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 some wrong activities would have been done by people in the different situation. Some people believe that if some teachers or meeting leaders express something incorrectly, their false words should be said to them when they are saying wrong; nevertheless, other people think that the better approach is that 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 mistakes after finishing the class or the meeting 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 easily. For instance, it is significantly important that the class do not have been interrupted by students while their teacher is teaching some critical topics although their teacher has told some error affairs. 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 conversation likely was forgotten. Hence, when some teachers have a few mistakes in their dialogue; the students should be waited until finishing their lessons. After that, they can tell 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 fundamental for each person because he or she learns how to manage their daily activities. This parameter has a direct relationship with the sense of shame. To illustrate this matter one needs only refer to a situation that a teacher was teaching and one of their students declared that he or she has remained some incorrect matters. The teacher's self-confidence would be diminished and he or she feels some terrible feels like the shame that lead to decrease the teacher's productivity. In otherwise, if the students express to 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 ability to concentrate and self-confidence are required factors for every teacher, who are teaching, that can be controlled by reminding their mistakes by some students after finishing their class; therefore, regarding the condition of the teacher in class not only does be critical but also is vital.
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 705, Rule ID: POSSESIVE_APOSTROPHE[2]
Message: Possible typo: apostrophe is missing. Did you mean 'teachers'' or 'teacher's'?
Suggestion: teachers'; teacher's
...ike the shame that lead to decrease the teachers productivity. In otherwise, if the stud...
^^^^^^^^
Line 3, column 790, Rule ID: THIS_NNS[1]
Message: Did you mean 'these'?
Suggestion: these
...tudents express to their teachers about this issues after the class is over, their t...
^^^^
Transition Words or Phrases used:
also, but, hence, however, if, may, nevertheless, regarding, second, so, then, therefore, while, as for, 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 : 31.0 15.1003584229 205% => Less to be verbs wanted.
Auxiliary verbs: 12.0 9.8082437276 122% => OK
Conjunction : 13.0 13.8261648746 94% => OK
Relative clauses : 18.0 11.0286738351 163% => OK
Pronoun: 62.0 43.0788530466 144% => Less pronouns wanted
Preposition: 61.0 52.1666666667 117% => OK
Nominalization: 10.0 8.0752688172 124% => OK
Performance on vocabulary words:
No of characters: 2353.0 1977.66487455 119% => OK
No of words: 468.0 407.700716846 115% => OK
Chars per words: 5.02777777778 4.8611393121 103% => OK
Fourth root words length: 4.65116196802 4.48103885553 104% => OK
Word Length SD: 2.80450895392 2.67179642975 105% => OK
Unique words: 221.0 212.727598566 104% => OK
Unique words percentage: 0.472222222222 0.524837075471 90% => More unique words wanted or less content wanted.
syllable_count: 713.7 618.680645161 115% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => 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: 9.0 4.94265232975 182% => OK
Performance on sentences:
How many sentences: 18.0 20.6003584229 87% => OK
Sentence length: 26.0 20.1344086022 129% => The Avg. Sentence Length is relatively long.
Sentence length SD: 74.0471363056 48.9658058833 151% => OK
Chars per sentence: 130.722222222 100.406767564 130% => OK
Words per sentence: 26.0 20.6045352989 126% => OK
Discourse Markers: 8.61111111111 5.45110844103 158% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 3.0 5.5376344086 54% => 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: 0.12923483337 0.236089414692 55% => OK
Sentence topic coherence: 0.0488796064067 0.076458572812 64% => OK
Sentence topic coherence SD: 0.0606375113043 0.0737576698707 82% => OK
Paragraph topic coherence: 0.0955532420548 0.150856017488 63% => OK
Paragraph topic coherence SD: 0.0533397689916 0.0645574589148 83% => OK
Essay readability:
automated_readability_index: 15.3 11.7677419355 130% => OK
flesch_reading_ease: 53.55 58.1214874552 92% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 12.3 10.1575268817 121% => OK
coleman_liau_index: 12.19 10.9000537634 112% => OK
dale_chall_readability_score: 8.06 8.01818996416 101% => OK
difficult_words: 93.0 86.8835125448 107% => OK
linsear_write_formula: 14.0 10.002688172 140% => OK
gunning_fog: 12.4 10.0537634409 123% => OK
text_standard: 13.0 10.247311828 127% => 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.