GRE寫(xiě)作模板五步練習(xí)法

1、GRE寫(xiě)作模板五步練習(xí)法 使用模板進(jìn)行GRE寫(xiě)作的備考是考生比較常用的復(fù)習(xí)手段。不過(guò)也常有考生雖然準(zhǔn)備了大量模板，卻還是寫(xiě)不好GRE作文。今天就和大家分享GRE寫(xiě)作模板五步練習(xí)法,希望能夠幫助到大家，來(lái)欣賞一下吧。 開(kāi)頭 In the argument, the (主題對(duì)象) remends that (對(duì)結(jié)論做論述，基本上可以抄原文，用另外一種方式表達(dá)即可). To support this remendation the argument point out that (說(shuō)明文章用了什么論據(jù)去證明觀點(diǎn)了，同上抄襲即可) however This argument is logically

2、flawed in several critical respects (說(shuō)明這篇文章邏輯上是有缺陷的)。 攻擊論據(jù) 1. 調(diào)查結(jié)果沒(méi)有證據(jù)申明 To begin with, the argument depends on the assumption that (闡述說(shuō)出了一個(gè)沒(méi)有根據(jù)的申明，并說(shuō)出文中的原因) rather than for some other reasons. Yet it is entirely possible that (說(shuō)明這種猜測(cè)可能的原因) or some other factor. Without ruling out all other reasons

3、why (重述這個(gè)申明)(說(shuō)出反方向的結(jié)論)。 2. 提到了樣本，但是數(shù)據(jù)不具有代表性(數(shù)據(jù)不夠) Firstly, the author provides no evidence that the survey is statistically reliable. Perhaps the surveys sample is not sufficient in size or representative of the quality of (說(shuō)明對(duì)象的數(shù)量和質(zhì)量不夠) For that matter, this survey is not strong enough to establish

4、 causation between (在這里列出原因和結(jié)果，做比較) However, the other reasons of the survey which (敘述其他原因下的情況). As a result, without the evidence that the survey is statistically reliable the author cannot justifiably draw any conclusion by relying on this survey. 3. 猜測(cè)，但是沒(méi)有證據(jù) Thirdly, the argument assumes that (闡

5、述文中的猜測(cè)) However, the letter provides no evidence to substantiate this assumption. In fact, the letter suggests that this might be the case. By admitting that , the letter implies that 說(shuō)明影響他們happy的因素還有其他的方面，不光是研究中所列舉。 攻擊論證過(guò)程 1. 時(shí)間上的錯(cuò)誤類(lèi)比 To begin with,(陳述某個(gè)數(shù)據(jù)) may not a reliable date of that rate woul

6、d be now(和現(xiàn)在相比較是不可信的). Perhaps the (反例)， For that matter, perhaps (說(shuō)出反例的情況下會(huì)導(dǎo)致何種結(jié)果). In short, without ruling out other possible reasons for (假設(shè)說(shuō)出針對(duì)反例應(yīng)該怎么做)the memos author cannot convince me on the basis of (說(shuō)出應(yīng)該有的結(jié)論) 2.錯(cuò)誤的因果關(guān)系 3. 兩個(gè)事實(shí)錯(cuò)誤的類(lèi)比 Even if(讓步，即使某個(gè)條件成立) the argument unfairly assumes that(說(shuō)明

7、錯(cuò)誤的類(lèi)比的情況). It is entirely possible that the (比較對(duì)象) own different situations. Perhaps (具體說(shuō)出反例) Without aounting for such differences between the two places is unreliable. 4. 錯(cuò)誤的推論 Even if (讓步，即使某個(gè)條件成立)the argument relied on the future assumption that (說(shuō)出要讓步的是事實(shí)). Yet the only evidence the argument of

8、fer to substantiate this assumption (說(shuō)出文中的根據(jù)). Perhaps (說(shuō)出有可能出現(xiàn)的其他情況導(dǎo)致這個(gè)事實(shí))if so, (說(shuō)出不一樣的結(jié)果，與上面事實(shí)相矛盾). Or(其他的情況) In short, without more information about(對(duì)上面的可能情況總結(jié)) were established it is impossible to assess (回到上面的結(jié)論)。 結(jié)論的攻擊 說(shuō)明結(jié)論不完美，可以有其他的方法 Finally, the argument fails to consider (有更好的辦法實(shí)現(xiàn)目標(biāo)). Pe

9、rhaps by(辦法一)， or by (辦法二)， (對(duì)目標(biāo)進(jìn)行展望) In short, without weighing the suggestion against alternatives, it is unconvincing that (說(shuō)明提供的方案不好)。 贏利 Finally, even if the families support to build the new seafood restaurant, the restaurant would not necessarily be profitable as a result. Profitability is a

10、function of both revenue and expense. Thus, it is quite possible that the restaurants costs of obtaining high-quality and healthy seafood or of new promoting restaurant might render it unprofitable despite its popularity. Without weighing revenue against expenses the arguments conclusion is prematur

