GRE写作短期备考提分方法技巧一览（共7篇）由网友“yudis88”投稿提供，以下是小编帮大家整理后的GRE写作短期备考提分方法技巧一览，仅供参考，希望能够帮助到大家。
篇1：GRE写作短期备考提分方法技巧一览
GRE写作短期备考提分方法技巧汇总一览
写作备考以锻炼提纲思路为主
题海战术有两个问题：一是没有解决根本问题，二是机会成本过高。所谓机会成本，就是你花的时间过多，而这些时间本来可以用来做更有意义的事情，比如说记单词，学习语法或者看书开拓思路。设想你英文很差，但你写作很努力，在考试时又碰上了写过的题目，你的作文得了5分以上，但verbal只有300多分，人家一眼就能看出你的真实水平。所以各位考生在打基础的同时，要把重点放在提纲也就是思路的准备上。
好文章要有自身特点不能千篇 一律
一个好的主题，通常都是采用滴水映海洋，粒沙藏世界的手法。从一滴水里能看到大海的样子，从一粒沙中能展现整个世界。但是，好主题通常就是这样表达出来的。每位GRE作文考友专业背景、准备时间与英语基础各不一样，在作文中面临的问题当然也不一样：有些是语言和思想都很出色，有些是有思想但表达不出来，有些是英语好但思路打不开，一个作文小组只有几个人或者十几个人，就能够看出这些差别来，用一种统一的方法来进行准备，未必对每个人都意味着高效率。
彻底了解自身写法错误
写作能力很强的同学，通常的一件事会把握怎样写，如何写，哪些该祥，哪些该略，哪些该修饰，哪些该平白，驾驭文字的功夫很是了得。文采不是每个人天生就有的，它是一个逐步积累、逐步升华、逐步成熟的过程，需要去大量阅读、长期积累、心灵感悟、凝练提取的再创造本领，这要在日常学习中逐步提高，很多GRE作文考友干劲十足，一天一篇argument，但如果基本问题不解决而沉溺于题海战术中，往往是事倍功半。即使GRE作文考友帮助你修改得很好，但你并不能透彻了解自己语法或者思维方式错误的根源在哪里，那就只能寄希望于把每一篇改过的都背下来然后在考试时碰上。如果记得不牢或者根本没碰上，问题就大了。
选择性地练习实战写作
试想一下，如果你在考试时面对题目，最可能使你心慌的是什么?那可能就是这道题没见过，不知从哪下手;如果你想过了，即使你没写过，你也不会太紧张。
GRE之issue常用句模板
一. 文章整体结构
1. 大负小正：诚然 A，但是 B，而且 C。
承认+转折+递进
2. 大正小负：诚然 A，有时甚至 B，但是 C。
承认+递进+转折
二. 常用句式
开头：
a) In this statement, the speaker asserts that… (作者的结论是什么)
b) I agree with the speaker insofar as... (某种程度上同意作者的观点)
c) Whereas, in my perspective, …is unilateral(作者的观点片面在什么地方)
第二段：
a) Admittedly
第三段：
a) However
第四段：
a) Furthermore
结尾：
a) In summary, from what has been discussed above, it is not difficult to draw the conclusion that… (重述观点)
以上就是GRE之issue常用句模板，希望大家活学活用，不要生搬硬套。祝大家考试顺利!
新GRE Issue写作范文透析
Issue
The following is from an editorial in the Midvale Observer, a local newspaper.
“Ever since the 1950's, when television sets began to appear in the average home, the rate of crimes committed by teenagers in the country of Alta has steadily increased. This increase in teenage crime parallels the increase in violence shown on television. According to several national studies, even very young children who watch a great number of television shows featuring violent scenes display more violent behavior within their home environment than do children who do not watch violent shows. Furthermore, in a survey conducted by the Observer, over 90 percent of the respondents were parents who indicated that prime-time television——programs that are shown between 7 p.m. and 9 p.m.——should show less violence. Therefore, in order to lower the rate of teenage crime in Alta, television viewers should demand that television programmers reduce the amount of violence shown during prime time.”
The author of this editorial states that the rate of teenage crime in the country of Alta has increased along with the increase in violence shown on television, beginning with the 1950's when television was introduced in the average home. In addition, the author states that several national surveys have shown that young children watching violent television programs are more prone to violence than children who do not. The write also says that a survey indicated that ninety percent of parents responding said that prime-time programs should show less violence. Finally, the author comes to the conclusion that to lower the rate of teenage crime in Alta, television watchers should demand a reduction in violence shown during prime time. This argument suffers from several critical fallacies.
Firstly, the writer equates the rate of increase in teenage crime in Alta to the increase in violence shown on television but gives no causal linkage other than the similar time periods. The author makes no distinction between types of crimes - whether they are violent or nonviolent crimes by teenagers. Furthermore, there are several possible alternative causes for the increase in teen crimes. For example, perhaps all types of crimes have increased for all ages, or maybe the police are now doing a better job of catching teenage criminals than they were before. Perhaps the reason for the increase is simply an increase in the overall population and that as a percentage of the population, teen crime is even less than it was before. Without ruling out these and other causes, the argument fails to convince by showing no causal linkage between television violence and teenage crime.
