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# The math professor s goals for classroom honesty and

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The math professor s goals for classroom honesty and [#permalink]

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10 Sep 2012, 09:32
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58% (02:44) correct 42% (01:43) wrong based on 488 sessions

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The math professor’s goals for classroom honesty and accurate student assessment were founded upon his belief that the fear of punishment and corresponding loss of privileges would make students think twice or even three times before cheating on exams, thus virtually eliminating cheating in his classroom. In order for this atmosphere to prevail, the students had to believe that the consequences for cheating were severe and that the professor had the means to discover cheaters and enforce the punishment against them.

If the statements contained in the preceding passage are true, which one of the following can be properly inferred?

(A) A student would only be deterred from cheating if he knew he would be discovered and punished.

(B) A student will not cheat on an exam if he feels he is well prepared for the exam.

(C) A student who cheats on an exam believes that he will not be able to pass the exam without cheating.

(D) If the professor wants to achieve his goals, he should make his students aware of his policy on cheating and the consequences that would befall those who
cheat on his exams.

(E) If the professor wants never to have an incident of cheating in his classroom, his policy on cheating must be stronger than any other professor’s policy on cheating.

[Reveal] Spoiler: OA

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Last edited by conty911 on 10 Sep 2012, 11:50, edited 1 time in total.
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Re: The math professor’s goals for classroom honesty and accurat [#permalink]

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10 Sep 2012, 09:43
conty911 wrote:
The math professor’s goals for classroom honesty and accurate student assessment were founded upon his belief that the fear of punishment and corresponding loss of privileges would make students think twice or even three times before cheating on exams, thus virtually eliminating cheating in his classroom. In order for this atmosphere to prevail, the students had to believe that the consequences for cheating were severe and that the professor had the means to discover cheaters and enforce the punishment against them.

If the statements contained in the preceding passage are true, which one of the following can be properly inferred?

(A) A student would only be deterred from cheating if he knew he would be discovered and punished.

(B) A student will not cheat on an exam if he feels he is well prepared for the exam.

(C) A student who cheats on an exam believes that he will not be able to pass the exam without cheating.

(D) If the professor wants to achieve his goals, he should make his students aware of his policy on cheating and the consequences that would befall those who
cheat on his exams.

(E) If the professor wants never to have an incident of cheating in his classroom, his policy on cheating must be stronger than any other professor’s policy on cheating.

If students don't know that they will be ducked if they cheat then they will continue to cheat.
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Re: The math professor’s goals for classroom honesty and accurat [#permalink]

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10 Sep 2012, 09:59
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(A) talks about "A Student" in general, and not specifically to the students mentioned in the stimulus, so even though a student would deter from cheating on knowing that he would be discovered, but this General fact has no effect on the inference which has to depend on the logical inference of the stimulus.

Similarily in (B) and (C) these statements could be true in general world, but provide no inference what so ever based on the stimulus.

(E) Falls out of scope as there is no mention of comparing the methods of cheating prevention between 2 professors.

(D) is correct, as it correctly writes in simple words the gist of the stimulus which can be deciphered from the last statement of the stimulus. and necessarily has to be true for the conclusion to stay.
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Re: The math professor’s goals for classroom honesty and accurat [#permalink]

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10 Sep 2012, 10:03
conty911 wrote:
The math professor’s goals for classroom honesty and accurate student assessment were founded upon his belief that the fear of punishment and corresponding loss of privileges would make students think twice or even three times before cheating on exams, thus virtually eliminating cheating in his classroom. In order for this atmosphere to prevail, the students had to believe that the consequences for cheating were severe and that the professor had the means to discover cheaters and enforce the punishment against them.

If the statements contained in the preceding passage are true, which one of the following can be properly inferred?

(A) A student would only be deterred from cheating if he knew he would be discovered and punished.

(B) A student will not cheat on an exam if he feels he is well prepared for the exam.

(C) A student who cheats on an exam believes that he will not be able to pass the exam without cheating.

(D) If the professor wants to achieve his goals, he should make his students aware of his policy on cheating and the consequences that would befall those who
cheat on his exams.

(E) If the professor wants never to have an incident of cheating in his classroom, his policy on cheating must be stronger than any other professor’s policy on cheating.

+1 D

In the inference question the correct answer must only contain data from the argument. Another way of saying this is that the correct answer can be a paraphrase of the premise. Option "D" here is the paraphrase of the premise stated in the argument.
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Re: The math professor’s goals for classroom honesty and accurat [#permalink]

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10 Sep 2012, 11:50
Good reasoning every one OA is D
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Re: The math professor s goals for classroom honesty and [#permalink]

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18 Oct 2014, 06:34
Hello from the GMAT Club VerbalBot!

