雅思寫(xiě)作范文：上大學(xué)前應(yīng)該先工作或旅行嗎？

　　下面雅思為大家整理了雅思寫(xiě)作范文：上大學(xué)前應(yīng)該先工作或旅行嗎，供考生們參考，以下是詳細(xì)內(nèi)容。

　　The seemingly constructive proposal that young people who have just accomplished their high school career should be encouraged to work or travel for one year has been warmly accepted by several educationists on the ground that this policy will really benefit the growth of these young in a long run. But there are also many who oppose the idea, saying that the measure is unnecessary and its advantages can be generated by complimentary means during college. In what follows, I shall discuss the pros and cons of the policy.

　　Those who believe in the measure say that students benefit a lot from travelling or working for a year before their formal university education. First, they can more broadly acquainted themselves with the society, deepen their understanding of the outside world, and thus better coordinate their objectives of learning with the needs of the society. In contrast, by immediate entrance to university they can not steer the direction of their study well and may display a poor combination of the theory with practice. Second, study at high school is really exausting, especially when to win college admission. So it is necessary to grant these children a relatively long period of relaxation or buffer, say, travelling or working for a year, to loosen the chords of their brain, so that when they go back to school later again, they can become completely refreshed and rejuvenated.

　　However, many others hold the opposite opinion that these young children should stick to their usual life course. The first reason they cite is that there is always a proper time in ones life for doing a proper thing and that the one year is just a golden period for advanced learning, which simply can not afford any squandering. They also cast doubt on the view that the kids can gain social and working experience by questioning what kind of jobs the fledglings can find and what if our universities can offer the same opportunities. They further express their concern that the young, innocent and immature, may go astray and be misled when exposed to a world so trickily alluring. They are worried if the sophisticated men could sit still in their classrooms when they come back to the campus.

　　To be frank, I believe we do not need to be so imaginative. The notion of travelling or working for one year before college sounds flashy, but will bring about more troubles than we can control. In my opinion, we may as well perfect our college education systems, for example, by creating more chances for social practice, to achieve the same benefits that the bold measure can contribute.

　　點(diǎn)評(píng)：

　　第一段：三句話。第一句話和第二句話以對(duì)立的方式表明了關(guān)于這一做法的兩種截然不同的觀點(diǎn)。第三句話表示要在下文探討這兩個(gè)方面的觀點(diǎn)，引出下文。

　　第二段：寫(xiě)A+ 或者B- ，五句話，其中第一句話為主題句。后面以First和Second為標(biāo)志，引出了兩大理由，一是A+1，跟現(xiàn)實(shí)社會(huì)更廣泛進(jìn)行接觸，增長(zhǎng)對(duì)于社會(huì)的認(rèn)識(shí)，從而更加明確社會(huì)需求和自己的學(xué)習(xí)目標(biāo)。同時(shí)寫(xiě)了B-1，直接進(jìn)入大學(xué)就讀一是不能很好把握學(xué)習(xí)方向，也不能很好地將理論與實(shí)際相結(jié)合。二是A+2，談高中學(xué)習(xí)相當(dāng)勞累，工作旅行一年是很好的緩沖。

　　第三段：寫(xiě)B(tài)+或者A-，五句話。第一句話為主題句，表明了反對(duì)者的立場(chǎng)，認(rèn)為應(yīng)該堅(jiān)持原來(lái)直接上大學(xué)的做法。第二句以The first reason引出了B+1，認(rèn)為高中畢業(yè)后那一年是人生學(xué)習(xí)的黃金時(shí)間，同時(shí)寫(xiě)A-1，認(rèn)為將一年寶貴的學(xué)習(xí)巔峰時(shí)間，用作任何其他用途都是一種浪費(fèi)。第三句由also一詞引出了對(duì)于該做法的質(zhì)疑，即A-2，高中畢業(yè)生出去又能找到什么工作呢?同時(shí)提到B+2，難道大學(xué)沒(méi)有兼職的機(jī)會(huì)?第四句話由further引出A-3，高中畢業(yè)生年紀(jì)尚幼，在不成熟時(shí)闖入社會(huì)，或會(huì)誤入歧途，第五句寫(xiě)A-4，出去工作、旅游一年，心收不回來(lái)了，回到大學(xué)需要好長(zhǎng)時(shí)間才能進(jìn)入學(xué)習(xí)狀態(tài)，貽誤學(xué)習(xí)。

　　第四段：總結(jié)段，提出自己的觀點(diǎn)，三句話，表明自己站在B方，即反對(duì)這種異想天開(kāi)的做法。第一句是topic sentence旗幟鮮明地表明立場(chǎng)，第二句指出這種做法會(huì)造成我們難以控制的后果，事實(shí)上是一個(gè)對(duì)A-的大總結(jié)，第三句話指出了一種兩全的方法，我們可以在大學(xué)增加社會(huì)實(shí)踐機(jī)會(huì)，讓直接上大學(xué)的學(xué)生得到跟停學(xué)旅行或工作一年同樣的成長(zhǎng)和鍛煉機(jī)會(huì)。

　　以上就是雅思為大家整理的雅思寫(xiě)作范文：上大學(xué)前應(yīng)該先工作或旅行嗎，非常實(shí)用。更多資訊、資料盡在雅思。最后，雅思預(yù)祝大家在雅思考試中取得好成績(jī)!

