Educators should find out what students want included in the curriculum and then offer it to them.
Write a response in which you discuss the extent to which 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.
School nowadays is becoming more and more complex, both for students and for teachers or educators. On one hand, there is an overall lack of discipline, enhanced by busy parents’ laissez-faire, which leads to students’ dispassion for study. On the other we try to fit in the school syllabus new subjects, concepts and abilities, causing a “notion bombing” towards students, who are no more able to deal with these cumbersome activities.
Personally, I find myself in partial disagreement with the proposed prompt, which claims school and educators should just be subdued to the students’ preferences. There are obviously some nuances worth to analyze in order to have a complete view of the situation. I believe that introducing compulsory activities and subjects in the curriculum at the first education stages would be a wise choice, granting students a safe and solid preparation for their future plans. For example, how could one study, say, IT or programming if he does not know the binary code? Or how would one be able to write a successful novel if he or she did not learnt the grammar basics? Sometimes students are projected towards grandiose goals, but they are not aware of the ground tools and competences they will need to achieve them. This is the reason why I believe educators should provide them with guidance, in order to guarantee them they will not find themselves lacking resources and knowledge.
However, I do not think that personal inclinations should be completely ignored by the ones responsible for the growth and thriving of future workers and leaders. In fact, everyone is keener on one subject than another and this fondness should be encouraged. Students should be allowed to personalize their curriculum, adding activities or subjects that capture their curiosity since they are young. This way, those who would like to pursue a career in the humanities will be allowed to spend more time on what they really cherish, but they will not be missing the opportunity to have a general strong education. Likewise, that guy extremely passionate in earth science will be given the chance to delving deeper in that subjects with experiments and advanced classes.
Students, especially when younger, are not completely responsible of their choices and there could be the risk they waste their time and effort on topics they will not like anymore in the future, missing all other important information and knowledge school could provide. What they need is a gentle guidance towards building an established background in order to be able to pursue what they enjoy the most while in college and university. I have seen many brilliant minds which were not successful in comprehensive or high school, but then, thanks to notions learnt there, they became able to shine and emerge among other students at university. They probably struggled during those years, but I am quite sure they are grateful now, because they have been granted a secure educational background. And I think this is the key to find the right balance between a compulsory and an elective curriculum.
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Grammar and spelling errors:
Line 1, column 348, Rule ID: EN_A_VS_AN
Message: Use 'an' instead of 'a' if the following word starts with a vowel sound, e.g. 'an article', 'an hour'
Suggestion: an
...bjects, concepts and abilities, causing a 'notion bombing' towards stud...
^
Line 5, column 643, Rule ID: DID_BASEFORM[1]
Message: The verb 'did' requires the base form of the verb: 'learn'
Suggestion: learn
...a successful novel if he or she did not learnt the grammar basics? Sometimes students ...
^^^^^^
Transition Words or Phrases used:
but, first, however, if, likewise, really, so, then, while, for example, i think, in fact
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 26.0 19.5258426966 133% => OK
Auxiliary verbs: 19.0 12.4196629213 153% => OK
Conjunction : 29.0 14.8657303371 195% => OK
Relative clauses : 11.0 11.3162921348 97% => OK
Pronoun: 48.0 33.0505617978 145% => Less pronouns wanted
Preposition: 56.0 58.6224719101 96% => OK
Nominalization: 10.0 12.9106741573 77% => OK
Performance on vocabulary words:
No of characters: 2621.0 2235.4752809 117% => OK
No of words: 509.0 442.535393258 115% => OK
Chars per words: 5.14931237721 5.05705443957 102% => OK
Fourth root words length: 4.74984508646 4.55969084622 104% => OK
Word Length SD: 2.85930424261 2.79657885939 102% => OK
Unique words: 272.0 215.323595506 126% => OK
Unique words percentage: 0.534381139489 0.4932671777 108% => OK
syllable_count: 812.7 704.065955056 115% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 11.0 6.24550561798 176% => OK
Article: 0.0 4.99550561798 0% => OK
Subordination: 1.0 3.10617977528 32% => OK
Conjunction: 6.0 1.77640449438 338% => Less conjunction wanted as sentence beginning.
Preposition: 4.0 4.38483146067 91% => OK
Performance on sentences:
How many sentences: 20.0 20.2370786517 99% => OK
Sentence length: 25.0 23.0359550562 109% => OK
Sentence length SD: 47.1300328877 60.3974514979 78% => OK
Chars per sentence: 131.05 118.986275619 110% => OK
Words per sentence: 25.45 23.4991977007 108% => OK
Discourse Markers: 4.45 5.21951772744 85% => OK
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 13.0 10.2758426966 127% => OK
Sentences with negative sentiment : 2.0 5.13820224719 39% => More negative sentences wanted.
Sentences with neutral sentiment: 5.0 4.83258426966 103% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.139353423524 0.243740707755 57% => OK
Sentence topic coherence: 0.0475801114539 0.0831039109588 57% => OK
Sentence topic coherence SD: 0.0406010869716 0.0758088955206 54% => OK
Paragraph topic coherence: 0.0900338454084 0.150359130593 60% => OK
Paragraph topic coherence SD: 0.0379252001207 0.0667264976115 57% => OK
Essay readability:
automated_readability_index: 15.6 14.1392134831 110% => OK
flesch_reading_ease: 46.1 48.8420337079 94% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 13.0 12.1743820225 107% => OK
coleman_liau_index: 12.89 12.1639044944 106% => OK
dale_chall_readability_score: 8.85 8.38706741573 106% => OK
difficult_words: 128.0 100.480337079 127% => OK
linsear_write_formula: 12.5 11.8971910112 105% => OK
gunning_fog: 12.0 11.2143820225 107% => OK
text_standard: 13.0 11.7820224719 110% => 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: 70.83 out of 100
Scores by essay e-grader: 4.25 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.