GRE寫作評分標(biāo)準(zhǔn)
GRE寫作評分標(biāo)準(zhǔn)及ISSUE/ARGUMENT分?jǐn)?shù)權(quán)重細(xì)節(jié)解讀，快來看看吧,下面小編就和大家分享，來欣賞一下吧。
GRE寫作評分標(biāo)準(zhǔn)及ISSUE/ARGUMENT分?jǐn)?shù)權(quán)重細(xì)節(jié)解讀
GRE寫作算分基本公式介紹
新GRE寫作要求考生在30分鐘+30分鐘內(nèi)分別完成兩篇文章，它是美國所有作文考試中時間最長而質(zhì)量要求最高的一類作文考試。GRE寫作的記分方式是這樣的，兩篇作文總分都是六分，計算公式為你的得分=(Issue的得分+Argument的得分)/2，最終的計分是以0.5分為一個格。
GRE寫作不同題型要求簡介
1. Issue task (30min)，要求作者根據(jù)所給題目，完成一篇表明立場的邏輯立論文。
2. Argument task (30min)，要求考生分析所給題目，完成一篇駁論文，指出并且有力的駁斥題目中的主要邏輯錯誤。
GRE作文兩篇文章分?jǐn)?shù)權(quán)重分析
首先GRE寫作兩個部分在總分中的權(quán)重是一樣的。新GRE作文中有兩個項目，最后出的GRE作文分?jǐn)?shù)是一個，所以如何進行GRE作文算分呢?由于AA的寫作不牽涉自己觀點的展開，只須指出作者邏輯上的漏洞，因此在經(jīng)過訓(xùn)練以后，寫起來并不困難;而AI的寫作需要自己展開自己設(shè)立的觀點，不但需要邏輯上的洞察能力，還需要論證觀點的能力，語言組織的能力，因此對于中國考生來講比較困難，難以短期內(nèi)有較大提高。
但是這兩個部分在總分中的權(quán)重是一樣的，因此考生的策略應(yīng)該是盡量提高AI部分的寫作能力而力保AA部分滿分(或高分)。因為如果AA部分滿分的話，AI部分只需爭取在4分以上就可以保證整體作文分?jǐn)?shù)在5分以上。
ETS寫作評分標(biāo)準(zhǔn)概述
參照ETS評過分的范文，我們不難發(fā)現(xiàn)：無論是ISSUE還是ARGUMENT在評分標(biāo)準(zhǔn)上都有共同之處。
1. 觀點要有深度，論證要有說服力;
2. 組織要有條理，表達(dá)清晰準(zhǔn)確;
3. 語言流利，句式復(fù)雜，詞匯豐富。
這三條分別說的是行文的“思想性”、“結(jié)構(gòu)性”和“表達(dá)性”，眾多高分作文的考生大凡都在這三個方面做得很好，我們理所當(dāng)然也要從這里入手，采取“各個擊破”的方法解剖GRE作文的本質(zhì)，從而得到一個理想分?jǐn)?shù)。
GRE作文分類題庫-ISSUE
一 教育類 1. A nation should require all its students to study the same national curriculum until they enter college rather than allow schools in different parts of the nation to determine which academic courses to offer.”
2. While some leaders in government, sports, industry, and other areas attribute their success to a well-developed sense of competition, a society can better prepare its young people for leadership by instilling in them a sense of cooperation.
3. In order to improve the quality of instruction at the college and university level, all faculty should be required to spend time working outside the academic world in professions relevant to the courses they teach.
4. Universities should require every student to take a variety of courses outside the student’s field of study because acquiring knowledge of various academic disciplines is the best way to become truly educated.
5. Colleges and universities should offer more courses on popular music, film, advertising, and television because contemporary culture has much greater relevance for students than do arts and literature of the past.
6. It is primarily through formal education that a culture tries to perpetuate the ideas it favors and discredit the ideas it fears.
7. Some educational systems emphasize the development of students’ capacity for reasoning and logical thinking, but students would benefit more from an education that also taught them to explore their own emotions.
8. It is often asserted that the purpose of education is to free the mind and the spirit. In reality, however, formal education tends to restrain our minds and spirits rather than set them free.
9. How children are socialized today determines the destiny of society. Unfortunately, we have not yet learned how to raise children who can help bring about a better society.
10. Both parents and communities must be involved in the local schools. Education is too important to leave solely to a group of professional educators.
11. The purpose of education should be to provide students with a value system, a standard, a set of ideas—not to prepare them for a specific job.
12. Society should identify those children who have special talents and abilities and begin training them at an early age so that they can eventually excel in their areas of ability. Othervise, these talents are likely to remain undeveloped.
13. Although innovations such as video, computers, and the internet seem to offer schools improved methods for instructing students, these technologies all too often distract from real learning.
