TPO43Imagine 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 me
It goes without saying that in this sophisticated and complicated world where we live, human beings have been struggling to gain accurate and correct information in various occasions whether in a classroom or in a meeting and a lecture. Every individual has devised a way to respond to the incorrect information being spurred on them. While some people believe that they have to correct the information as immediately as possible, others stand at the other side of the continuum, presuming that they should correct the mistake and give the right information only when the meeting and the class is finished and no one is present in the area to witness this situation. There are still a third group who stands in between, and prefer to be neutral and have no reflection toward the incorrect information. I prefer to interrupt the teacher or the leader and correct them in the moment. The reasons to substantiate my viewpoint are elaborated upon hereunder.
To begin with, inaccurate and wrong information to a group of people, whether in a class or in a meeting, will have an adverse effect on the people's understanding and knowledge. To be specific, when someone is making a mistake, it is highly effective to be warned about the mistake. Inaccurate information works as a chain, the first wrong information being given to people will lead to a chain of other misunderstanding. As a result, it is better to be prevented as soon as it is being made. An example can drive this notion home. I have recently participated in an education lecture in the University of Birmingham. Education, being my field of study, is something that i have a good command of. However, the lecturer was imparting incorrect knowledge about the way young children acquire their second or foreign language. As soon as he explained the idea, I raised my hand, explaining the incorrect point he was making. Surprisingly, he appreciated what I did and continued his lecture on a right track and correct information. If it was not for my warning and interruption, the whole audience would have received incorrect information.
Furthermore, interrupting and making the person aware of the incorrect information she or he is making will have a positive effect not only on the person him or herself but also on the rest of the audience. To put it in other word, when a matter of speculation or a question is posed within a group or inside a class, the rate of awareness would increase to a high degree. Under such a circumstance, the retrieval of the materials and information will also increase. As an illustration, I once participated in a linguistic class. The teacher was overwhelmed defining the concepts of syntax, phonology and morphology. However, he messed up some points and started giving incorrect information. From among the audience, one of the students, who was a proficient linguistic students, reminded the teacher that the concept of morphology relates to the study of forms not phonetics. Having revised the information he previously told, this interruption of the students was indeed beneficial for me and the rest of the class, because it has raised our awareness about the concept. From that time onward, I never make a mistake about the concept of morphology. It is apparent that interrupting teachers and asking him or her to redefine or correct the information can be effective for almost all of the audience.
In conclusion, taking the aforementioned reasons and examples into account, I do believe that interrupting and correcting the mistakes immediately is a better choice. Not only will this strategy prevent the flow of wrong information, but it also enhance and boost the rate of awareness both in the person and the rest of audience.
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- TPO43Imagine 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 me 73
Grammar and spelling errors:
Line 1, column 868, Rule ID: IN_THE_MOMENT[1]
Message: Did you mean 'at the moment' (=currently)?
Suggestion: at the moment
... teacher or the leader and correct them in the moment. The reasons to substantiate my viewpoi...
^^^^^^^^^^^^^
Line 3, column 142, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'peoples'' or 'people's'?
Suggestion: peoples'; people's
...ing, will have an adverse effect on the peoples understanding and knowledge. To be spec...
^^^^^^^
Line 5, column 772, Rule ID: A_PLURAL[2]
Message: Don't use indefinite articles with plural words. Did you mean 'student'?
Suggestion: student
...udents, who was a proficient linguistic students, reminded the teacher that the concept ...
^^^^^^^^
Line 5, column 1285, Rule ID: ALL_OF_THE[1]
Message: Simply use 'all the'.
Suggestion: all the
...information can be effective for almost all of the audience. In conclusion, taking the a...
^^^^^^^^^^
Line 7, column 247, Rule ID: IT_VBZ[1]
Message: Did you mean 'enhances'?
Suggestion: enhances
... flow of wrong information, but it also enhance and boost the rate of awareness both in...
^^^^^^^
Transition Words or Phrases used:
also, but, first, furthermore, however, if, second, so, still, third, while, in conclusion, as a result, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 29.0 15.1003584229 192% => OK
Auxiliary verbs: 10.0 9.8082437276 102% => OK
Conjunction : 36.0 13.8261648746 260% => Less conjunction wanted
Relative clauses : 14.0 11.0286738351 127% => OK
Pronoun: 54.0 43.0788530466 125% => Less pronouns wanted
Preposition: 78.0 52.1666666667 150% => OK
Nominalization: 31.0 8.0752688172 384% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 3113.0 1977.66487455 157% => OK
No of words: 626.0 407.700716846 154% => Less content wanted.
Chars per words: 4.97284345048 4.8611393121 102% => OK
Fourth root words length: 5.00199880112 4.48103885553 112% => OK
Word Length SD: 3.04883577209 2.67179642975 114% => OK
Unique words: 289.0 212.727598566 136% => OK
Unique words percentage: 0.461661341853 0.524837075471 88% => More unique words wanted or less content wanted.
syllable_count: 990.9 618.680645161 160% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 13.0 9.59856630824 135% => OK
Article: 8.0 3.08781362007 259% => Less articles wanted as sentence beginning.
Subordination: 8.0 3.51792114695 227% => Less adverbial clause wanted.
Conjunction: 2.0 1.86738351254 107% => OK
Preposition: 7.0 4.94265232975 142% => OK
Performance on sentences:
How many sentences: 29.0 20.6003584229 141% => OK
Sentence length: 21.0 20.1344086022 104% => OK
Sentence length SD: 61.8794232376 48.9658058833 126% => OK
Chars per sentence: 107.344827586 100.406767564 107% => OK
Words per sentence: 21.5862068966 20.6045352989 105% => OK
Discourse Markers: 4.06896551724 5.45110844103 75% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 5.0 5.5376344086 90% => OK
Sentences with positive sentiment : 13.0 11.8709677419 110% => OK
Sentences with negative sentiment : 8.0 3.85842293907 207% => Less negative sentences wanted.
Sentences with neutral sentiment: 8.0 4.88709677419 164% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.149822703562 0.236089414692 63% => OK
Sentence topic coherence: 0.0395909993538 0.076458572812 52% => OK
Sentence topic coherence SD: 0.0411850286193 0.0737576698707 56% => OK
Paragraph topic coherence: 0.0958838814762 0.150856017488 64% => OK
Paragraph topic coherence SD: 0.0360654900457 0.0645574589148 56% => OK
Essay readability:
automated_readability_index: 12.8 11.7677419355 109% => 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: 11.55 10.9000537634 106% => OK
dale_chall_readability_score: 8.23 8.01818996416 103% => OK
difficult_words: 141.0 86.8835125448 162% => OK
linsear_write_formula: 19.5 10.002688172 195% => OK
gunning_fog: 10.4 10.0537634409 103% => OK
text_standard: 12.0 10.247311828 117% => OK
What are above readability scores?
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Write the essay in 30 minutes.
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.