Question:
Do you agree or disagree with the following statement?
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 or meeting is over and the people are gone, and then talk to the teacher or meeting leader
3）Say nothing
Use specific reasons and examples to support your answer.
As is known to all, everyone is possible to make mistakes and teachers and leaders are not always right. There might be some time that they offer certain wrong information in class but students action may vary when this happen. It might appear to some that it is the best to correct the mistake immediately during the class, while others tend to remain silent. Although these two reaction make sense to some extent, they should be examined critically in the real situation. I hold the opinion that it would be better to wait until the class ends and then remind the teacher or leader.
First and foremost, mentioning about the mistakes to professors and leaders is significant during study or work for the reason that it can help them correct those mistakes. Professors and leaders with some wrong beliefs tend to mislead their students or employees which is even possible to lead to great obstacle during studying as well as work. After hearing the teachers' wrong explanation of the knowledge, most of the students without noticing it will continue to studying, but may fail to understand the material during the future study. They might even hold this wrong understanding for a life time if someone does not notice it. On the other hand, workers of their leaders' wrong information as right one are also possible to meet other difficulties during work, such as the failure of implementation of some projects.
In addition, correcting the mistakes after class and meeting can prevent embarrassing situation, showing respect to both the teachers and leaders. Take my experience as an example, which might seem to be common during the class. Once when I was attending a biology lecture, a student pointed out the professor's mistake immediately. The situation, however, happened to be embarrassing. The teacher did not want to admit this mistake in class but my classmate insisted him doing so, which is a little disrespectful to the teacher in my opinion. If this student chose to talk with the professor after the class, the result would be different.
Nevertheless, some may argue that correcting the mistake immediately can avoid holding the wrong notion rapidly, like the wrong knowledge which interfere students' understanding. And other would contend that remaining silent is a wiser choice. Ironically, either of these choices are extreme. Integrating these two reaction is a rather rational and feasible way, which not not only correct the mistake, but also avoid embarrassing.
| 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 595, Rule ID: LIFE_TIME[1]
Message: Did you mean 'lifetime'?
Suggestion: lifetime
...ven hold this wrong understanding for a life time if someone does not notice it. On the o...
^^^^^^^^^
Line 5, column 218, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...le, which might seem to be common during the class. Once when I was attending a b...
^^
Line 7, column 369, Rule ID: ENGLISH_WORD_REPEAT_RULE
Message: Possible typo: you repeated a word
Suggestion: not
...rather rational and feasible way, which not not only correct the mistake, but also avoi...
^^^^^^^
Transition Words or Phrases used:
also, but, first, however, if, may, nevertheless, so, then, well, while, in addition, such as, as well as, in my opinion, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 18.0 15.1003584229 119% => OK
Auxiliary verbs: 15.0 9.8082437276 153% => OK
Conjunction : 17.0 13.8261648746 123% => OK
Relative clauses : 13.0 11.0286738351 118% => OK
Pronoun: 32.0 43.0788530466 74% => OK
Preposition: 48.0 52.1666666667 92% => OK
Nominalization: 11.0 8.0752688172 136% => OK
Performance on vocabulary words:
No of characters: 2083.0 1977.66487455 105% => OK
No of words: 409.0 407.700716846 100% => OK
Chars per words: 5.09290953545 4.8611393121 105% => OK
Fourth root words length: 4.49708221141 4.48103885553 100% => OK
Word Length SD: 2.71658277551 2.67179642975 102% => OK
Unique words: 213.0 212.727598566 100% => OK
Unique words percentage: 0.520782396088 0.524837075471 99% => OK
syllable_count: 630.0 618.680645161 102% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 4.0 9.59856630824 42% => OK
Article: 4.0 3.08781362007 130% => OK
Subordination: 5.0 3.51792114695 142% => OK
Conjunction: 3.0 1.86738351254 161% => OK
Preposition: 4.0 4.94265232975 81% => OK
Performance on sentences:
How many sentences: 20.0 20.6003584229 97% => OK
Sentence length: 20.0 20.1344086022 99% => OK
Sentence length SD: 43.4332533895 48.9658058833 89% => OK
Chars per sentence: 104.15 100.406767564 104% => OK
Words per sentence: 20.45 20.6045352989 99% => OK
Discourse Markers: 6.95 5.45110844103 127% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 3.0 5.5376344086 54% => OK
Sentences with positive sentiment : 4.0 11.8709677419 34% => More positive sentences wanted.
Sentences with negative sentiment : 12.0 3.85842293907 311% => 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: 0.0951557559509 0.236089414692 40% => OK
Sentence topic coherence: 0.029987007791 0.076458572812 39% => Sentence topic similarity is low.
Sentence topic coherence SD: 0.0328531433579 0.0737576698707 45% => Sentences are similar to each other.
Paragraph topic coherence: 0.0585587788896 0.150856017488 39% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.0259979224242 0.0645574589148 40% => 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: 12.8 11.7677419355 109% => OK
flesch_reading_ease: 59.64 58.1214874552 103% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 9.9 10.1575268817 97% => OK
coleman_liau_index: 12.24 10.9000537634 112% => OK
dale_chall_readability_score: 8.1 8.01818996416 101% => OK
difficult_words: 90.0 86.8835125448 104% => OK
linsear_write_formula: 11.0 10.002688172 110% => OK
gunning_fog: 10.0 10.0537634409 99% => OK
text_standard: 10.0 10.247311828 98% => 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.