英语写作干货汇总20篇

一、写作决窍

总体把握，要点齐全;人称时态，逻辑清楚;

关键词汇，动词第一;组词成句，结构完整;

组句成文，连词增色;此路不通，绕道迂回;

字迹工整，留好印象;从句适量，高分有望。

二、写作步骤

1.认真审题。审题包括要点、格式、词数以及此篇文章要传递给读者什么样的信息，告诫读者什么(即写作目的)。

2.确定文体和时态。确定文体后，根据不同文体的特点和要求进行组织材料;同时确定出该篇文章的总时态与时态的变化。

3.写完要点，但不随意发挥。

4.先草稿，后抄写。

三、作文案例

[2004年全国中学生英语能力竞赛初赛初三组] (14分)

Choose one of your hobbies and write an article for the school magazine about it. Tell the magazine readers.

·What exactly your hobby is;

·When and how you became interested in this hobby;

·Why you enjoy your hobby;

·About your hopes and plans for the future.

写作要求：

1.根据所提供的内容，适当拓展想象空间，灵活地将提供的信息体现在文章中。

2.条理清楚，语句通顺，书写清晰、规范。

3.词数60-80.

[学生解答A]

My hobby is read books①.When I was seven years old.I became interested in reading books.I like needing books because there are a lot of useful things in books.I can learn a lot of knowledge from books. Books also② can teach me how to be a good person.Books even can solve many problems for me.I will read more good books to improve myself.

①改为reading books，动词作表语时应该用动名词。

②also的位置应放在can之后。

[点评]：档次9-11分。

①要点不全，漏掉最后一个要点。

②句子基本无误，能正确传递信息给读者但文章不流畅，句子与句子之间过渡不自然，给读者感觉在回答上述问题。

③有少量错误。

[学生解答B]

My hobby is reading.Reading books is very enjoyable.When I was young ,my mother used to tell me a story before.I went to bed every night.The stories were so interesting that I always felt they weren’t enough.So I began to read books by myself.Little by little I became interested in reading.I can learn much knowledge and many interesting things all over the world.When I read books,I can enjoy the beautiful sentences.At the same time I can improvemy writing.I want to be a writer in the future,so I must study hard and read more books so that my dream can come true.

①开门见山、点题。

②真情流露，理由充分。

③文中带圈的连词使用得恰当，使文章过渡自然、

④巧妙使用句型以表决心。

[点评]：档次13-14分。

①清楚表达写作目的，要点齐全。

②语言表达灵活多样，字里行间流露出真情实感，文章有感染力。

③恰当使用连词和从句，语言流畅，且无错误，是一篇高质量的作文。

[高分突破]

①文体：记叙文。

②要点：what → when →how → why → hope and plan for the future.

③时态：一般现在时，一般过去时，一般将来时的自然变化。

内容具有开放性，但它也是“控制性”的写作试题，因此不能随意发挥，要善于抓信息，写完要点。选用这两篇学生真实习作，一是因为他们选材相同，二是因为他们都是英语成绩优秀的同学。同学B灵活使用连词so…that,so,little by little,when,so that等，恰到好处地使用新句型和短语used to,became interested in,come true……等，使内容丰富，读起来优美流畅。其实这些表达同学A也会，只是缺乏技术加工。通过这两篇作文点评，同学们便能悟出其中的奥妙。

四、培养途径

1.根据老师布置的写作内容，独立完成一篇写作。

2.与同伴合作，交流自己的写作，通过交流找出各自作文中写得好的地方和优美的句子，合作创造一篇新的文章，供大家欣赏。

3.找老师点评，请求老师指点，尤其是怎样润色。

4.自己纠错，写下反思。

五、备考演练

A

缙云山是重庆著名的游览胜地，每天有大量的游客。请你根据下面提供的信息写一篇报道，说明现在的游客在环境保护方面的变化。

写作要求：

1.词数在100左右。

2.条理清楚，语句通顺。

3.开头已写好，但不计入总词数。

Jinyun Mountain is a famous place of interest …

B

阅读电视广告词：“If we don’t save water,the last drop of water will be a tear-drop.”根据提示，写一篇60-80词的短文。

提示：

1.生活离不开水。

2.可饮用水在减少。

3.水污染严重。

4.应保护水源，再利用水。

思路点拨与参考答案

A. [思路点拨]：

①文体：记叙文。

②时态：一般过去时态，一般现在时态。采用正反对比的写作手法，增加感染力。

③写作目的：告诉读者保护环境的重要性。

Jinyun Mountain is a famous place of interest.Every day a lot of tourists come here to enjoy its beauty. But a few years ago,some of them paid no attention to protecting theenvironment.They threw their rubbish,such as plastic bags,fruit skins and waste paper on the ground.Sometimes they broke trees,picked flowers and killed birds. Some even made fires in the woods to cook food.How dangerous it was.Luckily,great changes have taken place here.Tourists are used to putting their rubbish into dustbins,and they are doing their best to protect the birds and plants as well.They bring their own meals instead of cooking to preventstarting a forest fire in the mountains.All these changes make us very happy.

B. [思路点拨]：

①夹叙夹议(说明现状，谈谈感想)。

②时态：一般现在时态。

③广告词的含义——水很重要，应保护和再利用(写作意图)。

Water is very important to humans.We can’t live without water.The water we can drink is falling.But some people don’t seem to care about it.They waste a lot of water.They pour dirtywater into rivers and lakes.Water pollution is getting more and more serious.So we must do something to stop the pollution.We not only protect the water but also find ways to reuse it.If we don’t do this,the last drop of water will be a tear-drop.

导语：我们大家都知道，每个公民都有维护好自己权益的义务，所以日常生活中发生一些小摩擦我们当然要理智的去处理，那么投诉信是不是一个很好的办法呢?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!

Dear_______,

I am . (自我介绍) I feel bad to trouble you but I am afraid that I have to make a complaint about_______.

The reason for my dissatisfaction is ______________(总体介绍). In the first place,_________________________(抱怨的第一个方面). In addition, ____________________________(抱怨的第二个方面). Under these circumstances, I find it ___(感觉) to ____________________________(抱怨的方面给你带来的后果).

I appreciate it very much if you could_______________________(提出建议和请求), preferably __________(进一步的要求), and I would like to have this matter settled by ______(设定解决事情最后期限).

Thank you for your consideration and I will be looking forward to your reply.

Yours sincerely

Li Ming

教案(Teaching Plan)是教师施教的课时计划或方案,是帮助教师有效地进行素质教育教学的依据.教案可以帮助教师有计划、有步骤地进行素质教育教学,充分利用课堂教学时间,高质量地完成教学任务.教案写得如何将直接影响教学效果的好坏.因此,在日常教学中,广大教师都非常注重写教案.那么写教案时应写什么呢?

