GRE作文和托福作文的区别与备考建议
为了帮助大家备考gre。了解更多关于gre的知识，打有准备的仗，下面小编给大家带来GRE作文和托福作文的区别与备考建议，希望大家喜欢。
GRE作文和托福作文的区别与备考建议
写文章的理由：
1. 因为要同时考托福和GRE所以想总结一下两个考试的区别和共同点方便自己的备考也很想分享给大家。
2. 我是朗播TOEFL 和GRE用户(当然这不是广告，如果有小伙伴需要，之后可以出一个测评 如网课和线下课程qaq)也线下专门上过新航道的TOEFL课(其实主要是为了听作文和口语，希望有老师能有持续的带练环节)，一战TOEFL 95分，不算高，GRE还在备考。有点心得，希望和大家一起交流交流，能对各位战托、搞G小伙伴有帮助那最好啦。
3. 我本身非常喜欢总结，能一次学会、固定下来的东西最好。一篇文章说白了就是三部分：文章结构，逻辑衔接，语言控制。三个都需要正确的方法论和不断的实践操作。方法论复杂程度差不多，但是将方法论应用到实践中的难度：①<②<③。前两项不考察英语，是你的思维的体现，对于考场作文来说，一般人很难做到思维有多少深度，所以有考场作文格式，这个和你高考写语文作文是一样的，它是一个框架。往框架里面填充的是你丰富的例子和华丽的语言、精确地辞藻。这些光有方法论掌握不了要积累要练，没别的法子。所以我今天主要是对前两项做一个总结，希望大家都能有一个基本的框架然后从心所欲不逾矩地写作文，积累语言和例子就可以了。
话不多说 进入正题~~
TOEFL 独立写作(大作文)和 GRE ISSUE 的不同点：
1. 字数：想要分数好看的话：TOEFL>=400w; ISSUE>=500w;
2. 打字速度：鉴于考试时间都是30min... ISSUE要更快啊。金山打字，我回炉重造了。
3. 本质：TOEFL 注重考语言，GRE默认语言不是问题、考critical thinking & analytical writing。TOEFL是给我们这些英语是二外的人考的，GRE(Graduate Record Examination)是美国研究生入学考试，除了医学、法学、商科外基本上都要考。托福基本上一边倒支持作者观点或者反对作者观点，因为这样最好写;而GRE则一般是部分支持或者说有条件支持作者观点。
4. 思考方式：朗播-issue宇哥说最大的区别是，TOEFL是先有结论再分析，GRE是先分析再有结论。这句话我认为完整无歧义地来说是：对于思考过程来说，TOEFL是先有结论再分析，GRE是先分析再有结论;而对于写作过程来说，其实都是应该先有结论即你自己的观点，再围绕你的观点展开论证。只是对于TOEFL你可以看到题1s内凭直觉下结论，然后根据直觉想理由和例子。GRE来说，不能武断地下结论，而是应该先有内心的分析过程(通过切分、分类、正反分析等方式——后面具体说明)然后下结论。以下是我总结的作文结构+范文提纲。(肯定不完美 希望和大家一起探讨学习)
托福：
第一段(开头段) 引入+自己观点。
中间理由段2-3段 2-3个理由。
2-3个理由和主观点的关系可以是因果，也可以是举例关系。这是它相对于GRE来说比较简单的地方。
第四段 让步(concession)或者反驳(rebut)，用来补全自己的逻辑漏洞—是一边倒支持、反驳的一个必备环节。如果理由段写了3段这段就不必了，没时间的。
二选一(agree or disagree)推荐让步—让步就是承认自己的观点过于片面有不足之处，但是这不影响自己的整体观点。三选一(among three _x which one do you prefer )推荐反驳，一般三选一不选择的两项都要提一提，反驳就是说说剩下两项的缺点，反驳只需要说对方缺点所以篇幅小一点，经济。当然也可以再加上自己观点的让步 就是没时间写...
