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 exte

Considering student preferences while developing educational courses is based on the implicit thought that this leads better participation from students. This is unambiguously is a great recommendation and can be implemented in most educational institutions. Definitely, it is a great idea as such a system promotes internal motivation in students taking up the courses. Not only the suggested framework promote greater participation from students, also gives the course administrator with a pool of ideas while designing the course that otherwise may get left out. Further, it is not good to ignore suggestions from students as our ignorance to student attitudes may be viewed negatively.

Undeniably, a system wherein student preferences are taken while designing courses help in fostering positive participation from them in studies with least resistance. Such a system is not only good for high focus and better learning, but we can also expect more self-discipline from the students as they would spend better part of their time in learning coursework. Further, we can expect better academic results from students as a direct result of greater participation in studies. Miranda high school embraced student suggestions during the initial stages of course planning and the course developed at the end promoted better learning, focus, and overall lower instances of indiscipline from the students.

Additionally, a course administrator that had a very limited pool of ideas while planning curriculum ca now enjoy a vast pool of ideas and carefully choose the best from a pool of ideas. New ideas and perspectives as suggested by students also provide the authorities with recent developments, as they are more abreast of the important developments in the concerned domains, which the authorities might have otherwise missed. Inarguably, it makes the job of teacher extremely easy to teach a bunch of interested students when compared to a lot that is not interested at all. Computer science students in particular can provide a better insight to their field as compared to their professors as they are more keen on the recent developments be it a new JAVA framework, a new chip architecture or a new programming language.

Contrastingly, ignoring student preferences while developing educational courses can make students feel discontented and unimportant. Such a course can also prove to be a burden on the students rather than a boon. Further, resulting in poor participation in studies leading to lower grades in academics. Authorities might also face backlash and even mutiny from students if their voices are left unheard. Students at El-Mont high along with their parents protested when authorities at school denied any student participation in course development the result was a course that was incomprehensible to most students. The act not only nosedived the El-Monts reputation but also lost the confidence its students had in school authorities. In conclusion, listening to student suggestions while prepping educational courses is beneficial. The acceptance of student suggestions makes them more participative, makes it easier for teacher to teach, leads to better results, and the courses themselves become better updated to most recent developments in the field. This becomes even more evident when we compare results from schools that followed such a regime and those who did not.

Average: 6.6 (1 vote)
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Grammar and spelling errors:
Line 3, column 146, Rule ID: THE_SUPERLATIVE[3]
Message: A determiner is probably missing here: 'with the least'.
Suggestion: with the least
...tive participation from them in studies with least resistance. Such a system is not only g...

Transition Words or Phrases used:
also, but, if, may, so, while, in conclusion, in particular, of course

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

Performance on Part of Speech:
To be verbs : 18.0 19.5258426966 92% => OK
Auxiliary verbs: 11.0 12.4196629213 89% => OK
Conjunction : 13.0 14.8657303371 87% => OK
Relative clauses : 11.0 11.3162921348 97% => OK
Pronoun: 31.0 33.0505617978 94% => OK
Preposition: 66.0 58.6224719101 113% => OK
Nominalization: 15.0 12.9106741573 116% => OK

Performance on vocabulary words:
No of characters: 2884.0 2235.4752809 129% => OK
No of words: 528.0 442.535393258 119% => OK
Chars per words: 5.46212121212 5.05705443957 108% => OK
Fourth root words length: 4.79356345386 4.55969084622 105% => OK
Word Length SD: 3.18132887652 2.79657885939 114% => OK
Unique words: 243.0 215.323595506 113% => OK
Unique words percentage: 0.460227272727 0.4932671777 93% => More unique words wanted or less content wanted.
syllable_count: 901.8 704.065955056 128% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK

A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 6.24550561798 96% => OK
Article: 5.0 4.99550561798 100% => OK
Subordination: 1.0 3.10617977528 32% => OK
Conjunction: 3.0 1.77640449438 169% => OK
Preposition: 2.0 4.38483146067 46% => More preposition wanted as sentence beginning.

Performance on sentences:
How many sentences: 22.0 20.2370786517 109% => OK
Sentence length: 24.0 23.0359550562 104% => OK
Sentence length SD: 51.7359794558 60.3974514979 86% => OK
Chars per sentence: 131.090909091 118.986275619 110% => OK
Words per sentence: 24.0 23.4991977007 102% => OK
Discourse Markers: 3.18181818182 5.21951772744 61% => OK
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 1.0 7.80617977528 13% => OK
Sentences with positive sentiment : 14.0 10.2758426966 136% => OK
Sentences with negative sentiment : 6.0 5.13820224719 117% => OK
Sentences with neutral sentiment: 2.0 4.83258426966 41% => OK
What are sentences with positive/Negative/neutral sentiment?

Coherence and Cohesion:
Essay topic to essay body coherence: 0.276790257649 0.243740707755 114% => OK
Sentence topic coherence: 0.0912941557139 0.0831039109588 110% => OK
Sentence topic coherence SD: 0.0434455693426 0.0758088955206 57% => OK
Paragraph topic coherence: 0.180586285388 0.150359130593 120% => OK
Paragraph topic coherence SD: 0.0320625343857 0.0667264976115 48% => 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: 16.3 14.1392134831 115% => OK
flesch_reading_ease: 38.66 48.8420337079 79% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 13.8 12.1743820225 113% => OK
coleman_liau_index: 14.68 12.1639044944 121% => OK
dale_chall_readability_score: 8.77 8.38706741573 105% => OK
difficult_words: 132.0 100.480337079 131% => OK
linsear_write_formula: 13.0 11.8971910112 109% => OK
gunning_fog: 11.6 11.2143820225 103% => OK
text_standard: 12.0 11.7820224719 102% => OK
What are above readability scores?

Better to have 5/6 paragraphs with 3/4 arguments. And try always support/against one side but compare two sides, like this:

para 1: introduction
para 2: reason 1. address both of the views presented for reason 1
para 3: reason 2. address both of the views presented for reason 2
para 4: reason 3. address both of the views presented for reason 3
para 5: reason 4. address both of the views presented for reason 4 (optional)
para 6: conclusion.

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.