怎样写无花果的各部分的作文(精选20篇)

星期六下午，我在妈妈工作的厂里玩。玩着玩着发现了一棵无花果树，便认真观察起来。我看到了很丰满的果实，哇，真嘴谗！我继续观察，发现，无花果树虽然矮小，但是却有很多分叉的树枝。我还觉得它绿色的叶子像手掌，真有趣呀！小果子就长在叶子中间，几乎几百个甚至上千个，我摘了一个无花果，哎呀，里面竟然还有白汁，重大发现！我回想起了它以前春天开的不引人注目的白白的小花；夏天它市郁郁葱葱的；今年冬天虽然无花果树没有叶子了，但是冬姐姐给它戴上了白色帽子，让它感受到了温暖。

我觉得有点奇怪，为什么要叫它无花果树呢？我查阅资料，终于发现，无花果的花用肉眼看不见。怪不得我们叫它无花果树呢！无花果还有很多营养价值和医药价值呢！

哇，想不到一棵矮小的无花果树有这么多的特点啊！

门前绿地上的那棵无花果树，枝叶茂密，每当夏天来临的时候，一个个小巧玲珑的无花果三五成群地从满是嫩叶的树顶上探出头来，和嫩芽融为一体。

果实未成熟时，呈淡绿色，味道发涩；成熟的果实颜色变浓，味道甜美，并发出阵阵清香，熟透时，果裂开，常引来小鸟大饱口福。

无花果的外形好像一块翡翠精雕细琢成的桃子，表皮黏黏的，十分粗糙，一条条弧线有序地排列在皮上。果实的瓤由一颗颗小小的白瓤和红瓤组成，惹人喜爱，令人谗言欲滴。白瓤好像成千上万颗牙齿，红瓤又好像一张嘴巴，一张一合地笑眯眯地对你说：“我们形状可爱，味道甜而不腻，欢迎您前来品尝！”

无花果树不仅果实美味，树叶子也十分养眼。叶片犹如一只手似的摆放在粗糙的树枝上；又好像一把扇子，给无花果扇风，又如同一个忠实的看护员，夜以继日地看护着无花果。

我常常在家门前那棵无花果树下徘徊，那树冠，那树叶，那果实，都令我陶醉。

91.《中国历代史通俗演义》[民国]蔡东藩著

作为一名大学生，对中国历史的了解是很有必要的。这套书改变了历史一本正经的面目，让历史充满趣味性。而其亦文亦白的行文也颇有意思。

92.《万历15年》黄仁宇著

这本书告诉大家历史的另一种写法。也就是所谓“大历史”的概念。第一次读的时候，我有一种如遭电击的感觉。

希望黄仁宇有一百只脚，太多的历史匠只配给他擦鞋。

93.《中国哲学史简编》冯友兰著

冯友兰先生学贯中西，在言必称西学的二三十年代潜心研究中国哲学，将中国哲学史分为子学时代（先秦）和经学时代（汉至清），自成一家之言。他认为中国哲学多讲内对外王之道，因而他的书读来条理明晰，层次分明，书卷气极浓，又不乏金石声。

94.《西方哲学史》[美]梯利著

梯利本身不是重要的哲学家，这倒有助于他介绍起哲学史来比较客观。这本哲学史篇幅比较适中，不是长得使人失去耐心，也不是短到讲不透彻。是一本很好的西方哲学入门书。

95.《苏菲的世界》[挪威]乔德坦·贾德著

作者曾在高中担任哲学教师多年，精通哲学、文学与教育学等多种学科，使他的这本哲 学史也格外适合青少年作为哲学的入门书。

评论认为，这本书“有助于使读者以阅读侦探小说般的心情游览从柏拉图以前一直到20世纪的世界哲学史，而丝毫不产生任何枯燥厌烦的感觉。

96.《查拉图斯特拉如是说》[德]尼采著

尼采不是一个逻辑很严密的哲学家，他本身还是个诗人，他的哲学被称为是诗化哲学，这反倒让他的书比别的哲学家的好读的多。听听他说：“上帝死了！”、“我的虚荣就是，有十句话说出别人一本书所说出的话，所没有说出的话。”

尼采的书中包含着巨大的激情，像火，像电。虽然我们在中学接触过鲁迅对于尼采的批判，但以鲁迅而言，他本人也受了尼采的巨大影响。

以尼采作为研究哲学的入门书也许是不错的。

97.《海底两万里》[法]儒勒·凡尔纳著

儒勒·凡尔纳是世界上最负盛名的科幻小说大师。与当今的神话般的科幻小说不同，他的作品往往有相当的科学依据，以致于许多他当时的预言都成了今天的现实。航天的开拓者齐奥尔科夫斯基就坦白地承认过儒勒·凡尔纳的小说对他的影响。

98.《宇宙》[美]卡尔·萨根著

一本很好的关于宇宙的科普读物，比霍金的《时间简史》好读多了。

99.《科学的历程》吴国盛著

我认为，这是上个世纪90年代中国最好的一本科学史。内容详实、图片精美、行文流畅，有助于读者形成一个立体的、发展的科学观。

100.《西方美学史》朱光潜著

审美也是可以培养的，这门学科就叫作美学。本书是我国第一部全面系统阐述西方美学思想发展的专著，对于青年一代联系时代背景考察西方美学流派有重要的借鉴意义

[语文高考作文素材：传统文化作文素材

一是事件本身呈现的状态——包括相关人物和事物的状态。比如：戈比回家的时候(特定的时间点)，唯一在家的奶奶，奄奄一息地躺在角落里，嘴角流着血(人的状态)。所有的财务被洗劫一空，屋里的桌椅板凳、箱柜东倒西歪，各种东西凌乱地散落了一地，连个下脚的地方都没有(事物的状态)。

二是事件产生的影响——包括对现实的影响和未来的影响。例如：一篇文章讲述五十多岁的老人勇斗歹徒的故事，文章结果是这样写的——“......周围所有人的心都放了下来，命悬一线的紧张气氛缓和了下来，四周变得异常宁静，人们默默地注视着这位英勇的老人，在心底默默的赞叹!(对现实的影响)不久，这位伟大的老太太因此被评为见义勇为先进个人(对未来的影响)。

一、研究实验——探究叙事过程中，交代“事件结果”在行为中的最佳位置

下面五件事，分别交代了：事件发生的起因，时间、地点、行为主体、具体行为和时态，后面的括号里，是事件发生的结果，请将“事件结果”插入叙事当中，确保语言流畅，然后归纳，在叙事过程中，在那个位置交代事件的结果最好。

1.单位要组织专业水平测试，妈妈天生要强，担心可怜的分数丢了自己的面子，这几天，她在家里总要学习到午夜才上床休息。(最终，她以681分，名列单位榜首。)

2.由于家里距离学校很远，老师布置的作业他一道也没做;他想赶在老师到校之前，抄完所有的作业，星期一一大早，我的同座就来到了学校。(不想，老师到的比他还早，所有的如意算盘全部落空，他被老师狠狠的批评了一顿。从那以后，他再也没有偷过懒)

4.清明节一大早，他就来到爷爷的坟前，望着墓碑出神。爸爸和后妈对这个弱小的孩子就像对待仇人，他每天仿佛生活在地狱里，他多么希望能从爷爷那里获得一点儿哪怕只有一丝的心灵慰藉啊。(然而事与愿违，陪伴他的，只有冰冷的山风和枯黄的荒草!)

5.昨天放学，他偷偷把老师汽车的轮胎气给放了，早晨，他在校门口，见老师远远地走来，担心和老师面对面，紧张的神情出卖了自己，于是转身就跑。(没想到，刚刚跑出两步，就听到了老师喊他的名字，他顿时像泄了气的皮球，停下了脚步。)

天地之大，无奇不有。人们长说：只有开花，才能结果。可我奶奶家有一盆花，它不开花就能结果了。它就是——无花果!

这是奶奶从邻居家里移来的，别看它长得枝繁叶茂的，花中还数它娇贵呢!它需要经常浇水，不然就会干死。它的样子可有趣了，绿油油的大叶子，仿佛打着手印的佛手。圆溜溜的果实，躲在叶子后面，仿佛在玩捉迷藏，让你数都数不清。虽然它喜欢阳光，可却不喜欢和它的“兄弟姐妹”在一起，更别说牵牛花的热情“拥抱”了。

刚开始，它是一个小苗，秋天到了，叶子纷纷落下，无花果几乎成了一个没有生机的光秃秃的“木棒”。春天来了，那根木棒竟长出了几个绿绿的小点;几天后，它们竟成了几片淡绿色的小叶子;后来，它们竟长得比我的手掌还大，颜色也十分艳丽，那深沉、鲜艳的绿，看了就让人赏心悦目。夏天一到，无花果就“猛长”起来，原本稀疏的枝叶，一下子变得茂密起来。有一天，在无花果那密密麻麻的叶子下，竟长出了两个小小的果子，果子也是青色的，果子的顶上还有一个红红的圆点。我见了，心喜若狂，“无花果”结果子了!无花果“妈妈”很爱它的“宝宝”，叶子为它遮风挡雨，枝干为它输送养料，爷爷奶奶也十分勤快，几乎不停地给无花果浇水……果子几乎在三五天内个头就长大了一倍，颜色也慢慢变褐变紫了，果子全部成了褐紫色后，就成熟了!

吃第一颗果子的时候，我的心情无比高兴，奶奶郑重地摘下那颗紫色的无花果，刚摘下它，枝干上立刻流出乳白色的汁液。瞧!无花果“妈妈”难过的与它的“宝宝”分别了。

奶奶则用清水把果子洗得干干净净，把它切成三份，我、爷爷、奶奶各一份。我立马把它送进嘴里，哇!真甜啊!里面小小的种子仿佛芝麻一样好吃，果肉仿佛蜜糖一般甜。吃完了，嘴里还留有余香，真是太好吃了!

现在奶奶家的无花果果子已有30多颗了，有些还是青色的，大部分已经成熟了。奶奶把它们送给亲戚、邻居，虽然我也想吃，可是我知道奶奶的`用意：

果子大家吃才香甜呀!

