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? 1. Interrupt and correct the mistake right away; 2. Wait until the class or meeting is over and the people are gone, and then talk to the teacher or meeting leader; 3. Say nothing.
Teaching's ultimate goal is to provides fundamental information. The person who responsible for his words should transfer them in a correct way. Some people believe it's better to not correct the teacher's or leader's mistakes. Personally, I believe it's important to make this correction for them right away for many reasons which I will explore in this essay.
To begin with, correction for supervisor's mistakes in the class, dos not mean in necessarily we will break the moral value. I a person want to make this correction, he can simply ask permission to notice the lecturer that some wrong take place in a polite way. I recall one of the situations that happened in my school when I was in the fifth grade. However, the teacher was explaining one of the verbs sense and how to use it and when she uses a past perfect instead of the present perfect. My friend raises her hands politely to correct teacher mistake and the teacher respects her and admires her intelligence. this example illustrates the respectfulness for the teacher even if she makes un accidentally mistakes.
Furthermore, if these mistakes leave without correction immediately, the students will return it as a fact. Consequently, this will affect their understandings and their grades in the future. For instance, one day the lecturer in my college make a wrong conclusion for one experiment. He explained it as a mere fact with no doubt, on the other hands, all students note this information. Unfortunately, no one corrects him because most of the students think there are new information and correction been added to this experiment. In turn, in the middle exam, all students get failed in the test because of this huge mistake. I believe if this mistake corrected at the time, this dramatic result could be prevented.
In conclusion, although some feel that it's better to not correct our teacher or leader mistakes. I believe from my standpoint, it's important to makes the correction immediately once we receive this wrong information because it is not considered as non-moral ethics from the students and will clear the information for others without misunderstanding in the future
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Grammar and spelling errors:
Line 1, column 31, Rule ID: TO_NON_BASE[1]
Message: The verb after "to" should be in the base form: 'provide'.
Suggestion: provide
Teachings ultimate goal is to provides fundamental information. The person who...
^^^^^^^^
Line 1, column 76, Rule ID: WHO_NOUN[1]
Message: A noun should not follow "who". Try changing to a verb or maybe to 'who is a responsible'.
Suggestion: who is a responsible
...des fundamental information. The person who responsible for his words should transfer them in a...
^^^^^^^^^^^^^^^
Line 1, column 127, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in a correct way" with adverb for "correct"; eg, "in a hasty manner" with "hastily".
...ible for his words should transfer them in a correct way. Some people believe its better to not ...
^^^^^^^^^^^^^^^^
Line 3, column 127, Rule ID: I_A[1]
Message: Did you mean 'am' (first person of "to be")?
Suggestion: am
...sarily we will break the moral value. I a person want to make this correction, he...
^
Line 3, column 245, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in a polite way" with adverb for "polite"; eg, "in a hasty manner" with "hastily".
...the lecturer that some wrong take place in a polite way. I recall one of the situations that ha...
^^^^^^^^^^^^^^^
Line 3, column 615, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: This
...pects her and admires her intelligence. this example illustrates the respectfulness ...
^^^^
Transition Words or Phrases used:
consequently, furthermore, however, if, so, for instance, in conclusion, no doubt, to begin with, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 7.0 15.1003584229 46% => More to be verbs wanted.
Auxiliary verbs: 8.0 9.8082437276 82% => OK
Conjunction : 9.0 13.8261648746 65% => OK
Relative clauses : 7.0 11.0286738351 63% => More relative clauses wanted.
Pronoun: 50.0 43.0788530466 116% => OK
Preposition: 39.0 52.1666666667 75% => OK
Nominalization: 15.0 8.0752688172 186% => OK
Performance on vocabulary words:
No of characters: 1804.0 1977.66487455 91% => OK
No of words: 359.0 407.700716846 88% => More content wanted.
Chars per words: 5.02506963788 4.8611393121 103% => OK
Fourth root words length: 4.35284910392 4.48103885553 97% => OK
Word Length SD: 2.96732306439 2.67179642975 111% => OK
Unique words: 192.0 212.727598566 90% => More unique words wanted.
Unique words percentage: 0.534818941504 0.524837075471 102% => OK
syllable_count: 561.6 618.680645161 91% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 12.0 9.59856630824 125% => OK
Article: 3.0 3.08781362007 97% => OK
Subordination: 2.0 3.51792114695 57% => OK
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 5.0 4.94265232975 101% => OK
Performance on sentences:
How many sentences: 19.0 20.6003584229 92% => OK
Sentence length: 18.0 20.1344086022 89% => OK
Sentence length SD: 42.4921697203 48.9658058833 87% => OK
Chars per sentence: 94.9473684211 100.406767564 95% => OK
Words per sentence: 18.8947368421 20.6045352989 92% => OK
Discourse Markers: 6.05263157895 5.45110844103 111% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 6.0 5.5376344086 108% => 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: 0.105449095279 0.236089414692 45% => OK
Sentence topic coherence: 0.0377786187598 0.076458572812 49% => OK
Sentence topic coherence SD: 0.0374831592377 0.0737576698707 51% => OK
Paragraph topic coherence: 0.0730957610013 0.150856017488 48% => OK
Paragraph topic coherence SD: 0.0227893014966 0.0645574589148 35% => 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: 11.7 11.7677419355 99% => OK
flesch_reading_ease: 53.21 58.1214874552 92% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 10.3 10.1575268817 101% => OK
coleman_liau_index: 11.89 10.9000537634 109% => OK
dale_chall_readability_score: 7.78 8.01818996416 97% => OK
difficult_words: 74.0 86.8835125448 85% => OK
linsear_write_formula: 8.5 10.002688172 85% => OK
gunning_fog: 9.2 10.0537634409 92% => 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.