gre寫作考試備考資料簡(jiǎn)介
gre寫作考試一直是很多學(xué)子的心頭大事，如何做好gre寫作備考?今天小編給大家?guī)?lái)gre寫作考試備考資料簡(jiǎn)介，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寫作考試備考資料簡(jiǎn)介
gre寫作備考
1. 對(duì)于時(shí)間充裕的同學(xué)
gre寫作資料中的高頻是出現(xiàn)頻率高的作文,沒(méi)有人能保證考時(shí)一定遇到高頻題. 如果還有不少時(shí)間,建議不要放棄任何一道題, 很多經(jīng)驗(yàn)證明了，很多考生都有可能遇到有史以來(lái)第一次考到的ISSUE和ARGU題, 所以什么事情都是有可能發(fā)生的(就好象指出ARGU里的邏輯錯(cuò)誤一樣)
2. 對(duì)于時(shí)間不那么充裕的同學(xué)
如何利用gre寫作考試準(zhǔn)備ISSUE。建議準(zhǔn)備出現(xiàn)頻率最高的40道ISSUE,注意這里指的頻率指的是近兩年的總頻率,不分時(shí)間地域,同時(shí)加上本月本地出現(xiàn)3次以上的ISSUE題(大部分已經(jīng)包括在前40道里,因此需要另外準(zhǔn)備的不多).
拿我個(gè)人來(lái)說(shuō),我在北京考,考前準(zhǔn)備了總頻超過(guò)30次的38道ISSUE(3.8備考資料的數(shù)據(jù),現(xiàn)在可能有更新)+5至6道北京3月出現(xiàn)3次以上同時(shí)未包括在這38道中的題,考試時(shí)遇到的兩道 177,141分別出現(xiàn)39,38次,均為高頻。
就我考前從各種渠道了解的信息，絕大部分人考時(shí)遇到一道頻數(shù)大于30的可能性是相當(dāng)大的。(也許有人會(huì)說(shuō)很多人并沒(méi)有來(lái)報(bào)備考資料，我的數(shù)據(jù)不一定可靠。這個(gè)就見(jiàn)仁見(jiàn)智了，我只是表達(dá)個(gè)人的建議，采納與否，全是個(gè)人的自由.但無(wú)疑當(dāng)考前時(shí)間不夠時(shí),準(zhǔn)備出現(xiàn)機(jī)率較大的題目顯然是特殊情況下的最佳選擇了)
如何利用gre作文備考資料準(zhǔn)備ARGU。重要的是多熟悉題目,時(shí)間充裕的應(yīng)該做到任何一道題都沒(méi)有不認(rèn)識(shí)的單詞,不理解的語(yǔ)句,這樣找錯(cuò)才能有的放矢.
時(shí)間不夠的,至少把考過(guò)10次以上的題目(約90多道) 加上本月本地出現(xiàn)過(guò)但未列入上述90多道的題目全過(guò)一遍,弄懂每一個(gè)單詞.這很重要,否則考場(chǎng)上碰到關(guān)鍵單詞不認(rèn)識(shí),加上緊張,可就傻眼了.拿我來(lái)說(shuō),考時(shí)遇到的是10幾頻的題,幸好考前晚上剛過(guò)了一遍,否則文中有兩個(gè)單詞都不認(rèn)識(shí),顯然會(huì)很不爽.
GRE寫作Argument 模板+錯(cuò)誤分類
調(diào)查
1, Selective sample:樣本選擇，一部分被排除在外
One major problem is about the sample the author studied in the survey. the author considers only...(selective sub-groups) although (the sub-groups the author studied) do constitute a significant part of (the whole general population), however, (many other sub-groups) are actually excluded from the survey. Perhaps...or...without ruling out all the possibilities above, the author could not make any general conclusion about...merely based on (selective sub-groups).
4，14，16，45，63，65，67，80，84，88，90，97，123，146，154，156，168，179，185，193，196，207，227，231，232，236，238，239
2, Quantity of the sample樣本數(shù)量
( pointing out that the current sample is too small in its size)(the fact cited by the author) could hardly illustrate the assumption that... because the author provides only N samples of (the general population),however, (the limited sample) might not be representative of the whole general group. thus we cannot accept the author’s conclusion that...before he/she could provide more statistic data about (the situation of other sub-groups).
10，14，33，40，53，69，95，115，123，132，139，150，154，158，167，179，180，188，191，239
3, Do the statistics make any difference:調(diào)查只調(diào)查了部分情況，忽略了一部分
The information provided by the author is insufficient for the author to reach the conclusion. the survey only studies the situation of ...(an(some) insignificant case(s)), however, many other more essential cases (related to the final conclusion) were ignored in the survey.(we need to know the condition of some other cases about which we care more/ the current case studied in the survey makes little sense on the final conclusion, the author should provide some more important information about the case he studied. )Lacking further studies on these important issues, the author could not hastily conclude that...merely based on the insignificant study.
158，165，183，202，211，217 17，115，147，220
5, Who conducted the survey:結(jié)果扭曲，調(diào)查者為了自己的利益
The reliability of the survey is also open to doubt due to the organization who conducted the survey. (the organization) has vested interest in the final decision/conclusion which was based on the result of the survey, and thus might distort the actual answers of the respondents. (the institution/individuals may benefit greatly from the result if the result was interpreted as was currently ) Thus, the author should cite a survey which is conducted by an independent institution to convince us that (the assumption).
