Agree/Disagree
All university students should be required to take history courses no matter what the field of study is.
In today’s convoluted world, education plays a monumental role in assisting the majority of persons to enhance their social situation. So, educational courses and what people learn in these courses are considered more significant than before. In this regard, there is controversial debate among individuals about the significance of history courses in universities. Some people may subscribe for the view that students of all majors should be stipulated to attend history courses, while, some others take the opposing viewpoint. I firmly believe that requiring students to take history courses have some merits for both students and their community. In the following, I will elaborate upon my standpoint through two pieces of evidence.
The first exquisite point to mention is that attending at history course can pave the way for students to become financially flourishing in the future. It is obvious that taking courses in history can give pupils the opportunity to acquire some information about the historical events in their own country and even in the foreign countries. Moreover, no one can overlook the fact that history learners would learn about the impacts of international relations on the social and economic situation of different countries. As a result, the more people know about the historical events and solutions that are provided for them, the more they would be creative to resolve recent problems. In other words, having history backgrounds give people the chance to apply previous clues to devise innovative and practical solutions. Take a personal experience as an example; when I studied at Tehran University, I needed to take an introductory and advanced course in contemporary history for graduation. Consequently, I could sharped my general knowledge about the impacts of international relations on my country’s stock market. Therefore, having expertise in this area enabled me to achieve a living during university years and stand on my own feet.
Another reason which deserves some words here is that enhancing students’ wisdom about their local history positively impacts on the society. Needless to say, those attending in history classes gain more knowledge about the history of their country and their local community. Boosting students’ information about their history not only can be inspiring but also can provide them with a national identity. In this circumstance, the future society includes more patriotic youngsters who are more volunteer to sacrifice their possessions for developing community’s advancement. According to a recent article that has been published in Time magazine, sociologists recognized the primary roots of recent protestations in Mexico concerning changing its gulf name. The paper revealed that although the Mexican gulf name has changed more than 30 years ago to the Pacific gulf, younger people are more cognizant about its historical roots thanks to their educational system. So, they attempted to reverse its name to its previous title in order to renovate its importance through the world.
In brief, one can logically conclude that taking classes in history can benefit him and his community regarding its capability to enhance students’ knowledge about the relationship between historical occurrences and economic situations and renovating national identity among youngsters. However, there are other reasons and examples, challenging these reasons, not mentioned above. All in all, it is highly recommended that a survey can assess the validity of the claims that are mentioned above.
Grammar and spelling errors:
Line 2, column 1014, Rule ID: DID_BASEFORM[1]
Message: The verb 'could' requires the base form of the verb: 'sharp'
Suggestion: sharp
...y for graduation. Consequently, I could sharped my general knowledge about the impacts ...
^^^^^^^
Transition Words or Phrases used:
also, but, consequently, first, however, if, look, may, moreover, regarding, so, therefore, while, in brief, as a result, in other words
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 15.0 15.1003584229 99% => OK
Auxiliary verbs: 14.0 9.8082437276 143% => OK
Conjunction : 14.0 13.8261648746 101% => OK
Relative clauses : 15.0 11.0286738351 136% => OK
Pronoun: 51.0 43.0788530466 118% => OK
Preposition: 80.0 52.1666666667 153% => OK
Nominalization: 15.0 8.0752688172 186% => OK
Performance on vocabulary words:
No of characters: 3046.0 1977.66487455 154% => OK
No of words: 547.0 407.700716846 134% => OK
Chars per words: 5.56855575868 4.8611393121 115% => OK
Fourth root words length: 4.83611736076 4.48103885553 108% => OK
Word Length SD: 3.00795989989 2.67179642975 113% => OK
Unique words: 291.0 212.727598566 137% => OK
Unique words percentage: 0.531992687386 0.524837075471 101% => OK
syllable_count: 978.3 618.680645161 158% => OK
avg_syllables_per_word: 1.8 1.51630824373 119% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 9.59856630824 83% => OK
Article: 5.0 3.08781362007 162% => OK
Subordination: 2.0 3.51792114695 57% => OK
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 7.0 4.94265232975 142% => OK
Performance on sentences:
How many sentences: 24.0 20.6003584229 117% => OK
Sentence length: 22.0 20.1344086022 109% => OK
Sentence length SD: 42.4488049498 48.9658058833 87% => OK
Chars per sentence: 126.916666667 100.406767564 126% => OK
Words per sentence: 22.7916666667 20.6045352989 111% => OK
Discourse Markers: 5.66666666667 5.45110844103 104% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 1.0 5.5376344086 18% => OK
Sentences with positive sentiment : 16.0 11.8709677419 135% => OK
Sentences with negative sentiment : 1.0 3.85842293907 26% => More negative sentences wanted.
Sentences with neutral sentiment: 7.0 4.88709677419 143% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.195430565198 0.236089414692 83% => OK
Sentence topic coherence: 0.0566447089011 0.076458572812 74% => OK
Sentence topic coherence SD: 0.0599951491165 0.0737576698707 81% => OK
Paragraph topic coherence: 0.123854463384 0.150856017488 82% => OK
Paragraph topic coherence SD: 0.0724962654046 0.0645574589148 112% => OK
Essay readability:
automated_readability_index: 16.2 11.7677419355 138% => OK
flesch_reading_ease: 32.22 58.1214874552 55% => Flesch_reading_ease is low.
smog_index: 11.2 6.10430107527 183% => OK
flesch_kincaid_grade: 14.2 10.1575268817 140% => OK
coleman_liau_index: 15.32 10.9000537634 141% => OK
dale_chall_readability_score: 9.72 8.01818996416 121% => OK
difficult_words: 173.0 86.8835125448 199% => OK
linsear_write_formula: 12.5 10.002688172 125% => OK
gunning_fog: 10.8 10.0537634409 107% => OK
text_standard: 11.0 10.247311828 107% => OK
What are above readability scores?
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Better to have 5 paragraphs with 3 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: conclusion.
So how to find out those reasons. There is a formula:
reasons == advantages or
reasons == disadvantages
for example, we can always apply 'save time', 'save/make money', 'find a job', 'make friends', 'get more information' as reasons to all essay/speaking topics.
or we can apply 'waste time', 'waste money', 'no job', 'make bad friends', 'get bad information' as reasons to all essay/speaking topics.
Rates: 76.6666666667 out of 100
Scores by essay e-grader: 23.0 Out of 30
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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.