高中英语写作万能模板（精彩20篇）

Six years old, my father and mother to play in Jinan.

Arrived in Jinan, my mother said to me: "Taishan in Jinan, we have to go to Mount Taishan?" I heard a surprise, the original world famous Taishan in Jinan! I quickly answered: "Yes, yes, we Go now.

We ride to the foot of Mount Tai. I look at the top of Mount Tai, how can not see the head, I am afraid of some. But my father said: "You want to see the beauty, it can only board the top of the mountain, infinite scenery in the Xianfeng it!" I listened, did not hesitate to climb to the top of the hill. Boarded the hillside, I am tired, legs a little soft, they would like to sit down and rest for a while, my father pointed to the front, I looked at it, was actually Nantianmen. Dad said to me: "In the myth, the East China Sea Dragon King is in this was beaten by this meal, after the Nantianmen, the scenery more beautiful." I heard, the spirit of the lifted, they summon the courage to continue climbing. After the Nantianmen, the distance has been carried out more than half of the. I and my father tired of panting, intends to sit on the stone steps for a while. My mother scolded: "This is not a place to rest, to rest back to the hotel lying, really unpromising." I heard, said to my father: "We are tired, we can not let the mother to let us fall." , And pulled me away, I think: see how my mother also trained us.

Finally boarded the top of the hill, looking around, I saw the clouds around the clouds, white clouds floating at my feet, I am intoxicated, as if to the Temple. In the distance, a mountain peak of the forest, the magnificent, pines and cypresses, lush, a good paradise on earth! As Dad said, infinite scenery in the Xianfeng ah!

Climbing is the will of the temper, is the embodiment of perseverance. The mountain so that I understand the "world is no trouble, as long as the climb" the truth.

[高中英语作文旅游

英语写作过程中我们经常会用到一些短语，下面请看语文迷整理的高级英语短语，希望对你有帮助。

1. feel frustrated (挫折的)/ discouraged

2. a precious (宝贵的) experience

3. raise / arouse the awareness of …

4. acquire knowledge and skills学习知识和技能

5. a growing /increasing tendency

6. have a desire for sth / to do sth

7. put sth into practice

8. be closely related to…与…息息相关

9. be essential to sb 对某人来说必不可少

10. in a society with more competitions and challenges / in a competitive society

11. be keen on… 热衷于…

12. broaden one’s horizons开阔眼界

13. a large variety of / a wide range of …

14. make one’s dream come true

15. lay a solid/firm/stable foundation for/in…为…/在…方面打下坚实的基础

16. listen to teachers attentively

17. make a practical plan

18. motivate sb to do sth

19. bury oneself into study埋头学习

20. our determination and efforts

21. express my gratitude to her sincerely

22. be strict with sb in sth

23. achieve the final victory

24. encounter/face some difficulties

25. neglect the disadvantages

26. With the great efforts we’ve made, …

27. enhance/improve his ability of singing

28. be optimistic about

29. hold the strong belief that…

30. I’m confident / I’m convinced that…

31. with iron will and perseverance

32. pursue one’s dream 追逐梦想

33. arouse one’s passion for…唤起对…的热情

34. resist the temptation of good food

35. change one’s original mind

36. spare no effort to do sth 不遗余力做…

37. redouble one’s effort 加倍努力

38. leave a deep impression on sb

39. turn to sb for help / advice

40. relieve/lessen/reduce/ease one’s burden

41. with time going by=as time goes by

42. cherish/treasure/value our lives

43. vary from person to person

44. a boarding school 寄宿制学校

45. What surprised me most was that…

46. cause severe consequences(后果)

47. pay their tuition/school fees/schooling

48. physically and mentally

49. Some in favor of it think that…., while others are against it, holding the opinion that…

50. Success stems from hard work as it can help us accomplish the goal we’re striving for.

51. establish a special fund to help the poor

52. its negative aspect/impact is also obvious.

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

A Lovely Cat

Several days ago, Mother brought home a little cat. I gave her a nice name "Mimi".

She is black all over except her: four feet and a small nose. There is also a white bib on her chest. Can you imagine what she looks like? Every morning she gets up the earliest. Then she always climbs up my bed and wakes me up. When we sit at table having our meal, she often runs under the table and even climbs onto our knees, it seems as if she was saying, "Let me join you. I want something to eat."

"Mimi" likes to lie onthe floor in the sunshine. She feels;comfortable that way. She looks more lovely when doing that.

I like "Mimi" very much because the cat brings us a joy of the family. 可爱的小猫

几天前，妈妈将一只小猫带回家，我给它起了一个美丽的名字叫"咪"。 "咪"除了四足和鼻子是白的，其余都是黑的，看上去，好像在胸前打了一个白领结，你能想象出它是什么样了吗?

每天早上，它总是起得很早，然后跳到我的床上，把我叫醒，我们坐在桌前吃早餐时，它会从桌下轻轻爬到我们的膝盖上，好像在说："我也想吃东西。" "咪"喜欢躺在地板上晒太阳，它觉得很舒服。这样做时，它看起来更加可爱。

我非常喜欢"咪"，因为它给我们家带来了欢乐。

[喜欢的小猫英语作文

High school students have come into a sensitive stage, their bodies grow so fast and their minds have to keep up with the change.

The boys and girls start to realize the gender difference, there will be some awkward moments between them.

The troubled adolescent annoys many teenagers, because they have problems all the time. For the girls, they want to look as beautiful as the commercial models, so they go on a diet and struggle with hunger.

For the boys, they want to be as cool as the heroes in the TV, so they pretend to care about nothing and go against the school regulations.

The troubles teenagers meet are very typical, they can talk to their teachers or go to see the psychologist. They need to take the right attitudes towards these problems, or they will go the wrong way.

高中生来到了敏感的阶段，他们的身体快速成长，思想不得不跟上这样的变化。男孩和女孩意识到了性别的不同，他们之间会存在尴尬的时刻。烦恼的青春期困恼着很多青少年，因为他们总是会有问题。

对于女孩来说，她们想要看起来和商业模特那样美丽，因此她们节食，挣扎于饥饿。对于男孩子来说，他们想要和电视上的英雄们那么酷，因此他们假装对一切不在意，违背校规。青少年遇到的麻烦是很典型的，他们可以和老师聊聊，或者去咨询心里医生。他们需要正确对待这些问题，不然容易走歪道。

[高中英语作文：烦恼的青春期

Nowadays, some discussions about the childrens education and management

have raised the whole social concern. It seems not only about childrens

personal development, but also about the whole countrys future.

