Correct the teacher or leader
Paying attention to what teachers or leader are speaking sometimes lead people to understand the wrong points which they are mentioning unintentionally. In this regard, while some people hold on the opinion that we should notice them immediately, others believe that, by doing this work the, audiences will be distracted and cannot focus anymore. As far as I am concerned, people should correct the speaker because not only do listeners not earn something incorrectly, but the person who notified the mistake also will have a positive effect in the teller’s point of view. In the following, I will elaborate on my reasons.
First of all, that is too important to alert the teachers their mistakes because it bans the people who are listening from learning mistaken ideas. For more clarification, by learning something wrong at the first time, it will be hard to correct it. As a consequence, the more it takes time to correct the notion, the more the incorrect idea will steak to their minds. Take my personal experience as an example. I remember when I was in high school, and my chemistry teacher teach the wrong idea about protons which I know the correct one. Because of being shy and not to interrupt my teacher, I did not tell him the right of the lesson. In the next session, all my classmates learned the mistaken lesson, and after the quiz was graded my teacher understood that everyone except me answers the question in a wrong way. My teacher teaches the correct material to my classmates, but it was hard on them because they could not forget it easily. Had I corrected my teacher in proper time, other students could have learned in a shorter time.
Secondly, correcting the speaker immediately lead to having an appropriate influence on his or her view of us. In other words, telling the right notion means that the audience is listening consciously and practically. As a result, having listened eagerly, the speaker would be motivated to be sure about what he or she says, and know that the speech worth to someone. For example, when a leaser is speaking about the company’s problem and see that they are tired of looking at their watch, he will be a disappointment and do not want to continue. In another case, when one of the employees pays attention and either correct him to add her ideas, the leader will be talking more eagerly and even trust that employee more than the others. This event will cause him to advisement with her in some areas and maybe promote her to an upper level.
All in all, correcting the speaker right after he or she is making mistake lead to learning the true ideas easily and having a positive impact on the lecturer.
| 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 |
- Movies and televisions have more negative effects than positive effects on the way young people behave. 73
- n the past it was easier to find a job or career would lead to a secure successful future 87
- For the successful development of a country, it is more important for the government to spend money on the education of very young children than to spend money on universities. 73
- All university students should be required to take history courses no matter what the field of history is. 70
- Because people are busy doing so many different things, they do very few things well. 73
Grammar and spelling errors:
Line 1, column 288, Rule ID: THE_PUNCT[1]
Message: Did you forget something after 'the'?
...others believe that, by doing this work the, audiences will be distracted and cannot...
^^^^
Line 2, column 803, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in a wrong way" with adverb for "wrong"; eg, "in a hasty manner" with "hastily".
...everyone except me answers the question in a wrong way. My teacher teaches the correct materia...
^^^^^^^^^^^^^^
Transition Words or Phrases used:
also, but, first, if, look, may, second, secondly, so, while, for example, speaking about, as a result, first of all, in other words
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 18.0 15.1003584229 119% => OK
Auxiliary verbs: 14.0 9.8082437276 143% => OK
Conjunction : 18.0 13.8261648746 130% => OK
Relative clauses : 15.0 11.0286738351 136% => OK
Pronoun: 57.0 43.0788530466 132% => Less pronouns wanted
Preposition: 52.0 52.1666666667 100% => OK
Nominalization: 10.0 8.0752688172 124% => OK
Performance on vocabulary words:
No of characters: 2214.0 1977.66487455 112% => OK
No of words: 466.0 407.700716846 114% => OK
Chars per words: 4.75107296137 4.8611393121 98% => OK
Fourth root words length: 4.64618479453 4.48103885553 104% => OK
Word Length SD: 2.65263828983 2.67179642975 99% => OK
Unique words: 237.0 212.727598566 111% => OK
Unique words percentage: 0.508583690987 0.524837075471 97% => OK
syllable_count: 680.4 618.680645161 110% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 9.59856630824 83% => OK
Article: 4.0 3.08781362007 130% => OK
Subordination: 7.0 3.51792114695 199% => OK
Conjunction: 5.0 1.86738351254 268% => Less conjunction wanted as sentence beginning.
Preposition: 8.0 4.94265232975 162% => OK
Performance on sentences:
How many sentences: 20.0 20.6003584229 97% => OK
Sentence length: 23.0 20.1344086022 114% => OK
Sentence length SD: 46.8939228472 48.9658058833 96% => OK
Chars per sentence: 110.7 100.406767564 110% => OK
Words per sentence: 23.3 20.6045352989 113% => OK
Discourse Markers: 6.6 5.45110844103 121% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 6.0 11.8709677419 51% => More positive sentences wanted.
Sentences with negative sentiment : 8.0 3.85842293907 207% => Less negative sentences wanted.
Sentences with neutral sentiment: 6.0 4.88709677419 123% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.252017920925 0.236089414692 107% => OK
Sentence topic coherence: 0.0751938725414 0.076458572812 98% => OK
Sentence topic coherence SD: 0.0674270771581 0.0737576698707 91% => OK
Paragraph topic coherence: 0.130228869895 0.150856017488 86% => OK
Paragraph topic coherence SD: 0.0647810817212 0.0645574589148 100% => OK
Essay readability:
automated_readability_index: 12.6 11.7677419355 107% => OK
flesch_reading_ease: 56.59 58.1214874552 97% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 11.1 10.1575268817 109% => OK
coleman_liau_index: 10.57 10.9000537634 97% => OK
dale_chall_readability_score: 7.86 8.01818996416 98% => OK
difficult_words: 91.0 86.8835125448 105% => OK
linsear_write_formula: 14.0 10.002688172 140% => 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: 73.3333333333 out of 100
Scores by essay e-grader: 22.0 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.