分页标题#e#

　　CHNIQUE IS QUITE EFFECTIVE IN CONVINCING PEOPLE THAT A CERTAIN POSITION IS C

　　ORRECT. WE ARE MORE LIKELY TO BELIEVE SOMETHING IF WE FEEL THAT WE CONCLUDED

　　IT ON OUR OWN, OR AT LEAST IF WE FEEL THAT WE WERE NOT TOLD TO BELIEVE IT.

　　A CONCLUSION PUT IN QUESTION FORM CAN HAVE THIS RESULT.

　　EXAMPLE:

　　THE NANUUTS BELIEVE THAT THEY SHOULD NOT TAKE FROM NATURE ANYTHING SHE CANNO

　　T REPLENISH DURING THEIR LIFETIME. THIS ASSURES THAT FUTURE GENERATIONS CAN

　　ENJOY THE SAME RICHES OF NATURE THAT THEY HAVE. AT THE CURRENT RATE OF DESTR

　　UCTION, THE RAIN FORESTS WILL DISAPPEAR DURING OUR LIFETIME. DO WE HAVE AN O

　　BLIGATION TO FUTURE GENERATIONS TO PREVENT THIS RESULT?

　　HERE THE AUTHOR TRUSTS THAT THE POWER OF HER ARGUMENT WILL PERSUADE THE READ

　　ER TO ANSWER THE QUESTION AFFIRMATIVELY.

　　TAKING THIS RHETORICAL TECHNIQUE ONE STEP FURTHER, THE WRITER MAY BUILD UP T

　　O THE CONCLUSION BUT LEAVE IT UNSTATED. THIS ALLOWS THE READER TO MAKE UP HI

　　S OWN MIND. IF THE BUILD-UP IS DONE SKILLFULLY, THE READER WILL BE MORE LIKE

　　LY TO A美国GREE WITH THE AUTHOR, WITHOUT FEELING MANIPULATED.

　　EXAMPLE:

　　HE WHO IS WITHOUT SIN SHOULD CAST THE FIRST STONE. THERE IS NO ONE HERE WHO

　　DOES NOT HAVE A SKELETON IN HIS CLOSET.

　　THE UNSTATED BUT OBVIOUS CONCLUSION HERE IS THAT NONE OF THE PEOPLE HAS THE

　　RIGHT TO CAST THE FIRST STONE.

　　WHEN DETERMINING THE CONCLUSION’S SCOPE BE CAREFUL NOT TO READ ANY MORE OR L

　　ESSSINTOSIT THAN THE AUTHOR STATES. GMAT WRITERS OFTEN CREATE WRONG ANSWER-C

　　HOICES BY SLIGHTLY OVERSTATING OR UNDERSTATING THE AUTHOR’S CLAIM. CERTAIN W

　　ORDS LIMIT THE SCOPE OF A STATEMENT. THESE WORDS ARE CALLED QUANTIFIERS--PAY

　　CLOSE ATTENTION TO THEM. FOLLOWING IS A LIST OF THE MOST IMPORTANT QUANTIFI

　　ERS:

　　QUANTIFIERS

　　ALL EXCEPT LIKELY

　　SOME MOST MANY

　　ONLY COULD NO

　　NEVER ALWAYS EVERYWHERE

　　PROBABLY MUST ALONE

　　EXAMPLE:

　　WHETHER THE WORLD IS EUCLIDEAN OR NON-EUCLIDEAN IS STILL AN OPEN QUESTION.

　　HOWEVER, IF A STAR’S POSITION IS PREDICTED BASED ON NON-EUCLIDEAN GEOMETRY,

　　THEN WHEN A TELESCOPE IS POINTED TOSWHERESTHE STAR SHOULD BE IT WILL BE THER

　　E. WHEREAS, IF THE STAR’S POSITION IS PREDICTED BASED ON EUCLIDEAN GEOMETRY,

　　THEN WHEN A TELESCOPE IS POINTED TOSWHERESTHE STAR SHOULD BE IT WON’T BE TH

　　ERE. THIS STRONGLY INDICATES THAT THE WORLD IS NON-EUCLIDEAN.

