【学历类职业资格】英语写作自考题-12及答案解析.doc

《【学历类职业资格】英语写作自考题-12及答案解析.doc》由会员分享，可在线阅读，更多相关《【学历类职业资格】英语写作自考题-12及答案解析.doc（13页珍藏版）》请在麦多课文档分享上搜索。

1、英语写作自考题-12 及答案解析(总分：100.00，做题时间：90 分钟)一、Writing(总题数：7，分数：100.00)1.Study the following passage carefully and write a conclusion of about 100 words. Make sure that the tone and vocabulary you use are in unity with the passage provided. My Experience in ExamTalking of examinations, I feel that they are

2、 one of the important activities in school life. Since the first day I went to school, I have had to deal with them almost every day. All through my secondary school days, I have gone through all kinds of exams, tests, quizzes and so on. I have tasted the flavor of happiness, sadness and laughter. B

3、efore every exam, there is always a certain time for me to suffer. The world before me seems to be sad and gloomy. I feel that all my books are disgusting. If it were not for my family, I would have thrown all the books away. During examinations, I am always like a computer. I try hard to squeeze ou

4、t every piece of information to answer my questions. A machine has no feelings, but I am nervous, my heart beats hard. （分数：15.00）_2.The following passage is incomplete with the concluding paragraph missing. Study the pas- sage carefully and write the missing paragraph of about 100 words. Make sure t

5、hat the tone and vocabulary you use are in unity with the passage provided. Mt. St. HelensMt. St. Helens is a volcano in the state of Washington in the western United States. In May, 1980, it erupted with the force of a nuclear bomb. According to scientists, there had been no volcanic eruption to eq

6、ual this one in the last 4,000 years. When Mt. St. Helens exploded, it released energy that was greater than the bomb that destroyed Hiroshima, Japan. The force was strong enough to send 100 million tons of dust into the atmosphere. A force that strong had tremendous effects on the area around the v

7、olcano. The visible effects were awesome. Once there had been green meadows and thick forests; after the eruption, there was black volcanic rock and ash. From the air, thousands of acres of trees looked like scattered matchsticks. Where there had once been clear streams and lakes, there were only bu

8、bbling pools of mud. Once the mountain had stood tall, afterwards, most of its top and all of its north side were missing. The force of the eruption reduced the mountain from the fifth tallest in the state to the thirtieth tallest. The economic effects on the area were staggering. The U. S. Forest S

9、ervice estimated that $200 million worth of timber was destroyed. This was enough timber to build 200,000 homes. Businesses and homes simply disappeared under tons of rock, ash, and mud. The port of Portland, sixty miles to the south, was clogged with mud and ash. Cargo ships from all over the world

10、 suddenly sat helpless. Economists estimated the commercial and personal damages is the billions of dollars. Finally, the effects on human life were tragic. Thirty-four bodies were recovered in the weeks following the eruption; twenty-seven more people simply disappeared. Some of the sixty-one were

11、photographers and scientists who were there to record the stirring of the mountain. They thought that there would be a warning before the final eruption; there was none. Other victims were campers and workers who were deceived by the apparent calm of the mountain that bright, sunny spring morning. O

12、nea crusty, old man who owned a little re- sort five miles from the mountainhad refused to leave. He said that he was part of the mountain and the mountain was part of him. His words turned out to be true; his body was never found. （分数：15.00）_3.Work out an outline for the narrative. The Most Importa

13、nt DayThe most important day I remember in all my life is the one on which my teacher, Anne Mansfield Sullivan, came to me. I am filled with wonder when I consider the immeasurable contrast between the two lives which it connects. It was the third of March, 1887, three months before I was seven year

14、s old. On the afternoon of that eventful day, I stood on the porch, dumb, expectant. I guessed vaguely from my mother“s signs and from the hurrying to and fro in the house that something unusual was about to happen, so I went to the door and waited on the steps. The afternoon sun penetrated the mass

