The main idea of both the reading and the lecture is about carved stone balls from Neolithic period. In this regard, the author provides three theories about the purposes and meaning of these stone balls. However, the lecturer categorically refutes all the three theories mentioned in the passage and argues that none of them are convincing.
First, both the text and the talk discuss the idea of using carved balls in hunting or fighting. In this vein, it is stated in the reading that because of the holes and grooves on the surface of the stone balls, it can be hypothesized that these balls could have been used for fighting. However, the lecturer rejects this idea, mentioning that common Neolithic weapon like arrowhead showed signs of wear. Accordingly, she explained that since those tools were used for fights, they were damaged and they had broken pieces or cracks. However, these stone balls were are completely well-preserved and there are no damage or wear on them, proving that they could not be used for fighting or hunting.
Second, both the author and the lecturer put forth the idea of primitive system of weights and measure. In this regard, the passage asserts that because these stone balls are uniform in size, they could have been used for standard measurement units. On the other hand, the lecturer opposes this hypothesis, explaining that these stone balls are uniform in size, but their mass varies considerably. The difference in mass, according to the lecturer, is because of the different types of stone used in them like quart Sid, sandstone, and green stone which vary in their mass. Hence, some of them could be heavier than others; like a handful of feather which weighs less than a handful of rocks. As a result, it can be said that two stone with the same size can have different weights, proving the point that they could not be used for a standard weight system.
Third, both the reading and the listening materials put forth the idea of social purpose. While the passage points out that the more interacted the stone was, the higher social class of its owner, the lecturer stands at the other side of the extreme. According to the lecturer, the carved stone balls could not be used as a social marker and the evidence is inconsistent. While some of the stone balls are extremely intricate, says the lecturer, other are way too simple to show the social status of its owner. Moreover, it is well-known that in those era, when high-ranked people died, they would have been buried with their possessions. However, no carved stone balls were found in graves and tombs.
The main idea of both the reading and the lecture is about carved stone balls from Neolithic period. In this regard, the author provides three theories about the purposes and meaning of these stone balls. However, the lecturer categorically refutes all the three theories mentioned in the passage and argues that none of them are convincing.
First, both the text and the talk discuss the idea of using carved balls in hunting or fighting. In this vein, it is stated in the reading that because of the holes and grooves on the surface of the stone balls, it can be hypothesized that these balls could have been used for fighting. However, the lecturer rejects this idea, mentioning that common Neolithic weapon like arrowhead showed signs of wear. Accordingly, she explained that since those tools were used for fights, they were damaged and they had broken pieces or cracks. However, these stone balls were are completely well-preserved and there are no damage or wear on them, proving that they could not be used for fighting or hunting.
Second, both the author and the lecturer put forth the idea of primitive system of weights and measure. In this regard, the passage asserts that because these stone balls are uniform in size, they could have been used for standard measurement units. On the other hand, the lecturer opposes this hypothesis, explaining that these stone balls are uniform in size, but their mass varies considerably. The difference in mass, according to the lecturer, is because of the different types of stone used in them like quart Sid, sandstone, and green stone which vary in their mass. Hence, some of them could be heavier than others; like a handful of feather which weighs less than a handful of rocks. As a result, it can be said that two stone with the same size can have different weights, proving the point that they could not be used for a standard weight system.
Third, both the reading and the listening materials put forth the idea of social purpose. While the passage points out that the more interacted the stone was, the higher social class of its owner, the lecturer stands at the other side of the extreme. According to the lecturer, the carved stone balls could not be used as a social marker and the evidence is inconsistent. While some of the stone balls are extremely intricate, says the lecturer, other are way too simple to show the social status of its owner. Moreover, it is well-known that in those era, when high-ranked people died, they would have been buried with their possessions. However, no carved stone balls were found in graves and tombs.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2021-11-21 | amirmohammad7899 | 63 | view |
Grammar and spelling errors:
Line 3, column 175, Rule ID: ADJECTIVE_IN_ATTRIBUTE[1]
Message: A more concise phrase may lose no meaning and sound more powerful.
Suggestion: uniform
...erts that because these stone balls are uniform in size, they could have been used for standard...
