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.
What to teach to students is probably one of the most important, while endlessly debated argument in education history. There have been diverse arguments relating to this argument and for some countries or providences, there had been experimental designs to prove which methods could end better for the students. It is the students that matters the most in this case. For some, as argued in the argument, they argue that it would be wise to teach based on the feedback from the students. Yes, that is true. We need feedbacks in most cases. However, I contend that while we should listen to the voices from students, that voice alone should not be the only feedback that the educators are listening to: The only feedback could yield in dangerous result at last.
First, I would argue that we should, in some perspective, from the students. It is the students who are participating in education, and if the listener, the students, have something to say to the educators, then we must take some aspect from them. The curriculum may not fit with the students, it may be too hard for them or too easy for them. They might want other selective classes that they are interested in. There is no legit reason for more education. This as mentioned in the reason part of the argument, can motivate the students to learn more. However, this should not be the only feedback to the educators. This is one of them.
Students alone are not the only ones that are participating in education system. Parents are also other important part of education as they are caring their children back at home. Students are not entirely occupied in schools Even private prep schools have vacations. Students also learn from families and parents are overseeing students back at home to see what students have learned from the school and they are having progress with it. They might have their views which may and may not separate with the view from the students themselves. Many students may or may not know what to learn, as they cannot sometimes objectively evaluate themselves. Moreover, parents might have their tendencies or their own views what to teach for their students; they are their children, they do have rights. However, this should not be the only feedback that the educators have to listen because they are not experts, and they can also lack objectivity of evaluating their children.
Thus, we need to listen to diverse voices that are participating in education system. Educators, while they might be better than students and their parents, must listen to the experts who are majoring and researching on setting courses. Theories are always changing, as academia is like the war or in a better sense the field of finding out better theories. For example, Newton’s physics was entirely right before the new finding from Einstein. Theories are changing. We therefore must listen to the experts what to teach. What we have learned is not perfect and thus we need updates and feedbacks from others, especially who study the curriculums for the students. Former theories are former because they have some fault within them. We need constant updates.
In conclusion, we need to listen to diverse aspects of actors that are participating in education system. One factor alone will not bring the wanted brilliant result that we are seeking for. Of course, there is no one who want their students, their children, even oneself to fail in the education system. However, as we are the ones who may not evaluate ourselves in a objective manner and need updates from further knowledge from the ones who are doing their jobs. While we need feedback from others, that source should be diverse so that we can evaluate ourselves properly. One biased feedback may end in a catastrophic ending. Moreover, we need to update our knowledge as knowledge is always expanding and scholars are studying hard to yield new discovery in academia. We should listen to many as possible, including students, of course.
Comments
Essay evaluation report
flaws:
1. the introduction and conclusion are too long
2. the essay is not exactly right on the topic. you ignored the reason:
Students are more motivated to learn when they are interested in what they are studying.
we may give some reasons like:
students may not know exactly your own interests.
students may not know the courses.
students may change their interests as time goes by.
....
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Attribute Value Ideal
Final score: 3.0 out of 6
Category: Satisfactory Excellent
No. of Grammatical Errors: 0 2
No. of Spelling Errors: 0 2
No. of Sentences: 40 15
No. of Words: 673 350
No. of Characters: 3218 1500
No. of Different Words: 246 200
Fourth Root of Number of Words: 5.093 4.7
Average Word Length: 4.782 4.6
Word Length SD: 2.436 2.4
No. of Words greater than 5 chars: 223 100
No. of Words greater than 6 chars: 170 80
No. of Words greater than 7 chars: 127 40
No. of Words greater than 8 chars: 59 20
Use of Passive Voice (%): 0 0
Avg. Sentence Length: 16.825 21.0
Sentence Length SD: 8.258 7.5
Use of Discourse Markers (%): 0.625 0.12
Sentence-Text Coherence: 0.278 0.35
Sentence-Para Coherence: 0.424 0.50
Sentence-Sentence Coherence: 0.169 0.07
Number of Paragraphs: 5 5
Grammar and spelling errors:
Line 5, column 364, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in a objective manner" with adverb for "objective"; eg, "in a hasty manner" with "hastily".
