首页 > 范文大全

GRE写作：具体分类

时间：2023年04月29日

来源：日地母猴

编辑：本站小编

收藏本文

下载本文

下面是小编为大家整理的GRE写作：具体分类，本文共6篇，仅供参考，喜欢可以收藏与分享哟!本文原稿由网友“日地母猴”提供。

篇1：GRE写作：具体分类

GRE写作：具体分类

1. 只分了大类，可操作性差。比如XDF的分类，总共就只有8个，但是光写8篇作文又肯定是不够的。这就需要我们每一类下面还要根据写法和内容而具体分成各种小类，以达到一个小分类只写一篇的目的。笔者在手头资料的基础上，总结出涵盖了ISSUE全部题库的23个小类。在复习的时候，大家最少只要写20-23篇作文就可以完成ISSUE作文题库全覆盖的复习任务了，既放心又省力。

2. 分类中的题目描述过于啰嗦，不便于一眼看出题目的联系。市面上GRE的复习材料已经这么多，在复习的时候我们应该更多地做减法。比如作文这里，既然在网上就能很方便地找到翻译好的题库，又何苦在每个分类里把双语题目都打进去?但是只放题目，不放题号的话，又容易漏题出错，更不利于复习。笔者的解决方案，是在大类上体现出这一类的共性，题号后面则用中文简练地总结这一道题目的特性。

3. 分类不完整，或者题号有错误。这是最致命的错误。我最初在练习的时候，就随便选了一个题库，开始准备提纲。结果准备到一半，忽然发现分类题库里有很重要的几道高频没包括进来，又有几道题由于题号错误而分错了类。一怒之下，笔者对着ETS官网上的作文题库编号一道一道地把手里的作文题号和题目对清楚。这绝对是市面上最完整的ISSUE作文分类，没有之一!

分类开始：

近期长期

A.一举成名 OR 踏实努力?

年轻人 51、71

先做后想 61

政府 19

研究者 129

B.经济发展 VS 环境/文化艺术

法律保护保护区 10、125、148

濒危物种 31、63、67

历史遗迹 119

教育

大学教育：

A. 应该政府出钱 12、25

家长应该在学校多花时间 81、95

B.多样性

学生应该出国留学 82、97、100、123

学生应该多选副科 13、46、70、102、112、140

教师应该出去工作V.S.只教学 73

教师薪水应当与学生成绩挂钩 30、83

编制课程：

政府应当统一课程 6、14、96、116

应当按学生兴趣设置课程 40、47、90

应当注重知识还是想象力? 54

想象文学、105知识>经验、106、126

特殊教育：天才是否应当设置特殊课程 37

C.教育的目的

解放思维 17、68

GRE写作满分范文赏析

“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.”

In today's society, there is too much emphasis placed on students desires rather than their needs. The students of today should have to study what is presented to them, rather than what is desired by them. Students are searching for the easy way out, and educators' are supplying them with that. Students should not only be presented with mandatory curriculum, but the educators should strive to insure that each individual student truly gains from their education, rather than just breezing through it.

It is vital to the continued success and expansion of the United States, that the young people be challenged in their curriculum and be encouraged to succeed in all that they do. The educators should determine a more strenuous curriculum, and enforce it at an earlier age. Thus, the young people of today will expect to be challenged, rather than avoiding it. Students have the easy way out, and they are not truly giving all that they can. There is so much potential that is just waiting to flourish, but it is the educators' reponsibility to tap into that potential.

In conclusion, it is the educators responsibility to enforce curriculum and than raquesting it. Students should be challenged and expect curriculum that will eventually lead them to a path of success.

COMMENTARY

This brief essay is flawed by its generalities, repetition, and limited development. The central thesis -- that it is the burden of educators to teach what they believe is necessary and that our educational system should not allow students to “breeze through” the educational system -- is not adequately supported. The middle of the essay merely repeats much of what was said in the introduction. The writer discusses the concepts of students' potential and educators' responsibilities in only the most general terms.

