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 leade
-Say nothing Use specific reasons and examples to support your answer.
Throughout our life sometimes we confront some situations that making the right decision would be tough for us. One of this situation is when our teacher or the meeting leader says something wrong during his lecture. We have a dilemma if we have to correct his mistake right away or wait to talk to him at the end of the lecture or meeting or say nothing. As I am concerned, I prefer to talk to him/her at the end of the meeting when people are gone. In the following paragraph, I will shed light on arguments to support my view.
The first point to be mentioned is that with this attitude I give him a chance to concentrate on his viewpoint without any distraction. If I interrupt the lecture due to the correct his faults it might wander his mind and he forgets the most of the information. Because different people have a different personality, sometimes they can easily by the successive question. And also, it might be the lecture deviates from the main direction. As an audience, you have to listen to his lecture and if you heard some mistake information you can take some notes to discuss him after finishing the lecture. For instance, I participated in a conference that my professor talks about the history of world war, he made a mistake about the beginning and ending the war and I notice his faults but I try to tell him after the lecture he appreciate me a lot that I do not distract him during his speech. After that, he thinks of me as astute and considers student and I leave a good impression on him.
The second reason that deserves some words is that the one whose speeches lose his confidence with frequent questions. Base on people’s character and experience, questioning during the lecture may have a negative effect on his/ her speech and the one presents a bad and embarrassing presentation. Especially, when the presenter has a sensitive character or low experience. For example, one of my friends was asked talked about the most important environmental issues that today’s world confront. During her lecture, some of the students that have problem with her and knows she is vulnerable want to embarrass her by correcting her mistake and she could not handle this stressful situation and mad a terrible lecture. Therefore, as you can see, we choose the second option in order not to hurt the feelings of others.
By the way of conclusion, base on the arguments above, I am of the opinion that the best way for correcting other’s faults is to talk to them after the lecture when all audiences gone due to the not distract him/her and destroy her confidence by successive questions.
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- TPO 47 Independent Writing Task Do you agree or disagree with the following statement It is important to know about events happening around the world even if it is unlikely that they will affect your daily life 74
Grammar and spelling errors:
Line 2, column 824, Rule ID: HE_VERB_AGR[1]
Message: The pronoun 'he' must be used with a third-person verb: 'appreciates'.
Suggestion: appreciates
... I try to tell him after the lecture he appreciate me a lot that I do not distract him dur...
^^^^^^^^^^
Line 3, column 526, Rule ID: SOME_OF_THE[1]
Message: Simply use 'some'.
Suggestion: some
...s;s world confront. During her lecture, some of the students that have problem with her and...
^^^^^^^^^^^
Line 5, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...er confidence by successive questions.
^^^
Transition Words or Phrases used:
also, but, first, if, may, second, so, therefore, for example, for instance, by the way
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 10.0 15.1003584229 66% => OK
Auxiliary verbs: 9.0 9.8082437276 92% => OK
Conjunction : 20.0 13.8261648746 145% => OK
Relative clauses : 15.0 11.0286738351 136% => OK
Pronoun: 76.0 43.0788530466 176% => Less pronouns wanted
Preposition: 62.0 52.1666666667 119% => OK
Nominalization: 15.0 8.0752688172 186% => OK
Performance on vocabulary words:
No of characters: 2168.0 1977.66487455 110% => OK
No of words: 461.0 407.700716846 113% => OK
Chars per words: 4.70281995662 4.8611393121 97% => OK
Fourth root words length: 4.63367139033 4.48103885553 103% => OK
Word Length SD: 2.79840588858 2.67179642975 105% => OK
Unique words: 226.0 212.727598566 106% => OK
Unique words percentage: 0.490238611714 0.524837075471 93% => More unique words wanted or less content wanted.
syllable_count: 681.3 618.680645161 110% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 10.0 9.59856630824 104% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 7.0 3.51792114695 199% => OK
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 5.0 4.94265232975 101% => OK
Performance on sentences:
How many sentences: 19.0 20.6003584229 92% => OK
Sentence length: 24.0 20.1344086022 119% => OK
Sentence length SD: 61.3585349083 48.9658058833 125% => OK
Chars per sentence: 114.105263158 100.406767564 114% => OK
Words per sentence: 24.2631578947 20.6045352989 118% => OK
Discourse Markers: 4.57894736842 5.45110844103 84% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 3.0 5.5376344086 54% => OK
Sentences with positive sentiment : 7.0 11.8709677419 59% => More positive sentences wanted.
Sentences with negative sentiment : 9.0 3.85842293907 233% => 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: 0.127654409915 0.236089414692 54% => OK
Sentence topic coherence: 0.0397826371331 0.076458572812 52% => OK
Sentence topic coherence SD: 0.0554616656439 0.0737576698707 75% => OK
Paragraph topic coherence: 0.0840892419471 0.150856017488 56% => OK
Paragraph topic coherence SD: 0.0720642217807 0.0645574589148 112% => OK
Essay readability:
automated_readability_index: 12.8 11.7677419355 109% => OK
flesch_reading_ease: 55.58 58.1214874552 96% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 11.5 10.1575268817 113% => OK
coleman_liau_index: 10.28 10.9000537634 94% => OK
dale_chall_readability_score: 7.91 8.01818996416 99% => OK
difficult_words: 90.0 86.8835125448 104% => OK
linsear_write_formula: 9.0 10.002688172 90% => OK
gunning_fog: 11.6 10.0537634409 115% => OK
text_standard: 12.0 10.247311828 117% => 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.