文章探讨了刻石球的三种可能功能，但教授通过具体论据逐一反驳了这些观点。他首先质疑其作为工具的实用性，接着否定其作为玩具的可能性，并最后排除了它们作为社会地位象征的解释。教授坚信，这些石球的实际用途可能另有他解，他对这一课题持有不同的深入见解。
1.文章认定，教授驳斥：
2. The reading passage provides three possible functions of the carved stone balls. However, in the lecture, the professor respectively contradicts all his assertions by applying three specific points as supports.
3. 第二段的写法：Even though the reading passage suggests that… the professor argues that…
4. 第三段的写法： Despite the statement in the reading passage that,… , the professor contends that … Therefore，
5. 第四段的写法： the reading passage / author asserts that while the professor proves that by pointing put … besides, consequently, it is impossible that the balls were social markers.
文章驳斥，教授认定：
6. the reading passage refutes the idea that…
7. The lecturer, however, is strongly convinced that
8. To start with Moving on Last but not least importantly
9. Contrary to what is argued in the passage, the lecture illustrates how zebra mussels are not likely to become a serious threat to freshwater fish populations in North America.
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