GRE作文argument寫(xiě)作技巧介紹
GRE寫(xiě)作部分，想要寫(xiě)出一篇高分作文，同學(xué)們還是需要苦下功夫。那么在具體的備考中，又有哪些寫(xiě)作技巧能夠減少我們的備考障礙，更好地拿到寫(xiě)作高分呢?下面小編為大家整理了詳細(xì)的內(nèi)容，供大家參考，希望幫助考生更好地提分。
GRE作文argument寫(xiě)作技巧介紹
GRE作文中的Argument是分析一個(gè)論證過(guò)程，所以考生需要寫(xiě)出一篇駁論。由于題目所給的Argument一般是不完整因而不可信的，所以我們的文章是以削弱為主要形式的評(píng)論型文章
什么是Argument?
Argument譯為論證過(guò)程，指的是作者為了說(shuō)服他人而使用一個(gè)前提——結(jié)論式結(jié)構(gòu)得出自己觀點(diǎn)的推理過(guò)程
一個(gè)完整的Argument包含以下四個(gè)要素
l Premise——前提，能直接退出結(jié)論的一個(gè)條件
l Assumption——假設(shè)，為了使論證更可信而額外設(shè)定的條件
l Evidence——論據(jù)，為了使論證更可信而引用的客觀事實(shí)
l Conclusion——結(jié)論，作者最終用于說(shuō)服他人而得出的觀點(diǎn)、立場(chǎng)
一個(gè)說(shuō)服力較強(qiáng)的，完整的argument通常包含多個(gè)Assumption+Evidence來(lái)支持文章整體結(jié)構(gòu)。
為什么要寫(xiě)Analysis?
從ARGUMENT結(jié)構(gòu)角度來(lái)講：我們題庫(kù)中的Argument文章一般是Assumption和Evidence大量缺失甚至出現(xiàn)錯(cuò)誤，導(dǎo)致原文的結(jié)論很容易無(wú)法得出的文章。
所有的ARGUMENT文章，其基本表現(xiàn)形式為：“原文作者無(wú)法得出結(jié)論(因?yàn)?——削弱條件1+削弱條件2+削弱條件3——因此作者結(jié)論無(wú)法得出，如果想得出結(jié)論，就必須考慮到可能的削弱條件(123)”。
詳解GRE作文2大扣分重災(zāi)區(qū)
GRE寫(xiě)作扣分主要原因1：觀點(diǎn)類(lèi)問(wèn)題
GRE寫(xiě)作在論點(diǎn)上出問(wèn)題的情況是非常多的，其中最主要的情況有兩種，一種是論點(diǎn)過(guò)于寬泛，另外一種則是論點(diǎn)過(guò)于狹窄。
a. 觀點(diǎn)過(guò)于寬泛
在各類(lèi)教導(dǎo)寫(xiě)作的材料中，大家應(yīng)該時(shí)常會(huì)發(fā)現(xiàn)關(guān)于強(qiáng)調(diào)GRE寫(xiě)作論點(diǎn)一定要寫(xiě)得具體，越細(xì)越好的指導(dǎo)建議。而考生經(jīng)常出現(xiàn)的問(wèn)題就是會(huì)出現(xiàn)一些很寬泛的論點(diǎn)句，以至于在較短的篇幅里并不能充分展開(kāi)，甚至有時(shí)候會(huì)造成觀點(diǎn)重疊。GRE高分作文寫(xiě)法步驟詳細(xì)指導(dǎo)
比如今年2月份的GRE考試中有一篇作文，題目要求探討關(guān)于移動(dòng)電話對(duì)于現(xiàn)代人生活的影響。假如考生提煉出的觀點(diǎn)是“Mobile phones have changed our life greatly. ”這句只是說(shuō)手機(jī)很大程度上改變了人們的生活，但是并未點(diǎn)明從哪些方面上帶來(lái)了改變，因此把這個(gè)觀點(diǎn)具化一下：“Mobile phones can serve as a connection to the Internet, which can be extremely convenient for obtaining information wherever you may be.”
而同樣是在2月份，還有一篇作文的題目則討論了關(guān)于廣告泛濫對(duì)于社會(huì)輿論造成的干擾。如果考生只是簡(jiǎn)單寫(xiě)“Advertising has bad effects on all of society. ”廣告有不良影響顯然是不夠的。我們需要寫(xiě)出具體的方面，比如“Advertisements which exaggerate the function of the products may mislead the consumers.”
