issue50

QQsugarUID: 136441

" In order to improve the quality of instruction at the college and university level. all faculty should be required to spend time working outside the academic world in professions relevant to the courses they teach"
大家给点意见吧，我已经不行了。。
I strongly agree with the speaker on that all faculty members should be participate in relevant part-time jobs outside the academic areas. As for me, since the advantage of this practice lies in enhancing the instruction quality and transform the working efficiency of the workers alike, it should be taken into effect as soon as possible.
First and foremost, as contended by the speaker, the instruction quality would be improved with large numbers of faculty participate in a specific job relevant to his profession. For one thing, the faculty’s experience of a job outside academic world would greatly help them to set up a thorough understanding about how the real world is like, which challenges are the academic world facing and how to adjust teaching to cope with it. As we all know, it is an era of rapid social change and technology development which calls for the update of knowledge and teaching means in university, otherwise the objective of higher education would be abandoned and nowhere to attain. Fortunately, to spend some time working in the practical jobs world would help the faculty attain this aim. A chemistry faculty could have an incisive understanding of the chemical industry’s developing status, of the average knowledge level of workers in chemical factories and of the possible impediments hampering the further development of such a trade, all of which he could present to his students. Also, a political teacher would be more assured and knowledgeable in his classroom to present a thoroughly viewpoint on the current political system when he has really participated in the practical realm by acting as some government secretary or etc. Consequently, based on this individual experience, faculty members could work out more reasonable curriculum according to the social needs. What’s more, the faculty’s experience in outside academic area would provide numerous materials to enhance the content of his class and make the formerly monotonous classroom more vivid. Undoubtedly, students’ interest and enthusiastic on studying would be arisen with this effort.
Not only could the part-time faculties enhance the instructing quality in university, but they also serve to propel the whole development of the specific trade. Return to the example of chemistry faculty. When they participate in practical trade of chemistry, say a chemical factory, their theoretical knowledge could be imparted to the common workers, transforming their working efficiency and attitudes gradually. In turn, the workers’ practical experience would be passed down to the faculty members who could be inspired and therefore reform the mechanism or supply possible solutions to the problems. Such a mutual function would benefit the workers and the faculties alike.
Admittedly, there are opponents who may argue that too much participations in jobs would distract the faculties from emphasizing on their researchs. My objection is that as contended above, our point is just as frequent as possible should faculty members be involved in specific jobs. There is no necessary violence of devoted research. On the contrary, the fresh idea they get from the specific experience is more likely to arise originates in their research, rather than detriment to it. Also, many people may argue that for some disciplines such as philosophy, fine arts and etc, it is really difficult for the faculty members to find a suitable job. The assertion is  yet not infallible eithor. As a matter of fact, it is just to these seemingly detached disciplines that more emphasize should be paid to link them with the practical jobs. For, you see, every graduates of such majors are doomed to find a job for them, it is up to the faculty's exclusive responsibility to adjust this discipline more closely to the practical job needs.

   To sum up, with the compelling inquirement of job market and the developing needs of contemporary society, faculty members should be required to take part in some kinds of jobs relevant to their professions. Since a worthy practice could enhance the instructing effect and transform the workers' life alike, it should be taken into effect as soon and frequent as possible especially for those faculty members who undertake arts or abstract disciplines.

