The reading and the lecture are both about the possible ways of eradicating the huge numbers of cane toad in Australia. The reading suggests three measures to do this process, however, the lecturer casts doubt on all these suggested ways.
First of all, the article says that the first way is to build a fence that prevents the cane toads form spreading into new areas. This technique was used before in Australia to control the rapid growth of rabbits that were not native to Australasia. The speaker, on the other hand, refutes the effectiveness of this method. She explains that the eggs and small toads would follow with the stream of rivers and lakes form one place to another. A little number of these eggs and small toads are enough to spread and produce new generation of toads.
second, the author of the reading introduces another solution, which is capturing these toads and eggs whether using traps or volunteers and he points out that it is an easy process. However, the professor, rebuts this suggestion by explaining that it is not practical solution. She elaborates on this by stating that those volunteers who will be untrained may not be able to distinguish between the cane toad and other native toads. As a result, that would destroy the other species in the habitat.
Third, the reading one again talks about producing a disease-causing virus, made especially for the toad cane to kill them. The lecturer, opposes this suggestion and she stresses that it could produce very negative and dangerous results. She elaborates on this by stating that this virus spread into the toad cane in America where it is native species. The toads are usually transported by researchers or by animals collectors. If this virus moved into the original habitat of the toad cane in America, that would pose an extreme danger to the ecosystem.
According to the passage,…
According to the passage, three main strategies were proposed to stop the animal cane toads' threat to other animals in Australia, while the professor contradicts the statement with the argument that all of these three methods will be unsuccessful and impractical.
First and formost, in response to the assertion presented by the passage that the spread of the cane toads can be prevented by establishing a national fence, the listening material holds a completely different explanation that the widespread of the young toads and their eggs can not be prevented through this method. Thus, it is doubtless that the listening holds the antithetical angle to against the reading in the first standpoint. As a matter of fact, the young toads and their eggs are transferred to different places through the streams. Though the national fence can prevent the areas from adults toads, the youngs and the eggs will be carried to other sides. Hence, the stragegy of building a national fence can be inefficient.
Moreover, contradictory to the theory in the writting that the cane toads can be caught and killed through volunteer activities to reduce the amount of toads, the professor claims that it can cause other negative side effect through this approach. To be more specific, volunteers such as the youngs, who are not trained, might catch other native frogs, which are important part of local ecosystem. This could result in the damage to local ecosystem.
Last but not least, the speaker holds the opinion that developing a certain virus to stop the spread can be terrible, which is contrary to the passage. To state it more clearly, this approach might do harm to American ecosystem. Once the infected toads transfer to the America, it might cause disaster there since the cane toad is native there. As a result, the toads in America will be elliminated, and the whole ecosystem will suffer.
In conclusion, the professor clearly identifies the weaknesses in the reading passage and convincingly shows that the central argument in the passage is incorrect.
Grammar and spelling errors:
Line 5, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Second
...nd produce new generation of toads. second, the author of the reading introduces a...
^^^^^^
Line 7, column 51, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... reading one again talks about producing a disease-causing virus, made especially...
^^
Transition Words or Phrases used:
but, first, however, if, may, second, so, third, as a result, first of all, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 12.0 10.4613686534 115% => OK
Auxiliary verbs: 6.0 5.04856512141 119% => OK
Conjunction : 12.0 7.30242825607 164% => OK
Relative clauses : 14.0 12.0772626932 116% => OK
Pronoun: 34.0 22.412803532 152% => Less pronouns wanted
Preposition: 42.0 30.3222958057 139% => OK
Nominalization: 5.0 5.01324503311 100% => OK
Performance on vocabulary words:
No of characters: 1539.0 1373.03311258 112% => OK
No of words: 314.0 270.72406181 116% => OK
Chars per words: 4.90127388535 5.08290768461 96% => OK
Fourth root words length: 4.20951839842 4.04702891845 104% => OK
Word Length SD: 2.54582927623 2.5805825403 99% => OK
Unique words: 168.0 145.348785872 116% => OK
Unique words percentage: 0.535031847134 0.540411800872 99% => OK
syllable_count: 473.4 419.366225166 113% => OK
avg_syllables_per_word: 1.5 1.55342163355 97% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 3.25607064018 184% => OK
Interrogative: 0.0 0.116997792494 0% => OK
Article: 11.0 8.23620309051 134% => OK
Subordination: 2.0 1.25165562914 160% => OK
Conjunction: 0.0 1.51434878587 0% => OK
Preposition: 1.0 2.5761589404 39% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 16.0 13.0662251656 122% => OK
Sentence length: 19.0 21.2450331126 89% => OK
Sentence length SD: 28.4382554845 49.2860985944 58% => The essay contains lots of sentences with the similar length. More sentence varieties wanted.
Chars per sentence: 96.1875 110.228320801 87% => OK
Words per sentence: 19.625 21.698381199 90% => OK
Discourse Markers: 5.8125 7.06452816374 82% => 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: 4.0 4.27373068433 94% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.427572199947 0.272083759551 157% => OK
Sentence topic coherence: 0.137614414699 0.0996497079465 138% => OK
Sentence topic coherence SD: 0.0884007614596 0.0662205650399 133% => OK
Paragraph topic coherence: 0.249288724235 0.162205337803 154% => OK
Paragraph topic coherence SD: 0.0729272010034 0.0443174109184 165% => OK
Essay readability:
automated_readability_index: 11.5 13.3589403974 86% => Automated_readability_index is low.
flesch_reading_ease: 60.65 53.8541721854 113% => OK
smog_index: 3.1 5.55761589404 56% => Smog_index is low.
flesch_kincaid_grade: 9.5 11.0289183223 86% => OK
coleman_liau_index: 11.14 12.2367328918 91% => OK
dale_chall_readability_score: 8.35 8.42419426049 99% => OK
difficult_words: 75.0 63.6247240618 118% => OK
linsear_write_formula: 8.0 10.7273730684 75% => OK
gunning_fog: 9.6 10.498013245 91% => OK
text_standard: 10.0 11.2008830022 89% => OK
What are above readability scores?
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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.