高分GRE写作提纲举例指导

成为GRE写作达人8大因素是什么呢?一起来看看吧，下面小编就和大家分享，来欣赏一下吧。

成为GRE写作达人8大因素

1.必须研究新GRE写作范文，尤其是5分和6分的范文，他们真的非常重要，因为那是最权威的辅导资料!不是简单的熟读和背诵，而是逐字逐句的体会作者的意思及修辞。还有提醒一点，ETS对范文的评论也都非常精彩，建议大家参考!这会非常有利于理解考试所考的重点。

2.必须要熟练，重要的是形成惯性思维。GRE考试时间真的是太紧张了，要想现场思考每句话的调理性真的是太难了，远远超过了大脑运转的速度，只有有充分思维准备的人，才能驾轻就熟，运用自如。题目中提到politics，大脑中就应当出现Franklin Roosevelt， Lincoln， Gerhard Shroeder， Gandhi……; 提到ART，就该想到Rembrandt， Van Gogh， Starry night， night watch， Henmingway， the old man and the sea……; 提到Scandal，就该想到Nixon，watergate，bill clinton，sex sandal，Enran……总之，熟练是非常非常重要的!

3.必须多修改，如果不勤修改自己的新GRE作文，就不知道自己原来的漏洞和不足在哪，闷头写，只能导致lose the stake! 当认真学习一段时间写作之后，再回头改第一篇习作，肯定会发现自己很多毛病，这说明： 我们在进步!

4.必须学习别人的文章，不管是老外280，还是同主题习作，都是非常宝贵的学习，参考资料，看到别人的文章和新GRE写作思路，是提高自己水平的有效途径!建议大家看看其他考生原来写的习作和互拍，真的会受益匪浅!例如：imong，needle，pooh，鬼谷子等牛人的，不一一列举了。

5.必须多思考，多写不如多改，多改不如多想，当然这种想不是fantasy and daydream.二是针对写作思路和自我总结，当我意识到这点时，已经太晚了!

6.必须看arg的全部题库，不要抱侥幸心理，在考试之前找到文章中出现的逻辑错误，远比在30min中为它而浪费时间值得的多。

7.必须多交流，听听大家的意见，有益无害。

8.必须要有自己的例子，这个，没有哪个考官会喜欢几百号人都说Van Gogh， Einstein， Curie吧?

好了，关于新GRE写作的高分达成注意点小编就整理到这。要拿新GRE作文的高分着实不容易，大家在GRE考试的复习时候一定要打牢基础知识，同时掌握一定的作文技巧，再者就是多看高分作文范文，这样才能在有限的复习时间内达到最大的复习效果。

GRE issue写作优秀实例：触类旁通

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.

GRE issue写作优秀实例：复杂与简单

题目：

"Anyone can make things bigger and more complex. What requires real effort and courage is to move in the opposite direction—in other words, to make things as simple as possible."

任何人都可以把事情简单复杂化，但是需要真正努力和勇气的恰恰相反，也就是说应该把事情变得尽可能的简单。

正文：

This is a paradoxical word. When looking around you will easily find humans are trying to make this word complex. Modern technologies, new machines are changing at the speed faster than any time before; knowledge of diverse disciplines are amplifying in a explosive way that nobody can really catch up with it as to know all even in one specific field. What humans also seek for is the simplicity. To be Smaller and Simpler has become the new trend , so that one could get rid of a lot of trivia and enjoy the convenient life. Admittedly, to make things bigger and more complex is easier, if you call things of a mess complexity. Otherwise, I contend that both making things complex and simple demands real effort and courage.

First of all, before any further discussion, I want to clarify 'complex' and 'simple'. Here is an example. When a basketball star is asked "How could you play so well?". Probably he will say "It is simple. I just follow my hunch." But if he was asked when he was a beginner ,it would be a totally different answer . He might think it is hard to play so well that one day he could become a famous star. In this case, 'simple' and 'complex' are the evaluation of subjective feelings. After hard training ,the player finally obtain a professional skill ,while playing basketball doesn't change at all no matter how the player think of it. So, this is what I call subjective standard. No doubt, to achieve this ‘simple’ from ‘complex’ require a desire to explore the very thing not to mention hard working. Except the case above , actually, things could be described as complex and simple according to their own attribute, that is objective nature, which will go on being elucidated below.

On one hand, the pursuit of complexity cannot moves forward without spirits such as bravery, diligence, and creative mind. The real world is often not so simple as it first appears. How simple something is , in fact, depends to a considerable degree on how deep you dig into it and how far you are from the core. If you only fix your eyes on the surface, things may take on the simple look. It is easy and energy-saving to stay at the superficial, while it is a energy-consuming work to explore into the deep layer where the reality seems not very friendly , so to speak, it is perplexing. For instance, the computer at your service can implement any of your commands by your simply clicking on the mouse or pressing some keys on the keyboard. The whole process of data may last only for seconds or even shorter. Simple it may seem at the first glance, only experts on computers could explain exactly how could this realizes. It takes them hard work and open-mind to compile codes ,to think up ways in order to link the actions with the codes, and then order the computer to decode to finish the whole process. Therefore, only with effort and creative mind that one can look deeper and figure out the pith.

On the other hand, there does exit a tendency of simplicity. However, same with 'complexity' , they never emerge until one looks for it with endeavor and courage, along with open mind. Even the most complicated thing could turn on a easy look , which exactly are some of the scientists seeking for to facilitate human living conditions. For instance, if one want to know the weather condition of tomorrow , he or she can just get the information on TV, newspaper, or on the web. It becomes accessible in such a easy way that shouldn't we remember the contribution of those meteorologists. Moreover, earthquakes and hurricanes can also be predicted to some extent so that some actions can be taken to save lives and economic loss. However, it may be hard to think the persistent work behind the apparent simplicity. Data of decades must be accumulated and processed, needless to say the invention of the methods to forecast the weather and natural disasters, which is likely the fruit of the effort through several generations.

To conclude, the definition of 'complex' and 'simple' could be different. If it refers to one's subjective feelings , to achieve 'simple' asks one to work hard from the starting complex'. When related to objective definition, the course stepping out from the easy surface till reaching the intricate essence is in fact a course of recognizing and exploring things; to make things easier from complex is how we try to abstract things so that it could be conveniently at our service. In sum, without exerting out one's talent and energy, to make things easy or to complicate them will never be realized.

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