英語作文寫作題目

1. 請問英語作文題目主要有哪些類型，謝謝！

看圖寫作，命題寫作，議論文，書信，日記，郵件，等

2. 英語作文題目 作文應該怎麼寫

如何寫讀後感
一、要選擇自己感受最深的東西去寫，這是寫好讀後感的關鍵。
看完一本書或一篇文章，你的感受可能很多，如果面面俱到像開雜貨鋪一樣，把自己所有的感受都一股腦地寫上去，什麼都有一點，什麼也不深不透，重點部分也像蜻蜓點水一樣一擦而過，必然使文章平淡，不深刻。所以寫感受前要認真思考、分析，對自己的感想加以提煉，選擇自己感受最深的去寫。你可以抓住原作的中心思想寫，也可以抓住文中自己感受最深的一個情節、一個人物、一句閃光的語言來寫，最好是突出一點，深入挖掘，寫出自己的真情實感，總之，感受越深，表達才能越真切，文章才能越感人。
二、要密切聯系實際，這是讀後感的重要內容。
寫讀後感的重點應是聯系實際發表感想。我們所說的聯系實際范圍很廣泛，可以聯系個人實際，也可以聯系社會實際，可以是歷史教訓，也可以是當前形勢，可以是童年生活，也可以是班級或家庭狀況，但最主要的是無論怎樣聯系都要突出時代精神，要有較強的時代感。
三、要處理好「讀」與「感」的關系，做到議論，敘述，抒情三結合。
讀後感是議論性較強的讀書筆記，要用切身體會，實踐經驗和生動的事例來闡明從「讀」中悟出的道理。因此，讀後感中既要寫「讀」，又要寫「感」，既要敘述，又必須說理。敘述是議論的基礎，議論又是敘述的深化，二者必須結合。
讀後感以「感」為主。要適當地引用原文，當然引用不能太多，應以自己的語言為主。在表現方法上，可用夾敘夾議的寫法，議論時應重於分析說理，事例不宜多，引用原文要簡潔。在結構上，一般在開頭概括式提示「讀」，從中引出「感」，在著重抒寫感受後，結尾又回扣「讀」。
四、敘原文不要過多，要體現出一個「簡」字。
如果要寫關於學習的讀後感應該讀什麼有感呢?
(1) 引——圍繞感點，引述材料。簡述原文有關內容。 讀後感重在「感」，而這個「感」是由特定的「讀」生發的，「引」是「感」的落腳點，所謂「引」就是圍繞感點，有的放矢的引用原文：材料精短的，可全文引述；材料長的，或摘錄「引」發「感」的關鍵詞、句，或概述引發「感」的要點。不管採用哪種方式引述，「引」都要簡練、准確，有針對性。如所讀書，文的篇名，作者，寫作年代，以及原書或原文的內容概要。寫這部分內容是為了交代感想從何而來，並為後文的議論作好鋪墊。這部分一定要突出一個"簡"字，決不能大段大段地敘述所讀書，文的具體內容，而是要簡述與感想有直接關系的部分，略去與感想無關的東西。
(2) 議——分析材料，提練感點。亮明基本觀點。 在引出「讀」的內容後，要對「讀」進行一番評析。既可就事論事對所「引」的內容作一番分析；也可以由現象到本質，由個別到一般的作一番挖掘；對寓意深的材料更要作一番分析，然後水到渠成地「亮」出自己的感點。要選擇感受最深的一點，用一個簡潔的句子明確表述出來。這樣的句子可稱為"觀點句"。這個觀點句表述的，就是這篇文章的中心論點。"觀點句"在文中的位置是可以靈活的，可以在篇首，也可以在篇末或篇中。初學寫作的同學，最好採用開門見山的方法，把觀點寫在篇首。
