雅思作文考官范文分步详解

　　雅思剑桥系列的几本书在广大雅思考生的心中地位自然不言自明。尤其近来剑桥雅思系列的第10本又为大家的雅思备考指明方向。她的重要性尤其能体现在写作单项上。因为书中每套真题试题，都配有考官提供或是精挑细选的解答和参考。该书中一共给出4篇考官所写的ModelAnswer以及另外4篇不同分数档的考生范文Sample Answer。

　　当然提到此，还是要提醒各位考生，在雅思写作备考中要尽快走出认为只有考官的范文才值得欣赏和学习的误区。事实上，SampleAnswer中的文章也是十分甚至是更适合考生仔细研读的，因为从中可以吸取许多常犯错误的经验，并且通过考官的评语，还可以十分直接地了解到考官对于文章的具体要求。也就是说类似的文章考生更容易接受并且模仿。

　　可是对于考官自己所写的Model Answer，考生们尤其是程度并不是特别好的学生，又该如何欣赏理解呢？我们在看考官的满分作文时该如何吸收呢？应该重点针对哪些方面呢？是盲目的通通接受还是也要学会斟酌地吸收呢？对于考生们平时所遇到的这些问题，下面将具体挑出一篇来自Cambridge IELTS 8中的Test1 WritingTask2为例，一起来分析一下该如何更好地吸收Model Answer。

　　WRITING TASK 2

　　You should spend about 4o minutes on this task。

　　Write about the following topic:

　　Some people think that parents should teach children how to be good membersof society. Others, however, believe that school is the place to learn this.Discuss both these views and give your own opinion。

　　Give reasons for your answer and include any relevant examples from yourown knowledge or experience. Write at least 250 words. (P31)

　　考生们在平时的训练准备过程中，一定要养成良好的习惯，读题时切勿片面或是想当然地对待，而要仔细阅读每个字眼，包括时间及字数，做到完全心里有数。比如说题目最后提出的字数要求为最少250字，而考官拿出的ModelAnswer中的字数约为270字左右;当然，这也是我们比较希望看到的作文字数，烤鸭们在平时的练习中就可以按照这个标准来准备，因为一味地希望通过过长的字数来达到高分只会弄巧成拙，尤其是时间有限的情况下。那么除此之外，还有什么是考官范文所能提供给我们的呢?

　　如何有效安排结构？考官如何处理？

　　仔细读题时，我们不难发现此题是教育类大话题之下的题目，有关家长还是学校负责教育孩子的问题;而且是要求讨论双方并给出自己观点的提问方式;而根据考官在剑桥系列书籍中所给出的范文分析，一般说来此类Discussboth and give your own opinion的提问共有3种回答方式：

　　1)若是自己观点与正反方中某一方一致，则在段落安排时先讨论不赞同的一方，进行论述和反驳，后提出赞同一方的看法和理由，最后点明自己的观点;

　　2)若自己观点是保持中立，也就是认为双方都有各自的道理可言，那么在主体段论证时只要分别帮双方给出理由，最后提出自己的看法即可;

　　3)若自己观点是完全不同于双方中的任何一方，则在讨论时对双方看法阐述之后都分别加入反驳成分，最后亮出自己的看法。

　　考生可以自己牢记在心并且在欣赏考官范文之前，在草稿纸上进行粗略的提纲安排，然后在研读ModelAnswer时再与考官的结构进行对照和比较，这样比较能增强印象;我们也相信下次若是再遇见此类提问，考生定能快速解答出来。

　　而读完考官范文之后，我们不难发现在此篇discuss文章中，考官的观点十分明确;在开头段最后一句话提出This cannot be theresponsibility of the parents alone.并且在主体两个篇幅相近的段落中分别论证了家长和学校双方的角色，之后在结尾段中再次提出it is the responsibility of everymember of a society to take responsibility for helping the younger generation tobecome active and able members of that society。

　　针对考官所给出的此题的解答方案，希望考生们在今后遇到类似的涉及有关who should be responsible for sb. orsth。之时，必须要十分明确不论怎样的答案都是可取的，只要能做到言之有理，并不是考官的这个“双方共同承担”才是正确答案;但是考生们也需要了解的一个问题是考官对于此题的回答正是此类题目的最佳也是最聪明的回答方式，尤其是对于语言实力并不是特别强的考生来说，这种回答方式可以轻松解决字数负担，并且论证容易令人信服。

　　如何运用写作技巧?考官如何安排?

