Entering the University, it can be exciting to know that there's only one required class for first-years: the University Writing Seminar. While it can be freeing to know there is only one required class, that freedom gets cut down if a substantial portion of the student body already knows how to write a college-level essay. The UWS is, in actuality, a lesson in futile repetition for those first-years who learned how to write a persuasive essay already, only hurting those to whom the class is aimed at: those who have not yet learned how to write.

Many high schools teach the elements of a persuasive essay: the thesis, argument, analysis and so on.

However, it should be noted that some students did not have the same advantage of learning how to write a persuasive essay in high school. By clumping together those who learned how to write and those who didn't, the UWS becomes an unproductive experience for all involved. Wouldn't it be better for all parties if those who already knew how to write did not take up the instructor's time and attention so that he or she could concentrate on those who actually need the help? An instructor could do a much better job teaching students how to write if those who are fortunate enough to already have strong writing skills did not distract him or her.

Additionally, the textbook of the class, Writing Analytically, focuses on defining key parts of an essay and explaining how to use these parts in an essay. While helpful for students that do not come into college with an understanding of the key parts, they are redundant for those students who already understand what a thesis is and how to formulate a proper one.

Now, this is not to say that the University should get rid of the UWS altogether or even get rid of some sort of writing requirement for all new Brandeisians. There should be some way of making a mandatory crash course in university-level writing during orientation.

The incoming first-years could spend a couple of hours in a mandatory mini-seminar about the basics of writing a persuasive college essay. Attendance could be taken, and those who do not show up could automatically have to take the class. At that mini-seminar, students could also write diagnostic essays that could be used to then decide which students would actually benefit from the UWS. Those who show enough proficiency in writing to successfully complete the essay should be able to test out of the UWS requirement or be placed into a more advanced level-the shopping period could be used to accommodate the changes to the roster based on the diagnostic essay. The University can determine the level of each student's writing proficiency-it should do so and use that information to more neatly allocate its valuable resources.

Each college class is worth a great deal of money. Why make students pay for the class when it teaches something they might have already known for years? Wouldn't students' money be better spent on classes that teach mind-opening things to those whose minds are not opened by the definition of a thesis?

Those who do not already have prior experience in persuasive essays will also feel more comfortable explaining their difficulties if they do not feel they are in a class with people who all know what to do.

If students who do not have the advantage of learning how to write before college are together, they will not feel embarrassed about asking a question about the lesson.

Fewer students taking the UWS will create smaller classes, which will allow the instructors to give more attention to those who need the help, truly bringing those students to an appropriate writing level for college writing and evening the playing field.

There's no need for students to take the UWS if they already know what's being taught.

In this current scenario, a well-intentioned class becomes futile. However, with the proper adjustments, the UWS can become a cornerstone in the education of those who need the help instead of a redundancy for those who don't. With the proper adjustments, the UWS can get the respect it deserves.