Claim: When planning courses, educators should take into account the interests and suggestions of their students.
Reason: Students are more motivated to learn when they are interested in what they are studying.
Write a response in which you discuss the extent to which you agree or disagree with the claim and the reason on which that claim is based.
The assertion that educators should consider students' input when planning courses is a topic open to debate. While I acknowledge the value of incorporating student suggestions, I partially disagree with this idea for two compelling reasons.
First and foremost, courses devised by educators serve as a foundational part of formal education, designed to impart comprehensive knowledge about a subject. These outlines are carefully structured to align with current advancements and global educational standards. Involving students excessively in course planning may introduce confusion and result in a fragmented learning experience, potentially demotivating them. It is essential that students gain a holistic understanding of a subject, enabling them to discern their specific areas of interest effectively.
Moreover, not all students possess the maturity to accurately pinpoint their areas of interest initially. A broader curriculum allows students to explore the nuances of a discipline and ultimately discern their preferred focus. Additionally, students may not be well-versed in the specific needs of various industries, potentially leading them to overlook crucial and practical topics. A comprehensive curriculum offers a panoramic view, empowering students to make informed decisions about their field of interest. For instance, if a course is tailored exclusively to student preferences, it may emphasize trendy topics at the expense of foundational concepts, impeding their ability to master advanced material.
Undoubtedly, students are more motivated when studying subjects that genuinely captivate them. In cases where course content has become outdated, incorporating student feedback can rejuvenate the curriculum, ensuring its relevance and appeal.
In conclusion, while considering students' interests and suggestions is crucial, it is imperative to strike a balance. Providing specialized sessions within a broader curriculum allows diverse groups of students to delve into their specific areas of interest, preparing them for industry-level proficiency. A generalized foundation equips students with the necessary skills to navigate their chosen field effectively. However, in situations where course content has become obsolete, adapting based on student input is essential.
- In any field of inquiry the beginner is more likely than the expert to make important contributions 66
- Universities should require every student to take a variety of courses outside the student s field of study Write a response in which you discuss the extent to which you agree or disagree with the recommendation and explain your reasoning for the position 50
- Claim When planning courses educators should take into account the interests and suggestions of their students Reason Students are more motivated to learn when they are interested in what they are studying Write a response in which you discuss the extent 66
- Universities should require every student to take a variety of courses outside the student s field of study Write a response in which you discuss the extent to which you agree or disagree with the recommendation and explain your reasoning for the position 66
- Government officials should rely on their own judgment rather than unquestioningly carry out the will of the people they serve Write a response in which you discuss the extent to which you agree or disagree with the recommendation and explain your reasoni 66
Grammar and spelling errors:
Line 5, column 398, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to field'
Suggestion: to field
...cessary skills to navigate their chosen field effectively. However, in situations whe...
^^^^^
Transition Words or Phrases used:
first, however, if, look, may, moreover, so, well, while, for instance, in conclusion
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 9.0 19.5258426966 46% => More to be verbs wanted.
Auxiliary verbs: 5.0 12.4196629213 40% => OK
Conjunction : 7.0 14.8657303371 47% => More conjunction wanted.
Relative clauses : 7.0 11.3162921348 62% => More relative clauses wanted.
Pronoun: 23.0 33.0505617978 70% => OK
Preposition: 41.0 58.6224719101 70% => OK
Nominalization: 7.0 12.9106741573 54% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 1981.0 2235.4752809 89% => OK
No of words: 321.0 442.535393258 73% => More content wanted.
Chars per words: 6.17133956386 5.05705443957 122% => OK
Fourth root words length: 4.23278547379 4.55969084622 93% => OK
Word Length SD: 3.2433452543 2.79657885939 116% => OK
Unique words: 198.0 215.323595506 92% => More unique words wanted.
Unique words percentage: 0.616822429907 0.4932671777 125% => OK
syllable_count: 630.9 704.065955056 90% => OK
avg_syllables_per_word: 2.0 1.59117977528 126% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 6.24550561798 80% => OK
Article: 4.0 4.99550561798 80% => OK
Subordination: 3.0 3.10617977528 97% => OK
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 3.0 4.38483146067 68% => OK
Performance on sentences:
How many sentences: 17.0 20.2370786517 84% => Need more sentences. Double check the format of sentences, make sure there is a space between two sentences, or have enough periods. And also check the lengths of sentences, maybe they are too long.
Sentence length: 18.0 23.0359550562 78% => The Avg. Sentence Length is relatively short.
Sentence length SD: 28.607352601 60.3974514979 47% => The essay contains lots of sentences with the similar length. More sentence varieties wanted.
Chars per sentence: 116.529411765 118.986275619 98% => OK
Words per sentence: 18.8823529412 23.4991977007 80% => OK
Discourse Markers: 5.0 5.21951772744 96% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 1.0 7.80617977528 13% => OK
Sentences with positive sentiment : 12.0 10.2758426966 117% => OK
Sentences with negative sentiment : 2.0 5.13820224719 39% => More negative sentences wanted.
Sentences with neutral sentiment: 3.0 4.83258426966 62% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.307367022432 0.243740707755 126% => OK
Sentence topic coherence: 0.103979426506 0.0831039109588 125% => OK
Sentence topic coherence SD: 0.0590706607628 0.0758088955206 78% => OK
Paragraph topic coherence: 0.178526987698 0.150359130593 119% => OK
Paragraph topic coherence SD: 0.0145290847738 0.0667264976115 22% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 17.1 14.1392134831 121% => OK
flesch_reading_ease: 19.37 48.8420337079 40% => Flesch_reading_ease is low.
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 15.0 12.1743820225 123% => OK
coleman_liau_index: 18.51 12.1639044944 152% => OK
dale_chall_readability_score: 11.51 8.38706741573 137% => OK
difficult_words: 142.0 100.480337079 141% => OK
linsear_write_formula: 10.5 11.8971910112 88% => OK
gunning_fog: 9.2 11.2143820225 82% => OK
text_standard: 12.0 11.7820224719 102% => 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.