Education has become one of the most important aspects of the development of nations. Nations should pervasively implement modern methods to make their new generations to be capable of competing with both each other and students from other nations. With this reliance on the high-skilled young generations, some argue that the nations should implement a curriculum that prioritizes the technical capabilities of the students instead of their free choices that may lead them to be maladaptive to the modern world. In other words, a curriculum should be well-structured in order to provide sophisticated skills to the new generations, and that curriculum should be standardized for all of the students. As a result, according to this argument, the nation would be able to feed the business market with highly skilled human resource continuously. However, this argument ignores one of the most important factors that lead students to be able to learn and succeed. Students have to reach an education that fits their personality types, which helps them to improve their competencies with the help of well-designed education.
Firstly, all of the individuals have a discrepant understanding of the world, which dramatically affects their types of learning and analysing. In other words, standardization of education obviously wouldn't make sense in such an area closely dependent on the personality of the individual. The possibility of divergence that the students may face with equal to everyone curriculum, most probably leads them to be vanquished. If the student is, for instance, have a tendency to focus on details and steps of the subject instead of end results, and education program that hurries the students to find the solutions immediately would cause frustration for that student. That student most probably can't find a way to show her potential because of the curriculum that doesn't consider the possibility of the personality types of the students. That is not to say that that curriculum doesn't add value to the students. There are still rooms for improvement although the educational program isn't flexible for discrepancies. For instance, the student still can learn how to analyse the results of the experiments under the curriculum which ambitiously try to make students see the big picture instead of focusing on details of the subject.
At the same time, one can argue that all of the differences that existed in the population can not be considered while designing an educational structure since leads the curriculum to be humble instead of providing dynamic solutions to the problems. In other words, focusing on personal differences that can not be completely covered because of a tremendously high amount of personality, leads the educational program not to be responsive to the goals of the curriculum. For instance, trying to observe students and putting effort to design and education for all of the students by considering their personalities prevent the education to add required values such technical skills to the students. For instance, students can not be able to learn fundamental mathematics if it is observed that the student can not get quantitative figures easily. However, this problem can be overcome by experienced observers and high-skilled designers who are experienced on education program.
Though, many feel that same curriculum is favorable. There are more important concerns to be considered.
Grammar and spelling errors:
Line 1, column 681, Rule ID: ALL_OF_THE[1]
Message: Simply use 'all the'.
Suggestion: all the
...t curriculum should be standardized for all of the students. As a result, according to thi...
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Line 2, column 10, Rule ID: ALL_OF_THE[1]
Message: Simply use 'all the'.
Suggestion: all the
... of well-designed education. Firstly, all of the individuals have a discrepant understan...
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Line 2, column 200, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: wouldn't
... standardization of education obviously wouldnt make sense in such an area closely depe...
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Line 2, column 695, Rule ID: CANT[1]
Message: Did you mean 'can't' or 'cannot'?
Suggestion: can't; cannot
...hat student. That student most probably cant find a way to show her potential becaus...
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Line 2, column 764, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: doesn't
...otential because of the curriculum that doesnt consider the possibility of the persona...
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Line 2, column 878, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: doesn't
...That is not to say that that curriculum doesnt add value to the students. There are st...
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Line 2, column 983, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: isn't
...vement although the educational program isnt flexible for discrepancies. For instanc...
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Line 3, column 38, Rule ID: ALL_OF_THE[1]
Message: Simply use 'all the'.
Suggestion: all the
... At the same time, one can argue that all of the differences that existed in the populat...
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Line 3, column 266, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...lutions to the problems. In other words, focusing on personal differences that ca...
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Line 3, column 561, Rule ID: ALL_OF_THE[1]
Message: Simply use 'all the'.
Suggestion: all the
...ting effort to design and education for all of the students by considering their personali...
