All College Majors Should be Treated Equally

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上大学不该局限在特定的专业英语作文

上大学不该局限在特定的专业英语作文

上大学不该局限在特定的专业英语作文全文共5篇示例,供读者参考篇1Why You Shouldn't Just Pick One Thing in CollegeHi there! My name is Jamie and I'm 10 years old. I heard some grown-ups talking about college the other day and it got me thinking. Why do people have to choose just one subject to study when they go to university? That doesn't seem fair or fun at all!In elementary school, we get to learn all kinds of awesome things. We read books, write stories, do math, learn about science and history, make art, sing songs, and play sports. Every day is different and we never get bored because there's always something new. But from what I've heard, when you get to college you have to pick just one subject and take classes on that subject for four whole years! Yikes, talk about boring.I think college should be more like elementary school where you can study whatever you want. Maybe you could be an English major but also take some math classes on the side because numbers are cool. Or you could study biology to learnabout animals and plants, but then also take an art class to learn how to draw or paint them. The possibilities are endless!My best friend Sarah loves sports but she's also really good at computers and building robots. If she had to pick just one thing in college, that would be so hard! With her athletic skills and tech smarts, she could become a pro athlete who designs the gear and gadgets they use. Or maybe she could be a computer programmer who also helps train people to stay fit and healthy. See what I mean? When you combine different interests together, you can create the coolest jobs and opportunities.Another reason you shouldn't have to pick just one college major is that the world is always changing. By the time we're adults, there will probably be careers and fields of study that don't even exist yet. Things like cybersecurity, cloud computing, gene editing, and robotics are pretty new ideas. If all the grown-ups before had to pick just one strict college path, they might have missed out on those awesome high-tech areas.The world in the future is going to need people who are creative, innovative, and able to adapt to new situations. By studying diverse subjects in college, you'll learn all sorts of different skills and ways of thinking. Then you can mix and matchthem however you need to solve problems. Someone who just stuck to one subject might get stuck in a rut.For example, let's say you want to open a restaurant someday. You'd need to know about food and nutrition for creating tasty, healthy menus. But you'd also need business classes to learn about management, accounting, marketing, and other important restaurant operations. Taking art classes could help you design a cool, welcoming space and logo. Math would assist with budgeting and inventory. You might even want to study languages if you plan on hiring diverse employees or selling ethnic cuisines. See how many different areas are needed for just one career path? It's way better to be a jack-of-all-trades.I know what you're thinking - how can someone afford all those classes? Won't it take forever to finish a super-duper combined degree? Those are fair points, but I have a solution. What if instead of limiting yourself to one major, colleges let you design your own custom homework plan? You could pick classes from all different subjects, but only up to a certain credit limit so you don't overload. That way you can become a multi-talented expert in exactly what YOU want to do in life, not what someone else thinks you should study.It would be like having your dream job... before you even have a job! You could spend four years leveling up all the skills you'll need to become unstoppable in your perfect career. No wasted time on random unimportant classes you'll never actually use. Plus, you'd get to explore lots of interests while finding hidden talents you never knew you had. Who wouldn't want that?The bottom line is, the world is way too fascinating and full of amazing possibilities to limit yourself to just one subject. Why train to become a tiny cog in one machine when you could be a dynamic wildcard chaos agent who reinvents the whole game? Yeah, I might only be a 10-year-old kid, but I know that keeping an open mind and getting a diverse education is the smartest way to go. Don't box yourself in, Period!So there you have it, grown-ups. When you're deciding where to go for college, pick a place that lets you design your own path. Sample a smorgasbord of subjects and discover your true calling. Or better yet, create a brand new calling that blends all your interests together! Just don't get stuck on one subject for the rest of your life. The future is going to be amazing and you'll need a creative, open mindset to thrive in it. Who's with me?篇2I Can Be Whatever I Want to Be When I Grow Up!All the grown-ups in my life are always asking me "What do you want to be when you grow up?" I never know how to answer that. Every time I say something like "An astronaut!" or "A famous singer!" they just laugh and say "Aw, that's cute" like I'm joking or something. Well, I'm not joking! When I grow up, I could be an astronaut, or a singer, or a doctor, or a scientist, or anything I want to be. Why shouldn't I be able to change my mind about my future job like a million times before I'm done being a kid? Adults are so silly acting like we have to pick one career path when we're still just little kids.The way I see it, going to university or college and getting a degree shouldn't mean you have to stick to just one subject for the rest of your life. What if you spend four years studying one thing, but then realize later on that you're actually way more interested in something totally different? To me, that seems like a big waste of time and money. If I go to university someday, I want to be able to sample all kinds of different areas of study and figure out what I'm truly passionate about over time.My parents are always lecturing me about the importance of picking a "practical" university major that will allow me to get a good job after graduation. But who decides what's practicalanyway? Just because a career doesn't make you a bazillionaire, that doesn't mean it's not important or worthwhile. To me, the most practical thing is to study whatever makes you happy and lets you wake up feeling excited about your work each day. If being a teacher, artist, social worker or anything else makes you feel that way, then isn't that a totally practical path? Why put yourself through years of classes you hate just to get a job you might end up being miserable doing? That doesn't sound very smart to me.I think way too many grown-ups get stuck in this mindset that the only good jobs out there are things like being a doctor, lawyer, engineer or business person. Sure, those can be great careers, but they're definitely not the only options for living a happy, successful life. Plenty of people without those specific degrees end up just fine and find ways to make good money doing whatever it is they're passionate about, even if it's not a conventional career path. Just look at all the famous entrepreneurs, writers, musicians, athletes, chefs and other cool jobs out there that don't require a specific university major. Seems to me like limiting your studies can actually close you off from finding your true calling sometimes.When it comes to university, grown-ups are always saying "you need to figure out what you want to do with your life." But I have a crazy idea...what if we didn't have to have that all figured out by the time we're 18 years old? What if instead of picking one subject to concentrate on, universities let you spend your first couple of years just sampling all kinds of different fields and trying to discover your interests? That way, you could put off "deciding your future" until you've actually had more experience and time to think it through as a young adult. No more picking a major you might regret or having to do an entire degree over again because you changed your mind along the way. Just pure freedom to study whatever sparks your curiosity and makes you excited to learn!Maybe that sounds a little too idealistic or unrealistic, but I really think universities could definitely be more flexible and diverse with the kinds of programs they offer. Why should you have to pick just one subject like English, Engineering, Biology or whatever and have that be your entire identity for four years or more? In my mind, the best kind of education would be one where you can craft your own path based on your personal goals and passions. A little bit of this, a little bit of that, and by the time you're done you'll have a totally unique and multi-talented background under your belt.I'm still a kid with my whole future ahead of me, but I already know I don't want to be fenced into one strict career path from day one. Keeping an open mind and gaining varied experiences seems way more valuable to me than overspecializing from the get-go. Who knows what I'll end up doing for work someday - I could be an artist one year, then go back to school to study science, then become an entrepreneur, then teach for a while, then travel and try something new again. As long as I'm pursuing what inspires me and finding ways to impact the world in a positive way, I'll consider my life a success no matter how "all over the place" my studies and jobs end up being.The main point is, I don't want to have unrealistic limitations placed on my potential just because some grown-ups think I should pick one subject to devote my entire life to by the time I'm a teenager. Maybe some kids will know their dream job from day one, but for those of us who want to explore our many interests and passions over time, there need to be more open and customizable options at the university level. So please, university people, don't force us to pick just one strict path! Give us the freedom to study all kinds of awesome things, because who knows what we might end up being when we finally grow up? Scientists one day, bakers the next, with a side of pro video gaming for good measure - the possibilities are endless whenyou remove those restricting boundaries. Just let us kids be kids for as long as possible while keeping our futures wide open!篇3Here's an essay on "Going to University Should Not Be Limited to Specific Majors" written in the tone of an elementary school student, approximately 2000 words long:College Shouldn't Just Be About One ThingHi there! My name is Timmy, and I'm 10 years old. I love learning about all kinds of different things, and that's why I think going to university shouldn't just be about studying one specific major or subject. Let me tell you why!When I grow up, I want to be a scientist who also knows a lot about art and music. I don't want to just focus on one thing because the world is so big and amazing, and there's so much cool stuff to learn about! Imagine if I only studied science – I'd miss out on learning how to paint beautiful pictures, play instruments, and understand different cultures through their art and music.My friend Sarah wants to be a doctor, but she also really likes learning about history and different languages. If she only studied medicine in university, she wouldn't get to learn aboutall the interesting things that happened in the past or how to speak French or Spanish. That would be such a bummer!Another one of my buddies, Jake, is really into building things and figuring out how machines work. But you know what else he loves? Writing stories and poems! If Jake just studied engineering in university, he might not get a chance to take creative writing classes and learn how to be an amazing author too.See, the thing is, we're all interested in so many different subjects and activities. It's hard to just pick one thing to focus on forever. That's why I think universities should let students take classes in all kinds of different majors and fields, not just one specific area.Imagine how much fun it would be to go to university and get to learn about science one day, then art the next day, then history, then music, then creative writing, and so on! You'd get to explore all your interests and become a well-rounded person who knows a little bit about everything.Plus, learning about different subjects can actually help you be better at your main area of study. For example, if you're studying business, taking an art class could help you come up with creative ideas for new products or marketing campaigns. Orif you're studying psychology, learning a foreign language could help you understand and communicate with people from different cultures better.I know some people might say, "But Timmy, if you study too many different things, you'll never become an expert in any one field." And you know what? That's totally okay with me! I don't necessarily want to be the world's top expert on just one subject. I'd rather be someone who knows a little bit about a lot of different subjects and can make connections between them.Besides, even if you do want to become an expert in one specific field, studying other subjects can still be really helpful. Let's say you want to be a world-famous scientist. Learning about art and music could help you think more creatively and come up with unique solutions to scientific problems. Or if you want to be a famous artist, studying science could help you understand things like light, color, and materials in a whole new way.So you see, there are so many reasons why going to university shouldn't just be about one specific major or subject. It should be about exploring all your interests, learning about different fields, and becoming a well-rounded person who can make connections between different areas of knowledge.Imagine how boring it would be if everyone in the world only knew about one thing! We'd have scientists who know nothing about art, artists who know nothing about history, and so on. That just sounds like a really dull world to me.Nope, I want to live in a world where people are curious about all kinds of different subjects and can appreciate the connections between them. A world where scientists can also be artists, doctors can also be historians, and engineers can also be poets. A world where we're all constantly learning, exploring, and growing in all kinds of different directions.That's why, when I grow up and go to university, I'm going to take classes in science, art, music, history, creative writing, and anything else that catches my interest. And if the university tries to make me just focus on one specific major, I'll politely tell them, "No thank you! I want to learn about everything, not just one thing."Because at the end of the day, the world is just too amazing and wonderful to limit yourself to only one small part of it. So let's all be curious, open-minded, and eager to learn about as many different subjects as possible. Who's with me?篇4Going to College Should Be About Exploring, Not Picking One Thing ForeverHey there! My name is Billy and I'm in 5th grade. I've been thinking a lot about college lately because my big sister is getting ready to go next year. She has to pick her "major" which is the special subject she'll focus on in her classes. Frankly, I think having to choose just one thing to study for four whole years sounds really boring!Don't get me wrong, learning is super important and I'm excited to go to college myself one day. But I have way too many interests to narrow it down to just one topic right now. I love science, but I also really enjoy art class. Math is pretty neat too, especially geometry with all the shapes and stuff. And reading stories from different cultures around the world is fascinating. How could I possibly pick just one of those areas?I think grown-ups forget what it's like to be a kid with a million questions about everything. The world is so vast and amazing, which is why I want to explore as much of it as possible. Choosing one career path at 18 years old and sticking to it for the rest of my life doesn't make much sense to me. Most kids my age haven't even figured out what they want to do after nap time, let alone pick their entire future!That's why I think college should be more about discovering new subjects and following your curiosities rather than narrowing your focus right away. Maybe by the time you're a junior or senior you could start concentrating on one main interest area. But those first couple of years ought to be for sampling buffet-style from the giant intellectual feast colleges have to offer.Just think about how many doors could open if you learned a mix of different things. You could become an artist who understands science and can depict nature with amazing detail in your paintings. Or a writer who also knows business principles to manage your career and promote your books. Or a computer programmer with an understanding of design to create amazing app layouts. See what I mean? The possibilities are endless when you don't limit yourself.My parents always tell me I can be whatever I want when I grow up, as long as I work hard and try my best. But how can I possibly decide on just one dream career this early? There are so many fascinating jobs I could pursue if I keep an open mind in college.For example, I think becoming a paleontologist would be totally awesome. Imagine getting to dig up dinosaur bones andreconstruct ancient creatures from millions of years ago! But I'm also really intrigued by the idea of studying black holes and working for NASA. Or using chemistry to develop new medicines that could cure diseases and save lives. Or what about writing fiction novels or animated movies to transport people to imaginative new worlds? Ugh, I can't pick just one! They all sound amazing in their own way.And that's exactly why I don't want to have to specialize too soon. What if I pick the wrong major and end up being bored or unhappy later on? Or miss out on discovering some other passion I might have? That would be the worst! No thanks, I'll take the all-you-can-learn buffet approach please.Now, I understand that eventually I'll need to gain concentrated expertise in one main area if I want a specific career. But that doesn't have to happen right out of the gate. College should be a time for taking fascinating classes across multiple disciplines, following my interests wherever they lead. Maybe I'll discover a field that combines several of my loves, like using chemistry and art to restore ancient paintings or something. Or maybe I'll forge my own unique path that nobody's ever thought of before. There's no way to know until I start exploring!The way I see it, being young is about keeping an open mind and nurturing all of your budding curiosities and talents. Why cut off all those blossoming possibilities before they even have a chance to grow? That would be like a tree having to pick just one branch to develop at the very beginning instead of letting it spread majestically in every direction. No way, I want my mind to branch out in amazing ways, not get pruned down to a stick!So that's why I really hope colleges don't make us pick one major right away. We should at least get a couple years to roam around academically and go on insatiable learning adventures across all kinds of subjects. Then we can slowly start narrowing based on our individual passions, strengths, and the ways our evolving interests combine in unique ways. But strictly specializing from day one seems like pulling the emergency brake way too soon on our intellectual journeys.Maybe grown-ups think making us focus will help give direction and discipline. But kids are naturally curious and will work hard pursuing the things that captivate our boundless imaginations. As long as we're given a smorgasbord of options to explore initially, we'll have no problem eventually finding the ideas that light our inner flames and give us clear purpose.You've just gotta be patient with us while we go on glorious learning quests across the vast unknown!The great thing about kids is that we dream as big as can be. We don't artificially limit the scope of our aspirations and inklings right out of the gate. So I really hope colleges embrace that youthful enthusiasm and allow us to cast as wide a net as possible early on. We may be younger, but we already know the value of keeping an open mind and seeing how our evolving blend of interests and talents can combine in novel ways. Just let us learn uninhibited for a while - who knows what creative paths and possibilities might emerge?Anyway, those are just my thoughts as a 10-year-old kid. What do I know, right? I just call it like I see it, and picking one ultra-narrow lane this early doesn't seem like the wisest move for blossoming young minds. So hey colleges, don't make us specialize too soon! An open expedition is way more appealing to us curious explorers.篇5Becoming a Uni-Genius!Hey there! My name is Jamie and I'm 10 years old. I go to Oakwood Elementary and I'm in 5th grade. My teacher, Ms.Roberts, asked us to write about what we want to be when we grow up and whether we think we'll need to go to university for that job. Well, I have a ton of ideas for cool jobs I could do, and I'm pretty sure I'll need to go to university no matter what!First off, I really, really love animals. I mean, I L-O-V-E them! My favorites are dogs, dolphins, and pandas. They're just the cutest, fluffiest, most adorable creatures ever. I could totally see myself becoming a marine biologist and swimming with dolphins all day. How awesome would that be?! Or maybe a veterinarian taking care of sick puppies. I'd get to cuddle them and make them feel all better. Squeeeee! A zoologist at a panda reserve would be the dream too. Just watching those lazy guys munch on bamboo? YES PLEASE!But you know what else I'm super into? OUTER SPACE! It's just so fascinating and mysterious. I want to be an astronaut and travel to the Moon, Mars, and beyond. Imagine how cool it would be to walk on the surface of another planet! I could take crazy cool pictures and be the first kid to dunk a basketball on the Moon. Boom, universe championship for Jamie! If I can't be an astronaut though, I'd be okay being an astronomer too. I'd get to look through those massive telescopes and study stars, black holes, and galaxies. The cosmos is endless and amazing.Ooh, or maybe I could be a special effects artist for movies! I love superhero and sci-fi flicks with crazy action scenes. Just think of how epic it would be to add in laser blasts, spaceships, and giant monsters with computer animation. I'd get to bring wildly imaginative ideas to life on the big screen. Pop the corn, folks - this movie's gonna be a thrill ride!No matter which path I decide on though, I know I'll have to go to university after high school. You can't become an expert on anything without hitting those books for several more years. If I want to work with animals, I'll need tons of biology, zoology, and chemistry classes. Marine biology? You bet I'll be studying oceanography too. An astronomer has to take a billion math, physics, and astronomy courses. And for all those creative jobs like special effects? They'll want me to take cinematography, animation, graphic design...you name it!The options are endless when it comes to awesome university majors to prepare for fun careers. That's why I don't think kids should limit themselves to just one subject area. We're too young to know exactly what we want to do forever! I'm probably going to change my mind a million times before I'm an adult. Keeping an open mind and taking a wide variety of classesmeans more possibilities later on. You never know what'll suddenly grab your interest and become Your Passion.Universities are like all-you-can-eat buffets, but with knowledge instead of food. You can try a little bit of everything and stack your brain-plate sky high. Yum yum, feed me science, languages, literature, bring it on! With so many appetizing academic dishes to sample, I'll be unstoppable. I'll become a uni-genius!So that's my two cents on going to university. Whether you dream of hanging with pandas or building robots on Mars, university is the way to go. It opens up a world of opportunities to explore tons of subjects. Who knows? I could end up doing something I haven't even heard of yet! Maybe I'll discover a new species of deep sea creature. Or pilot the first ship to Alpha Centauri. Or create a holographic monster that's SO lifelike, it'll make audiences cream their jeans. Whatever I end up doing, at least I know it'll be out-of-this-world awesome. Catch you on the flip side, dudes!。

