The main idea of both the passage and the lecture are about how can avoid to spreading of cane toads across Australia? In this line of thought, the reading states three solutions about preventing prevalent of cane toads. The lecturer, on the other hand, casts doubt on all the three episodes of arguments mentioned in the passage, believing that none of these strategies are practical and lead to the real world. In the rest of the passage, a comparison between them is provided.
First of all, the reading and the listening materials talk about building a national fence. While Fence means the blocks which placed the front of the toads to avoid them from moving into those parts of Australia that the toads have not yet colonized. The lecturer believes this solution can sum up a few amounts of cane toads because young toads and toad eggs find in rivers and streams. No matter where the fence is located, at some point there are rivers or streams flowing from one side to the other.
Second, both the text and the talk discuss the toads can capture and destroy by volunteers. The author points out that cane toads can easily be caught in simple traps and can even capture by hand. Young toads and cane toad eggs are even easier to gather and destroy since they restrict to the water. Therefore, the author elaborates that if the Australian government organizes a campaign among Australian to citizens to join forces to destroy the toads, the collective effort might stop the toad from spreading. However, the lecturer notes that these untrained volunteers would inadvertently destroy many of Australia's native frogs. Some of which endanger. Telling the cane toad apart from native frogs are a dilemma especially when the cane toads are young.
Eventually, a disease-causing virus which discussed by both the passage and the lecture. The author mentions that although the disease-causing virus has the influence to infect a number of reptile and amphibian species, it doesn’t harm most of the infected species and specifically harms only the cane toads. The lecturer rebuts this argument. She states that Australian reptiles and amphibians often transport to other continents by researchers or pet collectors for example. Once the animals infected by the virus reach Central and South America, the virus attacks the native cane toads and devastate their populations. That would be an ecological disaster because in the America cane toads are a native species and a vital part of the ecosystem.
Sum up, although the passage provides some solutions to preventing from spreading out cane toads population, the lecture opposes about the effectiveness and possibility of those reasons.
Grammar and spelling errors:
Line 5, column 433, Rule ID: ALLOW_TO[1]
Message: Did you mean 'destroying'? Or maybe you should add a pronoun? In active voice, 'force' + 'to' takes an object, usually a pronoun.
Suggestion: destroying
...g Australian to citizens to join forces to destroy the toads, the collective effort might ...
^^^^^^^^^^
Transition Words or Phrases used:
but, first, however, if, second, so, therefore, while, apart from, for example, first of all, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 11.0 10.4613686534 105% => OK
Auxiliary verbs: 8.0 5.04856512141 158% => OK
Conjunction : 21.0 7.30242825607 288% => Less conjunction wanted
Relative clauses : 13.0 12.0772626932 108% => OK
Pronoun: 21.0 22.412803532 94% => OK
Preposition: 61.0 30.3222958057 201% => Less preposition wanted.
Nominalization: 5.0 5.01324503311 100% => OK
Performance on vocabulary words:
No of characters: 2259.0 1373.03311258 165% => OK
No of words: 444.0 270.72406181 164% => Less content wanted.
Chars per words: 5.08783783784 5.08290768461 100% => OK
Fourth root words length: 4.5903493882 4.04702891845 113% => OK
Word Length SD: 2.63380943784 2.5805825403 102% => OK
Unique words: 228.0 145.348785872 157% => OK
Unique words percentage: 0.513513513514 0.540411800872 95% => OK
syllable_count: 691.2 419.366225166 165% => OK
avg_syllables_per_word: 1.6 1.55342163355 103% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 3.0 3.25607064018 92% => OK
Article: 15.0 8.23620309051 182% => OK
Subordination: 2.0 1.25165562914 160% => OK
Conjunction: 0.0 1.51434878587 0% => OK
Preposition: 4.0 2.5761589404 155% => OK
Performance on sentences:
How many sentences: 22.0 13.0662251656 168% => OK
Sentence length: 20.0 21.2450331126 94% => OK
Sentence length SD: 49.8912246544 49.2860985944 101% => OK
Chars per sentence: 102.681818182 110.228320801 93% => OK
Words per sentence: 20.1818181818 21.698381199 93% => OK
Discourse Markers: 5.04545454545 7.06452816374 71% => OK
Paragraphs: 5.0 4.09492273731 122% => OK
Language errors: 1.0 4.19205298013 24% => OK
Sentences with positive sentiment : 4.0 4.33554083885 92% => OK
Sentences with negative sentiment : 13.0 4.45695364238 292% => Less 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: 0.584463824147 0.272083759551 215% => OK
Sentence topic coherence: 0.162118010922 0.0996497079465 163% => OK
Sentence topic coherence SD: 0.124865966913 0.0662205650399 189% => OK
Paragraph topic coherence: 0.309824092895 0.162205337803 191% => OK
Paragraph topic coherence SD: 0.127637883308 0.0443174109184 288% => More connections among paragraphs wanted.
Essay readability:
automated_readability_index: 12.6 13.3589403974 94% => Automated_readability_index is low.
flesch_reading_ease: 51.18 53.8541721854 95% => OK
smog_index: 3.1 5.55761589404 56% => Smog_index is low.
flesch_kincaid_grade: 11.1 11.0289183223 101% => OK
coleman_liau_index: 12.24 12.2367328918 100% => OK
dale_chall_readability_score: 8.33 8.42419426049 99% => OK
difficult_words: 104.0 63.6247240618 163% => OK
linsear_write_formula: 10.5 10.7273730684 98% => OK
gunning_fog: 10.0 10.498013245 95% => OK
text_standard: 13.0 11.2008830022 116% => OK
What are above readability scores?
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Write the essay in 20 minutes.
Rates: 60.0 out of 100
Scores by essay e-grader: 18.0 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.