A nation should require its students to study the same national curriculum until they enter college.
The author here prefers for all its students to study the same national curriculum until they enter college. I agree with this position of the author where a common curriculum will be followed by all the students of the nation and will serve to benefit the nation’s interests. However, at the same time individual states should also be given privilege to some extent to decide upon the curriculum of its students otherwise it will impede its students from serving its own purposes.
A national core curriculum will be beneficial to its students in a number of aspects. Firstly, all students will be imparted with fundamental values and knowledge along with fundamental skills which will make them productive members of a nation as a whole. Secondly, building a common core curriculum for all students of a nation will eliminate the regional disparities by providing students of every region or state with a uniform education which consists of the same fundamental knowledge and skills. Consider the example of a country like India which has a central education board along with state education boards. The curriculum and educational standards of each of the boards are at disparate levels and as a result, in a group of college students, there is a non-uniform representation of students by states. Thirdly, a national core curriculum will also provide a foundation upon which college administrators and faculty can more easily build a curriculum and select course materials for freshmen which are neither above nor below their level of educational experience. Finally, a common curriculum will also ensure its students are taught the same ideals and values upon which a democratic society survives upon and even survive values such as tolerance of others with different viewpoints and respect for others.
However, a common core curriculum which is also an exclusive one will pose certain problems, which might outweigh its benefits. Firstly, on what basis should subject be included or excluded in a common curriculum and who will be the final decision maker? In all these likely decisions the educators and legislator will have their own notions of what should and should not be taught in school. But, these notions may not reflect those of most parents, schools and communities. Secondly, a national curriculum may not include courses or subjects which are important to the students of a particular state or a region. As a result, they will miss out studying those subjects which are of regional or local significance. For example, India is a country with various states consisting of a diverse population. Having a national curriculum will exclude the subjects of regional or state languages or their local cultures and therefore, students will miss out learning the cultures, traditions, and languages of their respective states. Thirdly, a national curriculum in schools will undermine the authority of the parents in selecting the curriculum of their children in schools. Building a national curriculum will rest on the decisions made by the legislators and regulators and parents will not have any role in the decision-making process.
In sum, a national curriculum at school level will ensure all students with a uniform fundamental education and also, provide them with opportunities at par with nation’s interests but at the same time, it will serve to obliterate the cultural values and traditions. In my view, a balanced approach will be the one where a nation imposes a basic curriculum and leaves rest the rest upon the state or the community.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2020-01-29 | AlmeeC. | 58 | view |
| 2020-01-29 | lekuleku | 62 | view |
| 2020-01-23 | nikhil40507 | 50 | view |
| 2020-01-18 | greuela001 | 50 | view |
| 2020-01-18 | vineel | 58 | view |
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Transition Words or Phrases used:
also, but, finally, first, firstly, however, if, may, second, secondly, so, therefore, third, thirdly, as to, for example, such as, as a result, in my view
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 16.0 19.5258426966 82% => OK
Auxiliary verbs: 29.0 12.4196629213 234% => Less auxiliary verb wanted.
Conjunction : 31.0 14.8657303371 209% => Less conjunction wanted
Relative clauses : 13.0 11.3162921348 115% => OK
Pronoun: 25.0 33.0505617978 76% => OK
Preposition: 76.0 58.6224719101 130% => OK
Nominalization: 11.0 12.9106741573 85% => OK
Performance on vocabulary words:
No of characters: 3004.0 2235.4752809 134% => OK
No of words: 577.0 442.535393258 130% => OK
Chars per words: 5.20623916811 5.05705443957 103% => OK
Fourth root words length: 4.90110439584 4.55969084622 107% => OK
Word Length SD: 2.90218723101 2.79657885939 104% => OK
Unique words: 244.0 215.323595506 113% => OK
Unique words percentage: 0.42287694974 0.4932671777 86% => More unique words wanted or less content wanted.
syllable_count: 964.8 704.065955056 137% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 4.0 6.24550561798 64% => OK
Article: 10.0 4.99550561798 200% => Less articles wanted as sentence beginning.
Subordination: 1.0 3.10617977528 32% => OK
Conjunction: 1.0 1.77640449438 56% => OK
Preposition: 6.0 4.38483146067 137% => OK
Performance on sentences:
How many sentences: 22.0 20.2370786517 109% => OK
Sentence length: 26.0 23.0359550562 113% => OK
Sentence length SD: 57.7764464864 60.3974514979 96% => OK
Chars per sentence: 136.545454545 118.986275619 115% => OK
Words per sentence: 26.2272727273 23.4991977007 112% => OK
Discourse Markers: 7.04545454545 5.21951772744 135% => OK
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 0.0 7.80617977528 0% => OK
Sentences with positive sentiment : 12.0 10.2758426966 117% => OK
Sentences with negative sentiment : 3.0 5.13820224719 58% => More negative sentences wanted.
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: 0.338015993122 0.243740707755 139% => OK
Sentence topic coherence: 0.129454515804 0.0831039109588 156% => OK
Sentence topic coherence SD: 0.122633614338 0.0758088955206 162% => OK
Paragraph topic coherence: 0.262549026983 0.150359130593 175% => OK
Paragraph topic coherence SD: 0.126815298189 0.0667264976115 190% => OK
Essay readability:
automated_readability_index: 16.2 14.1392134831 115% => OK
flesch_reading_ease: 36.63 48.8420337079 75% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 14.6 12.1743820225 120% => OK
coleman_liau_index: 13.23 12.1639044944 109% => OK
dale_chall_readability_score: 8.57 8.38706741573 102% => OK
difficult_words: 133.0 100.480337079 132% => OK
linsear_write_formula: 11.5 11.8971910112 97% => OK
gunning_fog: 12.4 11.2143820225 111% => OK
text_standard: 12.0 11.7820224719 102% => 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: 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.