GRE（ANALYTICALWRITING）綜合模擬試卷2（共45題）

GRE（ANALYTICALWRITING）綜合模擬試卷2（共9套）（共45題）GRE（ANALYTICALWRITING）綜合模擬試卷第1套一、陳述觀點(本題共3題，每題1.0分，共3分。)1、Althoughinnovationssuchasvideo,computers,andtheInternetseemtoofferschoolsimprovedmethodsforinstructingstudents,thesetechnologiesalltoooftendistractfromreallearning.Writearesponseinwhichyoudiscusstheextenttowhichyouagreeordisagreewiththestatementandexplainyourreasoningforthepositionyoutake.Indevelopingandsupportingyourposition,youshouldconsiderwaysinwhichthestatementmightormightnotholdtrueandexplainhowtheseconsiderationsshapeyourposition.標(biāo)準(zhǔn)答案：Innovationsareoneofthegreateststrengthsofmankindastheymakeusthinkmoreandthuscreate.Nowadays,technologyintheformofcomputersandtheInternetisimportanttomostpeopleacrosstheglobe.Infact,technologyhasbecomeanecessityformanypeople.Withoutanydoubt,theseinnovationshaveimprovedthequalityofpeople’slivesandinsomeplaces,suchasschools,theyareplayinganirreplaceableandimportantrole.Thestudentsoftodaywerebornintotheworldofglobalaccessandpullingupinformationwithaclick.Thetrickforteachersisutilizingthetoolstomaximizereallearning,ratherthanenablingstudentstosimplyaccessinformationandsoftware.Incompetentwell-trainedhands,innovationssuchasvideos,computers,andtheInternetfostermeaningfullearning.Peopledon’talwaysagreeonthedefinitionof"reallearning."Reallearningcanoccuratanygiventimeorplaceaslongastheenvironmentprovokestheperson’scuriosityanddriveshimorhertofindthetruthunderthesurfaceortoshapehisknowledgeintoanewform.Forstudentsbornintothecomputerage,usedtoconstantmentalstimulation,theyoftenremainboredanduninspiredwhenlimitedtotraditionaltools,suchaspaper,pencil,andbooks.Itiswidelyacceptedthatmoreflexiblewaysoflearningaremorelikelytocatchstudents’attention.Electronicsourceslikevideo,e-books,andlaptopcomputers,whichwentonthestagenotverylongago,haveshowntheiradvantages.Theyprovidemuchmoreinformationthanthetraditionalresourcesdo.Themostsignificantbenefitofsuchtypesoflearningresourcesisthattheymayinstructstudentsinamorefascinatingwaysincemusicandcolorfulpicturescanbecontainedinanylearningfiles.Theycanbeutilizedtoacceleratethelearningprocesssinceitiseasierforstudentstounderstandmaterialsthatincludemeaningfulillustrationsandanimation.Itissuggestedbysomescientiststhatvisualandaudiostimulationmaymakememorylastlonger.However,thesegreattoolsarenotgreatallbythemselves.Wehavetomakegooduseofthetechnologyinordertofosterreallearning.Admittedly,somestudentsareeasilydistractedontheInternet.Sidebarsandadvertisementsaredesignedtoarouseinterestandoftencausepeopletowastecountlesshours"surfingtheInternet."Butintherighthands,theseinnovationshelpimprovemethodsforteachinginschools.Teacherswhogiveclearexpectationsandappropriatelimitationscaninspirestudentstousetheinformationandsoftwareattheirdisposaltocreatemeaningfullearningopportunities.Schoolsdonotneedtoputacomputerineverystudent’shandstotakeadvantageofthebenefitsoftechnology.Teacherswhoaccompanytheirlectureswitheffectivepresentations,suchasthosemadewithPowerPointsoftware,cancreateamorememorablelearningexperienceforstudents.Thissoftwareenablesteacherstoaccompanythedetailsoftheirlectureswiththemainpointsemphasizedinbrilliantlydesignedpresentations,aswellasclipsofvideofromprofessionalsources.Ihaveseenprimaryteachersclickagraphictoaccesstheaudiooftherecordedsoundafarmanimalmakes,thenaskstudentstonametheanimal.Withanotherclick,thepictureoftheanimalappearedonthescreen.Thestudentswereenthralled.Withmoreadvancedtechnology,likeSmartBoards,studentscanmanipulatethecontentonthehardscreenbydraggingtheirfingersoverthescreenorwritingwithSmartPens.SomeschoolshavegonepaperlessbygivingstudentsaccesstolaptopcomputersoriPads.Teacherscancontrolthecontentstudentshaveaccesstointheclassroomtofosteravarietyoflearningopportunities.Notallteachersareabletopreventtechnologicaltoolsfromdistractingstudents.Teachersmustbetrainedandgivenideasandcurriculummaterialstoensurethattechnologicaltoolsadvancelearning,ratherthandistractfromit.知識點解析：題目要求考生圍繞“雖然錄像、電腦和互聯(lián)網(wǎng)等發(fā)明似乎為學(xué)校提供了更完善的教學(xué)方法，但這些技術(shù)常常會影響學(xué)生的學(xué)習(xí)”這一表述論述個人觀點。在展開論述的過程中，考生需要考慮題干表述可能成立或不成立的情況，并且闡述怎樣在考慮各種情況后形成自己的觀點。范文的具體思路如下：全篇從“好工具也要看怎么使用”的角度論述了“對于受過良好培訓(xùn)、有能力的人來說，創(chuàng)新科技會促進學(xué)習(xí)效果”的觀點。全文呈現(xiàn)總（第1段）一分（第2至4段）一總（第5段）的段落關(guān)系。第一部分：[總述]駁斥題干觀點，并點明論點“對受過良好培訓(xùn)、有能力的人來說，創(chuàng)新科技能促進學(xué)習(xí)效果”。1）創(chuàng)新是人類的一大優(yōu)勢，創(chuàng)新讓我們思考和創(chuàng)造。2）以電腦和網(wǎng)絡(luò)為代表的科技對人們很重要，科技已經(jīng)成為生活的必需品。3）這些創(chuàng)新提高了人們的生活質(zhì)量，在學(xué)校等地方也起著不可替代的作用。①學(xué)生生活在全球聯(lián)網(wǎng)的世界中，點擊鼠標(biāo)可知天下事。②老師要做的就是利用工具使學(xué)生的學(xué)習(xí)效果最大化，而不僅僅是讓學(xué)生接觸信息和軟件。第二部分：[分述]舉例論證。（一）科技發(fā)明能促進學(xué)習(xí)：1）人們對“真正的學(xué)習(xí)”有不同的理解。①真正的學(xué)習(xí)隨時可以發(fā)生，只要環(huán)境能激發(fā)人的好奇心，并驅(qū)使他找到表象下的真理或是重組他的知識。2）對于出生在電腦時代的學(xué)生來說，他們習(xí)慣了不斷的頭腦刺激，傳統(tǒng)的教學(xué)工具不能給他們啟發(fā)。①靈活的教學(xué)方法更能吸引學(xué)生的注意力。②誕生時間并不久的電子資源已經(jīng)顯現(xiàn)出優(yōu)勢，它們能提供傳統(tǒng)資源無法比擬的信息量。3）這種方式的最大好處是能讓學(xué)生著迷，因為在任何學(xué)習(xí)材料中都可加入音樂和彩色圖畫等多媒體材料。①這樣可以加速學(xué)生學(xué)習(xí)的過程，因為帶有插圖和動畫的材料更容易理解。②科學(xué)家指出，視頻和音頻可以幫助延長記憶的時間。（二）工具需要在指導(dǎo)下使用才有效：1）僅有強大的工具是不夠的，我們要很好地利用它實現(xiàn)“真正的學(xué)習(xí)”。2）很多學(xué)生確實很容易受到網(wǎng)絡(luò)的影響。①工具條和廣告都是用來引起人們的興趣的，使人們花很多時間在網(wǎng)上“沖浪”。3）但是正確使用這些工具可以幫助改進教學(xué)方法。4）如果老師給予明確的指導(dǎo)和限制，就可以啟發(fā)學(xué)生自己使用信息和軟件，創(chuàng)造有意義的學(xué)習(xí)機會。（三）科技創(chuàng)造可以很好地輔助教學(xué)：1）學(xué)校不需要給每個學(xué)生配備電腦。2）老師講課的時候可以用幻燈片等輔助材料，這樣能給學(xué)生創(chuàng)造易于記憶的學(xué)習(xí)體驗。①這種軟件可以讓老師把課堂重點強調(diào)出來，還可以點擊播放錄像。②例如，老師可以點擊圖像播放聲音，再點擊出圖畫。③例如智能白板（SmartBoards），學(xué)生可以拖動白板上的物體，用智能筆書寫。3）有些學(xué)校已經(jīng)采用無紙教學(xué)，學(xué)生使用手提電腦和iPads。4）教師可以控制學(xué)生在課堂上接觸的內(nèi)容，創(chuàng)造良好的學(xué)習(xí)機會。第三部分：[總述]總結(jié)并重申論點。教師必須接受培訓(xùn)，并給學(xué)生提供指導(dǎo)和合適的課程材料，從而保證科技能夠促進學(xué)習(xí)。