Imagine that you are in a classroom or meeting, the teacher or the meeting leader says something incorrect. In your opinion, which of the following is the best thing to do? 1. Interrupt and correct right away .2. Wait until the class or meeting is over and the people are gone, and then talk to the teacher or meeting; leader.3. Say nothing.
In our daily life, all of us have been in such a situation that when attending a class or meeting, we may find the speaker’s view contradicts our views. So there is a dilemma for us to choose between pointing out mistakes right away and saying nothing. If I encounter such a situation, I would choose to further explore the question with the teacher or leader in person when class or meeting is over.
First, it is a significant point not to embarrass the teacher or lecturer while they are speaking. You know, they make a great deal of effort to provide contexts, as science’s fields have numerous references on every definite subject. Therefore, making some mistakes is not a rational reason to embarrass the lecturer. In this situation, we should let the lecturer achieve his job completely Since even a little correction can contribute to hurt a teacher’s reputation. Once I was invited to a congress which was a pivotal aggregation to solve a medical issue in a hospital, and a high-ranked professor stated a detailed solution, while I had already conducted some research on the subject accidentally, and noticed a mistaken idea which was not a piece of up-to-date information, asserted. It looked an offense to ignore all the lecturer's diligent and disrepute him, so that, I had kept quiet before the meeting ended up. The day after went to his office and commenced to talk about the case. Luckily, he became so happy and the revised data was implemented for future teaching. the opposite attitude was a way germane to amend a provided idea defines expressing some amendment in the middle of a lecture not only has nothing to do with improving the lecture but also influences the speaker’s credit among people.
Saying nothing means people accept wrong information and are unaware of that. If all of us lack the courage of challenging the authority or thinking independently, our society will never experience amazing breakthroughs. From ancient to contemporary time, critical thinking always plays a significant role. It is so crucial that we can not lose the ability to think differently.
Second, we dominantly interrupt the class by announcing an erroneous data during the process of teaching. We all acknowledged concentration is a critical matter in a class, and it refers to all teachers as well as students. In spite of the fact that may an asserted point by a student create more clarification for the subject, however, it would be disrupted as well. Afterward returning to the subject will be stringent, accordingly, plenty of opportunities are missed through the process of teaching and learning. For instance, once, a biologist started to elucidate an issue which had been requested to be clarified while I heard a point which I probed deeply for at least one week before therefore, I had been totally aware of even a nuance improvement on that subject. The professor was presenting the subject passionately, moreover, he has a great focus in the process of describing. I took my time to not to disrupt the teacher and students’ concertation. Since, perhaps, I could remind the class the wrong argued part, but distracted the whole concentration of all individuals, ergo, it was not a logically helpful or positive demeanor.
In conclusion, a modification in circumstances like a class or meeting must be postponed plus it should be said, until the end of a meeting or class regarding the two above mentioned reasons due to the fact that this attitude impacts the whole teaching system wisely. There is a time and a place for everything.
Grammar and spelling errors:
Line 2, column 100, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: You
...er or lecturer while they are speaking. you know, they make a great deal of effort ...
^^^
Line 2, column 397, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Since
...lecturer to achieve his job completely. since even a little point can contribute to h...
^^^^^
Line 2, column 397, Rule ID: SENTENCE_FRAGMENT[1]
Message: “since” at the beginning of a sentence requires a 2nd clause. Maybe a comma, question or exclamation mark is missing, or the sentence is incomplete and should be joined with the following sentence.
...lecturer to achieve his job completely. since even a little point can contribute to h...
^^^^^
Line 2, column 470, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Once
...tribute to hurt a teacher’s reputation. once, I invited to a congress which was a pi...
^^^^
Line 2, column 470, Rule ID: SENTENCE_FRAGMENT[1]
Message: “once” at the beginning of a sentence requires a 2nd clause. Maybe a comma, question or exclamation mark is missing, or the sentence is incomplete and should be joined with the following sentence.
...tribute to hurt a teacher’s reputation. once, I invited to a congress which was a pi...
^^^^
Line 2, column 725, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ccidentally, and noticed a mistaken idea which was not an up-to-date information,...
^^^
Line 2, column 983, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Luckily
...e and commenced to talk about the case. luckily, he became so happy and the revised dat...
^^^^^^^
Line 3, column 505, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to process'
Suggestion: to process
...issed through the teaching and learning process. For instance, once, a biologist starte...
^^^^^^^
Transition Words or Phrases used:
accordingly, also, but, first, however, if, look, may, moreover, regarding, second, so, then, therefore, well, while, at least, for instance, in conclusion, talking about, you know, as well as, in spite of
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 23.0 15.1003584229 152% => OK
Auxiliary verbs: 11.0 9.8082437276 112% => OK
Conjunction : 17.0 13.8261648746 123% => OK
Relative clauses : 11.0 11.0286738351 100% => OK
Pronoun: 36.0 43.0788530466 84% => OK
Preposition: 63.0 52.1666666667 121% => OK
Nominalization: 17.0 8.0752688172 211% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2744.0 1977.66487455 139% => OK
No of words: 543.0 407.700716846 133% => OK
Chars per words: 5.05340699816 4.8611393121 104% => OK
Fourth root words length: 4.82725184711 4.48103885553 108% => OK
Word Length SD: 3.08206532566 2.67179642975 115% => OK
Unique words: 298.0 212.727598566 140% => OK
Unique words percentage: 0.548802946593 0.524837075471 105% => OK
syllable_count: 869.4 618.680645161 141% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 18.0 9.59856630824 188% => OK
Article: 6.0 3.08781362007 194% => OK
Subordination: 6.0 3.51792114695 171% => OK
Conjunction: 3.0 1.86738351254 161% => OK
Preposition: 4.0 4.94265232975 81% => OK
Performance on sentences:
How many sentences: 25.0 20.6003584229 121% => OK
Sentence length: 21.0 20.1344086022 104% => OK
Sentence length SD: 61.2795039144 48.9658058833 125% => OK
Chars per sentence: 109.76 100.406767564 109% => OK
Words per sentence: 21.72 20.6045352989 105% => OK
Discourse Markers: 8.2 5.45110844103 150% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 8.0 5.5376344086 144% => OK
Sentences with positive sentiment : 12.0 11.8709677419 101% => OK
Sentences with negative sentiment : 8.0 3.85842293907 207% => Less negative sentences wanted.
Sentences with neutral sentiment: 5.0 4.88709677419 102% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.106059119459 0.236089414692 45% => OK
Sentence topic coherence: 0.0258981971188 0.076458572812 34% => Sentence topic similarity is low.
Sentence topic coherence SD: 0.0294549310676 0.0737576698707 40% => Sentences are similar to each other.
Paragraph topic coherence: 0.0706640254243 0.150856017488 47% => OK
Paragraph topic coherence SD: 0.0170540205885 0.0645574589148 26% => 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: 13.2 11.7677419355 112% => OK
flesch_reading_ease: 50.16 58.1214874552 86% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 11.5 10.1575268817 113% => OK
coleman_liau_index: 12.01 10.9000537634 110% => OK
dale_chall_readability_score: 9.3 8.01818996416 116% => OK
difficult_words: 159.0 86.8835125448 183% => OK
linsear_write_formula: 11.0 10.002688172 110% => OK
gunning_fog: 10.4 10.0537634409 103% => 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: 83.3333333333 out of 100
Scores by essay e-grader: 25.0 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.