TPO-43 - Independent Writing Task
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.
Mannerisms and etiquette are one of the most important pillars of society in today's world. When we join meetings or important classes where there is plenty of audience, we should not flurry and disrupt others' concentration. Liaising with other people during the meetings makes the lecturer feels nervous. A controversial question that is often raised regarding this issue is whether we interrupt and correct the mistake or whether we should wait until the class is over and then talk to the lecturer or say nothing. Some people possess the conviction that the former is agreeable whereas others hold exactly the opposite and allege that the latter is more fruitful and there is a little person who thinks that the last way is the best way. I personally content that this issue is multifaceted. I think if there is a critical issue that the lecturer tries to explain, interrupting and correcting the mistake is a dysfunction. To substantiate my point of view the following paragraphs represent a cursory glance at the most outstanding reasons.
The first reason coming to mind elucidating my standpoint is flurrying and whispering during a crucial meeting make the lecturer lose control over the presentation. Sometimes lecturer makes a mistake which made of stress and tension during the lecture. In this situation, if we interrupt and correct the mistakes it has a negative influence on the lecturer's concentration, and speech is out of control. Consider my personal experience to make it point clear. When I defended my master's thesis one of the delegations interrupted my speech and ask a question. She wanted to correct the oral mistake that I mentioned before but I got more stress and tension and completely lose the control of meeting for several minutes.
The second rationale behind this opinion is rooted in the fact that sometimes overemphasizing on interrupt lectures makes strife. Furthermore, if we interrupt and say the correct point the lecturer feels angry and tries to persist with his or her opinion. It enacts an uncomfortable situation.
In brief, due to the aforementioned reasons, I think to wait until the class is over, and after correcting the mistake we can argue about points closely and the lecturer can understand our point better.
| 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 |
- TPO 43 Independent Writing Task 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 un 70
- The best way to truly relax and reduce stress is to spend time alone Agree or disagree 76
Grammar and spelling errors:
Line 1, column 150, Rule ID: LOTS_OF_NN[1]
Message: Possible agreement error. The noun audience seems to be countable; consider using: 'plenty of audiences'.
Suggestion: plenty of audiences
...ngs or important classes where there is plenty of audience, we should not flurry and disrupt other...
^^^^^^^^^^^^^^^^^^
Line 2, column 348, Rule ID: POSSESIVE_APOSTROPHE[2]
Message: Possible typo: apostrophe is missing. Did you mean 'lecturers'' or 'lecturer's'?
Suggestion: lecturers'; lecturer's
...akes it has a negative influence on the lecturers concentration, and speech is out of con...
^^^^^^^^^
Transition Words or Phrases used:
but, first, furthermore, if, regarding, second, so, then, whereas, i think, in brief
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 16.0 15.1003584229 106% => OK
Auxiliary verbs: 4.0 9.8082437276 41% => OK
Conjunction : 23.0 13.8261648746 166% => OK
Relative clauses : 13.0 11.0286738351 118% => OK
Pronoun: 37.0 43.0788530466 86% => OK
Preposition: 40.0 52.1666666667 77% => OK
Nominalization: 12.0 8.0752688172 149% => OK
Performance on vocabulary words:
No of characters: 1893.0 1977.66487455 96% => OK
No of words: 372.0 407.700716846 91% => More content wanted.
Chars per words: 5.08870967742 4.8611393121 105% => OK
Fourth root words length: 4.39173103935 4.48103885553 98% => OK
Word Length SD: 2.90672205847 2.67179642975 109% => OK
Unique words: 194.0 212.727598566 91% => More unique words wanted.
Unique words percentage: 0.521505376344 0.524837075471 99% => OK
syllable_count: 585.0 618.680645161 95% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 9.59856630824 63% => OK
Article: 3.0 3.08781362007 97% => OK
Subordination: 4.0 3.51792114695 114% => OK
Conjunction: 2.0 1.86738351254 107% => OK
Preposition: 3.0 4.94265232975 61% => OK
Performance on sentences:
How many sentences: 18.0 20.6003584229 87% => OK
Sentence length: 20.0 20.1344086022 99% => OK
Sentence length SD: 52.430112213 48.9658058833 107% => OK
Chars per sentence: 105.166666667 100.406767564 105% => OK
Words per sentence: 20.6666666667 20.6045352989 100% => OK
Discourse Markers: 4.66666666667 5.45110844103 86% => 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 : 12.0 3.85842293907 311% => Less negative sentences wanted.
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: 0.150433812344 0.236089414692 64% => OK
Sentence topic coherence: 0.047823949994 0.076458572812 63% => OK
Sentence topic coherence SD: 0.0352552061976 0.0737576698707 48% => Sentences are similar to each other.
Paragraph topic coherence: 0.0927911274844 0.150856017488 62% => OK
Paragraph topic coherence SD: 0.0227754924534 0.0645574589148 35% => 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: 12.9 11.7677419355 110% => OK
flesch_reading_ease: 51.18 58.1214874552 88% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 11.1 10.1575268817 109% => OK
coleman_liau_index: 12.24 10.9000537634 112% => OK
dale_chall_readability_score: 8.58 8.01818996416 107% => OK
difficult_words: 93.0 86.8835125448 107% => OK
linsear_write_formula: 10.5 10.002688172 105% => OK
gunning_fog: 10.0 10.0537634409 99% => OK
text_standard: 13.0 10.247311828 127% => 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.