GRE写作工具箱教学提纲.doc

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1、Good is good, but better carries it.精益求精，善益求善。GRE写作工具箱-GRE写作工具箱写作工具箱（新东方孙远）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。对于文章中用黑体字的部分，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

2、章。何况，我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：IcanthinkinEnglishnow.经常有学生告诉我：不知道背诵什么好。现在我可以告诉各位：背诵下面的文章错不了，至少对GRE的写作来说有立竿见影的效果！可别再找借口了哦！目录1.Sectionone:Education51.1Proverbs51.2DamagingResearch51.3EducationandCitizenship51.4TheTeachersRole61.5EducationPhilosophy71.6Stud

3、entLife71.7AdultEducation81.8MoralRelativisminAmerican81.9SchoolsShouldTeachValues101.10CollegePressures111.11ToErrIsWrong151.11.1PlayingItSafe161.11.2DifferentLogic161.11.3ErrorsasSteppingStones171.11.4NegativeFeedback171.11.5TryingNewThings181.11.6NaturesErrors191.11.7Summary191.12ThePracticalityo

4、ftheLiberalArtsMajor191.13TheLiberalArtsDegreeIsMarketable201.13.1SkillsacquiredwithaLiberalArtsBackgroundAreMostDesiredbyEmployers211.13.2LiberalArtsMajorsCanEnhanceTheirCredentials211.14TheVastEmptinessattheCoreofTodaysLiberalArtsEducation221.15EducationasPhilosophy231.16WhatTrueEducationShouldDo2

5、31.17TheFutureofUniversities241.18TeachingandLearning:Strategiesforthe21stCentury251.19Universitieschangingtomeettheneedsofthe21stCentury261.20EducationandTraining281.21KnowledgeandWisdom292.SectionTwo:ScienceandTechnology322.1ComputerinEducation322.2ComputerMaketheWorkplaceLessFriendly322.3SolarEne

6、rgy342.4Micromachines352.5SocialResponsibleinScienceandArts352.6EnvironmentalStress362.7HighTechnologyandEmployment372.8TheEffectsofTechnology382.9TechnologyandSocialChange392.10TheQuestforEnergy402.11TechnologyinEverydayLife412.12Science,TechnologyandSociety:TheCaseofMedicalTechnology422.13TheImpac

7、tofTechnology432.14ScientificInstitutions432.15TheNormsofScience452.16TechnologyinModernSocieties472.17GalileoandtheInquisition482.18TechnologyandPeople493.SectionThree:Ideas513.1CriticalThinking513.1.1Bewillingtosay“Idontknow”513.1.2Defineyourterms513.1.3Practicetolerance523.1.4Understandbeforecrit

8、icizing523.1.5Watchforhotspots523.1.6Considerthesource533.1.7Seekoutalternativeviews533.1.8Askquestions533.1.9Lookforatleastthreeanswers543.1.10Bewillingtochangeyourmind543.1.11Layyourcardsonthetable543.1.12Examinetheproblemfromdifferentpointsofview543.1.13Writeaboutit553.1.14Constructareasonablevie

9、w553.2TheFunctionofCriticalThinking553.3CriticalThinkingasThoroughThinking563.4Creativepeople563.5TheLowestAnimal583.6DecisionbyConsensus594.SectionFour:MassMedia624.1PropagandaTechniquesinTodaysAdvertising624.2TVAddiction655.SectionFive:Society675.1TheFunctionofArt675.2InterculturalPrejudices685.3C

10、ultureShock695.4Groups705.5Authority705.6TheNo-StatusSociety715.7Conformity715.8DebatingMoralQuestions725.9ArtasNonverbalCommunication735.10TurtleIsland746.SectionSix:Politics766.1Proverbs766.2WhatMakesaLeader?776.3WhatDerailsFast-TrackExecutives?796.4ALeader806.5Watergate80Sectionone:EducationProve

11、rbs1. Agraduationceremonyisaneventwherethecommencementspeakertellsthousandsofstudentsdressedinidenticalcapsandgownsthatindividualityisthekeytosuccess.2. Theprimarypurposeofaliberaleducationistomakeonesmindapleasantplaceinwhichtospendonestime.3. Nextinimportancetofreedomandjusticeispopulareducation,w

12、ithoutwhichneitherfreedomnorjusticecanbepermanentlymaintained.4. Theclassroom-notthetrench-isthefrontieroffreedomnowandforevermore.5. Educationspurposeistoreplaceanemptymindwithanopenone.6. Itisthepurposeofeducationtohelpusbecomeautonomous,creative,inquiringpeoplewhohavethewillandintelligencetocreat

