One of the inseparable features of human beings is making mistakes, and our characteristics have been defined by them. One of the heated debates in this realm is associated with the question of when is the proper time to correct the teacher’s error. Many people adhere to the view that the best time is the exact moment that the misstatement was made, while others suppose that interrupting a speaker is not ethical. I firmly believe we should not speak in the middle of the speech, and we have to wait to talk about it later. In what follows, I will cogently pinpoint my most conspicuous reasons to justify my point of view.
The first exquisite point to be mentioned is that interrupting the lecturer might distract him so that he would not be able to continue what he was speaking about. We all have experienced such situations that although we were fully dominate over the subject during a speech, after being interrupted, we could not concentrate on the presentation anymore. My personal experience is a compelling example of this. About a year ago, I was talking about a project in a class as a teaching assistant, and I mistakenly missed a major point. Immediately, one of the students started shouting the missed point. However I acknowledged his useful statement, I forgot what I was going to say, so I had to dismiss the class.
The second equally significant point to be mentioned is that sometimes we suppose the teacher has made a slip while he did not. This is because we probably did not fully understand the topic due to not paying adequate attention to him. In these situations, the teacher would say that we were not listening to him, so we will get embarrassed. For instance, a year ago, in the Computer Networks class, one of my friends stopped the teacher to correct him. The teacher then got furious, then he started giving another lecture advising him to listen to the class, be more patient, and stop being so arrogant. He was so embarrassed that he left the class, and did not return for several sessions.
In brief, contemplating all the aforementioned reasons, one soon realizes that speaking in the middle of somebody’s lecture is not the best idea. Not only it is considered rude in most cultures, but also this attitude makes him/her lose focus and not be able to continue the rest of the lecture. Plus, we might mistakenly assume he/she committed a mistake, so we will be humiliated in front of our friends.
- Summarize the pint made in the lecture, being sure to explain how they cast doubt on the specific theories discussed in the reading passage.As early as twelfth century A.D., the settlements of Chaco Canyon in New Mexico in the American Southwest were nota 3
- Do you agree or disagree with the following statement?In the past it was easier to identify what type of career or job would lead to a secure, successful future.Use specific reasons and examples to support your answer. 76
- Do you agree or disagree with the following statements? For the successful development of a country, it is more important for a government to spend money on the education of very young children (five to ten years old) than to spend money on universities. 76
- Do you agree or disagree with the following statement To improve the quality of education universities should spend more money on salaries for university professors 60
- Do you agree or disagree with the following statement Leadership comes naturally one cannot learn to be a leader Use specific reasons and examples to support your answer 82
Grammar and spelling errors:
Line 3, column 233, Rule ID: BEEN_PART_AGREEMENT
Message: Consider using a past participle here: 'dominated'.
... situations that although we were fully dominate over the subject during a speech, after...
Line 3, column 602, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA
Message: Did you forget a comma after a conjunctive/linking adverb?
...ents started shouting the missed point. However I acknowledged his useful statement, I ...
Transition Words or Phrases used:
also, but, first, however, if, second, so, then, while, for instance, in brief, speaking about, talking about
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 27.0 15.1003584229 179% => OK
Auxiliary verbs: 9.0 9.8082437276 92% => OK
Conjunction : 7.0 13.8261648746 51% => More conjunction wanted.
Relative clauses : 11.0 11.0286738351 100% => OK
Pronoun: 59.0 43.0788530466 137% => Less pronouns wanted
Preposition: 48.0 52.1666666667 92% => OK
Nominalization: 7.0 8.0752688172 87% => OK
Performance on vocabulary words:
No of characters: 2033.0 1977.66487455 103% => OK
No of words: 427.0 407.700716846 105% => OK
Chars per words: 4.76112412178 4.8611393121 98% => OK
Fourth root words length: 4.54576487731 4.48103885553 101% => OK
Word Length SD: 2.83441840246 2.67179642975 106% => OK
Unique words: 222.0 212.727598566 104% => OK
Unique words percentage: 0.519906323185 0.524837075471 99% => OK
syllable_count: 637.2 618.680645161 103% => 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: 5.0 3.08781362007 162% => OK
Subordination: 2.0 3.51792114695 57% => OK
Conjunction: 6.0 1.86738351254 321% => Less conjunction wanted as sentence beginning.
Preposition: 6.0 4.94265232975 121% => OK
Performance on sentences:
How many sentences: 20.0 20.6003584229 97% => OK
Sentence length: 21.0 20.1344086022 104% => OK
Sentence length SD: 32.4855352426 48.9658058833 66% => OK
Chars per sentence: 101.65 100.406767564 101% => OK
Words per sentence: 21.35 20.6045352989 104% => OK
Discourse Markers: 5.45 5.45110844103 100% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 5.0 11.8709677419 42% => More positive sentences wanted.
Sentences with negative sentiment : 13.0 3.85842293907 337% => 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: 0.0723083665661 0.236089414692 31% => The similarity between the topic and the content is low.
Sentence topic coherence: 0.0246058960295 0.076458572812 32% => Sentence topic similarity is low.
Sentence topic coherence SD: 0.0248110308962 0.0737576698707 34% => Sentences are similar to each other.
Paragraph topic coherence: 0.0457833963861 0.150856017488 30% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.0227483087875 0.0645574589148 35% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
automated_readability_index: 11.7 11.7677419355 99% => OK
flesch_reading_ease: 58.62 58.1214874552 101% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 10.3 10.1575268817 101% => OK
coleman_liau_index: 10.33 10.9000537634 95% => OK
dale_chall_readability_score: 8.15 8.01818996416 102% => OK
difficult_words: 94.0 86.8835125448 108% => OK
linsear_write_formula: 11.0 10.002688172 110% => OK
gunning_fog: 10.4 10.0537634409 103% => 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.
It is not exactly right on the topic in the view of e-grader. Maybe there is a wrong essay topic.
Rates: 3.33333333333 out of 100
Scores by essay e-grader: 1.0 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.