GRE作文和託福作文的區別與備考建議
爲了幫助大家備考gre。瞭解更多關於gre的知識，打有準備的仗，下面小編給大家帶來GRE作文和託福作文的區別與備考建議，希望大家喜歡。
GRE作文和託福作文的區別與備考建議
寫文章的理由：
1. 因爲要同時考託福和GRE所以想總結一下兩個考試的區別和共同點方便自己的備考也很想分享給大家。
2. 我是朗播TOEFL 和GRE用戶(當然這不是廣告，如果有小夥伴需要，之後可以出一個測評 如網課和線下課程qaq)也線下專門上過新航道的TOEFL課(其實主要是爲了聽作文和口語，希望有老師能有持續的帶練環節)，一戰TOEFL 95分，不算高，GRE還在備考。有點心得，希望和大家一起交流交流，能對各位戰託、搞G小夥伴有幫助那最好啦。
3. 我本身非常喜歡總結，能一次學會、固定下來的東西最好。一篇文章說白了就是三部分：文章結構，邏輯銜接，語言控制。三個都需要正確的方法論和不斷的實踐操作。方法論複雜程度差不多，但是將方法論應用到實踐中的難度：①<②<③。前兩項不考察英語，是你的思維的體現，對於考場作文來說，一般人很難做到思維有多少深度，所以有考場作文格式，這個和你高考寫語文作文是一樣的，它是一個框架。往框架裏面填充的是你豐富的例子和華麗的語言、精確地辭藻。這些光有方法論掌握不了要積累要練，沒別的法子。所以我今天主要是對前兩項做一個總結，希望大家都能有一個基本的框架然後從心所欲不逾矩地寫作文，積累語言和例子就可以了。
話不多說 進入正題~~
TOEFL 獨立寫作(大作文)和 GRE ISSUE 的不同點：
1. 字數：想要分數好看的話：TOEFL>=400w; ISSUE>=500w;
2. 打字速度：鑑於考試時間都是30min... ISSUE要更快啊。金山打字，我回爐重造了。
3. 本質：TOEFL 注重考語言，GRE默認語言不是問題、考critical thinking & analytical writing。TOEFL是給我們這些英語是二外的人考的，GRE(Graduate Record Examination)是美國研究生入學考試，除了醫學、法學、商科外基本上都要考。託福基本上一邊倒支持作者觀點或者反對作者觀點，因爲這樣最好寫;而GRE則一般是部分支持或者說有條件支持作者觀點。
4. 思考方式：朗播-issue宇哥說最大的區別是，TOEFL是先有結論再分析，GRE是先分析再有結論。這句話我認爲完整無歧義地來說是：對於思考過程來說，TOEFL是先有結論再分析，GRE是先分析再有結論;而對於寫作過程來說，其實都是應該先有結論即你自己的觀點，再圍繞你的觀點展開論證。只是對於TOEFL你可以看到題1s內憑直覺下結論，然後根據直覺想理由和例子。GRE來說，不能武斷地下結論，而是應該先有內心的分析過程(通過切分、分類、正反分析等方式——後面具體說明)然後下結論。以下是我總結的作文結構+範文提綱。(肯定不完美 希望和大家一起探討學習)
託福：
第一段(開頭段) 引入+自己觀點。
中間理由段2-3段 2-3個理由。
2-3個理由和主觀點的關係可以是因果，也可以是舉例關係。這是它相對於GRE來說比較簡單的地方。
第四段 讓步(concession)或者反駁(rebut)，用來補全自己的邏輯漏洞—是一邊倒支持、反駁的一個必備環節。如果理由段寫了3段這段就不必了，沒時間的。
二選一(agree or disagree)推薦讓步—讓步就是承認自己的觀點過於片面有不足之處，但是這不影響自己的整體觀點。三選一(among three _x which one do you prefer )推薦反駁，一般三選一不選擇的兩項都要提一提，反駁就是說說剩下兩項的缺點，反駁只需要說對方缺點所以篇幅小一點，經濟。當然也可以再加上自己觀點的讓步 就是沒時間寫...
