外语作文讲义
Chapter Two
Diction
Teaching objectives:Teach the theory of diction. And also tell the students how to reach good diction when they write.
Key Points: 1）Levels of Words
2) The meaning of Words
Difficult Points:Appropriateness, specificity, idioms
Teaching procedures:
I. General remark
When you write, your continual effort is to search for appropriate words to convey your thoughts. The more appropriate the words you choose, the better you can express yourself; consequently, the more easily and clearly your readers can understand you.
Generally speaking, the trouble a Chinese student of English has in word choice results from two things. First you have not built a large enough English vocabulary. In this case, you should be prepared to put extra effort into expanding your vocabulary by increasing both the amount and the intensity of your reading. Second, you may not know well the principles of English word choice.
Diction means the choice and use of words,. There is no short cut to good diction. Only by enlarging your vocabulary, studying some principles guiding your choice of words, and constant practice in using words, can you sharpen your ability to find the right word.
Words are not right or wrong in themselves. When a word is said to be right, that word should be not only grammatically but also contextually correct. What makes a particular word right is the effect it has in your sentence or paragraph, i. e., the context.
Good diction is the choice of words that can best fit the specific context and best allows you to communicate your meaning to your readers. Good diction has at least these qualities: appropriateness, specificity, conciseness, and imagery.
II. Levels of Words
The words that are often used may be divided, from a stylistic point of view, into three types: formal, common, and colloquial.
Formal words may also be called learned words, or literary words, or ―big‖ words. They mainly appear in formal writing, such as scholarly or theoretical works, political and legal documents, and formal lectures and addresses. Many such words contain three or more than 3 syllables; most of them are of Greek or Latin origin. They are seldom used in daily
conversation, except for special purposes. Here is a paragraph from a scholarly paper—paragraph 1. Long sentences and formal words are appropriate here because the paper, which discuses a rather complex question, needs them to be theoretically clear and exact.
Para.1: There is nothing new in the recognition, within a given language, of a distinction between common usage and uses of the language for more restricted purposes and often enough, perhaps characteristically, more elevated purposes. The monolithic nature of English is not questioned when literary essayists like Emerson contrast poetry and common speech. The latter is recognized in America to be the proper subject for the investigation of linguists who, however, now show some incipient inclination to investigate poetry, too, and other noncasual utterances in a given language.
Para.2: When I was a kid, and reading every science fiction book in the local library, I used to wonder exactly how the future would happen. By that I don’t mean what the future would be like—science fiction already told me that—but rather how we’d actually get there. Science fiction books seemed to agree, for example, that in the future there would be no money—all transactions would be made via identity cards and centralized computers. But that seemed dubious to me: How, I wondered, are you going to get everybody to give up money in the first place?
Most of the words in the second paragraph, however, are those that people use every day, and appear in all kinds of writing. Because of this, they are called common words. In this paragraph, except one or two words that are very colloquial, like kid, and one or two that are a little formal, like formal, like transactions and dubious(可疑的), all the words are commonly used words. The sentences are much shorter and simpler than those in the preceding paragraph, as it describes the thoughts of a child.
There are words which are mainly used in informal or familiar conversation. They seldom appear in formal writing, and in literary words their main use is to record people‘s thoughts and dialogues. They are usually short words of one or two syllables and most of them are of Saxon origin (i.e., not borrowed from Greek, Latin, or French). We may call them colloquial words, such as guts (meaning courage), guy (man), and hassle (bother).
These are all words of Standard English and used by all educated speakers of the language. There are words which are used only by special groups of people for special effect. Among these are slang words, dialectal words and certain words that are often used by uneducated speakers.
Slang words: highly informal; vivid and interesting, but if used inappropriately, they make the writer or speaker sound offensive or funny:
On hearing that his father had kicked the bucket, we wrote him a letter to express our sympathies. (sound not sympathetic)
The big banquet held in honor of the distinguished guests was really neat.
(tone)
Dialect: omits certain sounds and pronounces-ing like –in and care like keer. ain‘t for isn‘t, I‘s for I‘m, and nohow for anyhow. A little shaver means a little boy.
