下面就是小编给大家带来的GRE作文用法价值细节，本文共11篇，希望大家喜欢阅读!
篇1：GRE作文用法价值细节
GRE作文模板用法价值细节
GRE作文模板如何记忆?
既然要背模板，那么考生就需要一些具体并且正确的背诵和使用方法以发挥出模板的最大价值。对于GRE作文模板的背诵和使用，关键其实很简单，那就是活记活用。
具体来说，就是不要死记硬背，一字不差地强行塞进脑子里。最好能把模板里的句子转化成自己习惯的写作表达方式，转换的过程本身会加深记忆，真的到了使用的时候也能更加顺利地写出来。
同时，GRE考试对于作文是有着雷同的判定规则的。模板大多来自于一些经典的高分满分范文，如果考生写出来的内容跟模板一模一样，那么就很有可能被判定成雷同抄袭，后果将会十分严重。因此，灵活地背诵和使用模板，才能发挥出其最大的价值。
GRE考试用模板需提前3天左右记忆
有些考生可能会觉得奇怪，背模板这种事情，不是应该越早做越好吗?为什么要等到考前3天才是最佳时机呢?其实主要有两个原因。
1. 通过机经明确模板应对题目
相信绝大部分GRE考生在考试前都会选择看一些考试预测机经真题，也许只是为了求个心安，也许真是实力不足想抱佛脚。无论出于何种目的，看机经真题本身还是有好处的。特别是GRE作文机经真题，虽然不能说百分百命中，至少能看出个出题的大致方向和范围。再加上GRE考试本身作文题目就是官方公开的，只要两相结合一下，就能大幅度缩小可能出现的作文题目范围。如此一来，背模板才会更有针对性，才能更好地发挥出效果。否则面对几百个可能出现的作文题目，就算背模板也要背到天荒地老了。
2. 减少背后遗忘的风险
人的记忆是有惯性和规律的。提前背好模板，如果之后不经常重复记忆，很容易就会遗忘。GRE考试需要背诵的东西本来就不少，英语词汇、数学名词公式等等，背过的都知道压力巨大。如果还要加上经常背模板，难免会出现背了很久又忘了的情况。考前几天记忆，可以保留最鲜活的印象，3天内背过的东西，想必大家的记忆力还不至于糟糕到那么快就忘了。因此，选在这个时间点背模板可以说是恰到好处。
GRE写作模板价值有哪些?
一些对作文颇有心得的考生常会对用模板这种做法瞧不上眼。但并不是人人都是写作高手，模板的主要价值体现在稳妥两字。具体表现在：
1. 减少构思时间
GRE作文时间要求是很高的。30分钟的时间内要写完一篇质量不低的作文，对大部分考生来说都不是一件轻松的任务。通过使用作文模板，大家可以节省下不少时间，有更多地时间用来构思和琢磨遣词造句等细节问题。整体上提升作文的质量。
2. 提前搭建提纲框架
GRE作文是议论文，讲究逻辑论证和文章框架。提前准备好模板可以帮助考生理顺写作思路，搭建好文章结构。而不会因为思路不顺畅，还要边写边想，这样做出来的文章质量必然要打折扣。
3. 保证稳3分左右稳妥成绩
GRE作文评分要求严格。想要拿到高分，出奇制胜并不是一个好选择，弄巧成拙反而不美。与其如此，还不如写出一篇虽然不出彩却中规中矩挑不出大错的文章。特别是如果考生本身的写作能力并不算太出色，使用模板至少可以保证拿到一个合格的保底分数。
GRE写作用模板请注意这些细节
当然，凡事有利就有弊。GRE写作使用模板同样也有需要注意的地方。那就是模板并非救命稻草。如果考生本身作文功底差，平时又不肯花时间练习写作打好基础，而是把所有希望寄托在模板上，那么万一考试的时候模板不能套用，就会陷入相当尴尬的境地。建议大家不要盲目依赖模板，无论如何，练好写作真功夫才是根本。
综上所述，GRE考前背模板其实也需要掌握和运用一定的方法技巧才能让这些模板在考试中最大程度地发挥出实际作用。上文介绍的方法心得，希望大家能认真体会学习，而还在犹豫考前是否需要背模板的同学，也不妨参考上文内容，做出正确的选择。
GRE写作：提高逻辑思路的能力
TOEFL作文考：“吃饭是在家里吃好，还是到饭店里吃好”; GMAT考和商业有关的：“产品制造出来是延续时间很长的好，还是延续时间不太长的好”;GRE作文：“在我们这个社会中间，现在专业人士太多了，而有综合知识的人太少了。你认为我们是更需要具有专业知识的人呢，还是需要具有广博知识的人?”
TOEFL考生活、学习;GRE 考日常学术行为。但是不管它出什么题目，总是会摆出两种态度供你选择。另外，GRE的作文题目是提前发给你的，考试时出的题目绝不会超出它事先发给你的题目。它决不会出让学生看不懂的题目。所出的题目永远是世界性的，不涉及民族、宗教、政治色彩。
我考察了普林斯顿所出的全部范文后发现，美国人百分之七八十喜欢倾向于一种模式。讨论在哪里吃的问题时，要不在家里吃，要不在饭店吃，但是你不要又想在家里，又想在饭店(A OR B)。当然他们也比较认可中间的态度(C)，也就是说，我既要A又要B，我是A和B结合起来产生C。事实上，好多中国学生结合A、B写是能写出好分数的。当然也有些题目是没有C这种态度的。
C态度这种写法和A、B的写法，在段落结构上是有差异的。我先讲两种文章的段落结构。
如果是采取A或B的写法，段落结构是比较简单的。通常分为三个层次，第一个层次是第一段。说明我要采取A还是B。第二个层次可以不只一段，说明为什么选择A/B是对的。为什么要有三段呢。因为必须至少有2个理由，至多3个理由。美国人认为一个理由是不够的，4个理由绝对太多。他们最喜欢 2到3个理由。最后一段就是结尾，讨论B的缺点和部分优点，同时坚决强调你要选择A。
C模式：它有两大难点。1。你要表明A和B 的必不可少性，所以你的段落就会很长;2第二段就要写A的好处、缺陷都在哪;3要写B的好处和缺点;4 要证明只有把A和B结合起来才能弘扬两者的优点，避免缺点。这样的文章是最合情合理的，优点是非常的reasonable。缺点是这种文章的长度比我们前面说到的第一种类型的文章，至少要长出1/3。而你写的越长就越容易犯句子语法和结构，以及拼写的错误。所以如果你的写作水平很一般的话，就不要用这种
写法。但是如果你的写作水平很高的话，我建议你用这种写法。尤其是碰到一些我认为只有把两者结合起来才能写好的题目时。所以GRE作文难就难在它的题目比较难。这种题目有两种写作方法，这两种方法都是能拿6分的。
逻辑思维能力的第二步就是怎么写好中间这部分。开头挺好写的，好多同学直接照着题目抄，这大可不必，也挺愚蠢的。GRE作文题目也是可以抄的，但是你最好还是自己写。千篇 一律只有几种开头的方法：1。说大话开头法：开头就是一个宏伟的概括;2。幽默一点的开头法。3。从自我经历写起。
下面我们来具体讲一下中间应该怎么写。
首先来讲一下，写这三个理由要避免的几点：
.避免观点重复;不要讲了几遍其实都是一个理由。当你一点就能说明的时候，非要讲三遍就显的有点STUPID了。你要从多个方面来讲道理，而且要尽量把问题具体化。
.避免观点的庸俗化，并考虑美国人能否接受的问题。比如说要避免对任何宗教词批判太多。因为你永远搞不懂给你判分的是信什么教的。不能批判任何政治理想。不能贬低自己所在的国家。美国人最讨厌不爱自己国家的人。避免观点的庸俗化，就是我们说的有些东西可以想，但是不能写出来GRE作文逻辑思路分为两种。一种是问题发挥型，一种是argument/争论型。
对于问题发挥型题目，你怎么发挥，怎么犯逻辑错误都没有问题，只要你能保证你观点的正确，并能用具体的事实证明你的观点。而对于 argument/争论 型题目就不同了。它的出题方式是给你一段话，这段话后再给出一个总结。然后让你挑出它的逻辑错误。需要你作的是.它的结论或者对其加以补充。你只要拿出三点理由把它.就行了。这三点理由从哪里找呢，从文章里面找，从文章的周边关系找，从文章的背后找。
下面举一个例子：现在有一种计算机仪表设备，把它安在商用飞机上之后就必然能避免飞机在空中的碰撞。因为一架飞机发出碰撞信号后，另一架飞机就能接收这个信号并及时采取行动，从而避免飞机碰撞。
这里结论就是飞机必然能避免碰撞。你要做的就是.这个结论。它的因果关系是因为安装了仪表所以能够避免碰撞。你要说的是安装了仪表不一定能避免碰撞。现在你就要找出3点理由来。
1. 文章中没有任何统计数据告诉我们飞机的碰撞百分之百是商用飞机，因此如果避免碰撞，就要在所有飞行物上安装这种仪表。
2. 安装了仪表后，是否需要人来操作。如果是，那么因为有人的原因，就不能避免碰撞。
3. 要是这个仪表系统坏了。
4. 也没有谈到气候问题，卫星干扰问题等干扰因素……
所以Argument文章不需要你有文采，也不需要你有多么好的句子结构，它只是要求你的逻辑没有漏洞。
大家有时间的话务必把AI的提纲都列掉，然后挑重复率高的写。比如ISSUE里面有一道The greatest indicator of a nation....。另外有一点很重要的是，特别是对于A大家在写完几篇文章以后，尽快归纳出针对每一个instruction的模板，question这种可以写成一类，然后背出来。其实老G和新G的区别就在于，老G是一套模板走天下，新G准备4个模板，就这么简单。以后自己联系的时候，就根据模板来套，写到后来你会发现，你写出来的文章，不管题目怎么换，写出来的东西看起来都一样，这样Argument算基本练成了。模板最好自己写，根据头几篇写的文章来归纳，比如说我关于specific evidence这种题型，自己归纳的模板就是：
The argument is well presented and appears to be relatively sound at the first glance,the author concludes that__________. However, a close scrutiny about the argument will reveal that several specific evidences should be added in order to make the argument to be more cogent and convincing, for example:_________
Initially, the author must give evidence that_________. If we were to learn that _______, it would obviously weaken the conclusion. It may turn out to be that_____. To make his assurance eloquent, he must provide more specific evidences to consummate his argument.
Secondly, in order to______, we should also be informed that_______. In the argument, the author only said that__________. It may undermine the argument that if-_______. Without knowing_______, we can hardly accept the conclusion that______
Third, the author should eliminate the disturbance of other factors, for example, he should provide evidences that _______. Perhaps_____ or perhaps________. Either of these scenarios, if true, would cast serious doubt on the author’s claim. Without accounting for all other explanations, the arguer can’t reasonably conclude that___________;
To sum up, the argument is far from powerful enough to substantiate that______________ Before any final decisions are made about_____________, much more specific evidences are to be put forward to make the author’s argument more forceful and cogent.
