GRE写作参考书籍
【简介】感谢网友“加油你能行”参与投稿，下面就是小编给大家分享的GRE写作参考书籍（共6篇），希望大家喜欢!
篇1：GRE写作参考书籍
GRE写作参考书籍整理
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，而且今天的很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”是准备写作的一项利器。
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，而且撰写的高度符合官方标准的范文，原汁原味，流畅地道，成为广大考生的杀G必备!
书中结合ETS公布的最新官方题库，从考生在备考过程中面临的实际难题出发，对于如何写作Issue和Argument进行了详细的讲解，并为考生精心解读最新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教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，体会将学到的技巧运用到实际写作中去，从而做到举一反三、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。附录中提供的常用连接词也可帮助考生在写作时增强文章的逻辑性，使文章更加连贯流畅。
上述就是GRE作文参考书的推荐，希望可以供大家参考，更好地准备GRE写作。
GRE issue写作优秀实例：教学活动
题目：
In order to improve the quality of instruction at the college and university level, all faculty should be required to spend time working outside the academic world in professions relevant to the courses they teach.
为了改善大学的教学质量，所有的教员都应该被要求花一定时间到学术领域以外去参加和他们所教科目相关的工作。
正文：
There are more and more complaints from students who find that what they learn in classroom can hardly be directly applied to solve problem they meet in their jobs because of the gap between the courses in universities and the intricate problems in the fast changing society. There's no doubt that the experience of some faculties in working outside the academic world in professions relevant to the courses they teach may help provide more satisfactory educations for the practical demands from some students. However, it's too hasty to generalize this argument to include all the faculties as the author's assertion.
Whether the quality of instruction at the college and university can be improved if faculties have experiences outside in course related job depends on the purpose of the education of the particular discipline where the faculties belong to. Generally there are two categories of disciplines with different purposes of education in universities: one is to train students with practical skills which put them at more advantageous position in the job markets, such as engineering or law school, another aims at cultivating well-rounded persons and seems less practical, such as history, philosophy, or some theoretical science. The education in these disciplines does not guarantee the students to earn more money but to cultivate such abilities of independent and critical thinking, creativity and the desire to explore the unknown territories.
For the faculties to train students with practical skills, the experience of them in outside profession related job can help improve the quality of their instructions. The job outside can make the faculties acquaint themselves with the problems their students supposed to face in the future careers and the gap between their courses and those problems. Based on the understanding, they can better design the contents of their courses to prepare their students for having strong abilities to effectively exploit their knowledge from the study in university to deal with the difficulties in their future jobs. The experience outside the academic environment can also make the faculties know the demands for their disciplines from the society. In modern society, the success of a technology does not only depend on how advanced the technology is but also how it satisfy the demands of the customers. Students can better select their interests or careers if the faculties provide them with the information of the prospective or trends of the disciplines they study and the needs for these skills in the society.
However, for the other less practical disciplines, the experience of the faculties outside in professions related works doesn't help much to improve the instruction quality. One of the obvious difficulties for these faculties is that there are only a few profession related jobs for them. Except for universities and research institutes, organizations seldom need a physicist knowing well about the structure of atoms or historian researching the middle age in Europe. The quality of the instruction from these faculties in less practical disciplines depends on the faculties' deep understanding of their fields of study and the deep understanding is just the results of long time independent thinking, analyzing, synthesis, and discussion with colleagues not from the experience outside. A physicist understanding of the universe won't be deeper after he spends ten years on designing computers which is obviously physics related job. Free research environment not the experience outside help improve the instruction quality of these less practical fields.
To sum up, before asking faculties to spend time outside on profession related working, we should know clearly the particular purpose of their disciplines. Outside experience help improve the instruction quality of the faculties aiming at training students with skills for solving practical problems in their future careers. However, for faculties aiming at cultivating well-rounded persons, free research environment not the outside experience promotes the quality improvement of instructions.
GRE写作优秀实例：重视认知和推理能力
题目：
“Society does not place enough emphasis on the intellect—that is, on reasoning and other cognitive skills.”
社会对于智力还是重视不够，比如推理和认知的能力。
正文：
Dose not society place enough emphasis on the intellect as the speaker asserts? I concede that society, to some degree, indeed dose not pay much attention to cultivating intellect which contains the abilities of reasoning, cognition, and creation and comprehension. However, people nowadays have commenced to conduct a series of innovations so as to transform the status quo.
