There are many rules about meeting and classes in the world regardless of any culture or religious view which one of them is to respect the lecturer. We all are human and we may make a mistake in every position. This is a common happening in every environment. As far as I’m concerned, I firmly contend that if the lecturer makes a mistake in my attitude, I would wait until the class or meeting became over and after that, I will speak with the lecturer. The following paragraphs will aptly elucidate my perspective through outstanding reasons.
The first noteworthy point to be mentioned in this context is that I’m a human being like the lecturer and I may misunderstand his words. Certainly, some people would presume that they are right in every situation but I don’t think in this way and by telling a wrong claim in the class or meeting I would be assumed as an illogical person in the other’s view. To illustrate this idea let’s consider the following example. When I was in high school, I had a friend that she thinks everybody is wrong always. She says her opposite idea in every class and she became illogical in other’s view because most of the time she was wrong.
Equally important is that if we say the wrong idea, we would waste the time of people. It’s completely accepted by all the people that we shouldn’t take the time of the class. Although people may misunderstand a topic because of wrong statements of the lecturer we can supplicate from the lecturer to emend her statement in the next class or meeting. A recent study indicates that interrupting the teacher in the class would interrupt the students and in many cases, students may think that the teacher isn’t qualified good and don’t listen to him anymore. As a consequence, we shouldn’t interrupt the class to correct the teacher.
Furthermore, it is indisputable fact that when a person wants to speak or teach a lesson, he is somehow nervous. If in this position we want to correct him, he would become stressful. In this occasion, he would oppose us vengeful or even repudiate the fact because he thinks that maybe others have a negative attitude about him. To clarify this, I shall take a personal experience in a history class. One of my friends loved history and studied a lot about it. One time my teacher made a mistake. My friend interrupts him promptly and argues about the mistake. My teacher understood the mistake but he didn’t want everybody to figure it out. So, he starts to debate with my friend and became so angry. Ultimately he put my friend out of the class and couldn’t continue the class anymore. As you can see, interrupting the teacher may have the negative result.
In brief, all the aforementioned reasons lead us to the conclusion that waiting to speak individually with the teacher about a mistake is much better than being quiet or interrupt him in the class. Of course, besides the advantages of this action, we should neglect that maybe the teacher gives wrong information to the student at that time.
Grammar and spelling errors:
Line 2, column 531, Rule ID: SAY_TELL[3]
Message: 'Say' cannot be followed by a direct personal object. Did you mean 'tells'?
Suggestion: tells
...e thinks everybody is wrong always. She says her opposite idea in every class and sh...
^^^^
Line 3, column 1, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Equally,
...ecause most of the time she was wrong. Equally important is that if we say the wrong i...
^^^^^^^
Transition Words or Phrases used:
besides, but, first, furthermore, if, may, so, in brief, of course, in many cases
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 17.0 15.1003584229 113% => OK
Auxiliary verbs: 18.0 9.8082437276 184% => OK
Conjunction : 21.0 13.8261648746 152% => OK
Relative clauses : 17.0 11.0286738351 154% => OK
Pronoun: 77.0 43.0788530466 179% => Less pronouns wanted
Preposition: 65.0 52.1666666667 125% => OK
Nominalization: 8.0 8.0752688172 99% => OK
Performance on vocabulary words:
No of characters: 2553.0 1977.66487455 129% => OK
No of words: 531.0 407.700716846 130% => OK
Chars per words: 4.80790960452 4.8611393121 99% => OK
Fourth root words length: 4.80035803286 4.48103885553 107% => OK
Word Length SD: 2.79977691062 2.67179642975 105% => OK
Unique words: 245.0 212.727598566 115% => OK
Unique words percentage: 0.461393596987 0.524837075471 88% => More unique words wanted or less content wanted.
syllable_count: 803.7 618.680645161 130% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 18.0 9.59856630824 188% => OK
Article: 3.0 3.08781362007 97% => OK
Subordination: 6.0 3.51792114695 171% => OK
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 6.0 4.94265232975 121% => OK
Performance on sentences:
How many sentences: 28.0 20.6003584229 136% => OK
Sentence length: 18.0 20.1344086022 89% => OK
Sentence length SD: 53.4705240181 48.9658058833 109% => OK
Chars per sentence: 91.1785714286 100.406767564 91% => OK
Words per sentence: 18.9642857143 20.6045352989 92% => OK
Discourse Markers: 2.89285714286 5.45110844103 53% => More transition words/phrases wanted.
Paragraphs: 5.0 4.53405017921 110% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 6.0 11.8709677419 51% => More positive sentences wanted.
Sentences with negative sentiment : 18.0 3.85842293907 467% => Less negative sentences wanted.
Sentences with neutral sentiment: 4.0 4.88709677419 82% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.0918910599369 0.236089414692 39% => The similarity between the topic and the content is low.
Sentence topic coherence: 0.0301890413309 0.076458572812 39% => Sentence topic similarity is low.
Sentence topic coherence SD: 0.0313125294285 0.0737576698707 42% => Sentences are similar to each other.
Paragraph topic coherence: 0.0581621860633 0.150856017488 39% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.0150170326962 0.0645574589148 23% => 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: 10.7 11.7677419355 91% => Automated_readability_index is low.
flesch_reading_ease: 61.67 58.1214874552 106% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 9.1 10.1575268817 90% => OK
coleman_liau_index: 10.62 10.9000537634 97% => OK
dale_chall_readability_score: 7.77 8.01818996416 97% => OK
difficult_words: 109.0 86.8835125448 125% => OK
linsear_write_formula: 8.0 10.002688172 80% => OK
gunning_fog: 9.2 10.0537634409 92% => OK
text_standard: 8.0 10.247311828 78% => OK
What are above readability scores?
---------------------
Rates: 70.0 out of 100
Scores by essay e-grader: 21.0 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.