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 leade.
•Say nothing.
Making mistake is quite a common issue among everyone. The way someone reacts to this phenomena is very important. Some people think that correcting others immediately after they making mistakes is right thing to do while others think in an opposite way. In my opinion, should a teachera or leather say something wrong, it would be better to tell them when everyone leave the place since not only does that person become more careful and be prepared later, but also the opportunity of asserting their own mistakes will rise.
The first reason which should be stated is that saying the mistake of the teacher when there is no one else assit him to be more vigilant. To begin with, there are some days that people are not fully focused or persumably they are tired so, the possibility of saying wrong things unintentionally will be increased or even they may not prepare themselve s beforehand leading to the consideration that they are ready for presenting the course. However, they may miss apoint or tell something incorrect. Thus, if someone correct the mistake of a teachers at the end of class, he will make them to be more careful and prepare themselve s better or even take rest in order to decline the level of making mistake the next time. But, knowing them is only depend to a person that tell them. If no one say anything or interrupt the teacher in front of the class the teacher may not undrestand or even consider the interruption as a disrespect behavior.
The second point which deserves some point is that by not interrupting teacher and telling their mistake at the end of the class, the chances of correcting their own mistake later will be increased. First, everyone make mistakes and it is better to give them the chance in order to correct themselves. This kind of reaction can increase or even maintain the respect and decipline of the teacher since by just interrupting someone they may become afraid to do the presentation or even teaching again. Furthermore, they become unreluctant to teach in that class again. Letting them to correct their mistake the next session is better. For example, during my school days in my mathemathic class i remembered that one of my teacher make a mistake in one of the equation lead to incorrect answer so, after the class finished i tell my teacher politely that he had make(made) a mistake. He surprised and even appreciated that I told him and, the next day he solved the equations again and announce(confess) that he made a mistake.
To sum up, it is better to tell a teacher or leader about their mistakes when others vacate the place since in this way the teacher will be more careful and well-prepared the next time and the chances of correcting himself will rise which lead to retaining their respect.
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Grammar and spelling errors:
Line 1, column 82, Rule ID: THIS_NNS[1]
Message: Did you mean 'these'?
Suggestion: these
...ong everyone. The way someone reacts to this phenomena is very important. Some peopl...
^^^^
Line 1, column 236, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in an opposite way" with adverb for "opposite"; eg, "in a hasty manner" with "hastily".
...is right thing to do while others think in an opposite way. In my opinion, should a teachera or le...
^^^^^^^^^^^^^^^^^^
Line 5, column 542, Rule ID: A_PLURAL[1]
Message: Don't use indefinite articles with plural words. Did you mean 'a teacher' or simply 'teachers'?
Suggestion: a teacher; teachers
...Thus, if someone correct the mistake of a teachers at the end of class, he will make them ...
^^^^^^^^^^
Line 8, column 693, Rule ID: I_LOWERCASE[2]
Message: Did you mean 'I'?
Suggestion: I
... my school days in my mathemathic class i remembered that one of my teacher make ...
^
Line 8, column 821, Rule ID: I_LOWERCASE[2]
Message: Did you mean 'I'?
Suggestion: I
...ect answer so, after the class finished i tell my teacher politely that he had ma...
^
Line 8, column 997, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... the equations again and announceconfess that he made a mistake. To sum up, it...
^^
Transition Words or Phrases used:
also, but, first, furthermore, however, if, may, second, so, thus, well, while, for example, kind of, in my opinion, to begin with, to sum up
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 22.0 15.1003584229 146% => OK
Auxiliary verbs: 14.0 9.8082437276 143% => OK
Conjunction : 21.0 13.8261648746 152% => OK
Relative clauses : 18.0 11.0286738351 163% => OK
Pronoun: 54.0 43.0788530466 125% => Less pronouns wanted
Preposition: 55.0 52.1666666667 105% => OK
Nominalization: 5.0 8.0752688172 62% => OK
Performance on vocabulary words:
No of characters: 2299.0 1977.66487455 116% => OK
No of words: 483.0 407.700716846 118% => OK
Chars per words: 4.75983436853 4.8611393121 98% => OK
Fourth root words length: 4.68799114503 4.48103885553 105% => OK
Word Length SD: 2.60263682351 2.67179642975 97% => OK
Unique words: 215.0 212.727598566 101% => OK
Unique words percentage: 0.445134575569 0.524837075471 85% => More unique words wanted or less content wanted.
syllable_count: 728.1 618.680645161 118% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 9.59856630824 73% => OK
Article: 6.0 3.08781362007 194% => OK
Subordination: 3.0 3.51792114695 85% => OK
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 5.0 4.94265232975 101% => OK
Performance on sentences:
How many sentences: 18.0 20.6003584229 87% => OK
Sentence length: 26.0 20.1344086022 129% => The Avg. Sentence Length is relatively long.
Sentence length SD: 82.0929351406 48.9658058833 168% => OK
Chars per sentence: 127.722222222 100.406767564 127% => OK
Words per sentence: 26.8333333333 20.6045352989 130% => OK
Discourse Markers: 7.83333333333 5.45110844103 144% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 6.0 5.5376344086 108% => OK
Sentences with positive sentiment : 7.0 11.8709677419 59% => More positive sentences wanted.
Sentences with negative sentiment : 9.0 3.85842293907 233% => 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: 0.194996585033 0.236089414692 83% => OK
Sentence topic coherence: 0.0680553867835 0.076458572812 89% => OK
Sentence topic coherence SD: 0.043782084828 0.0737576698707 59% => OK
Paragraph topic coherence: 0.130038299457 0.150856017488 86% => OK
Paragraph topic coherence SD: 0.0225856916617 0.0645574589148 35% => 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: 14.4 11.7677419355 122% => OK
flesch_reading_ease: 53.55 58.1214874552 92% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 12.3 10.1575268817 121% => OK
coleman_liau_index: 10.62 10.9000537634 97% => OK
dale_chall_readability_score: 7.51 8.01818996416 94% => OK
difficult_words: 79.0 86.8835125448 91% => OK
linsear_write_formula: 10.5 10.002688172 105% => OK
gunning_fog: 12.4 10.0537634409 123% => 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.