35 LR One Question 4
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I think it's tempting because it looks so much like what (C) actually says—that kids will learn useful skills by using stuff that becomes outdated (so it's not pointless to give them computers)
It's wrong, though, because it might actually strengthen Q's argument. If children—like generations of people before them—can be expected to adapt to new technology as it comes at them, then what is the point of giving them computers now?
Now, I'm not going to argue very strenuously that (B) is powerful support for Q. Still, if its' possible to see in an answer a means of making the argument better, then it's a good bet that answer is not the strongest possible counter against the argument.
Make sense?
When I read the stimulus, (and before reading answer choices) I immediately came to the conclusion that Q assumed that engaging in regular training would not be necessary, and my counter would be that adapting to advancing technology would require the necessity of being engaged in the process. I really don't see much difference with C. When I'm able to read it methodically (not on a timetable) I'm thinking perhaps it draws an inference of relating to the future and not the here and now...but my first thought was A for the reasons above. A does state being able to deal with society in which one lives, but it's almost contradictory as its opening of advancing technology would in fact cause me to believe that its being able to adapt, improvise and thrive to the current and future technological changes. Because I was so sure I had selected the correct answer just wanted to put it out there as I continue this frustration in process.
Thoughts?
Hm. I think I see what you mean, but also I think (A) potentially supports parent Q.
It seems like if (A) is true, then people are going to have to do constant training once they're out of school. And if they're going to have to do constant training once they leave school, then it may not matter enough to make them do training while they're in school.
And here, as with my response above, I wouldn't try to argue very strenuously that (A) is, like, persuasive support for Q.
Still, if it's possible to see in an answer a means of making the argument better, then it's a good bet that answer is not the strongest possible counter against the argument.
By contrast, if (C) is true, then the obsolescence just isn't a factor at all, the training will be useful, and parent Q is simply wrong.
Make sense?
Thank you for this. Yes you are right and it makes so much more sense to me. I really appreciate you taking the time to explain this.
I think sometimes the problem is as I enter into the timing stage from learning stage, the time factor is getting to me, (as there is very little time to think through some of these questions.)
I'm seeing the October date creep up and it's stressing me a little. I may perhaps need another month to fully ingest this process???
As always, your support is immensely appreciated!!!!
Yeah, this is not a bad time to think hard about moving to the November test.
First, if you feel not-ready, it's almost always best to push back until you are ready.
And second, seeing that date creep up can light a fire under you; it's likely you'll be even more motivated now, having felt some of that time crunch. And you have two months to prep before November. That's likely enough time to do some real damage!
Please get in touch if you want to hash this out further.