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.
In these days there has been much controversy about the correcting the mistakes of a teacher or a meeting leader in front of group of students or people and caused quite a stir in numerous circles and camps. Different people may give the various type of response to this dilemma based upon their social, familiar and even cultural background. Although majority of people contemplate that best way for confronting to this situation is staying silent or correct the mistakes right away, other posits that waiting until after class or meeting should be a better tactic. however when it comes to me, I conspicuously declare that talk to speakers after class or presentation bring some advantages not only for students or group participant, but also for instructor or leader on account of the following reasons.
To begin with, interrupt and correct the mistake right away could be a last resort since by correcting a speaker in front of a group put the speaker through tension and embarrassment, as a result we probably hinder the speaker from keeping on the teaching or negotiation in the meeting. From my point of view, talking during the teacher’s speech would not be respectful and polite. In addition, by calling out the misconception during the professor’s discussion, other students are distracter from the main point of the speech and are not able to concentrate on the remaining speech. Consequently, correcting the teacher in central of his speech should not be a practical address in this predicament.
Second, saying silence could not be a lucrative practice in this situation. If we remain silent, the professor might not be aware of his misconception or mistake and probably retell his error and guide the student inappropriately. Furthermore, professor’s performance is diminishing by making mistake again and again and his reputation might undermine after a while. Indeed, professor’s incorrect information transmission to student, bring in catastrophic results for both professor’s accomplishment and students’ knowledge.
Last but not last, being patient and considerable and waiting to talking to speaker in person after the class, bring many advantageous for student and professor. Discussing the misleading conception to speaker, get a professor a chance to amend himself and correcting his mistakes next session without giving him stress or anxious in the middle of class.
To put it in a nutshell, a growing body of evidence support this undeniable fact that our response to this situation could harm the speaker’s confident and audience’s focus. Back to beginning controversial question, I cite a clear bias in favor of the indisputable fact that waiting until end of a discussion and talking about the misleading in person seem to bring advantage for modifying the mistake.
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- 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 90
Grammar and spelling errors:
Line 1, column 388, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ough majority of people contemplate that best way for confronting to this situati...
^^^
Line 1, column 570, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: However
...s or meeting should be a better tactic. however when it comes to me, I conspicuously de...
^^^^^^^
Line 1, column 570, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: however,
...s or meeting should be a better tactic. however when it comes to me, I conspicuously de...
^^^^^^^
Line 4, column 1, Rule ID: LAST_BUT_NOT_LAST[1]
Message: Possible typo. Did you mean: 'Last but not least'?
Suggestion: Last but not least
...ishment and students' knowledge. Last but not last, being patient and considerable and wai...
^^^^^^^^^^^^^^^^^
Transition Words or Phrases used:
also, but, consequently, furthermore, however, if, may, second, so, while, in addition, talking about, as a result, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 12.0 15.1003584229 79% => OK
Auxiliary verbs: 9.0 9.8082437276 92% => OK
Conjunction : 30.0 13.8261648746 217% => Less conjunction wanted
Relative clauses : 6.0 11.0286738351 54% => OK
Pronoun: 29.0 43.0788530466 67% => OK
Preposition: 67.0 52.1666666667 128% => OK
Nominalization: 19.0 8.0752688172 235% => Less nominalization wanted.
Performance on vocabulary words:
No of characters: 2393.0 1977.66487455 121% => OK
No of words: 448.0 407.700716846 110% => OK
Chars per words: 5.34151785714 4.8611393121 110% => OK
Fourth root words length: 4.60065326758 4.48103885553 103% => OK
Word Length SD: 3.24909153193 2.67179642975 122% => OK
Unique words: 239.0 212.727598566 112% => OK
Unique words percentage: 0.533482142857 0.524837075471 102% => OK
syllable_count: 713.7 618.680645161 115% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 2.0 9.59856630824 21% => OK
Interrogative: 0.0 0.994623655914 0% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 3.0 3.51792114695 85% => OK
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 6.0 4.94265232975 121% => OK
Performance on sentences:
How many sentences: 16.0 20.6003584229 78% => OK
Sentence length: 28.0 20.1344086022 139% => OK
Sentence length SD: 54.1150034071 48.9658058833 111% => OK
Chars per sentence: 149.5625 100.406767564 149% => OK
Words per sentence: 28.0 20.6045352989 136% => OK
Discourse Markers: 8.0625 5.45110844103 148% => OK
Paragraphs: 5.0 4.53405017921 110% => OK
Language errors: 4.0 5.5376344086 72% => OK
Sentences with positive sentiment : 4.0 11.8709677419 34% => More positive sentences wanted.
Sentences with negative sentiment : 8.0 3.85842293907 207% => 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: 0.168594864324 0.236089414692 71% => OK
Sentence topic coherence: 0.0553410475028 0.076458572812 72% => OK
Sentence topic coherence SD: 0.059091616502 0.0737576698707 80% => OK
Paragraph topic coherence: 0.0889163810236 0.150856017488 59% => OK
Paragraph topic coherence SD: 0.0628798226315 0.0645574589148 97% => OK
Essay readability:
automated_readability_index: 17.7 11.7677419355 150% => OK
flesch_reading_ease: 43.06 58.1214874552 74% => It means the essay is relatively harder to read.
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 14.2 10.1575268817 140% => OK
coleman_liau_index: 13.99 10.9000537634 128% => OK
dale_chall_readability_score: 9.04 8.01818996416 113% => OK
difficult_words: 114.0 86.8835125448 131% => OK
linsear_write_formula: 13.0 10.002688172 130% => OK
gunning_fog: 13.2 10.0537634409 131% => OK
text_standard: 14.0 10.247311828 137% => 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.