大学英语作文

时间：2021-02-26 08:19:17 大学英语我要投稿

【实用】大学英语作文3篇

　　无论在学习、工作或是生活中，大家都跟作文打过交道吧，作文是通过文字来表达一个主题意义的记叙方法。相信写作文是一个让许多人都头痛的问题，下面是小编帮大家整理的大学英语作文3篇，仅供参考，欢迎大家阅读。

【实用】大学英语作文3篇

大学英语作文篇1

　　The Teacher-Student Relationship

　　1．好的师生关系有益于学生的发展

　　2．不良的师生关系有害于学生的发展

　　3．我认为……

　　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

大学英语作文篇2

　　The Craze of Pursuing Graduate Studies 考研热

　　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，数以百万计的中国大学生参加研究生入学资格考试，主要是攻读硕士学位课程。学生准备考试的那些通过数年艰辛的自学，或通过花大笔的钱参加当地培训学校。与考试相关的学习材料的出版和提供的培训课程，无论线上线下，一起构成了一个规模可观的产业。

　　关于这股热潮，一个触目惊心的事实是，大多数学生读研究生不出于他们自愿。面对着就业市场的严峻现实，这是永远寻找学历高的毕业生，许多大学生发现，进入研究生院去是为了避免失业和提升未来求职过程中的竞争力的一个好方法。

　　然而，没有主动性，大多数的学生进入研究生院没有动机。对他们来说，唯一重要的是最终的学位或文凭，他们期望相比其他求职者这能给他们一个上风。至于他们研究的实际的物质，他们觉得没有什么大不了的.，只要能拿到学位或文凭。看到他们为了这样一个目的，不是热爱他们所研究的东西，而是为了找一个好工作，还不一定是跟他们专业相关的，真的觉得他们好可怜。

　　令人寒心的事实是，学生们很快就会发现，他们的期望是一个单纯的梦想。因为如此多的大学生走上研究生这条路，就业形势会依然严峻。而不是带来明显的竞争优势，两年或三年额外的学术训练，简直是浪费时间和精力。当他们本科生的时候，他们需要反思这股热潮，要更好的区分自己卓越的知识和技能。

大学英语作文篇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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