　　WHICH ONE OF THE FOLLOWING BEST EXPRESSES THE MAIN IDEA OF THE PASSAGE?

　　(A) THE WORLD MAY OR MAY NOT BE EUCLIDEAN.

　　(B) THE WORLD IS PROBABLY NON-EUCLIDEAN.

　　(C) THE WORLD IS NON-EUCLIDEAN.

　　(D) THE WORLD IS EUCLIDEAN.

　　(E) THE WORLD IS NEITHER EUCLIDEAN NOR NON-EUCLIDEAN.

　　CHOICE (A) UNDERSTATES THE MAIN IDEA. ALTHOUGH THE OPENING TO THE PASSAGE ST
2011-09-13 19:31:00   来源：liuxuepaper.Com    双击单词自动翻译

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• 1、GMT考试:Testprep数学精解
• 2、分页标题#e#　　A CONFLICT OF INTEREST EXISTS BETWEEN THE BLACKS AND THE POLICE BECAUSE THE　　POLICE ARE THE ARMED GUARDIANS OF THE SOCIALSGROUPSAND THE BLACKS ARE THE CH　　IEF DOMESTIC VICTIMS OF THE AMERICAN SOCIAL ORDER.　　THE CONCLUSION CAN ALSO BE FORCEDSINTOSTHE MIDDLE:　　THE POLICE ARE THE ARMED GUARDIANS OF THE SOCIAL ORDER. SO A CONFLICT OF INT　　EREST EXISTS BETWEEN THE BLACKS AND THE POLICE BECAUSE THE BLACKS ARE THE CH　　IEF DOMESTIC VICTIMS OF THE AMERICAN SOCIAL ORDER.　　IT IS GENERALLY AWKWARD, AS IN THE PREVIOUS PARAGRAPH, TO PLACE THE CONCLUSI　　ON IN THE MIDDLE OF THE ARGUMENT BECAUSE THEN IT CANNOT BE FULLY ANTICIPATED　　BY WHAT COMES BEFORE NOR FULLY EXPLAINED BY WHAT COMES AFTER. ON THE RARE O　　CCASION WHEN A CONCLUSION COMES IN THE MIDDLE OF AN ARGUMENT, MOST OFTEN EIT　　HER THE MATERIAL THAT COMES AFTER IT OR THE MATERIAL THAT COMES BEFORE IT IS　　NOT ESSENTIAL.　　IN SUMMARY: TO FIND THE CONCLUSION, CHECK THE LAST SENTENCE OF THE ARGUMENT.　　IF THAT IS NOT THE CONCLUSION, CHECK THE FIRST SENTENCE. RARELY DOES THE CO　　NCLUSION COME IN THE MIDDLE OF AN ARGUMENT.　　WHEN DETERMINING THE MEANING OF A CONCLUSION, BE CAREFUL NOT TO READ ANY MOR　　ESINTOSIT THAN WHAT THE AUTHOR STATES. ALTHOUGH ARGUMENTS ARE NOT WORDED AS　　PRECISELY AS GAMES, YOU STILL NEED TO READ THEM WITH MORE CARE THAN YOU WOUL　　D USE IN YOUR EVERYDAY READING.　　AS WITH GAMES, READ THE WORDS AND SENTENCES OF AN ARGUMENT PRECISELY, AND US　　E THEIR LITERAL MEANING.　　FOR EXAMPLE, CONSIDER THE MEANING OF SOME IN THE SENTENCE "SOME OF MARY’S FR　　IENDS WENT TO THE PARTY." IT WOULD BE UNWARRANTED, BASED ON THIS STATEMENT,　　TO ASSUME THAT SOME OF MARY’S FRIENDS DID NOT GO TO THE PARTY. ALTHOUGH IT M　　AY SEEM DECEIVING TO SAY THAT SOME OF MARY’S FRIENDS WENT TO THE PARTY WHEN　　IN FACT ALL OF THEM DID, IT IS NONETHELESS TECHNICALLY CONSISTENT WITH THE M　　EANING OF SOME.　　