高分gre写作素材部分集锦 快快拿走!
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gre高分作文集锦整理提升GRE写作,自然离不开各种(范文)的学习和背诵。
学习啦为大家整理了高分的写作范文,具体对于大家的写作备考,有更好的关心。
下面就跟随我一起来看看具体的内容介绍吧!gre高分(作文)1Wisdom is rightfully attributed not to people who know what to look for in life but to people who know what to overlook.The quotation is certainly correct, insofar as it describes at least an element of wisdom. In other words, I do agree with the proposition, subject to the proviso that the achievement of wisdom may well also involve other traits or attributes.Having qualified my answer somewhat, I must endorse the principles put forth in the quotation. Overlooking -- or, perhaps, forgetting -- is a crucial skill one needs to master in order to navigate the often-treacherous paths of life without undue torment. From my own experience, and from observations of friends, family members and business associates, I am well aware of the pitfalls which await those who fail to overlook the petty, the unnecessary and the irrelevant.In modern America, as it happens, the importance of overlooking is probably greater than ever before. Even a person trying to lead a quiet, simple life encounters an endless stream of annoyances, errors and petty demands such as paperwork, filing numbers and taxes; long lines at the bank; exponentially aggravating traffic jams and sullen, uncooperative coworkers and neighbors. Those of us who cannot overlook such annoyances will invariably succumb to self-defeating dismay.The ability to overlook also reflects a healthy sense of proportion and priorities. The wise overlooker will ignore his or her spouses failings after making a considered judgment that these are outweighed, in the long run, by greater and more significant strengths. for example, what wise or reasonable person would destroy a marriage solely because an otherwise faithful, kind, generous, intelligent and prosperous partner occasionally tosses socks on the floor?An elderly aunt of mine makes a striking example. Long widowed, she now spends her days sitting in her apartment, carping endlessly about the many relatives who have slighted her. Nobody calls enough. Nobody pays her any atention. Nobody cares, she says.And, indeed, why should they? Who wants to visit with someone, elderly or otherwise, who does nothing but complain, find fault and scour for slights? Were she wiser, perhaps she would ignore or even suppress her interminable grievances and take more interest in the world at large, including the very individuals whose attention she purportedly craves.The paradigm of overlooking applies with equal force in the worlds of business and politics. Look at Richard Nixon: a brilliant, often original thinker, he was nonetheless continually obsessed with minutiae and the unimportant. On some level, Im sure, he himself realized the dramatic impact of such a glaring character flaw; when the situation was long past salvaging, he exhorted his staff and friends to Never be petty, a dictum he honored far more in the breach than in the observance.More prosaically, in business and everyday life, it is indeed the wise person who overlooks or ignores a vast amount. Why come home every day nurturing a grudge? Why spend time grappling with activities, peopleor attitudes which bring nothing but pain and torment? Still, most of us do, at least somewhat, and find ourselves far diminished for it.In sum, I think its safe to say that much in this world merits not even a cursory examination, and those among us are wiser and happier who can successfully budget their time and energy in order to avoid negativity.Comments:This is a thoughtful, well-articulated analysis of the issue.The response opens with a clear endorsement of the stated claim, along with an acknowledgement that wisdom involves additional traits. The writer then begins building an argument that modern life is so full of petty annoyances that it would be self-defeating to pay much attention to them. Using, first, examples that illustrate the trivial demands encountered everyday (e.g., paperwork, traffic jams), the analysis moves on to personal types of experiences (a partner annoying habits; an aunt self-pity) and then to politics, where, the writer implies, Nixon met his political demise at least partly because of his obsession with minutiae and the unimportant. The examples clearly support the writer position and lead effectively to the concluding observation about learning to budget our time and energy to avoid the negative aspects of life.In several places, the skillful use of questions helps move the analysis along. And throughout, the skillful use of sentence variety and precise vocabulary combine to convey meaning effectively, as in this excerpt: when the situation was long past salvaging, he [Nixon] exhorted his staff and friends to a dictum he honored far more in the breach than in the observance. This kind of insightful, articulate analysis merits a score of 6.gre高分作文2Wisdom is rightfully attributed not to people who know what to look for in life but to people who know what to overlook.Never before in history have people been so beset with the overflow of ideas and images that the modern human must endure. We are constantly bombarded with news, advertising, and entertainment, so much so that we are often at a loss as to where we should focus our attention. This has lead to what many media critics have called information anxiety, a term used to discribe the paralysis the ordinary human experiences when attempting to organize and synthesize the vast amounts of data that move past her everyday. Now, more than ever before, it can be seen that wisdom truly is attributable to those who know what to overlook.The Internet is a good example of the effects of information overload on people. Many people recieve hundreds of email