关于学生奖励的托福作文范文

　　Do you agree or disagree with the following statement? It is more important to award students for effort （trying or hard working） than for achievement （good grades）。 Use specific reasons and examples to support your answer.

　　你是否同意以下观点？按努力的程度来奖励学生比按其取得的成绩进行奖励更重要，请用具体的理由和事例来说明。

　　In the “real” world, success is measured by results, not efforts. If, for example, an employee at a research institution spends many long hours conducting an experiment that eventually fails to produce the expected result, he or she is not given accolades just for the time spent. Thomas Edison exerted great effort to find the right filament to light up his incandescent bulb-what matters now is that he succeeded, not that he worked really hard. If we reward students in the world of academia with meaningless “E” for “Effort” grades, we will be handicapping their chances for real success in their future careers.

　　在这个“现实的”社会里，成功是由取得的结果而非努力的程度来衡量的。比如，某个研究机构职员花费了大量时间做一个实验，终失败了，没有取得预期结果，那么他不会因为花掉的时间得到别人的赞扬。托马斯·爱迪生花费了大量精力去寻找能够点亮白炽灯泡的合适的灯丝-现在重要的是他成功了，而不是他为此付出了多少努力。如果我们用毫无意义的“E”来奖励在学术领域的学生的“努力”，那么我们就可能妨碍他们抓住在未来事业取得成功的机遇。

　　For one thing, it is almost impossible to measure “effort” quantitatively （and thus fairly）. Much of the hard work that is necessary to score a good grade in school occurs outside of class; how is the teacher to know, exactly, whether Sally spent all her free time working on her homework? And what about Henry, who is naturally bright, with a real talent for mathematics? Should he be given a lower grade than George, just because George chewed his pencil more during the test （and so looked like he was trying harder）？

　　首先，我们几乎不可能公正地衡量“努力”的程度。要在学业上取得好成绩，需要在课外非常努力地学习；试问，老师如何能准确地知道莎莉是否真的把课余时间都花在了功课上？而性格开朗、在数学方面很有天赋的亨利，他的数学考试成绩是不是就应该比乔治低-仅仅因为乔治在考试中几乎嚼烂了自己的笔头（这让他看起来比亨利更努力）？

　　Without an objective standard, applicable to everyone, it is difficult （if not impossible） to accurately gauge performance. Modern organizations have thus attempted to institute performance review systems that assign specific values to specific behaviors. Nevertheless, gray areas abound, leaving employees disgruntled about their ratings.（“What does my boss mean, 'not a good listener'? I am a very good listener!”） So it is in the classroom, when students feel that the teacher is evaluating them on, say, their personality rather than their performance. （“The teacher likes George because he compliments her all the time and smiles a lot.”）

　　没有一个适用于大众的客观评判标准，将很难（如果不至于不可能）准确衡量个人绩效。现代组织因此试图通过建立绩效评估系统，根据员工具体的表现来确定他们具体的价值。虽然如此，灰色领域（不清楚、没把握或不完全了解的领域-译注）的大量存在还是令员工对自己所获得的评定等级感到不满。（我的老板什么意思？我不善于倾听？我是个出色的听众啊！）在学校里，学生们会觉得老师是根据他们的性格而非学习表现来评定自己的等级。比如，老师可能会因为乔治经常赞美自己、还总对自己微笑而对他喜爱有加。

　　Lastly, and perhaps most importantly, an objective grading system levels the playing field. It doesn't matter whether you work a little or a lot, an “A” should still stand for “excellent” work. （A “B” is “good,” but it's definitely not“excellent.”） Without such outside standards, we end up with the possibility of rewarding mediocrity. Let parents and grandparents compliment little Junior on how hard he worked, how much he studied. Teachers must hold him accountable for meeting （or exceeding） accepted standards of excellence.

　　后，也可能是重要的一点，客观的评分制度创造了竞争平台。不管你干得多或少，字母“A”始终代表出色。（虽然“B”也代表了表现良好，但并非出色。）没有这种外部标准，我们将很有可能奖励了平庸之人。父母和祖父母可以因为自己的孩子刻苦学习而赞美他，但是作为老师，就应该要求学生为达到（或者超越）公认的出色的标准而负责。