大学英语教学指南CollegeE...

大学英语教学指南CollegeE...

College English Curriculum Requirements With a view to keeping up with the new developments of higher education in China, deepening teaching reform, improving teaching quality, and meeting the needs of the country and society for qualified personnel in the new era, College English Curriculum Requirements (Requirements hereafter) has been drawn up to provide colleges and universities with the guidelines for English instruction to non-English major students.Because institutions of higher learning differ from each other in terms of teaching resources, students’ level of English upon entering college, and the social demands they face, colleges and universities should formulate, in accordance with the Requirements and in the light of their specific circumstances, a scientific, systematic and individualized College English syllabus to guide their own College English teaching.I. Character and Objectives of College EnglishCollege English, an integral part of higher learning, is a required basic course for undergraduate students. Under the guidance of theories of foreign language teaching, College English has as its main components knowledge and practical skills of the English language, learning strategies and intercultural communication. It is a systematic whole, incorporating different teaching models and approaches.The objective of College English is to develop students’ ability to use English in a well-rounded way, especially in listening and speaking, so that in their future studies and careers as well as social interactions they will be able to communicate effectively, and at the same time enhance their ability to study independently and improve their general cultural awareness so as to meet the needs of China’s social development and international exchanges.Ⅱ.Teaching RequirementsAs China is a large country with conditions that vary from region to region and from college to college, the teaching of College English should follow the principle of providing different guidance for different groups of students and instructing them in accordance with their aptitude so as to meet the specific needs of individualized teaching.The requirements for undergraduate College English teaching are set at three levels, i.e., basic requirements, intermediate requirements, and advanced requirements. Non-English majors are required to attain to one of the three levels of requirements after studying and practicing English at school. The basic requirements are the minimum level that all non-English majors have to reach before graduation. Intermediate and advanced requirements are recommended for those colleges and universities which have more favorable conditions; they should select their levels according to the school’s status, types and education goals.Institutions of higher learning should set their own objectives in the light of their specific circumstances, strive to create favorable conditions, and enable those students who have a relatively higher English proficiency and stronger capacity for learning to meet the intermediate or advanced requirements.The three levels of requirements are set as follows:Basic Requirements:1. Listening:Students should be able to follow classroom instructions, everydayconversations, and lectures on general topics conducted in English. They should be able to understand English radio and TV programs spoken at a speed of about 130 to 150 words per minute (wpm)~ grasping the main ideas and key points. They are expected to be able to employ basic listening strategies to facilitate comprehension.2. Speaking: Students should be able to communicate in English in the course oflearning, to conduct discussions on a given theme, and to talk about everyday topics in English. They should be able to give, after some preparation, short talks on familiar topics with clear articulation and basically correct pronunciation and intonation. They are expected to be able to use basic conversational strategies in dialogue.3. Reading: Students should generally be able to read English texts on general topicsat a speed of 70 wpm. With longer yet less difficult texts, the reading speed should be 100 wpm. Students should be able to do skimming and scanning. With the help of dictionaries, they should be able to read textbooks in their areas of specialty, and newspaper and magazine articles on familiar topics, grasping the main ideas and understanding major facts and relevant details. They should be able to understand texts of practical styles commonly used in work and daily life. They are expected to be able to employ effective reading strategies while reading.4. Writing:Students should be able to complete writing tasks for generalpurposes, e.g., describing personal experiences, impressions, feelings, or some events, and to undertake practical writing. They should be able to write within 30 minutes a short composition of no less than 120 words on a general topic, or an outline. The composition should be basically complete in content, clear in main idea, appropriate in diction and coherent in discourse. Students are expected to be able to have a command of basic writing strategies.5. Translation: With the help of dictionaries, students should be able to translateessays on familiar topics from English into Chinese and vice versa. The speed of translation from English into Chinese should be about 300 English words per hour whereas the speed of translation from Chinese into English should be around 250 Chinese characters per hour. The translation should be basically accurate, free from serious mistakes in comprehension or expression.6. Recommended Vocabulary: Students should acquire a total of 4,795 wordsand 700 phrases (including those that are covered in high school English courses), among which 2,000 are active words. (See Appendix III: College English Vocabulary.) Students should not only be able to comprehend the active wordsbut be proficient in using them when expressing themselves in speaking or writing.Intermediate Requirements:1. Listening: Students should generally be able to follow talks and lectures inEnglish, to understand longer English radio and TV programs on familiar topics spoken at a speed of around 150 to 180 wpm, grasping the main ideas, key points and relevant details. They should be able to understand, by and large, courses in their areas of specialty taught in English.2. Speaking: Students should be able to hold conversations in fairly fluent English.They should, by and large, be able to express their personal opinions, feelings and views, to state facts and reasons, and to describe events with clear articulation and basically correct pronunciation and intonation.3. Reading: Students should generally be able to read essays on general topics inpopular newspapers and magazines published in English-speaking countries at a speed of 70 to 90 wpm. With longer texts for fast reading, the reading speed should be 120 wpm. Students should be able to skim or scan reading materials.When reading summary literature in their areas of specialty, students should be able to get a correct understanding of the main ideas, major facts and relevant details.4. Writing: Students should be able to express, by and large, personal views ongeneral topics, compose English abstracts for theses in their own specialization, and write short English papers on topics in their field. They should be able to describe charts and graphs, and to complete within 30 minutes a short composition of no less than 160 words. The composition should be complete in content, clear in idea, well-organized in presentation and coherent in discourse.5. Translation: With the help of dictionaries, students should be able to translateon a selective basis English literature in their field, and to translate texts on familiar topics in popular newspapers and magazines published in English speaking countries. The speed of translation from English into Chinese should be about 350 English words per hour, whereas the speed of translation from Chinese into English should be around 300 Chinese characters per hour. The translation should read smoothly, convey the original meaning and be, in the main, free from mistakes in understanding or expression. Students are expected to be able to use appropriate translation techniques.6. Recommended Vocabulary: Students should acquire a total of 6,395 words and1,200 phrases (including those that are covered in high school English courses and the Basic Requirements), among which 2,200 are active words (including the active words that have been covered in the Basic Requirements). (See Appendix III: College English Vocabulary.)Advanced Requirements:I. Listening: Students should, by and large, be able to understand radio and TVprograms produced in English-speaking countries and grasp the gist and key points. They should be able to follow talks by people from English-speakingcountries given at normal speed, and to understand courses in their areas of specialty and lectures in English.2. Speaking: Students should be able to conduct dialogues or discussions with acertain degree of fluency and accuracy on general or specialized topics, and to make concise summaries of extended texts or speeches in fairly difficult language.They should be able to deliver papers at academic conferences and participate in discussions.3. Reading: Students should be able to read rather difficult texts, and understandtheir main ideas and details. They should be able to read English articles in newspapers and magazines published abroad, and to read English literature related to their areas of specialty without much difficulty.4. Writing: Students should be able to write brief reports and papers in their areasof specialty, to express their opinions freely, and to write within 30 minutes expository or argumentative essays of no less than 200 words on a given topic.The text should be characterized by clear expression of ideas, rich content, neat structure, and good logic.5. Translation:With the help of dictionaries, students should be able to translate into Chinese fairly difficult English texts in literature related to their areas of specialty and in newspapers and magazines published in English-speaking countries; they should also be able to translate Chinese introductory texts on the conditions of China or Chinese culture into English. The speed of translation from English into Chinese should be about 400 English words per hour whereas the speed of translation from Chinese into English should be around 350 Chinese characters per hour. The translation should convey the idea with accuracy and smoothness and be basically free from misinterpretation, omission and mistakes in expression.6. Recommended Vocabulary: Students should acquire a total of 7,675 words and 1,870 phrases (including those that are covered in high school English courses, the Basic Requirements and Intermediate Requirements), among which 2,360 are active words (including the active words that have been covered in the Basic Requirements and Intermediate Requirements). (See Appendix III: College English Vocabulary.)The above-mentioned three requirements serve as reference standards for colleges and universities in preparing their own College English teaching documents. They could, in the light of their respective circumstances, make due adjustments to the specific requirements for listening, speaking, reading, writing and translation at the three levels. In doing so they should place more emphasis on the cultivation and training of listening and speaking abilities.III. Course DesignTaking into account the school’s circumstances, colleges and universities should follow the guidelines of the Requirements and the goals of their College English teaching in designing their College English course systems. A course system,which is a combination of required and elective courses in comprehensive English, language skills, English for practical uses, language and culture, and English of specialty, should ensure that students at different levels receive adequate training and make improvement in their ability to use English.In designing College English courses, requirements for cultivating competence in listening and speaking should be fully considered, and corresponding teaching hours and credits should be adequately allocated. Moreover, the extensive use of advanced information technology should be encouraged, computer- and Web-based courses should be developed, and students should be provided with favorable environment and facilities for language learning.College English is not only a language course that provides basic knowledge about English, but also a capacity enhancement course that helps students to broaden their horizons and learn about different cultures in the world. It not only serves as a tool, but also has humanistic values. When designing College English courses, therefore, it is necessary to take into full consideration the development of students’ cultural capacity and the teaching of knowledge about different cultures in the world.All the courses, whether computer-based or classroom-based, should be fully individual-oriented, taking into account students with different starting points, so that students who start from lower levels will be well taken care of while students whose English is better will find room for further development. College English course design should help students to have a solid foundation in the English language while developing their ability to use English, especially their ability to listen and speak in English. It should ensure that students make steady progress in English proficiency throughout their undergraduate studies, and it should encourage students’ individualized