GRE作文范文 Issue-8

"Some educational systems emphasize the development of student's capacity for reasoning and logical thinking, but students would benefit more from an education that also taught them to explore their own emotions."

嘉文博译Sample Essay

The ability of a student to think clearly using reasoning and logical thinking is of paramount importance in order to ensure his or her success as an individual after graduation from a university. To be able to look at a situation and use logic and reason to analyze the facts and develop an opinion or solution is to have a solid foundation for success in all aspects of life. Exploring one's emotions is important, but it is outside of the realm of what can be learned in a university classroom. Emotional self-exploration is best done outside of a classroom situation, although there may be some opportunity for students in the classroom to learn a methodology for doing so.

The ability to survive and thrive in a society is based on the assumption that human beings act according to reason and logic. From a very early age, most people are taught that certain actions will bring about certain reactions, and that by using logic you can figure out what the response will be in most situations. Reasoning is also developed early on, although sometimes it is difficult to explain reasoning to a two-year old. Humans are probably born with a desire for reason and logic, as demonstrated by almost any child's incessant asking of the question "Why?". To understand the underlying reasons why something happens is a fundamental part of human nature, proven by the exploits of explorers, scientists and mathematicians over the course of human history.

As a result, the basic framework of most forms of human society requires that a person must act according to the demands of reason and logic. Rules of law are based on the concept that individuals respond to rules based on reasoning and logic. The ability to think according to logic and reason is so imperative that it is essential that it be taught to university students at even the highest levels. What if law schools and medical schools decided that it was more important to allow students to explore their own emotions at the expense of learning the latest laws or medical techniques? Perhaps one course could be taught to help students to deal with the emotional demands of being a lawyer or a doctor, but to train students to explore their own emotions at the expense of learning about logical and reasonable thinking would be to invite catastrophe in society.

One of the main problems with emphasizing to students the importance of exploring one's own emotions is that it creates a "me first" attitude towards their studies. Certainly a degree of self-introspection is necessary to deal with society, but to put emphasis on this above all else is to inculcate in the student the idea that he or she is more important than others, and that what he or she thinks matters a great deal more than it probably does in reality. Too much emotional self-exploration could create individuals who see their emotions as more important than what they contribute to society, which would damage that society as a whole.

A certain amount of self-introspection into one's emotions is probably helpful to the development of a student as an overall person. Usually this kind of activity is explored fully in basic psychology classes that most students are required to take at university. Basic courses in sociology and psychology as well as other humanities courses give students plenty of opportunity to explore their own emotions. Rather than teaching students how to explore their own emotions, it would seem to be a better idea to teach students how to deal with these emotions. Only by instructing students in reasoning and logic can they learn how to apply whatever inner emotions they may have to becoming a successful member of a society.

参考译文

有些教育强调发展学生的逻辑和思维能力，但一种也能教学生去探索其自我情感的教育，可使学生们获益更多

　　一个学生运用逻辑推理和思维进行清晰的思索，这一能力对于这位学生大学以后的个人成功具有至高无上的重要性。能够审视某一特定情形，应用逻辑和理性，对事实展开分析，并形成观点或解决方法，这对于在生活中的任何方面获得成功，都能奠定一个坚实的基础。探索个人的情感无疑是重要的，但它外在于大学课堂的教学范围。个人情感探索最好是在课堂情景之外的地方来完成，虽然学生在课堂内可能有机会学到这样做的某种方法。

　　在社会中得以生存和飞黄腾达，这一能力基于这样一个前提，即人类须按照理性和逻辑来行动。从孩提时代起，大多数人就被告知，自己的某些行为会造成他人的某些反应，通过应用逻辑分析，你就能推断在大多数情形中他人的反应会是什么样的。推理的能力在小时候也得以培养起来，尽管有时候向一个2岁的小孩解释推理甚为困难。人类对于理性和逻辑的欲望可能生而有之，举例来说，几乎任何一个孩子都会"为什么……？"地问个没完。要弄懂事情发生的基本原因是人性的一个基本部分，这一点可从人类历史进程中探险家、科学家和数学家们的功绩中得以证明。

