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.
Whether the universities should required every students to take a variety of courses outside the student’s field of study could be further dwelt on. However, there is no guarantee that every student will benefit from it.
Admittedly, the speaker’s claim might appear to have considerable merit. After all, studying courses outside of the student’s field could boost one’s knowledge. Yet the speaker fails to provide a precise litmus test for measuring “which kind of students should take courses outside of the student’s field”. When we speak of “students”, the following come to mind: students with relative easy majors, students
with burdensome majors, student with ingenious talent, and students who struggle against academy institution. Obviously, students who have relatively burdenless majors or those who are overwhelmingly clever can handle or even enjoy the courses outside of their fields, while others may not.
It is thus justifiable to take both clever and mediocre students in account, and we will find the statement problematic. Consider those who have struggled a lot just to make their own way to catch up the academy progress with in their own field. If they are required to take courses outside of their majors, we can already anticipate that those students might have a high chance to encounter extraneous failures which they are not supposed to deal with if they don’t take these courses. As the result, the failure and the consequential influence such as depression is likely to outweigh the benefits of those courses outside of their field.
Moreover, the speaker unfairly assumes that by studying the courses outside of their field, students will benefit. However, their learning always depends primarily on their motivation and self-discipline. Even clever students who are able to learn things rapidly might fail to absorb the information they dislike by simply being inattentive to the subject. Therefore, studying subjects outside of one’s major cannot guarantee an ideal result, which may require additional regulations or encouragements to make the desirable outcome payoff.
In summary, this claim is not as persuasive as it stands. Although studying courses outside the student’s field of study could indeed benefit students, not all students are the same. If they are not driven or lack of interest in the subjects they participate in, or that they do not have time for extra tasks, the result will backfire no matter how great the intention and ambition of this claim is.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2020-08-04 | asdfg125aq1 | 90 | view |
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Grammar and spelling errors:
Line 1, column 1, Rule ID: SENTENCE_FRAGMENT[1]
Message: “Whether” at the beginning of a sentence requires a 2nd clause. Maybe a comma, question or exclamation mark is missing, or the sentence is incomplete and should be joined with the following sentence.
Whether the universities should required every ...
^^^^^^^
Line 3, column 409, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ents with relative easy majors, students with burdensome majors, student with ing...
^^^
Line 8, column 92, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ying the courses outside of their field, students will benefit. However, their le...
^^
Transition Words or Phrases used:
however, if, may, moreover, so, therefore, thus, while, after all, in summary, kind of, of course, such as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 13.0 15.1003584229 86% => OK
Auxiliary verbs: 17.0 9.8082437276 173% => OK
Conjunction : 12.0 13.8261648746 87% => OK
Relative clauses : 13.0 11.0286738351 118% => OK
Pronoun: 32.0 43.0788530466 74% => OK
Preposition: 57.0 52.1666666667 109% => OK
Nominalization: 7.0 8.0752688172 87% => OK
Performance on vocabulary words:
No of characters: 2144.0 1977.66487455 108% => OK
No of words: 400.0 407.700716846 98% => OK
Chars per words: 5.36 4.8611393121 110% => OK
Fourth root words length: 4.472135955 4.48103885553 100% => OK
Word Length SD: 2.78132612255 2.67179642975 104% => OK
Unique words: 209.0 212.727598566 98% => OK
Unique words percentage: 0.5225 0.524837075471 100% => OK
syllable_count: 638.1 618.680645161 103% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 4.0 9.59856630824 42% => OK
Article: 5.0 3.08781362007 162% => OK
Subordination: 7.0 3.51792114695 199% => OK
Conjunction: 4.0 1.86738351254 214% => Less conjunction wanted as sentence beginning.
Preposition: 3.0 4.94265232975 61% => OK
Performance on sentences:
How many sentences: 18.0 20.6003584229 87% => OK
Sentence length: 22.0 20.1344086022 109% => OK
Sentence length SD: 51.9810328656 48.9658058833 106% => OK
Chars per sentence: 119.111111111 100.406767564 119% => OK
Words per sentence: 22.2222222222 20.6045352989 108% => OK
Discourse Markers: 5.88888888889 5.45110844103 108% => OK
Paragraphs: 6.0 4.53405017921 132% => Less paragraphs wanted.
Language errors: 3.0 5.5376344086 54% => OK
Sentences with positive sentiment : 12.0 11.8709677419 101% => OK
Sentences with negative sentiment : 4.0 3.85842293907 104% => OK
Sentences with neutral sentiment: 2.0 4.88709677419 41% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.33780700629 0.236089414692 143% => OK
Sentence topic coherence: 0.122133817082 0.076458572812 160% => OK
Sentence topic coherence SD: 0.100293607858 0.0737576698707 136% => OK
Paragraph topic coherence: 0.20811542984 0.150856017488 138% => OK
Paragraph topic coherence SD: 0.0861133816221 0.0645574589148 133% => OK
Essay readability:
automated_readability_index: 14.9 11.7677419355 127% => OK
flesch_reading_ease: 49.15 58.1214874552 85% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 11.9 10.1575268817 117% => OK
coleman_liau_index: 14.1 10.9000537634 129% => OK
dale_chall_readability_score: 8.36 8.01818996416 104% => OK
difficult_words: 92.0 86.8835125448 106% => OK
linsear_write_formula: 8.0 10.002688172 80% => OK
gunning_fog: 10.8 10.0537634409 107% => OK
text_standard: 15.0 10.247311828 146% => OK
What are above readability scores?
---------------------
Rates: 90.0 out of 100
Scores by essay e-grader: 27.0 Out of 30
---------------------
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.