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 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.
Call for a single, unified curriculum for all students in a country is not an issue that is unheard of. Its advocates picture an ideal world where education brings together a society that is often rife with conflicts that stem from differences. Whereas this recommendation may have a few merits of its own, I mostly disagree to it for two reasons.
Establishing a general education agenda for students before they enter college is, in a glance, a method that guarantee efficiency and equality. Some could argue that if students have the same level of knowledge on essential subjects, such as mathematics, language, and history, they can learn from the same starting point when they enroll to a higher education system. If, for example, a basic chemistry lecture has twenty students of twenty different understandings of the topic, the professor would not know from where to start. In terms of equality, a single national curriculum may appear to equip its citizens of equal amount and quality of knowledge, and therefore, increase social integration. Nevertheless, this assumption does not take into account the differences that exist in reality.
First of all, the recommendation does not consider the diversity of students. Every child has different interests and talents. It is the role of basic education to help its younger citizens to find their gifts and bloom it to its fullest. Would this be possible in a country where all students are required to learn every subject the same way? Imagine, for example, a child who wishes to learn art. There might be some hours assigned for art class in the national agenda, but not as much as the child needs. Instead, she or he would have to sit long hours in mathematics class, a subject that quells her or his overall interest in school. For a future artist, this national curriculum is neither efficient nor fair.
Furthermore, setting a uniform curriculum does not reflect the needs of various communities within a nation. Especially, subjects that involves ideological approaches and sensitive discourse for some parts of the country should not be taught in a single way. For instance, Gwangju, a southern city in South Korea, has a history of resistance against dictatorial government. The city is proud of its valor and love for democracy, but not every administration is happy about their strong sense of pride. The citizens of Gwangju would never allow the government to decide what to teach to their next generation, and fight until their freedom to teach the history of their community is returned. As such, the idea of requiring the same curriculum for all students of a nation may result in more social turmoil.
In conclusion, the recommendation of making of a national curriculum does not respect the diversity of students nor the freedom of each community to decide what to inherit to their younger generation. Education should not be a regulation forced by the nation.
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| 2024-07-25 | BRUHATHI2 | 50 | view |
| 2024-07-25 | BRUHATHI2 | 50 | view |
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Grammar and spelling errors:
Line 3, column 394, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to art', 'to be'
Suggestion: to art; to be
...or example, a child who wishes to learn art. There might be some hours assigned for...
^^^
Line 4, column 243, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in a single way" with adverb for "single"; eg, "in a hasty manner" with "hastily".
...rts of the country should not be taught in a single way. For instance, Gwangju, a southern city...
^^^^^^^^^^^^^^^
Transition Words or Phrases used:
but, first, furthermore, if, may, nevertheless, so, therefore, whereas, for example, for instance, in conclusion, such as, first of all
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 14.0 19.5258426966 72% => OK
Auxiliary verbs: 12.0 12.4196629213 97% => OK
Conjunction : 15.0 14.8657303371 101% => OK
Relative clauses : 13.0 11.3162921348 115% => OK
Pronoun: 35.0 33.0505617978 106% => OK
Preposition: 66.0 58.6224719101 113% => OK
Nominalization: 18.0 12.9106741573 139% => OK
Performance on vocabulary words:
No of characters: 2450.0 2235.4752809 110% => OK
No of words: 487.0 442.535393258 110% => OK
Chars per words: 5.03080082136 5.05705443957 99% => OK
Fourth root words length: 4.69766713281 4.55969084622 103% => OK
Word Length SD: 2.84323447995 2.79657885939 102% => OK
Unique words: 254.0 215.323595506 118% => OK
Unique words percentage: 0.521560574949 0.4932671777 106% => OK
syllable_count: 768.6 704.065955056 109% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 6.24550561798 112% => OK
Article: 12.0 4.99550561798 240% => Less articles wanted as sentence beginning.
Subordination: 1.0 3.10617977528 32% => OK
Conjunction: 5.0 1.77640449438 281% => Less conjunction wanted as sentence beginning.
Preposition: 3.0 4.38483146067 68% => OK
Performance on sentences:
How many sentences: 24.0 20.2370786517 119% => OK
Sentence length: 20.0 23.0359550562 87% => OK
Sentence length SD: 44.3015040816 60.3974514979 73% => OK
Chars per sentence: 102.083333333 118.986275619 86% => OK
Words per sentence: 20.2916666667 23.4991977007 86% => OK
Discourse Markers: 5.625 5.21951772744 108% => 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: 8.0 4.83258426966 166% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.248496853304 0.243740707755 102% => OK
Sentence topic coherence: 0.0699736357108 0.0831039109588 84% => OK
Sentence topic coherence SD: 0.0503416370588 0.0758088955206 66% => OK
Paragraph topic coherence: 0.14373807533 0.150359130593 96% => OK
Paragraph topic coherence SD: 0.00358666293296 0.0667264976115 5% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 12.4 14.1392134831 88% => Automated_readability_index is low.
flesch_reading_ease: 51.18 48.8420337079 105% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 11.1 12.1743820225 91% => OK
coleman_liau_index: 11.89 12.1639044944 98% => OK
dale_chall_readability_score: 8.23 8.38706741573 98% => OK
difficult_words: 111.0 100.480337079 110% => OK
linsear_write_formula: 12.0 11.8971910112 101% => OK
gunning_fog: 10.0 11.2143820225 89% => OK
text_standard: 12.0 11.7820224719 102% => OK
What are above readability scores?
---------------------
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.