托福范文是很多同學(xué)備考托福寫(xiě)作的重要資料，但是有些同學(xué)卻是死記硬背,，到了真正考試的時(shí)候卻不知道如何使用這些背下來(lái)的托福范文,。廣州環(huán)球雅思小編為大家提供托福范文及其譯文，大家要兼收并蓄,，奠定良好的詞匯語(yǔ)法基礎(chǔ),，終形成自己的寫(xiě)作風(fēng)格，本篇托福范文是關(guān)于學(xué)生獎(jiǎng)勵(lì)的,，按努力的程度來(lái)獎(jiǎng)勵(lì)學(xué)生比按其取得的成績(jī)進(jìn)行獎(jiǎng)勵(lì)更重要,，你認(rèn)為呢，以下就是關(guān)于學(xué)生獎(jiǎng)勵(lì)的托福作文范文,。
Do you agree or disagree with the following statement? It is more important to award students for effort （trying or hard working） than for achievement （good grades）,。 Use specific reasons and examples to support your answer.
你是否同意以下觀點(diǎn)？按努力的程度來(lái)獎(jiǎng)勵(lì)學(xué)生比按其取得的成績(jī)進(jìn)行獎(jiǎng)勵(lì)更重要,，請(qǐng)用具體的理由和事例來(lái)說(shuō)明,。
In the “real” world, success is measured by results, not efforts. If, for example, an employee at a research institution spends many long hours conducting an experiment that eventually fails to produce the expected result, he or she is not given accolades just for the time spent. Thomas Edison exerted great effort to find the right filament to light up his incandescent bulb-what matters now is that he succeeded, not that he worked really hard. If we reward students in the world of academia with meaningless “E” for “Effort” grades, we will be handicapping their chances for real success in their future careers.
在這個(gè)“現(xiàn)實(shí)的”社會(huì)里，成功是由取得的結(jié)果而非努力的程度來(lái)衡量的,。比如,，某個(gè)研究機(jī)構(gòu)職員花費(fèi)了大量時(shí)間做一個(gè)實(shí)驗(yàn),，終失敗了，沒(méi)有取得預(yù)期結(jié)果,，那么他不會(huì)因?yàn)榛ǖ舻臅r(shí)間得到別人的贊揚(yáng),。托馬斯·愛(ài)迪生花費(fèi)了大量精力去尋找能夠點(diǎn)亮白熾燈泡的合適的燈絲-現(xiàn)在重要的是他成功了，而不是他為此付出了多少努力,。如果我們用毫無(wú)意義的“E”來(lái)獎(jiǎng)勵(lì)在學(xué)術(shù)領(lǐng)域的學(xué)生的“努力”，那么我們就可能妨礙他們抓住在未來(lái)事業(yè)取得成功的機(jī)遇,。
For one thing, it is almost impossible to measure “effort” quantitatively （and thus fairly）. Much of the hard work that is necessary to score a good grade in school occurs outside of class; how is the teacher to know, exactly, whether Sally spent all her free time working on her homework? And what about Henry, who is naturally bright, with a real talent for mathematics? Should he be given a lower grade than George, just because George chewed his pencil more during the test （and so looked like he was trying harder）,？
首先，我們幾乎不可能公正地衡量“努力”的程度,。要在學(xué)業(yè)上取得好成績(jī),，需要在課外非常努力地學(xué)習(xí)；試問(wèn),，老師如何能準(zhǔn)確地知道莎莉是否真的把課余時(shí)間都花在了功課上,？而性格開(kāi)朗、在數(shù)學(xué)方面很有天賦的亨利,，他的數(shù)學(xué)考試成績(jī)是不是就應(yīng)該比喬治低-僅僅因?yàn)閱讨卧诳荚囍袔缀踅罓€了自己的筆頭（這讓他看起來(lái)比亨利更努力）,？
Without an objective standard, applicable to everyone, it is difficult （if not impossible） to accurately gauge performance. Modern organizations have thus attempted to institute performance review systems that assign specific values to specific behaviors. Nevertheless, gray areas abound, leaving employees disgruntled about their ratings.（“What does my boss mean, 'not a good listener'? I am a very good listener!”） So it is in the classroom, when students feel that the teacher is evaluating them on, say, their personality rather than their performance. （“The teacher likes George because he compliments her all the time and smiles a lot.”）
沒(méi)有一個(gè)適用于大眾的客觀評(píng)判標(biāo)準(zhǔn)，將很難（如果不至于不可能）準(zhǔn)確衡量個(gè)人績(jī)效?，F(xiàn)代組織因此試圖通過(guò)建立績(jī)效評(píng)估系統(tǒng),，根據(jù)員工具體的表現(xiàn)來(lái)確定他們具體的價(jià)值。雖然如此,，灰色領(lǐng)域（不清楚,、沒(méi)把握或不完全了解的領(lǐng)域-譯注）的大量存在還是令員工對(duì)自己所獲得的評(píng)定等級(jí)感到不滿。（我的老板什么意思,？我不善于傾聽(tīng),？我是個(gè)出色的聽(tīng)眾啊?。┰趯W(xué)校里,，學(xué)生們會(huì)覺(jué)得老師是根據(jù)他們的性格而非學(xué)習(xí)表現(xiàn)來(lái)評(píng)定自己的等級(jí)。比如,，老師可能會(huì)因?yàn)閱讨谓?jīng)常贊美自己,、還總對(duì)自己微笑而對(duì)他喜愛(ài)有加。
Lastly, and perhaps most importantly, an objective grading system levels the playing field. It doesn't matter whether you work a little or a lot, an “A” should still stand for “excellent” work. （A “B” is “good,” but it's definitely not“excellent.”） Without such outside standards, we end up with the possibility of rewarding mediocrity. Let parents and grandparents compliment little Junior on how hard he worked, how much he studied. Teachers must hold him accountable for meeting （or exceeding） accepted standards of excellence.
