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.
After a long study journey from the primary school to the high school, then to university, students actually confront a quandary: does they take mainly courses of their own major or alternatively choose more learning outside these scope? The similar case also perplex educators who tend to designate university courses. While someone enthusiastically propose that every student should take a variety of courses outside their major, I have to present my clear opposition. Because many factors, such as diverse interrelationships between different disciplines, students' capacity and attitude to such knowledge expansion, have strictly checked the actual outgrowth away from our original expectation.
First of all, advocates of such suggestion might oppose my viewpoint. They might argue that learning additional knowledge beyond their own major could effectively extend students' viewpoint and in turn enhance their understanding to their major. Such examples proliferates in different fields. For example, students of computer science who learn more mathematic skills in private time, could help him understand further about algorithm and relevant data structure. Thus, when facing an abstract algorithm problem, such as path finding in graphic, they would not become confounded and such well-prepared skills might help them quickly stride out a dilemma. However, if we carefully pore over such helpful case, a conspicuous prerequisite raises up: if and only if those fields are closely related with each other, such across boundary leverage could actually work. We can not imagine that the language knowledge learnt from grammar course could actually enhance students' skills to solve with any scientific analytical problem or sport exercise goal. Therefore, not all of fields could lend their methodologies or specific skills to other field, especially across their different domain. For the claim mentioned above, it would only works for fields that share similar methodologies and closer interrelationship.
Furthermore, opposition might raise from the viewpoint that it is beneficial for students to learn more about other skills rather than in a narrow scope, which could help them accommodate to the future requirement either for entering society or further research works. For sure, a comprehensive skill set could help students improve their opportunities to catch up with success in career or university. Like the following case, a student who own both excellent language talent and adroit mathematic skill set, could easily surpass from the majority of competitors, when facing a issue involved with complex logic and transferring idea clearly to others. However, such generalists is so rare, because such development requires them to make tremendous efforts to learn thing besides their major, recognize and understand the target use case during application. Considering the limited time and onerous work payload, it is just visionary for us to force all of students to become such a versatile man. Thus, a feasible solution could be that to take the courses outside the major as a kind of optional one, and give sufficient time and discretion for student to do choice by their own.
Moreover, while I maintain that such suggestions might play well as an ancillary courses instead of a mandatory option, others might repudiate by the fact that a compulsory course might trigger student's energy to move up to guarantee the final effect. They might already find the case that student only works when having pressure of mandatory course, and other optional courses are only taken into a lower priority position. While it is true from some perspective, I have to emphasize that even if taken as a mandatory one, such goal would become still vacuous, because students would like to pass the assigned exam instead of learning knowledge beside. If this is the case, why not we step backward and reserve a suitable space for student to do their own choice?
In summary, even if such suggestion about additional courses is beneficial to some extent, whether we should implement it hastily as a compulsory choice actually fall into a difficult issue. Thus, instead of blindly applying to university course without weighting relevant advantage and weakness, a more deliberation should be taken to grant our good will of helping improvement of student skills become vacuous finally.
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Grammar and spelling errors:
Line 1, column 131, Rule ID: DOES_YOU[2]
Message: Did you mean 'do'? 'does' is only used for the third person singular (he/she/it).
Suggestion: do
... students actually confront a quandary: does they take mainly courses of their own m...
^^^^
Line 1, column 180, Rule ID: OR_ALTERNATIVELY[1]
Message: Use simply 'or'.
Suggestion: or
... take mainly courses of their own major or alternatively choose more learning outside these scop...
^^^^^^^^^^^^^^^^
Line 1, column 352, Rule ID: HE_VERB_AGR[3]
Message: The pronoun 'someone' must be used with a third-person verb: 'proposes'.
Suggestion: proposes
...courses. While someone enthusiastically propose that every student should take a variet...
^^^^^^^
Line 5, column 260, Rule ID: AGREEMENT_SENT_START[1]
Message: You should probably use 'proliferate'.
Suggestion: proliferate
...rstanding to their major. Such examples proliferates in different fields. For example, stude...
^^^^^^^^^^^^
Line 9, column 578, 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
...he majority of competitors, when facing a issue involved with complex logic and t...
^
Line 13, column 400, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...r optional courses are only taken into a lower priority position. While it is tru...
^^
Transition Words or Phrases used:
actually, also, besides, finally, first, furthermore, however, if, moreover, so, still, then, therefore, thus, well, while, for example, in summary, kind of, of course, such as, first of all, it is true
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 10.0 19.5258426966 51% => More to be verbs wanted.
Auxiliary verbs: 26.0 12.4196629213 209% => Less auxiliary verb wanted.
Conjunction : 20.0 14.8657303371 135% => OK
Relative clauses : 17.0 11.3162921348 150% => OK
Pronoun: 49.0 33.0505617978 148% => Less pronouns wanted
Preposition: 86.0 58.6224719101 147% => OK
Nominalization: 17.0 12.9106741573 132% => OK
Performance on vocabulary words:
No of characters: 3721.0 2235.4752809 166% => OK
No of words: 683.0 442.535393258 154% => Less content wanted.
Chars per words: 5.44802342606 5.05705443957 108% => OK
Fourth root words length: 5.11216868763 4.55969084622 112% => OK
Word Length SD: 2.83076353246 2.79657885939 101% => OK
Unique words: 358.0 215.323595506 166% => OK
Unique words percentage: 0.524158125915 0.4932671777 106% => OK
syllable_count: 1154.7 704.065955056 164% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 6.24550561798 128% => OK
Article: 6.0 4.99550561798 120% => OK
Subordination: 12.0 3.10617977528 386% => Less adverbial clause wanted.
Conjunction: 2.0 1.77640449438 113% => OK
Preposition: 5.0 4.38483146067 114% => OK
Performance on sentences:
How many sentences: 25.0 20.2370786517 124% => OK
Sentence length: 27.0 23.0359550562 117% => OK
Sentence length SD: 57.6814146845 60.3974514979 96% => OK
Chars per sentence: 148.84 118.986275619 125% => OK
Words per sentence: 27.32 23.4991977007 116% => OK
Discourse Markers: 8.08 5.21951772744 155% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 6.0 7.80617977528 77% => OK
Sentences with positive sentiment : 15.0 10.2758426966 146% => 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: 0.175312988799 0.243740707755 72% => OK
Sentence topic coherence: 0.0544789491605 0.0831039109588 66% => OK
Sentence topic coherence SD: 0.0405205999204 0.0758088955206 53% => OK
Paragraph topic coherence: 0.112577583737 0.150359130593 75% => OK
Paragraph topic coherence SD: 0.028241894341 0.0667264976115 42% => 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 14.1392134831 127% => OK
flesch_reading_ease: 35.61 48.8420337079 73% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 15.0 12.1743820225 123% => OK
coleman_liau_index: 14.63 12.1639044944 120% => OK
dale_chall_readability_score: 9.14 8.38706741573 109% => OK
difficult_words: 180.0 100.480337079 179% => OK
linsear_write_formula: 15.5 11.8971910112 130% => OK
gunning_fog: 12.8 11.2143820225 114% => OK
text_standard: 15.0 11.7820224719 127% => OK
What are above readability scores?
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Write the essay in 30 minutes.
Rates: 83.33 out of 100
Scores by essay e-grader: 5.0 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.