Such nonstandard words and expressions are often seen in stories describing poorly educated people. Foreign students of English need to understand them, but should not try to use them in speech or writing. III. The Meaning of Words
1.Denotative and Connotative
A word‘s denotation is what it literally means, as defined by the dictionary; its connotation is the feeling or idea suggested by it. Country, nation, state, land
For instance, country, nation, state and land have more or less the same denotation and may all be translated into guojia in Chinese, but their connotations are quite different. Country refers to an area of land and its population and government, nation emphasizes the people of a country, state refers to the government or political organization of a country, and land is less precise but more literary and emotive than country. (written language)
An island country; neighboring (countries)
In area China is the third largest (country) in the world.
Chinese people is a peace-loving (nation); the awakening (nations) of Africa
The modernization programme has won the support of the whole (nation). (State) organs ;( state)-owned enterprises
China is my native (land).
2. Different Meanings for Synonyms
These four words may be said to be synonyms. English is particularly rich in synonyms as a result of incorporation words from other languages over the centuries. But we must remember that it is difficult to find two words that are exactly the same in meaning and use. They may be different in stylistic level, in the degree of emphasis, in emotional coloring, in tone, and in collocation. For example,
1) ask question interrogate;
time age epoch ;
rise mount ascend
In each of group the first word is from Anglo-Saxon and the second and third from French or Latin. The first one is clearly more informal or colloquial than the other two. (stylistic)
2) Big & Large are both commonly used words, but large is slightly more formal and may be used to describe things that are unusually big, so it is more emphatic than big. Huge, which is more literary than these two words, means extremely large, and is more emphatic than large.
A big / large city; a big / large house
Wuhan is a very large city in Central China.
The team has got a huge man over two meters tall.
3) Small and little are often interchangeable, but there is some difference in emotional coloring between them. Small is objective, while little may imply a feeling of fondness:
They lived in a small town.
I can never forget the little town where I spent my happy childhood.
4) Modest and humble both indicate a lack of pride, but modesty is a virtue and humbleness is not. Humble often connotes undue self-depreciation. So they are different in tone: one is laudatory and the other is derogatory.
Modest and hardworking, he made very quick progress at school. Clearly Gompers was overawed by Wilson. His face took on a servile look; his voice was humble.
5) Some synonyms have different collocations: they are habitually used with certain words. Large, not big, for instance, is used to modify nouns like amount, number and quantity (a large amount of money, a large number of people, a large quantity of beer, etc.) Similarly, with nouns denoting personal qualities, such as courage, confidence, ability, and wisdom, not big or large, but great, is commonly used. Another example, insist and persist have the same denotation, but each of them has their own collocation: insist on; persist in
All this shows that to discriminate between synonyms is important to a student learning to write. When in difficulty, he should use a good dictionary with notes on usage or synonyms.
3. Chinese Equivalent of English Words
There‘s one thing about the meaning of words that Chinese students should be on guard against: taking the Chinese equivalent of an English word as its exact meaning, or understanding the meaning of an English word from its Chinese equivalent. It is true that the Chinese equivalents of many English words express their true meanings, but very often an English word has no exact Chinese equivalent and it has to be translated in different ways in different contexts.
1) For example, some students think send means song in Chinese may make sentences like: ―He came to send me the letter‖ (He brought me the letter); or ―I sent my friend to the station yesterday‖ (I went to the station with my friend to see him off). In fact, to send means to cause to go or be
taken to a place without going oneself. If you sent something to a place, you asked someone else to take it there; you did not go there yourself.
To understand the meaning of an English word one had better find out how it is defined in English in a dictionary with English explanations. Chinese translations are not always reliable, and sometimes they are misleading.
2) English words that may be translated into the same Chinese expression are not necessarily synonymous. Family and home, for instance, may both be translated as jia, but they are not synonyms. Family refers to the people related to one, while home to the place where one lives.
3) Except and besides are sometimes translated in the same way (chule), but they are opposite in meaning: except means leaving out or not including, and besides means in addition to or as well as.
