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?
1. Interrupt and correct the mistake right away
2. wait until the class or meeting is over and the people are gone, and then talk to teacher or meeting leader.
3. say nothing
It is generally accepted that it is possible that some wrong activities have been done by people in the different situation. Some people believe that some teacher or meeting leader say something incorrect, their false speak should be said to them right away; nevertheless, other people think that it is a better approach than to wait until the class or meeting is over and then to talk them. However, it is very difficult for us to prefer one to another because both of them have their advantages or disadvantages. As matter of fact, I prefer to say something in other to correct their problems after finishing the class because of a couple reasons.
In the beginning, one of the primary reasons is that people should be concentrated on their tasks owing to be capable of doing correctly. If people lose their focus on doing their activities such as teaching, they would not be able to continue their works. For instance, it is significantly important that the class do not have interrupted by students while their teacher is teaching some critical topics although their teacher has said some wrong issues. In fact, an apt ground should be provided for teachers to be focused on what they should teach to students due to the fact that their lessons would be forgotten. Hence, when some teachers have a few mistakes in their speech; the students should be waited untill finishing their lessons. After that, they can say to their teachers some parts of their lessons that be said incorrectly.
Second, the most persuasive point is that one of the considerable characters for all of the people is self-confidence. In fact, it helps us to improve our abilities for different purposes. In addition, having sufficient self-confidence is necessary for each person because he or she learns how to manage their daily activities. This parameter has a direct relationship with the sense of being shy. To illustrate this matter one needs only refer to a situation that a teacher was teaching and one of their students said that he or she has told some incorrect matters. The teacher's self-confidence would be diminished and he or she feels some terrible feels like embracing that lead to decrease the teacher's productivity. In otherwise, if the students tell their teachers about this issues after the class is over, their teacher can modify their faults and try to improve their skills.
From what has been discussed above, we may safely draw the conclusion that the concentrate and the self-confidence are required factors for every teacher that can be decreased through student's speaks about some mistakes that their teacher is done in the class while teaching; therefore, the students should imply the fault of their teacher after finishing the class.
Grammar and spelling errors:
Line 3, column 82, Rule ID: ALL_OF_THE[1]
Message: Simply use 'all the'.
Suggestion: all the
... one of the considerable characters for all of the people is self-confidence. In fact, it...
^^^^^^^^^^
Line 3, column 699, Rule ID: POSSESIVE_APOSTROPHE[2]
Message: Possible typo: apostrophe is missing. Did you mean 'teachers'' or 'teacher's'?
Suggestion: teachers'; teacher's
...ike embracing that lead to decrease the teachers productivity. In otherwise, if the stud...
^^^^^^^^
Line 3, column 778, Rule ID: THIS_NNS[1]
Message: Did you mean 'these'?
Suggestion: these
... the students tell their teachers about this issues after the class is over, their t...
^^^^
Line 4, column 220, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ough students speaks about some mistakes that their teacher is done in the class ...
^^
Transition Words or Phrases used:
hence, however, if, may, nevertheless, second, so, then, therefore, while, as to, for instance, in addition, in fact, such as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 29.0 15.1003584229 192% => OK
Auxiliary verbs: 13.0 9.8082437276 133% => OK
Conjunction : 11.0 13.8261648746 80% => OK
Relative clauses : 17.0 11.0286738351 154% => OK
Pronoun: 64.0 43.0788530466 149% => Less pronouns wanted
Preposition: 58.0 52.1666666667 111% => OK
Nominalization: 8.0 8.0752688172 99% => OK
Performance on vocabulary words:
No of characters: 2289.0 1977.66487455 116% => OK
No of words: 460.0 407.700716846 113% => OK
Chars per words: 4.97608695652 4.8611393121 102% => OK
Fourth root words length: 4.6311565067 4.48103885553 103% => OK
Word Length SD: 2.75057907634 2.67179642975 103% => OK
Unique words: 214.0 212.727598566 101% => OK
Unique words percentage: 0.465217391304 0.524837075471 89% => More unique words wanted or less content wanted.
syllable_count: 684.0 618.680645161 111% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 11.0 9.59856630824 115% => OK
Article: 5.0 3.08781362007 162% => OK
Subordination: 5.0 3.51792114695 142% => OK
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 8.0 4.94265232975 162% => OK
Performance on sentences:
How many sentences: 18.0 20.6003584229 87% => OK
Sentence length: 25.0 20.1344086022 124% => The Avg. Sentence Length is relatively long.
Sentence length SD: 68.4048406344 48.9658058833 140% => OK
Chars per sentence: 127.166666667 100.406767564 127% => OK
Words per sentence: 25.5555555556 20.6045352989 124% => OK
Discourse Markers: 6.94444444444 5.45110844103 127% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 4.0 5.5376344086 72% => OK
Sentences with positive sentiment : 5.0 11.8709677419 42% => More positive sentences wanted.
Sentences with negative sentiment : 10.0 3.85842293907 259% => Less negative sentences wanted.
Sentences with neutral sentiment: 3.0 4.88709677419 61% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.131712830516 0.236089414692 56% => OK
Sentence topic coherence: 0.0485883987823 0.076458572812 64% => OK
Sentence topic coherence SD: 0.0587631419836 0.0737576698707 80% => OK
Paragraph topic coherence: 0.0992549190555 0.150856017488 66% => OK
Paragraph topic coherence SD: 0.050281219015 0.0645574589148 78% => OK
Essay readability:
automated_readability_index: 14.8 11.7677419355 126% => OK
flesch_reading_ease: 54.56 58.1214874552 94% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 11.9 10.1575268817 117% => OK
coleman_liau_index: 11.9 10.9000537634 109% => OK
dale_chall_readability_score: 7.79 8.01818996416 97% => OK
difficult_words: 85.0 86.8835125448 98% => OK
linsear_write_formula: 14.0 10.002688172 140% => OK
gunning_fog: 12.0 10.0537634409 119% => 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: 70.0 out of 100
Scores by essay e-grader: 21.0 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.