如何写好英语作文:CET作文之主体部分

【导语】“圈圈啦”通过精心收集，向本站投稿了26篇如何写好英语作文:CET作文之主体部分，下面是小编收集整理后的如何写好英语作文:CET作文之主体部分，供大家参考借鉴，希望可以帮助到有需要的朋友。

篇1：如何写好英语作文:CET作文之主体部分

如何写好英语作文:CET作文之主体部分

Chapter 2 文章中间主体内容句型

<一>原因结果分析

3-1-1. 基本原因 --- 分析某事物时, 用此句型说明其基本的或者多方面的原因.

e.g:

[1]. Why ... ? For one thing.. For another ...

[2]. The answer to this problem involves many factors. For one thing...

For another...... Still another ...

[3]. A number of factors , both physical and psychological affect ....

/both individual and social contribute to ....

3-1-2 另一原因 -------->在分析了基本原因之后, 再补充一个次要的或者更重要时用!

e.g:

[1]. Another important factor is ....

[2]. ... is also responsible for the change/problem.

[3]. Certainly , the ... is not the sole reason for .....

3-1-3 后果影响 --------- 分析某事物可能造成的后果或者带来的影响 .

e.g:

[1]. It will produce a profound/far-reaching effect/impact on....

[2]. In involves some serious consequence for ........

< 二 >比较对照句型

3-2-1. 两者比较 --->比较两事物, 要说出其一超过另一个, 或肯定一事物的`优点, 也肯定其缺点的时候用 !

e.g:

[1]. The advantages gained from A are much greater than the advantages

we gain from B.

[2]. Indeed, A carries much weight when compared with B.

[3]. There is no doubt that it has its negative effects as well as

positive effects.

3-2-2 . 两者相同/相似 ------>比较两事物共同都有或者共同都没有的特点时用!

e.g:

[1]. A and B have several things in common.

They are similar in that.....

[2]. A bea

篇2：如何写好英语作文:CET作文之文章结尾

如何写好英语作文:CET作文之文章结尾

如何写好四六级英语作文Chapter Three 文章结尾形式 2-1 结论性--------- 通过对文章前面的讨论 ,引出或重申文章的中心思想及观点 .e.g: [1]. From what has been discussed above, we may safely draw theconclusion that ..... [2]. In summary/In a word , it is more valuable ....... 2-2 后果性------ 揭示所讨论的问题若不解决, 将产生的严重后果.e.g: [1]. We must call for an immediate method , because the currentphenomenon of ... , if allowed to proceed, will surely lead to the heavycost of ....... [2]. Obviously , if we ignore/are blind to the problem , there isevery chance that .. will be put in danger . 2-3 号召性 -------- 呼吁读者行动起来, 采取行动或提请注意.e.g: [1]. It is time that we urged an immediate end to the undesirabletendency of ...... [2]. It is essential that effective measures should be taken tocorrect the tendency . 2-4 建议性 -------- 对所讨论的问题提出建议性的意见, 包括建议和具体的解决问题的方法.e.g: [1]. While it cannot be solved immediately, still there are ways. Themost popular is .... Another method is ... Still another one is ..... [2]. Awareness/Recognition of the problem is the first step toward thesituation. 2-5 方向性的.结尾方式 ---- 其与建议性的唯一差别就是对问题解决提出总的, 大体的方向或者指明前景.e.g: [1]. Many solutions are being offered here , all of them make somesense, but none is adequate enough. The problem should be recognized in awide way . [2]. There is no quick method to the issue of .., but .. might behelpful/beneficial. [3]. The great challenge today is ...... There is much difficulty ,but ........ 2--6 意义性的结尾方式 -------->文章结尾的时候,从更高的更新的角度指出所讨论的问题的重要性以及其深远的意义!e.g: [1]. Following these suggestions may not guarantee the success, butthe pay off might be worth the effort . It will n

篇3：如何写好英语作文:CET作文之文章开头

如何写好英语作文:CET作文之文章开头

Chapter One 文章开头句型1-1 对立法 : 先引出其他人的不同看法,然后提出自己的看法或者偏向于某一看法, 适用于有争议性的主题.例如(e.g) [1]. When asked about....., the vast/overwhelming majority of peoplesay that ....... But I think/view a bit differently. [2]. When it comes to .... , some people believe that ....... Othersargue/claim that the opposite/reverse is true . There is probably some truthin both arguments/statements , but (I tend to the profer/latter ...) [3]. Now, it is commonly/generally/widely believed/held/acknowledgedthat .... They claim/believe/argue that ... But I wonder/doubt whether..... 1-2 现象法 引出要剖析的`现象或者问题, 然后评论 .e.g [1]. Recently the rise in problem of/(phenomenon of) ... has cause/aroused public/popular/wide/worldwide concern. [2]. Recently the issue of the problem of/the phenomenon of ...has been brought into focus. ( has been braught to public attention) [3].Inflation/Corruption/Social inequality ... is yet another of thenew and bitter truth we have to learn to face now/constantly. 1-3 观点法 ----开门见山,直接了当地提出自己对要讨论的问题的看法.e.g: [1]. Never history has the change of .. been as evident as ...Nowhere in the world/China has the issue/idea of .. been more visible/popular than... [2]. Now people in growing/significant numbers are beginning/coming to realize/accept/(be aware) that... [3]. Now there is a growing awareness/recognition of the necessityto......Now people become increasingly aware/conscious of the importance of ...... [4]. Perhaps it is time to have a fresh look at the attitude/ideathat....... 1-4 引用法 ----- 先引出名人名言或者有代表性的看法, 来引出文章要展开论述的观点!e.g: [1]. “Knowledge is power.” such is the remark made by Bacon. This remarkhas been s

篇4：小学生作文四时之好

小学生作文四时之好

季节，相信大家都再熟悉不过了。一年都有四季，分别是春夏秋冬。那么，问题来了。你最喜欢的季节是什么呢？

春天，每年的第一个季节就是它。经常说“春回大地、万物复苏、柳绿花红……”复苏这证明冬天走了，春天来了。从春天开始，花花草草，树树木木都开始迅速地生根发芽。小草苏醒了，柳树又甩起了她的小辫子，小河脱掉了身上的“棉袄”等等。而且，春天的早晨特别适合晨跑，不仅能呼吸一年里最新鲜的空气，还能增强自己的体魄。所以春天特别适合晨跑，大家快一起来运动吧！这是春季的好。

夏天估计大家都亲身经历了无数，对他的印象应该都是：“Very hot呀！”但是夏天虽然热，这时候去游泳是最好不过了。带上自己的游泳用品和家人一起去游泳馆，在凉水里尽情地畅游吧！而且，在夏天，西瓜已经成熟了。天儿热的时候，把家人叫齐，一起在过道里吃个痛快，特别之舒服。最后，我要叮嘱大家，你出了一身汗后，不要立刻开空调，这样容易伤到身体。

接下来就到秋天了。看到秋天，大家的脑海里是不是立刻浮现出了这一首诗：“春种一粒粟，秋收万颗子。”秋天是丰收的季。在这时田地里才是最忙的地方，农民们也是最忙的时候。大家都忙着割麦子、拔花生、收高粱等等。收完了菜，有的就留在自己家里吃，有的去送点菜给亲戚，还有的拿到集市上去卖，大家各有各的想法。总之农民们都有丰收之年的喜悦。

转眼间又到了大雪纷飞，天寒地冻的冬天了，大家都换了棉衣、羽绒服等厚衣服了。冬天好，冬天会下雪，也只有冬天才下雪，所以我几乎每下一场雪都会好好地玩。雪的玩法可多了：打雪仗，堆雪人等等。而且冬天还过腊八节，春节，其中春节最热闹，在大年三十的晚上，家人们都要在一起吃团圆饭、守岁。最最重要的是在大年三十凌晨十二点钟，全国都会统一放烟花可好看了，有紫色的`，有金色的，有绿色的，红色的，粉色的以及蓝色的等等，十分的壮观。初五还会拜财神，因为是财神节。初五以后就可以到亲戚家拜年以及去逛庙会了。逛了几天庙会。正月十五到了，也就是春节的又一个高潮到了。在这一天可以吃元宵、猜灯谜。欢乐过后，元宵节也接近尾声，春节也接近尾声了。整个春节就在正月十九日正式结束。大人们该去工作，小孩们也要去上学了，冬天也就在此结束了。

这就是四时之好啊！

篇5：英语作文之国庆节

英语作文之国庆节

Junwu past.then light clouds, in the branch of the season, we should have the motherland 56 birthday with you, can with ZhuGuoQing, I feel very happy. Here, I want to motherland proud mother said: I love you, China!

Ah! Huanghe river, wall, you feed the onsweep of what a splendid ethnic! Five thousand years of history, the Chinese civilization, etc to breathtaking. Oh, the motherland, the river is flowing through a long run you elegant long long mountain is hale backbone. You have mountains of treasure, you have beautiful varied landscape, you are resplendent and magnificent imperial palace, have you wan ting stretch of the Great Wall, the history, there are eight. You still have a lot of... In your vast territory, generation after generation descendants with our own hands created splendid Oriental civilization.

However, we will not forget, the Chinese nation also had the vicissitudes of life, after suffering, our motherland has much humiliation and insult. We shall never forget the bright garden, forget in every Chinese head “Asia” hat, forget the park gate “Chinese and dog allowed” sign, forget the 300,000 compatriots in nanjing Yangtze river is red with blood. The earth in the Yellow River in cry moans, however, Chinese people never crushed.

