Claim: Colleges and universities should specify all required courses and eliminate elective courses in order to provide clear guidance for students.
Reason: College students - like people in general - prefer to follow directions rather than make their own decisions.
Write a response in which you discuss the extent to which you agree or disagree with the claim and the reason on which that claim is based.
I mostly disagree with the claim that institutions of learning should state all the requisite courses and remove elective courses based on the reason that people typcially like to follow directives rather make their own decisions. I support my stance with two reasons although I concede that there are situations where it is best for the colleges and universities to specify the entire courses for the students.
First of all, colleges and universities as citadels of learning should be in the forefront of promoting learning. Allowing students to select some of their courses i.e. electives enables them exercise and test their decision making ability. For example, a student who is interested in learning a language although he or she majors in Mathematics could opt select a course in French language and explore how this decision impacts his or her academic performance. Irrespective of the actual effect of decision, the student ultimately learns from the process of making and been responsible for decision taken by self. Furthermore, the availability of choices engenders learning since if students have input in the selection of courses, they are more likely to be committed to learning since their preferences are reflected in the courses they have chosen to study. Thus, it is beneficial to allow the students the freedom to select some of their courses.
Secondly, the practice of simply following directions translates to limited development of student. A person used to been directed or guided in learning or thinking would be unlikely to learn how to think. For instance, the student who has courses specified for him or her throughout the his or her programme may not appreciate the rationale for those courses, he or she just takes those courses because they are all required. This practice does not enhance the resoning ability of the student and hence undermines the basic benefit of education - the edification of a person.
However, in cases where the study is hugely demanding, highly specialized and very expensive, then a specification of courses by institution is necesssary. To illustrate this, take a particular program that is funded by government or an agency for a particular purpose, it would be prudent to state the curricula and focus the students on it rather than allowing them experiment with electives. This would enable judicious use of the funds and the resources of the instituion. Another pertinent situation is where the resources of the college or university is limited i.e. there is inadequate man power or facilities to take on the various courses selections the students may opt for. Hence, the feasible approach would be to specify all the courses for the students.
In conclusion, this issue is not a straight-forward one and thus, several perspectives can be advanced depending on one's school of thought. Nevertheless, I mostly do not agree with claim or proposition as I believe that students should be allowed to take active part in the enhancing their learning experience instead of just obeying directives.
Grammar and spelling errors:
Line 5, column 118, Rule ID: PRP_PAST_PART[5]
Message: Did you mean 'be'?
Suggestion: be
...evelopment of student. A person used to been directed or guided in learning or think...
^^^^
Line 5, column 285, Rule ID: DT_PRP[1]
Message: Possible typo. Did you mean 'the' or 'his'?
Suggestion: the; his
...ses specified for him or her throughout the his or her programme may not appreciate the...
^^^^^^^
Line 9, column 300, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to experience'
Suggestion: to experience
...ve part in the enhancing their learning experience instead of just obeying directives.
^^^^^^^^^^
Transition Words or Phrases used:
first, furthermore, hence, however, if, may, nevertheless, second, secondly, so, then, thus, for example, for instance, in conclusion, of course, first of all
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 23.0 19.5258426966 118% => OK
Auxiliary verbs: 11.0 12.4196629213 89% => OK
Conjunction : 22.0 14.8657303371 148% => OK
Relative clauses : 10.0 11.3162921348 88% => OK
Pronoun: 45.0 33.0505617978 136% => Less pronouns wanted
Preposition: 65.0 58.6224719101 111% => OK
Nominalization: 14.0 12.9106741573 108% => OK
Performance on vocabulary words:
No of characters: 2575.0 2235.4752809 115% => OK
No of words: 495.0 442.535393258 112% => OK
Chars per words: 5.20202020202 5.05705443957 103% => OK
Fourth root words length: 4.71684168287 4.55969084622 103% => OK
Word Length SD: 2.93354395201 2.79657885939 105% => OK
Unique words: 253.0 215.323595506 117% => OK
Unique words percentage: 0.511111111111 0.4932671777 104% => OK
syllable_count: 819.9 704.065955056 116% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 10.0 6.24550561798 160% => OK
Article: 7.0 4.99550561798 140% => OK
Subordination: 0.0 3.10617977528 0% => More adverbial clause wanted.
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 3.0 4.38483146067 68% => OK
Performance on sentences:
How many sentences: 19.0 20.2370786517 94% => OK
Sentence length: 26.0 23.0359550562 113% => OK
Sentence length SD: 55.4128798892 60.3974514979 92% => OK
Chars per sentence: 135.526315789 118.986275619 114% => OK
Words per sentence: 26.0526315789 23.4991977007 111% => OK
Discourse Markers: 8.31578947368 5.21951772744 159% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 3.0 7.80617977528 38% => OK
Sentences with positive sentiment : 10.0 10.2758426966 97% => OK
Sentences with negative sentiment : 5.0 5.13820224719 97% => 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: 0.376126905169 0.243740707755 154% => OK
Sentence topic coherence: 0.114587306392 0.0831039109588 138% => OK
Sentence topic coherence SD: 0.0826079740963 0.0758088955206 109% => OK
Paragraph topic coherence: 0.215462818475 0.150359130593 143% => OK
Paragraph topic coherence SD: 0.108346305579 0.0667264976115 162% => OK
Essay readability:
automated_readability_index: 16.1 14.1392134831 114% => OK
flesch_reading_ease: 36.63 48.8420337079 75% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 14.6 12.1743820225 120% => OK
coleman_liau_index: 13.18 12.1639044944 108% => OK
dale_chall_readability_score: 9.33 8.38706741573 111% => OK
difficult_words: 138.0 100.480337079 137% => OK
linsear_write_formula: 14.0 11.8971910112 118% => OK
gunning_fog: 12.4 11.2143820225 111% => OK
text_standard: 14.0 11.7820224719 119% => OK
What are above readability scores?
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Rates: 83.33 out of 100
Scores by essay e-grader: 5.0 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.