大学思辨英语写作Unit 2 Empathy and Justice
大学思辨英语教程写作2单元答案
⼤学思辨英语教程写作2单元答案 ⼤学思辨英语教程写作第2单元的答案⼤家看到了吗?下⾯是店铺给⼤家整理的⼤学思辨英语教程写作2单元答案，供⼤家参阅! ⼤学思辨英语教程写作2单元答案Part III: Language Study Activity 5 Read Text A and Text B and find more examples of concrete language and figurative language. Then discuss their functions with your partner. Activity 6 The following sentences are developed from the sentence Sheila replied,“I don’tknow where he is.”With different concrete details, Sheila becomes different kindsof person.Discuss with your partner your understanding of what kind of personSheila is in each context. 1) Sheila rolled her eyes and sighed loudly, then threw up her hands in exasperation and replied curtly, “I don’t know where he is.” Sheila was quick-tempered. 2) Staring blankly out of the window, Sheila exhaled softly, closed her eyes for a moment and replied, “I don’t know where he is.” Sheila was gentle. 3) Sheila stared at her mother, teary-eyed, shuddering with fear, and sobbingly replied, “I don’t know where he is.” Sheila was timid /fearful. 4) Sheila continued to pass the items over the scanner, staring down at the counter, and without even looking at the customer, replied indifferently, “I don’t know where he is.” Sheila was impolite. Activities 7-8 Suggestions for instructors: These two activities would help students to practice the characterization skills as well as characterization through concrete and/or figurative language.We suggest that the teacher could ask students to work on the two activities themselves first. If in class, the teacher could ask students to select one task from each activity and work in pair about 10 minutes. Then the teacher could ask students to share their work and arrange the whole class to appreciate their writing. More examples for Activity 8 The old woman looked old and sad. A. When I came out of the train, I heard someone sobbing. I headed towards the direction whereby the sobbing came from. I spotted an old woman with wrinkled skin and silver hair. She had teeth that had yellowed with age. She also looked miserable and gloomy. The old woman was sitting in a humid corner whereby no one cared about her. As I went closer to her, I could see tears streaming down her face. I realized that she was hunched-back. I could tell from her appearance that she was a burden to her family. B. The frail-looking lady inched forward like she only had a limited space to move her feet. From a far distance, I could see her wrinkled skin and her teeth that had yellowed with age. She looked cheerless with sunken eyes and cheeks. Her sinewy hands looked like she had worked hard for many years. She looked really feeble and seemed like she could not even swat a fly without missing it. Her silvery hair was no longer bright and shiny, but instead it was dull. Her face was gloomy and her smile was gone. She hunched her back and took a couple of steps forward. She looked up in dismay and sighed. If time permits, the instructor can ask students to work in groups and list five ways to show that a person is sad, or angry or happy. For example: On entering the door I remembered the doll I had broken. I felt my way to the hearth and picked what I had done, and for the first time I felt repentance and sorrow.—The Story of My Life —The Diamond Necklace 第5 / 6页 She wept at once, with sudden, wild abandonment, in her sister’s arms.—The Story of an Hour After Harry Potter’s parents were killed, baby Harry was put onto the doorsteps of his uncle and aunt which made Hagrid, Professor McGonagall and Dumbledore sad: For a full minute the three of them stood and looked at the little bundle; —Harry Potter and the Sorcerer’s Stone Harry.– (Fred was killed andHermione was sad, Harry Potter and the Deathly Hallows) Hermione Before Harry could say or do anything, she tucked the enormous ran toward the staircase to the girls’ dormitories and out of sight.—Harry Potter and the Prisoner of Azkaban face as low as possible, wiping them off on his robes, pretending to do up his shoelace, so that Lupin wouldn't see.–Harry Potter and the Prisoner of Azkaban “You may rest assured that she will be punished,” Mr. Crouch added coldly. “M-m-master…” Winky stammered, looking up at Mr. Crouch, “M-m-master, p-p-please…”—Harry Potter and the Goblet of Fire —Harry Potter and the Goblet of Fire “Master Barty, you bad boy!” whispered Winky, tears trickling between her fingers. —Harry Potter and the Goblet of Fire ⼤学思辨英语教程写作2单元答案Part II: Case Analysis Activity 3 Read Text A and consider how the author keeps moving the plot of the story forward. What techniques are employed to develop the characters? Task 1 Understanding the text Task 2 Responding to the text Write your answer to each question in full sentences. Then discuss your answers withyour partner. 1) What had happened in the past 20 years to Jimmy and Bob? Jimmy became a policeman while Bob got rich by involving in criminal activities. 2) What kind of person was Jimmy in the eyes of Bob? Could you imagine Bob’sfeeling while he was waiting for Jimmy? Jimmy was a nice and honest guy. He was excited and proud that he had been “successful”. 3) How did Jimmy deal with the awkward situation? He did not reveal his real identity. 4) If you were Jimmy, how would you deal with the awkward situation? Answers may vary. Activity 4 Read Text B and consider how the author presents the change of the Selfish Giant. What techniques are employed to develop the character Giant? Task 1 Understanding the text Complete the chronological outline of the text. Include the most important events in the story. 1) Children liked to play in the Giant’s garden. 5) Every afternoon, when school was over, the children came and played withthe Giant. 6) Years went over, and the Giant grew very old and feeble. 7) One winter morning he looked out of his window he found a tree covered with lovely white blossomsand underneath it stood the little boy he had loved. 8) When the children ran in that afternoon, they found the Giant lying deadunder the tree, all covered with white blossoms. Task 2 Responding to the text Write your answer to each question in full sentences. Then discuss your answers with your partner. 1) Why was the Giant unhappy to see the children playing in his garden when he cameback from his visit to his friend? Have you ever seen a similar phenomenon in your life? He thought the garden was his and he did not want to share it with others. 2) How did the author present the Giant’s realization of his selfishness? Through a monologue “my own garden is my own garden” and his action of putting a no trespassing sign. 3) What did the Giant gain by allowing the children to play in his garden? He gained happiness. 4) What role did the little boy play in the development of the story? The little boy changed the selfish giant into a loving giant and as a symbolic figure(angel); he was very important. ⼤学思辨英语教程写作2单元答案Part I: Learning the Skills Activity 1 Beaver Goes Shopping Read the following story and discuss with your partner the techniques used in developing the character Beaver. What Beaver says Beaver talked to different animals about what food to buy. He communicated with several animals about his food. What Beaver does Beaver talked and acted and kept trying different food after listening to different people’s advice. What Beaver thinks and feels He felt sad ( unhappy) when he couldn’t find the food he wanted and happy when he got the carrots. Activity 2 The following two passages are about two best friends, Deanna and Beverly. Read thetwo passages carefully and discuss with your partner the techniques the authors useto develop the characters in each passage. In Passage 2, highlight those sentences thatcan correspond tothe sentences ([1], [2], [3] and [4]) in Passage 1 and think about theimpact of these differences on readers’ impressions of the two characters. The technique here is whether using showing or telling in character development. While the first uses telling, the second mostly used showing with specific details and dialogues.。
公平之秤量善恶的英语作文
In the grand tapestry of human existence,the concept of fairness stands as a fundamental thread,weaving through the fabric of society and culture.It is the balance that measures the weight of good and evil,the moral compass that guides our actions and decisions.This essay will delve into the intricate nature of fairness,exploring its role in shaping our understanding of right and wrong,and the impact it has on our lives.Fairness,at its core,is the principle of impartiality and justice.It demands that we treat all individuals with equal respect and consideration,regardless of their background, status,or beliefs.This principle is deeply ingrained in our legal systems,where the law is expected to apply equally to everyone,ensuring that no one is unjustly favored or disadvantaged.However,fairness is not merely a legal concept it extends to our everyday interactions and relationships.In our personal lives,fairness manifests as the expectation of being treated with respect,honesty,and consideration.It is the foundation of trust and mutual understanding,allowing us to build strong and lasting connections with others.The balance of fairness also plays a crucial role in our moral judgments.It serves as the scale that weighs the actions of individuals,determining whether they align with our collective understanding of right and wrong.When we perceive an action as fair,it is often seen as morally good,reflecting a sense of justice and righteousness.Conversely, actions that are deemed unfair are considered morally wrong,evoking feelings of anger, resentment,and injustice.One of the most significant challenges in maintaining fairness is the presence of bias and prejudice.These factors can skew our perception of what is fair,leading us to favor certain individuals or groups over others.This can result in discrimination and inequality, undermining the very principles of fairness that we strive to uphold.To combat this,we must cultivate a sense of empathy and understanding,recognizing the unique experiences and perspectives of others.By doing so,we can better appreciate the complexities of fairness and work towards creating a more equitable society. Moreover,fairness is not a static concept it evolves with time and culture.What may be considered fair in one society or era may not be viewed the same way in another.This dynamic nature of fairness highlights the importance of continuous reflection and adaptation,ensuring that our understanding of fairness remains relevant and meaningful. In conclusion,fairness is a vital component of our social and moral framework,serving as the秤that measures the weight of good and evil.It is through the pursuit of fairnessthat we can strive for a more just and equitable world,where all individuals are treated with the respect and consideration they deserve.By acknowledging the complexities of fairness and working to overcome the challenges it presents,we can create a society that truly embodies the principles of justice and equality.。
大学思辨英语教程2课文翻译
大学思辨英语教程2课文翻译
1、中国式的学习风格
霍华德加德纳
1987年春，我和妻子埃伦带着我们18个月的儿子本杰明在繁忙的中国东部城市南京住了一个月，同时考察中国幼儿园和小学的艺术教育情况。
然而，我和埃伦获得的有关中美教育观念差异的最难忘的体验并非来自课堂，而是来自我们在南京期间寓居的金陵饭店的大堂。
2、我们的房门钥匙系在一块标有房间号的大塑料板上。
酒店鼓励客人外出时留下钥匙,可以交给服务员，也可以从一个槽口塞入钥匙箱。
由于口子狭小，你得留神将钥匙放准位置才塞得进去。
3、本杰明爱拿着钥匙走来走去，边走边用力摇晃着。
他还喜欢试着把钥匙往槽口里塞。
由于他还年幼，不太明白得把钥匙放准位置才成，因此总塞不进去。
本杰明一点也不在意。
他从钥匙声响中得到的乐趣大概跟他偶尔把钥匙成功地塞进槽口而获得的乐趣一样多。
4、我和埃伦都满不在乎，任由本杰明拿着钥匙在钥匙的槽口鼓捣。
他的探索行为似乎并无任何害处。