1、《红楼梦》的作者是_____代作家_____，相传后40回是_____所作。

2、《红楼梦》又名_____、_____、_____等。

3、《红楼梦》的两条主线是_____、 _____。

4、金陵十二钗指的是：_____、_____、_____、_____、_____、_____、_____、_____、_____、_____、_____、_____。

5、《红楼梦》中，“品格端方，容貌丰美，行为豁达，随时从分。”说的是_____

6、“未若锦囊收艳骨，一抔净土掩风流”的作者是《红楼梦》中的_____，此诗的名字是《葬花词》，此诗意在喻人，悲叹自己的命运，控诉社会的黑暗，其思想性与艺术性均达到最高境界。

7、贾府的媳妇，稳重贤惠，本分随和，青春丧偶，统领众姐妹，曾负责海棠诗，此人便是_____。

8、《红楼梦》中有两句诗评论王熙凤在贾府衰亡中的悲惨下场，这两句诗是_____ _____。

9、《红楼梦》中结的两个诗社分别是_____和_____，社长是_____。

10、《红楼梦》中的“阆苑仙葩”指的是_____;“美玉无瑕”指的是_____

11、《红楼梦》中，“绛珠仙草”指的人物是_____;“神瑛侍者”是_____

12、《红楼梦》中，“眉如墨画，面如桃瓣，目如秋波。虽怒时而若笑，即嗔时而有情”。说的是_____

13、《红楼梦》中有诗“纵然生得好皮囊，腹内原来草莽”，“潦倒不通世务，愚顽怕读文章”指的是_____

14、《红楼梦》中，“富贵又何为，襁褓之间父母违。转眼吊斜辉，湘江水逝楚云飞。”说的是_____

15、潇湘妃子指的是_____，蘅芜君指的是_____

16、“玉带林中挂，金簪雪里埋”分别指_____、_____

17、《红楼梦》中，有“小宝钗”、“小黛玉”之称的两个人分别是_____

18、《红楼梦》中，“枉自温柔和顺，空云似贵如兰。堪羡优伶有福，谁知公子无缘”，说的是_____

19、《红楼梦》中,“撕扇子作千金一笑”的是_____

20、《红楼梦》中“心比天高命比纸薄”的代表人物是_____

21、《红楼梦》中，因吃酒醉卧怡红院的人是_____，最泼辣狠毒的女子是_____，最具有管理才能、大胆改革的女子是_____

22、《红楼梦》中，“才自精明志自高，生于未世运偏消。清明涕泪江边望，千里东风一梦遥。”说的是_____

23、《红楼梦》中有两位小姐当上了王妃，此二人是_____，_____

24、“四春”之中，性格比较懦弱的是_____，精明志高、具有管理才能的是_____，最后出家为尼的是_____

25、“开谈不说《红楼梦》，读尽诗书也枉然。”一曲红楼多少梦?情天情海幻情身。作品塑造了三个悲剧人物：

_____，为爱情熬尽最后一滴眼泪，含恨而死;

_____，终于离弃“温柔富贵之乡”而遁入空门;

_____，虽成了荣府的“二奶奶”却没有赢得真正的爱情，陪伴她的是终生凄凉孤苦。

The course of true love never did run smooth. (A Midsummer Night’s Dream 1.1)

真爱无坦途。 ——《仲夏夜之梦》

/真诚的爱情之路永不会是平坦的。

Things base and vile, holding no quantity, love can transpose to from and dignity: love looks not with the eyes, but with mind. (A Midsummer Night’s Dream 1.1)

卑贱和劣行在爱情看来都不算数，都可以被转化成美满和庄严：爱情不用眼睛辨别，而是用心灵来判断/爱用的不是眼睛，而是心。——《仲夏夜之梦》

Lord, what fools these mortals be! (A Midsummer Night’s Dream 3.2)

上帝呀，这些凡人怎么都是十足的傻瓜!——《仲夏夜之梦》

The lunatic, the lover and the poet are of imagination all compact. (A Midsummer Night’s Dream 5.1)

疯子、情人、诗人都是想象的产儿。——《仲夏夜之梦》

Since the little wit that fools have was silenc’d, the little foolery that wise men have makes a great show. (As You Like It, 1.2)

自从傻子小小的聪明被压制得无声无息，聪明人小小的傻气显得更吸引眼球了。——《皆大欢喜》

世界是一个舞台，所有的男男女女不过是一些演员，他们都有下场的时候，也都有上场的时候。一个人的一生中扮演着好几个角色。 ——《皆大欢喜》

Beauty provoketh thieves sooner than gold. (As You Like It, 1.3)

美貌比金银更容易引起歹心。——《皆大欢喜》

Sweet are the uses of adversity. (As You Like It, 2.1)

逆境和厄运自有妙处。——《皆大欢喜》

Do you not know I am a woman? When I think, I must speak. (As You Like It, 3.2)

你难道不知道我是女人?我心里想什么，就会说出来。——《皆大欢喜》

Love is merely a madness. (As You Like It, 3.2)

爱情不过是一种疯狂。——《皆大欢喜》

O, how bitter a thing it is to look into happiness through another man’s eyes! (As You Like It)

唉!从别人的眼中看到幸福，自己真有说不出的酸楚!——《皆大欢喜》

It is a wise father that knows his own child. (A Merchant of Venice 2.2)

知子之父为智。——《威尼斯商人》

Love is blind and lovers cannot see the pretty follies that themselves commit. (A Merchant of Venice 2.6)

爱情是盲目的，恋人们看不到自己做的傻事。——《威尼斯商人》

All that glisters is not gold. (A Merchant of Venice 2.7)

闪光的并不都是金子。——《威尼斯商人》

So is the will of a living daughter curb’d by the will of a dead father. (A Merchant of Venice 1.2)

一个活生生的女人的意愿，却被过世的父亲的遗嘱所限。——《威尼斯商人》

外观往往和事物的本身完全不符，世人都容易为表面的装饰所欺骗。——《威尼斯商人》

没有比较，就显不出长处;没有欣赏的人，乌鸦的歌声也就和云雀一样。要是夜莺在白天杂在聒噪里歌唱，人家绝不以为它比鹪鹩唱得更美。多少事情因为逢到有利的环境，才能达到尽善的境界，博得一声恰当的赞赏。——《威尼斯商人》

The quality of mercy is not strained. (A Merchant of Venice 4.1)

慈悲不是出于勉强。——《威尼斯商人》

Some rise by sin, and some by virtue fall. (Measure for Measure 2.1)

有些人因罪恶而升迁，有些人因德行而没落。——《一报还一报》

O, it is excellent to have a giant’s strength; but it is tyrannous to use it like a giant. (Measure for Measure 2.1)

有巨人的力量固然好，但像巨人那样滥用力量就是一种残暴行为。——《一报还一报》

I’ll pray a thousand prayers for thy death but no word to save thee. (Measure for Measure 3.1)

我要千遍祷告让你死，也不祈求一字救你命。——《一报还一报》

O, what may man within him hide, though angel on the outward side! (Measure for Measure 3.2)

唉!一个人外表可以装得像天使，但却可能把自己掩藏在内心深处!——《一报还一报》

Beauty, wit, high birth, vigour of bone, desert in service, love, friendship, charity, are subjects all to envious and calumniating time. (Troilus and Cressida 3.3)

美貌、智慧、门第、臂力，事业、爱情、友谊和仁慈，都必须听命于妒忌而无情的时间。——《特洛伊罗斯与克瑞西达》

You gods divine! Make Cressida’s name the very crown of falsehood, if ever she leave Troilus. (Troilus and Cressida 4.2)

神明啊!要是有一天克瑞西达背叛特罗里斯，那么就让她的名字永远被人唾骂吧!——《特洛伊罗斯与克瑞西达》

Beauty! Where is thy faith? (Troilus and Cressida 5.2)

美貌!你的真诚在何方?——《特洛伊罗斯与克瑞西达》

Take but degree away, untune that string, and, hark, what discord follows! (Troilus and Cressida 1.3)

没有了纪律，就像琴弦绷断，听吧!刺耳的噪音随之而来!——《特洛伊罗斯与克瑞西达》

要一个骄傲的人看清他自己的嘴脸，只有用别人的骄傲给他做镜子;倘若向他卑躬屈膝，不过添长了他的气焰，徒然自取其辱。 ——《特洛伊罗斯与克瑞西达》

O, she dothe teach the torches to burn bright! (Romeo and Juliet 1.5)

啊!火炬不及她那么明亮。——《罗密欧与朱丽叶》

My only love sprung from my only hate ! (Romeo and Juliet 1.5)

我唯一的爱来自我唯一的恨。——《罗密欧与朱丽叶》

What’s in a name? That which we call a rose by any other word would smell as sweet. (Romeo and Juliet 2.2)

名字中有什么呢?把玫瑰叫成别的名字，它还是一样的芬芳。——《罗密欧与朱丽叶》

/名称有什么关系呢?玫瑰不叫玫瑰，依然芳香如故。

Young men’s love then lies not truly in their hearts, but in their eyes. (Romeo and Juliet 2.3)

年轻人的爱不是发自内心，而是全靠眼睛。——《罗密欧与朱丽叶》

It is the east, and Juliet is the sun. (Romeo and Juliet 2.2)

那是东方，而朱丽叶就是太阳。——《罗密欧与朱丽叶》

A little more than kin, and less than kind. (Hamlet 1.2)

超乎寻常的亲族，漠不相关的路人。——《哈姆雷特》

Frailty, thy name is woman! (Hamlet 1.2)

脆弱啊，你的名字是女人!——《哈姆雷特》

This above all: to thine self be true. (Hamlet 1.3)

最重要的是，你必须对自己忠实。——《哈姆雷特》

The time is out of joint – O, cursed spite, that ever I was born to set it right! (Hamlet 1.5)

这是一个礼崩乐坏的时代，唉!倒霉的我却要负起重整乾坤的责任。——《哈姆雷特》

Brevity is the soul of wit. (Hamlet 2.2)

简洁是智慧的灵魂，冗长是肤浅的藻饰。/言贵简洁。——《哈姆雷特》

There are more things in heaven and earth, Horatio, than are dreamt of in your philosophy. (Hamlet 1.5)

