No one argues the fact that people,when giving speech or lecturing, for a score of audience are prone to make mistakes. However, how audience would respond when they are subjected to incorrect information is a matter of debate. In this regard, the way people might respond divids to three categories. Some people prefere to note the lecturer immediately while others believe it is better to wait untill the session is over and inform the lecturer of his mistakes in person. Of course, there are always individuals who prefer to be passive and do nothing in such circumstances. Personally speaking, I would rather to interrupt the teacher or lecture and correct him in the moment. The reasons to substantiate my View point are elaborated in the following.
First thing to mention, correcting a lecturer right away may prevents the conveyance of inaccurate information to audience. Sometimes passing on incorrect information to attendances might have an unpleasing consequence that could be prevented if the mistake were addressed in the right moment. For instance, when a teacher gives wrong information while he is explaining an approach to solve a scientific problem and if a student happens to find out the mistake and do not attempt to correct the teacher, neither the teacher nor other students would become aware of it and deem the solution as a correct approach. Accordingly, if a similar problem to that the teacher incorrectly solved in the class repeats in their exams, students’ answers would be wrong and they will lose mark. Had the informant corrected the teacher at the moment, it would not have cost the students a drop in their grades.
Another point worth considering is that noting a mistake on time insinuates that you are attentively following the session and this has a positive influence on The lecturers and The Teachers. Sometimes lecturers deliberately alter part of their speech or information they are elaborating on to realize whether spectators pay close attention to them or not. This technic is widley practiced by teachers to evaluate the attentiveness of studnts to class affairs. When a student promptly reacts to incorrect contents they advertently imparted on the class, they would be impressed by the student’s attention and reward him with giving incentive scores.
To sum up, I believe that the best way to respond to the mistakes that of the teacher or the leader of a meeting is to promptly notice and correct them. Having notify them of their mistakes in the moment, not only hinders the following misunderstanding that might negatively affect the audience, but also has a good impression on whom their mistakes have been corrected.
- TOEFL T P O 43 - Integrated Writing Task 3
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- TPO-34 - Independent Writing TaskDo you agree or disagree with the following statement?Educating children is a more difficult task today than it was in the past because they spend so much time on cell phone, online games, and social networking Web site.Us 73
- Asteroids are large space objects made of rock and ice. There are hundreds of thousands of asteroids in our solar system. Though we often hear ideas about establishing colonies of humans to live and work on our Moon or our neighboring planet, Mars, some t 80
Grammar and spelling errors:
Line 1, column 35, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Put a space after the comma
Suggestion: , when
No one argues the fact that people,when giving speech or lecturing, for a score...
^^^^^
Line 1, column 666, Rule ID: IN_THE_MOMENT[1]
Message: Did you mean 'at the moment' (=currently)?
Suggestion: at the moment
... the teacher or lecture and correct him in the moment. The reasons to substantiate my View po...
^^^^^^^^^^^^^
Line 7, column 191, Rule ID: IN_THE_MOMENT[1]
Message: Did you mean 'at the moment' (=currently)?
Suggestion: at the moment
...m. Having notify them of their mistakes in the moment, not only hinders the following misunde...
^^^^^^^^^^^^^
Transition Words or Phrases used:
accordingly, also, but, first, however, if, may, so, while, for instance, of course, to sum up
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 19.0 10.4613686534 182% => OK
Auxiliary verbs: 12.0 5.04856512141 238% => Less auxiliary verb wanted.
Conjunction : 18.0 7.30242825607 246% => Less conjunction wanted
Relative clauses : 14.0 12.0772626932 116% => OK
Pronoun: 35.0 22.412803532 156% => Less pronouns wanted
Preposition: 59.0 30.3222958057 195% => OK
Nominalization: 17.0 5.01324503311 339% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2256.0 1373.03311258 164% => OK
No of words: 440.0 270.72406181 163% => Less content wanted.
Chars per words: 5.12727272727 5.08290768461 101% => OK
Fourth root words length: 4.57997565096 4.04702891845 113% => OK
Word Length SD: 2.93953881242 2.5805825403 114% => OK
Unique words: 231.0 145.348785872 159% => OK
Unique words percentage: 0.525 0.540411800872 97% => OK
syllable_count: 699.3 419.366225166 167% => OK
avg_syllables_per_word: 1.6 1.55342163355 103% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 3.25607064018 154% => OK
Article: 2.0 8.23620309051 24% => OK
Subordination: 4.0 1.25165562914 320% => Less adverbial clause wanted.
Conjunction: 1.0 1.51434878587 66% => OK
Preposition: 3.0 2.5761589404 116% => OK
Performance on sentences:
How many sentences: 18.0 13.0662251656 138% => OK
Sentence length: 24.0 21.2450331126 113% => OK
Sentence length SD: 58.3152352878 49.2860985944 118% => OK
Chars per sentence: 125.333333333 110.228320801 114% => OK
Words per sentence: 24.4444444444 21.698381199 113% => OK
Discourse Markers: 5.22222222222 7.06452816374 74% => OK
Paragraphs: 4.0 4.09492273731 98% => OK
Language errors: 3.0 4.19205298013 72% => OK
Sentences with positive sentiment : 8.0 4.33554083885 185% => OK
Sentences with negative sentiment : 7.0 4.45695364238 157% => OK
Sentences with neutral sentiment: 3.0 4.27373068433 70% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.10360042744 0.272083759551 38% => The similarity between the topic and the content is low.
Sentence topic coherence: 0.0353112528413 0.0996497079465 35% => Sentence topic similarity is low.
Sentence topic coherence SD: 0.0241002890626 0.0662205650399 36% => Sentences are similar to each other.
Paragraph topic coherence: 0.0646990672357 0.162205337803 40% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.0116000046246 0.0443174109184 26% => 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: 15.0 13.3589403974 112% => OK
flesch_reading_ease: 47.12 53.8541721854 87% => OK
smog_index: 8.8 5.55761589404 158% => OK
flesch_kincaid_grade: 12.7 11.0289183223 115% => OK
coleman_liau_index: 12.77 12.2367328918 104% => OK
dale_chall_readability_score: 8.92 8.42419426049 106% => OK
difficult_words: 114.0 63.6247240618 179% => OK
linsear_write_formula: 8.5 10.7273730684 79% => OK
gunning_fog: 11.6 10.498013245 110% => OK
text_standard: 9.0 11.2008830022 80% => OK
What are above readability scores?
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Write the essay in 20 minutes.
Rates: 80.0 out of 100
Scores by essay e-grader: 24.0 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.