issue47 高频,认真写了一个多小时,敬请拍,明天集中回拍

thminUID: 192642

Issue47
Society does not place enough emphasis on the intellect—that is, on reasoning and other cognitive skills.

As the world steps into an epoch of great technological and social changes taking place every day, people have shown much more concern on the meaning of human individual development than before. While the definition of human intellect varies from individual to individual, in my opinion, it should embrace not only one’s capacity for knowledge but also people’s reasoning, synthesizing, relating and other cognitive skills. It is true that in some cases society tend to overlook such cognitive skills, however, we are not supposed to be too ready to have society to blame, for after all it is not easy for us to measure or value these cognitive skills.

In the first place, I would agree with neither the point that intellect is the mere ability to absorb the knowledge or information nor the one that it is solely concluded those aforementioned cognitive skills. Both of them play indispensable parts in developing and growing up to a truly strong, independent and intellectual person. Although the cognitive skills might be even more crucial to critical thinking, the knowledge system is the threshold and footstone of establishment of one’s cognitive systems. Without the knowledge learned from teachers, parents and other people, there is little possibility that one can develop his or her reasoning and other cognitive skills automatically. Common sense tells us there must be ample facts and information for us to practice our thinking ability, otherwise, reasoning based on no empirical evidence and examples are amount to pure fascination. Therefore, the emphasis put only on either one side of intellect—knowledge or cognitive skills such as reasoning—is not adequate to intellect.

It is undeniable that in some cases society has a tendency to put too much emphasis on capacity of knowledge of one individual so as to overlook the importance of cognitive system. It is especially potent in our education systems and business field of some areas. Standardized examinations, which only need students memorize large amount of facts in textbooks, have been designed and adopted widely to take the responsibility of measuring and judging the learning ability or “intellectual quality” of a student, regardless of the evaluation to their reasoning and cognitive skills. In order to adapt to the increasing and rapid influx of graduates, more and more enterprises and companies also begin to make use of such “intellectual tests” which usually aim to the only examination of candidate’s knowledge system—how much have you learned; how many certificates have your gained; and how well you can answer those questions based on your specific field of study. In short, some areas of society now are focusing only on the knowledge system of individuals and even establishing their talents-selecting system on the foundation of people’s knowledge capacity. They have diverted from what intellect really are.

However, I believe that it is not the whole society that should be blamed for this diversion but the difficulty in evaluation and it is hopeful that we can call for people’s attention back to those cognitive skills by taking a series of responsive measures. The evaluation of cognitive skills, such as reasoning, synthesizing and relating, is not as easy as the measurement and judgment of the capacity of knowledge. Most probably, it is because the difficulties of evaluating a person’s cognitive system that result from people’s increasing concern on weighing an individual’s knowledge system. Furthermore, as the evaluating system for knowledge system have been largely established by means of adopting standardized examinations, why don’t we have the confidence to look forward to some other evaluation systems to effectively decide the intellectual quality as a whole—rather than prefer to either one of them—in the future?

On balance, I will admit that some areas and fields of the society—not the whole society—have put too much emphasis solely on one’s capacity of knowledge while defining people’s intellectual development. Nevertheless, I strongly disagree with the speaker to regard intellect totally as reasoning and other cognitive skills rather than knowledge system as well. We should not ignore any of them as both important ingredients of “intellect” though the evaluation of cognitive skills is harder than that of knowledge.

thminUID: 192642

先自己顶一下。

imjasonUID: 176604

占坐了

imjasonUID: 176604

As the world steps into an epoch of great technological and social changes taking place every day后面的那个taking之流可以不用在修饰了, people have shown much more concern on the meaning of human individual development than before社会发展和关注人有什么关系了？. While the definition of human intellect varies from individual to individual, in my opinion, it should embrace not only one’s capacity for knowledge but also people’s reasoning, synthesizing, relating and other cognitive skills. It is true that in some cases society tend to overlook such cognitive skills, however, we are not supposed to be too ready to have society to blame, for after all it is not easy for us to measure or value these cognitive skills.这个是开头么？感觉长了点，还是两三句就点题比较好

