案例： 阅读下面的学生习作，完成下题。 抓住机遇，成就伟岸 ①人生中会有弯道与挫折，然而正是人生中难以预料的弯道成就了不平凡的人生。 ②福楼拜曾对莫泊桑说过："天才无非是忍耐"。大写的"人"又怎能逃脱苦难的磨砺呢？在困境中抓住机遇，迎接挑战，铸就人生的不屈与辉煌，何足畏哉！ ③大漠千里，黄沙漫漫，驼铃悠悠。你，一个柔韧的奇女子，王嫱，演绎出让人感伤的出塞的神话。一个江南水乡浸透温婉气息的女子却要在风沙裹蚀下把青丝熬成霜白，枯萎了红颜。又有谁不可以承受这样的命运。而你，昭君，只是怀一幽怨的琵琶，留下了夕阳下无语的青冢。你，变坎坷的人生际遇为华夏史册上为民族和平而牺牲的永世光辉，熠熠生光。 ④白露横江，水光接天，纵一苇之所如，凌万顷之茫然。是你啊，旷达的子瞻，泛舟赤壁。你心中何尝不想"至君尧舜上，再使风俗淳"？可你逃不了"乌台诗案"，你选择了黄州，造福一方百姓又何尝不好？"羽扇伦巾，谈笑间樯橹灰飞烟灭"，那雄姿英发的周瑜，你仰慕他，然而，你终是你，转变人生的轨迹未尝不可？高歌"一蓑烟雨任平生"岂不快哉？ ⑤"沅湘流不尽，屈子怨何消！"郑袖的谗言，子兰的徘谤，怀王的昏聩，那儿不是你的容身之所啊，三闾大夫！痛心与失望，如此被排挤，命运多舛，可你依然保存一颗赤子之心！试问，世上还有如你一样的人么？感念朝廷的日益衰败却无力相助。于是，你，自沉汨罗，多么可歌可泣的举动，《离骚》中句句都是你的一片丹心！ ⑥"水光潋滟晴方好，山色空蒙雨亦奇"，西湖美景，三月小雨润如酥，你，范蠡，携西施泛舟西湖，散发扁舟。何必留恋勾践的高位名利？你深知越王可以共苦，难以同甘，世人谁不留恋名利权位，可你明白"飞鸟尽，良弓藏，狡兔死，走狗烹"的道理和功高盖主皆殒身的教训。走吧，陶朱公三置千金，你，写下了最完美的明哲保身的人生准则。放弃名利，成就了最善的命运。 ⑦人生中总会有很多充满艰辛的际遇，充满荆棘，扑朔迷离。可是，我们也总能够变际遇为机遇，抓住机遇，成就伟岸。 问题：1.请从第④⑤段中找出两个错别字，从第③段中找出一处病句，分别改正。2.请结合具体内容对作文进行评析。
相关问题推荐
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中国古代“多子分继财产制”取代“嫡长子继承制”的财产分配形式渊源于汉代的______。
A、分封制
B、世袭制
C、贵族制
D、推恩制
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Not that John doesn't want to help you,____ it's beyond his power.
A、but thatB．for thatC．and that
B、in that
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请阅读 Passage 2，完成第 26~30小题 。Passage 2Paper money is used every day but people do not often think of money as just paper.This is because people agree that it has value，and paper money is supported by the government.People have used paper money for only a few hundred years，but what did people do before printed money was invented? In Medieval England，a stick was the official representation of money. The common system that was used involved counting debt on a piece of wood called a "tally stick". The tally stick was marked with a knife.Each mark，or tally，indicated an amount of money.The tally stick acted as a contract.No one really knows who invented the tally stick，but King Henry I of England is credited as the first to use the stick in a widespread fashion.In England，the tally stick was used from 1100-1826.Marks were made on a tally stick to represent the amount of service or goods that were exchanged.The tally stick was cut in halflengthwise into two parts，and one stick was longer than the other.The person giving services or goods received the longer end of the stick，called the "stock"，and the person paying for the service or goods received the shorter end.Once the stick was cut，it could not be altered.When put together，the two halves fit perfectly together.Medieval England was not the only country to use the tally stick system.In 1960，Belgian scientist Jean de Heinzelin de Braucourt discovered an extremely old tally stick made of baboon bone in Africa.At first，he determined the stick to be between about 8，000 to 10，000 years old.This surprised many people because it proved that the tally stick system had been in use for much longer than everyone had previously thought.Further research has shown that this stick is actually much older: now，scientists believe it is 20，000 years old.The tally stick system may no longer be in use today，but its influence is still apparent.People still make contracts and people still borrow and lend money.People still trust that "things"-whether they are sticks，paper，or coins-have value.The next time paper money is used，just remember: it is only paper!Why were many people surprised about tihe tally stick in Africa?
