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【原創(chuàng)】GRE作文備考心得及ETS電子評分器解析
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AW備考心得及ETS電子評分器解析 終于考完AW了啊(2.8，川大)，哈哈哈…… 應(yīng)廣大朋友要求，特意把自己的備考過程及心得詳細(xì)寫出，同時把我所知道的關(guān)于ETS電子評分器的信息也公之于眾，供大家參考。當(dāng)然現(xiàn)在分?jǐn)?shù)還沒有出來，一切都是憑空而論哈。 1. 我的備考過程 1.1 參考資料：GRE作文高分速成（issue及argument兩本，附帶有官方范文）、ETS寄來的practice book、北美范文、GRE作文5.5（issue及argument兩本） 1.2 準(zhǔn)備過程 我作文準(zhǔn)備的周期比較長，大約3各月了，中間間斷過一點，不過平均下來大約每天準(zhǔn)備了3-4個小時。前期一直在準(zhǔn)備argument，將近一個月后才開始準(zhǔn)備issue。 1.2.1 Argument 花了幾天時間把高分速成看了一遍，基本熟悉了一下argument，然后寫了一個自己的模板。所有題目我都寫了一遍提綱，之后每天都堅持看直到考試，前前后后一共過了四五遍吧。在開始準(zhǔn)備issue的時候開始寫全文，最開始的時候?qū)懥藥灼獩]有計時的，然后一直都在AWP上面計時�？�。一共寫了34篇全文。 1.2.2 Issue 準(zhǔn)備的比argument晚一個月左右，先把所有題目瀏覽了一遍，分了個類。然后根據(jù)機(jī)經(jīng)制訂了寫作計劃，前30寫全文，后面的根據(jù)題材選取了前30沒涉及或者涉及得少的題目，大概十道左右吧，也寫全文。剩下的根據(jù)頻率從高到低寫了七八十篇提綱，還包括一些我覺得有點難的。先把所有（包括我準(zhǔn)備寫全文的題目）要寫的提綱寫了一遍，同時積累了一下詞句表達(dá)和例子，然后開始寫全文。最開始還是沒有計時，寫了三四篇后開始AWP�？�。一共寫了41篇全文。 1.2.3 日程 Date Monday Tuesday Wednesday Thursday Friday Saturday Sunday 11.30-12.06 Argument 1 Argument 17 Argument 150 12.07-12.13 Argument 154 Issue 184 Argument 160 Issue 195 Argument 165 12.14-12.20 Argument 174 Issue 51 Issue 70 Argument 176 Issue 212 Argument 179 12.21-12.27 Issue 103 Argument 186 Issue 218 Argument Issue 8 Issue 138 Argument 12.28-01.03 Argument Issue 7 Argument Issue 153 Issue 99 Argument 01.04-01.10 Issue 120 Argument Issue 180 Argument Issue 38 Issue 116 Argument 01.11-01.17 Issue 221 Issue 131 Argument Issue 207 Issue 56 Argument Issue 73 Issue 88 Argument Issue 50 01.18-01.24 Issue 136 Argument Issue 40 Argument Issue 17 Argument Issue 161 Argument Issue 11 Argument Issue 48 Argument Issue 144 Argument 01.25-01.31 Issue 147 Argument Issue 43 Argument Issue 28 Argument Issue 69 Argument Issue 130 Argument Issue 208 Argument Issue 203 Argument 02.01-02.07 Issue Argument Issue Argument Issue Argument Issue Argument Issue Argument Issue Argument Issue Argument 大體上我是堅持按這個進(jìn)度復(fù)習(xí)的，但是中間因為亂七八糟的事情耽誤了一點。 1.3 心得體會 1.3.1 盡早開始寫全文，尤其是issue，不要怕自己寫的不好； 1.3.2 自己要積累較好的詞句，同時要把拼寫易錯詞記下來，每天復(fù)習(xí)； 1.3.3 官方范文我看了好幾篇，但感覺沒有看透。大家可以在網(wǎng)上找一些對官方范文分析的帖子看看； 1.3.4 作文指導(dǎo)書意義不是很大，幫助入門而已。我的北美范圍和兩本5.5都是別人送的，自己就簡單的翻了一下，加起來看了不到3個小時。各種指導(dǎo)書用的人太多，完全照書上的思路來很容易落入窠臼，失去自己的風(fēng)格。反倒是ETS寄來的practice book我覺得很有用，翻來覆去看了好多次，感覺很有幫助； 1.3.5 我沒有參加作文評分小組，寫過的作文只修改了拼寫和語法錯誤，以及一些比較明顯的錯誤。不過我讓在加拿大的親戚幫我找了幾個native speaker簡單的修改了一下，同時每篇作文都重新思考過怎么寫更好； 1.3.6 考前幾天要花時間把寫過的作文全部看一遍，這樣考場上碰到寫過的感覺會更爽；提前把作息時間調(diào)整好； 1.3.7 例子不用準(zhǔn)備太多，幾個就足夠了。那些愛迪生愛因斯坦之類的最好別用。我準(zhǔn)備的例子一共不到十個（括號里是用于論證的角度），但是很好用： 1.3.7.1 個人的科研經(jīng)歷（理論與實踐、挑戰(zhàn)權(quán)威） 1.3.7.2 瓦格納與樂�。ㄋ囆g(shù)與政治、挑戰(zhàn)傳統(tǒng)、個人奮斗、英雄的完美性、創(chuàng)新、同代人的評價、理想與現(xiàn)實、藝術(shù)的價值） 1.3.7.3 沃森和克里克與DNA雙螺旋（挑戰(zhàn)權(quán)威、吸取歷史教訓(xùn)、合作、吸取他人長處） 1.3.7.4 青霉素-核電站與核武器-殺蟲劑-現(xiàn)代通訊與交通工具（科技的利弊、學(xué)習(xí)歷史教訓(xùn)） 1.3.7.5 基因技術(shù)（科技利弊、長遠(yuǎn)問題、倫理道德、科技發(fā)展） 1.3.7.6 阿波羅計劃-人類基因組計劃（合作、理想與現(xiàn)實） 1.3.7.7 “寂靜的春天”-京都議定書（環(huán)境保護(hù)、長遠(yuǎn)問題） 1.3.8 我之前的作文水平不高，6級作文53分，雅思作文6分，因此對作文還是有一定心理陰影。但我綜合水平不錯，語感很好（6級593，考研英語84，雅思7.5），感覺在準(zhǔn)備GRE作文的過程中得到了很大提高。 |
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8樓2010-06-28 12:30:11
★ ★ ★ ★
yuhuidavid(金幣+3):謝謝交流~ 2010-06-20 08:39:40
小小如(金幣+1):太不容易了～ 2010-08-17 18:32:19
yuhuidavid(金幣+3):謝謝交流~ 2010-06-20 08:39:40
小小如(金幣+1):太不容易了～ 2010-08-17 18:32:19
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2. 關(guān)于TS電子評分器 由于自己的作文基本沒有找別人改，自己心里面沒底，所以在考前1星期的時候花了13美元在ETS的官方網(wǎng)站上做了一次模考。 https://www.dxrgroup.com/cgi-bin/DxR_GRE/index.pl 感覺這個錢花的很值，因為�？疾粌H給了我信心，同時給我提供了很多有意義的信息。在這里我把自己的模考作文和ETS電子評分器的反饋發(fā)出來跟大家共享。 