GRE写作素材Section+oneWord下载.docx
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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:
IcanthinkinEnglishnow!
1.Proverbs
1.Agraduationceremonyisaneventwherethecommencementspeakertellsthousandsofstudentsdressedinidenticalcapsandgownsthatindividualityisthekeytosuccess.
2.Theprimarypurposeofaliberaleducationistomakeone’smindapleasantplaceinwhichtospendone’stime.
3.Nextinimportancetofreedomandjusticeispopulareducation,withoutwhichneitherfreedomnorjusticecanbepermanentlymaintained.
4.Theclassroom--notthetrench--isthefrontieroffreedomnowandforevermore.
5.Education’spurposeistoreplaceanemptymindwithanopenone.
6.Itisthepurposeofeducationtohelpusbecomeautonomous,creative,inquiringpeoplewhohavethewillandintelligencetocreateourowndestiny.
7.Yousee,realongoing,lifelongeducationdoesn’tanswerquestions;
itprovokesthem.
8.Peoplewillpaymoretobeentertainedthaneducated.
9.themostimportantfunctionofeducationatanylevelistodevelopthepersonalityoftheindividualandthesignificanceofhislifetohimselfandtoothers.Thisisthebasicarchitectureofalife;
therestisornamentationanddecorationofthestructure.
10.Theessenceofoureffortstoseethateverychildhasachancemustbetoassureeachasequalopportunity,nottobecomeequal,buttobecomedifferent-torealizewhateveruniquepotentialofbody,mind,andspiritheorshepossesses.
11.Agreatteacherneverstrivestoexplainhisvision-hesimplyinvitesyoutostandbesidehimandseeforyourself.
12.Ifyoucanreadanddon’,youareanilliteratebychoice.
2.DamagingResearch
AstudybyNationalParent-TeacherOrganizationrevealedthatintheaverageAmericanschool,eighteennegativesareidentifiedforeverypositivethatispointedout.TheWisconsinstudyrevealedthatwhenchildrenenterthefirstgrade,80percentofthemfeelprettygoodthemselves,butbythetimetheygettothesixthgrade,only10percentofthemhavegoodself-images.
3.EducationandCitizenship
AnimportantaspectofeducationintheUnitedStatesistherelationshipbetweeneducationandcitizenship.Throughoutitshistorythisnationhasemphasizedpubliceducationasameansoftransmittingdemocraticvalues,creatingequalityofopportunity,andpreparingnewgenerationsofcitizenstofunctioninsociety.Inaddition,theschoolshavebeenexpectedtohelpshapesocietyitself.Duringthe1950s,forexample,effortstocombatracialsegregationfocusedontheschools.Later,whentheSovietUnionlaunchedthefirstorbitingsatellite,AmericanschoolsandcollegescameunderintensepressureandwereofferedmanyincentivestoimprovetheirscienceandmathematicsprogramssothatthenationswouldnotfallbehindtheSovietUnioninscientificandtechnologicalcapabilities.
Educationisoftenviewedasatoolforsolvingsocialproblems,especiallysocialinequality.Theschools,tisthought,cantransformyoungpeoplefromvastlydifferentbackgroundsintocompetent,upwardlymobileadults.Yetthesegoalsseemalmostimpossibletoattain.Inrecentyears,infact,publiceducationhasbeenatthecenterofnumerouscontroversiesarisingfromthegapbetweentheidealandthereality.Partoftheproblemisthatdifferentgroupsinsocietyhavedifferenthavedifferentexpectations.Somefeelthatchildrenshouldbetaughtbasicjob-relatedskills;
stillothersbelieveeducationshouldnotonlypreparechildrentocompeteinsocietybutalsohelpthemmaintaintheirculturalidentity(and,inthecaseofHispanicchildren,theirlanguage).Ontheotherhand,policymakersconcernedwitheducationemphasizetheneedtoincreasethelevelofstudentachievementandtoimproveparentsintheirchildren’seducation.
Somereformersandcriticshavecalledattentiontotheneedtolinkformalschoolingwithprogramsdesignedtoaddresssocialproblems.SociologistCharlesMoscos,forexample,isaleaderinthemovementtoexpandprogramslikethePeaceCorps,Vista,andOutwardBoundintoasystemofvoluntarynationalservice.Nationalservice,asMoscosdefinesit,wouldentail“thefull-timeundertakingofpublicdutiesbyyoungpeoplewhetherascitizensoldiersorcivilianservers-whoarepaidsubsistencewages”andserveforatleastoneyear.Inreturnforthisperiodofservice,thevolunteerswouldreceiveassistanceinpayingforcollegeorothereducationalexpenses.
Advocatesofnationalserviceandschool-to-workprogramsbelievethateducationdoesnothavetobeconfinedtoformalschooling.Indevisingstrategiestoprovideopportunitiesforyoungpeopletoservetheirsociety,theyemphasizetheeducationalvalueofcitizenshipexperiencesgainedoutsidetheclassroom.AtthiswritingthereislittleindicationthatnationalservicewillbecomeaneweducationalinstitutionintheUnitedStates,althoughtheconceptissteadilygainingsupportamongeducatorsandsocialcritics.
