imagine that you are in a classroom or a meeting. the teacher or the meeting leader says something incorrect. In your pinion, which of the following is the best thing to do?
-Interrupt and correct the mistake right away.
-Wait the class or the meeting is over and people are gone, and then talk to the teacher or the meeting leader.
-say nothing.
Use specific reasons and examples to support your answer.
Being proactive and vibrant is the most significant feature of people participating in either a classroom or an outstanding seminar. Individuals need to interact, discuss issues and even correct their ideas. I strongly do agree with correcting a speaker whether he/she is your eminent professor in university or a typical lecturer. In my estimation, it is better of me interacting in discussions, showing my knowledge and also help others no to be misinformed.
First and for most, I recognize interacting and participating in debates as a vital factor for that particular session. Meaning that, although it may seem an interruption if I correct the speaker right after his/her mistake, it may trigger to further debates which may grant audience subsequent information and ideas. In that way, approaches of this kind seem potentially beneficial for both speaker and audience. For example, in my third year high school algebra and mathematics class, our instructor claimed that there is only one possible solution of solving that specific problem. Surprisingly, another solution came to my mind and I shared it right after our instructor claim. After half an hour discussion over that problem, everyone acknowledged my solution as another way of solving that problem. That is why I think it is necessary to correct speakers in case of having mistaken.
On the other hand, by correcting the speaker we can demonstrate to everyone that we have great command of knowledge with respect to that issue. Thereby, the instructor would talk more accurately and more precisely. He/she would know there is someone to disagree and highlights his/her errors through his/her speech and he/she will be more focused on what he/she is expressing. For instance, in that same class which I explained, our instructor continued the rest of class more conservatively after my disagreement to him.
Last but not least, correcting the speaker might seem risky or somewhat cruel, it definitely helps other people who are seated in that very session. It helps other not to be misinformed. For instance, by the end of the class of that very session of Algebra, almost all of my classmate encouraged me of being risky enough to not only show my disapproval with the instructor's wrong statement but also offer a new and sharp way of solving that problem.
In sum, modifying our speakers no matter their levels are, or no matter the place of session is, seems practical and advantageous to me. Nevertheless it may seem risky, it brings out a great interaction of whole the crowd, indicates our knowledge and is helpful for all.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2017-10-18 | Alneon0094 | 3 | view |
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Grammar and spelling errors:
Line 1, column 440, Rule ID: NOW[2]
Message: Did you mean 'now' (=at this moment) instead of 'no' (negation)?
Suggestion: now
...owing my knowledge and also help others no to be misinformed. First and for most,...
^^
Line 5, column 137, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Nevertheless,
...seems practical and advantageous to me. Nevertheless it may seem risky, it brings out a grea...
^^^^^^^^^^^^
Transition Words or Phrases used:
also, but, first, if, may, nevertheless, so, third, for example, for instance, i think, with respect to, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 17.0 15.1003584229 113% => OK
Auxiliary verbs: 10.0 9.8082437276 102% => OK
Conjunction : 21.0 13.8261648746 152% => OK
Relative clauses : 17.0 11.0286738351 154% => OK
Pronoun: 66.0 43.0788530466 153% => Less pronouns wanted
Preposition: 53.0 52.1666666667 102% => OK
Nominalization: 13.0 8.0752688172 161% => OK
Performance on vocabulary words:
No of characters: 2176.0 1977.66487455 110% => OK
No of words: 427.0 407.700716846 105% => OK
Chars per words: 5.09601873536 4.8611393121 105% => OK
Fourth root words length: 4.54576487731 4.48103885553 101% => OK
Word Length SD: 2.93439165187 2.67179642975 110% => OK
Unique words: 226.0 212.727598566 106% => OK
Unique words percentage: 0.529274004684 0.524837075471 101% => OK
syllable_count: 667.8 618.680645161 108% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 11.0 9.59856630824 115% => OK
Article: 1.0 3.08781362007 32% => OK
Subordination: 2.0 3.51792114695 57% => OK
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 9.0 4.94265232975 182% => OK
Performance on sentences:
How many sentences: 20.0 20.6003584229 97% => OK
Sentence length: 21.0 20.1344086022 104% => OK
Sentence length SD: 47.6385085829 48.9658058833 97% => OK
Chars per sentence: 108.8 100.406767564 108% => OK
Words per sentence: 21.35 20.6045352989 104% => OK
Discourse Markers: 6.1 5.45110844103 112% => OK
Paragraphs: 5.0 4.53405017921 110% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 10.0 11.8709677419 84% => OK
Sentences with negative sentiment : 8.0 3.85842293907 207% => Less negative sentences wanted.
Sentences with neutral sentiment: 2.0 4.88709677419 41% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.0670319254774 0.236089414692 28% => The similarity between the topic and the content is low.
Sentence topic coherence: 0.0217726115623 0.076458572812 28% => Sentence topic similarity is low.
Sentence topic coherence SD: 0.0257866753782 0.0737576698707 35% => Sentences are similar to each other.
Paragraph topic coherence: 0.036807592965 0.150856017488 24% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.0231353963473 0.0645574589148 36% => 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: 13.3 11.7677419355 113% => OK
flesch_reading_ease: 50.16 58.1214874552 86% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 11.5 10.1575268817 113% => OK
coleman_liau_index: 12.3 10.9000537634 113% => OK
dale_chall_readability_score: 8.3 8.01818996416 104% => OK
difficult_words: 98.0 86.8835125448 113% => OK
linsear_write_formula: 9.0 10.002688172 90% => OK
gunning_fog: 10.4 10.0537634409 103% => OK
text_standard: 9.0 10.247311828 88% => OK
What are above readability scores?
---------------------
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.