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Issue

226. "Competition is ultimately more

beneficial than detrimental to society."

Generally speaking, competition

contributes to progress in society.

1.

Generally speaking, competition

contributes to progress in society.

2.

In democratic countries, when parties

and candidates compete for power,

the public benefits..

!dmittedly, when competition gets out

of the control of mores and laws,

society will suffer.

22#. "It is more important to allocate

money for immediate, e$isting social

problems than to spend it on longterm

research that might help futuregenerations."

%umanity should take into account both

longterm interests and shortterm

interests when making budgets.

1.

&aturally, each generation is most

concerned about sol'ing problems

that immediately confront them.

2.

%owe'er, what differentiates human

beings from other animals is that

humans ha'e a sense of future and

are morally responsible for the well

being of their descendents.

.

(herefore, as beneficiaries of pre'iousgenerations, each generation should

make its own contribution for the

wellbeing of future generations.

2. "!cademic disciplines ha'e

become so speciali)ed in recent years

that scholars* ideas reach only a narrowaudience. +ntil scholars can reach a

wider audience, their ideas will ha'e

little use."

(he speaker o'ersimplifies the issue ofacademic influence on society.

1.

It is true that academic disciplines ha'e

become so speciali)ed nowadays

that some scholars seemingly

idiosyncratic ideas only reach a

narrow audience.

2.

It is also true that social scientists

failing to reach the large publicmakes it impossible for their ideas

to contribute to society.

.

&e'ertheless, scholars in certain realms

are doomed to li'e in an isolated

and purely academic world, which

does not necessarily mean that

their ideas will ha'e little use.

o'erspeciali)ation

2-. "(he stability of a society depends

on how it responds to the e$tremes of

human beha'ior."

!" #$%

It is true that how a society copes with

the e$tremes of human beha'iorlargely determines the societys

1

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1.

(he e$tremes of human beha'iorsuch

as 'iolence or strikesusually dictate

gra'e social troubles.

2.

ne solution to these social problems is

suppressing, which pro'es effecti'e

in the short run andcounterproducti'e in the long run.

.

(he most effecti'e way of responding to

such problems is constructi'e

communication and sometimes

compromise.

2/0. "!lthough many people think that

the lu$uries and con'eniences of

contemporary life are entirely harmless,

in fact, they actually pre'ent people

from de'eloping into truly strong and

independent indi'iduals."

!gree1.

Consider first the effect of the

automobile on our independence as

indi'iduals. In some respects the

automobile ser'es to enhance such

independence.

2.

%owe'er, we ha'e become sla'es to the

automobile.

.

Consider ne$t the o'erall impact of the

automobile on our strength as

indi'iduals, by which I mean strength

of character, or mettle.

/.

In contrast, there is a certain strength of

character that comes with eschewing

modern con'eniences such as cars,

and with the knowledge that one iscontributing to a cleaner and uieter

en'ironment, a safer neighborhood,

and arguably a more genteel

society.

& '

2/1. "(here are two types of laws 3ust

and un3ust. 4'ery indi'idual in a society

has a responsibility to obey 3ust lawsand, e'en more importantly, to disobey

and resist un3ust laws."

()*+,-.,-/0

1 .2345.,-)*

5isagree

1.

irst, whether a law is 3ust or un3ust israrely a straightforward issue. (he

fairness of any law depends on

ones personal 'alue system.

2.

(he fairness of a law also depends on

ones personal interest, or stake, in

the legal issue at hand.

.

5isobeying un3ust laws often has the

opposite effect of what wasintended or hoped for.

/.

7y 3ustifying a 'iolation of one sort of

law we find oursel'es on a slippery

slope toward sanctioning all types

of illegal beha'ior, including

egregious criminal conduct.

&)*,-67

2/. "If a society is to thri'e, it must

put its own o'erall success before the

wellbeing of its indi'idual citi)ens."

89:; ?@A0

5isagree

2

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1.

(he society is made up of indi'idual

citi)ens8 therefore, the

de'elopment of indi'idual citi)ens is

crucial for the de'elopment of the

whole society.

2.

! society that ignores the well being ofindi'idual citi)ens is bound to end up

in social turmoil or re'olution.

BCDC&0E

2//. "&ational go'ernments should

de'ote more of their social programs

and ser'ices to children than to adults."

FGHIJKL MNO.P 0

1.

&o one would deny the fact that it is in

the young generation that lies the

future of our society.

2.

(herefore, we should attach enough

importance to the de'elopment ofchildren.

.

%owe'er, this does not mean that we

can ignore the interests of adults,

who make up the ma3or work force of

our society.

2. "9any people belie'e that a few

indi'iduals or small groups :family,

friends, teachers, celebrities, for

e$ample; ha'e caused them to think

and beha'e in the way they do.

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li'es. >hen they seek a public role, they

should e$pect that they will lose at least

some of their pri'acy."

U lmn ^oU lp !gree

1.

Intense media attention to the li'es of

public figures raises a presumption

in the collecti'e mind of the 'iewing

or reading public that our public

figures li'es are far more interesting

than our own.

2.(he media consist of large corporations

whose chief ob3ecti'e is to ma$imi)e

shareholder profit. In pursuit of that

ob3ecti'e, the media are simply

gi'ing the public what they demand

?a 'oyeuristic look into the pri'ate

li'es of public figures.

.

&e'ertheless, the statement should be

ualified in that a political figure hasreason to e$pect pri'acy than other

public figures.

BCDC&, q l

1. "Creating an appealing image has

become more important in

contemporary society than is the reality

or truth behind that image."

Wr[stuv wxy

I agree that image has become a more

central concern, at least where short

term business or political success is at

stake. &e'ertheless, I think that in the

longer term image ultimately yields to

substance and fact.

1.

(he important role of image is

particularly e'ident in the business

world.

2.

(he growing significance of image is

also e'ident in the political realm,

particularly when it comes topresidential politics.

.

In the long terms, howe'er, the

significance of image wanes

considerably.

16. "(he greatness of indi'iduals can

be decided only by those who li'e after

them, not by their contemporaries."

P Pz{ O| [

1.

>e do not reuire a rear'iew mirror to

recogni)e artistic greatness?whether in music, 'isual arts, or

literature. (he reason for this is

simple art can be 3udged at face

'alue.

2.

In contrast, in the sciences it is difficult

to identify greatness without the

benefit of historical perspecti'e.

.

In the realm of business, in some cases

great achie'ement is recogni)able

immediately, while in other cases it

is not.

20. "@cholars and researchers should

not be concerned with whether their

work makes a contribution to the larger

society. It is more important that theypursue their indi'idual interests,

4

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howe'er unusual or idiosyncratic those

interests may seem."

X . }e~V

1:P}e 8G

!gree

1.

>ho is to decide which areas of

academic inuiry are worthwhileA

@cholars cannot be left to decide8 nor

can regulators and legislators.

2.

@econdly, by human nature we are

moti'ated to pursue those acti'itiesin which we e$cel.

.

(hirdly, it is Bidiosyncratic and

unusual a'enues of inuiry that

lead to greatest contributions to

society.

BCDC&I

21. "@uch nonmainstream areas of

inuiry as astrology, fortunetelling, andpsychic and paranormal pursuits play a

'ital role in society by satisfying human

needs that are not addressed by

mainstream science."

~U 8

Wj

:V )

1.

!dmittedly, these nonmainstream areas

of inuiry address certain human

needs, which mainstream science

and other areas of intellectual

inuiry inherently cannot.

2.

%owe'er, because these pursuits are

not rooted in reason, they are

fa'orite pastimes of charlatans andothers who seek to prey on dupes.

.

urthermore, without any sure way to

e'aluate the legitimacy of these

a'enues of inuiry, participants

become 'ulnerable to self

deception, false hopes, fantastic

ideas and e'en delusions.

BCDC&

26. ">hile some leaders in

go'ernment, sports, industry, and other

areas attribute their success to a well

de'eloped sense of competition, a

society can better prepare its young

people for leadership by instilling in

them a sense of cooperation."

JKA Q U

O P 1 U?0

(V

!gree

1.

(he chief reason why we should stress

cooperation in nurturing youngpeople today is that, as tomorrows

leaders, they will face pressing

societal problems that simply

cannot be sol'ed apart from

cooperati'e international efforts.

2.

