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 to which extent you agree or disagree with the recommendation and explain your reasoning for the position you take. In developing and supporting your position, describe specific circumstances in which adopting the recommendation would or would not be advantageous and explain how these examples shape your position.
I find this recommendation mostly unreasonable. Differing conditions of regions require the schools to have curriculum designed specially for their own conditions.
Admittedly, a national curriculum may effectively mitigate the problem of inequality given that the courses are effectively taught to students in all regions. Nowadays, an increasingly widening gap can be seen in the K-12 education across the regions. Students in more developed regions have access to a more advanced level of school subjects, learning advanced math and literary theories in high schools while students from disadvantaged can only learn basic levels of those subjects. When all students go to universities, students with disadvantaged background may feel overwhelmed by how their peers from big cities have such mastery of mathematics and literary concepts and skills that they've barely heard of. Due to that educational gap in K-12 education, many students from disadvantaged backgrounds fall behind their peers even when they make it to universities with their extraordinarily great efforts. If a national curriculum is provided to all students, students from all regions are learning subjects with the same levels of difficulties. Provided the subject are taught in the same effective manner, the educational gap in K-12 educaiton may be mitigated.
Nevertheless, given the varying economic conditions and human resources of different regions, it is quite unlikely that a national curriculum can be effectively implemented in all regions. In most cases, nationally shared curriculum may widen the educational gap as students in disadvantaged regions fail to adapt to the curriculum due to lack of devices of faculty. The effects of education are decided not only by curriculum design, but also by the competence of teachers to deliver the knowledge as well as students' capabilities to receive the knowledge. When a national curriculum is provided, if the curriculum is designed to be more in line with the level of advantaged cities, disadvantaged regions may lack devices and faculty to implement the curriculum even when they have access to those advanced curriculum designs. For example, in a literature course, a workshop may be signed to cultivates students' critical thinking abilities and their engagement with literary theories. The design itself may be out of good intention, yet to organize a productive workshop requires teachers themselved to have a profound understanding fo those literary theories. It the teachers themselves can not really grasp those theories, it is very unlikely that students from disadvantaged regions can learn as much as students form developed regions from such a workshop. Even worse, those students may be more and more buffled by a curriculum design that does not fit their own conditions.
In addition, a national curriculum may overlook ethnicity differences in its design, potentially hindering the preservation of the cultures of ethnic minorities. As a national curriculum is usually designed by the most prestige educators in the country, which are, in most case from the upper class of a country and stand for the majority of the country, the culture of ethnic minority may be underrepresented in the course designs. Therefore, it may be better for all regions to design their own curriculum in which the cultures of all ethnic groups are celebrated.
In conclusion, considering the regional differences, I think it is more reasonable for each region to design their own courses.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2023-10-13 | graceeehgq | 66 | view |
- Some people believe that the purpose of education is to free the mind and the spirit Others believe that formal education tends to restrain our minds and spirits rather than set them free Write a response in which you discuss which view more closely align 66
- In business education and government it is always appropriate to remain skeptical of new leaders until those leaders show that they are worthy of trust Write a response in which you discuss the extent to which you agree disagree with the claim In developi 58
- Claim In any situation the best way to persuade other people is to present them with facts and statistics rather than with emotional arguments Reason Facts are objective so they are more persuasive than subjective appeals Write a response in which you dis 66
- Society should make efforts to save endangered species only if the potential extinction of those species is the result of human activities Write a response in which you discuss your views on the policy and explain your reasoning for the position you take 66
- Claim Young people s tendency to make extensive use of portable devices like smartphones and tablets has hurt their development of social skills Reason These devices encourage users to form artificial personalities and relationships online rather than ful 66
Grammar and spelling errors:
Line 3, column 691, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: they've
...s and literary concepts and skills that theyve barely heard of. Due to that educationa...
^^^^^^
Line 5, column 894, Rule ID: TO_NON_BASE[1]
Message: The verb after "to" should be in the base form: 'cultivate'.
Suggestion: cultivate
...ure course, a workshop may be signed to cultivates students critical thinking abilities an...
^^^^^^^^^^
Line 5, column 1322, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...gions can learn as much as students form developed regions from such a workshop. ...
^^
Transition Words or Phrases used:
also, but, if, look, may, nevertheless, really, so, therefore, well, while, for example, i think, in addition, in conclusion, as well as, in most cases
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 22.0 19.5258426966 113% => OK
Auxiliary verbs: 16.0 12.4196629213 129% => OK
Conjunction : 10.0 14.8657303371 67% => OK
Relative clauses : 12.0 11.3162921348 106% => OK
Pronoun: 33.0 33.0505617978 100% => OK
Preposition: 79.0 58.6224719101 135% => OK
Nominalization: 10.0 12.9106741573 77% => OK
Performance on vocabulary words:
No of characters: 2979.0 2235.4752809 133% => OK
No of words: 546.0 442.535393258 123% => OK
Chars per words: 5.45604395604 5.05705443957 108% => OK
Fourth root words length: 4.83390555256 4.55969084622 106% => OK
Word Length SD: 3.16215301911 2.79657885939 113% => OK
Unique words: 238.0 215.323595506 111% => OK
Unique words percentage: 0.435897435897 0.4932671777 88% => More unique words wanted or less content wanted.
syllable_count: 946.8 704.065955056 134% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 6.24550561798 112% => OK
Article: 8.0 4.99550561798 160% => OK
Subordination: 6.0 3.10617977528 193% => OK
Conjunction: 2.0 1.77640449438 113% => OK
Preposition: 6.0 4.38483146067 137% => OK
Performance on sentences:
How many sentences: 21.0 20.2370786517 104% => OK
Sentence length: 26.0 23.0359550562 113% => OK
Sentence length SD: 54.9478416876 60.3974514979 91% => OK
Chars per sentence: 141.857142857 118.986275619 119% => OK
Words per sentence: 26.0 23.4991977007 111% => OK
Discourse Markers: 7.19047619048 5.21951772744 138% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 3.0 7.80617977528 38% => OK
Sentences with positive sentiment : 9.0 10.2758426966 88% => OK
Sentences with negative sentiment : 6.0 5.13820224719 117% => OK
Sentences with neutral sentiment: 6.0 4.83258426966 124% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.168532807493 0.243740707755 69% => OK
Sentence topic coherence: 0.064582229247 0.0831039109588 78% => OK
Sentence topic coherence SD: 0.0426652657202 0.0758088955206 56% => OK
Paragraph topic coherence: 0.0996361324252 0.150359130593 66% => OK
Paragraph topic coherence SD: 0.0348939335161 0.0667264976115 52% => OK
Essay readability:
automated_readability_index: 17.3 14.1392134831 122% => OK
flesch_reading_ease: 36.63 48.8420337079 75% => OK
smog_index: 13.0 7.92365168539 164% => OK
flesch_kincaid_grade: 14.6 12.1743820225 120% => OK
coleman_liau_index: 14.68 12.1639044944 121% => OK
dale_chall_readability_score: 8.86 8.38706741573 106% => OK
difficult_words: 136.0 100.480337079 135% => OK
linsear_write_formula: 10.5 11.8971910112 88% => OK
gunning_fog: 12.4 11.2143820225 111% => OK
text_standard: 15.0 11.7820224719 127% => OK
What are above readability scores?
---------------------
Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 Out of 6
---------------------
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.