Secondly, the author mentions national studies that show that young children that watch violent programs show more violent behavior at home than children who do not watch such programs. This argument fails on two levels - one by assuming that children and teenagers are equally affected by television programs; and two by again assuming that there is some type of cause and effect relationship between television violence and teenage crime. Young children and teenagers are not the same and it should not be assumed that more violent behavior within the home leads to crimes outside as these children grow into teenagers.
Thirdly, the author offers a survey showing that ninety percent of the respondents were parents who indicated that prime time television programs should show less violence. The survey methods are not discussed - it is possible that the sample was improperly chosen or somehow predisposed to include parents that are very much opposed to television violence. Additionally, it is possible that such parents are far more vocal in their opinions than those who care little or not at all about prime time television violence, again skewing the results of the survey. Even assuming the veracity of the sample population surveyed, it is not logical to associate television violence with teen crime solely on that basis.
Finally, the author makes the gratuitous assumption that simply having television viewers demand that television programmers reduce the amount of violence during prime time will lower the rate of teenage crime in Alta. Regardless of the flawed arguments previously discussed, simply demanding a change will have no effect whatsoever on teen crime. To strengthen his or her argument, the author needs to show some direct causal linkage between television violence and teen crime rather than making vague and unsupported comparisons purporting to show a link. There is no proof given either that television violence of any kind causes teenage crime or that a reduction in prime time violence will keep teenagers from breaking the law.
[题目]
下述文字摘自一份地方性报纸《Midvale观察家》所发表的社论。
“自二十世纪五十年代以来，当电视机开始出现于寻常百姓家庭时，Alta国内青少年犯罪率已呈现出持续上升的势头。这一青少年犯罪行为的上升与电视上所播放的暴力画面的增加成正比。按照几份全国性调查报告，在那些大量观看了涉及到暴力场面的电视节目的青少年中，即使是极为年幼的孩童在其家庭环境中也要比那些不看暴力节目的孩童表现出更多的暴力行为。此外，在一项由《Midvale观察家》所进行的调查中，有90%的受访者为父母亲，他(她)们表示黄金时段的电视内容——即晚上7点到9点所播放的节目——应该减少播放暴力内容。据此，为了降低Alta国内青少年犯罪率，电视观众应该要求电视节目编播者减少黄金时段所播放的暴力画面数量。”
[范文正文]
本社论作者陈述道，Alta国内青少年犯罪率伴随着电视所播放的暴力场面的增加而上升。这一情形始于二十世纪五十年代，因为电视在当时被引入到普通百姓的家庭。此外，该作者陈述道，几项全国性调查显示，观看暴力电视节目的孩子比那些不看同类节目的孩子更易于形成暴力倾向。社论作者还指出，一份调查表明，受访的90%的父母亲认为，黄金时段的电视节目不应含有那么多的暴力场面。最后，作者得出结论，认为要想降低Alta国内的青少年犯罪率，电视观众应要求减少黄金时段所播放的暴力画面。这一论述犯有若干关键性的逻辑谬误。
首先，社论作者将Alta国内青少年犯罪率的上升与电视所播放的暴力场面的增加相提并论，但除了二者在时间上吻合以外，没能给出任何因果关系。该作者没有对不同的犯罪种类作出区分——青少年所犯的罪行是属于暴力型的还是非暴力型的。此外，对于青少年犯罪数量的增加，还存在着其他一些有可能的原因。例如，或许所有年龄段的所有类型的犯罪行为都呈上升态势，或者也有可能，警察现在要比过去更擅长于抓捕青少年犯罪者了。更有可能的是，犯罪上升的原因仅仅只是人口总量的上升所致，并且，作为人口总量中的一个比例，青少年犯罪现在甚至低于以前的程度。如不排除掉这些以及其他的原因，社论中的论点便无法令人信服，因为作者没有在电视暴力和青少年犯罪之间建立起任何因果关系。
其次，社论作者提到，有几份全国性研究表明，观看暴力节目的孩童在家里比不看此类节目的孩童表现出了更多的暴力行为。这一论点在二个层面上显得站不住脚——首先是假设孩童和青少年受到电视节目同等程度的影响;第二是又一次假定在电视暴力与青少年犯罪之间存在着某种因果关系。孩童与青少年毕竟并不相同，我们不能做这样的假定，即家庭中较为暴力的那些行为必然会随着这些孩子长大成为青少年而发展成为犯罪行为。
第三，社论作者给出一项调查，以期证明90%的回答问卷的受访者均为父母亲一类的人，他(她)们提出黄金时段的电视节目不应该播放如此多的暴力镜头。但社论中没有讨论该调查所使用的调查方法是什么。情况有可能是，该调查的样本选择得并不恰当，或在某种程度上侧重于只将那些对电视暴力甚感厌恶的父母亲囊括于样本之中。再则，情况也可能是，这些父母亲在表达其意见时要比那些对黄金时段电视暴力漠不关心或满不在乎的人来得语气强烈得多，这样便再度使调查结果失之偏颇。即使我们假定所调查的人口样本是真实的，仅仅以此为依据将电视暴力和青少年犯罪联系起来也是不合逻辑的。 最后，社论作者作出一不必要的假设，即只要有电视观众要求电视节目编播者减少黄金时段暴力内容的播放量便可降低Alta国内的青少年犯罪率。即使不考虑此前已讨论过的那些含有缺陷的论点，只是去要求作出某种改变并不会对青少年犯罪产生任何影响。若要增强其论点的逻辑性，社论作者必须在电视暴力与青少年犯罪之间表明某种直接的因果关系，而不是作出某些含糊其辞的和缺乏依据的比较，声称存在着某种联系。该作者既没有拿出证据证明任何种类的电视暴力导致了青少年的犯罪，也没能证明黄金时段电视暴力的减少将会防范青少年的违法乱纪行为。
篇2：GRE写作短期备考提分方法技巧
“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.”?
