“唛唛唛唛哒ger”通过精心收集，向本站投稿了7篇gre写作具体形式有哪些，下面是小编给大家带来的gre写作具体形式有哪些，以供大家参考，我们一起来看看吧!
篇1：gre写作具体形式有哪些
gre写作具体形式有哪些
gre考试写作主要包含两个不同的板块，具有不同的写作要求，具体区别如下：
1.Issue task(30min)，要求作者根据所给题目，完成一篇表明立场的逻辑立论文。
2.Argument task(30min)，要求考生分析所给题目，完成一篇驳论文，指出并且有力的驳斥题目中的主要逻辑错误。
gre作文issue题型特点分析
1. ISSUE作文为立论文，也就是平常大家所接触到的作文。先给一个题目或者观点，然后完全让考生自己发挥，最后要求考生写出一篇能够表现自身立场和观点的文章。
2. ISSUE作文自由度较高，在写作时只要能够具备明确的观点、逻辑论证结构，就能够得到一定的分数。
3. ISSUE作文的重点是提前准备，比较省力的备考方法就是先准备一些模板，然后根据情况套用。
gre作文issue题型特点分析
1. ARGU作文是驳论文，需要根据文章给出的题目进行驳论。考生自行发挥的空间，受到了一定限制，需要根据题目要求进行文章的写作。
2.天道grr备考攻略提示，驳论文重点在于驳，即找到题目本身存在的漏洞并进行攻击。由于题目中往往存在许多漏洞可供考生使用，考生需要明确自己需要驳论的主要观点，并安排好逻辑结构针对这个观点层层深入，切忌四处开花，每个漏洞都写上两句，最后文章整体却缺乏深度的写法。
3. 驳论文想要提前准备模板比较困难，考生应更加重视对于驳论文思路和架构的练习，通过看题目然后自己“找茬”的方法来锻炼好逻辑思维能力。
如何应对GRE写作考前焦虑
一、吃饱喝足
吃饱喝足之后，心情激荡啊!然后我们要学会利用这个时候的心理动态来更好地进行写作。
“吃饱喝足”指的是调整生理状态，使得“革命的本钱”在很长一段时间处于平衡状态。当然如果能把一部分“本钱”存进银行供不时之需就更好了。
本人在AW备考过程中出现了“透支”状态。考前开始感冒，咳嗽不停，并一度发烧到39度。试想，在一个安静的教室里，你不停地咳嗽，别人怎么受得了，自己又怎么受得了。既因为打扰其他人而内疚又影响自己写作心情。
本以为挺几天，感冒自己就会好，可放任不管与超负荷写作使得身体愈来愈差，并一度发烧到39度。无奈之下，求助于校医院。我一个人躺在输液室，盖着自己带来的外衣，左手被针束缚着，右手拿着I130的资料(恰好当天是本人的第一篇ISSUE)。
不习惯躺着看书的我，想办法往床头挪了挪，可就是这一挪，使得针头跑出血管，进入皮下组织，然后左手手腕肿得像个馒头!当时的痛苦只有自己知道，当时的痛苦还来自于ISSUE的打击：什么是SOCIALIZATION? 什么是BETTER SOCIETY? 一个用中文都难以述说的领域，更何况还要用英文呢?对自己说，看资料看资料，结果资料在写什么也看不懂……
GRE的写作本来就是一个难产的过程，充满一定折磨与痛苦。为了更好地应对这些预期与非预期的痛苦，我们一定要将身体养好，至少保证我们具备写作的客观条件之一，也是必要条件之一。一切GRE活动都是建立在比较健康的身体条件之上，而身体条件的必要因素又来自能量的摄入，因此，“吃饱喝足”很重要!!