GRE作文分類題庫-ISSUE
二 學(xué)習(xí)類 1. We can usually learn much more from people whose views we share than from people whose vies contradict our own. Disagreement can cause stress and inhibit learning.
2. No field of study can advance significantly unless outsiders bring their knowledge and experience to that field of study.
3. Anyone can make things bigger and more complex. What requires real effort and courage is to move in the opposite direction-in other words, to make things as simple as possible.
4. Students should memories facts only after they have studied the ideas, trends, and concepts that help explain those facts. Students who have learned only facts have learned very little.
5. Scholars and researches should not be concerned with whether their work makes a contribution to the larger society. It is more important that they pursue their individual interests, however unusual or idiosyncratic those interests may seem.
6. In any academic area or professional field, it is just as important to recognize the limits of our knowledge and understanding as it is to acquire new facts and information.
7. Facts are stubborn things. They cannot be altered by our wishes, our inclinations, or the dictates of our passions.
8. Students should bring a certain skepticis to whatever they study. They should question what they are taught instead of accepting it passively.
9. There is no such thing as purely objective observation. All observation is subjective; it is always guided by the observer’s expectations or desires.
10. The human mind will always be superior to machines because machines are only tools of human minds.
11. Critical judgment of work, in any given field has little value unless comes from someone who is an expert in that field.
12. People who pursue their own intellectual interests for purely personal reasons are more likely to benefit the rest of the world than are people who try to act for the public good.
13. Originality does not mean thinking something that was never thought before; it means putting old ideas together in new ways.
14. The study of ac academic discipline alters the way we perceive the world. After studying the discipline, we see the same world as before, but with different eyes.
15. The way students and scholars interpret the materials they work with in their academic fields is more of personality than of training. Different interpretations come about when people with different personalities look at exactly the same objects, facts, data, or events and see different things.
16. As we acquire more knowledge, things do not become more comprehensible, but more complex and more mysterious.
17. It is a grave mistake to theorize before one has data.
GRE作文分類題庫-ISSUE
三 行為類 1. Although many people think that the luxuries and conveniences of contemporary life are entirely harmless, they in fact, prevent people from developing into truly strong and independent individuals.
2. Public figures such as actors, politicians, and athletes should expect people to be interested in their private lives. When they seek a public role, they should expect that they will lose at least some of their privacy.
3. Creating an appealing image has become more important in contemporary society than is the reality or truth behind that image.
4. The concept of ‘individual responsibility’ is a necessary fiction. Although societies must hold individuals accountable for their own actions, people’s behavior is largely determined by forces not of their own making.
5. People work more productively in teams than individually. Teamwork requires cooperation, which motivates people much more than individual competition does.
6. In any realm of life-whether academic, social, business, or political— the only way to succeed is to take a practical, rather than an idealistic, point of vies. Pragmatic behavior guarantees survival, whereas idealistic views tend to be superceded by simpler, more immediate options.
7. It is primarily through our identification with social groups that we define ourselves.
8. Only through mistakes can there be discovery or progress.
9. Most people recognize the benefits of individuality, but the fact is that personal economic success requires conformity.
10. People who are the most deeply committed to an idea or policy are the most critical of it.
11. No amount of information can eliminate prejudice because prejudice is rooted in emotion, not reason.
12. The most essential quality of an effective leader is the ability to remain consistently committed in particular principles and objectives. Any leader who is quickly and easily influenced by shifts in popular opinion will accomplish little.
13. Sometimes imagination is a more valuable asset than experience. People who lack experience are free to imagine what is possible and thus can approach a task without constraints of established habits and attitudes.
14. In any given field, the leading voices come from people who are motivated not by conviction but by the desire to present opinions and ideas that differ from those held by the majority.
15. It is always an individual who is the impetus for innovation; the details may be worked out by a team, but true innovation results from the enterprise and unique perception of an individual.
16. Success, whether academic or professional, involves an ability to survive in a new environment and--, eventually, --to change it.
17. Most people choose a career on the basis of such pragmatic considerations as the needs of the economy, the relative ease of finding a job, and the salary they can expect to make. Hardly anyone is free to choose a career based on his or her natural talents or interest in a particular kind of work.
18. If a goal is worthy, then any means taken to attain it is justifiable.
19. People often look for similarities, even between very different things, and even when it is unhelpful or harmful to do so. Instead, a thing should be considered on its own terms, we should avoid the tendency to compare it to something else.
20. People are mistaken when they assume that the problems they confront are more complex and challenging than the problems, faced by their predecessors. Thus illusion is eventually dispelled with increased knowledge and experience.
21. Moderation in all things is ill-considered advice. Rather, one should say, ‘Moderations is most things,’ since many areas of human concern require or at least profit from intense focus.
22. Most people are taught that loyalty is a virtue. But loyalty—whether to one’s friends, to one’s school or place of employment, or to any institution—is all too often a destructive rather than a positive force.
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