learning so as to meet the needs of their development in different specialties.IV. Teaching ModelIn view of the marked increase in student enrolments and the relatively limited resources, colleges and universities should remold the existing unitary teacher- centered pattern of language teaching by introducing computer- and classroom- based teaching models. The new model should be built on modern information technology, particularly network technology, so that English language teaching and learning will be, to a certain extent, free from the constraints of time or place and geared towards students’ individualized and autonomous learning. The new model should combine the principles of practicality, knowledge and interest, facilitate mobilizing the initiative of both teachers and students, and attach particular importance to the centra l position of students and the leading role of teachers in the teaching and learning process. This model should incorporate into it the strengths of the current model and give play to the advantages of traditional classroom teaching while fully employing modern information technology.Colleges and universities should explore and establish a Web-based listening and speaking teaching model that suits their own needs in line with their own conditions and students’ English proficiency, and deliver listenin g and speakingcourses via the intranet or campus network. The teaching of reading, writing and translation can be conducted either in the classroom or online. With regard to computer- and Web-based courses, face-to-face coaching should be provided in order to guarantee the effects of learning.The network-based teaching system developed in an attempt to implement the new teaching model should cover the complete process of teaching, learning, feedback and management, including such modules as students’learning and self-assessment, teachers’ lectures, and online coaching, as well as the monitoring and management of learning and coaching. It should be able to track down, record and check the progress of learning in addition to teaching and coaching, and attain to a high level of interactivity, multimedia use and operability. Colleges and universities should adopt good teaching software and encourage teachers to make effective use of Web multimedia and other teaching resources.One of the objectives of the reform of the teaching model is to promote the development of individualized study methods and the autonomous learning ability on the part of students. The new model should enable students to select materials and methods suited to their individual needs, Obtain guidance in learning strategies, and gradually improve their autonomous learning ability.Changes in the teaching model by no means call for changes in teaching methods and approaches only, but, more importantly, consist of changes in teac hing philosophy and practice, and in a shift from a teacher-centered pattern, in which knowledge of the language and skills are imparted by the teacher in class only, to a student-centered pattern, in which the ability to use the language and the ability to learn independently are cultivated in addition to language knowledge and skills, and also to lifelong education, geared towards cultivating students’ lifelong learning ability.For the implementation of the new model, refer to Appendix 1: Computer- and Classroom-Based College English Teaching Model.Ⅴ. EvaluationEvaluation is a key component in College English teaching. A comprehensive, objective, scientific and accurate evaluation system is of vital importance to the achievement of course goals. It not only helps teachers obtain feedback, improve the administration of teaching, and ensure teaching quality but also provides students with an effective means to adjust their learning strategies and methods, improve their learning efficiency and achieve the desired learning effects.The evaluation of students’ learning consists of formative assessment and summative assessmentFormative assessment refers to procedural and developmental assessment conducted in the teaching process, i.e., tracking the teaching process, providing feedback and promoting an all-round development of the students, in accordance with the teaching objectives and by means of various evaluative methods. It facilitates the effective monitoring of students’ autonomous lea rning, and is particularly important in implementing the computer- and classroom-based teaching model. It includesstudents’ self-assessment, peer assessment, and assessment conducted by teachers and school administrators. Formative assessment takes such forms as keeping a record of students’ in and outside of classroom activities and online self-learning data, keeping files on students’ study results, and conducting interviews and holding meetings. This allows students’ learning processes to be subjected t o observation, evaluation and supervision, thus contributing to the enhancement of their learning efficiency. (See the recommended Self’-Assessment/ Peer Assessment Forms for Students’ English Competence in Appendix Il.)Summative assessment is conducted at the end of a teaching phase. It mainly consists of final tests and proficiency tests, designed to evaluate students’ all-round ability to use English. These tests aim to assess not only students’ competence in reading, writing and translation, but also their competence in listening and speaking.To make a summative assessment of teaching, colleges and universities may administer tests of their own, run tests at the intercollegiate or regional level, or let students take the national test after meeting the different standards set by the Requirements. Whatever form the tests may take, the focus should be on the assessment of students’ ability to use English in communication, particularly their ability to listen and speak in English.Evaluation also includes that of the teachers, i.e., the assessment of their teaching processes and effects. This should not be merely based on students’ test scores, but take into account teachers’ attitudes, approaches, and methods; it should also consider the content and organization of their courses, and the effects’ of their teaching.Government education administrative offices at different levels and colleges and universities should regard the evaluation of College English teaching as an important part of the evaluation of the overall undergraduate education of the school.VI. Teaching AdministrationTeaching administration should cover the whole process of College English teaching. To ensure that the set teaching objectives can be achieved, efforts should be made to strengthen the guidance for and supervision of the teaching process. For this purpose, the following measures should be taken:1. A system for teaching and teaching administration documentation should be established. Documents of teaching include College English Curriculum of the colleges and universities concerned, as well as the documents stipulating the teaching objectives, course description, teaching arrangement, content of teaching, teaching progress, and methods of assessment for all the courses within the program. Documents of teaching administration include documents registering students’ status and their academic credits, regulations of assessment, students’ academic scores and records, analyses of exam papers, guidelines for teaching and records of teaching and research activities.2. The College English program should adapt itself to the overall credit system of the colleges and universities concerned and should account for 10% (around 16) of the total undergraduate credits. The credits students acquire via computer-based courses should be equally acknowledged once students pass the exams. It is suggested thatthese credits should account for no less than 30% of the total credits in College English learning.3. Faculty employment and management should be improved in order to guarantee a reasonable teacher-student ratio. In addition to classroom teaching, the hours spent on face-to-face coaching, instructions on network usage and on extracurricular activities should be counted in th e teachers’ teaching load.4. A system of faculty development should be established. The quality of teachers is the key to the improvement of the teaching quality, and to the development of the College English program. Colleges and universities should build a faculty team with a good structure of age, educational backgrounds and professional titles, lay emphasis on the training and development of College English teachers, encourage them to conduct teaching and research with a focus on the improvement of teaching quality, create conditions for them to carry out relevant activities in various forms, and promote effective cooperation among them, so that they can better adapt to the new teaching model. Meanwhile, opportunities should be created so that the teachers can enjoy sabbaticals and engage in advanced studies, thus ensuring sustainable improvement in their academic performance and methods of teaching.Appendix ⅠComputer- and Classroom-Based College English Teaching Model The new College English teaching model based on the computer and the classroom is designed to help Chinese students achieve the objectives set by the Requirements. The model places a premium on individualized teaching and independent learning and makes full use of the special function of computers in assisting learners with repeated language practice, especially with training in listening, and speaking abilities. While taking advantage of the teachers’ lectures and coaching, students can be assisted by computers in choosing the appropriate content and methods of learning according to their specific needs, proficiency and schedules under the guidance of teachers, so that their all-round ability to use English can be improved and the best effects of learning achieved.To implement the computer-based English learning, the teacher’s role of face-to-face coaching should be stressed. It could take the form of group work, focusing on checking students’ independent learning, and providing due guidance and assistance for students. In principle, at least one hour of coaching should be offered after every 16 to 20 hours of student learning.1.Structure of the ModelInstructions:Teaching activities such as practice in English listening, speaking, reading, writing and translation can be conducted via either the computer or classroom teaching. The solid arrow indicates the main form of a certain environment of teaching, while the dotted arrow the supplementary form of a certain environment of teaching. Specifically, listening ability is trained mainly in a computer- andWeb-based environment, supplemented by classroom teaching: writing and translation are trained mainly in the classroom, supplemented by a computer- and Web-based environment. Speaking and reading, on the other hand, are trained by both means. In the process of teaching, teachers serve as organizers of teaching activities, and teaching administration is implemented by the administrative office of teaching affaires, teachers, and teaching management software.Instructions:Freshmen take a computer-based placement test upon entering college to measure their respective starting levels, such as Grade 1, Grade 2 or Grade 3. After the teachers determine the grade and establish an account for all students based on their test results via the management system, students can start to study courses according to teachers’ arrangement. After learning continues for a certain period of time (set by the universities and colleges), students can take the Web-based unit test designed by the teachers. Then students automatically enter the next unit if they pass the test. If they fail, students then return to the current unit and repeat the whole learning process. When they are ready (after studying a few units), students should receive tutoring. After individualized tutoring, teachers can check the students’ online learning by means of either oral or written tests, and then decide whether the students can pass. If they pass, students can go on to the next stage; if they fail, the students should be required by teachers to go back to a certain unit and re-study it until they pass.Appendix ⅡSelf-Assessment/Peer Assessment Form for Students’ English Competence Instructions:1.The Self-Assessment/Peer Assessment Form for Students’ EnglishCompetencespecifies and lists various linguistic skills covered in the Basic Requirements, Intermediate Requirements and Advanced Requirements. It can help teachers better understand teaching requirements at different levels, thus adding direct relevance to teaching. In addition, teachers can either supplement or modify related skills acc ording to the school’s College English syllabus.2.Teachers can introduce to students the skills listed in theSelf-Assessment/PeerAssessment Form at the beginning of their teaching, in order to acquaint them with the teaching requirements.3. Teachers should require students to do self-assessment and peer assessmentat regular intervals, and in doing so, help them to know about their own mastery of linguistic skills and regulate their learning behaviors on a timely basis.4. Stud ents are expected to assess their own or their classmates’ Englishcompetence in the "Assessment" column on the right of the form, giving a tick (√) to what they are able to achieve. Then based on the results ofself-assessment or peer assessment, and with reference to the directions givenbelow, students can arrange for learning at the next stage.《大学英语教学指南》1 前言为了全面贯彻党的教育方针,进一步深化大学英语教学改革,提高教学质量,根据《国家中长期教育改革和发展规划纲要(2010-2020)》和教育部《关于全面提高高等教育质量的若干意见》等文件的精神,在总结大学英语课程建设和教学改革经验的基础上,特制订本指南。