天地之间有许多事情，是你的睿智所无法想象的。——《哈姆雷特》

/在这天地间有许多事情是人类哲学所不能解释的。

There is nothing either good or bad, but thinking makes it so. (Hamlet 2.2)

世上之事物本无善恶之分，思想使然。——《哈姆雷特》

/没有什么事是好的或坏的，但思想却使其中有所不同。

To be or not to be: that is a question. (Hamlet 3.1)

生存还是毁灭，这是个值得考虑的问题。——《哈姆雷特》

There’s a special providence in the fall of a sparrow. (Hamlet 5.2)

一只麻雀的生死都是命运预先注定的。——《哈姆雷特》

The rest is silence. (Hamlet 5.2)

余下的只有沉默。——《哈姆雷特》

Keep up your bright swords, for the dew will rust them. (Othello 1.2)

收起你们明晃晃的剑，它们沾了露水会生锈的。——《奥赛罗》

O, beware, my lord, of jealousy; it is the green-eyed monster which doth mock the meat it feeds on. (Othello 3.3)

主帅啊，当心你会嫉妒，那可是一只绿眼的妖魔，它惯于耍弄爪下的猎物。——《奥赛罗》

Good name in man and woman, dear my lord, is the immediate jewel of their souls: Who steals my purse steals trash; ’tis something, nothing. (Othello 3.3)

无论男人女人，名誉是他们灵魂中最贴心的珍宝，如果有人偷走了我的钱袋，他不过偷走了一些废物，那不过是些毫无价值的东西罢了。——《奥赛罗》

O, curse of marriage, that we can call these delicate creatures ours, and not their appetites! (Othello 3.3)

啊!婚姻的烦恼!我们可以把这些可爱的人儿据为己有，却无法掌控她们的各种欲望。——《奥赛罗》

We cannot all be masters, nor all masters cannot be truly followed. (Othello 1.3)

不是每个人都能做主人，也不是每个主人都能值得仆人忠心的服侍。——《奥赛罗》

Nothing will come of nothing. (King Lear 1.1)

一无所有只能换来一无所有。——《李尔王》

Love’s not love when it is mingled with regards that stands aloof from th’entire point. (King Lear 1.1)

爱情里面要是搀杂了和它本身无关的算计，那就不是真的爱情。——《李尔王》

How sharper than a serpents tooth is to have a thankless child. (King Lear 1.4)

逆子无情甚于蛇蝎。——《李尔王》

我没有路，所以不需要眼睛;当我能够看见的时候，我也会失足颠仆，我们往往因为有所自恃而失之于大意，反不如缺陷却能对我们有益。

Blow, winds, and crack cheeks! Rage! Blow! (King Lear 3.2)

吹吧!风啊!吹破你的脸颊，猛烈地吹吧!——《李尔王》

‘Tis this times’ plague, when madmen lead the blind. (King Lear 4.1)

疯子带瞎子走路，这就是这个时代的病态。——《李尔王》

Why should a dog, a horse, a rat, have life, and thou no breath at all? (King Lear 5.3)

为什么一条狗，一匹马，一只耗子都有生命，而你却没有一丝的呼吸。——《李尔王》

Fair is foul, and foul is fair. (Macbeth 1.1)

美即是丑，丑即是美。——《麦克白》

I fear thy nature; it is too full o’the milk of human kindness. (Macbeth)

我为你的天性担忧，它充满了太多的人情乳臭。——《麦克白》

What’s done cannot be undone. (Macbeth 5.1)

做过的事情不能逆转。——《麦克白》

/覆水难收。

Out, out, brief candle, life is but a walking shadow. (Macbeth)

熄灭吧，熄灭吧，瞬间的灯火。人生只不过是行走着的影子。——《麦克白》

黑暗无论怎样悠长，白昼总会到来。——《麦克白》

世界上还没有一个方法，可以从一个人的脸上探察他的居心。——《麦克白》

Cowards die many times before their deaths; the valiant never taste of death but once. (Julius Caesar 2.2)

懦夫在未死以前就已经死了好多次;勇士一生只死一次，在一切怪事中，人们的贪生怕死就是一件最奇怪的事情。——《凯撒大帝》/《英雄叛国记》

行为胜于雄辩，愚人的眼睛是比他们的耳朵聪明得多的。——《凯撒大帝》/《英雄叛国记》

Men’s judgments are a parcel of their fortunes; and things outward do draw the inward quality after them, to suffer all alike. (Antony and Cleopatra 3.13)

智慧是命运的一部分，一个人所遭遇的外界环境是会影响他的头脑的。——《安东尼和克里奥帕特拉》

Do not , for one repulse , give up the purpose that you resolved to effect .

不要只因一次失败，就放弃你原来决心想达到的目的。

正文通常以问候语开头。问候是一种礼貌礼貌行为，也是对收信人的一种礼节，体现写信人对收信人的关心。问候语最常见的是“您好!”“近好!”依时令节气不一样，也常有所变化，如“新年好!”“春节愉快!”问候语写在称呼下一行，前面空两格，常自成一段。

问候语之后，常有几句启始语。如“久未见面，别来无恙。”“近来一切可好?”“久未通信，甚念!”之类。问候语要注意简洁、得体。

接下来便是正文的主要部分——主体文，即写信人要说的话。它能够是禀启、复答、劝谕、抒怀、辞谢、致贺、请托、慰唁，也能够是叙情说理、辩驳论证等。这一部分，动笔之前，就就应成竹在胸，明白写信的主旨，做到有条有理、层次分明。若是信中同时要谈几件事，更要注意主次分明，有头有尾，详略得当，最好是一件事一段落，不要混为一谈。

1、推进“一带一路”建设工作会议2月1日在北京召开。张高丽表示，推进“一带一路”建设是党中央、国务院统筹国内国际两个大局作出的重大决策，对开创我国全方位对外开放新格局、促进地区及世界和平发展具有重大意义。

2、IUCN 绿色名录于2014年首次发布，收录了中国、澳大利亚等8个试点国家的24个自然保护地，其中包括我国6个自然保护地，即陕西长青国家级自然保护区、湖南东洞庭湖国家级自然保护区、安徽黄山国家级风景名胜区、吉林龙湾群国家森林公园、四川唐家河国家级自然保护区和黑龙江五大连池国家级风景名胜区。

3、省部级主要领导干部学习贯彻十八届四中全会精神全面推进依法治国专题研讨班2月2日在中央党校开班。习近平在开班式上发表重要讲话。他强调，各级领导干部在推进依法治国方面肩负着重要责任，全面依法治国必须抓住领导干部这个“关键少数”。领导干部要做尊法学法守法用法的模范，带动全党全国一起努力，在建设中国特色社会主义法治体系、建设社会主义法治国家上不断见到新成效。

4、2 月2日是第十九个“世界湿地日”，2015年世界湿地日活动启动仪式在杭州举行。在启动仪式上，国家林业局副局长张永利介绍，到2020年，全国湿地保有量力争达到8亿亩以上，自然湿地保护率达到55%。目前，全国已建立570多个湿地自然保护区和900多个湿地公园，其中国际重要湿地46个，国家湿地公园569个，共有2324万公顷湿地得到了不同形式的保护，湿地保护率由10年前的30.49%提高到现在的43.51%。

5、我国二维码技术获得重大突破。经过十多年艰苦探索，北京龙贝公司首创采用全新的数学方法和信息技术编码，成功研制了我国第一个具有完全自主知识产权的全新矩阵龙贝二维码技术，形成从根本上有别于且性能高于国外其他码制的龙贝码，位列世界领先水平。

6、2015年春运大幕2月4日正式开启，将持续至3月16日，为期40天。据交通运输部消息，预计2015年春运全国旅客发送量将达到28.07亿人次，比2014年增长3.4%。

7、国务院2月3日印发《落实“三互”推进大通关建设改革方案》，推动内陆同沿海沿边通关协作，实现口岸管理相关部门信息互换、监管互认、执法互助，提出到 2020年，跨部门、跨区域的内陆沿海沿边大通关协作机制有效建立，信息共享共用，同一部门内部统一监管标准、不同部门之间配合监管执法，互认监管结果，优化通关流程，形成既符合中国国情又具有国际竞争力的管理体制机制。

8、2 月3日，中国互联网络信息中心(CNNIC)发布的第三十五次中国互联网发展状况统计报告显示，截至2014年12月，我国网民规模达6.49亿，互联网普及率为47.9%。其中，手机网民规模达5.57亿，较2013年底增加5672万人，手机作为网民第一大上网终端设备的地位更加稳固。

9、2 月4日10时56分，台湾复兴航空一架ATR72轻型民航客机在执飞台北至金门航线时失事，坠于台北市与新北市交界处的基隆河。机上共有58人，其中31 人为大陆游客。至2月4日19时，事故已造成23人死亡、15人受伤，另有20人失踪。事故发生后，党中央、国务院高度重视。习近平迅速作出重要指示，要求尽快准确掌握相关情况，积极协助开展伤员救治，做好家属安抚、善后处理等工作。

10、日前，国务院总理李克强在中南海主持召开座谈会，在全国两会召开前听取各民主党派中央、全国工商联负责人和无党派人士代表对《政府工作报告(征求意见稿)》的意见和建议。这是中国共产党领导的多党合作和政治协商制度的重要体现，是国务院的一条重要工作规则，有利于达成广泛共识、凝聚社会力量。

11、中国人民银行决定，自2015年2月5日起下调金融机构人民币存款准备金率0.5个百分点。

12、2 月6日国家发改委公布数据显示：2014年中国装备制造业出口额达2.1万亿元，占全部产品出口收入的17%，其中铁路机车出口额近40亿美元，占全球市场份额的10%。2009年起，中国装备制造业总产值超过美国，连年稳居世界第一，汽车、船舶、机床、发电设备、工程机械等主要产业生产规模均位居世界前列。

13、海关总署2月8日发布的数据显示，1月份，我国进出口总值为2.09万亿元，同比下降10.8%。海关总署同时发布的调查数据显示，今年1月，我国外贸出口先导指数为38.6，较去年12月下滑1.5。这是该指数连续第四个月下滑，预示今年一季度以及二季度初我国出口仍然面临下行压力。