15、 of honeysuckle that covered the porch and fell on my upturned face. My fingers lingered almost unconsciously on the familiar leaves and blossoms which had just come forth to greet the sweet southern springI did not know what the future held of marvel or surprise for me. Anger and bitterness had pre

16、yed upon me continually for weeks and a deep languor had succeeded this passionate struggle. Have you ever been at sea in a dense fog, when it seemed as if a tangible white darkness shut you in, and the great ship, tense and anxious, groped her way toward the shore with plummet and sounding-line, an

17、d you waited with beating heart for something to happen? I was like that ship before my education began; only I was without compass or sounding-line, and had no way of knowing how near the harbor was. “Light! Give me light!“ was the word- I felt approaching footsteps. I stretched out my hand as I su

18、pposed to my mother. Some- one took it, and I was caught up and held close in the arms of her who had come to reveal all things to me, and, more than all things else, to love me. The morning after my teacher came she led me into her room and gave me a doll. The lit- tie blind children at the Perkins

19、 Institution had sent it and Laura Bridgman had dressed it; but I did not know this until afterward. When I had played with it a little while, Miss Sullivan slowly spelled into my hand the word “d-o-l-l.“ I was at once interested in this finger play and tried to imitate it. When I finally succeeded

20、in making the letters correctly I was flushed with childish pleasure and pride. Running downstairs to my mother I held up my hand and made the letters for doll. I did not know that I was spelling a word or even that word existed; I was simply making my fingers go in monkeylike imitation. In the days

21、 that followed I learned to spell in this uncomprehending way a great many words, among them pin, hat, cup and a few verbs like sit, stand and walk. But my teacher had been with me several weeks before I understood that everything had a name. It would have been difficult to find a happier child than

22、 I was as I lay in my crib at the close of that eventful day and lived over the joys it had brought me, and for the first time longed for a new day to come. （分数：15.00）_4.The following passage is incomplete with the ending paragraph missing. Study the passage carefully and write the missing paragraph

23、 in about 100 words. Make sure that your tone and diction are in unity with the passage provided. Too Many MovesMy first semester of college was the worst I“ve been through. Everything started out smoothly enough. I had made plans during the summer to share an apartment with two of my close friends

24、from high school. We had found a nice enough apartment about two miles from campus, but before we even moved in, problems started developing that kept me on the move the entire semester. One of the two girls I was to share an apartment with was going to work instead of going to college. However, a w

25、eek before we were to move in, she found out that she didn“t get the job she had been counting on. She was forced to live at home and look for work, and two of us were stuck with higher monthly rent payments. We lasted for a month and then agreed that we couldn“t make it by ourselves. Joan moved awa

26、y and I started looking around. I found another apartment and the rent wasn“t bad. The room was small with one tiny bathroom for four people. The place was noisy, but it was the best I could afford for the time. However, one day when I returned from school, I saw smoke coming from the back of the ho

27、use. The cottage had caught fire, and the fire department was putting out the last flames. My room was a charred mess; there was no way that anyone could live there for a long time. I was once more out of a place to stay, and there was still over a month of school left. After looking around all week

28、end for lodging, I finally gave up and moved home. I had to drive forty miles to school every day, so I almost spent as much on gas as I would have on lodging. I had to drive to school, go to classes, and come home and sit in an empty house for a few hours. I was very bored; I“d also lost the will t

29、o study. It had been such a bad semester moving all over the place that my heart wasn“t in school anymore. So the semester just played itself out. （分数：15.00）_5.Supply the missing paragraph The following passage is incomplete with the concluding paragraph missing. Study the pas- sage carefully and wr

30、ite the missing paragraph of about 100 words. Make sure that the tone and vocabulary you use are in unity with the passage provided. What Dangers Should Young People Guard Against When They Leave School? Education may have succeeded in equipping youths with skills and the relevant knowledge for the

31、working world but not necessarily in all aspects concerned. Young people who have graduates from their schools are often filled with mixed feelings towards the future. How should they handle responsibilities, relationship problems, and fearful and uncertain moments along the way? One of the dangers

