GRE写作评分及常见问题解读
“tiger”通过精心收集，向本站投稿了6篇GRE写作评分及常见问题解读，以下是小编收集整理后的GRE写作评分及常见问题解读，仅供参考，欢迎大家阅读。
篇1：GRE写作评分及常见问题解读
GRE写作评分及常见问题解读
GRE作文包括issue和argument两部分，总分为6分，以下是GRE作文评分的一些标准，希望能给广大GRE考生带来一些帮助。
(1) complexity:事物的两面性(同一事物有优点就有缺点，相比较的事物有各自的优缺点)，从多角度分析事物(分析不同领域中，不同情况下)。论点一边倒的文章论述得再好也只能得5分。
(2) insightful position：在有全面深刻理解的基础上，观点最好新颖独到(对ets来说)，但必须保证能自圆其说。
(3) conveys meaning skillfully:可用于论证的一切技巧(估计老美自己用起来也得费点心思)。比如文章的行文方向，起承转合不用明显的标志词(first, second, however, on the other hand, the second example illustrating my point)，而是依靠论述的内在脉络(只可意会不可言传)自然而然的引到下一块内容。
(4) compelling reasons(reason就已经够令人头疼的了，有加了个compelling)：这是最重要的一个得分点。
(5) persuasive examples：用来支持reason的，使抽象的reason更具体，更易被读者理解，从而产生共鸣，或使其更可信，更有说服力。可用的例子有自己的经历，引言。
(6) well-focused:简单说就是不跑题。中心论点明确，全文不跑题;各段主题句明确，围绕主题句论述。
(7) well-organized：文章采用的论述结构，分几个部分论述，每部分有几段，各部分、各段间的关系是什么。
(8) connecting ideas logically：using transitional phrases起承转合词，过渡句，或有此种作用的句子，总之起到help organize the ideas and move the argument forward。
(9) 跟着感觉走没错。
(10) 不要罗嗦，表达简洁。但如果以上几点做得好，这缺点可以忽略不计。
(11) 基本上挺难，但不影响大局，为避免重复大胆的用你想用的词，阅卷人能理解。
(12) sentence variety：最好长短句结合，ets藐视总用短句的人：Since most of the sentences are short and choppy, the ideas they try to communicate are also choppy.
(13) 还有语法错误等等，小毛病，先把上面的问题解决好在理它吧。
GRE issue写作优秀实例：权威问题
题目：
Much of the information that people assume is 'factual' actually turns out to be inaccurate. Thus, any piece of information referred to as a 'fact' should be mistrusted since it may well be proven false in the future.
大多数人们认为是事实的信息结果实际上都是不准确的。因此，任何据称是事实的信息都应该被质疑，因为它在将来很可能会被证明为是错误的。
正文：
Should we be doubtful to all the information at hands because the rightness of which is uncertain? The speaker claims so, I concede that people often commit various fallacies in the course of cognizing things, however I fundamentally take exception of the arguer's assertion to mistrust every fact we might encounter. And I will substantially discuss my views thereinafter.
To begin with, the speaker seems to implicate that a fact would be proven false in the future under numerous circumstance. Nevertheless I prefer to arguer that facts never change. No matter how did the Medieval Church and Inquisition persecute Bruno, the fact never changes that the earth is far from being the center of the universe as the religious sovereigns had assumed or hoped for, while just a minor particle in it. Equally, no matter how Edison had tried to incite the public fear and distrust to the alternative current electricity, the fact never changes that Teals' electrical system is vastly superior to his direct current electrical one, and would be accepted and applied in larger range.
However, what do change are the human's objective interpretations to facts. One compelling argument to this point is that, due to the limitation of human's knowledge and comprehensive capability, they tend to make insufficient or even false understanding to the certain fact. An apt illustration is the changes of cognition to disease. While at the ancient time, our progenitors believed the a man becoming a patient for the reason that he had conduct crimes or offended some ghosts or spirits,the contemporary people have well know that the varies of pathogens are the basic causes to our diseases, and the defects of our immune system and so forth are also the factors as well. Another argument for the change of comprehension to fact is that different people always observe and interpret from different perspectives. Though the Relativity theory is not well compliable with the Quantum mechanism, no one call the greatness of both Einstein and Bohr, because their theories are based on distinct views, the former from the macrocosm and the later from the microcosm.