篇3：GRE写作短期备考提分方法技巧
“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.”??
In?today's?society,?there?is?too?much?emphasis?placed?on?students?desires?rather?than?their?needs.??The?students?of?today?should?have?to?study?what?is?presented?to?them,?rather?than?what?is?desired?by?them.??Students?are?searching?for?the?easy?way?out,?and?educators'?are?supplying?them?with?that.??Students?should?not?only?be?presented?with?mandatory?curriculum,?but?the?educators?should?strive?to?insure?that?each?individual?student?truly?gains?from?their?education,?rather?than?just?breezing?through?it.?
It?is?vital?to?the?continued?success?and?expansion?of?the?United?States,?that?the?young?people?be?challenged?in?their?curriculum?and?be?encouraged?to?succeed?in?all?that?they?do.??The?educators?should?determine?a?more?strenuous?curriculum,?and?enforce?it?at?an?earlier?age.??Thus,?the?young?people?of?today?will?expect?to?be?challenged,?rather?than?avoiding?it.??Students?have?the?easy?way?out,?and?they?are?not?truly?giving?all?that?they?can.??There?is?so?much?potential?that?is?just?waiting?to?flourish,?but?it?is?the?educators'?reponsibility?to?tap?into?that?potential.?
In?conclusion,?it?is?the?educators?responsibility?to?enforce?curriculum?and?than?raquesting?it.??Students?should?be?challenged?and?expect?curriculum?that?will?eventually?lead?them?to?a?path?of?success.?
COMMENTARY?
This?brief?essay?is?flawed?by?its?generalities,?repetition,?and?limited?development.??The?central?thesis?--?that?it?is?the?burden?of?educators?to?teach?what?they?believe?is?necessary?and?that?our?educational?system?should?not?allow?students?to?“breeze?through”?the?educational?system?--?is?not?adequately?supported.??The?middle?of?the?essay?merely?repeats?much?of?what?was?said?in?the?introduction.??The?writer?discusses?the?concepts?of?students'?potential?and?educators'?responsibilities?in?only?the?most?general?terms.?
The?two-sentence?conclusion?simply?repeats?earlier?discussion?and?does?not?sufficiently?tie?together?and?comment?upon?the?earlier?discussion.??To?earn?a?score?of?4,?this?essay?would?need?to?provide?specific?reasons?and?examples?that?more?adequately?develop?its?main?points.?
Also,?the?phrasing?is?often?vague?(“giving?all?that?they?can”?and?“path?of?success”),?and?the?syntax?is?at?times?poorly?controlled?(“young?people?of?today?will?expect?to?be?challenged,?rather?than?avoiding?it.”)??Still,?the?problems?are?not?severe?or?frequent.??For?all?of?these?reasons,?this?essay?received?a?3.?
GRE写作
篇4：GRE备考短期提分突破瓶颈方法技巧
GRE备考短期提分有捷径 高分考生分享4大突破瓶颈方法技巧
合理分配语文各部分复习时间
GRE语文部分共有三个分项：填空、逻辑和阅读。很多同学在逻辑和阅读上花了很多时间，但是效果却并不明显。事实上，在时间比较紧迫的情况下，更为明智的做法是加大填空部分的复习。其实，很多同学在强大时间压力下往往忘记了根据GRE语文部分题型特点、试题分布和能力分布来规划自己的复习策略。事实上，由于填空部分的出题特点，对于大部分的题目，我们都可以在短时间内做完。也就是说如果练好填空，就意味着考生可以用较少的时间完成语文部分占比较大的内容，为逻辑和阅读赢得宝贵的时间。同时，由于填空的题目可以有效地培养考生分析和快速理解句意的能力，这种能力对于解答逻辑和阅读部分题目也是弥足珍贵的。
海量复习原则
在复习阶段，其实很多同学的复习强度都比较低。今天一小时，明天半小时，后天给自己放个小假，大后天什么都忘了。大家不要忘记，GRE是一项高难度考试，选拔的是学术精英。如果考生不在心态和状态上让自己和GRE高节奏强压力的要求对接，很难拿到较高的分数。所以，建议考生在最后的三到四周里，每周至少进行一到两次完整的模考训练。同时，在每一次的练习中一定要限时练习，让自己置于真实考试的压力之下，练习在有限时间内快速解题的能力。
时间管理和心态练习
