By and large, all people may attend a wide variety of lectures in their lives. Situations such as classrooms, formal vocational meeting, academic conferences are all examples of different lecture, one may attend. During these lectures, it is a possibility that the lecturer makes some minor or major mistakes in their given speech. There is a moot point in this case as to what should people do when encountering a mistake of a lecturer or leader in a meeting or classroom. Among all the ideas may be on the debate, I personally believe that the best thing one should do in such a situation is to wait until the class or meeting is over and the people are gone. In the ensuing lines, I will delve into three reasons to amply substantiate my thesis.
The first reason which deserves some words is that waiting till the end of the session or meeting is the most polite approach. To interrupt someone is not the appropriate way of reminding one's mistakes. Plus, in many cultures, this act is considered a misbehavior. For example, in my country, it would be considered a very rude behavior to interrupt a teacher; and should a student do in such way, s/he will be encountered by a serious punishment. As a result, I think that the decent way to give your opinion or make someone informed of their probable mistakes is to wait until the end of the session and discuss the mistakes after this session.
The second reason occurring to my mind is that interrupting the lecturer may make them become distracted and forget the points, s/he wants to mention. Regardless of considering a leader holding a meeting, a teacher teaching a subject in a classroom, or a lecturer examining an academic progress in a conference, the lecturer has an agenda in their mind to tell to the audience. Interrupting them would make him nervous or anxious and s/he may miss their desired path to tell the discussion. On the other hand, not asking anything will not also be a proper solution, because one may not correct their ideas about the subject. Therefore, again I think waiting till the end of the session would be a great idea to tell the mistakes.
The third idea which is good to mention is that by giving the ideas during the lecture, the teacher or the leader may lose time and might miss the key points of their lecture. Every lecturer has a time management plan to give their speech. Interrupting them, would not be proper, because may lead to missing of the key points, whereas by waiting till the end of the session or meeting, people will ensure that at least, all the key point of the lecturer are given, and then if s/he has enough time, one can remind the occurred mistakes, or give their opinion about the speech.
In summary, all the presented ideas above get us to the conclusion that waiting until the end of the session to tell the lecturer mistakes is the best approach. This is because of politeness, time management and avoidance of distraction
- TPO-41 - Independent Writing Task Do you agree or disagree with the following statement? Teachers were more appreciated and valued by society in the past than they are nowadays. Use specific reasons and examples to support your answer. 75
- TPO-44 - Independent Writing Task Some people believe that when busy parents do not have a lot of time to spend with their children, the best use of that time is to have fun playing games or sports. Others believe that it is best to use that time doing th 73
- TPO-27 - Independent Writing Task Do you agree or disagree with the following statement?If people have the opportunity to get a secure job, they should take it right away rather than wait for a job that would be more satisfying.Use specific reasons and ex 73
- 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-Wa 73
Grammar and spelling errors:
Line 3, column 189, Rule ID: ONES[1]
Message: Did you mean 'one's'?
Suggestion: one's
...is not the appropriate way of reminding ones mistakes. Plus, in many cultures, this ...
^^^^
Line 5, column 275, Rule ID: A_UNCOUNTABLE[3]
Message: Uncountable nouns are usually not used with an indefinite article. Use simply 'academic progress'.
Suggestion: academic progress
...in a classroom, or a lecturer examining an academic progress in a conference, the lecturer has an ag...
^^^^^^^^^^^^^^^^^^^^
Transition Words or Phrases used:
also, first, if, may, second, so, then, therefore, third, whereas, as to, at least, for example, i think, in summary, such as, as a result, by and large, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 23.0 15.1003584229 152% => OK
Auxiliary verbs: 21.0 9.8082437276 214% => Less auxiliary verb wanted.
Conjunction : 20.0 13.8261648746 145% => OK
Relative clauses : 11.0 11.0286738351 100% => OK
Pronoun: 41.0 43.0788530466 95% => OK
Preposition: 70.0 52.1666666667 134% => OK
Nominalization: 11.0 8.0752688172 136% => OK
Performance on vocabulary words:
No of characters: 2436.0 1977.66487455 123% => OK
No of words: 522.0 407.700716846 128% => OK
Chars per words: 4.66666666667 4.8611393121 96% => OK
Fourth root words length: 4.77988695657 4.48103885553 107% => OK
Word Length SD: 2.62225200455 2.67179642975 98% => OK
Unique words: 228.0 212.727598566 107% => OK
Unique words percentage: 0.436781609195 0.524837075471 83% => More unique words wanted or less content wanted.
syllable_count: 762.3 618.680645161 123% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 9.59856630824 73% => OK
Article: 6.0 3.08781362007 194% => OK
Subordination: 3.0 3.51792114695 85% => OK
Conjunction: 4.0 1.86738351254 214% => Less conjunction wanted as sentence beginning.
Preposition: 9.0 4.94265232975 182% => OK
Performance on sentences:
How many sentences: 21.0 20.6003584229 102% => OK
Sentence length: 24.0 20.1344086022 119% => OK
Sentence length SD: 63.6553218514 48.9658058833 130% => OK
Chars per sentence: 116.0 100.406767564 116% => OK
Words per sentence: 24.8571428571 20.6045352989 121% => OK
Discourse Markers: 8.14285714286 5.45110844103 149% => OK
Paragraphs: 5.0 4.53405017921 110% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 6.0 11.8709677419 51% => More positive sentences wanted.
Sentences with negative sentiment : 9.0 3.85842293907 233% => Less negative sentences wanted.
Sentences with neutral sentiment: 6.0 4.88709677419 123% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.126536769403 0.236089414692 54% => OK
Sentence topic coherence: 0.039423191009 0.076458572812 52% => OK
Sentence topic coherence SD: 0.0365534541093 0.0737576698707 50% => Sentences are similar to each other.
Paragraph topic coherence: 0.0748178630259 0.150856017488 50% => OK
Paragraph topic coherence SD: 0.0259549163772 0.0645574589148 40% => 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: 13.0 11.7677419355 110% => OK
flesch_reading_ease: 55.58 58.1214874552 96% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 11.5 10.1575268817 113% => OK
coleman_liau_index: 10.1 10.9000537634 93% => OK
dale_chall_readability_score: 7.85 8.01818996416 98% => OK
difficult_words: 100.0 86.8835125448 115% => OK
linsear_write_formula: 11.0 10.002688172 110% => OK
gunning_fog: 11.6 10.0537634409 115% => OK
text_standard: 12.0 10.247311828 117% => OK
What are above readability scores?
---------------------
Rates: 73.3333333333 out of 100
Scores by essay e-grader: 22.0 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.