GRE高分作文相信各位考生看過不少，許多寫作資料中也常會附帶一些高分作文范文給大家參考。然而許多同學可能并不充分了解如何才能讓自己的文章具備獲得高分的一些要點。下面就由小編來解讀GRE高分作文的評分標準以及得分點

GRE高分作文的評分標準以及得分點

1.sentence variety

最好長短句結(jié)合，ets藐視總用短句的人：Since most of the sentences are short and choppy, the ideas they try to communicate are also choppy.

2.insightful position

在有全面深刻理解的基礎(chǔ)上，觀點最好新穎獨到(對ets來說)，但必須保證能自圓其說。

3.conveys meaning skillfully

可用于論證的一切技巧(估計老美自己用起來也得費點心思)。比如文章的行文方向，起承轉(zhuǎn)合不用明顯的標志詞(first, second, however, on the other hand, the second example illustrating my point)，而是依靠論述的內(nèi)在脈絡(luò)(只可意會不可言傳)自然而然的引到下一塊內(nèi)容。

4.compelling reasons

這是最重要的一個得分點。

5.persuasive examples

用來支持reason的，使抽象的reason更具體，更易被讀者理解，從而產(chǎn)生共鳴，或使其更可信，更有說服力?？捎玫睦佑凶约旱慕?jīng)歷，引言。

6.well-focused

簡單說就是不跑題。中心論點明確，全文不跑題;各段主題句明確，圍繞主題句論述。

7.well-organized

文章采用的論述結(jié)構(gòu)，分幾個部分論述，每部分有幾段，各部分、各段間的關(guān)系是什么。

8.connecting ideas logically

using transitional phrases起承轉(zhuǎn)合詞，過渡句，或有此種作用的句子，總之起到help organize the ideas and move the argument forward。

9.complexity

事物的兩面性(同一事物有優(yōu)點就有缺點，相比較的事物有各自的優(yōu)缺點)，從多角度分析事物(分析不同領(lǐng)域)。

GRE寫作滿分范文1

"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?educator's?duty?to?determine?the?curriculum?and?the?students'?duty?to?study?what?is?presented?to?them."?

As?an?elementary?educator,?I?believe?this?stance?is?extremist.??Educators?and?the?public?must?come?to?a?middle?road.??The?high?road?and?the?low?road?are?intimated?in?this?statement.??I?believe?the?high?road?on?this?topic?(from?whence?should?curriculum?come)?represents?a?nouveau?approach.??Ask?the?students?what?they?want?to?learn?and?study?for?the?year;?then?meander,?research?and?branch?off?of?their?interests.??The?low?road?on?this?topic?(directly?endorsed?by?this?statement)?is?old?fashioned?and?outdated.??The?assumptions?behind?this?view?include?a?magical?ability?by?teachers?to?infuse?reams?of?information,?data?and?knowledge?into?students'?brains?that?then?become?internalized?and?applied?by?the?students.?

In?a?complex?and?frightening?society,?we?must?look?to?the?middle?road.??We?must?infuse?the?best?of?the?high?and?the?low?roads.??Current?research?has?had?a?lot?to?say?on?curriculum?development.??Overreaching?arguments?defend?the?quality?of?students'?self-directed?learning.??However,?in?order?to?prepare?our?students?for?this?society,?we?must?have?developed?the?backbone?and?anchor?for?curriculum.??Content?and?performance?standards?(i.e.?curricula)?need?to?be?developed?by?the?district's?educators?as?a?map?for?teachers.?When?educators?provide?students?with?choices?WITHIN?the?map?of?curriculum,?students?relish?in?the?freedom?and?take?ownership?for?their?learning.?