The two-sentence conclusion simply repeats earlier discussion and does not sufficiently tie together and comment upon the earlier discussion. To earn a score of 4, this essay would need to provide specific reasons and examples that more adequately develop its main points.

Also, the phrasing is often vague (“giving all that they can” and “path of success”), and the syntax is at times poorly controlled (“young people of today will expect to be challenged, rather than avoiding it.”) Still, the problems are not severe or frequent. For all of these reasons, this essay received a 3.

GRE写作满分范文赏析

The statement above conceals intesting connotations far above curriculum development. Issues of classroom control and development of scholarly talents are at stake, not simply a debate over which books are acceptable or over revisionist histories.

The statement itself is a bit misleading in that in my experience, student control over curriculum hardly existed. Each year, there were certain course offerings made available, and students were to choose from those offerings, of course bearing in mind requirements for graduation set forth by the administration. On a classroom level, the immediate, initial material may have been somewhat directed by the students, but this was a part of the process allowed by the teacher/professor in order to gain the interest and attention of the students. However, too much of any one thing becomes problematic; letting students set the curriculum, as with letting students choose and design their own major in college, serves ultimately to dilute the quality of the educational experience unless a single advisor can devote significant amounts of time to the individual student. This amount of time, or even the expense to the student of this individual attention, seem to indicate that resources would be better allocated elsewhere.

Of course, any school in which the students decide “what goes” is bound to have problems controlling students. Once the educators, be they administrators or teachers, are under the control of students, even a democratic situation would be like holding royalty acountable to the mob. Presently, students hear for hours that they should not forget to use a condom in the heat of the moment, and educators think the message gets through, while half the kids can't even remember to bring a pencil to class. Students go to school not to simply learn the Pythagorean theorem, but to learn direction and receive guidance. This cannot occur when students are in charge, and standards, already hard to find in America's contemporary public schools, will become unenforceable. If students dictate and administrators do, students will never learn academic responsibility, and if they can't be held accountable for homework, what other responsibilities will they avoid when they get older?

But in another sense, teachers and students do exist in a partnership of sorts. Teachers are there to satisfy the needs of the student, and the student, while perhaps not being the most experienced/ knowledgeable person on what his/her needs actually are (versus wants), at least should be afforded some say. In addition, we must remember what the purpose of education is, and that there are different levels of education.

In high school, the focus is not so much on learning actual material. The focus is on developing study habits, and on social interaction. The best secondary schools promote an environment in which individual creativity and pacing can be developed, where students are taught to thinkon their own, and learn to debate and argue in a scholarly way, through writing and other formal methods of discourse. Group collaboration and interpersonal skills are developed and honed. The actual details of what is studied and tested is of less importance. Whether a student reads Maya Angelou, or Yeats, or Euripides essentially is beside the point as long as a student's mind is cultivated, not just their ability to record and recite. What is important is that secondary students develop and grow in the hands of the professionals.

The secondary educational experience is designed to prepare a student for college. It is in college where the individual learns to examine the world and how it works, and the individual's place in it.

As for duty, it is the educators' duty not simply to determine the curriculum, but to present it effectively. They cannot half-heartedly paint it on the blackboard, they must enliven it and actually teach. Hard work must be lauded, while freeloaders are punished. These are the duties of teachers, and the duty of the students is not just to learn or study, but to grow. An independent mind is what students need, and that mind has to be in a position to want and be able to question beyond the material presented, not simply to question its legitimacy. That distinction, though subtle, is the difference between letting the students follow a self-destructive course of premature self-determination on the one hand , and permitting on the other hand the fostering of great talents through a cooperative, mentoring relationship

COMMENTARY

This is an insightful, well-articulated discussion of curricular responsibility and the larger issue of academic responsibility. After a brief introduction examining assumptions implied by the topic, the writer skillfully develops the position that letting students dictate the curriculum could dilute the educational experience. Allowing students to determine the curriculum, the writer claims, will deny them the guidance and direction they need to learn academic responsibility.