Notwithstanding the foregoing reasons for that human tend to make fallacies during the cause of comprehending and cognizing facts, these reasons should never be the excuses to doubt every conclusion we might draw from facts. Based on certain rational inference and proper knowledge fundament, the conclusions we make might well be justifiable, if not completely right, to certain degree. What we need to do is to promote the enterprise of pursuing the better answer and try to use the result we have get to application, instead of wasting our time to undue doubt and suspicion. Though the medical scientists have not fully understood the mechanism of how the does the implanted organ interact with the wounded body, they are not refrain from using the implanting skill to save patients, of course the precondition or which is that this technology is much well established than the fundamental theory.
To sum up, while I advocate the speaker's opinion that it is inevitable for human to comprehend facts inaccurately, for the reason of the limitation of the abilities, I essentially disagree with his assertion that facts will continually alter themselves, as well as his recommendation to discredit any piece of fact. In the final analysis, I would arguer once more that facts never change and although the misunderstanding to them is inevitable, we should not defer ourselves from the pursuit to fully comprehending them.
GRE issue写作优秀实例：思想家
题目：
Most societies do not take their greatest thinkers seriously, even when they claim to admire them.
大多数社会都没把最伟大的思想家当回事，虽然有时候这些社会自称是求才若渴的。
正文：
In this busy, packed and dull world, people’s most important concerning is how to make a living. They work assiduously to make money, to support their family, to purchase houses and cars. Hardly one common individual knows who their greatest thinkers are，not mention to take them seriously. Admittedly, in some cases, people claim that they admire the greatest thinkers; however, they actually know little about what the greatest thinkers’ thoughts are. The fact is, in history of human civilizations,most societies do not take their greatest thinkers seriously, even when the greatest thinkers are seemed to be respected.
Generally, whatever societies the greatest thinkers are in, they have similar characteristics, such as high intelligence, eccentric temperament, wide range of knowledge, and the most essential one: the deeply and often predicted thoughts, which is the product of real wisdom. On one hand, it is the thoughts that distinguish the greatest thinkers from the mass. On the other hand, it is also the thoughts, however correct and predicted, which cause these elites out of the mass’ sights and put them into an embarrassment in which few can understand them and their thoughts. A proper example is the passional German philosopher and poet Nietzche. Nietzche is a pioneer, whose profound exploration in philosophy influenced the descendants deeply. Yet his life is miserable and full of tragedies. Without money and job, Nietzche lived an impoverished life, which along with loneliness defeated him at last: he became insane when 45, and died 10 years later. Until that time, almost no one knew him or his thoughts. Even today, many people including some scholars call him mad philosopher.
In some worse cases, the greatest thinkers are even persecuted by their societies since the greatest thinkers always tend to have skeptical and critical thoughts, which the manipulators fear mostly and manipulated reluctant to accept. The reason is that once the advanced ideas, which are against the old ones, are accepted by mass, the domination or the present social system will in the danger of collapse. And at the same times, most people are reluctant to admit that what they believe in or cherish, however,always prejudice and rigid ideas set in people’s minds beforehand, are not the truth but falsehood or illusions. A case in point is the great astronomer Copernicus, who developed the theory that the earth and other planets revolve around the sun. Although the theory was the most advanced astronomy theory in that time, it hadn’t come out of press until the year before Copernicus’ death because of mass being strongly against it especially the powerful churches, which were afraid that such a theory would shake authority of theology.
In some specific period, for political reasons, thinker and intellectuals as a whole undergo ruthless treatment, such as the Culture Revolution from 1966 to 1976 in China. During those ten years, many great thinkers and intellectuals are forbidden to think and express their thoughts freely. Some of them even encountered physical torture. A crueler example is Qin Dynasty in China years ago. Yingzheng, the first emperor of China, sentenced the thinkers who held different political or social ideas from him to death. Moreover, he buried their writings.
