GMAT作文機(jī)經(jīng)整理：減少選課提供是否會(huì)有收益.

　　GMAT作文機(jī)經(jīng)整體來說受換庫影響不是很大，但是還是會(huì)有一些新題的，考生朋友可以將最近兩三個(gè)月的GMAT作文機(jī)經(jīng)都拿出來看看，為此澳際小編特收集整理GMAT作文機(jī)經(jīng)分享給大家，希望對(duì)大家有所幫助。

　　【原始】

　　一個(gè)叫Consolidated High school的公立學(xué)校開設(shè)了200多門課，而當(dāng)?shù)氐囊粋€(gè)私立學(xué)校只有80多門課。經(jīng)過數(shù)據(jù)顯示呢~私立高中的畢業(yè)生升大學(xué)的比重比公立學(xué)校要高。因此作者就認(rèn)為，應(yīng)該cutting公立學(xué)校的課程，這樣的話有幾點(diǎn)好處~~1 是可以提高學(xué)生們的performance，2來可以更合理利用納稅人的錢 好像還有一點(diǎn)?

　　【考古】11月JJ13

　　101 The following appeared in an editorial from a newspaper serving the town of Saluda:

　　“The Saluda Consolidated High School offers more than 200 different courses from which its students can choose. A much smaller private school down the street offers a basic curriculum of only 80 different courses, but it consistently sends a higher proportion of its graduating seniors on to college than Consolidated does. By eliminating at least half of the courses offered there and focusing on a basic curriculum, we could improve student performance at Consolidated and also save many tax dollars.”

　　【參考思路】

　　1、無因果聯(lián)系：course的數(shù)量和入學(xué)率沒有因果關(guān)系

　　2、Gratuitous assumption：錯(cuò)誤假設(shè)是因?yàn)樾W(xué)校course少入學(xué)率才高，而直接與入學(xué)率有關(guān)的只有考試分?jǐn)?shù)而已，拿入學(xué)率作為衡量 students’ performance 是不是恰當(dāng)，升學(xué)率不是衡量學(xué)校教學(xué)質(zhì)量的唯一標(biāo)準(zhǔn)。 the proportion of students who go on to college is an overall measure of student performance.

　　3、他因攻擊：兩所學(xué)校的比較，只是看到了課程和入學(xué)率的不同，是不是有其他的原因造成了入學(xué)率的不同。小學(xué)校學(xué)生更努力，師資力量更好等原因同樣可以使入學(xué)率更高;因?yàn)樗麄兊纳春徒逃Y源不一樣。 courses offered by each.

　　difference in the proportion

　　4、Insufficient example:只是一個(gè)小學(xué)校的例子并不能說明只要course少入學(xué)率就高

　　5、課程的減少會(huì)不會(huì)真的降低學(xué)校的運(yùn)行費(fèi)用，從而減少稅負(fù)。

　　6、可以攻擊這家報(bào)紙有既得利益，不中立。

　　【參考范文】

　　In this editorial the author recommends that Saluda’s Consolidated High School eliminate half of its 200 courses and focus primarily on basic curriculum in order to improve student performance and save tax revenues. The author’s recommendation is problematic for several reasons.

　　To begin with, the author assumes that the only relevant difference between Consolidated and the private school is the number of courses offered by each. However, other relevant differences between the schools might account for the difference in the proportion of their graduates who go on to college. For example, the private school’s students might be selected from a pool of gifted or exceptional students, or might have to meet rigorous admission standards whereas Consolidated’s students might be drawn from the community at large with little or no qualification for admission.

　　Next, the author assumes that the proportion of students who go on to college is an overall measure of student performance. While this is a tempting assumption, its truth is by no means obvious. If student excellence is narrowly dined in terms of the student’s ability to gain access to college, this assumption is somewhat reasonable. However, given a broader conception of student excellence that takes into account student’s ability to learn and apply their knowledge to new situations, its is not obvious that college admission is reliable indicator of performance. For example, students in non-academic disciplines could conceivably perform at high levels within these disciplines but nevertheless be unable to meet college admission standards.

　　Finally, the author assumes that savings in tax revenues will result from the reduced costs of funding the paired-down curriculum. This is not necessarily true. For example, it could turn out that both programs serve the same number of students and require the same number of classrooms and teacher.

　　In conclusion, the author has not made a convincing case for the recommendation to eliminate courses at Consolidated and focus on a basic curriculum. To strengthen the conclusion the author would have to provide evidence that Consolidated and the private school were sufficiently similar to warrant the analogy between them. Moreover, the relationship between student performance and college admission and the mechanism whereby savings in tax revenues would be accomplished would have to be clarified.

　　以上就是2月份的GMAT作文機(jī)經(jīng)部分，考生朋友可以根據(jù)文中的意思自己選擇性練習(xí)，看自己拿到題目后是否會(huì)做，最后祝大家都能考出好成績。