英语四级段落写作（最新20篇）

一. 肯定不如否定好

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

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

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

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

应用类似的修辞会在中为同学们加分。

二. 陈述不如倒装妙

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

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

1、参考历年真题，总结规律。一般来说，高考英语作文体裁相对稳定，考生可参考当地最近五年的高考作文题目，从中分析规律，得出大的命题方向。如陕西对高考英语作文这一板块的考察，从新课改后重点突出的是学生对日常文体的应用，从09年至11年分别以电子邮件或写回信的方式让学生表达出对老师的真挚友谊、与家长沟通学习压力、或解决一些基本的学习难点等。因此我们不难看出，高考对学生作文的考察，会从学生的生活、学习、交友、家庭、社会活动等高中生较熟悉的层面，结合应用文的常见考察点：申请类、投诉类、感谢类、祝贺类等进行综合考察。

2、把对语言基础的应用作为考前强化重点。近年来的高考作文都非常注重考查学生的语言综合运用能力，根据《普通高中英语课程标准》对写作技能目标的要求，英语作文写作须“能根据所读文章进行转述或写摘要;能根据用文字及图表提供的信息写短文或报告;能写出语意连贯且结构完整的短文，叙述事情或表达观点和态度;能在写作中做到问题规范、语句通顺。”2012年高考英语作文的命题趋势，仍将会把学生对语言基础的应用作为首要考察点。

3、关注热点话题。纵观近几年的高考作文，可以发现，题材始终贴近社会、贴近现代生活，是中学生所熟知的热点话题。

除了把握好命题原则，掌握高考英语作文写作技巧更不可少：

1、审题：审题是做到切题的第一步。所谓审题就是要看清题意，确定文章的中心思想、主题，并围绕中心思想组织材料。

2、进行构思，列出简单的提纲，打造文章之骨架：审好题、立好意后，就要写提纲，打造文章的骨架。文章布局要做好几件事：安排好层次段落，铺设好过渡，处理好开头和结尾。

3、扩展成文：根据字数多少扩展成篇。扩展的内容一定要紧扣主题，千万不要写那些与主题不相关的内容。展开的方式包括：顺序法、举例法、比较法、对比法、说明法、因果法、推导法、归纳法和下定义等。可以根据需要任选一种或几种方式。

英语作文虽然不像语文作文在考试

高三英语作文写作技巧：练习

“没有规矩，不成方圆，英语作文写作技巧。”对于一般英语学习者而言，写出优秀的文章有赖于后天习得，但并不意味着机械背诵、生吞活剥，或者照搬照抄、人云亦云。所谓研习，需要有独立思考和个人的判断，本着“他山之石，可以攻玉”的精神，汲取文章的精华部分加以研究。研习主要侧重两个方面，包括文章章法和语言表达。文章章法指文章的行文思路、布局谋篇、结构安排、逻辑顺序。许多学习者面对一个话题，可能存在两种不同的困惑，一是下笔千言，但离题万里;二是思绪万千，却无从落笔。导致两种困惑的根源皆在于欠缺思考问题、组织思路的恰当方式，以至于文章不得要领、章法紊乱。这就要求我们从全篇脉络角度多研习范文，之后领悟如何以演绎法行文、怎样用归纳法谋篇以及如何围绕特定话题拓展思路等等。此外，研习还要侧重于语言表达，包括遣词造句和句子、段落之间的各种衔接手段，以期在自己日后的写作中派上用场，因为英文写作皆通一理。只有善于借鉴，勤加研究，才会借他人的优势和长处，提高自己的写作水平。

高三英语作文写作技巧：背诵

背诵是提高写作的又一有效途径。要学好写作文，首先要处理好语言输入与输出之间的关系。前者是后者的前提条件。如果头脑空空如也，就根本谈不上写出像模像样的文章。只有读过大量东西，并且有意识地将其中精彩部分储存于记忆之中（commit the highlights to memory），才能保证下笔流畅、文通字顺。因此，背诵对于写作极为重要。但背诵不是机械记忆，而是有选择性的背诵，是有意义的记忆。因为机械背诵的结果要么是记忆很快就荡然无存、了无痕迹，要么是无法活学活用、付诸实践。背诵包括五个方面：重点词汇、常用套语、精彩句子、优秀段落、经典篇章。

高三英语作文写作技巧：重点词汇

美妙的用词及搭配皆在此列，像fall victim（受害），stand a fair chance（大有希望）这种地道的动宾搭配要勤加记忆。为了积累写作词汇，应将文中同属一个话题的用词汇总归纳，组成主题词族（topic family）。归类记忆可以使自己日后即写即用，得心应手。下文是一篇阐释爱心的优秀文章，多处用词精巧，现将文中关于爱心这一主题的词汇总结如下：

emotional strength 情感的力量

the noblest of human emotions人类最高尚的情感

no thought of gain不计得失

the lamp of love爱心之灯

help the victims of natural disasters支援自然灾害受害者

donate whatever they can倾囊相助

help their needy fellow citizens 帮助有需要的同胞

be ready to give a helping hand 随时准备伸出援手

—When we use the word "love"， we do not simply mean an attraction to a person of the opposite sex， which is a very narrow definition of the word。 Love is emotional strength， which can support us no matter how dark the world around us becomes。 In fact， throughout history people of many different cultures have regarded love as the noblest of human emotions。

As an example of the power of love， we should remember how the Chinese people of all nationalities respond to the call to help the victims of natural disasters every year。 Although their incomes are still low by international standards， people all over the country do not hesitate to donate whatever they can — be it money or goods — to help their needy fellow citizens。 Moreover， they do this with no thought of gain for themselves。

In my opinion， the best way to show love is to help people who are more unfortunate than we are。 We should always be ready to give a helping hand to those who are in trouble， no matter whether they are family members or complete strangers。 In this way， we can help to make the world a better place， for the darker the shadows of sorrow become， the more brightly the lamp of love shines。

当我们用“爱”这个词时，我们不仅仅指异性对一个人的吸引，这只是对这个词非常狭隘的解释，小学生作文《英语作文写作技巧》。爱心是一种情感的力量，不论我们周围的世界多么黑暗，爱心都能支撑我们。事实上，纵观历史，不同文化背景的人都把爱看成是人类最高尚的情感。

说到爱心的力量，我们马上就会想起每年中国各族人民是如何响应号召支援自然灾害受害者的。尽管按照国际标准他们的收入还处于低水平，全国人民毫不犹豫地倾囊相助——不管是钱还是物——帮助那些有需要的同胞。而且，他们这么做并不考虑自己的得失。

我认为，表达爱心的最好方式是帮助比我们更加不幸的人。我们应该随时准备向有困难的人伸出援助之手，无论他们是家庭成员还是素昧平生。这样，我们就能够助一臂之力把世界变成一个更美好的地方，因为，悲伤的阴影越黑暗，爱心之灯的光芒就越闪亮。

[高三英语作文写作技巧

When the sun begins to set behind the mountains, its long rays light up the GREen fields. the clouds in the sky also begin to glow with a golden light, and the mountains are really colourful.

When the sun begins to set behind the mountain, it looks like a red ball. Its light fills the sky and changes the colour of the clouds from gold to red. When the sun is gone altogether behind the mountain, the clouds turn GREy and the mountains become black.

