The way students and scholars interpret the materials they work with in their academic fields is more a matter of personality than of training. Different interpretations come about when people with different personalities look at exactly the same objects, facts, data, or events and see different things. - GRE Issue 89
I strongly disagree that personality is the key to how a student or scholar interprets the material with which he or she works. Whether those materials be facts, events, data, or observations, in my view the key factor in their interpretation is a person's training and educational background.
Assuming that by personality the speaker embraces such personal attributes as individual temperament, disposition and general mood, and outlook, it seems to me that personality has little bearing on how students and scholars interpret the materials with which they work. Admittedly, whether an indiv...
Subscribe as testbig VIP readers and get unlimited access to essays on the top list.
Sentence: In contrast, an archeology student with a generally pessimistic outlook might condude that the same effort was in vain and that nothing has been learned or otherwise gained.
Error: condude Suggestion: conclude
It is on top list:
http://www.testbig.com/essay-categories/gmatgre
Attribute Value Ideal
Score: 5.5 out of 6
Category: Excellent Excellent
No. of Grammatical Errors: 0 2
No. of Spelling Errors: 1 2
No. of Sentences: 28 15
No. of Words: 699 350
No. of Characters: 3715 1500
No. of Different Words: 326 200
Fourth Root of Number of Words: 5.142 4.7
Average Word Length: 5.315 4.6
Word Length SD: 3.137 2.4
No. of Words greater than 5 chars: 298 100
No. of Words greater than 6 chars: 259 80
No. of Words greater than 7 chars: 178 40
No. of Words greater than 8 chars: 124 20
Use of Passive Voice (%): 0 0
Avg. Sentence Length: 24.964 21.0
Sentence Length SD: 8.679 7.5
Use of Discourse Markers (%): 0.464 0.12
Sentence-Text Coherence: 0.293 0.35
Sentence-Para Coherence: 0.509 0.50
Sentence-Sentence Coherence: 0.111 0.07
Number of Paragraphs: 6 5