The main idea of both the passage and the lecture is about serious dilemma limitation front of archaeology science. In this line of thought, the reading states that the limitation occurs in Britain and adduce some reasons for this way of thinking. The lecturer, on the other hand, casts doubt on all the three episodes of arguments mentioned in the passage, believing that none of these strategies are practical and lead to the real world. In the rest of the passage, some comparisons between them are provided.
First of all, the reading and the listening materials talk about many valuable artifacts were lost to construction projects. The author explains that while digging foundations for new buildings, the builders often uncovered archaeologically valuable sites. On the contrary, the lecturer believes that before starting the constructing, the archaeologist must examine the plan and the land around the construction’s site. Therefore, it is the cause of archaeologists can excavate and document the buildings’ evidence properly before the plan start.
Second, both the text and the talk discuss many archaeologists felt that the financial support for archaeological research was inadequate. The author points out that archaeology was funded mostly through government funds and grants, which allowed archaeologists to investigate a handful of the most important sites but which left hundreds of other interesting projects without support. Therefore, the author elaborates that changing authority priorities brought about periodic rebates in funding. However, the lecturer notes that the archaeologists are funded by Construction Company. Planner companies have to pay to archaeologists for examination the sites. These companies are enough moneyed to other archaeological researchers can do their research project. This was another place where experience contradicted the theory.
Eventually, it was difficult to have a career in archaeology which is discussed by both the passage and the lecture. The author mentions that Archaeology jobs were to be found at universities or with a few authority agencies, but there were never many positions available. Hence, the author suggests that many people who wanted to become archaeologists ended up pursuing other careers and contributing to archaeological research only as unpaid amateurs. The lecturer rebuts this argument. The lecturer states that there are many job opportunities in the constructing building’s process that archaeologists can do. For example, the first opportunity is archaeological interest value which must do in the first stage of the process. Also, archaeologists can work in the preservation, served, data gathering, and writing paper parts of in each building process. Therefore, there are many works for expertise archaeologists in this field. This opinion directly contradicts the passage presented and making it infeasible.
Sum up, although the passage provides some reasons to belittle archaeological opportunities, the lecture opposes about the effectiveness and possibility of those reasons.
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Transition Words or Phrases used:
also, but, first, hence, however, if, second, so, therefore, while, for example, first of all, on the contrary, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 18.0 10.4613686534 172% => OK
Auxiliary verbs: 6.0 5.04856512141 119% => OK
Conjunction : 16.0 7.30242825607 219% => Less conjunction wanted
Relative clauses : 18.0 12.0772626932 149% => OK
Pronoun: 26.0 22.412803532 116% => OK
Preposition: 56.0 30.3222958057 185% => OK
Nominalization: 13.0 5.01324503311 259% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2648.0 1373.03311258 193% => OK
No of words: 459.0 270.72406181 170% => Less content wanted.
Chars per words: 5.76906318083 5.08290768461 113% => OK
Fourth root words length: 4.62863751936 4.04702891845 114% => OK
Word Length SD: 3.30263679212 2.5805825403 128% => OK
Unique words: 248.0 145.348785872 171% => OK
Unique words percentage: 0.540305010893 0.540411800872 100% => OK
syllable_count: 807.3 419.366225166 193% => OK
avg_syllables_per_word: 1.8 1.55342163355 116% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 3.25607064018 154% => OK
Article: 17.0 8.23620309051 206% => Less articles wanted as sentence beginning.
Subordination: 1.0 1.25165562914 80% => OK
Conjunction: 2.0 1.51434878587 132% => OK
Preposition: 4.0 2.5761589404 155% => OK
Performance on sentences:
How many sentences: 25.0 13.0662251656 191% => OK
Sentence length: 18.0 21.2450331126 85% => The Avg. Sentence Length is relatively short.
Sentence length SD: 45.3087894343 49.2860985944 92% => OK
Chars per sentence: 105.92 110.228320801 96% => OK
Words per sentence: 18.36 21.698381199 85% => OK
Discourse Markers: 5.16 7.06452816374 73% => OK
Paragraphs: 5.0 4.09492273731 122% => OK
Language errors: 0.0 4.19205298013 0% => OK
Sentences with positive sentiment : 7.0 4.33554083885 161% => OK
Sentences with negative sentiment : 9.0 4.45695364238 202% => Less negative sentences wanted.
Sentences with neutral sentiment: 9.0 4.27373068433 211% => Less facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.429686279891 0.272083759551 158% => OK
Sentence topic coherence: 0.110299345528 0.0996497079465 111% => OK
Sentence topic coherence SD: 0.092441688687 0.0662205650399 140% => OK
Paragraph topic coherence: 0.208677520503 0.162205337803 129% => OK
Paragraph topic coherence SD: 0.126313211949 0.0443174109184 285% => More connections among paragraphs wanted.
Essay readability:
automated_readability_index: 14.9 13.3589403974 112% => OK
flesch_reading_ease: 36.28 53.8541721854 67% => OK
smog_index: 8.8 5.55761589404 158% => OK
flesch_kincaid_grade: 12.7 11.0289183223 115% => OK
coleman_liau_index: 16.19 12.2367328918 132% => OK
dale_chall_readability_score: 9.07 8.42419426049 108% => OK
difficult_words: 132.0 63.6247240618 207% => Less difficult words wanted.
linsear_write_formula: 11.0 10.7273730684 103% => OK
gunning_fog: 9.2 10.498013245 88% => OK
text_standard: 9.0 11.2008830022 80% => OK
What are above readability scores?
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Write the essay in 20 minutes.
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.