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burning mirror

burning mirror Dl3Vj
The reading claims that the burning mirror, that is a polished copper surface curved to focus the Sun's rays onto Roman ships and causing them to catch fire, is just myth and the Greeks of Syracuse never really built such device, and it provides three reasons of support. In contrast, the professor states that the reasons in the passage are not convincing and she refutes each of the author's reasons. First, the article avers that the ancient Greeks were not technologically advanced enough to make such a device. However, the lecturer opposes this point by saying that an experiment shows that they didn't have such large mirror, they arranged small mirrors to get the wide they needed. In addition, she mentions that Greeks knew how to have precise parabolic because they used small mirrors to obtain the a curvature and get the shape they wanted to build the burning miror. Second, the article asserts that the burning mirror would have taken a long time to set the ships on fire. On the other hand, the professor counters this point by stating that the experiment that mentioned in the reading is conducted in wood boat which took ten minutes to fire. Actually, the professor says that the ships contained other materials. According to the professor, they used water proof and sticky material to build the ships, and these material pitch the fire in seconds. In fact, the buring mirror is an effective weapon. Third, the passage posits that a burning mirror does not seem like an improvement on a weapon that the Greeks already had: flaming arrows. Conversely, the professor casts doubt on this point by explaining that they use buring mirror instead of flaming arrows. She states that soldiers couldn't raise the arrows because of fire, but using burning mirror is easy and they can see the fir through the mirror. She argues that burning mirror was more surprising and effective than flaming arrows.
The reading claims that the
burning
mirror,
that is
a polished copper surface curved to focus the Sun's rays onto Roman
ships
and causing them to catch
fire
, is
just
myth and the Greeks of Syracuse never
really
built such device, and it provides three reasons of support.
In contrast
, the
professor
states that the reasons in the passage are not
convincing and
she refutes each of the author's reasons.

First
, the article avers that the ancient Greeks were not
technologically
advanced
enough
to
make
such a device.
However
, the lecturer opposes this point by saying that an experiment
shows
that they didn't have such large mirror, they arranged
small
mirrors to
get
the wide they needed.
In addition
, she mentions that Greeks knew how to have precise parabolic
because
they
used
small
mirrors to obtain
the a
curvature and
get
the shape they wanted to build the
burning
miror
.

Second, the article asserts that the
burning
mirror would have taken a long time to set the
ships
on
fire
.
On the other hand
, the
professor
counters this point by stating that the experiment that mentioned in the reading
is conducted
in wood boat which took ten minutes to
fire
. Actually, the
professor
says that the
ships
contained other materials. According to the
professor
, they
used
water proof
and sticky material to build the
ships
, and these material pitch the
fire
in seconds. In fact, the
buring
mirror is an effective weapon.

Third, the passage posits that a
burning
mirror does not seem like an improvement on a weapon that the Greeks already had: flaming
arrows
.
Conversely
, the
professor
casts doubt on this point by explaining that they
use
buring
mirror
instead
of flaming
arrows
. She states that soldiers couldn't raise the
arrows
because
of
fire
,
but
using
burning
mirror is
easy and
they can
see
the fir through the mirror. She argues that
burning
mirror was more surprising and effective than flaming
arrows
.
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IELTS essay burning mirror

Essay
  American English
4 paragraphs
324 words
5.5
Overall Band Score
Coherence and Cohesion: 5.5
  • Structure your answers in logical paragraphs
  • ?
    One main idea per paragraph
  • Include an introduction and conclusion
  • Support main points with an explanation and then an example
  • Use cohesive linking words accurately and appropriately
  • Vary your linking phrases using synonyms
Lexical Resource: 5.0
  • Try to vary your vocabulary using accurate synonyms
  • Use less common question specific words that accurately convey meaning
  • Check your work for spelling and word formation mistakes
Grammatical Range: 5.5
  • Use a variety of complex and simple sentences
  • Check your writing for errors
Task Achievement: 5.0
  • Answer all parts of the question
  • ?
    Present relevant ideas
  • Fully explain these ideas
  • Support ideas with relevant, specific examples
Labels Descriptions
  • ?
    Currently is not available
  • Meet the criteria
  • Doesn't meet the criteria
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