Were?we?to?provide?students?the?ultimate?authority?in?curriculum?development,?we?would?be?doing?an?injustice?not?only?to?our?students?but?to?society?as?a?whole.??There?are?specific?skills?and?abilities?that?need?to?be?developed?and?taught?--?regardless?of?students'?(or?for?that?matter,??teachers')?interest.??In?my?profession?as?an?elementary?educator?and?as?a?parent,?I?value?the?abilities?to?read,?write?and?be?mathematically?proficient.??Those?students?not?mastering?those?critical?skills?are?at?a?disadvantage.??We?see?those?students?become?destructive?or?depressed.??I?have?observed?students?struggling?with?the?basics?become?outcasts?in?their?own?little?worlds.??Very?young?outcasts?grow?into?adult?outcasts.?

I?do?NOT?think?it?is?unfortunate?that?today's?educators?emphasize?students'?interests.??It?IS?our?duty,?however,?to?provide?the?parameters?for?their?education.??We?can?not?simply?state?that?educators?determine?curriculum?and?students?follow.??This?is?just?not?reality?in?the?classrooms.??When?standards?and?curricular?maps?have?been?developed,?teachers?of?today's?children?have?the?responsibility?(yes,?the?duty!)?to?bring?life?to?those?maps.??One?crucial?and?successful?way,?is?to?provide?students?variety?and?choices?within?the?context?of?"what?needs?to?be?covered."??The?educator?who?brings?curricula?to?life?for?her?students?and?gives?her?students?the?responsibility?to?make?choices?helps?to?prepare?our?children?for?thriving?--?not?just?surviving.?

COMMENTARY?

This?response?presents?a?well-developed?analysis?of?the?issue?and?displays?strong?control?of?the?elements?of?writing.??The?essay?argues?in?favor?of?a?"middle?road"?position?on?the?issue?by?analyzing?the?pros?and?cons?of?both?teacher-determined?and?student-driven?curricula.??The?argument?is?clear?and?well?focused,?supported?with?first-hand?experience?and?the?results?of?educational?research.?

The?writer?endorses?a?curriculum?that?emphasizes?strong?basic?skills?(reading,?writing,?and?math)?and?reminds?the?reader?that?the?teachers'?ultimate?responsibility?should?be?to?bring?curricula?to?life?in?order?to?"prepare?our?children?for?thriving?--?not?just?surviving."?

This?essay?displays?a?strong?facility?with?written?English?language;?the?careful?choice?of?words?and?carefully?structured?paragraphs?help?unify?the?structure?of?the?argument.??Overall,?this?response?displays?a?strong?command?of?academic?writing?skills?and?thus?received?a?score?of?5.?

GRE寫作滿分范文2

"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?above?quotation?a?concrete?example?of?a?major?problem?in?our?society?today.?While?probably?stated?with?good?intentions,?the?quotation?misses?the?mark?on?the?path?education?needs?to?follow.??As?our?society?changes,?so?do?our?educational?needs,?and?thus?our?educational?curriculum?needs?to?change?also.?

I?find?fault??with?the?quotation?on?two?fronts.??First,?the?quotation?does?not?acknowledge?that?curriculum?must?change.??It?seems?to?say?the?educator?should?decide?when?to?change?the?curriculum.??This?does?not?lead?to?optimal?learning?conditions,?ask?anyone?who?studied?high?school?history?out?of?outdated?textbooks.??One?can?also?infer?some?students?won't?be?taught?up-to-date?informationin?a?wide?variety?of?areas.??This?can?become?ideologically?dangerous.???What?happens?when?students?are?not?given?full?teachings?of?such?vital?movements?as?the?Equal?Rights?Amendment?or?the?Constitution?of?their?country???An?unenlightened?society?is?a?grave?society?with?little?hope.??Curriculum?must?change,?and?should?not?be?left?to?input?from?a?single?voice.?

The?second?argument?answers?who?should?make?curriculum?adjustments.??Obviously?the?educator?still?plays?alarge?role?in?this?matter.??The?students?also?need?to?be?part?of?the?decision?process.??The?two?groups?need?a?give?and?take?relationship?when?deciding?topics?for?the?classroom.??If?the?students?could?benefit?from?learning?material?that?is?presently?not?taught?in?the?classroom,?it?should?be?entered.??Sex?education?and?AIDS?education?classes?needed?to?be?part?of?the?curriculum?to?inform?young?people.??Those?classes?were?added?and?have?worked?well.?

