GRE寫作開頭結(jié)尾都是得分重點(diǎn)
GRE寫作開頭結(jié)尾都是得分重點(diǎn) ,這些高分模板句式要學(xué)會(huì)。今天小編給大家?guī)?lái)GRE寫作開頭結(jié)尾都是得分重點(diǎn) ,希望能夠幫助到大家，下面小編就和大家分享，來(lái)欣賞一下吧。
GRE寫作開頭結(jié)尾都是得分重點(diǎn) 這些高分模板句式要學(xué)會(huì)
GRE考試中新GRE寫作模板開頭
1. The arguer may be right about…, but he seems to neglect(fail) to mention (take into account) the fact that….
2. Although many people believe that… , I doubt (wonder) whether the argument bears much analysis (close examination).
3. It would be possible (natural/reasonable) to think (believe/take the view) that…, but it would be absurd (wrong) to claim (argue) that…
4. A close (careful) inspection (examination/scrutiny) of this argument would reveal how flimsy (groundless/fallacious) it is.
5. However just (logical/sound/valid) this argument maybe, it only skims the surface of the problem.
GRE考試中新GRE作文模板結(jié)尾
1. From what has been discussed above (Taking into account all these factors/ Judging from all evidence offered), we may draw (reach/come to /arrive at) the conclusion that…
2. It is high time that we place (lay/put) great (special/consideration) emphasis on the improvement (development/increase/promotion) of….
3. There is no easy (immediate/effective) solution (approach/answer/remedy) to the problem of…,but ….might be useful (helpful/beneficial).
4. Following these methods (suggestions) may not guarantee the success in (solution to)…, but the payoff will be worth the effort.
5. For these reasons, I strongly recommend that….
GRE寫作高分的幾點(diǎn)經(jīng)驗(yàn)
第一，文章開始點(diǎn)明中心句
在每一段開始的第一行，最好能明確地表達(dá)你想說(shuō)什么，也就是中心句。
這做法雖然死板，但往往有奇效。特別是對(duì)自己邏輯推理不是很有信心的各位，說(shuō)清楚了，沒(méi)說(shuō)全面總比說(shuō)都沒(méi)說(shuō)清楚要好。
第二，寫作這個(gè)東西其實(shí)是相通的
我們中的很大一部分在高考結(jié)束后恐怕很少再寫這么長(zhǎng)的，同時(shí)主題又相對(duì)深刻的文字。英文只是一個(gè)表達(dá)方式，而論證過(guò)程則和中文沒(méi)有任何區(qū)別。如果實(shí)在覺(jué)得難以上手，不妨先試試寫一篇自己認(rèn)為很深刻的中文文章看看。在邏輯和思想方面，這樣的訓(xùn)練方式會(huì)有奇效，同時(shí)對(duì)于心理是一個(gè)不小的鼓舞。
第三，有關(guān)范文
范文是一定要看的，看什么。我建議，開始的時(shí)候，不要糾結(jié)于某某單詞的某某用法，大不了你寫的時(shí)候不用就是了。要大略的看，看作者是怎么展開題目，從哪幾個(gè)方面入手，各自怎么論證的。
很重要的一點(diǎn)是，不要迷信范文。沒(méi)有任何證據(jù)表明你看到的這篇范文出自一位邏輯學(xué)大師的手，即便確實(shí)如此，對(duì)于同一問(wèn)題有不同的見(jiàn)解這是再正常不過(guò)的事情。思路可以借鑒，但千萬(wàn)不要僵化。
與此本質(zhì)相同的另一個(gè)方法是，請(qǐng)別人改作文，就觀點(diǎn)改或就文字改，按個(gè)人情況取舍。
第四，專門練習(xí)句子
如果真的想兼顧文字，不如在練邏輯練累的時(shí)候(我知道很容易累，很枯燥)，專門拿出一點(diǎn)時(shí)間去寫一些句子，效果更好。
如果說(shuō)模版的話，這樣就足夠了。模版這個(gè)東西，背太多沒(méi)好處，太容易局限思維，還有雷同的風(fēng)險(xiǎn)。
第五，培養(yǎng)找到錯(cuò)誤的能力
還要說(shuō)明一點(diǎn)，以上是針對(duì)整個(gè)AW而言。對(duì)于argument，特別需要注意的是培養(yǎng)找到錯(cuò)誤的能力。
具體方法是，閱讀一定量的題目。這樣的好處有二：
一、通過(guò)閱讀題目，只找錯(cuò)誤來(lái)訓(xùn)練。
二、沒(méi)有誰(shuí)能保證argument里面不會(huì)出現(xiàn)一個(gè)你不認(rèn)識(shí)的單詞，萬(wàn)一是個(gè)關(guān)鍵詞，那可就……
argument其實(shí)和issue也是想通的，鍛煉一者的同時(shí)另一者一定也會(huì)提高，所以不要糾結(jié)浪費(fèi)時(shí)間的問(wèn)題。
第六，關(guān)于機(jī)經(jīng)
我的意見(jiàn)是，反正寫什么都是寫，不如按照機(jī)經(jīng)寫。當(dāng)然，如果能寫很多很多，那我的意見(jiàn)沒(méi)有什么參考價(jià)值。
GRE寫作范文：選修課和必修課
題目：
Universities should require every student to take a variety of courses outside the student's field of study because acquiring knowledge of various academic disciplines is the best way to become truly educated.
