一篇英语作文背诵要花多久【实用20篇】

Some people like the beautiful goldfish, some people like to jump the dog, some people like the lovely little rabbit. And I, the most like the timid, and into the system, and understanding of the small cat!

It is round with a round head, a pair of tiger-like eyes, who dressed in a road between the yellow and brown hair, a thick tail is always upturned, it looks like a zoo in the big tiger!

This little cat is I bought back, start it some fear of life, always hide in the dark. The day is long and the cat is greedy. Every time you feed, it is always pick and choose, the fish, shrimp friends and other delicious finish, "meow" to cried, and then to me, give it, then eat a naked. Small flower cat during the day, lazily lying under the sun to sleep, even if a mouse from its side, it will turn a blind eye. If it is a dog from it in front of it, it will immediately escape, really a timid little cat!

But in the evening, the cat just to hear the mouse a little movement on the front legs of a bow, back a pedal, "wind" to channeling in the past, the mouse on the ground, a claw end of the mouse life. Little cat is still very diligent!

I remember one time: I was at home with a brush and paint painting, after painting, I will see where to modify, I think about it, that is, can not think of what to add. Suddenly, the small cat jumped on the table, with four fluffy feet in the paint on a few steps on my paper printed on a few small plum, "meow" cried, as if to say: "small Master, I help you complete the painting! "I saw, very happy! Little cat is really understanding ah!

My little cat, both timid and diligent, both diligent and considerate, I like my little cat!

下面的材料旨在丰富学生在是非问题写作方面的思想和语言，考生在复习时可以先分类阅读这些篇章，然后尝试写相关方面的作文题。

对于素材中用黑体字的部分，特别建议你熟读，背诵，因为它们在语言和观点上都值得吸收。学习语言的人应该明白，表达能力和思想深度都靠日积月累，潜移默化。从某种意义上说，提高英语写作能力无捷径可走，你必须大段背诵英语文章才能逐渐形成语感和用英语进行表达的能力。这一关，没有任何人能代替你过。

因此，建议你下点苦功夫，把背单词的精神拿出来背诵文章。何况，并不是要求你背了之后永远牢记在心：你可以这个星期背，下个星期忘。这没有关系，相信你的大脑具有神奇的能力。背了工具箱里的文章后，你会惊讶的发现：I can think in English now！

1.?????? Proverbs

1. A graduation ceremony is an event where the commencement speaker tells thousands of students dressed in identical caps and gowns that individuality is the key to success.

2. The primary purpose of a liberal education is to make one’s mind a pleasant place in which to spend one’s time.

3. Next in importance to freedom and justice is popular education, without which neither freedom nor justice can be permanently maintained.

4. The classroom--not the trench--is the frontier of freedom now and forevermore.

5. Education’s purpose is to replace an empty mind with an open one.

6. It is the purpose of education to help us become autonomous, creative, inquiring people who have the will and intelligence to create our own destiny.

7. You see, real ongoing, lifelong education doesn’t answer questions; it provokes them.

8. People will pay more to be entertained than educated.

9.the most important function of education at any level is to develop the personality of the individual and the significance of his life to himself and to others. This is the basic architecture of a life; the rest is ornamentation and decoration of the structure.

10. The essence of our efforts to see that every child has a chance must be to assure each as equal opportunity, not to become equal, but to become different-to realize whatever unique potential of body, mind, and spirit he or she possesses.

11. A great teacher never strives to explain his vision-he simply invites you to stand beside him and see for yourself.

12. If you can read and don’, you are an illiterate by choice.

2. Damaging Research

A study by National Parent-Teacher Organization revealed that in the average American school, eighteen negatives are identified for every positive that is pointed out. The Wisconsin study revealed that when children enter the first grade, 80 percent of them feel pretty good themselves, but by the time they get to the sixth grade, only 10 percent of them have good self-images.

3. Education and Citizenship

An important aspect of education in the United States is the relationship between education and citizenship. Throughout its history this nation has emphasized public education as a means of transmitting democratic values, creating equality of opportunity, and preparing new generations of citizens to function in society. In addition, the schools have been expected to help shape society itself. During the 1950s, for example, efforts to combat racial segregation focused on the schools. Later, when the Soviet Union launched the first orbiting satellite, American schools and colleges came under intense pressure and were offered many incentives to improve their science and mathematics programs so that the nations would not fall behind the Soviet Union in scientific and technological capabilities.

Education is often viewed as a tool for solving social problems, especially social inequality. The schools, t is thought, can transform young people from vastly different backgrounds into competent, upwardly mobile adults. Yet these goals seem almost impossible to attain. In recent years, in fact, public education has been at the center of numerous controversies arising from the gap between the ideal and the reality. Part of the problem is that different groups in society have different have different expectations. Some feel that children should be taught basic job-related skills; still others believe education should not only prepare children to compete in society but also help them maintain their cultural identity (and, in the case of Hispanic children, their language). On the other hand, policymakers concerned with education emphasize the need to increase the level of student achievement and to improve parents in their children’s education.

Some reformers and critics have called attention to the need to link formal schooling with programs designed to address social problems. Sociologist Charles Moscos, for example, is a leader in the movement to expand programs like the Peace Corps, Vista, and Outward Bound into a system of voluntary national service. National service, as Moscos defines it, would entail “the full-time undertaking of public duties by young people whether as citizen soldiers or civilian servers-who are paid subsistence wages” and serve for at least one year. In return for this period of service, the volunteers would receive assistance in paying for college or other educational expenses.

Advocates of national service and school-to-work programs believe that education does not have to be confined to formal schooling. In devising strategies to provide opportunities for young people to serve their society, they emphasize the educational value of citizenship experiences gained outside the classroom. At this writing there is little indication that national service will become a new educational institution in the United States, although the concept is steadily gaining support among educators and social critics.

4. The Teacher’s Role

Given the undeniable importance of classroom experience, sociologists have done a considerable amount of research on what goes on in the classroom. Often they start from the premise that, along with the influence of peers, students’ experiences in the classroom are of central importance to their later development. One study examined the impact of a single first-grade teacher on her students’ subsequent adult status. The surprising results of this study have important implications. It is evident that good teachers can make a big difference in children’s lives, a fact that gives increased urgency to the need to improve the quality of primary-school teaching. The reforms carried out by educational leaders like James Comer suggest that when good teaching is combined with high levels of parental involvement the results can be even more dramatic.

Because the role of the teacher is to change the learner in some way, the teacher-student relationship is an important part of education. Sociologists have pointed out that this relationship is asymmetrical or unbalanced, with the teacher being in a position of authority and the student having little choice but to passively absorb the information provided by the teacher. In other words, in conventional classrooms there is little opportunity for the students to become actively involved in the learning process. On the other hand, students often develop strategies for undercutting the teacher’s authority: mentally withdrawing, interrupting, and the like. Hence, much current research assumes that students and teachers influence each other instead of assuming that the influence is always in a single direction.

