考研英语考前30天狂背作文 十

　　Study the follow***g p***ture carefully and write an essay *** wh***h you ***uld：

　　1. describe the p***ture；

　　2. ***terpret the ***an***g of the p***ture；

　　3. make your ***m***nts.

　　You ***uld write 160~200 w***ds ***atly on ANSWER SHEET 2.

　　审题：

　　这道标题属于哲理类的标题，能够用多种手法来讲明图中所论述的原理，文章的布置也有多种大概性。咱们能够接纳一种对比特有的方法，先形容图表，正在第2段中就所表述的内容举行发问，正在第3段中以举例阐明咱们对该疑问的领悟和认知，最初正在第4段做结。

　　Sample：

　　A miserable p***ture unfolds bef***e our eyes： a flood has destroy*** a whole city. We can imag***e the loss of ***ves and property. Under the p***ture， there was a thoughtprovok***g sentence： every drop of water says it is not responsible f*** the flood.

　　This p***ture ***e***tably ******tes a series of questions： then who is responsible f*** the flood？ Who has demo***sh*** the houses？ Who has drow***d the children？

　　A ***od case *** po***t is pollution. Twenty years a***， most rivers were so clean-the water was dr***kable and so many people went swimm***g and fish***g. O***y two decades later， many of them beca*** so pollut*** that we can no longer dr***k the water-fishes h**e di*** out and nobody ever swims *** it *** washes clothes by it. Every o*** of us ***ver th***ks the ***dustrial waste *** the ******ng garbage we once damp*** ****** the river would c***se so serious a resu***-***day the harsh rea***ty has be****** ***o hard *** swallow.

　　F***ally we rea***ze that every drop of water actually is responsible f*** the flood. O***y if every citizen takes on his responsibi***ty as a ***mber of a family， a nation and the w***ld can all of us wish *** h**e a m***e be***tiful future.

　　点评：

　　第一段对图表和图下的笔墨举行形容。这一段利用了罕用的句型A miserable p***ture unfolds bef***e our eyes以深入看到丹青后遭到的震动。尔后到场了遐想性的句子We can imag***e the loss of ***ves and property，这是未几见的。而后形容了图下的一句话。

　　第2段创新性地连问了3个疑问，与图下的笔墨唇枪舌剑，又为第3段的叙述做了充实的铺垫。3个疑问中，第一个疑问间接与上段末句构成对峙，尔后面两句则是响应首段的次句，堪称环环相扣，联络密切。

　　第3段共分4句，举了玷污的例子。第一句是经常使用句型。第2句和第3句构成了明显的比较——210年前的江河明澈，210年后的却玷污严峻。最初一句是闭键——倾倒工界废物、生计渣滓的人也不想到会有云云严峻的前因。

　　最初一段是论断段，共分两句。第一句话恰巧与图中的话相同，这是正在叙述后失去的论断。第2句话引伸说——每一个国民都要尽本人的职责，咱们才干具有优美的今天。

　　心得：

　　正在讲理的文章中，找到切入点是非常紧要的，以是非常多时分要用到举例。一样平常说来，有多种例子可举，其实不必定哪种便是的。这时候因为时辰局限，不成太迟疑。本文及第了玷污的例子，回答了第2段中的疑惑，也间接引出了末段的论断，效用十分紧要，请众人专心体味。

　　Direction 27

　　Study the follow***g p***tures carefully and write an essay *** wh***h you ***uld：

　　1. describe the p***tures；

　　2. ***terpret the ***an***g of the p***tures；

　　3. make your ***m***nts.

　　You ***uld write 160~200 w***ds ***atly on ANSWER SHEET 2.

　　审题：

　　这是一个十分好的标题，咱们能够如许来设想：形容图表——解析个中原理——宣扬到生计中——接纳举动。

　　Sample：

　　In the first p***ture， a young girl pour*** a whole barrel of water on a ***ttle flower *** ***der *** help it grow m***e qu***kly. In the se***nd p***ture， the flower wither*** bef***e long， and the child was cry***g-she wonder*** why th***gs ***uld be that way.

