The United Kingdom (sometimes referred to as Britain) has a long and rich history of human settlement. Traces of buildings, tools, and art can be found from periods going back many thousands of years: from the Stone Age, through the Bronze Age, the Iron Age, the time of the Roman colonization, the Middle Ages, up to the beginnings of the industrial age. Yet for most of the twentieth century, the science of archaeology,dedicated to uncovering and studying old cultural artifacts,was faced with serious problems and limitations in Britain.
First, many valuable artifacts were lost to construction projects. The growth of Britain's population, especially from the 1950s on, spurred a lot of new construction in British cities, towns, and villages. While digging foundations for new buildings, the builders often uncovered archaeologically valuable sites.Usually, however, they proceeded with the construction and did not preserve the artifacts. Many archaeologically precious artifacts were therefore destroyed.
Second, many archaeologists felt that the financial support for archaeological research was inadequate. For most of the twentieth century, archaeology was funded mostly through government funds and grants, which allowed archaeologists to investigate a handful of the most important sites but which left hundreds of other interesting projects without support. Furthermore, changing government priorities brought about periodic reductions in funding.
Third, it was difficult to have a career in archaeology. Archaeology jobs were to be found at universities or with a few government agencies, but there were never many positions available. Many people who wanted to become archaeologists ended up pursuing other careers and contributing to archaeological research only as unpaid amateurs.
Essay topics in audio:
The reading discusses a fascinating topic pertaining to serious problems and limmitations which archaelogists faced with them in Britain and provides several reasons of support. In contrast, in the lecture, the professor peovides the appropriate solutions which opposes each of the author's reasons.
First of all, the author of the reading believes that the construction projects in Britain lead to destroy the valuable archaeological artifacts. However, the professor explains that according to the new doctrin, each of which constructing projects should be evaluated by archaeologists and controlled by them; local government allow to the araeologists for analyzing the whole aspectd and they document their results which inhibit any destruction in the context of archaeology.
Furthermore, the author of the reading holds a view that the archaeologists always do not support and they have financial problem in their work. In the lecture, the professor believes that all of the construction companies forec to support the archaeologists programm and the government does not have any interfer; also, this new founding source will help and enhance the archaeologists plans in the great way.
Finally, the author of the reading suggests that lack of any appropriate career for archaeologists reduced the number of the people who want to opt this work. The profosser explains that the government hire the archaeologists for analyzing and examine the value in the context of preservation, also, the archaeologists have to process data and demonstrated their results, all of them caused the number of archaelogists increase.
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Grammar and spelling errors:
Line 5, column 190, Rule ID: ALL_OF_THE[1]
Message: Simply use 'all the'.
Suggestion: all the
...he lecture, the professor believes that all of the construction companies forec to support...
^^^^^^^^^^
Transition Words or Phrases used:
also, finally, first, furthermore, however, if, so, in contrast, first of all
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 1.0 10.4613686534 10% => More to be verbs wanted.
Auxiliary verbs: 2.0 5.04856512141 40% => OK
Conjunction : 9.0 7.30242825607 123% => OK
Relative clauses : 11.0 12.0772626932 91% => OK
Pronoun: 16.0 22.412803532 71% => OK
Preposition: 33.0 30.3222958057 109% => OK
Nominalization: 9.0 5.01324503311 180% => OK
Performance on vocabulary words:
No of characters: 1383.0 1373.03311258 101% => OK
No of words: 247.0 270.72406181 91% => More content wanted.
Chars per words: 5.5991902834 5.08290768461 110% => OK
Fourth root words length: 3.96437052324 4.04702891845 98% => OK
Word Length SD: 3.24138060311 2.5805825403 126% => OK
Unique words: 124.0 145.348785872 85% => More unique words wanted.
Unique words percentage: 0.502024291498 0.540411800872 93% => More unique words wanted or less content wanted.
syllable_count: 401.4 419.366225166 96% => OK
avg_syllables_per_word: 1.6 1.55342163355 103% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 1.0 3.25607064018 31% => OK
Article: 9.0 8.23620309051 109% => OK
Subordination: 0.0 1.25165562914 0% => More adverbial clause wanted.
Conjunction: 0.0 1.51434878587 0% => OK
Preposition: 3.0 2.5761589404 116% => OK
Performance on sentences:
How many sentences: 8.0 13.0662251656 61% => 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: 30.0 21.2450331126 141% => The Avg. Sentence Length is relatively long.
Sentence length SD: 71.8083386523 49.2860985944 146% => OK
Chars per sentence: 172.875 110.228320801 157% => OK
Words per sentence: 30.875 21.698381199 142% => OK
Discourse Markers: 9.625 7.06452816374 136% => OK
Paragraphs: 4.0 4.09492273731 98% => OK
Language errors: 1.0 4.19205298013 24% => 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: 0.0 4.27373068433 0% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.0192528241505 0.272083759551 7% => The similarity between the topic and the content is low.
Sentence topic coherence: 0.00944643206572 0.0996497079465 9% => Sentence topic similarity is low.
Sentence topic coherence SD: 0.00983599735399 0.0662205650399 15% => Sentences are similar to each other.
Paragraph topic coherence: 0.0129209633093 0.162205337803 8% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.00865058710106 0.0443174109184 20% => 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: 20.4 13.3589403974 153% => OK
flesch_reading_ease: 41.03 53.8541721854 76% => OK
smog_index: 11.2 5.55761589404 202% => Smog_index is high.
flesch_kincaid_grade: 15.0 11.0289183223 136% => OK
coleman_liau_index: 15.79 12.2367328918 129% => OK
dale_chall_readability_score: 9.54 8.42419426049 113% => OK
difficult_words: 69.0 63.6247240618 108% => OK
linsear_write_formula: 14.5 10.7273730684 135% => OK
gunning_fog: 14.0 10.498013245 133% => OK
text_standard: 15.0 11.2008830022 134% => OK
What are above readability scores?
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It is not exactly right on the topic in the view of e-grader. Maybe there is a wrong essay topic.
Rates: 3.33333333333 out of 100
Scores by essay e-grader: 1.0 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.