Then you cannot help admiring the wonder of nature.

1) 主语+ cannot emphasize the importance of … too much.(再怎么强调……的重要性也不为过。)例如：We cannot emphasize the importance of protecting our eyes too much.

2)There is no need for sb to do sth. for sth.(某人没有必要做……)，例如：There is no need for you to bring more food. 不需你拿来更多的食物了。

3)By +doing…，主语can …. (借着……，……能够……)，例如：By taking exercise, we can always stay healthy. 借着做运动，我们能够始终保持健康。

4) … enable + sb.+ to + do…. (……使……能够……)，例如：Listening to music enables us to feel relaxed. 听音乐使我们能够感觉轻松。

5) On no account can we + do…. (我们绝对不能……)，例如：On no account can we ignore the value of knowledge.我们绝对不能忽略知识的价值。

6) What will happen to sb.? (某人将会怎样?), 例如：What will happen to the orphan? 那个孤儿将会怎样?

7)For the past + 时间，主语 + 现在完成式…. (过去……年来，……一直……)例如：For the past two years，I have been busy preparing for the examination. 过去两年来，我一直忙着准备考试。

8)It pays to + do….(……是值得的。)例如：It pays to help others. 帮助别人是值得的。

9)主语+ be based on….(以……为基础)，例如：The progress of thee society is based on harmony.社会的进步是以和谐为基础的。

10)主语 + do one’s best to do….(尽全力去……)，例如：We should do our best to achieve our goal in life.我们应尽全力去达成我们的人生目标

记叙文是以写人、记事、状物为主要内容，以叙述和描写为表达方式的文章。

以写人为主的记叙文，应该注意肖像描写、行动描写、语言描写、心理描写以及对细节的描写，考生应根据写作的要求，灵活掌握，突出重点。

以写事为主的记叙文，应该注意交待六要素(时间、地点、人物、事件、原因、结果)，应该注意描写先后顺序以及记事的相对完整，注意把握好事情的开始、发展、高潮及结局。

以与景为主的记叙文，应该注意景物的主要特征，景物描写的层次，以及人与物的情感交融。

记叙文写作要点如下：

1. 明确写作目的和叙述的中心思想，段落叙述始终围绕着主题而展开，避免空间的叙述和与主题无关的内容。

2. 一篇好叙述文需要直接或间接表达以下六个问题，即：when?该事发生的时间， where?该事发生的地点，who?人物角色是谁，what?发生的是什么事，why?该事发生的原因，以及how?事件的结果是如何造成的等等。

3. 一篇记叙文，无论长短如何都应该是一个完全独立的事实，因此，在下笔时必须明确：该从何处开始叙述，该在何处结束叙述，以及应该提供何种事实才能使叙述完整。

4. 写作顺序可以采用“顺叙”、“倒叙”和“穿插叙述”的方法，但初学者最好采用“顺叙”的方法进行训练，以情节发生时间的先后为序。

记叙文高考指引

记叙文是高考书面表达中比较常用的一种形式。

1)记叙文要写作者比较了解的人或事物。

2)仔细审题，看准题目要求，确定文章的主题。文章的内容、结构、层次及所用语言都应围绕主题进行。

3)具体详细地描述。要使文章有说服力，叙述就必须繁简疏密相间。详细具体的描写有助于读者对所叙述的人物或事件等有个深刻的印象。

4)写作时要避免句子单调、毫无花样。这就要求写作时长短句结合，注意衔接词的运用。

5)叙述要生动。要使文章叙述生动，具有吸引力，必须请注意词汇的选择，时态的运用以及上下文的一致问题。词语的运用应注意是否恰当、通顺、简洁和准确。时态的运用应注意上下文的相关性、连续性，要与表达的内容一致。

6)叙述的顺序。大多数情况下叙述都是按照事情的发展及时间的先后进行的，但有时也可以采用其它顺序，如倒叙、插叙等。

7)人称。一般说来，记叙文用第一人称或第三人称来叙述。用第一人称叙述的优点是：文章比较生动、形象，使读者有身临其境的感觉，因而加强了故事的真实感和感染力。其缺点是，描写的范围受到限制。一篇文章中，由于角色的变化，人称也要随之而变，但应注意前后一致性。

12月四级考试快到了，下面是yjbys网小编给考生提供四级作文的最新模板，希望考生能够合理利用时间，在作文上获得最大的收获。那么四级考试的作文基本是主题作文，图画作文及图表作文，下面我们来具体分析其框架：

一、主题作文及图画作文的模板：

These days 现象 often hits the headlines of newspapers and has been brought into focus of the public. Just as the picture shown that… (如果是图画作文可以写出具体的现象或问题，也可以一句话描述图画：As is vividly illustrated above, in the +地方 +动词(be, come, run, walk, jump, sit, stand, lie, crouch, float等)+主题词，非谓语动词/非限制性定语从句，独立主格/非限制性定语从句。) Indeed, it is widely accepted / acknowledged that it has gained increasing popularity among people in all walks of life/ college students.

Those who are in favor of 现象 maintain that 描述观点1. In their view, 阐释观点1. On the contrary, those who are against 现象 hold/ point out that 描述观点2. Besides, 阐释证实观点2 . (第二段可以根据文章来分析原因，影响，优点或缺点等。)

It is high time we put an end to the undesirable phenomenon of… (虚拟语气的句子) 然后再分条来说明措施。On the one hand, … on the other hand, … I believe we humans can overcome this difficulty and we will have a brighter future.

改革之后，图画作文考的比较多，无论是图画作文还是主题作文，上面的结构是可以通用的，考生可以重点记下图画作文与主题作文的句型。

二、图表作文各段的通用模板：

As is seen from the graph/chart, we can draw a conclusion that the number of …….decreased. Of these, the number of …….decreased the most, from …. in 1985 to ….. in 2000(根据图表写年代). On the contrary, the number of …….increased.

There are numerous reasons accounting for the phenomenon and I would like to explore a few of the most important ones here. Above all (To begin with), …….. In addition (What is more), ………

In my personal sense, it is imperative for us to take steps to reverse the disturbing trend illustrated in the charts. First and foremost,…….Last but not least,………Owing to +主题, not only can we accumulate wealth, but also establish our career, fit into society and even attain social status.

对于图表作文，考生也要了解并熟悉其结构和句型。我们在准备时一定要充分，不放弃任何一种题型。

英语说明文的写作技巧说明文是阐述事物的特征、本质、性能、结构、用途或科学原理的一种文体。其说明的对象可以是具体的，如：自然环境，仪表设备等;也可以是抽象的，如概念定律等。

说明文的写作相对于论说文来说，有一定的套路可循，因此不是十分复杂。说明科技方面的内容常用定义法、比较对比法、分类法、因果法等;说明自然环境方面的内容常用时间次序法、分类法等。当然，随着对象的不同，具体应该采用的方法也会有所不同。

说明文的写作应该注意的事项有下面几点：

1.语言简明扼要，通俗易懂，避免夸张华丽的辞藻，要把真实的一面展现在读者面前。

2.说明时一定要把握一个中心主题。说明文中细枝末节较多，但不能喧宾夺主。

3.说明的次序非常重要。合理的次序会使文章条理清楚，脉络明晰。因此，练习时可以尝试不同的次序进行写作，找出最合理的一种。

4.由于说明文写实性较强，有时难免会让人感到没有生气。因此，可以适当使用一些比喻、拟人等修辞手段，来增加文章的色彩。

对未来不懈追求，是理想形成的动力和源泉。下面是关于理想的英语名言，供大家写作参考。

1.And love, young men, and venerate the ideal. The ideal is the word of God. High above every country, high above humanity, is the country of the spirit, the city of the soul.