二、应对写作焦虑(Coping with Writing Anxiety)
1.写作焦虑(Writing Anxiety)
在没有看下文前，本人先说说自己的Anxiety，主要是在ISSUE的写作中，对题目有一定的恐惧感。可能这些Anxieties也困绕着很多考生。
第一，不一定能揪出正确的关键字。
比如，221“The chief benefit of the study of history is to break down the illusion that people in one period of time are significantly different from people who lived at any other time in history.” 正确的关键字决定了写作是否会跑题。
第二，即使揪出合适的关键字，在第一反应期内也不一定有话可说。
比如，130“How children are socialized today determines the destiny of society. Unfortunately, we have not yet learned how to raise children who can help bring about a better society.” 对于理工科的GF来说，平常的教学中忽视此类文科性知识是比较常见的。现在突然拿到”socialization” “better society“以及”education”，经常会出现大脑断电或短路，接下来的写作又从何说起?!
简而言之，担心自己对一问题会有看法，但不知道怎么去论证这一看法，更不要说让我们的论证persuasive, insightful.
第三，成人思想，婴儿表达。
即使有话可说，也不一定是ETS想要看到的话，有可能是会出现“成人思想，婴儿表达”。自己看了都觉得恶心，更不要说让professors来欣赏了。在ARGUMENT的写作中，主要担心没有把握A的逻辑链，develop深度不够，出现“强词夺理”的局面，而不是“晓之以理，动之以情”。
比如，17The following appeared in a letter to the editor of the Walnut Grove town newspaper.“Walnut Grove's town council has advocated switching from EZ Disposal (which has had the contract for trash collection services in Walnut Grove for the past ten years) to ABC Waste, because EZ recently raised its monthly fee from $2,000 to $2,500 a month, whereas ABC's fee is still $2,000. But the town council is mistaken; we should continue using EZ. EZ collects trash twice a week, while ABC collects only once. Moreover, EZ—which, like ABC, currently has a fleet of 20 trucks—has ordered additional trucks. Finally, EZ provides exceptional service: 80 percent of respondents to last year's town survey agreed that they were 'satisfied' with EZ's performance.”
这道题的分析，在寄托上有比较详细的讨论，请自行查找。
2.如何克服Anxiety
Many situations or activities, such as writing, taking tests, competing in sports, or speaking before a large audience, may make us anxious or apprehensive. It's important to remember that a moderate level of anxiety is helpful and productive. That flow of adrenaline is a natural response that helps get us ready for action. Without it, we might not perform as well.
--a moderate level of anxiety is helpful and productive.
-- helps get us ready for action
看到这个短语，本人心情澎湃啊!汉语有云“变压力为动力”!这说明什么，说明我们上面提到的Anxiety是有好处的滴，而且可能是大大滴，当然前提是我们具备“变‘废’为宝”的心理素质与操作能力。
必要的anxiety可以使我们认识到“我还有好多东西不懂”，触发紧张感，加快做事速度，以尽可能短的时间去搜索相关资料，并尽可能地解决问题，无形中提高时间利用率。这也就是”helpful and productive”的原因之一。
--If we let our anxiety overwhelm us, it can cause problems. If we control that anxiety, however, we can make it work for us.
印证了“如果我们不把GRE折磨得死去活来，就是GRE把我们折磨得死去活来!”。面对写作中的困难与压力，有两种选择：被他们打倒，从此与GRE很难再续前缘;以“你可以消灭我，但不可以打败我”的精神信念恰当地处理，或许等待我们会看到“夕阳无限好”!
综上所述，身体是革命的本钱，在新GRE写作考试前要注意把身体养好，调整好心态，克服焦虑心理，将压力化为动力，查漏补缺，争取在考场上将自己所复习的知识全部拿出来，完胜新GRE考试!
