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2015年公共英語(yǔ)考試（pets2）作文預(yù)測(cè)（三）
作文題目：
Teachers pay little attention to those school failures, assuming that academic failure means failure in everything. What do you think of this attitude? Write a short argumentative essay(about 300 words) explaining your view.
參考范文：
Since the 1980s, there has been heated discussion on the correlation between the academic failure and the sustainable development of a child. Some teachers emphasize that academic failure will deprive a student of any opportunity to further his college education, thus bringing about disastrous changes to his prospective career. However, through numerous practices and observations, it turns out that their statement has many restrictions.
Admittedly, the idea held by those arguers does contain an element of truth. For example, the repeated academic failure will definitely leave a man frustrated, hence often casting a shadow on his mood. But these arguers tend to ignore two other essential aspects. First, they fail to take into account the possibility that many people, though presenting a poor academic performance at school, turn out to be outstanding in realms other than their original academic research and study. Consider Charles Darwin who often flunked in his medical study. He later became the founder of the Natural Selection and Evolution. In this sense, the academic frustration is not always synonymous to the bankruptcy of one’s future professional career. Second, the teachers’ assertion doesn’t provide sufficient data to narrow down the exact correlation between the academic competence and the future achievement. Therefore, any further conclusion addressing the problem must be based on thorough investigation. As a matter of fact, when Albert Einstein was young, he couldn’t properly complete certain simple calculation. But he finally established himself as the founder of the Theory of Relativity. Given reasons above, the argument that the academic failure means failure in everything, under a careful scrutiny, turns out to be groundless in its hasty conclusion.
In conclusion, these teachers’ evidence lends little credible support to their claim. To persuade people that academic success is central in one’s career, those teachers would need to provide clear evidence, sufficient data and thorough cause and-effect analysis of alternatives.
參考譯文：
自1980年代以來(lái),已經(jīng)有激烈的討論學(xué)術(shù)失敗和可持續(xù)發(fā)展之間的關(guān)系的一個(gè)孩子。一些老師強(qiáng)調(diào)學(xué)術(shù)失敗會(huì)剝奪學(xué)生的任何進(jìn)一步他的大學(xué)教育的機(jī)會(huì),從而帶來(lái)災(zāi)難性的改變他未來(lái)的職業(yè)生涯。然而,通過(guò)大量的實(shí)踐和觀察,事實(shí)證明,他們的聲明有許多限制。
誠(chéng)然,這些爭(zhēng)論者持有的想法并包含一個(gè)元素的真理。例如,重復(fù)的學(xué)術(shù)失敗肯定會(huì)離開一個(gè)人沮喪,因此常常在他的心情蒙上了一層陰影。但這些爭(zhēng)論者傾向于忽視其他兩個(gè)基本方面。首先,他們沒(méi)有考慮到許多人的可能性,雖然在學(xué)校的學(xué)習(xí)成績(jī)呈現(xiàn)一個(gè)貧窮,是杰出的在其他領(lǐng)域比原來(lái)的學(xué)術(shù)研究和學(xué)習(xí)�？紤]查爾斯·達(dá)爾文在他的醫(yī)學(xué)研究,經(jīng)常不及格。他后來(lái)成為自然選擇和進(jìn)化的創(chuàng)始人。從這個(gè)意義上說(shuō),破產(chǎn)的學(xué)術(shù)挫折并不總是代表一個(gè)人的未來(lái)的職業(yè)生涯。第二,教師斷言不提供足夠的數(shù)據(jù)來(lái)縮小的確切關(guān)系的學(xué)術(shù)能力和未來(lái)的成就。因此,任何進(jìn)一步的結(jié)論解決問(wèn)題必須建立在徹底調(diào)查。事實(shí)上,當(dāng)愛因斯坦年輕的時(shí)候,他不能正確地完成某些簡(jiǎn)單的計(jì)算。但是他最終成為相對(duì)論的創(chuàng)始人。鑒于以上原因,認(rèn)為學(xué)術(shù)失敗意味著一切,仔細(xì)審查下,草率的結(jié)論被證明是毫無(wú)根據(jù)的。
總之,這些教師借小可信證據(jù)支持他們的說(shuō)法。說(shuō)服人們,學(xué)術(shù)成就是中央的職業(yè)生涯中,這些教師將需要提供明確的證據(jù),足夠的數(shù)據(jù)和徹底的原因和影響的分析選擇。
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