一百个高分词组(来自《名校名师高考英语作文全攻略》)

一百个高分词组(来自《名校名师高考英语作文全攻略》)
A good first impression is,in essence, part of a successful self-introduction.
infavourof
支持
Many students will beinfavourofusing recycled textbooks if their quality is guaranteed.
but for
要不是
But foryour assistance, I wouldn’t have succeeded.
byall means
尽一切办法
Representing Chinese architectural art, the old buildings shouldby all meansbe treasured and preserved as the identity of our culture.
be dying for
渴望
City dwellers(都市居民)are dying fora solution to the conflict between the individual’s convenience and traffic jam.
beinvolved in
参与,涉及
Scientists widely believe that human activityis involved inglobal warming.
就……而言
In the case ofpiracy(盗版) , pursuit of profit is the leading cause.
inthe long run
从长远来看
An electric vehicle means a higher price at the time of purchase. However,in the long run, it iscost-efficient(划算的) .

高考英语作文之college majors

高考英语作文之college majors

Long periods of laboratory work or experimenting with all kinds of tubes and bottles have never attracted me… I have to admit that I really admire those who are willing to devote all their life to scientific research, which has benefited the human race a lot. But that’s not me. I have neither the talent nor the interest. I think it much easier for a student with a degree in management to find a job after graduation than one who majors in Chinese or maths. Besides, while a scientist can contribute a lot to the society, the society needs more people with pking, the kind of major you choose mainly depends on your interest. Meanwhile, some other factors should also be taken into consideration before you make a decision. In a word, interest is the best teacher. It’s also important to meet the needs of the society when choosing a major. Everyone has his own choice and we are all playing different roles in the society. As long as you have interest, no matter which major you choose, you will certainly make achievement. By and large, what major you choose is of great importance to your college life and your future career. So think twice before you make the final decision.

the_first_three_steps_in_essay_writing

the_first_three_steps_in_essay_writing

Activity: identify the topic and the main point 1. Celebrities are often poor role models because of the way they dress, talk, and behave. 2. SUVs are inferior to cars because they are harder to control, more expensive, and dangerous to the environment. 3. The twentieth century produced three inventions that dramatically changed the lives of all Americans. 4. Living in the city has certain advantages over living in the suburbs.
2. My mother was a harsh disciplinarian. When I did something wrong, no matter how small, she would inflict serious punishment. She had expectations that I was to live up to, and she never changed her attitude. When I did not behave as I should, I was dealt with severely. There were no exceptions as far as my mother was concerned.
2. Avoid statements that are too broad.