2、Collegestudentsshouldbeencouragedtopursuesubjectsthatinterestthemratherthanthecoursesthatseemmostlikelytoleadtojobs.Writearesponseinwhichyoudiscusstheextenttowhichyouagreeordisagreewiththerecommendationandexplainyourreasoningforthepositionyoutake.Indevelopingandsupportingyourposition,describespecificcircumstancesinwhichadoptingtherecommendationwouldorwouldnotbeadvantageousandexplainhowtheseexamplesshapeyourposition.標(biāo)準(zhǔn)答案：InthefamouscommencementspeechhedeliveredtoStanfordUniversity’sclassof2005,SteveJobsattributedhisconsiderablesuccesstoworkinginthefieldthatheloved.Heurgedstudentstofollowhisexamplebyfiguringoutwhattheirpassionsareandthenworkingtoachievethem.Bythismethodalone,hesaid,canonefindtruesatisfactionintheircareerandlife.LikeJobs,Iagreewiththerecommendationthatstudentsshouldpursuesubjectsthatinterestthemratherthancoursesthatseemmostlikelytoleadtojobs.Thoughitmayseemcounterintuitive,pursuingsubjectsofpersonalinterestmayactuallybeabetterwaytofindjobsthantakingcoursesthatseemlikelytoleadtojobs.Inthemidstofthecurrentglobalrecession,manystudentsareunderstandablyconcernedwithjobprospectswhendecidingwhatsubjecttostudy,andthislineofthinkingmaymotivatesometopursuesubjectstheyfinduninterestingsimplybecausetheybelieveitwillleadtoincreasedjobopportunitiesaftergraduation.Thefirstproblemwiththisstrategyisthataccuratelypredictingfuturedemandforparticularcareerfieldsisdifficult.ConsidertheplightofthemanyrecentlawschoolgraduateswhohavebeenunabletofindworkintheirfieldaftertheAmericanlegalmarketcollapsedin2008.Thereislittledoubtthatmanyoftoday’sunemployedlawschoolgraduatesdecidedtostudylawsimplybecauseitwasonceconsideredagatewaytoexcellentcareeropportunities.Infact,thereputationofalawdegreeasapathtocareersuccessisoneofthethingsthathasactuallyhurtcareerprospectsforgraduates,asthenumberoflawschoolsandstudentshasincreasedsteadilyinthelastdecade.Withsomanystudentsearninglawdegreeseachyear,thecompetitionforentry-levellegaljobsisintense.Thus,asshownbytherecentcollapseoftheAmericanlegaljobmarket,therearenojobguaranteestobehadbystudyingsubjectsthatseemlikelytoleadtojobs.Onthecontrary,onecourseofstudythathasretaineditsreputationasasurepathtojobsismedicalschool.Admittedly,thestudentswhoareabletograduatefrommedicalschoolshouldhavenoproblemsfindingexcellentjobs.However,justaswithmedicalschool,manyofthesubjectsthatprovideexcellentjobprospectsarealsoextremelydemanding.Pursuingadegreeinsuchasubjectonlyforanincreasedlikelihoodofjobprospectscanberisky,asitcanbedifficulttocompleteadifficultcourseofstudyforstudentswholackgenuinepersonalinterest.Asidefromthemostgiftedstudents,onlystudentswithgenuinepersonalinterestinthesedemandingsubjectsshouldpursuedegreesinthefield.Ifstudentsareencouragedtodootherwisethentheyarepotentiallybeingsetupforacademicfailure.Therefore,whileanin-demanddegreemaygoalongwaytowardsfindingajob,failingoutofarigorousdegreeprogramusuallyhastheoppositeeffect.Finally,perhapsthemostimportantconsiderationrelatestowhatJobssaidinhiscommencementspeech,thatjobsatisfactionisanextremelyimportantcomponentofpersonalhappiness.AllstudentsshouldbegiventhesameadvicethatSteveJobsgavetheclassof2005,thatifstudentspursuetheirinterests,thentheywilleventuallyberewardedwithhappinessandsuccess.Andperhaps,becauseitislikelythatforstudentsofequalabilitylevelsthosewithmorepersonalinterestintheirchosensubjectsfinditeasiertoobtainhighgradesandmakejobcontactsintheirfield,studyingasubjectofpersonalinterestmayactuallyleadtoenhancedjobopportunities.