13、eourowndestiny.7. Yousee,realongoing,lifelongeducationdoesntanswerquestions;itprovokesthem.8. Peoplewillpaymoretobeentertainedthaneducated.9. themostimportantfunctionofeducationatanylevelistodevelopthepersonalityoftheindividualandthesignificanceofhislifetohimselfandtoothers.Thisisthebasicarchitectur

14、eofalife;therestisornamentationanddecorationofthestructure.10. Theessenceofoureffortstoseethateverychildhasachancemustbetoassureeachasequalopportunity,nottobecomeequal,buttobecomedifferent-torealizewhateveruniquepotentialofbody,mind,andspiritheorshepossesses.11. Agreatteacherneverstrivestoexplainhis

15、vision-hesimplyinvitesyoutostandbesidehimandseeforyourself.Ifyoucanreadanddon,youareanilliteratebychoice.DamagingResearchAstudybyNationalParent-TeacherOrganizationrevealedthatintheaverageAmericanschool,eighteennegativesareidentifiedforeverypositivethatispointedout.TheWisconsinstudyrevealedthatwhench

16、ildrenenterthefirstgrade,80percentofthemfeelprettygoodthemselves,butbythetimetheygettothesixthgrade,only10percentofthemhavegoodself-images.EducationandCitizenshipAnimportantaspectofeducationintheUnitedStatesistherelationshipbetweeneducationandcitizenship.Throughoutitshistorythisnationhasemphasizedpu

17、bliceducationasameansoftransmittingdemocraticvalues,creatingequalityofopportunity,andpreparingnewgenerationsofcitizenstofunctioninsociety.Inaddition,theschoolshavebeenexpectedtohelpshapesocietyitself.Duringthe1950s,forexample,effortstocombatracialsegregationfocusedontheschools.Later,whentheSovietUni

18、onlaunchedthefirstorbitingsatellite,AmericanschoolsandcollegescameunderintensepressureandwereofferedmanyincentivestoimprovetheirscienceandmathematicsprogramssothatthenationswouldnotfallbehindtheSovietUnioninscientificandtechnologicalcapabilities.Educationisoftenviewedasatoolforsolvingsocialproblems,

19、especiallysocialinequality.Theschools,tisthought,cantransformyoungpeoplefromvastlydifferentbackgroundsintocompetent,upwardlymobileadults.Yetthesegoalsseemalmostimpossibletoattain.Inrecentyears,infact,publiceducationhasbeenatthecenterofnumerouscontroversiesarisingfromthegapbetweentheidealandtherealit

20、y.Partoftheproblemisthatdifferentgroupsinsocietyhavedifferenthavedifferentexpectations.Somefeelthatchildrenshouldbetaughtbasicjob-relatedskills;stillothersbelieveeducationshouldnotonlypreparechildrentocompeteinsocietybutalsohelpthemmaintaintheirculturalidentity(and,inthecaseofHispanicchildren,theirl

21、anguage).Ontheotherhand,policymakersconcernedwitheducationemphasizetheneedtoincreasethelevelofstudentachievementandtoimproveparentsintheirchildrenseducation.Somereformersandcriticshavecalledattentiontotheneedtolinkformalschoolingwithprogramsdesignedtoaddresssocialproblems.SociologistCharlesMoscos,fo

22、rexample,isaleaderinthemovementtoexpandprogramslikethePeaceCorps,Vista,andOutwardBoundintoasystemofvoluntarynationalservice.Nationalservice,asMoscosdefinesit,wouldentail“thefull-timeundertakingofpublicdutiesbyyoungpeoplewhetherascitizensoldiersorcivilianservers-whoarepaidsubsistencewages”andservefor

23、atleastoneyear.Inreturnforthisperiodofservice,thevolunteerswouldreceiveassistanceinpayingforcollegeorothereducationalexpenses.Advocatesofnationalserviceandschool-to-workprogramsbelievethateducationdoesnothavetobeconfinedtoformalschooling.Indevisingstrategiestoprovideopportunitiesforyoungpeopletoserv

24、etheirsociety,theyemphasizetheeducationalvalueofcitizenshipexperiencesgainedoutsidetheclassroom.AtthiswritingthereislittleindicationthatnationalservicewillbecomeaneweducationalinstitutionintheUnitedStates,althoughtheconceptissteadilygainingsupportamongeducatorsandsocialcritics.TheTeachersRoleGiventh

