2021年GRE作文考察的綜合能力具體指什么

1、GRE作文考察的綜合能力具體指什么 為了幫助大家備考gre。了解更多關(guān)于gre的知識，打有準備的仗，下面給大家?guī)RE作文考察的綜合能力具體指什么 ，希望大家喜歡。 GRE，全稱Graduate Record Examination，中文名稱為美國研究生入學考試，適用于除與商業(yè)外的各專業(yè)，由美國考試服務(wù)處(Educational Testing Servi _，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(jù)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

2、體考題做出反應(yīng)的能力，而非要求考生堆砌泛泛的文字。主要表現(xiàn)在是否清楚有效地闡明了復(fù)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(lián)合考察邏輯推理和分析寫作技能，大幅度出現(xiàn)一些需要考生做出有針對性的回應(yīng)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 _的能力包括： 清楚有效地闡明復(fù)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(guān)論證 支撐一個有針對性的連貫的討論 控制標準書面的各個要素 寫作部分將聯(lián)合考察邏輯推理和分析寫作兩種技能，并且將加大力度引進那些需要考生做出有針對性的回應(yīng)的考題，降低考生依賴事前準備(如背誦)的材料的可能

3、性。 備考GRE寫作的建議 1.正確了解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(nèi)容，先對題中的信息進行篩選，然后把有用信息按一定順序分小點列出來。 2. 巧妙構(gòu)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(jié)尾段。所以看到題目的時候，要馬上構(gòu)思確定自己的觀點，不管同意哪方都沒關(guān)系，重要的是能夠馬上確定自己的觀點，搜集腦海中的支撐。 3.保證文章詞句多元化 GRE寫作考試對考生的要求是詞匯要富于變化，不要總是重復(fù)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

4、 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。 In?our?time,?specialists?of?all?kinds?are?highly?over-rated.?We?need?more?generalists?people?who?can?provide?broad?perspectives.? In?todays?society,?there?are? _ny?people?who?feel?generalist?are?more?broad?than?specialists.?I?will?discuss?how?there?is?

5、a?need?for?generalists?in?the?medical?field,?education,?and?the?work?pla _.?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?instan _,?in?explaining?to?a?patient?they?had?can _r.?A?specialist?would?us

6、e?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?s _rt?themselves?with?there?own?thoughts?of?character.?Last,?I?will?discuss?how?there?is?a?need?for?gen

7、eralists?in?the?workpla _.?In?the?workpla _?the?bosses?should?be?open?with?personell.?For?instan _,?instead?of?acting?like?they?know?everything?they?should?be?open?to?knew?thoughts?and?ideas.? MENTARY On?the?su _ _,?this?essay?appears?to?present?an?organized?discussion?of?the?issue.?In?actuality,?th

8、ere?are?fundamental?deficiencies?in? _ysis?and?development.? The?essay?begins?with?a?tautology:?.there?are? _ny?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?

9、none?of?these?discussions? _terialize.? The?rest?of?the?essay?only?confirms?the?sense?of?fundamental?deficiency.?Rather?than? _yze?the?issue,?the?writer?unpersuasively?vilifies?specialists?as?people?who?use?their?power?to?de _ive?and?mislead?others.? Although?the?errors?(senten _?fragments,?incorrec

10、t?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?eviden _?of?the?ability?to?develop?or?organize?a?coherent?response?to?the?topic.? It?is?unfortunate?that?todays?edu

11、cators?pla _?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?con _als?intesting?connotations?far?above?curri

12、culum?development.?Issues?of?classroom?control?and?development?of?scholarly?talents?are?at?stake,?not?simply?a?debate?over?which?books?are?aeptable?or?over?revisionist?histories.? The?statement?itself?is?a?bit?misleading?in?that?in?my?experien _,?student?control?over?curriculum?hardly?existed.?Each?

13、year,?there?were? _rtain?course?offerings? _de?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? _terial? _y?have?been?somewhat?directed?by?the?students,?bu

14、t?this?was?a?part?of?the?pro _ss?allowed?by?the?teacher/professor?in?order?to?gain?the?interest?and?attention?of?the?students.?However,?too?much?of?any?one?thing?bees?proble _tic;?letting?students?set?the?curriculum,?as?with?letting?students?choose?and?design?their?own? _jor?in?college,?serves?ulti

15、_tely?to?dilute?the?quality?of?the?educational?experien _?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?resour _s?would?be?better?allocated?elsewher

16、e.? Of?course,?any?school?in?which?the?students?decide?what?goes?is?bound?to?have?problems?controlling?students.?On _?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,?stud

17、ents?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?cant?even?remember?to?bring?a?pencil?to?class.?Students?go?to?school?not?to?simply?learn?the?Pythagorean?theorem,?but?to?learn?direction?and?re

18、 _ive?guidan _.?This?cannot?our?when?students?are?in?charge,?and?standards,?already?hard?to?find?in?Americas?contemporary?public?schools,?will?bee?unenfor _able.?If?students?dictate?and?administrators?do,?students?will?never?learn?academic?responsibility,?and?if?they?cant?be?held?aountable?for?homew

19、ork,?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?experien _d/?knowledgeable?person?on?what?hi

20、s/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? _terial.?The?focus?is?on?developing?study?h

21、abits,?and?on?social?interaction.?The?best?secondary?schools?promote?an?enviro _ent?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?for _l?methods?of?discourse.?Gro

22、up?collaboration?and?interpersonal?skills?are?developed?and?honed.?The?actual?details?of?what?is?stu _d?and?tested?is?of?less?importan _.?Whether?a?student?reads?Maya?Angelou,?or?Yeats,?or?Euripides?essentially?is?beside?the?point?as?long?as?a?students?mind?is?cultivated,?not?just?their?ability?to?r

23、ecord?and?recite.?What?is?important?is?that?secondary?students?develop?and?grow?in?the?hands?of?the?professionals.? The?secondary?educational?experien _?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?individua

24、ls?pla _?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

25、?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? _terial?presented,?not?simply?to?question?its?legiti _cy.?That?distinction,?though?subtl

26、e,?is?the?differen _?between?letting?the?students?follow?a?self-destructive?course?of?pre _ture?self-determination?on?the?one?hand?,?and?permitting?on?the?other?hand?the?fostering?of?great?talents?through?a?cooperative,?mentoring?relationship? MENTARY? This?is?an?insightful,?well-articulated?discuss

27、ion?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?experien _.?Allowing?students

28、?to?determine?the?curriculum,?the?writer?claims,?will?deny?them?the?guidan _?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?furth

29、er?advan _d?with?concrete?examples?from?high?school?courses?showing?how?teachers?provide?guidan _?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?writers?position.? ? In?the?conclusion,?the?writer?thoug