Summarize the pint made in the lecture, being sure to explain how they cast doubt on the specific theories discussed in the reading passage.
As early as twelfth century A.D., the settlements of Chaco Canyon in New Mexico in the American Southwest were notable for their "great houses," massive stone buildings that contain hundreds of rooms and often stand three or four stories high. Archaeologists have been trying to determine how the building were used. While there is still no universally agreed upon explanation, there are three competing theories.
One theory holds that the Chaco structures were purely residential, with each housing hundreds of people. Supporters of this theory have interpreted Chaco great houses as earlier versions of the architecture seen in more recent Southwest societies. Particular, the Chaco houses appear strikingly similar to the large, well known "apartment buildings" at Taos, New Mexico, in which many people have been living for centuries.
A second theories contends that the Chaco structures were used to store food supplies. One of the main corps of the Chaco people was grain maize, ehich could be stored for long priods of time without spoiling and could serve as a long-lasting supply of food. The supplies of maize had to be storedd somewhere, and the size of the great houses would make them very suitable for the purpose.
A third theory proposes that houses were used to as ceremonial centers. Close to one house, called Pueblo Alto, archaeologists identified an enormous mound containing a surprisingly large number of broken pots. This finding has been interpreted as evidence that people gathered at Pueblo Alto for special ceremonies. At the ceremonies. they ate festive meals and then discarded the pots in which the meals had been prepared or served. Such ceremonies have been documented for other Native American cultures.
The reading passage and the lecture are both debating the use of the great houses in the settlements of Chaco Canyon in New Mexico. The author discusses three competing theories that try to explain how the native americans used those houses. However, the lecturer believes that none of these theories could be true.
First of all, the author states the purpose for these houses could be residential housing large number of people. The speaker in the lecture refutes this argument. He mentions that the buildings look like other native American apartments built later but from inside, there is enough evidence to cast doubt that large number of people lived in those houses. The lecturer indicates that the number of fire places inside could only support ten families and the primary function of the houses could not be to house hundreds of people.
Secondly, the article claims that the great houses could have been used for storage of maize. The lecturer proposes that this theory may sound plausible but it's not supported by evidence. In the lecture, the professor argues no traces of maize or spills on the ground have been found. On top of that, excavators never discovered remains of big containers which expected to have been used to store the maize.
Finally, The third theory, according to the excerpt, is that the big buildings were used for ceremonies. In contrast, the lecturer points out that the pots and other materials that were discovered in a mound near Pueblo Alto could not be compelling evidence for the ceremonial hypothesis. The lecturer says that besides the broken pots, large amount of construction materials have been found in this trash heap and the pots could have been to serve meals for construction workers
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2019-10-06 | MiladHakimi | 3 | view |
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Grammar and spelling errors:
Line 3, column 424, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...t the number of fire places inside could only support ten families and the primar...
^^
Line 7, column 480, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... to serve meals for construction workers
^^^^^^
Transition Words or Phrases used:
besides, but, finally, first, however, look, may, second, secondly, so, third, in contrast, first of all, on top of that
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 14.0 10.4613686534 134% => OK
Auxiliary verbs: 8.0 5.04856512141 158% => OK
Conjunction : 7.0 7.30242825607 96% => OK
Relative clauses : 13.0 12.0772626932 108% => OK
Pronoun: 21.0 22.412803532 94% => OK
Preposition: 38.0 30.3222958057 125% => OK
Nominalization: 7.0 5.01324503311 140% => OK
Performance on vocabulary words:
No of characters: 1458.0 1373.03311258 106% => OK
No of words: 291.0 270.72406181 107% => OK
Chars per words: 5.01030927835 5.08290768461 99% => OK
Fourth root words length: 4.13022058845 4.04702891845 102% => OK
Word Length SD: 2.38738393139 2.5805825403 93% => OK
Unique words: 159.0 145.348785872 109% => OK
Unique words percentage: 0.546391752577 0.540411800872 101% => OK
syllable_count: 445.5 419.366225166 106% => OK
avg_syllables_per_word: 1.5 1.55342163355 97% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 1.0 3.25607064018 31% => OK
Article: 12.0 8.23620309051 146% => OK
Subordination: 0.0 1.25165562914 0% => More adverbial clause wanted.
Conjunction: 0.0 1.51434878587 0% => OK
Preposition: 4.0 2.5761589404 155% => OK
Performance on sentences:
How many sentences: 14.0 13.0662251656 107% => OK
Sentence length: 20.0 21.2450331126 94% => OK
Sentence length SD: 43.6528513224 49.2860985944 89% => OK
Chars per sentence: 104.142857143 110.228320801 94% => OK
Words per sentence: 20.7857142857 21.698381199 96% => OK
Discourse Markers: 8.57142857143 7.06452816374 121% => OK
Paragraphs: 4.0 4.09492273731 98% => OK
Language errors: 2.0 4.19205298013 48% => 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: 0.122732022874 0.272083759551 45% => OK
Sentence topic coherence: 0.0470012622005 0.0996497079465 47% => OK
Sentence topic coherence SD: 0.0561377123264 0.0662205650399 85% => OK
Paragraph topic coherence: 0.0880510524771 0.162205337803 54% => OK
Paragraph topic coherence SD: 0.0892468057229 0.0443174109184 201% => More connections among paragraphs wanted.
Essay readability:
automated_readability_index: 12.6 13.3589403974 94% => Automated_readability_index is low.
flesch_reading_ease: 59.64 53.8541721854 111% => OK
smog_index: 3.1 5.55761589404 56% => Smog_index is low.
flesch_kincaid_grade: 9.9 11.0289183223 90% => OK
coleman_liau_index: 11.78 12.2367328918 96% => OK
dale_chall_readability_score: 8.37 8.42419426049 99% => OK
difficult_words: 69.0 63.6247240618 108% => OK
linsear_write_formula: 8.0 10.7273730684 75% => OK
gunning_fog: 10.0 10.498013245 95% => OK
text_standard: 10.0 11.2008830022 89% => OK
What are above readability scores?
---------------------
Rates: 80.0 out of 100
Scores by essay e-grader: 24.0 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.