《GRE作文教程》word版

1、GRE作文教程目 錄第一章： 什么是GRE作文？第二章： 評分標準研究？第三章： 入門如何準備？第四章： “閱讀式作文備考法”第五章： 滿分校園“集體寫作法”第六章： 滿分校園“互相修改法”第七章： 滿分校園GRE經(jīng)典句型收集第八章： 對改筆考和改寫作的分析第一章：什么是GRE作文考試GRE作文包括“觀點陳述”題(“Issue”task)和“論證辨析”題(“Argument”Task)。一、Issue 45分鐘的“觀點陳述”題(“Issue”task)，要求考生在規(guī)定時間內(nèi)就給定的論題從某一角度表明自己的觀點并進行有理有據(jù)的分析論述。Present your perspective on th

2、e issue below, using relevant reasons and/or examples to support your views.（擺出你關(guān)于下面論點的觀點，并使用相關(guān)的論證和例子證明你的觀點。）例子：In our time, specialists of all kinds are highly over-rated. We need more generalists people who can provide broad perspectives. “今天，各行各業(yè)的專家數(shù)量嚴重過剩；我們的社會，需要更多的擁有廣泛知識的通才?！睂＜液屯ú诺年P(guān)系，題目認為：“專家過多

3、，需要通才”?？梢杂械挠^點：1、支持“專家過多，需要通才”2、反對 “專家雖然多了，但還不夠，真正有用的，還是專家。”3、都重要“不同行業(yè)，不同需要。需要一種平衡”然后，選定一個自己的觀點，進行論證。一定要自圓其說。這個是issue的關(guān)鍵。二、Argument 30分鐘的“論證辨析”題(“Argument”Task)，要求考生辨析他人對某一論點論證的邏輯問題（邏輯漏洞）。Discuss how well reasoned you find this argument.例子：Six months ago the region of Forestville increased the speed

4、limit for vehicles traveling on the regions highways by ten miles per hour. Since that change took effect, the number of automobile accidents in that region has increased by 15 percent. But the speed limit in Elmsford, a region neighboring Forestville, remained unchanged, and automobile accidents de

5、clined slightly during the same six-month period. Therefore, if the citizens of Forestville want to reduce the number of automobile accidents on the regions highways, they should campaign to reduce Forestvilles speed limit to what it was before the increase.翻譯：6個月前，F(xiàn)orestville地區(qū)提高了本地區(qū)公路上的最高時速限制，比原先提

6、高了10公里。由于這個變化的影響，本地區(qū)車禍的數(shù)量提高了15%。但是，Elmsford地區(qū)（和Forestville地區(qū)相鄰）并沒有改變最高時速限制，它的車禍數(shù)量在同樣的6個月里，反而有少量的減少。因此，如果Forestville市民想要減少公路上的車禍數(shù)量，他們應(yīng)該想辦法將本地區(qū)的最高時速限制減少到改變前的狀態(tài)。分析題目：1、 找原題邏輯結(jié)構(gòu)關(guān)系論據(jù)：F地區(qū)提高最高時速限制 10公里 車禍發(fā)生率增加15% E地區(qū)（和F相鄰）沒有提高 車禍發(fā)生率沒有增加結(jié)論： F地區(qū)如果想要減少車禍，就要恢復(fù)到原來的最高時速限制。Argument 就是對上面的論證，找漏洞，然后反駁它。比如：1、現(xiàn)在F地區(qū)的人

7、口，是否比6個月前多？如果多，有可能是因為人口多了，導(dǎo)致F地區(qū)路上的車輛多了而造成事故增加，而不是由于提高限速。2、 危險的時間是否外出的情況在不同地區(qū)的不同（也許F地區(qū)的人習(xí)慣在清晨、黎明等不安全的時間駕車外出。而E地區(qū)的人不用這樣做。）這些都是攻擊點。大家會發(fā)現(xiàn)，這個題目，和以前的邏輯單題幾乎一樣，只是，這個要你把邏輯漏洞找出來，然后寫出來，邏輯單題，是給你選項，讓你選。三、GRE作文的重要性以后的GRE考試，你的作文就會和你的申請資料一起寄到你要申請的學(xué)校教授的面前。這個的重要性，不言而喻。教授需要你寫論文。四、寫作的步驟1、 審題，(千萬要看清題目，分析透徹)2、 寫提綱（在透徹審題的

