第二五篇

　　24 Study the following picture carefully and write an essay in which you should:

　　1. describe the picture；

　　2. point out the reasons for this phenomenon；

　　3. suggest possible solutions.

　　You should write 160~200 words neatly on ANSWER SHEET 2.

　　我們看了圖畫與提綱之后，對于這種文章的結構已經非常熟悉了。文章分為四段來寫：描述圖畫——說明原因——提出解決辦法——下結論。In the above picture, a student has got 68 in an examination, but he asks the teacher to give him 80, for he wants to get the title of an excellent student. Looking at the picture, we can�餿 help thinking of the more and more serious phenomenon of students�� going to the teacher directly for higher grades.

　　Schools are places where students learn knowledge and acquire skills, but some students never devote themselves to such an arduous yet enjoyable process. When the examination season arrives, they are busy searching for various methods to get satisfactory grades. Some stay up late to memorize as much knowledge as possible. Some even cheat in examinations in order to win ideal marks. Others go directly to the teachers, begging them to let them pass. In extreme cases, some students tell the teachers directly that they need a certain mark for a certain purpose.

　　Such practices deprive national education of fairness and dignity. To prevent them from spreading, teachers should first of all take on their responsibilities. They should reject such students firmly and directly. If the students continue disturbing them with their unreasonable requests, the teachers should report to the school authorities. On this occasion, the school authorities should severely punish these students and those who help them in the efforts.

　　If young students are used to achieving personal goals through unjust methods, when can we stop worrying about their future?文章的第一段，由于一句話就描述了圖表，所以第二句話可以對這個現象進行小結。而最后一段是總結性的段落，這一段只有一句話，采用了條件狀語從句加疑問句的模式。此段話還將第一段第二句話的小結做了進一步提煉，總結是“以不正當的方法來達到個人目的”，相當準確。

　　原因段落和辦法段落均沒有采用最常見的分兩點或三點來說的方法。第二段寫原因，前兩句描述一些學生不好好學習，一到考試的時候就找各種各樣的方法來得到滿意的分數。而后采用排比句分成幾類學生來寫。最后一句話是聚焦第三類學生，進一步來說明——在某些極端的情況下，有些學生直接告訴老師自己需要多少分，以達到某個目的。

　　第三段首句一針見血地點出了這種做法的危害。而后將重點落在教師身上，具體講教師該怎么做。之后補充寫了校方的正確做法。首先對于圖畫的小結(總結出寓意或主題)可以放在第一段后面或第二段開頭。

　　原因段落和辦法段落均可以不采用傳統的分類法，而采用層層遞進的方法來寫。

　　最后一段使用了由條件狀語從句和疑問句構成的經典復合句做結，給人留下了深刻的印象。