READING
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 professors themselves as well as to their universities and the general public.
Professors benefit from appearing on television because by doing so 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 positive publicity
when their professors appear on TV. When people see a knowledgeable 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 television viewers normally have no contact with university professors. When professors 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.
LISTENING SCRIPT
Lately, we’ve been seeing some professors on television. Though it’s sometimes claimed to be a good thing, we should question whether anybody really benefits from it. First of all, it’s not good for the professors themselves—not from a professional standpoint. Rightly or wrongly, a professor who appears on TV tends to get the reputation among fellow professors of being someone who is not a serious scholar— someone who chooses to entertain rather than to educate. And for that reason, TV professors may not be invited to important conferences—important meetings to discuss their academic work. They may even have difficulty getting money to do research. So for professors, being a TV celebrity has important disadvantages. A second point is that being on TV can take a lot of a professor’s time—not just the time on TV but also time figuring out what to present and time spent rehearsing, travel time, even time getting made up to look good for the cameras. And all this time comes out of the time the professor can spend doing research, meeting with students, and attending to university business. So you can certainly see there are problems for the university and its students when professors are in the TV studio and not on campus. So who does benefit? The public? That’s not so clear either. Look, professors do have a lot of knowledge to offer, but TV networks don’t want really serious in-depth academic lectures for after-dinner viewing. What the networks want is the academic title, not the intellectual substance. The material that professors usually present on TV—such as background on current events, or some brief historical introduction to a new movie version of a great literary work—this material is not much different from what viewers would get from a TV reporter who had done a little homework.
The reading and the lecture are both about professors who normally found in university classroom. In addition, they also appear as guest on television news program. Whereas the author of the reading states that these television appearance are of great benefit to the professors themselves as well as to their university .The lecture states that nobody will really get benefit neither a professor themselves as a professional standpoint nor their university .The lecture cast doubt on the main points made in the reading by providing two/three reasons.
First of all, according to the reading, professor benefit from appearing on television because by doing so they acquire reputation as authorities in their academic field. However, the lecture disputes this point. she states that professor will acquire reputation among fellow professors which are not intelligent serious scholars. Furthermore, she mentions that professor will face problem when he required money for his research and professor will not invited in important academic conferences.
Secondly, the reading states that universities will also benefit from such appearances. However, the lecture refutes this argument. she argues that professor will take lot of time to prepare what to present on television and time taken for rehearsals, time to look good which is time consuming process. In addition, she states that instead if professor will spend time with students or attending research to university business will benefit universities.
Finally, the reading states that there will be public gains from professors appearing on a television. On the other hand, the lecture believe that network don't want serious discussion probably after dinner. Moreover, she feels that people want academic title not intellectual subject.
In conclusion, although the reading and the lecture are both about professor who normally found in university classroom. In addition, they also appear as guest on television news program, the two/ three points made in reading are effectively challenged by the lecture.
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Grammar and spelling errors:
Line 1, column 213, Rule ID: THIS_NNS[2]
Message: Did you mean 'this television' or 'these televisions'?
Suggestion: this television; these televisions
...s the author of the reading states that these television appearance are of great benefit to the ...
^^^^^^^^^^^^^^^^
Line 1, column 321, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Don't put a space before the full stop
Suggestion: .
...hemselves as well as to their university .The lecture states that nobody will real...
^^
Line 1, column 323, Rule ID: SENTENCE_WHITESPACE
Message: Add a space between sentences
Suggestion: The
...mselves as well as to their university .The lecture states that nobody will really ...
^^^
Line 1, column 458, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Don't put a space before the full stop
Suggestion: .
...essional standpoint nor their university .The lecture cast doubt on the main point...
^^
Line 1, column 460, Rule ID: SENTENCE_WHITESPACE
Message: Add a space between sentences
Suggestion: The
...sional standpoint nor their university .The lecture cast doubt on the main points m...
^^^
Line 3, column 215, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: She
...wever, the lecture disputes this point. she states that professor will acquire repu...
