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.
These days academic education has been improving, and almost everyone is aware of the importance of educating that leads to a prosperous society, and it would be beneficial for all the citizens. Therefore, universities, which are the cradle of education, play a prominent role in this approach. One of the most challenging topics on which there is no consensus among students is about is it polite to show your disagreement in a classroom, and if the answer is yes, when is the appropriate time to do that. Opinions are divided into whether say nothing, or say it after the class, or be bold and interrupt the class. When it comes to me, it is my firm conviction that; although it seems disruptive, students should be able to unravel their questions. To support this there are several reasons, two of which are going to be aptly explored in the following essay.
First and foremost, being concentrated on the topics being taught is a decisive factor in learning efficiently. In other words, I need to stay focused during the class to learn about all ins and outs of the lecture or topics. As a result, whenever I encounter a question about the topic or recognize there is a fallacy in the professor's speech, I need to solve it as soon as possible in order to keep track of the class and broaden my knowledge. Take my personal experience as a compelling example of this notion; a couple of years ago, when I was a freshman student, I had an environmental class. One day the professor illustrated air pollution and its effects on human health. Moreover, he explained its contribution to respiratory disease; however, he misspelled it, and for almost half an hour my mind had been occupying about the wrong disease he had already mentioned. Finally, I made up my mind to interrupt his speech, and thanks to that I was not deviated from class discussion anymore.
Another worthwhile reason to be mentioned is that apart from my deviation, other students might get in trouble with the wrong information. To express it in detail, students often take notes from the class discussion and reuse them to solve their homework; with fallacious knowledge, students will not be able to accomplish their assignments. This eventually will take a drastic toll on their diligence, and as they cannot complete their tasks, they will leave them undone. So, even conscientious students become sick and tired of studying because they do not find accuracy in their lessons.
In summary of what has been illustrated and discussed in detail, it is a foregone conclusion that students should have the courage to pinpoint the professor's mistakes. The fact that it helps them to be entirely focused, coupled with wrong information, might aggravate learner's studying is the reason which strengthens my claim.
| 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 2, column 326, Rule ID: POSSESIVE_APOSTROPHE[2]
Message: Possible typo: apostrophe is missing. Did you mean 'professors'' or 'professor's'?
Suggestion: professors'; professor's
... or recognize there is a fallacy in the professors speech, I need to solve it as soon as p...
^^^^^^^^^^
Transition Words or Phrases used:
but, finally, first, however, if, moreover, so, then, therefore, while, apart from, in summary, as a result, in other words
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 30.0 15.1003584229 199% => OK
Auxiliary verbs: 11.0 9.8082437276 112% => OK
Conjunction : 18.0 13.8261648746 130% => OK
Relative clauses : 14.0 11.0286738351 127% => OK
Pronoun: 57.0 43.0788530466 132% => Less pronouns wanted
Preposition: 62.0 52.1666666667 119% => OK
Nominalization: 13.0 8.0752688172 161% => OK
Performance on vocabulary words:
No of characters: 2313.0 1977.66487455 117% => OK
No of words: 472.0 407.700716846 116% => OK
Chars per words: 4.90042372881 4.8611393121 101% => OK
Fourth root words length: 4.6610686524 4.48103885553 104% => OK
Word Length SD: 2.85102981012 2.67179642975 107% => OK
Unique words: 254.0 212.727598566 119% => OK
Unique words percentage: 0.53813559322 0.524837075471 103% => OK
syllable_count: 712.8 618.680645161 115% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 11.0 9.59856630824 115% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 6.0 3.51792114695 171% => 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: 19.0 20.6003584229 92% => OK
Sentence length: 24.0 20.1344086022 119% => OK
Sentence length SD: 40.760227206 48.9658058833 83% => OK
Chars per sentence: 121.736842105 100.406767564 121% => OK
Words per sentence: 24.8421052632 20.6045352989 121% => OK
Discourse Markers: 6.47368421053 5.45110844103 119% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 1.0 5.5376344086 18% => OK
Sentences with positive sentiment : 12.0 11.8709677419 101% => OK
Sentences with negative sentiment : 6.0 3.85842293907 156% => OK
Sentences with neutral sentiment: 1.0 4.88709677419 20% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.0748729354665 0.236089414692 32% => The similarity between the topic and the content is low.
Sentence topic coherence: 0.0260040079065 0.076458572812 34% => Sentence topic similarity is low.
Sentence topic coherence SD: 0.0377516041437 0.0737576698707 51% => OK
Paragraph topic coherence: 0.0449997706658 0.150856017488 30% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.0411008676174 0.0645574589148 64% => OK
Essay readability:
automated_readability_index: 14.1 11.7677419355 120% => OK
flesch_reading_ease: 55.58 58.1214874552 96% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 11.5 10.1575268817 113% => OK
coleman_liau_index: 11.44 10.9000537634 105% => OK
dale_chall_readability_score: 8.87 8.01818996416 111% => OK
difficult_words: 121.0 86.8835125448 139% => OK
linsear_write_formula: 14.5 10.002688172 145% => OK
gunning_fog: 11.6 10.0537634409 115% => OK
text_standard: 12.0 10.247311828 117% => 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: 90.0 out of 100
Scores by essay e-grader: 27.0 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.