The line of reasoning is strengthened by the discussion of how teachers and students can work in partnership to satisfy the needs of students. The argument is further advanced with concrete examples from high school courses showing how teachers provide guidance for students through group collaboration, development of interpersonal skills, and preparation for college. The examples are varied (from condom use to reading Angelou, Yeats, or Euripedes) and used effectively to further support the writer's position.

In the conclusion, the writer thoughtfully discusses how educators should not only determine the curriculum but present it in an enlivened and appropriate manner. The final sentence, contrasting a “self-destructive course of premature self-determination” and “a cooperative, mentoring relationship,” ties the essay together.

The essay is clearly organized, although the writer does not rely on conventional phrases (such as “first,” “second,” etc.) to signal the organizational structure. Instead, the organization and focus progress through the line of reasoning that moves fluently and coherently from one paragraph to the next.

Language use is generally precise and effective (e.g., “holding royalty accountable to the mob”), and sentence structure is well controlled (e.g., “hard work must be lauded, while freeloaders are punished”). The few errors are minor, the kind that can easily be made -- and forgiven -- under testing conditions.

This outstanding response received a score of 6.

篇2：GRE写作：分类解析

准备时，最重要的一个步骤在于熟悉题库和认真准备提纲。对于立论文(Issue)而言，自己动手拟一份完整的提纲是很有必要的，当然可以参考各种资料，但必须勤动脑，想一想提纲的逻辑连续性。实际上，有偏向性、但又不要绝对化的思路才是最易上手的。

对于驳论文(Argument)而言，熟悉题库更为重要。很多人觉得一个题目拿过来随便就能挑出五六个错误。正常情况下是这样的，但的确有些难题若不事先好好准备，五分钟之内能找出两个错误就不错了。在第一次考试时，我正是因为在准备时放掉了一道我只找出两个错误的题目，而在正式考试时恰恰碰到了这道题目，所以写得很不好。

虽然逻辑作文满分只有6分，可千万别小看了它的重要性。从某种程度上来说，它是GRE作文的精华——因为GRE考试的就是逻辑，用英语写两篇作文只是形式而已，主要目的就是考察你的逻辑分析水平。

写驳论文有很多小窍门，如需要锻炼出区别“事实”和“观点”的能力，不论题目中所给的事实有多夸张都需认为它是对的，不能攻击，只能攻击观点中的逻辑漏洞;凡是跟统计数字、统计方法有关的逻辑错误都尽量不要攻击，最多只能一笔带过等等。

篇3：GRE写作：分类解析

accidents in streets or parking lots were not wearing any protective clothing (helmets, knee pads, etc.) or any light-reflecting material (clip-on lights, glow-in-the-dark wrist pads, etc.). Clearly, these statistics indicate that by investing in high-quality protective gear and reflective equipment, roller skaters will greatly reduce their risk of being severely injured in an accident.

The notion that protective gear reduces the injuries suffered in accidents seems at first glance to be an obvious conclusion. After all, it is the intent of these products to either provent accidents from occuring in the first place or to reduce the injuries suffered by the wearer should an accident occur. However, the conclusion that investing in high quality protective gear greatly reduces the risk of being severely injured in an accident may mask other (and potentially more significant) causes of injuries and may inspire people to over invest financially and psychologically in protective gear.

First of all, as mentioned in the argument, there are two distinct kinds of gear - preventative gear (such as light reflecting material) and protective gear (such as helmets). Preventative gear is intended to warn others, presumably for the most part motorists, of the presence of the roller skater. It works only if the “other” is a responsible and caring individual who will afford the skater the necessary space and attention. Protective gear is intended to reduce the effect of any accident, whether it is caused by an other, the skater or some force of nature. Protective gear does little, if anything, to prevent accidents but is presumed to reduce the injuries that occur in an accident. The statistics on injuries suffered by skaters would be more interesting if the skaters were grouped into those wearing no gear at all, those wearing protective gear only, those wearing preventative gear only and those wearing both. These statistics could provide skaters with a clearer understanding of which kinds of gear are more beneficial.