14、2 月9日消息：中共中央印发了《关于加强社会主义协商民主建设的意见》。《意见》明确了社会主义协商民主的本质属性和基本内涵，阐述了加强社会主义协商民主建设的重要意义、指导思想、基本原则和渠道程序，对新形势下开展政党协商、人大协商、政府协商、政协协商、人民团体协商、基层协商、社会组织协商等作出全面部署，是指导社会主义协商民主建设的纲领性文件。

15、2月9日，上海证券交易所迎来又一个历史性时刻：首个股票期权产品上证50ETF期权合约揭牌上市，境内资本市场进入了全新的期权时代。

16、习近平2月10日上午主持召开中央财经领导小组第九次会议，听取中央财经领导小组确定的新型城镇化规划、粮食安全、水安全、能源安全、创新驱动发展战略、发起建立亚洲基础设施投资银行、设立丝路基金等重大事项贯彻落实情况的汇报，审议研究京津冀协同发展规划纲要。

17、2月10日，姚明、申雪、赵宏博、张虹、李妮娜、侯斌6位著名运动员接受了北京冬奥申委颁发的聘书，正式成为北京申办冬奥会形象大使。

18、2 月10日，历时14个月之久的高通反垄断案告一段落。国家发展和改革委员会当天宣布，对美国高通公司滥用市场支配地位实施排除、限制竞争的垄断行为依法作出处理，责令高通公司停止相关违法行为，并处以其2013年度在我国市场销售额8%的罚款，计60.88亿元。这一罚单创下我国反垄断罚款的历史最高。

19、中国人民银行2月10日公布的数据显示，初步统计，2014年末社会融资规模存量为122.86万亿元，同比增长14.3%。这是央行首次公布社会融资规模存量数据。

20、国家能源局2月12日发布2014年风电产业监测数据显示，2014年，我国风电产业继续保持强劲增长势头，全年新增装机容量达到1981万千瓦，增长规模再创历史新高。目前，我国累计风电并网装机容量已经达到9637万千瓦，这一规模占全球风电装机总量的26%。

21、2月12日消息：作为我国西部首座核电站，广西防城港核电站一号机组预计将于2015年下半年开始发电正式投入商业运营。

22、国务院2月14日印发《关于加快发展服务贸易的若干意见》，这是国务院首次全面系统地提出服务贸易发展的战略目标和主要任务，并对加快发展服务贸易作出全面部署。

23、中共中央、国务院2月17日上午在人民大会堂举行2015年春节团拜会。中共中央总书记、国家主席、中央军委主席习近平发表重要讲话，代表党中央、国务院，向全国各族人民，向香港特别行政区同胞、澳门特别行政区同胞、台湾同胞和海外侨胞拜年。习近平在讲话中指出，2014年是我国全面深化改革元年，坚持稳中求进工作总基调，蹄疾步稳深化改革，持续有力推动发展，扎实有效改善民生，全面加强国防和军队建设，积极开展对外工作，聚精会神管党治党，对全面推进依法治国作出部署，改革开放和社会主义现代化建设各方面都取得新的重大进展。

24、外交部发言人华春莹2月20日就印度总理莫迪赴中印边界东段争议区活动答记者问。华春莹表示，中印边界东段地区存在巨大争议。中国政府从不承认所谓的“阿鲁纳恰尔邦”。中方对印度领导人到争议区活动表示坚决反对，并向印方提出了严正交涉。

25、羊年新春过后，中国房产、财税、工商等领域一批新政将密集实施，助力经济健康发展、改革深入推进，给民众带来更多利好。《不动产登记暂行条例》将于2015年3月1日起正式实施，不动产登记徘徊七年多终于进入实际操作阶段。

26、在 2月轮值主席中国的倡议下，联合国安理会2月23日举办主题为“维护国际和平与安全：以史为鉴，重申对《联合国宪章》宗旨和原则的坚定承诺”的公开辩论会。中方提出了“要和平，不要冲突;要合作，不要对立;要公平，不要强权;要共赢，不要零和”的四点主张，得到了各方积极回应。

27、经习近平主席批准，中央军委近日印发《关于加强新形势下选人用人工作监督的意见》《军队领导干部秘书管理规定》，总政治部印发《关于严格落实军队干部任职回避制度若干问题的规定(试行)》《军队后备干部工作规定(试行)》《作战部队指挥军官任职资格规定(试行)》，要求全军和武警部队认真抓好制度贯彻落实，严格按原则按政策按规矩按程序选用干部，为实现党在新形势下的强军目标提供坚强组织保证。

28、2月25日，中国科学技术大学单革教授实验室发现了一类新型非编码核糖核酸，并揭示了此类非编码核糖核酸的功能和功能机理。这为进一步揭示人类生命原理，以及未来解释、防治一些重大疾病提供了参考。

29、新增光纤到户覆盖家庭8000万户，新建4G基站超过60万个，新增1.4万个行政村通宽带，推动一批城市率先成为“全光网城市”，4G网络覆盖县城和发达乡镇……2月26日，工信部部长苗圩在“宽带中国”2015专项行动动员部署电视电话会议上，明确提出了今年“宽带中国”战略的主要引导目标。

30、习近平2月27日上午主持召开深改组第十次会议并发表重要讲话。他强调，要科学统筹各项改革任务，协调抓好党的十八届三中、四中全会改革举措，在法治下推进改革、在改革中完善法治，突出重点，对准焦距，找准穴位，击中要害，推出一批能叫得响、立得住、群众认可的硬招实招，处理好改革“最先一公里”和“最后一公里”的关系，突破“中梗阻”，防止不作为，把改革方案的含金量充分展示出来，让人民群众有更多获得感。

31、2 月27日，国新办举行国务院政策例行吹风会，2014年全年，国务院部门分3批取消下放行政审批事项247项，完成了2014年政府工作报告提出的再取消和下放行政审批事项200项以上的任务。到2014年底，国务院共取消下放部门审批事项538项，初步实现了本届政府任期内国务院部门行政审批事项削减 1/3以上的目标。非行政许可审批事项已取消205项，还剩248项，预计今年完成。

春风吹来，百花园里争奇斗艳。牡丹、杜鹃、月季、玫瑰……万紫千红，香气四溢，得到了人们的称赞。只有无花果不开花，所以她听不到人们对她的赞美。蜜蜂、蝴蝶纷纷光顾大红大紫的花朵，冷冷地对无花果说：“你吸收了雨露与阳光，却连一朵小花也没有，真是辜负了美好的春色！”

无花果沉默不语。

夏至刚过，无花果的枝丫上结满了圆圆的小青果，这使得群花十分惊讶，大家议论纷纷。

牡丹说：“从来没见过她开花，如何能结出果实，肯定是假的。”

杜鹃也大为不满：“她之前一点信息也不透露，大家怎能相信她会结出果实？”

玫瑰、海棠、月季、芍药也跟着嚷道：“先开花后结果，这是普遍真理。她怎么反常呢？”

“这有什么奇怪。”植物学家笑着回答，“无花果也会开花，只不过花朵很小，人们很难看得见。而且，她从来没有想过以开花来炫耀自己的美丽。”

群花一听，不再作声了。

寓意：这个故事说明，生命的价值不在于灿烂的外表，而在于能否结出成熟的果实。

1.2014年12月31日23时35分，上海市黄浦区外滩在群众自发进行的迎新年活动中发生拥挤踩踏事件，截至1月1日22时，已造成36人死亡，49人受伤。踩踏事件发生后，党中央、国务院高度重视，中共中央总书记、国家主席、中央军委主席习近平立即作出重要指示，要求上海市全力以赴救治伤员，做好各项善后工作，抓紧调查事件原因，深刻汲取教训。春节、元宵节将至，不少地方都有一些群众聚集娱乐活动，各地一定要把人民群众生命财产安全放在第一位，精心组织安排，确保安全措施到位，坚决避免类似事件发生。

2.日前，中国石油长庆油田新闻发言人张凤奎在长庆油田生产指挥中心宣布，截止到2014年12月31日，长庆油田2014年生产油气当量已经突破5545万吨。据介绍，这是该油田于2013年实现年产油气当量5000万吨以后，再次实现大幅度增产，并一举站上了5500万吨的高度。长庆油田也是目前国内产量最大的油田。

3.由中国航天科技集团公司五院自主研制的电推进系统1月2日取得重要成果：电推进系统在试验中已突破6000小时，开关机3000次，具备确保该卫星在轨可靠运行15年的能力。这意味着我国的电推进系统已达到国际先进水平，将全面迈入工程应用阶段，满足我国通信卫星系列平台、高轨遥感平台、低轨星座以及深空探测器的发展需求。

4.2013年，十八届三中全会就全面深化改革作出战略部署。2014年，国务院及其各部门在稳增长、调结构、促改革、惠民生等方面出台了一系列重要改革举措。日前，中国政府网微博推出“网友最关心的国务院2014年十大政策”评选投票。1月3日投票结果正式揭晓，梳理了这十大政策的亮点：1 简政放权扩大改革成效;2 深化医药卫生体制改革;3 推进户籍制度改革;4 统一城乡居民基本养老保险;5 加强雾霾等大气污染治理;6 深化考试招生制度改革;7 促进大学生就业创业;8 促进市场公平竞争;9 推进价格改革;10 发展慈善事业。

5.首家线上线下结合的消费金融公司——马上消费金融股份有限公司近日获银监会批准筹备，这也是首家引入保险公司投资的消费金融公司。

6.国家铁路局日前批准发布铁道行业标准《城际铁路设计规范》，自2015年3月1日起实施。这是我国第一部城际铁路建设的行业标准。

7.中国—拉美和加勒比国家共同体论坛首届部长级会议1月8日在北京人民大会堂金色大厅隆重开幕。中国国家主席习近平出席开幕式并发表题为《共同谱写中拉全面合作伙伴关系新篇章》的重要讲话。习近平强调，中拉论坛首届部长级会议的召开标志着双方整体合作由构想变为现实，向世界发出中拉深化合作、携手发展的积极信号，并对促进南南合作和世界繁荣进步产生重要而深远的影响。中方愿同拉美和加勒比国家一道，以中拉论坛首届部长级会议为新起点，推动中拉关系在更高水平上实现新发展。

