GRE作文考察的综合能力具体指什么
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GRE作文考察的综合能力具体指什么 ，希望大家喜欢。
GRE作文考察的综合能力具体指什么
GRE，全称Graduate Record Examination，中文名称为美国研究生入学考试，适用于除法律与商业外的各专业，由美国教育考试服务处(Educational Testing Service，简称ETS)主办。GRE是世界各地的大学各类研究生院(除管理类学院，法学院)要求申请者所必须具备的一个考试成绩，也是教授对申请者是否授予奖学金所依据的最重要的标准。
写作这一块注重的是综合能力的考察，写作部分将重点考察考生有针对性地对具体考题做出反应的能力，而非要求考生堆砌泛泛的文字。主要表现在是否清楚有效地阐明了复杂的观点;是否用贴切的事理和事例支撑观点;是否具有能支撑文章的有针对性的连贯的讨论。其部分联合考察逻辑推理和分析写作技能，大幅度出现一些需要考生做出有针对性的回应的考题，这对考生的综合能力考查性较强。具体说来，这些重点关注的能力包括：
· 清楚有效地阐明复杂观点
· 用贴切的事理和事例支撑观点
· 考察/验证他人论点及其相关论证
· 支撑一个有针对性的连贯的讨论
· 控制标准书面英语的各个要素
写作部分将联合考察逻辑推理和分析写作两种技能，并且将加大力度引进那些需要考生做出有针对性的回应的考题，降低考生依赖事前准备(如背诵)的材料的可能性。
备考GRE写作的建议
1.正确了解GRE写作题目
审题中需要把握两点：一审新GRE写作文章的文体和格式，弄清文章的文体和格式是重要前提。二审新GRE写作文章内容，先对题中的信息进行筛选，然后把有用信息按一定顺序分小点列出来。
2. 巧妙构思GRE文章框架
GRE写作通常是一个五段三点式的写作：开头段+论述段+结尾段。所以看到题目的时候，要马上构思确定自己的观点，不管同意哪方都没关系，重要的是能够马上确定自己的观点，搜集脑海中的支撑。
3.保证文章词句多元化
GRE写作考试对考生的要求是词汇要富于变化，不要总是重复用词，而且要多用一些句式，使文章看起来更加的地道。
4.提高打字速度和正确率
Issue和Argument写作各个部分只有30分钟，所以一定要把握好时间，提高打字的速度。
GRE写作满分范文1
"In?our?time,?specialists?of?all?kinds?are?highly?over-rated.?We?need?more?generalists?—?people?who?can?provide?broad?perspectives."??
In?today's?society,?there?are?many?people?who?feel?generalist?are?more?broad?than?specialists.?I?will?discuss?how?there?is?a?need?for?generalists?in?the?medical?field,?education,?and?the?work?place.??First,?I?will?discuss?how?there?is?a?need?for?generalists?in?the?medical?field.?A?generalist?in?this?area?would?be?straight?foward?with?clients.?For?instance,?in?explaining?to?a?patient?they?had?cancer.?A?specialist?would?use?wording?that?you?would?believe?everything?is?fine.??
Second,?I?will?discuss?how?there?is?a?need?for?generalists?in?the?education?field.?In?this?field?some?instructors?use?"big?words"?and?try?to?out?smart?themselves?with?there?own?thoughts?of?character.??Last,?I?will?discuss?how?there?is?a?need?for?generalists?in?the?workplace.?In?the?workplace?the?bosses?should?be?open?with?personell.?For?instance,?instead?of?acting?like?they?know?everything?they?should?be?open?to?knew?thoughts?and?ideas.????
COMMENTARY
On?the?surface,?this?essay?appears?to?present?an?organized?discussion?of?the?issue.?In?actuality,?there?are?fundamental?deficiencies?in?analysis?and?development.??
The?essay?begins?with?a?tautology:?"...there?are?many?people?who?feel?generalist?are?more?broad?than?specialists."?Then,?in?the?three?short?paragraphs?that?follow,?the?writer?promises?to?discuss?"a?need?for?generalists"?in?a?specific?field,?but?none?of?these?discussions?materialize.??