知識點解析：暫無解析3、Whenoldbuildingsstandongroundthatmodernplannersfeelcouldbebetterusedformodernpurposes,moderndevelopmentshouldbegivenprecedenceoverthepreservationofhistoricbuildings.Writearesponseinwhichyoudiscusstheextenttowhichyouagreeordisagreewiththestatementandexplainyourreasoningforthepositionyoutake.Indevelopingandsupportingyourposition,youshouldconsiderwaysinwhichthestatementmightormightnotholdtrueandexplainhowtheseconsiderationsshapeyourposition.標(biāo)準(zhǔn)答案：Thephrasingofthetopiciseithernaiveorduplicity."Modernplanners"—individualsnotapparentlyalignedwithanygovernmentorprivatecorporation—feelthatthelandcouldbe"betterused"for"modernpurposes."Asifaltruismwereatthebackoftheirplanning!Letusbeclearaboutonethingattheoutset.Thereareonlytwo"modernpurposes."Oneismakingmoney.Theotherisstayinginpowerinanincreasinglyshakysocialorder.Theformeristheprovinceofbusiness,thelatterthatofgovernment.Withourunderstandingofthemotivesatworkclarified,wemayproceed.Surprisingly,therearestrongargumentsinfavorofdemolishinghistoricalbuildings.Farmlandinsomecountries—likeChina—isscarcelyadequatetofeedthepopulation,whichkeepsongrowing.Insuchcircumstances,thereiseveryreasontoforbidthedevelopmentofexistingagriculturalland.Developmentmustberedevelopmentofexistingurbandistricts.Ifanhistoricalbuildingoccupiesaprimesite,itmustmakeway.Anotherconsiderationistherisingpriceofgasoline.Overthepast25years,wagesinAmericahavegrownbyatbest70%(notadjustingforinflation).Thepriceofgasolinehasgoneup400%!Fewerpeoplecanaffordtodrivemuch.Asafuelconservationmeasure,itmakeseverybitofsensetodemolishdowntownstructuresofwhateversorttomakeroomforjobslocatednearhousingandviceversa.Americancities’horizontalexpansioncannotgoonforever:thepriceofoilprecludesit.Likewise,globalwanningiscausedingreatpartbyunrestrictedautouse.Cuttingtheneedtodrivewillreduceemissions.Ifbuildingatophistoricalsitesistheprice,sobeit.Inshort,theworldisjustawakeningtoacrisisinresourcedepletion.Thiscrisismandatesthatpopulationsbeconcentrated,therebyconservingfarmland,reducingpetroleumuse,andcuttingemissionsofgreenhousegases.Againsttheseconsiderations—genuineastheyare—mustbeurgedsomecommonsense.Theamountofavailablelandoccupiedbyhistoricalbuildingsisrarelyverylarge.Inancienttimes,buildersnecessarilybuiltonasmallscale.Beijing’sForbiddenCitywouldscarcelyamounttoaparkinglotforamodernAmericanshoppingcenter.ThefloorspaceofNotreDamecathedralcouldbetuckedinsideanymodernsupermarketwithroomtospare.Hence,theenvironmentalbenefitstoberealizedfromtheproposalareminisculeatbest.Historicalbuildingssimplydonottakeupmuchroom