A、The material it was made from had never been seen before.
B、It was much older than previously thought.
C、It was cut sideways instead of lengthwise.
D、Money did not exist in Africa then.
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Passage1The medical world is gradually realizing that the quality of the environment in hospitals may play a significant role in the process of recovery from illness.As part of a nationwide effort in Britain to bring art out of the galleries and into public places，some of the country's most talented artists have been called in to transform older hospitals and to soften the hard edges of modern buildings. Of the 2，500 National Health Service hospitals in Britain，almost 100 now have significant collections of contemporary art in corridors，waiting areas and treatment rooms.These recent initiatives owe a great deal to one artist，Peter Senior，who set up his studio at a Manchester hospital in northeastern England during the early 1970s.He felt the artist had lost his place in modern society，and that art should be enjoyed by a wider audience.A typical hospital waiting room might have as many as 500 visitors each week. What better place to hold regular exhibitions of art？Senior held the first exhibition of his own paintings in the out-patients waiting area of the Manchester Royal Hospital in 1975.Believed to be Britain's first hospital artist, Senior was so much in demand that he was soon joined by a team of six young art school graduates.The effect is striking. Now in the corridors and waiting rooms the visitor experiences a full view of fresh colors, playful images and restful courtyards.The quality of the environment may reduce the need for expensive drugs when a patient is recovering from an illness. A study has shown that patients who had a view onto a garden needed half the number of strong pain killers compared with patients who had no view at all or only a brick wall to look at.According to the passage, "to soften the hard edges of modern buildings" means_______.
A、to pull down hospital buildings
B、to decorate hospitals with art collections
C、to improve the quality of treatment in hospitals
D、to make the corners of hospital buildings round
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Passage1Today's adults grew up in schools designed to sort us into the various segments of our social and economic system. The amount of time available to learn was fixed: one year per grade. The amount learned by the end of that time was free to vary: some of us learned a great deal；some，very little. As we advanced through the grades，those who had learned a great deal in previous grades continued to build on those foundations. Those who had failed to master the early prerequisites within the allotted time failed to learn that which followed. After 12 or 13 years of cumulative treatment of this kind，we were，in effect，spread along an achievement continuum that was ultimately reflected in each student's rank in class upon graduation.From the very earliest grades, some students learned a great deal very quickly and consistently scored high on assessments. The emotional effect of this was to help them to see themselves as capable learners, and so these students became increasingly confident in school. That confidence gave them the inner emotional strength to take the risk of striving for more success because they believed that success was within their reach. Driven forward by this optimism, these students continued to try hard, and that effort continued to result in success for them. They became the academic and emotional winners. Notice that the trigger for their emotional strength and their learning success was their perception of their success on formal and informal assessments.But there were other students who didn't fare so well. They scored very low on tests, beginning in the earliest grades. The emotional effect was to cause them to question their own capabilities as learners. They began to lose confidence, which, in turn, deprived them of the emotional reserves needed to continue to take risks. As their motivation warned, of course, their performance plummeted. These students embarked on what they believed to be an irreversible slide toward inevitable failure and lost hope. Once again, the emotional trigger for their decision not to try was their perception of their performance on assessments.Consider the reality-indeed, the paradox-of the schools in which we were reared. If some students worked hard and learned a lot, that was a positive result, and they would finish high in the rank order. But if some students gave up in hopeless failure, that was an acceptable result, too, because they would occupy places very low in the rank order. Their achievement results fed into the implicit mission of schools: the greater the spread of achievement among students, the more it reinforced the rank order. This is why, if some students gave up and stopped trying (even dropped out of school), that was regarded as the student's problem, not the teacher's or the school's.Once again, please notice who is using test results to decide whether to strive for excellence or give up in hopelessness. The"data-based decision makers" in this process are students themselves.Students are deciding whether success is within or beyond reach, whether the learning is worth the required effort, and so whether to try or not. The critical emotions underpinning the decision making process include anxiety, fear of failure, uncertainty, and unwillingness to take risks-all triggered by students' perceptions of their own capabilities as reflected in assessment results.Some students responded to the demands of such environments by working hard and learning a great deal. Others controlled their anxiety by giving up and not caring. The result for them is exactly the opposite of the one society wants. Instead of leaving no child behind, these practices, in effect, drove down the achievement of at least as many students as they successfully elevated. And the evidence suggests that the downside victims are more frequently members of particular socioeconomic and ethnic minorities.Which of the following will be triggered by the assessment results according to the passage？
A、Students'learning efforts.
B、Leaving-no-child-behind