真正写的时候，先把第一段和最后一段都写了，然后每段写个第一句，列出框架。最好能在第一段把你要写的内容都先简要概括一下
话题还是回到准备A的过程上，当你归纳出模板以后，接下来要做的事情就很简单了，找到新老题库的对应表，然后自己照着新题库一题一题地把提纲列出来，不会的看一下老题是怎么写的。这个时候不需要写很多文章，只是归纳提纲就行，记住归纳的时候要把可能发生的情况写出来，因为到了考试的时候想不出可以rival的情况那不是悲剧了，比如这个题中的一个evidence：
The reason why students choose Buckingham College.
Perhaps it has qualified teachers.
Perhaps tuition fee is lower than colleges at the same level.
等你把这两件事情都做完，A的准备就差不多了，以后就是每天花半个小时左右的时间一遍遍熟悉题库。
按照这种方法，我真正准备A的时间只有5天，后来的那段时间都只是每天花半个小时写3篇作文的提纲写的话不用太多，3-4天写一篇保持手感就行了。
关于ISSUE，方法也差不多，主要的问题就是写提纲一定要仔细，把你对这个问题的观点，和引用的例子都写出来，不要想着自己能套一些Roosevelt, King什么的，想想就可以了，没有那么多例子让你套，还是要老老实实准备提纲。我写过一套完整的issue和argument的提纲，写的时候例子也放在提纲里，ISSUE跟A也一样，写完一遍提纲，自己重新看，到最后就是训练自己看到一个题，在2分钟以内迅速组织出一个比较详细的提纲。这样ISSUE的准备也就差不多了。
GRE写作：怎样利用模板冲刺高分
1.要有可以模仿的文章(最好是带有说理性的文章)。
2.你要理解这个文章，理解它的用词、句子结构、段落结构。
3.这些文章都有正确的中文翻译。同时，文章的长度不能超过500字。
怎么模仿，首先要分析文章，分析每一句和上一句是什么关系。我给大家举个例子：美国人写作文的一个特点是，通常每段的第一句都包含了整段文字的内容，也就是我们常说的topic sentence.。另一个特点是当你写完一个句子后，你要问WHY。你提出一个问题，然后给出一个圆满的回答，这就是一篇优秀的作文。
再下一步就要具体了。写作需要三大能力：
一、具体化的能力
具体化并不代表要写一个完整的故事。但是任何一篇文章都要给人一个具体的意向。通过具体的东西来描述才能给人踏实的感觉。具体化只要举出几个地方、几个名字、几件小事就可以了。
为什么好多同学作文中分数很低呢，就是因为他提出了问题却没有回答。
你通过不断地模仿写作，就可以不断地纠正语法和词组错误。如何把抽象和具体结合起来是一个重点，如何在一个段落中只表达一个思想，这是另一个重点。美国人的判分特点是，如果你在一段中表达了一个以上的思想，那你的分数就不会高了。
分析完一篇文章后，怎么模仿着写呢?就是看着中文的翻译，把上面的英文一字不落的写下来，当你实在想不起来的时候，再看原文。等到写完之后，和原文对照一下，看看是谁写得漂亮。我刚刚开始模仿写作的时候发现，模仿了几天后，写作水平的确提高了。因为根据记忆学原则，这个单词你背过、读过，它都不能写在你的文章中间。如果一个单词可以经常出现在你的脑子和文章中间，那这只证明了一件事，就是你写过这个字。但是你自己写作你不可能用到这个字，那就只有一个可能，就是你在模仿文章时写过这个字。如果一个结构别人写不出来，你能写出来，那你的分数就会高。
通过不断地模仿你的几大能力就会得到提高：
1.你的语法错误会越来越少;
2.句子结构能力越来越强;
3.用词能力大大增加。
一篇文章模仿两次就足够了。当你模仿了10篇文章之后，你把这10篇文章再模仿一遍。等你模仿完20篇文章，你的写作能力就会大大提高了。
二、逻辑思维能力
在美国许多的写作考试中TOEFL写作是相对容易的。因为它的作文题本身非常简单，看到一个作文题你几乎就知道该怎么写。而GRE作文就相对复杂了。GRE作文方式永远是两种态度，两种方式让你选择。它永远是有对照性的。TOEFL作文考：“吃饭是在家里吃好，还是到饭店里吃好”; GMAT考和商业有关的：“产品制造出来是延续时间很长的好，还是延续时间不太长的好”;GRE作文：“在我们这个社会中间，现在专业人士太多了，而有综合知识的人太少了。你认为我们是更需要具有专业知识的人呢，还是需要具有广博知识的人?”
TOEFL考生活、学习;GRE 考日常学术行为。但是不管它出什么题目，总是会摆出两种态度供你选择。另外，GRE的作文题目是提前发给你的，考试时出的题目绝不会超出它事先发给你的题目。它决不会出让学生看不懂的题目。所出的题目永远是世界性的，不涉及民族、宗教、政治色彩。
考察普林斯顿所出的全部范文后发现，美国人百分之七八十喜欢倾向于一种模式。讨论在哪里吃的问题时，要不在家里吃，要不在饭店吃，但是你不要又想在家里，又想在饭店(A OR B)。当然他们也比较认可中间的态度(C)，也就是说，我既要A又要B，我是A和B结合起来产生C。事实上，好多中国学生结合A、B写是能写出好分数的。当然也有些题目是没有C这种态度的。
C态度这种写法和A、B的写法，在段落结构上是有差异的。我先讲两种文章的段落结构。
如果是采取A或B的写法，段落结构是比较简单的。通常分为三个层次，第一个层次是第一段。说明我要采取A还是B。第二个层次可以不只一段，说明为什么选择A/B是对的。为什么要有三段呢。因为必须至少有2个理由，至多3个理由。美国人认为一个理由是不够的，4个理由绝对太多。他们最喜欢 2到3个理由。最后一段就是结尾，讨论B的缺点和部分优点，同时坚决强调你要选择A。
C模式：它有几大难点：
1.你要表明A和B的必不可少性，所以你的段落就会很长;
2.第二段就要写A的好处、缺陷都在哪;
3.要写B的好处和缺点;
4.要证明只有把A和B结合起来才能弘扬两者的优点，避免缺点。
这样的文章是最合情合理的，优点是非常的reasonable。缺点是这种文章的长度比我们前面说到的第一种类型的文章，至少要长出1/3。而你写的越长就越容易犯句子语法和结构，以及拼写的错误。所以如果你的写作水平很一般的话，就不要用这种写法。但是如果你的写作水平很高的话，我建议你用这种写法。尤其是碰到一些我认为只有把两者结合起来才能写好的题目时。所以GRE作文难就难在它的题目比较难。这种题目有两种写作方法，这两种方法都是能拿6分的。
逻辑思维能力的第二步就是怎么写好中间这部分。开头挺好写的，好多同学直接照着题目抄，这大可不必，也挺愚蠢的。GRE作文题目也是可以抄的，但是你最好还是自己写。
千篇 一律只有几种开头的方法：
1.说大话开头法：开头就是一个宏伟的概括;
2.幽默一点的开头法。
3.从自我经历写起。
下面我们来具体讲一下中间应该怎么写。
首先来讲一下，写这三个理由要避免的几点：
.避免观点重复;不要讲了几遍其实都是一个理由。当你一点就能说明的时候，非要讲三遍就显的有点STUPID了。你要从多个方面来讲道理，而且要尽量把问题具体化。
.避免观点的庸俗化，并考虑美国人能否接受的问题。比如说要避免对任何宗教词批判太多。因为你永远搞不懂给你判分的是信什么教的。不能批判任何政治理想。不能贬低自己所在的国家。美国人最讨厌不爱自己国家的人。避免观点的庸俗化，就是我们说的有些东西可以想，但是不能写出来GRE作文逻辑思路分为两种。一种是问题发挥型，一种是argument/争论型。
对于问题发挥型题目，你怎么发挥，怎么犯逻辑错误都没有问题，只要你能保证你观点的正确，并能用具体的事实证明你的观点。而对于argument争论型题目就不同了。它的出题方式是给你一段话，这段话后再给出一个总结。然后让你挑出它的逻辑错误。需要你作的是得出它的结论或者对其加以补充。你只要拿出三点理由把它推翻就行了。这三点理由从哪里找呢，从文章里面找，从文章的周边关系找，从文章的背后找。
下面举一个例子：现在有一种计算机仪表设备，把它安在商用飞机上之后就必然能避免飞机在空中的碰撞。因为一架飞机发出碰撞信号后，另一架飞机就能接收这个信号并及时采取行动，从而避免飞机碰撞。
这里结论就是飞机必然能避免碰撞。它的因果关系是因为安装了仪表所以能够避免碰撞。你要说的是安装了仪表不一定能避免碰撞。现在你就要找出3点理由来。
1. 文章中没有任何统计数据告诉我们飞机的碰撞百分之百是商用飞机，因此如果避免碰撞，就要在所有飞行物上安装这种仪表。
2. 安装了仪表后，是否需要人来操作。如果是，那么因为有人的原因，就不能避免碰撞。
3. 要是这个仪表系统坏了。
4. 也没有谈到气候问题，卫星干扰问题等干扰因素……
所以Argument文章不需要你有文采，也不需要你有多么好的句子结构，它只是要求你的逻辑没有漏洞。
大家有时间的话务必把AI的提纲都列掉，然后挑重复率高的写。比如ISSUE里面有一道The greatest indicator of a nation....
另外有一点很重要的是，特别是对于A大家在写完几篇文章以后，尽快归纳出针对每一个instruction的模板，question这种可以写成一类，然后背出来。
其实老G和新G的区别就在于，老G是一套模板走天下，新G准备4个模板，就这么简单。以后自己练习的时候，就根据模板来套，写到后来你会发现，你写出来的文章，不管题目怎么换，写出来的东西看起来都一样，这样Argument算基本练成了。
模板最好自己写，根据头几篇写的文章来归纳，比如说我关于specific evidence这种题型，自己归纳的模板就是：
The argument is well presented and appears to be relatively sound at the first glance,the author concludes that__________. However, a close scrutiny about the argument will reveal that several specific evidences should be added in order to make the argument to be more cogent and convincing, for example:_________
Initially, the author must give evidence that_________. If we were to learn that _______, it would obviously weaken the conclusion. It may turn out to be that_____. To make his assurance eloquent, he must provide more specific evidences to consummate his argument.
Secondly, in order to______, we should also be informed that_______. In the argument, the author only said that__________. It may undermine the argument that if_______. Without knowing_______, we can hardly accept the conclusion that______
Third, the author should eliminate the disturbance of other factors, for example, he should provide evidences that _______. Perhaps_____ or perhaps________. Either of these scenarios, if true, would cast serious doubt on the author’s claim. Without accounting for all other explanations, the arguer can’t reasonably conclude that___________;
To sum up, the argument is far from powerful enough to substantiate that______________ Before any final decisions are made about_____________, much more specific evidences are to be put forward to make the author’s argument more forceful and cogent.