　　一篇大作文一般都被分割成开头、主体及结尾三大部分，而不论是看似不重要的结尾还是难度较大的主体都有它们各自的应对技巧和写法，也只有掌握了相关的技巧，才有可能更好地写出精彩的段落。那么此篇文章中，考官又是如何安排的呢？

　　开头段：好的开头是成功的一半

　　一般说来，一篇250字左右的文章，开头段字数应该控制在50字左右才会比较适中，而考官在此篇文章里就亮出了38个字的开头;另外，开头段是为了呼应考题，引出主体的一个承上启下的部分，因此在写开头段落时考生切记要上下呼应。

　　而与考题呼应最好的方法就是加入背景介绍题中所提的话题内容，甚至是单纯的改写题目也可，如文中：A child’s education has neverbeen about learning information and basic skills only. It has always includedteaching the next generation how to be good members of society.考官就是通过两句话作为背景介绍，引出了题目中所提及的how to be good members部分的问题。

　　此外，考官也在此段落中给出了表示自己观点的部分：Therefore, this cannot be the responsibility of theparents alone.这样一来，与题目中的parents还是schools形成了鲜明对照，并且也为全文下面段落的具体论证起到了总起的作用，使文章更有交代，更有凝聚力。

　　主体段：

　　作为discussboth的文章，主体段一般都是2段安排，而且不论两段是相反还是互补关系，字数篇幅都应该相近才对。考官在之前书中有所提及——Cambridge IELTS5Test3有关竞争与合作的题目中，考官最后给出的参考范文是得分为6分的学生作文，文章共分成4段，结尾段是阐述自己观点和理由的段落，而中间两段分别介绍双方的看法，但是两个段落明显存在长短详略，所以考官给出的评语中有这么一句话：Althoughthe answer considers the main issues in the question, it deals much more withthe aspect of “competition” than it does with “cooperation”…而在这篇文章里，考官也是将两个主体段落安排成82及89的两个段落。

　　In order to be a good member of any society the individual must respect andobey the rules of their community and share their values.考官首先点出不仅仅是要学习，之后就根据第一方观点进行讨论，认为家长该在这一教育上发挥作用。Educating children to understandthe need to obey rules and respect others always begins in the home and iswidely thought to be the responsibility of parents. They will certainly be thefirst to help children learn what is important in life, how they are expected tobehave and what role they will play in their world。

　　However(利用转折词however来连接过渡到另一方观点十分自然顺畅)， learning to understand and sharethe value system of a whole society cannot be achieved just in the home. Once achild goes to school, they are entering a wider community where teachers andpeers will have just as much influence as their parents do at home. At school,children will experience working and living with people from a whole variety ofbackgrounds from the wider society. This experience should teach them how toco-operate with each other and how to contribute to the life of theircommunity。

　　主体两段都提出双方看法，但是值得注意的是考官并没有按照常规使用somepeople和others来引出段落中心，而是直接进行证明阐述了，因为考官已经将主体段落与他自己的观点进行了完全的融合，而不是独立自己的观点在外的，考生们可以学会使用和模仿。

　　结尾段：

　　But to be a valuable member of any community is not like learning a simpleskill. It is something that an individual goes on learning throughout life andit is the responsibility of every member of a society to take responsibility forhelping the younger generation to become active and able members of thatsociety. 正如普通结尾段落一样，考官在安排时也是将自己观点亮明，但是不同以往的是考官倒没有更多地出现能直接表明自己观点的字眼，如as far as Iam concerned或是to my way of thinking,但是即使没有这些字眼，我们还是不难发现考官的观点;不过倒是建议各位考生能在写作时直接出现一些必要的连接词或是插入语，可以更好地帮助自己表明观点和态度。

　　如何地道遣词用句？考官如何准确？

　　对于用词用句的问题，也许不少考生在阅读考官范文时都已经发现了一个现象，也就是考官的文章并没有我们想象中的那么难懂，难捉摸;相反的是非常清爽明了，也并不会常见一些特别有难度有深意的用词和句式。所以，尤其是对于那些语言功底并不能完全过关的考生来说，在写作时千万不要盲目地死记硬背一些所谓的高分句子和单词，然后不分青红皂白地胡乱套用，认为只有这些高级词句才能对高分有帮助。

　　事实上恰恰相反，若是语言功底不能快速提升的话，更推荐考生们学会使用一些有把握的句子，做到句子和用词的准确性更好，比一味的使用长句但是错误连篇要好的多。

　　总的说来，考官在这篇文章里告诉我们不少信息，那就是：观点要明确，即使是讨论型文章;论证要对应，要有说服力;语言要简明，要准确地道。相信考生若能按照上述所提的几个方面，好好地分析考官所提供的各式范文，定能从中找到不少灵感，并在考场上有效发挥。

第二篇：雅思作文例文

should college faculty also work outside the academic world?