后,，也可能是重要的一點(diǎn),，客觀的評(píng)分制度創(chuàng)造了競(jìng)爭(zhēng)平臺(tái)。不管你干得多或少,，字母“A”始終代表出色,。（雖然“B”也代表了表現(xiàn)良好,，但并非出色。）沒(méi)有這種外部標(biāo)準(zhǔn),，我們將很有可能獎(jiǎng)勵(lì)了平庸之人,。父母和祖父母可以因?yàn)樽约旱暮⒆涌炭鄬W(xué)習(xí)而贊美他，但是作為老師,，就應(yīng)該要求學(xué)生為達(dá)到（或者超越）公認(rèn)的出色的標(biāo)準(zhǔn)而負(fù)責(zé),。 以上就是廣州環(huán)球雅思小編為整理的關(guān)于學(xué)生獎(jiǎng)勵(lì)的托福作文范文，小編提醒你,，靜心地思考你的英文作文同范文文本的差異,，學(xué)習(xí)范文文本的起承轉(zhuǎn)合的技巧，學(xué)習(xí)范文文本長(zhǎng)句短句的錯(cuò)落交叉,，學(xué)習(xí)范文文本的準(zhǔn)確用詞--這些都是在你的文章有了思路和結(jié)構(gòu)之后阻礙你得高分的重要因素,。同時(shí)建議有條件的同學(xué)參加托福培訓(xùn)班，接受系統(tǒng)的托福培訓(xùn),，以查漏補(bǔ)缺,，迅速提升托福成績(jī)。
Do you agree or disagree with the following statement? It is more important to award students for effort （trying or hard working） than for achievement （good grades）,。 Use specific reasons and examples to support your answer.
你是否同意以下觀點(diǎn)？按努力的程度來(lái)獎(jiǎng)勵(lì)學(xué)生比按其取得的成績(jī)進(jìn)行獎(jiǎng)勵(lì)更重要,，請(qǐng)用具體的理由和事例來(lái)說(shuō)明,。
In the “real” world, success is measured by results, not efforts. If, for example, an employee at a research institution spends many long hours conducting an experiment that eventually fails to produce the expected result, he or she is not given accolades just for the time spent. Thomas Edison exerted great effort to find the right filament to light up his incandescent bulb-what matters now is that he succeeded, not that he worked really hard. If we reward students in the world of academia with meaningless “E” for “Effort” grades, we will be handicapping their chances for real success in their future careers.