8.2015年全国各类粮食企业粮食收购量首次突破7000亿斤，总量达7298亿斤，同比增加409亿斤。其中，最低收购价和政策性临时收储粮食2478亿斤，同比增加814亿斤。各地落实国家粮食收购政策，通过提价托市、增加收购、优质优价、整晒提等、产后减损等措施，促进种粮农民增收550亿元。

9.中共中央、国务院1月9日上午在北京隆重举行国家科学技术奖励大会。习近平首先向获得2014年度国家最高科学技术奖的中国科学院院士、中国工程物理研究院高级科学顾问于敏颁发奖励证书，并同他热情握手，表示祝贺。李克强讲话指出，我国现代化建设正处于关键时期，经济发展进入新常态，要保持中高速增长、向中高端水平迈进，必须依靠创新支撑。国家繁荣发展的新动能，就蕴涵于万众创新的伟力之中。

10.国家统计局发布的12月份全国居民消费价格指数(CPI)和工业生产者出厂价格指数(PPI)数据显示，CPI环比上涨0.3%，同比上涨1.5%;PPI环比下降0.6%，同比下降3.3%。2014年全年CPI大约在2%左右，没有超出物价调控预期目标，但通缩的压力仍然存在。

11.日前，中央印发了《关于农村土地征收、集体经营性建设用地入市、宅基地制度改革试点工作的意见》，试点工作将在2017年底完成。这一关系亿万农民切身利益的土地制度改革、关系新型城镇化建设进程的重大制度改革，受到了各界广泛的关注。

12.1月11日,南通中远船务设计建造的“希望7号”圆筒型海洋生活平台出海试航。“希望7号”是世界首座半潜式圆筒型海洋生活平台，其独特的圆筒型设计理念具有技术先进、安全稳定和作业可靠等优势。

13.中共中央总书记、国家主席、中央军委主席习近平1月12日上午在京主持召开座谈会，同中央党校第一期县委书记研修班学员进行座谈并发表重要讲话。他强调，县级政权所承担的责任越来越大，尤其是在全面建成小康社会、全面深化改革、全面依法治国、全面从严治党进程中起着重要作用。焦裕禄同志以自己的实际行动塑造了一个优秀共产党员和优秀县委书记的光辉形象。做县委书记就要做焦裕禄式的县委书记，始终做到心中有党、心中有民、心中有责、心中有戒。

14.1月12日，在浙江秦山核电站扩建项目方家山核电工程2号机组主控室，操纵员在监测核电机组运行状况。当日，秦山核电厂扩建项目方家山核电工程2号机组成功并网发电。至此，秦山核电基地现有9台机组全部投产发电，总装机容量达到654.6万千瓦，年发电量约500亿千瓦时，成为目前中国核电机组数量最多、堆型最丰富、装机最大的核电基地。

15.1月12日，财政部、国家税务总局联合下发通知，自2015年1月13日起，将汽油、石脑油、溶剂油和润滑油的消费税在现行单位税额基础上提高0.12元/升。将柴油、航空煤油和燃料油的消费税在现行单位税额基础上提高0.1元/升。航空煤油继续暂缓征收。

16.2014年中国汽车销量2349.19万辆，较上年同期的2198万辆增长6.9%，连续六年蝉联全球第一。其中，新能源车销售74763辆，同比增3.2倍。

17.习近平1月13日上午在中国共产党第十八届中央纪律检查委员会第五次全体会议上发表重要讲话。他强调，要按照全面建成小康社会、全面深化改革、全面依法治国、全面从严治党的要求，坚持思想建党和制度治党，严明政治纪律和政治规矩、加强纪律建设，深化纪律检查体制改革、完善党风廉政建设法规制度，落实“两个责任”、强化监督执纪问责，持之以恒落实中央八项规定精神，坚决遏制腐败现象蔓延势头，坚守阵地、巩固成果、深化拓展，坚定不移推进党风廉政建设和反腐败斗争。

18.中国共产党第十八届中央纪律检查委员会第五次全体会议，于2015年1月12日至14日在北京举行。出席会议的中央纪委委员125人，列席365人。全会强调，2015年工作的总体要求是：深入贯彻党的十八大和十八届三中、四中全会精神，认真贯彻习近平总书记系列重要讲话精神，保持政治定力，坚持全面从严治党、依规治党，严明政治纪律和政治规矩、加强纪律建设，深化纪律检查体制改革、完善党风廉政建设法规制度，落实“两个责任”、强化监督执纪问责，持之以恒落实中央八项规定精神，坚决遏制腐败蔓延势头，以更严的纪律管好纪检监察干部，坚定不移推进党风廉政建设和反腐败斗争。

19.近日，国务院印发《关于机关事业单位工作人员养老保险制度改革的决定》，决定从2014年10月1日起对机关事业单位工作人员养老保险制度进行改革;同时决定，统一提高全国城乡居民基本养老保险基础养老金最低标准，再次提高全国企业退休人员基本养老金标准。这一系列决定，是贯彻党的十八大和十八届三中、四中全会精神，全面深化改革的重要内容，是统筹推进社会保障体系建设，建立更加公平、可持续养老保险制度的又一重大举措。

20.香港特区行政长官梁振英1月14日发表2015年度施政报告，宣布自1月15日起暂停“资本投资者入境计划”。

21.在我国核工业创建60周年之际，习近平指出，核工业是高科技战略产业，是国家安全重要基石。要坚持安全发展、创新发展，坚持和平利用核能，全面提升核工业的核心竞争力，续写我国核工业新的辉煌篇章。

22.2015年我国将首次统一提高全国城乡居民养老保险基础养老金最低标准。同时，企业退休人员基本养老金继续上调，迎来“十一连增”。

23.中共中央政治局常务委员会1月16日全天召开会议，习近平主持会议并发表重要讲话。会议指出，中国共产党是执政党，党的领导是中国特色社会主义最本质的特征，是做好党和国家各项工作的根本保证。坚持党的领导，首先是要坚持党中央的集中统一领导，这是一条根本的政治规矩。

24.在1月15日—16日召开的2015全国证券期货监管工作会议上，中国证监会主席肖钢表示，推进股票发行注册制改革，是2015年资本市场改革的头等大事。

25.1月17日，朱立伦当选中国国民党主席。当晚，中共中央总书记习近平向中国国民党主席朱立伦发出贺电。

26.1月17日消息，国内首个高速公路跨城际快充网络——京沪高速公路快充网络全线贯通。京沪高速全程1262公里，国家电网公司在沿线建成50座快充站，每座快充站先期建设2台充电机、4个充电桩，支持所有符合中国标准的电动汽车充电。

27.近9个月来牛气冲天的沪深股市1月19日出现深幅调整。在大盘蓝筹股集体跳水的拖累下，上证综指大跌逾260点，跌幅达7.7%，是2008年6月以来的单日最大跌幅。

28.国家统计局1月20日发布了2014年国民经济的主要统计数据，据初步核算，全年国内生产总值突破60万亿，达到636463亿元，按可比价格计算，比上年增长7.4%。

29.1月20日，国家统计局发布的数据显示，2014年我国城镇新增就业1322万人。我国不仅超额完成了2014年初确定的全年新增就业1000万人的目标，还超过上一年城镇新增就业1310万人的数量，创出新世纪以来的最高值。

30.1月20日，国家统计局发布数据显示，2014年全国居民人均可支配收入20167元，扣除价格因素实际增长8.0%，全国居民收入基尼系数为0.469，实现六连降。

31.国务院总理李克强当地时间1月21日下午在达沃斯出席与世界经济论坛国际工商理事会代表对话会，李克强表示，中国正全面深化改革。中国经济发展的最大动力来自于人民对美好生活的追求和改革开放。2015年，中国将继续推动重点领域改革，首要任务是处理好政府和市场的关系。我们将继续构建开放型体制，探索准入前国民待遇加负面清单管理模式，扩大服务业对外开放，进一步放宽外资准入。

32.中共中央政治局1月23日下午就辩证唯物主义基本原理和方法论进行第二十次集体学习。中共中央总书记习近平在主持学习时强调，辩证唯物主义是中国共产党人的世界观和方法论，我们党要团结带领人民协调推进全面建成小康社会、全面深化改革、全面依法治国、全面从严治党，实现“两个一百年”奋斗目标、实现中华民族伟大复兴的中国梦，必须不断接受马克思主义哲学智慧的滋养，更加自觉地坚持和运用辩证唯物主义世界观和方法论，增强辩证思维、战略思维能力，努力提高解决我国改革发展基本问题的本领。

33.中央和国家机关公车改革取消车辆第一批拍卖程序于1月25日正式启动。第一批拍卖公车数量共计303辆，由3家拍卖公司负责拍卖，3家拍卖公司分别于1月25日、26日及2月1日举行专场拍卖会。

34.据中国铁路总公司统计，2014年京沪高铁运送旅客超过1亿人次，日均发送旅客超过29万人次，比上年同期增长27%，日均高铁列车运行超过250列，运营3年首次实现盈利。

35.1月29日，中国铁路总公司通报，2014年，我国铁路新线投产规模创历史最高纪录，铁路营业里程突破11.2万公里。高速铁路营业里程超过1.6万公里，稳居世界第一。

36.财政部1月30日公布了2014年全国财政收支情况：2014年全国一般公共财政收入140350亿元，比上年增加11140亿元，增长8.6%。

37.日内瓦消息：联合国贸易和发展会议1月29日公布的《全球投资趋势报告》称，2014年中国吸引外国投资达1280亿美元，成为全球外国投资第一大目的地国。

一、技术方案

本项目选择美国洛格—布郎公司KBR工艺生产合成氨。该工艺结合了洛格公司和布郎公司工艺的优点，节约了设备和管道，降低了能耗，属国际领先技术。

二、工艺特点

本项目以天然气为原料，为提高资源利用率，将天然气中大量甲烷转化为生产合成氨的有效原料气体。天然气转化需采用两段转化，国内外大型合成氨装置都采用中、低压合成工艺，合成回路操作压力通常在8—22MPa之间。本方案选用常见的15MPa低压氨合成工艺。