Apart from the cost, it will take a lot of time.(=besides)
The orphan had no one to take care of him apart from his uncle.(=except) He has done good work, apart from a few slight faults.(=except for) There can be no knowledge apart from practice.实践出真知．（＝without）
Ⅳ. General and Specific Words
Whereas general words name classes and groups of things (tree, music, toy), specific words point to a member of a class or group (birch tree, sonata, marionette). Both types of words are appropriate in their respective contexts, but on the whole rely upon specific words, since they express meaning more vividly and more precisely than general ones. Nouns, such as "thing," "area," "aspect," "factor," and "individual" are especially imprecise.
General: Working at the grocery store offers an employee many things. Specific: Working at the grocery store offers an employee many benefits. General: The family ate some good food last night.
Specific: The Smith clan devoured a five-course meal, consisting of a shrimp appetizer in a wine sauce, marinated rolled rib roast, honey glazed carrots and fried eggplant, a Waldorf salad, and peaches flambé.
"The difference between the almost-right word and the right word is really a large matter—it‘s the difference between the lightning bug and the lightning." —Mark Twain
Writing teachers often tell their students to "show--don't tell." To make your writing effective, "show" something to readers that they can imaginatively experience; don't just "tell" readers an abstract idea. Notice, for example, the two sentences below, both convey the same basic idea. (The second sentence is from Craig B. Stanford's "Gorilla Warfare," published in the July/August 1999 issue of The Sciences.)
Abstract "Telling"
Even a large male gorilla, unaccustomed to tourists, is frightened by people.
Concrete "Showing"
"A four-hundred-pound male [gorilla], unaccustomed to tourists, will bolt into the forest, trailing a stream of diarrhea, at the mere sight of a person." The second sentence is memorable and brings the experience to life, whereas the first sentence is rather dull, telling readers that a large gorilla is frightened but not showing readers a frightened gorilla. The second sentence gives readers a vivid and specific "picture" of a frightened gorilla. Notice that the writer of the first sentence cannot be sure of what readers will imaginatively "see," but the writer of the second sentence can be assured that all readers will "see" the same frightened gorilla. Notice as well that the writer of the second sentence does not even need to tell readers that the gorilla is frightened; the specific and concrete description of the gorilla's behavior "shows" readers how frightened the gorilla is. 1) Abstract and Concrete Diction
Abstract Diction
Abstract diction refers to words that do not appeal imaginatively to the reader's senses. Abstract words create no "mental picture" or any other imagined sensations for readers.
Abstract words include . . .
Love, Hate, Feelings, Emotions, Temptation, Peace, Seclusion, Alienation, Politics, Rights, Freedom, Intelligence, Attitudes, Progress, Guilt, etc.
Try to create a mental picture of "love." Do you picture a couple holding hands, a child hugging a mother, roses and valentines? These are not "love." Instead, they are concrete objects you associate with love. Because it is an abstraction, the word "love" itself does not imaginatively appeal to the reader's senses.
Some abstract diction will probably be inevitable in your papers, but you need to give readers something that they can imaginatively see, hear, feel, smell, or taste. If you remain on an abstract level, your readers will most likely lose interest in what you are saying, if your readers can even figure out what exactly you are talking about.
For example,
"Ralph and Jane have experienced difficulties in their lives, and both have developed bad attitudes because of these difficulties. They have now set goals to surmount these problems, although the unfortunate consequences of their experiences are still apparent in many everyday situations."
What is this writer trying to say? It's hard to tell. The diction is so abstract that it is likely to mean something different to each reader. Writing that is overly abstract and general is also not pleasant to read. I remember well, too well, a student whose writing would remain on this level from the beginning to the end of each essay. Reading her essays became quite a chore. The world of ideas and abstractions has its place, but readers need something they can hold on to in essays.
Concrete Diction
Concrete diction refers to words that stimulate some kind of sensory response in the reader: as we read the words, we can imaginatively use our senses to experience what the words represent.
Concrete words include . . .