32、young people should guard against is in the aspect of submitting to peer-pressure. This can be a very powerful force that makes one conform and adopt the standard and lifestyle of one“s peers. In the desire to identify with their peers and be accepted by them some youths have succumbed of bad habits

33、 such as smoking and drinkingThere are also those who gradually become grumblers, glue sniffers and drug addicts, all because of the influence of bad company. Another wrong mentality is the measure of success in life. It is not always true that the possession of wealth brings joy and contentment in

34、life. Many have neglected their health to gain wealth and subsequently use much of their wealth to regain health. Many have paid high prices for the present wealth attained; they have neglected friends and family and have lost opportunities to spend precious moments with people around them. Besides,

35、 many have lost the peace within them and are often discontented, wanting to have more and more of every- thing. （分数：15.00）_6.Read the following passage carefully and compose a “sentence outline“ or “topic outline“ for it. Mohandas Gandhi and Martin Luther KingTwo twentieth-century leaders who have

36、continued to influence non-violent social pro- tests movements internationally are Mohandas Gandhi and Martin Luther King, Jr. Of different races and cultures, born on opposite sides of the world in nations vastly different in wealth and technology, these two aggressive men in their later years shar

37、ed the philosophy of non-violent, but direct, action and expended their lives in pursuit of peaceful solutions to social inequities. An examination of their lives, consequently, reveals both similarities and differences in their family backgrounds, ideology, and plans for social action. Gandhi“s and

38、 King“s family backgrounds show similarities and differences. Gandhi was a Hindi of the Baniyu (Trading) Caste; His father, nevertheless, was chief minister of the small state of Kathiawad. Gandhi broke with the tradition of his family and went to England to study law at the age of 19, where he had

39、his first contact with Western culture. While he read and studied the Bible with interest, he became more deeply convinced of the logicality and profundity of the Hindi religion. King, a black American, was born into a family of Christian ministers. His father was the pastor of a church which his fa

40、ther-in-law had founded many years before. Unlike Gandhi, King decided to follow the footsteps of his father and grandfather and study for the ministry. It was only after studying the philosophic works of Plato, Aristotle, Hobbes, Marx, Neitzche, and finally Gandhi that he began to formulate his own

41、 philosophy, which was similar in many respects to Gandhi“s. The early environment, family tradition, and ed ucation of both Gandhi and King, at some points similar but at most points different, shaped their characters and formed their expectations for their societies and their people. Both Gandhi a

42、nd King believed that their aims could be achieved through non-violent means. They held a common ideology of non-violence. This common ideology of non-violence was not to be understood as a failure to act. It should be understood as direct resistance which is grounded in love force or agraha. Gandhi

43、 said men must resist the evil that men do by refusing to obey a man-made law which contradicted a higher moral law. He often reminded the Indian people that blood would have to flow before they attained their ends, but he said the blood must be their blood, not the oppressor“s. King cried out, “I h

44、ope no one has to die as a result of our struggle. but if anyone has to die, let it be me.“ King reminded black Americans that they must love their enemies even if it means suffering and death. Similarities in the ideologies of the two men are most apparent since Gandhi was one of the major influenc

45、es in the development of King“s philosophy. An investigation of the plans for social action of Gandhi and King yields several points of agreement as well as numerous divergences. Gandhi“s main concern was to establish India as an independence nation. He wanted to free the people to build and govern

46、India for Indians and not for the use and development of an external power. On the other hand, King“s conflict was internal. He sought to achieve justice and equality for blacks in accordance with the ideals of American democracy. Both men saw the necessity for some kind of economic program which wo

47、uld make the masses of the poor self-supporting. Gandhi tried to encourage the poor villagers in India to learn to hand-spin cloth as one means of achieving economic independence and cultural solidarity. In a like manner, King urged blacks to establish transportation and food services which would be

48、 supported by the black community. The economic and social programs, along with the supportive marches and demonstrations, were important social-action techniques e mployed by both Gandhi and King as they struggle to improve the quality of life for their oppressed peoples. Both Gandhi and King were highly respected leaders, whose philosophies were articulated so clearly that they continue to influence contemporary thought and social movements. The