本项目合成氨装置向国外公司购买工艺许可证，其它基础设计、设备设计及详细设计均由国内完成。除引进少量关键设备和材料外，大部分设备可国内采购。

其主要工艺路线为：天然气和一定量的蒸汽在一段炉发生转化反应，大部分甲烷与蒸汽反应生气H2、CO和CO2等，随后一段转化气到二段炉，二段炉加入空气，空气中的氧与原料反应提供热量，并产生合成氨生产所需要的N2 ，一段转化气中的甲烷在二段炉内进一步转化成氢及碳氧化物，二段炉出来的原料气经一系列净化处理后，合格的氢氮气经去氨合成工段生产合成氨产品。

师：好的，孩子们，把笔都放下。这就是文字的好处，这就是文章的力量。当它那么准确、那么细腻、那么传神地把刚才发生的那一幕，永远地保存下来的时候，孩子们，一年以后，十年以后，当你也做了爸爸妈妈的时候，你回过头来，你再去看——在2006年的10月29日的上午，你曾经上过那么一堂课，你曾经对自己那样说过。是的，假如刚才发生的这一幕、你所记下的那一段文字，请你为它起一个题目的话，孩子们，你打算把它叫什么？

生1：我打算把它叫做“圣洁的爱”。

师：圣洁的爱。（板书：圣洁的爱）

生1：因为我们每个人如果都会失去爱的话，心灵会一片空白，心会像一片死寂一样。就像沉入地狱。

师：说得好。“圣洁的爱”。这是他起的题目。你们呢？

生2：我准备取的题目是“舍去爱”，然后一个大大的问号。

（师板书：舍去爱？）

生2：因为我觉得在世间最难以割舍的就是亲人和朋友对自己的爱。假如把这些爱全割舍去了，会感觉自己的心里空空的，就像人没有了灵魂一样，只剩下了一个空空的壳在那里，那活在这个世上有什么意思呢？

师：是的，孩子，你长大了。眼泪让你长大了。是的，你曾经拥有那么一份爱，但是它们像空气一样的平常，它们像阳光一样的平淡，你可能视而不见，听而不闻。但是，今天你却开始思考，你思考人生的爱，所以在你的生活当中多了一个大大的问号。你长大了。真好。这是她的。你们的呢？

生3：我取的题目是“天堂和地狱的一刹那”。

（师板书：天堂和地狱的一刹那）

生3：我取这个题目的理由是，我们在画去每一个人的名字的时候，那个速度非常的快，而从天堂掉进地狱的速度也很快。那一刹那自己就变成了一个魔鬼，从人一下子变成了空空的。

师：是。所以由这一刹那，能体会到了爱对你的人生是多么的重要。老师相信，你会珍惜的。你也长大了。

生4：我取的题目是“爱的力量”。（师板书：爱的力量）因为我觉得爱的力量是很大的，它能让我们流泪，让我们联想，也能让我们写出很多自己内心不能说的话。

师：是的，这是你最真实的体验。所有的这一切都是爱的力量。

生5：我取的题目是“最真挚的泪水”。

（师板书：最真挚的泪水）

生5：我从小到大很少哭，哭的话一般都是因为爸爸妈妈打我，打得非常疼的时候我才会哭。一般情况下，再哭也就是因为灯光或者灰尘掉到眼睛里才会哭。很少很少就是说有一种想哭的冲动。今天是第一次。所以我取这个题目。

师：好。孩子，今天是第一次，让你体会到了什么叫“最真挚的泪水”。真好。这是她的。

生6：我选了两个名字，第一个名字是“亲情的名字叫天堂”——

师：“亲情的名字叫天堂”。（板书这个题目）

生6：或者是“亲情——引领我们飞向天堂的东西”。

师：还有一个名字是——

生6：亲情——引领我们飞向天堂的东西。

（师板书：亲情，让我们飞向天堂）

师：“东西”二个字就不要了，“亲情，让我们飞向天堂”。为什么？

生6：因为我认为，天堂它是很快乐的，而亲情正是带给我们不尽的快乐。

师：是。你刚才的文字已经告诉了你的一切理由。

生7：我取的名字叫“爱的抉择”。

师：“爱的抉择”。（板书这个题目）老师想问你一下，你为什么不用“选择”这个词，（板书：选择？）而要用“抉择”？

生7：我用“抉择”是因为选择一个东西很容易，可以随我们的喜好去选，而抉择非常艰难，我们要从五个我们所爱的人里面一一画去很多人，让我们感到很难过。

师：是的。你不但懂得了“抉择”的内涵，也懂得了人生和亲情的意义。孩子，你也长大了。是啊，孩子们，几乎在我们每一个起到的题目当中，都包含了一个字，那就是——（板书一个大大的“爱”字）

生（齐）：爱。

师：是的。“爱”就一个字。但是，这是一种怎样的爱？这是一种圣洁的爱，这是一种让我们能够为之流下最真挚的泪水的爱，这是一种叫做“天堂”的爱，这是一种能够把我们带向天堂、能够给我们以无限力量的爱。今天，在这样的爱的面前，我们每一个同学都经历了一番抉择，都感受了一番抉择，也都思考了这一番抉择。我很高兴，我也很感动。最让我高兴，最让我感动的不是你们写下的文字，而是你们流下的泪水。因为，你们真的长大了。

我家的院子里有一棵无花果树。

这棵树从很小的时候就被我爷爷栽在了这里，一晃，也有好些年了。如今的它，枝繁叶茂，朝气蓬勃，也如我家。

父亲母亲都是普普通通的老百姓，每天为了生计奔波劳累，其间也不乏一些油盐酱醋的小插曲。听，又不知为了什么鸡毛蒜皮的小事争吵了，扰得在屋里灯下看书的我也没有了片刻的安宁。周末忙着打点回校行装的我还要在他们吵得不可开交时，做和事佬。别看这样，转眼两人就又心平气和，默契地一起忙着干活了，好似刚才一切都没有发生过。不经意瞥瞥窗外，无花果树那酷似手掌的叶子轻轻撩起，像是偷看的孩子。

放假了，在外上学的姐姐回来了，那个时候显得尤为热闹。刚开始那几分钟，我和姐姐总是又拥又抱，又蹦又跳。很快，我们就会进入到激烈的辩论赛中。有一次，对一道数学题目，我说这样思路清晰，姐姐说那样简便，互不退让，于是，我们就……我想，无花果又该取笑我们了。

那年，姐姐考上大学，我也就读高中，奶奶的病也康复了，家里的笑声格外多，它似乎也感到了什么，结了一树的果子，甜甜的，就像我们的好心情。

我很喜欢这棵树，不张扬，不娇气，享受阳光，承受风雨，结自己的果，享自己的乐。

又是一年的秋天，果子早已成熟了大半，摘一颗尝尝，嗯，真甜！

1.为庆祝首个“世界城市日”，“以人为本城镇化，促进城市社会包容”主题活动10月31日在纽约联合国总部举行。本次活动由中国常驻联合国代表团、意大利常驻联合国代表团、联合国人居署和联合国文明联盟共同举办。

2.亚太经合组织(APEC)第二十二次领导人非正式会议将于11月10日至11日在北京举行，主题是“共建面向未来的亚太伙伴关系”。国际社会对此次会议充满期待，亚太区域内加强合作不仅有利于世界经济的持续稳定发展，而且对世界的和平与安全都将助益良多。期待本次会议能进一步推动区域经济一体化，带动全球经济增长。

3.援引俄中央能源监控管理局的数据，2014年前10个月俄罗斯的天然气开采量为5166亿立方米，同比减少5.3%;10月份开采量更是下降了15.4%。此外，今年前10个月俄石油开采量为4.38亿吨，同比略微增长0.7%;但与此同时前10个月石油出口则下降了4.6%。随着天气转冷，俄罗斯各大能源企业似乎也已经开始进入“寒冬”。

4.9月中旬以来，日元持续振动贬值。11月5日，美元兑日元汇率达到1∶114.64，日元创下7年新低。若以“安倍经济学”启动前的峰值1美元兑75日元算，日元已累计贬值近40%。与此同时，美元指数近期连续攀升，超过尼克松冲击时期，其背后折射出美联储政策变动预期，预示国际金融市场或再生动荡，世界经济复苏再添不确定性。

5.国务委员杨洁篪11月7日在钓鱼台国宾馆同来访的日本国家安全保障局长谷内正太郎举行会谈。双方就处理和改善中日关系达成以下四点原则共识：一、双方确认将遵守中日四个政治文件的各项原则和精神，继续发展中日战略互惠关系。二、双方本着“正视历史、面向未来”的精神，就克服影响两国关系政治障碍达成一些共识。三、双方认识到围绕钓鱼岛等东海海域近年来出现的紧张局势存在不同主张，同意通过对话磋商防止局势恶化，建立危机管控机制，避免发生不测事态。四、双方同意利用各种多双边渠道逐步重启政治、外交和安全对话，努力构建政治互信。

6.亚太经合组织(APEC)第二十六届部长级会议11月8日在北京闭幕。部长会主要达成六点共识，也可以说是六大亮点。一是共同构建面向未来的亚太伙伴关系，实现亚太长远发展与共同繁荣。二是致力于建立亚太开放型经济格局，巩固亚太引领全球经济增长的引擎地位。三是坚持区域经济一体化方向，启动推进亚太自贸区建设，努力构建惠及太平洋两岸的区域经济新架构。四是同意探讨经济创新发展、改革与增长，就跨越中等收入陷阱、互联网经济、城镇化等新领域开展合作，为亚太经济挖掘新动力。五是高度重视亚太地区在基础设施与互联互通建设方面的巨大需求，提请领导人批准《亚太经合组织互联互通蓝图》，为亚太长远发展夯实基础。六是在中方推动下，今年APEC加大反腐败合作力度。我们通过了《北京反腐败宣言》，成立APEC反腐执法合作网络，在亚太加大追逃追赃等合作，携手打击跨境腐败行为。

7.第二十五届东盟领导人会议11月12日在缅甸首都内比都开幕。东盟10国领导人将就东盟共同体建设的进展、东盟共同体建成后下一阶段的发展愿景以及如何加强东盟自身机构及能力建设等话题进行探讨。

