PrepTest 69, Section 2, Question 11
Editor: When asked to name a poet contemporaneous with Shakespeare, 60 percent of high school students picked a twentieth-century poet. Admittedly, it is hard to interpret this result accurately. Does it show that most high school students do not know any poets of Shakespeare's era, or do they just not know what "contemporaneous" means? However, either way, there is clearly something deeply wrong with the educational system.
Editor: When asked to name a poet contemporaneous with Shakespeare, 60 percent of high school students picked a twentieth-century poet. Admittedly, it is hard to interpret this result accurately. Does it show that most high school students do not know any poets of Shakespeare's era, or do they just not know what "contemporaneous" means? However, either way, there is clearly something deeply wrong with the educational system.
Editor: When asked to name a poet contemporaneous with Shakespeare, 60 percent of high school students picked a twentieth-century poet. Admittedly, it is hard to interpret this result accurately. Does it show that most high school students do not know any poets of Shakespeare's era, or do they just not know what "contemporaneous" means? However, either way, there is clearly something deeply wrong with the educational system.
Editor: When asked to name a poet contemporaneous with Shakespeare, 60 percent of high school students picked a twentieth-century poet. Admittedly, it is hard to interpret this result accurately. Does it show that most high school students do not know any poets of Shakespeare's era, or do they just not know what "contemporaneous" means? However, either way, there is clearly something deeply wrong with the educational system.
The statement that the majority of students picked a twentieth-century poet functions primarily in the argument
as evidence that the educational system is producing students who are ignorant of the history of poetry
as evidence of the ambiguity of some questions
to illustrate that research results are difficult to interpret
as evidence that the ambiguity of data should not prevent us from drawing conclusions from them
as evidence that something is deeply wrong with the educational system
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