【實用】大學英語作文3篇
無論在學習、工作或是生活中，大家都跟作文打過交道吧，作文是通過文字來表達一個主題意義的記敘方法。相信寫作文是一個讓許多人都頭痛的問題，下面是小編幫大家整理的大學英語作文3篇，僅供參考，歡迎大家閱讀。
大學英語作文 篇1
The Teacher-Student Relationship
1．好的師生關系有益于學生的發(fā)展
2．不良的.師生關系有害于學生的發(fā)展
3．我認為……
A good teacher－student relationship is ab1e to effective1y further the student to a higher level in study. The teacher with patience and understanding encourages the student instead of pushing or forcing him. The relationship of this sort makes learning so enjoyable and funny that the student would work hard willingly.
However, a bad relationship seriously weakens the achievement of teaching. It discourages the student from 1earning, leaving him with a wrong and negative attitude towards studying. Thus, teaching also becomes an unpleasant task, which forms a vicious cycle.
As I see it, the relationship between a teacher and a student should be attached much importance to. A good relationship makes the teacher’s job worthwhile while a bad one ill-affects the student’s development, even to the rest of his life
大學英語作文 篇2
The Craze of Pursuing Graduate Studies 考研熱
The Craze of Pursuing Graduate Studies
【精彩范文】
The Craze of Pursuing Graduate Studies
Each year, millions of Chinese college students sit for qualifying examinations for graduate studies, primarily in Master’s programs. Students prepare for those examinations either through years of arduous self-education or by spending large sums of money attending local training schools. The publishing of examinations-related study materials and the training programs offered, both online and offline, have combined to form a sizable industry.
An alarming fact about this craze is that most students pursue graduate studies not out of their voluntary will. Faced with the harsh reality in the employment market, which is forever looking for graduates with higher degrees, many college graduates find going to graduate schools is a good way to avoid unemployment and to enhance one’s competitiveness in future job hunting.
However, without that voluntary initiative, most students who do enter graduate schools are not motivated. For them, the only thing that ultimately counts is the degree or the diploma which they expect could give them an upper hand against other job hunters. As to the actual substance of their graduate studies, it’s not a big deal for them, as long as it leads to that degree or diploma. It is really pathetic to see that students undertake graduate studies with an ulterior motive—not for the sake of loving what they study, but for the sake of merely landing a job, which in many cases might be unrelated to what they have studied.
The chill truth is that students soon find their anticipations are a mere dream. As so many undergraduates proceed onto graduate studies, the employment situation remains as severe as ever. Instead of bringing about apparent competitive edges, two or three years of additional academic training is simply a waste of time and energy. They need to reflect on this craze and would have been better off distinguishing themselves with outstanding knowledge and skills when they were undergraduates.
每年，數(shù)以百萬計的中國大學生參加研究生入學資格考試，主要是攻讀碩士學位課程。學生準備考試的那些通過數(shù)年艱辛的自學，或通過花大筆的錢參加當?shù)嘏嘤枌W校。與考試相關的學習材料的出版和提供的培訓課程，無論線上線下，一起構(gòu)成了一個規(guī)模可觀的產(chǎn)業(yè)。
關于這股熱潮，一個觸目驚心的事實是，大多數(shù)學生讀研究生不出于他們自愿。面對著就業(yè)市場的`嚴峻現(xiàn)實，這是永遠尋找學歷高的畢業(yè)生，許多大學生發(fā)現(xiàn)，進入研究生院去是為了避免失業(yè)和提升未來求職過程中的競爭力的一個好方法。
然而，沒有主動性，大多數(shù)的學生進入研究生院沒有動機。對他們來說，唯一重要的是最終的學位或文憑，他們期望相比其他求職者這能給他們一個上風。至于他們研究的實際的物質(zhì)，他們覺得沒有什么大不了的，只要能拿到學位或文憑�？吹剿麄�?yōu)榱诉@樣一個目的，不是熱愛他們所研究的東西，而是為了找一個好工作，還不一定是跟他們專業(yè)相關的，真的覺得他們好可憐。
令人寒心的事實是，學生們很快就會發(fā)現(xiàn)，他們的期望是一個單純的夢想。因為如此多的大學生走上研究生這條路，就業(yè)形勢會依然嚴峻。而不是帶來明顯的競爭優(yōu)勢，兩年或三年額外的學術訓練，簡直是浪費時間和精力。當他們本科生的時候，他們需要反思這股熱潮，要更好的區(qū)分自己卓越的知識和技能。
大學英語作文 篇3
The Most Important Day in My Life
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? I was like that ship before my education began, only I had no way of knowing how near the harbor was.
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 exciting day, 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.
I felt approaching footsteps. I thought it was my mother and stretched out my hand. Someone took it, and then I was caught up and held close in the arms of the person who had come to reveal all things to me, and, more important than that, to love me.
The morning after my teacher came she led me into her room and gave me a doll. 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 filled 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 words existed; I simply made my fingers go in monkey-like imitation. In the days that followed I learned to spell in this uncomprehending way 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 has a name.
One day while I was playing with my new doll, Miss Sullivan gave me my old doll, too. She then spelled “d-o-l-l” and tried to make me understand that “d-o-l-l” applied to both. Earlier in the day, we had a struggle over the two words “m-u-g” is “mug” and “w-a-t-e-r” is “water” , but I persisted in mixing up the two. I became impatient and, seizing the new doll, I dashed it on the floor, breaking it into pieces. I was not sorry after my fit of temper. In the dark, still world, I had no strong sentiment for anything.
My teacher brought me my hat, and I knew we were going out into the warm sunshine. We walked down the path to the well-house. Someone was drawing water, and my teacher placed my hand under the spout. As the cool stream gushed over one hand, she spelled into the other word water, first slowly, then rapidly. I stood still; my whole attention was fixed upon the movements of her finger. Suddenly I seemed to remember something I had forgotten — a thrill of returning thought – and the mystery of language was revealed to me. I knew then that the “w-a-t-e-r” meant that wonderful cool something that was flowing over my hand. That living word awakened my soul and set it free.
I left the well-house eager to learn. Everything had a name and each name gave birth to a new thought. As we returned to the house, every object which I touched seemed to be full of life. That was because I saw everything with a strange, new sight that had come to me. On entering the door I remembered the doll I had broken. I felt my way to the fragments and tried in vain to put them together. Then my eyes were filled with tears, for I realized what I had done, and for the first time I felt sorry.
I learned a lot of new words that day. It would have been difficult to find a happier child than me when I lay in my small bed that night and thought of the joys that day had brought to me, and for the first time I longed for a new day to come.
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