托福獨(dú)立寫(xiě)作滿(mǎn)分作文

經(jīng)典word整理文檔，僅參考，雙擊此處可刪除頁(yè)眉頁(yè)腳。本資料屬于網(wǎng)絡(luò)整理，如有侵權(quán)，請(qǐng)聯(lián)系刪除，謝謝！a,a,a?,III,a,aa,aaaaIawe.aaiBT新托福30分滿(mǎn)分作文賞析5用詞多樣性和準(zhǔn)確性。6嗎！比如：Inthiscase,computerasarepresentativeofmoderntechnologyplaysanegativeroleinlearninginformation.這句話(huà)，我們自己很有可能寫(xiě)的就是，Inthiscase,computerthatisaequipmentofmoderntechnologyhaveabadeffectinlearninginformation.雙發(fā)現(xiàn)美的眼睛！2011-8-2IndependentWriting：Doesmoderntechnologyhelpstudentslearnmoreinformationandlearnitmorequickly?Marvelousasitlooksatfirstsight,moderntechnologydoesnothelpstudentslearninformationatagreaterspeedandwithhigherefficiencyinmostcases;oritcouldworktowardstheoppositedirectionwhichledstudentstolosetheirinitiativetolearnandexplore.Firstofall,onepropertyofmoderntechnologyislatentlyharmfultoanylearningminditdistracts.Onethingwefeelaboutwhenwearesearchingforinformationonlineisthattheinternet,asanoutstandingexampleofmoderntechnologyandevenregardedastheinnovatorofeducation,providesuswithnotonlyrelevantresultstomakeuseof,butalsoexternallinkstoclick.MorethanonceIturnedonmycomputertocheckschoollibraryforresources,butendedupwatchingYoutubevideos.Inthiscase,computerasarepresentativeofmoderntechnologyplaysanegativeroleinlearninginformation.Wedoacquiremoreinformationwiththeconvenienttool,yetmostofthemareirrelevantandintheendprocrastinatingwouldlowerourlearning.Also,studentswouldeasilybecomedisorientedinthehugeseaofinformation.Althoughmoderntechnologycouldequipuswitheasyaccesstoinformation,thehugeamountofresourceswouldactuallyleaveusdiscombobulated.Therefore,itisonlywepossessinformationmorequicklyratherthanwelearnitmorequickly.AnillustratingexampleismyexperiencewithaHKdigitallibrarywhichstoresalmostallthebooksIdesire.AtfirstIenjoyeddownloadingthemfromthedatabase,however,onemonthlaterIendedupwithhundredsofbooksstoredinmyhardwareyetnoneofthemfinishedoreverclicked.Furthermore,moderntechnologygivesstudentsanillusionthatinformationandrealknowledgeiseasytolearnjustbyclickingmouseorwatchingvideos.Butinfactthisformsonlythefirststeptowardsusefulinformationandeffectivelearning,aslearningofanykindrequiresfullconcentrationandinteractivethinking,whicharealmostabsentinthepocessofpopulare-learningexperience.Tosummarize,moderntechnologydoesnothelpstudentslearnmoreinformationandlearnitmorequickly,thoughitdoesmakeaccesstoinformationandresourcesmuchmoreeasily.Thepopulare-learningstilllackstheconcentration,depth,andinteractionthatarethehallmarkoftraditionalwaysofeducatingandlearning.2011-8-10TPOIndependent活的時(shí)代更好還是更壞？Itseemsthatpeoplealwayshaveadesiretocompare:amIprettierthanothers?Arewelivinginabetterage?Or,asthequestiongoes,isourlifeeasierandmoreenjoyablethanitwasseveraldecadesago?Iwouldsayno,asIhavewitnessedthestruggleandparadoxofourgeneration.Firstofall,wearenowlivinginanageofrevolutionwithnoprevioushumanexperiencethatcouldbereferredto.Livinginsuchafast-changingworldwouldnotbeeasyandcomfortableatall;witheverythingkeepschanging,everyonehastomovefastinordertocatchupwiththemajority.However,peopleweremuchmorestableandcare-freewhenourgrandparentswerechildren;theydidnothavetolearnasecondlanguageinordertogetabetterjob,orreadalotinordertogetinformed.Yetinourage,thesearesupposedtobetheresponsibilityofyoungpeople.Anotherdiscomfortofourageisthatweareexperiencinginterpersonalalienation.Withthedevelopmentofcommunicationtechnology,peopleinfactbecomealienatedwithfriendsandrelativessincetheycouldbesoeasilyaccessedviaphoneoremail.Toooftenwefeelthatfewofourfriendsaretruefriends,withoutthetraditionalfeelingofmutualaffectionwhichcouldonlybecreatedbylongtimeapart.Butseveraldecadesago,peopletreasuredtheirfriendsandmaintainedrelativelycloseinterpersonalrelations,whichismuchmoreenjoyablethantheestrangementsweareexperiencing.Thelastfactorthathasmadeouragesouncomfortableistheabusiveuseoftechnology.Althoughitbringsmuchconvenience,itessentiallychangeshumanwearenolongerthemasteroftools,butinsteadtheslavesofdevices.Werushtometrostationinordertocatchanearlytrain,sitinfrontofradioactivecomputersalldaylonginordertogetourworkdone,andstayinair-conditionedroomsallsummerwithoutexperiencingthenaturalchangesoutsidethickcementwalls.Severaldecadesago,peoplecouldstillliveclosertonatureandmakerationaluseofmoderntechnology,whichtomeistheessenceofhumanlivingexperience.However,thecomparisonbetweendifferenttimesisitselfridiculous.Thecriteriacouldnotbeeasilydetermined,andopinionsarehighlypersonal.Anyway,wehavealongerlifespan,moreadvancedmedicalfacilities,andeasiertrafficthanourgrandparentwhentheywerechildren,andweshouldtreasurethepresentexperience.Imaginationofthepastmightonlybenostalgia–ifIaskmygrandparentsthesamequestion,theymightaswellsaythatourlifeismuchbetterthanthepastgenerations.Whoknows?Aslongastheworldisstillpeaceful,lifeatanytimewouldnotbecometoodifficulttohandle.2011/8/14Independentwriting:Mostadvertisementsmakeproductsmuchbetterthantheyreallyare.Istronglyagreetothestatementthatmostadvertisementsmakestheproductspresentedmuchbetterthantheyreallyare,andpointsbelowsupportsmyidea.Anessentialreasonconcernsthenatureofadvertising–advertisers,inmostcases,wouldonlymakeproductsseembetterthantheyreallyare,nottheotherwayaround.Sincetheultimateaimofadvertisingistopersuadepeopleintobuyingsomething,andpeoplewouldnatuallybeattractedbysomethingthatisdesirableratherthanrepellent,advertisementsarecertainlymadetodisplayamoreattractiveimageofproducts.Therefore,customerswouldfirstbegravatedtowardsthevirtualproductthatissomewhatdishonestlypicturedbyadvertisers,thendesiretoownit,andeventuallypurchaseit.Inthisway,thedesireofconsumersissatisfied,thepurposeofproductionachieved,andtheadvertisingprocesscompleted.Butthenormthata“good”productisadvertisedasa“better”oneisoftenchallengedorevenreversed–thatis,unscrupulousbusinessmenmakeuseofadvertisingtosellinferiorproducts,whichraisesamoralquestion.Forexample,mymotherwasonceattractedbyacommercialofaencyclopediawhichwasclaimedtobetheoneandonlycompleteversionofseveralancientChinesedocuments.Sherushedtotheshopandboughtthis“l(fā)imitedversion”ataeye-poppingprice,andregardeditasoneofthemostpreciousthingsinourhouse.However,afewmonthslatershefoundthesameversionwassoldinbulkatanothershopatanunbelievablylowprice,whichannoyedherforquitealongtime.Wecanlearnfromtheexperiencethatweshouldnotalwaystrusttheadvertisementsthatareapparentlyexaggeratingproducts,andkeepalertintheswarmoftelevisioncommercials.However,thenotionthat“advertisementalwaysmakeusdisappointed”sometimesresultsfromconsumers’unrealisticexpectationofproducts.Advertisingeasilymakespeopletoimagine“perfect”productswhicharenotrealisticatall,butconsumerswouldratherkeepthisunreasonablehope.Thentheywouldbeinevitablydisappointedbytheactualproductswhichcannotbesoperfect,andattributethecausetoadvertising.Butitisactuallytheunrealisticexpectationthateclipsesanyproduct,becauseaperfectimageisabsolutelysubjectiveandcouldnotevenberealized.Forexample,IoncesignedupforagrouptourtoLantaoIslandinHongKong,beingattractedbythebeautifullandscapepicturespostedintheadvertisements.ButlateroninthejourneyIwasdisappointedbecauseactualscenerywasneverasattractiveaswhatIhadexpectedtosee.Therefore,anunrealisticexpectationistobeavoidedinmakinganybuyingdecision.Inconclusion,advertisementsdomakeproductsseemmuchbetterthantheyreallyare,asaresultofcommercialpropagandaandourunrealistichopeimposedonproducts.Abettersolutionwouldbethatbothconsumersandsellerskeepamorerealisticpointofview,andavoidunreasonablesellingorbuyingbehavior.2011/8/15Independentwriting:Doestechnologymakechildrenlesscreativethaninthepast?Areourkidsbecominglazierandlesscreative,lessimaginablethanbeforeasaconsequenceofhighlyadvancedtechnology?Myanswerisno,andjusttheopposite,technologyhasapparentlyassistedourkidstobecomemorecreative.Firstandforemost,technologyhasprovidedchildrenwitheasyaccesstoscientificandliberalartresourceswhichistheirbestsourceofinspiration.Forexample,childrencouldnoweasilygainaccesstoacademicdatabasesthroughiPadscreen,readclassicalworksonKindle,orwatchhistoricdocumentsonInternet.Thesegreatworksareessentiallyhelpfultoarousingtheircuriosityandpreparesthemwithkeyknowledgenecessaryforanycreation.However,thesewonderfulequipmentsandfacilitiesareneverashandyinthepast,whenkidscouldonlyreachlimitedresourcesinpubliclibrariesorschools.Inthissense,technologyhasprovidedthepossibilityforchildrentobemorecreative.Second,technologyhasequippedchildrenwithprofessionalapparatuswhichcouldfinallyrealizetheirimagination.Thistakesformparticularlyascomputersoftwaresandapplications,suchasPhotoshopforcreativegraphicdesign,Overtureforeasilycomposingapieceofmusic,3DMaxforbuildingupavirtualworld,etc..Allthesoftwarewereneverashandyastheyareatpresent,andthiswouldabsolutelyprovidesourchildrenaneffectivetoolforrealizingtheircreativity.Third,technologyitselfisamarketplacewherecreativeideasareeconomicallyencouraged.SteveJobsearnedmillionsofdollarsayearforhisunparallelcreation,andMarkZuckberggainedhisreputationforthegeniussocialnetwork.Therefore,technologyhasprovidedchildrentheinternalmotivetodeveloptheircreativity.However,itisundeniablethattechnologymightmakechildrenbecomelazierandbecomfortablewithwhatisalreadyavailablebecauseeverythingaresoconvenientnowadaysandthereseemstobenowaytoimprovethem.Childrenlostinpcgamesorblindlypursuingeverysinglepieceoftechapparatusisarelevantexample.Thus,itisalwaysnecessarytokeepchildren’smindactiveinthemarvelousworldoftechnology.Inanutshell,Istillregardchildrenasbecomingincreasinglycreativeintechnologydevelopment,althoughitmightbringminorsideeffect.Asalongaswekeepabalancedmoodonchildrenenjoyingthefruitoftechnology,theyaresuretocontributemoretoinnovationthaninthepast.2011-08-20Doyouagreeordisagreewiththefollowingstatement?Theteachersshouldbepaidaccordingtohowwellthestudentsperform.Teachersshouldinpartberesponsibleofthestudents’schoolperformance,yetIdisagreetothestatementthattheteachersshouldbepaidaccordingtothestudents’performanceonseveralgrounds.Thestatementitselfunderliesaseriousmistake–theverypurposeofteachingandschooling,andeducationonabiggerscale,isbetterperformanceofallstudents.Commonsenseinformsmethateducation,andteachers’responsibilityinparticular,shouldbeintendedtobuildingupstudents’confidenceinexploringanddiscoveringunknownrespectsaswellasspecificskillsrequiredtoaccomplishthat.Suchstandardisoftenbroadandabstractincontrasttothenarrownessandrigidityofthecriterion–students’performance.Ifteachers’salaryisdeterminedbythestudents’performance,thishintwoulddestroythelong-termfunctionofschoolingandeducationsincethesystemisshort-sightedlytargetedatimprovingstudents’performance.Anotherthingtobeworriedaboutthestatementisthat,ifactuallycarriedout,bothteachersandstudentswouldbecastintotheirrationalpursuitforperformancethusresultsinseriousproblems.Forexample,ateacherevaluatedinthiswayisimmediatelyforcedtomakethedecision:topushherclasstowardthebestperformanceoratleastbetterthantheworst-performingclass,andshowpreferencetostudentswhoperformwell.Suchmeasuresmightbeincentivesforabettergrade,buttheteacherandthestudentswouldlosetheiroriginalmotivationinschoolingasperformancebecomestheoneandonlypurpose.Also,consequentcompetitionamongstudentswouldplaceheavypressureoneverystudent,andtheoneswhodonotperformwellwouldbeneglectedbytheteacherandfallintoupset.Consideringallthedisastrouseffectsuchmeasurecouldincur,itisobviousthatteachersshouldnotbepaidonthebasisofstudents’performance.Amorerealisticandrationalcriteriontovalueteachers’work(andthereforedecidetheirsalary)shouldincludefactorssuchascomprehensivedevelopmentsofstudents,teachers’owncapacitytocultivateandeducate,andparents’feedback.Yetmydisagreementdoesnotsuggestthatstudents’performanceshouldbeabandonedbutratherincludedalongwithotherindispensablefactorsinevaluatingteachers’work,sinceschoolreportisstillamongmostparents’topconcernsandstudentshavetouseitasanchorwhenapplyingforfurtherstudies.Also,itisreasonablethatteacherswhocanenhancestudents’performanceshouldbepaidbetter,asthemeasurewouldmoderatelymotivateteacherstoworkhard.Inanutshell,Iobjecttotheideathattheteachersshouldbepaidonthebasisofthestudents’performance,butshouldinsteadbeevaluatedonamedleyofcompreh