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
-Say nothing
In today’s modern world, people attend in different places such as classes and meetings to get some accurate and reliable information in order to enhance their knowledge. Through such situations, it is highly probable that they encounter some mistakes or inaccurate notions during the lecture. In such a condition, people behave in different ways; one group prefer to interrupt the lecture and revise the wrong quote, some people wait and talk about the problem after the class or meeting, others prefer saying nothing. I, personally, prefer to wait and talk with the professor or leader about the mistake after the lecture, for two main reasons on which I will elaborate in the following paragraphs.
To begin with, meeting leaders and professors are well-educated people who have a great deal of information in a given area and put a lot of energy and effort to convey their wisdom to others, so, they should be respected by those who attend to their classes. It goes without saying that making mistake is a regular happening for all people in their career, lecturers are not an exception in this regard. Some students or audiences think they should correct the mistake of lecturer immediately, as a result, they disturb the lecture and reveal the mistake. In my opinion, it is not appropriate behavior because through this way they will hurt the lecturer in two ways; not only do they distract the lecture and kill concentration of the professor or leader, but also they reduce the prestige of them in audiences’ view. It is better for people to correct the mistake made by the lecturer in the backstage after the class or meeting which shows the goodwill of corrector.
Second, it is very important and acclaimed to correct others’ mistakes and remove their ambiguities about a particular object. Professors and leaders usually repeat their lectures in different classes and meetings. Hence, if they make a mistake, it should be taken seriously because they are likely to make the same mistake in their future classes too. However, people should make the lecturer aware of his misunderstanding in an appropriate way which can be effective and beneficial. I believe in that the best time to revise the mistake of a professor or leader is after the lecture when the people have gone because in such situation the professor is not worried about the judgment of audiences or does not lose his focus on the lecture. in this circumstance, the professor totally pays attention to the student’s claims and think about it in a logical approach. Therefore, he will be convinced about the correction and avoid repeating the mistake again.
All in all, with the two mentioned reasons into account, I do believe that audiences who find a mistake in a lecture should talk about it with the lecturer after the meeting or the class. In this way, not only can they retain the dignity of the lecturer, but also they help the lecturer avoiding making the same error in his future meetings or classes.
Grammar and spelling errors:
Line 3, column 425, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in an appropriate way" with adverb for "appropriate"; eg, "in a hasty manner" with "hastily".
... lecturer aware of his misunderstanding in an appropriate way which can be effective and beneficial. ...
^^^^^^^^^^^^^^^^^^^^^
Line 3, column 742, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: In
...does not lose his focus on the lecture. in this circumstance, the professor totall...
^^
Transition Words or Phrases used:
also, but, hence, however, if, second, so, therefore, well, such as, as a result, in my opinion, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 14.0 15.1003584229 93% => OK
Auxiliary verbs: 10.0 9.8082437276 102% => OK
Conjunction : 29.0 13.8261648746 210% => Less conjunction wanted
Relative clauses : 11.0 11.0286738351 100% => OK
Pronoun: 44.0 43.0788530466 102% => OK
Preposition: 72.0 52.1666666667 138% => OK
Nominalization: 11.0 8.0752688172 136% => OK
Performance on vocabulary words:
No of characters: 2495.0 1977.66487455 126% => OK
No of words: 506.0 407.700716846 124% => OK
Chars per words: 4.93083003953 4.8611393121 101% => OK
Fourth root words length: 4.7428307748 4.48103885553 106% => OK
Word Length SD: 2.66027652569 2.67179642975 100% => OK
Unique words: 225.0 212.727598566 106% => OK
Unique words percentage: 0.444664031621 0.524837075471 85% => More unique words wanted or less content wanted.
syllable_count: 781.2 618.680645161 126% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 11.0 9.59856630824 115% => OK
Article: 1.0 3.08781362007 32% => OK
Subordination: 2.0 3.51792114695 57% => OK
Conjunction: 2.0 1.86738351254 107% => OK
Preposition: 8.0 4.94265232975 162% => OK
Performance on sentences:
How many sentences: 18.0 20.6003584229 87% => OK
Sentence length: 28.0 20.1344086022 139% => The Avg. Sentence Length is relatively long.
Sentence length SD: 52.8080907101 48.9658058833 108% => OK
Chars per sentence: 138.611111111 100.406767564 138% => OK
Words per sentence: 28.1111111111 20.6045352989 136% => OK
Discourse Markers: 6.11111111111 5.45110844103 112% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 4.0 11.8709677419 34% => More positive sentences wanted.
Sentences with negative sentiment : 11.0 3.85842293907 285% => Less negative sentences wanted.
Sentences with neutral sentiment: 3.0 4.88709677419 61% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.169598237625 0.236089414692 72% => OK
Sentence topic coherence: 0.0633085040518 0.076458572812 83% => OK
Sentence topic coherence SD: 0.0418907780989 0.0737576698707 57% => OK
Paragraph topic coherence: 0.118281951755 0.150856017488 78% => OK
Paragraph topic coherence SD: 0.0198860271916 0.0645574589148 31% => 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: 15.8 11.7677419355 134% => OK
flesch_reading_ease: 51.52 58.1214874552 89% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 13.0 10.1575268817 128% => OK
coleman_liau_index: 11.61 10.9000537634 107% => OK
dale_chall_readability_score: 8.46 8.01818996416 106% => OK
difficult_words: 110.0 86.8835125448 127% => OK
linsear_write_formula: 13.5 10.002688172 135% => OK
gunning_fog: 13.2 10.0537634409 131% => OK
text_standard: 14.0 10.247311828 137% => 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: 73.3333333333 out of 100
Scores by essay e-grader: 22.0 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.