真正写的时候，先把第一段和最后一段都写了，然后每段写个第一句，列出框架。最好能在第一段把你要写的内容都先简要概括一下。
话题还是回到准备A的过程上，当你归纳出模板以后，接下来要做的事情就很简单了，找到新老题库的对应表，然后自己照着新题库一题一题地把提纲列出来，不会的看一下老题是怎么写的。这个时候不需要写很多文章，只是归纳提纲就行，记住归纳的时候要把可能发生的情况写出来，因为到了考试的时候想不出可以rival的情况那不是悲剧了，比如这个题中的一个evidence：
The reason why students choose Buckingham College.
Perhaps it has qualified teachers.
Perhaps tuition fee is lower than colleges at the same level.
等你把这两件事情都做完，A的准备就差不多了，以后就是每天花半个小时左右的时间一遍遍熟悉题库。
按照这种方法，我真正准备A的时间只有5天，后来的那段时间都只是每天花半个小时写3篇作文的提纲写的话不用太多，3-4天写一篇保持手感就行了。
关于ISSUE，方法也差不多，主要的问题就是写提纲一定要仔细，把你对这个问题的观点，和引用的例子都写出来，不要想着自己能套一些Roosevelt, King什么的，想想就可以了，没有那么多例子让你套，还是要老老实实准备提纲。
我写过一套完整的issue和argument的提纲，写的时候例子也放在提纲里，ISSUE跟A也一样，写完一遍提纲，自己重新看，到最后就是训练自己看到一个题，在2分钟以内迅速组织出一个比较详细的提纲。这样ISSUE的准备也就差不多了。
三.修辞学的能力
修辞学的能力也是非常重要的。比如比喻、排比等等，他们能带来力量和说服力。
英语作文
篇2：GRE考试中休息时间细节用法注意事项完全
GRE考试中休息时间细节用法注意事项完全汇总 中场充电提升考场表现
GRE考试中场休息时间介绍
中场休息是在前三个部分(包括AW部分，一个Verbal section，一个Quantitative section)考试完成后进行，可以休息10分钟。在这个期间，屏幕会自动锁定，自动倒计时，时间结束后，可申请考官进行解锁，继续完成下一部分的考试。
休息超时未归会怎样?
如果10分钟后你没有回来，屏幕可能仍然是锁住状态或者考官进行自行进行解锁，同时程序会进入到下一个考试部分并且倒计时开始。
中场休息该干什么?
在这段时间考生可以吃一些东西补充体力，调整状态，但也要注意把握时间，及时返考，以免贻误考试，否则ETS也有权取消迟到考生的考试权利。
其他休息时间介绍
考生除了了解以上新gre考试注意事项之外，还需要知道考试中不同section之间有1分钟的休息时间，这点时间考生也可做调整。考试结束 后，如果觉得考得不是很理想，可以选择取消分数(cancel your score)，但是如果取消了在考试现场是不能看见分数的。如果想恢复成绩的话，可以在考试后2个月内联系ETS。
以上就是关于GRE考试中场休息时间的利用方法介绍，希望大家都能利用好考试中场休息时间，发挥出实力，在考试中取得佳绩。
俞敏洪GRE词汇精选
papyrus n莎草;莎草纸
parable n寓言，比喻
parabola n抛物线
paradigm n范例，示范
paradox n矛盾;似矛盾而正确的说法
paragon n模范，典型
parallel a平行的;类似的
parallelism n平行，类似
parameter n参量，变量
word list 28
paramount a最重要的，最高权力的
paranoia n偏执狂
paranoid a偏执狂的，过分怀疑的
paraphrase v传译，释义
parasite n食客;寄生物
parch v烘烤;烤焦
pare v削;修剪;削减，缩减
pariah n贱民，被社会遗弃者
parity n(水平，地位，数量等的)同等，相等
parka n派克大衣(毛皮风雪大衣)
parlance n说法，用语，词汇
parody n模仿性嘲弄文章或表演;拙劣的模仿
paroxysm n(感情等)突发
parquet n镶木地板
parry v挡开，避开(武器，问题等)
parse v对…作语法分析
parsimony n过分节俭，吝啬
partial a局部的;偏袒的
partiality n偏袒，偏心
particular n事实，细节
particularize v详述，列举
partisan n党派支持者;党徒
partition n隔开;隔墙
passionate a充满激情的
passive a被动的，缺乏活力的
pastel n彩色粉笔或蜡笔画;柔和的色彩
pasteurize v加热杀菌，消毒
俞敏洪GRE词汇精选
pastiche n混合拼凑的作品
pastoral a田园生活的;宁静的
pastry n糕点，点心
patch n补丁;一小片(土地)
patent a显而易见的;n专利权
pathogen n病原体
pathological a病态的;病理的
pathology n病理学
patina n绿锈;光亮的外表
patrician n贵族
patrimony n祖传的财产
patriot n爱国者，爱国主义者
patriotism n爱国主义，爱国心
patronage n赞助，惠顾
patronize v以高人一等的态度对待;光顾，惠顾
paucity n小量，缺乏
paunchy a大肚子的
pauper n贫民，乞丐
peak v憔悴，消瘦
pecan n山核桃
peccadillo n小过失
peck v啄食;轻啄
pedagogue n教师，教育者
pedagogy n教育学，教学法
pedal n踏板，脚蹬;v骑脚踏车
pedant n迂腐之人，书呆子
pedestal n(柱石或雕像的)基座
pedestrian a徒步的;缺乏想像的;n行人
pediatrics n小儿科
peel v削去…的皮;剥落;n外皮
peer n同等之人，同辈
peerless a无可匹敌的
peeve v使气恼，怨恨 34
peevish a坏脾气的，易怒的
pejorative a带有轻蔑意义的，贬低的
pelf n钱财;不义之财
pell-mell adv混乱地
pellucid a清晰的，清澈的
pen n围栏;监禁;母天鹅
俞敏洪GRE词汇精选
penalize v置(某人)于不利地位;处罚
penalty n刑罚，处罚
penance n自我惩罚
penchant n爱好，嗜好
pending a即将发生的;未决的
pendulum n摆，钟摆
penetrate v刺穿;渗入;了解
penicillin n盘尼西林，青霉素
peninsula n半岛
penitent a后悔的，忏悔的
pennant n(船上用的)信号旗
penultimate a倒数第二的
penury n贫穷;吝啬
perambulate v巡视;漫步
perception n感觉;洞察力
perch v(鸟)栖息
percussionist n敲击乐器的乐师
peregrination n游历(尤指在国外)
peremptory a不容反抗的;专横的
perennial a终年的;永久的
perfervid a非常热心的
perfidious a不忠的，背信弃义的
perfidy n不忠，背叛
perforate v打洞
perfunctorily adv敷衍地，潦草地，表面地
perfunctory a草率的，敷衍的
peril n危险
perilous a危险的，冒险的
perimeter n周长
periodical n期刊
peripatetic a巡游的
peripheral a不重要的，外围的
periphery n不重要的部分;外围
periscope n潜望镜
perish v死，暴卒
perishing a严寒的
perjure v作伪证，发假誓
perjury n作伪证，发假誓
perky a神气的;活泼的
篇3：GRE作文语法扣分细节提点
那么，GRE写作中有哪些大家常会犯错并可能引起扣分的语法错误呢?小编为大家总结了以下5种：
1. 基本词性的错误使用
“词性误用”常表现为：介词当动词用;形容词当副词用;名词当动词用等。
比如：None can negative the importance of money.
分析：negative系形容词，误作动词。
改为：None can deny the importance of money.
2. 多种常见不一致现象
所谓不一致不光指主谓不一致，还包括了单复数不一致、时态不一致以及代词不一致等。
比如：When one have money, he can do what he want to.
分析：one是第三人称单数，因此本句的have应改为has; want应改为wants, 本句是典型的主谓不一致。
改为：When one has money, he can do what he wants (to do).
3. 修饰语位置的错误摆放
英语与汉语不同，同一个修饰语置于句子不同的位置，句子的含义可能引起变化。对于这一点考生们往往没有引起足够的重视，因而造成了不必要的误解。
比如：I believe I can do it well and I will better know the world outside the campus.
分析：better位置不当，应置于句末。
4. 不完整句式问题
在口语中，交际双方可借助手势语气上下文等，不完整的句子完全可以被理解。可是书面语就不同了，句子结构不完整会令意思表达不清，这种情况常常在主句写完以后，作者又想加些补充说明时发生。
比如：There are many ways to know the society. For example by TV, radio, newspaper and so on.
分析：本句后半部分“For example by TV, radio, newspaper and so on.”不是一个完整的句子，仅为一些不连贯的词语，不能独立成句。
改为：There are many ways to know society, for example, by TV, radio, and newspaper.
5. 悬垂修饰语的逻辑关系混乱
所谓悬垂修饰语是指句首的短语与后面句子的逻辑关系混乱不清。
比如：At the age of ten, my grandfather died.
分析：句中”at the age of ten“只写出十岁时，但没有说明“谁”十岁时，按一般推理不可能是my grandfather, 如果我们把这个悬垂修饰语改得明确一点，读者或考官在读句子时就不会误解了。
改为：When I was ten, my grandfather died.
GRE作文语法扣分现象情况分析
GRE作文满分为6分，而其中涉及到语法拼写等文体问题的分值大致在1分左右。一般来说，数量较少的拼写错误可能会被考官直接忽略，但一些比较明显的语法错误往往会成为主要失分点。1分之差意味着作文评分掉了一个档次，原本还算是高分的4分作文直接变成了平均分水平的3分，这对于想要申请文科专业的考生来说还是比较严重的问题，这是因为许多文科院校专业对GRE作文都有较高标准，会把作文成绩作为一个重要的申请资格审核标准来看待。
GRE写作高分范文：现代摄像机和印刷术
“The video camera provides such an accurate and convincing record of contemporary life that it has become a more important form of documentation than written records.”
摄像机可以通过如此精确而有力的记录手段来再现当代生活，因此它已经代替书面记录成为了一种更重要的记录手段。
GRE写作范文：
“The video camera provides such an accurate and convincing record of contemporary life that it has become a more important form of documentation than written records.”There have been many methods of documenting in the history of human， from carved ancient pottery to sheepskin documents， of which the video camera may be the newest form with certain superiorities and inferiorities to written records. The advantages of video camera certainly make it an important form of documentation， but not to the extent of being more essential than written records due to its disadvantages.
To begin with， video can be interpreted as a series of pictures associated along the time， while written records can be considered as the descriptions of these pictures.Therefore， it is undoubtedly that video contains much more information than that of written records. From a video， we can clearly know what happened with subtle details.Merely with a television set， we can easily watch the happenings at home， such as the Olympic Games， comfortably sitting on the sofa， needless to be present on the spot.
And more excitedly， certain close-up enables us to scrutinize our favorable athletes. If there isn‘t video camera， we may be unable to enjoy such activities unless we can afford time and expense to be on the spot. While it is true that we can also be acquainted with the circumstances through newspaper or other media， however， the written record may be unable to present them as accurate as video. The imagination from the reports， however detailed， dooms to be imaginary， by all means different from the real circumstance， which video can represent. Moreover， the written records may contain some mistakes due to the carelessness or injustice of its reporters， while the video may be more accurate and convincing.
