成为GRE写作达人8大因素（推荐2篇）由网友“結野君”投稿提供，下面是小编帮大家整理后的成为GRE写作达人8大因素，希望对大家的学习与工作有所帮助。
篇1：成为GRE写作达人8大因素
成为GRE写作达人8大因素
2.必须要熟练，重要的是形成惯性思维。GRE考试时间真的是太紧张了，要想现场思考每句话的调理性真的是太难了，远远超过了大脑运转的速度，只有有充分思维准备的人，才能驾轻就熟，运用自如。题目中提到politics，大脑中就应当出现Franklin Roosevelt， Lincoln， Gerhard Shroeder， Gandhi……; 提到ART，就该想到Rembrandt， Van Gogh， Starry night， night watch， Henmingway， the old man and the sea……; 提到Scandal，就该想到Nixon，watergate，bill clinton，sex sandal，Enran……总之，熟练是非常非常重要的!
3.必须多修改，如果不勤修改自己的新GRE作文，就不知道自己原来的漏洞和不足在哪，闷头写，只能导致lose the stake! 当认真学习一段时间写作之后，再回头改第一篇习作，肯定会发现自己很多毛病，这说明： 我们在进步!
4.必须学习别人的文章，不管是老外280，还是同主题习作，都是非常宝贵的学习，参考资料，看到别人的文章和新GRE写作思路，是提高自己水平的有效途径!建议大家看看其他考生原来写的习作和互拍，真的会受益匪浅!例如：imong，needle，pooh，鬼谷子等牛人的，不一一列举了。
5.必须多思考，多写不如多改，多改不如多想，当然这种想不是fantasy and daydream.二是针对写作思路和自我总结，当我意识到这点时，已经太晚了!
6.必须看arg的全部题库，不要抱侥幸心理，在考试之前找到文章中出现的逻辑错误，远比在30min中为它而浪费时间值得的多。
7.必须多交流，听听大家的意见，有益无害。
8.必须要有自己的例子，这个，没有哪个考官会喜欢几百号人都说Van Gogh， Einstein， Curie吧?
好了，关于新GRE写作的高分达成注意点小编就整理到这。要拿新GRE作文的高分着实不容易，大家在GRE考试的复习时候一定要打牢基础知识，同时掌握一定的作文技巧，再者就是多看高分作文范文，这样才能在有限的复习时间内达到最大的复习效果。
GRE issue写作优秀实例：触类旁通
题目：
“Students should memorize facts only after they have studied the ideas, trends, and concepts that help explain those facts. Students who have learned only facts have learned very little.”
学生们在记忆知识的时候应该先学习有助于解释那些知识的理念、潮流和概念。仅仅死学知识的学生是学不到什么东西的。
正文：
The speaker makes a threshold claim that students who learn only facts learn very little, then concludes that students should always learn about concepts, ideas, and trends before they memorize facts. While I wholeheartedly agree with the threshold claim, the conclusion unfairly generalizes about the learning process. In fact, following the speaker's advice would actually impede the learning of concepts and ideas, as well as impeding the development of insightfuland useful new ones.
Turning first to the speaker's threshold claim, I strongly agree that if we learn only facts we learn very little. Consider the task of memorizing the periodic table of elements, which any student can memorize without any knowledge of chemistry, or that the table relates to chemistry. Rote memorization of the table amounts to a bit of mental exercise-an opportunity to practice memorization techniques and perhaps learn some new ones. Otherwise, the student has learned very little about chemical elements, or about anything for that matter.
As for the speaker's ultimate claim, I concede that postponing the memorization of facts until after one learns ideas and concepts holds certain advantages. With a conceptual framework already in place a student is better able to understand the meaning of a fact, and to appreciate its significance. As a result, the student is more likely to memorize the fact to begin with, and less likely to forget it as time passes. Moreover, in my observation students whose first goal is to memorize facts tend to stop there--for whatever reason. It seems that by focusing on facts first students risk equating the learning process with the assimilation of trivia; in turn, students risk learning nothing of much use in solving real world problems.
