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 statements 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
In this communicative world, communication is one of the most pivotal skills which pave the way for elevating our level of knowledge in a given society. As a result, by improving our communication skill, we can gain this opportunity to stay productive in classes and meetings due to the fact that we are able to participate in discussions efficiently. The question which arises here is whether it is a good idea to interrupt a discussion to make a correction or say nothing and stay it until the discussion become over. I am of the opinion that make a correction during meetings and classes will give rise to better learning for every person who participates in the class, and I will elaborate on my perspective in the following statements.
First and foremost, no one can cast the shadow of doubts on the fact that even teachers can make mistake during the classes which can cause ambiguity for students. Therefore, I personally hold this idea that if a student become aware of his teacher mistakes, he should hint the mistake immediately in the class. This way, teachers can become aware of their mistakes and make efforts to solve them. As a result, other students who do not understand the mistake can learn in a correct way. In addition, interrupting the class and correcting the mistake provides this opportunity to student to get involved in classes, and learn in an efficacious way. Moreover, students who become approved by teacher build up their self-confidence. Thus, not only they will make the best of the classes, but also will they enhance their social skill which make unprecedented impact on their professional future.
Furthermore, it is crystal clear that talking to teachers in person in order to correct their mistake will not make any contribution to the class, because most of the time teachers do not pay attention to their mistake and they do not have this idea that a little mistake can have an irreparable effects on students' education life. It is axiomatic that most of students rely on their teacher, and choose them as their role model. Therefore, they cannot disguise the mistakes in their discussion. As a result, they can become easily diverted by their teacher's mistakes. I personally contend if students have this fear to correct the teachers' faults and say nothing, they will become confused and cannot stay productive during the classes which cause missing the whole concept of the classes. So, correcting any mistakes which regard as ambiguity is the best way to understand the subject which is discussed in classes.
To make the long story short, all the aforementioned reasons lead us to the conclusion that it is an indispensable factor to correct the mistake of the speakers during the meetings or classes, based on the fact that we can save other person from misunderstanding, and resolve our confusion at the moment which make contribution to learning in an efficacious way.
- 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 statements is the best thing to do 1 interrupt and correct the mistake right away 2 Wait until the class or 73
- Do you agree or disagree with the following statement Children should only play sports for fun not in competitions or contests 73
Grammar and spelling errors:
Line 2, column 470, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in a correct way" with adverb for "correct"; eg, "in a hasty manner" with "hastily".
...do not understand the mistake can learn in a correct way. In addition, interrupting the class an...
^^^^^^^^^^^^^^^^
Line 2, column 626, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in an efficacious way" with adverb for "efficacious"; eg, "in a hasty manner" with "hastily".
...t to get involved in classes, and learn in an efficacious way. Moreover, students who become approved...
^^^^^^^^^^^^^^^^^^^^^
Line 3, column 297, Rule ID: A_PLURAL[2]
Message: Don't use indefinite articles with plural words. Did you mean 'effect'?
Suggestion: effect
... little mistake can have an irreparable effects on students education life. It is axiom...
^^^^^^^
Line 3, column 308, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'students'' or 'student's'?
Suggestion: students'; student's
...take can have an irreparable effects on students education life. It is axiomatic that mo...
^^^^^^^^
Line 3, column 353, Rule ID: MOST_SOME_OF_NNS[1]
Message: After 'most of', you should use 'the' ('most of the students') or simply say ''most students''.
Suggestion: most of the students; most students
...ts education life. It is axiomatic that most of students rely on their teacher, and choose them ...
^^^^^^^^^^^^^^^^
Line 4, column 341, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in an efficacious way" with adverb for "efficacious"; eg, "in a hasty manner" with "hastily".
...ent which make contribution to learning in an efficacious way.
^^^^^^^^^^^^^^^^^^^^^
Transition Words or Phrases used:
also, but, first, furthermore, if, moreover, so, therefore, thus, in addition, as a result
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 9.0 15.1003584229 60% => More to be verbs wanted.
Auxiliary verbs: 18.0 9.8082437276 184% => OK
Conjunction : 16.0 13.8261648746 116% => OK
Relative clauses : 20.0 11.0286738351 181% => OK
Pronoun: 53.0 43.0788530466 123% => Less pronouns wanted
Preposition: 64.0 52.1666666667 123% => OK
Nominalization: 12.0 8.0752688172 149% => OK
Performance on vocabulary words:
No of characters: 2432.0 1977.66487455 123% => OK
No of words: 492.0 407.700716846 121% => OK
Chars per words: 4.94308943089 4.8611393121 102% => OK
Fourth root words length: 4.70967865282 4.48103885553 105% => OK
Word Length SD: 2.88934327843 2.67179642975 108% => OK
Unique words: 214.0 212.727598566 101% => OK
Unique words percentage: 0.434959349593 0.524837075471 83% => More unique words wanted or less content wanted.
syllable_count: 764.1 618.680645161 124% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 11.0 9.59856630824 115% => OK
Article: 1.0 3.08781362007 32% => OK
Subordination: 4.0 3.51792114695 114% => OK
Conjunction: 5.0 1.86738351254 268% => Less conjunction wanted as sentence beginning.
Preposition: 4.0 4.94265232975 81% => OK
Performance on sentences:
How many sentences: 18.0 20.6003584229 87% => OK
Sentence length: 27.0 20.1344086022 134% => The Avg. Sentence Length is relatively long.
Sentence length SD: 80.927951496 48.9658058833 165% => OK
Chars per sentence: 135.111111111 100.406767564 135% => OK
Words per sentence: 27.3333333333 20.6045352989 133% => OK
Discourse Markers: 5.0 5.45110844103 92% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 6.0 5.5376344086 108% => OK
Sentences with positive sentiment : 8.0 11.8709677419 67% => OK
Sentences with negative sentiment : 8.0 3.85842293907 207% => Less negative sentences wanted.
Sentences with neutral sentiment: 2.0 4.88709677419 41% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.208618744247 0.236089414692 88% => OK
Sentence topic coherence: 0.0771888489714 0.076458572812 101% => OK
Sentence topic coherence SD: 0.0404804229913 0.0737576698707 55% => OK
Paragraph topic coherence: 0.135383047763 0.150856017488 90% => OK
Paragraph topic coherence SD: 0.0345161179916 0.0645574589148 53% => OK
Essay readability:
automated_readability_index: 15.5 11.7677419355 132% => OK
flesch_reading_ease: 44.07 58.1214874552 76% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 13.8 10.1575268817 136% => OK
coleman_liau_index: 11.67 10.9000537634 107% => OK
dale_chall_readability_score: 7.9 8.01818996416 99% => OK
difficult_words: 91.0 86.8835125448 105% => OK
linsear_write_formula: 14.5 10.002688172 145% => OK
gunning_fog: 12.8 10.0537634409 127% => OK
text_standard: 16.0 10.247311828 156% => 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: 73.3333333333 out of 100
Scores by essay e-grader: 22.0 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.