Universities should require students to take courses only within those fields they are interested in studying.
Write a response in which you discuss your views on the policy and explain your reasoning for the position you take. In developing and supporting your position, you should consider the possible consequences of implementing the policy and explain how these consequences shape your position.
The issue of universities requiring students to take courses only within the field they wish to pursue has been highly contested. Some people believe that choosing a field and specializing once one is in college proves to be most advantageous. On the contrary, others believe that attending college entails exploration and experimentation within a variety of different fields in order to best choose what is the best profession to pursue. I believe the latter to be the most beneficial for a student attending university. It is my understanding that implementing an academic policy that compels students to take a variety of courses within different fields is the best way a university can ensure their students will be well-rounded individuals with a more comprehensive and wide-ranging understanding of the world.
First, in declaring that universities should require students to take courses only within those fields they are interested in studying, there is a population of students that is being completely disregarded: those students that are unsure of what field they want to pursue. If all universities were to implement that policy, those students who would like to explore and sample different fields before choosing one would be at an extreme disadvantage.
Furthermore, for students that have identified their academic predilection, limiting them to only take courses within those fields they are interested in pursuing precludes them from expanding their horizons. Acquiring knowledge about a variety of different fields would augment a student’s understanding of the world at large: it provides acquaintance with assorted subjects, which offers a more diverse and holistic background, but also provides the opportunity to complement that student’s field of interest. Although it is imperative to have specialists, it is also crucial for those specialists to know and understand things outside of their field. For instance, a chemistry student that knows nothing about history would have a very narrow appreciation of the world around him. Yet, learning history would provide him the opportunity to learn not only about many historical events that have shaped the world, but historical events that have specifically shaped his own field, such as the history of how Dalton developed The Atomic Theory or how Pasteur discovered the process of pasteurization. Similarly, a psychology student that has never taken a biology class would not be able to supplement his study of the mind with how the body works, which are indubitably complementary.
On the other hand, it could be argued that having to take courses unrelated to a student’s field of interest may interfere with those that are within his or her field. Additionally, having to take additional courses may end up being a burden for students that feel they have to give up their own study plan to complete courses that take up their valuable time. For example, a student majoring in mathematics does not necessarily need a course in contemporary American poetry in order to be a good mathematician or to excel in her profession. However, as was discussed previously, breadth and comprehensiveness are just as important as specialization.
In conclusion, learning about other fields, aside from a student’s field of interest, can broaden that student's horizons: it can provide a deeper, more comprehensive understanding of the world, and can also complement the student’s own field. And, while an academic policy that requires students to take courses only within the field they wish to pursue may lead to specialized experts, it precludes versatility and breadth. Thus, the best thing a university can do for its students is provide them with the opportunity to take a variety of courses within different fields, which will make them well-rounded individuals with a more comprehensive and wide-ranging understanding of the world.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2019-11-08 | roudabehvm16 | 66 | view |
| 2019-10-09 | raolitesh@gmail.com | 66 | view |
| 2019-09-03 | _sejaldangi_ | 83 | view |
| 2019-08-12 | Honey for Money | 58 | view |
| 2019-08-11 | actwig | 66 | view |
- Universities should require students to take courses only within those fields they are interested in studying.Write a response in which you discuss your views on the policy and explain your reasoning for the position you take. In developing and supporting 50
- The best way to teach is to praise positive actions and ignore negative ones.Write a response in which you discuss the extent to which you agree or disagree with the recommendation and explain your reasoning for the position you take. In developing and su
Grammar and spelling errors:
Line 9, column 497, Rule ID: BEEN_PART_AGREEMENT[1]
Message: Consider using a past participle here: 'provided'.
Suggestion: provided
...a university can do for its students is provide them with the opportunity to take a var...
