When thinking about the issue that what should we do when a teacher or a leader says something incorrect, different individuals will have various ideas. Some citizens claim that we should wait until the class or meeting is over and all people are gone, and then converse with the teacher or leader and point out the fault. And some people deem that we should just say nothing, since pointing the mistake will hurt the teacher or the leader' feeling. However, from where I stand, I would choose to interrupt the class or meeting immediately and correct the fault right away for we might not have chance correct the mistakes after class or meeting. In addition, we can leave the teacher or the leader a good impression, which it is beneficial for our future career.
First and foremost, correcting the mistake later can be tough to implement in which we are required to talk to the students and colleagues one-by-one and it is both time-consuming and laborious. Whereas if we do not point out the fault, people may presumable follow the incorrect instruction and then it might cause tremendous misunderstand and even lead to an economical loss of the company. For instance, once my history teacher made a mistake on class, which he gave the wrong definition of an academic term and nobody pointed out that. As a result, in the next examination almost everyone in our class chose a wrong option in a multiple choice question which the definition got involved. Interrupt the teacher or the leader right away can diminish the negative consequence, so I strongly endorse the first solution.
Furthermore, redressing the error can attract the attention of the teacher or the leader on us. Excellent people are inclined to pay more attention to the person who points out their errors rather than the person who flatters them, and in this way, they can give us some crucial suggestions when we encounter problems. Take myself as an example. I am a biology professional and once in a required class the professor made a mistake on a certain type cytokine's functions. Because I had preview that chapter, I interrupt and correct him immediately. Since then he has a good impression on me and usually elaborated the faults I made in my assignments after class. And thanks to his instruction, I made a good performance on final examination. Interrupting someone and pointing out their mistakes does not always mean impolite and impetuous, on the contrary, it can means we possess a good responsibility, and individuals usually appreciate and esteem the person with such a characteristic.
In a nutshell, the first measure can not only minimize the detriment, but also leave other a good impression. Thus I prefer the first solution when I fall into such a dilemma.
Grammar and spelling errors:
Line 3, column 362, Rule ID: ECONOMICAL_ECONOMIC[1]
Message: Did you mean 'economic' (=connected with economy)?
Suggestion: economic
...ndous misunderstand and even lead to an economical loss of the company. For instance, once...
^^^^^^^^^^
Line 5, column 864, Rule ID: DID_BASEFORM[1]
Message: The verb 'can' requires the base form of the verb: 'mean'
Suggestion: mean
... and impetuous, on the contrary, it can means we possess a good responsibility, and i...
^^^^^
Line 7, column 111, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Thus,
...but also leave other a good impression. Thus I prefer the first solution when I fall...
^^^^
Transition Words or Phrases used:
also, but, first, furthermore, however, if, may, so, then, thus, whereas, for instance, in addition, as a result, on the contrary
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 7.0 15.1003584229 46% => More to be verbs wanted.
Auxiliary verbs: 16.0 9.8082437276 163% => OK
Conjunction : 31.0 13.8261648746 224% => Less conjunction wanted
Relative clauses : 16.0 11.0286738351 145% => OK
Pronoun: 45.0 43.0788530466 104% => OK
Preposition: 43.0 52.1666666667 82% => OK
Nominalization: 17.0 8.0752688172 211% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2292.0 1977.66487455 116% => OK
No of words: 467.0 407.700716846 115% => OK
Chars per words: 4.90792291221 4.8611393121 101% => OK
Fourth root words length: 4.64867537961 4.48103885553 104% => OK
Word Length SD: 2.84447790806 2.67179642975 106% => OK
Unique words: 243.0 212.727598566 114% => OK
Unique words percentage: 0.52034261242 0.524837075471 99% => OK
syllable_count: 711.9 618.680645161 115% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 9.59856630824 73% => OK
Article: 1.0 3.08781362007 32% => OK
Subordination: 5.0 3.51792114695 142% => OK
Conjunction: 6.0 1.86738351254 321% => Less conjunction wanted as sentence beginning.
Preposition: 7.0 4.94265232975 142% => OK
Performance on sentences:
How many sentences: 20.0 20.6003584229 97% => OK
Sentence length: 23.0 20.1344086022 114% => OK
Sentence length SD: 54.607027936 48.9658058833 112% => OK
Chars per sentence: 114.6 100.406767564 114% => OK
Words per sentence: 23.35 20.6045352989 113% => OK
Discourse Markers: 6.45 5.45110844103 118% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 3.0 5.5376344086 54% => OK
Sentences with positive sentiment : 7.0 11.8709677419 59% => More positive sentences wanted.
Sentences with negative sentiment : 11.0 3.85842293907 285% => 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: 0.187350780448 0.236089414692 79% => OK
Sentence topic coherence: 0.056890235893 0.076458572812 74% => OK
Sentence topic coherence SD: 0.051675461548 0.0737576698707 70% => OK
Paragraph topic coherence: 0.105942413932 0.150856017488 70% => OK
Paragraph topic coherence SD: 0.0839867295242 0.0645574589148 130% => OK
Essay readability:
automated_readability_index: 13.4 11.7677419355 114% => OK
flesch_reading_ease: 56.59 58.1214874552 97% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 11.1 10.1575268817 109% => OK
coleman_liau_index: 11.49 10.9000537634 105% => OK
dale_chall_readability_score: 8.16 8.01818996416 102% => OK
difficult_words: 100.0 86.8835125448 115% => OK
linsear_write_formula: 13.0 10.002688172 130% => OK
gunning_fog: 11.2 10.0537634409 111% => 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: 81.6666666667 out of 100
Scores by essay e-grader: 24.5 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.