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模板 第3页 共3页 模板三 How 4 the above drawing is! Nothing could be more 4 than 1(2) . What can be 4 seen in it is who 描述图画 . Indeed, whoever in front of it may be 9 8 . What on earth does 1 (2) 10 11 to mirror? That 1(1) does carry 12 13 7 goes far beyond any reasonable dispute--- 阐述寓意 . 1(2) is a vivid reflection of a rather pervasive social phenomenon, 阐述现象 . Can this be merely a coincidence? Indeed, nowhere in history has 16(2) been concerned so much as in our society today. Looking around, we may find such a 16(1) is too numerous to list. 20 may serve as 19 ，he 举人物例子 . 句子一 , 28 Dr.Sun Yuan, a 68-year-old sociologist of Nankai University. It is the responsibility of the government, the mass media and schools of all levels to take the lead in campaign to 15 16 (2) , awakening people to the 29 of 16(2) . Meanwhile, each individual should strive to serve as 33 to 16 (2) . I am strongly convinced that 句子二 . 翻译 上边的图画多么发人深省！没有什么东西可以向这幅图画那样让人深思。使我们为之触动的是描述图画。事实上，站在它面前的人无不为之大大 触动。 这幅图画 到底 想揭露什么呢？毫无疑问，它揭示了非常 重要的寓意—阐述寓意。它生动地反应了一个相当普遍的社会现象，阐述现象。这仅仅是一种巧合吗？事实上，这个现象已经受到现代社会的高度关注。在我们身边，这种现象不胜枚举。我的一个同学可以作为一个典型的例子，举人物事例。 南开大学68岁的社会学家某某某说，句子一。政府，媒体，以及社会上的各行各业有责任去推动（积极）/阻止（消极）这种现象，使人们意识到这种现象的重要性。与此同时，对于这种现象，每个人应当作为一种推动力量（积极）/阻止力量（消极）。我坚信句子二。