Everyone may be mistaken, and there is nothing in it to be ashamed of. However, in general, people do not like to be corrected for their mistakes. In this regard, personally, I am prone to believe that it is better to correct the teacher after the class is over. I hold this opinion since interrupting a person and correcting her mistake may confuse her; and trying to correct a mistake immediately may place us in a silly situation.
To begin with, our teachers are real professionals and an attempt to correct them in front of the class may embarrass and confuse them. This is explained by the fact that a person needs to study hard and long in order to become a teacher, and the education teachers receive secures the proper level of their proficiency. Furthermore, our tutors do not commonly expect us to correct their mistakes. For example, my teacher of history at school was one of the most intelligent individuals I have ever met. Once when she was telling /to/ us about the peculiarities of the formation of our state, she wrongly stressed out that initially the territory of our country was equivalent to 29,000 square kilometers. In fact, our territory was larger. After I heard her explanations, I raised my hand and told her about her mistake. She became red and was not able to continue the class. So, the level of proficiency of our teachers makes them unready for criticism.
Additionally, in fact an idea which seems to be erroneous may occur to be correct after thorough consideration. The material that we learn at schools is complex and sometimes it is difficult to understand it immediately. That is why it is better to wait for a while, ask for clarifications, if necessary, and only after that to correct the possible mistake of the teacher. For instance, my classmate was trying to find something to comment on during all our classes. As a result, he often was occurring in fooly situations inasmuch as he was trying to find something wrong in the ideas of all teachers that were initially correct. At the same time, it was obvious for us that teachers are mistaken rarely, but the desire to appear smart was leading our classmate to undesirable situations. So, in order not to seem unclever it is preferable not to hurry in conclusions about the ideas expressed by the teachers.
To sum up briefly, it is not common to correct mistakes of teachers. However, if it takes place, it should be done in a gentle manner and only after fully comprehending the issue under consideration.
Grammar and spelling errors:
Line 3, column 483, Rule ID: ADVERB_WORD_ORDER[4]
Message: The adverb 'often' is usually put after the verb 'was'.
Suggestion: was often
...during all our classes. As a result, he often was occurring in fooly situations inasmuch ...
^^^^^^^^^
Line 3, column 656, Rule ID: OBVIOUS_FOR[1]
Message: The adjective obvious is normally used with 'to': 'obvious to us'.
Suggestion: obvious to us
...ially correct. At the same time, it was obvious for us that teachers are mistaken rarely, but ...
^^^^^^^^^^^^^^
Line 4, column 115, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in a gentle manner" with adverb for "gentle"; eg, "in a hasty manner" with "hastily".
...r, if it takes place, it should be done in a gentle manner and only after fully comprehending the ...
^^^^^^^^^^^^^^^^^^
Line 4, column 200, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ehending the issue under consideration.
^^^^^^
Transition Words or Phrases used:
briefly, but, furthermore, however, if, may, so, while, for example, for instance, in conclusion, in fact, in general, as a result, to begin with, to sum up
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 29.0 15.1003584229 192% => OK
Auxiliary verbs: 6.0 9.8082437276 61% => OK
Conjunction : 13.0 13.8261648746 94% => OK
Relative clauses : 10.0 11.0286738351 91% => OK
Pronoun: 58.0 43.0788530466 135% => Less pronouns wanted
Preposition: 74.0 52.1666666667 142% => OK
Nominalization: 7.0 8.0752688172 87% => OK
Performance on vocabulary words:
No of characters: 2073.0 1977.66487455 105% => OK
No of words: 437.0 407.700716846 107% => OK
Chars per words: 4.74370709382 4.8611393121 98% => OK
Fourth root words length: 4.57214883401 4.48103885553 102% => OK
Word Length SD: 2.86661843813 2.67179642975 107% => OK
Unique words: 221.0 212.727598566 104% => OK
Unique words percentage: 0.505720823799 0.524837075471 96% => OK
syllable_count: 660.6 618.680645161 107% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 16.0 9.59856630824 167% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 4.0 3.51792114695 114% => OK
Conjunction: 5.0 1.86738351254 268% => Less conjunction wanted as sentence beginning.
Preposition: 9.0 4.94265232975 182% => OK
Performance on sentences:
How many sentences: 22.0 20.6003584229 107% => OK
Sentence length: 19.0 20.1344086022 94% => OK
Sentence length SD: 43.7234925601 48.9658058833 89% => OK
Chars per sentence: 94.2272727273 100.406767564 94% => OK
Words per sentence: 19.8636363636 20.6045352989 96% => OK
Discourse Markers: 7.09090909091 5.45110844103 130% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 4.0 5.5376344086 72% => OK
Sentences with positive sentiment : 6.0 11.8709677419 51% => More positive sentences wanted.
Sentences with negative sentiment : 12.0 3.85842293907 311% => 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: 0.135037861627 0.236089414692 57% => OK
Sentence topic coherence: 0.0422807695242 0.076458572812 55% => OK
Sentence topic coherence SD: 0.0381251277521 0.0737576698707 52% => OK
Paragraph topic coherence: 0.0868408742128 0.150856017488 58% => OK
Paragraph topic coherence SD: 0.0356030972715 0.0645574589148 55% => OK
Essay readability:
automated_readability_index: 10.8 11.7677419355 92% => Automated_readability_index is low.
flesch_reading_ease: 60.65 58.1214874552 104% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 9.5 10.1575268817 94% => OK
coleman_liau_index: 10.21 10.9000537634 94% => OK
dale_chall_readability_score: 7.83 8.01818996416 98% => OK
difficult_words: 90.0 86.8835125448 104% => OK
linsear_write_formula: 11.0 10.002688172 110% => OK
gunning_fog: 9.6 10.0537634409 95% => OK
text_standard: 11.0 10.247311828 107% => 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: 70.0 out of 100
Scores by essay e-grader: 21.0 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.