GRE作文的計(jì)分方式是ARGUMENT和ISSUE兩篇作文的平均分。許多考生寫作得分不高其實(shí)是因?yàn)橐黄m然得到了高分卻被另一篇文章拖了后腿。面小編就和大家分享GRE寫作ISSUE和ARGUMENT同步提分備考攻略指點(diǎn)，來欣賞一下吧。

GRE寫作ISSUE和ARGUMENT同步提分備考攻略指點(diǎn)

GRE寫作Argument/Issue區(qū)別詳解

首先，小編來為大家介紹一下GER寫作兩篇作文的差別所在：

1. 寫作具體要求區(qū)別

GRE ISSUE作文的寫作要求，大體相當(dāng)于中文里的立論文，也就是根據(jù)作文題目給出的內(nèi)容自己確定一個論點(diǎn)觀點(diǎn)后搭框架寫文章。而與之相對的ARGUMENT，則是駁論性質(zhì)的文章，需要考生根據(jù)給出的題目和觀點(diǎn)進(jìn)行反駁，也就是通俗意義上的挑錯。

2. 寫作難度有所不同

對于并非英語母語的中國考生來說，ISSUE作文的難度是比較高的，因?yàn)閷懞昧⒄撐男枰忌约焊鶕?jù)題目提煉觀點(diǎn)，如果考生本身的自主思維能力和創(chuàng)造力比較一般，很有可能出現(xiàn)不知道如何找觀點(diǎn)寫文章的情況。而且不少考生存在缺乏主動思考能力的問題，對于寫作比較被動，很容易就會寫偏題。而ARGUMENT作文則相對簡單一些，考生只需要根據(jù)給出的內(nèi)容找邏輯漏洞和問題，并針對這些問題攻擊挑錯就能完成寫作任務(wù)，更容易找到寫作思路。

3. 復(fù)習(xí)方法花費(fèi)時間不同

ISSUE作文需要花費(fèi)更多的時間用于復(fù)習(xí)，理由上文已經(jīng)說過，中國考生大多更難寫好ISSUE，因此練習(xí)的時間也會因此增加。而復(fù)習(xí)ISSUE作文的重點(diǎn)，應(yīng)該放在準(zhǔn)備作文模板和練習(xí)快速列提綱搭框架之上?？忌碐RE機(jī)經(jīng)真題等復(fù)習(xí)資料時，也應(yīng)該更加著眼于從文章題目的整體出發(fā)，把握住題目的主旨，提煉好觀點(diǎn)節(jié)省考試時間。

ARGUMENT作文難度較低，需要的復(fù)習(xí)時間也比較少。而復(fù)習(xí)ARGUMENT，考生則應(yīng)該把注意力更多地集中在根據(jù)官方題庫學(xué)習(xí)找邏輯漏洞進(jìn)行攻擊的具體寫法上。因?yàn)槟呐骂}目千變?nèi)f化，但能夠用以攻擊反駁的邏輯問題其實(shí)就那么固定的幾種，大家只要練熟了找茬的本領(lǐng)學(xué)會了寫作套路，想要寫好ARGU并不困難。同時，考生在學(xué)習(xí)GRE作文機(jī)經(jīng)時，對于ARGU部分的機(jī)經(jīng)，從文章細(xì)節(jié)漏洞等角度入手會收獲更好的復(fù)習(xí)效果。

GRE寫作同步提分攻略指點(diǎn)

考生在面對兩篇GRE作文時，應(yīng)該如何確保高分呢?