^^^
Line 3, column 454, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... for his research and professor will not invited in important academic conference...
^^
Line 3, column 456, Rule ID: DID_BASEFORM[1]
Message: The verb 'will' requires the base form of the verb: 'invite'
Suggestion: invite
...or his research and professor will not invited in important academic conferences. Se...
^^^^^^^
Line 5, column 133, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: She
...ver, the lecture refutes this argument. she argues that professor will take lot of ...
^^^
Line 7, column 156, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: don't
... hand, the lecture believe that network dont want serious discussion probably after ...
^^^^
Transition Words or Phrases used:
also, finally, first, furthermore, however, if, look, moreover, really, second, secondly, so, well, whereas, as to, in addition, in conclusion, as well as, first of all, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 7.0 10.4613686534 67% => OK
Auxiliary verbs: 9.0 5.04856512141 178% => OK
Conjunction : 6.0 7.30242825607 82% => OK
Relative clauses : 15.0 12.0772626932 124% => OK
Pronoun: 28.0 22.412803532 125% => Less pronouns wanted
Preposition: 39.0 30.3222958057 129% => OK
Nominalization: 7.0 5.01324503311 140% => OK
Performance on vocabulary words:
No of characters: 1755.0 1373.03311258 128% => OK
No of words: 314.0 270.72406181 116% => OK
Chars per words: 5.58917197452 5.08290768461 110% => OK
Fourth root words length: 4.20951839842 4.04702891845 104% => OK
Word Length SD: 2.81470474143 2.5805825403 109% => OK
Unique words: 156.0 145.348785872 107% => OK
Unique words percentage: 0.496815286624 0.540411800872 92% => More unique words wanted or less content wanted.
syllable_count: 537.3 419.366225166 128% => OK
avg_syllables_per_word: 1.7 1.55342163355 109% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 3.25607064018 215% => Less pronouns wanted as sentence beginning.
Article: 9.0 8.23620309051 109% => OK
Subordination: 1.0 1.25165562914 80% => OK
Conjunction: 0.0 1.51434878587 0% => OK
Preposition: 6.0 2.5761589404 233% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 16.0 13.0662251656 122% => OK
Sentence length: 19.0 21.2450331126 89% => OK
Sentence length SD: 78.1487963759 49.2860985944 159% => OK
Chars per sentence: 109.6875 110.228320801 100% => OK
Words per sentence: 19.625 21.698381199 90% => OK
Discourse Markers: 11.6875 7.06452816374 165% => OK
Paragraphs: 5.0 4.09492273731 122% => OK
Language errors: 10.0 4.19205298013 239% => Less language errors wanted.
Sentences with positive sentiment : 8.0 4.33554083885 185% => OK
Sentences with negative sentiment : 5.0 4.45695364238 112% => OK
Sentences with neutral sentiment: 3.0 4.27373068433 70% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.186342632896 0.272083759551 68% => OK
Sentence topic coherence: 0.082020500721 0.0996497079465 82% => OK
Sentence topic coherence SD: 0.0692818444459 0.0662205650399 105% => OK
Paragraph topic coherence: 0.121662297117 0.162205337803 75% => OK
Paragraph topic coherence SD: 0.0725289764713 0.0443174109184 164% => OK
Essay readability:
automated_readability_index: 14.7 13.3589403974 110% => OK
flesch_reading_ease: 43.73 53.8541721854 81% => OK
smog_index: 8.8 5.55761589404 158% => OK
flesch_kincaid_grade: 11.9 11.0289183223 108% => OK
coleman_liau_index: 15.14 12.2367328918 124% => OK
dale_chall_readability_score: 7.8 8.42419426049 93% => OK
difficult_words: 64.0 63.6247240618 101% => OK
linsear_write_formula: 14.5 10.7273730684 135% => OK
gunning_fog: 9.6 10.498013245 91% => OK
text_standard: 15.0 11.2008830022 134% => OK
What are above readability scores?
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Rates: 73.3333333333 out of 100
Scores by essay e-grader: 22.0 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.