GRE寫作：怎樣緩解緊張
在GRE寫作時(shí)該怎樣緩解緊張?今天小編給大家?guī)鞧RE寫作之怎樣緩解緊張，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：怎樣緩解緊張
第一，不一定能揪出正確的關(guān)鍵字。
比如，221"The chief benefit of the study of history is to break down the illusion that people in one period of time are significantly different from people who lived at any other time in history." 正確的關(guān)鍵字決定了寫作是否會(huì)跑題。
第二，即使揪出合適的關(guān)鍵字，在第一反應(yīng)期內(nèi)也不一定有話可說。
比如，130"How children are socialized today determines the destiny of society. Unfortunately, we have not yet learned how to raise children who can help bring about a better society." 對(duì)于理工科的GF來說，平常的教學(xué)中忽視此類文科性知識(shí)是比較常見的?，F(xiàn)在突然拿到”socialization” “better society“以及”education”，經(jīng)常會(huì)出現(xiàn)大腦斷電或短路，接下來的寫作又從何說起?!
簡(jiǎn)而言之，擔(dān)心自己對(duì)一問題會(huì)有看法，但不知道怎么去論證這一看法，更不要說讓我們的論證persuasive, insightful.
第三，成人思想，嬰兒表達(dá)。
即使有話可說，也不一定是ETS想要看到的話，有可能是會(huì)出現(xiàn)“成人思想，嬰兒表達(dá)”。自己看了都覺得惡心，更不要說讓professors來欣賞了。在ARGUMENT的寫作中，主要擔(dān)心沒有把握A的邏輯鏈，develop深度不夠，出現(xiàn)“強(qiáng)詞奪理”的局面，而不是“曉之以理，動(dòng)之以情”。
GRE寫作范文：選修和必修
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寫作滿分范文賞析
The following appeared as a letter to the editor of a local newspaper.
"Five years ago, we residents of Morganton voted to keep the publicly owned piece of land known as Scott Woods in a natural, undeveloped state. Our thinking was that, if no shopping centers or houses were built there, Scott Woods would continue to benefit our community as a natural parkland. But now that our town planning committee wants to purchase the land and build a school there, we should reconsider this issue. If the land becomes a school site, no shopping centers or houses can be built there, and substantial acreage would probably be devoted to athletic fields. There would be no better use of land in our community than this, since a large majority of our children participate in sports, and Scott Woods would continue to benefit our community as natural parkland."
A school should serve all students living nearby so that they can commute in a short distance. That will provide the better basic-human-needs. It is questioned that whether it is appropriate to establish a school in the area without locating houses. On the other hand, wouldn't it be good if the land is left untouch?
These are the facts of argument that readers might have after reading the message. The information is too opinionate therefore develop many questions. The writing given in the first part does not support the rest.
Comments:
The first paragraph of this fundamentally deficient response is apparently attempting to summarize the issues and terms of the argument. The attempt, though, is almost completely obscured by errors and the disorganized presentation of ideas. Paragraph 2 offers only the assessment that "the information is too opinionate therefore develop many questions."
The response warrants a score of 1 because it exhibits three of the scoring guide characteristics for a 1:
-- provides little evidence of the ability to understand and analyze
the argument
-- has severe and persistent errors in language and sentence structure
-- contains a pervasive pattern of errors in grammar, usage, and
mechanics that results in incoherence
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