GRE寫作高效學(xué)習(xí)從模仿開始

GRE寫作高效學(xué)習(xí)從模仿開始 實(shí)用作文練習(xí)方法講解，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寫作高效學(xué)習(xí)從模仿開始 實(shí)用作文練習(xí)方法講解

練習(xí)寫作兩種常見方式和優(yōu)劣對比

大家練習(xí)寫作通常有兩種方式。一種是不管三七二十一的題海戰(zhàn)術(shù)猛練，希望靠著大量寫作提高水平。另一種是模仿別人的優(yōu)秀文章寫作，通過吸收他人長處轉(zhuǎn)化為自己的東西來提高寫作水平。第一種方法其實(shí)弊端很大，光靠自己寫，沒有什么參照，只會(huì)導(dǎo)致思想越挖越空，最后沒有內(nèi)容可寫，正確的做法是模仿寫作。

模仿寫作的前提條件

1. 要有質(zhì)量較高，可以用來模仿參照的文章，各類黃金范文，滿分高分作文都是不錯(cuò)的材料。

2. 要理解吃透這篇文章，理解它的用詞、句子結(jié)構(gòu)、段落結(jié)構(gòu)等細(xì)節(jié)內(nèi)容。

3. 文章本身最好帶有正確的中文翻譯。同時(shí)，文章的長度不能超過500字。翻譯幫助你更好的理解文章內(nèi)容，長度控制在500字更適合GRE的作文長度。

模仿寫作的方法

首先要分析文章，分析每一句和上一句是什么關(guān)系。美國人寫作文的一個(gè)特點(diǎn)是，通常每段的第一句都包含了整段文字的內(nèi)容，也就是我們常說的topic　sentence.。另一個(gè)特點(diǎn)是當(dāng)你寫完一個(gè)句子后，你要問WHY。你提出一個(gè)問題，然后給出一個(gè)圓滿的回答，這就是一篇優(yōu)秀的作文。對于文章結(jié)構(gòu)，句子和詞匯用法，在充分理解的基礎(chǔ)上都可以進(jìn)行模仿，保證在不改變原意的基礎(chǔ)上進(jìn)行模仿，會(huì)讓你的作文水平有快速大幅度的提高。

以上是給各位初涉GRE寫作新手考生的一些建議和經(jīng)驗(yàn)分享，模仿本身并不是一件壞事，合理的通過模仿寫作練習(xí)GRE作文，會(huì)給你帶來快速的進(jìn)步和巨大的幫助。

GRE Issue寫作范文詳細(xì)解析

Issue

The following is from an editorial in the Midvale Observer, a local newspaper.

"Ever since the 1950's, when television sets began to appear in the average home, the rate of crimes committed by teenagers in the country of Alta has steadily increased. This increase in teenage crime parallels the increase in violence shown on television. According to several national studies, even very young children who watch a great number of television shows featuring violent scenes display more violent behavior within their home environment than do children who do not watch violent shows. Furthermore, in a survey conducted by the Observer, over 90 percent of the respondents were parents who indicated that prime-time television——programs that are shown between 7 p.m. and 9 p.m.——should show less violence. Therefore, in order to lower the rate of teenage crime in Alta, television viewers should demand that television programmers reduce the amount of violence shown during prime time."

The author of this editorial states that the rate of teenage crime in the country of Alta has increased along with the increase in violence shown on television, beginning with the 1950's when television was introduced in the average home. In addition, the author states that several national surveys have shown that young children watching violent television programs are more prone to violence than children who do not. The write also says that a survey indicated that ninety percent of parents responding said that prime-time programs should show less violence. Finally, the author comes to the conclusion that to lower the rate of teenage crime in Alta, television watchers should demand a reduction in violence shown during prime time. This argument suffers from several critical fallacies.

Firstly, the writer equates the rate of increase in teenage crime in Alta to the increase in violence shown on television but gives no causal linkage other than the similar time periods. The author makes no distinction between types of crimes - whether they are violent or nonviolent crimes by teenagers. Furthermore, there are several possible alternative causes for the increase in teen crimes. For example, perhaps all types of crimes have increased for all ages, or maybe the police are now doing a better job of catching teenage criminals than they were before. Perhaps the reason for the increase is simply an increase in the overall population and that as a percentage of the population, teen crime is even less than it was before. Without ruling out these and other causes, the argument fails to convince by showing no causal linkage between television violence and teenage crime.

Secondly, the author mentions national studies that show that young children that watch violent programs show more violent behavior at home than children who do not watch such programs. This argument fails on two levels - one by assuming that children and teenagers are equally affected by television programs; and two by again assuming that there is some type of cause and effect relationship between television violence and teenage crime. Young children and teenagers are not the same and it should not be assumed that more violent behavior within the home leads to crimes outside as these children grow into teenagers.