In the first place, I would agree with neither the point that intellect is the mere ability to absorb the knowledge or information nor the one that it is solely concluded those aforementioned cognitive skills. Both of them play indispensable parts in developing and growing up这个短语的主语一般是成长的主体吧 to a truly strong, independent and intellectual person. Although the cognitive skills might be even more crucial to critical thinking, the knowledge system is the threshold and footstone of establishment of one’s cognitive systems. Without the knowledge learned from teachers, parents and other people, there is little possibility that one can develop his or her reasoning and other cognitive skills automatically. Common sense tells us there must be ample facts and information for us to practice our thinking ability, otherwise, reasoning based on no empirical evidence and examples are amount to pure fascination. Therefore, the emphasis put only on either one side of intellect—knowledge or cognitive skills such as reasoning—is not adequate to intellect.感觉有些离题了。毕竟题目没有要你讨论社会是否没有重视基本知识的传输，而只是说忽视了对认知能力的培养。题目即使假设也给定了范围。个人意见了

It is undeniable that in some cases society has a tendency to put too much emphasis on capacity of knowledge of one individual so as to overlook the importance of cognitive system. It is especially potent in our education systems and business field of some areas. Standardized examinations, which only need students memorize large amount of facts in textbooks, have been designed and adopted widely to take the responsibility of measuring and judging the learning ability or “intellectual quality” of a student, regardless of the evaluation to their reasoning and cognitive skills. In order to adapt to the increasing and rapid influx of graduates, more and more enterprises and companies also begin to make use of such “intellectual tests” which usually aim to the only examination of candidate’s knowledge system—how much have you learned; how many certificates have your gained; and how well you can answer those questions based on your specific field of study. In short, some areas of society now are focusing only on the knowledge system of individuals and even establishing their talents-selecting system on the foundation of people’s knowledge capacity. They have diverted from what intellect really are.

However, I believe that it is not the whole society that should be blamed for this diversion but the difficulty in evaluation and it is hopeful that we can call for people’s attention back to those cognitive skills by taking a series of responsive measures. The evaluation of cognitive skills, such as reasoning, synthesizing and relating, is not as easy as the measurement and judgment of the capacity of knowledge. Most probably, it is because the difficulties of evaluating a person’s cognitive system that result from people’s increasing concern on weighing an individual’s knowledge system. Furthermore, as the evaluating system for knowledge system have been largely established by means of adopting standardized examinations, why don’t we have the confidence to look forward to some other evaluation systems to effectively decide the intellectual quality as a whole—rather than prefer to either one of them—in the future?

On balance, I will admit that some areas and fields of the society—not the whole society—have put too much emphasis solely on one’s capacity of knowledge while defining people’s intellectual development. Nevertheless, I strongly disagree with the speaker to regard intellect totally as reasoning and other cognitive skills rather than knowledge system as well. We should not ignore any of them as both important ingredients of “intellect” though the evaluation of cognitive skills is harder than that of knowledge.
连续对着电脑做了两天的实验，现在脑袋有点晕，但是感觉好象离题了，你再看下。
春天到了，天气忽冷忽热的，要注意身体啊！

thminUID: 192642

关于你的意见,我是这样想的:
先说我的提纲吧,
B1:我主要针对题目中的intellect=reasonging&cognitive skills来说的,因为之前我查过韦氏,intellect的解释中包括capacity of knowledge这条,所以我说任何一种只强调一种的说法都是不对的
B2:针对社会上是否有不重视cognitive skills的现象说的,回答是yes,的确存在
B3:指出这种趋势的根本原因在于cognitive skills不好量化,并承认未来有更好办法衡量的可能.
你可能觉得B1离题了吧? 老实说我也的确想过那个破折号有没有必要驳; 要不我再多找几个人问问.

victoriazhizhiUID: 163135

Society does not place enough emphasis on the intellect—that is, on reasoning and other cognitive skills.

As the world steps into an epoch of great technological and social changes taking place every day, people have shown much more concern on the meaning of human individual development than before. While the definition of human intellect varies from individual to individual, in my opinion, it should embrace not only one’s capacity for knowledge but also people’s reasoning, synthesizing, relating and other cognitive skills. It is true that in some cases society tend to overlook such cognitive skills, however, we are not supposed to be too ready to have society to blame, for after all it is not easy for us to measure or value these cognitive skills.看了头，感觉要偏题-_-! 题目说的是一个事实或者现象，问你是不是这样的，而你however上来就说not have the society blame，貌似要开始说应该如何展望如何发展的感觉了。先往下看看

