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.
It goes without saying that in this progressive and sophisticated world where we live, everyone struggles to gain the correct and precise information on various occasions, whether in the classroom or in a meeting and a lecture. Personally, I believe that if an instructor or a meeting leader says something wrong, pupils or audiences should interrupt and correct the mistakes at the moment. I feel this way for two reasons, which I will explore in the following essay.
First of all, inaccurate and wrong information, whether in a classroom or in a meeting, can have a negative effect on the students’ or people’s knowledge. It is vital that a rough atmosphere must be provided in which lecturers or teachers be careful about the information they give to their audiences. Therefore, attendances should carefully focus on the speakers’ speeches and ask him to make his words correct if he made any mistakes. However, if audiences are careless about the incorrect and inaccurate information, it can have harmful effects on the people even on society. My personal experience is a compelling example of this. About five years ago, I participated in a meeting that the lecturer was talking about the animals. The meeting was fantastic, and I have learned lots of things; however, the meeting leader made a mistake which can jeopardize the life of dogs. One of the audiences raised his hand and corrected his given wrong information. Maybe the population of dogs would decline as long as the audience had not mentioned the mistake of the lecturer.
Second, lecturers must study before the class and carefully prepare themselves to prevent teaching and spreading wrong and inaccurate information among the attendances, especially students. Most of the students consider their teachers as their role models, so these pupils follow their instructors in detail. Hence, it is necessary that teachers be careful about what they are saying in the classroom because wrong information can change the path of the lives of pupils. For instance, about three years ago, my sister took the American history course at the university. Her teacher told them that most of the famous and astute people in past times were gallant. My sister interrupted him and said just a small number of talented people were paying enormous attention to the girls. She says that her teacher has never made such bad mistakes after that time, which the whole students owe it all to my sister.
In conclusion, I opine that audiences should correct the wrong and inaccurate speeches of the lecturer immediately. This is because this strategy prevents the flow of false information in society, and lecturers will study before the lecture and get ready properly for the meetings.
- TPO 40 3
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Grammar and spelling errors:
Line 1, column 470, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... I will explore in the following essay. First of all, inaccurate and wrong infor...
^^^^
Line 5, column 703, Rule ID: SMALL_NUMBER_OF[1]
Message: Specify a number, remove phrase, use 'a few', or use 'some'
Suggestion: a few; some
...My sister interrupted him and said just a small number of talented people were paying enormous at...
^^^^^^^^^^^^^^^^^
Transition Words or Phrases used:
first, hence, however, if, may, second, so, therefore, for instance, i feel, in conclusion, talking about, first of all
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 13.0 15.1003584229 86% => OK
Auxiliary verbs: 12.0 9.8082437276 122% => OK
Conjunction : 23.0 13.8261648746 166% => OK
Relative clauses : 14.0 11.0286738351 127% => OK
Pronoun: 48.0 43.0788530466 111% => OK
Preposition: 52.0 52.1666666667 100% => OK
Nominalization: 13.0 8.0752688172 161% => OK
Performance on vocabulary words:
No of characters: 2304.0 1977.66487455 117% => OK
No of words: 450.0 407.700716846 110% => OK
Chars per words: 5.12 4.8611393121 105% => OK
Fourth root words length: 4.6057793516 4.48103885553 103% => OK
Word Length SD: 2.85987567717 2.67179642975 107% => OK
Unique words: 234.0 212.727598566 110% => OK
Unique words percentage: 0.52 0.524837075471 99% => OK
syllable_count: 719.1 618.680645161 116% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 14.0 9.59856630824 146% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 1.0 3.51792114695 28% => OK
Conjunction: 3.0 1.86738351254 161% => OK
Preposition: 3.0 4.94265232975 61% => OK
Performance on sentences:
How many sentences: 21.0 20.6003584229 102% => OK
Sentence length: 21.0 20.1344086022 104% => OK
Sentence length SD: 39.8283733 48.9658058833 81% => OK
Chars per sentence: 109.714285714 100.406767564 109% => OK
Words per sentence: 21.4285714286 20.6045352989 104% => OK
Discourse Markers: 5.66666666667 5.45110844103 104% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 10.0 11.8709677419 84% => OK
Sentences with negative sentiment : 7.0 3.85842293907 181% => OK
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: 0.197599438141 0.236089414692 84% => OK
Sentence topic coherence: 0.0554587109356 0.076458572812 73% => OK
Sentence topic coherence SD: 0.0568531564724 0.0737576698707 77% => OK
Paragraph topic coherence: 0.121257099752 0.150856017488 80% => OK
Paragraph topic coherence SD: 0.0781819051748 0.0645574589148 121% => OK
Essay readability:
automated_readability_index: 13.4 11.7677419355 114% => OK
flesch_reading_ease: 50.16 58.1214874552 86% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 11.5 10.1575268817 113% => OK
coleman_liau_index: 12.42 10.9000537634 114% => OK
dale_chall_readability_score: 8.22 8.01818996416 103% => OK
difficult_words: 101.0 86.8835125448 116% => OK
linsear_write_formula: 14.0 10.002688172 140% => OK
gunning_fog: 10.4 10.0537634409 103% => OK
text_standard: 14.0 10.247311828 137% => 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: 81.6666666667 out of 100
Scores by essay e-grader: 24.5 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.