The?rest?of?the?essay?only?confirms?the?sense?of?"fundamental?deficiency."?Rather?than?analyze?the?issue,?the?writer?unpersuasively?vilifies?specialists?as?people?who?use?their?power?to?deceive?and?mislead?others.??
Although?the?errors?(sentence?fragments,?incorrect?verb?tenses,?and?awkward?syntax)?are?persistent,?language?problems?alone?do?not?earn?this?essay?a?score?of?"1."?Rather,?this?response?fits?the?scoring?guide?criterion?of?showing?"little?evidence?of?the?ability?to?develop?or?organize?a?coherent?response?to?the?topic."?
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?statement?above?conceals?intesting?connotations?far?above?curriculum?development.??Issues?of?classroom?control?and?development?of?scholarly?talents?are?at?stake,?not?simply?a?debate?over?which?books?are?acceptable?or?over?revisionist?histories.?
The?statement?itself?is?a?bit?misleading?in?that?in?my?experience,?student?control?over?curriculum?hardly?existed.??Each?year,?there?were?certain?course?offerings?made?available,?and?students?were?to?choose?from?those?offerings,?of?course?bearing?in?mind?requirements?for?graduation?set?forth?by?the?administration.??On?a?classroom?level,?the?immediate,?initial?material?may?have??been?somewhat?directed?by?the?students,?but?this?was?a?part?of?the?process?allowed?by?the?teacher/professor?in?order?to?gain?the?interest?and?attention?of?the?students.??However,?too?much?of?any?one?thing?becomes?problematic;?letting?students?set?the?curriculum,?as?with?letting?students?choose?and?design?their?own?major?in?college,?serves?ultimately?to?dilute?the?quality?of?the?educational?experience?unless?a?single?advisor?can?devote?significant?amounts?of?time?to?the?individual?student.??This?amount?of?time,?or?even??the?expense?to?the?student?of?this?individual?attention,?seem?to?indicate?that?resources?would?be?better?allocated?elsewhere.?
Of?course,?any?school?in?which?the?students?decide?"what?goes"?is?bound?to?have?problems?controlling?students.??Once?the?educators,?be?they?administrators?or?teachers,?are?under?the?control?of?students,?even?a?democratic?situation?would?be?like?holding?royalty?acountable?to?the?mob.?Presently,?students?hear?for?hours?that?they?should?not?forget?to?use?a?condom?in?the?heat?of?the?moment,?and?educators?think?the?message?gets?through,??while?half?the?kids?can't?even?remember?to?bring?a?pencil?to?class.???Students?go?to?school?not?to?simply?learn?the?Pythagorean?theorem,?but?to?learn?direction?and?receive?guidance.?This?cannot?occur?when?students?are??in?charge,?and?standards,?already?hard?to?find?in?America's?contemporary?public?schools,??will?become?unenforceable.??If?students?dictate?and?administrators?do,?students?will?never?learn?academic?responsibility,?and?if?they?can't?be?held?accountable?for?homework,?what?other?responsibilities?will?they?avoid?when?they?get?older?
But?in?another?sense,?teachers?and?students?do?exist?in?a?partnership?of?sorts.??Teachers?are?there?to?satisfy?the?needs?of?the?student,?and?the?student,?while?perhaps?not?being?the?most?experienced/?knowledgeable?person??on?what?his/her?needs?actually?are?(versus?wants),?at?least?should?be?afforded?some?say.???In?addition,?we?must?remember?what?the?purpose?of?education?is,?and?that?there?are?different?levels?of?education.? ??
