Since the dawn of civilization, human beings have involved in great struggle to find the best way to correct someone’s speech or idea which is not true in your mind. Different people would give different responses to this question from their own characters, emotional concerns and even educational background. When it comes to me I adopt firm position that I should interrupt and correct the presentation give my idea on the issue. I will try to explain my viewpoint more clearly.
In the first step, talking in front of people and giving speech on theory and concepts is prevail among professors and students. Many new psychologists believe that presenting would cause serious stress which may lead the speakers to make bad mistakes. Misunderstanding of a thesis deprive the audience of the correct information, therefore we should interrupt the speech and mention the right concept to prevent the miss leading consequences. To illustrate this consider my own experience, my professor interrupted me when I was giving a talk on my thesis in the university and at first it upsetted me. Then after got that I convey a wrong issue during my talking due to the stress of my presentation. It is well known that people may convey wrong idea deliberately so as I illustrated above it is beneficial for both the audience and lecturer to convey the right thesis.
Admittedly, despite all reasonable evidence of the contrary, some people may argue that it may be offensive to interrupt and cut someone's speech. This on premise that interrupting means whole the speech is in wrong direction and your idea is absurd but such position should be taken with a grain of salt. Indeed, those assertion are most likely to made under assumption that peers may criticize each other during the speech to cause undermine the significance of the idea. Which in fact does not always hold the true. A recent research done by university of Tehran showed that a debate among the lecturer and audience would make the speech more effective. Furthermore, it may make the chance for the lecturer to highlight more information to make audience convinced.
All in all, while many perspectives and viewpoints exist on this issue, it is evident that there are more supportive argument to claim that truncating someone's speech is more beneficial rather than insist on saying nothing or talking after the meeting. As I stated above stress may harm a speech and it is not no more offensive to interrupt the lecture. I suggest students and professors to give the right idea in any time so subsequently the quality of educational and scientific meetings would increase.
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Grammar and spelling errors:
Line 2, column 91, Rule ID: BEEN_PART_AGREEMENT
Message: Consider using a past participle here: 'prevailed'.
...giving speech on theory and concepts is prevail among professors and students. Many new...
Line 3, column 130, Rule ID: POSSESIVE_APOSTROPHE
Message: Possible typo: apostrophe is missing. Did you mean 'someones'' or 'someone's'?
Suggestion: someones'; someone's
...t may be offensive to interrupt and cut someones speech. This on premise that interrupti...
Line 3, column 313, Rule ID: THIS_NNS
Message: Did you mean 'this assertion' or 'those assertions'?
Suggestion: this assertion; those assertions
... be taken with a grain of salt. Indeed, those assertion are most likely to made under assumptio...
Line 3, column 473, Rule ID: SENTENCE_FRAGMENT
Message: “Which” 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.
...undermine the significance of the idea. Which in fact does not always hold the true. ...
Transition Words or Phrases used:
but, first, furthermore, if, may, so, then, therefore, well, while, in fact, in my view
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 14.0 15.1003584229 93% => OK
Auxiliary verbs: 15.0 9.8082437276 153% => OK
Conjunction : 18.0 13.8261648746 130% => OK
Relative clauses : 15.0 11.0286738351 136% => OK
Pronoun: 45.0 43.0788530466 104% => OK
Preposition: 57.0 52.1666666667 109% => OK
Nominalization: 20.0 8.0752688172 248% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2199.0 1977.66487455 111% => OK
No of words: 441.0 407.700716846 108% => OK
Chars per words: 4.98639455782 4.8611393121 103% => OK
Fourth root words length: 4.58257569496 4.48103885553 102% => OK
Word Length SD: 2.87121753767 2.67179642975 107% => OK
Unique words: 227.0 212.727598566 107% => OK
Unique words percentage: 0.514739229025 0.524837075471 98% => OK
syllable_count: 683.1 618.680645161 110% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 9.59856630824 83% => OK
Article: 1.0 3.08781362007 32% => OK
Subordination: 4.0 3.51792114695 114% => OK
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 4.0 4.94265232975 81% => OK
Performance on sentences:
How many sentences: 19.0 20.6003584229 92% => OK
Sentence length: 23.0 20.1344086022 114% => OK
Sentence length SD: 46.4444981967 48.9658058833 95% => OK
Chars per sentence: 115.736842105 100.406767564 115% => OK
Words per sentence: 23.2105263158 20.6045352989 113% => OK
Discourse Markers: 4.57894736842 5.45110844103 84% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 4.0 5.5376344086 72% => OK
Sentences with positive sentiment : 11.0 11.8709677419 93% => OK
Sentences with negative sentiment : 8.0 3.85842293907 207% => Less negative sentences wanted.
Sentences with neutral sentiment: 0.0 4.88709677419 0% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.0807429098289 0.236089414692 34% => The similarity between the topic and the content is low.
Sentence topic coherence: 0.026661648003 0.076458572812 35% => Sentence topic similarity is low.
Sentence topic coherence SD: 0.0264788370167 0.0737576698707 36% => Sentences are similar to each other.
Paragraph topic coherence: 0.0551235080713 0.150856017488 37% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.0152087042352 0.0645574589148 24% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
automated_readability_index: 13.7 11.7677419355 116% => 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: 11.96 10.9000537634 110% => OK
dale_chall_readability_score: 8.39 8.01818996416 105% => OK
difficult_words: 101.0 86.8835125448 116% => OK
linsear_write_formula: 11.0 10.002688172 110% => OK
gunning_fog: 11.2 10.0537634409 111% => OK
text_standard: 12.0 10.247311828 117% => 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: 76.6666666667 out of 100
Scores by essay e-grader: 23.0 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.