Summarize the points made in the lecture, being sure to explain how they challenge the specific arguments presented in the reading passage.

Both lecture and the reading are discussing
Chevalier
's life. The former is of the opinion that
Chevalier
is wealthy. While the reading provides three points to support his belief about
Chevalier
is not rich.
To begin
with, the
first
issue we encounter is associated with the lone for a merchant. The speaker highlights that
this
theory is not convincing due to the fact that
this
does not mean
Chevalier
was poor.
Moreover
, he demonstrates his point by saying that
Chevalier
has huge
money
and gambling which means he was wealthy.
Furthermore
, he says that
Chevalier
needs to sell the property to get
money
in a few days. So he ran out of
money
and need to borrow from the bank.
This
does not mean he is poor.
On the other hand
, the text posits that the evidence showed that he borrowed
money
from a Swiss merchant. If he had had
money
, he would not have borrowed from the merchant.
Moreover
, another topic of the debate revolves around a conversation with Voltaire. Once again, the professor points out that
Chevalier
wrote down everything he remembered.
Besides
, he illustrates his point by mentioning that a witness who lived with him confirmed that
Chevalier
consult the note in the journal before established.
However
, the article confirms that it is impossible to remember exact phrases from conversations. To wrap things up, the final point in the discussion is connected to escaping from the prison in Venice. The instructor suggests that he has more powerful friends. What's more, he explains that liberty seems hardly in his case.
Additionally
, the instructor provides that after he escaped, the ceiling in his old room needed to repair.
Nevertheless
, the passage states that it is more likely that
Chevalier
's jailers were bribed to free him.
Submitted by mafrey_playgirl on

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Support ideas with relevant, specific examples

Examples make your writing easier to understand by illustrating points more effectively.

Examples, if used properly, not only help you get higher marks for ‘Task Response’ but also for ‘Coherence’.

When giving examples it is best to put them after your main idea or topic sentence. They can be used in the middle of supporting sentences or they can be used to start a new sentence. There is no rule for where exactly to give examples in essays, logically they would come after your main idea/topic sentence or just after a supporting sentence.

Linking words for giving examples:

  • for example
  • for instance
  • to illustrate this
  • to give a clear example
  • such as
  • namely
  • to illustrate
  • take, for example

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