Emphasizing the importance of a board range of courses, including courses that have little connection with students’ majors, the statement suggests universities require students to a variety of courses outside of students’ field of study. As far as I am concerned, though it is beneficial for students to take a board range of classes outside of their field of study, it can also be a burden, distracting students from learning their own majors. Thus it should be a suggestion rather than a requirement.
It is obvious that learning a wide range of subjects other than only focusing on students’ own field of study can be beneficial, for it enriches their knowledge and broadens their horizon. By learning other courses closely related to their majors, they can consolidate their understanding of knowledge in their field. For example, by taking courses of chemistry, especially organic chemistry, biology students can learn about the mechanisms of chemistry reactions, which is the basis of all biological processes. With these concepts in mind, students can appreciate the biological processes even better, being able to analyze the reaction behind them instead of just memorizing them.
In addition, even courses with little connection with students’ majors can bring about benefits, for they can borrow completely distinct concepts, points of views, and ideas into their own field of study. By analyzing problems from a different point of view, one can easily come to conclusions that no one has ever think of before. In fact quite a few breakthroughs are made when two fields are combined.
However, overemphasizing the importance of wide range of courses by making them a requirement can also be detrimental to students, for it occupies valuable time of students, which they can spend on studying their own majors. Distracting by courses with little connections with their own majors, students may have less available time for reviewing and memorizing what they have learned in courses of their own field of study, let alone putting those knowledge into practice. In order to compensate for the lack of available time, students may sacrifice their time for rest to keep up with the courses of their majors, only to impair their learning efficiency due to sleep-deprivation.
In my opinion, learning courses outside of one’s major can be of benefit for it can broaden one’s horizons and enable new angles of thinking, but can also be catastrophic if it takes up too much time, distracting one from fully focusing on his own field of study. Students should be encouraged to take a variety of courses based on their interests and more importantly, how much spare time they have. In this way the students can prioritize their energy on learning their main field, while absorbing knowledge from other disciplines when time permits. The top students are thus no longer trapped inside their own field of study and have the opportunity to embrace a wider range of knowledge, while the poorer students can pay most of their attention to their majors, learning what is most important for them and prevent being left behind. Universities should not make it a requirement, for it can be a burden on the poor students who already have difficulties finishing their own courses.
- The following appeared as a letter to the editor from a Central Plaza store owner."Over the past two years, the number of shoppers in Central Plaza has been steadily decreasing while the popularity of skateboarding has increased dramatically. Many Central 92
- Twenty years ago, Dr. Field, a noted anthropologist, visited the island of Tertia. Using an observation-centered approach to studying Tertian culture, he concluded from his observations that children in Tertia were reared by an entire village rather than 55
- 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 claim. In developing and supporting your position, be sur 66
Grammar and spelling errors:
Line 1, column 457, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Thus,
...tudents from learning their own majors. Thus it should be a suggestion rather than a...
^^^^
Line 7, column 444, Rule ID: THIS_NNS[2]
Message: Did you mean 'this knowledge' or 'those knowledges'?
Suggestion: this knowledge; those knowledges
...r own field of study, let alone putting those knowledge into practice. In order to compensate f...
^^^^^^^^^^^^^^^
Transition Words or Phrases used:
also, but, however, if, may, so, thus, while, for example, in addition, in fact, of course, in my opinion
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 17.0 19.5258426966 87% => OK
Auxiliary verbs: 21.0 12.4196629213 169% => OK
Conjunction : 8.0 14.8657303371 54% => More conjunction wanted.
Relative clauses : 8.0 11.3162921348 71% => More relative clauses wanted.
Pronoun: 49.0 33.0505617978 148% => Less pronouns wanted
Preposition: 92.0 58.6224719101 157% => OK
Nominalization: 13.0 12.9106741573 101% => OK
Performance on vocabulary words:
No of characters: 2779.0 2235.4752809 124% => OK
No of words: 535.0 442.535393258 121% => OK
Chars per words: 5.19439252336 5.05705443957 103% => OK
Fourth root words length: 4.80937282943 4.55969084622 105% => OK
Word Length SD: 2.94693748873 2.79657885939 105% => OK
Unique words: 245.0 215.323595506 114% => OK
Unique words percentage: 0.457943925234 0.4932671777 93% => More unique words wanted or less content wanted.
syllable_count: 844.2 704.065955056 120% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 3.0 6.24550561798 48% => OK
Article: 2.0 4.99550561798 40% => OK
Subordination: 4.0 3.10617977528 129% => OK
Conjunction: 2.0 1.77640449438 113% => OK
Preposition: 9.0 4.38483146067 205% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 18.0 20.2370786517 89% => OK
Sentence length: 29.0 23.0359550562 126% => The Avg. Sentence Length is relatively long.
Sentence length SD: 62.3706562851 60.3974514979 103% => OK
Chars per sentence: 154.388888889 118.986275619 130% => OK
Words per sentence: 29.7222222222 23.4991977007 126% => OK
Discourse Markers: 5.83333333333 5.21951772744 112% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 8.0 10.2758426966 78% => OK
Sentences with negative sentiment : 6.0 5.13820224719 117% => OK
Sentences with neutral sentiment: 4.0 4.83258426966 83% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.222887169561 0.243740707755 91% => OK
Sentence topic coherence: 0.0993516398216 0.0831039109588 120% => OK
Sentence topic coherence SD: 0.0669657387658 0.0758088955206 88% => OK
Paragraph topic coherence: 0.16659698821 0.150359130593 111% => OK
Paragraph topic coherence SD: 0.073229182014 0.0667264976115 110% => OK
Essay readability:
automated_readability_index: 17.9 14.1392134831 127% => OK
flesch_reading_ease: 42.04 48.8420337079 86% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 14.6 12.1743820225 120% => OK
coleman_liau_index: 13.41 12.1639044944 110% => OK
dale_chall_readability_score: 8.65 8.38706741573 103% => OK
difficult_words: 121.0 100.480337079 120% => OK
linsear_write_formula: 14.5 11.8971910112 122% => OK
gunning_fog: 13.6 11.2143820225 121% => OK
text_standard: 15.0 11.7820224719 127% => OK
What are above readability scores?
---------------------
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.