There are two main views in debate, which of them is that children should

obey the rules set by parents and teachers. The other is that less control will

help children to deal with their future adult life.

As for the former, the advantages of it seem to be very apparent, which of

them is that children can make a distinction between right and wrong things. And

they will have a sense of principle and responsibility. Of course, the

disadvantages are also very clear. Firstly, children will be lacking in

imagination and creation. Secondly, they cannot make up their mind on their

own.

Concerning the latter, the view seems to be reasonable because in this ways

these children are more clever and active to create something special. However,

the drawbacks couldnt be ignored as a result of a problem that children cannot

get a clear understanding of their lifetime.

Combining the both points, as far as Im concerned, parents and teachers

are supposed to instruct children to obey the primary principle when they do

some deeds. Moreover, children need more freedom to realize their dreams. Only

in this way can the problem be solved perfectly.

In conclusion, we cant only support one side simply. On the contrary, we

ought to choose different measures to educate children flexibly.

一：用介词短语替代从句，例：

原句：While they were playing tennis， she started an argument that lasted all morning.

修改后：During tennis she started an argument that lasted all morning.

原句：When you come to the second traffic light， turn right.

修改后：At the second traffic light turn left.

二：删除诸如"who is"或"that is"之类的关系代词，变从句为短语，例：

句：The novel， which is written in three parts， told a story that took place in the Middle Ages.

修改后：The three-part novel told a story set in the Middle Ages.

注：把句中的"three parts"改用形容词来表达，节省了四个不必要的单词"which is written in"。我们经常可以将关系代词如"that"去掉，这只会引起最少的变动。

三：剔除你不需要的单词，例：

Two joint partners will present their views over a long-distance telephone call. 写完这样的句子后，你自己再读一遍，挑出单词"joint"和"telephone"，注意删去不必要的词。

日记是用来叙述一天中发生的有意义事件的文体。

第一，注意日记的格式：一般是左上角写当天的日期，右上角写当天的天气情况(cloudy/clear/windy/rainy/fine/snowy…)。日期通常采用两种写法：一种是按“月、日、年”顺序；另一种是按“日、月、年”的顺序。注意要在年份之前有一个逗号，而且月份通常可用缩写词（如：Jan.,Feb.,Mar.等）。如果需要写星期，可将其写在日期的前面或后面。如：Monday,May15th,2008或May15th,2008,Monday

第二，抓准日记的时态：日记记叙的时间通常是在当天的下午或晚上，因此所用的时态多为过去时态。但应灵活掌握，如果日记叙述天气、描写景色或为了描写生动，也可用现在时。

第三，日记一般按事情发生的先后顺序记述，所以常需借助一些表示先后顺序的词语，如atfirst,then,lateron,afterwards,finally,atlast等。一定要注意句与句、段与段之间的连接和过渡，适当使用一些过渡词语使其连接紧凑、过渡自然。

第四，确立日记的中心要点，尽量突出主题，可以通过对某个细节、某个侧面的描写来突出主题，千万不要写成一个流水帐。

高考语文作文万能开头、结尾原则一：首尾相应结构严谨

例：

1、(开头)在城市尽头，没有繁华的街市，闪亮的霓虹;在城市的尽头，只有破旧的棚户区，有饱经生活风霜的生命;在城市的尽头、有他们这样一群人。

(结尾)太阳从地平线上升起，照亮了城市的尽头，照亮了他们的生活。

2、(开头)站在塞纳河畔，可以触摸巴黎时尚而又典雅的脉搏;身处第五大道、可以感受纽约华丽而又绚烂的气息;漫步银座街头，可以领略东京古老而又现代的文化;停留黄浦江边，可以体味上海兼容而又独特的精神……

(结尾)我在无限的思考中面对都市，触摸它的外壳，也渴望触摸它的灵魂。但愿有朝一日它的内质可以像外壳一样美丽动人，但愿有朝一日那些虚假与轻浮都会变得真实与坚固，但愿是"云销雨霁，彩彻区明"，但愿我们可以重新触摸到都市那由内而外的如花般缩放的美丽。

高考语文作文万能开头、结尾原则二：自然收束

例：

(开头)人生，其实就是一次过程，很多事，很多人，失败过，经历过才会懂，才会成熟。当失败来临的时候，不要伤悲，而应该看作是一次成长的机会，一次锻炼的机会。冲过去，会更美好、更灿烂的生活等着你，更会有一番成就感;如果退而不前，那只能迎来更多的失败，更多人生的遗憾。

(结尾)当我们快要走完人生路时，回首这一生，特别是那些困难和失败时，会觉得，或许正是由于这些，丰富了我们的人生，战胜、克服了它们，才让我们的人生更加完美无瑕。

高考语文作文万能开头、结尾原则三：画龙点睛

例：

(开头)怆然的灾难，古来有之。然而历史由古而今谁可曾见过这般振奋人心，撼天动地的团结?《史记》有云：民与民同心，则家安之，君与民同心，则国兴之。在今天，这是人民与人民，人民与国家，国家与世界的携手，何愁家不安，何愁国不兴?

(结尾)青山一道，我们同历风雨，团聚一处。而将五洲四海的人们集汇在-起的纽带，也许，是这样的期望：为天下立心，为生民立命，为往圣续绝学，为万世开太平!

高考语文作文万能开头、结尾原则四：使用诗歌

例：

流光容易把人抛，红了樱桃，绿了芭蕉。走在自己生命路上，有时很难看清自己是否走了弯路。不妨跳出来，调准焦距，才能照出最好生活。

高考语文作文万能开头、结尾原则五：妙用修辞

Today is my birthday and Im so excited about it.In the morning I put a

note on the table for my mum and it said,"Today is my birthday,dont forget

it!"At school,I got many gifts and cards for my classmates and had a lot of

fun.But I was still expecting the birthday party after school.