但我很快就观察到一个有趣的现象。
饭店里任何一个中国工作人员若在近旁，都会走过来看着本杰明，见他初试失败，便都会试图帮忙。
他们会轻轻握紧本杰明的手，直接将它引向钥匙的槽口，进行必要的重新定位，并帮他把钥匙插入槽口。
然后那位“老师”会有所期待地对着我和埃伦微笑，似乎等着我们说声谢谢一偶尔他会微微皱眉，似乎觉得我俩没有尽到当父母的责任。
5、我很快意识到，这件小事与我们在中国要做的工作直接相关:考察儿童早
期教育(尤其是艺术教育)的方式，揭示中国人对创造性活动的态度。
因此，不久我就在与中国教育工作者讨论时谈起了钥匙槽口一事.。
《大学思辨写作1》练习答案-Unit2EmpathyandJustice
Unit 2 Empathy and JusticePre-class exploration2. Look at the people around you. Select one of them and make a carefulobservation of this person such as his or her appearance, clothing, hairstyle, facialexpression and behavior (such as chewing gum or typing a text message). As youlook at the person, what general impression do you get? Do you like his or her lookor not? Does the person make you smile, chuckle, frown or feel annoyed? Then writedown your observations and discuss them with your partner. Suggestions for instructors:1The instructor can ask students to describe someone in class in detail and let the others guess who that person is.2The instructor can provide some pictures from newspapers or magazines so that the students can use those as discussion materials. Ask one group to describea certaincharacter in words and another group to draw the characterbased on the description.Part I: Learning the SkillsActivity 1 Beaver Goes ShoppingRead the following story and discuss with your partner the techniques used in developingthe character Beaver.What Beaver saysBeaver talked to different animals about what food to buy. He communicated with several animals about his food.What Beaver doesBeaver talked and acted and kept trying different food after listening to different people’s advice.What Beaver thinks and feelsHe felt sad ( unhappy) when he couldn’t find the food he wanted and happy when he got the carrots.Activity 2The following two passages are about two best friends, Deanna and Beverly. Read thetwo passages carefully and discuss with your partner the techniques the authors useto develop the characters in each passage. In Passage 2, highlight those sentences thatcan correspond tothe sentences ([1], [2], [3] and [4]) in Passage 1 and think about theimpact of these differences on readers’ impressions of the two characters.The technique here is whether using showing or telling in character development. While the first uses telling, the second mostly used showing with specific details and dialogues.Part II: Case AnalysisActivity 3Read Text A and consider how the author keeps moving the plot of the story forward. What techniques are employed to develop the characters?Task 1 Understanding the textCharacter(s):A policeman, the man waiting for his friend.Setting:Adimly-lightedstreet corner in New York at a chilly night.Plot:Beginning: A policeman was patrolling the street.Middle: The man who was waiting for his friend talked to the policeman.Ending: The man turned out to be a man wanted by the police.Point of view:Objective third point of view.Theme:Justice comes before friendship.Task 2 Responding to the textWrite your answer to each question in full sentences. Then discuss your answerswithyour partner.1)What had happened in the past 20 years to Jimmy and Bob?Jimmy became a policeman while Bob got rich by involving in criminal activities.2)What kind of person was Jimmy in the eyes of Bob? Could you imagine Bob’sfeeling while he was waiting for Jimmy?Jimmy was a nice and honest guy. He was excited and proud that he had been “successful”. 3)How did Jimmy deal with the awkward situation?He did not reveal his real identity.4)If you were Jimmy, how would you deal with the awkward situation?Answers may vary.Activity 4Read Text B and consider how the author presents the change of the Selfish Giant.What techniques are employed to develop the character Giant?Task 1 Understanding the textComplete the chronological outline of the text. Include the most important events in the story.1) Children liked to play in the Giant’s garden.2)One day the Giant came back and _put a sign up to keep the garden to himself__.3)Then the Giant had a long winterandspringnever came.4)One morning the Giant heard some lovely music and saw a most wonderful sight.5)Every afternoon, when school was over, the children came and played withthe Giant.6)Years went over, and the Giant grew very old and feeble.7)One winter morning he looked out of his window he found a tree covered with lovely white blossomsand underneath it stood the little boy he had loved.8)When the children ran in that afternoon, they found the Giant lying deadunder the tree, all covered with white blossoms.Task 2 Responding to the textWrite your answer to each question in full sentences. Then discuss your answers withyour partner.1)Why was the Giant unhappy to see the children playing in his garden when he cameback from his visit to his friend? Have you ever seen a similar phenomenon in your life?He thought the garden was his and he did not want to share it with others.2)How did the author present the Giant’s realization of his selfishness?Through a monologue “my own garden is my own garden” and his action of putting ano trespassing sign.3)What did the Giant gain by allowing the children to play in his garden?He gained happiness.4)What role did the little boy play in the development of the story?The little boy changed the selfish giant into a loving giant and as a symbolic figure(angel); he was very important.Part III: Language StudyActivity 5Read Text A and Text B and find more examples of concrete language and figurative language. Then discuss their functions with your partner.Activity 6The following sentences are developed from the sentence Sheila replied, “I don’t know where he is.”With different concrete details, Sheila becomes different kinds of person. Discuss with your partner your understanding of what kind of person Sheila is in each context.1)Sheila rolled her eyes and sighed loudly, then threw up her hands in exasperation and replied curtly, “I don’t know where he is.”Sheila was quick-tempered.2)Staring blankly out of the window, Sheila exhaled softly, closed her eyes for a moment and replied, “I don’t know where he is.”Sheila was gentle.3)Sheila stared at her mother, teary-eyed, shuddering with fear, and sobbingly replied, “I don’t know where he is.”Sheila was timid /fearful.4)Sheila continued to pass the items over the scanner, staring down at the counter, and without even looking at the customer, replied indifferently, “I don’t know where he is.”Sheila was impolite.Activities 7-8Suggestions for instructors:These two activities would help students to practice the characterization skills as well as characterization through concrete and/or figurative language.We suggest that the teacher could ask students to work on the two activities themselves first. If in class, the teacher could ask students to select one task from each activity and work in pair about 10 minutes. Then the teacher could ask students to share their work and arrange the whole class to appreciate their writing.More examples for Activity 8The old woman looked old and sad.A.When I came out of the train, I heard someone sobbing. I headed towards the direction whereby the sobbing came from. I spotted an old woman with wrinkled skin and silver hair. She had teeth that had yellowed with age. She also looked miserable and gloomy. The old woman was sitting in a humid corner whereby no one cared about her. As I went closer to her, I could see tears streaming down her face. I realized that she was hunched-back. I could tell from her appearance that she was a burden to her family.B.The frail-looking lady inched forward like she only had a limited space to move her feet. From a far distance, I could see her wrinkled skin and her teeth that had yellowed with age. She looked cheerless with sunken eyes and cheeks. Her sinewy hands looked like she had worked hard for many years. She looked really feeble and seemed like she could not even swat a fly without missing it. Her silvery hair was no longer bright and shiny, but instead it was dull. Her face was gloomy and her smile was gone. She hunched her back and took a couple of steps forward. She looked up in dismay and sighed.If time permits, the instructor can ask students to work in groups and list five ways to show that a person is sad, or angry or happy.For example:On entering the door I remembered the doll I had broken. I felt my way to the hearth and picked up the pieces. I tried vainly to put them together. Then my eyes filled with tears; for I realized what I had done, and for the first time I felt repentance and sorrow.—The Story of My LifeHe stopped, distracted, seeing that his wife was weeping. Two great tears ran slowly from the corners of her eyes toward the corners of her mouth.—The Diamond Necklace。
《大学思辨写作1》练习答案-Unit 2 Empathy and Justice
Unit 2 Empathy and JusticePre-class exploration2. Look at the people around you. Select one of them and make a carefulobservation of this person such as his or her appearance, clothing, hairstyle, facialexpression and behavior (such as chewing gum or typing a text message). As youlook at the person, what general impression do you get? Do you like his or her lookor not? Does the person make you smile, chuckle, frown or feel annoyed? Then writedown your observations and discuss them with your partner. Suggestions for instructors:1The instructor can ask students to describe someone in class in detail and let the others guess who that person is.2The instructor can provide some pictures from newspapers or magazines so that the students can use those as discussion materials. Ask one group to describea certaincharacter in words and another group to draw the characterbased on the description.Part I: Learning the SkillsActivity 1 Beaver Goes ShoppingRead the following story and discuss with your partner the techniques used in developingthe character Beaver.What Beaver saysBeaver talked to different animals about what food to buy. He communicated with several animals about his food.What Beaver doesBeaver talked and acted and kept trying different food after listening to different people’s advice.What Beaver thinks and feelsHe felt sad ( unhappy) when he couldn’t find the food he wanted and happy when he got the carrots.Activity 2The following two passages are about two best friends, Deanna and Beverly. Read thetwo passages carefully and discuss with your partner the techniques the authors useto develop the characters in each passage. In Passage 2, highlight those sentences thatcan correspond tothe sentences ([1], [2], [3] and [4]) in Passage 1 and think about theimpact of these differences on readers’ impressions of the two characters.The technique here is whether using showing or telling in character development. While the first uses telling, the second mostly used showing with specific details and dialogues.Part II: Case AnalysisActivity 3Read Text A and consider how the author keeps moving the plot of the story forward. What techniques are employed to develop the characters?Task 1 Understanding the textCharacter(s):A policeman, the man waiting for his friend.Setting:Adimly-lightedstreet corner in New York at a chilly night.Plot:Beginning: A policeman was patrolling the street.Middle: The man who was waiting for his friend talked to the policeman.Ending: The man turned out to be a man wanted by the police.Point of view:Objective third point of view.Theme:Justice comes before friendship.Task 2 Responding to the textWrite your answer to each question in full sentences. Then discuss your answerswithyour partner.1)What had happened in the past 20 years to Jimmy and Bob?Jimmy became a policeman while Bob got rich by involving in criminal activities.2)What kind of person was Jimmy in the eyes of Bob? Could you imagine Bob’sfeeling while he was waiting for Jimmy?Jimmy was a nice and honest guy. He was excited and proud that he had been “successful”. 