為了幫助大家備考gre作文，下面小編給大家?guī)?lái)新gre作文題目之高頻題目匯總，希望大家會(huì)喜歡!

新gre作文題目之高頻題目匯總

1. 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.

2. As we acquire more knowledge, things do not become more comprehensible, but more complex and more mysterious.

3. There is no such thing as purely objective observation. All observation is subjective; it is always guided by the observer’s expectations or desires.

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. 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.

6. The following memorandum is from the business manager of Happy Pancake House restaurants.

7. Critical judgment of work, in any given field has little value unless comes from someone who is an expert in that field.

小編也給大家整理出了GRE作文高頻題目之經(jīng)典句式，考生可以參考使用。

1、The more…the more…句式的使用。人們?cè)叫腋?，社?huì)越穩(wěn)定啦、等等

2、還有一些比較常用的：There is no denying that…/ there is no doubt that…

3、疑問(wèn)句。用于開(kāi)頭，來(lái)個(gè)設(shè)問(wèn)句，在自問(wèn)自答，提出自己觀點(diǎn);用于段中，比如舉設(shè)想的例子：Can you imagine that…?/ How can one imagine…?

4、強(qiáng)調(diào)句的使用：It is people who…/ it is something that…

5、當(dāng)你想表達(dá)“如果怎么怎么樣，就是另外一種情況”—虛擬語(yǔ)氣。為什么不來(lái)個(gè)虛擬倒裝?Were(Had) it…，something would......

GRE寫(xiě)作滿(mǎn)分范文1

"In?our?time,?specialists?of?all?kinds?are?highly?over-rated.?We?need?more?generalists?—?people?who?can?provide?broad?perspectives."??

I?disagree?with?the?portion?of?the?"Specialists?of?all?kinds?are?highly?overated"?statement.?Specialists?are?persons?who?take?care?of?certain?tasks?or?a?specific?area?of?whatever?the?case?may?be.?These?persons?contibute?more?time?and?effort?than?those?with?general?titles.?the?specialists?are?the?ones?who?can?tell?or?give?the?client?more?details?on?what?is?happening?to?them.?The?generalist?can?only?give?broad?ideas?which?can?be?a?number?of?things.?The?specialist?narrows?the?ideas?down?to?the?specifics.?For?example?if?one?goes?to?a?"general?practioner?doctor"?for?pains?in?the?chest?area,?he?would?tell?the?client?that?the?poblem?may?be?heart?burns,?or?something?else?that's?not?be?so?serious,?depending?on?the?symptoms.?He?may?also?refer?him?to?a?cardiologist?to?be?sure?it's?not?any?thing?else.?The?point?I'm?making?is?that?specialist?are?people?who?can?help?us?out?even?more?that?our?generalist.?Also?the?fact?that?one?would?go?to?a?specialist?only?in?dire?needs.??

COMMENTARY?

The?response?presents?a?position?on?the?issue?but?the?development?of?that?position?is?seriously?flawed.??The?writer?begins?by?disagreeing?with?the?assertion?that?"specialists...are?highly?over-rated"?and?then?attempts?to?define?and?contrast?specialists?and?generalists.?The?attempt?is?unsuccessful,?partly?because?the?descriptions?are?vague?and?ill-conceived.??

Whereas?the?example?of?going?to?a?"general?practitioner?doctor"?is?certainly?relevant,?the?writer's?claim?that?a?general?practitioner?would?tell?a?patient?with?chest?pains?that?the?problem?"may?be?heart?burns?or?something?else?that's?not?so?serious"?seems?far-fetched.??

The?response?is?further?weakened?by?poor?word?choice?and?by?numerous?errors?in?sentence?structure,?usage,?and?grammar.?These?problems,?while?not?severe?enough?to?seriously?interfere?with?meaning,?contribute?to?the?overall?rating?of?"2."?

GRE寫(xiě)作滿(mǎn)分范文2

"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."?

GRE寫(xiě)作滿(mǎn)分范文3

"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."??

The?statement?above?conceals?intesting?connotations?far?above?curriculum?development.??Issues?of?classroom?control?and?development?of?scholarly?talents?are?at?stake,?not?simply?a?debate?over?which?books?are?acceptable?or?over?revisionist?histories.?

The?statement?itself?is?a?bit?misleading?in?that?in?my?experience,?student?control?over?curriculum?hardly?existed.??Each?year,?there?were?certain?course?offerings?made?available,?and?students?were?to?choose?from?those?offerings,?of?course?bearing?in?mind?requirements?for?graduation?set?forth?by?the?administration.??On?a?classroom?level,?the?immediate,?initial?material?may?have??been?somewhat?directed?by?the?students,?but?this?was?a?part?of?the?process?allowed?by?the?teacher/professor?in?order?to?gain?the?interest?and?attention?of?the?students.??However,?too?much?of?any?one?thing?becomes?problematic;?letting?students?set?the?curriculum,?as?with?letting?students?choose?and?design?their?own?major?in?college,?serves?ultimately?to?dilute?the?quality?of?the?educational?experience?unless?a?single?advisor?can?devote?significant?amounts?of?time?to?the?individual?student.??This?amount?of?time,?or?even??the?expense?to?the?student?of?this?individual?attention,?seem?to?indicate?that?resources?would?be?better?allocated?elsewhere.?

