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.
All people have been in a meeting or a classroom, and most of them had heard something wrong from the teacher or the meeting leader. How to react to this mistake is a controversial question among people. In my opinion, interrupting and correcting the mistake is the right way to react. I feel this way because of two main reasons, which I will explain in the following essay.
First of all, interrupting and correcting the teacher's or the meeting leader's mistake can prevent listeners from misunderstanding. When a teacher or a meeting leader says something wrong, students and listeners memorize it in their mind or take some notes about everything they heard. Therefore, they may use the wrong concepts as their knowledge in their future job or research, so that can hurt their position. While by interrupting and correcting the mistake, people can learn the concept correctly, which can improve their knowledge; Also, they can use their information. My own experience can be good evidence for what was said before. Last term, I had a Genetics course, which is important for my major. Our professor made a mistake during his teaching, and some students understood his mistake, but they did not say anything. Subsequently, it causes me to learn the fact in the wrong way, and it influenced my interview for a job negatively.
Secondly, by interrupting and correcting their mistake, they can pay more attention to the level of their information and knowledge than before. Obviously, people participate in a meeting or specific class to learn more and improve their knowledge, and they do not want to waste their time by listening to wrong things. If people in the meeting or the classroom interrupt and correct their mistakes, teachers and meeting leaders can understand that people are careful about what they are saying. Consequently, as they are responsible for their speech, so they have to improve their knowledge as well as pay attention to the truth of their information.
In conclusion, I strongly believe that interrupting and correcting teachers' and meeting leaders' mistakes is the best thing to do. This is because it can prevent people from misunderstanding, and it can cause teachers and meeting leaders to try to improve and update their knowledge.
Grammar and spelling errors:
Line 3, column 927, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...uenced my interview for a job negatively Secondly by interrupting and correcting ...
^^^^^
Transition Words or Phrases used:
also, but, consequently, first, if, may, second, secondly, so, therefore, well, while, i feel, in conclusion, as well as, first of all, in my opinion
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 11.0 15.1003584229 73% => OK
Auxiliary verbs: 12.0 9.8082437276 122% => OK
Conjunction : 27.0 13.8261648746 195% => OK
Relative clauses : 7.0 11.0286738351 63% => More relative clauses wanted.
Pronoun: 48.0 43.0788530466 111% => OK
Preposition: 39.0 52.1666666667 75% => OK
Nominalization: 9.0 8.0752688172 111% => OK
Performance on vocabulary words:
No of characters: 1853.0 1977.66487455 94% => OK
No of words: 375.0 407.700716846 92% => More content wanted.
Chars per words: 4.94133333333 4.8611393121 102% => OK
Fourth root words length: 4.40055868397 4.48103885553 98% => OK
Word Length SD: 2.81941711864 2.67179642975 106% => OK
Unique words: 160.0 212.727598566 75% => More unique words wanted.
Unique words percentage: 0.426666666667 0.524837075471 81% => More unique words wanted or less content wanted.
syllable_count: 562.5 618.680645161 91% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 0.0 9.59856630824 0% => OK
Article: 0.0 3.08781362007 0% => OK
Subordination: 0.0 3.51792114695 0% => More adverbial clause wanted.
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 1.0 4.94265232975 20% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 1.0 20.6003584229 5% => 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: 375.0 20.1344086022 1862% => The Avg. Sentence Length is relatively long.
Sentence length SD: 0.0 48.9658058833 0% => The essay contains lots of sentences with the similar length. More sentence varieties wanted.
Chars per sentence: 1853.0 100.406767564 1845% => Less chars_per_sentence wanted.
Words per sentence: 375.0 20.6045352989 1820% => Less words per sentence wanted.
Discourse Markers: 149.0 5.45110844103 2733% => Less transition words/phrases wanted.
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 1.0 5.5376344086 18% => OK
Sentences with positive sentiment : 0.0 11.8709677419 0% => More positive sentences wanted.
Sentences with negative sentiment : 1.0 3.85842293907 26% => More negative sentences wanted.
Sentences with neutral sentiment: 0.0 4.88709677419 0% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.28696846312 0.236089414692 122% => OK
Sentence topic coherence: 0.28696846312 0.076458572812 375% => Sentence topic similarity is high.
Sentence topic coherence SD: 0.0 0.0737576698707 0% => Sentences are similar to each other.
Paragraph topic coherence: 0.23001812691 0.150856017488 152% => OK
Paragraph topic coherence SD: 0.063253512054 0.0645574589148 98% => OK
Essay readability:
automated_readability_index: 189.3 11.7677419355 1609% => Automated_readability_index is high.
flesch_reading_ease: -300.69 58.1214874552 -517% => Flesch_reading_ease is low.
smog_index: 0.0 6.10430107527 0% => Smog_index is low.
flesch_kincaid_grade: 148.4 10.1575268817 1461% => Flesch kincaid grade is high.
coleman_liau_index: 12.85 10.9000537634 118% => OK
dale_chall_readability_score: 24.26 8.01818996416 303% => Dale chall readability score is high.
difficult_words: 48.0 86.8835125448 55% => More difficult words wanted.
linsear_write_formula: 55.0 10.002688172 550% => Linsear_write_formula is high.
gunning_fog: 152.0 10.0537634409 1512% => Gunning_fog is high.
text_standard: 13.0 10.247311828 127% => OK
What are above readability scores?
---------------------
We are expecting: No. of Words: 350 while No. of Different Words: 200
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: 60.0 out of 100
Scores by essay e-grader: 18.0 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.