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分?jǐn)?shù)之我見英語作文范文（通用10篇）
在平日的學(xué)習(xí)、工作和生活里，大家最不陌生的就是作文了吧，作文是經(jīng)過人的思想考慮和語言組織，通過文字來表達(dá)一個(gè)主題意義的記敘方法。相信許多人會(huì)覺得作文很難寫吧，下面是小編幫大家整理的分?jǐn)?shù)之我見英語作文范文，歡迎大家借鑒與參考，希望對(duì)大家有所幫助。
分?jǐn)?shù)之我見英語作文 1
Almost all students pay great attention on grades because those who get high scores are considered as winners. Hence, students are trying their best to get high grades. Some people argue that high scores stand for students’ ability. Some people believe that scores not equal to students’ ability to handle things. In my opinion, I think that grades have nothing to do with ability. Reasons are listed below.
First of all, grades can’t represent students’ ability to handle things. Most tests need students to recite things. Those who have good memory can get good scores from this kind of test. However, our society needs talents who have great skills in handling things which we can obtain by experience rather than getting good scores by testing. On this point, scores can’t prove students’ practical ability.
Secondly, grades can be faked. It is a common phenomenon that many students will cheat in the exams. In order to get high scores, students will use every possible means to cheat in the exam. So, scores are not trustable.
In conclusion, scores stand for nothing related to students’ practical ability. Besides, we can’t believe grades because they could be faked.
分?jǐn)?shù)之我見英語作文 2
from the graphs, we can see that grades have been rising rapidly. it can well be said that there is a grade "inflatiou."
take, for example, the stone mountain jr. college. in the fall semester of 1968, 16% of the students taking the exams received as. however, in 1978, within ten years, the percentage went up by 13%. twenty nine percent of the students received as. as for the b grade studems, in 1968, the percentage was 31%. ten years later, the percentage dropped to 26%. there was a 5% decrease, or rather, the students grades rose by 5 %.
now let us have a look at the third graph, which shows that in 1968 37% of the examinees received cs while in 1978 the ratio fell to 21%. in other words, there was a 16% rise in grades.and in the forth graph, we can see that 8% of the students received ds. in 1978 only 4% of the examinees are d grade students. that means the grades doubled within ten years as compared to that of 1968.
the grade "inflation" puts me upon thinking whether students are working harder than ever or the teachers are being. lenient or cheating is on the rise. i hope for the beat.
分?jǐn)?shù)之我見英語作文 3
some students put stress on marks. one reason for that comes from the tradition of society. most parents, teachers judge students from their marks. high marks mean honor. so students study hard to get high marks in order to satisfy their parents, please their teachers. the other reason can be found in our educational system. it is marks that decide a students fate. as a result, the students have to gain high marks in their studies. in their points of view, marks are the most important thing.
other students pay more attention to their ability, because they believe ability can accompany them to the end of their lives. everyone is hound to graduate from schools and step into society, so they have to learn to communicate with other people, to deal with difficulties and to face the sharp competition. all this should be developed in school, so they consider the ability the most important.
in my opinion, we should not go to etremes. for one thing, we should not just pursue marks and neglect ability; for another, we should not concentrate on ability and ignore marks. both marks and ability are crucial to students.
分?jǐn)?shù)之我見英語作文 4
Grades are really something important for most students. Schools and society as a whole often value a student just by his or her performance in the subjects on an examination. Students with higher grades are considered as winners. On the other hand, those with lower grades are, unfortunately, looked upon as losers.
Forced by this expectation, students try hard as they may to get higher grades. Some students do not study hard in their daily lives, instead, they try to recite some important facts or rules just before the examinations. Some students do not even do this, they just cheat on the examinations in order to get high grades.
I believe that a grading system is good and necessary for a school, but it should not be the only measure of a person＇s ability. Schools should set up more elective courses, for instance, to train the students to solve practical problems. Or they can give more
consideration to some changes in the examinations that can arouse the leaning interest instead of just giving grades.
分?jǐn)?shù)之我見英語作文 5
peoples ideas on scores vary from person to person. some think that scores are very important. they think in this way because scores have always been the only means to tell whether a student has a good command of the subject they have learned.
to illustrate, they say scores are often used to determine whether a student should go to college or not. scores are also used to decide whether he can further his study after graduation. scores are still used to decide whether he can get a job in the job market. others, on the other hand, holdthat scores are not so important as practical knowledge. they suggest that students with high scores at school are not necessarily competent in their work after graduation. our society does not need those who can perform very well in examinations; instead, it needs those with practical skills.
i think both of the above views have their limitations. having lots of theoretical knowledge without enough practical skills is no good, nor is having lots of practical skills without enough theoretical knowledge. only when we have a combination of both, can we be called qualified students of new china.
