如何寫出獨一無二的GRE文章

如何寫出獨一無二的GRE文章?一起來學(xué)習(xí)一下吧，下面小編就和大家分享，來欣賞一下吧。

寫出獨一無二的GRE文章

1.在觀點上要具有洞察力，要有自己的原創(chuàng)特色。

觀點是GRE作文考試的核心內(nèi)容，考察考生能否對一個issue進行深入分析與思考并最終提出一個有層次的觀點。有了原創(chuàng)觀點就不用擔心雷同。我這樣說也許有有點像讓快餓死的人去吃肉粥。如果真的要借鑒范文觀點，我建議應(yīng)該盡可能做一些調(diào)整，以避免第二個雷區(qū)。或者干脆在文中講明這個思路是借鑒了哪一本參考書的。美國人對真小人比對偽君子要寬容。

2.絕對不能照抄原文。

在語言上可以使用一些范文的句式，但是絕對不能照抄原文，而是要換掉一些關(guān)鍵詞?；蛘呷绻栌藐P(guān)鍵詞，則必須使用別的句式。

3.在結(jié)構(gòu)上可以采取聲東擊西的策略。

比如把北美范文用在120題的結(jié)構(gòu)和破題策略用在210題上。

4.可以引用范文例證。

在例證方面，使用范文用過的例證沒有問題，哪怕用那些被判雷同的例證也沒問題。例證是人類的共同知識，誰都可以使用，關(guān)鍵是我們不能用和范文作者同樣的思路和語言來詮釋例證并展開類似的論證。

因此，越是耳熟能詳?shù)睦C如牛頓與蘋果樹、愛迪生孵蛋，要寫出原創(chuàng)的內(nèi)容就越困難，雷同的危險就越大。

綜上，要想根本避免GRE作文雷同情況發(fā)生，我們一方面可以在政策允許的范圍內(nèi)對范文進行合法、合理的使用，另一方面更要積極培養(yǎng)我們自己的獨立思考能力，從根本上解決雷同問題，避免因雷同而被取消成績。 這就需要考生有自己的思想、自己的例證和自己的語言，各位考生盡量不要照抄范文，而是自己來寫。

以上就是為大家介紹的有關(guān)GRE寫作的內(nèi)容，參加GRE考試的考生，可以通過文章的整理，掌握這些GRE寫作方法，希望能夠?qū)δ腉RE考試有所幫助。

GRE issue寫作優(yōu)秀實例：教育之分數(shù)

題目：

"Competition for high grades seriously limits the quality of learning at all levels of education.

追求高分嚴重的限制了教育各階段的學(xué)習(xí)質(zhì)量。

正文：

“How is your examination?”, this may be a most frequently asked word among students and their custodians. Some people worry about that too much emphasis put on grades will do harm to the real quality of education. But in my eyes, pursuing for high grades do have much more benefits than its blemish.

First of all, it is competition for high grades that helps boost students’ ambition to grasp knowledge as firmly as possible in that thirst for success is everyone’s humanity.Just as the proverb goes, “No pains, no gains.” For getting a satisfying score, students have to prepare for and review their texts frequently, remember all the knowledge they have learned deep in mind, enlarge their learning if it is possible and so on,especially when examinations are coming. All these efforts, no matter what their aims are, will surely lead to a corresponding paying back. On the other hand, such pressure of competition will actuate teachers to improve their quality of education. For example,they should ameliorate their didactics to adapt the changeable needs of students, make their lessons more interesting and concise to attract pupils, and renewal their own knowledge and conception to keep up with the updating pace of young men. Thus with the exertion of the both sides, student’s pursuit of high grades is not such a bad thing.

Secondly, we are in a well-established competition system that no one can break away from it, so the earlier students have the competitive awareness and competitiveness,the more easily they can adapt to the intense life in the future. That is, from the first day one begins his/her process of socialization till the last day of his/her life, it is unavoidable to face with many challenges and contests such as attending record examination of universities, job hunting after graduation, promotion in companies,going after a beautiful girl, and so on. Thus to be a cogent competitor is of great necessity for one to make his/her own way, which reflected at present to students during their process of education is the ardent pursuing for high grades. I remember that General 巴頓used to say that the soldier who do not want to be a general is not a good soldier. Accordingly, in a sense, a students do not want to gain high grades is not a good student.

