Participation in a classing or any other type of meeting is a clear example of your capacity. During presentations in front of people, some mistakes are made which make people react in different ways. However, I personally believe that if the lecturer made a mistake, the most convenient would to interrupt a little bit and made a correction. I feel this way for two main reasons which I will explore in the following essay.
To begin with, participation contributes to the transmission of information effectively since the interaction may correct some mistakes from the talking. According to several sociology studies, sharing ideas and correction statements during a lecture may help lecturer to expand their speech and consequently, more information may be acquired by students. My own experience is a compelling example of this. When I was in high school, some professor used to review the information so quickly in order to finish class earlier that anyone could understand the point made and even when he made a wrong claim, anyone could refute it. Nevertheless, this reality changed, students began to ask questions after each speech for clarifying information and when he made an error, any student correct him which helped students to understand better the topic. Having developed this position, the professor began to be more careful with the information provided.
Secondly, problems with misconceptions may be reduced by correcting mistakes made at a conference. Without doing this, important information could be misunderstood which may involve several confusions among participants. In order to avoid this misinterpretations mistakes should be corrected immediately. For instance, I remember that during a meeting of the classroom’ president, there were several conflicts because people used to misunderstand the information provided by the meeting leader. Any agreement could be established since all of us did not know the specific information. Nonetheless, by asking the leader to be more clear when he speaks and correcting mistakes in the same conversation, the disagreement was affected positively. As a result, the information could be more easily understood which involved that people could share ideas from the meeting without changing the meaning of the speech.
In conclusion, I strongly consider that correcting errors immediately is the best option because it may avoid misinterpretations and because it allows people to acquire a vast amount of knowledge from the lecturer.
Participation in a classing or any other type of meeting is a clear example of your capacity. During presentations in front of people, some mistakes are made which make people react in different ways. However, I personally believe that if the lecturer made a mistake, the most convenient would to interrupt a little bit and made a correction. I feel this way for two main reasons which I will explore in the following essay.
To begin with, participation contributes to the transmission of information effectively since the interaction may correct some mistakes from the talking. According to several sociology studies, sharing ideas and correction statements during a lecture may help lecturer to expand their speech and consequently, more information may be acquired by students. My own experience is a compelling example of this. When I was in high school, some professor used to review the information so quickly in order to finish class earlier that anyone could understand the point made and even when he made a wrong claim, anyone could refute it. Nevertheless, this reality changed, students began to ask questions after each speech for clarifying information and when he made an error, any student correct him which helped students to understand better the topic. Having developed this position, the professor began to be more careful with the information provided.
Secondly, problems with misconceptions may be reduced by correcting mistakes made at a conference. Without doing this, important information could be misunderstood which may involve several confusions among participants. In order to avoid this misinterpretations mistakes should be corrected immediately. For instance, I remember that during a meeting of the classroom’ president, there were several conflicts because people used to misunderstand the information provided by the meeting leader. Any agreement could be established since all of us did not know the specific information. Nonetheless, by asking the leader to be more clear when he speaks and correcting mistakes in the same conversation, the disagreement was affected positively. As a result, the information could be more easily understood which involved that people could share ideas from the meeting without changing the meaning of the speech.
In conclusion, I strongly consider that correcting errors immediately is the best option because it may avoid misinterpretations and because it allows people to acquire a vast amount of knowledge from the lecturer.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2018-12-03 | Joe Cedillo | 85 | view |
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- Participation in a classing or any other type of meeting is a clear example of your capacity. During presentations in front of people, some mistakes are made which make people react in different ways. However, I personally believe that if the lecturer mad 85
Grammar and spelling errors:
Line 1, column 310, Rule ID: LITTLE_BIT[1]
Message: Reduce redundancy by using 'little' or 'bit'.
Suggestion: little; bit
...he most convenient would to interrupt a little bit and made a correction. I feel this way ...
^^^^^^^^^^
Line 3, column 240, Rule ID: THIS_NNS[1]
Message: Did you mean 'these'?
Suggestion: these
...s among participants. In order to avoid this misinterpretations mistakes should be c...
^^^^
Transition Words or Phrases used:
but, consequently, however, if, may, nevertheless, nonetheless, second, secondly, so, for instance, i feel, in conclusion, as a result, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 15.0 15.1003584229 99% => OK
Auxiliary verbs: 15.0 9.8082437276 153% => OK
Conjunction : 8.0 13.8261648746 58% => More conjunction wanted.
Relative clauses : 14.0 11.0286738351 127% => OK
Pronoun: 28.0 43.0788530466 65% => OK
Preposition: 51.0 52.1666666667 98% => OK
Nominalization: 21.0 8.0752688172 260% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2122.0 1977.66487455 107% => OK
No of words: 388.0 407.700716846 95% => OK
Chars per words: 5.46907216495 4.8611393121 113% => OK
Fourth root words length: 4.43821085614 4.48103885553 99% => OK
Word Length SD: 3.24361583446 2.67179642975 121% => OK
Unique words: 213.0 212.727598566 100% => OK
Unique words percentage: 0.548969072165 0.524837075471 105% => OK
syllable_count: 662.4 618.680645161 107% => OK
avg_syllables_per_word: 1.7 1.51630824373 112% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 9.59856630824 63% => OK
Article: 4.0 3.08781362007 130% => OK
Subordination: 2.0 3.51792114695 57% => OK
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 7.0 4.94265232975 142% => OK
Performance on sentences:
How many sentences: 18.0 20.6003584229 87% => OK
Sentence length: 21.0 20.1344086022 104% => OK
Sentence length SD: 52.7656126331 48.9658058833 108% => OK
Chars per sentence: 117.888888889 100.406767564 117% => OK
Words per sentence: 21.5555555556 20.6045352989 105% => OK
Discourse Markers: 8.27777777778 5.45110844103 152% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 10.0 11.8709677419 84% => OK
Sentences with negative sentiment : 7.0 3.85842293907 181% => OK
Sentences with neutral sentiment: 1.0 4.88709677419 20% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.298464868279 0.236089414692 126% => OK
Sentence topic coherence: 0.105225603247 0.076458572812 138% => OK
Sentence topic coherence SD: 0.148394427872 0.0737576698707 201% => The coherence between sentences is low.
Paragraph topic coherence: 0.22005442948 0.150856017488 146% => OK
Paragraph topic coherence SD: 0.245888240149 0.0645574589148 381% => More connections among paragraphs wanted.
Essay readability:
automated_readability_index: 15.1 11.7677419355 128% => OK
flesch_reading_ease: 41.7 58.1214874552 72% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 12.7 10.1575268817 125% => OK
coleman_liau_index: 14.45 10.9000537634 133% => OK
dale_chall_readability_score: 8.95 8.01818996416 112% => OK
difficult_words: 105.0 86.8835125448 121% => OK
linsear_write_formula: 9.0 10.002688172 90% => OK
gunning_fog: 10.4 10.0537634409 103% => OK
text_standard: 9.0 10.247311828 88% => 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: 85.0 out of 100
Scores by essay e-grader: 25.5 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.