零分作文PK满分作文 要个性还是要分数

以下是小编整理的零分作文PK满分作文 要个性还是要分数，本文共3篇，欢迎阅读与收藏。本文原稿由网友“h5805053”提供。

篇1：零分作文PK满分作文 要个性还是要分数

零分作文PK满分作文 要个性还是要分数

建议以后的作文评分取消优良中差，改成“正合我意”“相差不远”“参考大纲”“逆我者亡”四种得了。“一个人，没有资格判定甲的文章是优秀，而乙的文章不及格。只能说我喜欢甲的文章不喜欢乙的文章，或者说，甲的文章和教学大纲上要求的差不多，乙的差得有点远。”

韩寒

新生代作家韩寒的上述言论，曾在不少中学生中引起了共鸣。昨日记者发现，一大学生网友力挺韩寒，认为现在的高考作文评分标准无疑于“文八股”。

满分作文是“文八股”？

鉴于目前中国考生和家长对高考的重视程度，剑走偏锋、标新立异的高考作文是不被看好的。高考前夕，各大教育网站上关于高考作文的点拔中充斥着所谓的“高考作文精彩语句”、“高考作文万能开头”。譬如，“经历就是人生的硎石，生命的锋芒在磨砺中闪光；经历就是人生的矿石，生命的活力在提炼中释放。经历就是体验，经历就是积淀。没有体验就没有生存的质量；没有积淀，就没有生存的智慧。人生的真谛在经历中探寻，人生的价值在经历中实现。”再如，“命运是项羽英雄末路自刎乌江时的那一声仰天长啸，命运是屈原留在汨罗江畔的那一串串沉痛的叩问，命运是贝多芬在双耳失聪时指尖下所击出的那一曲曲悲壮的交响，命运是奥斯特洛夫斯基双目失明后写下的那一页页辉煌的华章。”

“这些优美的语句往往有一个特点，大段的排比和比喻，引经据典，初看层次分明，语句优美，细一琢磨又好像漂浮在水面上的浮萍，很浮、很飘。”网友“flies1”说。

“flies1”自称是一名大学生，他说，读了十二年书，不记得从什么时候开始在作文中失掉自我。随便翻阅一下周围同学的优秀作文，格式是千篇 一律的“总分总”三段论。开头一串排比加比喻，中间“事例+论证”，最后点题，这样的高考作文深得批卷老师的认可，因为“层次分明”，瞟一眼就能给出个分数，估计得个平均分没问题。但是，它真的是我们内心情感的表达吗？

搏作文 多少考生有勇气？

从分数上看，作文在高考语文试卷中几乎占到半壁江山，作文的失败往往意味着高考可能名落孙山。在高考考场短短几十分钟的'作文时间里，又有多少考生有标新立异，搏一下评卷老师好恶的勇气呢？

翻阅近年来各地的高考作文题目，或命题作文、或半命题作文、或材料作文，题干后面往往千篇 一律地附上一句话：写成除诗歌以外的文体。高考作文“拒诗”屡遭质疑，但这句话还是年复一年的出现在高考作文要求里。

直到，湖北一高考生对高考作文“拒诗”进行了挑战。他竟成功了。这首51行共102句、每句七言的文言诗《站在黄花岗陵园的门口》被阅卷老师一致评为满分作文，原文被多家媒体，一时间成为街头巷尾最热的高考话题。

“不可否认，确实有高考生搏成功了，但是这样的情况太少了，只是极个别的特例。作为老师我们要对考生和家长负责，肯定不鼓励学生在高考这样的人生大事上由着性子来。高考作文是一锤子买卖，不能玩玄的。”一高三语文老师坦言。

零分作文 真的毫无价值？

众所周知，高考满分作文少；鲜有人知，高考零分作文更少(除未答作文的以外)。

高考前，记者翻阅了《别笑，我是高考零分作文》系列丛书，书中收录了以往历年高考中的满分作文和零分作文，并从诸多方面对满分、零分作文进行对比。从中记者发现，所谓的零分作文，并非完全无可取之处，事实上，像以下几篇不道德宣誓、流露真情的文章，似乎更能为“90后”群体的诚实、不做作正名。这里摘录部分内容：

20北京卷作文题为《我有一双隐形的翅膀》，一考生写道：

看到这个作文题目，我笑了，监考老师有点紧张，他没见过一个男生笑得花枝乱颤的样子。只是这样励志的题目，给我们北京的考生有些可惜了。从上小学起，我就知道我会上北京大学，谁让我就住在它的隔壁，我知道有不少小学生还在农村，作为北京的孩子，我有一双隐形的翅膀而他们没有……

外地的中学经常出现高考舞弊案，而这里几乎没有；外地的孩子经常因异地高考被查获，这里从来没有；外地的孩子经常创下复读的纪录，这里很少复读；外地的孩子上北大要分数惊人，这里的孩子还没考已平添很多分。这是因为，作为北京的孩子，我有一双隐形的翅膀而他们没有。

