1. 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 recommendation and explain your reasoning for t

Essay topics:

1. 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 recommendation and explain your reasoning for the position you take. In developing and supporting your position, describe specific circumstances in which adopting the recommendation would or would not be advantageous and explain how these examples shape your position.

The author claims that students should be obligated by universities to have an expanded syllabus with various and irrelevant courses to the students' major field. This is the claim with which I partially do not concur. Among the countless reasons which give adherence to my standpoint, I will delve into the most conspicuous ones in the following paragraphs.

The first crucial point which should be high lightened is the burden of a lesson which should be completed by each student during his education in the university. In fact, each program possesses various requirements, which fulfillment is demanded in graduation; however, each program such as the bachelor, master, or Ph.D. requires a fixed number of credits for the graduation. For instance, in the bachelor program, each pupil should fulfill 140 credits during the four years, by consideration of approximate three credits for each course, that student has to pass the 47 courses during the four years. This can be defined as the 12 courses for each year, which is a heavy schedule. Or in master or Ph.D. program; meanwhile, the required credits are not as much as the bachelor program, the publication of thesis and dissertation is demanded, which requires the full concentration from students to end with the knowledgeable and concrete ending. Besides, since the purpose of education is gaining the occupation, not only the passing the courses is important, the score and GPA are vital during the employment process. Consequently, universities must dilute the programs and make them more sophisticated and related to the main major.

Another equally striking reason which should be considered here is the demand for specialties in the vocations. Indeed, while in the past, an individual with the average level of understanding of a major was hired, and he optioned the experiences in the pragmatic base of his work; in the modern society, on the other hand, the specialties over the issue is important. A lucid example which shed the spotlight on the issue is teachers' educational levels in the past and current. Two decades ago, a teacher with the B.S. of mathematics taught the algebra, geometry, and counting simultaneously; conversely, nowadays, schools for each of mentioned categories employed a sophisticated teacher who has at least master degree in the relevant field. This example is also verified with a noteworthy, intelligent study conducted in Iran, according to this survey, the chance of people, whose education is narrowed down to the specific field, is approximately sixty-five percent higher for finding the job. This study and example explicitly illustrate the importance of specialties in education.

However, abovementioned factors should not be overgeneralized to whole majors; since some courses are interdisciplinary and interconnecting different major fields. In another word, modern science is according to the combination of various science and dose not define solely according to pure knowledge. For example, the field of biophysics is based on physics and biology, in this scenario, the education plant should evenly allocate for both sides. In a case which student merely focus on physics or biology, his knowledge will be insufficient for graduation from this field. Therefore, it is important to consciously consider the entire relevant fields and cover all of them during education in the university.

To wrap it up, all the aforementioned facts depict the importance of focusing on the relevant subject for graduation from the universities. Since society requires more sophisticated experts and schedule for graduation is too heavy to fulfill different programs concurrently.

Average: 6.6 (1 vote)
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Transition Words or Phrases used:
also, besides, consequently, conversely, first, however, if, so, therefore, while, as to, at least, for example, for instance, in fact, such as, on the other hand

Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments

Performance on Part of Speech:
To be verbs : 28.0 19.5258426966 143% => OK
Auxiliary verbs: 11.0 12.4196629213 89% => OK
Conjunction : 19.0 14.8657303371 128% => OK
Relative clauses : 14.0 11.3162921348 124% => OK
Pronoun: 20.0 33.0505617978 61% => OK
Preposition: 81.0 58.6224719101 138% => OK
Nominalization: 25.0 12.9106741573 194% => OK

Performance on vocabulary words:
No of characters: 3113.0 2235.4752809 139% => OK
No of words: 576.0 442.535393258 130% => OK
Chars per words: 5.40451388889 5.05705443957 107% => OK
Fourth root words length: 4.89897948557 4.55969084622 107% => OK
Word Length SD: 3.0952008032 2.79657885939 111% => OK
Unique words: 293.0 215.323595506 136% => OK
Unique words percentage: 0.508680555556 0.4932671777 103% => OK
syllable_count: 954.0 704.065955056 135% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK

A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 6.24550561798 128% => OK
Article: 12.0 4.99550561798 240% => Less articles wanted as sentence beginning.
Subordination: 4.0 3.10617977528 129% => OK
Conjunction: 4.0 1.77640449438 225% => Less conjunction wanted as sentence beginning.
Preposition: 15.0 4.38483146067 342% => Less preposition wanted as sentence beginnings.

Performance on sentences:
How many sentences: 23.0 20.2370786517 114% => OK
Sentence length: 25.0 23.0359550562 109% => OK
Sentence length SD: 59.0319512344 60.3974514979 98% => OK
Chars per sentence: 135.347826087 118.986275619 114% => OK
Words per sentence: 25.0434782609 23.4991977007 107% => OK
Discourse Markers: 7.04347826087 5.21951772744 135% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 0.0 7.80617977528 0% => OK
Sentences with positive sentiment : 12.0 10.2758426966 117% => OK
Sentences with negative sentiment : 2.0 5.13820224719 39% => More negative sentences wanted.
Sentences with neutral sentiment: 9.0 4.83258426966 186% => OK
What are sentences with positive/Negative/neutral sentiment?

Coherence and Cohesion:
Essay topic to essay body coherence: 0.237940699062 0.243740707755 98% => OK
Sentence topic coherence: 0.0723724022059 0.0831039109588 87% => OK
Sentence topic coherence SD: 0.0542022602199 0.0758088955206 71% => OK
Paragraph topic coherence: 0.13706239641 0.150359130593 91% => OK
Paragraph topic coherence SD: 0.0617597899144 0.0667264976115 93% => OK

Essay readability:
automated_readability_index: 16.5 14.1392134831 117% => OK
flesch_reading_ease: 37.64 48.8420337079 77% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 14.2 12.1743820225 117% => OK
coleman_liau_index: 14.34 12.1639044944 118% => OK
dale_chall_readability_score: 9.43 8.38706741573 112% => OK
difficult_words: 166.0 100.480337079 165% => OK
linsear_write_formula: 11.0 11.8971910112 92% => OK
gunning_fog: 12.0 11.2143820225 107% => OK
text_standard: 12.0 11.7820224719 102% => OK
What are above readability scores?


Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 Out of 6
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.