GRE官方范文

OG Issue sample

Sample 1

The statement linking technology negatively with free thinking plays on recent human experience over the past century. Surely there has been no time in history where the live of people have changed more dramatically. A quick reflection on a typical day reveals how technology has revolutionized the world. Most people commute to work in an automobile that runs on an internal combustion engine. During the workday, chances are high that the employee will interact with a computer that processes information on silicon bridges that are .09 microns wide. Upon leaving home, family members will be reached through wireless networks that utilize satellites orbiting the earth. Each of these common occurrences would have been inconceivable at the turn of the 19th century.

The statement attempts to bridge these dramatic changes to a reduction in the ability for humans to think for themselves. The assumption is that an increased reliance on technology negates the need for people to think creatively to solve previous quandaries. Looking back at the introduction, one could argue that without a car, computer, or mobile phone, the hypothetical worker would need to find alternate methods of transport, information processing, and communication. Technology short circuits this thinking by making the problems obsolete.

However, this reliance on technology does not necessarily preclude the creativity that marks the human species. The prior examples reveal that technology allows for convenience. The car, computer, and phone all release additional time for people to live more efficiently. This efficiency does not preclude the need for humans to think for themselves. In fact, technology frees humanity to not only tackle new problems, but may it create new issues that did not exist without technology. For example, the proliferation of automobiles has introduced a need for fuel conservation on a global scale. With increasing energy demands from emerging markets, global warming becomes a concern inconceivable to the horse-and-buggy generation. Likewise dependence on oil has created nation-states that are not dependent on taxation, allowing ruling parties to oppress minority groups such as women. Solutions to these complex problems require the unfettered imaginations of maverick scientists and politicians.

In contrast to the statement, we can even see how technology frees the human imagination. Consider how the digital revolution and the advent of the internet has allowed for an unprecedented exchange of ideas. WebMD, a popular internet portal for medical information, permits patients to self research symptoms for a more informed doctor visit. This exercise opens pathways of thinking that were previously closed off to the medical layman. With increased interdisciplinary interactions, inspiration can arrive from the most surprising corners. Jeffrey Sachs, one of the architects of the UN Millennium Development Goals, based his ideas on emergency care triage techniques. The unlikely marriage of economics and medicine has healed tense, hyperinflation environments from South America to Eastern Europe.

This last example provides the most hope in how technology actually provides hope to the future of humanity. By increasing our reliance on technology, impossible goals can now be achieved. Consider how the late 20th century witnessed the complete elimination of smallpox. This disease

had ravaged the human race since prehistoric days, and yet with the technology of vaccines, free thinking humans dared to imagine a world free of smallpox. Using technology, battle plans were drawn out, and smallpox was systematically targeted and eradicated.

Technology will always mark the human experience, from the discovery of fire to the implementation of nanotechnology. Given the history of the human race, there will be no limit to the number of problems, both new and old, for us to tackle. There is no need to retreat to a Luddite attitude to new things, but rather embrace a hopeful posture to the possibilities that technology provides for new avenues of human imagination.

Sample 2

The recommendation presents a view that I would agree is successful most of the time, but one that I cannot fully support due to the “all or nothing” impression it gives.

Certainly as an educator I agree fully that the best way to elicit positive response from students is to make use of students’ positive energy and then encourage actions that you would like to see repeated. It is human nature that we all want to be accepted and achieve on some level, and when people in authority provide feedback that we have done something well, the drive to repeat the action that was praised is bound to be particularly strong.

This blanket statement would obviously pay dividends in situations in which a teacher desires to have students repeat particular behaviors. For example, if an educator is attempting to teach students proper classroom etiquette, it would be appropriate to openly praise a student who raises his or her hand when wishing to speak or address the class. In such cases, the teacher may also help shape positive behaviors by ignoring a student who is trying to interject without approval from the teacher. In fact, the decision to ignore students who are exhibiting inappropriate behaviors of this type could work very well in this situation, as the stakes are not very high and the intended outcome can likely be achieved by such a method. However, it is important to note here that this tactic would only be effective in such a “low-stakes” situation, as when a student speaks without raising her hand first. As we will discuss below, ignoring a student who hits another student, or engages in more serious misbehaviors, would not be effective or prudent.