大学英语水平测试

大学英语水平测试

Beihang University College English Proficiency Test (BUCEPT)(SAMPLE)Part I Listening Comprehension (40 minutes; 40 points)In this part, there are 4 sections: 2 long conversations in Section A, 2 passages in Section B, 21.2.C) The third year. D) The fourth year.3. How many more credits does the woman need to graduate?A) One B) NineC) Ten D) Two4. Which of the following statements is true of the woman’s paying for college?A)She has worked very hard part time.B)She is currently repaying student loans.C)She borrows money from her parents.D)She has received an internship this summer.5. What does the woman say about her future job?A)She will work in her father’s business after she graduates.B)She hopes to find a job related to her major.C)She has landed some job interviews.D)She wants to continue her study in a graduate school.Conversation Two6.7.8.9.10.A) 560-288. B) 560-1-88.C) 560-1287. D) 560-1288.Section B Short Passages (10 points)Directions: In this section, you will hear 2 short passages. Each passage will be read only once.After each passage, there will be a one-and-a-half-minute pause. During the pause,you must read the four choices marked A), B), C) and D), and decide which is the bestanswer. Then mark the corresponding letter on the Answer Sheet with a single linethrough the center.Passage OneFour SeasonsQuestions 11 to 15 are based on the passage you have just heard.11. Which type of recording was this presentation taken from?A) A TV weather program on seasonal changes.B) An informal discussion between friends.C) An academic speech at school.D) A scientific report on weather.12. Which of the following statements is true of the winter season?A) The snow averages about 30 inches only in January.B) Winter temperatures hover below freezing for a 3-month period.C) Sledding, skiing and snowshoeing are popular outdoor activities during this season.D) There are snow storms for most of January.13. Which statement is NOT true about the spring?A)Spring usually begins at the end of March.B)Spring usually begins in early March.C)People can take some outdoors activities.D)Nighttime temperatures drop below 50 degrees.14. What can we learn about the climate of the city?A) It’ cool and rainy in autumn. B) It’s hot and humid in summer.C) It’s freezing and dry in winter. D) It’s warm and windy in spring.15. What do people there like to do in the fall?A) Go and see the fall colors. B) Clean their houses.C) Have a fall picnic. D) Drive to see leaves falling.Passage TwoNew York TravelQuestions 13 to 16 are based on the passage you have just heard.16. When will the plane take off?A) 6:00 AM. B) 7:30 AM.C) 9:00 AM. D) 3:00 PM.17. How will the group get to the hotel from the airport?A) By taxi. B) By subway.C) By bus. D) By car.18. About what time does the hotel restaurant open?A) 5:00 AM B) 6:00 AMC) 7:00 AM D) 8:00 AM19. What can the group do at Times Square?22. According to scientist Von Frisch, what message is NOT conveyed by the scout bee’s dance?A) The quantity of the food it had found.B) The smell of the food it had found.C) The direction to fly to the food site.D) The distance of the food site from the beehive.23. Why did the British scientists use a new type of radar?A) To explain how bees know which way to fly.B) To prove that V on Frisch’s theory was correct.C) To illustrate problems with the waggle dance.D) To confirm the accuracy of the round dance.24. According to the professor, what does the waggle dance tell forager bees?A) The distance of the food site from the hive.B) The exact location of the food site.C) How much food they will find at the site.D) The weather conditions at the food site.25. Which way should forager bees fly if a scout bee flies up the side of the beehive in a verticalC) To illustrate female roles in US history.D) To demonstrate his profound historical knowledge.29. W hat’s wrong with the “contribution approach”, according to the professor?A) It makes the plight of women seem overly dramatic.B) It ignores the most outstanding women.C) It overemphasize s men’s oppression of women.D) It neglects women’s social role in family life.30. Which of the following describes the “victim approach” to US history?A) It asks, “What have women done?”B) It asks, “How have men oppressed women?”C) It asks, “How have women helped men?”D) It asks, “What have men done?”Section D News (10 points)Directions: In this section, you will hear two news items. Each news item will be read separately for three times. When the news items are read for the first time, youshould listen carefully for their general ideas. When they are read for the secondtime, you are required to fill in the blanks numbered from 31 to 36, and from 39 to44 with the exact words you have just heard. For blanks numbered 37, 38 and 45you are required to fill in the missing information. For these blanks, you can eitheruse the exact words you have just heard or write down the main points in your ownwords. Finally, when the news items are read for the third time, you should checkwhat you have written. You should put your answers on Answer Sheet Two.News OneThis is the VOA Special English Development Report.This Saturday night at eight thirty, all the lights will be (31)_________ at the Tokyo Tower in Japan. The Brandenburg Gate in Berlin and the Eiffel Tower in Paris are also (32)_________off to go dark. So is the Empire State Building in New York and buildings in other cities around the world.The lights will stay off for one hour for an event called Earth Hour. The observance is organized by a (33)_____________ group, the World Wide Fund for Nature, also known as the World Wildlife Fund.For the fourth year, people are being (34)_________ to turn off their lights for one hour to call attention to the (35)________ of climate change. The group says climate change is one of the greatest (36)_________ facing wildlife and nature.(37)_____________________________________________________________. Organizers said more than two thousand businesses and two million people took part.Since then, Earth Hour has grown into an international event. People in more than four thousand cities in eighty-eight countries took part last year.(38)_______________________________________________________________________. This will be the first Earth Hour for countries including Kuwait, Qatar, Kosovo, Madagascar, Nepal, Cambodia and Panama.News TwoOn April twenty-second, some American children stayed out of school but they were not punished. They were with their parents. As Faith Lapidus tells us, it was Take Our Daughters and Sons to Work Day.FAITH LAPIDUS: The Ms. Foundation for Women started the (39)_________ seventeen years ago, in nineteen ninety-three. At first it was just called Take Our Daughters to Work.Gloria Steinem and other foundation leaders pointed to studies showing that self-(40)______ suffers as girls become teenagers. They can lose trust in their abilities and (41)____________, especially in areas like science, math and technology.So the Ms. Foundation planned a day for parents in New York City to show girls all the possibilities for them in the (42)__________ world. But there was so much interest, the organizers decided to make it (43)________.At first, girls mostly followed their mom or dad around at work to learn about their jobs. Later, employers and schools began to offer (44)_________ activities.(45)_______________________________________________________________________ ______________. So in two thousand three the day was renamed Take Our Daughters and Sons to Work.Part Ⅱ Reading Comprehension (50 minutes; 45 points)Section 1: True/False/Not Given and Multiple Choice Questions (30 points)Directions:There are two passages in this part. Each passage has ten questions or unfinished statements. The first five statements in each passage are True/False/Not givenstatements. You should mark “A)”, for True, “B)”, for False and “C)” for Not Given;the next five questions or unfinished statements are multiple choices. You shoulddecide the correct answer. Then mark the corresponding letter on Answer Sheet Onewith a single line through the center.Passage OneQuestions 46 to 55 are based on the following passage.Free and Easy? One Man's Experiment in Living without Money1 For most of us it seems that money makes the world go round.2 But not for Mark Boyle, who has turned his life into a radical experiment and pledged(发誓)to live without cash, credit cards, loans or any other form of finance.3 The British economics graduate was inspired by Gandhi's call to be the change you want to see in the world. After six years working as the manager of an organic food company in Bristol, UK, he decided to strike out in a bold new direction.4 "I was sitting around with a friend one night in 2007 discussing the world's problems, and we were trying to work out which one to dedicate our lives to helping solve," he told CNN.5 "Then it hit me, at the root of it all was money, which creates a kind of disconnection between us and our actions, whether that's through sweatshops, industrial agriculture, or war, and so I decided to see if it was possible to do without."6 Mark sold his houseboat and set about preparing himself for his new life. He posted an advert on Freecycle asking for a tent, a yurt (圆顶帐篷), a caravan (可供居住的拖车)or any other type of shelter and was immediately rewarded by his first taste of human kindness.7 Then a friend made him a cheap wood-burning stove from an old gas can to heat the caravan, and with a few other budget purchases, including solar panels (太阳能电池板) and a trailer (拖车) for his bike, he was ready to go.8 His food would be cooked on a rocket stove made from two old catering tins (餐盒), and he would wash in a solar shower, essentially a black plastic bag suspended from a tree, and warmed by the sun.9 His lavatory would be a hole in the ground screened by a wooden modesty structure to protect the sensibilities of any walkers using a nearby footpath.10 Then, with his pockets empty -- he didn't even carry keys as he decided not to lock his caravan and start trusting the world a bit more -- Mark was ready to go.11 Everything was about to change.12 Even breakfast on the first day would be different, with morning coffee no longer an option, and the ingredients for his breakfast beverage now gathered in the hedges (篱笆) around his caravan.13 "I drink nettle and cleaver tea (荨麻与猪殃殃泡成的茶) , sometimes with some fresh lemon verbena (防臭木) when I find it," he says.14 Although it hasn't always been easy, and there have been many challenges and sacrifices, 18 months later, Mark is still living this way. He told CNN he has really loved it and never been happier or fitter.15 Mark's remarkable journey is relayed in his new book, "The Moneyless Man", which along with detailing the practical challenges on the rocky road towards his new world, also explains the philosophy that drives him that human society is fairer, happier and more secure when relationships are not mediated (以…为媒介) by money.16 Any profits from the book will be invested in buying land to create a "Freeconomy community", where people can experiment living together without money.17 Public interest in his project has been divided. While a huge number of people are very supportive, there has been harsh criticism of him, particularly on Internet forums.18 "People tend to be either very positive about what I'm doing or very negative; I think it's about 70 percent/30 percent. But I try not to get too worked up about it; it’s early days and we live in a very money orientated world."19 Of course not everyone can, or is ready to, live like Mark -- a point he is happy to concede.But he does believe people can live more like him, and be happier as a result.20 "There's no one solution for everyone, and everyone has different needs," says Mark.21 "It's about reducing your consumption however that is appropriate for you, and there are lots of small ways people can do that which will benefit themselves and the environment, like car sharing."22 With this in mind, he put the money from the sale of his houseboat towards setting up , a social networking Web site that aims to help reconnect people in their local communities through the simple act of sharing.23 So far Mark's adventure without money has taught him a lot, and he has inspired many others along the way, but he remains philosophical about his success.24 "I just get up each morning and try and say if it happens, it happens," he says.25 "I'm just trying to take life as it comes and enjoy it along the way."