8、基礎(chǔ)上，提綱一定要科學(xué)，嚴防跑題，跑題了，等于白寫）3、 寫開頭4、 寫中間的論述5、 寫結(jié)尾（總結(jié)歸納一下）6、 檢查第二章評分標準研究21 猴哥對評分標準的研究22 ETS總體評分標準23 ETS Issue評分標準24 ETS Argument評分標準21 猴哥對評分標準的研究我們的作文，寫出來，是要讓ETS批改評分的。所以，我們要對評分標準進行仔細的研究，寫出符合ETS標準的作文。這里，不是發(fā)揮想象力的地方。我們不能冒險。ETS對作文的評分標準，有兩個。一個是總體標準，每0.5分一個檔次。一個是Issue和Argument的分別的評分標準。猴哥以6分作文的標準，分析一下ets對作文的要

9、求。猴哥認為，這個要求可以分三部分內(nèi)容。1、 文章內(nèi)容（深刻性、完備性）2、 文章結(jié)構(gòu)（條理性）3、 文章文采（準確性、多樣性）具體如下：括號內(nèi)為ets6分作文的要求。1、 文章內(nèi)容的要求文章的內(nèi)容，是審題后第一個要考慮的事情。包含有極有洞察了的，有深度的復(fù)雜觀點的分析。用令人信服的邏輯推理，具有很強說服力了例子論證主要觀點，支持主要觀點；（Sustains extremely insightful, in-depth analysis of complex ideas; develops and supports main points with logically compelling r

10、easons and/or highly persuasive examples;）2、 文章結(jié)構(gòu)中心明確，論證過程結(jié)構(gòu)好；（is well focused and well organized;）3、 文章文采準確的運用語言，有效的句子變換和精確的詞匯運用；非常熟練句子的結(jié)構(gòu)，語法和用法，如有錯誤也很少。（displays excellent use of language, with effective sentence variety and precise vocabulary; demonstrates superior facility with sentence structur

11、e, grammar, usage, and mechanics with few, if any, errors.） ETS改筆考后，作文采取人工閱卷。對于一個ETS工作人員來說，每天要批改很多作文，他們不會仔細的研讀每一篇文章，而是會略讀你的文章中，就象我們略讀GRE閱讀一樣。他們會尋找你的每段的主題句，然后，看看這段的是否對主題句進行了論證。因此，我們要保證上面三點的要求，力求作文內(nèi)容完備、結(jié)構(gòu)清楚、句式有變化。這些，在后面的“猴哥閱讀式作文備考法”中，有詳細描述。你的作文分數(shù)，將是兩個作文的平均分。22 ETS總體評分標準Score Level DescriptionsAlthough

12、 the GRE Writing Assessment contains two discrete essay-writing tasks, a single combined score is reported because it is more reliable than either task score alone. The score reported will represent the average of the scores for the two essays.The statements below, for each score level, describe the

13、 examinees performance on the GRE Writing Assessmentthat is, the overall quality of writing demonstrated across both the Issue and the Argument tasks. Because the GRE Writing Assessment assesses analytical writing, critical thinking skills (the ability to reason, marshal evidence to develop a positi

14、on, and communicate complex ideas) weigh more heavily than the writers control of fine points of grammar or the mechanics of writing (e.g., spelling). SCORE LEVELS 6 and 5.5 Sustains extremely insightful, in-depth analysis of complex ideas; develops and supports main points with logically compelling

15、 reasons and/or highly persuasive examples; is well focused and well organized; displays excellent use of language, with effective sentence variety and precise vocabulary; demonstrates superior facility with sentence structure, grammar, usage, and mechanics with few, if any, errors. 1）5.5-6 包含有極有洞察了

16、的，有深度的復(fù)雜觀點的分析。用令人信服的邏輯推理，具有很強說服力了例子論證主要觀點，支持主要觀點；中心明確，論證過程結(jié)構(gòu)好；準確的運用語言，有效的句子變換和精確的詞匯運用；非常熟練句子的結(jié)構(gòu)，語法和用法，如有錯誤也很少.SCORE LEVELS 5 and 4.5 Provides generally insightful analysis of complex ideas; develops and supports main points with logically sound reasons and/or well-chosen examples; is generally focus

