Question :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 leader.
— Say nothing.
Use specific reasons and examples to support your answer.
What is the main point of having discussion in classes or group meetings? No one can deny that there are both positive and negative aspects of group sessions such as classes or meetings on the performance of individuals. But, what should attendances do if the meeting director or the teachers say something that is not accurate or in some cases incorrect? If I got stuck in such situation, I definitely prefer to wait until the end of the session and talk to the professor or the director in person and discuss about the flaws in the discussion. This is my preferance for a number of reasons, and I will develop these ideas in the subsequent paragraphs.
To begin with, there should be no place for mistakes especially when it comes to important subject like meeting purposes or academic lectures. Besides, correcting the flaws is an important part of progression, means that to become better at something and that is why the best choice is to correct the mistakes that the lecturer or leader made. I have to admit that my opinion on this matter has been profoundly influenced by my own personal experience. I remember my engagement in a team meeting and the coordinator of the meeting did not understood the data analysis process correctly, though, his conclusion was wrong and he planned for some changes in the roadmap that could lead the team to the wrong way. This misunderstanding meant so much waste in time and money. As a result, I decided to make a correction on his statement after the meeting to avoid such kind of waste. For this reason, it is necessary to take care of the mistakes regardless of who made it.
Furthermore, it does matter how to confront people's errors because, having an argument in front of others may cause misunderstanding and the audience may take it offensive. Therefore, I prefer to talk to the lecturer or the leader in person and after others are gone. Drawing from my own experience as an elementary school teacher, it could be such a mess in the class' discipline when one the students starts to interrupting teacher's speaking. Other students may laugh and the also may start talking and it could be hard for the lecturer to focus on what he was saying. It is certainly clear to see why it is better to talk to the teacher or lecturer personally after the class or the meeting.
In light of the reasons mentioned, although there might be some exceptions which are excluded from general rule, I strongly believe that not only it is necessary to correct errors, but also it is important to mention them in person to the one that made it.
| 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 540, Rule ID: DID_BASEFORM[1]
Message: The verb 'did' requires the base form of the verb: 'understand'
Suggestion: understand
... the coordinator of the meeting did not understood the data analysis process correctly, th...
^^^^^^^^^^
Line 3, column 776, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...nt so much waste in time and money. As a result, I decided to make a correction o...
^^
Transition Words or Phrases used:
also, besides, but, furthermore, if, may, so, therefore, kind of, such as, in some cases, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 21.0 15.1003584229 139% => OK
Auxiliary verbs: 12.0 9.8082437276 122% => OK
Conjunction : 23.0 13.8261648746 166% => OK
Relative clauses : 13.0 11.0286738351 118% => OK
Pronoun: 44.0 43.0788530466 102% => OK
Preposition: 62.0 52.1666666667 119% => OK
Nominalization: 11.0 8.0752688172 136% => OK
Performance on vocabulary words:
No of characters: 2130.0 1977.66487455 108% => OK
No of words: 455.0 407.700716846 112% => OK
Chars per words: 4.68131868132 4.8611393121 96% => OK
Fourth root words length: 4.61852021839 4.48103885553 103% => OK
Word Length SD: 2.75474670207 2.67179642975 103% => OK
Unique words: 227.0 212.727598566 107% => OK
Unique words percentage: 0.498901098901 0.524837075471 95% => OK
syllable_count: 666.9 618.680645161 108% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 13.0 9.59856630824 135% => OK
Article: 0.0 3.08781362007 0% => OK
Subordination: 3.0 3.51792114695 85% => OK
Conjunction: 2.0 1.86738351254 107% => OK
Preposition: 2.0 4.94265232975 40% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 18.0 20.6003584229 87% => OK
Sentence length: 25.0 20.1344086022 124% => The Avg. Sentence Length is relatively long.
Sentence length SD: 55.0383704539 48.9658058833 112% => OK
Chars per sentence: 118.333333333 100.406767564 118% => OK
Words per sentence: 25.2777777778 20.6045352989 123% => OK
Discourse Markers: 5.72222222222 5.45110844103 105% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 8.0 11.8709677419 67% => OK
Sentences with negative sentiment : 7.0 3.85842293907 181% => OK
Sentences with neutral sentiment: 3.0 4.88709677419 61% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.202263357703 0.236089414692 86% => OK
Sentence topic coherence: 0.0602574172005 0.076458572812 79% => OK
Sentence topic coherence SD: 0.0542311626502 0.0737576698707 74% => OK
Paragraph topic coherence: 0.107681416966 0.150856017488 71% => OK
Paragraph topic coherence SD: 0.0596509892327 0.0645574589148 92% => OK
Essay readability:
automated_readability_index: 13.3 11.7677419355 113% => OK
flesch_reading_ease: 54.56 58.1214874552 94% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 11.9 10.1575268817 117% => OK
coleman_liau_index: 10.16 10.9000537634 93% => OK
dale_chall_readability_score: 8.31 8.01818996416 104% => OK
difficult_words: 99.0 86.8835125448 114% => OK
linsear_write_formula: 10.5 10.002688172 105% => OK
gunning_fog: 12.0 10.0537634409 119% => OK
text_standard: 12.0 10.247311828 117% => 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: 70.0 out of 100
Scores by essay e-grader: 21.0 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.