很多同学觉得GRE考的是英语能力和对多学科知识的掌握。这其实是一种非常危险的认识，因为它让你的注意力转移到很多无足轻重的方面。事实上，GRE真正考察的是快速决策的能力。面对一个问题，如何快速抓住问题的核心，排除掉无关的杂音，然后再两到三个备选中挑出最符合条件的那一个，是GRE考察的核心。所以GRE并不看重考生能否花很多时间选出正确答案，它关注的是考生能否快速做出正确决定并排除错误的能力。所以，在平时的练习中，考生应该把自己的意识调整到快速决定的状态，练习自己的时间管理能力。
练好长难句
GRE长难句充斥在整个考试中，不仅是语文的阅读，语文的其他考题、甚至在一些数学题中，都往往会出现长难句的题目加大考生审题和理解的难度，对此，最好的解决方法是通过大量阅读来练好长难句，考生除了加大练习量意外，还可以通过阅读一些专业性较高的课外读物来进行提升，比较推荐的一些网站是The Economist, Scientific American等等。
GRE分类词汇记忆：颜色
7.3.1 颜色
coloration n. 颜色，色泽;着色法，染色法
hue n. 色彩，色泽
pastel n. 柔和的色彩;彩色粉笔或蜡笔画
tint n. 色泽;v. 给…淡淡地着色
alabaster adj. 雪白的
blanch v. 使变白;使(脸色)变苍白
bleach v. 漂白
ghastly adj. 惨白的，可怕的，惊人的
hoary adj. (头发)灰白的;古老的
livid adj. (脸色)苍白的;(伤)青灰色的;狂怒的
pallid adj. 苍白的，没血色的
drab adj. 枯黄色的;无聊的
blush v. 因某事物脸红;n. 因某事物脸上泛出红晕
flush n./v. 脸红;奔流;冲洗
glow v./n. (脸)红;光亮，发热
rubicund adj. (脸色)红润的 (rubify v. 使成为红色 ruby n. 红宝石)
ruddy adj. (脸色)红润的，红色的
magenta n./adj. 紫红色(的);n. 紫红色的染料
mauve adj. 淡紫色的
rosy adj. 玫瑰色的;美好的;乐观的;健康的
violet adj. 紫罗兰色的;n. 紫罗兰
emerald adj. 翠绿色的;n. 翡翠
turquoise n. adj. 碧绿的;绿松石
verdant adj. 翠绿的，青葱的
verdigris n. 铜绿，铜锈
azure n. 天蓝色;adj. 蔚蓝的
sapphire adj. 天蓝色的;n. 青石，蓝宝石
solemn adj. 黑色的;严肃的，庄严的
swarthy adj. (皮肤等)黝黑的
achromatic adj. 非彩色的，无色的
monochromatic adj. 单色的
monochrome adj. 单色的，单色画的
chromatic adj. 彩色的，五彩的
motley adj. 杂色的;混杂的
mottle v. 使成杂色
mottled adj. 有杂色的，斑驳的
piebald adj. 花斑的，斑驳的
pied n. 杂色的
stain v. 杂色;玷污
variegation n. 杂色，斑驳
brindled adj. 有棕色斑纹的 (brindle n. 斑纹，有斑点的动物)
complexion n. 肤色;外表特征
iridescence n. 彩虹色
maroon n./adj. 栗色(的)
salmon n. 鲜肉色;大麻哈鱼
saturated adj. 深颜色的;浸透的，饱和的
GRE分类词汇记忆：粗糙
7.2.2 粗糙
coarse adj. 粗糙的;低劣的;粗俗的
coarsen v. 使某物变粗糙
crass adj. 粗糙的，愚钝的
crudity n. 粗糙，生硬
gnarled adj. 粗糙的;(树木)多节的 (gnarl n. 树节)
harsh adj. 粗糙的;严厉的;刺耳的
raucous adj. 粗糙的，(声音)沙哑的
roughen v. 变得粗糙，变得不平
scabrous adj. 粗糙的
GRE分类词汇记忆：缺乏
8.1.2 缺乏，稀少
bereft adj. 缺少的;被剥夺的
dearth n. 缺乏，短缺
deficiency n. 缺陷;不足
deficit n. 不足，赤字
deprivation n. 缺乏;剥夺
destitute adj. 贫乏的;穷困的
destitution n. 匮乏，穷困
devoid adj. 缺少的，空的
exiguous adj. 太少的，不足的
indispensability n. 不可缺少
insufficient adj. 不足的
iota n. 极少，极小量
meager adj. 贫乏的;瘦削的
modicum n. 少量
scant adj. 不足的，缺乏的
scarcity n. 不足，缺乏
shred n. 些许;碎片，破布
smattering n. 少数;略知
sparse adj. 稀少的，贫乏的
speck n. 少量;斑点
stringent adj. 缺钱的;(规定)严格的，苛刻的
void adj. 缺乏的，空的;n. 空隙，空处;空虚感
want n. 缺乏，贫困，需要
whit n. 少量，一点儿
dilute v. 把(液体)弄稀，弄淡
rarefaction n. 稀薄 (rarefy v. 稀薄)
tenuous adj. 稀薄的，细薄的;空洞的
populous adj. 人口稠密的
篇5：GRE写作各类备考训练提分方法
GRE写作各类备考训练提分方法经验总结
关于GRE作文官方题库
题库是给定的，经过几年下来的前人总结，本身已经毫无悬念。高频，模板，例证，范文，大量资料充斥在互联网上并且被专业人士和机构总结印刷成册。考生们只销在考前花两三个月集中练习，得个申请的分数根本不成问题。基础好的人更是一两个月已足矣。但问题也随之而来了，大家都用着同样的参考资料不说，写作水平也都如出一辙，考官看来也就无法分辨孰好孰坏，唯有给出最安全的分数。
关于GRE作文的语言应用
很多同学对备考更倾向于去临阵磨枪，语言上虽然慢慢向规范的英文书面语靠拢，但仍缺乏时间上的沉淀而无法达到GRE写作本身的语言精练，一步到位的特点。仅仅做到了形似而神不似。因此观点写得稍好一点的同学，就可得到那0.5，如果有语言做支持，就可上到4。
关于GRE作文的思路拓展
可以说大部分考生的GRE写作还停留在临摹而不是独立作品的阶段。因为有着现成的模板和例证，在范文的引导下，模仿写作的结构和观点。所以往往造成一篇作文看起来是那么回事儿，但实际上又没有说透的感觉。对题目的意义和作文目的的把握还缺少透彻的理解。
GRE作文提升几个要点解读
1. 词汇。很多人在问，究竟需要不需要在写作前背完词汇精选的单词。小编认为词汇精选的单词是针对语文部分搜集整理的，与作文的关系不大。作文需要的高级词汇仍然是那几个，therefore,however,admittedly。机器或者考官一见，马上会锁定，懂得写议论文，就靠它们几个。另外一些常用动词名词等实词的同义词要多背几组，英语的修辞不在华丽，在变换。句型要多变，表达同种意思的词当然也要变换。
2. 模板。模板怎么用，不是不用，而是要合理利用。因为这实在是一个可以让初学者一目了然，直奔主题的好东西。什么是结构，模板就是结构。模板是骨架，是支撑，但不是灵魂。灵魂的部分当然是文章的主旨，要靠自己在不懈的写作，不断的钻研中去摸索和寻找的。千万不可以依赖模板。一篇没有灵魂的骨架子是没法得高分的。