Chinese children in humen was uncovered against aggression. The taiping heavenly kingdom, the flag of 1898, the yi ho tuan warrior JingLei broadsword, the revolution of 1911 gunshots, show the world that the Chinese nation: Ch

篇6：英语作文之夏令营

英语作文之夏令营

Hello everyone:

My name is Cuican,a22-year-old handsome boy from Honghu,Hubei Province.It’s my great honor to be here(Northwestern Polytechnical University)to participate in the summer camp.I am majored in mechanical engineering and automation in Taiyuan University of Technology.

I have learntseveral professional basic courses,such as Design of Machinery,Theory of Machines and Mechanisms,Foundationmajor,of thus Machine leading to my Manufacturing professional Technology,through which I get a knowledge of my direction----Mechanotronics.What impressed me most this semester is the design of speed reducer.I applied almost what I have learnt to this Course Exercise.Filled with confidence,I attach great importance to self-discipline,to put my study and life in order.In my spare time,making friends is my constant persuit.I hope I can express myself to the fullest and bring my joy to others.I’m right here,trying to be the very person you need.

That’s all,thank you!

篇7：英语作文之职业规划

Want to be a small fish in a big pond or the other way round? Every graduate faces this question when he starts his career. A large number of college graduates prefer to stay in the big cities. To them, staying in big cities means more opportunities to see the big world and more space for career development. At the same time, higher salary is another temptation.

But some other graduates want to start in small towns. Even though there may not be many big companies, they can have a quieter and less competitive life. Another reason is that they can be a big fish in a small pond. They can easily get the management’s attention and may win promotion earlier.

As far as I am concerned, I prefer to start in a metropolis like Shanghai. A good begin is half the battle, and in Shanghai I can find a job in a big company where I can meet people from different places and cultures. I will learn from them what I can not get from textbooks.

In conclusion, making a career plan depends on one’s value in life and work. No matter which choice one choose, hopefully everyone will have a bright future.

想要在一个大池塘或其他方式是一个小的鱼吗？每个毕业生都面临这个问题，当他开始他的职业生涯。大批大学毕业生更倾向于留在大城市。对他们，在大城市停留意味着更多的机会看到大世界和更多的职业发展空间。在同一时间，较高的工资是另一个诱惑。

但一些其他毕业生想在小城镇开始。虽然可能不会有很多大公司，他们可以有一个安静的和不太有竞争力的生活。另一个原因是，他们可以是一个大的鱼在一个小池塘。他们可以很容易的得到管理者的关注，并可能获得晋升早。

就我而言，我更喜欢在一个像上海这样的大都市里。良好的开端是成功的一半，在上海我可以在一家大公司找到工作，我可以在不同的地方和不同文化背景的人见面。我会从他们身上学到什么我不能从教科书中得到的东西。

总之，制定一个职业计划取决于个人的生活和工作的价值。不管选择哪一个选择，希望每个人都有一个光明的未来。

篇8：英语作文之教师节

英语作文之教师节

My favourite teacher is my English teacher Ms Cai.Her English name is Mae. She is a beautiful lady. She is very humorous. But sometimes she is very strict with us. But all classmates love and respect her very much. After class she often helps us learn patiently. I like my English teacher,because I think she is the best teacher in the world.

Yesterday was Teachers' Day. It was a great dale for all the teachers and also a happy time for us students. In the morning，we went to school early and put a bunch of flowers on our class master's desk to give him a big surprise. Some of us stood at the school gate to say hello to every teacher when they entered the school.

In the afternoon,we held a party. We sang and danced with the teachers.

They said the best reward for the teachers was to see that we were making progress.

Before Teachers' Day, we were thinking what gift we would give our English teacher on that day. Wang Ming said, “Our English teacher is tired and shirsty after class. Let's give her a bottle of water. ” “That's a good idea,”we agreed.“

On Teachers' Day, as soon as the teacher came into the classroom, we all stood up and shouted ”Happy Teachers' Day!“ Our monitor went to the from and gave her a card and a bottle of water with our best wishes. Our teacher dran.

篇9：英语作文之慰问信

慰问信 （notes of sympathy on illness, injury and material loss）

亲友生了病或受了伤，或由于火灾、水灾、被盗等不幸事件蒙受了损失，就应该写封信表示慰问。慰问信要写的真诚，要注意措辞。写慰问信时，一定要围绕一个中心，那就是使收信人从中得到安慰和鼓舞。

i am sorry to hear that you have been sick. in our daily lives, you have given us too much love and care sometimes regardless of yourself. it is because of your hard work pay, we can continuously to make progress. each class classmate all expecting you to recover as soon as possible. while you were away, we all miss you very much. for us you are more than a teacher. we all love you, hoping you can recover soon. best wishes!

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7.慰问信，唁电等问候信函

祝贺升职 范例

dear mr. gokhale,

i’m writing this letter to congratulate you on your new post in new delhi. i am very delighted to hear of your promotion after three exciting and hardworking years in taiwan. the diligence and enthusiasm contributed a great deal to the economic ties between india and taiwan.

it has been a great pleasure and privilege for me to have had the opportunity of working closely with you over the past three years. you have been one of the most capable representatives in taiwan. the cooperation and friendship that you so kindly extended to me has been most gratifying.

no doubt our paths will continue to cross from time to time, and i look forward to maintaining close contact with you in your new capacity. likewise, please let me know if i can be of help in taipei. at last, i would like, once again, to express my sincere gratitude for your efforts to improve india-taiwan trade and investment exchange and cooperation, and i wish you a prosperous and successful future. sincerely yours,篇二：

篇10：英语作文之自我介绍

英语作文之自我介绍

hello!just call me little monkey,i am a new one here. i graduated from hebei tv university,but i major in nuresing.now,i fond a new job at shijiazhuang that is the capitl of hebei.

i want to introduce my hospitl to evryone,she is an old hospitl and the first one in shijiazhuang city.thank goodness, i have this chance to know evryone.i like make friends,so if you are free please talking to me.

i am so sorry to that i have forgot some of the words.bye,i must go home my boyfriend is calling me.

篇11：英语作文好句子

1.Recently,the problem of ... has aroused people's concern.

最近，...的问题引起了人们的关注，英语作文好句子。

2.Internet has been playing an increasingly important role in our day-to-day life.It has brought a lot of benefits but has created some serious problems as well.

互联网在我们的生活中起到了越来越重要的作用，它带来了很多便利，但也引起了很多问题。

3.Nowadays, ... has become a problem we have to face.

如今，...已经成为我们必须面对的问题。

4.It is commonly believe that...

人们一般认为...

5.Many people insist that...

很多人坚持认为...

6.With the development of science and technology more and more people believe that...

随着科学的发展，越来越多的人认为...

引出不同观点：

1.People's views on ... vary from person person.Some hold that ... However,others believe that...

人们对...的观点因人而异，有些人认为...，然而其他人却认为...。

2.Attitudes towards ... vary from person to person.

人们对待...的态度因人而异。

3.There are different opinions among people as to...

关于...人们的观点大不相同。

4.Different people hold different attitudes towards failure.

对（失败），人们的态度各不相同。

得出结论：

1.Taking all these factors into consideration,we naturally come to the conclusion that...

把这些因素都考虑进去，我们自然地就得出结论。

2.Taking into account all these factors,we may reasonably come to the conclusion that...

把所有的因素都考虑进去，我们可能会得出合理的结论。

3.There is no doubt that（job-hopping）has its draw backs，as well as merits.

毫无疑问，（跳槽）既有缺点，又有有点。

4.All in all，we can’t live with out...，but at the same time we must try to find out new ways to cope with the problems that would arise.

总之，我们没有...是无法生活的。但同时，我们必须寻求新的解决方法来对付可能出现的新

提出建议：

1.It is high time that we put an end to the trend.

该是我们停止这一趋势的时候了。

2.It is time to take the advice of ... and to put special emphasis on the improvement of ...

该是采纳...的建议，并对...的进展给予特殊重视的时候了。

3.There's no doubt that enough concern must be paid to the problem of ...

毫无疑问，对...问题应予以重视。

4.Obviously, ... if we want to do something ... ,it is essential that...

显然，如果我们想做某事，很重要的是...

5.Only in this way can we ...

只有这样，我们才能...

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1. Time flies.

时光易逝。

2. Time is money.

一寸光阴一寸金。

3. Time and tide wait for no man.

岁月无情；岁月易逝；岁月不待人。

4. Time tries all.

时间检验一切。

5. Time tries truth.

时间检验真理。

6. Time past cannot be called back again.

光阴一去不复返。

7. All time is no time when it is past.

光阴一去不复返。

8. No one can call back yesterday;Yesterday will not be called again.

昨日不复来。

9. Tomorrow comes never.

切莫依赖明天。

10.One today is worth two tomorrows.

一个今天胜似两个明天。

11.The morning sun never lasts a day.

好景不常；朝阳不能光照全日。

12.Christmas comes but once a year.

圣诞一年只一度。

13.Pleasant hours fly past.

快乐时光去如飞。

14.Happiness takes no account of time.

欢娱不惜时光逝。

15.Time tames the strongest grief.

时间能缓和极度的悲痛。

16.The day is short but the work is much.

