范文200字(篇一)

人生就如同一张空白试卷，等着你用自己的智慧去填写，用丰富的想像去描绘。

人生的试卷中有填空题，你将用什么去填满它呢?你可弹琴，因为弹琴可以使人高雅：你可以下棋，因为卜棋可以益智;你可以学书法，因为书法可以修身养性;你可以绘丽，因为绘画可以怡情：你还可以读书，用知识来丰富自己的人生，拓宽自己的视野，增长自己的才干：你也可以用吃喝玩乐来度过你的人生，但那样的人生是庸俗的、无味的。

人生的试卷中还有选择题，当你徘徊在十字路日，你该如何而对?譬如，你和一位十分要好的朋友，因一些误解而伤了和气，你如何选择?A，主动道歉，说明原因，和好如初;B，我又没错，分手就分手，没什么大不了的。你可以选择A，那样你就少了个“敌人”，多了个朋友;少一点纠纷，多一分关爱。你也可以选抒B，继续与其纠缠下去，不仅伤害了别人，也伤害了自己。既然可以和好，又何乐而不为呢?

人生的试卷中还有问答题，当你持着准考证踏进考场时，它便向你提问，你来这儿是为了什么?是的，你必须知道你进入考场的目的。一代伟人xxx说，是为了中华之崛起!那么，作为21世纪的青年，我们又是为了什么呢?有的人是为了自己的远人理想，以优异的成绩考上大学，然后当一名白衣天使，解除人们的疾苦;有的人却只想有个工作混口饭，得过且过。对这道题的不同回答，决定了人们不同的人生方向。

人生的试卷中还有辨别题、分析题……要你一一地去解答。在人生尽头，你留下的是什么?是圆满的句号，还是没有结束的省略号，还是让人深思的惊叹号，还是疑惑不解的问号……

这些都是未知的，有待你执人生之笔，为试卷涂上色彩，绘出你自己的人生。

范文200字(篇二)

My name is ____. I'm 9 years old. I'm a third grade student of Fufang primary school. I'm not tall, very thin, big eyes, high nose and small mouth.

My character is lively and cheerful. Sometimes I am obedient and sometimes I am naughty.

My hobbies are skating, computer and reading. I like small animals very much. My mother just doesn't buy them for me.

My advantage is that I love to help others. My weakness is that I don't like writing. I remember once I didn't write the homework assigned by the teacher. When the teacher checked the homework the ne_t day, I lied to the teacher and told the teacher, "I forgot to bring it." The teacher gently said to bring it in the afternoon. When I saw the teacher's kind eyes, I regretted it. I shouldn't have lied. Although things have passed, I have never admitted my mistakes to the teacher. Now I am there and say to you, "teacher, please forgive me." I won't lie to you in the future.

In my future student life, I will try to correct my shortcomings and make myself better and more capable. Please help me a lot in the future and let me get rid of my bad habits as soon as possible.

范文200字(篇三)

I'm from Lake ____ city. I'm 22 years old. I'm lucky to study international trade at Tianjin University. After four years of college life, I'm about to graduate now!

The family economy is not rich. I have formed the habit of thrift since I was a child. Because I have e_perienced the inconvenience caused by poverty, I have always been eager for a rich life. But I understand that to get out of poverty, relying on heaven and earth is just futile. Only by my own efforts can I create my own sky, so I firmly believe that heaven rewards diligence.

I remember when I was a child, the teacher asked us what we wanted to do in the future. Some answered that we should be teachers, some said that we should be scientists, and some said that we should be big bosses, but I said: I want to go to college! That is, at that time, I set a primary goal for myself. It is this college dream that has always inspired me to move forward step by step. With the end of my childish childhood, I entered the hall of middle school with a good result. There I met many students with lofty ideals like me. We studied together, grew together and overcome the difficulties together This is a kind of difficulty. Unconsciously, I realized how to correctly integrate into the team and how to communicate with others. I learned a lot in middle school. I have further clarified my life, career and ideal. Maybe time is not as fleeting as you e_pected. With the ignorance of middle school, we came to the University.