The chief reason of my agreement on the speaker’s claim involves the current educational mechanism. On one hand, tests are none the less the principle criterion to assess the ability of a student, resulting in a negative effect that neither will the students and teachers place stress on fostering the reasoning, cognitive, creative and other skills. Instead, they are apt to leave no stone unturned in their efforts upon how to pass those examinations smoothly embracing speculation or even cheat in exams. Furthermore, in the test system lies another hidden harm particularly in some Asian countries that getting a high grade merely calls for putting a host of hours in constantly repeating to rote a spate of knowledge by the means of mnemonics, which are apt to decrease the ability of cognition and reasoning. On the other hand, in this era of information explode, as a student, we have to learn multiple courses covering the knowledge from diversities of fields so that no time and energy are left for us to commit to analyzing, grasping，probing knowledge in depth and thus build a comprehensive structure of knowledge by fully utilizing the capacity of intellect. As a result, we are deprived of opportunities to develop the intellect. Chronically, there is a tendency that the intellect of students is rendered inactive and even obtuse.
The second reason why I generally assent to this statement has to do with the development of technology. Along with the quickening advancement of technology,we reduce assembly-line into reality in the realm of manufacture, which not only boost the efficiency of productivity but also might be tempting to restrain the progress of intellectual capacity of human beings. In this sense, automation render us slaves to machines that a large proportion of workers merely focus on the operative skills whereas seldom ponder questions like how those machines work and why they work in this way, which are conducive to improve the abilities of reasoning and comprehension, let alone delve into ameliorating the machines and creating more effective ones. Moreover, varied professional training schools also underestimate the significance of reasoning and creation more or less but simply lay much value on the proficiency of operating machines, which never goes a long way to gain in the intellect. Consequently, it makes possible ossification and even regression of the intellect.
Nevertheless, what really relieves us a bit is that more and more people have begun to realize the ponderance of the intellect, neglecting which obviously puts sands in the wheels of the evolution of society. Recent efforts to reform public and professional education in a number of countries say, European-American and Asian countries have been characterized by an unprecedented endeavor to increase the consciousness of educating intellectual ability. For example, a teaching approach that connects/integrate knowledge and theories with social practice has been waged and received accolades in many schools. In the process of this way of learning, students no longer purely memorize or smatter knowledge, to the contrary they make the best use of their reasoning skills and other skills to discover practical problems in daily life and apply what they have learned to cope with them, in which way the intellect of them can be sharpen gradually. There are parallels in advanced education that universities and colleges encourage and afford students funds to carry out scientific researches in order to nurture talents with creative ability and rigorous reasoning intellect. Besides, in the United States, the promulgation of No Child Left Behind Act enacted by Bush government reinforces the education of basic subjects especially accentuates the importance of learning mathematic, through which, you possibly find your reasoning and logic intellect soar.
To sum up, while society, as a matter of fact, have not attached great magnitude to the intellect, on balance, people have already been aware of the serious consequence of the present educational mechanism and are striving to attempt to embark upon a wide range of reforms to overcome its disadvantages and deter the situation from deteriorating.
篇2：GRE写作结尾参考
GRE实用结尾模板参考
GRE两篇作文结尾写法分享
1. GRE ISSUE作文结尾怎么写?
ISSUE的结尾段最大的作用就是起到结构完整的作用，由于时间的紧迫性，不需要在额外添加新的观点。
1)总结升华例句的方法:To sum up, given the reasons mentioned above, we may safely come to the conclusion that…. not only because…, but also because…, but it depends on...
2)重申立场强调论点的方法：In sum, I concede that….Nonetheless, to some extent…, the speaker's claim overrates/underrates the importance of sth…. In the final analysis, the optimal approach, in my view, is a balanced one that ….
