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.
When we attend classes or meetings, it is a common case that what the teachers of the leaders say is not 100 percent precise, and it leads us to ponder if or how we should let them know. While people's reactions after noticing the mistakes can be varied, personally I believe that it is the best option to wait until the class or meeting is over and talk to the speaker, and I will explore several reasons in this essay.
To start with, compared with saying nothing, pointing out the mistake can avoid misunderstanding. In most circumstances, mistakes made in meetings or classes can cause misconception. For example, if the leader announces a measure to deal with a problem in a meeting but he makes a minor mistake, the audience would misunderstand the current situation and the effective solutions to solve the problem. As a result, people in charge of implementing this measure may make even more mistakes when they carry it out, which can have undesirable consequences.
Moreover, waiting for a while is more efficient for the progress of the event than interrupting immediately. This is because the speaker is usually unaware of the mistake before someone points it out, so it will take him some time to understand the mistake and to figure out how to correct it. As a result, interrupting right away would disturb the meeting or the class or slow down the progress. For instance, a few years ago, when I was in a game theory class, I noticed the model was not precise because of a small detail, but it would take about 10 minutes to explain the detail and make sure everyone in the classroom understand it, so I waited until after class and talked to the professor, and he corrected it in next class.
Last but not least, talking with the teacher or the meeting leader afterwards provides more time for communication. During the discussion after the class or meeting, it is possible to further discuss the mistake in detail, and to propose potential solutions to correct the mistake. For example, when we notice that the teacher misinterprets a concept in class, we can show him the correct definition after class, and provide several explanations and examples to make it easier for students to understand. In this way, not only the teacher reconsiders an issue that he overlooked when preparing for the class, but also students can learn more about this concept.
In conclusion, the best alternative is to wait until the class or meeting is over and talk to the speaker, due to the fact that it can avoid potential misunderstanding, it's more efficient for the progress, and it provides more time for discussion.
- Do you agree or disagree with the following statement? The ability to maintain friendships with a small number of people over a long period of time is more important for happiness than the ability to make many new friends easily. Use specific reasons and 70
- Do you agree or disagree with the following statement?Because modern life is very complex, it is essential for young people to have the ability to plan and organize.Use specific reasons and examples to support your answer. 76
- Some people believe that when busy parents do not have a lot of time to spend with their children, the best use of that time is to have fun playing games or sports. Others believe that it is best to use that time doing things together that are related to 81
- Do you agree or disagree with the following statement? The rules that societies today expect young people to follow and obey are too strict. Use specific reasons and examples to support your answer. 76
- Do you agree or disagree with the following statement?In the past, young people depended too much on their parents to make decisions for them; today young people are better able to make decisions about their own lives.Use specific reasons and examples to 73
Transition Words or Phrases used:
also, but, if, look, may, moreover, so, while, for example, for instance, in conclusion, as a result, to start with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 13.0 15.1003584229 86% => OK
Auxiliary verbs: 14.0 9.8082437276 143% => OK
Conjunction : 26.0 13.8261648746 188% => OK
Relative clauses : 11.0 11.0286738351 100% => OK
Pronoun: 42.0 43.0788530466 97% => OK
Preposition: 58.0 52.1666666667 111% => OK
Nominalization: 6.0 8.0752688172 74% => OK
Performance on vocabulary words:
No of characters: 2189.0 1977.66487455 111% => OK
No of words: 453.0 407.700716846 111% => OK
Chars per words: 4.83222958057 4.8611393121 99% => OK
Fourth root words length: 4.61343653406 4.48103885553 103% => OK
Word Length SD: 2.8220124072 2.67179642975 106% => OK
Unique words: 218.0 212.727598566 102% => OK
Unique words percentage: 0.481236203091 0.524837075471 92% => More unique words wanted or less content wanted.
syllable_count: 674.1 618.680645161 109% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 9.59856630824 63% => OK
Article: 3.0 3.08781362007 97% => OK
Subordination: 7.0 3.51792114695 199% => OK
Conjunction: 8.0 1.86738351254 428% => Less conjunction wanted as sentence beginning.
Preposition: 5.0 4.94265232975 101% => OK
Performance on sentences:
How many sentences: 15.0 20.6003584229 73% => Need more sentences. Double check the format of sentences, make sure there is a space between two sentences, or have enough periods. And also check the lengths of sentences, maybe they are too long.
Sentence length: 30.0 20.1344086022 149% => The Avg. Sentence Length is relatively long.
Sentence length SD: 66.6669999992 48.9658058833 136% => OK
Chars per sentence: 145.933333333 100.406767564 145% => OK
Words per sentence: 30.2 20.6045352989 147% => OK
Discourse Markers: 7.66666666667 5.45110844103 141% => OK
Paragraphs: 5.0 4.53405017921 110% => OK
Language errors: 0.0 5.5376344086 0% => OK
Sentences with positive sentiment : 5.0 11.8709677419 42% => More positive sentences wanted.
Sentences with negative sentiment : 8.0 3.85842293907 207% => Less negative sentences wanted.
Sentences with neutral sentiment: 2.0 4.88709677419 41% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.250459728269 0.236089414692 106% => OK
Sentence topic coherence: 0.0952031575122 0.076458572812 125% => OK
Sentence topic coherence SD: 0.0467158028136 0.0737576698707 63% => OK
Paragraph topic coherence: 0.148084266539 0.150856017488 98% => OK
Paragraph topic coherence SD: 0.0256010496766 0.0645574589148 40% => 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: 16.4 11.7677419355 139% => OK
flesch_reading_ease: 49.49 58.1214874552 85% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 13.8 10.1575268817 136% => OK
coleman_liau_index: 11.33 10.9000537634 104% => OK
dale_chall_readability_score: 8.51 8.01818996416 106% => OK
difficult_words: 97.0 86.8835125448 112% => OK
linsear_write_formula: 13.5 10.002688172 135% => OK
gunning_fog: 14.0 10.0537634409 139% => OK
text_standard: 14.0 10.247311828 137% => OK
What are above readability scores?
---------------------
Rates: 73.3333333333 out of 100
Scores by essay e-grader: 22.0 Out of 30
---------------------
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.