GRE写作冲高分请先写好结尾段

GRE写作提分切忌顾头不顾尾, 冲高分请先写好结尾段,快来一起学习吧，分享下面小编就和大家分享，来欣赏一下吧。

GRE写作提分切忌顾头不顾尾 冲高分请先写好结尾段

新GRE写作常见结尾1：自然结尾

随着文章的结束，文章自然而然地结尾。如“Fishing”(钓鱼)的结尾：

I caught as many as twenty fish in two hours，but my brother caught many more. Tired from fishing，we lay down on the river bank，bathing in the sun. We returned home very late。

新GRE写作常见结尾2：用反问结尾

虽然形式是问句，但意义却是肯定的，并具有特别的强调作用，引起读者深思。如“Should We Learn to Do Housework?”(我们要不要学做家务?) 的结尾。

Everyone should learn to do housework. Don’t you agree，boys and girls?

新GRE写作常见结尾3：首尾呼应，画龙点睛

在文章的结尾，把含义较深的话放在末尾，以点明主题，深化主题，起到画龙点睛的效果。如“I Cannot Forget Her” (我忘不了她)的结尾：

After her death，I felt as if something were missing in my life. I was sad over her passing away，but I knew she would not have had any reGREts at having given her life for the benefit of the people。

新GRE写作常见结尾4：含蓄性的结尾

用比喻或含蓄的手法不直接点明作者的看法，而是让读者自己去领会和思考。如“A Day of Harvesting”(收割的日子)的结尾：

Evening came before we realized it. We put down our sickles and looked at each other. Our clothes were wet with sweat，but on every face there was a smile。

新GRE写作常见结尾5:重复主题句

结尾回到文章开头阐明的中心思想或主题句上，达到强调的效果。如“I Love My Home Town”(我爱家乡)的结尾：

I love my home town，and I love its people. They too have changed. They are going all out to do more for the good of our motherland。

新GRE写作常见结尾6:指明方向，激励读者

结尾表示对将来的展望，或期待读者投入行动。如“Let’s Go in for Sports”(让我们参加体育运动)的结尾：

As we have said above，sports can be of GREat value. They not only make people live happily but also help people to learn virtues and do their work bettter. A sound mind is in a sound body. Let’s go in for sports。

上文就是关于GRE写作中一些常见结尾的汇总介绍，大家可以参考并学习一下，运用到自己的行文中，新GRE作文结尾没有一定的模式，所以大家也可以根据表达主题的需要灵活创造，写出适合自己的风格。

GRE Issue写作范文详细解析

Topic

The following is a letter to the editor of an environmental magazine："The decline in the numbers of amphibians worldwide clearly indicates the global pollution of water and air. Two studies of amphibians in Yosemite National Park in California confirm my conclusion. In 1915 there were seven species of amphibians in the park, and there were abundant numbers of each species. However, in 1992 there were only four species of amphibians observed in the park, and the numbers of each species were drastically reduced. The decline in Yosemite has been blamed on the introduction of trout into the park's waters, which began in 1920 (trout are known to eat amphibian eggs). But the introduction of trout cannot be the real reason for the Yosemite decline because it does not explain the worldwide decline."

Sample Essay

In this argument, the writer of the letter concludes that global pollution of water and air has caused a decline in the number of amphibians worldwide. To support his or her conclusion, the writer cites the results of two studies, seventy-five years apart, that purportedly show that the number of amphibians in one park in California, Yosemite National Park, have drastically declined. Additionally, the writer casts aside a given reason for the decline, stating that the introduction of trout to the park (who are known to eat amphibian eggs) does not explain the worldwide decline in the number of amphibians. This argument defies simple logic and suffers from several critical fallacies.

First of all, the argument is based on only two studies in one specific part of the world, Yosemite National Park in California. It is impossible to pinpoint a worldwide theory for the decline of amphibians based on any number of studies in only one specific location in the world - the specific varieties of amphibians, geographical conditions and other location specific variables prohibit such a sweeping generalization. One very specific location cannot be used as a model for all other locations, even within one particular country, let alone the entire world. The writer provides no evidenced whatsoever that links the Yosemite study with any purported effects anywhere else in the global environment.

