A true university education encompasses far more than the narrow, specialized study of a single discipline. Only through exploring the broad spectrum of liberal arts courses can students become truly learned.
It is necessary, for a student, in order to deal with the peculiarities and complications of the real life, to undergo all round development during school and college. For this universities must encorporate a wide range of areas dealing not only with a specialized subject, but with science and arts as a whole.
Universities, by restricting the curricula to narrow and specialized disciplines, tend to hinder the development of a student in other important fields. While science is necesssary for mental progress of a student, liberal arts is important for the emotional and societal progress. Hence, depriving the students of the knowledge of liberal arts may lead to a divestation of basic morals and principles. This is why many universities tend to offer courses on moral ethics and moral sciences to college students.
Furthermore, a narrow and restricted curriculum also means that a student has less areas to explore. Offering a variety of disciplines to study in the initial years of college may allow the students to explore a gamut of fields and then choose a field in which he/she is interested or excels. A student, after having learnt different aspects of science and arts, may then go on to choose a specialization. This is beneficial to both the students and the university, because the students will thrive in fields which they have themselves chosen after much deliberation.
In primary and secondary school, students are mostly bestowed with surficial knowledge of various fields. In depth analysis and complexities of those fields are only encountered when a student reaches college. Thus, making a decision to study a particular specialized subject, provided only superficial knowledge of the same, may prove harmful. The student may like certain area of study based on preliminary knowledge but on detailed examination and study, he/she might have second opinions. In such a case, a circumscribed curricula will prove to be a stymeing factor. On the other hand, a more open syllabus will allow the student to gain detailed knowledge in a plethora of fields, and make a more informed decision.
Incorporating liberal arts in academic syllabi is of crucial importance for the development of soft skills. While science may englighten the mental abilities of a students, liberal arts work on the social behaviour of a student. After all, we live in a society. Ethics and self awareness, history, linguistics, behavioural sciences, psychology and many other fields are important to study the mechanics and governing of societies and human history. As the famous saying goes, "We learn from out past", hence, a proper knowledge of where we come from is of utmost importance to predict where we are going (or must go). Similarly, study of psychology and human behaviour prove to useful while dealing in corporate world or even in quotidian life.
All in all, for the all round development of a student, apart from scientific knowledge, knowledge of soft skills also plays a significant role. And universities, in order to accomplish this target, must incorporate a broader spectrum of academic courses.
Grammar and spelling errors:
Line 5, column 79, Rule ID: FEWER_LESS[2]
Message: Did you mean 'fewer'? The noun areas is countable.
Suggestion: fewer
...urriculum also means that a student has less areas to explore. Offering a variety of...
^^^^
Line 9, column 162, Rule ID: A_PLURAL[1]
Message: Don't use indefinite articles with plural words. Did you mean 'a student' or simply 'students'?
Suggestion: a student; students
... may englighten the mental abilities of a students, liberal arts work on the social behavi...
^^^^^^^^^^
Transition Words or Phrases used:
also, but, furthermore, hence, if, may, second, similarly, so, then, thus, while, after all, apart from, as to, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 13.0 19.5258426966 67% => OK
Auxiliary verbs: 13.0 12.4196629213 105% => OK
Conjunction : 26.0 14.8657303371 175% => OK
Relative clauses : 6.0 11.3162921348 53% => More relative clauses wanted.
Pronoun: 17.0 33.0505617978 51% => OK
Preposition: 84.0 58.6224719101 143% => OK
Nominalization: 14.0 12.9106741573 108% => OK
Performance on vocabulary words:
No of characters: 2637.0 2235.4752809 118% => OK
No of words: 504.0 442.535393258 114% => OK
Chars per words: 5.23214285714 5.05705443957 103% => OK
Fourth root words length: 4.73813722054 4.55969084622 104% => OK
Word Length SD: 3.04214162932 2.79657885939 109% => OK
Unique words: 245.0 215.323595506 114% => OK
Unique words percentage: 0.486111111111 0.4932671777 99% => OK
syllable_count: 838.8 704.065955056 119% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 6.24550561798 96% => OK
Article: 6.0 4.99550561798 120% => OK
Subordination: 7.0 3.10617977528 225% => Less adverbial clause wanted.
Conjunction: 3.0 1.77640449438 169% => OK
Preposition: 11.0 4.38483146067 251% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 24.0 20.2370786517 119% => OK
Sentence length: 21.0 23.0359550562 91% => OK
Sentence length SD: 35.0386443405 60.3974514979 58% => The essay contains lots of sentences with the similar length. More sentence varieties wanted.
Chars per sentence: 109.875 118.986275619 92% => OK
Words per sentence: 21.0 23.4991977007 89% => OK
Discourse Markers: 5.375 5.21951772744 103% => OK
Paragraphs: 6.0 4.97078651685 121% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 14.0 10.2758426966 136% => OK
Sentences with negative sentiment : 3.0 5.13820224719 58% => More negative sentences wanted.
Sentences with neutral sentiment: 7.0 4.83258426966 145% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.175864078933 0.243740707755 72% => OK
Sentence topic coherence: 0.051312141177 0.0831039109588 62% => OK
Sentence topic coherence SD: 0.0313177632091 0.0758088955206 41% => Sentences are similar to each other.
Paragraph topic coherence: 0.0892226180436 0.150359130593 59% => OK
Paragraph topic coherence SD: 0.0345232131862 0.0667264976115 52% => OK
Essay readability:
automated_readability_index: 13.7 14.1392134831 97% => OK
flesch_reading_ease: 41.7 48.8420337079 85% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 12.7 12.1743820225 104% => OK
coleman_liau_index: 13.05 12.1639044944 107% => OK
dale_chall_readability_score: 8.72 8.38706741573 104% => OK
difficult_words: 129.0 100.480337079 128% => OK
linsear_write_formula: 13.0 11.8971910112 109% => OK
gunning_fog: 10.4 11.2143820225 93% => OK
text_standard: 13.0 11.7820224719 110% => OK
What are above readability scores?
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Rates: 50.0 out of 100
Scores by essay e-grader: 3.0 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.