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 passage presents a positive thought towards professors arriving as guests on television programs. However, the lecture completely rejects the arguments made by the passage and posits that professors appearing on tv does no good to anybody. The comparison is made in three main points.
To begin with, the lecture discourages the passage’s claim that pofessors coming on television receive a wider acknowledgement about their expertise than just the academic community. contrasting that, the lecture reveals that this degrades the image of those professors as serious scholars to entertainers. Moreover, the lecture adds that being nearer to the television world can keep those professors far from the academic world by not being invited to significant conferences.
Next, the passage suggests that the universities gain publicity when their faculties begin to provide expert commentary to tv programs. In contrast to this, the lecture intimates that these faculties spend more of their time for those tv programs and less of their time in research and student meetings. this is due to the fact that they need to prepare themselves and also have to travel a lot for such appearances.
Finally, the lecture states that the tv networks opt their own news reporters providing the information which the professors are supposed to give. Because of the fact, that the tv networks deliberate that the public is interested mainty in the academic title and the intellectual substance. this completely refutes the passage’s argument that the public want real expertise and in-depth knowledge from the professors.
- 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 80
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- younger people unlike elders, they enjoy life moreagree or disagree 70
- Summarize the points made in the lecture, being sure to explain how they oppose specific points made in the reading passage. 3
- 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 opinion B 80
Grammar and spelling errors:
Line 5, column 189, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Contrasting
...rtise than just the academic community. contrasting that, the lecture reveals that this deg...
^^^^^^^^^^^
Line 9, column 305, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: This
... time in research and student meetings. this is due to the fact that they need to pr...
^^^^
Line 13, column 292, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: This
...c title and the intellectual substance. this completely refutes the passage's a...
^^^^
Transition Words or Phrases used:
also, finally, however, if, moreover, so, in contrast, in contrast to, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 6.0 10.4613686534 57% => More to be verbs wanted.
Auxiliary verbs: 2.0 5.04856512141 40% => OK
Conjunction : 6.0 7.30242825607 82% => OK
Relative clauses : 14.0 12.0772626932 116% => OK
Pronoun: 27.0 22.412803532 120% => Less pronouns wanted
Preposition: 30.0 30.3222958057 99% => OK
Nominalization: 4.0 5.01324503311 80% => OK
Performance on vocabulary words:
No of characters: 1380.0 1373.03311258 101% => OK
No of words: 251.0 270.72406181 93% => More content wanted.
Chars per words: 5.49800796813 5.08290768461 108% => OK
Fourth root words length: 3.98032404683 4.04702891845 98% => OK
Word Length SD: 2.96553002739 2.5805825403 115% => OK
Unique words: 142.0 145.348785872 98% => OK
Unique words percentage: 0.565737051793 0.540411800872 105% => OK
syllable_count: 416.7 419.366225166 99% => OK
avg_syllables_per_word: 1.7 1.55342163355 109% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 3.0 3.25607064018 92% => OK
Article: 9.0 8.23620309051 109% => OK
Subordination: 1.0 1.25165562914 80% => OK
Conjunction: 0.0 1.51434878587 0% => OK
Preposition: 3.0 2.5761589404 116% => OK
Performance on sentences:
How many sentences: 12.0 13.0662251656 92% => OK
Sentence length: 20.0 21.2450331126 94% => OK
Sentence length SD: 35.7548559251 49.2860985944 73% => OK
Chars per sentence: 115.0 110.228320801 104% => OK
Words per sentence: 20.9166666667 21.698381199 96% => OK
Discourse Markers: 7.0 7.06452816374 99% => OK
Paragraphs: 4.0 4.09492273731 98% => OK
Language errors: 3.0 4.19205298013 72% => OK
Sentences with positive sentiment : 4.0 4.33554083885 92% => OK
Sentences with negative sentiment : 4.0 4.45695364238 90% => 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: 0.187788355605 0.272083759551 69% => OK
Sentence topic coherence: 0.0618663733038 0.0996497079465 62% => OK
Sentence topic coherence SD: 0.0479267184758 0.0662205650399 72% => OK
Paragraph topic coherence: 0.10408764797 0.162205337803 64% => OK
Paragraph topic coherence SD: 0.0491305869687 0.0443174109184 111% => OK
Essay readability:
automated_readability_index: 14.9 13.3589403974 112% => OK
flesch_reading_ease: 42.72 53.8541721854 79% => OK
smog_index: 11.2 5.55761589404 202% => Smog_index is high.
flesch_kincaid_grade: 12.3 11.0289183223 112% => OK
coleman_liau_index: 14.62 12.2367328918 119% => OK
dale_chall_readability_score: 8.97 8.42419426049 106% => OK
difficult_words: 69.0 63.6247240618 108% => OK
linsear_write_formula: 10.5 10.7273730684 98% => OK
gunning_fog: 10.0 10.498013245 95% => OK
text_standard: 15.0 11.2008830022 134% => OK
What are above readability scores?
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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.