　　下面雅思為大家整理了雅思寫(xiě)作范文：上大學(xué)前應(yīng)該先工作或旅行嗎，供考生們參考，以下是詳細(xì)內(nèi)容。

　　The seemingly constructive proposal that young people who have just accomplished their high school career should be encouraged to work or travel for one year has been warmly accepted by several educationists on the ground that this policy will really benefit the growth of these young in a long run. But there are also many who oppose the idea, saying that the measure is unnecessary and its advantages can be generated by complimentary means during college. In what follows, I shall discuss the pros and cons of the policy.

　　Those who believe in the measure say that students benefit a lot from travelling or working for a year before their formal university education. First, they can more broadly acquainted themselves with the society, deepen their understanding of the outside world, and thus better coordinate their objectives of learning with the needs of the society. In contrast, by immediate entrance to university they can not steer the direction of their study well and may display a poor combination of the theory with practice. Second, study at high school is really exausting, especially when to win college admission. So it is necessary to grant these children a relatively long period of relaxation or buffer, say, travelling or working for a year, to loosen the chords of their brain, so that when they go back to school later again, they can become completely refreshed and rejuvenated.

　　However, many others hold the opposite opinion that these young children should stick to their usual life course. The first reason they cite is that there is always a proper time in ones life for doing a proper thing and that the one year is just a golden period for advanced learning, which simply can not afford any squandering. They also cast doubt on the view that the kids can gain social and working experience by questioning what kind of jobs the fledglings can find and what if our universities can offer the same opportunities. They further express their concern that the young, innocent and immature, may go astray and be misled when exposed to a world so trickily alluring. They are worried if the sophisticated men could sit still in their classrooms when they come back to the campus.

　　To be frank, I believe we do not need to be so imaginative. The notion of travelling or working for one year before college sounds flashy, but will bring about more troubles than we can control. In my opinion, we may as well perfect our college education systems, for example, by creating more chances for social practice, to achieve the same benefits that the bold measure can contribute.

　　點(diǎn)評(píng)：

　　第一段：三句話。第一句話和第二句話以對(duì)立的方式表明了關(guān)于這一做法的兩種截然不同的觀點(diǎn)。第三句話表示要在下文探討這兩個(gè)方面的觀點(diǎn)，引出下文。

　　第二段：寫(xiě)A+ 或者B- ，五句話，其中第一句話為主題句。后面以First和Second為標(biāo)志，引出了兩大理由，一是A+1，跟現(xiàn)實(shí)社會(huì)更廣泛進(jìn)行接觸，增長(zhǎng)對(duì)于社會(huì)的認(rèn)識(shí)，從而更加明確社會(huì)需求和自己的學(xué)習(xí)目標(biāo)。同時(shí)寫(xiě)了B-1，直接進(jìn)入大學(xué)就讀一是不能很好把握學(xué)習(xí)方向，也不能很好地將理論與實(shí)際相結(jié)合。二是A+2，談高中學(xué)習(xí)相當(dāng)勞累，工作旅行一年是很好的緩沖。

　　第三段：寫(xiě)B(tài)+或者A-，五句話。第一句話為主題句，表明了反對(duì)者的立場(chǎng)，認(rèn)為應(yīng)該堅(jiān)持原來(lái)直接上大學(xué)的做法。第二句以The first reason引出了B+1，認(rèn)為高中畢業(yè)后那一年是人生學(xué)習(xí)的黃金時(shí)間，同時(shí)寫(xiě)A-1，認(rèn)為將一年寶貴的學(xué)習(xí)巔峰時(shí)間，用作任何其他用途都是一種浪費(fèi)。第三句由also一詞引出了對(duì)于該做法的質(zhì)疑，即A-2，高中畢業(yè)生出去又能找到什么工作呢?同時(shí)提到B+2，難道大學(xué)沒(méi)有兼職的機(jī)會(huì)?第四句話由further引出A-3，高中畢業(yè)生年紀(jì)尚幼，在不成熟時(shí)闖入社會(huì)，或會(huì)誤入歧途，第五句寫(xiě)A-4，出去工作、旅游一年，心收不回來(lái)了，回到大學(xué)需要好長(zhǎng)時(shí)間才能進(jìn)入學(xué)習(xí)狀態(tài)，貽誤學(xué)習(xí)。

　　第四段：總結(jié)段，提出自己的觀點(diǎn)，三句話，表明自己站在B方，即反對(duì)這種異想天開(kāi)的做法。第一句是topic sentence旗幟鮮明地表明立場(chǎng)，第二句指出這種做法會(huì)造成我們難以控制的后果，事實(shí)上是一個(gè)對(duì)A-的大總結(jié)，第三句話指出了一種兩全的方法，我們可以在大學(xué)增加社會(huì)實(shí)踐機(jī)會(huì)，讓直接上大學(xué)的學(xué)生得到跟停學(xué)旅行或工作一年同樣的成長(zhǎng)和鍛煉機(jī)會(huì)。

　　以上就是雅思為大家整理的雅思寫(xiě)作范文：上大學(xué)前應(yīng)該先工作或旅行嗎，非常實(shí)用。更多資訊、資料盡在雅思。最后，雅思預(yù)祝大家在雅思考試中取得好成績(jī)!