TASK 1

　　「Understanding & Grouping」

　　1. 拿到图形的一瞬间，不掉入“看到柱图就一定是柱图”的常规思维定式，尝试think out of the box; 本题时间没变，那么考来考去都属于“同时不同项”的范畴以内;

　　2. 思维跳跃: 两柱组合成一柱, 即：把下边硕士毕业生选择的四根黑色柱子想成白色直接移至上方本科毕业生的图中，看看能得出一个什么全图总规律?

　　3. 分组: 寻找共同点—群组2人最少，群组3人最多;群组4人数不多不少，索性直接按量的多少来分组了。

　　「Rephrasing + Overview」

　　「Group 1」

　　In both groups of students, different from further study, which was the most desired option, voluntary work was the least favored one.→ <由总到分，细化剥离一下> To be more specific, 3,500 of all graduates and 345 of all postgraduates chose to work as volunteers. Besides, nearly 30,000 graduates – about eight and a half times of the above - and 2,700 postgraduates – roughly eight times of the above - opted for further study. ←组破折号引起的插入现象表明上下两组柱子的数据关系>

　　「Group 2」

　　Regarding part-time work and unemployment, similar numbers of graduates made the two choices. There were 15000 more graduates who opted to work part time or chose to be unemployed. (前写本科毕业生的两个群组) The situation regarding postgraduates was quite different.(后写研究生的两个群组) The number of students doing part-time work was close to that of students studying further. (运用as many as的同级比较来改写这句话à students doing part-time work were as many as those furthering study.) Last, 1,625 postgraduates were jobless. (后面研究生的两个群组的数字关系不甚紧密，因此不强求挂钩。)

　　TASK 2

　　In some countries, secondary schools aim to provide a general education across a range of subjects. In others, children focus on a narrow range of subjects related to a particular career. Which is appropriate in today's world?

　　Longing toflee from the academic pressure in traditional middle schools, countless teenage students favor those subjects related to a particular career only to find <审美期待未能如愿，愿景的一种扑空，也是在暗示自己的立场是偏向另外一方> they are unexpectedly at the bottom of the career ladder. Personally, receiving the orthodox education is more feasible to most teenagers.

　　<主旨句通常来说较为笼统宽泛为宜，防止下文难以进展=> Granted, it makes proper sense that students receive vocational training during adolescence. This is because it can help develop teenage students’ adaptability and flexibility into the future job arena. A typical example is that a student who has a good mastery of cooking skills is likely to turn into an expert cook, thus having an edge overtheir peers. Nonetheless, such success is quite few and far between, and meanwhile it is a commonplace that a renowned chef in Michelin-starred restaurants is usually equipped with loads of knowledge of nutrition and aesthetic appreciation. In this sense, a degree seems to be inevitable. <其实也没必要在这里进行无情的“嘲讽”，简单自然的话语将观点拽回自己的主要立场上即可，不赘述。>

　　As a matter of fact, learning a diverse array of subjects can lay a solid foundation for their future. More precisely, every single subject listed in syllabus design, which is seemingly useless and eventime-wasting, actually is pragmatic. It is through learning mathematics that students develop their analytical and reasoning skills, which will be of great benefit to their life path, although they may still resort to be cooks whose career similarly requiresmaking overall plans and taking all factors into consideration. <一段话里没有长难句，那么一篇文章的可读性就大大制约了> Besides, it is only after they learn a wider range of disciplines that they can find what their genuine preferences lie in and tap their potentials in the field. In the long term, such educational mode is more likely to train them to be masters in certain domains.

　　In a nutshell, although the wide scope of academic knowledge may render students jack of all trades, I still firmly believe that middle school students are obliged to be educated in formal middle schools.