圖表類型

餅圖（動態）

作文題目

The charts show the favourite TV programmes for different age groups.

要素回憶

見下圖。

寫作指導

動態多餅圖的寫法：

1、如果多個餅圖有共同的最大占比，則應當把最大占比合并描寫，同時寫占比、縱比。剩余項目按照縱比進行分組。

2、如果多個餅圖沒有共同的最大占比，有兩種寫法：

1) 每個圖各自從大寫到小，第二幅圖在寫占比的同時交待縱比（僅適用于兩個餅）。

2) 交代每個圖各自的最大占比，然后按照縱比進行分組。

注意：本圖是按照年齡段劃分的圖，此類圖形在寫作上采取動態圖的方法來寫。

本圖的寫法：

1、交代各個年齡段最喜歡的節目。10-15歲：cartoon, sports & drama. 16-20歲：drama & film. 21-25歲：news。

2、按照縱比分組：

1) 隨年齡增長而上升：news.

2) 隨年齡增長而下降：sport.

3) 先上升后下降：drama & film.

4) 先下降后上升：cartoon.

字數充足時，無需寫結論。

類似真題

劍8-2

作文題目

Universities and colleges are now offering qualifications through distance learning from the Internet rather than face-to-face interaction in the classroom. Do you think the advantages of this development outweigh the disadvantages?

題目翻譯

大學現在通過網絡而不是課堂教學來頒發資格證書。你認為這種趨勢的好處大于它的壞處嗎？

話題分類

教育類（與科技類結合）

題型類別

利弊分析

是否舊題

新題，但與多道老題寫法上一致。與“十大話題萬能分類題庫”中教育類話題的第三道母題非常接近。

話題分析

本題不是簡單的遠程教育，而是”offer qualifications through distance learning”. Qualification包括：certificates, diplomas, 以及Bachelor degrees.在寫缺點時，可以適當考慮一下這一點。另外要注意，本題為利弊分析題型，寫遠程教育的好與壞，千萬不要寫成遠程教育和傳統教育的好處。

類似話題

1. Many people use distance-learning programmes (study material post, TV, Internet, etc.) to study at home, but some people think that it cannot bring the benefit as much as attending college or university. To what extent do you agree or disagree with this opinion? (041113, 081023, 100515)

2. Students at schools and universities learn far more from lessons with teachers than from other sources (such as the Internet and television). To what extent do you agree or disagree? (090115)

結構思路

本題屬于“利弊分析”題型，利弊分析的題型有三種類別：1、利與弊；2、利是否大于弊？3、利or弊？第一種類別的格式都非常簡單，采用“雙邊支持”的寫法，正文兩段一段寫優點，一段寫缺點就可以了。而第二、第三種的除了用之前的寫法之外，還能采用“單邊支持”寫法，即駁斥自己不贊同的一面，再支持自己贊同的一面就可以了。

下面以較容易寫的“雙邊支持”為例。文章的觀點為壞處大于好處。

思路借鑒：

遠程教育的好處：

遠程教育給那些不能上課的人提供了上學的機會。Distance learning can expand access to education and training for both general populace and businesses since its flexible scheduling structure lessens the effects of the many time-constraints imposed by personal responsibilities and commitments. Distance learning may enable students who are unable to attend a traditional school setting due to disabilities, handicaps, or sicknesses such as decreased mobility and immune system suppression to get a good education, and may provide equal access regardless of socioeconomic status or income, area of residence, gender, race, age, or cost per student.

遠程教育的壞處：

1、缺乏互動。However, distance education does not provide any face-to-face interaction between people. Researchers have shown that people learn best not by cramming textbooks but by communicating with teachers and classmates. It is the discussion, the debates, and the exchange of ideas that really count. Through daily interaction, fellow students exert a subtle but significant influence over each other. People are less likely to get inspired or motivated when they take a course over the Internet. Besides, distance learning often adds to one’s loneliness.

2、學生很難堅持。Furthermore, the freedom offered by distance education actually backfires on the students. Many cannot follow through a course because they are not committed enough. Unlike school education, distance learning follows no strict schedule. Students themselves decide everything. Understandably, this kind of freedom is often abused. It is regrettable but true that most students lack perseverance and need to be constantly reminded or even goaded to finish a course.

結論段：遠程教育只能作為一個傳統教育的補充。In conclusion, despite its unparalleled advantages of distance education, its shortcomings are still quite obvious. Therefore, it is suggested that distance education should only act as a supplement to traditional education.

擴展閱讀

http://en.wikipedia.org/wiki/Distance_education

Benefits

Distance learning can expand access to education and training for both general populace and businesses since its flexible scheduling structure lessens the effects of the many time-constraints imposed by personal responsibilities and commitments. Devolving some activities off-site alleviates institutional capacity constraints arising from the traditional demand on institutional buildings and infrastructure. As the population at large becomes more involved in lifelong learning beyond the normal schooling age, institutions can benefit financially, and adult learning business courses may be particularly lucrative. Distance education programs can act as a catalyst for institutional innovation.

Distance learning may enable students who are unable to attend a traditional school setting due to disabilities, handicaps, or sicknesses such as decreased mobility and immune system suppression to get a good education, and may provide equal access regardless of socioeconomic status or income, area of residence, gender, race, age, or cost per student. Applying universal design strategies to distance learning courses as they are being developed (rather than instituting accommodations for specific students on an as-needed basis) can increase the accessibility of such courses to students with a range of abilities, disabilities, learning styles, and native languages. Distance education graduates, who would have never have been associated with the school under a traditional system, may donate money to the school.

Criticism
Barriers to effective distance education include obstacles such as domestic distractions and unreliable technology as well as students' program costs, adequate contact with teachers and support services, and a need for more experience.

Some students attempt distance education without proper training of the tools needed to be successful in the program. Students must be provided with training on each tool that is used throughout the program. The lack of advanced technology skills can lead to an unsuccessful experience. Schools have a responsibility to adopt a proactive policy for managing technology barriers.

Because online courses may have no upper size limit, there is a theoretical problem about the application of traditional teaching methods to online courses. Daniel Barwick noted that there is no evidence that large class size is always worse or that small class size is always better, although a negative link has been established between certain types of instruction in large classes and learning outcomes; he argued that higher education has not made a sufficient effort to experiment with a variety of instructional methods to determine whether large class size is always negatively correlated with a reduction in learning outcomes. Early proponents of Massive Open Online Courses (MOOC)s saw them as just the type of experiment that Barwick had pointed out was lacking in higher education, although Barwick himself has never advocated for MOOCs.