Conceding that students must learn ideas and concepts, as well as facts relating to them, in order to learning anything meaningful, I nevertheless disagree that the former should always precede the latter--for three reasons. In the first place, I see know reason why memorizing a fact cannot precede learning about its meaning and significance--as long as the student does not stop at rote memorization. Consider once again our hypothetical chemistry student. The speaker might advise this student to first learn about the historical trends leading to the discovery of the elements, or to learn about the concepts of altering chemical compounds to achieve certain reactions--before studying the periodic table. Having no familiarity with the basic vocabulary of chemistry, which includes the information in the periodic table, this student would come away from the first two lessons bewildered and confused in other words, having learned little.
In the second place, the speaker misunderstands the process by which we learn ideas and concepts, and by which we develop new ones. Consider, for example, how economics students learn about the relationship between supply and demand, and the resulting concept of market equilibrium, and of surplus and shortage. Learning about the dynamics of supply and demand involves (1) entertaining a theory, and perhaps even formulating a new one, (2) testing hypothetical scenarios against the theory, and (3) examining real-world facts for the purpose of confirming, refuting, modifying, or qualifying the theory. But which step should come first? The speaker would have us follow steps 1 through 3 in that order. Yet, theories, concepts, and ideas rarely materialize out of thin air; they generally emerge from empirical observations--i.e., facts. Thus the speaker's notion about how we should learn concepts and ideas gets the learning process backwards.
In the third place, strict adherence to the speaker's advice would surely lead to ill-conceived ideas, concepts, and theories. Why? An idea or concept conjured up without the benefit of data amounts to little more than the conjurer's hopes and desires. Accordingly, conjurers will tend to seek out facts that support their prejudices and opinions, and overlook or avoid facts that refute them. One telling example involves theories about the center of the universe. Understandably, we ego-driven humans would prefer that the universe revolve around us. Early theories presumed so for this reason, and facts that ran contrary to this ego-driven theory were ignored, while observers of these facts were scorned and even vilified. In short, students who strictly follow the speaker's prescription are unlikely to contribute significantly to the advancement of knowledge.
To sum up, in a vacuum facts are meaningless, and only by filling that vacuum with ideas and concepts can students learn, by gaining useful perspectives and insights about facts. Yet, since facts are the very stuff from which ideas, concepts, and trends spring, without some facts students cannot learn much of anything. In the final analysis, then, students should learn facts right along with concepts, ideas, and trends.
GRE issue写作优秀实例：复杂与简单
题目：
“Anyone can make things bigger and more complex. What requires real effort and courage is to move in the opposite direction—in other words, to make things as simple as possible.”
任何人都可以把事情简单复杂化，但是需要真正努力和勇气的恰恰相反，也就是说应该把事情变得尽可能的简单。
正文：
This is a paradoxical word. When looking around you will easily find humans are trying to make this word complex. Modern technologies, new machines are changing at the speed faster than any time before; knowledge of diverse disciplines are amplifying in a explosive way that nobody can really catch up with it as to know all even in one specific field. What humans also seek for is the simplicity. To be Smaller and Simpler has become the new trend , so that one could get rid of a lot of trivia and enjoy the convenient life. Admittedly, to make things bigger and more complex is easier, if you call things of a mess complexity. Otherwise, I contend that both making things complex and simple demands real effort and courage.
First of all, before any further discussion, I want to clarify 'complex' and 'simple'. Here is an example. When a basketball star is asked “How could you play so well?”. Probably he will say “It is simple. I just follow my hunch.” But if he was asked when he was a beginner ,it would be a totally different answer . He might think it is hard to play so well that one day he could become a famous star. In this case, 'simple' and 'complex' are the evaluation of subjective feelings. After hard training ,the player finally obtain a professional skill ,while playing basketball doesn't change at all no matter how the player think of it. So, this is what I call subjective standard. No doubt, to achieve this ‘simple’ from ‘complex’ require a desire to explore the very thing not to mention hard working. Except the case above , actually, things could be described as complex and simple according to their own attribute, that is objective nature, which will go on being elucidated below.
On one hand, the pursuit of complexity cannot moves forward without spirits such as bravery, diligence, and creative mind. The real world is often not so simple as it first appears. How simple something is , in fact, depends to a considerable degree on how deep you dig into it and how far you are from the core. If you only fix your eyes on the surface, things may take on the simple look. It is easy and energy-saving to stay at the superficial, while it is a energy-consuming work to explore into the deep layer where the reality seems not very friendly , so to speak, it is perplexing. For instance, the computer at your service can implement any of your commands by your simply clicking on the mouse or pressing some keys on the keyboard. The whole process of data may last only for seconds or even shorter. Simple it may seem at the first glance, only experts on computers could explain exactly how could this realizes. It takes them hard work and open-mind to compile codes ,to think up ways in order to link the actions with the codes, and then order the computer to decode to finish the whole process. Therefore, only with effort and creative mind that one can look deeper and figure out the pith.