GRE作文常用特色词汇汇总
1. basic framework /基础框架
2. efficiency in school management /学校管理的效率
3. coordinated and balanced program of development /计划发展的协调与平衡
4. input in education /教学投入
5. optimize the teaching staff /优化师资队伍
6. communal participation /公共参与
7. incoming labor force /引进劳动效力
8. pre-service education /预备服务教育
9. undergo job-specific training /经历明确的职业培训
10. enhance the moral awareness of…… /增强…道德观念
11. professional ethic /职业道德
12. key disciplinary areas/ priority fields of study /关键学科领域/研究的重点领域
13. short 2- to 3- year higher education两到三年的短期高等教育
14. literacy class /文化阶层
15. age bracket /年龄段
16. inculcate教育
17. school-ager /处于上学年龄的人，学生
18. exhaustion of human resources /人力资源的枯竭
19. school dropout/ leaver /辍学者
20. foundation /基础(教育)
篇2：GRE写作：具体分类
GRE写作：具体分类
1. 只分了大类，可操作性差。比如XDF的分类，总共就只有8个，但是光写8篇作文又肯定是不够的。这就需要我们每一类下面还要根据写法和内容而具体分成各种小类，以达到一个小分类只写一篇的目的。笔者在手头资料的基础上，总结出涵盖了ISSUE全部题库的23个小类。在复习的时候，大家最少只要写20-23篇作文就可以完成ISSUE作文题库全覆盖的复习任务了，既放心又省力。
2. 分类中的题目描述过于啰嗦，不便于一眼看出题目的联系。市面上GRE的复习材料已经这么多，在复习的时候我们应该更多地做减法。比如作文这里，既然在网上就能很方便地找到翻译好的题库，又何苦在每个分类里把双语题目都打进去?但是只放题目，不放题号的话，又容易漏题出错，更不利于复习。笔者的解决方案，是在大类上体现出这一类的共性，题号后面则用中文简练地总结这一道题目的特性。
3. 分类不完整，或者题号有错误。这是最致命的错误。我最初在练习的时候，就随便选了一个题库，开始准备提纲。结果准备到一半，忽然发现分类题库里有很重要的几道高频没包括进来，又有几道题由于题号错误而分错了类。一怒之下，笔者对着ETS官网上的作文题库编号一道一道地把手里的作文题号和题目对清楚。这绝对是市面上最完整的ISSUE作文分类，没有之一!
分类开始：
近期长期
A.一举成名 OR 踏实努力?
年轻人 51、71
先做后想 61
政府 19
研究者 129
B.经济发展 VS 环境/文化艺术
法律保护保护区 10、125、148
濒危物种 31、63、67
历史遗迹 119
教育
大学教育：
A. 应该政府出钱 12、25
家长应该在学校多花时间 81、95
B.多样性
学生应该出国留学 82、97、100、123
学生应该多选副科 13、46、70、102、112、140
教师应该出去工作V.S.只教学 73
教师薪水应当与学生成绩挂钩 30、83
编制课程：
政府应当统一课程 6、14、96、116
应当按学生兴趣设置课程 40、47、90
应当注重知识还是想象力? 54
想象文学、105知识>经验、106、126
特殊教育： 天才是否应当设置特殊课程 37
C.教育的目的
解放思维 17、68
GRE写作满分范文赏析
“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.”
In today's society, there is too much emphasis placed on students desires rather than their needs. The students of today should have to study what is presented to them, rather than what is desired by them. Students are searching for the easy way out, and educators' are supplying them with that. Students should not only be presented with mandatory curriculum, but the educators should strive to insure that each individual student truly gains from their education, rather than just breezing through it.
It is vital to the continued success and expansion of the United States, that the young people be challenged in their curriculum and be encouraged to succeed in all that they do. The educators should determine a more strenuous curriculum, and enforce it at an earlier age. Thus, the young people of today will expect to be challenged, rather than avoiding it. Students have the easy way out, and they are not truly giving all that they can. There is so much potential that is just waiting to flourish, but it is the educators' reponsibility to tap into that potential.
In conclusion, it is the educators responsibility to enforce curriculum and than raquesting it. Students should be challenged and expect curriculum that will eventually lead them to a path of success.
COMMENTARY
This brief essay is flawed by its generalities, repetition, and limited development. The central thesis -- that it is the burden of educators to teach what they believe is necessary and that our educational system should not allow students to “breeze through” the educational system -- is not adequately supported. The middle of the essay merely repeats much of what was said in the introduction. The writer discusses the concepts of students' potential and educators' responsibilities in only the most general terms.
The two-sentence conclusion simply repeats earlier discussion and does not sufficiently tie together and comment upon the earlier discussion. To earn a score of 4, this essay would need to provide specific reasons and examples that more adequately develop its main points.
