2022年12月CET6作文真題解析

2022年12月CET6作文真題解析

2022年12月CET6作文真題：

MyViewonUniversityRanking

Inrecentyears,allkindsofUniversityRankingListscanbefoundonsomeeducationalwebsites,ornewspapers.Therankingstandardsalsovary.Theselistshavegreatinfluenceonstudents.Theyareevenbecomingtheonlyscaletoevaluatethecollegesanduniversities.

Peopleholddifferentviewstowardthisphenomenon.Somebelievethattheselistshelpthestudentsalot,especiallyforthosewhowillchoosetheiruniversity.Whilesomeotherprotestvigorously.Intheirpoints,thelistisreallyridiculousandharmful.Inmyview,theuniversityrankingmayhaveitsownreferencevalues,butitsdisadvantagesoverweighitsvalues.

Forthoseuniversity-students-to-be,theyaresupposedtochoosetheschoolaccordingtohisorherownsituation,butnottheso-calledRankingList.What’smore,howabouttheuniversitystudents?Howdotheyfeelaboutthemselveswhentheyseetheranking?Thelistmaybecomesomeintangibleshacklesforthemiftheirownschoolrankspoorly.

Inanutshell,thereisnoeasymethodtoranktheseuniversities,buttheRanking,onlyhelpsstudentsignoretheessentials,namely,theirninety-ninepercentperspiration.

2022年12月CET6作文真題范文解析：

此次六級(jí)作文的自由度很大，看似給出了提綱，實(shí)際上詳細(xì)的觀點(diǎn)全靠個(gè)人發(fā)揮。第一段需要點(diǎn)明大學(xué)排名這個(gè)現(xiàn)象，其次段需要鋪陳不同人的觀點(diǎn)，第三段要陳述自己的觀點(diǎn)。

大學(xué)排名這個(gè)題目，實(shí)際上涉及到了對(duì)了大學(xué)的理解，對(duì)于大學(xué)排名標(biāo)準(zhǔn)的理解，以及對(duì)于大學(xué)排名的目的的理解。而這件事更加離不開(kāi)中國(guó)詳細(xì)的國(guó)情，新中國(guó)50年月人至今受訓(xùn)練的狀況，90后擇校的狀況，目前大學(xué)的狀況，考生發(fā)揮的空間可以縱橫數(shù)十年的訓(xùn)練史，并且可以深入探討訓(xùn)練的本質(zhì)。

固然，對(duì)于大多數(shù)考生來(lái)說(shuō)，湊滿150個(gè)字萬(wàn)歲！那么，模板又可以派上用場(chǎng)了。

模板一

1.Differentpeoplehavedifferentviewson—

2.Somepeopleperfer,——.

3.Otherstendto,——.

4.Astome,Iagreewith/to——

(1)開(kāi)門(mén)見(jiàn)山直入主體，說(shuō)明對(duì)某事人們的不同看法。

(2)說(shuō)明一局部人的看法。

(3)另一局部的看法。

(4)的看法

作文范文高分版

Forthoseuniversitystudents-to-be,choosingtheiridealschoolisneveraneasyjob,butluckily,differentauthoritiescomeupwiththeuniversityrankingtohelp!Topstudentsshallchoosethetopschoolshighonthelistandviceversa.

Complicatedissuebecomeseasynumericalcomparison,yettherealproblemstaysthere,canthenumericalrankingtellyouthestatusquooftheseuniversities?Arethese“authorities”producingtherankingauthoritativeenoughtomakethejudgments?Let’stakeaseriouslookattheissuebeforewejumptotheconclusionwhetheruniversityrankingisgoodorbad.

Wehavetoadmitthatbecauseofhistoricalreasons,mostofthe1950s-1960sparentsweredeniedhighereducationandthiscruelfactmakesthemevenmoreeagertogivetheirchildrenhigheducationeventhoughtheyhavenoideaofwhatuniversityeducationisallabout.Therankinghelpsthemtomakedecisionsbasedontheirsimpleideaofbetterrankingmeansbetterjobsinfuture,andthereforebetterincome!Itispatheticthattheyinterpretknowledgeandwisdominsuchaway