点评：这是一双非常厉害的“翅膀”，它直接将同生于父母之身的孩子们的命运分了等级。这样反映深刻社会问题的作文出现在高考上实属难得，而得零分似乎也在“情理之中”。

虽然“90后”被有意无意地标榜为非主流，但在事关个人命运的选择面前，掩藏个性、弹奏主旋律，依然会是“非主流们”的主流选择。

篇2：要分数还是要能力英语作文

要分数还是要能力英语作文

【内容提示】

当前，应试教育和素质教育是教育界讨论的热点话题。前者的目的是取得高分，考入高一级学校；后者的目的是全面发展，取得能力而适应社会的需要。目的不同，方法也不同，结果也就不同。在应试教育的思想指导下，教学的方法是填鸭式，教师硬灌，学生硬背，考不上大学就什么也不会做了。而在素质教育的思想指导下，教学方法是灵活多样的，把书本知识化为实践技能，学生考不上大学也能从事各种工作。请你就这一问题写一篇文章，比较二者的优劣。下列词语供参考： 1．cramming-duck hand填鸭式手段2．fleible and varied measures灵活多变的措施

【作文示范】

which is better: to get scores or to get abilities?

when asked such a question: which is better, to get scores or to get abilities, many students＇ answer like mine would be that to get abilities is better than to get scores. to make it clear, we have to compare the both sides.

two different aims lead to two different methods and two different results. if we are eager to get good marks, our teachers would take a cramming-duck hand to force us to do much hard work. we have to learn by heart a lot of lifeless knowledge. we have to recite many many poems and tets. we have to carry a heavy school-bag. we have to do much homework after school. all of what we do is merely for a single purpose----to pass eaminations. as a result we cannot enjoy any thing. we have no free time. we have no holidays. we have no games and plays. we have no pleasure. we have no childhood. in the end we have no skills or capabilities① ecept some dead knowledge from books. we are not able to wash our clothes. we are not able to cook meals. we are not able to labour in the fields. we are not able to operate machines in the factories. in a word we cannot do any practical work.

on the other hand,if we intend to gain abilities, our teachers will take fleible and varied measures in their teaching practice. they will provide for all the students chances to share equal education and we students are supposed to enjoy all-round② development. while we learn knowledge from books, we are showed how to use computers, how to make a radio or recorder, how to make eperiments and researches in sciences; how to play the piano or violin,how to sing or dance, how to draw or paint pictures and portraits;how to prepare a dish or how to make bread; how to plant trees and grass, how to go in for farming by means of scientific methods; how to do business and how to keep in touch with others. all in all, we can play an active part in our studies. at last we will master not only book knowledge, but also the other three abilities----living ability, working ability and mabageable③ ability. thus, we will serve the people better.

by comparing the two ideas, we can come to a close that the purpose to get scores is far worse than the aim to get vanous abilities. only when we know well both scientific knowledge and practical skills, can we live happily and work wonderfully in the society in the coming future.

【词语解释】

①capability[?keip+＇bil+ti] n．能力；才能

②all-round[＇&:l＇raund] a．全面的；才能多方面的

③manageable[＇m$nidn+bl] a．可以设法的；应变的

【写法指要】

1）本文是对应试教育和素质教育的'优劣对比。通过比较作者最后的结论是：素质教育优于应试教育。全文分四个自然段，第一段提出篇题，第二段写应试教育的目的、方法和结果，第三段与第二段相对，写素质教育的目的、方法和结果，第四段是结论段。

2）本文句法的突出特点是对平行句式的使用。第二段分别用“we have to…”，“we have no…”，“we are not able to….”平行句说明了应试教育的手段和后果；第三段用五组“… how to….”平行句式强调了全面发展的内容。这样做，增强了对比的效果。

篇3：孰优孰劣，要分数还是要能力优秀英语作文

孰优孰劣，要分数还是要能力优秀英语作文

When asked such a question: Which is better, to get scores or to get abilities, many students＇ answer like mine would be that to get abilities is better than to get scores. To make it clear, we have to compare the both sides.

Two different aims lead to two different methods and two different results. If we are eager to get good marks, our teachers would take a cramming-duck hand to force us to do much hard work. We have to learn by heart a lot of lifeless knowledge. We have to recite many many poems and texts. We have to carry a heavy school-bag. We have to do much homework after school. All of what we do is merely for a single purpose----to pass examinations. As a result we cannot enjoy any thing. We have no free time. We have no holidays. We have no games and plays. We have no pleasure. We have no childhood. In the end we have no skills or capabilities except some dead knowledge from books. We are not able to wash our clothes. We are not able to cook meals. We are not able to labour in the fields. We are not able to operate machines in the factories. In a word we cannot do any practical work.

On the other hand,if we intend to gain abilities, our teachers will take flexible and varied measures in their teaching practice. They will provide for all the students chances to share equal education and we students are supposed to enjoy all-round development. While we learn knowledge from books, we are showed how to use computers, how to make a radio or recorder, how to make experiments and researches in sciences; how to play the piano or violin,how to sing or dance, how to draw or paint pictures and portraits;how to prepare a dish or how to make bread; how to plant trees and grass, how to go in for farming by means of scientific methods; how to do business and how to keep in touch with others. All in all, we can play an active part in our studies. At last we will master not only book knowledge, but also the other three abilities----living ability, working ability and mabageable ability. Thus, we will serve the people better.

By comparing the two ideas, we can come to a close that the purpose to get scores is far worse than the aim to get vanous abilities. Only when we know well both scientific knowledge and practical skills, can we live happily and work wonderfully in the society in the coming future.

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