时间时间作文800字

时间时间作文800字（通用6篇）

时间时间作文800字篇1

——题记

曾经，在五年级上学期时，数学老师教给我们：“求一段路的长度，也就是求路程，要把时间乘以速度；相反，求到达终点花了多少时间，就要把路程除以速度……在解决有关这样的问题时，都可以用上这个公式，其实它们的思路都是大同小异的。”这些话，我一直铭记在心。

直到今天，我看到了20xx年高考的作文考题，我才感同身受：运动中的赛跑正是如此，在已知的距离中，用已知的速度奔跑，看你用的时间是多长，这就是“路程÷速度=时间”。

那么，人生的赛跑呢？

一次，我在一本杂志上看到一个故事：一只生活在草原上的残疾的母豹，为了照顾两只年幼的小豹，花费了所有的心血。每天，它都要用仅有的三条腿四处奔波，为小豹寻找食物；有时，它为了抵抗侵略者而伤痕累累……但它并不气馁，为了心爱的子女，它日复一日，年复一年地奔跑着——即使它得不到回报，即使它会因此累死在草原的某个角落，但它仍坚持着。这只残疾的母豹在有限的生命中，不知疲倦地奔跑着，谱写了一曲母爱的赞歌！

著名钢琴家贝多芬，暮年时期耳朵失聪，甚至严重影响到了他的正常生活。在与声音整整隔绝了25年之后，他仍呕心沥血，创作了《月光奏鸣曲》、《第九交响曲》、《命运交响曲》等世界闻名的杰作。贝多芬，他活着的时间不算长，可他在短暂的生命中，竟跑出了如此长的人生路程！他的名字因他的辉煌音乐而流芳千古！

或许，在这么多的伟人面前，我显得很渺小；或许，我这一生并不能做出太大的贡献。但是，我不会放弃，我一直努力着，一直拼搏着，在人生的道路上奔跑着！我相信，我一定能用有限的时间，用有限的速度，跑出我精彩的人生！

时间时间作文800字篇2

1 The Definition of Errors

An error is defined as“being an instance of language that is unintentionally deviant and is not self-corrigible by its author”(James,2001:78).Corder introduced the distinction between errors and mistakes.“Mistakes are akin to slip of tongue.That is,they are generally one-time-only events...An error,on the other hand,is systematic.That is,it is likely to occur repeatedly and is not recognized by the learner as an error”(as cited in Gass&Selinker,2001:78).Students’shortcomings in their compositions are not only individual.They reflect students’basic linguistic competence.“Corder associates errors with failures in competence and mistakes with failures in performance,making use of Chomsky’s distinction”(James,2001:78).

According to the distinction,the students’weak points in their composition would rather be considered as errors rather than mistakes.The errors show in many aspects.Here they are discussed from the perspectives of grammar,lexicon and text.

In the paper,the data are collected from college students’English compositions,whose English is below the level of CET4.They are given 45 minutes to write a composition on the topic of“time”.

1.1 The errors in grammar

Grammar has traditionally been discussed in terms of morphology and syntax,the former handling word structure,the latter handling structures“larger”than the word.At this time,the latter is the object of discussion and the former is put into the discussion of lexicon.The errors of phrase,clause sentence and even paragraphs are considered as syntax errors.The examples are as follows:

1.1.1 Using more than one predicate in a sentence

1)Talk time ways have many more.

2)There are so many students don’t realize the significant of the time.

1.1.2 Inappropriate collocations

1)Time is valuable and limit for everyone.

2)You must do the master of your life.

1.1.3 Confusing tense

1)We can not predicate what the result will be if they went on treating their college time by this way.

(2)One day,my watch broken and it stops working.

1.1.4 Misuse of complex sentences

1)The reason is they don’t know how to use time.

2)They will spend several midnights to study that belongs to a term learning.

1.1.5 Misuse of voice

1)Time is passed.

1.1.6 Incomplete sentences without a subject

1)Do more things what you want and useful.

