Teachers pay little attention to those school failures, assuming that academic failure means failure in everything. What do you think of this attitude? Write a short argumentative essay(about 300 words) explaining your view.
參考範文：
Since the 1980s, there has been heated discussion on the correlation between the academic failure and the sustainable development of a child. Some teachers emphasize that academic failure will deprive a student of any opportunity to further his college education, thus bringing about disastrous changes to his prospective career. However, through numerous practices and observations, it turns out that their statement has many restrictions.
Admittedly, the idea held by those arguers does contain an element of truth. For example, the repeated academic failure will definitely leave a man frustrated, hence often casting a shadow on his mood. But these arguers tend to ignore two other essential aspects. First, they fail to take into account the possibility that many people, though presenting a poor academic performance at school, turn out to be outstanding in realms other than their original academic research and study. Consider Charles Darwin who often flunked in his medical study. He later became the founder of the Natural Selection and Evolution. In this sense, the academic frustration is not always synonymous to the bankruptcy of one’s future professional career. Second, the teachers’ assertion doesn’t provide sufficient data to narrow down the exact correlation between the academic competence and the future achievement. Therefore, any further conclusion addressing the problem must be based on thorough investigation. As a matter of fact, when Albert Einstein was young, he couldn’t properly complete certain simple calculation. But he finally established himself as the founder of the Theory of Relativity. Given reasons above, the argument that the academic failure means failure in everything, under a careful scrutiny, turns out to be groundless in its hasty conclusion.
In conclusion, these teachers’ evidence lends little credible support to their claim. To persuade people that academic success is central in one’s career, those teachers would need to provide clear evidence, sufficient data and thorough cause and-effect analysis of alternatives.
參考譯文：
自1980年代以來,已經有激烈的討論學術失敗和可持續發展之間的關係的一個孩子。一些老師強調學術失敗會剝奪學生的任何進一步他的大學教育的機會,從而帶來災難性的改變他未來的職業生涯。然而,通過大量的實踐和觀察,事實證明,他們的宣告有許多限制。
誠然,這些爭論者持有的想法幷包含一個元素的真理。例如,重複的學術失敗肯定會離開一個人沮喪,因此常常在他的心情蒙上了一層陰影。但這些爭論者傾向於忽視其他兩個基本方面。首先,他們沒有考慮到許多人的可能性,雖然在學校的學習成績呈現一個貧窮,是傑出的在其他領域比原來的學術研究和學習。考慮查爾斯·達爾文在他的醫學研究,經常不及格。他後來成為自然選擇和進化的創始人。從這個意義上說,破產的學術挫折並不總是代表一個人的未來的職業生涯。第二,教師斷言不提供足夠的資料來縮小的確切關係的學術能力和未來的成就。因此,任何進一步的結論解決問題必須建立在徹底調查。事實上,當愛因斯坦年輕的時候,他不能正確地完成某些簡單的.計算。但是他最終成為相對論的創始人。鑑於以上原因,認為學術失敗意味著一切,仔細審查下,草率的結論被證明是毫無根據的。
總之,這些教師借小可信證據支援他們的說法。說服人們,學術成就是中央的職業生涯中,這些教師將需要提供明確的證據,足夠的資料和徹底的原因和影響的分析選擇。
