TPO-43 - Independent Writing Task
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.
There are some situations that we confront the dilemma of how we should react to tackle the issue, such as when people making unintentionally mistake in a classroom or meeting. A controversial question, which is raised regarding this issue, is whether correcting the mistake right away during the speech is logical or waiting to talk to the speakers after the meeting, or in some situations saying nothing at all. While different people hold different perspectives according to their previous experiences, As far as I am concerned, I prefer to correct the mistake during the meeting. In the following paragraph, I will delve into some reasons and examples justifying my point of view.
The first noteworthy reason coming to my mind is that this approach prevents the spreading of incorrect information. The main reason that people usually participate in a meeting, and students in a classroom is to broaden their scope of knowledge in a specific field, therefore, if we as the audiences realize the mistakes and try to ignore them, some people who are not experts in that area will receive invalid information. Moreover, participants of these kinds of lectures confide in the ability of the lecturers they may refer to these lecture’s information when talking about a special topic. As a result, the wrong information distributes unconsciously. For instance, in the classroom, if the pupils gain wrong information about the topic of how to cure chronic diseases they might convey these erroneous materials to their parents and friends.
Another exquisite point to be mentioned is that this way may lead to hot discussion in the lecture or meeting, resulting in the involvement of audiences in the meeting. Most of the times audiences are complaining about how attending lectures or classroom meetings are boring for them since lecturers or the meeting leader is the only person talking all the time. However, through pointing out the mistakes of speakers, other people may participate and exchange their ideas and viewpoints, consequently, they will grasp knowledge in depth. My own experience is a compelling example of this. During an international conference, the lecturer made a mistake about the rate of unemployment in our country, as I have work on this topic for my thesis, I correct his mistake which leads to a long-lasting exciting hot debate that even other professors and student gave their point of view.
To summarize, from what has been discussed above, I firmly support the idea we should correct the speaker's mistake immediately. This approach not only helps to hinder the spreading of wrong information but also leads to a hot discussion that all participants can involve in it.
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- TPO 43 Independent Writing Task 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 un 76
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Transition Words or Phrases used:
also, but, consequently, first, however, if, may, moreover, regarding, so, therefore, while, for instance, such as, talking about, as a result
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 14.0 15.1003584229 93% => OK
Auxiliary verbs: 10.0 9.8082437276 102% => OK
Conjunction : 14.0 13.8261648746 101% => OK
Relative clauses : 12.0 11.0286738351 109% => OK
Pronoun: 43.0 43.0788530466 100% => OK
Preposition: 64.0 52.1666666667 123% => OK
Nominalization: 12.0 8.0752688172 149% => OK
Performance on vocabulary words:
No of characters: 2265.0 1977.66487455 115% => OK
No of words: 440.0 407.700716846 108% => OK
Chars per words: 5.14772727273 4.8611393121 106% => OK
Fourth root words length: 4.57997565096 4.48103885553 102% => OK
Word Length SD: 2.9670983335 2.67179642975 111% => OK
Unique words: 228.0 212.727598566 107% => OK
Unique words percentage: 0.518181818182 0.524837075471 99% => OK
syllable_count: 694.8 618.680645161 112% => 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: 5.0 3.08781362007 162% => OK
Subordination: 6.0 3.51792114695 171% => OK
Conjunction: 2.0 1.86738351254 107% => OK
Preposition: 6.0 4.94265232975 121% => OK
Performance on sentences:
How many sentences: 16.0 20.6003584229 78% => 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: 27.0 20.1344086022 134% => The Avg. Sentence Length is relatively long.
Sentence length SD: 68.4935843255 48.9658058833 140% => OK
Chars per sentence: 141.5625 100.406767564 141% => OK
Words per sentence: 27.5 20.6045352989 133% => OK
Discourse Markers: 8.875 5.45110844103 163% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 0.0 5.5376344086 0% => OK
Sentences with positive sentiment : 5.0 11.8709677419 42% => More positive sentences wanted.
Sentences with negative sentiment : 9.0 3.85842293907 233% => Less negative sentences wanted.
Sentences with neutral sentiment: 2.0 4.88709677419 41% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.115130330858 0.236089414692 49% => OK
Sentence topic coherence: 0.0362021647755 0.076458572812 47% => OK
Sentence topic coherence SD: 0.039954354256 0.0737576698707 54% => OK
Paragraph topic coherence: 0.0685481611763 0.150856017488 45% => OK
Paragraph topic coherence SD: 0.0373446069876 0.0645574589148 58% => OK
Essay readability:
automated_readability_index: 16.6 11.7677419355 141% => OK
flesch_reading_ease: 44.07 58.1214874552 76% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 13.8 10.1575268817 136% => OK
coleman_liau_index: 12.89 10.9000537634 118% => OK
dale_chall_readability_score: 8.99 8.01818996416 112% => OK
difficult_words: 112.0 86.8835125448 129% => OK
linsear_write_formula: 13.5 10.002688172 135% => OK
gunning_fog: 12.8 10.0537634409 127% => OK
text_standard: 14.0 10.247311828 137% => 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.