一、写课题(Topic)和课型(Lesson Type)

课题相当于文章的标题,讲课时要首先告诉学生,并写在黑板上.因此要写得准确.课型是指该节课的讲授类型.初中英语的主要课型有:新授课(New lesson)、巩固课(Reinforcement Lesson)、复习课(Revision Lesson)、语音课(Phonetic Lesson)、听力课(Listening Lesson)、听说课(Aural-Oral Lesson)、阅读课(Reading Lesson)、语法课(Grammar Lesson)等.不同的课型应用不同的授课方式或方法,只有确定了课型,才能选择有效的素质教育教学方法.

二、写素质教育教学目标(Teaching Objective)

素质教育教学目标是教案的核心内容,是教师施教的准绳.教学目标要符合大纲对教材的要求.由于教学目标要在课堂上展示给学生,让学生明确,所以写素质教育目标时,要力求简明扼要,浅显易懂,便于操作和检测,一般3~4个目标为宜.

三、写素质教育教学的重点(Main Points)、难点(Difficult Points)和关键点(Key Points) 素质教育重点是课堂教学的主要任务;教学难点是师生顺利完成教学任务的障碍;素质教学关键是攻克教学难点的突破口.在教案中写清一节课的教学重点、难点和关键点,能提醒教师在讲课时注意突出重点、突破难点、抓住关键.

四、写教具(Teaching Tools)

课堂上需要什么教具要写清楚,如录音机、教材录音带、教学挂图、卡片、实物(或模型)、小黑板、刻印好的练习题、彩色粉笔、幻灯片等.

五、写素质教育教学过程(Teaching Procedure)

素质教育教学过程是教案的主要部分.写教学过程主要写以下几方面的内容:

1. 写教学环节.教学环节即教学任务是什么要写清楚,做到心中有数.目前有些教师采用"三阶段六环节"教学模式,即:准备阶段(自由交流、复习检查)、讲练阶段(导入课程、分层操练)和发展阶段(巩固发展、布置作业).

2. 写知识点和所用时间.写好知识点,教师使用教案时能一目了然,有的放矢.写好所用时间,能使教师从容掌握教学速度,合理安排每个教学环节所需的时间,充分利用课堂时间.

3. 写教师活动.不仅要写教师"教什么",还要写出教师"怎样教",即写清楚教师要教的内容,写出讲授这些内容的方法.写出课堂用语和各环节的过渡语.课堂用语要求简练、口语化,用学生已经学过的熟悉的、听得懂的英语来解释或表达新的教学内容.各环节之间的过渡语要自然流畅.写出使用教具的时机和方法,写板书内容等.

4. 写学生活动.写出学生学习的内容和学习方法,特别是怎样学应写清楚.不能简单地把学生活动写成听、读、思考、操练、做题等.

六、写课堂训练题(Exercises)

备课时精心设计的有针对性的随堂练习题和达标题要写在教案中.写清出示这些题的办法,如用小黑板、看刻印材料或学生已有材料等.写出这些题的答案和解题方法.

七、写课堂小结(Summing-up on Teaching)

课堂小结是教师帮助学生回顾和总结本节课的学习内容的重要环节.小结的方式和方法要在教案中写清楚,不论是教师引导学生总结,还是由教师归纳总结,都要注意把本节课的内容纳入知识系统之中,使学生在整体上把握知识.

八、写板书设计(Blackboard Designs)

板书是有声有色的教学语言,它具有直观性、形象性和启发性.因此,教师在课堂上要有计划

地使用黑板,板书什么内容、写在什么位置、用什么颜色的粉笔等要在备课时设计好,并写在教案中.避免课堂上东写一个句子、西写一个短语、一会儿写、一会儿擦、一会儿擦了又写的板书混乱现象.好的板书能使讲课的内容系统化、结构化,有利于学生复习本节课的知识. 写教案时要考虑的问题

1、如何开始备课

在教师着手备课之前，必须吃透课程标准（大纲）及教材，在此基础上，考虑学生的认知规律和实际的语言能力，以确定课题和教学目的，明确教学目标。从教学目标出发，确定重点和难点，考虑用哪些教学法来组织课堂。然后精心挑选、设计练习，确定要做、改、删、增的练习，列授课计划提纲，再逐步仔细预测各种教学技巧和教学手段的应用，特别是涉及可能修改计划、增删内容的教学步骤。

2. 思考几个问题

（1）教学技巧上，是否有足够的变化可以使课堂教学生动有趣？成功的外语课上总有不同的活动，使学生思维活跃，情绪高涨。

（2）不同教学技巧的应用和教学的组织有没有得到有序的、合乎逻辑的安排？理想化的课堂教学须朝着教学目标由易及难、循序渐进。建立在新知识之上的教学活动必须精心安排。

（3）整堂课的节奏设计得好吗？节奏的含义，可以有以下三个方面：第一，活动不能太短，也不能太长。如果课堂活动多而短，那么学生刚刚找到某活动的“感觉”，又得“跳到”下一个活动去了。这样不好。第二，教师应考虑如何把各种教学技巧、教学手段和教学组织形式揉合在一起。例如，一堂课上连续搞全班俩俩全班小组俩俩全班……的活动，每个活动五分钟，那么，这些活动是难以发挥其应有作用的。第三，控制好节奏也有利于各个教学活动之间的衔接。例如：

（4）整节课的时间有没有安排好？这是备课最难控制的因素之一。新教师往往容易提早授完所备内容，而后又易矫枉过正，不能完成课时计划。这里有两点值得提醒。预先准备一些“备用”的复习活动。如果提早授完已准备的内容，则进行复习巩固练习。

3. 学生的个体差异

随着教学过程的重心由教师向学生转变，学生的主体作用日益突出。课堂教学必须充分考虑学生的个体差异。我们主张，备课一般应以中等程度的学生为准，但也应适当照顾两头的学生。可以考虑以下五个方面：（1）教学内容适当包含一些较难或较易的项目，（2）针对不同水平的学生问不同难度的问题，（3）设计的教学活动尽可能让全体同学都参与。

4. 学生谈话与教师谈话

备课时要充分考虑教师与学生的谈话时间。一般的英语课上，总是教师说得多， 学生说得少。要注意让学生有较多的机会进行交际。

一、写作要领

考生无论遇到哪一类试题，都要仔细审题，根据题目的要求确定文章的类型和中心内容，并对你自己熟悉的、可写的内容进行筛选、整理、规划、列出提纲，这是很重要的一步。提纲列好后，要围绕提纲内容展开说明自己的观点和结论，不要在写作时抛开提纲。一篇好的作文应该具备以下5个方面：

(1)内容切题，主题鲜明。

(2)表达清楚准确，条理清晰。

(3)结构完整，衔接流畅自然。

(4)句法正确多样。

(5)用词恰当丰富。

二、方法与步骤

1．提纲

提纲是写作一篇文章的详细计划、安排。提纲准备的目的是：

(1)计划要写什么。

(2)文章的思想的表达顺序。

(3)如何安排段落。

(4)使写作从头到尾围绕主题进行。内容一般用短语和词。主题、副题表达先后顺序，要用数字标明。提纲内容的安排是写作一篇好文章的关键。

2．依据提纲写作

(1)初稿

在完成提纲安排后，动笔写作的第一步是打初稿，在写初稿时要争取做到心中有数，胸有成竹，经过反复练习后，能够按照提纲安排落笔成文，一气呵成。如果突发奇想，也可修改提纲，顺理成章，但切忌偏离正题。在初稿写作时要有意识加大行距，为文章的修改留有余地。

