In a lecture, it is likely that the lecturer will inevitably make mistakes, and the attendees' reactions may differ. Personally, I believe that it is hugely beneficial to point out the error right away. I feel this way for several reasons, which I will explore in the following essay.
First of all, giving a response immediately after recognizing the presenter's mistakes helps increase interactivity in the lecture. The speaker will know how the audience interest and understand the topic being addressed, and the students can express how they follow the class. By pointing out the error in the lecture, the student is not just correct the professor, but also make sure that they comprehend the topic. Accordingly, the lecturer can explain more clearly about the subject by adjusting the error that he made in the slide. My personal experiment is a compelling example of this. In the robotics lecture that I attended last semester, the professor made one typing error in one slide, so I pointed it out and asked the professor why the sign in the equation is positive while in the textbook is negative. He answered that it was a mistake, and the negative sign is proper. Moreover, he spent more time explaining to the class why it should be a negative sign rather than a positive sign. As a result, students in the class can understand deeply about the physical meaning of the equation.
Secondly, the error that the student thinks may not be accurate, so asking right away in the middle of the class can help the student find the answer immediately. To be more specific, it is difficult for students to fully understand the whole lecture, and at some point, they may misunderstand the professor's idea as a mistake. Thus, asking the instructor directly is advantageous for students to follow the lecture proactively. For instance, in the physics class last term, my friend said that the professor's lecture had a fault that is different from his reference. He was worried for a moment whether he should tell the professor about his gap. In the end, he asked the professor about the error, however, the professor explained that his reference document was too old and did not update to a new version. As a result, he realizes the importance of proper reference. Additionally, our classmates also know how to choose the right book for the class.
In conclusion, I am of the opinion that it is extremely significant to point out the error of the presenter in the classroom or a meeting right away. This is because it helps enhance the interaction between lecturer and audiences, and make sure that the attendances fully understand the lecture in the right way.
- TPO 47 Pterosaurs were an ancient group of winged reptiles that lived alongside the dinosaurs Many pterosaurs were very large some as large as a giraffe and with a wingspan of over 12 meters Paleontologists have long wondered whether large pterosaurs w 80
- Do you agree or disagree with the following statement It is more enjoyable to have a job where you work only three days a week for long hours than to have a job where you work five days a week for shorter hours Use specific reasons and examples to suppo 70
- 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 73
- workers are more satisfied when they have many different types of tasks to do during the workday than when they do similar tasks all day long Use specific reasons and examples to support your answer 66
- TOEFL T P O 31 Integrated Writing Task 3
Grammar and spelling errors:
Line 3, column 298, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'professors'' or 'professor's'?
Suggestion: professors'; professor's
... some point, they may misunderstand the professors idea as a mistake. Thus, asking the ins...
^^^^^^^^^^
Line 3, column 575, Rule ID: WORRY_FOR[1]
Message: The verb 'worry' does not normally take the preposition 'for'. Did you mean 'worried about'?
Suggestion: worried about
...is different from his reference. He was worried for a moment whether he should tell the pro...
^^^^^^^^^^^
Transition Words or Phrases used:
accordingly, also, but, first, however, if, may, moreover, second, secondly, so, thus, while, as to, for instance, i feel, in conclusion, as a result, first of all
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 19.0 15.1003584229 126% => OK
Auxiliary verbs: 12.0 9.8082437276 122% => OK
Conjunction : 11.0 13.8261648746 80% => OK
Relative clauses : 13.0 11.0286738351 118% => OK
Pronoun: 45.0 43.0788530466 104% => OK
Preposition: 45.0 52.1666666667 86% => OK
Nominalization: 12.0 8.0752688172 149% => OK
Performance on vocabulary words:
No of characters: 2204.0 1977.66487455 111% => OK
No of words: 454.0 407.700716846 111% => OK
Chars per words: 4.85462555066 4.8611393121 100% => OK
Fourth root words length: 4.61598047577 4.48103885553 103% => OK
Word Length SD: 2.76963614151 2.67179642975 104% => OK
Unique words: 214.0 212.727598566 101% => OK
Unique words percentage: 0.471365638767 0.524837075471 90% => More unique words wanted or less content wanted.
syllable_count: 695.7 618.680645161 112% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 15.0 9.59856630824 156% => OK
Article: 6.0 3.08781362007 194% => OK
Subordination: 2.0 3.51792114695 57% => OK
Conjunction: 6.0 1.86738351254 321% => Less conjunction wanted as sentence beginning.
Preposition: 7.0 4.94265232975 142% => OK
Performance on sentences:
How many sentences: 22.0 20.6003584229 107% => OK
Sentence length: 20.0 20.1344086022 99% => OK
Sentence length SD: 41.3287565226 48.9658058833 84% => OK
Chars per sentence: 100.181818182 100.406767564 100% => OK
Words per sentence: 20.6363636364 20.6045352989 100% => OK
Discourse Markers: 7.40909090909 5.45110844103 136% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 10.0 11.8709677419 84% => OK
Sentences with negative sentiment : 8.0 3.85842293907 207% => Less negative sentences wanted.
Sentences with neutral sentiment: 4.0 4.88709677419 82% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.0910089749281 0.236089414692 39% => The similarity between the topic and the content is low.
Sentence topic coherence: 0.0301221820894 0.076458572812 39% => Sentence topic similarity is low.
Sentence topic coherence SD: 0.0452619992988 0.0737576698707 61% => OK
Paragraph topic coherence: 0.0735598382276 0.150856017488 49% => OK
Paragraph topic coherence SD: 0.0428277510638 0.0645574589148 66% => OK
Essay readability:
automated_readability_index: 11.7 11.7677419355 99% => OK
flesch_reading_ease: 59.64 58.1214874552 103% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 9.9 10.1575268817 97% => OK
coleman_liau_index: 10.85 10.9000537634 100% => OK
dale_chall_readability_score: 8.18 8.01818996416 102% => OK
difficult_words: 102.0 86.8835125448 117% => OK
linsear_write_formula: 8.5 10.002688172 85% => OK
gunning_fog: 10.0 10.0537634409 99% => OK
text_standard: 10.0 10.247311828 98% => OK
What are above readability scores?
---------------------
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: 73.3333333333 out of 100
Scores by essay e-grader: 22.0 Out of 30
---------------------
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.