Of?course,?any?school?in?which?the?students?decide?"what?goes"?is?bound?to?have?problems?controlling?students.??Once?the?educators,?be?they?administrators?or?teachers,?are?under?the?control?of?students,?even?a?democratic?situation?would?be?like?holding?royalty?acountable?to?the?mob.?Presently,?students?hear?for?hours?that?they?should?not?forget?to?use?a?condom?in?the?heat?of?the?moment,?and?educators?think?the?message?gets?through,??while?half?the?kids?can't?even?remember?to?bring?a?pencil?to?class.???Students?go?to?school?not?to?simply?learn?the?Pythagorean?theorem,?but?to?learn?direction?and?receive?guidance.?This?cannot?occur?when?students?are??in?charge,?and?standards,?already?hard?to?find?in?America's?contemporary?public?schools,??will?become?unenforceable.??If?students?dictate?and?administrators?do,?students?will?never?learn?academic?responsibility,?and?if?they?can't?be?held?accountable?for?homework,?what?other?responsibilities?will?they?avoid?when?they?get?older?

But?in?another?sense,?teachers?and?students?do?exist?in?a?partnership?of?sorts.??Teachers?are?there?to?satisfy?the?needs?of?the?student,?and?the?student,?while?perhaps?not?being?the?most?experienced/?knowledgeable?person??on?what?his/her?needs?actually?are?(versus?wants),?at?least?should?be?afforded?some?say.???In?addition,?we?must?remember?what?the?purpose?of?education?is,?and?that?there?are?different?levels?of?education.?　??

In?high?school,?the?focus?is?not?so?much?on?learning?actual?material.??The?focus?is?on?developing?study?habits,?and?on?social?interaction.??The?best?secondary?schools?promote?an?environment?in?which?individual?creativity?and?pacing?can?be?developed,?where?students?are?taught?to?thinkon?their?own,?and?learn?to?debate?and?argue?in?a?scholarly?way,?through?writing?and?other?formal?methods?of?discourse.??Group?collaboration?and?interpersonal?skills?are?developed?and?honed.??The?actual?details?of?what?is?studied?and?tested?is?of?less?importance.??Whether?a?student?reads?Maya?Angelou,?or?Yeats,?or?Euripides?essentially?is?beside?the?point?as?long?as?a?student's?mind?is?cultivated,?not?just?their?ability?to?record?and?recite.??What?is?important?is?that?secondary?students?develop?and?grow?in?the?hands?of?the?professionals.?

The?secondary?educational?experience?is?designed?to?prepare?a?student?for?college.??It?is?in?college?where?the?individual?learns?to?examine?the?world?and?how?it?works,?and?the?individual's?place?in?it.?

As?for?duty,?it?is?the?educators'?duty?not?simply?to?determine?the?curriculum,?but?to?present?it?effectively.??They?cannot?half-heartedly?paint?it?on?the?blackboard,?they?must?enliven?it?and?actually?teach.??Hard?work?must?be?lauded,?while?freeloaders?are?punished.??These?are?the?duties?of?teachers,?and?the?duty?of?the?students?is?not?just?to?learn?or?study,?but?to?grow.?An?independent?mind?is?what?students?need,?and?that?mind?has?to?be?in?a?position?to?want?and?be?able?to?question?beyond?the?material?presented,?not?simply?to?question?its?legitimacy.?That?distinction,?though?subtle,?is?the?difference?between?letting?the?students?follow?a?self-destructive?course?of?premature?self-determination?on?the?one?hand?,?and?permitting?on?the?other?hand?the?fostering?of?great?talents?through?a?cooperative,?mentoring?relationship??

COMMENTARY?

This?is?an?insightful,?well-articulated?discussion?of?curricular?responsibility?and?the?larger?issue?of?academic?responsibility.??After?a?brief?introduction?examining?assumptions?implied?by?the?topic,?the?writer?skillfully?develops?the?position?that?letting?students?dictate?the?curriculum?could?dilute?the?educational?experience.??Allowing?students?to?determine?the?curriculum,?the?writer?claims,?will?deny?them?the?guidance?and?direction?they?need?to?learn?academic?responsibility.??

The?line?of?reasoning?is?strengthened?by?the?discussion?of?how?teachers?and?students?can?work?in?partnership?to?satisfy?the?needs?of?students.??The?argument?is?further?advanced?with?concrete?examples?from?high?school?courses?showing?how?teachers?provide?guidance?for?students?through?group?collaboration,?development?of?interpersonal?skills,?and?preparation?for?college.??The?examples?are?varied?(from?condom?use?to?reading?Angelou,?Yeats,?or?Euripedes)?and?used?effectively?to?further?support?the?writer's?position.?　??

In?the?conclusion,?the?writer?thoughtfully?discusses?how?educators?should?not?only?determine?the?curriculum?but?present?it?in?an?enlivened?and?appropriate?manner.??The?final?sentence,?contrasting?a?"self-destructive?course?of?premature?self-determination"?and?"a?cooperative,?mentoring?relationship,"?ties?the?essay?together.???

The?essay?is?clearly?organized,?although?the?writer?does?not?rely?on?conventional?phrases?(such?as?"first,"?"second,"?etc.)?to?signal?the?organizational?structure.??Instead,?the?organization?and?focus?progress?through?the?line?of?reasoning?that?moves?fluently?and?coherently?from?one?paragraph?to?the?next.?

Language?use?is?generally?precise?and?effective?(e.g.,?"holding?royalty?accountable?to?the?mob"),?and?sentence?structure?is?well?controlled?(e.g.,?"hard?work?must?be?lauded,?while?freeloaders?are?punished").??The?few?errors?are?minor,?the?kind?that?can?easily?be?made?--?and?forgiven?--?under?testing?conditions.?

This?outstanding?response?received?a?score?of?6.

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