2)And not kill time to do something is useless.

1.2 Errors in lexicon

Lexis and grammar are not clear cut morphological aspect of words,which used to be treated as part of grammar,can just as well be viewed as part of the word:vocabulary is very important in Language learning,sometimes equating a Language with its vocabulary Lexical errors are also the most frequent category of error.Richards(as cited in James,2001:144)suggested that there are seven things to know about a word:1)its morphology;2)its syntactic behavior;3)its functional or restrictions;4)its semantic value(s),or denotations;5)its secondary meanings or commutations;6)what other words it is associated with;7)Roughly,how likely the word is to be used,that is,its frequency.James divided the seven categories into two kinds,formals and semantic features.The errors in students’compositions are classified by James’s standard.

1.2.1 Formal errors

1)Misspelling

E.g.Optiutea(opportunity)bording(boring)exame(exam)

2)Malformations:These are errors that produce“word”that are won-existent in the foreign Language.The students coined them.

E.g.youngness(youngsters)loneness(loneliness)highness(height)

1.2.2 Semantic errors

Collocations are the other words any particular word normally keeps company with.There are some collocation errors:

increase my level(improve my level)to devote our power for(to)the world

1.3 Errors in texts

James(2001:141)holds that text is sometimes used to refer exclusively to a unit of written language larger than the sentence—for which paragraph might be a suitable term.The basic unit of text is a sentence(Zhang Delu&Liu Rushan,2003:170).Halliday and Husan(James,2001:142)make it clear that text may be spoken or written and is not limited to the larger units.Errors in texts influence the understanding of passages.So cohesion is quite important.Here are several kinds of errors appearing in students’composition.

1.3.1 Students make mistakes of reference

Reference is the set of grammatical resources,which allow the speaker to indicate whether something is being repeated from somewhere else in the text(i.e.we have already been told about it),or whether it has not yet appeared in the text(i.e.it is now to us)(Thompson,2000:148).The second category of reference is demonstratives,including“this”,“that”,“these”“those”,the exam papers show that students use fewer demonstrative pronouns.However,students who use it still make mistakes,e.g.,time is very important for us,the reason for this is that every one of us only has less than 100 years.“This”in the sentences should be replaced by“which”,referring to the former part of the sentence.

Some students use pronouns in their compositions,but they change the person arbitrarily.For instance:“In the whole,we should think about future for ourself.Once you lose your time,you would lose your life because time is life.So just value your time.”In the paragraph,the student changes the person from“we”to“you”.It makes readers alter their objects of attention.The change does not keep pace with their expectation.When readers read the first sentence,they expect it will tell the reason or something like that.In general,he will show something about“ours”.Once he changes the person,readers may think that he will talk another thing.The attention is irregular.So it is unnecessary.

1.3.2 Students are unaware of using substitution

They choose to repeat a word all the time.For instance“as a people,time is very important for us.Because if we have no time,it means that we will die.So we should make full use of the time,to do what we should do”.In this paragraph,the student uses the word“time”three times without any substitution.Actually,it refers to the same thing.So it can be used to substitute“time”in the several or third place to make the paragraph more cohesive.

1.3.3 Students ignore using conjunctive adjuncts

Conjunction refers broadly to the combining of any two textual elements into a potentially coherent complex semantic unit.There are basically two ways of approaching the investigation of conjunction.On the one hand,we can start from the clause constituents which we have already identical asserting a textual function in particular,conjunctions such as“but”and“because”and adjuncts such as“nevertheless”and“therefore”.We might also want to include preposition as textual linkers within the clause.Here only conjunctive adjuncts contribute to cohesion.Students ignore using conjunctive adjuncts or to be exact,they have no aware of using them.A student’s structure is as follows:

“There is an old saying...saying your life”.“Time is limited...take our time seriously.”“We can do some reading...or it is harmful to us.”“Being a student,I will spend it correctly.”The short passage is slack.Although we can understand its meaning,it does not give us a clear structure.We need to recognize its main points after reading.It does not give accord with the style of native writers.A few students use several marked words such as“but,however,and,firstly,secondly”.These words are commonly used.They seldom use other words such as furthermore,moreover.This kind of compositions is monotonous.