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Line 3, column 980, Rule ID: SENTENCE_FRAGMENT[1]
Message: “Though” at the beginning of a sentence requires a 2nd clause. Maybe a comma, question or exclamation mark is missing, or the sentence is incomplete and should be joined with the following sentence.
...o are experienced on education program. Though, many feel that same curriculum is favo...
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Line 4, column 9, Rule ID: MANY_NN[1]
Message: Possible agreement error. The noun feel seems to be countable; consider using: 'many feels'.
Suggestion: many feels
...erienced on education program. Though, many feel that same curriculum is favorable. Ther...
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Transition Words or Phrases used:
first, firstly, however, if, may, so, still, well, while, for instance, as a result, in other words
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 21.0 19.5258426966 108% => OK
Auxiliary verbs: 15.0 12.4196629213 121% => OK
Conjunction : 9.0 14.8657303371 61% => OK
Relative clauses : 23.0 11.3162921348 203% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 34.0 33.0505617978 103% => OK
Preposition: 84.0 58.6224719101 143% => OK
Nominalization: 23.0 12.9106741573 178% => OK
Performance on vocabulary words:
No of characters: 2899.0 2235.4752809 130% => OK
No of words: 541.0 442.535393258 122% => OK
Chars per words: 5.35859519409 5.05705443957 106% => OK
Fourth root words length: 4.82280071112 4.55969084622 106% => OK
Word Length SD: 3.11358276826 2.79657885939 111% => OK
Unique words: 240.0 215.323595506 111% => OK
Unique words percentage: 0.443622920518 0.4932671777 90% => More unique words wanted or less content wanted.
syllable_count: 903.6 704.065955056 128% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 4.0 6.24550561798 64% => OK
Article: 4.0 4.99550561798 80% => OK
Subordination: 2.0 3.10617977528 64% => OK
Conjunction: 2.0 1.77640449438 113% => OK
Preposition: 6.0 4.38483146067 137% => OK
Performance on sentences:
How many sentences: 22.0 20.2370786517 109% => OK
Sentence length: 24.0 23.0359550562 104% => OK
Sentence length SD: 60.6130014965 60.3974514979 100% => OK
Chars per sentence: 131.772727273 118.986275619 111% => OK
Words per sentence: 24.5909090909 23.4991977007 105% => OK
Discourse Markers: 4.5 5.21951772744 86% => OK
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 12.0 7.80617977528 154% => OK
Sentences with positive sentiment : 11.0 10.2758426966 107% => OK
Sentences with negative sentiment : 6.0 5.13820224719 117% => OK
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: 0.178068930209 0.243740707755 73% => OK
Sentence topic coherence: 0.0585775159748 0.0831039109588 70% => OK
Sentence topic coherence SD: 0.0449030659781 0.0758088955206 59% => OK
Paragraph topic coherence: 0.112797913229 0.150359130593 75% => OK
Paragraph topic coherence SD: 0.0327853088188 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: 16.1 14.1392134831 114% => OK
flesch_reading_ease: 38.66 48.8420337079 79% => OK
smog_index: 13.0 7.92365168539 164% => OK
flesch_kincaid_grade: 13.8 12.1743820225 113% => OK
coleman_liau_index: 14.1 12.1639044944 116% => OK
dale_chall_readability_score: 8.71 8.38706741573 104% => OK
difficult_words: 133.0 100.480337079 132% => OK
linsear_write_formula: 16.0 11.8971910112 134% => OK
gunning_fog: 11.6 11.2143820225 103% => OK
text_standard: 16.0 11.7820224719 136% => OK
What are above readability scores?
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Better to have 5/6 paragraphs with 3/4 arguments. And try always support/against one side but compare two sides, like this:
para 1: introduction
para 2: reason 1. address both of the views presented for reason 1
para 3: reason 2. address both of the views presented for reason 2
para 4: reason 3. address both of the views presented for reason 3
para 5: reason 4. address both of the views presented for reason 4 (optional)
para 6: conclusion.
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.