青年人啊，热爱理想吧，崇敬理想吧。理想是上帝的语言。高于一切国家和全人类的，是精神的王国，是灵魂的故乡。

2.Between the ideal and the reality, between the motion and the act, falls the shadow.

理想与现实之间，动机与行为之间，总有一道阴影。

3.Ideals are like the stars... we never reach them, but like mariners, we chart our course by them.

理想就像是星星...我们永远够不着它，但是我们像水手一样，靠星星指引航程。

4.The ideal is in thyself, the impediment too is thyself.

理想存乎已心，障碍亦是如此

5.Its is the most pleasant thing in the world to struggle for a noble ideal.

世界上最快乐的事，就是为理想而奋斗

6.Anything one man can imagine, other men can make real.

但凡人能想像到的事物，必定有人能将它实现。

7.Ideal is the beacon. Without ideal, there is no secure direction; without direction, there is no life.

理想是指路明灯。没有理想，就没有坚定的方向;没有方向，就没有生活

8.The only limit to our realization of tomorrow will be our doubts of today.

实现明天理想的惟一障碍是今天的疑虑。

9.High expectation are the key to every thing.

远大理想是开启万物的钥匙。

10.The important thing in life is to have a great aim, and the determination to attain it.

人生重要的事情就是确定一个伟大的目标，并决心实现它。

11.Living without an aim is like sailing without a compass.

生活没有目标就像航海没有指南针。

12.Life is not all beer and skittles.

人生并不全是吃喝玩乐。

13.Don’t part with your illusions. When they are gone you may still exist, but you have ceased to live.

不要放弃你的幻想。当幻想没有了以后，你还可以生存，但虽生犹死

14.No man or woman who tries to pursue an ideal in his or her own way is without enemies.

凡按自己的方式追求理想者，无不树敌。

15.How we spend our days is, of course, how we spend our lives.

我们怎样打发日子，当然，也就是我们怎样度过这一生。

16.If you doubt yourself, then indeed you stand on shaky ground. (Ibsen, Norwegian dramatist )

如果你怀疑自己，那么你的立足点确实不稳固了。 (挪威剧作家 易卜生)

17.If you would go up high, then use your own legs ! Do not let yourselves carried aloft; do not seat yourselves on other people’s backs and heads. (F. W. Nietzsche, German Philosopher)

如果你想走到高处，就要使用自己的两条腿!不要让别人把你抬到高处;不要坐在别人的背上和头上。(德国哲学家 尼采. F. W.)

18.It is at our mother’s knee that we acquire our noblest and truest and highest, but there is seldom any money in them. ( Mark Twain, American writer )

就是在我们母亲的膝上，我们获得了我们的最高尚、最真诚和最远大的理想，但是里面很少有任何金钱。(美国作家 马克·吐温)

19.The ideals which have lighted my way, and time after time have given me new courage to face life cheerfully 19 have been kindness, beauty and truth.(Albert Einstein, American scientist)

有些理想曾为我们引过道路，并不断给我新的勇气以欣然面对人生，那些理想就是--真、善、美。 (美国科学家 爱因斯坦. A.)

20.The important thing in life is to have a great aim, and the determination to attain it. (Johan Wolfgang von Goethe, German Poet and dramatist)

人生重要的事情就是确定一个伟大的目标，并决心实现它。(德国诗人、戏剧家 歌德. J. M.)

21.If winter comes, can spring be far behind ?( P. B. Shelley, British poet )

冬天来了，春天还会远吗?( 英国诗人, 雪莱. P. B.)

22.The man with a new idea is a crank until the idea succeeds. (Mark Twain, American writer)

具有新想法的人在其想法实现之前是个怪人。 (美国作家 马克·吐温)

23.When an end is lawful and obligatory, the indispensable means to is are also lawful and obligatory. (Abraham Lincoln, American statesman)

如果一个目的是正当而必须做的，则达到这个目的的必要手段也是正当而必须采取的。(美国政治家 林肯. A.)

24.The dream is a kind of desire, think it is a kind of action. Dream is the dream and want to crystallization.梦是一种欲望，想是一种行动。梦想是梦与想的结晶。

25.A realization of dream, is a successful person.一个实现梦想的人，就是一个成功的人。

26.Dream no matter how vague, the total hidden in our hearts, our feelings never be quiet, until the dream become a reality.梦想无论怎样模糊，总潜伏在我们心底，使我们的心境永远得不到宁静，直到这些梦想成为事实。

27.Dream is the soul, is our secret truth ( Truman Capote )梦是心灵的思想，是我们的秘密真情(杜鲁门·卡波特)

28.Once the dream into action, will become sacred (, Ann Procter )梦想一旦被付诸行动，就会变得神圣(阿·安·普罗克特)

29.The dreamer is afraid of Destiny ( Thomas Phillips )梦想家的缺点是害怕命运(斯·菲利普斯)

30.A man is not old as long as he is seeking something. A man is not old until regrets take the place of dreams. (J. Barrymore) 只要一个人还有追求，他就没有老。直到后悔取代了梦想，一个人才算老。(巴里摩尔)

31.If you would go up high , then use your own legs! Do not let yourselves carried aloft; do not seat yourselves on other people’s backs and heads . (F. W . Nietzsche , German Philosopher) 如果你想走到高处，就要使用自己的两条腿!不要让别人把你抬到高处;不要坐在别人的背上和头上。(德国哲学家 尼采. F. W.)

32.Have an aim in life, or your energies will be wasted.没有目标的一生注定碌碌无为，确定一个目标吧。——R.Peters

英语一考生要在三十分钟内写出160-200个词汇的文章，英语二的考生需要完成150个词汇左右的文章。写作时要求主题突出、结构清晰、文字通顺、连贯性好，祛除语法错误。在考试过程中，考生能在有限时间内详细解读考题设问要求，并匠心独运的构想、拟题、列提纲，最后完成一篇考场佳作，这需要前期十分认真的备考。

在写作中，考生要特别注意文章的中心思想是否切题，论据是否足够充分，如不充分则要对论据详细展开。句语句、段与段连接要自然，逻辑关系清晰明晰，切忌不要出现与主题无关的句子。人称、时态等细节处要保持一致，单词拼写、大小写以及标点也要注意到位。

由于近些年图画作文较热，是考研英语写作中出现频率最高的一类文体，我们来重点学习一下这种文体的写作方法。

图画作文通常是给出一幅或多幅漫画或图片，所给图画多反映当前的热点社会现象或热点社会现实。这类作文难度较大，要求考生首先仔细剖析图画内容，并通过文字形式将图中所包罗的思想内容准确无误地表达出来。大家可将此类作文转化为三段或四段式的提纲作文写作。

1、认真审题

在审题时，考生要在认真剖析图画所反映的内容以及出题者出题意图的前提下，通过表层含义剖析图画真正想要说明的问题是什么，深入研究图画的表层含义和深层含义，从而挖掘出其深层含义以确定文章的中心思想。

2、确定写作重点

认真审题后，考生就要确定写作重点了，根据剖析和研究的结果列出提纲并安排段落。确定每一个段落的主题和写作重点，考生要根据题目要求对选材进行筛选。

3、确定写作提纲

如何列提纲，即考生对题设材料的剖析得出结论后形成的基本框架结构，漫画标的主题、directions中的要求包罗了哪些内容，文章段落应该如何组织，基本提纲确定了的基础上，才能思路清晰、行文流通。

下面是由语文迷为大家整理的英语写作百搭句子，赶紧学会吧。

1. 完全同意……这种观点(陈述)，主要理由如下：

I fully agree with the statement that ______ because______.

