The following is a recommendation from the personnel director to the president of
Acme Publishing Company.
"Many other companies have recently stated that having their employees take the Easy
Read Speed-Reading Course has greatly improved productivity. One graduate of the course
was able to read a 500-page report in only two hours; another graduate rose from an
assistant manager to vice president of the company in under a year. Obviously, the faster
you can read, the more information you can absorb in a single workday. Moreover, Easy
Read would cost Acme only $500 per employee—a small price to pay when you consider the
benefits. Included in this fee is a three-week seminar in Spruce City and a lifelong
subscription to the Easy Read newsletter. Clearly, to improve productivity, Acme should
require all of our employees to take the Easy Read course."
Write a response in which you discuss what questions would need to be answered in order
to decide whether the advice and the argument on which it is based are reasonable. Be sure
to explain how the answers to these questions would help to evaluate the advice.
Merely based on doubtful evidence and groundless assumption, the arguer arbitrary draws a conclusion that all the employees in Acme should take the Easy Read course. To substantiate the argument, the arguer points out obvious that many other companies states that course greatly improved their productivity. Furthermore, he illustrates that one graduate just spend less than a year from an assistant manager to vice president. Additionally, he demonstrates that the more fast you read you can gain more information. Plausible as it is, a further introspection reveals that it contains several logic flaws.
First, the arguer's recommendation relies on what might be a poor analogy between the reading speed and productivity. The analogy falsely depends on the assumption that both other companies and Acme is similar. However it is entirely possible that other companies based on the work that require lots of reading.In contrast Acme's work need few reading and have to do more physical work. Hence the improvement in reading speed is less effective to Acme's productivity.
Second, the arguer fails to establish the causal relationship between the promotion and the speed-Reading. It's highly possible that the graduate have his formidable working ability rather than reading skill that helped him to promote in such a short time. What's more, even the course boosted his reading capacity, it is possible that the promotion is easy in that company that every one promote in a year. Therefore, the improvement in reading speed seems useless in boosting working efficiency.
Third, the arguer's solution rests on the assumption that reading speed is sufficient to give birth to gain more information. Nevertheless, the information gain from the reading is not only depend on the reading speed. Specific, it demand concentration while reading which benefit one to focus on the material we need. Without concentration, whatever how fast one can read, that might spend more time in reading again for several times in order to search for the useful information.
To put it in a nutshell, the arguer fails to confirm the conclusion he claims because the evidences cited in the analysis does not lend effective support to what the arguer maintains.
Grammar and spelling errors:
Line 3, column 217, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: However,
...th other companies and Acme is similar. However it is entirely possible that other comp...
^^^^^^^
Line 3, column 317, Rule ID: SENTENCE_WHITESPACE
Message: Add a space between sentences
Suggestion: In
...n the work that require lots of reading.In contrast Acme apos;s work need few read...
^^
Line 3, column 320, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[2]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: contrast,
...he work that require lots of reading.In contrast Acme apos;s work need few reading and h...
^^^^^^^^
Line 3, column 398, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Hence,
...ding and have to do more physical work. Hence the improvement in reading speed is les...
^^^^^
Line 7, column 238, Rule ID: IT_VBZ[1]
Message: Did you mean 'demands'?
Suggestion: demands
...pend on the reading speed. Specific, it demand concentration while reading which benef...
^^^^^^
Transition Words or Phrases used:
first, furthermore, hence, however, if, nevertheless, second, so, therefore, third, while, in contrast
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 9.0 19.6327345309 46% => More to be verbs wanted.
Auxiliary verbs: 7.0 12.9520958084 54% => OK
Conjunction : 5.0 11.1786427146 45% => More conjunction wanted.
Relative clauses : 17.0 13.6137724551 125% => OK
Pronoun: 33.0 28.8173652695 115% => OK
Preposition: 39.0 55.5748502994 70% => OK
Nominalization: 18.0 16.3942115768 110% => OK
Performance on vocabulary words:
No of characters: 1921.0 2260.96107784 85% => OK
No of words: 364.0 441.139720559 83% => More content wanted.
Chars per words: 5.27747252747 5.12650576532 103% => OK
Fourth root words length: 4.36792674256 4.56307096286 96% => OK
Word Length SD: 2.85027042235 2.78398813304 102% => OK
Unique words: 188.0 204.123752495 92% => OK
Unique words percentage: 0.516483516484 0.468620217663 110% => OK
syllable_count: 590.4 705.55239521 84% => OK
avg_syllables_per_word: 1.6 1.59920159681 100% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 4.96107784431 121% => OK
Interrogative: 1.0 0.471057884232 212% => OK
Article: 10.0 8.76447105788 114% => OK
Subordination: 0.0 2.70958083832 0% => More adverbial clause wanted.
Conjunction: 0.0 1.67365269461 0% => OK
Preposition: 4.0 4.22255489022 95% => OK
Performance on sentences:
How many sentences: 18.0 19.7664670659 91% => OK
Sentence length: 20.0 22.8473053892 88% => OK
Sentence length SD: 33.5732569205 57.8364921388 58% => The essay contains lots of sentences with the similar length. More sentence varieties wanted.
Chars per sentence: 106.722222222 119.503703932 89% => OK
Words per sentence: 20.2222222222 23.324526521 87% => OK
Discourse Markers: 5.66666666667 5.70786347227 99% => OK
Paragraphs: 5.0 5.15768463074 97% => OK
Language errors: 5.0 5.25449101796 95% => OK
Sentences with positive sentiment : 9.0 8.20758483034 110% => OK
Sentences with negative sentiment : 5.0 6.88822355289 73% => OK
Sentences with neutral sentiment: 4.0 4.67664670659 86% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.275846204518 0.218282227539 126% => OK
Sentence topic coherence: 0.0891407510255 0.0743258471296 120% => OK
Sentence topic coherence SD: 0.0668246988956 0.0701772020484 95% => OK
Paragraph topic coherence: 0.138528258443 0.128457276422 108% => OK
Paragraph topic coherence SD: 0.0756222947421 0.0628817314937 120% => OK
Essay readability:
automated_readability_index: 13.5 14.3799401198 94% => OK
flesch_reading_ease: 51.18 48.3550499002 106% => OK
smog_index: 8.8 7.1628742515 123% => OK
flesch_kincaid_grade: 11.1 12.197005988 91% => OK
coleman_liau_index: 13.34 12.5979740519 106% => OK
dale_chall_readability_score: 8.4 8.32208582834 101% => OK
difficult_words: 87.0 98.500998004 88% => OK
linsear_write_formula: 8.5 12.3882235529 69% => OK
gunning_fog: 10.0 11.1389221557 90% => OK
text_standard: 9.0 11.9071856287 76% => OK
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Rates: 50.0 out of 100
Scores by essay e-grader: 3.0 Out of 6 -- The score is based on the average performance of 20,000 argument essays. This e-grader is not smart enough to check on arguments.
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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.