17、ed and well organized; displays fluent use of language, with generally effective sentence variety and appropriate vocabulary; demonstrates good control of sentence structure, grammar, usage, and mechanics with few, if any, errors. 2)4.5-5 提供了一個較有洞察了的對復(fù)雜觀點的分析觀點；用合理的邏輯推理和較好的例子論證主要的觀點，支持主要論點；中心較明確，結(jié)構(gòu)好；

18、運用語言流暢，有效的句子變換和合適的詞匯運用；很好的掌握句子結(jié)構(gòu)，語法和用法，錯誤較少。SCORE LEVELS 4 and 3.5 Provides competent analysis of complex ideas; develops and supports main points with relevant reasons and/or examples; is adequately organized; displays sufficient control of language to convey meaning with reasonable clarity; demons

19、trates satisfactory control of sentence structure, grammar, usage, and mechanics, but may have occasional minor errors. 3）3.5-4 對復(fù)雜的觀點進行了充分的分析；用適宜的邏輯推理和例子論證和支持論點；結(jié)構(gòu)合適；掌握了充分的語言表達能力，可以表達清楚邏輯推理；對句子結(jié)構(gòu)語法和用法的掌握程度令人滿意，但有較多的小的錯誤。SCORE LEVELS 3 and 2.5 Displays some competence in analytical writing skills, a

20、lthough the writing is flawed in at least one of the following ways: limited analysis, development, or organization; weak control of language, sometimes resulting in vagueness or lack of clarity; or numerous errors in sentence structure, grammar, usage, or mechanics. 4）2.5-3 有一些寫作分析的能力，但作文中包含至少一處以下中

21、的錯誤：有限的分析和論證展開，或者是結(jié)構(gòu)不很嚴密；語言掌握的不好，以致產(chǎn)生了混淆或者是缺乏明確性；有許多的句子結(jié)構(gòu)，語法和句法方面的錯誤。SCORE LEVELS 2 and 1.5 Displays serious weaknesses in analytical writing skills. The writing is seriously flawed in at least one of the following ways: lack of analysis, development, or organization; serious and frequent problems i

22、n the use of language; or numerous intrusive errors in sentence structure, grammar, usage, or mechanicsthat is, errors that seriously interfere with meaning. 5）1.5-2 寫作分析能力很弱。作文中包含至少一處以下中的錯誤：缺乏分析和論證展開，結(jié)構(gòu)不嚴密；運用語言有嚴重的，頻繁的錯誤；有許多的句子結(jié)構(gòu)，語法和句法方面的錯誤，語義混淆。SCORE LEVELS 1 and .5 Displays fundamental deficienci

23、es in analytical writing skills, resulting in incoherence. The writing is fundamentally flawed in at least one of the following ways: content that is confused or mostly irrelevant to the assignments; little or no development; or severe and pervasive errorsthat is, errors that result in incoherence.

24、6）0.5-1 寫作分析能力在基礎(chǔ)上具有缺陷，只是文章不連貫；作文在基礎(chǔ)方面的錯誤中包含至少一處以下的錯誤：包含混亂的，不相關(guān)的內(nèi)容；沒有論證或很少；嚴重的大量的錯誤。 SCORE LEVEL 0 The examinees performance cannot be evaluated because the responses do not address any part of the assignments, are merely attempts to copy the assignments, are in a foreign language, or display only i

25、ndecipherable text or no text whatsoever. 7）0 考生的作文不能別評估，該作文不能用上述的任何一個評分標準評分.23 ETS Issue評分標準GRE Scoring Guide:Perspective on an IssueEach Perspective on an Issue essay will be scored on a 6-point holistic scale according to the criteria below. Although the GRE Writing Assessment contains two discre

26、te essay-writing tasks, a single combined score is reported because it is more reliable than either task score alone. The score reported will represent the average of the scores for the two essays. SCORE 6 A 6 paper presents a cogent, well-articulated analysis of the complexities of the issue and co

27、nveys meaning skillfully.A typical paper in this category presents an insightful position on the issue develops the position with compelling reasons and/or persuasive examples sustains a well-focused, well-organized analysis, connecting ideas logically expresses ideas fluently and precisely, using e