When I entered the University, I found that the University in reality was so different from what I imagined. When you integrate into a new environment, you can't change it. Only by adapting to it can you better study and live. Challenges and opportunities in the university are everywhere. The competition in classes and between societies will e_ercise a person, which can inspire you to challenge yourself bravely. Only by arming ourselves can we keep up with this rapidly developing society.

University has taught me how to deal with it. When I encounter something, I will never be as blind and impulsive as in middle school. I have learned how to look at the problem in two. Everything will have advantages and disadvantages. Only insight can solve it correctly. The university educated me and e_ercised me. It made me mature and rational, and taught me how to plan strategies. Graduation is imminent, I also began to look for a job suitable for myself. In my opinion, work is not for others, but for myself. Only conscientious and down-to-earth work can fully show my value and return to the society. From the countryside, I am not afraid of hardship and fatigue, because I believe that there will be rewards in the end.

On the road of life in the future, I will, as always, strengthen my faith, will not put down and be myself. Believing in myself is the beginning of success. I think I must become a new me and continue to take my own road of life seriously and steadily.

范文200字(篇四)

嗨，大家好，我是你们的好朋友——琛。什么？想知道我长什么样？呃，由于你们见不到我，我只好大概地向你们描述一下喽！我有一双不是很大的眼睛，一个小小的鼻子没什么特点，一张小嘴巴一到夜里熟睡的时候会冒出一些口水（这正是我的烦恼）；别人只要一见到我的短发，就会夸我的发质又黑又亮……呵呵！

我的优点不是很多，现在我把我仅有的优点向大家介绍介绍。

乒乓球

我热衷于乒乓球，视邓亚萍为我像，因此，球球打的还算可耐啦。记得有一次在家里看乒乓球赛的时候，忍不住跟着电视里的人物做起了动作。还有一次乒乓球比赛，功夫不负有心人，我获得了第二名。

字

以前，我的钢笔字写的很差，老师、家长总是在我的字上面让我很没有面子。于是，妈咪决定让我去学毛笔字，看能不能把字写的好看一些。学毛笔字的时候，也许是我有兴趣的缘故吧，毛笔字逐渐写的好了，钢笔字也写的很有体了。这次的钢笔字大赛中，我还获得了四等奖呢！

爱心

我的优点最突出的就是有爱心了。我们家成堆的狗儿猫儿都是我从大街上收养的，这还不算，我给你讲讲我的“爱心事迹”吧！有一次，在大街上看到一位老奶奶在拾废品，我见老奶奶年纪大了，行动很不方便，便上去帮老奶奶拾废品，老奶奶笑着直夸我懂事，只是令我囧的是，旁边的一位阿姨说“哎，这么小，就不上学出来拾废品，看来家里真的很困难啊。”……

这就是我，怎么样，你认识我了吧！

范文200字(篇五)

