TEM 4 CompositionTEM 4 Composition高校英语专业四级考试大纲将写作分成两个部分：Section A: Composition测试目的：检查学生在基础阶段末期的英语写作能力。测试要求：根据所给的题目及具体要求，写一篇200字左右的短文。测试时间：35分钟测试短文类别：说明文、议论文或记叙文。评阅标准：内容切题完整，条理清楚，意思明确，文章结构严谨，语法正确，语言通顺恰当。Composition Marking CriteriaComposition Marking Criteria15 15 points:points:文章内容切题，思想表达清楚，行文通顺流畅，论证严密，论据充分，基本上无语言错误。14-12 14-12 points:points:文章内容切题，思想表达清楚，语言比较通顺、连贯、只有极少量语法错误。11-9 11-9 points:points:文章内容基本切题，尚能表达中心思想，但说理不够清楚，文字连贯不够好，有少量语法错误。8-6 8-6 points:points:基本切题，思想表达不够清楚，连贯性差，语言错误多。5-3 5-3 points:points:文章条理不清，语言缺乏连贯，句子错误很多，或语言虽通顺流畅，但完全偏题。注注：白卷，作文与题目毫不相关，或只有几个孤立的词而无法表达思想，则给0分。 1.1.如题目中给出主题句，起始句，结束句，均不得计入所写字数如题目中给出主题句，起始句，结束句，均不得计入所写字数2.2.只写一段者：只写一段者：0404分；只写两段者：分；只写两段者：0909分（指规定三段的作文）分（指规定三段的作文）长度计分标准长度计分标准: : 1701701 15050词词: : 扣扣1 1分分 130 130150150词词: : 扣扣2 2分分 110 110130130词词: : 扣扣3 3分分 90 90110110词词: : 扣扣4 4分分 90 90词以下词以下: : 至多给至多给5 5分分经经原原国国家家教教委委批批准准，四四、六六级级考考试试已已从从19971997年年6 6月月份份起起采采用用“作作文文最最低低”制制计计算算成成绩绩，其其中中足足见见国国家家对对提提高高大大学学英英语语写写作作能能力力的的重重视视程程度度。按按规规定定，考考生生作作文文若若为为0 0分分，无无论论其其总总分分是是否否高高于于6060分分，均均作作不不及及格格处处理理；若若其其作作文文分分高高于于0 0分分，低低于于6 6分分，报报导导成成绩绩时时，需需从从总总分分中中减减去去6 6分分，再再加加上上实实得得作作文文分分。也也就就是是说说，要要从从总总分分中中减减去去实实得得作作文文分分与与6 6分分之之间间的差额部分。的差额部分。英语专业四级考试委员会要求阅卷人员评分时综合考虑以下四个问题:1. 作文是否体现主题思想;即是要求作文文章切题,全文统一,无不相关细节内容.2. 组织结构是否合理;主要体现在全文条理清楚,组织连贯和谐,善于使用衔接语以增强文章的逻辑性.3. 语言文字是否有重大错误;4. 卷面布局是否整洁.2006年TEM-4作文试题及样卷评分TopicRecentlyaBeijinginformationcompanydidasurveyofstudentlifeamongmorethan700studentsinBeijing,Guangzhou,Xian,Chengdu,Shanghai,Wuhan,NanjingandShengyang.Theresultshaveshownthat67percentofstudentsthinkthatsavingmoneyisagoodhabitwhiletherestbelievethatusingtomorrowsmoneytodayisbetter.Whatdoyouthink?InstructionsWriteacompositionofabout200words.Youaretowriteinthreeparts.Inthefirstpart,statespecificallywhatyouropinionis.Inthesecondpart,supportyouropinionwithappropriatedetails.Inthelastpart,bringwhatyouhavewrittentoanaturalconclusionorasummary.Youshouldsupplyanappropriatetitleforyourcomposition.Markswillbeawardedforcontent,organization,grammarandappropriateness.Failuretofollowtheinstructionsmayresultinalossofmarks.Sample 1Sample 1TheGoodHabitNowadays,moreandmoreyoungpeoplethinkthatitisbetterthatusingtomorrowsmoneytodaythansavingmoney,whileinmyopinion,Ithinkitsright.Forthefirst,ourcontrairhastodevelop.Soitcallsustousemoremoneytoletthenationdevelop.Andthen,thatmaymakeourlifemorecomfortable.Forexample,Iheardastory.Therearetwoman.AusetomorrowsmoneytobuyanewhouseashehastopaymoneytothebankeverymonthswhileBstartkeepingmoney.Twentyyearslater,Bfinallykeepingenoughmoneytobuyanewhouse,butAhasbeenlivedinitfortwentyyearsandpayenoughmoneytothebank.Attheend,ifwehavetheabililetopaythelist,whywedontusetomorrowsmoneytoletourlifemorewonderful?So,thatswhatIthink.5-6分。结构基本符合，但语言过于简单，语法错误多，内容模糊不清，题目不正确，字数少于170。举例不可信。举例应该真实可信，比如亲身经历、朋友体验或者名人轶事等。文章结尾太简单。