2.GRE Argument作文结尾常用写法介绍
Argument结尾跟issue不一样，不需要升华主题，只需要从对作者错误改进方面着手。
1)结论不完善，需要增添其他方向：Finally, the argument fails to consider …(有更好的办法实现目标). Perhaps by…(办法一)，or by (办法二)， (对目标进行展望) In short, without weighing the suggestion against alternatives, it is unconvincing that (说明提供的方案不好)。
2.叙述题干中的两种逻辑错误：The memo also makes two hasty assumptions about …(说明两个猜想相关的内容). One such assumption is that …(第一个猜想的情况说明).。It is entirely possible that …(反例). Another assumption is that(另外一个错误的猜想) Common sense informs me that (反例)
GRE作文结尾段要点分析
从结尾段的作用来看，结尾段内容对于文章的整体质量有很重要的影响，其写作不能随心所欲，需要按照一定的写作标准来进行，不然很容易适得其反。GRE写作结尾段注意事项包括以下几个方面：
1. 总结全文式
总结升华类的结尾段，一般都需要使用“in conclusion ，to sum up， in brief”等词汇来进行概括总结。
2. 提出建议式
建议及提出展望类的结尾段，一般需要使用虚拟语气，例如，Obviously，it is high time that we took some measures to solve the problem，来增加文章写作氛围。
3. GRE做完结尾段写多少字?
结尾字数不要刻意堆砌，只需要点出文章主题即可。切忌洋洋洒洒使得结尾冗长又啰嗦，这样反而会弄巧成拙，不利于写作获得高分。
GRE写作：高分必备技巧
一、找准主题，集中突破
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，这是多么地不容易呀!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。
二、避免低效率低水平
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issue或者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。我喜欢实践-理论-实践这种螺旋式的进步方法，先找到问题，然后有针对性地进行系统性的学习，打好基础;感觉有提高了再来实践，再发现问题再提高。
三、重点准备GRE作文提纲
这一点是承接第二点的。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。所以我觉得在打基础的同时，要把重点放在提纲也就是思路的准备上。
四、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。我备考时只写了两篇issue和两篇argument，时间主要花在熟悉题目上，argument看得少一些，issue看了一半左右，有点轻敌了，如果全看的话就会更沉着。
GRE写作：如何拟定提纲
1、什么时候开始练习在模考时加入新GRE作文提纲?
比较适合的是在最后10天到一周的样子。因为这首先需要在一定高强度的写作练习之后，再者，需要对题目已经有了一定的把握。很多的提纲在之前都大体列过。然后在限时中加入提纲的写作。
2、用多长时间列GRE作文提纲?
我的经验是ISSUE总体比ARGU短。ISSUE大体要2-3分钟，ARGU怎么都要3分钟。可能要5分钟。
3、新GRE作文提纲里都要包含些什么?
对ISSUE来说，读第一遍题目时把关键词提出来，接着将核心话题列出来，根据这个话题开始一条一条列出你要写的东西;ARGU来说，因为题目比较长，所以读题的时间就要比前者长。
第一遍建议先把每一个意群讲的是什么简要提出来，排上序号;第二从这些小短句分析其文章结构和主要错误;第三把自己对错误的阐述顺序列出来。这样差不多是可以的了。
4、列GRE作文提纲的一些技巧
需要在练习中找到自己的记录法，哪种缩写是自己看得明了的。要记出来的摘要最后自己还要辨析几分钟。建议在平时列提纲的时候就有意识的做一下限定时间练习，看2-3分钟能不能把大体的框架列出来。
其他：我觉得如果正确掌握提纲的写法和时间分配问题，将是对于AW的核心实力的一种提高。对比于其他人，无论如何都是要略胜一筹的。