工作多，光阴迫，中学生作文《英语作文好句子》。

17.Never deter till tomorrow that which you can do today.

今日事须今日毕，切勿拖延到明天。

18.Have you somewhat to do tomorrow,do it today.

明天如有事，今天就去做。

19.To him that does everything in its proper time,one day is worth three.

事事及时做，一日胜三日。

20.To save time is to lengthen life.

节省时间就是延长生命。

21.Everything has its time and that time must be watched.

万物皆有时，时来不可失。

22.Take time when time cometh,lest time steal away.

时来必须要趁时，不然时去无声息。

23.When an opportunity is neglected,it never comes back to you.

机不可失，时不再来；机会一过，永不再来。

24.Make hay while the sun shines.

晒草要趁太阳好。

25.Strike while the iron is hot.

趁热打铁。

26.Work today,for you know not how much you may be hindered tomrrow.

今朝有事今朝做，明朝可能阻碍多。

27.Punctuality is the soul of business.

守时为立业之要素。

28.Procrastination is the thief of time.

因循拖延是时间的大敌；拖延就是浪费时间。

29.Every tide hath ist ebb.

潮涨必有潮落时。

30.Knowledge is power.

知识就是力量。

31.Wisdom is more to be envied than riches.

知识可羡，胜于财富。

32.Wisdom is better than gold or silver.

知识胜过金银。

33.Wisdom in the mind is better than money in the hand.

胸中有知识，胜于手中有钱。

34.Wisdom is a good purchase though we pay dear for it.

为了求知识，代价虽高也值得。

35.Doubt is the key of knowledge.

怀疑是知识之钥。

36.If you want knowledge,you must toil for it.

若要求知识，须从勤苦得。

37.A little knowledge is a dangerous thing.

浅学误人。

38.A handful of common sense is worth a bushel of learning.

少量的常识，当得大量的学问。

39.Knowledge advances by steps and not by leaps.

知识只能循序渐进，不能跃进。

40.Learn wisdom by the follies of others.

从旁人的愚行中学到聪明。

41.It is good to learn at another man’s cost.

前车可鉴。

42.Wisdom is to the mind what health is to the body.

知识之于精神，一如健康之于肉体。

43.Experience is the best teacher.

经验是最好的教师。

44.Experience is the father of wisdom and memory the mother.

经验是知识之父，记忆是知识之母。

45.Dexterity comes by experience.

熟练来自经验。

46.Practice makes perfect.

熟能生巧。

47.Experience keeps a dear school,but fools learn in no other.

经验学校学费高，愚人旁处学不到。

48. Experience without learning is better than learning without experience.

有经验而无学问，胜于有学问而无经验。

49.Wit once bought is worth twice taught.

由经验而得的智慧，胜于学习而得的智慧；一次亲

身的体会，胜过两次的教师教导。

50.Seeing is believing.

百闻不如一见。

51.Business is the salt of life.

事业是生命之盐。

52.Business before pleasure.

事业在先，享乐在后。

53.Business makes a man as well as tries him.

事业可以考验人，也可以造就人。

54.Business neglected is business lost.

忽视职业便是放弃职业。

55.Never think yourself above business.

勿自视过高；不要眼高手低；永远不要认为自己是大

才小用。

56.Business may be troublesome,but idleness is pernicious.

事业虽扰人,懒惰害更大。

篇12：好邻居英语作文

好邻居英语作文

Good Neighbours 好邻居

We all have neighbours. A good neighbour is better than a distant relative. It is common that we may meet with difficulties.When we have igood neighbours, they will always come to help you. Neighbours should get on well with each other.

My neighbour has a daughter. We are of the same age but we don~t study in the same school. In the evening we always do homework together. She is good at maths and I am good at English. So we often help each other.

我们都有邻居。一个好邻居胜过远亲。我们遇到困难是很常见的。当我们有好邻居，他们将永远来帮你。邻居应该和睦相处。

我的邻居有一个女儿。我们年龄相同，但我们不在同一所学校学习。在晚上我们总是一起做功课。她擅长数学，我很擅长英语。所以我们经常互相帮助。

篇13：英语作文好句子

英语作文好句子

1、A wise man never loses anything if he has himself.

聪明的人只要能掌握自己，便什么也不会失去。

2、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。

3、Nothing is more important than to receive education.

没有比接受教育更重要的事。

4、The day is short but the work is much.

工作多，光阴迫。

5、The harder you work,the more progress you make.

你愈努力，你愈进步。

6、Christmas comes but once a year.

圣诞一年只一度。

7、Like and like make good friends.

趣味相投。

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

人们相信拥有计算机技术可以获得更多工作或提升的机会。

9、He that doth most at once doth least.

什么都想一次做完，结果一件也做不完;贪多嚼不烂。

10、To be without some of the things you want is an indispensable part of happiness.

有些东西你想要而没有，这是幸福不可缺少的'一部分。

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

我们必须种树的原因是它们能供应我们新鲜的空气。

12、Finished labours are pleasant.

完成工作是一乐。

13、Have you somewhat to do tomorrow,do it today.

明天如有事，今天就去做。

14、The sum of behaviour is to retain a man's own dignity, without intruding upon the liberty of others.

人的行为准则是，维护自己的尊严，不妨碍他人的自由。

15、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。

16、It is lost labour to sow where there is no soil.

没有土壤，播种也是徒劳。

17、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。

18、Quality matters more than quantity.

质量比数量重要。

19、It is universally acknowledged that trees are indispensable to us.

全世界都知道树木对我们是不可或缺的。

20、They who cannot do as they would,must do as they can.

不能如愿而行，也须尽力而为。

21、One today is worth two tomorrows.

一个今天胜似两个明天。

22、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。

23、If you would have a thing well done,do it yourself.

想把事情来做好，就得亲自动手搞。

24、Have no fear of perfection ，you'll never reach it.

不要为十全十美担心，你永远作不到十全十美。

25、Never deter till tomorrow that which you can do today.

今日事须今日毕，切勿拖延到明天。

26、Pollution poses a great threat to our existence.

污染对我们的生存造成一大威胁。

27、A work ill done must be twice done.

首次做不好，必须重新搞。

28、Zeal without knowledge is fire without light.

有热情而物质时犹如有火焰而无光芒。

29、So precious is time that we can't afford to waste it.

时间是如此珍贵，我们经不起浪费它。

30、It is right to put everything in its proper use.

凡事都应用得其所。

31、This issue has caused wide public concern.

这个问题已经引起了广泛关注。

32、The older, the wiser.

姜是老的辣。

33、Action is the proper fruit of knowledge.

行动是知识之佳果。

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

不可否认的，我们的生活品质已经每况愈下。

35、Something attempted,something done.

有所尝试，就等于有所作为。

篇14：英语作文好句子

英语作文好句子

1.Recently,the problem of ... has aroused people's concern.

最近，...的问题引起了人们的关注。

2.Internet has been playing an increasingly important role in our day-to-day life.It has brought a lot of benefits but has created some serious problems as well.

互联网在我们的生活中起到了越来越重要的作用，它带来了很多便利，但也引起了很多问题。

3.Nowadays, ... has become a problem we have to face.

如今，...已经成为我们必须面对的问题。

4.It is commonly believe that...

人们一般认为...

5.Many people insist that...

很多人坚持认为...

6.With the development of science and technology more and more people believe that...

随着科学的发展，越来越多的人认为...

引出不同观点：

1.People's views on ... vary from person person.Some hold that ... However,others believe that...

人们对...的观点因人而异，有些人认为...，然而其他人却认为...。

2.Attitudes towards ... vary from person to person.

人们对待...的态度因人而异。

3.There are different opinions among people as to...

关于...人们的观点大不相同。

4.Different people hold different attitudes towards failure.

对（失败），人们的态度各不相同。

得出结论：

1.Taking all these factors into consideration,we naturally come to the conclusion that...

把这些因素都考虑进去，我们自然地就得出结论。

2.Taking into account all these factors,we may reasonably come to the conclusion that...

把所有的因素都考虑进去，我们可能会得出合理的结论。

3.There is no doubt that（job-hopping）has its draw backs，as well as merits.

毫无疑问，（跳槽）既有缺点，又有有点。

4.All in all，we can’t live with out...，but at the same time we must try to find out new ways to cope with the problems that would arise.

总之，我们没有...是无法生活的。但同时，我们必须寻求新的解决方法来对付可能出现的新

提出建议：

1.It is high time that we put an end to the trend.

该是我们停止这一趋势的时候了。

2.It is time to take the advice of ... and to put special emphasis on the improvement of ...

该是采纳...的建议，并对...的进展给予特殊重视的时候了。

3.There's no doubt that enough concern must be paid to the problem of ...

毫无疑问，对...问题应予以重视。

4.Obviously, ... if we want to do something ... ,it is essential that...

显然，如果我们想做某事，很重要的是...

5.Only in this way can we ...

只有这样，我们才能...

------------------------------------------

1. Time flies.

时光易逝。

2. Time is money.

一寸光阴一寸金。

3. Time and tide wait for no man.

岁月无情；岁月易逝；岁月不待人。

4. Time tries all.

时间检验一切。

5. Time tries truth.

时间检验真理。

6. Time past cannot be called back again.

光阴一去不复返。

7. All time is no time when it is past.

光阴一去不复返。

8. No one can call back yesterday;Yesterday will not be called again.

昨日不复来。

9. Tomorrow comes never.

切莫依赖明天。

10.One today is worth two tomorrows.

