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IMO E

But I am confused between A and E

Conlcusion: Teens should not be allowed to design curricula coz they have no maturity and experience
Strengthen this conclusion B,C,D can be rejected - coz they in a way weaken.

A- feels like a premise that says they don't have the qualification
E- requirement of the job - in line with the conclusion points

Given qualification is NOT one of the points mentioned in the reasons why teens are not good for the job,I eliminated A and choose E
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D. Individualized curricula are more beneficial to high school students than are the standard curricula, which are rigid and unresponsive to their particular strengths and weaknesses.

Clearly option - D fits the bill! it is a Strengthen Argument and we are further validating the conclusion and adding support to the conclusion with option D!
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I think B is the right answer. Please explain why E is correct?
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­The local high school students have been clamoring for the freedom do design their own curricula. Allowing this would be as allowing three-year-olds to choose their own diets. These students have neither the maturity nor the experience to equal that of the professional educators now doing the job.

Which of the following statements, if true, would most strengthen the above argument?

A. high school students have less formal education than those who currently design the curricula.

B. Three-year-olds do not, if left to their own devices, choose healthful diets.

C. The local high school students are less intelligent than the average teenager.

D. Individualized curricula are more beneficial to high school students than are the standard curricula, which are rigid and unresponsive to their particular strengths and weaknesses.

E. The ability to design good curricula develops only after years of familiarity with educational life.


­
­

KAPLAN OFFICIAL EXPLANATION:



E

First, we need to understand the structure of the argument Here the statement, "Allowing this would be as disastrous as..." clues us into the author's opinion. Assumption: One needs maturity and experience to design curricula. If the assumption were true, the argument would be strengthened. Check the answer choices, and look for one that affirms the assumption. (A) is just a restatement of the evidence; this choice adds no new information.

In (B) the argument made an analogy: "Allowing students to make their own curricula is as disastrous as letting 3-year-olds choose their own diets." If an argument uses an analogy to make a point, it had better do so effectively. The better the analogy, the stronger the argument. This choice does strengthen the argument by showing the analogy to be true. But the question asks for the best strengthener and a more relevant strengthener may be present

(C) is a classic faulty comparison choice; it is also out of scope. The author doesn't distinguish between local high school students and average teenagers. Moreover, the focus is on experience and maturity, not intelligence. (D) shifts the focus of the argument from "who should or should not design curricula" to "what kind of curricula is best." Notice the scope change in this choice. It's tempting, especially since it brings up an intelligent point about tailoring to individuals, but that's a topic for a different discussion. The best strengthener is (E), citing the experience needed to design curricula.­
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Bunuel
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­The local high school students have been clamoring for the freedom do design their own curricula. Allowing this would be as allowing three-year-olds to choose their own diets. These students have neither the maturity nor the experience to equal that of the professional educators now doing the job.

Which of the following statements, if true, would most strengthen the above argument?

A. high school students have less formal education than those who currently design the curricula.

B. Three-year-olds do not, if left to their own devices, choose healthful diets.

C. The local high school students are less intelligent than the average teenager.

D. Individualized curricula are more beneficial to high school students than are the standard curricula, which are rigid and unresponsive to their particular strengths and weaknesses.

E. The ability to design good curricula develops only after years of familiarity with educational life.


­
­

KAPLAN OFFICIAL EXPLANATION:



E

First, we need to understand the structure of the argument Here the statement, "Allowing this would be as disastrous as..." clues us into the author's opinion. Assumption: One needs maturity and experience to design curricula. If the assumption were true, the argument would be strengthened. Check the answer choices, and look for one that affirms the assumption. (A) is just a restatement of the evidence; this choice adds no new information.

In (B) the argument made an analogy: "Allowing students to make their own curricula is as disastrous as letting 3-year-olds choose their own diets." If an argument uses an analogy to make a point, it had better do so effectively. The better the analogy, the stronger the argument. This choice does strengthen the argument by showing the analogy to be true. But the question asks for the best strengthener and a more relevant strengthener may be present

(C) is a classic faulty comparison choice; it is also out of scope. The author doesn't distinguish between local high school students and average teenagers. Moreover, the focus is on experience and maturity, not intelligence. (D) shifts the focus of the argument from "who should or should not design curricula" to "what kind of curricula is best." Notice the scope change in this choice. It's tempting, especially since it brings up an intelligent point about tailoring to individuals, but that's a topic for a different discussion. The best strengthener is (E), citing the experience needed to design curricula.­
­


In Option E, we can build up a case that high school kids also have year of familarity with educational life. if we come up with this case, then I think we can make this option irrevelant/out of scope. please correct me if I am wrong.
 
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