35.
The financial-planning office at Fern Valley University concludes that it is necessary to initiate a fund-raising campaign among alumni that will enable the university to expand the range of subjects it offers and increase the size of its library facilities. It: argument is based on a five-year decline in enrollments and admission applications together with the claim that students cite poor teaching and inadequate library resources as their chief sources of dissatisfaction with Fern Valley. The conclusion of the financial-planning office is not strongly supported by the reasons given.
To begin with, this argument depends on the assumption that providing a greater range of subjects and a larger library will alleviate the students chief sources of dissatisfaction. However, the students have not complained about inadequate course offerings or about the size of the library; their complaint is that the existing courses are poorly taught and that library resources are inadequate. Offering more kinds of classes does not improve teaching quality, and increasing a librarys size does nothing to enhance its holdings, or resources. Accordingly, the recommendation does not bear directly on the problem as stated.
Secondly, the proposal unfairly assumes that the recent enrollment and application decline was caused by poor teaching and inadequate library resources. It is equally possible that all colleges, regardless of teaching quality and library resources, have experienced similar declines. These declines may have been due to unrelated factors, such as unfavorable economic conditions, or an increase in high-paying computer jobs not requiring a college education.
Thirdly, the author provides no support for the claim that students are dissatisfied with the teaching and library resources at Fern Valley. It is possible that the claim is based on hearsay or on scant anecdotal evidence. Without more information about the basis of the claim, we cannot be sure that the financial-planning office is addressing the real problems.
In conclusion, the advice of the financial planning office is not well supported. To strengthen the argument, the planning office must provide evidence that students are dissatisfied with the range of subjects and with the librarys size, and that this dissatisfaction is the cause of the recent decline in enrollment and the number of admission applications. To better assess the argument as it stands, we would need to know whether the students attitudes were measured in a reliable, scientific manner.
36.
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.
2017届高三英语一轮复习课时演练:必修2 unit 2 The Olympic Games(人教版)
拉夫罗夫: 俄对美国政策模糊持有疑问
2017届高考英语一轮复习热点课件:第6节 动词的时态和语态高效语法
2017届高考英语一轮阶段评估检测4 必修4
2017届高三英语一轮复习课时演练:必修1 unit 2 English around the world(人教版)
2017届高考英语一轮复习课时作业18 Unit 3(人教版必修4)
2017届高考英语语法集训:5 非谓语动词
2017届高考英语一轮阶段评估检测7 选修7
2017届高考英语一轮复习热点课件:第11节 状语从句高效语法
2017届高三英语一轮复习课时演练:必修2 unit 4 Wildlife protection(人教版)
美联航暴力赶客惊动白宫 公司市值暴跌 亚裔受害者发声
2017届高考英语语法集训:4 情态动词和虚拟语气
2017届高考英语一轮复习热点课件:第1节 冠词高效语法
2017届河北省正定县高考英语一轮专项训练:完形填空(7)及答案
2017届高考英语一轮复习热点课件:第8节 非谓语动词高效语法
北京发动群众举报间谍 最高奖励50万元
2017届高考英语语法集训:6 状语从句
2017届高考英语语法集训:2 时态和语态
2017届河北省正定县高考英语一轮专项训练:完形填空(5)及答案
2017届河北省正定县高考英语一轮专项训练:完形填空(6)及答案
日本昆虫拉面引食客捧场
2017届高考英语语法集训:3 名词性从句
2017届高考英语一轮复习热点课件:第4节 名词和主谓一致高效语法
2017届高考英语语法集训:7 主谓一致
钱锺书翻译理论与实践——化境
2017届高考英语一轮复习梯级训练: Unit 3(人教版必修4)
2017届高考英语一轮复习热点课件:第5节 形容词和副词高效语法
2017届高考英语语法集训:8 情景交际
2017届高考英语一轮复习热点课件:第12节 特殊句式高效语法
2017届高考英语一轮复习热点课件:第7节 情态动词和虚拟语气高效语法
不限 |
英语教案 |
英语课件 |
英语试题 |
不限 |
不限 |
上册 |
下册 |
不限 |