① 大学英语作文优秀范文
考四六级用的吗？如果是考四六级，我建议你去买一些试卷做一做，就是不做，看看题型回也好，答而且试卷后边都会有相应的英语作文。可以背几篇。
如果是考研，建议你上一个作文冲刺班，我那一年考研，作文班预测的挺准的。
② 大学生英语写作范文
暑假打工(A Part-time Job)
This summer vacation I got a part-time job in a snack bar. At the beginning, I couldn’t do well at all and often made mistakes. I was very low-spirited, but father and mother encouraged me a lot. So I began to try my best. Graally, I could do a very good job. I felt very excited when I received my pay for the first time. I already made up my mind to find another part-time job in this winter vacation. I believe I can do better next time.
Summer Job
The summer job is a tradition among students of American universities. Long before the end of the school year,students begin their search for jobs ring vacation ( June, July, and August).
Students send letters to businesses, talk to employers about job opportunities rlng the summer, and ask friends and relarives to be on the lookout for jobs for them. By June the students have usually
solved the problem and begin to make preparations for leaving their books to enter the business world.
Reasons for wanting a summer job are different from student to student. Some work to help pay their school expenses; others work to gain experience in their chosen professions; still others work just for the fun of it.
Typist, construction worker, salesman, lifeguard, and waiter these are some of the more common jobs that students try to find ring the summer months. But many young people find work that is a little more unusual. 暑期打工
暑假期间打工是美国大学生的一种传统。在学年结束很早以前。学生们就开始寻找假期中(六月、七月、和八月)的工作了。学生们寄信给一些公司，向老板询问暑期工作的机会。或是让亲戚、朋友帮忙打探有没有合适他们的工作。到了六月，这个问题通常已经落实，学生们也要准备着离开书本．进入工作的世界了。
学生想要暑期打工的原因各不相同。有些人为了筹集学费而工作．一些人打工是为自己选择的职业积累经验，还有些人打工仅仅是因为觉得好玩而已。
打字员、建筑工人、推销员、救生员、服务生 这些都是学生在暑假几个月中通常选择的工作。 当然，也有很多年轻人能够找到特别一些的工作。
两篇凑凑就出来了!
③ 大学英语写作范文
The Most Important Day in My Life
Have you ever been at sea in a dense fog when it seemed as if a tangible white darkness shut you in, and the great ship, tense and anxious, groped her way toward the shore? I was like that ship before my ecation began, only I had no way of knowing how near the harbor was.
The most important day I remember in all my life is the one on which my teacher, Anne Mansfield Sullivan, came to me. I am filled with wonder when I consider the immeasurable contrast between the two lives which it connects. It was the third of March, 1887, three months before I was seven years old.
On the afternoon of that exciting day, I guessed vaguely from my mother’s signs and from the hurrying to and fro in the house that something unusual was about to happen, so I went to the door and waited on the steps.
I felt approaching footsteps. I thought it was my mother and stretched out my hand. Someone took it, and then I was caught up and held close in the arms of the person who had come to reveal all things to me, and, more important than that, to love me.
The morning after my teacher came she led me into her room and gave me a doll. When I had played with it a little while, Miss Sullivan slowly spelled into my hand the word “-o-l-l”. I was at once interested in this finger play and tried to imitate it. When I finally succeeded in making the letters correctly I was filled with childish pleasure and pride. Running downstairs to my mother I held up my hand and made the letters for doll. I did not know that I was spelling a word or even that words existed; I simply made my fingers go in monkey-like imitation. In the days that followed I learned to spell in this uncomprehending way many words, among them, “pin”, “hat”, “cup”, and a few verbs like “sit”, “stand” and “walk”, but my teacher had been with me several weeks before I understood that everything has a name.
One day while I was playing with my new doll, Miss Sullivan gave me my old doll, too. She then spelled “d-o-l-l” and tried to make me understand that “d-o-l-l” applied to both. Earlier in the day, we had a struggle over the two words “m-u-g” is “mug” and “w-a-t-e-r” is “water” , but I persisted in mixing up the two. I became impatient and, seizing the new doll, I dashed it on the floor, breaking it into pieces. I was not sorry after my fit of temper. In the dark, still world, I had no strong sentiment for anything.
My teacher brought me my hat, and I knew we were going out into the warm sunshine. We walked down the path to the well-house. Someone was drawing water, and my teacher placed my hand under the spout. As the cool stream gushed over one hand, she spelled into the other word water, first slowly, then rapidly. I stood still; my whole attention was fixed upon the movements of her finger. Suddenly I seemed to remember something I had forgotten — a thrill of returning thought – and the mystery of language was revealed to me. I knew then that the “w-a-t-e-r” meant that wonderful cool something that was flowing over my hand. That living word awakened my soul and set it free.
I left the well-house eager to learn. Everything had a name and each name gave birth to a new thought. As we returned to the house, every object which I touched seemed to be full of life. That was because I saw everything with a strange, new sight that had come to me. On entering the door I remembered the doll I had broken. I felt my way to the fragments and tried in vain to put them together. Then my eyes were filled with tears, for I realized what I had done, and for the first time I felt sorry.
I learned a lot of new words that day. It would have been difficult to find a happier child than me when I lay in my small bed that night and thought of the joys that day had brought to me, and for the first time I longed for a new day to come.