Universities should require every student to take a variety of courses outside the student's field of study.
In an increasingly unpredictable world, man has little or no influence on future occurrences and thus man must be adequately prepared to tackle the issues of life as it unravels. For man to elude or overcome these happenings, there is a great need for both theoretical and practical knowledge in preparedness to decipher the indicators of these events. Also, it is worthy to note that these skills can be dispensed and acquired in universities through wide-range courses available to the students. The prompt argues that Universities should require every student to take a variety of courses outside the student’s field of study. I mostly agree with this prompt for two reasons which I would elucidate below. However, in some extreme cases, I do concede that students should be required to take a variety of courses outside of their field of study.
Firstly, the ability to take significant number of courses could lead to exposure beyond the confinement of an individual’s field of study. The kind of exposure and talent required in the business, political and technical world. For example, the job requirements of Fortune 500 companies and other big consulting firms explicitly demand an all-rounder graduate student for the sake of their clients across diverse fields. This can be likened to the analogy of a student who took and actively engaged in the Analytics, International Relations and Law courses in addition to his Food Technology field and a student shackled within the Food Technology field of study. Indeed, the world is in dire need of former who is obviously a fit for any circumstance. In addition, in the course of taking unrelated courses, a student performing poorly can discover and develop predilection for a new course as well as thrive immeasurably in it at the expense of the forfeiture of graduate school. Thankfully, the aim of all universities is to nurture adroit leaders. Hence, it is advisable that Universities require every student to take a variety of courses outside the student’s field of study.
Furthermore, taking on variety of courses across fields is a way to build formidable and instrumental relationships. This way there could be increased collaboration in research and innovation, sports, musicals, debates among others. For example, the first e-voting system was built through collaboration of students in the computer science field, quality assurance field and the English language field of the Lagos State University, Nigeria. Similarly, students could be more informed through interdependence and collaboration amongst students of other field of study. If students were not allowed to take unrelated courses, the university might be underutilizing its resources whilst forestalling new discovery and invention.
Admittedly, in some extreme cases, students shouldn’t be allowed to take a variety of course because it could be apprehensive for both the students’ and lecturers. Since what is worth doing at all is what doing well, one could say that students should face their field of study squarely and acquire as much knowledge other than the accumulation insurmountable workload.
- Supply Chain Management Statement of Purpose
- Universities should require every student to take a variety of courses outside the student s field of study 75
- The effectiveness of a country s leaders is best measured by examining the well being of that country s citizens 66
- Supply Chain Management Personal Statement 78
- The following appeared in an article written by Dr Karp an anthropologist Twenty years ago Dr Field a noted anthropologist visited the island of Tertia and concluded from his observations that children in Tertia were reared by an entire village rather tha 53
Transition Words or Phrases used:
also, first, firstly, furthermore, hence, however, if, similarly, so, thus, well, for example, in addition, kind of, of course, as well as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 20.0 19.5258426966 102% => OK
Auxiliary verbs: 16.0 12.4196629213 129% => OK
Conjunction : 19.0 14.8657303371 128% => OK
Relative clauses : 8.0 11.3162921348 71% => More relative clauses wanted.
Pronoun: 24.0 33.0505617978 73% => OK
Preposition: 76.0 58.6224719101 130% => OK
Nominalization: 15.0 12.9106741573 116% => OK
Performance on vocabulary words:
No of characters: 2654.0 2235.4752809 119% => OK
No of words: 497.0 442.535393258 112% => OK
Chars per words: 5.34004024145 5.05705443957 106% => OK
Fourth root words length: 4.72159896747 4.55969084622 104% => OK
Word Length SD: 3.10040057987 2.79657885939 111% => OK
Unique words: 250.0 215.323595506 116% => OK
Unique words percentage: 0.503018108652 0.4932671777 102% => OK
syllable_count: 837.0 704.065955056 119% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 6.24550561798 96% => OK
Article: 9.0 4.99550561798 180% => OK
Subordination: 2.0 3.10617977528 64% => OK
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 6.0 4.38483146067 137% => OK
Performance on sentences:
How many sentences: 21.0 20.2370786517 104% => OK
Sentence length: 23.0 23.0359550562 100% => OK
Sentence length SD: 47.6001391031 60.3974514979 79% => OK
Chars per sentence: 126.380952381 118.986275619 106% => OK
Words per sentence: 23.6666666667 23.4991977007 101% => OK
Discourse Markers: 6.57142857143 5.21951772744 126% => 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 : 4.0 5.13820224719 78% => OK
Sentences with neutral sentiment: 6.0 4.83258426966 124% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.536506890019 0.243740707755 220% => OK
Sentence topic coherence: 0.178304523636 0.0831039109588 215% => Sentence topic similarity is high.
Sentence topic coherence SD: 0.209448475622 0.0758088955206 276% => The coherence between sentences is low.
Paragraph topic coherence: 0.341851148349 0.150359130593 227% => OK
Paragraph topic coherence SD: 0.0603574810961 0.0667264976115 90% => OK
Essay readability:
automated_readability_index: 15.6 14.1392134831 110% => OK
flesch_reading_ease: 39.67 48.8420337079 81% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 13.4 12.1743820225 110% => OK
coleman_liau_index: 13.99 12.1639044944 115% => OK
dale_chall_readability_score: 9.03 8.38706741573 108% => OK
difficult_words: 134.0 100.480337079 133% => OK
linsear_write_formula: 15.0 11.8971910112 126% => OK
gunning_fog: 11.2 11.2143820225 100% => 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: 75.0 out of 100
Scores by essay e-grader: 4.5 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.