5. Education Philosophy

For the past fifty years our schools have operated on the theories of John Dewey (1859-1953), an American educator and writer. Dewey believed hat the school’s job was to enhance the natural development of the growing child, rather than to pour information, for which the child had no context, into him or her. In the Dewey system, the child becomes the active agent in his own education, rather than a passive receptacle for facts.

Consequently, American schools are very enthusiastic about teaching “life skills” –logical thinking, analysis, creative problem--solving. The actual content of the lessons is secondary to the process, which is supposed to train the child to be able to handle whatever life may present, including all the unknowns of the future. Students and teachers both regard pure memorization as an uncreative and somewhat vulgar.

In addition to “life skills”, schools are assigned to solve the ever growing stoke of social problems. Racism, teenage pregnancy, alcoholism, drug use, reckless driving, and are just a few of the modern problems that have appeared on the school curriculum.

This all contributes to a high degree of social awareness in American youngsters.

6. Student Life

To the students, the most notable difference between elementary school and the higher levels is that in junior high they start “changing classes”. This means that rather than spending the day in one classroom, they switch classrooms to meet their different teachers. This gives them three or four minutes between classes in the hallways, where a great deal of the important social action of high school traditionally takes place. Students have lockers in these hallways, around which thy congregate.

Society in general does not take the business of studying very seriously. Schoolchildren have a great deal of free time, which they are encouraged to fill with extracurricular activities—sports, clubs, cheerleading, scouts—supposed to inculcate such qualities as leadership, sportsmanship, ability to organize, etc. those who don’t become engaged in such activities or have afterschool jobs have plenty of opportunity to “hang out”, listen to teenager music, and watch television.

Compared to other nations, American students do not have much homework. Studies also show that American parents have lower expectations for their children’s success in school than other nationalities do. (Historically, there has not been much correlation between American school success and success in later life.) “He’s just not a scholar”, the American parents might say, content that their son is on the swim team and doesn’t take drugs. (Some of the young do choose to study hard, for reason of their own, such as determining that the road to riches lies through Harvard Business School.)

What American schools do effectively teach is the competitive method. In innumerable ways children are pitted against each other—whether in classroom discussion, spelling bees, reading groups, or tests. Every classroom is expected to produce a scattering of A’s and F’s (teachers often grade A=excellent; B=good; C=average; D=poor; and F=failed). A teacher who gives all A’s looks too soft—so students are aware that they are competing for the limited number of top marks.

Foreign students sometimes don’t understand that copying from other people’s papers or from books is considered wrong and taken seriously. Here, it is important to show that you have done your own work and are displaying your own knowledge. It is more important than helping your friends to pass, whom we think do not deserve to pass unless they can provide their own answers. Group effort goes against the competitive grain, and American students do not study together as many Asians do. Many Asians in this country consider their group study habits a large contributor to their school success.

7. Adult Education

After complaining about many aspects of American life, a 40-year-old woman from Hong Kong concluded, “But where else could someone my age go back to school and get a degree in social work? Here you can change your whole life, start a new business, do what you really want to do.”

So at least to this person, school requirements weren’t inhibiting. And to millions of others, adult education is the path to a new career, or if not to a new career, to a new outlook. Schools generally encourage the older person who wants to start anew, and besides regular classes, schedule evening classes in special programs. Today there are so many people of retirement age in college that it is no longer remarkable.

8. Moral Relativism in American

Improving American education requires not doing new things but doing (and remembering) some good old things. At the time of our nation’s founding, Thomas Jefferson listed the requirements for a sound education in the Report of the Commissioners for the University of Virginia. In this landmark statement on American education, Jefferson wrote of the importance of education and writing, and of reading history, and geography. But he also emphasized the need “to instruct the mass of our citizens in these, their rights, interests, and duties, as men and citizens.” Jefferson believed education should aim at the improvement of both one’s “morals” and “faculties”. That has been the dominant view of the aims of American education for over two centuries. But a number of changes, most of them unsound, have diverted schools from these great pursuits. And the story of the loss of the school’s original moral mission explains a great deal.

Starting in the early seventies, “values clarification” programs started turning up in schools all over America. According to this philosophy, the schools were not to take part in their time-honored task of transmitting sound moral values; rather, they were to allow the child to “clarify” his own values (which adults, including parents, had no “rights” to criticize). The “values clarification” movement didn’t clarify values; it clarified wants and desires. This form of moral relativism said, in effect, that no set of values was right or wrong; everybody had an equal right to his own values; and all values were subjective, relative, and personal. This destructive view took hold with a vengeance.

In 1985 The York Times published an article quoting New York area educators, in slavish devotion to this new view, proclaiming, “They deliberately avoid trying to tell students what is ethically right and wrong.” The article told of one counseling session involving fifteen high school juniors and seniors. In the course of that session a student concluded that a fellow student had been foolish to return one thousand dollars she found in a purse at school. According to the article, when the youngsters asked the counselor’s opinion, “He told them he believed the girl had done the right thing, but that, of course, he would not try to force his values on them. ‘If I come from the position of what is wrong,’ he explained, ‘then I’m not their counselor.’”

Once upon a time, a counselor offered counselor, and he knew that an adult does not form character in the young by taking a stance of neutrality toward questions of right and wrong or by merely offering “choices” or “options”.

In response to the belief that adults and educators should teach children sound morals, one can expect from some quarters indignant objections (I’ve heard one version of it expressed countless times over the years): “Who are you to say what’s important?” or “Whose standards and judgments do we use?”

The correct response, it seems to me, is, is we ready to do away with standards and judgments? Is anyone going to argue seriously that a life of cheating and swindling is as worthy as a life of honest, hard work? Is anyone (with the exception of some literature professors at our elite universities) going to argue seriously the intellectual corollary, that a Marvel comic book is as good as Macbeth? Unless we are willing to embrace some pretty silly position, we’ve got to admit the need for moral and intellectual standards. The problem is that some people tend to regard anyone who would pronounce a definitive judgment as an unsophisticated Philistine or a closed-minded “elitist” trying to impose his view on everybody else.

The truth of the real world is that without standards and judgments, there can be no progress. Unless we are prepared to say irrational things—that nothing can be proven more valuable than anything else or that everything is equally worthless—we must ask the normative question. It may come, as a surprise to those who fell that to be “progressive” is to be value-neutral. But as Matthew Amold said, “the world is forwarded by having its attention fixed on the best things” and if the world can’t decide what the best things are, at least to some degree, then it follows that progress, and character, is in trouble. We shouldn’t be reluctant to declare that some things, some lives, books, ideas, and values are better than others. It is the responsibility of the schools to teach these better things.

At one time, we weren’t so reluctant to teach them. In the mid-nineteenth century, a diverse, widespread group of crusaders began to work for the public support of what was then called the “common school”, the forerunner of the public school. They were to be charged with the mission of school felt that the nation could fulfill its destiny only if every new generation was taught these values together in a common institution.

