英语作文写作三要点(汇集19篇)

下面的材料旨在丰富学生在是非问题写作方面的思想和语言，考生在复习时可以先分类阅读这些篇章，然后尝试写相关方面的作文题。

对于素材中用黑体字的部分，特别建议你熟读，背诵，因为它们在语言和观点上都值得吸收。学习语言的人应该明白，表达能力和思想深度都靠日积月累，潜移默化。从某种意义上说，提高英语写作能力无捷径可走，你必须大段背诵英语文章才能逐渐形成语感和用英语进行表达的能力。这一关，没有任何人能代替你过。

因此，建议你下点苦功夫，把背单词的精神拿出来背诵文章。何况，并不是要求你背了之后永远牢记在心：你可以这个星期背，下个星期忘。这没有关系，相信你的大脑具有神奇的能力。背了工具箱里的文章后，你会惊讶的发现：I can think in English now！

1.?????? Proverbs

1. A graduation ceremony is an event where the commencement speaker tells thousands of students dressed in identical caps and gowns that individuality is the key to success.

2. The primary purpose of a liberal education is to make one’s mind a pleasant place in which to spend one’s time.

3. Next in importance to freedom and justice is popular education, without which neither freedom nor justice can be permanently maintained.

4. The classroom--not the trench--is the frontier of freedom now and forevermore.

5. Education’s purpose is to replace an empty mind with an open one.

6. It is the purpose of education to help us become autonomous, creative, inquiring people who have the will and intelligence to create our own destiny.

7. You see, real ongoing, lifelong education doesn’t answer questions; it provokes them.

8. People will pay more to be entertained than educated.

9.the most important function of education at any level is to develop the personality of the individual and the significance of his life to himself and to others. This is the basic architecture of a life; the rest is ornamentation and decoration of the structure.

10. The essence of our efforts to see that every child has a chance must be to assure each as equal opportunity, not to become equal, but to become different-to realize whatever unique potential of body, mind, and spirit he or she possesses.

11. A great teacher never strives to explain his vision-he simply invites you to stand beside him and see for yourself.

12. If you can read and don’, you are an illiterate by choice.

2. Damaging Research

A study by National Parent-Teacher Organization revealed that in the average American school, eighteen negatives are identified for every positive that is pointed out. The Wisconsin study revealed that when children enter the first grade, 80 percent of them feel pretty good themselves, but by the time they get to the sixth grade, only 10 percent of them have good self-images.

3. Education and Citizenship

An important aspect of education in the United States is the relationship between education and citizenship. Throughout its history this nation has emphasized public education as a means of transmitting democratic values, creating equality of opportunity, and preparing new generations of citizens to function in society. In addition, the schools have been expected to help shape society itself. During the 1950s, for example, efforts to combat racial segregation focused on the schools. Later, when the Soviet Union launched the first orbiting satellite, American schools and colleges came under intense pressure and were offered many incentives to improve their science and mathematics programs so that the nations would not fall behind the Soviet Union in scientific and technological capabilities.

Education is often viewed as a tool for solving social problems, especially social inequality. The schools, t is thought, can transform young people from vastly different backgrounds into competent, upwardly mobile adults. Yet these goals seem almost impossible to attain. In recent years, in fact, public education has been at the center of numerous controversies arising from the gap between the ideal and the reality. Part of the problem is that different groups in society have different have different expectations. Some feel that children should be taught basic job-related skills; still others believe education should not only prepare children to compete in society but also help them maintain their cultural identity (and, in the case of Hispanic children, their language). On the other hand, policymakers concerned with education emphasize the need to increase the level of student achievement and to improve parents in their children’s education.

Some reformers and critics have called attention to the need to link formal schooling with programs designed to address social problems. Sociologist Charles Moscos, for example, is a leader in the movement to expand programs like the Peace Corps, Vista, and Outward Bound into a system of voluntary national service. National service, as Moscos defines it, would entail “the full-time undertaking of public duties by young people whether as citizen soldiers or civilian servers-who are paid subsistence wages” and serve for at least one year. In return for this period of service, the volunteers would receive assistance in paying for college or other educational expenses.

Advocates of national service and school-to-work programs believe that education does not have to be confined to formal schooling. In devising strategies to provide opportunities for young people to serve their society, they emphasize the educational value of citizenship experiences gained outside the classroom. At this writing there is little indication that national service will become a new educational institution in the United States, although the concept is steadily gaining support among educators and social critics.

4. The Teacher’s Role

Given the undeniable importance of classroom experience, sociologists have done a considerable amount of research on what goes on in the classroom. Often they start from the premise that, along with the influence of peers, students’ experiences in the classroom are of central importance to their later development. One study examined the impact of a single first-grade teacher on her students’ subsequent adult status. The surprising results of this study have important implications. It is evident that good teachers can make a big difference in children’s lives, a fact that gives increased urgency to the need to improve the quality of primary-school teaching. The reforms carried out by educational leaders like James Comer suggest that when good teaching is combined with high levels of parental involvement the results can be even more dramatic.

Because the role of the teacher is to change the learner in some way, the teacher-student relationship is an important part of education. Sociologists have pointed out that this relationship is asymmetrical or unbalanced, with the teacher being in a position of authority and the student having little choice but to passively absorb the information provided by the teacher. In other words, in conventional classrooms there is little opportunity for the students to become actively involved in the learning process. On the other hand, students often develop strategies for undercutting the teacher’s authority: mentally withdrawing, interrupting, and the like. Hence, much current research assumes that students and teachers influence each other instead of assuming that the influence is always in a single direction.

5. Education Philosophy

For the past fifty years our schools have operated on the theories of John Dewey (1859-1953), an American educator and writer. Dewey believed hat the school’s job was to enhance the natural development of the growing child, rather than to pour information, for which the child had no context, into him or her. In the Dewey system, the child becomes the active agent in his own education, rather than a passive receptacle for facts.

Consequently, American schools are very enthusiastic about teaching “life skills” –logical thinking, analysis, creative problem--solving. The actual content of the lessons is secondary to the process, which is supposed to train the child to be able to handle whatever life may present, including all the unknowns of the future. Students and teachers both regard pure memorization as an uncreative and somewhat vulgar.

In addition to “life skills”, schools are assigned to solve the ever growing stoke of social problems. Racism, teenage pregnancy, alcoholism, drug use, reckless driving, and are just a few of the modern problems that have appeared on the school curriculum.

This all contributes to a high degree of social awareness in American youngsters.

6. Student Life

To the students, the most notable difference between elementary school and the higher levels is that in junior high they start “changing classes”. This means that rather than spending the day in one classroom, they switch classrooms to meet their different teachers. This gives them three or four minutes between classes in the hallways, where a great deal of the important social action of high school traditionally takes place. Students have lockers in these hallways, around which thy congregate.

Society in general does not take the business of studying very seriously. Schoolchildren have a great deal of free time, which they are encouraged to fill with extracurricular activities—sports, clubs, cheerleading, scouts—supposed to inculcate such qualities as leadership, sportsmanship, ability to organize, etc. those who don’t become engaged in such activities or have afterschool jobs have plenty of opportunity to “hang out”, listen to teenager music, and watch television.

Compared to other nations, American students do not have much homework. Studies also show that American parents have lower expectations for their children’s success in school than other nationalities do. (Historically, there has not been much correlation between American school success and success in later life.) “He’s just not a scholar”, the American parents might say, content that their son is on the swim team and doesn’t take drugs. (Some of the young do choose to study hard, for reason of their own, such as determining that the road to riches lies through Harvard Business School.)

What American schools do effectively teach is the competitive method. In innumerable ways children are pitted against each other—whether in classroom discussion, spelling bees, reading groups, or tests. Every classroom is expected to produce a scattering of A’s and F’s (teachers often grade A=excellent; B=good; C=average; D=poor; and F=failed). A teacher who gives all A’s looks too soft—so students are aware that they are competing for the limited number of top marks.

Foreign students sometimes don’t understand that copying from other people’s papers or from books is considered wrong and taken seriously. Here, it is important to show that you have done your own work and are displaying your own knowledge. It is more important than helping your friends to pass, whom we think do not deserve to pass unless they can provide their own answers. Group effort goes against the competitive grain, and American students do not study together as many Asians do. Many Asians in this country consider their group study habits a large contributor to their school success.

7. Adult Education

After complaining about many aspects of American life, a 40-year-old woman from Hong Kong concluded, “But where else could someone my age go back to school and get a degree in social work? Here you can change your whole life, start a new business, do what you really want to do.”

So at least to this person, school requirements weren’t inhibiting. And to millions of others, adult education is the path to a new career, or if not to a new career, to a new outlook. Schools generally encourage the older person who wants to start anew, and besides regular classes, schedule evening classes in special programs. Today there are so many people of retirement age in college that it is no longer remarkable.

8. Moral Relativism in American

Improving American education requires not doing new things but doing (and remembering) some good old things. At the time of our nation’s founding, Thomas Jefferson listed the requirements for a sound education in the Report of the Commissioners for the University of Virginia. In this landmark statement on American education, Jefferson wrote of the importance of education and writing, and of reading history, and geography. But he also emphasized the need “to instruct the mass of our citizens in these, their rights, interests, and duties, as men and citizens.” Jefferson believed education should aim at the improvement of both one’s “morals” and “faculties”. That has been the dominant view of the aims of American education for over two centuries. But a number of changes, most of them unsound, have diverted schools from these great pursuits. And the story of the loss of the school’s original moral mission explains a great deal.

Starting in the early seventies, “values clarification” programs started turning up in schools all over America. According to this philosophy, the schools were not to take part in their time-honored task of transmitting sound moral values; rather, they were to allow the child to “clarify” his own values (which adults, including parents, had no “rights” to criticize). The “values clarification” movement didn’t clarify values; it clarified wants and desires. This form of moral relativism said, in effect, that no set of values was right or wrong; everybody had an equal right to his own values; and all values were subjective, relative, and personal. This destructive view took hold with a vengeance.

In 1985 The York Times published an article quoting New York area educators, in slavish devotion to this new view, proclaiming, “They deliberately avoid trying to tell students what is ethically right and wrong.” The article told of one counseling session involving fifteen high school juniors and seniors. In the course of that session a student concluded that a fellow student had been foolish to return one thousand dollars she found in a purse at school. According to the article, when the youngsters asked the counselor’s opinion, “He told them he believed the girl had done the right thing, but that, of course, he would not try to force his values on them. ‘If I come from the position of what is wrong,’ he explained, ‘then I’m not their counselor.’”

Once upon a time, a counselor offered counselor, and he knew that an adult does not form character in the young by taking a stance of neutrality toward questions of right and wrong or by merely offering “choices” or “options”.

In response to the belief that adults and educators should teach children sound morals, one can expect from some quarters indignant objections (I’ve heard one version of it expressed countless times over the years): “Who are you to say what’s important?” or “Whose standards and judgments do we use?”

The correct response, it seems to me, is, is we ready to do away with standards and judgments? Is anyone going to argue seriously that a life of cheating and swindling is as worthy as a life of honest, hard work? Is anyone (with the exception of some literature professors at our elite universities) going to argue seriously the intellectual corollary, that a Marvel comic book is as good as Macbeth? Unless we are willing to embrace some pretty silly position, we’ve got to admit the need for moral and intellectual standards. The problem is that some people tend to regard anyone who would pronounce a definitive judgment as an unsophisticated Philistine or a closed-minded “elitist” trying to impose his view on everybody else.

The truth of the real world is that without standards and judgments, there can be no progress. Unless we are prepared to say irrational things—that nothing can be proven more valuable than anything else or that everything is equally worthless—we must ask the normative question. It may come, as a surprise to those who fell that to be “progressive” is to be value-neutral. But as Matthew Amold said, “the world is forwarded by having its attention fixed on the best things” and if the world can’t decide what the best things are, at least to some degree, then it follows that progress, and character, is in trouble. We shouldn’t be reluctant to declare that some things, some lives, books, ideas, and values are better than others. It is the responsibility of the schools to teach these better things.