Thirdly, the author offers a survey showing that ninety percent of the respondents were parents who indicated that prime time television programs should show less violence. The survey methods are not discussed - it is possible that the sample was improperly chosen or somehow predisposed to include parents that are very much opposed to television violence. Additionally, it is possible that such parents are far more vocal in their opinions than those who care little or not at all about prime time television violence, again skewing the results of the survey. Even assuming the veracity of the sample population surveyed, it is not logical to associate television violence with teen crime solely on that basis.

Finally, the author makes the gratuitous assumption that simply having television viewers demand that television programmers reduce the amount of violence during prime time will lower the rate of teenage crime in Alta. Regardless of the flawed arguments previously discussed, simply demanding a change will have no effect whatsoever on teen crime. To strengthen his or her argument, the author needs to show some direct causal linkage between television violence and teen crime rather than making vague and unsupported comparisons purporting to show a link. There is no proof given either that television violence of any kind causes teenage crime or that a reduction in prime time violence will keep teenagers from breaking the law.

(602 words)

[題目]

下述文字摘自一份地方性報(bào)紙《Midvale觀察家》所發(fā)表的社論。

"自二十世紀(jì)五十年代以來，當(dāng)電視機(jī)開始出現(xiàn)于尋常百姓家庭時(shí)，Alta國內(nèi)青少年犯罪率已呈現(xiàn)出持續(xù)上升的勢頭。這一青少年犯罪行為的上升與電視上所播放的暴力畫面的增加成正比。按照幾份全國性調(diào)查報(bào)告，在那些大量觀看了涉及到暴力場面的電視節(jié)目的青少年中，即使是極為年幼的孩童在其家庭環(huán)境中也要比那些不看暴力節(jié)目的孩童表現(xiàn)出更多的暴力行為。此外，在一項(xiàng)由《Midvale觀察家》所進(jìn)行的調(diào)查中，有90%的受訪者為父母親，他(她)們表示黃金時(shí)段的電視內(nèi)容——即晚上7點(diǎn)到9點(diǎn)所播放的節(jié)目——應(yīng)該減少播放暴力內(nèi)容。據(jù)此，為了降低Alta國內(nèi)青少年犯罪率，電視觀眾應(yīng)該要求電視節(jié)目編播者減少黃金時(shí)段所播放的暴力畫面數(shù)量。"

[范文正文]

本社論作者陳述道，Alta國內(nèi)青少年犯罪率伴隨著電視所播放的暴力場面的增加而上升。這一情形始于二十世紀(jì)五十年代，因?yàn)殡娨曉诋?dāng)時(shí)被引入到普通百姓的家庭。此外，該作者陳述道，幾項(xiàng)全國性調(diào)查顯示，觀看暴力電視節(jié)目的孩子比那些不看同類節(jié)目的孩子更易于形成暴力傾向。社論作者還指出，一份調(diào)查表明，受訪的90%的父母親認(rèn)為，黃金時(shí)段的電視節(jié)目不應(yīng)含有那么多的暴力場面。最后，作者得出結(jié)論，認(rèn)為要想降低Alta國內(nèi)的青少年犯罪率，電視觀眾應(yīng)要求減少黃金時(shí)段所播放的暴力畫面。這一論述犯有若干關(guān)鍵性的邏輯謬誤。

首先，社論作者將Alta國內(nèi)青少年犯罪率的上升與電視所播放的暴力場面的增加相提并論，但除了二者在時(shí)間上吻合以外，沒能給出任何因果關(guān)系。該作者沒有對不同的犯罪種類作出區(qū)分——青少年所犯的罪行是屬于暴力型的還是非暴力型的。此外，對于青少年犯罪數(shù)量的增加，還存在著其他一些有可能的原因。例如，或許所有年齡段的所有類型的犯罪行為都呈上升態(tài)勢，或者也有可能，警察現(xiàn)在要比過去更擅長于抓捕青少年犯罪者了。更有可能的是，犯罪上升的原因僅僅只是人口總量的上升所致，并且，作為人口總量中的一個(gè)比例，青少年犯罪現(xiàn)在甚至低于以前的程度。如不排除掉這些以及其他的原因，社論中的論點(diǎn)便無法令人信服，因?yàn)樽髡邲]有在電視暴力和青少年犯罪之間建立起任何因果關(guān)系。

其次，社論作者提到，有幾份全國性研究表明，觀看暴力節(jié)目的孩童在家里比不看此類節(jié)目的孩童表現(xiàn)出了更多的暴力行為。這一論點(diǎn)在二個(gè)層面上顯得站不住腳——首先是假設(shè)孩童和青少年受到電視節(jié)目同等程度的影響;第二是又一次假定在電視暴力與青少年犯罪之間存在著某種因果關(guān)系。孩童與青少年畢竟并不相同，我們不能做這樣的假定，即家庭中較為暴力的那些行為必然會(huì)隨著這些孩子長大成為青少年而發(fā)展成為犯罪行為。

