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　　雅思大作文范文：大學里學不會的東西

　　In spite of the rapid growth in thenumber of students stepping into society with highereducation qualifications, some people showed greatconcern as to whether these students havemastered qualities that are essential in today’s world. It is true that important qualities as working experienceand practical skills are not directly taughtin universities. However , based on such fact alone, the concern seems too assertivewhen we take a close look at what the students have actually learned.

　　First , the concern lies in the phenomenon that most students are withoutnecessary working experience and at a loss when first facing their jobs. The fact is that moststudents will end up with a very limited number of jobs after they graduate, and therefore , is it necessary, or rather, possible for universities to prepare every studentrespectively for their future jobs? Admittedly , most universities don’tprovide such opportunities as job training, but they do teach students how to master anew skill as quickly as possible. Universities actually emphasize more on how to learn ratherthan what to learn, thereby helping students to become quick learners. People withprofessional training, indeed , do start with better output. Still , itis university graduates who are proved to adapt better to new techniques andinnovative concepts in most fields. Since the development of today’s science and technology isat such an unpredictable speed, important as working experience itself may seem to be, it is, after all, universities that enable students to get workingexperience as quickly as possible and to keep their working experience always up-to-date.

　　Another quality universities provide their student with is the skill of problem shootingthrough communication. As a majority of students live on campus together, it is hardlypossible for them to avoid communication. Although communication isprobably not listed as a course for every student, universities provided such a chance forstudents to meet problems, face problems, and solve problems through communicationby themselves, which can be seen as a best simulation of their future life in the society. Andthey can thus proudly announce themselves fully prepared to face a world of problemsthrough communication after their graduation.

　　Since the definition of necessary qualities for today’s world varies greatly from people topeople due to their different backgrounds, it is hardly possible for universityeducation to reach every corner of it. However, since work and life occupy most part of ourtime after university, qualifications for work and problem shooting in daily life are generallyconsidered two dominant qualities required to survive in today’s world. And our universities have obviously made enormous and undeniable contributions to thesequalifications.

　　In conclusion, the concern that necessary qualities needed in today’s world cannot betaught in universities or academic institutes have apparently underestimated students’abilities and exaggerated trivial qualities that are not covered in university education, becauseour universities and academic institutes, although inevitably missing some fractional qualitiesout, do enhance students’ adaptability to both their jobs and their social life.

　　雅思大作文范文：大學生對課外活動態(tài)度

　　On college campuses, extracurricularinvolvement is a key tool to develop the "wholestudent." It is appropriate to say that full-timeuniversity students should not only spend a lot oftime on studying but also interact with their peers insocial activities, thus improving their social skills.While time spent on studying can enhance academic achievement, time spent on gettinginvolved in out-of-the-classroom activities will help students mature socially on the individualstudent level and the professional level.

　　The development of the well-rounded individual is a principle goal of extracurricularactivities during college years. A variety of personal experiences that these activities providecould positively impact students' emotional development. When working together with otherindividuals, students learn to communicate and gain more self-confidence, autonomy andappreciation for others' similarities and differences. Further, by identifying a peer group, thatgroup may influence one's affective and cognitive development as well as one's personalbehavior. In addition, taking part in activities outside the classroom enables one, among otherthings, to learn to negotiate, manage conflict and cooperate with fellow students. And lastbut not least, almost any type of extracurricular activities may help students understand theimportance of critical thinking skills.

　　Students can also upgrade their social skills specific to their career paths and imperativefor future job successes in different fields. Extracurricular involvement allows students toassociate academic knowledge with practical experience, thereby leading to a betterawareness of of their abilities, talents and career goals. Nowadays, good social skills are nearlyas important as good academic qualifications since future employers seek exactly theseremarkable skill standards. This is understandable, considering that participation inextracurricular activities is positively linked to attainment of one's first job and managerialpotential. The campus is a place where students can work together, discuss pertinent ideasand issues, and accomplish common objectives. It is nothing less than an environment forstudents to feel socially connected with others and the university as their community.

　　To sum up, for young people, attending higher education is meant to advance academicallyand to mature socially. University students ought to be encouraged to get involved in activitiesranging from students' government to athletics to professional organizations to multiculturalevents and to volunteer service-related projects. Such activities exist to more fullycomplement the university's academic curriculum and augment the student's socialexperience.