(803 words)For questions 46-50, chooseA) (for YES) if the statement agrees with the information given in the passage;B) (for NO) if the statement contradicts the information given in the passage;C) (for NOT GIVEN) if the information is not given in the passage.46. Economics graduate Mark Boyle has lived for over 3 years without money.47. To encourage others to shun (避开,躲避) money bounds, Mark has set up a freeconomycommunity.48. Mark says he feels freer, fitter and happier than ever before.49. Mark has more critics than supporters of his project.50. Mark believes everyone can live like himself--- live without money.For questions 51-55, choose the one that best completes the sentence or answers the question.51. Which of the following best illustrates “a kind of disconnection between us and our actions” (Para. 5)?A) Art for art’s sakeB) Farming for one’s livingC) Work for money’s sakeD) War for freedom52. From Mark’s design of lavatory, we can infer that any choice of lifestyle __________.A) should be protected from other people’s observationB) should show due respect for other people’s way of lifeC) should solely be the business of the individual involvedD) should protect other people’s sensibilities53. The word “it” in Paragraph 18 refers to_________.A) public’s interest in his projectB) public’s criticism of himC) public’s support to himD) public’s ex treme attitude toward his project54. The author mentions “car sharing” in Paragraph 21 as an example of _________.A) environmental protectionB) the eco benefits of living without moneyC) saving moneyD) reducing consumption55. The tone of the passage can best be described as _________.A) admiringB) criticalC) ironicD) partialPassage TwoQuestions 56 to 65 are based on the following passage.1 Hemingway was working on A Farewell (永别,再见) to Arms, and they were traveling a great deal--fishing on the rented Anita and then on Hemingway's beloved boat the Pilar from Havana, Bimini, and Key West; sporting vacations in Montana and Wyoming; family visits to Oak Park and Pauline's family home in Piggott, Arkansas. It was also a family time. In June 1928 their son Patrick was born in Kansas City. After a visit to Oak Park, Hemingway worried about his father's health. Clarence was very depressed, and just before Christmas, he shot himself. A hurting Hemingway finished A Farewell to Arms, and it was successful. Again he had turned his experiences into powerful fiction. "If people bring so much courage to this world the world has to kill them to break them, so of course it kills them," Lt. Frederic Henry reflects. "This is one of the most beautiful pages in all English literature," F. Scott Fitzgerald wrote of this page of the manuscript (手稿,草稿). The writing, the friendships, and the family relationships continued.2 Hemingway's lean (清晰的,简洁的), disciplined style made the writing and the living seem simple. He focused on one point and wrote very clearly about that point. But if we put all the stories together, all the pieces, a very complex picture emerges. Neither the living nor the writing was easy. "There's no rule on how it is to write," Hemingway wrote his editor Charles Poore in 1953. "Sometimes it comes easily and perfectly. Sometimes it is like drilling rock and thenblasting (爆破) it out with charges (炸药)." Because A Farewell to Arms was being serialized in Scribner's Magazine, Hemingway had six months to struggle with the ending. He left forty-four pages of alternate (不同的) endings, a record even for the meticulous (细致的,挑剔的)Hemingway, who would write out or retype a page until he was satisfied with it. Fitzgerald sent Hemingway ten handwritten pages of comments on the draft of the novel, and Hemingway's response was "Kiss my ass."3 Pauline and Hemingway's second son, Gregory, was born in November 1931. The intimate side of Hemingway as son, husband, father, and successful big brother is revealed in his letters to his family. He was very much involved in their lives and concerned about their welfare, often more than they wished. He gave financial support and unsolicited (主动提供的)advice. He was sometimes heavy-handed, especially with his sisters and his sons, but he always cared.4 As with his friends, he formed strong feelings for or against the people his family were involved with. He would have four wives and divorce three times, but he felt he was right when he strongly objected to the man his sister Carol wished to marry. When she went ahead with the marriage, Hemingway broke with her for the rest of his life. (The marriage lasted.)5 In 1933 Pauline's wealthy Uncle Gus gave them a safari (旅行,狩猎旅行)to Africa. Hemingway was "totally captivated (征服)by the prospect and made endless preparations." The safari lasted only ten weeks but had a great impact on Hemingway. "Everything he saw seemed to have made an indelible (深刻的,不可磨灭的)impression on him," and he used his experiences as the basis for his nonfictional account of big game hunting, Green Hills of Africa, and some of his finest stories including "The Snows of Kilimanjaro" and "The Short Happy Life of Francis Macomber."6 "I want to run as a writer; not as a man who had been to the wars; nor a bar room fighter; nora shooter; nor a horseplayer; nor a drinker. I would like to be a straight writer and be judged as such," Hemingway wrote in 1950. Perhaps. But he enjoyed the celebrity, encouraged it, and recorded it. The experience, interests, and celebrity were the raw material for the writing, but more than that he internalized (内化)it all, and the celebrity, the actor, the active participant, and the writer were fused (融合)into one being without boundaries. He rewrote himself, reimagined himself, refabricated (再加工,再整合)himself for himself and for others, emphasizing all those other things that he did "run as" and did as enthusiastically as he did his writing.7 A lifelong sportsman, he saw his first bullfight in Madrid in 1923. According to the two friends he was with, Bob McAlmon and Bill Bird, "he was overwhelmed (被震撼)by the bullfight experience, so much so that for a time he could talk of nothing else." He began an exhaustive (详细的)study of bullfighting. He saved everything he could about bullfighting--newspapers, ticket stubs (票根), embroidered (镶边的)postcards picturing matadors (斗牛士), programs, posters (海报). His 1932 treatise (论文)on bullfighting, Death in the Afternoon, is still the most comprehensive study of the sport in the English language. Such an intensive study was typical of Hemingway. He had a "natural, sometimes almost competitive tendency to find out everything he could about any subject that interested him." He greatly admired professionals in whatever arena.8 The Spanish Civil War broke out in July 1936. Hemingway supported the Loyalist side and followed the war with great interest. In 1937 he went to Spain to cover the war as a correspondent (记者)for the North American Newspaper Alliance ("Hemingway Sees Dead Strewing (散步,散播)Battlefield," "A New Kind of War," "The Chauffeurs (司机)of Madrid," "A Brush with Death," "Hemingway Finds Madrid Calmly Fighting Own War"). He translated this experience into seven more short stories, the novel For Whom the Bell Tolls, and the play The Fifth Column.9 In Sloppy Joe's in December 1936, Hemingway met a lovely young novelist and journalist from St. Loui s—Martha Gellhorn (called Marty). As the friendship developed, Martha spent so much time at the Hemingway house that, as she wrote Pauline, "she nearly became a fixture (机器装置)there, 'like a kudu (非洲大羚羊)head.'" By the end of March, Martha had made it to Spain, too, and she and Hemingway both covered the war. The affair continued until their marriage November 5, 1940, the day after Pauline's divorce from Hemingway became final.10 After their marriage, with assignments for Martha from Collier's and for Hemingway from PM, Martha and Hemingway traveled to China to cover the war there. This time, Martha was the prime mover (发动者). "On this super horror journey," Martha recounted (叙述)in her 1978 travel memoir (回忆录), Travels with Myself and Another, "I wheedled (哄骗)an Unwilling Companion, hereinafter referred to as U.C., into going where he had no wish to go. . . . That was scandalous (罪恶的)selfishness on my part, never repeated." U.C. did not have a good time. "U.C. could not bear party chatter (喋喋不休), or discussions of politics or the arts, but never tired of true life stories, the more unlikely the better. He was able to sit with a bunch of men for most of a day or most of a night, or most of both day and night though perhaps with different men, wherever he happened to have started sitting, all of them fortified (加强的) by a continuous supply of drink, the while he roared with laughter at reminiscences (回忆) and anecdotes. It was a valid system for him. Aside from being his form of amusement, he learned about a place and people through the eyes and experiences of those who lived there."For questions 56-60, chooseA) (for YES) if the statement agrees with the information given in the passage;B) (for NO) if the statement contradicts the information given in the passage;C) (for NOT GIVEN) if the information is not given in the passage.56. One of the sons of Ernest Hemingway was born in June 1928 in Kansas City.57. Lt Frederick Henry is one of the close friends of Ernest Hemingway and a famous literaturecritic.58. In 1923, Ernest Hemingway saw bullfighting for the first time in a city of Spain.59. In 1932, Ernest Hemingway signed treaties of bullfighting.60. Ernest Hemingway went to Spain in the year of the breakout of the Spanish Civil War.For questions 61-65, choose the one that best completes the sentence or answers the question.61. The following are the themes described in the novel “A Farewell to Arms” EXCEPT ____.A)CourageB)FriendshipsC)family relationshipD)the beauty of literature62. Hemingway’s writing enjoys the characteristics of ____.A)SimpleB)ComplexC)Both simple and complexD)Neither simple and complex63. According to paragraph 2, Hemingway's response of "Kiss my ass " to ten handwritten pagesof comments on the draft of the novel by Fitzgerald indicate that ____.A)Ernest Hemingway agree with Fitzgerald’s comments but could not accept themB)Ernest Hemingway agree with Fitzgerald’s comments and would accept them in the endC)Ernest Hemingway completely disagree with Fitzgerald’s commentsD)Ernest Hemingway disagree with most of Fitzgerald’s comments and might accept part ofcomments64. According to the passage, which of the following is the correct chronological order ofHemingway’s work?I. For Whom the Bell TollsII. Green Hills of AfricaIII. Death in the AfternoonIV. A Farewell to ArmsA) IV, I, II, IIIB) IV, II, III, IC) IV, II, I, IIID) IV, III, I, II.65. According to paragraph 4, Ernest got the chance to travel in Africa in 1933 because ____.A) Hemingway was "totally captivated by the prospect and made endless preparations."B) a relative of his wife provided them financial supportC) he wanted to record his experiences as the basis for his nonfictional account of big gamehunting, Green Hills of AfricaD) Pauline’s wealthy uncle lived in AfricaSection 2: Headings (15 points)Directions: There are 10 paragraphs (paragraph1-10) in the following passage. Choose the most appropriate headings (main ideas) for these 10 paragraphs from the list ofheadings below (heading A)-N)). You should put your answers on Answer SheetTwo.Caution:There are more headings than paragraphs, so you will not use all of theheadings in the list.1 IN MOST parts of the world, climate change is a worrying subject. Not so in California. At a recent gathering of green luminaries(n. 发光体,权威者,著名的知识份子) —in a film star's house, naturally, for that is how seriousness is often established in Los Angeles—the dominant note was self-satisfaction at what the state has already achieved. And perhaps nobody is more smug than Arnold Schwarzenegger. Unlike Al Gore, a presidential candidate turned prophet (n. 预言者, 先知, 提倡者) of environmental doom, California's governor sounds cheerful when talking about climate change. As well he might: it has made his political career.2 Although California has long been an environmentally-conscious state, until recently greens were concerned above all with smog and redwood trees. “Coast of Dreams”, Kevin Starr's authoritative history of contemporary California, published in 2004, does not mention climate change. In that year, though, the newly-elected Mr Schwarzenegger made his first tentative call for western states to seek alternatives to fossil fuels. Gradually he noticed that his efforts to tackle climate change met with less resistance, and more acclaim, than just about all his other policies. These days it can seem as though he works on nothing else.3 Mr Schwarzenegger's transformation from screen warrior to eco-warrior was completed last year when he signed a bill imposing legally-enforceable limits on greenhouse-gas emissions—a first for America. The bill, which is just 13 pages long, obliges California to cut its emissions to 1990 levels by 2020. That alone is ambitious, considering that the state's population is expected to increase by 42% in the period. But Mr Schwarzenegger has set up two other targets. He wants the state to reduce greenhouse-gas emissions to 2000 levels by 2010, and to slash them to 80% below 1990 levels by 2050.4 Thanks mostly to its lack of coal and heavy industry, California is a relatively clean state. If it were a country it would be the world's eighth-biggest economy, but only its 16th-biggest polluter. Its big problem is transport—meaning, mostly, cars and trucks, which account for more than 40% of its greenhouse-gas emissions (see chart) compared with 32% in America as a whole. The state wants to ratchet (n. 棘轮(棘齿) vt 安装棘轮于(松脱)) down emissions limits on new vehicles, beginning in 2009. Mr Schwarzenegger has also ordered that, by 2020, vehicle fuel must produce 10% less carbon: in the production as well as the burning, so a simple switch to corn-based ethanol is probably out.5 Californians of the future will also be expected to use cleaner electricity. The state subsidises solar power, with the intention of creating a million power-generating roofs within ten years. It has, in effect, banned electricity companies from signing long-term contracts with coal-fired power stations, and plans to buy from cleaner sources. In 2002 Gray Davis, then the Democratic governor, signed a bill that committed the state to obtaining a fifth of its power from renewable sources, not including nuclear or large hydro-electric power stations, by 2017. Last year, in a typically cocky (a. 骄傲的, 自大的, 太过自信的) gesture, the deadline was brought forward to 2010.6 All of which is a welcome change from business as usual. California has not just inspired other states; it has created a vanguard (n. 前锋, 先锋, 先驱) that ought to be able to prod (n. 刺针,刺棒,签子v. 戳,刺,刺激) the federal government into stronger national standards than it would otherwise consider. But California is finding it easier to export its policies than to put them into practice at home.7 The state's first hurdle (n. 障碍[计算机] 障碍), which requires it to generate a fifth of its electricity from renewable sources in three years' time, now seems impossibly high. Last year it managed just 11%. Although the energy companies are eagerly signing up wind and sun farmers, there is simply not enough supply out there—at least, at the price the companies want to pay. Meanwhile, the plan to install solar roofs on houses has been stymied (n. 困难境地vt 使...处于。