Sample3Sample3：SavingMoneyisaGoodHabitSavingMoneyisaGoodHabit Ithinksavingmoneyisagoodhabit.Becausesavingmoneycanmakeyoulearnhowtouselessmoneytobuymorethings.Savingmoneycanmakeyoubecomearichman.Ifsomethinghappenoneday,youmustusesomemoneytosolvetheproblem,butnobodycanlendtoyouthemoney.Yoursavingmoneycanhelpsolvetheproblem.Nowdays,somestudentsusetheirparentsmoneytobuyalotofunnessarythings.Suchas,Somestudentschangetheirmobilphoneeverymonth.Itsnotagoodhabit.Althoughtheirparentshavealotofmoney,theycantusemoneyinthatway.Itswasteofmoney.Ifyousavemoneyasahabit.Youcanthinkcarefullybeforeyoubuyeverything.“Thisthingisnecessaryforme?CanIbuythecheaperone?”Allthosequestionscanbeaskedbyyourself.Ifyouwanttobuyaveryusefulthing,butyoudonthaveenoughmoney,youcansavemoneyforit.Aftersometime,youcanbuyitforyour-self.Savingmoneyisagoodhabit.Itmakeyoubecomerich.Itmakeyoulearnhowtouselessmoneytobuymorethings.本卷得分8-9分。文章基本切题，结构基本正确。但语言简单，重复动词，语法错误多。开始段没有引入主题，而是直接提出作者观点，太突然。而且有许多非完整句。文章没有深度，思考肤浅。Sample2:SavingmoneyisagoodhabitTheotherday,Iheardaconversationbetweenaboyandagirl.“Whyareyoualwayslackofmoney?AsfarIknow,yourparentsgiveyouamplemoneyforyourdailylife”.saidthegirl.“Yes,Ialwaysusetomorrowsmoneytoday”.Saidtheboy.“Itsabadhabit,andyoushouldyourmoney!”thegirlshouted.Thisisaverycommonphenomenonamongtheuniversitystudents.Owingtotheirargument,certainly,Iaminfavorofthegirlsview.Whatpossiblycontributestothepreferencecanbelistedasfollow.Inthefirstplace,moneyisveryimportantforus.Weusemoneybuyfood,buyclothesandsoon.But,moneyisveryprecious,becauseitsveryhardtomakemoney.Somoneyshouldbeusedwhenitsnecessary.Inthesecondplace,therearesomanypoorchildrenwhoquitschoolforlackofmoneyinpoorreligion.Soitsverysignificanttosaveourmoneytohelpthosepoorchildren.Andtheyarelookforwardtoyourhelp!Thelastbuttheleastimportantisthatifyoualwaysusetomorrowsmoneytoday,youwillformabadhabit.Butyourmoneyislimited.Soyoumayrobothersofmoney.Inshort,Iholdafirmbeliefthatsavingmoneyisagoodhabitandweshouldkeepitforever.Itsthehightimethatwetooksomemeasurestosavemoney!9-10分。文章切题，结构正确，有内容，有句式变化。但语法错误多，随意，粗心漏词。说理缺乏逻辑。比如很多小孩失学不是我们需要节约用钱的理由，再比如钱不够用就会去抢别人的钱吗？文章的入题不错，但故事交代很马虎，语言也很平凡，且不够简练。文章结尾主题被简单重复，思想没有升华。Sample4:SavingMoneyorUsingTomorrowsMoneySample4:SavingMoneyorUsingTomorrowsMoneyAsurveybyaBeijinginformationcompanywhichistorevealhowstudentsthinkofthewaytodealwithmoneydidrecently,withtheresultthat67percentofstudentsthinkthatsavingmoneyisagoodhabitwhiletherestbelievethatusingmoneyoftomorrowtodayisbetter.AsfarasIamconcerned,itdepends.Firstofall,savingmoneyisagoodhabitoftraditionalconcept,whichmakespeoplefeelsecure.However,usingtomorrowsmoneytodayissuggestedandcouragedaccordingtosocietysneeds.Economicscandeveloprapidlybythegreatamountofmoneyusedbypeople.Thatistosay,peoplesconsumptionurgetheeconomicstodevelop.Secondly,differentpeoplehavedifferentlifegoals.Somepeopleprefertoworkhardwhentheyareyoungandthenenjoythehappyandrichlifewhentheyareold.Otherswouldliketoenjoylifeeveryminuteanddonotthinkaboutthelifeaftertheyretirefromtheircompany.Theybelieve“timeismoney”,astheproverbgoes.Therefore,itgoeswithoutsayingthatnotenjoyingtodayslifeisagreatpityforthem.Moneycanbeearnedafteritsspent,whiletimepastwillnotcomeback.Allinall,savingmoneyorusingtomorrowsmoneytodaydependsonpeoplesperception.Thepassitiveofsavingmoneydoesnotoutweighthatofusingtomorrowsmoneytoday.Inaword,peoplecoulddealwithmoney,accordingtotheirthoughts.11-12分。