if in a speech the speaker say something wrong you will choose to interrupt him or wait until the end of the speech
Having different ideas about the content that is being talked and also encountering with contradiction between the speaker’s view and ours in a classroom or meeting, can happen to all of us. Sometimes it can be felt that these contents are all incorrect. That can be a dilemma how should we react to these inappropriate contents. Some people believe that it's better to interrupt the lecturer and begin correcting the mistake. In contrast, others think that it's better to wait until the end of the speech. I support this idea that waiting is a better choice for some important reasons.
First, I believe that as an audience, we should respect the person who is giving the speech. To not interrupt the lecturer and to let him complete his assertion are among the important rights of the lecturer and definitely should be respected by the audience. Additionally, Interrupting the lecturer can be a very impolite reaction in a formal meeting. I would like to provide an example of an experience that my father had, to illustrate this impolite behavior. My father had a lecture in a university and he was giving a speech about earthquake. He was talking about the behavior of different buildings during the earthquake. One of the audience was constantly interrupting him and proposing his attitude toward what my father was defining. Regardless of whether the man was right or having wrong opinions, he frustrated my father and caused a lot of distracting not only for my dad but also for all the audience. Hence, his behavior affected my father’s emotion and was considered very impolite by all of attendance, leaving alone what his purpose was. There for, if we are sure that something should be corrected in a speech, it's better waiting to the end of the conversation, in order not to break the rules of respect.
Secondly, sometimes we consider an issue as an incorrect one by mistake, whereas it is correct. In fact, the speaker is not saying something wrong and we are the person who is making mistake. Though, as you can see it’s wise to wait and after the end of speech talk to the lecturer about our opinion. The speaker may clarifies it for us and we figure out our mistake. For instance, in my contemporary art course in the university, my teacher was giving a lecture about one of the most famous buildings of a reputed architect, his masterpiece indeed. Previously, I had carried out research about this building and I realized that she was making a big mistake. She was giving wrong information about the architect’s purposes. I felt too hesitate to disrupt the planned progress of the class. Thus, I decided to talk her about this mistake after the end of the class. I requested her an appointment and then she completely maked it clear for me that I had been utterly confused about this building and it wasn’t the building that I had done research about. As a result, this taught me that, at first, talk about our opinions with the speaker to avoid misunderstanding.
In conclusion, based on these reasons, audience should not stop the lecture and start talking, and the best choice is to wait until the lecture finishes. It’s because of respecting the speaker and avoiding distributing our misunderstanding through the attendance.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2019-12-26 | zahra.tmmm | 73 | view |
| 2019-12-26 | zahra.tmmm | 70 | view |
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- Summarize the points made in the lecture being sure to explain how they respond to the specific points made reading passage 3
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Grammar and spelling errors:
Line 1, column 270, Rule ID: MASS_AGREEMENT[2]
Message: Possible agreement error - use third-person verb forms for singular and mass nouns: 'is'.
Suggestion: is
...se contents are all incorrect. That can be a dilemma how should we react to these ...
^^
Line 9, column 357, Rule ID: CONFUSION_OF_OUR_OUT[1]
Message: Did you mean 'our'?
Suggestion: our
...r may clarifies it for us and we figure out our mistake. For instance, in my contem...
^^^
Line 9, column 742, Rule ID: TOO_TO[1]
Message: Did you mean 'to hesitate'?
Suggestion: to hesitate
...t the architect's purposes. I felt too hesitate to disrupt the planned progress of the ...
^^^^^^^^^^^^
Line 9, column 940, Rule ID: IT_VBZ[1]
Message: Did you mean 'clears'?
Suggestion: clears
...ntment and then she completely maked it clear for me that I had been utterly confused...
^^^^^
Transition Words or Phrases used:
also, but, first, hence, if, may, second, secondly, so, then, thus, whereas, for instance, in conclusion, in contrast, in fact, talking about, as a result
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 28.0 15.1003584229 185% => OK
Auxiliary verbs: 12.0 9.8082437276 122% => OK
Conjunction : 21.0 13.8261648746 152% => OK
Relative clauses : 15.0 11.0286738351 136% => OK
Pronoun: 80.0 43.0788530466 186% => Less pronouns wanted
Preposition: 73.0 52.1666666667 140% => OK
Nominalization: 16.0 8.0752688172 198% => OK
Performance on vocabulary words:
No of characters: 2734.0 1977.66487455 138% => OK
No of words: 557.0 407.700716846 137% => Less content wanted.
Chars per words: 4.90843806104 4.8611393121 101% => OK
Fourth root words length: 4.85807034144 4.48103885553 108% => OK
Word Length SD: 2.93027685355 2.67179642975 110% => OK
Unique words: 255.0 212.727598566 120% => OK
Unique words percentage: 0.457809694794 0.524837075471 87% => More unique words wanted or less content wanted.
syllable_count: 847.8 618.680645161 137% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 18.0 9.59856630824 188% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 3.0 3.51792114695 85% => OK
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 8.0 4.94265232975 162% => OK
Performance on sentences:
How many sentences: 29.0 20.6003584229 141% => OK
Sentence length: 19.0 20.1344086022 94% => OK
Sentence length SD: 40.6198992956 48.9658058833 83% => OK
Chars per sentence: 94.275862069 100.406767564 94% => OK
Words per sentence: 19.2068965517 20.6045352989 93% => OK
Discourse Markers: 5.31034482759 5.45110844103 97% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 4.0 5.5376344086 72% => OK
Sentences with positive sentiment : 12.0 11.8709677419 101% => OK
Sentences with negative sentiment : 15.0 3.85842293907 389% => 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: 0.181522384444 0.236089414692 77% => OK
Sentence topic coherence: 0.0545678035876 0.076458572812 71% => OK
Sentence topic coherence SD: 0.0687608771343 0.0737576698707 93% => OK
Paragraph topic coherence: 0.108948168116 0.150856017488 72% => OK
Paragraph topic coherence SD: 0.0187552573855 0.0645574589148 29% => 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: 11.3 11.7677419355 96% => OK
flesch_reading_ease: 60.65 58.1214874552 104% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 9.5 10.1575268817 94% => OK
coleman_liau_index: 11.2 10.9000537634 103% => OK
dale_chall_readability_score: 8.01 8.01818996416 100% => OK
difficult_words: 121.0 86.8835125448 139% => OK
linsear_write_formula: 8.0 10.002688172 80% => OK
gunning_fog: 9.6 10.0537634409 95% => OK
text_standard: 10.0 10.247311828 98% => OK
What are above readability scores?
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Write the essay in 30 minutes.
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.