4.TheTeacher’sRole
Giventheundeniableimportanceofclassroomexperience,sociologistshavedoneaconsiderableamountofresearchonwhatgoesonintheclassroom.Oftentheystartfromthepremisethat,alongwiththeinfluenceofpeers,students’experiencesintheclassroomareofcentralimportancetotheirlaterdevelopment.Onestudyexaminedtheimpactofasinglefirst-gradeteacheronherstudents’subsequentadultstatus.Thesurprisingresultsofthisstudyhaveimportantimplications.Itisevidentthatgoodteacherscanmakeabigdifferenceinchildren’slives,afactthatgivesincreasedurgencytotheneedtoimprovethequalityofprimary-schoolteaching.ThereformscarriedoutbyeducationalleaderslikeJamesComersuggestthatwhengoodteachingiscombinedwithhighlevelsofparentalinvolvementtheresultscanbeevenmoredramatic.
Becausetheroleoftheteacheristochangethelearnerinsomeway,theteacher-studentrelationshipisanimportantpartofeducation.Sociologistshavepointedoutthatthisrelationshipisasymmetricalorunbalanced,withtheteacherbeinginapositionofauthorityandthestudenthavinglittlechoicebuttopassivelyabsorbtheinformationprovidedbytheteacher.Inotherwords,inconventionalclassroomsthereislittleopportunityforthestudentstobecomeactivelyinvolvedinthelearningprocess.Ontheotherhand,studentsoftendevelopstrategiesforundercuttingtheteacher’sauthority:
mentallywithdrawing,interrupting,andthelike.Hence,muchcurrentresearchassumesthatstudentsandteachersinfluenceeachotherinsteadofassumingthattheinfluenceisalwaysinasingledirection.
5.EducationPhilosophy
ForthepastfiftyyearsourschoolshaveoperatedonthetheoriesofJohnDewey(1859-1953),anAmericaneducatorandwriter.Deweybelievedhattheschool’sjobwastoenhancethenaturaldevelopmentofthegrowingchild,ratherthantopourinformation,forwhichthechildhadnocontext,intohimorher.IntheDeweysystem,thechildbecomestheactiveagentinhisowneducation,ratherthanapassivereceptacleforfacts.
Consequently,Americanschoolsareveryenthusiasticaboutteaching“lifeskills”–logicalthinking,analysis,creativeproblem--solving.Theactualcontentofthelessonsissecondarytotheprocess,whichissupposedtotrainthechildtobeabletohandlewhateverlifemaypresent,includingalltheunknownsofthefuture.Studentsandteachersbothregardpurememorizationasanuncreativeandsomewhatvulgar.
Inadditionto“lifeskills”,schoolsareassignedtosolvetheevergrowingstokeofsocialproblems.Racism,teenagepregnancy,alcoholism,druguse,recklessdriving,andsuicidearejustafewofthemodernproblemsthathaveappearedontheschoolcurriculum.
ThisallcontributestoahighdegreeofsocialawarenessinAmericanyoungsters.
6.StudentLife
Tothestudents,themostnotabledifferencebetweenelementaryschoolandthehigherlevelsisthatinjuniorhightheystart“changingclasses”.Thismeansthatratherthanspendingthedayinoneclassroom,theyswitchclassroomstomeettheirdifferentteachers.Thisgivesthemthreeorfourminutesbetweenclassesinthehallways,whereagreatdealoftheimportantsocialactionofhighschooltraditionallytakesplace.Studentshavelockersinthesehallways,aroundwhichthycongregate.
Societyingeneraldoesnottakethebusinessofstudyingveryseriously.Schoolchildrenhaveagreatdealoffreetime,whichtheyareencouragedtofillwithextracurricularactivities—sports,clubs,cheerleading,scouts—supposedtoinculcatesuchqualitiesasleadership,sportsmanship,abilitytoorganize,etc.thosewhodon’tbecomeengagedinsuchactivitiesorhaveafter\schooljobshaveplentyofopportunityto“hangout”,listentoteenagermusic,andwatchtelevision.
Comparedtoothernations,Americanstudentsdonothavemuchhomework.StudiesalsoshowthatAmericanparentshavelowerexpectationsfortheirchildren’ssuccessinschoolthanothernationalitiesdo.(Historically,therehasnotbeenmuchcorrelationbetweenAmericanschoolsuccessandsuccessinlaterlife.)“He’sjustnotascholar”,theAmericanparentsmightsay,contentthattheirsonisontheswimteamanddoesn’ttakedrugs.(Someoftheyoungdochoosetostudyhard,forreasonoftheirown,suchasdeterminingthattheroadtorichesliesthroughHarvardBusinessSchool.)
WhatAmericanschoolsdoeffectivelyteachisthecompetitivemethod.Ininnumerablewayschildrenarepitt