第五段结尾段。
Eg：
Do you agree or disagree with the statement that environmental problem can be solved in the future?
thesis statement：agree。人们对环境越来越重视了。科技进步了。
Topic1：人们对环境越来越重视了。古代 没有保护环境的观念，相关著述很少。工业革命时期，乱倒垃圾，大量开采。现在各种环境公约。未来环境越来越重要，环境优美是可持续发展的重要环节，不仅能使人们拥有美好的生活条件也能带来经济利益，高品质环境获得高品质农作物，还能发展旅游业等等。利益和对美好生活的向往可以驱使人们拥有更好生活。(用国家发展程度分类也可以)
Topic2：科技进步。科技进步产生的污染物少了，科技进步人们处理污染物的效率高了。燃煤的效率提高，剩余的煤渣少了。SO2可以通过净化处理，不排放到空气中。(觉得字数不够的话还可以做个分类 时间分类)
Concession：当然有可能因为我们对生活要求高了，人口增多，产生的垃圾多了，对资源的需求也增加了，但是这些都不是问题，因为科技的发展会提前解决这些问题。
Conclusion：首段的paraphrase
GRE
开头段 结构同TOEFL
中间段(理由段) 这是比TOEFL复杂的地方，不是说TOEFL不能用下列方法分析，用了更好，但是不用也不很耽误拿高分。但是GRE如果像托福一样简单分析，就很耽误拿分了。
总体来说三种分析方式，它们还可以组合排列。
(1)切分 即把一个题目切分成命题(能判断真假的句子)，对每个命题进行分析，给出自己的观点和结论。适用于有因果逻辑关系的题目(后文有举例)
(2)分类 基本所有题都要用到分类讨论。时间，领域，社会发展程度，精神物质追求分类等等
(3)正反 即优缺点，一般先分类再分析优缺点。
(4 5 6) 切分+分类+正反 etc
Eg：截屏来自郎播网--宇哥，我手头信得过的范文比较少，自己写的提纲又害怕哪里不妥当误导大家，所以想用宇哥上课的一个例子。如果这种做法侵权，还请大家告诉我。
题目：We can usually learn much more from people whose views we share than from people whose views contradict our own.
解释一下—总体来说GRE写作就是分类讨论，每一类言之有理，例证充分即可。
thesis statement：在特定的情况下同意：和我们和意见相反的人能学到的比较少，但是某些情况下我们也能和意见不同的人学到东西。
Topic 1：在特定的情况下我同意：和意见相反的人能学到的比较少。1. 辩论的时候我们能和对手学到很少。2 当我们的价值观世界观根本不同的时候我们可以和对手学到很少。进化论&上帝造人
Topic2：但是某些情况下我们也能和意见不同的人学到东西。1.个人 2 社区 3 全球范围内
Conclusion：开头段的paraphrase。
5. 出题方式：托福作文题一般不重复，但是可以分类归纳并且它有母题，不断根据母题在出子题，作答时举例和论证格式逻辑都是类似的。GRE官网有题库，人家说不怕你全练完qaq。
6. 题目类型。
我们先来看一些题目：
TOEFL 大作文：
1. 环境类--Do you agree or disagree with the statement that environmental problem can be solved in the future?
2. 社会政治类(较少)--Do you agree or disagree with the statement that the government should invest more money in children’s education than in college students?
3. 学习教育类--(1)Do you agree or disagree with the statement that it’s better to study along than study together?
(2)Do you agree or disagree with the statement that people learn more from watching TVs than reading books?
4. 科技&生活类--(1)Do you agree or disagree with the statement that people live happier than before?
(2)Some people think at the start of a new year, it’s important to set a goal of improving a specific aspect of life. They call it a new-year resolution. Which of the following new-year resolution would you choose?
1. Help others in your community
2. Improve your health by exercising more and eat nutritious food
3. Manage your time better
5. 文化&艺术类(较少)--
6. 人--朋友 老师 父母 居多
从这些题目我们可以看出来托福作文题有几个特点：
1. 全部是命题形式也就是能够判断真假的句子(三选一的本质也是，形式不是)，不涉及论证推理。就第一题来说，你觉得环境问题未来可以被解决，这个句子就为真，然后展开你的论证;你觉得不能被解决，这个命题为假，同理论证。
2. 题目关键词是种词(species concept)，比较具体，内涵比较少(内涵少意味着可描述的特点少。Eg：吉娃娃的特点比狗少，吉娃娃的内涵比狗少)。我们比较好理解，而且生活中都能接触到。
GRE ISSUE:
1. 环境类--Nations should pass laws to preserve any remaining wilderness areas in their natural state, even if these areas could be developed for economic gain.