鼓励大家去积极尝试，发掘自己最适合的一套方法。我主要就是告诉大家，在45和30分钟内写两个提纲+ISSUE650和ARGU550+还剩平均3分钟时间检查，是绝对可以实现的。因为我自己就是例子。
GRE写作
篇3：gre写作首段如何写
gre写作首段如何写
1、gre写作首段方式-观点对立
观点对立的方式就是指文章开头首先引出人们对要讨论的问题的不同看法，然后提出作者自己的观点，或者偏向的哪个看法。对立法的句型多用于有争议性的主题。比如：当问起世界上现在最大的问题是什么，许多人说是严重的能源危机。他们担心人类不久会用完石油、发生食品短缺。但有些人则持乐观的看法，他们把能源危机看成是经济发展的自然结果，而且只有随着经济和技术的进一步发展才能得以解决。使用观点对立的开头方式，是对写作题目一个很好的阐释，虽然题目的内容都会有人支持，但是，考生却能够明确提出自己支持的观点，说明考生一定有充分的理由去论证自己的观点。
2、gre写作首段方式-背景引入
在新gre写作的很多话题之中，可能会涉及到一些社会问题或者是教育问题。在遇到类似的问题的时候，考生可以首先选择站在大背景下来阐述这个话题，从而能够用大背景来支持自己的后面的观点，使得观点一开始就比较有说服力。例如：父母如果没有时间陪孩子，可以将孩子送到儿童保育中心或者是个人护理中心。一看这个题目就是一个社会类或者是家庭教育的问题，针对这个题目，考生可以首先讲解一下现代社会压力大，尤其是做了父母的人，身上的责任会更大，所以就会更加努力地工作或者寻找挣钱养家的途径，因此陪伴孩子的机会少。从而引出如何安顿孩子的方法，提出自己的观点。利用背景引入的方式，还能够保证考生不偏离主题，能够确保话题展开的准确性。
3、gre写作首段方式-提出问题
gre作文开头运用提问的方式，可以让你的开头段与众不同的gre写作方法。提问法是以问题为导向，引起读者兴趣，引导你的读者跟随你的思路走进你的思维世界。利用提问的方式，还能够引发读者的思考，从而让读者能够对这个问题产生共鸣。此外，提问的表达方式有时还能够起到强调的作用，利用反问的方式，能够帮助考生强调自己的观点。例如：There has been undesirable trend in recent years towards the worship of money. A recent survey showed that X percent of respondents ranked getting rich as their top priority，compared to X percent only a few years ago. Why do people fail to realize that wealth does not necessarily bring happiness?从这个开头段中可以看出，首先也是题目要讨论的话题，但是最后一句用一个“反问”的方式，提出要讨论的话题，还起到了强调的作用，能够引起读者共鸣，引发思考。
GRE写作低分文章中有什么常见的逻辑问题
一、逻辑问题：
大体上来说，同学们的逻辑问题是最多的。逻辑问题有三种，通篇逻辑，段落之间，段落之中。
其实这可能和我们高中初中的英语教育有关系，大家都很喜欢一条一条摆原因。Firstly， secondly...然后后面至于这个ly后面是什么就不管了，一顿胡扯。也不管这段落与段落之间的衔接是否自然，反正都有什么ly给打头阵。
事实上，中西方的思维总是存在差异，很多时候看管老师们都不懂考生在说什么。考官很困惑，这个例子和这个有关系吗?为什么前面在说A，后面突然B了?
二、整体观念：
和结论什么关系?要记住一点，GRE作文文章是一个整体，你的开篇结尾和中部内容都是应该有关联的。也就是说，在开头提到的，文中应该有展开，同时在结尾有总结。中文里不也要求行文流畅么，这至少得要求逻辑是通顺的。
三、能力要求：
很多同学都很喜欢写中立观点“A不错，但不够好”，这虽然看起来很客观，但实际上这种GRE作文对逻辑的要求非常高，要怎样去组织语言，组织相应的论据论点，非常考验人。
有同学想说A事件要瑕疵互见，但是写着写着就乱七八糟，东一块西一块，不知道在讲点什么了。更有厉害的索性冗长的来词，讲了个空话。所以建议刚上手的同学，还是选择一边倒，站定脚跟不放松。即便是真的要写中立观点，实际上也都在A和B之间有所偏好。
四、内容空洞：
此外，现在很多人会要求练writing的时候先写提纲。于是同学们们就只写一个观点，然后后面的例子乱用，或者根本没有弄清楚什么是例子。事实上，这种展开，可以是实例，也可以是虚拟的假设。实例中往往分自己的经验和他人的经验。那么怎样的例子有说服力呢?
