Universities should require every student to take a variety of courses outside the student's field of study.

Essay topics:

Universities should require every student to take a variety of courses outside the student's field of study.

The statement claims that universities should mandate their students to take courses outside their field of study. Admittedly, trying out courses outside their field of interest will help students in gaining minimum knowledge in all fields. I, nonetheless, believe that making it compulsory to take courses outside someone’s field of interest will hinder a student’s development in their choice of field. Hence, I disagree that universities should require every student to take a variety of courses outside the student’s field of study.

First of all, I would like point out that every student is passionate about a particular field of their interest and would want to spend most of their time in advancing in that field. For example, a student majoring in music would want to dedicate his/her time to learn the subtleties and nuances involved in playing his/her instrument rather than solving complex technical problem using computers. Or, literature major would not be interested in understanding the biological functions of human body organs. Although, the examples presented are a little too extreme, they clearly show how a compulsion on the kind of courses a university student will hold him/her back from doing what they really want to do.

Furthermore, the generic curriculum that forces students to take part in activities or programs that are not aligned with their interests would encumber their growth. To illustrate, consider a university that is a good amalgam of bright and dull students. Some students are experts in some field A and are looking forward to advancing in the same field while the same set of students are below average in a field B. Considering different levels of merit of these students, clearly, a generic curriculum for an overall development is not the best idea. The students who are not good at field A will be mentally down due to low grades while the same applies to the students who are below average in field B. From this example, clearly, the recommendation of requiring students to take courses outside of their interest and talent will prove futile.

On careful scrutiny, universities could come evaluate a recommendation that will truly be advantageous to both students and universities. The university could mandate a variety of courses in the freshman year to give the students a little taste of every field. In their sophomore years, students, after deliberating carefully, could chose a field that they whole-heartedly believe align with their interests. This method will prove far more advantageous than forcing students to take courses that are of zero interest to them.

In conclusion, students, under duress to take courses that they believe they are not meant for, will collapse under stress. Universities should not force them to take up programs outside of their curiosity boundaries throughout their college lifetime, Instead, universities should come up with alternatives that are conducive to students in choosing their long-term fields of interest, perhaps by introducing various fields to them in their first year of graduation. Without giving due consideration for students’ interest, mandating the fields to study will prove ineffective.

Votes
Average: 6.6 (1 vote)
Essay Categories
Essays by the user:

Comments

Grammar and spelling errors:
Line 7, column 334, Rule ID: DID_BASEFORM[1]
Message: The verb 'could' requires the base form of the verb: 'choose'
Suggestion: choose
...ts, after deliberating carefully, could chose a field that they whole-heartedly belie...
^^^^^

Transition Words or Phrases used:
first, furthermore, hence, if, look, nonetheless, really, so, while, for example, in conclusion, kind of, of course, first of all

Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments

Performance on Part of Speech:
To be verbs : 16.0 19.5258426966 82% => OK
Auxiliary verbs: 21.0 12.4196629213 169% => OK
Conjunction : 7.0 14.8657303371 47% => More conjunction wanted.
Relative clauses : 15.0 11.3162921348 133% => OK
Pronoun: 48.0 33.0505617978 145% => Less pronouns wanted
Preposition: 93.0 58.6224719101 159% => OK
Nominalization: 8.0 12.9106741573 62% => OK

Performance on vocabulary words:
No of characters: 2727.0 2235.4752809 122% => OK
No of words: 509.0 442.535393258 115% => OK
Chars per words: 5.35756385069 5.05705443957 106% => OK
Fourth root words length: 4.74984508646 4.55969084622 104% => OK
Word Length SD: 2.95052828527 2.79657885939 106% => OK
Unique words: 235.0 215.323595506 109% => OK
Unique words percentage: 0.461689587426 0.4932671777 94% => More unique words wanted or less content wanted.
syllable_count: 835.2 704.065955056 119% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK

A sentence (or a clause, phrase) starts by:
Pronoun: 4.0 6.24550561798 64% => OK
Article: 8.0 4.99550561798 160% => OK
Subordination: 1.0 3.10617977528 32% => OK
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 9.0 4.38483146067 205% => Less preposition wanted as sentence beginnings.

Performance on sentences:
How many sentences: 21.0 20.2370786517 104% => OK
Sentence length: 24.0 23.0359550562 104% => OK
Sentence length SD: 52.2693616548 60.3974514979 87% => OK
Chars per sentence: 129.857142857 118.986275619 109% => OK
Words per sentence: 24.2380952381 23.4991977007 103% => OK
Discourse Markers: 6.14285714286 5.21951772744 118% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 1.0 7.80617977528 13% => OK
Sentences with positive sentiment : 14.0 10.2758426966 136% => OK
Sentences with negative sentiment : 4.0 5.13820224719 78% => 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: 0.48363828913 0.243740707755 198% => OK
Sentence topic coherence: 0.181614874435 0.0831039109588 219% => Sentence topic similarity is high.
Sentence topic coherence SD: 0.172974566118 0.0758088955206 228% => The coherence between sentences is low.
Paragraph topic coherence: 0.315104157972 0.150359130593 210% => OK
Paragraph topic coherence SD: 0.150648558335 0.0667264976115 226% => More connections among paragraphs wanted.

Essay readability:
automated_readability_index: 15.9 14.1392134831 112% => OK
flesch_reading_ease: 47.12 48.8420337079 96% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 12.7 12.1743820225 104% => OK
coleman_liau_index: 14.1 12.1639044944 116% => OK
dale_chall_readability_score: 8.49 8.38706741573 101% => OK
difficult_words: 118.0 100.480337079 117% => OK
linsear_write_formula: 12.0 11.8971910112 101% => OK
gunning_fog: 11.6 11.2143820225 103% => OK
text_standard: 12.0 11.7820224719 102% => OK
What are above readability scores?

---------------------

Rates: 66.0 out of 100
Scores by essay e-grader: 4 Out of 6
---------------------
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.