...the ones who may not evaluate ourselves in a objective manner and need updates from further knowledge...
^^^^^^^^^^^^^^^^^^^^^
Line 5, column 367, Rule ID: EN_A_VS_AN
Message: Use 'an' instead of 'a' if the following word starts with a vowel sound, e.g. 'an article', 'an hour'
Suggestion: an
... ones who may not evaluate ourselves in a objective manner and need updates from ...
^
Transition Words or Phrases used:
also, first, however, if, may, moreover, so, then, therefore, thus, while, for example, in conclusion, of course, in most cases
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 42.0 19.5258426966 215% => Less to be verbs wanted.
Auxiliary verbs: 39.0 12.4196629213 314% => Less auxiliary verb wanted.
Conjunction : 17.0 14.8657303371 114% => OK
Relative clauses : 23.0 11.3162921348 203% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 79.0 33.0505617978 239% => Less pronouns wanted
Preposition: 78.0 58.6224719101 133% => OK
Nominalization: 12.0 12.9106741573 93% => OK
Performance on vocabulary words:
No of characters: 3312.0 2235.4752809 148% => OK
No of words: 673.0 442.535393258 152% => Less content wanted.
Chars per words: 4.92124814264 5.05705443957 97% => OK
Fourth root words length: 5.09335287823 4.55969084622 112% => OK
Word Length SD: 2.56479263432 2.79657885939 92% => OK
Unique words: 256.0 215.323595506 119% => OK
Unique words percentage: 0.380386329866 0.4932671777 77% => More unique words wanted or less content wanted.
syllable_count: 1012.5 704.065955056 144% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 25.0 6.24550561798 400% => Less pronouns wanted as sentence beginning.
Article: 2.0 4.99550561798 40% => OK
Subordination: 7.0 3.10617977528 225% => Less adverbial clause wanted.
Conjunction: 2.0 1.77640449438 113% => OK
Preposition: 5.0 4.38483146067 114% => OK
Performance on sentences:
How many sentences: 40.0 20.2370786517 198% => OK
Sentence length: 16.0 23.0359550562 69% => The Avg. Sentence Length is relatively short.
Sentence length SD: 49.0406400346 60.3974514979 81% => OK
Chars per sentence: 82.8 118.986275619 70% => OK
Words per sentence: 16.825 23.4991977007 72% => OK
Discourse Markers: 3.175 5.21951772744 61% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 10.0 10.2758426966 97% => OK
Sentences with negative sentiment : 13.0 5.13820224719 253% => Less negative sentences wanted.
Sentences with neutral sentiment: 17.0 4.83258426966 352% => Less facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.208757127381 0.243740707755 86% => OK
Sentence topic coherence: 0.0566377877348 0.0831039109588 68% => OK
Sentence topic coherence SD: 0.0525560542361 0.0758088955206 69% => OK
Paragraph topic coherence: 0.128280780119 0.150359130593 85% => OK
Paragraph topic coherence SD: 0.0637557424696 0.0667264976115 96% => OK
Essay readability:
automated_readability_index: 10.2 14.1392134831 72% => Automated_readability_index is low.
flesch_reading_ease: 63.7 48.8420337079 130% => OK
smog_index: 3.1 7.92365168539 39% => Smog_index is low.
flesch_kincaid_grade: 8.4 12.1743820225 69% => OK
coleman_liau_index: 10.96 12.1639044944 90% => OK
dale_chall_readability_score: 7.32 8.38706741573 87% => OK
difficult_words: 123.0 100.480337079 122% => OK
linsear_write_formula: 6.5 11.8971910112 55% => Linsear_write_formula is low.
gunning_fog: 8.4 11.2143820225 75% => OK
text_standard: 8.0 11.7820224719 68% => The average readability is low. Need to imporve the language.
What are above readability scores?
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Write the essay in 30 minutes.
Rates: 50.0 out of 100
Scores by essay e-grader: 3.0 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.