The ability to distinguish the most appropriate option for saying our concerns and disapproval has outstanding impacts on our communication with our classmates, teachers, co-workers, and family members, etc. So it has prominent value to know when we should hesitate or hasten to dispute in various environments. A controversial related question is how to show our opinion when we are in a classroom or a meeting, and the teachers or meeting leaders say something wrong. Do we need to correct them right away?; is it better to wait?; or do nothing? In my view, we have to stay patient and hold our opinions until the end of class and not interrupting their speech. The ensuing paragraph will elaborate on the noteworthy reasons for this idea.
First, the teacher or the meeting leader may lose his/her focus. I mean our haphazard comments probably baffle the teacher or the meeting leader and significantly distract them. Sometimes, they need to confine our statement, and it will start allegedly a discussion which wastes other people's time or make other people exhausted or bored. Besides, the teacher may run out of the time to complete the lecture that he/she wants to deliver.
Second, it may make them embarrassed. For instance, I remember a relevant story about this subject. We had a very young chemistry teacher in high school who was somehow timid but very resourceful. One day she made an unintentional mistake about water's chemical structure. One of our peers commented abruptly to let her know about the error hilariously, and everyone giggled afterward. I cannot get his face out of my mind even after all these years. Her face blushed when the beads of sweat were falling from her chicks. That day I felt pity for her, so I genuinely think that we need to wait until the class is over.
Third, there is some possibility that we are misunderstood and he/she was not wrong. I always write a note about what I assume is not true and ask my question privately. There have been many occasions that my presumption was unjust about what I thought was a mistake. And multiple time happen that the teacher answers my doubt in the remained time of the class. Accordingly, I believe it is more appropriate to take our time to acknowledge the rightfulness of our opinion.
To wrap the story up, I recommend staying still until the end of class to ask about what we consider the mistake as it may distract them or waste the time of the class. Another noteworthy reason is that we may make her/him feel ashamed in some cases unconsciously. Besides, there are some possibilities that we are misunderstood as well.
- TPO 49- Independent writingDo you agree or disagree with the following statement?The ability to maintain friendships with a small number of people over a long period of time is more important for happiness than the ability to make many new friends easily. 76
- Do you agree or disagree with the following statement? When teachers assign projects on which students must work together, the students learn much more effectively than when they are asked to work alone on projects. Use specific reasons and examples to su 81
- Do you agree or disagree with the following statement? The extended family (grandparents, cousins, aunts, and uncles) is less important now than it was in the past. Use specific reasons and examples to support your answer. 76
- TPO 41 Do you agree or disagree with the following statement?Teachers were more appreciated and valued by society in the past than they are nowadays.Use specific reasons and examples to support your answer. 90
- TPO-14 - Integrated Writing Task Every year, forest fires and severe stormscause a great deal of damage to forests in the northwestern United States. One way of dealing with the aftermath of these disasters is called salvage logging, which is the practice 80
Transition Words or Phrases used:
accordingly, besides, but, first, if, may, second, so, still, third, well, after all, for instance, i mean, in my view, in some cases
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 17.0 15.1003584229 113% => OK
Auxiliary verbs: 12.0 9.8082437276 122% => OK
Conjunction : 21.0 13.8261648746 152% => OK
Relative clauses : 13.0 11.0286738351 118% => OK
Pronoun: 72.0 43.0788530466 167% => Less pronouns wanted
Preposition: 47.0 52.1666666667 90% => OK
Nominalization: 6.0 8.0752688172 74% => OK
Performance on vocabulary words:
No of characters: 2179.0 1977.66487455 110% => OK
No of words: 450.0 407.700716846 110% => OK
Chars per words: 4.84222222222 4.8611393121 100% => OK
Fourth root words length: 4.6057793516 4.48103885553 103% => OK
Word Length SD: 2.80182392094 2.67179642975 105% => OK
Unique words: 244.0 212.727598566 115% => OK
Unique words percentage: 0.542222222222 0.524837075471 103% => OK
syllable_count: 677.7 618.680645161 110% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 12.0 9.59856630824 125% => OK
Article: 5.0 3.08781362007 162% => OK
Subordination: 0.0 3.51792114695 0% => More adverbial clause wanted.
Conjunction: 6.0 1.86738351254 321% => Less conjunction wanted as sentence beginning.
Preposition: 2.0 4.94265232975 40% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 26.0 20.6003584229 126% => OK
Sentence length: 17.0 20.1344086022 84% => The Avg. Sentence Length is relatively short.
Sentence length SD: 37.0363047539 48.9658058833 76% => OK
Chars per sentence: 83.8076923077 100.406767564 83% => OK
Words per sentence: 17.3076923077 20.6045352989 84% => OK
Discourse Markers: 5.11538461538 5.45110844103 94% => OK
Paragraphs: 5.0 4.53405017921 110% => 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 : 16.0 3.85842293907 415% => Less negative sentences wanted.
Sentences with neutral sentiment: 5.0 4.88709677419 102% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.184943652213 0.236089414692 78% => OK
Sentence topic coherence: 0.0482505675516 0.076458572812 63% => OK
Sentence topic coherence SD: 0.068954602687 0.0737576698707 93% => OK
Paragraph topic coherence: 0.0985911167566 0.150856017488 65% => OK
Paragraph topic coherence SD: 0.0667280571424 0.0645574589148 103% => OK
Essay readability:
automated_readability_index: 10.0 11.7677419355 85% => Automated_readability_index is low.
flesch_reading_ease: 62.68 58.1214874552 108% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 8.7 10.1575268817 86% => OK
coleman_liau_index: 10.5 10.9000537634 96% => OK
dale_chall_readability_score: 8.02 8.01818996416 100% => OK
difficult_words: 101.0 86.8835125448 116% => OK
linsear_write_formula: 11.0 10.002688172 110% => OK
gunning_fog: 8.8 10.0537634409 88% => OK
text_standard: 9.0 10.247311828 88% => OK
What are above readability scores?
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Rates: 80.0 out of 100
Scores by essay e-grader: 24.0 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.