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.
A lot of thought is usually put into deciding a university's curriculum for various departments and fields. Whether or not the students should be made to take a variety of courses outside their fields, and the extent of such enforcement is a crucial part of the curriculum. The prompt suggests that indeed, the students be made to take courses from various other departments and fields. Personally, I do not agree with the all-or-nothing approach of the statement and stand somewhere in the middle. I provide a reason why it might be a good idea to have such a policy and also a situation in which it might not be so good. To conclude, I will present a solution that takes both sides of the argument into consideration.
A lot of countries, like the US allow students to join the universities with undisclosed or undecided majors, whereas universities in some other countries like India, have the provision of changing ones major after the freshman year. In both of these cases, the students take courses from various other departments and discern where their interests lie. In the former case, this helps the students decide what major to take, while in the latter case, the students can decide if they want to switch majors or not. It can also help decide the minor they might want to take. This system is particularly useful because a high school might not be able to provide enough exposure at a higher level for the students to be able to make an informed decision regarding what they want to study and making students study a variety of introductory courses in various fields gives them an overview of what lies ahead in each field. The colleges which have a rigid structure might have students stuck with a major that they chose without sufficient information, which might severely affect their careers. Therefore, it is imperative in this case that the students be given knowledge of various different fields.
However, to counter the above assertion, one might argue that there are many students who have made well informed choices, and are confident and sure of the career path they want to take. Making them go through the tedious curriculum of having to study what they have no interest in is unfair. Not only is it wasting their crucial time and money, it might also have a bad effect on their grades. By having to study what they don't want, they might not put as much efforts into their courses as they have put into the courses of their interests and therefore, they might end up with bad grades. Some students are not able to recover from a dismal freshmen year performance, which might have a detrimental effect on the prospect of their internships or jobs. Therefore, in such a situation, it can be seen that one should be made to study only what one wants.
Therefore, after seeing both sides of the argument, we can see the positives and negatives of both of those, thus necessitating the need of a middle ground policy. The best policy in this case would be that the provision to take extra courses should always be there for the students. Therefore, for those who want an introduction to various fields in order to decide their majors should be able to do so, whereas the students who are sure should be able to dive right in into their fields of interest. Also, a lot of people have secondary interests which they might want to explore. The presence of the provision to take electives will mean that those students will not be devoid of that opportunity and they will be able to learn whatever they want. Therefore, instead of choosing one side, a policy that is beneficial for both the sides is the correct way to approach the problem.
Grammar and spelling errors:
Line 1, column 47, Rule ID: EN_A_VS_AN
Message: Use 'an' instead of 'a' if the following word starts with a vowel sound, e.g. 'an article', 'an hour'
Suggestion: an
...of thought is usually put into deciding a universitys curriculum for various depa...
^
Line 1, column 108, Rule ID: WHETHER[7]
Message: Perhaps you can shorten this phrase to just 'Whether'. It is correct though if you mean 'regardless of whether'.
Suggestion: Whether
...lum for various departments and fields. Whether or not the students should be made to take a v...
^^^^^^^^^^^^^^
Line 9, column 426, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: don't
...ir grades. By having to study what they dont want, they might not put as much effort...
^^^^
Line 9, column 459, Rule ID: MUCH_COUNTABLE[1]
Message: Use 'many' with countable nouns.
Suggestion: many
...t they dont want, they might not put as much efforts into their courses as they have...
^^^^
Transition Words or Phrases used:
also, however, if, regarding, second, so, therefore, thus, well, whereas, while, of course
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 27.0 19.5258426966 138% => OK
Auxiliary verbs: 27.0 12.4196629213 217% => Less auxiliary verb wanted.
Conjunction : 18.0 14.8657303371 121% => OK
Relative clauses : 19.0 11.3162921348 168% => OK
Pronoun: 55.0 33.0505617978 166% => Less pronouns wanted
Preposition: 92.0 58.6224719101 157% => OK
Nominalization: 13.0 12.9106741573 101% => OK
Performance on vocabulary words:
No of characters: 3032.0 2235.4752809 136% => OK
No of words: 642.0 442.535393258 145% => Less content wanted.
Chars per words: 4.72274143302 5.05705443957 93% => OK
Fourth root words length: 5.03365860172 4.55969084622 110% => OK
Word Length SD: 2.55840256143 2.79657885939 91% => OK
Unique words: 263.0 215.323595506 122% => OK
Unique words percentage: 0.409657320872 0.4932671777 83% => More unique words wanted or less content wanted.
syllable_count: 945.9 704.065955056 134% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 12.0 6.24550561798 192% => OK
Article: 11.0 4.99550561798 220% => Less articles wanted as sentence beginning.
Subordination: 2.0 3.10617977528 64% => OK
Conjunction: 2.0 1.77640449438 113% => OK
Preposition: 9.0 4.38483146067 205% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 25.0 20.2370786517 124% => OK
Sentence length: 25.0 23.0359550562 109% => OK
Sentence length SD: 58.892634514 60.3974514979 98% => OK
Chars per sentence: 121.28 118.986275619 102% => OK
Words per sentence: 25.68 23.4991977007 109% => OK
Discourse Markers: 3.6 5.21951772744 69% => OK
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 4.0 7.80617977528 51% => OK
Sentences with positive sentiment : 13.0 10.2758426966 127% => OK
Sentences with negative sentiment : 7.0 5.13820224719 136% => OK
Sentences with neutral sentiment: 5.0 4.83258426966 103% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.209753852004 0.243740707755 86% => OK
Sentence topic coherence: 0.0714550691797 0.0831039109588 86% => OK
Sentence topic coherence SD: 0.0521659191081 0.0758088955206 69% => OK
Paragraph topic coherence: 0.155094881941 0.150359130593 103% => OK
Paragraph topic coherence SD: 0.0542711912331 0.0667264976115 81% => OK
Essay readability:
automated_readability_index: 13.6 14.1392134831 96% => OK
flesch_reading_ease: 54.56 48.8420337079 112% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 11.9 12.1743820225 98% => OK
coleman_liau_index: 10.39 12.1639044944 85% => OK
dale_chall_readability_score: 7.63 8.38706741573 91% => OK
difficult_words: 112.0 100.480337079 111% => OK
linsear_write_formula: 11.0 11.8971910112 92% => OK
gunning_fog: 12.0 11.2143820225 107% => OK
text_standard: 12.0 11.7820224719 102% => 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.