TPO43
There is no doubt that all people whether they are teachers or leaders may make a mistake during their persentation. A question which arises here is whether we should correct the teacher or leader mitake immediately or wait until the class or meeting is over and then talk to that person. I am of the opinion that we should wait until the end of the class. There are numerous grounds, two of which I will explore in what follows.
The first vital point to bear in mind is that correcting the mistake immediately, could make teacher or other students to become distracted. In the way of illustration, when we cut the speech of the teacher and notice his mistake, he may not be able to focus on the continue of his talk due to thinking about his mistake which can be intruptting for both teacher and students. My own example is a compelling example of this. Two years ago, I was instructor of a workshop in our niversity. Although I study deeply to be ready for training students, I state a mistake point in the middle of my teaching. At that moment, one the students stopped my talking by mentioning the true fact about what I said in front of all of students. After that, I missed my concentration on the subject and just think about that mistake. That was an awful experience for me. Had that students told me that fact after the workshop, I would not have lost my concentration.
The second noteworthy point which deserves some words here is that by correcting the teacher or leader mistake in front of other people, we may seem rude. To be more clear, it is no secret that individuals expect teachers or leader to be the most informed person in a community. Accordingly, if a student told a teacher that you are wrong, it may make the teacher ashamed in front of the class , and think that nobody account on him anymore. For instance, we had a knowledgable teacher in high school who sometimes stated some points in a wrong way. Some of students corrected his mistake immediately which made the teacher upset and he always thought that he lost her self-esteam in our class due to the reaction of those rude students. This example demonstrate how offensive this behavor could be.
On the whole, based on the points mentioned above, we can safely conclude that bolding the mistakes of teachers or leaders in front of others not only can be distracting for teachers and other students but also can be offensive for them as well.
Grammar and spelling errors:
Line 3, column 263, Rule ID: A_INFINITVE[1]
Message: Probably a wrong construction: a/the + infinitive
...mistake, he may not be able to focus on the continue of his talk due to thinking about his m...
^^^^^^^^^^^^
Line 5, column 394, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Put a space after the comma, but not before the comma
Suggestion: ,
...he teacher ashamed in front of the class , and think that nobody account on him an...
^^
Line 5, column 535, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in a wrong way" with adverb for "wrong"; eg, "in a hasty manner" with "hastily".
...school who sometimes stated some points in a wrong way. Some of students corrected his mistake...
^^^^^^^^^^^^^^
Line 5, column 551, Rule ID: MOST_SOME_OF_NNS[1]
Message: After 'Some of', you should use 'the' ('Some of the students') or simply say ''Some students''.
Suggestion: Some of the students; Some students
...imes stated some points in a wrong way. Some of students corrected his mistake immediately which...
^^^^^^^^^^^^^^^^
Transition Words or Phrases used:
accordingly, also, but, first, if, may, second, so, then, well, for instance, no doubt, on the whole
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 20.0 15.1003584229 132% => OK
Auxiliary verbs: 14.0 9.8082437276 143% => OK
Conjunction : 16.0 13.8261648746 116% => OK
Relative clauses : 23.0 11.0286738351 209% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 58.0 43.0788530466 135% => Less pronouns wanted
Preposition: 53.0 52.1666666667 102% => OK
Nominalization: 8.0 8.0752688172 99% => OK
Performance on vocabulary words:
No of characters: 1998.0 1977.66487455 101% => OK
No of words: 436.0 407.700716846 107% => OK
Chars per words: 4.58256880734 4.8611393121 94% => OK
Fourth root words length: 4.56953094068 4.48103885553 102% => OK
Word Length SD: 2.6096509552 2.67179642975 98% => OK
Unique words: 214.0 212.727598566 101% => OK
Unique words percentage: 0.490825688073 0.524837075471 94% => More unique words wanted or less content wanted.
syllable_count: 612.9 618.680645161 99% => OK
avg_syllables_per_word: 1.4 1.51630824373 92% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 14.0 9.59856630824 146% => OK
Article: 3.0 3.08781362007 97% => 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: 20.0 20.6003584229 97% => OK
Sentence length: 21.0 20.1344086022 104% => OK
Sentence length SD: 57.2250819134 48.9658058833 117% => OK
Chars per sentence: 99.9 100.406767564 99% => OK
Words per sentence: 21.8 20.6045352989 106% => OK
Discourse Markers: 5.0 5.45110844103 92% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 4.0 5.5376344086 72% => OK
Sentences with positive sentiment : 5.0 11.8709677419 42% => More positive sentences wanted.
Sentences with negative sentiment : 11.0 3.85842293907 285% => 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: 0.0 0.236089414692 0% => The similarity between the topic and the content is low.
Sentence topic coherence: 0.0 0.076458572812 0% => Sentence topic similarity is low.
Sentence topic coherence SD: 0.0 0.0737576698707 0% => Sentences are similar to each other.
Paragraph topic coherence: 0.0 0.150856017488 0% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.0 0.0645574589148 0% => 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: 11.0 11.7677419355 93% => Automated_readability_index is low.
flesch_reading_ease: 67.08 58.1214874552 115% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 9.1 10.1575268817 90% => OK
coleman_liau_index: 9.28 10.9000537634 85% => OK
dale_chall_readability_score: 7.36 8.01818996416 92% => OK
difficult_words: 74.0 86.8835125448 85% => OK
linsear_write_formula: 10.5 10.002688172 105% => OK
gunning_fog: 10.4 10.0537634409 103% => 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.
It is not exactly right on the topic in the view of e-grader. Maybe there is a wrong essay topic.
Rates: 3.33333333333 out of 100
Scores by essay e-grader: 1.0 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.