托福寫(xiě)作中引用一些名人名言無(wú)疑會(huì)讓自己的文章更具說(shuō)服力。但是名人名言的使用也要根據(jù)話題來(lái)使用。今天小編給大家?guī)?lái)了托福寫(xiě)作Sucess話題常用名人名言,希望能夠幫助到大家，一起來(lái)學(xué)習(xí)吧。
托福寫(xiě)作Sucess話題常用名人名言
I succeeded because I willed it ;I never hesitated .(Bonaparte Napoleon , French emperor )
我成功是因?yàn)槲矣袥Q心，從不躊躇。(法國(guó)皇帝 拿破侖. B .)
If you wish to succeed , you should use persistence as your good friend , experience as your reference , prudence as your brother and hope as your sentry. (Thomas Edison , American inventor )
如果你希望成功，當(dāng)以恒心為良友、以經(jīng)驗(yàn)為參謀、以謹(jǐn)慎為兄弟、以希望為哨兵。(美國(guó)發(fā)明家 愛(ài)迪生. T.)
Achievement provides the only real pleasure in life .( Thomas Edison , American inventor)
有所成就是人生唯一的真正樂(lè)趣。(美國(guó)發(fā)明家 愛(ài)迪生. T. )
But has the last word been said ? Is all hope to be lost ? Is the defeat final No !(Charles De Gaulle , French president )
但是難道敗局已定，勝利已經(jīng)無(wú)望?不，不能這樣說(shuō)! (法國(guó)總統(tǒng) 戴高樂(lè). C.)
Only those who have the patience to do simple things perfectly ever acquire the skill to do difficult things easily . (Friedrich Schiller , German Dramatist and poet).
只有有耐心圓滿完成簡(jiǎn)單工作的人，才能夠輕而易舉地完成困難的事。(德國(guó)劇作家、詩(shī)人 席勒. F.)
The people who get on in this world are the people who get up and look for circumstances they want , and if they cannot find them .they make them. (George Bernard Shaw , British dramatist )
在這個(gè)世界上，取得成功的人是那些努力尋找他們想要機(jī)會(huì)的人，如果找不到機(jī)會(huì)，他們就去創(chuàng)造機(jī)會(huì)。(英國(guó)劇作家 肖伯納. G.)
You have to believe in yourself . That’s the secret of success .(Charles Chaplin , American actor )
人必須相信自己，這是成功的秘訣。(美國(guó)演員 卓別林. C.)
Power invariably means both responsibility and danger .(Theodore Roosevelt , American president)
實(shí)力永遠(yuǎn)意味著責(zé)任和危險(xiǎn)。(美國(guó)總統(tǒng) 羅斯福. T.)
Success covers a multitude of blunders .(George Bernard Shaw , British Dramatist)
成功由大量的失望鑄就。(英國(guó)劇作家 肖伯納. G.)
托福考試作文獨(dú)立寫(xiě)作范文：經(jīng)濟(jì)危機(jī)時(shí)政府減少支出
In times of an economic crisis, in which area should governments reduce its spending? 1. Arts 2. Scientific research 3. Parks and public gardens.
托福寫(xiě)作范文參考:
During an economic crisis, governments face difficult choices of monetary allocation with reduced budgets. In this challenging time, it is of vital importance for policy-makers to recognize the effectiveness of policy-making on certain social services or programs such as arts, scientific research and park and public gardens. If a choice has to be made, in my opinion, the government should reduce its spending on arts.
To begin with, in times of an economic crisis, it is significant for policy-makers to recognize the necessity of investing in scientific research because it exerts a far-reaching effect. If the financial crisis leads to substantial cuts in funding for scientific research by governments, it will be difficult to muster investment for a public good, like clean air, or for extremely risky initiatives, such as novel approaches to new antibiotic drugs, or in areas where the outcome is uncertain. As a matter of fact, technological innovation, biomedical breakthroughs, and tackling pressing environmental issues all require sustained scientific development, from basic discovery to final application. Investing in research is investing in the future, and it requires a long-term commitment to the accumulation of knowledge, the testing of basic principles, and the translation of these discoveries into practical applications that impact everyday life. Consequently, governments ought to attach more importance to the scientific studies so as to develop world class research base and conduct crucial scientific projects.
Furthermore, funding for parks and public gardens provides an opportunity for people to engage in physical activities, which is considerably beneficial to health. Nowadays, due to the sedentary lifestyle and unhealthy eating diet, overweight and obesity are epidemic problems across the world, and related conditions are on the rise. A primary focus of attention is providing environment where people can be physically active. Parks offer such an opportunity. In addition, health studies have shown that people who do regular exercise get a range of benefits when they are in natural settings, like parks and public gardens. These benefits include reduced risk of premature death; reduced risk of heart disease, hypertension, cancer; improved maintenance of muscle strength; weight loss and favorable redistribution of body fat; improved physical functioning. Therefore, when governments allocate fiscal spending on parks such as well-designed and well-maintained paths as well as attractive scenery, people can substantially improve their health and quality of life by doing moderate amounts of physical activity in their daily lives.