一、毕业论文（设计）资料按以下顺序排列：

（一）封面。包括论文题目、指导教师、学生姓名、学号、院（系）、专业、毕业时间等内容。论文封面由学校统一印制。

（二）中、外文摘要（包括关键词）。外文论文（设计）的中文摘要放在英文摘要后面编排。

（三）正文。

（四）注释。

（五）附录（附图）。

（六）参考文献。

（七）致谢。

二、毕业论文的打印与装订

除要检验学生书写规范的专业外，毕业论文（设计）须用计算机打印，一律采用A4纸。

（一）页面设置

毕业论文（设计）要求纵向打印，页边距的要求为：

上（T）： cm

下（B）： cm

左（L）：2 cm

右（R）：2 cm

装订线（T）： cm

装订线位置（T）：左

其余采取系统默认设置。

（二）排式与用字

文字图形一律从左至右横写横排。

论文采用宋体，字迹清楚整齐，除特殊需要，一般不使用繁体字。

（三）段落设置

采用多倍行距，行距设置值为。

其余采取系统默认设置。

（四）页眉、页脚设置

论文题目（不包括副题目）居中，采用五号宋体字。

页脚需设置页码，页码采用五号黑体字，加粗，居中放置，格式如：1，2，3……页。

三、毕业论文（设计）撰写的内容与要求

（一）封面

1、封面。

纸质封面由学校统一印制。不编排页码。

2、封一（中文摘要）

中文摘要：“中文摘要”四字在第一行居中位置，使用小二号黑体字，加粗。内容使用小四号宋体字。起行空两格，回行顶格。中文摘要一般不超过250—300字。

关键词：接中文摘要打印，“关键词”三字空两格，后加冒号与关键词隔开，各关键词之间用逗号隔开。关键词一般在3—8个之间。

3、封二（外文摘要）

外文摘要：“外文摘要”英文单词在第一行居中位置，使用小二号黑体字，加粗。内容使用小四号宋体字。起行空两格，回行顶格。外文摘要一般不超过250个实词。

关键词：接外文摘要打印，“关键词”英文单词空两格，后加冒号与关键词隔开，各关键词之间用逗号隔开。外文关键词应与中文关键词相对应。

（二）正文

正文一般使用小四号宋体字，重点文句加粗。

1、标题层次。

毕业论文的全部标题层次应整齐清晰，相同的层次应采用统一的表示体例，正文中各级标题下的内容应同各自的标题对应，不应有与标题无关的内容。

各层标题均单独占行。第一级标题居中放置；第二、三、四等级标题序数顶格放置，后空一格接标题内容，末尾不加标点。

标题序数采用1.、2.……、……、…………的层次。正文中对总项包括的分项采用一、二、……（一）、（二）……1、2……（1）、（2）……①②……的层次，括号后不再加其他标点。

2、量和单位。各种计量单位一律采用国家标准GB3100—GB3102-93。非物理量的单位可用汉字与符号构成组合形式的单位。

3、标点符号。标点符号应按照国家xxx公布的“标点符号使用方法”的统一规定正确使用，忌误用和含糊混乱。

4、外文字母。外文字母采用我国规定和国际通用的有关标准写法。要分清正斜体、大小写和上下脚码。

5、名词、名称。科学技术名词术语采用全国自然科学技术名词审定委员会公布的规范词或国家标准、部标准中规定的名称，尚未统一规定或叫法有争议的名称术语，可采用惯用的名称。

6、数字。文中的数字，除部分结构层次序数和词、词组、惯用语、缩略语、具有修辞色彩语句中作为词素的数字必须使用汉字外，应当使用阿拉伯数码，同一文中，数字表示方法应前后一致。

7、公式。公式一般居中放置；有编号的公式顶格放置，编号需加圆括号标在公式右边，公式与编号之间不加虚线。

公式下有说明时，应在顶格处标明“注：”。

较长公式的转行应在加、减、乘、除等符号处。

8、表格和插图。

（1）表格。每个表格应有自己的表序和表题。表内内容应对齐，表内数字、文字连续重复时不可使用“同上”等字样或符号代替。表内有整段文字时，起行处空一格，回行顶格，最后不用标点符号。

（2）插图。每幅图应有自己的图序和图题。一般要求采用计算机制图。

文中图表需在表的上方、图的下方排印表号、表名、表注或图号、图名、图注。

（三）注释

注释采用页末注（将注文放在加注页的页脚）或篇末注（将全部注文集中在文章末尾），不可行中加注。注释编号选用带圈阿拉伯数字，注文使用小五号宋体字。

以下为引用各类文献注释格式：

专利文献：注释编号.专利所有者.题名[P].专利国别：专利号， 出版日期

光盘：注释编号.责任者.电子文献题名[电子文献及载体类型标识]，出版年(光盘序号)

（四）附录

“附录”两字在第一行居中位置，使用小二号黑体字，加粗。

附录项目名称使用四号黑体字，加粗，居左顶格放置。另起一行空两格，使用小四号宋体字标注附录序号和题名，编排样式可参照正文。

（五）参考文献

参考文献一律放在文后，其书写格式应根据GB3469-83《文献类型与文献载体代码》规定，以单字母方式标识：M专著，C论文集，N报纸文章，J期刊文章，D学位论文，R研究报告，S标准，P专利；对于专著、论文集中的析出文献采用单字母“A”标识，其他未说明的文献类型，采用单字母“Z”标识。

