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.
Nowdays, class or meeting are essential settinigs for people to acquire knowedge. However, it is invitable that some faulty information is delievered duriing the process. As for me, I think talking to the teachers or meeting leader about the mistakes waiting until everything finished is the best way to deal the issue. I feel this way for two reasons which I will explore further in the following essay.
To begin with, people could have a insightful disccusion about the incorrect content after class or meeting is over. This is because listener are able to consider the mistake they have found and organize the way to debate in the rest of time. On the other hand, teachers or meeting leader have enough time to interact and communicate with the listener after completing the session. My personal experience provides a compelling example to evidence this point. Last year, I found a mistake about the timeline of a historical event in the history teacher's slide. Initially, I was not sure about the discovery and was afraid that my memorization about this event was blanded with another one. Therefore, I flipped my textbooks to look for evidence and comfirmed what I thought was right. After class, I pointed out that mistake to the teacher who felt thankful to my carefulness. Besides, he also discusses a lot of related knowlege about the event that were not mentioned in class, making me understand it more comprehensively.
Secondly, it is a way to show polite and respect to reveal the mistake you after everything completed. Many teachers or meeting leader might be annoyed feel disrespected when some one point errors while they are in the progress, as not only lecturers thinking flow is interrupted but also waste time to correct and explained during the seesion. For example, my brother served in a technology company several years ago. He is intelligent and are keen to reaveal meeting leader's mistake to show his smart. On day, he pointed out his manager's logical error in a season meeting where almost over hundred workers gathered. The manager felt quite shameful as my brother make him embarrssed in front of so many people. After that, my brother not only was harshly critized but had few opportunities to particpate project. Soon, my brother was quitted due to the sacre chance of career developemt. Had if he has revealed his supervisor's mistakes after meeting, he would have been in such poor situation.
In sum, I still believe that talking about the mistakes to the lecturer aftereverything is over is best thing to do.
- It is difficult for teachers to be both popular and effective in helping students to learn 88
- TPO32 task1 quakers 80
- In today s world it is more important to work quickly and risk making mistakes than to work slowly and make sure that everything is correct 88
- Starting in the 1960s and continuing until the 1980s sailors in Russian submarines patrolling the North Atlantic and Arctic Ocean would occasionally hear strange sounds These underwater noises reminded the submarine crews of frog croaks so they called the 83
- 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 80
Grammar and spelling errors:
Line 3, column 34, Rule ID: EN_A_VS_AN
Message: Use 'an' instead of 'a' if the following word starts with a vowel sound, e.g. 'an article', 'an hour'
Suggestion: an
...ay. To begin with, people could have a insightful disccusion about the incorre...
^
Line 5, column 176, Rule ID: ANY_BODY[1]
Message: Did you mean 'someone'?
Suggestion: someone
...might be annoyed feel disrespected when some one point errors while they are in the prog...
^^^^^^^^
Line 7, column 97, Rule ID: THE_SUPERLATIVE[4]
Message: A determiner is probably missing here: 'is the best'.
Suggestion: is the best
...to the lecturer aftereverything is over is best thing to do.
^^^^^^^
Transition Words or Phrases used:
also, besides, but, however, if, look, second, secondly, so, still, therefore, while, as for, for example, i feel, i think, talking about, to begin with, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 23.0 15.1003584229 152% => OK
Auxiliary verbs: 4.0 9.8082437276 41% => OK
Conjunction : 14.0 13.8261648746 101% => OK
Relative clauses : 10.0 11.0286738351 91% => OK
Pronoun: 44.0 43.0788530466 102% => OK
Preposition: 59.0 52.1666666667 113% => OK
Nominalization: 6.0 8.0752688172 74% => OK
Performance on vocabulary words:
No of characters: 2125.0 1977.66487455 107% => OK
No of words: 429.0 407.700716846 105% => OK
Chars per words: 4.95337995338 4.8611393121 102% => OK
Fourth root words length: 4.55107846309 4.48103885553 102% => OK
Word Length SD: 2.72158472861 2.67179642975 102% => OK
Unique words: 236.0 212.727598566 111% => OK
Unique words percentage: 0.550116550117 0.524837075471 105% => OK
syllable_count: 679.5 618.680645161 110% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 18.0 9.59856630824 188% => OK
Article: 1.0 3.08781362007 32% => OK
Subordination: 4.0 3.51792114695 114% => OK
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 6.0 4.94265232975 121% => OK
Performance on sentences:
How many sentences: 23.0 20.6003584229 112% => OK
Sentence length: 18.0 20.1344086022 89% => OK
Sentence length SD: 35.5892870608 48.9658058833 73% => OK
Chars per sentence: 92.3913043478 100.406767564 92% => OK
Words per sentence: 18.652173913 20.6045352989 91% => OK
Discourse Markers: 7.4347826087 5.45110844103 136% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 3.0 5.5376344086 54% => OK
Sentences with positive sentiment : 9.0 11.8709677419 76% => OK
Sentences with negative sentiment : 8.0 3.85842293907 207% => Less negative sentences wanted.
Sentences with neutral sentiment: 6.0 4.88709677419 123% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.248361645724 0.236089414692 105% => OK
Sentence topic coherence: 0.0684187244096 0.076458572812 89% => OK
Sentence topic coherence SD: 0.0697957757183 0.0737576698707 95% => OK
Paragraph topic coherence: 0.15969682728 0.150856017488 106% => OK
Paragraph topic coherence SD: 0.0350256769999 0.0645574589148 54% => OK
Essay readability:
automated_readability_index: 11.2 11.7677419355 95% => OK
flesch_reading_ease: 53.21 58.1214874552 92% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 10.3 10.1575268817 101% => OK
coleman_liau_index: 11.43 10.9000537634 105% => OK
dale_chall_readability_score: 8.28 8.01818996416 103% => OK
difficult_words: 102.0 86.8835125448 117% => OK
linsear_write_formula: 8.0 10.002688172 80% => OK
gunning_fog: 9.2 10.0537634409 92% => 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: 80.0 out of 100
Scores by essay e-grader: 24.0 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.