Universities should require every student to take a variety of courses outside the student's field of study.
Write a response in which you discuss the extent to which you agree or disagree with the claim. In developing and supporting your position, be sure to address the most compelling reasons and/or examples that could be used to challenge your position.
Nowadays, it is undeniable that our world is utterly interdisciplinary. In order to solve problems in your daily work, you sometimes need to have knowledge about subjects that you did not study, but are needed to succeed in life. Nevertheless, it should also be mentioned that there are many jobs in which the only education needed is related to the field of knowledge involved. I agree with the statement to some extent, but not completely, as I think that tangent courses should be taught, but not extremely different ones.
First of all, it should be mentioned that, as a typical proverb says, knowledge does not take up any space. The offer of courses different from the field of study of degrees should not be contemplated as a threat, but as an opportunity to start studying a subject. Does anyone know any person who only likes to study contents related to their field of knowledge, and that does not have any interest further from them? Personally, I do not, and I would not be afraid to assure that no one does. Thus, universities could offer courses related to other sciences, in order to increase their students’ satisfaction with their education.
Secondly, there are many psychological studies that have proved that knowledge in different areas from the one of specialization enlightens the creativity of people. Penicillin, for example, would not have been developed if it was not for engineering projects related to medicine. Biotechnology is a field of knowledge that would not exist if it was not for people who knew about biology and engineering, and developed projects that related to both of them. These examples prove that the combination of disciplines can lead to the improvement of solutions obtained. Hence, a multidisciplinary education, as defended in the claim, may be beneficial in many cases.
Furthermore, in my opinion, universities’ function is not only to prepare their students to develop an established function in their job, but also to promote critical thinking and a healthy lifestyle, and to guarantee a minimum general knowledge amongst their students. This is the main reason why many universities, such as Universidad de Leon, in Spain, rewards it students’ participation in activities different from their studies, such as sports or the debating league. The advantages of these activities in the future life of students are huge. Hence, their function for social improvements should not be undermined.
On the other hand, time is not infinite. The time that students spend in other subjects different from their specialization implies that, when they start looking for a job, they may be less prepared than if their studies were completely related to their field. In the United States, there are some non-compulsory subjects that are completely different from the degree studied, such as Arts or Music. It is clear that this kind of subjects are not related directly to the job needs of students, but, as I said, they are elective, so their existence does not harm anyone.
However, discussing about if this kind of courses should be compulsory, I completely disagree with this view. The main reason for my disagreement is that I think that people select their studies according to their likes, and, thus, they may not want to study anything different from that. As I mentioned in the previous paragraph, I defend the presence of elective courses unrelated to the main field of knowledge of the career, but not their obligatoriness.
Grammar and spelling errors:
Line 7, column 224, Rule ID: A_UNCOUNTABLE[6]
Message: Uncountable nouns are usually not used with an indefinite article. Use simply 'minimum general knowledge'.
Suggestion: minimum general knowledge
...d a healthy lifestyle, and to guarantee a minimum general knowledge amongst their students. This is the mai...
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Transition Words or Phrases used:
also, but, first, furthermore, hence, however, if, look, may, nevertheless, second, secondly, so, thus, for example, i think, kind of, of course, such as, first of all, in many cases, in my opinion, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 30.0 19.5258426966 154% => OK
Auxiliary verbs: 15.0 12.4196629213 121% => OK
Conjunction : 14.0 14.8657303371 94% => OK
Relative clauses : 23.0 11.3162921348 203% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 68.0 33.0505617978 206% => Less pronouns wanted
Preposition: 74.0 58.6224719101 126% => OK
Nominalization: 16.0 12.9106741573 124% => OK
Performance on vocabulary words:
No of characters: 2936.0 2235.4752809 131% => OK
No of words: 573.0 442.535393258 129% => OK
Chars per words: 5.12390924956 5.05705443957 101% => OK
Fourth root words length: 4.89258810929 4.55969084622 107% => OK
Word Length SD: 3.03982001314 2.79657885939 109% => OK
Unique words: 262.0 215.323595506 122% => OK
Unique words percentage: 0.457242582897 0.4932671777 93% => More unique words wanted or less content wanted.
syllable_count: 913.5 704.065955056 130% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 15.0 6.24550561798 240% => Less pronouns wanted as sentence beginning.
Article: 5.0 4.99550561798 100% => OK
Subordination: 6.0 3.10617977528 193% => OK
Conjunction: 10.0 1.77640449438 563% => Less conjunction wanted as sentence beginning.
Preposition: 6.0 4.38483146067 137% => OK
Performance on sentences:
How many sentences: 25.0 20.2370786517 124% => OK
Sentence length: 22.0 23.0359550562 96% => OK
Sentence length SD: 52.2801071154 60.3974514979 87% => OK
Chars per sentence: 117.44 118.986275619 99% => OK
Words per sentence: 22.92 23.4991977007 98% => OK
Discourse Markers: 8.64 5.21951772744 166% => OK
Paragraphs: 6.0 4.97078651685 121% => OK
Language errors: 1.0 7.80617977528 13% => OK
Sentences with positive sentiment : 18.0 10.2758426966 175% => OK
Sentences with negative sentiment : 1.0 5.13820224719 19% => More negative sentences wanted.
Sentences with neutral sentiment: 6.0 4.83258426966 124% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.181423388384 0.243740707755 74% => OK
Sentence topic coherence: 0.0518981443202 0.0831039109588 62% => OK
Sentence topic coherence SD: 0.0471145086601 0.0758088955206 62% => OK
Paragraph topic coherence: 0.0996727933121 0.150359130593 66% => OK
Paragraph topic coherence SD: 0.0586076427048 0.0667264976115 88% => OK
Essay readability:
automated_readability_index: 14.1 14.1392134831 100% => OK
flesch_reading_ease: 49.15 48.8420337079 101% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 11.9 12.1743820225 98% => OK
coleman_liau_index: 12.71 12.1639044944 104% => OK
dale_chall_readability_score: 8.2 8.38706741573 98% => OK
difficult_words: 126.0 100.480337079 125% => OK
linsear_write_formula: 11.5 11.8971910112 97% => OK
gunning_fog: 10.8 11.2143820225 96% => OK
text_standard: 12.0 11.7820224719 102% => 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.