.Thisbringsthediscussionbacktoitsstartingpoint.Thesolereasondestroyinghistoricalbuildingscanbecalledforisthattherealestateisvaluableforcommercialpurposes.Inotherwords,someonewantstomakemoneyofftheventure.Theissuecomesdowntoaconfrontationbetweenprivateeconomicinterestsandapeople’shistory,identity,andinheritedvalues.Insuchacase,thehistoricalbuildingsoughttobepreservedasaremindertothepresentorderthatthevaluesoftodaywereonceanathema(thesixthofChristianity’sSevenDeadlySinsisgreed:theopenlyavowedbasisforthemarketeconomyEastandWest).Likewise,thewitnessofhistoryisthewitnessthateveryorderofthings—includingeconomicorders—isapassingphenomenon.Thefreemarketneedsalessoninstoneandmortarthatit—andnohumanarrangement—isGod.Inthisvein,theauthorrecallsthatheoncelivedinVienna.ThetowerofSt.Stephen’sCathedralisabackdroptothenewbusinessdistrict’shigh-risesflankingtheDanube.Itisdifficultnottoberemindedbythatspireofaraisedmiddlefinger,givingtheruthlesslyacquisitemodernworldtheverdictofhistory.知識點解析：暫無解析二、評估論證(本題共2題，每題1.0分，共2分。)4、Anancient,traditionalremedyforinsomnia—thescentoflavenderflowers—hasnowbeenprovedeffective.Inarecentstudy,30volunteerswithchronicinsomniaslepteachnightforthreeweeksonlavender-scentedpillowsinacontrolledroomwheretheirsleepwasmonitoredelectronically.Duringthefirstweek,volunteerscontinuedtotaketheirusualsleepingmedication.Theysleptsoundlybutwakenedfeelingtired.Atthebeginningofthesecondweek,thevolunteersdiscontinuedtheirsleepingmedication.Duringthatweek,theysleptlesssoundlythanthepreviousweekandfeltevenmoretired.Duringthethirdweek,thevolunteerssleptlongerandmoresoundlythanintheprevioustwoweeks.Therefore,thestudyprovesthatlavendercuresinsomniawithinashortperiodoftime.Writearesponseinwhichyoudiscusswhatspecificevidenceisneededtoevaluatetheargumentandexplainhowtheevidencewouldweakenorstrengthentheargument.標(biāo)準(zhǔn)答案：Theevidenceforlavendercertainlyissuggestive,intriguingeven.Inordertoestablishtheclaimsadvanced,afairnumberofqualmsandqueriesmustbeaddressed.Thefirstoftheseconcernsparticipants’reportsoffeelingtired.Howwasthisestablished?Ifyouaskaperson,aftersleep,"Areyoutired?"heisrathermorelikelytoanswer"Yes"thanifyouasksimply,"Howdoyoufeel?"Whichquestion(s)wereaddressedtoparticipants?Didthequestionsremainthesamethroughallthreeperiodsunderexamination?Anyseriousvariationwouldtendtoinvalidatethestudy.Forexample,ifsubjectswereaskedinweekthree,"Don’tyoufeelmorerestednowthatyougaveupthatnastyoldmedicine?"theresultswouldtendstronglytowardinvalid.Thebestexpedientofallwouldbetohavesubjectskeepasleepjournalwritteneachmorning.Thiswouldeliminatebothleadingquestionsandnon-verbalhints.Wasthisdone?Inpointoffact,wereparticipantsaskedanythinginthethirdweekastohowtiredtheydid/didnotfeel?Theinformationgivenforweekthreesimplysaystheysleptlongerandmoresoundly.Anindividualcansleepforagreatlongwhileanddososoundly,yetstillawakenfeelingunrested.Whyistherenoinformationaboutthismatter,previouslymentionedinweeksoneandtwo?Agooddealseemstobemadeoutofthefactthatinweektwovolunteerssleptlesssoundly,whileinweekthreetheysleptlikebabies.Isn’tlavenderwonderful?Restfulsleepineight(orso)shortdays,alldrugfree!Theobviousexplanationhereisthat,havingdiscontinuedhabitualsleepmedication,thesubjectsweregoingthroughmildwithdrawal.Ofcoursetheysleptbadly!Afteraweek,withdrawalcomplete,they,notsurprisingly,sleptsoundly:theywerewornoutfromthesleeplessweekbefore!Didnoonetakethisstronglikelihoodintoaccount?Whynot?Theentireproblemwiththisexperimentisthatthegroupisexpectedtoactasitsowncontrol.WeekTwoisacontrolonWeekOneandWeekThreeonbothoftheothers.Thisisnotscience;it’saNewAgeagendainalabcoat.Consider:didanyonetakeintoaccounttheeffectofsleepinginanewenvironmentonweekone?Peopletendnottosleepwellinanewplace.Clearly,nooneaskedwhattheeffectofsuddenwithdrawalfromsleepmedicationwasduringweektwo.Inweekthree,didnoonethinktohaveanyofthesubjectssleepinaseparatefacilityonunscentedpillows?Infact,suchagroupwasneededthroughoutallthreeweeksofthestudy.Acomparisonneedstobemadebetweendrugged,newlyundrugged,andcompletelydrugfreesleeponunscentedpillowsandonlavender.Thisrequirestwocompletelysegregatedgroups.Whywasthisjuniorhighsciencemaximsimplyignored?Acoupleofminorquestionsare:didsubjectsobservethesamedailyroutineastheynormallydo?Iftheywere"onvacation"duringtheday,theresultsmightnotcarryovertotheirnormallife.Likewise,lavenderaside,wereanyotherpotentiallyrelaxingfactorspresentinthesleepfacility?Softmusic?Warmmilk?Onetrustsnot,butitpaystoasktheobvious,especiallyinthis"experiment."Torecurtothematterofagenuinecontrolgroup,sincetherewasnosuchgroup,noconclusionaboutlavendercanbedrawn.Theintroductionintoanewenvironment,thedeprivationofmedication:bothexperiencesaresequencedinsuchawayastoprovidemaximumdisruption.Perhapsthiswasinadvertent,butitmakesnodifferenceintermsofeffectthen.Onlywhenthedisruptionhasquitedieddown,islavenderinvokedasacurativeagent.Asstructured,theexperimentstinks.知識點解析：暫無解析5、ThefollowingmemorandumisfromthebusinessmanagerofHappyPancakeHouserestaurants."ButterhasnowbeenreplacedbymargarineinHappyPancakeHouserestaurantsthroughoutthesouthwesternUnitedStates.Onlyabout2percentofcustomershavefiledaformalcomplaint,indicatingthatanaverageof98peopleoutof100arehappywiththechange.Furthermore,manyservershavereportedthatanumberofcustomerswhoaskforbutterdonotcomplainwhentheyaregivenmargarineinstead.Clearly,eitherthesecustomerscannotdistinguishbutterfrommargarineortheyusetheterm’butter’torefertoeitherbutterormargarine.Thus,toavoidtheexpenseofpurchasingbutter,theHappyPancakeHouseshouldextendthiscost-savingchangetoitsrestaurantsthroughouttherestofthecountry."Writearesponseinwhichyouexaminethestatedand/orunstatedassumptionsoftheargument.Besuretoexplainhowtheargumentdependsontheseassumptionsandwhattheimplicationsarefortheargumentiftheassumptionsproveunwarranted.