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.
Stating that colleges and universities should specify all required courses and eliminate elective courses in order to provide clear guidance for students, this view asserts that concentrating on only some courses which are helpful to specify a student’s ability is helpful to make more efficient education. In some sense, focusing all learning on a field may be. In my point, however, considering that recent scholar trend which needs interdisciplinary co-work and the possibility that their careers will change or the fact that their interests are not fixed.
Of course, few would disagree that the learning knowledge which is not relevant to an individuals major may become waste of time. Considering that modern fields have been become depth, broaden, hard to learn with small effort, using the time to study other fields could not be advantageous to both fields. For example, fields which need professional and high-level skills such as sports and arts, it takes a long time to get some degree of ability which gives freedom a person working as an independent agent. If sports star like Cristiano Ronald was forced to learn math or science and do homework, we cannot see ‘present’ him, a great sports star. This bottom-line is that because our time is limited, it is a short time for investing all the time only to a field.
However, can we always say that focusing only on one field is beneficial? My answer is definitely no. Considering that ironically, the deeper and broaden modern scholar world have become, the more co-work have been needed. For example, in biological study, if a doctor wants to research a disease, there need contributions from statistic field to survey the age and sex of people who have the disease and from genetics to analyze genes which can because of the disease and from medicines to test drug which can be a cure for the disease. Even if there are helps from specialists who work in other fields, the doctor has to know basic knowledge about other fields to summarize and analyze data and write a paper. This implies that no matter how complex and hard a field is, we are better to know basic knowledge about other fields for efficient researches.
Moreover, when it comes to our interest which is very changeable and ability which we have not been discovered, it is proper to enroll in other major’s lectures. For example, one of my friend’s major was biology and he wanted to study mental disease. After he took a class from the department of design only for getting credits, however, he found that he has talent and a big interest in fashion industry and design. Then he changed his major and now, he works as a professional designer. This implies that taking a class from other fields give us fortunate and unintentional chance to find real interest and totally change one’s life.
To summarize, many people would agree that focusing on only one field give us the specialty about the field, However, considering the trend in advanced science which need co-operating with other fields and serendipity which a class give us, we can say that the good advice to policy-makers related to education is university students have the right to get intellectual inspiration by studying other fields. Only ignoring the importance of these conditions, people would claim that educational institutes need to leave only required courses in their curriculum.
Grammar and spelling errors:
Line 3, column 84, Rule ID: A_PLURAL[1]
Message: Don't use indefinite articles with plural words. Did you mean 'an individual' or simply 'individuals'?
Suggestion: an individual; individuals
...ning knowledge which is not relevant to an individuals major may become waste of time. Conside...
^^^^^^^^^^^^^^
Transition Words or Phrases used:
but, however, if, may, moreover, so, then, as for, as to, for example, of course, such as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 23.0 19.5258426966 118% => OK
Auxiliary verbs: 17.0 12.4196629213 137% => OK
Conjunction : 23.0 14.8657303371 155% => OK
Relative clauses : 30.0 11.3162921348 265% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 48.0 33.0505617978 145% => Less pronouns wanted
Preposition: 65.0 58.6224719101 111% => OK
Nominalization: 8.0 12.9106741573 62% => OK
Performance on vocabulary words:
No of characters: 2860.0 2235.4752809 128% => OK
No of words: 568.0 442.535393258 128% => OK
Chars per words: 5.03521126761 5.05705443957 100% => OK
Fourth root words length: 4.88187981987 4.55969084622 107% => OK
Word Length SD: 2.79524021926 2.79657885939 100% => OK
Unique words: 278.0 215.323595506 129% => OK
Unique words percentage: 0.489436619718 0.4932671777 99% => OK
syllable_count: 895.5 704.065955056 127% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 13.0 6.24550561798 208% => Less pronouns wanted as sentence beginning.
Article: 4.0 4.99550561798 80% => OK
Subordination: 5.0 3.10617977528 161% => OK
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 10.0 4.38483146067 228% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 21.0 20.2370786517 104% => OK
Sentence length: 27.0 23.0359550562 117% => OK
Sentence length SD: 88.4584789284 60.3974514979 146% => OK
Chars per sentence: 136.19047619 118.986275619 114% => OK
Words per sentence: 27.0476190476 23.4991977007 115% => OK
Discourse Markers: 4.2380952381 5.21951772744 81% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 1.0 7.80617977528 13% => OK
Sentences with positive sentiment : 12.0 10.2758426966 117% => OK
Sentences with negative sentiment : 4.0 5.13820224719 78% => OK
Sentences with neutral sentiment: 5.0 4.83258426966 103% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.136543382205 0.243740707755 56% => OK
Sentence topic coherence: 0.0404592451463 0.0831039109588 49% => OK
Sentence topic coherence SD: 0.0955893899755 0.0758088955206 126% => OK
Paragraph topic coherence: 0.101480549014 0.150359130593 67% => OK
Paragraph topic coherence SD: 0.12841928356 0.0667264976115 192% => OK
Essay readability:
automated_readability_index: 15.8 14.1392134831 112% => OK
flesch_reading_ease: 44.07 48.8420337079 90% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 13.8 12.1743820225 113% => OK
coleman_liau_index: 12.25 12.1639044944 101% => OK
dale_chall_readability_score: 8.62 8.38706741573 103% => OK
difficult_words: 131.0 100.480337079 130% => OK
linsear_write_formula: 15.0 11.8971910112 126% => OK
gunning_fog: 12.8 11.2143820225 114% => OK
text_standard: 9.0 11.7820224719 76% => OK
What are above readability scores?
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Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 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.