b. 論點(diǎn)過(guò)于狹窄
與論點(diǎn)過(guò)于寬泛相對(duì)的，則是一些考生把論點(diǎn)定得太過(guò)狹窄，自己把自己逼近了死胡同以至于沒(méi)有展開(kāi)的空間甚至沒(méi)有進(jìn)一步支持的必要。這類(lèi)句子與其說(shuō)是觀點(diǎn)，倒不如說(shuō)是事實(shí)的陳述或者只是舉了個(gè)例子而已。
4月第一次換庫(kù)的時(shí)候一篇曾經(jīng)出現(xiàn)過(guò)幾次的作文題目，講的是某個(gè)地方當(dāng)?shù)厝碎_(kāi)展旅游業(yè)的看法。有的考生直接把觀點(diǎn)寫(xiě)成“There are more local residents engaged in tourism industry. ”這其實(shí)并非觀點(diǎn)，只是陳述了一個(gè)事實(shí)就是在當(dāng)?shù)卦絹?lái)越多人開(kāi)始從事旅游業(yè)，可改為：“Tourism brings huge economic benefits to local residents.”就比較容易展開(kāi)了。
1月份的GRE作文中也有一道討論不可再生燃料如何持續(xù)利用的題目，如果考生寫(xiě)出“The consumption of fossil fuels increase in recent years. ”也等于是自己把話說(shuō)死了，正確寫(xiě)法是給出論述重點(diǎn)，假設(shè)原因，比如“The consumption of fossil fuels increasing in recent years results from two factors.”之后就會(huì)好寫(xiě)很多。
GRE寫(xiě)作扣分主要原因2：用詞問(wèn)題
GRE寫(xiě)作評(píng)分中關(guān)于用詞有一個(gè)非常具體的評(píng)判標(biāo)準(zhǔn)，demonstrates control of language, including diction and syntactic variety，即通過(guò)用詞用句的變化性有效地體現(xiàn)行文語(yǔ)言的多樣性。而許多中國(guó)考生被扣分，正是因?yàn)橛迷~過(guò)于單調(diào)重復(fù)和口語(yǔ)化。下面給大家舉5個(gè)最常見(jiàn)的不地道且常被濫用的LOW詞：
a. Really
Example：The swimmer really performed admirably.
“Really”表示“真的”，有強(qiáng)調(diào)的作用。但很多時(shí)候“really”并沒(méi)有告訴讀者或聽(tīng)者任何重要、有用的信息，缺乏說(shuō)服力。如果你想要表達(dá)一個(gè)事實(shí)，不妨嘗試去掉“really”，反倒更讓信服。比如：The swimmer performed admirably.
b. Things/ Stuff
Example: “The article said a lot of things and stuff.”
Things和Stuff這兩個(gè)詞匯十分模糊，作者自己可以清楚地了解Things和Stuff代表的含義，但讀者顯然不能。Things和Stuff到底指什么?為什么會(huì)有Things和Stuff?我如何獲得這些Things和Stuff?這都是讀者會(huì)產(chǎn)生的問(wèn)題。所以與其圖一時(shí)省事，不如清晰地描述出你的想法，這樣你的寫(xiě)出的句子才會(huì)有力量。例如：The aricle discussed the principles of interactive design.
c. I believe/I feel/I think
Example: “I believe the author has a great point here…”
很多人認(rèn)為在觀點(diǎn)前加上“I believe/I feel/I think”可以表明立場(chǎng)，避免邏輯漏洞，也更容易讓人接受自己的想法。但如果對(duì)方本身對(duì)你的認(rèn)可度不高，你的“I believe/I feel/I think”反而會(huì)引起對(duì)方的抵抗情緒。過(guò)度小心翼翼會(huì)讓你顯得沒(méi)有自信，不夠真誠(chéng)。你完全可以說(shuō)：“The researcher has a great point here.”
d. Was/Is/Are/Am
Example: “Theletter was mailed by Sally.”
使用Was/Is/Are/Am和不使用的區(qū)別在于被動(dòng)和主動(dòng)的區(qū)別。在這個(gè)例句中，Was/Is/Are/Am讓句式變成更為復(fù)雜的被動(dòng)，而在地道的英語(yǔ)思維中，應(yīng)該盡可能少地使用被動(dòng)語(yǔ)態(tài);另一方面，當(dāng)你使用被動(dòng)句，句子的主旨也會(huì)隨之改變，從Sally變成了letter。英文寫(xiě)作要做到簡(jiǎn)潔有力，“Sally mailed the letter.”顯然比“The letter was mailed by Sally.”表達(dá)的更清晰。
e. Very
Example：Scientistsare very interested in finding out more about the duck-billed platypus“Substitute ‘damn’ every time you’re inclined to write‘very’; your editor will delete it and the writing will be just as it shouldbe.” — Mark Twain
very是最常被大家使用的一個(gè)單詞，但也是最蒼白的一個(gè)單詞。一句“very good”遠(yuǎn)不如“wonderful”來(lái)得生動(dòng)。要記住，讀者的時(shí)間非常寶貴，你的語(yǔ)言一定要精簡(jiǎn)。
綜上所述，考生想要在GRE作文部分有所表現(xiàn)，那么對(duì)于導(dǎo)致作文扣分的主要原因，就必須做到心里有數(shù)。如果大家的寫(xiě)作得分長(zhǎng)期得不到提升，那么就該放下筆來(lái)暫停練習(xí)，先找找原因再說(shuō)了。
GRE寫(xiě)作滿(mǎn)分范文1
Six?months?ago?the?region?of?Forestville?increased?the?speed?limit?for?vehicles?traveling?on?the?region's?highways?by?ten?miles?per?hour.??Since?that?change?took?effect,?the?number?of?automobile?accidents?in?that?region?has?increased?by?15?percent.??But?the?speed?limit?in?Elmsford,?a?region?neighboring?Forestville,?remained?unchanged,?and?automobile?accidents?declined?slightly?during?the?same?six-month?period.??Therefore,?if?the?citizens?of?Forestville?want?to?reduce?the?number?of?automobile?accidents?on?the?region's?highways,?they?should?campaign?to?reduce?Forestville's?speed?limit?to?what?it?was?before?the?increase.??
