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.
Use specific reasons and examples to support your answer.
When you are in a meeting or class, you may hear idea or concept which is totally wrong in you opinion. In this conditions, there are several ways to cope with the situation; you can ignore it, interrupt his/her speech and tell your idea or wait for an appropriate time. From my perspective, choosing the latter option is much better than others due to fact that we should either correct the wrong sentence or respect to lecturer and don't distract him/her.
I will detail my reasoning as follows.
First and the most prominent is respect. In Iranian culture, which I follow it, interrupting someone's speech is impolite behavior and has not a good impression among people. Letting a person to continue his/her speech shows that you respect to him/her. Although you think that it would be better to correct the mistake or express your idea before finishing of lecture, it may indicates that your are a selfish and arrogant person. For instance, in Iran, when the university professor finishes his lecturer, students raise their hand to ask their questions. Also, the professor may correct the mistake or present an alternative option which covers your idea either. So, we should wait to a suitable moment, which is usually at the end of meeting or lecture, to correct the mistake or tell our perspective.
Second of all, interrupting individual's speech may cause to distraction and the lecturer may loose the line of his/her talks. This happened many times in meeting and classes that a question, idea or suggestion mislead topic of lecture and make in incoherence. After such classes or meetings, students or audiences could not conclude about the what the lecturer talked about. So, if we correct the lecturer's idea at the end of class or meeting, not only students could understand what is the lecturer talking about, but also they can give their opinion about our argument because they have heard both side's perspective.
Third, I agree with the idea of waiting until the class or meeting is over, but I think we should correct it in the way that others could hear us. Some people may believe that ignoring is a good option because we should not put us in trouble. However, if I say nothing, I deem I betray to others because they receive about concept or perspective which is wrong. I think, our social responsibility allows us to intervene in such conditions. For instance, in one of political meetings, the speaker gave a wrong statistic about city's economic growth and asked people to vote to his favorite candidate of mayor. I knew that his statistic is outdated and at the end of meeting asked him to correct her number because it was crucial for people's decision to my city.
To sum up, despite the facts that we should neglect others mistake or interrupt their speech immediately and correct wrong ideas, I strongly believe that respecting to others is the key factor before doing any action. We should consider many factors while arguing with a person in meetings or classes because we may damage their image among many persons.
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- Summarize the points made in the lecture, being sure to explain how they cast doubt on specific points made in the reading passage. 3
Grammar and spelling errors:
Line 1, column 108, Rule ID: THIS_NNS[1]
Message: Did you mean 'these'?
Suggestion: these
...ich is totally wrong in you opinion. In this conditions, there are several ways to c...
^^^^
Line 1, column 435, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: don't
...ong sentence or respect to lecturer and dont distract him/her. I will detail my re...
^^^^
Line 6, column 94, Rule ID: LOOSE_LOSE[4]
Message: Did you mean 'lose' (= miss, waste, suffer the loss etc.)?
Suggestion: lose
...use to distraction and the lecturer may loose the line of his/her talks. This happene...
^^^^^
Line 6, column 398, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'lecturers'' or 'lecturer's'?
Suggestion: lecturers'; lecturer's
...rer talked about. So, if we correct the lecturers idea at the end of class or meeting, no...
^^^^^^^^^
Transition Words or Phrases used:
also, but, first, however, if, may, second, so, third, while, for instance, i think, talking about, to sum up
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 16.0 13.1623246493 122% => OK
Auxiliary verbs: 20.0 7.85571142285 255% => Less auxiliary verb wanted.
Conjunction : 29.0 10.4138276553 278% => Less conjunction wanted
Relative clauses : 17.0 7.30460921844 233% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 78.0 24.0651302605 324% => Less pronouns wanted
Preposition: 62.0 41.998997996 148% => OK
Nominalization: 9.0 8.3376753507 108% => OK
Performance on vocabulary words:
No of characters: 2532.0 1615.20841683 157% => OK
No of words: 521.0 315.596192385 165% => Less content wanted.
Chars per words: 4.85988483685 5.12529762239 95% => OK
Fourth root words length: 4.77759609229 4.20363070211 114% => OK
Word Length SD: 2.55500170574 2.80592935109 91% => OK
Unique words: 253.0 176.041082164 144% => OK
Unique words percentage: 0.485604606526 0.561755894193 86% => More unique words wanted or less content wanted.
syllable_count: 778.5 506.74238477 154% => OK
avg_syllables_per_word: 1.5 1.60771543086 93% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 13.0 5.43587174349 239% => Less pronouns wanted as sentence beginning.
Interrogative: 2.0 0.384769539078 520% => Less interrogative sentences wanted.
Article: 2.0 2.52805611222 79% => OK
Subordination: 6.0 2.10420841683 285% => Less adverbial clause wanted.
Conjunction: 2.0 0.809619238477 247% => Less conjunction wanted as sentence beginning.
Preposition: 9.0 4.76152304609 189% => OK
Performance on sentences:
How many sentences: 23.0 16.0721442886 143% => OK
Sentence length: 22.0 20.2975951904 108% => OK
Sentence length SD: 48.4781243905 49.4020404114 98% => OK
Chars per sentence: 110.086956522 106.682146367 103% => OK
Words per sentence: 22.652173913 20.7667163134 109% => OK
Discourse Markers: 4.73913043478 7.06120827912 67% => OK
Paragraphs: 6.0 4.38176352705 137% => Less paragraphs wanted.
Language errors: 4.0 5.01903807615 80% => OK
Sentences with positive sentiment : 8.0 8.67935871743 92% => OK
Sentences with negative sentiment : 11.0 3.9879759519 276% => Less negative sentences wanted.
Sentences with neutral sentiment: 4.0 3.4128256513 117% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.212146178831 0.244688304435 87% => OK
Sentence topic coherence: 0.0631135825619 0.084324248473 75% => OK
Sentence topic coherence SD: 0.0596060033584 0.0667982634062 89% => OK
Paragraph topic coherence: 0.106438203344 0.151304729494 70% => OK
Paragraph topic coherence SD: 0.060916985034 0.056905535591 107% => OK
Essay readability:
automated_readability_index: 12.8 13.0946893788 98% => OK
flesch_reading_ease: 57.61 50.2224549098 115% => OK
smog_index: 3.1 7.44779559118 42% => Smog_index is low.
flesch_kincaid_grade: 10.7 11.3001002004 95% => OK
coleman_liau_index: 11.2 12.4159519038 90% => OK
dale_chall_readability_score: 8.33 8.58950901804 97% => OK
difficult_words: 119.0 78.4519038076 152% => OK
linsear_write_formula: 7.5 9.78957915832 77% => OK
gunning_fog: 10.8 10.1190380762 107% => OK
text_standard: 11.0 10.7795591182 102% => OK
What are above readability scores?
---------------------
Maximum five paragraphs wanted.
Rates: 56.1797752809 out of 100
Scores by essay e-grader: 5.0 Out of 9
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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.