在這個(gè)“現(xiàn)實(shí)的”社會(huì)里，成功是由取得的結(jié)果而非努力的程度來(lái)衡量的,。比如,，某個(gè)研究機(jī)構(gòu)職員花費(fèi)了大量時(shí)間做一個(gè)實(shí)驗(yàn),，終失敗了，沒(méi)有取得預(yù)期結(jié)果,，那么他不會(huì)因?yàn)榛ǖ舻臅r(shí)間得到別人的贊揚(yáng),。托馬斯·愛(ài)迪生花費(fèi)了大量精力去尋找能夠點(diǎn)亮白熾燈泡的合適的燈絲-現(xiàn)在重要的是他成功了，而不是他為此付出了多少努力,。如果我們用毫無(wú)意義的“E”來(lái)獎(jiǎng)勵(lì)在學(xué)術(shù)領(lǐng)域的學(xué)生的“努力”，那么我們就可能妨礙他們抓住在未來(lái)事業(yè)取得成功的機(jī)遇,。
For one thing, it is almost impossible to measure “effort” quantitatively （and thus fairly）. Much of the hard work that is necessary to score a good grade in school occurs outside of class; how is the teacher to know, exactly, whether Sally spent all her free time working on her homework? And what about Henry, who is naturally bright, with a real talent for mathematics? Should he be given a lower grade than George, just because George chewed his pencil more during the test （and so looked like he was trying harder）,？
首先，我們幾乎不可能公正地衡量“努力”的程度,。要在學(xué)業(yè)上取得好成績(jī),，需要在課外非常努力地學(xué)習(xí)；試問(wèn),，老師如何能準(zhǔn)確地知道莎莉是否真的把課余時(shí)間都花在了功課上,？而性格開(kāi)朗、在數(shù)學(xué)方面很有天賦的亨利,，他的數(shù)學(xué)考試成績(jī)是不是就應(yīng)該比喬治低-僅僅因?yàn)閱讨卧诳荚囍袔缀踅罓€了自己的筆頭（這讓他看起來(lái)比亨利更努力）,？
Without an objective standard, applicable to everyone, it is difficult （if not impossible） to accurately gauge performance. Modern organizations have thus attempted to institute performance review systems that assign specific values to specific behaviors. Nevertheless, gray areas abound, leaving employees disgruntled about their ratings.（“What does my boss mean, 'not a good listener'? I am a very good listener!”） So it is in the classroom, when students feel that the teacher is evaluating them on, say, their personality rather than their performance. （“The teacher likes George because he compliments her all the time and smiles a lot.”）
沒(méi)有一個(gè)適用于大眾的客觀評(píng)判標(biāo)準(zhǔn)，將很難（如果不至于不可能）準(zhǔn)確衡量個(gè)人績(jī)效?，F(xiàn)代組織因此試圖通過(guò)建立績(jī)效評(píng)估系統(tǒng),，根據(jù)員工具體的表現(xiàn)來(lái)確定他們具體的價(jià)值。雖然如此,，灰色領(lǐng)域（不清楚,、沒(méi)把握或不完全了解的領(lǐng)域-譯注）的大量存在還是令員工對(duì)自己所獲得的評(píng)定等級(jí)感到不滿。（我的老板什么意思,？我不善于傾聽(tīng),？我是個(gè)出色的聽(tīng)眾啊?。┰趯W(xué)校里,，學(xué)生們會(huì)覺(jué)得老師是根據(jù)他們的性格而非學(xué)習(xí)表現(xiàn)來(lái)評(píng)定自己的等級(jí)。比如,，老師可能會(huì)因?yàn)閱讨谓?jīng)常贊美自己,、還總對(duì)自己微笑而對(duì)他喜愛(ài)有加。
Lastly, and perhaps most importantly, an objective grading system levels the playing field. It doesn't matter whether you work a little or a lot, an “A” should still stand for “excellent” work. （A “B” is “good,” but it's definitely not“excellent.”） Without such outside standards, we end up with the possibility of rewarding mediocrity. Let parents and grandparents compliment little Junior on how hard he worked, how much he studied. Teachers must hold him accountable for meeting （or exceeding） accepted standards of excellence.
后,，也可能是重要的一點(diǎn),，客觀的評(píng)分制度創(chuàng)造了競(jìng)爭(zhēng)平臺(tái)。不管你干得多或少,，字母“A”始終代表出色,。（雖然“B”也代表了表現(xiàn)良好,，但并非出色。）沒(méi)有這種外部標(biāo)準(zhǔn),，我們將很有可能獎(jiǎng)勵(lì)了平庸之人,。父母和祖父母可以因?yàn)樽约旱暮⒆涌炭鄬W(xué)習(xí)而贊美他，但是作為老師,，就應(yīng)該要求學(xué)生為達(dá)到（或者超越）公認(rèn)的出色的標(biāo)準(zhǔn)而負(fù)責(zé),。 以上就是廣州環(huán)球雅思小編為整理的關(guān)于學(xué)生獎(jiǎng)勵(lì)的托福作文范文，小編提醒你,，靜心地思考你的英文作文同范文文本的差異,，學(xué)習(xí)范文文本的起承轉(zhuǎn)合的技巧，學(xué)習(xí)范文文本長(zhǎng)句短句的錯(cuò)落交叉,，學(xué)習(xí)范文文本的準(zhǔn)確用詞--這些都是在你的文章有了思路和結(jié)構(gòu)之后阻礙你得高分的重要因素,。同時(shí)建議有條件的同學(xué)參加托福培訓(xùn)班，接受系統(tǒng)的托福培訓(xùn),，以查漏補(bǔ)缺,，迅速提升托福成績(jī)。