GRE作文常用的11種修辭手法
應(yīng)用修辭是讓我們的語(yǔ)言更富于形象性，當(dāng)我們運(yùn)用不同的詞匯，不管高級(jí)還是低級(jí)，修辭的運(yùn)用將會(huì)比普通的詞匯更有文學(xué)層面上的意義，從修辭中我們可以增加想要說(shuō)明的效果，創(chuàng)造更有暗示性的景象，并且不動(dòng)聲色的為自己的水平加分。
針對(duì)GRE的寫作，我們?cè)诔Ｓ玫?6種修辭中應(yīng)用的并不多，來(lái)來(lái)去去的不過(guò)十幾種常用的。下面，我們來(lái)看看11種修辭。
1) Simile：(明喻)It is a figure of speech which makes a comparison between two unlike elements having at least one quality or characteristic in common. To make the comparison， words like as， as……as， as if and like are used to transfer the quality we associate with one to the other.For example， As cold waters to a thirsty soul， so is good news from a far country.
2) Metaphor：(暗喻)It is like a simile， also makes a comparison between two unlike elements， but unlike a simile， this comparison is implied rather than stated.For example， the world is a stage.
以上兩種的喻類修辭比較簡(jiǎn)單，在運(yùn)用的時(shí)候想到什么適合的本體和喻體就可以進(jìn)行“喻”。
3) Analogy： (類比)It is also a form of comparison， but unlike simile or metaphor which usually uses comparison on one point of resemblance， analogy draws a parallel between two unlike things that have several common qualities or points of resemblance.
類比的學(xué)習(xí)最好的老師就是Argument，阿狗里面的false analogy類比很多都是我們鉆牛角尖的找出來(lái)的，但是，實(shí)際上我們很多的情況下再無(wú)話可說(shuō)的時(shí)候都可以運(yùn)用類比，比如說(shuō)，我們?cè)谟懻撜毮艿臅r(shí)候，假如我們不了解政府職能，我們可以從我們了解的組織談起，比如我們可以討論班級(jí)，學(xué)校，公司，或者一些大型小型組織，從一個(gè)具體的問(wèn)題到另一個(gè)問(wèn)題而避免談一些不熟悉的問(wèn)題。具體的陳述可以如下開(kāi)展類似：
When comes to the issue of empowerment
1. This point can be better illustrated by comparing a class(你熟悉的) with a business(你不熟悉的)。 然后business bla bla…
2.Teachers who possess power and exert it to conduct class play a similar role as business managers do. 然后，只討論課堂不討論商業(yè)了
例如~
Student who is granted/ given/ empowered/ endowed……… are more motivated… power are not rightly supervised and restricted and the class get out of control will lead to/ result in/ turn into/ prove to be flop/ fiasco/ blunder/failure/ catastrophe…。
3. Elaborate a class進(jìn)行詳細(xì)的class描寫
4. 點(diǎn)睛之筆 So is a business.類比其實(shí)就是某種層面上的跑題，大部分的跑題是無(wú)意識(shí)的，但是我們要讓這種有目的的跑題為我們的文章服務(wù)，這就是學(xué)習(xí)類比修辭的意義所在。
4) Personification： (擬人)It gives human form of feelings to animals， or life and personal attributes(賦予) to inanimate(無(wú)生命的) objects， or to ideas and abstractions(抽象)。For example， the wind whistled through the trees.
5) Hyperbole： (夸張) It is the deliberate use of overstatement or exaggeration to achieve emphasis.
For instance， he almost died laughing.
6) Understatement： (含蓄陳述) It is the opposite of hyperbole， or overstatement. It achieves its effect of emphasizing a fact by deliberately(故意地) understating it， impressing the listener or the reader more by what is merely implied or left unsaid than by bare statement.For instance， It is no laughing matter.
7) Euphemism： (委婉) It is the substitution of an agreeable or inoffensive(無(wú)冒犯) expression for one that may offend or suggest something unpleasant.For instance， we refer to "die" as " pass away".
8) Metonymy (轉(zhuǎn)喻) It is a figure of speech that has to do with the substitution of the mane of one thing for that of another.For instance， the pen (words) is mightier than the sword (forces)。
9) Synecdoche (提喻) It is involves the substitution of the part for the whole， or the whole for the part.For instance， they say there‘s bread and work for all. She was dressed in silks.
10) Antonomasia (換喻)It has also to do with substitution. It is not often mentioned now， though it is still in frequent use.
For example， Solomon for a wise man. Daniel for a wise and fair judge. Judas for a traitor.
上面的幾種修辭手法我們有時(shí)候在不經(jīng)意的時(shí)候就用了，刻意的去構(gòu)思有時(shí)候反而想不到，而一般非英語(yǔ)專業(yè)的同學(xué)也不必每種修辭手法都詳細(xì)了解并學(xué)習(xí)。
11) Pun： (雙關(guān)語(yǔ)) It is a play on words， or rather a play on the form and meaning of words.
For instance， a cannon-ball took off his legs， so he laid down his arms. (Here "arms" has two meanings： a person‘s body; weapons carried by a soldier.)
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