Summarize the points made in the lecture, being sure to explain how they cast doubt on the specific methods proposed in the reading passage
In recent years, many frog species around the world have declined in numbers or even gone extinct due to changes in their environment. These population declines and extinctions have serious consequences for the ecosystems in which frogs live; for example, frogs help play a role in protecting humans by eating disease-carrying insects. Several methods have been proposed to solve the problem of declining frog populations.
First, frogs are being harmed by pesticides, which are chemicals used to prevent insects from damaging farm crops such as corn and sugarcane. Pesticides often spread from farmland into neighboring frog habitats. Once pesticides enter a frog’s body, they attack the nervous system, leading to severe breathing problems. If laws prohibited the farmers from using harmful pesticides near sensitive frog populations, it would significantly reduce the harm pesticides cause to frogs.
A second major factor in frog population decline is a fungus that has spread around the world with deadly effect. The fungus causes thickening of the skin, and since frogs use their skin to absorb water, infected frogs die of dehydration. Recently, researchers have discovered several ways to treat or prevent infection, including antifungal medication and treatments that kill the fungus with heat. Those treatments, if applied on a large scale, would protect sensitive frog populations from infection.
Third, in a great many cases, frog populations are in decline simply because their natural habitats are threatened. Since most frog species lay their eggs in water, they are dependent on water and wetland habitats. Many such habitats are threatened by human activities, including excessive water use or the draining of wetlands to make them suitable for development. If key water habitats such as lakes and marshes were better protected from excessive water use and development, many frog species would recover.
The reading and the lecture are about keeping frog from their extinction. The author of the reading suggests three ways to protect them. However, the lecturer rebuts all methods of protecting frog claimed in the reading. He thinks that the author's solutions are not feasible to apply in the field.
Firstly, the reading advises us not to use pesticides which is one of the reasons for the extinction of frog population. He also avers that government should enforce low in using pesticides where frogs live.
The professor, on the other hand, refutes this suggestion and says that this is not an economical solution. He further posits that if farmers of any specific land are forced not to use pesticide, they will not able to yield enough crops to compete with farmers who use pesticide. So, this method will not be usable in future.
Secondly, the writer instructs us to treat fungus affected frogs in large scale since fungi are responsible of dehydration of frogs and lead them to extinct. Conversely, the professor thinks that this is not possible because treatment of individual frog is not possible at all. He also states that fungus always affects frogs; therefore, to protect frogs from fungus, people need to treat all frogs generation and that is the totally uneconomical solution.
Thirdly, the authors say that if we stop use water land for developing purpose, frogs, mainly depend on those water body, will get sufficient amount of water to live. This point is refuted in the listening section by saying that reduction of water body does not only rely on human activity rather on global warming. This global warming is the main reason behind drought of many water land, and which stimulates the extinction of many organisms those depend on that water body.
Grammar and spelling errors:
Line 4, column 316, Rule ID: IN_PAST[1]
Message: Did you mean: 'in the future'?
Suggestion: in the future
...ide. So, this method will not be usable in future. Secondly, the writer instructs u...
^^^^^^^^^
Line 9, column 374, Rule ID: MANY_FEW_UNCOUNTABLE[2]
Message: Use 'much' or 'little' with uncountable nouns.
Suggestion: much; little
...ng is the main reason behind drought of many water land, and which stimulates the ex...
^^^^
Line 9, column 374, Rule ID: MANY_NN_U[1]
Message: Possible agreement error. The noun water seems to be uncountable; consider using: 'much water', 'a good deal of water'.
Suggestion: much water; a good deal of water
...ng is the main reason behind drought of many water land, and which stimulates the extincti...
^^^^^^^^^^
Transition Words or Phrases used:
also, but, conversely, first, firstly, however, if, second, secondly, so, therefore, third, thirdly, 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: 5.0 5.04856512141 99% => OK
Conjunction : 5.0 7.30242825607 68% => OK
Relative clauses : 14.0 12.0772626932 116% => OK
Pronoun: 29.0 22.412803532 129% => Less pronouns wanted
Preposition: 42.0 30.3222958057 139% => OK
Nominalization: 13.0 5.01324503311 259% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 1484.0 1373.03311258 108% => OK
No of words: 298.0 270.72406181 110% => OK
Chars per words: 4.97986577181 5.08290768461 98% => OK
Fourth root words length: 4.15483772266 4.04702891845 103% => OK
Word Length SD: 2.47970002443 2.5805825403 96% => OK
Unique words: 169.0 145.348785872 116% => OK
Unique words percentage: 0.56711409396 0.540411800872 105% => OK
syllable_count: 454.5 419.366225166 108% => OK
avg_syllables_per_word: 1.5 1.55342163355 97% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 3.25607064018 246% => Less pronouns wanted as sentence beginning.
Article: 8.0 8.23620309051 97% => OK
Subordination: 0.0 1.25165562914 0% => More adverbial clause wanted.
Conjunction: 1.0 1.51434878587 66% => OK
Preposition: 2.0 2.5761589404 78% => OK
Performance on sentences:
How many sentences: 15.0 13.0662251656 115% => OK
Sentence length: 19.0 21.2450331126 89% => OK
Sentence length SD: 42.8197254649 49.2860985944 87% => OK
Chars per sentence: 98.9333333333 110.228320801 90% => OK
Words per sentence: 19.8666666667 21.698381199 92% => OK
Discourse Markers: 7.86666666667 7.06452816374 111% => OK
Paragraphs: 5.0 4.09492273731 122% => OK
Language errors: 3.0 4.19205298013 72% => OK
Sentences with positive sentiment : 7.0 4.33554083885 161% => OK
Sentences with negative sentiment : 3.0 4.45695364238 67% => OK
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: 0.109575049278 0.272083759551 40% => OK
Sentence topic coherence: 0.0402951125363 0.0996497079465 40% => OK
Sentence topic coherence SD: 0.0273814986386 0.0662205650399 41% => Sentences are similar to each other.
Paragraph topic coherence: 0.0602727155419 0.162205337803 37% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.0144136023316 0.0443174109184 33% => 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: 12.0 13.3589403974 90% => 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: 11.6 12.2367328918 95% => OK
dale_chall_readability_score: 8.76 8.42419426049 104% => OK
difficult_words: 79.0 63.6247240618 124% => OK
linsear_write_formula: 6.5 10.7273730684 61% => OK
gunning_fog: 9.6 10.498013245 91% => OK
text_standard: 12.0 11.2008830022 107% => 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.