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? 1. Interrupt and correct the mistake right away; 2. Wait until the class or meeting is over and the people are gone, and then talk to the teacher or meeting leader; 3. Say nothing.
A lot of people hate being interrupted while they are speaking. But when giving a lecture in a classroom, or being a leader in a meeting, is it best to interrupt the teacher and correct the mistake or to wait till the class is over? Some students think it is best to talk to the teacher after class so that they don’t embarrass the teacher and make it inconvenient for them, moreover, others prefer doing nothing. However, I think it is better to interrupt the teacher, in a respectful way, and fix that mistake.
First of all, a good a well confident teacher would appreciate the student’s attempt to fix the mistake and think of it as a chance to develop. As a teacher assistant in the University, I always encourage the students to speak out if an unintentional or even an intentional mistake was made stating “all of us make mistakes that we should learn from even the most famous inventors made their inventions from a mistake. “For example, Faraday wanted to prove that we could induce continuous electricity from a continuous magnetic field, but no matter how much he tried he couldn’t accomplish that until he accidentally turned off the switch and he finally noticed some current flowing in his Avometer, a device that measures current. So you can see from a simple mistake he managed to make an invention and thanks to that invention we have electricity today. In comparison, when a student points out a mistake, a good teacher will take it as an opportunity to evolve instead of being ashamed of it.
Second, it shows that the students are focusing and evolved in class, which means they are learning. The best moments in class when I teach are the moments challenge the teacher and think for themselves. For example, in electronic and measurement Lab, I give the students the results I measured from the experiments and I challenge to do make the same or better. And the students were on fire, it was so fascinating to see how excited they were to beat the result I wrote on the board and they actually never forgot those days I challenged them in and thus, they’ve learned. So, back to our topic if or when students point out mistakes it means they know the right answer which makes them more active in class. Moreover, when a student points out a mistake in-front of the whole classroom it actually gives the teacher the chance to fix it while it is still fresh in student’s mind. So when this information comes on the test they will write down the fixed answer. All in all, there a lot of examples show that it is beneficial to the students to be active in class even if it means to mistaken the teacher.
In conclusion, although a lot of students prefer not to talk about the teacher’s mistake in-front of the class room because it could be disrespectful to the teacher, I disagree. I believe that pointing out these mistakes are both beneficial to students and the teacher. Teachers are not perfect human beings and they could make mistakes sometimes, and it’s the the duty of the rest to help each other to get the most benefit.
Grammar and spelling errors:
Line 1, column 476, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in a respectful way" with adverb for "respectful"; eg, "in a hasty manner" with "hastily".
... it is better to interrupt the teacher, in a respectful way, and fix that mistake. First of all...
^^^^^^^^^^^^^^^^^^^
Line 5, column 333, Rule ID: ALLOW_TO[1]
Message: Did you mean 'doing'? Or maybe you should add a pronoun? In active voice, 'challenge' + 'to' takes an object, usually a pronoun.
Suggestion: doing
...ed from the experiments and I challenge to do make the same or better. And the studen...
^^^^^
Line 5, column 894, Rule ID: SENTENCE_FRAGMENT[3]
Message: “So when” at the beginning of a sentence requires a 2nd clause. Maybe a comma, question or exclamation mark is missing, or the sentence is incomplete and should be joined with the following sentence.
... is still fresh in student's mind. So when this information comes on the test they...
^^^^^^^
Line 7, column 368, Rule ID: ENGLISH_WORD_REPEAT_RULE
Message: Possible typo: you repeated a word
Suggestion: the
... make mistakes sometimes, and it's the the duty of the rest to help each other to ...
^^^^^^^
Line 7, column 368, Rule ID: DT_DT[1]
Message: Maybe you need to remove one determiner so that only 'the' or 'the' is left.
Suggestion: the; the
... make mistakes sometimes, and it's the the duty of the rest to help each other to ...
^^^^^^^
Transition Words or Phrases used:
actually, but, finally, first, however, if, moreover, second, so, still, thus, well, while, for example, i think, in conclusion, first of all
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 21.0 15.1003584229 139% => OK
Auxiliary verbs: 8.0 9.8082437276 82% => OK
Conjunction : 23.0 13.8261648746 166% => OK
Relative clauses : 18.0 11.0286738351 163% => OK
Pronoun: 65.0 43.0788530466 151% => Less pronouns wanted
Preposition: 74.0 52.1666666667 142% => OK
Nominalization: 4.0 8.0752688172 50% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2558.0 1977.66487455 129% => OK
No of words: 545.0 407.700716846 134% => OK
Chars per words: 4.69357798165 4.8611393121 97% => OK
Fourth root words length: 4.83169070408 4.48103885553 108% => OK
Word Length SD: 2.7551080411 2.67179642975 103% => OK
Unique words: 253.0 212.727598566 119% => OK
Unique words percentage: 0.464220183486 0.524837075471 88% => More unique words wanted or less content wanted.
syllable_count: 791.1 618.680645161 128% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 9.59856630824 73% => OK
Article: 5.0 3.08781362007 162% => OK
Subordination: 4.0 3.51792114695 114% => OK
Conjunction: 6.0 1.86738351254 321% => Less conjunction wanted as sentence beginning.
Preposition: 4.0 4.94265232975 81% => OK
Performance on sentences:
How many sentences: 20.0 20.6003584229 97% => OK
Sentence length: 27.0 20.1344086022 134% => The Avg. Sentence Length is relatively long.
Sentence length SD: 62.5159779576 48.9658058833 128% => OK
Chars per sentence: 127.9 100.406767564 127% => OK
Words per sentence: 27.25 20.6045352989 132% => OK
Discourse Markers: 7.05 5.45110844103 129% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 5.0 5.5376344086 90% => OK
Sentences with positive sentiment : 14.0 11.8709677419 118% => OK
Sentences with negative sentiment : 4.0 3.85842293907 104% => 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: 0.163531468455 0.236089414692 69% => OK
Sentence topic coherence: 0.0648154208099 0.076458572812 85% => OK
Sentence topic coherence SD: 0.064973880454 0.0737576698707 88% => OK
Paragraph topic coherence: 0.12385358006 0.150856017488 82% => OK
Paragraph topic coherence SD: 0.0685561230625 0.0645574589148 106% => OK
Essay readability:
automated_readability_index: 14.3 11.7677419355 122% => OK
flesch_reading_ease: 52.53 58.1214874552 90% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 12.6 10.1575268817 124% => OK
coleman_liau_index: 10.22 10.9000537634 94% => OK
dale_chall_readability_score: 8.08 8.01818996416 101% => OK
difficult_words: 107.0 86.8835125448 123% => OK
linsear_write_formula: 10.5 10.002688172 105% => OK
gunning_fog: 12.8 10.0537634409 127% => 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: 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.