In the first place, I would agree with neither the point that intellect is the mere ability to absorb the knowledge or information nor the one that it is solely concluded those aforementioned cognitive skills.ft…TS没看明白，赐教Both of them play indispensable parts in developing and growing up to a truly strong, independent and intellectual person. Although the cognitive skills might be even more crucial to critical thinking, the knowledge system is the threshold and footstone of establishment of one’s cognitive systems. Without the knowledge learned from teachers, parents and other people, there is little possibility that one can develop his or her reasoning and other cognitive skills automatically. Common sense tells us there must be ample facts and information for us to practice our thinking ability, otherwise, reasoning based on no empirical evidence and examples are amount to pure fascination. Therefore, the emphasis put only on either one side of intellect—knowledge or cognitive skills such as reasoning—is not adequate to intellect.由于我看这段的TS看的不明白，对整个段落的意思理解的也不太好，感觉你是在说intellect由knowledge和cognitive skill组成，然后说两者都要重视？感觉对intellect这样定义然后分析的意义不大，题目问是不是不重视cognitive skills，你先把intellect定义说包括有knowledge，然后说两者要重视，这个knowledge的重视不重视和对cognitive skills的忽视好像没有大关系吧。你想说题目对intellect的定义都不完全，但是要是重视了knowledge还是算重视intellect的是不是？我觉得这个对intellect的理解不是题目重点，intellect 后面的东西才是真正要研究的 是不是忽视了这个能力？

It is undeniable that in some cases society has a tendency to put too much emphasis on capacity of knowledge of one individual so as to overlook the importance of cognitive system. It is especially potent in our education systems and business field of some areas. Standardized examinations, which only need students memorize large amount of facts in textbooks, have been designed and adopted widely to take the responsibility of measuring and judging the learning ability or “intellectual quality” of a student, regardless of the evaluation to their reasoning and cognitive skills. In order to adapt to the increasing and rapid influx of graduates, more and more enterprises and companies also begin to make use of such “intellectual tests” which usually aim to the only examination of candidate’s knowledge system—how much have you learned; how many certificates have your gained; and how well you can answer those questions based on your specific field of study. In short, some areas of society now are focusing only on the knowledge system of individuals and even establishing their talents-selecting system on the foundation of people’s knowledge capacity. They have diverted from what intellect really are.这段还不错，例子也挺好，排比那一堆you会给人心里不太爽的感觉，建议用第三人称

However, I believe that it is not the whole society that should be blamed for this diversion but the difficulty in evaluation and it is hopeful that we can call for people’s attention back to those cognitive skills by taking a series of responsive measures. The evaluation of cognitive skills, such as reasoning, synthesizing and relating, is not as easy as the measurement and judgment of the capacity of knowledge. Most probably, it is because the difficulties of evaluating a person’s cognitive system that result from people’s increasing concern on weighing an individual’s knowledge system. Furthermore, as the evaluating system for knowledge system have been largely established by means of adopting standardized examinations, why don’t we have the confidence to look forward to some other evaluation systems to effectively decide the intellectual quality as a whole—rather than prefer to either one of them—in the future? 这段感觉你在寻找解决办法，而不是分析现象了

On balance, I will admit that some areas and fields of the society—not the whole society—have put too much emphasis solely on one’s capacity of knowledge while defining people’s intellectual development. Nevertheless, I strongly disagree with the speaker to regard intellect totally as reasoning and other cognitive skills rather than knowledge system as well. We should not ignore any of them as both important ingredients of “intellect” though the evaluation of cognitive skills is harder than that of knowledge.结尾总结的面太多了，而且有些表达像是开头用的多点呵呵

thminUID: 192642

谢谢imjason和zhizhi的赏砖
关于开头,本来是想先介绍一下背景,结果一不留神写多了,就偏了...
还有B1的写法,看来在破折号上面作文章是没有意义的,不然我就改成论述cognitive skills的重要性.
还有B3,想问zhizhi,你说的很对,我是在寻求解决方法,但这样不对吗?

victoriazhizhiUID: 163135

可能是你B3的TS有些别扭吧，一个很强的however然后转折到society should not be blamed 我感觉有些和题目扣的不太紧，但是可能是为了回应你开头的观点吧，开头的however貌似重点也在后面，所以觉得和前面联系的不够紧密。后面的展开还可以。
主要是我觉得B1B3的比重大了，使得B2这个重点不够重点了。

诶，忽然发觉我汉语水平也不行了 貌似没说明白

imjasonUID: 176604

呵呵，那个第一个body的TS我也是看了好半天。不知道这个对与老外是怎么看的。

深谷幽兰UID: 196550

来晚了,占个座,学习一下.