3. 结尾段
In summary, the conclusion reached in this argument is in valid and misleading. To make the argument more convincing, the arguer would have to prove that college-bound students are most concerned about the promise of jobs after graduation and the F College can keep its promise in the end. Moreover, I would suspend my judgment about the credibility of the recommendation until the arguer can provide concrete evidence that promising students jobs can actually encourage them to work harder in their study. Otherwise, the arguer is simply begging the question throughout the argument.
To conclude, the argument is not persuasive as it stands. Before we accept the conclusion, the arguer must present more facts that GT has indeed to meet the requirements of C Corporation. To solidify the argument, the arguer would have to produce more evidence concerning the foods and service of D and how they can better meet the needs of Cs employees.
As it stands, the argument is not well reasoned. To make it logically acceptable, the arguer would have to demonstrate that an offer of employment to the spouse is the only condition that new professors consider on accepting Ps offer.Additionally, the arguer must provide evidence to rule out other possible causes of the low staff morale at the university.
To sum up, the conclusion lacks credibility because the evidence cited in the analysis does not lend strong support to what the arguer maintains. To strengthen the argument the arguer would have to provide more evidence concerning the percentage of the affected families and their geographical distribution. To better evaluate the argument, we would need more information regarding the electric expense relevant to the actual amount of time for cooling among, respectively, the three groups of households and the amount of electricity used for other purposes in all three groups of families under survey.
In conclusion, the arguer fails to establish a causal relationship between sending Get-Aways mechanics to the Quality-Care Seminar and improved maintenance, greater customer satisfaction and greater profits for the airline. To strengthen the argument, the argument, the arguer would have to provide evidence that automobile maintenance and airplane maintenance are similar in every aspect. To better evaluate the argument, we would need more information about the relationship between improved maintenance and greater customer satisfaction along with greater profits.
【人教版】2014届高考英语一轮复习指导考点针对练:必修3 unit2《Healthy eating》
【人教版】2014届高考英语一轮复习指导考点针对练:必修5 unit5《First aid》
2014高考英语(新人教版)一轮基础训练(9)A、B卷(附答案或解析)
【人教版】2014届高考英语一轮复习指导考点针对练:选修6 unit5《The power of nature》
“我恋爱了”,美剧中最常表达恋爱的7个词
2014高考英语(新人教版)一轮基础训练(10)A、B卷(附答案或解析)
【人教版】2014届高考英语一轮复习指导考点针对练:选修6 unit4《Global warming》
【人教版】2014届高考英语一轮复习指导考点针对练:必修4 unit4《Body language》
【人教版】2014届高考英语一轮复习指导考点针对练:必修2 unit4《Wildlife protection》
【人教版】2014届高考英语一轮复习指导考点针对练:选修8 unit1《A land of diversity》
2014高考英语(新人教版)一轮基础训练(11)A、B卷(附答案或解析)
【人教版】2014届高考英语一轮复习指导考点针对练:选修7 unit1《Living well》
【人教版】2014届高考英语一轮复习指导考点针对练:必修5 unit3《Life in the future》
2014高考英语(新人教版)一轮基础训练(8)A、B卷(附答案或解析)
2014高考英语(新人教版)一轮基础训练(6)A、B卷(附答案或解析)
【人教版】2014届高考英语一轮复习指导考点针对练:选修6 unit1《Art》
【人教版】2014届高考英语一轮复习指导考点针对练:选修8 unit2《Cloning》
2014高考英语(新人教版)一轮基础训练(4)A、B卷(附答案或解析)
【人教版】2014届高考英语一轮复习指导考点针对练:必修4 unit1《Women of achievement》
【人教版】2014届高考英语一轮复习指导考点针对练:必修4 unit5《Theme parks》
【人教版】2014届高考英语一轮复习指导考点针对练:必修5 unit4《Making the news》
【人教版】2014届高考英语一轮复习指导考点针对练:选修8 unit3《Inventors and inventions》
【人教版】2014届高考英语一轮复习指导考点针对练:选修6 unit3《A healthy life》
2014高考英语(新人教版)一轮基础训练(7)A、B卷(附答案或解析)
2014高考英语(新人教版)一轮基础训练(14)A、B卷(附答案或解析)
【人教版】2014届高考英语一轮复习指导考点针对练:必修5 unit1《Great scientists》
【人教版】2014届高考英语一轮复习指导考点针对练:选修7 unit3《Under the sea》
2014高考英语(新人教版)一轮基础训练(1)A、B卷(附答案或解析)
【人教版】2014届高考英语一轮复习指导考点针对练:选修8 unit5《Meeting your ancestors》
【人教版】2014届高考英语一轮复习指导考点针对练:必修3 unit4《Astronomy》
| 不限 |
| 英语教案 |
| 英语课件 |
| 英语试题 |
| 不限 |
| 不限 |
| 上册 |
| 下册 |
| 不限 |