imagine that you are in classroom or a meeting. The teacher or the meeting leader says something incorrect. In your opinion, which of the following is the best thingto do? 1.interrupt and correct the mistake right way; 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.
Meetings have been held in order to enhance people's knowledge, so it is reasonable to get the right information which is reliable. All the meetings and classrooms always are directed by a highly qualified leader who has a high education and experience. Thus, it rarely takes place to say something that is wrong. However, without any doubt, all people may make a mistake. When this situation occurs, some people may take a view that it is better to say nothing or talk to the leader after the meeting. However, some others may hold an opposite view and believe that interrupting his speech and correct the mistake is the better choice. So, from my perspective, the latter one is a good idea. On the countless reasons and examples, I will present the most essential and conspicuous ones here.
First of all, as we know, the audience in a meeting relay on the lecturer's knowledge, so it is better to receive the right information. Correcting the mistake in the meeting is a good idea to create reliable information. Therefore, all the audience receive the correct information and after that they can transfer correct knowledge to the others. It leads the flow of correct information among many large people. To illustrate it I refer to my own experience, two years ago I went to the University’s anniversary celebration in which one of the lecturers said the wrong definition about our major and I said nothing to correct his wrong, but after that it created a big problem for the student because of this misunderstanding.
The second point to be mentioned is that correcting the mistake in the meeting is a better choice to the lecturer to be well-knowledged among the audience. For example, when a lecturer makes mistake without correcting it, it makes a bad background for the lecturer who transfers the wrong information. Moreover, it takes his chance to other invitations for speech in the future.
In conclusion, I strongly support the idea that it is better to correct the lecturer's mistake in the meeting for two aforementioned reasons. Transferring the right information is so important for involving a large number of audience and the value of the lecturer.
- TPO 40: surface of the venus is not possible habitant for human 68
- TPO-19 - Independent Writing Task Do you agree or disagree with the following statement? In order to be well-informed, a person must get information from many different news resources. Use specific reasons and examples to support your answer. 68
- TPO 21- Independent 3
- TPO43 - agnostids and related theories 73
- agree or disagree to this statement: use internet instead of printed material 73
Grammar and spelling errors:
Line 1, column 164, Rule ID: ADVERB_WORD_ORDER[4]
Message: The adverb 'always' is usually put after the verb 'are'.
Suggestion: are always
...liable. All the meetings and classrooms always are directed by a highly qualified leader w...
^^^^^^^^^^
Line 2, column 26, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...us ones here. First of all, as we know, the audience in a meeting relay on the l...
^^
Line 2, column 67, Rule ID: POSSESIVE_APOSTROPHE[2]
Message: Possible typo: apostrophe is missing. Did you mean 'lecturers'' or 'lecturer's'?
Suggestion: lecturers'; lecturer's
... the audience in a meeting relay on the lecturers knowledge, so it is better to receive t...
^^^^^^^^^
Line 4, column 206, Rule ID: LARGE_NUMBER_OF[1]
Message: Specify a number, remove phrase, or simply use 'many' or 'numerous'
Suggestion: many; numerous
...formation is so important for involving a large number of audience and the value of the lecturer....
^^^^^^^^^^^^^^^^^
Transition Words or Phrases used:
but, first, however, if, may, moreover, second, so, therefore, thus, well, for example, in conclusion, first of all
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 16.0 15.1003584229 106% => OK
Auxiliary verbs: 5.0 9.8082437276 51% => OK
Conjunction : 11.0 13.8261648746 80% => OK
Relative clauses : 13.0 11.0286738351 118% => OK
Pronoun: 33.0 43.0788530466 77% => OK
Preposition: 44.0 52.1666666667 84% => 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: 1811.0 1977.66487455 92% => OK
No of words: 367.0 407.700716846 90% => More content wanted.
Chars per words: 4.93460490463 4.8611393121 102% => OK
Fourth root words length: 4.37689890912 4.48103885553 98% => OK
Word Length SD: 3.00356288714 2.67179642975 112% => OK
Unique words: 180.0 212.727598566 85% => More unique words wanted.
Unique words percentage: 0.490463215259 0.524837075471 93% => More unique words wanted or less content wanted.
syllable_count: 566.1 618.680645161 92% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 9.59856630824 63% => OK
Article: 3.0 3.08781362007 97% => 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: 20.0 20.1344086022 99% => OK
Sentence length SD: 58.2000859106 48.9658058833 119% => OK
Chars per sentence: 100.611111111 100.406767564 100% => OK
Words per sentence: 20.3888888889 20.6045352989 99% => OK
Discourse Markers: 6.38888888889 5.45110844103 117% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 4.0 5.5376344086 72% => OK
Sentences with positive sentiment : 8.0 11.8709677419 67% => OK
Sentences with negative sentiment : 5.0 3.85842293907 130% => OK
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: 0.186309738555 0.236089414692 79% => OK
Sentence topic coherence: 0.0617482745264 0.076458572812 81% => OK
Sentence topic coherence SD: 0.0466855651231 0.0737576698707 63% => OK
Paragraph topic coherence: 0.115798479298 0.150856017488 77% => OK
Paragraph topic coherence SD: 0.0294518012516 0.0645574589148 46% => 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: 12.0 11.7677419355 102% => OK
flesch_reading_ease: 59.64 58.1214874552 103% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 9.9 10.1575268817 97% => OK
coleman_liau_index: 11.31 10.9000537634 104% => OK
dale_chall_readability_score: 7.81 8.01818996416 97% => OK
difficult_words: 74.0 86.8835125448 85% => OK
linsear_write_formula: 8.0 10.002688172 80% => OK
gunning_fog: 10.0 10.0537634409 99% => OK
text_standard: 10.0 10.247311828 98% => 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: 60.0 out of 100
Scores by essay e-grader: 18.0 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.