A?third?party?that?has?a?role?in?curriculum?development?is?private?business,?including?research?labs,?goods?and?service?providers,?and?financial?businesses.??By?hiring?employees?with?certain?capabilities?they?have?indirectly?influenced?curriculum?for?years.?As?time?passes?they?will?have?more?input?by?demanding?subpar?schools?raise?the?level?of?student?test?scores?in?certain?areas,?either?by?stating?so?or?by?not?hiring?unqualified?students?

The?quotation?echoes?of?a?time?when?school?learning?consisted?of?the?three?"R"'s?and?little?else.

better?or?worse?our?society?is?much?more?complex?now?than?then.

For?our?schools?to?keep?pace?with?our?society?we?need?to?adjust?our?curriclum?to?what?it?should?be,?what?we?want?it?to?be,?and?what?it?needs?to?be.?The?above?quotation?a?concrete?example?of?a?major?problem?in?our?society?today.?While?probably?stated?with?good?intentions,?the?quotation?misses?the?mark?on?the?path?education?needs?to?follow.??As?our?society?changes,?so?do?our?educational?needs,?and?thus?our?educational?curriculum?needs?to?change?also.?

I?find?fault??with?the?quotation?on?two?fronts.??First,?the?quotation?does?not?acknowledge?that?curriculum?must?change.??It?seems?to?say?the?educator?should?decide?when?to?change?the?curriculum.??This?does?not?lead?to?optimal?learning?conditions,?ask?anyone?who?studied?high?school?history?out?of?outdated?textbooks.??One?can?also?infer?some?students?won't?be?taught?up-to-date?informationin?a?wide?variety?of?areas.??This?can?become?ideologically?dangerous.???What?happens?when?students?are?not?given?full?teachings?of?such?vital?movements?as?the?Equal?Rights?Amendment?or?the?Constitution?of?their?country???An?unenlightened?society?is?a?grave?society?with?little?hope.??Curriculum?must?change,?and?should?not?be?left?to?input?from?a?single?voice.

The?second?argument?answers?who?should?make?curriculum?adjustments.??Obviously?the?educator?still?plays?alarge?role?in?this?matter.??The?students?also?need?to?be?part?of?the?decision?process.??The?two?groups?need?a?give?and?take?relationship?when?deciding?topics?for?the?classroom.??If?the?students?could?benefit?from?learning?material?that?is?presently?not?taught?in?the?classroom,?it?should?be?entered.??Sex?education?and?AIDS?education?classes?needed?to?be?part?of?the?curriculum?to?inform?young?people.??Those?classes?were?added?and?have?worked?well.??

A?third?party?that?has?a?role?in?curriculum?development?is?private?business,?including?research?labs,?goods?and?service?providers,?and?financial?businesses.??By?hiring?employees?with?certain?capabilities?they?have?indirectly?influenced?curriculum?for?years.?As?time?passes?they?will?have?more?input?by?demanding?subpar?schools?raise?the?level?of?student?test?scores?in?certain?areas,?either?by?stating?so?or?by?not?hiring?unqualified?students?

The?quotation?echoes?of?a?time?when?school?learning?consisted?of?the?three?"R"'s?and?little?else.??For?better?or?worse?our?society?is?much?more?complex?now?than?then.???For?our?schools?to?keep?pace?with?our?society?we?need?to?adjust?our?curriclum?to?what?it?should?be,?what?we?want?it?to?be,?and?what?it?needs?to?be.?

COMMENTARY?

