劉文勇GRE寫作百日題庫 Day 58

Day 58 Learning is primarily a matter of personaldiscipline; students cannot be motivated byschool or college alone

Learning is primarily a matter of personal discipline; students cannot be motivated by school or college alone.

Write a response in which you discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take. In developing and supporting your position, you should consider ways in which the statement might or might not hold true and explain how these considerations shape your position.

五問：

（1）“l(fā)earning”是什么？你會如何定義它？在哪種定義下， “l(fā)earning”是一種個人自律的行為？在哪種定義下不能這樣說？例如：如果將“ learning”定義為自我提高的過程，則是一種個人自律的行為；如果將“ learning”定義為接受學(xué)校教育獲取知識，這就不是一種個人自律行為。

（2）學(xué)校的作用是什么？傳授知識、激發(fā)學(xué)生潛能、培養(yǎng)正確的價(jià)值觀等，是否都是學(xué)校的功能？你是怎么認(rèn)為的？

（3）你能否舉出一個具體的例子，說明學(xué)校在激勵學(xué)生方面起到的作用？例如：評選優(yōu)秀學(xué)生、優(yōu)秀班級，設(shè)置學(xué)習(xí)進(jìn)步獎、團(tuán)隊(duì)合作獎，讓學(xué)生代表學(xué)校參加比賽等。

（4）所有的學(xué)生都能完成原命題所強(qiáng)調(diào)的“自律”行為嗎？學(xué)生在學(xué)習(xí)主動性和自覺性上是否有所不同？

（5）對你個人而言，你是否認(rèn)為“ learning”屬于自律的行為？如果是，為什么？如果不是，為什么？

翻譯練習(xí)：

外部激勵是內(nèi)在動力必要的補(bǔ)充。我，一個勤奮的學(xué)習(xí)者，也經(jīng)常會有時候因?yàn)樽约壕徛鵁o形的進(jìn)步而感到受挫，并且變得厭惡學(xué)校和學(xué)習(xí)。在這些時候，老師的鼓勵或各種競賽能以一種比我自己重拾激情更有效的方式點(diǎn)燃我的激情。

參考答案：

External incentives are necessary complements to internal motivations. Ever a studious learner, I've frequently had moments when I feel frustrated from the slow and intangible progress and become sick and tired of school and studies. At these moments, teachers' encouragement or various competitions can ignite my passion in a more effective way than I would find it on my own.

翻譯練習(xí)：

在所有促使人們進(jìn)步的動力中，來自內(nèi)心的動力無疑比來自外部的動力更加強(qiáng)大；但是這并不意味著外部動力毫無用處。因此，盡管當(dāng)學(xué)生自己渴望學(xué)習(xí)時表現(xiàn)最好，獎學(xué)金等外部動機(jī)能夠加強(qiáng)他們的渴望。

參考答案：

Of all the motivations impelling people to progress, those coming from within are indisputably more powerful than those coming from outside; yet this doesn't mean that external motivations are of no use at all. Therefore, although students perform best when they themselves are eager to learn, external motivations such as scholarship can enhance their eagerness.