關(guān)于作弊和怎樣防止作弊的

As students, we always have a lot of exams/tests every term. Tests are used nowadays to check/examine/measure how well /effectively students study. Exams are a very useful and important educational tool of measurement.

However, exams have some side effects of their own. First, some exams can’t reflect the real progress students make. Second, too difficult or too many exams force students to cheat in exams. Too many exams force students to study for the sake of exams only, to name just a few.

In my opinion, advantages of exams far outweigh their disadvantages. Despite their side effects, exams can on the whole check and show how well students study scientifically and accurately. At least so far there has been not any method that take their place in education. Besides, exams seem to be fair to all students as they are objective and everyone is equal before test results.

To conclude, exams may continue to exist in our education for a long time before they are replaced by some better measurement methods.

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Some people think when we read we should read selectively. That is to say, we should select some books we are interested in and ignore the others. Reading selectively can help us concentrate our limited time and attention on those selected books.
Others think we should read extensively. No matter what kind of book it is, we should look it over. We should read various kinds of books, whether we are interested in them or not. They maintain that reading extensively can help to enlarge our view and grasp the general knowledge in different fields.
In my opinion, the two reading ways have their roles respectively in our reading. However, the disadvantages of each methods are easy to see. If we only read the books we select or prefer, the framework of our knowledge may not be complete. Our knowledge would be rather limited. And if we read without selection, we may not have so much time and energy to be specialized in one particular field. Therefore, the combination of the two methods is more reasonable.

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