“参考文献”四字居中放置，使用小二号黑体字，加粗。

内容使用小四号宋体字，居左，空两格放置。具体结构格式与标注方法同注释中交代引文出处的注文格式。

范文200字(篇六)

李老师：

开学已经一个星期了，在商贸班的这一个星期里面，无论是在学习上还是在生活上。我总感觉自己在混日子，有一种说不出的痛苦，我不知道这是为什么，直到星期五晚上。

我做了一个梦之后，我才明白，为什么我会有这种感觉。在梦里我的身边除了两个字以外，什么都没有。这两个字就是借字和贷字，原来我之所以有这种感觉，是因为我一个星期都没有看见赵老师。没有上她的的会计课，没有看一眼会计书，没有做一道会计题目，没有做一笔会计分录，没有写一借字，也没有写一个贷字。直到现在我才明白，我已经离不开会计了，已经完全爱上了会计这门专业。

我不能失去会计，对我来说，在我的心目中。我喜欢会计的程度已经超过了我喜欢数学的程度，这在我的人生当中是第一次。或许人生就是这样，只有经历过，才会明白，才会懂得珍惜。如果我不是一个星期没有看见赵老师，我也不会知道，原来在我的心目中会计比任何东西都重要。

上个学期期末，我之所以没有选择会计而选择了商贸，完全是我一时的冲动。当时我为了避开学习上和精神上的压力，做出了一个错误的决定，一个愚蠢的决定，离开了会计，但现在我明白了，有阳光就有影子。

同样有竞争就有压力，有压力才会有动力，压力越大，进步也就越大。看见阳光的可能性也就越大，生活才会更有意义。原来，压力并不可怕，可怕的是自己没有勇气和信心，去面对压力，去挑战压力。一个人如果想要一辈子都看见“太阳”，那就必需靠自己的实力去挑战压力，去战胜压力。

我现在非常后悔，在对口50班，我已经完全学不进任何东西了。我现在只想做一件事情，重回会计班，一辈都不离开会计。

亡羊补牢，为时不晚，希望李老师能给我一次机会。一次重新做人的机会，一次挑战压力的机会，一次重新看见阳光的机会，一次成为注册会计师的机会。

此致：

敬礼!

申请人：xxx

20xx年xx月xx日

范文200字(篇七)

同学取快递，是一本字帖，包装很精致，字体也很好看，我就很喜欢这些东西，字帖，书，本，看见就总想买，但是这次忍住了，我还有毛笔字帖呢。

那次，学校组织了一个社团，是毛笔字社团，我对这种活动是没有抵抗力的，没有想就参加了，去商店买了毛毡，毛笔，砚，还有墨，买的都是最好的，我想着能写出一手毛笔字那也是自豪的一件事吧。

写毛笔字的活动每周五都会在固定的教室进行，我和同学都会去教室练习，让学长给写了几个字，真的是很好看啊，如果是自己写的就好了，我照着学长的字写着，写完之后还是太难看。

本以为很容易，但是写的时候才知道，写毛笔字需要心静，而且手握着笔的时候，手总是在抖，写的笔画都不直，放假在家的时候，我还把纸和毛笔这些东西都拿回了家，还在店里买了字帖，写了一个寒假，看着自己的字，终于有了些进步，手不再像以前那样抖了。

还想着开学的时候再把这些东西再带回学校，但是一想，有些不方便，那个社团也好久不去了，在寝室写的话，如果不小心，墨汁就会洒到床上，而且墨汁还有一种味道，在寝室写的话很不方便。

我又买了一本素描书，因为小时候学过一些，有点基础，看看书，还是应该可以的，在寝室画也方便，不像毛笔字。

现在还是在想要不要买硬笔字帖，但是一想，还不如好好复习一下学的书，多看看英语，还是做点对的事吧。

范文200字(篇八)

Discuss the Gricean account of the semantics and pragmatics of

conjunctive utterances

Introduction

Semantics studies the meaning and it is concerned with the literal meaning of words and sentences. Semantics focuses on the relationship between signifiers, such as words, phrases, symbols and signs, and what they stand for. While the transmission of meaning doesn’t only depend on the linguistic knowledge (. lexicon, grammar etc.) of the listener and speaker but also depend on the context of the utterance, the inferred intent of the speaker, knowledge about the status of those involved, and so on. (Shaozhong, Liu, 2009) Pragmatics is the study of the contributions of context to meaning, and it encompasses conversational implicature, speech act theory, talk in interaction and other approaches to language behavior in sociology, philosophy, and linguistics. (Mey, Jacob L, 1993)

