The reading passage and the lecture are both about reasons that cause the yellow cedar to be declined. The author in the text states three hypothesized reasons for decline, on the other hand the prfessor in the lecture refuses the three hypothesis, by providing three reason for each one.
First of all, the author in the reading passage mentions that one reason for this decline could be bark beetle insect. This insect eats the wood and kill the tree. The lecturer challenges the idea by asserting that yellow cedar are much more resistant against this type of insect than other plants, on top of that, this kind of tree have some chemical materials that are toxic to these insects, so, this reason can not be rational.
Sencondly, it is mentioned in the text that brown bear can be a reason for the decline. It added that bears claw the tree and use its sugar that is important for bear's diet. The professor refuses the notion mentioned by the text. He explains that bears can damage some trees but this is not an adequate evidence to blame them, because yellow cedar species are declining in the areas that there are no brown bears.
Finally, the author in the text clames that climate changes can be a reason for decrease of yellow cedar, because the root of tree is sensitive and they are growing in the late winter instead of growing in the early spring. The instructor in the lecture, rejects the idea given by text. He describes that root are more sustainable at low temperature rather than high temperature, so that can not be a rarional reason for this decline.
- TPO-23 - Independent Writing TaskDo you agree or disagree with the following statement?In today’s world, it is more important to work quickly and risk making mistakes than to work slowly and make sure that everything is correct.Use specific reasons and 76
- Do you agree or disagree with the following statement?Young people nowadays do not give enough time to helping their communities.Use specific reasons and examples to support your answer. 60
- TPO-24 - Integrated Writing Task 3
- TPO 24 Independent Writing Task Do you agree or disagree with the following statement One of the best ways that parents can help their teenage children prepare for adult life is to encourage them to take a part time job Use specific reasons and examples 42
- TPO-24 - Independent Writing Task 3
Transition Words or Phrases used:
but, finally, first, so, kind of, first of all, on the other hand, on top of that
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 17.0 10.4613686534 163% => OK
Auxiliary verbs: 6.0 5.04856512141 119% => OK
Conjunction : 5.0 7.30242825607 68% => OK
Relative clauses : 13.0 12.0772626932 108% => OK
Pronoun: 28.0 22.412803532 125% => Less pronouns wanted
Preposition: 27.0 30.3222958057 89% => OK
Nominalization: 1.0 5.01324503311 20% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 1297.0 1373.03311258 94% => OK
No of words: 279.0 270.72406181 103% => OK
Chars per words: 4.64874551971 5.08290768461 91% => OK
Fourth root words length: 4.08696624509 4.04702891845 101% => OK
Word Length SD: 2.2759715519 2.5805825403 88% => OK
Unique words: 142.0 145.348785872 98% => OK
Unique words percentage: 0.508960573477 0.540411800872 94% => More unique words wanted or less content wanted.
syllable_count: 403.2 419.366225166 96% => OK
avg_syllables_per_word: 1.4 1.55342163355 90% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 3.25607064018 215% => Less pronouns wanted as sentence beginning.
Article: 7.0 8.23620309051 85% => OK
Subordination: 3.0 1.25165562914 240% => Less adverbial clause wanted.
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: 23.0 21.2450331126 108% => OK
Sentence length SD: 68.3054821291 49.2860985944 139% => OK
Chars per sentence: 108.083333333 110.228320801 98% => OK
Words per sentence: 23.25 21.698381199 107% => OK
Discourse Markers: 6.75 7.06452816374 96% => OK
Paragraphs: 4.0 4.09492273731 98% => OK
Language errors: 0.0 4.19205298013 0% => 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: 0.392283465764 0.272083759551 144% => OK
Sentence topic coherence: 0.151192909926 0.0996497079465 152% => OK
Sentence topic coherence SD: 0.0861095670655 0.0662205650399 130% => OK
Paragraph topic coherence: 0.24220890271 0.162205337803 149% => OK
Paragraph topic coherence SD: 0.0742301722037 0.0443174109184 167% => OK
Essay readability:
automated_readability_index: 12.1 13.3589403974 91% => Automated_readability_index is low.
flesch_reading_ease: 65.05 53.8541721854 121% => OK
smog_index: 3.1 5.55761589404 56% => Smog_index is low.
flesch_kincaid_grade: 9.9 11.0289183223 90% => OK
coleman_liau_index: 9.99 12.2367328918 82% => OK
dale_chall_readability_score: 7.78 8.42419426049 92% => OK
difficult_words: 53.0 63.6247240618 83% => More difficult words wanted.
linsear_write_formula: 10.5 10.7273730684 98% => OK
gunning_fog: 11.2 10.498013245 107% => OK
text_standard: 10.0 11.2008830022 89% => 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.