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.
Throughout history, education has been playing a crucial role in people's lives. The majority of human kinds attempt to improve their knowledge by attending both classes and meetings. In this regard, there is a long-standing discussion among individuals about whether scholars should correct the faulty opinions of their teachers or not. Some people may hold the view that it would be better to interrupt and correct the mistake, some others prefer to say nothing, while, there are some individuals who take an opposite viewpoint. The third group believes that it seems more beneficial to correct the mistakes after the class. I strongly contend that is would be more influential to discuss the faulty ideas after the meeting. In the following, I will elaborate upon my standpoint through two pieces of evidence.
The first exquisite point to be mentioned is that criticizing and rejecting the leader's opinion in front of other audiences seems to be unfair and can cement people's relationships. It is generally agreed that criticizing a leader or teacher in front of others, might pose a threat to teachers’ influence. moreover, no one can neglect the fact that by carrying out this action, other students feel that their teachers are not knowledgeable enough to guide or teach them. Take a personal experience as an example; when I studied in primary school, I used to learn English with a native speaker. So, I had a deep knowledge of this area. But, one day my English teacher pronounced the word 'Consequences' in a wrong way. Therefore, I attempted to correct his mistake in front of others. This behavior not only damaged our relationship but also other students felt that our teacher are not enough skillful. As a result, they put less effort into the class, and the performance of the class decreased.
Another reason which deserves some words here is that speaking about someone's faulty opinions can be constructive. No one can casts doubts on the fact that human kinds learn more by their mistakes than by reading or watching. In fact, discussing a teacher's mistakes provide him or her the opportunity to think more about his or her opinions and develop his or her knowledge in that area. According to a recent study that has been published in Time magazine, psychologists investigated the impacts of employees critics on their leaders' behavior and the efficiency of the group. The results of the study that conducted in my own country have revealed that talking about leaders' faults not only has pushed them out of their comfort zone to improve their expertise but also assisted other group members to apply more precise data for their problems.
In brief, one can logically draw the conclusion that talking about someone's mistakes after the class would be more helpful behavior in terms of strengthening the relationships of teachers and students and boosting the knowledge of leader or the teacher of the group. However, there are other reasons and examples, challenging these reasons, not mentioned above. All in all, it is highly recommended that a survey can assess the impacts of this strategy on students and teachers' morale.
- Some people believe that when busy parents do not have a lot of time to spend with their children, the best use of that time is to have fun playing games or sports. Other believe that it is best to use that time doing things together that are related to s 73
- 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.Use specific reasons and examples to support your answer. 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 73
- Do you agree or disagree with the following statement?Leadership comes naturally: one cannot learn to be a leader.Use specific reasons and examples to support your answer. 77
- Do you agree or disagree with the following statement?In the past it was easier to identify what type of career or job would lead to a secure, successful future.Use specific reasons and examples to support your answer. 81
Grammar and spelling errors:
Line 3, column 81, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'leaders'' or 'leader's'?
Suggestion: leaders'; leader's
...d is that criticizing and rejecting the leaders opinion in front of other audiences see...
^^^^^^^
Line 3, column 311, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Moreover
...e a threat to teachers' influence. moreover, no one can neglect the fact that by ca...
^^^^^^^^
Line 3, column 705, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in a wrong way" with adverb for "wrong"; eg, "in a hasty manner" with "hastily".
...eacher pronounced the word Consequences in a wrong way. Therefore, I attempted to correct his ...
^^^^^^^^^^^^^^
Line 5, column 127, Rule ID: DID_BASEFORM[1]
Message: The verb 'can' requires the base form of the verb: 'cast'
Suggestion: cast
...pinions can be constructive. No one can casts doubts on the fact that human kinds lea...
^^^^^
Transition Words or Phrases used:
also, but, first, however, may, moreover, so, then, therefore, third, while, in brief, in fact, speaking about, talking about, as a result
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 18.0 15.1003584229 119% => OK
Auxiliary verbs: 13.0 9.8082437276 133% => OK
Conjunction : 21.0 13.8261648746 152% => OK
Relative clauses : 19.0 11.0286738351 172% => OK
Pronoun: 55.0 43.0788530466 128% => Less pronouns wanted
Preposition: 68.0 52.1666666667 130% => OK
Nominalization: 4.0 8.0752688172 50% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2636.0 1977.66487455 133% => OK
No of words: 521.0 407.700716846 128% => OK
Chars per words: 5.05950095969 4.8611393121 104% => OK
Fourth root words length: 4.77759609229 4.48103885553 107% => OK
Word Length SD: 2.75431794927 2.67179642975 103% => OK
Unique words: 265.0 212.727598566 125% => OK
Unique words percentage: 0.508637236084 0.524837075471 97% => OK
syllable_count: 800.1 618.680645161 129% => 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: 4.0 3.08781362007 130% => OK
Subordination: 2.0 3.51792114695 57% => OK
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 6.0 4.94265232975 121% => OK
Performance on sentences:
How many sentences: 24.0 20.6003584229 117% => OK
Sentence length: 21.0 20.1344086022 104% => OK
Sentence length SD: 56.2349825632 48.9658058833 115% => OK
Chars per sentence: 109.833333333 100.406767564 109% => OK
Words per sentence: 21.7083333333 20.6045352989 105% => OK
Discourse Markers: 5.75 5.45110844103 105% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 4.0 5.5376344086 72% => OK
Sentences with positive sentiment : 10.0 11.8709677419 84% => OK
Sentences with negative sentiment : 10.0 3.85842293907 259% => Less negative sentences wanted.
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: 0.134112925406 0.236089414692 57% => OK
Sentence topic coherence: 0.0388231509263 0.076458572812 51% => OK
Sentence topic coherence SD: 0.0309634104659 0.0737576698707 42% => Sentences are similar to each other.
Paragraph topic coherence: 0.0871493605804 0.150856017488 58% => OK
Paragraph topic coherence SD: 0.0152591628765 0.0645574589148 24% => 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: 13.3 11.7677419355 113% => OK
flesch_reading_ease: 58.62 58.1214874552 101% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 10.3 10.1575268817 101% => OK
coleman_liau_index: 12.07 10.9000537634 111% => OK
dale_chall_readability_score: 8.77 8.01818996416 109% => OK
difficult_words: 135.0 86.8835125448 155% => OK
linsear_write_formula: 11.0 10.002688172 110% => OK
gunning_fog: 10.4 10.0537634409 103% => OK
text_standard: 11.0 10.247311828 107% => 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: 73.3333333333 out of 100
Scores by essay e-grader: 22.0 Out of 30
---------------------
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.