Universities should require every student to take a variety of courses outside the student's field of study.
Nowadays, educational issues, especially choosing lessons and courses for students has gotten important. Despite this fact, there is a controversial question expressing whether we should compel students to take a variety of lessons which aren't a major role in their field. I think studying lessons which aren't important in the major isn't a good idea. The reasons to substantiate my idea is explored in the following.
To begin with, students' time is a first and foremost reason to dissuade us to force students to take lessons that are outside of their field. To put on the other hand, the students choosing the way of the university for perpetuating his life have only limited time for reaching their goals and also university isn't a good place for students to find their interests. Schools and colleges are the places to help students in finding their life's purposes. To easily perceive my words, consider a student who has to learn a lot of things about cars, however, his field of study is computer programming, in this case, he loses his time which can spend it on lessons about computers and programming. He learns something neither important for him nor the university.
Furthermore, teaching not important lessons to students not only impact on their time but also have negative effects on the budgets of the university. To be specific, the university has to spend money on the courses which aren't important for students. Surely, this happening needs a lot of money and we need to mention that these funds prepare by governments or students' tuition. Hence, the main disadvantage of this decision has influenced the students and governments. Let's consider an example to drive this fact home, for preparing a class which is going to give a lecture about cars, we need an instructor, a place for the class and also chairs and tables all of these need money. If we had never tried to run this plan, we would never encounter these difficulties.
Without any shadow of a doubt, learning a variety of lessons has its positive effects. It is true, sometimes students need to use their knowledge for the improvement of another major. For example, in computer programming, a lot of students work on new cars and how they can amplify the new generation of cars. However, in these cases, students can learn the things that they want by researching and also asking the question from the people working on that major.
In conclusion, I do believe the idea of learning a variety of unimportant lessons isn't useful. Since it has negative effects on students' time and universities' funds. However, it is a good way to help to melt two independent major.
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Grammar and spelling errors:
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...ents to take a variety of lessons which arent a major role in their field. I think st...
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...r field. I think studying lessons which arent important in the major isnt a good idea...
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...sons which arent important in the major isnt a good idea. The reasons to substantiat...
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...eaching their goals and also university isnt a good place for students to find their...
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...has to spend money on the courses which arent important for students. Surely, this ha...
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...nfluenced the students and governments. Lets consider an example to drive this fact ...
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... that they want by researching and also asking the question from the people working on that major. ...
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...arning a variety of unimportant lessons isnt useful. Since it has negative effects o...
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Suggestion: students'; student's
...seful. Since it has negative effects on students time and universities funds. However, i...
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Message: Possible agreement error. The noun 'major' seems to be countable, so consider using: 'majors'.
Suggestion: majors
...ood way to help to melt two independent major.
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Transition Words or Phrases used:
also, but, first, furthermore, hence, however, if, so, as to, for example, i think, in conclusion, it is true, to begin with, on the other hand
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: 9.0 12.4196629213 72% => OK
Conjunction : 15.0 14.8657303371 101% => OK
Relative clauses : 10.0 11.3162921348 88% => OK
Pronoun: 44.0 33.0505617978 133% => Less pronouns wanted
Preposition: 64.0 58.6224719101 109% => OK
Nominalization: 6.0 12.9106741573 46% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2198.0 2235.4752809 98% => OK
No of words: 450.0 442.535393258 102% => OK
Chars per words: 4.88444444444 5.05705443957 97% => OK
Fourth root words length: 4.6057793516 4.55969084622 101% => OK
Word Length SD: 2.7398296784 2.79657885939 98% => OK
Unique words: 215.0 215.323595506 100% => OK
Unique words percentage: 0.477777777778 0.4932671777 97% => OK
syllable_count: 675.9 704.065955056 96% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 10.0 6.24550561798 160% => OK
Article: 6.0 4.99550561798 120% => OK
Subordination: 2.0 3.10617977528 64% => OK
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 11.0 4.38483146067 251% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 22.0 20.2370786517 109% => OK
Sentence length: 20.0 23.0359550562 87% => OK
Sentence length SD: 51.4799166489 60.3974514979 85% => OK
Chars per sentence: 99.9090909091 118.986275619 84% => OK
Words per sentence: 20.4545454545 23.4991977007 87% => OK
Discourse Markers: 6.5 5.21951772744 125% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 10.0 7.80617977528 128% => OK
Sentences with positive sentiment : 10.0 10.2758426966 97% => OK
Sentences with negative sentiment : 8.0 5.13820224719 156% => OK
Sentences with neutral sentiment: 4.0 4.83258426966 83% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.247101612894 0.243740707755 101% => OK
Sentence topic coherence: 0.0794768056797 0.0831039109588 96% => OK
Sentence topic coherence SD: 0.0722631151451 0.0758088955206 95% => OK
Paragraph topic coherence: 0.146620357662 0.150359130593 98% => OK
Paragraph topic coherence SD: 0.0462601263532 0.0667264976115 69% => OK
Essay readability:
automated_readability_index: 11.8 14.1392134831 83% => Automated_readability_index is low.
flesch_reading_ease: 59.64 48.8420337079 122% => OK
smog_index: 3.1 7.92365168539 39% => Smog_index is low.
flesch_kincaid_grade: 9.9 12.1743820225 81% => OK
coleman_liau_index: 11.02 12.1639044944 91% => OK
dale_chall_readability_score: 7.86 8.38706741573 94% => OK
difficult_words: 92.0 100.480337079 92% => OK
linsear_write_formula: 8.0 11.8971910112 67% => OK
gunning_fog: 10.0 11.2143820225 89% => OK
text_standard: 10.0 11.7820224719 85% => OK
What are above readability scores?
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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: 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.