GRE考试前考生常会找来各类机经资料做冲刺备考训练。而对于其中的作文机经，有些同学却不知道应该如何使用。今天小编给大家带来了GRE作文机经高效率提分用法指点 ,希望能够帮助到大家，一起来学习吧。

GRE作文机经高效率提分用法

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写作高分范文：过度专业化问题

GRE写作题目：

“Academic disciplines have become so specialized in recent years that scholars' ideas reach only a narrow audience. Until scholars can reach a wider audience，their ideas will have little use.”

近些年来，学科已经细化到了相当的程度以至于学者们的理念只影响小范围的人群。除非学者们能拥有影响等大范围的人群，否则他们的理念将几乎毫无用处。

GRE写作范文：

Although academic disciplines have become so specialized in recent years，scholars' ideas can still reach a wide audience by the advantage of the knowledge structure. We can simply put that it is the human beings' knowledge structure that makes it possible for a scholar's ideas in his specialized discipline to reach a much wider audiences who don't necessarily belong to his own discipline.

The reason why I draw this conclusion will be illustrated by recalling the process of social evolution.

During the passed centuries，the social economy has been greatly boosted by the revolutions in science and technology，which in turn increases the width and depth of academic disciplines to solve unencountered and more complex problems arising in the new situations. To solve new problems，we probably need new methods. That will undoubtedly calls for invention of new ideas，which will certainly adds to human beings' knowledge. Thus with the progress of science and technology，more and more knowledge will be added to the old system. A new problem will come： how the newly obtained knowledge is organized. This problem will be clear when we make classification of the new knowledge according to the old knowledge system. If there is content of the newly-get that doesn't properly belong to any sort of the old system，it means a

new discipline will emerge. But could we just assert that the newly formed discipline doesn't possess any relationship with any of the old ones? Certainly not. This is because the new knowledge is obtained through the old methods，which obviously means the new knowledge do have some connections with some old disciplines，otherwise I am quite sure we could not find it!

From the above，we can easily reach the conclusion that every academic discipline has certain relationships with some other ones. The structure of human's knowledge is just like the complexity of a net! And also it is a natural trend that academic disciplines become more and more specialized.

With the depositing and specializing process of knowledge，it causes humans to accommodate themselves to this situation. Because the God gives every person a limited time and energy，it is necessary for a person，who wants to make progress in his discipline，to adjust his knowledge structure to adapt to his research domain，that is to say，to be more devoted to his own research area. On the other hand，if he cares too much for unrelated or less related area，he will probably not be able to bring innovation to his main academic discipline. Simply put，we almost cannot find a man who constructs the Theory of Relativity and in the mean time composes symphony like Mozart's! So we can say every scholar must be more devoted to his own discipline than to others，but a wider knowledge of other disciplines sometimes involuntarily invokes sparks of new ideas.

GRE写作高分范文：技术与学习的矛盾

GRE写作题目：

Although innovations such as video，computers，and the Internet seem to offer schools improved methods for instructing students，these technologies all too often distract from real learning.

尽管诸如电视、电脑和互联网这样的发明似乎给学校教育提供了进步的手段，但是所有这些技术往往也是在偏离真正的学习。

GRE写作题库范文：

Nowadays there is a growing concern about the role that innovations have played in the field of learning. While most people think that innovations benefit learning process in various ways，different opinions arise that these technology advancements actually distract students from real learning. On balance，according to my personal observation,whether innovations can be beneficial or detrimental to real learning depends on the students and the teachers，not on these innovations themselves.

To begin with，technological innovations do help teaching and learning in various ways.With the aid of these technologies，the process of teaching and learning can be shorter and easier than before. For instance，if a student want certain published papers of an academic discipline，he/she may look through considerable catalogs to find the ones he/she needs. However，with the help of Internet innovation，at present most of these papers are published online. Consequently，to find certain paper the procedure is much easier and shorter，the students just type the key words and other information of the paper，and then the system will search the database，and the papers are there waiting for them. As this new approach can save a lot of time for the students，he/she could have more time reading the papers and absorbing the knowledge rather than checking and looking for the papers that could be a waste of his/her time. This example aptly illustrates how technology advancement benefited the students and their learning process.

Secondly，while innovations can help learning in various ways，it is more important that the central role of the pursuit for knowledge and wisdoms are maintained. What real matters is not the approach but the purpose of learning. In India，where modern technologies are less applied to the learning process than in the US and other developed countries，still a lot of distinguished students achieved their academic goal with their hard work and desires to knowledge. In the US，where the software engineering students are given the most advanced facilities and apparatus for their learning and research，however，it is wildly accepted that they are far less outstanding compared to the Indian students of software，who may share computers in groups. From this comparison we can see that the real and core push of learning is the desire for knowledge，not the help of innovations.

In addition，if not guided properly，the technology advancement might inhibit learning.In other words，innovation can distract the students from real learning than helping them. It is obvious that a computer can help students of science to calculate mathematical equations but can also be used for recreation such as net surfing or computer games. It is highly possible that these students can spend more time and energy on recreations rather than learning when using a computer. Thus，learning is inhibited. Under this circumstance，guidance and restrictions are needed to ensure the right use of innovations for learning，or the consequence may be on the contrary to the students and teachers' desire.

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