一个今天胜似两个明天。

11.The morning sun never lasts a day.

好景不常；朝阳不能光照全日。

12.Christmas comes but once a year.

圣诞一年只一度。

13.Pleasant hours fly past.

快乐时光去如飞。

14.Happiness takes no account of time.

欢娱不惜时光逝。

15.Time tames the strongest grief.

时间能缓和极度的悲痛。

16.The day is short but the work is much.

工作多，光阴迫。

17.Never deter till tomorrow that which you can do today.

今日事须今日毕，切勿拖延到明天。

18.Have you somewhat to do tomorrow,do it today.

明天如有事，今天就去做。

19.To him that does everything in its proper time,one day is worth three.

事事及时做，一日胜三日。

20.To save time is to lengthen life.

节省时间就是延长生命。

21.Everything has its time and that time must be watched.

万物皆有时，时来不可失。

22.Take time when time cometh,lest time steal away.

时来必须要趁时，不然时去无声息。

23.When an opportunity is neglected,it never comes back to you.

机不可失，时不再来；机会一过，永不再来。

24.Make hay while the sun shines.

晒草要趁太阳好。

25.Strike while the iron is hot.

趁热打铁。

26.Work today,for you know not how much you may be hindered tomrrow.

今朝有事今朝做，明朝可能阻碍多。

27.Punctuality is the soul of business.

守时为立业之要素。

28.Procrastination is the thief of time.

因循拖延是时间的大敌；拖延就是浪费时间。

29.Every tide hath ist ebb.

潮涨必有潮落时。

30.Knowledge is power.

知识就是力量。

31.Wisdom is more to be envied than riches.

知识可羡，胜于财富。

32.Wisdom is better than gold or silver.

知识胜过金银。

33.Wisdom in the mind is better than money in the hand.

胸中有知识，胜于手中有钱。

34.Wisdom is a good purchase though we pay dear for it.

为了求知识，代价虽高也值得。

35.Doubt is the key of knowledge.

怀疑是知识之钥。

36.If you want knowledge,you must toil for it.

若要求知识，须从勤苦得。

37.A little knowledge is a dangerous thing.

浅学误人。

38.A handful of common sense is worth a bushel of learning.

少量的.常识，当得大量的学问。

39.Knowledge advances by steps and not by leaps.

知识只能循序渐进，不能跃进。

40.Learn wisdom by the follies of others.

从旁人的愚行中学到聪明。

41.It is good to learn at another man’s cost.

前车可鉴。

42.Wisdom is to the mind what health is to the body.

知识之于精神，一如健康之于肉体。

43.Experience is the best teacher.

经验是最好的教师。

44.Experience is the father of wisdom and memory the mother.

经验是知识之父，记忆是知识之母。

45.Dexterity comes by experience.

熟练来自经验。

46.Practice makes perfect.

熟能生巧。

47.Experience keeps a dear school,but fools learn in no other.

经验学校学费高，愚人旁处学不到。

48. Experience without learning is better than learning without experience.

有经验而无学问，胜于有学问而无经验。

49.Wit once bought is worth twice taught.

由经验而得的智慧，胜于学习而得的智慧；一次亲

身的体会，胜过两次的教师教导。

50.Seeing is believing.

百闻不如一见。

51.Business is the salt of life.

事业是生命之盐。

52.Business before pleasure.

事业在先，享乐在后。

53.Business makes a man as well as tries him.

事业可以考验人，也可以造就人。

54.Business neglected is business lost.

忽视职业便是放弃职业。

55.Never think yourself above business.

勿自视过高；不要眼高手低；永远不要认为自己是大

才小用。

56.Business may be troublesome,but idleness is pernicious.

事业虽扰人,懒惰害更大。

篇15：英语作文好句型

英语作文必备好句型

1 At the same time, young people should be encouraged to communicate with their peers and develop their interpersonal skills, which may help them greatly to reduce dependence on their parents and are essential in the maintenance of healthy mental condition.

同时，应该鼓励年轻人和他们的同龄人交往，发展他们的交际能力，这将帮助他们极大地减少对父母的倚赖并且保持健康的精神状态。

2 In conclusion, we must lay emphasis on this problem and make our maximum contribution to help them spend their first day on campus smoothly.

总之，我们应重视这个问题，尽最大努力帮助他们平稳度过他们最初的`校园生活。

3 There is a general discussion over fashion in recent years. One of the questions under debate is whether a person should choose comfortable clothes, which he or she likes, regardless of fashion.

近些年，关于时尚存在着广泛的争论。其中一个问题就是一个人是否应选择他喜欢的舒适的衣服，而不管是否时尚。

4 This issue is becoming a matter of concern for more and more people, especially for parents and experts in education.

这一问题已被越来越多的人所关注，尤其是父母和教育专家。

5 Many young people always go into raptures at the merely mention of buying fashion clothes. And they seem to be attracted by colorful material, various styles of fashion clothes. There is nothing, they maintain, that cant be compared with fashion clothes. In fact, fashion clothes had become indispensable part of youngsters life.

许多年轻人一提到时尚服装就兴高采烈。他们似乎被时尚服装那多彩的面料，各种不同的款式所吸引。

篇16：英语作文好句子

1、光阴一去不复返。

Time is gone forever.

2、工作多，光阴迫。

Work much, time force.

3、一寸光阴一寸金。

Time is money.

4、晒草要趁太阳好。

Sun grass to take advantage of the sun.

5、潮涨必有潮落时。

When the tide rises, there must be a ebb.

6、最简单的回答就是干。

The simplest answer is to do it.

7、心之所愿，无所不成。

Nothing is impossible to a willing heart.

8、作运动与健康息息相关。

Exercise and health are closely related.

9、时间能缓和极度的悲痛。

Time can ease the extreme grief.

10、节省时间就是延长生命。

To save time is to lengthen life.

11、做运动与健康息息相关。

Do exercise and health are closely related.

12、万物皆有时，时来不可失。

All things are sometimes, when can not be lost.

13、从旁人的愚行中学到聪明。

Learn wisdom by the follies of others.

14、若要求知识，须从勤苦得。

If you want knowledge, you must toil for it.

15、有所尝试，就等于有所作为。

To try, to make a difference.

16、没有比接受教育更重要的事。

Nothing is more important than to receive education.

17、人们对可能会有不同的见解。

People may have different opinions on.

18、我们应该养成早睡早起的习惯。

We should form the habit of getting up early.

19、在我个人看来，做比做更明智。

In my opinion, it is more sensible to do it.

20、社会的进步是以和谐为基础的。

The progress of the society is based on harmony.

21、经验学校学费高，愚人旁处学不到。

Experience school tuition is high, fool next to learn not to.

22、岁月无情；岁月易逝；岁月不待人。

Years of relentless years goes way;.

23、时间是如此珍贵，我们经不起浪费它。

So precious is time that we can't afford to waste it.

24、毫无疑问，对问题应予以足够的重视。

There is no doubt that enough attention should be paid to the problem.

25、我永远也不会忘记我们在一起的日子。

I will never forget the days when we were together.

26、活着为了学习，学习为了更好的活着。

Live to learn, learn to live better.

27、显然，如果我们想做某事，很重要的是。

Obviously, if we want to do something, it's important to.

28、夏天很闷热，这就是我不喜欢它的原因。

Summer is hot, and that's why I don't like it.

29、使用太阳能的优点是它不会产生任何污染。

An advantage of using the solar energy is that it won't produce any pollution.

30、既然考试迫在眉睫，我不得不放弃作运动。

Since the examination is around the corner, I am compelled to give up doing sports.

31、即使整个太阳系和星系崩溃，你也只死一次。

Even if the entire solar system and the galaxy collapse, you will only die once.

32、不要为十全十美担心，你永远作不到十全十美。

Don't worry about perfection, you'll never be perfect.

33、在这个世界上能为别人减轻负担的人都是有用的。

It is useful to be able to lighten the burden of others in this world.

34、地球上唯一伟大的是人，人身上唯一伟大的是心灵。

The only great man on earth, the only great man is the soul.

35、什么都想一次做完，结果一件也做不完；贪多嚼不烂。

What would a finished result, one can't finish; can chew.

36、在我看来，支持第一种观点比支持第二种观点更有道理。

In my opinion, it is more reasonable to support the first opinion rather than the second.

37、人们对的观点因人而异。有些人认为，然而其他人却认为。

People's views vary from person to person. Some people believe that, while others think.

38、只有每天再度战胜生活并夺取自由的人，才配享受生活或自由。

Only those who once again overcome the daily life and have the freedom to enjoy life and be free.

39、神决定了谁是你的亲戚,幸运的是在选择朋友方面他给了你留了余地。

God determines who is your relative, and fortunately he gives you a choice in choosing a friend.

40、考虑到问题的严重性，在事态进一步恶化之前，必须采取有效的措施。

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

41、学生不仅可以提高学习成绩，还可以获得在课本上学不到的工作经验。

Students can not only improve their academic performance, but also get a job experience that is not available in the textbooks.

42、神决定了谁是你的亲戚，幸运的是在选择朋友方面他给了你留了余地。

God determines who is your relative, and fortunately he gives you a choice in choosing a friend.