On the other hand, there does exit a tendency of simplicity. However, same with 'complexity' , they never emerge until one looks for it with endeavor and courage, along with open mind. Even the most complicated thing could turn on a easy look , which exactly are some of the scientists seeking for to facilitate human living conditions. For instance, if one want to know the weather condition of tomorrow , he or she can just get the information on TV, newspaper, or on the web. It becomes accessible in such a easy way that shouldn't we remember the contribution of those meteorologists. Moreover, earthquakes and hurricanes can also be predicted to some extent so that some actions can be taken to save lives and economic loss. However, it may be hard to think the persistent work behind the apparent simplicity. Data of decades must be accumulated and processed, needless to say the invention of the methods to forecast the weather and natural disasters, which is likely the fruit of the effort through several generations.
To conclude, the definition of 'complex' and 'simple' could be different. If it refers to one's subjective feelings , to achieve 'simple' asks one to work hard from the starting complex'. When related to objective definition, the course stepping out from the easy surface till reaching the intricate essence is in fact a course of recognizing and exploring things; to make things easier from complex is how we try to abstract things so that it could be conveniently at our service. In sum, without exerting out one's talent and energy, to make things easy or to complicate them will never be realized.
篇2：GRE写作历史类8大高频热点话题金句
GRE写作历史类8大高频热点话题金句分享
1.“The greatness of individuals can be decided only by those who live after them, not by their contemporaries.”
只有后来人评价以前的人，而不应该同时代的人相互评价
2.“When we concern ourselves with the study of history, we become storytellers. Because we can never know the past directly but must construct it by interpreting evidence, exploring history is more of a creative enterprise than it is an objective pursuit. All historians are storytellers.” 110. 当我们把自己和历史关联起来时，我们变成了讲故事的人。因为我们无从知道过去发生的事情，但是又必须要把她们表述出来，所以历史研究是一个非常有创造性的领域，而并非一个客观的过程。所有的历史学家都是讲故事的人(storyteller)
3. “The best way to understand the character of a society is to examine the character of the men and women that the society chooses as its heroes or its heroines.”
理解一个社会特征的最好的方法就是研究那个社会所认为的伟大人物
4.“The study of history places too much emphasis on individuals. The most significant events and trends in history were made possible not by the famous few, but by groups of people whose identities have long been forgotten.”
对历史的研究把太多的重点放在对某些个人上。而历史上一些重大的事件和发展趋势不是由个别名人决定的，而可能是由那些已经被人们淡忘的人制造的
5.“Most people would agree that buildings represent a valuable record of any society's past, but controversy arises when old buildings stand on ground that modern planners feel could be better used for modern purposes. In such situations, modern development should be given precedence over the preservation of historic buildings so that contemporary needs can be served.”
很多人认为建筑代表了一个社会过去的历史价值，但是当现代城市的规划者想要利用老建筑占用的地盘做新的规划时，就会引起很多争辩。在这样的情况下，现代的发展应该优先被考虑，以使当代的需要得到满足。
6.“History teaches us only one thing: knowing about the past cannot help people to make important decisions today.”
7.“So much is new and complex today that looking back for an understanding of the past provides little guidance for living in the present.”
现在的生活日新月异，对过去的研究学习没有实际的指导意义
8.“The study of history has value only to the extent that it is relevant to our daily lives.”
只有当历史和我们的生活相关时，对它的研究才有扩展性和价值
GRE写作思路实例解析
arguement51The following appeared in a medical newsletter.