Dog, Cat, Computer, Classroom, Tree, Candy Bar, Car, Chair, Department Store, Radio, Pencil, Hat, Clock, Rain, Ice Cube, Beer, etc. Now, try to picture a dog. Because "dog" is a concrete word, you are able to form a mental picture of it. Because concrete diction imaginatively appeals to the senses, it tends to involve readers more than abstract diction does.
2) General and Specific Diction
General Diction
What do you imaginatively "see" when you read the following sentence: "The dog jumped on top of the car"?
The concrete diction should stimulate some "mental picture," but what exactly do you "see"? You should imagine a dog jumping on top of a car, but what kind of dog? And what kind of car do you imagine? Most likely, you see your dog jumping on top of your car, but is this what the writer intended you to "see"? Probably not. The sentence uses concrete diction, thus allowing you to create a mental picture, but that diction is general and not specific.
Specific Diction
Now, what do you imaginatively "see" when you read this sentence: "The Saint Bernard jumped on top of the red corvette"?
The concrete and specific diction in this sentence ensures that you are "seeing" exactly what the writer wants you to see. In general, specific and concrete diction is a characteristic of strong writing, whereas general and abstract diction is a characteristic of weak writing.
3) Be Specific!
The diction in a paper could be more concrete and/or more specific. Specific diction will help ensure that the meaning you intend is exactly the meaning that readers receive.
Consider the following sentence: "Mary walked into the restaurant." The diction in this sentence may at first seem specific, but it is not. Aren't there different ways to "walk"? And what restaurant did Mary enter? Because the sentences below use more specific diction, they answer both of these questions.
Mary staggered into Denny's.
Mary paraded into Red Lobster.
Mary shuffled into McDonald's.
Mary sashayed into Oogies.
Mary strutted into The Red Door.
Mary limped into Burger King
Mary waddled into Oink's Gourmet Bar-B-Que.
Mary sauntered into Subway.
Mary crept into Monari's 101.
Mary marched into Kentucky Fried Chicken.
Mary tiptoed into Pizza Hut.
Mary strolled into Hardee's.
Mary slinked into Uptown Bar & Grill.
Mary swaggered into Verucchi's Ristorante.
Mary trudged into Wendy's.
Mary pranced into Taco Bell.
Notice that the more specific diction not only makes the sentences more vivid, but the diction conveys meaning not suggested in the simple "Mary walked into the restaurant." After all, "Mary staggering into Denny's" is certainly much different than "Mary parading into Red Lobster." In the first example, Mary might have had too many drinks, and it's probably about, what, 3:00 a.m.? In the second example, Mary obviously is feeling good about herself because she is going to be spending her money on a nice meal.
4) Use the Right Words, not the Almost-Right Words!
Some composition and writing experts argue that writers should write with verbs and nouns, avoiding the use of adverbs and adjectives (those words that "modify," or change, verbs and nouns). If you use the right verbs and nouns, there should be no need to modify them into something else.
For instance, consider the following sentence: "Mary walked proudly and confidently down the hallway." The word "walked" is not quite the right word here, so the writer is trying to make it into the right word by adding "proudly and confidently," but don't we have a word that means "to walk proudly and confidently"? How about "Mary strutted down the hallway"? When the right word is used, the adverbs become useless. Notice that none of the sentences in the list above uses adverbs or adjectives, just specific verbs and specific nouns.
Finally, "very" is a word to avoid. When you use the word "very," you are most likely doing what is described above: trying to change the wrong word into the right one. Why not get rid of "very" and use the right word instead?
For example, "I was very happy" could become "I was overjoyed," and "I was very scared" could become "I was terrified." When you choose the right word, "very" often sounds strange in front of it. For example, you probably would not say, "I was very overjoyed" or "I was very terrified," right? If you have chosen the right word, there is no need to try to turn it into something else with the word "very.
Ⅴ. Idioms
1. Definition
A phrase or grammatical construction that cannot be translated literally into another language because its meaning is not equivalent to that of its component words. Common examples, of which there are thousands in English, include follow suit, hell for leather, flat broke, on the wagon, well hung, etc. By extension, the term is sometimes applied more loosely to any style or manner of writing that is characteristic of a particular group or movement.
