There is no shortage of debate about how a student has to react when he or she believes the teacher or leader conducting a class is making a mistake. Without a doubt, many would think is better make the correction right away; others may consider be more discreet and say nothing or wait to talk to the teacher or leader on a break or after class to comment the issue. As far as I am concerned, I believe the last option is the best way to proceed because of two main reasons I will expose in the following essay.
First of all, the teacher or leader could be exposed to an uncomfortable situation pointing him or her a mistake in front of a class or an audience. When most of the teacher would react immediately thanking who corrected him or her and addressing the problem, others could react differently. For example, a very insecure teacher could feel the situation as an aggression and harm the relationship with the student. On the contrary, a very arrogant teacher could be upset for the interruption and even get anger with the student. When I was a student during a very complex mathematics class, our regular teacher was sick and a substitute gave us the class that day. I could notice he was a little insecure explaining such a difficult topic and he did a little mistake when explaining a problem. During the break, I approached to him and let him know what I was considering a mistake in his calculations. Immediately after the break, he corrected himself in front of the class and thanked me for the help. I think he gave a fantastic class after that.
Secondly, student could be wrong and trying to correct a teacher or leader when he or she did not commit any error, could be an error. Frequently, teachers are right and consequently who mistakenly correct them by interrupting a class could be leave in evidence in front of the class. My personal own experience is a compelling example of this. When I was in grade 12, my grammar teacher gave us a very short and what I thought it was a childish poem to analyse. After the class, I approached her pointing this to her. For my surprise, she was completely right; what she gave us was a haiku, a Japanese poem with the characteristic of being very short and very effective in the simplification of its meaning.
In conclusion, I strongly believe that the best thing to do when a student believes a teacher or leader is making a mistake when performing a class is to be discreet and wait for the right moment to be alone with the teacher to point out the issue. This is because it would avoid possible uncomfortable situations in front of the class and because most of the time teacher are right.
Transition Words or Phrases used:
consequently, first, if, may, second, secondly, so, as to, for example, i think, in conclusion, first of all, on the contrary
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 27.0 15.1003584229 179% => OK
Auxiliary verbs: 13.0 9.8082437276 133% => OK
Conjunction : 26.0 13.8261648746 188% => OK
Relative clauses : 13.0 11.0286738351 118% => OK
Pronoun: 50.0 43.0788530466 116% => OK
Preposition: 49.0 52.1666666667 94% => OK
Nominalization: 9.0 8.0752688172 111% => OK
Performance on vocabulary words:
No of characters: 2185.0 1977.66487455 110% => OK
No of words: 483.0 407.700716846 118% => OK
Chars per words: 4.52380952381 4.8611393121 93% => OK
Fourth root words length: 4.68799114503 4.48103885553 105% => OK
Word Length SD: 2.74172932174 2.67179642975 103% => OK
Unique words: 207.0 212.727598566 97% => OK
Unique words percentage: 0.428571428571 0.524837075471 82% => More unique words wanted or less content wanted.
syllable_count: 678.6 618.680645161 110% => OK
avg_syllables_per_word: 1.4 1.51630824373 92% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 12.0 9.59856630824 125% => OK
Article: 4.0 3.08781362007 130% => OK
Subordination: 5.0 3.51792114695 142% => OK
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 5.0 4.94265232975 101% => OK
Performance on sentences:
How many sentences: 20.0 20.6003584229 97% => OK
Sentence length: 24.0 20.1344086022 119% => OK
Sentence length SD: 48.0381098712 48.9658058833 98% => OK
Chars per sentence: 109.25 100.406767564 109% => OK
Words per sentence: 24.15 20.6045352989 117% => OK
Discourse Markers: 6.25 5.45110844103 115% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 0.0 5.5376344086 0% => OK
Sentences with positive sentiment : 7.0 11.8709677419 59% => More positive sentences wanted.
Sentences with negative sentiment : 12.0 3.85842293907 311% => Less negative sentences wanted.
Sentences with neutral sentiment: 1.0 4.88709677419 20% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.187106815816 0.236089414692 79% => OK
Sentence topic coherence: 0.0640519291728 0.076458572812 84% => OK
Sentence topic coherence SD: 0.0512075225103 0.0737576698707 69% => OK
Paragraph topic coherence: 0.142208296833 0.150856017488 94% => OK
Paragraph topic coherence SD: 0.0419350239925 0.0645574589148 65% => OK
Essay readability:
automated_readability_index: 11.9 11.7677419355 101% => OK
flesch_reading_ease: 64.04 58.1214874552 110% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 10.3 10.1575268817 101% => OK
coleman_liau_index: 9.23 10.9000537634 85% => OK
dale_chall_readability_score: 7.57 8.01818996416 94% => OK
difficult_words: 84.0 86.8835125448 97% => OK
linsear_write_formula: 17.0 10.002688172 170% => 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: 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.