Learning is rarely an individual event. In my experience learning is a group activity. During the classroom or a meeting learning happens interactively. This active learning is more effective than passive learning. This give the opportunity question the teacher or the leader. This become important when the teacher makes a mistake. In my opinion, we should correct the mistake right way.
First, one may argue that interrupting the lecture or meeting is disrespectful or disturbing to the flow of the lecture. There is merit to this argument, therefore we must do the interruption that causes minimum harm to the flow and we should do that in a respectable manner. For instance, I remember that when I was doing a presentation for class assignment, one of the student pointed out a mistake that I made in the slide while I was delivering the speech, that interruption disturbed the flow of my presentation and at the end I got low marks to that assignment. In contrast, I faced a similar situation during my undergraduate life. But this time , since university students are more matured, the interruption was graceful and did not underestimate me. And due to that input I was able to do a better presentation.
Second, if we did not point out the mistake at the particular moment, others will learn an incorrect fact about the lesson. Later, when the try to study this incorrect information can confuse them and even cause to develop unpleasantness toward the subject and the teacher. For example, at the university I had some troubles in understanding some theories in optical science. This causes me to put relatively low effort to the subject. However, at the end of the semester, I met the professor to clarify this and then he accepted that he had made a mistake in the lecture. By then he had already included a question on that theory on the paper and this caused him to remove the particular section and include a new one. Then he worried that no one pointed that earlier and instructed me that it is better to point the mistake right away to avoid much bigger troubles.
Last but not least, questioning the teacher and correct if they made any mistake can help both teacher and the student. This give the student to actively engage in the lesson. Students get bored when they passively listen to the lecture and will have to do more work after the lecture to get skilled on the lessons. Further more, when the teacher notice students question the teacher, they praise you and they tend to support more , because they value curiosity and enthusiasm of students. Teachers also get the chance to listen to their students and become more popular among students.
No one is perfect. Even great scientists like Albert Einstein, Thomas Alwa Edison had made mistakes. At that time,there were people who pointed out that mistakes which led them to correct their theories and provide better innovations to the world. Therefore I believe that it is beneficial to everyone engage in the lecture or meeting to correct mistakes made by the teacher or leader as soon as possible.
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- TPO 34 Integrated Writing Task A huge marine mammal known as Steller s sea cow once lived in the waters around Bering Island off the coast of Siberia It was described in 1741 by Georg W Steller a naturalist who was among the first Europeans to see 80
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- NOTEFULL Some people say that computers have made life easier and more convenient. Other people say that computers have made life more complex and stressful. What is your opinion? Use specific reasons and examples to support your answer. 60
Grammar and spelling errors:
Line 1, column 278, Rule ID: ENGLISH_WORD_REPEAT_BEGINNING_RULE
Message: Three successive sentences begin with the same word. Reword the sentence or use a thesaurus to find a synonym.
...ity question the teacher or the leader. This become important when the teacher makes...
^^^^
Line 3, column 252, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in a respectable manner" with adverb for "respectable"; eg, "in a hasty manner" with "hastily".
... harm to the flow and we should do that in a respectable manner. For instance, I remember that when I w...
^^^^^^^^^^^^^^^^^^^^^^^
Line 3, column 360, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ing a presentation for class assignment, one of the student pointed out a mistake...
^^
Line 3, column 654, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Put a space after the comma, but not before the comma
Suggestion: ,
...ing my undergraduate life. But this time , since university students are more matu...
^^
Line 5, column 213, Rule ID: ALLOW_TO[1]
Message: Did you mean 'developing'? Or maybe you should add a pronoun? In active voice, 'cause' + 'to' takes an object, usually a pronoun.
Suggestion: developing
...rmation can confuse them and even cause to develop unpleasantness toward the subject and t...
^^^^^^^^^^
Line 7, column 431, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Put a space after the comma, but not before the comma
Suggestion: ,
...praise you and they tend to support more , because they value curiosity and enthus...
^^
Line 9, column 114, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Put a space after the comma
Suggestion: , there
...a Edison had made mistakes. At that time,there were people who pointed out that mistak...
^^^^^^
Line 9, column 249, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Therefore,
...rovide better innovations to the world. Therefore I believe that it is beneficial to ever...
^^^^^^^^^
Transition Words or Phrases used:
also, but, first, however, if, may, second, so, then, therefore, thus, while, for example, for instance, in contrast, in my opinion
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 14.0 15.1003584229 93% => OK
Auxiliary verbs: 8.0 9.8082437276 82% => OK
Conjunction : 25.0 13.8261648746 181% => OK
Relative clauses : 23.0 11.0286738351 209% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 64.0 43.0788530466 149% => Less pronouns wanted
Preposition: 61.0 52.1666666667 117% => OK
Nominalization: 18.0 8.0752688172 223% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2558.0 1977.66487455 129% => OK
No of words: 527.0 407.700716846 129% => OK
Chars per words: 4.85388994307 4.8611393121 100% => OK
Fourth root words length: 4.79129216042 4.48103885553 107% => OK
Word Length SD: 2.76862832409 2.67179642975 104% => OK
Unique words: 252.0 212.727598566 118% => OK
Unique words percentage: 0.478178368121 0.524837075471 91% => More unique words wanted or less content wanted.
syllable_count: 810.9 618.680645161 131% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 11.0 9.59856630824 115% => OK
Article: 1.0 3.08781362007 32% => OK
Subordination: 5.0 3.51792114695 142% => OK
Conjunction: 2.0 1.86738351254 107% => OK
Preposition: 9.0 4.94265232975 182% => OK
Performance on sentences:
How many sentences: 29.0 20.6003584229 141% => OK
Sentence length: 18.0 20.1344086022 89% => OK
Sentence length SD: 55.4436222099 48.9658058833 113% => OK
Chars per sentence: 88.2068965517 100.406767564 88% => OK
Words per sentence: 18.1724137931 20.6045352989 88% => OK
Discourse Markers: 4.51724137931 5.45110844103 83% => OK
Paragraphs: 5.0 4.53405017921 110% => OK
Language errors: 8.0 5.5376344086 144% => OK
Sentences with positive sentiment : 12.0 11.8709677419 101% => OK
Sentences with negative sentiment : 12.0 3.85842293907 311% => Less negative sentences wanted.
Sentences with neutral sentiment: 5.0 4.88709677419 102% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.181402606367 0.236089414692 77% => OK
Sentence topic coherence: 0.0472985940074 0.076458572812 62% => OK
Sentence topic coherence SD: 0.0540485804067 0.0737576698707 73% => OK
Paragraph topic coherence: 0.104103225909 0.150856017488 69% => OK
Paragraph topic coherence SD: 0.0362823579233 0.0645574589148 56% => OK
Essay readability:
automated_readability_index: 10.5 11.7677419355 89% => Automated_readability_index is low.
flesch_reading_ease: 61.67 58.1214874552 106% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 9.1 10.1575268817 90% => OK
coleman_liau_index: 10.55 10.9000537634 97% => OK
dale_chall_readability_score: 8.12 8.01818996416 101% => OK
difficult_words: 120.0 86.8835125448 138% => OK
linsear_write_formula: 5.0 10.002688172 50% => Linsear_write_formula is low.
gunning_fog: 9.2 10.0537634409 92% => OK
text_standard: 9.0 10.247311828 88% => OK
What are above readability scores?
---------------------
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.