To expand on this point, it is important for teachers to be careful when working with the second half of this statement, only ignoring negative actions that are not serious. Take for instance a student who is misbehaving just by chatting with a fellow classmate. This student might not be presenting much of a problem and may be simply seeking attention. Ignoring the student might, in fact, be the best solution. Now assume the negative action is the improper administering of chemicals in a science experiment or the bullying of a fellow student. To ignore these negative actions would be absurd and negligent. Now you are allowing a problem to persist, one that could potentially lead to much bigger and more dangerous issues. In a more serious situation, addressing the negative actions quickly and properly could stop the problem it in its tracks. It is for reasons like this that I do not advocate the idea that a teacher can be successful by simply

ignoring negative actions.

I do, however, greatly support the idea that the central focus of teaching should be to build on and encourage positive actions. However, the author’s all-encompassing statement leaves too many negative possibilities for the classroom. Perhaps a better way to phrase this statement would be t o say, “The best way to teach is to praise positive actions and ignore negative ones that are not debilitating to class efficiency or the safety of any individual”.

Thus, in the original statement, there are indeed some good intentions, and there could be a lot of merit in adopting its basic principles. Data proves that positive support can substantially increase motivation and desire in students and contribute to positive achievements. In fact, most studies of teaching efficacy indicate that praising positive actions and ignoring negative ones can create a more stable and efficient classroom. It needs to be stressed, however, that this tool is only effective at certain levels of misbehavior. As mentioned above, when the behavior is precipitated by feelings of revenge, power or total self-worthlessness, this methodology will likely not work. It is likely to be very successful, however, when the drive behind the misbehavior is simple attention seeking. In many of these instances, if the teacher demonstrates clearly that inappropriate behavior does not result in the gaining of attention, students are more likely to seek attention by behaving properly. Should the student choose this path, then the ignoring has worked and when the positive behavior is exhibited, then the teacher can utilize the first part of the theory and support or praise this behavior. Now it is much more likely to be repeated. If the student does not choose this path and instead elects to raise the actions to a higher level that presents a more serious issue, then ignorance alone cannot work and other methods must be employed.

In conclusion, one can appreciate the credo expressed in this instance, but surely we all can see the potential error of following it through to the extreme.

OG Argument sample

Sample 1

While it may be true that the Mason City government ought to devote more money to riverside recreational facilities, this author’s argument does not make a cogent case for increased resources based on river use. It is easy to understand why city residents would want a cleaner river, but this argument is rife with holes and assumptions, and thus, not strong enough to lead to increased funding.

Citing surveys of city residents, the author reports city resident’s love of water sports. It is not clear, however, the scope and validity of that survey. For example, the survey could have asked residents if they prefer using the river for water sports or would like to see a hydroelectric dam built, which may have swayed residents toward river sports. The sample may not have been representative of city residents, asking only those residents who live upon the river. The survey may have been 10 pages long, with 2 questions dedicated to river sports. We just do not know.

Unless the survey is fully representative, valid, and reliable, it cannot be used to effectively back the author’s argument.

Additionally, the author implies that residents do not use the river for swimming, boating, and fishing, despite their professed interest, because the water is polluted and smelly. While a polluted, smelly river would likely cut down on river sports, a concrete connection between the resident’s lack of river use and the river’s current state is not effectively made. Though there have been complaints, we do not know if there have been numerous complaints from a wide range of people, or perhaps from one or two individuals who made numerous complaints. To strengthen his/her argument, the author would benefit from implementing a normed survey asking a wide range of residents why they do not currently use the river.

