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 these examples shape your position.

George W. Bush's adminstration implemented the "No Child Left Behind Act" in the 2000s with the high goals of bringing a standardized quality education to all children in America. In a speech aired on television, he said that he would make sure that all schools nationwide would have set goals to achieve, and that standardized tests would measure the progress of each school. "How can we know how well a school is doing if we don't have a way of measuring it?" he asked reporters. The "No Child Left Behind Act" and many other attempts at a national standardized curriculum have the goals of bringing an equal education for all, an education that can be measured and standardized to improve problem areas. However, though being able to quantatively measure a school's performance is important, imposing a national curriculum on all students is ultimately prone to a disharmonious education for the individual student.
Students study in schools that are engrained in a community. A student living in New York is surrounded by city lights, pollution, and international cultures, while a student living in rural Texas has wheatfields and long stretches of empty road as neighbors. The students living in these different areas have to deal with different issues. The student from New York might have to learn more about maintaining an environmentally healthy planet by reducing pollution and trash, while the student from Texas might have to focus more on weather patterns that affect their daily lives. A national curriculum, however, does not take into account the distinct necessities of the student's surroundings. In pursuing the standards of a national curriculum, teachers have less time to spend on areas that are important for children of a particular area.
Teachers must have this kind of leniency in order to bring tailor-made lessons that match their students' needs. In certain regions of the country, teachers have their every minute planned so that every teacher will teach a particular concept in a particular way at the same time. Not only does this impede teachers of their creativity, this also creates an environment where teachers acts as cogs in a machinated system where they have little say on the direction of their classes. Perhaps a certain class has trouble with adding, more so than other clases, and a teacher can see that this class will need an extra two weeks for the subject. Looking at the course schedule, however, he might forgo this extra time because he has to keep up with the curriculum.
Teachers cannot create tailor-made education experiences for their students when they have twenty to thirty students in their classrooms. It is possibly true that students can receive individualized education only in one-on-one or small class settings. However, when a teacher no longer follows a lesson plan made for the twenty to thirty students she knows, and instead must follow a lesson plan tailored for a generic student averaged from the many millions of students across the country, she loses much of her effectiveness as a teacher.

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Average: 8.3 (1 vote)
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Grammar and spelling errors:
Line 1, column 442, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: don't
...e know how well a school is doing if we dont have a way of measuring it?' he as...
^^^^
Line 1, column 789, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'schools'' or 'school's'?
Suggestion: schools'; school's
...gh being able to quantatively measure a schools performance is important, imposing a na...
^^^^^^^

Transition Words or Phrases used:
also, however, if, look, so, well, while, as to, kind of

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

Performance on Part of Speech:
To be verbs : 9.0 19.5258426966 46% => More to be verbs wanted.
Auxiliary verbs: 16.0 12.4196629213 129% => OK
Conjunction : 9.0 14.8657303371 61% => OK
Relative clauses : 15.0 11.3162921348 133% => OK
Pronoun: 38.0 33.0505617978 115% => OK
Preposition: 66.0 58.6224719101 113% => OK
Nominalization: 11.0 12.9106741573 85% => OK

Performance on vocabulary words:
No of characters: 2594.0 2235.4752809 116% => OK
No of words: 505.0 442.535393258 114% => OK
Chars per words: 5.13663366337 5.05705443957 102% => OK
Fourth root words length: 4.74048574033 4.55969084622 104% => OK
Word Length SD: 2.8594607932 2.79657885939 102% => OK
Unique words: 255.0 215.323595506 118% => OK
Unique words percentage: 0.50495049505 0.4932671777 102% => OK
syllable_count: 791.1 704.065955056 112% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK

A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 6.24550561798 96% => OK
Article: 6.0 4.99550561798 120% => OK
Subordination: 4.0 3.10617977528 129% => OK
Conjunction: 5.0 1.77640449438 281% => Less conjunction wanted as sentence beginning.
Preposition: 4.0 4.38483146067 91% => OK

Performance on sentences:
How many sentences: 19.0 20.2370786517 94% => OK
Sentence length: 26.0 23.0359550562 113% => OK
Sentence length SD: 65.3247847298 60.3974514979 108% => OK
Chars per sentence: 136.526315789 118.986275619 115% => OK
Words per sentence: 26.5789473684 23.4991977007 113% => OK
Discourse Markers: 2.94736842105 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 : 9.0 10.2758426966 88% => OK
Sentences with negative sentiment : 4.0 5.13820224719 78% => 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: 0.128969608231 0.243740707755 53% => OK
Sentence topic coherence: 0.0473769590298 0.0831039109588 57% => OK
Sentence topic coherence SD: 0.0371755331893 0.0758088955206 49% => Sentences are similar to each other.
Paragraph topic coherence: 0.0814240144162 0.150359130593 54% => OK
Paragraph topic coherence SD: 0.0256860877287 0.0667264976115 38% => 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: 45.09 48.8420337079 92% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 13.4 12.1743820225 110% => OK
coleman_liau_index: 12.83 12.1639044944 105% => OK
dale_chall_readability_score: 8.3 8.38706741573 99% => OK
difficult_words: 108.0 100.480337079 107% => OK
linsear_write_formula: 15.0 11.8971910112 126% => OK
gunning_fog: 12.4 11.2143820225 111% => OK
text_standard: 13.0 11.7820224719 110% => 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: 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.