美国中学生作文集

2021年1月25日发(作者：不断创新)


美国中学生作文集



写作文






要渲染环境，生动感人。任何事情的发生、发展 都离不开环境，抓住环境的
特点来写，会很好的渲染气氛，表达感情，使文章更加生动感人。美国中学生 作
文范文有哪些
?


美国中学生作文篇一：






The following essay was written by Edmund N. Carpenter, age 17, in
June 1938 while he was a student in Lawrenceville, N.J. Carpenter would
go on to win the Bronze Star for his service in World War II and to a
civilian
career
as
an
attorney.
A
graduate
of
Harvard
Law
School,
he
became
president of Richards, Layton & Finger, a law firm. He died on Dec.
19, 2008 at age 87 and is survived by six children and 15 grandchildren:


It
may
seem
very
strange
to
the
reader
that
one
of
my
tender
age
should
already be thinking
about that inevitable
end
to which even the
paths of
glory lead. However, this essay is not really concerned with death, but
rather with life, my future life. I have set down here the things which
I,
at
this
age,
believe
essential
to
happiness
and
complete
enjoyment
of
life.
Some
of
them
will
doubtless
seem
very
odd
to
the
reader;
others
will
perhaps be completely in accord with his own wishes. At any rate, they
compose a synopsis of the things which I sincerely desire to have done
before
I
leave
this
world
and
pass
on
to
the
life
hereafter
or
to
oblivion.


Before I die I want to know that I have done something truly great,
that I have accomplished some glorious achievement the credit for which
belongs solely to me. I do not aspire to become as famous as a Napoleon
and conquer many nations; but I do want, almost above all else, to feel
that
I
have
been
an
addition
to
this
world
of
ours.
I
should
like
the
world,
or
at
least
my
native
land,
to
be
proud
of
me
and
to
sit
up
and
take
notice
when my name is pronounced and say, "There is a man who has done a
great thing." I do not want to have passed through life as just
another speck of humanity, just another cog in a tremendous machine. I
want to be something greater, far greater than that. My desire is not so
much for immortality as for distinction while I am alive. When I leave
this world, I want to know that my life has not been in vain, but that
I have, in the course of my existence, done something of which I am
rightfully very proud.


Before I die I want to know that during my life I have brought great
happiness to others.
Friendship, we all
agree,
is one of
the best things
in
the
world,
and
I
want
to
have
many
friends.
But
I
could
never
die
fully
contented
unless
I
knew
that
those
with
whom
I
had
been
intimate
had
gained
real happiness from their friendship with me. Moreover, I feel there is
a really sincere pleasure to be found in pleasing others, a kind of
pleasure that can not be gained from anything else. We all want much
happiness
in
our
lives,
and
giving
it
to
others
is
one
of
the
surest
ways
to achieve it for ourselves.


Before I die I want to have visited a large portion of the globe and
to
have
actually
lived
with
several
foreign
races
in
their
own
environment.
By
traveling
in
countries
other
than
my
own
I
hope
to
broaden
and
improve
my
outlook
on
life
so
that
I
can
get
a
deeper,
and
more
complete
satisfaction
from
living.
By
mixing
the
weighty
philosophy
of
China
with
the hard practicalism of America, I hope to make my life fuller. By
blending the rigid discipline of Germany with the great liberty in our
own nation I hope to more completely enjoy my years on this earth. These
are but two examples of the many things which I expect to achieve by
traveling and thus have a greater appreciation of life.


Before I die there is another great desire I must fulfill, and that
is
to
have
felt
a
truly
great
love.
At
my
young
age
I
know
that
love,
other
than some filial
affection, is probably
far
beyond my ken.
Yet, young as
I
may
be,
I
believe
I
have
had
enough
inkling
of
the
subject
to
know
that
he who has not loved has not really lived. Nor will I feel my life is
complete until I have actually experienced that burning flame and know
that I am at last in love, truly in love. I want to feel that my whole
heart and soul are set on one girl whom I wish to be a perfect angel in
my eyes. I want to feel a love that will far surpass any other emotion
that I have ever felt. I know that when I am at last really in love then
I will start living a different, better life, filled with new pleasures
that I never knew existed.


Before I die I want to feel a great sorrow. This, perhaps, of all my
wishes will seem the strangest to the reader. Yet, is it unusual that I
should wish to have had a complete life? I want to have lived fully, and
certainly sorrow is a part of life. It is my belief that, as in the case
of
love,
no
man
has
lived
until
he
has
felt
sorrow.
It
molds
us
and
teaches
us
that
there
is
a
far
deeper
significance
to
life
than
might
be
supposed
if one passed through this world forever happy and carefree. Moreover,
once the pangs of sorrow have slackened, for I do not believe it to be
a permanent emotion,
its dregs often
leave
us a better
knowledge of this
world of ours and a better
understanding
of humanity. Yes,
strange as it
may seem, I really want to feel a great sorrow.


