The passage and lecture both discuss a kind of shellfish, which is dubbed zebra mussel, and its impact in North America. The reading claims that the invasion of this creature cannot be stopped and it would be a prominent dangerous. In contrast, the professor explains that there are some effective ways to control zebra’s spread nowadays.
Firstly, the text indicates the past experience of spreading the zebra mussel by ships is a significant evidence to confirm that possibly this invasion is without cease. The professor refutes this and says that now there are an effective ways to stop ships to transport mussels to the new location. For instance, the ships should be required to empty out the fresh water and use ocean water as ballast when they are in the oceans. This salt water can kill all of the mussels.
Secondly, the passage puts out when the mussels reach to a new area they have a great chance to dominate it. However, the speaker mentions that mussels can dominate the new environment only at the beginning. According to the professor, in the Europe, local birds found mussels as new food and switch to eat them. The birds eat a lot of mussels, and hence they not dominate new habitat anymore.
Thirdly, the reading points the zebra mussel’s competition for food in the new environment can cause a reduction in the other fish population. The lecture denies this and talks that it is true that mussels have some negative impacts on the fish that eat planktons. But they also have positive benefits for other fish. For example, the mussels produce the nutrients that are eaten by fish that feed near the bottom of the river.
Grammar and spelling errors:
Line 3, column 33, Rule ID: PAST_EXPERIENCE_MEMORY[1]
Message: Use simply 'experience'.
Suggestion: experience
...ays. Firstly, the text indicates the past experience of spreading the zebra mussel by ships ...
^^^^^^^^^^^^^^^
Line 3, column 239, Rule ID: A_PLURAL[2]
Message: Don't use indefinite articles with plural words. Did you mean 'way'?
Suggestion: way
...nd says that now there are an effective ways to stop ships to transport mussels to t...
^^^^
Line 3, column 457, Rule ID: ALL_OF_THE[1]
Message: Simply use 'all the'.
Suggestion: all the
...in the oceans. This salt water can kill all of the mussels. Secondly, the passage puts ...
^^^^^^^^^^
Transition Words or Phrases used:
also, but, first, firstly, hence, however, if, second, secondly, so, third, thirdly, for example, for instance, in contrast, kind of, it is true
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 11.0 10.4613686534 105% => OK
Auxiliary verbs: 6.0 5.04856512141 119% => OK
Conjunction : 9.0 7.30242825607 123% => OK
Relative clauses : 13.0 12.0772626932 108% => OK
Pronoun: 24.0 22.412803532 107% => OK
Preposition: 31.0 30.3222958057 102% => OK
Nominalization: 9.0 5.01324503311 180% => OK
Performance on vocabulary words:
No of characters: 1375.0 1373.03311258 100% => OK
No of words: 284.0 270.72406181 105% => OK
Chars per words: 4.84154929577 5.08290768461 95% => OK
Fourth root words length: 4.10515524023 4.04702891845 101% => OK
Word Length SD: 2.50461535882 2.5805825403 97% => OK
Unique words: 151.0 145.348785872 104% => OK
Unique words percentage: 0.531690140845 0.540411800872 98% => OK
syllable_count: 417.6 419.366225166 100% => OK
avg_syllables_per_word: 1.5 1.55342163355 97% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 1.0 3.25607064018 31% => OK
Interrogative: 0.0 0.116997792494 0% => OK
Article: 12.0 8.23620309051 146% => OK
Subordination: 0.0 1.25165562914 0% => More adverbial clause wanted.
Conjunction: 3.0 1.51434878587 198% => OK
Preposition: 3.0 2.5761589404 116% => OK
Performance on sentences:
How many sentences: 15.0 13.0662251656 115% => OK
Sentence length: 18.0 21.2450331126 85% => The Avg. Sentence Length is relatively short.
Sentence length SD: 31.2200790091 49.2860985944 63% => OK
Chars per sentence: 91.6666666667 110.228320801 83% => OK
Words per sentence: 18.9333333333 21.698381199 87% => OK
Discourse Markers: 9.6 7.06452816374 136% => OK
Paragraphs: 4.0 4.09492273731 98% => OK
Language errors: 3.0 4.19205298013 72% => OK
Sentences with positive sentiment : 7.0 4.33554083885 161% => OK
Sentences with negative sentiment : 4.0 4.45695364238 90% => OK
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: 0.467208643031 0.272083759551 172% => OK
Sentence topic coherence: 0.142847977786 0.0996497079465 143% => OK
Sentence topic coherence SD: 0.0509037963651 0.0662205650399 77% => OK
Paragraph topic coherence: 0.262912088595 0.162205337803 162% => OK
Paragraph topic coherence SD: 0.0314369475489 0.0443174109184 71% => OK
Essay readability:
automated_readability_index: 10.8 13.3589403974 81% => Automated_readability_index is low.
flesch_reading_ease: 61.67 53.8541721854 115% => OK
smog_index: 3.1 5.55761589404 56% => Smog_index is low.
flesch_kincaid_grade: 9.1 11.0289183223 83% => OK
coleman_liau_index: 10.79 12.2367328918 88% => OK
dale_chall_readability_score: 8.25 8.42419426049 98% => OK
difficult_words: 67.0 63.6247240618 105% => OK
linsear_write_formula: 10.5 10.7273730684 98% => OK
gunning_fog: 9.2 10.498013245 88% => OK
text_standard: 11.0 11.2008830022 98% => OK
What are above readability scores?
---------------------
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.