3)How did Jimmy deal with the awkward situation?He did not reveal his real identity.4)If you were Jimmy, how would you deal with the awkward situation?Answers may vary.Activity 4Read Text B and consider how the author presents the change of the Selfish Giant.What techniques are employed to develop the character Giant?Task 1 Understanding the textComplete the chronological outline of the text. Include the most important events in the story.1) Children liked to play in the Giant’s garden.2)One day the Giant came back and _put a sign up to keep the garden to himself__.3)Then the Giant had a long winterandspringnever came.4)One morning the Giant heard some lovely music and saw a most wonderful sight.5)Every afternoon, when school was over, the children came and played withthe Giant.6)Years went over, and the Giant grew very old and feeble.7)One winter morning he looked out of his window he found a tree covered with lovely white blossomsand underneath it stood the little boy he had loved.8)When the children ran in that afternoon, they found the Giant lying deadunder the tree, all covered with white blossoms.Task 2 Responding to the textWrite your answer to each question in full sentences. Then discuss your answers withyour partner.1)Why was the Giant unhappy to see the children playing in his garden when he cameback from his visit to his friend? Have you ever seen a similar phenomenon in your life?He thought the garden was his and he did not want to share it with others.2)How did the author present the Giant’s realization of his selfishness?Through a monologue “my own garden is my own garden” and his action of putting ano trespassing sign.3)What did the Giant gain by allowing the children to play in his garden?He gained happiness.4)What role did the little boy play in the development of the story?The little boy changed the selfish giant into a loving giant and as a symbolic figure(angel); he was very important.Part III: Language StudyActivity 5Read Text A and Text B and find more examples of concrete language and figurative language. Then discuss their functions with your partner.Activity 6The following sentences are developed from the sentence Sheila replied, “I don’t know where he is.”With different concrete details, Sheila becomes different kinds of person. Discuss with your partner your understanding of what kind of person Sheila is in each context.1)Sheila rolled her eyes and sighed loudly, then threw up her hands in exasperation and replied curtly, “I don’t know where he is.”Sheila was quick-tempered.2)Staring blankly out of the window, Sheila exhaled softly, closed her eyes for a moment and replied, “I don’t know where he is.”Sheila was gentle.3)Sheila stared at her mother, teary-eyed, shuddering with fear, and sobbingly replied, “I don’t know where he is.”Sheila was timid /fearful.4)Sheila continued to pass the items over the scanner, staring down at the counter, and without even looking at the customer, replied indifferently, “I don’t know where he is.”Sheila was impolite.Activities 7-8Suggestions for instructors:These two activities would help students to practice the characterization skills as well as characterization through concrete and/or figurative language.We suggest that the teacher could ask students to work on the two activities themselves first. If in class, the teacher could ask students to select one task from each activity and work in pair about 10 minutes. Then the teacher could ask students to share their work and arrange the whole class to appreciate their writing.More examples for Activity 8The old woman looked old and sad.A.When I came out of the train, I heard someone sobbing. I headed towards the direction whereby the sobbing came from. I spotted an old woman with wrinkled skin and silver hair. She had teeth that had yellowed with age. She also looked miserable and gloomy. The old woman was sitting in a humid corner whereby no one cared about her. As I went closer to her, I could see tears streaming down her face. I realized that she was hunched-back. I could tell from her appearance that she was a burden to her family.B.The frail-looking lady inched forward like she only had a limited space to move her feet. From a far distance, I could see her wrinkled skin and her teeth that had yellowed with age. She looked cheerless with sunken eyes and cheeks. Her sinewy hands looked like she had worked hard for many years. She looked really feeble and seemed like she could not even swat a fly without missing it. Her silvery hair was no longer bright and shiny, but instead it was dull. Her face was gloomy and her smile was gone. She hunched her back and took a couple of steps forward. She looked up in dismay and sighed.If time permits, the instructor can ask students to work in groups and list five ways to show that a person is sad, or angry or happy.For example:On entering the door I remembered the doll I had broken. I felt my way to the hearth and picked up the pieces. I tried vainly to put them together. Then my eyes filled with tears; for I realized what I had done, and for the first time I felt repentance and sorrow.—The Story of My LifeHe stopped, distracted, seeing that his wife was weeping. Two great tears ran slowly from the corners of her eyes toward the corners of her mouth.—The Diamond Necklace。
我想成为一名法官英文作文
Aspiring to Be a JudgeIn the realm of justice, the figure of a judge stands tall, wielding the power to interpret the law and upholdthe principles of fairness and equality. It is this dignity and authority that have always fascinated me, leading me to aspire to become a judge.My journey towards this aspiration began early in life.I was raised in a household where discussions about social justice and the law were commonplace. My parents, both lawyers, instilled in me a profound respect for the legal system and a desire to contribute to its upholding. As I grew older, I found myself increasingly drawn to the intricacies of legal reasoning and the intricacies of case law.My academic journey has been a testament to this aspiration. I pursued a degree in law, delving deeply into the nuances of legal theory and practice. During my studies, I found myself particularly fascinated by the work of judges, who are not just interpreters of the law but also custodians of justice. Their decisions have the power to shape society and impact the lives of countless individuals.My interest in becoming a judge was further piqued when I had the opportunity to observe court proceedings. Witnessing judges as they presided over cases, listened to arguments, and delivered verdicts was an eye-opening experience. I was struck by the gravity of their responsibilities and the meticulousness with which they approached each case. This exposure gave me a deeper understanding of the role of a judge and the importance of upholding the principles of fairness, transparency, and accountability.However, I am well aware that becoming a judge is not just a matter of academic qualifications or a keen interest in the law. It requires a strong moral compass, the ability to remain impartial, and the resilience to handle the pressure and scrutiny that come with the job. I am committed to developing these qualities and to continuously learning and growing as a legal professional.My aspiration to become a judge is not just a personal ambition. It is also a reflection of my belief in the power of justice to transform society. As a judge, I hope to contribute to the creation of a more just and equitableworld by ensuring that the law is upheld fairly and consistently. I envision myself presiding over cases with a sense of empathy and compassion, while remaining firm in my commitment to the principles of justice and the law.In conclusion, my aspiration to become a judge is fueled by a deep respect for the law and a desire to contribute to its upholding. I am committed to pursuingthis dream with dedication and hard work, and I am confident that with the right guidance and support, I will be able to achieve it. As I continue on this journey, I am excited about the opportunities it will bring and the impact I will be able to make as a judge in our society.**我想成为一名法官**在正义的领域中，法官的形象高耸入云，他们有权诠释法律，捍卫公平和平等的原则。
公正传递公正的英语作文
Justice is a fundamental concept that underpins the fabric of society,ensuring that all individuals are treated fairly and equitably.It is the cornerstone of a just and democratic system,where the rule of law prevails and the rights of every citizen are respected and protected.In an essay on justice,one would first define the term and its various dimensions.Justice can be understood as the principle of fairness,impartiality,and the equitable distribution of resources and opportunities.It encompasses both procedural justice,which focuses on the fairness of the processes that lead to a decision,and distributive justice,which is concerned with the fair allocation of resources and rewards.The essay would then delve into the importance of justice in society.Justice is essential for maintaining social order and stability,as it helps to prevent conflicts and disputes that may arise from perceived unfairness or discrimination.It also fosters a sense of trust and cooperation among individuals,as they can rely on the system to treat them fairly and protect their rights.Furthermore,the essay would explore the different ways in which justice can be achieved. This may include the establishment of fair laws and regulations,the impartial enforcement of these laws by the judiciary,and the promotion of transparency and accountability in all aspects of governance.It would also highlight the role of education in instilling a sense of justice and fairness in individuals,as well as the importance of media and civil society in holding those in power accountable.However,the essay would also acknowledge the challenges and complexities in achieving justice.It would discuss the various forms of injustice that persist in society, such as discrimination based on race,gender,or social status,and the barriers that prevent certain groups from accessing justice.It would also examine the role of power dynamics and corruption in undermining the pursuit of justice.To address these challenges,the essay would propose potential solutions and strategies for promoting a more just society.This might involve reforming legal and political systems to eliminate bias and ensure equal representation,as well as empowering marginalized communities to advocate for their rights.It could also suggest the need for a cultural shift towards greater empathy and understanding,as well as the importance of education in fostering a sense of social responsibility and justice.In conclusion,the essay would emphasize the vital role of justice in creating a harmonious and equitable society.It would argue that while achieving perfect justice may be an idealistic goal,striving for greater fairness and equality is both a moral imperativeand a practical necessity for the wellbeing of all members of society.By reflecting on the principles of justice and the obstacles that hinder its realization,the essay would inspire readers to consider their own role in promoting a more just world.。
