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.
Use specific reasons and examples to support your answer.
We, human beings, are prone to making mistakes. This is a natural thing to occcur and, many people consider this mistakes to be a source of learning. But, before learning from mistakes one need to recognize their mistakes. Often, unintentional mistakes stay unnoticed. Here the statment asks what to do if a meeting leader or a teacher says something incorrect. In my view, the teacher or the meeting leader should be made aware of their mistakes but that should be done in absence of other people, after the people are gone. let me explain my position.
To begin with, the teacher or a meeting leader are respected people. They earned that position by proving their skills. But they are also human and as the saying goes, "To err is human". It is very normal for a person to make mistakes, sometimes even silly ones. In my personal experience, I, myself is a teacher and I teach mathematics. While dealing with large equations on the board, it is possible to a make mistake in the mathematical signs although unintentional. Now, as students think very high of me, I always try my best not make mistake, but if it happens any way, sometimes my students don't interrupt me rather act in a way that makes me realize that I have made a mistake in my writing. That is a very polite and gentle way to communicate about the mistake rather than rudely interrupting my lecture. Sometimes, students even come upto me to after the class to point out my mistake so that I can rectify them in the next class. This way my mistakes are corrected and the I am also not embarassed in front of my class.
Moreover, pointing out a incorrect information in a class or meeting can sometimes be a source of humiliation for the teacher or the meeting leader. It can hurt their pride. Again, sometimes it is possible that the incorrect things a teacher or a meeting leader have said has a great impact on the total issue discussed in the class or meeting. In that case, not correcting them can also be a source of problem in the later time. Thus, the middle ground, talking about the mistake or incorrect information in absence of other people is the best way to deal with this situation. In this way the pride of the person reamins intact. At the same time, other don't suffer from their mistake. The example I used about my teaching experience stated before is a compelling example of it. Also, during my college years, I have seen students were intentionally trying to hamper class by stating very tiny mistakes made by the teacher during the class. And, During my job life, I have seen persons, not pointing out an obvious and critical mistakes of their superior, fearing for their job and career prospect. Both are harmful in my opinion.
In conclusion, with the points stated before, it is sometimes rude to point out a mistake during the class or meeting and not pointing out a mistake at all can be damaging also. So, I strongly, stand by my position that, it is best to wait until the class or meeting is over and discuss the mistake with the teacher or meeting leader in absence of other people.
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Grammar and spelling errors:
Line 1, column 527, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
...ther people, after the people are gone. let me explain my position. To begin w...
Line 5, column 609, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
... happens any way, sometimes my students dont interrupt me rather act in a way that m...
Line 5, column 991, Rule ID: DT_PRP
Message: Possible typo. Did you mean 'the' or 'I'?
Suggestion: the; I
... This way my mistakes are corrected and the I am also not embarassed in front of my c...
Line 9, column 24, Rule ID: EN_A_VS_AN
Message: Use 'an' instead of 'a' if the following word starts with a vowel sound, e.g. 'an article', 'an hour'
...f my class. Moreover, pointing out a incorrect information in a class or mee...
Line 9, column 655, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
...reamins intact. At the same time, other dont suffer from their mistake. The example ...
Line 13, column 173, Rule ID: ALSO_SENT_END
Message: 'Also' is not used at the end of the sentence. Use 'as well' instead.
Suggestion: as well
...ng out a mistake at all can be damaging also. So, I strongly, stand by my position t...
Transition Words or Phrases used:
also, but, if, moreover, so, thus, while, in conclusion, talking about, in my opinion, in my view, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 25.0 15.1003584229 166% => OK
Auxiliary verbs: 8.0 9.8082437276 82% => OK
Conjunction : 23.0 13.8261648746 166% => OK
Relative clauses : 9.0 11.0286738351 82% => OK
Pronoun: 63.0 43.0788530466 146% => Less pronouns wanted
Preposition: 79.0 52.1666666667 151% => OK
Nominalization: 13.0 8.0752688172 161% => OK
Performance on vocabulary words:
No of characters: 2553.0 1977.66487455 129% => OK
No of words: 553.0 407.700716846 136% => OK
Chars per words: 4.61663652803 4.8611393121 95% => OK
Fourth root words length: 4.84932490483 4.48103885553 108% => OK
Word Length SD: 2.56289420338 2.67179642975 96% => OK
Unique words: 245.0 212.727598566 115% => OK
Unique words percentage: 0.443037974684 0.524837075471 84% => More unique words wanted or less content wanted.
syllable_count: 814.5 618.680645161 132% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 14.0 9.59856630824 146% => OK
Article: 4.0 3.08781362007 130% => OK
Subordination: 4.0 3.51792114695 114% => OK
Conjunction: 2.0 1.86738351254 107% => OK
Preposition: 13.0 4.94265232975 263% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 30.0 20.6003584229 146% => OK
Sentence length: 18.0 20.1344086022 89% => OK
Sentence length SD: 53.0163077636 48.9658058833 108% => OK
Chars per sentence: 85.1 100.406767564 85% => OK
Words per sentence: 18.4333333333 20.6045352989 89% => OK
Discourse Markers: 3.73333333333 5.45110844103 68% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 6.0 5.5376344086 108% => OK
Sentences with positive sentiment : 8.0 11.8709677419 67% => OK
Sentences with negative sentiment : 16.0 3.85842293907 415% => 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: 0.257808912094 0.236089414692 109% => OK
Sentence topic coherence: 0.0715749504819 0.076458572812 94% => OK
Sentence topic coherence SD: 0.0842245270324 0.0737576698707 114% => OK
Paragraph topic coherence: 0.184848147012 0.150856017488 123% => OK
Paragraph topic coherence SD: 0.0401878417683 0.0645574589148 62% => OK
automated_readability_index: 9.5 11.7677419355 81% => Automated_readability_index is low.
flesch_reading_ease: 61.67 58.1214874552 106% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 9.1 10.1575268817 90% => OK
coleman_liau_index: 9.52 10.9000537634 87% => OK
dale_chall_readability_score: 7.3 8.01818996416 91% => OK
difficult_words: 97.0 86.8835125448 112% => OK
linsear_write_formula: 5.5 10.002688172 55% => Linsear_write_formula is low.
gunning_fog: 9.2 10.0537634409 92% => OK
text_standard: 10.0 10.247311828 98% => OK
What are above readability scores?
Write the essay in 30 minutes.
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.