Some university professors let their students choose their research topics themselves. Some do not. Which one do you thinks is better. Why?
In today’s competitive academic environment, educational centers are of vital importance in the success of their students and they are trying to boost the student’s intellectual level. Determining the appropriate research topics as a master thesis, a PhD thesis, and research papers plays a pivotal role in the professional future of students. With this in mind, some people believe that professors should permit students to choose their research topics; however, others disagrees with this idea, maintaining the view that students should not be allowed to opt the topic of their researches. I, personally, agree with the latter group for two main reasons, on which I will elaborate in the following essay.
To begin with, students are unsure about what topic they should choose and they need the professor’s innovation in order to make a well-informed decision related to their research topic. To be more specific, lacking research experience, students are not cognizant enough as to what branch of their field is proper to be concentrated on. On the other hand, participating in host of international conferences provides professors with the most up-to-date information surrounding their expertise and field of study. Furthermore, not only have they supervised a lot of students, but also they have been totally familiar with the equipment available in the laboratories and research centers. These experience make the professors the most qualified person to choose a research paper. My own experience is compelling evidence to substantiate this claim. During my studies as a graduate student, I was required to determine my master thesis topic at the beginning of the first semester. I had never done an academic research before and I was entirely inexperienced, which put me under a lot of stress and tension. However, after I consulted with my advisor, he offered me three multidisciplinary, novel research topics. Following a brief research about the topics, I wrote and defended my proposal successfully. Finally, after two years of effort, I designed and manufactured a novel dental implant, resulting in two publication in valid journals. If I had chosen my thesis topic by myself, I would not have been such thriving.
Secondly, professors are capable of giving students some marketable skills and practical knowledge by defining proper topics. To explain more, most of the professors collaborate with industrial companies in order to solve their problems. In fact, companies allocate a specific funding to qualified professors in exchange for figuring out their projects, and they assign these projects as the research topic of their students. As a result, students can gain some invaluable utilitarian ability which help them find a job followed by their graduation. Because employers are looking for recent graduates whose information is not exclusively theoretical. For example, following my graduation, I was offered a prestigious job opportunity by the corporation from which my professor had got my master project.
In conclusion, I am of the opinion that professors should choose the research topics for students. Because not only they have invaluable experience but also they connect students to market and introduce them to high-tech firms by assigning suitable research topics.
Grammar and spelling errors:
Line 3, column 996, Rule ID: A_UNCOUNTABLE[3]
Message: Uncountable nouns are usually not used with an indefinite article. Use simply 'academic research'.
Suggestion: academic research
...of the first semester. I had never done an academic research before and I was entirely inexperienced...
^^^^^^^^^^^^^^^^^^^^
Line 3, column 1222, Rule ID: A_UNCOUNTABLE[3]
Message: Uncountable nouns are usually not used with an indefinite article. Use simply 'brief research'.
Suggestion: brief research
...inary, novel research topics. Following a brief research about the topics, I wrote and defended ...
^^^^^^^^^^^^^^^^
Transition Words or Phrases used:
also, but, finally, first, furthermore, however, if, look, second, secondly, so, well, as to, for example, in conclusion, in fact, as a result, to begin with, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 17.0 15.1003584229 113% => OK
Auxiliary verbs: 8.0 9.8082437276 82% => OK
Conjunction : 14.0 13.8261648746 101% => OK
Relative clauses : 8.0 11.0286738351 73% => More relative clauses wanted.
Pronoun: 52.0 43.0788530466 121% => Less pronouns wanted
Preposition: 74.0 52.1666666667 142% => OK
Nominalization: 15.0 8.0752688172 186% => OK
Performance on vocabulary words:
No of characters: 2801.0 1977.66487455 142% => OK
No of words: 514.0 407.700716846 126% => OK
Chars per words: 5.44941634241 4.8611393121 112% => OK
Fourth root words length: 4.76146701107 4.48103885553 106% => OK
Word Length SD: 3.09744062779 2.67179642975 116% => OK
Unique words: 265.0 212.727598566 125% => OK
Unique words percentage: 0.515564202335 0.524837075471 98% => OK
syllable_count: 865.8 618.680645161 140% => OK
avg_syllables_per_word: 1.7 1.51630824373 112% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 10.0 9.59856630824 104% => OK
Article: 1.0 3.08781362007 32% => OK
Subordination: 6.0 3.51792114695 171% => OK
Conjunction: 3.0 1.86738351254 161% => OK
Preposition: 12.0 4.94265232975 243% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 24.0 20.6003584229 117% => OK
Sentence length: 21.0 20.1344086022 104% => OK
Sentence length SD: 41.9096042758 48.9658058833 86% => OK
Chars per sentence: 116.708333333 100.406767564 116% => OK
Words per sentence: 21.4166666667 20.6045352989 104% => OK
Discourse Markers: 7.33333333333 5.45110844103 135% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 12.0 11.8709677419 101% => OK
Sentences with negative sentiment : 3.0 3.85842293907 78% => OK
Sentences with neutral sentiment: 9.0 4.88709677419 184% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.271840417468 0.236089414692 115% => OK
Sentence topic coherence: 0.0796265459892 0.076458572812 104% => OK
Sentence topic coherence SD: 0.0640041918041 0.0737576698707 87% => OK
Paragraph topic coherence: 0.186616555471 0.150856017488 124% => OK
Paragraph topic coherence SD: 0.0504406099446 0.0645574589148 78% => OK
Essay readability:
automated_readability_index: 14.9 11.7677419355 127% => OK
flesch_reading_ease: 41.7 58.1214874552 72% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 12.7 10.1575268817 125% => OK
coleman_liau_index: 14.33 10.9000537634 131% => OK
dale_chall_readability_score: 9.41 8.01818996416 117% => OK
difficult_words: 154.0 86.8835125448 177% => OK
linsear_write_formula: 14.5 10.002688172 145% => 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: 71.6666666667 out of 100
Scores by essay e-grader: 21.5 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.