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更多“Mr.Porter's argument seems to …”相关的问题
pant in a predication, largely identical with a normal element in a sentence. There is/are() argument(s) in the sentence Kids like apples.
A.no
B.one
C.two
D.three
In order to support this argument, the writer gives the example that ______ .
A．a machine using solar energy efficiently has already been developed
B．the sun is our final source of power
C．man uses only a tiny part of the sun's energy
D．the part of the sun's energy we use is used indirectly
The author quotes the remarks of one of Oliver Goldsmith's teachers ().
A.to provide support for his argument
B.to illustrate the strong will of some gifted children
C.to explain how dull students can also be successful
D.to show how poor Olivers performance was at school
The purpose of the author in writing the text is to
A．back up Macdonald.
B．introduce the argument about the plan for secret terror trials.
C．criticise the bill because of the indifference to the terrorist's basic rights.
D．argue for the independence of jury trials.
The author refers to the Venus primarily in order to ______.
A．show the inherent weakness of the greenhouse effect theory
B．show that the greenhouse effect works on other planets but not on the earth
C．show the extent to which Earth's atmosphere differs from that of the Venus
D．supper the argument that the CO2 level in the atmosphere has a significant effect on climate
Why does the author mention Karl Von Frisch in the second paragraph？
A．To make people believe his description of the beehive.
B．To introduce Karl's observation on bee behavior.
C．To contrast his theories with those of Karl Von Frisch.
D．To support the argument that bees use sunlight to navigate.
According to the text, which of the following is NOT true about Britain's Corn Laws？
A．These laws were ultimately abolished after a fierce argument in the Parliament.
B．Landowners supported the laws because domestic products were more expensive, and then they could gain more.
C．Industrialists opposed the laws because cheap imported grains would help them develop the market.
D．Irish potato famine of 1845 directly forced the government to reverse its position of sustaining these laws.
Many thinkers, including almost all orthodox Catholics, believe that euthanasia is immoral. They oppose killing patients in any circumstances whatever. However, they think it is all right, in some special circumstances, to allow patients to die by withholding treatment The American Medical Association's policy statement on mercy killing supports this traditional view. In my paper "Active and Passive Euthanasia" I argue, against the traditional view, that there is in fact no normal difference between killing and letting die --if one is permissible, then so is the other.
Professor Sullivan does not dispute my argument; instead he dismisses it as irrelevant The traditional doctrine, he says, does not appeal to or depend on the distinction between killing and letting die. Therefore, arguments against that distinction "leave the traditional position untouched".
Is my argument really irrelevant？ I don' t see how it can be. As Sullivan himself points out, nearly everyone holds that it is sometimes meaningless to prolong the process of dying and that in those cases it is morally permissible to let a patient die even though a few more hours or days could be saved by procedures that would also increase the agonies of the dying. But if' it is impossible to defend a general distinction between letting people die and acting to terminate their lives directly, then it would seem that active euthanasia also may be morally permissible.
But traditionalists like professor Sullivan hold that active euthanasia--the direct killing of patients--is not morally permissible; so, if thy argument is sound, their view must ,be mistaken. I can not agree, then, that my argument "leave the traditional position untouched".
However, I shall not press this point. Instead I shall present some further arguments against the traditional position, concentrating on those elements of the position which professor Sullivan himself thinks most important. According to him, what is important is, first, that we should never intentionally terminate the life of a patient, either by action or omission, and second, that we may cease or omit treatment of a patient, knowing that this will result in death, only if the means of treatment involved are extraordinary.
The author's purpose in writing this passage is______
A．to air his opinions on Sullivan's fallacies.
B．to attack the traditional view on euthanasia.
C．to explain why his argument is relevant.
D．to draw a line between killing and letting die.
In their determination to read Dickinson's life in terms of a traditional romantic plot, biographers have missed the unique pattern of her life -- her struggle to create a female life not yet imagined by the culture in which she lived. Dickinson was not the innocent, lovelorn and emotionally fragile girl sentimentalized by the Dickinson myth and popularized by William Luce's 1976 play, the Belle of Amherst. Her decision to shut the door on Amherst society in the 1850's transformed her house into a kind of magical realm in which she was free to engage her poetic genius. Her seclusion was not the result of a failed love affair, but rather a part of a more general pattern of renunciation through which she, in her quest for self sovereignty, carried on an argument with the puritan fathers, attacking with wit and irony their cheerless Calvinist doctrine, their stem patriarchal God, and their rigid notions of "true womanhood."
What's the author's main purpose in the passage？
A．To interpret Emily Dickinson's eccentric behavior
B．To promote the popular myth of Emily Dickinson
C．To discuss Emily Dickinson's failed love affair
D．To describe the religious climate in Emily Dickinson's time
A man who knows a bit about carpentry (木工术) will make his table more quickly than the man who does not. If the instructions are not very clear, or the shape of a piece is puzzling his experience helps him to conclude that it must fit there, or that its function must be that. In the same way, the reader's sense and experience helps him to predict what the writer is likely to ,say next; that he must be going to say this rather than that. A reader who can think along with the writer in this way will find the text.
This skill is so useful that you may wish to make your students aware of it so that they can use it to tackle difficult texts. It does seem to be the case that as we read we make hypotheses (假设) about what the writer intends to say; these are immediately modified by what he actually does say, and are replaced by new hypotheses about what will follow. We have all had the experience of believing we were understanding a text until suddenly brought to a halt by some word or phrase that would not fit into the pattern and forced us to reread and readjust our thoughts. Such occurrences lend support to the notion of reading as a constant making and remaking of hypotheses.
If you are interested in finding out how far this idea accords with (符合) practice, you may like to try out the text and questions. To do so, take a piece of card and use it to mask the text. Move it down the page, revealing only one
t a time. Answer the question before you go on to look at the next section. Check your prediction against what the text actually says, and use the new knowledge to improve your next prediction. You will need to look back to earlier parts of the text if you are to make accurate prediction, for you must keep in mind the general organization of the argument as well as the detail within each sentence. If you have tried this out, you have probably been interested to find how much you can predict, though naturally we should not expect to be right every time -- otherwise there would be no need for us to read.
Conscious use of this technique can be helpful when we are faced with a part of the text that we find difficult: if we can see the overall pattern of the text, and the way the argument is organized, we can make a reasoned guess at the next step. Having an idea of what something might mean can be a great help in interpreting it.
The author uses the examples of carpentry and reading to show______.
A．the importance of making prediction
B．the similarity in using one's senses
C．the necessity of making use of one's knowledge
D．the most effective method in doing anything
