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 leader or Say nothing. Use specific reasons and examples to support your answer.
It is a common incident which has happened for everyone of us that we participate in a class or meeting and the presenter makes a mistake in addressing a number of points. Some people thinks that it is important to remind him about his fault right away. However, some others believe that it would be a good idea to wait until the end of the session then discuss the issue with the presenter. A few may even ignore the mistake at all. In my view, mentioning the mistake at the moment and correcting it as soon as possible can be so much beneficial for two main reasons.
First, it would prevent and the decrease the chance of further mistakes and misinterpretations. When you talk about a problem with its presenter and rectify it quickly after it was occured, the other attendants can understand the materials correctly before they leave the meeting or classroom. So, it would significantly decrease the probability of making a mistake based on the wrong fact they learned from the class. For example, my friend, Jim, used to go to a psychology meeting where he learned that it is better to confront our bad habits alone without any other persons interferance. He speculated that this can not be entirely right, but, he ignored to discuss it in the class any way. Later, one of his classmates tried to use this method in his life. Unfortunately, he faced with serious issues and when he told about this to his teacher, she mentioned that she did not mean this theory can always be true and it can be implemented only in some occasions. So, as you can see, refusing to change a mistake can lead to damaging situations.
Second, it can improve the quality of the presenter or teacher's course in the future for its next presentations. Teachers usually do some obvious mistakes and repeat them consistently without noticing them, because students rarely have the courage to correct their teacher or professor. This can reduce the authenticity of their presentations. On the other hand, if the students notify their mistakes, they can use them for their future classes and improve their content by correcting the problems they do every time.
In conclusion, there are many ways to correct a mistake or scientific error which is occurred in a class normally. It will be so constructive if these mistakes were told to the presenter right at the moment it happens due to its good outcomes that can bring about. Thus, it would be a brilliant idea to pay attention to your teacher and check if his words are logical or not.
Grammar and spelling errors:
Line 1, column 395, Rule ID: MANY_NN_U[6]
Message: Possible agreement error. The noun may seems to be uncountable; consider using: 'little may'.
Suggestion: little may
...discuss the issue with the presenter. A few may even ignore the mistake at all. In my v...
^^^^^^^
Transition Words or Phrases used:
but, first, however, if, may, second, so, then, thus, for example, in conclusion, in my view, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 15.0 15.1003584229 99% => OK
Auxiliary verbs: 17.0 9.8082437276 173% => OK
Conjunction : 16.0 13.8261648746 116% => OK
Relative clauses : 12.0 11.0286738351 109% => OK
Pronoun: 64.0 43.0788530466 149% => Less pronouns wanted
Preposition: 52.0 52.1666666667 100% => OK
Nominalization: 2.0 8.0752688172 25% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2088.0 1977.66487455 106% => OK
No of words: 441.0 407.700716846 108% => OK
Chars per words: 4.73469387755 4.8611393121 97% => OK
Fourth root words length: 4.58257569496 4.48103885553 102% => OK
Word Length SD: 2.73371221424 2.67179642975 102% => OK
Unique words: 232.0 212.727598566 109% => OK
Unique words percentage: 0.526077097506 0.524837075471 100% => OK
syllable_count: 652.5 618.680645161 105% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 13.0 9.59856630824 135% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 4.0 3.51792114695 114% => OK
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 3.0 4.94265232975 61% => OK
Performance on sentences:
How many sentences: 20.0 20.6003584229 97% => OK
Sentence length: 22.0 20.1344086022 109% => OK
Sentence length SD: 45.9221896255 48.9658058833 94% => OK
Chars per sentence: 104.4 100.406767564 104% => OK
Words per sentence: 22.05 20.6045352989 107% => OK
Discourse Markers: 5.55 5.45110844103 102% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 1.0 5.5376344086 18% => OK
Sentences with positive sentiment : 7.0 11.8709677419 59% => More positive sentences wanted.
Sentences with negative sentiment : 11.0 3.85842293907 285% => 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: 0.180274119818 0.236089414692 76% => OK
Sentence topic coherence: 0.0554682131738 0.076458572812 73% => OK
Sentence topic coherence SD: 0.0366747652514 0.0737576698707 50% => Sentences are similar to each other.
Paragraph topic coherence: 0.116050525775 0.150856017488 77% => OK
Paragraph topic coherence SD: 0.0227109718098 0.0645574589148 35% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 11.9 11.7677419355 101% => OK
flesch_reading_ease: 57.61 58.1214874552 99% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 10.7 10.1575268817 105% => OK
coleman_liau_index: 10.15 10.9000537634 93% => OK
dale_chall_readability_score: 7.88 8.01818996416 98% => OK
difficult_words: 88.0 86.8835125448 101% => OK
linsear_write_formula: 9.0 10.002688172 90% => OK
gunning_fog: 10.8 10.0537634409 107% => OK
text_standard: 11.0 10.247311828 107% => 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.