The teacher or the meeting leader says something incorrect. In your opinion, which of the following is the best thing to do? 1. Interrupt and correct the mistake right away; 2. Wait until the class or meeting is over and the people are gone, and then talk to the teacher or meeting leader; 3. Say nothing.

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Mistakes are bound to happen in an individual's life, as no person is flawless. It can be
due to
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stress and pressure from work or family,
such
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problems arise.
Therefore
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, it is very important to consider whether pointing out a fault
right
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away,
at the end
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of the
class
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or saying nothing
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one of the best things to do. Without a doubt, I believe that
people
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should mark mistakes
right
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away by their professors or leaders, as it produces a myriad of benefits for the
class
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or during a meeting. I strongly feel
this
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way for two reasons, which I shall delve into in the following essay.
To begin
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with, leaders or instructors sometimes make errors either
while
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communicating or through their actions. Because they are burdened with tons of tasks which need to clear and completed
at the end
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of the day. In
such
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cases, certain flaws are bound to happen. So, when a student or an employee points out the
mistake
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, it not only will benefit the teacher but
also
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the entire
class
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or the meeting.
This
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will create a memory inside their brain so as not to repeat that incident again, thereby enabling them to lead a better life.
For example
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, when a student points out a
mistake
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, it creates
far-reaching
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a far-reaching
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impact
for
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on
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the
class
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, as not only do the students get to understand but
also
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the teachers will remember not to repeat it again.
Thus
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, the time spent pointing out the
mistake
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leads to the best of both worlds.
Moreover
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, certain businesses and employers are looking for
people
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who point out flaws in the functioning of the company or a place, as it will enable them to be more careful so as to not repeat
this
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and
further
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learn and enhance their productions.
Furthermore
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, pointing out
such
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errors
,
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will boost the individual's confidence and courage levels, which definitely will represent an advantage over his/her fellow colleagues. Admittedly, some
people
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are of the opinion that it is very rude to interrupt a person in between conversations as it will distract them from the topic
that is
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being taught or presented. Rather, meeting them in private will be the
right
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thing to do, as it will not degrade the presenter's or the teacher's reputation.
To sum up
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, based on my expositions mentioned above, I believe that correcting misinformation or misinterpretation the
right
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way has
far-reaching
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a far-reaching
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positive impact. It will not only boost the individual's confidence level and courage but
also
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ensures that
people
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around are made aware of the situation instantaneously so that they do not repeat the same
mistake
Use synonyms
again in the future.

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To get an excellent score in the IELTS Task 2 writing section, one of the easiest and most effective tips is structuring your writing in the most solid format. A great argument essay structure may be divided to four paragraphs, in which comprises of four sentences (excluding the conclusion paragraph, which comprises of three sentences).

For we to consider an essay structure a great one, it should be looking like this:

  • Paragraph 1 - Introduction
    • Sentence 1 - Background statement
    • Sentence 2 - Detailed background statement
    • Sentence 3 - Thesis
    • Sentence 4 - Outline sentence
  • Paragraph 2 - First supporting paragraph
    • Sentence 1 - Topic sentence
    • Sentence 2 - Example
    • Sentence 3 - Discussion
    • Sentence 4 - Conclusion
  • Paragraph 3 - Second supporting paragraph
    • Sentence 1 - Topic sentence
    • Sentence 2 - Example
    • Sentence 3 - Discussion
    • Sentence 4 - Conclusion
  • Paragraph 4 - Conclusion
    • Sentence 1 - Summary
    • Sentence 2 - Restatement of thesis
    • Sentence 3 - Prediction or recommendation

Our recommended essay structure above comprises of fifteen (15) sentences, which will make your essay approximately 250 to 275 words.

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