GRE寫作：如何擬定提綱
GRE寫作如何擬定提綱呢?今天小編給大家?guī)鞧RE寫作如何擬定提綱，希望能夠幫助到大家，下面小編就和大家分享，來欣賞一下吧。
GRE寫作：如何擬定提綱
1、什么時(shí)候開始練習(xí)在?？紩r(shí)加入新GRE作文提綱?
比較適合的是在最后10天到一周的樣子。因?yàn)檫@首先需要在一定高強(qiáng)度的寫作練習(xí)之后，再者，需要對(duì)題目已經(jīng)有了一定的把握。很多的提綱在之前都大體列過。然后在限時(shí)中加入提綱的寫作。
2、用多長時(shí)間列GRE作文提綱?
我的經(jīng)驗(yàn)是ISSUE總體比ARGU短。ISSUE大體要2-3分鐘，ARGU怎么都要3分鐘。可能要5分鐘。
3、新GRE作文提綱里都要包含些什么?
對(duì)ISSUE來說，讀第一遍題目時(shí)把關(guān)鍵詞提出來，接著將核心話題列出來，根據(jù)這個(gè)話題開始一條一條列出你要寫的東西;ARGU來說，因?yàn)轭}目比較長，所以讀題的時(shí)間就要比前者長。
第一遍建議先把每一個(gè)意群講的是什么簡要提出來，排上序號(hào);第二從這些小短句分析其文章結(jié)構(gòu)和主要錯(cuò)誤;第三把自己對(duì)錯(cuò)誤的闡述順序列出來。這樣差不多是可以的了。
4、列GRE作文提綱的一些技巧
需要在練習(xí)中找到自己的記錄法，哪種縮寫是自己看得明了的。要記出來的摘要最后自己還要辨析幾分鐘。建議在平時(shí)列提綱的時(shí)候就有意識(shí)的做一下限定時(shí)間練習(xí)，看2-3分鐘能不能把大體的框架列出來。
其他：我覺得如果正確掌握提綱的寫法和時(shí)間分配問題，將是對(duì)于AW的核心實(shí)力的一種提高。對(duì)比于其他人，無論如何都是要略勝一籌的。
鼓勵(lì)大家去積極嘗試，發(fā)掘自己最適合的一套方法。我主要就是告訴大家，在45和30分鐘內(nèi)寫兩個(gè)提綱+ISSUE650和ARGU550+還剩平均3分鐘時(shí)間檢查，是絕對(duì)可以實(shí)現(xiàn)的。因?yàn)槲易约壕褪抢印?/p>
GRE寫作滿分范文賞析
"It?is?unfortunate?that?today's?educators?place?so?much?emphasis?on?finding?out?what?students?want?to?include?in?the?curriculum?and?then?giving?it?to?them.??It?is?the?educators'?duty?to?determine?the?curriculum?and?the?students'?duty?to?study?what?is?presented?to?them."?
The?above?quotation?a?concrete?example?of?a?major?problem?in?our?society?today.?While?probably?stated?with?good?intentions,?the?quotation?misses?the?mark?on?the?path?education?needs?to?follow.??As?our?society?changes,?so?do?our?educational?needs,?and?thus?our?educational?curriculum?needs?to?change?also.?
I?find?fault??with?the?quotation?on?two?fronts.??First,?the?quotation?does?not?acknowledge?that?curriculum?must?change.??It?seems?to?say?the?educator?should?decide?when?to?change?the?curriculum.??This?does?not?lead?to?optimal?learning?conditions,?ask?anyone?who?studied?high?school?history?out?of?outdated?textbooks.??One?can?also?infer?some?students?won't?be?taught?up-to-date?informationin?a?wide?variety?of?areas.??This?can?become?ideologically?dangerous.???What?happens?when?students?are?not?given?full?teachings?of?such?vital?movements?as?the?Equal?Rights?Amendment?or?the?Constitution?of?their?country???An?unenlightened?society?is?a?grave?society?with?little?hope.??Curriculum?must?change,?and?should?not?be?left?to?input?from?a?single?voice.?
The?second?argument?answers?who?should?make?curriculum?adjustments.??Obviously?the?educator?still?plays?alarge?role?in?this?matter.??The?students?also?need?to?be?part?of?the?decision?process.??The?two?groups?need?a?give?and?take?relationship?when?deciding?topics?for?the?classroom.??If?the?students?could?benefit?from?learning?material?that?is?presently?not?taught?in?the?classroom,?it?should?be?entered.??Sex?education?and?AIDS?education?classes?needed?to?be?part?of?the?curriculum?to?inform?young?people.??Those?classes?were?added?and?have?worked?well.?
