編輯點(diǎn)評(píng)： 大家在備考GRE作文時(shí)，不妨多多借鑒一下優(yōu)秀范文中的結(jié)構(gòu)框架、遣詞造句等好的地方，將這些好的元素吸收到自己的文章中來(lái)，一定會(huì)為文章增色不少。

　　Too much emphasis is placed on the development of reading skills in elementary school. Many students who are discouraged by the lonely activity of reading turn away from schoolwork merely because they are poor readers. But books recorded on audiocassette tape provide an important alternative for students at this crucial stage in their education, one the school board should not reject merely because of the expense involved. After all, many studies attest to the value of allowing students to hear books read aloud; there is even evidence that students whose parents read to them are even more likely to become able readers. Thus, hearing books on tape can only make students more eager to read and to learn. Therefore, the school board should encourage schools to buy books on tape and to use them in elementary education.

　　In this argument, the writer claims that elementary schools place too much emphasis on the development of reading skills; therefore books on audiocassette should be provided as an alternative method of learning. The arguer attempts to substantiate the conclusion by citing studies that show the value of allowing students to hear books read aloud; including evidence that students whose parents read to them are even more likely to become better readers. This argument ultimately fails as it suffers from several critical fallacies.

　　First of all, the writer flatly states, without any supporting evidence whatsoever, that many students are discouraged by the lonely activity of reading, then continues on in the same sentence to state that students turn away from schoolwork solely because they are poor readers. Students often read to themselves or to the other students in a classroom situation - hardly a lonely activity. Additionally, this argument puts the effect before the cause - inviting the circular logic that students stop trying to learn to read because they are poor readers. Following this argument to its logical conclusion, because they are poor readers, they should not try to learn how to improve their reading. This absurd argument is analogous to saying that a new student should never start to learn in the first place, because he or she knows nothing.

　　Secondly, the writer cites as evidence in favor of the use of audiocassettes the idea that students whose parents read to them are even more likely to become proficient readers. It is at best doubtful that this provides proof that listening to someone read a book stimulates a young mind to learn to read better. It is far more likely that the child gains an interest in learning to read from the parents themselves, not the physical act of having something read to them. In this situation, the parent is showing the child his or her ability to read, which the child will naturally want to emulate. Furthermore, it is likely that a parent that spends time reading to a child is likely to be a much more encouraging parent, particularly when it comes to that child s education.

　　Thirdly, the writer fails to convince in his argument that hearing books on audiocassette makes a child more eager to read and to learn. The author cites many studies that show value in allowing students to hear books read aloud - he or she does not state that the studies show whether that value manifests itself as better reading skills or simply better listening skills, which seems more likely than any improvement in reading ability.

　　Finally, the author fails to take into consideration that merely listening to books on audiocassette fails to provide the visual stimulation necessary to develop higher level reading skills. It is more likely that hearing a book on audiocassette would discourage that student from ever reading that particular book on his or her own. Elementary schools are the main developing grounds for a student s reading abilities- there is no substitute for actively learning to actually see the writing and comprehend what it is trying to say. Listening skills can be developed through means other than by hearing books on audiocassette. Reading skills are an absolutely irreplaceable and fundamental part of an elementary student s education.

　　In conclusion, the writer s argument fails to address several weak areas that lead to a rejection of the overall conclusion that the school board should encourage schools to buy books on tape for use in elementary education. To strengthen the argument, direct cause and effect evidence should be set forth that shows better overall learning without any loss in the development of higher level reading skills for students.