A contrast of idioms with the w ord ―Dog‖ between Chinese and English:
1) Chinese Idioms with ―Dog‖
狗仗人势、狐朋狗友、狼心狗肺、
狗腿子、走狗、狗嘴里吐不出象牙等。
常用它来形容坏人坏事.
2) English Idioms with ―Dog‖
a lucky dog
a sly dog喜怒不形于色的人
love me, love my dog
Every dog has his day 凡人皆有得意日/瓦片也有翻身时
Old dogs will learn no new tricks 老年人学不了新东西
Dog does not eat dog 同类不相残
His bark is worse than his bite 心地不如嘴恶/刀子嘴豆腐心
Give a dog an ill name and hang him 欲加之罪，何患无辞
To turn tail 逃走
To let sleep dogs lie 莫惹是非
To dog-ear a book 摺书角
Not even a dog‘s chance 毫无机会
To be top dog 居于要位
2. Characteristics of Idioms
A. a rhetorical device (修辞手段)with languages of proper comparison or euphony大部分是利用恰当比喻的形象化语言或利用声音的和谐（euphony）来达到朗朗上口、易懂易记的目的。
E.g. As busy as a bee
B. inseparable 它在意义上是独立的，而不是它的组成分子（单词）的意义的总和。
E.g.落花流水不等于―落下的花和流动的水‖，而是―一败涂地‖、―粉碎‖等之意。
露出马脚是露出破绽或缺点。
to lose one‘s head―张皇失措‖、―迷惑‖。
―to lay heads together‖―一起商量‖。
C. Ungrammatical and illogical 习语往往破坏语法规则和逻辑推理。
E.g. ups and downs（盛衰），
ins and outs（底细），
Diamond cut diamond。
To have one‘s heart in one‘s mouth（非常吃惊），
to cry one‘s eyes out（痛哭），
as fit as a fiddle等都是不合逻辑的。
而汉语的―胡说八道‖、―三心二意‖，以及―倒霉‖、―吃不开‖等都无法按字面推理。
D. ―fixed‖
习语有它本身的完整性，其中各单字是固定的，不可随便拆开或掉换。如 A stitch in time saves nine中的a不能换成one;
to be at liberty不能改成to be at freedom.
汉语中我们说―雪中送炭‖，但不能说―雪中送煤‖或―雪中赠煤‖；―乱七八糟‖不能说成―乱六七糟‖（虽然英语是at sixes and sevens）；―露出马脚‖中的―马‖不能改为―牛‖或―羊‖都是同样道理
3. Characteristics of Chinese Idioms
1) ―Four- Character‖
汉语的习语大多是四个字的，并常用声、韵来增加它们的美感。
E.g. 八面玲珑（双声）a good mixer; an artful person; manage to please everybody. 慷慨激昂（双声）vehement (and excited)
天真烂漫（叠韵）,
明媚灿烂（双声、叠韵）
2) simple repetition
汉语习语常用词的重复和重叠手段来提高效果 e.g.双双对对
in pairs 三三两两
in twos and threes 体体面面
in all its splendor永永远远
for ever and ever
醉醺醺tipsy; under the influence of liquor
笑吟吟laughingly; smilingly
泪汪汪with tears in one‘s eyes
糊里糊涂be in a muddle; muddle-headed
4. Characteristics of English Idioms
1)by alliteration双声（或头韵）or rhyme(韵脚)同样，许多英语习语也利用双声（或头韵)和韵脚来增加美的感受。
As blind as a bat 瞎如蝙蝠（有眼无珠）
As bright as a button 光泽照人，打扮得漂漂亮亮的
As bold as brass 极其无耻
As busy as a bee
As dead as a doornail 确已僵死了的，被彻底废弃或遗忘的
As fit as a fiddle （提琴）非常健康
As green as grass 绿如青草
As hungry as a hunter 非常饥饿
As proud as a peacock 非常高傲
As red as a rose 红如玫瑰，艳如桃李
As thick as thieves 亲密无间
As weak as water 身体虚弱，意志薄弱
Of sixes and sevens 乱七八糟，不和
Care killed the cat 忧虑伤身
Money makes the mare go 有钱能使鬼推磨
Neither fish, flesh nor fowl(飞禽)非驴非马/不伦不类
Through thick and thin 赴汤蹈火
Tit for tat 一报还一报/针锋相对
by hook or by crook 不择手段
fair and square 正大光明
near and dear 极亲密的
A friend in need is a friend indeed.
