passage. Typically an effective response will be 300 words at least.
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 the teacher or meeting leader; 3. Say nothing.
Inevitably, everyone makes some mistakes when he/she is stressed out so our errors are an inseparable part of our lives. These mistakes are more flagrant when we are presenting some data such as teaching a class or leading a meeting. Although, some people think that it would be better to adamantly notify the error at the moment, some prefer to wait until the end of class or session. However, some may stay neutral and have no reaction to these faults and concentrate on the data as a whole. Personally, I prefer to inform the person who made the mistake after the class or meeting. I feel this way for two reasons which I will explore in the following essay.
To begin with, it would be more polite if you don't interrupt the class or session by mentioning the errors. As in some cases, the teacher or the meeting leader may say something incorrect which is a detail or an ineffective aspect so it would be better to first evaluate the error compared to the issue and then decide to whether declare it or not. My own experience will illustrate this aspect. I am a senior manager in a business company in Berlin. I can remember two weeks ago, when we had a meeting in the office to talk about new approaches to enhance the quality of our services in the transportation sector, my boss had invited an expert in the realm of advertising and marketing. When he was presenting his suggestions, he talked about different theories in industrial management. As I have a graduate degree in this major, I found some detailed mistakes in his presentation. Since the man was a famed professor in Berlin, I didn't declare those errors because they were really indispensable but I talked to him after meeting and inform him about the errors. He appreciated me being so detailed and precise and from then we made a friendly relationship.
Second, it might be a misunderstanding from you, not an error so patience and listening to other aspects may modify your understanding. For example, when I was a high school student, I had a bold classmate who unprepared for most of the classes and always gave his crude ideas in the class. One day when our teacher was explaining a mathematical subject, he declared the teacher's error loudly feeling proud of himself. When the teacher described the topic more and more, the ambiguity of subject diminished and my classmate noticed his fault and felt ashamed. That's why I think that the patience always is the best solution for this issue.
All in all, I believe that interrupting the speech- in a class or session- would be a crude behavior since in some cases the errors are subtle and because it is just an incorrect perceiving.
Grammar and spelling errors:
Line 2, column 47, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: don't
...in with, it would be more polite if you dont interrupt the class or session by menti...
^^^^
Line 2, column 933, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: didn't
... man was a famed professor in Berlin, I didnt declare those errors because they were ...
^^^^^
Line 3, column 372, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'teachers'' or 'teacher's'?
Suggestion: teachers'; teacher's
...a mathematical subject, he declared the teachers error loudly feeling proud of himself. ...
^^^^^^^^
Line 3, column 561, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: That's
...ate noticed his fault and felt ashamed. Thats why I think that the patience always is...
^^^^^
Transition Words or Phrases used:
but, first, however, if, may, really, second, so, then, for example, i feel, i think, such as, in some cases, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 19.0 15.1003584229 126% => OK
Auxiliary verbs: 11.0 9.8082437276 112% => OK
Conjunction : 22.0 13.8261648746 159% => OK
Relative clauses : 14.0 11.0286738351 127% => OK
Pronoun: 57.0 43.0788530466 132% => Less pronouns wanted
Preposition: 49.0 52.1666666667 94% => OK
Nominalization: 9.0 8.0752688172 111% => OK
Performance on vocabulary words:
No of characters: 2191.0 1977.66487455 111% => OK
No of words: 469.0 407.700716846 115% => OK
Chars per words: 4.67164179104 4.8611393121 96% => OK
Fourth root words length: 4.65364457471 4.48103885553 104% => OK
Word Length SD: 2.75255871591 2.67179642975 103% => OK
Unique words: 246.0 212.727598566 116% => OK
Unique words percentage: 0.524520255864 0.524837075471 100% => OK
syllable_count: 702.9 618.680645161 114% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 16.0 9.59856630824 167% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 7.0 3.51792114695 199% => OK
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 2.0 4.94265232975 40% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 21.0 20.6003584229 102% => OK
Sentence length: 22.0 20.1344086022 109% => OK
Sentence length SD: 51.2523878101 48.9658058833 105% => OK
Chars per sentence: 104.333333333 100.406767564 104% => OK
Words per sentence: 22.3333333333 20.6045352989 108% => OK
Discourse Markers: 5.85714285714 5.45110844103 107% => 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 : 11.0 3.85842293907 285% => Less negative sentences wanted.
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: 0.14810435234 0.236089414692 63% => OK
Sentence topic coherence: 0.0424875376227 0.076458572812 56% => OK
Sentence topic coherence SD: 0.0450052453808 0.0737576698707 61% => OK
Paragraph topic coherence: 0.0896870073288 0.150856017488 59% => OK
Paragraph topic coherence SD: 0.0219723238854 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: 11.7 11.7677419355 99% => OK
flesch_reading_ease: 57.61 58.1214874552 99% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 10.7 10.1575268817 105% => OK
coleman_liau_index: 10.1 10.9000537634 93% => OK
dale_chall_readability_score: 8.36 8.01818996416 104% => OK
difficult_words: 108.0 86.8835125448 124% => OK
linsear_write_formula: 11.0 10.002688172 110% => OK
gunning_fog: 10.8 10.0537634409 107% => OK
text_standard: 11.0 10.247311828 107% => 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.