[You are not alone!]八月末aw冲刺小组-招新结束

AdelineShenUID：2630498

本组希望寻找志同道合，在这AW的最后冲刺阶段能全身心为之努力奋斗的人共同完成自我的飞跃！不能坚持的同学慎入！加入我们就是一家人，我们不希望任何一个人掉队！

想要加入的同学请在下面回复自己的机考时间和地点，同时附上一篇自己的Issue习作。如果报名人数较多，我会择优筛选。

由于我们按照上海的机经出题，所以其他地方的考生就不收录了，谢谢关注！

现阶段小组主要在飞信群上交流，每天的作业布置和上交都在飞信群上完成，不通过寄托。大家加油！


【组员要求】
考试时间为8月20号-8月27号，全天备考，已经进行过整篇文章练习，对AW有整体把握。
坚持坚持再坚持！在这最后的冲刺阶段认真对待每一天，与组员一起战斗。拒绝请假，这期间有可能请假的同学勿进。

【小组人数】
4人

【目标】
5.0及以上

【小组成员】
1.Ginnydan
8.20 上海
2.Janelyxa
8.24 上海
3. AdelineShen
8.24 上海
4. mamin_michael 8.25 上海


【复习计划】
第一阶段：8月5号-8月12号
Issue部分
按照小宝老师的分类，每天从该类题目中选高频前二十写一篇Issue，同时将该类题目中高频前一百的文章列出详细提纲。这期间的主要任务是在熟悉同类题库的同时熟悉该类题目的资料，自己查资料，找例证，组内成员讨论互改。因为同一类题目的资料通用性更大，可以节省看资料、找资料和利用资料的总时间。（因为每个人找资料和利用资料所要花的时间不同，有些同学可能觉得把前一百的提纲列出来时间有点紧，可以根据自己的情况作调整，比如只列高频前五十的，提纲部分组内可做讨论，不必上交）
8.5 社会类
8.6 行为类
8.7 教育类 学习类
8.8 科技类
8.9 政治类
8.10文化类 艺术类
8.11历史类
8.12国际类 传媒类

Argument部分
每天一篇Argument，组内同学互改。每天自己列提纲（这个组员自己安排进度）

该阶段的作业要求在次日凌晨六点前上交，次日晚6：30前完成互改。
例如：8月5号的作业，要求组员在8月6号凌晨6：00前上交，8月6号傍晚6：30前上交互改作业

第二阶段：8月13号-8月18号（至此高频前二十全部完成）
每天模考，在自己的考试时间完成一篇Issue一篇Argument，当天傍晚6点半前交作业，当天晚上完成互改

该阶段我每天除了模考的Issue还会布置一篇高频前二十的小组没有写过的Issue，也就是每天两篇Issue
第二篇Issue不硬性安排互改任务，想要互改的同学可以组内自己商量解决。

每天还是要坚持列提纲，包括Issue和Argument，组员根据自己前期提纲的完成情况自己安排进度。

第三阶段：8月19号-考试前一天
每天模考，软件随机抽题，组内成员讨论，当天傍晚6点半前交作业，当天晚上完成互改。

剩余时间组员根据自己的复习情况进行最后冲刺的安排，完成并熟悉提纲，再复习一下高频的文章，调整心态。

【作业要求】
连续两次出现以下任何行为者从小组除名：
不按时交作业
不批改他人作业
只完成作业的一部分（如只完成Issue或Argument，主要针对8月5号-12号这一阶段）

在交作业前，请先自行修改，特别是不要出现过多拼写错误。
批改时纠错用红色标出，值得学习的部分用蓝色标出。
批改时在文章末尾给出语言、逻辑、结构三方面的评价及建议。