Another strongpoint of video is that it can be perceived simply by visual signals， from which people mainly get information in their daily lives， and therefore this method is more natural than written records. Everyone， ranging from a babbling child to an old grandpa， is able to get some information from the video just as they do during their daily lives， regardless of their literate ability. While the written record， no matter how easily it is represented， requires literacy of its readers， and a newspaper or book means nothing to an illiterate person. In addition， video is much easier to comprehend for people all over the world. For instance， an American can grasp nothing about a story written in Chinese unless s/he has learnt such a foreign language. However， s/he can absolutely understand something about a video recorded in China， although s/he may be confused with the language spoken in the video.
While video is certainly not superior to written recorders in all aspects， its limitations determine that the written record will not be replaced at least at present. The first disadvantage of video is that it is much more inconvenient and expensive. Video must be recorded on the spot， namely， when an event happens to you， you cannot record it unless you have a camera at hand. However， even though you haven’t paper and pencil either， you are still able to recall it to record based on your remembrance.
Therefore， for those who can’t afford a handy camera or who are unwilling to bring it anytime anywhere， the written records may be the easiest form available. Further， another weakness of video is that its cost is too high and its correspondingly high-quality record may be beyond people‘s requirement. The cost of making a written report is much less than that of manipulating a video. Also， every morning we may browse a newspaper to know what happened throughout the world， and the simple report， which may only consume us a few seconds， meets our needs of curiosity; we needn’t the accuracy and vividness of video， which may be more time-consuming.
GRE写作高分范文：技术与学习的矛盾
GRE写作题目：
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.
尽管诸如电视、电脑和互联网这样的发明似乎给学校教育提供了进步的手段，但是所有这些技术往往也是在偏离真正的学习。
GRE写作题库范文：
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.
GRE作文
篇4：GRE学会机经正确用法才能发挥提分价值
GRE学会机经正确用法才能发挥提分价值
GRE阅读机经到底有没有用?
GRE阅读机经如果使用得当，可以对于GRE考试成绩有一定程度的提高。如果是一个水平不高的GRE考试者，利用机经则有可能使你的成绩轻松提高数十分，即使是高手也能有稳定情绪节约时间的效果。GRE阅读机经是通过对机经的回忆而整合出来的资料库性质的复习材料。既然是机经回忆，研究GRE阅读机经肯定会对熟悉考试内容有所帮助。
但是，GRE阅读机经毕竟是靠回忆得来的资料，难免会存在一些误差和失真，比如题目的不完整，答案也因人而异，值得商榷和斟酌。由于GRE题库中题目的会重复出现，所以在考场上看到阅读机经的几率是大大存在的。
GRE阅读机经正确使用方法介绍
小编需要特别提醒大家的是，不建议考生完全依赖于GRE机经备考，更不能只靠死背记住机经答案就觉得考试万无一失了。考生还是应该以理解题目、熟悉出题思路和解答方法作为主要突破口进行机经的学习和研究。具体来说，考生看阅读机经，主要还是了解一下文章所讲的内容，对于题目会考到的一些细节留意其原文所在位置，还有主旨题态度题等涉及到的相关内容也要留下一定影响。但大家千万不要花功夫去把具体每道题目选哪个选项都背下来，因为考试中即使遭遇到也很少会原样照搬。如果只是死记硬背下了答案，考试题目稍稍做些改动就可能会让你反受其害，所谓机经反噬正是如此。
不要把机经当成投机取巧救命稻草
虽然GRE阅读机经会为你的备考带来一定的便利，但正如很多GRE老师和考生都总结过的，GRE机经可以帮你，但救不了你。GRE考试说到底还是考察考生的综合实力，如果底子打不好，基础不扎实，想要靠着机经投机取巧搞定考试是不现实的。同学们还应该以平时的备考练习为主，脚踏实地的积累实力，为考试做好充分的准备，在这个基础上学习参考GRE阅读机经，才能让其发挥出最大的价值。
GRE阅读选择答案的具体技巧
阅读考查的范围非常广，不像填空、类比和反义那样注重基础和词汇量，而GRE阅读又与其他考试中的阅读有很大区别，所以在技巧方法上也要区分对待。GRE阅读中多见长句，对理解造成很大障碍，然而这一大特点也促使形成了解决GRE阅读的一个制胜法宝——从原文中来，到原文中去。因为长句具有较高的难度，所以出题者会把很大的精力放在对句子本身的理解上，而不像其他考试中的阅读那样主要侧重对文章内容的理解。在实际解题过程中，我们如果真正理解并掌握了这一点，就能提高做题速度和准确性，因为实实在在能从原文中找到证据的答案必定是正确答案。
虽然答案是绝对忠于原文的，但它的出现往往都披着迷惑人的外衣，同时其他四个似是而非的选项也会对考生进行干扰。对原文中句子变形的方法多种多样，变形后的句子所使用的句式和词组搭配常常不同于原句，一般会是对原句的解释和概括，但基本框架不变。一旦正确掌握了原句的复杂结构，选择出正确答案就不会困难了。以下几个例子都来自考生容易选错的题目：
Eg1. According to the passage, random failures in automatic control systems are ”not merely trivial aberrations“ because
(A) Automatic control systems are designed by engineers who have little practical experience in the field
(B) The failures are characteristic of systems designed by engineers relying too heavily on concepts in mathematics
(C) The failures occur too often to be taken lightly
(D) Designers of automatic control systems have too little training in the analysis of mechanical difficulties
(E) Designers of automatic control systems need more help from scientists who have a better understanding of the analytical problems to be solved before such systems can work efficiently
本题在原文中的定位为：Absurd random failures that plague automatic control systems are not merely trivial aberrations; they are a reflection of the chaos that results when design is assumed to be primarily a problem in mathematics. 这个句子中间用分号隔开，分号前的部分对应着题干中的问题，分号后即是对前半句的解释，也就是说这个句子本身就是一问一答型，答案就是后半句话，在选择答案时我们只要看哪个选项是对这句话的变形即可。注意这半句话中chaos是一个关键词，that 引导定语从句，而这个定语从句中又有一个关键短语：result in，这个短语是表示结果的，然后看它的宾语是mathematics，而这个名词是不能被替换掉的，直接从五个选项中挑选，只有B说出了mathematics，无疑这就是正确答案了。解答本题时能看出mathematics这一重心之后，根本不需要自己进行任何总结和概括，看出哪个选项是对原句的变形就全部搞定了。我们再仔细看一下B答案，其中rely heavily on代替了原句中的chaos result in，而意义与先前保持一致。
Eg2. According to the passage, certain serious contemporary phot.raphers expressly make which of the following claims about their phot.raphs?
(A)Their phot.raphs could be created by almost anyone who had a camera and the time to devote to the activity.
(B)Their phot.raphs are not examples of art but are examples of the phot.raphers' impartial observation of the world.
(C)Their phot.raphs are important because of their subjects but not because of the responses they evoke in viewers.
(D)Their phot.raphs exhibit the same ageless principles of form and shading that have been used in painting.
(E) Their phot.raphs represent a conscious glorification of the mechanical aspects of twentieth-century life.
本题在原文中的定位为：Serious phot.raphers variously claim to be finding, recording, impartially observing, witnessing events, exploring themselves—anything but making works of art. 注意anything but 是“决不”的意思，B答案就是对这句话的变形，只不过是把原文中所列出的几种形式用examples概括罢了。在这个例子中还要注意的是原句中的anything but注定了其变形应该表示否定，按照这种理解很容易选出正确答案。
Eg3. According to the passage, what did Hargrave and Green do in the laboratory?
(A) They compared the grazing rates of individual zooplankton species in the laboratory with the natural grazing rates of these species.
(B) They hypothesized about the population density of grazers in natural habitats by using data concerning the population density of grazers in the laboratory.
(C) They estimated the community grazing rates of zooplankton in the laboratory by using data concerning the natural community grazing rates of zooplankton.
(D) They estimated the natural community grazing rates of zooplankton by using data concerning the known population density of phytoplankton.
(E) They estimated the natural community grazing rates of zooplankton by using laboratory data concerning the grazing rates of individual zooplankton species.
本题在原文中的定位为：Studies by Hargrave and Green estimated natural community grazing rates by measuring feeding rates of individual zooplankton species in the laboratory and then computing community grazing rates for field conditions using the known population density of grazers. 原句比较复杂，并且使用and then介绍操作顺序，在理解原句时要分清主要动作和次要动作，而选项中给出的句子都非常短，也就是要对原句进行压缩，找出主要动作。理解了这种变形之后，不难发现正确答案为E。
GRE阅读利用虚拟语气找答案
(1) 若在文章中看到虚拟语气，考虑直接取非反义理解，迅速把握作者态度。
如下面这句话：
例一：Perhaps, some scientists thought, migrants determine their ge.raphic position on Earth by celestial navigation, almost as human navigators use stars and plan, but this would demand of the animals a fantastic map sense. (选自N0.6题第一套section 1短文章)
这句话看似很长，翻译成为中文的意思是：“有些科学家认为，就像人类采用恒星和行星来定位一样，候鸟或许也是采用天体的导航才得以确定它们所处的地理位置，但这要求这类动物具有令人难以置信的地图感。”中文读过去都让人头疼。其实我们用虚拟语气取非的思想来处理，其要表达的意思就很简单，对前半句话取非，说白了就是前半句话是行不通的，也就是“migrants cannot determine their ge.raphic position on Earth by celestial navigation。”可以知道作者对这种解释持负评价。
我们再来看个例子：
例二：According to natural selection theory, a worker would enhance her fitness—or ability to propagate her genes—by hatching her own eggs in addition to or in place of the queen’s。(选自国内题1993年10月练习题section 5短文章)
这句话也是虚拟语气，我们直接取反理解，作者想要表达的就是 “a worker will not enhance her …”
运用这种取非的思想我们可以迅速的把握作者的态度，以及作者想要表达的真实意思。就不用先翻译成绕口的中文，再拼命的思索其中的含义，可以有效地为考试争取时间。
(2) 在题干中看到虚拟语气，大多需要用到取非思想，与之相对应的一种题型是GRE阅读题中常见的一种，叫做“改进型取非题”。看例子之前，先简单解释下什么是“改进型取非题”。很简单，如果题干问“如果一个对象怎样会更好”则是改进型取非题，来看具体的例子：
例：It can be inferred from the passage that the “first theories” of grazer control mentioned in line 3 would have been more convincing if researchers had been able to(选自NO.6第二套section 1长文章)，这是一个典型的改进型取非题题干，问的是第三行第一个理论怎样会更好。
逻辑思路：既然是改进，原文肯定说到了它的不好之处或者有unless的句子，我们把造成不好的原因取非，就是所要的答案了。
按照此思路定位原文三行，看到后面有这样一句话“A low number of algal cells in the presence of a high number of grazers suggested, but did not prove, that the grazers had removed most of the algae。”注意看插入语部分的“but did not prove”，这个就是缺点，取非就是“prove”再看五个选项：
(A) observe high phytoplankton numbers under natural lake conditions
(B) discover negative correlations between algae and zooplankton numbers from their field research
(C) understand the central importance of environmental factors in controlling the growth rates of phytoplankton
(D) make verifiable correlations of cause and effect between zooplankton and phytoplankton numbers
(E) invent laboratory techniques that would have allowed them to bypass their field research concerning grazer control
一眼扫过去就只有一个选项在讲证明，就是D中的verifiable。所以答案选D。很快解完此题。
(3) 取非的思路除了可以在虚拟语气中使用，还可以在另一种逻辑关系中使用，就是强对比的关系，也就是GRE阅读题中另一种常练习题型“强对比互取非题”，其主要特点是：原文中有强对比的双方，题干只问及其中一方，答案是对另一方叙述的取非;或者题干和原文存在强对比要素，如典型的时间要素，答案也是对原文的叙述取非。
来看个简单的例子，
例：The author suggests that, before the early 1950’s, most historians who studied preindustrial Europe did which of the following(选自NO.6第三套section 4 长文章)
思路：在题干中看到了1950’s，第一反应就是要回原文定位，发现原文只讲到了”in the early 1950’s”并没有”before”，这显然就是时间上一个取非的关系，我们把in the early 1950’s干的事情取个非，就是之前干的事情。答案就很好选了，在此不举出来了。
GRE
篇5：GRE考试作文部分评分标准特点细节盘点
GRE考试作文部分评分标准特点细节盘点
GRE写作官方题库如何使用?