文章切题，结构正确，内容充实，观点有代表性，语言通畅。但长句有一点语法错误。单词和拼写有个别失误。Sample5 Thereisnoconcensusamongthepeopleontheissueofthechoicebetweensavingmoneyandusingtomorrowsmoneytoday.Theattitudestowardthisproblemvaryfrompersontoperson.Andinmyhumbleopinion,itisessentialforustosavemoremoneytodayinsteadofusingtomorrowsmoney.Therearemanyreasonsthatmayaccountformypoint,andthefollowingarethemostconspicuousaspects.Tostartwith,weChinesepeopleboastagoodtraditionofbeingeconomical.ThetraditionalChinesecultureregardswasteasapoormoralstandard.Asauniversitystudent,weneedtokeeponcarryingforwardournationsfinemoralstandard,i.e.saving.Andsavingmoneyisconducivenotonlytothecultivationofagoodmoral,butalsotoreleasetheheavyburdenresultingfromsomeaccidentsinthefuture.Inotherwords,savingtodaysmoneycouldmeetoururgentneedofitinthefuture.Lastbutnotleast,thefiercecompetitionwellfaceafterwegraduateisfullofuncertainties.Oncewecouldnotfindajobwhichoffershighsalaries,itwillbeimpossibleforustoreturnthemoneytothecreditors.Toputitintoanutshell,Iamagreatbelieverthatsavingmoneyisagoodhabitbecauseitreallyexertspositiveimpactsonboththepresentandthefuture.本卷得分12分。语言通畅，词汇丰富，观点明确，条理清楚，结构正确。但有少量语法错误和拼写错误。没写题目（如果有题目可给13分）。CharacteristicsofaGoodComposition(RobertKaplan)TheclassicorganizationalpatternthatreadersofEnglishexpectisastraightlineofdevelopmentwhichincludes:introductions, main ideas, topic sentences, supporting details, conclusions,etc.Thisorganizationalpatterncanbestatedsimply:Tellyouraudiencewhatyouaregoingtotellthem;thentellthem;thentellthemwhatyoutoldthem.1.Acompositionmusthaveunity.Allthefactsandalltheideasinanessayshouldcontributetothepresentationofitsthesisorcentralthought.Irrelevantthings,howeverinterestingtheyare,shouldbeexcluded.2.Eachparagraphshouldhaveonecentralthought.Allparagraphsmustbearrangedinsomekindoforder,sothatoneparagraphleadsnaturallytoanothertoformanorganicwhole.3.Proportionisasimportanttoanessayasitistoapainting.Theessentialpartofanessayisthebodyorthemiddlepart.Itwillbejustrighttogivethispartaboutseven-or-eight-tenthsofthetotalspace.SomePrinciplesofOrganizationOrganizationofanEssayIsthereaclearlystatedpurpose/objective?Arethereeffectivetransitions?Aretheintroductionandconclusionfocusedonthemainpointoftheessay?Asareader,canyoueasilyfollowthewritersflowofideas?Iseachparagraphfocusedonasingleidea?Atanypointintheessay,doyoufeellostorconfused?Doanyoftheideas/paragraphsseemoutoforder,tooearlyortoolatetobeaseffectiveastheycould?StepsinWritingaComposition.Prewriting:choosingatopicandexploringideas.Writingthefirstdraft:gettingyourideasonpaper.Revisethefirstdraft:Strengthenyourcomposition.Makingthefinalcopy. Prewriting: choosing a topic and exploring ideas. Prewriting: choosing a topic and exploring ideas. Prewriting: choosing a topic and exploring ideas. Prewriting: choosing a topic and exploring ideasItisimportanttonotethatwritingisaprocess,nota“product.”Thismeansthatapieceofwriting,whetheritisacompositionforyourEnglishclassoralabreportforyourchemistryclass,isnevercomplete;thatis,itisalwayspossibletoreviewandrevise,andreviewandreviseagain.1.ChoosingandNarrowingaTopicIfyouaregivenaspecificwritingassignment(suchasanessayquestiononanexamination),whatyoucanwriteaboutislimited.Ontheotherhand,whenyouaregivenafreechoiceoftopicsandcanwriteaboutsomethingyouareinterestedin,youmustnarrowthetopictoaparticularaspectofthatgeneralsubject.1: Choosing and Narrowing a Topic1: Choosing and Narrowing a TopicGeneral topic General topic Environment PollutionEnvironment PollutionSpecific topic Specific topic Ocean PollutionOcean PollutionVery specific topic Very specific topic Effects on Sea LifeEffects on Sea Life2. Brainstorming2. Brainstorming After you have chosen a topic and narrowed it to a After you have chosen a topic and narrowed it to a specific focus, the next prewriting step is to generate specific focus, the next prewriting step is to generate ideas. This is done by a process called brainstorming. ideas. This is done by a process called brainstorming. Although these brainstorming activities may seem Although these brainstorming activities may seem unnecessary at first, after doing them a few times, unnecessary at first, after doing them a few times, you will realize their usefulness. Brainstorming for you will realize their usefulness. Brainstorming for ideas can get you to start writing more quickly and ideas can get you to start writing more quickly and save you time in the later stages of the writing save you time in the later stages of the writing process.process. Listing is a brainstorming technique in which you Listing is a brainstorming technique in which you think about your topic and quickly make a list of think about your topic and quickly make a list of whatever words or phrases come into your mind.whatever words or phrases come into your mind.II.Prewriting1.Writedownthegeneraltopicatthetopofyourpaper.2.Thenmakealistofeveryideathatcomesintoyourmindaboutthattopic.Keeptheideasflowing.3.Usewords,phrases,orsentences.4.Rewritethelist,groupsimilarideastogetherandcrossouritemsthatdontbelongorthatareduplications.ListingII.PrewritingModel:ListingcommunicationproblemshomelesspeopleshockingsightpoorverbalskillsfamiliesdontspendtimetogetherchildrendisrespectfulclassroomenvironmentnewlanguageunclearexpressionsAmericanfamilylifepublictransportationisnotgoodlackvocabularyusefirstnameswithteachersshowaffectioninpubliccollegeprofessorswearjeansAmericanstalktoofaststudentsaskquestionstheyarefriendlynoformaldresscodeuseslangandidiomsprofessorsroleeveryoneeatsfastfoodstudentscanchallengeprofessorsNowrewriteyourlistandgroupsimilarideastogether.GroupAcommunicationproblemspoorverbalskillsunclearexpressionsnewlanguagelackvocabularyAmericanstalktoofastshowaffectioninpublicuseslangandidiomsGroupBhomelesspeopleshockingsightclassroomenvironmentstudentscanchallengeprofessorsusefirstnameswithteachersstudentsaskquestionsnoformaldresscodecollegeprofessorswearjeansprofessorsroleGroupCAmericanfamilylifechildrendisrespectfultheyarefriendlyeveryoneeatsfastfoodpublictransportationisnotgoodfamiliesdontspendtimetogetherchildrenspendmoretimewithfriendsNowcirclethemainideaandcrossoutirrelevantitems.GroupAcommunicationproblemspoorverbalskillsunclearexpressionsnewlanguagelackvocabularyAmericanstalktoofastshowaffectioninpublicuseslangandidiomsGroupBhomelesspeopleshockingsightclassroomenvironmentstudentscanchallengeprofessorsusefirstnameswithteachersstudentsaskquestionsnoformaldresscodecollegeprofessorswearjeansprofessorsroleGroupCAmericanfamilylifechildrendisrespectfultheyarefriendlyeveryoneeatsfastfoodpublictransportationisnotgoodfamiliesdontspendtimetogetherchildrenspendmoretimewithfriends3.Thinkingofaproperthemeanddecidingonour3.ThinkingofaproperthemeanddecidingonourpurposepurposeAlloutlinesshouldbeginwithathesisstatementofsummarizingsentence.Thisthesissentencepresentsthecentralideaofthepaper.Itmustalwaysbeacomplete,grammaticalsentence,specificandbrief,whichexpressesthepointofviewyouaretakingtowardsthesubject.Thethesisofacompositionisitsmainpointoritscentralidea.Afterthat,youshouldlookatthelistoffactsagain,eliminatethoseunnecessaryorunimportantones,rearrangetheminalogicalorder,andwriteanoutline. 4.MakeanoutlineOncethethesisisformulated,certainfactsonthelistwillbecomemoreimportantthanothers,whileafewmayseemirrelevant.Afterthosesuitableitemsarepickedout,anoutlinemaybeprepared.SupposethetopicassignedisTheSchoolLibrary.Topic:TheSchoolLibraryThesis:Thelibraryplaysaveryimportantpartinastudentslife.Outline:I.Astudenthastoborrowbooks,fromthelibrary.A.Heneedsreferencebooksforhiselectivecourses.B.Hemaywanttoreadnovels,storiesandplays.II.Hereadsnewspapersandmagazinesinthelibrary.A.ManynewmagazinesareondisplayintheFirstReading-Room.B.Therearenewspapersfromallprovinces.C.Backnumbersmaybeborrowedatthecounter.III.Heneedsthelibraryallthemoreinhisjuniorandsenioryears.A.Thelibraryprovideshimwithbooksforhisresearch.B.HewouldnotbeabletowritehisgraduationpaperwithoutusingthelibraryConclusion:studentsshouldmakegooduseoftheirschoollibrary. Types of OutlinesTypes of OutlinesnThesis(controllingidea)nI.IntroductionnII.Mainidea:A.Sub-ideaB.Sub-idea:1.Supportingdetail2.Supportingdetail:a.Fact1b.Fact2nIII.Mainidea:A.Sub-ideaB.Sub-idea:1.Supportingdetail2.Supportingdetail3.SupportingdetailC.Sub-ideanIV.Conclusion Two Commonly Used Types of OutlinesnthetopicoutlinenthesentenceoutlineATopicOutlineThesis:Foreigntradeisbeneficialtoandindispensableforallnations.nI.Introduction:thefoundationofforeigntradenII.ThenecessityofvisibletradeA.LackofcertaincommoditiesB.InsufficiencyofparticularitemsC.ComparativeadvantageincertainitemsD.Latestinnovationsanddifferentstylesofcommodities.E.TheimportanceofafavorablebalanceoftradenIII.Thenecessityofinvisibletrade-exchangeofservicesbetweennationsA.TransportationB.InsuranceC.TourismD.TechnologynIV.Conclusion:thepurposeofforeigntradeandtheimportanceofthebalanceofpayments ASentenceOutlineThesis:Foreigntradeisbeneficialtoandindispensableforallnations.nI.Introduction:theutilizationofdifferenteconomicresourcesandthedevelopmentofdifferentskillsformthefoundationofforeigntrade.nII. Trade in commodities (visible trade) is necessary betweennations.A.Nonationhasallthecommoditiesitneeds.B.Anationmaynothaveenoughofcertaincommodities.C.Anationmaysellcertaincommoditiesataprofit.D. Latest