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
Through the life we came across, might have experienced the variety of situations that other people such as teachers, friends, and bosses made the mistakes and the most challenging question came to your mind; how to react in this situation? Many people believe that the best behavior in this specific situation is waiting to talk to them personally and individually. I agree with this point of view because I believe in this way you have more time to discuss errors and it is acceptable behavior.
First and foremost, one of the advantages of this trait in this specific situation is you have enough time to discuss the mistakes of the leader or teacher. As a matter of fact, in this way you have your own time to defend and represent your reasons to persuade the leader or teacher that he or she makes a mistake in a meeting or class. However, if you interrupt the person who makes the mistakes, you might not have the appropriate time to convince him or offer him the best solution. For instance, when my boss makes a mistake in our important meetings, the employees that interrupt him to correct the mistakes, because the time of the meetings was limited, they always could not have enough time to convince the boss. Therefore, correcting the mistake personally and individually gives the people the opportunity to have appropriate time to persuade the person who makes the mistakes.
Moreover, what has a negative influence on people is correcting their mistakes while they're discussing very important information. Many people believe that interrupting people while they are talking can be rude and inappropriate behavior. For this reason, waiting until the class or meeting finish and then talk personally with teacher or leader can represent your remarkable character and gives them the superior impression of you. Many research claim that the children who interrupted their teacher in the class can influence their teacher in a negative way and this behavior might have negative consequences for children such as not paying enough attention of teachers to them. Hence, waiting until you can talk to the person who makes the mistakes have more benefits than interrupting them and giving them a bad impression.
In a nutshell, according to all above-mentioned points and details, it is crystal clear that waiting until you have the chance to talk personally and individually to the person who made errors have more benefits than other reaction in this situation.
Grammar and spelling errors:
Line 6, column 86, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: they're
...ople is correcting their mistakes while theyre discussing very important information. ...
^^^^^^
Line 6, column 434, Rule ID: MANY_NN_U[1]
Message: Possible agreement error. The noun research seems to be uncountable; consider using: 'much research', 'a good deal of research'.
Suggestion: Much research; A good deal of research
...es them the superior impression of you. Many research claim that the children who interrupted...
^^^^^^^^^^^^^
Line 6, column 543, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in a negative way" with adverb for "negative"; eg, "in a hasty manner" with "hastily".
...n the class can influence their teacher in a negative way and this behavior might have negative c...
^^^^^^^^^^^^^^^^^
Transition Words or Phrases used:
first, hence, however, if, moreover, so, then, therefore, while, for instance, such as, as a matter of fact
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 8.0 15.1003584229 53% => More to be verbs wanted.
Auxiliary verbs: 8.0 9.8082437276 82% => OK
Conjunction : 21.0 13.8261648746 152% => OK
Relative clauses : 13.0 11.0286738351 118% => OK
Pronoun: 51.0 43.0788530466 118% => OK
Preposition: 47.0 52.1666666667 90% => OK
Nominalization: 12.0 8.0752688172 149% => OK
Performance on vocabulary words:
No of characters: 2068.0 1977.66487455 105% => OK
No of words: 411.0 407.700716846 101% => OK
Chars per words: 5.03163017032 4.8611393121 104% => OK
Fourth root words length: 4.50256981431 4.48103885553 100% => OK
Word Length SD: 2.74415883385 2.67179642975 103% => OK
Unique words: 175.0 212.727598566 82% => More unique words wanted.
Unique words percentage: 0.425790754258 0.524837075471 81% => More unique words wanted or less content wanted.
syllable_count: 642.6 618.680645161 104% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 4.0 9.59856630824 42% => OK
Article: 1.0 3.08781362007 32% => OK
Subordination: 4.0 3.51792114695 114% => OK
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 4.0 4.94265232975 81% => OK
Performance on sentences:
How many sentences: 14.0 20.6003584229 68% => 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: 29.0 20.1344086022 144% => The Avg. Sentence Length is relatively long.
Sentence length SD: 47.9143048812 48.9658058833 98% => OK
Chars per sentence: 147.714285714 100.406767564 147% => OK
Words per sentence: 29.3571428571 20.6045352989 142% => OK
Discourse Markers: 7.64285714286 5.45110844103 140% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 3.0 5.5376344086 54% => OK
Sentences with positive sentiment : 6.0 11.8709677419 51% => More positive sentences wanted.
Sentences with negative sentiment : 7.0 3.85842293907 181% => OK
Sentences with neutral sentiment: 1.0 4.88709677419 20% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.160307607747 0.236089414692 68% => OK
Sentence topic coherence: 0.0719912879731 0.076458572812 94% => OK
Sentence topic coherence SD: 0.0444148739788 0.0737576698707 60% => OK
Paragraph topic coherence: 0.0945618968494 0.150856017488 63% => OK
Paragraph topic coherence SD: 0.0631110227241 0.0645574589148 98% => OK
Essay readability:
automated_readability_index: 16.9 11.7677419355 144% => OK
flesch_reading_ease: 42.04 58.1214874552 72% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 14.6 10.1575268817 144% => OK
coleman_liau_index: 12.49 10.9000537634 115% => OK
dale_chall_readability_score: 7.76 8.01818996416 97% => OK
difficult_words: 70.0 86.8835125448 81% => More difficult words wanted.
linsear_write_formula: 14.0 10.002688172 140% => OK
gunning_fog: 13.6 10.0537634409 135% => OK
text_standard: 14.0 10.247311828 137% => OK
What are above readability scores?
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We are expecting: No. of Words: 350 while No. of Different Words: 200
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
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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.