GRE作文机经高效率提分用法指点, 学会方法冲上4分不是梦，快来看看吧,下面小编就和大家分享，来欣赏一下吧。
GRE作文机经高效率提分用法指点 学会方法冲上4分不是梦
GRE作文机经构成形式介绍
在使用GRE作文机经之前，考生首先要了解GRE作文机经的基本构成形式。一般来说，一份合格的GRE作文机经中，不仅会包含一定数量的作文题目，也会有对于作文题目的初步解析，包括对题目的简单翻译，一些写作思路上的要点指导或者提纲等等。如果只有最基础的题目，那么这份作文机经在小编来看并不算太合格，毕竟想看题目的话直接去ETS官网的题库就可以看到所有题目，这样只提供题目的机经其实价值并不大。所以，考生在使用机经前，首先要做的就是挑选一份较为合格，有更高参考价值的作文机经。
GRE作文机经如何使用?
知道了GRE作文机经的构成形式后，接下来大家就需要学习一下GRE作文机经的具体使用方法了，有鉴于不同考生在冲刺阶段的学习时间可能存在较大差异，这里小编暂时把考生按照可以使用的备考时间来划分为两类，不同考生对GRE作文机经的使用有所差异：
1. 备考时间较为充足的考生
对备考时间充足的考生来说，GRE作文机经使用方法其实是相当简单粗暴的，那就是尽可能多的练题目，理论上机经中包含的每道作文题目都练习一遍自己动笔写一下文章自然是最好的。当然这会花费相当多的时间，哪怕是备考时间充足的考生可能也会觉得力不从心。那么大家也可以考虑更简便一些的方法，那就是不练整篇作文，而是以练习列提纲的方式来提升备考效率。每篇文章都主动思考一下自己会怎么写，然后ISSUE列出论点，ARGUMENT列出反驳的逻辑漏洞，总之尽量列出一个相对完整的写作思路提纲。这种方式虽然比不上完整动笔写文章的训练方式，却也能帮助大家理清各类作文题目的写作思路，做到对所有题目心中有数。
另外，备考时间充足的考生还可以考虑多找一些范文来进行参考，毕竟GRE考试的官方作文题库已经公开多年，许多题目其实都是能找到高分甚至满分范文的，大家对照着机经中的题目把优秀的范文找来参考学习一下，虽然会花费不少时间，但也是相当有效的提升作文水平和得分的学习方式。
2. 备考时间相对紧张的同学
而比起上面这些备考时间充裕的同学，学习时间相对紧张的同学想要用好GRE作文机经就需要更多的方法技巧了。作文备考本来就是比较花时间的，这点无论如何节省都很难避免，所以大家要把时间用得更加聪明一些。具体来说，考生拿到机经之后，首先要做的不是直接就跟着题目进行练习，而是结合多场机经做一个简单的梳理工作。小编建议大家尽可能找来最近2年内的GRE作文机经，把所有在实际考试中出现过的作文题目，都按照其出现次数频率进行数据统计，相似题目或是题目素材内容相同但具体写作要求不同的也算成同一个题目，之后根据统计结果把出现频率最高的约30个左右的题目集中起来，这才是大家之后需要具体研究的作文题目。这种做法是为了帮助考生尽量减少备考作文题目的范围，而这些高频题目因为之后再次出现的可能更高，所以才需要保留下来进行深度学习。
在整理出少量的高频作文题目后，接下来的做法和上一类考生相似，也是按照先找范文然后练笔的方式来训练，如果备考时间实在紧张大家就跳过练笔直接使用列提纲的方式来学习好了。另外要注意一点的是多补充写作中需要的案例素材，最好根据题目进行准备。这样不仅能让文章的论述基本逻辑思路框架上不出问题，也可以提升文章的具体内容和论述的说服力。
GRE作文满分词汇盘点
能够able→ capable, in a(ny) position
一直all the time→ continually, continuously, constantly, perpetually
许多地a lot→ noticeably, considerably, a great deal, substantially
许多的a lot of→ many, numerous, a wide variety of (themes), a whole range of, a wide spectrum of (problems, themes, etc),an abundance of (opportunities, sources etc.)