innovations and different styles of commodities maymakeforeigntradenecessary.E.Allnationsstrivetomaintainafavorablebalanceoftradesoastobeassuredofthemeanstobuynecessarygoods.III. Exchange of services between nations (invisible trade) is part of foreign trade. A. Nations vie in providing transportation for foreign trade. B. Prudent exporters purchase insurance for their cargoes. C. Tourism brings a nation huge profits. D. Technology is also exported and imported.IV. Conclusion: the purpose of foreign trade is to earn money for necessary imports and it is important to keep the balance of payments.RulesforWritingOutlinesAvoidsinglesubdivisions.Ifthereisamajorpointmarked“I”,theremustbeatleastanothermarkedII;ifthereisanA,theremustbeaB,andsoon.Avoidmixingtypes.Atopicoutlineiswritteninnounphrases,andasentenceoutlineinsentences.Donotmixthesetwotypes.Useparallelstructuresfortheheadingsofthesamerank.Makesuresubheadsoflikerankareofequalimportantandarerelatedtotheheadingandarrangedinlogicalorder.Makesurethethesisisacompletedeclarativesentenceintheaffirmative;donotuseaquestion,aphraseoradependentclause. Writing the first draft: getting your ideas on paper. Writing the first draft: getting your ideas on paper. Writing the first draft: getting your ideas on paper. Writing the first draft: getting your ideas on paperIt is necessary to write a first draft in which there should be enough space between lines for future corrections and improvements.While writing the draft, you need not be afraid of departing from the outline at one place or another.Youd better stop to revise your outline or work out a new one if you find your original outline entirely impracticable. Revise the first draft: Strengthen your composition. Revise the first draft: Strengthen your composition. Revise the first draft: Strengthen your composition. Revise the first draft: Strengthen your composition I.Content:Lookattheessay/compositionasawholeII.Organization:LookatthearrangementofthematerialIII.Sentences:IV.Diction:V.CapitalizationandpunctuationContent: Look at the essay / composition as a wholeContent: Look at the essay / composition as a whole A.Whatisthetopicoftheessay/composition?Doesthedraftfulfilltheassignment(e.g.modeofdevelopmentortypeofcomposition)?B.Isthethesisclear?Isitsupportedbyenoughfacts(details,examples,reasons,etc.)?C.Isthereirrelevantmaterialthatshouldberemoved?D.Isthelogicreasonable?Aretheregapsinthelogic? Organization:Organization: Look at the arrangement of the materialLook at the arrangement of the materialnA.Doestheintroductoryparagraphleadtothemainpointofthepaper?nB.Doeseachparagraphhaveaseparatecentralidea?Doesitrelatetotheessaysmainideaortothepreviousparagraph?Aretherepropertransitionsbetweensections?Aretheparagraphsarrangedinclimacticorder?nC.Doestheconcludingparagraphgivethereaderaclearimpressionofwhatthepaperintendstosay?SentencesSentencesA. Is each sentence clearly related to the sentence