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? 1-interrupt and correct the mistake right away. 2-wait until the class is over and the people are gone and then talk to the teacher. 3-say nothing
In this modern and communicational are, attending a university classroom or a general meeting is a common event that all member of a community at least once experiences in their life. A controversial question which is often raised regarding this topic among human beings is about different type of reaction encountering a situation that the lecturer announces something wrong, there are various sort of reaction such as interrupting the lecturer and correcting his mistake, waiting for finishing the class and then talking about the mistake to professor and saying nothing and ignoring the wrong data. I would prefer to correct the mistake at the moment when it happened. My reasons are manifold, two of the most conspicuous of which in order to justify my view point will be explored in the following essay.
First of all, one of the most remarkable reasons for this claim is related to the importance that student must have authentic sources for their exams. In other words, if teacher declares something wrong in the class and students don`t pay attention about the validation of the information, they will encounter some problematic issue during their preparation for their exam and also it will lead that they answer the related question, wrongly. So, if you understand the wrong information of the teacher`s announcement, you must correct it right away.
The second and equally exquisite proof of this assertion is related to the fact that maybe the teacher says something incorrect, unintentionally, so it could be constructive for the class that learns that issue at the moment and it could make the meeting leader happy. To shed more light on this matter, consider a member of the faculty of a university which he has 4 class in one day. It is prevalent that they get exhausted in the last class and say something wrong. So, given the situation, it could be very constructive consequences that you, as a person who noticed the incorrect data, amend the professor. And, surely, the professor will get happy when he understands that there are some careful student ament audiences.
All in all, considering the aforementioned argument, correcting the meeting leader when he says something incorrectly would have constructive effects on both students and professors. it could not only prepare students productively and efficiently for their exams, but also, make the meeting lecturer happy and fresh by knowing the fact that there are some careful students among the audiences.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2018-12-18 | ehsan farokhipour | 76 | view |
| 2018-12-18 | ehsan farokhipour | 76 | view |
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- 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? 1-interrupt and correct the mistake right away. 2-wait until the class is over an 76
Grammar and spelling errors:
Line 1, column 396, Rule ID: THERE_RE_MANY[3]
Message: Possible agreement error. Did you mean 'sorts'?
Suggestion: sorts
...nces something wrong, there are various sort of reaction such as interrupting the le...
^^^^
Line 4, column 184, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: It
...ffects on both students and professors. it could not only prepare students product...
^^
Transition Words or Phrases used:
also, but, first, if, may, regarding, second, so, then, at least, sort of, such as, talking about, first of all, in other words
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 14.0 15.1003584229 93% => OK
Auxiliary verbs: 12.0 9.8082437276 122% => OK
Conjunction : 15.0 13.8261648746 108% => OK
Relative clauses : 18.0 11.0286738351 163% => OK
Pronoun: 42.0 43.0788530466 97% => OK
Preposition: 41.0 52.1666666667 79% => OK
Nominalization: 15.0 8.0752688172 186% => OK
Performance on vocabulary words:
No of characters: 2092.0 1977.66487455 106% => OK
No of words: 406.0 407.700716846 100% => OK
Chars per words: 5.15270935961 4.8611393121 106% => OK
Fourth root words length: 4.48881294772 4.48103885553 100% => OK
Word Length SD: 2.91286332392 2.67179642975 109% => OK
Unique words: 211.0 212.727598566 99% => OK
Unique words percentage: 0.519704433498 0.524837075471 99% => OK
syllable_count: 639.0 618.680645161 103% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 9.59856630824 73% => OK
Article: 3.0 3.08781362007 97% => OK
Subordination: 3.0 3.51792114695 85% => OK
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 4.0 4.94265232975 81% => OK
Performance on sentences:
How many sentences: 14.0 20.6003584229 68% => 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: 29.0 20.1344086022 144% => The Avg. Sentence Length is relatively long.
Sentence length SD: 91.6365937065 48.9658058833 187% => OK
Chars per sentence: 149.428571429 100.406767564 149% => OK
Words per sentence: 29.0 20.6045352989 141% => OK
Discourse Markers: 9.07142857143 5.45110844103 166% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 5.0 11.8709677419 42% => More positive sentences wanted.
Sentences with negative sentiment : 6.0 3.85842293907 156% => 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: 0.21065632167 0.236089414692 89% => OK
Sentence topic coherence: 0.0741870003908 0.076458572812 97% => OK
Sentence topic coherence SD: 0.0544941630004 0.0737576698707 74% => OK
Paragraph topic coherence: 0.125899773717 0.150856017488 83% => OK
Paragraph topic coherence SD: 0.0242905214578 0.0645574589148 38% => 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: 17.3 11.7677419355 147% => OK
flesch_reading_ease: 42.04 58.1214874552 72% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 14.6 10.1575268817 144% => OK
coleman_liau_index: 13.18 10.9000537634 121% => OK
dale_chall_readability_score: 8.65 8.01818996416 108% => OK
difficult_words: 92.0 86.8835125448 106% => OK
linsear_write_formula: 19.0 10.002688172 190% => OK
gunning_fog: 13.6 10.0537634409 135% => OK
text_standard: 9.0 10.247311828 88% => 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: 76.6666666667 out of 100
Scores by essay e-grader: 23.0 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.