GRE寫作分?jǐn)?shù)如何計(jì)算

GRE寫作分?jǐn)?shù)如何計(jì)算,一起來看看吧，下面小編就和大家分享，來欣賞一下吧。

GRE寫作分?jǐn)?shù)計(jì)算

新GRE寫作的兩個(gè)部分怎么算分?GRE寫作的記分方式是這樣的，兩篇作文總分都是六分，計(jì)算公式為你的得分=(Issue的得分+Argument的得分) 2，最終的計(jì)分是以0.5分為一個(gè)格。

GRE考試邏輯寫作包括兩個(gè)不同的部分：

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(cuò)誤。

新GRE作文兩個(gè)部分是如何算分的?

首先GRE寫作兩個(gè)部分在總分中的權(quán)重是一樣的。新GRE作文中有兩個(gè)項(xiàng)目，最后出的GRE作文分?jǐn)?shù)是一個(gè)，所以如何進(jìn)行GRE作文算分呢?

由于AA的寫作不牽涉自己觀點(diǎn)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(diǎn)，不但需要邏輯上的洞察能力，還需要論證觀點(diǎn)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(gè)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?yàn)槿绻鸄A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的評分標(biāo)準(zhǔn)以及作文分?jǐn)?shù)的計(jì)算

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，即：

第一，觀點(diǎn)要有深度，論證要有說服力;

第二，組織要有條理，表達(dá)清晰準(zhǔn)確;

第三，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(gè)方面做得很好，我們理所當(dāng)然也要從這里入手，采取“各個(gè)擊破”的方法解剖GRE作文的本質(zhì)，從而得到一個(gè)理想分?jǐn)?shù)。GRE寫作的記分方式是這樣的，兩篇作文總分都是六分，計(jì)算公式為你的得分=(Issue的得分+Argument的得分)/2，最終的計(jì)分是以0.5分為一個(gè)格。

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(shí)間最長而質(zhì)量要求最高的一類作文考試。

更多關(guān)于GRE考試2014年終盤點(diǎn)及2015備考規(guī)劃的內(nèi)容，請關(guān)注新東方網(wǎng)GRE頻道，也可通過下方二維碼關(guān)注我們的微信平臺(tái)(微信號：GRE-XDF)。

GRE issue寫作優(yōu)秀實(shí)例：偉大含義的判定

題目：

The greatness of individuals can be decided only by those who live after them, not by their contemporaries."

一個(gè)人是否偉大是由后人評定的而非他同時(shí)代的人。

正文：

When it comes to the evaluation of a historical figure, we cannot resist the temptation to wonder who is the final judge to decide his contribution and greatness and thus attribute him with lasting value. The speaker claims that it is the duty of those who live after them to decide. I concede that in certain areas, especially in scientific field where the significance of one hypothesis or invention has to be tested and retested by later followers to justify its correctness and accountability. In areas, such as art and business, it is possible to demonstrate one’s greatness and collect recognition by his contemporaries.

In the field of art, we observe numerous examples convincing us that contemporaries do endow those great achievers with respect and recognition. It is true that originality is always what innovative artists crave for and thus make it impossible for ordinary people or even veteran art critic to appreciate. The paintings of Van Gush ran contrary to the wide-accepted norm and thus relegated by critics as indecipherable and bewildering. Even Shakespeare, the greatest writer we have in history was criticized by some literature critics as treacherous and a fancy exhibitor. But we need look no further than Mark Twain to justify how possible it is for an individual to be accepted by his counterpoise. Twain’s vivid description of life on Mississippi River won him immediate fame as the most popular writer in American history and the happy ending is that a yesterday sailor became today’s successful and rich writer.

The same case occurs in business world. Unlike the process of art creation, which is an interaction between artists who send the message and the audience who receive and interpret the message, business executives aim at a more practical and direct ending, that is to say, to maximize profit, make the best use of shareholder’s investment and increase the well being of company stuff. Admittedly, some strategies executed by business leaders might seem labyrinthine at first sight to some outsiders, but as long as the goal of the enterprises are being successfully met with respect the proper function of business, neat organization of internal structure and a consistent contribution to the well being of neighborhood, community and government budget, it pose no threat to people’s understanding how great these leaders are. By introducing new production streamline, the founding father of Ford is immediately recognized and accoladed as a successful businessman with true innovative idea and cute business sense and vision. Bill Gates, giant in hi-tech industry, is ranked as the most successful businessman due to the huge success he brought to the Microsoft as well as the contribution he made to the entire industry.

