Writing1.
Study the following passage carefully and write a conclusion of about 100 words. Make sure that the tone and vocabulary you use are in unity with the passage provided. My Experience in Exam
Talking of examinations, I feel that they are one of the important activities in school life. Since the first day I went to school, I have had to deal with them almost every day. All through my secondary school days, I have gone through all kinds of exams, tests, quizzes and so on. I have tasted the flavor of happiness, sadness and laughter.
Before every exam, there is always a certain time for me to suffer. The world before me seems to be sad and gloomy. I feel that all my books are disgusting. If it were not for my family, I would have thrown all the books away.
During examinations, I am always like a computer. I try hard to squeeze out every piece of information to answer my questions. A machine has no feelings, but I am nervous, my heart beats hard.
After the "sweaty battle", the world seems to be bright again. A disaster is over. I become lively again, and begin to discuss every problem with my classmates. We often blame the teachers for making trouble for us on purpose. But in fact, it is unfair to say so.
[解析] 浏览全文可知,这篇文章为记叙文,它包括三大部分:开头段、数个主体段和结论段。开头段为第一段,它由导入语和主题思想组成。考试是学校生活当中重要的组成部分之一(导入语)。在我的中学时代,我已经经历过了大大小小数不清的考试了,同时也尝尽了其中的欢乐与悲伤(导出主题思想句)。第二三段是按照时间发展顺序来叙述的。首先谈到了考试之前的学习状况:一切都是灰暗的,对书本很厌恶。其次,说到考试时的情况,自己感觉像台没有知觉的机器,非常的紧张。很显然,本题所考的是补充一个结尾段落。结尾句应该写成:After the "sweaty battle", the world seems to be bright again. 文章的展开方式是采用的时间先后顺序。在准确判断原文的写作方式和写作特点后,我们在补充缺省段落时,就可以采用类似的方法,这样才能保证整个主体段落的连贯与一致性。
2.
The following passage is incomplete with the concluding paragraph missing. Study the pas- sage carefully and write the missing paragraph of about 100 words. Make sure that the tone and vocabulary you use are in unity with the passage provided. Mt. St. Helens
Mt. St. Helens is a volcano in the state of Washington in the western United States. In May, 1980, it erupted with the force of a nuclear bomb. According to scientists, there had been no volcanic eruption to equal this one in the last 4,000 years. When Mt. St. Helens exploded, it released energy that was greater than the bomb that destroyed Hiroshima, Japan. The force was strong enough to send 100 million tons of dust into the atmosphere. A force that strong had tremendous effects on the area around the volcano.
The visible effects were awesome. Once there had been green meadows and thick forests; after the eruption, there was black volcanic rock and ash. From the air, thousands of acres of trees looked like scattered matchsticks. Where there had once been clear streams and lakes, there were only bubbling pools of mud. Once the mountain had stood tall, afterwards, most of its top and all of its north side were missing. The force of the eruption reduced the mountain from the fifth tallest in the state to the thirtieth tallest.
The economic effects on the area were staggering. The U. S. Forest Service estimated that $200 million worth of timber was destroyed. This was enough timber to build 200,000 homes. Businesses and homes simply disappeared under tons of rock, ash, and mud. The port of Portland, sixty miles to the south, was clogged with mud and ash. Cargo ships from all over the world suddenly sat helpless. Economists estimated the commercial and personal damages is the billions of dollars.
Finally, the effects on human life were tragic. Thirty-four bodies were recovered in the weeks following the eruption; twenty-seven more people simply disappeared. Some of the sixty-one were photographers and scientists who were there to record the stirring of the mountain. They thought that there would be a warning before the final eruption; there was none. Other victims were campers and workers who were deceived by the apparent calm of the mountain that bright, sunny spring morning. One—a crusty, old man who owned a little re- sort five miles from the mountain—had refused to leave. He said that he was part of the mountain and the mountain was part of him. His words turned out to be true; his body was never found.
All in all, it is impossible to calculate the total effects of the eruption. It will take thousands of years for the geographical damage to be erased. The economy of the area will perhaps never recover. Businesses have closed, never to reopen; the lakes and rivers, which had attracted visitors, are gone forever; the logging industry had no trees to cut. Hu- man life, of course, can never be replaced.
