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 claim In developing and supporting your position be sure to | TOEFL IELTS GMAT GRE SAT ACT PTE ESL

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 claim. In developing and supporting your position, be sure to address the most compelling reasons and/or examples that could be used to challenge your position.

The choice of a major for a scholar in the early stage of education is not a straightforward decision. This is since parents usually select a particular curriculum considering both the inclinations of their offspring and the academic and working opportunities that the major can give in the future. For this reason, one may affirm that the State should impose student to attend the same educational program before entering college, easing the selection process. However, I believe that this solution may not be effective as students, but also nations, differ for several reasons.

First of all, the imposition of the same study program may lead to counterproductive effects, as differences arises between juveniles. Actually, students have diverse needs and passion and the scholastic system should accommodate their satisfaction and realization. For instance, with the presence of a national curriculum, students that are interested in matters which are not taught would not have the possibility to deepen their knowledge and nurture their passions. Constraining youngsters to attend the same program could determine a sentiment of unhappiness and reduce the will to complete education years.

Furthermore, the idea that each nation should apply this system is deceptive due to the diverse status in which nations are and their disparate needs. Distinguish between developing and developed countries, it is clear that the former are in conditions which are distant form the reality of the latter. While in rich countries the solution proposed by the claim could be taken into account seriously, in poor countries, the malfunctioning of the education system constitutes just one problem among a plethora of difficulties. Before thinking on the education system, governments of developing countries should focus on the resolution of major issues, such as scarce sanitary conditions, high mortality rate and the boundless presence of starvation. Therefore, the affirmation of the prompt has to be rebutted as it would be hard to extend it on the generality of nations.

Nevertheless, opponents to the presented argument could aver that the imposition of the government has a double positive impact. It can reduce the burden on parents of the curriculum decision, but most importantly it would allow equalising students giving them the same opportunities before choosing whether continuing academic studies or undertaking a working career. However, even though it may seem convincing, this reasoning fails to account the most relevant aspect, that is children’s dreams and passions. Only if properly stimulated a scholar will be able to utilise the instruments supplied by the educational system, succeeding in his adult life. Then, it is not truthful that this policy will bring equal opportunities among students. In reality, a part of European countries, e.g. Italy, apply it without experiencing the effect forecast by the oppositions. This is since other elements external to education affects the issue of equality, such as the culture of a Nation, the Institutions that govern it and the displayed level of corruption.

Summing up, the idea that scholars should attend the same curriculum imposed by the State seems wrongful. However, in order to reach a common ground between the two extreme positions, one could propose that national curricula should include a combination of mandatory and free-selected subjects.

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Essay evaluations by e-grader

Grammar and spelling errors:
Line 7, column 1056, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... and the displayed level of corruption. Summing up, the idea that scholars shoul...
^^^^^^^
Line 9, column 297, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...f mandatory and free-selected subjects.
^^^^^^

Transition Words or Phrases used:
actually, also, but, e.g., first, furthermore, however, if, may, nevertheless, so, then, therefore, while, as to, for instance, such as, first of all

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

Performance on Part of Speech:
To be verbs : 17.0 19.5258426966 87% => OK
Auxiliary verbs: 22.0 12.4196629213 177% => OK
Conjunction : 16.0 14.8657303371 108% => OK
Relative clauses : 15.0 11.3162921348 133% => OK
Pronoun: 36.0 33.0505617978 109% => OK
Preposition: 68.0 58.6224719101 116% => OK
Nominalization: 23.0 12.9106741573 178% => OK

Performance on vocabulary words:
No of characters: 2909.0 2235.4752809 130% => OK
No of words: 529.0 442.535393258 120% => OK
Chars per words: 5.49905482042 5.05705443957 109% => OK
Fourth root words length: 4.79583152331 4.55969084622 105% => OK
Word Length SD: 3.06435559163 2.79657885939 110% => OK
Unique words: 277.0 215.323595506 129% => OK
Unique words percentage: 0.523629489603 0.4932671777 106% => OK
syllable_count: 902.7 704.065955056 128% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK

A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 6.24550561798 128% => OK
Article: 8.0 4.99550561798 160% => OK
Subordination: 4.0 3.10617977528 129% => OK
Conjunction: 2.0 1.77640449438 113% => OK
Preposition: 5.0 4.38483146067 114% => OK

Performance on sentences:
How many sentences: 22.0 20.2370786517 109% => OK
Sentence length: 24.0 23.0359550562 104% => OK
Sentence length SD: 41.3736251675 60.3974514979 69% => OK
Chars per sentence: 132.227272727 118.986275619 111% => OK
Words per sentence: 24.0454545455 23.4991977007 102% => OK
Discourse Markers: 6.77272727273 5.21951772744 130% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 12.0 10.2758426966 117% => OK
Sentences with negative sentiment : 4.0 5.13820224719 78% => OK
Sentences with neutral sentiment: 6.0 4.83258426966 124% => OK
What are sentences with positive/Negative/neutral sentiment?

Coherence and Cohesion:
Essay topic to essay body coherence: 0.180520633429 0.243740707755 74% => OK
Sentence topic coherence: 0.048431896642 0.0831039109588 58% => OK
Sentence topic coherence SD: 0.0414161563226 0.0758088955206 55% => OK
Paragraph topic coherence: 0.101967759178 0.150359130593 68% => OK
Paragraph topic coherence SD: 0.0391101482173 0.0667264976115 59% => OK

Essay readability:
automated_readability_index: 16.5 14.1392134831 117% => OK
flesch_reading_ease: 38.66 48.8420337079 79% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 13.8 12.1743820225 113% => OK
coleman_liau_index: 14.92 12.1639044944 123% => OK
dale_chall_readability_score: 9.93 8.38706741573 118% => OK
difficult_words: 171.0 100.480337079 170% => OK
linsear_write_formula: 12.0 11.8971910112 101% => OK
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: 83.33 out of 100
Scores by essay e-grader: 5.0 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.

Essay evaluations by e-grader

Transition Words or Phrases used:
actually, also, but, e.g., first, furthermore, however, if, may, nevertheless, so, then, therefore, while, as to, for instance, such as, first of all

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