12. The conclusion of this argument is that advertising the reduced price of selected
items in the Daily Gazette will result in increased sales overall. To support it, the author
cites an informal poll conducted by sales clerks when customers purchased advertised
items. Each time one or more of the advertised items was sold, the clerks asked whether
the customer had read the ad. It turned out that two-thirds of 200 shoppers questioned
said that they had read the ad. In addition, of those who reported reading the ad, more
than half spent over $100 in the store. This argument is unconvincing for two reasons.
To begin with, the authors line of reasoning is that the advertisement was the
cause of the purchase of the sale items. However, while the poll establishes a ion
between reading the ad and purchasing sale items, and also indicates a correlation,
though less significantly, between reading the ad and buying non-sale t does not
establish a general causal relationship between these events. To establish this
relationship, other factors that could bring about this result must be red and eliminated.
For example, if the four days during which the poll was conducted preceded
Thanksgiving and the advertised items were traditionally associated with this holiday,
then the results of the poll would be extremely biased and unreliable.
Moreover, the author assumes that the poll indicates that advertising certain sale
will cause a general increase in sales. But the poll does not even address the issue of
increased overall sales; it informs us mainly that, of the people who purchased sales
items, more had read the ad than not. A much clearer indicator of the ads effectiveness
would be a comparison of overall sales on days the ad ran with overall sales on
otherwise similar days when the ad did not run.
In sum, this argument is defective mainly because the poll does not support the
conclusion that sales in general will increase when reduced-price products are
advertised in the Daily Gazette. To strengthen the argument, the author must, at the very
least, provide comparisons of overall sales reports as described above.
2017届高三英语一轮单元检测:选修6 Unit1《 Art》
2017届黑龙江省五常市高三英语一轮阅读理解训练(4)
2017届高三英语一轮单元检测:选修7 Unit3《 Under the sea》
2017届高三英语一轮单元检测:必修5 Unit5《 First aid》
2017届高三英语一轮单元检测:必修1 Unit5《 Nelson Mandela — a modern hero》
2017届高三英语一轮单元检测:选修8 Unit3《 Inventors and inventions》
2017届高三英语一轮单元检测:选修8 Unit2《 Cloning》
2017届高三英语一轮单元检测:选修7 Unit1《 Living well》
2017届高三英语一轮跟踪训练:必修2 Unit2 The Olympic Games
2017届高三英语一轮单元检测:必修2 Unit3《 Computers》
2017届山西省大同县高三英语一轮阅读理解训练(7)及答案
2017届黑龙江省大庆市高三英语一轮阅读理解训练(7)及答案
2017届河北省平山县高三英语一轮训练(3)及答案
2017届高三英语一轮单元检测:必修3 Unit1《 Festivals around the world》
2017届高三英语一轮单元检测:必修1 Unit1《 Friendship》
2017届高三英语一轮单元检测:必修5 Unit4《 Making the news》
2017届黑龙江省大庆市高三英语一轮阅读理解训练(3)及答案
2017届高三英语一轮单元检测:选修6 Unit2《 Poems》
2017届高三英语一轮单元检测:选修7 Unit4《 Sharing》
2017届高三英语一轮单元检测:必修2 Unit2《 The Olympic Games》
2017届高三英语一轮基础阅读理解训练(2)及答案
2017届高三英语一轮单元检测:必修1 Unit2《 English around the world》
2017届黑龙江省大庆市高三英语一轮阅读理解训练(2)及答案
2017届高三英语一轮单元检测:必修1 Unit3《 Travel journal》
2017届高三英语一轮单元检测:选修8 Unit5《 Meeting your ancestors》
2017届高三英语一轮单元检测:选修6 Unit3《 A healthy life》
2017届黑龙江省五常市高三英语一轮阅读理解训练(1)
2017届高三英语一轮单元检测:选修7 Unit5《 Travelling abroad》
2017届高三英语一轮单元检测:必修2 Unit4《 Wildlife protection》
2017届黑龙江省大庆市高三英语一轮阅读理解训练(1)及答案
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