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- PrepTest 147
- Section 1, Question 16
University president: When a faculty member's falsification of(46 more words not shown)
Which one of the following(8 more words not shown)
- AThe latest government(39 more words not shown)
- BThe latest government(33 more words not shown)
- CThe latest government(35 more words not shown)
- DThe latest government(40 more words not shown)
- EThe latest government(37 more words not shown)
Reading the argument
One dishonest researcher doesn't automatically tell us the whole university has low standards. I'd want to know whether this was part of a pattern and how the university responded. Here, though, we're expressly told the problem was the person's dishonesty, rather than the standards the media blamed.
What we’re looking for
The president's response is reasonable: even though the media got that wrong, discussing academic standards is worthwhile because maintaining them always matters. For the principle question, my rough prediction is an answer saying, 'That wasn't our failure, but we're still willing to discuss the issue because it's important.' Let's see which government-scandal example follows that reasoning most closely.
Working the answers
- A
This treats poor oversight as a real cause of the scandal: it led to corruption. The speaker then argues that oversight shouldn't be the only topic because improving it cannot eliminate every instance of corruption. The original instead says the alleged cause—low standards—wasn't the actual problem, but discussing it remains valuable. A broadens a discussion of a genuine cause; it doesn't welcome discussion of a wrongly alleged cause.
- BCorrect
The roles line up. Poor oversight is what observers blame, just as the media blamed low academic standards. Simple corruption is the real problem, matching the researcher's dishonesty. Finally, discussing oversight is welcome because oversight matters independently of this scandal, just as discussing standards is welcome because attention to standards is always needed. That gives us the full pattern: the attribution is mistaken, yet the resulting discussion has value on its own.
- C
This attributes the scandal to both oversight failures and corruption, rather than distinguishing an alleged cause from the true one. It also concludes that it was good for the scandal itself to occur. The university president only welcomes the discussion that followed the research fraud. Thinking a discussion is useful doesn't require thinking the misconduct that prompted it was a good thing.
- D
This does distinguish the alleged cause from the true cause, so part of the structure fits. Corruption is blamed when poor oversight was actually responsible. But the conclusion goes the other way: D says the mistaken attribution is harmful. The president says discussion of the wrongly blamed issue is welcome because that issue matters anyway. We need that positive judgment about the discussion, which D lacks.
- E
Here corruption really did play the largest role in the scandal, and that is why focusing on it is welcome. The original welcomes discussion of standards even though low standards weren't responsible for the incident. E endorses attention to the main actual cause; the original endorses attention to an important concern despite its being mistakenly blamed. Those are different reasons for welcoming a discussion.
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