(2)定稿及修改方法

在完成初稿后，修改是必不可少的过程。修改文章要注意以下几点：

①内容是否切题，论点是否鲜明，论证是否合理、严密。

②段落衔接时过渡使用是否合理，语句是否通顺、有没有语法错误，用词是否恰当。

③拼写是否正确，标点符号、大小写是否有错误，有无其他笔误。

一.开头段常用提出现象句型

1. Nowadays more and more…are commonly and widely…in everyday life.

如今，在日常生活中，越来越多…被广泛…

2. In recent years…is gaining growing popularity with…

近年来，…受到越来越多…的欢迎

3. Recent years have been a boom in…

近年来，出现了迅速增长。

4. Nowadays, there are many…

如今，出现了许多…

5. Nowadays,…has become a very common matter in…

如今，…已经成为在…的常见现象。

6. Nowadays, there is a growing tendency in…

如今，在…方面出现了上升趋势。

7. Recently…has aoused wide concern…/has been brought into focus.

最近，…引起了广泛关注/受到了人们的关注。

8. Most of us may have such experience that…

我们当中许多人可能都有…这种经历。

二. 开头段常用引出他人观点的句型

9. In reaction to the phenomenon of…, some people say…

针对…现象，有人说…

10.When asked about…most people say…

当被问到…，大多数人认为…

11. When it comes to…, some people think…

关于…,有人认为…

12. Now, it is widely believed that…

现在，许多人认为…

三.开头/中间段常用引出两种不同观点的句型

13. There is a public debate today over… some people believed that…Others claim that…

如今社会上出现了关于…的争论。有些人认为…另一些人则声称…

14. When it comes to/talking about…, quite a few people believe that …but other people think differently.

当谈及…时，有相当一部分人认为…然而，另一些人则有不同的想法。

15. People’s opinion wary when they talk about…Some maintain that…Others believe that…

当谈及…时，人们观点不一。有人坚持认为…另有人认为…

四.开头段常用引出故事/事件句型

16.At about…o’clock in the…,when I…, I saw…

…点在…,当我正…的时候，我看见…

17. It was a …morning, when a …suddenly…

五.中间段常用引出优缺点/不足/影响句型

18.The advantages of…lies in many ways.

…有许多有点/好处。

19….as in the case with many issues, has both merits and demetits.

正如许多事物一样，…也是既有优点又有不足的。

20….will bring about an unfavorable effects/influence on…

…会为…造成不好的影响。

21. …may give rise to/result in a number of problems.

…会导致一系列的问题。

六.中间段/结尾段常用引出原因句型

22. Why…? Three factors can explain this. First… Second…Third…

为什么…?有三个因素可以解释。首先，…其次…，第三…

23. As for/Among the factors for…,…counts for the half, the rest depends on…

就导致…的因素而言，…是一部分原因，另一部分原因是…

七.中间/结尾段常用引出解决方法句型

24. How to…? The key words are as follows. To begins with, …Next, …Finally, …

如何…?关键措施如下。首先…其次…最后…

25. Such …would not …if we knew the following ways to handle …First,… Second,…Third…(虚拟语气)

如果我们掌握了以下处理…的方法，如此的…可能不会…第一个方法是…第二个方法是…第三个方法是…

八.结尾段常用引出“我”的个人观点的句型

26. As far as I am concerned, I agree with…

就我个人而言，我支持…

27. As to me, the former/latter opinion is more acceptable.

对我来说，前/后一种观点更可以接受。

28. For my part, I am on the side of…

对我来所，我站在…那边。

29. As I see it, …

就我看来，…

30. From my perspective, I…

就我而言，我…

九.图表作文开头段常用引出总体趋势的句型

31. As can be seen from the line/bar/chart/table that…increased/rose/grew/dramatically from…

从图表可见，自…以来，…出现了极大的增长。

32. It can be seen/concludedfrom the chart that…dropped/declined/fell/reduced slightly to…

依图可见/判断，…小幅下降到了…

下面是语文迷小编为大家整理提供的英语写作技巧以及关联词，供大家阅读参考。

英语写作技巧之一：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.

英语写作技巧之二：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。

英语写作技巧之三：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。

关联词的积累

1.提出观点不要只用I think，要学会用：

As far as I am concerned

In my opinion

From my point of view

From my perspective

The way I see it

2.转折不要只用but， 要多用：

However,

nevertheless, nonetheless,

Whereas

Some people like fat meat, whereas other people hate it.

转折也可用比喻：as a coin has two sides(就象硬币有两面一样), …(陈述转折内容)

3.表递进的：

In addition, in addition to, additionally,

what is more, moreover, furthermore,

more importantly，

what is worse (更槽糕的是)

4.表示“事实上”：

In fact,

as a matter of fact,

actually

5.表总结：

in conclusion, as a result,

all in all 总而言之

In short,

In a word, 一句话讲

Taking into consideration,

Taking into account all the factors that I have mentioned above, it is safe to draw a conclusion that …

6.表示因此：

Consequently,

Hence,

Therefore,

Thus,

as a result,

resultingly

7.表因为：

because of

due to,

owing to,

thanks to,

as a result of,

8.虽然

Although, even though, even if, though

Proud as these nobles are, …

As flattered as I am, I would say no.

In spite of, despite

I love you in spite of that.

9.比较：

In comparison with,

compared to,

compared with

She’s nothing compared to you.

10.表最后：

Finally,

eventually,

in the end,

at last,

ultimately,

11.表示程度的副词词组亦非常重要，会使文章看起来比较成熟、辨证：

To some extent 在某种程度上讲

To some degree 在某种程度上讲

To a large part 在很大程度上说

In a sense 在某种意义上讲

In general, generally 大体上说

Generally speaking 一般地讲

In some cases 在有些情况下

Basically 基本上

Broadly speaking 宽泛地讲

12.其他(要尽可能多用在文章中。始终牢记内容次要，而语言形式第一位。内容服务于形式)：

Not only, but also

Neither nor, either or

Instead of, instead

For example, for instance (替换使用), take … for example

Be likely to

Be able to

Speaking of, when it comes to …

When it comes to food, he is really picky.

In terms of 根据

First of all, second of all

Above all,

Significantly,

The more, the more

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 one‘s 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 weren‘t 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 don‘t always see them， but you know they‘re 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.)

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

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 (that) 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 (or late) 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 (or heart).

有志者事竟成。

Nothing is impossible (or difficult) 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。

一个句子必须按照一定的模式来组织，这个模式称为句式。下面是语文迷为大家提供的高考英语写作优秀句式，供大家参考。

1) on the other hand, the contribution of day schools cant be ignored.

