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
Needless to say, every single person are apt to make a mistake in their profession, and teachers are not an exception. They may teach something which is not completely true during classes and in these circumstances students face a dilemma so as whether they should correct the mistake or let the teacher continue and speak about it after the class? I, personally, concur with the former notion because of two reasons, which I will explore in the subsequent paragraphs.
To begin with, we are not the only student that the present in the class, and by not mentioning to the teacher’s mistake other students will consider it as correct stuff. To clarify more, since today’s classes and courses are full of student and they are, continuously, taking notes to use them for the final exam. In this condition, if the teacher says something wrong student without thinking about its validity (correctness, accuracy) would write it down and use it for the final exam. on the contrary, if we interrupt tutor and correct the mistake the possible that student may lose their score for that would be eliminated. For example, several years ago, when I was taking a geology course at university, my professor made a mistake about a physical fact. I understand the mistake but decided to tell him after class. To make the long story short, the next session before at the beginning of the class the professor corrected the mistake, however, two of the classmates who were absent that day lost the score in the final exam. I fact, had I correct the professor's mistake right away, they would not have lost that problem score.
Secondly, right away interruption will give students the chance for participate in a discussion. To be more specific, it is generally accepted that the best way of learning materials is to discuss it in the class. In this vine, when teachers make a mistake by interrupting them student can commence a discussion and make the most out of the class. During a discussion, students not only speak about a topic but also learn how to reject or accept others' opinions. Therefore, should students stop tutor and talk about mistakes, they would be able to carve the topic in their mind and never forget it. Moreover, right away interruption helps students to know if they are wrong. Sometimes there is a possibility that pupils just suppose that they are right and if they do not state their opinion about the topic right away they will stay oblivious and never know their mistake. Thus, the advantages of interrupting instructors outweigh the demerits of it and it will be more beneficial for students and teachers, as well.
To wrap it up, contemplating all the aforementioned reasons bring us to the conclusion that it is better to interrupt the tutor if they make a mistake during teaching. For, other students will not get into the wrong path to solve the problem and because students will learn the topic more efficiently through the discussion after interruption.
Grammar and spelling errors:
Line 2, column 157, Rule ID: IT_VBZ[1]
Message: Did you mean 'corrects'?
Suggestion: corrects
...take other students will consider it as correct stuff. To clarify more, since today’s c...
^^^^^^^
Line 2, column 487, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: On
... it down and use it for the final exam. on the contrary, if we interrupt tutor and...
^^
Transition Words or Phrases used:
also, but, however, if, may, moreover, second, secondly, so, therefore, thus, well, for example, on the contrary, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 18.0 15.1003584229 119% => OK
Auxiliary verbs: 16.0 9.8082437276 163% => OK
Conjunction : 20.0 13.8261648746 145% => OK
Relative clauses : 14.0 11.0286738351 127% => OK
Pronoun: 51.0 43.0788530466 118% => OK
Preposition: 61.0 52.1666666667 117% => OK
Nominalization: 6.0 8.0752688172 74% => OK
Performance on vocabulary words:
No of characters: 2472.0 1977.66487455 125% => OK
No of words: 508.0 407.700716846 125% => OK
Chars per words: 4.86614173228 4.8611393121 100% => OK
Fourth root words length: 4.74751043592 4.48103885553 106% => OK
Word Length SD: 2.66207826206 2.67179642975 100% => OK
Unique words: 247.0 212.727598566 116% => OK
Unique words percentage: 0.486220472441 0.524837075471 93% => More unique words wanted or less content wanted.
syllable_count: 761.4 618.680645161 123% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 9.59856630824 83% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 6.0 3.51792114695 171% => OK
Conjunction: 2.0 1.86738351254 107% => OK
Preposition: 10.0 4.94265232975 202% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 21.0 20.6003584229 102% => OK
Sentence length: 24.0 20.1344086022 119% => OK
Sentence length SD: 41.6293982988 48.9658058833 85% => OK
Chars per sentence: 117.714285714 100.406767564 117% => OK
Words per sentence: 24.1904761905 20.6045352989 117% => OK
Discourse Markers: 6.04761904762 5.45110844103 111% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 3.0 11.8709677419 25% => More positive sentences wanted.
Sentences with negative sentiment : 16.0 3.85842293907 415% => 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: 0.156089495533 0.236089414692 66% => OK
Sentence topic coherence: 0.0571323592071 0.076458572812 75% => OK
Sentence topic coherence SD: 0.0371685678711 0.0737576698707 50% => OK
Paragraph topic coherence: 0.101765106892 0.150856017488 67% => OK
Paragraph topic coherence SD: 0.0435937400759 0.0645574589148 68% => OK
Essay readability:
automated_readability_index: 13.6 11.7677419355 116% => OK
flesch_reading_ease: 55.58 58.1214874552 96% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 11.5 10.1575268817 113% => OK
coleman_liau_index: 11.26 10.9000537634 103% => OK
dale_chall_readability_score: 7.78 8.01818996416 97% => OK
difficult_words: 95.0 86.8835125448 109% => OK
linsear_write_formula: 13.5 10.002688172 135% => OK
gunning_fog: 11.6 10.0537634409 115% => OK
text_standard: 12.0 10.247311828 117% => 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.