At one time, we weren’t so reluctant to teach them. In the mid-nineteenth century, a diverse, widespread group of crusaders began to work for the public support of what was then called the “common school”, the forerunner of the public school. They were to be charged with the mission of school felt that the nation could fulfill its destiny only if every new generation was taught these values together in a common institution.

The leaders of the common school movement were mainly citizens who were prominent in their communities—businessmen, ministers, local civic and government officials. These people saw the schools as upholders of standards of individual morality and small incubators of civic and personal virtue; the founders of the public schools had faith that public education could teach good moral and civic character from a common ground of American values.

But in the past quarter century or so, some of the so-called experts became experts of value neutrality, and moral education was increasingly left in their hands. The commonsense view of parents and the publicthat schools should reinforce rather than undermine the values of home, family, and country, was increasingly rejected.

There are those today still that claim we are now too diverse a nation, that we consist of too many competing convictions and interests to instill common values. They are wrong. Of course we are a diverse people. We have always been a diverse people. And as Madison wrote in FederalistNo.10, the competing, balancing interests of a diverse people can help ensure the survival of liberty. But there are values that all American citizens share and that we should want all American students to know and to make their own: honesty, fairness, self-discipline, fidelity to task, friends, and family, personal responsibility, love of country, and belief in the principles of liberty, equality, and the freedom to practice one’s faith. The explicit teaching of these values is the legacy of the common schools, and it is a legacy to which we must return.

9. Schools Should Teach Values

People often said, “Yes, we should teach these values, but how do we teach them?” this question deserves a candid response, one that isn’t given often enough. It is by exposing our children to good character and inviting its imitation that we will transmit to them a moral foundation. This happens when teachers and principals, by their words and actions, embody sound convictions. As Oxford’s Mary Warnock has written, “You cannot teach morality without being committed to morality yourself; and you cannot be committed to morality yourself without holding that some things are right and others wrong.” The theologian Martin Buber wrote that the educator is distinguished from all other influences “by his will to take part in the stamping of character and by his consciousness that he represents in the eyes of the growing person a certain selection of what is, the selection of what is ‘right’, of what should be.” It is in this will, Buber says, in this clear standing for something, that the “vocation as an educator finds its fundamental expression.”

There is no escaping the fact that young people need as example principals and teachers who know the difference between right and wrong, good and bad, and who themselves exemplify high moral purpose.

As Education Secretary, I visited a class at Waterbury Elementary School in Waterbury, Vermont, and asked the students, “Is this a good school?” They answered, “Yes, this is a good school.” I asked them, “Why?” Among other things, one eight-year-old said, “The principal Mr. Riegel, makes good rules and everybody obeys them.” So I said, “Give me an example.” And another answered, “You can’t climb on the pipes in the bathroom. We don’t climb on the pipes and the principal doesn’t either.”

This example is probably too simple to please a lot of people who want to make the topic of moral education difficult, but there is something profound in the answer of those children, something education should pay more attention to. You can’t expect children to take messages about rules or morality seriously unless they see adults taking those rules seriously in their day-to-day affairs. Certain must be said, certain limits lay down, and certain examples set. There is no other way.

We should also do a better job at curriculum selection. The research shows that most “values education” exercises and separate courses in “moral reasoning” tend not to affect children’s behavior; if anything, they may leave children morally adrift. Where to turn? I believe our literature and our history are a rich quarry of moral literacy. We should mine that quarry. Children should have at their disposal a stock of examples illustrating what we believe to be right and wrong, good and bad—examples illustrating what are morally right and wrong can indeed be known and that there is a difference.

What kind of stories, historical events, and famous lives am I talking about? If we want our children to know about honesty, we should teach them about Abe Lincoln walking three miles to return six cents and conversely, about Aesop’s shepherd boy who cried wolf if we want them to know about courage, we should teach them about Joan of Arc, Horatius at the bridge, and Harriet Tubman and the Underground Railroad. If we want them to know about persistence in the face of adversity, they should know about the voyages of Columbus and the character of Washington during the Civil War. And our youngest should be told about the Little Engine That Could. If we want them to know about respect for the law, they should understand why Socrates told Crito: “No, I must submit to the decree of Athens.” If we want our children to respect the rights of others, they should read the Declaration of Independence, the Bill of Rights, the Gettysburg Address, and Martin Luther King, Jr.’ “Letter from Birmingham jail.” From the Bible they should know about Ruth’s loyalty to Naomi, Joseph’s forgiveness of his brothers, Jonathan’s friendship with David, the Good Samaritan’s kindness toward a stranger, and David’s cleverness and courage in facing Goliath.

These are only a few of the hundreds of examples we can call on. And we need not get into issues like nuclear war, abortion, creationism, or euthanasia. This may come as a disappointment to some people, but the fact is that the formation of character in young people is educationally a task different from, and prior to, the discussion of the great, difficult controversies of the day. First things come first. We should teach values the same way we teach other things: one step at a time. We should not use the fact that there are many difficult and controversial moral questions as an argument against basic instruction in the subject.

After all, we do not argue against teaching physics because laser physics is difficult, against teaching American history because there are heated disputes about the Founders’ intent. Every field has its complexities and its controversies. And every field has its basics, its fundamentals. So they are too with forming character and achieving moral literacy. As any parent knows, teaching character is a difficult task. But it is a crucial task, because we want our children to be healthy, happy, and successful but decent, strong, and good. None of this happens automatically; there is no genetic transmission of virtue. It takes the conscious, committed efforts of adults. It takes careful attention.

10. College Pressures

Mainly I try to remind that the road ahead is a long one and that it will have more unexpected turns than they think. There will be plenty of time to change jobs, change careers, change whole attitudes and approaches. They don not want to hear such liberating news. They want a map—right now – that they can follow unswervingly to career security, financial security, Social Security and, presumably, a prepaid grave.

What I wish for all students is some release from the clammy grip of the future. I wish them a chance to savor each segment of their education as an experience in itself and not as a grim preparation for the next step. I wish them the right to experiment, to trip and fall, to learn that defeat is as instructive as victory and is not the end of the world.

My wish, of course, is na?ve. One of the national gods venerated in our media—the million-dollar athlete, the wealthy executive—and glorified in our praise of possessions. In the presence of such a potent state religion, the young are growing up old.

I see four kinds of pressure working on college students today: economic pressure, parental pressure, peer pressure, and self-induced pressure. It is easy to look around for villains—to blame the colleges for charging too much money, the professors for assigning too much work, the parents for pushing their children too far, and the students for driving themselves too hard. But there are no villains: only victims.

“In the late 1960s.” one dean told me. “The typical question that I got from students was ‘Why is there so much suffering in the world’ or ‘how I can make a contribution?’ Today it’s ‘Do you think it would look better for getting into law school if I did a double major in history and political science, or just majored in one of them?’” many other deans confirmed this pattern. One said: “They are trying to find an edge—the intangible something that will look better on paper if two students are about equal.”

Note the emphasis on looking better. The transcript has become a sacred document, the passport to security. How one appears on paper is more important than how one appears in person. A is for Admirable and B is for Borderline, even though, in Yale’s official system of grading, A means “excellent” and B means “very good.” Today, looking very good is no longer good enough, especially for students who hope to go on to law school or medical school. They know that entrance into the better schools will be an entrance into the better law firms and better medical practices where they will make a lot of money. They also know that the odds are harsh. Yale Law School, for instance, matriculates 170students from an applicant pool of 3,700; Harvard enrolls 550 from a pool of 7,000.

It’s all very well for those of us who write letters of recommendation for our students to stress the qualities of humanity that will make them good lawyers or doctors. And it’s nice to think that admission officers are ready reading our letters and looking for the extra dimension of commitment or concern. Still, it would be hard for a student not to visualize these officers shuffling so many transcripts studded with As that they regard a B as positively shameful.

The pressure is almost as heavy on students who just want to graduate and get a job. Long gone are the days of the “gentleman’s C.” when students journeyed through college with a certain relaxation, sampling a wide variety of courses-music, art, philosophy, classics, anthropology, poetry, religion—that would send them out as liberally educated men and women. If I were an employer I would rather employ graduates who have this range and curiosity than those who narrowly pursued safe subjects and high grades. I know countless students whose inquiring minds exhilarate me. I like to hear the play of their ideas. I do not know if they are getting As or Cs, and I do not care. I also like them as people. The country needs them, and they will find satisfying jobs. I tell them to relax. They cannot.

Nor can I blame them. They live in a brutal economy. Tuition, room, and board at most private colleges now come to at least $7,000, not counting books and fees. This might seem to suggest that the colleges are getting rich. But they are equally battered by inflation. Tuition covers only 60 percent of what it costs to educate a student, and ordinarily the remainder comes from what college receives in endowments, grants, and gifts. Now, the remainder keeps being swallowed by the cruel costs—higher every year—of just opening the doors. Heating oil is up. Insurance is up. Postage is up. Health-premium costs are up. Everything is up. Deficits are up. We are witnessing in American the creation of a brotherhood of paupers—colleges, parents, and students, joined by the common bond of debt.

Today it is not unusual for a student, even if he works part time at college and full time during the summer, to accrue $5,000 in loans after four years—loans that he must start to repay within one year after graduation. Exhorted at commencement to go forth into the world, he is already behind as he goes forth. How could he not feel under pressure throughout college to prepare for this day of reckoning? I have used “he,” incidentally, only for brevity. Women at Yale are under no less pressure to justify their expensive education to themselves, their parents, and society. In fact, they are probably under more pressure. For although they leave college superbly equipped to bring fresh leadership to traditionally male jobs, society has not yet caught up with this fact.

Along with economic pressure goes parental pressure. Inevitably, the two are deeply intertwined.

I see many students taking pre-medical courses with joyless tenacity. They go off to their labs as if they were going to the dentist. It saddens me because I know tem in other corners of their life as cheerful people.

“Do you want to medical school?” I asked them.

“I guess so,” they say, without conviction, or “Not really.”

“Then why are you going?”

“Well, my parents want me to be a doctor. They are paying all this money and …”

Poor students, poor parents, they are caught in one of the oldest webs of love and duty and guilt. The parents mean will; they are trying to steer their sons and draughts toward a secure future. But the sons and daughter want to major in history or classics or philosophy—subjects with no “practical” value. Where’s the payoff on the humanities? It’s not easy to persuade such loving parents that the humanities do indeed pay off. The intellectual faculties developed by studying subjects like history and classics—an ability to synthesize and relate, to weigh cause and effect, to see events in perspective—are just the faculties that make creative leaders in business or almost any general field. Still, many fathers would rather put their money on courses that point toward specific profession—courses that are pre-law, pre-medical, pre-business, or, as I sometimes heard it put, “pre-rich.”

But the pressure on students is severe. They are truly torn. One part of them feels obliged to fulfill their parents’ expectations; after all, their parents are older and presumably wiser. Another part tells them that the expectations that are right for their parents are not right for them.

I know a student who wants to be an artist. She is very obviously an artist and will be a good one—she has already had several modest local exhibits. Meanwhile she is growing as a well-round person and taking humanistic subjects that will enrich the inner resources out of which her art will grow. But her father is strongly opposed. He thinks that an artist is a “dumb” thing to be. The student vacillates and tries to please everybody. She keeps up with her art somewhat furtively and takes some of the “dumb” courses her father wants her to take—at least they are dumb courses for her. She is a free spirit on a campus of tense students—no small achievement in it—and she deserves to follow her muse.

Peer pressure and self-induced pressure are also intertwined, and they begin almost at the beginning of freshman year.

“I had a freshman student I’ll call Linda,” one dean told me, “who came in and said she was under terrible pressure because her roommate, Barbara, was much brighter and studied all the time. I could not tell her that Barbara had come in two hours earlier to say the same thing about Linda.”

The story is almost funny—except that it is not. It is symptomatic of all the pressure put together. When every student thinks every other student is working harder and doing better, the only solution is to study harder still. I see students going off to the library every night after dinner and coming back when it closes at midnight. I wish they would sometimes forget about their peers and go to a movie. I hear the clacking of typewriters in the hours before dawn. I see the tension in their eyes when exams are approaching and papers are due: “Will I get everything done?”

