2011gre issue写作优秀实例：触类旁通.pdf

智 课 网 G R E 备 考 资 料 2011gre issue写作优秀实例：触类旁通 新gre作文写作考察考生完成题目过程中是否能够融合批判性思维 和分析写作能力，以下是gre考试写作部分issue的优秀写作实例，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 the fact to begin with, and less likely to forget it as time passes. Moreover, in my observation students whose first goa