It is the greatest thinkers’ tragedy not to be understood or even be persecuted. It is also the fact that human beings are always shortsighted, sometimes even foolish. Nevertheless, what is truth will never change itself or disappear along with the elapsing of time however strong the falsehood seems to be. Hence, though almost all the greatest thinkers are hermits, some of them may be even the prisoners in their societies; they would gain their perpetual lives through their glaring
篇2：逐条解读GRE写作6大评分标准
1. complexity
事物的两面性(同一事物有优点就有缺点，相比较的事物有各自的优缺点)，从多角度分析事物(分析不同领域中，不同情况下)。论点一边倒的文章论述得再好也只能得5分。
2.insightful position
在有全面深刻理解的基础上，观点最好新颖独到(对ets来说)，但必须保证能自圆其说。5分文的要求是well-considered position,因此只要求多论述几个理由，多考虑几个方面，表明你确实好好思考过，而不强求对论述题目有全面深刻的认识。看看ets范文的3篇5分文，你就能感觉的它们和6分文在思考深刻全面上的差距。所以，若对某方面论题不了解，还有一个月就要上考场的话，就不必花大时间饿补相关知识，只需看看别人的提纲，结合自己肚里的东西(足够)，整理出自己的提纲，GRE考场上有条理性的加以论证。但切记，既然在这个给分点上你已经失去了优势，就应该在其他给分点下功夫：论述结构，论证技巧以及语言运用。
3. conveys meaning skillfully
可用于论证的一切技巧(估计老美自己用起来也得费点心思)。比如文章的行文方向，起承转合不用明显的标志词(first, second, however, on the other hand, the second example illustrating my point)，而是依靠论述的内在脉络(只可意会不可言传)自然而然的引到下一块内容。总之是看不到transitional phrases确能明显感觉到论述的方向及其改变(例ets范文2, 6分文的第二段首句的作用)。再比如巧妙地运用引言代替自己的reason(如ets范文1的As the head once said)。再有一个深受老美喜爱的论证技巧：vivid metaphor(如ets范文1的to inspect only one's toenails is to ignore the whole body)，使枯燥的reason生动形象。总之，此点是用来筛选6分文的，故对5分文作者不要求。5分文的要求是conveys meaning clearly,所以把话说清楚别词不达意，茶壶煮饺子倒不出来就行。
4. compelling reasons
这是最重要的一个得分点。就是你的理由及其论证，目的是让读者认可你的理由，从而接受论点。5分文要求logically sound reasons,结合ets范文可看出6分文要求理由非常有说服力，而5分文要求理由合常理，读者认为没错即可。
5.persuasive examples
用来支持reason的，使抽象的reason更具体，更易被读者理解，从而产生共鸣，或使其更可信，更有说服力。可用的例子有自己的经历，引言。在范文里Ets重点表扬过两种举例方式：1). extended examples(见范文1, 6分文)，叙述例子的过程就是reason的过程;2). examples are varied(见反问2，6分文)，举各个领域的例子或例子涉及的范围很广。恰切的例子一定要论述充分(不然ets都替你可惜)。5分文要求well-chosen examples, 4分要求是relevant examples，因此，要达到5分要求，例子一定得典型，多少有点说服力。个人经历是最好的例子，但不能是特例。
6. well-focused
简单说就是不跑题。中心论点明确，全文不跑题;各段主题句明确，围绕主题句论述。使读者读完后对行文脉络，各段段意有清晰的印象。5分的要求是：is focused，内容上不如6分文联系那么紧密，但也应给读者留下同样的印象 。