Also, the phrasing is often vague (“giving all that they can” and “path of success”), and the syntax is at times poorly controlled (“young people of today will expect to be challenged, rather than avoiding it.”) Still, the problems are not severe or frequent. For all of these reasons, this essay received a 3.
GRE写作满分范文赏析
“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 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.
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 in order to gain the interest and attention of the students. However, too much of any one thing becomes problematic; 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.
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. 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?
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.
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, where students are taught to thinkon their own, and learn to debate and argue in a scholarly way, through writing and other formal methods of discourse. Group collaboration 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. What is important is that secondary students develop and grow in the hands of the professionals.
The secondary educational experience is designed to prepare a student for college. It is in college where the individual learns to examine the world and how it works, and the individual's place in it.
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. 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. That distinction, 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
COMMENTARY
This is an insightful, well-articulated discussion of curricular responsibility and the larger issue of academic responsibility. After a brief introduction examining assumptions implied by the topic, the writer skillfully develops the position that letting students dictate the curriculum could dilute the educational experience. Allowing students to determine the curriculum, the writer claims, will deny them the guidance and direction they need to learn academic responsibility.
The line of reasoning is strengthened by the discussion of how teachers and students can work in partnership to satisfy the needs of students. The argument is further advanced with concrete examples from high school courses showing how teachers provide guidance for students through group collaboration, development of interpersonal skills, and preparation for college. The examples are varied (from condom use to reading Angelou, Yeats, or Euripedes) and used effectively to further support the writer's position.
In the conclusion, the writer thoughtfully discusses how educators should not only determine the curriculum but present it in an enlivened and appropriate manner. The final sentence, contrasting a “self-destructive course of premature self-determination” and “a cooperative, mentoring relationship,” ties the essay together.
The essay is clearly organized, although the writer does not rely on conventional phrases (such as “first,” “second,” etc.) to signal the organizational structure. Instead, the organization and focus progress through the line of reasoning that moves fluently and coherently from one paragraph to the next.