標(biāo)準(zhǔn)答案：Thebusinessmanagermakesbutfourmajorassumptionshere.Itisperhapsworthrememberingthat,inChina,fouristheworstlucknumber,beingaclosehomophonefor"death."Anyofthesefourassumptionsisbadluck;togethertheirilkhavelaidlowbetterrestaurantsthanHappyPancake.Themanagerwouldhaveusbelievethatthechain’smargarine-for-buttertacticenjoysa98%approvalrating.Afterall,only2%ofcustomershave"filedaformalcomplaint."Thatmeansawrittendocument,takingtimeandprobablyatleastabriefinterviewwiththemanageronduty.Heassumeshereasharpdichotomybetweenhappycustomersandthosewhotakethetroubletofileacomplaint.Howlikelyisthis?Haveyoueverbeenupsetbutdidnothingbecauseyouhadotherthingstodo?Orbecauseyourhusbandsaid,"Don’tmakeafuss"?Peoplewithgoodreasonstocomplainfailtodosoallthetime.ConsiderintheU.S,onlyabout60%offorciblerapesareevenreported.Bythemanager’sreasoning,fortypercentofrapevictimsaretherefore"satisfied."Amacabreconclusion.Tobuttresshiscase,"manyservers"reportthat"anumberofcustomersdonotcomplainwhenservedmargarineinsteadofthebuttertheyaskedfor!Thisassumessomethingclosetosatisfactionistherule.Themanagerneedsadictionary."Many"neednotmean"most."ItisproperlyusedtodescribeastatisticallysignificantMINORITY.Similarly,"anumberofdoesnotevenmean"many."Ittypicallyisusedtodenominateanoticeableminoritythatfallsshortoftheattentiontobeaccorded"many."Thepointhereisthattheassumptionofanacceptablelevelofsatisfactionisbeliedbythemanager’sownwords.Thethirdassumptioniscloselytiedtothesecond.Customerswhoneithercomplainformallynorgripetothewaiterwhenservedmargarineinsteadofthebuttertheyaskedfor,"clearly"cannottellthedifferencebetweenthetwo,oruselanguageindiscriminately.Thissimplybegsthequestion.Thewriterassumeswhatfacilitateshispreferredcourseofaction,yetadducesneitherevidence,norweighsalternatives.Apparently,thesuppositionhereisthatthechainneednotcomplywiththewishesofgastronomicPhilistinesortheineloquent.Nothingisclearhereatall,however.Anynumberofothersuppositionsastocustomeracquiescencearejustaslikely.Thecustomersmightverywellassumethatneithercooksnorwaitstaffcantellthedifferencebetweenbutterandmargarine,ortheymayassumethatHPstaffusebothtermsindifferently.And,sincetheydidnotgetwhattheyaskedfor,theymaychoosetopatronizeadifferentchaininthefuture.Afterall,HP’spersonnelaregastronomicphilistineswhocan’tspeakEnglishwithanyexactitude.ThefourthnailinthecoffinisthebreezyassumptionthatcustomersintheSouthwestareprettymuchlikethoseeverywhereelse.WhileAmericatendstowardhomogeneityinthesetravellingtimes,knittogetherelectronically,that’squitealeapoffaithallthesame.Tomentionbutacoupleoffactors,theSouthwestfeaturesalarge(andgrowing)proportionofHispanics.ButMexicancookeryfeatureslittlebutter.Margarine,untilrecently,wasunknowninthatland.SothesuppositionthatJuanovertheredoesn’tknowrealbutterfromK-YJellymightnotbewideofthemark.Similarly,traditionallythewhitepopulationoftheSouthwestcamefromtheAmericanSoutheast.Cookerytheretendsfarmoretotheuseofporklardthanbutter.So,again,theidentificationofbutterandmargarineinthepopularimaginationmayberoughlytrueforafairsliceoftheclientele.ThishappyaccidentmightnotatallapplyintheNorthwherecattleanddairyfarmingarebothmorecommon.Wisconsin,forinstance,makesofbutterandcheesealmostcultitems.IfHPchoosestoignorefactorslikethese,itmaybeinforaroughtime.