Gre寫(xiě)作是美國(guó)所有作文考試中時(shí)刻最長(zhǎng)而質(zhì)量要求最高的一類(lèi)作文考試，而在短期內(nèi)提高gre寫(xiě)作能力不是一天兩天可以完成額，所以我們?cè)趥淇?011新gre寫(xiě)作時(shí)必然要對(duì)問(wèn)題問(wèn)題深切的剖析，體味以下優(yōu)異范文的文章結(jié)構(gòu)，以提高新gre寫(xiě)作的整體分?jǐn)?shù)。
Thestatementaboveconcealsintestingconnotationsfarabovecurriculumdevelopment.Issuesofclassroomcontrolanddevelopmentofscholarlytalentsareatstake,notsimplyadebateoverwhichbooksareacceptableoroverrevisionisthistories.
Thestatementitselfisabitmisleadinginthatinmyexperience,studentcontrolovercurriculumhardlyexisted.Eachyear,therewerecertaincourseofferingsmadeavailable,andstudentsweretochoosefromthoseofferings,ofcoursebearinginmindrequirementsforgraduationsetforthbytheadministration.Onaclassroomlevel,theimmediate,initialmaterialmayhavebeensomewhatdirectedbythestudents,butthiswasapartoftheprocessallowedbytheteacher/professorinordertogaintheinterestandattentionofthestudents.However,toomuchofanyonethingbecomesproblematic;lettingstudentssetthecurriculum,aswithlettingstudentschooseanddesigntheirownmajorincollege,servesultimatelytodilutethequalityoftheeducationalexperienceunlessasingleadvisorcandevotesignificantamountsoftimetotheindividualstudent.Thisamountoftime,oreventheexpensetothestudentofthisindividualattention,seemtoindicatethatresourceswouldbebetterallocatedelsewhere.
Ofcourse,anyschoolinwhichthestudentsdecide"whatgoes"isboundtohaveproblemscontrollingstudents.Oncetheeducators,betheyadministratorsorteachers,areunderthecontrolofstudents,evenademocraticsituationwouldbelikeholdingroyaltyacountabletothemob.Presently,studentshearforhoursthattheyshouldnotforgettouseacondomintheheatofthemoment,andeducatorsthinkthemessagegetsthrough,whilehalfthekidscan’tevenremembertobringapenciltoclass.StudentsgotoschoolnottosimplylearnthePythagoreantheorem,buttolearndirectionandreceiveguidance.Thiscannotoccurwhenstudentsareincharge,andstandards,alreadyhardtofindinAmerica’scontemporarypublicschools,willbecomeunenforceable.Ifstudentsdictateandadministratorsdo,studentswillneverlearnacademicresponsibility,andiftheycan’tbeheldaccountableforhomework,whatotherresponsibilitieswilltheyavoidwhentheygetolder?
Butinanothersense,teachersandstudentsdoexistinapartnershipofsorts.Teachersaretheretosatisfytheneedsofthestudent,andthestudent,whileperhapsnotbeingthemostexperienced/knowledgeablepersononwhathis/herneedsactuallyare(versuswants),atleastshouldbeaffordedsomesay.Inaddition,wemustrememberwhatthepurposeofeducationis,andthattherearedifferentlevelsofeducation.
Inhighschool,thefocusisnotsomuchonlearningactualmaterial.Thefocusisondevelopingstudyhabits,andonsocialinteraction.Thebestsecondaryschoolspromoteanenvironmentinwhichindividualcreativityandpacingcanbedeveloped,wherestudentsaretaughttothinkontheirown,andlearntodebateandargueinascholarlyway,throughwritingandotherformalmethodsofdiscourse.Groupcollaborationandinterpersonalskillsaredevelopedandhoned.Theactualdetailsofwhatisstudiedandtestedisoflessimportance.WhetherastudentreadsMayaAngelou,orYeats,orEuripidesessentiallyisbesidethepointaslongasastudent’smindiscultivated,notjusttheirabilitytorecordandrecite.Whatisimportantisthatsecondarystudentsdevelopandgrowinthehandsoftheprofessionals.
Thesecondaryeducationalexperienceisdesignedtoprepareastudentforcollege.Itisincollegewheretheindividuallearnstoexaminetheworldandhowitworks,andtheindividual’splaceinit.