8.英国、美国和瑞士等国金融监管机构11月12日就汇率操纵一案作出裁决，向操纵全球外汇市场的全球五大银行开出高达34亿美元的巨额罚单。

9.11月15日至16日，二十国集团(G20)领导人峰会将在澳大利亚布里斯班举行。在全球经济复苏基础仍不稳固的背景下，布里斯班峰会受到高度关注。随着中国参与全球经济治理活动的不断深入，中国在G20中的作用备受期待。

10.人类探测器终于登上了彗星!经过十年的飞行，11月12日，欧洲航天局的“罗塞塔”号彗星探测器所搭载的登陆器“菲莱”在彗星“丘留莫夫—格拉西缅科”的彗核上成功登陆。人类对宇宙的探索又迈出了关键一步。

11.欧盟统计局11月14日公布统计数据显示，欧元区第三季度国内生产总值环比增长0.2%，高于此前市场预期。目前，欧洲央行正在准备进一步加强经济刺激力度，敦促欧元区内各国政府加大投资并着手进行结构性改革以支持经济增长。

12.金砖国家领导人非正式会晤11月15日在布里斯班举行，中国国家主席习近平、巴西总统罗塞夫、俄罗斯总统普京、印度总理莫迪、南非总统祖马出席。5国领导人就金砖国家合作以及重大国际和地区问题深入交换意见，取得高度共识。

13.在刚刚结束的东亚合作领导人系列会议上，中国和东盟国家提出的处理南海问题的“双轨思路”得到明确。“双轨思路”，即有关具体争议由直接当事国在尊重历史事实和国际法基础上，通过谈判协商和平解决，南海和平稳定由中国和东盟国家共同加以维护。以“双轨思路”处理南海问题，对南海问题及地区局势的走向意义重大。

14.日本首相安倍晋三11月18日晚在首相官邸举行记者会宣布，将于21日解散众议院，提前举行大选，同时宣布推迟实施消费税率增至10%的计划，将提税日程从原定的2015年10月1日延后到2017年4月1日。

15.为期两天的南南合作可持续发展高级论坛11月18日在南非约翰内斯堡落下帷幕，这也是该论坛首次在非洲大陆举办。南南合作国际组织非洲代表处在本次论坛上正式启动。

16.卡那封是位于南非开普地区卡鲁盆地中部的一个名不见经传的小镇，20世纪50年代全球羊毛价格上涨时这里曾出现过短暂的繁荣。寂寥无闻的小镇现在声名鹊起，这里正成为全球科学与天文学的中心，世界最大射电天文望远镜——“平方公里阵列”射电望远镜(简称“平方公里阵列”)已经落户此地。

17.据欧洲媒体报道，欧洲航天局的科学家19日证实“菲莱”号登陆器在降落的“丘留莫夫—格拉西缅科”彗星表面检测到了有机分子。据悉，含碳有机分子是地球生命基础，这个发现可以为人类了解地球形成早期的化学成分提供线索。科学家还表示，“菲莱”的传感器在穿过了10至20厘米厚的灰尘之后，触碰到了一层像冰一样坚硬的物质，这显示了登陆的彗星表面并不像人们认为的那样柔软。

18.据英国能源咨询公司“全球数据”的最新报告，巴西将超越美国成为世界上最大的生物能源市场。虽然目前在生物能源的利用方面，美国仍然居于全球领先地位，但预计2018年巴西的生物质发电装机容量将从2013年的1151万千瓦上升到1710万千瓦，从而超越美国，成为全球首屈一指的生物能源市场。

19.美国商务部11月25日公布的首次修正数据显示，第三季度美国实际国内生产总值(GDP)按年率计算增长3.9%，高于此前估测的3.5%。

20.经济合作与发展组织(经合组织)11月25日表示，全球经济正处于“低温”状态，尤其欧洲仍需要强而有力的政策以避免经济增长面临的风险。

21.法国、俄罗斯围绕“西北风”级两栖攻击舰的风波不断升温。法国总统府11月25日发表公告称，总统奥朗德认为目前乌克兰东部局势不允许法国向俄罗斯交付第一艘“西北风”级两栖攻击舰，因此决定延迟审议有关向俄罗斯出口的许可申请。面对法国用“西北风”级两栖攻击舰向俄罗斯施压，俄罗斯警告称，如果法国不按合同日期交付军舰，将起诉法国。有分析认为，尽管法国信誓旦旦推迟出口军舰，但并不会真正放弃武器出口这块蛋糕，与俄交恶不符合法国的利益。

22.第十八届南亚区域合作联盟(南盟)首脑会议11月26日在尼泊尔首都加德满都开幕，南盟8个成员国的国家元首或政府首脑和中国、欧盟等9个观察员代表等出席了开幕仪式，尼泊尔总理柯伊拉腊主持了开幕式。本届峰会为期两天，主题是“为和平与繁荣深化一体化”，南盟成员国领导人将探讨加强成员国间战略互信与合作、促进区域经济一体化等问题。

23.自2008年国际金融危机以来，并购市场一直表现得不温不火。目前随着股市的复苏，坐拥大笔资金的企业开始活跃于并购市场。据路透社近日报道，截至11月20日，全球并购总体交易规模同比增加约48%，达到了3.06万亿美元，创下2007年以来最高水平。

24.11月27日在维也纳召开的石油输出国组织(欧佩克)部长级会议决定维持原定产油目标上限，引发全球油价和股市剧烈震荡。伦敦北海布伦特原油期货价格跌至72.82美元/桶，为4年来新低;纽约轻质原油期货价格跌至69.05美元/桶。股票市场上，原油生产商的股价普遍大幅下挫，用油大户航空公司的股价则纷纷上扬。

25.由英国首相卡梅伦任命组建的“史密斯委员会”11月27日发表报告，宣布该委员会与苏格兰保守党、工党、自由民主党、民族党和绿党五大政党经过磋商达成协议，同意为苏格兰下放更多内部事务管理方面的权力，苏格兰由此将获得税收、福利和选举权等方面更多的自治权。

《改写句子》

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2.Whatdoyouwanttobe?（根据实际情况回答）

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3.Thesharklikesswimming.Thedolphinlikesswimming.（两句并一句）_______________________________________________________

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9.Ihaveacold.（根据答句写出问句）

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10.Pleasetryonsometrousers.（改为否定句）

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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

据法制晚报报道，昨天，进行羊年央视春晚上半场彩排，冯巩抵达现场的时间已经3点多，距离开场节目已有一个小时。而与冯巩搭档的高晓攀、尤宪超和神秘女演员比冯巩还要晚半个小时，可能是现场彩排等不及了，催场的工作人员站在央视圆楼门口焦急地等待。高晓攀等几人到场后，催场工作人员迅速挥动手臂，大喊：“快点，要开始啦!”几人急急忙忙跑进排练场。

时隔40多分钟，冯巩在众人拥簇下走出央视大楼，对高晓攀与尤宪超表情严肃，嘴里念叨着场上的问题，而对于身后的徒弟贾玲则是笑容满面，疼爱有加。

高挑的椰子树飘舞着她单调的叶子，清晨的海边，游人寥寥无几。太阳升起来了，我们坐在树下，也只有这个时候才能这样的坐着。因为炎热还没有来。凝香慢慢地诉说往事。我静静的听着，默默的记着。

“ 北方的盛夏，晚饭后的我们总会出去散步消食。家属院的对面，也有一个院子，偶尔，停水的时候，我们院子里的人会去那里接水提回家去用。长大后的我，几乎没有再进去了。现在回想，注定的东西，是无法避免的。

就在那个夏天的某一个下午，天晴的很好，知了也一样的叫得很欢。我走进了那个院子，就遇到了他。

他，是一个外表很普通的人，普通到回头你就会不记得见过这个人。当我们在他的院子里散步的时候，我们看见他从一扇门里走了出来。当然，我们有点紧张。毕竟，没有主人的同意就进入了人家的领地。他，似乎没有什么不快的表情，略说了几句话，算是招呼我们，而后居然为了满足我们的好奇心，慢慢的带我们开始溜达起来。原来，这里是附近的厂子的一个水汽加压站。住在对面的我们第一次知道这个。爬上大约十几步阶梯，就能看见围满的树木的土堆中间是一个地面上的储水池。水池的周围树木郁郁葱葱，很是茂盛。难怪我们没法从外面看出它的真面目来。

他邀请我们去他的值班室坐坐。是一个很简单的房间。中间一张办公桌，靠墙是一张长椅。这时候他语出惊人的说:我和你是同学，你不记得我了。很平淡的表情，我却傻傻的，不能消化他的这句话。他是谁？什么时候的同学过在哪个学校？完全没有概念。真的是无地自容了。他似乎对于我的反应也不吃惊，好像早就知道会是这样的。轻描淡写的说，高考前补习的那两个月，我和你同班。我没有参加高考，接班了，来这里上班。即使是这样的具体提醒，我还是不能记得起他的名字。也是，那个时候的我，压力大，班里一下就加了很多新生，有外校的，也有往届落榜来补习的。都不曾记得和交往。他却还记得我？

很多70后的人都还记得吧？一毛钱一包的无花果，甜甜甜的，白色的丝状。可以说重新认识之后，我就成了他那里的常客。同龄人的话题不会少，他的话却很少，只是微笑着，听着我说。而他的屋后就有一棵无花果树，正是成熟的时候。我，站在树下，他很快就上了树，树不是很高，也不大。接到手上的无花果是心型的青皮略泛着浅浅的红，欣喜，快乐，不知炎热为何物了。心里就忽然滋生了某种异样的东西来。

凝香讲述这些的时候，靠着一张软垫，躺在老旧的沙发里，干瘦的手里拿着空调的遥控器，问我:“你饿吗？”

我斜依在她旁边的沙发上，摇摇头。她说的这些，年轻的时候我好像听见她说过不止一次了，老了，却好像也记不起来什么。她的那个他，我也是见过的，在他年轻的时候。是个腼腆的，相貌平平的小伙子，却有些不同寻常的气质。凝香却不这么形容他，我心里觉得她是想很客观的回忆他吧？