个人价值观与社会道德的关系 英语作文
The Relationship Between Personal Values and Social MoralityThe relationship between personal values and social morality is a complex interplay that influences individual behavior, societal norms, ethical standards, and collective well-being in a community. Personal values are the beliefs, principles, and ideals that guide an individual's decisions, actions, and priorities, shaping their character, identity, and sense of purpose. Social morality, on the other hand, refers to the shared values, norms, and ethical principles that govern interactions, relationships, and behaviors within a society, reflecting collective expectations, cultural norms, and ethical standards that shape social cohesion and mutual respect. The alignment between personal values and social morality plays a crucial role in fostering ethical conduct, social harmony, and a sense of shared responsibility in a community. Here are key insights into the relationship between personal values and social morality:1. Influence of Personal Values on Social Behavior:Personal values influence individual behavior, decision-making, and interactions with others, shaping how individuals navigate ethical dilemmas, moral challenges, and societal expectations in their personal and professional lives.Individuals who uphold values such as honesty, integrity, compassion, and respect are more likely to exhibit ethical behavior, demonstrate empathy, and contribute positively to social interactions, relationships, and community well-being, aligning their actions with social morality and ethical principles that promote mutual respect, trust, and cooperation.2. Alignment with Social Norms and Cultural Values:The alignment between personal values and social morality is essential for fostering social cohesion, cultural harmony, and shared values that promote unity, diversity, and inclusivity within a community. Individuals who uphold values that align with societal norms, cultural values, and ethical standards contribute to a sense of belonging, respect for diversity, and mutual understanding that strengthens social bonds, promotes tolerance, and upholds the principles of social morality that guide collective behavior, decision-making, and community interactions.3. Ethical Leadership and Social Responsibility:Personal values play a significant role in ethical leadership, social responsibility, and civic engagement by guiding individuals to act with integrity, accountability, and a sense of duty towards others in their roles as leaders, influencers, and community members.Ethical leaders who embody values such as fairness, transparency, empathy, and justice set a positive example, inspire trust, and promote ethical conduct, social responsibility, and a culture of integrity that upholds social morality, ethical principles, and the common good of society.4. Moral Development and Character Formation:The relationship between personal values and social morality contributes to moral development, character formation, and ethical decision-making by shaping individuals' moral reasoning, ethical awareness, and sense of right and wrong in different social contexts. Individuals who reflect on their personal values, consider ethical implications, and align their actions with moral principles develop a strong moral compass, ethical judgment, and a sense of responsibility towards upholding social morality, promoting ethical behavior, and contributing to the greater good of society.5. Conflict Resolution and Social Harmony:The alignment between personal values and social morality is essential for conflict resolution, social harmony, and peaceful coexistence by fostering understanding, empathy, and respect for diverse perspectives, beliefs, and values within a community.Individuals who prioritize values such as tolerance, empathy, and open-mindedness contribute to conflict resolution, dialogue, and reconciliation, fostering a culture of inclusivity, respect, and cooperation that upholds social morality, promotes unity, and builds bridges across differences in a diverse society.6. Social Change and Advocacy:Personal values influence social change, advocacy, and activism by motivating individuals to stand up for justice, equality, and human rights, challenging social injustices, and advocating for positive societal transformation based on ethical principles and shared values. Individuals who uphold values of social justice, equality, and human dignity play a vital role in driving social change, promoting inclusivity, and advancing ethical causes that align with social morality, ethical standards, and the common good of society, fostering a culture of social responsibility, empowerment, and collective action for positive change.7. Community Engagement and Empowerment:The relationship between personal values and social morality is reflected in community engagement, empowerment, and collective action that promote social well-being, civic participation, and a sense of belonging within a community.Individuals who embody values of community service, civic engagement, and social responsibility contribute to community empowerment, social cohesion, and a sense of shared purpose that upholds social morality, promotes ethical conduct, and fosters a culture of collaboration, respect, and mutual support in a diverse society.In conclusion, the relationship between personal values and social morality is a dynamic interplay that influences individual behavior, societal norms, ethical standards, and collective well-being in a community. By aligning personal values with social morality, individuals can contribute to ethical conduct, social harmony, and a sense of shared responsibility that upholds ethical principles, cultural values, and the common good of society. Through reflection, self-awareness, ethical decision-making, and a commitment to upholding values that promote social morality, individuals can contribute to a more ethical, inclusive, and harmonious society that values diversity, respects human dignity, and fosters a culture of empathy, respect, and mutual understanding among its members.。
关于和平正义的演讲稿英语
关于和平正义的演讲稿英语Ladies and gentlemen, 。
Today, I am honored to stand before you to talk about the important topics of peace and justice. These two concepts are fundamental to the well-being of humanity and the stability of our world. In the midst of conflicts, inequality, and injustice, it is crucial for us to come together and strive for a world where peace and justice prevail.Peace is not merely the absence of war, but the presence of harmony, cooperation, and understanding among nations and people. It is the foundation for progress, development, and prosperity. Without peace, societies are torn apart, and individuals live in fear and uncertainty. Therefore, it is our collective responsibility to work towards peaceful solutions to conflicts, promote dialogue and reconciliation, and foster mutual respect and tolerance.On the other hand, justice is the cornerstone of a fair and equitable society. It ensures that every individual is treated with dignity and respect, regardless of their background, race, or social status. Justice demands that we address the root causes of inequality, discrimination, and oppression. It requires us to stand up for the rights of the marginalized and vulnerable, and to hold accountable those who perpetrate injustice.In today's world, we are confronted with numerous challenges to peace and justice. From armed conflicts and terrorism to systemic discrimination and human rights abuses, the need for action is clear. We cannot turn a blind eye to the suffering of others, nor can we allow the forces of hatred and division to prevail. It is our duty to stand up for what is right, to advocate for peaceful resolutions, and to work towards a more just and inclusive society.Achieving peace and justice requires the commitment and cooperation of individuals, communities, and governments around the world. We must strive to build bridges instead of walls, to seek understanding instead of division, and to promote empathy andcompassion. It is through these efforts that we can create a world where every person can live in peace and dignity, and where justice is upheld for all.In conclusion, the pursuit of peace and justice is not a simple task, but it is a noble and essential one. It requires courage, determination, and a belief in the inherent goodness of humanity. Let us work together to build a world where peace and justice are not just lofty ideals, but a reality for all. Thank you.。
英文公平正义的重要性作文
英文公平正义的重要性作文Title: The Importance of Fairness and Justice in Society。
Fairness and justice are the cornerstone principles that uphold the fabric of any civilized society. These ideals are not merely lofty aspirations but are essential for the well-being and progress of communities worldwide. In this essay, I will delve into the significance of fairness and justice in shaping societies and fostering harmony among individuals.First and foremost, fairness and justice ensure equality of opportunity for all members of society. When individuals are treated fairly and justly, regardless of their background, race, gender, or socio-economic status, they are empowered to pursue their aspirations and contribute meaningfully to society. This equality of opportunity fosters social mobility and prevents the entrenchment of privilege and discrimination, thuspromoting a more inclusive and meritocratic society.Moreover, fairness and justice serve as the bedrock of trust and social cohesion. When people believe that theywill be treated fairly by their fellow citizens and institutions, they are more likely to cooperate, collaborate, and engage in civic life. Conversely, a lackof fairness and justice breeds resentment, alienation, and social unrest, eroding the bonds that hold communities together. Therefore, ensuring fairness and justice is essential for nurturing a sense of belonging and solidarity among diverse populations.Furthermore, fairness and justice are essential for the functioning of democratic systems. In democratic societies, the rule of law ensures that all individuals are equal before the law and that justice is administered impartially. This guarantees that the rights and freedoms of citizensare protected, and that power is exercised responsibly and accountably. Without fairness and justice, democracy becomes hollow, and the legitimacy of governance is called into question, undermining stability and undermining thesocial contract between the state and its citizens.In addition, fairness and justice are crucial for promoting economic prosperity and sustainable development.In fair and just societies, economic opportunities are distributed equitably, and wealth is generated through legitimate means. This fosters innovation, entrepreneurship, and investment, driving economic growth and improvingliving standards for all members of society. Conversely, when fairness and justice are lacking, corruption, cronyism, and nepotism thrive, stifling economic progress and exacerbating inequality.Furthermore, fairness and justice are integral to fostering a culture of empathy, compassion, and mutual respect. When individuals experience fairness and justicein their interactions with others, they are more likely to empathize with the struggles and challenges faced by their fellow human beings. This cultivates a sense of solidarity and interconnectedness, leading to a more compassionate and caring society where individuals look out for one another and work towards the common good.In conclusion, fairness and justice are indispensable principles that underpin the functioning and well-being of societies. From promoting equality of opportunity andsocial cohesion to safeguarding democratic governance and fostering economic prosperity, fairness and justice are essential for creating a more inclusive, harmonious, and sustainable world. As we strive to build a better futurefor generations to come, let us uphold these principles and work towards a world where fairness and justice prevail for all.。
