Imagine that you are in a classroom or a meeting. The teacher or the meeting 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 or meeting is over and the people are gone, and then talk to the teacher or meeting leader; 3. Say nothing
There is always some little stress in a formal meeting, in the classroom, or so forth. Hence, everyone can make a mistake when he talks or present. I am of the opinion that it is better to wait until the class or meeting is over and the people are gone, then talk to the teacher or meeting leader. I feel this way for two reasons. In what follows, I will pinpoint the most outstanding reasons.
The first reason coming to mind to substantiate my standpoint is concerned with this issue that by telling and correcting the teacher’s mistakes or leader’s the end of the class or meeting we respect them. It is undeniable that mistakes are an inseparable part of human beings’ lives. The teacher and the leader may embrace if someone tells their mistakes. my own experience is a compelling reason for this. When I was a sophomore in the university, the university held an international conference about the history of our country. my history professor had a lecture about the history of painting in my country. Once he had started his speaking he had some mistakes about the dates and the name of artists. One of my classmates interrupted his speech and my professor got embraces among his colleges and other professors. I never forget his embracing face. If my classmate had not have interrupted, my experienced professor would have not had a negative feeling about himself.
Another reason which deserves some words here is that some mistakes that the teacher or the leader has are not important to interrupt their speeches. These mistakes occur due to the fact that people get nervous and anxious during the lecture such as mispronunciation or forgetting the names. So they are not so important and we can deny them. Taking my own experience, after the lecture, the student had a discussion that these mistakes are not crucial that the student caused to the lecture stopped. Since it took a long time to finish my professors’ lecture and every one were bored.
In conclusion, this is my deep belief that telling mistakes cause to the teacher feels embracing and many of whom are not important to interrupt a meeting. Therefore, I highly suggest that it is better to tell the mistakes after the class or meeting.
Grammar and spelling errors:
Line 2, column 28, Rule ID: ADMIT_ENJOY_VB[1]
Message: This verb is used with the gerund form: 'mind substantiating'.
Suggestion: mind substantiating
...ng reasons. The first reason coming to mind to substantiate my standpoint is concerned with this is...
^^^^^^^^^^^^^^^^^^^^
Line 2, column 372, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: My
...mbrace if someone tells their mistakes. my own experience is a compelling reason f...
^^
Line 2, column 547, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: My
...rence about the history of our country. my history professor had a lecture about t...
^^
Line 2, column 896, Rule ID: HAVE_PART_AGREEMENT[2]
Message: Possible agreement error -- use past participle here: 'had'.
Suggestion: had
...embracing face. If my classmate had not have interrupted, my experienced professor w...
^^^^
Line 3, column 104, Rule ID: HAVE_PART_AGREEMENT[1]
Message: Use past participle here: 'been'.
Suggestion: been
...akes that the teacher or the leader has are not important to interrupt their speech...
^^^
Transition Words or Phrases used:
first, hence, if, may, so, then, therefore, i feel, in conclusion, such as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 17.0 15.1003584229 113% => OK
Auxiliary verbs: 5.0 9.8082437276 51% => OK
Conjunction : 19.0 13.8261648746 137% => OK
Relative clauses : 14.0 11.0286738351 127% => OK
Pronoun: 53.0 43.0788530466 123% => Less pronouns wanted
Preposition: 38.0 52.1666666667 73% => 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: 1854.0 1977.66487455 94% => OK
No of words: 384.0 407.700716846 94% => More content wanted.
Chars per words: 4.828125 4.8611393121 99% => OK
Fourth root words length: 4.4267276788 4.48103885553 99% => OK
Word Length SD: 2.83622325045 2.67179642975 106% => OK
Unique words: 195.0 212.727598566 92% => More unique words wanted.
Unique words percentage: 0.5078125 0.524837075471 97% => OK
syllable_count: 584.1 618.680645161 94% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 11.0 9.59856630824 115% => OK
Article: 4.0 3.08781362007 130% => OK
Subordination: 4.0 3.51792114695 114% => OK
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 5.0 4.94265232975 101% => OK
Performance on sentences:
How many sentences: 22.0 20.6003584229 107% => OK
Sentence length: 17.0 20.1344086022 84% => The Avg. Sentence Length is relatively short.
Sentence length SD: 45.7514846438 48.9658058833 93% => OK
Chars per sentence: 84.2727272727 100.406767564 84% => OK
Words per sentence: 17.4545454545 20.6045352989 85% => OK
Discourse Markers: 3.36363636364 5.45110844103 62% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 5.0 5.5376344086 90% => OK
Sentences with positive sentiment : 7.0 11.8709677419 59% => More positive sentences wanted.
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: 0.158359999352 0.236089414692 67% => OK
Sentence topic coherence: 0.0451111416883 0.076458572812 59% => OK
Sentence topic coherence SD: 0.0642862272705 0.0737576698707 87% => OK
Paragraph topic coherence: 0.117044930107 0.150856017488 78% => OK
Paragraph topic coherence SD: 0.0545567024114 0.0645574589148 85% => OK
Essay readability:
automated_readability_index: 10.0 11.7677419355 85% => Automated_readability_index is low.
flesch_reading_ease: 62.68 58.1214874552 108% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 8.7 10.1575268817 86% => OK
coleman_liau_index: 10.44 10.9000537634 96% => OK
dale_chall_readability_score: 7.69 8.01818996416 96% => OK
difficult_words: 78.0 86.8835125448 90% => OK
linsear_write_formula: 7.5 10.002688172 75% => OK
gunning_fog: 8.8 10.0537634409 88% => 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: 66.6666666667 out of 100
Scores by essay e-grader: 20.0 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.