The semantics and pragmatics of conjunctive utterances

Generally many semantic theories (Russell 1905, Frege 1892, Davidson 1967, Kaplan 1977/89, Segal and Larson 1995) concern truth conditions (Carston, 1999). Grice’s (1967) influential concepts showed in addition to what a speaker says, that is both largely conventional and the content on the basis of which her utterance will be judged true or false, and a speaker may also convey implicatures which don’t affect the truth-value of what she says; so these conversational implicatures are calculated by assuming speakers are being cooperative and adhering to the certain expected standards of informativeness, truthfulness, relevance, and manner of expression (Grice, 1975). That suggests a natural way of drawing the semantics-pragmatics distinction that is semantics will correspond to the truth-conditional content of the

utterance, and the pragmatics to the conveyed meaning which falls outside the truth-conditional content.

So semantic content could be equated with Grice’s what is said, and it has two features. Firstly it is the truth-conditional content of the utterance, and secondly it is determined almost entirely by the encoded, conventional meaning of the linguistic expressions used. And as Grice acknowledged, the truth-conditional content isn’t completely free of contextual input, and in some brief comments on the utterance of “He is in the grip of a vice”, one says, “for a full identification of what the speaker has said, one will need to know (a) the time of utterance, (b) the identity of x, and (c) the meaning, on the particular occasion of utterance, of the phrase in the grip of a vice” (1975/89: 25). But he seemed not to see these processes of reference assignment and disambiguation as requiring appeal to the conversational maxims; instead, the concept seems to be that they are resolved more automatically, and the requisite values being something like objective features of the utterance’s context (Carston, 2002).

A particular division of labor between semantics and pragmatics of Grice (1967) has prevailed in the account of what is communicated by utterances of and-conjunctions. For instance:

a. It’s autumn in New Zealand it is spring in England and.

b. He handed her the scalpel and she made the incision.

c. We spent the day in town and I went to Harrods.

d. She fed him poisoned stew and he died.

e. I left the door open and the cat got in.

“And” is taken to be pretty well semantically empty and it’s taken to be the natural language equivalent of the truth-functional logical conjunction operator. The pragmatics focuses on variety of cause-consequence, temporal and other sorts of relationships understood to hold between the states of affairs which are described, some of that come through in the asymmetrical examples in (1b)-(1e). For example, we all understand the making of the scalpel and the interval of a few seconds to have intervened; and a quite different temporal relation is understood to hold between the states of affairs which are described in (1c), and the event of going to Harrods interpreted as contained within the period of time that is spent in town. The different sorts of consequence relationships are understood in (1d) and (1e): and the feeding of poisoned stew is the sufficient cause for death the leaving open of the door is just one of the range of factors contributing to the cat’s getting in.

These relationships are taken to be derived inferentially via the interaction of the decoded-semantic content with the general knowledge assumptions about the way things connect up and relate in the world, the interaction constrained by some general criterion and criteria of rational communicative behavior.

An interpretation has the two properties as following:

An utterance, on a given interpretation, is optimally relevant:

(a) it achieves enough effects to be worth the hearer’s attention;

(b) it puts the hearer to no gratuitous effort in achieving those effects.

(Wilson and Sperber, forthcoming) Once the listener has accessed an interpretation consistent with the expectation he looks no further but takes this to be the interpretation the speaker intended. The utterance, on a given interpretation is consistent with the presumption of optimal relevance if the speaker can rationally have expected it to be optimally relevant to the

listener on that interpretation. The implications of the definition are fully discussed elsewhere.

As with any utterance there is a range of possible interpretations of (1d) that are compatible with the linguistically encoded, semantic and content. Two of the logical possibilities for (1d) are as following:

a. She fed him poisoned stew and as a result he died shortly after.

b. She fed him poisoned stew and he died years later in a car crash.