[解析] 浏览全文可知,这篇记叙文包括三大部分:开头段、数个主体段和结论段。开头段为第一段,介绍了Mt. St. Helens火山的起源及发展情况(导入语)。这样的火山给它周围的环境带来了很大的影响(主题思想句)。在第二~四段中讲述了火山对周围环境、人们生活的巨大影响。文章的展开方式是采用的列举法。在准确判断原文的写作方式和写作特点后,我们在补充缺省段落时,就可以采用类似的方法,这样保证整个主体段落的连贯与一致性就很容易了。
3.
Work out an outline for the narrative. The Most Important Day
The most important day I remember in all my life is the one on which my teacher, Anne Mansfield Sullivan, came to me. I am filled with wonder when I consider the immeasurable contrast between the two lives which it connects. It was the third of March, 1887, three months before I was seven years old.
On the afternoon of that eventful day, I stood on the porch, dumb, expectant. I guessed vaguely from my mother's signs and from the hurrying to and fro in the house that something unusual was about to happen, so I went to the door and waited on the steps. The afternoon sun penetrated the mass of honeysuckle that covered the porch and fell on my upturned face. My fingers lingered almost unconsciously on the familiar leaves and blossoms which had just come forth to greet the sweet southern spring.I did not know what the future held of marvel or surprise for me. Anger and bitterness had preyed upon me continually for weeks and a deep languor had succeeded this passionate struggle.
Have you ever been at sea in a dense fog, when it seemed as if a tangible white darkness shut you in, and the great ship, tense and anxious, groped her way toward the shore with plummet and sounding-line, and you waited with beating heart for something to happen? I was like that ship before my education began; only I was without compass or sounding-line, and had no way of knowing how near the harbor was. "Light! Give me light!" was the word-
I felt approaching footsteps. I stretched out my hand as I supposed to my mother. Some- one took it, and I was caught up and held close in the arms of her who had come to reveal all things to me, and, more than all things else, to love me.
The morning after my teacher came she led me into her room and gave me a doll. The lit- tie blind children at the Perkins Institution had sent it and Laura Bridgman had dressed it; but I did not know this until afterward. When I had played with it a little while, Miss Sullivan slowly spelled into my hand the word "d-o-l-l." I was at once interested in this finger play and tried to imitate it. When I finally succeeded in making the letters correctly I was flushed with childish pleasure and pride. Running downstairs to my mother I held up my hand and made the letters for doll. I did not know that I was spelling a word or even that word existed; I was simply making my fingers go in monkeylike imitation. In the days that followed I learned to spell in this uncomprehending way a great many words, among them pin, hat, cup and a few verbs like sit, stand and walk. But my teacher had been with me several weeks before I understood that everything had a name.
It would have been difficult to find a happier child than I was as I lay in my crib at the close of that eventful day and lived over the joys it had brought me, and for the first time longed for a new day to come.
Ⅰ.Introduction
Ⅱ.My thoughts before Miss Sullivan's coming
A.My guess about what would happen
B.My state of mind at that time
Ⅲ.Miss Sullivan's coming
Ⅳ.The teaching in the first day
A.Miss Sullivan's action
1.Giving me a doll
2.Spelling the word into my hand
B.My action
1.Imitating this fingerwork
2.Running to my mother to show her what I have learned
C.Learning in the following days
Ⅴ.The importance of the day
[解析] 对于这样的题型,我们在答题时,只要找出文章中相应的句子,对号入座即可。在这篇文章中的第一段是开头段,在这段中点明了主题(最重要的一天是我的老师Anne Mans-field Sullivan来的那一天)。
第二三四段:讲述了在老师来之前,我的感想以及对老师的猜测。
第五段:讲到了Sullivan第一天为我上课时的情景以及我的反应。如她的动作、给我的礼物、以及在我手心里拼写单词等。
最后一段:再次强调这是我重要的一天。
4.
The following passage is incomplete with the ending paragraph missing. Study the passage carefully and write the missing paragraph in about 100 words. Make sure that your tone and diction are in unity with the passage provided. Too Many Moves
My first semester of college was the worst I've been through. Everything started out smoothly enough. I had made plans during the summer to share an apartment with two of my close friends from high school. We had found a nice enough apartment about two miles from campus, but before we even moved in, problems started developing that kept me on the move the entire semester.
One of the two girls I was to share an apartment with was going to work instead of going to college. However, a week before we were to move in, she found out that she didn't get the job she had been counting on. She was forced to live at home and look for work, and two of us were stuck with higher monthly rent payments. We lasted for a month and then agreed that we couldn't make it by ourselves. Joan moved away and I started looking around.