第五段結尾段。
Eg：
Do you agree or disagree with the statement that environmental problem can be solved in the future?
thesis statement：agree。人們對環境越來越重視了。科技進步了。
Topic1：人們對環境越來越重視了。古代 沒有保護環境的觀念，相關著述很少。工業革命時期，亂倒垃圾，大量開採。現在各種環境公約。未來環境越來越重要，環境優美是可持續發展的重要環節，不僅能使人們擁有美好的生活條件也能帶來經濟利益，高品質環境獲得高品質農作物，還能發展旅遊業等等。利益和對美好生活的嚮往可以驅使人們擁有更好生活。(用國家發展程度分類也可以)
Topic2：科技進步。科技進步產生的污染物少了，科技進步人們處理污染物的效率高了。燃煤的效率提高，剩餘的煤渣少了。SO2可以通過淨化處理，不排放到空氣中。(覺得字數不夠的話還可以做個分類 時間分類)
Concession：當然有可能因爲我們對生活要求高了，人口增多，產生的垃圾多了，對資源的需求也增加了，但是這些都不是問題，因爲科技的發展會提前解決這些問題。
Conclusion：首段的paraphrase
GRE
開頭段 結構同TOEFL
中間段(理由段) 這是比TOEFL複雜的地方，不是說TOEFL不能用下列方法分析，用了更好，但是不用也不很耽誤拿高分。但是GRE如果像託福一樣簡單分析，就很耽誤拿分了。
總體來說三種分析方式，它們還可以組合排列。
(1)切分 即把一個題目切分成命題(能判斷真假的句子)，對每個命題進行分析，給出自己的觀點和結論。適用於有因果邏輯關係的題目(後文有舉例)
(2)分類 基本所有題都要用到分類討論。時間，領域，社會發展程度，精神物質追求分類等等
(3)正反 即優缺點，一般先分類再分析優缺點。
(4 5 6) 切分+分類+正反 etc
Eg：截屏來自郎播網--宇哥，我手頭信得過的範文比較少，自己寫的提綱又害怕哪裏不妥當誤導大家，所以想用宇哥上課的一個例子。如果這種做法侵權，還請大家告訴我。
題目：We can usually learn much more from people whose views we share than from people whose views contradict our own.
解釋一下—總體來說GRE寫作就是分類討論，每一類言之有理，例證充分即可。
thesis statement：在特定的情況下同意：和我們和意見相反的人能學到的比較少，但是某些情況下我們也能和意見不同的人學到東西。
Topic 1：在特定的情況下我同意：和意見相反的人能學到的比較少。1. 辯論的時候我們能和對手學到很少。2 當我們的價值觀世界觀根本不同的時候我們可以和對手學到很少。進化論&上帝造人
Topic2：但是某些情況下我們也能和意見不同的人學到東西。1.個人 2 社區 3 全球範圍內
Conclusion：開頭段的paraphrase。
5. 出題方式：託福作文題一般不重複，但是可以分類歸納並且它有母題，不斷根據母題在出子題，作答時舉例和論證格式邏輯都是類似的。GRE官網有題庫，人家說不怕你全練完qaq。
6. 題目類型。
我們先來看一些題目：
TOEFL 大作文：
1. 環境類--Do you agree or disagree with the statement that environmental problem can be solved in the future?
2. 社會政治類(較少)--Do you agree or disagree with the statement that the government should invest more money in children’s education than in college students?
3. 學習教育類--(1)Do you agree or disagree with the statement that it’s better to study along than study together?
(2)Do you agree or disagree with the statement that people learn more from watching TVs than reading books?
4. 科技&生活類--(1)Do you agree or disagree with the statement that people live happier than before?
(2)Some people think at the start of a new year, it’s important to set a goal of improving a specific aspect of life. They call it a new-year resolution. Which of the following new-year resolution would you choose?
1. Help others in your community
2. Improve your health by exercising more and eat nutritious food
3. Manage your time better
5. 文化&藝術類(較少)--
6. 人--朋友 老師 父母 居多
從這些題目我們可以看出來託福作文題有幾個特點：
1. 全部是命題形式也就是能夠判斷真假的句子(三選一的本質也是，形式不是)，不涉及論證推理。就第一題來說，你覺得環境問題未來可以被解決，這個句子就爲真，然後展開你的論證;你覺得不能被解決，這個命題爲假，同理論證。
2. 題目關鍵詞是種詞(species concept)，比較具體，內涵比較少(內涵少意味着可描述的特點少。Eg：吉娃娃的特點比狗少，吉娃娃的內涵比狗少)。我們比較好理解，而且生活中都能接觸到。
GRE ISSUE:
1. 環境類--Nations should pass laws to preserve any remaining wilderness areas in their natural state, even if these areas could be developed for economic gain.
2. 社會&政治類(很多)—(1)[Claim] Governments must ensure that their major cities receive the financial support they need in order to thrive. [Reason] It is primarily in cities that a nation's cultural traditions are preserved and generated.
