In the given set of information, both the reading passage and the lecturer discuss cane toads. The lecturer, however, casts doubt on the author's assertion on several solutions to control the proliferation of cane toads, by presenting three compelling counter-arguments.
First, the lecturer asserts that erecting errecting fences to control the spread of cane toads is problematic. This is because the fences cannot be erected errected across rivers and streams as fences can disrupt the flow of water. Therefore, despite the effort, cane toads will simply spread through rivers and streams. This refutes the author's claim that building fences will prevent cane toads' migration.
Second, the lecturer claims that recruiting local volunteers to catch cane toads is disputable since volunteers are average people and not biologists. Therefore, volunteers will not be able to distinguish between native species and cane toads, resulting in a decline in native species. This counters the author's statement that local volunteers can cooperate to eliminate cane toads.
In conclusion, the lecturer indicates that the use of virus to kill cane toads will spread into native environment and cause an ecological disaster. He says that virus will disrupt the environment as much as cane toads have done. This opposes the author's claim that a new virus can be used to reduce cane toads.
Comment : 각 지문의 대립되는 입장과 주장들을 잘 요약해주셨어요. 지문과 비교하면서 지문에서 사용한 표현과 다른 표현들로 paraphrasing이 잘 되었는지도 같이 검토해보시면 좋을 것 같아요~ 수고 많으셨습니다~! Integrated Writing Rubrics Score 5/5 A response at this level successfully selects the important information from the lecture and coherently and accurately presents this information in relation to the relevant information presented in the reading. The response is well organized, and occasional language errors that are present do not result in inaccurate or imprecise presentation of content or connections.
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