Schools should be responsbile only for teaching academic skills and not for teaching ethical and social values
The issue of whether or not schools should be responsible for teaching ethical and social values is a contentious one. While each side has its strengths and weaknesses, I believe that schools should be responsible for teaching ethical and social values, because the primary role of school is to prepare students for adult life. Furthermore, schools are best equipped to teach values, and many values can be presented in a neutral, open-ended manner.
First, schools have a clear mandate to prepare students for adult life. In school, students learn how to read, write and perform arithmetic, because these are vital skills for functioning as an adult. Likewise, students study history so that they can learn from the past and participate in society. Values are just as important, since they will ultimately have a significant effect on one’s adult life and on society in general. For example, someone who regards stealing as acceptable will have a much different life from someone who regards stealing as unacceptable. Moreover, one’s values regarding stealing will greatly affect society. So, given the importance of values, schools have a responsibility to teach them.
Second, teachers are professional educators and they can teach more effectively when compared to someone who does not have a professional training in teaching. Teachers are more effective because they have the relevant experience in dealing with students and choosing appropriate teaching methods according to the knowledge of their audience. For example, a teacher would be more comfortable in understanding a student and guiding him to enlightment, compared to an amateur who repeats something which is there in books. This makes them the best choice when it comes to teaching maths or values. Therefore, a better curriculum can be created if schools include values to their list of teaching topics and equip teachers with all the necessary time and material.
Third, teaching is not forcing one view. I think teaching values can not be done by repeating text from a book of values. Instead, I thin effective way of teaching is to expose students with various issues and encouraging to explore various possiblities. And this experiment can be effectively done in school because students spend most of their time in schools and students can collaborate or learn from his peers. For example, a group discussion on pros and cons of honesty among students would have more impact on a student than a book of essays on honesty. Therefore, I believe school would be the best choice for teaching values.
Some may argue that values can be taught by parents. This point is flawed because we can not assume all parents can spend time in teaching values to their children and they can be effective in demostrating the importance of values. Because parents are not trained in teaching, children can find it difficult in learning values from them. I believe that we cannot rely solely on parents when it comes to teaching and an effective teaching of values must involve both parents and teachers.
Some may argue that if schools were responsilbe for teaching values, then some teachers would impose their own beliefs on students. This point is flawed, since teachers can always impose thier values regardless of whether or not schools are responsible for teaching values. Moreover, if teaching values became the domain of schools, then a formal curriculum would help prevent teachers from imposing their values, since teachers would then be given clear guidelines regarding the ways in which values must be taught.
In conclusion, schools have an obligation to prepare students for adult life, they are best equipped to teach values, and they can present values in a neutral, all-inclusive manner. For these reasons, schools have a responsibility to teach them.
Grammar and spelling errors:
Line 1, column 14, Rule ID: WHETHER[7]
Message: Perhaps you can shorten this phrase to just 'whether'. It is correct though if you mean 'regardless of whether'.
Suggestion: whether
The issue of whether or not schools should be responsible for teach...
^^^^^^^^^^^^^^
Line 5, column 269, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to appropriate'
Suggestion: to appropriate
...e in dealing with students and choosing appropriate teaching methods according to the knowl...
^^^^^^^^^^^
Line 7, column 134, Rule ID: I_THIN[1]
Message: Did you mean 'think'?
Suggestion: think
... text from a book of values. Instead, I thin effective way of teaching is to expose ...
^^^^
Line 7, column 223, Rule ID: ALLOW_TO[1]
Message: Did you mean 'exploring'? Or maybe you should add a pronoun? In active voice, 'encourage' + 'to' takes an object, usually a pronoun.
Suggestion: exploring
...nts with various issues and encouraging to explore various possiblities. And this experime...
^^^^^^^^^^
Line 9, column 10, Rule ID: MASS_AGREEMENT[2]
Message: Possible agreement error - use third-person verb forms for singular and mass nouns: 'argues'.
Suggestion: argues
...choice for teaching values. Some may argue that values can be taught by parents. T...
