剑桥雅思4作文范文 第1篇
本范文结构清晰，语言简洁、明了，符合考生在小作文中应用简短句子和一些复合句子来表述清晰、条理清晰的要求。在篇首使用了引言，简述了要描述的流程，并逐一介绍该流程中的每一步骤。
范文紧紧地围绕流程图展开，既不过多赘述，又不遗漏重要步骤，而且每一步骤的表述都紧密相连，形成了一个完整的流程。此外，文中衔接词使用得当，在连接不同步骤之间没有突兀感。例如，第三段首句里的“Once the conching process is complete”直接接续了上一段的内容。
范文中对一些显眼的过程用了“关键词”进行点拨，例如使用了“crushed”（压碎）、“mixed”（混合）、“heating and stirring”（加热和搅拌）等表述。所用单词和短语精准而准确，不会在表述清晰和语言简要之间出现冲突。
文末的总结很好地总结了瑞士巧克力的制作过程，也提到了该产物的口感和质量，为全文画上了一个完美的句号。
总体来说，剑桥雅思6test4小作文范文体现了一个标准的过程性描述：传达了主题，点拨过程中的难点，并在适当的时候进行适当的概括。相信本文对你的小作文写作能力提升会有所帮助！
剑桥雅思4作文范文 第2篇
The charts compare the sources of electricity in Australia and France in the years 1980 and 2000. Between these years electricity production almost doubled, rising from 100 units to 170 in Australia, and from 90 to 180 units in France.
In 1980 Australia used coal as the main electricity source (50 units) and the remainder was produced from natural gas, hydro power (each producing 20 units) and oil (which produced only 10 units). By 2000, coal had become the fuel for more than 75% of electricity produced and only hydro continued to be another significant source supplying approximately 20%.
In contrast, France used coal as a source for only 25 units of electricity in 1980, which was matched by natural gas. The remaining 40 units were produced largely from oil and nuclear power, with hydro contributing only 5 units. But by 2000 nuclear power, which was not used at all Australia, had developed into the main source, producing almost 75% of electricity, at 126 units, while coal and oil together produced only 50 units. Other sources were no longer significant.
Overall, it is clear that by 2000 these two countries relied on different principal fuel sources: Australia relied on coal and France on nuclear power.
剑桥雅思4作文范文 第3篇
审题
大学的`主要任务是什么呢?从世界范围看，在经济危机的年代学费并没有下降，就业却是越来越难，而且社会走出衰退也需要更多拥有实际技能的毕业生。但另一方面，学校如果只教就业技能，会让学生缺乏深层创新的能力。
范文
Today， many students attend university to acquire skills and knowledge that are intended to prepare them for future employment.
This trend is understandable. After all， in this era of financial turmoil and massive layoffs， the majority of young people view future job security as one of their most pressing priorities in life.
Also， across the world， students， tuition costs are rising each year， despite the tumultuous economic meltdown. These days， it is no exaggeration to say that pursuing higher education is very much like making a major investment; thus， university students and their parents tend to expect reasonable rates of return， which can be， to some extent， quantified by the graduates，starting salaries and benefits.
The societal demand is there as well. Being bogged down in stagnancy or recessions， societies are hoping for more productive and more responsive workforces to haul them out of the quagmire.
In spite of all these， I wish to point out that merely equipping students with job skills may defeat the very purpose of universities. It is true that higher education should meet the social demand for a more powerful workforce. Yet realistically， it would be hard for university administrators and faculty to identify accurately what technical skills and knowledge will be needed three or four years from now， when most technologies have been updating themselves on a daily basis.
What will also be at risk is students’ capacity to innovate as true innovations require thorough understanding of the fundamental theories guiding their predecessors.
The main function of a university in this age of crisis， therefore， should be to build core curricula that stress the cultivation of employment skills and at the same time， to provide students with elective courses on theoretical knowledge about their field of study， which can facilitate their grasp of the employment skills and meanwhile ensure their capacity to apply those skills innovatively.