(he second compelling reason for

instilling in young people a sense of

cooperation o'er competition is that

effecti'e leadership depends less on

the latter than the former.

.

! third reason why instilling a sense of

cooperation is to be preferred o'er

instilling a sense of competition is

that the latter ser'es to narrow a

leaders focus on thwarting the

efforts of competitors.

5

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2#. "@ociety does not place enough

emphasis on the intellectthat is, on

reasoning and other cogniti'e skills."

P . 8 o

>hile the speaker might o'erlook thebenefits of nurturing certain emotions

and feelings, on balance I agree that it is

by way of our heads rather than our

hearts that we can best ensure the well

being of our society.

1. I concede that undue emphasis on

culti'ating the intellect at the

e$pense of healthy emotions canharm and indi'idual

psychologically.

2. In many other respects, howe'er,

emphasi)ing emotions and de

emphasi)ing intellect can carry

negati'e, e'en dangerous,

conseuences for any society.

. (he dangers of a deemphasis on

intellect are all too e'ident in

contemporary !merica.

D. "(he increasingly rapid pace of life

today causes more problems than it

sol'es."

[ZT DB

!gree

1.

(he rapid pace of life has resulted in

health problems in unprecedented

large numbers.

2.

!lthough people today ha'e more

leisure time, they are not in a better

position than their ancestors to en3oy

themsel'es.

.

9ore unfortunately, people seem to

ha'e become addicted to the rapid

pace of modern life.

/1. "%ighprofile awards such as the

&obel =ri)e are actually damaging tosociety because they suggest that only

a few people deser'e such

( WBC^

(he fact that only a few people deser'e

highprofile awards is insufficient

e'idence to suggest that such awardsare damaging to society.

1.

+ndoubtedly, highprofile awards

suggest that only a few people

deser'e such recognition.

2.

>hat is significant is that highprofile

awards point out the right directions

in which all indi'iduals in particular

fields should make efforts..

(o make sure that highprofile awards

ser'e the right purpose of society, it

is imperati'e that the rules of the

awards be fair and strictly adhered

to.

BCDC

/E. "=eople ha'e been so encouraged

by society to focus on apparent

differences that they fail to see

meaningful similarities among ideas,

indi'iduals, and groups."

nO?e O

A&

=eople in different culturalen'ironments would respond differently

to this statement.6

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1.

n the one hand, western cultures tend

to focus on differences among ideas,

indi'iduals and groups.

2.

(he danger of traditional societies, on

the other hand, is to ignore

differences forcing indi'iduals andgroups to conform to one authority.

.

! healthy attitude is to be sensiti'e to

both differences and similarities.

E0. "In any professionbusiness,

politics, education, go'ernmentthose

in power should step down after fi'eyears. (he surest path to success for

any enterprise is re'itali)ation through

new leadership."

WFG

Fimiting the term of leadership is an

effecti'e way to pre'ent corruption andlack of initiati'es.

1.

>hen leaders ha'e no fear of losing

their power, they tend to abuse their

power.

2.

! new leadership usually has greater

initiati'e and would bring in new

ideas.

.

%owe'er, in certain realms such as

business it might not be so

necessary to limit the term of

leadership.

/.

urthermore, new leaders often lack the

necessary skill and e$perience to

cope with e$isting problems8

therefore, they need a period of timefor adaptation.

E2. "ne can best understand the most

important characteristics of a society

by studying its ma3or cities."

bS ~:T

:

It is no longer true the ma3or cities are

characteristic of a society.

1.

9a3or cities used to be the cultural

centers of a society.

2.

&owadays, howe'er, due to the

influence of globali)ation, ma3or

cities throughout the world lookmore or less the same.

.

7y contrast, the rural areas of a society

maintain more of its cultural

tradition.

BCDC&S

E6. "(ruly profound thinkers and highly

creati'e artists are always out of step

with their time and their society."

(o be more e$act, great thinkers and

artists are generally out of step with

their time and society.

1.

9any great artists remained obscure all

their li'es.

2.

(here are countless e$amples of

original thinkers who were either

ignored or misunderstood by their

time and their society.

.

%owe'er, there are cases of greater

thinkers or artists who were

recogni)ed and rocketed to instantfame in their own time and their

own society.7

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E#. "=eople today are too indi'idualistic.

Instead of pursuing selfcentered,

separate goals, people need to

understand that satisfaction comes from

working for the greater good of thefamily, the community, or society as a

whole."

W QS

I@1

4$treme indi'idualism has become aserious threat to the social fabric and

the welfare of all members of society.

1.

@ome people may claim that the greater

good of the family, the community or

society lies in the good of the

indi'idual, which 3ustifies the pursuit

of selfinterests.

2.

(he problem daunting contemporarysociety is that egoism as run wild.

.

(oday there is e'ery need for the society

to encourage indi'iduals to work for

the interests of others.

BCDC

6-. "Feaders are created primarily by

the demands that are placed upon

them."

:Pz Ft=

Generally speaking, leaders are the

results of a combination of internal

ualities and e$ternal conditions.

1.

(he demands place upon a person could

challenge him or her to become aleader.

2.

%owe'er, the statement seems to

suggest that anybody can become a

leader if demands are placed on

him or her, which is unwarranted.

.

7esides opportunities, one also need to

ha'e certain ualities to make aleader.

#. "(he concept of *indi'idual

responsibility* is a necessary fiction.

!lthough societies must hold

indi'iduals accountable for their own

actions, people*s beha'ior is largely

determined by forces not of their own

FP(j>:

> % P

% jY.P

1.

(he claim that indi'idual responsibility

is a necessary fictions has some

merit in that a society where

indi'iduals are not held accountable

for their actions and choices is alawless one, de'oid of any order

2.

! correlati'e argument for indi'idual

responsibility in'ol'es the fact that

lawless, or anarchist, states gi'e

way to despotic rule by strong

indi'iduals who sei)e power.

.

!s for the speakers second claim, it

flies in the face of our e'eryday

e$periences in making choices and

decisions.

BCDC& F

-. "It is primarily through our

identification with social groups that we

define oursel'es."

89X ::P:

A8

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I strongly agree that we define oursel'es

primarily through our identification with

social groups, as the speaker asserts.

1.

!ny de'elopmental psychologist would

agree that sociali)ation with otherchildren plays a critical role in any

childs understanding and

psychological de'elopment of self.

2.

!s children progress to the social world

of the playground and other after

school 'enues, their earlier

recognition that they relate more

closely to some people than toothers e'ol'es into a desire to form

welldefined social groups, and to set

these groups apart from others.

.

%owe'er, as young adults take on the

responsibilities of partnering,

parenting, and working, they appear

to define themsel'es less by their

social affiliations and more by their

marital status, parental status, andoccupation.

100. "@o much is new and comple$

today that looking back for an

understanding of the past pro'ides little

guidance for li'ing in the present."

[P8 S

k r[Zy

4'en though history offers few foolproof

panaceas for li'ing today, the authors

claim that todays world is so uniue

that the past is irrele'ant is too radical.

1.

!dmittedly, history has helped us learn

the appropriateness of addressing

certain social issues, particularly

moral ones, on a societal le'el.

2.

%owe'er, the only firm lesson from

history about social ills is that they

are here to stay.

W k

106. "@ociety*s e$ternal rewards are nomeasure of true success. (rue success

can be measured only in relation to the

goals one sets for oneself."

._-0E

-0EP!"

@uccess should be gauged on apersonal base.

1.

@ocietys e$ternal rewards can only be

regarded as societys recognition of

ones contribution to society.

2.

or an indi'idual person, a correct

attitude is to gauge success in

relation to the goals one sets for

oneself..

'eremphasi)ing the social criterion of

success tends to belittle the worth

of an indi'idual.

11. "(he problems of modern society

ha'e led many people to complain *>e

li'e in terrible times.*

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1.

irstly, our li'ing conditions today are

superior to those of any past

generations.

2.

@econdly, technologies ha'e made it

possible for men to work under much

more comfortable working conditionstoday than before.

.

9ost of the problems troubling us today

ha'e been troubling human beings

for a long time.

120. ">hat society has thought to be itsgreatest social, political, and indi'idual

achie'ements ha'e often resulted in the

greatest discontent."

n P J

!gree with concession

1.

>ith respect to indi'idual achie'ements,

great achie'ers are by natureambitious people and therefore tend

to be dissatisfied and discontent with

their accomplishments?no matter

how great.