Asforduty,itistheeducators’dutynotsimplytodeterminethecurriculum,buttopresentiteffectively.Theycannothalf-heartedlypaintitontheblackboard,theymustenlivenitandactuallyteach.Hardworkmustbelauded,whilefreeloadersarepunished.Thesearethedutiesofteachers,andthedutyofthestudentsisnotjusttolearnorstudy,buttogrow.Anindependentmindiswhatstudentsneed,andthatmindhastobeinapositiontowantandbeabletoquestionbeyondthematerialpresented,notsimplytoquestionitslegitimacy.Thatdistinction,thoughsubtle,isthedifferencebetweenlettingthestudentsfollowaself-destructivecourseofprematureself-determinationontheonehand,andpermittingontheotherhandthefosteringofgreattalentsthroughacooperative,mentoringrelationship
COMMENTARY 轉(zhuǎn)自:考試網(wǎng) - [liuxue86.com/gre]
Thisisaninsightful,well-articulateddiscussionofcurricularresponsibilityandthelargerissueofacademicresponsibility.Afterabriefintroductionexaminingassumptionsimpliedbythetopic,thewriterskillfullydevelopsthepositionthatlettingstudentsdictatethecurriculumcoulddilutetheeducationalexperience.Allowingstudentstodeterminethecurriculum,thewriterclaims,willdenythemtheguidanceanddirectiontheyneedtolearnacademicresponsibility.
Thelineofreasoningisstrengthenedbythediscussionofhowteachersandstudentscanworkinpartnershiptosatisfytheneedsofstudents.Theargumentisfurtheradvancedwithconcreteexamplesfromhighschoolcoursesshowinghowteachersprovideguidanceforstudentsthroughgroupcollaboration,developmentofinterpersonalskills,andpreparationforcollege.Theexamplesarevaried(fromcondomusetoreadingAngelou,Yeats,orEuripedes)andusedeffectivelytofurthersupportthewriter’sposition.
Intheconclusion,thewriterthoughtfullydiscusseshoweducatorsshouldnotonlydeterminethecurriculumbutpresentitinanenlivenedandappropriatemanner.Thefinalsentence,contrastinga"self-destructivecourseofprematureself-determination"and"acooperative,mentoringrelationship,"tiestheessaytogether.
Theessayisclearlyorganized,althoughthewriterdoesnotrelyonconventionalphrases(suchas"first,""second,"etc.)tosignaltheorganizationalstructure.Instead,theorganizationandfocusprogressthroughthelineofreasoningthatmovesfluentlyandcoherentlyfromoneparagraphtothenext.
Languageuseisgenerallypreciseandeffective(e.g.,"holdingroyaltyaccountabletothemob"),andsentencestructureiswellcontrolled(e.g.,"hardworkmustbelauded,whilefreeloadersarepunished").Thefewerrorsareminor,thekindthatcaneasilybemade--andforgiven--undertestingconditions.
Thisoutstandingresponsereceivedascoreof6. 感謝您閱讀《歷年GRE考試Issue主題范文及評(píng)析25 》一文，出國(guó)留學(xué)網(wǎng)(liuxue86.com)編輯部希望本文能幫助到您。
Thestatementaboveconcealsintestingconnotationsfarabovecurriculumdevelopment.Issuesofclassroomcontrolanddevelopmentofscholarlytalentsareatstake,notsimplyadebateoverwhichbooksareacceptableoroverrevisionisthistories.
Thestatementitselfisabitmisleadinginthatinmyexperience,studentcontrolovercurriculumhardlyexisted.Eachyear,therewerecertaincourseofferingsmadeavailable,andstudentsweretochoosefromthoseofferings,ofcoursebearinginmindrequirementsforgraduationsetforthbytheadministration.Onaclassroomlevel,theimmediate,initialmaterialmayhavebeensomewhatdirectedbythestudents,butthiswasapartoftheprocessallowedbytheteacher/professorinordertogaintheinterestandattentionofthestudents.However,toomuchofanyonethingbecomesproblematic;lettingstudentssetthecurriculum,aswithlettingstudentschooseanddesigntheirownmajorincollege,servesultimatelytodilutethequalityoftheeducationalexperienceunlessasingleadvisorcandevotesignificantamountsoftimetotheindividualstudent.Thisamountoftime,oreventheexpensetothestudentofthisindividualattention,seemtoindicatethatresourceswouldbebetterallocatedelsewhere.
Ofcourse,anyschoolinwhichthestudentsdecide"whatgoes"isboundtohaveproblemscontrollingstudents.Oncetheeducators,betheyadministratorsorteachers,areunderthecontrolofstudents,evenademocraticsituationwouldbelikeholdingroyaltyacountabletothemob.Presently,studentshearforhoursthattheyshouldnotforgettouseacondomintheheatofthemoment,andeducatorsthinkthemessagegetsthrough,whilehalfthekidscan’tevenremembertobringapenciltoclass.StudentsgotoschoolnottosimplylearnthePythagoreantheorem,buttolearndirectionandreceiveguidance.Thiscannotoccurwhenstudentsareincharge,andstandards,alreadyhardtofindinAmerica’scontemporarypublicschools,willbecomeunenforceable.Ifstudentsdictateandadministratorsdo,studentswillneverlearnacademicresponsibility,andiftheycan’tbeheldaccountableforhomework,whatotherresponsibilitieswilltheyavoidwhentheygetolder?
