TPO30
Both the reading and the lecture discuss the existence of the burning mirror which Greek army used to defend the Roman navy's attack. The reading remains doubtful of its existence due to three hypotheses. Yet, the lecturer supports its presence. Accordingly, she provides three refutations.
First of all, the reading indicates the weapon could not exist because the Greeks did not possess such high-profile technology to make it. However, the professor highly disagrees with the statement since there was an alternative way to make the burning mirror. To be more specific, except a large sheet of copper, the Greek could directly allocate several pieces of copper to form the mirror, and actually, such technology has been used by the Greeks. Thus, the first theory in the reading passage is unconvincing.
Secondly, the article mentions that the burning mirror was impossible to present in the ancient time since it could take the Greek army over 30 minutes to set fire on the boats. Nonetheless, the lecturer again challenges such claim by suggesting the constituents of the ships. To elaborate, besides wood, the ship was also found consisted with pitch, a water-proof material which can be burned in seconds while approaching to fires. Thus, the burning mirror has probably existed in the war even though the ships were dislocated.
Last but not least, the reading passage suggests that the Greeks have no reason to use the mirror since they have already known other way such as flaming arrows to set enemy's boats on fire. Once again, the speaker strongly casts doubt on such argument by mentioning the special function of the mirror. In fact, the Roman navy has been familiar with such weapon as flaming arrows. Therefore, it was highly likely for the Greeks to utilize the burning mirror to defend their port city because it had never presented before, and thereby could have a greater impact on the war by scaring the Roman soldiers.
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- Some people think that the important role of university professors is todo research, others think the main role of them is to educate students. 76
- The teacher or the meeting leader says something incorrect In your opinion, which of the following is the best thing to do?-Interrupt and correct the mistake right away-Wait until the class or meeting is over and the people are gone, and then talk to the 90
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Transition Words or Phrases used:
accordingly, actually, also, besides, but, first, however, if, nonetheless, second, secondly, so, therefore, thus, while, in fact, such as, first of all
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 10.0 10.4613686534 96% => OK
Auxiliary verbs: 5.0 5.04856512141 99% => OK
Conjunction : 4.0 7.30242825607 55% => More conjunction wanted.
Relative clauses : 4.0 12.0772626932 33% => More relative clauses wanted.
Pronoun: 11.0 22.412803532 49% => OK
Preposition: 44.0 30.3222958057 145% => OK
Nominalization: 6.0 5.01324503311 120% => OK
Performance on vocabulary words:
No of characters: 1627.0 1373.03311258 118% => OK
No of words: 323.0 270.72406181 119% => OK
Chars per words: 5.03715170279 5.08290768461 99% => OK
Fourth root words length: 4.23936324884 4.04702891845 105% => OK
Word Length SD: 2.50201157461 2.5805825403 97% => OK
Unique words: 184.0 145.348785872 127% => OK
Unique words percentage: 0.569659442724 0.540411800872 105% => OK
syllable_count: 493.2 419.366225166 118% => OK
avg_syllables_per_word: 1.5 1.55342163355 97% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 2.0 3.25607064018 61% => OK
Article: 14.0 8.23620309051 170% => OK
Subordination: 0.0 1.25165562914 0% => More adverbial clause wanted.
Conjunction: 2.0 1.51434878587 132% => OK
Preposition: 5.0 2.5761589404 194% => OK
Performance on sentences:
How many sentences: 16.0 13.0662251656 122% => OK
Sentence length: 20.0 21.2450331126 94% => OK
Sentence length SD: 53.7887941397 49.2860985944 109% => OK
Chars per sentence: 101.6875 110.228320801 92% => OK
Words per sentence: 20.1875 21.698381199 93% => OK
Discourse Markers: 9.5 7.06452816374 134% => OK
Paragraphs: 4.0 4.09492273731 98% => OK
Language errors: 0.0 4.19205298013 0% => OK
Sentences with positive sentiment : 2.0 4.33554083885 46% => More positive sentences wanted.
Sentences with negative sentiment : 10.0 4.45695364238 224% => Less negative sentences wanted.
Sentences with neutral sentiment: 4.0 4.27373068433 94% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.450450694562 0.272083759551 166% => OK
Sentence topic coherence: 0.127795501502 0.0996497079465 128% => OK
Sentence topic coherence SD: 0.0928609389066 0.0662205650399 140% => OK
Paragraph topic coherence: 0.260961545371 0.162205337803 161% => OK
Paragraph topic coherence SD: 0.103627299152 0.0443174109184 234% => More connections among paragraphs wanted.
Essay readability:
automated_readability_index: 12.4 13.3589403974 93% => 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: 11.95 12.2367328918 98% => OK
dale_chall_readability_score: 8.49 8.42419426049 101% => OK
difficult_words: 79.0 63.6247240618 124% => OK
linsear_write_formula: 7.0 10.7273730684 65% => OK
gunning_fog: 10.0 10.498013245 95% => OK
text_standard: 10.0 11.2008830022 89% => OK
What are above readability scores?
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Write the essay in 20 minutes.
Rates: 70.0 out of 100
Scores by essay e-grader: 21.0 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.