With this last wish I complete the synopsis of the things I want to
do before I die. Irrational as
they
may seem to
the reader, nevertheless
they comprise a sincere summary of what I truthfully now believe to be
the things most essential to a fully satisfactory and happy life. As I
stand here on the threshold of my future, these are the things which to
me seem the most valuable. Perhaps in fifty years I will think that they
are extremely silly. Perhaps I will wonder, for instance, why I did not
include a wish for continued happiness. Yet, right now, I do not desire
my life to be a bed of roses. I want it to be something much more than
that.
I
want
it
to
be
a
truly
great
adventure,
never
dull,
always
exciting
and engrossing;
not
sickly sweet,
yet not unhappy.
And I believe it will
be all I wish if I do these things before I die.


As
for
death
itself,
I
do
not
believe
that
it
will
be
such
a
disagreeable thing providing my life has been successful. I have always
considered
life
and
death
as
two
cups
of
wine.
Of
the
first
cup,
containing
the wine of life, we can learn a little from literature and from those
who have drunk it, but only a little. In order to get the full flavor we
must
drink
deeply
of
it
for
ourselves.
I
believe
that
after
I
have
quaffed
the cup containing the wine of life, emptied it to its last dregs, then
I will not fear to turn to that other cup, the one whose contents can be
designated only by X, an unknown, and a thing about which we can gain no
knowledge
at
all
until
we
drink
for
ourselves.
Will
it
be
sweet,
or
sour,
or tasteless? Who can tell? Surely none of us like to think of death as
the end of everything. Yet is it? That is a question that for all of us
will
one
day
be
answered
when
we,
having
witnessed
the
drama
of
life,
come
to the final curtain. Probably we will all regret to leave this world,
yet I believe that after I have drained the first cup, and have possibly
grown a bit weary of its flavor, I will then turn not unwillingly to the
second
cup
and
to
the
new
and
thrilling
experience
of
exploring
the
unknown.


美国中学生作文篇二：



The
biggest
"infrastructure"
challenge
for
the
United
States in the next decade is not the billions needed for railroads,
highways
and
energy.
It
is
the
American
school
system,
from
kindergarten
through the Ph.D. program and the postgraduate education of adults. And
it
requires
something
far
scarcer
than
money
--
thinking
and
risk- taking.


在下一个十年中，
美国所遇到的最大的“基础结构”的 挑战并不是花费几十
亿美元用于铁路、
公路和能源，
而是美国的教育制度――从幼儿园 到博士的培养
计划以及成人的教育。这需要的是比金钱更宝贵的东西――思考和冒险。



The challenge is not one of expansion. On the contrary, the rapid
growth in enrollment over the last 40 years has come to an end. By 1978,
more
than
93
percent
of
young
people
entering
the
labor
force
had
at
least
an
eighth-grade
education.
So
even
if
the
birthrate
should
rise
somewhat,
little
expansion
is
possible
for
elementary
and
secondary
school
enrollments.


这种挑战不是推广 教育的挑战
;
相反的情况是过去
40
年里入学人数的快速
增长已经结 束。到
1978
年，进入劳动大军的
93%
以上的青年人都至少受过
8
年
教育。
所以，
即使人口出生率有所上升，
小学和中学的入学人数 也只是小幅度的
增长。



The last 30 years of social upheaval are also over. Busing will
continue to be a highly emotional issue in a good many large cities. And
there
will
still
be
efforts
to
use
schools
to
bring
women
into
fields
such
as
engineering
that
have
traditionally
been
considered
"male."
But
this
shift
has
already
been
accomplished
in
many
fields:
half
or
more
of
the
accounting
students
in
graduate
schools
of
business,
for
example,
are
now
women.
As
for
most
other
social
issues,
the
country
will
no
longer
try
to
use
schools
to
bring
about
social
reform.
It's
becoming
increasingly clear to policy makers that schools cannot solve all the
problems of the larger community.

过去
30
年的社会动荡已经结束。用校车接送学生在许多大城市里仍将是一
个带有 高度感情色彩的问题。
人们还将继续努力通过学校教育让妇女进军一些传
统上被认为是属于“男 性”的领域，
如工程领域。
但这种转换在许多领域已经完
成。例如，现在在商学院会计 专业的学生中，半数或半数以上的是女生。至于大
部分别的社会问题，国家不会再利用学校来带动社会变 革。决策者们愈加清晰：
学校不能解决事关较大社会范围的全部问题。



Instead, the battle cry for the '90s will be the demand for
performance
and
accountability.
For
30
years,
employers
have
been
hiring
graduates
for
their
degrees
rather
than
their
abilities;
employment,
pay
and often even promotion have depended on one's diploma. Now many
major
employers
are
beginning
to
demand
more
than
the
completion
of
school.
Some of the major banks, for example, are studying the possibility of
entrance examinations that would test the knowledge and abilities of
graduates applying for jobs.