2. 面临……，我们应该采取一系列行之有效的方法来……。一方面……，另一方面，

Confronted with______, we should take a series of effective measures to______. For one thing，______For another, ______

3. 相反，有一些人赞成……，他们相信……，而且，他们认为……。

On the contrary, there are some people in favor of ___.At the same time, they say____.

4. ……对我们国家的发展和建设是必不可少的，(也是)非常重要的。首先，……。而且……，最重要的是……

______is necessary and important to our countrys development and construction.First，______.Whats more, _____.Most important of all,______.

5. 然而，正如任何事物都有好坏两个方面一样，……也有它的不利的一面，像……。

However, just like everything has both its good and bad sides, ______also has its owndisadvantages, such as ______.

6. 早就应该拿出行动了。比如说……，另外……。所有这些方法肯定会……。

It is high time that something was done about it. For example. _____.In addition,_____.All thesemeasures will certainly______.

7. 尽管如此，我相信……更有利。

Nonetheless, I believe that ______is more advantageous.

8. 有几个可供我们采纳的方法。首先，我们可以……。

There are several measures for us to adopt. First, we can______

9. 但是，我认为这不是解决……的好方法，比如……。最糟糕的是……。

But I dont think it is a very good way to solve ____.For example，____.Worst of all，___.

10. 为什么……?第一个原因是……;第二个原因是……;第三个原因是……。总的来说，……的主要原因是由于……

Why______? The first reason is that ______.The second reason is ______.The third is ______.For all this, the main cause of ______due to ______.

【提要】英语四六级四级信息 : 20176月英语四级写作高分黄金句式【1】

▌列举法

列举法是四级写作中常用的方法，一般用first, second等一系列标志词引出原因或者可能的影响等。列举法常用的素材有：

引出列举

1. There may be a combination of factors which contribute to/are responsible for/can explain ______. 也许有一些因素造成/可以解释______。

2. There are probably three/many/several/a variety of reasons for this dramatic/significant increase/decline in ______.引起______显著增长/下降的原因有三个/许多/几个/很多。

3. Some reasons can explain this trend. 一些原因可以解释这一趋势。

4. Why ______ ?为什么______?

5. The causes of ______ are varied. They include______ , perhaps the main cause is ______. 造成______的原因有很多，包括______,主要原因可能是______。

6. The reason for this is not far to seek. 这一问题的原因不难发现。

7. It is no easy task to identify the reasons for this phenomenon which involves several complicated factors. 要找出这一现象的原因并非易事，因为它涉及若干复杂的因素。

8. There are numerous reasons why ______, and I would explore only a few of the most important ones here. ______的原因有很多，这里我只想探讨其中几个最重要的原因。

9. There are many reasons responsible for this phenomenon, and the following are the typical ones. 导致这种现象的原因有很多，以下是其中比较有代表性的。

10. There are many reasons explaining this case. As for me, I regard the following as the typical ones. 有很多原因可以解释该问题。就我而言，我认为以下原因比较典型。

11. A number of factors could account for/contribute to/lead to/result in the change of ______. 引起______变化的因素有很多。

分条列举

1. In the first place, ______. In the second place______ .首先，______。其次，______。

2. First,______ . Second, ______ . 首先，______。其次，______。

3. To begin with, ______. Secondly, ______. Last but not least, ______.首先，______。其次，______。最后但并不是最不重要的，______。

4. The first reason is that ______. The second one is ______. The third is ______. 第一个原因是______。第二个原因是______。第三个原因是______。

5. First of all, ______. Secondly,______ . Furthermore,______ .首先，______。其次，______。另外，______。

6. For one thing, ______. For another, ______.一方面,______。另一方面，______。

7. Firstly, ______. Secondly, ______. Thirdly, ______.首先，______。其次，______。再次，______。

8. Another reason why I disagree with the above statements is that I believe______.我不同意上述观点的另一个原因是我认为______。

▌对比法

对比法是指通过对比两种截然不同的观点来陈述其中的利弊，从而得出自己的结论。对比法常用的素材有：

1. The advantages gained in ______ outweigh/are much g

写好英语作文，除了素材，也是需要好的段落的。优美英语段落100词，大家可收藏，欢迎阅读参考。

1.One is always on a strange road, watching strange scenery and listening to strange music. Then one day, you will find that the things you try hard to forget are already gone.

一个人总要走陌生的路，看陌生的风景，听陌生的歌，然后在某个不经意的瞬间，你会发现，原本是费尽心机想要忘记的事情真的就那么忘记了。

2.Happiness is not about being immortal nor having food or rights in ones hand. It’s about having each tiny wish come true, or having something to eat when you are hungry or having someones love when you need love.

幸福，不是长生不老，不是大鱼大肉，不是权倾朝野。幸福是每一个微小的生活愿望达成。当你想吃的时候有得吃，想被爱的时候有人来爱你。

3.Love is a lamp, while friendship is the shadow. When the lamp is off,you will find the shadow everywhere. Friend is who can give you strength at last.

爱情是灯，友情是影子，当灯灭了，你会发现你的周围都是影子。朋友，是在最后可以给你力量的人。

4.I love you not for who you are, but for who I am before you.

我爱你不是因为你是谁，而是我在你面前可以是谁。

5.Love makes man grow up or sink down.

爱情，要么让人成熟，要么让人堕落。

6.If you can hold something up and put it down, it is called weight-lifting; if you can hold something up but can never put it down,its called burden-bearing. Pitifully, most of people are bearing heavy burdens when they are in love.

举得起放得下的叫举重，举得起放不下的叫负重。可惜，大多数人的爱情，都是负重的。

7.We all live in the past. We take a minute to know someone, one hour to like someone, and one day to love someone, but the whole life to forget someone.

我们每个人都生活在各自的过去中，人们会用一分钟的时间去认识一个人，用一小时的时间去喜欢一个人，再用一天的时间去爱上一个人，到最后呢，却要用一辈子的时间去忘记一个人。

8.One may fall in love with many people during the lifetime. When you finally get your own happiness, you will understand the previous sadness is kind of treasure, which makes you better to hold and cherishthe people you love.

