students should have a history class in their university's curriculum
Many hold the notion that, students should learn about various fields of study in universities. In this case, students’ knowledge will grow in different aspects. One of the recommended course is history. In fact, many education planners believe that learning about history can help students to promote their knowledge about the history of their country and foreign countries which they will be able to use historical records and events in their professions implicitly. From my vantage point, although, learning about history can be useful in many majors such as economy, politics, architecture and respectively, it should not be taught in the university. In fact, courses and lessons in the university are complicated and it takes a lot of time from students to learn those complex matters and they do not have time for an extra and irrelevant course.
First and foremost, lessons in the university are more complicated that courses in the schools. Actually, students will enter profession areas about a specific subject by attending university and university is completely different from school. For example, most of the engineering majors are associated with complex problem solving which is overwhelming. Personally, I devote a lot of time to learning just one course in a semester. Furthermore, this condition is not limited to engineering students, however, other majors such as law, politics and literature have their own complications. Most of the students are involved in doing seminars and research programs which are complex and need a lot of concentration. Thus, in my opinion, it is not beneficial to add another frustrating class to student's curriculum.
The second noteworthy point is that, most of the students have a lack of time for performing their assignments, and adding another demanding class will restrict student's time. To clarify, professor's plans for their classes are associated with activities such as research, seminar, assignments and even exams which can take a lot of one's time for doing all of these tasks. Furthermore, the length of semesters is short and the numbers of classes are significant which students always have a lack of time for doing each task with high quality. Thus, adding another irrelevant class may reduce student's performance in their education process. However, instead of adding history class, students can use that time for working on fundamental classes which are related to their profession. In this case, not only the number of tasks will reduce and students will not get exhausted from doing them but also they will be more productive and their performances will increase exceedingly.
In conclusion, adding another class with a different topic to student's curriculum can cause vivid negative influences on students. Some of these impacts can reduce student's quality in performing their tasks and students may face a lack of time for presenting their assignments. Additionally, an extra course such as history can make students exhausted because they already have a lot of overwhelming tasks.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2023-10-08 | nguyenthaian0127 | 90 | view |
| 2023-07-07 | Bikramyoga | view | |
| 2023-06-21 | Thomas2028 | 76 | view |
| 2023-06-06 | maryka72 | 60 | view |
| 2023-05-24 | bdki123tw | 73 | view |
Grammar and spelling errors:
Line 1, column 1, Rule ID: MANY_NN[1]
Message: Possible agreement error. The noun hold seems to be countable; consider using: 'Many holds'.
Suggestion: Many holds
Many hold the notion that, students should learn ...
^^^^^^^^^
Line 5, column 199, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ct students time. To clarify, professors plans for their classes are associated w...
^^
Line 5, column 334, Rule ID: ONES[1]
Message: Did you mean 'one's'?
Suggestion: one's
... and even exams which can take a lot of ones time for doing all of these tasks. Furt...
^^^^
Transition Words or Phrases used:
actually, also, but, first, furthermore, however, if, may, second, so, thus, for example, in conclusion, in fact, such as, in my opinion
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 19.0 15.1003584229 126% => OK
Auxiliary verbs: 20.0 9.8082437276 204% => Less auxiliary verb wanted.
Conjunction : 19.0 13.8261648746 137% => OK
Relative clauses : 11.0 11.0286738351 100% => OK
Pronoun: 33.0 43.0788530466 77% => OK
Preposition: 64.0 52.1666666667 123% => OK
Nominalization: 5.0 8.0752688172 62% => OK
Performance on vocabulary words:
No of characters: 2584.0 1977.66487455 131% => OK
No of words: 484.0 407.700716846 119% => OK
Chars per words: 5.33884297521 4.8611393121 110% => OK
Fourth root words length: 4.69041575982 4.48103885553 105% => OK
Word Length SD: 2.93111847281 2.67179642975 110% => OK
Unique words: 220.0 212.727598566 103% => OK
Unique words percentage: 0.454545454545 0.524837075471 87% => More unique words wanted or less content wanted.
syllable_count: 795.6 618.680645161 129% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 4.0 9.59856630824 42% => OK
Article: 3.0 3.08781362007 97% => OK
Subordination: 0.0 3.51792114695 0% => More adverbial clause wanted.
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 9.0 4.94265232975 182% => OK
Performance on sentences:
How many sentences: 22.0 20.6003584229 107% => OK
Sentence length: 22.0 20.1344086022 109% => OK
Sentence length SD: 50.7404064132 48.9658058833 104% => OK
Chars per sentence: 117.454545455 100.406767564 117% => OK
Words per sentence: 22.0 20.6045352989 107% => OK
Discourse Markers: 6.18181818182 5.45110844103 113% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 3.0 5.5376344086 54% => OK
Sentences with positive sentiment : 7.0 11.8709677419 59% => More positive sentences wanted.
Sentences with negative sentiment : 7.0 3.85842293907 181% => OK
Sentences with neutral sentiment: 8.0 4.88709677419 164% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.0254083974668 0.236089414692 11% => The similarity between the topic and the content is low.
Sentence topic coherence: 0.00876068028822 0.076458572812 11% => Sentence topic similarity is low.
Sentence topic coherence SD: 0.0222572301829 0.0737576698707 30% => Sentences are similar to each other.
Paragraph topic coherence: 0.0187670463315 0.150856017488 12% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.0187710637428 0.0645574589148 29% => 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: 14.7 11.7677419355 125% => OK
flesch_reading_ease: 49.15 58.1214874552 85% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 11.9 10.1575268817 117% => OK
coleman_liau_index: 13.69 10.9000537634 126% => OK
dale_chall_readability_score: 8.48 8.01818996416 106% => OK
difficult_words: 115.0 86.8835125448 132% => OK
linsear_write_formula: 12.0 10.002688172 120% => OK
gunning_fog: 10.8 10.0537634409 107% => 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.
It is not exactly right on the topic in the view of e-grader. Maybe there is a wrong essay topic.
Rates: 3.33333333333 out of 100
Scores by essay e-grader: 1.0 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.