A nation should require all of its students to study the same national curriculum until they enter college.
What is the relationship between student performance and the use of the common curriculum? Surely, there is plenty of evidence showing that a uniform curriculum affects student performance and improves equality in society. Our understanding of knowledge, however, demonstrates how the curriculum has irreparably damaged our creativity. We should not allow the schools to fully abide by the rule because it might have had a significant impact on the nation.
The initial claim is an effort to connect improvement in future national competition to similarity, rather than the difference, in the common curriculum. The assumption is that by compelling students to study familiar things and face challenging assignments, the common curriculum would significantly improve the students’ equality and stabilize their study habits.For instance, students without a standardized curriculum would look for an alternative course of study in various locations. Because they have fewer resources, students who come from rural areas find it challenging to compete with other students. Thus, a common curriculum in a country makes it equal for all students to compete with each other in the entrance test.
However, this policy does not necessarily preclude the plight that causes students’ motivation to learn knowledge to be a problem. The preceding argument reveals that the government addresses the issue by standardizing the curriculum and fostering student’s competition to achieve greater parity on entrance exams. This effort does not consider the real obstacles for students to study in their circumstances. Numerous factors, in fact, have the potential to unexpectedly raise students’ workloads, upending the regular pattern for students to study the textbook. For instance, the teaching abilities of the teacher are crucial to the learning process of the students. Solutions to learning problems seem to be oversimplified by politicians and teachers.
In contrast to expectations of the consequences of the policy, we can even see how this education policy will hinder creativity in the future. As mentioned above, if the common curriculum is used in school, the textbook material may restrict their studies in a variety of subjects, including math, literature, and the arts, severely impairing the student’s ability to collect the data, analyze the problem, and suggest a theory that will benefit society as a whole. If it does, the government won’t likely to be able to resolve this problem. In other words, the original statement was ignoring the policy outcome, which would have had a negative impact on future government investment.
A uniform curriculum will always result in worse learning outcomes for students, both locally and nationally. The number of problems, both new and old, that we can address will be constrained less given the issue of teacher quality in the country. All things considered, there is no need for the government to tightly enforce the implementation of the common curriculum in schools; instead, it can offer scholarships to give students more incentives to continue their education.
| 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 |
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Grammar and spelling errors:
Line 2, column 365, Rule ID: SENTENCE_WHITESPACE
Message: Add a space between sentences
Suggestion: For
...uality and stabilize their study habits.For instance, students without a standardiz...
^^^
Line 2, column 580, Rule ID: ALLOW_TO[1]
Message: Did you mean 'competing'? Or maybe you should add a pronoun? In active voice, 'challenge' + 'to' takes an object, usually a pronoun.
Suggestion: competing
...me from rural areas find it challenging to compete with other students. Thus, a common cur...
^^^^^^^^^^
Transition Words or Phrases used:
however, if, look, may, so, thus, for instance, in contrast, in fact, in contrast to, in other words
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 12.0 19.5258426966 61% => OK
Auxiliary verbs: 14.0 12.4196629213 113% => OK
Conjunction : 10.0 14.8657303371 67% => OK
Relative clauses : 8.0 11.3162921348 71% => More relative clauses wanted.
Pronoun: 25.0 33.0505617978 76% => OK
Preposition: 63.0 58.6224719101 107% => OK
Nominalization: 23.0 12.9106741573 178% => OK
Performance on vocabulary words:
No of characters: 2652.0 2235.4752809 119% => OK
No of words: 479.0 442.535393258 108% => OK
Chars per words: 5.53653444676 5.05705443957 109% => OK
Fourth root words length: 4.67825486995 4.55969084622 103% => OK
Word Length SD: 3.09003130422 2.79657885939 110% => OK
Unique words: 256.0 215.323595506 119% => OK
Unique words percentage: 0.534446764092 0.4932671777 108% => OK
syllable_count: 827.1 704.065955056 117% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 6.24550561798 112% => OK
Article: 11.0 4.99550561798 220% => Less articles wanted as sentence beginning.
Subordination: 4.0 3.10617977528 129% => OK
Conjunction: 2.0 1.77640449438 113% => OK
Preposition: 4.0 4.38483146067 91% => OK
Performance on sentences:
How many sentences: 21.0 20.2370786517 104% => OK
Sentence length: 22.0 23.0359550562 96% => OK
Sentence length SD: 68.307760272 60.3974514979 113% => OK
Chars per sentence: 126.285714286 118.986275619 106% => OK
Words per sentence: 22.8095238095 23.4991977007 97% => OK
Discourse Markers: 4.7619047619 5.21951772744 91% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 8.0 10.2758426966 78% => OK
Sentences with negative sentiment : 9.0 5.13820224719 175% => 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: 0.214792291823 0.243740707755 88% => OK
Sentence topic coherence: 0.0596637348473 0.0831039109588 72% => OK
Sentence topic coherence SD: 0.047138584841 0.0758088955206 62% => OK
Paragraph topic coherence: 0.119162175268 0.150359130593 79% => OK
Paragraph topic coherence SD: 0.062745924011 0.0667264976115 94% => OK
Essay readability:
automated_readability_index: 16.1 14.1392134831 114% => OK
flesch_reading_ease: 40.69 48.8420337079 83% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 13.1 12.1743820225 108% => OK
coleman_liau_index: 15.15 12.1639044944 125% => OK
dale_chall_readability_score: 9.77 8.38706741573 116% => OK
difficult_words: 153.0 100.480337079 152% => OK
linsear_write_formula: 10.5 11.8971910112 88% => OK
gunning_fog: 10.8 11.2143820225 96% => OK
text_standard: 11.0 11.7820224719 93% => OK
What are above readability scores?
---------------------
Rates: 83.33 out of 100
Scores by essay e-grader: 5.0 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.