The argument above is weakened by the fact that it does not take into account the inherent differences between skaters who wear gear and those who do not. If is at least likely that those who wear gear may be generally more responsible and/or safety conscious individuals. The skaters who wear gear may be less likely to cause accidents through careless or dangerous behavior. It may, in fact, be their natural caution and repsonsibility that keeps them out of the emergency room rather than the gear itself. Also, the statistic above is based entirely on those who are skating in streets and parking lots which are relatively dangerous places to skate in the first place. People who are generally more safety conscious (and therefore more likely to wear gear) may choose to skate in safer areas such as parks or back yards.

The statistic also goes not differentiate between severity of injuries. The conclusion that safety gear prevents severe injuries suggests that it is presumed that people come to the emergency room only with severe injuries. This is certainly not the case. Also, given that skating is a recreational activity that may be primarily engaged in during evenings and weekends (when doctors' offices are closed), skater with less severe injuries may be especially likely to come to the emergency room for treatment.

Finally, there is absolutely no evidence provided that high quality (and presumably more expensive) gear is any more beneficial than other kinds of gear. For example, a simple white t-shirt may provide the same preventative benefit as a higher quality, more expensive, shirt designed only for skating. Before skaters are encouraged to invest heavily in gear, a more complete understanding of the benefit provided by individual pieces of gear would be helpful.

The argument for safety gear based on emergency room statistics could provide important information and potentially saves lives. Before conclusions about the amount and kinds of investments that should be made in gear are reached, however, a more complete understanding of the benefits are needed. After all, a false confidence in ineffective gear could be just as dangerous as no gear at all.

Commentary

This outstanding response demonstrates the writer's insightful analytical skills. The introduction, which notes that adopting the topic's fallacious reasoning could “.??爄nspire people to over invest financially and psychologically in protective gear,” is followed by a comprehensive examination of each of the argument's root flaws. Specifically, the writer exposes several points that undermine the argument:

-- that preventive and protective gear are not the same

-- that skaters who wear gear may be less prone to accidents because they are, by nature, more responsible and cautious

-- that the statistics do not differentiate by the severity of the injuries

-- that gear may not need to be high-quality to be beneficial

The discussion is smoothly and logically organized, and each point is thoroughly and cogently developed. In addition, the writing is succinct, economical, and generally error-free. Sentences are varied and complex, and diction is expressive and precise.

In sum, this response exemplifies the very top of the 6 range described in the scoring guide. If the writer had been less eloquent or provided fewer reasons to refute the argument, the paper could still have received a 6.

篇4：GRE写作：分类解析

Hospital statistics regarding people who go to the emergency room after roller-skating accidents indicate the need for more protective equipment. Within this group of people, 75 percent of those who had accidents in streets or parking lots were not wearing any protective clothing (helmets, knee pads, etc.) or any light-reflecting material (clip-on lights, glow-in-the-dark wrist pads, etc.). Clearly, these statistics indicate that by investing in high-quality protective gear and reflective equipment, roller skaters will greatly reduce their risk of being severely injured in an accident.

The argument presented is limited but useful. It indicates a possible relationship between a high percentage of accidents and a lack of protective equipment. The statistics cited compel a further investigation of the usefulness of protective gear in preventing or mitigating roller-skating related injuries. However, the conclusion that protective gear and reflective equipment would “greatly reduce.risk of being severely injured” is premature. Data is lacking with reference to the total population of skaters and the relative levels of experience, skill and physical coordination of that population. It is entirely possible that further research would indicate that most serious injury is averted by the skater's ability to react quickly and skillfully in emergency situations.

Another area of investigation necessary before conclusions can be reached is identification of the types of injuries that occur and the various causes of those injuries. The article fails to identify the most prevalent types of roller-skating related injuries. It also fails to correlate the absence of protective gear and reflective equipment to those injuries. For example, if the majority of injuries are skin abrasions and closed-head injuries, then a case can be made for the usefulness of protective clothing mentioned. Likewise, if injuries are caused by collision with vehicles (e.g. bicycles, cars) or pedestrians, then light-reflective equipment might mitigate the occurences. However, if the primary types of injuries are soft-tissue injuries such as torn ligaments and muscles, back injuries and the like, then a greater case could be made for training and experience as preventative measures.

