Educators should find out what students want included in the curriculum and then offer it to them.
Write a response in which you discuss the extent to which you agree or disagree with the recommendation and explain your reasoning for the position you take. In developing and supporting your position, describe specific circumstances in which adopting the recommendation would or would not be advantageous and explain how these examples shape your position.
The author asserts that educators should embrace students’ feedbacks and incorporate them to the curriculum. while the inclusion of the students’ suggestions with regards to the planning of the curriculum may bring about some advantages, the educators should also consider the undesirable ramifications if this policy were to be implemented. although I concur that students’ feedbacks are vital for educators to perfect their curriculum, educators should only accept constructive suggestions and sieve out those which does not help to ameliorate the current curriculum.
incorporating students’ suggestions into the curriculum and offer it to them, will allow students’ weaknesses to be addressed celeritously. In this time and age, students do not only passively receive information from the educators but also have to constantly hunt for knowledge from journals and references. In the process of doing so, students may discover certain areas of the curriculum they are particularly vulnerable. With the educators being cognizant of the students’ weaknesses, it will therefore aid the educators to redress the curriculum which will then specifically address those issues immediately. this will not only ease the educators’ troubles but also reduce the time taken to identify their students’ weaknesses.
students are more interested in their studies if they are provided with a curriculum that they have a predilection for. As such, with students being more willing to commit and study with alacrity, the educators will most definitely witness an improvement in their grades obtained. similarly, educators may also find themselves in congenial position to teach if their students are eager to learn. this creates an ideal situation where students are eager to learn and educators are pleased to indoctrinate those that are hungry for knowledge.
nevertheless, educators should not remiss the disadvantages when they are amenable to their students’ suggestions. educators, especially the more experienced ones, have a more lucid direction of where the curriculum should be heading than their students. some students may only want topics that they consider interesting to be included in the curriculum while eradicating those that are vapid and trite. unfortunately, those banal chapterhe author asserts that educators should embrace students’ feedbacks and incorporate them to the curriculum. while the inclusion of the students’ suggestions with regards to the planning of the curriculum may bring about some advantages, the educators should also consider the undesirable ramifications if this policy were to be implemented. although I concur that students’ feedbacks are vital for educators to perfect their curriculum, educators should only accept constructive suggestions and sieve out those which does not help to ameliorate the current curriculum.
incorporating students’ suggestions into the curriculum and offer it to them, will allow students’ weaknesses to be addressed celeritously. In this time and age, students do not only passively receive information from the educators but also have to constantly hunt for knowledge from journals and references. In the process of doing so, students may discover certain areas of the curriculum they are particularly vulnerable. With the educators being cognizant of the students’ weaknesses, it will therefore aid the educators to redress the curriculum which will then specifically address those issues immediately. this will not only ease the educators’ troubles but also reduce the time taken to identify their students’ weaknesses.
students are more interested in their studies if they are provided with a curriculum that they have a predilection for. As such, with students being more willing to commit and study with alacrity, the educators will most definitely witness an improvement in their grades obtained. similarly, educators may also find themselves in congenial position to teach if their students are eager to learn. this creates an ideal situation where students are eager to learn and educators are pleased to indoctrinate those that are hungry for knowledge.
nevertheless, educators should not remiss the disadvantages when they are amenable to their students’ suggestions. educators, especially the more experienced ones, have a more lucid direction of where the curriculum should be heading than their students. some students may only want topics that they consider interesting to be included in the curriculum while eradicating those that are vapid and trite. unfortunately, those banal chapters that the students have the inclination to skip over are sometimes critical for their knowledge. For instance, students that are adept at solving mathematical equations may find writing essays a banality and hassle. however, it is vital to equip the students with the skill to analyze an issue and pen down their thoughts to write a cohesive prose. if the educators were to allow students to skip learning this precious set of skills, the students may most probably find themselves in a predicament when they are asked to write a personal statement or a report for instance.
In retrospect, although offering the students what they want for their curriculum may reduce the time taken to identify their weaknesses and heighten their enthusiasm when it comes to their learning, one should also consider the drawbacks such as oblique interests in certain areas of the curriculum and neglect those banal topics that may be equally or more critical to their studies.s that the students have the inclination to skip over are sometimes critical for their knowledge. For instance, students that are adept at solving mathematical equations may find writing essays a banality and hassle. however, it is vital to equip the students with the skill to analyze an issue and pen down their thoughts to write a cohesive prose. if the educators were to allow students to skip learning this precious set of skills, the students may most probably find themselves in a predicament when they are asked to write a personal statement or a report for instance.