When it was time to leave school I couldnt wait to go home.When I open the

door,there wasnt anybody in the house.There was only a note that said,"Coming

home late tonight,mum and dad."I try to call them but there was no answer.I was

so shocked,do they forget my birthday?How could this be!I was so sad that I

couldnt eat anything.I just did my homework and waited for them.

And then,things changed completely.It was about time for dinner,my mother

called and told me to go to the restanrant near our house.When I got there I

couldnt believed my eyes.Everybody was there:my parents,my relatives,my friends

and even my classmates.There was so many gifts and a big cake.What a surprising

birthday party!We had a good time and it was the best birthday party ever.

It is widely accepted that to work independently has the obvious advantage

that it can prove one’s ability. However, I believe that teamwork is more

important in the modern society and teamwork sprit has become a required quality

by more and more companies.

In the first place, we are situated in a complicated society and we often

encounter tough problems that are beyond our ability. It is especially at this

moment that teamwork proves to be exceedingly important. With the help of the

team, these problems can be solved easily and quickly, which could improve work

efficiency.

In the second place, teamwork provides a chance to cooperate with workmate,

it will make a friendly and enjoyable work environment, which is an important

factor influencing employees’ belief in the company as a good workplace.

Finally, teamwork contributes to the prosperity of the companies. With all

workmates’ knowledge combined, the companies possess high work efficiency and an

ability to deal with whatever problems. As a result, the companies can make more

profits and develop more quickly.

In sum, teamwork is very important, no one could live individually, they

must rely on others in some way. Hence, work together could make life

easier.

导语：每个人都有自己的妈妈，你喜欢你的妈妈吗?下面是yuwenmi小编为大家整理的优秀英语作文，欢迎阅读与借鉴，谢谢!

My mother has no idea that her ninetieth birthday is coming up. She has no notion of the time of day, the day of the week. the season of the year, the year of the century. No notion of the approaching millennium. And no idea any longer, who I am. Her forgetting of me happened just a few months ago, after I had been traveling for more than a month and hadnt been to see her. When I came back, she asked me if I were her niece, l said no, I was her daughter. "Does that mean I had you?" she asked. 1 said yes. "Where was I when l had you?" she asked me. I told her she was in a hospital in Far Rockaway. New York. "So much has happened to me in my life." she said "You cant expect me to remember everything."

My mother was once a beautiful woman, but all her teeth are gone now. Toothless. No woman can be considered beautiful. Whenever I visit her in the nursing home, she is sitting at the table in the common dining room, her head in her hands, rocking. Medication has eased her anxiety, but nothing moves her from her stupor except occasional moments of fear, too deep for medication. This is a room that has no windows, that lets in no light, in which an overlarge TV is constantly blaring, sending images that no one looks at where the floors are beige tiles, the walls cream colored at the bottom, papered halfway up with a pattern of nearly invisible grayish leaves. Many of the residents sit staring, slack-jawed, open mouthed. I find it impossible to imagine what they might be looking at.

When I walk into the dining room on the day of my mothers birthday, I see that she has already been served lunch. The staff has forgotten to hold it back. Though I told them a week ago that I would be providing lunch. She hasn’t touched anything on her tray except a piece of carrot cake, which she holds in her hands. The icing is smeared on her hands and face. I dont want my friends to see her smeared with icing, so I wet a paper towel and wipe her. This fills me with a terrible tenderness, recalling, as it does. a gesture I have performed for my children. As I wipe my mothers face, I see that her skin is still beautiful I hold her chin in my hand and kiss her forehead. I tell her its her birthday, that shes ninety years old. "How did that happen?" she asks. "I cant understand how that could happen."

l have brought her a bouquet of crimson, yellow, and salmon-pink snapdragons. She likes the flowers very much. She likes the name. "Snapdragons. It seems like an animal thats going to bite inc. But its not an animal, its a plant. Thats a funny thing,"

I have bought food that I hope will please my mother, and that will be easy for her to eat: orzo salad with little pieces of crayfish cut into it, potato salad, small chunks of marinated tomatoes. I have bought paper plates with a rust-colored background, upon which are painted yellow and gold flowers and blue leaves.

My friends Nola and Gary come for my mothers birthday. When we are about to leave, I tell my mother that Im going on vacation, mat I wont see her for three weeks, that 1 am going to the sea. "How will I stand that, how will I stand thats she says, but I know that a minute after I’m gone shell forget I was there.

下面是语文迷网小编为大家整理的英语写作的经典句式，希望对你有帮助。

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. 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。

11. There is no denying the fact that air pollution is an extremely serious problem: the city authorities should take strong measures to deal with it.

无可否认，空气污染是一个极其严重的问题：城市当局应该采取有力措施来解决它。

12. An investigation shows that female workers tend to have a favorable attitude toward retirement.

一项调查显示妇女欢迎退休。

12a. A proper part-time job does not occupy students too much time. In fact, it is unhealthy for them to spend all of time on their study. As an old saying goes: All work and no play makes Jack a dull boy.

一份适当的业余工作并不会占用学生太多的时间，事实上，把全部的时间都用到学习上并不健康，正如那句老话：只工作，不玩耍，聪明的孩子会变傻。

14. Any government, which is blind to this point, may pay a heavy price.

任何政府忽视这一点都将付出巨大的代价。

15.Nowadays, many students always go into raptures at the mere mention of the coming life of high school or college they will begin. Unfortunately, for most young people, it is not pleasant experience on their first day on campus.

当前，一提到即将开始的学校生活，许多学生都会兴高采烈。然而，对多数年轻人来说，校园刚开始的日子并不是什么愉快的经历。

16. In view of the seriousness of this problem, effective measures should be taken before things get worse.

考虑到问题的严重性，在事态进一步恶化之前，必须采取有效的措施。

17. The majority of students believe that part-time job will provide them with more opportunities to develop their interpersonal skills, which may put them in a favorable position in the future job markets.

大部分学生相信业余工作会使他们有更多机会发展人际交往能力，而这对他们未来找工作是非常有好处的。

18. It is indisputable that there are millions of people who still have a miserable life and have to face the dangers of starvation and exposure.