But in the scientific arena, less fortunate stories are revealed. Since no scientific findings can stand as everlasting, universally admitted truth free from doubt and suspicion, scientific discovery have to yield to time to be tested and retested to find where the true value lies. Scientists with truly innovative idea going against the wide-accepted doctrine are usually biased and prejudiced since to reform the deep-rooted and stubborn dogma in people’s head is a formidable job that would even as tough as the scientific discovery process itself. Einstein’s quantum theory,Copernicus’ discovery that the sun is the center of the universe instead of earth,Darwin’s claim that human being is evolved from other life forms instead of the creation of God all suffer the same fate as heresy and nonsense. It is the offspring who begin to evaluate these great discoveries from pure objective and scientific perspectives and name those scientists and their findings as significant and crucial.

To sum up, neither the contemporaries nor the later generations alone act as an efficient litmus stone to test to value of an individual. In the area of art and business where the value can be recognized according to the public reaction, economic gaining and so forth, it is possible to be recognized and get immediate distinctiveness. On the other hand, in the scientific field where people’s idea lag behind scientific vision, negligence often happens as a result of misunderstanding and unwillingness to change, in this sense, an individual has to wait even for centuries to be recognized as a great person.

GRE issue寫作優(yōu)秀實(shí)例：學(xué)科

題目：

Instead of requiring students to take courses in a variety of disciplines—that is, courses ranging from the arts and the humanities to the physical and biological sciences—colleges and universities should allow students to enroll only in those courses that will help prepare them for jobs in their chosen fields. Such concentration is necessary in today's increasingly work-oriented society.

與其要求學(xué)生們選修各種各樣的學(xué)科——從藝術(shù)和人文科學(xué)到物理和生物科學(xué)——大學(xué)還不如允許學(xué)生們僅僅去選擇那些有助于他們今后工作的學(xué)科。這種集中在當(dāng)今這個(gè)工作至上的社會(huì)是必要的。

正文：

The above argument completely neglects the internal value and essence of college education. If it were put into effect, not only the education itself but also the whole society would undergo a severe devastation. Even for the sake of practicality, also it is not necessarily a good suggestion and will seriously mislead students in their future.

When it is concerned with the purpose and essence of education, at the beginning one must refer to the father of the Declaration of Independence, Thomas Jefferson, whose influence upon the American and world education has reached far into even today. One of his most famous apothegms about education is that the truly valuable education should be aiming at the improvement of both one’s “moralities” and “faculties”. Varying greatly though people’s understanding over this idea is over times, seldom did they suspect its justification and insightfulness. Therefore, it is safe to base our analysis upon this thought in order to determine whether students should be allow to enroll only in those work-oriented courses.

There is almost no escaping the fact that the purely vocation-oriented education is quite inconsistent with developing a lofty or decent moral in students. In traditional society, it was family and community that transmitted its basic values, conventions and moralities to children. As time goes by, however, this role and responsibility have been gradually shifted to schools and teachers, either for better or worse. If the whole education becomes completely vocation-oriented, the education of moralities is certain to become secondary for both schools and students, and the neglecting of moral education will become something sooner or later. That is to say, modern education system will fail to undertake the responsibilities that traditional family and community transmitted to it. To some extent, this is just what happens in many schools of many counties. As a result, when we continuously complain the decline in moralities, no one realizes that it intrinsically origins from the absence of roles to undertake the duty for moral education.

Also a work-oriented education contradicts fundamentally with the aim of improving “faculties”. Vocational education differs from academic education in that it lays more emphasis on the teaching of methods, techniques and specific knowledge, while the latter values more the nurturing of a profound, well-rounded intelligence and character. In a word, vocational education simply stuffs students with all kinds of practical “content”, which has little to do with improving “faculties”. By this education, maybe we will “produce” a larger number of qualified engineers or specialists, but really great thinkers like Newton, Einstein or Karl Marx would never come up. Obviously, such a vocational education aims at temporary mean benefits, far more than the long-term and actually valuable ones of human beings.

Furthermore, even when practical goals are involved, the work-oriented courses also are not necessary good choices for student. The rapid growth of modern science and technology makes professions ceaselessly changeable, new ones continuously emerging and old ones continuously disappearing. On this occasion, it is high likely that the “hot” courses for jobs today will become completely obsolete, unwelcome by market. Taking merely vocation-oriented courses, thus, means a higher risk for students. However, this kind of risk can be greatly avoided by non-work-oriented education, that is, academic education through which we can learn some “l(fā)ife skills”—skills including logic thinking, reasoning, synthesizing, and creative problem-solving. Undoubtedly, these personal faculties will never be out of date and can ensure a brilliant future for students who are excellent in these aspects.

In conclusion, there is always something that is perpetual in the nature of education, and it never changes with the change of people’s focus, interest or preference. The pursuit of education for moralities and faculties is certainly just such an epitome.Perhaps that is what we can learn from Thomas Jefferson and the above discussion.