28、ffective vocabulary and sentence variety demonstrates facility with the conventions (i.e., grammar, usage, and mechanics) of standard written English but may have minor errors SCORE 5 A 5 paper presents a generally thoughtful, well-developed analysis of the complexities of the issue and conveys mean

29、ing clearly. A typical paper in this category presents a well-considered position on the issue develops the position with logically sound reasons and/or well-chosen examples is focused and generally well organized, connecting ideas appropriately expresses ideas clearly and well, using appropriate vo

30、cabulary and sentence variety demonstrates facility with the conventions of standard written English but may have minor errors SCORE 4 A 4 paper presents a competent analysis of the issue and conveys meaning adequately. A typical paper in this category presents a clear position on the issue develops

31、 the position on the issue with relevant reasons and/or examples is adequately focused and organized expresses ideas with reasonable clarity generally demonstrates control of the conventions of standard written English but may have some errorsSCORE 3 A 3 paper demonstrates some competence in its ana

32、lysis of the issue and in conveying meaning but is obviously flawed. A typical paper in this category exhibits one or more of the following characteristics: is vague or limited in presenting or developing a position on the issue is weak in the use of relevant reasons or examples is poorly focused an

33、d/or poorly organized has problems in language and sentence structure that result in a lack of clarity contains occasional major errors or frequent minor errors in grammar, usage, or mechanics that can interfere with meaning SCORE 2 A 2 paper demonstrates serious weaknesses in analytical writing. A

34、typical paper in this category exhibits one or more of the following characteristics: is unclear or seriously limited in presenting or developing a position on the issue provides few, if any, relevant reasons or examples is unfocused and/or disorganized has serious problems in the use of language an

35、d sentence structure that frequently interfere with meaning contains serious errors in grammar, usage, or mechanics that frequently obscure meaning SCORE 1 A 1 paper demonstrates fundamental deficiencies in analytical writing skills.A typical paper in this category exhibits one or more of the follow

36、ing characteristics: provides little or no evidence of the ability to understand and analyze the issue provides little or no evidence of the ability to develop an organized response has severe problems in language and sentence structure that persistently interfere with meaning contains pervasive err

37、ors in grammar, usage, or mechanics that result in incoherence SCORE 0Off topic, in a foreign language, merely copies the topic, consists of only keystroke characters, or is illegible, blank, or nonverbal 24 ETS Argument評分標準GRE Scoring Guide:Analyze an ArgumentEach Analyze an Argument essay will be

38、scored on a 6-point holistic scale according to the criteria below. Although the GRE Writing Assessment contains two discrete essay-writing tasks, a single combined score is reported because it is more reliable than either task score alone. The score reported will represent the average of the scores

39、 for the two essays. SCORE 6 A 6 paper presents a cogent, well-articulated critique of the argument and conveys meaning skillfully. A typical paper in this categoryclearly identifies important features of the argument and analyzes them insightfully develops ideas cogently, organizes them logically,

40、and connects them with clear transitions effectively supports the main points of the critique demonstrates control of language, including appropriate word choice and sentence variety demonstrates facility with the conventions (i.e., grammar, usage, and mechanics) of standard written English but may

41、have minor errors SCORE 5 A 5 paper presents a generally thoughtful, well-developed critique of the argument and conveys meaning clearly. A typical paper in this category clearly identifies important features of the argument and analyzes them in a generally perceptive way develops ideas clearly, org

42、anizes them logically, and connects them with appropriate transitions sensibly supports the main points of the critique demonstrates control of language, including appropriate word choice and sentence variety demonstrates facility with the conventions of standard written English but may have minor e

43、rrors SCORE 4 A 4 paper presents a competent critique of the argument and conveys meaning adequately. A typical paper in this category identifies and analyzes important features of the argument develops and organizes ideas satisfactorily but may not connect them with transitions supports the main po

44、ints of the critique demonstrates sufficient control of language to express ideas with reasonable clarity generally demonstrates control of the conventions of standard written English but may have some errors SCORE 3 A 3 paper demonstrates some competence in its critique of the argument and in conve

45、ying meaning but is obviously flawed. A typical paper in this category exhibits one or more of the following characteristics: does not identify or analyze most of the important features of the argument, although some analysis of the argument is present mainly analyzes tangential or irrelevant matter