是否应该允许大学生选修课程的意见英文作文

是否应该允许大学生选修课程的意见英文作文

是否应该允许大学生选修课程的意见英文作文全文共3篇示例,供读者参考篇1Should college students be allowed to take elective courses? This is a question that has been debated for many years. While some argue that elective courses provide students with the opportunity to pursue their interests and develop awell-rounded education, others believe that they can be a distraction from more important core courses. In my opinion, I believe that college students should be allowed to take elective courses as it can have many benefits for their personal and academic growth.Firstly, elective courses can provide students with the opportunity to explore new interests and passions. College is a time for students to discover who they are and what they are passionate about. By taking elective courses, students can explore different subjects outside of their major and potentially discover a new passion. This can lead to increased motivation and engagement in their studies, as well as a more well-rounded education.Furthermore, elective courses can help students develop valuable skills that they may not have the opportunity to learn in their core courses. For example, a student majoring in engineering may choose to take a photography course as an elective. This can help them develop creativity and artistic skills that can be beneficial in their future career. By allowing students to take elective courses, colleges are providing them with the opportunity to develop a diverse set of skills that can make them more competitive in the job market.Additionally, elective courses can help students build relationships and network with peers outside of their major. By taking elective courses, students have the opportunity to meet and collaborate with students from different disciplines. This can broaden their perspective and help them develop important communication and collaboration skills that are essential in the workplace.On the other hand, some may argue that elective courses can be a distraction from more important core courses. However, I believe that students should have the autonomy to choose their courses based on their interests and goals. By taking elective courses, students can tailor their education to meet theirindividual needs and interests, which can lead to increased motivation and success in their studies.In conclusion, I believe that college students should be allowed to take elective courses. Elective courses provide students with the opportunity to explore new interests, develop valuable skills, and build relationships with peers outside of their major. By allowing students to take elective courses, colleges can help them develop a well-rounded education that prepares them for success in the future.篇2Should College Students Be Allowed to Take Elective Courses?IntroductionElective courses refer to those courses that students can choose to take alongside their required core courses. Some colleges and universities have a strict curriculum that does not allow students to choose their own courses, while others give students the freedom to select elective courses based on their interests and career goals. In this essay, I will discuss the importance of allowing college students to take elective coursesand the benefits it can bring to their academic and personal development.Arguments in favor of allowing college students to take elective courses1. Personal interests: Allowing students to take elective courses gives them the flexibility to explore subjects they are interested in outside of their major. This can help them develop a well-rounded education and discover new interests and passions.2. Career development: Elective courses can also help students enhance their skills and knowledge in areas that are relevant to their future careers. For example, a business major may choose to take a marketing elective to gain a better understanding of the field.3. Critical thinking skills: Elective courses often involve more discussion and debate, which can help students develop critical thinking skills. This can be beneficial in their future careers and personal lives.4. Networking opportunities: Elective courses allow students to meet and interact with peers from different majors and backgrounds, expanding their social and professional networks.5. Personal growth: Taking elective courses can expose students to new perspectives and ideas, helping them grow as individuals and become more open-minded.ConclusionOverall, allowing college students to take elective courses can have numerous benefits for their academic and personal development. It is important for colleges and universities to give students the freedom to choose courses that align with their interests and career goals. By doing so, institutions can help students maximize their potential and prepare them for success in their future endeavors.篇3Title: Should College Students be Allowed to Take Elective Courses?In today's fast-paced and competitive academic environment, college students are always looking for ways to supplement their major coursework with elective courses. These optional classes allow students to explore new interests, develop new skills, and broaden their horizons beyond their chosen field of study. However, some may argue that taking elective courses can be a distraction from their primary focus. In this essay, wewill explore both the benefits and drawbacks of allowing college students to take elective courses.One of the main benefits of allowing college students to take elective courses is the opportunity for personal and academic growth. By exploring new subjects and disciplines, students can discover new interests and passions that may lead to future career opportunities. For example, a student majoring in business may discover a love for photography in an elective art class, leading them to pursue a career in the creative industry. Additionally, elective courses can help students develop important skills such as critical thinking, problem-solving, and communication, which are valuable in any career path.Furthermore, taking elective courses can help students become well-rounded individuals with a diverse range of knowledge and experiences. In today's interconnected world, having a broad understanding of different subjects and disciplines is essential for success. By taking elective courses in areas such as history, literature, or science, students can gain a deeper appreciation for the world around them and become more informed and engaged citizens. Additionally, exploring new subjects can help students break out of their comfort zonesand develop a more open-minded and culturally aware perspective.However, there are also drawbacks to allowing college students to take elective courses. One of the main concerns is that taking too many elective courses can distract students from their major coursework and prevent them from graduating on time. College is a time-consuming and challenging experience, with students juggling coursework, extracurricular activities, internships, and part-time jobs. Adding elective courses to the mix can create additional stress and make it harder for students to focus on their primary academic and career goals.Another concern is the cost of elective courses, as many students may not have the financial means to pay for additional classes outside of their major. College tuition and fees are already expensive, and adding elective courses to the mix can create a financial burden for students and their families. Additionally, some elective courses may not provide tangible academic or career benefits, leading students to question the value of investing time and money in these classes.In conclusion, the decision of whether or not to allow college students to take elective courses is a complex one with both benefits and drawbacks. While elective courses can providevaluable opportunities for personal and academic growth, they can also be a distraction from students' primary academic goals and create additional financial burdens. Ultimately, it is important for college students to weigh the pros and cons of taking elective courses and make informed decisions based on their individual academic, career, and financial circumstances. By carefully considering their options and priorities, students can ensure that they make the most of their college experience and set themselves up for success in the future.。

