TPO-43: 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 leade
-Say nothing
Use specific reasons and examples to support your answer.
A teacher, lecturer or meeting leader presenting a speech or carrying out a class is usually under extreme scrutiny from the students or meeting members for the content and accuracy of their statements. Given this point, what would be the correct course of action if someone were to notice a false fact presented by speaker in the course of a class or meeting? There are many different interactions rising from different personals; some might prefer to stay silent and dismiss the incorrect point, taking note of the accurate point for themselves; others might feel the responsibility to correct the mistake either immediately during the class, or mention it discretely to the teacher or leader afterwords. Each of there actions can be followed by a set of advantages and disadvantages, and each one might be the most appropriate course of action depending on a specific situation. I, personally, believe it is crucial that the mistake be corrected, either right away or after the class or meeting has come to an end. In the ensuing paragraphs, I will briefly address some of the reasons for my viewpoint of this matter.
The impacts of a erroneous fact presented to students of a class or members of a meeting are evidently significant. For instance, if a meeting speaker presents a false point that would the premise of a major project in the future, it goes without doubt that this tiny mistake could have detrimental effects for the project, resulting in lost revenues and major failure. Or if a mistake is made during a university lecture, students could be mislead in that particular topic. Pertain to this, I believe it is quite necessary that a mistake be corrected in order to prevent further confusion, misguidance or wrong decisions made based on the erroneous fact.
But is it really appropriate to interrupt the presenter during a class or meeting and point out the false fact? I believe the suited action in this regard varies depending on the situation or the overall personality of the teacher or leader. Albeit, in most cases I have experienced that it is best to wait after the class or meeting and discuss the misunderstanding privately with the speaker. This is evident that many lecturers take significant pride in their presentation, thus causing them to guard if a mistake was pointed out. By pointing out the false point in the course of the lecture, the speaker might feel disrespected and react adversely. Moreover, there is always the chance the we might be mistaken on our assumption. under that condition, stating a false point we believe is right might result in a humiliated situation in front of colleagues or classmates.
Nevertheless, it should be stated that if the situation is not hostile and the lecturer has a friendly interaction with students or meeting members, correcting the mistake in the course of the class or meeting could result in a interactive discussion among different members. Many benefits rise from free debates as people are introduced to various viewpoints and learn to open their minds to different intakes on a certain manner. Generally, it can be said that it might be ideal to point out the mistake during the class, but the situation might not always be appropriate and in many cases, the lecturer might feel offended and dismiss the point stated, even if it correct.
To sum up, the situation presented can be quite tricky as many students or members might have ambivalent thoughts on what might be accurate course of action. In my opinion, I believe in is quite mandatory that the mistake be pointed out as a false point might be ensued by further mistakes with significant impacts.
Grammar and spelling errors:
Line 1, column 372, Rule ID: NUMEROUS_DIFFERENT[1]
Message: Use simply 'many'.
Suggestion: many
...course of a class or meeting? There are many different interactions rising from different pers...
^^^^^^^^^^^^^^
Line 1, column 1069, Rule ID: SOME_OF_THE[1]
Message: Simply use 'some'.
Suggestion: some
...uing paragraphs, I will briefly address some of the reasons for my viewpoint of this matter...
^^^^^^^^^^^
Line 3, column 16, Rule ID: EN_A_VS_AN
Message: Use 'an' instead of 'a' if the following word starts with a vowel sound, e.g. 'an article', 'an hour'
Suggestion: an
...point of this matter. The impacts of a erroneous fact presented to students of...
^
Line 5, column 691, Rule ID: DT_PRP[1]
Message: Possible typo. Did you mean 'the' or 'we'?
Suggestion: the; we
...y. Moreover, there is always the chance the we might be mistaken on our assumption. un...
^^^^^^
Line 5, column 735, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Under
...we might be mistaken on our assumption. under that condition, stating a false point w...
