A nation should require all of its students to study the same national curriculum until they enter college.
The recommendation provided in the prompt that a nation should have a national curriculum defined for the students until high school is very much a valid point. This would help establish a uniformity in assessing all test-taking students across the country and provide equal opportunities.
Further exploring the point made, let us discuss with an example. India, a country with a great range of diversity in terms of culture and location in addition to its vast population is a prime example of where a national curriculum will prove to be of utmost benefit. Currently, the government has provided multiple options of board exam patterns from which the student or parents can choose to study until high school. In addition, every state has a disparate state board level examination pertaining to that individual state. Here, the scoring levels also differ. Hence a student belonging to one board may score very highly whereas another student of equal calibre might obtain a poorer score from another board. Designing a national curriculum for all the students would hence preclude such injustice and establish uniformity in the education system.
Another reason for the national curriculum to prove beneficial is that it would provide all the students a standardised platform to apply further to colleges. The colleges which would assess students earlier based on their score and the board they belong to, would now have to refer the equalised scores of all. Further, there would be no option to discriminate among boards which a college would probably be habitual of before this established practice. Each and every individual would stand a fair chance at the application process as the only metric they would be measured against is their merit.
Some might believe that a national curriculum, if not appropriately designed would not provide adequate knowledge and might leave out important topics based on the designing committee's bias. Rather, a system with multiple boards as of that in India, would create individuals of varied backgrounds and knowledge and provide a flexibility to the students as per their choice. However, I believe that learning doesn't stop at school. One always has the choice to learn if he or she is truly interested in the topic. Hence, he or she can make use of various other resources for the same.
| Post date | Users | Rates | Link to Content |
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| 2024-11-18 | ekarumeblessing@icloud.com | 66 | view |
| 2024-11-09 | KLH | 66 | view |
| 2024-09-28 | ascetichedonist | 83 | view |
| 2024-08-30 | Rishab@1999 | 66 | view |
| 2024-08-27 | Rishab@1999 | 50 | view |
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Comments
Online Exam Monitoring…
Online Exam Monitoring System that makes the online exam more reliable than manually handled processes both physically or online. It also prevents cheating or any malpractice in exams.
Grammar and spelling errors:
Line 3, column 1, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Further,
...try and provide equal opportunities. Further exploring the point made, let us discus...
^^^^^^^
Line 3, column 568, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Hence,
.... Here, the scoring levels also differ. Hence a student belonging to one board may sc...
^^^^^
Line 5, column 88, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...rove beneficial is that it would provide all the students a standardised platform...
^^^
Line 5, column 261, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...heir score and the board they belong to, would now have to refer the equalised sc...
^^^
Line 7, column 408, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: doesn't
...hoice. However, I believe that learning doesnt stop at school. One always has the choi...
^^^^^^
Transition Words or Phrases used:
also, hence, however, if, may, so, whereas, in addition
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: 19.0 12.4196629213 153% => OK
Conjunction : 11.0 14.8657303371 74% => OK
Relative clauses : 10.0 11.3162921348 88% => OK
Pronoun: 21.0 33.0505617978 64% => OK
Preposition: 52.0 58.6224719101 89% => OK
Nominalization: 9.0 12.9106741573 70% => OK
Performance on vocabulary words:
No of characters: 1964.0 2235.4752809 88% => OK
No of words: 381.0 442.535393258 86% => More content wanted.
Chars per words: 5.15485564304 5.05705443957 102% => OK
Fourth root words length: 4.41805628031 4.55969084622 97% => OK
Word Length SD: 2.72547377549 2.79657885939 97% => OK
Unique words: 209.0 215.323595506 97% => OK
Unique words percentage: 0.548556430446 0.4932671777 111% => OK
syllable_count: 617.4 704.065955056 88% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 3.0 6.24550561798 48% => OK
Article: 6.0 4.99550561798 120% => OK
Subordination: 1.0 3.10617977528 32% => OK
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 1.0 4.38483146067 23% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 18.0 20.2370786517 89% => OK
Sentence length: 21.0 23.0359550562 91% => OK
Sentence length SD: 47.1806679912 60.3974514979 78% => OK
Chars per sentence: 109.111111111 118.986275619 92% => OK
Words per sentence: 21.1666666667 23.4991977007 90% => OK
Discourse Markers: 3.05555555556 5.21951772744 59% => More transition words/phrases wanted.
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 5.0 7.80617977528 64% => OK
Sentences with positive sentiment : 7.0 10.2758426966 68% => OK
Sentences with negative sentiment : 4.0 5.13820224719 78% => OK
Sentences with neutral sentiment: 7.0 4.83258426966 145% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.257205320817 0.243740707755 106% => OK
Sentence topic coherence: 0.0747834530692 0.0831039109588 90% => OK
Sentence topic coherence SD: 0.0803132353753 0.0758088955206 106% => OK
Paragraph topic coherence: 0.165082713876 0.150359130593 110% => OK
Paragraph topic coherence SD: 0.0651570653016 0.0667264976115 98% => OK
Essay readability:
automated_readability_index: 13.4 14.1392134831 95% => Automated_readability_index is low.
flesch_reading_ease: 50.16 48.8420337079 103% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 11.5 12.1743820225 94% => OK
coleman_liau_index: 12.59 12.1639044944 104% => OK
dale_chall_readability_score: 8.66 8.38706741573 103% => OK
difficult_words: 96.0 100.480337079 96% => OK
linsear_write_formula: 11.5 11.8971910112 97% => OK
gunning_fog: 10.4 11.2143820225 93% => OK
text_standard: 12.0 11.7820224719 102% => OK
What are above readability scores?
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Better to have 5/6 paragraphs with 3/4 arguments. And try always support/against one side but compare two sides, like this:
para 1: introduction
para 2: reason 1. address both of the views presented for reason 1
para 3: reason 2. address both of the views presented for reason 2
para 4: reason 3. address both of the views presented for reason 3
para 5: reason 4. address both of the views presented for reason 4 (optional)
para 6: conclusion.
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.