Language use is generally precise and effective (e.g., “holding royalty accountable to the mob”), and sentence structure is well controlled (e.g., “hard work must be lauded, while freeloaders are punished”). The few errors are minor, the kind that can easily be made -- and forgiven -- under testing conditions.
This outstanding response received a score of 6.
篇3：面试具体形式
个别面试
在这种形式下，一个应招者与一个面试人员面对面地交谈，有利于双方建立较为亲密的关系，加深相互了解，但由于只有一个面试人员，所以决策时难免有偏颇。
小组面试
通常是由二、三个人组成面试小组对各个应招者分别进行面试。面试小组可由人事部门及其它专业部门的人员组成，从多种角度对应招者进行考察，提高判断的准确性，克服个人偏见。
成组面试
通常由面试小组（由二、三人组成）同时对几个应招者（最好是五到六个）同时进行面试。在面试人员的引导下，完成一些测试和练习。在这个过程中，对应试者的逻辑思维能力、解决实际问题的能力、人际交往能力、领导能力等进行测试，以便于做出用人决策。
电话面试
电话面试是一种通过手机、固话等通讯工具对面试者进行考核和筛选的面试渠道，
采用的是不亲身接触、仅通过言语传递信息来了解面试者的身份、简历、应聘职位和应聘能力的方式。 电话面试注意事项： 1.当接到面试电话通知时，一定要问清楚应聘的公司名称、职位、面试地点(包括乘车或开车的路线)、时间等基本信息，最好顺便问一下公司的网址、通知人的姓名和面试官的职位等信息。这里提醒大家，尽量按要求的时间去面试，因为很多企业都是统一面试，如果错过机会可能就错失了。 2.上网查一下该公司的相关背景和应聘职位的相关情况。 3.公司背景包括企业所属行业、产品、项目、发展沿革、组织结构、企业文化、薪酬水平、员工稳定性、发生的`关键事件等，了解越全面、深入，面试的成功率就越高，同时，也有助于对企业的判断(人才和企业是双向选择的关系)。 3.应聘职位情况包括应聘职位的职位名称、工作内容和任职要求等，这一点非常重要，同一个职位名称，各家企业的要求是不尽相同的，了解越多，面试的针对性就更强。
篇4：GRE写作：开头结尾的具体技巧
新GRE作文Argue和issue不一样，开头结尾都有迹可循，这个也许是唯一能搞出模板的东西。考试的时候我都是一边写开头一边想错误。等开头写完了，错误也找全了。开头一般说，这文章标明，因为(照抄原文)，所以(原文)，作者于是得出结论(原文)。但是，作者论证的时候犯了一些错误(可以随便列举一个，比如证据不足)，如果能够注意以下几点，那么这篇文章能够更有说服力。
写到这儿都不用动脑子的。
结尾呢，也跟新GRE作文issue不一样。我们不一定要力求升华，毕竟不是立论文。就大概总结说，因为作者犯了错误一错误二和错误三，所以文章没有吸引力。如果作者能做到改进一，改进二和改进三，那么这篇文章就会更好了。(错误和改进都是之前写过的。所以无脑照抄，或者适当变脸，写上去就行了，字数也是大大的有。)
新GRE作文Argue写作挑错：
挑错怎么挑呢?反正我感觉，除了事实说明，比如有个城市叫A市，旁边有个B市这样的句子，基本每个句子都有错。这个我因为辩论的原因，难以传授什么秘诀。大家可能看几道题找找感觉就好了。本着质疑的态度，每句话都怀疑一下就可以了。再不行就幻想自己在网上和人对喷。对喷的时候，对方说的每句话你都恨不得直接拍桌子反对。有这样的气势就可以了。注意，每当出现样本调查，一定要抓住猛骂。质疑样本，质疑容量，质疑可信度，什么都能质疑。另外，每当出现类比和因果关系，也要质疑。这个只能大家随机应变了。要说逻辑培养也不是一天两天，GRE作文考的逻辑也很直白，一般找三个不是问题，实在不行看几篇范文就明白了。
新GRE作文Argue写作文段：
中间三段怎么放?我感觉，第二段一定要说个最大的问题。这个不一定要是全文最大的问题，而是各位感觉最大的。绝大多数情况下，最明显那个错，也是各位觉得最大的错，也就是全文最大的错。不是也没关系。因为各位感觉最大的错，各位有话说，那么第二段一定会很丰满，也基本不会出错，字数也拉上来了，妥了一半。
有人说这三段也能写出递进或者并列，我感觉写递进有点困难，因为错都差不多，还要花心思论证哪个错的多哪个错的少。我的习惯，大家可能借鉴一下。先写一个最大的错，然后再抓一个我觉得能论证好几句的错。剩下来的基本都是一两句可以提一提的错，比如证据不足啊，其他可能情况啊，那就都并到第三段，开头就说，除了上述两点，还有一些细节问题可以注意。然后随便抓两三个说一说，凑成一段。
最后结尾也说，作者有错误一，错误二，以及上文提到的细节(problematic details mentioned above)，如果能有改进一改进二点点点，就点点点了。
具体每段论证，我的习惯是先说错误，然后说为什么错，最后说如何改进。这就成了逻辑严密的一段。
GRE写作满分范文赏析
The following is taken from a memo from the advertising director of the Silver Screen Movie Production Company.
“According to a recent report from our marketing department, fewer people attended movies produced by Silver Screen during the past year than in any other year. And yet the percentage of generally favorable comments by movie reviewers about specific Silver Screen movies actually increased during this period. Clearly, the contents of these reviews are not reaching enough of our prospective viewers; so the problem lies not with the quality of our movies but with the public's lack of awareness that movies of good quality are available. Silver Screen should therefore spend more of its budget next year on reaching the public through advertising and less on producing new movies.”
Americans are spending millions of their hard earned dollars to see the latest theatrical productions, and we here at Silver Screen want to exploit our share of that profit. Surveys have proven that our movies are better than ever, but yet our attendance is lower than ever. This finding screams one shortcoming: advertisement.