25、eundeniableimportanceofclassroomexperience,sociologistshavedoneaconsiderableamountofresearchonwhatgoesonintheclassroom.Oftentheystartfromthepremisethat,alongwiththeinfluenceofpeers,studentsexperiencesintheclassroomareofcentralimportancetotheirlaterdevelopment.Onestudyexaminedtheimpactofasinglefirst-

26、gradeteacheronherstudentssubsequentadultstatus.Thesurprisingresultsofthisstudyhaveimportantimplications.Itisevidentthatgoodteacherscanmakeabigdifferenceinchildrenslives,afactthatgivesincreasedurgencytotheneedtoimprovethequalityofprimary-schoolteaching.ThereformscarriedoutbyeducationalleaderslikeJame

27、sComersuggestthatwhengoodteachingiscombinedwithhighlevelsofparentalinvolvementtheresultscanbeevenmoredramatic.Becausetheroleoftheteacheristochangethelearnerinsomeway,theteacher-studentrelationshipisanimportantpartofeducation.Sociologistshavepointedoutthatthisrelationshipisasymmetricalorunbalanced,wi

28、ththeteacherbeinginapositionofauthorityandthestudenthavinglittlechoicebuttopassivelyabsorbtheinformationprovidedbytheteacher.Inotherwords,inconventionalclassroomsthereislittleopportunityforthestudentstobecomeactivelyinvolvedinthelearningprocess.Ontheotherhand,studentsoftendevelopstrategiesforundercu

29、ttingtheteachersauthority:mentallywithdrawing,interrupting,andthelike.Hence,muchcurrentresearchassumesthatstudentsandteachersinfluenceeachotherinsteadofassumingthattheinfluenceisalwaysinasingledirection.EducationPhilosophyForthepastfiftyyearsourschoolshaveoperatedonthetheoriesofJohnDewey(1859-1953),

30、anAmericaneducatorandwriter.Deweybelievedhattheschoolsjobwastoenhancethenaturaldevelopmentofthegrowingchild,ratherthantopourinformation,forwhichthechildhadnocontext,intohimorher.IntheDeweysystem,thechildbecomestheactiveagentinhisowneducation,ratherthanapassivereceptacleforfacts.Consequently,American

31、schoolsareveryenthusiasticaboutteaching“lifeskills”logicalthinking,analysis,creativeproblem-solving.Theactualcontentofthelessonsissecondarytotheprocess,whichissupposedtotrainthechildtobeabletohandlewhateverlifemaypresent,includingalltheunknownsofthefuture.Studentsandteachersbothregardpurememorizatio

32、nasanuncreativeandsomewhatvulgar.Inadditionto“lifeskills”,schoolsareassignedtosolvetheevergrowingstokeofsocialproblems.Racism,teenagepregnancy,alcoholism,druguse,recklessdriving,andsuicidearejustafewofthemodernproblemsthathaveappearedontheschoolcurriculum.Thisallcontributestoahighdegreeofsocialaware

33、nessinAmericanyoungsters.StudentLifeTothestudents,themostnotabledifferencebetweenelementaryschoolandthehigherlevelsisthatinjuniorhightheystart“changingclasses”.Thismeansthatratherthanspendingthedayinoneclassroom,theyswitchclassroomstomeettheirdifferentteachers.Thisgivesthemthreeorfourminutesbetweenc

34、lassesinthehallways,whereagreatdealoftheimportantsocialactionofhighschooltraditionallytakesplace.Studentshavelockersinthesehallways,aroundwhichthycongregate.Societyingeneraldoesnottakethebusinessofstudyingveryseriously.Schoolchildrenhaveagreatdealoffreetime,whichtheyareencouragedtofillwithextracurri

35、cularactivitiessports,clubs,cheerleading,scoutssupposedtoinculcatesuchqualitiesasleadership,sportsmanship,abilitytoorganize,etc.thosewhodontbecomeengagedinsuchactivitiesorhaveafterschooljobshaveplentyofopportunityto“hangout”,listentoteenagermusic,andwatchtelevision.Comparedtoothernations,Americanstu

36、dentsdonothavemuchhomework.StudiesalsoshowthatAmericanparentshavelowerexpectationsfortheirchildrenssuccessinschoolthanothernationalitiesdo.(Historically,therehasnotbeenmuchcorrelationbetweenAmericanschoolsuccessandsuccessinlaterlife.)“Hesjustnotascholar”,theAmericanparentsmightsay,contentthattheirso

