0910G[North America Flying TTG] Issue50 by 昭昭zxczxc

昭昭zxczxcUID: 2546805

ISSUE50 - "In order to improve the quality of instruction at the college and university level, all faculties should be required to spend time working outside the academic world in professions relevant to the courses they teach."

WORDS:469                                                   TIME:1:30                                                           DATE:2009.7.14
Nowadays, when walking in a university, we can sometimes catch students’ complaining about how tedious and useless a course is and this phenomenon may have lead to a question: How could we actually improve the quality of their instruction? The author’s statement, as I strongly agree, is that faculties should, to some extent, spend time working outside universities in professions related to the courses they are responsible for. And I will present the details in the following paragraphs.

First and foremost, a teacher or a scholar is the person, shall we say, who plays an important role in the progress of science, civilization and core rationale of a nation, because he or she not only is the transmitter of original knowledge but also represent the advanced theory. If the knowledge he or she teaches is a kind of conservative and obsolete one, it will absolutely pale in the development of a society. What’s more, this whole world is changing and evolving in a rapid speed which indicates that a piece of so-called ‘latest’ information from a book can probably be replaced by another form a novel discovery. It is better for the teacher and the scholar to place themselves into non-academic environment so as to improve the faculties’ understanding of the subjects and renew their minds through their work.

Moreover, by sharing their working experiences, instructors are able to help students to have a macroscopic recognition about a career in that field and those who are serious about pursuing an occupation can make a clear decision in the future after discussing with their professors. Providing that a course have already digressed from the practical facet of itself and have nothing to do with their incoming career, it is surely hard for students to concentrate on the lesson and show much interest in it. After all, people are growing concerned about how essential a better occupation will be in their eternal life, so one of the chief reason for people’s going to the university is that they tend to have advantage in occupying a job after graduation.

While my assertion rest on the assumption that those courses are, to some degree, related to the social professions, we cannot lose the sight of the fact that there are some pure theoretical disciplines in our universities such as mathematics, literature and history. For those teachers, practical working experience can hardly spark any boon for the improvement of quality of instruction. Instead, they should focus their mind on how to present their lessons more vivid and easy-understood.

In sum, from the discussion above, we can safely draw the conclusion that aside from certain pure theoretical academic areas, faculties should practice their knowledge into societal work. Only by this mean, can they improve their teaching skills and enrich their experience and information as well.

Michael_HanUID: 2656795

Nowadays, when walking in a university, we can sometimes catch students’ complaining about how tedious and useless a course is and this phenomenon may have lead to a question: How could we actually improve the quality of their instruction? The author’s statement, as I strongly agree, is that faculties should, to some extent, spend time working outside universities in professions related to the courses they are responsible for. And I will present the details in the following paragraphs.（在TS 中，你似乎没有提你后面写道的理论型学科）



（本段的论据提出的不够明显，个人觉得放在最后对文章这段的观点论述没有什么帮助，反而让人家干感觉读了半段没没明白要说什么）
First and foremost, a teacher or a scholar is the person, shall we say, who plays an important role in the progress of science, civilization and core rationale of a nation, because he or she not only is the transmitter of original knowledge but also represent the advanced theory. If the knowledge he or she teaches is a kind of conservative and obsolete one, it will absolutely pale in the development of a society. What’s more, this whole world is changing and evolving in a rapid speed which indicates that a piece of so-called ‘latest’ information from a book can probably be replaced by another form a novel discovery. It is better for the teacher and the scholar to place themselves into non-academic environment so as to improve the faculties’ understanding of the subjects and renew their minds through their work.
Moreover, by sharing their working experiences, instructors are able to help students to have a macroscopic recognition about a career in that field and those who are serious about pursuing an occupation can make a clear decision in the future after discussing with their professors. Providing that a course have already digressed from the practical facet of itself and have nothing to do with their incoming career, it is surely hard for students to concentrate on the lesson and show much interest in it. After all, people are growing concerned about how essential a better occupation will be in their eternal life, so one of the chief reason for people’s going to the university is that they tend to have advantage in occupying a job after graduation.
While my assertion rest on the assumption that those courses are, to some degree, related to the social professions, we cannot lose the sight of the fact that there are some pure theoretical disciplines in our universities such as mathematics, literature and history. For those teachers, practical working experience can hardly spark any boon for the improvement of quality of instruction. Instead, they should focus their mind on how to present their lessons more vivid and easy-understood.
In sum, from the discussion above, we can safely draw the conclusion that aside from certain pure theoretical academic areas, faculties should practice their knowledge into societal work. Only by this mean, can they improve their teaching skills and enrich their experience and information as well.
语言方面 觉得比较流畅 没发现有什么错误 （可能源与个人语言水平有限）
思路方面   我看到了一些雷同  我对你文章思路的总结 似乎和fake 评改的文章思路比较相近  详情请参见 https://bbs.gter.net/thread-983807-1-1.html  


同时文章中心论点 没有包括所有的论据  也就是说 中心论点不全面 中心论点只说了 支持   并没有提到 某些学科的例外情况


Main thesis 支持speaker观点 应该做些校外的相关工作。

Argument 1 对于教师来说在非学术的环境中工作 有利于更好地理解知识，更新大脑。
Argument 2 而且通过这种方法可以为学生提供本领域就业的相关信息，帮助学生就业
Argument 3 对于某些理论型学科，这个方法可能不是很适合。


PS 可能语言有点不够委婉  见谅~包涵~