A proverb widely spread in the folk is that 'to err is humane', which means that human beings make mistakes unavoidably. When it comes to teacher or leader making a mistake in a class or meeting, some people believe that the best way to do is to interrupt and correct the mistake right away, but the others argue that talking to the teacher or leader later after the class or meeting would a more approximate way. From my perspective, directly correcting the error would be better.
Firstly, interrupting and correcting the mistake right away are the most efficient way to deal with the problem. When the question is raised at the first moment, all the participants still have the context about the topic. It is easier for them to have a clear understanding of the problem. In addition, sometimes a small mistake may affect the understanding of the whole class or meeting. For example, if math teacher is talking a fundamental formula and there is a typo of this formula in his presentation which affects the result of the formula. If the typo remains uncorrected, it may lead to more mistakes in the rest of the class. So correcting the mistake immediately, everyone gets a notification, and there would be no misunderstanding behind. Therefore it is more efficient to solve the problem.
Secondly, everyone has its right to express their ideas even though these ideas may opposite to the ones held by authorities. Truths are not merely come from adopting perspectives from others. Science history abounds with examples of old theories corrected by new ones. Galileo used his Heliocentrism model in which the Earth and planets revolve around the sun at the center of the Solar System to correct the Geocentrism, which placed the Earth at the center. Darwin's theory of evolution by natural replaced the predominant Lamarckism, which is about characteristics acquired through use or disuse. If the greatest the scientists can point out the mistaken make by pioneers why can't we correct a small mistake in a class or a meet?
Admittedly, interrupting a class or a meeting may be impolite and rude. It may also cause a long time debate which will disorder the original agenda of the class or meeting. However, if the teacher or leader is open-minded to criticisms and allows different perspectives, it can help their students or team members to develop a way of critical thinking. Regarding this, the drawbacks of the interruption mean nothing.
From what has been discussed above, we could safely draw the conclusion that student or team members ought to point out the problem once they realize something wrong in a lecture or a meeting.
- Do you agree or disagree with the following statement?One of the best ways that parents can help their teenage children prepare for adult life is to encourage them to take a part-time job.Use specific reasons and examples to support your answer. 76
- Do you agree or disagree with the following statement?For success in a future job, the ability to relate well to people is more important than studying hard in school. Use specific reasons and examples to support your answer. 76
- Do you agree or disagree with the following statement? Teachers should not make their social or political views known to students in the classroom.Use specific reasons and examples to support your answer. 88
- TPO-43 - Independent Writing TaskImagine 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-Wai 98
- TPO 41 - integrated writing 83
Grammar and spelling errors:
Line 3, column 757, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Therefore,
...re would be no misunderstanding behind. Therefore it is more efficient to solve the probl...
^^^^^^^^^
Line 5, column 682, Rule ID: CANT[1]
Message: Did you mean 'can't' or 'cannot'?
Suggestion: can't; cannot
...t out the mistaken make by pioneers why cant we correct a small mistake in a class o...
^^^^
Transition Words or Phrases used:
also, but, first, firstly, however, if, may, regarding, second, secondly, so, still, therefore, for example, in addition
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 16.0 15.1003584229 106% => OK
Auxiliary verbs: 13.0 9.8082437276 133% => OK
Conjunction : 21.0 13.8261648746 152% => OK
Relative clauses : 13.0 11.0286738351 118% => OK
Pronoun: 24.0 43.0788530466 56% => OK
Preposition: 58.0 52.1666666667 111% => OK
Nominalization: 7.0 8.0752688172 87% => OK
Performance on vocabulary words:
No of characters: 2200.0 1977.66487455 111% => OK
No of words: 446.0 407.700716846 109% => OK
Chars per words: 4.93273542601 4.8611393121 101% => OK
Fourth root words length: 4.5955099915 4.48103885553 103% => OK
Word Length SD: 2.86123605474 2.67179642975 107% => OK
Unique words: 237.0 212.727598566 111% => OK
Unique words percentage: 0.531390134529 0.524837075471 101% => OK
syllable_count: 682.2 618.680645161 110% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 9.59856630824 52% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 6.0 3.51792114695 171% => OK
Conjunction: 2.0 1.86738351254 107% => OK
Preposition: 4.0 4.94265232975 81% => OK
Performance on sentences:
How many sentences: 22.0 20.6003584229 107% => OK
Sentence length: 20.0 20.1344086022 99% => OK
Sentence length SD: 55.5679168984 48.9658058833 113% => OK
Chars per sentence: 100.0 100.406767564 100% => OK
Words per sentence: 20.2727272727 20.6045352989 98% => OK
Discourse Markers: 5.45454545455 5.45110844103 100% => OK
Paragraphs: 5.0 4.53405017921 110% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 6.0 11.8709677419 51% => More positive sentences wanted.
Sentences with negative sentiment : 11.0 3.85842293907 285% => Less negative sentences wanted.
Sentences with neutral sentiment: 5.0 4.88709677419 102% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.220854024054 0.236089414692 94% => OK
Sentence topic coherence: 0.0548389460148 0.076458572812 72% => OK
Sentence topic coherence SD: 0.0584605059238 0.0737576698707 79% => OK
Paragraph topic coherence: 0.118383078599 0.150856017488 78% => OK
Paragraph topic coherence SD: 0.0654035258853 0.0645574589148 101% => OK
Essay readability:
automated_readability_index: 11.9 11.7677419355 101% => 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: 11.31 10.9000537634 104% => OK
dale_chall_readability_score: 8.7 8.01818996416 109% => OK
difficult_words: 115.0 86.8835125448 132% => OK
linsear_write_formula: 13.5 10.002688172 135% => 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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Rates: 90.0 out of 100
Scores by essay e-grader: 27.0 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.