Q1. “All college and university students would benefit from spending at least one semester studying in a foreign country.”
Write a response in which you examine your own position on the statement. Explore the extent to which you either agree or disagree with it, and support your reasoning with evidence and/or examples. Be sure to reflect on ways in which the statement might or might not be true, and how this informs your thinking on the subject.
Fruition of globalisation can be discerned by looking at miniscule countries like Singapore and Hong Kong, which have turned themselves into formidable financial and trade hubs. In a cosmopolitan era like this, it is only apposite that education be made more global. To expedite this process, mandating all college and university students to spend at least one semester in a foreign country will play a fundamental role. The benefits of such a mandate are irrefutable.
To look at an example, we can consider the case of engineering students in India. As prestigious as the Indian Institute of Technology (IIT) considers itself, it lacks infrastructure. Curriculum is restricted to the study of theoretical subjects, since there is absence of a research based environment. Thus, the exposure and benefit Indian engineering students will get by studying at an American university, stacked with research equipment, experimental labs and fervent (research-driven) professors is inestimable. But the argument doesn’t confide itself to engineering students. This is true for students of all subjects.
A student of social science studying in the UK, a nation that doesn’t discriminate its citizens on the basis of gender, must be enjoying a plethora of rights, especially the right to speech and expression. On the other hand, nations like Turkey, that muzzles naysayers and quashes any form of criticism coming from the press, and Saudi Arabia, where women are not allowed to drive, are a complete antithesis. Studying a semester in such nations, confronted by a disparate system of beliefs and social morals, will seem repugnant for students belonging from any liberal country. Living in fettered conditions, it will strengthen their core beliefs about freedom and good virtues. Conversely, bringing in students from despotic nations to study in liberal democracies, will disabuse them from the notion that it is anathema to censure politicians; vulnerable to an environment where you can choose your partner, follow any religion and express your uncensored opinion, it will purge the backward, non-liberal and immoral virtues indoctrinated in them by their rulers. Nonetheless, social beliefs and fundamental rights are specious in autocratic countries, but when it comes to building a burgeoning economy, there is a lot the West can learn from China.
Economics students studying in American schools have been taught since the beginning about how democracy is the only form of government which leads to a prosperous economy and social welfare for all. However, to study in Chinese universities, offering a unique approach to construct a successful economy (in absence of a democracy), can broaden the view of American students and force them to rethink about what the best model of government is. Another incentive to study in China would be a large access to cheap, affordable, though still profusely utilitarian goods. However, education in itself may not be that affordable.
Middle-class families of low and middle-income countries, sending their children to high-income countries like the United States, will have to pay an extortionate amount. Also, in some cases, despite spending such an exorbitant amount on education, students might not end up learning anything new. For example, students of mathematics in India will find math quite basic in other nations, since Indians have supposedly stronger math genes. Nonetheless, the benefits gained from sending students abroad for education will always outweigh the drawbacks.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2018-12-27 | aryamanbanga13 | 83 | view |
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Grammar and spelling errors:
Line 4, column 488, Rule ID: A_UNCOUNTABLE[3]
Message: Uncountable nouns are usually not used with an indefinite article. Use simply 'large access'.
Suggestion: large access
...er incentive to study in China would be a large access to cheap, affordable, though still prof...
^^^^^^^^^^^^^^
Line 5, column 553, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ion will always outweigh the drawbacks.
^^^
Transition Words or Phrases used:
also, but, conversely, however, look, may, nonetheless, so, still, then, thus, at least, for example, in some cases, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 19.0 19.5258426966 97% => OK
Auxiliary verbs: 18.0 12.4196629213 145% => OK
Conjunction : 18.0 14.8657303371 121% => OK
Relative clauses : 10.0 11.3162921348 88% => OK
Pronoun: 29.0 33.0505617978 88% => OK
Preposition: 86.0 58.6224719101 147% => OK
Nominalization: 15.0 12.9106741573 116% => OK
Performance on vocabulary words:
No of characters: 2994.0 2235.4752809 134% => OK
No of words: 546.0 442.535393258 123% => OK
Chars per words: 5.48351648352 5.05705443957 108% => OK
Fourth root words length: 4.83390555256 4.55969084622 106% => OK
Word Length SD: 3.05440258358 2.79657885939 109% => OK
Unique words: 308.0 215.323595506 143% => OK
Unique words percentage: 0.564102564103 0.4932671777 114% => OK
syllable_count: 938.7 704.065955056 133% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 6.24550561798 112% => OK
Article: 5.0 4.99550561798 100% => OK
Subordination: 4.0 3.10617977528 129% => OK
Conjunction: 3.0 1.77640449438 169% => OK
Preposition: 9.0 4.38483146067 205% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 24.0 20.2370786517 119% => OK
Sentence length: 22.0 23.0359550562 96% => OK
Sentence length SD: 74.8347717011 60.3974514979 124% => OK
Chars per sentence: 124.75 118.986275619 105% => OK
Words per sentence: 22.75 23.4991977007 97% => OK
Discourse Markers: 5.58333333333 5.21951772744 107% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 15.0 10.2758426966 146% => 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: 0.187485497871 0.243740707755 77% => OK
Sentence topic coherence: 0.0467356398889 0.0831039109588 56% => OK
Sentence topic coherence SD: 0.0436517701947 0.0758088955206 58% => OK
Paragraph topic coherence: 0.0953256959656 0.150359130593 63% => OK
Paragraph topic coherence SD: 0.0335611294975 0.0667264976115 50% => OK
Essay readability:
automated_readability_index: 15.8 14.1392134831 112% => OK
flesch_reading_ease: 40.69 48.8420337079 83% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 13.1 12.1743820225 108% => OK
coleman_liau_index: 14.8 12.1639044944 122% => OK
dale_chall_readability_score: 9.96 8.38706741573 119% => OK
difficult_words: 181.0 100.480337079 180% => OK
linsear_write_formula: 9.0 11.8971910112 76% => OK
gunning_fog: 10.8 11.2143820225 96% => OK
text_standard: 11.0 11.7820224719 93% => 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.