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sheungcheng
Joined: 10 Feb 2022
Last visit: 10 Mar 2024
Posts: 7
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Given Kudos: 1
Location: Hong Kong
Schools: INSEAD Aug'23 intake (A)
GPA: 3.44
10 Feb 2022, 17:30
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The following appeared as part of a newspaper editorial: “Two years ago Nova High School began to use interactive computer instruction in three academic subjects. The school dropout rate declined immediately, and last year’s graduates have reported some impressive achievements in college. In future budgets the school board should use a greater portion of the available funds to buy more computers, and all schools in the district should adopt interactive computer instruction throughout the curriculum.” Discuss how well reasoned . . . etc.
In this article, the author suggests all school in the district should adopt the interactive computer instruction throughout the curriculum because it can effectively improve students’ performance at college. This assertion is not sound and convincing as it bases on an assumption that the computer instruction has a positive correlation with students’ success in college, which the author doesn’t provide sufficient and valid evidences to support the claim.
First, the computer instruction was adopted by only one high school. The sample size of the observation is small, which doesn’t lead to a conclusion that the computer program will have the same effectiveness if other schools adopt it. For example, Nova High School students could be very intelligent. They would do well regardless of whether the program was adopted, whereas students in another school, who might not have the same level of intelligence, would find the program difficult to use and not have the same outcome.
Second, the impressive achievements by last year’s graduates were observed in college. The author does not provide sufficient explanation on how the computer instruction contributed to student’s success after graduating high school. There could be other factors that drove their performance in college, such as good faculty in college, excellent college programs, etc. The computer program might have minor or no impact at all.
Third, the program was only used in 3 subjects. It doesn’t mean that the program will yield the same result in other subjects. The 3 subjects could be subjects that doesn’t require many interactions in class, such as languages and math, whereas science classes require a lot of class discussions and lab experiments, which have to be done physically at school.
For the above reasons, the argument is not persuasive. It will be much stronger if the author provides more details on how the computer instruction contributes to students’ success in college and provide stronger reasoning to support the logic weaknesses discussed in above paragraphs.
In this article, the author suggests all school in the district should adopt the interactive computer instruction throughout the curriculum because it can effectively improve students’ performance at college. This assertion is not sound and convincing as it bases on an assumption that the computer instruction has a positive correlation with students’ success in college, which the author doesn’t provide sufficient and valid evidences to support the claim.
First, the computer instruction was adopted by only one high school. The sample size of the observation is small, which doesn’t lead to a conclusion that the computer program will have the same effectiveness if other schools adopt it. For example, Nova High School students could be very intelligent. They would do well regardless of whether the program was adopted, whereas students in another school, who might not have the same level of intelligence, would find the program difficult to use and not have the same outcome.
Second, the impressive achievements by last year’s graduates were observed in college. The author does not provide sufficient explanation on how the computer instruction contributed to student’s success after graduating high school. There could be other factors that drove their performance in college, such as good faculty in college, excellent college programs, etc. The computer program might have minor or no impact at all.
Third, the program was only used in 3 subjects. It doesn’t mean that the program will yield the same result in other subjects. The 3 subjects could be subjects that doesn’t require many interactions in class, such as languages and math, whereas science classes require a lot of class discussions and lab experiments, which have to be done physically at school.
For the above reasons, the argument is not persuasive. It will be much stronger if the author provides more details on how the computer instruction contributes to students’ success in college and provide stronger reasoning to support the logic weaknesses discussed in above paragraphs.
12 Feb 2022, 06:48
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Welcome to GMAT Club!
AWA Score: 5 - 5.5 out of 6
I have used a GMAT AWA auto-grader to evaluate your essay.
Coherence and connectivity: 3.5/5
This rating corresponds to the flow of ideas and expressions from one paragraph to another. The effective use of connectives and coherence of assertive language in arguing for/against the argument is analyzed. This is deemed as one of the most important parameters.
Paragraph structure and formation: 4.5/5
The structure and division of the attempt into appropriate paragraphs are evaluated. To score well on this parameter, it is important to organize the attempt into paragraphs. Preferable to follow the convention of leaving a line blank at the end of each paragraph, to make the software aware of the structure of the essay.
