GRE作文機經(jīng)高效率提分用法指點
GRE作文機經(jīng)高效率提分用法指點, 學會方法沖上4分不是夢，快來看看吧,下面小編就和大家分享，來欣賞一下吧。
GRE作文機經(jīng)高效率提分用法指點 學會方法沖上4分不是夢
GRE作文機經(jīng)構(gòu)成形式介紹
在使用GRE作文機經(jīng)之前，考生首先要了解GRE作文機經(jīng)的基本構(gòu)成形式。一般來說，一份合格的GRE作文機經(jīng)中，不僅會包含一定數(shù)量的作文題目，也會有對于作文題目的初步解析，包括對題目的簡單翻譯，一些寫作思路上的要點指導或者提綱等等。如果只有最基礎的題目，那么這份作文機經(jīng)在小編來看并不算太合格，畢竟想看題目的話直接去ETS官網(wǎng)的題庫就可以看到所有題目，這樣只提供題目的機經(jīng)其實價值并不大。所以，考生在使用機經(jīng)前，首先要做的就是挑選一份較為合格，有更高參考價值的作文機經(jīng)。
GRE作文機經(jīng)如何使用?
知道了GRE作文機經(jīng)的構(gòu)成形式后，接下來大家就需要學習一下GRE作文機經(jīng)的具體使用方法了，有鑒于不同考生在沖刺階段的學習時間可能存在較大差異，這里小編暫時把考生按照可以使用的備考時間來劃分為兩類，不同考生對GRE作文機經(jīng)的使用有所差異：
1. 備考時間較為充足的考生
對備考時間充足的考生來說，GRE作文機經(jīng)使用方法其實是相當簡單粗暴的，那就是盡可能多的練題目，理論上機經(jīng)中包含的每道作文題目都練習一遍自己動筆寫一下文章自然是最好的。當然這會花費相當多的時間，哪怕是備考時間充足的考生可能也會覺得力不從心。那么大家也可以考慮更簡便一些的方法，那就是不練整篇作文，而是以練習列提綱的方式來提升備考效率。每篇文章都主動思考一下自己會怎么寫，然后ISSUE列出論點，ARGUMENT列出反駁的邏輯漏洞，總之盡量列出一個相對完整的寫作思路提綱。這種方式雖然比不上完整動筆寫文章的訓練方式，卻也能幫助大家理清各類作文題目的寫作思路，做到對所有題目心中有數(shù)。
另外，備考時間充足的考生還可以考慮多找一些范文來進行參考，畢竟GRE考試的官方作文題庫已經(jīng)公開多年，許多題目其實都是能找到高分甚至滿分范文的，大家對照著機經(jīng)中的題目把優(yōu)秀的范文找來參考學習一下，雖然會花費不少時間，但也是相當有效的提升作文水平和得分的學習方式。
2. 備考時間相對緊張的同學
而比起上面這些備考時間充裕的同學，學習時間相對緊張的同學想要用好GRE作文機經(jīng)就需要更多的方法技巧了。作文備考本來就是比較花時間的，這點無論如何節(jié)省都很難避免，所以大家要把時間用得更加聰明一些。具體來說，考生拿到機經(jīng)之后，首先要做的不是直接就跟著題目進行練習，而是結(jié)合多場機經(jīng)做一個簡單的梳理工作。小編建議大家盡可能找來最近2年內(nèi)的GRE作文機經(jīng)，把所有在實際考試中出現(xiàn)過的作文題目，都按照其出現(xiàn)次數(shù)頻率進行數(shù)據(jù)統(tǒng)計，相似題目或是題目素材內(nèi)容相同但具體寫作要求不同的也算成同一個題目，之后根據(jù)統(tǒng)計結(jié)果把出現(xiàn)頻率最高的約30個左右的題目集中起來，這才是大家之后需要具體研究的作文題目。這種做法是為了幫助考生盡量減少備考作文題目的范圍，而這些高頻題目因為之后再次出現(xiàn)的可能更高，所以才需要保留下來進行深度學習。
在整理出少量的高頻作文題目后，接下來的做法和上一類考生相似，也是按照先找范文然后練筆的方式來訓練，如果備考時間實在緊張大家就跳過練筆直接使用列提綱的方式來學習好了。另外要注意一點的是多補充寫作中需要的案例素材，最好根據(jù)題目進行準備。這樣不僅能讓文章的論述基本邏輯思路框架上不出問題，也可以提升文章的具體內(nèi)容和論述的說服力。
GRE作文滿分詞匯盤點
能夠able→ capable, in a(ny) position
一直all the time→ continually, continuously, constantly, perpetually
許多地a lot→ noticeably, considerably, a great deal, substantially
許多的a lot of→ many, numerous, a wide variety of (themes), a whole range of, a wide spectrum of (problems, themes, etc),an abundance of (opportunities, sources etc.)