Commentary

This strong response gets right to the work of critiquing the argument, observing that it “indicates a possible relationship” but that its conclusion “is premature.” It raises three central questions that, if answered, might undermine the soundness of the argument:

-- What are the characteristics of the total population of skaters? -- What is the usefulness of protective or reflective gear in preventing or mitigating rollerskating-related injuries? -- What are the types of injuries sustained and their causes?

The writer develops each of these questions by considering possible answers that would either strengthen or weaken the argument. The paper does not analyze the argument as insightfully or develop the critique as fully as required for a 6 paper, but the clear organization, strong control of language, and substantial degree of development warrant more than a score of 4.

篇5：gre写作具体形式有哪些

gre写作具体形式有哪些

gre考试写作主要包含两个不同的板块，具有不同的写作要求，具体区别如下：

1.Issue task(30min)，要求作者根据所给题目，完成一篇表明立场的逻辑立论文。

2.Argument task(30min)，要求考生分析所给题目，完成一篇驳论文，指出并且有力的驳斥题目中的主要逻辑错误。

gre作文issue题型特点分析

1. ISSUE作文为立论文，也就是平常大家所接触到的作文。先给一个题目或者观点，然后完全让考生自己发挥，最后要求考生写出一篇能够表现自身立场和观点的文章。

2. ISSUE作文自由度较高，在写作时只要能够具备明确的观点、逻辑论证结构，就能够得到一定的分数。

3. ISSUE作文的重点是提前准备，比较省力的备考方法就是先准备一些模板，然后根据情况套用。

gre作文issue题型特点分析

1. ARGU作文是驳论文，需要根据文章给出的题目进行驳论。考生自行发挥的空间，受到了一定限制，需要根据题目要求进行文章的写作。

2.天道grr备考攻略提示，驳论文重点在于驳，即找到题目本身存在的漏洞并进行攻击。由于题目中往往存在许多漏洞可供考生使用，考生需要明确自己需要驳论的主要观点，并安排好逻辑结构针对这个观点层层深入，切忌四处开花，每个漏洞都写上两句，最后文章整体却缺乏深度的写法。

3. 驳论文想要提前准备模板比较困难，考生应更加重视对于驳论文思路和架构的练习，通过看题目然后自己“找茬”的方法来锻炼好逻辑思维能力。

如何应对GRE写作考前焦虑

一、吃饱喝足

吃饱喝足之后，心情激荡啊!然后我们要学会利用这个时候的心理动态来更好地进行写作。

“吃饱喝足”指的是调整生理状态，使得“革命的本钱”在很长一段时间处于平衡状态。当然如果能把一部分“本钱”存进银行供不时之需就更好了。

本人在AW备考过程中出现了“透支”状态。考前开始感冒，咳嗽不停，并一度发烧到39度。试想，在一个安静的教室里，你不停地咳嗽，别人怎么受得了，自己又怎么受得了。既因为打扰其他人而内疚又影响自己写作心情。

本以为挺几天，感冒自己就会好，可放任不管与超负荷写作使得身体愈来愈差，并一度发烧到39度。无奈之下，求助于校医院。我一个人躺在输液室，盖着自己带来的外衣，左手被针束缚着，右手拿着I130的资料(恰好当天是本人的第一篇ISSUE)。

不习惯躺着看书的我，想办法往床头挪了挪，可就是这一挪，使得针头跑出血管，进入皮下组织，然后左手手腕肿得像个馒头!当时的痛苦只有自己知道，当时的痛苦还来自于ISSUE的打击：什么是SOCIALIZATION? 什么是BETTER SOCIETY? 一个用中文都难以述说的领域，更何况还要用英文呢?对自己说，看资料看资料，结果资料在写什么也看不懂……

GRE的写作本来就是一个难产的过程，充满一定折磨与痛苦。为了更好地应对这些预期与非预期的痛苦，我们一定要将身体养好，至少保证我们具备写作的客观条件之一，也是必要条件之一。一切GRE活动都是建立在比较健康的身体条件之上，而身体条件的必要因素又来自能量的摄入，因此，“吃饱喝足”很重要!!

