A nation should require all of its students to study the same national curriculum until they enter college.
A nation should not require all of its students to study the same national curriculum until they enter college. The uniformed standard and material imply that all of the students are all the same and the way teacher lecturing is the same, but they are not. In addition to neglecting differences in teaching and learning style will stifle creativity and create a generation of drones. The uniformity would also lend itself to governmental meddling the curriculum that could result in the destruction of democracy. If all teachers are forced to teach certain context, government just need to change the context, and a whole generation will be misinformed. Lastly, standardized curriculum would also affect adversely to students come from lower income families or families who have little education as they might not have as many resource for learning outside of school.
Children all learn in very different ways. If the curriculum is standardized completely, it leaves little rooms for exploratory learning. One child may learn how to spell from reading, another may learn from phonics. If the curriculum is standardized, suppose one aspect is dropped, that may exclude certain children from learning adequately. Besides, teacher also have different methods of teaching; if say, the English curriculum of all high schools were standardized, then a book that one teacher teaches excellently and therefore inspire students to learn more and learn on their own might be eliminated, and although that teacher ought to be capable enough to teach the curriculum books, his or her students will still be missing out on what might have been a great learning experience. It also limits how much a teacher’s unique knowledge he or she can bring to classroom. It is these inspirational books or experiences that allow teachers to reach students; if they are all put in mold, the quality of teaching and learning will go down.
Learning should be enjoyable and children and adolescent should be taught not only the curriculum in the school, but that the body of knowledge of the world is enormous and that you can learn your whole life. Having a national curriculum implies that there is a set group of things worth learning for every person. Maybe it is true, but for students, it sets up a world where there is a finite amount of knowledge to be acquired for the purpose of regurgitating it on a test. Teaching a standard curriculum doesn’t encourage inquiries; it doesn’t make students ask questions like, “Why?” and “How?” School’s real purpose is teaching people to learn, not just teaching them a set group of facts. By teaching them to learn, students can continue doing so, they can extent skills from one area to another. This type of learning fosters creativity that can be used not only in math or science or English, but in art in music or creative writing. Teaching a brain to go beyond being a file cabinet for facts is the best way teaching creativity. Creativity is too often assumed to be something only for the arts. It is creativity that results in innovation and it is creativity that has resulted in the greatest achievements of humanity in the sciences and the humanities alike.
Finally, the education system should put all the children on the same level. Though this is only an ideal, but it is a noble ideal. If the school curriculum is standardized, children who have highly educated parents, or more money to buy books outsides of school, or more resources for tutor or private schools will immediately gain a foothold. Poorer students from uneducated families in the current America education system are already at a disadvantage, but at least there is a hope through variety that something can reach out to them and inspire them. There is hope that they can find a class that interest them. If the curriculum become standardized and rigid, it is these student who fall through the cracks.
There are many reasons not to standardize the curriculum. The uniqueness of teachers and students is the most obvious, but students from less educated backgrounds will suffer the most. The creativity of a nation as a whole would fall with standardized curriculum. What importantly though is the question of who and what? Who choose the curriculum? What is important enough that it must be taught? These question assume that there is some infallible committee that can foresee all and know what knowledge will be important in everyone’s lives. There is no person, no group, no committee capable of deciding what knowledge is necessary. Curriculum should have standards, not be standardized and education should be as much about knowledge as it about learning to learn.
Grammar and spelling errors:
Line 2, column 160, Rule ID: ALL_OF_THE[1]
Message: Simply use 'all the'.
Suggestion: all the
...formed standard and material imply that all of the students are all the same and the way t...
^^^^^^^^^^
Line 2, column 823, Rule ID: MANY_NN[1]
Message: Possible agreement error. The noun resource seems to be countable; consider using: 'many resources'.
Suggestion: many resources
...tle education as they might not have as many resource for learning outside of school. Chi...
