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.
There are different approaches to a situation in which somebody figures out some mistakes in the teacher's speech in a class or meeting. The approaches are interrupting the teacher's speech to correct him, Waiting until the end of the class, or saying nothing. I firmly believe that the one who recognizes some incorrect thing in the teacher's speech should wait until the end of the class or meeting. To support this, there are myriads of reasons, two of which are going to be aptly elucidated in the following paragraphs.
First and foremost, the most prominent reason that comes to my mind is that if someone tries to interrupt the teacher's speech to correct his mistake, not only does he disturb the teacher's focus, but also he makes other people be unhappy. By doing so, the teacher could not continue his speech appropriately. In addition, some times the argument between the teacher and the person who interrupts the teacher is took so long and consequently, the teacher will not have enough time to present all his speech. For instance, during one of my classes at the university, my friend made an argument with our professor about the information that he presented. My friend thought that the professor explained the lesson wrongly. After a long time discussion, none of them did not convince and the class time became over. Therefore, the professor could not end up his speech.
Furthermore, another noteworthy reason that should be taken into account is that when someone finds out that the teacher explains something incorrectly, it is a possibility that this opinion becomes from the wrong conclusion of the person. Therefore, if the person waits until the end of the class he could ask the teacher to explain more what he presented to figure out who was wrong.
To sum up, taking all the aforementioned reasons into account, one can conclude in the circumstance that an individual finds out that the teacher is incorrect about something, it is better that he waits until the end of the class or meeting and then tell his opinion to the teacher about what he said. By doing so, he does not disturb the teacher's focus and he does not waste class or meeting time.
Grammar and spelling errors:
Line 1, column 98, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'teachers'' or 'teacher's'?
Suggestion: teachers'; teacher's
...mebody figures out some mistakes in the teachers speech in a class or meeting. The appro...
^^^^^^^^
Line 1, column 173, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'teachers'' or 'teacher's'?
Suggestion: teachers'; teacher's
...ng. The approaches are interrupting the teachers speech to correct him, Waiting until th...
^^^^^^^^
Line 1, column 333, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'teachers'' or 'teacher's'?
Suggestion: teachers'; teacher's
... recognizes some incorrect thing in the teachers speech should wait until the end of the...
^^^^^^^^
Line 2, column 111, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'teachers'' or 'teacher's'?
Suggestion: teachers'; teacher's
... that if someone tries to interrupt the teachers speech to correct his mistake, not only...
^^^^^^^^
Line 2, column 410, Rule ID: BEEN_PART_AGREEMENT[1]
Message: Consider using a past participle here: 'taken'.
Suggestion: taken
...he person who interrupts the teacher is took so long and consequently, the teacher w...
^^^^
Transition Words or Phrases used:
also, but, consequently, first, furthermore, if, so, then, therefore, for instance, in addition, to sum up
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 14.0 15.1003584229 93% => OK
Auxiliary verbs: 7.0 9.8082437276 71% => OK
Conjunction : 12.0 13.8261648746 87% => OK
Relative clauses : 18.0 11.0286738351 163% => OK
Pronoun: 38.0 43.0788530466 88% => OK
Preposition: 52.0 52.1666666667 100% => OK
Nominalization: 7.0 8.0752688172 87% => OK
Performance on vocabulary words:
No of characters: 1804.0 1977.66487455 91% => OK
No of words: 374.0 407.700716846 92% => More content wanted.
Chars per words: 4.82352941176 4.8611393121 99% => OK
Fourth root words length: 4.3976220399 4.48103885553 98% => OK
Word Length SD: 2.63022247934 2.67179642975 98% => OK
Unique words: 181.0 212.727598566 85% => More unique words wanted.
Unique words percentage: 0.483957219251 0.524837075471 92% => More unique words wanted or less content wanted.
syllable_count: 544.5 618.680645161 88% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 9.59856630824 63% => OK
Article: 5.0 3.08781362007 162% => OK
Subordination: 2.0 3.51792114695 57% => OK
Conjunction: 2.0 1.86738351254 107% => OK
Preposition: 7.0 4.94265232975 142% => OK
Performance on sentences:
How many sentences: 15.0 20.6003584229 73% => Need more sentences. Double check the format of sentences, make sure there is a space between two sentences, or have enough periods. And also check the lengths of sentences, maybe they are too long.
Sentence length: 24.0 20.1344086022 119% => OK
Sentence length SD: 68.970202906 48.9658058833 141% => OK
Chars per sentence: 120.266666667 100.406767564 120% => OK
Words per sentence: 24.9333333333 20.6045352989 121% => OK
Discourse Markers: 7.06666666667 5.45110844103 130% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 5.0 5.5376344086 90% => OK
Sentences with positive sentiment : 5.0 11.8709677419 42% => More positive sentences wanted.
Sentences with negative sentiment : 7.0 3.85842293907 181% => OK
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: 0.23466277277 0.236089414692 99% => OK
Sentence topic coherence: 0.0842798028548 0.076458572812 110% => OK
Sentence topic coherence SD: 0.0620269934356 0.0737576698707 84% => OK
Paragraph topic coherence: 0.151304367196 0.150856017488 100% => OK
Paragraph topic coherence SD: 0.0633718916925 0.0645574589148 98% => OK
Essay readability:
automated_readability_index: 13.7 11.7677419355 116% => OK
flesch_reading_ease: 55.58 58.1214874552 96% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 11.5 10.1575268817 113% => OK
coleman_liau_index: 10.97 10.9000537634 101% => OK
dale_chall_readability_score: 7.57 8.01818996416 94% => OK
difficult_words: 65.0 86.8835125448 75% => More difficult words wanted.
linsear_write_formula: 11.0 10.002688172 110% => 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: 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.