gre issue写作实例--触类旁通-智课教育旗下智课教育.pdf

智 课 网 G R E 备 考 资 料 gre issue写作实例--触类旁通-智课教育旗下智课教育 新GRE考试优秀写作范文帮助GRE考生在GRE作文上有重大突破！ 以下是智课教育考试规划师为广大GRE考生整理的优秀范文，考生可以 借鉴里面的短语、句子或思路，给自己的写作找一些思路和灵感。 gre issue写作实例--触类旁通 新GRE考试优秀写作范文帮助GRE考生在GRE作文上有重大突破!以 下是智课教育考试规划师为广大GRE考生整理的优秀范文，通过这些优 秀范文或是习作，考生可以借鉴里面的短语、句子或思路，给自己的写 作找一些思路和灵感。 题目： Students should memorize facts only after they have studied the ideas, trends, and concepts that help explain those facts. Students who have learned only facts have learned very little. 学生们在记忆知识的时候应该先学习有助于解释那些知识的理念、 潮流和概念。仅仅死学知识的学生是学不到什么东西的。 正文： The speaker makes a threshold claim that students who learn only facts learn very little, then concludes that students should always learn about concepts, ideas, and trends before they memorize facts. While I wholeheartedly agree with the threshold claim, the conclusion unfairly generalizes about the learning process. In fact, following the speakers advice would actually impede the learning of concepts and ideas, as well as impeding the development of insightfuland useful new ones. Turning first to the speakers threshold claim, I strongly agree that if we learn only facts we learn very little. Consider the task of memorizing the periodic table of elements, which any student can memorize without any knowledge of chemistry, or that the table relates to chemistry. Rote memorization of the table amounts to a bit of mental exercise-an opportunity to practice memorization techniques and perhaps learn some new ones. Otherwise, the student has learned very little about chemical elements, or about anything for that matter. As for the speakers ultimate claim, I concede that postponing the memorization of facts until after one learns ideas and concepts holds certain advantages. With a conceptual framework already in place a student is better able to understand the meaning of a fact, and to appreciate its significance. As a result, the student is more likely to memorize