2.1 issue模考原文 Topic: Present your perspective on the issue below, using relevant reasons and/or examples to support your views. "It is important for higher education to challenge established traditions and values." Your Answer (Score: 5) We are all granted supreme talent and the ultimate goal of self-improvement is to reach our full potential and make best use of our talent. To achieve this, we have paid much attention to education, especially to higher education. This a controversial issue. In our education experience we emphasize our intellectual achievements. That is, we spare no effort to absorb and digest as much concrete knowledge as possible. A pursuit in intellect is nothing wrong. But educators should not simply pour truths and untruths into the minds of students. Students should also be taught how to develop interpersonal skills, how to collaborate with others, how to build self-confidence, how to stand up and draw lessons from failures, and the most important, how to think critically and independently. In modern times we find this world filled with conflicts almost in all aspects. A person who fails to think independently and critically can hardly get on well in the society. There are established traditions and values. Most people just accept and adhere to them passively. Few have courage and confidence to challenge them. Human beings have created unprecedented material civilization but fall ragged in spirit. If we just follow exactly the same traditions as our forefathers did, dare we say that we have made much progress? I am afraid not. Admittedly, modern trditions and values are established through the long history of human beings. They have their merits since they have laid the moral and ethic foundations of the society. But a close and thorough examination reveals that in all times of human history, there were conflicts between established traditions and new ideas. Just think of abortion. One century ago it was generally considered as ignoble and immoral. But in modern society an increasing number of people do not think so, although it is still controversial. Actually conflicts between establish values and new ideas come into being as a result of the improvement in material civilization and the lagged intellectual civilization. To settle these conflicts, the best way is to resort to education. The true value of higher education lies in that it equip people professional skills and indispensable courage and confidence to challege traditions and values. Thus people can make their own choice. Take my personal experience as an example. When I was a university student, I was specialized in biology. In the class of genetics my teacher always talked about genetic technology. The most impressive thing was that once he raised such a question (and I paraphrase) :" Do you think the development and application of genetic technology conflict with human morality?" We had discussed about this for a whole class, and finally almost all of us agreed that although it was difficult to predict the consequences of genetic technology, it seemed that the benefits outweighed the costs. And so long as we could make rational use of this magic power, we could benefit much from it and avoid trouble. But restrictions on some areas, such as human cloning, should be established. Our idea conflicted with the established value that it is wrong to develop and make use of genetic technology, but we all believed that we were right. This experience has convinced me that students as colleges or univesities should be encouraged to challenge established traditions and values. Although individual activities cannot lead to much change in the tradition, the joint efforts and combined result is conspicuous. 2.2 argument�？荚� Topic: Discuss how well reasoned you find this argument. Six months ago the region of Forestville increased the speed limit for vehicles traveling on the region's highways by ten miles per hour. Since that change took effect, the number of automobile accidents in that region has increased by 15 percent. But the speed limit in Elmsford, a region neighboring Forestville, remained unchanged, and automobile accidents declined slightly during the same six-month period. Therefore, if the citizens of Forestville want to reduce the number of automobile accidents on the region's highways, they should campaign to reduce Forestville's speed limit to what it was before the increase. Your Answer (Score: 5) I find this argument problematic. The author has committed several serious fallacies in reasoning and his/her recommendation is unwarranted. To begin with, the