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

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

The author of the prompt claims that there should be the consideration of the students’ desire during the syllabus arrangement by the educators. This claim is supported by the reason that the students are more motivated for their desired topic. I fundamentally disagree with this claim and its reason. In what is followed, I will explain the more effective reasons for the main disagreement.
The first reason which cast doubt on the reasonability of the claim is the shallow understanding of the students from the educational contents. In fact, students do not have the experience of various of the courses which should be held on during the semester; consequently, their selection benchmark is according to other students’ experiences which is not as proliferated as the educators’ understanding. A lucid example of this reason is a student at the primary school level, who do not have any idea and knowledge over the broad fields of study. Besides, his or her selection criteria will be based on his or her childish fantasy which is not accountable for comprehensive curricula requiring rational and scientific thinking.
The second reason is the futility of interest in the curriculum will the factors such as the effectiveness and relevancy of the course are more important. For instance, considering a high school student who has a better understanding of the course and his main course is mathematics and planning to become an engineer in the future; however, he also is interested in the field of literature. Does the course of literature will be effective and relevant to his future job? Of course not. In addition, by the consideration of the scanty of the period of high school for covering the required fields by the educational system, focusing on the relevant and beneficial courses in the educational program outweighs the student’s sympathy and desire.
Finally, the author reasons the motivation of learning which gained by the reading the interesting field. Actually, the motivation is the catalyst for the learning process, which speeds up the learning process and causes the data stands in the students’ mind for the further duration. On the other hand, it should be mentioned the desire over the topic is not a mere option of creating the motivation. According to the trustful statistical data released by the psychology program at Middle East Technical University, the visualization of the matter is 90 percent more effective for invoking the enthusiasm by students to follow the topic, instead of presenting an oral speech about the same topic. Or having the bi-direction classes which ask the student to freely participate and defense their understanding about the topic is more effective to motivate students to catch up the topic and follow the issues with shaper ears and eyes instead of pale, boring and one-sided classes which the teacher gives the lecture with the monotone presentation. These researches and assumed situations show there are more effective ways to motivate the students during their learning process.
To wrap it up, consideration of the student desires over the planning of school program is a vain task, since the students do not have the comprehensive understanding toward the programs’ contents and other factors such as course effectiveness and relevancy are more crucial than the students’ interest. And other factors are more effectual in the provocation of motivation at the learning process over the students’ zeal.

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Average: 6.6 (1 vote)
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Transition Words or Phrases used:
actually, also, besides, consequently, finally, first, however, if, second, so, thus, for instance, in addition, in fact, of course, such as, on the other hand

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

Performance on Part of Speech:
To be verbs : 25.0 19.5258426966 128% => OK
Auxiliary verbs: 7.0 12.4196629213 56% => OK
Conjunction : 21.0 14.8657303371 141% => OK
Relative clauses : 12.0 11.3162921348 106% => OK
Pronoun: 22.0 33.0505617978 67% => OK
Preposition: 78.0 58.6224719101 133% => OK
Nominalization: 19.0 12.9106741573 147% => OK

Performance on vocabulary words:
No of characters: 2959.0 2235.4752809 132% => OK
No of words: 560.0 442.535393258 127% => OK
Chars per words: 5.28392857143 5.05705443957 104% => OK
Fourth root words length: 4.8645985582 4.55969084622 107% => OK
Word Length SD: 3.13430197206 2.79657885939 112% => OK
Unique words: 246.0 215.323595506 114% => OK
Unique words percentage: 0.439285714286 0.4932671777 89% => More unique words wanted or less content wanted.
syllable_count: 924.3 704.065955056 131% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK

A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 6.24550561798 128% => OK
Article: 7.0 4.99550561798 140% => OK
Subordination: 1.0 3.10617977528 32% => OK
Conjunction: 2.0 1.77640449438 113% => OK
Preposition: 11.0 4.38483146067 251% => Less preposition wanted as sentence beginnings.

Performance on sentences:
How many sentences: 21.0 20.2370786517 104% => OK
Sentence length: 26.0 23.0359550562 113% => OK
Sentence length SD: 87.6197981334 60.3974514979 145% => OK
Chars per sentence: 140.904761905 118.986275619 118% => OK
Words per sentence: 26.6666666667 23.4991977007 113% => OK
Discourse Markers: 7.57142857143 5.21951772744 145% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 0.0 7.80617977528 0% => 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: 3.0 4.83258426966 62% => OK
What are sentences with positive/Negative/neutral sentiment?

Coherence and Cohesion:
Essay topic to essay body coherence: 0.230196642651 0.243740707755 94% => OK
Sentence topic coherence: 0.0839431387475 0.0831039109588 101% => OK
Sentence topic coherence SD: 0.0528528888155 0.0758088955206 70% => OK
Paragraph topic coherence: 0.14297704921 0.150359130593 95% => OK
Paragraph topic coherence SD: 0.0324439960036 0.0667264976115 49% => 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: 16.8 14.1392134831 119% => OK
flesch_reading_ease: 36.63 48.8420337079 75% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 14.6 12.1743820225 120% => OK
coleman_liau_index: 13.64 12.1639044944 112% => OK
dale_chall_readability_score: 8.85 8.38706741573 106% => OK
difficult_words: 139.0 100.480337079 138% => OK
linsear_write_formula: 9.0 11.8971910112 76% => OK
gunning_fog: 12.4 11.2143820225 111% => OK
text_standard: 9.0 11.7820224719 76% => OK
What are above readability scores?

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