"2016年六级真题整理：机器人在工业和生活中的应用-写作题解析"

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In the 2016 CET-6 exam, one of the writing prompts asked test-takers to consider the use of robots in society. The prompt asked examinees to imagine a future where robots replace human beings in various industries and daily activities. This topic raises important questions about the impact of automation on the workforce and society as a whole. As technology advances, the use of robots in industry is becoming increasingly common. Robots are capable of performing tasks more quickly and efficiently than humans, leading to increased productivity and cost savings for businesses. In some industries, robots have already replaced human workers in repetitive and dangerous jobs, leading to concerns about job loss and income inequality. In addition to industry, robots are also being used in people's daily lives. From robotic vacuum cleaners to self-driving cars, robots are becoming an ever-present part of modern society. While these devices offer convenience and efficiency, they also raise questions about privacy, security, and the potential for human dependence on technology. Overall, the use of robots raises important ethical and societal questions that must be carefully considered. While robots have the potential to improve efficiency and quality of life, they also have the potential to disrupt industries and displace human workers. As we move towards a more automated future, it is important to consider the ethical implications of this technology and work towards creating a society that benefits all members, human and robotic alike.

整理自微信公众号“我要考四六级”，仅供学习交流。

码上听听力、对答案

A) Businesses compete to produce green products.

B) Each business acts its own way in green labeling.

C) Consumers grow wild with products labeled green.

D) Anything produced in the West can be labeled green.

Passage Two

Questions 51 to 55 are based on the following passage.

America’s education system has become less a ladder of opportunity than a structure to transmit inequality

from one generation to the next.

That’s why school reform is so critical. This is an issue of equality, opportunity and national conscience. It’s

not just about education, but about poverty and justice.

It’s true that the main reason inner-city schools do poorly isn’t teachers’ unions, but poverty. Southern states

without strong teachers’ unions have schools at least as awful as those in union states. Some Chicago teachers seem

to think that they shouldn’t be held accountable until poverty is solved. There’re steps we can take that would make

some difference, and Mayor Rahm Emanuel is trying some of them – yet the union is resisting.

I’d be sympathetic if the union focused solely on higher compensation. Teachers need to be much better paid

to attract the best college graduates to the nation’s worst schools. But, instead, the Chicago union seems to be using

its political capital primarily to protect weak performers.

There’s solid evidence that there are huge differences in the effectiveness of teachers. The gold standard study

by Harvard and Columbia University scholars found that even in high-poverty schools, teachers consistently had a

huge positive or negative impact.

Get a bottom 1% teacher, and the effect is the same as if a child misses 40% of the school year. Get a teacher

from the top 20%, and it’s as if a child has gone to school for an extra month or two.

The study found that strong teachers in the fourth through eighth grades raised the skills of their students in

ways that would last for decades. Just having a strong teacher for one elementary year left pupils a bit less likely to

become mothers as teenagers, a bit more likely to go to college and earning more money at age 28.

How does one figure out who is a weak teacher? Yes, that’s a challenge. But researchers are improving

systems to measure a teacher’s performance throughout the year, and, with three years of data, it’s usually possible

to tell which teachers are failing.

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