1.3.4 Few students use topic sentences

Topic sentences are like eyes.Few students use them.Sometimes,I cannot infer the main idea until I finish reading the whole paragraph.For example:“In my life,I had not many persons,some of them are waiting,waiting for the study end,the term end and so on I think this is not good because if you want to make your life better,you must do the master of your life and your time.You could spend time on doing something what you want to do,or do something quickly in order to save time to do more things.And not kill time to do something is useless,or pass the time in order to let it pass.”Such a long paragraph just wants to tell people to cherish time,control it and do things efficiently.If the student could give the topic sentence,it would help readers save lots of time and make the reading easy.

Too many sentences just express his/her subjective attitudes.There is no relevance among the sentences.

“In my life,I believe time works wonders.I want to make full use of my free time.For example:reading books,listening music and art.In college just have three years.It is very quickly so I must take this optiutea to tell ourselves what I mean to do.I should know about world news.I want to be a guide.But it should know much knowledge.So I must take my free time to increase my level...It is a language and a beautiful language.So I must work hard to study English.”

In this paragraph,we can see“I believe”,“I want”,“I must(4 times)”,“I should”and“it should”.Each sentence is not dependent on others.It does not matter if we delete several sentences from it.

The data above show students’errors in the writing.The errors in grammar,lexicon and texts reflect their low competence of English.No one in the whole class does not make mistakes.They have poor grammatical and lexical knowledge,no awareness of constructing texts.

2 Several Reasons for Errors

2.1 Influence of native language on foreign language writing

Although many scholars challenge the idea of behaviorists,who put out language transfer,the data clearly reflect the influence of native language on foreign language writing.They do not shake off native language’s interference.The errors of many sentences such as“to devote our power for the world”equals to Chinese“为世界贡献力量”.“For”is equivalent to Chinese“为”When the learner acquires the word‘devote’,he can not remember the phrase“devote...to...”.No lexical phrase is in this mind When he uses the word“devote”,Chinese thinking mode misleads him to use the preposition“for”.

2.2 Students make errors in basic knowledge

This reflects that they do not pay much attention to the learning of basic knowledge.This may arise from the ignorance of teaching and learning.Now communicative teaching methods are popular.Teachers and students overemphasize on the importance of communication.As a result,they focus on speaking and listening.Some students even think that a few errors are not important and the most important is to make them understood.

2.3 Students learn words separately

They neither practice words in appropriate context nor compare new words with what they have learnt synonyms.They have very small vocabulary size.They cannot use easy words with high frequency.Their frequency is far away from the standard of CET4and syllabus.In their memory,words are confusing and fuzzy.So there are so many errors in forms and grammars.Because they choose to express one thing in another way when they do not know the exact word,their expressions are so simple.Their words are loquacious because of their low English competence.They are incapable of taking into account of textual style.Writing is of oral characteristics.

2.4 Students do not acquire cultural differences between Eng-lish and Chinese

The differences reflect on their thinking mode.On the one hand,Chinese is paratactic.That is the arranging of clauses one after the other without connectives showing the relation between them.In Chinese,the sentences such as the rain fell,the river flooded,the house washed away”are acceptable.Comparatively English is hypotactic.That is the dependent or subordinate construction or relationship of clauses with connectives.Conjunctions are needed to combine single sentences.They are unaware of using cohesive strategies.On the other hand,the students seldom use topic sentences.The meaning of one paragraph is not clear.This causes readers to get into trouble.

2.5 Students and teachers take no notice of writing

Before entering college,students seldom write compositions.They have to write one in the exam.So no feedbacks are given to students.They do not know whether their writings have problems Naturally they have no chance to correct their errors.It is no useful for them to improve their English level.After entering college,few students are interested in English writing.They are unwilling to spend time on it because they think that writing skills’improvement cannot be achieved in one day.As a result,their writing skills stay in the period of fossilization.