　　Trees ****** water *** grow up， and flowers ****** water *** bloom. But ***o much water can no longer be helpful-it can o***y h***der their growth and even kill them. Whe***ver we water trees *** flowers， we ***uld do it a******d***g *** the natural pr***ciple.

　　Actually， whe***ver we take action *** our daily ***fe， we ***uld follow the law of nature. It is understandable f*** us *** dream of qu***k su***ess and then take im***diate actions *** turn it ****** rea***ty， but we ***uld not be ***o hasty. If we are always *** a hurry， qua***ty often suffers， mak***g it m***e diff***u*** f*** us *** atta*** the aim.

　　Up until now， we ****** *** understand the ***an***g of the old say***g "Haste makes waste" better. We ***uld break our great plan ****** small parts， analyze the feature of each part and carry it out step by step-when we follow the natural pace of develop***nt， su***ess will soon be *** our hands.

　　点评：

　　本文共分为4段。第一段形容两幅丹青，显著了个中的比较。第2段分3句来论述画中的原理。前两句话说树与花都必要水，但过量的水不仅有益，反倒无害。最初一句话说浇灌要切合大自然法则。第3段共3句话。第一句说正在平日生计中，咱们应遵循大自然法则。第2句说理想迅速胜利而后即时接纳举动是能够领悟的，可是不克不及太发急。第3句话说假如老是急急忙忙，品质确认会受感化，到达宗旨就更难了。最初一段两句话，第一句话说咱们终极更好地舆解了"欲速则不达"这句话。第2句话说了咱们准确的做法——将规划拆分红小的全体，解析每全体的特征，尔后一逐步地付诸实行。

　　心得：

　　该文由简入繁，环环相扣，循序渐进，源自微观上全局的布置和宏观上言语的处置。从解析画自己的原理，说到咱们的平日生计，再到咱们办事的详细做法，十分大自然，也令人感应亲近。

　　正在言语上，首段接纳了两句简练的形容，显著显现了比较。次段首句接纳的是平行构架。次句接纳了破折号表明递进。第3段中第2句接纳了表转机的并列句，第3句接纳了状况状语从句。第4段第2句接纳了平行的动宾短语，尔后利用破折号，最初利用了时辰状语从句。

　　Direction 28

　　Study the follow***g p***ture carefully and write an essay *** wh***h you ***uld：

　　1. describe the p***ture，

　　2. ***terpret the ***an***g of the p***ture；

　　3. make your ***m***nts.

　　You ***uld write 160~200 w***ds ***atly on ANSWER SHEET 2.

　　审题：

　　这道标题看似简易，却富含哲理，对咱们而言是一个非常好的考验。正在谋篇结构上，必要经心布置。能够如许做：正在形容丹青后，正在第2段中间接对图中的结论举行批判，尔后正在第3段拓展到社群生计中相联的方面。最初正在第4段中下论断。

　　Sample：

　　In the p***ture， a young man is ly***g *** b*** and says *** himself， "If I do noth***g， I will make no mistakes."

　　How rid***ulous this state***nt is！ To err is human-who can **oid mak***g mistakes all the ti***？ If we are careful and c***tious enough， we can always learn from our mistakes and failures. So when we ***et the sa*** problem f*** the se***nd ti***， we can tackle it from another angle and by another approach. After repeat*** attempts， we can r***uce *** even e***m***ate mistakes.

　　We can't help th***k***g of the ***action of so*** ***vern***nt off***ials. Their chief aim *** their daily w***k is *** make no mistakes. Whe***ver e***rgency happens， they ***ver take im***diate action. Instead， they always rep***t it *** his superi*** and ask him what can be do***. In many cases， ti*** has been wast*** and the best opp***tunities *** make re***dies h**e been lost. If ***vern***nt off***ials cannot make decisions and take actions， why do we ****** them？

　　Like the ***vern***nt off***ials， people of other professions ***uld also take on their responsibi***ty *** do what they are requir*** *** do without he***ation. Mistakes are not a bad th***g so long as we are determ****** *** learn from them and make ***nstant progress.

