Question :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.
Use specific reasons and examples to support your answer.
Controversy exists over what is the best way to respond to individuals when they present wrong information. In my opinion, interrupting and correcting mistakes right away is the best way when teachers or leaders provide individuals with wrong information because not only does it show that you have information about the subjects, but it also dictates to the teacher to prepare better for their classes.
The first aspect to point out is that people should create opportunities for themselves in order to be successful. In the hectic modern world where we live, individuals try all the time to have better lives, and one way to achieve this goal is to make opportunities for ourselves. In other words, if a person does not show his abilities, it will be hard for others to provide him with great opportunities. Therefore, individuals have to stress out their strengths. So when a person presents wrong or inaccurate information to others, people should correct him immediately. In this way, there is an opportunity for the person to express their opinion, and this provides him with a great chance to find a better job since others search for employees to have such attitude.
Another more subtle point is that time is valuable. One of the rigors of modern lives is that people do not have enough time to have a balanced life, so people should use their time wisely. Presenting wrong information either in a class or a professional meeting could have terrible consequences for people. Let's start we schools. Children trust teachers about information that teachers teach them and assume that that information is precise. Consequently, they will hold that information for a long time until they figure out they are not true. On the other hand, when a professional provides wrong information to others, it could result in terrible mistakes in others' professional lives because others trust him. Hence, people should correct others whenever they say something incorrectly. In this way, teachers and professionals try to be better prepared in order not to be corrected in front of many people.
To summarize, having opportunities to show your knowledge and dictating others to prepare better are the most important reasons why people should interrupt lectures and speeches when the speaker says something wrong. Now, who says interrupting people in the middle of their speech is a bad idea?
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2023-07-14 | Zmx_6 | 76 | view |
| 2023-07-12 | Zmx_6 | 80 | view |
| 2023-06-28 | Vivian Chang | 70 | view |
| 2023-03-22 | sonyeoso | 76 | view |
| 2023-02-20 | m.ghoroobi | 76 | view |
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Grammar and spelling errors:
Line 5, column 309, Rule ID: LETS_LET[1]
Message: Did you mean 'Let's'?
Suggestion: Let's
... have terrible consequences for people. Lets start we schools. Children trust teache...
^^^^
Line 5, column 323, Rule ID: NON3PRS_VERB[2]
Message: The pronoun 'we' must be used with a non-third-person form of a verb: 'school'
Suggestion: school
... consequences for people. Lets start we schools. Children trust teachers about informat...
^^^^^^^
Transition Words or Phrases used:
also, but, consequently, first, hence, if, so, therefore, in my opinion, in other words, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 16.0 15.1003584229 106% => OK
Auxiliary verbs: 9.0 9.8082437276 92% => OK
Conjunction : 11.0 13.8261648746 80% => OK
Relative clauses : 15.0 11.0286738351 136% => OK
Pronoun: 39.0 43.0788530466 91% => OK
Preposition: 49.0 52.1666666667 94% => OK
Nominalization: 9.0 8.0752688172 111% => OK
Performance on vocabulary words:
No of characters: 2002.0 1977.66487455 101% => OK
No of words: 393.0 407.700716846 96% => OK
Chars per words: 5.0941475827 4.8611393121 105% => OK
Fourth root words length: 4.45244063426 4.48103885553 99% => OK
Word Length SD: 2.85502533119 2.67179642975 107% => OK
Unique words: 188.0 212.727598566 88% => More unique words wanted.
Unique words percentage: 0.478371501272 0.524837075471 91% => More unique words wanted or less content wanted.
syllable_count: 610.2 618.680645161 99% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 3.0 9.59856630824 31% => OK
Article: 1.0 3.08781362007 32% => OK
Subordination: 2.0 3.51792114695 57% => OK
Conjunction: 3.0 1.86738351254 161% => OK
Preposition: 7.0 4.94265232975 142% => OK
Performance on sentences:
How many sentences: 19.0 20.6003584229 92% => OK
Sentence length: 20.0 20.1344086022 99% => OK
Sentence length SD: 61.8702511538 48.9658058833 126% => OK
Chars per sentence: 105.368421053 100.406767564 105% => OK
Words per sentence: 20.6842105263 20.6045352989 100% => OK
Discourse Markers: 5.57894736842 5.45110844103 102% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 11.0 11.8709677419 93% => OK
Sentences with negative sentiment : 6.0 3.85842293907 156% => OK
Sentences with neutral sentiment: 2.0 4.88709677419 41% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.12737023611 0.236089414692 54% => OK
Sentence topic coherence: 0.0402647989546 0.076458572812 53% => OK
Sentence topic coherence SD: 0.0492776400641 0.0737576698707 67% => OK
Paragraph topic coherence: 0.0939534061454 0.150856017488 62% => OK
Paragraph topic coherence SD: 0.0550024469399 0.0645574589148 85% => OK
Essay readability:
automated_readability_index: 12.9 11.7677419355 110% => OK
flesch_reading_ease: 51.18 58.1214874552 88% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 11.1 10.1575268817 109% => OK
coleman_liau_index: 12.24 10.9000537634 112% => OK
dale_chall_readability_score: 7.24 8.01818996416 90% => OK
difficult_words: 65.0 86.8835125448 75% => More difficult words wanted.
linsear_write_formula: 15.0 10.002688172 150% => OK
gunning_fog: 10.0 10.0537634409 99% => OK
text_standard: 13.0 10.247311828 127% => OK
What are above readability scores?
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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: 71.6666666667 out of 100
Scores by essay e-grader: 21.5 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.