2. 社会&政治类(很多)—(1)[Claim] Governments must ensure that their major cities receive the financial support they need in order to thrive. [Reason] It is primarily in cities that a nation's cultural traditions are preserved and generated.
(2)The well-being of a society is enhanced when many of its people question authority.
3. 学习教育类—Educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed.
4. 法律— Laws should be flexible enough to take account of various circumstances, times, and places.
5. 文化&艺术(很多)--Some people believe that government funding of the arts is necessary to ensure that the arts can flourish and be available to all people. Others believe that government funding of the arts threatens the integrity of the arts.
The most effective way to understand contemporary culture is to analyze the trends of its youth.
6 人--历史名人居多 政客 艺术家等等
从这些题目我们可以看出来GRE ISSUE有几个特点：
1. 题目有命题也有简单论证(就是claim&reason)，有论证的时候就要求我们做切分分析，因为论证的本质就是命题通过逻辑推理的组合，所以要解析它第一步就是切分。(上文的范文提纲就是一个切分实例)
2. 题目中关键词属词(genus concept)比较多，内涵丰富，比较抽象(例如：success )。跟政治、文化、历史、艺术相关性较大，而且经常是government和这些文化类相连。抽象决定了我们可以通过定义(比如什么是success 挣钱不是success有文化才是blalala)和分类(初高中的成功是成绩好，博士阶段的成功是科研能力强，中年的成功是有房有车blalala)的方式去展开论述。当然积累相关的名人事例应该是最好用的。GRE考察的文化积累部分正式托福考察比较少的部分，也是考托福的时候最害怕碰到的题目。现在就不怕了，当然也是因为考托福解决了一些语言基础能力的问题，才有空解决文化问题。
7.TOEFL 独立写作和GRE ISSUE相同点：
(1)写作顺序一致：构思--列提纲--正式写作
(2)考试时间和分配--当然可以根据个人情况调整
构思+提纲 3min
中间段+结尾段 25min
检查 2min
(3)时间不太够，需要打字快，金山打字再推一遍。
(4) 开头结尾段的展开方式类似。
(5) 备考重点是一样的积累例子+练习语言。练习的方式是一样的，先中文头脑风暴然后英文实践。推荐一天一个片段积累一个例子，一周成型两篇，不要断就有进步。
(6)还有就是可以找小伙伴一起备考，相互监督，背单词啊，列提纲啊真的会更有动力!!
一点小感悟：
1. 写GRE作文的时候才感悟到其实什么学到最后都是哲学(不是装b)，只是因为写的时候不知道该怎么展开，各处翻帖、看书、求教数学专业的同学(虽然他推荐我的参考书目是《离散数学》anyway)最后发现，这个和咱们高中数学讲的逻辑(医学僧课内的逻辑知识仅限于此了，请各位理工科爸爸不要鄙视我，我觉得对理解基本的逻辑够用啦，感谢党和国家qaq)，哲学，语言学还有大学后学的计算机语言等等都是殊途同归的。我本身是学医的，平时不算是涉猎广泛，大三了才领悟到这点也是觉得惭愧。推荐大家一本书《逻辑学15讲》，是逻辑学入门的我觉得很不错的书，从命题、逻辑的概念讲起，搭配一些有趣的逻辑题目，也会讲解逻辑谬误，我觉得很有趣，对逻辑思考帮助蛮大的，如果想要深入研究的话，推荐一篇豆瓣帖子https://site.douban.com/145723/widget/notes/18112599/note/649427261/ 博主的帖子几乎都是逻辑学内容。而对GRE最直接的帮助，我觉得就是ISSUE，ISSUE的作文题就是一个小的逻辑论证，看过书就不再是盲人摸象，对题目的整体把握和拆分构思会快一点，当然用英语写不出来也是白搭。在听老师讲作文思路的时候我就觉得有点晕并且觉得这不是一个语言老师应该管的事，应该有更成熟、更完善的方法论，既然如此我们应该直接参考更优的。我有kindle版《逻辑学15讲》，想要的可以私信。我也看过网易梨花女子大学逻辑导论公开课，虽然讲的有点慢，但是还是有干货的。比如分类--什么是好的分类?以本质分类，没有重叠，且没有遗漏。这些知识好像是常识，但是单独拉出来明确下来，我觉得自己在写作分类讨论的时候更注意了。当然GRE阅读逻辑题也是蛮有帮助的。
2. 我的以上种.种分享很多都是在你备考时间足够用3-6月，不急出分，一点点积累能力用的。急着出分也要先掌握正确的方法论，郎播老杜有很多话说的很在理，其中一句是：没时间也不是你胡来的理由。
GRE写作满分范文1
"It?is?unfortunate?that?today's?educators?place?so?much?emphasis?on?finding?out?what?students?want?to?include?in?the?curriculum?and?then?giving?it?to?them.??It?is?the?educator's?duty?to?determine?the?curriculum?and?the?students'?duty?to?study?what?is?presented?to?them."?
