[u'r not alone ]小组习作 Issue 50

tingsnowyUID: 2739192

There are a growing number of people whobelieve in knowledge should be integrated with practical experience as early aspossible, and it might accordingly be plausible at the first glance for all collegefaculty to take an outside work relevant to their respective academic fields.However, should this suggestion be deeply evaluated, I believe its demerits overweighits merits in three aspects: the faculty themselves, college students and thepracticality of this suggestion.


In the first place, rather than enhancetheir teaching capability, faculty's engagement in outside occupations could onthe other hand distract their attentions from academic study. Within one'sinterpersonal association activity, there is no way avoiding doubts,contrasting ideas or temptation from others. All these negative effects, mostly,affect these faculty positively or negatively. Take a professor specialized ineconomy (more specifically in venture capital), for example. He could moreoften than not encounter lures like money, fame, and sex, as a economist isalways treated as a milch cow by the common. In fact, any specialists relatingto a money-making academic field have to address such confrontation andtemptation and perhaps, none of them could firmly ensure their focus onprofessions any longer.


Also, the faculty's potential distractionfrom teaching fields could set motion into sequent negative effects amongstudents. First, the more time teachers spend in their outside work, the lessthey spare to talk, discuss, or communicate with students. Gradually they mightfind themselves cannot satisfy the appetite of their students. Secondly,admittedly the outside experiences sharing with students could better their careerplanning, but is it always a good thing? Just as what we discussed above, thecomplexity of social lures outside might also influence academic passion ofcollege students. Presumably, some may become too passive to maintain theirfaith in career training; some may otherwise draw an impractical blueprint oftheir bright future and thus neglect the importance of academic learning; andso forth. In this regard, I believe the ultimate objective of college educationshould emphasis on both students' academic and moral instruction and faculty’sacademic advancement, neither of which has much to do with faculty’s outsideworking experience.


My third contention with the speaker is notevery faculty thoroughly needs such a suggestion. For one thing, those who workin the cutting edge of their fields in fact gain only a little - if not at allno – useful information from outside work, because knowledge and technologythat have been applied to practical use could hardly represent the latest andmost advanced discovery in a given field. For another, disciplines such aslinguistics, theoretical mathematics and philosophy may fail to definethemselves in practical occupations, for a key of these courses is more of a spiritualunderstanding than of a material application.


Finally, I concede that the intention toimprove the level of instruction quality of college faculty appear to bedesirable, but there lie a number of approaches achieving this goal. The accessto keep pace with current knowledge and information is various (e.g. theinternet, the newspapers and magazines like Science). Also, to keep contactwith outside world one could attend relevant scientific seminars almostanywhere anytime around the world.


In sum, the development of colleges anduniversities concerns not only how to enhance the level of instruction, butalso how to meet students’ needs to a maximal extent. Therefore, any suggestionor determination towards its goal calls for an overall consideration ofadvantages and disadvantages. After all, no action is more worthwhile thanensure the faculty's focus on their professions and academic advancement inorder to essentially improve the quality of instruction at the college anduniversity level.

ydycgwllUID: 2894737

There are a growing/increasing number of people who believe in knowledge should be integrated with practical experience as early as possible, and it might accordingly be plausible at the first glance for all college faculty to take an outside work relevant to their respective academic fields.However, should this suggestion be deeply evaluated, I believe its demerits overweighits merits in three aspects: the faculty themselves, college students and the practicality of this suggestion.


In the first place, rather than enhance their teaching capability, faculty's engagement in outside occupations could, on the other hand, distract their attentions不可数名词 from academic study. Within one's interpersonal association activity, there is no way avoiding doubts此用法是否常见？, contrasting ideas or temptation from others. All these negative effects, mostly,affect these faculty positively or negatively. Take a professor, specialized in economy (more specifically in venture capital), for example. He could more often than not encounter lures like money, fame, and sex, as a economist is always treated as a milch cow by the common. In fact, any specialists relating to a money-making academic field have to address such confrontation此搭配是否是英文小说出现过？也可以用同源词：confront such confrontation 欢迎讨论 and  temptation and perhaps, none of them could firmly ensure their focus on professions any longer.

Also,  the faculty's potential distraction from teaching fields could set motion into sequent negative effects among students（a good idea）. First, the more time teachers spend in their outside work, the less they spare to talk, discuss, or communicate with students. Gradually they might find themselves cannot satisfy the appetite of their students. Secondly,admittedly the outside experiences sharing with students could better their career-planning(n), but is it always a good thing? Just as what we discussed above, the complexity of social lures outside might also influence academic passion of college students. Presumably, some may become too passive to maintain their faith in career-training; some may otherwise draw an impractical blueprint of their bright future and thus neglect the importance of academic learning; andso forth. In this regard, I believe the ultimate objective of college education should emphasis on both students' academic and moral instruction and faculty’s academic advancement, neither of which has much to do with faculty’s outside working experience.


My third contention with the speaker is not every faculty thoroughly needs such a suggestion. For one thing, those who work in the cutting-edge of their fields in fact gain only a little - if not at all no – useful information from outside work, because knowledge and technology that have been applied to practical use could hardly represent the latest and most advanced discovery in a given field. For another, disciplines such aslinguistics, theoretical mathematics and philosophy may fail to define themselves in practical occupations, for a key of these courses is more of a spiritual understanding像理论数学不能说是精神上的理解吧，脑力的mental than of a material 改成practicial application实际应用，如果你的用法是英文原著里出现过就更好.


Finally, I concede that the intention to improve the level of instruction quality of college faculty appear to be desirable, but there lie a number of approaches achieving（lie in doing sth在于...，但是lie sth to do存在许多实现的方法，是否用to achieve）this goal. The access to keep pace with current knowledge and information is various (e.g. theinternet, the newspapers and magazines like Science). Also, to keep contactwith outside world one could attend relevant scientific seminars almost anywhere anytime around the world.


In sum, the development of colleges and universities concerns not only how to enhance the level of instruction, but also how to meet students’ needs to a maximal extent. Therefore, any suggestion or determination towards its goal calls for an overall consideration of advantages and disadvantages. After all, no action is more worthwhile than ensure the faculty's focus on their professions and academic advancement in order to essentially improve the quality of instruction at the college and university level.
总结：整篇文章语言不错，语法错误很少见，用词比较丰富；这篇文章表达的意思像是专门写来反驳北美那片范文呵呵
开头就给出了文章的脉络，思路清晰
个人对你的文章中几点负面影响表示赞同，但结合目前大学教师并没有出现大量的外跳，以及目前大学教师中有很多一部分能在外拿到项目既能带研究生给与学生锻炼机会（尤其是工科）也能给学校带来收入...这些现状，我想你是不是将负面影响主观上扩大化了？在这样的现状下，如果要让你的读者你信服，最好是列出一些调查数据，比如每年高校有多少老师因诱惑而离职==