There is no shortage of debate whether it is better to talk about your idea in your classes. In this regard, many individuals hold the view that it is of vital importance to say nothing or say your points after classes. However, there are other opinions that it is essential to correct mistakes right away. I am personally inclined to believe that the former approach pales in comparison to the latter. In the following paragraphs, some compelling reasons have been elaborated to elucidate some obscure points in this framework.
The first pivotal reason which exhorted me to opt for this point of view is that today's classes are the place for challenging everybody's idea. In this regard, most of the teachers allow their student to talk about their debates and spur people to analysis their viewpoints. On the grounds that thinking deeply about all dimensions of a hypothesis can help the student to understand the idea better, it is crucial to let the student say about their idea or correct others' mistakes. Not only does It help to understand deeply, but also makes the class more active. By way of illustration, I had a biology class in my college by a really fascinating professor. His class was very popular in the school and everybody wants to pick up that because there was a space for everyone to share his idea about hypothesis and has feedbacks from others, so, he can have advantages and disadvantages of his idea. As a result, the students of that class become so professional in this field, because they grow their challenging mind by the space that the professor made for them. This example clarifies how sharing your idea and correcting other mistakes can help everybody in the class.
The other equally persuasive reason in corroborating my stance is that speaking about the correct things can help other students to remove the wrong idea of their mind. It is crystal clear that students rely on the speech of their professor and every point that he mentions stuck in their mind. So, if he says an incorrect idea, people will learn it in classes and never forget it. Consequently, they will have difficulties when they want to use their knowledge in their job or other professional fields.
By perusing the above paragraphs, one can infer that, although it may be rude to interrupt your professor, it is better to correct him. For sake of brevity, a couple of points are worth for reiterating: First, it helps students to be confident for saying their idea and make the correct one; Second, it helps them not having a wrong idea in their mind that will make some problems for them in future.
- which one do you choose?governments spend money on public transportation or Internet access 67
- TPO-44 - Integrated Writing Task In 1957 a European silver coin dating to the eleventh century was discovered at a Native American archaeological site in the state of Maine in the United States. Many people believed the coin had been originally brought to 78
- TPO-41 - Integrated Writing Task Burning coal in power plants produces a waste product called coal ash, a material that contains small amounts of potentially harmful chemicals Environmentalists in the United States are concerned about the damage such harm 85
- TPO-48 - Independent Writing Task Do you agree or disagree with the following statement?Because modern life is very complex, it is essential for young people to have the ability to plan and organize. 60
- TPO18(independent)Do you agree or disagree with the following statement? Students are more influenced by their teachers than by their friends. 70
Grammar and spelling errors:
Line 7, column 319, Rule ID: ADVISE_VBG[11]
Message: The verb 'help' is used with infinitive: 'to have'.
Suggestion: to have
... correct one; Second, it helps them not having a wrong idea in their mind that will ma...
^^^^^^
Line 7, column 391, Rule ID: IN_PAST[1]
Message: Did you mean: 'in the future'?
Suggestion: in the future
...d that will make some problems for them in future.
^^^^^^^^^
Transition Words or Phrases used:
also, but, consequently, first, however, if, may, really, second, so, speaking about, as a result
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 17.0 15.1003584229 113% => OK
Auxiliary verbs: 9.0 9.8082437276 92% => OK
Conjunction : 12.0 13.8261648746 87% => OK
Relative clauses : 15.0 11.0286738351 136% => OK
Pronoun: 66.0 43.0788530466 153% => Less pronouns wanted
Preposition: 63.0 52.1666666667 121% => OK
Nominalization: 2.0 8.0752688172 25% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2166.0 1977.66487455 110% => OK
No of words: 453.0 407.700716846 111% => OK
Chars per words: 4.78145695364 4.8611393121 98% => OK
Fourth root words length: 4.61343653406 4.48103885553 103% => OK
Word Length SD: 2.59724821457 2.67179642975 97% => OK
Unique words: 225.0 212.727598566 106% => OK
Unique words percentage: 0.496688741722 0.524837075471 95% => More unique words wanted or less content wanted.
syllable_count: 668.7 618.680645161 108% => 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: 6.0 4.94265232975 121% => OK
Performance on sentences:
How many sentences: 19.0 20.6003584229 92% => OK
Sentence length: 23.0 20.1344086022 114% => OK
Sentence length SD: 50.5835202489 48.9658058833 103% => OK
Chars per sentence: 114.0 100.406767564 114% => OK
Words per sentence: 23.8421052632 20.6045352989 116% => OK
Discourse Markers: 5.10526315789 5.45110844103 94% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 13.0 11.8709677419 110% => OK
Sentences with negative sentiment : 5.0 3.85842293907 130% => OK
Sentences with neutral sentiment: 1.0 4.88709677419 20% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.0920313023017 0.236089414692 39% => The similarity between the topic and the content is low.
Sentence topic coherence: 0.0386706274685 0.076458572812 51% => OK
Sentence topic coherence SD: 0.0498816681143 0.0737576698707 68% => OK
Paragraph topic coherence: 0.0697885597723 0.150856017488 46% => OK
Paragraph topic coherence SD: 0.0424515098843 0.0645574589148 66% => OK
Essay readability:
automated_readability_index: 13.0 11.7677419355 110% => OK
flesch_reading_ease: 56.59 58.1214874552 97% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 11.1 10.1575268817 109% => OK
coleman_liau_index: 10.74 10.9000537634 99% => OK
dale_chall_readability_score: 7.95 8.01818996416 99% => OK
difficult_words: 91.0 86.8835125448 105% => OK
linsear_write_formula: 8.0 10.002688172 80% => OK
gunning_fog: 11.2 10.0537634409 111% => OK
text_standard: 11.0 10.247311828 107% => 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: 70.0 out of 100
Scores by essay e-grader: 21.0 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.