summarize the points made in the lecture, being sure to explain how they challenge the idea that the zebra mussels pose a threat to fish made in the reading
In the reading passage, the author discusses that zebra mussel which has now reached parts of North American from Eastern Europe cannot not be stopped and that it poses a serious threat to freshwater fish populations, while the lecture claims that what the passage state is not convincing and disputes those ideas presented in the passage with several proofs.
Firstly, according to the reading passage, it is suggeated that the invasion might be unstoppable. Through new canal that built to connect Europe's waterways, the zebra mussel can attach itself to a ship's bottom or can survive in the water so that it had spread to the whole of Europe and even traveling to North America eventually. In the contrast, the professor argues in the lecture that it is not true. People nowadays can take effective ways to control the spread of the zebra mussel. For instance, while still out in the ocean, the ship can empty out the fresh 'ballast water' and refill with salt water, which would kill the mussels. This is the first place where the speaker disagrees with the reading passage.
In addition, the statement in the reading material indicates that zebra mussels could easily dominate a new habitat since they not only have a high rate of reproduction but also have no predators in their new habitats. On the contrary, the professor points out that those circumstances about zebre mussels mentioned above might happen at the beiginning when mussels are carried to a new environment. As the case in Europe shows, local birds notice the new food source and change their eating habits and exploit it, and hence the spread of the zebra mussel is controlled.
Finally, the author of the reading claims that the zebra mussels are likely to cause a decline in the overall fish population in habitat bacause they would compete for food with many freshwater fish species. However, the speaker argues that the zebre mussles would also bring some positive fators except those negative effects. For example, they would provide nutrients for bottom fish. In this case, the population of this fish live at the botton of the ocean will increase.
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Grammar and spelling errors:
Line 4, column 419, Rule ID: THIS_NNS[1]
Message: Did you mean 'these'?
Suggestion: these
...m fish. In this case, the population of this fish live at the botton of the ocean wi...
^^^^
Transition Words or Phrases used:
also, but, finally, first, firstly, hence, however, so, still, while, for example, for instance, in addition, on the contrary
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 9.0 10.4613686534 86% => OK
Auxiliary verbs: 13.0 5.04856512141 257% => Less auxiliary verb wanted.
Conjunction : 9.0 7.30242825607 123% => OK
Relative clauses : 15.0 12.0772626932 124% => OK
Pronoun: 28.0 22.412803532 125% => Less pronouns wanted
Preposition: 46.0 30.3222958057 152% => OK
Nominalization: 7.0 5.01324503311 140% => OK
Performance on vocabulary words:
No of characters: 1770.0 1373.03311258 129% => OK
No of words: 359.0 270.72406181 133% => OK
Chars per words: 4.93036211699 5.08290768461 97% => OK
Fourth root words length: 4.35284910392 4.04702891845 108% => OK
Word Length SD: 2.39097835465 2.5805825403 93% => OK
Unique words: 192.0 145.348785872 132% => OK
Unique words percentage: 0.534818941504 0.540411800872 99% => OK
syllable_count: 545.4 419.366225166 130% => OK
avg_syllables_per_word: 1.5 1.55342163355 97% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 3.0 3.25607064018 92% => OK
Article: 9.0 8.23620309051 109% => OK
Subordination: 3.0 1.25165562914 240% => Less adverbial clause wanted.
Conjunction: 1.0 1.51434878587 66% => OK
Preposition: 7.0 2.5761589404 272% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 14.0 13.0662251656 107% => OK
Sentence length: 25.0 21.2450331126 118% => OK
Sentence length SD: 80.8133715446 49.2860985944 164% => OK
Chars per sentence: 126.428571429 110.228320801 115% => OK
Words per sentence: 25.6428571429 21.698381199 118% => OK
Discourse Markers: 8.92857142857 7.06452816374 126% => OK
Paragraphs: 4.0 4.09492273731 98% => OK
Language errors: 1.0 4.19205298013 24% => OK
Sentences with positive sentiment : 2.0 4.33554083885 46% => More positive sentences wanted.
Sentences with negative sentiment : 8.0 4.45695364238 179% => OK
Sentences with neutral sentiment: 4.0 4.27373068433 94% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.216778402406 0.272083759551 80% => OK
Sentence topic coherence: 0.0691838367888 0.0996497079465 69% => OK
Sentence topic coherence SD: 0.0506606251991 0.0662205650399 77% => OK
Paragraph topic coherence: 0.131254577707 0.162205337803 81% => OK
Paragraph topic coherence SD: 0.0365087679125 0.0443174109184 82% => OK
Essay readability:
automated_readability_index: 14.6 13.3589403974 109% => OK
flesch_reading_ease: 54.56 53.8541721854 101% => OK
smog_index: 3.1 5.55761589404 56% => Smog_index is low.
flesch_kincaid_grade: 11.9 11.0289183223 108% => OK
coleman_liau_index: 11.61 12.2367328918 95% => OK
dale_chall_readability_score: 8.57 8.42419426049 102% => OK
difficult_words: 84.0 63.6247240618 132% => OK
linsear_write_formula: 18.0 10.7273730684 168% => OK
gunning_fog: 12.0 10.498013245 114% => OK
text_standard: 12.0 11.2008830022 107% => OK
What are above readability scores?
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Write the essay in 20 minutes.
Rates: 80.0 out of 100
Scores by essay e-grader: 24.0 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.