READING
Professors are normally found in university classrooms, offices, and libraries doing research and lecturing to their students. More and more, however, they also appear as guests on television news programs, giving expert commentary on the latest events in the world. These television appearances are of great benefit to the professors themselves as well as to their universities and the general public.
Professors benefit from appearing on television because by doing so acquire reputations as authorities in their academic fields among a much wider audience than they have on campus. If a professor publishes views in an academic journal, only other scholars will learn about and appreciate those views. But when a professor appears on TV, thousands of people outside the narrow academic community become aware of the professor's ideas. So when professors share their ideas with a television audience, the professors' importance as scholars is enhanced. Universities also benefit from such appearances. The universities receive positive publicity
when their professors appear on TV. When people see a knowledgeable faculty member of a university on television, they think more highly of that university. That then leads to an improved reputation for the university. And that improved reputation in turn leads to more donations for the university and more applications from potential students.Finally, the public gains from professors' appearing on television. Most television viewers normally have no contact with university professors. When professors appear on television, viewers have a chance to learn from experts and to be exposed to views they might otherwise never hear about. Television is generally a medium for commentary that tends to be superficial, not deep or thoughtful. From professors on television, by contrast, viewers get a taste of real expertise and insight.
LISTENING SCRIPT
Lately, we’ve been seeing some professors on television. Though it’s sometimes claimed to be a good thing, we should question whether anybody really benefits from it. First of all, it’s not good for the professors themselves—not from a professional standpoint. Rightly or wrongly, a professor who appears on TV tends to get the reputation among fellow professors of being someone who is not a serious scholar— someone who chooses to entertain rather than to educate. And for that reason, TV professors may not be invited to important conferences—important meetings to discuss their academic work. They may even have difficulty getting money to do research. So for professors, being a TV celebrity has important disadvantages. A second point is that being on TV can take a lot of a professor’s time—not just the time on TV but also time figuring out what to present and time spent rehearsing, travel time, even time getting made up to look good for the cameras. And all this time comes out of the time the professor can spend doing research, meeting with students, and attending to university business. So you can certainly see there are problems for the university and its students when professors are in the TV studio and not on campus. So who does benefit? The public? That’s not so clear either. Look, professors do have a lot of knowledge to offer, but TV networks don’t want really serious in-depth academic lectures for after-dinner viewing. What the networks want is the academic title, not the intellectual substance. The material that professors usually present on TV—such as background on current events, or some brief historical introduction to a new movie version of a great literary work—this material is not much different from what viewers would get from a TV reporter who had done a little homework.
The article is about the benefits that professors, universities and the general public get when professors appear as guests on television news programs. The reading passage provides a few reasons of support. However, the lecturer explains that there are more disadvantages of having professors appear on television news programs than advantages and she refutes each of the author's points.
First of all, the lecturer explains that professors who appear on television programs tend to get a reputation among fellow professors that he/she is not a serious scholar. Others may feel that he/she is not into educating but is into entertaining people. She says that professors who appear on television are at a disadvantage because they may not even receive funds for research. This directly refutes the statement in the reading passage that both, the professor and the university benefit from the professor's television appearances.
Secondly, the professor explains that a lot of time is lost while the professor is preparing what to present, travelling or rehearsing. She feels that this time can be effectively used if the professor was spending time with students or researching. This shows that the professors do not gein much from appearing on television news programs.
Third, the author explains that even the public does not benefit much from the professor's television appearance because television programs generally do not want intellectual academic lectures. Instead, they look for a background on current events or a brief review about a movie based on academic work. This can even be achieved by having a TV reporter presenting it, with a little homework done.
In summary, the lecturer feels that professors, universities or the general public do not benefit from the professor's television appearance on news programs because it is a waste of time and bring a bad reputation to the professor among other professors.
- Some people believe that teaching morality should be the foundation of education. Others believe that teaching a foundation of logical reasoning would do more to produce a moral society.Write a response in which you discuss which view more closely aligns
- A pet food company recalled 4 million pounds of pet food in response to complaints that pets that had consumed the food experienced vomiting, lethargy, and other signs of illness. After the recall, the pet food company tested samples from the recalled foo 50
- It is more important to keep your old friends than to make new friends. 66
- Some young adults want independence from their parents as soon as possible. Other young adults prefer to live with their families for a longer time. Which of these situations do you think is better? Use specific reasons and examples to support your opinio 73
- READINGProfessors are normally found in university classrooms, offices, and libraries doing research and lecturing to their students. More and more, however, they also appear as guests on television news programs, giving expert commentary on the latest ev 83
Grammar and spelling errors:
Line 1, column 73, Rule ID: GENERAL_XX[1]
Message: Use simply 'public'.
Suggestion: public
...s that professors, universities and the general public get when professors appear as guests on...
^^^^^^^^^^^^^^
Line 3, column 503, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'professors'' or 'professor's'?
Suggestion: professors'; professor's
...sor and the university benefit from the professors television appearances. Secondly, th...