(3) 聯——聯系實際，縱橫拓展。圍繞基本觀點擺事實講道理。 寫讀後感最忌的是就事論事和泛泛而談。就事論事撒不開，感不能深入，文章就過於膚淺。泛泛而談，往往使讀後感缺乏針對性，不能給人以震撼。聯，就是要緊密聯系實際，既可以由此及彼地聯系現實生活中相類似的現象，也可以由古及今聯系現實生活中的相反的種種問題。既可以從大處著眼，也可以從小處入手。當然在聯系實際分析論證時，還要注意時時回扣或呼應「引」部，使「聯」與「引」」藕」斷而「絲」連這部分就是議論文的本論部分，是對基本觀點(即中心論點)的闡述，通過擺事實講道理證明觀點的正確性，使論點更加突出，更有說服力。這個過程應注意的是，所擺事實，所講道理都必須緊緊圍繞基本觀點，為基本觀點服務。
(4)結——總結全文，升華感點。圍繞基本觀點聯系實際。一篇好的讀後感應當有時代氣息，有真情實感。要做到這一點，必須善於聯系實際。這"實際"可以是個人的思想，言行，經歷，也可以是某種社會現象。聯系實際時也應當注意緊緊圍繞基本觀點，為觀點服務，而不能盲目聯系，前後脫節。結既可以回應前文，強調感點；也可以提出希望，發出號召。不管採用哪種方式結尾，都必須與前文貫通，渾然一體。讀後感始終要受「讀」的約束，開頭要引「讀」，中間還要不時地回扣「讀」的內容，結尾也要恰當回扣「讀」的內容不放鬆。
以上四點是寫讀後感的基本思路，但是這思路不是一成不變的，要善於靈活掌握。比如，"簡述原文"一般在"亮明觀點"前，但二者先後次序互換也是可以的。再者，如果在第三個步驟擺事實講道理時所擺的事實就是社會現象或個人經歷，就不必再寫第四個部分了。
寫讀後感應注意以下問題：
一是要重視"讀"
在"讀"與"感"的關系中，"讀"是"感"的前提，基礎;"感"是"讀"的延伸或者說結果。必須先"讀"而後"感"，不"讀"則無"感"。因此，要寫讀後感首先要讀懂原文，要准確把握原文的基本內容，正確理解原文的中心思想和關鍵語句的含義，深入體會作者的寫作目的和文中表達的思想感情。
二是要准確選擇感受點
讀完一本書或一篇文章，會有許多感想和體會;對同樣一本書或一篇文章，不同的人從不同的角度思考問題，更是會產生不同的看法，受到不同的啟迪。以大家熟知的"濫竽充數"成語故事為例，從諷刺南郭先生的角度去思考，可以領悟到沒有真本領矇混過日子的人早晚要"露餡"，認識到掌握真才實學的重要性，若是考慮在齊宣王時南郭先生能混下去的原因，就可以想到領導者要有實事求是的領導作風，不能搞華而不實，否則會給混水摸魚的人留下空子可鑽;再要從管理體制的角度去思考，就可進一步認識到齊宣王的"大鍋飯"缺少必要的考評機制，為南郭先生一類的人提供了飽食終日混日子的客觀條件，從而聯想到改革開放以來，打破"鐵飯碗"，廢除大鍋飯的必要性。
三：敘述作品不能用大量篇幅復述原文。
一篇讀後感，不能寫出諸多的感想或體會，這就要加以選擇。作為初學者，就要選擇自己感受最深又覺得有話可說的一點來寫。要注意把握分析問題的角度，注意聯系自己的實際情況，從眾多的頭緒中選擇最恰當的感受點，作為全文議論的中心。
初中作文課中，除了寫"讀後感"外，老師還會要求同學們在看完一部電影，電視片或參完某一展覽後寫"觀後感"，觀後感的寫法與讀後感是一樣的，只需在第一部分簡述所觀的內容，然後引出觀點，展開論述就可以了。
當然要寫好讀後感，關鍵還要讀透材料，抓准感點。怎樣讀透材料?一般說，如

