Summarize the points made in the lecture you just heard, explaining how they cast doubt on points made in the reading.
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.
While the reading passage portrays the emperor Claudius as one of the best leaders of ancient Rome, the lecture suggests that the weaknesses of the ruler negate the idea that he was one of the strongest Roman emperors. The lecturer and author of the passage have differing opinions about his innovativeness, fairness, and wisdom.
The reading passage explains that Claudius introduced important innovations, such as new aqueducts for Rome and a harbor. The lecturer acknowledges that Claudius did some good things, but points out that his most important “innovation,” coming to power by buying off the army, actually set a negative precedent for Rome. In later history, the same sorts of actions would cause a civil war.
The text also praises Claudius for being a fair emperor. He passed laws to help vulnerable people, like slaves. However, the lecturer says that this sense of fairness is contradicted by the emperor’s other behaviors. For example, he hosted violent games to entertain the populace. While the reading passage does not cast moral judgment on Claudius’ conquest of Britain, the lecturer suggests it was an oppressive act and is further evidence of a lack of fairness.
Furthermore, the author of the passage claims Claudius was wise because he favored his wives, slaves and freedmen. Claudius believed that they were loyal and trustworthy, and they supposedly helped create a bureaucracy for the empire. But professor denies this and instead asserts that those slaves and freedmen were actually notorious for corruption and bribery. What’s more, Claudius’s last wife poisoned him, and her son, Nero, became one of the worst rulers of the Roman Empire. Because Claudius chose Nero to be the next emperor, this makes him partly responsible for Nero’s reign.
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| 2018-09-30 | ankitapatel | 81 | view |
| 2018-09-30 | ankitapatel | 90 | view |
| 2017-11-13 | SANTANU MONDAL | 73 | view |
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- Summarize the points made in the lecture you just heard, explaining how they oppose specific points made in the reading.American literature of the early 20th century saw the rise of a number of influential authors writing in a new style. Ernest Hemingway, 3
Grammar and spelling errors:
Line 2, column 122, Rule ID: ENGLISH_WORD_REPEAT_BEGINNING_RULE
Message: Three successive sentences begin with the same word. Reword the sentence or use a thesaurus to find a synonym.
...as new aqueducts for Rome and a harbor. The lecturer acknowledges that Claudius did...
^^^
Line 2, column 239, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Put a space after the comma
Suggestion: , &apos
...that his most important 'innovation,' coming to power by buying off the army...
^^^^^^
Line 3, column 442, Rule ID: BEEN_PART_AGREEMENT[2]
Message: Consider using a past participle here: 'evidenced'.
Suggestion: evidenced
...it was an oppressive act and is further evidence of a lack of fairness. Furthermore, th...
^^^^^^^^
Transition Words or Phrases used:
actually, also, but, furthermore, however, if, so, while, for example, such as
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 : 13.0 7.30242825607 178% => OK
Relative clauses : 8.0 12.0772626932 66% => More relative clauses wanted.
Pronoun: 25.0 22.412803532 112% => OK
Preposition: 25.0 30.3222958057 82% => 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: 1526.0 1373.03311258 111% => OK
No of words: 286.0 270.72406181 106% => OK
Chars per words: 5.33566433566 5.08290768461 105% => OK
Fourth root words length: 4.11236361783 4.04702891845 102% => OK
Word Length SD: 2.98930396375 2.5805825403 116% => OK
Unique words: 177.0 145.348785872 122% => OK
Unique words percentage: 0.618881118881 0.540411800872 115% => OK
syllable_count: 468.0 419.366225166 112% => OK
avg_syllables_per_word: 1.6 1.55342163355 103% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 3.0 3.25607064018 92% => OK
Article: 9.0 8.23620309051 109% => OK
Subordination: 3.0 1.25165562914 240% => Less adverbial clause wanted.
Conjunction: 5.0 1.51434878587 330% => Less conjunction wanted as sentence beginning.
Preposition: 2.0 2.5761589404 78% => OK
Performance on sentences:
How many sentences: 15.0 13.0662251656 115% => OK
Sentence length: 19.0 21.2450331126 89% => OK
Sentence length SD: 49.5093257209 49.2860985944 100% => OK
Chars per sentence: 101.733333333 110.228320801 92% => OK
Words per sentence: 19.0666666667 21.698381199 88% => OK
Discourse Markers: 5.2 7.06452816374 74% => OK
Paragraphs: 4.0 4.09492273731 98% => OK
Language errors: 3.0 4.19205298013 72% => OK
Sentences with positive sentiment : 8.0 4.33554083885 185% => OK
Sentences with negative sentiment : 7.0 4.45695364238 157% => 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: 0.164070049345 0.272083759551 60% => OK
Sentence topic coherence: 0.0534739289032 0.0996497079465 54% => OK
Sentence topic coherence SD: 0.0398225804239 0.0662205650399 60% => OK
Paragraph topic coherence: 0.104094487267 0.162205337803 64% => OK
Paragraph topic coherence SD: 0.0201589918633 0.0443174109184 45% => 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: 13.3 13.3589403974 100% => OK
flesch_reading_ease: 52.19 53.8541721854 97% => OK
smog_index: 3.1 5.55761589404 56% => Smog_index is low.
flesch_kincaid_grade: 10.7 11.0289183223 97% => OK
coleman_liau_index: 13.69 12.2367328918 112% => OK
dale_chall_readability_score: 9.55 8.42419426049 113% => OK
difficult_words: 90.0 63.6247240618 141% => OK
linsear_write_formula: 14.0 10.7273730684 131% => OK
gunning_fog: 9.6 10.498013245 91% => OK
text_standard: 14.0 11.2008830022 125% => OK
What are above readability scores?
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Rates: 90.0 out of 100
Scores by essay e-grader: 27.0 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.