Efficient and scientific learning skills undoubtedly contribute to splendid academic achievement. Based on my experience, I partly agree that it is critical for the university to require students to take learning skills courses. But in some circumstances, make the course mandatory may become unreasonable for a group of students. I feel this way for two reasons, which I will explore in my essay.
First of all, for most students, proper learning skills on study performance is apparently positive. The learning skills course is a way for students to understand the knowledge structure in the college, which is significantly different from the content in high schools. Therefore, learning skill courses can be the most efficient method for students to get used to university study effortlessly, and it is especially effective for international students who need to develop a different educational style. My personal experience is a compelling illustration of this. I had my entire secondary education in China but eventually chose to attend my university education in Japan and experienced an immensely suffering first semester because of the difference in educational preferences. I was unable to familiarise the teaching style and found it struggling to develop different formate of writing. I think it is fair to say that it would be much easier for me to overcome the hardships if there was a course for me to update some learning skills.
On the contrary, some people may feel that a mandatory learning skills course may interrupt their study plans. There is no universal method of study that can grant the best efficiency for all students, and the students who have already developed their unique styles of study can only find the course unnecessary and create an extra burden. One of my high school classmates was a victim of the mandatory learning skills course. During her first college year, she complained about the learning skills courses in her university almost every time on the telephone because there was no difficulty for her to follow everything up at the start of the university. However, the university still required her to take the learning skills courses for “adaptive purpose”. Consequently, She did not acquire any helpful suggestions from the course in helping “adaptation” but only a waste of time.
In conclusion, I am basically of the opinion that requiring all first-year students to study learning skills is beneficial.
To sum up, I am of the opinion that the learning skills course can be beneficial for most students, but not all of them. It is fair to say that the course is a shortcut for the majority to adapt to university study, but making it compulsory inevitably hurt a group of students who prefer to conclude in their way.
- Some teachers prefer to record the lecture in advance so that students can familiarize first In the class students raise questions and discuss content related to the lecture Do you think this method effective 76
- Do you agree or disagree with the following statement Physical exercise is more important to older people than to young people 70
- TPO 64 Do you agree or disagree with the following statement It is more important to read or watch news presented by people whose views are different from your own than it is to read or watch news presented by those whose views are similar to your own Use 90
- TPO 54 Integrated Writing Task 70
- TPO 52 integrated writing task 81
Grammar and spelling errors:
Line 3, column 57, Rule ID: LEARN_NNNNS_ON_DO[1]
Message: Did you mean 'to'?
Suggestion: to
...r most students, proper learning skills on study performance is apparently positiv...
^^
Line 3, column 897, Rule ID: ENGLISH_WORD_REPEAT_BEGINNING_RULE
Message: Three successive sentences begin with the same word. Reword the sentence or use a thesaurus to find a synonym.
...o develop different formate of writing. I think it is fair to say that it would b...
^
Transition Words or Phrases used:
apparently, but, consequently, first, however, if, may, second, so, still, therefore, i feel, i think, in conclusion, first of all, on the contrary, to sum up
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 18.0 15.1003584229 119% => OK
Auxiliary verbs: 10.0 9.8082437276 102% => OK
Conjunction : 11.0 13.8261648746 80% => OK
Relative clauses : 12.0 11.0286738351 109% => OK
Pronoun: 42.0 43.0788530466 97% => OK
Preposition: 58.0 52.1666666667 111% => OK
Nominalization: 8.0 8.0752688172 99% => OK
Performance on vocabulary words:
No of characters: 2332.0 1977.66487455 118% => OK
No of words: 454.0 407.700716846 111% => OK
Chars per words: 5.13656387665 4.8611393121 106% => OK
Fourth root words length: 4.61598047577 4.48103885553 103% => OK
Word Length SD: 3.04189727129 2.67179642975 114% => OK
Unique words: 215.0 212.727598566 101% => OK
Unique words percentage: 0.473568281938 0.524837075471 90% => More unique words wanted or less content wanted.
syllable_count: 741.6 618.680645161 120% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 11.0 9.59856630824 115% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 0.0 3.51792114695 0% => More adverbial clause wanted.
Conjunction: 5.0 1.86738351254 268% => Less conjunction wanted as sentence beginning.
Preposition: 4.0 4.94265232975 81% => OK
Performance on sentences:
How many sentences: 20.0 20.6003584229 97% => OK
Sentence length: 22.0 20.1344086022 109% => OK
Sentence length SD: 53.4840163039 48.9658058833 109% => OK
Chars per sentence: 116.6 100.406767564 116% => OK
Words per sentence: 22.7 20.6045352989 110% => OK
Discourse Markers: 7.9 5.45110844103 145% => OK
Paragraphs: 5.0 4.53405017921 110% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 9.0 11.8709677419 76% => OK
Sentences with negative sentiment : 8.0 3.85842293907 207% => Less negative sentences wanted.
Sentences with neutral sentiment: 3.0 4.88709677419 61% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.319258444768 0.236089414692 135% => OK
Sentence topic coherence: 0.107442490019 0.076458572812 141% => OK
Sentence topic coherence SD: 0.0746144237003 0.0737576698707 101% => OK
Paragraph topic coherence: 0.215234669597 0.150856017488 143% => OK
Paragraph topic coherence SD: 0.056897555071 0.0645574589148 88% => OK
Essay readability:
automated_readability_index: 14.1 11.7677419355 120% => OK
flesch_reading_ease: 49.15 58.1214874552 85% => OK
smog_index: 11.2 6.10430107527 183% => OK
flesch_kincaid_grade: 11.9 10.1575268817 117% => OK
coleman_liau_index: 12.83 10.9000537634 118% => OK
dale_chall_readability_score: 8.45 8.01818996416 105% => OK
difficult_words: 107.0 86.8835125448 123% => OK
linsear_write_formula: 9.0 10.002688172 90% => OK
gunning_fog: 10.8 10.0537634409 107% => OK
text_standard: 11.0 10.247311828 107% => OK
What are above readability scores?
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Rates: 73.3333333333 out of 100
Scores by essay e-grader: 22.0 Out of 30
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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.