Some people believe that it is more important to teach children the literature and history of their own country, rather than the literature and history of other countries. To what extent do you agree or disagree?
It is true that children’s school curriculum should be involved with the literature and history of their own country in lieu of other countries. However, I believe that this statement depends on different reasons because of the following explanations.
I completely concur with the idea that the cultural and literary development of other parts of the world makes a great contribution to the development of each country. Firstly, knowing clearly the pros and cons of other nations can strengthen the advantage of each country. Without a clear awareness of the history of other cultures, we cannot prepare for any likely threaten, such as a potential war from warlike countries. Furthermore, learning about other civilisations makes children more sympathetic to less developed countries. Last but not least, this can bring about a better life for children. The more knowledge about various cultures children gain, the more they will become a global citizen, and thus, have a decent job in the future.
However, I believe that the literature and history of each country also place importance on its children’s schooling. The first prominent justification is that the history of predecessors is an integral part of basic knowledge that children have to gain from an early age in order to know their origins. More importantly, learning the failure from the past can offer leasons for later success. The truth is that the young generations might not understand how their ancestors had to experience in the past without learning their own history, and thus, the children in the future are likely to feel less motivated to develop their nation. The incredible development of Japan, for example, significantly stems from the sufferings of Japanese individuals in the past which is clearly aware by the youthful generations.
In conclusion, while there are reasons given to justify that children’s education needs to focus on their own culture and history rather than those of the rest of the world, I believe this is not an accurate statement under any circumstances.
Transition Words or Phrases used:
also, but, first, firstly, furthermore, however, if, so, then, thus, while, for example, in conclusion, such as, it is true
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 9.0 13.1623246493 68% => OK
Auxiliary verbs: 7.0 7.85571142285 89% => OK
Conjunction : 8.0 10.4138276553 77% => OK
Relative clauses : 9.0 7.30460921844 123% => OK
Pronoun: 26.0 24.0651302605 108% => OK
Preposition: 52.0 41.998997996 124% => OK
Nominalization: 10.0 8.3376753507 120% => OK
Performance on vocabulary words:
No of characters: 1761.0 1615.20841683 109% => OK
No of words: 332.0 315.596192385 105% => OK
Chars per words: 5.30421686747 5.12529762239 103% => OK
Fourth root words length: 4.2685907696 4.20363070211 102% => OK
Word Length SD: 3.00136660217 2.80592935109 107% => OK
Unique words: 179.0 176.041082164 102% => OK
Unique words percentage: 0.539156626506 0.561755894193 96% => OK
syllable_count: 542.7 506.74238477 107% => OK
avg_syllables_per_word: 1.6 1.60771543086 100% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 5.43587174349 129% => OK
Article: 6.0 2.52805611222 237% => Less articles wanted as sentence beginning.
Subordination: 1.0 2.10420841683 48% => OK
Conjunction: 2.0 0.809619238477 247% => Less conjunction wanted as sentence beginning.
Preposition: 2.0 4.76152304609 42% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 14.0 16.0721442886 87% => OK
Sentence length: 23.0 20.2975951904 113% => OK
Sentence length SD: 51.4045578857 49.4020404114 104% => OK
Chars per sentence: 125.785714286 106.682146367 118% => OK
Words per sentence: 23.7142857143 20.7667163134 114% => OK
Discourse Markers: 8.78571428571 7.06120827912 124% => OK
Paragraphs: 4.0 4.38176352705 91% => OK
Language errors: 0.0 5.01903807615 0% => OK
Sentences with positive sentiment : 11.0 8.67935871743 127% => OK
Sentences with negative sentiment : 1.0 3.9879759519 25% => More negative sentences wanted.
Sentences with neutral sentiment: 2.0 3.4128256513 59% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.288124104396 0.244688304435 118% => OK
Sentence topic coherence: 0.0958295920317 0.084324248473 114% => OK
Sentence topic coherence SD: 0.0758696699259 0.0667982634062 114% => OK
Paragraph topic coherence: 0.183532593982 0.151304729494 121% => OK
Paragraph topic coherence SD: 0.0280514510352 0.056905535591 49% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 15.4 13.0946893788 118% => OK
flesch_reading_ease: 48.13 50.2224549098 96% => OK
smog_index: 11.2 7.44779559118 150% => OK
flesch_kincaid_grade: 12.3 11.3001002004 109% => OK
coleman_liau_index: 13.76 12.4159519038 111% => OK
dale_chall_readability_score: 8.63 8.58950901804 100% => OK
difficult_words: 81.0 78.4519038076 103% => OK
linsear_write_formula: 12.0 9.78957915832 123% => OK
gunning_fog: 11.2 10.1190380762 111% => OK
text_standard: 12.0 10.7795591182 111% => OK
What are above readability scores?
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Rates: 67.4157303371 out of 100
Scores by essay e-grader: 6.0 Out of 9
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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.