At the end of the Triassic period 200 million years ago, there was a mass-extinction event that caused the extinction of more than half of all living species. It was this extinction event that allowed dinosaurs to become the dominant species for the next 145 million years. We do not know exactly what happened that eliminated so many species in a relatively short period of time, but there are several possible explanations. One theory involves the decline of sea levels. Near the end of the Triassic period, sea levels were fluctuating. When sea levels fall, the habitats for ocean populations that live in the shallows and land species that live on the coast are destroyed. The destruction of coastal and shallow-ocean species would have had a profound effect on food chains worldwide, leading to mass extinctions. Another theory involves massive climate cooling. The end of the Triassic period was marked by widespread volcanic activity. The volcanoes released large amounts of sulfur dioxide (S02). A rise in atmospheric S02 is known to cause a lowering in global temperatures. Such climate change could have devastated many species and led to the extinctions. The third theory involves an asteroid strike. Asteroids (objects from outer space) occasionally collide with Earth. When an asteroid hits Earth;s surface, it often displaces large amounts of soil and crushed rock, leaving behind a depression, or crater. The displaced debris is thrown up into the atmosphere where it can block out sunlight for many months or even a few years. A sufficiently massive asteroid impact at the end of the Triassic period may have blocked sunlight long enough for most plants to die and many animal species to then starve.
In the reading passage, the author discusses three kids of the reasons caused to the mass-extinction, while the lecturer claims that what the reading passage states is not convincing and disputes those reasons presented in the reading passage by several proofs.
First, the reading passage states that sea levels are fluctuated and observed decline at the end of the Triassic period, while the lecturer views to this issue from an opposite angle. According to the speaker, the sea levels fluctuations and decline in the sea level took hundreds of years, so enable the habitats in the shallows and land spices to adapted to the changes.
Second, the author in the reading passage makes point to widespread volcanic activity which caused the massive climate cooling. By contrast, the lecturer opposes this claim by saying that SO2 stays short time in the atmosphere because it is combining with the water and returns to the earth with rains. Therefore, its effect couldn't have took long term and caused the mass-extinction.
Additionally, the writer argues that an asteroid hit the earth surface and dispersed huge amount of the soil and rock in atmosphere, so because of the lack of the sun light, lot of the vegetations and animals are died. However, the lecturer refutes this claim and demonstrate a different idea that the place of the asteroid collide was detected, while it created hundreds of year before the mass-extinction, so it couldn't have been the cause of it.
In conclusion, the professor clearly identifies the weaknesses in the reading passage and convincingly shows that the central argument in the reading passage, the ideas about the mass-extinction are not sufficient.
Grammar and spelling errors:
Line 5, column 326, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: couldn't
...earth with rains. Therefore, its effect couldnt have took long term and caused the mass...
^^^^^^^
Line 5, column 339, Rule ID: HAVE_PART_AGREEMENT[1]
Message: Use past participle here: 'taken'.
Suggestion: taken
...ins. Therefore, its effect couldnt have took long term and caused the mass-extinctio...
^^^^
Line 7, column 415, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: couldn't
... year before the mass-extinction, so it couldnt have been the cause of it. In conclusi...
^^^^^^^
Transition Words or Phrases used:
first, however, if, second, so, therefore, while, in conclusion
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 7.0 10.4613686534 67% => OK
Auxiliary verbs: 0.0 5.04856512141 0% => OK
Conjunction : 11.0 7.30242825607 151% => OK
Relative clauses : 7.0 12.0772626932 58% => More relative clauses wanted.
Pronoun: 15.0 22.412803532 67% => OK
Preposition: 37.0 30.3222958057 122% => OK
Nominalization: 5.0 5.01324503311 100% => OK
Performance on vocabulary words:
No of characters: 1425.0 1373.03311258 104% => OK
No of words: 275.0 270.72406181 102% => OK
Chars per words: 5.18181818182 5.08290768461 102% => OK
Fourth root words length: 4.07223819929 4.04702891845 101% => OK
Word Length SD: 2.82057142092 2.5805825403 109% => OK
Unique words: 146.0 145.348785872 100% => OK
Unique words percentage: 0.530909090909 0.540411800872 98% => OK
syllable_count: 426.6 419.366225166 102% => OK
avg_syllables_per_word: 1.6 1.55342163355 103% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 1.0 3.25607064018 31% => OK
Article: 9.0 8.23620309051 109% => OK
Subordination: 3.0 1.25165562914 240% => Less adverbial clause wanted.
Conjunction: 0.0 1.51434878587 0% => OK
Preposition: 4.0 2.5761589404 155% => OK
Performance on sentences:
How many sentences: 9.0 13.0662251656 69% => 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: 30.0 21.2450331126 141% => The Avg. Sentence Length is relatively long.
Sentence length SD: 51.580453758 49.2860985944 105% => OK
Chars per sentence: 158.333333333 110.228320801 144% => OK
Words per sentence: 30.5555555556 21.698381199 141% => OK
Discourse Markers: 7.0 7.06452816374 99% => OK
Paragraphs: 5.0 4.09492273731 122% => OK
Language errors: 3.0 4.19205298013 72% => OK
Sentences with positive sentiment : 2.0 4.33554083885 46% => More positive sentences wanted.
Sentences with negative sentiment : 2.0 4.45695364238 45% => More negative sentences wanted.
Sentences with neutral sentiment: 5.0 4.27373068433 117% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.105692360948 0.272083759551 39% => The similarity between the topic and the content is low.
Sentence topic coherence: 0.0432578131554 0.0996497079465 43% => OK
Sentence topic coherence SD: 0.0369733679116 0.0662205650399 56% => OK
Paragraph topic coherence: 0.0555609553325 0.162205337803 34% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.0176551087016 0.0443174109184 40% => 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: 18.2 13.3589403974 136% => OK
flesch_reading_ease: 41.03 53.8541721854 76% => OK
smog_index: 8.8 5.55761589404 158% => OK
flesch_kincaid_grade: 15.0 11.0289183223 136% => OK
coleman_liau_index: 13.36 12.2367328918 109% => OK
dale_chall_readability_score: 9.14 8.42419426049 108% => OK
difficult_words: 70.0 63.6247240618 110% => OK
linsear_write_formula: 17.0 10.7273730684 158% => OK
gunning_fog: 14.0 10.498013245 133% => OK
text_standard: 14.0 11.2008830022 125% => OK
What are above readability scores?
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Rates: 76.6666666667 out of 100
Scores by essay e-grader: 23.0 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.