3. 英語作文100-150字 按題目要求寫作

With the development of the society,people pay more and more attention to ecation.As a result,thousands of students take part in various examinations.However,some students have been found cheating on their exams.Some of them from each others,some took out their textbooks or reference books to ,some copied from small pieces of paper on which they had prepared for the exam,still some used the modern communication tools such as BP,mobile phone as a way to cheat on exams.

4. 英語作文題目是什麼

英語作文題目你要是想進行寫作的話，首先要看看它是進行什麼類型的。

5. 有關英語作文題目

High school dream

High school musical of my new life

6. 英語作文寫作

你一個同學最近心情不太好，因為她的英語不好，請給她一些建議

7. 英語作文題目

1. The power of smiles微笑的力量 2. The meaning of life人生的意義 3. Value every minute珍惜每一分(秒) 4.Never give up永不放棄 5.The greatest pain in life人生最大的悲痛 6.Shake it off and step up重整旗鼓向前進 7.Nothing to fear無所畏懼 8.Yesterday, today and tomorrow昨天,今天和明天 9 Love is understanding愛就是理解 10.Grandma's vase/grandpa's chair/mom's gloves/dad's bike 外婆的花瓶/爺爺的椅子/母親的手套/父親的自行車 提問者：RBilly - 助理 二級 : 選了十個題目.你可試寫一兩個.平時多下手寫寫感想.多思考些日常小事, 其實就是把你平時的一些想法,或是注意到一些現象,整理一下.加點個人想法,就會是一篇很好的文章了.只要是發自內心的聲音都會是動聽的.考試時你也會下筆如神了.懂嗎? 祝好! 隨便寫點什麼,可是一些感想,也可以是一小段描寫,總之你能中文寫的東西也要嘗試著用英語寫,這樣時間久了就好了.

8. 英文寫作題

Some people, from the time they are in first grade, know they want to be teachers. For others, the idea can be a sudden insight, or a feeling that ferments for years in some remote corner of their consciousness. Regardless of where the idea comes from, for many, the images associated with becoming a teacher are compelling. However, as is often the case in life, the differences between images and reality can be stark and unsettling. This is the reason for this page.

We all know that as the "Baby Boomers" retire and leave teaching in large numbers over the next ten years, probably more than a million new teachers will be needed to replace them, let alone hundreds of thousands needed to keep pace with the growth of student populations. Perhaps you will be one of them. Perhaps not. Please read on.

This page is about some basic teacher-things. For sure, not every person who wants to be a teacher should be a teacher. There is a vast gulf between the ideal of teaching and the reality of the classroom. Teaching probably won't make you rich, and, to be sure, no one should make any career decision without gathering as much information as possible. This page is a start.

Teaching is like no other profession. As a teacher, you will wear many hats. You will, to name but of a few of the roles teachers assume in carrying out their ties, be a communicator, a disciplinarian, a conveyor of information, an evaluator, a classroom manager, a counselor, a member of many teams and groups, a decision-maker, a role-model, and a surrogate parent. Each of these roles requires practice and skills that are often not taught in teacher preparation programs. Not all who want to be teachers should invest the time and resources in preparation programs if they do not have the appropriate temperament, skills, and personality. Teaching has a very high attrition rate. Depending on whose statistics you trust, around forty percent of new teachers leave teaching within the first five years. It is obviously not what they thought it would be. One thing for sure, it's about more than loving kids.

Make no mistake; as a teacher, your day doesn't necessarily end when the school bell rings. If you're conscientious, you will be involved in after school meetings, committees, assisting students, grading homework, assignments, projects, and calling parents. All these demand some sacrifice of your personal time. If you're committed to excellence as a teacher, it's a sacrifice you can live with. If not, you will be uncomfortable at best.

Teacher preparation programs exist in every state, and the requirements vary. You will have many options from which to choose. Choose wisely. My own advice is to select a program that offers a rich and solid foundation of courses, regardless of whether you intend to teach at the elementary, middle school, or high school level. I believe that no teacher ecation program, including the one in which I teach, can actually teach you how to teach. Rather, what we do is get you ready to learn how to teach, and that takes place on the job. My advice is to choose a program that offers a rich balance of subject matter content courses and pedagogy, including clinical experience in all its forms. You are learning both skills and understandings in any teacher ecation program. Practice those skills as perfectly as possible, and strive each day to deepen your understandings of the concepts, theories and generalizations that you encounter. By doing so, you will build a solid foundation for learning how to teach once you become employed, and, you will be a better teacher.

From my own teaching experience and from discussions and teaching many hundreds of teachers and thousands of teacher ecation students, there emerge common threads of understanding and skill that good teachers weave into an effective personal style of teaching. Assess your own knowledge and values in terms of your thoughts about the following:

Good teachers:

are good at explaining things. Do you like to explain how something works, or how something happened? Being comfortable with explaining content to students is an essential skill for teachers.

keep their cool. There will be times when you will be tempted to scream or yell at your students, other teachers, parents, administrators, and so on. Good teachers are able to successfully resist this urge.

have a sense of humor. Research has consistently shown that good teachers have a sense of humor, and that they are able to use humor as part of their teaching methods. Humor, used properly, can be a powerful addition to any lesson.