Undeniably, if governments pay more attention to investment in art, people can enrich inner world as a diverse and productive cultural environment can provide the spirit and important intangible values. However, in times of crisis, people usually lay emphasis on basic needs instead of spiritual needs. As a result, the importance of material comforts outweighs that of nourishment for the mind and it does not mean that people’s quality of life will be dramatically affected if governments cut budget on art and provide less financial support on art institutions. In a sense, it will not directly influence people’s life at least in a short term because people rarely need to satisfy their aesthetic needs everyday. Therefore, compared with scientific research and park and public gardens, art is least associated with people’s daily life and it needs less concern.
From what has been discussed above, scientific studies serve the common interest of the entire human race and doing exercise in parks and public gardens constitutes an indispensable part of daily life. It is more applicable and reasonable to cut down spending on art in the times of an economic crisis.
托福考試作文獨(dú)立寫(xiě)作范文：學(xué)習(xí)有限的課程對(duì)身心發(fā)展有用嗎
In a word, studying only limited courses will be supportive for students’ physical and mental growth as well as their future careers.
2月27日: High school students are required to study many different subjects at same time or they should study only three or four subject at a time, which do you agree?
范文參考一:
As for me, studying only three or four subjects appears to be a better choice and the listed reasons and examples will support what I believe.
To begin with, current young students have been under enormous pressure, doing great harm to their growth, and there is no need to impose too much pressure on them. To be more specific, to strengthen students’ future competitiveness in the society, most schools have expected to forge students’ various capacities since they were young by arranging a huge number of curriculums. What an ordinary high school student has to experience in his one-day school life can demonstrate how depressed and exhausted present high school students are. Getting up as early as 6AM has become common in recent two decades. Afterwards, a whole-day study will include various compulsory and optional courses like Mathematics that leads to intellectual stimulation or History that demands students to attempt to memorize historic events and relative effects as many as possible. When class is over, it is still far away from ending one-day study since lots of assignments such as the short essays or scientific researches need to be finished. Evidently, students suffer from the huge pressure from study, leading many of them to wear glasses at a young age and to be drained physically and mentally everyday. Thus, students are not supposed to be ordered to study many courses at a time.
To be followed, the inadequacy of enough leisure time will contribute students to have no chances to engage in what they interested in. High school students are still involved in an age during which they should exploit their own interests to decide which area they will choose when going to college in their near future. However, like I mentioned in the previous statement, to meet the requirements set by school; students have no option but to immerse themselves in a number of assignments and the freedom to pursue their own hobbies has been deprived. It is known to all that interest plays a leading role in assisting people to choose their future career and a recent released statistic in a survey conducted by Beijing Human Resource General Bureau indicates that approximately 67 percent of college undergraduates switch their professions from their major-related areas to what they are truly interested in their third year after graduation. In addition, many of the respondents claim that they are not satisfied with the current educational system, requiring students to study a wide range of curriculums, because it entirely downplays the importance of cultivating students’ hobbies and they believe that the earlier students can discover their interest, the more setbacks they can avoid when choosing future majors in the university and upcoming professors after graduation. A friend I know named Andy refused to become a mechanical engineer since he was bored to stay in the office building and finally chose to become a teacher in a educational institute since he can apply his passion and extrovert personality into the profession. Accordingly, student should be given more opportunities to develop their own hobbies to explore what they love.
寫(xiě)作參考二:
Do you agree or disagree high-school students are required to study many different subjects at same time or they should study only three or four subjects at a time.
Teenagers are in the prime time of their life. What they learn in this period is a huge factor in determining their whole life. To make better use of this valuable time, some educators advocate that students are supposed to study as many subjects as possible at a time. However, I don’t think it is a smart move. Instead, studying three or four subjects at a time would serve them better.
To begin with, only three or four subjects at a time ensure that students have enough time and energy to make further research in each of these fields. It allows them to bite deeply into these subjects, thus gaining the whole picture of a certain field in their mind rather than just a smattering of knowledge. It is not hard to imagine what they would suffer when they have too many things in their plate. They would find themselves wrestling with complex chemical formulas, intertwined history events and distinctions between invertebrates and amphibians on the same very day. In consequence, they would end up with spreading themselves too thin and cannot gain a deeper understanding in any of the fields.
Besides, when students are allowed to choose three or four subjects at a time based on their own interest, they would performer better without under a huge amount of mental pressure. As an old saying goes, interest is the best teacher. When what they learn really appeal to them, they are more keen on their school work. On the contrary, if they are forced to learn too many subjects at a time, chances are that they not only cannot be guaranteed with good grade but also get upset and frustrated. Things may get even worse when they find some of these subjects are extremely bothersome and annoying. I have experienced the suffering. When I was in high school, history was the most difficult one for me. Those intertwined history events, exact dates of those events, and various complex names of important figures involved in them just drove me crazy. When the finals were just around the corner, I always burnt mid-night oil to hit history books, feeling so tense and stressed up. So only when students spend their time on just three or four subjects that truly attractive to them can they get good grade on each subject and enjoy their high-school time happily.
What cannot be denied is that there are such versatile brainiacs who can handle with so many subjects at the same time without any difficulty. However, only a small fraction of students are in this line. For most of the students in high school, three or four subjects at a time are more acceptable and effective for their study.
To sum up, I am on the board with the idea that students will benefit more from taking just three or four subjects at a time.
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