四级作文万能.docx

1、四级作文万能四级作文1Topic: Bridging the gap between the urban and rural areasOutline:1中国城乡之间的差距似乎有增大的趋势 v 2导致这种现象的原因 v 3怎样才能缩小城乡之间的差距Nowadays, the gap between the urban and rural areas is becoming bigger than ever. As the urban population is benefited from Chinas reform program, the people living in the rura

2、l areas seem to have been marginalized, with many of them still suffering from shameful poverty.In my opinion, the reason is obvious. Most of the economic reform policies have been carried in cities, leading to the economic development and also the improvement of the livelihood for the people living

3、 there. Though the countryside has a bigger population, there is no denying that it has seldom been given top priority in the reform program.But how to bridge the gap between the urban and rural areas? On one hand, the government should provide more financial assistance to the rural population, espe

4、cially in areas of education, transportation and telecommunications. On the other hand, the rural people should take a greater responsibility in changing their life for better.四级作文2 （仅参考思路即可）v Topic: The importance of traditional festivalsv Outline:v 时下年轻人越来越重视过西方的节日v 中国传统节日应该得到重视v Nowadays, more an

5、d more young people attach great importance to some western festivals. A lot young people celebrate Valentines Day or Christmas Day, but they show little interest in Chinese traditional festivals.v In my opinion, we should pay more attention to our traditional festivals, such as the Middle Autumn Da

6、y, the Dragon-boat Festival and the Spring Festival. We have to remember that these festivals are part of the Chinese culture, without which we can not identify ourselves as Chinese, the proud descendants of Emperor Yandi and Emperor Huangdi. Otherwise, we may forget our cultural roots and get lost

7、as our country is quickly modernized.v All in all, we should focus on our traditional festivals. More importantly, we should make sure that our traditions and cultures will always be carried forward.四级作文3（仅参考思路）v Topic: University students should be encouraged to pay their tuitionv Outline:v 大学生的学费大

8、多由家长支付v 有人认为应该鼓励大学生自付学费v 你的观点v In China, the tuition for most university students is paid by their parents. It is generally believed that university students should concentrate on their studies instead of finding jobs, though some people think that they should be encouraged to pay their tuition. As

9、they are mostly above 18 years old, they should try to support themselves.v In my opinion, I tend to believe that university students should be discouraged to cover their tuition. Firstly, most students do not have any work experience, it is impossible for them to find any well-paid jobs, let alone

10、paying their tuitions. Secondly, students in Chinese universities usually have demanding schedules, so they simply have little time to find jobs. However, I do believe that students should try to find part-time jobs in their spare time, especially during their summer vacation. Even if they can not c

11、over their tuition, they should try to learn more about the society and appreciate what their parents have done for them.v In conclusion, I insist that university students should not be encouraged to pay their tuition, otherwise they neither complete their university education nor support themselves

12、. 经济学家1Rebuilding the American dream machine重建美国梦机器Jan 19th 2006 | NEW YORKFrom The Economist print editionFOR Americas colleges, January is a month of reckoning. Most applications for the next academic year beginning in the autumn have to be made by the end of December, so a universitys popularity

13、is put to an objective standard: how many people want to attend. One of the more unlikely offices to have been flooded with mail is that of the City University of New York (CUNY), a public college that lacks, among other things, a famous sports team, bucolic campuses and raucous parties (it doesnt e

14、ven have dorms), and, until recently, academic credibility. A primary draw at CUNY is a programme for particularly clever students, launched in 2001. Some 1,100 of the 60,000 students at CUNYs five top schools receive a rare thing in the costly world of American colleges: free education. Those accep

15、ted by CUNYs honours programme pay no tuition fees; instead they receive a stipend of $7,500 (to help with general expenses) and a laptop computer. Applications for early admissions into next years programme are up 70%.Admission has nothing to do with being an athlete, or a child of an alumnus, or h

16、aving an influential sponsor, or being a member of a particularly aggrieved ethnic groupcriteria that are increasingly important at Americas elite colleges. Most of the students who apply to the honours programme come from relatively poor families, many of them immigrant ones. All that CUNY demands