　　由此看来，大多数形式的人类社会的基本架构要求人们按照理性和逻辑的要求行事。法律的规则基于这样一个概念，即个人须遵循基于逻辑和理性思维的规则。必须按逻辑和理性来思索，这一能力是如此至关重要，以至于即使处在最高层次上的大学生，也必须被授以这一能力。试想一下，如果法学院或医学院认为，让学生去探索其情感，而放弃学习最新的法律和医疗技术，其结果将会怎样？或许，可以开设一门课来帮助学生处理当律师或大夫的情感要求。但是，以学习逻辑和推理思维为代价，训练学生去探索其情感，这意味着在社会中招致灾难。

　　向学生强调探索其情感重要性，这一做法的诸多主要问题之一是，它会造成学生对其学习产生一种"唯　我独尊"的心态。当然，一定程度上的自我反省对于和社会打交道是必要的，但将它凌驾于其他一切之上将会在学生的内心灌输这样一种理念，即他（她）要比他人更为重要，他（她）的想法极为重要，而实际上或许并非如此。过多的自我情感探索所造就的将是这样一些个人，他们会将其情感视为比他们对社会的贡献更为重要，而这于整个社会都是有害的。

　　一定程度上的对个人情感的自我反省或许有助于学生整体人格的发展。一般而言，这种活动大多数学生在大学期间必须选择的心理学基础课程中可得到充分探索。社会学和心理学的基础，以及其他人文学科的课程，赋予学生大量的机会去探索其个人情感。相对于去教授学生如何去探索其个人情感，教授学生如何去处理这些情感或许更为有益。只有通过教育学生提高其逻辑推理和分析能力，才能使学生学会去应用他们所拥有的任何内心情感，去成为社会的成功一员。

 

GRE作文范文 Argument-8

As people grow older,an enzyme known as PEP increasingly breaks down the neuropeptide chemicals involved in learning and memory.But now,researchers haver found compounds that prevent PEP from breaking neuropeptides apart.In tests,thesse compounds almost completely restored lost memory in rats.The use of these compounds should before serious problems in school performance will be reduced.Science finally has a solution for problems neither parents nor teachers could solve.

嘉文博译Sample Essay

In this argument,the arguer states that reseachers have found compounds that keep an enzyme known as PEP from breaking neuropetides apart,which are known to be involed in learing and memory. The arguer states that tests have shown that these compounds almost completely restrored lost memory in rats,and thattherefore,these compounds should be administered to students with poor memory and difficulty in concentrating.This argument is unconvincing because it contains several critical flaws in logic.

First of all, the arguer states that as people grow older,PEP breaks down the neuropeptide chemicals that are involved in learning and memory.Itis true that generally,as people get older,they tend to have more problems with learning and memory.However,there is no direct link mentioned between the breaking down of the neuropeptide chemical and the loss of learning ability or memory.Additionally,the arguer mentions neuropeptide chemicals that are broken down of PEP.What the researchers have found is a compound that prevents neuropeptide chemicals as opposed to the breaking apart of the neuropeptides themselves.Furthermore,it is not stated which of these physical actions is involved with the loss of learning ability and memory.Itis not explicity stated that breaking down of chemicals causes a loss in ;earning ability and memory, only that this happens as grow older.It is also not expressly stated whether the breaking apart of the neuropeptides themselves causes memory loss or a lessened learning ability. Without showing a direct link between the effect of kepping the neuropeptides from breaking apart a reduction in the loss of memory and learning ability,the efficacy of the compounds is called into question.

Secondly and most obviously,the compounds wereonlytested on rats.Rats may have a similar genetic structure to humans,but they are most certainly not the same as humans.There may be different causes for the learning and memory problems in rats as opposed to that of humans.The effect of the compounds on rats may also be very different from their effect on humans beings.It is adsurd in the extreme to advocate giving these compounds to students,even assuming that they would help the students with their studies,without conducting further studies assessing the compounds'overall effects on humans.The argument fails on this particular fact if for no other reason.

Additionally,the arguer begins his or er argument by stating that"as people grow older",PEP breaks down the neuropeptide chemicals involved in leaving and memory.At the end of the argument,the arguer advocates extending the compounds that prevent PEP from breaking neuropeptides apart to students who haver poor memory and diffculty in concentrating.Students are generally young,not older people.There is no difficulty in concentrating.Indeed,it is more likely that it is extracurricular activities or a lack of sleep that cause such problems in students,not a problem associated with aging.It is highly unlikely that even if the stated compounds cound help prevent the memory loss and decreased learning ability associated with aging that it would have any benefits for students.

