesch_kincaid_grade: 14.6 10.1575268817 144% => OK
coleman_liau_index: 13.59 10.9000537634 125% => OK
dale_chall_readability_score: 8.49 8.01818996416 106% => OK
difficult_words: 115.0 86.8835125448 132% => OK
linsear_write_formula: 11.5 10.002688172 115% => OK
gunning_fog: 13.6 10.0537634409 135% => OK
text_standard: 14.0 10.247311828 137% => OK
What are above readability scores?
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Better to have 5 paragraphs with 3 arguments. And try always support/against one side but compare two sides, like this:
para 1: introduction
para 2: reason 1. address both of the views presented for reason 1
para 3: reason 2. address both of the views presented for reason 2
para 4: reason 3. address both of the views presented for reason 3
para 5: conclusion.
So how to find out those reasons. There is a formula:
reasons == advantages or
reasons == disadvantages
for example, we can always apply 'save time', 'save/make money', 'find a job', 'make friends', 'get more information' as reasons to all essay/speaking topics.
or we can apply 'waste time', 'waste money', 'no job', 'make bad friends', 'get bad information' as reasons to all essay/speaking topics.
Rates: 73.3333333333 out of 100
Scores by essay e-grader: 22.0 Out of 30
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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.