"Doctors have long suspected that secondary infections may keep some patients from healing quickly after severe muscle strain. This hypothesis has now been proved by preliminary results of a study of two groups of patients. The first group of patients, all being treated for muscle injuries by Dr. Newland, a doctor who specializes in sports medicine, took antibiotics regularly throughout their treatment. Their recuperation time was, on average, 40 percent quicker than typically expected. Patients in the second group, all being treated by Dr. Alton, a general physician, were given sugar pills, although the patients believed they were taking antibiotics. Their average recuperation time was not significantly reduced. Therefore, all patients who are diagnosed with muscle strain would be well advised to take antibiotics as part of their treatment“
先看我同学是怎么写的，他的3段攻击大概是这样的：
1.2个医生背景不同
2.2个实验组的具体情况信息实在太少，不足以判断
3.并不一定所有的病人都会发生2次感染
想来他的思路具有一些普遍性，现在来看我说我的思路。
要写好arguement，首先就是要学会读题目怎么读题目?不是单单找逻辑错误就完了的，你更要分析题目句子和句子间的逻辑关系。
也许有的人此刻会笑，心说，“哪个模版上不说，‘arguer的所说的结论是什么，他的论据是什么。。。’，‘有谁会分不清楚?’” 虽然谁都知道，但是你有没有真正想过这里面的内在含义?
这个题目，我会分成3块：
第一是前提：Doctors have long suspected that secondary infections may keep some patients from healing quickly after severe muscle strain
第二是结论：Therefore, all patients who are diagnosed with muscle strain would be well advised to take antibiotics as part of their treatment
剩下来的都是论据。
但是请分清楚这些都是谁的论据，他们都是用来证明“This hypothesis has now been proved by preliminary results of a study of two groups of patients.”的。那换言之，就是前提的论据。
简单说来，就是作者的话可以这样复述“因为[前提]的存在，所以我的[结论]是。。。那为什么说这个[前提]是正确的呢?因为。。。[论据]”
这3者间的逻辑关系
前提和结论
前提和结论可以说是一个因果关系 (至少作者想体现出一种因果关系)。
论据和前提
论据和前提也可以说是一个因果关系，因为这里的论据是用来证明前提的。
但是，究竟哪个逻辑关系是主关系呢?显然应该是前提和结论的因果关系
如果你承认这点，那么就应该在你的第一攻击点，首先考虑攻击这个关系。反过来说，如果你第一段攻击了，那2个病人的实验，那你就是主次没分清楚好，我们来看，这个结论和前提的因果关系到底有什么逻辑问题!
这个又是一个读题目能力的考察，一定要仔细啊!!!
前提：Doctors have long suspected that secondary infections may keep some patients from healing quickly after severe muscle strain
结论：Therefore, all patients who are diagnosed with muscle strain would be well advised to take antibiotics as part of their treatment
最明显一些关键词，我已经给标出来了。剩下的也有值得关注的 比如 结论里面的 part。
是否发现，单单这2句话，比那一段实验还要有多话说?
secondary infections may ——>一个仅仅是may 的事情，居然推广到都会发生，显然错了。
some——>all 一些病人 推广到 所有病人 显然也错了。
severe muscle strain 和一般的 muscle strain 病人能同等对待么?只有严重肌肉损伤的人中才有某些人可能发生再次感染，没有说任何关于整个肌肉损伤病人的信息。
由此，一下就至少3个攻击点。怎么攻击，不用我说了，这个你们很熟悉。但是在这里，我必须要再次强调为什么要先攻击这个地方，这个是西方的习惯，先攻击最重要的逻辑问题。