一个人一生可以爱上很多的人，等你获得真正属于你的幸福之后，你就会明白一起的伤痛其实是一种财富，它让你学会更好地去把握和珍惜你爱的人。

9.When you are young, you may want several love experiences. But as time goes on, you will realize that if you really love someone, the whole life will not be enough. You need time to know, to forgive and to love. All this needs a very big mind.

年轻的时候会想要谈很多次恋爱，但是随着年龄的增长，终于领悟到爱一个人，就算用一辈子的时间，还是会嫌不够。慢慢地去了解这个人，体谅这个人，直到爱上为止，是需要有非常宽大的胸襟才行。

10.When tomorrow turns in today, yesterday, and someday that no more important in your memory, we suddenly realize that we are pushed forward by time. This is not a train in still in which you may feel forward when another train goes by. It is the truth that weve all grown up. And we become different.

当明天变成了今天成为了昨天，最后成为记忆里不再重要的某一天，我们突然发现自己在不知不觉中已被时间推着向前走，这不是静止火车里，与相邻列车交错时，仿佛自己在前进的错觉，而是我们真实的在成长，在这件事里成了另一个自己。

11.If you leave me, please dont comfort me because each sewing has to meet stinging pain.

离开我就别安慰我，要知道每一次缝补也会遭遇穿刺的痛。

12.Don’t forget the things you once you owned. Treasure the things you can’t get. Dont give up the things that belong to you and keep those lost things in memory.

曾经拥有的，不要忘记。不能得到的，更要珍惜。属于自己的，不要放弃。已经失去的，留作回忆。

13.I love and am used to keeping a distance with those changed things.Only in this way can I know what will not be abandoned by time. Forexample, when you love someone, changes are all around. Then I stepbackward and watching it silently, then I see the true feelings.

我喜欢并习惯了对变化的东西保持着距离，这样才会知道什么是最不会被时间抛弃的准则。比如爱一个人，充满变数，我于是后退一步，静静的看着，直到看见真诚的感情。

14.Men love from overlooking while women love from looking up. If love isa mountain, then if men go up, more women they will see while womenwill see fewer men.

男人的爱是俯视而生，而女人的爱是仰视而生。如果爱情像座山，那么男人越往上走可以俯视的女人就越多，而女人越往上走可以仰视的男人就越少。

15.Good love makes you see the whole world from one person while bad love makes you abandon the whole world for one person.

好的爱情是你通过一个人看到整个世界，坏的爱情是你为了一个人舍弃世界。

16.We shall always save a place for ourselves, only for ourselves. Andthen begin to love. Have no idea of what it is, who he is, how to loveor how long it will be. Just wait for one love. Maybe no one will comeout, but this kind of waiting is the love itself.

在自己面前，应该一直留有一个地方，独自留在那里。然后去爱。不知道是什么，不知道是谁，不知道如何去爱，也不知道可以爱多久。只是等待一次爱情，也许永远都没有人。可是，这种等待，就是爱情本身。

17.Is there anyone who hasnt suffered for the secret love? We alwaysthink that love is very heavy, heavy and could be the heaviest thing inthe world. But one day, when you look back, you suddenly realize thatits always light, light. We all thought love was very deep, but infact its very thin. The deepest and heaviest love must grow up withthe time.

有谁不曾为那暗恋而痛苦？我们总以为那份痴情很重，很重，是世上最重的重量。有一天，暮然回首，我们才发现，它一直都是很轻，很轻的。我们以为爱的很深，很深，来日岁月，会让你知道，它不过很浅，很浅。最深和最重的爱，必须和时日一起成长。

18.In this world, only those men who really feel happy can give women happiness

在这个世界上，只有真正快乐的男人，才能带给女人真正的快乐。

19.If a woman is not sexy, she needs emotion; if she is not emotional, she needs reason; if she is not reasonable, she has to know herself clearly. coz only she has is misfortune.

女人如果不性感，就要感性；如果没有感性，就要理性；如果没有理性，就要有自知之明；如果连这个都没有了，她只有不幸。

20.An unacceptable love needs no sorrow but time- sometime for forgetting.A badly-hurt heart needs no sympathy but understanding.

一段不被接受的爱情，需要的不是伤心，而是时间，一段可以用来遗忘的时间。一颗被深深伤了的心，需要的不是同情，而是明白。

21. I know someone in the world is waiting for me, although Ive no idea of who he is. But I feel happy every day for this.

我知道这世上有人在等我，但我不知道我在等谁，为了这个，我每天都非常快乐。

22.In your life, there will at least one time that you forget yourself for someone, asking for no result, no company, no ownership nor love. Just ask for meeting you in my most beautiful years.

一生至少该有一次，为了某个人而忘了自己，不求有结果，不求同行，不求曾经拥有，甚至不求你爱我。只求在我最美的年华里，遇到你。

23.I dont think that when people grow up, they will become more broad-minded and can accept everything. Conversely, I think its a selecting process, knowing whats the most important and whats the least. And then be a simple man.

我不觉得人的心智成熟是越来越宽容涵盖，什么都可以接受。相反，我觉得那应该是一个逐渐剔除的过程，知道自己最重要的是什么，知道不重要的东西是什么。而后，做一个纯简的人。

24.When you feel hurt and your tears are gonna to drop. Please look up and have a look at the sky once belongs to us. If the sky is still vast,clouds are still clear, you shall not cry because my leave doesnt take away the world that belongs to you.

当你的心真的在痛，眼泪快要流下来的时候，那就赶快抬头看看，这片曾经属于我们的天空；当天依旧是那么的广阔，云依旧那么的潇洒，那就不应该哭，因为我的离去，并没有带走你的世界。

25. Remember, the brick walls are there for a reason. The brick walls are not there to keep us out. The brick walls are there to give us a chance to show how badly we want someting. Because the brick walls are there to stop the people who dont want it badly enough. Theyre there to stop the other people. ----Randy Frederick Pausch

请记住，阻挡你的障碍必有其原因！这道墙并不是为了阻止我们，这道墙让我们有机会展现自己有多想达到这目标。这道墙是为了阻止那些不够渴望的人，它们是为了阻挡那些不够热爱的人而存在的。

Did you see the streets? Just the streets… There were thousands of them! And how do you do it down there? How do you choose just one? One woman, one house, one piece of land to call your own, one landscape to look at, one way to die... Land is a ship too big for me. Its a woman too beautiful; its a voyage too long, a perfume too strong. Its a music I dont know how to make.

26.Just keep your mind open and suck in the experience and if it hurts,its probably worth it.

只要你畅开心扉去迎接新的生活和经历,哪怕有所疼痛都是值得的!

27. Never frown, even when you are sad, because you never know who is falling in love with your smile.

纵然伤心，也不要愁眉不展，因为你不知是谁会爱上你的笑容。

28. Stray birds of summer come to my window to sing and fly away.

And yellow leaves of autumn, which have no songs, flutter and fall there with a sign.