大學(xué)應(yīng)該要求每一個(gè)學(xué)生在自己專業(yè)課外選修各種學(xué)科，因?yàn)楂@得各種學(xué)科的知識(shí)才是獲得真正教育的最好途徑。
正文：
I strongly disagree what the issue brought out that each student in university should take various courses outside the student's field of study in order to acquire a wide scope of knowledge and be truly educated. One of the reasons is based on common sense that it is impossible to take such a measurement since the students have their own specific backgrounds, of educational or cultural. Furthermore, the speaker has misunderstood the means of true education. In the following discussion, I would illustrate my point of view more particularly.
In the first place, the fact that every student has distinctive personality of his or her own should not be ignored. So several questions emerge. Is it suitable for some students who have deep enthusiasm on their field of study to take various courses?Are they willing to take such courses? What is the scope of the various courses? Are these courses ranged from abstruse disciplines, such as the classic physiology to easy courses, such as extremely popular cultural appreciating courses? Consider it more practically, is it necessary for some students who have already had heavy burden on them to take such "a variety of "courses? Unless these questions can be solved, the recommendation the speaker maintains is obviously not a good method of receiving education, let alone the true education.
In addition, having referred to taking so many courses outside the major field, the concept of education should be weighed carefully. The question of what true education should do has been argued for thousands of years since the most primitive form of education appeared in the ancient time. Socrates, a philosopher living approximately thousands of years ago, whose theory of education has a far fetching effect to the human being, claimed clearly that look into your own selves and find the spark of truth that God has put into every heart, and that only you can kindle to a flame.
Although it reflected more theological ideology than the education perspective, the connotation of his remark reveals that true education is not inserting the stuffing of information into a person, but rather eliciting knowledge from him. As long as we understand it, it is explicit that taking a variety of courses without considering the specific situation of students and the knowledge structure has nothing to do with the true education, and the function of this method is only to stuff as much knowledge as possible to the students. On contrary, what should do is that take the necessary courses, which will do good to the major field the students pursue according to their specific courses. The quality is the key, but not the quantity.
Admittedly, taking several courses, which have some correlation with their major field,will take a positive effect on the students. Two advantages are not difficult to be found.Firstly, the relevant subject will assure the student a broader ken. It is unimaginable that some experts have only single penchant in their narrow area. What is more,through learning other disciplines, new angles can be used in the old views. Secondly,increasingly appearance of verge subjects requires us to take more interactive disciplines. The example of the subject of bio-information is a good illustration here.Thus, I do agree taking relevant subjects is necessary.
