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.
Wait until the class or meeting is over and the people are gone, and then talk to the teacher or meeting leade.
Say nothing.
Use specific reasons and examples to support your answer.
The speech of a teacher or a leader is highly influential since those who are present adheres the speacker as they reagard him/her as a source of knowledge but fault can always happen. As some people may prefer to interupt or say nothing in such circumstances, I frankly prefer to wait for a private time to speak. In the folowing I will delve into the most conspicuous reasons which persuaded me to put forward this idea.
First and foremost, by waiting for a proper moment such as the end of the class I can exploit more time comparing to just an interuption in the class which can disturb others too. With having more time we can explore the consept more or even have a debate on the topic while since I might be the one who is wrong but with saying nothing my misconseption will continue to exist. An example can illustrate my point better. When I was in the university of Tehran I had a class about mathematical programming which is my favoriate field of study and as a result I some times read books about it as my hobby. In one of the classes the professor who was teaching the course defined the concept of Topology wrong but since I had studied before I knew the concept. I jus t interupted the professor and presented my own definition but the professor did not accepted my proposal and just pointed out to the limited time of the class. When I joined him again in his office we had a long talk about the concept and in the end he was convinced that he was wrong so in the next class he corrected the mistake but it was due to the expansion of time that we had at our disposal after the class.
Another point one sould take to account this significant is interuption in such situation can leads to teacher's embaressment. Saying nothing also means that the teacher would keep teaching wrong and as a result many people might encounter problems in the future. For example, I used to teach english to small children and one day a kid asked me if I know the meaning of squirrel which unfortunately I did not know. While I was thinking about the meaning another student just jumped up and told the meaning and as a result other interpreted that I was not capable of teaching which embaressed me. I was so shameful that I could not continue to teach that class. If that student would have waited until the end of the class, I would not became shamefull and consequently could have correct the mistake later.
To wrap it up, all aforementioned reasons and examples advocate the fact that it is better to talk about a mistake in private in a proper time instead of saying nothing or just interuptin in the middle. This is because it prevent the embaressment of the perso and also you would have more time to discuss the problem.
- Many scientists believe it would be possible to maintain a permanent human presence on Mars or the Moon. On the other hand, conditions on Venus are so extreme and inhospitable that maintaining a human presence there would be impossibleFirst, atmospheric p 3
- Starting in the 1960s and continuing until the 1980s, sailors in Russian submarines patrolling the North Alantic and Arctic Ocean would occasionally hear strange sounds. These underwater noises reminded the submarine crews of frog croaks, so they called t 80
- Carved stone balls are a curious type of artifact found at a number of locations in Scotland. They date from the late Neolithic period, around 4,000 years ago. They are round in shape; they were carved from several types of stone; most are about 70 mm in 73
- A little over 2,200 years ago, the Roman navy attacked the Greek port city of Syracuse. According to some ancient historians, the Greeks defended themselves with an ingenious weapon called a “burning mirror”: a polished copper surface curved to focus 81
- Like many creatures, humpback whales migrate long distances for feeding and mating purposes. How animals manage to migrate long distances is often puzzling. In the case of humpback whales, we may have found the answer: they may be navigating by the stars, 76
Grammar and spelling errors:
Line 5, column 849, Rule ID: DID_BASEFORM[1]
Message: The verb 'did' requires the base form of the verb: 'accept'
Suggestion: accept
...wn definition but the professor did not accepted my proposal and just pointed out to the...
^^^^^^^^
Line 9, column 95, Rule ID: DID_BASEFORM[2]
Message: The verb 'can' requires the base form of the verb: 'lead'
Suggestion: lead
...nt is interuption in such situation can leads to teachers embaressment. Saying nothin...
^^^^^
Line 9, column 678, Rule ID: IF_WOULD_HAVE_VBN[1]
Message: Did you mean 'had waited'?
Suggestion: had waited
...ue to teach that class. If that student would have waited until the end of the class, I would not...
^^^^^^^^^^^^^^^^^
Line 9, column 736, Rule ID: DID_BASEFORM[1]
Message: The verb 'would' requires the base form of the verb: 'become'
Suggestion: become
...until the end of the class, I would not became shamefull and consequently could have c...
^^^^^^
Line 13, column 223, Rule ID: IT_VBZ[1]
Message: Did you mean 'prevents'?
Suggestion: prevents
...uptin in the middle. This is because it prevent the embaressment of the perso and also ...
^^^^^^^
Transition Words or Phrases used:
also, but, consequently, first, frankly, if, may, so, while, for example, such as, as a result
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 16.0 15.1003584229 106% => OK
Auxiliary verbs: 17.0 9.8082437276 173% => OK
Conjunction : 21.0 13.8261648746 152% => OK
Relative clauses : 18.0 11.0286738351 163% => OK
Pronoun: 58.0 43.0788530466 135% => Less pronouns wanted
Preposition: 63.0 52.1666666667 121% => OK
Nominalization: 7.0 8.0752688172 87% => OK
Performance on vocabulary words:
No of characters: 2243.0 1977.66487455 113% => OK
No of words: 503.0 407.700716846 123% => OK
Chars per words: 4.4592445328 4.8611393121 92% => OK
Fourth root words length: 4.73578520332 4.48103885553 106% => OK
Word Length SD: 2.55935627348 2.67179642975 96% => OK
Unique words: 234.0 212.727598566 110% => OK
Unique words percentage: 0.465208747515 0.524837075471 89% => More unique words wanted or less content wanted.
syllable_count: 707.4 618.680645161 114% => OK
avg_syllables_per_word: 1.4 1.51630824373 92% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 9.59856630824 63% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 5.0 3.51792114695 142% => OK
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 5.0 4.94265232975 101% => OK
Performance on sentences:
How many sentences: 18.0 20.6003584229 87% => OK
Sentence length: 27.0 20.1344086022 134% => The Avg. Sentence Length is relatively long.
Sentence length SD: 49.2197140068 48.9658058833 101% => OK
Chars per sentence: 124.611111111 100.406767564 124% => OK
Words per sentence: 27.9444444444 20.6045352989 136% => OK
Discourse Markers: 5.22222222222 5.45110844103 96% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 5.0 5.5376344086 90% => OK
Sentences with positive sentiment : 3.0 11.8709677419 25% => More positive sentences wanted.
Sentences with negative sentiment : 12.0 3.85842293907 311% => Less negative sentences wanted.
Sentences with neutral sentiment: 3.0 4.88709677419 61% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.115366773998 0.236089414692 49% => OK
Sentence topic coherence: 0.0386629593864 0.076458572812 51% => OK
Sentence topic coherence SD: 0.0263493816728 0.0737576698707 36% => Sentences are similar to each other.
Paragraph topic coherence: 0.0720436297679 0.150856017488 48% => OK
Paragraph topic coherence SD: 0.0157806888303 0.0645574589148 24% => 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: 13.5 11.7677419355 115% => OK
flesch_reading_ease: 60.99 58.1214874552 105% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 11.5 10.1575268817 113% => OK
coleman_liau_index: 8.88 10.9000537634 81% => OK
dale_chall_readability_score: 8.05 8.01818996416 100% => OK
difficult_words: 98.0 86.8835125448 113% => OK
linsear_write_formula: 13.0 10.002688172 130% => OK
gunning_fog: 12.8 10.0537634409 127% => OK
text_standard: 9.0 10.247311828 88% => OK
What are above readability scores?
---------------------
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: 70.0 out of 100
Scores by essay e-grader: 21.0 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.