^^^^^^^^^^
Line 7, column 80, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'professors'' or 'professor's'?
Suggestion: professors'; professor's
...e public does not benefit much from the professors television appearance because televisio...
^^^^^^^^^^
Line 9, column 69, Rule ID: GENERAL_XX[1]
Message: Use simply 'public'.
Suggestion: public
...ls that professors, universities or the general public do not benefit from the professors tele...
^^^^^^^^^^^^^^
Line 9, column 108, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'professors'' or 'professor's'?
Suggestion: professors'; professor's
... general public do not benefit from the professors television appearance on news programs ...
^^^^^^^^^^
Discourse Markers used:
['but', 'first', 'however', 'if', 'look', 'may', 'second', 'secondly', 'so', 'third', 'while', 'in summary', 'first of all']
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance in Part of Speech:
Nouns: 0.278787878788 0.261695866417 107% => OK
Verbs: 0.172727272727 0.158904122519 109% => OK
Adjectives: 0.0515151515152 0.0723426182421 71% => OK
Adverbs: 0.0575757575758 0.0435111971325 132% => OK
Pronouns: 0.0212121212121 0.0277247811725 77% => OK
Prepositions: 0.151515151515 0.128828473217 118% => OK
Participles: 0.0484848484848 0.0370669169778 131% => OK
Conjunctions: 2.95310294177 2.5805825403 114% => OK
Infinitives: 0.00909090909091 0.0208969081088 44% => Some infinitives wanted.
Particles: 0.0 0.00154638098197 0% => OK
Determiners: 0.124242424242 0.128158765124 97% => OK
Modal_auxiliary: 0.0121212121212 0.0158828679856 76% => OK
WH_determiners: 0.0151515151515 0.0114777025283 132% => OK
Vocabulary words and sentences:
No of characters: 1933.0 1645.83664459 117% => OK
No of words: 305.0 271.125827815 112% => OK
Chars per words: 6.33770491803 6.08160592843 104% => OK
Fourth root words length: 4.17902490978 4.04852973271 103% => OK
words length more than 5 chars: 0.403278688525 0.374372842146 108% => OK
words length more than 6 chars: 0.340983606557 0.287516216867 119% => OK
words length more than 7 chars: 0.268852459016 0.187439937562 143% => OK
words length more than 8 chars: 0.180327868852 0.113142543107 159% => OK
Word Length SD: 2.95310294177 2.5805825403 114% => OK
Unique words: 147.0 145.348785872 101% => OK
Unique words percentage: 0.481967213115 0.539623497131 89% => More unique words wanted or less content wanted.
Word variations: 47.634956814 53.8517498576 88% => OK
How many sentences: 14.0 13.0529801325 107% => OK
Sentence length: 21.7857142857 21.7502111507 100% => OK
Sentence length SD: 50.6235103081 49.3711431718 103% => OK
Chars per sentence: 138.071428571 132.220823453 104% => OK
Words per sentence: 21.7857142857 21.7502111507 100% => OK
Discourse Markers: 0.928571428571 0.878197800319 106% => OK
Paragraphs: 5.0 4.09492273731 122% => OK
Language errors: 5.0 3.39072847682 147% => OK
Readability: 55.8840749415 50.5018328374 111% => OK
Elegance: 1.90361445783 1.90840788429 100% => OK
Coherence and Cohesion:
Essay topic to essay body coherence: 0.24020685014 0.549887131256 44% => OK
Sentence sentence coherence: 0.133747483166 0.142949733639 94% => OK
Sentence sentence coherence SD: 0.103714004896 0.0787303798458 132% => OK
Sentence paragraph coherence: 0.58893641999 0.631733273073 93% => OK
Sentence paragraph coherence SD: 0.175152750858 0.139662658121 125% => OK
Sentence topic coherence: 0.106155878075 0.266732575781 40% => Sentence topic similarity is low.
Sentence topic coherence SD: 0.0801616930448 0.103435571967 77% => OK
Paragraph paragraph coherence: 0.375111617248 0.414875509568 90% => OK
Paragraph paragraph coherence SD: 0.0855442535531 0.0530846634433 161% => OK
Paragraph topic coherence: 0.166170204398 0.40443939384 41% => OK
Paragraph topic coherence SD: 0.0683955829059 0.0528353158467 129% => OK
Task Achievement:
Sentences with positive sentiment : 6.0 4.33554083885 138% => OK
Sentences with negative sentiment : 5.0 4.45695364238 112% => OK
Sentences with neutral sentiment: 3.0 4.26048565121 70% => OK
Positive topic words: 5.0 3.49668874172 143% => OK
Negative topic words: 5.0 3.62251655629 138% => OK
Neutral topic words: 1.0 3.1766004415 31% => OK
Total topic words: 11.0 10.2958057395 107% => OK
What are sentences with positive/Negative/neutral sentiment?
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Rates: 83.3333333333 out of 100
Scores by essay e-grader: 25.0 Out of 30
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Note: This is not the final score. 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.