Universities should require every student to take a variety of courses outside the student’s field of study.
As transition from high school to college is regarded as a lifetime experience in terms of looking at educational options, there has been an ongoing dispute on whether college and universities’ roles are to provide programs allowing students to have holistic viewpoints on various fields of studies or rather to guide them to focus on a typical study and strengthen their expertise. The statement recommends that universities give students the drive force to look into the various fields of studies. The recommendation presents a view that I would agree is adoptable in general, but one that I cannot fully support due to its compulsory impression it gives. In this argument, I will state two main reasons in order to clarify the point that I am willing to choose.
To begin, there has been a dramatic increase in interest to interdisciplinary studies with social impact across all fields, and both students and faculty members of universities observe the need to make connections across and between disciplines. Thus, to stick solely with one’s particular field of study is to take a limited understanding, one that will likely fall into a state of anachronism. For instance, as COVID-19 brought a wave of shock as it swept the world and forced us to alter our lifestyles in more ways than one, it has opened the window to changes in research towards tackling societal challenges that require a more cross-disciplinary and long-term perspective. While we turn to the biological sciences to sequence the virus’ genome and look to create a vaccine, we must also think economically, environmentally, psychologically, and sociologically about this viral attack. That is, it has become unthinkable to wrap our heads around the economic, mental, social, and environmental debris left without an intersection of several insights from various fields of studies. With a complex systems approach, interdisciplinary studies generates a better understanding of the world as it brings together various disciplines to work together and tackle complex problems. Thus, only becoming an expertise within a single field shall lack of tool as it comes to facing and dealing with the challenges of our times.
Further, even if we assume that the need for broad understanding in various fields is not particularly necessary, universities are still required to offer programs of comprehensive introductory outside one’s specific field because a large group of the students who have just been admitted to school tend to be enrolled in certain majors that were chosen without serious consideration and understanding of the wide spectrum of academic fields. For instance, if a student chose computer programming solely due to a pragmatic point of view in order to jump into a lucrative job market, she might be likely to change her major once she finds out that she’s capable in another field. As many researches have shown that personal satisfaction in one’s field may lead to a stable and successful career as well, it is crucial to enhance the probability of choosing a major that fits the student the most. In other words, by offering students courses from various departments of studies, students are open to find more favorable choices in designing and pursuing one’s own career.
Nevertheless, we shall still be wary of making it a mandatory for students to take exterior courses, since the sense of obligation may weaken his or her eagerness in learning outside of one’s expected curricular boundaries. In addition, with a vast amount of syllabus, student’s capability might not be able to afford extra burden in taking time consuming and challenging courses. Thus, perhaps a better way to phrase this statement would be to say, “Universities shall promote as many programs as to offering students a variety of courses outside the student’s fields of studies”.
Grammar and spelling errors:
Line 1, column 766, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... the point that I am willing to choose. To begin, there has been a dramatic incr...
^^^^^
Line 4, column 112, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ents to take exterior courses, since the sense of obligation may weaken his or he...
^^
Transition Words or Phrases used:
also, but, if, look, may, nevertheless, so, still, then, thus, well, while, as to, for instance, in addition, in general, of course, in other words
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 18.0 19.5258426966 92% => OK
Auxiliary verbs: 15.0 12.4196629213 121% => OK
Conjunction : 19.0 14.8657303371 128% => OK
Relative clauses : 13.0 11.3162921348 115% => OK
Pronoun: 44.0 33.0505617978 133% => Less pronouns wanted
Preposition: 109.0 58.6224719101 186% => OK
Nominalization: 15.0 12.9106741573 116% => OK
Performance on vocabulary words:
No of characters: 3253.0 2235.4752809 146% => OK
No of words: 623.0 442.535393258 141% => Less content wanted.
Chars per words: 5.22150882825 5.05705443957 103% => OK
Fourth root words length: 4.99599519102 4.55969084622 110% => OK
Word Length SD: 3.12552585694 2.79657885939 112% => OK
Unique words: 342.0 215.323595506 159% => OK
Unique words percentage: 0.548956661316 0.4932671777 111% => OK
syllable_count: 1015.2 704.065955056 144% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 6.24550561798 128% => OK
Article: 2.0 4.99550561798 40% => OK
Subordination: 7.0 3.10617977528 225% => Less adverbial clause wanted.
Conjunction: 4.0 1.77640449438 225% => Less conjunction wanted as sentence beginning.
Preposition: 8.0 4.38483146067 182% => OK
Performance on sentences:
How many sentences: 18.0 20.2370786517 89% => OK
Sentence length: 34.0 23.0359550562 148% => The Avg. Sentence Length is relatively long.
Sentence length SD: 84.3521425372 60.3974514979 140% => OK
Chars per sentence: 180.722222222 118.986275619 152% => OK
Words per sentence: 34.6111111111 23.4991977007 147% => OK
Discourse Markers: 8.16666666667 5.21951772744 156% => OK
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 9.0 10.2758426966 88% => OK
Sentences with negative sentiment : 8.0 5.13820224719 156% => OK
Sentences with neutral sentiment: 1.0 4.83258426966 21% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.331251193095 0.243740707755 136% => OK
Sentence topic coherence: 0.098661288893 0.0831039109588 119% => OK
Sentence topic coherence SD: 0.0901254705691 0.0758088955206 119% => OK
Paragraph topic coherence: 0.211062952044 0.150359130593 140% => OK
Paragraph topic coherence SD: 0.0776676026174 0.0667264976115 116% => OK
Essay readability:
automated_readability_index: 20.5 14.1392134831 145% => OK
flesch_reading_ease: 36.97 48.8420337079 76% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 16.6 12.1743820225 136% => OK
coleman_liau_index: 13.59 12.1639044944 112% => OK
dale_chall_readability_score: 9.63 8.38706741573 115% => OK
difficult_words: 170.0 100.480337079 169% => OK
linsear_write_formula: 18.5 11.8971910112 155% => OK
gunning_fog: 15.6 11.2143820225 139% => OK
text_standard: 21.0 11.7820224719 178% => OK
What are above readability scores?
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Better to have 5/6 paragraphs with 3/4 arguments. And try always support/against one side but compare two sides, like this:
para 1: introduction
para 2: reason 1. address both of the views presented for reason 1
para 3: reason 2. address both of the views presented for reason 2
para 4: reason 3. address both of the views presented for reason 3
para 5: reason 4. address both of the views presented for reason 4 (optional)
para 6: conclusion.
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.