43、对于很多人来说，学习一门新技术占据了他们的生活和充实了他们的生活。

For many people, learning a new technology takes up their lives and enriches their lives.

44、由经验而得的智慧，胜于学习而得的智慧；一次亲身的'体会，胜过两次的教师教导。

Wisdom which is learned from experience is better than learning; a personal experience is more than two times of teacher education.

45、现在，父亲或母亲留在家里照顾他们的孩子而不愿过早返回工作岗位正成为增加的趋势。

Now, there is a growing tendency for father and mother to stay at home to look after their children instead of returning to work earlier.

46、互联网已在我们的生活中扮演着越来越重要的角色。它给我们带来了许多好处，但也产生了一些严重的问题。

The Internet has played a more and more important role in our life. It brings us a lot of benefits, but it also produces some serious problems.

篇17：好邻居英语作文

好邻居英语作文例文

What is the definition of a good neighbor? Well, in my opinion, a good neighbor should have the qualities: to care about other’s feeling, and help others unselfishly.

一个好邻居的定义是什么？在我看来，一个好邻居应该有这些品质：关心他人感受，无私的帮助别人。I feel lucky to have a good neighbor. She is about 65 years old. I remember it clearly，one night, I was caught in a pouring rain, and then I suffered from a high fever. My parents were on business, so I turned to her for help, I recovered soon. I have another neighbor, we’re in the same age, went to the same school. We always played together. I’m not good at Physics at that time. It was hard for me to pass the exam. After school, she always helped me with my Physics. With her help, I made a big process in my final exam.

我感到很幸运自己有位好邻居。她大概65岁。我记得很清楚，一个风雨交加的夜晚，我发烧了。我的父母正好出差，所以我向她求救，很快，我康复了。我还有一邻居，年龄和我一样，在同一学校上学。我们总是一起玩。那段时间，我的物理不是很好，考试很难通过。放学后，她总是帮助我补课。通过她的'帮助，我在期末考试中取得了很大的进步。Good neighbors create a comfortable and safe living environment. They’re also our good friends. They make a big difference in our daily life.

好的邻居提供了舒适和安全的居住环境。他们也是我们的好朋友，让我们的生活变得与众不同。

篇18：好邻居英语作文

Good Neighbours 好邻居

We all have neighbours. A good neighbour is better than a distant relative. It is common that we may meet with difficulties.When we have igood neighbours, they will always come to help you. Neighbours should get on well with each other.

My neighbour has a daughter. We are of the same age but we don~t study in the same school. In the evening we always do homework together. She is good at maths and I am good at English. So we often help each other.

我们都有邻居。一个好邻居胜过远亲。我们遇到困难是很常见的。当我们有好邻居，他们将永远来帮你。邻居应该和睦相处。

我的邻居有一个女儿。我们年龄相同，但我们不在同一所学校学习。在晚上我们总是一起做功课。她擅长数学，我很擅长英语。所以我们经常互相帮助。

篇19：英语作文写作的需要背诵的部分

英语作文写作的需要背诵的部分

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”.

篇20：大学英语四六级考试作文部分题目及

一

Direction: For this part, you are allowed 30 minutes to write a composition entitled Asking for Leave of Absence. You should write at least 120 words according to the following guidelines:

Your name and role : Sam , a sophomore in English Class Two

Your Foreign Teacher’s name : Ms.Riddle

Incident: you cannot come to her class for some reason

Task: write her a note , asking for leave of absence

Asking for Leave of Absence

To: Ms.Riddle , my dear Oral English teacher

From: Sam , a respectful sophomore student of yours in Oral English Class Two

Date : January 8,2005

Subject: Asking for Leave of Absence

Dear Ms.Riddle,

I would like to know if I could ask for a casual leave of absence from your Oral English class this Wednesday morning.

Yesterday evening I got a phone call from my cousin , who is now running a small firm in suburbs of this city . He needs an interpreter for two days but cannot find the most reliable person, so he wants me to have a try. Personally , I regard this as a golden opportunity to put what I have learned in your class into practice, but I need your permission of absence . If you think I may go and help him get over the difficulty, I am confident that I ‘ll do a good job and both of us will grateful.

Earnestly yours,

Sam

二

Direction: For this part, you are allowed 30 minutes to write a composition entitled On Power Failure. You should write at least 120 words according to the following guidelines(given in Chinese):

1．很多城市缺电现象严重

2．分析原因

3．提出建议

On Power Failure

Recently, every morning when I wake up, I find my air-conditioner automatically turned off . I didn’t understand why at first , but soon I learned that there was a great shortage of electricity supply in o

篇21：作文400字之好伤心哦

作文400字之好伤心哦

今天心情超级不好，好闷哦，我妈妈好自私哦，她根本不理解我，说什么找到东西就滚，还有骂我同学，有我很好的朋友，她不知道，我真的好恨她，我比不上我姐姐，我知道，即使我姐姐是舅家的孩子。

我妈看不起我，在她看来我唯一的一个优点就是可以挣些面子，学校里必须考好，听话。我真的好累，我只是工具罢了。她在那天家长会后骂了我，说我的作用和价值就是挣面子，你倒好，传纸条。你知道我多不好意思吗？ 我差点没哭出来，这是我的错吗？

我的作用和价值仅仅就这样吗？我不知道我妈妈生我干吗，没给过我幸福，我刚8个月她就为了自己的学业扔下我不管不问的，3岁多才回来。她仅仅才过两三个月就和爸爸离婚了，我跟了妈妈，可这样的日子，她不知道我多难受。

她只顾及自己，不顾我。慢慢长大了，也知道她也不容易，可是我体贴她了，她却更不知道我是怎么辛苦的。

渐渐的又长大了些，在我11岁的'那年奶奶死了，奶奶从小带大我，以前就是奶奶和小花姐姐和大姨家长大了的，可奶奶死了的第3天，要下葬，我妈没让我去，连最后一面也不让见，偶尔骂人也说起我奶奶，说她很凶，我不知道为什么这样，可能是我不争气吧。我从这以后很珍惜我的东西，特别是爸爸家送的。今天我找帽子，我妈妈把我骂的，说什么仅仅为了帽子就不去上学了，你滚，找你爸爸去。

我怎么去？抚养权在你，爸爸也想和你复婚才会来的，你说当初为什么离婚时不让我爸爸养而是，你养。我真的承受不住了，活着好累，我和光绪帝一样只是摆设，是傀儡。我不知道我还有什么作用了，天啊！

篇22：作文写作技巧之四好战略

作文写作技巧之四好战略

高考作文写作训练中要学会反复锤炼，努力做到词语生动、句式灵活，修辞方法恰当。要学会用近义词和反义词来体现事物细微的差异和鲜明的对比，还有学会灵活得体地交替使用长句和短句、主动句和被动句等。

一、四好战略是前提

1.一个好的标题

题目是文章的眼睛。一个亮丽的题目，往往给人赏心悦目的感觉。简洁、清晰、生动、新颖是题目亮丽的要素。一个醒目鲜活的文题，往往是内容的高度概括。它可以总领全文，不但会照亮整篇作文，还会照亮阅卷者的心灵。而拟题的技巧多种多样，有修辞法、公式法、字母符号法等。而修辞法则是最能使题目异彩飞扬的一种。如《在我指头跳跃的阳光》、《人生若只如初见》、《流泪的紫水晶》、《海棠依旧?绿肥红瘦?》等，看到这样的文题。阅卷老师的眼睛怎不会为之一亮?心灵怎不会为之一震?

2.一个好的开头

一般来说，文章开头力求做到一简二美三有哲理。简，就是开篇语言简洁，直奔主题。使读者一目了然;美，就是开头的语言能给人以美感，或文采斐然，或意境深远，或情趣盎然，使读者心灵产生共振。哲理，是一种深度，一种高度，如果都做到了，那效果肯定错不了。开头的方法有很多如：趣事，引人人胜;引用名句，起点高远;排比句，气势磅礴;设问句，发人深思。高考作文，由于受时间字数的限制，最好是“开门见山”，直奔主题。

3.一个好的结尾

古人云，结句当如撞钟，清音有余，结尾是文章结构的有机组成部分，是文章的收笔处和落脚点，是全文的归宿。任何虎头蛇尾的文章，都很难引起读者的.审美情感，很难获取高分。结尾的方法也很多：总结全文，以揭示主旨;展示未来，以鼓舞斗志;抒发情怀，以增强文章感染力，当然，最好要首尾呼应，整合一体。

4.一手好字

见字如见人，一手好字能给人一种很直观的美感，就算文章写的不错，主题鲜明，文字优美，意境深远，但是很难让人有读下去的欲望。要记得，书写是文章的服饰，标点是文章的呼吸，丑陋是永远打不赢的“官司”。我们要尽最大的努力展示出自己的书写水平：一要端正，二要清楚。三要美观。标点也是文章准确表情达意的工具。不要只是“一点到底”。不要只会单纯地使用逗号、句号，一篇文章，应该能够准确、灵活、生动地使用六七种标点符号。书写美观了，“感情分”也就上去了!