I found another apartment and the rent wasn't bad. The room was small with one tiny bathroom for four people. The place was noisy, but it was the best I could afford for the time. However, one day when I returned from school, I saw smoke coming from the back of the house. The cottage had caught fire, and the fire department was putting out the last flames. My room was a charred mess; there was no way that anyone could live there for a long time. I was once more out of a place to stay, and there was still over a month of school left.
After looking around all weekend for lodging, I finally gave up and moved home. I had to drive forty miles to school every day, so I almost spent as much on gas as I would have on lodging. I had to drive to school, go to classes, and come home and sit in an empty house for a few hours. I was very bored; I'd also lost the will to study. It had been such a bad semester moving all over the place that my heart wasn't in school anymore. So the semester just played itself out.
I finished the semester with low grades and I'd had a lousy time. It was a wasted semester. I did learn a few things, though. First, when I plan on rooming with a noncollege person, I am taking the risk that he or she will not be around for an entire semester. Next, if you want to be bored to death, live at home. I've now decided that the best place for me is the dormitories. and that's where I'm living next semester. That way I'll have the library to study in, and plenty of people around for social life. Besides, nothing would be worse than living in three different places in one semester.
[解析] 这是一篇记叙文。文章是以列举的写作方式,按照时间发展的先后顺序展开的。基于记叙文写作的六要素:时间,地点,人物,起因,经过和结果,文章的最后应该是事件发展的结果。首先分析一下前边几段的内容和相互间的联系。
第一段:介绍的是事件发生的时间、地点以及事件的主人公——我,主要讲到我大学的第一个学期是我有史以来最差的。开始的时候一切顺利。我决定在夏天和两个高中时很要好的同学一起在学校外租房住。我们找到了一个足够漂亮的公寓,离学校两英里远。但问题就从这个时候开始了。
第二段:讲的是事件的开端,即:决定和我合租公寓的两个女孩中的一个要放弃上大学,One of the two girls I was to share an apartment with was going to work instead of going to college.而去工作。然而就在我们就要搬进去之前的一个星期,那个女孩发现她不能找到她期待的工作,She found out that she did not get the job she had been counting on。她只能住在家里,而我们两个则陷入了承担每月高额的房租的泥潭中。我们维持了一个月,但最终我们不能支撑下去了,所以Joan搬了出去,我又开始寻找房子。
1)share with分享
2)count on期望
3)be stuck with被困住
第三段:写的是事件的发展,即:我又找到了另一所公寓,租金还好。房间带一个四人共用的浴室。这地方很吵,但这是我那时能支付得起的最好的地方。然而有一天,当我从学校回来,发现有烟从屋子后面冒出来。等火被扑灭的时候,我的房间已经化为灰烬,My room was a charred mess.。不可能再在那儿住了,我只好再次搬家。
be a charred mess化为灰烬
第四段:是事件的进一步发展——高潮,即:在利用全部的周末找住宿的地方后,我最终放弃了,于是搬回了家。我不得不每天开40多英里的车去学校,所以在油费上花的钱足可以租房了。每天,我开车去学校,到教室上课,回家,然后在家坐在一个空荡荡的屋子里几个小时。我烦透了,甚至失去了学习的兴趣。这个学期就一直在搬家,我的精神根本就没有集中在学习上,所以这学期就这样过去了。
通过前四段作者的经历,我们最后需要补充的一段内容就比较容易确定。从记叙文的结构看,这里应该是事件发展的结果;从文章的内容看,这里应当是屡次搬家给作者带来的影响和教训。写作是一定要与My first semester of college was the worst I've been through相呼应。
下面来看一下句子的组织:
1)我以很低的成绩结束了这个学期的生活。
I finished the semester with low grades.
2)然而,我学到了一些东西。
I did learn a few things, though.
其他说法:
However, I learned a lot from it.
3)take the risk of冒险……
当你打算和一个不上大学的人合租房子时,你就冒着一定的风险,他很可能一个学期都不在。
When you plan on rooming with a noncollege person, you are taking the risk that he or she will not be around for an entire semester.
其他说法:
When you are going to share a room with a person who is not in college, you are running risk that he or she may not appear for the whole semester.
4)be bored to death无聊致死
如果你想无聊致死,就待在家里。
If you want to be bored to death, live at home.
