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.
Use specific reasons and examples to support your answer.
Attending to class, seminars and meetings is one of the most effective way to gain knowledge about particular issues. But soemtimes speakers say something incorrect unintentionally which may be realized by some audiences. Therefore, when it comes to the question what people should do when they hear something incorrect in the class or meetings, people adopt different attitudes toward this question depending on their characters and educational backgrounds. On group adhere to the belief that the best way is to interrupt them and correct the mistake; second group believe that it is better to say nothing; others believe that they should wait until the class or meeting is over and then discuss with the speaker about that mistake. As far as I am personally concerned, the latter carries further weight since not only does it allow the speakers to finish his speech on time by keeping it concentration for the rest of his talks but also does it allow listners to discuss more about that mistake after the meetings.
Speakers typically make a plan for their speech in order to finish their speech on time. In fact, they may review their speech several times in order to be sure that they can talk about every thing which they have planned. While asking question or correcting mistake between their speeches will make their time and disrupt their plan to finish their speech on time. For instance, when I would defend my thesis, I made a plan to finish my presentation in twenty minutes but I talked one hours since I answered several questions, which they were unnecessary, through my presentation. Furthermore, asking questions or deciding to correct some mistake during the presentation will also make the speaker annoyed, as a result of which he may not be able to concentrate on the rest of his speech or he may make more mistake. Subsequently, interrupting speakers during their presentation will adversely effect them.
What is more, some mistakes are very controversial requiring more time to be discussed. In fact, if audiences or students wants to correct the mistake during the presentation, it may lead to a long discussion or the speakers may evade to answer the question or correct the mistake completely. In this sense, audiences will have more time to discuss regarding the incorrect says after the speech or class. For instance, last year, I went a seminar regarding cosmology, the speaker pointed out something about the formation of Galaxies which was utterly wrong, when I told him his is wrong, he gave me a short answer and continued his speech. While after seminar I discussed with him and he accepted that he was wrong. Consequently, it is better for students and audience to correct a mistake after the seminar or meetigns.
All in all, waiting until the end of seminar or meeting to correct an incorrect say is beneficial for both speakers and audiences since not only can speakers concentrate on their presentation more but also do audiences have more time to talk about the mistake after the seminar.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2023-07-14 | Zmx_6 | 76 | view |
| 2023-07-12 | Zmx_6 | 80 | view |
| 2023-06-28 | Vivian Chang | 70 | view |
| 2023-03-22 | sonyeoso | 76 | view |
| 2023-02-20 | m.ghoroobi | 76 | view |
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Grammar and spelling errors:
Line 3, column 483, Rule ID: ONE_PLURAL[1]
Message: Don't use the numeral 'one' with plural words. Did you mean 'one hour', 'an hour', or simply 'hours'?
Suggestion: one hour; an hour; hours
...entation in twenty minutes but I talked one hours since I answered several questions, whi...
^^^^^^^^^
Line 3, column 896, Rule ID: AFFECT_EFFECT[7]
Message: Did you mean 'affect'?
Suggestion: affect
...uring their presentation will adversely effect them. What is more, some mistakes a...
^^^^^^
Transition Words or Phrases used:
also, but, consequently, furthermore, if, may, regarding, second, so, then, therefore, while, for instance, in fact, as a result, what is more
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 16.0 15.1003584229 106% => OK
Auxiliary verbs: 15.0 9.8082437276 153% => OK
Conjunction : 24.0 13.8261648746 174% => OK
Relative clauses : 16.0 11.0286738351 145% => OK
Pronoun: 58.0 43.0788530466 135% => Less pronouns wanted
Preposition: 73.0 52.1666666667 140% => OK
Nominalization: 15.0 8.0752688172 186% => OK
Performance on vocabulary words:
No of characters: 2531.0 1977.66487455 128% => OK
No of words: 509.0 407.700716846 125% => OK
Chars per words: 4.97249508841 4.8611393121 102% => OK
Fourth root words length: 4.74984508646 4.48103885553 106% => OK
Word Length SD: 2.73393134499 2.67179642975 102% => OK
Unique words: 221.0 212.727598566 104% => OK
Unique words percentage: 0.434184675835 0.524837075471 83% => More unique words wanted or less content wanted.
syllable_count: 773.1 618.680645161 125% => 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: 2.0 3.08781362007 65% => OK
Subordination: 8.0 3.51792114695 227% => Less adverbial clause wanted.
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: 28.0 20.1344086022 139% => The Avg. Sentence Length is relatively long.
Sentence length SD: 73.5405322019 48.9658058833 150% => OK
Chars per sentence: 140.611111111 100.406767564 140% => OK
Words per sentence: 28.2777777778 20.6045352989 137% => OK
Discourse Markers: 7.88888888889 5.45110844103 145% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 5.0 11.8709677419 42% => More positive sentences wanted.
Sentences with negative sentiment : 9.0 3.85842293907 233% => Less negative sentences wanted.
Sentences with neutral sentiment: 4.0 4.88709677419 82% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.164176077662 0.236089414692 70% => OK
Sentence topic coherence: 0.0599979579007 0.076458572812 78% => OK
Sentence topic coherence SD: 0.0478241545034 0.0737576698707 65% => OK
Paragraph topic coherence: 0.122227168645 0.150856017488 81% => OK
Paragraph topic coherence SD: 0.0530791113455 0.0645574589148 82% => OK
Essay readability:
automated_readability_index: 16.1 11.7677419355 137% => OK
flesch_reading_ease: 51.52 58.1214874552 89% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 13.0 10.1575268817 128% => OK
coleman_liau_index: 11.84 10.9000537634 109% => OK
dale_chall_readability_score: 7.88 8.01818996416 98% => OK
difficult_words: 92.0 86.8835125448 106% => OK
linsear_write_formula: 13.5 10.002688172 135% => OK
gunning_fog: 13.2 10.0537634409 131% => OK
text_standard: 14.0 10.247311828 137% => 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.