歷年英語(yǔ)六級(jí)作文_翻譯_完型

1、12012年6月英語(yǔ)六級(jí)作文范文TheImpactoftheInteronInterpersonalCommunicationAsisdescribedinthepictureafatherasksherdaughterhowherschooltodaygoeson.Insteadofansweringdirectlythedaughtertellsherfathertoreadherblog.Itiscommonthatyoungst

2、ersnowadaysinclinetocommunicatewithothersonInterincreasinglylackcommunicationwithpeoplearoundthem.WiththedevelopmentofInterithasinfluencedoursocietytoalargeextentespeciallyinterpersonalcommunication.Tobeginwithwecancommu

3、nicatewithothersanytimeviaInter.Otherwisewewouldhavetoarrangeourschedulesstrictlyinadvance.AlsointerpersonalcommunicationthroughtheInterisnotrestrictedbyspace.Fexampleinmostmultinationalcpationsinstantmessagesvideoconfer

4、enceshelpcolleaguessolveproblemstimelyefficiently.LastbutnotleasttheIntercangreatlyspeedupourinterpersonalcommunication.Whereastherearealsodisadvantagesthattheinterbringstous.Memepeoplecomplainedthattheyhavelostfacetofac

5、ecommunicatingskills.Asaresultpeoplebecomememeindifferenttoeachotherinreallife.Someizenswhoareimmersedinvirtualwldevenhavedifficultyinmakingfriendsinreality.InconclusioncommunicationthroughtheIntercouldbringusbothconveni

6、enceinconvenience.Weshouldstrikeabalancebetweenthemmakethebestoftheinter.【點(diǎn)評(píng)】這次的六級(jí)寫作是請(qǐng)考生談?wù)劸W(wǎng)絡(luò)對(duì)人際交流的影響。這個(gè)話題本身已是日常生活的熱點(diǎn)，考生并不陌生，有話可說(shuō)。文章的展開(kāi)還是同過(guò)去的議論文寫作一致。仍然可以用引入、闡釋有何影響和自己的觀點(diǎn)這樣的三段式進(jìn)行寫作。在行文時(shí)，注意文章的層次和邏輯梳理，在談具體影響時(shí)，可適當(dāng)進(jìn)行對(duì)比論證，論證網(wǎng)絡(luò)出

7、現(xiàn)和沒(méi)有網(wǎng)絡(luò)時(shí)，人際交流的差異，也可進(jìn)行結(jié)合自身經(jīng)歷進(jìn)行舉例論證。本篇范文在句式上，長(zhǎng)短搭配，形式多變。從句、非謂語(yǔ)動(dòng)詞等多種表達(dá)方式，值得借鑒。同時(shí)，用詞同樣注意多樣化，對(duì)網(wǎng)絡(luò)相關(guān)詞匯的多種表達(dá)（webcyberinstantmessagevideoconference等），考生同樣應(yīng)在平時(shí)注意歸類、積累。2011年12月英語(yǔ)六級(jí)作文范文TheWaytoSuccess“Geniusisonepercentinspirationniyn

8、inepercentperspiration.“herecomesourquestionwhatisthewaytosuccess3TheCertificateCrazeAlmostnooneinChinahasfailedtonoticethephenomenonthatagrowingnumberofpeopleareenthusiasticaboutpursuingvariouskindsofcertificates.Taking

9、alookaroundonecanfindnumerousexampleswithease.Acommoncaseinpointisthatstudentsspendagreatdealoftimeenergyattendingagreatvarietyofcertificateientedtrainingcoursestoensureabettersce。Thepurposeofacquiringcertificatesvariesf

10、romindividualstoindividuals.Fstudentsasthejobmarketcompetitionisbecomingincreasinglyfiercenotonlycanacertaincertificateprovetheircapabilitiesbutalsowillputtheminafavablepositionintheemploymentmarketthedevelopmentoftheirc

11、areer.Whenitcomestowhitecollaredwkersmejobrelatedcertificatesoftenguaranteegreateropptunitiesfasalaryraisepromotion.What’smeitisalsoaidealwaytoenhancetheirjobtechniquessharpentheircompetitiveness。Frommyperspectivethemeri

12、tsofpursuingcertificatesareselfevident.Howeverweshouldalsobearinmindthatitisthepracticalskillssuchasmanagementcooperationcommunicationratherthancertificatesthatguaranteeone’saccomplishmentincareer.Accdinglywemightaswella

13、ttachgreatimptancetobothcertificatestheimprovementofone’scomprehensiveabilities。2010年12月1現(xiàn)在有很多高校評(píng)級(jí)2人們對(duì)此看法各異3你認(rèn)為MyViewonUniversityRankingNobodycouldhavefailedtonoticethefactthatuniversityrankinghasgainedincreasingpopulari

14、tyinstitutionshomeabroadarealwaysinterestedinitnewspapersmagazinesarefondofcarryingthenews.Unftunatelyithasalsogivenrisetosomeproblemsneverthoughtof.ConfrontedwiththedilemmashouldwecarryonthepracticeWhenitcomestothisques

15、tionpeople’sviewsvaryfromonetoanother.Peoplewhosupptrankinghavetheirreasons.Theyareconvincedthatitcanstimulatepeopleteachersstudentsaliketowkhardersothattheycanclimbontheladderatleastmaintaintheirposition.Inthiswayuniver

16、sitiescanproducemetalentsknowledgedemedbyoursociety.Alsosupptersofuniversityrankingmaintainthatitcanactasaguidefemployerswhentheydecidewheretofindrightemployees..Butothersmaynotagree.Thesepeoplewouldarguethatuniversityra

17、nkingmightfceuniversitiestocaremeabouttheirpositionintherankingbutnotaboutresearchthattheyareexpectedtodo.Finstanceitisoftenreptedthatsomeprofesssspendmetimeinbribingthaninlabsindertohaveanedgeinthefiercecompetition.Anot

18、hergoodcaseinpointisthatsomescholarsevensacrificetheirintegritytoplagiarizeunderthepressureof“publishperish”.WhoisrightOfcoursebothsideshavetheirreasons.AsfarasIamconcernedwemightaswellstopthepracticefthegoodofuniversiti