Probably they won’t. They will get blocked. They will sleep. They will oversleep. They will bug out.

Part of the problem is that they are expected to do. A professor will assign five page papers. Several students will start writing ten page papers to impress him. Then more students will write ten page papers, and a few will raise the ante to fifteen. Pity the poor student who is still just doing the assignment.

“Once you have twenty or thirty percent of the student population deliberately overexerting,” one dean points out, “It’s bad for everybody. When a teacher gets more and more effort from his class, the student who is doing normal work can be perceived as not doing well. The tactic work, psychologically.”

Why cannot the professor just cut back and not accept longer papers? He can, and he probably will. But by then the term will be half over and the damage done. Grade fever is highly contagious and not easily reversed. Besides, the professor’s main concern is with his course. He knows his students only in relation to the course and does not know that they are also overexerting in their other courses. Nor is it really his business. He did not sign up for dealing with the student as a whole person and with all the emotional baggage the student brought along from home. That’s what deans, masters, chaplains, and psychiatrists are for.

To some extent this is nothing new: a certain number of professors have always been self-contained islands of scholarship and shyness, more comfortable with books than with people. But the new pauperism has widened the gap still further, for professors who actually like to spend time with students do not have as much time to spend. They are also overexerting. If they are young, they are busy trying to publish in order not to perish, hanging by their figure nails onto a shrinking profession.

If they are old and tenured, they are buried under the duties of administering departments—as departmental chairmen or members of committees—that have been thinned out by the budgetary axe.

Ultimately it will be the students’ own business to break the circles in which they are trapped. They are too young to be prisoners of their parents’ dreams and their classmates’ fears. They must be jolted into believing into themselves as unique men and women who have the power to shape their own future.

“Violence is being done to the undergraduate experience,” says Carlos Hortas. “College should be open-ended: at the end it should open many, many roads. Instead, students are choosing their goal in advance, and their choices narrow as they go along. It’s almost as if they think that the country has been codified in the type of jobs that exist-that they’ve got to fit into certain slots. Therefore, fit into the best paying slot.”

“They ought to take chances. Not taking chances will lead to life of colorless mediocrity. They’ll be comfortable. But something in the spirit will be missing.”

I have painted too drab a portrait of today’s students, making them seem a solemn lot. That is only half of their story; if they were so dreary I wouldn’t so thoroughly enjoy their company. The other half is that they are easy to like. They are quick to laugh and to offer friendship. They are not introverts. They are usually kind and are more considerate of one another than any student generation I have known.

Nor are they so obsessed with their studies that they avoid sports and extracurricular activities. On the contrary, they juggle their crowded hours to play on a variety of teams, perform with musical and dramatic groups, and write for campus publications. But this in turn is one more cause of anxiety. There are too many choices. Academically, they have 1,300 courses to select from; outside class they have to decide how much spare time they can spare and how to spend it.

This means that they engage in fewer extracurricular pursuits than their predecessors did. If they want to row on the crew and play in the symphony they will eliminate one; in the ‘60s they would have done both. They also tend to choose activities that are self-limiting. Drama, for instance, is flourishing in all twelve of Yale’s residential colleges, as it never has before. Students hurl themselves into these productions—as actors, directors, carpenters, and technicians—with a dedication to create the best possible play, knowing that the day will come when the run will end and they can get back to their studies.

They also cannot afford to be the willing slave of organizations like the Yale Daily News. Last spring at the one-hundredth anniversary banquet of that paper—who’s past chairmen include such once and future kings as Potter Stewart, Kingman Brewster, and William F. Buckley, Jr.—much was made of the fact that the editorial staff used to be small and totally committed and that “newsies” routinely worked fifty hours a week. In effect they belonged to a club; Newsies is how they defined themselves at Yale. Today’s students will one or two articles a week, when he can, and he defines himself as a student. I’ve never heard the word Newsie except at the banquet.

If I have described the modern undergraduate primarily as a driven creature who is largely ignoring the blithe spirit inside who keeps trying to come out and play, it’s because that’s where the crunch is, not only at Yale but throughout American education. It’s why I think we should all be worried about the values that are nurturing a generation so fearful of risk and so goal-obsessed at such an early age.

I tell students that there is no one “right” way to get ahead—that each of them is a different person, starting from a different point and bound for a different destination. I tell neither them that change is a tonic and that all the slots are not codified nor the frontiers closed. One of my ways of telling them is to invite men and women who have achieved success outside the academic world to come and talk informally with my students during the year. They are heads of companies or ad agencies, editors of magazines, politicians, public officials, television magnates, labor leaders, business executives, Broadway products, artists, writers, economists, photographers, scientists, historians—a mixed bag of achievers.

I asked them to say a few words about how they got started. The students assume that they started in their present profession and knew all along that it was what they wanted to do. Luckily for me, most of them got into their field by a circuitous route, to their surprise, after many detours. The students are startled. They can hardly conceive of a career that was not pre-planned. They can hardly imagine allowing the hand of God or chance to nudge them down some unforeseen trail.

11. To Err Is Wrong

In the summer of 1979, Boston Red Sox first baseman Carl Yastrzemski became the fifteenth player in baseball history to reach the three thousand hit plateaus. This event drew a lot of media attention, and for about a week prior to the attainment of this goal, hundreds of reports covered Yaz’s every more. Finally, one reporter asked, “Hey Yaz, aren’t you afraid all of this attention will go to your head?” Yastrzemski replied, “I look at this way: in my career I’ve been up to bat over ten thousand times. That means I’ve been unsuccessful at the plate over seven thousand times. That fact alone keeps me from getting a swollen head.”?

Most people consider success and failure as opposites, but they are actually both products of the same process. As Yaz suggest, an activity that produces a hit may also produce a miss. It is the same with creative thinking; the same energy that generates good creative ideas also produces errors.

Many people, however, are not comfortable with errors. Our educational system, based on “the right answer” belief, cultivates our thinking in another, more conservative way. From an early age, we are taught that right answers are good and incorrect answers are bad. This value is deeply embedded in the incentive system used in most schools:

Right over 90% of the time = “A”

Right over 80% of the time = “B~”

Right over 70% of the time = “C~” Right over 60% of the time = “D~” Less than 60% correct, you fail.

From this we learn to be right as often as possible and to keep our mistakes to a minimum. We learn, in other words, that “to err is wrong.

Playing It Safe

With this kind of attitude, you aren’t going to be taking too many chances. If you learn that failing even a litter penalizes you (e.g., being wrong only 15% of the time garners you only a “B” performance), you learn not to make mistakes. And more important, you learn not to put yourself to situation where you might fall. This leads to conservative thought pattern designed to avoid the stigma our society puts on “failure”.

I have a friend who recently graduated from college with a Master’s degree in Journalism. For the last six month, she has been trying to find a job, but to no avail. I talked with her about situation, and realized that her problem is that she doesn’t know how to fail. She went through eighteen years of schooling to try any approaches where she might fail. She has been conditioned to believe that failure is bad in and of itself, rather than a potential stepping-stone to new ideas.

Look around. How many middle managers, housewives, administrators, teachers, and other people do you see who are to try anything new because of this failure? Most of us have learned not to make mistakes in public. As a result, we remove ourselves from many learning experience except for those occurring in the most private of circumstances.

Different Logic

From a practical point of view, “to err is wrong” makes sense. Our survival in the everyday world requires us to perform thousand of small tasks without failure. Think about it: you wouldn’t last very long if you were to step out in front of traffic or stick your hand a pot of boiling water. In addition, engineers whose bridges collapse, stock brokers who lose money for their clients, and copywriters whose ad campaigns decrease sales won’t keep their jobs very long.

Nevertheless, too great an adherence to the belief “to err is wrong” can greatly undermine your attempts to generate new ideas. If you are more concerned with producing right answers than generating original ideas, you’ll probably make uncritical use of the rules, formulae, and procedures used to obtain these right answers. By doing this, you’ll by-pass the germinal phase of the creative process, and thus spend litter time testing assumptions, challenging the rules, asking what-if questions, or just playing around with the problem. All of these techniques will produce some incorrect answers, but in the germinal phase errors are viewed as a necessary by-product of creative thinking. As Yaz would put it, “if you want the hits, be prepared for the misses.” That’s the way the game of life goes.

Errors as Stepping Stones

Whenever an error pops up, the usual response is “Jeez, another screw up, what went wrong this time?” the creative thinker, on the other hand, will realize the potential value of errors, and perhaps say something like, “Would you look at that! Where can it lead our thinking?” and then he or she will go on to use the error as a stepping stone to a new idea. As a matter of fact, the whole history of discovery is filed with people who used erroneous assumptions and failed ideas as stepping-stones to new ideas. Columbus thought he was finding a shorter route to India. Johannes Kepler stumbled on to the idea of interplanetary gravity because of assumptions that were right for the wrong reasons. And, Thomas Edison knew 1800 ways not to build a light bulb.

The following story about the automotive genius Charles Kettering exemplifies the spirit of working through erroneous assumptions to good ideas. In 1912, when the automobile industry was just beginning to grow, Kettering was interested in improving gasoline engine efficiency. The problem he faced was“knockthe phenomenon in which gasoline takes too long to burn in the cylinder-thereby reducing efficiency.

Kettering began searching for ways to eliminate the “knock.” He thought to him, “How can I get the gasoline to combust in the cylinder at an earlier time?” the key concept here is “early”. Searching for analogous situations, he looked around for models of “things that happen early.” He thought of historical models, physical models, and biological models. Finally, he remembered a particular plant, the trailing arbutus, which “happens early,” i.e., it blooms in the snow (“earlier” than other plants). One of this plant’s chief characteristics is its’ red leaves, which help the plant retain light at certain wavelengths. Kettering figured that it must be the red color, which made the trailing arbutus bloom earlier.

Now came the critical step in Kettering’s chain of thought. He asked himself, “How can I make the gasoline red?” perhaps I’ll put red dye in the gasoline—maybe that’ll make it combust earlier.” He looked around his workshop, and found that he didn’t have any red dye. But he did happen to have some iodine—perhaps that would do. He added the iodine to the gasoline and, lo and behold, the engine didn’t “knock”.

[英语作文写作的需要背诵的部分

一. 肯定不如否定好

修辞的使用在书面表达中算作很大的亮点，在高中阶段很少有学生会注重修辞的应用。

双重否定也是种修辞，而且对于考生来说，只要稍加注意，可以在文章中设计双重否定的句子。

例如想表达“邮递员天天准时到”，如果写成The postman comes on time every day，就不如变成双重否定，The postman never fails to come on time，就变成了亮点句，起到强调作用。

“几乎每个人对生活的态度都不同程度受到地震的影响”，写成双重否定There was hardly a man or a woman whose attitude towards life had not been affected by the earthquake.

应用类似的修辞会在中为同学们加分。

二. 陈述不如倒装妙

在书面表达中阅卷老师喜欢看到的高级语法共有五种：倒装，强调，从句，独立主格和分词结构，以及虚拟语气。

倒装是一种最简单易行的使句子呈现亮点的方法。在高中阶段只需掌握倒装的四种形式，就足以应对书面表达。

英语作文是最考察同学们英语功底的一类题型，也是在英语考试中所占分值很大的一类题型。所以在写英语作文的时候要掌握中考英语作文写作技巧才能够在中考的时候写出一篇优秀的英语作文。

初中英语作文分为四等。一等文：13-15分;二等文：9-12分;三等文：5-8分;四等文：0-4分。教给大家十个字，搞定初中英语写作，帮你拿到一等文。

要点+结构+逻辑+语法+亮点

要点：实际上中考英语写作就等于两个字，翻译!因为中考英语写作一般会给出几个要点，要求必须在文章中有所体现。文章写的再好，只要缺少要点就会扣分。所以要点，也就是文章的第二段内容，要做到全，围绕中心。

结构：中考最流行的结构就是三段式，深受各地区中考英语写作阅卷老师的喜爱。为什么尼?因为这种结构十分清晰。“观点——要点——总结”让人一目了然。三段式的第一段：简单明了，开门见山，不超过2句话，如，我们想表达小强很强壮，第一段直接说XQis extremely strong。观点明确，这一句足矣。

第二段：分2-3点说为什么他强壮。1. 每天吃10顿饭，He has ten mealseveryday!详举吃的是什么。2. 每天运动2小时，He does exercise 2 hours a day!详举做了什么运动。

第三段：经过第二段的论证，可以得出结论。但请注意，不能完全照抄第一段，要有升华。也可以提出希望和建议等。如，Howstrong and robust XQ is!I hope to be him one day!