feier521UID: 109747

大家给点意见吧，我已经不行了。。（为什么？呵呵？坚持啊）
I strongly agree with the speaker on that all faculty members should (be) participate in relevant part-time jobs outside the academic areas. As for me, since the advantage of this practice lies in enhancing the instruction quality and transform(ing) the working efficiency of the workers alike, it should be taken into effect as soon as possible.
First and foremost, as contended by the speaker, the instruction quality would be improved with large numbers of faculty participate（participating） in a specific job relevant to his（their） profession. For one thing, the faculty’s experience of a job outside academic world would greatly help them to set up a thorough understanding about how the real world is like, which challenges are the academic world facing and how to adjust teaching to cope with it（them）. As we all know, it is an era of rapid social change and technology development which calls for the update of knowledge and teaching means in university, otherwise the objective of higher education would be abandoned and nowhere to attain. Fortunately, to spend some time working in the practical （jobs） world would help the faculty attain this aim. A chemistry faculty（faculty 是一个集合名词，前面可以用a吗？而且后面的代词用了he。不如就用teacher） could have an incisive understanding of the chemical industry’s developing status, of the average knowledge level of workers in chemical factories and of the possible impediments hampering the further development of such a trade, all of which he could present to his students. Also, a political teacher would be more assured and knowledgeable in his classroom to present a thorough（ly） viewpoint on the current political system when he has really participated in the practical realm by acting as some（？） government secretary or etc. Consequently, based on this individual experience, faculty members could work out more reasonable curriculum according to the social needs. What’s more, the faculty’s experience in outside academic area would provide numerous materials to enhance the content（content怎么enhance？quality或者改enrich content ） of his class and make the formerly monotonous classroom more vivid. Undoubtedly, students’ interest and enthusiastic（enthusiasm） on studying would be arisen with this effort.
Not only could the part-time faculties enhance the instructing quality in university, but they also serve to propel the whole development of the specific trade. Return to the example of chemistry faculty. When they participate in practical trade of chemistry, say a chemical factory, their theoretical knowledge could be imparted to the common workers, transforming their working efficiency and attitudes gradually. In turn, the workers’ practical experience would be passed down to the faculty members who could be inspired and therefore reform the mechanism or supply possible solutions to the problems. Such a mutual function would benefit the workers and the faculties alike.（根据but also…应该是要多论述点如何对factory有利的才对）
Admittedly, there are opponents who may argue that too much participation（s） in jobs would distract the faculties from emphasizing on their researchs（researches）. My objection is that as contended above, our point is just as frequent as possible should faculty members be involved in specific jobs（中文意思是：只是要求老师尽可能的频繁参加specific jobs？frequent用的不好，呵呵，正好说反了）. There is no necessary violence (violation?) of devoted research. On the contrary, the fresh idea they get from the specific experience is more likely to arise originates (imaginations?) in their research, rather than detriment to it. Also, many people may argue that for some disciplines such as philosophy, fine arts and (etc. 前可以加and吗？我也不确定)etc, it is really difficult for the faculty members to find a suitable job. The assertion is yet not infallible eithor(either). As a matter of fact, it is just to these seemingly detached disciplines that more emphasize（emphasis） should be paid to link them with the practical jobs. For, you see, every graduates (graduate) of such majors are doomed to find a job for them（什么意思？没看懂）, it is up to the faculty's exclusive responsibility to adjust this discipline more closely to the practical job needs.（指出了两个反对意见，反驳之。为甚么要求哲学等学科的老师work outside？文中好像没有说服那些arguers）

To sum up, with the compelling inquirement (requirement) of job market and the developing needs of contemporary society, faculty members should be required to take part in some kinds of jobs relevant to their professions. Since a worthy practice could enhance the instructing effect and transform the workers' life alike, it should be taken into effect as soon and frequent as possible especially for those faculty members who undertake arts or abstract disciplines.

水平有限，改的不对的地方请指出，互相提高。
至于哲学，艺术，历史，文学，或者纯理论的学科，如何应用到现实领域？我看不如说：对于这些学科，没有必要，也不大可能要求老师们去working outside
个人意见

