GRE寫作沖高分請先寫好結(jié)尾段

GRE寫作提分切忌顧頭不顧尾, 沖高分請先寫好結(jié)尾段,快來一起學(xué)習(xí)吧，分享下面小編就和大家分享，來欣賞一下吧。

GRE寫作提分切忌顧頭不顧尾 沖高分請先寫好結(jié)尾段

新GRE寫作常見結(jié)尾1：自然結(jié)尾

隨著文章的結(jié)束，文章自然而然地結(jié)尾。如“Fishing”(釣魚)的結(jié)尾：

I caught as many as twenty fish in two hours，but my brother caught many more. Tired from fishing，we lay down on the river bank，bathing in the sun. We returned home very late。

新GRE寫作常見結(jié)尾2：用反問結(jié)尾

雖然形式是問句，但意義卻是肯定的，并具有特別的強(qiáng)調(diào)作用，引起讀者深思。如“Should We Learn to Do Housework?”(我們要不要學(xué)做家務(wù)?) 的結(jié)尾。

Everyone should learn to do housework. Don’t you agree，boys and girls?

新GRE寫作常見結(jié)尾3：首尾呼應(yīng)，畫龍點(diǎn)睛

在文章的結(jié)尾，把含義較深的話放在末尾，以點(diǎn)明主題，深化主題，起到畫龍點(diǎn)睛的效果。如“I Cannot Forget Her” (我忘不了她)的結(jié)尾：

After her death，I felt as if something were missing in my life. I was sad over her passing away，but I knew she would not have had any reGREts at having given her life for the benefit of the people。

新GRE寫作常見結(jié)尾4：含蓄性的結(jié)尾

用比喻或含蓄的手法不直接點(diǎn)明作者的看法，而是讓讀者自己去領(lǐng)會和思考。如“A Day of Harvesting”(收割的日子)的結(jié)尾：

Evening came before we realized it. We put down our sickles and looked at each other. Our clothes were wet with sweat，but on every face there was a smile。

新GRE寫作常見結(jié)尾5:重復(fù)主題句

結(jié)尾回到文章開頭闡明的中心思想或主題句上，達(dá)到強(qiáng)調(diào)的效果。如“I Love My Home Town”(我愛家鄉(xiāng))的結(jié)尾：

I love my home town，and I love its people. They too have changed. They are going all out to do more for the good of our motherland。

新GRE寫作常見結(jié)尾6:指明方向，激勵(lì)讀者

結(jié)尾表示對將來的展望，或期待讀者投入行動。如“Let’s Go in for Sports”(讓我們參加體育運(yùn)動)的結(jié)尾：

As we have said above，sports can be of GREat value. They not only make people live happily but also help people to learn virtues and do their work bettter. A sound mind is in a sound body. Let’s go in for sports。

上文就是關(guān)于GRE寫作中一些常見結(jié)尾的匯總介紹，大家可以參考并學(xué)習(xí)一下，運(yùn)用到自己的行文中，新GRE作文結(jié)尾沒有一定的模式，所以大家也可以根據(jù)表達(dá)主題的需要靈活創(chuàng)造，寫出適合自己的風(fēng)格。

GRE Issue寫作范文詳細(xì)解析

Topic

The following is a letter to the editor of an environmental magazine："The decline in the numbers of amphibians worldwide clearly indicates the global pollution of water and air. Two studies of amphibians in Yosemite National Park in California confirm my conclusion. In 1915 there were seven species of amphibians in the park, and there were abundant numbers of each species. However, in 1992 there were only four species of amphibians observed in the park, and the numbers of each species were drastically reduced. The decline in Yosemite has been blamed on the introduction of trout into the park's waters, which began in 1920 (trout are known to eat amphibian eggs). But the introduction of trout cannot be the real reason for the Yosemite decline because it does not explain the worldwide decline."

Sample Essay

In this argument, the writer of the letter concludes that global pollution of water and air has caused a decline in the number of amphibians worldwide. To support his or her conclusion, the writer cites the results of two studies, seventy-five years apart, that purportedly show that the number of amphibians in one park in California, Yosemite National Park, have drastically declined. Additionally, the writer casts aside a given reason for the decline, stating that the introduction of trout to the park (who are known to eat amphibian eggs) does not explain the worldwide decline in the number of amphibians. This argument defies simple logic and suffers from several critical fallacies.

First of all, the argument is based on only two studies in one specific part of the world, Yosemite National Park in California. It is impossible to pinpoint a worldwide theory for the decline of amphibians based on any number of studies in only one specific location in the world - the specific varieties of amphibians, geographical conditions and other location specific variables prohibit such a sweeping generalization. One very specific location cannot be used as a model for all other locations, even within one particular country, let alone the entire world. The writer provides no evidenced whatsoever that links the Yosemite study with any purported effects anywhere else in the global environment.