大学生需要承担哪些社会责任英语作文
大学生需要承担哪些社会责任英语作文As the future leaders and contributors to society, college students have a significant responsibility to uphold various social responsibilities. These responsibilities go beyond just academic achievements and personal growth, but also include actively engaging in community service, promoting environmental sustainability, advocating for social justice, and fostering positive relationships with others.One of the most important social responsibilities that college students need to take on is giving back to their community through volunteer work and service projects. Engaging in volunteer opportunities not only helps individuals develop a sense of empathy and compassion but also allows them to make a tangible impact on the lives of others. This could involve participating in community clean-up events, serving in local shelters, or volunteering at schools to help underprivileged students.Furthermore, college students have a responsibility to advocate for environmental sustainability and promote green practices in their daily lives. Climate change is one of the most pressing issues facing our world today, and it is crucial for individuals to take action to reduce their carbon footprint andprotect the environment. This can include using reusable items, conserving energy and water, and supporting environmentally-friendly initiatives on campus.In addition to environmental stewardship, college students also have a responsibility to promote social justice and equality in their communities. This may involve speaking out against discrimination, supporting marginalized groups, and actively working to create a more inclusive and equitable society. By standing up for those who are disadvantaged or oppressed, college students can help build a more just and compassionate world for everyone.Lastly, college students have a responsibility to cultivate positive and respectful relationships with others, both within their academic circles and in the wider community. This means treating others with kindness and empathy, respecting diverse perspectives and opinions, and working collaboratively to find common ground. By fostering a culture of understanding and cooperation, college students can help build stronger and more cohesive communities.In conclusion, college students have a wide range of social responsibilities that they need to fulfill in order to make a positive impact on society. By engaging in community service,promoting environmental sustainability, advocating for social justice, and fostering positive relationships with others, college students can contribute to a better and more inclusive world for all. It is important for college students to recognize the importance of these responsibilities and actively work towards fulfilling them in their daily lives.。
有关犯罪的观点英语作文
有关犯罪的观点英语作文In the realm of societal norms and legal frameworks, the concept of crime often evokes a strong response. The very word conjures images of wrongdoing and punishment, of justice and retribution. Yet, the perspectives on crime and its implications are as varied as the acts themselves. This essay delves into the multifaceted views on crime, exploring the psychological, sociological, and legal dimensions that shape our understanding of what it means to transgress against the collective order.Crime, at its core, is a violation of the law. Laws are established to maintain order, protect citizens, and uphold moral standards. When an individual commits an act deemed criminal by these laws, they challenge the authority of the state and the safety of its people. The legal perspective on crime is clear-cut: it is an offense that warrants punishment. This punishment serves multiple purposes: it acts as a deterrent, a method of rehabilitation for the offender, and a means of retribution for the society that has been wronged.From a psychological standpoint, crime is often seen as the manifestation of deeper issues. Factors such as upbringing, mental health, and personal circumstances play significant roles in shaping an individual's propensity for criminal behavior. The debate rages on whether criminals are born or made, with evidence supporting both sides. However, it is widely acknowledged that a complex interplay of genetics, environment, and personal choice influences the likelihood of someone committing a crime.Sociologically, crime is a symptom of a society's health. High crime rates are frequently associated with social problems such as poverty, inequality, and lack of education. In this view, crime is not just an individual failing but a societal one. It is an indicator that there are underlying issues within the fabric of the community that need to be addressed. Efforts to reduce crime rates often focus on improving social conditions, providing opportunities for advancement, and fostering a sense of belonging among disenfranchised groups.The impact of crime extends beyond the immediate harm caused to victims. It creates a ripple effect that touches families, communities, and the entire justice system. The fear of crime can alter the way people live, restricting their movements and diminishing their quality of life. It can also lead to stigmatization of certain groups, further entrenching social divides.Preventative measures and responses to crime have evolved over time. Traditional punitive approaches are increasingly being supplemented with restorative justice practices. These practices focus on healing the harm caused by crime, rather than solely punishing the perpetrator. They involve the offender, the victim, and the community in a dialogue that seeks to repair relationships and reintegrate the offender into society.In conclusion, crime is a complex phenomenon that cannot be understood from a single perspective. It is a challenge to the order and well-being of society, a reflection of individual and collective failings, and a test of our capacity for empathy and justice. Addressing crime effectively requires a holistic approach that considers the legal, psychological, and sociological dimensions, and which aims not only to punish but also to heal and prevent. The views on crime may be diverse, but the goal remains the same: to create a safer, more just society for all.。
西方与东方道德的价值观英语作文
西方与东方道德的价值观英语作文The Differences and Similarities Between Western and Eastern Moral ValuesIntroduction:Moral values are the principles that guide people's behavior and decision-making process. Different cultures and societies have their own sets of moral values that shape their beliefs and behaviors. In this essay, I will explore the differences and similarities between Western and Eastern moral values.Western Moral Values:1. Individualism: Western cultures tend to prioritize individual rights and personal freedom. The idea of personal autonomy and self-expression is highly valued in Western societies.2. Rationality: Western moral values are often based on reason and logic. Decision-making is guided by objective criteria and a sense of fairness.3. Equality: Western cultures place a strong emphasis on equality and justice. Discrimination and unfair treatment based on gender, race, or social status are not tolerated.4. Human Rights: Western societies uphold the importance of human rights and dignity. Freedom of speech, religion, and assembly are seen as fundamental rights of every individual.Eastern Moral Values:1. Collectivism: Eastern cultures emphasize group harmony and social cohesion. The well-being of the community is prioritized over individual needs.2. Tradition: Eastern moral values are often rooted in tradition and cultural heritage. Respect for elders and ancestors is a core value in many Eastern societies.3. Harmony: Eastern cultures value harmony with nature, the universe, and other living beings. Maintaining balance and peace is seen as essential for a fulfilling life.4. Filial Piety: The concept of filial piety, or respect for one's parents and ancestors, is highly valued in Eastern cultures. Family relationships and obligations are considered sacred.Similarities Between Western and Eastern Moral Values:1. Compassion: Both Western and Eastern cultures promote the importance of compassion and empathy towards others. Helping those in need and showing kindness is a universal moral value.2. Honesty: Truthfulness and integrity are valued in both Western and Eastern moral codes. Honesty is seen as a virtue that builds trust and fosters strong relationships.3. Justice: Fairness and justice are fundamental principles in both Western and Eastern moral values. Upholding the rule of law and ensuring equal treatment for all is essential for a just society.Conclusion:While Western and Eastern cultures have distinct moral values, there are also many similarities between them. Both emphasize the importance of compassion, honesty, and justice in guiding human behavior. Understanding and appreciating the differences and similarities between Western and Eastern moral values can help promote cultural diversity and mutual respect in a globalized world.。
关于伦理价值观的英语作文
关于伦理价值观的英语作文英文回答：Ethics are moral principles that guide individuals and societies in their actions and decisions. They provide a framework for understanding right and wrong, and for determining what is just and fair. Ethical values are often based on religious beliefs, cultural norms, or personal experiences.Some of the most common ethical values include:Honesty: Truthfulness and sincerity in speech and action.Integrity: Adhering to moral principles and values, even when it is difficult.Respect: Treating others with dignity and consideration.Responsibility: Taking ownership of one's actions and decisions.Compassion: Empathy and understanding for thesuffering of others.Justice: Fairness and equality in treatment.Loyalty: Faithfulness and devotion to a person, group, or cause.Courage: Strength and bravery in the face of adversity.Humility: Modesty and lack of arrogance.Service: Helping others without expecting anything in return.These values are not always easy to live by, but they are essential for creating a just and equitable society. By striving to uphold ethical values, we can make the world abetter place.中文回答：道德价值观是指导个人和社会在行动和决策中遵循的道德原则。
平等护卫公正的英语作文
