Read the following statement about written examinations in primary schools and the two arguments. Decide which of the given arguments are strong. Statement: Should written examinations in primary schools be abolished? Arguments: I. Yes, young students feel burdened and such examinations do not help in the natural thinking process. II. No, without examinations students will not be serious about education and learning.

Introduction / Context:
This question is from the topic of argument evaluation. You are asked whether written examinations in primary schools should be abolished, and two arguments are provided, one in favour and one against. Your task is to decide which arguments are strong, meaning they are relevant to the question and provide a reasonable, significant consideration for decision making. The focus is not on personal opinion but on the logical strength and relevance of each argument.

Given Data / Assumptions:

• Issue: Should written examinations in primary schools be abolished?
• Argument I (for abolition): Young students feel burdened and such examinations do not help in the natural thinking process.
• Argument II (against abolition): Without examinations students will not be serious about education and learning.
• We assume that any argument directly addressing educational outcomes, child development, or seriousness of learning can be considered for strength.

Concept / Approach:
A strong argument is directly related to the question, has a reasonable basis, and addresses an important consequence or principle. A weak argument is either irrelevant, based on trivial considerations, or clearly illogical. In questions of education policy, factors like mental burden on children, natural cognitive development, and seriousness towards learning are all significant and relevant. We must evaluate each argument on these criteria.

Step-by-Step Solution:
Step 1: Evaluate Argument I. It states that young students feel burdened by written examinations and that such exams do not help their natural thinking process. This argument is directly related to the well being and cognitive development of primary school children, which is central to the question. Step 2: The claim that examinations create a burden suggests potential stress, anxiety, or loss of interest at an early age. The additional point that they may not help the natural thinking process questions the educational value of written tests at this level. Together, these points form a serious concern about the negative impact on young learners. Therefore, Argument I is relevant and significant and can be considered strong. Step 3: Now evaluate Argument II. It states that without examinations, students will not be serious about education and learning. This addresses the role of exams as a motivational tool and as a mechanism for accountability. It claims that assessments ensure that students study and take their education seriously. Step 4: This reasoning is also directly connected to the central issue. If examinations are removed, there is a legitimate concern that some students may lose discipline or focus if there is no structured evaluation system. Even if one disagrees with the degree of this effect, the argument is neither trivial nor irrelevant; it highlights a real potential consequence in the teaching learning process. Step 5: Because Argument II addresses seriousness towards learning, which is a core objective of schooling, and it connects that seriousness with the presence of exam based evaluation, it is also a strong argument. It presents a reasonable counterpoint to the first argument.

Verification / Alternative check:
To verify, imagine a policy discussion in an education board meeting. One expert might argue that early written exams overload young minds and hinder creative thinking, aligning with Argument I. Another expert might caution that without some kind of written evaluation, students and parents may not prioritize regular study, aligning with Argument II. Both positions would be taken seriously in such a debate, showing that both arguments are substantial and relevant. Because strong arguments can exist on both sides of an issue, it is entirely possible and often correct to mark both as strong.

Why Other Options Are Wrong:
Option b: “Only argument I is strong” undervalues the concern about student seriousness and accountability raised by Argument II. Option c: “Neither argument I nor argument II is strong” is incorrect because both arguments are directly tied to important educational outcomes. Option d: “Only argument II is strong” ignores the significant child development concerns highlighted in Argument I. Option e: Suggesting ambiguity about which argument is weak is unnecessary; both are clearly relevant and weighty.

Common Pitfalls:
One common error is to think that in such questions only one side can be strong, which is not true. Strong arguments can exist both for and against the same proposal. Another mistake is to judge arguments purely on personal preference rather than on their logical connection to the issue. Always ask: Does this argument directly address the central question, and does it highlight a serious, reasonable consequence or principle?

Final Answer:
Both arguments I and II are strong.