我和袁凝香认识了有六十年了，虽不算是发小，也差不多。那个时候，转学去了十中的我，和她同桌，也是同龄。

凝香的作文写得好，我只有望尘莫及的感觉。最初的我们还发生不小的摩擦，扳手腕还不能分出胜负，甚至还想出去教室外面单挑呢。

下很大的雨的夏日，我们就那样在雨里疯狂的跑着，哪怕浑身都湿透了，也一样开心的大笑。而因为忘记了什么原因的在回家的路上坐了一夜的我们，也一样依偎着等着天亮。友谊就是这样生根在我们之间了。

现在，我们都老了，我从千里之外，来到这个海边的小镇，陪她。 而她就开始讲述她的故事？或者也不能算是故事吧？我慢慢的记录着，偶尔，她不再继续说了，就会问一句：饿了吗？

海边小屋里，她又开始说她的故事了。太阳也慢慢的升起来。

我告诉过你他的名字吧？他叫林永红。永红，我就是这么叫他的。一个男孩子叫着这个名字，真的有些不同呢。

记得你那个时候你是去了深圳的，你不在。那个夏天，黑色七月已经过去，自由了。只等着去省城上大学。每天，我算着他值班的日子，去找他。我们也没什么事，也不能离开院子出去玩，就是陪着他上班，他下班了，我就回家去。也有晚上去的，也不敢很晚回家。日子飞快的过去了，八月底了，我要走了。可是，我们却常常只是坐在那里，什么话也不说。原本话多的我，也说不出话来。

我心里清楚，我喜欢上他了。我从没有这样子的喜欢过什么人。见了，只是开心，不见，只是想念。他不帅，也不高大，家境也一般，是个很普通的人。可是，我眼里的他，是不同的。他，温和的性格，不多却精辟的言语，最重要的是，我们喜欢同样的东西:文学，总有说不完的话题。在一起，看着他，什么也不说，就是一种幸福。

明天就要走了，似乎该说点什么，可是，夜班的他还没有上班呢，见了面，该怎么说呢？他懂我的心思吗？人们都说女孩子要矜持点，万一被拒绝了怎么办？如果不说，这一走就一个月……怎么办才好呢？

我坐在写字台前，心里乱如麻。忽然看见桌上的一个小小的玻璃瓶，何不把心思写在纸上，折成粽子的形状，送给他，如果他有心，一定会拆开看的，如果没有，他可能就不会。我开始了我的爱情表白之旅。

小心翼翼的选好彩纸，在无色的一面，郑重的写上:衣带渐宽终不悔，为伊消得人憔悴。用心折好，玻璃瓶擦的干干净净。一切准备就绪。

早晨八点他就下班了，必须赶在他下班前送给他。一夜几乎没睡的我，很早就醒来了，等着太阳升得更高，等着去见他的时间到来。偷偷地从家属院后面的院墙上一个缺口里出来，上一条小路。两边都是比人高的玉米，，清晨凉爽的风吹在我的脸上，心里好像揣着小兔子般，只几分钟，我就站在他面前了。

‘’待会儿，我就要走了，有个东西，送给你。‘’

‘’什么？‘’

‘’我折的小粽子。‘’

他接过去，有点意外。却什么也没说，也不问。

‘’第一次去外面，自己照顾好自己。‘’他轻轻的说。

‘’我知道了。我……‘’

好多话，想说，却不敢说。他看来也是，只平静的看着我。就这样，什么也不说。他要下班了，我必须得离开了。有什么东西，迷了双眼？竟看不清他的脸了？

因为同行的人有一个还没有准备好，这一天，我们没有走，这是是漫长而难过的一天，不敢去看他，害怕，担心，渴望，各种滋味，在心里流动转化。他会看见我的字吗？他会懂得我的心吗？他也会如我喜欢他一样的喜欢我吗？

傍晚，我坐在自己的房间里，望着窗外，呆呆地想他。忽然，我都不能相信自己的眼睛，天哪，他就在那里，我看见了他，我简直不能相信这是真的。他正在楼后的路上，向我窗口探寻的张望，我冲他挥挥手，就箭一般冲出了家门。我的心，喜悦的都不能跳动了，也许是跳动的更快了。

见面了，躲到院墙缺口的外面，相对，却不知道说什么好。

‘’今天怎么没走？‘’他问。

‘’有一个人，同去的，还没有准备好，明天走。‘’

‘’明天，我去送你。‘’

脸上，忽然就一热，仿佛喝了酒，他似乎不敢看我，或许是我的脸太红了？

人类的语言，此时此刻是多么苍白无力，根本难以表达出来我的心情。眼里的一切，都只有一个词可以形容:美好。等了千年，就为了这一刻吗？

所有美好的爱情，都是这样的两情相悦吧？时隔多年，想起那天傍晚看见他的那一刻，心里仍旧是那么的甜蜜。

现在，凝香不说话了，我看着她。她的眼里，闪着泪光。我一时无语，只静静地陪着她坐着。

海边，正是午后，静静的，没有人喧哗。小屋里的我们，也安静的坐着，享受着难得的宁静。再过不了两个小时，会有很多的年轻人成群结队的来在沙滩上，我们也不能继续了。凝香的小店也会有人来光顾了。 海南，海边的小屋里。我和凝香。

简陋的小屋里，陈设简单。里外两间，里面住人，外面呢就是几张矮桌，配了几张矮矮的小櫈。门朝着大海。我总说这样的格局不好，凝香总是不说什么，笑笑而已。午后的沙滩上没有什么人。小屋后有几棵椰子树， 海风中摇曳着，洒下斑驳的影子。每天的这个时候。我们都要安静的看海，凝香的眼里，也总是雾气漫着。

“今天还继续吗？”我问。

“唉，昨天说到哪里了？”

“他说你上学去，他送你。”

“我们开始吧。其实他并没有送我。第二天我们是单位的车送我们去省城的。我没办法通知他。心里很着急。到了学校顾不得新鲜。就到处找电话，预备打电话告诉他。可是算来他晚班，不在单位里，是找不到他的。

心里的急，不能说出来。耐着性子等到晚上，就在宿舍的门房里，拨通了他的电话。报了平安，两个人都沉默了。不知道该说什么好。旁边等着用电话的同学用很异样的眼光看着我。更是千言万语也说不出一个字来。

那时候，通讯没有这么发达。我也是和你常常靠着书信联系。我们就靠着书信和简短的电话联系着。即使周日回家也很难聚首。因为他不当班。而我又害怕父母知道，只将满腔的情写在纸上，寄给他。

十月，他终于有机会到省城来一天。我得知了消息，整夜不能入睡。下课了，挤上公车，去到他住的旅馆。一起吃了饭。不善言辞的他，依然不多说什么，但是我能感觉到他满眼的爱。我不停的说着在学校的见闻，他安静的聆听。这是我们在一起最多的状态。无论我说多少，他都平静的听着，偶尔也回应几句。

第二天，我们一起去公园里玩。”

“有时候，我们提笔写下一些东西来，回看的时候，却有点瑟瑟的心寒。我现在就是这样的感觉。”说到感觉，我和她相视而笑。因为太多的时候我们用感觉来形容一些事情了。

“ 虽然是秋天，依然觉得热。我们还照了相。你不知道，20年后当我在他那里再次看到那些照片的时候，心里是多么难过，为什么那个时候就放弃了？时间过的好快，我也不知道给他打过多少次电话了，或长或短，依旧是我说他听。年轻，不懂爱情，或许是真的。

圣诞节要来啦，省城的大街上到处都是贴满祝福圣诞的句子。我满心的欢喜，虽不会放假，可是元旦马上就到了。那个时候就可以回去看他了。我永远都忘不了那一天，我们在一起的第一天。

12月25日，好大的雪。大雪持续了几天。回家，变成了一件艰难的事情。为了可以和他一聚，我提前回家，31日晚上，坐上了回家的班车。雪不下了，可是天很冷，班车只到县城，怎么办？我顾不了那么多了，到县城再说吧！

车开的很慢，我心急如焚，终于到了，天完全黑透了。路上已经没有了行人，满地的未化的雪，谁会在街上呢？还有10里路才能回到镇上，我不可能走回去吧？忽然想起附近的学校，可以去那里借个电话打给他呀。门卫室一定有电话的。终于找到学校，好说歹说才被同意打电话。电话接通了，我激动的说不出话来，好容易才让他明白我就在县城呢。快来接我。

现在他是有车的人了。可是那个时候，他就骑着一辆自行车来了，看到等在学校门口的我，满眼的都是心疼。还有点抱怨。我知道，他是担心我，觉得我太任性。因为他说过不要我这么晚回来。宁可第二天早晨再回来也好。

他默默的骑车，我默默的坐在后面。不敢多说话，怕他会骂我。其实对于他单薄的身体来说，我太重了。你知道的，那个时候我还是个胖乎乎的女孩子呢。

也不知道用了多久，我们终于回到他的宿舍里。好冷啊。我的脚完全没有知觉了。他一边心疼的抱怨一边烧着热水。我坐在床边看着他的背影，脱掉鞋袜，他转过身来，蹲下，解开外套，就那样把我的脚放在他的胸前。好暖和！眼前忽然朦胧一片，不敢动，不敢说话。心底里的暖意，一直到今天还不能忘。时间为什么不能就停止在那一刻，那一刻我们是多么的相爱啊。”

等了一会儿，凝香还不开口，回头看时，她的双眼已经都是泪水。就那么默默流泪，说不出话来了。我懂得她的伤心为何，也不多说什么，只静静的陪着她，就那么坐着。

1.标题。标题通常在第一行中央写上《寻人启事》、《寻找XXX))或《寻XXX))等字样。

2.正文。正文一般须包括以下四项内容：

(1)交待走失人的身份、特征。主要包括走失人的姓名、性别、年龄、外貌、衣着装束、说话口音等体貌特征。这是鉴别走失人的主要依据，一般要写得非常详细，要特别指出体貌上的显著特征。

(2)交待走失的时间、地点、原因。要说明走失人在何时、何地走失的，同时还需说明失踪的具体原因。

(3)联系的方法。写清如何与寻人单位或个人联系。

(4)结语。在正文的后面，有些寻人启事还会写上几句感谢之类的礼仪用语。另外，针对那些因某些原因出走的人，还会写上诸如“家人十分想念，本人见到启事速同家人联系”或“本人见到启事后，速回”的话语。

3.落款。写明寻人启事的单位名称或个人姓名以及日期。