英文作文1.docx
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英文作文1.docx
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英文作文1
1Shouldcapitalpunishmentbeamajordeterrenttocrime?
Arguments
1.Thereshouldneverbesuspicion~ofcapitalpunishment.
2.Murdererswhosemotive~ismoneyshouldnotgetofflightly.Itisabsolutelywrongtothinkprofessionalkillersareinsaneandneedhospitaltreatment.
3.Criminalsmustbemadetoseetheconsequencesoftheircrimes."Aneyeforaneye,atoothforatooth"istheverybasisofjustice.
4.Capitalpunishmentismorehmnanebecausethecriminaldoesnotsufferthetortureoflifeimprisonment.
5.Onlythereturnofthedeathpenaltycanensurethatpeoplecansleepsafelyintheirbeds.
6.Murderersarenothumaneand,therefore,theycannotexpecttobetreatedashmnans.
7.Capitalpunishmentshouldbeamajordeterrent.Otherstrictlawsshouldalsobeputintopractice.
8.Ahfesentenceisonlyanominalsentence.Itleavesachanceforthecriminaltoescape.
9.Thosewhoarelenienttocriminalsareunkindtoinnocentpeople.
10.Weshouldn'tbeblindedbyemotionalargmnents,whichleadstorelaxationofharshlaws.
Counter-arguments
1.Capitalpunishmentshouldnotbeamajordeterrent.Emphasisshouldbeputonthereformofcriminals.
2.Ithasbeenprovedmanytimesinthepastthattherelaxationofharshlawshasneverledtoanincreaseincrime.Therefore,the"deterrent"argumentisabsurd:
capitalpunishmentneverprotectedanyone.
3.Thoseinfavourofcapitalpunishmentaremotivatedonlybyadesireforrevengeandretaliation~.
4.Therehasbeenamarkedtrendinsocietytowardsamorehumanetreatmentoflessfortunatemembers.Thesameattitudecharacterizesourapproachtocrime.
5.Suspensionofcapitalpunishmentisenlightened~,civilizedandhumane.
6.Crimecanonlybedrasticallyreducedbytheeliminationofsocialinjustices--notbycreatingsocalled"deterrents"whentherealproblemsremainunsolved.
7.Itisillegaltomurder,butarewejustifiedintakingawaythelifeofthemurderer?
No.Capitalpunishmenthelpscreateabloodyworld.
8.Hewhonevererrsdoesnotexist.Thedeathpenaltyleavesnochanceforfirstoffenderstoreform.
9.Murderersvary.Somekillpeopleonlytodefendthemselveswhileothersaretrigger-happy.Itisunfairtogivethedeathpenaltytoeverymurderer.
10.Somecriminalscanbereformediftheyarehandledproperly.Thedeathsentenceleavescriminalsnohopeatall.
2Isitgoodtoliveinalargemoderncity?
Arguments
1.Mostpeoplelovecitiesandmanyareflockingtherefromthecountry.
2.Modernmanistoosophisticatedforsimplecountrypleasures.
3.Itisenoughtovisitthecountrysideatweekends.
4.Commutingdoesnotreallyaffectthosewholiveincities;itisonlyasmallinconvenience.
5.Peopleeasilyadaptthemselvestocitylife;noiseandtrafficarehardlynoticeable.
6.Therearemanyreasonswhycitylifeispreferable:
therearemoreplacesforentertainment,etc.
7.Therearebetterschoolsandservicesinbigcities.
8.Therearemorechancesofemployment.Therangeofjobsisgreaterandthepayishigher.
9.Thereismoreopportunitytosucceedinlife.
10.Theeducationallevelishigher;itisabetterplaceforchildren.
Counter-arguments
1.Largemoderncitiesaretoobigtocontrol.
2.Commutingstretchesman'sresourcestotheutmost.
3.Cit123wellersadoptawhollyunnaturalwayoflife.Theylosetouchwiththelandandtherhythmofnature.Theyarebarelyconsciousofseasons.Flowers,leaves,thechangesofseasonbecomeirrelevantintheirlives.
4.Rentsarehigh;buyingahouseisimpossibleforaveragepeople.
5.Citiesbreedcrimeandviolence;housesareoftenburgled.
6.Tensioninbigcitiesshortenspeople'slives.
7.Peoplelosetoomuchtimeingettingtowork.
8.Inbigcitiestherearenotenoughpublictoilets.
9.Pollutioninbigcitiesisbecomingmoreandmoreserious.
10.Citypeoplearenotaswarm-heartedandfriendlyascountrypeople.
3Isitgoodforstudentstohavepart-timejobs?
Arguments
1.It'sgoodforstudentstohavepart-timejobsbecausethishelpscultivateindependenceamongyoungpeople.
2.Part-timejobsinbusinesscanfosterasenseofcompetition,whichisimportantforstudentsinthefuture.
3.Beingabletoearntheirownmoneygivesstudentsafeelingthatthey'vebecomeadultsand,therefore,makesthemfeelmoremature.
4.Part-timejobsmakestudentsmoreconfidentinthemselvesbecausethroughtheworktheycanrealizetheirownvalueandprovethattheyarecapablepeople.
5.Part-timejobexperiencegivesstudentsaninsightintowhatworkisaboutandpreparesthempsychologicallyfortheirfuturejobs.