總是always→ invariably
數(shù)量amount→ quantity
結(jié)果as a result→ consequently
本質(zhì)上basically→ essentially, in essence, substantially
組成be, amount to→ constitute
下降become smaller→ be on the decline, be on the decrease, decline, decrease, diminish, dwindle, recede 等等
變糟糕become worse→ deteriorate
在 之前before→ prior to
開始begin→ commence
更好better→ superior
習慣于be(come) used to→ be accustomed to
嚴重的，重大的big→ major, significant, substantial
執(zhí)行carry out→ conduct, execute, commit, implement
更改change→ alter, alteration, modify, modification
辦理，執(zhí)行do→ conduct, transact(business)
未能do not→ fail to, omit to
GRE寫作滿分作品一例
題目：
"Students should memorize 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."
學生們在記憶知識的時候應該先學習有助于解釋那些知識的理念、潮流和概念。僅僅死學知識的學生是學不到什么東西的。
正文：
The speaker makes a threshold claim that students who learn only facts learn very little, then concludes that students should always learn about concepts, ideas, and trends before they memorize facts. While I wholeheartedly agree with the threshold claim, the conclusion unfairly generalizes about the learning process. In fact, following the speaker's advice would actually impede the learning of concepts and ideas, as well as impeding the development of insightfuland useful new ones.
Turning first to the speaker's threshold claim, I strongly agree that if we learn only facts we learn very little. Consider the task of memorizing the periodic table of elements, which any student can memorize without any knowledge of chemistry, or that the table relates to chemistry. Rote memorization of the table amounts to a bit of mental exercise-an opportunity to practice memorization techniques and perhaps learn some new ones. Otherwise, the student has learned very little about chemical elements, or about anything for that matter.
As for the speaker's ultimate claim, I concede that postponing the memorization of facts until after one learns ideas and concepts holds certain advantages. With a conceptual framework already in place a student is better able to understand the meaning of a fact, and to appreciate its significance. As a result, the student is more likely to memorize the fact to begin with, and less likely to forget it as time passes. Moreover, in my observation students whose first goal is to memorize facts tend to stop there--for whatever reason. It seems that by focusing on facts first students risk equating the learning process with the assimilation of trivia; in turn, students risk learning nothing of much use in solving real world problems.
Conceding that students must learn ideas and concepts, as well as facts relating to them, in order to learning anything meaningful, I nevertheless disagree that the former should always precede the latter--for three reasons. In the first place, I see know reason why memorizing a fact cannot precede learning about its meaning and significance--as long as the student does not stop at rote memorization. Consider once again our hypothetical chemistry student. The speaker might advise this student to first learn about the historical trends leading to the discovery of the elements, or to learn about the concepts of altering chemical compounds to achieve certain reactions--before studying the periodic table. Having no familiarity with the basic vocabulary of chemistry, which includes the information in the periodic table, this student would come away from the first two lessons bewildered and confused in other words, having learned little.
In the second place, the speaker misunderstands the process by which we learn ideas and concepts, and by which we develop new ones. Consider, for example, how economics students learn about the relationship between supply and demand, and the resulting concept of market equilibrium, and of surplus and shortage. Learning about the dynamics of supply and demand involves (1) entertaining a theory, and perhaps even formulating a new one, (2) testing hypothetical scenarios against the theory, and (3) examining real-world facts for the purpose of confirming, refuting, modifying, or qualifying the theory. But which step should come first? The speaker would have us follow steps 1 through 3 in that order. Yet, theories, concepts, and ideas rarely materialize out of thin air; they generally emerge from empirical observations--i.e., facts. Thus the speaker's notion about how we should learn concepts and ideas gets the learning process backwards.
In the third place, strict adherence to the speaker's advice would surely lead to ill-conceived ideas, concepts, and theories. Why? An idea or concept conjured up without the benefit of data amounts to little more than the conjurer's hopes and desires. Accordingly, conjurers will tend to seek out facts that support their prejudices and opinions, and overlook or avoid facts that refute them. One telling example involves theories about the center of the universe. Understandably, we ego-driven humans would prefer that the universe revolve around us. Early theories presumed so for this reason, and facts that ran contrary to this ego-driven theory were ignored, while observers of these facts were scorned and even vilified. In short, students who strictly follow the speaker's prescription are unlikely to contribute significantly to the advancement of knowledge.
To sum up, in a vacuum facts are meaningless, and only by filling that vacuum with ideas and concepts can students learn, by gaining useful perspectives and insights about facts. Yet, since facts are the very stuff from which ideas, concepts, and trends spring, without some facts students cannot learn much of anything. In the final analysis, then, students should learn facts right along with concepts, ideas, and trends.
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