As?an?elementary?educator,?I?believe?this?stance?is?extremist.??Educators?and?the?public?must?come?to?a?middle?road.??The?high?road?and?the?low?road?are?intimated?in?this?statement.??I?believe?the?high?road?on?this?topic?(from?whence?should?curriculum?come)?represents?a?nouveau?approach.??Ask?the?students?what?they?want?to?learn?and?study?for?the?year;?then?meander,?research?and?branch?off?of?their?interests.??The?low?road?on?this?topic?(directly?endorsed?by?this?statement)?is?old?fashioned?and?outdated.??The?assumptions?behind?this?view?include?a?magical?ability?by?teachers?to?infuse?reams?of?information,?data?and?knowledge?into?students'?brains?that?then?become?internalized?and?applied?by?the?students.?
In?a?complex?and?frightening?society,?we?must?look?to?the?middle?road.??We?must?infuse?the?best?of?the?high?and?the?low?roads.??Current?research?has?had?a?lot?to?say?on?curriculum?development.??Overreaching?arguments?defend?the?quality?of?students'?self-directed?learning.??However,?in?order?to?prepare?our?students?for?this?society,?we?must?have?developed?the?backbone?and?anchor?for?curriculum.??Content?and?performance?standards?(i.e.?curricula)?need?to?be?developed?by?the?district's?educators?as?a?map?for?teachers.?When?educators?provide?students?with?choices?WITHIN?the?map?of?curriculum,?students?relish?in?the?freedom?and?take?ownership?for?their?learning.?
Were?we?to?provide?students?the?ultimate?authority?in?curriculum?development,?we?would?be?doing?an?injustice?not?only?to?our?students?but?to?society?as?a?whole.??There?are?specific?skills?and?abilities?that?need?to?be?developed?and?taught?--?regardless?of?students'?(or?for?that?matter,??teachers')?interest.??In?my?profession?as?an?elementary?educator?and?as?a?parent,?I?value?the?abilities?to?read,?write?and?be?mathematically?proficient.??Those?students?not?mastering?those?critical?skills?are?at?a?disadvantage.??We?see?those?students?become?destructive?or?depressed.??I?have?observed?students?struggling?with?the?basics?become?outcasts?in?their?own?little?worlds.??Very?young?outcasts?grow?into?adult?outcasts.?
I?do?NOT?think?it?is?unfortunate?that?today's?educators?emphasize?students'?interests.??It?IS?our?duty,?however,?to?provide?the?parameters?for?their?education.??We?can?not?simply?state?that?educators?determine?curriculum?and?students?follow.??This?is?just?not?reality?in?the?classrooms.??When?standards?and?curricular?maps?have?been?developed,?teachers?of?today's?children?have?the?responsibility?(yes,?the?duty!)?to?bring?life?to?those?maps.??One?crucial?and?successful?way,?is?to?provide?students?variety?and?choices?within?the?context?of?"what?needs?to?be?covered."??The?educator?who?brings?curricula?to?life?for?her?students?and?gives?her?students?the?responsibility?to?make?choices?helps?to?prepare?our?children?for?thriving?--?not?just?surviving.?