一般来说是：名人名事(知名度大)>众人众事(样本大)>自己经历(体会深)>他人经历。假设往往不够有说服力，因为很难涉及到每一个变量。但是假设在有的时候可以行得通，就是在很难说清楚步骤和因果关系的时候，用一个假设场景来推导会让文章变得浅显易懂。
所以建议，在刚开始上手写GRE作文的时候，先不要给自己30分钟的压力，先列出提纲(10分钟)，再用30分钟去写，看能写多少。
五、GRE写作选材准确：
记住你的举例一定要死死扣住你的GRE作文观点，不要是和观点打擦边球的。
例子一定要从论点出发，再回到论点。不要将你的论点发散，后果很可能就是越写越跑题。所以每次写好一篇文章，都看看，论据里的key words是不是和论点里的key words一样，论点里的key words又是不是和题目里的key words一样。你的key words 可以比大题里的key words更加narrow，但是千万不要更加广泛。
不要沉迷于GRE高频作文不能自拔
每天总会有很多人问我关于“GRE高频作文题”的问题，其中包括“高频”该如何使用，“高频”的题号和官方的题号对不上怎么办诸如此类的问题。在此，我就GRE作文高频试题的问题，也来谈谈我的看法。
很多同学在备考GRE作文的时候，之所以对“高频”情有独钟，实际上思想根源还是希望能减少工作量，说得通俗一点，也就是还是抱有“投机取巧”的心理。这些同学的想法往往是：GRE官方的题库给出的200多道题太多了，看高频可以减低我的工作量(也就是不需要把200多道题目都看完)，如果在考试的时候遇到高频题目，而我正好写过的话，那么分数就是有保证的。或者，至少比写一篇完全没有看过的文章要强。如果我们把这些同学的看法当做一个论证的过程来找找其中的逻辑问题的话，大家就能明白为什么我说“高频只是个传说了”。
在这个论证过程中，同学首先假设了一个前提，就是“写一篇已经写过的文章得到高分的可能性大于写一篇没有写过的文章”。可是，我们考虑一下，如果本身这篇文章从一开始按照这个同学的分析思路，包括写作的语言就存在巨大问题的话，那么，即使是考试的时候照着抄一遍，分数也仍然会是很低的。因此，只有当你的写作思路正确，分析过程正确，语言表达正确这几个条件都满足的时候，对于题目的熟练程度，或者是否写过某个题目的作文，才会影响到最后的分数。当然，我们还同时忽略了考场上的临场状态的变化问题。而反之，如果一个考生有正确的分析思路和写作思路，有比较好的语言表达能力，那其实考试的时候是否写过某个题目就变得不重要了，因为最终他的能力会很好地解决题目熟悉程度的问题。比如我们所熟悉的高考语文中进行的作文测试，我们实际上是完全不知道考试会出现什么题目的，我们平时练习的时候，也基本上不会考虑考试的时候是否会遇到同样的题目，但是最终，写作能力比较好，思维方式比较正确，知识面比较宽的同学往往会在作文中得到高分。从这个角度来看，实际上在准备作文的过程中，练习的题目是否是高频并不重要，而重要的是，是否通过练习形成了正确的分析思路，写作思路，并且让语言的表达正确。
其次，很多人也认为“高频”题目在考试时被抽到的可能性更大，并且还有人会计算题目出现的概率。为了让大家都能看明白，我不会在这里建立一个模型来计算什么题目出现的概率较大，我们只考虑如下的一些问题。首先，ETS在从开放题库中抽取题目给考生的时候，是一种随机的选择方式，那么，每个题目被抽取到的概率是完全一样的。而现在并没有证据表明ETS在抽取题目的时候采用了任何优先级策略，所以我们不能对此作出主观假设。第二，从目前的高频统计方式来看，存在着很大的漏洞。据我所了解的情况，基本上是部分考生在考试结束后，在一些论坛或者BBS上发帖子，来说自己考到了什么题目，然后由一些热心的网友来进行人工统计，最后得到了所谓的“高频”题目。
大家不妨计算一下每天有多少人去参加GRE的作文考试，一年下来又有多少人参加作文考试，其中在网上发布题目的人的比例有多少，而发布出来的题目被统计的又有多少。如果这些数据本身都没有确切值的话，那么统计的样本首先就是存在问题的。而“高频”的出现，很可能是“马太效应”的结果，即在很长一段时间里面，A题目被大多数人关注，于是成为了“高频”的一部分，于是，有人考到了这个题目，在网上发了帖子，那么这个题目的关注度继续上升。而那些“低频”的题目，即使有人发了，也没人去关注，但是很可能在一段时间后，某个“低频”的题目其实出现的频率很高了，但是却依然没有人去关注它。因此，要想得到科学的统计，必须有一个平台，来随时完整统计大多数人在考试中遇到的题目的情况，并且实时更新，才能得到较为准确的数据。
因此，在备考GRE作文的过程中，其实是否准备网络流传的“高频”题目并不重要，而重要的是，无论准备什么题目，都能有正确的思考路径和分析方法，并且能够用正确的语言来表达自己的想法。当系统化的思维方式和准确的语言表达习惯形成的时候，无论什么题目都没有问题。此外，如果希望消除题目熟练度的影响，大量阅读题目，并且写作提纲是必要的，其中也包括对题目的分析和简单的逻辑结构梳理。
篇4：gre写作怎么用
使用模板，要注意一点，就是使用过程需要和本身写作功底，以及练习时间和数量有很大的关系，不能完全将希望寄托在模板上面，好好练习才是真理。
如何使用gre考试写作模板?
