Some people believe that universities should require every student to take a variety of courses outside the student's field of study. Others believe that universities should not force students to take any courses other than those that will help prepare them for jobs in their chosen fields.
Write a response in which you discuss which view more closely aligns with your own position and explain your reasoning for the position you take. In developing and supporting your position, you should address both of the views presented.
There has always been a number of disputes regarding university education. Whereas one side of the contention have argued that students should be offered various courses outside the scope of their major, the opposite have claimed that students should take courses that help prepare them for a career in their preferred jobs. While both sides seem to make a cogent case on the outset, I firmly believe that universities should focus on allowing students to take different courses unrestrained to their field of study.
Admittedly, a college degree gives people an upper hand when they are applying for a job in the field that they have majored in school. One of the main reasons high school students decide to enroll in universities is for this very purpose. If a company has to select one of two prospective candidates for a position, it would lean towards the person that has university education in the field that the position is related with. This example shows that receiving an ample amount of education in a certain field not only empowers people to accumulate more knowledge on the subject, but helps them become more appealing to potential bosses they will be working for. With the incremental rise of global unemployment rate every year, attaining a respectable job has become many people's primary goal in life, and it is understandable if students prefer to take courses that will help them prepare for their future jobs.
However, we must think about why universities were founded in the first place. The fundamental purpose of a university is to have an institution that can provide advanced knowledge on a variety of areas to the broader public. These institutions were not intentionally built to prepare people for future careers; it was the attainment of knowledge that led to the existence of these establishments. If universities are only focused on the output of their graduates, they are liable to fall into the trap of forgetting the bigger picture. Universities have a duty to the public and its students to first and foremost provide the best quality education as possible, and this cannot be achieved if the main focus is on preparing students for a job.
On a different, but related note, enforcing students to take classes outside of their main field of study can rather play a pivotal role in the work students later pursue in life. Rarely do high school students acknowledge what they want to do for the next fifty years of their life; they are easily swayed by the opinions of other people, and a large portion of them choose majors that are recommended by other people. There are indeed some gifted young adults who realize what their true calling is at a young age, but this is not that common for most of the students. This is where universities step in. They can open new doors for students who hadn't realized their full potential or interests in high school by providing a variety of different courses to choose from. With a mandated policy requiring students to take different classes, students might be able to find their true potential and underlying abilities that they have never known before.
In conclusion, although it is beneficial for students-to a certain degree-to take courses that will prepare them for their future careers, they should be able to, or rather required to, take courses outside of their majors. There are still a lot of things these young adults don't know about themselves, which could be learned by taking different courses. Also, we should remember that the main reason a university exists is to educate people.
Grammar and spelling errors:
Line 5, column 699, Rule ID: MAIN_FOCUS[1]
Message: Use simply 'focus'.
Suggestion: focus
...ble, and this cannot be achieved if the main focus is on preparing students for a job. ...
^^^^^^^^^^
Line 7, column 649, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: hadn't
...hey can open new doors for students who hadnt realized their full potential or intere...
^^^^^
Line 9, column 276, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: don't
...till a lot of things these young adults dont know about themselves, which could be l...
^^^^
Transition Words or Phrases used:
also, but, first, however, if, regarding, so, still, whereas, while, as to, in conclusion, in the first place
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 27.0 19.5258426966 138% => OK
Auxiliary verbs: 16.0 12.4196629213 129% => OK
Conjunction : 11.0 14.8657303371 74% => OK
Relative clauses : 21.0 11.3162921348 186% => OK
Pronoun: 59.0 33.0505617978 179% => Less pronouns wanted
Preposition: 86.0 58.6224719101 147% => OK
Nominalization: 12.0 12.9106741573 93% => OK
Performance on vocabulary words:
No of characters: 2984.0 2235.4752809 133% => OK
No of words: 604.0 442.535393258 136% => Less content wanted.
Chars per words: 4.94039735099 5.05705443957 98% => OK
Fourth root words length: 4.95746018188 4.55969084622 109% => OK
Word Length SD: 2.64372403743 2.79657885939 95% => OK
Unique words: 292.0 215.323595506 136% => OK
Unique words percentage: 0.483443708609 0.4932671777 98% => OK
syllable_count: 945.0 704.065955056 134% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 12.0 6.24550561798 192% => OK
Article: 3.0 4.99550561798 60% => OK
Subordination: 4.0 3.10617977528 129% => OK
Conjunction: 7.0 1.77640449438 394% => Less conjunction wanted as sentence beginning.
Preposition: 4.0 4.38483146067 91% => OK
Performance on sentences:
How many sentences: 22.0 20.2370786517 109% => OK
Sentence length: 27.0 23.0359550562 117% => OK
Sentence length SD: 59.1957810648 60.3974514979 98% => OK
Chars per sentence: 135.636363636 118.986275619 114% => OK
Words per sentence: 27.4545454545 23.4991977007 117% => OK
Discourse Markers: 4.95454545455 5.21951772744 95% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 3.0 7.80617977528 38% => OK
Sentences with positive sentiment : 13.0 10.2758426966 127% => OK
Sentences with negative sentiment : 1.0 5.13820224719 19% => More negative sentences wanted.
Sentences with neutral sentiment: 8.0 4.83258426966 166% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.366100409594 0.243740707755 150% => OK
Sentence topic coherence: 0.108172902167 0.0831039109588 130% => OK
Sentence topic coherence SD: 0.0809186596384 0.0758088955206 107% => OK
Paragraph topic coherence: 0.229075981004 0.150359130593 152% => OK
Paragraph topic coherence SD: 0.0806083906366 0.0667264976115 121% => OK
Essay readability:
automated_readability_index: 15.6 14.1392134831 110% => 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: 11.67 12.1639044944 96% => OK
dale_chall_readability_score: 8.43 8.38706741573 101% => OK
difficult_words: 132.0 100.480337079 131% => OK
linsear_write_formula: 14.0 11.8971910112 118% => OK
gunning_fog: 12.8 11.2143820225 114% => OK
text_standard: 14.0 11.7820224719 119% => 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.