篇23：作文素材之好的典故

作文素材之好的典故

1、永抱“必胜”之心

1883年，富有创造精神的工程师约翰·罗布林雄心勃勃地意欲着手建造一座横跨曼哈顿和布鲁克林的大桥。然而桥梁专家们却劝他说这个计划纯属天方夜谭，不如趁早放弃。罗布林的儿子华盛顿·罗布林--一个很有前途的工程师，也确信这座大桥可以建成。父子俩克服了种种困难，在构思着建桥方案的同时，也说服了银行家们投资该项目。 然而大桥开工仅几个月，施工现场就发生了灾难性的事故。父亲约翰·罗布林在事故中不幸身亡，华盛顿的大脑也严重受伤。许多人都以为这项工程会因此而泡汤，因为只有罗布林父子才知道如何把这座大桥建成。 尽管华盛顿·罗布林丧失了活动和说话的能力，他的思维还同以往一样敏捷，他决心要把父子俩费了很多心血的大桥建成。一天，他脑中忽然一闪，想出一种用他惟一能动的一个手指和别人交流的方式，他用那根手指敲击他妻子的手臂，通过这种密码方式由妻子把他的设计意图转达给仍在建桥的工程师们。整整13年，华盛顿就这样用一根手指指挥工程，直到雄伟壮观的布鲁克林大桥最终落成。 无独有偶。法国有一名记者叫博迪，在年轻的时候，他因一场大病导致四肢瘫痪。在全身的器官中，一能动的只有左眼。可是，他还决心要把自己在病倒前就构思好的作品完成。 博迪只会眨眼，所以就只有通过眨动左眼与助手沟通，逐个字母地向助手背出他的腹稿，然后由助手抄录出来。助手每一次要按顺序把法语的常用字母读出来，让博迪来选择，当她读到的字母正是文中的字母时，博迪就眨一下眼表示正确。由于博迪是靠记忆来判断词的，有时不一定准确，他们需要查辞典，所以每天只能录一两页。可以想像两个人的工作是多么艰难！几个月后，他们历经艰辛终于完成了这部著作。为了写这本书，博迪共眨了20多万次眼。这本不平凡的书有150页，它的名字叫《潜水衣与蝴蝶》。 在这个世界上，很多人之所以没有成功，并不是因为他们缺少智慧，而是因为他们面对事情的艰难而没有做下去的勇气。波德莱尔说过：“没有一件工作是旷日持久的，除了那件你不敢着手进行的工作。”一根手指就可以建造一座大桥，一只眼睛就可以出一本书，还有什么是不可能的呢？

2、妙用劣势

杨格是美国新墨西哥州高原地区苹果园的经营者，是一位创新意识很强的人。每年的收获季节，杨格将上好的苹果装箱发往各地时，苹果箱上都印有与众不同的广告：“如果您对收到的苹果不满意，请您函告本人。苹果不必退回，货款照退不误。”这种广告具有巨大的吸引力，加上高原苹果味道佳美，很少污染，深受顾客的青睐，每年都吸引大批买主。 可是，有一年高原上突然下了一次特大的冰雹，把结满枝桠的大红苹果打得遍体鳞伤。这时候，苹果已经订出了9000吨。面对这伤痕累累、创伤严重的满园苹果，怎样才能避免惨重损失，走出绝境呢？ 杨格来到苹果园，心事重重地踱着步子，踩得落叶沙沙作响。他俯下身来拾起一个打落在地的苹果，揩了揩粘上的泥，咬了一口，意外地发现，被冰雹打击后的苹果味道变得格外清香扑鼻酣浓爽口。一个绝妙的主意油然而生。他果断命令手下集中力量立即把苹果发运出去同时在每一个苹果箱里都附上一个简短的说明“这批苹果个个带伤，但请看好，这是冰雹打出的疤痕，是高原地区出产的苹果的特有标记。这种苹果，果紧肉实，具有妙不可言的果糖味道。” 收到苹果的买主们半信半疑，尝了带有伤疤的苹果，发现味道特棒，真是高原苹果特有的味道。从此，人们更青睐高原苹果，甚至还专门要求提供带疤痕的苹果。 同善用物者无弃物一样，善用人者无废人。 美国柯达公司在制造感光材料时，需要有人在暗室工作。但视力正常的人一进入暗室，犹如司机驾驶着失控的车辆一样不知所措。针对这种情况有人建议：盲人习惯于黑暗中生活，如果让盲人来干这种工作，定能提高工作效率。于是，柯达公司经理下令：将暗室的工作人员全部换成盲人。 在暗室里工作，盲人远远胜过正常人，真可谓善于用人短变长。柯达公司巧用盲人这一行动，不仅提高了劳动生产率，给公司增加了利润，而且给公众留下了不拘一格重用人才的良好印象。很多高素质的大学生、研究生和专业人才，都争先恐后地到柯达公司效力。现在，柯达公司的产品在一百多个国家和地区畅销无阻。这与柯达公司善于不拘一格重用人才是分不开的。 利用好废物，废物就变成宝贝；利用好劣势，劣势就变成优势。

3、什么是真正的满足

2002年1月13日，海明威短篇小说《老人与海》中的主人公原型--富恩特斯去世，享年104岁。第二天，世界上有27家网站出现了这么一张问卷： “有一个人，他几乎什么都有。论地位，他是享誉世界的大师级人物；论荣誉，他是诺贝尔奖获得者；论金钱，他的版税在他成名之前就已使他成了富翁；论爱情，几乎每一个女人都喜欢他，都愿为他奉献一切。在他的国家他享有充分的自由。他爱到哪儿旅游就到哪儿旅游，哪怕是敌对的国家。总之，他是一个令世人非常羡慕的人。可是，在他获奖后不久，却用列强结束了自己62岁的生命，而他的一位朋友--一个靠出海打鱼为生的渔夫，却悠然地颐养天年。请问，为什么一个拥有一切的人选择了死亡，而一个一无所有的人却选择了活着？假如你已经知道了答案，请发给我们，我们愿把它刻在这位诺贝尔奖获得者的墓碑上，因为他的墓碑至今还空着。” 问卷贴出后，每家网站得到的回答日平均400多条。前不久，几家网站根据点击率，公布了自己所选定的墓碑内容。 墓碑的正面：人生最大的满足来自于对目标的追求。 墓碑的背面：一个人一旦在自己所从事的领域达到了顶峰，就会有一种空前的寂寞感，这种寂寞感所带来的迷茫和绝望会把你送进天堂。 墓碑的正面成功也是一件非常可怕的事。 墓碑的背面：人人都追求成功，其实成功的背后往往隐藏着魔鬼，而失败的背后才有一个救命的天使。 墓碑的正面：无话可说。 墓碑的背面：生命是一种太好的东西，好到你无论选择什么方式度过，都像是一种浪费。 其余的几家网站还在陆续公布，不过人们对此已经失去兴趣，因为那位渔夫的独生子在此期间公布了一封信，据说是海明威去世前一天写给他父亲的，并交代让他帮着刻在墓碑上。信中是这么写的：人生最大的满足不是对自己地位、收入、爱情、婚姻、家庭生活的满足，而是对自己的满足。

4、做人的智慧

谈到做人的智慧，我想起这样两则小故事。一次，德国柏林空军俱乐部举行盛宴招待空战英雄，一位年轻的士兵斟酒时不慎将酒泼到乌戴特将军的秃头上。顿时，士兵悚然，会场寂静，倒是这位将军悠悠然。他轻抚士兵肩头，说：“老弟，你以为这种治疗能再生头发吗？”会场立即爆发出了笑声，人们紧绷的心弦松弛下来了，盛宴保持了热烈欢乐的气氛。 试想，乌戴特将军若认为酒泼头上有损尊严，严词训斥，大发雷霆之怒，将军在酒宴上将会给人们留下一个多么糟糕的形象！所以后人评点他不愧是一位“智慧将军”。 另一则故事讲的是英国王室为了招待印度当地居民的首领，在伦敦举行晚宴，身为皇太子的温莎公爵主持这次宴会。宴会上，达官贵人们觥筹交错，相与甚欢，气氛融洽。可就在宴会快要结束时，出了这么一件事：侍者为每一位客人端来了洗手盘，印度客人看到那精巧的银制器皿里盛着亮晶晶的水，以为是喝的水呢，就端起来一饮而尽。温莎公爵神色自若，一边与众人谈笑风生，一边也端起自己面前的洗手水，像客人那样自然而得体地一饮而尽。接着，大家也纷纷效仿，本来要造成的难堪与尴尬顷刻消弭，宴会取得了预期的成功，当然也就使英国国家的利益得到了进一步的保证。 倘若温莎公爵在宴会上纠正客人的错误而在银盘里优雅地洗手，整个宴会将会乌云密布。所以，一位陪酒大臣说，当温莎公爵拿起银盘饮水时，他看到了智慧闪光。 生活的大海丰富多彩又波光诡谲，做一个驾驭生活、创造生活、美化生活的高手，就必须拥有超人的智慧。超人的智慧往往孕育在开阔的思想、远大的目光和美好的情怀之中，所以，它能使月光生暖、岩石唱歌，使凶险咆哮的恶浪化为一江春水，使阴暗潮湿的环境变得色彩明亮。 我们的生活中，有一些人看似身居高位，睿智英明，才高八斗，机敏伶俐，然而，或鸡肠小肚、心胸狭窄，或恃才自傲、咄咄逼人。有的人处处显山露水，鸭群中伸长脖子当天鹅；有的人则时时不忘标榜自我，惟恐世人对己不尊。他们的聪明智慧之光只为自己的虚荣和私利而闪耀，如磷火般为世人所不屑。譬如某企业厂长书记为争高下，在“窝里斗”中大展其才，书记以开除厂长的党籍为得计，厂长以开除书记的公职而自以为胜；又如某副市长出席文艺界的中秋诗会，因未被邀请上台赋诗而当场质问文联负责人：“你是不是以为我目不识丁？”群众讥讽此等人为“高级干部，低级水平”。 纪伯伦说：“大智慧是一种大涵养，有涵养的人才善于学习，我们从多话的人那里学到了静默，从偏狭的人那里学到了仁爱。”让我们在生活中学得更智慧、更洒脱一些，“做一个播种友谊和理想的大量君子”。