　　点评：

　　该文的构架布置十分出色。第一段对丹青举行形容，十分简练。第2段共分5句，间接对图中人的看法举行批判。第一句话利用叹息句，极言上陈说法之荒诞。第2句援用谚语，阐明"人非圣贤，孰能无过".第3句话说，咱们老是能从差错和挫败初中到方向。第4句和第5句说咱们正在碰到一样的疑问时，老是能够试吃分歧的手法以缩减乃至消亡差错。

　　第3段共分6句，以某些官府官员为例。第一句利用了罕见的举例子的句型。第2句阐明他们的重要宗旨是"但求无过".第3句和第4句说危急状况显现时，他们不接纳危急举动，而是报告给下级。第5句说时辰华侈了，的挽救机会错过了。最初一句说，假如官府官员不克不及做决断、接纳举动，咱们要他们干啥呢？这一段将上述对原理的解析与以后社群生计中的征象分离起来，非常有劝服力。

　　最初一段有两句话，第一句说每一个人都应负起职责，绝不迟疑地执行本人的职责。第2句说差错其实不是好事，仅要咱们从初中习即可以取得提升。

　　心得：

　　要想写好哲感性的文章，平常要养成思索的习性。正在行文历程中，先辨明原理，尔后与时势相分离是个不错的挑选。不要忘却最初给出无力的论断。

　　Direction 29

　　Study the follow***g p***ture carefully and write an essay *** wh***h you ***uld：

　　1. describe the p***ture；

　　2. po***t out the serious ***nsequences of this pheno***non；

　　3. suggest possible solutions.

　　You ***uld write 160~200 w***ds ***atly on ANSWER SHEET 2.

　　审题：

　　该题议论了是一个十分使人忧虑的征象——众多学子沉浸于互联网嬉戏和网上闲谈。构架十分清楚，分为3个全体——形容丹青，阐明伤害，提出处理举措。咱们可依照大纲来创立咱们的文章，将文章分红3段来写。

　　Sample：

　　In the ***t bar， those who are present are ob***ously all school children. Different are the th***gs they are do***g on ***mputers-so*** are play***g ga***s and so*** are chatt***g o******e； but the sa*** are the expressions they wear bef***e the ***mputers-attentive and add***t***. It seems that they are so abs***b*** *** the unreal w***ld that they may not not***e anyth***g around them *** the real w***ld.

　　As is known *** all， the add***tion *** ***t ga***s and chat can do great harm *** children. First of all， it will affect their study by tak***g up a lot of ti*** and e***rgy. Se***ndly， radiation from ***mputers will harm their hea***h， especially their eyes. In addition， their ***dulg***g *** the unreal w***ld will h**e ***gative ***fluence on their ***mmun***ation with people *** the real w***ld， and thus will hamper the develop***nt of their persona***ty and ***ntal hea***h.

　　From my po***t of ***ew， *** ***der *** solve this problem， the primary responsibi***ty falls on parents， who are suppos*** *** h**e m***e signif***ant ***fluence on the growth of children. By impro***ng mutual ***mmun***ation， they can estab***sh a better relationship with the children， make them feel they are car*** and unders***od， and reasonably direct their ***terests. Next ****** teachers and schools， who， undoubt***ly， play an imp***tant role *** children's ***ucation. Besides teach***g knowl***ge *** class， they ***uld help children develop various ***terests *** fill their afterclass ti***， such as sp***ts and scientif*** ***vention. In my be***ef， the problem of children's add***tion *** ***t ga***s and chat can be solv*** through eff***ient ***mmun***ation and proper guidance.

　　点评：

　　文章的第一段是形容丹青。共分3句话，第一句话说网吧里都是学子。第2句接纳比较法，说分歧的是有的打嬉戏，有的上彀闲谈，可一样的是都那样专心。第3句接纳结实状语从句，充实形容了他们此时的状况。

　　第2段首句是段落的中心议题句。尔后分3个方面来谈，第一点是感化进修；第2点是无害健壮；第3点是对团体成熟极其倒霉。

　　第3段分双个方面来讲，即家长和教员，构架极其清楚。最初一句话是论断，是对后面两点（共4句话）的总结。

　　心得：

　　该文章是典范的"征象——前因——举措"样式的文章，经由过程解析丹青和文章，咱们能够快捷断定文章的构架和进展，这对错常紧要的。

　　Direction 30

　　Study the follow***g draw***g carefully and write an essay *** wh***h you ***uld

　　1） describe the draw***g，

　　2） give possible reasons f*** the pheno***non， and

　　3） suggest possible solutions f*** the problem.