夏天的飞鸟，飞到我的窗前唱歌，又飞去了。

秋天的黄叶，它们没有什么可唱，只叹息一声，飞落在那里。

29. I sit at my window this morning where the world like a passer-by stops for a moment, nods to me and goes.

我今晨坐在窗前，世界如一个路人似的，停留了一会，向我点点头又走过去了。

30. There is no rehearsal in the life , once missing , it will be lost forever.

世界上没有破镜重圆之说，一旦失去，就意味着永远失去

31. When every love comes to the end, if you look back, u will find flowers and sorrows, but its always beautiful.

每段爱情在走向终结时，倒带回去，一路上或花草鲜美，或落英缤纷，而最初总是倾心的。

32. The fact is that the world is out of everyones expectation. But some learn to forget, but others insist.

事实上，这个世界不符合所有人的梦想。只是有人可以学会遗忘，有人却坚持。

33. No matter how cruel the destiny treats one with tribulation and misfortune, it will correspondingly treat him with happiness and sweetness. Even if the happiness is short and false, its enough to light up the whole future life.

无论命运以怎样残忍的方式赐予一个人以磨难和不幸，但仍会相应地赐予他幸福与甜蜜，即使这幸福是如此短暂与不真实，也足以照亮他今后整个暗淡的人生。

34. I love you not because of who you are, but because of who I am with you.

我爱你，不是因为你是一个怎样的人，而是因为我喜欢与你在一起的感觉．

35. .No man or woman is worth your tears,and the one who is, wont make you cry.

没有人值得你流泪，值得你这么做的人不会让你哭泣．

36.The worst way to miss someone is to be sitting right beside them knowing you cant have them.

失去某人，最糟糕的莫过于，他近在身旁却犹如远在天边．

37．To the world you may be one person, but to one person you may be the world .

对于世界而言，你是一个人；但是对于某个人，你是他的整天世界．

38．Dont waste your time on a man/woman, who isnt willing to waste their time on you.

不要为那些不愿在你身上花费时间的人而浪费你的时间．

39．Just because someone doesnt love you the way you want them to, doesnt mean they dont love you with all they have.

爱你的人如果没有按你的方式来爱你，那并不代表他们没有全心全意地爱你．

41. Like the meeting of the seagulls and the waves we meet and come near.

The seagulls fly off, the waves roll away and we depart

我们如海鸥之与波涛相遇似地，遇见了，走近了。海鸥飞去，波涛滚滚地流开，我们也分别了。

42. Love you, think of you, love you secretly, eagerly love you, wait, feel disappointed, try hard, lose, and feel sad, go apart, and recall.All of these are for sake of you. And I will never regret for it.

钟情，相思，暗恋，渴慕，等待，失望，试探，患得患失，痛不欲生，天涯永隔，追忆似水流年……种种这些，都曾因你而经历，也就誓不言悔。

43. The more you wanna know whether you have forgotten something, the better you remember; I once heard that, the only thing you can do when you no longer have something is not to forget.

你越想知道自己是不是忘记的时候，你反而记得越清楚，我曾经听人说过，当你不能再拥有的时候，唯一可以做的就是令自己不要忘记。

43. To love someone in secret is like a seed in bottle waiting for growing up, though not sure whether the future will be more beautiful, still waiting it earnestly and eagerly.

暗恋一个人的心情，就像是瓶中等待发芽的种子，永远不能确定未来是否是美丽的，但却真心而倔强的等待着。

44. Love is not about running into each other in crowds. Love is an impossible meeting. For example, I am a bird flying in sky, u r a leopard in forest. We just fall in love accidentally.

缘分不是人海中两个人的擦身，缘分是不可能的相遇。比如我是空中的鸟，你是林中的豹，只是我们碰巧相爱。

45. Loneliness is different from being alone. Being alone means you just have no one beside you but loneliness means that you cannot talk with others and share them with your feelings. And the true loneliness is that you even forget how it feels when you love someone.

寂寞确实跟孤单不一样，孤单只表示身边没有别人，但寂寞是一种你无法将感受跟别人沟通或分享的心理状态。而真正的寂寞应该是连自己都忘了喜欢一个人的感觉。

46. Among those people that appear in our life, some are to teach us, some to comfortus, some to share and some to love.

在我们生命中出现的人，一些给我们上课，一些让我们痊愈，有的用来分担分享，有的用来真爱。

47. Someone makes me comfortable, so I want to rely on him; while another one makes me feel lonely, so I want to embrace him.

有一个人让我觉得很安心，所以想要依靠他，而另一个人让我觉得很孤单，所以想要拥抱他

48. An unacceptable love needs no sorrow but time- sometime for forgetting. A badly-hurt heart needs no sympathy but understanding.

一段不被接受的爱情，需要的不是伤心，而是时间，一段可以用来遗忘的时间。一颗被深深伤了的心，需要的不是同情，而是理解。

49. The most easily broken thing in the world is the mans wine glass, politicians promise, girls dream, steel wire-like love, the virtuousof modern society and the holy heart.

这个世界最易碎的就是男人的酒杯，政客的承诺，少女的梦想，钢丝上的爱情，现代社会的善良和高贵的心。

50. Let`s write that letter we thought of writing "one of these days".

曾"打算有那么一天"去写的信,就在今天写吧.

51. I suddenly feel myself like a doll,acting all kinds of joys and sorrows.

There are lots of shining siliery thread on my back,controlling all my action.

我突然就觉得自己像个华丽的木偶,演尽了所有的悲欢离合,

可是背上总是有无数闪亮的银色丝线,操纵 我的哪怕一举手一投足.

[优美英语段落100词

一、教育类

● And gladly would learn , and gladly teach .( Chaucer , British pot

勤于学习的人才能乐意施教。(英国诗人, 乔叟)

●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)

●Genius without education is like silver in the mine. (Benjamin Franklin , American president )

未受教育的天才，犹如矿中之银。 (美国总统 富兰克. B.)

●The roots of education are bitter , but the fruit is sweet .(Aristotle , Ancient Greek philosopher )

教育的根是苦的，但其果实是甜的。( 古希腊哲学家 亚里士多德)

二、知识类

●Activity is the only road to knowledge .(George Bernard Shaw , British

dramatist)

行动是通往知识的唯一道路。 (英国剧作家 肖伯纳. G.)

●A free man obtains knowledge from many sources besides books .(Thomas Jefferson ,

American president)

一个自由的人除了从书本上获取知识外，还可以从许多别的来源获得知识。(美国总统

杰斐逊 . T.)

●A great part to the information I have was acquired by looking up something and finding something else on the way .(Adams Franklin , American humorist )

我的大部分知识都是这样获得的：在寻找某个资料时意外的发现了另上的资料。(美国幽默作家

富兰克林. A.)

●If a man empties his purse into his head , no man can take it away from him , an investment in knowledge always pays the best interest .(Benjamin Franklin ,

American president )

倾已所有追求知识，没有人能夺走它;向知识投资，收益最佳。(美国总统

富兰克林. B.)

●Imagination is more important than knowledge .(Albert Einstein , American scientist )

想象力比知识更为重要。 (美国科学家 爱因斯坦. A. )

●Knowledge is power . (Francis Bacon , British philosopher )

知识就是力量。 (英国哲学家 培根. F.)

●The empty vessels make the greatest sound . (William Shakespeare , British dramatist )

满瓶不响，半瓶咣当。(英国剧作家 莎士比亚. W.)

1. 不用说……

It goes without saying that …

= (It is) needless to say (that) ….