　　參考譯文

　　下述文字摘自一封致某地方報(bào)紙編輯的信函：

　　在小學(xué)里，人們對(duì)閱讀技能的培養(yǎng)強(qiáng)調(diào)得過(guò)分了。許多對(duì)孤獨(dú)的閱讀活動(dòng)望而卻步的學(xué)生無(wú)心專注于學(xué)業(yè)，僅僅是因?yàn)樗麄冮喿x能力薄弱。但是，錄制在盒式錄音磁帶上的書本內(nèi)容卻可以向?qū)W生在其教育中如此關(guān)鍵的這一階段提供另外一個(gè)重要的選擇方案。對(duì)于這一方案，校董事會(huì)不能純粹因?yàn)樗婕暗降馁M(fèi)用而予以擯棄。不管怎么說(shuō)，許多研究均可驗(yàn)證讓學(xué)生聆聽大聲朗誦書本內(nèi)容這一做法的價(jià)值。甚至還不乏這樣的證據(jù)，即有些學(xué)生，由于其父母將書本內(nèi)容朗讀給他們聽，就更有可能成為閱讀能力很強(qiáng)的人。因此，在盒式錄音磁帶上聽書本內(nèi)容只會(huì)使學(xué)生更迫切地去閱讀和學(xué)習(xí)。故校董事會(huì)應(yīng)該鼓勵(lì)學(xué)校去購(gòu)置磁帶書本，并將其應(yīng)用于小學(xué)教學(xué)之中。

　　在本段論述中，作者宣稱小學(xué)過(guò)分強(qiáng)調(diào)對(duì)學(xué)生閱讀能力的培養(yǎng);因此，錄制在盒式錄音磁帶上的書本內(nèi)容應(yīng)提供給學(xué)生，作為又一種可選擇的學(xué)習(xí)方法。論述者通過(guò)援引某些研究，力圖來(lái)證明自己的結(jié)論，所援引的研究表明，讓學(xué)生聆聽書本內(nèi)容被大聲朗讀這一做法不無(wú)價(jià)值。論述者還提供了這樣的證據(jù)，即有些學(xué)生，由于其父母親將書本內(nèi)容朗讀給他們聽，就較有可能成為閱讀能力很強(qiáng)的人。該論點(diǎn)由于存在著某些嚴(yán)重的邏輯謬誤而最終無(wú)法站得住腳。 首先，作者言之鑿鑿地、且在毫無(wú)任何佐證性證據(jù)的情況下陳述道，許多學(xué)生對(duì) 孤獨(dú)的 閱讀行為望而卻步，接著在同一個(gè)句子中繼續(xù)陳述道，學(xué)生會(huì)僅僅因?yàn)殚喿x能力差而無(wú)心投入到學(xué)業(yè)之中。學(xué)生常常會(huì)在課堂氛圍中自己默讀或者朗讀給其他學(xué)生聽，這就很難將閱讀說(shuō)成是一種 孤獨(dú)的 活動(dòng)。此外，該論點(diǎn)將因果倒置 訴諸于循環(huán)論證式邏輯推理 學(xué)生們因?yàn)殚喿x技能差而不愿努力去學(xué)習(xí)閱讀。按此論據(jù)得出的邏輯結(jié)論便是：因?yàn)樗麄冮喿x能力差，他們就不必作任何努力去學(xué)習(xí)如何來(lái)提高其閱讀能力。這一荒謬的論述仿佛就像是在說(shuō)，一個(gè)新生永遠(yuǎn)沒有必要開始學(xué)習(xí)任何東西，因?yàn)檫@位新生一無(wú)所知。

　　其次，作者援引了某一理念作為證據(jù)，用來(lái)為盒式錄音磁帶的使用進(jìn)行辯護(hù)，這一理念便是，當(dāng)一個(gè)學(xué)生有父母對(duì)他進(jìn)行朗讀時(shí)，他便更有可能成為一個(gè)精于閱讀的人。如果將這視為證據(jù)，說(shuō)明聽他人朗讀一本書便能刺激一顆年幼的心靈去學(xué)習(xí)如何具有更強(qiáng)的閱讀能力，這充其量也是十分令人懷疑的。更有可能的是，孩子從父母身上所獲得的是一種去學(xué)習(xí)閱讀的興趣，而非由他人對(duì)他們進(jìn)行朗讀這一具體行為本身。在此情形中，父母所做的是向孩子表明他或她的閱讀能力，孩子自然愿意模仿這一能力。再者，一位花時(shí)間來(lái)給孩子進(jìn)行朗讀的父親或母親更有可能是一個(gè)教子有方的人，尤其是在涉及到孩子教育這一方面。