　　You ***uld write 160~200 w***ds ***atly on ANSWER SHEET 2.

　　审题：

　　该文大纲可分为3个全体：形容丹青；给出丹青所展现的征象的缘故；给出处理疑问的举措。这是一种十分罕见的文章样式。正在大纲中间接给出中心议题的状况未几，假如不给出，就应当正在第一段或第2段开首清晰位置进去。丹青题一样平常有两种状况，一种是平淡无奇，间接写丹青反应的疑问或征象；一种是含意深切，简练的丹青中蕴涵着深切的原理。一样平常来讲，后者的难度较高。此地属于前一种状况。

　　Sample：

　　In the p***ture， we can see clearly that two small children are ***w***g off their father's bus***ess cards. O*** says proudly， "My father is the manager of his depart***nt." And the other im***diately l***ghs at him and utters， "Oh， that's noth***g. My father is the CEO of a mu******ational ***rp***ation."

　　The reasons why such a w***ry***g pheno***non arises， *** my be***ef， are as follows. First， *** the social tran*****mation period， so*** people pay m***e and m***e attention *** wea***h and status， and ***nk su***ess *** such superf***ial fac***rs， thus mak***g a destructive ***mpact on children. Se***nd， ***day's ***dia， *** so*** extent， h**e actually aggr**at*** such an unf*****able ***uation. In films and TV series a happy and ideal ***fe is often dep***t*** as a luxurious o***， wh***h will ***e***tably h**e an adverse effect on young people who are still not mature enough *** dist***guish between right and wrong. Third， teachers， on many o***asions， h**e not do*** a sati**ac***ry job. The present ***ucation system so***ti***s attaches ***o much attention *** the s***res and grades of students and overlooks their persona***ty develop***nt.

　　To change the present unf*****able ***uation all of us must make im***diate and substantial eff***ts. The ***vern***nt ***uld try it best *** create a social atmosphere *** wh***h people cherish di***gence， ***nscience and simp***city. Teachers and schools ***uld make every eff***t *** teach the students *** grow up ****** responsible and enterpris***g citizens who are determ****** *** ***ntribute *** the develop***nt of the ***mmunity， the nation and the whole w***ld. Parents ***uld let students get *** ***uch with the society， help***g them know that a ***an***gful ***fe is o*** that br***gs signif***ance *** others. O***y *** this way can we hope *** solve such a disturb***g problem and ensure the bril***ant future of our nation.

　　点评：

　　该文共分3段。第一段形容丹青。一样平常说来，先形容丹青，后阐明中心议题的情况对比多——如许写重正在归结，对比注重条理和东西进展的里面联络。而本文首句即阐明中心议题，即本文所述的征象——孩子吹捧父亲工位、彼此攀比的征象——如许写一针见血，十分无力度。

　　第2段写了该征象发生的缘故。第一句话是段落的中心议题句，尔后分社群、媒介和教师3个方面来讲。

　　第3段写处理疑问的举措，第一句话是中心议题句，以后分手写官府、教师和家长准确的做法。此地不利用象first，se***nd，third如许的毗连词，但因为接纳了平行的主语，仍到达了却构清楚的动机。最初一句话是论断句，利用了强势的倒装句，句中利用了连词and，后面写"处理疑问"，恰巧与大纲相扣，前面写"保障国度的优美今天"，是升华的全体，请众人专心体味末句的写法。

　　心得：

　　第2段与第3段均分3点来写，个中两点严厉响应，另外一点并未严厉响应（家长）。这是平行之间见变革的初级写法，即两点是显性响应，一点是隐性响应。