= It is obvious that ….

例：It goes without saying that it pays off to keep early hours.

不用说早睡早起是值得的。

2. 在各种……之中，……

Among various kinds of …, … /= Of all the …, …

例︰Among various kinds of sports, I like jogging in particular.

在各种运动中我尤其喜欢慢跑。

3. 就我的看法……;我认为……

In my opinion, …

= To my mind, ….

= As far as I am concerned, …

= I am of the opinion that ….

例：In my opinion, playing video games not only takes much time but is also harmful to health.

在我看来，玩电脑游戏既花费时间也有害健康。

4. 随着人口的增加…… With the increase/growth of the population, …

随着科技的进步…… With the advance of science and technology, …

例：With the rapid development of Taiwan’s economy, a lot of social problems have come to pass.

随着台湾经济的快速发展许多社会问题产生了。

5. ……是必要的 It is necessary (for sb.) to do/that …

…… 是重要的 It is important/essential (for sb.) to do / that …

…… 是适当的 It is proper (for sb.) to do / that …

……是紧急的 It is urgent (for sb.) to do / that …

例：It is proper for us to keep the public places clean.

=It is proper that we (should) keep the public places clean.

我们应当保持公共场所清洁。

6. 花费 spend … on sth. / doing sth. …

例：We shouldn’t spend too much time on something we aren’t interested in.

我们不应该在我们不感兴趣的事情上花太多的时间。

7. how 引导的感叹句

例：At least it will prove how honest you are.

那至少可以证明你很诚实。

8. 状语从句

⑴ 如果你不…，你就会… If you don’t ..., you’ll ...

例︰If you don’t keep working hard, you’ll lose the chance.

如果你不坚持努力工作，你就会失去这次机会。

⑵ 如此 ……，以至于…… so … that …

例：At that moment, I was so upset that I wanted to give up.

当时，我非常伤心，最后都想放弃了。

⑶ 每当我听到……我就忍不住感到兴奋。Whenever I hear …, I cannot but feel excited.

每当我做……我就忍不住感到悲伤。 Whenever I do …, I cannot but feel sad.

每当我想到……我就忍不住感到紧张。Whenever I think of …, I cannot but feel nervous.

每当我遭遇……我就忍不住感到害怕。Whenever I meet with …, I cannot but feel frightened.

每当我看到……我就忍不住感到惊讶。Whenever I see …, I cannot but feel surprised.

例：Whenever I think of the clean brook near my home, I cannot but feel sad.

= Every time I think of the clean brook near my home, I cannot help feeling sad.

每当我想到我家附近那一.��清澈的小溪我就忍不住感到悲伤。

9. 宾语从句

我认为，…… / 我认为……不...... I think / I don’t think that …

我想知道是否…… I wonder whether …

例：He doesn’t think I should stop him joining the club.

他认为我不应该阻止他参加这个俱乐部。

10. Since + S + 过去式, S + 现在完成式.

例：Since he went to senior high school, he has worked very hard.

自从他上高中，他就一直很用功。

the + 形容词最高级 + n. + (that) + S(主语) + have ever seen / known / heard / had / read, etc

例句：Helen is the most beautiful girl that I have ever seen.(海伦是我见过的最美丽的女孩。)

Nothing is + 形容词比较级 + than to + V(谓语)

例句：Nothing is more important than to receive education. (没有比接受教育更重要的事。)

S cannot emphasize the importance of sth. 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。)

There is no doubt + that + 句子：毫无疑问，……

例句：There is no doubt that the economy is recovering. (毫无疑问，经济已经逐渐复苏。)

It pays to + V + O(宾语)：……是值得的。

例句：It pays to help others. (帮助别人是值得的。)

An advantage of + 名词结构+ is that + 句子：……的优点是……

例句：An advantage of using solar energy is that it wont create any pollution.(使用太阳能的优点是它不会产生任何污染。)

There is no denying that + 句子：不可否认……

例句：There is no denying that the quality of our life has gone from good to better. (不可否认，我们的生活质量日益改善。)

On no account can we + V：我们绝对不能……

例句：On no account can we ignore the value of knowledge. (我们绝不能无视知识的价值。)

It is universally acknowledged that + 句子：全世界都知道……

例句：It is universally acknowledged that trees are indispensable[不可或缺的] to us. (全世界都知道树木对我们是不可或缺的。)

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. (我们必须种树的原因是它们能给我们提供新鲜空气。)

be closely related to sth.：与……息息相关

例句：Taking exercise is closely related to health. (做运动与健康息息相关。)

So + 形容词 + be + S + 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，它经不起我们浪费。)

It is time + S + 动词过去式：该是……的时候了。

例句：It is time the authorities concerned took proper steps to solve the traffic problems. (有关当局是时候采取适当措施解决交通问题了。)

S + enable + O + to + V：……使……能够……

例句：Listening to music enables us to feel relaxed. (听音乐使我们获得放松。)

be + forced / obliged / compelled + to + V：不得不……

例句：Since the examination is around the corner, I am compelled to give up doing sports. (既然考试迫在眉睫，我不得不放弃做运动。)

a. + as + S + be, S + V + O：虽然……， 但是……

例句：Rich as our country is, the quality of our life is by no means satisfactory. (虽然我们的国家富有，但我们的生活质量仍差强人意。)

It is conceivable / obvious / apparent that + 句子：可想而知/明显/显然……

例句：It is apparent that knowledge plays an important role in our life. (显然，知识在我们人生中扮演着重要角色。)

The + 形容词比较级 + S + V, the + 形容词比较级 + S + V：……愈……，……愈……

例句：The harder you work, the more progress you make. (愈努力，愈进步。)

Since + S + 动词过去式，S + 现在完成式： 自从……，……一直……

例句：Since he went to senior high school, he has worked very hard. (自从上了高中，他一直很用功。)

By + V-ing, S can V：通过……，……能够……

例句：By taking exercise, we can always stay healthy. (通过做运动，我们能够保持健康。)

be based on sth.：以.……为基础

例句：Progress in society is based on harmony. (社会的进步是以和谐为基础的。)

That is the reason why +句子：那就是……的原因

例句：Summer is sultry[闷热的]. That is the reason why I dont like it. (夏天很闷热。那就是我不喜欢它的原因。)

There is no one but + V + O：没有人不……

例句：There is no one but longs to go to college. (没有人不渴望上大学。)

Due to / Owing to / Thanks to + sth. / V-ing：因为/ 多亏……

例句：Thanks to his encouragement, I finally realized my dream. (因为他的鼓励，我终于实现了梦想。)

For the past + 时间, S + 现在完成式： 过去的……来，……一直……

例句：For the past two years, I have been busy preparing for the examination. (过去两年来，我一直忙着准备考试。)

What a + a. + n. + S + V!= How + a. + a + n. + V!：多么……!

