考研英语写作模拟练习

　　1. 考研英语写作习题

　　1) 习题1（提纲+图表题型写作）

　　Directions:

　　A. Study the following pie charts carefully and write an essay in about 200 words.

　　B. Your essay should cover these three points:

　　① current fact about graduates who take jobs irrelevant to their majors

　　② possible reasons for the fact

　　③ your suggestion for the problem



　　2) 习题2 （提纲+书信题型写作）

　　Directions:

　　A. Read the following letter carefully and write a reply letter in about 200 words.

　　B. Your letter should cover these three points

　　① your own view on fate

　　② possible examples about setbacks (挫折) before achieving success

　　③ positive effect of setbacks



　　Dear Abe,

　　I am a student at a university. These days I have been overwhelmed by a problem. Please give me some wise advice to help me out of it. I had thought that I would achieve a degree this year after three years of studying. This degree was my hope for the future. I had been sticking to the ideal that if I worked hard, I would be rewarded. I did not consider myself to be an ordinary college student. With this belief I have devoted myself to my studies and for many nights I burned the midnight oil. I had made much progress and did well on many exams. However, my recent failure in one exam stopped me from realizing my plans. I still have to wait for another year or two to obtain my degree. This was a great blow to me and damaged my ambitions for the future. I have become very depressed and cannot study. Why did I fail? Why am I not able to succeed like my fellow students? A fortune teller once told me that my "destiny wasn't good." I want to know if I should continue to study. I wonder whether my fate is bad or not.



　　3) 习题3 （情景题型写作）

　　Directions:

　　 Study the following topic carefully and write an essay in about 200 words.

　　 Why do you think some people are attracted to dangerous sports or other dangerous activities? Use Specific reasons and examples to support your answer.

　　4) 习题4 （摘要题型写作）

　　Directions:

　　 Study the following essay carefully and write a summary in about 120 words

Student Rights

By Jeff Bakersfield

　　Who knows better than the students themselves what a university should do for them and how they should be treated? Yet how often do students have any say at all in such important issues as faculty selection, curriculum planning, and scheduling? The answer is obvious: never. If university administrations refuse to include student representatives in the decision-making process, something drastic must be done.

　　Let's examine what is happening right here on our own campus in the areas mentioned above. The first major issue is the selection of faculty members. Never in the history of this college has a student been permitted to interview, examine the credentials of, or even meet prospective professors. All hiring is done by a joint administrative-faculty committee, often made up of people who will not even have extensive dealings with the individuals after they begin teaching. Those who have the most at stake and whose lives and academic careers will be governed by the professors - the students themselves - never even meet the new teachers until the first class meeting. No one is better equipped to evaluate a professor's ability to communicate with students than those whom he or she intends to teach. Anyone can read a curriculum vitae to ascertain the level of professional training and experience someone has had, but the best judges of a teacher's ability to teach, which is the primary function of any professor, are undoubtedly the students themselves.

　　Students' interest in and commitment to appropriate curricula are even more obvious. We have come to college with very specific purposes in mind: to prepare ourselves intellectually and practically for the future. We know what we need to learn in order to compete successfully with others in our chosen fields. Why should we be kept out of the curriculum planning process? If we pay for the textbooks, spend hours in the library doing research, and burn the midnight oil studying for tests and exams, why are we not permitted to give our opinions about the materials we will spend so many hours studying? It is imperative that our views be made known to curriculum planners.

　　Finally, the area of scheduling is of vital interest to students. The hours at which classes are offered affect the workings of our daily lives. Many of us must juggle work and class schedules, but often administrators ignore such problems when they schedule classes. Schedules must be convenient and flexible so that all students have equal opportunities to take the most popular classes and those which are most essential to their majors. If students helped with scheduling, never would there be two required courses offered at the same time for only one semester per academic year. Never would we have to wait two or three semesters to take a course that is a prerequisite for other desired courses, nor would we have to race across campus in ten minutes to get from one class to the next. Students are vitally concerned with the scheduling area.

　　In the 1960s and early 1970s, students were not too shy or fearful to demonstrate against the injustices they saw in the draft system and the Vietnam conflict. Why should students today be afraid to voice their opinions about the very important issues that affect their very lives? It is imperative that students act to protect their own rights. Fellow university students, I urge that you meet together and draw up demands to be presented to the administration. We must take the future in our own hands, not be led to it like passive sheep. Let us act now so that we will not be sorry later!