Claim: Universities should require every student to take a variety of courses outside the student's major field of study.
Reason: Acquiring knowledge of various academic disciplines is the best way to become truly educated.
Write a response in which you discuss the extent to which you agree or disagree with the claim and the reason on which that claim is based.
A “Jack of all trades or a Master of one” is a debate that not only students but universities building their education programs vacillate over often and then arrive to a decision only to start second-guessing it soon after. Prompt claims that universities should include and make it mandatory for every student to take up variety of courses outside the domain of student’s major field of study based on the reason that this would help them acquire knowledge of various academic disciplines and would be the best way for them to become truly educated. I strongly agree with the claim and believe that pursuing topics and concepts from a variety of academic disciplines is in the best interest for the students for two reasons.
To begin, the job market today has only as much certainty as the promises of a politician amidst an election has in terms of job security and growth. The depth of the student’s major study may seem promising on paper yet the demands of the job market and potential employers out there are changing every few years and drastically if seen over the span of a time-period like a decade. For instance, twenty years ago, when mechanical engineering and other core engineering branches were the booming and safe option, not many wanted to ‘waste’ their times or efforts learning about the recently introduced computer engineering. Skip twenty years forward and you can barely name an industry where you don’t have the need for computer engineering skillset. A student who only focused on the core aspects of his mechanical engineering degree back then might now, be a man stuck at the risk of unemployment because of youngsters possessing broader skillsets can perform more number of tasks than him and more importantly a broader variety of tasks. So it is important to gain some knowledge about the basics or shallow depths of a variety of academic disciplines so that you can always be prepared for the changing market and enhance your abilities easily as and when needed.
Further, how much can one grow possessing only the knowledge and experience from one particular field of study? This is a question that students must spend profuse time on to get clarity about what the future could hold for them. For instance, a person having focused on only his major field of study and no other disciplines can work diligently at his specific job and at the best in most cases become the employee of the year. But in very rare cases will he be promoted to a managerial post or to a higher paying, more responsible position. Because to achieve that, he would require managing skills that he might not have gotten from his major field of study and will cost him his professional growth at a time which might seem too late to learn anything new. Therefore, it is always a good option to have some knowledge and experience from various disciplines not only to keep you safe from risks of unemployment but also to insure your growth throughout your career.
One might say you will never be able to learn ‘everything’ about your major if you keep taking on other disciplines so why not focus all your time on something you are good at rather than something that you are not at. But is that not exactly why students need to spend time on concepts outside their field? They will be able to manage problems for their field anyway if they spend a little less time studying them as they are good at those topics but studying various disciplines will widen the spectrum of different problems they would be able to tackle. You can be educated ‘truly’ only when you are a carrier of knowledge from more than just one field of study.
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Transition Words or Phrases used:
also, anyway, but, if, may, second, so, then, therefore, for instance, of course, in most cases
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 20.0 19.5258426966 102% => OK
Auxiliary verbs: 25.0 12.4196629213 201% => Less auxiliary verb wanted.
Conjunction : 29.0 14.8657303371 195% => OK
Relative clauses : 16.0 11.3162921348 141% => OK
Pronoun: 55.0 33.0505617978 166% => Less pronouns wanted
Preposition: 85.0 58.6224719101 145% => OK
Nominalization: 11.0 12.9106741573 85% => OK
Performance on vocabulary words:
No of characters: 3027.0 2235.4752809 135% => OK
No of words: 635.0 442.535393258 143% => Less content wanted.
Chars per words: 4.76692913386 5.05705443957 94% => OK
Fourth root words length: 5.01988110783 4.55969084622 110% => OK
Word Length SD: 2.615422337 2.79657885939 94% => OK
Unique words: 292.0 215.323595506 136% => OK
Unique words percentage: 0.459842519685 0.4932671777 93% => More unique words wanted or less content wanted.
syllable_count: 949.5 704.065955056 135% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 6.24550561798 96% => OK
Article: 5.0 4.99550561798 100% => OK
Subordination: 2.0 3.10617977528 64% => OK
Conjunction: 2.0 1.77640449438 113% => OK
Preposition: 1.0 4.38483146067 23% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 19.0 20.2370786517 94% => OK
Sentence length: 33.0 23.0359550562 143% => The Avg. Sentence Length is relatively long.
Sentence length SD: 65.59288523 60.3974514979 109% => OK
Chars per sentence: 159.315789474 118.986275619 134% => OK
Words per sentence: 33.4210526316 23.4991977007 142% => OK
Discourse Markers: 5.0 5.21951772744 96% => OK
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 0.0 7.80617977528 0% => OK
Sentences with positive sentiment : 12.0 10.2758426966 117% => OK
Sentences with negative sentiment : 2.0 5.13820224719 39% => More negative sentences wanted.
Sentences with neutral sentiment: 5.0 4.83258426966 103% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.317650773573 0.243740707755 130% => OK
Sentence topic coherence: 0.0954812142915 0.0831039109588 115% => OK
Sentence topic coherence SD: 0.099552993689 0.0758088955206 131% => OK
Paragraph topic coherence: 0.210931528229 0.150359130593 140% => OK
Paragraph topic coherence SD: 0.123644136265 0.0667264976115 185% => OK
Essay readability:
automated_readability_index: 17.7 14.1392134831 125% => OK
flesch_reading_ease: 46.44 48.8420337079 95% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 15.0 12.1743820225 123% => OK
coleman_liau_index: 10.98 12.1639044944 90% => OK
dale_chall_readability_score: 8.26 8.38706741573 98% => OK
difficult_words: 120.0 100.480337079 119% => OK
linsear_write_formula: 19.5 11.8971910112 164% => OK
gunning_fog: 15.2 11.2143820225 136% => OK
text_standard: 11.0 11.7820224719 93% => OK
What are above readability scores?
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Better to have 5/6 paragraphs with 3/4 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: reason 4. address both of the views presented for reason 4 (optional)
para 6: conclusion.
Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 Out of 6
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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.