Self-study
Conclusion Most universities today offer students a more in-depth and cosmopolitan education than ever before. █████ █████████ ███ ████████ ████ ██████████ ███████ ███████ ████████ ████ ███ ███████ ██ █████████ ████ ██████ █████████ ███ ███████ ██ ██████ ██ ████ █████ ███ ███████ ████████ ██ ███ ███████ ██ ███ █████████ ██████████ █████████ ███ ███████ ███████ ██ ████ ████████████ ██ ██████ ███████ ████ ████████████
Summarize Argument
The author concludes that universities today offer a more in-depth and cosmopolitan education. She supports this by pointing out that, in the past, most university history courses only required textbooks that overlooked key parts of African, Asian, and American indigenous history and culture, but most university history courses today do not have these limitations.
Notable Assumptions
The author assumes that changes in history courses reflect overall changes in university education. She assumes that university education is more in-depth and global simply because history textbooks are now more in-depth and global. She assumes that other aspects of university education, like lectures or assignments, and subjects beyond history, are also more in-depth and cosmopolitan.
11.
Which one of the following, ██ █████ ████ ███████████ ███ ████████ ██████
a
The history courses ████ ██████████ ████████ ████ ████ ███████████ ███ █████████████ ██ █████ ████████ ██ ███████ ███████ ███ █████████
Irrelevant. It doesn’t matter which course students find most interesting. Just because students find these courses most interesting doesn’t mean that they reflect university education overall.
b
Many students at ████████████ █████ ███████ ███████ ███████ ███ ███████ ██ █████ ████████ ███ ███████ ███ █████ ████████ ███████████ ██ ██████████ ████████████ █████████
Irrelevant. Universities whose history courses require books that cover all periods and cultures are likely not representative of “most universities today.” Regardless, we still don’t know whether culturally inclusive history courses reflect a cosmopolitan education.
c
The extent to █████ ███ █████████ ██ ██████████ ███████ ███████ ███ ██████████ █████████ ██ █ ██████ ██████████ ██ ███ ██████ ██ █████ ████████ ██ █████ ████████████ ███ ██ ████████ ███ ████████████ ██████████
This suggests that history course material is representative of education overall. In other words, the fact that university history textbooks are more in-depth, cosmopolitan, and culturally inclusive does indicate that university education is also more in-depth and cosmopolitan.
d
Universities at which ███ ███████ ███████ ███ █████ ██████████ █████████ ██ ███ ██████ ████ ███████ ██ █████ ███████ █████ ████ ████ ███ ████ ██████████████
This weakens the argument by suggesting that university history courses are not representative of university education as a whole. If other subjects aren’t more culturally inclusive, the author can’t conclude that university education overall is more in-depth and cosmopolitan.
e
University students who ██ █████ ███████ ███████ ███ ████████ ████ ██ ████ █████████ ████████ ███ ███████ ██ █ ██████ ███████ ████ ███ ███ ██ ████████ ███ ████████████ █████████ ████ █████ ███████ ██████
Irrelevant. (E) doesn’t suggest that students who read textbooks that cover the history of many cultures will get an in-depth and cosmopolitan education. We still need to know whether history course material is representative of overall education.