In summary, the arguer fails to convince with the argument as presented.To strengthen the argument,the arguer must show a direct link between the breaking apart of neuropeptides and loss of memory and learning ability.Additionally,he or she must show that students' poor memory and diffculty in concentrating is a result of the same process,and that the researcher's compounds would have as beneficial an effec on humans as it seems to haver on rats.

参考译文

　　随着人们日渐衰老，一种被称为PEP的酶会不断地分解学习与记忆过程中所涉及到的神经肽化学物。但现在，研究人员已发现了可阻止PEP致使神经肽分裂的化合物。在实验中，这些化合物几乎在老鼠身上能完全恢复缺失的记忆。这些化合物的运用应该也推广到记忆力衰弱或专注力有困难的学生身上，那样他们在学业表现上的这些严重问题即可得到缓解，科学终于解决了那些令家长和老师束手无耻的问题。

　　在本段论述中，论述者指出，研究人员已经发现某些化合物可以阻止一种被称为PEP的酶的物质分解神经肽，而神经肽则是学习和记忆过程中所涉及到的物质。论述者还宣称，检测结果表明，这些化合物几乎完全恢复了老鼠缺失的记忆。因此这些化合物应该让那些记忆力差的难于集中学习的学生服用。这段论述缺乏说服力，因为它包含着某些逻辑推理方面甚为严重的缺陷。

　　 首先，论述者称，随着人们渐趋衰老，PEP会分解学习和记忆过程中所涉及的神经肽化学物。确实，随着人们渐趋衰老，他们通长会在学习和记忆方面遭遇诸多问题。但是，在神经肽化学物的分解以及学习能力与记忆力丧失之间，却没有提到任何直接的联系。除此之外，论述者提及了被PEP所分解的几种神经肽化学物。但研究人员所发现的只是一种可阻止射精太不至于分裂的化合物。这时两种不同性质的物理作用：神经肽化学物的分解有别于射精太自身的分裂。再者，原论述并未陈述这两种物理作用中的哪一种与学习能力和记忆能力的丧失有关。论述者没有明确陈述这两种化学物的分解会导致学习能力和记忆能力的丧失，而只是陈述了这种情形只是随着人们日趋衰老而发生。原论述中也没有确切地陈述神经肽自身的分裂是否会导致记忆缺失或学习能力下降。如果无法在阻止神经肽分裂所能产生的作用于减少记忆能力和学习能力的丧失之间证明某种直接的联系，那么，化合物的效用将令人质疑。

　 第二，也是极为明显地，化合物只是在老鼠身上进行了实验。虽然老鼠与人类具有类似的基因结构，但他们无论如何并不等同于人类。造成老鼠学习和记忆问题的原因很可能全然不同于造成人类学习和记忆问题的原因。在没有进一步的研究来评估化合物对人类所产生的总体效果的情况下，就提倡学生服用这些化合物，甚至假设他们会有助于学生提高其学习效果，这实在荒唐至极。即使没有其他原因，就这一特定事实本身而论，该段论述也根本就站不住脚。

　　进一步而言，论述者在其论述的开始称，“随着人们渐趋衰老”，PEP会将学习和记忆过程中所涉及的神经肽化学物进行分解。在论述的结尾之处，论述者倡导将那些可阻止PEP致使神经肽分裂的化合物推广至那些记忆力和专注力差的学生身上。学生一般都是年轻人，而不是老年人。论述者没有拿出任何证据来证明究竟是什么原因实际导致学生们记忆力和专注力下降。事实上，更有可能是那些课外活动，或缺少充足的睡眠，导致了学生的这些问题与衰老毫无关系。即使所提及的那些化合物真的有助于防止与衰老毫无关系。即使所提及的那些化合物真的有助于防止与衰老相关的记忆缺失问题和学习能力下降问题，也极不可能会给学生带来任何的裨益。

　　总而言之，论述者没有能说服我们，若要使其论点成立，论述者必须在神经肽的分裂与记忆能力和学习能力的缺失之间证明有某种直接的联系。此外，论述者也必须证明学生记忆能力差和注意力难以集中均是同一过程造成的，并且研究员所发现的化合物对人类产生的效果会与对老鼠似乎所产生的效果同样好。

嘉文博译郑重声明：