GRE作文機(jī)經(jīng)高效率提分用法
GRE考試前考生常會(huì)找來(lái)各類(lèi)機(jī)經(jīng)資料做沖刺備考訓(xùn)練。而對(duì)于其中的作文機(jī)經(jīng)，有些同學(xué)卻不知道應(yīng)該如何使用。今天小編給大家?guī)?lái)了GRE作文機(jī)經(jīng)高效率提分用法指點(diǎn) ,希望能夠幫助到大家，一起來(lái)學(xué)習(xí)吧。
GRE作文機(jī)經(jīng)高效率提分用法
GRE作文機(jī)經(jīng)構(gòu)成形式介紹
在使用GRE作文機(jī)經(jīng)之前，考生首先要了解GRE作文機(jī)經(jīng)的基本構(gòu)成形式。一般來(lái)說(shuō)，一份合格的GRE作文機(jī)經(jīng)中，不僅會(huì)包含一定數(shù)量的作文題目，也會(huì)有對(duì)于作文題目的初步解析，包括對(duì)題目的簡(jiǎn)單翻譯，一些寫(xiě)作思路上的要點(diǎn)指導(dǎo)或者提綱等等。如果只有最基礎(chǔ)的題目，那么這份作文機(jī)經(jīng)在小編來(lái)看并不算太合格，畢竟想看題目的話直接去ETS官網(wǎng)的題庫(kù)就可以看到所有題目，這樣只提供題目的機(jī)經(jīng)其實(shí)價(jià)值并不大。所以，考生在使用機(jī)經(jīng)前，首先要做的就是挑選一份較為合格，有更高參考價(jià)值的作文機(jī)經(jīng)。
GRE作文機(jī)經(jīng)如何使用?
知道了GRE作文機(jī)經(jīng)的構(gòu)成形式后，接下來(lái)大家就需要學(xué)習(xí)一下GRE作文機(jī)經(jīng)的具體使用方法了，有鑒于不同考生在沖刺階段的學(xué)習(xí)時(shí)間可能存在較大差異，這里小編暫時(shí)把考生按照可以使用的備考時(shí)間來(lái)劃分為兩類(lèi)，不同考生對(duì)GRE作文機(jī)經(jīng)的使用有所差異：
1. 備考時(shí)間較為充足的考生
對(duì)備考時(shí)間充足的考生來(lái)說(shuō)，GRE作文機(jī)經(jīng)使用方法其實(shí)是相當(dāng)簡(jiǎn)單粗暴的，那就是盡可能多的練題目，理論上機(jī)經(jīng)中包含的每道作文題目都練習(xí)一遍自己動(dòng)筆寫(xiě)一下文章自然是最好的。當(dāng)然這會(huì)花費(fèi)相當(dāng)多的時(shí)間，哪怕是備考時(shí)間充足的考生可能也會(huì)覺(jué)得力不從心。那么大家也可以考慮更簡(jiǎn)便一些的方法，那就是不練整篇作文，而是以練習(xí)列提綱的方式來(lái)提升備考效率。每篇文章都主動(dòng)思考一下自己會(huì)怎么寫(xiě)，然后ISSUE列出論點(diǎn)，ARGUMENT列出反駁的邏輯漏洞，總之盡量列出一個(gè)相對(duì)完整的寫(xiě)作思路提綱。這種方式雖然比不上完整動(dòng)筆寫(xiě)文章的訓(xùn)練方式，卻也能幫助大家理清各類(lèi)作文題目的寫(xiě)作思路，做到對(duì)所有題目心中有數(shù)。
另外，備考時(shí)間充足的考生還可以考慮多找一些范文來(lái)進(jìn)行參考，畢竟GRE考試的官方作文題庫(kù)已經(jīng)公開(kāi)多年，許多題目其實(shí)都是能找到高分甚至滿分范文的，大家對(duì)照著機(jī)經(jīng)中的題目把優(yōu)秀的范文找來(lái)參考學(xué)習(xí)一下，雖然會(huì)花費(fèi)不少時(shí)間，但也是相當(dāng)有效的提升作文水平和得分的學(xué)習(xí)方式。
2. 備考時(shí)間相對(duì)緊張的同學(xué)
而比起上面這些備考時(shí)間充裕的同學(xué)，學(xué)習(xí)時(shí)間相對(duì)緊張的同學(xué)想要用好GRE作文機(jī)經(jīng)就需要更多的方法技巧了。作文備考本來(lái)就是比較花時(shí)間的，這點(diǎn)無(wú)論如何節(jié)省都很難避免，所以大家要把時(shí)間用得更加聰明一些。具體來(lái)說(shuō)，考生拿到機(jī)經(jīng)之后，首先要做的不是直接就跟著題目進(jìn)行練習(xí)，而是結(jié)合多場(chǎng)機(jī)經(jīng)做一個(gè)簡(jiǎn)單的梳理工作。小編建議大家盡可能找來(lái)最近2年內(nèi)的GRE作文機(jī)經(jīng)，把所有在實(shí)際考試中出現(xiàn)過(guò)的作文題目，都按照其出現(xiàn)次數(shù)頻率進(jìn)行數(shù)據(jù)統(tǒng)計(jì)，相似題目或是題目素材內(nèi)容相同但具體寫(xiě)作要求不同的也算成同一個(gè)題目，之后根據(jù)統(tǒng)計(jì)結(jié)果把出現(xiàn)頻率最高的約30個(gè)左右的題目集中起來(lái)，這才是大家之后需要具體研究的作文題目。這種做法是為了幫助考生盡量減少備考作文題目的范圍，而這些高頻題目因?yàn)橹笤俅纬霈F(xiàn)的可能更高，所以才需要保留下來(lái)進(jìn)行深度學(xué)習(xí)。
在整理出少量的高頻作文題目后，接下來(lái)的做法和上一類(lèi)考生相似，也是按照先找范文然后練筆的方式來(lái)訓(xùn)練，如果備考時(shí)間實(shí)在緊張大家就跳過(guò)練筆直接使用列提綱的方式來(lái)學(xué)習(xí)好了。另外要注意一點(diǎn)的是多補(bǔ)充寫(xiě)作中需要的案例素材，最好根據(jù)題目進(jìn)行準(zhǔn)備。這樣不僅能讓文章的論述基本邏輯思路框架上不出問(wèn)題，也可以提升文章的具體內(nèi)容和論述的說(shuō)服力。
GRE寫(xiě)作高分范文：過(guò)度專(zhuān)業(yè)化問(wèn)題
GRE寫(xiě)作題目：
“Academic disciplines have become so specialized in recent years that scholars' ideas reach only a narrow audience. Until scholars can reach a wider audience，their ideas will have little use.”
近些年來(lái)，學(xué)科已經(jīng)細(xì)化到了相當(dāng)?shù)某潭纫灾劣趯W(xué)者們的理念只影響小范圍的人群。除非學(xué)者們能擁有影響等大范圍的人群，否則他們的理念將幾乎毫無(wú)用處。
GRE寫(xiě)作范文：
