Universities should require every student to take a variety of courses outside the student's field of study.
Write a response in which you discuss the extent to which you agree or disagree with the claim. In developing and supporting your position, be sure to address the most compelling reasons and/or examples that could be used to challenge your position.
The author of the issue asserts that there should be an obligatory from universities for assigning the varied and irrelevant courses from students’ major field of study. This is the claim with which I generally do not concur. Among the countless rearing reasons for my perspective, I will delve into the most conspicuous ones in the following paragraphs.
The first striking point which should be considered is the sophistication of the current education. In contrast to the past knowledge which was based on the base and primary sciences such as mathematics, chemistry, or biology; modern education possesses a complicated scheme which requires a high consideration. In this stand, focusing on the courses outside the main course will be time and energy consumption by the students. Especially with the consideration of prediction of the future science which is done by the Education Department in the Tehran University the complicity of the knowledge in the upcoming ten years will be twice more sophisticated and precise than current science. Therefore, by asking the students for getting the courses which do not relevant to their major focus will be an endless job.
The other equal crux reason which should be considered is the short duration of education in the universities. If the period and required credits of undergraduate programs are considered for the evaluation, it will be lucidly released that the students do not have the sufficient time for allocated it for other courses beyond their main territory. In fact, during four years of the bachelor programs, students have to the fulfill 128 credits, by the consideration of average three credits for each course the undergraduate student has to pass approximate of forty-three courses, which is equal to close ten courses for each semester. By consideration, of the contents of these courses and short five-month semester duration, asking for focusing on the other courses is a wise action. At the graduate level, although the number of required credits is fewer than the undergraduate program; the requirement for the finishing the study which is a thesis for master and dissertation for Ph.D. programs asks for full concentration and effort. In this scenario, by pushing the graduate students for attending the unrelated classes, they will waste their time and energy.
Finally, the required criteria for employment also should be highlighted. In fact, the reason for the educated by the students is finding a job. In addition, the current demand list for employment by the organization is receiving the well-education. The term of well-education can be defined as the proliferate, updated, and sophisticated understanding from the issue. This understating is plausible by the sole consideration of the specified realm. On the other hand, opting the shallow understanding from the various issues do not fit with this requirement.
To wrap it up, all aforementioned reasons show that the requirement of the attending to other courses beyond the student’s major course is an ineffective task.
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| 2020-01-21 | Himanshu Sharma | 66 | view |
| 2020-01-18 | sunpeach | 66 | view |
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Grammar and spelling errors:
Line 3, column 419, Rule ID: A_INFINITVE[1]
Message: Probably a wrong construction: a/the + infinitive
...the bachelor programs, students have to the fulfill 128 credits, by the consideration of av...
^^^^^^^^^^^
Line 4, column 295, Rule ID: A_INFINITVE[1]
Message: Probably a wrong construction: a/the + infinitive
...erm of well-education can be defined as the proliferate, updated, and sophisticated understandi...
^^^^^^^^^^^^^^^
Transition Words or Phrases used:
also, finally, first, if, so, therefore, well, as to, in addition, in contrast, in fact, such as, in contrast to, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 23.0 19.5258426966 118% => OK
Auxiliary verbs: 11.0 12.4196629213 89% => OK
Conjunction : 11.0 14.8657303371 74% => OK
Relative clauses : 12.0 11.3162921348 106% => OK
Pronoun: 19.0 33.0505617978 57% => OK
Preposition: 63.0 58.6224719101 107% => OK
Nominalization: 29.0 12.9106741573 225% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2589.0 2235.4752809 116% => OK
No of words: 486.0 442.535393258 110% => OK
Chars per words: 5.32716049383 5.05705443957 105% => OK
Fourth root words length: 4.69525374022 4.55969084622 103% => OK
Word Length SD: 3.16530800289 2.79657885939 113% => OK
Unique words: 235.0 215.323595506 109% => OK
Unique words percentage: 0.48353909465 0.4932671777 98% => OK
syllable_count: 792.9 704.065955056 113% => 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: 8.0 4.99550561798 160% => OK
Subordination: 2.0 3.10617977528 64% => OK
Conjunction: 2.0 1.77640449438 113% => OK
Preposition: 16.0 4.38483146067 365% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 21.0 20.2370786517 104% => OK
Sentence length: 23.0 23.0359550562 100% => OK
Sentence length SD: 65.7248783733 60.3974514979 109% => OK
Chars per sentence: 123.285714286 118.986275619 104% => OK
Words per sentence: 23.1428571429 23.4991977007 98% => OK
Discourse Markers: 6.2380952381 5.21951772744 120% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 8.0 10.2758426966 78% => OK
Sentences with negative sentiment : 3.0 5.13820224719 58% => More negative sentences wanted.
Sentences with neutral sentiment: 10.0 4.83258426966 207% => Less facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.222599555799 0.243740707755 91% => OK
Sentence topic coherence: 0.0774319415237 0.0831039109588 93% => OK
Sentence topic coherence SD: 0.0489622598098 0.0758088955206 65% => OK
Paragraph topic coherence: 0.139708064448 0.150359130593 93% => OK
Paragraph topic coherence SD: 0.0483588664608 0.0667264976115 72% => OK
Essay readability:
automated_readability_index: 15.2 14.1392134831 108% => OK
flesch_reading_ease: 48.13 48.8420337079 99% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 12.3 12.1743820225 101% => OK
coleman_liau_index: 13.93 12.1639044944 115% => OK
dale_chall_readability_score: 9.1 8.38706741573 109% => OK
difficult_words: 133.0 100.480337079 132% => OK
linsear_write_formula: 12.0 11.8971910112 101% => OK
gunning_fog: 11.2 11.2143820225 100% => OK
text_standard: 12.0 11.7820224719 102% => OK
What are above readability scores?
---------------------
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.