　　第三，作者在其論述中沒能讓我們相信在盒式錄音磁帶上聽書能使孩子更加渴望去閱讀和學(xué)習(xí)。作者援引了多項(xiàng)研究，以期證明讓學(xué)生聽人大聲朗讀書本這一做法的價(jià)值。但這位作者并沒能說(shuō)清楚，這些研究所表明的價(jià)值是否呈現(xiàn)為更強(qiáng)的閱讀技能，或者只是呈現(xiàn)為更強(qiáng)的聽力技能，而這一技能似乎比任何閱讀能力方面的提高來(lái)得更有可能。

　　最后需要指出的是，作者沒有考慮到這樣一個(gè)因素，即純粹在盒式錄音帶上聽書是無(wú)法提供培養(yǎng)較高層次閱讀技能所必需的視覺刺激的。情況更有可能是，在盒式錄音帶上聽某一本書會(huì)打消該學(xué)生自己去閱讀那本特定的書的積極性。小學(xué)教育是發(fā)展孩子閱讀能力的主要階段，沒有任何東西可以來(lái)替代積極的學(xué)習(xí)行為，親眼去看所寫的內(nèi)容并去理解字里行間所要表達(dá)的內(nèi)容。要發(fā)展聽力技能，并不必定需要借助在盒式錄音帶上聽書這一手段。閱讀技能是小學(xué)生教育中絕對(duì)無(wú)可替代的和最基本的部分。

　　歸納而言，作者的論述沒有能解決某些薄弱之處，正是這些沒能糾正的薄弱之處，使學(xué)校董事會(huì)應(yīng)該鼓勵(lì)學(xué)校去購(gòu)買磁帶書本用于小學(xué)教育這一總體結(jié)論無(wú)法得以成立。若要使其論據(jù)更具充分說(shuō)服力，必須擺出直接的因果證據(jù)來(lái)證明，學(xué)生在發(fā)展較高層次的閱讀技能方面在沒有蒙受任何損失的情況下，總體學(xué)習(xí)效果得到了提高。

　　編輯點(diǎn)評(píng)： 大家在備考GRE作文時(shí)，不妨多多借鑒一下優(yōu)秀范文中的結(jié)構(gòu)框架、遣詞造句等好的地方，將這些好的元素吸收到自己的文章中來(lái)，一定會(huì)為文章增色不少。

　　Too much emphasis is placed on the development of reading skills in elementary school. Many students who are discouraged by the lonely activity of reading turn away from schoolwork merely because they are poor readers. But books recorded on audiocassette tape provide an important alternative for students at this crucial stage in their education, one the school board should not reject merely because of the expense involved. After all, many studies attest to the value of allowing students to hear books read aloud; there is even evidence that students whose parents read to them are even more likely to become able readers. Thus, hearing books on tape can only make students more eager to read and to learn. Therefore, the school board should encourage schools to buy books on tape and to use them in elementary education.

　　In this argument, the writer claims that elementary schools place too much emphasis on the development of reading skills; therefore books on audiocassette should be provided as an alternative method of learning. The arguer attempts to substantiate the conclusion by citing studies that show the value of allowing students to hear books read aloud; including evidence that students whose parents read to them are even more likely to become better readers. This argument ultimately fails as it suffers from several critical fallacies.

　　First of all, the writer flatly states, without any supporting evidence whatsoever, that many students are discouraged by the lonely activity of reading, then continues on in the same sentence to state that students turn away from schoolwork solely because they are poor readers. Students often read to themselves or to the other students in a classroom situation - hardly a lonely activity. Additionally, this argument puts the effect before the cause - inviting the circular logic that students stop trying to learn to read because they are poor readers. Following this argument to its logical conclusion, because they are poor readers, they should not try to learn how to improve their reading. This absurd argument is analogous to saying that a new student should never start to learn in the first place, because he or she knows nothing.