无可争辩，现在有成千上万的人仍过着挨饿受冻的痛苦生活。

19. Although this view is wildly held, this is little evidence that education can be obtained at any age and at any place.

尽管这一观点被广泛接受，很少有证据表明教育能够在任何地点、任何年龄进行。

20. No one can deny the fact that a persons education is the most important aspect of his life.

没有人能否认：教育是人生最重要的一方面。

21. People equate success in life with the ability of operating computer.

人们把会使用计算机与人生成功相提并论。

22. In the last decades, advances in medical technology have made it possible for people to live longer than in the past.

在过去的几十年，先进的医疗技术已经使得人们比过去活的时间更长成为可能。

23. In fact, we have to admit the fact that the quality of life is as important as life itself.

事实上，我们必须承认生命的质量和生命本身一样重要。

24. We should spare no effort to beautify our environment.

我们应该不遗余力地美化我们的环境。

25. People believe that computer skills will enhance their job opportunities or promotion opportunities.

人们相信拥有计算机技术可以获得更多工作或提升的机会。

26. The information Ive collected over last few years leads me to believe that this knowledge may be less useful than most people think.

从这几年我搜集的信息来看，这些知识并没有人们想象的那么有用。

27. Now, it is generally accepted that no college or university can educate its students by the time they graduation.

现在，人们普遍认为没有一所大学能够在毕业时候教给学生所有的知识。

28. This is a matter of life and death--a matter no country can afford to ignore.

这是一个关系到生死的问题，任何国家都不能忽视。

29. For my part, I agree with the latter opinion for the following reasons:

我同意后者，有如下理由：

30. Before giving my opinion, I think it is important to look at the arguments on both sides.

在给出我的观点之前，我想看看双方的观点是重要的。

31. This view&nbsnbsp;is now being questioned by more and more people.

这一观点正受到越来越多人的质疑。

32. Although many people claim that, along with the rapidly economic development, the number of people who use bicycle are decreasing and bicycle is bound to die out. The information Ive collected over the recent years leads me to believe that bicycle will continue to play extremely important roles in modern society.

尽管许多人认为随着经济的高速发展，用自行车的人数会减少，自行车可能会消亡， 然而，这几年我收集的一些信息让我相信自行车仍然会继续在现代社会发挥极其重要的作用。

33. Environmental experts point out that increasing pollution not only causes serious problems such as global warming but also could threaten to end human life on our planet.

环境学家指出：持续增加的污染不仅会导致像全球变暖这样严重的问题，而且还将威胁到人类在这个星球的生存。

34. In view of such serious situation, environmental tools of transportation like bicycle are more important than any time before.

考虑到这些严重的状况，我们比以往任何时候更需要像自行车这样的环保型交通工具。

35. Using bicycle contributes greatly to peoples physical fitness as well as easing traffic jams.

使用自行车有助于人们的身体健康，并极大地缓解了交通阻塞。

36. Despite many obvious advantages of bicycle, it is not without its problem.

尽管自行车有许多明显的优点，但是它也存在它的问题。

37. Bicycle cant be compared with other means of transportation like car and train for speed and comfort.

在速度和舒适度方面，自行车是无法和汽车、火车这样的交通工具相比的。

38. From what has been discussed above, we may safely draw the conclusion that advantages of bicycle far outweigh its disadvantages and it will still play essential roles in modern society.

通过以上讨论，我们可以得出结论：自行车的优点远大于缺点，并且在现代社会它仍将发挥重要作用。

39. There is a general discussion these days over education in many colleges and institutes. One of the questions under debate is whether education is a lifetime study.

当前在高校和研究机构对教育存在着大量争论，其中一个问题就是教育是否是个终身学习的过程。

40. This issue has caused wide public concern.

这个问题已经引起了广泛关注。

41. It must be noted that learning must be done by a person himself.

必须指出学习只能靠自己。

42. A large number of people tend to live under the illusion that they had completed their education when they finished their schooling. Obviously, they seem to fail to take into account the basic fact that a persons education is a most important aspect of his life.

许多人存在这样的误解，认为离开学校就意味着结束了他们的教育。显然，他们忽视了教育是人生重要部分这一基本事实。

43. As for me, Im in favor of the opinion that education is not complete with graduation, for the following reasons:

就我而言，我同意教育不应该随着毕业而结束的观点，有以下原因：

44. It is commonly accepted that no college or university can educate its students by the time they graduate.

人们普遍认为高校是不可能在毕业的时候教会他们的学生所有知识的。

45. Even the best possible graduate needs to continue learning before she or he becomes an educated person.

即使最优秀的毕业生，要想成为一个博学的人也要不断地学习。

46. It is commonly thought that our society had dramatically changed by modern science and technology, and human had made extraordinary progress in knowledge and technology over the recent decades.

人们普遍认为我们的现代科技使我们的社会发生了巨大的变化，近几十年人类在科技方面取得了惊人的进步。

47. Now people in growing numbers are beginning to believe that learning new skills and knowledge contributes directly to enhancing their job opportunities or promotion opportunities.

现在越来越多的人开始相信学习新的技术和知识能直接帮助他们获得工作就会或提升的机会。

48. An investigation shows that many older people express a strong desire to continue studying in university or college.

一项调查显示许多老人都有到大学继续学习的愿望。

49. For the majority of people, reading or learning a new skill has become the focus of their lives and the source of their happiness and contentment after their retirement.

对大多数人来讲，退休以后，阅读或学习一项新技术已成为他们生活的中心和快乐的来源。

50. For people who want to adopt a healthy and meaningful life style, it is important to find time to learn certain new knowledge. Just as an old saying goes: it is never too late to learn.

对于那些想过上健康而有意义的生活的人们来说，找时间学习一些新知识是很重要的，正如那句老话：活到老，学到老

51. There is a general debate on the campus today over the phenomenon of college or high school students doing a part-time job.

对于大学或高中生打工这一现象，校园里进行着广泛的争论。

52. By taking a major-related part-job, students can not only improve their academic studies, but gain much experience, experience they will never be able to get from the textbooks.