However, every coin has two sides. When students and teaching faculties are confined by the zealous pursuance of high grades, such figures seem to lose their original sense.Some faculties take grades as the only standard to evaluate a student neglecting other qualities of the same importance such as teamwork spirit, creativity, criticize spirit and so on, and as a feedback to their teachers, some students put all their attention to the textbooks with other knowledge, skills and abilities culture left behind, which lead to the strange phenomenon so called “ Having high scores but poor quality”, a great sarcasm towards modern educational system. Another mal-consequence of too much emphasis on competition is the forfeit of some belief. For example, stealing in examinations, a severe problem badgers many teachers, is in fact the lost of honesty and a dangerous trend for future.

To sum up, competition for high grades may compel students to grasp the knowledge automatically and firmly; help them establish competitive awareness, which may inspire them to improve their comprehensive quality for the better competitiveness. On the contrary, if such pursuit were not limited to a proper degree, it would lead some negative effects. Hence, the right attitude towards this question is to encourage students to study hard, absorb knowledge widely and compete equitably, only in such way can competition for high grades indeed upgrades the quality of learning at all levels of education.

GRE issue寫作優(yōu)秀實例：有效率的教育

題目：

Education will be truly effective only when it is specifically designed to meet the individual needs and interests of each student."

教育只有被專門設(shè)計來滿足每一個學(xué)生個人需求和興趣的時候才是真正有效率的。

正文：

While I agree with the speaker that specifically-designed education for each individual may serve students better than the general education we adopt today, this kind of education may have some potential problems and even harms undermining its feasibility.

I concede that nowadays individualism is becoming more and more vital. People advocate and appreciate special characteristics and skills distinctive from those of others. The trend applies to both social lives and professional careers. With respect to one's vocation, specialization demands that talents with unique skills and abilities are the most distinguished ones, especially in such a competitive society like today. Every individual is competing with peers all around the world. If one receives mere general education, it is quite possible that he/she can only reach a mediocre level, never an eminent expert. With respect to school education, a specifically designed education is needed to dig out students' potentials, which would otherwise be masked by general education. It is especially so in high school, when students are prepared to choosing their future majors in university. Suppose a student with distinguished gifts in economics. With only a few economics courses in the high school curriculum, he/she may not discover his/her own gifts. Even if he/she realizes his/her interests in economics, no opportunnities of exploring more about economics are provided for him/her because there lacks special courses for those who want to learn more about economics. From the two respects above, I strongly hold a positive attitude towards specialized education which caters to individual needs.

Nevertheless, the concept of specific education has certain potential problems which prevent it from being feasible in a large scale. The problems are mainly embodied in three aspects. First, the technical feasibility of the concept is highly questionable. How can people devise a curriculum that is suitable to each student in the country? How does a school arrange those courses? How can teachers be able to deal with so many different needs and interests of each individual? As a matter of fact, under today's circumstances of general education, the supply of teachers is becoming less and less,while the demand for them is increasing. So, it's hard to imagine that, for so many students in the country and so many different needs and interests, the teachers can be capable of catering to all the students.

Secondly, too much emphasis on specific education may make students disregard the importance of general knowledge, therefore undermining the academic basis of students. Take high school education as an example, we encourage students to learn a wide range of basic disciplines, such as mathematics, literature, physics, chemistry, philosophy, to ensure that they absorb adequate knowledge from all different subjects. That guarantees them to have a relatively general background to explore their own potentials and develop their own interests. If a student interested in literature is encouraged to plunge into literature and overlook other subjects from high school,even if his/her individual interest is satisfied, it is harmful for his/her future development because of lack of logical and analytical training.

Finally, specifically-designed education sets up many obstacles in evaluating students.No unified criteria can be created if we adopt such an individualized educational mode. Then, it is quite a thorny problem for our educational institutions to devise examinations to select talents. How can we compare a student specializing in literature with another one who studies chemistry? How can we decide which ones are admitted to colleges and universities while others are not? Some people might argue that we can divide the college entrance examination into several parts, which respectively cater to different specializations of students. However, it is still too demanding and expensive. Thus it is rather infeasible. The most eclectic and effective way to combine specialization with generalization may be like today's education mode in which students learn a wide range of general knowledges in high school and study major subjects in university. As to developing individual interests and digging out individual potentials in high school, I recommend that those responsibilities be taken by parents or private tutors. Generally parents know best about their children's needs and they have every motivation to explore their children's potentials. It is far too burdensome and difficult for our public education institutions to take those responsibilities.

To sum up, I agree with the speaker insofar as that individual needs and interests of each student should be underscored and valued, but the public general education should remain the way it has been. Because public education has its inherent limitations, and thus we cannot require too much of it. I advocate that parents should pay more attention to the individual needs and interests of their children, and family tutoring may be a more effective way to developing students' individual interests.

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