为了达到公平，ETS公布了它考试的所有写作题库，那么为了达到能和native speaker一起竞争，考生应该在考前对所有题目都进行预习(节约考试时的审题时间)，并通过100-150个提纲的写作了解GRE写作的一般结构，通过30-50篇写作来练习自己的写作思路和表达。对题库中的题目越熟练，对考试越有利。
GRE写作真人评分方式介绍
每个评卷人对你文章的评阅非常快，不可能对每个细节都很仔细地去看。考生应该迎合评卷人的评卷思路，用最规范的结构和最清晰的表达来体现自己的思路：首段要鲜明地提出观点，中间段落层次要拉开，每段的开始应该就是该段的topic sentence.
GRE写作评分重视整体而非特定角度
首先，从ETS公布的各分数段评分标准看，其评分主要注重以下三个方面：1.逻辑分析能力(要求insightful);2.文章的组织(要求well-organized);3.语言能力(要求standard written English; concise; varied structure等)。
但是ETS也强调，评分是整体的，而不是各个角度分别评分。这就说明，虽然中国考生的语言能力偏弱，但是只要能在其他两个角度上给评卷人非常impressive的感觉，一样可以拿到6分。
GRE写作得分策略分析
由于ARGUMENT的写作不牵涉自己观点的展开，只须指出作者逻辑上的漏洞，因此在经过训练以后，写起来并不困难;而ISSUE的写作需要自己展开自己设立的观点，不但需要逻辑上的洞察能力，还需要论证观点的能力，语言组织的能力，因此对于中国考生来讲比较困难，难以短期内有较大提高。但是这两个部分在总分中的权重是一样的，因此考生的策略应该是尽量提高ISSUE部分的写作能力而力保ARGUMENT部分高分。因为如果ARGUMENT部分拿到5分以上的话，ISSUE部分只需争取在3分以上就可以保证整体作文分数在4分以上。
ETS如何进行GRE作文评分?
参照ETS评过分的范文，我们不难发现：无论是ISSUE还是ARGUMENT在评分标准上都有共同之处，即：第一，观点要有深度，论证要有说服力;第二，组织要有条理，表达清晰准确;第三，语言流利，句式复杂，词汇丰富。这三条分别说的是行文的“思想性”、“结构性”和“表达性”，众多高分作文的考生大凡都在这三个方面做得很好，我们理所当然也要从这里入手，采取“各个击破”的方法解剖GRE作文的本质，从而得到一个理想分数。GRE写作的记分方式是这样的，两篇作文总分都是六分，计算公式为你的得分=(Issue的得分+Argument的得分)/2，最终的计分是以0.5分为一个格。
以上就是小编为各位考生整理的关于关于GRE写作评分规则和出题特点，希望考生积极做好备考工作，及时调整好状态，争取在GRE考试中取得理想的成绩!
issue写作范文：媒体
范文
In this age of intensive media coverage, it is no longer possible for a society to regard any woman or man as a hero. The reputation of anyone who is subjected to media scrutiny will eventually be diminished.
在今天这个媒体铺天盖地的社会中，人们已经很难把任何人当作英雄了。任何人只要是沦为媒体的话题，那么他注定会名声扫地。
正文：
Too often we hear people say that with the ever-increasingly intensive media coverage,no public figure would safely pass the scrutiny of this mass media campaign and eventually subject to the downfall of their reputation as public heroes. I agree that this phenomenon is abundant in the modern society; however, the speaker goes too far in claiming that no woman or man could secure his or her place as heroes.
Admittedly, the mass media has a role in the demystification of a person that were once regarded as a paragon and model of the society he lives in. it is understandable mainly for two reasons. For one thing, the mass media industry’s prosperity owns much to their detailing recording and description of people’s idols. After all, the executive understand that nothing could be more appealing and eye-catching than observing that a public figure making mistakes and thus being banished from the adoring shrines built by public. Consider Nixon’s Water Gate Scandal, Bill Clinton’s sex scandal, and Kennedy’s ex-marital scandal, each of which become the hottest topic being reported on the media coverage. If it were not for the mass media scrutiny, we would expect that people still regard them as the national hero as ever before since as public servant of a country, a politician’s personal moral equates in importance to that of the public moral. The second for the occurrence of this phenomenon is closely related with the psychology of the public. People enjoy the pleasure of seeing famous people do the same stupid thing as they do since it is the nature of human beings to be jealous of the success of others. What is more, some people take the flawless nature of a hero for granted because they consider that as the symbol of a nation, the duty of a hero is to withstand scrutiny from all aspects.
Finishing analyzing why the media scrutiny is so rampant today and how they contribute to the demystification of public heroes, I insist that although heroes are more subject to scrutiny today than the previous century, it is too presumptuous to assert that it is impossible to regard any woman or man as heroes. Everyone has his foibles and to regard those foibles as the yardstick to judge a person may prove to be unfair. The result is deleterious, our society has no people to pay admire, to draw inspiration from. Additionally, even if the psychology of public is critical with who would stand with their scrutiny and secure a place as public models, they learn that heroes are just ordinary people like us and to fully appreciate them requires an unbiased perspective from all sides of their life. Clinton is considered to misuse his power in deceiving public about his wrongdoing as well as his undisciplined behavior.
However, he is still the model of presidents in American history who play an important role in drawing American economy to the right track and tackling many problems rooted in the American society. I pessimistically argue that heroes will always there to be our models and under strict scrutiny, we would more easily observe the true self under the glorious appearance.
What is more, we should observe a strange phenomenon in today’s media industry that is on one hand, they create many heroes and on the other hand they downplay a lot of heroes. We observe too often that a singer may regarded as national hero since he won the favor of fangs all over the world, or a athlete as a hero for the sake that he won the Olympic games, or a entrepreneur as a hero with regard to the economic contribution he devote to the country. These phenomenon aptly informs us that media scrutiny is not always the objective and precise way of examining the qualification of a hero and we would not rely on them to make judgment. Thus it is no sensible to declare that the media will hold the power of diminishing heroes since the claim downplay the rational thinking by modern people.
To sum up, I concede with speaker insofar as the mass media scrutiny power exerted by modern media industry. However, the speaker goes too far to claim the result would be the diminishing of any woman or man heroes, which I am strongly against.This conclusion misconstrues the role placed on media as well as underestimating the critical analyzing ability of modern people.
新GRE写作：下一代的教育
题目：
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.
现在孩子的社会化程度决定了社会的命运。可惜的是，我们还没有学会教孩子怎么样去建设一个更好的社会。
范文：
People are never born into separated environment, while society will be their destiny to face and join no matter whether they are willed to do so. After being educated in greenhouses of campus, children will one day step into this destiny inevitably, therefore making socialization an indispensable progress of their growth. However, it seems to me that socialization is a method of acclimating to the surroundings and such abilities are inborn. So it may be too extreme and pessimistic to say we have not yet learned how to raise children who can help bring about a better society, especially when the education and other related fields are keeping a high-speed development.
Socialization, defined as converting and meeting the social needs, determines a society's future by making its members work as effective parts of it. Society is a huge constitution combined by different individuals and groups, who need cooperation with each other and gain the methods for living and developing. Modern development has made such cooperation spear into every corner of our daily life: industry, service, agriculture and academic fields provide the people living in a society what they need, and supported by each other's products.
Education, as a way for us to raise children, gives them knowledge to take parts in this society and realize their personal values. When entering schools, children are living with other contemporaries for years, learning how to communicate with each other, gaining senses of cooperation, competition and understanding. After that, they graduate and face the practical issues, such as manufacturing, researching, designing and so forth. All these issues ask for cooperation during modern time, because they are all highly complicated with different products provided by different fields. An architecture design project, for instance, contains parts of architecture design, structure design, air-conditioner system, water supply system and so forth. During its designing progress, architects and other experts need communicate with each other, persuade or be persuaded to change their ideas and plans. If some one of them are not socialized and just keep on working individually, the outcomes will be not reasonable or even not feasible.
Moreover, socialization is an indispensable part of social living, even people do not take parts in producing. We are living in a connected world, facing other peoples for information, products and so forth. After graduating, children will leave their greenhouses which are supported by their parents, teachers and society. They have to work and live directly with other social members. If they are not socialized, and just continue their greenhouse life, they will find the world as a vacuum, bogging them with complex relation of people. In Japan, a group of people are called OTAKUs, who are trapped by their childhood interests, including animation, video game, internet, and the sense of security at home. Those people are a reverse example of those who are not well socialized. They have their own worlds, cut off with others, and they are afraid of communicating. As a result, certain social problems have long been reported among these OTAKUs, such as suicide, crime, psychic diseases and so forth. In this case we may know the importance of socialization.
Nevertheless, although modern society has provided us both necessity and risks of socializing, our society has kept on its progress of development, despite of some people who are dropped by it because of lacking of socialization. To illustrate this phenomenon, I think it is reasonable to believe that socialization is an inborn ability that can be developed during education and social work.
All creatures have abilities to acclimate to the environment, and because of such abilities they have evolved during the past myriad years to today. As the most intelligent and developed creature, human beings are tend to be even more capable when facing a new environment. So when they are in societies, they will learn how to live and success by their practice, not saying about the developed education system, which can help them gain more knowledge and experience before the social life. Considering a foreign student who seeks for further education in a new country, he may have difficulties in language, social relation and cultural background when facing the new life. But we know that there are myriad foreign students who graduate successfully from their schools, after overcoming these problems. Such successes are due to their efforts in learning and working, bringing them new abilities to meet the new environment's need.