通过做一份和专业相关的工作，学生不仅能够提高他们的专业能力，而且能获得从课本上得不到的经验。

53. Although people’s lives have been dramatically changed over the last decades, it must be admitted that, shortage of funds is still the one of the biggest questions that students nowadays have to face because that tuition fees and prices of books are soaring by the day.

近几十年，尽管人们的生活有了惊人的改变，但必须承认，由于学费和书费日益飞涨，资金短缺仍然是学生们面临的最大问题之一。

54. Consequently, the extra money obtained from part-time job will strongly support students to continue to their study life.

因此，业余工作挣来的钱将强有力地支持学生们继续他们的求学生活。

55. From what has been discussed above, we may safely draw a conclusion that part-time job can produce a far-reaching impact on students and they should be encouraged to take part-time job, which will benefit students and their family, even the society as a whole.

通过上面的讨论，我们不难得出结论：业余工作对学生们会产生深远的影响，我们应鼓励学生从事业余工作，这将有利于学生和他们的家庭，甚至整个社会。

56. These days, people in growing numbers are beginning to complain that work is more stressful and less leisurely than in past. Many experts point out that, along with the development of modern society, it is an inevitable result and there is no way to avoid it.

现在，越来越多的人们开始抱怨工作比以前更有压力。许多专家指出这是现代社会发展必然的结果，无法避免。

57. It is widely acknowledged that computer and other machines have become an indispensable part of our society, which make our life and work more comfortable and less laborious.

人们普遍认为计算机和其他机器已经成为我们社会必不可少的一部分。 它们使我们的生活更舒适，减少了大量劳动。

58. At the same time, along with the benefits of such machines, employees must study knowledge involved in such machines so that they are able to control them.

同时，随着这些机器带给我们的好处，员工们也必须要学习与之相关的知识以便使用它们。

59. No one can deny the basic fact that it is impossible for average workers to master those high-technology skills easily.

没有人能否认这一基本事实：对于一般工人来讲，轻松掌握这些技术是不可能的。

60. In the second place, there seem to be too many people without job and not enough job position.

第二方面，失业的人似乎太多而又没有足够的工作岗位。

61. Millions of people have to spend more time and energy on studying new skills and technology so that they can keep a favorable position in job market.

成千上万的人们不得不花费更多的精力和时间学习新的技术和知识，使得他们在就业市场能保持优势。

62. According to a recent survey, a growing number of people express a strong desire to take another job or spend more time on their job in order to get more money to support their family.

根据最近的一项调查，越来越多的人表达了想从事另外的工作或加班以赚取更多的钱来补贴家用的强烈愿望。

63. From what has been discussed above, I am fully convinced that the leisure life-style is undergoing a decline with the progress of modern society, it is not necessary a bad thing.

通过以上讨论，我完全相信，随着现代社会的进步，幽闲的生活方式正在消失并不是件坏事。

64. The problem of international tourism has caused wide public concern over the recent years.

近些年，国际旅游的问题引起了广泛关注。

65. Many people believe that international tourism produce positive effects on economic growth and local government should be encouraged to promote international tourism.

许多人认为国际旅游对经济发展有积极作用，应鼓励地方政府发展国际旅游。

66. But what these people fail to see is that international tourism may bring about a disastrous impact on our environment and local history.

但是这些人忽视了国际旅游可能会给当地环境和历史造成的灾难性的影响。

67. As for me, Im firmly convinced that the number of foreign tourists should be limited, for the following reasons:

就我而言，我坚定地认为国外旅游者的数量应得到限制，理由如下：

68. In addition, in order to attract tourists, a lot of artificial facilities have been built, which have certain unfavorable effects on the environment.

另外，为了吸引旅游者，大量人工设施被修建，这对环境是不利的。

69. For lack of distinct culture, some places will not attract tourists any more. Consequently, the fast rise in number of foreign tourists may eventually lead to the decline of local tourism.

由于缺乏独特的文化，一些地方不再吸引旅游者。因此，国外旅游者数量的快速增加可能最终会导致当地旅游业的衰败。

70. There is a growing tendency for parents to ask their children to accept extra educational programs over the recent years.

近些年，父母要求他们的孩子接受额外的教育呈增长的势头。

71. This phenomenon has caused wide public concern in many places of world.

这一现象在全世界许多地方已引起了广泛关注。

72. Many parents believe that additional educational activities enjoy obvious advantage. By extra studies, they maintain, their children are able to obtain many kinds of practical skills and useful knowledge, which will put them in a beneficial position in the future job&nbsnbsp;markets when they grow up.

许多家长相信额外的教育活动有许多优点，通过学习，他们的孩子可以获得很多实践技能和有用的知识，当他们长大后，这些对他们就业是大有好处的。

73. In the first place, extra studies bring about unhealthy impacts on physical growth of children. Educational experts point out that, it is equally important to take some sport activities instead of extra studies when children have spent the whole day in a boring classroom.

首先，额外的学习对孩子们的身体发育是不利的。教育专家指出，孩子们在枯燥的教室里呆了一整天后，从事一些体育活动，而不是额外的学习，是非常重要的。

74. Children are undergoing fast physical development; lack of physical exercise may produce disastrous influence on their later life.

孩子们正处于身体快速发育时期，缺乏体育锻炼可能会对他们未来的生活造成严重的影响。

75. In the second place, from psychological aspect, the majority of children seem to tend to have an unfavorable attitude toward additional educational activities.

第二，从心理上讲，大部分孩子似乎对额外的学习没有什么好感。

一、审题的“精确性”

在上篇中，笔者已经介绍了部分考题中的“绝对性”的应对措施，而根据专家对于过去2年独立写作考题的分析，发现有90%以上的题目属于“支持/反对”型：

2011.01.30

Do you agree or disagree with the following statement?

Because the change of the society is so rapidly, people are less happy or less satisfied with their life than people did in the past time.

而剩下的则是由“对比论述型”构成的：

2011.03.13

Some people think children should spend most of their time in studying and playing while others think they should help their parents with the household chores. What’s your opinion?

