imagine that you are in a classroom or meeting, the teacher or the meeting leader says something incorrect. In your opinion, which of the following is the best thing to do? 1. interrupt and correct the mistake right away; 2. wait until the class or meeting is over and the people are gone, then talk to teacher or meeting leader; 3. say nothing.
Awareness in meetings or classes helps the individual to chase the contents and figure out the mistakes or errors. In this case, whether correcting the mistake or overlooking them is a subtle point which causes this discussion. While some believe in the correcting right way, others prefer to mention them just after the meeting or class or even to do nothing. I personally, do concur with the first group who tries to refine in the middle of class or meeting. Among the countless reasons which give adherence to my standpoint, I would delve into the most conspicuous ones in what follows.
The first striking reason which should be considered in the continuity of the speech and if there is an error in the initial phase, the upcoming discussion would misinterpret. For instance, in the classroom, if an instructor errs and defines a basic topic mistakenly, further issues which will be flourished and developed base on this basic topic will be presented in the wrong way too. Or during a meeting, if the leader speech unintentionally makes false about a numerical value, the entire meeting will be guided according to that wrong number, and there will be disagreement at the end of the meeting. Because, the intended, finalized values differ from what mentioned in the meeting. In this scenario, the interruption and correction of a mistake in the initial phase will prevent this type of misunderstanding. Furthermore, it helps the whole content presented accurately.
Another equally crucial reason which should hold in mind is that there is a feasibility that my viewpoint would be wrong. Indeed, there are some situations in which a person assumes captured concept and data comprehensively; yet, he misapprehends the topic. In this case, asking and discussing the issue in its primary steps would prevent further misunderstanding. Moreover, as over time, a misunderstanding with the combination of individual cognition get altered and different position, it is crucial to cover and discuss it in its first phase. This fact is also verified by a noteworthy intelligence study conducted by the Psychology Department of Tehran University in Iran. According to this research, the 100 percent understanding of a topic by an hour gets another cognitive position in mankind's mind, varied from its basic. In this case, if that understanding was done wrongly, the final cognition would be something irrelevant to the main topic. So, it is important to discuss the mistakes right during the classes or meeting.
However, some believe that the correction can interrupt the meeting or class and is a type of belittling the leader speaker or teacher. This group does underestimate a crucial point that this interruption is a necessity. As above-mentioned, then it prevents the misunderstanding by others and the person's himself. In addition, the redressing other is not belittling, since the main goal of that meeting or class in exchanging and learning an issue, which is important to do it perfectly.
To wrap it up, all the aforementioned reasons explicitly depict that it is a wise idea to correct any mistake during the meeting, to prevent possible misunderstanding by others, and get a better understanding from the issue.
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- 23.1 tpo 80
- do you agree or disagree with the following statements? Because people are busy doing so many different things, they do very things well. use specific reasons and examples to support your answer. 3
Grammar and spelling errors:
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...e whole content presented accurately. Another equally crucial reason which sho...
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...s right during the classes or meeting. However, some believe that the correctio...
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...which is important to do it perfectly. To wrap it up, all the aforementioned re...
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Transition Words or Phrases used:
also, first, furthermore, however, if, look, moreover, so, then, while, for instance, in addition
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 21.0 15.1003584229 139% => OK
Auxiliary verbs: 13.0 9.8082437276 133% => OK
Conjunction : 25.0 13.8261648746 181% => OK
Relative clauses : 16.0 11.0286738351 145% => OK
Pronoun: 38.0 43.0788530466 88% => OK
Preposition: 70.0 52.1666666667 134% => OK
Nominalization: 16.0 8.0752688172 198% => OK
Performance on vocabulary words:
No of characters: 2729.0 1977.66487455 138% => OK
No of words: 524.0 407.700716846 129% => OK
Chars per words: 5.20801526718 4.8611393121 107% => OK
Fourth root words length: 4.7844588288 4.48103885553 107% => OK
Word Length SD: 3.21361976437 2.67179642975 120% => OK
Unique words: 261.0 212.727598566 123% => OK
Unique words percentage: 0.498091603053 0.524837075471 95% => More unique words wanted or less content wanted.
syllable_count: 832.5 618.680645161 135% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 9.59856630824 83% => OK
Article: 8.0 3.08781362007 259% => Less articles wanted as sentence beginning.
Subordination: 7.0 3.51792114695 199% => OK
Conjunction: 3.0 1.86738351254 161% => OK
Preposition: 10.0 4.94265232975 202% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 24.0 20.6003584229 117% => OK
Sentence length: 21.0 20.1344086022 104% => OK
Sentence length SD: 44.0567618407 48.9658058833 90% => OK
Chars per sentence: 113.708333333 100.406767564 113% => OK
Words per sentence: 21.8333333333 20.6045352989 106% => OK
Discourse Markers: 4.04166666667 5.45110844103 74% => OK
Paragraphs: 5.0 4.53405017921 110% => OK
Language errors: 4.0 5.5376344086 72% => OK
Sentences with positive sentiment : 5.0 11.8709677419 42% => More positive sentences wanted.
Sentences with negative sentiment : 13.0 3.85842293907 337% => 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: 0.187668750397 0.236089414692 79% => OK
Sentence topic coherence: 0.0563475071699 0.076458572812 74% => OK
Sentence topic coherence SD: 0.0550800709259 0.0737576698707 75% => OK
Paragraph topic coherence: 0.115408507728 0.150856017488 77% => OK
Paragraph topic coherence SD: 0.0539006026095 0.0645574589148 83% => OK
Essay readability:
automated_readability_index: 14.0 11.7677419355 119% => OK
flesch_reading_ease: 50.16 58.1214874552 86% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 11.5 10.1575268817 113% => OK
coleman_liau_index: 12.94 10.9000537634 119% => OK
dale_chall_readability_score: 8.81 8.01818996416 110% => OK
difficult_words: 137.0 86.8835125448 158% => OK
linsear_write_formula: 11.0 10.002688172 110% => OK
gunning_fog: 10.4 10.0537634409 103% => OK
text_standard: 9.0 10.247311828 88% => OK
What are above readability scores?
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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.