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.
Almost all of us have experienced some moments, which we noticed our teacher is making a mistake, and we were always struggling with ourselves what is the best thing to do. A controversial question, which is often raised regarding this fact, is whether we should mention their mistakes immediately or after class or say nothing. However, personally, I rest on the belief that mentioning the incorrect information after the class is the best way, confronting this issue. In the following, I will delve into the most outstanding reasons to delineate my perspective.
The first exquisite point to be mentioned is that teachers are respectable, mentioning their mistake in the class may offend them, and there are always some students in the class seeking the opportunity to sneer at teacher. Therefore, interrupting is not a good choice and may lead to the teacher's embarrassment. To delineate more, taking to the teacher after the class has some positive repercussions over saying nothing. Not reminding the incorrect information the teacher gives to the students will result in their confusion when they study their main source and may find it contradictory to what the teachers state in the class. To shed more light in this issue, I would like to mention an experience about this. In the first year of the university, our mathematics professor made a mistake about a formula. Most of the student students wrote it down and used their notes for the final exam, and since the exam contained only two question most of the student failed and the students could not convince the professor that he made a mistake himself because it was too late.
Another significant reason, which deserves some words here, is that mentioning the incorrect information will impede the normal progress of the class and will cause unnecessary discussion and unexpected disorders. By talking to the teacher after the class, the teacher will prepare himself for the next session to correct the mistake he made without causing any defect the normal progress of the class. However, there might be some exceptions when the teacher are welcoming criticism. Therefore, students freely express their opinions in the class.
In the light of reasons explained, students should talk to the teacher after the class confronting this problem. Not only this approach does not result in teacher embarrassment, but also it prevents unnecessary discussion caused by interrupting the teacher. Hence, it is highly recommended for student to pick this approach while facing the mistaken teacher.
Grammar and spelling errors:
Line 3, column 290, Rule ID: POSSESIVE_APOSTROPHE[2]
Message: Possible typo: apostrophe is missing. Did you mean 'teachers'' or 'teacher's'?
Suggestion: teachers'; teacher's
...s not a good choice and may lead to the teachers embarrassment. To delineate more, takin...
^^^^^^^^
Line 3, column 467, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... reminding the incorrect information the teacher gives to the students will resul...
^^^
Line 7, column 265, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...used by interrupting the teacher. Hence, it is highly recommended for student to ...
^^
Transition Words or Phrases used:
also, but, first, hence, however, if, may, regarding, so, therefore, while, as to
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 16.0 15.1003584229 106% => OK
Auxiliary verbs: 13.0 9.8082437276 133% => OK
Conjunction : 12.0 13.8261648746 87% => OK
Relative clauses : 9.0 11.0286738351 82% => OK
Pronoun: 39.0 43.0788530466 91% => OK
Preposition: 51.0 52.1666666667 98% => OK
Nominalization: 10.0 8.0752688172 124% => OK
Performance on vocabulary words:
No of characters: 2148.0 1977.66487455 109% => OK
No of words: 414.0 407.700716846 102% => OK
Chars per words: 5.1884057971 4.8611393121 107% => OK
Fourth root words length: 4.51076378781 4.48103885553 101% => OK
Word Length SD: 2.81220007749 2.67179642975 105% => OK
Unique words: 206.0 212.727598566 97% => OK
Unique words percentage: 0.497584541063 0.524837075471 95% => More unique words wanted or less content wanted.
syllable_count: 644.4 618.680645161 104% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 9.59856630824 52% => OK
Article: 3.0 3.08781362007 97% => OK
Subordination: 0.0 3.51792114695 0% => More adverbial clause wanted.
Conjunction: 4.0 1.86738351254 214% => Less conjunction wanted as sentence beginning.
Preposition: 6.0 4.94265232975 121% => OK
Performance on sentences:
How many sentences: 18.0 20.6003584229 87% => OK
Sentence length: 23.0 20.1344086022 114% => OK
Sentence length SD: 57.2041233513 48.9658058833 117% => OK
Chars per sentence: 119.333333333 100.406767564 119% => OK
Words per sentence: 23.0 20.6045352989 112% => OK
Discourse Markers: 4.5 5.45110844103 83% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 3.0 5.5376344086 54% => OK
Sentences with positive sentiment : 8.0 11.8709677419 67% => OK
Sentences with negative sentiment : 8.0 3.85842293907 207% => 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: 0.178460845818 0.236089414692 76% => OK
Sentence topic coherence: 0.063503160942 0.076458572812 83% => OK
Sentence topic coherence SD: 0.0365722705392 0.0737576698707 50% => Sentences are similar to each other.
Paragraph topic coherence: 0.119419728337 0.150856017488 79% => OK
Paragraph topic coherence SD: 0.0244970738265 0.0645574589148 38% => 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: 14.5 11.7677419355 123% => OK
flesch_reading_ease: 48.13 58.1214874552 83% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 12.3 10.1575268817 121% => OK
coleman_liau_index: 13.12 10.9000537634 120% => OK
dale_chall_readability_score: 8.17 8.01818996416 102% => OK
difficult_words: 89.0 86.8835125448 102% => OK
linsear_write_formula: 11.0 10.002688172 110% => OK
gunning_fog: 11.2 10.0537634409 111% => OK
text_standard: 11.0 10.247311828 107% => 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: 71.6666666667 out of 100
Scores by essay e-grader: 21.5 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.