Additionally, modern education has developed in a way for students gaining more chances to cooperate and get in touch with the society, making them more socialized. For instance, my university has provided its students chances of working with their teachers and for the social agencies, including enterprises, governments and so forth. During these works, students will know their abilities and disadvantages when they one day come into the society totally, and amass the knowledge and senses to cover such disadvantages.
To sum up, socialization is a determining issue for children who are changing our world in future. Despite of certain problems caused by current society, children are steady under the society's care. As long as we keep an open mind to the necessity of socialization, and as long as we learn the proper way to raise children, our offspring will come a long way toward bringing about a better society.
篇6：GRE作文提分从重视细节开始
GRE作文提分从重视细节开始 关注这4个写作要点高分更有把握
时间安排
GRE写作要求考生在2个30分钟的限制时间段内分别完成一篇ARGUMENT文章和一篇ISSUE文章的写作，考生需要在30分钟内完成从读题审题到写完全文的工作，时间上的要求可谓相当紧迫。为了在短暂的时间内写出优质的文章，考生需要学会合理安排写作的时间，用多少时间看题、构思、列提纲、写文章。每个环节都需要进行详细的安排并通过备考进行练习，把时间管理和控制能力练好。
文章字数
GRE写作字数虽然没有明确的规定，但一般建议还是应至少在400字以上为佳，字数太少，往往意味着没有进行足够充分的论述，会给考官留下考生没有管理好写作时间，或者缺乏写作能力的印象，最终得分一般也不会太高。当然字数过多，但满篇都是凑字数的废话空话，也同样会影响得分。所以如果能够在保证进行充分论述的基础上，把字数控制在400-600字之间，往往是比较合适的。
机经真题
GRE考试是非常系统而且专业的语言水平测试，它有着庞大的题库，有些题目也会重复出现，所以考生可以通过了解官方作文题库和以往考题，对题目的类型和内容进行充分把握，为考试做好充分准备。当然，对于预测性的机经，比如下场考试会出现什么题型，建议大家还是应谨慎对待，不要抱有投机心理，应该以提升自身写作实力为重。
文体注意事项
让我们通过具体的例子来了解此类文章书写和文体的特点
1. N2O wasn't produced until 1990, after which, its production grew rapidly.
GRE文章为正式文体，所以尽量不要出现缩写，wasn't建议写成was not 。
2. The bottles are first divided by color into clear, brown and clear ones which are then washed by high-pressurised water.
拼写出现问题。在GRE写作中，英式和美式拼写都接受，但小编建议考生还是尽量做到两者不混淆。如or和our,se和ze。or和ze为美式拼写，而our和se为英式拼写。
3. Nowadays, more and more people have private cars.
more and more词汇过于简单，我们可以用an increasing number of来替代。
4. Let all of us make great efforts to construct a more civilised China!
此句子喊口号，抒发情感。GRE两篇作文为立论和驳论类文章，不需要任何形式的情感抒发和口号，所以这句话不适合这样的语言环境。
细节决定成败，GRE作文考试也是如此，大家在备考时，不仅需要努力提升自身写作水平，也应该对上文提及的各类高分细节多加注意，如此，才能确保在考场上万无一失的发挥出自身实力，取得作文高分。
GRE分类词汇记忆：巨大
8.2.1 巨大，强大
astronomical adj. 庞大的
bulk n. 大身躯;体积;数量;大多数
colossal adj. 巨大的，庞大的
colossus n. 巨人;巨型雕像
elephantine adj. 庞大的，笨拙的
enormous adj. 极大的，巨大的
gargantuan adj. 巨大的，庞大的
immense adj. 极大的;无限的
immensity n. 巨大之物;无限
mammoth adj. 巨大的;(n. 猛犸象)
massive adj. 巨大的，厚重的
monolithic adj. 巨大的，巨石的
monstrous adj. 巨大的;可怕的 (monster n. 妖怪)
monumental adj. 极大的;纪念碑的
mountainous adj. 巨大的;多山的
prodigious adj. 巨大的
stupendous adj. 巨大的，大得惊人的
titanic adj. 巨人的，力大无比的
tremendous adj. 巨大的;惊人的
impregnable adj. 征服不了的，攻不破的
irrepressible adj. 无法约束或阻止的
mighty adj. 强有力的，强大的;(adv. 非常)
nonesuch n. 无匹敌的人
nonpareil adj./n. 无匹敌的(人)
overpowering adj. 压倒性的，不可抗拒的
overwhelming adj. 压倒性的，势不可挡的
peerless adj. 无可匹敌的
peremptory adj. 不容反抗的;专横的
predominant adj. 有势力的
predominate v. 支配，统治;占优势
puissant adj. 强有力的，强大的
titanic adj. 力大无比的，巨人的
GRE分类词汇记忆：贫困
8.1.3 贫困
destitute adj. 穷困的;贫乏的
destitution n. 穷困，匮乏
impecunious adj. 贫困的，一文不名的
impoverish v. 使成赤贫
indigence n. 贫穷
indigent adj. 贫穷的，贫困的
necessitous adj. 贫困的;急需的
needy adj. 贫穷的
penury n. 贫穷;吝啬
privation n. 贫困，丧失 (privacy n. 私下，隐居 privative adj. 剥夺性的)
stringent adj. 缺钱的;(规定)严格的，苛刻的
want n. 贫困，缺乏，需要
GRE分类词汇记忆：复杂
8.5.3 复杂
abstruse adj. 难懂的，深奥的
complicate v. 使某事复杂化 (complicated adj. 复杂的 complication n. 复杂的情况)
convoluted adj. 费解的;旋绕的
elaborate adj. 复杂的，精致的;v. 详尽地说明，阐明
elliptical adj. 晦涩的;椭圆的;省略的 (ellipse n. 椭圆)
elusive adj. 难懂的
hermetic adj. 深奥的;密封的
inscrutable adj. 高深莫测的，神秘的 (inscrutability n. 神秘)
intricacy n. 复杂，错综，纷乱
intricate adj. 复杂难懂的
obscure adj. 难理解的;不清楚的;v. 隐藏;使…模糊
obscurity n. 费解;不出名
opacity n. 晦涩，不透明性
opaque adj. 难懂的;不透明的
profound adj. 深奥的，渊博的;深的，深刻的 (profundity n. 深奥，深刻)
recondite adj. 深奥的
Byzantine adj. 难变更的;像迷宫似的
illegible adj. 难读的，难认的
GRE作文提分从重视细节开始
篇7：GRE作文提升得分特定词汇用法解读
GRE作文提升得分特定词汇用法解读 巧用副词让论述更通顺接地气
用插入语开头，表示说话人的态度，或使句子的意思更加准确：
Strangely enough，Jennifer does not enjoy sunshine and beach.
Generally speaking，winter in Vancouver is gloomy.
用副词开头，常见的情形有：
(1) 副词表示某一地域或某一领域
Geographically， Canada is the biggest country in the world.
Financially， she is independent， but emotionally she is dependent.
(2) 强调副词
Hurriedly， the man drew me a scratch map to show me the direction.
Dangerously， the drunkard sped down the street.
Slowly and gently， snowflakes were drifting down from the sky.
(3)副词修饰全句
Luckily， he didn't know my phone number; otherwise， he would bother me.
Incredibly， Helena got straight A in her school report this semester.
Interestingly， cats and dogs can hardly get along well in a house.
修饰全句常用的副词有：
obviously，undoubtedly，apparently，fortunately，clearly，unfortunately，incredibly，luckily， without doubt， surprisingly，frighteningly
这些副词大多数表示说话人对全句的看法，在意思上相等与“It is …形容词 that …”。
GRE分类词汇记忆：真诚
6.2.2 真诚
genuine adj. 真诚的;真的 (genuineness n. 名副其实)
integrity n. 诚实，正直;完整
obliging adj. 恳切的，热心助人的
rectitude n. 诚实，正直
sincere adj. 诚实的，正直的;真挚的，纯净的
veracious adj. 诚实的，说真话的
veracity n. 诚实，真实性
GRE分类词汇记忆：和谐
5.2.2 和谐
appease v. 安抚，使平静 (appeasement n.平息，满足)
attune v. 使调和
conciliate v. 安抚，驯服;调和 (conciliation n. 安慰，安抚)
conciliatory adj. 抚慰的，调和的
console v. 安慰，抚慰 (consolation n. 安慰，慰藉之事)
mediate v. 调停 (mediation n. 调停 mediator n. 调停者，仲裁者)
mollify v. 安慰，安抚
neutralize v. 中和;使无效
pacify v. 抚慰，使安静 (pacific adj. 和平的 pacification n. 和解，平定 pacifier n. 调停者，和解人)
placate v. 抚慰，平息(愤怒)
propitiate v. 抚慰;讨好
relieved adj. 宽慰的，如释重负的 (relieve v. 减轻，解除)
solace n. 安慰，慰藉
soothe v. 抚慰;减轻
sop n. 安慰品;泡过的食物
compatible adj. 和谐共处的，相容的 (compatibility n. 和谐共处，不矛盾)
concord n. 和睦;公约
consonance n. 调和，一致;和音
consonant adj. 调和的，一致的
empathy n. 心意相通，(感情等)融为一体
rapport n. 和睦，意见一致
rapprochement n. 和好，和睦
reconcile v. 和解，调和
solidarity n. 团结，一致
cacophonous adj. 发音不和谐的，不协调的
dissonant adj. 不和谐的，不一致的
incompatible adj. 不能和谐共存的
incongruent adj. 不协调的，不和谐的，不合适的
incongruity n. 不协调，不相称
irreconcilable adj. 不能协调的，矛盾的(不可调和的)
off-key adj. 不和谐的，走调的
GRE分类词汇记忆：统一
5.2.1 统一，一致，符合
accommodate v. 与…一致;提供食宿
assimilate v. 同化;吸收
coherent adj. 一致的，连贯的
coincide v. 一致;巧合 (coincidence n. 巧合之事 coincident adj. 巧合的)
conformity n. 一致，遵从;顺从
congruent adj. 一致的，全等的 (congruity n. 全等;一致)
congruous adj. 一致的;符合的;[数]全等的
consistency n. 一致性;坚实度，可靠性;不矛盾
consistent adj. 前后一致的
consonance n. 一致，调和;和音
consonant adj. 一致的，调和的
entity n. 统一体，实体
harmony n. 一致，相符;协调，匀称(和谐)
homogenize v. 使一致，使均匀 (homogenization n. 均匀化，纯一化)
jibe v. 与…一致，符合;(嘲笑)
procrustean adj. 强求一致的
rapport n. 意见一致，和睦
solidarity n. 一致，团结
square v. 一致，符合;结清;(n. 正方形)
tally v. (使)一致，符合
unanimous adj. 全体意见一致的
unification n. 统一，一致
uniform adj. 一致的，相同的;n. 制服
unify v. 统一，使成一体;使相同
unison n. 一致的或协调的行动;齐奏，齐唱
congruous adj. 符合的;一致的;[数]全等的
correspondent adj. 符合的;n. 记者
fulfil v. 符合，满足;履行
jibe v. 符合，与…一致;(嘲笑)
square v. 符合，一致;结清;(n. 正方形)
tally v. 符合，(使)一致
篇8：写作专家GRE高分作文句式用法经验
1、使用否定的时候，比如：什么什么对个人不好，对社会也不好。为什么不来个倒装?Never/neither/nor/seldom/rarely/on no account + is…
2、当你想表达“如果怎么怎么样，就是另外一种情况”——虚拟语气。为什么不来个虚拟倒装?Were(Had) it…，something would....
