11月GMAT作文机经：删课程.

　　十一月机经已经都放出来了，相信大家看了之后不难发现很多机经都不过是酒药换新汤罢了，所以大家要把握好这个规律。今天我们就来分享一下GMAT十一月作文机经，希望对大家备考GMAT考试有所帮助。

　　【原始】一个private school只有80个courses但是其毕业率很高，而一个学校有200个，所以那个学校打算按照private的方法来减少一半的课程来提高毕业率吧。以前的JJ吧。

　　【考古】一个The Consolidated高中有100多门课，然后一个smaller private school只有80多门课，但是这个更小的私立高中在过去几年里有更高比例的学生去了大学。所以有人建议这个The Consolidated高中应该删除一些课，更focus on basic courses，这样也有助于他们save tax dollars.

　　【原题】The following appeared in an editorial from a newspaper serving the town of Saluda.

　　“The Saluda Consolidated High School offers over 200 different courses from which its students can choose. A much smaller private school down the street offers a basic curriculum of only 80 different courses, but it consistently sends a higher proportion of its graduating seniors on to college than Consolidated does. By eliminating at least half of the courses offered there and focusing on a basic curriculum, we could improve student performance at Consolidated and also save many tax dollars.”

　　Discuss how well reasoned . . . etc.

　　【参考思路】

　　1.Gratuitous assumption 无关假设

　　(number of courses 和 better performance )

　　2. False causal relationship

　　(the proportion of students is an overall measure of student performance)

　　3.错误类比

　　(一家私立学校成功，不代表你也能成功)

　　【参考范文】

　　In this editorial the author recommends that Saluda’s Consolidated High School eliminate half of its 200 courses and focus primarily on basic curriculum in order to improve student performance and save tax revenues. The author’s recommendation is problematic for several reasons.

　　To begin with, the author assumes that the only relevant difference between Consolidated and the private school is the number of courses offered by each. However, other relevant differences between the schools might account for the difference in the proportion of their graduates who go on to college. For example, the private school’s students might be selected from a pool of gifted or exceptional students, or might have to meet rigorous admission standards whereas Consolidated’s students might be drawn from the community at large with little or no qualification for admission.

　　Next, the author assumes that the proportion of students who go on to college is an overall measure of student performance. While this is a tempting assumption, its truth is by no means obvious. If student excellence is narrowly dined in terms of the student’s ability to gain access to college, this assumption is somewhat reasonable. However, given a broader conception of student excellence that takes into account student’s ability to learn and apply their knowledge to new situations, its is not obvious that college admission is reliable indicator of performance. For example, students in non-academic disciplines could conceivably perform at high levels within these disciplines but nevertheless be unable to meet college admission standards.

　　Finally, the author assumes that savings in tax revenues will result from the reduced costs of funding the paired-down curriculum. This is not necessarily true. For example, it could turn out that both programs serve the same number of students and require the same number of classrooms and teacher.

　　In conclusion, the author has not made a convincing case for the recommendation to eliminate courses at Consolidated and focus on a basic curriculum. To strengthen the conclusion the author would have to provide evidence that Consolidated and the private school were sufficiently similar to warrant the analogy between them. Moreover, the relationship between student performance and college admission and the mechanism whereby savings in tax revenues would be accomplished would have to be clarified.

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