Writing task 2- TOEFL . TOPIC: Problem-solving

Hi everyone, today I write an essay whose topic is related to problem-solving in some meetings. This time, my essay will be longer than usual but I hope that I still get honest feedback from you.

Thanks in advance!

Do you agree or disagree with the following statement?

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?

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

Use specific reasons and examples to support your answer.

In many public meetings, in a classroom or a meeting in particular, sometimes the meeting leader or the teacher can make some errors while giving information to their audiences. In that case, as a listener, I believe it would be better for me to interrupt and correct the mistake right away.

To begin with, when we can notify the false information and fix it, that would prevent the audience from making wrong conclusions about the topic after that. Imagine that in an accounting class, students are discussing the revenue of an F&B company to deal with one math exercise later. This exercise is important for some students as it is the only chance to improve their scores before the final test. However, when reading the information from his laptop, the teacher, instead of saying the success rate of that company during their last quarter was 90%, says that only 9% of the company success rate was obtained. As a student who sits near the teacher and recognizes the teacher’s fault, John then raises his hand and immediately corrects that mistake. This would be beneficial for all students in class because, after that, some can calculate and come up with the right answer, which helps them to gain an extra score but also helps them have the right conclusion about the success rate of the company.

Furthermore, correcting mistakes right away would help the speakers to learn from their experiences, so they can be more well-prepared the next time. For example, three years ago, I had a chance to attend a workshop about Teaching English for non-native speakers. When the speaker answered one question of one audience about common pronunciation mistakes that English learners tend to make, he just forgot to mention the difference between monosyllabic and multisyllabic, which is the key to answering that question. Knowing that it can be helpful for audiences, I raised my hand and asked him the question about that difference. The teacher, immediately, felt surprised for being interrupted but soon became calmer, and therefore he explained more about monosyllabic and multisyllabic. At the end of that meeting, he called me back and thanked me for pointing out his mistake, which, he supposed, would remind him to be more careful the next time. From this experience, I realize that speakers can feel amazed or even angry when someone corrects their mistakes first, but then, they would understand and adjust these mistakes. As a result, they are more likely to improve themselves for the next time.

To sum up, I believe that when the teacher or the lecturer make some mistakes accidentally, the best solution would be disrupting them and correct these mistakes. Doing so would be advantageous for both the speaker and the audience because the audience can understand the lesson and avoid concluding wrong about something and the speaker can learn from their mistakes, enabling them to be cautious of their lecture the next time.