既然要背模板，那么大家首先需要了解一些具体并且正确的背诵和使用方法。对于gre作文模板的背诵和使用，关键其实很简单，那就是活记活用。具体来说，就是不要死记硬背，一字不差地强行塞进脑子里。最好能把模板里的句子转化成自己习惯的写作表达方式，转换的过程本身会加深记忆，真的到了使用的时候也能更加顺利地写出来。同时，新gre写作对于作文有着严格的雷同判定规则。现在市面上网络上流传的模板大多来自于一些经典的高分满分范文，如果考生写出来的内容跟模板一模一样，那么就很有可能被判定成雷同抄袭，后果将会十分严重。因此，灵活地背诵和使用模板，才能发挥出其最大的价值。
篇5：gre写作怎么用
一些对作文颇有心得的考生常会对用模板这种做法瞧不上眼。但并不是人人都是写作高手，模板的主要价值体现在稳妥两字。具体表现在：
1. gre作文时间要求是很高的。连续2个30分钟的时间内要写完两篇具备一定学术质量议论性作文，对大部分考生来说都不是一件轻松的任务。通过使用作文模板，大家可以节省下不少阅读和理解题目的时间，有更多地功夫用来构思细节和琢磨遣词造句等问题，从整体上提升作文的质量。
2. gre作文是议论文，讲究逻辑论证和文章框架。提前准备好模板可以帮助考生理顺写作思路，搭建好文章结构。而不会因为思路不顺畅，还要边写边想，这样做出来的文章质量必然要打折扣。
3. gre作文评分要求严格。想要拿到高分，出奇制胜并不是一个好选择，弄巧成拙反而不美。与其如此，还不如写出一篇虽然不出彩却中规中矩挑不出大错的文章。特别是如果考生本身的写作能力并不算太出色，使用模板至少可以保证拿到一个合格的保底分数。
GRE考生的写作5.5高分经验分享
一开始我准备的argument，因为我3月过生日和很多朋友分别聚了下，就耽误了快一个星期吧，所以我准备5天写写argument，熟悉下，然后花15天准备issue，最后留15天模拟考试。事实上我也是这么做的，虽然时间只有一个月左右吧，但是因为逃了基本所有能逃的课程，没有其他事情烦，加上我也没有花一点点时间来准备笔试，所以这个月的时间还算是充分。
先说前5天的argument(计划是一天一篇)，看了一些范文之后，我开始写，开始走了个弯路，就是我用了模式写作，模仿范文。前两篇，我发现一模一样，而且我想，大概很多人都这么写，都这么用闪光句型，那不是很多人写一样的文章了?
然后刚好这个时候我看了gter上imong的帖子，说模式作文不好，没有个性，我很认同他的看法，就改变了我的argument风格，先是多看一些比较精彩但是不拘一格的范文，然后思考，这些作文特殊在哪些地方，然后我也试着写一写比较特殊的。写了几个，就开始有了自己的特殊风格，然后自己的模式也浮现出来。
计划是5天的argument训练可能用了7，8天吧，但是模式基本出来了。虽然还是不太清楚，但是这个时候因为时间紧了，必须转向比较难的issue了。
新GRE作文高分备考需要熟悉题库
1. 熟练掌握新GRE写作题库：
为了达到公平，ETS公布了它考试的所有写作题库，那么为了达到能和native speaker一起竞争，考生应该在考前对所有题目都进行预习(节约考试时的审题时间)，并通过100-150个提纲的写作了解GRE写作的一般结构，通过30-50篇写作来练习自己的写作思路和表达。对题库中的题目越熟练，对考试越有利。
2. 新GRE写作迎合评卷人的评卷思路：
每个评卷人对你文章的评阅非常快，不可能对每个细节都很仔细地去看。考生应该迎合评卷人的评卷思路，用最规范的结构和最清晰的表达来体现自己的思路：首段要鲜明地提出观点，中间段落层次要拉开，每段的开始应该就是该段的topic sentence。
3. 新GRE写作的评分注重三方面
首先，从ETS公布的各分数段评分标准看，其评分主要注重以下三个方面：①、逻辑分析能力(要求insightful);②、文章的组织(要求well-organized);③、语言能力(要求standard written English; concise; varied structure等)。
4. 尽量提高AI部分的写作能力而力保AA部分满分
由于AA的写作不牵涉自己观点的展开，只须指出作者逻辑上的漏洞，因此在经过训练以后，写起来并不困难;而AI的写作需要自己展开自己设立的观点，不但需要逻辑上的洞察能力，还需要论证观点的能力，语言组织的能力，因此对于中国考生来讲比较困难，难以短期内有较大提高。
但是这两个部分在总分中的权重是一样的，因此考生的策略应该是尽量提高AI部分的写作能力而力保AA部分满分(或高分)。因为如果AA部分满分的话，AI部分只需争取在4分以上就可以保证整体作文分数在5分以上。
篇6：GRE写作评分标准
GRE写作评分标准及ISSUE/ARGUMENT分数权重细节解读
GRE写作算分基本公式介绍
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。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写作不同题型要求简介
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。
GRE作文两篇文章分数权重分析
首先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GRE作文分数是一个，所以如何进行GRE作文算分呢?由于AA的写作不牵涉自己观点的展开，只须指出作者逻辑上的漏洞，因此在经过训练以后，写起来并不困难;而AI的写作需要自己展开自己设立的观点，不但需要逻辑上的洞察能力，还需要论证观点的能力，语言组织的能力，因此对于中国考生来讲比较困难，难以短期内有较大提高。
但是这两个部分在总分中的权重是一样的，因此考生的策略应该是尽量提高AI部分的写作能力而力保AA部分满分(或高分)。因为如果AA部分满分的话，AI部分只需争取在4分以上就可以保证整体作文分数在5分以上。
ETS写作评分标准概述
参照ETS评过分的范文，我们不难发现：无论是ISSUE还是ARGUMENT在评分标准上都有共同之处。
1. 观点要有深度，论证要有说服力;
2. 组织要有条理，表达清晰准确;
3. 语言流利，句式复杂，词汇丰富。
这三条分别说的是行文的“思想性”、“结构性”和“表达性”，众多高分作文的考生大凡都在这三个方面做得很好，我们理所当然也要从这里入手，采取“各个击破”的方法解剖GRE作文的本质，从而得到一个理想分数。
GRE作文分类题库-ISSUE
