这里属于复述原文,立好靶子做好准备开始攻击。More important than invitations to teach elsewhere, which might have been engineered by their own departmental heads in an attempt to remove them from the campus for a semester or two, is the relationship between teacher and student.
Are the teaching faculty approachable? Are they helpful? Have they an interest in passing on their knowledge? Are they working for the future benefit of the student or to get another year closer to retirement? How enthusiastic are the students about the courses being taught and the faculty members who teach those classes? Are there sufficient classes available for the number of students? Are the campus buildings accessible; how is the University handling all those cars? Is the University a pleasant, encouraging, interesting, challenging place to attend school? What are its attitudes about education, students, student ideas and innovations, faculty suggestions for improvement?一开始攻击就一连问了十几个问题,显得很雄辩,这里问了这么多问题,核心只有一个,学校老师学生之间三角关系到底怎么样。具体论证是先说师生关系,再说学校和学生,最后说学校和老师和学生的关系.可以说是层层递进,还是很有章法的!论证手法为列举他因。
What about that 75% employment record? 这里质疑了逻辑链中的另一个论据,即毕业生找工作的数据也能推出学校牛。核心论证方法为质疑假设,提出建议。Were those students employed in the field of their choice, or are they flipping burgers and emptying wastebaskets while they search for something they are trained to do. 这里论证方法为质疑假设,我观察到这里并没有给出质疑后的结果的展开。也许作者认为展开后的结果是不言而喻的所以就不再展开细说了。这就是作者大牛之处,他懂得驾驭知道什么地方说到多少就够了,所以越是大牛的文章就越是短。这个文章就很短。而对于我们来说,它的论证思路是一定要接受,但是为了保险起见,还是把每个论点发展完全比较好,比如在这里加上:要是他们不在自己的最喜欢专业工作,说明他们还是没有足够的实力让自己喜欢的工作接受自己,从而说明母校的教育也没有那么牛啊。我们论证的越充分,显然就越有把握拿高分。A more specific statement about the employability of students from this University is needed in order to make the argument forceful.提出了建议,使得论证更有力。
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