2.

Indi'idual achie'ements can often result

in discontent on a societal le'el.

.

(urning from indi'idual achie'ements to

societal, including political,

achie'ements, the e$tent to which

great achie'ement ha'e caused

discontent often depends on ones

perspecti'e.

122. "(he wellbeing of a society is

enhanced when many of its people

uestion authority."

rjDL =;

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those places to take care of

themsel'es.

}

12. "(he only responsibility of

corporate e$ecuti'es, pro'ided they stay

within the law, is to make as muchmoney as possible for their companies."

& , bD

In se'eral respects this position has

considerable merit8 yet it ignores certain

compelling arguments for imposing on

businesses additional obligations to thesociety in which they operate.

1.

n the one hand are con'incing

arguments that profit ma$imi)ation

within the bounds of the law should

be a business e$ecuti'es sole

responsibility. irst, imposing on

businesses additional duties to

society in which they operate can,

parado$ically, harm that society.2.

@econdly, by affirming that profit

ma$imi)ation within legal bounds is

the most ethical beha'ior possible

for business, more pri'ate

enterprises and indi'iduals will be

encouraged enter the marketplace in

the uest of profits.

.

n the other hand are compelling

arguments for holding business

e$ecuti'es to certain responsibilities

in addition to profit ma$imi)ation

and to compliance with the letter of

law.

1/0. "(he most essential uality of an

effecti'e leader is the ability to remain

consistently committed to particularprinciples and ob3ecti'es. !ny leader

who is uickly and easily influenced by

shifts in popular opinion will accomplish

little."

T }

=P: U .FG

89j ;j O

?0

In addressing the issue it is helpful to

consider, in turn, three distinct forms of

leadership business, political and

socialspiritual.

1.

In the business realm, effecti'e

leadership is generally defined, at

least in our corporate culture, asthat which achie'es the goal of

profit ma$imi)ation for a firms

shareholders or other owners.

2.

In the political realm, stubborn

adherence to ones ob3ecti'e in the

short term might ser'e a political

leaders interest in preser'ing his or

her power, yet in the long term such

beha'ior in'ariably results in thatleaders downfall.

.

@ociospiritual leadership, in order to be

effecti'e, inherently reuires that

the leader remain steadfastly

committed to principle.

BCDC&

1E0. "(he surest indicator of a great

nation is not the achie'ements of its

rulers, artists, or scientists, but the

general welfare of all its people."

HI A .P

II0=OP

1.!dmittedly, the o'erriding imperati'e

of any democratic state is to11

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enhance the general welfare of its

citi)enry.

7/27/2019 GRE 244 Issue

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system because moral beha'ior cannot

be legislated."

[jD P)*) )

" % P))*

I agree with this assertion insofar as it

relates to constraints on certain

personal freedoms. %owe'er, when itcomes to the conduct of business, I

think that moral beha'ior not only can

but must be legislated for the purpose

of alle'iating societal problems.

1.

9orality laws that impinge upon

freedom of choice about our

personal li'es?to control what we do

with and to oursel'es?simply do notwork in a democratic society.

2.

9orality laws impinging on personal

freedoms are not made any more

useful or effecti'e by purporting to

ser'e the greater good of society,

because on balance their costs far

outweigh their benefits.

.

In sharp contrast to personal beha'ior,the beha'ior of businesses can and

must be controlled through

legislation.

16E. "@candalswhether in politics,

academia, or other areascan be useful.

(hey focus our attention on problems in

ways that no speaker or reformer e'er

could."

PJ PQ

P bS II

1.

n the one hand, scandals can

sometimes ser'e to call our attention

to per'asi'e social or political

problems that we would otherwiseneglect.

2.

n the other hand, scandals can

sometimes ser'e chiefly to distract

us from more pressing community

or societal problems.

1#. "It is not the headlinemakingpolitical e'ents but the seldom

reported social transformations that

ha'e the most lasting significance."

(ransformation change

!gree

1.(he headlinemaking Bsensational

political e'ents are often superficial

and shortli'ed.

2.

(he commercial interests of the mass

media determine their

preoccupation with the news 'alue

of e'ents rather than the social

.

@ocial transformations usually takeplace slowly, and are hard to notice

at their beginning.

1#D. "Instead of encouraging

conformity, society should show greater

appreciation of indi'idual differences."

Conformity agreement

DU !"O.P

(here is no doubt that society should

encourage indi'iduals to stand out to

show their uniue character and

ualities.

1.

Conformity leads to the death of

creati'ity.

13

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2.

! society that encourages indi'idual

differences will benefit from the

creations and 'itality of its people.

.

B>hate'er crushes indi'iduality is

despotism, by whate'er name it may

be called. :Hohn @tuart 9ill;

1D. "(he best way to understand the

character of a society is to e$amine the

character of the men and women that

the society chooses as its heroes or its

heroines."

#)Pk$%n

&

1.

irst consider the sports hero, whom in

my obser'ation society chooses not

merely by 'irtue of athletic prowess.

2.

&e$t consider the military hero, who

gains heroic stature by way of

courage in battle, or by otherwise

facing certain defeat and emerging'ictorious.

.

n the other hand, consider a third type

of hero the champion of social

causes who inspires and incites

society to meaningful political and

social change.

200. "(he increase in knowledge is

forcing people to speciali)e. !s a result,

the distance between fields of

speciali)ation has become so 'ast that

specialists in different areas are rarely

able to influence each other."

o '()] Q 9P.

| & !" ^TS

* jB +

'erspeciali)ation in the academic

world is liable to e$ert negati'e impacts

on academic research in 'arious fields,

which makes it necessary for education

to encourage interdisciplinary studies.

1.

(he dramatic increase in knowledge

today has made it impossible for

any one to keep pace with the latest

de'elopments in all academic fields.2.

!s a result, specialists in different areas

tend to focus only on their own area

of study.

.

%owe'er, this o'erspeciali)ation is

harmful not only academically but

also socially.

/.@chools should aim at culti'ating not

only specialists but also generalists.

BCDC}&

222. "@ocieties should try to sa'e e'ery

plant and animal species, regardless of

the e$pense to humans in effort, time,

and financial wellbeing."

S. , - [

(here is no need to sa'e e'ery plant

and animal species regardless of the

human costs.

1.

(he history of natural e'olution has

witnessed the e$tinction of some

plants and animals species, which

did not result in any harm to the

en'ironment.

2.

f course, if scientists can more or less

pro'e that the e$tinction of a

certain plant or species will cause

some disastrous chain effects, we

should make e'ery effort to sa'e it.

.

(he primary responsibility of humans isto try to maintain the en'ironment

14

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at its natural state, and then let

nature do the rest 3ob.

q(

22/. "9ost societies do not take their

greatest thinkers seriously, e'en when

they claim to admire them."

DCL. Ir U/P01

Great thinkers are often wronged or

ignored in many societies.

1.

Confucius is regarded as a great thinker

in China, but today few people pay

much attention to what he actually

said.2.

Hohn 5ewey was one of the greatest

thinkers in !merican history, but few

!mericans including scholars know

much about him.

.

In ancient Greece, the great thinker

@ocrates was sentenced to death.

I

23 %

26. "=eople*s attitudes are determined

more by their immediate situation or

surroundings than by any internal

characteristic."

Y1DPz 4

"O

@ocial en'ironment does plays a more

important role in forming a persons

attitudes.

1.

!dmittedly, peoples inborn

temperament does play an

important role in their attitudes.

2.%owe'er, more often than not, peoples

attitudes are largely influenced by

their immediate situation or

surroundings.

.

It should also be noted that e$ternal

factors not only influence peoples

attitudes, but also shape their

characters.

2/2. "nly by being forced to defend an

idea against the doubts and contrasting

'iews of others does one really disco'er

the 'alue of that idea."

5" 6Q T7

- 8

!gree

1.

5ifferent 'iewpoints interconnect with

each other. nly after careful

comparison can we reach the soul

of the idea.

2.

5oubts and contrasting 'iews can

pro'ide 'aluable use for re'erencesto our learning.

.

%istory is replete with illustrati'e cases

in which doubts and contrasting

'iews contribute to the

consummation of our knowledge.

1. "eform is seldom brought about by

people who are concerned with their

own reputation and social standing.