2) due to high tuition fee, most of ordinary families cannot afford to send their children to boarding schools.

3) since it is unnecessary to consider students routinelife, day school can lay stress on teaching instead of other aspects, such as management of dormitory and cafeteria.

4) furthermore, students living in their own home would have access to a comfortable life and have more opportunities to communicate with their parents, which have beneficial impact on development of their personal character.

5) from what has been discussed above, we may safely draw the conclusion that both of day schools and boarding schools are important to train young students for our society.

6) there is much discussion over science and technology. one of the questions under debate is whether traditional technology and methods are bound to die out when a country begins to develop modern science and technology.

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

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

9) No invention has received more praise and abuse than Internet.

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

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

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

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

14) 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

15) 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.

16) 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.

17) 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.

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

19) 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.

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

21) 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.

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

23) 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.

24) 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.

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

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

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

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

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

30) We should spare no effort to beautify our environment.

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

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

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

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

35) For my part, I agree with the latter opinion for the following reasons:

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

37) This view is now being questioned by more and more people.

38) 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.

39) 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.

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

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

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

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

44) 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.

45) 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.

46) This issue has caused wide public concern.

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

48) 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.

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

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

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

52) 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.

53) 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.

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

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

56) 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 markets when they grow up.

57) 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.

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

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

60) It is hard to imagine a student focusing their energy on textbook while other children are playing.

61) Moreover, children will have less time to play and communicate with their peers due to extra studies, consequently, it is difficult to develop and cultivate their character and interpersonal skills. They may become more solitary and even suffer from certain mental illness.

62) From what has been discussed above, we may safely draw the conclusion that, although extra studies indeed enjoy many obvious advantages, its disadvantages shouldnt be ignored and far outweigh its advantages. It is absurd to force children to take extra studies after school.

63) Any parents should place considerable emphasis on their children to keep the balance between play and study. As an old saying goes: All work and no play makes Jack a dull boy.

64) There is a growing tendency for parent these days to stay at home to look after their children instead of returning to work earlier.

65) Parents are firmly convinced that, to send their child to kindergartens or nursery schools will have an unfavorable influence on the growth of children.

66) However, this idea is now being questioned by more and more experts, who point out that it is unhealthy for children who always stay with their parents at home.

67) Although parent would be able to devote much more time and energy to their children, it must be admitted that, parent has less experience and knowledge about how to educate and supervise children, when compared with professional teachers working in kindergartens or nursery schools.

68) From what has been discussed above, we may safely draw a conclusion that, although the parents desire to look after children by themselves is understandable, its disadvantages far outweigh the advantages.

69) Parents should be encouraged to send their children to nursery schools, which will bring about profound impacts on children and families, and even the society as a whole.

70) Many leaders of government always go into raptures at the mere mention of artistic and cultural projects. They are forever talking about the nice parks, the smart sculptures in central city and the art galleries with various valuable rarities. Nothing, they maintain, is more essential than such projects in the economic growth.

71) But is it really the case? The information Ive collected over last few years leads me to believe that artistic and cultural projects may be less useful than many governments think. In fact, basic infrastructure projects are playing extremely important role and should be given priority.

72) Those who are in favor of artistic and cultural projects advocate that cultural environment will attract more tourists, which will bring huge profits to local residents. Some people even equate the build of such projects with the improving of economic construction.

73) Unfortunately, there is very few evidence that big companies are willing to invest a huge sums of money in a place without sufficient basic projects, such as supplies of electricity and water.

74) From what has been discussed above, it would be reasonable to believe that basic projects play far more important role than artistic and cultural projects in peoples life and economic growth.

75) Those urban planners who are blind to this point will pay a heavy price, which they cannot afford it.

76) There is a growing tendency these days for many people who live in rural areas to come into and work in city. This problem has caused wide public concern in most cities all over the world.

77) An investigation shows that many emigrants think that working at city provide them with not only a higher salary but also the opportunity of learning new skills.

78) It must be noted that improvement in agriculture seems to not be able to catch up with the increase in population of rural areas and there are millions of peasants who still live a miserable life and have to face the dangers of exposure and starvation.

79) Although rural emigrants contribute greatly to the economic growth of the cities, they may inevitably bring about many negative impacts.

80) Many sociologists point out that rural emigrants are putting pressure on population control and social order; that they are threatening to take already scarce city jobs; and that they have worsened traffic and public health problems.

81) 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.

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

83) 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.

84) 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.

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

86) 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.

87) Although peoples 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

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

89) 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.

90) 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.

英语写作中如果运用了相关的名言句子可以为作文带来亮点。下面是语文迷为大家整理的励志唯美句子，希望对你有帮助。

一)Life is not measured by the number of breaths we take, but by the moments that take our breath away.千万记住：度量生命的不是呼吸的次数，而是那些最最难忘的时刻。

二)Children in backseats cause accidents. Accidents in backseats cause children. 后排座位上的小孩会生出意外，后排座位上的意外会生出小孩。

三)Don’t take guilt trips. Take a trip to the mall, to the next country, to a foreign country, but NOT to where the guilt is.别踏上犯罪的道路。你可以去逛街，可以到邻县去，可以出国旅行，但就是别踏上犯罪的道路。

四)Nothing is impossible!没有什么不可能!

五)Success is a relative term. It brings so many relatives. 成功是一个相关名词，他会给你带来很多不相关的亲戚(联系)。

六)The tears happen. Endure, grieve, and move on. The only person who is with us our entire life, is ourselves. Be ALIVE while you are alive.有泪就流。在忍耐和伤心过后，要继续前行。陪伴我们度过此生的只有一人--那就是我们自己。让生命鲜活起来。

七)The wise never marry, And when they marry they become otherwise. 聪明人都是未婚的，结婚的人很难再聪明起来。

八)While there is life there is hope.一息若存，希望不灭。

九)Love is photogenic. It needs darkness to develop. 爱情就象照片，需要大量的暗房时间来培养。

十)Never put off the work till tomorrow what you can put off today. 不要等明天交不上差再找借口，今天就要找好。

十一)Never underestimate your power to change yourself!永远不要低估你改变自我的能力!

十二)Nothing for nothing.不费力气，一无所得。

十三)Tell the people you love that you love them, at every opportunity.把你的爱告诉你所爱着的人们，把握住每一个表达机会。

十四)Never put off the work till tomorrow what you can put off today. 不要等明天交不上差再找借口，今天就要找好。

十五)Never underestimate your power to change yourself!永远不要低估你改变自我的能力!

十六)The man who has made up his mind to win will never say "impossible ". 凡是决心取得胜利的人是从来不说“不可能的”。

十七)Enjoy the simple things.享受简单事物的乐趣。

十八)I am a slow walker,but I never walk backwards. 我走得很慢，但是我从来不会后退。

十九)很多我们想要的东西都是价格不菲的。但是，真正能让我们感到满足的东西，比如爱、欢笑还有工作中的激情，却都是不需要花钱的。 Many of the things we desire are expensive. But the truth is, the things that really satisfy us are totally free –love, laughter and working on our passions.

