英語作文合集【6篇】
在日常學(xué)習(xí)、工作或生活中，許多人都寫過作文吧，作文是一種言語活動，具有高度的綜合性和創(chuàng)造性。你所見過的作文是什么樣的呢？下面是小編整理的英語作文6篇，僅供參考，大家一起來看看吧。
英語作文 篇1
�。║nhealthy Lifestyle）
I have an unhealthy lifestyle, so I am not healthy. I never exercise. I take a bus to school every morning. My eating habits are very bad. I eat too much meat and a few vegetables. I eat fruit once or twice a week. I like junk food very much. I eat it twice a day. I never drink milk. I sleep seven hours every night. So I think I am unhealthy. Now, I know good health will help me get good grades. So you see, I am looking after my health now.
英語作文 篇2
Greetings, alumni, graduates, families, and friends. It is such a pleasure to see you all here and offer congratulations on this day of celebration. I am in the unenviable role of warm-up act for one of the greatest storytellers of our – or any other – time. Nevertheless, my assignment is to offer a few reflections on this magnificent institution at this moment in its history. And what a moment it is!
From comments of astonished pundits ontelevision, in print, and online, to conversations withbewildered friends and colleagues, the question seems unavoidable and mesmerizing: What isgoing on? What is happening to the world? The tumultuous state of American politics,spotlighted in this contentious presidential contest; the political challenges around the globefrom Brazil to Brexit; the Middle East in flames; a refugee crisis in Europe; terrorists exploitingnew media to perform chilling acts of brutality and murder; climate-related famine in Africaand fires in Canada. It is as if we are being visited by the horsemen of the apocalypse with war,famine, natural disaster and, yes, even pestilence – as Zika spreads, aided by politicalcontroversy and paralysis.
As extraordinary as these times may seem to us, Harvard reminds us we have been herebefore. It is in some ways reassuring at this 365th Commencement to recall all that Harvardhas endured over centuries. A number of these festival rites took place under clouds of war;others in times of financial crisis and despair; still others in face of epidemics – from smallpoxin the 17th century to the devastating flu of 1918 to the H1N1 virus just a few years ago.Harvard has not just survived these challenges, but has helped to confront them. We sing inour alma mater about 'Calm rising through change and through storm.' What does that meanfor today's crises? Where do universities fit in this threatening mix? What can we do? Whatshould we do? What must we do?
We are gathered today in Tercentenary Theatre, with Widener Library and Memorial Churchstanding before and behind us, enduring symbols of Harvard's larger identity and purposes,testaments to what universities do and believe at a time when we have never needed themmore. And much is at stake, for us and for the world.
We look at Widener Library and see a great edifice, a backdrop of giant columns where photosare taken and 27 steps are worn down ever so slightly by the feet of a century of students andscholars. We also see a repository of learning, with 57 miles of shelving at the heart of a librarysystem of some 17 million books, a monument to reason and knowledge, to the collection andpreservation of the widest possible range of beliefs, and experiences, and facts that fuel freeinquiry and our constantly evolving understanding. A vehicle for Veritas – for exploring thepath to truth wherever it may lead. A tribute to the belief that knowledge matters, that factsmatter – in the present moment, as a basis for the informed decisions of individuals, societies,and nations; and for the future, as the basis for new insight. As James Madison wrote in 1822, 'a people who mean to be their own Governors, must arm themselves with the power thatknowledge gives.' Or as early 20th-century civil rights activist Nannie Helen Burroughs put it, 'education is democracy's life insurance.'
Evidence, reason, facts, logic, an understanding of history and of science. The ability to know,as former dean Jeremy Knowles used to put it, 'when someone is talking rot.' These are thebedrock of education, and of an informed citizenry with the capacity to lead, to explore, toinvent. Yet this commitment to reason and truth – to their pursuit and preeminence –seems increasingly a minority viewpoint. In a recent column, George Will deplored thenation's evident abandonment of what he called 'the reality principle – the need to assessand adapt to facts.' Universities are defined by this principle. We produce a ready streamof evidence and insights, many with potential to create a better world.
So what are our obligations when we see our fundamental purpose under siege, our reasonfor being discounted and undermined? First, we must maintain an unwavering dedication torigorous assessment and debate within our own walls. We must be unassailable in ourinsistence that ideas most fully thrive and grow when they are open to challenge. Truthcannot simply be claimed; it must be established – even when that process isuncomfortable. Universities do not just store facts; they teach us how to evaluate, test,challenge, and refine them. Only if we ourselves model a commitment to fact over whatStephen Colbert so memorably labeled as 'truthiness' (and he also actually sometimes called it'Veritasiness!'), only then can we credibly call for adherence to such standards in public lifeand in a wider world.
We must model this commitment for our students, as we educate them to embrace theseprinciples – in their work here and in the lives they will lead as citizens and leaders of nationaland international life. We must support and sustain fact and reason beyond our walls as well.And we must do still more.
