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.
Even though it may sound convincing enough to take considerations of interests and suggestions of their students while planning the educational curriculum, teachers might fall into a misleading effect when neglecting the importance of a well-balanced coursework. This essay is going to argue some potential risks and broaden the perspectives by conforming with categorical requirements in the educational field.
Admittedly, taking into account students’ pure interests in particular topics or issues, not to mention the materials and methodology, provides students with great motivation and a driving force for passionate commitment. Students may feel confident and at home when they are aware of the fact that the curriculum is managed through keen deliberation of the students’ tastes. Also, the democratic process of merging several ideas into the courses might lead to developing communication skills in terms of listening to other opinions and persuading others with one’s compelling reasons, sharing each other’s interests and forming peer groups according to these interests.
Nevertheless, the advantageous elements of including students’ ideas into the courses can be withdrawn when the educator is not aware of the misleadings in being focused only in subjects that interest students. One of the risks is the possibility of being overly biased against the remnants of the subject pool that are not chosen as the contents of courseworks. While going through a mandatory educational process, students might undergo a phase in which unfamiliar ideas and perspectives are perpetuated into their tastes. That is, the reason that certain subjects are not interesting might be merely because the contents are not familiar enough to the students. For instance, if a student whose parents were pendants in the field of literature, it is likely that he or she might feel a sense of apathy in subjects like mathematics or physics. Then the teacher’s responsibility might be to provide opulent opportunities to make such subjects more familiar and appealing so that the student starts to explore alternative interests in other fields as well. In other words, by only taking into account the suggestions of the students shall forestall chances in taking part in fields that were originally not familiar to them. Therefore, it is important for the teacher to have a more prudent attitude in choosing what to teach.
Eventually, students might be unwilling to pursue subjects that are not interesting even after the course finishes. Once completing the mandatory coursework, students may receive full liberation from any duties in taking part in activities that do not cling to them. That is, they might lack a broad perspective in learning and creating due to the fact that they might only be concentrating in fields that they were keen and familiar with. Therefore, teachers
Thus, the conclusion now stands that teachers and students should go through a process of in-depth consideration of subjects regardless of one’s tastes or interests. This essay tried to take a balancing viewpoint in terms of forming a well rounded education, in order to maximize the benefits of both choices.
Grammar and spelling errors:
Line 4, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...t attitude in choosing what to teach. Eventually, students might be unwilling ...
^^
Line 4, column 462, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...n and familiar with. Therefore, teachers Thus, the conclusion now stands that tea...
^^^^
Transition Words or Phrases used:
also, if, may, nevertheless, so, then, therefore, thus, well, while, for instance, in particular, of course, in other words
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 24.0 19.5258426966 123% => OK
Auxiliary verbs: 15.0 12.4196629213 121% => OK
Conjunction : 16.0 14.8657303371 108% => OK
Relative clauses : 19.0 11.3162921348 168% => OK
Pronoun: 30.0 33.0505617978 91% => OK
Preposition: 79.0 58.6224719101 135% => OK
Nominalization: 10.0 12.9106741573 77% => OK
Performance on vocabulary words:
No of characters: 2705.0 2235.4752809 121% => OK
No of words: 499.0 442.535393258 113% => OK
Chars per words: 5.42084168337 5.05705443957 107% => OK
Fourth root words length: 4.72634191566 4.55969084622 104% => OK
Word Length SD: 3.0420696465 2.79657885939 109% => OK
Unique words: 252.0 215.323595506 117% => OK
Unique words percentage: 0.50501002004 0.4932671777 102% => OK
syllable_count: 820.8 704.065955056 117% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 6.24550561798 112% => OK
Article: 4.0 4.99550561798 80% => OK
Subordination: 3.0 3.10617977528 97% => OK
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 3.0 4.38483146067 68% => OK
Performance on sentences:
How many sentences: 18.0 20.2370786517 89% => OK
Sentence length: 27.0 23.0359550562 117% => OK
Sentence length SD: 48.2690824544 60.3974514979 80% => OK
Chars per sentence: 150.277777778 118.986275619 126% => OK
Words per sentence: 27.7222222222 23.4991977007 118% => OK
Discourse Markers: 6.83333333333 5.21951772744 131% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 14.0 10.2758426966 136% => OK
Sentences with negative sentiment : 4.0 5.13820224719 78% => OK
Sentences with neutral sentiment: 0.0 4.83258426966 0% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.369586924578 0.243740707755 152% => OK
Sentence topic coherence: 0.109407699834 0.0831039109588 132% => OK
Sentence topic coherence SD: 0.074050529341 0.0758088955206 98% => OK
Paragraph topic coherence: 0.197653114965 0.150359130593 131% => OK
Paragraph topic coherence SD: 0.0691191670199 0.0667264976115 104% => OK
Essay readability:
automated_readability_index: 18.0 14.1392134831 127% => OK
flesch_reading_ease: 44.07 48.8420337079 90% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 13.8 12.1743820225 113% => OK
coleman_liau_index: 14.45 12.1639044944 119% => OK
dale_chall_readability_score: 9.22 8.38706741573 110% => OK
difficult_words: 134.0 100.480337079 133% => OK
linsear_write_formula: 15.5 11.8971910112 130% => OK
gunning_fog: 12.8 11.2143820225 114% => OK
text_standard: 14.0 11.7820224719 119% => OK
What are above readability scores?
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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.