2.6 Few students have the habit of writing an outline

After the exam,I asked them why they did not write outlines before writing.They told me time was limited.Writing an outline would waste much time.They did not know spending a few minutes in writing an outline would save a lot of time.What is worse,they did not have a clear structure of a passage and did not know what materials would be used in it.They thought about a sentence and wrote it down and then stopped to think another sentence.Certainly,this kind of passage doesn’t have a clear structure.The text is not cohesive.

3 Some Suggestions for Students and Teachers

3.1 Students need to accumulate basic knowledge

Students have low English competence,so they have to accumulate basic knowledge including grammar and lexicon.They need to pay more attention to the specific usage of high frequency words such as collocations and practice them in context.For purposes of description,as well as pedagogy,it is useful to classify them in terms of their structural and functional characteristics(Nattinger&DeCarrico,1992:37).Teachers may give a more detailed account of functions in discourse.

3.2 Teachers need to provide strategies

Teachers need to provide strategies to assist both reading and writing of students in synthesizing meaning in larger segments of text.These strategies must be based on elements that provide both cohesion and coherence in the discourse,and must divert students’attention,whether on the local or global level from individual lexical items to larger lexical phrase form/function composites.If their cognitive resources can be released from such time-consuming surface-level processes as individual word recognition,students would have more time for processing meaning and would find the organization of information in the discourse more obvious.Training would,therefore,essentially involve bringing these already possessed strategies into conscious awareness.Such strategies are of interest in themselves for what they read about the way readers and writers manage their interaction with written text and how these strategies are related to text comprehension in general.

3.3 Teachers should be aware of teaching students to acquire western cultures

It is necessary for teachers to be aware of teaching students to acquire western cultures.Language is a mirror of thought.Thought is also a mirror of culture.The differences between English and Chinese are attributed to the differences of two cultures.“Language is inextricably bound up with culture.Cultural values are both reflected by and carried through language.It is perhaps inevitable,then,that representation of culture implicitly and explicitly enters into second language teaching.”“ESL writing instruction addresses cultural issues most explicitly in efforts to socialize L2 learners into expected cultural norms for academic texts in the target language”(Eli Hinkel,2001:109).To be efficient learners,students need to focus on the western cultures.It is easier to understand different thinking mode from the perspective of culture.Students are aware of acquiring cultures actively.They may try to read literary works.

3.4 Teachers should direct students to write a composition

It is helpful for teachers to direct students to write a composition.Practice makes perfect.So it is better for students to write a dairy or a composition every two days.Feedback is important for a composition.Richards(2003:178)says:“Despite increasing emphasis on the importance of oral response and the use of peers as sources of feedback,teacher written response continues to play a central role in the most L2 writing classes.”Teachers mark the mistakes and students correct them immediately.

4 Conclusion

Writing a good composition is a complex task.It is relatedto students’basic knowledge of syntax,lexicon and semantics.Even if every sentence is correct,the composition can not be con-sidered a good one.They must be connected closely by usingsome strategies such as reference,substitution,conjunctions andso on.Cultural factors influence SLA.The differences betweenEnglish and Chinese require students to give up the thinkingmode of mother tongue and be used to the style of English texts.The data collected from college students’compositions revealthat their basic knowledge is poor and they are not aware of mak-ing texts cohesive.Some suggestions given in Part 3 intend to bebeneficial to student’s learning and teachers’teaching.

参考文献

[1]James C.Errors in Language learning and Use:Exploring Error Analysis[M].Beijing:Foreign Language Teaching and Research Press,2001.

[2]Hinkel E.Culture in Second Language Teaching and Learn ing[M].Shanghai:Shanghai Foreign Language Education Press,2001.

[3]Thompson G.Introducing Functional Grammar[M].Beijing:For eign Language Teaching and Research Press,2000.

