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.
Occasionally, we might notice some incorrect information or details said by the teacher or the meeting, which must trigger us whether correct the speaker. It has induced a long-tern debated issue, in which some are adamant that they should immediately remind the speaker to revise their statement, others claim that waiting until the teacher or meeting leader is alone is a relatively suitable time, and still others argue that they should say nothing. My view is that wait until the end of class and tell to the speaker privately is the best way. More reasons might be shed light on as follows.
First and foremost, I consider that dignity is vital for these high-status people, and correct the problem in private can sustain speakers' reputation. For example, it is common that teachers make the wrong conclusion to the test question and teach the inaccurate detail of the formula or idea. Similarly, meeting leaders are also apt to confuse some statement of experiment or issue. Although we are urgent to raise our hands immediately to correct the mistake, waiting until class is over might be a wise behavior for us. It is because the consequence of interrupting speakers' speech for telling them the mistake is embarrassing, which teachers and meeting leaders might be outraged to us and unhappy in the following class. Thus, if we tell teachers the mistake in class privately, they would not care too much about dignity.
However, some people claim that if we care about speakers' dignity, saying nothing is also a good way. It is because that this way avoids not only the embarrassing result but also the impact on speakers' dignity. Yet, accuracy plays an essential role in all classrooms and meetings. people who stay in the classroom and a meeting is for learning, so accurate information is an indispensable part in these places. We can tell teachers after the class so that they will correct their statement in the next class and the next meeting.
In conclusion, waiting until the class or meeting is over is the best way to the situation when we notice teachers or meet leadings make the mistake. Because both speakers' dignity and the accuracy of the class and meeting are pivotal, telling to speaker might be a suitable way.
| 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 3, column 194, Rule ID: POSSESIVE_APOSTROPHE[2]
Message: Possible typo: apostrophe is missing. Did you mean 'speakers'' or 'speaker's'?
Suggestion: speakers'; speaker's
...arrassing result but also the impact on speakers dignity. Yet, accuracy plays an essenti...
^^^^^^^^
Line 3, column 282, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: People
...al role in all classrooms and meetings. people who stay in the classroom and a meeting...
^^^^^^
Line 4, column 164, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'speakers'' or 'speaker's'?
Suggestion: speakers'; speaker's
...leadings make the mistake. Because both speakers dignity and the accuracy of the class a...
^^^^^^^^
Transition Words or Phrases used:
also, but, first, however, if, similarly, so, still, thus, for example, in conclusion
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 23.0 15.1003584229 152% => OK
Auxiliary verbs: 12.0 9.8082437276 122% => OK
Conjunction : 20.0 13.8261648746 145% => OK
Relative clauses : 14.0 11.0286738351 127% => OK
Pronoun: 35.0 43.0788530466 81% => OK
Preposition: 35.0 52.1666666667 67% => OK
Nominalization: 10.0 8.0752688172 124% => OK
Performance on vocabulary words:
No of characters: 1861.0 1977.66487455 94% => OK
No of words: 380.0 407.700716846 93% => More content wanted.
Chars per words: 4.89736842105 4.8611393121 101% => OK
Fourth root words length: 4.41515443553 4.48103885553 99% => OK
Word Length SD: 2.59411623837 2.67179642975 97% => OK
Unique words: 188.0 212.727598566 88% => More unique words wanted.
Unique words percentage: 0.494736842105 0.524837075471 94% => More unique words wanted or less content wanted.
syllable_count: 569.7 618.680645161 92% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 9.0 9.59856630824 94% => OK
Article: 0.0 3.08781362007 0% => OK
Subordination: 3.0 3.51792114695 85% => OK
Conjunction: 2.0 1.86738351254 107% => OK
Preposition: 2.0 4.94265232975 40% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 17.0 20.6003584229 83% => 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: 22.0 20.1344086022 109% => OK
Sentence length SD: 54.5127520715 48.9658058833 111% => OK
Chars per sentence: 109.470588235 100.406767564 109% => OK
Words per sentence: 22.3529411765 20.6045352989 108% => OK
Discourse Markers: 5.0 5.45110844103 92% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 3.0 5.5376344086 54% => OK
Sentences with positive sentiment : 8.0 11.8709677419 67% => OK
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: 0.29359127797 0.236089414692 124% => OK
Sentence topic coherence: 0.0959401931136 0.076458572812 125% => OK
Sentence topic coherence SD: 0.0826609760891 0.0737576698707 112% => OK
Paragraph topic coherence: 0.202592731043 0.150856017488 134% => OK
Paragraph topic coherence SD: 0.0603436611034 0.0645574589148 93% => OK
Essay readability:
automated_readability_index: 12.8 11.7677419355 109% => OK
flesch_reading_ease: 57.61 58.1214874552 99% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 10.7 10.1575268817 105% => OK
coleman_liau_index: 11.44 10.9000537634 105% => OK
dale_chall_readability_score: 8.05 8.01818996416 100% => OK
difficult_words: 80.0 86.8835125448 92% => OK
linsear_write_formula: 14.0 10.002688172 140% => 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: 73.3333333333 out of 100
Scores by essay e-grader: 22.0 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.