Try to think of the last movie you remember. The movie which probably leaps into everyone's mind is Independence Day. Why? Certainly not because of the actual film, but because of all the 'hype' which the movie received. Furthermore, this grand production paid off big for the production company.
Does anyone that you know drive by the theatre just to see what is playing and then pick a film based on the catchiness of the title? No. Viewers buy tickets for movies which they have seen effectively advertised on television and radio.
Not only must Silver Screen advertise more, but we must advertise when it really counts: Monday Night Football, the evening news, awards shows, etc.
Everyone has heard the saying, “you must spend money to make money”, and it is proven true in this industry.
From a completely economical standpoint, the ad is actually more important than the film itself. Consumers are compelled by the preview and buy a ticket. I am not suggesting that we compromise the integrity of our films, but I cannot overstate the importance of this decision.
Therefore, I submit that the Silver Screen Production Company attempt to secure 30% of the fiscal budget for advertisement. It will be the best money you have ever spent.
Commentary
The writer of this seriously flawed response has adopted the position that she or he works for Silver Screen and that it is her or his job to present in expanded form the fallacious reasoning of the argument. In so doing, the writer turns the argument task into an issue-like discussion. The writer presents no analysis of the argument.
The paper is characterized by a series of undeveloped paragraphs, yet there is some variety in syntax and there is adequate control of both language and the elements of writing. However, even though the writing may be typical of a 4 score level, the absence of any kind of critique requires a score of 2.
GRE写作满分范文赏析
The following is taken from a memo from the advertising director of the Silver Screen Movie Production Company.
“According to a recent report from our marketing department, fewer people attended movies produced by Silver Screen during the past year than in any other year. And yet the percentage of generally favorable comments by movie reviewers about specific Silver Screen movies actually increased during this period. Clearly, the contents of these reviews are not reaching enough of our prospective viewers; so the problem lies not with the quality of our movies but with the public's lack of awareness that movies of good quality are available. Silver Screen should therefore spend more of its budget next year on reaching the public through advertising and less on producing new movies.”
This argument states the problem but the conclusion is not compatible to the rest of the statement.
Silver Screen recognized that fewer people attended movies in the studied year. I would recommend that they find out if this was happening with the entire movie market. It might of have been a poor year for movies for all movie companies.
Silver Screen recognized that of the movies that they did, they received favorable reviews. It should be concluded that they are doing well with the movies that they are making. Obviously, they are on track with the consumer in what they are producing.
I understand the conclusion that more people need to be exposed to the movies available for viewing. The last statement focuses on the fact that advertising needs to be increased, but does it by cutting production costs. This is wrong, instead of continuing what is working the company plans on focusing on advertising while taking away from producing. The consumers like the movies they make. If Silver Screen focuses their funds with advertising, producing funds will suffer. It will not matter how much advertising is done, if it is a poorly produced movie, nobody will want to go? Eventually, Silver Screen will get the reputation of producing bad movies. There has to be some compromise which doesn't hurt producing costs.
Commentary
This response is flawed. It makes two points, the first of which is undeveloped (paragraph 2) and the second of which (the remainder of the essay) is mainly discussion rather than analysis, although some meager analysis is present. The author also offers a questionable assumption of his or her own in stating in paragraph 4 that “the consumers like the movies they make.” Overall, there is nothing incisive or convincing in this paper. It is loosely organized and not well developed.
The response is clear; what errors there are never interfere with a reader's understanding, but there are frequent minor errors in language, syntax, and punctuation.
For all of these reasons, the response is clearly limited and deserves a score of 3.