Facing Widener stands Memorial Church. Built in the aftermath of World War I, it was intendedto honor and memorialize responsibility – not just the quality of men and women's thoughts,but, as my predecessor James Conant put it, 'the radiance of their deeds.' The more than1,100 Harvard and Radcliffe students, faculty, and alumni whose names are engraved on itswalls gave their lives in service to their country, because they believed that some things hadgreater value than their own individual lives. I juxtapose Widener Library and Memorial Churchtoday because we need the qualities that both represent, because I believe that reason andknowledge must be inflected with values, and that those of us who are privileged to be part ofthis community of learning bear consequent responsibilities.
Now, it may surprise some of you to hear that this is not an uncontroversial assertion. For thismorning's ceremony, I wore the traditional Harvard presidential robe – styled on thegarment of a Puritan minister and reminding us of Harvard's origins. Values were an integralpart of the defining purpose of the early years of Harvard College, created to educate a learnedministry. Up until the end of the 1800s, most American college presidents taught a course onmoral philosophy to graduating students. But with the rise of the research university in the latenineteenth and early twentieth century, moral and ethical purposes came to be seen as atodds with the scientific thinking transforming higher education.
But in today's world, I believe it is dangerous for universities not to fully acknowledge andembrace their responsibilities to values and to service as well as to reason and discovery.There is no value-free science. There is no algorithm that writes itself. The questions we chooseto ask and the research we decide to support; the standards of integrity we expect of ourcolleagues and students; the community we build and the model we offer: All of this is centralto who we are.
We can see these values clearly in the choices and passions of our faculty and students: in themotto of Harvard Business School, which you heard this morning uttered by the dean, thecommitment to make 'a difference in the world.' Most of the University would readilyembrace this sentiment. In the enthusiasm of students and faculty, we see it as well. Fromacross the University – graduate, professional, and hundreds of undergraduates – we see aremarkable enthusiasm, for example, for the field of global health because it unites thepower of knowledge and science with a deeply-felt desire to do good in the world – to lead livesof meaning and purpose. This spirit animates not just global health but so much of all we do.Harvard is and must be a community of idealists. And today, we send thousands of you –doctors, lawyers, teachers, artists, philosophers, business people, epidemiologists, publicservants – into the world.
For our youngest students, those just beginning to shape their adult lives, those who todayreceived what the ritual language of Commencement calls 'their first degree,' for them, thesequestions of values and responsibility take on particular salience. Harvard College is aresidential community of learning with a goal, in the words of its dean, of personal and socialas well as intellectual transformation. Bringing students of diverse backgrounds to livetogether and learn from one another enacts that commitment, as we work to transformdiversity into belonging. In a world divided by difference, we at Harvard strive to be united byit. In myriad ways we challenge our students to be individuals of character as well as oflearning. We seek to establish standards for the College community that advance ourinstitutional purposes and values. We seek to educate people, not just minds; our highestaspiration is not just knowledge, but wisdom.
Reason and responsibility. Widener and Memorial Church. Harvard and the world. We have avery special obligation in a very difficult time. May we and the students we send forth todayembrace it. Thank you very much.
英語作文 篇3
I am a boy in the age of ugly in appearance, is not high, not short, not fat not thin, long a pair of small eyes, slightly different is my skin is very white, my mother said, as if it is made of tofu, but my perseverance and courage but steely, not vague.
Last summer, my mother bought me a pair of skating shoes. I just bought a home, my mother didn't let me move, please speak a coach to teach me, but I don't believe in evil, I opened the package, the helmet, knee, palm to wear etc. altogether, such as good arm, mother came to help me, I pushed my mother's hand, and leaning on the sofa the wall step by step on the balcony of norway. On the balcony, I grabbed the burglar window, and practiced on the left and right for a short time. In less than half an hour, I could slip away, so I shouted to my mother, "Mom, look at me, I will." Who knows the voice has just fallen, I just sat down on the ground, and we laughed together: why not? Laughing, climbing up and practicing, so, two days after falling and falling down, there was a skating boy coming and going like the wind.
I have many hobbies in sports outside, also love singing, playing the piano, when done in a command, the school's literary activities. But I love the most is reading, therefore, my mother called "little bookworm."
Maybe I did not work seriously and actively, and I created a "myth" - six consecutive year's deputy monitor. Each semester, the "Vice" follow me, let me lose masculinity. I often dream, why didn't the eclipse of the moon eclipse that "vice word"? Without this "pair" word I do not have a feeling of exaltation upon fulfillment? Heh heh... Come on.