messages a day, yet there is no possible way for them to respond, let alone read, all of these messages. Through practice they learn to pick out what will be of interest and to ignore the rest. A similar phenomena occurs when a person is browising the web. Information, both trivial and profound, float by in a disorganized way. A person learns to ignore what is not relevant to their search. This is easily demonstrated by watching a person new to the Internet next to someone who is a veteran of the net. The new person will stumble on loads of irrelevant information while the veteran will most likely proceed to the information she seeks. This ability to overlook useless information is not only applicable to the net; consider the older but more established form of information known as the book.Ever since Guttenberg rolled out his first few pages from his press humans have been wondering how to synthesize all this knowledge. Each year more and more books are written and published, more and more information is available to the public through bookstores and libraries, and each year the average person must struggle harder to find what she needs to know.. This is one of the primary reasons people are sent to college: they are taught how to access and research information they need.It is only through experience that one understands how to overlook useless data. This is most likely what the author of the above quote meant.Comments:This response presents a well-developed analysis of the issue.Beginning with a strong description of the current state of information overload, the first paragraph provides a context for the issue and takes a clear position agreeing with the stated claim. The Internet example is well chosen and well developed, clearly supporting the point that wisdom involves learning to ignore what is not relevant. The reference to books reinforces this position but does little to advance the argument or add insightful analysis. The conclusion restates an earlier point, adding little to the analysis.Despite a few instances of imprecise reference (e.g., this has and all this knowledge), the argument is presented clearly and coherently, meriting a score of 5. To earn a higher score, the response would need to develop a more thoughtful analysis of the issue.gre高分作文3Wisdom is rightfully attributed not to people who know what to look for in life but to people who know what to overlook.I disagree with the opinion expressed above, in that I feel that the statement is omitting a very big part of what learning is all about. I firmly believe that wisdom is gained by careful observation of all that is around us in our lives. We gain a great deal by watching those around us, or by observing our surroundings, as well as watching the assembly of an object. All my life, I have learned a great deal by being very observant of people and their reactions to certain situations, or to procedures that are to be followed. Being observant has helped tremendously in travelling as well, since it has helped me recall certain landmarks to know if I am going in the correct direction. It is true that if we pay too much attention to insignificant detail, we clutter our minds with too much that is unnecesssary. Instead, we should have more time to devote our attention to that which is meaningful. In the field of science, we teach our students to be observant, and to look for specific reactions. If they dont learn to watch closely and record their data precisely, their results will be less than adequate, and their data will most likely not be very accurate or dependable. The statement above has merit, but it does not represent widsom in its entirety. It doesnt do justice to the great amount of learning that thas taken place through the ages through simple observation. Our forefathers survived by learning and knowing what to look for. That information was then passed on, so each successive generation didnt have to gather the same basic knowledge, but could build on what had already been learned. As a society, we need to lean on those who come before us, to learn valuable lessons from their experience, and to decipher that which we can improve on and that which is steadfast through the ages.Comments:This response presents a competent analysis of the issue, taking a position contrary to that expressed in the prompt, at least initially.After stating the importance of careful observation of all that is around us, the response presents reasons and examples to support that position. The examples are clear and relevant, although the analysis is fairly brief. Also, the organization and focus of the response weakens a little, especially as the writer interrupts the group of examples with a statement that if we pay too much attention to insignificant detail, we will clutter our minds with too much that is unnecessary. This statement modifies -- and weakens -- the initial position, which the writer believed firmly.The writer抯ideas are conveyed with reasonable clarity, but -- as is evident in the closing sentence -- this response lacks the skillful use of sentence structure and vocabulary that communicate meaning in responses that typically earn higher scores.gre高分作文4Wisdom is rightfully attributed not to people who know what to look for in life but to people who know what to overlook.I believe this statement is how you look at a glass of water. Either the glass is half full or it is half empty. The opptimist would look for things in life, whereas the pessimist would try to aviod things in life. This summary will explain how looking for things in life better than overlooking a persons involvement in new opportunities and to learn from these new experiences.I am strong believer in hands on experiences. If I have a open mind,try new things, and look for new answers to my questions