1. 兩篇都不能放棄

首先，大家需要明確的是，兩篇作文無論哪篇都不能放棄，因?yàn)樽詈蟪煽兪侨烧咂骄档模虼巳绻黄魑姆謹(jǐn)?shù)很低，另一篇作文寫得再好也會受拖累。

2. 針對中國考生特點(diǎn)

針對中國考生普遍ISSUE弱ARGU強(qiáng)的特點(diǎn)，比較合理的得分策略是保ISSUE合格和爭ARGUMENT高分。ISSUE難度高，確保一個3.5分到4分的成績比較穩(wěn)妥，而ARGUMENT大家更容易寫出出彩的好文章，可以努力嘗試挑戰(zhàn)4.5甚至5分成績。這樣大家的作文平均分就能保持在4分以上，這就可以算是相當(dāng)不錯的成績了。

GRE寫作兩篇作文相同點(diǎn)

雖然GRE寫作中的ISSUE作文和ARGUMENT作文有很多不同之處，但在一些基本的規(guī)范和要求上還是有共通之處的：

1. 文章基本要求相同

GRE兩篇作文的考試時間都是30分鐘。考生需要在30分鐘內(nèi)完成從審題到構(gòu)思到最后成文的整個流程。而兩篇文章的文體風(fēng)格也基本相同，都是屬于議論文性質(zhì)的寫作。因此，很多考生比較懼怕的描述類文章就不會有所涉及了。同時，雖然GRE考試本身并沒有做出任何字?jǐn)?shù)方面的限制和要求，但根據(jù)歷年來的高分范文總結(jié)，一般作文字?jǐn)?shù)在400-500字左右是比較穩(wěn)妥的，這一點(diǎn)ISSUE和ARGUMENT兩篇作文也沒有太大區(qū)別。

2. 文章評分標(biāo)準(zhǔn)相同

除了規(guī)范要求外，GRE兩篇作文在評分標(biāo)準(zhǔn)上也是基本相同的。滿分都為6分。最后總得分為兩篇作文分?jǐn)?shù)的平均值。大致都可以分為文章整體結(jié)構(gòu)、邏輯思維能力、對于詞句語法的運(yùn)用以及論據(jù)素材的使用這幾個方面。當(dāng)然，由于兩篇文章本身具體寫作要求的區(qū)別，可能在一些評分細(xì)節(jié)上還存在不同。

3. 官方復(fù)習(xí)資源相同

無論是ISSUE作文還是ARGUMENT作文，兩篇GRE作文的復(fù)習(xí)資源也是基本相同的。除了ETS官方公布的作文題庫外，高分范文、黃金詞句和論據(jù)素材都是幫助考生練習(xí)寫作能力鍛煉作文水平需要用到的復(fù)習(xí)必備材料。

總而言之，GRE考試兩篇作文的得分大家都不能放松，想要真正提高GRE寫作部分的成績，考生就需要把兩篇作文的成績都提升上來，而本文中講解的這些提分方法得分策略，相信能夠給大家?guī)硪恍椭?/p>

GRE寫作滿分范文

The following appeared as a letter to the editor of a local newspaper.

"Five years ago, we residents of Morganton voted to keep the publicly owned piece of land known as Scott Woods in a natural, undeveloped state. Our thinking was that, if no shopping centers or houses were built there, Scott Woods would continue to benefit our community as a natural parkland. But now that our town planning committee wants to purchase the land and build a school there, we should reconsider this issue. If the land becomes a school site, no shopping centers or houses can be built there, and substantial acreage would probably be devoted to athletic fields. There would be no better use of land in our community than this, since a large majority of our children participate in sports, and Scott Woods would continue to benefit our community as natural parkland."

A school should serve all students living nearby so that they can commute in a short distance. That will provide the better basic-human-needs. It is questioned that whether it is appropriate to establish a school in the area without locating houses. On the other hand, wouldn't it be good if the land is left untouch?

These are the facts of argument that readers might have after reading the message. The information is too opinionate therefore develop many questions. The writing given in the first part does not support the rest.

Comments:

The first paragraph of this fundamentally deficient response is apparently attempting to summarize the issues and terms of the argument. The attempt, though, is almost completely obscured by errors and the disorganized presentation of ideas. Paragraph 2 offers only the assessment that "the information is too opinionate therefore develop many questions."

The response warrants a score of 1 because it exhibits three of the scoring guide characteristics for a 1:

-- provides little evidence of the ability to understand and analyze

the argument

-- has severe and persistent errors in language and sentence structure

-- contains a pervasive pattern of errors in grammar, usage, and

mechanics that results in incoherence

GRE寫作滿分范文

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.?