互改规则   
1和2
3和4
     
1和3
2和4
        
1和4
2和3

以后以此类推循环

上交作业方式：

群内互改两人之间互相督促，按要求交作业互改

在追梦的道路上，我们不孤单！
【You are not alone!】8月末作文冲刺小组期待您的加入！

AdelineShenUID：2630498

顶顶～难道要求太严？为啥还没人回帖捏～19号或者27号的筒子也可以加入哈～

sooyungUID：2661750

8月26日，13：00，北京鼎钧大厦

这是我昨天写的issue
[issue48]"The study of history places too much emphasis on individuals. The most significant events and trends in history were made possible not by the famous few, but by groups of people whose identities have long been forgotten."
Does the study of history places too much emphasis on individuals, while the most significant events and trends in history were made mostly by groups of people whose identities have long been forgotten? I don’t think so. Throughout the history spotted with big events and trends, there were always few person standing unmoved and knows better than else that which road they should take. Thus, I don’t agree with the speaker’s assertion and strongly believe the individuals are worthwhile to be emphasized by history.
At the very beginning, I need to elaborate the qualities of the individuals who were recorded and emphasized by history and elicit some common characteristics those persons do have of which the value is much bigger than what the speaker claimed “groups of people”. As soon as skimming over such historical individuals, we can recognize that they were excellent in intelligence, or were keeping outstanding skills in socialization, or were highly developed in educating people. To be surprised, these people were commonly grasping the visions which can help them look further over the spatial area and time which apparently excelled common mass. Thus, no matter individually, or being a leader, they all performed in a splendid way which open and enlighten descendants.
Secondly, I would need to rectify the misunderstanding that the speaker have had about great historical events and trends. When measuring the composition of these affairs, the speaker seems to focus more on the integrity of the whole, not that the central element of them. If such measurement is reasonable, then we should study about all of the organs and cells of a bird, not the wings which enlightened us most in idea of making planes. President Clinton, played central role in appealing and supporting the third technology revolution in America without knowing all about the technologies, because he had the will to revive USA economy to restore its superpower in the world. In other words, what we remember and learn from history is the main spirit and soul the events want to tell people, and these things are surely diffused and publicized by elites.
Further, what the speaker wants to emphasize seems to be the inequality between the individuals who were in the central status and the hardness of thousands of participants in the events. However, such comparison would be inappropriate merely based on hardness and time the participants contributed. To better impel the whole activity, several people who have greater insight and leadership than others would inevitably grow up to vanguards and marshal the whole forces. The first emperor of Qin dynasty, was standing in the center of the Great Wall---though huge amount of lives were sacrificed there, of which the most important function remembered by history was its firm defend against the invaders from west, and such action made by the emperor will leave precious properties for later generation in military knowledge and the will to protect homelands. Thus, what we must remember most is not the every name of the participants, but the spirit and resourcefulness and philosophy the affair tell us, which was originally diffused by the central elites.
In sum, the speaker lacks a profound understanding to the qualities of the individuals who played a vital role in historical events and tendencies, and inappropriately compares the value of few elites and the whole participants. In my observation, history emphasizes few individuals because they influence more people to join in and impel the events, and further, enlighten later generations. In the final analysis, I fundamentally object the speaker’s assertion.

AdelineShenUID：2630498

up~Welcome!~

janelyxaUID：2676269

1# AdelineShen
没有写过Issues同愿加入~~
哈哈
You are not alone!

AdelineShenUID：2630498

6# mamin_michael
上海考的同学，把你的QQ给我一下～

zoecc2003ccUID：2677283

8.27 昆明
我昨天写的第一篇issue, 不满意……
issue 51  （因果）
The speaker asserts that only when the education is designed to meet the individual needs and interests of each student will it be truly effective. It might be tempting to agree with the speaker on the basis that everyone wants to be the one who has the unique skill and personality. The speaker, however, falsely considers that it must be specifically designed and ignores the feasibility of this proposal. Besides, overemphasis on individual needs may lead to chaos in education.

There is no denying that the student-centered education is more effective than teacher-centered. As a famous saying goes, "the most important function of education at any level is to develop the personality of the individual and the significance of his life to himself and to others. This is the basic architecture of life, the rest is the ornamentation and decoration of the structure." Thus, I can draw a conclusion that education is effective if it can meet the individual needs and interest of each student. One apt illustration of this point is that in the passed twenty years, the education in most country has changed from teacher-centered to student-centered. In the previous years, some educators point out that teacher-student relationship was asymmetrical or unbalanced, since the teacher often played in a role as a dictator and students have little choice but to obey the instruction ordered by their teacher. This may cause to a counterproductive result. Thus, they were inactively in the classroom performance. Fortunately, in recent years, this stereotype is changing gradually. The relationship between teacher and student are progressively becoming symmetrical and students are becoming an active agent in this type of education. They are more enthusiastic about the knowledge since they can voice their own opinion about what the teacher indicates and even can challenge the theories that regarded as the truth for centuries. As a result, we can see an education system which takes individual needs and interests into account will greatly improve students' personalities and stimulate their enthusiastic about knowledge.