Equality is a fundamental principle in modern society,embodying the belief that every individual deserves equal opportunities and fair treatment regardless of their background,race,gender,or social status.The concept of equality is deeply rooted in the principles of justice,which seeks to ensure that all people are treated fairly and without discrimination.In an essay on equality and justice,one might begin by defining the terms and their significance in contemporary society.Equality refers to the state of being equal, especially in terms of rights,opportunities,and status.Justice,on the other hand,is the principle of fairness and the impartial administration of the law,ensuring that every individual receives what they are rightfully entitled to.The essay could then delve into the historical context of these concepts,tracing their evolution from ancient civilizations to modern democracies.It would highlight the struggles and achievements of various social movements that have fought for equal rights and justice,such as the civil rights movement in the United States,the womens suffrage movement,and the global fight against apartheid in South Africa.Next,the essay would explore the various dimensions of equality,including political equality,economic equality,and social equality.It would discuss the importance of equal representation in political processes,the need for fair wages and economic opportunities, and the significance of social inclusion and the eradication of discrimination.The essay would also address the challenges to achieving equality and justice in todays world.It could examine issues such as systemic racism,gender inequality,and economic disparities,and the role of governments,institutions,and individuals in addressing these challenges.Furthermore,the essay might discuss the legal frameworks and policies that have been implemented to promote equality and justice.It could analyze the effectiveness of these measures and the ongoing debates surrounding them,such as affirmative action policies, equal pay legislation,and antidiscrimination laws.The essay would also consider the role of education in fostering a sense of equality and justice.It could argue that education is a powerful tool for promoting understanding, empathy,and respect for diversity,and that it is essential for creating a more equitable and just society.Finally,the essay would conclude by reflecting on the importance of continued efforts to promote equality and justice.It would emphasize the need for ongoing dialogue,collaboration,and action to ensure that all individuals have the opportunity to thrive and contribute to society,free from discrimination and injustice.In summary,an essay on equality and justice would explore the historical,social,and legal aspects of these concepts,examine the challenges to their realization,and emphasize the importance of ongoing efforts to create a more equitable and just world for all.。
达则兼济心怀天下英语作文
达则兼济心怀天下英语作文In the pursuit of harmonious coexistence and balanced growth, the principle of "attaining moral integrity and benefiting the world" serves as an essential guiding philosophy. This principle advocates the cultivation of virtuous character while simultaneously working towards the betterment of society. By embodying this principle, individuals can contribute to the development and well-being of not only themselves but also the broader community.To begin with, adhering to the principle of "attaining moral integrity" involves the cultivation of personal virtues and ethical behavior. It entails upholding values such as honesty, integrity, and compassion. By strictly adhering to moral principles, individuals can establish a solid foundation of self-discipline and inner strength. This, inturn, enables them to face challenges with resilience and integrity, ultimately earning the trust and respect of others.Simultaneously, the principle of "benefiting the world" requires individuals to actively participate in creating a better society. This can be achieved by actively engaging in acts of kindness, supporting marginalized communities, and promoting social harmony. For instance, individuals can volunteer their time for community service, donate to charitable causes, or work towards minimizing environmental impact. By doing so, they contribute to the greater good and make a positive impact on society as a whole.Moreover, adopting the "attaining moral integrity and benefiting the world" principle fosters a mindset of empathy and inclusivity. Individuals become more attuned to the needs and concerns of others, leading to the promotion of social justice and equality. By striving to understand different perspectives and being open to diverse ideas, individuals canembrace inclusivity and bridge societal divisions. This leads to the creation of a more compassionate and tolerant society, where all individuals are valued and respected.Furthermore, by simultaneously embodying moral integrity and benefiting the world, individuals can inspire and mobilize others to undertake similar endeavors. When people witness the positive impact of such actions, they often feel compelled to contribute themselves. Consequently, acollective movement towards societal well-being is initiated, leading to the realization of shared goals and aspirations.In conclusion, the principle of "attaining moralintegrity and benefiting the world" encompasses both personal growth and societal improvement. By cultivating virtuous character and actively participating in efforts to enhance society, individuals can contribute to a more harmonious and prosperous world. Through this principle, we can foster ashared commitment towards the betterment of ourselves and our global community.。
大学思辨英语写作Unit 2 Empathy and Justice
Unit 2 Empathy and JusticePre-class exploration2. Look at the people around you. Select one of them and make a carefulobservation of this person such as his or her appearance, clothing, hairstyle, facialexpression and behavior (such as chewing gum or typing a text message). As youlook at the person, what general impression do you get? Do you like his or her lookor not? Does the person make you smile, chuckle, frown or feel annoyed? Then writedown your observations and discuss them with your partner. Suggestions for instructors:1The instructor can ask students to describe someone in class in detail and let the others guess who that person is.2The instructor can provide some pictures from newspapers or magazines so that the students can use those as discussion materials. Ask one group to describea certaincharacter in words and another group to draw the characterbased on the description.Part I: Learning the SkillsActivity 1 Beaver Goes ShoppingRead the following story and discuss with your partner the techniques used in developing the character Beaver.What Beaver saysBeaver talked to different animals about what food to buy. He communicated with several animals about his food.What Beaver doesBeaver talked and acted and kept trying different food after listening to different people’s advice.What Beaver thinks and feelsHe felt sad ( unhappy) when he couldn’t find the food he wanted and happy when he got the carrots.Activity 2The following two passages are about two best friends, Deanna and Beverly. Read thetwo passages carefully and discuss with your partner the techniques the authors useto develop the characters in each passage. In Passage 2, highlight those sentences thatcan correspond tothe sentences ([1], [2], [3] and [4]) in Passage 1 and think about theimpact of these differences on readers’ impressions of the two characters.The technique here is whether using showing or telling in character development. While the first uses telling, the second mostly used showing with specific details and dialogues.Part II: Case AnalysisActivity 3Read Text A and consider how the author keeps moving the plot of the story forward. What techniques are employed to develop the characters?Task 1 Understanding the textTask 2 Responding to the textWrite your answer to each question in full sentences. Then discuss your answers withyour partner.1) What had happened in the past 20 years to Jimmy and Bob?Jimmy became a policeman while Bob got rich by involving in criminal activities.2) What kind of person was Jimmy in the eyes of Bob? Could you imagine Bob’s feeling while he was waiting for Jimmy?Jimmy was a nice and honest guy. He was excited and proud that he had been “successful”. 3) How did Jimmy deal with the awkward situation?He did not reveal his real identity.4) If you were Jimmy, how would you deal with the awkward situation?Answers may vary.Activity 4Read Text B and consider how the author presents the change of the Selfish Giant. What techniques are employed to develop the character Giant?Task 1 Understanding the textComplete the chronological outline of the text. Include the most important events in the story.1) Children liked to play in the Giant’s garden.2)One day the Giant came back and _put a sign up to keep the garden to himself__.3)Then the Giant had a long winterandspringnever came.4) One morning the Giant heard some lovely music and saw a most wonderful sight.5) Every afternoon, when school was over, the children came and played withthe Giant.6) Years went over, and the Giant grew very old and feeble.7) One winter morning he looked out of his window he found a tree covered with lovely white blossomsand underneath it stood the little boy he had loved.8) When the children ran in that afternoon, they found the Giant lying deadunder the tree, all covered with white blossoms.Task 2 Responding to the textWrite your answer to each question in full sentences. Then discuss your answers with your partner.1) Why was the Giant unhappy to see the children playing in his garden when he cameback from his visit to his friend? Have you ever seen a similar phenomenon in your life?He thought the garden was his and he did not want to share it with others.2) How did the author present the Giant’s realization of his selfishness?Through a monologue “my own garden is my own garden” and his action of putting a no trespassing sign.3) What did the Giant gain by allowing the children to play in his garden?He gained happiness.4) What role did the little boy play in the development of the story?The little boy changed the selfish giant into a loving giant and as a symbolic figure(angel); he was very important.Part III: Language StudyActivity 5Read Text A and Text B and find more examples of concrete language and figurative language. Then discuss their functions with your partner.Activity 6The following sentences are developed from the sentence Sheila replied,“I don’tknow where he is.”With different concrete details, Sheila becomes different kindsof person.Discuss with your partner your understanding of what kind of personSheila is in each context.1) Sheila rolled her eyes and sighed loudly, then threw up her hands in exasperation and replied curtly, “I don’t know where he is.”Sheila was quick-tempered.2) Staring blankly out of the window, Sheila exhaled softly, closed her eyes for a moment and replied, “I don’t know where he is.”Sheila was gentle.3) Sheila stared at her mother, teary-eyed, shuddering with fear, and sobbingly replied, “I don’t know where he is.”Sheila was timid /fearful.4) Sheila continued to pass the items over the scanner, staring down at the counter, and without even looking at the customer, replied indifferently, “I don’t know where he is.”Sheila was impolite.Activities 7-8Suggestions for instructors:These two activities would help students to practice the characterization skills as well as characterization through concrete and/or figurative language.We suggest that the teacher could ask students to work on the two activities themselves first. If in class, the teacher could ask students to select one task from each activity and work in pair about 10 minutes. Then the teacher could ask students to share their work and arrange the whole class to appreciate their writing.More examples for Activity 8The old woman looked old and sad.A.When I came out of the train, I heard someone sobbing. I headed towards the direction whereby the sobbing came from. I spotted an old woman with wrinkled skin and silver hair. She had teeth that had yellowed with age. She also looked miserable and gloomy. The old woman was sitting in a humid corner whereby no one cared about her. As I went closer to her, I could see tears streaming down her face. I realized that she was hunched-back. I could tell from her appearance that she was a burden to her family.B.The frail-looking lady inched forward like she only had a limited space to move her feet. From a far distance, I could see her wrinkled skin and her teeth that had yellowed with age. She looked cheerless with sunken eyes and cheeks. Her sinewy hands looked like she had worked hard for many years. She looked really feeble and seemed like she could not even swat a fly without missing it. Her silvery hair was no longer bright and shiny, but instead it was dull. Her face was gloomy and her smile was gone. She hunched her back and took a couple of steps forward. She looked up in dismay and sighed.If time permits, the instructor can ask students to work in groups and list five ways to show that a person is sad, or angry or happy.For example:On entering the door I remembered the doll I had broken. I felt my way to the hearth and picked up the pieces. I tried vainly to put them together. Then my eyes filled with tears; for I realized what I had done, and for the first time I felt repentance and sorrow.