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
It is widely accepted that teaching and learning are significant in our society. When a lecturer makes a mistake, there is some advice for audiences. Among correcting the mistake right away, talking to lecturer privately about the mistake and doing nothing, I will choose the first one. In what follows, I will elaborate on my viewpoints.
The first exquisite point to be mentioned is that other people hear this mistake as a fact so that this mistake may have some awful consequences on them. Many students or audiences participate in the class or meeting to learn something, and they will use this knowledge in the future. So they should be aware of the lecturer's mistake to do not use it on other aspects. Take a personal experience as an example; when I was a student, my teacher told a formula wrong. After one year, when I wanted to write an article, I used that formula at the beginning of my article. Therefore, I have thought that I solved a problem correctly, even though my article's base was wrong. Eventually, I submitted it on a journal. After some weeks I became realized by those journalists about my incorrect results. Had I used a correct formula, my article would have been published in a prestigious scientific journal.
Another equally noteworthy point in corroborating my stance is that correcting them in front of other audiences is a flip for them and makes them more careful what they say. A teacher or meeting leader should have specific responsibility for their position, so they should be cautious about their lecture. They should try hard to present an impeccable session. There are many ways for them to avoid making a mistake. Teacher and meeting leaders should prepare themselves for the class or meeting by reading and researching some books and sites. They can take notes and bring with them to lessen their mistakes. The more preparing before the speech, the less making mistake during our talk. To shed light on this issue, when I was a TA, I have spent many times for preparing and reviewing those sections that I would have taught, for I had accepted to become a TA and promise that I can tackle it. So, I try to my best for the class.
In brief, contemplating all the aforementioned reasons, one soon realized that we should correct the mistake right away. All in all, it is highly recommended that a survey be conducted to assess the long-term impacts of scientific mistakes on our productivity.
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- 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 70
Grammar and spelling errors:
Line 2, column 711, Rule ID: SENTENCE_FRAGMENT[1]
Message: “After” 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.
...ventually, I submitted it on a journal. After some weeks I became realized by those j...
^^^^^
Transition Words or Phrases used:
first, if, may, so, therefore, in brief
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 16.0 15.1003584229 106% => OK
Auxiliary verbs: 14.0 9.8082437276 143% => OK
Conjunction : 14.0 13.8261648746 101% => OK
Relative clauses : 14.0 11.0286738351 127% => OK
Pronoun: 65.0 43.0788530466 151% => Less pronouns wanted
Preposition: 42.0 52.1666666667 81% => OK
Nominalization: 2.0 8.0752688172 25% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2018.0 1977.66487455 102% => OK
No of words: 422.0 407.700716846 104% => OK
Chars per words: 4.78199052133 4.8611393121 98% => OK
Fourth root words length: 4.53239876712 4.48103885553 101% => OK
Word Length SD: 2.74695148458 2.67179642975 103% => OK
Unique words: 213.0 212.727598566 100% => OK
Unique words percentage: 0.504739336493 0.524837075471 96% => OK
syllable_count: 639.0 618.680645161 103% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 13.0 9.59856630824 135% => OK
Article: 4.0 3.08781362007 130% => OK
Subordination: 7.0 3.51792114695 199% => OK
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 6.0 4.94265232975 121% => OK
Performance on sentences:
How many sentences: 24.0 20.6003584229 117% => OK
Sentence length: 17.0 20.1344086022 84% => The Avg. Sentence Length is relatively short.
Sentence length SD: 42.468288823 48.9658058833 87% => OK
Chars per sentence: 84.0833333333 100.406767564 84% => OK
Words per sentence: 17.5833333333 20.6045352989 85% => OK
Discourse Markers: 1.625 5.45110844103 30% => More transition words/phrases wanted.
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 1.0 5.5376344086 18% => OK
Sentences with positive sentiment : 4.0 11.8709677419 34% => More positive sentences wanted.
Sentences with negative sentiment : 13.0 3.85842293907 337% => Less negative sentences wanted.
Sentences with neutral sentiment: 7.0 4.88709677419 143% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.148044399694 0.236089414692 63% => OK
Sentence topic coherence: 0.0423375630812 0.076458572812 55% => OK
Sentence topic coherence SD: 0.0539667737854 0.0737576698707 73% => OK
Paragraph topic coherence: 0.0917980374942 0.150856017488 61% => OK
Paragraph topic coherence SD: 0.0118749856772 0.0645574589148 18% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 9.9 11.7677419355 84% => 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: 10.15 10.9000537634 93% => OK
dale_chall_readability_score: 8.15 8.01818996416 102% => OK
difficult_words: 98.0 86.8835125448 113% => OK
linsear_write_formula: 8.0 10.002688172 80% => 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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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: 70.0 out of 100
Scores by essay e-grader: 21.0 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.