(hose who are really in earnest about

reforming a go'ernment, an

educational system, or any other

institution must be willing to be 'iewed

with disdain by the rest of the world."

U- 9JK :Q LP;

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1.

eform means the redistribution of

benefits of 'arious le'els8 therefore,

resist and dissatisfaction is

ine'itable.

2.

(hose who are not really in earnestabout reform will retreat when facing

difficulties in a reform.

E. "!nyone can make things bigger and

more comple$. >hat reuires real effort

and courage is to mo'e in the opposite

directionin other words, to make things

as simple as possible."

FGLbS. P?3 m%

pO ^0E

1.

(raditional ways of thinking are

treasures which will pre'ent us from

wasting time and energy on trial

things.

2.

%owe'er, we can create nothing if we

are only confined to thecon'entional e$perience.

&?30 0E

11. "9oney spent on research is

almost always a good in'estment, e'en

when the results of that research are

contro'ersial."

@W~ -ALP. B

]~ 9P

5isagree with concession

1.

I concede that the speaker is on the

correct philosophical side of this

issue. !fter all, research is the

e$ploration of the unknown for

answers to our uestions, and for

lasting solutions to our endureproblems.

2.

>hile we must in'est in research

irrespecti'e of whether the results

might be contro'ersial, at the same

time we should be circumspect

about research whose ob3ecti'es

are too 'ague and whose potential

benefits are too speculati'e.

.

&o amount of research can completely

sol'e the enduring problems of war,

po'erty and 'iolence, for the reason

that they stem from the certain

aspects of human nature?such as

aggression and greed.

16

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1E. "&o matter what the situation, it is

more harmful to compromise one*s

beliefs than to adhere to them."

WC6 4DE9`F:

1.%a'ing a belief is a good thing for an

indi'idual in a certain degree in the

form of spiritual support. %owe'er, if

the belief goes too e$treme and

e'en influences peoples life and

family negati'ely, it is best to

reconsider whether the belief worth

so much persistence.

2.Choosing to compromise does not mean

that we ha'e to gi'e up our original

belief. n the contrary, we are

finding a better way to perfect our

belief.

1#. "In most societies, competition

generally has more of a negati'e than apositi'e effect."

WDC GPDB

5isagree

1.

Competition benefits the general public

by pro'iding people with cheaper

products and better ser'ice.

2.

Competition spurs inno'ation and

in'ention, bringing new products and

technology to multitudes.

.

!dmittedly, we should notice the side

effect of competition, which are

shrinking profit, dishonesty, etc.

/2. "(he widespread idea that peopleshould make selfimpro'ement a

primary goal in their li'es is problematic

because it assumes that people are

intrinsically deficient."

.X HrPZ I

% P W

PJZ=K

5isagree1.

n the one hand, admitting that we are

deficient is the first step towards

progress.

2.

n the other hand, smugness only

leads to stagnancy.

.

! serious problem with modern societyis that too many people fail to

reali)e the need for self

//. "9any people know how to attain

success, but few know how to make the

best use of it."

jD ^8Gk ^0EPjBo 8Gk0E

1.

! common characteristic of

contemporary society is that people

e'erywhere are concerned about

how to attain success.

2.

@uccess is commonly understood as

material gains.

.

%owe'er, success does not ensure

happiness.

/.

B@uccessful people often ignore the

interests and needs of other people,

which renders their Bsuccess

meaningless.

!ttain and sustain

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/D. "=eople make the mistake of treating

e$perts with suspicion and mistrust, no

matter how 'aluable their contributions

might be."

L M.`F I I

PD68

4$perts opinions should be e'aluated

ob3ecti'ely.

1.

Generally speaking, e$perts opinions

are comparati'ely more trustworthy

than ordinary peoples when it

comes to sol'ing problems that

reuire special e$pertise.

2.(he reality of our society is that people

tend to take for granted whate'er

e$perts say.

.

It is possible that sometimes e$perts do

make mistakes which ordinary

people can correct.

E1. "@pending time alone makes one abetter companion to others."

NOP Q]R10

!gree

1.

!dmittedly, habitually isolating oneself

from others does not automatically

make one a better companion.

2.

%owe'er, people who think and work

independently will be able to bring

new ideas and new perspecti'es to

others.

.

nes loneliness makes one cra'e for

and cherish the opportunity to stay

with others. }& ,

E/. "(he most effecti'e way to

communicate an idea or 'alue to large

groups of people is through the use of

images, not language."

S)8 T#U

P VO W

(he use of images is not always more

effecti'e than that of language.

1.

n the one hand, images are more

'i'id and easier for the largest

audience to comprehend.

2.

n the other hand, images tend to

cause ambiguities..

(he most effecti'e way of

communication is combing the use

of images and that of language.

EE. "(he people who make important

contributions to society are generally

not those who de'elop their own new

ideas, but those who are most gifted atpercei'ing and coordinating the talents

and skills of others."

: XX.PU '

)OPUY%

J \

Generally speaking, the progress of

society depends more on the

contributions of leaders rather than the

ordinary masses.

1.

It should be admitted that indi'idual

thinkers and scientist make

important contributions to society.

2.

%owe'er, history is filled with e$amples

that indicate the dramatic

contributions to society made bythe people who are capable of

leading others toward a common18

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.

(oday, progress in e'ery field is

impossible without the 3oined efforts

of indi'iduals?through the

coordination of leaders.

61. "=atriotic re'erence for the history of

a nation often does more to impede

than to encourage progress."

H HIZ[XX.P)

HOP\] H

!gree

1.

It should be admitted that patrioticre'erence for the history of a nation

is a precondition of national

cohesion.

2.

%owe'er, irrational re'erence for

national history would result in social

conser'atism that re3ects the

introduction of any social reforms.

.

7lind re'erence for national historywould also cause fanatic nationalism,

making impossible the

communication between nations and

cultures.

6/. "In any field of endea'or, it is

impossible to make a significant

contribution without first being strongly

influenced by past achie'ements within

that field."

WFGq 89.^_`

k0= =.b 0E

=rogress in any field is based on past

achie'ements within that field.

1.In social sciences, the past

achie'ements of a field are the rich

sources of inspirations for

formulating new theories in that

field.

2.

In natural sciences, scientists use the

e$isting methods and euipments?

the achie'ements of the past?to

make new disco'eries or in'entions..

4'en in creati'e fields such as arts and

literature, mastering the

achie'ements of the past is a

precondition of creating new works.

W k

66. "

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try new things, while e$perienced

e$perts tend to be more

conser'ati'e.

2.

urthermore, beginners are highly

moti'ated and enthusiastic people

who are eager to establish their

career and fame.

#1. "9ost people think that their deeply

held 'alues are the result of rational

choice, but reason often has little to do

with the way people form 'alues."

DC e`.8 P

9PfXX g08

hi.V

Indi'iduals deeply held 'alues are

usually not the result of rational choice,

but the result of sociali)ation.

1.

It is the culture in which we li'e that

pro'ides us with the 'alues.

2.

9ost people simply adopt the 'aluesinstilled by their culture.

.

It is necessary to uestion the

established 'alues within a certain

society.

&8

#E. "=eople work more producti'ely in

teams than indi'idually. (eamwork

reuires cooperation, which moti'ates

people much more than indi'idual

competition does."

W VNV:1(Tj

1.

In some 3obs producti'ity clearlydepends on the ability of coworkers

to cooperate as members of a team.

2.

In other types of 3obs indi'idual

competition, tenacity and ambition

are key to producti'ity.

.

n balance, howe'er, my 'iew is that

cooperation is more crucial for an

organi)ations longtermproducti'ity than indi'idual

V&Tj

#-. "In any realm of lifewhether

academic, social, business, or political

?the only way to succeed is to take a

practical, rather than an idealistic,

point of 'iew. =ragmatic beha'iorguarantees sur'i'al, whereas idealistic

'iews tend to be superceded by

simpler, more immediate options."

WFGZ P

k PJ ^0Elm=Pn

! O.P % o

Zp4& -W n1

1R_ ![

Idealism is 3ust as crucial?if not more

so?for longterm success in any

endea'or, whether it be in academics,

business, or political and social reform.

1.

>hen it comes to academics, although

the idealiststudent might sacrifice

a high o'erall grade a'erage, the

depth of knowledge, academic

discipline, and sense of purpose the

students gains will ser'e that

student well later in life.

2.

