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量,高調(diào)的去弘揚(yáng)雷鋒精神,則能利用有限的時(shí)間影響到更多的人。正方二辯:我們講“學(xué)雷鋒”要高調(diào)弘揚(yáng),并不是空喊口號(hào)。我們既要以身作則地去做又要去弘揚(yáng)。高調(diào)是積極向上、樂(lè)觀的態(tài)度,通過(guò)高調(diào)弘揚(yáng)感染更多人。正方三辯:高調(diào)弘揚(yáng)既可以宣揚(yáng)雷鋒精神又可以引導(dǎo)更多的人一起做好事,能產(chǎn)生全面集中的效應(yīng),可以實(shí)現(xiàn)效率最大化。正方四辯:“感動(dòng)中國(guó)”、“青春領(lǐng)袖”,這些評(píng)選本身不也是在高調(diào)弘揚(yáng)一種雷鋒精神嗎?而通過(guò)這樣的評(píng)選,又有多少人在無(wú)形中受到感化呢?正方四辯:學(xué)習(xí)雷鋒應(yīng)高調(diào)弘揚(yáng),讓那些默默付出的平凡人的事跡廣為人知,集結(jié)社會(huì)各界愛(ài)心人士的力量,這才是更好地貫徹雷鋒精神。反方三辯:低調(diào)踐行才能感動(dòng)周圍的人,就像雷鋒一樣,它是基礎(chǔ)。而高調(diào)弘揚(yáng)只是低調(diào)踐行的副產(chǎn)品。天天喊口號(hào)并不能打動(dòng)人,而身邊的人做的小事卻能真正打動(dòng)我。反方四辯:為什么郭明義、吳菊萍的事跡那么打動(dòng)人,讓大家感同身受,就是因?yàn)樗麄冊(cè)诘驼{(diào)做事情。低調(diào)踐行更能做實(shí)事,為什么要追求形式上浮夸的東西呢?”反方二辯:在你幫助別人的時(shí)候,你幫助的那些人會(huì)受到你的影響,心存感激之心,一心向善,而你身邊的旁觀者也會(huì)受到你的感染,默默地做善事,這種方式難道不比喊口號(hào)更有意義嗎?反方三辯:當(dāng)你以一顆高調(diào)的心、一個(gè)炫耀的姿態(tài)去做好事時(shí),你還能全心全意地投入嗎?這是不是違背了雷鋒精神的本質(zhì)呢?與其高調(diào)弘揚(yáng)消耗時(shí)間和精力,不如用這些時(shí)間和精力默默地做更多好事,這樣意義更大。反方四辯:入選“感動(dòng)中國(guó)”的人物,恰恰都是低調(diào)踐行的人或事。其實(shí)真正感動(dòng)人心的都是低調(diào)踐行的人和事,天天喊口號(hào)能感動(dòng)得了中國(guó)嗎?感動(dòng)得了我們嗎?反方一辯總結(jié):低調(diào)是一種態(tài)度,而非刻意營(yíng)造的結(jié)果,低調(diào)踐行能讓身邊的每個(gè)人都感覺(jué)到溫暖,更能影響別人。個(gè)人才是學(xué)雷鋒的主體和基本單元。與其說(shuō)一本高高在上的《雷鋒日記》打動(dòng)我們,不如說(shuō)是我們身邊的活雷鋒打動(dòng)我們,影響我們。1低調(diào)踐行不僅是雷鋒精神的發(fā)展本質(zhì)、發(fā)展構(gòu)成更是雷鋒精神的最終歸宿。當(dāng)今社會(huì),許多人急功近利,沽名釣譽(yù),這種呼聲很高、實(shí)踐很少的“假大空”現(xiàn)象已讓我們對(duì)高調(diào)弘揚(yáng)雷鋒的現(xiàn)象產(chǎn)生質(zhì)疑。所以我們要做的就是讓雷鋒精神融入到生活,成為一種習(xí)慣、落實(shí)成一種行動(dòng)。15 記者。80后的年輕人其人一起做好事弘揚(yáng)產(chǎn)生的影響 力更大”??芍^旗鼓相當(dāng)。正方舉出了“彭宇案”、“小月月”等事件向大家闡述了“高調(diào)弘揚(yáng)”的一系列壞處士的力量第三篇:答辯稿Good evening!First, I’d like to extend my sincere thanks to my supervisor, his constant encouragement and guidance, I have finished my , I will present my efforts to you and wele any title of my paper is An Empirical Study of Lexical Approach in College English it’s my honor to choose the same topic just as my supervisor did when he graduated from Shan Dong University as a choose this as my topic due to the following is a plicated cognitive process which plays an indispensable part in language ’s more, writing proves to be equally important when students write their resumes, applications, s and reports in their , as the teaching and learning are always neglected by both teachers and English education in China always stresses input rather than a result, students’ writing proficiency is shockingly the above facts, I select the subject “l(fā)exical approach in college English writing” as my my study aims to explore whether there is a relationship between lexical chunks and writing proficiency, how the Lexical Approach can be applied in the teaching of college English writing to improve students’ writing , it’s my outline of my the main part of this paper, I divide it into five one is introduction which involves the current situation of college English writing, the purpose and significance of the two is the literature presents the definition of the lexical chunks and lexical approach to ’s more, this part emphasizes the importance of the lexical chunks in college English three offers the design of the em