知識點解析：暫無解析GRE（ANALYTICALWRITING）綜合模擬試卷第2套一、陳述觀點(本題共3題，每題1.0分，共3分。)1、Anationshouldrequireallofitsstudentstostudythesamenationalcurriculumuntiltheyentercollege.Writearesponseinwhichyoudiscusstheextenttowhichyouagreeordisagreewiththestatementandexplainyourreasoningforthepositionyoutake.Indevelopingandsupportingyourposition,youshouldconsiderwaysinwhichthestatementmightormightnotholdtrueandexplainhowtheseconsiderationsshapeyourposition.標(biāo)準(zhǔn)答案：Thenotionthateducationshouldbetailoredtofiteachindividualismoreprevalentthanever.Andmostteachersareinfavorofdesigningtheirowncurriculumtomeettheirstudents’needs.Buthowdoteachersdecidethoseneeds?Teachersmightchoosetheircurriculumbasedontheirowninterestsorwhatseemseasiesttoteach.Toallowteacherstocreatetheirowncurriculummeansthatsomestudentsarereceivingalowqualityeducation.Thedevelopmentofanationalcurriculumwouldeliminatethatproblem.Asharedcurriculumwouldeliminatesomeofteachers’poorchoicesandwouldbettercontributetostudents’futuresuccessincollegeandfosterfaircompetitionamongcollegeapplicants.Curriculummeanstwothings:therangeofcoursesfromwhichstudentsareabletochoose,andaspecificlearningprogram.Inthelattercase,thecurriculumcollectivelydescribestheteaching,learning,andassessmentmaterialsavailableforagivencourseofstudy.Thecurriculumbeforecollegeshouldbepartlyorentirelydeterminedbyanauthoritativenationalbodymadeupofacademics,professionalsworkingindifferentfields,andofcourseexperiencedteachers.Auniformcurriculumacrossthenationwouldprovideacommonknowledgefoundationtothestudents,regardlessofaschool’slocation.Somearguethatindividualdifferencesarejustificationagainstthestandardizationofanationwidecurriculum.Theysayschoolsshouldhavetherighttodecidetheconfigurationofcurriculumontheirown.Yetacarefulexaminationoftherelationshipbetweeneducationandtheverydifferenceshowsthemeritofdevelopinganationwidecurriculum.Individualdifferenceasrelatedtoeducationmeanstwothings.First,itreferstothemind—thewayinwhichonetendstoacquireandprocessvarioustypesofinformation.Second,itreferstothevaluepeopleassign—thecriterionforwhatisdesirableandwhattopursue.Theexistenceofindividualdifferencesinthesetwoaspectscannotbedenied.However,anationwidecurriculumwouldtakeindividualdifferencesintoaccountwithoutenablingstudentsandteacherstouseindividualdifferencesasameanstowaterdowneducation.Rather,thethinktankinvolvedindevelopingthecurriculumcouldusetheirsharedexperienceandknowledgetodesignsubjectcurriculumsthatbuildonstudents’strengthswhileprovidingtoolstodevelopareasthatcouldbestrengthened.Anationalcurriculummustnotbeaone-size-fits-allagenda.Schoolscouldstillofferleveledcoursesforstudentswhoneedremediationandelectivecoursesthatallowstudentstoexploretheirin