A university recognized first-year students have poor study skills in its university. Some in the university believe the best way to address this is to ask all first-year students have to pass course on study skills. Others don't agree with this requirement. What is your opinion?
Without a shadow of a doubt, having strong study skills for first-year university students is one of the main reasons for achievement. However, some students are not very accomplished in the first year as required. An unanswered question in this area is whether students shall be obligated to take some mandatory courses on study skills or not. Despite some people who agree with this proposal, I strongly disagree with it. In the following paragraphs, I will illustrate my viewpoint.
First and foremost, experiencing a new environment for first-year students is probably the primary reason for their study skills weakness. For many, indeed, it is their first time away from home, so that that adaptation may take time. After adaptation, they will get used to the rules and restrictions of the university. By being aware of what is going on around them, they will start studying well. According to some neuroscientists, there are millions of neurons- the nerve cells- in the brain, which have different functions. A single neuron consists of three parts; dendrites, cell body, and axon. Dendrites are the antenna of the nervous system. They accumulate and receive some information from all around the inside and outside of a body and have connections with other cells as well. There are also some interneurons that are the amplifier or inhibitors of other nerve-cells. When a student gets placed in a new situation, the interneurons start to fortify the other cells to receive more data. But after a while, interneurons habituated to the environment and did not transfer more information about the new data. In this case, students will be accustomed to the new university, new instructors, new friends, and new courses and learn more functionally. This fact may illustrate why habituation, instead of sensitization, could increase the ability of learning and study skills.
Furthermore, by knowing their classmates and their own abilities in different courses, students will improve their studying. Attending various courses let them know which major and which field of study is more useful for them, and which of the classes is more fascinating. Besides, being in touch with their classmates creates a competition that could help students' study skills. For instance, when I was accepted to the Master’s study at the University of Tehran, Iran, I was not able to focus on my courses because everything was new and exciting. But a few months later, the circumstances were not so as impressive as the first days. Therefore, I could concentrate on my studies. This is why students need time to get used to their environment and find themselves and improve their studying.
In conclusion, having enough studying skills, of course, helps students thriving, but there is no need to get worried about the weakness of these skills in first-year students. As I mentioned above, I believe they will be gained after a while.
Grammar and spelling errors:
Line 1, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
Without a shadow of a doubt, having stro...
^^^
Line 3, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ability of learning and study skills. Furthermore, students by knowing their c...
^^^^
Line 4, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...mselves, then improve their studying. In conclusion, having enough studying sk...
^^^^
Transition Words or Phrases used:
also, but, first, furthermore, however, if, may, so, then, therefore, well, while, for instance, i think, in addition, in conclusion, of course
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 22.0 15.1003584229 146% => OK
Auxiliary verbs: 15.0 9.8082437276 153% => OK
Conjunction : 20.0 13.8261648746 145% => OK
Relative clauses : 11.0 11.0286738351 100% => OK
Pronoun: 41.0 43.0788530466 95% => OK
Preposition: 72.0 52.1666666667 138% => OK
Nominalization: 15.0 8.0752688172 186% => OK
Performance on vocabulary words:
No of characters: 2516.0 1977.66487455 127% => OK
No of words: 495.0 407.700716846 121% => OK
Chars per words: 5.08282828283 4.8611393121 105% => OK
Fourth root words length: 4.71684168287 4.48103885553 105% => OK
Word Length SD: 2.94752944058 2.67179642975 110% => OK
Unique words: 239.0 212.727598566 112% => OK
Unique words percentage: 0.482828282828 0.524837075471 92% => More unique words wanted or less content wanted.
syllable_count: 764.1 618.680645161 124% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 12.0 9.59856630824 125% => OK
Article: 4.0 3.08781362007 130% => OK
Subordination: 3.0 3.51792114695 85% => OK
Conjunction: 7.0 1.86738351254 375% => Less conjunction wanted as sentence beginning.
Preposition: 11.0 4.94265232975 223% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 27.0 20.6003584229 131% => OK
Sentence length: 18.0 20.1344086022 89% => OK
Sentence length SD: 38.5984213982 48.9658058833 79% => OK
Chars per sentence: 93.1851851852 100.406767564 93% => OK
Words per sentence: 18.3333333333 20.6045352989 89% => OK
Discourse Markers: 5.2962962963 5.45110844103 97% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 3.0 5.5376344086 54% => 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: 8.0 4.88709677419 164% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.339318732463 0.236089414692 144% => OK
Sentence topic coherence: 0.0828854930128 0.076458572812 108% => OK
Sentence topic coherence SD: 0.0872944298969 0.0737576698707 118% => OK
Paragraph topic coherence: 0.237837201826 0.150856017488 158% => OK
Paragraph topic coherence SD: 0.124338182969 0.0645574589148 193% => OK
Essay readability:
automated_readability_index: 11.7 11.7677419355 99% => OK
flesch_reading_ease: 61.67 58.1214874552 106% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 9.1 10.1575268817 90% => OK
coleman_liau_index: 12.18 10.9000537634 112% => OK
dale_chall_readability_score: 8.07 8.01818996416 101% => OK
difficult_words: 111.0 86.8835125448 128% => OK
linsear_write_formula: 8.5 10.002688172 85% => OK
gunning_fog: 9.2 10.0537634409 92% => OK
text_standard: 9.0 10.247311828 88% => OK
What are above readability scores?
---------------------
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
---------------------
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.