37、nisontheswimteamanddoesnttakedrugs.(Someoftheyoungdochoosetostudyhard,forreasonoftheirown,suchasdeterminingthattheroadtorichesliesthroughHarvardBusinessSchool.)WhatAmericanschoolsdoeffectivelyteachisthecompetitivemethod.Ininnumerablewayschildrenarepittedagainsteachotherwhetherinclassroomdiscussion,s

38、pellingbees,readinggroups,ortests.EveryclassroomisexpectedtoproduceascatteringofAsandFs(teachersoftengradeA=excellent;B=good;C=average;D=poor;andF=failed).AteacherwhogivesallAslookstoosoftsostudentsareawarethattheyarecompetingforthelimitednumberoftopmarks.Foreignstudentssometimesdontunderstandthatco

39、pyingfromotherpeoplespapersorfrombooksisconsideredwrongandtakenseriously.Here,itisimportanttoshowthatyouhavedoneyourownworkandaredisplayingyourownknowledge.Itismoreimportantthanhelpingyourfriendstopass,whomwethinkdonotdeservetopassunlesstheycanprovidetheirownanswers.Groupeffortgoesagainstthecompetit

40、ivegrain,andAmericanstudentsdonotstudytogetherasmanyAsiansdo.ManyAsiansinthiscountryconsidertheirgroupstudyhabitsalargecontributortotheirschoolsuccess.AdultEducationAftercomplainingaboutmanyaspectsofAmericanlife,a40-year-oldwomanfromHongKongconcluded,“Butwhereelsecouldsomeonemyagegobacktoschoolandge

41、tadegreeinsocialwork?Hereyoucanchangeyourwholelife,startanewbusiness,dowhatyoureallywanttodo.”Soatleasttothisperson,schoolrequirementswerentinhibiting.Andtomillionsofothers,adulteducationisthepathtoanewcareer,orifnottoanewcareer,toanewoutlook.Schoolsgenerallyencouragetheolderpersonwhowantstostartane

42、w,andbesidesregularclasses,scheduleeveningclassesinspecialprograms.Todaytherearesomanypeopleofretirementageincollegethatitisnolongerremarkable.MoralRelativisminAmericanImprovingAmericaneducationrequiresnotdoingnewthingsbutdoing(andremembering)somegoodoldthings.Atthetimeofournationsfounding,ThomasJef

43、fersonlistedtherequirementsforasoundeducationintheReportoftheCommissionersfortheUniversityofVirginia.InthislandmarkstatementonAmericaneducation,Jeffersonwroteoftheimportanceofeducationandwriting,andofreadinghistory,andgeography.Buthealsoemphasizedtheneed“toinstructthemassofourcitizensinthese,theirri

44、ghts,interests,andduties,asmenandcitizens.”Jeffersonbelievededucationshouldaimattheimprovementofbothones“morals”and“faculties”.ThathasbeenthedominantviewoftheaimsofAmericaneducationforovertwocenturies.Butanumberofchanges,mostofthemunsound,havedivertedschoolsfromthesegreatpursuits.Andthestoryofthelos

45、softheschoolsoriginalmoralmissionexplainsagreatdeal.Startingintheearlyseventies,“valuesclarification”programsstartedturningupinschoolsalloverAmerica.Accordingtothisphilosophy,theschoolswerenottotakepartintheirtime-honoredtaskoftransmittingsoundmoralvalues;rather,theyweretoallowthechildto“clarify”his

46、ownvalues(whichadults,includingparents,hadno“rights”tocriticize).The“valuesclarification”movementdidntclarifyvalues;itclarifiedwantsanddesires.Thisformofmoralrelativismsaid,ineffect,thatnosetofvalueswasrightorwrong;everybodyhadanequalrighttohisownvalues;andallvaluesweresubjective,relative,andpersona

47、l.Thisdestructiveviewtookholdwithavengeance.In1985TheYorkTimespublishedanarticlequotingNewYorkareaeducators,inslavishdevotiontothisnewview,proclaiming,“Theydeliberatelyavoidtryingtotellstudentswhatisethicallyrightandwrong.”Thearticletoldofonecounselingsessioninvolvingfifteenhighschooljuniorsandsenio

48、rs.Inthecourseofthatsessionastudentconcludedthatafellowstudenthadbeenfoolishtoreturnonethousanddollarsshefoundinapurseatschool.Accordingtothearticle,whentheyoungstersaskedthecounselorsopinion,“Hetoldthemhebelievedthegirlhaddonetherightthing,butthat,ofcourse,hewouldnottrytoforcehisvaluesonthem.IfIcomefromthepositionofwhatiswrong,heexplained,thenI