^^^^^^^^^^^^^
Line 2, column 858, Rule ID: LEARN_NNNNS_ON_DO[1]
Message: Did you mean 'to'?
Suggestion: to
...e as many resource for learning outside of school. Children all learn in very ...
^^
Line 6, column 1028, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... brain to go beyond being a file cabinet for facts is the best way teaching creat...
^^
Line 8, column 674, Rule ID: THIS_NNS[2]
Message: Did you mean 'this student' or 'these students'?
Suggestion: this student; these students
...um become standardized and rigid, it is these student who fall through the cracks. There a...
^^^^^^^^^^^^^
Transition Words or Phrases used:
also, besides, but, finally, if, lastly, may, so, still, then, therefore, at least, in addition, all the same, it is true
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 48.0 19.5258426966 246% => Less to be verbs wanted.
Auxiliary verbs: 34.0 12.4196629213 274% => Less auxiliary verb wanted.
Conjunction : 38.0 14.8657303371 256% => Less conjunction wanted
Relative clauses : 24.0 11.3162921348 212% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 56.0 33.0505617978 169% => OK
Preposition: 83.0 58.6224719101 142% => OK
Nominalization: 14.0 12.9106741573 108% => OK
Performance on vocabulary words:
No of characters: 3953.0 2235.4752809 177% => OK
No of words: 780.0 442.535393258 176% => Less content wanted.
Chars per words: 5.06794871795 5.05705443957 100% => OK
Fourth root words length: 5.28474030464 4.55969084622 116% => OK
Word Length SD: 2.90874664329 2.79657885939 104% => OK
Unique words: 336.0 215.323595506 156% => OK
Unique words percentage: 0.430769230769 0.4932671777 87% => More unique words wanted or less content wanted.
syllable_count: 1208.7 704.065955056 172% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 12.0 6.24550561798 192% => OK
Interrogative: 3.0 0.740449438202 405% => OK
Article: 8.0 4.99550561798 160% => OK
Subordination: 8.0 3.10617977528 258% => Less adverbial clause wanted.
Conjunction: 12.0 1.77640449438 676% => Less conjunction wanted as sentence beginning.
Preposition: 2.0 4.38483146067 46% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 37.0 20.2370786517 183% => OK
Sentence length: 21.0 23.0359550562 91% => OK
Sentence length SD: 75.939732361 60.3974514979 126% => OK
Chars per sentence: 106.837837838 118.986275619 90% => OK
Words per sentence: 21.0810810811 23.4991977007 90% => OK
Discourse Markers: 3.27027027027 5.21951772744 63% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 5.0 7.80617977528 64% => OK
Sentences with positive sentiment : 20.0 10.2758426966 195% => OK
Sentences with negative sentiment : 6.0 5.13820224719 117% => OK
Sentences with neutral sentiment: 11.0 4.83258426966 228% => Less facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.247743827132 0.243740707755 102% => OK
Sentence topic coherence: 0.074401626682 0.0831039109588 90% => OK
Sentence topic coherence SD: 0.162437218918 0.0758088955206 214% => The coherence between sentences is low.
Paragraph topic coherence: 0.16390767312 0.150359130593 109% => OK
Paragraph topic coherence SD: 0.133238530338 0.0667264976115 200% => OK
Essay readability:
automated_readability_index: 13.0 14.1392134831 92% => Automated_readability_index is low.
flesch_reading_ease: 58.62 48.8420337079 120% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 10.3 12.1743820225 85% => OK
coleman_liau_index: 12.13 12.1639044944 100% => OK
dale_chall_readability_score: 7.8 8.38706741573 93% => OK
difficult_words: 154.0 100.480337079 153% => OK
linsear_write_formula: 12.0 11.8971910112 101% => OK
gunning_fog: 10.4 11.2143820225 93% => OK
text_standard: 13.0 11.7820224719 110% => OK
What are above readability scores?
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Write the essay in 30 minutes.
Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 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.