SOME MEANS "AT LEAST ONE AND PERHAPS ALL."　　AS MENTIONED BEFORE, THE CONCLUSION USUALLY COMES AT THE END OF AN ARGUMENT,　　SOMETIMES AT THE BEGINNING, AND RARELY IN THE MIDDLE. WRITERS USE CERTAIN W　　ORDS TO INDICATE THAT THE CONCLUSION IS ABOUT TO BE STATED. FOLLOWING IS A L　　IST OF THE MOST COMMON CONCLUSION INDICATORS:　　CONCLUSION INDICATORS　　HENCE THEREFORE　　SO ACCORDINGLY　　THUS CONSEQUENTLY　　FOLLOWS THAT SHOWS THAT　　CONCLUDE THAT IMPLIES　　AS A RESULT MEANS THAT　　MOST OFTEN THE CONCLUSION OF AN ARGUMENT IS PUT IN THE FORM OF A STATEMENT.　　SOMETIMES, HOWEVER, THE CONCLUSION IS GIVEN AS A COMMAND OR OBLIGATION.　　EXAMPLE:　　ALL THINGS CONSIDERED, YOU OUGHT TO VOTE.　　HERE, THE AUTHOR IMPLIES THAT YOU ARE OBLIGED TO VOTE.　　THE CONCLUSION CAN EVEN BE PUT IN THE FORM OF A QUESTION. THIS RHETORICAL TE[page]分页标题#e#　　CHNIQUE IS QUITE EFFECTIVE IN CONVINCING PEOPLE THAT A CERTAIN POSITION IS C　　ORRECT. WE ARE MORE LIKELY TO BELIEVE SOMETHING IF WE FEEL THAT WE CONCLUDED　　IT ON OUR OWN, OR AT LEAST IF WE FEEL THAT WE WERE NOT TOLD TO BELIEVE IT.　　A CONCLUSION PUT IN QUESTION FORM CAN HAVE THIS RESULT.　　EXAMPLE:　　THE NANUUTS BELIEVE THAT THEY SHOULD NOT TAKE FROM NATURE ANYTHING SHE CANNO　　T REPLENISH DURING THEIR LIFETIME. THIS ASSURES THAT FUTURE GENERATIONS CAN　　ENJOY THE SAME RICHES OF NATURE THAT THEY HAVE. AT THE CURRENT RATE OF DESTR　　UCTION, THE RAIN FORESTS WILL DISAPPEAR DURING OUR LIFETIME. DO WE HAVE AN O　　BLIGATION TO FUTURE GENERATIONS TO PREVENT THIS RESULT?　　HERE THE AUTHOR TRUSTS THAT THE POWER OF HER ARGUMENT WILL PERSUADE THE READ　　ER TO ANSWER THE QUESTION AFFIRMATIVELY.　　TAKING THIS RHETORICAL TECHNIQUE ONE STEP FURTHER, THE WRITER MAY BUILD UP T　　O THE CONCLUSION BUT LEAVE IT UNSTATED. THIS ALLOWS THE READER TO MAKE UP HI　　S OWN MIND. IF THE BUILD-UP IS DONE SKILLFULLY, THE READER WILL BE MORE LIKE　　LY TO A美国GREE WITH THE AUTHOR, WITHOUT FEELING MANIPULATED.　　EXAMPLE:　　HE WHO IS WITHOUT SIN SHOULD CAST THE FIRST STONE. THERE IS NO ONE HERE WHO　　DOES NOT HAVE A SKELETON IN HIS CLOSET.　　THE UNSTATED BUT OBVIOUS CONCLUSION HERE IS THAT NONE OF THE PEOPLE HAS THE　　RIGHT TO CAST THE FIRST STONE.　　