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.
Today, there are several meetings and classrooms worldwide and almost whole people have took part in a meeting at least once, then they have faced with different situations that it was against their opinion. Thus, they certainly have different reaction with this situation; interrupt the meeting and talk about the problem, wait for the ended class or meeting and maybe do not say anything. In my opinion, if I confront with this occurrence, I will prefer to talk about the incorrect statement after the classroom or meeting.
First, having both more time and the leader's attention. When the lecturers present a lecture, they usually have limited time to speak and they must finish it exactly at the end of the provided time. Thus, if a person interrupt the presentation, they either will not answer to the question completely or even will not answer. On the other hand, by asking after the meeting, absolutely the leader not only answer the requirement, but also make more attention to our question. As a chemical engineer that has participated in several meetings and classrooms, once, when I were in the second year of my Bachelor Science, my professor in the Mass Transfer course said an incorrect statement. Therefore, I did not claim anything during his class, but after the class, I went to his private room and talk about the wrong issue which was stated in the class. Finally, he paid attention much to my statements and accepted that he was wrong.
In addition, by doing this, debating after the class or meeting, in fact we have respected to the leader. Sometimes, we do not have enough information in the presentation topic, and even we are wrong, then it is better to say nothing. In addition, maybe the lecturer modify the wrong statement during the presentation, then if we pay enough time to him or her, we are going to respect him or her. Researches show that during the lectures, the speakers focus only the subject and the presentation and sometimes they have stress, so it is completely an ordinary occurrence that they make a mistake.
In summary, although there are several persons who disagree with my statements and reasons, I much prefer to wait the classroom or meeting finished and then talk about the speaker's mistake. In fact, in the one side I have both more time and more the lecturer's attention and on the other side I will respect him. Who can forget these specific reasons and ask the speaker during the meeting or classroom?
Grammar and spelling errors:
Line 1, column 89, Rule ID: HAVE_PART_AGREEMENT[1]
Message: Use past participle here: 'taken'.
Suggestion: taken
... worldwide and almost whole people have took part in a meeting at least once, then t...
^^^^
Line 3, column 38, Rule ID: POSSESIVE_APOSTROPHE[2]
Message: Possible typo: apostrophe is missing. Did you mean 'leaders'' or 'leader's'?
Suggestion: leaders'; leader's
... First, having both more time and the leaders attention. When the lecturers present a...
^^^^^^^
Line 7, column 251, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'lecturers'' or 'lecturer's'?
Suggestion: lecturers'; lecturer's
...side I have both more time and more the lecturers attention and on the other side I will ...
^^^^^^^^^
Transition Words or Phrases used:
also, but, finally, first, if, may, second, so, then, therefore, thus, at least, in addition, in fact, in summary, in my opinion, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 10.0 15.1003584229 66% => OK
Auxiliary verbs: 6.0 9.8082437276 61% => OK
Conjunction : 27.0 13.8261648746 195% => OK
Relative clauses : 10.0 11.0286738351 91% => OK
Pronoun: 49.0 43.0788530466 114% => OK
Preposition: 49.0 52.1666666667 94% => OK
Nominalization: 22.0 8.0752688172 272% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2048.0 1977.66487455 104% => OK
No of words: 423.0 407.700716846 104% => OK
Chars per words: 4.84160756501 4.8611393121 100% => OK
Fourth root words length: 4.53508145475 4.48103885553 101% => OK
Word Length SD: 2.60363873478 2.67179642975 97% => OK
Unique words: 207.0 212.727598566 97% => OK
Unique words percentage: 0.489361702128 0.524837075471 93% => More unique words wanted or less content wanted.
syllable_count: 628.2 618.680645161 102% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 11.0 9.59856630824 115% => OK
Interrogative: 3.0 0.994623655914 302% => OK
Article: 1.0 3.08781362007 32% => OK
Subordination: 6.0 3.51792114695 171% => OK
Conjunction: 3.0 1.86738351254 161% => OK
Preposition: 10.0 4.94265232975 202% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 17.0 20.6003584229 83% => 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: 24.0 20.1344086022 119% => OK
Sentence length SD: 44.270714855 48.9658058833 90% => OK
Chars per sentence: 120.470588235 100.406767564 120% => OK
Words per sentence: 24.8823529412 20.6045352989 121% => OK
Discourse Markers: 8.64705882353 5.45110844103 159% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 3.0 5.5376344086 54% => OK
Sentences with positive sentiment : 3.0 11.8709677419 25% => More positive sentences wanted.
Sentences with negative sentiment : 11.0 3.85842293907 285% => 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: 0.175879598169 0.236089414692 74% => OK
Sentence topic coherence: 0.0615920381013 0.076458572812 81% => OK
Sentence topic coherence SD: 0.0564651527644 0.0737576698707 77% => OK
Paragraph topic coherence: 0.116963209197 0.150856017488 78% => OK
Paragraph topic coherence SD: 0.0627694763166 0.0645574589148 97% => OK
Essay readability:
automated_readability_index: 13.8 11.7677419355 117% => OK
flesch_reading_ease: 55.58 58.1214874552 96% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 11.5 10.1575268817 113% => OK
coleman_liau_index: 11.09 10.9000537634 102% => OK
dale_chall_readability_score: 7.7 8.01818996416 96% => OK
difficult_words: 77.0 86.8835125448 89% => OK
linsear_write_formula: 9.0 10.002688172 90% => OK
gunning_fog: 11.6 10.0537634409 115% => OK
text_standard: 12.0 10.247311828 117% => 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.