篇5：书信形式写作
，
(1)一片中文的祝贺信，祝贺某男当了某公司xx
(2)两篇英文的.，一是说有事不能应邀，派别人去;另一篇是讨债的，7天不给钱就走人(主要考business letter格式)。
篇6：自我介绍的具体形式
自我介绍的具体形式
自我介绍时应先向对方点头致意，得到回应后再向对方介绍自己的姓名、身份、单位等。自我介绍的具体形式：
1、应酬式：适用于某些公共场合和一般性的社交场合，这种自我介绍最为简洁，往往只包括姓名一项即可。
“你好，我叫张强。”
“你好，我是李波。”
2、工作式：适用于工作场合，它包括本人姓名、供职单位及其部门、职务或从事的具体工作等。
“你好，我叫张强，是金洪恩电脑公司的销售经理。”
“我叫李波，我在北京大学中文系教外国文学。”
3、交流式：适用于社交活动中，希望与交往对象进一步交流与沟通。它大体应包括介绍者的姓名、工作、籍贯、学历、兴趣及与交往对象的某些熟人的关系。
“你好，我叫张强，我在金洪恩电脑公司上班。我是李波的老乡，都是北京人。”
“我叫王朝，是李波的同事，也在北京大学中文系，我教中国古代汉语。”
4、礼仪式：适用于讲座、报告、演出、庆典、仪式等一些正规而隆重的场合。包括姓名、单位、职务等，同时还应加入一些适当的谦辞、敬辞。
“各位来宾，大家好！我叫张强，我是金洪恩电脑公司的销售经理。我代表本公司热烈欢迎大家光临我们的展览会，希望大家……。”
5、问答式：适用于应试、应聘和公务交往。问答式的自我介绍，应该是有问必答，问什么就答什么。
“先生，你好！请问您怎么称呼？（请问您贵姓？）”
“先生您好！我叫张强。”
主考官问：“请介绍一下你的基本情况。”
应聘者：“各位好！我叫李波，现年26岁，河北石家庄市人，汉族，……。”
篇7：GRE写作结尾参考
GRE实用结尾模板参考
GRE两篇作文结尾写法分享
1. GRE ISSUE作文结尾怎么写?
ISSUE的结尾段最大的作用就是起到结构完整的作用，由于时间的紧迫性，不需要在额外添加新的观点。
1)总结升华例句的方法:To sum up, given the reasons mentioned above, we may safely come to the conclusion that…. not only because…, but also because…, but it depends on...
2)重申立场强调论点的方法：In sum, I concede that….Nonetheless, to some extent…, the speaker's claim overrates/underrates the importance of sth…. In the final analysis, the optimal approach, in my view, is a balanced one that ….
2.GRE Argument作文结尾常用写法介绍
Argument结尾跟issue不一样，不需要升华主题，只需要从对作者错误改进方面着手。
1)结论不完善，需要增添其他方向：Finally, the argument fails to consider …(有更好的办法实现目标). Perhaps by…(办法一)，or by (办法二)， (对目标进行展望) In short, without weighing the suggestion against alternatives, it is unconvincing that (说明提供的方案不好)。
2.叙述题干中的两种逻辑错误：The memo also makes two hasty assumptions about …(说明两个猜想相关的内容). One such assumption is that …(第一个猜想的情况说明).。It is entirely possible that …(反例). Another assumption is that(另外一个错误的猜想) Common sense informs me that (反例)
GRE作文结尾段要点分析
从结尾段的作用来看，结尾段内容对于文章的整体质量有很重要的影响，其写作不能随心所欲，需要按照一定的写作标准来进行，不然很容易适得其反。GRE写作结尾段注意事项包括以下几个方面：
1. 总结全文式
总结升华类的结尾段，一般都需要使用“in conclusion ，to sum up， in brief”等词汇来进行概括总结。
2. 提出建议式
建议及提出展望类的结尾段，一般需要使用虚拟语气，例如，Obviously，it is high time that we took some measures to solve the problem，来增加文章写作氛围。