逻辑：这里的逻辑实际指的就是逻辑词。最常用的就是表示递进的，转折的，总结的逻辑词等。递进：除了first，second，third，finally等还可以使用高级点的，如first of all(首先)，in addition，whatsmore，moreover(都是另外的意思)，in a word，all inall(表示总结的)。转折：but，yet，however等。真正有经验的阅卷老师会很注意这些逻辑连接词，因为这些词体现了这个文章的思路。

语法：其他几点都不是硬性的要求，不那样做不能说是错，只能说是不好，但是语法却是硬性的。如，单词的使用，时态等。

亮点：当我们将前八个字都做得很完美的时候也只能得到一个二等文的上。要想得到一等文，最后两个字，亮点至关重要。大家设想如果我们是阅卷老师。有两篇写人美丽的作文摆在我们面前，都是结构清晰的三段式，要点都很全，都用了一些逻辑词，都没有语法错误，但是A篇只用了beautiful，good-looking，B篇却用到了attractive，charming，catching等，我坚信正常人都会给B篇高分的。这些高级一点的词汇，词组，句型便是我们得到一等文的最有力的绝招。所以，以后写英语作文要养成一般词汇限量用的好习惯。

英语作文依靠的是同学们的语感和平时的积累，但是在面临中考的紧要关头，要想在短时间内提高英语写作水平不是一件容易的事情，这就需要同学们掌握中考英语作文写作技巧。

导语：When there is no hope there can be no endeavour.下面是yuwenmi小编为还在备考的同学整理的优秀英语素材，欢迎阅读与借鉴，谢谢!

Actions speak louder than words.

事实胜於雄辩。

Adversity leads to prosperity.

逆境迎向昌盛。

A fall into the pit, a gain in your wit.

吃一堑，长一智。

A friend in need is a friend indeed.

患难朋友才是真朋友。

A friend is a second self.

朋友是另一个我。

A friend is best found in adversity.

患难见真友。

All time is no time when it is past.

光阴一去不复返。

All work and no play makes Jack a dull boy; all play and no work makes Jack a mere boy.

只工作，不玩耍，聪明孩子要变傻;尽玩耍，不学习，聪明孩子没出息。

A near friend is better than a far-dwelling kinsman.

远亲不如近邻。

An idle youth, a needy age.

少壮不努力，老大徒伤悲。

Business before pleasure.

事业在先，享乐在後。

Diligence is near success.

勤奋近乎成功。

Diligence is the mother of good luck.

刻苦是成功之母。

Diligence is the mother of success.

勤奋是成功之母。

Education has for its object the formation of character.

教育的目的在於培养品德。

Every brave man is a man of his word.

勇敢的人都是信守诺言的人。

Every man is the architect of his own fortune.

每个人都是他自己命运的建诛师。

Every man is the master of his own fortune.

每个人都是他自己的命运的主宰。

Failure is the mother of success.

失败是成功之母。

Faith will move mountains.

精诚所至，金石为开。

Friendship ---- one soul in two bodies.

友谊是两人一条心。

Grasp all, lose all.

贪多必失。

He alone is poor who does not possess knowledge.

没有知识，才是贫穷。

Health is above wealth.

健康胜於财富。

Health is better than wealth.

健康胜於财富。

He who does not advance falls backward.

不进则退。

Honesty is the best policy.

诚实是上策。

Hope is life and life is hope.

希望才有人生，人生要有希望。

Idle young, needy old.

少壮不努力，老大徒伤悲。

If you dont aim high you will never hit high.

不立大志，难攀高峰。

I might say that success is won by three things: first, effort; second, more effort; third, still more effort.

成功之道唯三点∶努力、努力、再努力。

Improve your time and your time will improve you.

珍惜时间，时间才会珍惜你。

In doing we learn.

行而知。

Industry if fortunes right hand, and frugality her left.

勤勉是幸福的右手，节俭是幸福的左手。

In lifes earnest battle they only prevail, who daily march onward and never say fail.

在人生的搏斗中，只有日日前进不甘失败的人，才能获胜。

It is dogged does it.

天下无难事，只怕有心人。

Judge not according to the appearance.

不要以貌取人。

Labour is often the father of pleasure.

勤劳常为快乐之源。

Learning without thought is labour lost; thought without learning is perilous.

学而不思则罔，思而不学则殆。

Like tree, like fruit.

有其因必有其果。

Manners make the man.

礼貌造就人。

Never neglect an opportunity for improvement.

抓住大好时机，切莫等闲错过。

Never too old to learn.

学到老，学不了。

No great loss without some small gain.

塞翁失马，安知非福。

No one can call back yesterday.

往日不复返。

No sooner said than done.

言而必行。

No sweet without some sweat.

不劳则无获。

Nothing is difficult to a man who wills.

世上无难事，只怕有心人。

Nothing is impossible to willing mind .

有志者事竟成。

Nothing is impossible to the man who will try.

天下无难事，只怕不努力。

Nothing is really beautiful but truth.

只有真理才是真美。

No time like the present.

只争朝夕。

One cannot put back the clock.

光阴一去不复返。

Overdone is worse than undone.

过犹不及。

Paddle your own canoe.

自立更生，自食其力。

Perseverance is vital to success.

不屈不挠是成功之本。

Second thoughts are best.

三思而行，再思可也。

Selt-trust is the essence of heroism.

自信是英雄的本色。

Self-trust is the first secret of success.

自信是成功的首要秘诀。

Success belongs to the persevering.

坚持到底必获胜利。坚持就是胜利。

Success grows out of struggles to overcome difficulties.

成功来自於克服困难的斗争。

The first element of success is the determination to succeed.

成功的首要因素是要有成功的决心。

The more a man knows, the less he knows he knows.

懂得越多，就越知道自己懂得不多。

Union is strength.

团结就是力量。

Virtue is a jewel of great price.

美德是无价之宝。

Waste of time is the most extravagant and costly of all expenses.

浪费时间是一切花费中最奢侈豪华的费用。

When there is no hope there can be no endeavour.

没有希望就不会努力。

Without a friend the world is a wilderness.

没有朋友，世界就等於一片荒野。

You cannot judge a tree by its bark.

人不可貌相。

引言：培养小学生的英语写作能力,应从培养良好的书写习惯、扎实的词汇句型开始。接下来小编给各位读者总结了一些小学英语写作必备句型，希望大家认真打好基础，不断提高写作水平。

一、~~~ the + ~ est + 名词 + (that) + 主词 + have ever + seen ( known/heard/had/read, etc)~~~ the most + 形容词 + 名词 + (that) + 主词 + have ever + seen ( known/heard/had/read, etc)

例句：Helen is the most beautiful girl that I have ever seen.

海伦是我所看过最美丽的女孩。

Mr. Chang is the kindest teacher that I have ever had.

张老师是我曾经遇到最仁慈的教师。

二、Nothing is + ~~~ er than to + V

Nothing is + more + 形容词 + than to + V

例句：Nothing is more important than to receive education.

没有比接受教育更重要的事。

三、~~~ cannot emphasize the importance of ~~~ too much.

(再怎么强调…的重要性也不为过小学英语写作必备句型小学英语写作必备句型。)

例句：We cannot emphasize the importance of protecting our eyes too much.

我们再怎么强调保护眼睛的重要性也不为过。

四、There is no denying that + S + V …(不可否认的…)

例句：There is no denying that the qualities of our living have gone from bad to worse.

不可否认的，我们的生活品质已经每况愈下。

五、It is universally acknowledged that + 句子~~ (全世界都知道…)

例句：It is universally acknowledged that trees are indispensable to us.

全世界都知道树木对我们是不可或缺的。

六、There is no doubt that + 句子~~ (毫无疑问的…)

例句：There is no doubt that our educational system leaves something to be desired.

毫无疑问的我们的教育制度令人不满意。

七、An advantage of ~~~ is that + 句子(…的优点是…)

例句：An advantage of using the solar energy is that it won’t create (produce) any pollution.

使用太阳能的优点是它不会制造任何污染。

八、The reason why + 句子 ~~~ is that + 句子(…的原因是…)

例句：The reason why we have to grow trees is that they can provide us with fresh air.

The reason why we have to grow trees is that they can supply fresh air for us.

我们必须种树的原因是它们能供应我们新鲜的空气。

词汇拼写错误较为严重，词汇选用上会有不当的情况。

应对策略就是平时阅读过程中注意单词拼写，关注单词使用语境，多积累高级词汇和句型。

语法掌握不好，句子的基本构成主谓结构掌握不清。

Due to the fact that the mental state, we have to keep a balance between the physical and the mental.

这句话中，due to the fact that后面需要接一个句子，而上句中只是一个名词性短语，所以错误。另外，between...and...需要连接两个名词短语，上句中形容词physical和mental后缺少名词性成分。改正为Due to the fact that the mental state plays a significant role, we have to keep a balance between the physical well-being and the mental health.

格式不正确，结构不清晰，汉语式英文思维太过明显，翻译的过程中常常不合英文写作要求。

应对的策略是多阅读范文，写作前列提纲，注意使用衔接词。

格式不正确常常出现在应用文中，有人会忘记写落款。这是我们在写作过程中特别需要注意的，否则格式错误就要相应的扣分。另外，有些文章结构不清晰，或者没有分段，或者段落之间的内容混乱。开头段就开始论述问题，第二段提出建议，结尾段又给出原因，逻辑混乱不清，抓不住重点。所以我们在写文章时一定要先打腹稿，明确行文结构和大概内容，这样在写作过程中才不至于不知道说什么，甚至瞎写一通。

总而言之，新大纲非常强调大家的英语写作技能，我们在平时的备考过程中一定要多进行英文文章的写作，养成良好的写作习惯，注意单词拼写、语法检查、逻辑结构，这样写出的文章才能过关。

(一)屈原投江

(one) Qu Yuan River

为了纪念爱国诗人屈原，居民为了不让跳下汨罗江的屈原尸体被鱼虾吃掉，所以在江里投下许多用竹叶包裹的米食(粽子)，并且竞相划船(赛龙船)希望找到屈原的尸体。

To commemorate the patriotic poet Qu Yuan, residents in order not to let Qu Yuans Miluo River jumped by fish and shrimp to eat, so in the river for the rice wrapped in bamboo leaves with many (dumplings), and race (rowing Dragon Boat Race) to find Qu Yuans body.

(二)曹娥寻父尸

(two) case of seeking father.

东汉孝女曹娥，因曹父溺江而亡，年仅十四岁的她沿江豪哭，经十七日仍不见曹父尸首，乃在五月一日投江，五日后两尸合抱而浮起的感人事迹， 乡人群而祭之。

The Eastern Han Dynasty filial daughter Cao E, drowned himself in a river because Cao father died, only fourteen years old, she cried along the ho, after seventeen days still do not see Cao father body, but in May 1st the river, five days from two dead and floating deeds, people group and sacrifice.

(三)白蛇传

(three) the legend of white snake

传说白蛇白素贞，为了报答许仙的恩惠，与许仙结为夫妻的凄美的爱情故事，传说端午节当天白蛇喝了雄黄酒，差点现出蛇形，加上法海白蛇及水淹金山寺的情节，都是脍炙人口的民间戏曲的曲目。

The legend of white snake and Bai Suzhen, in order to repay the grace of Xu Xian, and Xu Xianjie married the beautiful love story, the legend of the White Snake Legend of the Dragon Boat Festival a male Yellow Wine, almost a snake, white snake and flooded with sea Jinshan Temple of the plot, is a folk opera music win universal praise.