The leaders of the common school movement were mainly citizens who were prominent in their communities—businessmen, ministers, local civic and government officials. These people saw the schools as upholders of standards of individual morality and small incubators of civic and personal virtue; the founders of the public schools had faith that public education could teach good moral and civic character from a common ground of American values.

But in the past quarter century or so, some of the so-called experts became experts of value neutrality, and moral education was increasingly left in their hands. The commonsense view of parents and the publicthat schools should reinforce rather than undermine the values of home, family, and country, was increasingly rejected.

There are those today still that claim we are now too diverse a nation, that we consist of too many competing convictions and interests to instill common values. They are wrong. Of course we are a diverse people. We have always been a diverse people. And as Madison wrote in FederalistNo.10, the competing, balancing interests of a diverse people can help ensure the survival of liberty. But there are values that all American citizens share and that we should want all American students to know and to make their own: honesty, fairness, self-discipline, fidelity to task, friends, and family, personal responsibility, love of country, and belief in the principles of liberty, equality, and the freedom to practice one’s faith. The explicit teaching of these values is the legacy of the common schools, and it is a legacy to which we must return.

9. Schools Should Teach Values

People often said, “Yes, we should teach these values, but how do we teach them?” this question deserves a candid response, one that isn’t given often enough. It is by exposing our children to good character and inviting its imitation that we will transmit to them a moral foundation. This happens when teachers and principals, by their words and actions, embody sound convictions. As Oxford’s Mary Warnock has written, “You cannot teach morality without being committed to morality yourself; and you cannot be committed to morality yourself without holding that some things are right and others wrong.” The theologian Martin Buber wrote that the educator is distinguished from all other influences “by his will to take part in the stamping of character and by his consciousness that he represents in the eyes of the growing person a certain selection of what is, the selection of what is ‘right’, of what should be.” It is in this will, Buber says, in this clear standing for something, that the “vocation as an educator finds its fundamental expression.”

There is no escaping the fact that young people need as example principals and teachers who know the difference between right and wrong, good and bad, and who themselves exemplify high moral purpose.

As Education Secretary, I visited a class at Waterbury Elementary School in Waterbury, Vermont, and asked the students, “Is this a good school?” They answered, “Yes, this is a good school.” I asked them, “Why?” Among other things, one eight-year-old said, “The principal Mr. Riegel, makes good rules and everybody obeys them.” So I said, “Give me an example.” And another answered, “You can’t climb on the pipes in the bathroom. We don’t climb on the pipes and the principal doesn’t either.”

This example is probably too simple to please a lot of people who want to make the topic of moral education difficult, but there is something profound in the answer of those children, something education should pay more attention to. You can’t expect children to take messages about rules or morality seriously unless they see adults taking those rules seriously in their day-to-day affairs. Certain must be said, certain limits lay down, and certain examples set. There is no other way.

We should also do a better job at curriculum selection. The research shows that most “values education” exercises and separate courses in “moral reasoning” tend not to affect children’s behavior; if anything, they may leave children morally adrift. Where to turn? I believe our literature and our history are a rich quarry of moral literacy. We should mine that quarry. Children should have at their disposal a stock of examples illustrating what we believe to be right and wrong, good and bad—examples illustrating what are morally right and wrong can indeed be known and that there is a difference.

What kind of stories, historical events, and famous lives am I talking about? If we want our children to know about honesty, we should teach them about Abe Lincoln walking three miles to return six cents and conversely, about Aesop’s shepherd boy who cried wolf if we want them to know about courage, we should teach them about Joan of Arc, Horatius at the bridge, and Harriet Tubman and the Underground Railroad. If we want them to know about persistence in the face of adversity, they should know about the voyages of Columbus and the character of Washington during the Civil War. And our youngest should be told about the Little Engine That Could. If we want them to know about respect for the law, they should understand why Socrates told Crito: “No, I must submit to the decree of Athens.” If we want our children to respect the rights of others, they should read the Declaration of Independence, the Bill of Rights, the Gettysburg Address, and Martin Luther King, Jr.’ “Letter from Birmingham jail.” From the Bible they should know about Ruth’s loyalty to Naomi, Joseph’s forgiveness of his brothers, Jonathan’s friendship with David, the Good Samaritan’s kindness toward a stranger, and David’s cleverness and courage in facing Goliath.

These are only a few of the hundreds of examples we can call on. And we need not get into issues like nuclear war, abortion, creationism, or euthanasia. This may come as a disappointment to some people, but the fact is that the formation of character in young people is educationally a task different from, and prior to, the discussion of the great, difficult controversies of the day. First things come first. We should teach values the same way we teach other things: one step at a time. We should not use the fact that there are many difficult and controversial moral questions as an argument against basic instruction in the subject.

After all, we do not argue against teaching physics because laser physics is difficult, against teaching American history because there are heated disputes about the Founders’ intent. Every field has its complexities and its controversies. And every field has its basics, its fundamentals. So they are too with forming character and achieving moral literacy. As any parent knows, teaching character is a difficult task. But it is a crucial task, because we want our children to be healthy, happy, and successful but decent, strong, and good. None of this happens automatically; there is no genetic transmission of virtue. It takes the conscious, committed efforts of adults. It takes careful attention.

10. College Pressures

Mainly I try to remind that the road ahead is a long one and that it will have more unexpected turns than they think. There will be plenty of time to change jobs, change careers, change whole attitudes and approaches. They don not want to hear such liberating news. They want a map—right now – that they can follow unswervingly to career security, financial security, Social Security and, presumably, a prepaid grave.

What I wish for all students is some release from the clammy grip of the future. I wish them a chance to savor each segment of their education as an experience in itself and not as a grim preparation for the next step. I wish them the right to experiment, to trip and fall, to learn that defeat is as instructive as victory and is not the end of the world.

My wish, of course, is na?ve. One of the national gods venerated in our media—the million-dollar athlete, the wealthy executive—and glorified in our praise of possessions. In the presence of such a potent state religion, the young are growing up old.

I see four kinds of pressure working on college students today: economic pressure, parental pressure, peer pressure, and self-induced pressure. It is easy to look around for villains—to blame the colleges for charging too much money, the professors for assigning too much work, the parents for pushing their children too far, and the students for driving themselves too hard. But there are no villains: only victims.

“In the late 1960s.” one dean told me. “The typical question that I got from students was ‘Why is there so much suffering in the world’ or ‘how I can make a contribution?’ Today it’s ‘Do you think it would look better for getting into law school if I did a double major in history and political science, or just majored in one of them?’” many other deans confirmed this pattern. One said: “They are trying to find an edge—the intangible something that will look better on paper if two students are about equal.”

