Undoubtedly, universities' decision-makers always involve in process of selecting the best courses for their students. Many factors directly affect their decisions that each should be carefully investigated. Thus, the most effective courses by which students can take advantage as much as they can, should be taught in universities, and process of choosing between the courses is one of the challenging duties of decision-makers. When it comes to this point, many faculties want to know whether inserting history courses in educational schedule even for unrelated students is a good plan. I personally repudiate this idea. In what follows, I will delve into couple of reasons to shed light on my response.
First, obligation of students regarding taking history courses will decrease the classes' usefulness. In general, students who like the lessons more than the others, involve more in classes and are more active; it results in asking several questions which will be challenging both other students and even professors. Thus, classes including such enthusiastic students will be useful. On the other hand, if students had obligations to take unrelated courses, they would have gotten board sooner, and wouldn't have listened to their professor carefully. As a result, such class's usefulness will be decreased by these tired students. As I remember, entering my new university, named Shahid Beheshti University of Iran, I faced history course as a prerequisite lesson in educational schedule. Never do I forget that my classmates and I always played an online game during the professor's speech, and he knew about this phenomenon, but never did he try to solve the problem, because he found us not in loved with history courses. At the end of the semester, none of my classmates knew anything about the course.
Second, should unrelated students not obligated to take history courses, there should be another efficient region with higher priorities for allocating universities' budget. Universities' decision-makers have a limited budget which should be allocated to the most efficient regions. One of the most essential parts of a university is its faculty members; hiring each professor for each lesson, whether expert or not, will be costly enough that decision-makers should pay attention. If there is any higher priority region for university, decision-makers should spend the money on it, till it is not counted as a wasting money. Again, on those days, our university's administrator was selecting between allocating money to either restructuring dormitories' building or hiring history professors, which was a perquisite lesson. It had not been approved to our administrator that restructuring the building have higher priority than the other. It resulted in selecting the latter option, but when we filled the surveys at the end of the semester, he regretted not spending money on having better dormitories. This event shows that paying to much attention to ac course which is not related to most of the universities’ students causes many demerits to universities.
To recapitulate, we can conclude that student should not be faced obligations for taking unrelated courses, like history. It is because enacting such requirements not only decreases the classes’ usefulness but also may be counted as a wasting money. I strongly propose that universities’ administrators should really pay attention to perquisites they enact for students, to avoid these disadvantages.
Grammar and spelling errors:
Line 3, column 82, Rule ID: POSSESIVE_APOSTROPHE[2]
Message: Possible typo: apostrophe is missing. Did you mean 'classes'' or 'class's', 'classis's'?
Suggestion: classes'; class's; classis's
...aking history courses will decrease the classes usefulness. In general, students who li...
^^^^^^^
Line 3, column 499, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: wouldn't
...hey would have gotten board sooner, and wouldnt have listened to their professor carefu...
^^^^^^^
Line 3, column 871, Rule ID: POSSESIVE_APOSTROPHE[2]
Message: Possible typo: apostrophe is missing. Did you mean 'professors'' or 'professor's'?
Suggestion: professors'; professor's
...always played an online game during the professors speech, and he knew about this phenomen...
^^^^^^^^^^
Line 5, column 1131, Rule ID: TO_TOO[2]
Message: Did you mean 'too'?
Suggestion: too
...rmitories. This event shows that paying to much attention to ac course which is no...
^^
Transition Words or Phrases used:
also, but, first, if, may, really, regarding, second, so, thus, in general, as a result, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 21.0 15.1003584229 139% => OK
Auxiliary verbs: 20.0 9.8082437276 204% => Less auxiliary verb wanted.
Conjunction : 11.0 13.8261648746 80% => OK
Relative clauses : 15.0 11.0286738351 136% => OK
Pronoun: 48.0 43.0788530466 111% => OK
Preposition: 62.0 52.1666666667 119% => OK
Nominalization: 4.0 8.0752688172 50% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2957.0 1977.66487455 150% => OK
No of words: 540.0 407.700716846 132% => OK
Chars per words: 5.47592592593 4.8611393121 113% => OK
Fourth root words length: 4.82057051367 4.48103885553 108% => OK
Word Length SD: 3.18086000484 2.67179642975 119% => OK
Unique words: 273.0 212.727598566 128% => OK
Unique words percentage: 0.505555555556 0.524837075471 96% => OK
syllable_count: 922.5 618.680645161 149% => OK
avg_syllables_per_word: 1.7 1.51630824373 112% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 13.0 9.59856630824 135% => OK
Article: 1.0 3.08781362007 32% => OK
Subordination: 7.0 3.51792114695 199% => OK
Conjunction: 5.0 1.86738351254 268% => Less conjunction wanted as sentence beginning.
Preposition: 9.0 4.94265232975 182% => OK
Performance on sentences:
How many sentences: 25.0 20.6003584229 121% => OK
Sentence length: 21.0 20.1344086022 104% => OK
Sentence length SD: 51.1872796699 48.9658058833 105% => OK
Chars per sentence: 118.28 100.406767564 118% => OK
Words per sentence: 21.6 20.6045352989 105% => OK
Discourse Markers: 4.24 5.45110844103 78% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 4.0 5.5376344086 72% => OK
Sentences with positive sentiment : 13.0 11.8709677419 110% => OK
Sentences with negative sentiment : 6.0 3.85842293907 156% => OK
Sentences with neutral sentiment: 6.0 4.88709677419 123% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.209609565511 0.236089414692 89% => OK
Sentence topic coherence: 0.0620897300153 0.076458572812 81% => OK
Sentence topic coherence SD: 0.0431969612624 0.0737576698707 59% => OK
Paragraph topic coherence: 0.136108996243 0.150856017488 90% => OK
Paragraph topic coherence SD: 0.0228537923042 0.0645574589148 35% => 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: 15.2 11.7677419355 129% => OK
flesch_reading_ease: 41.7 58.1214874552 72% => OK
smog_index: 11.2 6.10430107527 183% => OK
flesch_kincaid_grade: 12.7 10.1575268817 125% => OK
coleman_liau_index: 14.5 10.9000537634 133% => OK
dale_chall_readability_score: 9.03 8.01818996416 113% => OK
difficult_words: 149.0 86.8835125448 171% => OK
linsear_write_formula: 9.0 10.002688172 90% => OK
gunning_fog: 10.4 10.0537634409 103% => OK
text_standard: 15.0 10.247311828 146% => 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: 73.3333333333 out of 100
Scores by essay e-grader: 22.0 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.