[4]Richards J C.Second Language Writing[M].Cambridge:Cam bridge University Press,2003.

[5]Nattinger J R,DeCarrico J S.Lexical Phrases and Language Teaching[M].Oxford:Oxford University Press,1992.

[6]Gass S M,Selinker L.Second Language Acquisition[M].New Jersey:Lawrence Erlbaum Associates,2001.

珍惜时间作文800字篇3

珍惜时间作文800字

（一）时间，是公平的。它在任何地方，一小时就是一小时，一分钟就是一分钟，一秒钟就是一秒钟。

我对时间写了一首诗：繁华红尘，不知留恋；今时今日，需学珍惜。年华似水，一去不返；今日不惜，明日悔矣。

时间不会等你，你去珍惜它，给你更多的是以后的欢乐。我们小学生，要抓紧学习，你玩了一分钟，就浪费的时间。对于爱学习的人，一天可以看N多本书，那他们这一天的说或，在明天，就会变成快乐。我可以这样说：珍惜时间，好好学习。是以后你所快乐的泉源。

珍惜时间，就是认真去做一件事，有一个>故事，有一个人，他很愚蠢，人人都叫他不要玩，好好珍惜时间，他也很听话，就不去玩了，去“珍惜时间”了，可他整日盯着个钟看，人人都在问他做什么，他说：“你们不是叫我珍惜时间吗？现在，我盯着这个钟看，果然发现时间过得很慢！”

现在这个世界上，也有像故事中的主人公一样的人，我要提醒他们，在珍惜时间的同时，要做一件对自己有益的事！

珍惜时间，并不代表时间过得很慢，当你在读一本好书时，当你读得如痴如醉时，你就会觉得时间是在不知不觉中度过了，但你在这同时，也汲取了大量知识。

珍惜时间作文800字

（二）清初学者钱鹤滩有诗云：“明日复明日，明日何其多！我生待明日，万事成蹉跎。”可见，古人对时间利用不当的感叹，同时也给我们敲响了警钟：珍惜时间。

珍惜时间是对生命的尊重。

巴尔扎克在五十一岁时，心脏病发作，医生说他的生命只剩下短短几天，面对这些，他没有抱头痛哭：“为什么？为什么不让我多活几天？”而是抓紧时间，继续工作，当他离开时，留下的是九十六部中长篇小说组成的雄伟史诗-----《人间喜剧》。从中我们可以知道：珍惜时间就是对生命的尊重。

珍惜时间是对事业的尊重。

一个人，无论是艺术家、文学家、科学家都有自己的事业，对于艺术家，艺术是事业；对于文学家，文学创作是事业；对于科学家，研究事物是事业„„任何人，只要珍惜时间，努力奋斗，才能创造自己的价值，为人类的文明发展，开拓新的知识天地。简而言之，这是对事业最大尊重。

珍惜时间，是对他人的尊重。

鲁迅说过：“浪费别人的时间，等同于谋财害命。”一代文豪言简意赅地阐释了珍惜时间就是对他人的尊重。他把浪费时间比作了谋财害命，可见对他人最好的尊重是珍惜他人的时间！

珍惜时间，是对自己的尊重。

古人云：少壮不努力，老大徒伤悲。>戏剧家莎士比亚也曾说过：“放弃时间的人时间也会放弃他。”可见，珍惜时间、有效利用时间，尽可能多地做有意义的事，使人生多姿多彩，才是尊重自己的最好方法。

但倘若人人都不珍惜时间，世界将变成什么样子？

公车司机，交警等不珍惜时间，交通会混乱，人们无法正常工作；学生天天不完成作业，长大后一事无成„„这一切就会造成全球经济、科技等系统全部瘫痪，最终使人类文明陨落。

古人闻鸡起舞，成就了一个个大艺术家、大文学家、大科学家„„作为他们的后代，我们难道不该将这种精神发扬光大吗？

朋友们，让我们尊重生命、尊重事业、尊重他人和自己，在有限时间里做无限的事情，一起珍惜时间吧！

珍惜时间作文800字

（三）总是感叹时间过得太快，纯真的童年时光还历历在目，转眼间却已成为一个十四五岁的小伙子。有时看着白发苍苍的爷爷奶奶，会感怀自己哪一天也会垂垂老去。但人生不能只由伤怀组成，我们应该微笑。正因为人生短暂，我们才更应珍惜每一个美好的瞬间和每一丝真诚的感动。

