A nation should require all of its students to study the same national curriculum until they enter college.
Almost every one undergoes a marathon from primary school to high school and is required to learn some nation curriculums such as Math, History, English, etc. We may regard this phenomenon as a very natural process. However, when we take a closer look at it to argue whether it is valid, a more careful consideration should be made before any hasty conclusion.
First of all, the nation has the responsibility to list basic courses for high school to follow. It is because students will be equipped with fundamental knowledge and capabilities essential for one to survive and thrive through this way. Math, for instance, created and tested for a long time by our ancestors, facilitate the establishment of cognitive skills and logical thinking abilities which enables students to think critically and form rigorous thought when confronted with a dilemma. Despite dismissed by some parents and students now art, in fact, trains us to concentrate on details and pay more attention to our environment. Art also provides a distraction, giving us an opportunity to unwind and be prepared for next taxing work.
In addition, the unified national curriculums offer students from different part of the nation similar chances to receive a high quality of education. Compulsory national courses are often combined with support from the local government since officials understand not all schools have enough capabilities and budgets to meet the requirement. As a result, mandatory nation curriculum can reduce the gap between students living in poor regions and those obtaining better educational resources before stepping into the university. After going to the university, students will be glad to find that they are in a similar level due to the similar course design. Less frustration and jealousy will bother students, and more convenient are professors when preparing for their class. Consequently, students and schools all regard consistent courses as a valuable feature.
However, the national curriculum's list should be treated just as a baseline instead of an obstacle hindering schools under different conditions to design specific courses for their students. If every school limits to the obligatory national courses and ignore their unique characteristics and strengths, students, the final victims, will find it hard to distinguish themselves with others and compete with each other in a fiercer way. Schools, located in the area with special culture and custom, should also open some courses to educate students about their tradition, such as local language or local culture introduction. Therefore, except for those national courses, the government are responsible to encourage local schools to open their own courses based on local culture and their students' interest.
To conclude, national curriculums own many merits for students, teachers, and schools. However, it is the beginning, not the end. High schools have the obligation to dig deep into students’ hobby and interests and then offer some elective courses to facilitate students’ well-roundness and uniqueness. Educational institutions with special culture are responsible to promote their own customs as well, by opening culture-oriented courses.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2019-10-28 | MD. ASHRAFUL ISLAM | 50 | view |
| 2019-10-26 | vincentsjwu | 66 | view |
| 2019-10-06 | vismay0110 | 50 | view |
| 2019-10-06 | seonjungkim | 66 | view |
| 2019-09-19 | PrincewillOkosun | 50 | view |
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Grammar and spelling errors:
Line 1, column 225, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...enon as a very natural process. However, when we take a closer look at it to argu...
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Message: Possible typo: you repeated a whitespace
Suggestion:
...al culture and their students interest. To conclude, national curriculums own ma...
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Transition Words or Phrases used:
also, consequently, first, however, if, look, may, so, then, therefore, well, except for, for instance, in addition, in fact, such as, as a result, first of all
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 14.0 19.5258426966 72% => OK
Auxiliary verbs: 9.0 12.4196629213 72% => OK
Conjunction : 24.0 14.8657303371 161% => OK
Relative clauses : 5.0 11.3162921348 44% => More relative clauses wanted.
Pronoun: 25.0 33.0505617978 76% => OK
Preposition: 64.0 58.6224719101 109% => OK
Nominalization: 15.0 12.9106741573 116% => OK
Performance on vocabulary words:
No of characters: 2742.0 2235.4752809 123% => OK
No of words: 496.0 442.535393258 112% => OK
Chars per words: 5.52822580645 5.05705443957 109% => OK
Fourth root words length: 4.71922212354 4.55969084622 103% => OK
Word Length SD: 3.00066925851 2.79657885939 107% => OK
Unique words: 272.0 215.323595506 126% => OK
Unique words percentage: 0.548387096774 0.4932671777 111% => OK
syllable_count: 848.7 704.065955056 121% => 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
Article: 6.0 4.99550561798 120% => OK
Subordination: 4.0 3.10617977528 129% => OK
Conjunction: 2.0 1.77640449438 113% => OK
Preposition: 7.0 4.38483146067 160% => OK
Performance on sentences:
How many sentences: 22.0 20.2370786517 109% => OK
Sentence length: 22.0 23.0359550562 96% => OK
Sentence length SD: 53.1197189889 60.3974514979 88% => OK
Chars per sentence: 124.636363636 118.986275619 105% => OK
Words per sentence: 22.5454545455 23.4991977007 96% => OK
Discourse Markers: 7.27272727273 5.21951772744 139% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 12.0 10.2758426966 117% => OK
Sentences with negative sentiment : 6.0 5.13820224719 117% => OK
Sentences with neutral sentiment: 4.0 4.83258426966 83% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.21055695912 0.243740707755 86% => OK
Sentence topic coherence: 0.0662880532603 0.0831039109588 80% => OK
Sentence topic coherence SD: 0.0571765412998 0.0758088955206 75% => OK
Paragraph topic coherence: 0.123077835505 0.150359130593 82% => OK
Paragraph topic coherence SD: 0.0520506141217 0.0667264976115 78% => OK
Essay readability:
automated_readability_index: 15.9 14.1392134831 112% => OK
flesch_reading_ease: 40.69 48.8420337079 83% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 13.1 12.1743820225 108% => OK
coleman_liau_index: 15.09 12.1639044944 124% => OK
dale_chall_readability_score: 9.31 8.38706741573 111% => OK
difficult_words: 144.0 100.480337079 143% => OK
linsear_write_formula: 11.0 11.8971910112 92% => OK
gunning_fog: 10.8 11.2143820225 96% => OK
text_standard: 11.0 11.7820224719 93% => OK
What are above readability scores?
---------------------
Rates: 83.33 out of 100
Scores by essay e-grader: 5.0 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.