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本帖最后由 曦范 于 2009-12-26 11:57 编辑
TOPIC: ARGUMENT39 - The following appeared in a memorandum from the president of Humana College.
"Last year the number of students who enrolled in long-distance degree programs at Omni University increased by 50%. During the same year, Omni showed a significant decrease from prior years in expenditures for dormitory and classroom space, most likely because instruction in the long-distance programs takes place via interactive video computer connections. In contrast, over the past three years, enrollment at Humana College has diminished and costs of maintaining buildings have risen. Thus, to increase enrollment and solve the problem of budget deficits at Humana College, we should initiate and actively promote long-distance degree programs like those at Omni."
WORDS: 450 TIME: 00:40:00 DATE: 2009/11/20 22:10:24
Merely based on the unfounded assumption and dubious evidence, the author conclude that in order to increase the income of the school and solve the financial problem, Humana College should initiate and actively promote long-distance degree programs just follow suit of Omni University, because Omni University's expenditures for dormitory and classroom decreases after it started the program of long-distance education. At first glance, this argument appears to be somewhat convincing, but further reflection reveals that it omits some substantial concerns should be dressed on the argument. From the logical perspective, this argument suffers from three logical flaws.
From the very basic perspective, the author uses the word " most likely" when describing the logical connection between the decrease of expenditures for dormitory and classroom and the introduction of long-distance education program. The author himself seems not quit sure about the reason why the expenditures decrease. Otherwise, the author claims that no factors other than the less usage of the classrooms and dorms cause the expenditure to decrease. A myriad of other factors, including the construction of the rooms are much better than prior years, and the quality of students increased might be the reason to reduce the repairment of the rooms.
Even assuming that just because the students attending classes and using dorms were left to the long-distance education program, thus cause the expenditures to decrease, that is happened in Omni University. The arguer's recommendation relies on what might be a poor analogy between Omni University and Humana College. The analogy falsely depends on the assumption that the room and expense condition in both these two colleges are the same. However, it is entirely possibly that the construction of the room and students' qualities, or even the financial situation in these two colleges are different. Without accounting for such possible difference between Omni and Humana, the arguer cannot prove that Humana College will reap the similar benefits from the proposed method.
Even assuming that following the example of Omni can help Humana to solve the problem of budget deficits and attract more students to enroll in the university, the bad condition of the enrollment and costs was three years ago, the author falsely claim that all things remain unchanged over time. This assumption is unwarranted because things rarely remain the same over three years. There are likely all kinds of difference between the situation three years ago and nowadays. It is entirely possible that the enrollment and costs problem are not existing or much better after three years, because of the teaching quality has increased, and the rooms are better constucted.
To sum up, this argument fails to substantiate its claim that Humana College can increase enrollment and solve the problem of budget deficits, because the evidence cited in the analysis does not led strong support to what arguer maintains. To make the argument more convincing, the author would have to provide more information with regard to the situations of these two school.Additionally, we would have to demonstrate whether the problem still occurring in Humana College.
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