WHEN DETERMINING THE CONCLUSION’S SCOPE BE CAREFUL NOT TO READ ANY MORE OR L　　ESSSINTOSIT THAN THE AUTHOR STATES. GMAT WRITERS OFTEN CREATE WRONG ANSWER-C　　HOICES BY SLIGHTLY OVERSTATING OR UNDERSTATING THE AUTHOR’S CLAIM. CERTAIN W　　ORDS LIMIT THE SCOPE OF A STATEMENT. THESE WORDS ARE CALLED QUANTIFIERS--PAY　　CLOSE ATTENTION TO THEM. FOLLOWING IS A LIST OF THE MOST IMPORTANT QUANTIFI　　ERS:　　QUANTIFIERS　　ALL EXCEPT LIKELY　　SOME MOST MANY　　ONLY COULD NO　　NEVER ALWAYS EVERYWHERE　　PROBABLY MUST ALONE　　EXAMPLE:　　WHETHER THE WORLD IS EUCLIDEAN OR NON-EUCLIDEAN IS STILL AN OPEN QUESTION.　　HOWEVER, IF A STAR’S POSITION IS PREDICTED BASED ON NON-EUCLIDEAN GEOMETRY,　　THEN WHEN A TELESCOPE IS POINTED TOSWHERESTHE STAR SHOULD BE IT WILL BE THER　　E. WHEREAS, IF THE STAR’S POSITION IS PREDICTED BASED ON EUCLIDEAN GEOMETRY,　　THEN WHEN A TELESCOPE IS POINTED TOSWHERESTHE STAR SHOULD BE IT WON’T BE TH　　ERE. THIS STRONGLY INDICATES THAT THE WORLD IS NON-EUCLIDEAN.　　WHICH ONE OF THE FOLLOWING BEST EXPRESSES THE MAIN IDEA OF THE PASSAGE?　　(A) THE WORLD MAY OR MAY NOT BE EUCLIDEAN.　　(B) THE WORLD IS PROBABLY NON-EUCLIDEAN.　　(C) THE WORLD IS NON-EUCLIDEAN.　　(D) THE WORLD IS EUCLIDEAN.　　(E) THE WORLD IS NEITHER EUCLIDEAN NOR NON-EUCLIDEAN.　　CHOICE (A) UNDERSTATES THE MAIN IDEA. ALTHOUGH THE OPENING TO THE PASSAGE ST[page]分页标题#e#　　ATES THAT WE DON’T KNOW WHETHER THE WORLD IS NON-EUCLIDEAN, THE AUTHOR GOES　　ON TO GIVE EVIDENCE THAT IT IS NON-EUCLIDEAN. CHOICE (C) OVERSTATES THE MAIN　　IDEA. THE AUTHOR DOESN’T SAY THAT THE WORLD IS NON-EUCLIDEAN, JUST THAT EVI　　DENCE STRONGLY INDICATES THAT IT IS. IN CHOICE (B), THE WORD "PROBABLY" PROP　　ERLY LIMITS THE SCOPE OF THE MAIN IDEA, NAMELY, THAT THE WORLD IS PROBABLY N　　ON-EUCLIDEAN, BUT WE CAN’T YET STATE SO DEFINITIVELY. THE ANSWER IS (B).　　PREMISES　　ONCE YOU’VE FOUND THE CONCLUSION, MOST OFTEN EVERYTHING ELSE IN THE ARGUMENT　　WILL BE EITHER PREMISES OR "NOISE." THE PREMISES PROVIDE EVIDENCE FOR THE C　　ONCLUSION; THEY FORM THE FOUNDATION OR INFRASTRUCTURE UPON WHICH THE CONCLUS　　ION DEPENDS. TO DETERMINE WHETHER A STATEMENT IS A PREMISE, ASK YOURSELF WHE　　THER IT SUPPORTS THE CONCLUSION. IF SO, IT’S A PREMISE. EARLIER WE SAW THAT　　WRITERS USE CERTAIN WORDS TO FLAG CONCLUSIONS; LIKEWISE