Some people think that all university students should study whatever they like. Others believe that they should only be allowed to study subjects that will be useful in the future, such as those related to science and technology. Discuss both views and give your own opinion.

Some people think that all university students should study whatever they like. Others believe that they should only be allowed to study subjects that will be useful in the future, such as those related to science and technology.  Discuss both views and give your own opinion.

Vocabulary:

1. Salient (adj.) - Prominent, significant, or important. Example: The salient issue in the debate on university subjects is the balance between student autonomy and practicality.

2. Debatable (adj.) - Open to discussion or argument; subject to differing interpretations. Example: The selection of university subjects is a debatable topic that elicits diverse viewpoints.

3. Autonomy (n.) - Independence or self-governance; the freedom to make decisions or choices. Example: Proponents argue that students should have autonomy in selecting their preferred subjects at university.

4. Curricula (n.) - Plural form of "curriculum," referring to the courses and educational content offered by an institution. Example: The curricula of universities should be designed to cater to the evolving needs of students and the job market.

5. Merit (n.) - Worth or value; deserving of attention, praise, or reward. Example: Both perspectives have merits, but a balanced approach is crucial for effective educational planning.

6. Discerning (adj.) - Having good judgment or perceptiveness; showing insight. Example: Educational specialists possess discerning abilities to determine the subjects that are most relevant and valuable for students.

7. Erudition (n.) - Deep knowledge or learning acquired through study and intellectual pursuits. Example: The expertise and erudition of subject matter experts contribute to the design of comprehensive curricula.

8. Meticulously (adv.) - Done with great care, attention to detail, and precision. Example: The sequence of subjects within a curriculum is meticulously planned to ensure a coherent and effective learning experience.

9. Proficiency (n.) - High level of competence or skill in a particular field. Example: Employers seek candidates who demonstrate proficiency in subjects relevant to their desired profession.

10. Aptitudes (n.) - Innate talents or natural abilities in a specific area. Example: Allowing students to choose subjects aligned with their aptitudes can enhance their overall academic performance.

Ideas:

1. Personal Interest and Passion: Some argue that university students should have the freedom to study subjects of their choice, irrespective of their practicality or future prospects. This perspective emphasizes the importance of pursuing one's passion and interests. For instance, a student passionate about literature may argue that studying literature allows them to develop critical thinking and creative skills, which can be valuable in various career paths.

2. Practicality and Future Relevance: On the other hand, there is a viewpoint that supports focusing on subjects that have practical applicability and are likely to be in high demand in the future, particularly in fields such as science and technology. Advocates for this perspective contend that studying subjects like computer science or engineering equips students with the necessary skills to address societal challenges and secure lucrative job opportunities. For example, advancements in technology have created a growing demand for professionals with expertise in artificial intelligence, data science, and cybersecurity.

3. Expert Guidance and Curriculum Design: Supporters of a predefined curriculum argue that subject matter experts are better equipped to design curricula that ensure a comprehensive and structured learning experience. These experts consider the foundational knowledge required in a specific field and arrange subjects in a logical sequence to maximize students' understanding. For instance, a medical curriculum may include subjects like anatomy, physiology, and pharmacology, which provide a solid foundation for medical practice.

4. Customization and Personalized Learning: Conversely, there is a belief that allowing students to choose their subjects enables them to tailor their education to their specific interests, talents, and aspirations. This approach recognizes that individual learning styles and preferences differ, and customization fosters a sense of ownership and engagement in the learning process. For example, a student interested in entrepreneurship may opt for business-related subjects to develop skills relevant to their future career as an entrepreneur.

5. Balanced Approach: A balanced approach suggests that a curriculum should strike a harmonious equilibrium between compulsory and optional subjects. This approach ensures that students acquire essential foundational knowledge and skills while also granting them the freedom to explore subjects aligned with their interests and career goals. For instance, a curriculum may include mandatory core subjects that provide a broad understanding of a discipline, while allowing students to choose electives within specific specialization areas.

Remember, while incorporating advanced vocabulary and ideas can enhance the quality of an essay, it is essential to use them appropriately and effectively to support your arguments and maintain clarity throughout the essay.

