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.
2017届高考英语一轮阅读与理解训练(10)(北师大版)
2017届高考英语一轮模块训练:模块2 Unit 3 Amazing people(译林版)
2017届高考英语一轮配套活页训练:模块过关检测—选修七(北师大版)
2017届高考英语一轮配套活页训练:选修8 Unit 4 Pygmalion(北师大版)
2017届高考英语一轮对点题组训练:5-14 Unit 14 Careers(北师大版)
2017届高考英语一轮配套活页训练:必修3 Unit 1 Festivals around the world(北师大版)
2017届高考英语一轮阅读与理解训练(4)(北师大版)
2017届高考英语一轮模块训练:模块1 Unit 1 School life(译林版)
2017届高考英语一轮对点题组训练:4-11 Unit 11 The Media(北师大版)
2017届高考英语一轮阅读与理解训练(5)(北师大版)
2017届高考英语一轮阅读与理解训练(8)(北师大版)
2017届高考英语一轮模块训练:模块4 Unit 1 Advertising(译林版)
2017届高考英语一轮阅读与理解训练(7)(北师大版)
2017届高考英语一轮对点题组训练:2-6 Unit 6 Design(北师大版)
2017届高考英语一轮模块训练:模块2 Unit 2 Wish you were here(译林版)
2017届高考英语一轮阅读与理解训练(3)(北师大版)
2017届高考英语一轮对点题组训练:2-5 Unit 5 Rhythm(北师大版)
2017届高考英语一轮对点题组训练:3-9 Unit 9 Wheels(北师大版)
2017届高考英语一轮配套活页训练:选修7 Unit 5 Travelling abroad(北师大版)
2017届高考英语一轮配套活页训练:选修8 Unit 5 Meeting your ancestors(北师大版)
2017届高考英语一轮配套活页训练:选修8 Unit 2 Cloning(北师大版)
2017届高考英语一轮配套活页训练:模块过关检测—必修三(北师大版)
2017届高考英语一轮模块训练:模块3 Unit 2 Language(译林版)
2017届高考英语一轮对点题组训练:5-13 Unit 13 People(北师大版)
2017届高考英语一轮对点题组训练:5-15 Unit 15 Learning(北师大版)
2017届高考英语一轮阅读与理解训练(9)(北师大版)
2017届高考英语一轮配套活页训练:模块过关检测—选修六(北师大版)
2017届高考英语一轮模块训练:模块3 Unit 3 Back to the past(译林版)
2017届高考英语一轮配套活页训练:模块过关检测—必修五(北师大版)
2017届高考英语一轮模块训练:模块4 Unit 2 Sports events(译林版)
| 不限 |
| 英语教案 |
| 英语课件 |
| 英语试题 |
| 不限 |
| 不限 |
| 上册 |
| 下册 |
| 不限 |