TPO-43 - Independent Writing Task
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
Involving in a class or meeting, someone may make a mistake or say something incorrectly. In this situation, different people may have various reactions. Personally, I interrupt the teacher or the leader and correct his/her mistake at the moment. I do this way for two main reasons, which I will explore in the following essay.
To begin with, by stopping the teacher and correct the fault, other participants can understand that mistake, and this can prevent other's miss-understanding. To explain more, it is important that how people encounter problems for the first time and this learning will be confirmed in their mind. For example, if you teach a primary school that two add two will be five, it will be very difficult for him to accept that it is not correct later. My own experience is a compelling example of this. When I was in high school, my math teacher taught us something wrong about the "Integrals" concept, which was a serious function in mathematics. We learned it incorrectly and after I started my university, most of our lessons required to know the "Integral' concept. While I did not understand it exactly, I could not learn other course materials. If one of my classmates had understood the teacher's mistake and had corrected it, I would have done better at the university.
Secondly, the teacher understands that he/she has to gain more knowledge about the presentation, so it is advantageous for him/her. To clarify my point, when the teacher or leader believes that there may be someone who can understand his mistakes, he will do his best to gain knowledge to prevent this error for the next session. Therefore, in this way, he can develop his various skills and be more knowledgeable. For instance, in my last example, the year after I graduated high school, finally my teacher believed that he was making a mistake about the concept and he fixed it after a while.
In conclusion, in the situation that my teacher makes a mistake, I will speak about it at the moment. I do this way because this can prevent other participants' miss-understanding and encourage the teacher to study more for the next session.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2023-07-14 | Zmx_6 | 76 | view |
| 2023-07-12 | Zmx_6 | 80 | view |
| 2023-06-28 | Vivian Chang | 70 | view |
| 2023-03-22 | sonyeoso | 76 | view |
| 2023-02-20 | m.ghoroobi | 76 | view |
- TPO 27 Do you agree or disagree with the following statement If people have the opportunity to get a secure job they should take it right away rather than wait for a job that would be more satisfying Use specific reasons and examples to support your answe 70
- TPO21 Integrated Task 85
- TPO 43 Independent Writing Task 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 63
- TPO26 Do you agree or disagree with the following statement It is better for children to choose jobs that are similar to their parents jobs than to choose jobs that are very different from their parents job Use specific reasons and examples to support you 70
- TPO 49 Do you agree or disagree with the following statement The ability to maintain friendships with a small number of people over a long period of time is more important for happiness than the ability to make many new friends 70
Grammar and spelling errors:
Line 3, column 200, Rule ID: MAY_BE[1]
Message: Did you mean 'maybe' (=perhaps)?
Suggestion: maybe
...e teacher or leader believes that there may be someone who can understand his mistakes...
^^^^^^
Transition Words or Phrases used:
finally, first, if, may, second, secondly, so, therefore, while, as to, for example, for instance, in conclusion, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 12.0 15.1003584229 79% => OK
Auxiliary verbs: 16.0 9.8082437276 163% => OK
Conjunction : 13.0 13.8261648746 94% => OK
Relative clauses : 13.0 11.0286738351 118% => OK
Pronoun: 64.0 43.0788530466 149% => Less pronouns wanted
Preposition: 34.0 52.1666666667 65% => OK
Nominalization: 6.0 8.0752688172 74% => OK
Performance on vocabulary words:
No of characters: 1788.0 1977.66487455 90% => OK
No of words: 365.0 407.700716846 90% => More content wanted.
Chars per words: 4.89863013699 4.8611393121 101% => OK
Fourth root words length: 4.37092360658 4.48103885553 98% => OK
Word Length SD: 3.09216165316 2.67179642975 116% => OK
Unique words: 184.0 212.727598566 86% => More unique words wanted.
Unique words percentage: 0.504109589041 0.524837075471 96% => OK
syllable_count: 544.5 618.680645161 88% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 13.0 9.59856630824 135% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 5.0 3.51792114695 142% => OK
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 9.0 4.94265232975 182% => OK
Performance on sentences:
How many sentences: 18.0 20.6003584229 87% => OK
Sentence length: 20.0 20.1344086022 99% => OK
Sentence length SD: 39.542952112 48.9658058833 81% => OK
Chars per sentence: 99.3333333333 100.406767564 99% => OK
Words per sentence: 20.2777777778 20.6045352989 98% => OK
Discourse Markers: 7.05555555556 5.45110844103 129% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 1.0 5.5376344086 18% => OK
Sentences with positive sentiment : 5.0 11.8709677419 42% => More positive sentences wanted.
Sentences with negative sentiment : 8.0 3.85842293907 207% => 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: 0.123104677571 0.236089414692 52% => OK
Sentence topic coherence: 0.0449653368108 0.076458572812 59% => OK
Sentence topic coherence SD: 0.0446888456676 0.0737576698707 61% => OK
Paragraph topic coherence: 0.0925544693257 0.150856017488 61% => OK
Paragraph topic coherence SD: 0.0517049581904 0.0645574589148 80% => OK
Essay readability:
automated_readability_index: 11.8 11.7677419355 100% => OK
flesch_reading_ease: 59.64 58.1214874552 103% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 9.9 10.1575268817 97% => OK
coleman_liau_index: 11.14 10.9000537634 102% => OK
dale_chall_readability_score: 7.83 8.01818996416 98% => OK
difficult_words: 74.0 86.8835125448 85% => OK
linsear_write_formula: 8.0 10.002688172 80% => OK
gunning_fog: 10.0 10.0537634409 99% => OK
text_standard: 10.0 10.247311828 98% => OK
What are above readability scores?
---------------------
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: 63.3333333333 out of 100
Scores by essay e-grader: 19.0 Out of 30
---------------------
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.