COMMENTARY?
This?response?presents?a?well-developed?analysis?of?the?issue?and?displays?strong?control?of?the?elements?of?writing.??The?essay?argues?in?favor?of?a?"middle?road"?position?on?the?issue?by?analyzing?the?pros?and?cons?of?both?teacher-determined?and?student-driven?curricula.??The?argument?is?clear?and?well?focused,?supported?with?first-hand?experience?and?the?results?of?educational?research.?
The?writer?endorses?a?curriculum?that?emphasizes?strong?basic?skills?(reading,?writing,?and?math)?and?reminds?the?reader?that?the?teachers'?ultimate?responsibility?should?be?to?bring?curricula?to?life?in?order?to?"prepare?our?children?for?thriving?--?not?just?surviving."?
This?essay?displays?a?strong?facility?with?written?English?language;?the?careful?choice?of?words?and?carefully?structured?paragraphs?help?unify?the?structure?of?the?argument.??Overall,?this?response?displays?a?strong?command?of?academic?writing?skills?and?thus?received?a?score?of?5.?
GRE写作满分范文2
"It?is?unfortunate?that?today's?educators?place?so?much?emphasis?on?finding?out?what?students?want?to?include?in?the?curriculum?and?then?giving?it?to?them.??It?is?the?educators'?duty?to?determine?the?curriculum?and?the?students'?duty?to?study?what?is?presented?to?them."?
The?above?quotation?a?concrete?example?of?a?major?problem?in?our?society?today.?While?probably?stated?with?good?intentions,?the?quotation?misses?the?mark?on?the?path?education?needs?to?follow.??As?our?society?changes,?so?do?our?educational?needs,?and?thus?our?educational?curriculum?needs?to?change?also.?
I?find?fault??with?the?quotation?on?two?fronts.??First,?the?quotation?does?not?acknowledge?that?curriculum?must?change.??It?seems?to?say?the?educator?should?decide?when?to?change?the?curriculum.??This?does?not?lead?to?optimal?learning?conditions,?ask?anyone?who?studied?high?school?history?out?of?outdated?textbooks.??One?can?also?infer?some?students?won't?be?taught?up-to-date?informationin?a?wide?variety?of?areas.??This?can?become?ideologically?dangerous.???What?happens?when?students?are?not?given?full?teachings?of?such?vital?movements?as?the?Equal?Rights?Amendment?or?the?Constitution?of?their?country???An?unenlightened?society?is?a?grave?society?with?little?hope.??Curriculum?must?change,?and?should?not?be?left?to?input?from?a?single?voice.?
The?second?argument?answers?who?should?make?curriculum?adjustments.??Obviously?the?educator?still?plays?alarge?role?in?this?matter.??The?students?also?need?to?be?part?of?the?decision?process.??The?two?groups?need?a?give?and?take?relationship?when?deciding?topics?for?the?classroom.??If?the?students?could?benefit?from?learning?material?that?is?presently?not?taught?in?the?classroom,?it?should?be?entered.??Sex?education?and?AIDS?education?classes?needed?to?be?part?of?the?curriculum?to?inform?young?people.??Those?classes?were?added?and?have?worked?well.?
A?third?party?that?has?a?role?in?curriculum?development?is?private?business,?including?research?labs,?goods?and?service?providers,?and?financial?businesses.??By?hiring?employees?with?certain?capabilities?they?have?indirectly?influenced?curriculum?for?years.?As?time?passes?they?will?have?more?input?by?demanding?subpar?schools?raise?the?level?of?student?test?scores?in?certain?areas,?either?by?stating?so?or?by?not?hiring?unqualified?students?
The?quotation?echoes?of?a?time?when?school?learning?consisted?of?the?three?"R"'s?and?little?else.
better?or?worse?our?society?is?much?more?complex?now?than?then.