17、is that these students be diligent and clever.Last year, the average standardised test score of this group was in the top 7% in the country. Among the rest of CUNYs students averages are lower, but they are now just breaking into the top third (compared with the bottom third in 1997). CUNY does not

18、appear alongside Harvard and Stanford on lists of Americas top colleges, but its recent transformation offers a neat parable of meritocracy revisited.Until the 1960s, a good case could be made that the best deal in American tertiary education was to be found not in Cambridge or Palo Alto, but in Har

19、lem, at a small public school called City College, the core of CUNY. Americas first free municipal university, founded in 1847, offered its services to everyone bright enough to meet its gruelling standards. Citys golden era came in the last century, when Americas best known colleges restricted the

20、number of Jewish students they would admit at exactly the time when New York was teeming with the bright children of poor Jewish immigrants. In 1933-54 City produced nine future Nobel laureates, including the 2005 winner for economics, Robert Aumann (who graduated in 1950); Hunter, its affiliated fo

21、rmer womens college, produced two, and a sister branch in Brooklyn produced one. City educated Felix Frankfurter, a pivotal figure on the Supreme Court (class of 1902), Ira Gershwin (1918), Jonas Salk, the inventor of the polio vaccine (1934) and Robert Kahn, an architect of the internet (1960). A l

22、eft-wing place in the 1930s and 1940s, City spawned many of the neo-conservative intellectuals who would later swing to the right, such as Irving Kristol (class of 1940, extra-curricular activity: anti-war club), Daniel Bell and Nathan Glazer.What went wrong? Put simply, City dropped its standards.

23、It was partly to do with demography, partly to do with earnest muddleheadedness. In the 1960s, universities across the country faced intense pressure to admit more minority students. Although City was open to all races, only a small number of black and Hispanic students passed the strict tests (incl

24、uding a future secretary of state, Colin Powell). That, critics decided, could not be squared with Citys mission to “serve all the citizens of New York”. At first the standards were tweaked, but this was not enough, and in 1969 massive student protests shut down Citys campus for two weeks. Faced wit

25、h upheaval, City scrapped its admissions standards altogether. By 1970, almost any student who graduated from New Yorks high schools could attend. The quality of education collapsed. At first, with no barrier to entry, enrolment climbed, but in 1976 the city of New York, which was then in effect ban

26、krupt, forced CUNY to impose tuition fees. An era of free education was over, and a university which had once served such a distinct purpose joined the muddle of Americas lower-end education. By 1997, seven out of ten first-year students in the CUNY system were failing at least one remedial test in

27、reading, writing or maths (meaning that they had not learnt it to high-school standard). A report commissioned by the city in 1999 concluded that “Central to CUNYs historic mission is a commitment to provide broad access, but its students high drop-out rates and low graduation rates raise the questi

28、on: Access to what? ”Using the report as ammunition, profound reforms were pushed through by New Yorks then mayor, Rudolph Giuliani, and another alumnus, Herman Badillo (1951), Americas first Puerto Rican congressman. A new head of CUNY was appointed. Matthew Goldstein, a mathematician (1963), has s

29、hifted the focus back towards higher standards amid considerable controversy. For instance, by 2001, all of CUNYs 11 “senior” colleges (ie, ones that offer full four-year courses) had stopped offering remedial education. This prompted howls from the teaching faculty, who said it would “create a ghet

30、to-like separation between levels of colleges”, keeping black and Hispanic students out of the best schools. In fact, the racial composition of the senior schools, monitored obsessively by critics, has remained largely unchanged: one in four students at the senior colleges is black, one in five is L

31、atino. A third have ties to Puerto Rico, Jamaica, China and the Dominican Republic. Admissions standards have been raised. Students applying to CUNYs senior colleges now need respectable scores on either a national, state or CUNY test, and the admissions criteria for the honours programme are the to

32、ughest in the universitys history. Contrary to what Mr Goldsteins critics predicted, higher standards have attracted more students, not fewer: this year, enrolment at CUNY is at a record high. There are also anecdotal signs that CUNY is once again picking up bright locals, especially in science. One advanced biology class at City now has twice as many students as it did in the late 1990s. Last year, two students, both born in the Soviet Union, won Rhodes scholarships, and a Bronx native who won the much sought-after Intel Science Prize is now in the honours programme