Nowadays, it is possible that professors or teachers on the meeting says something incorrect because everyone might makes mistakes. In my opinion, I would wait until the class or meeting is over and the people are gone, and then talk to the teacher or meeting leader.
First of all, pointing out the mistake is necessary. Because the knowledge should be respected, we have to conform to facts in the world and principles concluded by ancestors, which suggests we must admit the power of knowledge and guarantee the accuracy of the information. Plus, indicating the error would help the teacher correct the mistake and avoid imparting wrong information to students. For example, last semester I took a course named Introduction to Database. On one class, when the professor discussed the transaction of the database management system, he incorrectly assumes that transactions executed is automatically summit. However, it is inconsistent with the statement on the textbook that transactions are finished by the system after recording them in a log. I checked the relevant information on the Internet immediately and it implied that the professor made a mistake. I talked to the professor after the class about the mistake and he praised on me of my meticulous spirit of studying. Then he corrected his mistake on the next class, which rendered students accurately learn the knowledge. Thus, if I say nothing instead of indicating the mistake, a myriad of students would remember the wrong information, which would be harmful to their grades and even career. In this way, the knowledge is completely tainted.
Furthermore, talking to the teacher or meeting leader after the class or meeting is beneficial to both of you. Because if you interrupt and correct the mistake right away, you would be impolite to the meeting leader or the teacher and sometimes it would engender a fierce conflict on the class, which is inimical. For instance, last week I took a class about digital system. The teacher wrongly considered that the adder consists of 4 AND gates and a senior immediately stood up to correct the teacher’s error and enormous students joined in, which made the teacher pretty angry. Then there is an aggressive debate between teachers and students. Eventually, the teacher correct the error after class and there students also obtain punishments for disrespect. If the student could talk to the teacher after class, the teacher would quite appreciate and student may make a good impression to the teacher, which is helpful to the student. At the same time, the teacher may not feel awkward and uncomfortable on the class. Thus, talking to the teacher or meeting leader after the class or meeting is the best option.
In conclusion, pointing out the mistake is obligatory and indicating it after class or meeting is polite and beneficial.
- People listen to music for different reasons and at different times. Why is music important to many people? Use specific reasons and examples to support your choice 3
- TPO29 integrated 81
- Pterosaurs were an ancient group of winged reptiles that lived alongside the dinosaurs. Many pterosaurs were very large, some as large as a giraffe and with a wingspan of over 12 meters. Paleontologists have long wondered whether large pterosaurs were cap 80
- The most important characteristic of a successful political leader is good communication skill. 76
- The company has 2 options to improve the working environment for employees,1)Improve technology (computer)2)Redesign office space (meeting room)Which one do you choose? 80
Grammar and spelling errors:
Line 4, column 79, Rule ID: IT_VBZ[1]
Message: Did you mean 'classes'?
Suggestion: classes
...e is obligatory and indicating it after class or meeting is polite and beneficial.
^^^^^
Transition Words or Phrases used:
also, first, furthermore, however, if, may, so, then, thus, for example, for instance, in conclusion, first of all, in my opinion
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 18.0 15.1003584229 119% => OK
Auxiliary verbs: 13.0 9.8082437276 133% => OK
Conjunction : 28.0 13.8261648746 203% => Less conjunction wanted
Relative clauses : 12.0 11.0286738351 109% => OK
Pronoun: 31.0 43.0788530466 72% => OK
Preposition: 58.0 52.1666666667 111% => OK
Nominalization: 9.0 8.0752688172 111% => OK
Performance on vocabulary words:
No of characters: 2386.0 1977.66487455 121% => OK
No of words: 467.0 407.700716846 115% => OK
Chars per words: 5.10920770878 4.8611393121 105% => OK
Fourth root words length: 4.64867537961 4.48103885553 104% => OK
Word Length SD: 2.83939881339 2.67179642975 106% => OK
Unique words: 222.0 212.727598566 104% => OK
Unique words percentage: 0.475374732334 0.524837075471 91% => More unique words wanted or less content wanted.
syllable_count: 731.7 618.680645161 118% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 9.59856630824 83% => OK
Article: 6.0 3.08781362007 194% => OK
Subordination: 5.0 3.51792114695 142% => OK
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 5.0 4.94265232975 101% => OK
Performance on sentences:
How many sentences: 23.0 20.6003584229 112% => OK
Sentence length: 20.0 20.1344086022 99% => OK
Sentence length SD: 48.7071415017 48.9658058833 99% => OK
Chars per sentence: 103.739130435 100.406767564 103% => OK
Words per sentence: 20.3043478261 20.6045352989 99% => OK
Discourse Markers: 5.60869565217 5.45110844103 103% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 1.0 5.5376344086 18% => 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: 6.0 4.88709677419 123% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.32393277173 0.236089414692 137% => OK
Sentence topic coherence: 0.0933905378539 0.076458572812 122% => OK
Sentence topic coherence SD: 0.0828706758613 0.0737576698707 112% => OK
Paragraph topic coherence: 0.198138449873 0.150856017488 131% => OK
Paragraph topic coherence SD: 0.0869848086758 0.0645574589148 135% => OK
Essay readability:
automated_readability_index: 12.8 11.7677419355 109% => OK
flesch_reading_ease: 51.18 58.1214874552 88% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 11.1 10.1575268817 109% => OK
coleman_liau_index: 12.36 10.9000537634 113% => OK
dale_chall_readability_score: 8.48 8.01818996416 106% => OK
difficult_words: 114.0 86.8835125448 131% => OK
linsear_write_formula: 11.0 10.002688172 110% => OK
gunning_fog: 10.0 10.0537634409 99% => OK
text_standard: 13.0 10.247311828 127% => 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: 73.3333333333 out of 100
Scores by essay e-grader: 22.0 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.