Do you agree or disagree with the following statement?
All university students should be required to take history courses no matter what their field of study is.
Use specific reasons and examples to support your answer.
From a general standpoint, by the instantaneous change in the today world, determination of the most expedient educational approaches becomes more puzzling. In order to yield the best results, currently universities all over the world are practicing a trial and error to foster a profoundly functional generation of graduates. One particular strategy is applying some general courses, like history, in students' curriculum regardless of their major field of study. However, in every respect, I am on the counter mind with this decision for a number of cogent explanations discussed in the following.
The first point that acquires a considerable attention is the matter of the personal interest. Students basically choose an area of study based on their own ties to the subject that is, in fact, deliberately decided based on their talents, capabilities and incentives. When forcing a student to pursue a totally irrelevant course to his/her potentials, we should bear in mind that they might not be able to show any progress in that given subject. A well-known quote of Einstein, the most acclaimed scientist of all history, would perfectly shed light on this issue; "Everybody is a genius, but if you want to judge a fish by its ability to climb a tree, it would spend its whole life considering itself as an idiot." Obviously, memorizing the complicated names and events in the history lessons is not everybody's talent and favor. So it is of paramount importance not only not to compel university students to take such courses, but aware them of the potential hazards of this decisions which they might take only for fulfilling the quantity requirements of their semester schedule.
Meanwhile, it is just one side of the card. On the other side, compulsory general courses, such as history, can substantially wedge (force) added pressures to the management of a university. Imagine a polytechnic university which is functioning with the optimum number of faculty members of engineering sciences. Addition of the lecturers for the history course can dramatically boost the government expenses for providing their salary, personal offices and necessary teaching apparatus. The subtle point we should deem is that whenever the university demands for money increases, the quality of their services is diluted as they usually are obliged to divide the budget between the previous and newly-added projects. According to the minimal benefits of the society from the general understanding of history among its specialists, this undertaking fails to hold a meaning.
Admittedly, the universities thrive to progress is appreciated when every aspect of any brand-new resolution is delicately scrutinized. A history course is neither an appropriate choice for the student's success nor a reasonable financial investment for the government. No doubt, had I been a university curriculum planner, I would have never devised this aberrant innovation just on the spur of the moment.
Grammar and spelling errors:
Line 3, column 984, Rule ID: THIS_NNS[1]
Message: Did you mean 'these'?
Suggestion: these
... aware them of the potential hazards of this decisions which they might take only fo...
^^^^
Line 5, column 629, Rule ID: ADVERB_WORD_ORDER[5]
Message: The adverb 'usually' is usually put after the verb 'are'.
Suggestion: are usually
...ty of their services is diluted as they usually are obliged to divide the budget between th...
^^^^^^^^^^^
Line 7, column 195, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'students'' or 'student's'?
Suggestion: students'; student's
...s neither an appropriate choice for the students success nor a reasonable financial inve...
^^^^^^^^
Transition Words or Phrases used:
but, first, however, if, so, well, while, in fact, no doubt, such as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 17.0 15.1003584229 113% => OK
Auxiliary verbs: 9.0 9.8082437276 92% => OK
Conjunction : 9.0 13.8261648746 65% => OK
Relative clauses : 9.0 11.0286738351 82% => OK
Pronoun: 35.0 43.0788530466 81% => OK
Preposition: 64.0 52.1666666667 123% => OK
Nominalization: 11.0 8.0752688172 136% => OK
Performance on vocabulary words:
No of characters: 2517.0 1977.66487455 127% => OK
No of words: 469.0 407.700716846 115% => OK
Chars per words: 5.36673773987 4.8611393121 110% => OK
Fourth root words length: 4.65364457471 4.48103885553 104% => OK
Word Length SD: 3.10881951111 2.67179642975 116% => OK
Unique words: 271.0 212.727598566 127% => OK
Unique words percentage: 0.577825159915 0.524837075471 110% => OK
syllable_count: 801.9 618.680645161 130% => OK
avg_syllables_per_word: 1.7 1.51630824373 112% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 9.59856630824 63% => OK
Article: 7.0 3.08781362007 227% => Less articles wanted as sentence beginning.
Subordination: 1.0 3.51792114695 28% => OK
Conjunction: 2.0 1.86738351254 107% => OK
Preposition: 9.0 4.94265232975 182% => OK
Performance on sentences:
How many sentences: 18.0 20.6003584229 87% => OK
Sentence length: 26.0 20.1344086022 129% => The Avg. Sentence Length is relatively long.
Sentence length SD: 71.0437180653 48.9658058833 145% => OK
Chars per sentence: 139.833333333 100.406767564 139% => OK
Words per sentence: 26.0555555556 20.6045352989 126% => OK
Discourse Markers: 3.77777777778 5.45110844103 69% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 3.0 5.5376344086 54% => OK
Sentences with positive sentiment : 13.0 11.8709677419 110% => OK
Sentences with negative sentiment : 3.0 3.85842293907 78% => OK
Sentences with neutral sentiment: 2.0 4.88709677419 41% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.196696932665 0.236089414692 83% => OK
Sentence topic coherence: 0.0495499085033 0.076458572812 65% => OK
Sentence topic coherence SD: 0.0340373269343 0.0737576698707 46% => Sentences are similar to each other.
Paragraph topic coherence: 0.106514681634 0.150856017488 71% => OK
Paragraph topic coherence SD: 0.0359717410873 0.0645574589148 56% => OK
Essay readability:
automated_readability_index: 16.9 11.7677419355 144% => OK
flesch_reading_ease: 36.63 58.1214874552 63% => OK
smog_index: 11.2 6.10430107527 183% => OK
flesch_kincaid_grade: 14.6 10.1575268817 144% => OK
coleman_liau_index: 14.16 10.9000537634 130% => OK
dale_chall_readability_score: 9.98 8.01818996416 124% => OK
difficult_words: 150.0 86.8835125448 173% => OK
linsear_write_formula: 12.0 10.002688172 120% => OK
gunning_fog: 12.4 10.0537634409 123% => OK
text_standard: 12.0 10.247311828 117% => OK
What are above readability scores?
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Better to have 5 paragraphs with 3 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: conclusion.
So how to find out those reasons. There is a formula:
reasons == advantages or
reasons == disadvantages
for example, we can always apply 'save time', 'save/make money', 'find a job', 'make friends', 'get more information' as reasons to all essay/speaking topics.
or we can apply 'waste time', 'waste money', 'no job', 'make bad friends', 'get bad information' as reasons to all essay/speaking topics.
Rates: 88.3333333333 out of 100
Scores by essay e-grader: 26.5 Out of 30
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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.