^^^^^
Line 11, column 10, Rule ID: MASS_AGREEMENT[2]
Message: Possible agreement error - use third-person verb forms for singular and mass nouns: 'argues'.
Suggestion: argues
... both parents and teachers. Some may argue that if schools were responsilbe for te...
^^^^^
Line 11, column 215, Rule ID: WHETHER[7]
Message: Perhaps you can shorten this phrase to just 'whether'. It is correct though if you mean 'regardless of whether'.
Suggestion: whether
...lways impose thier values regardless of whether or not schools are responsible for teaching va...
^^^^^^^^^^^^^^
Transition Words or Phrases used:
first, furthermore, if, likewise, may, moreover, regarding, second, so, then, therefore, third, while, for example, i think, in conclusion, in general
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 28.0 19.5258426966 143% => OK
Auxiliary verbs: 30.0 12.4196629213 242% => Less auxiliary verb wanted.
Conjunction : 24.0 14.8657303371 161% => OK
Relative clauses : 14.0 11.3162921348 124% => OK
Pronoun: 41.0 33.0505617978 124% => Less pronouns wanted
Preposition: 74.0 58.6224719101 126% => OK
Nominalization: 7.0 12.9106741573 54% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 3234.0 2235.4752809 145% => OK
No of words: 620.0 442.535393258 140% => Less content wanted.
Chars per words: 5.21612903226 5.05705443957 103% => OK
Fourth root words length: 4.98996985923 4.55969084622 109% => OK
Word Length SD: 2.74954163241 2.79657885939 98% => OK
Unique words: 253.0 215.323595506 117% => OK
Unique words percentage: 0.408064516129 0.4932671777 83% => More unique words wanted or less content wanted.
syllable_count: 972.9 704.065955056 138% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 9.0 6.24550561798 144% => OK
Article: 4.0 4.99550561798 80% => OK
Subordination: 8.0 3.10617977528 258% => Less adverbial clause wanted.
Conjunction: 3.0 1.77640449438 169% => OK
Preposition: 5.0 4.38483146067 114% => OK
Performance on sentences:
How many sentences: 30.0 20.2370786517 148% => OK
Sentence length: 20.0 23.0359550562 87% => OK
Sentence length SD: 48.4201060167 60.3974514979 80% => OK
Chars per sentence: 107.8 118.986275619 91% => OK
Words per sentence: 20.6666666667 23.4991977007 88% => OK
Discourse Markers: 5.0 5.21951772744 96% => OK
Paragraphs: 7.0 4.97078651685 141% => Less paragraphs wanted.
Language errors: 7.0 7.80617977528 90% => OK
Sentences with positive sentiment : 24.0 10.2758426966 234% => Less positive sentences wanted.
Sentences with negative sentiment : 3.0 5.13820224719 58% => More negative sentences wanted.
Sentences with neutral sentiment: 3.0 4.83258426966 62% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.390038070321 0.243740707755 160% => OK
Sentence topic coherence: 0.137744090706 0.0831039109588 166% => OK
Sentence topic coherence SD: 0.106831380272 0.0758088955206 141% => OK
Paragraph topic coherence: 0.246379621245 0.150359130593 164% => OK
Paragraph topic coherence SD: 0.113114285853 0.0667264976115 170% => OK
Essay readability:
automated_readability_index: 13.5 14.1392134831 95% => OK
flesch_reading_ease: 51.18 48.8420337079 105% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 11.1 12.1743820225 91% => OK
coleman_liau_index: 13.0 12.1639044944 107% => OK
dale_chall_readability_score: 7.94 8.38706741573 95% => OK
difficult_words: 130.0 100.480337079 129% => OK
linsear_write_formula: 11.0 11.8971910112 92% => OK
gunning_fog: 10.0 11.2143820225 89% => OK
text_standard: 11.0 11.7820224719 93% => OK
What are above readability scores?
---------------------
Maximum six paragraphs wanted.
Rates: 62.5 out of 100
Scores by essay e-grader: 3.75 Out of 6
---------------------
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.