3. 练习。练习是一定要坚持得，从始至终。而且量变到质变的突破是需要时间的。
4. 临考。临考前的模考是为了让大家去把握时间，更好的进一步的查缺补漏。在考场上，更是要临危不乱，无论出现什么样的题目，相信自己，都是见过的，万变不离其宗，这当然需要练习时不断去完善自己的知识库。
GRE写作满分范文赏析
“The media (books, film, music, television, for example) tend to create rather than reflect the values of a society.”
“The media tend to create rather than reflect the values of a society”, is true because society allow the media to pusrue this in such a way.
The American culture as a whole lives through the pulse of the media world and is enthralled by movies, lyrics and film. Because of the nature by which our society is dependant on the media, the media is able to create any senses of values adaptable by our society.
This is not to say that the media is solely responsible for the values of American culture, however, our society makes this creation possible. Although there are many who will disagree with the medias portrayal of many issues, our society as a whole fuels the fire to which the media thrives on. For the most part, books, films and music are produced to sell and the media knows to which audience they are targetting.
The way in which a culture enable the media to create it's values, ultimately reflects the values of a society.
Comments:
This is a seriously flawed response to the topic because the reasoning is weak and the ideas are unclear.
The writer's position on the issue seems clear enough, but the paper presents few reasons to support that position. And even those reasons are not explained clearly. For example, the writer often refers to the means by which the media influence society (e.g., “such a way,” “the nature by which,” and “the way in which”) but fails to explain what those ideas mean or why they are important.
Problems in word choice frequently create confusion. For example, these could be interesting ideas if they were expressed clearly: “our society as a whole fuels the fire to which the media thrives on” and “the media is able to create any senses of values adaptable by our society.”
Also, many basic errors affect meaning throughout the paper: subject-verb agreement (first and last paragraphs), comma splice (third paragraph), “medias'” for “media's” (third paragraph), and “it's” for “its” (last paragraph).
The lack of clear reasons, combined with serious error in language use, keep this essay at the 2 score level.
GRE写作满分范文赏析
The?following?is?taken?from?a?memo?from?the?advertising?director?of?the?Silver?Screen?Movie?Production?Company.??
“According?to?a?recent?report?from?our?marketing?department,?fewer?people?attended?movies?produced?by?Silver?Screen?during?the?past?year?than?in?any?other?year.??And?yet?the?percentage?of?generally?favorable?comments?by?movie?reviewers?about?specific?Silver?Screen?movies?actually?increased?during?this?period.??Clearly,?the?contents?of?these?reviews?are?not?reaching?enough?of?our?prospective?viewers;?so?the?problem?lies?not?with?the?quality?of?our?movies?but?with?the?public's?lack?of?awareness?that?movies?of?good?quality?are?available.??Silver?Screen?should?therefore?spend?more?of?its?budget?next?year?on?reaching?the?public?through?advertising?and?less?on?producing?new?movies.”??
