2016年管理類聯(lián)考英語二大作文解析及范文

工商管理MBA 責任編輯:胡敏娟 2020-02-06

摘要:以下是希賽網(wǎng)MBA頻道為廣大考生整理的2016年MBA考研英語二大作文解析及范文,希望能夠幫助到大家,更多相關資訊,敬請關注希賽網(wǎng)MBA頻道。

48.Directions:
Write an essay based on the following chart. you should
1) interpret the chart and
2) give your comments.
You should write about 150 words on the ANSWER SHEET.(15 points).

?11.png

【參考范文】

Portrayed in the above pie chart is a survey of college students’ purposes of traveling. The number of students who take traveling as a chance to see beautiful scenes accounts for 37%, while students who would like to travel to relieve pressure from study take up 35 %.

There are several reasons behind the trend revealed in the above chart. To begin with, as the present society is filled with fierce competition, most college students nowadays are under great pressure to stand out among others or to lunch a decent job after graduation. Therefore, they tend to choose traveling as an outlet to relieve their stress. Secondly, with the fast advancement of the living standards of Chinese families, traveling is increasingly affordable to most college students. For this reason, students prefer to travel to see different views to enjoy themselves or to make some friends.

From my perspective, no matter what reason it is for, traveling is of great benefit for students to acquire a broader perspective of life. If time permits, we college students should go to see the outside world more often.

作文解析

今年英語二作文的題目比較好寫,因為標題和圖示非常清晰明白。圖表顯示了某高校學生旅游目的調(diào)查, 考生分析原因的話也會很簡單。下面分三段簡要地說一下這三段應該怎么寫。

第一段主要是描述圖表。圖表一目了然,數(shù)量詞百分比也是大家熟悉的詞匯,表述數(shù)據(jù)時,圖中有四五組數(shù)據(jù),由于字數(shù)的限制以及為了寫作的便利可以突出較大比例的“欣賞風景”和“緩解壓力”,注意引入百分比的表達方式。

第二段給出你的評論,主要寫這種情況的原因。主要要結合圖表描述的內(nèi)容從兩個方面寫起。一方面為什么為了欣賞風景而旅行的目的占37%, 另一方面為什么緩解壓力會占到33%比例。

更多資料
更多課程
更多真題
溫馨提示:因考試政策、內(nèi)容不斷變化與調(diào)整,本網(wǎng)站提供的以上信息僅供參考,如有異議,請考生以權威部門公布的內(nèi)容為準!

延伸閱讀

工商管理MBA
更多精彩內(nèi)容請關注
工商管理MBA微信公眾號

工商管理MBA
掃碼進入公眾號
了解更多考試動態(tài)

工商管理MBA備考資料免費領取

去領取

專注在線職業(yè)教育23年

項目管理

信息系統(tǒng)項目管理師

廠商認證

信息系統(tǒng)項目管理師

信息系統(tǒng)項目管理師

!
咨詢在線老師!