Imagine that you are in a classroom or a meeting. The teacher or the leader say something incorrect, In your opinion, which of the following is the best thing to do? 1. Interrupt and correct the mistake right away; 2. Wait until the class or meeting is over and people are gone, and then talk the teacher or meeting leader; 3. Say nothing.
By and large, teachers pass series of laws in the first day of their work and expect their students to consider them. Some of them ask their students not to speak until the end of the lecture. Others, however, encourage students to participate in discussion parallel to them. I personally, concur with the latter. In the following paragraphs, I will delve in to the most important reasons.
To begin with, when people express their idea in a gathering, it makes better atmosphere that help everyone to feel comfort and express their thought. In other words, if a meeting is managed only by one individual and he/she is a solely speaker, audience become bored and distracted after a few minutes. As opposed to a situation, which all member of the companion participate in debate and discuss their opinion about the authenticity of a subject. Asking question or correcting the mistake of leader or teacher give rise to convenient atmosphere where all member of group are active and have right to convey their knowledge. For example, I can recall my mathematics class in high school. Our teacher asked us to disagree where we thought she had mistake. When we corrected her mistake, we were confident about understanding the concept deeply. In addition, she was very satisfied with our attention.
It is crystal clear that saying nothing or delay in correcting one's idea is not the best solution. At the end of the meeting, the concentration on subject is lost and not only cannot teacher concentrate on matter, but other members are not able to get the correct information as well, so it takes much more time to reach consensus rather than when individuals interrupt leader's speak. In addition, waiting until the end of the class to convince leader may cause wasting rest of the class time which is spend on continuing leader's mistake. Therefore, the member have to attend in an extra session to become justified and understand the correct answer.
All in all, I really believe that leaders and teachers should allow attendant to convey their viewpoint parallel to their teaching. This is because it can improve atmosphere by prevent meeting from being tedious and save member's time. Hence, should teacher let their student to transfer their thought immediately after their speak, the quality and efficiency of the class rise dramatically.
Grammar and spelling errors:
Line 3, column 229, Rule ID: A_RB_NN[1]
Message: You used an adverb ('solely') instead an adjective, or a noun ('speaker') instead of another adjective.
...ed only by one individual and he/she is a solely speaker, audience become bored and distracted a...
^^^^^^^^^^^^^^^^
Line 3, column 903, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... was very satisfied with our attention. It is crystal clear that saying nothing ...
^^^^^
Line 5, column 64, Rule ID: ONES[1]
Message: Did you mean 'one's'?
Suggestion: one's
...t saying nothing or delay in correcting ones idea is not the best solution. At the e...
^^^^
Line 5, column 503, Rule ID: BEEN_PART_AGREEMENT[1]
Message: Consider using a past participle here: 'spent'.
Suggestion: spent
...wasting rest of the class time which is spend on continuing leaders mistake. Therefor...
^^^^^
Transition Words or Phrases used:
but, first, hence, however, if, may, really, so, then, therefore, well, for example, in addition, by and large, in other words, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 12.0 15.1003584229 79% => OK
Auxiliary verbs: 7.0 9.8082437276 71% => OK
Conjunction : 16.0 13.8261648746 116% => OK
Relative clauses : 10.0 11.0286738351 91% => OK
Pronoun: 39.0 43.0788530466 91% => OK
Preposition: 61.0 52.1666666667 117% => OK
Nominalization: 9.0 8.0752688172 111% => OK
Performance on vocabulary words:
No of characters: 1956.0 1977.66487455 99% => OK
No of words: 390.0 407.700716846 96% => OK
Chars per words: 5.01538461538 4.8611393121 103% => OK
Fourth root words length: 4.44391917772 4.48103885553 99% => OK
Word Length SD: 2.6880112238 2.67179642975 101% => OK
Unique words: 223.0 212.727598566 105% => OK
Unique words percentage: 0.571794871795 0.524837075471 109% => OK
syllable_count: 598.5 618.680645161 97% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 10.0 9.59856630824 104% => OK
Article: 3.0 3.08781362007 97% => OK
Subordination: 4.0 3.51792114695 114% => OK
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 7.0 4.94265232975 142% => OK
Performance on sentences:
How many sentences: 20.0 20.6003584229 97% => OK
Sentence length: 19.0 20.1344086022 94% => OK
Sentence length SD: 54.7157198618 48.9658058833 112% => OK
Chars per sentence: 97.8 100.406767564 97% => OK
Words per sentence: 19.5 20.6045352989 95% => OK
Discourse Markers: 7.05 5.45110844103 129% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 4.0 5.5376344086 72% => OK
Sentences with positive sentiment : 10.0 11.8709677419 84% => OK
Sentences with negative sentiment : 5.0 3.85842293907 130% => OK
Sentences with neutral sentiment: 5.0 4.88709677419 102% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.1709874804 0.236089414692 72% => OK
Sentence topic coherence: 0.046083765918 0.076458572812 60% => OK
Sentence topic coherence SD: 0.0450867736607 0.0737576698707 61% => OK
Paragraph topic coherence: 0.0999089777074 0.150856017488 66% => OK
Paragraph topic coherence SD: 0.061557594747 0.0645574589148 95% => OK
Essay readability:
automated_readability_index: 12.0 11.7677419355 102% => OK
flesch_reading_ease: 60.65 58.1214874552 104% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 9.5 10.1575268817 94% => OK
coleman_liau_index: 11.84 10.9000537634 109% => OK
dale_chall_readability_score: 8.26 8.01818996416 103% => OK
difficult_words: 91.0 86.8835125448 105% => OK
linsear_write_formula: 6.5 10.002688172 65% => OK
gunning_fog: 9.6 10.0537634409 95% => 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.