Essay topics: Imagine that you are in a classroom or a meeting. The teacher or the meeting leader says something incorrect In your opinion, which of the following is the best thing to do?
•Interrupt and correct the mistake right away.
•Wait until the class or meeting is over and the people are gone, and then talk to the teacher or meeting leader.
•Say nothing.
There are many times people encounter a situation, where they have to make choices on how to behave. One frequent case is when people detect a mistake that their teachers or leaders make in a classroom or meeting. Then they must decide among interfering immediately to point out the error and correct it, wait until the end and tell the speaker in person or simply do not say anything about it at all. If I were in that circumstance, I would choose the second solution for the following reasons.
Talking to the lecturer about the fault after class or meeting is better than disturbing their speech. Immediate intervention is not favorable because this can embarass the lecturer. It is a common sense that people react quite negatively when their mistakes are pointed out in the public. They usually tend to focus on their image at the time and try to find excuse instead of paying attention to the core of the problem. Some might go further and do not admit their error at all. Moreover, it seems infeasible to maintain good relationship with them as they will attribute me as the cause of their embarassment in front of others. Meanwhile, if I tell them in private, they can keep their composure and truly concentrate on the mistake. In addition, this helps to facilitate my contribution to the content. Postponing until the class or the meeting finishes gives me time to recheck the facts and information that I know so that I can be more certain of my knowledge. Hence, it brings more merits to speak to that person individually when the class or meeting is over.
On the other hand, saying nothing is not a clever decion because if I do not speak to the teacher or the manager about that mistake, I will never know whether my discovery is right or wrong. The teacher or meeting leader and I can together reevaluate the problem and determine the final answer. Moreover, if I do not talk to the teacher or the manager about the mistake that I identify, they will never know that I do while this is a good opportunity for me to display my ability. In today's competitive world, it is important to be outstanding in the eyes of the teacher or supervisors to advance in my academic or career path. Therefore, I should definitely find ways to tell them about that fault. Somebody might fear of being the wrong one in the end. Nonetheless, even in case I am, eventually, the one who is mistaken, this at least demonstrate my attention during the speech and my passion and interest in the matter mentioned. Obviously, the advantages of the second choice outweigh those of the third one.
In conclusion, if I happen to realize something wrong in my teacher's lecture or the meeting leader's speech, I would certainly wait until the end and have a private conversation with them about it. In this way, I can both contribute to the content and make myself stand out without any hurting to the speaker's feelings.
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Grammar and spelling errors:
Line 5, column 51, Rule ID: A_PLURAL[2]
Message: Don't use indefinite articles with plural words. Did you mean 'decision'?
Suggestion: decision
...er hand, saying nothing is not a clever decisions because if I do not speak to the teache...
^^^^^^^^^
Line 5, column 339, Rule ID: THE_SENT_END[1]
Message: Did you forget something after 'the'?
...If I say nothing, I will not be sure of the . Moreover, if I do not talk to the teach...
^^^^^
Line 5, column 342, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Don't put a space before the full stop
Suggestion: .
...I say nothing, I will not be sure of the . Moreover, if I do not talk to the teach...
^^
Line 7, column 248, Rule ID: BOTH_AS_WELL_AS[1]
Message: Probable usage error. Use 'and' after 'both'.
Suggestion: and
...y, I can both contribute to the content as well as make myself stand out without any hurti...
^^^^^^^^^^
Transition Words or Phrases used:
but, hence, if, moreover, nonetheless, second, so, then, therefore, third, well, while, at least, in addition, in conclusion, as well as, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 17.0 15.1003584229 113% => OK
Auxiliary verbs: 15.0 9.8082437276 153% => OK
Conjunction : 24.0 13.8261648746 174% => OK
Relative clauses : 15.0 11.0286738351 136% => OK
Pronoun: 70.0 43.0788530466 162% => Less pronouns wanted
Preposition: 75.0 52.1666666667 144% => OK
Nominalization: 12.0 8.0752688172 149% => OK
Performance on vocabulary words:
No of characters: 2438.0 1977.66487455 123% => OK
No of words: 528.0 407.700716846 130% => OK
Chars per words: 4.61742424242 4.8611393121 95% => OK
Fourth root words length: 4.79356345386 4.48103885553 107% => OK
Word Length SD: 2.6711142949 2.67179642975 100% => OK
Unique words: 257.0 212.727598566 121% => OK
Unique words percentage: 0.486742424242 0.524837075471 93% => More unique words wanted or less content wanted.
syllable_count: 768.6 618.680645161 124% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 15.0 9.59856630824 156% => OK
Article: 3.0 3.08781362007 97% => OK
Subordination: 5.0 3.51792114695 142% => OK
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 5.0 4.94265232975 101% => OK
Performance on sentences:
How many sentences: 25.0 20.6003584229 121% => OK
Sentence length: 21.0 20.1344086022 104% => OK
Sentence length SD: 45.0688362397 48.9658058833 92% => OK
Chars per sentence: 97.52 100.406767564 97% => OK
Words per sentence: 21.12 20.6045352989 103% => OK
Discourse Markers: 6.2 5.45110844103 114% => 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 : 11.0 3.85842293907 285% => Less negative sentences wanted.
Sentences with neutral sentiment: 3.0 4.88709677419 61% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.146366313648 0.236089414692 62% => OK
Sentence topic coherence: 0.0384211623092 0.076458572812 50% => OK
Sentence topic coherence SD: 0.0470355276699 0.0737576698707 64% => OK
Paragraph topic coherence: 0.101158508503 0.150856017488 67% => OK
Paragraph topic coherence SD: 0.0393853040105 0.0645574589148 61% => OK
Essay readability:
automated_readability_index: 10.9 11.7677419355 93% => Automated_readability_index is low.
flesch_reading_ease: 58.62 58.1214874552 101% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 10.3 10.1575268817 101% => OK
coleman_liau_index: 9.52 10.9000537634 87% => OK
dale_chall_readability_score: 7.76 8.01818996416 97% => OK
difficult_words: 103.0 86.8835125448 119% => OK
linsear_write_formula: 10.5 10.002688172 105% => OK
gunning_fog: 10.4 10.0537634409 103% => 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: 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.