Claim When planning courses educators should take into account the interests and suggestions of their students Reason Students are more motivated to learn when they are interested in what they are studying Write a response in which you discuss the extent

Essay topics:

Claim: When planning courses, educators should take into account the interests and suggestions of their students.
Reason: Students are more motivated to learn when they are interested in what they are studying.
Write a response in which you discuss the extent to which you agree or disagree with the claim and the reason on which that claim is based.

In my opinion, I mostly agree with the claim in the prompt and argue that taking suggestions from students when planning courses is an effective approach to design a course curriculum.
To begin with, the reason stated in prompt holds strong validity that interest in a field of study is one of the major driving forces that motivates a student to learn. In fact, there are well established studies that illustrate passion or interest to make an individual achieve success. For instance, Steve Jobs has said in many interviews that his interest in computers and programming has made him a successful person to revolutionize the technology industry. In a similar fashion, interested students in a certain subject will be able to achieve more success than those students not interested in the course. Thus, interests of students is an important factor to be accounted for when educators design courses.
Further, if the educators take the suggestions of students while designing a course, a bigger holistic image can be achieved by the educators. With this bigger picture, the weaknesses and strengths of the courses can be weighed accordingly to take decisions to further the design of the courses. For example, if a history course is being planned, which lacks the inclusion of African American history. The students, if they are of diverse culture, will most likely ask the educators to add some notable black history revolutions in the course. This suggestion will significantly improve the quality of the history course. Thus, a broad picture is attained after looking at the suggestions for a course plan from students.
In contrast, some may argue that the students are not intelligent enough to take part in the designing of courses. After all, a student does not like hard materials in a course, which tend to usually lower a student’s grade. However, the educators know that this hard material will be certainly beneficial for the students to have competent skills for their careers. In such scenarios, taking inputs from students is not an effective approach to design a course. Thus, the totality of factors should be observed when students are involved to participate in designing courses. Some of these factors include student’s main motives to propose a certain topic in a course, interests of students, etc.
In conclusion, interest is one of the main factors that greatly help students achieve better learning. Additionally, if students are allowed to give suggestions, the strengths and weaknesses of the proposed plan for a course can be seen. However, some students are not intellectual enough for course planning suggestions as their main motives are to make the course easier. This may jeopardize the integrity of the courses and such scenarios should be handled professionally.

Average: 6.6 (1 vote)
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Grammar and spelling errors:
Line 2, column 463, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "In a similar fashion" with adverb for "similar"; eg, "in a hasty manner" with "hastily".
... revolutionize the technology industry. In a similar fashion, interested students in a certain subje...

Transition Words or Phrases used:
accordingly, however, if, look, may, so, thus, well, while, after all, for example, for instance, in conclusion, in contrast, in fact, of course, in my opinion, to begin with

Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments

Performance on Part of Speech:
To be verbs : 23.0 19.5258426966 118% => OK
Auxiliary verbs: 11.0 12.4196629213 89% => OK
Conjunction : 6.0 14.8657303371 40% => More conjunction wanted.
Relative clauses : 13.0 11.3162921348 115% => OK
Pronoun: 21.0 33.0505617978 64% => OK
Preposition: 63.0 58.6224719101 107% => OK
Nominalization: 2.0 12.9106741573 15% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.

Performance on vocabulary words:
No of characters: 2355.0 2235.4752809 105% => OK
No of words: 454.0 442.535393258 103% => OK
Chars per words: 5.1872246696 5.05705443957 103% => OK
Fourth root words length: 4.61598047577 4.55969084622 101% => OK
Word Length SD: 2.86426030159 2.79657885939 102% => OK
Unique words: 214.0 215.323595506 99% => OK
Unique words percentage: 0.471365638767 0.4932671777 96% => OK
syllable_count: 729.9 704.065955056 104% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK

A sentence (or a clause, phrase) starts by:
Pronoun: 3.0 6.24550561798 48% => OK
Article: 9.0 4.99550561798 180% => OK
Subordination: 5.0 3.10617977528 161% => OK
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 9.0 4.38483146067 205% => Less preposition wanted as sentence beginnings.

Performance on sentences:
How many sentences: 22.0 20.2370786517 109% => OK
Sentence length: 20.0 23.0359550562 87% => OK
Sentence length SD: 27.3777145905 60.3974514979 45% => The essay contains lots of sentences with the similar length. More sentence varieties wanted.
Chars per sentence: 107.045454545 118.986275619 90% => OK
Words per sentence: 20.6363636364 23.4991977007 88% => OK
Discourse Markers: 7.90909090909 5.21951772744 152% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 1.0 7.80617977528 13% => OK
Sentences with positive sentiment : 14.0 10.2758426966 136% => OK
Sentences with negative sentiment : 3.0 5.13820224719 58% => 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: 0.351910233907 0.243740707755 144% => OK
Sentence topic coherence: 0.108339651049 0.0831039109588 130% => OK
Sentence topic coherence SD: 0.0580365173413 0.0758088955206 77% => OK
Paragraph topic coherence: 0.209434222834 0.150359130593 139% => OK
Paragraph topic coherence SD: 0.0449290291323 0.0667264976115 67% => OK

Essay readability:
automated_readability_index: 13.3 14.1392134831 94% => 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: 12.82 12.1639044944 105% => OK
dale_chall_readability_score: 8.21 8.38706741573 98% => OK
difficult_words: 103.0 100.480337079 103% => OK
linsear_write_formula: 14.0 11.8971910112 118% => OK
gunning_fog: 10.0 11.2143820225 89% => OK
text_standard: 14.0 11.7820224719 119% => OK
What are above readability scores?


Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 Out of 6
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.