Note the emphasis on looking better. The transcript has become a sacred document, the passport to security. How one appears on paper is more important than how one appears in person. A is for Admirable and B is for Borderline, even though, in Yale’s official system of grading, A means “excellent” and B means “very good.” Today, looking very good is no longer good enough, especially for students who hope to go on to law school or medical school. They know that entrance into the better schools will be an entrance into the better law firms and better medical practices where they will make a lot of money. They also know that the odds are harsh. Yale Law School, for instance, matriculates 170students from an applicant pool of 3,700; Harvard enrolls 550 from a pool of 7,000.

It’s all very well for those of us who write letters of recommendation for our students to stress the qualities of humanity that will make them good lawyers or doctors. And it’s nice to think that admission officers are ready reading our letters and looking for the extra dimension of commitment or concern. Still, it would be hard for a student not to visualize these officers shuffling so many transcripts studded with As that they regard a B as positively shameful.

The pressure is almost as heavy on students who just want to graduate and get a job. Long gone are the days of the “gentleman’s C.” when students journeyed through college with a certain relaxation, sampling a wide variety of courses-music, art, philosophy, classics, anthropology, poetry, religion—that would send them out as liberally educated men and women. If I were an employer I would rather employ graduates who have this range and curiosity than those who narrowly pursued safe subjects and high grades. I know countless students whose inquiring minds exhilarate me. I like to hear the play of their ideas. I do not know if they are getting As or Cs, and I do not care. I also like them as people. The country needs them, and they will find satisfying jobs. I tell them to relax. They cannot.

Nor can I blame them. They live in a brutal economy. Tuition, room, and board at most private colleges now come to at least $7,000, not counting books and fees. This might seem to suggest that the colleges are getting rich. But they are equally battered by inflation. Tuition covers only 60 percent of what it costs to educate a student, and ordinarily the remainder comes from what college receives in endowments, grants, and gifts. Now, the remainder keeps being swallowed by the cruel costs—higher every year—of just opening the doors. Heating oil is up. Insurance is up. Postage is up. Health-premium costs are up. Everything is up. Deficits are up. We are witnessing in American the creation of a brotherhood of paupers—colleges, parents, and students, joined by the common bond of debt.

Today it is not unusual for a student, even if he works part time at college and full time during the summer, to accrue $5,000 in loans after four years—loans that he must start to repay within one year after graduation. Exhorted at commencement to go forth into the world, he is already behind as he goes forth. How could he not feel under pressure throughout college to prepare for this day of reckoning? I have used “he,” incidentally, only for brevity. Women at Yale are under no less pressure to justify their expensive education to themselves, their parents, and society. In fact, they are probably under more pressure. For although they leave college superbly equipped to bring fresh leadership to traditionally male jobs, society has not yet caught up with this fact.

Along with economic pressure goes parental pressure. Inevitably, the two are deeply intertwined.

I see many students taking pre-medical courses with joyless tenacity. They go off to their labs as if they were going to the dentist. It saddens me because I know tem in other corners of their life as cheerful people.

“Do you want to medical school?” I asked them.

“I guess so,” they say, without conviction, or “Not really.”

“Then why are you going?”

“Well, my parents want me to be a doctor. They are paying all this money and …”

Poor students, poor parents, they are caught in one of the oldest webs of love and duty and guilt. The parents mean will; they are trying to steer their sons and draughts toward a secure future. But the sons and daughter want to major in history or classics or philosophy—subjects with no “practical” value. Where’s the payoff on the humanities? It’s not easy to persuade such loving parents that the humanities do indeed pay off. The intellectual faculties developed by studying subjects like history and classics—an ability to synthesize and relate, to weigh cause and effect, to see events in perspective—are just the faculties that make creative leaders in business or almost any general field. Still, many fathers would rather put their money on courses that point toward specific profession—courses that are pre-law, pre-medical, pre-business, or, as I sometimes heard it put, “pre-rich.”

But the pressure on students is severe. They are truly torn. One part of them feels obliged to fulfill their parents’ expectations; after all, their parents are older and presumably wiser. Another part tells them that the expectations that are right for their parents are not right for them.

I know a student who wants to be an artist. She is very obviously an artist and will be a good one—she has already had several modest local exhibits. Meanwhile she is growing as a well-round person and taking humanistic subjects that will enrich the inner resources out of which her art will grow. But her father is strongly opposed. He thinks that an artist is a “dumb” thing to be. The student vacillates and tries to please everybody. She keeps up with her art somewhat furtively and takes some of the “dumb” courses her father wants her to take—at least they are dumb courses for her. She is a free spirit on a campus of tense students—no small achievement in it—and she deserves to follow her muse.

Peer pressure and self-induced pressure are also intertwined, and they begin almost at the beginning of freshman year.

“I had a freshman student I’ll call Linda,” one dean told me, “who came in and said she was under terrible pressure because her roommate, Barbara, was much brighter and studied all the time. I could not tell her that Barbara had come in two hours earlier to say the same thing about Linda.”

The story is almost funny—except that it is not. It is symptomatic of all the pressure put together. When every student thinks every other student is working harder and doing better, the only solution is to study harder still. I see students going off to the library every night after dinner and coming back when it closes at midnight. I wish they would sometimes forget about their peers and go to a movie. I hear the clacking of typewriters in the hours before dawn. I see the tension in their eyes when exams are approaching and papers are due: “Will I get everything done?”

Probably they won’t. They will get blocked. They will sleep. They will oversleep. They will bug out.

Part of the problem is that they are expected to do. A professor will assign five page papers. Several students will start writing ten page papers to impress him. Then more students will write ten page papers, and a few will raise the ante to fifteen. Pity the poor student who is still just doing the assignment.

“Once you have twenty or thirty percent of the student population deliberately overexerting,” one dean points out, “It’s bad for everybody. When a teacher gets more and more effort from his class, the student who is doing normal work can be perceived as not doing well. The tactic work, psychologically.”

Why cannot the professor just cut back and not accept longer papers? He can, and he probably will. But by then the term will be half over and the damage done. Grade fever is highly contagious and not easily reversed. Besides, the professor’s main concern is with his course. He knows his students only in relation to the course and does not know that they are also overexerting in their other courses. Nor is it really his business. He did not sign up for dealing with the student as a whole person and with all the emotional baggage the student brought along from home. That’s what deans, masters, chaplains, and psychiatrists are for.

To some extent this is nothing new: a certain number of professors have always been self-contained islands of scholarship and shyness, more comfortable with books than with people. But the new pauperism has widened the gap still further, for professors who actually like to spend time with students do not have as much time to spend. They are also overexerting. If they are young, they are busy trying to publish in order not to perish, hanging by their figure nails onto a shrinking profession.

If they are old and tenured, they are buried under the duties of administering departments—as departmental chairmen or members of committees—that have been thinned out by the budgetary axe.

Ultimately it will be the students’ own business to break the circles in which they are trapped. They are too young to be prisoners of their parents’ dreams and their classmates’ fears. They must be jolted into believing into themselves as unique men and women who have the power to shape their own future.

