GRE作文提分3大主要难点和应对策略介绍
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GRE作文提分3大主要难点和应对策略介绍
GRE作文成绩的重要性
新GRE作文总分为6分，在总共346分的分数构成中看似不起眼，却是影响申请成功率的重要因素。如果能在作文中取得高分甚至满分的成绩，对于提高申请成功率有着巨大的帮助，特别是申请文科类研究生的考生，GRE作文分数的高低直接体现出了你对英语的掌握和综合运用能力，是各大研究生院入学申请参考审核的重要标准。
GRE作文难点详解
1.考试题材的广度及深度
GRE作文考试题目涉及广泛，遍及人文、历史、哲学、社会学科的众多领域，要求考生具备较宽广的知识面及较强的材料分析能力。对于不少闭门造车，只关注考试缺乏课外阅读量的同学来说会是一个巨大的挑战。
2.逻辑分析能力要求高
GRE作文考试中这方面体现得尤其突出，不仅要求作文词汇和语法的正确性，更看重考生在写作过程中从文章框架，论述结构等多个方面体现出的逻辑思维和分析的能力，行文构思能力不足的考生在面对GRE写作考试时可能会遇到不小的困难。
3. 迅速准确的分析能力
GRE作文要求在限定的时间内完成论点的提炼、论据的选择及文案架构的设计，并最后形成论点清晰、逻辑严密的文章。两篇文章总计1小时，每篇30分钟的时间要求还是比较严格的，要做到又快又好的写出一篇优秀作文，对考生的整体写作能力是一项考验。
GRE作文应对策略
对于上述的这些难点，正对性的进行一些应对准备，还是会对提高分数有不小的帮助。
1. 拓宽知识面，培养材料分析能力
需要考生在平时不要只看题目埋头做题，多补充一些各个领域的知识，拓宽自己的知识面，多涉猎不同的学科，进行知识的累积和储备，在这个过程中也要随时注意对手头阅读材料的分析能力的培养，不要看过就算，而是仔细思考其中隐含的可能考点，做好准备，养成勤于思考的习惯。
2. 提高逻辑分析能力
逻辑分析能力的提升不是朝夕可成的，需要一定的阅读量和练习的积累才能逐渐提高，建议大家在平时的备考训练过程中对于阅读题目加强逻辑思维方面的分析工作，多总结别人的文章是怎么写的，如何进行逻辑论证，同时也可以通过阅读逻辑方面的书籍以及练习题来进行提高。
3. 提高写作效率
同样是需要大量练习的备考工作，平时写作文时，不仅要注重文章质量，更要对练习的完成时间提出高要求，每次写文章都按照考试要求计算时间，强迫自己适应考试的时间节奏，培养出高效的写作分析能力，在平常的练习中要刻意加强快速思辨及准确表达能力的训练，养成有条理、逻辑形文的习惯。
以上就是关于GRE作文难点的详解和应对策略的介绍，希望能对大家的GRE作文备考有所帮助。
GRE Issue写作范文详细解析
Topic
The following is a letter to the editor of an environmental magazine："The decline in the numbers of amphibians worldwide clearly indicates the global pollution of water and air. Two studies of amphibians in Yosemite National Park in California confirm my conclusion. In 1915 there were seven species of amphibians in the park, and there were abundant numbers of each species. However, in 1992 there were only four species of amphibians observed in the park, and the numbers of each species were drastically reduced. The decline in Yosemite has been blamed on the introduction of trout into the park's waters, which began in 1920 (trout are known to eat amphibian eggs). But the introduction of trout cannot be the real reason for the Yosemite decline because it does not explain the worldwide decline."
Sample Essay
In this argument, the writer of the letter concludes that global pollution of water and air has caused a decline in the number of amphibians worldwide. To support his or her conclusion, the writer cites the results of two studies, seventy-five years apart, that purportedly show that the number of amphibians in one park in California, Yosemite National Park, have drastically declined. Additionally, the writer casts aside a given reason for the decline, stating that the introduction of trout to the park (who are known to eat amphibian eggs) does not explain the worldwide decline in the number of amphibians. This argument defies simple logic and suffers from several critical fallacies.
First of all, the argument is based on only two studies in one specific part of the world, Yosemite National Park in California. It is impossible to pinpoint a worldwide theory for the decline of amphibians based on any number of studies in only one specific location in the world - the specific varieties of amphibians, geographical conditions and other location specific variables prohibit such a sweeping generalization. One very specific location cannot be used as a model for all other locations, even within one particular country, let alone the entire world. The writer provides no evidenced whatsoever that links the Yosemite study with any purported effects anywhere else in the global environment.
Secondly, the two separate studies were done seventy-five years apart. There is no evidence that the two studies were conducted in a similar manner over the same duration of time or even over the same exact areas of Yosemite National Park, or that the exact same study methods were used. For example, perhaps the first study lasted over an entire year and was conducted by twenty-five experts in amphibious biology, resulting in the finding of seven species of amphibians in abundant numbers. By contrast, perhaps the second study was conducted over a period of one week by a lone high school student as a school science project. The writer offers no basis on which to compare the two studies, leaving it open as to whether the two are truly comparable in their breadth, scope and expertise.