Although our school must focus more on student-centered education, the speaker's assertion is troubling in two respects. First of all, the speaker ignores the fact that it is not feasible to specifically designed to meet every student's need and interest. Because each student's needs and interests are distinctively different, thus it is impossible for the school to design a unique education system for every student since the school does not have sufficient ability, time and money to realize it. Especially in the current, the financial crisis influences all aspects in our lives, the education department does not enough funds to support this proposal. Secondly, overemphasizing individuality may have a counterproductive effect. Winding at students' undesirable interests and needs would only result in chaos in education. Students do not want to be the same as others, so they may develop strategies or some strange behaviors to show that they are different from other students, which cannot be accepted by morality. In short, school is unable and unnecessary to provide every student with a unique plan to meet their individualities and interests.

I concede that education which focus on individuality and interest is a significant process in fostering a student. There are other ways, however, to realize this goal and do not have counterproductive. For instance, school can offer some specifically designed program to students and they can choose courses which they are interested. On the other hand, in different education stages, the goals are different. In the elementary and senior school, education should focus on fundamental knowledge. Although sometimes it is boring, it will play a base role in developing students' major in the future. In university, the education's goal is developing students' interest and individuality. Thus, in different stages, educators should set a goal that adapt to students' needs.

In conclusion, the speaker's assertion that only when education is specifically designed to meet student needs and interests will be truly effective is specious, because it is unnecessary and cannot realize dream. Speaker's broader assertion about the essence of education, I prop up this view. Nevertheless, we should not exaggerate the importance of individuality which may injure the overall goal of education. To some moderate extent, education should be designed to meet the individual needs and interests of each student.
备注：目前人在上海

GinnydanUID：2676734

1# AdelineShen
机考时间：09.08.20
地点：上海财大

Issue 今天附上~~

sooyungUID：2661750

额。。 上海的。。

AdelineShenUID：2630498

10# sooyung

北京的这位同学，你QQ给我一下，跟你讨论个事儿～^^

gail1989UID：2594332

我26号上海考（ZJUER），可是还没写过ISSUE~~~~想加入行不，没有个督促确实进度跟不上呀~~~

AdelineShenUID：2630498

11# gail1989

抱歉呀，我们人数够了，而且单数人数不能互改～你再找找别的partner吧～祝考试顺利！^^加油呀！～

magiccolinUID：2619731

TOPIC: ISSUE50 - "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."
WORDS: 406          TIME: 00:45:00          DATE: 2009/8/6 22:40:33

Will the faculty spend time working outside the universities help their teaching? If the answer say yes, shall all the faculty have to do so? The newly developing idea of gap year --- working outside the campus to explore the world --  seems a good choice for the most teachers, but it may not apply to all.

Pratices makes perfect. From the pratices view, working as a professional adds lots experience to the teaching theory. In the fast developed society, the information are booming quickly. Take the IT industry for example, 10 years ago the Windows 98 system dominates the most computer systems. Three years later, Windows 2002 came into use and took the place of Windows 98 system. Then the Windows XP era came, follwing  by Vista. If the teachers graduated years ago only familiar with the older systerm and did not adapt to the new IT technolgy, probably his curriculum would only remains dull and on theory only. Moreover the fast chaning society  required the faculty to do so. Years before, chalk and blackboard is still the only two things we used in lectures and presentation. Now the multimedia equipment adds great convience to the class. If the faculty only practise the chalk still, the education may be lag behind.  Still in order to help the student better prepare the society, the faculty should do so. Working in the company, the professor would equipped with fresh ideas and the students will in returen get benefit. Also this would bring the connection between the school and company closer. Students could then knows the future job market well and quickly reponds to the job market's need with the help of their professors.

However, there are still some problems derserve attention. Working outside, the professors may have to shorten the teaching process. Besides, the professors are supposed to focus more on the academic rather than on the business world. If they put too much energy and time on the  business outside school, they may probably ensure the students a quality education.

On my perspective of View, I highly recommed the the teachers to take a gap year working oustide the campus or a reaserch programme cofounded by the company could be a very good idea also. The key on working outside is whether the project will at last bring benefit to the student and the society as a whole.  The idea is very pratical if balanced well.

magiccolinUID：2619731

8.28 厦门考试

angela0816UID：2677649

那个~不知道还能不能带我一个哈。
北京，8.26，鼎钧考
现在刚刚开始写……写了一篇A……