In retrospect, although offering the students what they want for their curriculum may reduce the time taken to identify their weaknesses and heighten their enthusiasm when it comes to their learning, one should also consider the drawbacks such as oblique interests in certain areas of the curriculum and neglect those banal topics that may be equally or more critical to their studies.
Grammar and spelling errors:
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Suggestion: While
...and incorporate them to the curriculum. while the inclusion of the students' sug...
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... if this policy were to be implemented. although I concur that students' feedbacks ...
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...y their students' weaknesses. students are more interested in their studies if...
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...n improvement in their grades obtained. similarly, educators may also find themselves in ...
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...h if their students are eager to learn. this creates an ideal situation where studen...
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...ose that are hungry for knowledge. nevertheless, educators should not remiss the disadv...
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...and incorporate them to the curriculum. while the inclusion of the students' sug...
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...ameliorate the current curriculum. incorporating students' suggestions into the cur...
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...cally address those issues immediately. this will not only ease the educators' ...
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...y their students' weaknesses. students are more interested in their studies if...
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...n improvement in their grades obtained. similarly, educators may also find themselves in ...
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...h if their students are eager to learn. this creates an ideal situation where studen...
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... should be heading than their students. some students may only want topics that they...
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Transition Words or Phrases used:
also, but, however, if, may, nevertheless, similarly, so, then, therefore, thus, while, for instance, such as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 46.0 19.5258426966 236% => Less to be verbs wanted.
Auxiliary verbs: 38.0 12.4196629213 306% => Less auxiliary verb wanted.
Conjunction : 32.0 14.8657303371 215% => Less conjunction wanted
Relative clauses : 32.0 11.3162921348 283% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 100.0 33.0505617978 303% => Less pronouns wanted
Preposition: 116.0 58.6224719101 198% => OK
Nominalization: 22.0 12.9106741573 170% => OK
Performance on vocabulary words:
No of characters: 5621.0 2235.4752809 251% => Less number of characters wanted.
No of words: 1003.0 442.535393258 227% => Less content wanted.
Chars per words: 5.60418743769 5.05705443957 111% => OK
Fourth root words length: 5.62762607537 4.55969084622 123% => OK
Word Length SD: 3.1552654718 2.79657885939 113% => OK
Unique words: 229.0 215.323595506 106% => OK
Unique words percentage: 0.228315054835 0.4932671777 46% => More unique words wanted or less content wanted.
syllable_count: 1767.6 704.065955056 251% => syllable counts are too long.
avg_syllables_per_word: 1.8 1.59117977528 113% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 10.0 6.24550561798 160% => OK
Article: 7.0 4.99550561798 140% => OK
Subordination: 10.0 3.10617977528 322% => Less adverbial clause wanted.
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 10.0 4.38483146067 228% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 39.0 20.2370786517 193% => OK
Sentence length: 25.0 23.0359550562 109% => OK
Sentence length SD: 73.7892408892 60.3974514979 122% => OK
Chars per sentence: 144.128205128 118.986275619 121% => OK
Words per sentence: 25.7179487179 23.4991977007 109% => OK
Discourse Markers: 2.79487179487 5.21951772744 54% => More transition words/phrases wanted.
Paragraphs: 9.0 4.97078651685 181% => Less paragraphs wanted.
Language errors: 26.0 7.80617977528 333% => Less language errors wanted.
Sentences with positive sentiment : 23.0 10.2758426966 224% => Less positive sentences wanted.
Sentences with negative sentiment : 14.0 5.13820224719 272% => Less negative sentences wanted.
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: 0.208365693206 0.243740707755 85% => OK
Sentence topic coherence: 0.0837477288089 0.0831039109588 101% => OK
Sentence topic coherence SD: 0.0364477906902 0.0758088955206 48% => Sentences are similar to each other.
Paragraph topic coherence: 0.142774242506 0.150359130593 95% => OK
Paragraph topic coherence SD: 0.0311676028894 0.0667264976115 47% => 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: 17.8 14.1392134831 126% => OK
flesch_reading_ease: 29.18 48.8420337079 60% => Flesch_reading_ease is low.
smog_index: 13.0 7.92365168539 164% => OK
flesch_kincaid_grade: 15.4 12.1743820225 126% => OK
coleman_liau_index: 15.5 12.1639044944 127% => OK
dale_chall_readability_score: 6.88 8.38706741573 82% => OK
difficult_words: 127.0 100.480337079 126% => OK
linsear_write_formula: 18.0 11.8971910112 151% => OK
gunning_fog: 12.0 11.2143820225 107% => OK
text_standard: 18.0 11.7820224719 153% => OK
What are above readability scores?
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Write the essay in 30 minutes.
Maximum six paragraphs wanted.
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.