(四)伍子胥的忌日

(four) the anniversary of the death of Wu Zixu

传说伍子胥助吴伐楚后，吴王阖闾逝世，皇子夫差继位，伐越大胜，越王句践请和，伍子胥主战，夫差不听，却听信奸臣言，赐伍子胥自杀，并于于五月五日将尸体投入江中，此后人们于端午节纪祀伍子胥。

Legend has it that Wu Zixu will Fachu Wu, Wu helv Prince died, his successor, the victory of the king, and Wu Zixu battle, the king, do not listen, but listen to a word, give Wu Zixu Dutch act, and on May 5th the bodies into the river, then people in the Dragon Boat Festival worship Wu Zixu ji.

记叙文是以叙述人物的经历或事物的发展变化过程为主的一种文体。它是写作训练中最普遍、最基本的一种文体。记叙文以写实为主，但也可以虚拟。如人物传记、历史故事或新闻报导这类非虚拟的故事是记叙文，神话故事、寓言、幽默故事等也属记叙文。记叙文通常分为三类：

1. 以记人为主的记叙文。即以人物为中心组织材料，围绕这个人物来写一、两件事。

2. 以事件为主的记叙文。即以事件为中心组织材料，围绕中心事件，可以写一个人或几个人。

3. 以写景状物为主的记叙文。但应注意的是，在一篇记叙文中，写人、写景、写事往往是交织在一起的，不可截然分开，但各有侧重。

【写作注意】

写作中应遵循以下几点：

1. 交待要素，即人、时、地、事。

2. 按事件发生的先后顺序叙述, 完整、具体。

3. 要重点突出，目的明确。记叙文所记的都是过去发生的事，原则上通常用过去时态写。

【写作实例】

假如你是武汉大学附中高三(1)的李华，今年即将高中毕业。请根据以下要点给某英文报写一篇英语短文，谈谈你对高三生活的看法。

(1)对获得的帮助表示感谢;

(2)消除与 同学之间的误会;

(3)努力学习，实现人生梦想;

(4)对学弟、学妹的建议。

注意：

(1)可适当加入细节，以使行文连贯;

(2)词数：100左右(开头已给出，不计入总词数) 。

High school is regarded as the best time in a persons life. As a senior 3 student, it wont take lon g before I graduate._____________________________________________________________________

______________________________________________________

【猜题理由】本篇书面表达能比较真实地反映学生的生活实际，话题内容关注学生的社交生活和树立健康的人生观，具有考查的现实意义和指导意义;在语言表达上，能够让学生充分运用所学知识，毫无词汇障碍地表达自己的思想;此外，在语言表达的设置上也有一定的伸展性，能有效地激发学生个 性观点的创建。

【构思点拨】本篇书面表达是常见 的提纲类型的写作，要点明确清楚，便于学生组织文章，理清脉络。行文时要注意处理好语言表达的控制性和伸展性之间的关系。

【参考范文】

High school is regarded as the best time in a persons life. As a senior three student, it wont take long before I graduate. Now, I have much to share with my fellow students.

Firstly, I would like to show my appreciation to those standing by me all the way, teachers, pare nts and friends included. Without their help and advice, my life would be different. Secondly, its high time to say sorry to classmates whom I hurt or misunderstood. Communication and smiles act as bridges to friendship. Above all, Ive made up my mind to make every effo rt to study, for I believe hard work is the key to success. Just as the old saying goes, "no pains, no gains."

Finally I hope that all the younger fellows can make full use of time, because time and tide wait for no men.

与其他文体相比，英治议论文的结构一般较为固定，有下列几个部分组成：

1.提出需要议论的议题;

2.摆出正反两方面的观点;

3.表明作者持何种态度;

4.论证自己观点的正确性从而使读者接受自己的观点;

5.小结。

在具体写作中要注意下列几点：

1.议题的提出要开门见山，不要拖泥带水，啰啰唆唆

2.正反两方面的观点一般都要摆出，有时也有只强调一种观点的，那么这就等于将上述第二点和第三点合在一起了

3.作者的观点必须鲜明，不能模棱两可

4.论证自己的观点是议论文的最关键的部分。论证手段与英语说明文中的一些写作手法相同，常用的有罗列法、举例法、因果法、比较法等等。

5.对于较长的英语议论文还可以在文章结尾时对全文要点作一小结。

下面这篇学生作文是较为典型的一篇英语议论文：

Should Examination Be Abolished (取消)?

The examination system has come to be the main theme (主题)of modern education. One should take an examination andsucceed in passing it before he could be admitted， promoted or graduated. As it plays so important a role in the realm of education (教育的领域) it is under much criticism (评论) as to its validity (有效性) . People who are in favour of it try to develop this system more; those who are against it believe that such a system should be abolished. Should examination be abolished? In my opinion it should be.

Many people think that an examination is the only means to test knowledge， but， in fact， that is not true. A few questions given in an examination could by no means cover the whole field of the subject. Thus those who are able to answer them may be the poorest of the students and yet happen to know just a few points about that subject.

Id like to say that， because of the existence of the examination system， students pay so much attention to gaining high marks， that they often forget the chief purpose of education. The so-called clever students devote (贡献) themselves to the study of textbooks only. They， of course， know nothing but the skeleton (梗概) of knowledge. The end and aim of education， however， is to enable students to learn how to live. To do this， students must get themselves to do all kinds of training， physicalas well as mental. The present examination system has discouraged students from making such an attempt.

Moreover， since the students try so hard to put their lessons into memory in as short a time as possible， psychologically (心理上来看)， they soon forget the whole subject as soon as the examination is over. Surely this is one of the greatest wastes ever made in the history of civilization.

Lastly， in order to get high marks， there is a great temptation (诱惑) for students to cheat (作弊) in an examination. Indeed， such a practice becomes the means to the end. They cheat their teachers， their parents and also themselves. Such a tendency would impair (损害) our moral standards (道德标准) .

Therefore， I am of the opinion， in conclusion， that the examination system should be abolished.

一、名人名言必背部分。

在英语作文中，我们经常会引用一些名人名言。这里就向大家介绍一些，务必要全部脱口而出!

高考英语作文素材，Culture 文化篇

1.A great poem is a fountain forever overflowing with the waters of wisdom and delight.(P. B. Shelley , British poet )伟大的诗篇即是永远喷出智慧和欢欣之水的喷泉。(英国诗人 雪莱. P. B)

2.Art is a lie that tells the truth .( Picasso , Spanish painter )美术是揭示真理的谎言。 (西班牙画家 毕加索)

3.Humor has been well defined as thinking in fun while feeling in earnest. (Mark Twain , American novelist )幽默被人正确地解释为"以诚挚表达感受，寓深思于嬉笑"。(美国小说家 马克·吐温)

4.The decline of literature indicates the decline of a nation; the two keep in their downward tendency.( Johan Wolfgang von Goethe , German poet )文学的衰落表明一个民族的衰落。这两者走下坡路的时间是齐头并进的。(德国诗人歌德 . J . W .)

5.When one loves ones art no service seems too hard .(O. Henry, American novelist)一旦热爱艺术，什么奉献也不难。 (美国小说家 欧·亨利)

Education 教育篇

6.And gladly would learn , and gladly teach .( Chaucer , British poet)勤于学习的人才能乐意施教。(英国诗人, 乔叟)

7.Better be unborn than untaught , for ignorance is the root of misfortune.(Plato , Ancient Greek philosopher)与其不受教育,不如不生,因为无知是不幸的根源.(古希腊哲学家 柏拉图)

Friendship 友谊篇

8. Some friends come and go like a season. Others are arranged in our lives for good reason.(Sharita Gadison)一些朋友随季节离去，而另外一些则伴我们度过美好的季节。

9.A true friend is someone you can disagree with and still remain friends. For if not, they werent true friends in the first place.(Sandy Ratliff)真朋友是可以与你有不同见解的，如果不是，首先就不是真朋友。

10.True friendship is felt, not said.(Mariecris Madayag)朋友是说不出的感觉。

11.Friends are like stars,you dont always see them, but you know theyre always there.(Hulali Luta)朋友是感觉不到的存在。

12.Memories last forever, never do they die. Friends stay together, never say goodbye.(Melina Campos)记忆永不死，朋友永不说再见。

Health 健康篇

13.light heart lives long.( William Shakespeare , British dramatist )豁达者长寿(英国剧作家莎士比亚. W.)

14.Early to bed and early to rise , makes a man healthy , wealthy and wise.(Benjamin Franklin , American president )早睡早起会使人健康、富有和聪明。 (美国总统 富兰克林. B.)

15.The first wealth is health .( Ralph Waldo Emerson , American thinker )健康是人生第一财富。 (美国思想家爱默生. R. W.)

Happiness 幸福篇

16.A lifetime of happiness! No man alive could bear it; it would be hell on earth. (G. Bernard Shaw, British dramatist)终身幸福!这是任何活着的人都无法忍受的，那将是人间地狱。(英国剧作家肖伯纳. G.)高考英语作文素材

17.Happiness is form courage .(H. Jackson, British writer)幸福是勇气的一种形式。 (英国作家 杰克逊. H.)

18.Happiness lies not in the mere possession of money ; it lies in the joy of achievement , in the thrill of creative effort .(Franklin Roosevelt ,American president )幸福不在于拥有金钱，而在于获得成就时的喜悦以及产生创造力的激情。(美国总统 罗斯福. F.)

19.Most folks are about as happy as they make up their minds to be .(Abraham Lincoln ,American president )对于大多数人来说，他们认定自己有多幸福，就有多幸福。(美国总统 林肯. A.)

20.The supreme happiness of life is the conviction that we are loved .(Victor Hugo , French novelist )生活中最大的幸福是坚信有人爱我们。( 法国小说家 雨果. V .)

21.We have no more right to consume happiness without producing it than to consume wealth without producing it . (George Bernard Shaw , British dramatist)正像我们无权只享受财富而不创造财富一样，我们也无权只享受幸福而不创造幸福.(英国剧作家肖伯纳. G. )

高考英语作文素材Ideal 理想篇

22.Do not, for one repulse, give up the purpose that you resolved to effect. (William Shakespeare , British dramatist)不要只因一次失败，就放弃你原来决心想达到的目的。(英国剧作家莎士比亚.W.)

23.Dont part with your illusions . When they are gone you may still exist,but you have ceased to live. (Mark Twain , American writer)不要放弃你的幻想。当幻想没有了以后，你还可以生存，但是你虽生犹死.(美国作家马克·吐温)

24.Ideal is the beacon. Without ideal, there is no secure direction;without direction, there is no life. ( Leo Tolstoy , Russian writer)理想是指路明灯。没有理想，就没有坚定的方向;没有方向，就没有生活。(俄国作家托尔斯泰. L .)

25.If winter comes , can spring be far behind ?(P. B. Shelley, British poet)冬天来了，春天还会远吗? ( 英国诗人, 雪莱. P. B.)

26.Living without an aim is like sailing without a compass.Alexander Dumas (Davy de La Pailleterie, French Writer)生活没有目标就像航海没有指南针。 (法国作家 大仲马. A.)

27.The only limit to our realization of tomorrow will be our doubts of today.(Franklin Roosevelt , American president)实现明天理想的唯一障碍是今天的疑虑。 (美国总统 罗斯福. F .)

Knowledge 知识篇

28.Activity is the only road to knowledge.(George Bernard Shaw , British dramatist)行动是通往知识的唯一道路 。 (英国剧作家 肖伯纳. G.)

29.Imagination is more important than knowledge .(Albert Einstein , American scientist )想象力比知识更为重要。 (美国科学家 爱因斯坦. A. )

30.Knowledge is power . (Francis Bacon , British philosopher )知识就是力量。 (英国哲学家 培根. F.)

