The reading passage castslights on three possible reasons for the declining of yellow cedar. Theprofessor's lecture covers the same topic, however, with a totally oppositeattitude that all the three reasons in the reading passage is not convincing.Likewise, the professor also utilizes three distinctive points to justify hisperspective.
To begin with, the professorrefuses the idea in the reading passage that the cedar bark beetles cause thedecline of yellow cedar. On the contrary, he asserts that yellow cedars aremore resistant than other tress to the attack of insect parasites. To be specific,the professor's claim is grounded on a characteristic of yellow cedar, whichmeans that there is a kind of chemical which are poisonous to insects. Apparently,professor's idea is incompatible with that in the reading.
Moreover, as well defined as itsounds in the reading that the decline of yellow cedar population attributes tobrown bears, the professor's statement once again contradicts with the passage.The professor contends that bear cannot be the reason and provided with theevidence that no matter whether there are bears or not, the yellow cedarpopulations declined similarly in mainland and island.
Additionally, the professorpoints out that the changes of climate are also not to blame. Because, if thefreezing damages the population, then the yellow cedar should be damaged morein high cold area, however, it is not the fact. The lower and warmer area'spopulations are damaged more seriously. The professor doubts the correctness ofthe points made in the reading.
In conclusion, the professorprecisely discerns the drawbacks of the reading passage and convincinglyreveals that the fundamental argument in the passage should be reexamined withclose security. |