图表类型

饼图（动态）

作文题目

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

要素回忆

见下图。

写作指导

动态多饼图的写法：

1、如果多个饼图有共同的最大占比，则应当把最大占比合并描写，同时写占比、纵比。剩余项目按照纵比进行分组。

2、如果多个饼图没有共同的最大占比，有两种写法：

1)    每个图各自从大写到小，第二幅图在写占比的同时交待纵比（仅适用于两个饼）。

2)    交代每个图各自的最大占比，然后按照纵比进行分组。

注意：本图是按照年龄段划分的图，此类图形在写作上采取动态图的方法来写。

本图的写法：

1、交代各个年龄段最喜欢的节目。10-15岁：cartoon, sports & drama. 16-20岁：drama & film. 21-25岁：news。

2、按照纵比分组：

1)    随年龄增长而上升：news.

2)    随年龄增长而下降：sport.

3)    先上升后下降：drama & film.

4)    先下降后上升：cartoon.

字数充足时，无需写结论。

类似真题

剑8-2

作文题目

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

题目翻译

大学现在通过网络而不是课堂教学来颁发资格证书。你认为这种趋势的好处大于它的坏处吗？

话题分类

教育类（与科技类结合）

题型类别

利弊分析

是否旧题

新题，但与多道老题写法上一致。与“十大话题万能分类题库”中教育类话题的第三道母题非常接近。

话题分析

本题不是简单的远程教育，而是”offer qualifications through distance learning”. Qualification包括：certificates, diplomas, 以及Bachelor degrees.在写缺点时，可以适当考虑一下这一点。另外要注意，本题为利弊分析题型，写远程教育的好与坏，千万不要写成远程教育和传统教育的好处。

类似话题

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

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

结构思路

本题属于“利弊分析”题型，利弊分析的题型有三种类别：1、利与弊；2、利是否大于弊？3、利or弊？第一种类别的格式都非常简单，采用“双边支持”的写法，正文两段一段写优点，一段写缺点就可以了。而第二、第三种的除了用之前的写法之外，还能采用“单边支持”写法，即驳斥自己不赞同的一面，再支持自己赞同的一面就可以了。

下面以较容易写的“双边支持”为例。文章的观点为坏处大于好处。

思路借鉴：

远程教育的好处：

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

远程教育的坏处：

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

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

结论段：远程教育只能作为一个传统教育的补充。In conclusion, despite its unparalleled advantages of distance education, its shortcomings are still quite obvious. Therefore, it is suggested that distance education should only act as a supplement to traditional education.

扩展阅读

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

Benefits

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

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

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

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

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