A nation should require all of its students to study the same national curriculum until they enter college.
Write a response in which you discuss the extent to which you agree or disagree with the claim. In developing and supporting your position, be sure to address the most compelling reasons and/or examples that could be used to challenge your position.
A nation should not require that all students study the same national curriculum. If every student were presented with the same material, it would be assumed that every student learns the same and that every teacher is capable of teaching the same material in the same way. In addition to neglecting the differences of learning and teaching styles, it would stifle creativity and create a generation of drones. Moreover, a standardized curriculum would also adversely affect students who come from lower-income families or families who have little education as they might not have as many resources for learning outside of school.
Students all learn in very different ways. One child may learn how to spell from reading, another may learn from phonics. If the national curriculum is standardized, suspect one aspect is dropped, that may exclude certain students from learning adequately, and it leaves little room for exploratory learning.
Teachers also have different methods of teaching. For example, if the English curriculum in all high schools were standardized, a book that one teacher teaches excellently and therefore inspires students to read more and learn on their own may be eliminated. It also limits how many of the teachers’ unique teaching methods they can bring into the classroom. Although they ought to be capable enough to teach in a certain way, their students will still miss out on what might have been a great learning experience.
Finally, the education system of a country is designed to put all students on a level playing field. If the national curriculum is standardized, the students who have highly educated parents, or more money to buy books outside of school, or more resources for tutors will immediately gain a foothold. Poorer students from uneducated families in the current school system are at a disadvantage, they will fall throught the cracks.
Learning should be enjoyable. Students should be taught not only the curriculum in school, but only the main body of knowledge that is enormous in the world today and that you can learn your whole life. Having a national curriculum implies that there is a set group of things worth learning for every person. Maybe it is true, but for students, it sets up a world where there is a finite amount of knowledge to be acquired for the purpose of regurgitating it on a test. Teaching a standardized curriculum doesn’t encourage inquiries, it doesn’t make students ask questions like “Why” and “How”. School’s real purpose is teaching people how to learn, not just teaching a set group of facts. By teaching how to learn, students can continue doing so, they can extend skills from one area of knowledge to another. This type of learning fosters the creativity that can be used not only in math science or English, but also in art music or creative writing. Teaching a brain to go beyond being a file cabinet is the best way to teach creativity. Creativity is too often assumed to something only for arts. It is creativity that results in innovation, it is innovation that has resulted in the greatest achievements of humanity in sciences and humanities alike.
There are so many reasons not to standardize the national curriculum. The uniqueness of students and teachers is the most obvious, and students from less educated backgrouds will suffer the most. The creativity of a nation as a whole world will fall within a standardized curriculum. National curriculum should not be standardized and education should be as much about knowledge as it is about learnging to learn.
Transition Words or Phrases used:
also, but, finally, if, may, moreover, so, still, therefore, for example, in addition, it is true, in the same way
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 31.0 19.5258426966 159% => OK
Auxiliary verbs: 25.0 12.4196629213 201% => Less auxiliary verb wanted.
Conjunction : 20.0 14.8657303371 135% => OK
Relative clauses : 15.0 11.3162921348 133% => OK
Pronoun: 32.0 33.0505617978 97% => OK
Preposition: 70.0 58.6224719101 119% => OK
Nominalization: 9.0 12.9106741573 70% => OK
Performance on vocabulary words:
No of characters: 2990.0 2235.4752809 134% => OK
No of words: 590.0 442.535393258 133% => OK
Chars per words: 5.06779661017 5.05705443957 100% => OK
Fourth root words length: 4.92848004997 4.55969084622 108% => OK
Word Length SD: 2.83515299449 2.79657885939 101% => OK
Unique words: 265.0 215.323595506 123% => OK
Unique words percentage: 0.449152542373 0.4932671777 91% => More unique words wanted or less content wanted.
syllable_count: 910.8 704.065955056 129% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 12.0 6.24550561798 192% => OK
Article: 7.0 4.99550561798 140% => OK
Subordination: 5.0 3.10617977528 161% => OK
Conjunction: 7.0 1.77640449438 394% => Less conjunction wanted as sentence beginning.
Preposition: 2.0 4.38483146067 46% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 29.0 20.2370786517 143% => OK
Sentence length: 20.0 23.0359550562 87% => OK
Sentence length SD: 50.3835939551 60.3974514979 83% => OK
Chars per sentence: 103.103448276 118.986275619 87% => OK
Words per sentence: 20.3448275862 23.4991977007 87% => OK
Discourse Markers: 3.93103448276 5.21951772744 75% => OK
Paragraphs: 6.0 4.97078651685 121% => OK
Language errors: 0.0 7.80617977528 0% => OK
Sentences with positive sentiment : 16.0 10.2758426966 156% => OK
Sentences with negative sentiment : 4.0 5.13820224719 78% => OK
Sentences with neutral sentiment: 9.0 4.83258426966 186% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.190236077861 0.243740707755 78% => OK
Sentence topic coherence: 0.06578433429 0.0831039109588 79% => OK
Sentence topic coherence SD: 0.0784770804711 0.0758088955206 104% => OK
Paragraph topic coherence: 0.115454542658 0.150359130593 77% => OK
Paragraph topic coherence SD: 0.0489291231772 0.0667264976115 73% => OK
Essay readability:
automated_readability_index: 12.6 14.1392134831 89% => Automated_readability_index is low.
flesch_reading_ease: 59.64 48.8420337079 122% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 9.9 12.1743820225 81% => OK
coleman_liau_index: 12.13 12.1639044944 100% => OK
dale_chall_readability_score: 7.71 8.38706741573 92% => OK
difficult_words: 115.0 100.480337079 114% => OK
linsear_write_formula: 15.0 11.8971910112 126% => OK
gunning_fog: 10.0 11.2143820225 89% => OK
text_standard: 10.0 11.7820224719 85% => OK
What are above readability scores?
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Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 Out of 6
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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.