二十)我们无法在这个世界上做什么伟大的事情，可我们可以带着伟大的爱做一些小事。 We cannot do great things on this Earth, only small things with great love.

二十一)你无法真正忘掉那个打动你内心的人，无论他是那个伤害你的人，还是治愈你的人。 You never really forget the ones who touched your heart; regardless whether its the ones who broke it or the ones who healed it.

二十二)不要祈祷生活的舒适，祈祷自己变得更加坚强。 Do not pray for easy lives. Pray to be stronger men.

二十三)所有人都想得到幸福，不愿承担痛苦，但是不下点小雨，哪来的彩虹? Everybody wants happiness, nobody wants pain, but you cant have a rainbow without a little rain.

初中英语写作技巧书面表达，首先要抓住所给的提示，然后运用所学词汇、语法及句型，避繁就简，简明表达要讲的内容。小编整理了初中英语写作技巧，欢迎阅读。

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。

五、修改润色，锦上添花。

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。

1.爱屋及乌 Love me, love my dog.

2.百闻不如一见 Seeing is believing.

3.比上不足比下有余 worse off than some, better off than many; to fall short of the best, but be better than the worst.

4.笨鸟先飞 A slow sparrow make an early start.

5.不眠之夜 whe night

6.不以物喜不以己悲 not pleased by external gains, not saddened by personnal losses

7.不遗余力 spare no effort; go all out; do ones best

8.不打不成交 No discord, no concord.

9.拆东墙补西墙 rob Peter to pay Paul

10.辞旧迎新 bid farewell to the old and usher in the new; ring out the old year and ring in the new

11.大事化小小事化了 try first to make their mistake sound less serious and then to reduce it to nothing at all

12.大开眼界 open ones eyes; broaden ones horizon; be an eye-opener

13.国泰民安 The country flourishes and people live in peace

14.过犹不及 going too far is as bad as not going far enough; beyond is as wrong as falling short; too much is as bad as too little

15.功夫不负有心人 Everything comes to him who waits.

16.好了伤疤忘了疼 once on shore, one prays no more

17.好事不出门恶事传千里 Good news never goes beyond the gate, while bad news spread far and wide.

18.和气生财 Harmony brings wealth.

19.活到老学到老 One is never too old to learn.

20.既往不咎 let bygones be bygones

21.金无足赤人无完人 Gold cant be pure and man cant be perfect.

22.金玉满堂 Treasures fill the home.

23.脚踏实地 be down-to-earth

24.脚踩两只船 sit on the fence

25.君子之交淡如水 the friendship between gentlemen is as pure as crystal; a hedge between keeps friendship green

26.老生常谈陈词滥调 cut and dried, cliché

27.礼尚往来 Courtesy calls for reciprocity.

28.留得青山在不怕没柴烧 Where there is life, there is hope.

29.马到成功 achieve immediate victory; win instant success

30.名利双收 gain in both fame and wealth

31.茅塞顿开 be suddenly enlightened

32.没有规矩不成方圆 Nothing can be accomplished without norms or standards. 33.每逢佳节倍思亲 On festive occasions more than ever one thinks of ones dear ones far away.It is on the festival occasions when one misses his dear most.

34.谋事在人成事在天 The planning lies with man, the outcome with Heaven. Man proposes, God disposes.

35.弄巧成拙 be too smart by half; Cunning outwits itself

一、注意段首句式的变化

图画作文的段首句往往是"如图所示"或"从图画中可以看出"之类，下面为经常采用的一些句型：

As is shown in the picture, 和As can be seen from the picture,是经常能看到的首句话，但是模板迹象过于明显，所以应该稍加升级，比如添加一些结构和修饰语：

It is of considerable interest to see in the bizarre picture that…

当然还可以添加一些引出话题的句子：

No one can skip the issue of…(图画表现出来的意图)。Just as what is illustrated in the above drawing,…

二、适当用被动替换主动，这样能更客观地反映事实。

句子开头不要总是用we / I (比如写结尾时不用we should pay attention to而用Attent

ion should be paid to. ) 举个经典结尾的例子：It is, therefore, high time that some applicable approaches were implemented by the service industry like that. By doing so，its competitive edge will be sharpened effectively。

三、一句话用不同的句式来表达

为了加强同学们对语法知识在写作中的灵活应用，下面给出一句话的14种句式及语言

调整的效果，内容上没有太大差异，但是请同学们仔细辨别每句话所侧重的句式：

1.使用表语从句

The picture shows two people reading the announcement on a billboard, and being shocked at the message. The reason is that the billboard is advertising a "sale of the dead bodies"。

2.使用介词短语

In the picture, two people are reading the announcement and they are being shocked at the message of "a sale of dead bodies" on a billboard。

3.使用疑问句

The picture shows two people reading the announcement on a billboard. Why are they so shocked? The reason is that the billboard is advertising a "sale of the dead bodies"。

4.使用原因状语从句

The picture shows two people reading the announcement on a billboard. As the billboard is advertising a "sale of the dead bodies"， they are shocked at the message。

5.使用结果状语从句

The picture shows two people reading the announcement on a billboard. The billboard is advertising a "sale of the dead bodies" so that they are shocked at the message。

6.使用时间状语从句

In the picture, while the two people are reading the announcement on the billboard about "a sale of the dead bodies"， they are being deeply shocked。

7.使用分词短语

In the picture, reading the message of a ‘sale of the dead bodies" advertised on the billboard, the two people are deeply shocked。

8.使用主动语态

In the picture, the announcement on a billboard advertising a "sale of the dead bodies" shocks the two people reading it。

9.使用There be 结构

In the picture, there is an announcement on a billboard advertising a "sale of the dead bodies" and shocking the two people reading it。

10.使用倒装句

On a billboard is an announcement advertising a "sale of the dead bodies". The two people reading it are being shocked。

11.使用定语从句

In the picture, the announcement on a billboard which advertises a "sale of the dead bodies" shocks the two people reading it。

12.强调句

In the picture, it is the announcement on a billboard advertising a "sale of the dead bodies" that shocks the two people reading it。

13.虚拟语气

In the picture, were it not for the announcement on the billboard advertising a "sale of the dead bodies"， the two people would not be so shocked。

14. 尽量复杂作文中的句式

It is of considerable interest to observe in this bizarre caricature that a couple of citizens, reading an announcement issued on the billboard, are taken aback as a result of the astounding message which informs people of a "sale of dead bodies"。

句中使用的词组包括：be of considerable interest, a couple of, taken aback, as a result of, inform sb. of

长句采用的特殊语法包括：宾语从句+分词结构做插入语+分词作后置定语(issued)+被动语态+原因短语+定语从句。

导语：英语写作除了要求大家在词汇量和语法上有一定的积累外，也需要大家注意总结一些常用的写作技巧。下面是yjbs作文网小编为您收集整理的资料，希望能够对您有所帮助。

