There have appeared endless discussions over course selection in university. Some university officials argue that history courses should be mandatory for every student regardless of their intended major. Personally, I strongly disagree with the argument.
On one hand, what takes my priority is education quality. It is apparent that when not having taking a history course, students are left with more time and energy to invest elsewhere. If used wisely, this extra time and energy is a golden chance for students. For example, they can enroll in a course, other than history, that is more useful and closer to their intended studies. They can also invest this time and energy into a class that they already enrolled in. Regardless of the option they choose, students will surely obtain a lot of useful knowledge from school. More interestingly, one fewer history course is one fewer class to worry about. Instead of stressing out over history grades, students will be more relaxed and happier. With a lighter mental state, it is highly possible that students will perform better in other classes, thus having a better academic performance overall. In short, students are bound to have a better education quality without a mandatory history course.
On the other hand, some might argue that all that is gained from history classes is critical and cannot be passed on. Historical events and the lessons drawn from them are critical to the students future careers. However, this is not necessarily the case. In fact, while lessons from the past are important, history courses at university do not cover all the material that is needed while containing many useless information. Moreover, it is common knowledge that with nowadays, students now have other methods to study rather than going to classes. Assisted by the Internet, students have the ability to go on their computers and find a suitable course or video series that teaches what they need or want to learn. Another old-fashioned approach would be to pick up a book from library and read when they are not involved with classes or assignments. Students are able to control the pace of studying and the source of information from which to learn. As a result, it is possible that they have a study better compared to being dependent on university professors and syllabus. With no doubt, the claim that knowledge taught history classes cannot be passed on is intrinsically wrong.
In conclusion, all the mentioned above are convincing reasons for my argument that history courses should be enforced for every student at university.
- TPO-40 - Integrated Writing Task 71
- TPO 4 _ Independent TaskDo you agree or disagree with the following statement?In twenty years there will be fewer cars in use than today.Use specific reasons and examples to support your answer. 73
- TPO 28 - Integrated Writing Task 88
- TPO 27 integrated writing Little ice age 76
- Do you agree or disagree with the following statement? Parents today are more involved in their children’s education than were parents in the past.Use specific reasons and examples to support your answer. 76
Grammar and spelling errors:
Line 5, column 401, Rule ID: MANY_NN_U[3]
Message: Possible agreement error. The noun information seems to be uncountable; consider using: 'much useless information', 'a good deal of useless information'.
Suggestion: much useless information; a good deal of useless information
...aterial that is needed while containing many useless information. Moreover, it is common knowledge that ...
^^^^^^^^^^^^^^^^^^^^^^^^
Transition Words or Phrases used:
also, however, if, moreover, so, thus, while, for example, in conclusion, in fact, in short, no doubt, as a result, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 27.0 15.1003584229 179% => OK
Auxiliary verbs: 12.0 9.8082437276 122% => OK
Conjunction : 14.0 13.8261648746 101% => OK
Relative clauses : 16.0 11.0286738351 145% => OK
Pronoun: 34.0 43.0788530466 79% => OK
Preposition: 56.0 52.1666666667 107% => OK
Nominalization: 8.0 8.0752688172 99% => OK
Performance on vocabulary words:
No of characters: 2174.0 1977.66487455 110% => OK
No of words: 425.0 407.700716846 104% => OK
Chars per words: 5.11529411765 4.8611393121 105% => OK
Fourth root words length: 4.54043259262 4.48103885553 101% => OK
Word Length SD: 2.60321866251 2.67179642975 97% => OK
Unique words: 216.0 212.727598566 102% => OK
Unique words percentage: 0.508235294118 0.524837075471 97% => OK
syllable_count: 690.3 618.680645161 112% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 10.0 9.59856630824 104% => OK
Article: 1.0 3.08781362007 32% => OK
Subordination: 3.0 3.51792114695 85% => OK
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 8.0 4.94265232975 162% => OK
Performance on sentences:
How many sentences: 24.0 20.6003584229 117% => OK
Sentence length: 17.0 20.1344086022 84% => The Avg. Sentence Length is relatively short.
Sentence length SD: 33.7323770862 48.9658058833 69% => OK
Chars per sentence: 90.5833333333 100.406767564 90% => OK
Words per sentence: 17.7083333333 20.6045352989 86% => OK
Discourse Markers: 5.54166666667 5.45110844103 102% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 1.0 5.5376344086 18% => OK
Sentences with positive sentiment : 14.0 11.8709677419 118% => OK
Sentences with negative sentiment : 5.0 3.85842293907 130% => OK
Sentences with neutral sentiment: 5.0 4.88709677419 102% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.255351532748 0.236089414692 108% => OK
Sentence topic coherence: 0.0714545786193 0.076458572812 93% => OK
Sentence topic coherence SD: 0.057583651794 0.0737576698707 78% => OK
Paragraph topic coherence: 0.174702362244 0.150856017488 116% => OK
Paragraph topic coherence SD: 0.0319888017658 0.0645574589148 50% => 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: 11.5 11.7677419355 98% => OK
flesch_reading_ease: 54.22 58.1214874552 93% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 9.9 10.1575268817 97% => OK
coleman_liau_index: 12.12 10.9000537634 111% => OK
dale_chall_readability_score: 8.38 8.01818996416 105% => OK
difficult_words: 105.0 86.8835125448 121% => OK
linsear_write_formula: 7.0 10.002688172 70% => OK
gunning_fog: 8.8 10.0537634409 88% => 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: 76.6666666667 out of 100
Scores by essay e-grader: 23.0 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.