備考GRE寫作的過程中，除了大量題目的練習(xí)，同學(xué)還應(yīng)該多進(jìn)行范文的學(xué)習(xí)和背誦。通過高分范文，能夠讓大家更好地了解到寫作的技巧，掌握高分句型及結(jié)構(gòu)等等。下面休息啦就為大家匯總了這些優(yōu)秀范文，供大家賞析。

GRE的issue高分作文解析1

Issue1

We can usually learn much more from people whose views we share than from people whose views contradict our own; disagreement can cause stress and inhibit learning.

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From people whose views we share we get confidence, encouragement, and psychological satisfaction; from people whose views contradict our own we get new angles, fresh perspectives, and pertinent advices. But excessive agreements would lead us to the morass of self-complacence; and extreme contradictions would weaken our determination of learning. Thus we should fully recognize the potential danger of limiting our vision in one of the two sides. And only through the approach of paying equal attention to both sides could we make further achievements in the process of learning.

Views and ideas from people agree with us may raise our confidence, strengthen our courage, and enhance our psychological satisfaction. According to common sense and our everyday experience, the propensity to accept the ideas from people who agree with us rather than the opinions from people disagree with us associates strongly with the nature of human beings, for we are social animals and it is the inner instinct of us to seek for approval of others. Imagine, what would you react if the work accomplished by your arduous efforts receives fierce criticism or not even a glance? You would lose your strength to march in the long road of learning. On the contrary, agreements may cause the feeling of being accepted and consented, thus we gain the psychological satisfaction which will impulse us to learn more. Moreover, customarily, we tend to imitate and share ideas and behaviors from our parents, friends, classmates and so forth, who are in the same group of ours. By this way we form knowledge of our own.

Not under all circumstances we can learn from people whose views we share. Only base on the premises that all the views of our assenters are authentic and sincere, however, could we learn useful knowledge from them. On condition that people consent and even flatter us for certain purposes which have nothing to do with learning, our learning would be hindered instead of motivated. We would be possessed in the illusive pride and limited in a narrow bound of vision. Consequently, we can see that the speaker’s assertion is incomplete and oversimplified. Contradicting views and ideas could aware us of the mistakes and flaws in our work which we can not discover by ourselves, bring us fresh angles and perspectives, and then make our work mature and complete. Thereby through the discussion and competition both we and the people disagree with us could make advancements in our learning. Debate on the same subject make it possible for human beings to make most of the achievements and advances on fields of science, technology, philosophy and the like. If we see only on the one side of the coin, we could get only a partial and distorted knowledge and view which might mislead our learning.

Also, contradiction may cause negative effects under certain conditions, especially when the debate becomes irrational denouncement or personal attack. Then our confidence would be impaired by the criticisms and our learning inhibited by the stress excessive contradictions brings us. Disagreements would be detrimental rather than beneficial to our learning under this circumstance. Bias on each of the two sides is detrimental to our learning for that agreements and disagreements form a organic entity which can not be absolutely divided. Over reliance on one side is blind and unwise. Agreements base on no evidence are actually flatters; disagreements without rational reasons are reprimands. We would be enmeshed in the web of self-contention sewed by ourselves and could not go ahead if we and blinded by the flatters; we would be frozen in the chilly night of darkness created by reprimands and became helpless and hopeless. We must pay equal attentions on both sides to see the whole picture.

To sum up, ideas of people whose views we share and people whose views contradict our own play their respective role in our learning, and none of them should be neglected. Therefore, balance between both sides is needed. And only through this way could we achieve the further goal in our process of learning.

GRE的issue高分作文解析2

題目：

If a goal is worthy, then any means taken to attain it are justifiable.

只要值得，不擇手段達(dá)到目的是合理的。

正文：

The speaker claim that if a goal if worthwhile, then any means taken to achieve this goal is justifiable. Although the assertion makes sense when we consider the underlying of this implication is that whatever the conditions, the natures of the endings deserve our effort wholehearted. But if we examine the broad meaning that this claim carries, we find this threshold statement suffer deficiencies from many aspects of consideration.