5、英雄之所以为英雄

是不是意志力、勇气与决心会使所有的情况为之改观？否则为什么贺雷修斯只带领两名战士就让九万托斯卡纳的军队惊慌失措，瑟瑟发抖，直至穿越台伯河的桥轰然倒塌？为什么莱奥尼达斯能够以寡敌众，在温泉关阻遏波斯的百万大军？为什么德米斯托克利能够在希腊的海边让波斯的战舰碎为片片，沉没海底？为什么恺撒在发现自己的军队难以紧逼进攻时，挺起长矛，紧握盾牌，勇敢地战斗，使得他的军队又迅速集结，最终反败为胜？为什么温克尔里德的胸前深深扎入了整整一大束长矛时，他依旧傲然挺立，为战友们冲开一条血路，让他们步步进攻，踏上通往胜利之路？为什么拿破仑在经年累月的战斗生涯中，从未在任何一场战役中后退溃败过，从未失手过？为什么内伊在大大小小一百多场战斗中总能化险为夷，将险败战局扭转为大获全胜？为什么威灵顿公爵历经沙场却从未被打败过？为什么佩里能够离开劳伦斯河，独自摇桨前往尼亚加拉大瀑布，让英国人的枪声从此销声匿迹？为什么在联邦军不断溃败时，谢里丹将军赶到温彻斯特，独自一人策马前往御敌前线，从而力挽狂澜？为什么谢尔曼将军单枪匹马冲往阵地，向他的士兵们挥手致意，要他们挺住，要坚守住堡垒和阵地时，战士们立刻军心大振，奔走相告他们伟大的指挥官--谢尔曼将军到了，并真的保住了阵地？ 历史无声地留给我们与此类似的千千万万个例子，告诉我们有无数英雄伟人在别人畏手畏脚、面对机会犹豫不决时，他们果敢地抓住了机会，取得了常人难以想像的伟大业绩。这些人总是能当机立断，雷厉风行，全身心地投入到行动中去，让整个世界为之喝彩。 是的，你可以说，世界上只有一个拿破仑；但是，另一方面，我们也要看到，当今任何一个年轻人所面对的困难与艰险，决没有这位伟大的科西嘉小个子所跨越的阿尔卑斯山那么高、那么险。

6、关于观察，关于发现

只要你善于观察，你的周围到处都存在着机会；只要你善于倾听，你总会听到那些渴求帮助的人越来越弱的呼声；只要你有一颗仁爱之心，你就不会仅仅为了私人利益而工作；只要你肯伸出自己的手，永远都会有高尚的事业等待你去开创。 可能每一个人都见过一个装满了水的大盆不断往外溢水的情景，然而却没有人肯动一动脑筋，运用自己所学的知识去想一想，人浸在水中的身体的体积正好等于溢出的水的体积。而阿基米德却观察到了这一现象，由此他找到了一种简便的方法来计算物体的体积。运用这个方法可以迅速计算出任何不规则物体的体积。 每个人都明白，一个垂悬的重物会非常有规律地来回摆动，直到最后受空气阻力慢慢地停下来。但是，从来没有人想到过这一现象是否具有任何其他的现实意义，更没有人想到过在生活中将这一原理运用到什么地方。而伽利略在少年时偶然间注意到在比萨大教堂上方挂着的一只钟在不停地左右摆动，而且来回摆动的幅度极具规律性，他由此而得出了著名的钟摆定律。直到他被投入监狱时，监狱的铁门依然阻挡不了他研究与探索的热情。他利用狱中的稻草秆做实验，最终发现了具有相同直径的实心管与空心管的相对强度。 许多年以来，天文学家们就已经观察到土星的外围有一周光圈，他们都认为这只是行星形成规律假说的一个例外而已。拉普拉斯也观察到了这一现象，但他却不把这一现象当做例外来看。他认为，这是平常难以观察到的星体形成过程中惟一可见的一个阶段。他最终证明了这一观点，为星体形成的科学史增添了亮丽的一笔。 欧洲的水手们无一例外地设想过在大西洋以外可能还会存在大陆，但从未有人付诸行动去真正探索一下。而哥伦布勇敢地带领着船队驶入了无边无际的未知海洋，意外地发现了新大陆。 曾经有成千上万个苹果从树上落了下来，也曾经有无数的苹果砸在了人的头上，仿佛在提醒人们去思考一下这个现象。而只有牛顿看到苹果落地时才问了一句为什么，并陷入了深思。由此，他意识到，苹果之所以会往下落而不是往上去或落到其他方向上，这一现象与所有的星体能够在各自的轨道上正常运转，以及宇宙分子在不停地运动却没有相互碰撞并纠缠在一起是基于同样的道理。 自始祖亚当夏娃以来，闪电就在人们的眼前闪亮，雷鸣就在人们的耳中轰响，却从来没有唤起人们头脑中沉睡的思想，从来没有人意识到闪电具有非常巨大的能量。只有富兰克林睁大了眼睛，竖起了耳朵，向天空中嘶奔的千军万马昂起了头。他用了一个极其简单的实验，向世人证明了闪电是某一种强大而又能被人控制的力量的表现，它就像是水和空气一样广泛地存在于宇宙之中。

7、成功常靠持之以恒

俗话说得好：滚石不生苔；坚持不懈的乌龟能快过灵巧敏捷的野兔。如果能每天学习1小时，并坚持12年，所学到的东西，一定远比坐在学校里接受4年高等教育所学到的为多。同样，好书不厌千遍读，这种阅读方式对人思想的塑造要远比那种蜻蜓点水式的阅读影响为大。正如布尔沃所说的：“恒心与忍耐力是征服者的灵魂，它是人类反抗命运、个人反抗世界、灵魂反抗物质的最有力支持，它也是福音书的精髓。从社会的角度看，考虑到它对种族问题和社会制度的影响，其重要性无论怎样强调也不为过。” 凡事不能持之以恒，正是很多人最后失败的根源。今天还拥有百万家资，明天就可能沿街行乞。读者不妨找找看，看看人类迄今为止，可曾有一项重大的成就不是凭借坚持不懈的'精神而能实现的？提香的一幅名画曾经在他的画架上搁了8年，另一幅画也摆放了7年。今天，我们看到的那些为世人景仰的作家，他们的名声是如何获得的？全都是经年累月不计报酬的辛勤写作的结果。为了最后的成书，他们此前写了不计其数的文字作为练笔，将大半生的精力献给了文学事业，甚至像奴隶一样地埋头耕耘，最后才换得他们惟一的补偿--永久的美名。 “永远都不要绝望，”柏克告诫世人，“如果做不到这一点的话，那就抱着绝望的心情去努力工作。” 传说中的赫拉克勒斯的头像，总是披着一张虎皮，还有两只虎爪在下巴底下。它的寓意是激励人们勇敢地与各种艰难险阻作斗争，一旦我们战胜了这些困难，它们反过来就会成为我们前进的动力。 啊！永不屈服的意志力，一切荣耀与光彩最后都属于你！

8、美学的散步

散步是自由自在、无拘无束的活动，它的弱点是没有计划，没有系统，看重逻辑统一性的人会轻视它，讨厌它，但是西方建立逻辑学的大师亚里士多德的学派却叫“散步学派”，可见散步和逻辑并不是绝对不相容的。中国古代一位影响不小的哲学家--庄子，他好像整天是在山野里散步，观看着鹏鸟、小虫、蝴蝶、游鱼，又在人间世里凝视一切奇形怪状的人：驼背、跛脚、四肢不全、心灵不正常的人，很像意大利文艺复兴大天才达·芬奇在米兰街头散步时速写下来的一些“戏画”，现在竟成了“画院的奇葩”。庄子文章里所写的那些奇特人物大概就是后来唐宋画家画罗汉时心目中的范本。 散步的时候可以偶尔在路旁折到一枝鲜花，也可以在路上拾起别人弃之不顾而自己感兴趣的燕石。 无论鲜花或燕石，不必珍视，也不必丢掉，放在桌上可以做散步的回念。

