Universities should require every student to take a variety of courses outside the student's field of study.
Although I believe that students benefit from taking courses outside their field study, I consider that universities should “encourage” students to do so, instead of requiring ALL students to do so, for the following reasons.
Most students want to get high pay in big companies after graduation. Companies need employees having knowledge about many other relative fields, so taking courses outside their major can help students find better jobs. For example, because of the era of knowledge economic, lots of companies have started to emphasize the importance of “noncognitive skill,” such as the ability of negotiation, communication, and innovation, so as to not only help employees reduce the obstacle during selling the products to the customer, but also increase the efficiency of the team works. Without sociological knowledge, people could not realize what customers think during the conversation, which may increase the risk of making them unhappy so as to decrease the companies’ reputation.
In addition, students should meet new friends outside their field of study, which may provide assistance in the future when they need, and one of the fast ways is taking the class outside the major. For instance, when students face the lawsuit problem in the future, such as sexual harassment, a lawyer friend can provide legal knowledge about this case and give some discount on the lawyer fee. Or when they want to invest the stock market in the future, a friend of economy professor can provide some information about future economic trend without paying money to him. Therefore, building many ties to the friends outside the major field will help students deal with the accidental problem more efficiency.
People who disagree with the statement may claim most professional skills and knowledge require lots of time to master. Without decreasing the difficulty of the course, it is impossible for students from other disciplines to absorb the whole knowledge they should need. Furthermore, if the professor really decreases the difficulty of the course, the right to education for the students majoring in this field would be damaged, because the knowledge they are taught is less than the students before. However, even if the courses are designed to be easier than before, they could be a good start for outsiders to develop their interests. If the students are appealed to the courses, they will take more relevant courses and read more relevant books without teachers assigning so as to master the knowledge in this field. Therefore, the right to education would not be damaged for those students positively studying by themselves and asking teachers to provide more books to read.
Some may contend that some students only have interests in their own field of study, and the only reason for taking courses outside their field is the requirement of graduation credits. Indeed, not every student has divergent interests and likes to meet new friends. Therefore, I believe that “encourage” instead of requiring to take courses outside their field of study is the optimal approach. Students only wanting to study their major do not need to take the courses outside their field. On the other hand, by encouraging students having interests on other fields to study additional courses, they will learn knowledge about other disciplines, and meet friends outside their own field of study at the same time.
To sum up, for the purpose of interacting with people studying other fields, universities should “encourage” instead of requiring students to take courses outside their field of study.
Grammar and spelling errors:
Line 3, column 362, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Put a space after the comma
Suggestion: , &apos
...e importance of 'noncognitive skill,' such as the ability of negotiation, co...
^^^^^^
Line 3, column 437, Rule ID: SO_AS_TO[1]
Message: Use simply 'to'
Suggestion: to
...tiation, communication, and innovation, so as to not only help employees reduce the obst...
^^^^^^^^
Line 3, column 741, Rule ID: SO_AS_TO[1]
Message: Use simply 'to'
Suggestion: to
...ncrease the risk of making them unhappy so as to decrease the companies' reputation...
^^^^^^^^
Line 7, column 776, Rule ID: SO_AS_TO[1]
Message: Use simply 'to'
Suggestion: to
...levant books without teachers assigning so as to master the knowledge in this field. The...
^^^^^^^^
Line 9, column 10, Rule ID: MASS_AGREEMENT[2]
Message: Possible agreement error - use third-person verb forms for singular and mass nouns: 'contends'.
Suggestion: contends
...provide more books to read. Some may contend that some students only have interests ...
^^^^^^^
Line 9, column 337, Rule ID: ALLOW_TO[1]
Message: Did you mean 'taking'? Or maybe you should add a pronoun? In active voice, 'require' + 'to' takes an object, usually a pronoun.
Suggestion: taking
...os;encourage' instead of requiring to take courses outside their field of study is...
^^^^^^^
Transition Words or Phrases used:
also, but, furthermore, however, if, may, really, so, therefore, as to, for example, for instance, in addition, such as, to sum up, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 12.0 19.5258426966 61% => OK
Auxiliary verbs: 22.0 12.4196629213 177% => OK
Conjunction : 11.0 14.8657303371 74% => OK
Relative clauses : 10.0 11.3162921348 88% => OK
Pronoun: 33.0 33.0505617978 100% => OK
Preposition: 92.0 58.6224719101 157% => OK
Nominalization: 15.0 12.9106741573 116% => OK
Performance on vocabulary words:
No of characters: 3081.0 2235.4752809 138% => OK
No of words: 577.0 442.535393258 130% => OK
Chars per words: 5.33968804159 5.05705443957 106% => OK
Fourth root words length: 4.90110439584 4.55969084622 107% => OK
Word Length SD: 2.93414979203 2.79657885939 105% => OK
Unique words: 253.0 215.323595506 117% => OK
Unique words percentage: 0.438474870017 0.4932671777 89% => More unique words wanted or less content wanted.
syllable_count: 931.5 704.065955056 132% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 6.24550561798 96% => OK
Article: 4.0 4.99550561798 80% => OK
Subordination: 7.0 3.10617977528 225% => Less adverbial clause wanted.
Conjunction: 6.0 1.77640449438 338% => Less conjunction wanted as sentence beginning.
Preposition: 10.0 4.38483146067 228% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 21.0 20.2370786517 104% => OK
Sentence length: 27.0 23.0359550562 117% => OK
Sentence length SD: 62.7863237416 60.3974514979 104% => OK
Chars per sentence: 146.714285714 118.986275619 123% => OK
Words per sentence: 27.4761904762 23.4991977007 117% => OK
Discourse Markers: 7.09523809524 5.21951772744 136% => OK
Paragraphs: 6.0 4.97078651685 121% => OK
Language errors: 6.0 7.80617977528 77% => OK
Sentences with positive sentiment : 13.0 10.2758426966 127% => OK
Sentences with negative sentiment : 5.0 5.13820224719 97% => OK
Sentences with neutral sentiment: 3.0 4.83258426966 62% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.40095755445 0.243740707755 165% => OK
Sentence topic coherence: 0.146466616794 0.0831039109588 176% => OK
Sentence topic coherence SD: 0.112728008908 0.0758088955206 149% => OK
Paragraph topic coherence: 0.266306850986 0.150359130593 177% => OK
Paragraph topic coherence SD: 0.112329366768 0.0667264976115 168% => OK
Essay readability:
automated_readability_index: 17.5 14.1392134831 124% => 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: 13.99 12.1639044944 115% => OK
dale_chall_readability_score: 8.18 8.38706741573 98% => OK
difficult_words: 117.0 100.480337079 116% => OK
linsear_write_formula: 14.5 11.8971910112 122% => 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.