How to respond correctly while teachers or meeting leaders say something incorrect in a classroom or meeting is still a puzzle to us. While some people believe that it is better to interrupt and correct the mistake right away than waiting until the class or meeting is over and saying nothing, others disagree. From my perspective, I believe that interrupting and correcting the mistake right away is the best thing to do while the teacher says something wrong in a classroom.
To begin with, interrupting and correcting the mistake right away, it would help other classmates have a question about the teacher but afraid to ask. For example, when I was in the university, once, we had the financial course. Professor taught us how to calculate the yield of the stock. I found out that the professor might use the incorrect equation, but I was not sure about it until another student, Kim, spoke out professor's mistake. Then, the professor did admit that he calculated incorrectly, and I was so glad that Kim corrected the professor's fault immediately. Because I didn't have the courage to question the professor, it would help me a lot. Therefore, interrupting and correcting the mistake right away, it would help not only teachers themselves but other students.
In addition, teachers would be flattered, if students interrupt and correct the mistake soon because it shows that students get involved in the class instead of distracting. Furthermore, teachers will be more enthusiasm at teaching because they know students are into the class. For example, my sister, Jenny, is a history professor at a university. And she told me that before she thought her students didn't pay attention to her class because no one responded and questioned any questions. However, once, she did the mistake in class on purpose to experiment whether or not students focused on her class or not. As a result, one of the students, Ben, raised the hand and asked whether or not my sister said something wrong. My sister elaborated it to me and said that she was happy about it. After, she taught her students with her full heart and attention.
In a nutshell, compared with waiting until the class is over and saying nothing, I suppose that interrupting and correcting the mistake right away is actually the best thing to do. Because not only will it solve other students' concern but does stimulate teachers' interested in a class.
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Grammar and spelling errors:
Line 3, column 585, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: didn't
...professors fault immediately. Because I didnt have the courage to question the profes...
^^^^^
Line 5, column 404, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: didn't
...me that before she thought her students didnt pay attention to her class because no o...
^^^^^
Line 5, column 561, Rule ID: WHETHER[7]
Message: Perhaps you can shorten this phrase to just 'whether'. It is correct though if you mean 'regardless of whether'.
Suggestion: whether
...stake in class on purpose to experiment whether or not students focused on her class or not. A...
^^^^^^^^^^^^^^
Line 5, column 679, Rule ID: WHETHER[7]
Message: Perhaps you can shorten this phrase to just 'whether'. It is correct though if you mean 'regardless of whether'.
Suggestion: whether
...tudents, Ben, raised the hand and asked whether or not my sister said something wrong. My sist...
^^^^^^^^^^^^^^
Transition Words or Phrases used:
actually, but, furthermore, however, if, so, still, then, therefore, thus, while, for example, i suppose, in addition, as a result, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 14.0 15.1003584229 93% => OK
Auxiliary verbs: 7.0 9.8082437276 71% => OK
Conjunction : 24.0 13.8261648746 174% => OK
Relative clauses : 10.0 11.0286738351 91% => OK
Pronoun: 48.0 43.0788530466 111% => OK
Preposition: 43.0 52.1666666667 82% => OK
Nominalization: 7.0 8.0752688172 87% => OK
Performance on vocabulary words:
No of characters: 2013.0 1977.66487455 102% => OK
No of words: 407.0 407.700716846 100% => OK
Chars per words: 4.94594594595 4.8611393121 102% => OK
Fourth root words length: 4.49157444576 4.48103885553 100% => OK
Word Length SD: 2.7405480741 2.67179642975 103% => OK
Unique words: 193.0 212.727598566 91% => More unique words wanted.
Unique words percentage: 0.474201474201 0.524837075471 90% => More unique words wanted or less content wanted.
syllable_count: 608.4 618.680645161 98% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 11.0 9.59856630824 115% => OK
Article: 1.0 3.08781362007 32% => OK
Subordination: 6.0 3.51792114695 171% => OK
Conjunction: 3.0 1.86738351254 161% => OK
Preposition: 4.0 4.94265232975 81% => OK
Performance on sentences:
How many sentences: 20.0 20.6003584229 97% => OK
Sentence length: 20.0 20.1344086022 99% => OK
Sentence length SD: 38.629134083 48.9658058833 79% => OK
Chars per sentence: 100.65 100.406767564 100% => OK
Words per sentence: 20.35 20.6045352989 99% => OK
Discourse Markers: 7.25 5.45110844103 133% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 4.0 5.5376344086 72% => 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: 5.0 4.88709677419 102% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.241561930351 0.236089414692 102% => OK
Sentence topic coherence: 0.0832688362945 0.076458572812 109% => OK
Sentence topic coherence SD: 0.109864765741 0.0737576698707 149% => OK
Paragraph topic coherence: 0.188385844373 0.150856017488 125% => OK
Paragraph topic coherence SD: 0.129543584584 0.0645574589148 201% => More connections among paragraphs wanted.
Essay readability:
automated_readability_index: 12.1 11.7677419355 103% => OK
flesch_reading_ease: 59.64 58.1214874552 103% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 9.9 10.1575268817 97% => OK
coleman_liau_index: 11.43 10.9000537634 105% => OK
dale_chall_readability_score: 7.31 8.01818996416 91% => OK
difficult_words: 69.0 86.8835125448 79% => More difficult words wanted.
linsear_write_formula: 13.0 10.002688172 130% => OK
gunning_fog: 10.0 10.0537634409 99% => OK
text_standard: 10.0 10.247311828 98% => 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: 66.6666666667 out of 100
Scores by essay e-grader: 20.0 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.