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The reading and the lecturer are both about a solution named "Turtle Excluder Device".

The reading and the lecturer are both about a solution named " Turtle Excluder Device" . VBngD
The reading and the lecturer are both about a solution named " Turtle Excluder Device" . The professor in the lecture totally disagrees with the three methods mentioned in the reading passage. In fact, the professor believes that the three methods won't lead to satisfaction consequences at all. First of all, the author suggests that some shrimpers (shrimp fishers) argue that turtles get trapped only rarely: it is estimated that on average, one shrimp boat accidentally catches about one turtle every month. this argument is challenged by the lecture. The professor says that there are thousands of shrimpers wandering on the sea. If one shrimper killed one turtle in one year, there can be thousands of turtles die in a year. In addition, turtles have already been endangered animals and their population is small now. Secondly, the writer contends that there are alternative methods of protecting sea turtles that may be more effective than TEDs. One method that can be used is shortening the time limit that shrimp boats are allowed to keep their nets underwater. The lecturer, however, rebuts this by asserting that this idea is just in theory because it will be difficult for the government to supervise all those shrimper ships which are dispersedly located on the vast sea. Finally, it is stated in the article that TEDs are not effective for larger species of endangered sea turtles. The lecturer, on the other hand, posits that this notion and proposes that it is easy for us to modify the design of TEDs. Larger TEDs can be used in areas where big turtles live.
The reading and the lecturer are both about a solution named
Possible spelling mistake found.
&quot
;
You use this word too often, consider replacing it with
Turtle
Possible spelling mistake found.
Excluder
Possible spelling mistake found.
Device&quot
;
Don't put a space before the full stop
.
The professor in the lecture
totally
disagrees with the three
You use this word too often, consider replacing it with
methods
mentioned in the reading passage. In fact, the professor believes that the three
You use this word too often, consider replacing it with
methods
won't lead to satisfaction
The usual preposition to use after "consequences" is not "at". Did you mean "consequences of", "consequences for", or "consequences on"?
consequences at
all.

This phrase is redundant. Consider using "first".
First of all
, the author suggests that
This phrase/word is too simple and can be replaced with:
some
shrimpers (shrimp fishers) argue that
You use this word too often, consider replacing it with
turtles
This phrase/word (depending on the context) can be potentially replaced with :
get
trapped
This phrase/word (depending on the context) can be potentially replaced with :
only
rarely: it
is estimated
that on average, one shrimp boat
accidentally
catches about one
You use this word too often, consider replacing it with
turtle
every month.
This sentence does not start with an uppercase letter
this
argument
is challenged
by the lecture. The professor says that there are thousands of shrimpers wandering on the sea. If one
You use this word too often, consider replacing it with
shrimper
killed one
You use this word too often, consider replacing it with
turtle
in one year, there can be thousands of
You use this word too often, consider replacing it with
turtles
This phrase/word (depending on the context) can be potentially replaced with :
die
in a year.
In addition
,
You use this word too often, consider replacing it with
turtles
have already
been endangered
animals and their population is
This phrase/word is too simple and can be replaced with:
small
This phrase/word (depending on the context) can be potentially replaced with :
now
.

Secondly
, the writer contends that there are alternative
You use this word too often, consider replacing it with
methods
of protecting sea
You use this word too often, consider replacing it with
turtles
that may be more effective than
Possible spelling mistake found.
TEDs
. One
You use this word too often, consider replacing it with
method
that can be
This phrase/word (depending on the context) can be potentially replaced with :
used
is shortening the time limit that shrimp boats are
This phrase/word is too simple and can be replaced with:
allowed
to
This phrase/word (depending on the context) can be potentially replaced with :
keep
their nets underwater. The lecturer,
however
, rebuts this by asserting that this
This phrase/word (depending on the context) can be potentially replaced with :
idea
is
This phrase/word is too simple and can be replaced with:
just
in theory
This phrase/word is too simple and can be replaced with:
because
it will be difficult for the
This phrase/word (depending on the context) can be potentially replaced with :
government
to supervise all those
You use this word too often, consider replacing it with
shrimper
ships which are
Possible spelling mistake found.
dispersedly
located on the vast sea.

Finally
, it
is stated
in the article that
Possible spelling mistake found.
TEDs
are not effective for larger species of endangered sea
You use this word too often, consider replacing it with
turtles
. The lecturer,
on the other hand
, posits that this notion and proposes that it is easy for us to modify the design of
Possible spelling mistake found.
TEDs
. Larger
Possible spelling mistake found.
TEDs
can be
This phrase/word (depending on the context) can be potentially replaced with :
used
in areas where
This phrase/word is too simple and can be replaced with:
big
You use this word too often, consider replacing it with
turtles
This phrase/word (depending on the context) can be potentially replaced with :
live
.
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IELTS essay The reading and the lecturer are both about a solution named " Turtle Excluder Device" .

Essay
  American English
4 paragraphs
266 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: 6.5
  • 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
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    Currently is not available
  • Meet the criteria
  • Doesn't meet the criteria
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