Though these are both possible and consistent, the first sentence is absolutely more likely to be recovered by the listener, and to have been intended by the speaker, than the second sentence. That’s because everyone knows that poison can cause the death and that one who knowingly feeds someone poison is most likely doing that with the intention of killing the person. And the relevance-theoretic pragmatic account captures the intuitions without seting up any special principles telling listeners to interpret in accordance with their standard stereotypic assumptions.

Conclusion

The current state of the debate relating the interface between semantics and pragmatics is the upshot of the revolutionary period in the research of meaning known as radical pragmatics and aided by the views of ordinary language philosophers. The two relatively separate disciplines, the formal research of sentence meaning and the relatively informal research of the properties of speech acts became more and more intertwined as a result of the adoption of the semantic underdetermination and the admittance of the pragmatic inference about the speaker’s intentions, as well as other contextbound informations, into the semantic content. That facilitated the shift of the centre of attention from the sentence to the utterance. But the direction of change hasn’t been steady throughout the past three decades. Attempts keep semantics and pragmatics apart either through denying that semantics has to provide the propositions and hence truth-conditional content, or through keeping the objectives of the semantics and pragmatics apart and stressing the theoretical utility of the sentence’s truth conditions, just like minimalists of the syncretic flavour do. And the dominant orientations are however various forms of contextualism. The state of affairs is undoubtedly aided by the overall desideratum to stay faithful to the speakers’ intuitions about meaning and to the view that the aim of the semantic theory is to cater for these intuitions. Whether contextualism will retain its power, succumb to the minimalism, or evolve into the radical form of occasion-meaning of the meaning eliminativism remains to be seen.

References

Carston, R. 1999. The semantic-pragmatics distinction: A view from relevance theory. In The Semantics/Pragmatics Interface from Different Points of View (CRiSPI 1), ed. K. Turner, 85-125. Oxford: Elsevier.

Davidson, D. 1967. Truth and meaning. Synthese 17: 304-323. von Fintel, K. and Gillies, A. 2011. Might made right. In Epistemic Modality, eds. A. Egan and B. Weatherson, 108-130. Oxford: Oxford University Press.

Frege, G. 1892. Über Sinn und Bedeutung. Zeitschrift für Philosophie und Philosophische Kritik 100: 25-50.

Grice, H. P. 1975/xxx. Logic and conversation. In Syntax and Semantics 3: Speech Acts, eds. P. Cole and J. Morgan, 41-58. New York: Academic Press; reprinted in Grice, H. P. xxx, 22-40.

Grice, H. P. xxx. Studies in the Way of Words. Cambridge, MA: Harvard University Press.

Kaplan, D. 1977/89. Demonstratives. In Themes from Kaplan, eds. J. Almog, J. Perry and H. Wettstein, 481-563. Oxford: Oxford University Press.

Larson, R. and Segal, G. 1995. Knowledge of Meaning: An Introduction to Semantic Theory. Cambridge, MA: MIT Press.

Mey, Jacob L. (1993) Pragmatics: An Introduction. Oxford: Blackwell (2nd ed. 2001). Shaozhong, Liu. (2009) “What is pragmatics?”

范文200字(篇九)

看着墙壁上用毛笔写的苍劲有力的字联，猛然想起了我学写毛笔字的画面，不禁笑出了声。

记得刚入学时用铅笔写字的时候，我的字写得差，但没怎么在意。读三年级就用钢笔写字了。看着同学们漂亮的字迹，我十分羡慕，就觉定好好练字。自己有了一些长进就得意起来，直到有一天，我看见妈妈娴熟地拿起毛笔，沾了沾墨水，轻松地写了几个毛笔字。我不禁看呆了，妈妈好厉害，字的每一划都十分完美，每一个字都端正、有力、俊秀。看着这些笔走龙蛇的毛笔字，再想想自己的字，真是小巫见大巫啊，我也随手拿起一支毛笔，学着妈妈的样子，将笔沾满了墨，颤抖着写了一个字。原本以为还好，结果停笔一看，哎！字迹歪歪扭扭、粗细不一。我的衣袖上还沾上了墨，看来要写好毛笔字还真不是一件容易的事，于是，我就央求妈妈教我写毛笔字。

