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
--Say nothing
Use specific reasons and examples to support your answer.
Most of the students would have experience that something is wrong taken by the teachers, yet the reactions of students may differ. Some would choose to raise their hand right away and correct the teacher. Other choose to stay put and say nothing. As far as I am concerned, I would choose to wait until the class or meeting and talk to the teacher while the others are gone. In the following passages, I would illustrate my thoughts.
The very first reason for me to do that is because I believe that correction is necessary. If no one says anything, then probably the teacher won't realize his own mistake and would probably keep on passing that wrong idea. Take my personal experience for instance. There was once my history teacher were comparing the differences of World War one and World War two, and he just put the countries that went to war in the opposites order. Although I spotted the mistake right away, I didn't say anything. It is not until the monthly test that a lot of students suddenly came to realize what the teacher said was wrong and they blamed him relentlessly. Seeing the teacher frustrated and upset, I felt bad since I didn't come forward and correct it. This event marked my mind that a single mistake really will guide the students in the wrong direction, and I should always talk to the teacher if I have any questions on the lecture.
While talking to the teacher is important, the way the students put it also matters. Some will prefer correct it right away in the class, whereas I found talking to the teacher after class better. From my experience, it sometimes leaves the teacher with no face when students try to spot the mistakes in the class. It almost appears like students are "teaching the teacher a lesson" and this act is not comfortable in teacher's perspective. When I was in high school, there were some naughty classmates who always try to humiliate the teacher when they said things wrong. Personally, I think this is really disrespectful. If I were the teacher, I would have preferred students come to points out my mistake after class. In this way, it will avoid the awkwardness, and the teacher can correct his own mistake in the next meeting.
To sum up, I believe that correction is needed when a teacher makes mistake. Also, I prefer to expressing my own opinion to the teacher after class to avoid embarrassment and save face.Thus, for me, the second way- to wait until the class is over without other students around and then talk to the teacher- would be the best thing to do.
Grammar and spelling errors:
Line 3, column 483, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: didn't
...ugh I spotted the mistake right away, I didnt say anything. It is not until the month...
^^^^^
Line 3, column 710, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: didn't
...rustrated and upset, I felt bad since I didnt come forward and correct it. This event...
^^^^^
Line 7, column 96, Rule ID: PREFER_TO_VBG[1]
Message: Did you mean 'express'?
Suggestion: express
...eacher makes mistake. Also, I prefer to expressing my own opinion to the teacher after cla...
^^^^^^^^^^
Line 7, column 186, Rule ID: SENTENCE_WHITESPACE
Message: Add a space between sentences
Suggestion: Thus
...ss to avoid embarrassment and save face.Thus, for me, the second way- to wait until ...
^^^^
Transition Words or Phrases used:
also, first, if, may, really, second, so, then, thus, whereas, while, for instance, i think, to sum up
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 18.0 15.1003584229 119% => OK
Auxiliary verbs: 13.0 9.8082437276 133% => OK
Conjunction : 16.0 13.8261648746 116% => OK
Relative clauses : 13.0 11.0286738351 118% => OK
Pronoun: 52.0 43.0788530466 121% => Less pronouns wanted
Preposition: 51.0 52.1666666667 98% => OK
Nominalization: 8.0 8.0752688172 99% => OK
Performance on vocabulary words:
No of characters: 2098.0 1977.66487455 106% => OK
No of words: 451.0 407.700716846 111% => OK
Chars per words: 4.65188470067 4.8611393121 96% => OK
Fourth root words length: 4.60833598836 4.48103885553 103% => OK
Word Length SD: 2.56173091443 2.67179642975 96% => OK
Unique words: 217.0 212.727598566 102% => OK
Unique words percentage: 0.481152993348 0.524837075471 92% => More unique words wanted or less content wanted.
syllable_count: 630.0 618.680645161 102% => OK
avg_syllables_per_word: 1.4 1.51630824373 92% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 13.0 9.59856630824 135% => OK
Article: 3.0 3.08781362007 97% => OK
Subordination: 6.0 3.51792114695 171% => OK
Conjunction: 5.0 1.86738351254 268% => Less conjunction wanted as sentence beginning.
Preposition: 4.0 4.94265232975 81% => OK
Performance on sentences:
How many sentences: 23.0 20.6003584229 112% => OK
Sentence length: 19.0 20.1344086022 94% => OK
Sentence length SD: 49.7589273464 48.9658058833 102% => OK
Chars per sentence: 91.2173913043 100.406767564 91% => OK
Words per sentence: 19.6086956522 20.6045352989 95% => OK
Discourse Markers: 4.4347826087 5.45110844103 81% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 4.0 5.5376344086 72% => OK
Sentences with positive sentiment : 4.0 11.8709677419 34% => More positive sentences wanted.
Sentences with negative sentiment : 13.0 3.85842293907 337% => 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: 0.24018453985 0.236089414692 102% => OK
Sentence topic coherence: 0.0701462339325 0.076458572812 92% => OK
Sentence topic coherence SD: 0.0556096551399 0.0737576698707 75% => OK
Paragraph topic coherence: 0.158538967923 0.150856017488 105% => OK
Paragraph topic coherence SD: 0.029562331169 0.0645574589148 46% => 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: 10.3 11.7677419355 88% => Automated_readability_index is low.
flesch_reading_ease: 69.11 58.1214874552 119% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 8.3 10.1575268817 82% => OK
coleman_liau_index: 9.69 10.9000537634 89% => OK
dale_chall_readability_score: 7.2 8.01818996416 90% => OK
difficult_words: 75.0 86.8835125448 86% => OK
linsear_write_formula: 6.0 10.002688172 60% => Linsear_write_formula is low.
gunning_fog: 9.6 10.0537634409 95% => OK
text_standard: 10.0 10.247311828 98% => 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: 70.0 out of 100
Scores by essay e-grader: 21.0 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.