TPO 50 - Do you agree or disagree with the following statement?
All university students should be required to take history courses no matter what their field of study is.
Use specific reasons and examples to support your answer.
It goes without saying that in this complicated and progressive era in which we live, being equipped with all assortments of knowledge and information is inevitable, and historical science is not an exception. In this regard, while many decision makers claim that it should be a must for students to have history courses in university regardless of their field of study, others stand on the other side, stating that any compulsory courses are ineffective and waste time. As far as I am concerned, I believe that students should have the freedom to take history courses. The reasons to substantiate my viewpoints are elaborated upon hereunder.
First, university students should focus on the specific courses related to their field of study in order to be more prosperous individuals in the future. While knowing a diverse area of knowledge is an advantage for every student, it takes lots of time to study and learn them. Consequently, the cost of learning unrelated courses is spending less time on related ones, which leads to poor performance in the exams of main courses. Since the companies tend to recruit well-educated employees with high university grades in related fields -as an indicator of their competencies, the chance of those students who spent time studying compulsory courses will be lessened to get hired in the firms. A personal example can drive my notion home. Five years ago, when I was a master student in the engineering school at Tehran University, the curriculum designers devised a compulsory course for all students, which was a mixture of sociology and psychology, and was entirely unrelated to the engineering field. Since I had no idea about the sociology and the course was full of human science terminology, I spent lots of time learning new concepts, and missed time to study my engineering courses. Although I managed to get a high-grade on that course, my GPA was low, and as a result, after graduation, I had many troubles convincing companies that I am a proper person for their vacancies.
Second, any obligatory decision is ineffective and will be neglected. While students have the freedom to choose their desired courses at the university, they are more involved in the class activities and try their best to accomplish the assignments. It is crystal clear that people tend to follow what they like and prevent facing what they are not inclined. Hence, making university students take unrelated courses like history will make them unsatisfied, and led to a reduction in the quality of class participation and activities. To make it clear, when I was a university student, I had to take a history course according to the mandatory rules of the university. Since I had never been convinced that it was a useful course for my field of study, I did not go to the class regularly, and I neglected all the lectures of the professor feeling that he was wasting my precious time. As a result, I did not get involved in class activities and did not learn even a single word. Thus, yet I feel as I have wasted all my time in that class and I cannot remember anything the lessons taught.
In sum, I believe that university students should take their course freely in order to focus on their desired fields, and spend their time effectively for those topics they want.
Grammar and spelling errors:
Line 3, column 1350, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...roubles convincing companies that I am a proper person for their vacancies. Se...
^^
Line 5, column 960, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to even'
Suggestion: to even
...d in class activities and did not learn even a single word. Thus, yet I feel as I ha...
^^^^
Transition Words or Phrases used:
consequently, first, hence, if, second, so, thus, well, while, i feel, as a result
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 24.0 15.1003584229 159% => OK
Auxiliary verbs: 10.0 9.8082437276 102% => OK
Conjunction : 20.0 13.8261648746 145% => OK
Relative clauses : 17.0 11.0286738351 154% => OK
Pronoun: 63.0 43.0788530466 146% => Less pronouns wanted
Preposition: 72.0 52.1666666667 138% => OK
Nominalization: 8.0 8.0752688172 99% => OK
Performance on vocabulary words:
No of characters: 2751.0 1977.66487455 139% => OK
No of words: 560.0 407.700716846 137% => Less content wanted.
Chars per words: 4.9125 4.8611393121 101% => OK
Fourth root words length: 4.8645985582 4.48103885553 109% => OK
Word Length SD: 2.84162695476 2.67179642975 106% => OK
Unique words: 256.0 212.727598566 120% => OK
Unique words percentage: 0.457142857143 0.524837075471 87% => More unique words wanted or less content wanted.
syllable_count: 882.9 618.680645161 143% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 12.0 9.59856630824 125% => OK
Article: 5.0 3.08781362007 162% => OK
Subordination: 12.0 3.51792114695 341% => Less adverbial clause wanted.
Conjunction: 8.0 1.86738351254 428% => Less conjunction wanted as sentence beginning.
Preposition: 7.0 4.94265232975 142% => OK
Performance on sentences:
How many sentences: 21.0 20.6003584229 102% => OK
Sentence length: 26.0 20.1344086022 129% => The Avg. Sentence Length is relatively long.
Sentence length SD: 63.3031077176 48.9658058833 129% => OK
Chars per sentence: 131.0 100.406767564 130% => OK
Words per sentence: 26.6666666667 20.6045352989 129% => OK
Discourse Markers: 3.90476190476 5.45110844103 72% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 8.0 11.8709677419 67% => OK
Sentences with negative sentiment : 8.0 3.85842293907 207% => Less negative sentences wanted.
Sentences with neutral sentiment: 5.0 4.88709677419 102% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.25644404256 0.236089414692 109% => OK
Sentence topic coherence: 0.0809950636051 0.076458572812 106% => OK
Sentence topic coherence SD: 0.0597060349137 0.0737576698707 81% => OK
Paragraph topic coherence: 0.172142070516 0.150856017488 114% => OK
Paragraph topic coherence SD: 0.0174172217289 0.0645574589148 27% => 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: 15.0 11.7677419355 127% => OK
flesch_reading_ease: 45.09 58.1214874552 78% => OK
smog_index: 11.2 6.10430107527 183% => OK
flesch_kincaid_grade: 13.4 10.1575268817 132% => OK
coleman_liau_index: 11.49 10.9000537634 105% => OK
dale_chall_readability_score: 8.34 8.01818996416 104% => OK
difficult_words: 121.0 86.8835125448 139% => OK
linsear_write_formula: 14.5 10.002688172 145% => OK
gunning_fog: 12.4 10.0537634409 123% => OK
text_standard: 15.0 10.247311828 146% => OK
What are above readability scores?
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Write the essay in 30 minutes.
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.