WRITERS USE CERTAIN　　WORDS TO FLAG PREMISES. FOLLOWING IS A PARTIAL LIST OF THE MOST COMMON PREMI　　SE INDICATORS:　　PREMISE INDICATORS　　BECAUSE FOR　　SINCE IS EVIDENCE THAT　　IF IN THAT　　AS OWING TO　　SUPPOSE INASMUCH AS　　ASSUME MAY BE DERIVED FROM　　EXAMPLE:　　SINCE THE INCUMBENT’S VIEWS ARE OUT OF STEP WITH PUBLIC OPINION, HE PROBABLY　　WILL NOT BE REELECTED.　　HERE "SINCE" IS USED TO FLAG THE PREMISE THAT THE INCUMBENT’S POSITIONS ARE　　UNPOPULAR.　　SUPPRESSED PREMISES　　MOST ARGUMENTS DEPEND ON ONE OR MORE UNSTATED PREMISES. SOMETIMES THIS INDIC　　ATES A WEAKNESS IN THE ARGUMENT, AN OVERSIGHT BY THE WRITER. MORE OFTEN, HOW　　EVER, CERTAIN PREMISES ARE LEFT TACIT BECAUSE THEY ARE TOO NUMEROUS, OR THE　　WRITER ASSUMES THAT HIS AUDIENCE IS AWARE OF THE ASSUMPTIONS, OR HE WANTS TH　　E AUDIENCE TO FILL IN THE PREMISE THEMSELVES AND THEREFORE BE MORE LIKELY TO　　BELIEVE THE CONCLUSION.　　EXAMPLE:　　CONCLUSION: I KNEW HE DID IT.　　PREMISE: ONLY A GUILTY PERSON WOULD ACCEPT IMMUNITY FROM PROSECUTION.　　THE SUPPRESSED PREMISE IS THAT HE DID, IN FACT, ACCEPT IMMUNITY. THE SPEAKER　　ASSUMES THAT HIS AUDIENCE IS AWARE OF THIS FACT OR AT LEAST IS WILLING TO B　　ELIEVE IT, SO TO STATE IT WOULD BE REDUNDANT AND PONDEROUS. IF THE UNSTATED　　PREMISE WERE FALSE (THAT IS, HE DID NOT ACCEPT IMMUNITY), THE ARGUMENT WOULD　　NOT TECHNICALLY BE A LIE; BUT IT WOULD BE VERY DECEPTIVE. THE UNSCRUPULOUS　　WRITER MAY USE THIS PLOY IF HE THINKS THAT HE CAN GET AWAY WITH IT. THAT IS,　　HIS ARGUMENT HAS THE INTENDED EFFECT AND THE FALSE PREMISE, THOUGH IMPLICIT　　, IS HARD TO FIND OR IS AMBIGUOUS. POLITICIANS ARE NOT AT ALL ABOVE USING TH　　IS TACTIC.　　A COMMON QUESTION ON THE GMAT ASKS YOU TO FIND THE SUPPRESSED PREMISE OF AN[page]分页标题#e#　　ARGUMENT. FINDING THE SUPPRESSED PREMISE, OR ASSUMPTION, OF AN ARGUMENT CAN　　BE DIFFICULT. HOWEVER, ON THE GMAT YOU HAVE AN ADVANTAGE--THE SUPPRESSED PRE　　MISE IS LISTED AS ONE OF THE FIVE ANSWER-CHOICES. TO TEST WHETHER AN ANSWER-　　CHOICE IS A SUPPRESSED PREMISE, ASK YOURSELF WHETHER IT WOULD MAKE THE ARGUM　　ENT MORE PLAUSIBLE. IF SO, THEN IT IS VERY LIKELY A SUPPRESSED PREMISE.　　