美國留學(xué)申請文書點評——特殊教育專業(yè)-美國留學(xué)申請

本文標(biāo)題：美國留學(xué)申請文書點評——特殊教育專業(yè)-美國留學(xué)申請，如今留學(xué)的人越來越多，不論高中生、大學(xué)生還是讀研的學(xué)生，都想早日去留學(xué)接受好的教育，很多同學(xué)對美國留學(xué),美國留學(xué)中介,美國留學(xué),美國留學(xué)條件,美國留學(xué)網(wǎng),美國留學(xué)申請的相關(guān)問題有所疑問，下面澳際小編整理了《美國留學(xué)申請文書點評——特殊教育專業(yè)-美國留學(xué)申請》，歡迎閱讀，如有疑問歡迎聯(lián)系我們的在線老師，進行一對一答疑。

　　提示：你在教室里的表現(xiàn)只能展現(xiàn)你的一部分性格。那么當(dāng)你不在教室或者不學(xué)習(xí)的時候你都干些什么？

　　I taught him something new.

　　“Eat” and “boat” were the only two words he knew, yet he said these two simple words with enthusiasm and passion. When he smiled, his hazel eyes glimmered with curious innocence and his lips curled in na?ve playfulness: childish, but sincere. He laughed at the ordinary things in life -- a butterfly fluttering on a leaf, a ball rolling across the asphalt -- but his laughs always rang joyously, untainted by worry.

　　Nervous, but eager, I arrived for the Landmark program in Gilmanton Iron Works, New Hampshire, only to find Kory‘s outstretched arms ready for a bear hug. I looked at him, uneasy and hesitant. There he stood before me, all five-foot-nine of him, with a silly grin revealing two rows of crooked teeth. Immediately, I was astonished, repulsed, and a little frightened. He looked disheveled and dirty, yet he oozed innocent confidence. I had never interacted with the mentally challenged before, and I had no idea what to expect. I reluctantly took a step forward, into his extended arms, into a new world.

　　“Sam, “ I tried to teach him, in hopes of throwing another shiny quarter into his bank of two words. He stared at me blankly, questioning the sounds that came out of my mouth. He slowly formed a bemused expression that seemed to indicate those quarters might never shine.

　　At first our time together was very awkward; I didn’t know what to say to him, and he didn’t have much to say to me. After the first day, however, I realized that, although Kory couldn’t converse, he enjoyed just listening to me and playing with me. In fact, after spending a week with Kory, my own communication skills improved markedly. I discovered the power of eye contact, facial expressions, and physical gestures. After we reached this understanding, our relationship progressed steadily. I found him easy to trust, and he began to trust me. He looked up to me and emulated my behavior.

　　Our relationship wasn’t without conflict, however. At times, he and I both became frustrated when we couldn’t understand each other. Especially trying were Kory’s frequent temper tantrums. These frenzies were nerve-racking because oftentimes I didn’t know why he was crying or how to make him stop. Yet Kory’s exasperation and wild emotions forced me to be a model of control. After a few of his fits, I realized that Kory just needed me to be calm while he released some frustration.

　　Kory and I experienced a week of ups and downs. We painted, canoed, and sang. I watched him giggle whimsically and throw aggressive fits. Before I went to Landmark, I would have shrunk away, fearful of this mysterious boy. After that week, however, I looked at him fondly and with a new understanding.

　　On the last day, I stood in the driveway of the camp waiting for my ride to the airport. There he stood before me, all five-foot-nine of him, with that silly grin and outstretched arms, ready for a bear hug. I approached him, this time without hesitation. When we pulled back, we both had watery eyes.

　　I taught him something new, but in the end, he taught me so much more.

　　點評：

　　文章繪聲繪色的講述了作者自己與一個殘障人士在一周之內(nèi)發(fā)生的事情。在這段時間內(nèi)，無論智障孩子的純真的微笑，還是狂躁的脾氣，作者都為我們進行了描述。他們一起生活，一起游戲，一起唱歌，這一切一切都令讀者感受到了溫馨的感覺。僅僅從文筆上來講，就可以稱作是一篇好的文章。況且并非僅僅是這樣。

　　在文章開始的時候，僅僅是通過對智障孩子的外貌描寫，我們就能看出來作者有“愛心”，然后再通篇的描述中，這種“愛心”與“耐心”完美的結(jié)合了起來。這些都是作者想要表達給這篇ESSAY的審查者的。

　　而在最后的一句話：I taught him something new, but in the end, he taught me so much more，可以說是文章的點睛之筆。他的不僅僅是提醒閱讀者自己所具有的優(yōu)點：愛心以及耐心，更重要的是對這種純真的感情進行了烘托。付出了很多，得到了什么？得到的是真摯的情感，我想作者真正想說的，應(yīng)該是只要真心的付出，就一定會得到真摯的回報這個觀點。

　　文章緊扣題目要求，在敘述以及抒情的同時都在向閱讀者表述自己通過這件事情能夠體現(xiàn)出來的品質(zhì)以及能力。可以說是這種以情感敘述為主體的文章中的成功之作。

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