GRE写作模仿范文的方法
1.要有可以模仿的文章(最好是带有说理性的文章)。
2.你要理解这个文章，理解它的用词、句子结构、段落结构。
3.这些文章都有正确的中文翻译。同时，文章的长度不能超过500字。
怎么模仿，首先要分析文章，分析每一句和上一句是什么关系。我给大家举个例子：美国人写作文的一个特点是，通常每段的第一句都包含了整段文字的内容，也就是我们常说的topic sentence.。
另一个特点是当你写完一个句子后，你要问WHY。你提出一个问题，然后给出一个圆满的回答，这就是一篇优秀的作文。
再下一步就要具体了。写作需要三大能力：
一、具体化的能力
具体化并不代表要写一个完整的故事。但是任何一篇文章都要给人一个具体的意向。通过具体的东西来描述才能给人踏实的感觉。具体化只要举出几个地方、几个名字、几件小事就可以了。
为什么好多同学作文中分数很低呢，就是因为他提出了问题却没有回答。
你通过不断地模仿写作，就可以不断地纠正语法和词组错误。如何把抽象和具体结合起来是一个重点，如何在一个段落中只表达一个思想，这是另一个重点。美国人的判分特点是，如果你在一段中表达了一个以上的思想，那你的分数就不会高了。
分析完一篇文章后，怎么模仿着写呢?就是看着中文的翻译，把上面的英文一字不落的写下来，当你实在想不起来的时候，再看原文。等到写完之后，和原文对照一下，看看是谁写得漂亮。我刚刚开始模仿写作的时候发现，模仿了几天后，写作水平的确提高了。
因为根据记忆学原则，这个单词你背过、读过，它都不能写在你的文章中间。如果一个单词可以经常出现在你的脑子和文章中间，那这只证明了一件事，就是你写过这个字。但是你自己写作你不可能用到这个字，那就只有一个可能，就是你在模仿文章时写过这个字。如果一个结构别人写不出来，你能写出来，那你的分数就会高。
通过不断地模仿你的几大能力就会得到提高：
1.你的语法错误会越来越少;
2.句子结构能力越来越强;
3.用词能力大大增加。
一篇文章模仿两次就足够了。当你模仿了10篇文章之后，你把这10篇文章再模仿一遍。等你模仿完20篇文章，你的写作能力就会大大提高了。
二、逻辑思维能力
在美国许多的写作考试中TOEFL写作是相对容易的。因为它的作文题本身非常简单，看到一个作文题你几乎就知道该怎么写。而GRE作文就相对复杂了。GRE作文方式永远是两种态度，两种方式让你选择。它永远是有对照性的。
TOEFL作文考：“吃饭是在家里吃好，还是到饭店里吃好”; GMAT考和商业有关的：“产品制造出来是延续时间很长的好，还是延续时间不太长的好”;GRE作文：“在我们这个社会中间，现在专业人士太多了，而有综合知识的人太少了。你认为我们是更需要具有专业知识的人呢，还是需要具有广博知识的人?”
TOEFL考生活、学习;GRE 考日常学术行为。但是不管它出什么题目，总是会摆出两种态度供你选择。另外，GRE的作文题目是提前发给你的，考试时出的题目绝不会超出它事先发给你的题目。它决不会出让学生看不懂的题目。所出的题目永远是世界性的，不涉及民族、宗教、政治色彩。
考察普林斯顿所出的全部范文后发现，美国人百分之七八十喜欢倾向于一种模式。讨论在哪里吃的问题时，要不在家里吃，要不在饭店吃，但是你不要又想在家里，又想在饭店(A OR B)。
当然他们也比较认可中间的态度(C)，也就是说，我既要A又要B，我是A和B结合起来产生C。事实上，好多中国学生结合 A、B写是能写出好分数的。当然也有些题目是没有C这种态度的。
C态度这种写法和A、B的写法，在段落结构上是有差异的。我先讲两种文章的段落结构。
GRE写作15个例句整理
1、超越性的题目：
现实与理想;眼前利益与长期利益;集体身份与人格独立;规约与自由，利己与利他、竞争与合作、客观束缚与主观能动
人类之所以纠结，在于沉重的肉身和高傲的灵魂之间不可调和的矛盾。人若是卑微，总是世俗的纷扰让我们难以自拔;人若是高尚，只是因为心中的理想。我们是魔鬼的孩子，却长着天使的翅膀。
A man suffers from inescapable pain, a torturing split between the sunken flesh and the arrogant soul. So sunken the flesh is that a man indulges himself into lust, sloth, greed and hatred, so arrogant the soul is that he never abandons his rights of morality, religion, passion and freedom. A man is never a demon, nor is he an angel.
