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.
Sometimes for our own benefit, we have to listen to others, maybe it can be a classroom setting or in a meeting setting. No one can deny there are both positive and negative aspects of interrupt or wait or say nothing when the teacher or the leader says something incorrect. If I were forced to choose, I would definitely wait until the class or meeting is over, for a number of reasons and I will develop these ideas in the subsequent paragraphs.
To begin with, to keep the fluency of the speech, I think it will not be a good idea to interrupt the speaker. Fluency is important up to the lecture is finished for several reasons, first, it helps to get the main point of the lecture and get also the organization of the lecture. I have to admit that my opinion on this matter has been influenced profoundly by my own personal experiences. You see, one year ago in a presentation of a research paper, the man showed something incorrect in his slides. I stood up and said to the man that you had written density of motor oil wrong. The whole class directed their eyes to me and the lecture's fluency of speaking was interrupted because of my silly correcting issue. As a result, many were disappointed in me, and I got some offended feelings which I can not forget still now. For this reason, interruption in a lecture is a bad idea.
Secondly, to interrupt in the middle of something seems to be rude in our culture, and it may make the speaker angry. Drawing from my own experience, one month ago, I went to listen to an Islamic discussion. When I found that the speaker incited a wrong reference, I stood up and wanted to correct him, but other honorable older persons were there. At first, I didn't notice what I have done, but after the end of the discussion, some of my older relatives said to me that I became very rude. Moreover, they said about this issue to my father and I got some uneasy feeling in my house. It is certainly clear to see that interrupting brings out rudeness.
In light above-mentioned reason, I strongly believe that waiting until the class or meeting is over and the people are gone, and then talk to the teacher or meeting leader is better because to keep the fluency of the lecture and politeness.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2023-07-14 | Zmx_6 | 76 | view |
| 2023-07-12 | Zmx_6 | 80 | view |
| 2023-06-28 | Vivian Chang | 70 | view |
| 2023-03-22 | sonyeoso | 76 | view |
| 2023-02-20 | m.ghoroobi | 76 | view |
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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 1 Interrupt and correct the mistake right away 2 Wait until the class or meeting is 70
Grammar and spelling errors:
Line 3, column 634, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'lectures'' or 'lecture's'?
Suggestion: lectures'; lecture's
...class directed their eyes to me and the lectures fluency of speaking was interrupted bec...
^^^^^^^^
Line 5, column 362, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: didn't
...e older persons were there. At first, I didnt notice what I have done, but after the ...
^^^^^
Transition Words or Phrases used:
also, but, first, if, may, moreover, second, secondly, so, still, then, i think, as a result, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 17.0 15.1003584229 113% => OK
Auxiliary verbs: 7.0 9.8082437276 71% => OK
Conjunction : 21.0 13.8261648746 152% => OK
Relative clauses : 9.0 11.0286738351 82% => OK
Pronoun: 50.0 43.0788530466 116% => OK
Preposition: 60.0 52.1666666667 115% => OK
Nominalization: 5.0 8.0752688172 62% => OK
Performance on vocabulary words:
No of characters: 1829.0 1977.66487455 92% => OK
No of words: 409.0 407.700716846 100% => OK
Chars per words: 4.47188264059 4.8611393121 92% => OK
Fourth root words length: 4.49708221141 4.48103885553 100% => OK
Word Length SD: 2.62808777783 2.67179642975 98% => OK
Unique words: 220.0 212.727598566 103% => OK
Unique words percentage: 0.537897310513 0.524837075471 102% => OK
syllable_count: 587.7 618.680645161 95% => OK
avg_syllables_per_word: 1.4 1.51630824373 92% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 13.0 9.59856630824 135% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 3.0 3.51792114695 85% => OK
Conjunction: 5.0 1.86738351254 268% => Less conjunction wanted as sentence beginning.
Preposition: 5.0 4.94265232975 101% => OK
Performance on sentences:
How many sentences: 18.0 20.6003584229 87% => OK
Sentence length: 22.0 20.1344086022 109% => OK
Sentence length SD: 42.3267711449 48.9658058833 86% => OK
Chars per sentence: 101.611111111 100.406767564 101% => OK
Words per sentence: 22.7222222222 20.6045352989 110% => OK
Discourse Markers: 5.94444444444 5.45110844103 109% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 6.0 11.8709677419 51% => More positive sentences wanted.
Sentences with negative sentiment : 9.0 3.85842293907 233% => 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: 0.220421790574 0.236089414692 93% => OK
Sentence topic coherence: 0.0598482577701 0.076458572812 78% => OK
Sentence topic coherence SD: 0.0673003467674 0.0737576698707 91% => OK
Paragraph topic coherence: 0.156572273065 0.150856017488 104% => OK
Paragraph topic coherence SD: 0.0967731161445 0.0645574589148 150% => OK
Essay readability:
automated_readability_index: 11.0 11.7677419355 93% => Automated_readability_index is low.
flesch_reading_ease: 66.07 58.1214874552 114% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 9.5 10.1575268817 94% => OK
coleman_liau_index: 8.94 10.9000537634 82% => OK
dale_chall_readability_score: 7.66 8.01818996416 96% => OK
difficult_words: 76.0 86.8835125448 87% => OK
linsear_write_formula: 13.0 10.002688172 130% => OK
gunning_fog: 10.8 10.0537634409 107% => OK
text_standard: 11.0 10.247311828 107% => 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.