—The Story of My LifeHe stopped, distracted, seeing that his wife was weeping. Two great tears ran slowly from the corners of her eyes toward the corners of her mouth.—The Diamond NecklaceShe wept at once, with sudden, wild abandonment, in her sister’s arms.—The Story of an HourAfter Harry Potter’s parents were killed, baby Harry was put onto the doorsteps of his uncle and aunt which made Hagrid, Professor McGonagall and Dumbledore sad:For a full minute the three of them stood and looked at the little bundle; Hagrid's shoulders shook, Professor McGonagall blinked furiously, and the twinkling light that usually shone from Dumbledore's eyes seemed to have gone out.—Harry Potter and the Sorcerer’s StoneShe was crying too, and she wiped her face on her torn and singed sleeve as she spoke, but she took great heaving breaths to calm herself as, still keeping a tight hold on Ron, she turned to Harry.– (Fred was killed and Hermione was sad, Harry Potter and the Deathly Hallows)Hermione burst into tears. Before Harry could say or do anything, she tucked the enormous book under her arm, and, still sobbing, ran toward the staircase to the girls’ dormitories and out of sight.—Harry Potter and the Prisoner of AzkabanHarry suddenly realized that there were tears on his face mingling with the sweat. He bent his face as low as possible, wiping them off on his robes, pretending to do up his shoelace, so that Lupin wouldn't see.–Harry Potter and the Prisoner of Azkaban“You may rest assured that she will be punished,” Mr. Crouch added coldly.“M-m-master…” Winky stammered, looking up at Mr. Crouch, her eyes brimming with tears. “M-m-master, p-p-please…”—Harry Potter and the Goblet of FireWinky's lip quivered. Thenshe burst into tears, which spilled out of her great brown eyes and splashed down her front, just as they had done at the Quidditch World Cup.—Harry Potter and the Goblet of Fire“Master Barty, you bad boy!” whispered Winky, tears trickling between her fingers.—Harry Potter and the Goblet of Fire。
正义存在吗英语作文
正义存在吗英语作文Title: Does Justice Exist?Justice is a concept that has intrigued philosophers, theologians, and thinkers for centuries. It embodies the idea of fairness, equity, and moral rightness in the treatment of individuals and groups within a society. However, the question remains: does justice truly exist?To delve into this inquiry, we must first dissect the various dimensions of justice. One aspect is legal justice, which pertains to the administration of laws and the punishment of wrongdoing within a legal system. Another dimension is social justice, which concerns thedistribution of wealth, opportunities, and privileges among different segments of society. Additionally, there is restorative justice, which focuses on repairing the harm caused by criminal behavior and restoring relationships within communities.Legal justice, as manifested through judicial systems, aims to uphold fairness by impartially applying laws and ensuring that individuals receive due process and fair treatment. Yet, the reality often falls short of this ideal. In many parts of the world, systemic biases, corruption,and inequalities undermine the pursuit of legal justice. Discrimination based on race, gender, or socioeconomicstatus can result in disparate outcomes, where marginalized groups face harsher treatment or are denied access tojustice altogether.Social justice, on the other hand, addresses broader systemic inequalities and seeks to create a more equitable society. It advocates for policies and practices that promote equal opportunities and tackle root causes of injustice such as poverty, discrimination, and oppression. While progress has been made in advancing social justice, deep-seated inequalities persist, perpetuated by factors such as wealth concentration, institutional discrimination, and lack of political will to enact meaningful reforms.Restorative justice offers an alternative approach toaddressing harm and conflict within communities. Rather than focusing solely on punishment, it emphasizes repairing the harm caused by wrongdoing and restoring relationships between offenders, victims, and the broader community. Through processes such as mediation, restitution, and community service, restorative justice aims to foster accountability, empathy, and reconciliation. While it has shown promising results in certain contexts, its widespread implementation faces challenges such as resistance from traditional justice systems and the need for culturalshifts in how society views crime and punishment.Beyond these specific dimensions, the concept ofjustice also encompasses broader philosophical and moral considerations. What constitutes a just society? Is justice absolute, or is it subjective and culturally contingent? These questions provoke deep reflection on the nature of morality, human rights, and the common good.In conclusion, the existence of justice is a complex and multifaceted issue. While principles of justice guide our moral compass and inform our laws and social policies,achieving true justice remains an ongoing struggle. It requires constant vigilance, activism, and a commitment to upholding fairness and equality for all members of society. Despite the challenges and imperfections inherent in the pursuit of justice, the aspiration for a more just world continues to inspire individuals and movements around the globe.。
The importance of empathy and compassion
Empathy and compassion are two of the most important qualities that a person can possess. They are the cornerstone of healthy and harmonious relationships, and they are essential for creating a caring and supportive community. Without empathy and compassion, it is difficult to truly understand and connect with others, and it becomes challenging to navigate the complexities of human emotions and experiences.Empathy is the ability to understand and share the feelings of another person. It involves putting yourself in someone else's shoes and seeing the world from their perspective. When we are empathetic, we are able to recognize the emotions of others, and we are more likely to respond with kindness and understanding. Compassion, on the other hand, is the response to the suffering or distress of others. It involves a deep desire to alleviate the pain of others and to act in a helpful and supportive manner. Together, empathy and compassion create a powerful force for positive change and healing in the world.Empathy and compassion are important for a number of reasons. First and foremost, they are essential for building and maintaining meaningful relationships. When we are able to understand and connect with the emotions of others, we are more likely to foster trust, respect, and mutual understanding. This lays the foundation for healthy communication, conflict resolution, and cooperation, and it helps to create a supportive and nurturing environment for everyone involved.Furthermore, empathy and compassion are crucial for promoting socialjustice and equality. When we are able to recognize and acknowledge the experiences and struggles of others, we are better equipped to advocate for their rights and to work towards a more just and equitable society. Empathy allows us to see the world through the eyes of those who are different from us, and compassion motivates us to take action to address the injustices and inequalities that exist in the world.In addition, empathy and compassion are vital for promoting mental and emotional well-being. When we are able to feel empathy towards others, we are more likely to create an environment where people feel understood, accepted, and supported. This can have a profound impact on mental health, as it helps to reduce feelings of isolation and loneliness, and it fosters a sense of belonging and connection. Compassion is also important for self-care, as it encourages us to take care of ourselves and prioritize our own well-being while also reaching out to help others.Finally, empathy and compassion are essential for creating a more peaceful and harmonious world. When we are able to understand and connect with others, we are more likely to find common ground and to work towards peaceful resolutions to conflicts. Compassion allows us to respond to the suffering of others with kindness and support, and it encourages us to work towards creating a more just and equitable world for all.In conclusion, empathy and compassion are crucial for creating a caring and supportive community, fostering healthy relationships, promoting socialjustice, and creating a more peaceful and harmonious world. By cultivating these qualities in ourselves and encouraging them in others, we can work towards a more compassionate and empathetic society where everyone feels seen, heard, and valued.。
品德修养英语作文