3、强调句的使用：It is people who…/ it is something that…
4、让步句式的使用：“无论什么样的情况下”However[No matter how] whatever[no matter what]等等。
还有一种Cogent as this response is, it has some minor errors. Somewhat reasonable as the issue presents, it does not experience a case-by- case examination。
还有比较常用的although... It should be admittedly that…，however it does not follow that……
5、疑问句。用于开头，来个设问句，在自问自答，提出自己观点;用于段中，比如举设想的例子：Can you imagine that…?/ How can one imagine…?
6、定语从句(这个大家一般用的比较熟练，但是注意不要太罗嗦…society where(in which)…，/ something on which we depend (on which…based)
7、The more…the more…句式的使用。人们越幸福，社会越稳定等等。
8、Not only…but also的使用。很好用的，ETS经典的6分范文：专才VS通才不就用了两个嘛?
9、without的使用。从反面说，很是能够增加字数。还是那篇范文的结尾，就来了两个非常妙的without。
10、还有一些比较常用的：There is no denying that…/ there is no doubt 。
俞敏洪GRE词汇精选
optimist n乐观主义者
optimum a最好的，最有利的
optional a可自由选择的
opulent a富裕的;充足的
oracle n代神发布神谕的人
oration n正式演说，演讲
oratorio n清唱剧
oratory n演讲术
orchard n果园
orchestra n管弦乐队
ordain v任命(神职);颁发命令
ordeal n严峻考验，痛苦经验
ordinance n法令，条例
ordnance n大炮;军械
ore n矿，矿石
organism n生物;有机体
orient a上升的;v确定方向;使熟悉情况
original a最初的，原始的;有创意的
originality n创造性，独特性
ornate a华美的;充满装饰的
ornithologist n鸟类学家，鸟类学者
ornithology n鸟类学
orthodontics n畸齿矫正学
orthodox a正统的
oscillate v摆动;犹豫
osmosis n渗透;潜移默化
osseous a骨的，多骨的
ossify v硬化，骨化;使(传统)僵化
ostensible a表面上的
ostentation n夸示，炫耀
ostracism n放逐，排斥
ostracize v放逐，排斥
ostrich n鸵鸟;不接受现实的人
other-directed a受人支配的
otter n水獭
oust v驱逐;把…赶走
outgoing a友善的;即将离去的
outgrowth n自然结果;生长物
outlandish a古怪的
俞敏洪GRE词汇精选九十九
outlet n出口
outline n轮廓;梗概
outmaneuver v以策略制胜
outmoded a不再流行的
outrage n暴行
outset n开始，开头
outshine v要求比…更好
outskirts n郊区，郊外
outspoken a直言不讳的
outstrip v超过;跑过
outwit v以机智胜过
ovation n热烈的欢迎、鼓掌
overbearing a专横的，独断的
overdose n(药物)过大的剂量
overdue a过期未付的;逾期的
overexposure n过分暴露，(照相)暴光过度
overflow v溢出;洋溢
overhaul v彻底检查;大修
overlap v(部分地)重叠
overlook v忽视;俯视
overpowering a压倒性的，不可抗拒的
overreach v做事过头
override v不理会;蹂躏，践踏
overriding a最主要的，优先的
overrule v(高位的人)否决(低位的人或事)
oversee v监督
overshadow v遮蔽，使失色
overstate v夸张，对…言过其实
overt a公开的，非秘密的
overthrow v/n推翻;终止
overture n前奏曲，序曲
overturn v翻倒;推翻
overwhelm v泛滥;压倒
overwrought 'a紧张过度的
owl n猫头鹰
oxidize v氧化，生锈
pacifist n和平主义者，反战主义者
pacify v使安静，抚慰
俞敏洪GRE词汇精选一百
pack n狼群;一群动物
packed a充满人的，拥挤的
pact n协定，条约
padding n衬垫，填料
paean n赞美歌，颂歌
pagan n没有宗教信仰的人;异教徒
pageant n壮观的游行;露天历史剧
painkiller n止痛药
painstaking a煞费苦心的
palate n上腭;口味;爱好
palatial a宫殿般的;宏伟的
paleolithic a旧石器时代的
paleontology n古生物学
palette n调色板，颜料配置
pall v令人发腻，失去吸引力
palliate v减轻(痛苦);掩饰(罪行)
palliative n缓释剂a减轻的，缓和的
pallid a苍白的，没血色的
palmy a繁荣的;棕榈的
palpable a可触知的，明显的
palpitate v(心脏)急速而不规则地跳动
palter v含糊其词
paltry a无价值的，微不足道的
pamphlet n小册子
pan v严厉批评
panacea n万灵药
panache n羽饰;炫耀
pancreas n胰腺
pandemic a(病)大范围流行的
pandemonium n喧嚣，大混乱
pander v怂恿，迎合(不良欲望)
panegyric n颂词，颂扬
panel n专门小组;仪表板
pang n一阵剧痛
panic a恐慌的;n恐慌，惊惶
panorama n概观，全景
panther n黑豹
pantomime n哑剧
pantry n食品室
篇9：GRE作文机经高效率提分用法
GRE作文机经高效率提分用法
GRE作文机经构成形式介绍
在使用GRE作文机经之前，考生首先要了解GRE作文机经的基本构成形式。一般来说，一份合格的GRE作文机经中，不仅会包含一定数量的作文题目，也会有对于作文题目的初步解析，包括对题目的简单翻译，一些写作思路上的要点指导或者提纲等等。如果只有最基础的题目，那么这份作文机经在小编来看并不算太合格，毕竟想看题目的话直接去ETS官网的题库就可以看到所有题目，这样只提供题目的机经其实价值并不大。所以，考生在使用机经前，首先要做的就是挑选一份较为合格，有更高参考价值的作文机经。
GRE作文机经如何使用?
知道了GRE作文机经的构成形式后，接下来大家就需要学习一下GRE作文机经的具体使用方法了，有鉴于不同考生在冲刺阶段的学习时间可能存在较大差异，这里小编暂时把考生按照可以使用的备考时间来划分为两类，不同考生对GRE作文机经的使用有所差异：
1. 备考时间较为充足的考生
对备考时间充足的考生来说，GRE作文机经使用方法其实是相当简单粗暴的，那就是尽可能多的练题目，理论上机经中包含的每道作文题目都练习一遍自己动笔写一下文章自然是最好的。当然这会花费相当多的时间，哪怕是备考时间充足的考生可能也会觉得力不从心。那么大家也可以考虑更简便一些的方法，那就是不练整篇作文，而是以练习列提纲的方式来提升备考效率。每篇文章都主动思考一下自己会怎么写，然后ISSUE列出论点，ARGUMENT列出反驳的逻辑漏洞，总之尽量列出一个相对完整的写作思路提纲。这种方式虽然比不上完整动笔写文章的训练方式，却也能帮助大家理清各类作文题目的写作思路，做到对所有题目心中有数。
另外，备考时间充足的考生还可以考虑多找一些范文来进行参考，毕竟GRE考试的官方作文题库已经公开多年，许多题目其实都是能找到高分甚至满分范文的，大家对照着机经中的题目把优秀的范文找来参考学习一下，虽然会花费不少时间，但也是相当有效的提升作文水平和得分的学习方式。
2. 备考时间相对紧张的同学
而比起上面这些备考时间充裕的同学，学习时间相对紧张的同学想要用好GRE作文机经就需要更多的方法技巧了。作文备考本来就是比较花时间的，这点无论如何节省都很难避免，所以大家要把时间用得更加聪明一些。具体来说，考生拿到机经之后，首先要做的不是直接就跟着题目进行练习，而是结合多场机经做一个简单的梳理工作。小编建议大家尽可能找来最近2年内的GRE作文机经，把所有在实际考试中出现过的作文题目，都按照其出现次数频率进行数据统计，相似题目或是题目素材内容相同但具体写作要求不同的也算成同一个题目，之后根据统计结果把出现频率最高的约30个左右的题目集中起来，这才是大家之后需要具体研究的作文题目。这种做法是为了帮助考生尽量减少备考作文题目的范围，而这些高频题目因为之后再次出现的可能更高，所以才需要保留下来进行深度学习。
在整理出少量的高频作文题目后，接下来的做法和上一类考生相似，也是按照先找范文然后练笔的方式来训练，如果备考时间实在紧张大家就跳过练笔直接使用列提纲的方式来学习好了。另外要注意一点的是多补充写作中需要的案例素材，最好根据题目进行准备。这样不仅能让文章的论述基本逻辑思路框架上不出问题，也可以提升文章的具体内容和论述的说服力。
GRE写作高分范文：过度专业化问题
GRE写作题目：
“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.”
近些年来，学科已经细化到了相当的程度以至于学者们的理念只影响小范围的人群。除非学者们能拥有影响等大范围的人群，否则他们的理念将几乎毫无用处。
GRE写作范文：
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写作高分范文：技术与学习的矛盾
GRE写作题目：
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.
尽管诸如电视、电脑和互联网这样的发明似乎给学校教育提供了进步的手段，但是所有这些技术往往也是在偏离真正的学习。
GRE写作题库范文：
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.
GRE作文
篇10：写好GRE作文开头段应该注意的细节
开头段应简洁扼要
开头段的长度是考生首先要考虑好的一点，对于一篇GRE文章来说，开头段应注意简洁扼要，通过聊聊数句把观点表达清楚即可，一般建议以三句话为标准。过长的开头段会给人头重脚轻的感觉，从而导致文章整体失衡，是GRE写作的大忌。有些考生过度强调开头段的写作，搜肠刮肚地把好词妙句堆砌到开头部分，其实这么做反而是大忌，很容易引起考官的反感导致意外扣分。
开头段第一句要引用题目
这是很多考生都容易忽略的一点。开头段的第一句话，要先引用作文题目的内容，通过引用自然过渡到论述当中。没头没脑的直接开始论述，会让人产生突兀的感觉，对于一篇以论述为主的文章来说是十分不利的。有些同学甚至老师生怕文章字数不够，在开头的引用部分对原文题目进行大量的PARAPHRASE改写，想要多凑字数，这种投机取巧的方法一眼就会被考官发现，反而会让开头变得累赘，模糊掉考生自己的观点，也是经常造成扣分的原因之一。
开头段做好两件事
GRE作文ISSUE的开头段不必多说，直接阐明观点就好。而驳论文ARGUMENT的开头段，考生则需要做好两件事。一是简要说明论述的观点，二是指出观点的漏洞。只要做到这两点，开头段的作用就达到了。需要注意的是，在简要说明观点时，不要原句照抄题目中的观点，适当变换一下表达方法是必要措施。另外，不要在开头段中具体展开观点的漏洞，简单点出问题在哪里即可。把详细展开部分留到正文当中。
使用常用开头句式模板
因为开头段需要简洁，因此适当套用一些常用句式模式是不错的做法。考生可以提前做一些模板的准备，尽量使用自己的语言来进行讲述和整理，在写开头段时直接套用即可。下面是一些常用的开头段句式：
“This plan is likely to fail due to flaws in the reasoning and logic of the editorial.”
