Do you agree or disagree with the following statement: All university students should take basic science courses regardless of their fields of study.
As the so-called cradle of knowledge and talents, universities are often placed with too much expectation as if they can reshape a student into a person with omniscience after years of university study. Facts always go against the grain however. Then we can hear almost the same voice from the media, “we need a more comprehensive course structure to cover every spot of how the world functions”. Yet with a second thought, does the word really make sense, or does the society really expect university graduates to be in that way? Hopefully not. Therefore, I am fully against the idea of introducing basic science into university course system and advocate a more practical sense to view university education.
First of all, a reasonable definition of university is a place where people can get professional knowledge in the field they choose. For the first day a student entering into the university, s/he embraces the dream to become a specialist in a specific area. With that goal rooted in mind, s/he selects major related courses, attends useful seminars or workshops, does researches about certain topics, and even reads all relative references in libraries. S/he knows every minute counts. However, just imagine the student is required to take the basic science course in the whole semester now. It is easy to see how frustrated s/he will be since all schedules and plans are disrupted, not to mention that s/he may be so indifferent about the course.
Second, no one should underestimate the power of interest during studying, especially in the stage of university. The awakening of self-consciousness long accompanies the way of education, and people often realize their own interests when they become college students. Though it is hasty to say no one would be fond of basic science, it is really a small portion compared to the major group of students. Forcing a student who is not interested in this field to take the course means nothing but an emotion of resistance and a high rate of absenteeism. As for those who are into the world of science, the basic course seems to be unsuitable either, for it only scratches the surface. Last but not least, any extra courses will charge for additional tuition fees and require an investment of teaching resources. For self-financed students or households with limited budgets, tuitions have already become huge burdens. So it is not rare to see complaints about increasing tuition fees. Under such circumstance, courses like basic science should then be selective rather than compulsory, which helps to lower the pressure a little bit. As for the teaching resource, the university would either chase after qualified teaching fellows at a high expense to fill the gap of teacher-student ratio or use the current teachers with the sacrifice of class interaction. And either way can possibly achieve a win-win situation.
In a word, though we want to foresee young people obtain more sophisticate information about the world, it is their right to choose which field to focus on. While some general courses like basic science do provide benefits to some extent, specialization is what we need to emphasize in higher education as to ensure the depth and efficiency of study.
Grammar and spelling errors:
Line 5, column 1121, Rule ID: LITTLE_BIT[1]
Message: Reduce redundancy by using 'little' or 'bit'.
Suggestion: little; bit
...ry, which helps to lower the pressure a little bit. As for the teaching resource, the univ...
^^^^^^^^^^
Line 5, column 1373, Rule ID: MAY_COULD_POSSIBLY[1]
Message: Use simply 'can'.
Suggestion: can
...ce of class interaction. And either way can possibly achieve a win-win situation. In a w...
^^^^^^^^^^^^
Transition Words or Phrases used:
but, first, however, if, may, really, second, so, then, therefore, while, as for, as to, first of all
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 18.0 15.1003584229 119% => OK
Auxiliary verbs: 13.0 9.8082437276 133% => OK
Conjunction : 16.0 13.8261648746 116% => OK
Relative clauses : 9.0 11.0286738351 82% => OK
Pronoun: 26.0 43.0788530466 60% => OK
Preposition: 75.0 52.1666666667 144% => OK
Nominalization: 24.0 8.0752688172 297% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2705.0 1977.66487455 137% => OK
No of words: 534.0 407.700716846 131% => OK
Chars per words: 5.06554307116 4.8611393121 104% => OK
Fourth root words length: 4.80712388197 4.48103885553 107% => OK
Word Length SD: 2.85019526347 2.67179642975 107% => OK
Unique words: 302.0 212.727598566 142% => OK
Unique words percentage: 0.565543071161 0.524837075471 108% => OK
syllable_count: 856.8 618.680645161 138% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 4.0 9.59856630824 42% => OK
Article: 4.0 3.08781362007 130% => OK
Subordination: 6.0 3.51792114695 171% => OK
Conjunction: 5.0 1.86738351254 268% => Less conjunction wanted as sentence beginning.
Preposition: 3.0 4.94265232975 61% => OK
Performance on sentences:
How many sentences: 24.0 20.6003584229 117% => OK
Sentence length: 22.0 20.1344086022 109% => OK
Sentence length SD: 52.3334845008 48.9658058833 107% => OK
Chars per sentence: 112.708333333 100.406767564 112% => OK
Words per sentence: 22.25 20.6045352989 108% => OK
Discourse Markers: 4.20833333333 5.45110844103 77% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 10.0 11.8709677419 84% => OK
Sentences with negative sentiment : 5.0 3.85842293907 130% => OK
Sentences with neutral sentiment: 10.0 4.88709677419 205% => Less facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.253478381467 0.236089414692 107% => OK
Sentence topic coherence: 0.0588299325307 0.076458572812 77% => OK
Sentence topic coherence SD: 0.0522518819227 0.0737576698707 71% => OK
Paragraph topic coherence: 0.14461560025 0.150856017488 96% => OK
Paragraph topic coherence SD: 0.0181802374951 0.0645574589148 28% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 13.6 11.7677419355 116% => OK
flesch_reading_ease: 49.15 58.1214874552 85% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 11.9 10.1575268817 117% => OK
coleman_liau_index: 12.42 10.9000537634 114% => OK
dale_chall_readability_score: 8.57 8.01818996416 107% => OK
difficult_words: 130.0 86.8835125448 150% => OK
linsear_write_formula: 11.5 10.002688172 115% => OK
gunning_fog: 10.8 10.0537634409 107% => OK
text_standard: 12.0 10.247311828 117% => 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: 90.0 out of 100
Scores by essay e-grader: 27.0 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.