Butinanothersense,teachersandstudentsdoexistinapartnershipofsorts.Teachersaretheretosatisfytheneedsofthestudent,andthestudent,whileperhapsnotbeingthemostexperienced/knowledgeablepersononwhathis/herneedsactuallyare(versuswants),atleastshouldbeaffordedsomesay.Inaddition,wemustrememberwhatthepurposeofeducationis,andthattherearedifferentlevelsofeducation.
Inhighschool,thefocusisnotsomuchonlearningactualmaterial.Thefocusisondevelopingstudyhabits,andonsocialinteraction.Thebestsecondaryschoolspromoteanenvironmentinwhichindividualcreativityandpacingcanbedeveloped,wherestudentsaretaughttothinkontheirown,andlearntodebateandargueinascholarlyway,throughwritingandotherformalmethodsofdiscourse.Groupcollaborationandinterpersonalskillsaredevelopedandhoned.Theactualdetailsofwhatisstudiedandtestedisoflessimportance.WhetherastudentreadsMayaAngelou,orYeats,orEuripidesessentiallyisbesidethepointaslongasastudent’smindiscultivated,notjusttheirabilitytorecordandrecite.Whatisimportantisthatsecondarystudentsdevelopandgrowinthehandsoftheprofessionals.
Thesecondaryeducationalexperienceisdesignedtoprepareastudentforcollege.Itisincollegewheretheindividuallearnstoexaminetheworldandhowitworks,andtheindividual’splaceinit.
Asforduty,itistheeducators’dutynotsimplytodeterminethecurriculum,buttopresentiteffectively.Theycannothalf-heartedlypaintitontheblackboard,theymustenlivenitandactuallyteach.Hardworkmustbelauded,whilefreeloadersarepunished.Thesearethedutiesofteachers,andthedutyofthestudentsisnotjusttolearnorstudy,buttogrow.Anindependentmindiswhatstudentsneed,andthatmindhastobeinapositiontowantandbeabletoquestionbeyondthematerialpresented,notsimplytoquestionitslegitimacy.Thatdistinction,thoughsubtle,isthedifferencebetweenlettingthestudentsfollowaself-destructivecourseofprematureself-determinationontheonehand,andpermittingontheotherhandthefosteringofgreattalentsthroughacooperative,mentoringrelationship
COMMENTARY 轉(zhuǎn)自:考試網(wǎng) - [liuxue86.com/gre]
Thisisaninsightful,well-articulateddiscussionofcurricularresponsibilityandthelargerissueofacademicresponsibility.Afterabriefintroductionexaminingassumptionsimpliedbythetopic,thewriterskillfullydevelopsthepositionthatlettingstudentsdictatethecurriculumcoulddilutetheeducationalexperience.Allowingstudentstodeterminethecurriculum,thewriterclaims,willdenythemtheguidanceanddirectiontheyneedtolearnacademicresponsibility.
Thelineofreasoningisstrengthenedbythediscussionofhowteachersandstudentscanworkinpartnershiptosatisfytheneedsofstudents.Theargumentisfurtheradvancedwithconcreteexamplesfromhighschoolcoursesshowinghowteachersprovideguidanceforstudentsthroughgroupcollaboration,developmentofinterpersonalskills,andpreparationforcollege.Theexamplesarevaried(fromcondomusetoreadingAngelou,Yeats,orEuripedes)andusedeffectivelytofurthersupportthewriter’sposition.
Intheconclusion,thewriterthoughtfullydiscusseshoweducatorsshouldnotonlydeterminethecurriculumbutpresentitinanenlivenedandappropriatemanner.Thefinalsentence,contrastinga"self-destructivecourseofprematureself-determination"and"acooperative,mentoringrelationship,"tiestheessaytogether.
Theessayisclearlyorganized,althoughthewriterdoesnotrelyonconventionalphrases(suchas"first,""second,"etc.)tosignaltheorganizationalstructure.Instead,theorganizationandfocusprogressthroughthelineofreasoningthatmovesfluentlyandcoherentlyfromoneparagraphtothenext.
Languageuseisgenerallypreciseandeffective(e.g.,"holdingroyaltyaccountabletothemob"),andsentencestructureiswellcontrolled(e.g.,"hardworkmustbelauded,whilefreeloadersarepunished").Thefewerrorsareminor,thekindthatcaneasilybemade--andforgiven--undertestingconditions.
Thisoutstandingresponsereceivedascoreof6. 感謝您閱讀《歷年GRE考試Issue主題范文及評(píng)析25 》一文，出國(guó)留學(xué)網(wǎng)(liuxue86.com)編輯部希望本文能幫助到您。