author fails to make a distinction between accidents in the region and those on the highways. He/She just mentions that the number of automobile accidents in the region of Forestville has increased 15 percent but does not tell us whether the number of accidents on the highways increased. Thus it is entirely possible that there were the same number of accidents on the highways but accidents happened in other regions of Forestville rocketed dramatically. Consequently the author should not conclude that the increased number of accidents is a result of the change in speed limit. Even if we accept that the number of accidents on the highways of Forestville did increase, the author still fails to convince us that the increase could be exclusively attributed to the change in speed limit. There are many other factors that can result in more accidents. For example, it is possible that after the change took effect, the highways in Forestville have been much more heavily used than ever before and it is therefore not strange that the number of accidents increased. It is also possible that the increase of accidents is due to some changes in climate. Without ruling out these possibilities the author could not draw a sound conclusion. In addition, the analogy drawn between Forestville and Elmsford cannot give strong support to the author's conclusion that it is the different speed limits on highways that give birth to different accident numbers. There is no information concerning the similarities and differences between these two regions. It is not impossible that these two region vary dramatically in climate and terrain. It is common sense that climate and terrain are closely related with accidents. Thus the analogy drawn between Forestville and Elmsford is unconvincing. Last but not least, six months may not be long enough to guarantee the reliability of the statistics cited by the author. Maybe drivers need a longer period of time to get accustomed to the change in speed limit on highways. Maybe most car accidents occurred in winter and the six months used for statistics happened to include winter. Thus the statistics cited by the author are not so cogent. Perhaps the author could find the accident number on the highways of Forestville remains steady or even falls throughout a longer period of time. In conclusion, the author's viewpoint, though seemingly well-supported, is not persuasive as it stands. To strengthen the argument, the author should prove that it is the increased speed limit that caused the increased accident number with more concrete and specific evidences. 2.3 關(guān)于模考的總結(jié) 機(jī)器評分器的評分標(biāo)準(zhǔn)主要包擴(kuò)了五個方面： 1. Grammar： 1.1 Fragments 句子要結(jié)構(gòu)完整 1.2 Run-on sentence 句子要有適當(dāng)?shù)耐ｎD和連詞，或者拆成幾個句子 1.3 Proofread this 拼寫或者其它錯誤造成句子歧義 1.4 Subject-verb agreement 主謂一致 2. Usage 2.1 Preposition error 介詞錯誤 2.2 Confused words 引起歧義的詞 2.3 Missing or extra article 缺少或者多余的冠詞 3. Mechanics 3.1 Spelling 拼寫錯誤 4. Style 4.1 Too many sentences beginning with coord. conj. 以and、but、or開頭的句子適當(dāng)和上一句合并 4.2 Too many short sentences 短句太多 4.3 Repetition of words 同義詞替換 5. Organization and development 5.1 Thesis statement 第一段闡明全文主題，暗示全文結(jié)構(gòu) 5.2 Main ideas 每段第一句總起該段，圍繞主題 5.3 Supporting ideas 全段圍繞主題句展開 5.4 Transitional words and phrases 適當(dāng)?shù)倪^渡詞 5.5 Conclusion 結(jié)尾段要點題深化 5.6 Introductory material 介紹背景與話題（開頭） 以上要點是電子評分器給我的反饋內(nèi)容的分類匯總�？梢钥闯銎鋵嶋娮釉u分器主要還是關(guān)注文章的謀篇布局及語法、拼寫的。我估計啟用電子評分器后閱卷人和機(jī)器應(yīng)該分別著重于思想和表達(dá)兩方面。說實話我�？嫉膬善魑膽�(yīng)該沒達(dá)到5分的水平，但在表達(dá)上沒有明顯的大問題，所以被評分器判了5分。 值得一提的是，兩篇文章評分器都統(tǒng)計分析了下列項目：Word Count • Sentence Count • Words per Sentence • Unique Words。其中尤為顯眼的是Unique Words一項。這似乎暗示ETS還是有一個高等詞匯的pool，而我們寫作的時候還是應(yīng)該適當(dāng)注意用漂亮的詞匯。有Word count一項則表明文章還是需要一定的長度。 3. 我的考場作文 很幸運(yùn)，我抽到的兩篇issue中一篇是不久前才寫過的，是政府應(yīng)該更關(guān)注當(dāng)前問題還是未來可能出現(xiàn)的問題（No。56）。另一篇issue我瞄了一眼，感覺很難寫，沒多想就選政府那道題了，后來題目忘了……argument是蠑螈卵被紫外線傷害的那道，不難，應(yīng)該能得4分或者5分。 Issue我寫的很順利，整體文章思路和結(jié)構(gòu)與之前聯(lián)系的時候差不多，不過感覺考試的時候?qū)懙母茫恼聦哟我哺r明，我還是比較有信心沖5分。 