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 is no shortage of debate about how to respond when an authority figure, such as a teacher or boss, says something inaccurate. In my opinion, I would point out in the same meeting or during the class, the mistake made by the person right away. I feel this way for two main reasons that I will explain in the following essay.
Firstly, I think it is important to state a correct concept if someone has said something I know is wrong, so that other students don’t learn something incorrectly. My personal experience is a compelling example of this. Approximately 10 years ago, I remember being in a history class and my teacher was talking about World War II. I noticed he said wrong a specific date. Moreover, he continued explaining the timeline of the facts based on this. When I noticed that something was wrong, I did not need to think so much, and I just raised my hand and told him he had confused the year and which was correct. As a result, all my classmates could learn properly the topic as well as my teacher was glad that I had pointed the error out for him. For this reason, making sure that accurate information is transmitted, is extremely important, especially in a classroom setting.
Secondly, it is a good way for the teacher or a boss can notice that you are aware of the lesson or the subject being discussed in the meeting. For instance, when I was working for a marketing business, I needed some feedback from my coworkers. The way I as leader, was able to know that they understood the presentation being exposed, occurred when one colleague told me I was wrong. We discussed the oversight and clarified doubts on the subject area. After that, everyone realized it was OK to talk out loud in a secure environment. Therefore, they assumed it is correct to quickly discuss incorrect thoughts. As a result of this experience, I learned that an environment of open communication is advantageous in a learning environment.
In conclusion, it is fine to tell a teacher or a group leader when they have made an error. This is because all the others present can correct the fault and because it allows us to have a respectful interchange of ideas.
- 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 70
- TPO 38- Integrated writingThe world's forests are facing increasing pressure which, if unchecked, will threaten the health of many industries, economies, nations, and lives. The development of an international fund to help developing countries implement u 3
- TPO 38- Integrated writingThe world's forests are facing increasing pressure which, if unchecked, will threaten the health of many industries, economies, nations, and lives. The development of an international fund to help developing countries implem 85
- TPO 38- Integrated writingThe world's forests are facing increasing pressure which, if unchecked, will threaten the health of many industries, economies, nations, and lives. The development of an international fund to help developing countries implem 85
- 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 60
Transition Words or Phrases used:
first, firstly, if, moreover, second, secondly, so, therefore, well, for instance, i feel, i think, in conclusion, such as, talking about, as a result, as well as, in my opinion
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 23.0 15.1003584229 152% => OK
Auxiliary verbs: 6.0 9.8082437276 61% => OK
Conjunction : 11.0 13.8261648746 80% => OK
Relative clauses : 15.0 11.0286738351 136% => OK
Pronoun: 56.0 43.0788530466 130% => Less pronouns wanted
Preposition: 35.0 52.1666666667 67% => OK
Nominalization: 9.0 8.0752688172 111% => OK
Performance on vocabulary words:
No of characters: 1797.0 1977.66487455 91% => OK
No of words: 387.0 407.700716846 95% => More content wanted.
Chars per words: 4.64341085271 4.8611393121 96% => OK
Fourth root words length: 4.43534841618 4.48103885553 99% => OK
Word Length SD: 2.81115337747 2.67179642975 105% => OK
Unique words: 215.0 212.727598566 101% => OK
Unique words percentage: 0.555555555556 0.524837075471 106% => OK
syllable_count: 562.5 618.680645161 91% => 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: 2.0 3.08781362007 65% => OK
Subordination: 6.0 3.51792114695 171% => OK
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 3.0 4.94265232975 61% => OK
Performance on sentences:
How many sentences: 20.0 20.6003584229 97% => OK
Sentence length: 19.0 20.1344086022 94% => OK
Sentence length SD: 34.7296703123 48.9658058833 71% => OK
Chars per sentence: 89.85 100.406767564 89% => OK
Words per sentence: 19.35 20.6045352989 94% => OK
Discourse Markers: 8.85 5.45110844103 162% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 0.0 5.5376344086 0% => 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: 4.0 4.88709677419 82% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.148641321339 0.236089414692 63% => OK
Sentence topic coherence: 0.0406313903702 0.076458572812 53% => OK
Sentence topic coherence SD: 0.0502623169392 0.0737576698707 68% => OK
Paragraph topic coherence: 0.096334630325 0.150856017488 64% => OK
Paragraph topic coherence SD: 0.0602335865165 0.0645574589148 93% => OK
Essay readability:
automated_readability_index: 10.1 11.7677419355 86% => Automated_readability_index is low.
flesch_reading_ease: 60.65 58.1214874552 104% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 9.5 10.1575268817 94% => OK
coleman_liau_index: 9.63 10.9000537634 88% => OK
dale_chall_readability_score: 8.13 8.01818996416 101% => OK
difficult_words: 87.0 86.8835125448 100% => OK
linsear_write_formula: 11.0 10.002688172 110% => OK
gunning_fog: 9.6 10.0537634409 95% => 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: 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.