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.
•Say nothing.

By and large, it is established beyond doubt that conveying correct information wherever presented, such as in a classroom during teaching or at a meeting, is of great importance. In this regard, there are occasions when the listener finds the information incorrect. In such cases, some people find it the right decision to interrupt the speaker right away. However, some may think that it is a better choice to wait until the end of the presentation to inform the presenter of his or her mistake. Yet, there is a third group that decides to act neutrally. I, personally, prefer to stop the teacher or the meeting leader once they make a mistake. In what follows, I will elaborate on my point of view.

To begin with, communicating wrong or inaccurate information leads to misunderstanding of the concept being conveyed among participants. Under such circumstances, interrupting the speaker provides the opportunity to reform what is being expressed and prevents the false impression on the person who pauses the meeting or class alongside other attendees. In addition, looking at this from another point of view, one may presume that the speaker, whether a teacher or a meeting leader, is making a mistake, but there is a possibility that the listener is wrong. Again, by interrupting the class at the moment, one finds out about his or her misinterpretation. A personal example can help bring this notion home. Two years ago, during a mathematics class taught by a teaching assistant, I figured that the teacher is making a mistake in demonstrating a mathematical principle. As soon as he made the mentioned mistake, I raised my hand and explained why he was wrong. After a few minutes of thinking, the teacher acknowledged my point. If I had waited until the end of the class or, even worse, had not said anything at all, he would not have been able to impart the correct concept to students because of his first mistake.

The second point worth mentioning here is that informing the speaker of his or her mistake can lead to the involvement of other participants in the class or the meeting. It is no secret that participating actively in a class brings about more effective learning, and more collaboration in a meeting leads to better outcomes from that particular meeting. In other words, the more involvement among a group of people in a gathering, the more advantageous it will be for every one of the attendees. To exemplify my own experience again, during a meeting when the presenter was explaining the reason behind a failure in work, I supposed that she was not accurate. When I interrupted her, I embarked on a discussion among all my coworkers, leading to better determining the underlying reasons for our failure. If no one had alluded to the point I mentioned, we would not have been able to find a proper solution for that particular problem.

To put it briefly, taking into account the above-mentioned reasons, when a presenter makes a mistake in a speech or class, it is the best choice to correct them immediately. Not only will it inhibit spreading wrong ideas, but also it effectively enhances the meeting or class's outcome.

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Average: 7.3 (1 vote)
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Transition Words or Phrases used:
also, briefly, but, first, however, if, look, may, second, so, third, i suppose, in addition, such as, by and large, in other words, to begin with

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

Performance on Part of Speech:
To be verbs : 21.0 15.1003584229 139% => OK
Auxiliary verbs: 9.0 9.8082437276 92% => OK
Conjunction : 18.0 13.8261648746 130% => OK
Relative clauses : 16.0 11.0286738351 145% => OK
Pronoun: 52.0 43.0788530466 121% => Less pronouns wanted
Preposition: 75.0 52.1666666667 144% => OK
Nominalization: 12.0 8.0752688172 149% => OK

Performance on vocabulary words:
No of characters: 2622.0 1977.66487455 133% => OK
No of words: 536.0 407.700716846 131% => OK
Chars per words: 4.89179104478 4.8611393121 101% => OK
Fourth root words length: 4.81161862636 4.48103885553 107% => OK
Word Length SD: 3.01824619462 2.67179642975 113% => OK
Unique words: 263.0 212.727598566 124% => OK
Unique words percentage: 0.490671641791 0.524837075471 93% => More unique words wanted or less content wanted.
syllable_count: 821.7 618.680645161 133% => 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: 5.0 3.08781362007 162% => OK
Subordination: 6.0 3.51792114695 171% => OK
Conjunction: 3.0 1.86738351254 161% => OK
Preposition: 14.0 4.94265232975 283% => Less preposition wanted as sentence beginnings.

Performance on sentences:
How many sentences: 24.0 20.6003584229 117% => OK
Sentence length: 22.0 20.1344086022 109% => OK
Sentence length SD: 48.7398849905 48.9658058833 100% => OK
Chars per sentence: 109.25 100.406767564 109% => OK
Words per sentence: 22.3333333333 20.6045352989 108% => OK
Discourse Markers: 6.08333333333 5.45110844103 112% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 0.0 5.5376344086 0% => OK
Sentences with positive sentiment : 8.0 11.8709677419 67% => OK
Sentences with negative sentiment : 12.0 3.85842293907 311% => Less negative sentences wanted.
Sentences with neutral sentiment: 4.0 4.88709677419 82% => OK
What are sentences with positive/Negative/neutral sentiment?

Coherence and Cohesion:
Essay topic to essay body coherence: 0.198726734125 0.236089414692 84% => OK
Sentence topic coherence: 0.0511352534951 0.076458572812 67% => OK
Sentence topic coherence SD: 0.0445993097562 0.0737576698707 60% => OK
Paragraph topic coherence: 0.128037547848 0.150856017488 85% => OK
Paragraph topic coherence SD: 0.0310950138765 0.0645574589148 48% => 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: 12.8 11.7677419355 109% => OK
flesch_reading_ease: 57.61 58.1214874552 99% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 10.7 10.1575268817 105% => OK
coleman_liau_index: 11.38 10.9000537634 104% => OK
dale_chall_readability_score: 8.29 8.01818996416 103% => OK
difficult_words: 121.0 86.8835125448 139% => OK
linsear_write_formula: 8.0 10.002688172 80% => OK
gunning_fog: 10.8 10.0537634409 107% => OK
text_standard: 11.0 10.247311828 107% => 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: 73.3333333333 out of 100
Scores by essay e-grader: 22.0 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.