like people, especially students in the age range in which they intend to teach. Most teachers choose an area of specialization such as elementary ecation, special ecation, secondary ecation, or higher ecation because they have a temperament for students in those age ranges. If you are not comfortable working with young children, don't major in elementary ecation!

are inherently fair-minded. They are able to assess students on the basis of performance, not on the students' personal qualities.

have "common sense." It may sound a bit corny, but good teachers are practical. They can size up a situation quickly and make an appropriate decision. Whether managing a classroom, leading students on a field trip, seamlessly shifting from one instructional procere to another, assigning detentions, supervising an intern, or dealing with policy and curriculum issues in the school, there is no substitute for common sense.

have a command of the content they teach. For elementary school teachers, that means having knowledge of a broad range of content in sufficient depth to convey the information in meaningful ways to the students. For secondary school teachers, it usually means having an in-depth command of one or two specific content areas such as mathematics or biology.

set high expectations for their students and hold the students to those expectations. If you are thinking about becoming a teacher, you should set high expectations for yourself, and demand excellence not only of yourself, but your students as well.

are detail oriented. If you are a disorganized person in your private life, you will find that teaching will probably be uncomfortable for you. At the very least, teachers must be organized in their professional and teaching ties. If you're not organized and are not detail oriented, teaching may not be the best choice of a profession for you.

are good managers of time. Time is one of the most precious resources a teacher has. Good teachers have learned to use this resource wisely.

can lead or follow, as the situation demands. Sometimes, teachers must be members of committees, groups, councils, and task forces. Having the temperament to function in these capacities is extremely important. At other times, teachers assume leadership roles. Be sure you are comfortable being a leader or a follower, because sooner or later, you will be called on to function in those roles.

don't take things for granted. This applies to everything, from selecting a college or school of ecation to filing papers for certification. Good follow-through habits should be cultivated throughout life, but they are never more important than ring your teacher ecation program. Read the catalog, know the rules, be aware of prerequisites and meet deadlines. In one sense, you don't learn to teach by getting a degree and becoming certified. You learn to teach in much the same way you learned to drive -- by driving. You learn to teach by teaching, by making mistakes, learning from them and improving. The purpose of a teacher ecation program is to get you as ready as possible to learn how to teach by subjecting you to a variety of methods and experiences that have a basis in tradition and research.

All of these qualities define some of the characteristics of good teachers. If it is not your goal to become a good teacher at the very least, perhaps thinking about the above will help you see other career alternatives. A good idea, when first making such a decision, is to talk to teachers. Find out what they do, and what led them into teaching. Do a personal inventory of your own values, personality, preferences and goals. But, whatever you do, don't go into teaching simply because you love kids!

9. 關於英語作文題目的寫法

因為題目是首先映入讀者眼簾的，所以要注意題目的書寫位置。內一定要在試卷作文紙上容的上方中間位置書寫。同時還應在話題和正文之間留出一定的距離，即比正文行距稍寬一些。其次，要注意題目的大小寫，第一個單詞的第一個字母和最後一個單詞的第一個字母一定要大寫。中間的單詞除冠詞、連詞（但如連詞的字母多於5個，則大寫)和介詞外，其他的詞都應該大寫第一個字母。比如： 例1誤：Attitudes toward Money 正：Attitudes Toward Money

10. 英文寫作,題目:My First Day in the University ,求助啊~~

我在大學里的第一天(My first day in college)

My first day in college was frustrating at first while pleasantly surprising at the end.

The new campus was quite different from what I dreamed of. Actually it was as big as my high school. Besides instead of huge buildings, there were only some small ones. Although it took me some time to make my decision, I finally made up my mind not to beat a retreat. After all, you couldn』 judge a book by its cover, as an old idem told us, so did my college. And what happened next proved that I chose a wise choice.

On entering the dormitory, I met 10 smiling faces that greeted me warmly, which made me pretty amazed and delighted. It was a great honor for me to be arranged to live with 10 freshmen who came from 9 different provinces. We liked each other at first sight. Sharing our experiences and talking without any embarrassment, we felt like long last friends.

Visiting came in the afternoon when the college leaders and teachers came to our dormitory to give us worm welcome. Whenever we need help, someone always came to lend us a hand. I never felt myself a new comer, but a member of the big family.

That life was not all roses was what I learned on my first day in college. I realized that difficulties in life couldn』t be avoided, but that if one didn』t run away but met unexpected hardship, one mastered all obstacles and at the came out victorious.