11、e at best. 同時(shí)敘述兩個(gè)錯(cuò)誤的論據(jù) The memo also makes two hasty assumptions about (說(shuō)明兩個(gè)猜想相關(guān)的內(nèi)容). One such assumption is that (第一個(gè)猜想的情況說(shuō)明). It is entirely possible that (反例). Another assumption is that(另外一個(gè)錯(cuò)誤的猜想) Common sense informs me that (反例) Furthermore, the difference in the two firms overall placement ti

12、me last year does not necessarily indicate that Delany would be the better choice to serve XYZs laid-off employees. These employees might have particular skills or needs that are not representative of the two firms clients in general. Besides, one years placement statistics hardly sufficient to draw

13、 any firm conclusions. 結(jié)尾段 In sum, the argument seems logical, but is based on nothing more than pure speculation and perhaps wishful thinking, yet lack of some warranted investigation. To strength it, the author needs to evaluate all possible alternatives and provide detail and prehensive evidence

14、before jumping to the conclusion that (文中的結(jié)論) 尼采曾說(shuō)： Dancing in all its forms cannot be excluded from the curriculum of all noble education: dancing with the feet, with ideas, with works, and, need I add that one must also be able to dance with the pen? 誠(chéng)如尼采所言，好的教育應(yīng)包含舞蹈：用腳跳舞，用思想跳舞，用言語(yǔ)跳舞，無(wú)需說(shuō)，還需用筆跳舞。他所

15、描繪的是最為理想的知識(shí)獲取狀態(tài)，也就是不僅熟悉了知識(shí)，掌握了知識(shí)，更是熟練運(yùn)用知識(shí)駕馭知識(shí)。這當(dāng)然最好不過(guò)，但也要應(yīng)情況而定。 在筆者蔡蔡看來(lái)，GRE教學(xué)，旨在在短期內(nèi)幫助學(xué)生提分，那么教師所扮演的角色實(shí)則為編舞，帶領(lǐng)學(xué)生一起帶著鐐銬(讀懂評(píng)分標(biāo)準(zhǔn))翩翩起舞(精產(chǎn)優(yōu)質(zhì)作文)，而非無(wú)章法可循(盲目亂刷題庫(kù))，群魔亂舞(批量劣質(zhì)作文)。也就是雖然要有一定的靈活度來(lái)演繹知識(shí)的魅力，更要切切實(shí)實(shí)有一些可復(fù)制可運(yùn)用的內(nèi)容。只有這樣，考生才能有方向所尋，有內(nèi)容可做，最后才能有分?jǐn)?shù)所獲。 GRE寫(xiě)作中的鐐銬 官方指南所給的Issue部分的成文“鐐銬” 1. Articulates a clear and i

16、nsightful position on the issue in aordance with the assigned task 2. Develops the position fully with pelling reason and/or persuasive examples 3. Sustains a well-focused, well-organized analysis, connecting ideas logically 4. Conveys ideas fluently and precisely, using effective vocabulary and sen

17、tence variety 5. Demonstrates superior facility with the conventions of standard written English (grammar, usage, and mechanics) but may have minor errors 一言以蔽之，高分Issue要立場(chǎng)明確、有理有據(jù)、邏輯嚴(yán)密、語(yǔ)言多樣、規(guī)范正式。 官方指南所給的Argument部分的成文“鐐銬”1. Clearly identifies aspects of the argument relevant to the assigned task and e

18、xamines them insightfully 2. Develops ideas cogently, organizes them logically, and connects them with clear transitions 3. Provides pelling and thorough support for its main points 4. Convey ideas fluently and precisely, using effective vocabulary and sentence variety 5. Demonstrates superior facil

19、ity with the conventions of standard written English but may have minor flaws 簡(jiǎn)言之，高分Argument要找準(zhǔn)槽點(diǎn)、充分駁斥、嚴(yán)密連貫、語(yǔ)言多樣、規(guī)范正式。 鐐銬之下，如何起舞? Issue：排除槽點(diǎn)，讓別人無(wú)槽可吐首先，Issue分析的話(huà)題涉及的領(lǐng)域很廣泛，而考生們的知識(shí)儲(chǔ)備量有限。所以，如果還有充裕的時(shí)間來(lái)準(zhǔn)備GRE考試的話(huà)，一定要常看外報(bào)外刊如Economist、Times、New Yorker、Business Review，或者是像National Geography、Discovery這樣的節(jié)目，從而拓