翻譯
我是一個其貌不揚的男孩，在同齡人中，不高不矮，不胖不瘦，長著一雙小眼睛，略微不同之處是我的皮膚很白，媽媽說，好象是豆腐做的，但我的毅力和勇氣 卻如同鋼鐵般堅韌，決不含糊。
去年暑假的時候，媽媽給我買了一雙溜冰鞋。剛買回家的時候，媽媽不讓我亂動，說得請個教練教我，可我不信邪，我打開包裝，把頭盔、護(hù)膝、護(hù)掌等一股腦兒往身上戴，等武裝好后，媽媽過來想幫我，我推開媽媽的手，扶著沙發(fā)和墻壁一步一步往陽臺上挪。在陽臺上，我抓住防盜窗，左一下右一下地練習(xí)邁步，不到半小時，我就可以放手滑動了，于是我沖媽媽大喊：“媽媽，快看我，我會了�！闭l知話音剛落，我就一屁股坐到了地上，我們不約而同地大笑：怎么沒有護(hù)屁股的呢？一邊笑，一邊爬起來接著練，就這樣，在摔摔倒倒的兩天后，家里出現(xiàn)了一個來去如風(fēng)的.滑冰男孩。
我愛好廣泛，除運動以外，還喜歡唱歌、彈琴，在學(xué)校的文藝活動中當(dāng)過指揮、做過領(lǐng)唱。但我最喜歡的是看書，為此，被媽媽叫做“小書蟲�！�
也許是我做事不夠認(rèn)真和積極，我創(chuàng)造了一個“神話”—連續(xù)六年副班長。每學(xué)期開學(xué)，那個“副”字總跟著我，讓我頓失陽剛之氣。我常夢想，為什么月蝕時沒有蝕到那個“副字”呢？沒有這個“副”字我不就揚眉吐氣了嗎？嘿嘿…加油！
英語作文 篇4
I received the invitation from my little brother. I went to see animation festival in Wuhan on May 1st. On the morning of May 1st, we took the 7:30 train to Wuhan.
To the little brother's home, I opened the TV to understand the "Animation Festival". The big brother rushed into the study, opened the computer to play games, the little brother played in another computer, and they surf on the Internet.
Just watch TV play, grandma called us to dinner. After eating delicious food, we went on playing. My mother said, "today is labor day, not playing Festival". We heard laughing and "playing the festival?" Never heard of, but after the tree play Festival is also good, that we can justifiably play.
The weather is too hot. Adults want us to go to the "Animation Festival" tomorrow morning. I suggest that I and my big brother go to Huazhong University of Science and Technology to work with two aunts and two aunts to feel the atmosphere of the University. Dad also said that he had never been to the first-class university in China, which was a lifelong regret for him. None of our three children agreed with the grown-ups, because we had our own activities. Since the Spring Festival, we didn't play together after the Qingming Festival.
The adults went out. The three of us were at home, each of whom had a computer, and played the online war. Three people go online to kill.
Today, no adults at home may day, we are very happy.
英語作文 篇5
I was a pretty girl, a pair of big eyes, always watery, love to wear a pink dress, go to where, I like a flame of passion, students are very love me, they told me a little secret in my heart, willing to make friends with me, in students in mind, I am a beautiful princess, bring beauty and joy to them.
A soldier who is not a general is not a good soldier. He doesn't want to be a student of a monitor. He is not a good student. I dream of being a squad leader, giving full play to his communication skills and organizing activities. Organize the whole class, make good study, carry out rich and colorful activities, and create a new class of civilization, harmony and positive.
If I'm really elected class leader, I will set an example to ask others to do it first. Strictly abide by the rules and norms, strict with oneself. I will treat every student well, which is difficult, and calls the whole class to reach out to help. I will do a good teacher aides, anxious teachers anxious, want to think of the teacher, the teacher refers to where, where to do. I will bring forth new ideas and carry out sports activities, get-together, knowledge competitions and other colorful activities under the support of teachers, so as to form a lively and optimistic class atmosphere.
Our monitor is my desire, I believe I have the ability and confidence to accept the position of the monitor, I hope everyone can support the vote, "give me a chance, I also surprise you."
英語作文 篇6
"The primary goal of technological advancement should be to increase people's efficiency so that everyone has more leisure time."
The speaker contends that technology's primary goal should be to increase our efficiency for the purpose of affording us more leisure time. I concede that technology has enhanced our efficiency as we go about our everyday lives. Productivity software helps us plan and coordinate projects; intranets, the Internet, and satellite technology make us more efficient messengers; and technology even helps us prepare our food and access entertainment more efficiently. Beyond this concession, however, I find the speaker's contention indefensible from both an empirical and a normative standpoint.
The chief reason for my disagreement lies in the empirical proof: with technological advancement comes diminished leisure time. In 1960 the average U.S. family included only one breadwinner, who worked just over 40 hours per week. Since then the average work week has increased steadily to nearly 60 hours today; and in most families there are now two breadwinners. What explains this decline in leisure despite increasing efficiency that new technologies have brought about? I contend that technology itself is the culprit behind the decline. We use the additional free time that technology affords us not for leisure but rather for work. As computer technology enables greater and greater office productivity it also raises our employers' expectations--or demands--for production. Further te
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