I strongly agree with the statement that college faculty should also work outside academia in professional work related to their academic fields. If a course were complemented academic duties with real-world experience, students would gain more from it than from a course purely on the specific academic area.

Firstly, the faculty will achieve new ideas and aspirations from his active participate in the outside work, which will be brought into the college courses or lectures. Students may found the course or lecture delivered by those faculties more excited, as well as providing more fresh thoughts. After taking the course, students may spring out new ideas of their own or dealing with problems with fresh insights.

Secondly, theories discussed in the textbook may be so boring without the examples in the real world. Therefore, experiences and stories of one's own are always attractive and may be remembered by students many years ago after graduation. Those experiences may offer a lasting help in their career or life as a result of the deep impression. No one could tell how the law course would be if no cases are discussed, and there is no doubt that a faculty with the experience of an attorney would provide a more lively and practical course as the students of law desired. What's more, the up-to-date information will also help students in the fiercely compete job market.

Thirdly, all the theories should be proved by the experiment and one of the best experiments is that made in the real world. Our world is changing from time to time, which theory is useful and which has no practical value at all is a very important thing that a student should be well informed.

A faculty with responsibility will find the answers during his working experience and tell his students how those theories should be used and why some theories only have a little power in the real world. For example, a economics faculty with experience in the stock market in China, will made his students known that the theory of Tobin's q should not be smoothly used in the Chinese stock market at this time, because the market in China is not a mature one and the conditions this theory required have not been achieved yet.

Finally, working outside the academic world will benefit the research field that the faculty and students do. In some fields, the research meet the market needs should be properly encouraged for it can solve the problems people confront every day and advance the living standard of the nation. To find those problems and inconvenience, an eye with professional knowledge is needed. Nobody could doubt that a sparking of one mind would change the whole world.

However, in what extent the emphasis should be laid on the outside work is differ from one course to another. A faculty in humanities, such as professor of literature or philosophy has less to attain from the real world than faculties in the field of law or economics. Thus, to make decisions of appropriate working style and how long this outside work should be last is crucial. Moreover, in many respects scientific research should not be driven toward immediate practicality but toward broad, long-term objectives.

To sum up, I fundamentally agree with the speaker's suggest, because it will not only benefit students in the academic field and their future life, but also in the research field and more people's daily life. However, at the same time, people should not overlook the difference between the subjects when they make the relative plans and decisions.

Whether college faculty should also work outside academia

Whether college faculty should also work outside academia,in professional workl related to their

academic fields,depengd primarily on the specific academic area.With respects to fields in wich outside work is appropriate,I strongly agreee with the statement;students and faculty all stand to gain in a variety of respects when a professor complements academic duties with real world experience.

As a threshold matter,the statements requiresqualification in two respects.First,in certain academic area there is no profession to speak of outside academia.This is especially true in the humanities;after all,what work outside academia is there for professors of literature or philosophy?Secondly,the statement fails to consider that in certain other academic areas a professor's academic dutiestypically invalve practical work of the sort that accurs outside academia.This is especailly true in the fine and performing arts,where facalty actively engage in the craft by demonstrating thecniques and styles for their t\students.

Aside from these two qualifications,I strongly agree that it is worthwhile for college faculty to work outside academia in professional positions related to their field.There are three dear benefits of doing so.

First,in my experience as a student,faculty who are actively engaged in their fields come to class with fresh insights and a contagious excitement about the subject at hand.Moreover,they bring to students practical,real-world examples of the principles and theories discussed in textbooks,thereby sparking interests,and even motivating some students to pursue the field as a career.

Secondly,by keeping abreast of the changing demands of work as a professional,professors can help students who are serious about pursuing a career in that field to make more informed career decisions.The professor with field experience is better able to impart useful,up-to-date information about what work in the field entails,and even about the current job market.After all,college career-planning staff are neither equipped nor sufficiently experienced to provide such to provide such specific advice to students.

A third benefit has to de with faculty research and publication in their areas of specialty.Experience in the field can help a professorferret out cutting-edge and controversial issues--which might be appropriate subjects for research and publication.Moreover,practical experience can boost a professors credibility as an expert in the field.For example,each year a certain sociology professor at my college combined teaching with undercover work investigating various cults.Nor only did the students benefit from the many intersting stories the professor had to tell about his experiences,the professor's publication about cults catapulted him to international prominence as a n expert on the subject,and justifiably so.

