Educators should find out what students want included in the curriculum and then offer it to them.
The frame in which the learning is imparted is of valuable importance, but too much neglected. The core of a subject might remain intact, but it is important to seize that its form is crucial insofar the way the information is presented often determines whether the majority will pay attention to it. Indeed, any course of history, literature, physics can be adapted to students' interest yet not stray from the cynosure. Still within the boundaries peculiar to the educative curriculum, giving free rein to students' imagination and professors' idiosyncrasies would permit enhancing the overall level, and breaking the glass ceiling bound to education.
The dialectical process in which both students and professors would engage in, is also a cogent approach for both parties to be sensitised to each other's view; students to the hurdles facing professionals when it comes to constantly maintaining a class living, even to those considering the topic dull, and professors would be more inclined to identify the students' weaknesses, and all the more their genesis.
The aforementioned exposure might also be a way to conciliate theoretical subjects, viewed as boring and insipid by many pupils, and more practical theories and applications, eliciting the interest of the majority. In universities, for instance, in which students applied by sheer will since it isn't compulsory, heeding their interests and grievances would be beneficial, and would open the mind. Consider the field of economy, sharply sought-after by students and well-known for being theoretical. If the need becomes apparent in the final year of master, to include a business administration course, there is no reason for educators to smugly reject the proposal. Indeed, this would be helpful to students who want to start a company, and might even pave the way for future applicants to MBA. In a class of french literature made up of students happen to enjoy perusing Albert Camus' writings, it would be antithetical to the education's essence, from a professor to deprive them of such an opportunity to broad their knowledge only because of a peremptory tendency.
Nevertheless, educators should not be remiss on the disadvantages when they are amenable to their students’ suggestions. They are more lucid and knowledgeable, than are students, regarding which path the curriculum should be headed to, especially the more experienced ones. Pupils lack insight and knowledge, for being listened to as are the academia, when it comes to choose the curriculum's major courses. Unfortunately, many chapters 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 needed skill to analyse an issue and pen their thoughts. If the educators were to allow students to skip learning this precious skills' set, they would probably find themselves in a predicament when they had to write a personal statement or a report.
To conclude, educators are, and must remain the main accountable for choosing the subjects imparted, as well as the way in which these are balanced on the schedule. As displayed by the Sweden and Norway educational institutions though, education is less opaque when all the stakeholders actually feel to be a part of the process.
Grammar and spelling errors:
Line 1, column 422, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Still,
...terest yet not stray from the cynosure. Still within the boundaries peculiar to the e...
^^^^^
Line 5, column 296, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: isn't
...students applied by sheer will since it isnt compulsory, heeding their interests and...
^^^^
Line 5, column 928, Rule ID: POSSESIVE_APOSTROPHE[2]
Message: Possible typo: apostrophe is missing. Did you mean 'educations'' or 'education's'?
Suggestion: educations'; education's
...itings, it would be antithetical to the educations essence, from a professor to deprive th...
^^^^^^^^^^
Transition Words or Phrases used:
actually, also, but, however, if, may, nevertheless, regarding, so, still, well, for instance, as well as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 30.0 19.5258426966 154% => OK
Auxiliary verbs: 19.0 12.4196629213 153% => OK
Conjunction : 22.0 14.8657303371 148% => OK
Relative clauses : 13.0 11.3162921348 115% => OK
Pronoun: 26.0 33.0505617978 79% => OK
Preposition: 71.0 58.6224719101 121% => OK
Nominalization: 13.0 12.9106741573 101% => OK
Performance on vocabulary words:
No of characters: 2876.0 2235.4752809 129% => OK
No of words: 544.0 442.535393258 123% => OK
Chars per words: 5.28676470588 5.05705443957 105% => OK
Fourth root words length: 4.82947280553 4.55969084622 106% => OK
Word Length SD: 3.0310799947 2.79657885939 108% => OK
Unique words: 307.0 215.323595506 143% => OK
Unique words percentage: 0.564338235294 0.4932671777 114% => OK
syllable_count: 896.4 704.065955056 127% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 6.24550561798 80% => OK
Article: 4.0 4.99550561798 80% => OK
Subordination: 6.0 3.10617977528 193% => OK
Conjunction: 9.0 1.77640449438 507% => Less conjunction wanted as sentence beginning.
Preposition: 7.0 4.38483146067 160% => OK
Performance on sentences:
How many sentences: 20.0 20.2370786517 99% => OK
Sentence length: 27.0 23.0359550562 117% => OK
Sentence length SD: 71.8300772657 60.3974514979 119% => OK
Chars per sentence: 143.8 118.986275619 121% => OK
Words per sentence: 27.2 23.4991977007 116% => OK
Discourse Markers: 5.25 5.21951772744 101% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 3.0 7.80617977528 38% => OK
Sentences with positive sentiment : 10.0 10.2758426966 97% => OK
Sentences with negative sentiment : 7.0 5.13820224719 136% => 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: 0.185958194574 0.243740707755 76% => OK
Sentence topic coherence: 0.0570042430486 0.0831039109588 69% => OK
Sentence topic coherence SD: 0.0359250611039 0.0758088955206 47% => Sentences are similar to each other.
Paragraph topic coherence: 0.0976010315546 0.150359130593 65% => OK
Paragraph topic coherence SD: 0.0393350849006 0.0667264976115 59% => OK
Essay readability:
automated_readability_index: 17.1 14.1392134831 121% => 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: 13.7 12.1639044944 113% => OK
dale_chall_readability_score: 9.97 8.38706741573 119% => OK
difficult_words: 172.0 100.480337079 171% => OK
linsear_write_formula: 14.5 11.8971910112 122% => OK
gunning_fog: 12.8 11.2143820225 114% => OK
text_standard: 14.0 11.7820224719 119% => OK
What are above readability scores?
---------------------
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.