5)这样,我就又可以在图书馆学习,并且参加集体生活。
That way I will have the library to study in and plenty of people around for social life.
其他说法:
In that way, I can study in the library and have the chance to take part in the social life.
5.
Supply the missing paragraph The following passage is incomplete with the concluding paragraph missing. Study the pas- sage carefully and write the missing paragraph of about 100 words. Make sure that the tone and vocabulary you use are in unity with the passage provided. What Dangers Should Young People Guard Against When They Leave School? Education may have succeeded in equipping youths with skills and the relevant knowledge for the working world but not necessarily in all aspects concerned. Young people who have graduates from their schools are often filled with mixed feelings towards the future. How should they handle responsibilities, relationship problems, and fearful and uncertain moments along the way?
One of the dangers young people should guard against is in the aspect of submitting to peer-pressure. This can be a very powerful force that makes one conform and adopt the standard and lifestyle of one's peers. In the desire to identify with their peers and be accepted by them some youths have succumbed of bad habits such as smoking and drinking.There are also those who gradually become grumblers, glue sniffers and drug addicts, all because of the influence of bad company.
Another wrong mentality is the measure of success in life. It is not always true that the possession of wealth brings joy and contentment in life. Many have neglected their health to gain wealth and subsequently use much of their wealth to regain health. Many have paid high prices for the present wealth attained; they have neglected friends and family and have lost opportunities to spend precious moments with people around them. Besides, many have lost the peace within them and are often discontented, wanting to have more and more of every- thing.
Thus, it is important for young people to prepare themselves before plunging headlong into the working world. They must develop good, practical and sound principles that can guide them in making decisions and in striking good counsel from individuals who have respectable and admirable approaches to life. of course, the assessment of these attributes stems from the kind of principles one has developed over the years. In my opinion, such evaluation, tedious as it may be, should never be overlooked for the usefulness of it will be proven so in the working world.
[解析] 这篇文章为说明文,它包括三大部分:开头段、数个主体段和结论段。开头段为第一段,教育使得更多的年轻人用知识和技能来武装自己(导入语)。然而刚刚从学校出来的毕业生们却面临着更多的彷徨、心理的落差。并提出了如何才能使年轻人们遭受更少的危险的主题(主题思想句)。在第二段中讲述了年轻人避免危险的一种方法就是要听从监护人的管理。在第三段中年轻人避免危险的另一个方法就是要避免出现错误的思想,认为成功的标准就是时下盛行的标准。很显然,本题所考的是补充一个结尾段落。结尾句应该写成:Thus, it is important for young people to prepare themselves before plunging headlong into the working world.文章的展开方式是采用的列举法。在准确判断原文的写作方式和写作特点后,我们在补充缺省段落时,就可以采用类似的方法。
6.
Read the following passage carefully and compose a "sentence outline" or "topic outline" for it. Mohandas Gandhi and Martin Luther King
Two twentieth-century leaders who have continued to influence non-violent social pro- tests movements internationally are Mohandas Gandhi and Martin Luther King, Jr. Of different races and cultures, born on opposite sides of the world in nations vastly different in wealth and technology, these two aggressive men in their later years shared the philosophy of non-violent, but direct, action and expended their lives in pursuit of peaceful solutions to social inequities. An examination of their lives, consequently, reveals both similarities and differences in their family backgrounds, ideology, and plans for social action.
Gandhi's and King's family backgrounds show similarities and differences. Gandhi was a Hindi of the Baniyu (Trading) Caste; His father, nevertheless, was chief minister of the small state of Kathiawad. Gandhi broke with the tradition of his family and went to England to study law at the age of 19, where he had his first contact with Western culture. While he read and studied the Bible with interest, he became more deeply convinced of the logicality and profundity of the Hindi religion. King, a black American, was born into a family of Christian ministers. His father was the pastor of a church which his father-in-law had founded many years before. Unlike Gandhi, King decided to follow the footsteps of his father and grandfather and study for the ministry. It was only after studying the philosophic works of Plato, Aristotle, Hobbes, Marx, Neitzche, and finally Gandhi that he began to formulate his own philosophy, which was similar in many respects to Gandhi's. The early environment, family tradition, and ed ucation of both Gandhi and King, at some points similar but at most points different, shaped their characters and formed their expectations for their societies and their people.
