Earthworms have a beneficial effect on the physical and chemical properties of soil. Earthworms change the structure of the soil and improve water drainage. As earthworms dig through compacted soil, they ingest the soil and grind it up. They move organic matter from the surface and mix it deeper into the soil. In the forest, this organic matter is called duff, mostly litter from fallen leaves and decaying branches.
Earthworms benefit plants in every conceivable way. Their burrowing creates channels through which plant roots may more easily penetrate the soil. Earthworms aid in the formation of humus, the organic matter in soil. A high level of humus is associated with soil fertility, so worms are beneficial to forests, agriculture, and gardens. Worm excretions are a valuable source of nitrogen, which assists in plant growth. The bodies of earthworms are rich in proteins, minerals, and vitamins, and when worms die these nutrients are released into the soil.
Earthworms are an important link in the food web because they are a food source for numerous species of animals. They are preyed upon by many species of birds, snakes, and mammals, as well as invertebrates such as beetles and snails. Earthworms are also used as bait in sports fishing and as animal feed in poultry farming. With the help of gardeners and sports fishermen, earthworm populations continue to spread, sometimes at the speed of ten meters a year. Wherever they go, earthworms are a positive force in the ecosystem.
The article states that online degree programs are not as effective as conventional campus degrees and provides three reasons for support. however, the professor cast doubts on those ideas and explains that they have their own advantages and refutes each of the author's reasons.
First of all, the reading assumes that online programs do not offer one-to-one time interaction of the students with the professors. The professor, however, refutes this point by saying that it is up to the students whether they want to interact or not. he also states that there are various modes of interaction with professors in online programs such as chat, email and telephonic calls.
Second, the article posits that online degrees are not as challenging or as high quality as the on-campus programs. The professor refutes this claim by saying that the quality of the online courses is up to the mark and provides an example of his students who found out that online courses are not as easy as they had expected. Moreover, online courses require self-discipline as students have to manage technology along with the content of the study.
Finally, the article claims that top schools do not offer online courses. Nevertheless, the professor in the lecture opposes this point and states that even top schools provide online courses. he says that every Ivy League colleges except Princeton University offer online courses to the students for the completion of their degree by providing a one-term residency requirement.
Grammar and spelling errors:
Line 1, column 140, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: However
...and provides three reasons for support. however, the professor cast doubts on those ide...
^^^^^^^
Line 5, column 255, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: He
...s whether they want to interact or not. he also states that there are various mode...
^^
Line 13, column 194, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: He
...ven top schools provide online courses. he says that every Ivy League colleges exc...
^^
Transition Words or Phrases used:
also, finally, first, however, moreover, nevertheless, second, so, such as, first of all
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 6.0 10.4613686534 57% => More to be verbs wanted.
Auxiliary verbs: 0.0 5.04856512141 0% => OK
Conjunction : 8.0 7.30242825607 110% => OK
Relative clauses : 12.0 12.0772626932 99% => OK
Pronoun: 24.0 22.412803532 107% => OK
Preposition: 28.0 30.3222958057 92% => OK
Nominalization: 4.0 5.01324503311 80% => OK
Performance on vocabulary words:
No of characters: 1280.0 1373.03311258 93% => OK
No of words: 244.0 270.72406181 90% => More content wanted.
Chars per words: 5.24590163934 5.08290768461 103% => OK
Fourth root words length: 3.95227774224 4.04702891845 98% => OK
Word Length SD: 2.6416342779 2.5805825403 102% => OK
Unique words: 127.0 145.348785872 87% => More unique words wanted.
Unique words percentage: 0.520491803279 0.540411800872 96% => OK
syllable_count: 392.4 419.366225166 94% => OK
avg_syllables_per_word: 1.6 1.55342163355 103% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 2.0 3.25607064018 61% => OK
Article: 8.0 8.23620309051 97% => OK
Subordination: 0.0 1.25165562914 0% => More adverbial clause wanted.
Conjunction: 0.0 1.51434878587 0% => OK
Preposition: 0.0 2.5761589404 0% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 11.0 13.0662251656 84% => Need more sentences. Double check the format of sentences, make sure there is a space between two sentences, or have enough periods. And also check the lengths of sentences, maybe they are too long.
Sentence length: 22.0 21.2450331126 104% => OK
Sentence length SD: 34.6548507093 49.2860985944 70% => OK
Chars per sentence: 116.363636364 110.228320801 106% => OK
Words per sentence: 22.1818181818 21.698381199 102% => OK
Discourse Markers: 8.0 7.06452816374 113% => OK
Paragraphs: 4.0 4.09492273731 98% => OK
Language errors: 3.0 4.19205298013 72% => OK
Sentences with positive sentiment : 5.0 4.33554083885 115% => OK
Sentences with negative sentiment : 2.0 4.45695364238 45% => More 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: 0.0409028944732 0.272083759551 15% => The similarity between the topic and the content is low.
Sentence topic coherence: 0.0186339049659 0.0996497079465 19% => Sentence topic similarity is low.
Sentence topic coherence SD: 0.0241111971772 0.0662205650399 36% => Sentences are similar to each other.
Paragraph topic coherence: 0.0300315752828 0.162205337803 19% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.0196764989053 0.0443174109184 44% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 14.4 13.3589403974 108% => OK
flesch_reading_ease: 49.15 53.8541721854 91% => OK
smog_index: 8.8 5.55761589404 158% => OK
flesch_kincaid_grade: 11.9 11.0289183223 108% => OK
coleman_liau_index: 13.17 12.2367328918 108% => OK
dale_chall_readability_score: 8.8 8.42419426049 104% => OK
difficult_words: 63.0 63.6247240618 99% => OK
linsear_write_formula: 11.0 10.7273730684 103% => OK
gunning_fog: 10.8 10.498013245 103% => OK
text_standard: 11.0 11.2008830022 98% => OK
What are above readability scores?
---------------------
It is not exactly right on the topic in the view of e-grader. Maybe there is a wrong essay topic.
Rates: 3.33333333333 out of 100
Scores by essay e-grader: 1.0 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.