为了方便广大考生更好的复习,综合整理了备考资料:GMAT优秀作文精选,以供各位考生考试复习参考,希望对考生复习有所帮助。
This newsletter article claims that Professor Taylors foreign-language program at Jones University is a model of foreign language instruction. This conclusion is based on a study in which foreign language tests were given to students at 25 other universities. The study shows that first-year language students at Jones speak more fluently after just 10 to 20 weeks in the program than do 90 percent of foreign-language majors at other colleges at graduation. Despite these impressive statistics, I am unconvinced by this argument for two reasons.
To begin with, the assumption here is that students from Professor Taylors program have learned more than foreign language students at other universities. However, we are not given enough information about the study to be sure that this comparison is reliable. For example, the article does not tell us whether the foreign language students at Jones were given the tests; it only reports that the tests in question were given to students at 25 other colleges. If Jones students were not tested, then no basis exists for comparing them to students at the other universities. In addition, the article does not indicate whether students at all the universities, including Jones, were given the same tests. If not, then again no basis exists for the comparison.
Furthermore, we cannot tell from this article whether the universities in the study, or their students, are comparable in other ways. For instance, Jones might be a prestigious university that draws its students from the top echelon of high school graduates, while the other universities are lower-ranked schools with more lenient admission requirements. In this event, the study wouldnt tell us much about Professor Taylors program, for the proficiency of his students might be a function of their superior talent and intelligence.
In conclusion, the statistics cited in the article offer little support for the claim about Taylors program. To strengthen the argument, the author must show that the universities in the study, including Jones, were comparable in other ways, that their foreign language students were tested identically, and that Taylors program was the only important difference between students tested at Jones and those tested at the other universities.
小编提醒:考生们可在日常生活中多读范文,多练笔,培养出好的语感和逻辑,这样才能在考试中写出优秀的作文。
牛津实用英语语法:222 条件句类型2
牛津实用英语语法:200 解释含有意图的将来
牛津实用英语语法:210 will同 want/wish/would like的比较
牛津实用英语语法:219 条件现在时
牛津实用英语语法:211 将来进行时
牛津实用英语语法:201 will+动词原形表示做出决断时的意图
牛津实用英语语法:246 不带to的不定式
牛津实用英语语法:159 can't和couldn't表示否定的推断
牛津实用英语语法:160 will和should表示假设
牛津实用英语语法:206 be going to 形式用于预测
牛津实用英语语法:162 used
牛津实用英语语法:212 将来进行时用做一般的进行时态
牛津实用英语语法:203 be going to形式
牛津实用英语语法:177用来叙述过去发生的事件
牛津实用英语语法:221 条件句类型1
牛津实用英语语法:193 现在完成进行时进一步举例
牛津实用英语语法:190 现在完成进行时形式
牛津实用英语语法:247 用to代表的不定式
牛津实用英语语法:244 动词+宾语之后的不定式
牛津实用英语语法:170 see和 hear
牛津实用英语语法:172一般现在时形式
牛津实用英语语法:226 if,even if,whether,unless,but for,
牛津实用英语语法:199 一般现在时用来表示将来
牛津实用英语语法:205 表示意图的 be going to和 will+动词原形
牛津实用英语语法:191 现在完成进行时用法
牛津实用英语语法:208 第一人称will和shall
牛津实用英语语法:235 某些动词之后的that…should结构
牛津实用英语语法:229 间接引语中的条件句
牛津实用英语语法:217从句
牛津实用英语语法:169 feel,look,smell和taste
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