Imagine that you are in a classroom or a meeting. The teacher or the meeting leader says something incorrect. In your opinion, which of the following is the best thing to do?
•Interrupt and correct the mistake right away.
•Wait until the class or meeting is over and the people are gone, and then talk to the teacher or meeting leader
•Say nothing.
Making mistakes is an integral part of life. Getting informed about the errors, one did before, leads him to learn more and increase his experience. But what if you notice an error of a teacher or a meeting leader who is supposed to be well-informed about the concept of their lecture? Should they become informed about their mistake? Many people believe, teacher or lecturers should know about their error and then they interrupt them to inform them. Other people think the idea of correcting teachers is not appropriate. I believe differently, and most of the time I try to speak to the teacher after the session.
To begin with, I am totally against the disruption of a lecturer specifically when it comes to correcting him about his mistake. Not only does this make teacher confused but also it is impolite. The teacher or meeting leader is an important character for other audience. Therefore, this interruption and informing process might get him embarrassed or his reputation may face a risk. So in my idea, it is better to talk to him privately.
Moreover, by speaking to a teacher or meeting leader about his mistake privately, in most situations, he gets happy. Because he would never ever do this mistake in front of other audience and also he would have the opportunity of informing his students about the error and helping them learn the correct one. This idea is driven by my personal experiences. I remember that I had spoken about an error to one of my teachers after the class, then he thanked me and surprisingly, in the first minutes of the next class, he explained the error and the correct form of it to his students.
Briefly, sometimes it worths to inform a teacher or a meeting leader about his error, but the way of doing this is the more important. Personally, I prefer to talk about the error not in front of other students or audience but in private situation.
Transition Words or Phrases used:
also, briefly, but, first, if, may, moreover, so, then, therefore, well, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 9.0 15.1003584229 60% => More to be verbs wanted.
Auxiliary verbs: 6.0 9.8082437276 61% => OK
Conjunction : 19.0 13.8261648746 137% => OK
Relative clauses : 3.0 11.0286738351 27% => More relative clauses wanted.
Pronoun: 46.0 43.0788530466 107% => OK
Preposition: 48.0 52.1666666667 92% => OK
Nominalization: 8.0 8.0752688172 99% => OK
Performance on vocabulary words:
No of characters: 1567.0 1977.66487455 79% => OK
No of words: 331.0 407.700716846 81% => More content wanted.
Chars per words: 4.73413897281 4.8611393121 97% => OK
Fourth root words length: 4.26537283232 4.48103885553 95% => OK
Word Length SD: 2.69708834817 2.67179642975 101% => OK
Unique words: 164.0 212.727598566 77% => More unique words wanted.
Unique words percentage: 0.495468277946 0.524837075471 94% => More unique words wanted or less content wanted.
syllable_count: 496.8 618.680645161 80% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 9.0 9.59856630824 94% => OK
Article: 1.0 3.08781362007 32% => OK
Subordination: 1.0 3.51792114695 28% => OK
Conjunction: 3.0 1.86738351254 161% => OK
Preposition: 4.0 4.94265232975 81% => OK
Performance on sentences:
How many sentences: 18.0 20.6003584229 87% => OK
Sentence length: 18.0 20.1344086022 89% => OK
Sentence length SD: 48.085058381 48.9658058833 98% => OK
Chars per sentence: 87.0555555556 100.406767564 87% => OK
Words per sentence: 18.3888888889 20.6045352989 89% => OK
Discourse Markers: 4.77777777778 5.45110844103 88% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 0.0 5.5376344086 0% => OK
Sentences with positive sentiment : 5.0 11.8709677419 42% => More positive sentences wanted.
Sentences with negative sentiment : 10.0 3.85842293907 259% => Less negative sentences wanted.
Sentences with neutral sentiment: 3.0 4.88709677419 61% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.137494518634 0.236089414692 58% => OK
Sentence topic coherence: 0.0512393582554 0.076458572812 67% => OK
Sentence topic coherence SD: 0.04036502697 0.0737576698707 55% => OK
Paragraph topic coherence: 0.0931642978418 0.150856017488 62% => OK
Paragraph topic coherence SD: 0.0141087985691 0.0645574589148 22% => 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: 10.0 11.7677419355 85% => Automated_readability_index is low.
flesch_reading_ease: 61.67 58.1214874552 106% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 9.1 10.1575268817 90% => OK
coleman_liau_index: 10.15 10.9000537634 93% => OK
dale_chall_readability_score: 7.82 8.01818996416 98% => OK
difficult_words: 69.0 86.8835125448 79% => More difficult words wanted.
linsear_write_formula: 6.5 10.002688172 65% => OK
gunning_fog: 9.2 10.0537634409 92% => OK
text_standard: 10.0 10.247311828 98% => OK
What are above readability scores?
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We are expecting: No. of Words: 350 while No. of Different Words: 200
Better to have 5 paragraphs with 3 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: conclusion.
So how to find out those reasons. There is a formula:
reasons == advantages or
reasons == disadvantages
for example, we can always apply 'save time', 'save/make money', 'find a job', 'make friends', 'get more information' as reasons to all essay/speaking topics.
or we can apply 'waste time', 'waste money', 'no job', 'make bad friends', 'get bad information' as reasons to all essay/speaking topics.
Rates: 60.0 out of 100
Scores by essay e-grader: 18.0 Out of 30
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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.