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.
It is well established that quality public education is absolutely essential for a nation to thrive. But there is much debate, including in the United States, as to how uniform curriculums should be across the country. Using the United States as an example, is it logical for the federal government to mandate that a student in New York City be subject to the same curriculum as a student in Arkansas? There is certainly a cogent case. Teachers are currently only allowed to work at schools in state in which they are licensed, but this policy would render that license restriction obsolete. College admissions officers would face less of an uphill battle attempting to compare GPAs across vastly different schools. Less of a disparity between students would exist as they enter college. Despite all of these reasons, a nation should not require all of its students to study the same national curriculum until they enter college.
A circumstance for which a nationalized curriculum would not be advantageous is special education students and gifted students. It is advantageous for the learning standards and process of special education students to be adjusted to account for both how and the pace at which they learn. For example, a dyslexic child inherently cannot read as quickly as an average student. Especially early on in a dyslexic child's education, both the teacher and the student need to create and finetune the best possible strategies to aid in the student's reading development. Rushing this development to keep pace with a national curriculum could harm the student's confidence and inhibit his or her long-term growth as a reader. In contrast, a student identified as gifted needs to be challenged and be provided the opportunity to attempt to learn concepts ahead of his grade level. Frustrated students have been known to act out and disrupt the class if they breeze through every lesson. The flexibility to cater a curriculum to the cognitive levels of the students is a significant benefit that a national curriculum does not offer.
A second case that should prevent the installment of a national curriculum is private school education. Parents who can afford to so should be allowed to send their child to a school that matches their values or is known to prepare students well for college. A religious family may desire a faith-based curriculum for their students and forcing these students to attend a public school effectively infringes on their religious liberties. In addition, my sister and I attended Phillips Andover Academy, arguably the most demanding and highly regarded private high school in the United States. Alumni from this high school learn from teachers with minimal curriculum restrictions. A primary example is the lack of Advanced Placement courses. I was enrolled in one AP class during my high school career yet earned a 4.0 GPA during my freshmen year of college at an Ivy League caliber university. Phillips Andover comprehends that students learn differently, and each teacher possesses a unique skill set.
The most glaring drawback of a national curriculum is the inability to handle students at different levels and potentially infringes on the values of students and their families. If the best high school in the country does things differently, why not follow suit?
Grammar and spelling errors:
Line 1, column 57, Rule ID: ABSOLUTELY_ESSENTIAL[1]
Message: Use simply 'essential'.
Suggestion: essential
...lished that quality public education is absolutely essential for a nation to thrive. But there is mu...
^^^^^^^^^^^^^^^^^^^^
Line 3, column 643, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'students'' or 'student's'?
Suggestion: students'; student's
...th a national curriculum could harm the students confidence and inhibit his or her long-...
^^^^^^^^
Transition Words or Phrases used:
but, if, may, second, so, well, as to, for example, in addition, in contrast
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 23.0 19.5258426966 118% => OK
Auxiliary verbs: 13.0 12.4196629213 105% => OK
Conjunction : 19.0 14.8657303371 128% => OK
Relative clauses : 11.0 11.3162921348 97% => OK
Pronoun: 34.0 33.0505617978 103% => OK
Preposition: 68.0 58.6224719101 116% => OK
Nominalization: 14.0 12.9106741573 108% => OK
Performance on vocabulary words:
No of characters: 2787.0 2235.4752809 125% => OK
No of words: 542.0 442.535393258 122% => OK
Chars per words: 5.14206642066 5.05705443957 102% => OK
Fourth root words length: 4.82502781895 4.55969084622 106% => OK
Word Length SD: 2.83338192468 2.79657885939 101% => OK
Unique words: 271.0 215.323595506 126% => OK
Unique words percentage: 0.5 0.4932671777 101% => OK
syllable_count: 870.3 704.065955056 124% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 4.0 6.24550561798 64% => OK
Article: 9.0 4.99550561798 180% => OK
Subordination: 2.0 3.10617977528 64% => OK
Conjunction: 3.0 1.77640449438 169% => OK
Preposition: 3.0 4.38483146067 68% => OK
Performance on sentences:
How many sentences: 26.0 20.2370786517 128% => OK
Sentence length: 20.0 23.0359550562 87% => OK
Sentence length SD: 39.8305768483 60.3974514979 66% => OK
Chars per sentence: 107.192307692 118.986275619 90% => OK
Words per sentence: 20.8461538462 23.4991977007 89% => OK
Discourse Markers: 2.92307692308 5.21951772744 56% => More transition words/phrases wanted.
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 13.0 10.2758426966 127% => OK
Sentences with negative sentiment : 6.0 5.13820224719 117% => OK
Sentences with neutral sentiment: 7.0 4.83258426966 145% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.262905430465 0.243740707755 108% => OK
Sentence topic coherence: 0.0758381754151 0.0831039109588 91% => OK
Sentence topic coherence SD: 0.0823349985719 0.0758088955206 109% => OK
Paragraph topic coherence: 0.16292012768 0.150359130593 108% => OK
Paragraph topic coherence SD: 0.0803321991717 0.0667264976115 120% => OK
Essay readability:
automated_readability_index: 13.2 14.1392134831 93% => Automated_readability_index is low.
flesch_reading_ease: 51.18 48.8420337079 105% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 11.1 12.1743820225 91% => OK
coleman_liau_index: 12.53 12.1639044944 103% => OK
dale_chall_readability_score: 8.59 8.38706741573 102% => OK
difficult_words: 136.0 100.480337079 135% => OK
linsear_write_formula: 11.0 11.8971910112 92% => OK
gunning_fog: 10.0 11.2143820225 89% => OK
text_standard: 9.0 11.7820224719 76% => 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.