A?third?party?that?has?a?role?in?curriculum?development?is?private?business,?including?research?labs,?goods?and?service?providers,?and?financial?businesses.??By?hiring?employees?with?certain?capabilities?they?have?indirectly?influenced?curriculum?for?years.?As?time?passes?they?will?have?more?input?by?demanding?subpar?schools?raise?the?level?of?student?test?scores?in?certain?areas,?either?by?stating?so?or?by?not?hiring?unqualified?students?
The?quotation?echoes?of?a?time?when?school?learning?consisted?of?the?three?"R"'s?and?little?else.
better?or?worse?our?society?is?much?more?complex?now?than?then.
For?our?schools?to?keep?pace?with?our?society?we?need?to?adjust?our?curriclum?to?what?it?should?be,?what?we?want?it?to?be,?and?what?it?needs?to?be.?The?above?quotation?a?concrete?example?of?a?major?problem?in?our?society?today.?While?probably?stated?with?good?intentions,?the?quotation?misses?the?mark?on?the?path?education?needs?to?follow.??As?our?society?changes,?so?do?our?educational?needs,?and?thus?our?educational?curriculum?needs?to?change?also.?
I?find?fault??with?the?quotation?on?two?fronts.??First,?the?quotation?does?not?acknowledge?that?curriculum?must?change.??It?seems?to?say?the?educator?should?decide?when?to?change?the?curriculum.??This?does?not?lead?to?optimal?learning?conditions,?ask?anyone?who?studied?high?school?history?out?of?outdated?textbooks.??One?can?also?infer?some?students?won't?be?taught?up-to-date?informationin?a?wide?variety?of?areas.??This?can?become?ideologically?dangerous.???What?happens?when?students?are?not?given?full?teachings?of?such?vital?movements?as?the?Equal?Rights?Amendment?or?the?Constitution?of?their?country???An?unenlightened?society?is?a?grave?society?with?little?hope.??Curriculum?must?change,?and?should?not?be?left?to?input?from?a?single?voice.
The?second?argument?answers?who?should?make?curriculum?adjustments.??Obviously?the?educator?still?plays?alarge?role?in?this?matter.??The?students?also?need?to?be?part?of?the?decision?process.??The?two?groups?need?a?give?and?take?relationship?when?deciding?topics?for?the?classroom.??If?the?students?could?benefit?from?learning?material?that?is?presently?not?taught?in?the?classroom,?it?should?be?entered.??Sex?education?and?AIDS?education?classes?needed?to?be?part?of?the?curriculum?to?inform?young?people.??Those?classes?were?added?and?have?worked?well.??
A?third?party?that?has?a?role?in?curriculum?development?is?private?business,?including?research?labs,?goods?and?service?providers,?and?financial?businesses.??By?hiring?employees?with?certain?capabilities?they?have?indirectly?influenced?curriculum?for?years.?As?time?passes?they?will?have?more?input?by?demanding?subpar?schools?raise?the?level?of?student?test?scores?in?certain?areas,?either?by?stating?so?or?by?not?hiring?unqualified?students?
The?quotation?echoes?of?a?time?when?school?learning?consisted?of?the?three?"R"'s?and?little?else.??For?better?or?worse?our?society?is?much?more?complex?now?than?then.???For?our?schools?to?keep?pace?with?our?society?we?need?to?adjust?our?curriclum?to?what?it?should?be,?what?we?want?it?to?be,?and?what?it?needs?to?be.?
COMMENTARY?
This?essay?presents?a?competent?discussion?of?the?issue.??The?essay's?argument?--?that?curriculum?should?be?determined?by?many?voices,?including?that?of?private?business?--?is?clearly?expressed?and?adequately?developed.??The?writer?supports?this?position?with?relevant?reasons,?including?an?analysis?of?the?need?for?private?business?to?become?involved?in?education.??Examples?are?clearly?relevant?(e.g.,?sex?education?and?AIDS?education?are?cited?as?examples?of?how?schools?are?offering?new?classes?to?meet?the?contemporary?needs),?and?the?writer?uses?details?to?help?develop?and?illustrate?important?points.??While?the?essay?presents?several?ideas?that?are?thought?provoking?--??e.g.,?"An?unenlightened?society?is?a?grave?society?with?little?hope"?--?those?ideas?are?not?expressed?precisely?or?persuasively?enough?to?merit?a?score?of?5.?
The?conclusion?is?appropriate;?it?reinforces?the?main?idea?of?the?essay,?that?schools?need?to?keep?pace?with?society?and?adjust?curricula?to?meet?the?needs?of?both?students?and?employers.?
The?essay?consistently?displays?adequate?control?over?the?conventions?of?academic?writing.??Sentence structure?is?generally?adequate,?although?many?of?the?sentences?would?benefit?from?restructuring?and?the?use?of?transitions?to?more?effectively?communicate?the?writer's?ideas.?