To sum up, whether taking various discipline or not is according to the specific situations and this measurement should not contradict the true education. Given the evidences referred above, which sometimes interweave into an integrated whole and become more cogent, we may safely arrive at the conclusion what I support.
GRE寫作怎么模仿范文
.要有可以模仿的文章(最好是帶有說(shuō)理性的文章)。
2.你要理解這個(gè)文章，理解它的用詞、句子結(jié)構(gòu)、段落結(jié)構(gòu)。
3.這些文章都有正確的中文翻譯。同時(shí)，文章的長(zhǎng)度不能超過(guò)500字。
怎么模仿，首先要分析文章，分析每一句和上一句是什么關(guān)系。我給大家舉個(gè)例子：美國(guó)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(shuō)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(wèn)WHY。你提出一個(gè)問(wèn)題，然后給出一個(gè)圓滿的回答，這就是一篇優(yōu)秀的作文。
再下一步就要具體了。寫作需要三大能力：
一、具體化的能力
具體化并不代表要寫一個(gè)完整的故事。但是任何一篇文章都要給人一個(gè)具體的意向。通過(guò)具體的東西來(lái)描述才能給人踏實(shí)的感覺(jué)。具體化只要舉出幾個(gè)地方、幾個(gè)名字、幾件小事就可以了。
為什么好多同學(xué)作文中分?jǐn)?shù)很低呢，就是因?yàn)樗岢隽藛?wèn)題卻沒(méi)有回答。
你通過(guò)不斷地模仿寫作，就可以不斷地糾正語(yǔ)法和詞組錯(cuò)誤。如何把抽象和具體結(jié)合起來(lái)是一個(gè)重點(diǎn)，如何在一個(gè)段落中只表達(dá)一個(gè)思想，這是另一個(gè)重點(diǎn)。美國(guó)人的判分特點(diǎn)是，如果你在一段中表達(dá)了一個(gè)以上的思想，那你的分?jǐn)?shù)就不會(huì)高了。
分析完一篇文章后，怎么模仿著寫呢?就是看著中文的翻譯，把上面的英文一字不落的寫下來(lái)，當(dāng)你實(shí)在想不起來(lái)的時(shí)候，再看原文。等到寫完之后，和原文對(duì)照一下，看看是誰(shuí)寫得漂亮。我剛剛開始模仿寫作的時(shí)候發(fā)現(xiàn)，模仿了幾天后，寫作水平的確提高了。
因?yàn)楦鶕?jù)記憶學(xué)原則，這個(gè)單詞你背過(guò)、讀過(guò)，它都不能寫在你的文章中間。如果一個(gè)單詞可以經(jīng)常出現(xiàn)在你的腦子和文章中間，那這只證明了一件事，就是你寫過(guò)這個(gè)字。但是你自己寫作你不可能用到這個(gè)字，那就只有一個(gè)可能，就是你在模仿文章時(shí)寫過(guò)這個(gè)字。如果一個(gè)結(jié)構(gòu)別人寫不出來(lái)，你能寫出來(lái)，那你的分?jǐn)?shù)就會(huì)高。
通過(guò)不斷地模仿你的幾大能力就會(huì)得到提高：
1.你的語(yǔ)法錯(cuò)誤會(huì)越來(lái)越少;
2.句子結(jié)構(gòu)能力越來(lái)越強(qiáng);
3.用詞能力大大增加。
一篇文章模仿兩次就足夠了。當(dāng)你模仿了10篇文章之后，你把這10篇文章再模仿一遍。等你模仿完20篇文章，你的寫作能力就會(huì)大大提高了。
二、邏輯思維能力
在美國(guó)許多的寫作考試中TOEFL寫作是相對(duì)容易的。因?yàn)樗淖魑念}本身非常簡(jiǎn)單，看到一個(gè)作文題你幾乎就知道該怎么寫。而GRE作文就相對(duì)復(fù)雜了。 GRE作文方式永遠(yuǎn)是兩種態(tài)度，兩種方式讓你選擇。它永遠(yuǎn)是有對(duì)照性的。
托福作文考：“吃飯是在家里吃好，還是到飯店里吃好”; GMAT考和商業(yè)有關(guān)的：“產(chǎn)品制造出來(lái)是延續(xù)時(shí)間很長(zhǎng)的好，還是延續(xù)時(shí)間不太長(zhǎng)的好”;GRE作文：“在我們這個(gè)社會(huì)中間，現(xiàn)在專業(yè)人士太多了，而有綜合知識(shí)的人太少了。你認(rèn)為我們是更需要具有專業(yè)知識(shí)的人呢，還是需要具有廣博知識(shí)的人?”
TOEFL考生活、學(xué)習(xí);GRE 考日常學(xué)術(shù)行為。但是不管它出什么題目，總是會(huì)擺出兩種態(tài)度供你選擇。另外，GRE的作文題目是提前發(fā)給你的，考試時(shí)出的題目絕不會(huì)超出它事先發(fā)給你的題目。它決不會(huì)出讓學(xué)生看不懂的題目。所出的題目永遠(yuǎn)是世界性的，不涉及民族、宗教、政治色彩。
考察普林斯頓所出的全部范文后發(fā)現(xiàn)，美國(guó)人百分之七八十喜歡傾向于一種模式。討論在哪里吃的問(wèn)題時(shí)，要不在家里吃，要不在飯店吃，但是你不要又想在家里，又想在飯店(A OR B)。當(dāng)然他們也比較認(rèn)可中間的態(tài)度(C)，也就是說(shuō)，我既要A又要B，我是A和B結(jié)合起來(lái)產(chǎn)生C。事實(shí)上，好多中國(guó)學(xué)生結(jié)合 A、B寫是能寫出好分?jǐn)?shù)的。當(dāng)然也有些題目是沒(méi)有C這種態(tài)度的。
C態(tài)度這種寫法和A、B的寫法，在段落結(jié)構(gòu)上是有差異的。我先講兩種文章的段落結(jié)構(gòu)。
如果是采取A或B的寫法，段落結(jié)構(gòu)是比較簡(jiǎn)單的。通常分為三個(gè)層次，第一個(gè)層次是第一段。說(shuō)明我要采取A還是B。第二個(gè)層次可以不只一段，說(shuō)明為什么選擇A/B是對(duì)的。為什么要有三段呢。因?yàn)楸仨氈辽儆?個(gè)理由，至多3個(gè)理由。美國(guó)人認(rèn)為一個(gè)理由是不夠的，4個(gè)理由絕對(duì)太多。他們最喜歡 2到3個(gè)理由。最后一段就是結(jié)尾，討論B的缺點(diǎn)和部分優(yōu)點(diǎn)，同時(shí)堅(jiān)決強(qiáng)調(diào)你要選擇A。
GRE寫作開頭結(jié)尾都是得分重點(diǎn)相關(guān)文章：
