Educators should take students' interests into account when planning the content of the courses they teach.
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.
Young minds are volatile and giving them complete power to decide their actions may not be justified in the long run. I primarily disagree with the question broached in the prompt. To give an analogy, imagine a world where kindergartners were allowed to do as they wish. Most parents would not be supportive of this idea. People want their toddlers to learn the alphabet, learn basic manners, etiquette and become better citizens. Of what good is it then, providing school or college-going students the privilege to influence the content of the courses they pursue?
The course content is to college students what the alphabets are to a toddler in kindergarten. Students must know the fundamentals of their area of study, whether it interests them or not. It is most often the case that students are swayed by publicity or a seemingly cool invention, to choose a particular course, imagining themselves mastering it soon. However, most of the intriguing applications of Mathematics and Science are built on foundations of relatively unappealing rules that one cannot omit from their studies.
Courses, especially at the school level, must be designed by subject experts and must conform to the ideals of the nation. For instance, if a history lesson were to be based on the collective opinion of the students that facts are boring, it would quickly turn into a mythology novel. Students finding the ideas of an oppressive regime such as that of Hitler’s in Germany intriguing, should not be able to sway the course content, as it would go against one of the most fundamental rights of a person in a democratic nation, free speech.
Allowing students interests to even partially influence the content of their courses can result in the students learning a delusionary form of the course where only what they seem fit is taught. They would never be challenged and as a result, never grow. This course would be reminiscent of an echo chamber where one’s own thoughts and opinions are amplified and bounced back to them. This might in turn convince a student to take up a college degree or enroll in a doctorate program only to find out later that their interest was on a specific flowery aspect of the course and that making a livelihood out of the subject requires tedious work and dedication which is often not very appealing.
Although there are certain courses where the majority of content is outdated and taking into account the students’ interests can be an easy way to clean the course of irrelevant content, the students’ suggestions must still be strictly evaluated to ensure that they do not change the fundamental nature of the course and that it remains what it was meant to be. It must be mentioned here that students must be free to choose courses as they wish. It is only the content of the course that they must not be able to greatly modify. Freedom to choose courses is a must for students and this is the main tool that they use to pave out their path in life.
Students must be able to choose paths in life such that what they are interested in most is the process and not the outcome. When one is devoted to the process, they feel less like an imposter, are more productive and the outcome that ensues is automatically successful.
Grammar and spelling errors:
Line 17, column 626, Rule ID: USE_TO_VERB[1]
Message: Did you mean 'used'?
Suggestion: used
...nts and this is the main tool that they use to pave out their path in life. St...
^^^
Transition Words or Phrases used:
however, if, may, so, still, then, for instance, such as, as a result
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 39.0 19.5258426966 200% => OK
Auxiliary verbs: 20.0 12.4196629213 161% => OK
Conjunction : 18.0 14.8657303371 121% => OK
Relative clauses : 19.0 11.3162921348 168% => OK
Pronoun: 49.0 33.0505617978 148% => Less pronouns wanted
Preposition: 73.0 58.6224719101 125% => OK
Nominalization: 7.0 12.9106741573 54% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2736.0 2235.4752809 122% => OK
No of words: 562.0 442.535393258 127% => OK
Chars per words: 4.86832740214 5.05705443957 96% => OK
Fourth root words length: 4.86893614481 4.55969084622 107% => OK
Word Length SD: 2.72285310442 2.79657885939 97% => OK
Unique words: 270.0 215.323595506 125% => OK
Unique words percentage: 0.480427046263 0.4932671777 97% => OK
syllable_count: 843.3 704.065955056 120% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 9.0 6.24550561798 144% => OK
Article: 2.0 4.99550561798 40% => OK
Subordination: 4.0 3.10617977528 129% => OK
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 3.0 4.38483146067 68% => OK
Performance on sentences:
How many sentences: 23.0 20.2370786517 114% => OK
Sentence length: 24.0 23.0359550562 104% => OK
Sentence length SD: 77.1438398233 60.3974514979 128% => OK
Chars per sentence: 118.956521739 118.986275619 100% => OK
Words per sentence: 24.4347826087 23.4991977007 104% => OK
Discourse Markers: 3.0 5.21951772744 57% => More transition words/phrases wanted.
Paragraphs: 6.0 4.97078651685 121% => OK
Language errors: 1.0 7.80617977528 13% => OK
Sentences with positive sentiment : 16.0 10.2758426966 156% => OK
Sentences with negative sentiment : 2.0 5.13820224719 39% => More negative sentences wanted.
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: 0.181019592338 0.243740707755 74% => OK
Sentence topic coherence: 0.0575893877487 0.0831039109588 69% => OK
Sentence topic coherence SD: 0.0445535439775 0.0758088955206 59% => OK
Paragraph topic coherence: 0.0993071419624 0.150359130593 66% => OK
Paragraph topic coherence SD: 0.036043255257 0.0667264976115 54% => OK
Essay readability:
automated_readability_index: 13.7 14.1392134831 97% => OK
flesch_reading_ease: 55.58 48.8420337079 114% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 11.5 12.1743820225 94% => OK
coleman_liau_index: 11.26 12.1639044944 93% => OK
dale_chall_readability_score: 8.56 8.38706741573 102% => OK
difficult_words: 133.0 100.480337079 132% => OK
linsear_write_formula: 7.0 11.8971910112 59% => Linsear_write_formula is low.
gunning_fog: 11.6 11.2143820225 103% => OK
text_standard: 12.0 11.7820224719 102% => 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.