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 your views on the policy and explain your reasoning for the position you take. In developing and supporting yo

Essay topics:

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 your views on the policy and explain your reasoning for the position you take. In developing and supporting your position, you should consider the possible consequences of implementing the policy and explain how these consequences shape your position.

The education of youth is one of the most important considerations for any country. The young students of today become the citizens of tomorrow. Thus the question of how to educate young people is a major educational and social question. Some argue that a nation should require all students to study the same national curriculum until college. This concept, however, is arguably rather restrictive, and should be advised against.

A possible argument for a common national curriculum required of all students often include making sure that all students are educated to similar standards. However, we see in the American education system today that this is already not the case even with a common curriculum implemented. While common educational achievements are a worthwhile goal, in many cases it is completely impractical. For example, in school districts in impoverished areas such as Detroit and Camden, students who are technically in fourth grade have the reading and math skills of first graders. While this reflects on separate failures in the educational system, such as funding, it also reflects on the failures of a school district too focused on national curricula. Students in already impoverished areas are rushed through difficult material by schools’ fears of not meeting standards. This rather creates both students that do not know what they ought to, and a failure of implementation of national curricula.

For many such students, national curricula may not be the answer to a better life. Many students have other talents that general curricula do not support, such as art. It is impossible to expect every student to have the same level of musical or visual artistry. However, such development in certain students would help them tremendously even if it does not adhere to a national curriculum. Perhaps one student does not need to learn much more than algebra to live a happy life, but would like more instruction in painting.

This idea of following one’s passions can apply to all students, in fact. If a student could only study one curriculum up until college, a student who is much more interested in science could be cheated out of science and math courses that they would have liked to take otherwise. A student interested in literature may not be able to study writing, composition, and english as much as they would like to. By being forced down a pattern of study, many students would be less inclined to pursue their interests, if not completely stopped due to coursework already put in place by curricula. Gifted students would not be able to fully develop their interests and gifts, and may end up frustrated and unmotivated by lack of support.

Understandably, the point of a national curriculum is to develop all the skills today’s youth will need before college. The point of education is similarly to develop today’s youth. However, just because the intents intersect does not mean the results do. National curricula are stifling. They limit the development of already lagging students by creating secondary effects of rushed learning, and limit the development of gifted students by limiting the ability for them to develop interests. While one may argue in the case of more fortunate gifted children, that they can develop these skills in college, this is arguably too late. Stifling learning systems would limit creativity, until it takes college for students to think outside the box again. Ultimately the point of education should be to give students skills they will use for a lifetime. Every student acquires these skills at different paces. And every student’s life will end up different in some way or another that a national curriculum cannot account for. We should, rather, focus on providing opportunities for each student to reach their individual goals.

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Comments

Grammar and spelling errors:
Line 1, column 146, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Thus,
... today become the citizens of tomorrow. Thus the question of how to educate young pe...
^^^^

Transition Words or Phrases used:
also, but, first, however, if, may, second, similarly, so, thus, while, for example, in fact, such as, in many cases

Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments

Performance on Part of Speech:
To be verbs : 23.0 19.5258426966 118% => OK
Auxiliary verbs: 26.0 12.4196629213 209% => Less auxiliary verb wanted.
Conjunction : 15.0 14.8657303371 101% => OK
Relative clauses : 10.0 11.3162921348 88% => OK
Pronoun: 34.0 33.0505617978 103% => OK
Preposition: 87.0 58.6224719101 148% => OK
Nominalization: 14.0 12.9106741573 108% => OK

Performance on vocabulary words:
No of characters: 3226.0 2235.4752809 144% => OK
No of words: 621.0 442.535393258 140% => Less content wanted.
Chars per words: 5.19484702093 5.05705443957 103% => OK
Fourth root words length: 4.991980728 4.55969084622 109% => OK
Word Length SD: 2.84826027193 2.79657885939 102% => OK
Unique words: 288.0 215.323595506 134% => OK
Unique words percentage: 0.463768115942 0.4932671777 94% => More unique words wanted or less content wanted.
syllable_count: 1021.5 704.065955056 145% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK

A sentence (or a clause, phrase) starts by:
Pronoun: 10.0 6.24550561798 160% => OK
Article: 7.0 4.99550561798 140% => OK
Subordination: 6.0 3.10617977528 193% => OK
Conjunction: 7.0 1.77640449438 394% => Less conjunction wanted as sentence beginning.
Preposition: 5.0 4.38483146067 114% => OK

Performance on sentences:
How many sentences: 33.0 20.2370786517 163% => OK
Sentence length: 18.0 23.0359550562 78% => The Avg. Sentence Length is relatively short.
Sentence length SD: 41.5112141464 60.3974514979 69% => OK
Chars per sentence: 97.7575757576 118.986275619 82% => OK
Words per sentence: 18.8181818182 23.4991977007 80% => OK
Discourse Markers: 3.51515151515 5.21951772744 67% => 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 : 9.0 5.13820224719 175% => OK
Sentences with neutral sentiment: 12.0 4.83258426966 248% => Less facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?

Coherence and Cohesion:
Essay topic to essay body coherence: 0.247688188171 0.243740707755 102% => OK
Sentence topic coherence: 0.073090373596 0.0831039109588 88% => OK
Sentence topic coherence SD: 0.0742987445125 0.0758088955206 98% => OK
Paragraph topic coherence: 0.155045123783 0.150359130593 103% => OK
Paragraph topic coherence SD: 0.0419048466881 0.0667264976115 63% => OK

Essay readability:
automated_readability_index: 12.4 14.1392134831 88% => Automated_readability_index is low.
flesch_reading_ease: 53.21 48.8420337079 109% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 10.3 12.1743820225 85% => OK
coleman_liau_index: 12.82 12.1639044944 105% => OK
dale_chall_readability_score: 8.04 8.38706741573 96% => OK
difficult_words: 138.0 100.480337079 137% => OK
linsear_write_formula: 7.0 11.8971910112 59% => Linsear_write_formula is low.
gunning_fog: 9.2 11.2143820225 82% => OK
text_standard: 9.0 11.7820224719 76% => OK
What are above readability scores?

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Rates: 50.0 out of 100
Scores by essay e-grader: 3.0 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.