Finally, the writer notes that the decline in the amphibian population has been blamed on the introduction of trout into the park's waters in 1920, but then dismisses that argument on the purely specious basis that it does not explain the worldwide decline. This part of the argument blithely dismisses the very relevant fact that trout are known to eat amphibian eggs. This attempt to "prove a negative" is the last resort of those in search of some vain attempt to prove the truth of the matter that they are asserting. It is basically impossible to "prove a negative"; this is an attempt to shift the burden of proof back on to the nonbelievers of the argument. The global environmental situation and that of Yosemite National Park are not perfectly correlated, and the fact that the trout may very well be responsible for the decline cannot simply be dismissed without further proof.
In summary, the writer fails to establish any causal relationship between global air and water pollution and the decline of amphibious life worldwide. The evidence presented is extremely weak at best and narrowly focuses on one tiny area of the globe, as well as putting forward as proof two studies about which almost nothing is known. For a stronger argument, the writer would need to directly put forth evidence associating air and water pollution with not only the decline at Yosemite but also throughout other areas of the world.(599 words)
[题目]
下述文字摘自一封致某环保杂志编辑的信函："全球两栖动物数量的减少明显标志着全球性水与大气的污染。对加利福尼亚州约塞米蒂国家公园内两栖动物所作的两项研究可证实我的这一结论。1915年公园内有七个物种的两栖动物，每一物种都拥有丰富的种群数量。然而，1992年，在公园内所能观察到的两栖动物物种仅为四类，且每一物种的种群数量已骤然下降。约塞米蒂公园动物数量减少被归咎于始于1920年的将鲑鱼引入公园水域的做法(众所周知，鲑鱼喜食两栖动物所产的卵)。但鲑鱼的引入不可能成为约塞米蒂公园动物数量减少的真正原因，因为它无法来解释全球范围内的动物数量减少。"
[范文正文]
在本项论述中，信函作者的结论是，全球性水与大气污染已致使世界范围内两栖动物的数量减少。为了支持其论点，作者援引了两份时隔75年之久的研究结果，这两份结果据称可证明加利福尼亚州某一公园――即约塞米蒂国家公园――内两栖动物的数量锐减。此外，该作者撇开了动物数量减少的一个已知原因，陈述道，将鲑鱼引入公园(据称，鲑鱼喜食两栖动物所产的卵)这一做法不足以解释世界范围内两栖动物数量上的减少。这一论点有悖于简单的逻辑，犯有一系列关键性的逻辑谬误。
首先，该论点所依据的仅仅是世界上某一特定地点――即加利福尼亚州约塞米蒂国家公园――内的两份研究。围绕着两栖动物数量减少这一问题，如果仅以世界上一个特定的地点为样品，再多数量的研究也无法得出一种精确的、适用于全世界的理论。两栖动物的具体种类、地理状况以及其他因地点而特异的变数均不允许我们作出如此一概而论的总括。一个非常具体的地点不能用作一个代表所有其他地点的模型，即使在一个特定的国家内也不行，更不用说在整个世界范围内了。信函作者没有提供任何证据将约塞米蒂公园的研究与全球环境中任何其他一处地方的任何所宣称的效果联系起来。 其次，所提及的那两项互为独立的研究时隔75年之久。没有证据可证明这两项研究是在相同的时间跨度内以相似的方式进行的，或是在约塞米蒂公园完全相同的地点进行的，或所使用的研究方法绝然相同。
例如，第一项研究可能持续了整整一年之久，且是由两栖动物生物学领域的二十五位专家共同进行的。结果是发现了七大种类数目众多的两栖动物。相反，第二项研究可能是一位高中生孤身一人所做的学校的一个科学课题，仅为期一个星期。信函作者没有提供将此两项研究进行比较的基础，从而使两项研究在其广度、范围以及专业水准方面的可比性不得而知。 最后，信函作者指出，两栖动物种群数量的减少，已被人归咎于1920年将鲑鱼引入公园水域这一做法，但紧接着又以该论据无法解释世界范围内动物数量减少这一似是而非的依据将该论据予以否认。信函作者论述中的这一部分漫不经心地将一个极为相关的事实弃置不顾，即众所周知，鲑鱼喜食两栖动物所产的卵。这种"prove a negative "的尝试往往是这样一类人所惯用的最后伎俩，他们竭力寻找某种徒劳的尝试，力图去证明他们所宣称的事物的真理。从根本上讲，"prove a negative"是不可能的。这样一种做法是试图将论证的负担重新转嫁给不相信该论据的人。全球的环境情形与约塞米蒂公园的情形并不绝然对应。鲑鱼极有可能造成了两栖动物数量减少这一事实在缺乏进一步证据的情况下是断不能轻易予以否认的。
概括而言，信函作者没能在全球空气和水污染与世界范围内两栖生命数量减少之间建立起任何因果关系。该作者所拿出的证据充其量也是极为苍白无力的，狭隘地将焦点集中在世界的一片极小的区域上，作为证据而援引的两项研究几乎不能说明任何问题。欲使其论点更具力度，信函作者尚需摆出直接的证据，将水和空气污染不仅仅与约塞米蒂公园的两栖动物数量减少联系起来，而且也与世界其他地方的动物数量减少联系起来。
上文的内容非常详细，大家要好好利用它们，切忌生搬硬套，祝大家考出好成绩。
GRE优秀作文范例参考
正文：
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.
To conclude，technological innovations are beneficial to learning in many ways，but when using these technologies，one should not forget the real purpose of learning and remember not to be distracted for other usages of these innovations that are irrelevant or detrimental to learning. On balance，innovation here serves as a double-edges sword，and its right use is dependent on the students and the teachers.
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