例句：What an important thing it is to keep our promise! / How important a thing it is to keep our promise! (遵守诺言是多么重要的事!)

get into the habit of + V-ing = make it a rule to + V：养成……的习惯

例句：We should get into the habit of

keeping good hours. (我们应该养成早睡早起的习惯。) leave much to be desired：令人不满意

例句：The condition of our traffic leaves much to be desired. (我们的交通状况令人不太满意。)

Those who + V + O：那些……的人

例句：Those who violate traffic regulations should be punished. (违反交通规定的人应该受处罚。)

have a great influence on sth.：对……有很大影响

例句：Smoking has a great influence on our health. (抽烟对我们的健康有很大影响。)

spare no effort to + V：不遗余力地……

例句：We should spare no effort to beautify our environment. (我们应该不遗余力地美化我们的环境。)

do good / harm to sth.：对……有益/有害

例句：Reading does good to our mind.(读书对心灵有益。)

pose a great threat to sth.：对……造成很大威胁

例句：Pollution poses a great threat to our existence. (污染对我们的生存造成很大威胁。)

bring home to + S + O：让……明白……

例句：We should bring home to people the value of working hard. (我们应该让人们明白努力的价值。)

do ones utmost to + V = do ones best to + V：尽全力去……

例句：We should do our utmost to achieve our goal in life. (我们应尽全力去达成我们的人生目标。)

以下是小编整理的2015中考英语写作素材:名言警句类，希望能帮的到您。

01. Practice makes perfect.

熟能生巧.

02. Time is money.

时间就是金钱

03. Easier said than done.

说来容易做来难

04. Where there is a will, there is a way.

有志者事竟成.

05. Look before you leap.

三思而后行.

06. Knowledge is power.

知识就是力量

07. God helps those who help themselves.

自助者天助.

08. Nothing is impossible to a willing heart.

心之所愿，无事不成

09. It’s never too old to learn.

活到老，学到老

10. No pains, no gains.

不劳无获

11. Once in a blue moon.

千载难逢

12. To make the impossible possible.

将不可能变为可能

13. Failure is the mother of success.

失败乃成功之母

14. A friend in need is a friend indeed.

患难见真情

15. First things first.

先做重要之事

16. Great minds think alike.

英雄所见略同

17. Rome was not built in a day.

成功并非一朝一夕的事

18. All that glitters is not gold.

闪光的未必都是金子

19. East or west, home is the best.

金窝银窝不如自家草窝

20. Time and tide wait for no man.

时间不等人

21. There is but a secret to success—Never give up!

成功只有一个秘诀—永不放弃!

22. Where there is life, there is hope.

有生命必有希望

23. Beauty will buy no beef.

漂亮不能当饭吃

24. Better late than never.

迟做总比不做好

25. Every little helps.

点滴都有用;积少成多

26. The shortest answer is doing.

最简短的回答就是行动

27. No news is good news.

没消息，就是好消息

28. Well begun, half done.

好的开始是成功的一半

29. All for one, one for all.

人人为我，我为人人

30. One false step will make a great difference.

失之毫厘，谬以千里

31. Facts speak louder than words.

事实胜于雄辩

32. As the tree, so the fruit.

种瓜得瓜，种豆得豆

33. To live is to learn; to learn is to better live.

活着为了学习，学习为了更好的活着

34. Like and like make good friends.

趣味相投

35. All work and no play makes Jack a dull boy.

只学习不玩耍聪明的孩子也变傻.

写作教学对于帮助学生了解英语思维方式，形成用英语进行思维的习惯，提高学生综合运用语言知识的能力大有益处。下面是小编为你带来的小学英语写作技巧指导，欢迎阅读。

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

Myself

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

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

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

My classroom

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

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

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

想要写好一篇英语作文有哪些方法步骤呢?下面来看看语文迷网为大家带来的写作指导吧。

(一)仔细审题，确定要点。在开始写作这前一定要认真阅读题目中的所有信息(中文提示、图示、注意事项等)把需要表达的全部信息要点列成提纲，列要点时，如果提示是图表，要认真审图，从图中找出要表达的信息要点，如事件发生的背景，人物的衣着、表情、动作、位置、年龄、外貌、图中的英汉文字等，如果有参考词汇，一定要用上。

(二)根据要点，先词组句。近年来高考书面表达的要求不断提高，高分文章要有较多的词汇，较高级的词汇用法。比如表达丰富可以用rich,但如果你用abundant这个词就属于较高级的词汇。再比如“他强调小心驾驶的重要”这个句子 He emphasized the importance of careful driving.其中“强调”这个词如果你用 attach much importance to 效果更佳。

(三)确定时态及人称，内容连贯，结构紧凑。高考书面表达评分标准明确规定，如人称错误要扣分，不同的文体一般都有基本时态。日记通常记叙发生过的事情，多用一般过去时。议论文多用一般现在时，通知等文体通常用一般将来时。每个句子写好之后，句与句之间要选择恰当的连接词。比如：(1)表示承接、递进用语，besides(并且)、whats more(并且)，moreover(而且)，firstly,secondly,finally(最后)，from now on (从此)，afterwards I after that(后来)，to make things worse/ whats worse(使事情更为糟糕的是)，the worst thing of all(最糟糕的是)。(2)表示转折关系用语。but bowever,otherwise,though,despite,in spite of...(尽管)on the other hand(另一方面)，as(尽管)，all the same(尽管如此)。(3)表示因果关系用语。because/because of......for(因为)，owing to (由于)，thanks to (由于)，due to (由于)，so that (结果)。(4)归纳总结用语。to summarize(总而言之)，in short/in a word(简而言之)，on the whole(从总体看)，generally speaking(一般说来)，in my view(我的观点)，in conclusion(总之)。

(四)句式丰富，避免单词。英语书面表达评分标准第五档(21-25分)要求，“应使用较复杂结构，这要求学生不仅会运用基本句型，也要有意识地使用复杂句型，这是文章的亮点。如何使用复杂结构，我认为适当运用非谓语结构(分词短语、动名词或不定式短语)适当运用各种从句(定语从句、名词性从句、状语从句)是有效什么途径。比如：when he arrived in Beijing,he gave me an e-mail.(时间状语从句。一般)→On arriving in Beijing,he gave me an e-mail.Having arrived in Beijing.he gave me an e-mail.(使用了动名词，分别作状语。高级) Hardly had he arrived in Beijing when he gave me an e-mail.(改变时态，句子结构。高级)I wont believe what he says.(一般)→No matter what he says,I wont believe.(让步状从句，高级)。

(五)认真答写，卷面整洁。高考书面表达评分标准中对书写有较高要求。尤其今年英语作文要进行网上阅卷，如果书写较差，会影响到扫描质量，因此，考生在答卷时，一定要认真、清楚规范地书写，以保卷面整洁。

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

Job-Hopping, or frequent change of jobs, is becoming increasingly common in China today. As the economy grows, more opportunities for employment are appearing than before. The result is that people, especially young people, are tempted to change jobs frequently, seeking higher salaries or more interesting positions.

Nevertheless, many people prefer to stay in their old jobs. This is partly because they feel loyal to their work units, and partly because they dislike the idea of having to spend much time training for a new job. In addition, although a new job may offer higher pay or more opportunities for promotion, it may be located far from home and be inconvenient to reach.

I think it is a good thing for the workforce to be flexible, so that new demands for personnel can be satisfied quickly. However, if a person changes jobs too often, he or she will cause losses to the employing units. Moreover, frequent job-hopping prevents a person from gaining valuable job experience and developing good work habits.