在审题时，考生必须首先把题目通读1-3遍，彻底把握题目主旨后，方可进行段落布局。在这里，笔者结合自己的经验给考生们一些建议：首先，判断题目是否包含“绝对”含义的词，若有，则按照上篇讲过的建议布局，若没有，则对于同意或者反对的理由进行快速的brain storming, 然后根据分论点的数量及论点的可延展性来敲定立场：

Some people think that human needs for farmland, housing, and industry are more important than saving land for endangered animals. Do you agree or disagree with this point of view? Why or why not? Use specific reasons and examples to support your answer.

Disagree:

1) Endangered animals are valuable because of their limited quantities

2) Environment balance

3) Endangered animals sometimes stand for the country, so they are more valuable than farmlands

Agree:

1) life quality is the top priority

2) endangered animals can be raised in the zoos

经过一番考量，假如考生得出了上述的一些分论点及想法，这时候，主体段的布局基本就可以敲定大方向了。第一种就是完全反对题目的说法，采用五段式结构布局，每个主体段论证上述三个分论点中的一个;第二种也是反对题目的说法，采用五段式结构布局，但是前2个主体段从三个分论点中选二个去论证，而第三个主体段从“同意”的二个分论点里去选一个，最后的结论还是倾向于反对的。第三种是采用四段式结构布局，即第一个主体段从三个反对意见中选择二到三个分论点去写，而第二个主体段则从赞同的分论点里去选择，数量上比前一段少一个即可，最后结论还是倾向于反对多一点。这样说是不是有些同学看了会有点“晕”呢?那下面笔者就再举个简单点的例子吧：

Do you agree or disagree with the following statement? Television, newspapers, magazines, and other media pay too much attention to the personal lives of famous people such as public figures and celebrities. Use specific reasons and details to explain your opinion.

Disagree:

1) Most people are common, so they want to know something about famous ones

2) Famous people stand for some fashion

3) Constrain the public figures

4) Celebrities can improve the national cohesion and unity

又经过了几分钟思考，我们得出了上述的四个分论点，但是一时半会赞同的理由实在是想不出。若考试的时候遇到这种情况，千万别犹豫不决，马上从已经想好的观点里面进行挑选。于是，这个题目我们就采用完全反对的立场，以五段式结构布局全文，主体段的分论点从上述四点中挑选三个展开论述即可。这样一来，大家是不是明白一点了呢?

Do you agree or disagree with the following statement? Parents or other adult relatives should make important decisions for their older (15 to 18 year-old) teenage children. Use specific reasons and examples to support your opinion.

Agree: Parents make decision for children.

1) Parents have more experience

2) 15-18 years old children are not adults, so they cant take responsibility

还有一种情况就是我们只能想出两个分论点，这时候考生应该果断采用四段式布局，而这一次，两个主体段都分别论述一个同意的理由，而在结尾时，可以顺便提一些反对的理由，这样也不失为一种灵活的方法，希望考生们可以借鉴。

二、分论点的排列原则

专家提醒考生们，在布局的时候我们不是随意编排分论点的先后顺序，而是需要有一定的逻辑性和合理性。一般说来，五段式的三个主体段，若都是同意或者都是反对的理由的话，一般这些分论点有两种逻辑顺序，即第一种按照“重要性”来排，将你认为最主要的理由放在第一个主体段中详细论证;第二种是按照“小到大”的原则，即个人方面的理由先写，然后再是家庭，公司，最后再是社会，国家等。倘若所有的论点都是在一个范围内的，比如都是属于个人的论点，则这个时候要看这些分论点后续的论证内容的多少，比如某一个分论点你既举得出例子，又可以进行对比或者因果论述的话那肯定应该先写这个分论点，若某一个分论点后续能够阐述的理由只有一句话的时候那就应该果断地将其排在后面写。若文章是四段式的结构，则在一个主体段中的排列顺序和前面讲的原则是一致的。

Today, the world is globalized and more and more foreigners come to China

to seek for business cooperation. Many years ago, a non-profit organization

named the second Saturday of July as the International Day of Cooperatives. Its

purpose is to call for more cooperations between countries.

With the development of Internet, the world gets smaller, because the

communication between countries has increased. America is the superpower all the

time, but during recent times, there are so many business cooperation between

Chinese people and American people. It is known to all that China’s market is

full of vitality, so there is no doubt that cooperation between countries will

be the main trend.

The cooperation happens all the time and it promotes the working

efficiency. People can share the information and technology. They learn from

each other, so as to gain the precious experience and make progress. China is

the future, so more and more foreigners learn mandarin. They want to find a

place here and make their achievement. We also can gain a lot when we work with

them.

There is no doubt that learning English is vital for us. On the onehand, English has become an international language that people can communicatewith each other in many countries. On the other hand, if we learn English well,we could get more chance of success.

毫无疑问，学习英语对于我们来说是至关重要的。一方面，英语已成为国际语言人们在很多国家都可以用之来交流。另一方面，如果我们学好英语，我们成功的几率就会更高。

However, it is well-known that there are many methods for us tolearn English well. There are some tips. First, we can study in a group toimprove learning efficiency. Second, we could listen to English songs and watchEnglish movies; this way is very suitable for student to improve theirlistening and speaking abilities. Third, I have believed that a great deal ofpractice can strengthen language knowledge.

然而，众所周知学好英语有很多方法。这有一些小提示。首先，我们可以集体学习来提高学习效率。第二，我们可以听英文歌曲或者看英文电影；这种方式非常适合学生用来提高他们的听力和口语能力。第三，我认为，大量的练习可以加强语言知识。

In a word, it is natural for us to learn English well by making efforts.If we didnt work hard, we would never do well in learning English.

