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The Trouble with Online Education
"AH, you're a professor. You must learn so much from your
students."
This line, which every now and then I hear in various
forms, always makes me cringe. Do people think that lawyers
learn a lot about the law from their clients? That patients
teach doctors much of what they know about medicine?
Yet latent in the sentiment that our students are our
teachers is an important truth. We do in fact need to learn
from them, but not about the history of the Roman Empire or
the politics of "Paradise Lost". Understanding what it is
that students have to teach teachers can help us to deal
with one of the most vexing issues now facing colleges and
universities: online education. At my school, the University
of Virginia, that issue did more than vex us; it came close
to tearing the university apart.
A few weeks ago our president, Teresa A. Sullivan, was
summarily dismissed and then summarily reinstated by the
university's board of visitors. One reason for her dismissal
was the perception that she was not moving forward fast
enough on Internet learning. Stanford was doing it, Harvard,
Yale and M.I.T. too. But Virginia, it seemed, was lagging.
Just this week, in fact, it was announced that Virginia,
along with a number of other universities, signed on with a
company called Coursera to develop and offer online classes.
But can online education ever be education of the very
best sort?
(Adapted from http://www.nytimes.com)
In the following extract: "We do in fact need to learn from them [...]" (line 8-9) what kind of verb is "do"?
The Trouble with Online Education
"AH, you're a professor. You must learn so much from your
students."
This line, which every now and then I hear in various
forms, always makes me cringe. Do people think that lawyers
learn a lot about the law from their clients? That patients
teach doctors much of what they know about medicine?
Yet latent in the sentiment that our students are our
teachers is an important truth. We do in fact need to learn
from them, but not about the history of the Roman Empire or
the politics of "Paradise Lost". Understanding what it is
that students have to teach teachers can help us to deal
with one of the most vexing issues now facing colleges and
universities: online education. At my school, the University
of Virginia, that issue did more than vex us; it came close
to tearing the university apart.
A few weeks ago our president, Teresa A. Sullivan, was
summarily dismissed and then summarily reinstated by the
university's board of visitors. One reason for her dismissal
was the perception that she was not moving forward fast
enough on Internet learning. Stanford was doing it, Harvard,
Yale and M.I.T. too. But Virginia, it seemed, was lagging.
Just this week, in fact, it was announced that Virginia,
along with a number of other universities, signed on with a
company called Coursera to develop and offer online classes.
But can online education ever be education of the very
best sort?
(Adapted from http://www.nytimes.com)
In the following extract: "We do in fact need to learn from them [...]" (line 8-9) what kind of verb is "do"?
Resolução comentada
Em 'We do in fact need to learn', do é verbo auxiliar (ênfase).
O verbo do aparece antes do verbo principal need, com o advérbio 'in fact', para dar ênfase à afirmação. Esse é o do auxiliar enfático, que não tem significado lexical próprio.
Análise das alternativas
B e E) Durativo e pontual são classificações aspectuais, não se aplicam aqui. C) Delexical seria como em 'do the dishes'. D) Lexical seria do com sentido pleno, 'fazer'.
Referência: Gramática do inglês – emphatic do.
Resolução comentada do VaiConcursos.