Universities should require every student to take a variety of courses outside the student’s field of study.
Whether acquiring deep knowledge about one’s field or not may or may not be beneficial for one’s career path. Rather, having various knowledge about numerous fields may weigh more than bearing expertise. In response, it has been debated whether universities should mandate students to take a variety of courses outside of their majors. I mostly agree with the given prompt that colleges should for two reasons.
First of all, colleges should require students to take various courses, as they provide valuable resources that can be utilized in the future. For instance, suppose a person took a US history course in college year although his major was mathematics. It might seem useless to the career path or attain high scores in math courses. However, the knowledge acquired in that history course may be used to show that one has some insight into history and can be regarded as a well-rounded individual who not only knows his field but also has some knowledge in other fields. Moreover, he can use lessons learned in various humanity courses, including philosophy and literature, to interact with others in different fields. This is especially useful when one has to form a common ground and build intimacy with someone prominent in other fields. This example demonstrates that even though learning unrelated fields of study may seem meaningless and trivial for one’s future, it may act as a milestone to form a good reputation or a professional relationship with others.
Secondly, other than utilizing knowledge from other fields for one’s future, learning a seemingly unrelated course may facilitate learning in one’s field of study. As a number of fields are interconnected and interwoven with one another, having expertise in one field may help acquire knowledge in another. For example, suppose that a student has to take a philosophy course even if she majors in mathematics. It seems like those two fields are unrelated; one is natural science and the other is humanity. However, the mode of reasoning utilized in mathematics is significantly exploited in philosophy. Philosophers heavily employ logic, such as trilogy, induction, or deduction to arrive at a conclusion based on evidence. Those logics are equally meaningful and crucial when learning mathematics. Furthermore, chemistry and biology are the two fields of science that are inseparable. It is true that those two fields are somewhat different, but as one inquires deeply into chemistry or biology, he or she can realize that those two fields are almost identical. From these two examples, college majors are not completely separate; rather, they are highly likely to be interrelated to each other to some degree. Hence, it is a myopic view to disregard learning other classes because they seem totally irrelevant to one’s major.
In conclusion, it is imperative for universities to obligate students to take a variety of courses outside their majors due to the benefits it offers in the students’ future and when studying one’s field. Some people may argue that focusing on one’s field of study and thereby attaining profound knowledge and expertise is crucial for students’ success in their careers. However, acquiring expertise in one’s major and acquiring various knowledge outside one’s field are not mutually exclusive; that is, they can be accomplished at the same time. Hence, colleges may impose requirements for students to take some courses not closely related to their field; that policy does not compromise the opportunity for students to deeply delve into their major.
Transition Words or Phrases used:
also, but, first, furthermore, hence, however, if, may, moreover, second, secondly, so, well, as to, for example, for instance, in conclusion, of course, such as, first of all, it is true
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 27.0 19.5258426966 138% => OK
Auxiliary verbs: 19.0 12.4196629213 153% => OK
Conjunction : 21.0 14.8657303371 141% => OK
Relative clauses : 16.0 11.3162921348 141% => OK
Pronoun: 44.0 33.0505617978 133% => Less pronouns wanted
Preposition: 69.0 58.6224719101 118% => OK
Nominalization: 6.0 12.9106741573 46% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 3015.0 2235.4752809 135% => OK
No of words: 571.0 442.535393258 129% => OK
Chars per words: 5.28021015762 5.05705443957 104% => OK
Fourth root words length: 4.88831323574 4.55969084622 107% => OK
Word Length SD: 2.80964614797 2.79657885939 100% => OK
Unique words: 266.0 215.323595506 124% => OK
Unique words percentage: 0.46584938704 0.4932671777 94% => More unique words wanted or less content wanted.
syllable_count: 968.4 704.065955056 138% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 17.0 6.24550561798 272% => Less pronouns wanted as sentence beginning.
Article: 2.0 4.99550561798 40% => OK
Subordination: 2.0 3.10617977528 64% => OK
Conjunction: 2.0 1.77640449438 113% => OK
Preposition: 4.0 4.38483146067 91% => OK
Performance on sentences:
How many sentences: 26.0 20.2370786517 128% => OK
Sentence length: 21.0 23.0359550562 91% => OK
Sentence length SD: 46.2826408088 60.3974514979 77% => OK
Chars per sentence: 115.961538462 118.986275619 97% => OK
Words per sentence: 21.9615384615 23.4991977007 93% => OK
Discourse Markers: 7.19230769231 5.21951772744 138% => OK
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 0.0 7.80617977528 0% => OK
Sentences with positive sentiment : 10.0 10.2758426966 97% => OK
Sentences with negative sentiment : 6.0 5.13820224719 117% => OK
Sentences with neutral sentiment: 10.0 4.83258426966 207% => Less facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.275873741902 0.243740707755 113% => OK
Sentence topic coherence: 0.0870082231101 0.0831039109588 105% => OK
Sentence topic coherence SD: 0.119973128595 0.0758088955206 158% => OK
Paragraph topic coherence: 0.207929346529 0.150359130593 138% => OK
Paragraph topic coherence SD: 0.103526423548 0.0667264976115 155% => OK
Essay readability:
automated_readability_index: 14.4 14.1392134831 102% => OK
flesch_reading_ease: 41.7 48.8420337079 85% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 12.7 12.1743820225 104% => OK
coleman_liau_index: 13.34 12.1639044944 110% => OK
dale_chall_readability_score: 8.77 8.38706741573 105% => OK
difficult_words: 148.0 100.480337079 147% => OK
linsear_write_formula: 8.0 11.8971910112 67% => OK
gunning_fog: 10.4 11.2143820225 93% => OK
text_standard: 9.0 11.7820224719 76% => 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.