一 教育类 1. A nation should require all its students to study the same national curriculum until they enter college rather than allow schools in different parts of the nation to determine which academic courses to offer.”
2. While some leaders in government, sports, industry, and other areas attribute their success to a well-developed sense of competition, a society can better prepare its young people for leadership by instilling in them a sense of cooperation.
3. In order to improve the quality of instruction at the college and university level, all faculty should be required to spend time working outside the academic world in professions relevant to the courses they teach.
4. Universities should require every student to take a variety of courses outside the student’s field of study because acquiring knowledge of various academic disciplines is the best way to become truly educated.
5. Colleges and universities should offer more courses on popular music, film, advertising, and television because contemporary culture has much greater relevance for students than do arts and literature of the past.
6. It is primarily through formal education that a culture tries to perpetuate the ideas it favors and discredit the ideas it fears.
7. Some educational systems emphasize the development of students’ capacity for reasoning and logical thinking, but students would benefit more from an education that also taught them to explore their own emotions.
8. It is often asserted that the purpose of education is to free the mind and the spirit. In reality, however, formal education tends to restrain our minds and spirits rather than set them free.
9. How children are socialized today determines the destiny of society. Unfortunately, we have not yet learned how to raise children who can help bring about a better society.
10. Both parents and communities must be involved in the local schools. Education is too important to leave solely to a group of professional educators.
11. The purpose of education should be to provide students with a value system, a standard, a set of ideas—not to prepare them for a specific job.
12. Society should identify those children who have special talents and abilities and begin training them at an early age so that they can eventually excel in their areas of ability. Othervise, these talents are likely to remain undeveloped.
13. Although innovations such as video, computers, and the internet seem to offer schools improved methods for instructing students, these technologies all too often distract from real learning.
GRE作文分类题库-ISSUE
二 学习类 1. We can usually learn much more from people whose views we share than from people whose vies contradict our own. Disagreement can cause stress and inhibit learning.
2. No field of study can advance significantly unless outsiders bring their knowledge and experience to that field of study.
3. 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.
