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
Without a doubt, it is critically important for the students to ask their questions from their teachers and mentors because, in this way, they can obtain extra information. While some people believe that they must wait and ask their questions after the meeting, others hold the opposite view and say that wait until all people are gone and then talk to the teacher privately. From my perspective, students must raise their hands and ask questions during classes and meetings. There are numerous reasons to support my opinion, among which two stand out.
First and foremost, by asking their questions and explaining the issues, students can prevent misunderstanding of the lessons for all students. Clearly, teachers are of great importance source of knowledge acquisition for students. Therefore, students obtain the wealth of their information from their teachers, so when they make a mistake, it is possible that students might have to grasp the idea incorrectly. Hence, students can avoid other students being misled by the teacher's mistake. My personal example in one of my English language classes would drive this notion home. Years ago, I took an English class with an inexperienced teacher, and he sometimes pronounced some words differently. Once I was completely sure that he was wrong, I raised my hand and politely asked a question about the pronunciation of the word. After asking a question, he searched the dictionary for the word, and he realized that I was right. In this way, I could help other students not be misled as well. Had I not declared my opinion in the class, I would not have helped other students to understand the correct pronunciation.
Second, it is possible that students have a fallacious opinion, so when declaring their views, students can correct their idea. To be more specific, experienced teachers face the same questions from students each year, and they know how students think in a specific lesson. Therefore, when it comes to teaching their lessons to students, they know how to tell their arguments by which students can understand entire the concepts efficiently. In other words, it is just a simple misunderstanding for students, and when they ask their questions immediately, teachers can address the problems efficiently and solve the problems for other students as well. As a result, not only can students realize their problems, but they can also help other students understand the issues.
To sum up, considering the reasons and the examples mentioned above, I believe that students should ask their questions immediately when it comes to some problems in grasping the idea. This is because not only can they prevent misunderstanding of the issues, but they can also resolve their problems in the subjects.
| 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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- 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 52
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Transition Words or Phrases used:
also, but, first, hence, if, second, so, then, therefore, well, while, as a result, in other words, to sum up
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 14.0 15.1003584229 93% => OK
Auxiliary verbs: 17.0 9.8082437276 173% => OK
Conjunction : 17.0 13.8261648746 123% => OK
Relative clauses : 14.0 11.0286738351 127% => OK
Pronoun: 59.0 43.0788530466 137% => Less pronouns wanted
Preposition: 46.0 52.1666666667 88% => OK
Nominalization: 8.0 8.0752688172 99% => OK
Performance on vocabulary words:
No of characters: 2320.0 1977.66487455 117% => OK
No of words: 450.0 407.700716846 110% => OK
Chars per words: 5.15555555556 4.8611393121 106% => OK
Fourth root words length: 4.6057793516 4.48103885553 103% => OK
Word Length SD: 2.82076602852 2.67179642975 106% => OK
Unique words: 211.0 212.727598566 99% => OK
Unique words percentage: 0.468888888889 0.524837075471 89% => More unique words wanted or less content wanted.
syllable_count: 674.1 618.680645161 109% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 14.0 9.59856630824 146% => OK
Article: 0.0 3.08781362007 0% => OK
Subordination: 4.0 3.51792114695 114% => OK
Conjunction: 6.0 1.86738351254 321% => Less conjunction wanted as sentence beginning.
Preposition: 11.0 4.94265232975 223% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 21.0 20.6003584229 102% => OK
Sentence length: 21.0 20.1344086022 104% => OK
Sentence length SD: 41.6931344506 48.9658058833 85% => OK
Chars per sentence: 110.476190476 100.406767564 110% => OK
Words per sentence: 21.4285714286 20.6045352989 104% => OK
Discourse Markers: 5.19047619048 5.45110844103 95% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 0.0 5.5376344086 0% => OK
Sentences with positive sentiment : 6.0 11.8709677419 51% => More positive sentences wanted.
Sentences with negative sentiment : 6.0 3.85842293907 156% => OK
Sentences with neutral sentiment: 9.0 4.88709677419 184% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.0568097612062 0.236089414692 24% => The similarity between the topic and the content is low.
Sentence topic coherence: 0.0245221989092 0.076458572812 32% => Sentence topic similarity is low.
Sentence topic coherence SD: 0.0252258896652 0.0737576698707 34% => Sentences are similar to each other.
Paragraph topic coherence: 0.040594687762 0.150856017488 27% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.0300717758216 0.0645574589148 47% => 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: 13.6 11.7677419355 116% => OK
flesch_reading_ease: 58.62 58.1214874552 101% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 10.3 10.1575268817 101% => OK
coleman_liau_index: 12.65 10.9000537634 116% => OK
dale_chall_readability_score: 7.94 8.01818996416 99% => OK
difficult_words: 93.0 86.8835125448 107% => OK
linsear_write_formula: 10.5 10.002688172 105% => OK
gunning_fog: 10.4 10.0537634409 103% => OK
text_standard: 11.0 10.247311828 107% => 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.
It is not exactly right on the topic in the view of e-grader. Maybe there is a wrong essay topic.
Rates: 3.33333333333 out of 100
Scores by essay e-grader: 1.0 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.