“Violence is being done to the undergraduate experience,” says Carlos Hortas. “College should be open-ended: at the end it should open many, many roads. Instead, students are choosing their goal in advance, and their choices narrow as they go along. It’s almost as if they think that the country has been codified in the type of jobs that exist-that they’ve got to fit into certain slots. Therefore, fit into the best paying slot.”

“They ought to take chances. Not taking chances will lead to life of colorless mediocrity. They’ll be comfortable. But something in the spirit will be missing.”

I have painted too drab a portrait of today’s students, making them seem a solemn lot. That is only half of their story; if they were so dreary I wouldn’t so thoroughly enjoy their company. The other half is that they are easy to like. They are quick to laugh and to offer friendship. They are not introverts. They are usually kind and are more considerate of one another than any student generation I have known.

Nor are they so obsessed with their studies that they avoid sports and extracurricular activities. On the contrary, they juggle their crowded hours to play on a variety of teams, perform with musical and dramatic groups, and write for campus publications. But this in turn is one more cause of anxiety. There are too many choices. Academically, they have 1,300 courses to select from; outside class they have to decide how much spare time they can spare and how to spend it.

This means that they engage in fewer extracurricular pursuits than their predecessors did. If they want to row on the crew and play in the symphony they will eliminate one; in the ‘60s they would have done both. They also tend to choose activities that are self-limiting. Drama, for instance, is flourishing in all twelve of Yale’s residential colleges, as it never has before. Students hurl themselves into these productions—as actors, directors, carpenters, and technicians—with a dedication to create the best possible play, knowing that the day will come when the run will end and they can get back to their studies.

They also cannot afford to be the willing slave of organizations like the Yale Daily News. Last spring at the one-hundredth anniversary banquet of that paper—who’s past chairmen include such once and future kings as Potter Stewart, Kingman Brewster, and William F. Buckley, Jr.—much was made of the fact that the editorial staff used to be small and totally committed and that “newsies” routinely worked fifty hours a week. In effect they belonged to a club; Newsies is how they defined themselves at Yale. Today’s students will one or two articles a week, when he can, and he defines himself as a student. I’ve never heard the word Newsie except at the banquet.

If I have described the modern undergraduate primarily as a driven creature who is largely ignoring the blithe spirit inside who keeps trying to come out and play, it’s because that’s where the crunch is, not only at Yale but throughout American education. It’s why I think we should all be worried about the values that are nurturing a generation so fearful of risk and so goal-obsessed at such an early age.

I tell students that there is no one “right” way to get ahead—that each of them is a different person, starting from a different point and bound for a different destination. I tell neither them that change is a tonic and that all the slots are not codified nor the frontiers closed. One of my ways of telling them is to invite men and women who have achieved success outside the academic world to come and talk informally with my students during the year. They are heads of companies or ad agencies, editors of magazines, politicians, public officials, television magnates, labor leaders, business executives, Broadway products, artists, writers, economists, photographers, scientists, historians—a mixed bag of achievers.

I asked them to say a few words about how they got started. The students assume that they started in their present profession and knew all along that it was what they wanted to do. Luckily for me, most of them got into their field by a circuitous route, to their surprise, after many detours. The students are startled. They can hardly conceive of a career that was not pre-planned. They can hardly imagine allowing the hand of God or chance to nudge them down some unforeseen trail.

11. To Err Is Wrong

In the summer of 1979, Boston Red Sox first baseman Carl Yastrzemski became the fifteenth player in baseball history to reach the three thousand hit plateaus. This event drew a lot of media attention, and for about a week prior to the attainment of this goal, hundreds of reports covered Yaz’s every more. Finally, one reporter asked, “Hey Yaz, aren’t you afraid all of this attention will go to your head?” Yastrzemski replied, “I look at this way: in my career I’ve been up to bat over ten thousand times. That means I’ve been unsuccessful at the plate over seven thousand times. That fact alone keeps me from getting a swollen head.”?

Most people consider success and failure as opposites, but they are actually both products of the same process. As Yaz suggest, an activity that produces a hit may also produce a miss. It is the same with creative thinking; the same energy that generates good creative ideas also produces errors.

Many people, however, are not comfortable with errors. Our educational system, based on “the right answer” belief, cultivates our thinking in another, more conservative way. From an early age, we are taught that right answers are good and incorrect answers are bad. This value is deeply embedded in the incentive system used in most schools:

Right over 90% of the time = “A”

Right over 80% of the time = “B~”

Right over 70% of the time = “C~” Right over 60% of the time = “D~” Less than 60% correct, you fail.

From this we learn to be right as often as possible and to keep our mistakes to a minimum. We learn, in other words, that “to err is wrong.

Playing It Safe

With this kind of attitude, you aren’t going to be taking too many chances. If you learn that failing even a litter penalizes you (e.g., being wrong only 15% of the time garners you only a “B” performance), you learn not to make mistakes. And more important, you learn not to put yourself to situation where you might fall. This leads to conservative thought pattern designed to avoid the stigma our society puts on “failure”.

I have a friend who recently graduated from college with a Master’s degree in Journalism. For the last six month, she has been trying to find a job, but to no avail. I talked with her about situation, and realized that her problem is that she doesn’t know how to fail. She went through eighteen years of schooling to try any approaches where she might fail. She has been conditioned to believe that failure is bad in and of itself, rather than a potential stepping-stone to new ideas.

Look around. How many middle managers, housewives, administrators, teachers, and other people do you see who are to try anything new because of this failure? Most of us have learned not to make mistakes in public. As a result, we remove ourselves from many learning experience except for those occurring in the most private of circumstances.

Different Logic

From a practical point of view, “to err is wrong” makes sense. Our survival in the everyday world requires us to perform thousand of small tasks without failure. Think about it: you wouldn’t last very long if you were to step out in front of traffic or stick your hand a pot of boiling water. In addition, engineers whose bridges collapse, stock brokers who lose money for their clients, and copywriters whose ad campaigns decrease sales won’t keep their jobs very long.

Nevertheless, too great an adherence to the belief “to err is wrong” can greatly undermine your attempts to generate new ideas. If you are more concerned with producing right answers than generating original ideas, you’ll probably make uncritical use of the rules, formulae, and procedures used to obtain these right answers. By doing this, you’ll by-pass the germinal phase of the creative process, and thus spend litter time testing assumptions, challenging the rules, asking what-if questions, or just playing around with the problem. All of these techniques will produce some incorrect answers, but in the germinal phase errors are viewed as a necessary by-product of creative thinking. As Yaz would put it, “if you want the hits, be prepared for the misses.” That’s the way the game of life goes.

Errors as Stepping Stones

Whenever an error pops up, the usual response is “Jeez, another screw up, what went wrong this time?” the creative thinker, on the other hand, will realize the potential value of errors, and perhaps say something like, “Would you look at that! Where can it lead our thinking?” and then he or she will go on to use the error as a stepping stone to a new idea. As a matter of fact, the whole history of discovery is filed with people who used erroneous assumptions and failed ideas as stepping-stones to new ideas. Columbus thought he was finding a shorter route to India. Johannes Kepler stumbled on to the idea of interplanetary gravity because of assumptions that were right for the wrong reasons. And, Thomas Edison knew 1800 ways not to build a light bulb.

