GRE作文考察的綜合能力具體指什麼

爲了幫助大家備考gre。瞭解更多關於gre的知識，打有準備的仗，下面小編給大家帶GRE作文考察的綜合能力具體指什麼 ，希望大家喜歡。

GRE作文考察的綜合能力具體指什麼

GRE，全稱Graduate Record Examination，中文名稱爲美國研究生入學考試，適用於除法律與商業外的各專業，由美國教育考試服務處(Educational Testing Service，簡稱ETS)主辦。GRE是世界各地的大學各類研究生院(除管理類學院，法學院)要求申請者所必須具備的一個考試成績，也是教授對申請者是否授予獎學金所依據的最重要的標準。

寫作這一塊注重的是綜合能力的考察，寫作部分將重點考察考生有針對性地對具體考題做出反應的能力，而非要求考生堆砌泛泛的文字。主要表現在是否清楚有效地闡明瞭複雜的觀點;是否用貼切的事理和事例支撐觀點;是否具有能支撐文章的有針對性的連貫的討論。其部分聯合考察邏輯推理和分析寫作技能，大幅度出現一些需要考生做出有針對性的迴應的考題，這對考生的綜合能力考查性較強。具體說來，這些重點關注的能力包括：

· 清楚有效地闡明覆雜觀點

· 用貼切的事理和事例支撐觀點

· 考察/驗證他人論點及其相關論證

· 支撐一個有針對性的連貫的討論

· 控制標準書面英語的各個要素

寫作部分將聯合考察邏輯推理和分析寫作兩種技能，並且將加大力度引進那些需要考生做出有針對性的迴應的考題，降低考生依賴事前準備(如背誦)的材料的可能性。

備考GRE寫作的建議

1.正確瞭解GRE寫作題目

審題中需要把握兩點：一審新GRE寫作文章的文體和格式，弄清文章的文體和格式是重要前提。二審新GRE寫作文章內容，先對題中的信息進行篩選，然後把有用信息按一定順序分小點列出來。

2. 巧妙構思GRE文章框架

GRE寫作通常是一個五段三點式的寫作：開頭段+論述段+結尾段。所以看到題目的時候，要馬上構思確定自己的觀點，不管同意哪方都沒關係，重要的是能夠馬上確定自己的觀點，蒐集腦海中的支撐。

3.保證文章詞句多元化

GRE寫作考試對考生的要求是詞彙要富於變化，不要總是重複用詞，而且要多用一些句式，使文章看起來更加的地道。

4.提高打字速度和正確率

Issue和Argument寫作各個部分只有30分鐘，所以一定要把握好時間，提高打字的速度。

GRE寫作滿分範文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:?"e?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寫作滿分範文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.