Colleges and universities should require their students to spend at least one semester studying in a foreign country.
Charlemagne once stated, “To know a second language is to possess a second soul”. Perhaps not everyone who spends a semester abroad is required to learn a second language, but most of those individuals who do depart to countries overseas bring back aspects of a second culture within them. Studying abroad offers immense opportunities during and after the duration of one’s stay within a foreign culture, such as experiencing new perspectives, making friends with eclectic individuals from around the world, and learning more about one’s self in the process. While it is a highly lucrative experience, not everyone is capable of seizing the opportunity to go overseas; some students may not be able to financially make ends meet, and others may live with developmental or physical disabilities that render them unable to do so. Colleges and universities should not require their students to spend a semester abroad, as not all students can take advantage of the opportunity, but study abroad programs, especially those that last a shorter duration than a full semester, should be highly recommended to the student body.
Studying abroad opens doors in ways many individuals cannot begin to comprehend until they have experienced it. Going outside of one’s comfort zone is not easy, nor is it comfortable; getting adjusted to a foreign culture is intimidating at first, but the rewards can potentially last over the course of a lifetime. Students engage with a new culture in a much more intimate way than they would if they did not go overseas, such as getting acquainted to using a different form of currency or adapting to cultural norms vastly different from their own. Additionally, one comes into contact with individuals from a wide variety of backgrounds, each with their own story to tell. These connections can last over the period of a lifetime, further influencing the perspective from which one views the world around them. While some students may have cold feet regarding assimilating to a culture overseas, the overall experience is valuable in the lessons one learns in terms of their own adaptability, flexibility, and perseverance in different settings.
While studying abroad is rewarding in terms of self-discovery and growth, some students rely on loans and governmental grants simply to continue their university enrollment. To expect these students to raise thousands of dollars in funds to travel overseas for several months, especially without guaranteed assistance, is both unfair and unrealistic. Scholarships given based on merit are not available for everyone who may come from different socioeconomic backgrounds. Not only that, but students with both visible and invisible disabilities may be incapable of a smooth transition to a culture overseas. A student that has a developmental disability is far more likely to struggle with assimilating with both a new culture and a new university if the resources they need are not readily available to them. To expect students of these backgrounds to go through a mandatory experience abroad would assume that each individual is privileged enough to possess the financial or physical means to do so, which should not be the role of the university.
Immersing oneself into a foreign setting is beneficial for a plethora of reasons, but travelling abroad is not accessible for students of all backgrounds. As a result, colleges should refrain from making overseas study a mandatory prerequisite for graduation, but should continue to encourage students to further develop their perspectives of themselves and the world around them.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2020-01-25 | AC1990 | 75 | view |
| 2020-01-19 | savikx | 58 | view |
| 2020-01-09 | dodo1212 | 66 | view |
| 2020-01-02 | prerak1113 | 50 | view |
| 2019-12-16 | sydneyness | 66 | view |
Transition Words or Phrases used:
but, first, if, may, regarding, second, so, while, as for, such as, as a result
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 20.0 19.5258426966 102% => OK
Auxiliary verbs: 17.0 12.4196629213 137% => OK
Conjunction : 21.0 14.8657303371 141% => OK
Relative clauses : 10.0 11.3162921348 88% => OK
Pronoun: 30.0 33.0505617978 91% => OK
Preposition: 89.0 58.6224719101 152% => OK
Nominalization: 10.0 12.9106741573 77% => OK
Performance on vocabulary words:
No of characters: 3064.0 2235.4752809 137% => OK
No of words: 573.0 442.535393258 129% => OK
Chars per words: 5.34729493892 5.05705443957 106% => OK
Fourth root words length: 4.89258810929 4.55969084622 107% => OK
Word Length SD: 3.08460458962 2.79657885939 110% => OK
Unique words: 284.0 215.323595506 132% => OK
Unique words percentage: 0.495636998255 0.4932671777 100% => OK
syllable_count: 967.5 704.065955056 137% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 1.0 6.24550561798 16% => OK
Article: 2.0 4.99550561798 40% => OK
Subordination: 5.0 3.10617977528 161% => OK
Conjunction: 10.0 1.77640449438 563% => Less conjunction wanted as sentence beginning.
Preposition: 3.0 4.38483146067 68% => OK
Performance on sentences:
How many sentences: 19.0 20.2370786517 94% => OK
Sentence length: 30.0 23.0359550562 130% => The Avg. Sentence Length is relatively long.
Sentence length SD: 58.6708741041 60.3974514979 97% => OK
Chars per sentence: 161.263157895 118.986275619 136% => OK
Words per sentence: 30.1578947368 23.4991977007 128% => OK
Discourse Markers: 4.15789473684 5.21951772744 80% => OK
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 0.0 7.80617977528 0% => OK
Sentences with positive sentiment : 11.0 10.2758426966 107% => OK
Sentences with negative sentiment : 3.0 5.13820224719 58% => More negative sentences wanted.
Sentences with neutral sentiment: 5.0 4.83258426966 103% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.271045078367 0.243740707755 111% => OK
Sentence topic coherence: 0.0787618895252 0.0831039109588 95% => OK
Sentence topic coherence SD: 0.077587480964 0.0758088955206 102% => OK
Paragraph topic coherence: 0.169869519581 0.150359130593 113% => OK
Paragraph topic coherence SD: 0.0488700646238 0.0667264976115 73% => OK
Essay readability:
automated_readability_index: 18.8 14.1392134831 133% => OK
flesch_reading_ease: 32.57 48.8420337079 67% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 16.2 12.1743820225 133% => OK
coleman_liau_index: 14.34 12.1639044944 118% => OK
dale_chall_readability_score: 9.31 8.38706741573 111% => OK
difficult_words: 152.0 100.480337079 151% => OK
linsear_write_formula: 14.0 11.8971910112 118% => OK
gunning_fog: 14.0 11.2143820225 125% => OK
text_standard: 14.0 11.7820224719 119% => OK
What are above readability scores?
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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: 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.