　　Secondly, the writer cites as evidence in favor of the use of audiocassettes the idea that students whose parents read to them are even more likely to become proficient readers. It is at best doubtful that this provides proof that listening to someone read a book stimulates a young mind to learn to read better. It is far more likely that the child gains an interest in learning to read from the parents themselves, not the physical act of having something read to them. In this situation, the parent is showing the child his or her ability to read, which the child will naturally want to emulate. Furthermore, it is likely that a parent that spends time reading to a child is likely to be a much more encouraging parent, particularly when it comes to that child s education.

　　Thirdly, the writer fails to convince in his argument that hearing books on audiocassette makes a child more eager to read and to learn. The author cites many studies that show value in allowing students to hear books read aloud - he or she does not state that the studies show whether that value manifests itself as better reading skills or simply better listening skills, which seems more likely than any improvement in reading ability.

　　Finally, the author fails to take into consideration that merely listening to books on audiocassette fails to provide the visual stimulation necessary to develop higher level reading skills. It is more likely that hearing a book on audiocassette would discourage that student from ever reading that particular book on his or her own. Elementary schools are the main developing grounds for a student s reading abilities- there is no substitute for actively learning to actually see the writing and comprehend what it is trying to say. Listening skills can be developed through means other than by hearing books on audiocassette. Reading skills are an absolutely irreplaceable and fundamental part of an elementary student s education.

　　In conclusion, the writer s argument fails to address several weak areas that lead to a rejection of the overall conclusion that the school board should encourage schools to buy books on tape for use in elementary education. To strengthen the argument, direct cause and effect evidence should be set forth that shows better overall learning without any loss in the development of higher level reading skills for students.

　　參考譯文

　　下述文字摘自一封致某地方報(bào)紙編輯的信函：

　　在小學(xué)里，人們對(duì)閱讀技能的培養(yǎng)強(qiáng)調(diào)得過(guò)分了。許多對(duì)孤獨(dú)的閱讀活動(dòng)望而卻步的學(xué)生無(wú)心專注于學(xué)業(yè)，僅僅是因?yàn)樗麄冮喿x能力薄弱。但是，錄制在盒式錄音磁帶上的書本內(nèi)容卻可以向?qū)W生在其教育中如此關(guān)鍵的這一階段提供另外一個(gè)重要的選擇方案。對(duì)于這一方案，校董事會(huì)不能純粹因?yàn)樗婕暗降馁M(fèi)用而予以擯棄。不管怎么說(shuō)，許多研究均可驗(yàn)證讓學(xué)生聆聽大聲朗誦書本內(nèi)容這一做法的價(jià)值。甚至還不乏這樣的證據(jù)，即有些學(xué)生，由于其父母將書本內(nèi)容朗讀給他們聽，就更有可能成為閱讀能力很強(qiáng)的人。因此，在盒式錄音磁帶上聽書本內(nèi)容只會(huì)使學(xué)生更迫切地去閱讀和學(xué)習(xí)。故校董事會(huì)應(yīng)該鼓勵(lì)學(xué)校去購(gòu)置磁帶書本，并將其應(yīng)用于小學(xué)教學(xué)之中。

　　在本段論述中，作者宣稱小學(xué)過(guò)分強(qiáng)調(diào)對(duì)學(xué)生閱讀能力的培養(yǎng);因此，錄制在盒式錄音磁帶上的書本內(nèi)容應(yīng)提供給學(xué)生，作為又一種可選擇的學(xué)習(xí)方法。論述者通過(guò)援引某些研究，力圖來(lái)證明自己的結(jié)論，所援引的研究表明，讓學(xué)生聆聽書本內(nèi)容被大聲朗讀這一做法不無(wú)價(jià)值。論述者還提供了這樣的證據(jù)，即有些學(xué)生，由于其父母親將書本內(nèi)容朗讀給他們聽，就較有可能成為閱讀能力很強(qiáng)的人。該論點(diǎn)由于存在著某些嚴(yán)重的邏輯謬誤而最終無(wú)法站得住腳。 首先，作者言之鑿鑿地、且在毫無(wú)任何佐證性證據(jù)的情況下陳述道，許多學(xué)生對(duì) 孤獨(dú)的 閱讀行為望而卻步，接著在同一個(gè)句子中繼續(xù)陳述道，學(xué)生會(huì)僅僅因?yàn)殚喿x能力差而無(wú)心投入到學(xué)業(yè)之中。學(xué)生常常會(huì)在課堂氛圍中自己默讀或者朗讀給其他學(xué)生聽，這就很難將閱讀說(shuō)成是一種 孤獨(dú)的 活動(dòng)。此外，該論點(diǎn)將因果倒置 訴諸于循環(huán)論證式邏輯推理 學(xué)生們因?yàn)殚喿x技能差而不愿努力去學(xué)習(xí)閱讀。按此論據(jù)得出的邏輯結(jié)論便是：因?yàn)樗麄冮喿x能力差，他們就不必作任何努力去學(xué)習(xí)如何來(lái)提高其閱讀能力。這一荒謬的論述仿佛就像是在說(shuō)，一個(gè)新生永遠(yuǎn)沒有必要開始學(xué)習(xí)任何東西，因?yàn)檫@位新生一無(wú)所知。