9、活跃边缘

事物最活跃的部分大多在它的边缘。 科学往往是在各种学科交叉之处展现最强劲的发展势头。这里常常是科学的“生长点”，是最具生命力的地方。恩格斯在《自然辩证法》中就说过：“在分子科学和原子科学的接触点上，物理学家和化学家都承认自己没有能力，然而就正应当在这点上期待最大的成果。” 蜡烛火焰温度最高的地方不在金黄色火焰中心那最亮的部位，而是在它的外缘——那颜色最淡、略带蓝色的最外层才是最热的地方。 物种杂交可以产生新品种，这些交叉的边缘品种可以同时拥有父体与母体双方的优势。 冷暖气流的交汇边缘最容易形成降雨带。 冰的融化，水的结冰，以及冰的升华和水的蒸发，这些“相变”都发生在两相交界表面。 摩擦生热发生在物体相互接触的表面。 无色透明的物体你只有看到它的边缘（如玻璃边缘、水中气泡），才算看到它的存在。 刀的边缘——刀刃部分最锋利。 竹的中空让有限的材料全部用于外缘以增强抗挠强度。 一个原子发生化学反应构成分子，参与其中的仅仅是最外层的电子。如钾原子有19个轨道电子，钾原子的化学性质只取决于最外层（N层）那1个电子，其余18个电子稳定不变，成为“原子实”部分。 分子轨道理论表明，处在最高“实”轨道与最低“空”轨道这两界之间的电子最活跃。 考试成绩介于分数线附近的“边缘人群”最忧心忡忡、最敏感，也最能引起波动。 革命根据地都建立在各省交界地域，如“陕甘宁边区”“晋察冀边区”。 学贯中西、跨越两大文化领域的中介学者思想最活跃，学术建树、学术影响也最大。 边缘是一个特别值得重视的地方。 身在边缘反观中心有时反倒能看得更加清楚，得出比较能经得起时间检验的结论。 身在边缘之人往往能观赏到一些不为常人所知觉的独特景观。苏轼不在“此山中”，正是从匡庐外缘观山，才能从宏阔视野中看到“横看成岭侧成峰”的磅礴气势，吟唱出深蕴哲理的千古绝句。钱钟书先生曾形象地说过“人生是一部大书”，而他又自认为是“在人生边上”。正是这种边地情结才使他充分享受到那种自主自得之散淡，自在自由之宽松，以及舒卷自如之从容。以此心态浏览人生“大书”自然会拾得许多精妙的真知灼见，以及冷僻幽默、入木三分的精彩剖析。没有边地之超脱，又哪来的这么多灵思妙笔？ 游离于中心的距离感往往使人能够清醒地静观。常见敞厅大堂之上高悬“静观自得”四字匾额，也许只有身处边缘才能摆脱一切羁绊，还得自由身心，独处静观之地。有此超然卓然又怎能不奥旨透达，精思奇想，顿悟自得频仍迭出呢？ 边缘是人们涉足比较少的地方。这里充满了未知，充满了可供探求的新领域，当然也就充满了希望与机遇。这是一个最可能取得丰硕成果，最可能获得巨大成功的地方。当年的量子力学就是由一些年轻人在边缘理论科学领域同心协力建立起来的，以至后来丘吉尔首相回顾这段激动人心的历史都赞叹，这么短的时间，这么少的几个人，却做出了如此巨大的贡献。正如比利时著名湍流学家茹厄勒所说，“新事物总是被非专家发现的”，这表明，在边缘领域获得成功，也许首要条件并不是渊博的知识。在这块缺少依托、颇具风险的地方更需要的是过人的胆识、灵透的悟性、独立解决难题的能力，有时还需要点习惯边缘孤寂的耐力。热衷于开拓事业的人应当重视边缘。 随着人类文明的发展，信息与交通日渐畅达，在高科技时代，边缘与中心的反差也在不断淡化。互联网络、卫星通讯使得即使身处深山野谷也能与大城市享有同等丰富的信息资源；洲际弹道导弹、巡航导弹、侦察卫星的出现也打破了传统的前线、后方、大后方概念；发达的商业能做到沿海地区与边远省份几乎同时上市最新产品；学科之间自觉地融合、嫁接常能中心开花，形成明显的学术优势。虽然某些传统边界概念在消解，但只要事物在发展就必然会衍生出新的边缘。 在事物发展进程中，常常是由中心延伸出边缘，而边缘又会成长为新的中心。当年的量子论、相对论，如今已由学术边缘成为学科中心了。在中国，当年的“边区政府”也早就成了“中央人民政府”。事物的发展有时会表现为边缘与中心的对立统一。谁不掌握“中心”谁就会失掉今天。然而谁若忽视“边缘”，谁就会失去光辉灿烂的明天。

10、鹰与云雀

在山丘一块突兀的岩石上，鹰与云雀相遇了。云雀招呼道：“先生，您早啊！”鹰睥睨（pì nì，眼睛斜着看，形容高傲的样子）地看了它一眼，低声答了句：“你早！” 云雀说：“祝您万事如意，先生！” 鹰答道：“是啊！我是万事如意。不过，难道你不知道我是百鸟之王，我不先开口，你不能同我讲话吗？” 云雀说：“在我看来，我们是一家人嘛。” 鹰轻蔑地瞅了它一眼，说：“谁说你我是一家人？” 云雀答道：“不过我愿意提醒您：您能飞多高，我也能飞多高；我还能歌唱，使大地其他生灵心中感到欢乐，而您却无法给他们增添什么乐趣。” 听到这话，鹰恼羞成怒地说：“什么乐趣不乐趣的！你这个自以为是的小东西！你不过只有我爪子大小，我一口就可以把你啄得粉碎！” 云雀一下子飞到鹰背上，啄起它的羽毛来。鹰难受得要死，就拼命往天上飞，想把云雀从背上甩下去，然而却枉费心机，小云雀还是紧趴在鹰的背上。鹰又气又恨，最后只好又落在原先那块突兀的岩石上，诅咒时运不济，怨自己倒霉。 这时，一只小乌龟爬到了鹰跟前，看到这情景，笑得前仰后合，竟翻倒过来，四脚朝天。 鹰居高临下地瞧着乌龟，说：“你这个总是贴着地面慢慢爬行的驼背！你笑什么？” 乌龟答道：“我笑你还不如一只小鸟，让小鸟把你当马骑了。” 于是鹰说道：“滚你的吧！这是我同我的小妹云雀之间的家事，不用外人管！”

篇24：四好少年之自我介绍作文

关于四好少年之自我介绍作文

我性格开朗、热情大方、乐于助人。成为一名医生是我的理想。

我博览群书、兴趣广泛，象棋、围棋、书法、航模、机器人都很喜欢。

我在各方面严格要求自己，有较强的自我约束力和组织管理能力，是班主任的得力小助手。能虚心接受老师的教育和帮助。积极组织、参加班级及少先队开展的各种活动。主持过班级的主题班会、作过国旗下讲话、也做过大合唱的.指挥。

学习是我充实自己生活的一个重要方式。课前，我认真预习，课后我及时复习，认真完成作业。课堂上，我敢于提出问题，对所学知识能理解掌握；课外，《未来科学家》、《中国国家地理》、《阅读》、《读写直通车》《科幻世界》都是我的最爱，通过这些杂志，我开阔了视野、丰富了知识。

小学以来，我获得了学习标兵、优秀学生干部、三好学生等荣誉。在红领巾读书征文竞赛中，获得市二等奖；在年级部组织的数学竞赛中获一等奖。

我乐于助人，对同学我总是尽我所能去帮助他们，同学有疑问时，我会耐心地讲解，为此我还获得了班中人民辅导员的称号呢。四川汶川、青海玉树发生地震时，我都毫不犹豫地捐出了 自己的零花钱。在家里，我也是总是帮助父母干家务，完成一些力所能及的事。

我热爱学习，热爱生活，对身边的一切事物都很珍惜。在这里我享受生活、快乐成长。

篇25：优秀作文之好的习惯

优秀作文之好的习惯

无论做什么都要有个度，一但超过了那个度，有些事情就会发生了变故。

像我们明天就要会考了，然后上午的'时候就要把教室布置成溜走三十张桌子的考场，所以我们要把书全都搬回宿舍，然后在宿舍复习。午睡起来，本可以赖一会儿床，但因为心里知道不能这样，所以一下子就起了，就是因为这样，我避免了被抓的危险。

我觉得习惯是个很可怕的东西，上了高中之后，每天早上五点多就起来了，学校规定起床的时间是六点，但女生嘛，刷牙洗脸叠个被子就到十几分了，然后去食堂吃饭队伍已经排起了长龙，然后领到了早餐，未必有桌子给你坐，。为了避免这种问题，我一般都起得早一点。然后我无论什么时候，无论睡得多晚，早上我的都是六七点就醒了，真的是自然醒……我想睡久一点，但是醒了之后再也睡不着了。所以说我没试过同学们说的，在家睡懒觉睡到十一点多或者下午，醒了就可以吃中午饭或者晚饭了。但是这种一两天还好，久了我就感觉在浪费时间，没意义。

我感觉习惯有时候也挺好的，好的习惯使我们把一件事做得更好，好的习惯会督促我们，所以，我们要培养一些好习惯。

篇26：句子之批驳英语作文

1.It is true that ..., but one vital point is being left out.

2.There is a grain of truth in these statements, but they ignorea more important fact.

3.Some people say ..., but it does not hold water.

4.Many of us have been under the illusion that...

5.A close examination would reveal how ridiculousthe statement is.

6.It makes no sense to argue for ...

7.Too much stress placed on ...may lead to ...

8.Such a statement mainly rests on the assumption that ...

9.Contrary to what is widely accepted, I maintainthat ...

★ 作文素材之好的典故

★ 好的心态英语作文

★ 好态度的英语作文

★ 故宫博物院之游英语作文

★ 初三英语作文之夏令营

★ 考研英语作文之城市交通

★ 部分节假日安排 元旦旅游什么地方好

★ 主体工程验收会议纪要

★ 高考英语作文话题之食品安全

★ 英语作文之读书的好处