First let define the worthiness of a goal. How worthwhile and valuable a goal is lies not only in the subjective meditation and evaluation of an individual, we must consider the interactive influence exerted by this goal on others. For example, a country may consider the goal of achieving economic success and well being of its citizens to be worthwhile, but if we know they exploit cheap labor forces in third-world country,utilize scarce natural resources that being exported from poor countries, or dump low-cost goods in these countries, our morals reveal us the dark side of the goal and make it less worthwhile than it seems to be to its home people. On a personal level, a person’s food might be the others’ poison, so did the goal. Consider the ambition of

Napoleon, his ambitious goal is to conquer the whole European Continent, which considered by himself and many of his follows to be the most glorious plan they have ever made. But by resorting to wars, killings, and blood shedding, their sweet dream turn out to be the nightmare of people habituating in this continent. In a word, since no goal is set from a pure disinterested, impartial perspective, it is necessary to bear the interwoven relationship in mind before targeting at a certain goal. Even if a goal is worthwhile agreed by majority of people, we should consider cost-and-benefit side of things in an effort to obtaining an nonbiased, all-around point of view. Most people today agree that the exploration of outer space is a worthy goal considering the valuable research materials we would get from for our physics and medial experiment and weather forecast. What is more, due to the limit longevity of earth and the ever increasing of populations, we see high calls to find another habitat for our future generations. Even if all the advantages and benefits involved justify the worthiness of this goal, not all means taken would be considered as sensible and judicial. Since most pressing social problem such as AIDS prevention, poverty,environmental problems still in need of immediate attention and observation, we need to allocate most of our resources to tackle these problems. As a result, even if one way of achieving the breakthrough in out space exploration would be to devote all research staff and available resource to this project, we have to struggle a balance between the worthiness of a goal and the proper way to obtain this goal.

The above statement is welcomed and readily embraced by the new trend of practicality since in a society where personal achievement is highly valued, we look more to ending than means. That is to say, people tend to neglect and forgive their own wrongdoings or others’ wrongdoings in a sense that their goals are goodwill–intending and worthwhile. For one thing, for a personal, a society, or even a nation,even they consider things from a totally isolated or functional perspective, no matter how great achievement they obtain, they are selfish losers with nothing to be accomplished from the physiological point of view. In the second place, we observe too many cases where good intention result in total chaos derive not from the dirty tricks they construe but out of the improper means they take. Since the founding of

People’s Republic of China, under the leadership of Chairman Mao, China has undergone a reform in the area of economy, which is to implement planned economy. Mao’s intention is good, and his goal is to realize communalisms in this new country to short its economic gap with the western country in the shortest as possible. But without considering the properness of this means from the economic and social point of view, he threw china into years of economic regression and stillness. Ideas went contrary to our wills and intentions occasionally and thus make the consideration and full analyzes of the means to obtaining goals even pressing.

To sum up, I am against the speaker’s assertion since he neglects one important aspect of how to evaluate goals. To devote to a worth goal is justifiable and the effort instilled in this process deserve our accolade since it is always this power that push the society forward. But by neglecting the means of how to obtain these goals, we put ourselves in an embarrassing place of functionalists and opportunists. As a result, it is highly resulted to look from different perspectives to figure our where the true value of a goal lies and how to achieve it.

GRE的issue高分作文解析3

GRE Issue作文點評

我細(xì)看了兩遍較難的6分范文，點評這篇如下:

"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."

題目的意思是，當(dāng)今教育部門過于重視學(xué)生在課程設(shè)置中的決定作用，正確的做法是教育部門決定課程，學(xué)生的任務(wù)就是好好學(xué)習(xí)。

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.

開題表明課程設(shè)置是次要的，重要的是適當(dāng)?shù)恼n堂秩序以及培養(yǎng)學(xué)生的學(xué)術(shù)才能。這是一個典型的另起爐灶型的作文，提出issue題目中并不包含的觀點。

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 insgroupsto gain the interest and attention of the students.

(以上是對issue題目中“學(xué)生對課程設(shè)置具有決定作用”presumption的否定,指出這不符合事實。)

However, too much of any one thing becomes problematic;

(這句話是否是指“過猶不及”的意思?我不大確定。However用于轉(zhuǎn)折，但從下文的意思看，好像并不是對however以前內(nèi)容的轉(zhuǎn)折呀!這里可能有點問題!)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.