Struggle 奋斗篇

31.Genius only means hard-working all ones life. ( Mendeleyev , Russian Chemist)天才只意味着终身不懈的努力。 (俄国化学家门捷列耶夫)

32.I have nothing to offer but blood , toil tears and sweat . (Winston Churchill, British Politician)我所能奉献的没有其它，只有热血、辛劳、眼泪与汗水。(英国政治家 丘吉尔 . W.)

33.Patience is bitter, but its fruit is sweet . (Jean Jacques Rousseau , French thinker)忍耐是痛苦的，但它的果实是甜蜜的。 (法国思想家 卢梭. J. J.)

34.There is no royal road to science ,and only those who do not dread the fatiguing climb of gaining its numinous summits . (Karl Marx, German revolutionary )在科学上没有平坦的大道，只有不畏劳苦沿着其崎岖之路攀登的人，才有希望达到它光辉的顶点。( 德国革命家马克思. K .)

35.Where there is a will , there is a way .( Thomas Edison , American inventor )有志者，事竟成。 (美国发明家 爱迪生. T.)

二、精彩必背部分。

在作文中经常有一些好句子可以借鉴，为此，特总结如下，务必全部脱口而出。高考英语作文素材

1.According to a recent survey, four million people die each year from diseases linked to smoking. 依照最近的一项调查，每年有4，000，000人死于与吸烟有关的疾病。

2. The latest surveys show that quite a few children have unpleasant associations with homework.最近的调查显示相当多的孩子对家庭作业没什么好感。

3. No invention has received more praise and abuse than Internet. 没有一项发明像互联网一样同时受到如此多的赞扬和批评。

4. Many experts point out that physical exercise contributes directly to a person’s physical fitness.

许多专家指出体育锻炼直接有助于身体健康。

5.写信的开头：Very glad to receive your letter of July 13.

6.One day after school,XiaoMing passed a Café on his way home.

7.The boss had no choice but to let him in.

8.How he enjoyed himself on the computer!

9.Walking home full of fear,he was sure that he would be scolded.

10.However,other students are against the idea.

11.Sometimes we have too many examinations which are too difficult for us.

12.today’s activity has taught us the new meaning of the spirit of LeiFeng:sharing with others what you have—you time,energy,or knowledge—makes you fell warm in you heart.It has truly a difference in how I feel about myself.

13.The girl whose composition was well written is spoken highly of.

14.No matter what he says，I won’t believe.

15. Thanks to the good weather，our journey was comfortable.

16. At the news of his death，she went pale with sorrow.

三、写作指导

多使用过渡性词语。这样使文章更加连贯、更具有逻辑性。

(1)表示增加的过渡词：also，and，and then，too，in addition，furthermore，moreover，again，on top ofthat，another，first second third等。

(2)表示时间顺序的过渡词：now，then，before，after，afterwards，earlier，lat er，immediately，soon，next，in afew days，gradually，suddenly，finally等。(3)表示空间顺序的过渡词：near(to)，far(from)，in frontof，behind，beside，beyond，above，below，tothe right left，around，outside等。

(4)表示比较的过渡词：in thesameway，justlike，justas等。

(5)表示对照的过渡词：but，still，yet，however，on theotherhand，onthecon trary，in spite of，even though等。

(6)表示结 果 和 原 因 的 过 渡 词：because，since，so，as a result，therefore，then，thus，otherwise等。

(7)表示目的的过渡词：forthisreason，forthispurpose，so that等。

(8)表示强调的过渡词：in fact，indeed，surely，necessarily，certainly，withoutanydoubt，truly，torepeat，aboveall，mostimportant等。

(9)表示解释说明的过渡词：forexample，in fact，in thiscase，foractually等。

(10)表示总结的过渡词：finally，atlast，inconclusion，asIhaveshown，inoth erword，in brief，in short，in general，on the whole，ashasbeen stated等。

四、获得高分的英语书面表达的六大特性。

(1)条理性。指的是合理布局文章结构。首先，在文章思路、组织材料、叙述顺序等方面要有一定的条理性。其次，根据需要，安排好段落，各段之间要层次分明，也要重视每一段的开头和结尾，开头语往往是总起句，结尾语往往是总结句。

(2)准确性。指要求写出语法正确的句子，包括时态、语态、用词和句法等，要准确、地道地表达。必须要牢牢掌握一些常用句型或习惯表达，避免中式英语，在实践中不断总结中英用法的差异，养成用英语思维写作的习惯。高考英语作文素材。

(3)流畅性。指根据整篇文章思想的需要，有效采用不同的连接手段，使文章层次清楚、行文连贯。(4)简洁多样性。简洁性就是语言简洁，不重复。多样性就是能随情景内容的变化写出句式多样的语句。这也是新课程标准对写作的评价标准。

(5)思想性。新标准对写作的要求，增加了情感因素，在准确流畅表达写作要点的同时，适当增加句子的感情色彩，增加一些人情味，使文章读起来更亲切，完全达到与读者进行交流的目的。

(6)美观性。指的是卷面书写规范、清楚、干净、整洁。

五、写作步骤

高考英语作文素材，每次写作前问自己四个问题：这篇文章的体裁格式是怎样的?主体时态用什么时态?人称用第几人称?可以分几段，之间用什么过渡词、连接词?带着这四个问题去审题，搞清楚文章的主要内容，然后列出提纲。最后丰富自己的提纲就可以了。

初中英语写作教学要把握一定的基本策略。写作是一个角度复杂的思维过程，对认知能力、思维能力、语言能力、组织能力和自我监控能力都有相当高的要求。写作水平的提高依赖于学生的参与，依赖于教师的指导和课堂教学的有效开展。

所谓写作教学策略，就是用来促进写作教学开展的方式方法。

1.写作的早期训练。英语写作是一门技巧、技能，需要一个长时间的发展过程才能趋于稳固，因此无论从写作能力本身的培养角度来说，还是从写作教学方法的运用角度而言，写作训练都需要早期化。

2.随着学习内容的增多，如学了数字、年龄、年级、班级、个人的喜好和生活习惯等之后，这时可让学生逐步增加写作内容。

做好“书面表达”这道题，学生应该从以下几方面人手：

一、充分准备。打好基础。

为了提高书面表达水平，平时应加强阅读，应背诵一些句型、段落甚至短文。只要读得多、背得多，就能出口成章，下笔成文。其实，用英文写信，记日记等都是学生力所能及且行之有效的练习写作的好方法。

二、仔细审题，明确要求。

对题目所提供的信息要认真分析，明确要求，做到心中有数。要对所提供的信息加以分析、整理，使之更加具体化、条理化，为开始动笔做好准备工作，还要搞清题目的要求，以便根据不同的题材、体裁，写出不同格式，风格各异的文章，此外，还要注意人称、时态、地点等信息，避免出错。

三、抓住重点。寻求思路。

根据题目所提供的信息，草拟提纲，寻求逻辑次序，确定如何下手，否则，语无伦次的文章将不会被人接受，也不可能得到高分。

四、遣词造句，表达规范。

用词要适当，不可逐句把提示汉译英，亦不可生拼硬凑，不要硬拿英语单词到中文句子里去对号，否则写出中文式英语，闹出笑话。一般来讲，写作时，应尽量选出你有把握的词，尽量使用短句(简单句)。如果有的单词不会写，有的思想不会用英语表达，你可以设法绕开，最好找一个同义词、同义句，或近义词、词组短语来代替。要正确使用关联词，如and，or，but，so，because，since等，以便行文自然流畅。

作文写完之后，应注意检查修改，修改时先从全局修改。首先要检查主题是否明确，表达方式是否恰当，接下来检查所写内容是否切题，该交待的内容是否交待了，最后检查所用时态、人称是否符合要求，最后是否一致。

写完后，还应仔细校阅1—2遍。校阅要逐词逐句进行，注意检查语法、拼写、标点、大小写等方面的错误。校阅是自检的最后一关，应严肃认真的进行，尽可能地消灭一切差错，增强文章的效果。

因此，要写好一篇作文，不仅需要具有丰富的思想内容，掌握扎实的词汇、语法及修辞等方面的语言基本功，而且还需要掌握因不同思维方式和文化背景而形成的英语特有的篇章机构模式 惟有这样才能进行最有效的书面交际活动。

写人的英语作文在高考中不少见，什么样的作文更能吸引人呢?下面请看语文迷为大家带来的技巧。

写人记叙文，一般为肖像描写、行动描写、语言描写、心理描写以及对细节的描写，应根据要求，灵活掌握，突出重点。

【几点注意】

1.使用正确人称和时态。

①时态：

一般现在时--描写人物外貌、性格、兴趣等

一般过去时-- 描写人物出生、教育背景、经历、事迹

②人称：第一人称或第三人称

2.介绍人物的姓名、年龄、外貌、学历、经历、专业、爱好、特长、事迹、性格等，包括所给的全部信息点，不能遗漏或随意添加。

3.对所给的信息进行适当重组，安排好写作顺序，突出重点信息。

4.正确运用描写人物的词汇和句型。

【常见词语】

①外貌特征：

pretty, beautiful, good-looking，handsome,ordinary-looking, with a big nose, with a big

smile, short, tall,thin, strong, white-haired，1.80 metres tall, …

②性格特点：

absent-minded, charming, attractive, bright, wise smart, confident, naughty，talkative, diligent,

lazy, friendly, generous, be ready to help others,kind-hearted, warm-hearted, patient, humorous,

have a good/ bad temper, independent,narrow-minded, …

③童年情况：

as a boy of 15, be born on, during his childhood, live a happy/hard life, the son of a poor family,

spend his childhood in, ...

④兴趣爱好： be delighted in doing, be good at , be interested in , be fond of , be crazy about, be pleased with, do well in, enjoy doing, have a strong desire to do, long for/long to do), take a pleasure in doing,…

⑤教育背景： be admitted to Beijing University, be enrolled in, fail in the test, get a master’s

degree, get on well with one’s lessons, go abroad to further one’s study, graduate from,major in, receive a doctor’s degree, pass the examination, take an active part in, …

⑥ 成就或事迹：

become a member of the team, encourage sb to do sth, give up one’s life for sth, receive the

Nobel Prize for physics, set a new world record of,win the first prize in, win a gold /silver/ bronze

medal, have a talent for, make up one’s mind to do sth., put one’s heart into, work hard at,

concentrate oneself to, devote oneself to,do sth.with great determination and perseverance, ...

⑦他人评价：

an inspiring leader, a model worker, an advanced teacher, be respected by , be honored as, be

considered/regarded as, be famous/known as,his hard work brought him great success, make

great contributions to our country, set a good example for , be highly spoken of for, ...

例文

你班要举办以“Ordinary but Great”为题的英语主题班会。

请根据下列信息准备一篇发言稿，介绍赵郁的成长经历。

注意： 1、词数不少于60。

2、文章的题目和开头已经给出。

3、可以适当增加细节，以使行文连贯。

提示词：首席技师 chief technician

Ordinary but Great

We are all ordinary people, but following what we are interested in and doing what we are good

at can help us make great achievements for society and go far. Here’s a convincing and inspiring example.

______________________________________

【范文】

Zhao Yu, the chief technician in the Benz Company,is regarded as a great success. However, his success is no accident. As a young boy with a sense of creativity, he was eager to learn and to make a lot of inventions. Being an ordinary worker in the Benz Company for 17 years, not only did he do well in his job, but he also made efforts to teach himself English and to learn how to use computers. Now it is easy for him to read English materials about cars. Besides, he became expert at solving various technical problems.Because of his great contribution, he has received awards many times.

Zhao Yu has set a good example that ordinary people can stand out by doing their jobs with interest and enthusiasm.

【评析】

1.作者运用了所给出的全部信息：姓名、职务、经历。对所给的信息进行了适当重组，突出了重点信息(赵郁的经历)，内容完整、详略得当，体现了话题“Ordinary but great”所表达的内容。

2. 正确使用人称(第三人称)，灵活使用时态(一般过去时、一般现在时);合理使用过渡词，使文章层次分明、结构紧凑。

3. 语言规范，表达准确。文章运用了一些高级句式，如同位语、介词短语、分词短语、倒装句、同位语从句等，增加了文章的亮点。

If you’re reading this, there’s a good chance that you have an email account. You may well have several – perhaps separate accounts for professional and personal contacts.