46、s, or reasons poorly is limited in the logical development and organization of ideas offers support of little relevance and value for points of the critique lacks clarity in expressing ideas contains occasional major errors or frequent minor errors in grammar, usage, or mechanics that can interfere

47、with meaning SCORE 2 A 2 paper demonstrates serious weaknesses in analytical writing. A typical paper in this category exhibits one or more of the following characteristics: does not present a critique based on logical analysis, but may instead present the writers own views on the subject does not d

48、evelop ideas, or is disorganized and illogical provides little, if any, relevant or reasonable support has serious problems in the use of language and in sentence structure that frequently interfere with meaning contains serious errors in grammar, usage, or mechanics that frequently obscure meaning

49、SCORE 1 A 1 paper demonstrates fundamental deficiencies in both analysis AND writing. A typical paper in this category exhibits more than one of the following characteristics: provides little or no evidence of the ability to understand and analyze the argument provides little or no evidence of the a

50、bility to develop an organized response has severe problems in language and sentence structure that persistently interfere with meaning contains pervasive errors in grammar, usage, or mechanics that result in incoherence SCORE 0 Off topic, in a foreign language, merely copies the topic, consists of

51、only keystroke characters, or is illegible, blank, or nonverbal. 第三章 入門如何準備滿分校園() gre備考筆考班論壇里面，問的最多的問題，就是：“我是新手，不知道從哪里下手？往往一句都寫不出來?？吹桨嬷鱾儗懙倪@么好的文章，自己不知道如何開始?？吹揭黄擃}，寫什么？如何寫？心理一點條理都沒有?！边@個，是猴哥這本書的寫作重點。對于大部分中國考生來說，英語的寫作，實在是太少了。我們也只在中考、高考、四級、六級、研究生等國內(nèi)考試前，突擊背過幾篇范文，寫過少數(shù)的幾篇文章?？纯窗嬷鱾兊奈恼?。（附在本章最后），你就會發(fā)現(xiàn)，也有些的好的人。他

52、們?yōu)槭裁磳懙哪敲春媚?？他們?jīng)常寫，寫的多了，自然就有感覺了。猴哥滿分校園作文版版主scortio，已經(jīng)堅持每日一篇作文40多天，她的作文，被很多g友誤認為是ETS的范文。實際上，她的文章，大部分都可以達到5分的標準，很多，甚至是6分的標準。本書有大量的版主和G友的精彩作文。從上面的論述，我們可以得出一個結(jié)論：多練是寫好GRE作文的一個重要途徑。但是，這如前面所說，很多G友也想多練，但是，不知道如何開始。猴哥作文備考11步。1、 仔細閱讀本書的第一章，對GRE作文有一個整體了解。知道要寫什么。2、 仔細閱讀本書的第二章的第一節(jié)，知道ETS對GRE作文的評分標準，和猴哥對三個寫作重點的分析。3、

53、仔細研讀本書“猴哥閱讀式作文備考法”，體會這一種入門方法，仔細看猴哥使用這個方法的兩個例子。這個，是入門的關(guān)鍵。先讀ETS的6分范文，然后就知道如何寫了。但是，讀，就一定要讀投，要對自己寫作能力有大的提高。如何讀，請看相關(guān)章節(jié)。4、 在掌握了“猴哥閱讀式作文備考法”之后，使用本書提供的72篇ETS公布的范文，對其中的4-6分的36篇，用閱讀式方法，進行復(fù)習(xí)。這個過程，4-6分的不用全練，可以先練12篇。這些文章，也是最值得背誦的。本熟這些文章，你基本上就可以寫出4分的作文了。同時，可以看看少量的3-1分作文，看看為什么分數(shù)低，自己如何避免。5、 仔細閱讀本書“集體寫作法”一章。體會本方法的精髓

54、。然后，參加到“集體寫作法”的大本營中來。你先開始可能寫不出來，每天寫一篇也不現(xiàn)實。但是，每天對于滿分校園的主題，寫一篇提綱，還是可以的。寫提綱，是寫作文的開始。6、 仔細閱讀本書“互相修改法”一章。體會本方法的精髓。然后，參加到“互相修改法”大本營中來。修改別人的文章，你是從改卷者的角度閱讀，你就會不由自主的變得苛刻起來。你也會發(fā)現(xiàn)別人的很多問題，而這些問題，如果出在自己身上，往往不容易發(fā)現(xiàn)，所謂“旁觀者清，當局者迷”。而你的作品，也會被很多人修改。7、 同時，繼續(xù)使用“猴哥閱讀式作文備考法”，對“集中寫作法”中，本日寫的比較好的文章，進行閱讀?？偨Y(jié)出的“句型收獲”的句子（參見本書“經(jīng)典句型