^^^^^^^
Discourse Markers used:
['also', 'but', 'first', 'furthermore', 'however', 'if', 'may', 'similarly', 'so', 'thus', 'well', 'while', 'for example', 'for instance', 'in conclusion', 'of course', 'such as', 'on the contrary', 'on the other hand']
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance in Part of Speech:
Nouns: 0.224163027656 0.240241500013 93% => OK
Verbs: 0.173216885007 0.157235817809 110% => OK
Adjectives: 0.0829694323144 0.0880659088768 94% => OK
Adverbs: 0.0494905385735 0.0497285424764 100% => OK
Pronouns: 0.0480349344978 0.0444667217837 108% => OK
Prepositions: 0.109170305677 0.12292977631 89% => OK
Participles: 0.0407569141194 0.0406280797675 100% => OK
Conjunctions: 3.21884283097 2.79330140395 115% => OK
Infinitives: 0.0407569141194 0.030933414821 132% => OK
Particles: 0.00436681222707 0.0016655270985 262% => OK
Determiners: 0.0887918486172 0.0997080785238 89% => OK
Modal_auxiliary: 0.0262008733624 0.0249443105267 105% => OK
WH_determiners: 0.0305676855895 0.0148568991511 206% => Maybe 'Which' is overused. If other WH_determiners like 'Who, What, Whom, Whose...' are used too in sentences, then there are no issues.
Vocabulary words and sentences:
No of characters: 3932.0 2732.02544248 144% => OK
No of words: 615.0 452.878318584 136% => OK
Chars per words: 6.39349593496 6.0361032391 106% => OK
Fourth root words length: 4.97987886753 4.58838876751 109% => OK
words length more than 5 chars: 0.40325203252 0.366273622748 110% => OK
words length more than 6 chars: 0.310569105691 0.280924506359 111% => OK
words length more than 7 chars: 0.230894308943 0.200843997647 115% => OK
words length more than 8 chars: 0.172357723577 0.132149295362 130% => OK
Word Length SD: 3.21884283097 2.79330140395 115% => OK
Unique words: 265.0 219.290929204 121% => OK
Unique words percentage: 0.430894308943 0.48968727796 88% => More unique words wanted or less content wanted.
Word variations: 52.1264954069 55.4138127331 94% => OK
How many sentences: 20.0 20.6194690265 97% => OK
Sentence length: 30.75 23.380412469 132% => OK
Sentence length SD: 67.9955880922 59.4972553346 114% => OK
Chars per sentence: 196.6 141.124799967 139% => OK
Words per sentence: 30.75 23.380412469 132% => OK
Discourse Markers: 0.95 0.674092028746 141% => OK
Paragraphs: 5.0 4.94800884956 101% => OK
Language errors: 1.0 5.21349557522 19% => OK
Readability: 61.8069105691 51.4728631049 120% => OK
Elegance: 1.38172043011 1.64882698954 84% => OK
Coherence and Cohesion:
Essay topic to essay body coherence: 0.344543950003 0.391690518653 88% => OK
Sentence sentence coherence: 0.12241582833 0.123202303941 99% => OK
Sentence sentence coherence SD: 0.0760724812282 0.077325440228 98% => OK
Sentence paragraph coherence: 0.550034468641 0.547984918172 100% => OK
Sentence paragraph coherence SD: 0.139221107811 0.149214159877 93% => OK
Sentence topic coherence: 0.148422094761 0.161403998019 92% => OK
Sentence topic coherence SD: 0.0695147136793 0.0892212321368 78% => OK
Paragraph paragraph coherence: 0.339717601332 0.385218514788 88% => OK
Paragraph paragraph coherence SD: 0.0340609217505 0.0692045440612 49% => OK
Paragraph topic coherence: 0.261927672383 0.275328986314 95% => OK
Paragraph topic coherence SD: 0.0353421393894 0.0653680567796 54% => The ideas may be duplicated in paragraphs.
Task Achievement:
Sentences with positive sentiment : 16.0 10.4325221239 153% => OK
Sentences with negative sentiment : 2.0 5.30420353982 38% => OK
Sentences with neutral sentiment: 2.0 4.88274336283 41% => OK
Positive topic words: 15.0 7.22455752212 208% => OK
Negative topic words: 2.0 3.66592920354 55% => OK
Neutral topic words: 2.0 2.70907079646 74% => OK
Total topic words: 19.0 13.5995575221 140% => OK
What are sentences with positive/Negative/neutral sentiment?
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Rates: 50.0 out of 100
Scores by essay e-grader: 3.0 Out of 6
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Note: This is not the final score. 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.