Some people believe that universities should require every student to take a variety of courses outside the student's field of study. Others believe that universities should not force students to take any courses other than those that will help prepare them for jobs in their chosen fields.
Write a response in which you discuss which view more closely aligns with your own position and
explain your reasoning for the position you take. In developing and supporting your position, you
should address both of the views presented.
It is a popular notion that a variety of courses other than the students’ field of study, enhances the extant knowledge of the student and helps to boost their general awareness. They might be open to even pursue one of these in combination to their preferred study, which would prove beneficial later in their careers. Others suggest that one of these extra courses might act as potential substitute in case the students do not fare well in their chosen academic field. While it is all true of certain students or fields of study, yet this belief is not applicable to all fields of study or student types. On a closer inspection to the above concept, the loopholes to this argument become lucid.
To begin with, consider the example of a civil engineering graduate. If the student who is enrolled in a thesis program in say, water resources is asked by the university to take up a course on British history, the situation is obviously damaging for the student. Every little moment spent in the totally irrelevant subject would cost the student the precious time that could have been invested in the seemingly rigorous master thesis course. The graduate might find it difficult to manage time against the demands of the curriculum and this would eventually lead to despair, failure and dejection. To say the least, the student is likely to succeed less by studying vastly differing subjects than by focussing on the preferred course of study alone. The British history classes would do little to assist in the Water Resources graduate’s career as a potential academic. Irrational curriculum choices such as these only waste away the potential of the students. Hence universities should maintain that the students devote fully to their preferred courses instead of learning extraneous fields. Besides an university student is matured enough to choose his/her preference of field in the first place.
Moreover, it is a fact that when the focus is solely on the desired study field, the student is more likely to succeed in it. Since passion drives preseverance, deliberation comes easy to the student who pursues his/her passion. Thus, wasting away time in seemingly irrelevant subjects would deprive the student of the required stamina or motivation to focus on the chosen field. Like Antony Robbins said, “Passion is the genesis of the genius”, it is the love and fascination towards a field that bolsters the determination of budding professionals. Any student who pursues a desired course unhindered, would be more successful as opposed to the one who is forced to take up a motley of subjects that finally renders him/her with poorer grades in their actual courses. This in turn stymies their selection in jobs.
Of course there are relatable courses that can be taken up in addition to the chosen disciplene. For instance, an acting course is well complemented by a course in movie appreciation or even an extra dance or language class. This provides an edge to these particular acting class students who now have extra qualifications compared to their counterparts from another institute who do not have any, apart from the mainstream lessons on acting. The former set of students are more likely to land in a job, than the latter. However even in these situations, the students must have the option to choose their complementary courses for themselves. The university might specify the number of courses than can be taken up, but it should not be made mandatory. There might be students who feel pressured by taking up extra lessons against those who appreciate the same. Hence, the choice to pursue even relatable courses apart from the regular chosen field, should not be binding on the student.
In conclusion, any university should not make it compulsory for its students to take a variety of courses other than the chosen field. Any university student would obviously have reached the maturity and the resolve to go for the field that serves his/her future interest and aspirations the best. In that case, taking up extraneous courses made mandatory by the institute might prove detrimental to the career of the student as we have seen in the case of the civil engineering graduate example. While taking up a few relatable courses might provide an extra edge to the student in getting chosen for a job, yet that decision should be come from the students alone and no law on taking extra courses should be binding on any student. Besides, the argument that one of these extra courses might serve as a substitute in case the student fails in the chosen field, is fallible since the student is more likely to fail in the chosen field if he/she is distracted by a pastiche of incongruous subjects. At any rate, the choice should be of the student’s whether or not to pursue an extra course.
- THE BEST WAY TO TEACH IS TO PRAISE POSITIVE ACTIONS AND IGNORE NEGATIVE ONES 50
- Educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed.Write a response in which you discuss the extent to which you agree or disagree with the claim. In developing and sup 50
- Claim: Major policy decisions should always be left to politicians and other government experts.Reason: Politicians and other government experts are more informed and thus have better judgment and perspective than do members of the general public.Write 79
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Grammar and spelling errors:
Line 3, column 963, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Hence,
...ste away the potential of the students. Hence universities should maintain that the s...
^^^^^
Line 3, column 1103, Rule ID: EN_A_VS_AN
Message: Use 'a' instead of 'an' if the following word doesn't start with a vowel sound, e.g. 'a sentence', 'a university'
Suggestion: a
... of learning extraneous fields. Besides an university student is matured enough to...
^^
Line 5, column 374, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to field'
Suggestion: to field
...na or motivation to focus on the chosen field. Like Antony Robbins said, “Passion is ...
^^^^^
Line 5, column 817, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...n turn stymies their selection in jobs. Of course there are relatable courses th...
^^^^^^
Line 7, column 944, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to field'
Suggestion: to field
...e courses apart from the regular chosen field, should not be binding on the student. ...
^^^^^
Line 9, column 129, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to field'
Suggestion: to field
...ariety of courses other than the chosen field. Any university student would obviously...
^^^^^
Line 9, column 638, Rule ID: SHOULD_BE_DO[1]
Message: Did you mean 'come'?
