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.
Education is certainly the hot-button issue of the moment, with national policies such as Rae to the Top and No Child Left Behind changing how pedagogical practices are implemented, how academic success is measured, and how learning arises. At the heart of the debate over the future of higher education is the question broached in the prompt: should universities require every student to take a variety of courses outside their fields of study? The essence of attending a university is to immerse oneself within an academic ambience in which one can relish the pursuit of profound knowledge and the exchange of scintillating ideas and conversations with other intellectuals. It appears sensible, therefore, to demand students at universities to get out of their comfort zones and take courses from a wide breadth of academic disciplines. However, to assert that such an idea should be applied to every single university student is overly categorical, with a host of factors or variables left undiscussed for the merits or the potential downsides of such argument.
The gist of university education is to mold a well-rounded individual who can, after leaving school, engage in independent and critical thinking, without guidance and scaffolding from professors or teachers or mentors. University education gives students an opportunity to hone upon critical thinking skills to tackle national and international agendas with innovative thinkings. Such a high-minded purpose therefore galvanizes universities to promulgate students not being circumscribed within their own fields of study. Instead, their coursework should be composed of a wide variety of disciplines. In addition to training students to become an independent thinker and doer, universities in the contemporary world have recognize the paramount importance of inter-disciplined intellectual engagement. University students in the past were wont to delve into their chosen majors and graduated from the school as a pedantic expert of that given field. Such arrangement or decision was deemed meet, since the interconnectedness between different fields was anything but flimsy. However, as the world enters into a globalization era and provinciality has ceased to be an option, advertising that university students should take a variety of courses outside their academic interests seems all the more rational and sensible. Such can be best corroborated by the fact that in the twenty-first century, stellar or critical academic breakthroughs stem from scholars who manifest fusion of different fields of knowledge. Take Biology. With a massive amount of genomic data engendered, DNA and RNA sequences, since the inception of the Human Genome Project, conventional biology alone could no longer accommodate or take good advantage of this sea of information. However, with the aid of algorithms from mathematics and informatics from computer science, biologists have devised better apparatuses to process and tackle overwhelming amount of genetic data, allowing them to apprehend the different functions that various cells and tissues possess and the roles that they play. Such a curricular design gives students an avenue to keep abreast of a broad spectrum of knowledge, thereby insulating them from benightedness.
However, to asseverate that diverse learning should become a requirement for all university students is far from feasible given that there are a host of practical factors that might defeat the purposes of the seemingly salubrious effects of diverse learning. For instance, an English literature student might find himself plodding through physics class and suffering for doing convoluted calculations. In this case, he might end up feeling isolated from the class since he is an outside of that field. The learning experience would be a travail. Confidence will be lost on him, and his learning sabotaged. Some dissents might counter this claim by arguing that this example simply applies to diametrically different fields of study, such as English and physics. Nevertheless, even with relevant majors, having every student take off-major courses may not seem a good option. The rationale is a pragmatic one. Students might overload their schedules, feeling overwhelmed. After all, even with the concepts that are related to one another, they are still inherently different. Students still need to allocate a huge chunk of time into acquiring similar yet dissipate knowledge, which might in turn become very taxing. Another practical concern is that not all faculty members and professors can support this kind of interdisciplinary learning. As one knows, professors when in graduate school tend to narrow down their academic interests into a specific area or domain; therefore, though knowledgable, they are by no means polyglots. Accordingly, without appropriate faculty members that can impart interdisciplinary knowledge or support students’ diverse learning, the benefits of taking courses outside students’ fields of study would be compromised.
In sum, at first blush, taking various courses outside of one’s field of study would automatically engender many merits and advantages conferred on students; however, such an unfair, ideal generalization is too hasty as one needs to seriously take into account a variety of factors, ideals, demands, and even reality or case-by-case conditions, before jumping into an categorically assertive conclusion
Grammar and spelling errors:
Line 1, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
Education is certainly the hot-button is...
^^^^^^
Line 1, column 1061, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...erits or the potential downsides of such argument. The gist of university educ...
^^
Line 2, column 724, Rule ID: HAVE_PART_AGREEMENT[1]
Message: Use past participle here: 'recognized'.