Beggars cannot be choosers 要饭的不能挑肥拣瘦/求人者没有选择权
Might makes right 强权造成公理
2) Simple repetition with ―and‖英语的习语则常利用词的重复手段，并多以and 连接, e.g.
again and again 再三
by and by 不久以后
Diamond cut diamond 棋逢对手
5. Compare and comment
Proverbs are the popular sayings that brighten so much Latin American talk, the boiled-down wisdom that you are as apt to hear from professors as from peasants, from beggars as from elegances. Brief and colorful, they more often than not carry a sting.
One afternoon, I heard Imelda and her daughter arguing in the kitchen. Her daughter had quarreled with her husband‘s parents, and Imelda was insisting that she apologize to them. Her daughter objected.
―But, Mama, I just can‘t swallow them, not even with honey. They talk so big until we need something; the n they‘re too poor. So today when they wouldn‘t even lend us enough to pay for a new bed, all I did was say something that I‘ve heard you say a hundred times: ?If so grand, why so poor? If so poor, why so grand?‘‖
―Impertinent!‖ snorted Imelda. ―Have I not also taught you, ?what the tongue says, the neck pays for??‘‖ I will not have it said that I could never teach my daughter proper respect for her elders.
Her daughter made one more try. ―But Mama, you often say, ?If the saint is annoyed, don‘t pray to him until he gets over it.‘ Can‘t I leave it for tomorrow?‖
Imagery (Figures of speech)
Figures of speech can add excitement and variety to writing. When these expressions are understood, they can give a work a depth and richness not present otherwise; when not understood, they can confuse the reader.
1.simile 明喻,
2.metaphor 隐喻,
3.analogy类比,
4.personification 拟人,
5.metonymy 换喻,
6.synecdoche 提喻,
7.antonomasia 借代,
8.syllepsis 兼用,
9.zeugma 拈连, 10.paradox 反论, 11.oxymoron 矛盾修饰, 12.hyperbole 夸张, 13.understatement(litotes and meiosis) 掩饰（间接肯定法和曲言法）14.euphemism 讳饰, 15.irony 反语, 16.innuendo 暗讽, 17.sarcasm 讽刺, 18.transferred epithet 移就, 19.punning 双关, 20.antanaclasis 长短音换位, 21.paronomasia双关
At one time, overuse of these figures in speech or writing gave them a bad reputation. They became associated with "artifice" and "ornamentation" and even with verbal hypocrisy. The fault, alas, lay more with the users than the figures themselves. In recent times, there has been a renewal of interest in these figures, and their value in expressive and persuasive communication is being increasingly recognized.
At one time, too, figures of speech were mainly associated with poetry and poetic writing, where they still are most lavishly used. But now they can be found in any form of writing---prose, drama, scientific and other non-literary writing, and in advertisements. In fact, effective writing of any kind is seldom without a figure or two.
A knowledge of these figures, and of how they are best used will, therefore, be of help to us not only in deepening our understanding of what we read, but also in appreciating more fully the finer points of a writer's style. In the process, we might even learn to write better ourselves.
