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by voodoo_child » Sun Jul 17, 2011 10:03 am
Teachers in this country have generally been trained either to approach mathematics like a creative activity or that they should force students to memorize rules and principles without truly understanding how to apply them.


to approach mathematics like a creative activity or that they should force students to memorize rules and principles

to approach mathematics like a creative activity or to force students to memorize rules and principles

to approach mathematics as a creative activity or to force students to memorize rules and principles

that they should approach mathematics as a creative activity or to force students to memorize rules and principles

that they should approach mathematics like a creative activity or that they should force students to memorize rules and principles

OA C

I am not able to decide between B and C.
HEre's a good discussion but I believe, the original question about B vs. C is still unanswerd. Why can't we compare the similarities between the two subjects?


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by Target2009 » Sun Jul 17, 2011 12:35 pm
voodoo_child wrote:Teachers in this country have generally been trained either to approach mathematics like a creative activity or that they should force students to memorize rules and principles without truly understanding how to apply them.


to approach mathematics like a creative activity or that they should force students to memorize rules and principles

to approach mathematics like a creative activity or to force students to memorize rules and principles

to approach mathematics as a creative activity or to force students to memorize rules and principles

that they should approach mathematics as a creative activity or to force students to memorize rules and principles

that they should approach mathematics like a creative activity or that they should force students to memorize rules and principles

OA C

I am not able to decide between B and C.
HEre's a good discussion but I believe, the original question about B vs. C is still unanswerd. Why can't we compare the similarities between the two subjects?


Thanks
Like vs As .. we need a clause to use "as" here. So B.
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Abhishek
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by lunarpower » Mon Jul 18, 2011 2:50 am
voodoo_child wrote: HEre's a good discussion
good discussion where?

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the difference between (b) and (c) ("like" vs. "as") can be resolved by using the principles that i described here:
https://www.beatthegmat.com/like-and-as- ... tml#386678
Ron has been teaching various standardized tests for 20 years.

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by voodoo_child » Mon Jul 18, 2011 6:28 pm
lunarpower wrote:
voodoo_child wrote: HEre's a good discussion
good discussion where?

--

the difference between (b) and (c) ("like" vs. "as") can be resolved by using the principles that i described here:
https://www.beatthegmat.com/like-and-as- ... tml#386678
Oops I am sorry Ron! I forgot to copy paste the link where Emily has provided her explanation about comparing the "activity" and "noun".

https://www.manhattangmat.com/forums/sc- ... t6860.html

I think that it's a great discussion. But, I am not able to understand why C wins over B. I believe that C and B are both possible logically. One says (compares -- to be specific) that the activity as a *subject* should be treated like Mathematics, while the other one says(compares -- to be specific) that the attribute/approach toward the subject.

Any thoughts?

Thanks for your help. I did go through the "as vs like" thread forwarded by you. I liked the discussion there! :)
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by lunarpower » Fri Jul 22, 2011 1:19 am
voodoo_child wrote:I think that it's a great discussion. But, I am not able to understand why C wins over B. I believe that C and B are both possible logically. One says (compares -- to be specific) that the activity as a *subject* should be treated like Mathematics, while the other one says(compares -- to be specific) that the attribute/approach toward the subject.
it should be clear from context that the intended meaning is the latter -- the sentence is describing an approach to mathematics.
the contrast with another approach (in the other half of the parallel structure) should make this meaning even more clear, but you are thinking too "academically" here. if you apply a certain amount of real-world common sense here, you will agree that the sentence is contrasting two different approaches to mathematics.

in this sentence, there's also another, more grammatical problem -- namely, a "like" modifier must create a comparison with the subject of the clause to which it's attached.
i.e., if you write
A approaches B like C
then this is NOT a comparison between B and C; it's a comparison between A and C.
so...
James cooks food like a professional chef
is a logical sentence.
James cooks beef like chicken
is not a logical sentence -- literally, the meaning of this sentence is that james cooks beef in the same way as chicken cooks beef.
the choice with "like a creative activity" has the same issue.
Ron has been teaching various standardized tests for 20 years.

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