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?
a) Interrupt and correct the mistake right away, b) Wait until the class or meeting is over and the people are gone, and then talk to the teacher or meeting leader, c) Say nothing.
Throughout history, people didn't know what thay should do when a person in a meeting or in a class make a mistake and says a wrong point. Some people prefer to say to he/she right away and correct his/her mistake. However, I firmly believe to wait until the class or meeting is over and say his/her mistake. There are two reasons why I think this is critically important, which I will elaborate in the following essay.
The first remarkable point to be mentioned is that interrupting and correcting the mistake right away causes a person forget everything that he/she wants to say later. Also the other people confuse, and may don't undrestand points of the meeting and the class. My individual experience is a compelling example of this. Several years ago, I worked at a well-known company. Once a week, my manager held a meeting to report our works. When I was presented my data and reported them, I made a little mistake in a my accounting. During my presentation, one of my colegue said "you are making a mistake". After that, I couldn't re-presente again because he interrupted me.
The second reason I would like to mention is that correcting the mistake right away cause become chaotic in the meeting; it means people speak to each other and cause a lot of noises in the meeting or the class. And in this circomstance controling the meeting or the class is very hard. Back to the example that is borought in above. When he spoke between my presentation, the meeting was full of noises and I couldn't control the meeting. After a while, we had to cancel our meating. This example demonstrates we shouldn't interrupt and correct the mistake right away.
To wrap it up, All the reasons to be mentioned above showe we should wait until the end of class or the meeting then talk to the teacher or meeting leader and correct his/her mistake. This is because correcting the mistake right away causes a person forget everything that he/she wants to say, and, become chaotic in the meeting or the class.
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Grammar and spelling errors:
Line 1, column 28, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: didn't
Throughout history, people didnt know what thay should do when a person ...
^^^^^
Line 3, column 169, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Also,
...rything that he/she wants to say later. Also the other people confuse, and may dont ...
^^^^
Line 3, column 208, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: don't
... Also the other people confuse, and may dont undrestand points of the meeting and th...
^^^^
Line 3, column 507, Rule ID: DT_PRP[1]
Message: Possible typo. Did you mean 'a' or 'my'?
Suggestion: a; my
...ported them, I made a little mistake in a my accounting. During my presentation, one...
^^^^
Line 3, column 623, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: couldn't
...e making a mistake'. After that, I couldnt re-presente again because he interrupte...
^^^^^^^
Line 5, column 411, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: couldn't
...n, the meeting was full of noises and I couldnt control the meeting. After a while, we ...
^^^^^^^
Line 5, column 514, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: shouldn't
...r meating. This example demonstrates we shouldnt interrupt and correct the mistake right...
^^^^^^^^
Transition Words or Phrases used:
also, first, however, may, second, so, then, well, while, i think
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 14.0 15.1003584229 93% => OK
Auxiliary verbs: 5.0 9.8082437276 51% => OK
Conjunction : 19.0 13.8261648746 137% => OK
Relative clauses : 10.0 11.0286738351 91% => OK
Pronoun: 51.0 43.0788530466 118% => OK
Preposition: 42.0 52.1666666667 81% => OK
Nominalization: 5.0 8.0752688172 62% => OK
Performance on vocabulary words:
No of characters: 1661.0 1977.66487455 84% => OK
No of words: 353.0 407.700716846 87% => More content wanted.
Chars per words: 4.70538243626 4.8611393121 97% => OK
Fourth root words length: 4.33454660006 4.48103885553 97% => OK
Word Length SD: 2.64137229092 2.67179642975 99% => OK
Unique words: 170.0 212.727598566 80% => More unique words wanted.
Unique words percentage: 0.481586402266 0.524837075471 92% => More unique words wanted or less content wanted.
syllable_count: 513.9 618.680645161 83% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 11.0 9.59856630824 115% => OK
Article: 3.0 3.08781362007 97% => OK
Subordination: 4.0 3.51792114695 114% => OK
Conjunction: 2.0 1.86738351254 107% => OK
Preposition: 5.0 4.94265232975 101% => OK
Performance on sentences:
How many sentences: 20.0 20.6003584229 97% => OK
Sentence length: 17.0 20.1344086022 84% => The Avg. Sentence Length is relatively short.
Sentence length SD: 46.7096082193 48.9658058833 95% => OK
Chars per sentence: 83.05 100.406767564 83% => OK
Words per sentence: 17.65 20.6045352989 86% => OK
Discourse Markers: 3.25 5.45110844103 60% => More transition words/phrases wanted.
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 7.0 5.5376344086 126% => OK
Sentences with positive sentiment : 2.0 11.8709677419 17% => More positive sentences wanted.
Sentences with negative sentiment : 13.0 3.85842293907 337% => Less negative sentences wanted.
Sentences with neutral sentiment: 5.0 4.88709677419 102% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.303448801194 0.236089414692 129% => OK
Sentence topic coherence: 0.0865927936995 0.076458572812 113% => OK
Sentence topic coherence SD: 0.0688221793612 0.0737576698707 93% => OK
Paragraph topic coherence: 0.205224487452 0.150856017488 136% => OK
Paragraph topic coherence SD: 0.0509510675764 0.0645574589148 79% => OK
Essay readability:
automated_readability_index: 9.6 11.7677419355 82% => Automated_readability_index is low.
flesch_reading_ease: 62.68 58.1214874552 108% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 8.7 10.1575268817 86% => OK
coleman_liau_index: 9.74 10.9000537634 89% => OK
dale_chall_readability_score: 7.07 8.01818996416 88% => OK
difficult_words: 58.0 86.8835125448 67% => More difficult words wanted.
linsear_write_formula: 11.0 10.002688172 110% => OK
gunning_fog: 8.8 10.0537634409 88% => OK
text_standard: 9.0 10.247311828 88% => OK
What are above readability scores?
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We are expecting: No. of Words: 350 while No. of Different Words: 200
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: 60.0 out of 100
Scores by essay e-grader: 18.0 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.