TPO43 整合&独立求狠批：Agnostids Living & Interrupt or Not

汲取教训、 uu 和我朋友的建议，在 Greg Mat 的 template 基础上重新限时完成了 TPO-43 的写作部分，获得 ETS E-rater 机评最高分 5 分了。


但实际上限时写作仍有不少错误，行文遣词上也存在机器无法给出建议的提升空间，故 po 出希望 uu 们不吝赐教，感激不尽。


-------------------------------------------------------------------------------------------------------------
TPO-43 Task 1: How agnostids may have lived


Info
ETS E-rater Score: 5/6 ~ 25-30
Microsoft Score: 25/30
Words Count: 226
Time limited and grammer errors revised.


Material
Reading and Listening

Question
Summarize the points made in the lecture, being sure to explain how they challenge the specific theories presented in the reading passage.
. 1point 3acres
Response
The argument in the reading claims that there are three different but possible behaviors Agnostids may have, including living as free-swimming predator, seafloor dweller hypothesis, and parasites assumption. However, the professor in the following lecture argues against those theories with logic or supporting evidence, respectively.

First of all, large eyes are required for predators who swim well. In general, animals capable of free-swimming have evolved relatively large eyes, which is necessary for finding food and paths. Nevertheless, those eyes of agnostids are tiny developed and, consequently not eligible for swimming well. Thus, this swimming hypothesis does not hold water.

Second, moving speed is vital to maintain the lifestyle of a dwelling seafloor. While seafloor dwellers are generally moving at a low speed, agnostids occupy geographically sparsely than other animals and they must move fast, which contradicts the prerequisites for dwellers.Therefore, this assumption seems not persuasive for the lack of requirements.

Additionally, the parasite hypothesis also fails to explain the population character. In order to maintain an ecosystem for the whole population, according to the lecture, agnostids should be under a certain threshold. Since no persuasive evidence valid in this vein has been found until now, they might behave differently from the parasite theory.

To conclude, although those assumptions make sense to some extent, evidence mentioned in this professor's lecture contradicts them, thus, the behavior of agnostids is still uncertain.

-------------------------------------------------------------------------------------------------------------

TPO-43 Task 2: Interrupt or Not


Info
ETS E-rater Score: 5/6 ~ 25-30
Microsoft Score: 26/30
Words Count: 424
Time limited and grammer errors revised.

Question
Imagine that you are in a classroom or a meeting. The teacher or the meeting leader says something incorrect. In your opinion, which of the following is the best thing to do?
--Interrupt and correct the mistake right away
--Wait until the class or meeting is over and the people are gone, and then talk to the teacher or meeting leader
--Say nothing
Use specific reasons and examples to support your answer.

Response
When errors or mistakes accidentally come out of a teacher or meeting leader, some argue that an immediate interruption is the best solution, and some decide to be silent without hesitation. Admittedly, these strategies are not bad to some extent, especially for efficiency. However, waiting and correcting after this session is more polite and also practical, in my opinion, for at least two main reasons.

First of all, instant correction in a session is apparently time-consuming. When we decide to do something in a lecture or meeting, we have to know that others are not alone, and some actions may waste others' time. For example, when I was a primary school student in a mathematics class, I found it hard to replicate the ways my teacher used to solve a simple equation. Then I noticed an error and pointed it out immediately. Consequently, he gently but seriously told me: "Yes, I was wrong, but please remind me after the class to save our time." Later, when I had my first job and behaved differently in another meeting, my boss expressed his appreciation to me for the delay in correction for a similar reason. Therefore, since the teacher and the meeting speaker are generally willing to make session time efficient for most of us, I believe alternatives with more time consumed would not yield better results.

The second reason is the benefits of building a good relationship with the speaker. Listeners and speakers in a meeting or a class are not randomly selected there since most of us probably have other occasions for cooperation. Although it is definitely bad for us to leave these mistakes alone and say nothing, we have to be more mature in dealing with these relationships. For instance, some colleagues of mine have lost their jobs for pointing out their bosses' mistakes without hesitation, while others have survived such social issues with a more mature approach, talking to them later. Some of them even told me it was so fortunate to adopt such a strategy because they still needed to work with these speakers. Hence, I would not recommend a student in a classroom nor a listener in a meeting take a rude strategy simply because it is harmful to maintaining good relationships.

To conclude, it is complicated if we need to correct arguments in such circumstances for some reason. To correct immediately and just to say nothing are quite common in daily experience. However, I still contend to choose a more practical approach to remind them later for time-saving and to build personal relationships.