A nation should require all its students to study the same national curriculum until they enter college
Diversity of skills and thought is what allows us to progress forward. Although at first glance a nation requiring all of its students to study the same national curriculum before they enter college appears to foster an environment of inclusion, in reality it can cause adverse affects. In this essay. I aim to argue that a nation should not require students to study the same national curriculum until they enter college because this idea fails to recognize different learning styles, it does not allow students to specialize, and ultimately stunts the progress of a country.
Requiring students to learn the same national curriculum fails to recognize different learning styles and abilities. I agree that there are certain things that everyone should learn, however, there needs to be flexibility in a curriculum allowing for a diverse education that recongnizes the culutral needs of different parts of the nation. Some parts of the country may have cultural factors that influence their history and it is important for those to be included into that areas curriculum. Enforcing the same curriculum can cause important education to be lost. Additonally some students may have stronger abilities to learn one subject than others. It is unfair to both students with stronger and weaker abilities to be tied to the same curriculum. One uniform curriculim moves at a pace too fast for those with weaker abilities in the subject causing them to fall behind and not receive the help they need. Similarly, it holds back the students stronger in that subject causing them to become bored. In this case, having one national curriculum does more harm than good.
Some primary and secondary schools are allowed to specialize depending on a student's skills or inerests. This allows stuudents to grow stronger in their abilities, allowing for them to be more prepared for their future education and career decisions. For example, some students are drawn to the performing arts at a young age, if students are not able to specialize from a young age it may prevent them from pursuing their passion in the future, or may prevent them from reaching their full potential. Students should be allowed to explore different specialties at a younger age and fine tune their abilities as they grow. A student forced on law should be able to learn more about the field from a younger age. Magnet (specialized) programs that allow students to pursue their passions have proven to make students excel in their future.
Some people argue that requiring students to study the same national curriculum prevents students from being left behind. They argue that it makes sure that all students have learned the same material and have a background that prepares them for University. However, in order for society to progress, it is important that diversity of thought and skills is fostered at a young age. The world is always changing, therefore new solutions are needed. Without encouragement to diversify education from a young age, students are likely to become stagnant and too similar, preventing new ideas from growing. Lack of new ideas prevents the innovative solutions needed for a nation's success from becoming a reality.
To close, in this essay I proved that a nation should not require students to study the same national curriculum to enter college as it fails to recognize different learning styles, it does not allow students to specialize, and ultimately stunts the progress of a country.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 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 |
Grammar and spelling errors:
Line 3, column 478, Rule ID: POSSESIVE_APOSTROPHE[2]
Message: Possible typo: apostrophe is missing. Did you mean 'areas'' or 'area's'?
Suggestion: areas'; area's
...tant for those to be included into that areas curriculum. Enforcing the same curricul...
^^^^^
Line 7, column 668, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'nations'' or 'nation's'?
Suggestion: nations'; nation's
...s the innovative solutions needed for a nations success from becoming a reality. To ...
^^^^^^^
Transition Words or Phrases used:
first, however, if, may, second, similarly, so, therefore, for example
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 20.0 19.5258426966 102% => OK
Auxiliary verbs: 12.0 12.4196629213 97% => OK
Conjunction : 15.0 14.8657303371 101% => OK
Relative clauses : 14.0 11.3162921348 124% => OK
Pronoun: 55.0 33.0505617978 166% => Less pronouns wanted
Preposition: 81.0 58.6224719101 138% => OK
Nominalization: 7.0 12.9106741573 54% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2918.0 2235.4752809 131% => OK
No of words: 571.0 442.535393258 129% => OK
Chars per words: 5.11033274956 5.05705443957 101% => OK
Fourth root words length: 4.88831323574 4.55969084622 107% => OK
Word Length SD: 2.64910233235 2.79657885939 95% => OK
Unique words: 237.0 215.323595506 110% => OK
Unique words percentage: 0.415061295972 0.4932671777 84% => More unique words wanted or less content wanted.
syllable_count: 918.9 704.065955056 131% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 9.0 6.24550561798 144% => OK
Article: 2.0 4.99550561798 40% => OK
Subordination: 2.0 3.10617977528 64% => OK
Conjunction: 3.0 1.77640449438 169% => OK
Preposition: 7.0 4.38483146067 160% => OK
Performance on sentences:
How many sentences: 26.0 20.2370786517 128% => OK
Sentence length: 21.0 23.0359550562 91% => OK
Sentence length SD: 64.8181913431 60.3974514979 107% => OK
Chars per sentence: 112.230769231 118.986275619 94% => OK
Words per sentence: 21.9615384615 23.4991977007 93% => OK
Discourse Markers: 2.69230769231 5.21951772744 52% => More transition words/phrases wanted.
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 13.0 10.2758426966 127% => OK
Sentences with negative sentiment : 11.0 5.13820224719 214% => Less negative sentences wanted.
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: 0.405259651484 0.243740707755 166% => OK
Sentence topic coherence: 0.12272076886 0.0831039109588 148% => OK
Sentence topic coherence SD: 0.149150497353 0.0758088955206 197% => OK
Paragraph topic coherence: 0.30440868184 0.150359130593 202% => OK
Paragraph topic coherence SD: 0.179916862013 0.0667264976115 270% => More connections among paragraphs wanted.
Essay readability:
automated_readability_index: 13.6 14.1392134831 96% => OK
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: 12.36 12.1639044944 102% => OK
dale_chall_readability_score: 7.89 8.38706741573 94% => OK
difficult_words: 116.0 100.480337079 115% => OK
linsear_write_formula: 11.0 11.8971910112 92% => OK
gunning_fog: 10.4 11.2143820225 93% => OK
text_standard: 12.0 11.7820224719 102% => OK
What are above readability scores?
---------------------
Rates: 54.17 out of 100
Scores by essay e-grader: 3.25 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.