Claim When planning courses educators should take into account the interests and suggestions of their students Reason Students are more motivated to lean when they are interested in what they are studying | TOEFL IELTS GMAT GRE SAT ACT PTE ESL

Essay topics:

Claim: When planning courses, educators should take into account the interests and suggestions of their students.
Reason: Students are more motivated to lean when they are interested in what they are studying.

Designing school curricula while considering students' suggestions is a promise to motivate their interests to study, but not a bulwark of the course quality and logic. Thus I may partly agree what the speaker claims but, I still recognize the necessity of incorporating official advice.

Students' interests are the core factor motivating students' diligence upon education. Students selecting courses they favor will usually be more hard-working than those are forced to learn inflexible courses. When students are taking interested classes, I can easily foresee that murmurs regarding a class decrease sharply while more profound questions will be prompted during it due to students' enthusiasm. Besides, feedbacks coming from students also play an important role into the designation of a course, if a course is made and taught but does not show any effectiveness, it would be nonsensically time-consuming and cost-ineffective. And according to a recent study, which was awarded the best article in the 2020, published on Academy of Management Journal, found that even rejections were far better than ignorance when companies deal with their employees' suggestion, because even rejections could make employees feel that their bosses care about them and want to bond with them tightly. The same logic could be used on education as well.

However, just considering into students' ideas is too difficult to control the wideness, deepness, and quality of the course system. Just as mentioned, before, students with interests learn harder, but that is on the basis that students know what they want and observantly suggest what courses they want according to their future careers' needs. That base can not be promised, or even, is impossible.

First of all, the wideness of students' suggestions makes nearly impossible to conduct such action. Not like animals, human-beings are self-conscientious, students as the most vigorous group have disparate needs to fulfill their desire to explore the world, thus predicting their interests would have included math, science, sports, chemistry, biology, business, history, and so forth. Some would argue that these subjects are regular in colleges so that we should not continue to condemn the speaker's claim, but that is different, before entering colleges students have already chosen their majors, instead of entering first and then choosing a major. But even in that way, courses are waiting there for being selected rather than decided by students to open. So if that claim is true, educators need to prepare textbooks, notes, faculties and websites, which are costly and time-wasting. Maybe the scenario seems to be overstated, but the history tells us no successful examples exited before.

Secondly, the deepness is also another inextricable question for educators. Based on discrepancies of students' intelligent quality and economy power in places where they receive educations, the speed and extant knowledge level are quite different. For example, students from New York who attended in a private school and students from a mid-state who attended in a state-running school, they vary in courses they could understand. After more advanced courses for the first kind of students, taking mathematical courses for example, they may already took calculus before, but for the latter kind of students, conquering basic calculus is really a challenge. And when such deepness problem happens is the time two kinds of people mentioned similarly choose a same subject.

Last but the least, quality of courses, the core of the education system, might be overlooked by just considering students' suggestions. We should not assume that all students want high-quality and challenging courses difficult but beneficial to them, instead, they might have reported speciously in order to decrease difficulty of certain courses to languish. Thus, a deteriorating circle forms, confidence of educators to students is wasted. Moreover, disarrayed course array is also not helpful for students' development, though courses selected by them are formal and full of challenging. For example, being versatile is amount to a double-edged sword. Over-diversity--above a regular extent--brings superficial knowledge to students, causing an embarrassing situation, that is, students plausibly know every field knowledge but only stay at the most shallow level. Accordingly, far from only being choosing challenging courses, how to arrange a study road is another paramount job assigned to experienced professionals.

To sum up, increasing students' motivation is understandable and necessary, but it also should be limited within an extent. Besides recognizing students' interests and suggestions, formally interruption of relative experts and professionals is always a useful supervision and strong bulwarks to the essential of the education: curricula quality.

