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Writing practice - wrongful beliefs of elephants' behaviors The reading passage explores the issue of the characteristics that draw out of the behavior of elephants.The professor's lecture deals with the same issue. However, she thinks that the behaviors mentioned in the reading passage results from other reasons, which contradicts what the reading states. And in the lecture, she uses three specific points to support her idea.

First, even though the reading passage suggests that elephants are aware of approaching death because they will leave their herds and go off alone to certain locations, the professor suggests that the elephants do so in order to find soft vegetables. This is because soft vegetables are suitale for their teeth,and such kind of vegetables are often found near water where are away from their herds.

Moreover, despite the statement in the reading that eleghants represent objects through art, the professor contends that they don't know the meaning of the objects they have painted. Then she supports this point with the fact that humans ask the elephants to repeat the movements of painting by touching the sensitive area of their ears. In other words, the eleghants are trained to paint certain objects.

Finally, the professor asserts that elephants are not aware of mice, whereas the author of the reading claims that elephants afraid of mice. The professors proves that elephants are only afraid of unfamilar animals -- i.e., elephants in a zoo are not afraid of mice.

In conclusion, the professor clearly indentifies the weakness in the reading passage and convincingly shows that the central argument in the reading.

Corrections · 2

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Writing practice - wrongful beliefs of [about is the dependent preposition for 'belief' here] elephants' behaviors

The reading passage explores the issue of the characteristics that draw out of the behavior of elephants. The professor's lecture deals with the same issue. However, she thinks that the behaviors mentioned in the reading passage results result [behaviors = plural, so no 's'] from other reasons [it would be better to say: are the result of other reasons], which contradicts what the reading states. And in In the lecture, she uses three specific points to support her idea.

First, even though the reading passage suggests that elephants are aware of approaching [it might be better to use impending] death, [use a comma to separate the clause] because they will leave their herds and go off alone to certain locations, the professor suggests that the elephants do so in order to find soft vegetables. This is because soft vegetables are suitale [suitable - spelling] for their teeth, and such kinds [because you used the plural 'vegetables'] of vegetables are often found near water, where are away from their herds.

Moreover, despite the statement in the reading that eleghants [elephants - spelling] represent objects through art, the professor contends that they don't know the meaning of the objects they have painted. Then she She supports this point with the fact that humans ask the elephants to repeat the movements of painting by touching the sensitive area of their ears. In other words, the eleghants [elephants - spelling] are trained to paint certain objects.

Finally, the professor asserts that elephants are not aware of mice, whereas the author of the reading claims that elephants are afraid of mice. The professors proves that elephants are only afraid of unfamilar [unfamiliar - spelling] animals -- i.e., [it would be better to say: as she highlights,] elephants in a zoo are not afraid of mice.

In conclusion, the professor clearly indentifies the weaknesses in the reading passage and convincingly shows that the central argument in the reading. :)

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