2017年9月23日托福独立写作范文：In order to adapt to the life in university and succeed, if you are a freshman, which method do you think is better:
1. attending a one-week orientation or introduction program when you are in the university campus, and it will begin before you have the classes;
2. meeting regularly in your first year with a student in your major field who has entered the university for several years.
a.能从他们那里获得更多的知识：跟学长regularly的交流可以学到更多的知识，学长知道很多关于学校生活的细节，而一周的introduction program 不能介绍那么多
With the development and transportation, an increasing number of students have been able to enter college both home and abroad. Though a wide spread of knowledge and culture is noticed, new students are also confronted with adaptive problems to the new life. As far as I’m concerned, holding regular meetings with older students in the major is a more beneficial way to help freshmen out, since it restores two big defects that the orientation and introduction programs before campus can’t avoid.
First and foremost, the pre-class programs are possibly and most commonly held in forms of public lectures and organized visits, where students could only obtain general knowledge and advice. Students, then, at the beginning of campus with no idea of what will actually happen will find such programs, though comprehensive, too theoretical. They might get to know the lending process in libraries, but fail to efficiently get introduced to readable and valuable collections. They might get interested in lessons, competitions and campus activities mentioned, but in lack of personal advice on making affordable and comfortable time schedules. Besides, since this program happens merely at the beginning of college and is assigned to new students in all majors, it’s only a one-off way that couldn’t last long, not to mention to be timely updated. Things shared there may be too common to apply in specific majors. These defects could easily get evaded by regular meetings with older students: When in library, not only can they bring more precise reading information that match your needs, but they will tell you what they would personally like to recommend as well. They’ll also exchange ideas about the time management as freshmen, possibly preventing you from making mistakes in participating in useless activities or putting little concentration on important things. Nobody would make use of time in common programs to give details on the study of professional lessons, but older students in your major can easily do. Such personal and accurate guidance is undoubtedly more influential in solving new students’ problems, and it’s a regular, long-lasting activity that could deal with trouble in every small phase of this gradually adapting procedure.
What’s more, the orientation or introduction programs could only help solve, if any, part of the most frequently-met challenges such as campus acquaintance, but are not effective in providing emotional support and valuable friendships. It’s widely known that when isolated from families and old friends, entering completely strange environments all by themselves, most students will feel somewhat stressed and lonely. Lessons before campus might focus on more physical guidance like time schedules and training plans, just completely ignoring these problems, or, only incorporating some theoretical solutions. On the contrary, by attending regular meetings with students in the same major who have experienced similar educating modes and confronted with similar trouble, new students will establish sincere relationships, find confidence and brace to defend themselves from passive emotions like abasement, nostalgia and hopelessness. Through opening minds and pouring out ideas, emotional resonance is achieved, and emotional burdens are worked out.
In conclusion, I firmly believe that compared to the programs before campus, regular communications with students in higher grades of a same major field are more advantageous, because they are long-lasting, timely updated, detailed and precise, and can also offer friendship and extra emotional help, rather than merely institutional guidance.