Thanks to another GMAT Club member, I have just discovered this valuable topic, yet it had no discussion for over a year. I am now bumping it up - doing my job. I think you may find it valuable (esp those replies with Kudos).

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Re: The math professor s goals for classroom honesty and [#permalink]

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20 Oct 2014, 17:57
Not entirely sure why 'A' is not right, I selected 'D' because it is more of a paraphrase of the statements in the argument and 'A' sounds a little too firm (A student would only be deterred)...Maybe a Verbal expert can come to the rescue...
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Re: The math professor s goals for classroom honesty and [#permalink]

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23 Oct 2014, 10:04
I do not completely agree with option D.

Option D says : The math teacher needs to make students aware about the policy and the consequences.

BUT the passage clearly says that to attain the teachers goal 2 things are needed:

1 the students had to believe that the consequences for cheating were severe
2 the professor had the means to discover cheaters and enforce the punishment against them.

option D doesn't relate to point 2.
so, i think option A is better answer choice.

EXPERTS PLS HELP.

Thank you.
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Re: The math professor s goals for classroom honesty and [#permalink]

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24 Oct 2014, 11:09
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Remember that absolute language is almost always incorrect on CR questions!

conty911 wrote:
The math professor’s goals for classroom honesty and accurate student assessment were founded upon his belief that the fear of punishment and corresponding loss of privileges would make students think twice or even three times before cheating on exams, thus virtually eliminating cheating in his classroom. In order for this atmosphere to prevail, the students had to believe that the consequences for cheating were severe and that the professor had the means to discover cheaters and enforce the punishment against them.

If the statements contained in the preceding passage are true, which one of the following can be properly inferred?

(A) A student would onlybe deterred from cheating if he knew he would be discovered and punished.
There could be other reasons that someone is deterred from cheating. Absolute language.

(B) A student will not cheat on an exam if he feels he is well prepared for the exam.
Being well prepared does not guarantee that a student will not cheat. Absolute language.

(C) A student who cheats on an exam believes that he will not be able to pass the exam without cheating.
The student might cheat if he thinks he will get a B, but he wants an A. Absolute language.

(D) If the professor wants to achieve his goals, he should make his students aware of his policy on cheating and the consequences that would befall those who
cheat on his exams.
Students might not believe that the consequences are severe if the students don't know what the consequences are. Also, there is no absolute language in this answer choice.

(E) If the professor wants never to have an incident of cheating in his classroom, his policy on cheating must be stronger than any other professor’s policy on cheating.
No one can guarantee that cheating will never happen. Absolute language.

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Re: The math professor s goals for classroom honesty and [#permalink]

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11 Nov 2014, 21:49
pate13 wrote:
Remember that absolute language is almost always incorrect on CR questions!

conty911 wrote:
The math professor’s goals for classroom honesty and accurate student assessment were founded upon his belief that the fear of punishment and corresponding loss of privileges would make students think twice or even three times before cheating on exams, thus virtually eliminating cheating in his classroom. In order for this atmosphere to prevail, the students had to believe that the consequences for cheating were severe and that the professor had the means to discover cheaters and enforce the punishment against them.

If the statements contained in the preceding passage are true, which one of the following can be properly inferred?

(A) A student would onlybe deterred from cheating if he knew he would be discovered and punished.
There could be other reasons that someone is deterred from cheating. Absolute language.

(B) A student will not cheat on an exam if he feels he is well prepared for the exam.
Being well prepared does not guarantee that a student will not cheat. Absolute language.

(C) A student who cheats on an exam believes that he will not be able to pass the exam without cheating.
The student might cheat if he thinks he will get a B, but he wants an A. Absolute language.

(D) If the professor wants to achieve his goals, he should make his students aware of his policy on cheating and the consequences that would befall those who
cheat on his exams.
Students might not believe that the consequences are severe if the students don't know what the consequences are. Also, there is no absolute language in this answer choice.

(E) If the professor wants never to have an incident of cheating in his classroom, his policy on cheating must be stronger than any other professor’s policy on cheating.
No one can guarantee that cheating will never happen. Absolute language.

Adding on to why (A) is incorrect - one of the goals for the professor is have classroom honesty. That certainly would be one thing that might deter students from cheating and thus, 'being discovered and punished' isn't the only thing
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Re: The math professor s goals for classroom honesty and [#permalink]

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29 Apr 2016, 00:41
Hello from the GMAT Club VerbalBot!

Thanks to another GMAT Club member, I have just discovered this valuable topic, yet it had no discussion for over a year. I am now bumping it up - doing my job. I think you may find it valuable (esp those replies with Kudos).

Want to see all other topics I dig out? Follow me (click follow button on profile). You will receive a summary of all topics I bump in your profile area as well as via email.
Re: The math professor s goals for classroom honesty and   [#permalink] 29 Apr 2016, 00:41
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