Although?the?reasoning?in?this?arguement?is?logical,?the?writer?failed?to?consider?other?reasons?for?the?disparity?between?the?percentage?of?people?attending?the?company's?movie?and?the?percentage?of?favorable?reviews.??Perhaps?the?fault?lies?with?the?reviewers?and?not?the?production?company;?the?public?may?not?trust?the?critics'?reviews.??Another?posibility?for?the?attendance?drop?is?that?the?general?public?does?not?find?the?subject?matter?of?the?movies?enticing.??If?that?were?the?case,?spending?less?on?producing?new?movies?in?an?effort?to?re-direct?funds?to?advertising?could?backfire?by?further?limiting?the?types?of?movies?available?to?the?potential?audience.??Maybe?the?general?public?is?simply?not?impressed?with?the?critically-acclaimed?qualities?of?the?movies?(such?as?eloquent?screenplays,?artful?cinematography,?and?realistic?acting)?and?and?would?prefer?seeing?flashy?special?effects?and?big-name?stars.??The?possible?reasons?for?the?attendance?decline?are?numerous;?even?aspects?not?directly?related?to?the?movie?industry?(such?as?the?improving?quality?of?television?programming?and?the?increasing?popularity?of?home?computer?use)?may?play?large?roles.??The?company's?management?would?be?wise?to?consider?and?study?the?entire?realm?of?possibilities?before?making?drastic?changes?in?its?budget?based?on?one?statistical?discovery.??
Commentary??
This?response?identifies?and?analyzes?some?important?flaws?in?the?argument.??Although?the?number?of?points?mentioned?is?the?same?as?that?in?the?sample?5?paper,?this?response?remains?at?the?4?score?level?because?the?points?of?the?critique?are?only?minimally?developed?or?supported.??
The?essay?identifies?four?points:??
--?the?public?might?not?trust?critics?
--?the?movies'?subject?matter?might?not?be?appealing
--?the?public?might?prefer?seeing?special?effects?or?big-name?stars?rather????than?good?cinematography?or?realistic?acting?
--?perhaps?improvement?in?TV?programming?or?increased?use?of?home????computers?has?kept?people?away?from?movie?theaters??
Ideas?in?the?response?are?conveyed?well?and?clearly;?the?use?of?language?is?generally?strong.??But?the?paper's?“bare-bones”?analysis?gives?it?a?list-like?quality.??It?is?therefore?merely?adequate?and?merits?a?score?of?4.?
GRE
篇6：雅思写作短期提分技巧
一、知己知彼，方能查漏补缺
雅思写作考试比较限定范围，每篇文章将从内容完成情况、连贯性和一致性、词汇量以及语法掌握的范围和精确度四方面综合评判。如果练习过度偏重某一项，其效果往往是事倍功半。
所以仔细研究官方评分标准描述，了解自身的缺陷针对不足进行针对性的补强，为自己制定一个合理切实可行的计划。只有这样才能尽快找到写作的突破口。
二、跳出模板句式，活用主题词
中国的学生对于背模板句式非常热衷，这也是中国应试教育留下的不好影响，但这种方式真的不是一个好的学习方式。频繁套用模板句式，往往给人留下呆板、单调的印象，不连贯的感觉，总让人感觉不是考生自己的真实语言。
所以在备考期间要注重审题、找出题目关键词，洞悉出题意图。你也可以这样去练习，阅读一些开头段，主体段和结尾段，针对某一真题当场写些段落再进行比较分析，学会如何活用主题词，用自己的语言来反复呈现主题信息。
三、利用真题找出路
考试前很多烤鸭都喜欢临时磨枪，对网上的各种预测考题做重点准备，写好了就通篇背诵，最后得到的分数一定比较低。一是预测的主要是话题，一定程度上和真题有距离;二是有很多烤鸭准备了文章，考试时不做改动地照写。
在此小编建议各位烤鸭多看些历年真题回忆，对各类话题进行分析比较，重点训练自己的读题和解题能力。日常就可多积累关于近期生活和社会新闻的相关话题，尝试着自己去写，训练自己的举例论证能力。
每个雅思写作的考生考不到高分，都有自己的实际情况，每个人的情况不同，如果你的英语基础薄弱，那么你就要加强英语的基础训练，如果对于写作总是套用一些模版和套句，那么开始脱离这些，总之每个人的情况不同，根据情况加以改正，雅思写作拿高分应该是件很轻松的事情。
篇7：雅思写作短期提分技巧
对于很多考生而言，雅思写作很难突破高分，还总陷入低分困境。很多考生都会强调自己单词，句型，模板背的要多熟有多熟，但就是得不了高分。出现过这类问题的考生应该反思一下自己的雅思写作复习方法，看看自己使用的方法正不正确。为大家总结雅思写作提分的五点要求，希望考生结合这五点要求，看看哪些方面不足。
雅思写作提分要求1：审题最重要，紧抓题目中心论点，观点鲜明，论据充分。
通常来说，考生在进行雅思作文写作中。除了要抓住题目核心之外，就是要对考生写的话题要有鲜明的观点和充分的论据。尤其是对论据的叙述，因为观点很好被提出来，重点就是你选用的题材是不是很恰当。同时有良好的方法将论据一一延展。文章应该有一条无形的线贯穿始终，任何偏离文章总观点的内容都应该被删除，哪怕那些段落和句子非常亮眼。
雅思写作提分要求2：话题思路整理。
通常考生在学习雅思写作技巧的时候， 总会被强调文章逻辑结构。很多考生其实很难理解到底是什么意思，其实通俗来说就是内容扣题，例子客观，上下文互相呼应。考生在对模板的使用也需要注意，例如需要从各个话题母题(经典高频考题)及预测题目的思路整理出发，通过学习成熟写作内容来打开思路，练习审题，以保证作文内容的扣题。
雅思写作提分要求3：准确判断写作任务及文章逻辑结构。
传统的备考方法只注重题目表面陈述方式的差异性，比如：Argumentation(议论文)类题型题目的陈述方式常见的有：
1.一个观点的讨论。提问方式：To what extent do you agree or disagree? / What is your opinion on this statement(=issue)?
