2024考研英语二 · 写作（小作文 + 大作文）

2024考研英语二写作题目与要求

Section IV Writing / Part A

Section IV Writing / Part B

参考范文与写作思路

Section IV Writing / Part A

1. 47见上方题目要求

   参考范文参考范文：
   Dear Jack,
   
   I am writing to share my plan for our survey on the protection of old houses in the ancient town and to seek your views.
   
   I suggest we spend two days there next weekend. On the first day we can walk through the historic streets, photograph typical dwellings and interview local residents about maintenance difficulties. On the second day we might visit the town archives and talk with officials about existing preservation policies. After that we can compile the data and draft a brief report with practical recommendations.
   
   Does this timetable and approach sound feasible to you? Any adjustments or extra ideas would be most welcome.
   
   Yours,
   Li Ming

   解析应用文为私人邮件，称呼用Dear Jack，落款Yours加Li Ming，勿用真实姓名；语气友好协商，勿写成命令或报告。正文须覆盖两点：先提出可操作的调研计划（时间、地点、具体活动如走访拍照访谈、查阅档案、接触管理部门、整理建议），再明确征求对方意见并欢迎修改。易漏点包括只写计划不问看法、计划空泛无日程、漏掉ancient town与old houses保护这一主题、字数过少或格式残缺。开头一句点明写信目的即可，结尾用一两句问可行性收束。

Section IV Writing / Part B

1. 48见上方题目要求

   参考范文参考范文：
   The chart shows students' main gains in a labor practice course at a university. The largest share, 91.3%, reported acquiring relevant knowledge, followed by 84.8% for hands-on ability. Meanwhile, 54.4% felt relaxed and cheerful, while only 32.6% reported enhanced cooperative ability. Thus, knowledge-related benefits are most prominent, but cooperation is relatively weak.
   
   There are two reasons. First, the course is mostly task-driven, so students obtain practical knowledge directly from doing specific work, making learning intuitive and effective. Second, teamwork activities are insufficiently designed. Since many tasks are completed individually or with limited interaction, students have few chances to communicate, coordinate, and share responsibilities, which accounts for the low cooperation rate.
   
   Therefore, labor practice courses should add group projects and real-scenario tasks so that students can learn not only how to do things but also how to work together. Thus, labor education can move from “learning to do” to “doing together.”

   解析图表作文写某高校劳动实践课学生主要收获：相关知识 91.3%、动手能力 84.8%、心情舒畅 54.4%、增强合作能力 32.6%。首段概括「知识类收获最高、合作能力偏低」。中段分析：课程多以任务驱动，知识获取直观；团队协作环节设计不足，故占比最低。末段建议：增加分组项目与真实场景任务，让劳动课从「学会做」走向「一起做」。

本卷其他题型

2024 年英语二共 8 个题型，可逐篇对照原文与解析。

同题型其他年份

把同一题型的历年原文放在一起看，更容易发现命题规律。

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