美国中学生作文集.pdf

美国中学生作文集美国中学生作文集美国中学生作文集写要渲染环境，生动感人。任何事情的发生、开展都离不开环境，抓住环境的特点来写，会很好的渲染气氛，表达感情，使文章更加生动感人。美国中学生作文范文有哪些?The following essay was written by Edmund N. Carpenter,age 17, in June 1938 while he was a student inLawrenceville, N.J. Carpenter would go on to win the BronzeStar for his service in World War II and to a civiliancareer as an attorney. A graduate of Harvard Law School, hebecame president of Richards, Layton & Finger, a law firm.He died on Dec. 19, xx at age 87 and is survived by sixchildren and 15 grandchildren:It may seem very strange to the reader that one of mytender age should already be thinking about that inevitableend to which even the paths of glory lead. However, thisessay is not really concerned with death, but rather withlife, my future life. I have set down here the things whichI, at this age, believe essential to happiness and pleteenjoyment of life. Some of them will doubtless seem veryodd to the reader; others will perhaps be pletely in aordwith his own wishes. At any rate, they pose a synopsis ofthe things which I sincerely desire to have done before Ileave this world and pass on to the life hereafter or tooblivion.Before I die I want to know that I have done somethingtruly great, that I have aomplished some gloriousachievement the credit for which belongs solely to me. I donot aspire to bee as famous as a Napoleon and conquer manynations; but I do want, almost above all else, to feel thatI have been an addition to this world of ours. I shouldlike the world, or at least my native land, to be proud ofme and to sit up and take notice when my name is pronouncedand say, There is a man who has done a great thing. I donot want to have passed through life as just another speckof humanity, just another cog in a tremendous machine. Iwant to be something greater, far greater than that. Mydesire is not so much for immortality as for distinctionwhile I am alive. When I leave this world, I want to knowthat my life has not been in vain, but that I have, in thecourse of my existence, done something of which I amrightfully very proud.Before I die I want to know that during my life I havebrought great happiness to others. Friendship, we all agree,is one of the best things in the world, and I want to havemany friends. But I could never die fully contented unlessI knew that those with whom I had been intimate had gainedreal happiness from their friendship with me. Moreover, Ifeel there is a really sincere pleasure to be found inpleasing others, a kind of pleasure that can not be gainedfrom anything else. We all want much happiness in our lives,and giving it to others is one of the surest ways toachieve it for ourselves.Before I die I want to have visited a large portion ofthe globe and to have actually lived with several foreignraces in their own environment. By traveling in countriesother than my own I hope to broaden and improve my outlookon life so that I can get a deeper, and more pletesatisfaction from living. By mixing the weighty philosophyof China with the hard practicalism of America, I hope tomake my life fuller. By blending the rigid discipline ofGermany with the great liberty in our own nation I hope tomore pletely enjoy my years on this earth. These are buttwo examples of the many things which I expect to achieveby traveling and thus have a greater appreciation of life.Before I die there is another great desire I mustfulfill, and that is to have felt a truly great love. At myyoung age I know that love, other than some filialaffection, is probably far beyond my ken. Yet, young as Imay be, I believe I have had enough inkling of the subjectto know that he who has not loved has not really lived. Norwill I feel my life is plete until I have actuallyexperienced that