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 specfic circumstances in which adopting the recommendation would or would not be advantageous and explain how these examples shape your position.
In Western societies, official education until the end of high school is fairly standardized, save for the different "levels" one can be in. In Canada, this is often divided into "academic," for those who wish to go to university; "applied," for those who wish to go to college; and "locally developed," usually for those who will not go onto pursuing a secondary education at all. These three levels effectively represent three different streams in high school which allows a student to develop skills specifically for the future that most likely awaits them. This system of education seems to work, and while the issue statement undoubtedly has good intentions when it suggested for all students to study the same curriculum prior to college, the benefits of specialized and focused education will likely outweigh a completely standardized education in most instances.
To understand why specialized education can be more beneficial, we must first look at the careers available in our society. The wide choice of careers that an individual can pursue necessitates an equally large and diverse set skills and knowledge. In order to be a doctor, one is required to enter into competitive pre-medical programs with a long and specific list of pre-requisites from high school, such as biology, chemistry, physics, and mathematics, all at an academic level. Even with an extremely academically vigorous high school curriculum, much less than 25% of the students in Canadian medical programs go on to become doctors. So while having the rigorous high school curriculum was absolutely necessary to even have the opportunity to go on the path of becoming a doctor, some would say the curriculum is not enough, and perhaps would advocate an even more stringent high school program for aspiring doctors.
On the other hand, another student who wishes to take over their family farm will benefit from an extremely different formal education system in high school. The skills of a business owner - especially one who manages farmland - tends to be much more hands on. A more desirable curriculum for this individual would include entrepreneurship, basic accounting, and workshop. An aspiring farmer has no need to learn university level calculus or memorize the periodic table in chemistry class, because those skills are not useful for his or her day-to-day job later on. The above are descriptions of merely two paths who require very different education; in reality, there are innumerable career opportunities all requiring unique skills, skills that are best developed as early as possible. Due to the sheer size of the curriculum that could be taught to high school students, and the impossibility of teaching all students all subjects, it is more often than not to tailor the education to a student's interest and aspirations as opposed to adopting a national standard.
Of course, there are instances where adopting the same national curriculum can be very beneficial. It can be argued that pre-college students are not entirely fit to choose their own path yet, even in a broad sense, because they have not been exposed to enough experiences to make an informed decision. The education system is implemented in order for students to broaden their horizons beyond what they immediately understand about the world through their family. A student who decides to pursue a career in medicine early on may have realized that they would much rather become a writer or journalist if a specific English literature class captured their imagination. An unstandardized education denies the student that opportunity if the system allows the students to choose only the sciences as their class.
Thus, a middle ground is usually stricken between those who advocate for complete standardization of elementary and high school education, and those who wish for the future generation to be gaining necessary skill sets for their career as early as possible. In Canada, there is a set of standardized curriculum since the beginning of high school, but this set of courses gradually shrinks as a student becomes a sophomore, junior, and senior in high school. As the student learns more, they have more freedom to choose their elective courses.
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- 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 88
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Grammar and spelling errors:
Line 1, column 204, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Put a space after the comma
Suggestion: , &apos
...his is often divided into 'academic,' for those who wish to go to university...
Line 1, column 265, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Put a space after the comma
Suggestion: , &apos
... wish to go to university; 'applied,' for those who wish to go to college; a...
Line 1, column 337, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Put a space after the comma
Suggestion: , &apos
... to college; and 'locally developed,' usually for those who will not go onto...
Line 5, column 698, Rule ID: ABSOLUTELY_ESSENTIAL
Message: Use simply 'necessary'.
...the rigorous high school curriculum was absolutely necessary to even have the opportunity to go on t...
Line 9, column 991, Rule ID: POSSESIVE_APOSTROPHE
Message: Possible typo: apostrophe is missing. Did you mean 'students'' or 'student's'?
Suggestion: students'; student's
...n than not to tailor the education to a students interest and aspirations as opposed to ...
