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 leade
-Say nothing
It is quite often that when attending a class or a meeting, people may find that the speakers’ speech has some errors. Different people will have different measures when they find others’ mistakes. If I were forced to choose, I would definitely talk to the teacher or meeting leader after the class or meeting. I feel this in two reasons, which I will explore in the subsequent paragraphs.
To begin with, communicating with others about their mistakes after the meeting can maintain a harmonious relationship. It is widely acknowledged that pointing out other's mistakes right away will make others feel awkward and embarrass. Thus, supposing a student just interrupts and correct teachers' mistake in the classroom, teachers may feel embarrassed. Besides, the student who disorders the class rules may leave a bad impression on his teachers, due to his rudeness and impolite. On the contrary, talking to the teachers about the incorrect information until the class is over can make people escape embarrassment. What is more, teachers will consider this student who points out his mistake is polite and excellent. I think it is the same situation for people who find their leaders' mistakes. For instance, when I was an intern in a law office last summer, I found my boss failed to include the amount of share in one contract. Without interrupting him in front of our clients, I talked to him after the meeting and he modified the contract and sent to the clients. After this occurrence, my boss considered me as a reliable person and we had a harmonious relationship.
In addition, people are more likely to learn more knowledge when they discuss the subjects with their teachers or leaders directly. This is because when talking with the teachers and leaders about the information, people are capable to express their own opinions about such subjects. Besides, during the process of communicating with the teachers or leader, people are more likely to leave a favorable impression on their teachers. What is more, they are provided with the opportunities to listen to teachers or leaders explanations from which they can learn more knowledge. The more time people spend on listening to teachers, the more knowledge they are able to master. Take myself as an example. Last week, in my private international law class, I noticed that when my professor answered the questions about the jurisdiction, she ignored the nature of the contract which is a goods contract. When I communicated with her about this question after the class, she not only admitted and corrected the answer but also helped me review the chapter of jurisdiction. If I did not discuss this with her after class, I would not have the chance to review the knowledge which I have learned.
Moreover, it is harmful for both teachers and people who find mistakes to say nothing. This is because if people just keep silence about the incorrect thing, teachers and leaders will ignore their mistakes and cannot correct them.
From what has been discussed above, I draw a conclusion that it is preferable to talk to the teachers or leaders about their mistakes after the people are gone, because such solution can develop a better relationship and grasp more knowledge.
- It is better to use printed material such as books and articles to do research than it is to use the Internet. Do you agree? 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 o 73
Transition Words or Phrases used:
also, besides, but, if, may, moreover, so, thus, for instance, i feel, i think, in addition, on the contrary, to begin with, what is more
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 21.0 15.1003584229 139% => OK
Auxiliary verbs: 15.0 9.8082437276 153% => OK
Conjunction : 21.0 13.8261648746 152% => OK
Relative clauses : 20.0 11.0286738351 181% => OK
Pronoun: 63.0 43.0788530466 146% => Less pronouns wanted
Preposition: 67.0 52.1666666667 128% => OK
Nominalization: 12.0 8.0752688172 149% => OK
Performance on vocabulary words:
No of characters: 2714.0 1977.66487455 137% => OK
No of words: 539.0 407.700716846 132% => OK
Chars per words: 5.03525046382 4.8611393121 104% => OK
Fourth root words length: 4.81833721656 4.48103885553 108% => OK
Word Length SD: 2.79576878309 2.67179642975 105% => OK
Unique words: 241.0 212.727598566 113% => OK
Unique words percentage: 0.447124304267 0.524837075471 85% => More unique words wanted or less content wanted.
syllable_count: 822.6 618.680645161 133% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 17.0 9.59856630824 177% => OK
Article: 3.0 3.08781362007 97% => OK
Subordination: 6.0 3.51792114695 171% => OK
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 8.0 4.94265232975 162% => OK
Performance on sentences:
How many sentences: 26.0 20.6003584229 126% => OK
Sentence length: 20.0 20.1344086022 99% => OK
Sentence length SD: 40.3686598517 48.9658058833 82% => OK
Chars per sentence: 104.384615385 100.406767564 104% => OK
Words per sentence: 20.7307692308 20.6045352989 101% => OK
Discourse Markers: 5.26923076923 5.45110844103 97% => OK
Paragraphs: 5.0 4.53405017921 110% => OK
Language errors: 0.0 5.5376344086 0% => OK
Sentences with positive sentiment : 7.0 11.8709677419 59% => More positive sentences wanted.
Sentences with negative sentiment : 15.0 3.85842293907 389% => 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: 0.201981329296 0.236089414692 86% => OK
Sentence topic coherence: 0.0613304429655 0.076458572812 80% => OK
Sentence topic coherence SD: 0.0521645070642 0.0737576698707 71% => OK
Paragraph topic coherence: 0.123611970435 0.150856017488 82% => OK
Paragraph topic coherence SD: 0.0449147725965 0.0645574589148 70% => OK
Essay readability:
automated_readability_index: 12.7 11.7677419355 108% => 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: 11.95 10.9000537634 110% => OK
dale_chall_readability_score: 7.88 8.01818996416 98% => OK
difficult_words: 111.0 86.8835125448 128% => 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?
---------------------
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.