Some people may stick to the first way stated in the passage as they think the truth is the most important part in the classroom or the meeting, or otherwise, they would prefer to choose to correct the words after class or meeting because they maintain that the process is more significant. While for me, I agree with the both. But how to choose one? I think this is needed to be determined by the specific situation.
To begin with, if you meet the strict teacher who doesn't allow students to break up the class, or you are in a very big classroom crowded with people, interrupting the course is very embarrassed. For example, the teacher may hope the students have a perfect class experience and they would like to choose to adopt the right responding after class. Then, even if you have the motion to correct them, you'd better choose the other means, or otherwise, leave an upset teacher. Besides, in the big classroom, how to make the students focus on the lecture is of vital importance. You must realize that most of other students may couldn't hear your conversation with the teachers, and they have more interest in the happening course context. In this case, your interrupting is truly an "interruption".
However, in more general situation. I would like to choose correct the mistakes right away rather than leave them behind. Firstly, some problems are not so clearly as you imagined, and the idea may only exist short of time. In this regard, communicating the thinking with the professors or meeting leader is valuable and reasonable. Meanwhile, I believe the teachers or meeting leader have the responsibility to make sure the information they give is relatively accurate, so generally your responding is just OK for them. Besides, I think the audiences also have the more or less obligation to talk about their opinion and help other people correctly understand the contents. Hence, more often, I prefer to correct the mistake immediately.
In conclusion, correcting the mistakes occurred in the course or meeting is necessary and meaningful, and I support to manage them in time in most cases. While I also agree that we need to notice the behavior we make and think twice that if this is appropriate in the specific situation.
Grammar and spelling errors:
Line 3, column 51, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: doesn't
...ith, if you meet the strict teacher who doesnt allow students to break up the class, o...
^^^^^^
Line 3, column 400, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: you'd
...if you have the motion to correct them, youd better choose the other means, or other...
^^^^
Line 3, column 624, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: couldn't
...realize that most of other students may couldnt hear your conversation with the teacher...
^^^^^^^
Line 3, column 749, Rule ID: YOUR[1]
Message: Did you mean 'you're' or 'you are'?
Suggestion: you're; you are
...happening course context. In this case, your interrupting is truly an 'interrup...
^^^^
Line 5, column 60, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to correct'
Suggestion: to correct
...neral situation. I would like to choose correct the mistakes right away rather than lea...
^^^^^^^
Line 5, column 486, Rule ID: YOUR[1]
Message: Did you mean 'you're' or 'you are'?
Suggestion: you're; you are
...ve is relatively accurate, so generally your responding is just OK for them. Besides...
^^^^
Transition Words or Phrases used:
also, besides, but, first, firstly, hence, however, if, may, so, then, while, for example, i think, in conclusion, in most cases, more or less, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 14.0 15.1003584229 93% => OK
Auxiliary verbs: 9.0 9.8082437276 92% => OK
Conjunction : 18.0 13.8261648746 130% => OK
Relative clauses : 5.0 11.0286738351 45% => More relative clauses wanted.
Pronoun: 38.0 43.0788530466 88% => OK
Preposition: 47.0 52.1666666667 90% => OK
Nominalization: 8.0 8.0752688172 99% => OK
Performance on vocabulary words:
No of characters: 1880.0 1977.66487455 95% => OK
No of words: 384.0 407.700716846 94% => More content wanted.
Chars per words: 4.89583333333 4.8611393121 101% => OK
Fourth root words length: 4.4267276788 4.48103885553 99% => OK
Word Length SD: 2.84879646097 2.67179642975 107% => OK
Unique words: 192.0 212.727598566 90% => More unique words wanted.
Unique words percentage: 0.5 0.524837075471 95% => OK
syllable_count: 583.2 618.680645161 94% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 9.0 9.59856630824 94% => OK
Article: 1.0 3.08781362007 32% => OK
Subordination: 4.0 3.51792114695 114% => OK
Conjunction: 7.0 1.86738351254 375% => Less conjunction wanted as sentence beginning.
Preposition: 6.0 4.94265232975 121% => OK
Performance on sentences:
How many sentences: 19.0 20.6003584229 92% => OK
Sentence length: 20.0 20.1344086022 99% => OK
Sentence length SD: 64.3381819921 48.9658058833 131% => OK
Chars per sentence: 98.9473684211 100.406767564 99% => OK
Words per sentence: 20.2105263158 20.6045352989 98% => OK
Discourse Markers: 8.26315789474 5.45110844103 152% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 6.0 5.5376344086 108% => OK
Sentences with positive sentiment : 13.0 11.8709677419 110% => OK
Sentences with negative sentiment : 4.0 3.85842293907 104% => OK
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: 0.177016415048 0.236089414692 75% => OK
Sentence topic coherence: 0.0518232811767 0.076458572812 68% => OK
Sentence topic coherence SD: 0.0396266746562 0.0737576698707 54% => OK
Paragraph topic coherence: 0.101722119775 0.150856017488 67% => OK
Paragraph topic coherence SD: 0.0483836711107 0.0645574589148 75% => 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: 7.67 8.01818996416 96% => OK
difficult_words: 74.0 86.8835125448 85% => OK
linsear_write_formula: 10.5 10.002688172 105% => OK
gunning_fog: 10.0 10.0537634409 99% => OK
text_standard: 10.0 10.247311828 98% => 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: 73.3333333333 out of 100
Scores by essay e-grader: 22.0 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.