之后，妈妈就教我怎样选择工具，怎样握笔，并从最简单的笔画开始练习。刚开始，我兴趣盎然地学着，认认真真地记着每一样东西，即使再累也十分开心。到了后来，我觉得没有什么兴趣了，而且妈妈一直叫我写笔画，不让我写较复杂的字。妈妈说：万丈高楼平地起，要写好毛笔字，必须先练好每一个笔画，再练习如何安排字的间架结构，不能太过心急。我当时不屑妈妈的观点，于是，我一个人悄悄地把写字的工具拿出来，信心十足地，一笔一划地写着自己想写的字，心想：我一定要让妈妈看看，我一定能按照自己的意愿去练字。好不容易写完了一首诗，我欣赏着自己的“大作”，对比着字帖，不但没有笔锋，间架结构安排也怪怪的，我的心情跌落谷底，失望地叹了一口气。妈妈忽然从背后，拍拍我的肩膀，带着几分安慰的语气说：“写得还不错，进步了不少，孩子，妈妈知道你想尽快练好字，但是你应该要有耐心，要做好一件事是需要努力很久的，俗话说台上一分钟，台下十年功。来再看看妈妈怎么写的。”妈妈拿过毛笔，认真地写着每一划，每一个字都像一位婀娜多姿的女子，展示着自己优美的身姿。我痴迷地看着，妈妈笑了笑，说：“总有一天，你一定也会写得这样好的，甚至超过妈妈。”从此，我就没有再打算放弃练字。

现在，书法已经成为了我生活中的一部分，练字让我明白了：做好每一件事都不容易，需要不懈的努力，所以做事要学会坚持。

范文200字(篇十)

进入了六年级，老师们对写字的要求也是越来越严，最近班上的一些同学自发的发起了一场“练字运动”，我也积极的参与者。

中国的汉字是五千年来中华辉煌文化传承，是任何一个炎黄子孙都应该去学习去尊重的。仅一个汉字就会有行书、隶书、宋体、草书、楷体等等多种写法，还会有形声字、会意字、多意字、多音字等等形态。汉字的博大精深[注: 博：广，多。形容思想和学识广博高深。]是任何一个国家的文字都无法相比的，是中华文明生生不息[注: 不断地生长、繁殖。]的象征，更是世界文明宝库中的一朵奇葩。

字如其人，一直是我们对一个人性格的一种认识方式之一。字迹潦草的人，大多性格马虎；字字迹规整的人，大多性格细致；字迹流畅的人，大多性格洒脱；字写得较小的人，性格大多比较拘谨；字写得较大的人，性格大多比较粗犷。汉字里蕴含着丰富的知识和学问。

范文200字(篇十一)

看着墙壁上用毛笔写的苍劲有力的字联，猛然想起了我学写毛笔字的画面，不禁笑出了声。

记得刚入学时用铅笔写字的时候，我的字写得差，但没怎么在意。读三年级就用钢笔写字了。看着同学们漂亮的字迹，我十分羡慕，就觉定好好练字。自己有了一些长进就得意起来，直到有一天，我看见妈妈娴熟地拿起毛笔，沾了沾墨水，轻松地写了几个毛笔字。我不禁看呆了，妈妈好厉害，字的每一划都十分完美，每一个字都端正、有力、俊秀。看着这些笔走龙蛇的毛笔字，再想想自己的'字，真是小巫见大巫啊，我也随手拿起一支毛笔，学着妈妈的样子，将笔沾满了墨，颤抖着写了一个字。原本以为还好，结果停笔一看，哎！字迹歪歪扭扭、粗细不一。我的衣袖上还沾上了墨，看来要写好毛笔字还真不是一件容易的事，于是，我就央求妈妈教我写毛笔字。