Secondly, the two separate studies were done seventy-five years apart. There is no evidence that the two studies were conducted in a similar manner over the same duration of time or even over the same exact areas of Yosemite National Park, or that the exact same study methods were used. For example, perhaps the first study lasted over an entire year and was conducted by twenty-five experts in amphibious biology, resulting in the finding of seven species of amphibians in abundant numbers. By contrast, perhaps the second study was conducted over a period of one week by a lone high school student as a school science project. The writer offers no basis on which to compare the two studies, leaving it open as to whether the two are truly comparable in their breadth, scope and expertise.

Finally, the writer notes that the decline in the amphibian population has been blamed on the introduction of trout into the park's waters in 1920, but then dismisses that argument on the purely specious basis that it does not explain the worldwide decline. This part of the argument blithely dismisses the very relevant fact that trout are known to eat amphibian eggs. This attempt to "prove a negative" is the last resort of those in search of some vain attempt to prove the truth of the matter that they are asserting. It is basically impossible to "prove a negative"; this is an attempt to shift the burden of proof back on to the nonbelievers of the argument. The global environmental situation and that of Yosemite National Park are not perfectly correlated, and the fact that the trout may very well be responsible for the decline cannot simply be dismissed without further proof.

In summary, the writer fails to establish any causal relationship between global air and water pollution and the decline of amphibious life worldwide. The evidence presented is extremely weak at best and narrowly focuses on one tiny area of the globe, as well as putting forward as proof two studies about which almost nothing is known. For a stronger argument, the writer would need to directly put forth evidence associating air and water pollution with not only the decline at Yosemite but also throughout other areas of the world.(599 words)

[题目]

下述文字摘自一封致某环保杂志编辑的信函："全球两栖动物数量的减少明显标志着全球性水与大气的污染。对加利福尼亚州约塞米蒂国家公园内两栖动物所作的两项研究可证实我的这一结论。1915年公园内有七个物种的两栖动物，每一物种都拥有丰富的种群数量。然而，1992年，在公园内所能观察到的两栖动物物种仅为四类，且每一物种的种群数量已骤然下降。约塞米蒂公园动物数量减少被归咎于始于1920年的将鲑鱼引入公园水域的做法(众所周知，鲑鱼喜食两栖动物所产的卵)。但鲑鱼的引入不可能成为约塞米蒂公园动物数量减少的真正原因，因为它无法来解释全球范围内的动物数量减少。"

上文的内容非常详细，大家要好好利用它们，切忌生搬硬套，祝大家考出好成绩。

GRE作文可能用到的金句名言

KNOWLEDGE 知识篇

Activity is the only road to knowledge .

(George Bernard Shaw , British dramatist)

行动是通往知识的唯一道路 。 (英国剧作家 肖伯纳。 G.)

A free man obtains knowledge from many sources 1 besides books .

(Thomas Jefferson , American president)

一个自由的人除了从书本上获取知识外，还可以从许多别的来源获得知识。

(美国总统 杰斐逊 。 T.)

A great part to the information I have was acquired by looking up something and finding something else on the way 。(Adams Franklin , American humorist )

我的大部分知识都是这样获得的：在寻找某个资料时意外的发现了另上的资料。

(美国幽默作家 富兰克林。 A.)

If a man empties his purse into his head , no man can take it away from him , an investment in knowledge always pays the best interest .

(Benjamin Franklin , American president )

倾已所有追求知识，没有人能夺走它;向知识投资，收益最佳。(美国总统 富兰克林。 B.)

Imagination is more important than knowledge .(Albert Einstein , American scientist )

想象力比知识更为重要。 (美国科学家 爱因斯坦 A. )

Knowledge is power. (Francis Bacon , British philosopher )

知识就是力量。 英国哲学家 培根。 F.

The empty vessels make the greatest sound . (William Shakespeare , British dramatist )

满瓶不响，半瓶咣当。 (英国剧作家 莎士比亚。 W.)

EDUCATION 教育篇

And gladly would learn , and gladly teach .( Chaucer , British poet)

勤于学习的人才能乐意施教。(英国诗人，乔叟)

Better be unborn than untaught , for ignorance is the root of misfortune 。(Plato , Ancient Greek philosopher)

与其不受教育，不如不生，因为无知是不幸的根源。(古希腊哲学家 柏拉图)

Genius17 without education is like silver in the mine. (Benjamin Franklin , American president )

未受教育的天才，犹如矿中之银。 (美国总统 富兰克。 B.)

The roots of education are bitter , but the fruit is sweet .(Aristotle , Ancient Greek philosopher )

教育的根是苦的，但其果实是甜的。(古希腊哲学家 亚里士多德)

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