55、收集”一章），放到滿分校園“經(jīng)典句型收集”論壇。和大家共享。8、 在練習(xí)了一段時間后，再回過頭來，使用“猴哥閱讀是作文備考法”，對ETS 72范文中的剩下的4-6分的作文，進行閱讀、背誦。9、 繼續(xù)參加“集體寫作法” “互相修改法”，隨著你寫作能力的提高，你會發(fā)現(xiàn)，你可以寫出一篇不錯的文章。你的寫作速度大大提高。10、 備考末期，按照時間練習(xí)，訓(xùn)練考試寫作的時間感。11、 最后階段，滿分校園會組織作文的?？?。 第四章 猴哥“閱讀式作文備考法”41閱讀式作文備考法概論42 Issue主題閱讀法范例43 Argument 主題閱讀法范例44 本方法的適用對象41閱讀式作文備考法概論猴哥的“閱讀式作

56、文備考法”，就是先對ETS寫的范文（4-6分）的，如同精讀GRE閱讀一樣，進行仔細的、細致的閱讀，以達到以下的要求：1、 了解文章的中心思想（作者觀點）2、 能夠?qū)ξ恼碌淖匀欢芜M行分段（我們小學(xué)、高中時代把戲），體會文章的結(jié)構(gòu)布置3、 寫出每一段的段義。4、 體會每一段中的論證方法。并進行記憶。5、 將文章中比較典型的好的結(jié)構(gòu)句子，進行收集。通過上面的工作，我們就可以先模仿，模仿ets的4-6分的范文。認真閱讀一篇文章。我們從中間，可以學(xué)到三個方面。也就是訓(xùn)練要求的三個方面。這三個方面，也就是本書前面介紹的評分時的三個方面。1、 文章內(nèi)容（深刻性、完備性）2、 文章結(jié)構(gòu)（條理性）3、文章文采（

57、準確性、多樣性）簡單的背誦句子結(jié)構(gòu)，是沒有用的，背下來，不等于寫作文的時候能用上。機械的背誦，不能理解這個句子結(jié)構(gòu)、開頭、結(jié)尾、聯(lián)接詞在什么時候使用，才算比較合理。很好的結(jié)構(gòu)，如果使用的地方錯了，也會成為敗筆。42 Issue主題閱讀法范例n our time, specialists of all kinds are highly over-rated. We need more generalists people who can provide broad perspectives. “今天，各行各業(yè)的專家數(shù)量嚴重過剩；我們的社會，需要更多的擁有廣泛知識的通才?！睂＜液屯ú诺年P(guān)系，題目認

58、為：“專家過多，需要通才”?？梢杂械挠^點：1、支持“專家過多，需要通才”2、反對 “專家雖然多了，但還不夠，真正有用的，還是專家?！?、都重要“不同行業(yè)，不同需要。需要一種平衡”不管哪一個觀點，只要能夠充分論證自己所持的觀點，就是好文章。Issue 文章的寫作，也要從三個方面入手：1、文章內(nèi)容（完整性，觀點明確，論證充足。多舉例子）2、文章結(jié)構(gòu)（條理性，3、文章文采（句子多樣性）細讀下面的ets6分范文：第一段：提出觀點：隨著社會的發(fā)展，需要在專家和通才中尋找一種平衡。In this era of rapid social and technological change leading to

59、 increasing life complexity and psychological displacement, both positive and negative effects among persons in Western society call for a balance in which there are both specialists and generalists. 典型開頭，擺明態(tài)度。一定要有一個態(tài)度。句型收獲：In this era of rapid social and technological change leading to increasing l

60、ife complexity and psychological displacement, both positive and negative effects among persons in Western society call for a balance in which there are both specialists and generalists.（整句都應(yīng)該背下，很有用）第二自然段： 專家是必要的。（本段中心句）Specialists are necessary in order to allow society as a whole to properly and u