之后，妈妈就教我怎样选择工具，怎样握笔，并从最简单的笔画开始练习。刚开始，我兴趣盎然地学着，认认真真地记着每一样东西，即使再累也十分开心。到了后来，我觉得没有什么兴趣了，而且妈妈一直叫我写笔画，不让我写较复杂的字。妈妈说：万丈高楼平地起，要写好毛笔字，必须先练好每一个笔画，再练习如何安排字的间架结构，不能太过心急。我当时不屑妈妈的观点，于是，我一个人悄悄地把写字的工具拿出来，信心十足地，一笔一划地写着自己想写的字，心想：我一定要让妈妈看看，我一定能按照自己的意愿去练字。好不容易写完了一首诗，我欣赏着自己的“大作”，对比着字帖，不但没有笔锋，间架结构安排也怪怪的，我的心情跌落谷底，失望地叹了一口气。妈妈忽然从背后，拍拍我的肩膀，带着几分安慰的语气说：“写得还不错，进步了不少，孩子，妈妈知道你想尽快练好字，但是你应该要有耐心，要做好一件事是需要努力很久的，俗话说台上一分钟，台下十年功。来再看看妈妈怎么写的。”妈妈拿过毛笔，认真地写着每一划，每一个字都像一位婀娜多姿的女子，展示着自己优美的身姿。我痴迷地看着，妈妈笑了笑，说：“总有一天，你一定也会写得这样好的，甚至超过妈妈。”从此，我就没有再打算放弃练字。

现在，书法已经成为了我生活中的一部分，练字让我明白了：做好每一件事都不容易，需要不懈的努力，所以做事要学会坚持。

范文200字(篇十二)

我小姨是一个爱学习，受人称赞的好学生，也是对我影响最大的人。

在我上二年级的时候，我到小姨家去写作业，写着写着，小姨来到我桌前，翻开了作业一看：“哇，这字怎么写得这么差？”我不服气地说：“这叫什么差？我的字在班上还是写得好的呢！”小姨“扑哧”一笑，随手把自己的作业递给我，我打开一看，惊呆了：人家的字才真叫好呢！每一笔，每一划都清清楚楚，一字字，一排排，整整齐齐，没有一点涂改的痕迹，就像印上去的。我叹了口气，把本子还给她说：“那哪能跟你比呀？我看一辈子都超不过你。”“那不见得。”说着小姨又递我一个本子，“这就是我以前的本子，字写得比你还差。”“那你是怎么练的？快教教我！”我急切地问。“首先是有恒心。”小姨问我，“你每天在练字吗？”我的脸顿时火辣辣的，害羞地说：“没……没有练。”小姨拿出一本《千字成》“我的字好，多专亏了它的帮忙，你先把作业放着，练一小会钢笔字也不晚，记住要有毅力，要专心。”在写的过程中，小姨多次看我练字，故意地从我身边走过，而我呢？尽量管住自己，把注意力都放在琢磨字体上。一小时很快过去了，小姨又走到我跟前，拿起字贴和我练的字一看：“嗯，写得和我一样嘛，不错不错。”临走的时候，我带上了那本《千字成》高高兴兴地回家了。

今后，我一定要天天练，好好练，一定要超过小姨。

范文200字(篇十三)

今天上午，我起床之后就拿着学书法的工具去学书法。

我来到了书法学校——贵龙书法工作室，我进入教室后，先找到了自己的座位，然后我拿着自己的书法作业给老师检查。老师检查时对我说：“这一张书法作业写得很好！但钢笔字写的没有笔锋，不过卷面还是很干净的！”老师检查完我的作业后，我就开始写毛笔字了！辅导老师走过来看了看我写的字说：“天字的形体掌握得很不错，但还是要下工夫写扎实，把基础打得更牢一点！”听了老师一番话，我看着老师说：“我知道了，我会好好练习的。”于是我就加紧练习了！不一会儿，就下课了，我们都在猜：下节课，谢老师会不会叫我们写新字呢？

过了十分钟，第二堂课开始了，谢老师教了很多同学新字，很快就轮到我了，谢老师教我写了两个新字，一个是“太”字，另一个是“文”，谢老师还嘱咐我这两个字一定要好好练。

我们练了一会儿新字就放学了，老师教我们去写钢笔字，我排在了队伍的最前面，很快我就写好了钢笔字，钢笔字写好后就把笔洗干净了，收拾完东西与老师告别后就回家了。

小朋友们，你们知道吗？写毛笔字可以训练耐心哦！