Suggestion: come
... for a job, yet that decision should be come from the students alone and no law on t...
^^^^
Line 9, column 858, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to field'
Suggestion: to field
...in case the student fails in the chosen field, is fallible since the student is more ...
^^^^^
Line 9, column 932, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to field'
Suggestion: to field
...nt is more likely to fail in the chosen field if he/she is distracted by a pastiche o...
^^^^^
Line 9, column 1052, Rule ID: WHETHER[7]
Message: Perhaps you can shorten this phrase to just 'whether'. It is correct though if you mean 'regardless of whether'.
Suggestion: whether
..., the choice should be of the student’s whether or not to pursue an extra course.
^^^^^^^^^^^^^^
Discourse Markers used:
['besides', 'but', 'finally', 'first', 'hence', 'however', 'if', 'moreover', 'so', 'thus', 'well', 'while', 'apart from', 'for instance', 'in addition', 'in conclusion', 'of course', 'such as', 'at any rate', 'to begin with', 'in the first place']
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance in Part of Speech:
Nouns: 0.246559633028 0.240241500013 103% => OK
Verbs: 0.144495412844 0.157235817809 92% => OK
Adjectives: 0.0860091743119 0.0880659088768 98% => OK
Adverbs: 0.0481651376147 0.0497285424764 97% => OK
Pronouns: 0.0252293577982 0.0444667217837 57% => OK
Prepositions: 0.126146788991 0.12292977631 103% => OK
Participles: 0.0447247706422 0.0406280797675 110% => OK
Conjunctions: 2.65831479215 2.79330140395 95% => OK
Infinitives: 0.0366972477064 0.030933414821 119% => OK
Particles: 0.00802752293578 0.0016655270985 482% => OK
Determiners: 0.136467889908 0.0997080785238 137% => OK
Modal_auxiliary: 0.0298165137615 0.0249443105267 120% => OK
WH_determiners: 0.0172018348624 0.0148568991511 116% => OK
Vocabulary words and sentences:
No of characters: 4826.0 2732.02544248 177% => OK
No of words: 809.0 452.878318584 179% => Less content wanted.
Chars per words: 5.96538936959 6.0361032391 99% => OK
Fourth root words length: 5.33319091226 4.58838876751 116% => OK
words length more than 5 chars: 0.389369592089 0.366273622748 106% => OK
words length more than 6 chars: 0.27935723115 0.280924506359 99% => OK
words length more than 7 chars: 0.16934487021 0.200843997647 84% => OK
words length more than 8 chars: 0.108776266996 0.132149295362 82% => OK
Word Length SD: 2.65831479215 2.79330140395 95% => OK
Unique words: 336.0 219.290929204 153% => OK
Unique words percentage: 0.415327564895 0.48968727796 85% => More unique words wanted or less content wanted.
Word variations: 54.302612744 55.4138127331 98% => OK
How many sentences: 34.0 20.6194690265 165% => OK
Sentence length: 23.7941176471 23.380412469 102% => OK
Sentence length SD: 48.9099960771 59.4972553346 82% => OK
Chars per sentence: 141.941176471 141.124799967 101% => OK
Words per sentence: 23.7941176471 23.380412469 102% => OK
Discourse Markers: 0.617647058824 0.674092028746 92% => OK
Paragraphs: 5.0 4.94800884956 101% => OK
Language errors: 10.0 5.21349557522 192% => Correct essay format wanted or double check grammar & spelling issues after essay writing.
Readability: 51.729840762 51.4728631049 100% => OK
Elegance: 1.91578947368 1.64882698954 116% => OK
Coherence and Cohesion:
Essay topic to essay body coherence: 0.362007781949 0.391690518653 92% => OK
Sentence sentence coherence: 0.102764736552 0.123202303941 83% => OK
Sentence sentence coherence SD: 0.0549291185333 0.077325440228 71% => OK
Sentence paragraph coherence: 0.529053572129 0.547984918172 97% => OK
Sentence paragraph coherence SD: 0.118794363583 0.149214159877 80% => OK
Sentence topic coherence: 0.149287732083 0.161403998019 92% => OK
Sentence topic coherence SD: 0.0794800400989 0.0892212321368 89% => OK
Paragraph paragraph coherence: 0.579445071686 0.385218514788 150% => OK
Paragraph paragraph coherence SD: 0.0805844044105 0.0692045440612 116% => OK
Paragraph topic coherence: 0.281879552601 0.275328986314 102% => OK
Paragraph topic coherence SD: 0.0449925988632 0.0653680567796 69% => OK
Task Achievement:
Sentences with positive sentiment : 14.0 10.4325221239 134% => OK
Sentences with negative sentiment : 9.0 5.30420353982 170% => OK
Sentences with neutral sentiment: 11.0 4.88274336283 225% => Less neutral sentences wanted.
Positive topic words: 14.0 7.22455752212 194% => OK
Negative topic words: 9.0 3.66592920354 246% => OK
Neutral topic words: 8.0 2.70907079646 295% => OK
Total topic words: 31.0 13.5995575221 228% => OK
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Rates: 50.0 out of 100
Scores by essay e-grader: 3.0 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 to cover all aspects.