Both Gandhi and King believed that their aims could be achieved through non-violent means. They held a common ideology of non-violence. This common ideology of non-violence was not to be understood as a failure to act. It should be understood as direct resistance which is grounded in love force or agraha. Gandhi said men must resist the evil that men do by refusing to obey a man-made law which contradicted a higher moral law. He often reminded the Indian people that blood would have to flow before they attained their ends, but he said the blood must be their blood, not the oppressor's. King cried out, "I hope no one has to die as a result of our struggle... but if anyone has to die, let it be me." King reminded black Americans that they must love their enemies even if it means suffering and death. Similarities in the ideologies of the two men are most apparent since Gandhi was one of the major influences in the development of King's philosophy.
An investigation of the plans for social action of Gandhi and King yields several points of agreement as well as numerous divergences. Gandhi's main concern was to establish India as an independence nation. He wanted to free the people to build and govern India for Indians and not for the use and development of an external power. On the other hand, King's conflict was internal. He sought to achieve justice and equality for blacks in accordance with the ideals of American democracy. Both men saw the necessity for some kind of economic program which would make the masses of the poor self-supporting. Gandhi tried to encourage the poor villagers in India to learn to hand-spin cloth as one means of achieving economic independence and cultural solidarity. In a like manner, King urged blacks to establish transportation and food services which would be supported by the black community. The economic and social programs, along with the supportive marches and demonstrations, were important social-action techniques e mployed by both Gandhi and King as they struggle to improve the quality of life for their oppressed peoples.
Both Gandhi and King were highly respected leaders, whose philosophies were articulated so clearly that they continue to influence contemporary thought and social movements. Their family backgrounds, their belief in the dignity and worth of the individual, and their support of the poor masses led them to lives of non-violent resistance and final martyrdom. But even a superficial examination of their lives reveals differences as well as similarities in their backgrounds and in the development of their influential ideologies.
1.Introduction
2.Their family backgrounds
A Gandhi's family backgrounds
B King's family backgrounds
3.Their common ideology of non-violence
4.Their plans for social action
A.Their divergences
(1)Gandhi's plans
(2)King's plans
B.Their similarities
5.Conclusion
[解析] 对于这样的题型相对来说比较容易,我们在答题时,只要找出文章中相应的句子,对号入座即可。下面我们具体来分析一下该题:
在这篇文章中的第一段:是开头段,导出Mohandas Gandhi和Martin Luther King是国际社会上提倡无暴力抗议的两位领导人(这是主题思想句)。
第二段:分别描述了两位领导人在家庭背景中相同点与不同点。
第三段:说到两人虽然家庭背景截然不同,但是主张无暴力抗议是两人共同认同并为之奋斗的。
第四段:分别讲述了他们继续为社会行为所进行的计划以及他们各自计划的相似之处。
第五段:为结论段,准确强调了两位领导人受到全世界人们的尊敬。
7.
Write a description of one of your classmates. Please focus on one or two of his/her features that strike you most.
Mr Sago
Mr. Sago is one of my classmates. He is a young man of medium height and built. He has curly black hair, a round face with a small chin, and a fair complexion. His most outstanding feature is his eyes. They are very dark and alive with long black lashes, and they seem to be smiling at you all the time.
Mr. Sago is a very intelligent student, but he does not always pay attention in class. Sometimes he writes letters in class, and sometimes he clicks his ballpoint pen or taps his pencil on the desk. But he soon settles down to work again, and he often comes first in class.
During the two years, I always have an eye on him and have observed that he not only study well, but can see things in their true color and conclude fair judgement as well. He gets along well with other students, and most of them like him very much.
[解析] 描写旨在用语言文字为人物、地点、物体、景物或事件勾勒出一幅幅画面。与记叙文不同的是,描写文不必遵循时间顺序,但逻辑顺序仍然是必不可少的。描写有时单独出现,但在更多情况下,描写是与记叙和说明交织使用的。事实上,这三种写作类型在写作实践中很难被完全区分开来。
对人物的刻画一般包括三个方面:对人物外貌的描写、对人物语言行动的描写和对人物心理活动的描写。在描写人物时应考虑以下问题:
1.这个人物具有哪些与众不同之处?
2.怎样通过人物的语言和行动,而不是用你自己抽象的叙述和描写来表现他或她的性格特征和思想感情?
3.这个人物是否具有能够给读者留下深刻印象的个性特征?