总之，学好英语要付出努力是很自然的。如果我们不努力，我们永远都不会学好英语。

[高中英语作文：如何高效学习英语

This illustration depicts_________ (图画中的人物)with______________(补充说明)Recently

it has become commonfor people in many ways of life to_____________(进一步阐释) It

seems to me that thecartoonist is sending a message about _______(图画主题)，which

is______________(进一步的说明)He seems to be sayingthat_____________(给出细节)In my

opinion，___________(个人阐述)This simple picture is a wakeup call for

______(所涉群体，如thewhole of the human race)Therefore，it is imperative for us totake

drastic measures to put an end to ___________(问题所在)One the one hand，we

must_________________(建议一)It is clear that the drawerof the illustration is

urging us to _________(进一步说明)On the other hand，_______________(建议二)Onlyin this

way can we___________(展望前景)

Nowadays, there are more and more students becoming short-sighted. Some students get short-sightedness when they are little. There are fifteen students wearing glasses in my class. Being short-sighted is common among students, even in primary school. That is too serious. Therefore, we should protect our eyes carefully. When we are reading and writing, we should keep a standard posture. Besides, we should not watch TV or play computer for too long. They are bad for our eyes. And, we should do eyes exercises regularly. A good rest is also important to our eyes. In all, eyes are the windows of our mind. We should keep it healthy.

修辞手段一般主要用于文学性写作中。但在大学英语的英文写作中有时也需要运用一定的具有英文特征的修辞手段，而且运用得好，会使语句生动从而增添语句亮点。因此，掌握一些一般常用修辞手段对于实现语句亮点也是非常必要的。对于大学英语写作来说，主要应该掌握以下修辞手段，又称语句辞格，包括结构辞格与语义辞格。对比、排比、重复、倒装等为结构辞格，转义、双关、矛盾等则为语义辞格。

1.对比正反对比就是要巧妙地运用对称的英文句式来表达互为补充的意思，因此恰当地运用反义词语往往是必不可少的。如果一旦所要表达的内容具有这种情况，就应尽力选用这种对称的句式并选用适当的反义词语来加强语句，实现语句的亮点。

1)如“很多人很快就会发现，他们在物质上是富裕了，精神上却很贫乏”，可以这样达：

Many people will soon find themselves rich in goods，but ragged in spirit.(注：句中rich in与ragged in，goods与spirit具有正反对比的关系和效果。)

2)如“利远远大于弊”，可以这样表达：

The advantages for outweigh the disadvantages.(注：句中the advantages与the disadvantages具有正反对比的关系和效果。)

3)如“他们注意到了这些说法中的一些道理，但他们却忽视了一个重要的事实”，可以这样表达：

They have noticed a grain of truth in the statements，but have ignored a more important fact.(注：句中have noticed与have ignored，a grain of truth in the statements与a more important fact具有正反对比的关系和效果。)

4)如“这样做既有积极效果也有消极效果”，可以这样表达：

It will have both negative and positive effects by so doing.(注：句中negative与positive具有正反对比的关系和效果)

5)如“我们既有与我们很为相似的朋友，又有与我们很为不同的朋友”，可以这样表达：

We have friends similar to us and friends different from us.(注：句中similar to与different from具有正反对比的关系和效果)

2.排比英文中有时也使用排比句式，这种句式整齐而有气势，又不会使人感到单调。例如，如“读书使我们聪明，锻炼使我们强健”，可以这样表达：

Reading makes us wise while exercises make us strong. 3.重复英文一般讲求简洁，因此为表达强调偶尔使用重复可以使语句的强调内容得到突出。英文的重复又根据被重复词语在语句中的位置分为句首重复、句尾重复、首尾重复、尾首重复等。

1)如“现在是忘掉过去一切的时候了。现在是言归正传的时候了。现在是为未来而奋斗的时候了”，可以这样表达：

Now is the time to forget everything in the past. Now is the time to get down to the business. Now is the time to work hard for the future.(注：此句为句首重复，重复部分为句首的now it the time to)

2)如“我们渴望成功，而且正在为成功而努力工作”，可以这样表达：

We long for success and we are working hard for success.(注：此句为句尾重复，重复的部分为句尾的for success.)

3)如“我相信我们能够成功，我相信我们也一定会成功”，可以这样表达：

I am convinced that we can succeed，and Iam convinced that we must succeed.(注：and所连接的两个语句的句首与句尾部分同时重复，重复的部分为句首的I am convinced that与句尾的succeed)

4)如“我们现在生活在一个新的时代，而一个改革充满着风险与机遇”，可以这样表达：

We are now living in a new era，and a new era of reform is always full of ventures and chances.(注：and之前的句尾与and之后的句首重复，重复部分为a new era.)

4.倒装这里说的倒装不同于前述非修辞性的语法结构倒装。非修辞性的语法结构倒装是语句的语法结构所限定的，没有自由选择的余地，只要运用需要倒装结构的句型就要采用倒装结构。这里所说的倒装是指修辞性语义结构倒装，是进行强调的一种手段，它利用了语句句首(或句尾)的特殊位置。例如，如“充满着风险与机遇的改革的新时代正向我们走来”，可以这样表达：

Now on coming to us is the new era of reform full of ventures and chances. 5.转义转义是一种对词语灵活运用的修辞手段，主要有比喻、拟人、夸张、反语、婉转等，比喻又包括明喻、暗喻、换喻、提喻等。

1)如要表达“过去的经历就像图片一样总是在脑海中萦绕”，英文可为：

What had been experienced in the past was always looming in memory like a picture.(注：此句采用明喻，明喻的特点是使用了like一词)

2)如要表达“我们的英语老师就是我们最好的英语辞典”，英文可为：

Our English teacher is our best English dictionary.(注：此句采用暗喻，暗喻的特点是利用事物之间的相似之处进行比喻，与明喻不同之处在于不使用like一词)

3)如要表达“我正在读莎土比亚的书呢”，英文可为：

I am reading Shakespeare.(注：此句采用换喻，换喻的特点是直接借用一事物的名称宋代替另一事物的名称，使用通过联想理解其含义，但不是所有的事物都是可以用换喻来表达的)

4)如要表达“这里需要一个帮手”，英文可为：

A hand is needed here.(注：此句采用提喻，提喻的特点是用一个事物的部分来代表事物的整体或用一个事物的整体来代表事物的部分。这里用hand一词代表整个人)

5)如要表达“巨大的不幸笼罩着整个城市”，英文可为：

A great misfortune crept over the whole city.(注：此句采用拟人。拟人的特点是将事物人格化)

6)如要表达“这种想法可真是伟大的愚蠢”，英文可为：

This is really a great stupid idea.(注：此句采用反语。反语的特点是故意将话反说，具有讽刺意味)

