Professors 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 w | TOEFL IELTS GMAT GRE SAT ACT PTE ESL

Essay topics:

Professors 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 profes-
sors 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 posi-
tive publicity when their professors appear on TV. When people see a knowledge-
able 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 tele-
vision viewers normally have no contact with university professors. When profes-
sors 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 article states that the appearances of professors on the television are of great benefit to the professors themselves as well as their universities. However, in the lecture, the professor explains that in reality, it is not beneficial for the professors to make these appearances and she also refutes each of the author's reasons.

First, the reading claims that from the television appearances the professors tend to gain recognition among larger audiences.
In contrast, the professor explains that these appearances harm the reputations of these professors, as their colleagues tend to think that they are not serious scholars. They believe that they are more interested in entertaining than in educating. It also affects the professors in other ways. For example, it becomes difficult for them to get money for their research work. It also takes up a lot of their time which could otherwise be used to educate their students or complete the tasks of the university.

Second, the article posits that these appearances allow the viewers who would generally have no contact with the professors, to hear their views. However, in the lecture, the professor refutes this point by saying that the television networks want their post-dinner content to be attractive, not insightful. They do not want serious substance but just want the academic title. For example, the professors called onto the television platform are asked to review movies based on historic pieces of literature, which can be done by the television reporters as well by studying about the referred topic.

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Essay evaluations by e-grader

Grammar and spelling errors:
Line 1, column 128, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ain recognition among larger audiences. In contrast, the professor explains that...
^^^^^^

Transition Words or Phrases used:
also, but, first, however, if, second, so, well, for example, in contrast

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: 3.0 5.04856512141 59% => OK
Conjunction : 2.0 7.30242825607 27% => More conjunction wanted.
Relative clauses : 9.0 12.0772626932 75% => More relative clauses wanted.
Pronoun: 24.0 22.412803532 107% => OK
Preposition: 25.0 30.3222958057 82% => OK
Nominalization: 2.0 5.01324503311 40% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.

Performance on vocabulary words:
No of characters: 1037.0 1373.03311258 76% => OK
No of words: 196.0 270.72406181 72% => More content wanted.
Chars per words: 5.29081632653 5.08290768461 104% => OK
Fourth root words length: 3.74165738677 4.04702891845 92% => OK
Word Length SD: 2.80826912324 2.5805825403 109% => OK
Unique words: 121.0 145.348785872 83% => More unique words wanted.
Unique words percentage: 0.617346938776 0.540411800872 114% => OK
syllable_count: 315.0 419.366225166 75% => OK
avg_syllables_per_word: 1.6 1.55342163355 103% => OK

A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 3.25607064018 154% => OK
Article: 5.0 8.23620309051 61% => OK
Subordination: 1.0 1.25165562914 80% => OK
Conjunction: 0.0 1.51434878587 0% => OK
Preposition: 3.0 2.5761589404 116% => OK

Performance on sentences:
How many sentences: 10.0 13.0662251656 77% => 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: 50.6597473345 49.2860985944 103% => OK
Chars per sentence: 103.7 110.228320801 94% => OK
Words per sentence: 19.6 21.698381199 90% => OK
Discourse Markers: 7.3 7.06452816374 103% => OK
Paragraphs: 3.0 4.09492273731 73% => More paragraphs wanted.
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: 2.0 4.27373068433 47% => OK
What are sentences with positive/Negative/neutral sentiment?

Coherence and Cohesion:
Essay topic to essay body coherence: 0.214895942872 0.272083759551 79% => OK
Sentence topic coherence: 0.0803617532334 0.0996497079465 81% => OK
Sentence topic coherence SD: 0.0282061740056 0.0662205650399 43% => Sentences are similar to each other.
Paragraph topic coherence: 0.132938120673 0.162205337803 82% => OK
Paragraph topic coherence SD: 0.0486811784956 0.0443174109184 110% => OK

Essay readability:
automated_readability_index: 13.3 13.3589403974 100% => 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: 13.4 12.2367328918 110% => OK
dale_chall_readability_score: 8.93 8.42419426049 106% => OK
difficult_words: 54.0 63.6247240618 85% => More difficult words wanted.
linsear_write_formula: 8.5 10.7273730684 79% => OK
gunning_fog: 9.6 10.498013245 91% => OK
text_standard: 9.0 11.2008830022 80% => OK
What are above readability scores?

---------------------
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: 76.6666666667 out of 100
Scores by essay e-grader: 23.0 Out of 30
---------------------
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.