20、展詞匯量和背景知識(shí)儲(chǔ)備。 其次，ETS在6分標(biāo)準(zhǔn)中提到的持續(xù)對(duì)話(huà)題進(jìn)行有見(jiàn)地的(insightful)、深入的(in-depth)分析卻需要真功夫，何為真功夫?其實(shí)就是考生的獨(dú)立思考能力和批判性思維能力。GRE寫(xiě)作對(duì)寫(xiě)作立場(chǎng)傾向沒(méi)有限制，可以支持反對(duì)，還可以中立，重在從自己的觀點(diǎn)出發(fā)，批判性地展開(kāi)分析。此外，有了觀點(diǎn)和素材后，一定要充分展開(kāi)，就好比是剝洋蔥，層層剝開(kāi)，有理有據(jù)，而非泛泛而談，要構(gòu)建好邏輯因果鏈條，從而完成一篇讓人看到非常信服的Issue，不要漏洞百出，引人吐槽。 Argument：找別人的茬，讓別人無(wú)茬可找Argument的內(nèi)容涉及到天南海北，但是核心錯(cuò)誤相對(duì)固定，因此可以以錯(cuò)

21、誤類(lèi)型來(lái)分類(lèi)或者按照題目指令分類(lèi)。在174道Argument題庫(kù)中，很多題目的基本表述是一樣的(即論證過(guò)程是完全一樣的)，但是有不同的指令，如果沒(méi)有完成具體的指令，即使文章寫(xiě)的很好，最高也只能得4分。因此，建議考生一定要讀清楚指令?？荚嚂r(shí)間只有30分鐘，Argument題干信息一般都比較長(zhǎng)，所以功夫花在平時(shí)，對(duì)題目熟悉的話(huà)，就可以減少讀題時(shí)間，而盡可能地多花時(shí)間在寫(xiě)作上。 Argument當(dāng)然也可以選擇加強(qiáng)，而非削弱，但考試時(shí)間有限，通常Argument都寫(xiě)成駁論文，也就是找茬。 領(lǐng)舞者(教師)的角色扮演 在筆者蔡蔡看來(lái)，從GRE寫(xiě)作備課到上課再到課后跟進(jìn)，老師扮演著不同的角色，進(jìn)行著角色扮演

22、。在備課時(shí)，要把自己想象成是學(xué)生Put myself at the position of the students。上課時(shí)，尤其是輸出項(xiàng)教學(xué)，以學(xué)生為導(dǎo)向上課時(shí)，老師應(yīng)該將演講者lecturer的角色轉(zhuǎn)變?yōu)橐粋€(gè)指導(dǎo)者instructor或者是facilitator，要以學(xué)生為中心，給學(xué)生們多一些思考空間和練習(xí)的機(jī)會(huì)Put the students to experience the learning process。課后跟進(jìn)時(shí)，教師扮演的角色更像是一個(gè)監(jiān)控者monitor和百事通resource，密切關(guān)注學(xué)生的學(xué)習(xí)過(guò)程，在學(xué)生遇到問(wèn)題時(shí)給予適當(dāng)?shù)膸椭?，Put the emphasis on

23、students practice。 GRE寫(xiě)作實(shí)則是場(chǎng)舞林大會(huì)，不論是穿著水晶鞋的公主，還是赤腳起舞的王子;不論是身穿華服美衣的貴族，還是身著粗布爛衫的平民，只要戴好鐐銬(讀懂評(píng)分標(biāo)準(zhǔn))，掌握要領(lǐng)(把握得分要點(diǎn))，用心彩排(合理練習(xí)寫(xiě)作)皆可舞出自己的炫彩(收獲理想的GRE寫(xiě)作分?jǐn)?shù))。 Censorship is rarely, if ever, justified. GRE作文范文參考： “Censorship” is a word which seems to be authoritative rather than democratic, which implies the will

24、of the governors rather than the will of general people. Since the ourrence of the censorship, which could be traced back to the Ancient Rome, it has been playing an important part in the domestic affairs while arousing applause and condemnation as well. Here the our government faces a dilemma, is i

25、t fair to carry on the censorship at the cost of sacrificing part of democracy, or just open the gate letting flows of ideas and thoughts in, at the risk of losing its own rampart. Since censorship suggest an act of changing or suppressing speech, writing or any other forms of expression that is con

26、demned as subversive of the mon good, it must have a close relationship with the one who applies such supervision, and the word “mon good” should be redefined under different conditions. There is time when we were all under a powerful monarchy, and the “mon good” is the “monarch good”, then the cens

27、orship itself is the instrument of the monarch which solely depended on the will of the monarch; in the Middle Ages, both the Roman Catholic and the Protestant Churches practiced censorship that seemed to be oppressive to any ideas challenging the doctrines of churches and the existence of God; even

28、 now, in some authoritative countries, the censorship is used to rule its people by restricting their minds, of course, for the stability of their governing over the people. With these regards, censorship itself is questioned at the rationality of existing, regardless of the practices made by the de

29、mocratic government, while the justice of the democratic government is quite doubtable. The matter concerning is not only who practices the censorship but also how it is practiced. Since different men make different ments on the same work of art, for example, it is hard to set up a measure by which we could decide whether one should be prohibited, especially to the work of arts, as its content always labeled as “subversive” and “revolutionary”, two words detest