Is it beneficial to spend time studying courses outside one's own field in leisure time? Probably most people would answer yes since knowledge outside a single field might do contributions to the major field in the future. Then what if universities demand every students to take various courses outside their own field of study? The respond might begin to vary. Some people may deem that such requirement would waste much of students' study time for their major field. Personally, I contend that universities should offer chances and resources for students to study lessons irrelevant with their own field instead of forcing all of them to take such courses.
Firstly, it is understandable that some people advocate students to study courses different from their major field. Every subject is supported by many other subjects. For example, computer science students with electronics and electrical knowledge may better understand how signals are generated and processed in computers. Chemistry researchers could utilize quantum physics knowledge to advance their molecular study. By studying courses outside one's own field, his or her knowledge can be broadened and understanding of the major field might be enhanced. There are also chances that one may find the subject he or she is truly devoted to while learning other courses, leading to the adjustment of career path to a more satisfactory direction.
However, the commitment that study in irrelevant field is beneficial is unsubstantiated for the whole general students in universities. Study in university is a period within a few years during which one need to master the essential knowledge and skills in his or her major subject. To force every students to spend time in various courses irrelevant to his own field could deviate students' attention and energy as well as wasting time which could be used for study of their major subject, since not all knowledge from other fields could be useful for the major field. For instance, a students majored in engineering might have great difficulty in understanding the concepts in English literature. Moreover, examinations of these courses could deprive a large part of students' spare time, thus their learning on the major field might be hindered.
Considering possible consequences of obligatory curriculum scheme, universities shall provide students with sufficient eclectic professional courses and option for them to make their own choices on which subjects to study to make sure they can benefit from knowledge of other fields while preventing possible consequences of obligatory irrelevant courses. For students with determined career path, they could select those courses which is most pertinent with his future career and build up related abilities, without spending much time for lessons and exams impertinent with their future careers. For those without determined career direction, they could also dive into various options of professional courses, in which they might find the most interested subject.
In sum, universities should provide sufficient course and facility resources to students and let they themselves make choices on courses to study instead of forcing all of them to learn a variety of lesson outside their own field of study.
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- 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 sur 66
Grammar and spelling errors:
Line 1, column 329, Rule ID: A_INFINITVE[1]
Message: Probably a wrong construction: a/the + infinitive
...urses outside their own field of study? The respond might begin to vary. Some people may de...
^^^^^^^^^^^
Line 5, column 584, Rule ID: A_PLURAL[1]
Message: Don't use indefinite articles with plural words. Did you mean 'a student' or simply 'students'?
Suggestion: a student; students
...eful for the major field. For instance, a students majored in engineering might have great...
^^^^^^^^^^
Transition Words or Phrases used:
also, but, first, firstly, however, if, may, moreover, so, then, thus, well, while, for example, for instance, as well as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 15.0 19.5258426966 77% => OK
Auxiliary verbs: 24.0 12.4196629213 193% => OK
Conjunction : 14.0 14.8657303371 94% => OK
Relative clauses : 10.0 11.3162921348 88% => OK
Pronoun: 38.0 33.0505617978 115% => OK
Preposition: 79.0 58.6224719101 135% => OK
Nominalization: 9.0 12.9106741573 70% => OK
Performance on vocabulary words:
No of characters: 2760.0 2235.4752809 123% => OK
No of words: 511.0 442.535393258 115% => OK
Chars per words: 5.4011741683 5.05705443957 107% => OK
Fourth root words length: 4.75450408675 4.55969084622 104% => OK
Word Length SD: 2.78207003504 2.79657885939 99% => OK
Unique words: 230.0 215.323595506 107% => OK
Unique words percentage: 0.450097847358 0.4932671777 91% => More unique words wanted or less content wanted.
syllable_count: 846.0 704.065955056 120% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 6.24550561798 80% => OK
Article: 3.0 4.99550561798 60% => OK
Subordination: 1.0 3.10617977528 32% => OK
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 7.0 4.38483146067 160% => OK
Performance on sentences:
How many sentences: 21.0 20.2370786517 104% => OK
Sentence length: 24.0 23.0359550562 104% => OK
Sentence length SD: 74.4919298921 60.3974514979 123% => OK
Chars per sentence: 131.428571429 118.986275619 110% => OK
Words per sentence: 24.3333333333 23.4991977007 104% => OK
Discourse Markers: 5.7619047619 5.21951772744 110% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 12.0 10.2758426966 117% => OK
Sentences with negative sentiment : 3.0 5.13820224719 58% => More negative sentences wanted.
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: 0.239528810078 0.243740707755 98% => OK
Sentence topic coherence: 0.0891516782026 0.0831039109588 107% => OK
Sentence topic coherence SD: 0.0547320411572 0.0758088955206 72% => OK
Paragraph topic coherence: 0.162976055514 0.150359130593 108% => OK
Paragraph topic coherence SD: 0.0252760194726 0.0667264976115 38% => 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: 16.2 14.1392134831 115% => OK
flesch_reading_ease: 38.66 48.8420337079 79% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 13.8 12.1743820225 113% => OK
coleman_liau_index: 14.34 12.1639044944 118% => OK
dale_chall_readability_score: 8.16 8.38706741573 97% => OK
difficult_words: 108.0 100.480337079 107% => OK
linsear_write_formula: 8.5 11.8971910112 71% => OK
gunning_fog: 11.6 11.2143820225 103% => OK
text_standard: 12.0 11.7820224719 102% => OK
What are above readability scores?
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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.