6.After-schoolworkteachesstudentshowharditistoearnmoneyandhelpsdevelopthriftinessinouryoungergeneration.
7.Part-timejobscanhelpstudentsapplytheirknowledgeinpractice,and,inreturn,theirexperiencewillmakethemknowbetterwhattheyhavelearnedinclassesandbooks.
8.Part-timejobsgivestudentsafeelingofachievementthroughcontributingtonationalconstruction.
9.Students'part-timejobseontribntealot,inonewayoranother,tooursocialistconstruction.
10.Studentswhohavepart-timejobscanrelieve,tosomeextent,theeconomicburdensoftheirparents.
Counter-arguments
1.Part-timejobsoftendistractstudents'attentionfromtheirstudies,andsomestudentsevenplaytruant.
2.Themaintaskofstudentsistostudyhardandlearnwhatisneededforthedevelopmentofournation.Socialexperiencecanbegainedlateraftertheyfinishtheirstudies.
3.It'snotgoodforstudentstodopart-timejobsbecausetheywillbecomemoney-oriented.
4.Manystudentswhohavepart-timejobshaveshownadeclineintheirstudies.
5.Part-timejobsdonothelpdevelopasenseofthriftinessamongyoungpeoplebecausemanystudentsspendthemoneyonsuchhigh-priceditemsandluxuriesthattheirparentscanhardlyafford.
6.Sincestudentsareintheirformativeyears,part-timejobsmayexposethemtosocialillsatanagewhentheycannotdifferentiategoodfrombad.
7.Somestudentsbecomejuveniledelinquentsbecausetheycomeundertheinfluenceofbadpeoplethroughpart-timejobs.
8.Thoughstudentswhohavepart-timejobsmayrelievetheirparents'economicburdens,theirearlycontactwithsocietyaddsgreatlytotheworriesoftheirparents.
9.Thoughsomeafter-schoolworkcanhelpstudentspractisewhattheylearninclasses,manyofthejobsrequirenothingofthestudents'knowledge.
10.Somestudentshavebecomedropoutsbecausethroughpart-timejobsthey'vefoundthatthemoreeducationyouhave,theJessmoneyyoumake.
4Thereisnodoubtthathelpingstudentsfindajobisoneoftheprimaryfunctionsofuniversityeducation,butuniversitiesdoexistforotherpurposessuchasimprovingstudents’analyticalskillsandraisingstudents’moralstandards.
Auniversityeducationcanbeseenasaprocessofimprovingstudents’analyticalthinking.Thevarietyofcoursesofferedatuniversityinspiresstudentsinvariousways,thereforeimprovingtheiranalyticalability.Forexample,sciencecoursessuchasmathandbiologyhelpstudentsdeveloparationalwayofthinkingwhereasartscoursessuchasliterature123vetoletstudentsponderoverissuesfromalogical,multi-dimensionalperspective;andcoursesinsocialsciencesforcestudentstorecognizetheideasthathavebeentraditionallyassumedtobeacceptableandunproblematic.Withthedevelopmentofthesetypesofanalyticalthinking,graduatescanfacefuturechallengeswithmoreconfidenceandenthusiasm.
Also,universityeducationisexpectedtoimprovestudents’moralstandards.Thisisrootedinuniversities’beliefthatstudents’awar123ssofresponsibilitytowardstheircommunityandtheircountryisofhighimportance.Inthisever-deg123ratingsocietyandcivilization,studentsareencouragedactivelyparticipateinimprovingthelocalcommunity.Auniversitythatprovidescareandfacilitiesforphysicallydisadvantagedstudentsmayinspirethegraduatestobetterhandlesituationsinthefuturewheretheymayhavetointeractwiththedisabledcommunity.Asuccessfuluniversityeducationissupposedtoproducemorallysoundgraduates,thereforeincreasingtheiremployability.
Inconclusion,universityeducationnotonlyhelpsstudentslocateadecentjobbutwillalsodevelopotherqualitiessuchasenhancingtheiranalyticalskillsandcultivatingtheirhungerandspiritforlife.
5Itiswidelyacceptedthatwehavebeenlivingina“therichgetricherwhereasthepoorgetpoorer”ageintermsofincomegapswithinageneration.However,tothisday,therehasbeennoconsensusyetovertheextenttowhichincomeinequalityisintergenerational.Somecontendthattheoffspringoflow-incomeandmiddle-incomeparentscanlargelygrowuptomanifestbetterproblem-solvingabilitiesduringadulthoodthantheirhigh-incomefamilycounterparts,therebyturningthetablessociallyandfinancially.Personally,Ibelievethisisgenerallythecaseinanymeritocraticsociety.
Firstandforemost,childrenraisedinhouseholdsnotinpossessionofagoodfortuneareconditionedearlyonintheirlivestoexerciseself-controlandself-restraint.Theseindividualslearnfromtheirinfancyonwardthatnoteverythingtheycravewillbecometheirsinstantaneously.Everysooftentheirwishesgobeyondtheirparents’meansandtheyhavetocometotermswiththeresultingsenseoffrustrationorrejection.Throughoutthechildhoodandearlyadulthoodyearstheyaretemperedbytherepeatedexperiencesofparents’denialoftheirrequestsandfrugalityisinculcatedintotheirm
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