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event. Any of these scenarios might justify saving the building at the expense of the practical
needs of the community. On the other hand, if several older buildings represent the same
historical era just as effectively, or if the building's history is an unremarkable one, then the
historic value of the building might pale in comparison to the value of a new structure that
meets a compelling practical need.
Also competing with a community's utilitarian needs is the aesthetic and architectural value
of the building itself--apart from historical events with which it might be associated. A building
might be one of only a few that represents a certain architectural style. Or it might be especially
beautiful, perhaps as a result of the craftsmanship and materials employed in its
construction--which might be cost-prohibitive to replicate today. Even retrofitting the building to
accommodate current needs might undermine its aesthetic as well as historic value, by
altering its appearance and architectural integrity. Of course it is difficult to quantify aesthetic
value and weigh it against utilitarian considerations. Yet planners should strive to account for
aesthetic value nonetheless.
In sum, whether to raze an older building in order to construct a new one should never be
determined indiscriminately. Instead, planners should make such decisions on a case-by-case
basis, weighing the community's practical needs against the building's historic and aesthetic
value.
Issue 14
"Students should memorize facts only after they have studied the ideas, trends, and concepts
that help explain those facts. Students who have learned only facts have learned very little."
The speaker makes a threshold claim that students who learn only facts learn very little, then
condudes that students should always learn about concepts, ideas, and trends before they
memorize facts. While I wholeheartedly agree with the threshold claim, the condusion unfairly
generalizes about the learning process. In fact, following the speaker's advice would actually
impede the learning of concepts and ideas, as well as impeding the development of insightful
and useful new ones.
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