2.两个观点的讨论，即双边讨论式。提问方式：Discussboth opinions and give your own idea.
3.讨论现象或事物的利弊。提问方式：Do the advantages of... outweigh the disadvantages? / Discuss the advantages and disadvantages of...
上述三点看似不同，但并没有实质性的差别，它们都体现出了唯一的写作要求：即辩证地分析题目中提出的讨论内容并表明态度。其实，如果按照国外预科语言课程写作题型分类来判断，Argumentation(议论文)类题型分为三种Influence，Prediction，Solution;这种题型的分类更注重写作任务本身，而非题目的表面陈述方式。
很多考生都喜欢使用写作的万能模板，其实这样对于想突破高分的人而言是不利的。最好尽量避免使用这些模板，因为我们需要强调的是文章的中心观点决定文章逻辑结构，而不是题目表面的陈述方式，更不能忽略不同题目写作内容的差异来刻意统一出一个“最容易得分”的结构。换句话说，写作评分标准里第一项文章内容的确定在先，第二项文章逻辑结构的判断其次，是根据内容需求选择逻辑结构。
雅思写作提分要求4：语汇储备。
考生在使用词汇和短语的时候，一定要切记不要重复用词，最好能用多种表达方式去表现句子含义，这样才能体现考生用词丰富。此外，很多考生觉得记同义词就可以解决上述问题，但依旧得不了高分，其实是很多相近意思的词汇存在很多细节和适用语境的差别。例如要表达“小心的”，careful为最一般意义的小心，cautious则是“警觉”，meticulous有“一丝不苟”的含义，scrupulous是在“正直”前提下表现出的细心谨慎。这几个单词不能随意换用，而要根据描述的对象与程度来选用。另外最重要的就是用词准确性。一切使用不当的词汇都会断送分数。雅思考官对微小错误的惩罚力度极大，不论是基础语法还是词汇，连续的失误可能导致分数0.5-1分的惩罚，这与口语类似。由于较生僻的词汇一般有很具体的应用情景，稍有不当都可能给考官生搬硬套的印象，甚至直接影响最终成绩。
雅思写作提分要求5：选择恰当的语法结构。
很多考生在进行雅思写作的时候，总偏爱用几种句型替换写，而不在乎是不是合适的。因此选择合适的语法结构可以使句子意思的表达更为精确和简练。以下是在考虑选择何种语法结构时可以参考的原则。
1.在雅思写作中，一个句子的主语和谓语动词应该能够反映句子中的最重要的意思。例如：
The situation thatresulted in my grandfather's not being able to study engineering was that his father needed help on the farm.
从意思上来分析，上面这句话需要表达的重要的概念是“grandfather's not being able to study”.
在表达这个概念时，原句用的主语是situation,谓语动词是was,不能强调需要表达的重点概念，可以改为下面这句话：
My grandfathercouldn't study engineering because his father needed help on the farm.
2.在雅思写作中，避免频繁使用“there be”结构。
例如：There were 25 cowson the farm that my grandfather had to milk every day. It was hard work for my grandfather.
可以改为：
My grandfather worked hard. He had to milk 25 cows on the farm every day.
更简洁的句式为：
My grandfather worked hard milking 25 cows daily.
3.在雅思写作中，把从句改为短语或单词。
例如：Dairy cows were raised on the farm, which was located 100 kilometers from the nearest university and was in an area that was remote.
简洁的表达方式为：
The dairy farm was located in a remote area, 100 kilometers to the nearest university.
4.在雅思写作中，仅在需要强调宾语而不是主语的时候，才使用被动语态。
例如：In the fall, not only did the cows have to be milked, but also the hay was mowed and stacked by my grandfather's family.
本句不够简洁的原因是本句的重心应该是“忙碌的家庭-my grandfather's family”.
而使用了被动语态后，仿佛重心变成了cows和hay,下面的表达方式是主动语态，相对来说更简洁一些：
In the fall, my grandfather's family not only milked the cow but also mowed and stacked the hay.
雅思写作的要点内容整理
雅思写作得分要点指导
雅思作文一般来说，是图表题居多。分别是;柱状图，线形图，饼状图，派状图以及流程图。很多同学对雅思作文尤其是流程图题型产生了恐惧心理，一旦作文考到流程图就会抱怨自己的运气有多糟糕。但事实上只要把握流程图写作的以下6大要领，流程图写作将不再可怕。
1、找到流程图的过程，起点，终点。
2、找到图上标出的已知动作，如果出现生词，尽量猜测。无词，用自己的语言。
3、按照步骤，分段描述，千万不能省略任何一步。
4、切记!加入流畅合理的表示顺序的关联词。
5、句型以主动为主，搭配被动，以及主语从句(例如：It can be seen from the graph that…)。
6、时态要使用一般现在时。
雅思写作技巧之如何强化重点
首先，强化重点的技巧可以将作文核心句的摆放位置，就是考生常见的把想强调的内容放在句首或句尾。通常句首是最显眼的部分，考官更容易接收到考生所想要强调的重点。此外，把重点放在句尾也不失一个很好的方法，可以引导考官把全句通读，才能看到重点。这样能够加强考官对你的写作遣词造句的能力有一个综合的评价。可以从下题例子看出：
重点放句首：Incorrect grammar and improper construction invariably distract readers ‘attention.
