Welcome, everyone, to today's lecture on TOEFL writing focused on academic discussion. We are glad you could join us as we work on generating ideas for a common TOEFL topic about whether a specific subject should be a requirement for all university students.
The question is often phrased like this: "Universities should require all students to take humanities courses, such as literature or philosophy. Do you agree with this statement? Explain why or why not." It's important to note that while humanities are commonly used in this question, other subjects like math, science, writing courses, library resources, and public speaking are also frequently proposed as potential universal requirements.
This type of question frequently appears in TOEFL independent speaking and has appeared in TOEFL independent writing, which is now replaced by the academic discussion response. For this reason, the topic is an excellent candidate for the academic discussion response. If this topic is asked in the TOEFL academic discussion setting, between the two students in the question, one will agree and the other will disagree with the requirement, each providing reasons for their stance. To be able to contribute to the discussion, you need to provide your own reason that is different from the reasons provided by the students in the discussion. This means that you need to be prepared with at least two reasons so that you can use the one not used by the student in the question.
Now, we will first consider key reasons for agreeing and key reasons for disagreeing, which are common regardless of the specific subject being asked about. After examining these reasons, we will consider sample essays that utilize them.
First, let’s consider reasons to agree with such universal requirements. Here are some persuasive arguments to consider:
Agree
Universal Skill Development
The course teaches skills that are valuable across all disciplines. For example, a writing course can improve students' ability to communicate effectively, which is essential in any field. These skills can enhance students' academic performance in other subjects; critical reading skills learned in a literature class can help students better understand and analyze complex texts in science or history courses. Furthermore, these skills are highly transferable to future careers, regardless of the field. For instance, learning data analysis in a statistics course is useful in fields ranging from marketing to engineering. Such skills are essential in almost every professional area, making the course highly beneficial for students' overall development. Public speaking skills gained from a communications course are valuable for presentations and meetings in any career.
Creating a Well-Rounded Education
Exposure to diverse subjects broadens students' perspectives. For example, studying philosophy can introduce students to different ways of thinking and ethical frameworks. It helps students discover interests they might not have otherwise explored; a student who takes an introductory art history course might discover a passion for museum curation. Additionally, a common knowledge base facilitates interdisciplinary understanding and collaboration. Understanding basic principles of economics can help students in environmental science better grasp the economic impacts of ecological policies, contributing to a more comprehensive educational experience.
Addressing Societal Needs
The subject matter may be crucial for informed citizenship. Courses in political science can help students understand governmental structures and their rights and responsibilities as citizens. It could help address current or future challenges facing society. Climate science courses can equip students with knowledge to combat global warming and advocate for sustainable practices. Furthermore, the course might fill a gap in knowledge that employers have identified. Many employers seek candidates with coding skills, so a basic programming course can make students more competitive in the job market. The course might cover technology or skills crucial for the future job market. Cybersecurity courses can prepare students for careers in protecting digital information, a growing concern in many industries.
Enhancing Critical Thinking and Problem-Solving
The course methodology may improve analytical skills. Logic courses can help students develop structured thinking and reasoning skills, useful in law, computer science, and everyday problem-solving. It could teach approaches to problem-solving applicable in various contexts. Engineering courses often involve project-based learning that encourages innovative problem-solving applicable to real-world issues. The subject might challenge students to think in new ways; courses in creative writing can push students to explore new perspectives and storytelling techniques. It could help students adapt to rapid technological changes in their fields. Staying updated with the latest software in a technology course can ensure students are prepared for evolving digital landscapes. Understanding certain technologies might become universally necessary. Learning how to use data visualization tools in a business analytics course can become essential as more industries rely on big data.
Disagree
Limited Relevance to All Students
Not all students will find the course content relevant to their chosen career paths. For example, a music theory course may be of little use to an engineering student. Requiring such courses might waste time and resources that could be better spent on more directly applicable subjects. A medical student, for instance, might benefit more from additional biology or chemistry classes than from a course in philosophy. Consequently, the time invested in these universal requirements could detract from their specialized studies.
Increased Financial and Time Burden
Mandating additional courses can increase the financial and time burden on students. For example, students might need to pay for extra credits and purchase additional textbooks, adding to their already significant educational expenses. This requirement can extend the time needed to complete a degree, delaying graduation and entry into the workforce. For instance, an architecture student may already have a demanding course load and adding non-essential courses could prolong their education unnecessarily.
Risk of Diluting Core Curriculum
Introducing universal requirements may dilute the focus of a student's core curriculum. Students in highly specialized fields, such as nursing or aerospace engineering, may need to focus intensively on their major subjects to gain the required expertise. Diverting their attention to unrelated courses, such as art history or political science, could impede their mastery of crucial knowledge and skills necessary for their primary field of study.
Potential for Reduced Student Engagement
Students forced to take courses outside their interest areas may show reduced engagement and performance. For example, a student passionate about computer science may not put much effort into a mandatory literature course, leading to poor grades and a less enriching educational experience. This lack of interest can result in lower academic motivation overall, affecting their performance in other courses as well. Such disengagement can undermine the overall educational objectives of broadening horizons and fostering a love for learning.
Logistical Challenges
Implementing universal requirements can present logistical challenges for universities. For example, ensuring there are enough qualified instructors and adequate classroom space for all students to take the required courses can be difficult. This issue can be exacerbated in large universities where student populations are high. Moreover, scheduling conflicts may arise, making it hard for students to fit these courses into their timetables without sacrificing other essential classes. For instance, a business major might struggle to find a slot for a required humanities course that doesn’t conflict with their core business courses.
Potential for Lower Academic Standards
To accommodate a broad range of students, the required courses might be simplified, potentially lowering academic standards. For example, a history course designed to be accessible to all students might not delve as deeply into the subject matter as a course intended for history majors. This dilution can lead to a less rigorous educational experience, undermining the quality of education. As a result, students might not gain the intended benefits of such courses, making the requirement less effective and valuable.
Sample responses
This is a question and sample responses on the public speaking course requirement.
Question: A university is considering establishing a new requirement for graduation in addition to its standard requirements for completing the coursework. All students must attend a public speaking course to develop skills helpful in speaking in front of large groups of people. Do you agree or disagree that a public speaking course should be required for all universities?
Sample response that agrees with the requirement:
I believe that a public speaking course should be required for all university students, regardless of their major or field of study. Public speaking is a fundamental skill that transcends academic disciplines and is essential in nearly every profession, from presenting research findings and pitching ideas to leading team meetings and engaging in public discourse. By mandating a public speaking course, universities ensure that all graduates enter the workforce with the ability to communicate effectively and confidently in front of an audience. Additionally, employers across industries consistently cite communication skills as one of the top attributes they seek in candidates, and a dedicated public speaking course would directly address this skill gap, enhancing graduates' employability. Given these benefits, implementing a mandatory public speaking course would significantly contribute to students' personal growth, academic success, and future career prospects.
Sample response that disagrees with the proposal:
I believe that requiring a public speaking course for all university students, regardless of their major or field of study, is an unnecessary and potentially counterproductive approach to higher education. While public speaking skills are valuable, mandating a specific course for all students fails to account for diverse needs, interests, and career paths. For instance, a computer science student focusing on backend development may find little practical use for formal public speaking skills in their day-to-day work. Many students already develop communication skills through presentations and group projects within their major-specific courses, making a separate public speaking requirement redundant. Given the high cost of education and the importance of specialized knowledge in many fields, forcing all students to take a public speaking course could be seen as an inefficient use of resources and time.
Ok, that's all we have today. Thank you for joining us and let us know if you have any questions on today's material or any questions you have on writing TOEFL academic discussion responses.