Universities should require every student to take a variety of courses outside the student's field of study.
As it is popularly known across the world that someone who possesses moderate knowledge across all the domains has a better chance of becoming successful than someone who possesses profound knowledge in one field but is very limited in all the other important fields necessary to function efficiently as a human being. I strongly believe in the thought that people should be groomed to learn various things when they are at universities to unleash their real potential in them and help them become successful people.
If universities provide students with only a focused course instead of a variety of courses along with the student’s field of work, the student might become very well learned and expert in their field of work but won’t have a clue what’s happening around them. They will require assistance to solve issues if they face even a single problem outside of their scope and this might stunt their growth. For instance, if a student solely focuses on engineering instead of other skills such as finance, then he might become a leader in the field of engineering one day, but what if he wants to establish his own company? He will require profound knowledge about how a company works financially or how to manage funds, and how to bring in investors. If he doesn’t have a clue about these things then he might have to take help from someone else, which is okay to some extent but in the long run, this might ossify him. In other words, learning a variety of things will make them understand how things work and as it is known popularly, learning never goes to waste. You might learn something which might not be of use today but it might prove to be a boon later in your life when you need it or there is a high demand for it.
On other hand, if universities do provide students with a variety of courses, their development will continue to grow in all directions. As it is well known today that the market is ever-changing, we never know what skill might be in demand a few years down the line. Therefore it is imperative that students learn as much as they can as it is easy for them to grasp different knowledge whenever possible to do so. Instead of learning things when there is a serious need for them, we should try and learn them gradually as it inculcates interest and remains with us for a longer time. For example, if a doctor has to give a speech at a conference but isn’t a confident speaker, then she might feel the pressure of delivering her best on the day and might falter under that pressure. Now imagine if she had gradually learned how to speak confidently in front of people during her school or college years, she wouldn’t have this anxiety of speaking in front of tons of unknown people and the fear of mortifying herself. The pith of this example is that you never know when you might be faced with a task that you have never learned or heard about and that is okay but at least having knowledge about basic stuff such as public speaking, personality development, accounting, finances, cooking, etc would go a long way into getting developed as a human being.
Now some people might say that it is not possible to learn all the things in the world, and it is absolutely the truth. It is impossible to learn everything in the world but everyone should at least have a basic knowledge about the most essential things which are a common part of a human’s life and this is where universities can nurture young students into growing overall in their lives by providing them a variety of courses.
- The best way to teach is to praise positive actions and ignore negative ones 66
- Universities should require every student to take a variety of courses outside the student s field of study 50
- The human mind will always be superior to machines because machines are only tools of human minds 66
- Universities should require every student to take a variety of courses outside the student s field of study 50
- The best way to teach is to praise positive actions and ignore negative ones 66
Grammar and spelling errors:
Line 5, column 270, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Therefore,
...be in demand a few years down the line. Therefore it is imperative that students learn as...
^^^^^^^^^
Line 5, column 493, Rule ID: TRY_AND[1]
Message: "Try and" is common in colloquial speech, but "'try to'" is recommended for writing.
Suggestion: try to
...e is a serious need for them, we should try and learn them gradually as it inculcates i...
^^^^^^^
Transition Words or Phrases used:
but, if, so, then, therefore, well, as to, at least, for example, for instance, of course, such as, in other words
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 25.0 19.5258426966 128% => OK
Auxiliary verbs: 25.0 12.4196629213 201% => Less auxiliary verb wanted.
Conjunction : 24.0 14.8657303371 161% => OK
Relative clauses : 19.0 11.3162921348 168% => OK
Pronoun: 68.0 33.0505617978 206% => Less pronouns wanted
Preposition: 82.0 58.6224719101 140% => OK
Nominalization: 7.0 12.9106741573 54% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2922.0 2235.4752809 131% => OK
No of words: 632.0 442.535393258 143% => Less content wanted.
Chars per words: 4.62341772152 5.05705443957 91% => OK
Fourth root words length: 5.01394158123 4.55969084622 110% => OK
Word Length SD: 2.52465807858 2.79657885939 90% => OK
Unique words: 286.0 215.323595506 133% => OK
Unique words percentage: 0.45253164557 0.4932671777 92% => More unique words wanted or less content wanted.
syllable_count: 889.2 704.065955056 126% => OK
avg_syllables_per_word: 1.4 1.59117977528 88% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 10.0 6.24550561798 160% => OK
Article: 2.0 4.99550561798 40% => OK
Subordination: 7.0 3.10617977528 225% => Less adverbial clause wanted.
Conjunction: 3.0 1.77640449438 169% => OK
Preposition: 3.0 4.38483146067 68% => OK
Performance on sentences:
How many sentences: 18.0 20.2370786517 89% => OK
Sentence length: 35.0 23.0359550562 152% => The Avg. Sentence Length is relatively long.
Sentence length SD: 68.6199049695 60.3974514979 114% => OK
Chars per sentence: 162.333333333 118.986275619 136% => OK
Words per sentence: 35.1111111111 23.4991977007 149% => OK
Discourse Markers: 6.33333333333 5.21951772744 121% => OK
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 14.0 10.2758426966 136% => 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: 0.171758393058 0.243740707755 70% => OK
Sentence topic coherence: 0.0572284477049 0.0831039109588 69% => OK
Sentence topic coherence SD: 0.0774615708943 0.0758088955206 102% => OK
Paragraph topic coherence: 0.106803069157 0.150359130593 71% => OK
Paragraph topic coherence SD: 0.0502001886594 0.0667264976115 75% => OK
Essay readability:
automated_readability_index: 17.9 14.1392134831 127% => OK
flesch_reading_ease: 52.87 48.8420337079 108% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 14.6 12.1743820225 120% => OK
coleman_liau_index: 10.11 12.1639044944 83% => OK
dale_chall_readability_score: 7.77 8.38706741573 93% => OK
difficult_words: 96.0 100.480337079 96% => OK
linsear_write_formula: 18.5 11.8971910112 155% => OK
gunning_fog: 16.0 11.2143820225 143% => OK
text_standard: 19.0 11.7820224719 161% => OK
What are above readability scores?
---------------------
Better to have 5/6 paragraphs with 3/4 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: reason 4. address both of the views presented for reason 4 (optional)
para 6: conclusion.
Rates: 50.0 out of 100
Scores by essay e-grader: 3.0 Out of 6
---------------------
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.