Should all faculty spend time working outside the academic world in professions relevant to the courses they teach, as the statement suggests? In response to this question, as far as I am concerned, I quite support that some of our school faculty do involve themselves in some kind of practical working outside school, an irony tower, if possible under the condition that time is no problem for them. And I will give my reasoning with corresponding examples as follows.

As we know, knowledge is derived from the practical reality which means life within and without the scope of school life is a huge and innumerous knowledge pool. As a teacher, if he or she can digest new knowledge from their truly experiences outside school, obviously, it may return them inspirations, not only for innovative thoughts of a latent new theory or technology, but rather a meaningful teaching method they can use to give lessons to their students. On the one hand, practical training can make our teachers better and more deeply know the background of some theory, which you may find it hard to understand merely through the books. Consequently, it is possible for a teacher to generalize the theory or to innovate a totally new theory as well as it is easier to save your students' suffering with the understanding of the obscure knowledge on the books with your real experiences. On the other hand, the function of knowledge cannot be limited within a narrow scope of books inside the school or library. What we hope is to utilize the knowledge into practical problems occurring now and then here and there, to give impulse to the progress of our society and make contributions to benefitting the human being.

Admittedly, it is a question to handle the time schedule for an individual teacher and the feasibility should not depend on a compulsory command. We should encourage this kind of advocates without neglecting some specific situations.

Finally, we can safely come to a conclusion that the if the circumstances permit, we should encourage as many teachers as possible to spend time working outside the academic world in order to inhale fresh air into the academic atmosphere and output knowledge into practical use.

 

第二篇：GRE Issue 官方范文 3

GRE Issue 官方范文 3 (2008-12-18 17:54:23)

标签：ets gre issue 教育 新东方 修锐 英文写作 英语学习 ray 分类：ISSUE参考资料

来源ETS

Issue test 3

"Our declining environment may bring the people of the world together as no

politician, philosopher, or war ever could. Environmental problems are global in scope and respect no nation's boundaries. Therefore, people are faced with the choice of unity and cooperation on the one hand or disunity and a common tragedy on the other."

6、

Cooperation---or Tragedy?

The solution to the world's growing environmental problems may have to wait awhile. It has been said that "environmental problems are global and respect no nation's boundaries." Unfortunately, pollution and its consequences still fall to large measure on those least likely to do anything about it: poor countries willing to sacrifice anything in order to sit at the table with the world's wealthy.

As far as the industrialized nations of the world are concerned, the world is a big place. Environmental destruction taking place outside their borders may sometimes be fodder for government pronouncements of concern, but few concrete actions. Deforestation of the Amazon, for instance, is of vital concern to all those who wish to continue breathing. But the only effective deterrent to this activity, the restriction of international aid money to those countries showing net deforestation, has been stalled in the United Nations by those unwilling to "interfere" in the internal politics of other nations.

Because of the differential impact of polluting activities around the world, and even in different regions of a single country, many governments will undoubtedly continue to promulgate only modest environmental regulations. Costs to polluting companies will continue to carry as much weight as the benefit of a pollution-free environment. Particularly in the current political climate of the United States, the well-documented expense of today's pollution-control measures will be stacked against the unknown long-term effects of polluting acclivities. "Why should I spend millions of dollars a year, which causes me to have to raise the cost of my goods or eliminate jobs, if no one really knows if air pollution is all that harmful? Show me the proof, " an air polluting company may demand.

Realistically, it won't be until critical mass is achieved that the hoped for "choice of unity and cooperation" will be a viable one. Only when the earth as a whole is

so polluted that life itself becomes increasingly difficult for a majority of the world's people will there likely be the political will to force global environmental laws on governments worldwide. But the optimists (read: environmental activists) among us continue to believe that the world can be shown the error of its ways. They continue to point out that the sky is probably falling--or at least developing a big hole. The world, as a whole, ignores them.

One would hope, however, that governments, perhaps through a strengthened U.N., could somehow be forced to realize that when the Earth reaches the critical mass of pollution, it may be too late to do anything about it. That would be a "common tragedy" indeed.

COMMENTARY

This excellent response displays an in-depth analysis of the issue and superior facility with language.

While acknowledging that environmental problems are serious and of global dimensions, the essay explores the complexity of international cooperation. Such cooperation, the essay argues, runs into a variety of problems, and the writer offers persuasive examples to support that point:

-- the unwillingness of nations to "interfere" with other nations through political measures such as restriction of foreign aid

-- inadequate environmental regulations, which are caused both by "the differential impact of polluting activities" between countries and regions and by the difficulty of comparing the "long-term effects of polluting activities" with the more easily documented, short-term costs of reducing pollution.

The essay distinguishes itself in part by its excellent organization. The first paragraph analyzes the claim and announces the writer's position; the second and third paragraphs provide clear examples supporting that position. The skillful use of a quotation from a business person vividly illustrates the economic impact of pollution controls. The last two paragraphs bring a sense of closure to the essay by continuing the theme announced in the first paragraph -- that cooperation must wait until more dire circumstances produce the political will necessary to reduce pollution.

The essay exhibits superior control of grammar and syntax, with only minor errors. Transitional phrases -- "because," "however," "for instance" -- help guide the reader through the argument. Also, effective sentence variety and the use of precise word choice help confirm the score of 6.