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.
Use specific reasons and examples to support your answer.
It is irrefutable we live in a world which relationship play an increasingly pivotal
role in the development of human behavior and culture.
The right treatment in a relationship for example in a scientific environment arouses
much controversy among people with different perspective and background.
Nowadays, some may hold the opinion that when you are in a classroom or in a
meeting gathering and you confront with an erroneous talking from the lecturer you
must interrupt the narrative and correct him/her mistake abruptly or some may
believe that it is better to say nothing. As far as I am concerned, I agree that one,
must wait until the finishing the meeting or the classroom and then talk to the
narrative about the mistake was happened. My arguments for this point are listed as
follows.
In the first place, the first important reason for me to choose this position is that the
interruption confuses the meeting leader and diverts him/ her from the main subject.
On top of that, many people suffer from the low concentration and confidence. When
someone interrupts the meeting especially when the lecturer find he was talking
about the wrong issue and doesn’t know the answer it creates the harsh situation that
conclusively deteriorates the lecturer mood for continuing the meeting.
In the second place, when you ask your question thereafter the meeting finishes, you
have much more time to talk. Everyone who talks about a given subject has a specific
time and by the challenging question you waste the lecturer time and not only you
couldn’t help him/her but also you disrupt his time management. Take my personal
experience as an example. In defense seminar of my master thesis, I had 30 min to
the presentation. During it, someone that its major was physics asked me a question
about the condition of the technics has used and actually for me as a polymer student
just the results of the analysis was important. Owing to the analysis must carry out
by someone else I said the wrong thing in my presentation and explanation for that
situation took me 5 min. Conclusively I couldn’t talk about the whole thing I haveprepared myself due to the fast talking and low concentration. He could ask me
thereafter my presentation is finished. So the selection of the right time for asking
the question is crucial aspect even though the lecturer makes a mistake during the
meeting.
In conclusion, taking all of these factors into account, I conclude that, people must
not interrupt the meeting leader during its talking. This interruption not only
confuses the leader and decreases him/her concentration but also it maybe takes his
given time and finally wastes the lecturer time.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2017-11-10 | saray denizi | 73 | view |
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Grammar and spelling errors:
Line 28, column 80, Rule ID: ASK_THE_QUESTION[1]
Message: Use simply 'asking' instead.
Suggestion: asking
... So the selection of the right time for asking the question is crucial aspect even though the lectu...
^^^^^^^^^^^^^^^^^^^^
Transition Words or Phrases used:
actually, also, but, finally, first, if, may, second, so, then, for example, in conclusion, in the first place, in the second place, on top of that
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 11.0 15.1003584229 73% => OK
Auxiliary verbs: 7.0 9.8082437276 71% => OK
Conjunction : 20.0 13.8261648746 145% => OK
Relative clauses : 15.0 11.0286738351 136% => OK
Pronoun: 60.0 43.0788530466 139% => Less pronouns wanted
Preposition: 44.0 52.1666666667 84% => OK
Nominalization: 24.0 8.0752688172 297% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2312.0 1977.66487455 117% => OK
No of words: 452.0 407.700716846 111% => OK
Chars per words: 5.11504424779 4.8611393121 105% => OK
Fourth root words length: 4.61088837703 4.48103885553 103% => OK
Word Length SD: 2.89856783819 2.67179642975 108% => OK
Unique words: 228.0 212.727598566 107% => OK
Unique words percentage: 0.504424778761 0.524837075471 96% => OK
syllable_count: 700.2 618.680645161 113% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 9.59856630824 83% => OK
Article: 4.0 3.08781362007 130% => OK
Subordination: 3.0 3.51792114695 85% => OK
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 10.0 4.94265232975 202% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 19.0 20.6003584229 92% => OK
Sentence length: 23.0 20.1344086022 114% => OK
Sentence length SD: 63.6332549516 48.9658058833 130% => OK
Chars per sentence: 121.684210526 100.406767564 121% => OK
Words per sentence: 23.7894736842 20.6045352989 115% => OK
Discourse Markers: 7.73684210526 5.45110844103 142% => OK
Paragraphs: 32.0 4.53405017921 706% => Less paragraphs wanted.
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 : 9.0 3.85842293907 233% => 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: 0.192586894717 0.236089414692 82% => OK
Sentence topic coherence: 0.0535702735589 0.076458572812 70% => OK
Sentence topic coherence SD: 0.0560460934754 0.0737576698707 76% => OK
Paragraph topic coherence: 0.0475412934593 0.150856017488 32% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.0604639418913 0.0645574589148 94% => OK
Essay readability:
automated_readability_index: 14.6 11.7677419355 124% => OK
flesch_reading_ease: 56.59 58.1214874552 97% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 11.1 10.1575268817 109% => OK
coleman_liau_index: 12.71 10.9000537634 117% => OK
dale_chall_readability_score: 8.13 8.01818996416 101% => OK
difficult_words: 96.0 86.8835125448 110% => OK
linsear_write_formula: 14.5 10.002688172 145% => OK
gunning_fog: 11.2 10.0537634409 111% => OK
text_standard: 15.0 10.247311828 146% => OK
What are above readability scores?
---------------------
Rates: 73.3333333333 out of 100
Scores by essay e-grader: 22.0 Out of 30
---------------------
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.