高考满分作文精选10篇
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全国卷高考满分作文精选
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2017年全国卷3高考满分作文精选 全国卷III：我与高考或我看高考 （适用地区：四川广西贵州云南） 题目是一个副标题作文，因为是正逢高考四十年，是关于我与高考或我看高考。 全国卷3高考2017年满分作文： 距离高考仅剩今天 走进高中，开学了，校长致辞： “天将降大任于斯人也，必先卸其QQ，封其微博，删其微信，去其贴吧，收其电脑，夺其手机，摔其ipad，断其wifi，剪其网线，使其收心敛性，然后静坐、思过，早起、晚睡，做题、考试、做题，明智、开悟、精进，而后必能考上大学也！” 毕业了的学哥学姐们说： “高考的学弟学妹们，一定不要紧张，我可以负责任地告诉你们，高考，只决定你们未来在哪座城市打游戏而已，但还是要好好考，大城市网速快！” 走进高中，我的班主任在教室前方正中的国旗下挂上牌子：距离高考仅剩今天！ 他说：“一切为了高考！”
为了高考，我的高中，是放了很多芥末的高中。就是语文课上，圣人孔子拿着刀子逼着老子孟(梦)子的高中；就是数学课上，排列组合，直线虚线，xayb砸得你一塌糊涂的高中；就是英语课上，“卖国贼”叽里咕噜让你莫名其妙的高中；就是物理课上，牛顿叫你使不出力，幻想自由落体的高中；就是化学课上，晶体、摩尔加硫酸化合你面目全非的高中；就是政治课上，对着手机说了声Hello而被“思想教育”的高中；就是历史课上，举头望老师，低头看小说，不知唐宋明清，只觉耳朵别揪的高中；就是地理课上，山在转水在转我不转的高中…… 头顶是蓝得一触即碎的天空。 呵呵，也许吧，天堂就在触手可及的地方，俯瞰着我们这群振翅欲飞的鸟群。那么，结局会是什么呢？老师们说，结局会是上天的上天，入地的入地。凤凰涅槃，浴火重生，我书写为高考拼搏的每一天的传奇。 遥望云卷云舒的自由自在，夏季的天空总是这样锋利的高远，收容这一个又一个斑斓的梦。每天放学的校园时光，男生的篮球比赛和女生的跑圈运动好像已经成为一种定格的象征。 昨天总在那些急促的步伐中成为今天的背影。 即将步入高考考场的五月，教室里，每天依然充满着在一大堆各种模拟题的海洋里埋头苦泳的身影，那种有质量的
2018春季大学英语四六级作文预测辅导讲义
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第三段核心表达： 1.采取措施take measures to(moves--immediate moves) 2.加强意识strengthen the awareness(enhance the consciousness) 3.制定法律/规章make laws and rules(legislation and regulation) 4.采取理性态度take a rational attitude(Take an objective attitude is vitally important.对吗？) 5.解决问题solve the problem（address the issue) 6.强调/重视emphasize(attach importance to/place importance on) 7.个人成长personal growth 8.社会发展social development 9.学业职业academic studies and career development 10.经验视野enrich our experience and broaden our horizon 第二节写作核心句法 1.As,which引导的非限 As is()depicted by the cartoon,a couple is(),()rubbish into the lake,with the()showing the()of environmental consciousness,which is () 2.同位语从句与定语从句 The picture()a phenomenon that pollution is becoming increasingly severe. This picture()a phenomenon that is well-known to us all. 3.虚拟语气 It is high time that we should take moves. It is imperative that we(should)take moves. 4.独立主格结构 Tangible is teaching,talking with her students,(). 随着社会的发展： 随着问题变得严峻： 综上所述： 5.分词与不定式（被动）作后置定语 解释问题的原因： 环境扮演的角色： 要考虑的因素：
