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.
I believe that classes and meetings are places for discussions and arguments. (What distinguishes a class (or meeting) from reading a book or watching an educative program on TV is that it provides you with the opportunity of participating in conversations, asking your questions and receiving convincing responses right away.) The difference between taking part in a class or meeting with reading a book or watching an educative program on TV is that you have the opportunity to participate in conversations, ask your questions and receive convincing responses right away. Thereby, if I experience some situation as described in this question, I definitely interrupt and correct the mistake for following reasons.
First, what if I'm wrong because of a misconception? Shouldn't I ask questions and clear things up? It's possible that many other participants of the class or meeting are just similar to me. Thus, by asking the question or mentioning the problem instantaneously, I might avoid further misleading for many other people and we will learn something in a more memorable effective way. For example, last time I was at System Dynamics class and while the teacher was teaching, I found something unreasonable in his speech. So, I raised my hand and asked if I'm wrong. The teacher started giving more examples and elaborations and I admitted that I made a mistake. After the class, two of my classmates came to me and mentioned that they also had the same problem as me; however, they were not confident enough and assumed that they would agitate the teacher by asking the question. The key to bringing up such an issue is asking the question in a way that shows you are aware that it may be your fault, not the teacher's. As it is obvious, this was a common mistake among students and many others speculated the issue. In my view, if I hadn't asked, I would have made a big mistake. The least trivial impact of this mistake could have been missing some credits at the final exam if this part of the lecture had been included in the exam.
Second, provided that the lecturer or the teacher is wrong, what if I mention the issue after the class, but they forget to correct themselves the next session? And even worse, what if the meeting is a single one, and is not followed by any other sessions? I believe this is not the core aim of classes and meetings. The goal of these communities and groups are education in a communicative environment. They should have some dynamic atmospheres in which every problematic and controversial matter is discussed by the members, and as a result consequently, all the ambiguities are cleared and resolved.
According to above mentioned examples and explanations, the best choice for participants of a group, such as a class or a meeting, is to be active and take part in or even start discussions. This approach holds out a better chance for more productive classes and more effective meetings. We should not be oblivious to the fact that this requires all the members including students, teacher, and meeting leader to be more receptive and less defensive. In other words, this approach is practical and surefire, if only everyone is patient and eager to learn.
- Workers are more satisfied when they have many different types of tasks to do during the workday than when they do similar tasks all day long. 60
- Many filmmakers make movies based on books. When a movie is produced based on books, some people prefer to read books before watching films, other people choose to watch the movie first. Which one do you think is better? Why? 73
- 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 70
- 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 73
- Young people nowadays do not give enough time to helping their communities.Use specific reasons and examples to support your answer. 76
Grammar and spelling errors:
Line 3, column 16, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: I'm
...or following reasons. First, what if Im wrong because of a misconception? Shoul...
^^
Line 3, column 53, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: Shouldn't
...if Im wrong because of a misconception? Shouldnt I ask questions and clear things up? It...
^^^^^^^^
Line 3, column 198, Rule ID: ASK_THE_QUESTION[1]
Message: Use simply 'asking' instead.
Suggestion: asking
...eeting are just similar to me. Thus, by asking the question or mentioning the problem instantaneous...
^^^^^^^^^^^^^^^^^^^
Line 3, column 549, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: I'm
...eech. So, I raised my hand and asked if Im wrong. The teacher started giving more ...
^^
Line 3, column 913, Rule ID: ASK_THE_QUESTION[1]
Message: Use simply 'asking' instead.
Suggestion: asking
...The key to bringing up such an issue is asking the question in a way that shows you are aware that ...
^^^^^^^^^^^^^^^^^^^
Line 3, column 1126, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: hadn't
... speculated the issue. In my view, if I hadnt asked, I would have made a big mistake....
^^^^^
Transition Words or Phrases used:
also, but, consequently, first, however, if, may, second, so, thus, while, for example, such as, as a result, in my view, in other words
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 27.0 15.1003584229 179% => OK
Auxiliary verbs: 8.0 9.8082437276 82% => OK
Conjunction : 38.0 13.8261648746 275% => Less conjunction wanted
Relative clauses : 12.0 11.0286738351 109% => OK
Pronoun: 59.0 43.0788530466 137% => Less pronouns wanted
Preposition: 51.0 52.1666666667 98% => OK
Nominalization: 11.0 8.0752688172 136% => OK
Performance on vocabulary words:
No of characters: 2663.0 1977.66487455 135% => OK
No of words: 547.0 407.700716846 134% => OK
Chars per words: 4.86837294333 4.8611393121 100% => OK
Fourth root words length: 4.83611736076 4.48103885553 108% => OK
Word Length SD: 2.89943541634 2.67179642975 109% => OK
Unique words: 267.0 212.727598566 126% => OK
Unique words percentage: 0.488117001828 0.524837075471 93% => More unique words wanted or less content wanted.
syllable_count: 829.8 618.680645161 134% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 14.0 9.59856630824 146% => OK
Article: 6.0 3.08781362007 194% => OK
Subordination: 6.0 3.51792114695 171% => OK
Conjunction: 5.0 1.86738351254 268% => Less conjunction wanted as sentence beginning.
Preposition: 5.0 4.94265232975 101% => OK
Performance on sentences:
How many sentences: 25.0 20.6003584229 121% => OK
Sentence length: 21.0 20.1344086022 104% => OK
Sentence length SD: 60.2419654394 48.9658058833 123% => OK
Chars per sentence: 106.52 100.406767564 106% => OK
Words per sentence: 21.88 20.6045352989 106% => OK
Discourse Markers: 5.44 5.45110844103 100% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 6.0 5.5376344086 108% => OK
Sentences with positive sentiment : 10.0 11.8709677419 84% => OK
Sentences with negative sentiment : 12.0 3.85842293907 311% => Less negative sentences wanted.
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: 0.211673044813 0.236089414692 90% => OK
Sentence topic coherence: 0.0543791023889 0.076458572812 71% => OK
Sentence topic coherence SD: 0.0465445209565 0.0737576698707 63% => OK
Paragraph topic coherence: 0.127668159428 0.150856017488 85% => OK
Paragraph topic coherence SD: 0.050717094665 0.0645574589148 79% => OK
Essay readability:
automated_readability_index: 12.4 11.7677419355 105% => OK
flesch_reading_ease: 58.62 58.1214874552 101% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 10.3 10.1575268817 101% => OK
coleman_liau_index: 10.97 10.9000537634 101% => OK
dale_chall_readability_score: 8.08 8.01818996416 101% => OK
difficult_words: 118.0 86.8835125448 136% => OK
linsear_write_formula: 15.0 10.002688172 150% => OK
gunning_fog: 10.4 10.0537634409 103% => 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.