The following story about the automotive genius Charles Kettering exemplifies the spirit of working through erroneous assumptions to good ideas. In 1912, when the automobile industry was just beginning to grow, Kettering was interested in improving gasoline engine efficiency. The problem he faced was“knockthe phenomenon in which gasoline takes too long to burn in the cylinder-thereby reducing efficiency.

Kettering began searching for ways to eliminate the “knock.” He thought to him, “How can I get the gasoline to combust in the cylinder at an earlier time?” the key concept here is “early”. Searching for analogous situations, he looked around for models of “things that happen early.” He thought of historical models, physical models, and biological models. Finally, he remembered a particular plant, the trailing arbutus, which “happens early,” i.e., it blooms in the snow (“earlier” than other plants). One of this plant’s chief characteristics is its’ red leaves, which help the plant retain light at certain wavelengths. Kettering figured that it must be the red color, which made the trailing arbutus bloom earlier.

Now came the critical step in Kettering’s chain of thought. He asked himself, “How can I make the gasoline red?” perhaps I’ll put red dye in the gasoline—maybe that’ll make it combust earlier.” He looked around his workshop, and found that he didn’t have any red dye. But he did happen to have some iodine—perhaps that would do. He added the iodine to the gasoline and, lo and behold, the engine didn’t “knock”.

[英语作文写作的需要背诵的部分

Some people love very modest bamboo, some people love Ling Han plum blossoms, some people love someone love go with head high and chest out of pine, selfless grass, people love the sweet scented osmanthus Xiangpiao Shino and people love jade, Kingston Canna, and I love the dignified rose.

Rose, is a perennial herb, bright colors, such as red Sihuo, purple Xia, white like snow... Beautiful!

People say "roses with prickly". This sentence makes a lot of sense. The stems of the roses are thin and long. The composition stem is still long with a small, like a needle, like this, can protect the leaves and flowers.

Rose leaves, Cuise flow, tooth edge is the lottery. As soon as the wind blew, the leaves of the roses swaying gently, as if the whole flower was dancing.

The flowers of the rose, the flowers overlap and overlap, about five or six petals. Its deep red, like a flame, as a whole, like the Olympic torch. It is white, like a snowball, purple, purple, especially beautiful.

My corner of roses, blossoming flowers like rosy clouds to praise good color, and was full of heaven and earth. I love roses.

I like many flowers,but I like rose the best.Why?Because it is beautful and has lots colour:red,yellow,white,black and many,many colours …

Rose is the national flowers of Britain.Lots people like rose very much.The same as me.I always buy roses for my mum on her birthday.She likes rose very much too.In our class many girls think roses are the most beautful flower in the world,and me too.

When I have nothing to do,I will go to the garden and water the roses.I like looking at them when I am tried,sometimes I feel as if I am rose too.From Monday to Friday,I need to do my homework and have no time to look after them,but I still like them very much,every night before go to bed,I will go to the garden and say “ good night” to my favourite flower,and tell them “ You are the best flower in my heart!”

I had a lively and lovely little cat, and the whole family liked it.

Small cat is a male cat, the body in addition to the hair on the neck is black, the rest of the hair white no time. Small cats head with a pair of short and small ears, small and exquisite faces embedded in a pair of black round yo little eyes, in the day always like to narrow into a seam, one night to like two gems, sparkling Thriving There was a small, black nose under the eyes, with long beards on both sides of the nose. You can not underestimate the cats beard, is said to be used to measure the size of the mouse hole size ruler. Small cat under the soles of the feet have five small red meat pad, walking even the footsteps are not heard. You see, how cute little cat!

The cat is very naughty. I remember once, my mother in the yard to play a sweater, small cat lying on the mothers feet in the sun. My mother accidentally fell to the ground off the hair, the cat heard the sound, opened his eyes to see the wool group, immediately full of energy stood up, ears raised, eyes tightly pegged to the line, the body back to the bow, Two forepaws hold the ground, eager. I see this, deliberately search the search wool, the line group rolled up on the ground, small cat saw, just rushed up, accurately grasp the line group, happy to play up. It put up the tail, jumped over, jump back, play too happy.

Little cat is still a catch expert. Once, I came home from school, saw a small cat hiding in the corner, two eyes staring at the rat hole. Soon, a small mouse stuck his head to look, that time is late, then fast, small cat suddenly rushed to the small mouse is not good, want to shrink back, but too late. Small cat with lightning speed, with its claws hold the mouses head, and then drag it out, then dangling with teeth, the mouse issued a burst of screams. The little cat was proud to show off its booty, and I also patted his little head and said, "You are true!"

This is my lovely cute cat, it brings us joy.

My Favourite Flower

My favourite flower is lily. Lily is the national flower of France. I like white lily best. Because it’s very beautiful and pure. I planted a white lily in my garden in spring. I watered it every day. It grew very fast. It was taller and taller. One day, I got home after school. The lily blossomed. It looked like an elegant fairy. I was too excited to cry, “Oh, white fairy, white fairy!” I couldn’t help dancing. At that night, I dreamt that I was a beautiful fairy.

我喜爱的花

我喜欢花,是百合. 莉莉是法国全国花卉. 我最喜欢白百合. Fully很美的,因为它与纯净. 我本人种植白百合园春. 我每天都要喝水. 但成长很快. 这是一种与高. 有一天,我放学后回家. 百合开花结果. 它像一个优美的仙女. 我太兴奋呐喊,OHFully度,白仙、白仙! 我不多FullycouldntFully帮助舞蹈. 在那天晚上,我梦到我是一个美丽的仙女.

[My Favourite Flower我喜爱的花英语作文

My family has a lovely little cat, very pleasing. It is flexible and agile. Exquisite little face, embedded in a pair of shiny black grape-like round eyes, eyes bright and piercing. Cute mouth with three pairs of slender beard. The body of the hair white flawless, smooth like oil on the oil. A furry big tail is always a pretty parody.

The kitten likes to run on the ground, it is very elves. As long as there is only a dog while the cat does not pay attention to catch up, less than a few seconds, small cat found, and immediately ran to the tree. Sometimes I give him a piece of fish, it immediately "meow" to call, like saying: "Thank you!" Really very upright.

Small cat like to sleep during the day, eyes narrowed like a seam. Night its eyes like a lantern, shining, you can see the dark things. It is a pair of triangular ears is very clever, as long as the mouse issued a little voice, it will quietly rushed to the mouse to catch. With two forepaws to the mouse tightly on the ground, bite until the mouse motionless. Eat again. At the same time issued a sound of seedlings, as if to say: "delicious." Furry big tail very pleasing.

As fresh as a daisy.