In sum,aside from certain academic areas in which outside work is either unavailabale or unnecessary,students and faculty alike stand everything to gain when faculty enrich thier careers by interspersing field work with academic work.

should students be skeptical about what they are taught

Being skeptical about things is an innate quality of human nature. This encourages a person to ascertain the things himself, and thus, helps him to hone his skills and concepts. In addition to this, it also helps him to realize the true nature of the subject.

A student should never get satisfied by whatever he is taught, until he investigates the thing himself. Being skeptical about facts, helps him understand the things much better, as he has to go through a lot of books as well as the Internet, which not only helps him to clear his doubts, but also help him to revise the subject. Being skeptical about something that is taught, helps a student

to ameliorate his imagination power too, as sometimes, he may ask certain questions like, "What if?", or, "Can't it be like this?". Furthermore, everyone is aware of the adage, "Nobody is perfect in this world". The above stated adage is not only valid to students and scholars, but to teachers and mentors too. Some errors may creep in, while a teacher is delivering his lecture, due to certain reasons (which he always tries to avoid), or sometimes a student may note down something wrong, so it becomes the responsibility of the student, to check the validity of anything that is taught in the class.

Furthermore, a person who was once skeptical about something, can easily solve a similar problem in the future, and can even help others. But, if a person is not at all skeptical about the taught facts and accepts the things as it is, he cannot explain those facts to others and says, “Well, I have memorized the things as it is, and I think, even you should do the same". This feeling not only hinders his knowledge, but also hampers his imagination power too. While a person who is skeptical about the facts, may find his own shortcuts, rather better methods to solve a problem. For instance, a student is taught, that (zero factorial) 0! = 1, in a mathematics class. If he accepts it as it is, then he does no justice to the subject, and on the contrary, if he tries to find out, that how is 0! = 1 actually, he has to go through a lot of books, and prove it using various formulae of permutations, thus enhancing his ken. Also as an evidence from the past, great scientists could beget their theories only because they were skeptical about the subjects and the beliefs of people, e.g. everyone used to feel that, if two bodies of different weights are thrown from the same height and at the same instant of time, the lighter body would touch the ground late. But Galileo felt skeptical about such beliefs, and he proved, that whatever be the weight of the two bodies, both would touch the ground at the same time.

Hence, in summary, a person should always be skeptical about whatever has been taught. This feeling of suspicion not only enhances his imagination power and knowledge, but helps him to recognize the genius inside him.

Being sCeptical about things is an innate quality of human nature. This encourages a person to ascertain the things himself, and thus, helps him to hone his skills and concepts. In addition to this, it also helps him to realize the true nature of the subject.

A student should never /get/BE/ satisfied by whatever he is taught, until he investigates the /thing/SUBJECT/ himself. Being sCeptical about facts, helps him understand the things much better, as he has to go through a lot of books as well as the Internet, which not only helps him to clear his doubts, but also helpS him to revise the subject. Being sCeptical about something that is taught, helps a student to ameliorate his imaginatiVE powerS too, as sometimes, he may ask certain questions like, "What if?", or, "Can't it be like this?". Furthermore, everyone is aware of the adage, "Nobody is perfect in this world". The above stated adage is not only valid to students and scholars, but ALSO to teachers and mentors too. Some errors may creep in while a teacher is delivering his lecture due to certain reasons (which he always tries to avoid), or sometimes a student may note down something wrongLY, so it becomes the responsibility of the student to check the validity of anything that is taught in the class.

Furthermore, a person who was once sCeptical about something can easily solve a similar problem in the future, and can even help others. But, if a person is not at all sCeptical about the /taught/GIVEN/ facts and accepts the things as it is, he cannot explain those facts to others and says, “Well, I have memorized the things as it is, and I think even you should do the same". This feeling not only hinders his knowledge, but also hampers his imaginatiVE powerS too(,) while a

person who is sCeptical about the facts, may find his own short-cuts, rather better methods to solve a problem. For instance, a student is taught, that (zero factorial) 0! = 1, in a mathematics class. If he accepts it as it is, then he does no justice to the subject, and on the contrary, if he tries to find out, that how is THAT 0! = 1 actually, he has to go through a lot of books, and prove it using various formulae of permutations, thus enhancing his ken. Also as an evidence from the past, great scientists could beget their theories only because they TOO were sCeptical about the subjects and the beliefs of people, e.g. everyone used to feel that if two bodies of different weights are thrown from the same height and at the same instant of time, the lighter body would touch the ground late. But Galileo felt sCeptical about such beliefs, and he proved, that whatever be the weight of the two bodies, both would touch the ground at the same /time/INSTANT/.