EXAMPLE:　　AMERICAN ATTITUDES TEND TO BE RATHER INSULAR, BUT THERE IS MUCH WE CAN LEARN　　FROM OTHER COUNTRIES. IN JAPAN, FOR EXAMPLE, WORKERS SET ASIDE SOME TIME EA　　CH DAY TO EXERCISE, AND MANY CORPORATIONS PROVIDE ELABORATE EXERCISE FACILIT　　IES FOR THEIR EMPLOYEES. FEW AMERICAN CORPORATIONS HAVE SUCH EXERCISE PROGRA　　MS. STUDIES HAVE SHOWN THAT THE JAPANESE WORKER IS MORE PRODUCTIVE THAN THE　　AMERICAN WORKER. THUS IT MUST BE CONCLUDED THAT THE PRODUCTIVITY OF AMERICAN　　WORKERS WILL LAG BEHIND THEIR JAPANESE COUNTERPARTS, UNTIL MANDATORY EXERCI　　SE PROGRAMS ARE INTRODUCED.　　THE CONCLUSION OF THE ARGUMENT IS VALID IF WHICH ONE OF THE FOLLOWING IS ASS　　UMED?　　(A) EVEN IF EXERCISE PROGRAMS DO NOT INCREASE PRODUCTIVITY, THEY WILL IMPROV　　E THE AMERICAN WORKER’S HEALTH.　　(B) THE PRODUCTIVITY OF ALL WORKERS CAN BE INCREASED BY EXERCISE.　　(C) EXERCISE IS AN ESSENTIAL FACTOR IN THE JAPANESE WORKER’S SUPERIOR PRODUC　　TIVITY.　　(D) AMERICAN WORKERS CAN ADAPT TO THE LONGER JAPANESE WORK WEEK.　　(E) AMERICAN CORPORATIONS DON’T HAVE THE FUNDS TO BUILD ELABORATE EXERCISE F　　ACILITIES.　　THE UNSTATED ESSENCE OF THE ARGUMENT IS THAT EXERCISE IS AN INTEGRAL PART OF　　PRODUCTIVITY AND THAT JAPANESE WORKERS ARE MORE PRODUCTIVE THAN AMERICAN WO　　RKERS BECAUSE THEY EXERCISE MORE. THE ANSWER IS (C).　　COUNTER-PREMISES　　WHEN PRESENTING A POSITION, YOU OBVIOUSLY DON’T WANT TO ARGUE AGAINST YOURSE　　LF. HOWEVER, IT IS OFTEN EFFECTIVE TO CONCEDE CERTAIN MINOR POINTS THAT WEAK　　EN YOUR ARGUMENT. THIS SHOWS THAT YOU ARE OPEN-MINDED AND THAT YOUR IDEAS AR　　E WELL CONSIDERED. IT ALSO DISARMS POTENTIAL ARGUMENTS AGAINST YOUR POSITION　　.. FOR INSTANCE, IN ARGUING FOR A STRONG, AG美国GRESSIVE POLICE DEPARTMENT, YOU M　　AY CONCEDE THAT IN THE PAST THE POLICE HAVE AT TIMES ACTED TOO AG美国GRESSIVELY.　　OF COURSE, YOU WILL THEN NEED TO STATE MORE CONVINCING REASONS TO SUPPORT Y　　OUR POSITION.　　EXAMPLE:　　I SUBMIT THAT THE STRIKERS SHOULD ACCEPT THE MANAGEMENT’S OFFER. ADMITTEDLY,　　IT IS LESS THAN WHAT WAS DEMANDED. BUT IT DOES RESOLVE THE MAIN GRIEVANCE--　　INADEQUATE HEALTH CARE. FURTHERMORE, AN INDEPENDENT STUDY SHOWS THAT A WAGE　　INCREASE 美国GREATER THAN 5% WOULD LEAVE THE COMPANY UNABLE TO COMPETE AGAINST J　　APAN AND GERMANY, FORCING ITSINTOSBANKRUPTCY.　　THE CONCLUSION, "THE STRIKERS SHOULD ACCEPT THE MANAGEMENT’S OFFER," IS STAT[page]分页标题

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