Although academic disciplines have become so specialized in recent years，scholars' ideas can still reach a wide audience by the advantage of the knowledge structure. We can simply put that it is the human beings' knowledge structure that makes it possible for a scholar's ideas in his specialized discipline to reach a much wider audiences who don't necessarily belong to his own discipline.
The reason why I draw this conclusion will be illustrated by recalling the process of social evolution.
During the passed centuries，the social economy has been greatly boosted by the revolutions in science and technology，which in turn increases the width and depth of academic disciplines to solve unencountered and more complex problems arising in the new situations. To solve new problems，we probably need new methods. That will undoubtedly calls for invention of new ideas，which will certainly adds to human beings' knowledge. Thus with the progress of science and technology，more and more knowledge will be added to the old system. A new problem will come： how the newly obtained knowledge is organized. This problem will be clear when we make classification of the new knowledge according to the old knowledge system. If there is content of the newly-get that doesn't properly belong to any sort of the old system，it means a
new discipline will emerge. But could we just assert that the newly formed discipline doesn't possess any relationship with any of the old ones? Certainly not. This is because the new knowledge is obtained through the old methods，which obviously means the new knowledge do have some connections with some old disciplines，otherwise I am quite sure we could not find it!
From the above，we can easily reach the conclusion that every academic discipline has certain relationships with some other ones. The structure of human's knowledge is just like the complexity of a net! And also it is a natural trend that academic disciplines become more and more specialized.
With the depositing and specializing process of knowledge，it causes humans to accommodate themselves to this situation. Because the God gives every person a limited time and energy，it is necessary for a person，who wants to make progress in his discipline，to adjust his knowledge structure to adapt to his research domain，that is to say，to be more devoted to his own research area. On the other hand，if he cares too much for unrelated or less related area，he will probably not be able to bring innovation to his main academic discipline. Simply put，we almost cannot find a man who constructs the Theory of Relativity and in the mean time composes symphony like Mozart's! So we can say every scholar must be more devoted to his own discipline than to others，but a wider knowledge of other disciplines sometimes involuntarily invokes sparks of new ideas.
GRE寫(xiě)作高分范文：技術(shù)與學(xué)習(xí)的矛盾
GRE寫(xiě)作題目：
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)。
GRE寫(xiě)作題庫(kù)范文：
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.
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GRE作文機(jī)經(jīng)高效率提分用法
