2017年6月英語四級作文模板及范文（四）
2017年6月英語四級作文模板及范文（四）
There is no consensus among the people as to the view of _________ (主題). Some people hold the idea that _______________________ (觀點(diǎn)A). A case in point is that _____________________________ (支持觀點(diǎn)A的例子).
On the other hand, others may have a quite different view. According to them, ______________ (觀點(diǎn)B). The most typical example is that __________ (支持觀點(diǎn)B的例子).
Weighing the pros and cons of these arguments, I am inclined to agree with the latter. Admittedly, the former point of view seems reasonable in saying to some extent, but the latter is more convincing.
Is It Up to Students to Evaluate Teachers?
The past few years have witnessed a mounting number of universities allowing students to evaluate their teachers and even decide if they can stay on their positions or not. To this practice, people’s attitudes differ considerably. Some applaud it warmly whereas others criticize and even condemn it harshly.
Proponents of the practice may list the following reasons. In the first place, they assert that students are the people who know the most clearly about the teaching performance of a teacher, so they should have the say in evaluating him or her. In the second place, they contend that students have paid for their education, so they have the right to decide which teacher should be employed.
Opponents, however, point out that it is dangerous to leave the right to students to evaluate teachers. For one thing, students may not know what ought to be taught and how it should be taught; they may only judge a teacher according to his temper and even accent or appearance. For another, in order to please students, some teachers may resort to some improper means.
Personally, I believe that both views are justifiable, and we should achieve a balance between them by employing the evaluating approach in a reasonable and beneficial way. To be specific, students should be allowed to evaluate their teachers, but they may not be the only decision-maker in the teachers’ fate.
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