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When it comes to me, which is about the discussion whether university students should be required to take basic science classes even if they are not part of the field of the study, (This is not a complete clause. It could be either 'when it comes to me about ...' or 'If I were asked a question, which is about..', but not both. The error here is that this 'it' in 'when it comes to me' is not a real subject. It's a place-holder. But the 'which' in the following section needs to refer to a solid noun phrase that comes before the 'which', so you have sort of a deadlock and the clause doesn't really have a solid subject.) my answer is definitely "negative." I believe that without basic science classes, those university students would be in a more favorable position. (Remember that the question is bounded. 'students should be required to take basic science classes EVEN IF they are not part of their fields', therefore your response would naturally be bounded to a certain extent. The current expression you have here means that it'll be better to scrap basic science classes for ALL students, which is obviously not true.)
In the first place, if university students take basic science classes which are not related to their major courses, they may not perform well in their fields of study. We all know that university students have very busy schedules, especially when the final exams are coming. They have to take major courses, prepare for the exams and even take part in some social activities, such as take part-time jobs, or attend sports clubs (1. a job is generally not considered a 'social activity', because 'social activity' is more in the direction of 社交活动 rather than 社会活动 as in any activity that doesn't belong to 'studying'. 2. I'm not sure whether you used the expression on purpose, but 'attend sports clubs' is not the way to say 'participate in sports'. Also, you don't 'attend' a club, but 'join' a club and 'attend' club functions.). It may drive them crazy, if they are also required to take basic science classes which have nothing to do with their majors, when they are so busy (It's better to move this to the beginning of this sentence because this follows what's said in the previous sentence, therefore it creates a natural 'flow' from that sentence to this one. If you put this at the end of the sentence, the flow is broken because another idea comes between two similar ideas. How you connect sentences sometimes can significantly affect the readability of your essay). Otherwise, some students feel terrible at mere mentioning of science classes, not alone learning them (Why is that, and why it's more important to avoid hurting their feelings than to provide them with useful science education? You need to elaborate because a mere description of facts doesn't make an argument.). Therefore, they would be distributed?? (Do you mean 'distracted'?) on their major courses, and it would definitely lead to disasters to in the study of their majors.
In the second place, to take basic science classes even if they are not part of the field of the study is not an economical budget (An action can't be a budget, of course.). We know that a school needs substantial funds to improve the quality of teaching and the environment of study. We know that it will take quite a lot of money to pay those professional teachers who teach the basic science courses, which also enhance the work pressure on teachers and may decrease the quality of teaching (I don't see your point here. Hiring more teachers to teach basic science is costly, yes, but why would it affect the work pressure or teaching quality? Again, you seem to be jumping ahead in your chain of thoughts.). If they (Who? The teachers?) require students to take the basic science classes, they would have less money to focus on the improvement of other teaching facilities, such as labs and libraries, which can bring direct benefit to all the students and cannot be ignored by any university (You have the tendency to attach clauses one after another, but this doesn't always work correctly because the scope of these clauses are not always consistent. In this sentence, 'such as' scopes to 'other teaching facilities', but the following 'which' scopes to the whole matter of 'improvement of other teaching facilities', therefore your reader needs to go back and forth to determine what exactly are the clauses referring to. This is very taxing for an examiner.) Even for students, it is not a good budget (I'm kind of baffled by what you're trying to express with 'good budget'. Do you mean 'good way to spend money'?) to take the basic science courses. (The impact of such courses is not from students taking them, but the FORCING of students to take them. You need to be consistently clear about what's to be in discussion.) Students would pay more tuition for the courses they may not like and have nothing to do with their majors, which only adds to their financial burden. (Very good points, and very precise logic development.)
Admittedly, taking basic science classes can help students to enlarge their knowledge base? and broaden their horizons. However, it would cause a series of problems, such as, being in an unfavorable position in the job market and dropping their study carrier??, since they perform badly in their majors and they are under heavy financial burden. On the other hand, students can take other kinds of measures to gain knowledge and widen their sights, like finding a part-time jobs, reading more books and so on. In sum, it is obvious to know that the advantages of abandoning (This implies that the required basic science classes are already there, because you can only 'abandon' something that already exists. Remember that what we are talking about here is not a policy that's already implemented, but a theoretical possibility, and there's nothing to 'abandon'.) the basic science classes, which are irrelevant to students' majors far overwhelm the disadvantages.
总结:
例子很好,说理很漂亮,逻辑的发展也做得很准。接下来可以继续提高的是清晰度,clarity,因为你的长句有时候会稍微混乱。这个方面最容易做到的是考虑断句,合适的地方加上逗号可以大大提高清晰度,另外一个就是仔细考虑你的用词和语序。
总体来说非常不错,继续努力有望满分哦~ |
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