burning flame and know that I am at lastin love, truly in love. I want to feel that my whole heartand soul are set on one girl whom I wish to be a perfectangel in my eyes. I want to feel a love that will farsurpass any other emotion that I have ever felt. I knowthat when I am at last really in love then I will startliving a different, better life, filled with new pleasuresthat I never knew existed.Before I die I want to feel a great sorrow. This,perhaps, of all my wishes will seem the strangest to thereader. Yet, is it unusual that I should wish to have had aplete life? I want to have lived fully, and certainlysorrow is a part of life. It is my belief that, as in thecase of love, no man has lived until he has felt sorrow. Itmolds us and teaches us that there is a far deepersignificance to life than might be supposed if one passedthrough this world forever happy and carefree. Moreover,once the pangs of sorrow have slackened, for I do notbelieve it to be a permanent emotion, its dregs often leaveus a better knowledge of this world of ours and a betterunderstanding of humanity. Yes, strange as it may seem, Ireally want to feel a great sorrow.With this last wish I plete the synopsis of the thingsI want to do before I die. Irrational as they may seem tothe reader, nevertheless they prise a sincere summary ofwhat I truthfully now believe to be the things mostessential to a fully satisfactory and happy life. As Istand here on the threshold of my future, these are thethings which to me seem the most valuable. Perhaps in fiftyyears I will think that they are extremely silly. Perhaps Iwill wonder, for instance, why I did not include a wish forcontinued happiness. Yet, right now, I do not desire mylife to be a bed of roses. I want it to be something muchmore than that. I want it to be a truly great adventure,never dull, always exciting and engrossing; not sicklysweet, yet not unhappy. And I believe it will be all I wishif I do these things before I die.As for death itself, I do not believe that it will besuch a disagreeable thing providing my life has beensuessful. I have always considered life and death as twocups of wine. Of the first cup, containing the wine of life,we can learn a little from literature and from those whohave drunk it, but only a little. In order to get the fullflavor we must drink deeply of it for ourselves. I believethat after I have quaffed the cup containing the wine oflife, emptied it to its last dregs, then I will not fear toturn to that other cup, the one whose contents can bedesignated only by X, an unknown, and a thing about whichwe can gain no knowledge at all until we drink forourselves. Will it be sweet, or sour, or tasteless? Who cantell? Surely none of us like to think of death as the endof everything. Yet is it? That is a question that for allof us will one day be answered when we, having witnessedthe drama of life, e to the final curtain. Probably we willall regret to leave this world, yet I believe that after Ihave drained the first cup, and have possibly grown a bitweary of its flavor, I will then turn not unwillingly tothe second cup and to the new and thrilling experience ofexploring the unknown.The biggest infrastructure challenge for the UnitedStates in the next decade is not the billions needed forrailroads, highways and energy. It is the American schoolsystem, from kindergarten through the Ph.D. program and thepostgraduate education of adults. And it requires somethingfar scarcer than money - thinking and risk-taking.在下一个十年中，美国所遇到的最大的“根底结构”的挑战并不是花费几十亿美元用于铁路、公路和能源，而是美国的教育制度从幼儿园到博士的培养方案以及成人的教育。这需要的是比金钱更珍贵的东西思考和冒险。