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 your views on the policy and explain your reasoning for the position you take. In developing and supporting your position, you should consider the possible consequences of implementing the policy and explain how these consequences shape your position.
A school's education builds the initial foundations of a child and fuels his future aspirations and goals. The ability to percieve and explore the world, starts to develop at a rudimentary stage and is shaped by the education that the student is imparted through his growing years. A standardised and uniform education curriculum for all students does provides for an equal access to every diverse subject but an unequivocal approach of inculcating education in scholars supplants the ambiguity of graduates. A same national curriculum for all but to a limited extend uptill the beginning of high school is what I believe is a more positive development.
The human brain at tender stages best adapts to ways of learning that are diversified and involves knowledge about everything that the child encounters. Favouring this, a uniformity in the curriculum makes sure that the student gets well exposed to all the basic foundational knowledge that helps his mind to nurture intellectual abilities and be more intelligent in varied areas of life. For instance, a 5th grade class that involves students being taught about all cores would be over an edge in decision making and analysis compared to a class that focuses on personalised topics of interests at a younger age. A same curriculum for all thereby, also helps in the provision of delivery of an unbiased education to all the sectors of the society, irrespective of the resourses possessed by them.
However, considering this invariability in the curriculum results in a demerit as soon as the learner begins his high school education. Concentration in one subject from a vast array of fields helps the student to be more focused and put in all his best efforts in learning what is really enjoyed. Being indulged in varied fields at a high school level is incongrous to the learner's growth as a professional and thus suppresses the approach that every mind has its own unique abilities and interests. Consider teaching History to a high school student who has already developed fascination for science, he would hardly be involved in history because of a want of interest. This further justifies the diversions needed at a higher level of education.
On the other hand, there comes out to be instances wherein the students do not seem to be particularly interested in one certain field but instead, their interest involves a variety of niches from diverse background. This in itself entails the need to have a multi-disciplinary approach of the curriculum that helps the students choose from different niches and study whatever interests them so as to shape them in a way that they become experts in whatever field they want to dive in.
Therefore, this need to have a uniform national curriculum is quite beneficial, keeping in mind, the dire need to have a specified one in high school according to the personalised interest of the students, thus building the foundations of great minds and expertised professionals.
Grammar and spelling errors:
Line 1, column 3, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'schools'' or 'school's'?
Suggestion: schools'; school's
A schools education builds the initial foundation...
^^^^^^^
Line 1, column 365, Rule ID: A_UNCOUNTABLE[3]
Message: Uncountable nouns are usually not used with an indefinite article. Use simply 'equal access'.
Suggestion: equal access
...ulum for all students does provides for an equal access to every diverse subject but an unequiv...
^^^^^^^^^^^^^^^
Line 5, column 375, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'learners'' or 'learner's'?
Suggestion: learners'; learner's
... high school level is incongrous to the learners growth as a professional and thus suppr...
^^^^^^^^
Line 7, column 393, Rule ID: SO_AS_TO[1]
Message: Use simply 'to'
Suggestion: to
...iches and study whatever interests them so as to shape them in a way that they become ex...
^^^^^^^^
Transition Words or Phrases used:
also, but, however, if, really, so, therefore, thus, well, as to, for instance, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 16.0 19.5258426966 82% => OK
Auxiliary verbs: 5.0 12.4196629213 40% => OK
Conjunction : 16.0 14.8657303371 108% => OK
Relative clauses : 11.0 11.3162921348 97% => OK
Pronoun: 30.0 33.0505617978 91% => OK
Preposition: 76.0 58.6224719101 130% => OK
Nominalization: 12.0 12.9106741573 93% => OK
Performance on vocabulary words:
No of characters: 2494.0 2235.4752809 112% => OK
No of words: 490.0 442.535393258 111% => OK
Chars per words: 5.08979591837 5.05705443957 101% => OK
Fourth root words length: 4.70488508055 4.55969084622 103% => OK
Word Length SD: 2.97623238066 2.79657885939 106% => OK
Unique words: 244.0 215.323595506 113% => OK
Unique words percentage: 0.497959183673 0.4932671777 101% => OK
syllable_count: 793.8 704.065955056 113% => 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: 9.0 4.99550561798 180% => OK
Subordination: 0.0 3.10617977528 0% => More adverbial clause wanted.
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 2.0 4.38483146067 46% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 16.0 20.2370786517 79% => Need more sentences. Double check the format of sentences, make sure there is a space between two sentences, or have enough periods. And also check the lengths of sentences, maybe they are too long.
Sentence length: 30.0 23.0359550562 130% => The Avg. Sentence Length is relatively long.
Sentence length SD: 54.3771551297 60.3974514979 90% => OK
Chars per sentence: 155.875 118.986275619 131% => OK
Words per sentence: 30.625 23.4991977007 130% => OK
Discourse Markers: 6.0625 5.21951772744 116% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 4.0 7.80617977528 51% => OK
Sentences with positive sentiment : 12.0 10.2758426966 117% => OK
Sentences with negative sentiment : 0.0 5.13820224719 0% => More negative sentences wanted.
Sentences with neutral sentiment: 4.0 4.83258426966 83% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.123358846034 0.243740707755 51% => OK
Sentence topic coherence: 0.0444628663795 0.0831039109588 54% => OK
Sentence topic coherence SD: 0.0401916525747 0.0758088955206 53% => OK
Paragraph topic coherence: 0.0714226297673 0.150359130593 48% => OK
Paragraph topic coherence SD: 0.0304065260159 0.0667264976115 46% => 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: 17.9 14.1392134831 127% => OK
flesch_reading_ease: 41.03 48.8420337079 84% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 15.0 12.1743820225 123% => OK
coleman_liau_index: 12.83 12.1639044944 105% => OK
dale_chall_readability_score: 9.15 8.38706741573 109% => OK
difficult_words: 125.0 100.480337079 124% => OK
linsear_write_formula: 16.0 11.8971910112 134% => OK
gunning_fog: 14.0 11.2143820225 125% => OK
text_standard: 18.0 11.7820224719 153% => 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.