The main idea of both the passage and the lecture is about declining the cedar trees population. In this line of thought, the reading states that decreasing cedar population is caused by some reasons such as insect parasites, brown bears, and gradual climate change. The lecturer, on the other hand, casts doubt on all of 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 insect parasites. The author explains that this beetle is known to attack cedar trees; the beetle larvae eat the wood. There have been recorded instances of sustained beetle attacks overwhelming and killing yellow cedars. Thus, the author contends that these insects are a good candidate for the cause of the tree’s decline. On the contrary, the lecturer believes that the cedar trees are resistant against insects because these trees have poisons to insects. Therefore, the cedar trees have damage for the insects, specifically the cedar bark beetle. This directly contradicts what the passage indicates.
Second, both the text and the talk discuss the brown bears' impact on cedar trees population. The author points out that Bears sometimes claw at the cedars in order to eat the tree bark, which has the high sugar content. In fact, the cedar bark can contain as much sugar as the wild berries that are a staple of the bears’ diet. Therefore, the author elaborates that, although the bears’ clawing is unlikely to destroy trees by itself, their aggressive feeding habits may critically weaken enough trees to be responsible for the decline. However, the lecture notes that the brown bears and cedar trees habitat is inconsistency. Thus, the brown beers are lived in the era which these trees cannot live there. This was another place where experience contradicted the theory.
Eventually, the effect of climate change is discussed by both the passage and the lecture. The author mentions that over the last hundred years, the patterns of seasonal, as well as day-to-day temperatures, have changed in northwestern North America. These changes have affected the root systems of the yellow cedar trees: the fine surface roots now start growing in the late winter rather than in the early spring. The change in the timing of root growth may have significant consequences. Hence, the author suggests that this frozen root damage may be capable of undermining the health of the whole tree, eventually killing it. The lecturer rebuts this argument. The lecturer states that many cedar trees are dying in the lower evaluation land which is warm. If the passage explanation about declining cedar trees is true, the cedar trees which live in the higher evaluation must be declined more than another one; nonetheless, this case has not happened. This opinion directly contradicts the passage presented and making it infeasible.
Sum up, although the passage provides some reasons for declining the cedar trees population, the lecture opposes about the effectiveness and possibility of those reasons.
Grammar and spelling errors:
Line 1, column 80, Rule ID: POSSESIVE_APOSTROPHE[2]
Message: Possible typo: apostrophe is missing. Did you mean 'trees'' or 'tree's'?
Suggestion: trees'; tree's
...he lecture is about declining the cedar trees population. In this line of thought, th...
^^^^^
Line 1, column 316, Rule ID: ALL_OF_THE[1]
Message: Simply use 'all the'.
Suggestion: all the
...urer, on the other hand, casts doubt on all of the three episodes of arguments mentioned i...
^^^^^^^^^^
Line 9, column 76, Rule ID: POSSESIVE_APOSTROPHE[2]
Message: Possible typo: apostrophe is missing. Did you mean 'trees'' or 'tree's'?
Suggestion: trees'; tree's
...es some reasons for declining the cedar trees population, the lecture opposes about t...
^^^^^
Transition Words or Phrases used:
but, first, hence, however, if, may, nonetheless, second, so, therefore, thus, well, in fact, such as, as well as, first of all, on the contrary, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 20.0 10.4613686534 191% => OK
Auxiliary verbs: 6.0 5.04856512141 119% => OK
Conjunction : 10.0 7.30242825607 137% => OK
Relative clauses : 17.0 12.0772626932 141% => OK
Pronoun: 31.0 22.412803532 138% => Less pronouns wanted
Preposition: 53.0 30.3222958057 175% => OK
Nominalization: 9.0 5.01324503311 180% => OK
Performance on vocabulary words:
No of characters: 2697.0 1373.03311258 196% => OK
No of words: 519.0 270.72406181 192% => Less content wanted.
Chars per words: 5.19653179191 5.08290768461 102% => OK
Fourth root words length: 4.7730044521 4.04702891845 118% => OK
Word Length SD: 2.58213986638 2.5805825403 100% => OK
Unique words: 263.0 145.348785872 181% => OK
Unique words percentage: 0.506743737958 0.540411800872 94% => More unique words wanted or less content wanted.
syllable_count: 818.1 419.366225166 195% => OK
avg_syllables_per_word: 1.6 1.55342163355 103% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 3.25607064018 184% => OK
Article: 24.0 8.23620309051 291% => Less articles wanted as sentence beginning.
Subordination: 4.0 1.25165562914 320% => Less adverbial clause wanted.
Conjunction: 1.0 1.51434878587 66% => OK
Preposition: 5.0 2.5761589404 194% => OK
Performance on sentences:
How many sentences: 28.0 13.0662251656 214% => Too many sentences.
Sentence length: 18.0 21.2450331126 85% => The Avg. Sentence Length is relatively short.
Sentence length SD: 45.461409964 49.2860985944 92% => OK
Chars per sentence: 96.3214285714 110.228320801 87% => OK
Words per sentence: 18.5357142857 21.698381199 85% => OK
Discourse Markers: 5.82142857143 7.06452816374 82% => OK
Paragraphs: 5.0 4.09492273731 122% => OK
Language errors: 3.0 4.19205298013 72% => OK
Sentences with positive sentiment : 5.0 4.33554083885 115% => OK
Sentences with negative sentiment : 12.0 4.45695364238 269% => Less negative sentences wanted.
Sentences with neutral sentiment: 11.0 4.27373068433 257% => Less facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.629993156789 0.272083759551 232% => OK
Sentence topic coherence: 0.158928610663 0.0996497079465 159% => OK
Sentence topic coherence SD: 0.105614129344 0.0662205650399 159% => OK
Paragraph topic coherence: 0.317069696807 0.162205337803 195% => OK
Paragraph topic coherence SD: 0.157024353654 0.0443174109184 354% => More connections among paragraphs wanted.
Essay readability:
automated_readability_index: 12.3 13.3589403974 92% => Automated_readability_index is low.
flesch_reading_ease: 53.21 53.8541721854 99% => OK
smog_index: 8.8 5.55761589404 158% => OK
flesch_kincaid_grade: 10.3 11.0289183223 93% => OK
coleman_liau_index: 12.88 12.2367328918 105% => OK
dale_chall_readability_score: 8.24 8.42419426049 98% => OK
difficult_words: 122.0 63.6247240618 192% => OK
linsear_write_formula: 11.0 10.7273730684 103% => OK
gunning_fog: 9.2 10.498013245 88% => OK
text_standard: 9.0 11.2008830022 80% => OK
What are above readability scores?
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Write the essay in 20 minutes.
Rates: 70.0 out of 100
Scores by essay e-grader: 21.0 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.