Building upon the implication that residents do not use the river due to the quality of the river’s water and the smell, the author suggests that a river clean up will result in increased river usage. If th e river’s water quality and smell result from problems which can be cleaned, this may be true. For example, if the decreased water quality and aroma is caused by pollution by factories along the river, this conceivably could be remedied. But if the quality and aroma results from the natural mineral deposits in the water or surrounding rock, this may not be true. There are some bodies of water which emit a strong smell of sulphur due to the geography of the area. This is not something likely to be affected by a clean-up. Consequently, a river clean up may have no impact upon river usage. Regardless of whether the river’s quality is able to be improved or not, the author does not effectively show a connection between water quality and river usage.

A clean, be autiful, safe river often adds to a city’s property values, leads to increased tourism and revenue from those who come to take advantage of the river, and a better overall quality of life for residents. For these reasons, city government may decide to invest in improving riverside recreational facilities. However, this author’s argument is not likely significantly persuade the city government to allocate increased funding.

Sample 2

It might seem logical, at first glance, to agree with the argument in Dr. Karp’s article that children in Tertia actually are raised by their biological parents (and perhaps even, by implication, that an observation-centered approach to anthropological study is not as valid as an interview-centered one). However, in order to fully evaluate this argument, we need to have a significant amount of additional evidence. The argument could end up being much weaker than it seems, or it might actually be quite valid. In order to make that determination, we need to know more than analyze what we learn.

The first piece of evidence that we would need in order to evaluate Dr. Karp’s claims is information about whether or not Tertia and the surrounding island group have changed significantly in the past 20 years. Dr. Field conducted his observational study 20 years ago, and it is possible that Tertia has changed significantly since then. For example, if we had evidence that in teh intervening years Westerners had settled on the island and they introduced a more typical

Western-style family structure, it would certainly weaken Dr. Karp’s argument. In that case, the original study could have been accurate, and Dr. Karp’s study could be correct, as well, though his conclusion that Dr. Field’s method is ineffective would be seriously weakened.

Another piece of evidence that might help us evaluate this claim involves the exact locations where Dr. Karp’s interviews took place. According to this article, Dr. Karp and his graduate students conducted interviews of “children living in the group of isl ands that includes Tertia.” If we were to learn that they never interviewed a single Tertian child, it would significantly weaken the conclusion. It could turn out to be the case, for example, that children on Tertia are raised communally, whereas children on other islands nearby are raised by their biological parents.

In order to fully evaluate this article, we would also need to learn more about the interview questions that Dr. Karp’s team used. What exactly did they ask? We don’t know, nor do we know wh at the children’s responses actually were. What did they say about their biological parents? The mere fact that they speak more frequently about their biological parents than they do about other adults does not mean that they are raised by their biological parents. It would significantly undermine Dr. Karp’s argument if it turned out that the children said things like how much they missed their parents or how their parents had left them in a communal environment. Without knowing what the children said, it i s hard to accept Dr. Karp’s conclusion.

It is slightly more difficult to discuss teh evidence we might need in order to evaluate the more interesting claims in Dr. Karp’s article, namely his extension of the results of his study to a conclusion that interview-centered methods are inherently more valid than observational-centered approaches. In order to fully evaluate this claim, in fact, we would need to look at many more examples of interview-based and observation-based anthropological studies and we would also need to look into different study designs. Perhaps Dr. Field did not conduct an effective observational study, but other observational approaches could be effective. In order to make such grandiose claims, Dr. Karp really needs a lot of additional evidence (ideally a metaanalysis of hundreds of anthropological studies).