Discourse Markers used:
['but', 'first', 'if', 'look', 'may', 'second', 'so', 'thus', 'while', 'of course', 'such as', 'on the other hand']
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance in Part of Speech:
Nouns: 0.223376623377 0.240241500013 93% => OK
Verbs: 0.136363636364 0.157235817809 87% => OK
Adjectives: 0.106493506494 0.0880659088768 121% => OK
Adverbs: 0.0701298701299 0.0497285424764 141% => OK
Pronouns: 0.025974025974 0.0444667217837 58% => OK
Prepositions: 0.112987012987 0.12292977631 92% => OK
Participles: 0.0311688311688 0.0406280797675 77% => OK
Conjunctions: 3.08268633721 2.79330140395 110% => OK
Infinitives: 0.038961038961 0.030933414821 126% => OK
Particles: 0.0012987012987 0.0016655270985 78% => OK
Determiners: 0.102597402597 0.0997080785238 103% => OK
Modal_auxiliary: 0.0194805194805 0.0249443105267 78% => OK
WH_determiners: 0.0207792207792 0.0148568991511 140% => OK
Vocabulary words and sentences:
No of characters: 4288.0 2732.02544248 157% => OK
No of words: 683.0 452.878318584 151% => Less content wanted.
Chars per words: 6.27818448023 6.0361032391 104% => OK
Fourth root words length: 5.11216868763 4.58838876751 111% => OK
words length more than 5 chars: 0.398243045388 0.366273622748 109% => OK
words length more than 6 chars: 0.310395314788 0.280924506359 110% => OK
words length more than 7 chars: 0.234260614934 0.200843997647 117% => OK
words length more than 8 chars: 0.153733528551 0.132149295362 116% => OK
Word Length SD: 3.08268633721 2.79330140395 110% => OK
Unique words: 332.0 219.290929204 151% => OK
Unique words percentage: 0.486090775988 0.48968727796 99% => OK
Word variations: 62.2546235725 55.4138127331 112% => OK
How many sentences: 23.0 20.6194690265 112% => OK
Sentence length: 29.6956521739 23.380412469 127% => OK
Sentence length SD: 63.7240328522 59.4972553346 107% => OK
Chars per sentence: 186.434782609 141.124799967 132% => OK
Words per sentence: 29.6956521739 23.380412469 127% => OK
Discourse Markers: 0.521739130435 0.674092028746 77% => OK
Paragraphs: 5.0 4.94800884956 101% => OK
Language errors: 5.0 5.21349557522 96% => OK
Readability: 60.7351836527 51.4728631049 118% => OK
Elegance: 1.58100558659 1.64882698954 96% => OK
Coherence and Cohesion:
Essay topic to essay body coherence: 0.403943357518 0.391690518653 103% => OK
Sentence sentence coherence: 0.124272886291 0.123202303941 101% => OK
Sentence sentence coherence SD: 0.071212197029 0.077325440228 92% => OK
Sentence paragraph coherence: 0.502809427977 0.547984918172 92% => OK
Sentence paragraph coherence SD: 0.128045253479 0.149214159877 86% => OK
Sentence topic coherence: 0.158081325012 0.161403998019 98% => OK
Sentence topic coherence SD: 0.0758590697681 0.0892212321368 85% => OK
Paragraph paragraph coherence: 0.396687269517 0.385218514788 103% => OK
Paragraph paragraph coherence SD: 0.081900440364 0.0692045440612 118% => OK
Paragraph topic coherence: 0.278295562153 0.275328986314 101% => OK
Paragraph topic coherence SD: 0.0441887567247 0.0653680567796 68% => The ideas may be duplicated in paragraphs.
Sentences with positive sentiment : 14.0 10.4325221239 134% => OK
Sentences with negative sentiment : 2.0 5.30420353982 38% => OK
Sentences with neutral sentiment: 7.0 4.88274336283 143% => OK
Positive topic words: 14.0 7.22455752212 194% => OK
Negative topic words: 2.0 3.66592920354 55% => OK
Neutral topic words: 6.0 2.70907079646 221% => OK
Total topic words: 22.0 13.5995575221 162% => OK
What are sentences with positive/Negative/neutral sentiment?
Less content wanted. Write the essay in 30 minutes.
Rates: 83.33 out of 100
Scores by essay e-grader: 5.0 Out of 6
Note: This is not the final score. 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.