珍惜亲情，它让我们的生命之湖漾起美丽的涟漪。早已熟悉了母亲关怀的问候和父亲沉默的眼神。但只因熟悉，却忘记了在母亲为自己盛饭时说一声谢谢，忘记在父亲抚摸自己的头时有一丝感动，甚至愚蠢地认为这是他们应该做的。直到那天，母亲在夕阳余晖中散开头发，我看到几丝苍白的银丝在绯红的晚风中飞扬，不禁泪流满面。在我看来爷爷奶奶的老是可以接受的，而父母的老却是难以接受的，因为他们曾经如此年轻和美丽。翻着老照片，看着那些风华正茂的笑容，我告诉自己，要珍惜这份亲情，这样才不至于在失去时太难过。

珍惜青春，它让我们的生命之歌传到遥远的地方。我们之所以幸福，是因为我们已懂事，但还不用为家庭操心，我们有许多真挚的朋友，我们拥有灿烂的青春。虽然现在的学习生活看起来有些单调，但我却不愿拘泥与此。我喜欢在父母出门时偷偷看场球赛，并为之兴奋或遗憾；我喜欢和朋友们酣畅地聊天，聊过去，现在和遥远的未来；我喜欢在星光的照耀下独自回家，仿佛我就是黑夜的游侠；我喜欢在星期天呼呼地大睡，尽情地享受那份慵懒。我喜欢这种活力和激情的感觉，我想好好珍惜这青春岁月，这人生中最美好的时光。

珍惜一切美好的事物，它让我们的生命之屋绚丽多彩。我常常站在阳台上，看着夕阳中美丽的云霞，那份静谧让我忘记了所有的烦恼和忧伤。我喜欢看纷纷扬扬的大雪从遥远的天国飘落人间，那些纯洁的天使让人不敢低俗，情不自禁的高尚。我也会在晴朗的夏日坐在河边，静听河水趟过鹅卵石的欢畅，那种轻快让我想到小时候的快乐时光，禁不住直想笑。如果我们珍惜生活中的点点滴滴，这个世界真的很美丽。

珍惜时间作文800字篇4

曾经的我们是多么的幼稚，不管是能做的事，还是不能做的事，都会有几个朋友一起去做。即使到了最后被老师批评了，也不会觉得有什么丢脸。可是如今，我们长大了，也不会再有那样一直陪伴在身边做事不顾及后果的人了。

现在就只怪当初没能够更珍惜在一起的日子，只怪身在其中永远感受不到它的美好。现在感受到了它的美好，才发现自己早已身在其外了。人这一辈总会有那么多的无奈，即使再想回到从前都不可能了。你曾说过：未来还很长，我们都需要努力微笑着前进。是呀，我们不能够光想着过去，我们要向前看、向前走。

可是进入了大学，我们又不能按照我们先前讲好的一起为梦想努力。现在的每一天我们都在虚度光阴，一天到晚都是无聊的不知道干什么了。至少我的上学期是这样过的，不仅没有学到知识，还失去了一些东西。现在，我反省了自己，发现我的生活不一定要将时间花费在吃喝玩乐之上;要想让生活充实就要做自己喜欢做的事，多看一些喜欢的名著、小说更能让我感到快乐。所以我不会再让我的宝贵时间流逝，我要让它体现出它的价值。