2、虚无性的题目：
知识、科技、实践、经验、批判思维、历史的真伪、文化存在的本质为人对所存在事物的感知，故而世界的本质便是虚无。
The existence only exists in people's perception, which, by nature, is of vanity.
3、时间性题目：
传统与创新、历史是否可以被借鉴、科技与人文、进步
时间对于个体来说是线性而不可逆转的;而对于整个宇宙，无非是一个周而复始的圆圈。
Time for individuals is consecutive and irreversible, but for the universe, just a repetitive circle.
4、政府与人民
人民除了权利，什么都没有，甚至没有使用权利的基本能力。因而他们选举了一个叫做政府的机构。
Citizens, apart from claiming to have rights, in fact, have no capability to exercise their rights. Therefore, they select a government.
5、个体与集体、身份、领导者与大众
他人给了你身份，故而，他们就是你的地狱。
Others bestow you an identity, and thus, they are the hell.
6、政治与道德
政治是权力的斗争和利益的平衡。民主只是用制度制约人性的本恶。
Nothing is politics but the struggle of power and the balance of interests.
7、教育、传统与创新、批判思考
教育用束缚的方式，启迪了人们如何通过继承而达到颠覆的目的。
Education, by means of confinement, enlightens people to inherit and then to overthrow the past.
8、人民与政府
政府是必要的恶。以自由为代价，确保了正义和公平。
Government is a necessary evil, ensuring the justice but at the cost of individual freedom.
9、领导、名人、英雄、信仰
人需要神从而不至迷茫;人需要颠覆神，因为神本身就是人造的产物。
By the guidance of idols, people are not perplexed; yet, they always destroy the idols and replace them with new ones, for idols are created to be destroyed.
10、科技与自然、革命与改革、领导与大众、理想与现实、主观与客观、勇气与卑微
人与外在世界永远处于斗争之中，只不过一些人为了苟活妥协了;而另一些人为了信仰反抗了。妥协的人不一定活下来了;反抗的人也未必真的牺牲了。甚至，妥协的人未必不是英雄;而反抗的人也不是注定不朽。总之，世界不曾改变，改变的只是你我。
Human beings are always in a fight with external world. Some have compromised, and some still persist. The compromised are not blessed to live; and the persisted, not necessarily martyrs. Or even, the compromised are indeed heroes, and the persisted, fading away. The world does not change. We do.
11、表象与本质、目的与方法、批评与赞扬、批判与继承
表象的对立往往意味着本质的相同。
Superficial confrontation indicates the similarity of essence.
12、科技与人文;创新与传统
科技貌似推动人类向前，可前方是一片彷徨;人文让我们照见过往，给了我们存在希望。
Technology seemingly pushes humans forward, yet forward to the unknown; humanities mirror humans into the past, the past of existence and hope.
13、批判、传统与创新、教育
批判的前提的训练和继承。
The prerequisite of rational critical thinking is the arduous training and undistinguished inheritance.
14、个体与集体、创新与传统、自由
个体的伟大在于始终与集体不懈的斗争。个人追逐自由，集体限制自由。
The greatness of individuals lies in the uncompromised struggle against the collective conformity. They fight for freedom, a freedom banned by the collectivism.
15、法律与道德
法律限制人的基本的恶，来自于政府，让人不至于沦为恶魔;道德是让人性更加光辉，从而成为天使。
Laws prohibit human’s evils. It is the invention from government. By laws, humans do not turn to demons; morality glorifies humans, turning them into angels.