第三，社論作者給出一項(xiàng)調(diào)查，以期證明90%的回答問卷的受訪者均為父母親一類的人，他(她)們提出黃金時(shí)段的電視節(jié)目不應(yīng)該播放如此多的暴力鏡頭。但社論中沒有討論該調(diào)查所使用的調(diào)查方法是什么。情況有可能是，該調(diào)查的樣本選擇得并不恰當(dāng)，或在某種程度上側(cè)重于只將那些對電視暴力甚感厭惡的父母親囊括于樣本之中。再則，情況也可能是，這些父母親在表達(dá)其意見時(shí)要比那些對黃金時(shí)段電視暴力漠不關(guān)心或滿不在乎的人來得語氣強(qiáng)烈得多，這樣便再度使調(diào)查結(jié)果失之偏頗。即使我們假定所調(diào)查的人口樣本是真實(shí)的，僅僅以此為依據(jù)將電視暴力和青少年犯罪聯(lián)系起來也是不合邏輯的。 最后，社論作者作出一不必要的假設(shè)，即只要有電視觀眾要求電視節(jié)目編播者減少黃金時(shí)段暴力內(nèi)容的播放量便可降低Alta國內(nèi)的青少年犯罪率。即使不考慮此前已討論過的那些含有缺陷的論點(diǎn)，只是去要求作出某種改變并不會(huì)對青少年犯罪產(chǎn)生任何影響。若要增強(qiáng)其論點(diǎn)的邏輯性，社論作者必須在電視暴力與青少年犯罪之間表明某種直接的因果關(guān)系，而不是作出某些含糊其辭的和缺乏依據(jù)的比較，聲稱存在著某種聯(lián)系。該作者既沒有拿出證據(jù)證明任何種類的電視暴力導(dǎo)致了青少年的犯罪，也沒能證明黃金時(shí)段電視暴力的減少將會(huì)防范青少年的違法亂紀(jì)行為。

GRE優(yōu)秀作文范例參考

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.

盡管諸如電視、電腦和互聯(lián)網(wǎng)這樣的發(fā)明似乎給學(xué)校教育提供了進(jìn)步的手段，但是所有這些技術(shù)往往也是在偏離真正的學(xué)習(xí)。

正文：

Nowadays there is a growing concern about the role that innovations have played in the field of learning. While most people think that innovations benefit learning process in various ways，different opinions arise that these technology advancements actually distract students from real learning. On balance，according to my personal observation,whether innovations can be beneficial or detrimental to real learning depends on the students and the teachers，not on these innovations themselves.

To begin with，technological innovations do help teaching and learning in various ways.With the aid of these technologies，the process of teaching and learning can be shorter and easier than before. For instance，if a student want certain published papers of an academic discipline，he/she may look through considerable catalogs to find the ones he/she needs. However，with the help of Internet innovation，at present most of these papers are published online. Consequently，to find certain paper the procedure is much easier and shorter，the students just type the key words and other information of the paper，and then the system will search the database，and the papers are there waiting for them. As this new approach can save a lot of time for the students，he/she could have more time reading the papers and absorbing the knowledge rather than checking and looking for the papers that could be a waste of his/her time. This example aptly illustrates how technology advancement benefited the students and their learning process.

Secondly，while innovations can help learning in various ways，it is more important that the central role of the pursuit for knowledge and wisdoms are maintained. What real matters is not the approach but the purpose of learning. In India，where modern technologies are less applied to the learning process than in the US and other developed countries，still a lot of distinguished students achieved their academic goal with their hard work and desires to knowledge. In the US，where the software engineering students are given the most advanced facilities and apparatus for their learning and research，however，it is wildly accepted that they are far less outstanding compared to the Indian students of software，who may share computers in groups. From this comparison we can see that the real and core push of learning is the desire for knowledge，not the help of innovations.

In addition，if not guided properly，the technology advancement might inhibit learning.In other words，innovation can distract the students from real learning than helping them. It is obvious that a computer can help students of science to calculate mathematical equations but can also be used for recreation such as net surfing or computer games. It is highly possible that these students can spend more time and energy on recreations rather than learning when using a computer. Thus，learning is inhibited. Under this circumstance，guidance and restrictions are needed to ensure the right use of innovations for learning，or the consequence may be on the contrary to the students and teachers' desire.

To conclude，technological innovations are beneficial to learning in many ways，but when using these technologies，one should not forget the real purpose of learning and remember not to be distracted for other usages of these innovations that are irrelevant or detrimental to learning. On balance，innovation here serves as a double-edges sword，and its right use is dependent on the students and the teachers.

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