A nation should require all of its students to study the same national curriculum until they enter college.
In the preceding statement, the author asserts that all students belonging to one nation should be subject to the same national curriculum until they enter college. Although this argument is not entirely untenable, the fallacious reasoning leading to this conclusion fails to take into account the individuality of different students. Schools are designed to be a support system, allowing students to make choices - and mistakes - by teaching them how to deal with difficult choices early on. Taking away these choices, undermines the primary goal of the institutions.
The primary concern with the author's reasoning lies in his unsubstantiated assumptions. Depriving students of a wilful choice will disengage them from the subject matter. When forced to study subjects irrelevant to their interests and further ambitions, even the strongest of students will fail to excel. By refusing to adapt the curriculum to students' fortes, school will limit their cognitive ability and restrict the learning process. Providing students with the option of cultivating their strengths is necessary to further advance in a professional career.
Furthermore, educational institutions are faced with a task much more daunting than merely teaching students about history and biology. Primary schools serve as a stepping stone, preparing its attendees for future endeavours by providing them with valuable life experience. In order to learn and assume a greater responsibility later in life, students need to be able to make choices and live with their consequences. Depriving teenagers of this chance will have derogatory effects later in life as they will not have been able to make mistakes early on.
Even though the author's reasoning is seemingly narrow-minded, the argument is not entirely untenable. Proponents could argue that a curriculum equal to all students could serve as a tool of measurement. By teaching all individuals the same subjects, it could become easier for them to effectively define their strengths and weaknesses before college. However, a tailored curriculum in combination with approachable educators could also fulfil this goal without taking away from students' personal and cognitive growth.
In summary, it is clear that the downsides of an inflexible curriculum outweigh the upsides. While supporters of said curriculum may claim that it could help students define areas of strength and weakness, it deprives them of the ability to make and learn from mistakes early on. Apart from forcing students to study subjects they may not necessarily have an interest in, the curriculum also deprives the student of a sense of individuality by limiting their ability to make choices.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2020-01-29 | AlmeeC. | 58 | view |
| 2020-01-29 | lekuleku | 62 | view |
| 2020-01-23 | nikhil40507 | 50 | view |
| 2020-01-18 | greuela001 | 50 | view |
| 2020-01-18 | vineel | 58 | view |
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- The following is a memorandum from the business manager of a television station."Over the past year, our late-night news program has devoted increased time to national news and less time to weather and local news. During this time period, most of the comp 83
Grammar and spelling errors:
Line 1, column 414, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ystem, allowing students to make choices and mistakes by teaching them how to d...
^^^
Line 1, column 429, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... students to make choices and mistakes by teaching them how to deal with diffic...
^^^
Transition Words or Phrases used:
also, furthermore, however, if, may, so, while, apart from, in summary
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 11.0 19.5258426966 56% => More to be verbs wanted.
Auxiliary verbs: 14.0 12.4196629213 113% => OK
Conjunction : 10.0 14.8657303371 67% => OK
Relative clauses : 5.0 11.3162921348 44% => More relative clauses wanted.
Pronoun: 29.0 33.0505617978 88% => OK
Preposition: 68.0 58.6224719101 116% => OK
Nominalization: 7.0 12.9106741573 54% => More nominalization wanted.
Performance on vocabulary words:
No of characters: 2304.0 2235.4752809 103% => OK
No of words: 420.0 442.535393258 95% => OK
Chars per words: 5.48571428571 5.05705443957 108% => OK
Fourth root words length: 4.52701905584 4.55969084622 99% => OK
Word Length SD: 2.89410222079 2.79657885939 103% => OK
Unique words: 214.0 215.323595506 99% => OK
Unique words percentage: 0.509523809524 0.4932671777 103% => OK
syllable_count: 717.3 704.065955056 102% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 3.0 6.24550561798 48% => OK
Interrogative: 1.0 0.740449438202 135% => OK
Article: 6.0 4.99550561798 120% => OK
Subordination: 4.0 3.10617977528 129% => OK
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 6.0 4.38483146067 137% => OK
Performance on sentences:
How many sentences: 20.0 20.2370786517 99% => OK
Sentence length: 21.0 23.0359550562 91% => OK
Sentence length SD: 34.2584296196 60.3974514979 57% => The essay contains lots of sentences with the similar length. More sentence varieties wanted.
Chars per sentence: 115.2 118.986275619 97% => OK
Words per sentence: 21.0 23.4991977007 89% => OK
Discourse Markers: 3.5 5.21951772744 67% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 9.0 10.2758426966 88% => OK
Sentences with negative sentiment : 9.0 5.13820224719 175% => OK
Sentences with neutral sentiment: 2.0 4.83258426966 41% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.248999622349 0.243740707755 102% => OK
Sentence topic coherence: 0.0725374763448 0.0831039109588 87% => OK
Sentence topic coherence SD: 0.117362213262 0.0758088955206 155% => OK
Paragraph topic coherence: 0.136348703207 0.150359130593 91% => OK
Paragraph topic coherence SD: 0.0768549273618 0.0667264976115 115% => OK
Essay readability:
automated_readability_index: 14.9 14.1392134831 105% => OK
flesch_reading_ease: 41.7 48.8420337079 85% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 12.7 12.1743820225 104% => OK
coleman_liau_index: 14.56 12.1639044944 120% => OK
dale_chall_readability_score: 9.26 8.38706741573 110% => OK
difficult_words: 122.0 100.480337079 121% => OK
linsear_write_formula: 11.5 11.8971910112 97% => OK
gunning_fog: 10.4 11.2143820225 93% => OK
text_standard: 15.0 11.7820224719 127% => OK
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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.