GRE写作句子类型的整理
1、否定句。
使用否定的时候，比如：什么什么对个人不好，对社会也不好。为什么不来个倒装?
Never/neither/nor/seldom /rarely/on no account + is…
2、虚拟倒装。
当你想表达“如果怎么怎么样，就是另外一种情况”—虚拟语气。为什么不来个虚拟倒装?
Were(Had) it…，something would......
3、强调句的使用：
It is people who…/ it is something that…
4、让步句式的使用：
“无论什么样的情况下”：
However/No matter how/ whatever/no matter what ….
还有一种：
Cogent as this response is, it has some minor errors. Somewhat reasonable as the issue presents, it does not experience a case-by- case examination.
还有比较常用的：
although... It should be admittedly that…，however it does not follow that
5、疑问句。
用于开头，来个设问句，在自问自答，提出自己观点;用于段中，比如举设想的例子：
Can you imagine that…?/ How can one imagine…?
6、定语从句。
这个大家一般用的比较熟练，但是注意不要太罗嗦：
…society where(in which)…，/ something on which we depend (on which…based)
7、The more…the more…句式的使用。
人们越幸福，社会越稳定啦 等等。
8、Not only…but also的使用。
很好用的，ETS经典的6分范文：专才VS通才不就用了两个吗?
9、without的使用。
从反面说，很是能够增加字数。还是那篇范文的结尾，就来了两个非常妙的without。
10、一些比较常用的句式：
There is no denying that…/ there is no doubt that…
11、还有一个句子：
So powerful the scandal is that Watergate became the talk of the world.如此..以至于..
逐条解读GRE写作6大评分标准
篇3：GRE高分作文写作步骤和评分标准解读
第一段： 开头段。主要是归纳论点，说明论点有问题，存在逻辑漏洞，准备发起进。
第一层：This argument concludes/recommends/argues that…
第二层：To support this conclusion the writer cites…/points out that…
第三层：However, this argument suffers from several critical flaws and is thereforeunconvincing/ unpersuasive as it stands.
第二段和第三段甚至第四段：分类别去攻击各个逻辑错误。(以因果关系类错误为例)
One problem with the argument is that, the editorialobserves a correlation between… and …, then concludes that the former is thecause of the latter. However, the editorial fails to rule out other possibleexplanations for…For example,… Any of these factors, or other social, politicalor economic factors, might lead to…Without ruling out all other such factors itis unfair to conclude that…
第五段： 结尾段。作者的结论似乎是合理的，但是通过论证，不是这样的。因此作者在做出决定之前，应该还要考虑其他情况。我们通过一篇文章作为实例来介绍论证步骤和论证方法以及文章结构。
篇4：GRE高分作文写作步骤和评分标准解读
1. complexity
事物的两面性，比如同一事物的优点和缺点，不同事物相比较的各自优缺点等。从多角度分析事物不同领域中和不同情况下的表现。切忌论点一边倒，否则文章论述得再好也只能得5分。
2. insightful position
在有全面深刻理解的基础上，观点最好新颖独到，但必须保证能自圆其说。5分作文的要求是well-considered position，因此只要求多论述几个理由，多考虑几个方面，表明你确实好好思考过，而不强求对论述题目有全面深刻的认识。所以，若对某方面论题不了解，还有一个月就要上考场的话，就不必花大时间继续学习相关知识，只需看看别人的提纲，结合自己学到的知识整理出自己的提纲，在GRE考场上有条理性的加以论证即可。。但切记，既然在这个给分点上你已经失去了优势，就应该在其他给分点下功夫，比如论述结构，论证技巧以及语言运用。
3. conveys meaning skillfully
可用于论证的一切技巧。
