2016考研英语作文负面话题模板

　　(1)As is vividly depicted in the picture, 描述图片的内容，which seems to be humorous and ridiculous but thought-provoking on second thoughts. (2)The most striking feature is that unbelievably, 图片中反映的问题 .(3)Recent few years has witnessed a phenomenon of 主题 which seems to be disastrous to individual survival and growth or social stability and prosperity. (4)This phenomenon of 主题 should be condemned severely or even made illegal. (5)There is no doubt that its symbolic meaning subtly conveyed should be given more consideration.

　　中间段落从不同的方面论证问题的危害，可以举例论证，也可以通过数据论证，重点是阐释图片所反映出的问题的背后深层次原因或是可能导致的不良后果。第二段首句可以从宏观上谈这种现象总的有两到三个点危害或者原因,第二至四句具体谈危害或是原因。中间可以通过举例和引用文章观点的方法论证分论点。最后再次强调问题的危害。

　　(1)The above-mentioned phenomenon will bring about several negative effects to both individuals and the society./ What are the intangible reasons behind the above-mentioned phenomenon? (2)To begin with,主题 not only does harm to our physical and mental health but also results in a frustrating and humiliating life. (3)No better illustration of this idea can be thought than the example mentioned below.例子 (4)In addition, nothing is more harmful than主题 to contradict with a harmonious society. (5)According to a survey made by China Daily, 与主题相关的不好的后果 .(6)Last but not least, no issue is as harmful as 主题 to increase family burdens, because it 原因. (7) Therefore, without appropriate control, its undesirable results will come out unexpectedly and lead to our gloomy future.

　　若要论述原因，2、4、6句话换成原因的句子。原因一般是来自社会关系方面、科技进步方面、心理需求方面。

　　最后一段要强调解决问题，谈的两点建议通常是提高人们的意识，加强执法。

　　(1)From the above analysis, it is necessary that some useful measures should be taken to prevent主题. (2)On one hand, we should be sensible to strengthen the enforcement of the laws to protect 主题. (3)On the other hand, it is urgent for us to keep people aware of the importance of主题. (5)Although the fight against it is long-standing and tremendous, our efforts will eventually pay off. (6) Only when we pay sufficient attention to it can we embrace a glorious future sooner or later.

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