For?all?of?these?reasons?--?competent?analysis?and?adequate?control?of?the?elements?of?writing?--?this?essay?received?a?score?of?4.?
GRE寫作滿分范文賞析
"It?is?unfortunate?that?today's?educators?place?so?much?emphasis?on?finding?out?what?students?want?to?include?in?the?curriculum?and?then?giving?it?to?them.??It?is?the?educator's?duty?to?determine?the?curriculum?and?the?students'?duty?to?study?what?is?presented?to?them."?
As?an?elementary?educator,?I?believe?this?stance?is?extremist.??Educators?and?the?public?must?come?to?a?middle?road.??The?high?road?and?the?low?road?are?intimated?in?this?statement.??I?believe?the?high?road?on?this?topic?(from?whence?should?curriculum?come)?represents?a?nouveau?approach.??Ask?the?students?what?they?want?to?learn?and?study?for?the?year;?then?meander,?research?and?branch?off?of?their?interests.??The?low?road?on?this?topic?(directly?endorsed?by?this?statement)?is?old?fashioned?and?outdated.??The?assumptions?behind?this?view?include?a?magical?ability?by?teachers?to?infuse?reams?of?information,?data?and?knowledge?into?students'?brains?that?then?become?internalized?and?applied?by?the?students.?
In?a?complex?and?frightening?society,?we?must?look?to?the?middle?road.??We?must?infuse?the?best?of?the?high?and?the?low?roads.??Current?research?has?had?a?lot?to?say?on?curriculum?development.??Overreaching?arguments?defend?the?quality?of?students'?self-directed?learning.??However,?in?order?to?prepare?our?students?for?this?society,?we?must?have?developed?the?backbone?and?anchor?for?curriculum.??Content?and?performance?standards?(i.e.?curricula)?need?to?be?developed?by?the?district's?educators?as?a?map?for?teachers.?When?educators?provide?students?with?choices?WITHIN?the?map?of?curriculum,?students?relish?in?the?freedom?and?take?ownership?for?their?learning.?
Were?we?to?provide?students?the?ultimate?authority?in?curriculum?development,?we?would?be?doing?an?injustice?not?only?to?our?students?but?to?society?as?a?whole.??There?are?specific?skills?and?abilities?that?need?to?be?developed?and?taught?--?regardless?of?students'?(or?for?that?matter,??teachers')?interest.??In?my?profession?as?an?elementary?educator?and?as?a?parent,?I?value?the?abilities?to?read,?write?and?be?mathematically?proficient.??Those?students?not?mastering?those?critical?skills?are?at?a?disadvantage.??We?see?those?students?become?destructive?or?depressed.??I?have?observed?students?struggling?with?the?basics?become?outcasts?in?their?own?little?worlds.??Very?young?outcasts?grow?into?adult?outcasts.?
I?do?NOT?think?it?is?unfortunate?that?today's?educators?emphasize?students'?interests.??It?IS?our?duty,?however,?to?provide?the?parameters?for?their?education.??We?can?not?simply?state?that?educators?determine?curriculum?and?students?follow.??This?is?just?not?reality?in?the?classrooms.??When?standards?and?curricular?maps?have?been?developed,?teachers?of?today's?children?have?the?responsibility?(yes,?the?duty!)?to?bring?life?to?those?maps.??One?crucial?and?successful?way,?is?to?provide?students?variety?and?choices?within?the?context?of?"what?needs?to?be?covered."??The?educator?who?brings?curricula?to?life?for?her?students?and?gives?her?students?the?responsibility?to?make?choices?helps?to?prepare?our?children?for?thriving?--?not?just?surviving.?
COMMENTARY?
This?response?presents?a?well-developed?analysis?of?the?issue?and?displays?strong?control?of?the?elements?of?writing.??The?essay?argues?in?favor?of?a?"middle?road"?position?on?the?issue?by?analyzing?the?pros?and?cons?of?both?teacher-determined?and?student-driven?curricula.??The?argument?is?clear?and?well?focused,?supported?with?first-hand?experience?and?the?results?of?educational?research.?
The?writer?endorses?a?curriculum?that?emphasizes?strong?basic?skills?(reading,?writing,?and?math)?and?reminds?the?reader?that?the?teachers'?ultimate?responsibility?should?be?to?bring?curricula?to?life?in?order?to?"prepare?our?children?for?thriving?--?not?just?surviving."?
This?essay?displays?a?strong?facility?with?written?English?language;?the?careful?choice?of?words?and?carefully?structured?paragraphs?help?unify?the?structure?of?the?argument.??Overall,?this?response?displays?a?strong?command?of?academic?writing?skills?and?thus?received?a?score?of?5.?
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