The emperor Claudius of Rome ruled an empire spanning three continents between 41 and 54 CE. His reign was of massive importance to the history of ancient European civilization. In fact, the emperor was among the most innovative, fair, and wise in all Roman history. However, because Claudius suffered from physical handicaps and spoke with a stutter, ancient authors were biased against him. Consequently, their descriptions of his time in power are almost uniformly hostile, and many ancient historians ignore all of the good that he did.
Claudius’s reign was important for its major innovations. He conquered the island of Britain and incorporated it into the Roman Empire. He also built a new harbor for Rome and oversaw the construction of several new aqueducts, which brought clean water into the city. He even created laws to protect the rights of slaves and expand Roman citizenship to new people. All of these facts suggest that he was a gifted ruler with strong judgment, despite what may be found in histories written by his detractors.
Another reason for the hostility of ancient authors toward the reign of Claudius has to do with the fact that the writers were usually of senatorial class. Claudius was not elected to power by the Senate and severely limited its traditional powers during his reign. However, illustrating his wisdom, instead of entrusting high bureaucratic positions to senators, he preferred to give them to trustworthy slaves and former slaves (freedmen), whom he felt were more loyal to him. They worked efficiently, creating a bureaucratic framework for all future emperors. Claudius should be praised for giving political opportunities to new groups of people such as former slaves and even the women of the imperial household, including his wives.
The text and the lecture present two opposing views about the emperor Claudius of rome. While the text claims that emperor Claudius was innovative, fair and wise emperor by listing various reasons, the proffesor counters all those specific points and does not agree with the text. The professor uses other information about emperor Claudius to come to his conclusion.
first, the professor refuses the idea that emperor Claudius was elected by fair means. the professor states that emperor Claudius bribed the to kill the former emperor so that he can take the power. Although the passage states that claudius was not elected to power by the Senate and severely limited its traditional power during his reign, the professor asserts that he was more of a dictator who enjoys exicuting innocent people for fun.
next, he says that he introduced the law not to empower slaves but to favour those slaves who were loyal to him and were currupt and he was a notorious judge who often gives his judgement without even listening to the argument of both parties.
While the reading passage claims that emperor Claudius conquered britain and incoprated it into Roman empire, the professor states that he concoured the bretain only to satisfy his pride.
finally, the professor says that he his son asthe next emperor and his son was turned out to be a very bad and vicious emperor.
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Grammar and spelling errors:
Line 5, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: First
...laudius to come to his conclusion. first, the professor refuses the idea that em...
^^^^^
Line 5, column 88, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: The
...ror Claudius was elected by fair means. the professor states that emperor Claudius ...
^^^
Line 9, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Next
...exicuting innocent people for fun. next, he says that he introduced the law not...
^^^^
Line 15, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Finally
...bretain only to satisfy his pride. finally, the professor says that he his son ast...
^^^^^^^
Transition Words or Phrases used:
but, finally, first, if, so, while
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 9.0 10.4613686534 86% => OK
Auxiliary verbs: 1.0 5.04856512141 20% => OK
Conjunction : 10.0 7.30242825607 137% => OK
Relative clauses : 13.0 12.0772626932 108% => OK
Pronoun: 28.0 22.412803532 125% => Less pronouns wanted
Preposition: 23.0 30.3222958057 76% => OK
Nominalization: 3.0 5.01324503311 60% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 1157.0 1373.03311258 84% => OK
No of words: 232.0 270.72406181 86% => More content wanted.
Chars per words: 4.98706896552 5.08290768461 98% => OK
Fourth root words length: 3.90276135726 4.04702891845 96% => OK
Word Length SD: 2.33739949201 2.5805825403 91% => OK
Unique words: 125.0 145.348785872 86% => More unique words wanted.
Unique words percentage: 0.538793103448 0.540411800872 100% => OK
syllable_count: 357.3 419.366225166 85% => OK
avg_syllables_per_word: 1.5 1.55342163355 97% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 1.0 3.25607064018 31% => OK
Article: 8.0 8.23620309051 97% => OK
Subordination: 3.0 1.25165562914 240% => Less adverbial clause wanted.
Conjunction: 0.0 1.51434878587 0% => OK
Preposition: 0.0 2.5761589404 0% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 9.0 13.0662251656 69% => Need more sentences. Double check the format of sentences, make sure there is a space between two sentences, or have enough periods. And also check the lengths of sentences, maybe they are too long.
Sentence length: 25.0 21.2450331126 118% => OK
Sentence length SD: 61.5395085381 49.2860985944 125% => OK
Chars per sentence: 128.555555556 110.228320801 117% => OK
Words per sentence: 25.7777777778 21.698381199 119% => OK
Discourse Markers: 3.77777777778 7.06452816374 53% => More transition words/phrases wanted.
Paragraphs: 5.0 4.09492273731 122% => OK
Language errors: 4.0 4.19205298013 95% => OK
Sentences with positive sentiment : 5.0 4.33554083885 115% => OK
Sentences with negative sentiment : 2.0 4.45695364238 45% => More negative sentences wanted.
Sentences with neutral sentiment: 2.0 4.27373068433 47% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.259779610361 0.272083759551 95% => OK
Sentence topic coherence: 0.12981051983 0.0996497079465 130% => OK
Sentence topic coherence SD: 0.0511681859299 0.0662205650399 77% => OK
Paragraph topic coherence: 0.143918623704 0.162205337803 89% => OK
Paragraph topic coherence SD: 0.0751338976464 0.0443174109184 170% => OK
Essay readability:
automated_readability_index: 15.0 13.3589403974 112% => 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: 11.96 12.2367328918 98% => OK
dale_chall_readability_score: 8.76 8.42419426049 104% => OK
difficult_words: 57.0 63.6247240618 90% => OK
linsear_write_formula: 7.5 10.7273730684 70% => OK
gunning_fog: 12.0 10.498013245 114% => OK
text_standard: 12.0 11.2008830022 107% => OK
What are above readability scores?
---------------------
Rates: 83.3333333333 out of 100
Scores by essay e-grader: 25.0 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.