Claim: When planning courses, educators should take into account the interests and suggestions of their students.
Reason: Students are more motivated to learn when they are interested in what they are studying.
Write a response in which you discuss the extent to which you agree or disagree with the claim and the reason on which that claim is based.
For the future career of the students, outline of courses are very important to keep them up to date with the present necessary knowledge relating to a course. The assertion that educators should take suggestions from students while planning a course is a debatable topic. I partially disagree with the assertion for the following two reasons.
Firstly, courses planned by educators are part of the formal education system open to all types of people. The outlines of these courses are planned to provide a general knowledge about a subject to students keeping in mind the present advancements and worldwide accepted standards. Involving students in planning courses can result in confusions and huge varieties of interests which might not be crucial to current industrial needs or trends. This might result in a lacking and unorganized learning which rather can result in demotivating students entirely. For example, courses containing vast subjects need to be introduced to the students in a generalized way so that they can get the grasp of the entire course in an organized way to choose which portion is interesting and for which prerequisites they need to learn.
Moreover, some students are also not mature enough to correctly know what they are actually interested in at first. To these students generalized learning gives an opportunity to explore all the dynamics of a course and then be able to distinguish which part excites them the most. Also being less aware of what is needed for industries, they can fail to choose crucial and practical topics which might turn into regret later in life. Generalized knowledge gives them a glimpse of each part of course from which they can later choose and pursue their field of interest. For example, if a course considering only the interests of students contain the trendy topics and lack the building blocks of that particular course then students would not be able to build the basics and for which they won’t be able to master the advanced topic.
Obviously students are more motivated to learn what they are interested in so students suggestions can be helpful sometimes. Suppose a course has been planned by the educators which is updated for a while. So students are getting bored and disinterested due to outdated topics. In such cases taking students' suggestions can help to design the course correctly.
In conclusion, students' interest and suggestions must be taken into account but rather considering them, including in the course outline different sessions can be arranged so that different groups of students can get together and work on their interested topic to prepare them for industry level skills. All the students should get generalized knowledge so that they don’t get lost and can choose the exact field of interest by actually exploring it. But in some cases if the course outline is outdated the changes based on students interests and demands should be introduced.
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Grammar and spelling errors:
Line 4, column 283, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Also,
...guish which part excites them the most. Also being less aware of what is needed for ...
^^^^
Line 4, column 754, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ourse then students would not be able to build the basics and for which they won’...
^^
Transition Words or Phrases used:
actually, also, but, first, firstly, if, moreover, so, then, while, for example, in conclusion, of course, in some cases
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 24.0 19.5258426966 123% => OK
Auxiliary verbs: 20.0 12.4196629213 161% => OK
Conjunction : 17.0 14.8657303371 114% => OK
Relative clauses : 14.0 11.3162921348 124% => OK
Pronoun: 25.0 33.0505617978 76% => OK
Preposition: 69.0 58.6224719101 118% => OK
Nominalization: 4.0 12.9106741573 31% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2473.0 2235.4752809 111% => OK
No of words: 483.0 442.535393258 109% => OK
Chars per words: 5.12008281573 5.05705443957 101% => OK
Fourth root words length: 4.68799114503 4.55969084622 103% => OK
Word Length SD: 2.73298199313 2.79657885939 98% => OK
Unique words: 219.0 215.323595506 102% => OK
Unique words percentage: 0.453416149068 0.4932671777 92% => More unique words wanted or less content wanted.
syllable_count: 759.6 704.065955056 108% => 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: 2.0 4.99550561798 40% => OK
Subordination: 1.0 3.10617977528 32% => OK
Conjunction: 1.0 1.77640449438 56% => OK
Preposition: 3.0 4.38483146067 68% => OK
Performance on sentences:
How many sentences: 20.0 20.2370786517 99% => OK
Sentence length: 24.0 23.0359550562 104% => OK
Sentence length SD: 63.2596830533 60.3974514979 105% => OK
Chars per sentence: 123.65 118.986275619 104% => OK
Words per sentence: 24.15 23.4991977007 103% => OK
Discourse Markers: 6.0 5.21951772744 115% => 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 : 4.0 5.13820224719 78% => 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: 0.369414406556 0.243740707755 152% => OK
Sentence topic coherence: 0.138560864222 0.0831039109588 167% => OK
Sentence topic coherence SD: 0.0758277482768 0.0758088955206 100% => OK
Paragraph topic coherence: 0.241783363411 0.150359130593 161% => OK
Paragraph topic coherence SD: 0.0688161785445 0.0667264976115 103% => OK
Essay readability:
automated_readability_index: 14.8 14.1392134831 105% => OK
flesch_reading_ease: 47.12 48.8420337079 96% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 12.7 12.1743820225 104% => OK
coleman_liau_index: 12.71 12.1639044944 104% => OK
dale_chall_readability_score: 8.23 8.38706741573 98% => OK
difficult_words: 104.0 100.480337079 104% => OK
linsear_write_formula: 11.0 11.8971910112 92% => OK
gunning_fog: 11.6 11.2143820225 103% => OK
text_standard: 13.0 11.7820224719 110% => OK
What are above readability scores?
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Rates: 58.33 out of 100
Scores by essay e-grader: 3.5 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.