Considering the business world, without

a dream or 'ision?that is, without

strong idealist leadership?a firm

can easily be cast about in the sea

of commerce without clear

direction, threatening not only thefirms bottom line but also its 'ery

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.

inally, when it comes to the political

arena, it is idealists?not pragmatists

?who sway the masses, incite

re'olutions, and make political

ideology reality.

-D. "In any field of endea'orthe

sciences, the humanities, the social

sciences, industry, etc.it is not the

attainment of a goal that matters, but

rather the ideas and disco'eries that are

encountered on the way to the goal."

Wq q

II

.:O

W! ^)

In some cases, the statement makes

sense8 in other cases, it does not.

1.

In academic studies, the goal of a

pro3ect is but a general direction8

what matters are the une$pected

concrete findings on the way to thegoal.

2.

%owe'er, in industry and business, what

is crucial is the attainment of a

specific goal rather than the process

toward that goal.

.

In politics, failing to achie'e a promised

goal might mean a calamity for a

politician.

9

101. "!t 'arious times in the geological

past, many species ha'e become e$tinct

as a result of natural, rather than

human, processes. (hus, there is no

3ustification for society to make

e$traordinary efforts, especially at a

great cost in money and 3obs, to sa'eendangered species."

W k.| Dq(

VO % O

rs tq(Ouv,wQPS

_ -V [8 Px

(he statement raises a 'ariety of issues

about morality, conscience, selfpreser'ation, and economics. n

balance, howe'er, I fundamentally

agree with the notion that humans

need not make Be$traordinary efforts

?at the e$pense of money and 3obs?to

ensure the preser'ation of any

endangered species.

1.(here are three fundamental

arguments for imposing on

oursel'es at least some

responsibility to preser'e

endangered species, which are

culpability, capability, and self

2.

n the other hand are two compelling

arguments against placing a duty

on humans to protect endangeredspecies. (he first is essentially the

5arwinian argument that e$tinction

results from the ine$orable process

of socalled Bnatural selection in

which stronger species sur'i'e

while weaker ones do not.

.

@econdly, many animal e$tinctions are

due to natural forces which are far

beyond our ability. (he more money

and 3obs it would cost to sa'e a

certain species, the lower priority

we should place on doing so.

r &ym -Vp

10#. "acts are stubborn things. (hey

cannot be altered by our wishes, ourinclinations, or the dictates of our

passions."21

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LP .bz{X |}

>hen it comes to certain aspect of our

personal li'es, and to historical e'ents

and scientific truths, no measure of

desire or e'en passion can changee$ternal reality.

1.

n an indi'idual le'el, we all engage in

futile attempts to alter facts?by

pretending that certain things are

not the way they are because they

are inconsistent with our wishes or

personal interests.2.

&or can we alter facts by 'irtue of our

inclinations or passions when it

comes to history. %istorical e'ent is

not rendered any less factual by

either our ignorance or

characteri)ation of it.

.

@imilarly, when it comes to science, our

wishes and desires ultimately yieldto the stubbornness of facts?by

which I mean empirical scientific

e'idence and the laws and principles

of the physical world.

116. "(he absence of choice is a

circumstance that is 'ery, 'ery rare."

4B&~B

!gree

1.

ur collecti'e life e$perience is that we

make choices and decisions e'ery

day?on a continual basis. Common

sense dictates that humans ha'e

free will, and therefore the true

absence of choice is 'ery rare.

2.

=eople often claim that lifes

circumstances lea'e them with Bno

choice. (he fundamental problem

with these sorts of claim is that the

claimants are only considering

those choice that are not 'iable or

attracti'e..

7esides, the contention that we are

almost in'ariably free to choose is

far more appealing from a socio

political standpoint than the

opposite claim.

11#. ">hat we call progress is a matterof e$changing one problem for

X /& H =P

!gree

1.

Industriali)ation, a great historical

progress which has dramatically

sa'ed the limited labor force, hasbrought about en'ironmental

problems.

2.

+rbani)ation, another breakthrough in

human history, has witnessed a rise

in crime rates and disintegration of

communities.

.

%owe'er, there is no need to be

pessimistic about progress.

11-. "4'ery new generation needs to

redefine *right* and *wrong* in its own

terms and according to the conditions

of its own time."

/[L: [4 )T

22

7/27/2019 GRE 244 Issue

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1.

>e should define some new items for

better understanding of the

de'elopment of techniues and

enhancing the uality of our life.

2.

%owe'er, rashness of redefining the

terms may cause detrimental effectsto our society. @uch as the se$ liberty

in the +.@., which led to dramatic

rise in 3u'enile delinuency.

.

9eanwhile, we should gi'e no doubt to

a$ioms.

121. "9ost people recogni)e thebenefits of indi'iduality, but the fact is

that personal economic success reuires

conformity."

DCL P

0E

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1.!re commitment and criticism

mutually e$clusi'eA ne possible

e$planation is that indi'iduals most

firmly committed to an idea or policy

are often the same people who are

most knowledgeable on the sub3ect,

and therefore are in the best position

to understand and appreciate theproblems with the idea or policy.

2.Fending credence to this e$planation

for the parado$ical nature of the

speakers claim are the many

historical cases of uneasy marriage

between commitment to and

criticism of the same idea or policy.

.In the face of historical e$amples

supporting the speakers claim areinnumerable influential indi'iduals

who were )ealously committed to

certain ideas and policies but who

were not critical of them, at least not

outwardly.

12D. "9any people admire idealism, but

it usually leads to disappointment or

trouble."

jDX P P T

}

Idealism does more harm than good to

society as well as indi'iduals.

1.

!n idealist is one who, on noticing that a

rose smells better a cabbage,

concludes that it will also make

better soup.

2.

=olitical idealism such as communism

brought catastrophes to former

socialist countries.

.

Indi'idually, idealism, if it were not

balanced by pragmatism, would lead

to personal failure.

/.

Guided by practical plans, howe'er,

idealism can lead to hope and

enthusiasm.

idealism (he act or practice of

en'isioning things in an ideal form.:

16. "Choice is an illusion. In reality,

our li'es are controlled by the society in

which we li'e."

P( X ZPn

X ZQ

1.

Choice is a highly practical thing that

e'eryone is confronted with all the

time.

2.

%owe'er, not e'ery one can tackle

choice properly with much easiness.

.

@ociety is also influenced and

controlled by our way of li'ing. {

1#. "(here is no such thing as purely

ob3ecti'e obser'ation. !ll obser'ation is

sub3ecti'e8 it is always guided by the

obser'er*s e$pectations or desires."

%P.pW %LP

!.

It would be tempting to afford the

speakers claim greater merit than it

deser'es. !fter all, our e'eryday

e$perience as humans informs us

that we often disagree about what

we obser'e around us.

7.%owe'er, these sorts of sub3ecti'e

Bobser'ations are actually24

7/27/2019 GRE 244 Issue

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sub3ecti'e Binterpretations of what

we obser'e.

& %

1/2. "ne often hears about the need

for indi'iduals to take responsibility for

their own li'es. %owe'er, the conditions

in which people find themsel'es ha'ebeen largely established long before

people become aware of them. (hus,

the concept of personal responsibility is

much more complicated and unrealistic

than is often assumed."

L e all li'e in conditions that ha'e been

largely established by others.

2.(he en'ironment in which we act, often

uncontrollable, e$erts unforeseeable

influence on our beha'ior.

.

(herefore, it is necessary to take into

account the ob3ecti'e conditions

when we reuire a person to assume

responsibility.

1/. "9ost people li'e, whetherphysically or morally, in a 'ery restricted

circle. (hey make use of a 'ery limited

portion of the resources a'ailable to

them until they face a great problem or

crisis."

DCWq dLZWL

N:

t T #

!gree

1.

9any people are confined by the

physical deficiencies or moral

regulations in their way of li'ing.

(hey ha'e to obey them to procure

their reputation, fame, success, and

so on.

2.%owe'er, when confronted with crisis

and the like, people will use

resources of others or of the

community or e'en the whole

society.

1/E. "In any gi'en field, the leading

'oices come from people who are

moti'ated not by con'iction but by thedesire to present opinions and ideas

that differ from those held by the

WFG r V PT U

. OP#1}x

U.| )

1 >hen it comes to political power, I

would admit that a deepseated

psychological need to be noticedor to be different sometimes lies

at the heart of a persons dri'e to

political power and fame.