品德修养英语作文In the tapestry of human virtues, moral character stands as a thread of integrity and respect, weaving through the fabric of society. It is the cornerstone of a harmonious community, and its cultivation is a lifelong journey that begins in the home and extends into every facet of our lives.Early InfluencesFrom a tender age, children are the sponges of their environment, absorbing the values and behaviors exhibited by their parents and educators. It is crucial that adults model empathy, honesty, and respect to instill these traits in the young minds. Storytelling, a powerful tool, can be used to illustrate moral dilemmas and discuss the consequences of actions, fostering a sense of right and wrong.Educational InstitutionsSchools play a pivotal role in shaping the moral compass of students. Beyond academics, they should prioritize character education, teaching students about responsibility, fairness, and compassion. Classroom discussions, group projects, and even peer mediation can be utilized to practice these principles in a controlled setting.Community InvolvementEngaging in community service is a practical way to demonstrate moral values. Volunteering at local shelters, participating in environmental conservation, or supportingcharitable causes can provide a tangible experience ofaltruism and civic duty. It also helps individuals to appreciate the diversity and interconnectedness of society.Media and TechnologyIn the digital age, the media and technology have a profound impact on moral development. It is important to teachcritical thinking skills to discern the ethical messages conveyed through various media platforms. Encouraging responsible online behavior and digital citizenship is also essential.Personal ReflectionSelf-reflection is a vital component of moral growth. Encouraging introspection and the practice of mindfulness can help individuals to recognize their own biases and prejudices. Journaling, meditation, and quiet contemplation can foster a deeper understanding of one's own values and beliefs.Lifelong LearningMoral character is not something that is fully developed by adulthood; it is a continuous process of learning and growth. Lifelong learning through reading, attending workshops, and engaging in cultural exchanges can broaden one's perspective and deepen moral understanding.In conclusion, cultivating moral character is a multifaceted endeavor that requires the concerted effort of families, educational institutions, communities, and individuals themselves. By nurturing a strong moral foundation, we can build a society that values respect, empathy, and justice,creating a world that is not only prosperous but also humane and just.。
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Unit 2 Empathy and JusticePre-class exploration2. Look at the people around you. Select one of them and make a carefulobservation of this person such as his or her appearance, clothing, hairstyle, facialexpression and behavior (such as chewing gum or typing a text message). As youlook at the person, what general impression do you get? Do you like his or her lookor not? Does the person make you smile, chuckle, frown or feel annoyed? Then writedown your observations and discuss them with your partner. Suggestions for instructors:1The instructor can ask students to describe someone in class in detail and let the others guess who that person is.2The instructor can provide some pictures from newspapers or magazines so that the students can use those as discussion materials. Ask one group to describea certaincharacter in words and another group to draw the characterbased on the description.Part I: Learning the SkillsActivity 1 Beaver Goes ShoppingRead the following story and discuss with your partner the techniques used in developing the character Beaver.What Beaver saysBeaver talked to different animals about what food to buy. He communicated with several animals about his food.What Beaver doesBeaver talked and acted and kept trying different food after listening to different people’s advice.What Beaver thinks and feelsHe felt sad ( unhappy) when he couldn’t find the food he wanted and happy when he got the carrots.Activity 2The following two passages are about two best friends, Deanna and Beverly. Read thetwo passages carefully and discuss with your partner the techniques the authors useto develop the characters in each passage. In Passage 2, highlight those sentences thatcan correspond tothe sentences ([1], [2], [3] and [4]) in Passage 1 and think about theimpact of these differences on readers’ impressions of the two characters.The technique here is whether using showing or telling in character development. While the first uses telling, the second mostly used showing with specific details and dialogues.Part II: Case AnalysisActivity 3Read Text A and consider how the author keeps moving the plot of the story forward. What techniques are employed to develop the characters?Task 1 Understanding the textTask 2 Responding to the textWrite your answer to each question in full sentences. Then discuss your answers withyour partner.1) What had happened in the past 20 years to Jimmy and Bob?Jimmy became a policeman while Bob got rich by involving in criminal activities.2) What kind of person was Jimmy in the eyes of Bob? Could you imagine Bob’s feeling while he was waiting for Jimmy?Jimmy was a nice and honest guy. He was excited and proud that he had been “successful”. 3) How did Jimmy deal with the awkward situation?He did not reveal his real identity.4) If you were Jimmy, how would you deal with the awkward situation?Answers may vary.Activity 4Read Text B and consider how the author presents the change of the Selfish Giant. What techniques are employed to develop the character Giant?Task 1 Understanding the textComplete the chronological outline of the text. Include the most important events in the story.1) Children liked to play in the Giant’s garden.2)One day the Giant came back and _put a sign up to keep the garden to himself__.3)Then the Giant had a long winterandspringnever came.4) One morning the Giant heard some lovely music and saw a most wonderful sight.5) Every afternoon, when school was over, the children came and played withthe Giant.6) Years went over, and the Giant grew very old and feeble.7) One winter morning he looked out of his window he found a tree covered with lovely white blossomsand underneath it stood the little boy he had loved.8) When the children ran in that afternoon, they found the Giant lying deadunder the tree, all covered with white blossoms.Task 2 Responding to the textWrite your answer to each question in full sentences. Then discuss your answers with your partner.1) Why was the Giant unhappy to see the children playing in his garden when he cameback from his visit to his friend? Have you ever seen a similar phenomenon in your life?He thought the garden was his and he did not want to share it with others.2) How did the author present the Giant’s realization of his selfishness?Through a monologue “my own garden is my own garden” and his action of putting a no trespassing sign.3) What did the Giant gain by allowing the children to play in his garden?He gained happiness.4) What role did the little boy play in the development of the story?The little boy changed the selfish giant into a loving giant and as a symbolic figure(angel); he was very important.Part III: Language StudyActivity 5Read Text A and Text B and find more examples of concrete language and figurative language. Then discuss their functions with your partner.Activity 6The following sentences are developed from the sentence Sheila replied,“I don’tknow where he is.”With different concrete details, Sheila becomes different kindsof person.Discuss with your partner your understanding of what kind of personSheila is in each context.1) Sheila rolled her eyes and sighed loudly, then threw up her hands in exasperation and replied curtly, “I don’t know where he is.”Sheila was quick-tempered.2) Staring blankly out of the window, Sheila exhaled softly, closed her eyes for a moment and replied, “I don’t know where he is.”Sheila was gentle.3) Sheila stared at her mother, teary-eyed, shuddering with fear, and sobbingly replied, “I don’t know where he is.”Sheila was timid /fearful.4) Sheila continued to pass the items over the scanner, staring down at the counter, and without even looking at the customer, replied indifferently, “I don’t know where he is.”Sheila was impolite.Activities 7-8Suggestions for instructors:These two activities would help students to practice the characterization skills as well as characterization through concrete and/or figurative language.We suggest that the teacher could ask students to work on the two activities themselves first. If in class, the teacher could ask students to select one task from each activity and work in pair about 10 minutes. Then the teacher could ask students to share their work and arrange the whole class to appreciate their writing.More examples for Activity 8The old woman looked old and sad.A.When I came out of the train, I heard someone sobbing. I headed towards the direction whereby the sobbing came from. I spotted an old woman with wrinkled skin and silver hair. She had teeth that had yellowed with age. She also looked miserable and gloomy. The old woman was sitting in a humid corner whereby no one cared about her. As I went closer to her, I could see tears streaming down her face. I realized that she was hunched-back. I could tell from her appearance that she was a burden to her family.B.The frail-looking lady inched forward like she only had a limited space to move her feet. From a far distance, I could see her wrinkled skin and her teeth that had yellowed with age. She looked cheerless with sunken eyes and cheeks. Her sinewy hands looked like she had worked hard for many years. She looked really feeble and seemed like she could not even swat a fly without missing it. Her silvery hair was no longer bright and shiny, but instead it was dull. Her face was gloomy and her smile was gone. She hunched her back and took a couple of steps forward. She looked up in dismay and sighed.If time permits, the instructor can ask students to work in groups and list five ways to show that a person is sad, or angry or happy.For example:On entering the door I remembered the doll I had broken. I felt my way to the hearth and picked up the pieces. I tried vainly to put them together. Then my eyes filled with tears; for I realized what I had done, and for the first time I felt repentance and sorrow.—The Story of My LifeHe stopped, distracted, seeing that his wife was weeping. Two great tears ran slowly from the corners of her eyes toward the corners of her mouth.—The Diamond NecklaceShe wept at once, with sudden, wild abandonment, in her sister’s arms.—The Story of an HourAfter Harry Potter’s parents were killed, baby Harry was put onto the doorsteps of his uncle and aunt which made Hagrid, Professor McGonagall and Dumbledore sad:For a full minute the three of them stood and looked at the little bundle; Hagrid's shoulders shook, Professor McGonagall blinked furiously, and the twinkling light that usually shone from Dumbledore's eyes seemed to have gone out.—Harry Potter and the Sorcerer’s StoneShe was crying too, and she wiped her face on her torn and singed sleeve as she spoke, but she took great heaving breaths to calm herself as, still keeping a tight hold on Ron, she turned to Harry.– (Fred was killed and Hermione was sad, Harry Potter and the Deathly Hallows)Hermione burst into tears. Before Harry could say or do anything, she tucked the enormous book under her arm, and, still sobbing, ran toward the staircase to the girls’ dormitories and out of sight.—Harry Potter and the Prisoner of AzkabanHarry suddenly realized that there were tears on his face mingling with the sweat. He bent his face as low as possible, wiping them off on his robes, pretending to do up his shoelace, so that Lupin wouldn't see.–Harry Potter and the Prisoner of Azkaban“You may rest assured that she will be punished,” Mr. Crouch added coldly.“M-m-master…” Winky stammered, looking up at Mr. Crouch, her eyes brimming with tears. “M-m-master, p-p-please…”—Harry Potter and the Goblet of FireWinky's lip quivered. Thenshe burst into tears, which spilled out of her great brown eyes and splashed down her front, just as they had done at the Quidditch World Cup.—Harry Potter and the Goblet of Fire“Master Barty, you bad boy!” whispered Winky, tears trickling between her fingers.—Harry Potter and the Goblet of Fire。