Requiring university students to take a variety of courses outside their major fields of study is the best way to ensure that students become truly educated. Write a response in which you discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take. In developing and supporting your position, you should consider ways in which the statement might or might not hold true and explain how these considerations shape your position.
The speaker asserts that the best way to ensure students become truly educated is by requiring students to take various courses that are different from their major field. Some people reckon that schools couldn’t force such policy; However, in my point of view, schools have resources to force this policy and research how to fulfill it. In addition, such a policy helps the university to fulfill its social responsibility. And students will benefit from such a policy; Thus, I strongly agree with the speaker.
To begin with, requiring students to take a curriculum that is different from students’ major fields helps university accomplish their social obligation. The university has to help the country train expert to maintain the continuous development of the country. In many schools, there are many reforms to ensure every student can learn at least two courses that are different from students’ major field since schools hope students can find out second expertise but not confine to their major field. For example, in Taiwan, students must study three courses that are different from students’ major fields; Through studying a variety of courses, schools hope students fulfill them to facilitate occupational development in the future and then make the country improving. In sum, schools have the responsibility of requiring students to study various courses to make the country progressing.
Additionally, students will also benefit from such a policy. Since taking various courses improve students’ ability to deal with problems, students will increase the probability of success in the future. As the world has changed fast, students who have only studied one type, of course, are incapable of catching up with others’ pace. Take the semiconductor industry as an example; In the company, many employees have different backgrounds: Electrical Engineering, Chemical Engineering, Material Sciences. When students know many other pieces of knowledge that are different from the major field, students have more possibility of outperforming in the company. In a word, the student will benefit from this policy, since being a generalist has a positive effect on occupational development in the future.
Finally, this recommendation is totally practical after considering schools’ resources. Schools can think about how to help students design a series of the curriculum, and design a new system of choosing courses. At the same time, schools will save more time and money, and all revision is convenient because only the relevant sector assistant such policy, which makes policy more effective. In Taiwan, for instance, because only the academic affairs office manages education information, including helping students to choose the course and arranging curriculum, students choosing courses can go smoothly every semester. In a brief, as schools have resources, requiring students to choose a variety of courses is practical.
To sum up, firs of all, schools are responsible for requiring students to choose a variety of course. On the other hand, students will benefit from it. And then, schools have resources to force this policy; So I totally agree with what the speaker says.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2023-07-27 | Victory | 50 | view |
| 2023-06-05 | ice123 | 50 | view |
| 2022-10-12 | Chaitanya02 | 58 | view |
| 2022-09-10 | sir alex yadav | 50 | view |
| 2021-08-19 | madhuri922 | 50 | view |
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Transition Words or Phrases used:
also, but, finally, however, if, second, so, then, thus, as to, at least, for example, for instance, in addition, of course, to begin with, to sum up, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 13.0 19.5258426966 67% => OK
Auxiliary verbs: 11.0 12.4196629213 89% => OK
Conjunction : 9.0 14.8657303371 61% => OK
Relative clauses : 10.0 11.3162921348 88% => OK
Pronoun: 21.0 33.0505617978 64% => OK
Preposition: 77.0 58.6224719101 131% => OK
Nominalization: 9.0 12.9106741573 70% => OK
Performance on vocabulary words:
No of characters: 2714.0 2235.4752809 121% => OK
No of words: 497.0 442.535393258 112% => OK
Chars per words: 5.46076458753 5.05705443957 108% => OK
Fourth root words length: 4.72159896747 4.55969084622 104% => OK
Word Length SD: 2.83330092582 2.79657885939 101% => OK
Unique words: 237.0 215.323595506 110% => OK
Unique words percentage: 0.476861167002 0.4932671777 97% => OK
syllable_count: 828.0 704.065955056 118% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 2.0 6.24550561798 32% => OK
Article: 3.0 4.99550561798 60% => OK
Subordination: 6.0 3.10617977528 193% => OK
Conjunction: 4.0 1.77640449438 225% => Less conjunction wanted as sentence beginning.
Preposition: 17.0 4.38483146067 388% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 23.0 20.2370786517 114% => OK
Sentence length: 21.0 23.0359550562 91% => OK
Sentence length SD: 54.5550484202 60.3974514979 90% => OK
Chars per sentence: 118.0 118.986275619 99% => OK
Words per sentence: 21.6086956522 23.4991977007 92% => OK
Discourse Markers: 7.30434782609 5.21951772744 140% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 0.0 7.80617977528 0% => OK
Sentences with positive sentiment : 17.0 10.2758426966 165% => OK
Sentences with negative sentiment : 1.0 5.13820224719 19% => 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: 0.322594755358 0.243740707755 132% => OK
Sentence topic coherence: 0.110316710866 0.0831039109588 133% => OK
Sentence topic coherence SD: 0.0967835214225 0.0758088955206 128% => OK
Paragraph topic coherence: 0.195765591569 0.150359130593 130% => OK
Paragraph topic coherence SD: 0.0653914359766 0.0667264976115 98% => OK
Essay readability:
automated_readability_index: 15.1 14.1392134831 107% => OK
flesch_reading_ease: 41.7 48.8420337079 85% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 12.7 12.1743820225 104% => OK
coleman_liau_index: 14.39 12.1639044944 118% => OK
dale_chall_readability_score: 8.24 8.38706741573 98% => OK
difficult_words: 112.0 100.480337079 111% => OK
linsear_write_formula: 11.0 11.8971910112 92% => OK
gunning_fog: 10.4 11.2143820225 93% => OK
text_standard: 11.0 11.7820224719 93% => OK
What are above readability scores?
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Rates: 58.33 out of 100
Scores by essay e-grader: 3.5 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.