一、“功能段落”突破CET写作

诚然，六级写作是需要背模板的，但绝不是盲目地背。

整篇背诵模板不是最有效的方法，因为模板的写作思路是固定的，然而很多时候试题的命题思路可能与所背模板思路不同。因此，可能导致“所背非所考”，甚至导致文不对题，生搬硬套。

但是，无论六级写作话题如何变化，一般都对应三个或两个汉语提纲。只要按提纲要求去写相应的内容段落，就做到了紧扣主题。历年写作提纲可以总结为六种功能段落：现象描述、危害分析(弊)、原因分析、建议措施、观点阐述(观点的本质为利弊：支持方观点等于分析“利”，反方观点等于分析“弊”)、意义阐述(利)。

如果能够掌握住六种功能段落的写作实际就掌握了六级考试写作考题的最本质特征。那样的话，无论题目如何变化，我们准备都是有的放矢的。反观，死背模板容易导致生搬硬套，甚至文不对题。

二、写作短期提分方略

在了解了六级考试在命题特点的基础上，考生在备考阶段最需要准备的是两个内容：思路和表达。思路解决怎么写的问题，表达解决写什么的问题。如果拿到一个作文题目，你知道应该按照什么思路去写，又知道应该写什么表达，这篇作文就已经成功了一半。

表达积累

表达分为四个层次：词句段篇。其中篇章层面只要按照提纲要求去组织文章即可，因此篇章方面不足为虑。段落方面按照“功能段落”的六种形式去识别，也小菜一碟。

背写：思路+表达

很多同学考前也在背，背的滚瓜烂熟，脱口而出，觉得自己水平很牛!上了考场也顺利将文章写了出来，却得了一个很低的分数，为什么?因为单词都拼错了。请牢记：口头背诵得再好不等于能够写对。背写是提高写作和翻译唯一也是最有效的方法。

那么，背写什么内容哪?答案是思路和表达。思路上文中已有论述，遣词和造句的表达方面应该紧密结合功能段落来背诵有效句式和用词。考生不必刻意追求适用难词，但可以将常见词汇稍作替换：如，

exceedingly, extremely, intensely替换very;

an army of/a great many/a host of 替换a lot of;

advancement 替换 development;

positive, favorable, promising(有希望的)， perfect, pleasurable, excellent, outstanding, superior替换good;

give rise to, lead to, result in, trigger 替换cause;

harbor the idea that, take the attitude that, hold the view that替换think;

beneficial, rewarding替换helpful;

bear in mind that替换remember;

enjoy, possess替换have;

shopper, client, consumer, purchaser替换customer……

表达精彩体现在三个方面：遣词、造句、连贯。

三、复习安排建议

总体原则：先背再写、阶段总结、适当模拟。

先背再写：基础较差同学一定要先背一些功能句式和教材相关范文，然后模仿该作文的思路和表达去写。背写的目的是积累语言表达实力，同时练习书写的公正和优美。建议书写较差的考生买本英语字帖练一下书写，也许你会有意外的惊喜。

阶段总结：每过一周就要问自己几个问题：所背诵的表达可以用来写什么类型的文章?该类文章的相关词汇或表达有什么?关键词如何避免重复?请记住：没有复习，没有巩固。

适当模拟：在熟练掌握背写了六种功能段落的思路和表达之后，可以结合适当题目在写作中运用所讲所背所总结提分词汇、句式。建议大家能够灵活运用，做到一例多用。

附注：

中心句放开端

文章中心句是整个文章的主题和写作围绕的中心，通常应该放在段落的开端，这样一方面能够让阅卷老师一眼看出文章表达的主旨意思，起到开门见山的作用;另一方面可以使文章条理层次更加清晰，逻辑性强，文章的整体结构合理。中心句在作文中可以起到承接上下文的作用，放在段尾也可以起到总结全文的作用。这一方法对于写作初学者来说还是有一定困难的，因此在六级考试中，为了减少不必要的错误和损失，大家尽量将中心句放到文章的开头以保万无一失。

关键词要具体

文章的中心句一般是通过关键词来表现和限制文章的主旨思想的，所以为了突出主题，关键词需要尽量写得具体些。这里对“具体”的要求主要体现在两个方面：一方面是要具体到能限制和区分文章段落层次的发展;另一方面是要具体到能说明段落发展的方法。精确仔细地突出关键词是清楚地表达文章主旨、写好段落中心句的重要前提之一，这对考生来说有一定难度。

设问扩充内容

中心句及关键词确定后，文章的大概框架已经清晰了，这时候就需要选择和主题有关的信息和素材来填充这个框架。实质上，针对关键词测试每一个所选择的素材就是一个分类的过程。有一种常用的行文方法就是句子展开前加以设问，然后解答，即设问-解答(why-because)的方法，利用问题引出自己需要的话题再加以解答表现自己的观点，同时紧紧围绕主题。

在学习英语写作之前先来看下练习写作对你的英文有什么样的帮助：

好处1、辅助提升口语语言组织力

好处2、提升语法

好处3、帮助背单词和句型。

了解到联系英语写作带来的好处后让我们来看看学习英语写作有哪些方法：

零基础英语写作入门方法一：背单词

单词是英语写作的基本构成之一，拥有大量的词汇才能写出你想要的文章，背单词有很多方法用mp3在零碎的时间边听边背边写，还有单词前后缀记忆法等众多方法，只要掌握其中一种适合你的方法，就开始大量的充实你的词汇吧。

零基础英语写作入门方法二：语法

语法是将单词串联在一起变成文章的那根线，学习好语法是整个英语阅读的重中之重。推荐熟读语法俱乐部，同时搭配大量的阅读自己感兴趣的文章，在大量的语境中去领受感悟本书的妙处。

零基础英语写作入门方法三：长时间的练习

写日记，这是最简单最长久的写作练习你不需要有任何的准备，这是你会接触到最基础的写作练习，你可以写任何你感兴趣的事情，你要做的就是拿起笔和本子把自已生活上的点点滴滴用英文记录下来。下面就是我的第一篇英文日记！

"today i rest,i stayed at home.sister call me go to the mother.i want not go there,because i must go to the company .去领 clothes.刚刚上完课come back.at home i find my 皮 shoes.now 要穿皮shoes了,write 日记好搞笑，还可以写点english了,i believe 以后 i sure i会更好。”

大家可能会看不懂这篇文章。你可能会觉得很好，说老实话当我现回过头去看我以前的日记我看了也觉得很好笑。但这就是我的第一篇英文日记，我的英文写作就是从这里开始的。你会发现写得非常直白，简直就是中文翻译毫无语法可言。但没有关系每个人开始都是这样的。

