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

Essay topics:

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.

By and large, it is established beyond doubt that no make is perfect in this world, everyone's has faults and they make mistakes. In this regard, attitude towards the correction of mistakes is of paramount importance. There is no shortage of debate on whether it is right to correct someone in front of others or separately. If I were in a situation where I have to correct my leader's mistake, I would prefer to do it when others are not around. In what follows, I will delve into the most crucial reason to substantiate my viewpoint.
The first compelling reason corroborating my stance is associated with the notion that correcting mistakes in front of everyone will make people embarrass and affect their performances. Since a leader holds dignity and is in a higher position in the classroom, correcting him in front of everyone might be insulting as other people will stop respecting him and not consider him someone who they should follow and listen to. Ultimately, it will be embarrassing for him, if others make fun of him and not disrespect him. As a case in mind, five years ago, when I was in my sophomore year, Our science class teacher assigned us a verbal presentation of an academic concept, behavioral analysis. My class monitor, Jawad, a brilliant student who had control over all of us, decided to present first in the assignments. On the day of the assignment, he pronounces the main term disruptive" wrong. One of my colleagues pointed him out in front of the whole class that made his face red because of dismay and embarrassment. He could not finish his presentation, and my class fellows realized his weakness so they started to point him out even outside the class and made fun of him. This incident has a negative influence on his role as a class leader as other students stopped respecting him too. If my class fellow had not corrected him in class, he would not have ended in such a bad situation.
The second rationale behind my opinion is rooted in the fact when a student rectifies the leader after the class or meeting, it will provide him the opportunity to improve, also strengthens the relationship with the leader. Obviously, everyone makes mistakes and people learn from their mistakes. Therefore, when someone rectifies others not for criticism but for a constructive purpose, the leader will understand the message better and try to improve its mistake. Moreover, it could be a good start to a friendly relation. By the way of illustration, last year, my sister, Hina, a 10th grader had to give a presentation for her annual school function. She was rehearsing in front of her class fellows before the final presentation. During the break, one of her class-fellows came to her in private and told her that she is not doing the introduction statement correctly. My sister first felt offended, but later on, she realized that she was actually doing the mistake. She corrected her mistake and appreciated her. My sister had a fabulous performance in the presentation but she felt obliged to her class fellow even after and, now they are best friends because my sister thinks that a well-wisher corrects oneself and provides the chance of improvement to others.
By perusing the above paragraphs, one can infer that correcting oneself at the end of the meeting is the most effective way to correct anyone. For the sake of brevity, few points are worth reiterating. First, will prevent others from being embarrassed. Second, it will encourage improvement.

Average: 7.3 (1 vote)
Essay Categories


Transition Words or Phrases used:
actually, also, but, first, if, may, moreover, second, so, then, therefore, well, by and large, by the way

Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments

Performance on Part of Speech:
To be verbs : 21.0 15.1003584229 139% => OK
Auxiliary verbs: 15.0 9.8082437276 153% => OK
Conjunction : 21.0 13.8261648746 152% => OK
Relative clauses : 14.0 11.0286738351 127% => OK
Pronoun: 80.0 43.0788530466 186% => Less pronouns wanted
Preposition: 75.0 52.1666666667 144% => OK
Nominalization: 22.0 8.0752688172 272% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.

Performance on vocabulary words:
No of characters: 2907.0 1977.66487455 147% => OK
No of words: 595.0 407.700716846 146% => Less content wanted.
Chars per words: 4.88571428571 4.8611393121 101% => OK
Fourth root words length: 4.93888872473 4.48103885553 110% => OK
Word Length SD: 2.8841041303 2.67179642975 108% => OK
Unique words: 300.0 212.727598566 141% => OK
Unique words percentage: 0.504201680672 0.524837075471 96% => OK
syllable_count: 899.1 618.680645161 145% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK

A sentence (or a clause, phrase) starts by:
Pronoun: 19.0 9.59856630824 198% => OK
Article: 5.0 3.08781362007 162% => OK
Subordination: 7.0 3.51792114695 199% => OK
Conjunction: 2.0 1.86738351254 107% => OK
Preposition: 8.0 4.94265232975 162% => OK

Performance on sentences:
How many sentences: 29.0 20.6003584229 141% => OK
Sentence length: 20.0 20.1344086022 99% => OK
Sentence length SD: 54.7661334202 48.9658058833 112% => OK
Chars per sentence: 100.24137931 100.406767564 100% => OK
Words per sentence: 20.5172413793 20.6045352989 100% => OK
Discourse Markers: 3.65517241379 5.45110844103 67% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 0.0 5.5376344086 0% => OK
Sentences with positive sentiment : 12.0 11.8709677419 101% => OK
Sentences with negative sentiment : 11.0 3.85842293907 285% => Less negative sentences wanted.
Sentences with neutral sentiment: 6.0 4.88709677419 123% => OK
What are sentences with positive/Negative/neutral sentiment?

Coherence and Cohesion:
Essay topic to essay body coherence: 0.131732591791 0.236089414692 56% => OK
Sentence topic coherence: 0.035209281788 0.076458572812 46% => OK
Sentence topic coherence SD: 0.0310167072619 0.0737576698707 42% => Sentences are similar to each other.
Paragraph topic coherence: 0.0802063548885 0.150856017488 53% => OK
Paragraph topic coherence SD: 0.00167581370451 0.0645574589148 3% => 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: 11.9 11.7677419355 101% => OK
flesch_reading_ease: 59.64 58.1214874552 103% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 9.9 10.1575268817 97% => OK
coleman_liau_index: 11.08 10.9000537634 102% => OK
dale_chall_readability_score: 8.26 8.01818996416 103% => OK
difficult_words: 137.0 86.8835125448 158% => OK
linsear_write_formula: 8.0 10.002688172 80% => OK
gunning_fog: 10.0 10.0537634409 99% => OK
text_standard: 10.0 10.247311828 98% => OK
What are above readability scores?

Write the essay in 30 minutes.
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
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.