This?essay?presents?a?competent?discussion?of?the?issue.??The?essay's?argument?--?that?curriculum?should?be?determined?by?many?voices,?including?that?of?private?business?--?is?clearly?expressed?and?adequately?developed.??The?writer?supports?this?position?with?relevant?reasons,?including?an?analysis?of?the?need?for?private?business?to?become?involved?in?education.??Examples?are?clearly?relevant?(e.g.,?sex?education?and?AIDS?education?are?cited?as?examples?of?how?schools?are?offering?new?classes?to?meet?the?contemporary?needs),?and?the?writer?uses?details?to?help?develop?and?illustrate?important?points.??While?the?essay?presents?several?ideas?that?are?thought?provoking?--??e.g.,?"An?unenlightened?society?is?a?grave?society?with?little?hope"?--?those?ideas?are?not?expressed?precisely?or?persuasively?enough?to?merit?a?score?of?5.?

The?conclusion?is?appropriate;?it?reinforces?the?main?idea?of?the?essay,?that?schools?need?to?keep?pace?with?society?and?adjust?curricula?to?meet?the?needs?of?both?students?and?employers.?

The?essay?consistently?displays?adequate?control?over?the?conventions?of?academic?writing.??Sentence structure?is?generally?adequate,?although?many?of?the?sentences?would?benefit?from?restructuring?and?the?use?of?transitions?to?more?effectively?communicate?the?writer's?ideas.?

For?all?of?these?reasons?--?competent?analysis?and?adequate?control?of?the?elements?of?writing?--?this?essay?received?a?score?of?4.?

GRE寫作滿分范文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."??

In?today's?society,?there?is?too?much?emphasis?placed?on?students?desires?rather?than?their?needs.??The?students?of?today?should?have?to?study?what?is?presented?to?them,?rather?than?what?is?desired?by?them.??Students?are?searching?for?the?easy?way?out,?and?educators'?are?supplying?them?with?that.??Students?should?not?only?be?presented?with?mandatory?curriculum,?but?the?educators?should?strive?to?insure?that?each?individual?student?truly?gains?from?their?education,?rather?than?just?breezing?through?it.?

It?is?vital?to?the?continued?success?and?expansion?of?the?United?States,?that?the?young?people?be?challenged?in?their?curriculum?and?be?encouraged?to?succeed?in?all?that?they?do.??The?educators?should?determine?a?more?strenuous?curriculum,?and?enforce?it?at?an?earlier?age.??Thus,?the?young?people?of?today?will?expect?to?be?challenged,?rather?than?avoiding?it.??Students?have?the?easy?way?out,?and?they?are?not?truly?giving?all?that?they?can.??There?is?so?much?potential?that?is?just?waiting?to?flourish,?but?it?is?the?educators'?reponsibility?to?tap?into?that?potential.?

In?conclusion,?it?is?the?educators?responsibility?to?enforce?curriculum?and?than?raquesting?it.??Students?should?be?challenged?and?expect?curriculum?that?will?eventually?lead?them?to?a?path?of?success.?

COMMENTARY?

This?brief?essay?is?flawed?by?its?generalities,?repetition,?and?limited?development.??The?central?thesis?--?that?it?is?the?burden?of?educators?to?teach?what?they?believe?is?necessary?and?that?our?educational?system?should?not?allow?students?to?"breeze?through"?the?educational?system?--?is?not?adequately?supported.??The?middle?of?the?essay?merely?repeats?much?of?what?was?said?in?the?introduction.??The?writer?discusses?the?concepts?of?students'?potential?and?educators'?responsibilities?in?only?the?most?general?terms.?

The?two-sentence?conclusion?simply?repeats?earlier?discussion?and?does?not?sufficiently?tie?together?and?comment?upon?the?earlier?discussion.??To?earn?a?score?of?4,?this?essay?would?need?to?provide?specific?reasons?and?examples?that?more?adequately?develop?its?main?points.?

Also,?the?phrasing?is?often?vague?("giving?all?that?they?can"?and?"path?of?success"),?and?the?syntax?is?at?times?poorly?controlled?("young?people?of?today?will?expect?to?be?challenged,?rather?than?avoiding?it.")??Still,?the?problems?are?not?severe?or?frequent.??For?all?of?these?reasons,?this?essay?received?a?3.?

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