if in a speech the speaker say something wrong you will choose to interrupt him or wait until the end of the speech
Having different ideas about the content that is being talked in a classroom or meeting, can happen to all of us. Sometimes it can be felt that these contents are all incorrect. That can be dilemma how should we react to these inappropriate contents. Some people believe that it's better to interrupt the lecturer and begin correcting the mistake. In contrast others think that it's better to wait until the end of the speech. I support this idea that waiting is a better choice for some important reasons of support.
First, I believe that as an audience, we should respect the person who is giving the speech. To not interrupt the lecturer and to let them complete his assertion are among the important rights of the lecturer that should be respected by the audience. Interrupting the lecturer can be a very impolite reaction in a formal situation. I would like to provide an example of an experience that my father had, to illustrate this impolite reaction. My father had a lecture in a university and he was giving a speech about earthquake. He was trying to talk about the behaviour of different buildings during the earthquake. One of the audience constantly interrupt him and proposing his attitude toward what my father was defining. Regardless of whether he was right or having wrong opinions, he frustrated my father and caused a lot of distracting not only for my dad but also all the audience. Hence, his behaviour was considerate very impolite by all of them, leaving alone what was his purpose. There for, if we are sure that something should be corrected in a speech, it's better waiting to the end of the conversation, in order not to break the rules of respect.
Secondly, sometimes we think that an irrelevant or wrong issue is being talked, however, indeed we have misunderstood the issue. In fact, he has not saying something wrong and we are the person who is making mistake. Though, as you can see it’s better to wait and after the end of speech talk to lecturer about our opinion. They may clarify it for us and we understand our mistake. For instance, I was attending a lecture in university. My teacher was giving a lecture about one of the most famous buildings of a known architect. I had carried out a research about this building and I felt that she is making a big mistake. She was giving wrong information about the architect’s purposes of building it. I decided to talk about her about this mistake. At the end of the lecture I asked her for an appointment and she completely make it clear for me that I had been confused about this building and it wasn’t the building that I had done research about. As a result, I understood that it’s better, first, talk about our opinions with the lecturer to avoid misunderstanding.
In conclusion, audience should not stop the lecture and start talking, and it’s a better choice to wait until the lecture finishes. It’s because of respecting the speaker and avoiding misunderstanding the content of the lecture.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2019-12-26 | zahra.tmmm | 73 | view |
| 2019-12-26 | zahra.tmmm | 70 | view |
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Grammar and spelling errors:
Line 1, column 351, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[2]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: contrast,
...er and begin correcting the mistake. In contrast others think that its better to wait un...
^^^^^^^^
Line 9, column 554, Rule ID: A_UNCOUNTABLE[1]
Message: Uncountable nouns are usually not used with an indefinite article. Use simply 'research'.
Suggestion: research
...of a known architect. I had carried out a research about this building and I felt that she...
^^^^^^^^^^
Line 9, column 839, Rule ID: HE_VERB_AGR[3]
Message: The pronoun 'she' must be used with a third-person verb: 'makes'.
Suggestion: makes
...r for an appointment and she completely make it clear for me that I had been confuse...
^^^^
Transition Words or Phrases used:
also, but, first, hence, however, if, may, second, secondly, so, for instance, in conclusion, in contrast, in fact, as a result
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 27.0 15.1003584229 179% => OK
Auxiliary verbs: 12.0 9.8082437276 122% => OK
Conjunction : 18.0 13.8261648746 130% => OK
Relative clauses : 17.0 11.0286738351 154% => OK
Pronoun: 82.0 43.0788530466 190% => Less pronouns wanted
Preposition: 68.0 52.1666666667 130% => OK
Nominalization: 14.0 8.0752688172 173% => OK
Performance on vocabulary words:
No of characters: 2507.0 1977.66487455 127% => OK
No of words: 521.0 407.700716846 128% => OK
Chars per words: 4.81190019194 4.8611393121 99% => OK
Fourth root words length: 4.77759609229 4.48103885553 107% => OK
Word Length SD: 2.83987901453 2.67179642975 106% => OK
Unique words: 226.0 212.727598566 106% => OK
Unique words percentage: 0.433781190019 0.524837075471 83% => More unique words wanted or less content wanted.
syllable_count: 777.6 618.680645161 126% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 18.0 9.59856630824 188% => OK
Article: 0.0 3.08781362007 0% => OK
Subordination: 3.0 3.51792114695 85% => OK
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 7.0 4.94265232975 142% => OK
Performance on sentences:
How many sentences: 29.0 20.6003584229 141% => OK
Sentence length: 17.0 20.1344086022 84% => The Avg. Sentence Length is relatively short.
Sentence length SD: 35.5964967748 48.9658058833 73% => OK
Chars per sentence: 86.4482758621 100.406767564 86% => OK
Words per sentence: 17.9655172414 20.6045352989 87% => OK
Discourse Markers: 4.37931034483 5.45110844103 80% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 3.0 5.5376344086 54% => OK
Sentences with positive sentiment : 11.0 11.8709677419 93% => OK
Sentences with negative sentiment : 14.0 3.85842293907 363% => 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: 0.162105054174 0.236089414692 69% => OK
Sentence topic coherence: 0.0487498340999 0.076458572812 64% => OK
Sentence topic coherence SD: 0.0672643483481 0.0737576698707 91% => OK
Paragraph topic coherence: 0.0999713523613 0.150856017488 66% => OK
Paragraph topic coherence SD: 0.0165172751203 0.0645574589148 26% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 10.2 11.7677419355 87% => 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: 10.32 10.9000537634 95% => OK
dale_chall_readability_score: 7.45 8.01818996416 93% => OK
difficult_words: 98.0 86.8835125448 113% => OK
linsear_write_formula: 6.5 10.002688172 65% => 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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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.