GMAT考試作文機經(jīng) 6月26日更新（五）.

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　　33.(1次)

　　原始寂靜：

　　V1(BY: kevinzhang717 ) 倆高中，一個(叫什么SCH,縮寫)offer200種課程， 另外一個是普通的local 高中，offer80種課程， 然后呢這個local的高中每年能培養(yǎng)很多人去讀大學(xué)(比SCH多)，然后呢這個SCH就說他們計劃減少一半的課程，說是這樣做能提高學(xué)校的performance，而且少交TAX，多賺錢。

　　原題：

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

　　“The Saluda Consolidated High School offers over 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 do. 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.”(此題沒有中文翻譯和Flaw，自己補上的，大家可以討論一下哈)

　　SC這個高中有超過200中不同的課程，而另一個更小的私立學(xué)校之提供80個不同課程，但是那個學(xué)校的大學(xué)入學(xué)率更高。所以SC覺得應(yīng)該減少至少一半的課程來提高入學(xué)率并減少賦稅(前文都沒有提過tax，這里突然提了一下，可能學(xué)校的course越多，tax越多吧。米國真是奇怪～)

　　參考思路：

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

　　Gratuitous assumption：錯誤假設(shè)是因為小學(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

　　他因攻擊：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

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

　　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, it 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.

　相關(guān)鏈接：

1.GMAT考試備考經(jīng)驗談：GMAT數(shù)學(xué)&作文

2.也談GMAT作文寫作技巧

3.GMAT作文模板匯總