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.
In today's modern world, where we are emerging from, the development of the people thoughts and ideas plays a pivotal role in paving the way toward a successful society. Although, one of the effective ways of attaining this goal is attending in different meetings and speeches to share ideas, some people are of the opinion that in attending these meetings, it is better to collect information just during listing to the teacher's lecture or at least ask your questions orally at the end of each lecture. They believe that the lecturer has an adequate amount of information and our duty is just to pick them up. However, I, personally, subscribe to the idea that it is better for the listeners to speak actively during the lecture and make the mistakes right away. I have a couple of reasons for this idea, the most conspicuous ones are elaborated upon hereunder.
As far as I am concerned, when someone is attending a lecture or meeting, the main goal is to obtain precious useful information. Although, it is true that lecturer have sufficient prerequisites to present related ideas, but it is an indispensable fact that this leader or teacher might has some mistakes in his thoughts. When someone recognize this mistakes, by correcting them right away, there would be a great chance to make an efficient argument and share ideas between the meeting participants. By doing so, everyone can present his point of view to the discussion and figure out whether his or her idea's cornerstone is in the correct position or not. On the dark side of this issue, someone might feel that these interruptions might distract the participant’s attention and changing the focus of the meeting to a different point, but we can avoid this situation by allowing the people to interrupt the lecture just when their ideas are related to the issue which is presenting meanwhile.
Furthermore, by interrupting the class or meeting just when you feel you are facing a statement in a paradoxical situation against your ideas, you can improve your arguing skills. Take, for instance a lecture about a psychological subject. The lecturer might explain the repercussions of a special behavior in human. During this explanations, someone might feel he is the person who is always facing a lot of people with this kind of behavior and he or she has not seen this behaviors leading to the results which the lecturer is talking about. When he or she make a correction, the side-effect is an improvement in his arguing skills and he or she might become able in the future to illustrate these ideas for the aforementioned people he or she is facing every day. the active members of a classroom or meeting, not only could improve arguing skills, but by doing so they might be professional presenters in the future.
To make a long story short, although there is a heated debate as to whether correct the mistakes in a lecture right away or postpone it to the end of the lecture, by considering pros and cons of the issue, I, personally, prefer to ask my questions right away because it can help me to gain and share new ideas, and become a perfect person in arguing which can help me to make great presentations in the future.
Grammar and spelling errors:
Line 3, column 336, Rule ID: HE_VERB_AGR[1]
Message: The pronoun 'someone' must be used with a third-person verb: 'recognizes'.
Suggestion: recognizes
... mistakes in his thoughts. When someone recognize this mistakes, by correcting them right...
^^^^^^^^^
Line 5, column 325, Rule ID: THIS_NNS[1]
Message: Did you mean 'these'?
Suggestion: these
... of a special behavior in human. During this explanations, someone might feel he is ...
^^^^
Line 5, column 561, Rule ID: HE_VERB_AGR[1]
Message: The pronoun 'she' must be used with a third-person verb: 'makes'.
Suggestion: makes
...cturer is talking about. When he or she make a correction, the side-effect is an imp...
^^^^
Line 5, column 584, Rule ID: AFFECT_EFFECT[14]
Message: Did you mean 'side effect' (=adverse effect, unintended consequence)? Open compounds are not hyphenated.
Suggestion: side effect
.... When he or she make a correction, the side-effect is an improvement in his arguing skills...
^^^^^^^^^^^
Line 5, column 769, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: The
...d people he or she is facing every day. the active members of a classroom or meetin...
^^^
Line 7, column 63, Rule ID: WHETHER[6]
Message: Can you shorten this phrase to just 'whether', or rephrase the sentence to avoid "as to"?
Suggestion: whether
...hort, although there is a heated debate as to whether correct the mistakes in a lecture right...
^^^^^^^^^^^^^
Transition Words or Phrases used:
but, furthermore, however, if, so, while, as for, as to, at least, for instance, kind of, talking about, it is true
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 23.0 15.1003584229 152% => OK
Auxiliary verbs: 14.0 9.8082437276 143% => OK
Conjunction : 27.0 13.8261648746 195% => OK
Relative clauses : 16.0 11.0286738351 145% => OK
Pronoun: 57.0 43.0788530466 132% => Less pronouns wanted
Preposition: 74.0 52.1666666667 142% => OK
Nominalization: 13.0 8.0752688172 161% => OK
Performance on vocabulary words:
No of characters: 2656.0 1977.66487455 134% => OK
No of words: 553.0 407.700716846 136% => OK
Chars per words: 4.80289330922 4.8611393121 99% => OK
Fourth root words length: 4.84932490483 4.48103885553 108% => OK
Word Length SD: 2.82767323086 2.67179642975 106% => OK
Unique words: 255.0 212.727598566 120% => OK
Unique words percentage: 0.461121157324 0.524837075471 88% => More unique words wanted or less content wanted.
syllable_count: 836.1 618.680645161 135% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 9.59856630824 52% => OK
Article: 6.0 3.08781362007 194% => OK
Subordination: 5.0 3.51792114695 142% => OK
Conjunction: 4.0 1.86738351254 214% => Less conjunction wanted as sentence beginning.
Preposition: 8.0 4.94265232975 162% => OK
Performance on sentences:
How many sentences: 17.0 20.6003584229 83% => 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: 32.0 20.1344086022 159% => The Avg. Sentence Length is relatively long.
Sentence length SD: 93.305614602 48.9658058833 191% => OK
Chars per sentence: 156.235294118 100.406767564 156% => OK
Words per sentence: 32.5294117647 20.6045352989 158% => OK
Discourse Markers: 6.76470588235 5.45110844103 124% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 6.0 5.5376344086 108% => OK
Sentences with positive sentiment : 8.0 11.8709677419 67% => OK
Sentences with negative sentiment : 4.0 3.85842293907 104% => OK
Sentences with neutral sentiment: 5.0 4.88709677419 102% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.165686785186 0.236089414692 70% => OK
Sentence topic coherence: 0.0516790366093 0.076458572812 68% => OK
Sentence topic coherence SD: 0.0534258902471 0.0737576698707 72% => OK
Paragraph topic coherence: 0.101259859877 0.150856017488 67% => OK
Paragraph topic coherence SD: 0.0216798543124 0.0645574589148 34% => 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: 17.4 11.7677419355 148% => OK
flesch_reading_ease: 47.46 58.1214874552 82% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 14.6 10.1575268817 144% => OK
coleman_liau_index: 11.15 10.9000537634 102% => OK
dale_chall_readability_score: 8.45 8.01818996416 105% => OK
difficult_words: 113.0 86.8835125448 130% => OK
linsear_write_formula: 18.0 10.002688172 180% => OK
gunning_fog: 14.8 10.0537634409 147% => OK
text_standard: 15.0 10.247311828 146% => OK
What are above readability scores?
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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
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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.