a. 文章的行文方向，起承转合不用明显的标志词(first, second, however, on the other hand, the second example illustrating my point)，而是依靠论述的内在脉络(只可意会不可言传)自然而然的引到下一块内容。
b. 巧妙地运用引言代替自己的reason。
c. vivid metaphor，使枯燥的reason生动形象。
总之，这一点是用来筛选6分文章的，所以如果你的目标只要求达到5分，那就只要做到conveys meaning clearly,把话说清楚即可。
4. compelling reasons
这是最重要的一个得分点。就是你的理由及其论证，目的是让读者认可你的理由，从而接受论点。5分作文要求logically sound reasons，也就是文章要求理由论证符合常理，读者认为没错即可。
5. persuasive examples
用来支持reason的，使抽象的reason更具体，更易被读者理解，从而产生共鸣，或使其更可信，更有说服力。可用的例子有自己的经历，引言。5分文要求well-chosen examples, 4分要求是relevant examples，因此，要达到5分要求，例子一定得典型，多少有点说服力。个人经历是最好的例子，但不能是特例。
6. well-focused
简单来说就是不跑题。中心论点明确，全文不跑题;各段主题句明确，围绕主题句论述。使读者读完后对行文脉络，各段段意有清晰的印象。5分的要求是：is focused，也就是应给读者留下印象即可。
GRE作文考试记分方式
GRE写作记分方式是这样的，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分类词汇记忆：简单
8.5.1 简单
apt adj. 易于…的，恰当的
facile adj. 容易做的;肤浅的
facilitate v. 使容易，促进
foolproof adj. 容易懂的，简易而不会误用的
legible adj. 易读的
lucid adj. 明白易懂的，表达清楚的 (lucidity n. 清晰，明白)
readily adv. 轻易地，迅速地;不迟疑地
straightforward adj. 易懂的;正直的;直截了当的
superficial adj. 肤浅的，表面的
superficiality n. 浅薄
GRE分类词汇记忆：复杂
8.5.3 复杂
abstruse adj. 难懂的，深奥的
complicate v. 使某事复杂化 (complicated adj. 复杂的 complication n. 复杂的情况)
convoluted adj. 费解的;旋绕的
elaborate adj. 复杂的，精致的;v. 详尽地说明，阐明
elliptical adj. 晦涩的;椭圆的;省略的 (ellipse n. 椭圆)
elusive adj. 难懂的
hermetic adj. 深奥的;密封的
inscrutable adj. 高深莫测的，神秘的 (inscrutability n. 神秘)
intricacy n. 复杂，错综，纷乱
intricate adj. 复杂难懂的
obscure adj. 难理解的;不清楚的;v. 隐藏;使…模糊
obscurity n. 费解;不出名
opacity n. 晦涩，不透明性
opaque adj. 难懂的;不透明的
profound adj. 深奥的，渊博的;深的，深刻的 (profundity n. 深奥，深刻)
recondite adj. 深奥的
Byzantine adj. 难变更的;像迷宫似的
illegible adj. 难读的，难认的
GRE分类词汇记忆：迅速
8.3.1 迅速
celerity n. 快速，迅速
dispatch n. 迅速;v. 派遣;一下子做完;吃完
expeditious adj. 迅速的，敏捷的 (expedite v. 使加速，促进)
fast adv. 很快地，紧紧地;n. 绝食，斋戒
fleet adj. 快速的;v. 消磨，疾驰;飞逝，掠过
hasty adj. 急急忙忙的
headlong adj./adv. 迅猛的(地)，轻率的(地)
prompt adj. 迅速的，敏捷的;v. 促使，激起; (promptness n. 敏捷，迅速)
readily adv. 迅速地，轻易地;不迟疑地
ready adj. 迅速的，机敏的
swift adj. 迅速的;敏捷的
velocity n. 迅速;速度
GRE分类词汇记忆：雄伟
7.4.1 雄伟
edifice n. 宏伟的建筑(如宫殿、教堂)
grandiose adj. 宏伟的;夸大的
majestic adj. 雄伟的，庄严的
palatial adj. 宏伟的;宫殿般的
florid adj. 华丽的;(脸)红润的
grandeur n. 壮丽，伟大 (grand adj. 宏伟的，庄严的)
imposing v. 壮丽的，雄伟的
magnificent adj. 壮丽的，宏伟的;高尚的
regal adj. 华丽的;帝王的
resplendent adj. 华丽的，辉煌的
spectacular adj. 壮观的，引人入胜的 (spectacle n. 奇观，壮观)
splendor n. 壮丽;辉煌
篇5：GRE写作评分标准及分数权重细节解读
“Wisdom is rightfully attributed not to people who know what to look for in life but to people who know what to overlook.”