Clearly, then, we need to have additional evidence in order to get a more complete understanding of the strengths and weaknesses of Dr. Karp’s article. We need to know about Tertia and the surrounding islands, whether or not they have changed over the past 20 years. We also need to know about study design (Dr. Karp’s and Dr. Field’s). And we really need a lot more information if we want to extend the results of a study about one island culture to all anthropological fieldwork.

gre写作模板

一. 新GRE作文文章整体结构 大负小正：诚然A，但是B，而且C。 承认+转折+递进 大正小负：诚然A，有时甚至B，但是C。 承认+递进+转折 二. 新GRE作文常用句式 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) 以上就是新GRE作文模板及GRE作文常用句型的介绍，以后考生们进行新GRE作文issue写作就再也不用担心文章的结构了，顺利的剖析题目，与新GRE写作模板再加上独特的观点，即可将高分顺利那些。 页脚内容1

1 Argument 1. 1) In this argument the speaker concludes that 2) To justify this contusion the speaker cites a recent survey of 3) The speaker also points out that 4) This argument is unpersuasive for several reasons. 2. 1) First, the survey must be shown to be reliable before I can accept any contusions based upon it. 2) Specifically, the responses must be accurate, and the respondents must be statistically significant in number and representative of the overall 3) Without evidence of the survey's reliability, it is impossible to draw any firm conclusions about the current dietary habits of 3. 1) Second, the argument relies on the dubious assumption that following the government's nutrition recommendations 2) It is entirely possible that 3) Thus without evidence to substantiate this assumption the speaker cannot reasonably conclude that 4) Third, the speaker assumes too hastily that… Without ruling out this possibility the speaker cannot reasonably conclude with any confidence that 5) Lacking firm evidence that …, the speaker cannot justify any conclusions about the 4. 页脚内容2

gre作文算总分吗

gre作文算总分吗 GRE作文虽然分数单独计算，不计入总分，但并不代表这六分的含金量就不如其他部分的分数。相反，很多学校，都会特别对作文分数提出单独的标准，因为作文水平往往体现了考生的逻辑思维能力，重要性不容小觑。从某种程度上来说，作文才是GRE考试的精华部分——因为GRE考的就是逻辑，用英语写两篇作文只是形式而已，主要目的就是考察考生的逻辑分析水平。 因此，在准备GRE作文时，最重要的一个步骤就在于熟悉题库和认真准备提纲。对于立论文(Issue)而言，自己动手拟一份完整的提纲是很有必要的，当然可以参考各种资料，但必须勤动脑，想一想提纲的逻辑连续性。实际上，有偏向性、但又不要绝对化的思路才是最易上手的。对于驳论文(Argument)而言，熟悉题库更为重要。很多人觉得一个题目拿过来随便就能挑出五六个错误。正常情况下也许的确如此，但也有些难题若不事先好好准备，五分钟之内能找出两个错误都不太容易。写驳论文有很多小窍门，如需要锻炼出区别“事实”和“观点”的能力，不论题目中所给的事实有多夸张都需要默认其正确性，只能攻击观点中的逻辑漏洞;凡是跟统计数字、统计方法有关的逻辑错误都尽量不要攻击，最多只能一笔带过等等。至于作文的语言，其实要求并不太高，只要通顺、没有语法错误就可以了。 GRE写作初期备考的重点 一、首先是重心问题

对于时间不是很够的考友来说，把argument放在首位会是比较好的选择，毕竟argument和issue比较更注重思想，而这刚好是中国学生的强项，比较容易在短期之内收到成效。所以中国学生的argument一般也会比issue高出0.5到1分。这个时候的策略应该是保argu争issue 而对于时间比较充裕的考友们来说，开始时候可以从issue下手，比方说现在开始练习作文的10G朋友们，可以把argument缓一缓，因为这个在短期之内还是比较容易提高的。而且先解决对语言比较高的issue之后，用issue的语言来对付argu就会觉得非常的爽。不会觉得没有话说。 确定重心之后下面就进入较为实质性的阶段了，要说提高写作的途径是什么，千变万变离不开的前提就是多读多写，也就是多积累多练习。离开了本质一切所谓的技巧都只是空中楼阁。 那么问题来了，如何积累如何练习呢? 这个问题很同意kizen的看法，一上来就狂写的人总是不够理智的，特别是在写第一遍issue和第一篇argument的时候会觉得很难受。AW真正提高的部分还是在你写作的过程中，但是在此之前看一定量的书还是很必要的。 我个人的观点是，积累到一定的量之后写几篇，从写的几篇中找自己最薄弱最需要加强的部分然后想办法解决，最后一个月左右进行模考训练，熟悉完题库和范文及作文要求以后可以尝试着写一篇然后找一下差距，语言和例子在之前积累了更好，但是如果积累不足的话也可以先写一篇然后跟范文对照一下找一下不足，然后改进，在准备的过

