The United Kingdom sometimes referred to as Britain has a long and rich history of human settlement. Traces of buildings, tools, and art can be found from periods going back many thousands of years: from the Stone Age, through the Bronze Age, the Iron Age, the time of the Roman colonization, the Middle Ages, up to the beginnings of the industrial age. Yet for most of the twentieth century, the science of archaeology—dedicated to uncovering and studying old cultural artifacts—was faced with serious problems and limitations in Britain.
First, many valuable artifacts were lost to construction projects. The growth of Britain's population, especially from the 1950s on, spurred a lot of new construction in British cities, towns, and villages. While digging foundations for new buildings, the builders often uncovered archaeologically valuable sites. Usually, however, they proceeded with the construction and did not preserve the artifacts. Many archaeologically precious artifacts were therefore destroyed.
Second, many archaeologists felt that the financial support for archaeological research was inadequate. For most of the twentieth century, archaeology was funded mostly through government funds and grants, which allowed archaeologists to investigate a handful of the most important sites but which left hundreds of other interesting projects without support. Furthermore, changing government priorities brought about periodic reductions in funding.
Third, it was difficult to have a career in archaeology. Archaeology jobs were to be found at universities or with a few government agencies, but there were never many positions available. Many people who wanted to become archaeologists ended up pursuing other careers and contributing to archaeological research only as unpaid amateurs.
Both of the passage and the lecture discuss about the archaeology in the United Kingdom. The passage claims that in the twentieth century in Britain, the science of archaeology was faces with serious problems and limitations by providing three reasons. However, the lecture denies the three problems by citing the archaeological guideline published in 1990.
First of all, the passage states that the growth of Britain's population spurred a lot of new construction in British cities, which leaded to the lost of many valuable artifacts in construction projects. Yet the lecture refutes the statement by mentioning the clause in the guideline. Which stipulates that before the implementation of a construction project, the company should let archaeologists examine the site first, to prevent valuable artifacts from being destroyed.
Secondly, the passage mentions that many archaeologists felt that the financial support for archaeological research was inadequate. Because archaeology was mainly funded through government funds and grants. Nevertheless, the lecture counters the passage by pointing out that the new guideline stipulates the construction company should pay for archaeology research. Which created a new source of financial support for archaeologists.
Finally, the passage argues that it was difficult to have a a career in archaeology, since there were no many positions available. Notwithstanding, the lecture contends that there are more archaeological positions, such as examining sites, drawing preservation plans and so on, now. Therefore archaeologists will no longer ended up contributing to archaeological research only as unpaid amateurs.
Grammar and spelling errors:
Line 7, column 59, Rule ID: ENGLISH_WORD_REPEAT_RULE
Message: Possible typo: you repeated a word
Suggestion: a
...ge argues that it was difficult to have a a career in archaeology, since there were...
^^^
Line 7, column 59, Rule ID: EN_A_VS_AN
Message: Use 'an' instead of 'a' if the following word starts with a vowel sound, e.g. 'an article', 'an hour'
Suggestion: an
...ge argues that it was difficult to have a a career in archaeology, since there we...
^
Line 7, column 59, Rule ID: DT_DT[1]
Message: Maybe you need to remove one determiner so that only 'a' or 'a' is left.
Suggestion: a; a
...ge argues that it was difficult to have a a career in archaeology, since there were...
^^^
Line 7, column 103, Rule ID: NOW[2]
Message: Did you mean 'now' (=at this moment) instead of 'no' (negation)?
Suggestion: now
...career in archaeology, since there were no many positions available. Notwithstandi...
^^
Line 7, column 284, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Therefore,
...wing preservation plans and so on, now. Therefore archaeologists will no longer ended up ...
^^^^^^^^^
Transition Words or Phrases used:
but, finally, first, however, if, nevertheless, second, secondly, so, therefore, such as, first of all
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 7.0 10.4613686534 67% => OK
Auxiliary verbs: 3.0 5.04856512141 59% => OK
Conjunction : 5.0 7.30242825607 68% => OK
Relative clauses : 11.0 12.0772626932 91% => OK
Pronoun: 9.0 22.412803532 40% => OK
Preposition: 33.0 30.3222958057 109% => OK
Nominalization: 10.0 5.01324503311 199% => OK
Performance on vocabulary words:
No of characters: 1430.0 1373.03311258 104% => OK
No of words: 244.0 270.72406181 90% => More content wanted.
Chars per words: 5.8606557377 5.08290768461 115% => OK
Fourth root words length: 3.95227774224 4.04702891845 98% => OK
Word Length SD: 3.33715292224 2.5805825403 129% => OK
Unique words: 138.0 145.348785872 95% => More unique words wanted.
Unique words percentage: 0.565573770492 0.540411800872 105% => OK
syllable_count: 427.5 419.366225166 102% => OK
avg_syllables_per_word: 1.8 1.55342163355 116% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 0.0 3.25607064018 0% => OK
Article: 9.0 8.23620309051 109% => OK
Subordination: 2.0 1.25165562914 160% => OK
Conjunction: 1.0 1.51434878587 66% => OK
Preposition: 2.0 2.5761589404 78% => OK
Performance on sentences:
How many sentences: 13.0 13.0662251656 99% => OK
Sentence length: 18.0 21.2450331126 85% => The Avg. Sentence Length is relatively short.
Sentence length SD: 42.1240770798 49.2860985944 85% => OK
Chars per sentence: 110.0 110.228320801 100% => OK
Words per sentence: 18.7692307692 21.698381199 87% => OK
Discourse Markers: 7.84615384615 7.06452816374 111% => OK
Paragraphs: 4.0 4.09492273731 98% => OK
Language errors: 5.0 4.19205298013 119% => OK
Sentences with positive sentiment : 4.0 4.33554083885 92% => OK
Sentences with negative sentiment : 5.0 4.45695364238 112% => 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: 0.0496960428165 0.272083759551 18% => The similarity between the topic and the content is low.
Sentence topic coherence: 0.0187822842086 0.0996497079465 19% => Sentence topic similarity is low.
Sentence topic coherence SD: 0.0211252190302 0.0662205650399 32% => Sentences are similar to each other.
Paragraph topic coherence: 0.0303888255939 0.162205337803 19% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.0164034272953 0.0443174109184 37% => 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: 15.6 13.3589403974 117% => OK
flesch_reading_ease: 36.28 53.8541721854 67% => OK
smog_index: 8.8 5.55761589404 158% => OK
flesch_kincaid_grade: 12.7 11.0289183223 115% => OK
coleman_liau_index: 16.71 12.2367328918 137% => OK
dale_chall_readability_score: 9.38 8.42419426049 111% => OK
difficult_words: 75.0 63.6247240618 118% => 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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It is not exactly right on the topic in the view of e-grader. Maybe there is a wrong essay topic.
Rates: 3.33333333333 out of 100
Scores by essay e-grader: 1.0 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.