Hence, in summary, a person should always be sCeptical about whatever /has been/IS BEING/ taught. This feeling of suspicion not only enhances his imaginatiVE powerS and knowledge, but helps him to recognize the genius inside OF himSELF

Should educators provide students with a set of ideas or with job preparation? The purpose of education should be to provide students with a value system, a standard, a set of ideas-not to prepare them for a specific job.

Whether to povide students with a value system, a set of ideas or with job preparation is a conflcing debation nowadays. As the pressure of working and burden of living magnified to a large field, people are eager to learn the technique, preparing for his job. However, we also should admint that the value system and a set of ideas are essential not only to the individual but also to the society.

On one hand,with the devepment of our society, competion is no longer unfamiliar. Everyone in the society have to face the chanllege, not only from your peers, but also from the youngster. The pressure of working, the burden of making a living enlarge to the great extent. And the student who have do the preparation for the job probably apply for a job easier than the students who have not. Therefore, many schools provide their students with the technique useful in working, such as computer, socialization, and foreign language. These kind of skill helps them be compatible to the working surroundings, and please the boss.

On the other hand, value system, a standard and a set of ideas of the young students' could be the treasure of our society. A smart young man familiar with the job affairs, despite of lack of a value system, may be confused when it comes to the individul benifit and the company's. This mistake may not result from his moral properties, but from the short of education on that. And to the society, these people with exellent expertise, but lacking in value system or set of ideas may lead to an incredible loss. And the higher their position be, the more loss it could be. As a result, value systen, a standear and a set of ideas are necessary to cultivate the young students. They are the hope of our society.

Anther reason to support the author's view is about the exact purpose of education, character-buiding, not the ability of money-making. With the importence of money increasing, students are familiar with the say, 'money talks'. However, the true goal of education in educators' mind may not be so, but a well-educated person with a faith to sacrifice for the country, loyalty to the friends, loving to his family. Our headmaster in my high school said (and i paraphrase), 'The meaning of our people living in the world is not to pursuit our own benifits, but to promote the living qualities of all the people and make the society developing without wars, violence, plagues.

This is reason why i am here to teach you and what you will do make my work meaningful.' These words may not be well constructed, but they demonstrated the aim of education. It depends on everyone's efforts in order to realize the headmaster's words.

In sum, i concede that job preparation is needed for our competed situation, but we should also build a value system and a set of ideas in order to benifit the society and achieve the goal of education, even more important than job preparation.

Should educators provide students with a set of ideas or with job preparation? The speaker assert that the purpose of education shoud be to provide students with a value system, standard a set of ideas, but not to prepare for a specific. I fundamentally agree with the speaker as I think a specific education is a counterproductive of interest of student.

To benefit students and the society, the primary purpose of education is to provide student ability to pursuit a happy life. To attain this purpose schools should teach student to obey the law and set a value system and a standard a set of ideas. With educated stuffs and qualified teachers school is the best place to cultivate students’ mind, to make them to fellow the”right way” and avoid demoralization. As more and more social problem emerges in our modern society, students faces a fiecre competition and overflow of crime, harshness of society force youths to make obliged choice. Furthermore, as a result of failure in career, their weakness, hate and fear usually brought them with false illusion of this world and then formed a distort notion of value. Juvenile crime is a result of a neglect of school ethic education. Even the best university in U.S. the Harvard university eager to find a better way to prove their morality education as their dean recommended and I quoted “last century when the best students come to this with dignity and pride，one century later when the best student come Harvard they do not care about the atmosphere of high morality but the MBA courses we provided, It is the time to rebuild the ethic education system or the spirit of Harford would be stained”. Even if I concede that there are other way to educate citizens to follow the gentle behavior and form a nice society, such as mass media and the law, it is impossible to deny that school is the best place for education and the education is in responsible for the society’s stablity.

On the other hand, another function of education is to prepare students for the job market and anticipate their career, to make them a productive worker is the best way to achieve this goal. A university that ignores the need to meet the demands of the job market is doomed to fall. Consider Harvard as a example, this University is the Alma Mater of many presidents and industrial Tycoons, but best student went to this university not only because of its fame but also the the MBA courses and famous professer is the main cause of their enrollment.Even if the the dean concerns much about ethic education, the annule budge would place the common courses in the highest place.

In sum the purpose of education should be to provide students with a value system, a standard a set of ideas, if the education concern only preparing students for a specific job, the education system would abate its function of preventing morality declining. Thus demoralization occurs. At last we should admit that there is the need and the possibility to combine life preparation and job preparation.