whether or not university students must be forced to get history courses regardless to their fields
It goes without any shadowing of that in this sophisticated and overwhelmed world, it is beneficial for human beings to know about history since it gives them a good chance to use previous events and occurrences to apply in their lives. In this regard, there is a heated controversy among people that whether or not university students must be forced to get history courses regardless to their fields. Even though many people are of the opinion that such a requirement for university students is a good idea, but other think otherwise. I, personally, subscribe to the opposite notion, taking history courses should not be obligatory for all students in different fields. Such a university role not only is cost-consuming, but also it gets students away from their field by taking their precious time.
To begin with, as we know forming a class in university needs a teacher, a free space, and also some energies like electricity and so on all of which are expensive for universities. In this line of thought, history courses for all students bring universities with extra cost. In other hand, such a knowledge, especially for general people, not people studying history field, can be obtained throughout self-study. There are a lot of related books and resources to learn about; specifically in the modernized world that approximately all individuals have accessibility to the most convenient facility, computer and the internet, to read everything they want. Owing to these facts, not only are not the very courses essential, but also considering them for all students is a big mistake. Universities can use their money on other realms that can provide students with benefits like renovation their libraries, gyms, laboratory equipment and so forth.
Secondly, it is crystal clear that each course propels students to spend time on. They have to attend to the class at least one hour in a week, they must do the class's tasks and so more. In my viewpoint, universities are built for the sake of making students experts not versatile. What Is I mean, they must focus on specific training for each group of students depends on their fields. The time of compulsory history courses can be used to forming an advance course on their field. Such an approach help students to know more about their materials and achieve more knowledge which will surely help them to be a skillful person in their realms. Consequently, their chance to find a proper job in the future will be increased, because all managers are hungry about having knowledgeable employees. In contrast, if students had to get some history courses that is not related to their field of study at all, they would lose some part of their beyond the price time. The time that could be spent to improve their perspective in their prime materials of study, waste on such an unprofitable course.
In summary, with all this taken into account, I do believe that it is not a good idea to stipulate taking history courses for every student in universities. It has some disadvantages like wasting money and time for both students and universities. What is more critical is that it prevents students to become adept in their fields.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2018-12-27 | emadifahimeh@gmail.com | 73 | view |
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Grammar and spelling errors:
Line 1, column 302, 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
... a heated controversy among people that whether or not university students must be forced to g...
^^^^^^^^^^^^^^
Line 4, column 288, Rule ID: NON3PRS_VERB[11]
Message: The pronoun Is must be used with 'am'.
Suggestion: Am
...ng students experts not versatile. What Is I mean, they must focus on specific tra...
^^
Transition Words or Phrases used:
also, but, consequently, if, second, secondly, so, at least, i mean, in contrast, in summary, in my view, to begin with, what is more
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 24.0 15.1003584229 159% => OK
Auxiliary verbs: 12.0 9.8082437276 122% => OK
Conjunction : 15.0 13.8261648746 108% => OK
Relative clauses : 12.0 11.0286738351 109% => OK
Pronoun: 51.0 43.0788530466 118% => OK
Preposition: 81.0 52.1666666667 155% => OK
Nominalization: 4.0 8.0752688172 50% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2652.0 1977.66487455 134% => OK
No of words: 535.0 407.700716846 131% => OK
Chars per words: 4.95700934579 4.8611393121 102% => OK
Fourth root words length: 4.80937282943 4.48103885553 107% => OK
Word Length SD: 2.78940260257 2.67179642975 104% => OK
Unique words: 262.0 212.727598566 123% => OK
Unique words percentage: 0.489719626168 0.524837075471 93% => More unique words wanted or less content wanted.
syllable_count: 828.9 618.680645161 134% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 10.0 9.59856630824 104% => OK
Article: 3.0 3.08781362007 97% => OK
Subordination: 4.0 3.51792114695 114% => OK
Conjunction: 4.0 1.86738351254 214% => Less conjunction wanted as sentence beginning.
Preposition: 10.0 4.94265232975 202% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 23.0 20.6003584229 112% => OK
Sentence length: 23.0 20.1344086022 114% => OK
Sentence length SD: 43.0343424648 48.9658058833 88% => OK
Chars per sentence: 115.304347826 100.406767564 115% => OK
Words per sentence: 23.2608695652 20.6045352989 113% => OK
Discourse Markers: 5.78260869565 5.45110844103 106% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 11.0 11.8709677419 93% => OK
Sentences with negative sentiment : 6.0 3.85842293907 156% => OK
Sentences with neutral sentiment: 6.0 4.88709677419 123% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.461752413055 0.236089414692 196% => OK
Sentence topic coherence: 0.142351830742 0.076458572812 186% => OK
Sentence topic coherence SD: 0.123033199284 0.0737576698707 167% => OK
Paragraph topic coherence: 0.294357261696 0.150856017488 195% => OK
Paragraph topic coherence SD: 0.134010674201 0.0645574589148 208% => More connections among paragraphs wanted.
Essay readability:
automated_readability_index: 13.6 11.7677419355 116% => OK
flesch_reading_ease: 56.59 58.1214874552 97% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 11.1 10.1575268817 109% => OK
coleman_liau_index: 11.78 10.9000537634 108% => OK
dale_chall_readability_score: 7.88 8.01818996416 98% => OK
difficult_words: 105.0 86.8835125448 121% => OK
linsear_write_formula: 15.0 10.002688172 150% => OK
gunning_fog: 11.2 10.0537634409 111% => 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: 73.3333333333 out of 100
Scores by essay e-grader: 22.0 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.