Universities should require every student to take a variety of courses outside the student’s field of study.
Write a response in which you discuss the extent to which you agree or disagree with the recommendation and explain your reasoning for the position you take. In developing and supporting your position, describe specific circumstances in which adopting the recommendation would or would not be advantageous and explain how these examples shape your position.
After undergoing a marathon journey from primary to high school and then to university, students are confronted by another dilemma: how to strike a balance between their own major and other fields. A similar quandary must have perplexed educator for decades as they grappled with designing university courses. Requiring every students to take a variety of class outside their major is plausible and convincing since it could facilitate the academic performance and comprehensive development of students. However, this recommendation may be counterproductive under some circumstances or even lead to disadvantageous consequences.
First, the knowledge gained from other field can contribute to innovative approaches to understanding the majors if there are some correlation between them. For example, through establishing a solid foundation in various advanced math courses, students majoring economics may find abundant economics theories more accessible and are capable of utilizing them in a more flexible way. In addition, except from the specific knowledge learned in the courses outside the major, students can also earned main methodologies which bind different field together. For supporting examples, we can no further turn to various social science field, which share the analogous methodologies such as quantitive and qualitative research. By transferring a methodology from one field to another, students are able to understand the essence of both fields and may bring up creative ideas and more profound understanding.
Second, even if the courses are not close correlated with the major, the recommendation can also promote the students well-rounded development and open their horizons. Students equipped with holistic capabilities in diverse field learned in the school can better accustom themselves to diverse work in the future as well. In modern society, we are not surprised to encounter a professional biologist who is also capable of delivering a logical and interesting speech on TED, not will it shock us when a business man stepped into the politics. An abundance of these generalists demonstrates the very advantage of a mastery of comprehensive skills and expertise. Instead of focusing on a narrow scope in their major, students can broaden their minds and come to be more competitive in the job market.
Requiring students to take various of class leads to several advantages as mentioned before, however, this can be jeopardized by some circumstances-which go beyond students’ schedules and teaching resources available to them. Undergraduates also have too much on their plates, from academic workload to social activities and to internships. Adding more classes unrelated to their major can be the last straw, which leads to the insufferable stress and hampering their study in their major. At the same time, it is not difficult to think about the diverse background of the students enrolled in the same class after implementing this recommendation. Professors have to pay more attention to balance students with divergent skill sets and background knowledge, which can hinder the quality of the courses.
In conclusion, it is generally beneficial for students to be required to take various of class. However, the school officials should also pay attention to the students’ schedule and teaching resources. It would be much better to give students discretionary to decide how much courses to take outside their major and let the professor to control the class capabilities at the same time.
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Grammar and spelling errors:
Line 3, column 132, Rule ID: THERE_RE_MANY[3]
Message: Possible agreement error. Did you mean 'correlations'?
Suggestion: correlations
...erstanding the majors if there are some correlation between them. For example, through esta...
^^^^^^^^^^^
Line 9, column 277, Rule ID: MUCH_COUNTABLE[1]
Message: Use 'many' with countable nouns.
Suggestion: many
...ve students discretionary to decide how much courses to take outside their major and...
^^^^
Transition Words or Phrases used:
also, but, first, however, if, may, second, so, then, well, for example, in addition, in conclusion, such as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 16.0 19.5258426966 82% => OK
Auxiliary verbs: 17.0 12.4196629213 137% => OK
Conjunction : 19.0 14.8657303371 128% => OK
Relative clauses : 7.0 11.3162921348 62% => More relative clauses wanted.
Pronoun: 27.0 33.0505617978 82% => OK
Preposition: 90.0 58.6224719101 154% => OK
Nominalization: 16.0 12.9106741573 124% => OK
Performance on vocabulary words:
No of characters: 3006.0 2235.4752809 134% => OK
No of words: 541.0 442.535393258 122% => OK
Chars per words: 5.55637707948 5.05705443957 110% => OK
Fourth root words length: 4.82280071112 4.55969084622 106% => OK
Word Length SD: 3.22104941023 2.79657885939 115% => OK
Unique words: 284.0 215.323595506 132% => OK
Unique words percentage: 0.524953789279 0.4932671777 106% => OK
syllable_count: 942.3 704.065955056 134% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 6.24550561798 112% => OK
Article: 5.0 4.99550561798 100% => OK
Subordination: 2.0 3.10617977528 64% => OK
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 10.0 4.38483146067 228% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 22.0 20.2370786517 109% => OK
Sentence length: 24.0 23.0359550562 104% => OK
Sentence length SD: 37.8053135887 60.3974514979 63% => OK
Chars per sentence: 136.636363636 118.986275619 115% => OK
Words per sentence: 24.5909090909 23.4991977007 105% => OK
Discourse Markers: 4.90909090909 5.21951772744 94% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 14.0 10.2758426966 136% => OK
Sentences with negative sentiment : 6.0 5.13820224719 117% => OK
Sentences with neutral sentiment: 2.0 4.83258426966 41% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.228859920013 0.243740707755 94% => OK
Sentence topic coherence: 0.0736062914827 0.0831039109588 89% => OK
Sentence topic coherence SD: 0.0523306187615 0.0758088955206 69% => OK
Paragraph topic coherence: 0.141305891294 0.150359130593 94% => OK
Paragraph topic coherence SD: 0.0279302208795 0.0667264976115 42% => 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: 17.1 14.1392134831 121% => OK
flesch_reading_ease: 38.66 48.8420337079 79% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 13.8 12.1743820225 113% => OK
coleman_liau_index: 15.26 12.1639044944 125% => OK
dale_chall_readability_score: 9.32 8.38706741573 111% => OK
difficult_words: 154.0 100.480337079 153% => OK
linsear_write_formula: 12.5 11.8971910112 105% => OK
gunning_fog: 11.6 11.2143820225 103% => OK
text_standard: 12.0 11.7820224719 102% => OK
What are above readability scores?
---------------------
Rates: 79.17 out of 100
Scores by essay e-grader: 4.75 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.