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Essay evaluations by e-grader

Grammar and spelling errors:
Line 1, column 169, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Thus,
...ulwark of the course quality and logic. Thus I may partly agree what the speaker cla...
^^^^
Line 11, column 911, Rule ID: AFFORD_VBG[1]
Message: This verb is used with infinitive: 'to challenge'.
Suggestion: to challenge
...cordingly, far from only being choosing challenging courses, how to arrange a study road is...
^^^^^^^^^^^
Line 13, column 23, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'students'' or 'student's'?
Suggestion: students'; student's
...professionals. To sum up, increasing students motivation is understandable and necess...
^^^^^^^^

Transition Words or Phrases used:
accordingly, also, besides, but, first, however, if, look, may, moreover, really, regarding, second, secondly, similarly, so, still, then, thus, well, while, for example, kind of, of course, first of all, to sum up

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

Performance on Part of Speech:
To be verbs : 39.0 19.5258426966 200% => OK
Auxiliary verbs: 18.0 12.4196629213 145% => OK
Conjunction : 34.0 14.8657303371 229% => Less conjunction wanted
Relative clauses : 21.0 11.3162921348 186% => OK
Pronoun: 43.0 33.0505617978 130% => Less pronouns wanted
Preposition: 86.0 58.6224719101 147% => OK
Nominalization: 15.0 12.9106741573 116% => OK

Performance on vocabulary words:
No of characters: 4152.0 2235.4752809 186% => OK
No of words: 740.0 442.535393258 167% => Less content wanted.
Chars per words: 5.61081081081 5.05705443957 111% => OK
Fourth root words length: 5.21564387372 4.55969084622 114% => OK
Word Length SD: 3.05772441491 2.79657885939 109% => OK
Unique words: 403.0 215.323595506 187% => OK
Unique words percentage: 0.544594594595 0.4932671777 110% => OK
syllable_count: 1256.4 704.065955056 178% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK

A sentence (or a clause, phrase) starts by:
Pronoun: 9.0 6.24550561798 144% => OK
Article: 6.0 4.99550561798 120% => OK
Subordination: 6.0 3.10617977528 193% => OK
Conjunction: 12.0 1.77640449438 676% => Less conjunction wanted as sentence beginning.
Preposition: 6.0 4.38483146067 137% => OK

Performance on sentences:
How many sentences: 31.0 20.2370786517 153% => OK
Sentence length: 23.0 23.0359550562 100% => OK
Sentence length SD: 71.8032634136 60.3974514979 119% => OK
Chars per sentence: 133.935483871 118.986275619 113% => OK
Words per sentence: 23.8709677419 23.4991977007 102% => OK
Discourse Markers: 6.90322580645 5.21951772744 132% => OK
Paragraphs: 7.0 4.97078651685 141% => Less paragraphs wanted.
Language errors: 3.0 7.80617977528 38% => OK
Sentences with positive sentiment : 17.0 10.2758426966 165% => OK
Sentences with negative sentiment : 9.0 5.13820224719 175% => OK
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: 0.398435322901 0.243740707755 163% => OK
Sentence topic coherence: 0.0937700296447 0.0831039109588 113% => OK
Sentence topic coherence SD: 0.0723043441414 0.0758088955206 95% => OK
Paragraph topic coherence: 0.199804106544 0.150359130593 133% => OK
Paragraph topic coherence SD: 0.0534372789984 0.0667264976115 80% => OK

Essay readability:
automated_readability_index: 16.9 14.1392134831 120% => OK
flesch_reading_ease: 39.67 48.8420337079 81% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 13.4 12.1743820225 110% => OK
coleman_liau_index: 15.55 12.1639044944 128% => OK
dale_chall_readability_score: 9.45 8.38706741573 113% => OK
difficult_words: 219.0 100.480337079 218% => Less difficult words wanted.
linsear_write_formula: 11.5 11.8971910112 97% => OK
gunning_fog: 11.2 11.2143820225 100% => OK
text_standard: 12.0 11.7820224719 102% => OK
What are above readability scores?

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Write the essay in 30 minutes.
Maximum six paragraphs wanted.

Rates: 75.0 out of 100
Scores by essay e-grader: 4.5 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.

Essay evaluations by e-grader

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