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? 1. Interrupt and correct the mistake right away; 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.
"Human beings are members of a whole in the creation of one essence and soul". This is a Poem. Certainly, some people if asked would agree with the statement that corrects the mistakes for your leader or teacher at the same time when they told something wrong is a good time to the correct a mistake, while others would say that the question is double-edged due to a lot of factors involved. As far as I am concerned, I adopt the firm position that talks with a lecturer after the meeting or class to correct a mistake has a far greater impact. I would suggest two reasons based on my general facts in addition to my personal experience to support the argument.
The first aspect to point out is that constructive criticism is a great teacher to build character without embarrassment from members of the team and justify the thesis is that respecting the lecturer is the most important to the presenter without disturbance. And also many benefits quickly stem from our teachers and our leader until if they have mistakes. I would like to mention noteworthy research conducted by CSR institute in India. the discovered results suggest that Seventy-Five percent of the instructors and leaders indulge themselves to says a wrong thing when to do a presentation and then they will correct later.
Secondly, sometimes the mistake that teachers or meeting leaders do is not really a mistake and it is only our misunderstanding. Most of the time when we come across with a mistake in a class or meeting, it is because of our lack of knowledge and so, we have to wait to be sure about our idea regarding the mistake. My own experience is a compelling example of this. I remember that during my university study I was in a similar situation. But in the first time that I recognized a mistake in the speech of a professor, I just interrupted the talking of him and started to explain his mistake. Unfortunately, I was wrong and the professor caste doubt my idea. He laughed at me and it was the last time that I interrupted the class to correct a mistake. This example clearly shows that we have to be patient to correct someone's mistake.
To draw a conclusion, making what I have mentioned above, I strongly believe that the mistakes omnipresent in our daily life it is because we are human. Furthermore, we must wait for when to the meeting or a lecture is over and then we talk with the lecturar to correct a mistake.
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Grammar and spelling errors:
Line 3, column 441, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: The
...ch conducted by CSR institute in India. the discovered results suggest that Seventy...
^^^
Transition Words or Phrases used:
also, but, first, furthermore, if, really, regarding, second, secondly, so, then, while, in addition, talking of
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 20.0 15.1003584229 132% => OK
Auxiliary verbs: 6.0 9.8082437276 61% => OK
Conjunction : 18.0 13.8261648746 130% => OK
Relative clauses : 16.0 11.0286738351 145% => OK
Pronoun: 57.0 43.0788530466 132% => Less pronouns wanted
Preposition: 60.0 52.1666666667 115% => OK
Nominalization: 14.0 8.0752688172 173% => OK
Performance on vocabulary words:
No of characters: 1999.0 1977.66487455 101% => OK
No of words: 431.0 407.700716846 106% => OK
Chars per words: 4.63805104408 4.8611393121 95% => OK
Fourth root words length: 4.55637350225 4.48103885553 102% => OK
Word Length SD: 2.84254839799 2.67179642975 106% => OK
Unique words: 214.0 212.727598566 101% => OK
Unique words percentage: 0.496519721578 0.524837075471 95% => More unique words wanted or less content wanted.
syllable_count: 634.5 618.680645161 103% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 14.0 9.59856630824 146% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 2.0 3.51792114695 57% => OK
Conjunction: 2.0 1.86738351254 107% => OK
Preposition: 1.0 4.94265232975 20% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 19.0 20.6003584229 92% => OK
Sentence length: 22.0 20.1344086022 109% => OK
Sentence length SD: 68.3303447312 48.9658058833 140% => OK
Chars per sentence: 105.210526316 100.406767564 105% => OK
Words per sentence: 22.6842105263 20.6045352989 110% => OK
Discourse Markers: 5.89473684211 5.45110844103 108% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 1.0 5.5376344086 18% => OK
Sentences with positive sentiment : 8.0 11.8709677419 67% => OK
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: 0.211827632087 0.236089414692 90% => OK
Sentence topic coherence: 0.0566428767348 0.076458572812 74% => OK
Sentence topic coherence SD: 0.06199965982 0.0737576698707 84% => OK
Paragraph topic coherence: 0.121321197001 0.150856017488 80% => OK
Paragraph topic coherence SD: 0.0276506741344 0.0645574589148 43% => 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: 11.8 11.7677419355 100% => OK
flesch_reading_ease: 57.61 58.1214874552 99% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 10.7 10.1575268817 105% => OK
coleman_liau_index: 9.93 10.9000537634 91% => OK
dale_chall_readability_score: 8.02 8.01818996416 100% => OK
difficult_words: 90.0 86.8835125448 104% => OK
linsear_write_formula: 13.0 10.002688172 130% => OK
gunning_fog: 10.8 10.0537634409 107% => 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: 76.6666666667 out of 100
Scores by essay e-grader: 23.0 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.