angle123UID: 105697

I strongly agree with the speaker on that all faculty members should (be) participate in relevant part-time jobs outside the academic areas. As for me, since the advantage of this practice lies in enhancing the instruction quality and transform(ing) the working efficiency of the workers alike, it should be taken into effect as soon as possible.
First and foremost, as contended by the speaker, the instruction quality would be improved with large numbers of faculty participate（participating） in a specific job relevant to his（their） profession. For one thing, the faculty’s experience of a job outside academic world would greatly help them to set up a thorough understanding about how the real world is like, which challenges are the academic world facing and how to adjust teaching to cope with it（them）. As we all know, it is an era of rapid social change and technology development which calls for the update of knowledge and teaching means in university, otherwise the objective of higher education would be abandoned and nowhere to attain. Fortunately, to spend some time working in the practical （jobs） world would help the faculty attain this aim. （for example）A chemistry faculty（faculty 是一个集合名词，前面可以用a吗？而且后面的代词用了he。不如就用teacher） could have an incisive understanding of the chemical industry’s developing status, of the average knowledge level of workers in chemical factories and of the possible impediments hampering the further development of such a trade, all of which he could present to his students. Also, a political teacher would be more assured and knowledgeable in his classroom to present a thorough（ly） viewpoint on the current political system when he has really participated in the practical realm by acting as some（？） government secretary or etc. Consequently, based on this individual experience, faculty members could work out more reasonable curriculum according to the social needs. What’s more, the faculty’s experience in outside academic area would provide numerous materials to enhance the content（content怎么enhance？quality或者改enrich content ） of his class and make the formerly monotonous classroom more vivid. Undoubtedly, students’ interest and enthusiastic（enthusiasm） on studying would be arisen with this effort.
Not only could the part-time faculties enhance the instructing quality in university, but they also serve to propel the whole development of the specific trade. Return to the example of chemistry faculty. When they participate in practical trade of chemistry, say a chemical factory, their theoretical knowledge could be imparted to the common workers, transforming their working efficiency and attitudes gradually. In turn, the workers’ practical experience would be passed down to the faculty members who could be inspired and therefore reform the mechanism or supply possible solutions to the problems (existed in production). Such a mutual function would benefit the workers and the faculties alike.（根据but also…应该是要多论述点如何对factory有利的才对, 对feier这一点我不同意）
Admittedly, there are opponents who may argue that too much participation（s） in jobs would distract the faculties from emphasizing on their researches（researches）. My objection is that as contended above, our point is just as frequent as possible should faculty members be involved in specific jobs（中文意思是：只是要求老师尽可能的频繁参加specific jobs？frequent用的不好，呵呵，正好说反了）. There is no necessary violence (violation?) of devoted research. On the contrary, the fresh idea they get from the specific experience is more likely to arise originates (imaginations?) in their research, rather than detriment to it. Also, many people may argue that for some disciplines such as philosophy, fine arts and (etc. 前可以加and吗？我也不确定)etc, it is really difficult for the faculty members to find a suitable job. The assertion is yet not infallible eithor(either). As a matter of fact, it is just to these seemingly detached disciplines that more emphasize（emphasis） should be paid to link them with the practical jobs. For, you see, every graduates (graduate) of such majors are doomed to find a job for them（什么意思？没看懂）, it is up to the faculty's exclusive responsibility to adjust this discipline more closely to the practical job needs（总觉得挺别扭）.（指出了两个反对意见，反驳之。为甚么要求哲学等学科的老师work outside？文中好像没有说服那些arguers）

To sum up, with the compelling inquirement (requirement) of job market and the developing needs of contemporary society, faculty members should be required to take part in some kinds of jobs relevant to their professions. Since a worthy practice could enhance the instructing effect and transform the workers' life alike, it should be taken into effect as soon and frequent as possible especially for those faculty members who undertake arts or abstract disciplines.
声明：在feier 的基础上修改
第三段论证的不好，反驳的没有力度
有些话没有前文根据，搭配有点不好。
像 feier一样， 纯属个人观点，互相学习

