【正文】 d if they are not able to please the students. To conclude, further attention should be paid to this matter. 4 Nowadays, some universities give students the right to select who teaches some of their classes. This has led to some debate over whether students should be given this much power. There are several factors that students consider when selecting a lecturer, including the teaching style of the lecturer, the lecturer39。s reputation among students. The ideal lecturer is one who has an interesting teaching style, a diverse academic background, and a good reputation among students. There are both positive and negative aspects to allow students to select their lecturers. Giving students the choice encourages them to take ownership for their classes, and also puts pressure on teachers to improve their teaching quality. However, the factors that students consider might not be the ones that lead to the highest quality of education. Schools might end up with lecturers who present interesting classes but without much content. Thus, this kind of reform should be acted reasonably. 5 Nowadays, college students pay more and more attention to courses because they consider them a basic way to enrich their knowledge. Recently, some universities have begun allowing students to choose the teachers of some courses. When it es to choosing teachers, students often have the following considerations. First, they are convinced that teachers should be knowledgeable and should be experts in the fields they teach. Second, teachers should be responsible and great importance should be attached to adequate preparation for the courses. Only by meeting these two requirements will teachers be the best choice for students. Allowing students to choose teachers will give rise to both benefits and problems. The advantages include the fact that petent and respectable teachers will stand out and students will be more willing to take courses. However, schools may give too much power to students and this may result in teacher39。 needs as well as administrate the lecturers in a sensible way. 第一、 卷面整潔，書寫清楚。卷面的好壞將在第一時(shí)間沖擊考官對(duì)你作文的印象。 寫作的 格式有兩種：齊頭式 (full block form)和縮進(jìn)式 (indented form)?？s進(jìn)式要求每段 首行縮進(jìn)四到五個(gè)字母。另外，字寫得大且端正，可顯得文章清楚，也可以彌補(bǔ)字寫得不好的缺點(diǎn)。 請(qǐng)一定記住，外語(yǔ)考試的作文，考查的目標(biāo)不是考生的思維水平或邏輯分析能力，而是考核語(yǔ)言表達(dá)能力。也就 是，如何降低自己的思維水平，來(lái)迎合自己有限的語(yǔ)言狀況。等這些相關(guān)但簡(jiǎn)單的表達(dá)也是合理的。因?yàn)?，閱卷人員在看你文章前，不知道你哪些話會(huì)說(shuō)，哪些 不會(huì)說(shuō)。簡(jiǎn)單的表述，這樣也避免反錯(cuò)誤。如：?jiǎn)螐?fù)數(shù)、主謂一致、時(shí)態(tài)、搭配和簡(jiǎn)單詞的拼寫。我們應(yīng)該避免誤入用 “大詞用長(zhǎng)句 ”才算寫作的誤區(qū)。 第三、 中心突出，層次分明。即，每段第一句是 Topic sentence，改編自該段相對(duì)應(yīng)的提綱，后面的 3 是鏈接詞，每個(gè) 3 后接分支觀點(diǎn)。 比如， 05 年 6 月 To write a short essay in honor of teachers on the occasion of Teacher?s Day 提綱： 1：向老師致以節(jié)日的問(wèn)候 2：從一件難忘的事情回憶老 師對(duì)我們的教誨和無(wú)私的奉獻(xiàn) 3：我如何報(bào)答老師的關(guān)愛 第一段就簡(jiǎn)要致詞表示問(wèn)候就行。第二段： topic sentence: 昨天發(fā)生了這樣一見難忘的事情。second, 他送我到醫(yī)院 。 Conclusion: 所以我很感動(dòng)。 First,…second,…third…這樣構(gòu)思簡(jiǎn)單，行文簡(jiǎn)練。 經(jīng)典句和名言往往都比較容易引人注目，如果能在文中使用，也比較容易讓人為之一振。當(dāng)然，也有不少考生平時(shí)積累不多，就只能記住幾句經(jīng)典。 第五、 重在變化，寧簡(jiǎn)勿爛。 “難詞長(zhǎng)句 ”不是加分的必然。變化分為，詞的變化，句的變化。如文中出現(xiàn) 3 次 “畢業(yè)生 ”，不妨用三個(gè)類同詞替換： graduates, the students, the young men. 在用句上，不一定要用大的從句，主要避免相鄰句子句式太多的一致。 但是，無(wú)論是增加亮點(diǎn)還是增加變化，有一個(gè)前提：不得過(guò)多出現(xiàn)簡(jiǎn)單但嚴(yán)重的語(yǔ)言錯(cuò)誤。就如開車，無(wú)論車技多好，就是不能出事。寧可用最簡(jiǎn)單的句子，最簡(jiǎn)單的詞，最簡(jiǎn)單的觀點(diǎn)，也不能出現(xiàn)這些嚴(yán)重錯(cuò)誤。第一、盲目。第二，只看不練。四六級(jí)考試的作文部分是考查學(xué)生對(duì)英語(yǔ)的主動(dòng)應(yīng)用能力，所以要?jiǎng)庸P把最近兩次作文謝 謝，固定一下表達(dá)和構(gòu)思。隨著 英語(yǔ)全球化發(fā)展，外資的不斷引入和對(duì)外交流的不斷擴(kuò)大，在激烈的就業(yè)競(jìng)爭(zhēng)中，四六級(jí)分?jǐn)?shù)的高低，對(duì)大多數(shù)畢業(yè)生的求職有著不可替代的重要作用