重点放句尾：The history of vocabulary is, in many ways, the record of civilization.
其次，强化的技巧就是句法上用倒装来强调。对于雅思写作而言，最强调的就是句型的多变，如果考生只用一招来应对强化句子重点的话，很难取得写作高分。因此，除了放在句首句尾这种简单的技巧之外，考生应该掌握在复杂句中如何强化重点。对于复杂句的构成是主句加从句，所以如果要强化重点的话，考生可以把主句移到从句的后面。通常，除了名词和形容词从句之外，由于位置比较固定，所以不能移到从句的后面。像副词从句和短语，就可以把主句放在从句的后面，进行强化作用。看下面例子：
I came upon an old classmate when I went to town yesterday.
副词从句中主句放后面：
When I went to town yesterday, I came upon an old classmate.
Steel is commonly used to make knives, razors and other useful tools because of its durability.
副词短语中主句放后面：
Because of its durability, steel is commonly used to make knives, razors and other useful tools.
然后，如果考生想进一步突出雅思写作中的句子重点，可以将句子中一系列的项目做逻辑性的排列，进行重点的突出。换句话说就是把你所要强调的内容进行排序，例如大小，日期，年龄等排序。就好比爬楼梯一样，指引考官按照你的逻辑性排列一步一步看到你想表达的重点。如下例：
Tony ate his dinner, watched TV, and then went to bed.
Were you bored with years of study in elementary school, high school and institute of higher education?
接下里，强化重点的技巧可以利用倒装完成。除了上述雅思写作技巧之外，还可以对你想要强调的重点进行重复。肯定不是单纯的重新写一个单词这么简单。对强调的重点需要对句式的把握，以及合理的语法布置。这样可以强化考官印象，加强中心思想的巩固。可以看下面例子作为参考：
...the land stretched out without names. Nameless headlands split the surf; nameless lakes reflected the nameless mountains and nameless rivers flowed through nameless valleys and nameless bays.
最后，强化重点的技巧还可以重复进行实现。考生可以根据自己对语法掌握的程度，进行倒装句和平行句的运用。通过对句子进行倒装和平行，可以把想要强调的重点提到最合适的位置，让考官更直接的看到考生所想表达的重点，而且还会让句子种类变得丰富起来。其实有效的倒转和平行，可以更精炼句子，能够在雅思写作中取得高分。来看看下面的例子。
Seven dwarfs lived here in the center of the dark forest.
改写为：Here, in the center of the dark forest lived seven dwarfs.
雅思写作必须掌握的6个要点
雅思写作要点之一：词
学习英语没有捷径可走，从最简单的单词开始，词汇量越大越好，特别是在写作中要表达同样或相似意思的时候，如果能够做到多变而不重复，那肯定会给阅卷者留下深刻的印象。在背和记的过程中，语感会自然而然地增强，其潜移默化的效果在短期内效果并不明显，但坚持两三个月你就会感到，原来英语也不是那么爱和自己过不去。之后是多写作多练习，把自己在课堂上的东西要先掌握，然后再尽量在平时的文章中使用出来，这样才是真正的属于自己的东西
雅思写作要点之二：句
据观察发现，在写作的句型方面，一直以来都存在一个误区，就是很多考生认为句型越复杂越长越能体现自己的水平。其实不然，抛开写又长又复杂的句子容易出错不说，单是从语言的流畅性和阅卷者思路的延续性来看，这样的表达很可能不但不能给文章加分，反而会弄巧成拙，由于逻辑关系过多而被扣分。其实，句子的多样性取决于句子类型的丰富性，一篇文章能够熟练使用不同的句型。换句话说，它考察的是考生能否像当地居民一样写出地道的句子。既考察考生简单句和复杂句的综合运用能力，还考察考生对不同的句型的掌握情况。
除去以上两点之外，还需要注意的就是细节问题：
雅思写作要点之三：标点
要合理的利用标点符号，严格按照英文书写格式进行答卷。
雅思写作要点之四：大小写
句首单词字母大小写问题，虽然说起来很简单，但也是很多学生容易忽视的问题。在句号、叹号、问号后面的单词需要大些，这谁都清楚，但也要注意冒号、破折号、括号后面，并不是一个独立的新句子，所以首字母仍然要小写的。
雅思写作要点之五：分段
当你拿着一篇只有一段的很长的文章时，是不是会有很晕的感觉?或者说，当你看的文章分成很多的段落，而你的论证能力有限，费了半天劲也写不出几个句子，会不会每段都给人以流水账的感觉呢?所以，对于写作，想用写作形式来掩盖内容的不足，又能给阅卷者留下好的印象，那么请把Task1段落划分控制在3-5段，Task2控制在4-6段。这样既能让段落分配清晰，又可避免论证过多太分散中心思想。
雅思写作要点之六：合理分配考试时间
雅思写作考试共1小时时间，大小作文分别控制为40和20分钟相对较合理。也可根据自身情况进行调整。复习时，如果时间充裕，可先把多数精力放在大作文上，而如果离考前只有1、2星期，则要侧重小作文练习。短时间内小作文比大作文拿分要容易的多。
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