angle123UID: 105697

I strongly agree with the speaker on that all faculty members should (be) participate in relevant part-time jobs outside the academic areas. As for me, since the advantage of this practice lies in enhancing the instruction quality and transform(ing) the working efficiency of the workers alike, it should be taken into effect as soon as possible.
First and foremost, as contended by the speaker, the instruction quality would be improved with large numbers of faculty participate（participating） in a specific job relevant to his（their） profession. For one thing, the faculty’s experience of a job outside academic world would greatly help them to set up a thorough understanding about how the real world is like, which challenges are the academic world facing and how to adjust teaching to cope with it（them）. As we all know, it is an era of rapid social change and technology development which calls for the update of knowledge and teaching means in university, otherwise the objective of higher education would be abandoned and nowhere to attain. Fortunately, to spend some time working in the practical （jobs） world would help the faculty attain this aim. （for example）A chemistry faculty（faculty 是一个集合名词，前面可以用a吗？而且后面的代词用了he。不如就用teacher） could have an incisive understanding of the chemical industry’s developing status, of the average knowledge level of workers in chemical factories and of the possible impediments hampering the further development of such a trade, all of which he could present to his students. Also, a political teacher would be more assured and knowledgeable in his classroom to present a thorough（ly） viewpoint on the current political system when he has really participated in the practical realm by acting as some（？） government secretary or etc. Consequently, based on this individual experience, faculty members could work out more reasonable curriculum according to the social needs. What’s more, the faculty’s experience in outside academic area would provide numerous materials to enhance the content（content怎么enhance？quality或者改enrich content ） of his class and make the formerly monotonous classroom more vivid. Undoubtedly, students’ interest and enthusiastic（enthusiasm） on studying would be arisen with this effort.
Not only could the part-time faculties enhance the instructing quality in university, but they also serve to propel the whole development of the specific trade. Return to the example of chemistry faculty. When they participate in practical trade of chemistry, say a chemical factory, their theoretical knowledge could be imparted to the common workers, transforming their working efficiency and attitudes gradually. In turn, the workers’ practical experience would be passed down to the faculty members who could be inspired and therefore reform the mechanism or supply possible solutions to the problems (existed in production). Such a mutual function would benefit the workers and the faculties alike.（根据but also…应该是要多论述点如何对factory有利的才对, 对feier这一点我不同意）
Admittedly, there are opponents who may argue that too much participation（s） in jobs would distract the faculties from emphasizing on their researches（researches）. My objection is that as contended above, our point is just as frequent as possible should faculty members be involved in specific jobs（中文意思是：只是要求老师尽可能的频繁参加specific jobs？frequent用的不好，呵呵，正好说反了）. There is no necessary violence (violation?) of devoted research. On the contrary, the fresh idea they get from the specific experience is more likely to arise originates (imaginations?) in their research, rather than detriment to it. Also, many people may argue that for some disciplines such as philosophy, fine arts and (etc. 前可以加and吗？我也不确定)etc, it is really difficult for the faculty members to find a suitable job. The assertion is yet not infallible eithor(either). As a matter of fact, it is just to these seemingly detached disciplines that more emphasize（emphasis） should be paid to link them with the practical jobs. For, you see, every graduates (graduate) of such majors are doomed to find a job for them（什么意思？没看懂）, it is up to the faculty's exclusive responsibility to adjust this discipline more closely to the practical job needs（总觉得挺别扭）.（指出了两个反对意见，反驳之。为甚么要求哲学等学科的老师work outside？文中好像没有说服那些arguers）

To sum up, with the compelling inquirement (requirement) of job market and the developing needs of contemporary society, faculty members should be required to take part in some kinds of jobs relevant to their professions. Since a worthy practice could enhance the instructing effect and transform the workers' life alike, it should be taken into effect as soon and frequent as possible especially for those faculty members who undertake arts or abstract disciplines.
声明：在feier 的基础上修改
第三段论证的不好，反驳的没有力度
有些话没有前文根据，搭配有点不好。
像 feier一样， 纯属个人观点，互相学习

QQsugarUID: 136441

真是太感动了，这么多朋友给我改作文。。Thank you so much!
在Gter 的鼓舞下，继续努力。。。

QQsugarUID: 136441

以后我在把作文贴上来之前一定认真的修改一下。哎，问题多多啊。