生动活泼

Beauty is a fading flower.

美人暮年

The flower of ones youth.

精英

Flower of youth.

含苞欲放

push up the daisies

死了,入棺材了

The last rose of summer.

夏天最后一朵玫瑰

Let one thousand flowers bloom.

百花齐放

Like a hot house flower

温室里的花朵

One flower does not bring spring.

一花独放不是春

come up roses

拨开云雾见太阳

see through rose-colored glasses

乐观看问题

To gild refined gold, to paint the lily.

画蛇添足

April showers bring forth May flowers

四月春雨五月花

A bed of roses –

快乐人生

Theres no rose without a thorn

没有不带刺的玫瑰

I walk around the Peak, around the flowers are numerous, full of branches, flowers and criss-crossing, as if the fence rows. Looking down from the peak, only an immense display. full of golden-yellow flowers, Down on the ground, not for the intoxicated with the beauty of nature, this beautiful paradise like the Garden of Paradise.

Suddenly, a cold wind blowing, I began to tremble , and winter jasmine, it seems a soldier, is to resist the wind, the yellow flowers with a sword, and the wind is it a duel! I was怔住this scene, the winter jasmine as appears to be weak, so delicate, and in the cold before they are without fear.

They really tenacious vitality ah!

张耀然

在人生的路途中，每个人都会遇到困难与挫折，但是只要是用心去思考，辛勤去付出，勇敢去面对，总会有解决困难的方法，一切挫折都会烟消云散。

平日里，我晚上在家学习写作业都会很长时间，基本上都是结束学习任务后就到了睡觉的时间，可有一次晚上，作业出奇的少，另外也没有其它的学习任务了，吃完晚饭我便一鼓作气在很短的时间完成了当天的作业，计划和弟弟好好的玩一次。收拾好书包，我像离弦的箭一样飞出书房，带着弟弟来到了我们的游乐天地——玩具房。也许幸福来得太突然，我心里一直有种不祥的预感，可能要有不好的事情要发生。果真，我们正在玩的不亦乐乎的时候，我们的英语老师给我妈妈联系，说要让我背诵一大段英语解说词。此时我真佩服我的直觉，真让我猜中了，今晚的欢乐玩耍要泡汤了。无奈，我就从玩具房出来重新回到了书房，准备背诵英语。看到老师发的短文，瞬间我就蒙圈了，这篇短文别说背诵了，有些单词我还不认识，这可是难上加难的任务啊，面对着这个困难，我脑子一片空白，着急的掉下了眼泪，感觉自己完不成这个任务。这时，妈妈走了过来，安慰我说：“老师把任务交给你说明相信你能完成，你如果觉得有困难，那么首先要冷静的想一想该如何去做，如何迈出解决困难的第一步。”听了妈妈的话后，我便开始调整自己的情绪，耐心的拿出英文词典，一个个查出不认识单词的读音的中文含义，然后在这些单词上标注了同音的中文。确实这个方法很有作用，这样既理解了短文的意思，也知道了陌生单词的读音，背诵起来易如反掌，和背诵一段汉语短文基本上没有区别，于是，我在很短的时间就熟练的背诵了下来，内心充满了无限的成就感。

通过这次背诵我明白了一个道理：困难也许只是心里的一种恐惧，但是只要自己内心勇敢了，困难并不是那么可怕，克服了心理上的困难，用心去思考问题，想出解决的方法，任何事情都会迎刃而解，因为“办法总比困难多”。我相信只要我坚持这个信念，我一定会勇敢的朝自己的梦想前进，我也一定会变得无比强大。

Kapok isthe city flower of Guangzhou. It is straight trunk. The kapok flower is red. it is very beautiful. It open in cold weather like a hero. The kapok flower can eat, and it is a medicine. I like kapok very much. Do you like it ?

一、Great changes in my hometown

More than twenty years ago, my hometown was just a small , old and poor town. Most of people were farmers. There were few factories. The people didn’t have enough food to eat and wore old clothes. They had a hard life .

Great changes have taken place in the past twenty years . The people have found a lot of ways of making money . Now there are many tall buildings . They are very beautiful . Roads are wide and clean . People can take buses or drive their own cars to go to work . Many people have cell phones and personal computers. People’s living conditions have improved a lot . Thanks to the government’s efforts . my hometown is becoming more and more beautiful .

My family has a lovely little cat. It is a pair of ears like space-time probe, all the time doing the mouse look like.

Little cats ability to fight is first class. One day I was fishing, the little cat was sitting by me. Suddenly, a shadow behind me stood, then, small cat "hissing" cried. I am a head back, turned out to be a puppy, the dog was scared a few steps. Small cat this can be fierce, and its front paw against the forward, mouth crack a crack, revealing sharp teeth. Puppy filled with fear to look like, its beard straight upturned, U-turn on the road to go, small cat jump forward, hind legs pedal, to the dog chase Can be a dog to the side of the road when the exposed phase, the original is the puppys "slow tactics," small cat frightened, quickly turned to me to run here, the dog can catch up, look fast catch up , A small cat aimed at next to a tree, suddenly jump to the right, puppy caught by surprise. Small cat with claws to seize the trunk, "wind whiz" to climb all the way, the dog had to go disappointed, see the dog away, the cat slowly crawl down. Also proud of "meow meow" to call it. As if to say: "hey, you are also a poor donkey."

Little cat cat scratch the ability of the mouse is also good. Once I was sleeping. Suddenly, a burst of "squeaky" sound woke me up. I and the light of a photo, ah! The original small cat and two rats are fighting it I saw the two big rats are turning eyes, do not know what they would think of a ghost idea. Suddenly, a big mouse ran behind the little cat, the cat was quick, and the mouse was held, and then the legs were bitten with sharp teeth, and another rat was shocked, and it ran desperately. Cow is willing to let go, running quickly, not a few mice were caught by small cat, and toss too half to death.

Cute little cat, i love you.

I likejasminenot because it hasstunningbeauty, but because it gives offeleganceandfragrance. Such plain beauty is the right thing tocharacterizeChinese culture. Never showing off, it stands outstrikinglyamong much more colorful peers.

我喜欢茉莉花不是因为它有惊人的美丽，而是因为它散发出来的香气和优雅。这样质朴的美丽很好的表达了中国文化的特点。从不炫耀，（使）它在非常多亮眼的花朵里脱颖而出。

Thefascinationis brought home by Americansaxophoneplayer Kennedy G.Kennedy Gs solo presenting jasmine in the form of popular music.

这样的魅力是由美国萨克斯管表演者肯尼迪·G带回家的。肯尼迪·G用独奏呈现出以茉莉花为主要形式的流行音乐。

I love small animals, but my favorite is my little cat.

Small cat with a black and white hair, its hair is very smooth, very beautiful. It is round face, relied on a pair of like childlike eyes, a pair of triangular ears up vertical, it is very clever. It also has a long, upwardly rolled tail, four white and sharp claws.