The challenge is not one of expansion. On the contrary,the rapid growth in enrollment over the last 40 years has eto an end. By 1978, more than 93 percent of young peopleentering the labor force had at least an eighth-gradeeducation. So even if the birthrate should rise somewhat,little expansion is possible for elementary and secondaryschool enrollments.这种挑战不是推广教育的挑战;相反的情况是过去 40 年里入学人数的快速增长已经结束。到 1978 年，进入劳动大军的 93%以上的青年人都至少受过 8 年教育。所以，即使人口出生率有所上升，小学和中学的入学人数也只是小幅度的增长。The last 30 years of social upheaval are also over.Busing will continue to be a highly emotional issue in agood many large cities. And there will still be efforts touse schools to bring women into fields such as engineeringthat have traditionally been considered male. But thisshift has already been aomplished in many fields: half ormore of the aounting students in graduate schools ofbusiness, for example, are now women. As for most othersocial issues, the country will no longer try to useschools to bring about social reform. Its beingincreasingly clear to policy makers that schools cannotsolve all the problems of the larger munity.过去 30 年的社会动乱已经结束。用校车接送学生在许多大城市里仍将是一个带有高度感情色彩的问题。人们还将继续努力通过学校教育让妇女进军一些传统上被认为是属于“男性”的领域，如工程领域。但这种转换在许多领域已经完成。例如，现在在商学院会计专业的学生中，半数或半数以上的是女生。至于大局部别的社会问题，国家不会再利用学校来带动社会变革。决策者们愈加清晰：学校不能解决事关较大社会范围的全部问题。Instead, the battle cry for the 90s will be the demandfor performance and aountability. For 30 years, employershave been hiring graduates for their degrees rather thantheir abilities; employment, pay and often even promotionhave depended on ones diploma. Now many major employersare beginning to demand more than the pletion of school.Some of the major banks, for example, are studying thepossibility of entrance examinations that would test theknowledge and abilities of graduates applying for jobs.相反，90 年代的强烈呼声将是要求工作表现和能承当责任。30年来，雇主们雇佣毕业生时只考虑学位而不是他们的能力;就业、薪水、甚至是提升常取决于文凭。现在，许多大雇主已经开始不仅仅看重完成学业。例如，一些大银行正在研究进行求职的可行性以便测试毕业生的知识和能力。Students and parents, too, will demand greateraountability from schools, on all levels. It will beincreasingly mon to go to law against school districts andcolleges for awarding degrees without imparting the skillsthat are supposed to go along with them. And many youngpeople are already switching to practical hard subjects.Caring little about the so-called youth culture and themedia, they have been shifting from psychology intomedicine, from sociology into aounting and from blackstudies into puter programming.学生和家长也对各类学校提出了更高的要求。将学区和学院告到法庭，因为它们只授予学位而没有传授学位所要求的技能，这种情况将会越来越多。许多年轻人已经开始转向实用的“硬件”课程，他们很少关心“青年文化”和媒体报道，已经从心理学转向医学，从社会学转到会计学，从黑人研究转向计算机程序设计。Demand for education is actually going up, not down.What is going down, and fairly fast, is demand fortraditional education in traditional schools.对于教育的需要事实上是在上升而不是在下降。正在下降而且下降得相当快的是对传统学校的传统教育的需求。Indeed, the fastest growing industry in America todaymay be the continuing professional education of highlyschooled adults. Much of it takes place outside theeducation establishment - through panies, hospitals andgovernment departments that run courses for managerial andprofessional employees; or through management associationsand trade associations. In the meantime, any number ofprivate enterprises are organizing courses, producingtraining films and tapes and otherwise taking advantage ofgrowth opportunities that universities shy away from.实际上，当今美国增长最快的产业可能是已上了不少学的成年人的继续职业教育。这种教育大多是在教育机构进行的，通过公司、医院和政府部门进行的，这些单位为其聘用的.管理人员和专业人员开设课程，或者通过管理协会或行业协会进行。与此同时，许多私人企业安排课程，制作用于培训的电影和磁带，并以其他方式利用着各种增长的时机，而这些时机是大学避而不用的。The demand for continuing education does not take theform that most observers, including this writer, originallyexpected - namely, Great Books classes for adultswanting to learn about the humanities, the arts, the lifeof the mind. We face instead a growing demand for advancedprofessional education: in engineering and medicine, inaounting and journalism, in law and in administration andmanagement.