附上我練習(xí)時寫的issue： 題目：ISSUE56 - "Governments should focus more on solving the immediate problems of today rather than trying to solve the anticipated problems of the future." 字?jǐn)?shù)：628 用時：00:45:00 日期：2010-1-21 11:29:31 I agree that some immediate problems should be concentrated on and solved as soon as possible. The anticipated problems of the future, however, should be paid as much - if not more - attention to as current problems did. It is reasonable to argue that many existing problems should be settled in a short time with the joint efforts of both governments and individuals. These problems, such as famine and disease, may threaten the stability of a society. Governments of all nations, states and regions at both national and local levels should therefore spare no effort to solve these immediate problems. The reason is obvious. Without stability, a society can hardly survive and thrive. If a government fails to satisfy the current needs of its people and fails to settle urgent social problems, it is dooms to failure and the society's future is gloomy. A perfect example concerns with the Soviet Union. Its government focused on the development of industry and military equipment but did not pay attention to immediate problems such as the shortage of food and other material needs of its people. Finally the Soviet Union got bankrupted and became the loser in its competition with America and other western countries. It it therefore of extreme significance for governments to focus on immediate problems of today. Concentrating on existing problems may ensure the survival of a society at current time, but this alone cannot guarantee the thrive of the society in the long run. If governments fail to take into account potential problems that may arise in the future and fail to take necessary steps to prevent them, then when these problems finally come true, it is quite possible that it is a bit late to solve these problems. We do not have to go back very far to see this. Just think of the environmental problems of today. Air and water pollution, depletion of ozone layer, deforestation and desertification, as well as the extinction of a overwhelming number of species are all the children of the ignorance and indifference of governments several decades ago. When Carson's "Silent Spring" got published, this book aroused much public response to environmental problems and protection. But just like many other governments in the world, the Whitehouse just sit back and did little for help. As environment deteriorates, the whole world began to recognize the seriousness of environment problems and turned to international collaboration and cooperation in the hope of solving these problems. Unfortunately almost all current strategies fail to make a significant different because the best time for settling environmental problems has already passed. Is not this a perfect case to demonstrate that government should also keep an eye on the anticipated problems of the future? Fortunately, governments seem to have drawn lessons from this experience. Nowadays one of the most controversial issues is the genetic technology. With this magic power people may settle various social problems - such as famine and disease. But governments all over the world are not too optimistic and people do not run into raptures at the mere mention of genetic technology. They have already stopped to think the potential negative impacts that genetic technology may bring to us in the future. Are we ** another Frankenstein? Have we opened another Pandora's Box? Is genetic technology another sword of Damocles? All these questions have been taken into consideration by many governments and a number of regulations on the development and application of genetic technology have been worked out. And I just feel glad that we have learnt from our past that anticipated problems of the future should also be cared about. In conclusion, governments should cast an eye on the immediate problems of today and keep another eye on potential problems of the future. |
2樓2010-03-01 14:16:14
3樓2010-03-05 07:19:11
4樓2010-04-15 09:27:54
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