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 is an indisputable fact in today's sophisticated world that human-being communication in one of the most fundamental aspects of life, people dedicate the majority of their time in order to establish a connection with others and have a meeting with them in a variety of situation such as workplaces, academic environment, etc. In this regard, some people approve of this idea that the best approach to react to meeting leader with respect to their fault statement in the meeting is waiting until finishing the meeting and then discuss it. On the contrary, others hold the opposite point of view that maintain saying nothing or correct mistake immediately is more suitable. I concur with the former group for a couple of reasons substantiated as follows.
To commence with, should people have a discussion regarding the incorrect statement after class, this will be more respectful behavior towards the group leader. To delineate, in a team comprising people with a variety of attitude and mindset, having controversies on some issues or assert a false concept, is inevitable. Under this circumstance, having resilient to decipher the optimal approach and most suitable time in order to reach on consensus, not only do display admiration of team member toward their leader, but it also culminates in a more convivial atmosphere in the group for more constructing communication and strengthen the relationship between them. In this vein of thought, should teachers make a mistake during their statement, waiting until finishing class and talking in a more private environment, will be the more courteous action since it prevents the embarrassment of the teacher in front of others and indicates extreme respect for the leader.
The second worth-mentioning reason that comes into my mind is that do not prompt reaction to a mistake is a more logical manner owing to the fact that the mistake being revised or completed later at the end of class. To elucidate this point, on some occasion in meeting or class, inadequate knowledge or miscomprehension related to particular fields give rise to consider some assertion erroneous. However, by passage the time and adding complementary information by the group leader in after class discussion, fallacious statements become a reasonable and plausible concept. In addition, some mistakes that leaders make are haphazardly and they realize immediately and edit them during the time of the meeting are holding without interrupting the discussion. As a result, be unresponsive or have a hasty reaction to error declaration could have resulted in the deprivation of absorbing new information or modify misunderstanding and lead to induce distraction in class, into the bargain.
To draw a conclusion, I strongly advocate the notion that the best approach for correcting the incorrect statement which the meeting leader says is to wait until the meeting is over and have a discussion after that. This is due to the fact not only does this behavior speak of showing respect towards the leader or teacher, but it also allows other people to broaden their knowledge and gain valuable insight in the field that considering some declaration erroneous ensue insufficient information.
| 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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Transition Words or Phrases used:
also, but, however, if, regarding, second, so, then, in addition, such as, as a result, on the contrary, with respect to
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 16.0 15.1003584229 106% => OK
Auxiliary verbs: 5.0 9.8082437276 51% => OK
Conjunction : 24.0 13.8261648746 174% => OK
Relative clauses : 11.0 11.0286738351 100% => OK
Pronoun: 35.0 43.0788530466 81% => OK
Preposition: 85.0 52.1666666667 163% => OK
Nominalization: 25.0 8.0752688172 310% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2704.0 1977.66487455 137% => OK
No of words: 514.0 407.700716846 126% => OK
Chars per words: 5.26070038911 4.8611393121 108% => OK
Fourth root words length: 4.76146701107 4.48103885553 106% => OK
Word Length SD: 3.05848456715 2.67179642975 114% => OK
Unique words: 257.0 212.727598566 121% => OK
Unique words percentage: 0.5 0.524837075471 95% => OK
syllable_count: 846.0 618.680645161 137% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 9.59856630824 52% => OK
Article: 1.0 3.08781362007 32% => OK
Subordination: 1.0 3.51792114695 28% => OK
Conjunction: 2.0 1.86738351254 107% => OK
Preposition: 13.0 4.94265232975 263% => Less preposition wanted as sentence beginnings.
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: 34.0 20.1344086022 169% => The Avg. Sentence Length is relatively long.
Sentence length SD: 71.3235507311 48.9658058833 146% => OK
Chars per sentence: 180.266666667 100.406767564 180% => OK
Words per sentence: 34.2666666667 20.6045352989 166% => OK
Discourse Markers: 8.0 5.45110844103 147% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 0.0 5.5376344086 0% => OK
Sentences with positive sentiment : 8.0 11.8709677419 67% => OK
Sentences with negative sentiment : 4.0 3.85842293907 104% => OK
Sentences with neutral sentiment: 3.0 4.88709677419 61% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.241471933485 0.236089414692 102% => OK
Sentence topic coherence: 0.0887851085689 0.076458572812 116% => OK
Sentence topic coherence SD: 0.0946390023286 0.0737576698707 128% => OK
Paragraph topic coherence: 0.167746173446 0.150856017488 111% => OK
Paragraph topic coherence SD: 0.0577275119456 0.0645574589148 89% => OK
Essay readability:
automated_readability_index: 20.5 11.7677419355 174% => OK
flesch_reading_ease: 36.97 58.1214874552 64% => OK
smog_index: 11.2 6.10430107527 183% => OK
flesch_kincaid_grade: 16.6 10.1575268817 163% => OK
coleman_liau_index: 13.82 10.9000537634 127% => OK
dale_chall_readability_score: 9.69 8.01818996416 121% => OK
difficult_words: 142.0 86.8835125448 163% => OK
linsear_write_formula: 19.0 10.002688172 190% => OK
gunning_fog: 15.6 10.0537634409 155% => OK
text_standard: 21.0 10.247311828 205% => The average readability is very high. Good job!
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: 71.6666666667 out of 100
Scores by essay e-grader: 21.5 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.