Everyone can agree with this issue or not. I think everyone can have arguments to support it and arguments to not support it. It's one of that issue that is not true for everyone. I think if you know what to look for in your life maybe all your efforts can be very concentrated on certain things with the result of obtain what you planned to have in your life, with the result of being satisfied more than people who ask themselves any kind of questions prior to doing anything or prior to think about anything. These factors summarize to display truth about the issue and the discussion. People can disagree if they choose it. Now the question is wisdom belongs to those who know what to look for or to those who know what to overlook and in this behavior they can touch or stop the widom of other people?
Comments:
This response presents a fundamentally deficient discussion of the issue.
The first portion of the response, while referring to “this issue,” never clearly identifies the issue and, instead, contains statements that could be attributed to any number of topics. As such, there is little evidence of the ability to organize and develop a coherent analysis of the stated claim. The final statement essentially rephrases the topic as a question and seems to try to interpret its meaning, but -- without an explanation -- the ending merely adds to the overall confusion.
The severe and persistent errors in language and sentence structure add to the overall incoherence and the score of 1.
篇6：GRE写作评分标准及分数权重细节解读
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.”
The author's argument is weak. Though he believes Scott Woods benefits the community as an undeveloped park, he also thinks a school should be built on it. Obviously the author is not aware of the development that comes with building a school besides the facilities devoted to learning or sports. He does not realize that parking lots will take up a substantial area of property, especially if the school proposed is a high school. We are not given this information, nor the size of the student body that will be attending, nor the population of the city itself, so it is unclear whether the damage will be great or marginal. For a better argument, the author should consider questions like what sort of natural resources are present on the land that will not remain once the school is built? Are there endangered species whose homes will be lost? And what about digging up the land for water lines? It is doubtful whether the integrity of Scott Woods as natural parkland can be maintained once the land has been developed. It is true that a school would probably not cause as much damage as a shopping center or housing development, but the author must consider whether the costs incurred in losing the park-like aspects of the property are worth developing it, when there could be another, more suitable site. He should also consider how the city will pay for the property, whether taxes will be raised to compensate for the expense or whether a shopping center will be built somewhere else to raise funds. He has not given any strong reasons for the idea of building a school, including what kind of land the property is, whether it is swampland that will have to be drained or an arid, scrubby lot that will need extensive maintenance to keep up the athletic greens. The author should also consider the opposition, such as the people without children who have no interest in more athletic fields. He must do a better job of presenting his case, addressing each point named above, for if the land is as much a popular community resource as he implies, he will face a tough time gaining allies to change a park to a school.
Comments:
After describing the argument as “weak,” this strong response goes straight to the heart of the matter: building a school is not (as the argument seems to assume) innocuous; rather, it involves substantial development. The essay identifies several reasons to support this critique. The writer then points to the important questions that must be answered before accepting the proposal. These address
-- the costs versus the benefits of developing Scott Woods
-- the impact of development on Scott Woods
-- the possibility of “another, more suitable site”
The generally thoughtful analysis notes still more flaws in the argument:
-- whether the school is necessary
-- whether the selected site is appropriate
-- whether some groups might oppose the plan
Although detailed and comprehensive, the writer's critique is neither as fully developed nor as tightly organized as required for a 6 essay. The response exhibits good control of language, although there is some awkward phrasing (e.g., “.??爂aining allies to change a park to a school”). Overall, this essay warrants a score of 5 because it is well developed, clearly organized, and shows facility with language.
GRE写作
【GRE写作评分及常见问题解读】相关文章：
10.GRE写作：怎样准备提纲
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