^^^^^
Line 7, column 227, Rule ID: EN_A_VS_AN
Message: Use 'an' instead of 'a' if the following word starts with a vowel sound, e.g. 'an article', 'an hour'
Suggestion: an
...of the class or meeting could result in a interactive discussion among different ...
^
Line 7, column 668, Rule ID: IT_VBZ[1]
Message: Did you mean 'corrects'?
Suggestion: corrects
...nd dismiss the point stated, even if it correct. To sum up, the situation presented ...
^^^^^^^
Transition Words or Phrases used:
briefly, but, if, moreover, nevertheless, really, so, thus, for instance, in many cases, in most cases, in my opinion, to sum up
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 31.0 15.1003584229 205% => Less to be verbs wanted.
Auxiliary verbs: 22.0 9.8082437276 224% => Less auxiliary verb wanted.
Conjunction : 33.0 13.8261648746 239% => Less conjunction wanted
Relative clauses : 11.0 11.0286738351 100% => OK
Pronoun: 42.0 43.0788530466 97% => OK
Preposition: 83.0 52.1666666667 159% => OK
Nominalization: 13.0 8.0752688172 161% => OK
Performance on vocabulary words:
No of characters: 3044.0 1977.66487455 154% => OK
No of words: 616.0 407.700716846 151% => Less content wanted.
Chars per words: 4.94155844156 4.8611393121 102% => OK
Fourth root words length: 4.98190197535 4.48103885553 111% => OK
Word Length SD: 2.82544399155 2.67179642975 106% => OK
Unique words: 260.0 212.727598566 122% => OK
Unique words percentage: 0.422077922078 0.524837075471 80% => More unique words wanted or less content wanted.
syllable_count: 946.8 618.680645161 153% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 9.59856630824 83% => OK
Article: 5.0 3.08781362007 162% => OK
Subordination: 2.0 3.51792114695 57% => OK
Conjunction: 5.0 1.86738351254 268% => Less conjunction wanted as sentence beginning.
Preposition: 6.0 4.94265232975 121% => OK
Performance on sentences:
How many sentences: 22.0 20.6003584229 107% => OK
Sentence length: 28.0 20.1344086022 139% => The Avg. Sentence Length is relatively long.
Sentence length SD: 62.722727108 48.9658058833 128% => OK
Chars per sentence: 138.363636364 100.406767564 138% => OK
Words per sentence: 28.0 20.6045352989 136% => OK
Discourse Markers: 5.81818181818 5.45110844103 107% => OK
Paragraphs: 5.0 4.53405017921 110% => OK
Language errors: 7.0 5.5376344086 126% => OK
Sentences with positive sentiment : 5.0 11.8709677419 42% => More positive sentences wanted.
Sentences with negative sentiment : 14.0 3.85842293907 363% => 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: 0.167448795606 0.236089414692 71% => OK
Sentence topic coherence: 0.0609534446796 0.076458572812 80% => OK
Sentence topic coherence SD: 0.0532864069952 0.0737576698707 72% => OK
Paragraph topic coherence: 0.10481943087 0.150856017488 69% => OK
Paragraph topic coherence SD: 0.0475528981635 0.0645574589148 74% => OK
Essay readability:
automated_readability_index: 15.8 11.7677419355 134% => OK
flesch_reading_ease: 51.52 58.1214874552 89% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 13.0 10.1575268817 128% => OK
coleman_liau_index: 11.67 10.9000537634 107% => OK
dale_chall_readability_score: 8.54 8.01818996416 107% => OK
difficult_words: 137.0 86.8835125448 158% => OK
linsear_write_formula: 18.0 10.002688172 180% => OK
gunning_fog: 13.2 10.0537634409 131% => OK
text_standard: 9.0 10.247311828 88% => OK
What are above readability scores?
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Write the essay in 30 minutes.
Rates: 73.3333333333 out of 100
Scores by essay e-grader: 22.0 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.