对继续教育的要求不是采取大多数观察者、包括本文作者原来预期的形式即给想了解人文学科、艺术和心理的活动的成年人用“大部头书”上课。相反，我们面对的是对高级职业教育提出的日益增长的要求。如在工程和医疗、会计和新闻、法律和行政管理及经营方面。Yet the adults who e back for such studies also demandwhat teachers of professional subjects are so rarely ableto supply: a humanistic perspective that can integrateadvanced professional and technical knowledge into abroader universe of experience and learning. Since thesenew students also need unconventional hours - evenings,weekends or high-intensity courses that stuff a terms workinto two weeks ?their demands for learning bring a vaguebut real threat to the school establishment.然而，重返学校进行这类学习的成年人所要求的东西，却是专业课的老师几乎不能提供的：一种能把先进的专业技术知识聚集到和学识的更广阔的普遍体系中的人文主义的观点。由于这些学生需要利用业余时间学习，如晚上、周未或者说把一学期的内容浓缩成两周的高强度的课程他们对知识的需求给学校体制带来不易发觉但却真实的威胁。The greatest challenge to education is likely to e fromour new opportunities for diversity. We now have the chanceto apply the basic findings of psychological, developmentaland educational research over the last 100 years: namely,that no one educational method fits all children.教育的最大挑战很可能源于我们对多样性选择的新机遇之中。我们现在可以应用过去 100 年中心理、开展教育等方面研究的成果，但任何一种教育方法不可能适合所有的儿童。Almost all children are capable of attaining the samestandards within a reasonable period of time. All but a fewbabies, for instance, learn to walk by the age of two andto talk by the age of three, but no two get there quite thesame way.几乎所有的儿童都能够在一个合理的时间内到达同样的水平。例如，除了极个别婴儿外，所有的孩子两岁学会走路，三岁会说话，但决没有两个孩子会按照完全一样的步骤获得这两种技能。So too at higher levels. Some children learn best byrote, in structured environments with high certainty andstrict discipline. Others gain suess in the less structuredpermissive atmosphere of a progressive” school. Someadults learn out of books, some learn by doing, some learnbest by listening. Some students need prescribed dailydoses of information; others need challenge and a highdegree of responsibility for the design of their own work.But for too long, teachers have insisted that there is onebest way to teach and learn, even though they havedisagreed about what that way is.在更高一级的水平上也是如此。一些孩子最适宜在非常稳定、纪律严明和规程严谨的环境中，靠死记硬背学习;而另一些孩子那么能够在“进步的”学校里那种规程不甚严格的“随意”气氛中取得成功。有些成年人学习依靠书本，另一些人那么靠动手，还有一些人靠听。因此学生规定出每天获取的信息量;而另外一些学生需要挑战性的压力，需要给自己的学习规划提出高标准的要求。但是长久以来，教师们坚持认为有一种最好的学习方法，尽管他们对于这种方法仍然各持己见。A century ago, the greatest majority of Americans livedin munities so small that only one one-room schoolhouse waswithin walking distance of small children. Then there hadto be one right method for everybody to learn.100 年前，绝大多数美国人居住在狭小的社区中，这社区小到只有一间校舍，连很小的孩子都可以步行上学。那时，也只能有“一种正确的方法”来让学生学习。Today the great majority of pupils in the United States(and all developed countries) live in big cities with suchdensity that there can easily be three or four elementaryschools - as well as secondary schools within each childswalking or bicycling distance. This enables students andtheir parents to choose between alternative routes tolearning offered by peting schools.现在，在美国(和其他兴旺国家)大局部的小学生都生活在人口稠密的大城市中。在这些城市中，每个孩子步行或骑自行车的距离内，非常容易地也可以找到三四所小学或中学。几所学校相互竞争使得学生和家长们可以择校就学。Indeed, petition and choice are already beginning toinfiltrate the school system. Private schools and collegeshave shown an unusual ability to survive and develop duringa period of rising costs and dropping enrollments elsewhere.All this presents, of course, a true threat to the publicschool establishment. But economics, student needs and ournew understanding of how people learn are bound to breakthe traditional education monopoly just as trucks andairplanes broke the monopoly of the railroads, and putersand chips are breaking the telephone monopoly.确实，竞争和选择已经开始参透到学校体制中，在别的学校费用上涨、入学人数下降之时，私立学校和学院却呈现出非凡的生存和开展能力。这对公立教育体制构成了真正的威胁。但正如卡车和飞机打破了铁路的垄断，计算机和“芯片”打破了的垄断一样，经济条件、学生需要和我们对于学习过程的新的认识，肯定会打破传统教育的垄断。In the next 10 or 15 years we will almost certainly see