Sample essay 1:

In today's contemporary discourse, the topic of university students' freedom to choose their preferred subjects remains a contentious issue. While proponents argue that students should have unrestricted autonomy in selecting their courses, others advocate for a more specialized curriculum that emphasizes subjects deemed valuable for the future, particularly in the fields of science and technology. In my assessment, while allowing students some degree of choice can be beneficial, a balanced approach that incorporates both mandatory and optional subjects curated by educational experts holds greater merit.

On one hand, proponents of a predetermined curriculum put forth compelling arguments. Primarily, experts possessing comprehensive knowledge in specific fields can make informed decisions regarding the subjects to be studied within those domains. Their expertise allows them to design a well-structured sequence of subjects that optimizes the educational process and provides students with a holistic understanding of their chosen discipline. Furthermore, this approach caters to the needs of employers, who can rely on certain diploma designations as indicators of requisite subject knowledge. For instance, medical professionals are expected to have studied pathologic physiology rather than delving into the history of ancient Phuket's religious practices.

On the other hand, proponents of students' freedom to choose subjects fail to recognize the inherent diversity in individual learning styles and preferences. Granting students the opportunity to study subjects aligned with their interests fosters a personalized approach to higher education. This not only cultivates students' analytical skills but also enables them to align their educational choices with their aptitudes, aspirations, and future industry trends. In essence, affording students the agency to make informed decisions regarding their course selection nurtures their intellectual growth and personal development.

Considering both perspectives, I contend that an ideal curriculum should encompass a balance of compulsory and optional subjects, offering students a degree of agency in shaping their educational journey. The mandatory component ensures that university graduates possess the necessary knowledge and skills relevant to their careers. Simultaneously, incorporating optional subjects empowers students to actively participate in designing their own educational paths, nurturing essential decision-making qualities crucial for their future endeavors.

In conclusion, while there are merits to both sides of the debate, striking a balance between students' autonomy and expert guidance yields the most favorable outcome. By incorporating mandatory and optional subjects, universities can provide a comprehensive education that equips students with essential skills while simultaneously fostering their personal and intellectual growth. It is through this thoughtful integration that we can best prepare students for their future pursuits.

Sample essay 2:

The question pertaining to the selection of university subjects is presently a salient and debatable issue. There exist divergent opinions on whether students should be granted complete autonomy in determining their chosen fields of study or if curricula should be designed by subject matter experts, incorporating subjects deemed crucial for future success, particularly in the domains of science and technology. In my estimation, while some degree of student choice is warranted, a balanced approach that amalgamates compulsory and optional subjects, expertly curated by educational specialists, carries greater merit.

On the one hand, proponents of a predefined curriculum proffer cogent arguments. Primarily, individuals with specialized expertise possess a more discerning ability to ascertain the subjects that should comprise a given field of study. Their erudition enables them to meticulously devise the sequence in which subjects ought to be pursued, facilitating an efficient educational process and imparting students with a comprehensive grasp of their chosen discipline. Additionally, such an approach is advantageous for employers, who can place reliance on specific diploma designations as indicators of requisite subject proficiency. For example, employers seeking medical professionals would undoubtedly prefer candidates who have studied pathologic physiology over those who have chosen to delve into the historical facets of ancient Phuket's religious practices.

On the other hand, proponents of student autonomy in subject selection fail to acknowledge the intrinsic diversity of learning styles and preferences. By allowing students the latitude to study subjects aligned with their personal interests, a more personalized approach to higher education can be fostered. Such an approach not only hones students' analytical acumen but also empowers them to align their educational choices with their aptitudes, aspirations, and anticipated industry trends. In essence, endowing students with agency to make judicious decisions regarding their course selection nurtures their intellectual growth and contributes to their personal development.

Taking into account the perspectives delineated above, I contend that an ideal curriculum should encompass a harmonious blend of compulsory and optional subjects, affording students the opportunity to exert influence over their educational trajectory. The mandatory component ensures that university graduates attain the requisite knowledge and competencies germane to their chosen careers. Simultaneously, the inclusion of optional subjects empowers students to actively partake in shaping their educational path, fostering essential decision-making acumen pivotal to their future endeavors.

In summation, while recognizing the merits of both viewpoints, the optimal approach lies in striking a balance between student autonomy and expert guidance. Through the judicious incorporation of compulsory and optional subjects, universities can proffer a comprehensive education that not only equips students with the necessary skills but also nurtures their personal and intellectual growth. It is through such a thoughtful integration that students can be best prepared for the exigencies of their future pursuits.