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 leade.
•Say nothing.
Use specific reasons and examples to support your answer.
Throught out the history, people have been looking to ways to correct others opinin, especially teachers' mistakes in classes. Although some people are of the opinin that they should interrupt the lecture and correctt the professor's opinion to prevent further problems instead of being quite, I do believe that we should be quite untill the teacher finish the class, and then try to talk with teacher and express our idea about the class lection, on which I would elaborate my reasons in the subsequent paragraphs.
First, intruppting the lecture eliminate the concentration atmosphere in the class. To be more specific, teachers allocate considerable amount of the class time to help students focus on class materials and learn the book's content profoundly; while someone try to accuse the the teacher for telling a wrong opinion in the class, all concentration would be diminished and students would not focus on rest of the students. Moreover, the professors' teaching schedule would be distrupted since they would remind their fault, which was stated by students, simultanously and would have a dilemma between finding the previous opinion's answer or continuing the lessons/ In contrast, while students wait to teacher finish the class, the professor would have more time to think about the problem and would answer the question in the class with more efficiency.
Second, maintaining the reliance between educators and instructor play a vital role in boosting the students efficiency in delivering the class materials procedures. To be more specific, students ususally imagine they educator as a human knowing the lessons perfectly and would never make a mistakes, so listen to their course cntent and accept their opinions without any doubt. While teachers make a mistake carelessly or could not elaborate the lessons perfectly, the reliability of the professors would eliminated among the students, and consequently, students would never completely focus on their speech and lessons as usually think that the lessons provided by teachers are fauls. For example, last year I had a chemistry course in my university; one day, one of the students refutes the chemistry professor's opinion and tried to convict his opinion and disrupted the class. After two mount, the professor wa fired from the school since students didnot accept him as a great professor. Then the professor migrated to canada and started chemistry courses in the Alberta university. Maybe, if the students had not intrupted the class by convicting the professor, he would continue his class in Iran.
To sum up, I do believe that students when face a wrong opinion in the class should to wait and asks their opinion from the professor after the class to have a better result for their class. Not only does waiting help to increase the students and teacher's concentration in the class, but it also helps to maintaining a reliable relationship between students and teachers.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2023-07-14 | Zmx_6 | 76 | view |
| 2023-07-12 | Zmx_6 | 80 | view |
| 2023-06-28 | Vivian Chang | 70 | view |
| 2023-03-22 | sonyeoso | 76 | view |
| 2023-02-20 | m.ghoroobi | 76 | view |
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Grammar and spelling errors:
Line 1, column 222, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'professors'' or 'professor's'?
Suggestion: professors'; professor's
... interrupt the lecture and correctt the professors opinion to prevent further problems ins...
^^^^^^^^^^
Line 3, column 258, Rule ID: HE_VERB_AGR[1]
Message: The pronoun 'someone' must be used with a third-person verb: 'tries'.
Suggestion: tries
...books content profoundly; while someone try to accuse the the teacher for telling a...
^^^
Line 3, column 272, Rule ID: ENGLISH_WORD_REPEAT_RULE
Message: Possible typo: you repeated a word
Suggestion: the
...profoundly; while someone try to accuse the the teacher for telling a wrong opinion in ...
^^^^^^^
Line 3, column 272, Rule ID: DT_DT[1]
Message: Maybe you need to remove one determiner so that only 'the' or 'the' is left.
Suggestion: the; the
...profoundly; while someone try to accuse the the teacher for telling a wrong opinion in ...
^^^^^^^
Line 5, column 101, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'students'' or 'student's'?
Suggestion: students'; student's
...uctor play a vital role in boosting the students efficiency in delivering the class mate...
^^^^^^^^
Line 5, column 290, Rule ID: A_PLURAL[1]
Message: Don't use indefinite articles with plural words. Did you mean 'a mistake' or simply 'mistakes'?
Suggestion: a mistake; mistakes
... lessons perfectly and would never make a mistakes, so listen to their course cntent and a...
^^^^^^^^^^
Line 5, column 507, Rule ID: DID_BASEFORM[1]
Message: The verb 'would' requires the base form of the verb: 'eliminate'
Suggestion: eliminate
...the reliability of the professors would eliminated among the students, and consequently, s...
^^^^^^^^^^
Line 5, column 892, Rule ID: CD_NN[1]
Message: Possible agreement error. The noun 'mount' seems to be countable, so consider using: 'mounts'.
Suggestion: mounts
...nion and disrupted the class. After two mount, the professor wa fired from the school...
^^^^^
Transition Words or Phrases used:
also, but, consequently, first, if, look, may, moreover, second, so, then, while, for example, in contrast, to sum up
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 10.0 15.1003584229 66% => OK
Auxiliary verbs: 16.0 9.8082437276 163% => OK
Conjunction : 21.0 13.8261648746 152% => OK
Relative clauses : 7.0 11.0286738351 63% => More relative clauses wanted.
Pronoun: 26.0 43.0788530466 60% => OK
Preposition: 61.0 52.1666666667 117% => OK
Nominalization: 6.0 8.0752688172 74% => OK
Performance on vocabulary words:
No of characters: 2479.0 1977.66487455 125% => OK
No of words: 474.0 407.700716846 116% => OK
Chars per words: 5.22995780591 4.8611393121 108% => OK
Fourth root words length: 4.66599839874 4.48103885553 104% => OK
Word Length SD: 2.72863769855 2.67179642975 102% => OK
Unique words: 227.0 212.727598566 107% => OK
Unique words percentage: 0.478902953586 0.524837075471 91% => More unique words wanted or less content wanted.
syllable_count: 741.6 618.680645161 120% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 3.0 9.59856630824 31% => OK
Article: 4.0 3.08781362007 130% => OK
Subordination: 6.0 3.51792114695 171% => OK
Conjunction: 3.0 1.86738351254 161% => OK
Preposition: 5.0 4.94265232975 101% => OK
Performance on sentences:
How many sentences: 14.0 20.6003584229 68% => 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: 33.0 20.1344086022 164% => The Avg. Sentence Length is relatively long.
Sentence length SD: 108.175429139 48.9658058833 221% => The lengths of sentences changed so frequently.
Chars per sentence: 177.071428571 100.406767564 176% => OK
Words per sentence: 33.8571428571 20.6045352989 164% => OK
Discourse Markers: 8.35714285714 5.45110844103 153% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 8.0 5.5376344086 144% => OK
Sentences with positive sentiment : 5.0 11.8709677419 42% => More positive sentences wanted.
Sentences with negative sentiment : 5.0 3.85842293907 130% => 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: 0.133989815801 0.236089414692 57% => OK
Sentence topic coherence: 0.0540660280734 0.076458572812 71% => OK
Sentence topic coherence SD: 0.0359583547899 0.0737576698707 49% => Sentences are similar to each other.
Paragraph topic coherence: 0.103447047973 0.150856017488 69% => OK
Paragraph topic coherence SD: 0.0300625453233 0.0645574589148 47% => 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: 20.1 11.7677419355 171% => OK
flesch_reading_ease: 37.98 58.1214874552 65% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 16.2 10.1575268817 159% => OK
coleman_liau_index: 13.65 10.9000537634 125% => OK
dale_chall_readability_score: 9.0 8.01818996416 112% => OK
difficult_words: 112.0 86.8835125448 129% => OK
linsear_write_formula: 13.5 10.002688172 135% => OK
gunning_fog: 15.2 10.0537634409 151% => OK
text_standard: 14.0 10.247311828 137% => OK
What are above readability scores?
---------------------
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.