Secondly, the two separate studies were done seventy-five years apart. There is no evidence that the two studies were conducted in a similar manner over the same duration of time or even over the same exact areas of Yosemite National Park, or that the exact same study methods were used. For example, perhaps the first study lasted over an entire year and was conducted by twenty-five experts in amphibious biology, resulting in the finding of seven species of amphibians in abundant numbers. By contrast, perhaps the second study was conducted over a period of one week by a lone high school student as a school science project. The writer offers no basis on which to compare the two studies, leaving it open as to whether the two are truly comparable in their breadth, scope and expertise.

Finally, the writer notes that the decline in the amphibian population has been blamed on the introduction of trout into the park's waters in 1920, but then dismisses that argument on the purely specious basis that it does not explain the worldwide decline. This part of the argument blithely dismisses the very relevant fact that trout are known to eat amphibian eggs. This attempt to "prove a negative" is the last resort of those in search of some vain attempt to prove the truth of the matter that they are asserting. It is basically impossible to "prove a negative"; this is an attempt to shift the burden of proof back on to the nonbelievers of the argument. The global environmental situation and that of Yosemite National Park are not perfectly correlated, and the fact that the trout may very well be responsible for the decline cannot simply be dismissed without further proof.

In summary, the writer fails to establish any causal relationship between global air and water pollution and the decline of amphibious life worldwide. The evidence presented is extremely weak at best and narrowly focuses on one tiny area of the globe, as well as putting forward as proof two studies about which almost nothing is known. For a stronger argument, the writer would need to directly put forth evidence associating air and water pollution with not only the decline at Yosemite but also throughout other areas of the world.(599 words)

[題目]

下述文字摘自一封致某環(huán)保雜志編輯的信函："全球兩棲動物數(shù)量的減少明顯標(biāo)志著全球性水與大氣的污染。對加利福尼亞州約塞米蒂國家公園內(nèi)兩棲動物所作的兩項(xiàng)研究可證實(shí)我的這一結(jié)論。1915年公園內(nèi)有七個(gè)物種的兩棲動物，每一物種都擁有豐富的種群數(shù)量。然而，1992年，在公園內(nèi)所能觀察到的兩棲動物物種僅為四類，且每一物種的種群數(shù)量已驟然下降。約塞米蒂公園動物數(shù)量減少被歸咎于始于1920年的將鮭魚引入公園水域的做法(眾所周知，鮭魚喜食兩棲動物所產(chǎn)的卵)。但鮭魚的引入不可能成為約塞米蒂公園動物數(shù)量減少的真正原因，因?yàn)樗鼰o法來解釋全球范圍內(nèi)的動物數(shù)量減少。"

上文的內(nèi)容非常詳細(xì)，大家要好好利用它們，切忌生搬硬套，祝大家考出好成績。

GRE作文可能用到的金句名言

KNOWLEDGE 知識篇

Activity is the only road to knowledge .

(George Bernard Shaw , British dramatist)

行動是通往知識的唯一道路 。 (英國劇作家 肖伯納。 G.)

A free man obtains knowledge from many sources 1 besides books .

(Thomas Jefferson , American president)

一個(gè)自由的人除了從書本上獲取知識外，還可以從許多別的來源獲得知識。

(美國總統(tǒng) 杰斐遜 。 T.)

A great part to the information I have was acquired by looking up something and finding something else on the way 。(Adams Franklin , American humorist )

我的大部分知識都是這樣獲得的：在尋找某個(gè)資料時(shí)意外的發(fā)現(xiàn)了另上的資料。

(美國幽默作家 富蘭克林。 A.)

If a man empties his purse into his head , no man can take it away from him , an investment in knowledge always pays the best interest .

(Benjamin Franklin , American president )

傾已所有追求知識，沒有人能奪走它;向知識投資，收益最佳。(美國總統(tǒng) 富蘭克林。 B.)

Imagination is more important than knowledge .(Albert Einstein , American scientist )

想象力比知識更為重要。 (美國科學(xué)家 愛因斯坦 A. )

Knowledge is power. (Francis Bacon , British philosopher )

知識就是力量。 英國哲學(xué)家 培根。 F.

The empty vessels make the greatest sound . (William Shakespeare , British dramatist )

滿瓶不響，半瓶咣當(dāng)。 (英國劇作家 莎士比亞。 W.)

EDUCATION 教育篇

And gladly would learn , and gladly teach .( Chaucer , British poet)

勤于學(xué)習(xí)的人才能樂意施教。(英國詩人，喬叟)

Better be unborn than untaught , for ignorance is the root of misfortune 。(Plato , Ancient Greek philosopher)

與其不受教育，不如不生，因?yàn)闊o知是不幸的根源。(古希臘哲學(xué)家 柏拉圖)

Genius17 without education is like silver in the mine. (Benjamin Franklin , American president )

未受教育的天才，猶如礦中之銀。 (美國總統(tǒng) 富蘭克。 B.)

The roots of education are bitter , but the fruit is sweet .(Aristotle , Ancient Greek philosopher )

教育的根是苦的，但其果實(shí)是甜的。(古希臘哲學(xué)家 亞里士多德)

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