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.
There has been a constant drumbeat over whether to do when the teacher or the leader in front of you makes mistakes. While some people think that it is essential to respect the speaker and so do not correct them right away, it is my firm belief that every error should be fixed immediately if there is one. I will describe and develop the reasons and explanations in the subsequent paragraphs.
First and foremost, I always think of themselves and benefit others, and correcting the error is beneficial to other people. Since other individuals might not figure out the mistake, pointing out the error can help others know the correct knowledge. My own experience is a compelling example. Last year, I took a class called Computer System Engineering, and the teacher, Kevin, often described by the blackboard. One time, when he was illustrating the diagram of the seven stacks of network sockets, Kevin marked one of the stack with error label. Seeing the mistake, I thought that if the point did not be fixed now, many classmates might misunderstand some crucial concepts. Therefore, I decided to raise my hands and imply that there was an error on labeling. Kevin understood my point and fixed it. After the class, classmates in that class came to me and said that "Your correction was very helpful since I was very confused at that time!" Clearly, if I had not told Kevin about the mistake, my classmates would have a hard time understanding the material.
Besides, I cherish time, and correcting the mistake in a blink of eyes can save extra time reexplain the truth later. In other words, if a teacher or a leader made a mistake, they might use another thirty minutes to explain what they meant again. For instance, two years ago, I took another class call Introduction to Programming. Since the professor did not prepare beforehand, he occasionally made mistakes on writing the codes. Every time he made mistakes, some students would tell him after the class, and the teacher would fix his slides and announce to students in the next class, which costs about half an hour. To prevent this situation from happening again, I decided to inform of the fact immediately after a mistake was found. Unsurprisingly, the professor made another mistake in later classes, and I interrupted him and said about the error. Then, the professor thanked me and suggested that I saved the time of the whole class! For this reason, I firmly believe that fixing the mistake immediate is the best choice as it save my time.
In light of the reasons mentioned above, I strongly believe that telling the professor or leader once they make mistake immediately is crucial, and I will definitely follow this pattern in my life.
- Do you agree or disagree with the following statement?Teachers were more appreciated and valued by society in the past than they are nowadays.Use specific reasons and examples to support your answer. 75
- TPO 28 Integrated 81
- TPO43 Integrated 80
- TPO42 Integrated 80
- People are easier to get educated today than in the past 70
Grammar and spelling errors:
Line 9, column 1036, Rule ID: IT_VBZ[1]
Message: Did you mean 'saves'?
Suggestion: saves
...take immediate is the best choice as it save my time. In light of the reasons m...
^^^^
Transition Words or Phrases used:
besides, first, if, so, then, therefore, while, for instance, in other words
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 15.0 15.1003584229 99% => OK
Auxiliary verbs: 11.0 9.8082437276 112% => OK
Conjunction : 20.0 13.8261648746 145% => OK
Relative clauses : 13.0 11.0286738351 118% => OK
Pronoun: 54.0 43.0788530466 125% => Less pronouns wanted
Preposition: 46.0 52.1666666667 88% => OK
Nominalization: 5.0 8.0752688172 62% => OK
Performance on vocabulary words:
No of characters: 2270.0 1977.66487455 115% => OK
No of words: 465.0 407.700716846 114% => OK
Chars per words: 4.88172043011 4.8611393121 100% => OK
Fourth root words length: 4.64369019777 4.48103885553 104% => OK
Word Length SD: 2.68070705431 2.67179642975 100% => OK
Unique words: 244.0 212.727598566 115% => OK
Unique words percentage: 0.524731182796 0.524837075471 100% => OK
syllable_count: 702.9 618.680645161 114% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 16.0 9.59856630824 167% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 7.0 3.51792114695 199% => OK
Conjunction: 6.0 1.86738351254 321% => Less conjunction wanted as sentence beginning.
Preposition: 6.0 4.94265232975 121% => OK
Performance on sentences:
How many sentences: 21.0 20.6003584229 102% => OK
Sentence length: 22.0 20.1344086022 109% => OK
Sentence length SD: 52.6551266096 48.9658058833 108% => OK
Chars per sentence: 108.095238095 100.406767564 108% => OK
Words per sentence: 22.1428571429 20.6045352989 107% => OK
Discourse Markers: 3.61904761905 5.45110844103 66% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 1.0 5.5376344086 18% => OK
Sentences with positive sentiment : 7.0 11.8709677419 59% => More positive sentences wanted.
Sentences with negative sentiment : 10.0 3.85842293907 259% => 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: 0.140571821576 0.236089414692 60% => OK
Sentence topic coherence: 0.0385569638009 0.076458572812 50% => OK
Sentence topic coherence SD: 0.0324286786688 0.0737576698707 44% => Sentences are similar to each other.
Paragraph topic coherence: 0.0900067390656 0.150856017488 60% => OK
Paragraph topic coherence SD: 0.0319326988231 0.0645574589148 49% => 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: 12.6 11.7677419355 107% => OK
flesch_reading_ease: 57.61 58.1214874552 99% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 10.7 10.1575268817 105% => OK
coleman_liau_index: 11.02 10.9000537634 101% => OK
dale_chall_readability_score: 8.43 8.01818996416 105% => OK
difficult_words: 109.0 86.8835125448 125% => OK
linsear_write_formula: 11.0 10.002688172 110% => OK
gunning_fog: 10.8 10.0537634409 107% => OK
text_standard: 11.0 10.247311828 107% => 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: 85.0 out of 100
Scores by essay e-grader: 25.5 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.