后半截雖長，但意思只有一個，讓學(xué)生決定課程內(nèi)容會造成教育質(zhì)量的下降。

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(這句話我一直不明白是啥意思，請牛人指點!). 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?

這一段相對比較簡潔，通過舉例等方式，說明學(xué)生缺乏自主決定課程設(shè)置的能力，讓他們決定課程設(shè)置將使他們得不到direction and guidance.

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.

這里才進(jìn)入了準(zhǔn)備論述的主要內(nèi)容，即學(xué)生和老師應(yīng)當(dāng)是伙伴關(guān)系，而不該是誰強(qiáng)迫誰做什么。不過，后面加了個in addition,又強(qiáng)調(diào)了一下教育目的和不同層次教育的差別。扯進(jìn)來的東西太多了!

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,swheresstudents are taught to think on their own, and learn to debate and argue in a scholarly way, through writing and other formal methods of discourse.sgroupscollaboration 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.

(這里談得好象都是secondary school教育的目的，非常精彩，但有些扯遠(yuǎn)了!) What is important is that secondary students develop and grow in the hands of the professionals. (最后一句才點了一下學(xué)生和老師的關(guān)系)

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

(這句話我覺得對于全文沒有太大意義，完全可以去掉!)

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. (教師的責(zé)任) 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。

(學(xué)生的責(zé)任，不僅僅要質(zhì)疑教學(xué)內(nèi)容的合理性，更重要的是要敢于探索教學(xué)內(nèi)容以外的新東西) That distinction,(是指質(zhì)疑教學(xué)內(nèi)容與探索新東西之間的區(qū)別嗎?)

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最后一句話非常費解，的意思可能是說，學(xué)生對校方提供的課程內(nèi)容的質(zhì)疑(學(xué)生決定課程)其實是一種盲目的早熟，會毀了學(xué)生的前途，而鼓勵學(xué)生的探索精神，獨立精神則只能由老師、學(xué)生的通力合作才能達(dá)到，呼應(yīng)了的開頭，總結(jié)全文。

總體評價：

1，這篇文章的布局結(jié)構(gòu)比較隨意，有幾處稍加改進(jìn)，文章就好讀多了，而內(nèi)容不會損害。這點不值得我們學(xué)習(xí)。

2，前半部分談“學(xué)生決定課程”的弊端，實際是同意了提干的說法(It is the educators‘ duty to determine the curriculum and the students‘ duty to study what is presented to them)。雖然論證有力，文筆精彩。但我個人覺得這一部分作用不大。因為本身就不同意“學(xué)生決定課程”現(xiàn)象的存在，說明在眼里，這個問題并不重要，那為什么還要花這么大篇幅論述該現(xiàn)象的弊端?難道擔(dān)心字?jǐn)?shù)不夠?

3，精彩部分是第四段以后對教師與學(xué)生關(guān)系的論述。這里涉及到了很多對教育本質(zhì)和目的的深刻見解。不少句子簡直就像格言一樣精粹、深刻。的思想源源不斷的涌出，感覺好像是文章的形式和字?jǐn)?shù)限制束縛了思想的自由表達(dá)。剛開始讀時，以為跑題，但仔細(xì)研讀，會發(fā)現(xiàn)思維邏輯是嚴(yán)謹(jǐn)?shù)?，只不過由于形式的束縛，沒有明明白白的說出來，給讀者留下了思考的空間。文章最后一句非常有深度，不仔細(xì)體會，根本理解不了?？隙▽φ軐W(xué)有著濃厚的興趣，要不然他怎么能在短時間內(nèi)寫出這么深的句子?

4，關(guān)于語言，用詞非常精煉老到，句式變換隨心所欲。但是，我覺得個別句子有故意賣弄文采和假裝深沉之嫌，畢竟這篇文章的大部分內(nèi)容還是比較平淡的，沒必要寫得像哲學(xué)著作。

結(jié)論：

1，這篇文章值得細(xì)讀至少3遍。

2，該文不值得我們模仿。一我們大多數(shù)人不具備這么強(qiáng)的語言把握能力(大牛除外)，強(qiáng)行模仿它的風(fēng)格可能會弄巧成拙。二是我們大多人還沒有這么深刻的觀察思考能力(大牛除外，學(xué)不了)。

3，一些精彩句子、閃光詞匯可以背下來，這因人而異。

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