2 &e'ertheless, for e'ery leading

political 'oice dri'en to new ideas

by a desire to be noticed or to be

different, on can cite many other

political leaders clearly dri'en

instead by the courage of their

con'ictions.

(urning to the arts, creati'e urges

are born not of ego but rather of

some intensely personal

commitment to an aesthetic ideal.

/ !s for the physical sciences,

inno'ation and progress can only

result from challenging

con'entional theories?that is, thestatus uo.

25

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1/D. "Critical 3udgment of work in any

gi'en field has little 'alue unless it

comes from someone who is an e$pert

in that field."

WFG rLPC6

PT I 1.

>ith respect to the social sciences, the

social world presents a seamless

web of not only anthropogenic but

also physical forces, which interact in

ways that can be understood only in

the conte$t of a 'ariety of

disciplines.

2.In contrast, the work of researchers in

the purely physical sciences can be

3udged only by their peers.

& I

1EE. "It is always an indi'idual who is

the impetus for inno'ation8 the details

may be worked out by a team, but trueinno'ation results from the enterprise

and uniue perception of an indi'idual."

XXT b

T P LP,

N 9

1.

>ith respect to business inno'ation, I

agree that it is the 'ision and

commitment of key indi'iduals?such

as a firms founder or chief e$ecuti'e

?from which business burgeon and

inno'ati'e products, ser'ices, and

marketing and management

strategies emerge.

2.

&e'ertheless, teamwork and indi'idual

enterprise are not necessarilyinconsistent, as the speaker would

ha'e us belie'e.

162. "It is dangerous to trust only

intelligence."

` fPt

Intelligence is sufficient in some casesbut not in any case.

1.

In scientific studies regarding the

physical world, we should depend

only on intelligence for disco'ering

and testing truths.

2.

%owe'er, in the realm of human affairs,

we ha'e to use both our intelligenceand our hearts to sol'e problems.

16/. "It is a gra'e mistake to theori)e

before one has data."

W &b

1.! theory con3ured up without the

benefit of data amounts to little

more than the theorists hopes and

desires?what he or she wants to be

true and not be true.

2.

7y theori)ing before collecting data the

theorist also runs that risk of

interpreting that data in a manner

which makes it appear to lend more

credence to the theory than it

actually does.

166. "=racticality is now our great idol,

which all powers and talents must

ser'e. !nything that is not ob'iously

practical has little 'alue in today*s

PX W:_ fL> Q FG

Wr=hiP8 26

7/27/2019 GRE 244 Issue

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1.

=racticality seems clearly to be the

litmus test for education today.

2.

=racticality also dictates what sort of art

is produced today.

.=racticality is also the o'erriding

concern in contemporary politics.

/.

n the other hand, the claim amounts to

an o'erstatement when it comes to

todays scientific endea'ors.

r &y }

16#. "It is easy to welcome inno'ationand accept new ideas. >hat most

people find difficult, howe'er, is

accepting the way these new ideas are

put into practice."

_`)j PWDC

T P_`. U)u

#U

1.In areas of politics and law, new ideas

are not often easily accepted.

2.

hate'er goal we intend to

accomplish, the first thing to do is

2.

Chance fa'ors only the prepared minds.

.

(aking risks without any planning is

nothing but rashness.

27

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1#/. "(he best preparation for life or a

career is not learning to be competiti'e,

but learning to be cooperati'e."

Z .P O

PV

!gree

1.Cooperation benefits e'ery member of

the team.

2.

4'ery field of life reuires people who

are ready to cooperate with others.

.

nly through cooperation can we

accomplish great tasks.

/.>hat is most needed today might be

learning to compete in the spirit of

cooperation.

V

1#-. "(ruly inno'ati'e ideas do not arise

from groups of people, but from

indi'iduals. >hen groups try to be

creati'e, the members force each other

to compromise and, as a result, creati'eideas tend to be weakened and made

more con'entional. 9ost original ideas

arise from indi'iduals working alone."

- )TAOPT

rA 0 &

n+ 9=P) O

1_ )LPTN

V

riginal ideas may arise from indi'iduals

working alone as well as from groups of

people working together.

1.

It is true that indi'idual thinkers or

scientists working alone formulated

many original ideas in history.

2.

%owe'er, one should see that those

great indi'iduals actually benefited alot from the work either of his

contemporaries or of the people

before their time.

.

>hile members of a group might force

each other to compromise, it is also

true that they may inspire and

enlighten each other.

BCDC&

1D6. "=eople are too uick to take

action8 instead they should stop to

think of the possible conseuences of

what they might do."

Wyn!% ^

It is always wise to think twice before

you act.

1.

9ore haste, less speed.

2.

It might not be too difficult to persuade

people to consider the possible

impacts of their actions on

themsel'es.

.=eople should also think of the impacts

of their actions on other people.

W?T& %

1DD. "(he way people look, dress, and

act re'eals their attitudes and

interests.

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2.

(he habits, rituals and lifestyles of a

culture often do pro'ide accurate

signals about its 'alues.

.

inally, the statement o'erlooks a

crucial distinction between free

societies and oppressed ones.

1D-. "=rogress is best made through

discussion among people who ha'e

contrasting points of 'iew."

HPW * 0

In all realms of human endea'or,

including the beha'ior and naturalsciences as well as go'ernment and law,

debate and disagreement form the

foundation for progress.

1.

egarding the physical sciences, our

scientific method is essentially a call

for progress through opposition.

2.

(he naturenurture debate will continueto ser'e as a catalyst for progress

across the entire social spectrum.

.

%istory informs us of the chilling effect

suppression of free discourse and

debate can ha'e on progress.

& H

1-0. "9ost people choose a career on

the basis of such pragmatic

considerations as the needs of the

economy, the relati'e ease of finding a

3ob, and the salary they can e$pect to

make. %ardly anyone is free to choose a

career based on his or her natural

talents or interest in a particular kind of

work."

DC PAj $ +

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.

9eanwhile, if we ignore the present

conditions, our decision will not work

at all.

r &y &"

1-2. "If a goal is worthy, then any

means taken to attain it is 3ustifiable."

: ^. P

!lthough the idealist way is to achie'e

the noblest goal through the noblest

means, in reality we sometimes ha'e to

resort to low means in order to attain

high goals.

1.(heoretically, the means taken should

be consistent with the ends in 'iew.

2.

%owe'er, in order to restore peace and

social order, indi'iduals states or the

international community has

repeatedly used force in history.

.

>e should be alert to the possibility that

indi'iduals, organi)ations orgo'ernment tend to plead a worthy

goal in e$cuse of their contemptible

means and pri'ate interests.

1-6. "9ost important disco'eries or

creations are accidental it is usually

while seeking the answer to one

uestion that we come across the

answer to another."

: P tLP+WX

L

^ w

1.

(urning first to disco'eries, I agree that

disco'ery often occurs when weune$pectedly happen upon

something in our uest for

something else?such as an answer

to unrelated uestion or a solution

to an unrelated problem.

2.

9any important disco'eries are

anticipated and sought out

purposefully.

.In marked contrast to disco'eries,

creations are by nature products of

their creators purposeful designs.

20E. "=eople often look for similarities,

e'en between 'ery different things,

and e'en when it is unhelpful or

harmful to do so. Instead, a thingshould be considered on its own terms8

we should a'oid the tendency to

compare it to something else."

PW |]PWL.|

q .w P

X A A

1.

I agree with the speaker insofar as

insisting on find similarities between

things can often result in unfair, and

sometimes harmful, comparison.

2.

>e should be especially careful when

looking for similarities between

people.

.

(he speaker goes too far?by

o'erlooking a fundamental, e'en

philosophical, reason why we should

always look for similarities between

things.

206. "=eople are mistaken when they

assume that the problems theyconfront are more comple$ and

challenging than the problems faced by30

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their predecessors. (his illusion is

e'entually dispelled with increased

knowledge and e$perience."

P :b

T^1 1 .'(o

O (

W k

1.

(he speaker o'erlooks certain societal

problems uniue to todays world,

which are comple$ and challenging

in ways unlike any problems that

earlier societies e'er faced.

2.%owe'er, humans face certain uni'ersal

and timeless problems, which are

neither more nor less comple$ and

challenging for any generation than

for preceding ones.

