independent- Tpo 43- 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.
Most of the times, when in a classroom or meeting, the leader or the teacher heading the group can make mistakes. According to me, when such a situation occurs the best thing to do is correct their mistake right away and believe this because of two main reasons.
To begin with, it is possible that the faculty or the leader made blunder accidentally. For example, a teacher is teaching some english course and writes a wrong spelling of a word on the board. One could easily think that it would be humiliating for the teacher if one redressed her mistake in front of the whole class. But if no one rectifies the blunder made, then the students who actually don't know the proper spelling of the said word might commit the same blunder further ahead. Even though the faculty didn't mean to teach incorrectly but in the end, her students received faulty knowlege. In such cases, it is important to point out these anomalies in order to prevent others from committing the same mistake.
Additionally, even if the mistake done isn't incidental then it is possible that the professor or the meeting head doesn't realize that they have made a mistake. Let us say that a meeting head is conducting a meeting about annual statistics of his company and further decisions to be made are contingent on the same. actually, the final numbers signify that the firm is not doing well but the meeting head did not weigh the problem's intensity properly. This could lead to making of decisions which won't be helpful for the firm. If someone would have pointed out the meeting head's ignorance or misjudgement, the firm wouldn't had paid the cost of wrong judgement. Also, the meeting's head would have become more deliberate about committing such mistakes in future.
In conclusion, I would say that rectifying someone's mistake in any situation is helpful for both the one making the mistake and the ones depending upon the former.
- Summarize the points made in the lecture, being sure to explain how they oppose specific points made in the reading passage. 3
- Some young adults want independence from their parents as soon as possible. Other young adults prefer to live with their families for a longer time. Which of these situations do you think is better? Use specific reasons and examples to support your opinio 60
- Some young adults want independence from their parents as soon as possible Other young adults prefer to live with their families for a longer time Which of these situations do you think is better Use specific reasons and examples to support your opinion B 80
- younger people unlike elders, they enjoy life moreagree or disagree 70
- independent- Tpo 43- 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 70
Grammar and spelling errors:
Line 1, column 115, Rule ID: ACCORDING_TO_ME[1]
Message: This phrase can sound awkward in English. Consider using 'in my opinion' or 'I think'.
Suggestion: In my opinion; I think
...er heading the group can make mistakes. According to me, when such a situation occurs the best ...
^^^^^^^^^^^^^^^
Line 5, column 395, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: don't
...er made, then the students who actually dont know the proper spelling of the said wo...
^^^^
Line 5, column 511, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: didn't
... further ahead. Even though the faculty didnt mean to teach incorrectly but in the en...
^^^^^
Line 9, column 40, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: isn't
... Additionally, even if the mistake done isnt incidental then it is possible that the...
^^^^
Line 9, column 115, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: doesn't
... that the professor or the meeting head doesnt realize that they have made a mistake. ...
^^^^^^
Line 9, column 316, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Actually
... to be made are contingent on the same. actually, the final numbers signify that the fir...
^^^^^^^^
Line 9, column 423, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'problems'' or 'problem's'?
Suggestion: problems'; problem's
... but the meeting head did not weigh the problems intensity properly. This could lead to ...
^^^^^^^^
Line 9, column 538, Rule ID: IF_WOULD_HAVE_VBN[1]
Message: Did you mean 'had pointed'?
Suggestion: had pointed
...ont be helpful for the firm. If someone would have pointed out the meeting heads ignorance or misj...
^^^^^^^^^^^^^^^^^^
Line 9, column 615, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: wouldn't
...ads ignorance or misjudgement, the firm wouldnt had paid the cost of wrong judgement. A...
^^^^^^^
Line 9, column 750, Rule ID: IN_PAST[1]
Message: Did you mean: 'in the future'?
Suggestion: in the future
...liberate about committing such mistakes in future. In conclusion, I would say that r...
^^^^^^^^^
Transition Words or Phrases used:
actually, also, but, if, so, then, well, for example, in conclusion, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 12.0 15.1003584229 79% => OK
Auxiliary verbs: 8.0 9.8082437276 82% => OK
Conjunction : 12.0 13.8261648746 87% => OK
Relative clauses : 11.0 11.0286738351 100% => OK
Pronoun: 22.0 43.0788530466 51% => OK
Preposition: 33.0 52.1666666667 63% => OK
Nominalization: 5.0 8.0752688172 62% => OK
Performance on vocabulary words:
No of characters: 1595.0 1977.66487455 81% => OK
No of words: 331.0 407.700716846 81% => More content wanted.
Chars per words: 4.81873111782 4.8611393121 99% => OK
Fourth root words length: 4.26537283232 4.48103885553 95% => OK
Word Length SD: 2.50388112498 2.67179642975 94% => OK
Unique words: 182.0 212.727598566 86% => More unique words wanted.
Unique words percentage: 0.549848942598 0.524837075471 105% => OK
syllable_count: 484.2 618.680645161 78% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 9.59856630824 52% => OK
Article: 5.0 3.08781362007 162% => OK
Subordination: 5.0 3.51792114695 142% => OK
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 4.0 4.94265232975 81% => OK
Performance on sentences:
How many sentences: 15.0 20.6003584229 73% => Need more sentences. Double check the format of sentences, make sure there is a space between two sentences, or have enough periods. And also check the lengths of sentences, maybe they are too long.
Sentence length: 22.0 20.1344086022 109% => OK
Sentence length SD: 27.2225396807 48.9658058833 56% => The essay contains lots of sentences with the similar length. More sentence varieties wanted.
Chars per sentence: 106.333333333 100.406767564 106% => OK
Words per sentence: 22.0666666667 20.6045352989 107% => OK
Discourse Markers: 5.46666666667 5.45110844103 100% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 10.0 5.5376344086 181% => OK
Sentences with positive sentiment : 2.0 11.8709677419 17% => More positive sentences wanted.
Sentences with negative sentiment : 11.0 3.85842293907 285% => 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: 0.166500093428 0.236089414692 71% => OK
Sentence topic coherence: 0.0535961764523 0.076458572812 70% => OK
Sentence topic coherence SD: 0.0451868044793 0.0737576698707 61% => OK
Paragraph topic coherence: 0.108354932878 0.150856017488 72% => OK
Paragraph topic coherence SD: 0.0690191643335 0.0645574589148 107% => OK
Essay readability:
automated_readability_index: 12.3 11.7677419355 105% => 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: 10.68 10.9000537634 98% => OK
dale_chall_readability_score: 7.83 8.01818996416 98% => OK
difficult_words: 65.0 86.8835125448 75% => More difficult words wanted.
linsear_write_formula: 10.5 10.002688172 105% => OK
gunning_fog: 10.8 10.0537634409 107% => OK
text_standard: 11.0 10.247311828 107% => OK
What are above readability scores?
---------------------
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
---------------------
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.