(2)The well-being of a society is enhanced when many of its people question authority.
3. 學習教育類—Educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed.
4. 法律— Laws should be flexible enough to take account of various circumstances, times, and places.
5. 文化&藝術(很多)--Some people believe that government funding of the arts is necessary to ensure that the arts can flourish and be available to all people. Others believe that government funding of the arts threatens the integrity of the arts.
The most effective way to understand contemporary culture is to analyze the trends of its youth.
6 人--歷史名人居多 政客 藝術家等等
從這些題目我們可以看出來GRE ISSUE有幾個特點：
1. 題目有命題也有簡單論證(就是claim&reason)，有論證的時候就要求我們做切分分析，因爲論證的本質就是命題通過邏輯推理的組合，所以要解析它第一步就是切分。(上文的範文提綱就是一個切分實例)
2. 題目中關鍵詞屬詞(genus concept)比較多，內涵豐富，比較抽象(例如：success )。跟政治、文化、歷史、藝術相關性較大，而且經常是government和這些文化類相連。抽象決定了我們可以通過定義(比如什麼是success 掙錢不是success有文化纔是blalala)和分類(初高中的成功是成績好，博士階段的成功是科研能力強，中年的成功是有房有車blalala)的方式去展開論述。當然積累相關的名人事例應該是最好用的。GRE考察的文化積累部分正式托福考察比較少的部分，也是考託福的時候最害怕碰到的題目。現在就不怕了，當然也是因爲考託福解決了一些語言基礎能力的問題，纔有空解決文化問題。
L 獨立寫作和GRE ISSUE相同點：
(1)寫作順序一致：構思--列提綱--正式寫作
(2)考試時間和分配--當然可以根據個人情況調整
構思+提綱 3min
中間段+結尾段 25min
檢查 2min
(3)時間不太夠，需要打字快，金山打字再推一遍。
(4) 開頭結尾段的展開方式類似。
(5) 備考重點是一樣的積累例子+練習語言。練習的方式是一樣的，先中文頭腦風暴然後英文實踐。推薦一天一個片段積累一個例子，一週成型兩篇，不要斷就有進步。
(6)還有就是可以找小夥伴一起備考，相互監督，背單詞啊，列提綱啊真的會更有動力!!
一點小感悟：
1. 寫GRE作文的時候才感悟到其實什麼學到最後都是哲學(不是裝b)，只是因爲寫的時候不知道該怎麼展開，各處翻帖、看書、求教數學專業的同學(雖然他推薦我的參考書目是《離散數學》anyway)最後發現，這個和咱們高中數學講的邏輯(醫學僧課內的邏輯知識僅限於此了，請各位理工科爸爸不要鄙視我，我覺得對理解基本的邏輯夠用啦，感謝黨和國家qaq)，哲學，語言學還有大學後學的計算機語言等等都是殊途同歸的。我本身是學醫的，平時不算是涉獵廣泛，大三了才領悟到這點也是覺得慚愧。推薦大家一本書《邏輯學15講》，是邏輯學入門的我覺得很不錯的書，從命題、邏輯的概念講起，搭配一些有趣的邏輯題目，也會講解邏輯謬誤，我覺得很有趣，對邏輯思考幫助蠻大的，如果想要深入研究的話，推薦一篇豆瓣帖子 博主的帖子幾乎都是邏輯學內容。而對GRE最直接的幫助，我覺得就是ISSUE，ISSUE的作文題就是一個小的邏輯論證，看過書就不再是盲人摸象，對題目的整體把握和拆分構思會快一點，當然用英語寫不出來也是白搭。在聽老師講作文思路的時候我就覺得有點暈並且覺得這不是一個語言老師應該管的事，應該有更成熟、更完善的方法論，既然如此我們應該直接參考更優的。我有kindle版《邏輯學15講》，想要的可以私信。我也看過網易梨花女子大學邏輯導論公開課，雖然講的有點慢，但是還是有乾貨的。比如分類--什麼是好的分類?以本質分類，沒有重疊，且沒有遺漏。這些知識好像是常識，但是單獨拉出來明確下來，我覺得自己在寫作分類討論的時候更注意了。當然GRE閱讀邏輯題也是蠻有幫助的。
2. 我的以上種.種分享很多都是在你備考時間足夠用3-6月，不急出分，一點點積累能力用的。急着出分也要先掌握正確的方法論，郎播老杜有很多話說的很在理，其中一句是：沒時間也不是你胡來的理由。
GRE寫作滿分範文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寫作滿分範文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.?