Suggestion: recognized
...ersities in the contemporary world have recognize the paramount importance of inter-disci...
^^^^^^^^^
Line 2, column 1111, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...limsy. However, as the world enters into a globalization era and provinciality ha...
^^
Line 3, column 147, Rule ID: THERE_RE_MANY[3]
Message: Possible agreement error. Did you mean 'hosts'?
Suggestion: hosts
...ar from feasible given that there are a host of practical factors that might defeat ...
^^^^
Line 4, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...fields of study would be compromised. In sum, at first blush, taking various c...
^^^^^^
Line 4, column 377, Rule ID: EN_A_VS_AN
Message: Use 'a' instead of 'an' if the following word doesn't start with a vowel sound, e.g. 'a sentence', 'a university'
Suggestion: a
...by-case conditions, before jumping into an categorically assertive conclusion
^^
Transition Words or Phrases used:
accordingly, but, first, however, if, may, nevertheless, so, still, therefore, well, after all, for instance, in addition, kind of, of course, such as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 27.0 19.5258426966 138% => OK
Auxiliary verbs: 23.0 12.4196629213 185% => OK
Conjunction : 35.0 14.8657303371 235% => Less conjunction wanted
Relative clauses : 19.0 11.3162921348 168% => OK
Pronoun: 39.0 33.0505617978 118% => OK
Preposition: 131.0 58.6224719101 223% => Less preposition wanted.
Nominalization: 22.0 12.9106741573 170% => OK
Performance on vocabulary words:
No of characters: 4631.0 2235.4752809 207% => Less number of characters wanted.
No of words: 823.0 442.535393258 186% => Less content wanted.
Chars per words: 5.6269744836 5.05705443957 111% => OK
Fourth root words length: 5.35611581051 4.55969084622 117% => OK
Word Length SD: 3.15042765404 2.79657885939 113% => OK
Unique words: 425.0 215.323595506 197% => OK
Unique words percentage: 0.516403402187 0.4932671777 105% => OK
syllable_count: 1457.1 704.065955056 207% => syllable counts are too long.
avg_syllables_per_word: 1.8 1.59117977528 113% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 6.24550561798 80% => OK
Article: 6.0 4.99550561798 120% => OK
Subordination: 8.0 3.10617977528 258% => Less adverbial clause wanted.
Conjunction: 3.0 1.77640449438 169% => OK
Preposition: 19.0 4.38483146067 433% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 32.0 20.2370786517 158% => OK
Sentence length: 25.0 23.0359550562 109% => OK
Sentence length SD: 82.6725426686 60.3974514979 137% => OK
Chars per sentence: 144.71875 118.986275619 122% => OK
Words per sentence: 25.71875 23.4991977007 109% => OK
Discourse Markers: 4.6875 5.21951772744 90% => OK
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 7.0 7.80617977528 90% => OK
Sentences with positive sentiment : 16.0 10.2758426966 156% => OK
Sentences with negative sentiment : 7.0 5.13820224719 136% => 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: 0.284735826148 0.243740707755 117% => OK
Sentence topic coherence: 0.0733709687938 0.0831039109588 88% => OK
Sentence topic coherence SD: 0.0600657249454 0.0758088955206 79% => OK
Paragraph topic coherence: 0.176522976247 0.150359130593 117% => OK
Paragraph topic coherence SD: 0.0560417265943 0.0667264976115 84% => OK
Essay readability:
automated_readability_index: 17.9 14.1392134831 127% => OK
flesch_reading_ease: 29.18 48.8420337079 60% => Flesch_reading_ease is low.
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 15.4 12.1743820225 126% => OK
coleman_liau_index: 15.67 12.1639044944 129% => OK
dale_chall_readability_score: 9.9 8.38706741573 118% => OK
difficult_words: 262.0 100.480337079 261% => Less difficult words wanted.
linsear_write_formula: 20.0 11.8971910112 168% => OK
gunning_fog: 12.0 11.2143820225 107% => OK
text_standard: 16.0 11.7820224719 136% => OK
What are above readability scores?
---------------------
Write the essay in 30 minutes.
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: 83.33 out of 100
Scores by essay e-grader: 5.0 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.