高手推荐GRE写作参考书

高手推荐GRE写作参考书 在大家参加的新GRE写作考试里，传统的背模板套用的做法效果是一点不理想，简单套用通常只会适得其反，更甚也许会被判雷同。今天上海GRE培训机构小编就给大家推荐一些GRE写作参考书，期望会对考生带来更多的帮助。 GRE写作宝典(第一版) 评注：第一版尽管粗糙，但是素材全，练习好，同时今天的许多重考题都在该书范围内，尤其是占全书1/3之多的“写作工具箱”属于准备写作一个最大利器。新GRE作文高分书籍参考，《新GRE写作官方题库与范文》无疑就是一本攻克GRE作文必备书籍。 《新GRE写作官方题库与范文》不仅完整收录了新G考以来的所有写作题目，同时撰写的高度是与官方标准的范文符合的，原汁原味，流畅地道，变成了大部分考生的杀G必备! 上海GRE培训机构小编表示书中结合ETS公布的最新官方题库，根据考生在备考过程里所面临的实际难题出发，针对怎么写作Issue和Argument进行了详细的讲解，同时还给大家精心解读最新GRE写作题库，点拨题目特点，分析成文思路和脉络。题库中的每道题目都提供了由美籍名师精心撰写的高分参考范文，考生可细细研习，学构思、品词句，体会把所学习的方法巧运用到真正的写作中去，最后才能够做到举一反三、触类旁通。 此外，书中还为考生提供了Issue题库以及Argument题库的交叉索引，方便考生查阅。在附录里提供的经常使用连接词有助于大家在写作时增强文章的逻辑性，使文章更加连贯流畅。

以上是上海GRE培训机构小编介绍有关GRE写作参考书的详细内容，希望大家能从中受益，不断改进自己的备考方法提升备考效率，最后可以取得满意的成绩。

GRE写作分数计算细则

GRE写作分数计算细则 拿到GRE分数后，大家都陆陆续续开始了申请的流程，但是不同的学校对新GRE成绩的要求不尽相同，那么新GRE多少分算高分呢?下面我为大家搜集整理的GRE写作分数计算细则，希望大家喜欢！ GRE写作分数计算细则 新GRE作文在新GRE考试中是比较有难度的，考官对新GRE写作的要求比较高，考查范围也比较广，考生在这些方面要多做准备。那么新GRE 作文部分是如何算分的呢?智课我在此为大家整理出新GRE作文的算法，考生可以参考一下。 新GRE写作要求考生在30分钟+30分钟内分别完成两篇文章，它是美国所有作文考试中时间最长而质量要求最高的一类作文考试。新GRE写作的记分方式是这样的，两篇作文总分都是六分，计算公式为你的得分= (Issue的得分+ Argument的得分)2,最终的计分是以0. 5分为一个格。 GRE考试逻辑写作包括两个不同的部分： 1.Issue task(30min),要求作者根据所给题目，完成一篇表明立场的逻辑立论文。 2.Argument task (30min),要求考生分析所给题目，完成一篇驳论文，指出并且有力的驳斥题目中的主要逻辑错误。 新GRE作文两个部分是如何算分的？ 首先新GRE写作两个部分在总分中的权重是一样的。新GRE作文中有两个项目，最后出的新GRE作文分数是一个，所以如何进行新GRE作文

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新GRE写作Argument范文

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gre写作超经典范文鉴赏!

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