3. GRE做完结尾段写多少字?
结尾字数不要刻意堆砌，只需要点出文章主题即可。切忌洋洋洒洒使得结尾冗长又啰嗦，这样反而会弄巧成拙，不利于写作获得高分。
GRE写作：高分必备技巧
一、找准主题，集中突破
一个好的主题，通常都是采用滴水映海洋，粒沙藏世界的手法。从一滴水里能看到大海的样子，从一粒沙中能展现整个世界，这是多么地不容易呀!但是，好主题通常就是这样表达出来的。每位GRE作文考友专业背景、准备时间与英语基础各不一样，在作文中面临的问题当然也不一样：有些是语言和思想都很出色，有些是有思想但表达不出来，有些是英语好但思路打不开，一个作文小组只有几个人或者十几个人，就能够看出这些差别来，用一种统一的方法来进行准备，未必对每个人都意味着高效率。
二、避免低效率低水平
写作能力很强的同学，通常的一件事会把握怎样写，如何写，哪些该祥，哪些该略，哪些该修饰，哪些该平白，驾驭文字的功夫很是了得。文采不是每个人天生就有的，它是一个逐步积累、逐步升华、逐步成熟的过程，需要去大量阅读、长期积累、心灵感悟、凝练提取的再创造本领，这要在日常学习中逐步提高，很多GRE作文考友干劲十足，一天一篇issue或者argument，但如果基本问题不解决而沉溺于题海战术中，往往是事倍功半。即使GRE作文考友帮助你修改得很好，但你并不能透彻了解自己语法或者思维方式错误的根源在哪里，那就只能寄希望于把每一篇改过的都背下来然后在考试时碰上。如果记得不牢或者根本没碰上，问题就大了。我喜欢实践-理论-实践这种螺旋式的进步方法，先找到问题，然后有针对性地进行系统性的学习，打好基础;感觉有提高了再来实践，再发现问题再提高。
三、重点准备GRE作文提纲
这一点是承接第二点的。题海战术有两个问题：一是没有解决根本问题，二是机会成本过高。所谓机会成本，就是你花的时间过多，而这些时间本来可以用来做更有意义的事情，比如说记单词，学习语法或者看书开拓思路。设想你英文很差，但你写作很努力，在考试时又碰上了写过的题目，你的作文得了5分以上，但verbal只有300多分，人家一眼就能看出你的真实水平。所以我觉得在打基础的同时，要把重点放在提纲也就是思路的准备上。
四、选择性地练习实战写作
试想一下，如果你在考试时面对题目，最可能使你心慌的是什么?那可能就是这道题没见过，不知从哪下手;如果你想过了，即使你没写过，你也不会太紧张。我备考时只写了两篇issue和两篇argument，时间主要花在熟悉题目上，argument看得少一些，issue看了一半左右，有点轻敌了，如果全看的话就会更沉着。
GRE写作：如何拟定提纲
1、什么时候开始练习在模考时加入新GRE作文提纲?
比较适合的是在最后10天到一周的样子。因为这首先需要在一定高强度的写作练习之后，再者，需要对题目已经有了一定的把握。很多的提纲在之前都大体列过。然后在限时中加入提纲的写作。
2、用多长时间列GRE作文提纲?
我的经验是ISSUE总体比ARGU短。ISSUE大体要2-3分钟，ARGU怎么都要3分钟。可能要5分钟。
3、新GRE作文提纲里都要包含些什么?
对ISSUE来说，读第一遍题目时把关键词提出来，接着将核心话题列出来，根据这个话题开始一条一条列出你要写的东西;ARGU来说，因为题目比较长，所以读题的时间就要比前者长。
第一遍建议先把每一个意群讲的是什么简要提出来，排上序号;第二从这些小短句分析其文章结构和主要错误;第三把自己对错误的阐述顺序列出来。这样差不多是可以的了。
4、列GRE作文提纲的一些技巧
需要在练习中找到自己的记录法，哪种缩写是自己看得明了的。要记出来的摘要最后自己还要辨析几分钟。建议在平时列提纲的时候就有意识的做一下限定时间练习，看2-3分钟能不能把大体的框架列出来。
其他：我觉得如果正确掌握提纲的写法和时间分配问题，将是对于AW的核心实力的一种提高。对比于其他人，无论如何都是要略胜一筹的。
鼓励大家去积极尝试，发掘自己最适合的一套方法。我主要就是告诉大家，在45和30分钟内写两个提纲+ISSUE650和ARGU550+还剩平均3分钟时间检查，是绝对可以实现的。因为我自己就是例子。
GRE写作
★ GRE写作金句
gre写作具体形式有哪些（精选7篇）
