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.
I disagree with the recommendation of using a standardized national curriculum for all students until they enter college. In elementary, middle, and high school, children learn at various speeds that a 'one size fits all' solution will stultify. In addition, students have varying degrees of interests for different subjects in school; a rigid structure in school may not allow a child to explore and dive deep into their interest. However, there are indeed merits to using the same national curriculum to encourage a fair training ground that builds the youths' common and general skills, to a necessary level of competency, before expanding their interests in post-secondary education. This argument, I believe is fair, but actually gives students who are able to a 'jack of all trades' an advantage and limits the ones who want to specialize and be a master of one.
The 'one size fits all' solution for students may not be fair. Students have different speeds at which they comprehend and learn material from school. Some students are faster at reading or math, while some others may take some extra time and help to advance their skills to the same level. One example would be students who are classified under 'English as a Second Language student', or ESL. A new ESL student joining grade 3 would tend to struggle with reading comprehension and picking up the material that the other students have already a few years of experience in. In this sense, it would help if the ESL student is taught with a personalized, or language structured curriculum, allowing the child to catch up to speed. Otherwise, the child would be dragging behind from the onset, with no motivation to learn with the other kids.
Another fact is that students may have a range of interests that they would like to explore before entering college. From my experience - last time being in high school 6 years ago - students nowadays generally have a much clearer idea of what they want to achieve and become in their career as early as grade 9 or 10. I believe that it is an opportunity that should not be wasted if a child would like to explore their interests in economics or finance, for example, rather than forced to take the standardized courses such as geography, a course that they have already had exposure to for all of elementary and middle school and knows that they have less of an interest in.
The curriculum favours 'jack of all trades' rather than being a 'master of one'. This is a good idea to get all students on the same level, however, as mentioned previously, if a student has not the ability to catch up to their peers and also does not have the interest in becoming a generalist, it is a better idea to let them explore their own interests, at least when they've reached high school and are capable of thinking for themselves.
In conclusion, the common curriculum will stem students into a single track of growth. I disagree with the standard curriculum and I think that it will hurt students.
Grammar and spelling errors:
Line 7, column 368, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: they've
...lore their own interests, at least when theyve reached high school and are capable of ...
^^^^^^
Discourse Markers used:
['actually', 'also', 'but', 'however', 'if', 'may', 'second', 'so', 'while', 'at least', 'for example', 'i think', 'in addition', 'in conclusion', 'such as']
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance in Part of Speech:
Nouns: 0.214159292035 0.240241500013 89% => OK
Verbs: 0.171681415929 0.157235817809 109% => OK
Adjectives: 0.0814159292035 0.0880659088768 92% => OK
Adverbs: 0.0389380530973 0.0497285424764 78% => OK
Pronouns: 0.0442477876106 0.0444667217837 100% => OK
Prepositions: 0.127433628319 0.12292977631 104% => OK
Participles: 0.0389380530973 0.0406280797675 96% => OK
Conjunctions: 2.65384615385 2.79330140395 95% => OK
Infinitives: 0.0371681415929 0.030933414821 120% => OK
Particles: 0.00353982300885 0.0016655270985 213% => OK
Determiners: 0.106194690265 0.0997080785238 107% => OK
Modal_auxiliary: 0.0247787610619 0.0249443105267 99% => OK
WH_determiners: 0.0141592920354 0.0148568991511 95% => OK
Vocabulary words and sentences:
No of characters: 2992.0 2732.02544248 110% => OK
No of words: 520.0 452.878318584 115% => OK
Chars per words: 5.75384615385 6.0361032391 95% => OK
Fourth root words length: 4.77530192783 4.58838876751 104% => OK
words length more than 5 chars: 0.332692307692 0.366273622748 91% => OK
words length more than 6 chars: 0.25 0.280924506359 89% => OK
words length more than 7 chars: 0.180769230769 0.200843997647 90% => OK
words length more than 8 chars: 0.0961538461538 0.132149295362 73% => OK
Word Length SD: 2.65384615385 2.79330140395 95% => OK
Unique words: 243.0 219.290929204 111% => OK
Unique words percentage: 0.467307692308 0.48968727796 95% => OK
Word variations: 54.4762115864 55.4138127331 98% => OK
How many sentences: 19.0 20.6194690265 92% => OK
Sentence length: 27.3684210526 23.380412469 117% => OK
Sentence length SD: 84.5590812814 59.4972553346 142% => OK
Chars per sentence: 157.473684211 141.124799967 112% => OK
Words per sentence: 27.3684210526 23.380412469 117% => OK
Discourse Markers: 0.789473684211 0.674092028746 117% => OK
Paragraphs: 5.0 4.94800884956 101% => OK
Language errors: 1.0 5.21349557522 19% => OK
Readability: 52.3684210526 51.4728631049 102% => OK
Elegance: 1.49305555556 1.64882698954 91% => OK
Coherence and Cohesion:
Essay topic to essay body coherence: 0.425445739577 0.391690518653 109% => OK
Sentence sentence coherence: 0.115947478856 0.123202303941 94% => OK
Sentence sentence coherence SD: 0.0630999969345 0.077325440228 82% => OK
Sentence paragraph coherence: 0.538419867309 0.547984918172 98% => OK
Sentence paragraph coherence SD: 0.169782110317 0.149214159877 114% => OK
Sentence topic coherence: 0.17924843355 0.161403998019 111% => OK
Sentence topic coherence SD: 0.0877341709737 0.0892212321368 98% => OK
Paragraph paragraph coherence: 0.33028133029 0.385218514788 86% => OK
Paragraph paragraph coherence SD: 0.0865032160811 0.0692045440612 125% => OK
Paragraph topic coherence: 0.290510605144 0.275328986314 106% => OK
Paragraph topic coherence SD: 0.0590403281087 0.0653680567796 90% => OK
Task Achievement:
Sentences with positive sentiment : 14.0 10.4325221239 134% => OK
Sentences with negative sentiment : 3.0 5.30420353982 57% => OK
Sentences with neutral sentiment: 2.0 4.88274336283 41% => OK
Positive topic words: 14.0 7.22455752212 194% => OK
Negative topic words: 3.0 3.66592920354 82% => OK
Neutral topic words: 2.0 2.70907079646 74% => OK
Total topic words: 19.0 13.5995575221 140% => OK
What are sentences with positive/Negative/neutral sentiment?
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Rates: 58.33 out of 100
Scores by essay e-grader: 3.5 Out of 6
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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.