GRE寫作 30天復(fù)習(xí)經(jīng)驗(yàn)

1、GRE寫作 30天復(fù)習(xí)經(jīng)驗(yàn) 如何用30天來復(fù)習(xí)GRE寫作呢，今天給大家?guī)鞧RE寫作：30天復(fù)習(xí)經(jīng)驗(yàn)，希望能夠幫助到大家，下面就和大家分享，來欣賞一下吧。 (1)先看北美范文，對(duì)issue有一個(gè)大概的感覺，開始擬一個(gè)argu的粗略模版。 同時(shí)背幾篇issue范文，隨便哪幾篇都可以，學(xué)習(xí)范文語言，找感覺。這個(gè)過程大概需要5天。我是在3月底做完這些事情的。而且對(duì)于和我一樣打字不行的朋友，建議用范文聯(lián)系打字，既熟悉了范文又提高了打字速度，一舉兩得。 (2)分類列issue提綱。 我四月前之所以很抓狂，就是因?yàn)槊鎸?duì)issue題目不知道該寫什么。開竅后，我用了4天時(shí)間把高頻前100的提綱全部列了一遍。這

2、里我想說，對(duì)于時(shí)間不充裕的朋友，抓住高頻比走馬觀花的看完所有issue題目更有效。 這次6G作文，我認(rèn)識(shí)的所有G友里面有80%的人是考到了高頻前50的題目，100%是考到了前100的題目。我當(dāng)時(shí)就果斷的放棄了100之后的issue題目，看都沒看完。事實(shí)證明還是可行的。另外小補(bǔ)充一點(diǎn)：這里高頻是指全國(guó)總高頻。 列提綱的過程中，先自己想想，然后可以參考G友們的思路，而且最好分類列提綱(按網(wǎng)上通用的那11類分類法)。我當(dāng)時(shí)參考的就是兩位前輩的提綱。請(qǐng)大家耐心翻翻以前的帖子，最好找兩個(gè)不同的人寫的提綱，這樣可以啟發(fā)思維。 (3)列argu提綱。 因?yàn)閍rgu只能抽一道題目，所以高頻概率比較小，我把所有

3、的argu題目都過了三遍：第一遍，熟悉題目，認(rèn)識(shí)生詞。第二遍，把每一道題都列提綱，就是把邏輯錯(cuò)誤簡(jiǎn)要用中文寫出來。第三遍，背誦提綱，并且想具體的他因。 比如，兩個(gè)城市的錯(cuò)誤類比，就想好a城和b城到底有什么差異：氣候，勞動(dòng)力資源，交通。這樣做的好處是，在考試時(shí)節(jié)省大量時(shí)間，我后來看到題目5秒鐘就能想起有哪幾點(diǎn)邏輯錯(cuò)誤，再過一會(huì)又能想起具體的理由。這樣能騰出時(shí)間把語言寫得更從容更好一些。 (4)?？?。 我的所有習(xí)作幾乎都是?？贾袑懗鰜淼?，也就是限時(shí)練習(xí)。我感覺用?？架浖迺r(shí)練比不限時(shí)寫作更容易出狀態(tài)，從四月中旬開始到考試前，我每天?？家淮危琲ssue一篇，argu一篇，題目是按照高頻順序從高到低選

4、擇的。 模考一共進(jìn)行了十幾天，在這段時(shí)間里，我還會(huì)不斷熟悉argu的提綱，完善模版，并且把issue高頻前50的提綱更加完善，比如找更合適、更具體的例子。我覺得平時(shí)盡量把題材、例子的準(zhǔn)備充分，因?yàn)榭紙?chǎng)上畢竟時(shí)間緊迫，最多只能發(fā)揮出正常水平，一般難以臨場(chǎng)發(fā)揮。 Wisdom is rightfully attributed not to people who know what to look for in life but to people who know what to overlook. I believe this statement is how you look at a gla

5、ss of water. Either the glass is half full or it is half empty. The opptimist would look for things in life, whereas the pessimist would try to aviod things in life. This summary will explain how looking for things in life better than overlooking a persons involvement in new opportunities and to lea

6、rn from these new experiences. I am strong believer in hands on experiences. If I have a open mind, try new things, and look for new answers to my questions about life, I will in the end gain wisdom because I have experienced many new situations. I plan on being a speech language pathologist in the

7、future. In this field I will be dealing with clients who may have a disorder, such as autism or a cognitive delay. I must be aware of the red flags that identify these disorders. I must look for the obvious symptoms before I can overlook anything. If I would in my mind _ my self to overlook things.

8、The result would be detrimental to my career and the individual I am treating. Who can predict the future? So how can someone purposely overlook an experience in which they may recieve a life lesson or gain knowledge. In conclusion, a person should look at the glass half full. No one can predict the

9、 future so how can one know what to overlook. Look for things in life, you may even stumble across that wisdom you were looking for in the first place. Comments: This response displays some petence analytic writing since it presents a position on the issue and has a clear pattern of organization. Th

10、e opening paragraph introduces the topic and states a position that neither agrees or disagrees pletely with the stated claim. The second paragraph presents an example; and the last paragraph provides a clear conclusion. The one example is minimally developed, however, and does not clearly explain h

11、ow looking for things in life is better than overlooking a person抅s involvement in new opportunities. There are numerous small errors and problems in sentence structure (e.g., If I would in my mind _ my self to overlook things.), but they do not seriously interfere with meaning. Thus, this response

12、meets the criteria for a score of 3. Wisdom is rightfully attributed not to people who know what to look for in life but to people who know what to overlook. I disagree with the opinion expressed above, in that I feel that the statement is omitting a very big part of what learning is all about. I fi

13、rmly believe that wisdom is gained by careful observation of all that is around us in our lives. We gain a great deal by watching those around us, or by observing our surroundings, as well as watching the assembly of an object. All my life, I have learned a great deal by being very observant of peop

14、le and their reactions to certain situations, or to procedures that are to be followed. Being observant has helped tremendously in travelling as well, since it has helped me recall certain landmarks to know if I am going in the correct direction. It is true that if we pay too much attention to insig

15、nificant detail, we clutter our minds with too much that is unnecesssary. Instead, we should have more time to devote our attention to that which is meaningful. In the field of science, we teach our students to be observant, and to look for specific reactions. If they dont learn to watch closely and

16、 record their data precisely, their results will be less than adequate, and their data will most likely not be very aurate or dependable. The statement above has merit, but it does not represent widsom in its entirety. It doesnt do justice to the great amount of learning that thas taken place throug

17、h the ages through simple observation. Our forefathers survived by learning and knowing what to look for. That information was then passed on, so each suessive generation didnt have to gather the same basic knowledge, but could build on what had already been learned. As a society, we need to lean on

18、 those who e before us, to learn valuable lessons from their experience, and to decipher that which we can improve on and that which is steadfast through the ages. Comments: This response presents a petent analysis of the issue, taking a position contrary to that expressed in the prompt, at least initially. After stating the importance of careful observation of all that is around us, the response presents reasons and examples to support that position. The examples are clear and relevant, although the analysis is fairly brief. Also,