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和突破? 曾经，它是奢望和梦想。《金婚》中蒋雯丽饰演的女一号为了给女儿买一双鞋，放弃评上优秀教师才得到的自行车券时，满脸的纠结和难舍。在物质贫乏、生活用品凭票供应的年代，一辆自行车就是一件奢侈品，众人心心念之，却终难获得。作为大众公认的结婚必备“大件”，它的地位如同今天的房子和钻戒。曾经，它是无奈和辛劳。上世纪七八十年代，自行车的普及让中国有了自行车王国的别称，一群衣着暗淡(外国人称蓝蚂蚁)面容疲惫的人，骑着自行车汇成汹涌的车流，上班、下班、买菜、接送孩子，自行车承载着一个个人生、一个个家庭和一个时代的重量。顶风、冒雨、失灵的刹车、扎爆炸的车胎、断掉的链条，涉及了多少窘迫、艰辛、煎熬和困顿，也许只有那些亲历者知道。一句“关键时候掉链子”，说尽了人们与自行车的恩怨情仇，也说明了在从前，自行车到底有多重要。今天，我们已经无法用一个标签来注明自行车的身份。它是诗和远方，骑行在花果飘香的田野、浓荫匝地的小路、阳光明澈的高原，悠游山水间，心灵与自然交汇，已是一种优雅的时尚。它是轻松和便利，就在我们这个小城，仿佛一夜之间，共享单车如空降兵般出现在大街小巷、只要简单操作一番就能随时开始随时结束一段行程。它是强身健体的运动器材、它是绿色低碳的生活方式……在我们生活里，单车还会扮演什么样的角色?世界的样子变得那么快，常常让我们无法预知，单车，在路上，载着人们奔往幸福的方向。 2017年高考满分作文：从二八大杠到公路车 我想看山河。于是挤出不多的钞票，换来公路车丈量身边一
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原标题：今年高考满分作文6篇精选 今年高考满分作文6篇 【浙江高考满分作文】 与“虚拟”保持一定距离 自二战中一台图录机发明，网络遍及全球，虚拟世界一点点进入我们的生活。我们曾以为这些被我们人类所创造的机器只是一个服务于我们的无智的编程，但当谷歌阿尔法狗轻松打败棋王，当在一个被视为人类引以为傲的思维，创新领域被人工智能轻易战胜时，我们不能不正视AI、VR将在未来扮演的角色，当“虚拟”与“现实”的界限越来越模糊，甚至虚拟比真实更真时，我们是否还需要费力区别这两者? 于是便会有人视VR为猛虎洪水，悲观地认为若我们允许虚拟进入、干涉我们的生活，人类便将灭亡，而我认为大可不必如此，虚拟蓬勃发展带来的利处是明显的。VR可以大大降低社会的沟通成本，购物、看病、交流、娱乐的定义都将被改写。想象一下，一些生下来就被认定残废的人们，一些本自以为一生都无法看到光折射下的七彩人间，无法用脚接触泥土的人，在拥有VR后可以再一次认知这个世界。不仅仅是残疾，一些因经济原因无法见识世界的人也可借此开阔视界。虚拟是在帮助我们更清楚的认识世界，甚至我们可以这么说，虚拟使人更加为“人”。 我从不反对虚拟与生活的结合，但在我们欢喜于科技给我们带来的方便时，我更想提醒，我们不能一味的沉浸于虚拟中，从而被虚拟所奴役。 尼尔·波兹曼在《娱乐至死》中提到：“人终将毁于他所热爱的东西。”一味甚至盲目的赞美虚拟，甚至将虚拟当做全部的人生并以此为平常，人类便将失去他最宝贵的东西——人性及思维创造，若我们完全拥抱这个虚拟构成的新世界，沉迷于虚拟对我们感官上的刺激，我们便会渐渐依赖虚拟，从而成为虚拟的奴隶，甚至走向灭亡。 我们对虚拟保持距离，是因为我们还在乎真假，也许虚拟可以营造真实，但我们无法欺骗自己的内心。 事实上，虚拟与真实的靠近，人工智能与人类的相似，这可以让我们更好地考虑一个问题，即人之所以为人的意义。“人”这个事终究与我们创造出来的虚拟有什么区别?人究竟区别于其它的地方在哪里? 我认为，这便是人性，便是人愿超越“人”的思想，如尼采借查拉图斯特拉所言，人之所以为人，便在于人是一个桥梁，人应当被超越，若我们沉迷虚拟，我们便将停滞。我希望，我们应该在VR的帮助下，更好的追求更高的东西，VR为物，应被我所用，也许终有一天我们人类将进化为尼采所预言的“超人”。 虚拟让我们更加成为人，并借此我们应与虚拟保持一定距离，人应超越虚拟、真实。
全国卷高考作文题目
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