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 leader
--Say nothing
Use specific reasons and examples to support your answer.
During the meeting in the class, sometimes teachers might say something incorrectly. Many people will prefer to say nothing or talk to teachers after the meeting. However, those prescriptions are ridiculous and superficial that students should talk to the teacher immediately in the class.
Some students will think they should not say anything since the teacher might not wrong in the meeting and it is not suitable to correct the teacher by students. Teachers might figure out they make a mistake in the meeting and will correct it after the meeting in the class. However, this prescription is not a good strategy and very pessimistic. When people make the mistake, others should tell them and help people to change the wrong to the right no matter the people is a teacher or not. Everyone has the duty to correct the wrong thing. By contrast, students correct the wrong during the class might make the teacher notices immediately and solve the problem.
Another group of people considers although students should correct the wrong by the teacher, they should tell teachers after the class because the interrupt will break the tempo and the meeting might not finish smoothly. Even though the method of students is in good strategy, the correct might not as strong as the immediate correct. If students tell teachers the wrong after class, it may not easy the find the wrong because the messages are not written down, also, the theory might not as strong to correct and students might forget how to solve the problem. By comparison, interrupt a few minutes to correct the wrong might be better.
The most important thing is many people consider interrupting teachers and correct the wrong is not proper since it might decline teachers' prestige and intelligence. Students not only interrupt the continuing meeting and say the teacher might make a mistake will make other students not convincing the teacher. Teachers might be annoyed by the action that occurs a bad presentation to the student and in a bad mood. However, teachers might wrong since they not consider and not notice it, people will not always perfect, even the president will make the wrong decision. The most important thing is to correct wrong immediately. If students can correct the wrong immediately will make everyone clear the confusion. Also, teachers might thankful to the person who interrupts them and corrects the wrong message since it might remind others that wrong might easily be made by them, so all students can avoid the wrong and remember clearly.
Like the above suggestion, people should interrupt the meeting meanwhile and correct the wrong immediately. This prescription will outweigh the other two statement that everyone should take this belief when they notice the teacher says something wrong during the class or meeting.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2023-07-14 | Zmx_6 | 76 | view |
| 2023-07-12 | Zmx_6 | 80 | view |
| 2023-06-28 | Vivian Chang | 70 | view |
| 2023-03-22 | sonyeoso | 76 | view |
| 2023-02-20 | m.ghoroobi | 76 | view |
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- The author states that a concentrated solution of UltraClean has greater solutions to kill bacteria However to make the claim more convincing the author needs to support several assumptions also strengthen the proposal 50
Transition Words or Phrases used:
also, however, if, may, so, while
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 12.0 15.1003584229 79% => OK
Auxiliary verbs: 35.0 9.8082437276 357% => Less auxiliary verb wanted.
Conjunction : 19.0 13.8261648746 137% => OK
Relative clauses : 7.0 11.0286738351 63% => More relative clauses wanted.
Pronoun: 22.0 43.0788530466 51% => OK
Preposition: 43.0 52.1666666667 82% => OK
Nominalization: 6.0 8.0752688172 74% => OK
Performance on vocabulary words:
No of characters: 2355.0 1977.66487455 119% => OK
No of words: 465.0 407.700716846 114% => OK
Chars per words: 5.06451612903 4.8611393121 104% => OK
Fourth root words length: 4.64369019777 4.48103885553 104% => OK
Word Length SD: 2.49255197626 2.67179642975 93% => OK
Unique words: 170.0 212.727598566 80% => More unique words wanted.
Unique words percentage: 0.365591397849 0.524837075471 70% => More unique words wanted or less content wanted.
syllable_count: 678.6 618.680645161 110% => 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: 4.0 3.08781362007 130% => OK
Subordination: 4.0 3.51792114695 114% => OK
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 4.0 4.94265232975 81% => OK
Performance on sentences:
How many sentences: 22.0 20.6003584229 107% => OK
Sentence length: 21.0 20.1344086022 104% => OK
Sentence length SD: 51.151856239 48.9658058833 104% => OK
Chars per sentence: 107.045454545 100.406767564 107% => OK
Words per sentence: 21.1363636364 20.6045352989 103% => OK
Discourse Markers: 1.5 5.45110844103 28% => More transition words/phrases wanted.
Paragraphs: 5.0 4.53405017921 110% => OK
Language errors: 0.0 5.5376344086 0% => OK
Sentences with positive sentiment : 2.0 11.8709677419 17% => More positive sentences wanted.
Sentences with negative sentiment : 18.0 3.85842293907 467% => 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: 0.201727787338 0.236089414692 85% => OK
Sentence topic coherence: 0.0959747468784 0.076458572812 126% => OK
Sentence topic coherence SD: 0.0771889602652 0.0737576698707 105% => OK
Paragraph topic coherence: 0.161876436506 0.150856017488 107% => OK
Paragraph topic coherence SD: 0.0371147138889 0.0645574589148 57% => OK
Essay readability:
automated_readability_index: 13.0 11.7677419355 110% => OK
flesch_reading_ease: 58.62 58.1214874552 101% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 10.3 10.1575268817 101% => OK
coleman_liau_index: 12.07 10.9000537634 111% => OK
dale_chall_readability_score: 7.12 8.01818996416 89% => OK
difficult_words: 72.0 86.8835125448 83% => More difficult words wanted.
linsear_write_formula: 8.0 10.002688172 80% => OK
gunning_fog: 10.4 10.0537634409 103% => OK
text_standard: 13.0 10.247311828 127% => OK
What are above readability scores?
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We are expecting: No. of Words: 350 while No. of Different Words: 200
Rates: 65.0 out of 100
Scores by essay e-grader: 19.5 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.