It is more important for schoolchildren to learn about local history than world history. To what extent do you agree or disagree?
A common discussion among educators is about whether local history is more crucial than world history, with conflicting views on how school children would approach this issue. One opinion states that historical knowledge of the world will help prepare students for the globalized era that we are in today.
Advocates of this believe that acquiring the history of how another culture was formed means understanding and sympathizing, as well as appreciating the distinct characteristics of that culture. If a student from my Vietnam country learns about the 9/11 incident, he would be aware of how catastrophic it was and show respect to the victims, along with the emergency workers who were there. In addition, because the borders between countries are becoming welcome to international citizens, having knowledge of the social customs of another culture will let those citizens adapt more easily.
However, when a student neglects local history, he will not know the origin of where he is coming from. Teaching local history often includes lessons on historic battles that the ancestors had to fight to keep the freedom of their country. Having these events in mind, students will not only realize how struggling the country was built but also feel proud of their identity.
From a personal perspective, educational systems should focus more on teaching young students domestic history. Doing this will build a fundamental understanding of those children, as well as patriotism. The schools can then give more attention to global history after the children have reached cognitive maturity.
In conclusion, even though teaching world history can bring benefits that broaden students’ horizons, it will not be complete without knowledge of origins.
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| 2020-01-23 | Darshnatrivedi | 56 | view |
| 2020-01-13 | nagakhoa | 78 | view |
| 2020-01-04 | ahmadrava88 | 78 | view |
| 2019-12-18 | ahmadrava88 | 78 | view |
| 2019-11-10 | IWTA80 | 73 | view |
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Grammar and spelling errors:
Line 5, column 19, Rule ID: BELIEVE_BELIEF[1]
Message: Did you mean 'belief' (noun) instead of believe (verb)?
Suggestion: belief
...we are in today. Advocates of this believe that acquiring the history of how anoth...
^^^^^^^
Transition Words or Phrases used:
also, but, however, if, so, then, well, as for, in addition, in conclusion, as well as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 11.0 13.1623246493 84% => OK
Auxiliary verbs: 11.0 7.85571142285 140% => OK
Conjunction : 3.0 10.4138276553 29% => More conjunction wanted.
Relative clauses : 9.0 7.30460921844 123% => OK
Pronoun: 21.0 24.0651302605 87% => OK
Preposition: 35.0 41.998997996 83% => OK
Nominalization: 2.0 8.3376753507 24% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 1502.0 1615.20841683 93% => OK
No of words: 274.0 315.596192385 87% => More content wanted.
Chars per words: 5.48175182482 5.12529762239 107% => OK
Fourth root words length: 4.0685311056 4.20363070211 97% => OK
Word Length SD: 2.80560100235 2.80592935109 100% => OK
Unique words: 173.0 176.041082164 98% => OK
Unique words percentage: 0.631386861314 0.561755894193 112% => OK
syllable_count: 450.9 506.74238477 89% => OK
avg_syllables_per_word: 1.6 1.60771543086 100% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 3.0 5.43587174349 55% => OK
Article: 2.0 2.52805611222 79% => OK
Subordination: 6.0 2.10420841683 285% => Less adverbial clause wanted.
Conjunction: 0.0 0.809619238477 0% => OK
Preposition: 5.0 4.76152304609 105% => OK
Performance on sentences:
How many sentences: 12.0 16.0721442886 75% => Need more sentences. Double check the format of sentences, make sure there is a space between two sentences, or have enough periods. And also check the lengths of sentences, maybe they are too long.
Sentence length: 22.0 20.2975951904 108% => OK
Sentence length SD: 37.034049648 49.4020404114 75% => OK
Chars per sentence: 125.166666667 106.682146367 117% => OK
Words per sentence: 22.8333333333 20.7667163134 110% => OK
Discourse Markers: 7.16666666667 7.06120827912 101% => OK
Paragraphs: 5.0 4.38176352705 114% => OK
Language errors: 1.0 5.01903807615 20% => OK
Sentences with positive sentiment : 7.0 8.67935871743 81% => OK
Sentences with negative sentiment : 3.0 3.9879759519 75% => OK
Sentences with neutral sentiment: 2.0 3.4128256513 59% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.180535776983 0.244688304435 74% => OK
Sentence topic coherence: 0.0640602388937 0.084324248473 76% => OK
Sentence topic coherence SD: 0.0509950292562 0.0667982634062 76% => OK
Paragraph topic coherence: 0.102270491412 0.151304729494 68% => OK
Paragraph topic coherence SD: 0.0586671121551 0.056905535591 103% => OK
Essay readability:
automated_readability_index: 15.8 13.0946893788 121% => OK
flesch_reading_ease: 49.15 50.2224549098 98% => OK
smog_index: 8.8 7.44779559118 118% => OK
flesch_kincaid_grade: 11.9 11.3001002004 105% => OK
coleman_liau_index: 14.8 12.4159519038 119% => OK
dale_chall_readability_score: 9.51 8.58950901804 111% => OK
difficult_words: 83.0 78.4519038076 106% => OK
linsear_write_formula: 15.0 9.78957915832 153% => OK
gunning_fog: 10.8 10.1190380762 107% => OK
text_standard: 15.0 10.7795591182 139% => OK
What are above readability scores?
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Rates: 78.6516853933 out of 100
Scores by essay e-grader: 7.0 Out of 9
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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.