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您的位置：大嘴外教 > 教育理念 > 国内高考作文VS美国高考作文：咱大人的“废话文学”可不能传染给娃
国内高考作文VS美国高考作文：咱大人的“废话文学”可不能传染给娃
国内高考作文VS美国高考作文：咱大人的“废话文学”可不能传染给娃 “能力越大，能力就越大。” 有人模仿起了领导讲话，在B站，抖音上掀起了领导的废话文学。比如，下面这段话： 我们不得不面对一个非常尴尬的事实，那就是所谓一些关键的问题，关键问题那就是如何把一些问题定义成关键问题，带着这样的问题，我们再来重新审视一下关键问题，我认为，关键问题就是我们每一个人不得不面对的一些问题，那么面对这样的问题时，我们如何把关键问题成为问题的关键，本人也是经过了深思熟虑，在每个日日夜夜中思考着这样的问题，我们坚定的认为抓住了问题的关键，也就是把握住了问题的关键，那么把握住了问题的关键，也就是抓住了关键问题。或者是，换一句话说，把握住问题的关键，也就没有了关键问题，没有了关键问题，再关键，也不是问题。你们说，对不对呢？大家还有没有要补充的呢？没有的话，散会之后，就按照这种思路去工作就好了。 似一段严肃正经的讲话，细究起来，却发现什么都没有说，真可谓“听君一席话，如听一席话”。这种讲话模式到底折射出什么样的思维习惯呢？是否和所处的文化环境有关呢？ 思维的地域性差异 《红楼梦》写到“大观园试才题对额”时有一个情节，为元妃（贾元春）省亲修建的大观园竣工后，众人给园中桥上亭子的匾额题名。 有人主张从欧阳修《醉翁亭记》“有亭翼然”一句中，取“翼然”二字； As you read the passage below, consider how Martin Luther King Jr. uses Adapted from Martin Luther King Jr., “Beyond Vietnam—A Time to Break Silence.” The speech was delivered at Riverside Church in New York City on April 4, 1967. Since I am a preacher by calling, I suppose it is not surprising that I have . . . major reasons for bringing Vietnam into the field of my moral vision. There is at the outset a very obvious and almost facile connection between the war in Vietnam and the struggle I, and others, have been waging in America. A few years ago there was a shining moment in that struggle. It seemed as if there was a real promise of hope for the poor—both black and white—through the poverty program. There were experiments, hopes, new beginnings. Then came the buildup in Vietnam, and I watched this program broken and eviscerated, as if it were some idle political plaything of a society gone mad on war, and I knew that America would never invest the necessary funds or energies in rehabilitation of its poor so long as adventures like Vietnam continued to draw men and skills and money like some demonic destructive suction tube. So, I was increasingly compelled to see the war as an enemy of the poor and to attack it as such. Perhaps a more tragic recognition of reality took place when it became clear to me that the war was doing far more than devastating the hopes of the poor at home. It was sending their sons and their brothers and their husbands to fight and to die in extraordinarily high proportions relative to the rest of the population. We were taking the black young men who had been crippled by our society and sending them eight thousand miles away to guarantee liberties in Southeast Asia which they had not found in southwest Georgia and East Harlem. And so we have been repeatedly faced with the cruel irony of watching Negro and white boys on TV screens as they kill and die together for a nation that has been unable to seat them together in the same schools. And so we watch them in brutal solidarity burning the huts of a poor village, but we realize that they would hardly live on the same block in Chicago. I could not be silent in the face of such cruel manipulation of the poor. My [next] reason moves to an even deeper level of awareness, for it grows out of my experience in the ghettoes of the North over the last three years—especially the last three summers. As I have walked among the desperate, rejected, and angry young men, I have told them that Molotov cocktails1 and rifles would not solve their problems. I have tried to offer them my deepest compassion while maintaining my conviction that