^^^^^^^^^^^^^^^
Line 3, column 345, Rule ID: ADJECTIVE_IN_ATTRIBUTE[1]
Message: A more concise phrase may lose no meaning and sound more powerful.
Suggestion: uniform
..., explaining that these stone balls are uniform in size, but their mass varies considerably. Th...
^^^^^^^^^^^^^^^
Line 4, column 378, Rule ID: SOME_OF_THE[1]
Message: Simply use 'some'.
Suggestion: some
...and the evidence is inconsistent. While some of the stone balls are extremely intricate, sa...
^^^^^^^^^^^
Line 4, column 546, Rule ID: THIS_NNS[2]
Message: Did you mean 'this era' or 'those eras'?
Suggestion: this era; those eras
...ner. Moreover, it is well-known that in those era, when high-ranked people died, they wou...
^^^^^^^^^
Transition Words or Phrases used:
accordingly, but, first, hence, however, if, moreover, second, so, third, well, while, as a result, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 26.0 10.4613686534 249% => Less to be verbs wanted.
Auxiliary verbs: 10.0 5.04856512141 198% => OK
Conjunction : 18.0 7.30242825607 246% => Less conjunction wanted
Relative clauses : 15.0 12.0772626932 124% => OK
Pronoun: 44.0 22.412803532 196% => Less pronouns wanted
Preposition: 49.0 30.3222958057 162% => 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: 2161.0 1373.03311258 157% => OK
No of words: 447.0 270.72406181 165% => Less content wanted.
Chars per words: 4.83445190157 5.08290768461 95% => OK
Fourth root words length: 4.59808378696 4.04702891845 114% => OK
Word Length SD: 2.36820734476 2.5805825403 92% => OK
Unique words: 203.0 145.348785872 140% => OK
Unique words percentage: 0.454138702461 0.540411800872 84% => More unique words wanted or less content wanted.
syllable_count: 655.2 419.366225166 156% => OK
avg_syllables_per_word: 1.5 1.55342163355 97% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 9.0 3.25607064018 276% => Less pronouns wanted as sentence beginning.
Article: 10.0 8.23620309051 121% => OK
Subordination: 4.0 1.25165562914 320% => Less adverbial clause wanted.
Conjunction: 2.0 1.51434878587 132% => OK
Preposition: 7.0 2.5761589404 272% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 20.0 13.0662251656 153% => OK
Sentence length: 22.0 21.2450331126 104% => OK
Sentence length SD: 31.2761890262 49.2860985944 63% => OK
Chars per sentence: 108.05 110.228320801 98% => OK
Words per sentence: 22.35 21.698381199 103% => OK
Discourse Markers: 5.85 7.06452816374 83% => OK
Paragraphs: 4.0 4.09492273731 98% => OK
Language errors: 4.0 4.19205298013 95% => OK
Sentences with positive sentiment : 5.0 4.33554083885 115% => OK
Sentences with negative sentiment : 7.0 4.45695364238 157% => OK
Sentences with neutral sentiment: 8.0 4.27373068433 187% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.41550376488 0.272083759551 153% => OK
Sentence topic coherence: 0.148241464253 0.0996497079465 149% => OK
Sentence topic coherence SD: 0.150735877684 0.0662205650399 228% => The coherence between sentences is low.
Paragraph topic coherence: 0.329890475277 0.162205337803 203% => OK
Paragraph topic coherence SD: 0.253747842021 0.0443174109184 573% => More connections among paragraphs wanted.
Essay readability:
automated_readability_index: 12.5 13.3589403974 94% => Automated_readability_index is low.
flesch_reading_ease: 57.61 53.8541721854 107% => OK
smog_index: 3.1 5.55761589404 56% => Smog_index is low.
flesch_kincaid_grade: 10.7 11.0289183223 97% => OK
coleman_liau_index: 11.03 12.2367328918 90% => OK
dale_chall_readability_score: 7.77 8.42419426049 92% => OK
difficult_words: 86.0 63.6247240618 135% => OK
linsear_write_formula: 10.5 10.7273730684 98% => OK
gunning_fog: 10.8 10.498013245 103% => OK
text_standard: 11.0 11.2008830022 98% => OK
What are above readability scores?
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Write the essay in 20 minutes.
Rates: 63.3333333333 out of 100
Scores by essay e-grader: 19.0 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.