a mistake in the classrom or meeting
The behavior of an individual when a mistake has occured depends to a great extent on the atmosphere they are in and the nature of the mistake. Some might argue that it is best to correct any mistake in any circumstances, while others may adapt a more conservative approach. In my opinion, however, addressing the error or false information should be absolutely done, but in a private and appropriate setting. I will demonstrate further as follows.
Firstly, interrupting the person who made an error and pointing out their shortcomings in a group can have an antagonizing effect on them. As this process sets a condescending tone and embrasses the teacher or meeting leader, they might try to deny it or dismiss the speaker's opinion. On the other hand, acting with discretion will not have such negative impacts, and the person who made the mistake will be more eager to discuss the matter. For instance, if an exprienced teacher confuses two closely similar topics in class due to a sleepness night or personal matter, pointing it out in front of all the ther students will most likely result in their embarressment and subsequent disregard of the speaker's ideas. Additionally, all the other people present in the class may recognize the person as someone who intends to make others feel inferior. In conrast, informing the individual in private circumstances would result in their appreciaton of one's honesty, compassion, and regard for others' feelings.
Secondly, keeping quiet and saying nothing bears the responsibility of knowing and yet appealing to ignorance. If a person is aware that incorrect information has been delievered and does not attempt to fix it, the consequences of anything that happens due to this mistake will fall upon them as well. Besides, some errors might have direct effects on everyone involved in a meeting or a classroom. For example, if a teacher has incorrect knowledge on liver function in humans and presents this false data to the classrom, not only the inadequacy of the information threatens the students' educational status, but as the teacher asks for such incorrect information in the exams , this will directly affect the students grades as well.
In conclusin, the best option is to handle this situation with discretion and empathy to spare their feelings and yet avoid the burden of knowing and not saying anything. In this way one will be able to correct the mistake without making enemies.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2022-06-28 | Seyed Armin Mirhosseini | 76 | view |
| 2022-01-26 | wxr031 | 90 | view |
| 2020-11-22 | saamaan | 76 | view |
| 2019-12-17 | shahabaddin_solaimanian | 71 | view |
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Grammar and spelling errors:
Line 3, column 268, Rule ID: POSSESIVE_APOSTROPHE[2]
Message: Possible typo: apostrophe is missing. Did you mean 'speakers'' or 'speaker's'?
Suggestion: speakers'; speaker's
...hey might try to deny it or dismiss the speakers opinion. On the other hand, acting with...
^^^^^^^^
Line 3, column 950, Rule ID: ONES[1]
Message: Did you mean 'one's'?
Suggestion: one's
...es would result in their appreciaton of ones honesty, compassion, and regard for oth...
^^^^
Line 6, column 677, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Put a space after the comma, but not before the comma
Suggestion: ,
... such incorrect information in the exams , this will directly affect the students ...
^^
Transition Words or Phrases used:
besides, but, first, firstly, however, if, may, second, secondly, so, well, while, for example, for instance, in my opinion, on the other hand, to a great extent
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 8.0 15.1003584229 53% => More to be verbs wanted.
Auxiliary verbs: 15.0 9.8082437276 153% => OK
Conjunction : 23.0 13.8261648746 166% => OK
Relative clauses : 7.0 11.0286738351 63% => More relative clauses wanted.
Pronoun: 23.0 43.0788530466 53% => OK
Preposition: 49.0 52.1666666667 94% => OK
Nominalization: 11.0 8.0752688172 136% => OK
Performance on vocabulary words:
No of characters: 2046.0 1977.66487455 103% => OK
No of words: 404.0 407.700716846 99% => OK
Chars per words: 5.06435643564 4.8611393121 104% => OK
Fourth root words length: 4.48327461151 4.48103885553 100% => OK
Word Length SD: 2.86868103746 2.67179642975 107% => OK
Unique words: 215.0 212.727598566 101% => OK
Unique words percentage: 0.532178217822 0.524837075471 101% => OK
syllable_count: 634.5 618.680645161 103% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 3.0 9.59856630824 31% => OK
Article: 3.0 3.08781362007 97% => OK
Subordination: 5.0 3.51792114695 142% => OK
Conjunction: 4.0 1.86738351254 214% => Less conjunction wanted as sentence beginning.
Preposition: 5.0 4.94265232975 101% => OK
Performance on sentences:
How many sentences: 16.0 20.6003584229 78% => Need more sentences. Double check the format of sentences, make sure there is a space between two sentences, or have enough periods. And also check the lengths of sentences, maybe they are too long.
Sentence length: 25.0 20.1344086022 124% => The Avg. Sentence Length is relatively long.
Sentence length SD: 68.4093549432 48.9658058833 140% => OK
Chars per sentence: 127.875 100.406767564 127% => OK
Words per sentence: 25.25 20.6045352989 123% => OK
Discourse Markers: 10.0625 5.45110844103 185% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 3.0 5.5376344086 54% => OK
Sentences with positive sentiment : 7.0 11.8709677419 59% => More positive sentences wanted.
Sentences with negative sentiment : 8.0 3.85842293907 207% => Less negative sentences wanted.
Sentences with neutral sentiment: 1.0 4.88709677419 20% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.137868015043 0.236089414692 58% => OK
Sentence topic coherence: 0.0395216793946 0.076458572812 52% => OK
Sentence topic coherence SD: 0.0411366928429 0.0737576698707 56% => OK
Paragraph topic coherence: 0.0803498553284 0.150856017488 53% => OK
Paragraph topic coherence SD: 0.0273302215727 0.0645574589148 42% => 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: 15.0 11.7677419355 127% => OK
flesch_reading_ease: 46.1 58.1214874552 79% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 13.0 10.1575268817 128% => OK
coleman_liau_index: 12.36 10.9000537634 113% => OK
dale_chall_readability_score: 9.25 8.01818996416 115% => OK
difficult_words: 112.0 86.8835125448 129% => OK
linsear_write_formula: 11.5 10.002688172 115% => OK
gunning_fog: 12.0 10.0537634409 119% => OK
text_standard: 12.0 10.247311828 117% => 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.
Rates: 76.6666666667 out of 100
Scores by essay e-grader: 23.0 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.