social change comes most meaningfully through nonviolent action. But they ask—and rightly so—what about Vietnam? They ask if our own nation wasn't using massive doses of violence to solve its problems, to bring about the changes it wanted. Their questions hit home, and I knew that I could never again raise my voice against the violence of the oppressed in the ghettos without having first spoken clearly to the greatest purveyor of violence in the world today—my own government. For the sake of those boys, for the sake of this government, for the sake of the hundreds of thousands trembling under our violence, I cannot be silent. For those who ask the question, “Aren't you a civil rights leader?” and thereby mean to exclude me from the movement for peace, I have this further answer. In 1957 when a group of us formed the Southern Christian Leadership Conference, we chose as our motto: “To save the soul of America.” We were convinced that we could not limit our vision to certain rights for black people, but instead affirmed the conviction that America would never be free or saved from itself until the descendants of its slaves were loosed completely from the shackles they still wear. . . . Now, it should be incandescently clear that no one who has any concern for the integrity and life of America today can ignore the present war. If America’s soul becomes totally poisoned, part of the autopsy must read: Vietnam. It can never be saved so long as it destroys the deepest hopes of men the world over. So it is that those of us who are yet determined that America will be—are—are led down the path of protest and dissent, working for the health of our land. Write an essay in which you explain how Martin Luther King Jr. builds an argument to persuade his audience that American involvement in the Vietnam War is unjust. In your essay, analyze how King uses one or more of the features listed in the box above (or features of your own choice) to strengthen the logic and persuasiveness of his argument. Be sure that your analysis focuses on the most relevant features of the passage. Your essay should not explain whether you agree with King’s claims, but rather explain how King builds an argument to persuade his audience. 很明显，国内高考作文在写作要求上只明确了观点、文体，在具体的写作要求上并没有详细的说明。 我们以韩国学生的一个段落写作为例： Definition of college education 撇去语法错误，我们重点看看这篇文章的逻辑。题目为《高等教育的定义》（Definition of college education）。 第①句话在界定什么是大学，和题目没有直接关联。 第②句话在讲教育的重要性，显然这里将题目中的两个关键词“college”、“education”分开解读。但事实上college education 本就是一个完整的概念，和题目无关。 第③句话在追溯人类文明的起源，人和动物的区别在于人类拥有了文明（civilization）。 第④句话将“最高文明”和“教育”联系起来。 这篇习作的写作者是一名数学专业的韩国学生。按理说数学专业的学生应该具备一定的推理、论证能力，并且这种能力可以迁移到写作中。但这篇习作并没有展现出者这种能力。Kaplan在点评这篇文章时，指出韩国文化缺失推理论证训练。 西方英语世界在行文上到底有什么特点呢？ 从文本上来看，文章或段落实现了内部统一（unity）。全文没有任何虚浮、不相关的内容，每一句话的目标很明确，为主题展开服务。 以英语说明文的段落为例，第一句话通常是话题句（topic sentence）, 接下来再用几句话解释话题句中的要点，紧接着每个要点都要经过详细阐述（illustration）和例证(examples)。除了每个要点有配套的阐释和例证外，要点之间的关系也要论证清楚。 美国人如何训练小学生思维 首先，这本书明确了构成段落的两个要素： 1. Topic sentence (话题句) 关于如何确定topic sentence, 这本书设计个很多的片段，要求学生找出来段落的重心意思。 描述类段落 每一种段落组织方式都有特定的写作形式。以说明文为例。段落要体现清晰的步骤。比如，first, second, third… 写在最后 在信息爆炸时代，从早到晚，我们都在不停地接受各种信息的投喂，主动或者被动。从读者的角度看，信息的辨别和筛选能力尤为重要，因为注意力无比珍贵。从表达者的角度来看，用有效的方式传递有价值的信息是每一次表达的终极目标。 从孩子的教育来说，不管是中文还是英文，数学、物理还是艺术，无处不表达。学数学需要对比三角和四方形的差别，展示科研成果需要准确说明实验过程，欣赏艺术品需要用语言描述观感等等。言之有物、言之有序、言之有理应成为每一位受过良好教育的公民的底层能力。 关注国际教育，关注全人教育，扫码预约一对一国际外教课程！ |