7)如要表达“我太渴望成功了。听到成功的消息我欣喜若狂”，英文可为：

I was mad for success and on the news of success I went mad with joy.(注：此句采用夸张。夸张的特点是为表现事物的特征故意夸大其词)

写作是语文的半边江山，我们都很重视它，也在不断地探讨提升其水平的方法。但就具体操作和实际效果来看，可谓各具千秋、难分伯仲。我也曾想过：语文的写作教学能不能总结出一种实际可运用的模式呢？现实告诉我，那是可能的。写作教学，系统性与灵活性相结合，方能有持久的生命力。

曾经走过的困惑之路

一、不知该让学生写些什么，临阵随便定一个题目让学生写。

平时总是觉得没有话题可供学生写，因为选个学生感兴趣又能让学生有话可说的话题真的很难，即使选了一个觉得不错的话题给学生写，学生写出来的东西往往又不合己意。快到写作课了，对写作的内容，没有预想的系统的构思，“临上轿了现包脚”，匆忙找几个话题，上网查查，有没有例文范文，有的话就用，没有的话就放弃另找。因为自己也不知道怎么立意怎么写，所以就借助于网络，网络上怎么说的自己也跟着怎么立意、怎么讲评。

二、不知道作文该怎么指导。

大多数情况下是给学生一个话题接着就让学生写，而且因为按照课标要求，高中生45分钟要写600字，高考对作文的要求则是800字左右，所以学生每次正规作文练笔大约要60分钟。我上作文一般是两节连堂，这样带上课间一共是100分钟。全给学生觉得有些浪费，所以就在一开始的半个小时里进行点其他内容，然后再给学生六七十分钟的时间去写作，要求当堂上交。可想而知，当堂上交的往往只有少数。

这样的写作课，让我很疲惫，让学生很厌倦。我觉得对不起学生，也对不起自己。想一想，老师疲于应付的课，学生又怎么会感兴趣呢？我们又有什么资格去要求学生感兴趣呢？于是一直想改变这种写作的窘态。

实际总结出的方法

一、写作要有系统性。

临时才确定话题的方式，使得学生完全没有规律可循，老师在讲解时也缺少连贯性与层次性，效果可想而知。其实，写作是需要打好基础、逐步提高的。比如我们高一一般会先训练学生写记叙文，那我们不能一开始就让学生写“母亲”、“老师”、“同学”等等，分层次引导，学生水平才能逐步提高。我在实际教学时，在第一阶段会先让学生进行人物外貌的刻画，提前让学生细致全面地观察自己要写的人物，做好准备后再进行课堂限时练笔。这样学生课前有了一定的准备，课堂上也就不会再愁眉苦脸了，而且有了目标性，他们的作文写得也的确不错。接下来，我依次训练语言动作、神态心理等的刻画。学生逐步把握了刻画人物的方法与技巧后，我再统一确定话题，让他们运用学过的所有方法来全方位刻画一个人物。就实际效果来看，比随意给个话题就让学生写要好很多。

二、写作方式多样化，鼓励学生坚持写日记、周记。

新课改后我们语文一周才四节课，我们一般两周（有时还会更久）才上一次两节连堂的大作文课，仅仅依赖于此，作文是很难提高的，我们必须引导学生要坚持随时随地练笔。学生们每天的生活可谓大同小异，可人是一个有情感的主体，每天的所思所想是不同的，而且有些奇思妙想会稍纵即逝，所以我们要引导学生及时地把这些“灵感”写下来。写的多了，思的多了，写作水平必有提高。鉴于学生的时间是有限的，所以我要求他们每周的周记必须写，而日记则可灵活处理。而且我对他们的这些随笔不做统一要求，字数、体裁都不限。可能有些老师会质疑:字数不限，那学生岂不偷懒，能少写就少写吗？对于这个问题，我是这样想的：发自内心、经过精心润色的一句话，也胜似搜肠刮肚、硬生生地凑起来的一篇文章。在这方面，我要明确一点，那就是学生的日记、周记，老师要定期批阅，并给出贴切的评价与修改意见，这是对学生比较有效的认可鼓励措施。

三、巧借新闻大事，引导学生自由讨论。

语文的课堂是需要激情的，作文课尤其如此。虽然我们的训练是系统性的，但偶尔我们也不妨变换方式，吊吊学生的胃口。现实生活中有利于我们语文学习的媒介其实很多，我们不一定非要局限于课本上的固定内容与要求。学生们每天只能在校园内过着比较封闭单一的生活，他们还渴望了解外面的世界。而外界每天都在发生剧烈的变化，其中的一些有价值的新闻大事，其实是学生们非常感兴趣的。那我们就可以利用这一点，在课堂上拿出点时间组织学生自由讨论发言，学生只有有了说的冲动，才会诉诸笔端，写出更好的文章。记得前段时间日本发生事件时，我便搜集了一些资料，在课堂上展示给学生，让他们就这一事件发表自己的看法。一开始，有些学生还有所顾忌，在几个学生的带领下，大家都放开了胆量，畅所欲言。结果本来准备用时十分钟的，到了二十分钟，学生的情绪依然高涨。于是，我临时调整教学计划，趁热打铁，让学生把自己说过的话写成文字，进一步表达自己的观点，体裁不限，字数不限。大多数学生当堂就把文章写完了，而且写作水平都高于平常的一般练笔。在这方面，也必须明确一点，口头的表达必须与笔头的落实相结合，效果才能显现。

未尽的路

写作的提高，是语文教学的一个重点也是一个难点，我总结出的也只能算是不成熟的个例。语文各方面的教学都不能模式化、死板化，我们要根

In China, people treat the family as a very important union, families get

together now and then, even the kids get married, they still treat their parents

in the first place. So the family means so much to everyone, family has great

influence on them. When the family gets on well, people can focus their mind to

work, they don’t need to worry about other issues. It is reported that the

people live in a harmonious environment are more easy to get succeed, which

reflects the importance of the family. While people who live in a unharmonious

family are easily distracted from work, because besides the work issues, they

also have family annoyance. So the family is very important, we should keep in

touch with family members often, even though we are busy, we should go home

often, never let the work occupancies you.