为什么这个比2个病患组的例子更重要?病患组的例子你再怎么攻击，最多也就是能说“这些证据，并不能表明[前提]是一定存在的”，那也就等于说，[前提]还是有可能存在的。你最后的攻击无非就是“一个不一定确实存在的[前提]，不能推导到那样的结论”
而我攻击前提和结论这个逻辑层面，我就能说，即便[前提]是完全正确的，我也不能得到那样的结论。所以，要先攻击这个逻辑关系这个地方说的有点绕，希望大家仔细想下。
那这3个点攻击完了，这个主逻辑层次攻击完了，怎么着至少攻击了2段了吧?如果你愿意此刻攻击了3段了，接着是什么?接着才是那2个病患组的攻击，也就是攻击他的前提了，想怎么攻击怎么攻击。
但是，不知道你们发现了没有，不管你怎么攻击这个证据，顶多也就是个information too vague，没有能重伤这个文章让别人怀疑的能力。
而我们最开始的攻击，相对于前者，可以说就是招招致命，让人足够怀疑了。
GRE写作备考书籍的整理
黄皮书
优点：黄皮书搜集了I和A的题库，最重要的是每道题都用中文翻译了，这对于刚上手的战友可以说方便了不少。
缺点：部分题目特别是Issue有很多地方(譬如一些题目的key words)中文翻译有部分问题，大家在用的时候还是要留心了。不过，错误还是相对较少的。
使用用法：每天在空闲的时候不断过英文题目，诸如，刷牙，吃饭，泡澡。然后照着题目练习打字，这样有利于在考试的时候加快审题速度，到考场上你会发现，几分钟时间是相当宝贵的。另外，时间不够的G友，可以熟悉下中文的翻译，和每个题目的关键词，这样至少可以在时间宝贵的考试中，知道题目在讲什么。总之，考前过题库是一项必须的工作。
注: 网上通用顺序=黄皮书序号+20，其实也就是黄皮书把通用顺序的前20道题放到了最后。另外，黄皮书搜集的题库并不是最新的，根据不少G友反应，在考Issue的时候，有时在二选一的时候会碰到新题，当然另一道还是大家所熟悉的，或者是有部分词改动的，这也是大家所要注意的。
《Time》(《时代》周刊)
优点：相信看过它的同学都知道。时代里面大部分文章都充斥着相当数量的GRE单词，而且就文章种类而言，也包含了政治，历史，社会，经济，娱乐等等诸多方面。因此无论是从语言还是从内容上来讲，都是一本对备考GRE相对有用的杂志。另外，复习累了，可以看看他上面的图片。(记得Bush总是被拍得很丑……恩……虽然真人也不咋的)。
缺点：文章长，词汇难，看不懂= =。对于刚上手的同学来讲，阅读时代上的文章的确不是件容易的事情。但是，日积月累，多读多写多背，随着时间的推移，自然就能慢慢习惯了——这就是学习语言的方式。另，建议备考时间稍长的同学使用。
使用方法：当初我使用的时候，主要是拿来找例子的，记得有一期上面花了很大篇幅写了小平筒子的生前成就(当然，Time上的例子大部分都是最潮最新的。)，好东西啊。。(Time上的文章有我们值得学习的一点，对于例子及其论述把握得相当到位，所以那篇文章在描写小平的成就与贡献的时候，那个逻辑链就十分地清晰，同样也符合老米的思维方式，有些语言相当诙谐，有时间的同学不妨可以研究一下，对于写作的提高也是相当有好处的。)
但是，Time上出现的文章，我们不能直接照抄，原因如下：
其一，文章篇幅较长，如果原封不动地拿下来，就显得有点累赘，很难把握中心。
其二，ETS可是有雷同侦测器的，所以完全照搬的后果大家应该很清楚啦。
其三，记不住。
因此，大家需要对其总结和归纳，那要怎么做呢?一般来讲对与一个例子要抓住这几点：人物，职业(政治家，历史学家，科学家……)，行为(成就，贡献)，影响(无论是反面亦或是正面，这点很关键，要围绕你的论点)。
另外，我记得每期都有一个ESSAY版面，文章内容会讨论或者论述一个比较热点的话题，这可是纯议论文的文章，不妨可以抽些比较好的句子，然后，背背，写写，就是你的了。
GRE写作中表达快乐的句子
1.I'm too excitedto go to sleep./I'm too excitedto say one word.
我兴奋得睡不着觉。/我兴奋得说不出话了。
2. I'm wild with joy.
我欣喜若狂。
3. I was excited like I won the jackpot.
我就像中了头奖一样兴奋。
4. Nothing would please me more.
没有比这更让我高兴的了。
5. I was on cloud nineafter winning the marathon.
赢了那场马拉松比赛后我高兴极了。
6. I'm in seventh heaven.
我沉浸于极大的快乐之中。
7. I'm happy as a clam.
我很快乐。
8. I'm as happy as I can be.
我感到快乐无比。
9. I'm walking on air.
我高兴得要飘起来了。
10. I'm as happy as Larry./I'm as happy as a sand boy.
我非常快乐。
11. I'm in a great moodtoday.
我今天心情很好。
12. I lucked outtoday./I'm in lucktoday.
今天的运气真好。
13. I'm on top of the world.
我太高兴了。
14. The two of them are in high spiritswhen they think about the future.
他们两个兴致勃勃地畅想未来。
15. He was over the moonat the good news.
听到那个好消息他高兴极了。
★ 写作达人作文
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