4. Students should memories 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.
5. Scholars and researches should not be concerned with whether their work makes a contribution to the larger society. It is more important that they pursue their individual interests, however unusual or idiosyncratic those interests may seem.
6. In any academic area or professional field, it is just as important to recognize the limits of our knowledge and understanding as it is to acquire new facts and information.
7. Facts are stubborn things. They cannot be altered by our wishes, our inclinations, or the dictates of our passions.
8. Students should bring a certain skepticis to whatever they study. They should question what they are taught instead of accepting it passively.
9. There is no such thing as purely objective observation. All observation is subjective; it is always guided by the observer’s expectations or desires.
10. The human mind will always be superior to machines because machines are only tools of human minds.
11. Critical judgment of work, in any given field has little value unless comes from someone who is an expert in that field.
12. People who pursue their own intellectual interests for purely personal reasons are more likely to benefit the rest of the world than are people who try to act for the public good.
13. Originality does not mean thinking something that was never thought before; it means putting old ideas together in new ways.
14. The study of ac academic discipline alters the way we perceive the world. After studying the discipline, we see the same world as before, but with different eyes.
15. The way students and scholars interpret the materials they work with in their academic fields is more of personality than of training. Different interpretations come about when people with different personalities look at exactly the same objects, facts, data, or events and see different things.
16. As we acquire more knowledge, things do not become more comprehensible, but more complex and more mysterious.
17. It is a grave mistake to theorize before one has data.
GRE作文分类题库-ISSUE
三 行为类 1. Although many people think that the luxuries and conveniences of contemporary life are entirely harmless, they in fact, prevent people from developing into truly strong and independent individuals.
2. Public figures such as actors, politicians, and athletes should expect people to be interested in their private lives. When they seek a public role, they should expect that they will lose at least some of their privacy.
3. Creating an appealing image has become more important in contemporary society than is the reality or truth behind that image.
4. The concept of ‘individual responsibility’ is a necessary fiction. Although societies must hold individuals accountable for their own actions, people’s behavior is largely determined by forces not of their own making.
5. People work more productively in teams than individually. Teamwork requires cooperation, which motivates people much more than individual competition does.
6. In any realm of life-whether academic, social, business, or political— the only way to succeed is to take a practical, rather than an idealistic, point of vies. Pragmatic behavior guarantees survival, whereas idealistic views tend to be superceded by simpler, more immediate options.
7. It is primarily through our identification with social groups that we define ourselves.
8. Only through mistakes can there be discovery or progress.
9. Most people recognize the benefits of individuality, but the fact is that personal economic success requires conformity.
10. People who are the most deeply committed to an idea or policy are the most critical of it.
11. No amount of information can eliminate prejudice because prejudice is rooted in emotion, not reason.
12. The most essential quality of an effective leader is the ability to remain consistently committed in particular principles and objectives. Any leader who is quickly and easily influenced by shifts in popular opinion will accomplish little.
13. Sometimes imagination is a more valuable asset than experience. People who lack experience are free to imagine what is possible and thus can approach a task without constraints of established habits and attitudes.
14. In any given field, the leading voices come from people who are motivated not by conviction but by the desire to present opinions and ideas that differ from those held by the majority.
15. It is always an individual who is the impetus for innovation; the details may be worked out by a team, but true innovation results from the enterprise and unique perception of an individual.
16. Success, whether academic or professional, involves an ability to survive in a new environment and--, eventually, --to change it.
17. Most people choose a career on the basis of such pragmatic considerations as the needs of the economy, the relative ease of finding a job, and the salary they can expect to make. Hardly anyone is free to choose a career based on his or her natural talents or interest in a particular kind of work.
18. If a goal is worthy, then any means taken to attain it is justifiable.
19. People often look for similarities, even between very different things, and even when it is unhelpful or harmful to do so. Instead, a thing should be considered on its own terms, we should avoid the tendency to compare it to something else.
20. People are mistaken when they assume that the problems they confront are more complex and challenging than the problems, faced by their predecessors. Thus illusion is eventually dispelled with increased knowledge and experience.
21. Moderation in all things is ill-considered advice. Rather, one should say, ‘Moderations is most things,’ since many areas of human concern require or at least profit from intense focus.
22. Most people are taught that loyalty is a virtue. But loyalty—whether to one’s friends, to one’s school or place of employment, or to any institution—is all too often a destructive rather than a positive force.