The?argument?gives?statistics?of?increases?in?automobile?accidents?since?the?speed?limit?increased?six?months?ago?on?the?highways?of?Forestville.??The?argument?also?gives?a?statement?of?how?the?neighboring?region?of?Forestville,?did?not?increase?or?decrease?the?speed?limit.??It?remained?unchanged?and?automobile?accidents?declined?slightly?during?the?same?six-month?period.??The?argument?may?appeal?to?those?who?have?been?effected?by?the?increase?in?accidents,?but?it?does?not?give?an?emotional?appeal?overall.??We?are?relying?on?the?authors?statistics?but?we?don't?know?where?they?came?from?and?if?they?are?reliable.?The?argument?needs?more?examples?and?illustrations?to?get?his?point?across?to?more?people.??It?is?suggested?that?the?citizens?of?Forestville?campaign?to?reduce?Forestville's?speed?limit?to?what?it?was?before?the?increase,?but?it?is?usually?hard?to?start?a?campaign.?One?person?needs?to?take?action.??If?the?author?is?a?citizen?of?Forestville,?maybe?he?should?take?the?initiative.?Comments:?
This?seriously?flawed?critique?presents?only?one?idea?relevant?to?an?analysis?of?the?argument:?"The?argument?needs?more?examples?and?illustrations?to?get?his?point?across?to?more?people."??Everything?else?in?the?essay?is?either?summarizing?the?argument,?speculating,?or?offering?advice.??The?result?is?a?response?that?is?clearly?on?topic?but?that?provides?no?analysis?of?the?line?of?reasoning?in?the?argument.??
In?addition?to?the?lack?of?analysis,?the?writing?is?weak.??The?organization?is?loose,?although?not?illogical,?and?intended?meaning?is?sometimes?unclear?(e.g.,?"but?it?does?not?give?an?emotional?appeal?overall.").??For?these?reasons,?the?response?deserves?a?score?of?2?according?to?the?scoring?guide.
GRE寫(xiě)作滿(mǎn)分范文2
Six?months?ago?the?region?of?Forestville?increased?the?speed?limit?for?vehicles?traveling?on?the?region's?highways?by?ten?miles?per?hour.??Since?that?change?took?effect,?the?number?of?automobile?accidents?in?that?region?has?increased?by?15?percent.??But?the?speed?limit?in?Elmsford,?a?region?neighboring?Forestville,?remained?unchanged,?and?automobile?accidents?declined?slightly?during?the?same?six-month?period.??Therefore,?if?the?citizens?of?Forestville?want?to?reduce?the?number?of?automobile?accidents?on?the?region's?highways,?they?should?campaign?to?reduce?Forestville's?speed?limit?to?what?it?was?before?the?increase.??
When?we?compare?two?things,?we?like?to?put?them?on?the?same?background.?same?condition.??
For?the?fact?given?above,?in?the?same?time,?foundmentally,?the?two?region?have?the?same?traffic?condition,?except,?the?speedlimit?is?improved?in?one,?and?the?other?keep?the?same.?So?we?can?get?the?result?that?the?reason?of?the?difference?is?that?the?improved?speed?limit.?And?also?the?change?will?give?some?other?inconvinent?to?the?people?there.?For?example,?the?people?will?not?familiar?with?the?change,?have?some?problem?in?handle?the?speed.??
So,?what?I?think?is?that?the?citizen?should?show?the?government?the?statistic?number?of?the?difference.?Argue?with?them.?Comments:?
This?response?is?fundamentally?deficient?as?a?critique?for?two?reasons:??
--?although?the?writer?has?relied?heavily?on?the?language?of?the?topic,????it?is?clear?that?the?writer?has?no?real?control?of?language,?and?--?there?is?little?or?no?evidence?of?the?writer's?ability?to?develop?an????organized?response.?
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