thatprecedesitandtothesentencethatfollows?B.Arethereunnecessarysentencesthatmayberemoved?C.Aretherestructuralmistakes?D.Aretherewordyandredundantsentences?E.Istherevarietyinsentencetype?F.Arethereanygrammaticalmistakesinthefollowingrespects?DictionDictionA.Aretherewordsthatarenotappropriateforthetopicorthestyleofthewholeessay(e.g.toocolloquialortooformal)?B.AretherewordsorphraseswhicharedirectlytranslatedfromChinesebutwhichmaymeansomethingdifferentinEnglish?C. Are there collocations, which may be incorrect becausetheyaretakenfromChinese(e.g.abigrain)?. Making the final copy. Making the final copy. Making the final copy. Making the final copyAfter the draft is carefully revised, a clean final copy has to be made. The very last step in writing a composition, a step that should never be forgotten, is to check the final copy. In doing so you are likely to find that you have made careless mistakes in grammar and spelling, and you may also want to change a word here and there. Exercises:Chinese young people of the 20th centuryChinese young people of the 20th century Exercises:1)happyandlucky2)eagertolearn3)fullofideasandaspiration4)havingexploringminds5)havingastrongdesireforpromotingdemocracyandcleaningupcorruption6)readytogivefullsupporttotheopenpolicyandall-roundreform7)havinglittleknowledgeofthebitterpastoflabouringpeople8)playingimportantrolesinsociety9)havingmorechancesofschooling10) having different ways of thinking as compared with those of the oldergeneration(generationgap)11)makinglifedifficultfortheold12)inexperienced13)politicallyimmature14)inneedoffurthereducation15)standingatthecrossroadsofcapitalismandsocialism16)havingtheabilitytoovercomeshortcomingsthroughsocialpractice17)thehopeofChina,thefutureofourmotherlandB. possible theses: 1.Chineseyoungpeopleofthe20thcenturyareverydifferentfromtheoldergenerationinmanyrespects.2.Chineseyoungpeopleofthe20thcenturyareatthecrossroadsofcapitalismandsocialism.3.Inspiteoftheirweakness,Chineseyoungpeopleofthe20thcenturywillgrowupandlearn,andtheywillplayanimportantroleinsociety.C. The outline: topic:Chineseyoungpeopleofthe20thcenturythesis:Inspiteoftheirweakness,Chineseyoungpeopleofthe20thcenturywillgrowupandlearn,andtheywillplayanimportantroleinsociety.outline:1)IntroductorydescriptionofChineseyoungpeopleofthe20thcenturyA)TheyarethehopeofChina,thefutureofourmotherland.B)Theywillplayanimportantroleinsociety.2)DiscussionontheirstrengthandweaknessA)TheyhaveexploringmindsB)Theyarefullofideasandaspirationsa)givingfullsupporttotheall-roundreformandtheopenpolicyb)havingastrongdesireforpromotingdemocracyandcleaningupcorruptionc)Buttheyarepoliticallyinexperienced3)Concludingremarks-Socialpracticeandfutureeducationwillhelpthemovercometheirshortcomingsandbringtheirinitiativeintofullplay.IndividualassignmentYou are asked to write an outline (the sentence outline).Directions: Every June is the time for graduates to decide whether to further study or to find a job. Some students take part in graduate entrance examination, but others want to work as soon as they graduate. Suppose you were to graduate, which one do you prefer?Which to Choose: to Further Study or to Find a Job Which to Choose: to Further Study or to Find a Job Soon After Graduation?Soon After Graduation?