Vocabulary and word expression: 5/5
This parameter rates the submitted essay on the range of relevant vocabulary possessed by the candidate basis the word and expression usage. There are no extra- points for bombastic word usage. Simple is the best form of suave!
I have used a GMAT AWA auto-grader to evaluate your essay.
Coherence and connectivity: 3.5/5
This rating corresponds to the flow of ideas and expressions from one paragraph to another. The effective use of connectives and coherence of assertive language in arguing for/against the argument is analyzed. This is deemed as one of the most important parameters.
Paragraph structure and formation: 4.5/5
The structure and division of the attempt into appropriate paragraphs are evaluated. To score well on this parameter, it is important to organize the attempt into paragraphs. Preferable to follow the convention of leaving a line blank at the end of each paragraph, to make the software aware of the structure of the essay.
Vocabulary and word expression: 5/5
This parameter rates the submitted essay on the range of relevant vocabulary possessed by the candidate basis the word and expression usage. There are no extra- points for bombastic word usage. Simple is the best form of suave!
Good Luck
sheungcheng
The following appeared as part of a newspaper editorial: “Two years ago Nova High School began to use interactive computer instruction in three academic subjects. The school dropout rate declined immediately, and last year’s graduates have reported some impressive achievements in college. In future budgets the school board should use a greater portion of the available funds to buy more computers, and all schools in the district should adopt interactive computer instruction throughout the curriculum.” Discuss how well reasoned . . . etc.
In this article, the author suggests all school in the district should adopt the interactive computer instruction throughout the curriculum because it can effectively improve students’ performance at college. This assertion is not sound and convincing as it bases on an assumption that the computer instruction has a positive correlation with students’ success in college, which the author doesn’t provide sufficient and valid evidences to support the claim.
First, the computer instruction was adopted by only one high school. The sample size of the observation is small, which doesn’t lead to a conclusion that the computer program will have the same effectiveness if other schools adopt it. For example, Nova High School students could be very intelligent. They would do well regardless of whether the program was adopted, whereas students in another school, who might not have the same level of intelligence, would find the program difficult to use and not have the same outcome.
Second, the impressive achievements by last year’s graduates were observed in college. The author does not provide sufficient explanation on how the computer instruction contributed to student’s success after graduating high school. There could be other factors that drove their performance in college, such as good faculty in college, excellent college programs, etc. The computer program might have minor or no impact at all.
Third, the program was only used in 3 subjects. It doesn’t mean that the program will yield the same result in other subjects. The 3 subjects could be subjects that doesn’t require many interactions in class, such as languages and math, whereas science classes require a lot of class discussions and lab experiments, which have to be done physically at school.
For the above reasons, the argument is not persuasive. It will be much stronger if the author provides more details on how the computer instruction contributes to students’ success in college and provide stronger reasoning to support the logic weaknesses discussed in above paragraphs.
In this article, the author suggests all school in the district should adopt the interactive computer instruction throughout the curriculum because it can effectively improve students’ performance at college. This assertion is not sound and convincing as it bases on an assumption that the computer instruction has a positive correlation with students’ success in college, which the author doesn’t provide sufficient and valid evidences to support the claim.
First, the computer instruction was adopted by only one high school. The sample size of the observation is small, which doesn’t lead to a conclusion that the computer program will have the same effectiveness if other schools adopt it. For example, Nova High School students could be very intelligent. They would do well regardless of whether the program was adopted, whereas students in another school, who might not have the same level of intelligence, would find the program difficult to use and not have the same outcome.
Second, the impressive achievements by last year’s graduates were observed in college. The author does not provide sufficient explanation on how the computer instruction contributed to student’s success after graduating high school. There could be other factors that drove their performance in college, such as good faculty in college, excellent college programs, etc. The computer program might have minor or no impact at all.
Third, the program was only used in 3 subjects. It doesn’t mean that the program will yield the same result in other subjects. The 3 subjects could be subjects that doesn’t require many interactions in class, such as languages and math, whereas science classes require a lot of class discussions and lab experiments, which have to be done physically at school.
For the above reasons, the argument is not persuasive. It will be much stronger if the author provides more details on how the computer instruction contributes to students’ success in college and provide stronger reasoning to support the logic weaknesses discussed in above paragraphs.
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