　　其次，作者援引了某一理念作為證據(jù)，用來(lái)為盒式錄音磁帶的使用進(jìn)行辯護(hù)，這一理念便是，當(dāng)一個(gè)學(xué)生有父母對(duì)他進(jìn)行朗讀時(shí)，他便更有可能成為一個(gè)精于閱讀的人。如果將這視為證據(jù)，說(shuō)明聽他人朗讀一本書便能刺激一顆年幼的心靈去學(xué)習(xí)如何具有更強(qiáng)的閱讀能力，這充其量也是十分令人懷疑的。更有可能的是，孩子從父母身上所獲得的是一種去學(xué)習(xí)閱讀的興趣，而非由他人對(duì)他們進(jìn)行朗讀這一具體行為本身。在此情形中，父母所做的是向孩子表明他或她的閱讀能力，孩子自然愿意模仿這一能力。再者，一位花時(shí)間來(lái)給孩子進(jìn)行朗讀的父親或母親更有可能是一個(gè)教子有方的人，尤其是在涉及到孩子教育這一方面。

　　第三，作者在其論述中沒能讓我們相信在盒式錄音磁帶上聽書能使孩子更加渴望去閱讀和學(xué)習(xí)。作者援引了多項(xiàng)研究，以期證明讓學(xué)生聽人大聲朗讀書本這一做法的價(jià)值。但這位作者并沒能說(shuō)清楚，這些研究所表明的價(jià)值是否呈現(xiàn)為更強(qiáng)的閱讀技能，或者只是呈現(xiàn)為更強(qiáng)的聽力技能，而這一技能似乎比任何閱讀能力方面的提高來(lái)得更有可能。

　　最后需要指出的是，作者沒有考慮到這樣一個(gè)因素，即純粹在盒式錄音帶上聽書是無(wú)法提供培養(yǎng)較高層次閱讀技能所必需的視覺刺激的。情況更有可能是，在盒式錄音帶上聽某一本書會(huì)打消該學(xué)生自己去閱讀那本特定的書的積極性。小學(xué)教育是發(fā)展孩子閱讀能力的主要階段，沒有任何東西可以來(lái)替代積極的學(xué)習(xí)行為，親眼去看所寫的內(nèi)容并去理解字里行間所要表達(dá)的內(nèi)容。要發(fā)展聽力技能，并不必定需要借助在盒式錄音帶上聽書這一手段。閱讀技能是小學(xué)生教育中絕對(duì)無(wú)可替代的和最基本的部分。

　　歸納而言，作者的論述沒有能解決某些薄弱之處，正是這些沒能糾正的薄弱之處，使學(xué)校董事會(huì)應(yīng)該鼓勵(lì)學(xué)校去購(gòu)買磁帶書本用于小學(xué)教育這一總體結(jié)論無(wú)法得以成立。若要使其論據(jù)更具充分說(shuō)服力，必須擺出直接的因果證據(jù)來(lái)證明，學(xué)生在發(fā)展較高層次的閱讀技能方面在沒有蒙受任何損失的情況下，總體學(xué)習(xí)效果得到了提高。