二、应对写作焦虑(Coping with Writing Anxiety)

1.写作焦虑(Writing Anxiety)

在没有看下文前，本人先说说自己的Anxiety，主要是在ISSUE的写作中，对题目有一定的恐惧感。可能这些Anxieties也困绕着很多考生。

第一，不一定能揪出正确的关键字。

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.” 正确的关键字决定了写作是否会跑题。

第二，即使揪出合适的关键字，在第一反应期内也不一定有话可说。

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.” 对于理工科的GF来说，平常的教学中忽视此类文科性知识是比较常见的。现在突然拿到”socialization” “better society“以及”education”，经常会出现大脑断电或短路，接下来的写作又从何说起?!

简而言之，担心自己对一问题会有看法，但不知道怎么去论证这一看法，更不要说让我们的论证persuasive, insightful.

第三，成人思想，婴儿表达。

即使有话可说，也不一定是ETS想要看到的话，有可能是会出现“成人思想，婴儿表达”。自己看了都觉得恶心，更不要说让professors来欣赏了。在ARGUMENT的写作中，主要担心没有把握A的逻辑链，develop深度不够，出现“强词夺理”的局面，而不是“晓之以理，动之以情”。

比如，17The following appeared in a letter to the editor of the Walnut Grove town newspaper.“Walnut Grove's town council has advocated switching from EZ Disposal (which has had the contract for trash collection services in Walnut Grove for the past ten years) to ABC Waste, because EZ recently raised its monthly fee from $2,000 to $2,500 a month, whereas ABC's fee is still $2,000. But the town council is mistaken; we should continue using EZ. EZ collects trash twice a week, while ABC collects only once. Moreover, EZ—which, like ABC, currently has a fleet of 20 trucks—has ordered additional trucks. Finally, EZ provides exceptional service: 80 percent of respondents to last year's town survey agreed that they were 'satisfied' with EZ's performance.”

这道题的分析，在寄托上有比较详细的讨论，请自行查找。

2.如何克服Anxiety

Many situations or activities, such as writing, taking tests, competing in sports, or speaking before a large audience, may make us anxious or apprehensive. It's important to remember that a moderate level of anxiety is helpful and productive. That flow of adrenaline is a natural response that helps get us ready for action. Without it, we might not perform as well.

--a moderate level of anxiety is helpful and productive.

-- helps get us ready for action

看到这个短语，本人心情澎湃啊!汉语有云“变压力为动力”!这说明什么，说明我们上面提到的Anxiety是有好处的滴，而且可能是大大滴，当然前提是我们具备“变‘废’为宝”的心理素质与操作能力。

必要的anxiety可以使我们认识到“我还有好多东西不懂”，触发紧张感，加快做事速度，以尽可能短的时间去搜索相关资料，并尽可能地解决问题，无形中提高时间利用率。这也就是”helpful and productive”的原因之一。

--If we let our anxiety overwhelm us, it can cause problems. If we control that anxiety, however, we can make it work for us.

印证了“如果我们不把GRE折磨得死去活来，就是GRE把我们折磨得死去活来!”。面对写作中的困难与压力，有两种选择：被他们打倒，从此与GRE很难再续前缘;以“你可以消灭我，但不可以打败我”的精神信念恰当地处理，或许等待我们会看到“夕阳无限好”!

综上所述，身体是革命的本钱，在新GRE写作考试前要注意把身体养好，调整好心态，克服焦虑心理，将压力化为动力，查漏补缺，争取在考场上将自己所复习的知识全部拿出来，完胜新GRE考试!

GRE作文常用特色词汇汇总

1. basic framework /基础框架

2. efficiency in school management /学校管理的效率

3. coordinated and balanced program of development /计划发展的协调与平衡

4. input in education /教学投入