rofessors 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 they 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.
The reading passage and the lecture both are deal with whether the professors get benefits from their appearance on TV or not? In the reading passage, the author states that the professors and the universities both get benefits from being in TV. Professors will gain a good reputation and enhance their importance. However, the speaker states that appearance indicates that the professors are not serious and not showing important things; but they entertain.
In the reading passage, the writer adds that univerisities will get benefits also by increasing the number of applicants want to apply to the universities. Furthermore, the author adds that public will gain more information and taste the real expertise. On the other hand, the lecturer says that kind of professors will not show academic information in depth, but they will make a brief for such information which is similar to the information which is givien by a TV reporter. Therefore, the public will not get significant benefits.
The lecturer adds, professors' appearance on TV will negaively affect their contripution in the importance conference. Moreover, the time consuming in preparing the TV show's content and travel time. The speaker sees that such time will be more beneficial if the professors spend it in doing research or in studying with the students.
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Grammar and spelling errors:
Line 2, column 465, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... to the information which is givien by a TV reporter. Therefore, the public will ...
^^
Line 3, column 19, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...gnificant benefits. The lecturer adds, professors appearance on TV will negaive...
^^
Transition Words or Phrases used:
also, but, furthermore, however, if, moreover, so, therefore, kind of, on the other hand
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: 8.0 5.04856512141 158% => OK
Conjunction : 10.0 7.30242825607 137% => OK
Relative clauses : 9.0 12.0772626932 75% => More relative clauses wanted.
Pronoun: 13.0 22.412803532 58% => OK
Preposition: 22.0 30.3222958057 73% => OK
Nominalization: 13.0 5.01324503311 259% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 1117.0 1373.03311258 81% => OK
No of words: 214.0 270.72406181 79% => More content wanted.
Chars per words: 5.21962616822 5.08290768461 103% => OK
Fourth root words length: 3.82475343497 4.04702891845 95% => OK
Word Length SD: 2.91335934583 2.5805825403 113% => OK
Unique words: 110.0 145.348785872 76% => More unique words wanted.
Unique words percentage: 0.514018691589 0.540411800872 95% => OK
syllable_count: 335.7 419.366225166 80% => OK
avg_syllables_per_word: 1.6 1.55342163355 103% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 0.0 3.25607064018 0% => OK
Article: 10.0 8.23620309051 121% => OK
Subordination: 0.0 1.25165562914 0% => More adverbial clause wanted.
Conjunction: 2.0 1.51434878587 132% => OK
Preposition: 3.0 2.5761589404 116% => OK
Performance on sentences:
How many sentences: 11.0 13.0662251656 84% => 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: 19.0 21.2450331126 89% => OK
Sentence length SD: 44.537661656 49.2860985944 90% => OK
Chars per sentence: 101.545454545 110.228320801 92% => OK
Words per sentence: 19.4545454545 21.698381199 90% => OK
Discourse Markers: 8.0 7.06452816374 113% => OK
Paragraphs: 3.0 4.09492273731 73% => More paragraphs wanted.
Language errors: 2.0 4.19205298013 48% => OK
Sentences with positive sentiment : 9.0 4.33554083885 208% => Less positive sentences wanted.
Sentences with negative sentiment : 1.0 4.45695364238 22% => More negative sentences wanted.
Sentences with neutral sentiment: 1.0 4.27373068433 23% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.106986049837 0.272083759551 39% => The similarity between the topic and the content is low.
Sentence topic coherence: 0.0461658621342 0.0996497079465 46% => OK
Sentence topic coherence SD: 0.0332535995033 0.0662205650399 50% => OK
Paragraph topic coherence: 0.0784167654533 0.162205337803 48% => OK
Paragraph topic coherence SD: 0.0221116242711 0.0443174109184 50% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 12.9 13.3589403974 97% => OK
flesch_reading_ease: 52.19 53.8541721854 97% => OK
smog_index: 8.8 5.55761589404 158% => OK
flesch_kincaid_grade: 10.7 11.0289183223 97% => OK
coleman_liau_index: 13.0 12.2367328918 106% => OK
dale_chall_readability_score: 8.19 8.42419426049 97% => OK
difficult_words: 49.0 63.6247240618 77% => More difficult words wanted.
linsear_write_formula: 11.0 10.7273730684 103% => OK
gunning_fog: 9.6 10.498013245 91% => OK
text_standard: 13.0 11.2008830022 116% => OK
What are above readability scores?
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Minimum four paragraphs wanted. The correct pattern:
para 1: introduction
para 2: doubt 1
para 3: doubt 2
para 4: doubt 3
Less contents wanted from the reading passages(25%), more content wanted from the lecture (75%).
Don't need a conclusion paragraph.
Read sample essays from ETS:
http://www.testbig.com/users/toeflwritingmaster
Rates: 65.0 out of 100
Scores by essay e-grader: 19.5 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.