The lecturer refutes the reading suggesting that a decline in literature readers causes negative effects on the public and the future of literature itself, providing three reasons.
First, the lecturer argues that other types of books are worth reading as much as literature is while the reading emphasizes literature is more intellectually stimulating than other genres of books. The reading explains that literature aids readers in string their imagination and enhances language development, which cannot be gained by reading other kinds of books. However, the lecturer illustrates other genres that have as high quality as literature by providing examples such as science writing, history, and political analysis. Therefore, reading less literature does not necessarily mean that people lose such intellectual opportunities.
Second, the lecturer challenges the reading that concludes culture is declining due to a decrease in literature readers. Reading criticizes that people tend to prefer to spend time in other types of cultural activities such as watching TV and reading Web pages that are much easier to understand than literature, which leads to a decline of literature. However, the lecture appreciates other forms of culture including movies and music by indicating the fact that culture has evolved. Since culture appears in diverse forms of cultural expressions without ceasing, the lecturer opposes the reading that attributes the decline of literature readers to the immediate decline of culture.
Third, the lecturer clarifies why people read less literature than they used to by refuting the reading that blames the poor understanding of readers. Although the reading criticizes readers for less interest in literature and poor reading comprehension, the lecturer claims that modern literature that is intended to be difficult to understand discourages readers to read more literature. Instead of blaming readers for reading less literature, the lecturer elucidates the points that the reading overlooked by describing that the authors neglect to make literature more attractive to readers. Moreover, the lecture doubts that modern literature would be popular even for earlier generations of readers.
In conclusion, the lecturer casts doubt on the reading that highlights the negative impacts of the decline in literature, providing three reasons.
- R robustus 73
- Jane Austen 1775 1817 is one of the most famous of all English novelists and today her novels are more popular than ever with several recently adapted as Hollywood movies But we do not have many records of what she looked like For a long time the o 80
- Some people say that the Internet provides people with a lot of valuable information Others think access to so much information creates problems Which view do you agree with Use specific reasons and examples to support your answer 76
- TPO 12 Do you agree or disagree with the following statement It is better to have a broad knowledge of many academic subjects than to specialize in one specific subject Use specific reasons and examples to support your answer 73
- TPO 10 Integrated Writing Task The sea otter is a small mammal that lives in waters along the western coast of North America from California to Alaska When some sea otter populations off the Alaskan coast started rapidly declining a few years ago it c 80
Grammar and spelling errors:
Line 2, column 648, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...e lose such intellectual opportunities. Second, the lecturer challenges the read...
^^^^^^
Transition Words or Phrases used:
but, first, however, if, look, moreover, second, so, therefore, third, while, in conclusion, 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: 2.0 5.04856512141 40% => OK
Conjunction : 6.0 7.30242825607 82% => OK
Relative clauses : 19.0 12.0772626932 157% => OK
Pronoun: 20.0 22.412803532 89% => OK
Preposition: 43.0 30.3222958057 142% => 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: 2025.0 1373.03311258 147% => OK
No of words: 353.0 270.72406181 130% => OK
Chars per words: 5.73654390935 5.08290768461 113% => OK
Fourth root words length: 4.33454660006 4.04702891845 107% => OK
Word Length SD: 2.91745094812 2.5805825403 113% => OK
Unique words: 163.0 145.348785872 112% => OK
Unique words percentage: 0.461756373938 0.540411800872 85% => More unique words wanted or less content wanted.
syllable_count: 642.6 419.366225166 153% => OK
avg_syllables_per_word: 1.8 1.55342163355 116% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 0.0 3.25607064018 0% => OK
Article: 12.0 8.23620309051 146% => OK
Subordination: 2.0 1.25165562914 160% => OK
Conjunction: 1.0 1.51434878587 66% => OK
Preposition: 3.0 2.5761589404 116% => OK
Performance on sentences:
How many sentences: 14.0 13.0662251656 107% => OK
Sentence length: 25.0 21.2450331126 118% => OK
Sentence length SD: 40.9701235098 49.2860985944 83% => OK
Chars per sentence: 144.642857143 110.228320801 131% => OK
Words per sentence: 25.2142857143 21.698381199 116% => OK
Discourse Markers: 7.14285714286 7.06452816374 101% => OK
Paragraphs: 5.0 4.09492273731 122% => OK
Language errors: 1.0 4.19205298013 24% => OK
Sentences with positive sentiment : 6.0 4.33554083885 138% => OK
Sentences with negative sentiment : 6.0 4.45695364238 135% => 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: 0.281152597289 0.272083759551 103% => OK
Sentence topic coherence: 0.121360067294 0.0996497079465 122% => OK
Sentence topic coherence SD: 0.0628450900521 0.0662205650399 95% => OK
Paragraph topic coherence: 0.155519865694 0.162205337803 96% => OK
Paragraph topic coherence SD: 0.0773825149161 0.0443174109184 175% => OK
Essay readability:
automated_readability_index: 18.2 13.3589403974 136% => OK
flesch_reading_ease: 29.18 53.8541721854 54% => Flesch_reading_ease is low.
smog_index: 13.0 5.55761589404 234% => Smog_index is high.
flesch_kincaid_grade: 15.4 11.0289183223 140% => OK
coleman_liau_index: 16.31 12.2367328918 133% => OK
dale_chall_readability_score: 8.99 8.42419426049 107% => OK
difficult_words: 92.0 63.6247240618 145% => OK
linsear_write_formula: 15.5 10.7273730684 144% => OK
gunning_fog: 12.0 10.498013245 114% => OK
text_standard: 16.0 11.2008830022 143% => OK
What are above readability scores?
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Write the essay in 20 minutes.
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.