在写日记的开始阶段，你可能会像我这样不知道怎么去写或跟本无法组织语言，你可以像我这样按自已大脑里中文的想法去写，把会的单词都写上去不会的就用中文代替。在这个阶段你更多的是在使用你所学的词汇，有时候你会觉得这样很好玩。每天坚持写一篇，慢慢的你会发现你用的中文越来越少了有时候整篇文章都可以用英文写出来，随着你英语学习的进度不断推进，你在写句子的时候你不会直译了，你开始吧语法考虑到你的语言组织里面去。

当你要表边一个句子又找不到这个单词的时候，这种映像会深深的印在你的脑海里，当你在收集单词时候你就会注意收集那些非常实用的单词了。你会背更多的单词因为你想终有一天我的整篇文章是用英文写的。对于初期的写作，我认为就是这样写吧，请注意兴趣的培养。

小作文一般以书信居多，因此，在写作时要注意一下两点。

第一，既然是书信，一定要按照书信的格式写作。阅卷老师最先注意到的就是格式，其次才通过阅读看看内容是否符合要求。不注意格式，肯定被扣分。还不熟悉书信格式的同学赶紧多多练习。

第二，要仔细审题。这个问题年年在强调，但是年年有人不注意，写作时往往会跑题。这样怎么能得高分?考试时时间很紧张，怎样快速审题?笔者建议大家首先要脑子里要迅速构建一副写作场景，接下来要抓住关键词，然后围绕场景和关键词进行扩展。这一点不是说一说看一看就能掌握，需要同学们现在多做强化训练。

具体写作就按照题目要求一个点写一段，总共分三段。这样给人的印象是重点突出、条理清晰。下面就以2014年小作文为例，简单分析一下每一段怎么写。

称呼：Dear John,注意称呼中，所有实词首字母全部大写，Dear John后面的逗号不可丢，也不能写成冒号。

正文：

第一段：写作内容需涵盖两点：自我介绍，写信目的。文章开门见山就是自我介绍，用到了这样的表达：I am Li Ming who will go to study in your university and live together with you in one department. 其中的“I am …who…”这个句型来自于建议信的表达，放在这里也十分贴切。接下一句话表明了写信目的：Now I am writing this letter to tell you some of my habits and ask you for some suggestions to adapt myself there.

第二段：写作内容为习惯介绍以及寻求建议。首先，介绍自己的生活习惯，自己一般早上六点起床外出锻炼;周末一般在图书馆看书;其次，希望John就如何适应当地生活给自己一些建议。

第三段：写作内容表示期待，良好祝愿。用到了这样的表达：I am looking forward to seeing you soon and wish everything goes well.

落款：Yours sincerely, 特别提醒sincerely后面逗号不能丢;

签名：Li Ming，特别注意Li Ming 后面一定不能出现句点。

附注：

1、格式

称呼：英语应用文称呼有这样的特点，如果是不认识的人，一般称呼为敬词+尊称。例如，DearSirorMadam或者ToWhomItMayConcern(需注意每个单词首字母都大写);如果是写给关系正式的某团体或个人，称呼为敬词+尊称+名。例如，DearMr.xx或DearMs.xx;;对于关系较亲密的人可以直呼其名，即Dearxx。需要注意的是：1.称呼要顶格写;2.称呼之后要加逗号或者冒号(推荐大家用逗号，因为历年的高分范文都是用逗号的)。

正文：正文格式一般有两种格式，一是缩进式，即首段开头空四个字母，段落之间不空行;一是齐头式，即每段开头不空格，但是各段之间空一行。老师建议考生采用缩进式，因为如果用齐头式，段间空行的话很可能答题空间不够，导致字数不够。

2、语言

写作用词准确是最基础的要求之一。其次，句型可以多变，例如既有并列句，也有复合句，还有从句，但注意语法运用要正确。此外还要注意，正式语言一般是写给具有正式关系的团体或机构，这种情况不用缩略语和口语用法。除了正式的文体以外，其他的文体皆为非正式文体，像写给朋友的书信等。

一般小作文的考查要求中会体现出写该篇的目的和场合，所以考生在写作时要注意针对不同场合使用不同语言，使交流得以进行。另外，考生也要注意不同的应用文有不同的用语。建议考生对某些应用文的格式和习惯用语，应该加以熟悉和背诵，以便运用自如。

3、其他

考生在考试时注意在看到题目要求后不要忙于动笔，虽说小作文的字数充其量在一百多个单词，但是依旧要在脑子里理清思路。最好能够在仔细审题以后，认真列个提纲，这样更有利于思路清晰。写作时，注意表达清楚以下几个方面：首先交代清楚写信目的;其次为了让阅卷者对你的文章结构及表意一目了然，注意关联词或衔接词的运用;接下来，应该对个人的观点进行阐述(在写作有此必要的时候)。最后，行文间要注意简化描述，用简短的语句代替冗长的语句。在作文完成的时候，应该检查、修改，以免遗漏一些需要表达清楚的要点和细节。

应用文是人们日常生活中广泛使用的文体。它最突出的特点是它的实际应用性，应用文包括很广，如书信、通知、日记、海报、便条、启事、请柬、电报、合同等。应用文的语言应使用规范语言，重在实用，力求朴实、准确、简洁。

一、书信

书信我们分为两部分：信封和内容。

1、信封的写法。

英语信封正面的左上角，写发信人的姓名和地址。在信封的正面中央偏左一点，写收信人的地址和姓名。

英语信封上的地点名称由小到大，视其长短可占二至五行不等。

寄信人只写姓名，不写头衔。但是，收信人一般都在名字前加上头衔，以示礼貌和尊敬。对于没有官衔和学衔的人士，通常在姓名前写上Mr., Mrs.,或Ms.。

信封的写法，一般来说，很少出现在中考英语的作文中。

2、内容。

英文信一般可以分为下列几个部分。

1)信端(Heading)即写信人的地址和发信日期。

2)收信人姓名地址

3)称呼

4)信的正文

5)结束语

6)签名

有的时候，出题者会让考生写e-mail。e-mail的写法和书信的写法基本一致。只不过少了书信在信封上的繁琐。

二、发言稿

发言稿要注意以下三点：

1、发言的地点

2、发言的对象

3、发言的内容。

三、通知

通知的正文一般都是写在"Notice"以词之下，一般来说不必写称呼语和结束语。出同时的单位名称可以写在notice之上，也可以写在正文的右下角。

正文一般采用文章式，有时为了醒目，也可采用广告式。广告式要力求简明扼要，一个句子可分几行。每行第一个字母一般要大写。

四、启事

启事是一种公告式的应用文。团体或个人如有什么事情要向大家公开说明或对公众有什么要求，可将要说的话写成启事，张贴在布告栏上或登在报刊上。启事一般无固定格式，要求简明扼要即可。

五、海报

海报是一种带有装饰性的宣传广告。有时配以绘画图案。内容以影讯、展览、演出信息、友谊赛等为主。为了尽可能使更多的人知道，海报往往贴在醒目之处。

常用的励志英语句子有很多，但是你能在短时间内就想起来吗?下面是语文迷为大家整理的英语励志句子，希望对你写英语作文有帮助。

Children in backseats cause accidents. Accidents in backseats cause children. 后排座位上的小孩会生出意外，后排座位上的意外会生出小孩。

