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
Indeed it is very important to have a good scence on knowing when is the time to talk, and when you should stay silent. People behave differently in different situations. Consider that in a meeting the lecturer says something wrong, some people will immediately inturrpt the speaker and correct him, others may wait till the end of the meeting to talk with them, and some people may not talk about this at all. In my view the second approach seems the most reasonable reaction for several reason, which are illustrated below.
Firstly, there is always the possibility of the speaker being right and you may have incorrectly assumed he is making a mistake. Therefore, if you stay till the end and then talk with the speaker you won't have to tolerate the shame of being wrong in front of the all present people. When I was studying in high school I was always the top student in math. Once when my teacher was explaining an algebra theory I remembered that I had read about the lemma in a book, and she seems to be wrong about some details, therefor, by the confidence that I had gained from all my glory in math, I interrupted my teacher and argued that as per the mentioned book the specific detail is wrong. however my teacher showed me that I have misunderstood the book, and in fact I was wrong; I was so ashamed that day.
Secondly, some people easily get distracted if someone interrupts their speech and won't be able to continue what they are trying to say. Taking this fact in account it is really rude to cut anyone's speech, and if anything is being explained wrongly, it can be checked and corrected later on. In my workplace I have this colleague which is very rude, and always tries to find faults in others. On one likes him and usually when he is present in meeting nobody dares to speak, because normally he is in the habit of stopping people several times to remind them of their fault. As a result of his actions none of the meetings that he is involved is fruitful, because he constantly distract the speakers and this changes the course of the meeting.
On top of all this, any speaker has a plan for their speech, and even this wrong information maybe part of their plan, hence, no one should allow themselves to cut a speech without knowing all of the details. To illustrate this, think of the modern teaching methods, that the teachers try to provide wrong information and challenge students to think more about the lesson by this contrast.
In summary, in case of encountering with incorrect information during someone else's speech it is better to wait till the end and then privately check it with the speaker. There is numerous reasons for this approach, to begin with, you maybe wrong; Secondly, you may distract the speaker and lastly, this occurance may have been a plan by the speaker for their speech.
Grammar and spelling errors:
Line 1, column 1, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Indeed,
Indeed it is very important to have a good sce...
^^^^^^
Line 1, column 482, Rule ID: MANY_NN[1]
Message: Possible agreement error. The noun reason seems to be countable; consider using: 'several reasons'.
Suggestion: several reasons
... seems the most reasonable reaction for several reason, which are illustrated below. First...
^^^^^^^^^^^^^^
Line 3, column 285, Rule ID: SENTENCE_FRAGMENT[1]
Message: “When” at the beginning of a sentence requires a 2nd clause. Maybe a comma, question or exclamation mark is missing, or the sentence is incomplete and should be joined with the following sentence.
...ong in front of the all present people. When I was studying in high school I was alw...
^^^^
Line 3, column 684, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: However
...oned book the specific detail is wrong. however my teacher showed me that I have misund...
^^^^^^^
Line 3, column 684, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: however,
...oned book the specific detail is wrong. however my teacher showed me that I have misund...
^^^^^^^
Line 5, column 680, Rule ID: HE_VERB_AGR[3]
Message: The pronoun 'he' must be used with a third-person verb: 'distracts'.
Suggestion: distracts
...lved is fruitful, because he constantly distract the speakers and this changes the cours...
^^^^^^^^
Line 6, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...his changes the course of the meeting. On top of all this, any speaker has a p...
^^^
Line 7, column 191, Rule ID: ALL_OF_THE[1]
Message: Simply use 'all the'.
Suggestion: all the
...mselves to cut a speech without knowing all of the details. To illustrate this, think of t...
^^^^^^^^^^
Line 9, column 173, Rule ID: THERE_S_MANY[4]
Message: Did you mean 'There are numerous reasons'?
Suggestion: There are numerous reasons
...en privately check it with the speaker. There is numerous reasons for this approach, to begin with, you m...
^^^^^^^^^^^^^^^^^^^^^^^^^
Transition Words or Phrases used:
first, firstly, hence, however, if, lastly, may, really, second, secondly, so, then, therefore, in fact, in summary, as a result, in my view, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 28.0 15.1003584229 185% => OK
Auxiliary verbs: 9.0 9.8082437276 92% => OK
Conjunction : 18.0 13.8261648746 130% => OK
Relative clauses : 15.0 11.0286738351 136% => OK
Pronoun: 64.0 43.0788530466 149% => Less pronouns wanted
Preposition: 69.0 52.1666666667 132% => OK
Nominalization: 6.0 8.0752688172 74% => OK
Performance on vocabulary words:
No of characters: 2336.0 1977.66487455 118% => OK
No of words: 507.0 407.700716846 124% => OK
Chars per words: 4.60749506903 4.8611393121 95% => OK
Fourth root words length: 4.74517233601 4.48103885553 106% => OK
Word Length SD: 2.44941986046 2.67179642975 92% => OK
Unique words: 250.0 212.727598566 118% => OK
Unique words percentage: 0.493096646943 0.524837075471 94% => More unique words wanted or less content wanted.
syllable_count: 702.9 618.680645161 114% => OK
avg_syllables_per_word: 1.4 1.51630824373 92% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 9.59856630824 73% => OK
Article: 0.0 3.08781362007 0% => OK
Subordination: 5.0 3.51792114695 142% => OK
Conjunction: 7.0 1.86738351254 375% => Less conjunction wanted as sentence beginning.
Preposition: 9.0 4.94265232975 182% => OK
Performance on sentences:
How many sentences: 18.0 20.6003584229 87% => OK
Sentence length: 28.0 20.1344086022 139% => The Avg. Sentence Length is relatively long.
Sentence length SD: 61.7580154242 48.9658058833 126% => OK
Chars per sentence: 129.777777778 100.406767564 129% => OK
Words per sentence: 28.1666666667 20.6045352989 137% => OK
Discourse Markers: 8.61111111111 5.45110844103 158% => OK
Paragraphs: 5.0 4.53405017921 110% => OK
Language errors: 9.0 5.5376344086 163% => OK
Sentences with positive sentiment : 3.0 11.8709677419 25% => More positive sentences wanted.
Sentences with negative sentiment : 13.0 3.85842293907 337% => Less negative sentences wanted.
Sentences with neutral sentiment: 2.0 4.88709677419 41% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.105294233175 0.236089414692 45% => OK
Sentence topic coherence: 0.0349643296165 0.076458572812 46% => OK
Sentence topic coherence SD: 0.0260451855409 0.0737576698707 35% => Sentences are similar to each other.
Paragraph topic coherence: 0.0583132003745 0.150856017488 39% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.0276300157853 0.0645574589148 43% => 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: 14.4 11.7677419355 122% => OK
flesch_reading_ease: 59.98 58.1214874552 103% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 11.8 10.1575268817 116% => OK
coleman_liau_index: 9.75 10.9000537634 89% => OK
dale_chall_readability_score: 8.05 8.01818996416 100% => OK
difficult_words: 97.0 86.8835125448 112% => OK
linsear_write_formula: 11.0 10.002688172 110% => OK
gunning_fog: 13.2 10.0537634409 131% => OK
text_standard: 10.0 10.247311828 98% => OK
What are above readability scores?
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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.