总是always→ invariably
数量amount→ quantity
结果as a result→ consequently
本质上basically→ essentially, in essence, substantially
组成be, amount to→ constitute
下降become smaller→ be on the decline, be on the decrease, decline, decrease, diminish, dwindle, recede 等等
变糟糕become worse→ deteriorate
在 之前before→ prior to
开始begin→ commence
更好better→ superior
习惯于be(come) used to→ be accustomed to
严重的，重大的big→ major, significant, substantial
执行carry out→ conduct, execute, commit, implement
更改change→ alter, alteration, modify, modification
办理，执行do→ conduct, transact(business)
未能do not→ fail to, omit to
GRE写作满分作品一例
题目：
"Students should memorize 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."
学生们在记忆知识的时候应该先学习有助于解释那些知识的理念、潮流和概念。仅仅死学知识的学生是学不到什么东西的。
正文：
The speaker makes a threshold claim that students who learn only facts learn very little, then concludes that students should always learn about concepts, ideas, and trends before they memorize facts. While I wholeheartedly agree with the threshold claim, the conclusion unfairly generalizes about the learning process. In fact, following the speaker's advice would actually impede the learning of concepts and ideas, as well as impeding the development of insightfuland useful new ones.
Turning first to the speaker's threshold claim, I strongly agree that if we learn only facts we learn very little. Consider the task of memorizing the periodic table of elements, which any student can memorize without any knowledge of chemistry, or that the table relates to chemistry. Rote memorization of the table amounts to a bit of mental exercise-an opportunity to practice memorization techniques and perhaps learn some new ones. Otherwise, the student has learned very little about chemical elements, or about anything for that matter.
As for the speaker's ultimate claim, I concede that postponing the memorization of facts until after one learns ideas and concepts holds certain advantages. With a conceptual framework already in place a student is better able to understand the meaning of a fact, and to appreciate its significance. As a result, the student is more likely to memorize the fact to begin with, and less likely to forget it as time passes. Moreover, in my observation students whose first goal is to memorize facts tend to stop there--for whatever reason. It seems that by focusing on facts first students risk equating the learning process with the assimilation of trivia; in turn, students risk learning nothing of much use in solving real world problems.
Conceding that students must learn ideas and concepts, as well as facts relating to them, in order to learning anything meaningful, I nevertheless disagree that the former should always precede the latter--for three reasons. In the first place, I see know reason why memorizing a fact cannot precede learning about its meaning and significance--as long as the student does not stop at rote memorization. Consider once again our hypothetical chemistry student. The speaker might advise this student to first learn about the historical trends leading to the discovery of the elements, or to learn about the concepts of altering chemical compounds to achieve certain reactions--before studying the periodic table. Having no familiarity with the basic vocabulary of chemistry, which includes the information in the periodic table, this student would come away from the first two lessons bewildered and confused in other words, having learned little.
In the second place, the speaker misunderstands the process by which we learn ideas and concepts, and by which we develop new ones. Consider, for example, how economics students learn about the relationship between supply and demand, and the resulting concept of market equilibrium, and of surplus and shortage. Learning about the dynamics of supply and demand involves (1) entertaining a theory, and perhaps even formulating a new one, (2) testing hypothetical scenarios against the theory, and (3) examining real-world facts for the purpose of confirming, refuting, modifying, or qualifying the theory. But which step should come first? The speaker would have us follow steps 1 through 3 in that order. Yet, theories, concepts, and ideas rarely materialize out of thin air; they generally emerge from empirical observations--i.e., facts. Thus the speaker's notion about how we should learn concepts and ideas gets the learning process backwards.
In the third place, strict adherence to the speaker's advice would surely lead to ill-conceived ideas, concepts, and theories. Why? An idea or concept conjured up without the benefit of data amounts to little more than the conjurer's hopes and desires. Accordingly, conjurers will tend to seek out facts that support their prejudices and opinions, and overlook or avoid facts that refute them. One telling example involves theories about the center of the universe. Understandably, we ego-driven humans would prefer that the universe revolve around us. Early theories presumed so for this reason, and facts that ran contrary to this ego-driven theory were ignored, while observers of these facts were scorned and even vilified. In short, students who strictly follow the speaker's prescription are unlikely to contribute significantly to the advancement of knowledge.
To sum up, in a vacuum facts are meaningless, and only by filling that vacuum with ideas and concepts can students learn, by gaining useful perspectives and insights about facts. Yet, since facts are the very stuff from which ideas, concepts, and trends spring, without some facts students cannot learn much of anything. In the final analysis, then, students should learn facts right along with concepts, ideas, and trends.
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