都说每过一段时间，就要将过去的一些事一些人“清零”，让自己的生活有个新的开始。所以，现在不管我在生活中会遇到怎样的事，我都不会在浪费自己最宝贵的时间。我不会让一些不愉快或者不如意的事成为现在的包袱，我要轻装上阵，在大学里汲取知识，以后的路才会走得更远。

现在我每天都会认真的做自己该做的事，哪怕是周围的同学都在玩耍吵闹，我都会先做自己的事。其实有的时候看着周围的人都吵闹着，我却突然想安静下来，至少我静下来能够想明白自己需要的快乐是什么。虽然里面没有太多朋友的身影，但我的心静下来后，一个切都是那般美好，因为我没有虚度学习生活。

有时一个人在教室的时候，就习惯坐在窗户边，学习累了的时候看着窗外的风景，吹吹风，静静的想着一些事，然后慢慢的沉沦在自己的世界里渐行渐远。或许现在我与朋友有些疏远，但是我在寻找自己想要的一些知识，以此来填补我的无知。所以我不会后悔现在所做的一切。

凝视时间作文800字篇5

——题记

朱自清在散文《匆匆》中曾写到过这样一段话：“燕子去了，有再来的时候;杨柳枯了，有再青的时候;桃花谢了，有再开的时候。但是聪明的，你告诉我，我们的日子为什么一去不复返呢?—是有人偷了他们吧：那是谁?又藏在何处呢?是他们自己逃走了吧：现在又到哪里呢?”想必散文是想我们“劝君惜取少年时，莫待无花空折枝”吧!

时光从指缝悄悄溜走，不经意间，一分，一秒……呵!“洗手的时候，日子从水盆里过去;吃饭的时候，日子从饭碗里过去;默默时，便从凝然的双眼前过去。我察觉他去的匆匆了，伸了手遮挽时，他又从遮挽着的手边过去;天黑时，我躺在床上，他便伶伶俐俐地从我身上跨过，从我脚边飞去了。等我睁开眼和太阳再见，这算又溜走了一日”。

四月的风从我身边吹过，桃花开得正盛，樱花开得正美，就像几年前一般。

四月初下过雨的街道，像极了九月末的晚风吹过，让人觉得慵懒却又不禁抱紧双臂，差点误以为生活会重新开始。然却无所事事，往事不就。

时间，总会带给你想要的一切。是我们要求太多，还是岁月变化的太快?我在长大，变成一棵大树。父母在变老，变为枯叶。曾经放假就带我们去玩的他们已经不复存在了。他们很忙，忙到每天可能连一起吃饭的时间都没有。每每碰爸爸的手，满心嫌弃却又心疼至极——只因长满了老茧，手上的划痕仿佛在我心上刺。

我畏血，这也是我从小到大看到血就心慌的原因。尽管岁月不待人，爸爸妈妈对我的好仍依旧，从来不让我受伤。

前几日，是我的第14个诞辰，年年生日我都会有一个大蛋糕，今年也不例外。我不觉忘记了自己的生日，然父母却未忘，依旧记着。但愿“年年有今日，岁岁有今朝。”

时隔多年，他们却仍不忘我的生日，虽时表在走，然情永不变。

三年又三年，5000多个日子已然逝去，每一刻都是独一无二的，往事不可追。

“花有重开日，人无再少年”。青春只有一次，要不负时光，不负努力，不负一切。

在曾经的一段时光里，我彷徨，迷茫，不知所措。甚至成绩一落千丈，却不屑努力。可能人生就是起起落落吧，总有风雨阻碍你前行。但风雨过后不是还有彩虹吗?失败过后不是还有成功吗?我想，是的。想起那是的自己，幼稚的可笑。

都说人生会有三次成熟：第一次是在发现自己不是世界中心的时候;第二次是在发现即使再怎么努力，终究还是有些事令人无能为力的时候;第三次是在明知道有些事可能会无能为力，但还是会尽力争取的时候。现在的我，在这条路上行走。这条成熟之路泥泞不堪，但这些都无所畏惧。因为我有一张通行证，通往那成功的边缘……只愿那不是梦。