211. " *9oderation in all things* is ill

considered ad'ice. ather, one should

say, *9oderation in most things,* sincemany areas of human concern reuire or

at least profit from intense focus."

B FGL:Y P$ 1o

X DCL:Y

WjD L

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2.

n the other hand, if misguided or

o'ere$tended loyalty can amount to

di'isi'e and destructi'e force.

&

all too often

216. "4ncouraging young people to

belie'e that they can accomplish great

things if they try hard enough is both

misleading and potentially harmful."

`: ,= 0

. PW OpW{

Wt

4ncouraging young people to belie'ethat they can accomplish great things

does more good than harm to them.

1.

&o one knows much he or she can

achie'e before trying.

2.

4ncouraging young people to belie'e

that they can accomplish great

things gi'es them confidence, which

helps to bring out their potential..

@ome of them may finally get frustrated

because not e'ery one can

accomplish great things8 howe'er,

e'ery one will make progress

through doing their best.

&,

21D. "Conformity almost always leads to

a deadening of indi'idual creati'ity and

energy."

hi P\ t

1.

>hether conformity stifles indi'idual

energy depends on the indi'idual

person in'ol'ed.

2.

Conformists find enhanced energy in

certain corner of the business world

as well, particularly in traditional

ser'ice industries such as finance,

accounting, insurance, legal

ser'ices, and health care.

.In sharp contrast, other people are

nonconformists by nature. or these

people a highly structured,

bureaucratic en'ironment only

ser'es to uell moti'ation and

energy.

/.

!s for whether conformity stifles

indi'idual creati'ity, one need onlylook around at the indi'iduals whom

we consider highly creati'e to

conclude that this is indeed the

21-. "9uch of the information that

people assume is *factual* actually

turns out to be inaccurate. (hus, any

piece of information referred to as a

*fact* should be mistrusted since it maywell be pro'en false in the future."

DC P `a 9 LP

.oFG/P `aL

n W?Tjbn P

1.

n the one hand, we should not

passi'ely accept whate'er is passed

off as fact8 otherwise, human

knowledge would ne'er ad'ance.

2.

n the other hand, in certain cases

undue skepticism can be

counterproducti'e and e'en

220. "!lthough it is easy to respond

positi'ely to the work of another person32

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or group, it is far more worthwhile to

gi'e negati'e feedback."

QA0=V #4

jP XX18

4ncouragement pro'es more 'aluable

than negati'e feedback.1.

=eople may not be as good as we tell

them they are, but they will try

harder thereafter.

2.

4ncouragement can make people happy

and confident.

.

!dmittedly, honest negati'e feedbackmay help people see their weakness.

2 :

22-. "! nation should reuire all its

students to study the same national

curriculum until they enter collegerather than allow schools in different

parts of the nation to determine which

academic courses to offer."

HI :ZW v&b

L zHI O.P z

HI.|k" 5

1.

n the one hand, a national curriculum

contributes to preser'ing a unified

national culture and national

cohesion.

2.

urthermore, a general curriculum

decided by authority rather than by

local schools a'oids limiting students

to a narrow scope of knowledge too

early.

.

n the other hand, in a multicultural

society, different ethnic

communities should be gi'en the

opportunity to preser'e and

promote their traditional cultures.

/.

Its beneficial to grant local schools thefreedom to offer students some

electi'e courses, which can help the

school to build its uniue culture

charisma.

12. "! school or college should pay its

teachers at the same rate in all

disciplines, regardless of differences insalaries for related fields in the world

outside of school. or e$ample, entry

le'el teachers in mathematics and in

the arts should recei'e the same pay,

e'en if outside of school, math

specialists earn a much higher salary

on a'erage than do specialists in the

.W w.| & !"D

P | 8 C

| vWwC Iv

GP: I^D

1.

(he salary rate a teacher recei'es

should be related not to hisJ her

discipline but hisJher effort and

contribution to the educational

course.

2.

!bsolutely identical rate is unfair.

(eachers of some disciplines ha'e to

assume more harsh work under

worse circumstances.

.

If the differences in salaries for related

fields in the world outside of school

or college are dismissed, schoolsand colleges may ha'e to face the

loss of its staff.33

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1/. "Instead of reuiring students to

take courses in a 'ariety of disciplines

that is, courses ranging from the arts

and the humanities to the physical and

biological sciencescolleges anduni'ersities should allow students to

enroll only in those courses that will help

prepare them for 3obs in their chosen

fields. @uch concentration is necessary

in today*s increasingly workoriented

society."

Q:Z *(*

qqZq

8 Z k U {

V (Wr V

P>:

1.

(o begin with, schools should attach

enough importance to courses that

can help students prepare for 3obs in

their chosen fields.

2.%owe'er, workoriented courses is ne'er

incompatible with other courses such

as arts, humanities and the like,

which also play an important role in

one career success.

.

Interdisciplinary study is crucial for the

impro'ement of either discipline.

/.

(hough courses of a wide range of

disciplines should be made

compulsory, sufficient freedom

should be granted to students.

BCDC&

1-. "(he intellectual benefits of

attending a uni'ersity or college are

'astly o'errated most people couldlearn more by studying and reading on

their own for four years than by

pursuing a uni'ersity or college

degree."

n +DC8

9 ~ #U

1D

5isagree1.

@chools offer systematical curriculum,

ualified staff, libraries, facilities

and so on, which are not a'ailable

to indi'iduals who study on their

2.

@tudying with peers arouses

competition and cooperation.

Compulsory studies a'oids la)iness..

ualified degrees help get a 3ob offer

more easily.

/.

%owe'er, degree does not mean

e'erything. It is 3ust a symbol. 4'en

if you ha'e a college degree, you

still ha'e to work hard in order

achie'e career success.

0. "In order to impro'e the uality of

instruction at the college and uni'ersity

le'el, all faculty should be reuired to

spend time working outside the

academic world in professions rele'ant

to the courses they teach."

Y: _: L

n:@ Swk(

:}V

=osition

>orking e$perience in rele'ant

professions enables college and

uni'ersity faculty to offer practical

instruction to students.

1.irst, faculty who are acti'ely engaged

in their fields come to class with34

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fresh insights and contagious

e$citement about the issue at hand.

2.

@econdly, by keeping abreast with the

changing demands of work as a

professional, professors can help

students who are serious about

pursuing a career in that field tomake more informed career

decisions.

.

(hirdly, e$perience in the field can help

a professor ferret out cuttingedge

and contro'ersial issues?which

might be appropriate sub3ects for

research and publication.

/.%owe'er, the teachers in some

disciplines such as mathematics,

literature, history, philosophy, etc.,

may find it difficult to combine their

teaching with rele'ant professional

fields.

:

1. "4ducation will be truly effecti'e

only when it is specifically designed tomeet the indi'idual needs and interests

of each student."

:n T /Z

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2.

(he amount of money needed by

uni'ersities is only a small percent of

a nations Gross 5omestic =roduct,

and will surely be compensated by

the graduates in the future through

the way of income ta$ation.

.=ro'ing all students with higher

education puts them on eual

footing with each other when they

enter society?a precondition of

eual opportunity for all members of

society.

-

E. "Competition for high gradesseriously limits the uality of learning at

all le'els of education."

:* _

Competition among students for higher

grades does not necessarily ha'e a

negati'e impact on the uality of

learning.1.

!dmittedly, if education aims solely at

cramming students for e$ams, the

uality of learning will undoubtedly

deteriorate.

2.

%owe'er, e$aminations do help students

re'iew their lessons and master what

they ha'e learned.

.

urthermore, the psychological pressure

that competition e$erts on students

is not always harmful.

C

/#. "Colleges should reuire students to

engage in publicser'ice acti'ities inorder to assure that each student

recei'es a balanced, wellrounded

education."

:Z (, P

/ZL ^Oc:

!gree1.

Colleges today tend to isolate students

from society.

2.

%owe'er, we should reali)e that

participating in some social

acti'ities may actually contribute to

their academic work.

.(o train ualified citi)ens for society,

colleges should arrange for public

ser'ice acti'ities to increase

students sense of social

responsibility.

BCDC& c:

ED. "@chools should be reuired to

teach the essential interconnectednessof all human beings and thus help

eliminate wars, cultural clashes, and

other forms of conflict."

n:k:pW&

: bSO qQ

1.

%uman beings share many common

interests and 'alues, the awareness

of which would contribute to

intercultural understanding and

cooperation.