Don’t take guilt trips. Take a trip to the mall, to the next country, to a foreign country, but NOT to where the guilt is.别踏上犯罪的道路。你可以去逛街，可以到邻县去，可以出国旅行，但就是别踏上犯罪的道路。

Enjoy the simple things.享受简单事物的乐趣。

I will greet this day with love in my heart.我要用全身心的爱来迎接今天。

Keep learning. Learn more about the computer, crafts, gardening, whatever. Never let the brain idle. "An idle mind is the devil’s workshop. And the devil’s name is Alzheimer’s."学无止境。多学学电脑、手艺、园艺等等。不要让你的大脑闲置下来。无所事事是魔鬼的加工厂。魔鬼的名字叫“痴呆症”。

Keep only cheerful friends. The grouches pull you down.结交快乐的朋友。整日愁眉不展只能让你雪上加霜。

There will be no regret and sorrow if you fight with all your strength.

只要全力地拼搏，就不会有遗憾，没有后悔。

Time is a bird for ever on the wing.

时间是一只永远在飞翔的鸟。

Time will never change and stop for any person.

时间不给任何人情面，也不会为谁而停留。

Today, give a stranger one of your smiles. It might be the only sunshine he sees all day.

今天，给一个陌生人送上你的微笑吧。很可能，这是他一天中见到的唯一的阳光。

Victory wont come to me unless I go to it.

胜利是不会向我们走来的，我必须自己走向胜利。

Walk the road you want to walk and do what you want to do , keep moving ahead and that’s not the silence of failure.

走自己想走的路，干自己想干的事，勇敢向前，这就是你不败的沉默。

We all have moments of desperation. But if we can face them head on, that’s when we find out just how strong we really are.

我们都有绝望的时候，只有在勇敢面对时，我们才知道我们有多坚强。

We must accept finite disappointment, but we must never lose infinite hope.

我们必须接受失望，因为它是有限的，但千万不可失去希望，因为它是无穷的。

The future is scary but you can’t just run to the past cause it’s familiar.

未来会让人心生畏惧，但是我们却不能因为习惯了过去，就逃回过去。

The first step is as good as half over.

第一步是最关键的一步。

The failures and reverses which await men - and one after another sadden the brow of youth - add a dignity to the prospect of human life, which no Arcadian success would do.

尽管失败和挫折等待着人们，一次次地夺走青春的容颜，但却给人生的前景增添了一份尊严，这是任何顺利的成功都不能做到的。

Success is the continuous journey towards the achievement of predetermined worth while goals .To live your life in your own way .To reach the goals , you’ve set for yourself . To be the person, you want to be ——that is success .

成功是不断向领先确定的有价值的目标前进的过程，用自己的方式生活，达到自己定下的目标，做出自己想做的人——这就是成功。

Success is the ability to go from one failure to another with no loss of enthusiasm.

成功是，你即使跨过一个又一个失敗，但也沒有失去热情。

Ones real value first lies in to what degree and what sense he set himself.

一个人的真正价值首先决定于他在什么程度上和在什么意义上从自我解放出来。

People neeed some courage in life, just like climbing a cliff .Although there are stemp ahead, you still fell some timorous and dare not go ahead. But when you conquer the timidity and reach the peak, you will feel the importance of courage as you enjoy the beautiful scenes. It is the same with life.

人生需要一点勇气和胆量，就如登一座悬崖峭壁的山峰，虽然上面都有云梯、搭好的台阶，可你就是有点胆怯，不敢向前，但你战胜了自我，到达了顶峰，看到了山顶的景色，你就会感到勇气和胆量是成功的标准人生何尝不是如此呢?

Real dream is the other shore of reality.

真正的梦就是现实的彼岸。

Sharp tools make good work.

工欲善其事，必先利其器。

Sometimes your plans don’t work out because God has better ones.

有时候，你的计划不奏效，是因为上天有更好的安排。

Standing firm is to challenge difficult courageously and to leave the smile after sccess to oneself.

坚强，就是勇敢的向困难挑战，把成功的微笑留给自己。

Never underestimate your power to change yourself!

永远不要低估你改变自我的能力!

Never, never, never, never give up.

永远不要、不要、不要、不要放弃。

"I like honest men of all colors."我喜欢所有诚实的人。

"I start out by believing the worst."我凡事先做好最坏的打算。

"It requires more courage to suffer than to die."茍活比牺牲需要更多的勇气。 。

"I have made all the calculations; fate will do the rest."我已做了所有的打算，其余就交给上帝了。

"Our hour is marked, and no one can claim a moment of life beyond what fate has predestined."生死有命，没有人能要求多活一秒钟。

"If I had not been born Napoleon, I would have liked to have been born Alexander."如果今天我不是拿破仑的话，我想成为亚历山大。

"The great proof of madness is the disproportion of ones designs to ones means."一个人的计划与实践存在太大的落差即是疯狂的表现。

"The stupid speak of the past, the wise of the present, and fools of the future."聪明的人谈现在，愚蠢的人谈过去，傻子才谈未来。

"We must laugh at man to avoid crying for him. "与其后来替一个人婉惜，不如先嘲笑他算了。

"When you set out to take Vienna, take Vienna."一旦你着手要攻下维也纳，就把她拿下吧﹗

"What I did is immense. What I had decided to do, and what I had projected werestill more so"我所做的是大事业，而我当初的决定与计划亦是如此。

"The word impossible is not in my dictionary."在我的字典里找不到「不可能」这个字。

"I wished to found a European system, a European Code of Laws, a European judiciary; there would be but one people in Europe."我想建立一个整合的欧洲体系，包含了法律，法庭，与人种。

"The French complain of everything, and always."法国人终其一生都在抱怨所有的事。

"He who fears being conquered is sure of defeat."害怕被征服的人，注定要失败。

"Victory belongs to the most persevering."坚持必将成功。

"Adversity is the midwife of genius." 逆境造就天才。

"Circumstances? I make circumstances!" 英雄造时势。

"Men take only their needs into consideration, never their abilities."人们常只想到自己的需要，而没考虑自己的能力。

"Men are moved by only two levers: fear and self interest."恐惧和兴趣能激励人。

一、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。

二、~ 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。

三、~~~ cannot emphasize the importance of ~~~ too much.(再怎么强调……的重要性也不为过。)

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、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。

五、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。

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 wont 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。

九、Adj + as + Subject(主词)+ be，S + V~~~(虽然……)

例句：Rich as our country is， the qualities of our living are by no means

satisfactory. {by no means = in no way = on no account一点也不}

虽然我们的国家富有，我们的生活品质绝对令人不满意。

十、So +形容词+ be +主词+ that +句子(如此……以致于……)

例句：So precious is time that we cant afford to waste it.时间是如此珍贵，我们经不起浪费它。