如果你正在阅读这篇文章，你肯定有一个或若干个甚至是不同帐号的私人或办公邮箱。

It’s easy to assume that we know how to use email effectively: it’s been around for long enough. But if you find yourself struggling to communicate effectively by email, these six tips should help:

邮件这样的沟通方式早已经渗入到了我们的生活工作中，因此可以说大多数人都能有效地使用邮件与他人交流。但如果你发现自己还没做得足够有效，我想以下这六点可以帮到你：

1. Start With an Appropriate Salutation

邮件开头称呼要恰当：

Some people jump straight into the text of an email without so much as a “hi”. It’s polite to add a salutation, just as you would with a letter. That might look like:

有些人写邮件不喜欢加称呼，甚至连简单的“你好”都忽略，直接开始正文内容。孰不知就像在传统的信件上一样，写上称呼是一种礼貌的象征。称呼可以这样写：

#Dear Sir/Madam 亲爱的先生/女士

#Dear Mr. Johnson 亲爱的约翰逊先生

#Hi Sue 苏，你好

#Hello Fred 你好，福瑞德

Your salutation needs to be appropriate. If you’re writing to a prospective employer, “Dear Mr. Johnson” is probably the best way to go. “Hi Bob” is going to look unprofessional.

称呼必须恰当。若邮件对象是你未来的上司，“亲爱的约翰先生”这样的称呼应该为最得体的。像“你好，鲍勃”更适用于随意的场合。

But don’t assume that formality is always the right answer. If you’re writing to a friend of a friend, using “Dear” plus their surname is going to seem oddly stilted.

那么，是不是正式的用语就万能呢?绝对不是。若你给你朋友的朋友写邮件，那用“亲爱的+姓”就显得异常别扭。

If in doubt, “Dear [first name]” will usually work just fine.

当你判断不出哪种场合该用什么称呼合适，你可以使用“亲爱的+名”来应付所有情况。

2. Get Straight to the Point

直奔主题

Your correspondent won’t want to wade through paragraphs of waffle – so get straight to the point. If you’re writing to someone out of the blue, don’t give them your life story before you make a request.

相信阅读你邮件的人不会愿意仔细浏览你那空洞无聊的长篇大论，所以你需要直奔主题。如果你想写封邮件安慰某个心灵受伤的朋友，开头先把你的建议亮出来，然后再用你的亲身经历来辅助说明。

Getting straight to the point might mean that the first line of your email (after the salutation) looks something like this:

直奔主题意味着邮件内容的第一行应该是这样：

#I’m working on an article about Acme Widgets for XYZ publication, and wondered if you had a few minutes to answer the following three questions.

我现在正在写一篇要交给某某出版社关于极致控件的文章，不知道您有没有时间回答3个问题呢?

#Could you supply me with a quote for the following project?

可否对下面的设计项目进行引证?

#I’d like to discuss the revisions with you. Would Tuesday at 2pm be a good time?

我想和你谈谈修订的事。这周二下午两点您有空吗?

#I’ve attached the documents you requested at our meeting yesterday.

昨天会议上您要求的文件已附上，请查收。

You may well need to include more details, but if you put the important point up front, your email is more likely to get a timely response. If your question comes too far down, the recipient may not even realise that you need a reply.

当然，你需要再增加更多的细节内容。若将邮件重点放到内容的开头，你将收到更加及时的回复信息。如果你的问题在邮件后头，收信人可能都不会意识到你在等他回复。

3. Keep it Short

内容言简意赅

try to keep your email as short as possible. Make the paragraphs short, too – long paragraphs can be difficult to read and take in.

尽可能将你的邮件内容写得简单明了。文章太长不易阅读和吸收。

Do make sure you give enough information for your correspondent to be able to make a decision, if that’s required. You might find that it’s best to offer this as an attachment – you’ll have more flexibility over formatting, and your correspondent can print out the attachment easily.

若对方需要通过你的邮件来做决策，那你一定要在邮件中将相关信息写完整。为了能更灵活地排版，你可以把这些信息作成附件形式，以方便对方将其打印出来。

4. Use Numbered Points

将内容编号

If you’ve got several questions or points to make, it’s very helpful to number them. This makes it easy for the other person to respond to each one, especially if some just require a yes/no response or a single word answer. For instance:

对于那些为了咨询或提供各种问题的邮件，最好将问题一点一点的列举出来，以便于他人对每个问题作答，尤其当某些人更倾向于对问题只回答“是”和“否”的时候。例如：

#Could you let me know:

能否告知：

#1. How much it would cost for the website design

1. 网站设计费用

#2. How much for the website design plus a tri-fold brochure

2. 网页设计加一份三页宣传册的费用

#3. Whether you could complete #2 by the end of April

3. 您能否在四月底完成第二点所述工作?

It’s also useful to list your questions or points as bullets in this way; if you write a single paragraph, some of your questions might get missed.

将你的问题或观点用图标的方式罗列出来是很实用的，倘若你用一段话将几个点全部涵盖，那对方有可能会漏看其中的几点。

5. Re-read and Use Spell-Check

重新阅读一遍，校对拼写错误

A typo or spelling mistake can turn one word into an entirely different one. If you’re using email in a professional capacity, that mistake could be embarrassing – or even offensive. It might alter the whole meaning of your email: a missing “not”, for instance, could potentially cause problems.

排版或拼写错误有时能导致对一个单词的误解。尤其当你用邮件来沟通专业性内容时，这样的错误就很尴尬，甚至有些失礼。它可能改变你整个邮件的意思。比如：少写了个“不”，就可能会引起某些问题。

Spell-check should help you avoid any silly mistakes – but use your eyes and brain too. There are plenty of words that spell-check won’t pick up. If you’re emailing from a device with predictive text and an auto-correct feature, make sure you always re-read what you’ve typed.

因此检查拼写将避免你犯这些低级错误，但这里强调——不仅仅用眼睛检查，还得用大脑思考。有些错误不一定能轻易检查出来。如果你的邮件系统有字句联想功能和自动纠错功能，一定要把写出来的内容再通读检查一遍。

6. Make Your Signature Useful

充分利用邮件签名

Do you have an email signature? (That’s the text that appears automatically at the bottom of your email.) Some people don’t use one at all; others have a funny quote or favorite saying.

你设置过邮件签名吗(它将会在你每次邮件内容的下方自动生成)?有些人从来都没有使用过它，但我们也看过一些非常有意思和哲理的签名。

Whether you’re using email for professional or personal reasons, make your signature useful for both you and your recipient. That might mean:

无论你是为了工作还是私人聊天，加注签名对你和邮件接收者都有好处，因为这意味着可以：

Giving the link to your website

加上你的网页链接

Including your work address and/or phone number

写上你的工作地址或电话号码

Adding links to your social media accounts

注上你的社会媒体工具帐号(例如博客，微博，论坛)

Putting in a line to promote your recent book / blog / product

宣传你最新的书籍，博文或产品

If your email provider allows it, you may even want to create several signatures to use for different purposes (e.g. one for emailing friends, one for new business contacts).

有些邮箱甚至还提供用户根据不同目的设计不同签名的服务(比如：一个对朋友使用，一个对新结识的企业伙伴使用)。

1、organize your thoughts before writing: brainstorm、make an outline、etc。 下笔前整合思绪：脑力激荡，写出纲要等。

2、write clearly。 be concise。 avoid wordiness。写作清晰，务必精简，避免赘言。

3、use good grammar and write complete sentences。 使用好的文法，写出完整句子。

4、write simple sentences。 avoid a fancy style。 尝试简单句，避免花俏的句法。

5、avoid slang、cliche and informal words。 避免俚语、陈腔滥调和非正式用字。

6、avoid use of the first person (i。e。 i/me/my) unless necessary to specific piece。除非必要，避免使用第一人称：如“我/我的”。

7、writing naturally。 read it aloud。 does it sound natural? does it flow? 自然挥洒，大声朗诵。整篇文章听起来自然吗?通顺吗?

8、move logically from one idea to the next。 dont skip steps。 上下句意要合乎逻辑。别毫无章法乱跳。

[坚持八条英语作文的写作守则

Directions:

Suppose you are a librarian in your university.Write a notice of about 100 words,providing the newly-enrolled international students with relevant information about the library.

You should write neatly on the ANSWER SHEET.

Do not sign your own name at the end of the letter.Use “Li Ming”instead.

Do not write the address.(10 points)

参考范文：

Notice

Welcome you to this university and this new-bulided library. I am a libraian in our university and will give you relevent information about the library.

To begin with, there is circulation desk in the circulation hall so that you can borrow and return books more quickly and conveniently. Besides, the hours of loan books is during 9:00-17:00 from Monday to Friday so that you can take best advantage of the library. Moreover, the computer room in the library is big enough for you to search for some academic information charged by the hour so you must ensure that some money is left in your ID card.

I hope you will find the above information useful and I would be ready to discuss the matter with you to further details. If you have any questions about the library, please call 123456or send messages to 123456@abc. Wish you a good time during your colledge life.

请注意

欢迎你来这所大学和这个new-bulided库。我是一个libraian在我们的大学会给你有关信息图书馆。

首先,在循环大厅有循环桌子,这样您就可以借并返回书更快更方便。此外,小时的贷款是在9:00-17:00从星期一到星期五,这样您就可以最好的利用图书馆。此外,在图书馆计算机房对你来说是足够大的去寻找一些学术信息按小时收取所以你必须确保一些钱留在你的身份证。

我希望你会发现上面的信息是有用的,我准备和你讨论此事进一步的细节。如果你有任何问题关于图书馆,请致电123456或123456 @abc发送消息。祝你一段美好的时光在你科莱奇的生活。

1. The latest surveys show that quite a few children have unpleasant associations with homework.

最近的调查显示相当多的孩子对家庭作业没什么好感。

2. No invention has received more praise and abuse than Internet.

没有一项发明像互联网一样同时受到如此多的赞扬和批评。

3. According to a recent survey, four million people die each year from diseases linked to smoking.

依照最近的一项调查，每年有4，000，000人死于与吸烟有关的疾病。

4. People seem to fail to take into account the fact that education does not end with graduation.

人们似乎忽视了教育不应该随着毕业而结束这一事实。

5. An increasing number of people are beginning to realize that education is not complete with graduation.

越来越多的人开始意识到教育不能随着毕业而结束。

6. When it comes to education, the majority of people believe that education is a lifetime study.

说到教育，大部分人认为其是一个终生的学习。

7. Many experts point out that physical exercise contributes directly to a persons physical fitness.

许多专家指出体育锻炼直接有助于身体健康。

8. Proper measures must be taken to limit the number of foreign tourists and the great efforts should be made to protect local environment and history from the harmful effects of international tourism.

应该采取适当的措施限制外国旅游者的数量，努力保护当地环境和历史不受国际旅游业的不利影响。

9. An increasing number of experts believe that migrants will exert positive effects on construction of city. However, this opinion is now being questioned by more and more city residents, who complain that the migrants have brought many serious problems like crime and prostitution.

越来越多的专家相信移民对城市的建设起到积极作用。然而，越来越多的城市居民却怀疑这种说法，他们抱怨民工给城市带来了许多严重的问题，像犯罪和卖淫。

10. Many city residents complain that it is so few buses in their city that they have to spend much more time waiting for a bus, which is usually crowded with a large number of passengers.

许多市民抱怨城市的公交车太少，以至于他们要花很长时间等一辆公交车，而车上可能已满载乘客。

英语写作是语言综合运用能力的具体体现，也是很多高中学生学习中的弱项。如何提高自己的英语写作能力呢?