新技能英语-高级教程教案-unit1

新技能英语-高级教程教案-unit1

Supplementary materials1. Background informationE-Commerce: The beginnings of e-commerce can be traced back to the 1960s, when businesses started using Electronic Data Interchange (EDI) to share business documents with other companies. In 1979, the American National Standards Institute developed ASC X12 as a universal standard for businesses to share documents through electronic networks. After the number of individual users sharing electronic documents with each other grew in the 1980s, in the 1990s the rise of eBay and Amazon revolutionized the e-commerce industry. Consumers can now purchase endless amounts of items online, both from typical brick and mortar stores with e-commerce capabilities and one another.2. Word attack1) registration n. the act of entering on an official list. 注册e.g. Kindergarten registration begins today.2) major n. the main subject studied by a college or university student. 主修科目e.g. He chose history as his major and French as his minor majors.What was your major in college?3) fill in supply with information on a specific topic. 填写e.g. The participants were then asked to fill in evaluation forms giving their assessment of the workshop.4) admission noticee.g. With your college admission notice, you can buy train tickets at half-price.3. Useful expressionsAsk for and Offer Help1) What can I do for you?2) May I have your…please?3) I’m here for…4) Excuse me, but could you tell me the steps for registration?5) Is there anything I can do for you?6) Would you mind passing me a piece of paper to write my suggestion on?7) Will you lend me a hand?4. Extensive reading materialsCollege majors:1 /5. Useful clipsGuide for freshmenSupplementary materials1. Background informationCan I change my major?Yes. In fact, studies find that most students change majors at least once and many switch several times. So it might not be a good idea to pick a college only for its program in one major. Instead, consider colleges that offer a range of options thatinterest you. That way, changing majors won't necessarily require changing colleges, too.If I want to become a doctor or lawyer, do I have to major in premed or prelaw? It might surprise you to know that majoring in premed or prelaw is impossible at almost every college. Premed and prelaw, are not majors. They are special college programs that guide students through the process of preparing for and applying to professional schools, such as medical or law school.So, if you choose to participate in one of these programs, you'll still have to declare a major. Many premed students, for example, major in biology or chemistry. However, as long as you fulfill the admission requirements of the professional school, you can major in just about anything. In fact, professional schools often look for well-rounded students with diverse backgrounds.See the full list at2. Word attack 〔教师可补充词语的其他常用意思,辅以例句。

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Junyan KongLinguistic 3C; Section #4January 21, 2014Paper #1; “College”-Draft #1All College Majors Should be Treated EquallyWhen people talk about other people who are successful, an adequate number of them think of Steve Jobs at first. During his college study, he decided to study calligraphy, which may be difficult to get a job when he graduated. Ten years later, the inspiration he happened to obtain from his calligraphy classes became the key for the innovative typography which was the art or technique of arranging type in the entire computer field. Innovative typography covered areas such as typeface selection, line length, line spacing, kerning, tracking, and wider design features such as color and lighting. Steve Jobs designed gorgeous and remarkable calligraphy for the first computer in Macintosh and made it available for the Mac. And it was the first computer with beautiful typography. Afterwards, all other computers began to borrow his ideas. They used and designed other pretty typography in their computers. Hence it was perfectly reasonable that the seemingly negative choice that choosing a job which can be difficult to receive economics benefits turned out to be a positive decision in his life.However, nowadays, many students prefer majors that will prove lucrative when they graduate rather than other majors they are interested in. Practicality andmarketability become the most important considerations when choosing majors before studying in college. In my point of view, however, we should treat all kinds of majors equally. It is better for us to choose a major we are interested in. What is more, whether we will succeed or not depends on if we work hard or not actually.As far as I am concerned, we should treat every kind of major equally. My major is Electrical Engineering. But the main consideration for me to choose this major was not economics benefits in the future. I really did well in mathematics and physics when I was a high school student. In addition, I like engineering very much. Although many other majors may relate to a much better career, I prefer to study the major I am interested in during my college life. However, Tabarrok suggests that we need to pay more attention to majors related to economics, science or engineering, since with such popular degrees, students are more likely to enter the workforce with a decent wage and become able to contribute (250). Besides, with regular liberal arts degrees, graduates can hardly find jobs in their field. And in some way, liberal arts degrees have already made their investments of college experience less valuable. As Tabarrok (250) said, “Most important, graduates in that arts, psychology, and journalism are less likely to create the kinds of innovations that drive economic growth.” The STEM degrees not only gain advantages in career opportunities, but also develop great progress for society economically. Nonetheless, I believe that studies in liberal arts areas are invisible assets in our society, which are irreplaceable. As a result, we cannot just evaluate majors depending on the superficial economic returns. For example, at present, it is encouraged for everyone to protect and develop the worldcultural heritage. It is a record in history for younger generation to learn about. And it has vital significance for future life inspiration in various areas. In my point of view, although many studies like protecting the world cultural heritage do not have superficial economic returns, they are also very important and can benefit people a lot.Our society is just like a complex machine that requires countless kinds of gears to work together. We need artists and musicians also, not just engineers. For instance, Alice Wu, a film director, majored in computer science at Stanford University, but kept great passion for writing and making films. Wu pursued a career in computer science, but began writing a novel while working at Microsoft. Deciding the story would work better as a film, she signed up for a screenwriting class, in which she penned the feature script Saving Face. Encouraged by her screenwriting teacher, she left Microsoft in the late 1990s to try to turn the script into a film. Alice Wu's most noted work is the 2005 Saving Face. It was inspired by her own experiences coming out as a lesbian in the Chinese American community. And in 2001, the scriptfor Saving Face won the Coalition of Asian Pacific in Entertainment screenwriting award and she became a famous director. As far as I am concerned, majors do not necessarily decide one’s career and we should always keep options open, as life is full of variables.As a matter of fact, everyone needs a certain degree of education, but not everyone has to stick with a STEM education in order to be paid a huge salary in the future. Tabarrok (252) says, “Our obsessive focus on college schooling has blinded usto basic truths. College is a place, not a magic formula.” College is just a place for people to study knowledge and it is not a magic machine to make people be good at what they are weak in before. Not everyone is good at mathematics or engineering. Forcing themselves to choose majors which have no interests to them can be just a waste of time. It is a normal phenomenon that some students are suitable for science and some are not. Therefore, the STEM majors are not good choices for many people. Taking a lot of time to learn something hard can be counterproductive. And finally, it may make many students choose to dropout. As the author said, “The U.S. college dropout rate is about 40 percent, the highest college dropout rate in the industrialized world. That is a lot of wasted resources. Students with two years of college education may get something for those two years, but it is less than half of the wage gains from completing a four-year degree. No degree, few skills, and a lot of debt is not a ideal way to begin a career”(Tabarrok 251). Due to the high rate of dropouts, Tabarrok concludes that a college education is apparently not for everyone, but he does not further any research on why the rate of dropouts in America is so high. The main reason, in my opinion, is that many students and parents do not do their homework before picking a major. In another article, Singletary (252) says, “Nonetheless, the lack of career planning before a school is chosen, a major is selected, and debt is borrowed is shocking to me.” The lack of major planning before school selection is one of the most common reasons for dropouts. People are blindly eager for beneficial employment prospects, whereas neglect their interests on the majors and their abilities to learn the majors.In my perspective, if practicality and market ability were not factors after graduation, many people would certainly choose the majors which they liked and were clever at. However, it is no doubt that college study is substantial and challenging. It is very tough to pass a course if you do not pay enough efforts to your study, although you may be very good at your major. As a college student, I often feel quite competitive when I face a midterm, quiz or when homework is due, most of which seems to be endless. I believe that no one studying in college will feel easily when face with these situations. And at that time, some students will choose to dropout. In my point of view, most dropouts also have problems with themselves. In fact, the majority of dropouts will keep giving up when they get into a new suitable area. In other words, whether we will succeed or not in the future depends on if we work hard or not actually. No pains, no gains. No one can succeed easily without working hard.In conclusion, we should treat the liberal arts degree equally with science and also encourage it. Moreover, it will be helpful for us to choose a major which we are interested in. If so, we will not feel confused or have no direction when we graduate. But as Singletary (256) said, “I wouldn’t want to discourage people from pursuing a career they love, even if the pay isn’t very high. However, that choice should be made with understanding of which job opportunities might be available and weighing what you can expect to earn annually against the cost of taking on debt to finance your education.” Last but not least, whatever the major we choose, we should try our best before we give up and we may succeed if we can persist one more time.Work citedTabarrok, Alex. “Turning In to Dropping Out.”America Now. 10th ed. Boston/New York: Bedford/St. Martin’s, 2013. 249-252. Print.Singletary, Michelle. “Not All College Majors Are Created Equal.”America Now. 10th ed. Boston/New York: Bedford/St. Martin’s, 2013. 254-256. Print.。

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