相反，
90
年代的强烈呼声将是要求工作表现和能承担责任。
30
年来，雇主
们雇佣毕业生时只考虑学位而不是他们的能力
;
就业、薪水、甚至是提升常取决
于文 凭。现在，许多大雇主已经开始不仅仅看重完成学业。例如，一些大银行正
在研究进行求职考试






的可行性以便测试毕业生的知识和能力。



Students and parents, too, will demand greater accountability from
schools,
on
all
levels.
It
will
be
increasingly
common
to
go
to
law
against
school
districts
and
colleges
for
awarding
degrees
without
imparting
the
skills
that
are
supposed
to
go
along
with
them.
And
many
young
people
are
already
switching
to
practical
"hard"
subjects.
Caring
little
about the so-called "youth culture" and the media, they have
been
shifting
from
psychology
into
medicine,
from
sociology
into
accounting and from black studies into computer programming.


学生和家长也对各类学校提出了 更高的要求。
将学区和学院告到法庭，
因为
它们只授予学位而没有传授学位所要求的技 能，
这种情况将会越来越多。
许多年
轻人已经开始转向实用的“硬件”课程，
他们很少关心所谓的“青年文化”和媒
体报道，
已经从心理学转向医学，
从社会学转到 会计学，
从黑人研究转向计算机
程序设计。



Demand for education is actually going up, not down. What is going
down,
and
fairly
fast,
is
demand
for
traditional
education
in
traditional
schools.


对于教育的需要 事实上是在上升而不是在下降。
正在下降而且下降得相当快
的是对传统学校的传统教育的需求。



Indeed, the fastest growing industry in America today may be the
continuing professional education of highly schooled adults. Much of it
takes place outside the education establishment -- through companies,
hospitals
and
government
departments
that
run
courses
for
managerial
and
professional employees; or through management associations and trade
associations. In the meantime, any number of private enterprises are
organizing courses, producing training films and tapes and otherwise
taking
advantage
of
growth
opportunities
that
universities
shy
away
from.


实际上，
当今美国增长最快的产业可能是已上了不少学的成年人的继续职业
教育。这种教育大多是在教育机构进行的，通过公司、医院和政府部门进行的，
这些单位为其聘用的管理 人员和专业人员开设课程，
或者通过管理协会或行业协
会进行。与此同时，许多私人企业安排课 程，制作用于培训的电影和磁带，并以
其他方式利用着各种增长的机会，而这些机会是大学避而不用的。



The
demand
for
continuing
education
does
not
take
the
form
that
most
observers,
including
this
writer,
originally
expected
--
namely,
"Great Books" classes for adults wanting to learn about the
humanities, the arts, the "life of the mind." We face instead
a
growing
demand
for
advanced
professional
education:
in
engineering
and
medicine,
in
accounting
and
journalism,
in
law
and
in
administration
and
management.


对继续教育的要求不是采取 大多数观察者、包括本文作者原来预期的形
式――即给想了解人文学科、艺术和心理的活动的成年人用“ 大部头书”上课。
相反，我们面对的是对高级职业教育提出的日益增长的要求。如在工程和医疗、
会计和新闻、法律和行政管理及经营方面。



Yet
the
adults
who
come
back
for
such
studies
also
demand
what
teachers
of professional subjects are so rarely able to supply: a humanistic
perspective
that
can
integrate
advanced
professional
and
technical
knowledge
into
a
broader
universe
of
experience
and
learning.
Since
these
new students also need unconventional hours -- evenings, weekends or
high-intensity
courses
that
stuff
a
term's
work
into
two
weeks
?their
demands
for
learning
bring
a
vague
but
real
threat
to
the
school
establishment.


然而，
重返学校进行这类学习 的成年人所要求的东西，
却是专业课的老师几
乎不能提供的：一种能把先进的专业技术知识汇集 到经验






和学识的更广阔的普遍体系中 的人文主义的观点。
由于这些学生需要利用业
余时间学习，如晚上、周未或者说把一学期的内容 浓缩成两周的高强度的课
程――他们对知识的需求给学校体制带来不易察觉但却真实的威胁。



The greatest challenge to education is likely to come from our new
opportunities for diversity. We now have the chance to apply the basic
findings of psychological, developmental and educational research over
the last 100 years: namely, that no one educational method fits all
children.


教育的最大挑战很可能源于我们对多样性 选择的新机遇之中。
我们现在可以
应用过去
100
年中心理、
发展教 育等方面研究的成果，
但任何一种教育方法不可
能适合所有的儿童。



Almost
all
children
are
capable
of
attaining
the
same
standards
within
a reasonable period of time. All but a few babies, for instance, learn
to walk by the age of two and to talk by the age of three, but no two get