Imagine you are in a classroom or a meeting. The teacher or the meeting leader says something incorrect on 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.
Has it ever happened to you? Have you ever found one of the admirable professors articulate something wrong in one lecture? When you tried to make the thing right, you felt too struggling to do something. Usually, under that circumstance, we are given three options: interrupt the professor and correct the mistake on the spot, wait to the end of the class and then talk to the professor in private and say nothing, pretending nothing happened. If I were put in that situation, I would choose to wait for the right timing to bring this up to the professor, reasoning this option would do both the teacher and students good.
For one thing, talking to the teacher who made the mistake after the class would benefit him or her emotionally. A private conversation in the teacher's office when the class is over would be more respectful to the teacher. The respect given would maintain his or her authority thus making it easier for him or her to listen. Psychologically, such authority as teachers are more likely to refute or even refuse any feedback that may challenge them in public because the majority of them have studied in the field for years and they are all very assertive about their jobs. Therefore, not interrupting a teacher who may make a mistake like citing the wrong source or remembering the incorrect data in one class immediately shows that we understand a truth universally acknowledged that to error is human. Instead, going to inform this teacher of the incorrectness in his or her office would largely save him or her from embarrassment and has a further reflection in order to avoid making the same mistake next time.
For another, having a private talk with the teacher also benefits the rest of classmates academically. Suppose this, if a student spots a mistake a teacher makes in a lecture, he challenges his teacher right away. The whole class would turn out to be a disaster. When his teacher tries the best to prove he or she is definitely right and the rest of students sit there hearing the debate as avid as they are in a movie theater watching a popcorn movie, nobody would bother to remember that this is actually a class where they are supposed to be lectured about a specific topic. And as for saying nothing in class or after class, other students being informed of incorrect information would apply it into other scenorias, possibly leading to failure in the exam or study. Taking all these into account, bring up the mistake later to the teacher would be the only suitable choice. When he or she learns about the mistake in private, he or she could clarify it in the next class without feeling too embarrassed and save other students from misusing the mistaken information.
In sum, among three choices offered, waiting until the class is over, evidently, outperforms the other two.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2018-08-17 | natasha_139 | 73 | view |
- Do you agree or disagree with the following statement?The ability to maintain friendships with a small number of people over a long period of time is more important for happiness than the ability to make many new friends easily.Use specific reasons and ex 73
- Imagine you are in a classroom or a meeting. The teacher or the meeting leader says something incorrect on 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 73
Grammar and spelling errors:
Line 3, column 144, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'teachers'' or 'teacher's'?
Suggestion: teachers'; teacher's
...tionally. A private conversation in the teachers office when the class is over would be ...
^^^^^^^^
Transition Words or Phrases used:
actually, also, if, may, so, then, therefore, thus, as for, for one thing
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 16.0 15.1003584229 106% => OK
Auxiliary verbs: 13.0 9.8082437276 133% => OK
Conjunction : 21.0 13.8261648746 152% => OK
Relative clauses : 13.0 11.0286738351 118% => OK
Pronoun: 49.0 43.0788530466 114% => OK
Preposition: 65.0 52.1666666667 125% => OK
Nominalization: 7.0 8.0752688172 87% => OK
Performance on vocabulary words:
No of characters: 2344.0 1977.66487455 119% => OK
No of words: 489.0 407.700716846 120% => OK
Chars per words: 4.79345603272 4.8611393121 99% => OK
Fourth root words length: 4.70248278971 4.48103885553 105% => OK
Word Length SD: 2.67761874577 2.67179642975 100% => OK
Unique words: 246.0 212.727598566 116% => OK
Unique words percentage: 0.503067484663 0.524837075471 96% => OK
syllable_count: 737.1 618.680645161 119% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 9.59856630824 52% => OK
Article: 3.0 3.08781362007 97% => OK
Subordination: 5.0 3.51792114695 142% => OK
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 3.0 4.94265232975 61% => OK
Performance on sentences:
How many sentences: 19.0 20.6003584229 92% => OK
Sentence length: 25.0 20.1344086022 124% => The Avg. Sentence Length is relatively long.
Sentence length SD: 74.2777224705 48.9658058833 152% => OK
Chars per sentence: 123.368421053 100.406767564 123% => OK
Words per sentence: 25.7368421053 20.6045352989 125% => OK
Discourse Markers: 3.84210526316 5.45110844103 70% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 1.0 5.5376344086 18% => OK
Sentences with positive sentiment : 8.0 11.8709677419 67% => OK
Sentences with negative sentiment : 9.0 3.85842293907 233% => Less negative sentences wanted.
Sentences with neutral sentiment: 2.0 4.88709677419 41% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.219006533465 0.236089414692 93% => OK
Sentence topic coherence: 0.0745900802595 0.076458572812 98% => OK
Sentence topic coherence SD: 0.041770724474 0.0737576698707 57% => OK
Paragraph topic coherence: 0.140151935162 0.150856017488 93% => OK
Paragraph topic coherence SD: 0.0327618076871 0.0645574589148 51% => OK
Essay readability:
automated_readability_index: 14.0 11.7677419355 119% => OK
flesch_reading_ease: 54.56 58.1214874552 94% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 11.9 10.1575268817 117% => OK
coleman_liau_index: 10.8 10.9000537634 99% => OK
dale_chall_readability_score: 8.27 8.01818996416 103% => OK
difficult_words: 105.0 86.8835125448 121% => 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: 73.3333333333 out of 100
Scores by essay e-grader: 22.0 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.