For?our?schools?to?keep?pace?with?our?society?we?need?to?adjust?our?curriclum?to?what?it?should?be,?what?we?want?it?to?be,?and?what?it?needs?to?be.?The?above?quotation?a?concrete?example?of?a?major?problem?in?our?society?today.?While?probably?stated?with?good?intentions,?the?quotation?misses?the?mark?on?the?path?education?needs?to?follow.??As?our?society?changes,?so?do?our?educational?needs,?and?thus?our?educational?curriculum?needs?to?change?also.?
I?find?fault??with?the?quotation?on?two?fronts.??First,?the?quotation?does?not?acknowledge?that?curriculum?must?change.??It?seems?to?say?the?educator?should?decide?when?to?change?the?curriculum.??This?does?not?lead?to?optimal?learning?conditions,?ask?anyone?who?studied?high?school?history?out?of?outdated?textbooks.??One?can?also?infer?some?students?won't?be?taught?up-to-date?informationin?a?wide?variety?of?areas.??This?can?become?ideologically?dangerous.???What?happens?when?students?are?not?given?full?teachings?of?such?vital?movements?as?the?Equal?Rights?Amendment?or?the?Constitution?of?their?country???An?unenlightened?society?is?a?grave?society?with?little?hope.??Curriculum?must?change,?and?should?not?be?left?to?input?from?a?single?voice.
The?second?argument?answers?who?should?make?curriculum?adjustments.??Obviously?the?educator?still?plays?alarge?role?in?this?matter.??The?students?also?need?to?be?part?of?the?decision?process.??The?two?groups?need?a?give?and?take?relationship?when?deciding?topics?for?the?classroom.??If?the?students?could?benefit?from?learning?material?that?is?presently?not?taught?in?the?classroom,?it?should?be?entered.??Sex?education?and?AIDS?education?classes?needed?to?be?part?of?the?curriculum?to?inform?young?people.??Those?classes?were?added?and?have?worked?well.??
A?third?party?that?has?a?role?in?curriculum?development?is?private?business,?including?research?labs,?goods?and?service?providers,?and?financial?businesses.??By?hiring?employees?with?certain?capabilities?they?have?indirectly?influenced?curriculum?for?years.?As?time?passes?they?will?have?more?input?by?demanding?subpar?schools?raise?the?level?of?student?test?scores?in?certain?areas,?either?by?stating?so?or?by?not?hiring?unqualified?students?
The?quotation?echoes?of?a?time?when?school?learning?consisted?of?the?three?"R"'s?and?little?else.??For?better?or?worse?our?society?is?much?more?complex?now?than?then.???For?our?schools?to?keep?pace?with?our?society?we?need?to?adjust?our?curriclum?to?what?it?should?be,?what?we?want?it?to?be,?and?what?it?needs?to?be.?
COMMENTARY?
This?essay?presents?a?competent?discussion?of?the?issue.??The?essay's?argument?--?that?curriculum?should?be?determined?by?many?voices,?including?that?of?private?business?--?is?clearly?expressed?and?adequately?developed.??The?writer?supports?this?position?with?relevant?reasons,?including?an?analysis?of?the?need?for?private?business?to?become?involved?in?education.??Examples?are?clearly?relevant?(e.g.,?sex?education?and?AIDS?education?are?cited?as?examples?of?how?schools?are?offering?new?classes?to?meet?the?contemporary?needs),?and?the?writer?uses?details?to?help?develop?and?illustrate?important?points.??While?the?essay?presents?several?ideas?that?are?thought?provoking?--??e.g.,?"An?unenlightened?society?is?a?grave?society?with?little?hope"?--?those?ideas?are?not?expressed?precisely?or?persuasively?enough?to?merit?a?score?of?5.?
The?conclusion?is?appropriate;?it?reinforces?the?main?idea?of?the?essay,?that?schools?need?to?keep?pace?with?society?and?adjust?curricula?to?meet?the?needs?of?both?students?and?employers.?
The?essay?consistently?displays?adequate?control?over?the?conventions?of?academic?writing.??Sentence structure?is?generally?adequate,?although?many?of?the?sentences?would?benefit?from?restructuring?and?the?use?of?transitions?to?more?effectively?communicate?the?writer's?ideas.?
For?all?of?these?reasons?--?competent?analysis?and?adequate?control?of?the?elements?of?writing?--?this?essay?received?a?score?of?4.?
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