分?jǐn)?shù)之我見英語作文 6
In China,the students have to take part in many exams,they need to get the high mark,so that they can enter the better school and have more chances to get to the college. Chinese education pays special attention to the score,it occupies important position,it seems that score decides the students’
future. In my opinion,score doesn’t mean everything,the score just proves that the students is good at studying,but not including his ability of other things. I have a classmate,he is good at studying,every time when he takes the exam,he almost can get the full mark,but he is week in hand work. When the teacher asks us to make some art work,he always fails and even doesn’t want to finish it. High score doesn’t mean overall ability,we should pay more attention to the ability of life,it can make sure us to be a better man.
分?jǐn)?shù)之我見英語作文 7
In China, the students have to take part in many exams, they need to get the high mark, so that they can enter the better school and have more chances to get to the college. Chinese education pays special attention to the score, it occupies important position, it seems that score decides the students’ future.
In my opinion, score doesn’t mean everything, the score just proves that the students is good at studying, but not including his ability of other things. I have a classmate, he is good at studying, every time when he takes the exam, he almost can get the full mark, but he is week in hand work. When the teacher asks us to make some art work, he always fails and even doesn’t want to finish it.
High score doesn’t mean overall ability, we should pay more attention to the ability of life, it can make sure us to be a better man.
分?jǐn)?shù)之我見英語作文 8
“Score is not equal to knowledge,” my head teacher always keeps telling me this, because he wants us to master all the knowledge we need to understand. I do not put his word in mind, because in my heart, score comes the first.
One day, chemistry teacher taught us some knowledge and then asked us to finish a paper test.
Whoever passed the text can do the experiment. I got a high mark by guessing.
I was very happy, but tragedy happened. I made a small explosion by not mastering the knowledge. I was scared and finally understood the sentence,” Score is not Equal to Knowledge.”
分?jǐn)?shù)之我見英語作文 9
which is better: to get scores or to get abilities?
when asked such a question: which is better, to get scores or to get abilities, many students＇ answer like mine would be that to get abilities is better than to get scores. to make it clear, we have to compare the both sides.
two different aims lead to two different methods and two different results. if we are eager to get good marks, our teachers would take a cramming-duck hand to force us to do much hard work. we have to learn by heart a lot of lifeless knowledge. we have to recite many many poems and tets. we have to carry a heavy school-bag. we have to do much homework after school. all of what we do is merely for a single purpose----to pass eaminations. as a result we cannot enjoy any thing. we have no free time. we have no holidays. we have no games and plays. we have no pleasure. we have no childhood. in the end we have no skills or capabilities① ecept some dead knowledge from books. we are not able to wash our clothes. we are not able to cook meals. we are not able to labour in the fields. we are not able to operate machines in the factories. in a word we cannot do any practical work.
on the other hand,if we intend to gain abilities, our teachers will take fleible and varied measures in their teaching practice. they will provide for all the students chances to share equal education and we students are supposed to enjoy all-round② development. while we learn knowledge from books, we are showed how to use computers, how to make a radio or recorder, how to make eperiments and researches in sciences; how to play the piano or violin,how to sing or dance, how to draw or paint pictures and portraits;how to prepare a dish or how to make bread; how to plant trees and grass, how to go in for farming by means of scientific methods; how to do business and how to keep in touch with others. all in all, we can play an active part in our studies. at last we will master not only book knowledge, but also the other three abilities----living ability, working ability and mabageable③ ability. thus, we will serve the people better.
by comparing the two ideas, we can come to a close that the purpose to get scores is far worse than the aim to get vanous abilities. only when we know well both scientific knowledge and practical skills, can we live happily and work wonderfully in the society in the coming future.
分?jǐn)?shù)之我見英語作文 10
grades are really something important for most students. schools and society as a whole often value a student just by his or her performance in the subjects on an eamination. students with higher grades are considered as winners. on the other hand, those with lower grades are, unfortunately, looked upon as losers.
forced by this epectation, students try hard as they may to get higher grades. some students do not study hard in their daily lives, instead, they try to recite some important facts or rules just before the eaminations. some students do not even do this, they just cheat on the eaminations in order to get high grades.
i believe that a grading system is good and necessary for a school, but it should not be the only measure of a person＇s ability. schools should set up more elective courses, for instance, to train the students to solve practical problems. or they can give more
consideration to some changes in the eaminations that can arouse the leaning interest instead of just giving grades.
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