In?high?school,?the?focus?is?not?so?much?on?learning?actual?material.??The?focus?is?on?developing?study?habits,?and?on?social?interaction.??The?best?secondary?schools?promote?an?environment?in?which?individual?creativity?and?pacing?can?be?developed,?where?students?are?taught?to?thinkon?their?own,?and?learn?to?debate?and?argue?in?a?scholarly?way,?through?writing?and?other?formal?methods?of?discourse.??Group?collaboration?and?interpersonal?skills?are?developed?and?honed.??The?actual?details?of?what?is?studied?and?tested?is?of?less?importance.??Whether?a?student?reads?Maya?Angelou,?or?Yeats,?or?Euripides?essentially?is?beside?the?point?as?long?as?a?student's?mind?is?cultivated,?not?just?their?ability?to?record?and?recite.??What?is?important?is?that?secondary?students?develop?and?grow?in?the?hands?of?the?professionals.?
The?secondary?educational?experience?is?designed?to?prepare?a?student?for?college.??It?is?in?college?where?the?individual?learns?to?examine?the?world?and?how?it?works,?and?the?individual's?place?in?it.?
As?for?duty,?it?is?the?educators'?duty?not?simply?to?determine?the?curriculum,?but?to?present?it?effectively.??They?cannot?half-heartedly?paint?it?on?the?blackboard,?they?must?enliven?it?and?actually?teach.??Hard?work?must?be?lauded,?while?freeloaders?are?punished.??These?are?the?duties?of?teachers,?and?the?duty?of?the?students?is?not?just?to?learn?or?study,?but?to?grow.?An?independent?mind?is?what?students?need,?and?that?mind?has?to?be?in?a?position?to?want?and?be?able?to?question?beyond?the?material?presented,?not?simply?to?question?its?legitimacy.?That?distinction,?though?subtle,?is?the?difference?between?letting?the?students?follow?a?self-destructive?course?of?premature?self-determination?on?the?one?hand?,?and?permitting?on?the?other?hand?the?fostering?of?great?talents?through?a?cooperative,?mentoring?relationship??
COMMENTARY?
This?is?an?insightful,?well-articulated?discussion?of?curricular?responsibility?and?the?larger?issue?of?academic?responsibility.??After?a?brief?introduction?examining?assumptions?implied?by?the?topic,?the?writer?skillfully?develops?the?position?that?letting?students?dictate?the?curriculum?could?dilute?the?educational?experience.??Allowing?students?to?determine?the?curriculum,?the?writer?claims,?will?deny?them?the?guidance?and?direction?they?need?to?learn?academic?responsibility.??
The?line?of?reasoning?is?strengthened?by?the?discussion?of?how?teachers?and?students?can?work?in?partnership?to?satisfy?the?needs?of?students.??The?argument?is?further?advanced?with?concrete?examples?from?high?school?courses?showing?how?teachers?provide?guidance?for?students?through?group?collaboration,?development?of?interpersonal?skills,?and?preparation?for?college.??The?examples?are?varied?(from?condom?use?to?reading?Angelou,?Yeats,?or?Euripedes)?and?used?effectively?to?further?support?the?writer's?position.? ??
In?the?conclusion,?the?writer?thoughtfully?discusses?how?educators?should?not?only?determine?the?curriculum?but?present?it?in?an?enlivened?and?appropriate?manner.??The?final?sentence,?contrasting?a?"self-destructive?course?of?premature?self-determination"?and?"a?cooperative,?mentoring?relationship,"?ties?the?essay?together.???
The?essay?is?clearly?organized,?although?the?writer?does?not?rely?on?conventional?phrases?(such?as?"first,"?"second,"?etc.)?to?signal?the?organizational?structure.??Instead,?the?organization?and?focus?progress?through?the?line?of?reasoning?that?moves?fluently?and?coherently?from?one?paragraph?to?the?next.?
Language?use?is?generally?precise?and?effective?(e.g.,?"holding?royalty?accountable?to?the?mob"),?and?sentence?structure?is?well?controlled?(e.g.,?"hard?work?must?be?lauded,?while?freeloaders?are?punished").??The?few?errors?are?minor,?the?kind?that?can?easily?be?made?--?and?forgiven?--?under?testing?conditions.?
This?outstanding?response?received?a?score?of?6.
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