“This remedy is unlikely to be successful due to flaws in reasoning.”
“This argument contains some egregious flaws in reasoning making the conclusion doubtful.”
“The success of this recommendation is doubtful considering the logical flaws and faulty assumptions on which it is based.”
《GRE写作文章的句子》
长短句变换
也就是简单句、并列句和复合句交替运用，
长句准确生动，长于说明推理;短句简洁明快，意义明确，印象深刻，描述动作，表明主旨，总结归纳，非短句不可。既然各有所长，在写作时应根据实际需要，交替使用简单句、并列句和复合句，以达到“段间长短不一，全篇句式万千”、丰富多样的效果，给读者以及阅卷老师以永恒的新鲜感。
结构多样化
我们学过非谓语动词结构(包括不定式结构和分词结构)，无动词结构，分隔结构，比较结构，独立结构，with复合结构，特殊否定结构，it结构，平行结构，强调结构，倒装结构，等等。其中最为神通广大的是非谓语动词结构，在句中或作主语、宾语，或作表语、宾语补足语，或作定语修饰名词，或作状语表示条件、原因、让步、时间、方式、目的、结果、伴随状况等，不一而足。
非谓语动词结构用法实例介绍
非谓语动词结构可以简化大部分英语从句，产生语言简练，结构丰富多样的效果，请看下列转化实例：
名词从句可转化为非谓语动词结构
1. That John won the marathon surprised us.
John’s winning the Marathon surprised us.
2. I have not decided whether I should vote for Clint.
I have not decided whether to vote for Clint.
定语从句可转化为非谓语动词结构
1. The man (who is) standing at the gate is my English teacher.
2. The car (that was) repaired yesterday by him is my mother’s.
3. The next train that arrives is from New York.
状语从句可转化为非谓语动词结构
1. After he had watered the garden, he began to mow the lawn.
Having watered the garden, he began to mow the lawn.
2. When they are heated metals expand.
(When) Heated, metals expand.
3. Because I do not know what to do next, I want to ask for your advice.
Not knowing what to do next, I want to ask for your advice.
篇11：GRE作文机经高效率提分用法指点
GRE作文机经高效率提分用法指点 学会方法冲上4分不是梦
GRE作文机经构成形式介绍
在使用GRE作文机经之前，考生首先要了解GRE作文机经的基本构成形式。一般来说，一份合格的GRE作文机经中，不仅会包含一定数量的作文题目，也会有对于作文题目的初步解析，包括对题目的简单翻译，一些写作思路上的要点指导或者提纲等等。如果只有最基础的题目，那么这份作文机经在小编来看并不算太合格，毕竟想看题目的话直接去ETS官网的题库就可以看到所有题目，这样只提供题目的机经其实价值并不大。所以，考生在使用机经前，首先要做的就是挑选一份较为合格，有更高参考价值的作文机经。
GRE作文机经如何使用?
知道了GRE作文机经的构成形式后，接下来大家就需要学习一下GRE作文机经的具体使用方法了，有鉴于不同考生在冲刺阶段的学习时间可能存在较大差异，这里小编暂时把考生按照可以使用的备考时间来划分为两类，不同考生对GRE作文机经的使用有所差异：
1. 备考时间较为充足的考生
对备考时间充足的考生来说，GRE作文机经使用方法其实是相当简单粗暴的，那就是尽可能多的练题目，理论上机经中包含的每道作文题目都练习一遍自己动笔写一下文章自然是最好的。当然这会花费相当多的时间，哪怕是备考时间充足的考生可能也会觉得力不从心。那么大家也可以考虑更简便一些的方法，那就是不练整篇作文，而是以练习列提纲的方式来提升备考效率。每篇文章都主动思考一下自己会怎么写，然后ISSUE列出论点，ARGUMENT列出反驳的逻辑漏洞，总之尽量列出一个相对完整的写作思路提纲。这种方式虽然比不上完整动笔写文章的训练方式，却也能帮助大家理清各类作文题目的写作思路，做到对所有题目心中有数。
另外，备考时间充足的考生还可以考虑多找一些范文来进行参考，毕竟GRE考试的官方作文题库已经公开多年，许多题目其实都是能找到高分甚至满分范文的，大家对照着机经中的题目把优秀的范文找来参考学习一下，虽然会花费不少时间，但也是相当有效的提升作文水平和得分的学习方式。
2. 备考时间相对紧张的同学
而比起上面这些备考时间充裕的同学，学习时间相对紧张的同学想要用好GRE作文机经就需要更多的方法技巧了。作文备考本来就是比较花时间的，这点无论如何节省都很难避免，所以大家要把时间用得更加聪明一些。具体来说，考生拿到机经之后，首先要做的不是直接就跟着题目进行练习，而是结合多场机经做一个简单的梳理工作。小编建议大家尽可能找来最近2年内的GRE作文机经，把所有在实际考试中出现过的作文题目，都按照其出现次数频率进行数据统计，相似题目或是题目素材内容相同但具体写作要求不同的也算成同一个题目，之后根据统计结果把出现频率最高的约30个左右的题目集中起来，这才是大家之后需要具体研究的作文题目。这种做法是为了帮助考生尽量减少备考作文题目的范围，而这些高频题目因为之后再次出现的可能更高，所以才需要保留下来进行深度学习。
在整理出少量的高频作文题目后，接下来的做法和上一类考生相似，也是按照先找范文然后练笔的方式来训练，如果备考时间实在紧张大家就跳过练笔直接使用列提纲的方式来学习好了。另外要注意一点的是多补充写作中需要的案例素材，最好根据题目进行准备。这样不仅能让文章的论述基本逻辑思路框架上不出问题，也可以提升文章的具体内容和论述的说服力。
GRE作文满分词汇盘点
能够able→ capable, in a(ny) position
一直all the time→ continually, continuously, constantly, perpetually
许多地a lot→ noticeably, considerably, a great deal, substantially
许多的a lot of→ many, numerous, a wide variety of (themes), a whole range of, a wide spectrum of (problems, themes, etc),an abundance of (opportunities, sources etc.)
总是always→ invariably
数量amount→ quantity
结果as a result→ consequently
本质上basically→ essentially, in essence, substantially
组成be, amount to→ constitute
下降become smaller→ be on the decline, be on the decrease, decline, decrease, diminish, dwindle, recede 等等
变糟糕become worse→ deteriorate
在 之前before→ prior to
开始begin→ commence
更好better→ superior
习惯于be(come) used to→ be accustomed to
严重的，重大的big→ major, significant, substantial
执行carry out→ conduct, execute, commit, implement
更改change→ alter, alteration, modify, modification
办理，执行do→ conduct, transact(business)
未能do not→ fail to, omit to
GRE写作满分作品一例
题目：
”Students should memorize facts only after they have studied the ideas, trends, and concepts that help explain those facts. Students who have learned only facts have learned very little."
学生们在记忆知识的时候应该先学习有助于解释那些知识的理念、潮流和概念。仅仅死学知识的学生是学不到什么东西的。
正文：
The speaker makes a threshold claim that students who learn only facts learn very little, then concludes that students should always learn about concepts, ideas, and trends before they memorize facts. While I wholeheartedly agree with the threshold claim, the conclusion unfairly generalizes about the learning process. In fact, following the speaker's advice would actually impede the learning of concepts and ideas, as well as impeding the development of insightfuland useful new ones.
Turning first to the speaker's threshold claim, I strongly agree that if we learn only facts we learn very little. Consider the task of memorizing the periodic table of elements, which any student can memorize without any knowledge of chemistry, or that the table relates to chemistry. Rote memorization of the table amounts to a bit of mental exercise-an opportunity to practice memorization techniques and perhaps learn some new ones. Otherwise, the student has learned very little about chemical elements, or about anything for that matter.
As for the speaker's ultimate claim, I concede that postponing the memorization of facts until after one learns ideas and concepts holds certain advantages. With a conceptual framework already in place a student is better able to understand the meaning of a fact, and to appreciate its significance. As a result, the student is more likely to memorize the fact to begin with, and less likely to forget it as time passes. Moreover, in my observation students whose first goal is to memorize facts tend to stop there--for whatever reason. It seems that by focusing on facts first students risk equating the learning process with the assimilation of trivia; in turn, students risk learning nothing of much use in solving real world problems.
Conceding that students must learn ideas and concepts, as well as facts relating to them, in order to learning anything meaningful, I nevertheless disagree that the former should always precede the latter--for three reasons. In the first place, I see know reason why memorizing a fact cannot precede learning about its meaning and significance--as long as the student does not stop at rote memorization. Consider once again our hypothetical chemistry student. The speaker might advise this student to first learn about the historical trends leading to the discovery of the elements, or to learn about the concepts of altering chemical compounds to achieve certain reactions--before studying the periodic table. Having no familiarity with the basic vocabulary of chemistry, which includes the information in the periodic table, this student would come away from the first two lessons bewildered and confused in other words, having learned little.
In the second place, the speaker misunderstands the process by which we learn ideas and concepts, and by which we develop new ones. Consider, for example, how economics students learn about the relationship between supply and demand, and the resulting concept of market equilibrium, and of surplus and shortage. Learning about the dynamics of supply and demand involves (1) entertaining a theory, and perhaps even formulating a new one, (2) testing hypothetical scenarios against the theory, and (3) examining real-world facts for the purpose of confirming, refuting, modifying, or qualifying the theory. But which step should come first? The speaker would have us follow steps 1 through 3 in that order. Yet, theories, concepts, and ideas rarely materialize out of thin air; they generally emerge from empirical observations--i.e., facts. Thus the speaker's notion about how we should learn concepts and ideas gets the learning process backwards.
In the third place, strict adherence to the speaker's advice would surely lead to ill-conceived ideas, concepts, and theories. Why? An idea or concept conjured up without the benefit of data amounts to little more than the conjurer's hopes and desires. Accordingly, conjurers will tend to seek out facts that support their prejudices and opinions, and overlook or avoid facts that refute them. One telling example involves theories about the center of the universe. Understandably, we ego-driven humans would prefer that the universe revolve around us. Early theories presumed so for this reason, and facts that ran contrary to this ego-driven theory were ignored, while observers of these facts were scorned and even vilified. In short, students who strictly follow the speaker's prescription are unlikely to contribute significantly to the advancement of knowledge.
To sum up, in a vacuum facts are meaningless, and only by filling that vacuum with ideas and concepts can students learn, by gaining useful perspectives and insights about facts. Yet, since facts are the very stuff from which ideas, concepts, and trends spring, without some facts students cannot learn much of anything. In the final analysis, then, students should learn facts right along with concepts, ideas, and trends.
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