At some universities, students are required to take part in making decisions about the issues that affect daily life of everyone on campus, such as how many hours that the libraries should be open each day or what kinds of food should be served in the cafeteria. But at some universities, experts are hired to make these decisions, students are almost never involved. Which approach do you prefer and why?
To make students convenient, some universities hire experts to make decisions that affect students’ daily life on campus, while others require students to participate in those decisions. I hold opinion that universities can require students to make those decisions but not hire experts to do those decisions because this will have several positive effects on universities and students.
Admittedly, experts can make better decisions and help students save time. Experts know what can benefit students, making decisions to make students convenient. To be more concise, experts can help students decide which dishes should be served in the cafeteria. For instance, experts can ask the cafeteria to offer leafy greens such as cabbage, lettuce, and spinach. These foods provide students with natural fiber and will aid digestion. Also, students can focus on their studying and personal business without having to care about other things. By contrast, if students had to make decisions by themselves, they would lose time studying and attending clubs.
Nevertheless, experts don’t understand students, even if the decisions they make are better, so universities should not hire experts to help students make decisions. Experts can help students have a healthy conscious choice in the campus’s cafeteria, but students may be unwilling to accept the decisions and eat the food experts ask for. For example, if experts require that all of the dishes in the cafeteria are leafy greens and ban all fast food, I would choose not to eat food in the cafeteria, and eat outside instead because I love fast food even though I know it is unhealthy.
Second, if universities ask students to make decisions, this can help universities save money and make use of the money to attract more students. Universities should not waste money hiring experts to do such simple things that students can deal with. On one hand, a lot of equipment in the schools is out-of-date, so if schools can renew the equipment and refurbish classrooms, schools will attract more students, but on the other hand, doing so needs a great deal of money. Thus, universities can let students make decisions instead of relying on experts, and save a ton of money to refurbish universities.
Last but not least, if students do not depend on experts, they can promote autonomy and practice critical thinking, so universities can let students make the decisions. Universities are not only a place to study but also a place to learn practical skills. When students are able to get involved in the things like decision making, they will have more chances to strengthen self-efficacy and develop critical thinking. Furthermore, if students can engage in those decisions, this will allow them to find a job easily and excel in their future careers. By contrast, if students overly depend on experts, they will lose many opportunities to further such practical skills. Consequently, if universities require students to make those decisions, this will help students secure employment because students possessing critical thinking will be excellent compared to others.
To sum up, universities can let students make decisions about their daily life on campus because experts don’t know what students want, because schools can save money, and because students can develop critical thinking.
Grammar and spelling errors:
Line 5, column 377, Rule ID: ALL_OF_THE[1]
Message: Simply use 'all the'.
Suggestion: all the
...r. For example, if experts require that all of the dishes in the cafeteria are leafy green...
^^^^^^^^^^
Transition Words or Phrases used:
also, but, consequently, furthermore, if, may, nevertheless, second, so, then, thus, while, for example, for instance, such as, to sum up, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 10.0 15.1003584229 66% => OK
Auxiliary verbs: 31.0 9.8082437276 316% => Less auxiliary verb wanted.
Conjunction : 21.0 13.8261648746 152% => OK
Relative clauses : 6.0 11.0286738351 54% => More relative clauses wanted.
Pronoun: 29.0 43.0788530466 67% => OK
Preposition: 63.0 52.1666666667 121% => OK
Nominalization: 5.0 8.0752688172 62% => OK
Performance on vocabulary words:
No of characters: 2823.0 1977.66487455 143% => OK
No of words: 532.0 407.700716846 130% => OK
Chars per words: 5.30639097744 4.8611393121 109% => OK
Fourth root words length: 4.80261649409 4.48103885553 107% => OK
Word Length SD: 2.80056453428 2.67179642975 105% => OK
Unique words: 220.0 212.727598566 103% => OK
Unique words percentage: 0.413533834586 0.524837075471 79% => More unique words wanted or less content wanted.
syllable_count: 857.7 618.680645161 139% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 10.0 9.59856630824 104% => OK
Article: 1.0 3.08781362007 32% => OK
Subordination: 11.0 3.51792114695 313% => Less adverbial clause wanted.
Conjunction: 6.0 1.86738351254 321% => Less conjunction wanted as sentence beginning.
Preposition: 6.0 4.94265232975 121% => OK
Performance on sentences:
How many sentences: 23.0 20.6003584229 112% => OK
Sentence length: 23.0 20.1344086022 114% => OK
Sentence length SD: 50.1710118971 48.9658058833 102% => OK
Chars per sentence: 122.739130435 100.406767564 122% => OK
Words per sentence: 23.1304347826 20.6045352989 112% => OK
Discourse Markers: 6.78260869565 5.45110844103 124% => OK
Paragraphs: 6.0 4.53405017921 132% => Less paragraphs wanted.
Language errors: 1.0 5.5376344086 18% => OK
Sentences with positive sentiment : 16.0 11.8709677419 135% => OK
Sentences with negative sentiment : 4.0 3.85842293907 104% => OK
Sentences with neutral sentiment: 3.0 4.88709677419 61% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.246212164566 0.236089414692 104% => OK
Sentence topic coherence: 0.0955050020701 0.076458572812 125% => OK
Sentence topic coherence SD: 0.0622978685916 0.0737576698707 84% => OK
Paragraph topic coherence: 0.159952849267 0.150856017488 106% => OK
Paragraph topic coherence SD: 0.0412029629215 0.0645574589148 64% => OK
Essay readability:
automated_readability_index: 15.1 11.7677419355 128% => OK
flesch_reading_ease: 48.13 58.1214874552 83% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 12.3 10.1575268817 121% => OK
coleman_liau_index: 13.81 10.9000537634 127% => OK
dale_chall_readability_score: 7.6 8.01818996416 95% => OK
difficult_words: 95.0 86.8835125448 109% => OK
linsear_write_formula: 11.0 10.002688172 110% => OK
gunning_fog: 11.2 10.0537634409 111% => OK
text_standard: 11.0 10.247311828 107% => OK
What are above readability scores?
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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.