Some people believe that the purpose of education is to free the mind and the spirit. Others believe that formal education tends to restrain our minds and spirits rather than set them free.
Write a response in which you discuss which view more closely aligns with your own position and explain your reasoning for the position you take. In developing and supporting your position, you should address both of the views presented.
The author contends that there are two different perspectives toward the formal education system. While there are some people who believe that this system free the thought and feeling of students; others have the opposite view. This group feels this type of education hinder and restrain the mind and soul. In what follows, I will list the possible reasons which these two groups shape their opinion finally, I will delineate my outlook.
First of all, the group which agrees on the liberty of mind and sprite by the formal education may believe that the aim of this educational system is providing the free, fair, and proliferate platform where the different types of the people from various casts of society can coalesce until getting the rearing for enhancing their comprehension and understanding from world. Indeed, the education and learning the new things add the novel understating and attitude toward the universe; consequently, by these well-educated individuals the plausibility of the solo-directional and narrow thought about the ongoing events on circumstances will be decreased, and everyone can go the beyond the boundaries for exploring the new things which help to liberty of mind and soul.
As mentioned, on the other hand, the group which does not concur that the public education will lead to freedom of thought and feeling may shape this view according to the structure of this system. In fact, the structure of public education is an intentional and pre-planned structure. It is intentional, since there is the obligatory of its syllabus and contends and all people should take these courses. In addition, all the program and schedule of the system are defined before the semester is getting started. In this case, this system does not have any flexibility toward the students’ desires or intellectual abilities. These two parameters and their definition do not fit in the realm of freedom. However, it is a strict program in which the student goes through a process to achieve a predefined stand in the educational system.
I should say that it is it the second perspective with which I largely agree. First of all, from my point of view, the reasons for which the second group relies on adhere to their opinion are sensible and plausible. Furthermore, I have one more reason to support my outlook. From my perspective, this educational system is scored center. Actually, during the whole education period, the student is subjected to examination either his or her understating from the finished level or his or her qualification for starting the new level in the system. For instance, each student at least takes one of exams such as SAT, GRE, or other types of qualification exams to illustrate his or her capability. In this stressful situation, which the examination and rating of satisfaction and unsatisfaction are persisted, the chance of the learning and seeking a knowledgeable subject freely seem impossible.
To wrap it up, all the aforementioned arguments depict that the public education while providing the free and accessible system for whole students possesses a wrong system which gets the freedom of students to flourishing their minds and sprites.
Grammar and spelling errors:
Line 5, column 247, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...to flourishing their minds and sprites.
^^^^^^^^
Transition Words or Phrases used:
actually, consequently, finally, first, furthermore, however, if, look, may, second, so, well, while, at least, for instance, in addition, in fact, such as, first of all, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 15.0 19.5258426966 77% => OK
Auxiliary verbs: 10.0 12.4196629213 81% => OK
Conjunction : 29.0 14.8657303371 195% => OK
Relative clauses : 17.0 11.3162921348 150% => OK
Pronoun: 46.0 33.0505617978 139% => Less pronouns wanted
Preposition: 66.0 58.6224719101 113% => OK
Nominalization: 18.0 12.9106741573 139% => OK
Performance on vocabulary words:
No of characters: 2685.0 2235.4752809 120% => OK
No of words: 519.0 442.535393258 117% => OK
Chars per words: 5.17341040462 5.05705443957 102% => OK
Fourth root words length: 4.7730044521 4.55969084622 105% => OK
Word Length SD: 2.92760348263 2.79657885939 105% => OK
Unique words: 244.0 215.323595506 113% => OK
Unique words percentage: 0.470134874759 0.4932671777 95% => OK
syllable_count: 822.6 704.065955056 117% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 10.0 6.24550561798 160% => OK
Article: 8.0 4.99550561798 160% => OK
Subordination: 3.0 3.10617977528 97% => OK
Conjunction: 3.0 1.77640449438 169% => OK
Preposition: 12.0 4.38483146067 274% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 21.0 20.2370786517 104% => OK
Sentence length: 24.0 23.0359550562 104% => OK
Sentence length SD: 90.2588869124 60.3974514979 149% => OK
Chars per sentence: 127.857142857 118.986275619 107% => OK
Words per sentence: 24.7142857143 23.4991977007 105% => OK
Discourse Markers: 8.95238095238 5.21951772744 172% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 1.0 7.80617977528 13% => OK
Sentences with positive sentiment : 10.0 10.2758426966 97% => OK
Sentences with negative sentiment : 0.0 5.13820224719 0% => More negative sentences wanted.
Sentences with neutral sentiment: 11.0 4.83258426966 228% => Less facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.21767145891 0.243740707755 89% => OK
Sentence topic coherence: 0.066978013397 0.0831039109588 81% => OK
Sentence topic coherence SD: 0.0552929282021 0.0758088955206 73% => OK
Paragraph topic coherence: 0.14116169265 0.150359130593 94% => OK
Paragraph topic coherence SD: 0.0506196250655 0.0667264976115 76% => OK
Essay readability:
automated_readability_index: 15.3 14.1392134831 108% => OK
flesch_reading_ease: 47.12 48.8420337079 96% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 12.7 12.1743820225 104% => OK
coleman_liau_index: 13.0 12.1639044944 107% => OK
dale_chall_readability_score: 8.45 8.38706741573 101% => OK
difficult_words: 119.0 100.480337079 118% => OK
linsear_write_formula: 11.0 11.8971910112 92% => OK
gunning_fog: 11.6 11.2143820225 103% => OK
text_standard: 13.0 11.7820224719 110% => OK
What are above readability scores?
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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.