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[Issue Essay]

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题目:

Analytical!

选项:

答案:

提问:

Years before the advent of plate tectonics―the widely accepted theory, developed in the mid-1960's, the holds that the major features of Earth's surface are created by the horizontal motions of Earth's outer shell, or lithosphere―a similar theory was rejected by the geological community. In 1912, Alfred Wegener proposed, in a widely debated theory that came to be called continental drift, that Earth's continents were mobile. To most geologists today, Wegener's The origin of Continents and Oceans appears an impressive and prescient document, containing several of the essential presumptions underlying plate tectonics theory: the horizontal mobility of pieces of Earth's crust; the essential difference between oceanic and continental crust; and a causal connection between horizontal displacements and the formation of mountain chains. Yet despite the considerable overlap between Wegener's concepts and the later widely embraced plate tectonics theory, and despite the fact that continental drift theory presented a possible solution to the problem of the origin of mountains at a time when existing explanations were seriously in doubt, in its day Wegener's theory was rejected by the vast majority of geologists. Most geologists and many historians today believe that Wegener's theory was rejected because of its lack of an adequate mechanical basis. Stephen Jay Gould, for example, argues that continental drift theory was rejected because it did not explain how continents could move through an apparently solid oceanic floor. However, as Anthony Hallam has pointed out, many scientific phenomena, such as the ice ages, have been accepted before they could be fully explained. The most likely cause for the rejection of continental drift―a cause that has been largely ignored because we consider Wegener's theory to have been validated by the theory of plate tectonics―is the nature of the evidence that was put forward to support it. Most of Wegener's evidence consisted of homologies―similarities of patterns and forms based on direct observations of rocks in the field, supported by the use of hammers, hand lenses, and field notebooks. In contrast, the data supporting plate tectonics were impressively geophysical―instrumental determinations of the physical properties of Earth garnered through the use of seismographs, magnetometers, and computers. 我选了E considerable overlap前面是despite XXX说明这个是个成就,他和后面的反对W的观点的事情是相反的。所以感觉D说用这个词的目的是解释为啥W理论。请老师辨析DE!谢谢!

解答:

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解答: 张慧雯

提问:

麻烦金老师给我解答一下,我的思路是:基于“数字12和字母AB有特殊含义,公司往往会选择 697 483 这样的数字”这样的语意,有个because ,因为什么所以什么会更顺畅一点,所以我先考虑了BC,B我排除的理由是THEY。。哪怕忽略代词指代不明的问题(因为后面紧跟conpanies 了),也有表达啰嗦的问题。错选了B,是因为having connotation这个部分只是修饰了letters吗?然后E答案排除的理由是them多余,they 指代不明,it 的单复数问题,就算这里要用一个代词 根据前面的have也应该用一个复数形式的代词。然后A和D我不是那么清晰,A这个with要怎么理解,”公司这样做,是伴随着这样一个意识“好像也说得过去。然后D答案里面这个aware 我是理解成一个名词的 AWARE of 。。of。。无非就是想说明它是个什么要的意识,然后后面接了一个完整的句子,我起初排除它的原因是觉得两者之间少了点东西搭建逻辑关系

解答:

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解答: 金栩竹老师

提问:

麻烦金老师帮我解答一下,我的思路是;A主要错在IT的单复数问题上,藏红花是复数的形式。B不是很清晰,我一直迷惑一个点就是这个being,做为助动词它主要是用来帮助表达正在被这个语意吗?还有been,对比C答案,如果我想表达之后被捣碎这个语意是不是得用after being pound ?就是藏红花发不出pound这个动作 只能被捣碎,所以才排除B的? 然后E答案和 就是代词单复数问题

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解答: 金栩竹老师

提问:

麻烦金老师帮我解答一下,我的思路是:A 得麻烦老师给我讲下这个whose的用法,就是在我固有的知识体系里它常用于疑问句,然后根据单词本身的意思,谁的,用在这里自我感觉也不太好。还有迷惑的一个点是 先忽略这个whose,这里的语意主要是想说明一下这个clans是什么样的地方,clasns 主语 谓语是access water后面是修饰语,总觉得缺个that ,还是说可以省略的?就是我理解的语意是”这个部落接近水,这个水很少受到限制“ C 不是很清晰,DE主要错在less不能修饰可数名词。

解答:

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解答: 金栩竹老师

提问:

麻烦金老师帮我解答一下,根据dioxins判断为可数名词判处ABC,much修饰不可数名词。关于这句话我的理解是这个不可控且让南方的美国人暴露于其中的D的来源是。。。。然后DE这种结构我不熟悉,所以不好做出判断,麻烦老师给我讲解一下,特别是关于介词+which这种结构不是很清楚

解答:

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解答: 金栩竹老师

提问:

王文静老师你好,请问这道题目D为什么是错的?我一直记得的idiom是prevent from。这道题最明显错误点是possible和possibly吗?谢谢!

解答:

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解答: 王文静老师

提问:

请郭老师解答下 谢谢

解答:

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解答: 郭培月老师

提问:

请郭老师解答下 谢谢

解答:

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解答: 郭培月老师

提问:

请郭老师解答下 谢谢

解答:

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阅读262654
解答: 郭培月老师

提问:

请郭老师解答一下下谢谢

解答:

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解答: 郭培月老师

提问:

老师你好,这道题目我选了D,因为感觉读起来比较顺口。看了正确选项以后,我发现有两处不同,1是tense上的不同,我想起来老外的辅导课程有提过GMAT不考have been这个时态,那是不是考试的时候包含havebeen的直接eliminate? 2是yet discovered 修饰的对象不同,原文的意思是evidence yet discovered,D当中修饰对象有错误所以改变了句意所以是错的?我不知道我理解的对不对,求老师指教

解答:

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解答: 金栩竹老师

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