一、提高英语写作能力的原则

(一)渐进性原则。要坚持“句—段—篇”的训练程序，由易到难，循序渐进。在英语写作的初始阶段，要始终注意培养学生良好的写作习惯，狠抓基本功训练。在学生掌握了基本句型并能写出简单句子后，再要求学生根据一些体例写出小段的文章。在段落写作中要引导学生分析段落的结构、段落的中心句、句与句之间的逻辑关系、写作手法等，这样有利于下一步一篇文章的写作。在文章写作中要教会学生如何构思文章、如何运用正确的写作技巧等。

(二)多样性原则。要坚持训练形式的多样化及写作文体的多样性。从形式上而言，可以用回答提问的口头作文，也可以用续写故事;可以改写课文，也可以仿写课文;可以写提纲训练谋篇布局，也可以写拓展段训练发散思维……。从文体上而言，可以写说明文、议论文、记叙文，也可以写书信、便条、通知等实用文体。

(三)结合性原则。要坚持听说读训练和写训练相结合。根据语言习得理论，学习者在学习时常先通过听和读吸取语言知识，从而了解别人的思想，再通过说和写来表达自己的思想，让别人了解自己。大量的听说训练能促进读写能力的提高。因此，写与听说读紧密结合，进行多元化的能力训练，可使学生的各项能力互相影响、互相渗透、互相促进。

(四)控制性原则。要坚持写作前的指导，控制学生的汉语语言思维，发展英语语言思维。语言学习在很大程度上主要是模仿，而非随心所欲地自由表达。教师要加强写作前的指导，可给出范文让学生模仿，以熟悉其语篇结构。同时要控制其汉语语言思维，尽可能让学生习惯英语语言思维，以便于学生学习和掌握地道、正确的英语。

(五)持久性原则。要坚持长期、正确的写作训练。英语写作能力的提高并非一朝一夕之事，而是一个长期的、艰巨的、渐进的过程。这就要求教师、学生都要有充分的思想准备，要有坚韧不拔的意志和必胜的信心。

二、提高英语写作能力的方法。

(一)通过积累词汇量，提高英语写作能力。犹如土木砖石是建筑的材料一样，词汇是说话写作的必需材料，也是制约写作能力提高的瓶颈。可以想象，如果要写一个句子，10个单词有8个单词拼写错误或拼写不出，有2 个单词用法不当，又怎么能清楚地表达自己的思想呢?因此，在平时的教学中要强调学生记忆单词，记住单词的拼读、用法、意思等。记忆单词的方法有很多，各人有各人的记忆方法和习惯，可因人而异。教师可通过要求学生朗读单词、听写单词、默写单词、遣词造句、词汇竞赛等多种方法促进学生记单词。记忆单词是一个长期的反复的过程，要长期地坚持下去，才能不断积累大量的词汇，为英语写作打下坚实的基础。

(二)通过扩大阅读量，提高英语写作能力。古人云“熟读唐诗三百首，不会作诗也会吟”，这是汉语的一种学习方法，同样可借鉴于英语写作。多阅读是学生增加接触英语语言材料、接受信息、活跃思维、增长智力的一种途径，同时也是培养学生英语思维能力、提高理解力、增强语感、巩固和扩大词汇量的一种好方法，有利于促进英语写作能力的提高。在阅读训练中，教师要注意以下问题：一是指导阅读方法，分析文章结构、中心思想、段落中心句、写作方法等，帮助学生掌握各类文章的结构及写作方法。二要精读与泛读相结合，通过推敲优秀的文章来学会写作方法和选词用词;通过大量的泛读来吸取信息量，扩大词汇量。三要扩大阅读量。提供阅读的材料涉及面要广，才能不断扩大学生的知识面，使学生适应各种题材的写作。

(三)通过提高听说能力，提高英语写作能力。英语听说读写四种能力是相互影响、相互促进的，提高听说能力必定会促进写作能力的提高。要提高听说能力关键在于创设一个良好的英语环境。教师要尽可能地用英语授课，多开展专门的听说训练，同时开展丰富多彩的课外英语活动，让学生沉浸在英语海洋中去领略、去体会、去使用英语，久而久之，学生自然能使用正确的、地道的英语进行交谈与写作。

(四)通过重视写作过程，提高英语写作能力。长期以来，英语写作成果教学法(THE PRODUCT APPROACH)在我国居于主导地位，教师根据写作的终成品来判断写作的成败，重视写作的技术性细节(如格式、拼写、语法等)，忽视写作过程的指导。

小学阶段不同年级的作文有不同要求和写作技巧小学英语写作指导小学英语写作指导。

对于小学3年级的学生，在他们已经掌握好了如颜色(colour)、衣服(clothes)、数字(number)、星期(day of the week)、月份(month)、宠物(pet)、情感(feeling)、身体部位(body)、文具(school things)的基础上进行文章的填空，如果学生能够按照文章的要求写进相关的信息，那就已经很不错了。下面是一个自我介绍的简单例子：

Myself

Hello，my name is_____. I am_____years old.My favourite colour is_____，_____， and_____.My favourite pet is______，_____ and______. My favourite food is_____，______and______.My favourite day is______. My favourite school thing is______and______.My favourite number is and______.I am______today.

上面的这个例子，如果学生能够依次能吧自己的姓名、年龄、喜欢的颜色、喜欢的宠物、喜欢的食物、喜欢的日子、喜欢的文具、喜欢的数字和今天的心情准确无误地写出来，那么就已经能够完成了3年级阶段的作文要求。

对于4年级的学生，可以写一篇介绍自己课室或者自己卧室的文章。下面是一篇4年级学生的介绍课室范文。

My classroom

I am studying at Tongji primary school.I am in Class Two, Grade Four. (介绍自己所在的学校和所在的年级) There is a blackboard in front of the classroom. There are twenty-five desks in our classroom, they are brown. There are many books on the desk. There are fifty students, thirty boys and twenty girls. There is a picture on the wall. There are two fans on the wall. (用there+be句型把班里和摆设和班上的人数都表达出来了) It is tidy and clean.I like my classroom very much.(最后是作者的总结)

对于5年级的学生，作文的要求也提高了很多，很多学生在介绍别人或者是写自己喜欢的小动物的时候很容易忘了第三人称单数动词要加ses，如：He get up at 7 o’clock(get忘了加s)，在用到现在进行的时候动词很容易忘了加ing(如I am play the piano，play就忘记了加ing)，介词和介词短语也占了很重要的位置如介词in，on，at，of。介词短语如dream of(区分dream that)和be afraid of都是很重要的介词短语，很多学生忘记了介词后面要加动词小学英语写作指导少儿基础英语。

对于6年级的学生，作文考查的是英语的综合应用能力，而且出的题目大部分都是看图作文，这就在一定程度上增加了写作的难度，它也是综合了3年级的分类词汇，4年级的句型，方位介词，5年级的重点介词短语和时态，不过我相信只要平时多点积累单词和句型、多点动笔、多注意语法上的问题、多看作文书，那么就能写出流畅、有深度的文章。

攻克英语写作：滴水穿石，积累成章

考研作文作为考查考生语言表达等综合能力的题型，是考研英语的压轴戏。考生在日常复习中应更趋向于积累。考研作文的复习和提高是与一些科学的学习方法和有效的学习技巧分不开的，在此，万学海文考研英语辅导专家提供大家一些练习方法及技巧，希望对同学们有所帮助。

考研作文分为大、小两类。小作文多以应用文体裁为主，例如求职信、感谢信、辞职信，道歉信等，这类作文不需要复杂华丽的文采修饰，表意明确就可以了；大作文的题型多是通过图片或者提示文字，要求考生完成提示所透视出来的问题。命题范围，从近几年看，都比较倾向于当前社会热门话题或观念。

一、欲速则不达，步步行进

想要达到一定的程度，首先要向这个程度看齐。就写作来说，如果你想将自己的作文水平提高到一个质的飞跃，首先你要懂得去吸取别人文章中的精华。这个吸取精华的过程就是阅读。只有多阅读，才能够培养起良好的语感，才会知道如何去构思，如何去质疑别人的观点，表达清楚自己的意思。正所谓"读书破万卷，下笔如有神"。无论何时，大家都勿急躁，因为"跑"得好的前提是"走"，

作文这种慢火候才能提高的题更是如此，一步一个脚印才是写作稳步提高的策略。

近些年写作考题的内容和主题，基本都与当年的热点话题有一定的关系，所以平时多阅读英语报纸、杂志，能够帮助你掌握更多的话题资源。对于比较热点、比较重要的主题，可以有目的地进行搜集整理。阅读的过程也应该讲究方法，应该以泛读与精读结合的方式进行学习。一些好的文章建议你读过以后做英文阅读笔记（即观后感）。在读与写的过程中，你的写作水平自然会得到快速提高。

二、在研读中背记

除了读与写，还要进行适当的背。背诵是积极备战快速提高写作成绩的一条捷径。建议考生可以选择历年真题中的写作佳文，先是研究，思考人家是怎么构思，怎么写的，获得高分的闪光点在哪。再在理解的基础上记忆，更能够在无形中增强你的表达能力。同学们也可以拿一些英语原著名篇来读、背，这样可以加强自己的语感，使自己的表达更加地道。

三、每周一练，积累成章

表达能力需要考生平时多一点练习，给自己制定一个写作计划。一周至少练习一篇文章。在加强写作练习之后，你的文章才能够 "成章"。因此，实际动手的能力至关重要。平时训练的重点应该锁定在文章是否切题，行文是否表意明确、通顺，有无语法错误等。另外，一定要给每一次行文限定一个可行的时间。并且，按照这个时间严格要求自己完成。

如果你能够找到范文，然后在练习之后进行比较，效果会更加明显。假使没有范文作为标样，建议你可以找英语水平较好的同学看一看。也许评看你作文的这个考生英语水平不是很高，但个人看别人文章的缺点很容易看出来。如果条件允许，找老师请教一下最好。

掌握好的方法加之持之以恒，相信最后的成功一定属于你，继续坚定的考研信念，自信满满的走下去。

要点：实际上中考英语写作就等于两个字，翻译!因为中考英语写作一般会给出几个要点，要求必须在文章中有所体现。文章写的再好，只要缺少要点就会扣分。所以要点，也就是文章的第二段内容，要做到全，围绕中心。

结构：中考最流行的结构就是三段式，深受各地区中考英语写作阅卷老师的喜爱。为什么尼?因为这种结构十分清晰。“观点——要点——总结”让人一目了然。三段式的第一段：简单明了，开门见山，不超过2句话，如，我们想表达小强很强壮，第一段直接说XQis extremely strong。观点明确，这一句足矣。

第二段：分2-3点说为什么他强壮。1. 每天吃10顿饭，He has ten mealseveryday!详举吃的是什么。2. 每天运动2小时，He does exercise 2 hours a day!详举做了什么运动。

第三段：经过第二段的论证，可以得出结论。但请注意，不能完全照抄第一段，要有升华。也可以提出希望和建议等。如，Howstrong and robust XQ is!I hope to be him one day!

逻辑：这里的逻辑实际指的就是逻辑词。最常用的就是表示递进的，转折的，总结的逻辑词等。递进：除了first，second，third，finally等还可以使用高级点的，如first of all(首先)，in addition，whatsmore，moreover(都是另外的意思)，in a word，all inall(表示总结的)。转折：but，yet，however等。真正有经验的阅卷老师会很注意这些逻辑连接词，因为这些词体现了这个文章的思路。

语法：其他几点都不是硬性的要求，不那样做不能说是错，只能说是不好，但是语法却是硬性的。如，单词的使用，时态等。

亮点：当我们将前八个字都做得很完美的时候也只能得到一个二等文的上。要想得到一等文，最后两个字，亮点至关重要。大家设想如果我们是阅卷老师。有两篇写人美丽的作文摆在我们面前，都是结构清晰的三段式，要点都很全，都用了一些逻辑词，都没有语法错误，但是A篇只用了beautiful，good-looking，B篇却用到了attractive，charming，catching等，我坚信正常人都会给B篇高分的。这些高级一点的词汇，词组，句型便是我们得到一等文的最有力的绝招。所以，以后写英语作文要养成一般词汇限量用的好习惯。