A nation should require all of its students to study the same national curriculum until they enter college 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

Essay topics:

A nation should require all of its students to study the same national curriculum until they enter college.

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 those examples shape your position.

Scholars, practitioners, and policy makers have divergent views on the content of the national curriculum. One dominant approach is to require all students to study the same content until they enter college. While this does have some advantages, this approach is an overly facile, quixotic, and imprudent one for three reasons.

To begin, children's curriculum should be diverse enough to address the different needs and gifts of our children. Yet, applying a national-level curriculum to all children would not do justice to their various idiosyncrasies. For instance, some children are more academically challenged than others. Conversely, there are other children who are extremely gifted. Given this, one could not expect the former to learn at the same pace and same content as the latter. Similarly, children also differ in where their gifts and talents lie. For example, Betsy may have the potential to be a phenomenal actress, while Lara could be an exquisite writer. By not catering to these unique gifts, our society will lose out on great potential. Hence, it is vital that our school curriculum be flexible enough to cater to children's' unique abilities.

Furthermore, adopting such a recommendation would likely have deleterious effects as it would make school and education less appealing for some students. It is even possible that some children may not even reach the college level as their interests waned at some point in their secondary education. For example, Lisa may be thoroughly engaged in her school's fashion courses, while Paul is attracted to animation courses, and yet Diana takes considerable interest in her anthropology courses. Under one national curriculum, it is likely that these students would not be as engaged with school as they were earlier. Indeed, reports from the New York Times and The Economist further substantiate this claim as they found that one of the key aspects many high school students look forward to is the ability to choose their own courses. Yet, school would no longer hold this appeal should this recommendation be implemented.

Thirdly, such a policy would not allow students to learn about the nuances and histories of their provinces, cities, and towns. While one may credulously assume that there are few and trivial differences across a nation's various regions, this does not hold true as history has shown myriad times. For instance, the stories of the people of Ontario differ considerably from the stories of Quebec's people. By not addressing these differences, a national-level curriculum would do injustice to these histories. Furthermore, it would also likely be substantially harder for students to connect with their local and national-level communities if they are not educated about them. For example, children in Manitoba may be less inclined to engage with their province's government if the national curriculum focuses largely on Ontario's history. Perhaps, those children may feel that they are second-class citizens in Canada. Hence, such a policy would also potentially lead to less engaged, concerned, and well-rounded civilians.

Lastly, it would be fair to concede that the prompt's recommendation would enable a government to better promote equality in education, especially with regards to fundamental skills (e.g. math and English). As has been well discussed in the press and scholarly studies, there is a clear gap in the quality of children's education based on children's' income, status, and ethnicity groups. For instance, children from rich suburbs often tend to receive higher quality education than children from impecunious areas. Yet, by adopting a nation-wide curriculum for all students, it would seem that this gap would be made narrower. While this may be true, several other problems would have been created by this policy as argued earlier. Hence, the government must find a more viable approach to better filling this gap.

In summary, the educational policy of a nation-wide curriculum will likely do more damage than good. While one cannot deny the principle of equality inherent in this policy, it is likely to have devastating effects as it not only neglects children's and regions' idiosyncrasies, but also likely makes school less appealing for students. In order to have a better world, we must be able to adopt policies that help our children reach their potential. Unfortunately, this policy fails to do so.

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Average: 5.8 (1 vote)
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Grammar and spelling errors:
Line 7, column 212, Rule ID: A_PLURAL[1]
Message: Don't use indefinite articles with plural words. Did you mean 'a nation' or simply 'nations'?
Suggestion: a nation; nations
... are few and trivial differences across a nations various regions, this does not hold tru...
^^^^^^^^^
Line 9, column 46, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'prompts'' or 'prompt's'?
Suggestion: prompts'; prompt's
...y, it would be fair to concede that the prompts recommendation would enable a governmen...
^^^^^^^

Transition Words or Phrases used:
also, but, conversely, e.g., furthermore, hence, if, lastly, look, may, second, similarly, so, third, thirdly, well, while, for example, for instance, in summary

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

Performance on Part of Speech:
To be verbs : 31.0 19.5258426966 159% => OK
Auxiliary verbs: 30.0 12.4196629213 242% => Less auxiliary verb wanted.
Conjunction : 19.0 14.8657303371 128% => OK
Relative clauses : 11.0 11.3162921348 97% => OK
Pronoun: 58.0 33.0505617978 175% => Less pronouns wanted
Preposition: 74.0 58.6224719101 126% => OK
Nominalization: 15.0 12.9106741573 116% => OK

Performance on vocabulary words:
No of characters: 3724.0 2235.4752809 167% => OK
No of words: 701.0 442.535393258 158% => Less content wanted.
Chars per words: 5.31241084165 5.05705443957 105% => OK
Fourth root words length: 5.14552277128 4.55969084622 113% => OK
Word Length SD: 2.86114903794 2.79657885939 102% => OK
Unique words: 333.0 215.323595506 155% => OK
Unique words percentage: 0.475035663338 0.4932671777 96% => OK
syllable_count: 1158.3 704.065955056 165% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK

A sentence (or a clause, phrase) starts by:
Pronoun: 13.0 6.24550561798 208% => Less pronouns wanted as sentence beginning.
Article: 4.0 4.99550561798 80% => OK
Subordination: 7.0 3.10617977528 225% => Less adverbial clause wanted.
Conjunction: 7.0 1.77640449438 394% => Less conjunction wanted as sentence beginning.
Preposition: 7.0 4.38483146067 160% => OK

Performance on sentences:
How many sentences: 36.0 20.2370786517 178% => OK
Sentence length: 19.0 23.0359550562 82% => The Avg. Sentence Length is relatively short.
Sentence length SD: 43.4812557174 60.3974514979 72% => OK
Chars per sentence: 103.444444444 118.986275619 87% => OK
Words per sentence: 19.4722222222 23.4991977007 83% => OK
Discourse Markers: 4.47222222222 5.21951772744 86% => OK
Paragraphs: 6.0 4.97078651685 121% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 14.0 10.2758426966 136% => OK
Sentences with negative sentiment : 11.0 5.13820224719 214% => Less negative sentences wanted.
Sentences with neutral sentiment: 11.0 4.83258426966 228% => Less facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?

Coherence and Cohesion:
Essay topic to essay body coherence: 0.145970546144 0.243740707755 60% => OK
Sentence topic coherence: 0.0443894323393 0.0831039109588 53% => OK
Sentence topic coherence SD: 0.0503794529494 0.0758088955206 66% => OK
Paragraph topic coherence: 0.0932448477448 0.150359130593 62% => OK
Paragraph topic coherence SD: 0.0423093412405 0.0667264976115 63% => OK

Essay readability:
automated_readability_index: 13.3 14.1392134831 94% => Automated_readability_index is low.
flesch_reading_ease: 43.73 48.8420337079 90% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 11.9 12.1743820225 98% => OK
coleman_liau_index: 13.52 12.1639044944 111% => OK
dale_chall_readability_score: 8.7 8.38706741573 104% => OK
difficult_words: 183.0 100.480337079 182% => OK
linsear_write_formula: 7.5 11.8971910112 63% => OK
gunning_fog: 9.6 11.2143820225 86% => OK
text_standard: 9.0 11.7820224719 76% => OK
What are above readability scores?

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Rates: 58.33 out of 100
Scores by essay e-grader: 3.5 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.