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.
No one can cast a shadow of doubt on the fact that correctness and preciesness are of a great importance. It is every one's right to be aware about the right information of a thing which they shohld know about. It goes without saying that in today's sophisticated world where we live in, for the sake of excessive information that people or bombard with, there is always a chance that some one forget something or have been recieved wrong knowledge about that fact. Plenty of people holds the conviction that in such a situation it is better to interrupt and correct the mistake immedietly, whereas others might hold exactly the opposit view. Ergo, it comes to my stance, by weighing uo the pros and cons, I firmly endorse the first conviction instead of the later one. The reasons substantiating my viewpoint are investigated in the following essay.
The first point to be mentioned is that if we do not correct the mistake it will cause the other audience to learn something wrong. My own experience demonstrate this concept. When I was in college, in one of my classes the professor cited a wrong professor for a specific paper. I accidently, had been read that article a day before so I knew about the whole subject very well. But, because I was afraid that I may upset the lecturer, I did not say anything; and this led to huge problem among students.
Alongside the elaborated reason above, another idea that is noteworthy to cosider is that if we do not correct the false information at the time, we will forget about it; therefore, forget to remind it to the instructer. Besides, the other people present at that class or gathering may also forget about the the whole lesson or conversation, and even we tell them in the future, they may not be able to link it to the actual topic. As an illustration, I remember a time I was in huigh school, my teacher was trying to correct the previous information about the last session we had; but, no one were able to follow her.
As shown above, taking all the reasons into account, it is my firm belief that correcting people at the moment is better, because in this way, you will block the spread of wrong information, further it will reduce the chance of fergetting that.
- Movies and television have more negative effects than positive effects on the way young people behave. 90
- Like many creatures, humpback whales migrate long distances for feeding and mating purposes. How animals manage to migrate long distances is often puzzling. In the case of humpback whales, we may have found the answer: they may be navigating by the stars, 81
- In the past, young people depended too much on their parents to make decisions for them; today young people are better able to make decisions about their own lives. 70
- It is important to know about events happening around the world, even if it is unlikely that they will affect your daily life. 70
- Educating children is a more difficult task today than it was in the past because they spend so much time on cell phone, online games, and social networking Web site 90
Grammar and spelling errors:
Line 1, column 384, Rule ID: ANY_BODY[1]
Message: Did you mean 'someone'?
Suggestion: someone
...ard with, there is always a chance that some one forget something or have been recieved ...
^^^^^^^^
Line 9, column 305, Rule ID: ENGLISH_WORD_REPEAT_RULE
Message: Possible typo: you repeated a word
Suggestion: the
...lass or gathering may also forget about the the whole lesson or conversation, and even ...
^^^^^^^
Line 9, column 305, Rule ID: DT_DT[1]
Message: Maybe you need to remove one determiner so that only 'the' or 'the' is left.
Suggestion: the; the
...lass or gathering may also forget about the the whole lesson or conversation, and even ...
^^^^^^^
Transition Words or Phrases used:
also, besides, but, first, if, may, so, therefore, well, whereas
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 20.0 15.1003584229 132% => OK
Auxiliary verbs: 9.0 9.8082437276 92% => OK
Conjunction : 9.0 13.8261648746 65% => OK
Relative clauses : 17.0 11.0286738351 154% => OK
Pronoun: 53.0 43.0788530466 123% => Less pronouns wanted
Preposition: 51.0 52.1666666667 98% => OK
Nominalization: 13.0 8.0752688172 161% => OK
Performance on vocabulary words:
No of characters: 1839.0 1977.66487455 93% => OK
No of words: 397.0 407.700716846 97% => OK
Chars per words: 4.6322418136 4.8611393121 95% => OK
Fourth root words length: 4.46372701284 4.48103885553 100% => OK
Word Length SD: 2.63776673018 2.67179642975 99% => OK
Unique words: 218.0 212.727598566 102% => OK
Unique words percentage: 0.549118387909 0.524837075471 105% => OK
syllable_count: 577.8 618.680645161 93% => 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: 3.0 3.08781362007 97% => OK
Subordination: 5.0 3.51792114695 142% => OK
Conjunction: 2.0 1.86738351254 107% => OK
Preposition: 3.0 4.94265232975 61% => OK
Performance on sentences:
How many sentences: 15.0 20.6003584229 73% => Need more sentences. Double check the format of sentences, make sure there is a space between two sentences, or have enough periods. And also check the lengths of sentences, maybe they are too long.
Sentence length: 26.0 20.1344086022 129% => The Avg. Sentence Length is relatively long.
Sentence length SD: 61.5509183973 48.9658058833 126% => OK
Chars per sentence: 122.6 100.406767564 122% => OK
Words per sentence: 26.4666666667 20.6045352989 128% => OK
Discourse Markers: 4.26666666667 5.45110844103 78% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 3.0 5.5376344086 54% => OK
Sentences with positive sentiment : 4.0 11.8709677419 34% => More positive sentences wanted.
Sentences with negative sentiment : 8.0 3.85842293907 207% => Less negative sentences wanted.
Sentences with neutral sentiment: 3.0 4.88709677419 61% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.115858248432 0.236089414692 49% => OK
Sentence topic coherence: 0.0387804695943 0.076458572812 51% => OK
Sentence topic coherence SD: 0.0322850916923 0.0737576698707 44% => Sentences are similar to each other.
Paragraph topic coherence: 0.0670896793451 0.150856017488 44% => OK
Paragraph topic coherence SD: 0.0250856015159 0.0645574589148 39% => 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: 13.6 11.7677419355 116% => OK
flesch_reading_ease: 53.55 58.1214874552 92% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 12.3 10.1575268817 121% => OK
coleman_liau_index: 9.87 10.9000537634 91% => OK
dale_chall_readability_score: 7.83 8.01818996416 98% => OK
difficult_words: 73.0 86.8835125448 84% => More difficult words wanted.
linsear_write_formula: 13.5 10.002688172 135% => OK
gunning_fog: 12.4 10.0537634409 123% => OK
text_standard: 14.0 10.247311828 137% => 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: 76.6666666667 out of 100
Scores by essay e-grader: 23.0 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.