Little cat is like fish. So I often buy fish for it to eat. I remember once, my mother bought a few fish, I put one of the fish head and fish tail to the small cat. I thought: this little cat should be able to eat it! So, I put the other fish on the table not enough time to cover, can not wait to run out of play.

When I came back, I saw the little cat eating the fish with relish, and I thought: ah! I have just gone out to play these fish have not yet covered, and now eat the cat. I just raised my stick and wanted to hit it, the little cat met, ran away, he ran and looked at me with my eyes, and wanted to say, "Little master, I am wrong! Please forgive me!"

I put down the stick, quickly ran to the cat in front, touched its head, gently said to it: "After the may not be so!" Little cat heard, like to understand my words, "meow, meow, Meow "called up.

Small cat cat and mouse is also very powerful. I remember once, I was dedicated to the work in the room. Suddenly, a mouse did not know where to jump out. I "ah!" Called up. Small cat came over and saw the mouse, it quickly went to catch the mouse. After a while, I saw the little cat who had caught the mouse, and he was eating with a jealousy! I walked over and said, "Little cat, you are awesome!

Little cat brings my life to infinite joy, I like it!

There is a red rose in my neighborhood. It looks great.

There are many colors of roses: white, red, black and yellow, and the leaves are oval. All the stems are stings. I water the roses everyday, and dew rolls on the leaves. They are lovely.

One day, I saw two little bees sucking the pollen of the rose. It seems to say, thank you, your little friend, that you helped me raise the roses, and we had the pollen. The roses seemed to say: Thank you for bringing me up, or I or bud, the honey bee to me, I feel very happy. I also said to the roses: no thanks, I like roses.

Sometimes, when I am not happy, I will look at the roses, the unhappy things thrown to the cloud nine, you really have the special function of roses.

Once, I heard the cousin say: eggshells can help plants to have nutrition. I heard that, I eat up wild with joy, then put in the earth shell.

Roses are the most beautiful. I like roses. What about you?

I have a small flower cat, it grows naive, and always issued a "meow, meow, meow" sound, so I give it the name "small meow".

Small meow head round, chin pointed, ears like a triangle. The big and bright eyes will change. Morning, its pupil is a small dot. At noon, its pupil has become a line. Little meows nose soft, naked, above a little black spot. Its mouth usually closed, yawning, an open, it will reveal two sharp teeth. Its mouth is also long on both sides of a few hard and long beard, who wore a wave of black and white pattern fur. It is a long tail, walking will swing around. You do not see it usually very gentle, when it is angry when the tail to erect, eyes wide open, bowed the body, issued a "meow - woo -" screams, sounds very harsh.

Small meow it loves to eat fish, whenever you see the fish, it will be desperate to get the hand. Once, my grandmother fried a few small fish, small meow saw, saliva immediately flow down. At this time, it looked at me with that delicate and charming eyes, as if to say: "My dear little master, usually you are the best for me, you give me a eat, beg you!" I really But it is not a big pair of big eyes, they gave it a. At this time, it put away the delicate and charming look, in the next to enjoy its lunch.

Small meow it also likes to take a bath, every time it wants to take a bath, always use the soft head touched me. Whenever I take a bath for it, it always makes a mess of it. Suddenly, the little meow becomes like a rich lady.

In addition, the little meow is the most popular wool ball. Every time I take the ball ball to tease it, it will rush to rush to grab, and sometimes I do not give it, it will launch a violent attack to me, this, so I admire the incredible.

Small meow now and I can play well, the thought of it just came to my home when the scene, will not help laughing. Small meow and I from strange to familiar to like, let me filled with emotion.

Now want to come, I play with it time, really my most happy time ah!

Flowers are creatures of nature and symbols of peoples beauty. Flowers can bring us beauty. If there is no flower, it is equal to how important it is for mothers to have their own children and flowers.

My favorite flower is roses. It is a beautiful symbol of love, everyone likes it, and 99 roses represent the love of everyone. There is a thorn in the branch of a rose. When you go to pick it, you must be careful, or it will be stabbed. The roses are purple and red. Off-white。 Pink... The fragrance of the rose is very strong, and it can also be perfumed.

I once went to uncle home, see uncle home a lot of roses, so I went to the uncle to the two trees, planted it in the garden, it carefully cultivated roses, vitality is very strong, not afraid of strong growth, exposed to wind and rain, to add luster to the nature, to make contributions to the people......

I feel a very painful head, I want to come out breathable, walk into the garden, suddenly smell a very strong smell, ah! Feel the spirit of many, the original is the rose, smells good! I do not think that the aroma of roses can also treat headaches.

Ah! Roses, I love you!

[article two: Rose]

This is a small cat is a grandmother from someone elses house to hold, it is busy all day to catch the mouse, for grandparents to prevent things stolen, security family peace, it is the grandfathers grandfather in the eyes of grandparents. Its hair is a mature piece of wheat-like color, the eyes are golden, look carefully, like a pair of sparkling yellow gems ah! His claws stretched, that sharp pointed out will be exposed, as if In the door to show off: "Look! My paw more windy ah! Who can escape my claws?"

The cats character is really weird. That he is lazy, it sleeps all day; that it is diligent Mody, a whole night busy catching the mouse, that it is greedy it, it is out for most of the day; that it timid Mody, see the dog even the hair are Stand up; say it brave, and sometimes dare to fight with the bucket ... ... it is not happy, sleep on the day, who also ignored, from time to time issued a "snore snore" sound. It is happy when you rub your legs with your body, but also climbed into your arms, let you smooth hair for it, scratch itch.

That day, I was writing a summer job, it jumped to the table, in my homework on a few "plum India". Say it is angry, it is happy to play with you; say happy it, after all, it is dirty, it makes me dumbfounding.

Once, it lying on my lap, whirring sleepy sleep, I gently stroked it with its golden fur. Suddenly, I hit a nap and threw it on the ground. It was anxious, and turned over and jumped down the steps, meowly went to the river, and I chased it behind, has been chasing the uncles home, it lying in the uncles home, do not look at me, so I am boring Go and let it go home alone at night.

After this thing happened, I to please it, went to the river to catch a lot of fish, put it in its small bowl to let it eat. It stretched out claws a grasp, to deftly put a fish into his mouth, "Gollum" about to eat, really fun. It is also to me "meow" call, obviously it is good with me.

Later, when I returned home, the lovely little cat always inseparable and I caught small fish, catch butterflies, catch the dragonfly, catch squirrels ... ... with me through how many memorable good times.

A Visit to the Flower Show

Last week Nature Park held a flower show. I went to visit it with my friends. I was very glad to see so many beautiful flowers in the park. I was really amazed to see a sea of colourful

flowers. They told me that some rare flowers came from Taiwan. Thousands of people stopped and watched them carefully. I took many pictures there. Taiwan has always been a part of our country. I am sure sooner or later we can go there to see many more beautiful flowers. What great fun it will be.