2.

eali)ing the differences between

different cultures would help

different peoples of the world

communicate with each other moreeffecti'ely.

36

7/27/2019 GRE 244 Issue

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.

Considering the growing threat of

cultural imperialism in this

information age, it might be more

urgent for schools to gi'e more

emphasis on cultural differences.

60. "!ll students should be reuired to

take courses in the sciences, e'en if

they ha'e no interest in science."

ZL n:k

] x

(aking courses in the sciences benefits

not only students in the sciences but

also students in humanities.

1.

(he research methods in the sciences

can be applied to the studies of

humanities.

2.

@tudents of humanities and social

sciences may bring fresh andconstructi'e perspecti'es and

'iewpoints to natural science

classes.

.

@ome knowledge of the sciences is a

must for e'eryone li'ing in an age in

which science and technology play a

dominant role.

&

#0. "College students should be

encouraged to pursue sub3ects that

interest them rather than seek programs

that promise entry into the 3ob market."

Z nk

O.PUV

!gree

1.

(odays parents attach too much

importance to the 3ob prospects of

their childrens education.

2.

%owe'er, empirical e'idence suggests

that young people are more likely to

succeed in a career that intereststhem.

&

#/. "+ni'ersities should reuire e'ery

student to take a 'ariety of courses

outside the student*s field of study

because acuiring knowledge of

'arious academic disciplines is the best

way to become truly educated."

:/ZW w

*( ^*(o P ^

-:

!gree

1.

(rue education amounts to far more

than gaining the knowledge and

ability to e$cel in ones ma3orcourse of study and in ones

professional career.

2.

7ecoming truly educated also reuires

sufficient mastery of one academic

area to permit a student to

contribute meaningfully to society

later in life.

.

&e'ertheless, the call for a broad

educational e$perience as the path

to becoming truly educated comes

with one important ca'eat?in the

pursuit of true education students

must be careful not to become a

dilettante.

#D. "Colleges and uni'ersities shouldoffer more courses on popular music,

film, ad'ertising, and tele'ision37

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because contemporary culture has

much greater rele'ance for students

than do arts and literature of the past."

1D}%

r[q kq

Z 1(aa}

!gree with concession

1.

=opular culture is a mirror of societys

impulses and 'alues.

2.

Knowledge of popular films, music, and

art enables a person to find common

ground to relate to other people,

which leads to better communicationbetween different subcultures.

.

&e'ertheless, emphasi)ing the study of

popular culture at the e$pense of

studying classical art and literature

can carry harmful conseuences for

students, as well as for society.

k W&%

D0. "(he pressure to achie'e highgrades in school seriously limits the

uality of learning. !n educational

en'ironment without grades would

promote more genuine intellectual

de'elopment."

W ^ ^

_C: ?) -

Grade 2

P degree

(he speaker fails to see the positi'e

effects of the pressure e$erted by

e$ams.

1.

!dmittedly, e$ams might e$ert some

negati'e impact on students.

2.

%owe'er, competition for high grades

among students could moti'ate

students to work hard.

>ellprepared e$am uestions could

also help students re'iew their lessons.

:&C

D2. "or better or worse, education is a

process that in'ol'es re'ising the

ideas, beliefs, and 'alues people held in

the past."

. :P- k

`F8

4ducation is far more in'ol'ed than 3ust

re'ising peoples old ideas, beliefs and

'alues.

1.

4ducation often inputs, rather than

re'ise, ideas and 'alues to peoples

mind.

2.

(he ultimate purpose of education is to

teach the young generation how toconfront the challenges of the

present.

:P!

D/. "It is primarily through formal

education that a culture tries to

perpetuate the ideas it fa'ors and

discredit the ideas it fears."

89q: = pO

1.

I agree with the speaker with respect to

formal gradeschool and e'en high

school education, yet the degree to

which our grade schools and high

schools emphasi)e indoctrinationshould not be o'erstated.

38

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2.

!lthough the speakers assertion has

some merit when it comes to the

education of young people, I find it

erroneous when it comes to higher

education.

.

(he speaker also ignores other meansby which our culture perpetuates

ideas it fa'ors and discredits ideas it

fears.

:

D6. "!ll students should be reuired to

take at least one course in ethics, e'en

if taking the course means a decreased

emphasis on academic sub3ects."

ZL n:B

] {

1.

&owadays, people tend to attach less

and less importance to the

inculcation of morality.

2.

Knowledge of ethics pro'ides students

with a correct 'iew of life and career..

(he goal of education is to help students

grow not only intellectually, but also

ethically.

-2. "@ome educational systems

emphasi)e the de'elopment of students*

capacity for reasoning and logicalthinking, but students would benefit

more from an education that also taught

them to e$plore their own emotions."

U:A Z

'PU:Z :

Z 1

>hile I concede that in certain fieldsstudents are well ser'ed by nurturing

their emotions and feelings, in most

academic disciplines it is by culti'ating

intellect rather than emotions that

students master their discipline and, in

turn, gain a capacity to contribute to

the wellbeing of society.

1.

I agree with the speaker insofar asundue emphasis on reason and

logical thinking can ha'e a chilling

effect on the arts.

2.

!side from its utility in the arts,

howe'er, the e$ploration of

emotions has little place in

educational systems.

Indeed, on a systemic scale undueemphasis on the e$ploration of our

emotions can ha'e deleterious societal

conseuences. 4motions in'ite

irrationality in thought and action, the

danger of which are all too e'ident in

contemporary world history.

:&

10D. "It is often asserted that the

purpose of education is to free themind and the spirit. In reality, howe'er,

formal education tends to restrain our

minds and spirits rather than set them

:/P:dO

- :P:X d

O.P

1.

@ome people might argue that the

o'erwhelming curriculum of schools

would restrain our mind and spirit.

%owe'er, if deficient in knowledge,

absolute free mind will lead to total

simplicity and nai'ety.

2.

ormal education plays a 'ery

important role in the process of

freeing the mind and spirit. 7asicknowledge, which can only be

39

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is the prereuisite for freeing

peoples mind and spirit.

110. "%ow children are sociali)ed today

determines the destiny of society.+nfortunately, we ha'e not yet learned

how to raise children who can help bring

about a better society."

WMNY" b

1

(he claim that societys destiny hingeson how children are sociali)ed, while

appealing in some respects, is an o'er

statement at best. !nd the claim that

we ha'e not yet learned how to raise

children who can better society is poorly

supported by empirical e'idence.

1.

+nless a child is allowed sufficient

opportunities for healthy interactionwith peers, that child is likely to grow

into an ineffectual, perhaps e'en an

antisocial, adult.

2.

%owe'er, sociali)ation is only one factor

influencing the e$tent to which an

indi'idual will ultimately contribute

to a better society.

.

(urning to the second claim, if we define

a Bbetter society as one

characteri)ed by greater tolerance of

differing 'iewpoints and people who

are different from oursel'es, greater

respect for indi'idual rights, and

greater cooperation across cultural

and national boundaries, then the

children of the most recent half

century are creating a better society.

112. "(he uni'ersity community

consists of three different worldsthe

sciences, the humanities, and the social

sciences. 7ecause each world operates

on its own assumptions and has its own

special habits of thinking, rarely is

there meaningful interaction among thesciences, the humanities, and the social

sciences."

.| q

S / L

b / LN

& hiP.pW S+

5isagree

1.

!dmittedly, the uni'ersity community

regards the three different

academic endea'ors as separate

2.

!ctually, the three fields are

intrinsically interrelated to each

.

Combining the rele'ant methods usedrespecti'ely in the three fields will

be of great help to our study and

learning.

& }

11/. "@tudents should be encouraged

to reali)e that mental agility and

rhetorical skill must be accompanied by

sincerity and the true con'iction of

their own beliefs."

Z nO

1.

ur belief about what we are and what

can be precisely determine what we

will be.

40

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2.

%owe'er, todays education gi'es too

much stress to mental agility and

rhetorical skills, which are skindeep

compared to sincerity and true

con'iction of beliefs.

1. "@tudents should bring a certainskepticism to whate'er they study. (hey

should uestion what they are taught

instead of accepting it passi'ely."

Z C6L {

Z : O.Pn

1.@kepticism is perhaps most important in

the physical science. =assi'e

acceptance of pre'ailing principles

uells inno'ation, in'ention and

disco'ery.

2.