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.
Use specific reasons and examples to support your answer.
Without any shadow of doubt, making mistakes is considered as an indisputable part of human beings' behavior. It can be seen in various issues such as playing games, making food, and teaching a lecture, to name but a few. When individuals see such mistakes, they may make a reaction to respond to such mistakes. For instance, when a teacher says wrong about an issue, some students may take the view that not saying anything or talking to the teacher after the end of the class when students leave the class. However, some may make a different choice and prefer to interrupt and correct the mistake immediately. I, personally, subscribe to the latter group for quite a few reasons, two conspicuous ones of which are elucidated upon hereunder.
The first reason coming to mind is that by saying anything, it may cause a misunderstanding of the students who participate in the class. Therefore, it may let them make this mistake in their final exam. For example, when a teacher teaches something incorrect about a math concept for the students, and one notices the teacher's mistake, if he or she do not say anything about this mistake, other students will not have the opportunity to correct this false concept in their mind and may make this mistake in their final exam. Therefore, it is essential for students to interrupt and correct the teacher's mistake as soon as possible.
Another equally important point is that sometimes we may incorrectly assume that the teacher makes a mistake. Therefore, asking the teacher whether we wrongly comprehend the concept may bring about other students to understand their questions entirely about the issue. For example, when a student doubts that a teacher says something incorrectly, he or she can immediately ask the teacher to shed light on this issue. By doing so, they can understand what is correct, and other students can receive the answers to their questions. Therefore, if a student does not say anything or says after the end of the class, other students are deprived of receiving the answer to their questions.
To put it briefly, by taking into account all the above reasons, I do believe that one should interrupt and correct the teacher's mistake immediately. Consequently, it can prevent misunderstanding of other students and make such mistakes in their final exam as well as know that if they receive something false or not. If teachers want to have such an active and useful class, they should allow their students to freely ask every question about the mistakes that they may make in class about an important issue.
Grammar and spelling errors:
Line 1, column 93, Rule ID: POSSESIVE_APOSTROPHE[2]
Message: Possible typo: apostrophe is missing. Did you mean 'beings'' or 'being's'?
Suggestion: beings'; being's
...idered as an indisputable part of human beings behavior. It can be seen in various iss...
^^^^^^
Line 3, column 351, Rule ID: HE_VERB_AGR[1]
Message: The pronoun 'she' must be used with a third-person verb: 'does'.
Suggestion: does
...ices the teachers mistake, if he or she do not say anything about this mistake, ot...
^^
Transition Words or Phrases used:
briefly, but, consequently, first, however, if, may, so, therefore, well, for example, for instance, such as, as well as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 8.0 15.1003584229 53% => More to be verbs wanted.
Auxiliary verbs: 17.0 9.8082437276 173% => OK
Conjunction : 16.0 13.8261648746 116% => OK
Relative clauses : 15.0 11.0286738351 136% => OK
Pronoun: 40.0 43.0788530466 93% => OK
Preposition: 48.0 52.1666666667 92% => OK
Nominalization: 3.0 8.0752688172 37% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2150.0 1977.66487455 109% => OK
No of words: 435.0 407.700716846 107% => OK
Chars per words: 4.94252873563 4.8611393121 102% => OK
Fourth root words length: 4.56690854021 4.48103885553 102% => OK
Word Length SD: 2.70525391261 2.67179642975 101% => OK
Unique words: 195.0 212.727598566 92% => More unique words wanted.
Unique words percentage: 0.448275862069 0.524837075471 85% => More unique words wanted or less content wanted.
syllable_count: 658.8 618.680645161 106% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 10.0 9.59856630824 104% => OK
Article: 1.0 3.08781362007 32% => OK
Subordination: 7.0 3.51792114695 199% => OK
Conjunction: 3.0 1.86738351254 161% => OK
Preposition: 5.0 4.94265232975 101% => OK
Performance on sentences:
How many sentences: 18.0 20.6003584229 87% => OK
Sentence length: 24.0 20.1344086022 119% => OK
Sentence length SD: 55.0012626118 48.9658058833 112% => OK
Chars per sentence: 119.444444444 100.406767564 119% => OK
Words per sentence: 24.1666666667 20.6045352989 117% => OK
Discourse Markers: 6.66666666667 5.45110844103 122% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 2.0 11.8709677419 17% => More positive sentences wanted.
Sentences with negative sentiment : 13.0 3.85842293907 337% => 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: 0.142190338332 0.236089414692 60% => OK
Sentence topic coherence: 0.057801856053 0.076458572812 76% => OK
Sentence topic coherence SD: 0.0379081297858 0.0737576698707 51% => OK
Paragraph topic coherence: 0.105371179723 0.150856017488 70% => OK
Paragraph topic coherence SD: 0.0147163751852 0.0645574589148 23% => 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: 13.9 11.7677419355 118% => 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: 11.67 10.9000537634 107% => OK
dale_chall_readability_score: 7.51 8.01818996416 94% => OK
difficult_words: 74.0 86.8835125448 85% => OK
linsear_write_formula: 10.5 10.002688172 105% => 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: 66.6666666667 out of 100
Scores by essay e-grader: 20.0 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.