about life, Iwill in the end gain wisdom because I have experienced many new situations. I plan on becoming a speech language pathologist in the future. In this field I will be dealing with clients who may have a disorder, such as autism or a cognitive delay. I must be aware of the red flags that identify these disorders. I must look for the obvious symptoms before I can overlook anything. If I would in my mind tell my self to overlook things. The result would be detrimental to my career and the individual I am treating.Who can predict the future? So how can someone purposely overlook an experience in which they may recieve a life lesson or gain knowledge. In conclusion, a person should look at the glass half full. No one can predict the future so how can one know what to overlook. Look for things in life, you may even stumble across that wisdom you were looking for in the first place.Comments:This response displays some competence analytic writing since it presents a position on the issue and has a clear pattern of organization.The opening paragraph introduces the topic and states a position that neither agrees or disagrees completely with the stated claim. The second paragraph presents an example; and the last paragraph provides a clear conclusion. The one example is minimally developed, however, and does not clearly explain how looking for things in life [is] better than overlooking a person[抅s involvement in new opportunities.There are numerous small errors and problems in sentence structure (e.g., If I would in my mind tell my self to overlook things.), but they donot seriously interfere with meaning. Thus, this response meets the criteria for a score of 3.gre高分作文集锦文档内容到此结束,欢迎大家下载、修改、丰富并分享给更多有需要的人。
英语考试作文想要作文拿高分?GRE考试经典写作50句(五)怎么样才能把GRE作文写的经典又富有哲理呢?当然是多积累一些经典句子了,如果你还在为备考GRE写作而苦恼,快来看看这篇GRE考试经典写作50句吧,GRE作文栏目相信你读完这篇文章以后,作文水平一定有所提高的!41. It must be noted that learning must be done bya person himself.必须指出学习只能K自己。
42. A large number of people tend to live under the illusion that they had completed their education when they finished their schooling. Obviously, they seem to fail to take into account the basic fact that a person’s education is a most important aspect of his life.许多人存在这样的误解,认为离开学校就意味着结束了他们的教育。
显然,他们忽视了教育是人生重要部分这一基本事实。
43. As for me, I’m in favor of the opinion thateducation is not complete with graduation, for the following reasons:就我而言,我同意教育不应该随着毕业而结束的观点,有以下原因:44. It is commonly accepted that no college or university can educate its students by the time they graduate.人们普遍认为高校是不可能在毕业的时候教会他们的学生所有知识的。
TOEFL/GMAT/GRE写作绝佳300句--死了都要背!1.When asked about the ongoing uproar involving U.S. President Bill Clinton , most people say the affair involves a purely private matter . But many other people regard his actions as deplorable . I personally think the president committed impeachable offences .当被问及对现在有关美国总统比尔·克林顿的沸沸扬扬的议论有什么看法时,大多数人认为这种暧昧关系纯属私事。
但是,还有很多人认为他的行为应当受到谴责。
我个人认为总统犯了这些过错,应该被指控。
2. When it comes to the increasing use of motor vehicles in Beijing , some people think that use should be limited . Others argue that the opposite is true . There is probably some truth to both arguments,but emission controls must be instituted regardless of the number of vehicles.涉及北京机动车使用量增加这一问题,有的人认为应该限制使用。
另一些人持相反意见。
也许双方的观点都有一定道理,但是,无论车辆多少,必须对废气排放实行控制。
3. There is a general debate nowadays about the problem of itinerant workers . Those who object to the rising migrant population argue that increasing numbers lead to rising crime rates and harm social stability . They believe that strict limits should be placed on migrants entering China ' s cities . But people who favor the influx of the cheap labor force , on the other hand , maintain that migrants are needed to support the massive urban infrastructure construction program .目前,针对流动工人的问题展开了普遍的争论。
英语考试作文10句GRE高逼格写作素材帮你作文拿高分5月21日GRE考前预测包括:作文issue2篇,作文argument2篇,verbal填空和等价10道,阅读5篇(含逻辑阅读,短阅读,长阅读),数学10题。
继5月8日GRE机经之后,再一次全网首发独家预测21日考试。
想要写好GRE作文,考生在事先备考的过程中,就必须储备足够多的素材,除了论证用的各种名人事迹外,在写作中考生还可以通过使用一些颇具深度的经典句式来提升文章的格调。
下面就和大家分享10句GRE高分作文离不开的高逼格写作素材。
1. 要做到“宽恕”这两个字, 不但要有一颗伟大的心, 还得要有勇气--比报复更需要勇气, 那实在远比报复更困难得多。
That the realization of condonation not only needs a great heart but also embraces courage, a less indispensible element in retaliation, is much more difficult than that of revenge.2. 世界上本没有绝对的事情, 但时间却是例外。
在有些人的感觉中, 一天的时间, 仿佛很快就已过去, 因为他们快乐, 勤奋, 他们懂得享受工作的乐趣,也懂得利用闲暇。
在另一些人的感觉中, 一天的时间, 过得就好像永远过不完一样, 因为他们悲哀愁苦, 因为他们无所事事; 但无论人们怎么样感觉,一天就是一天。
Except time, no matter of absolution exists in the world. Some people feel that the time is fleeting for they are diligent and optimistic, enjoy the fun from work, and take the advantage of leisure while others consider time endless in that the yare pessimistic and listless, but whatever people think of, it is eternally immutable that one day matches 24 hours.3. 世上只有时间不会因为任何人, 任何事而改变的。
记好这六个万能GRE写作高分素材本文从网络收集而来,上传到平台为了帮到更多的人,如果您需要使用本文档,请点击下载按钮下载本文档(有偿下载),另外祝您生活愉快,工作顺利,万事如意!为了帮助大家更好的备考GRE,出国留学网GRE 栏目为大家整理了“记好这六个万能GRE写作高分素材”,希望对大家有所帮助哦!1.教育类1. For instance, applicants with Computer Science degrees would not only be qualified for jobs in high-tech companies, they would also be well prepared for any job with computer skills as a prerequisite.2. A good education is supposed to include everything from languages to mathematics to science, etc.3. A well-rounded education leads to well-balanced people, which in turn leads to a tolerant, knowledgeable society.4. There are a great many children thinking the main purpose of education should be to afford them pleasure and enjoyment. (注意there be句型后的名词再加动词不能用原形。
)2.人的性格1. If you weep for the missing sunset, you would miss all the shining stars.3.成功&事业1. Jackie Chan once told that when he was still a teenager, he and his partners were required to practice more than 12 hours a day; and it was said Jet Li was sent to be an apprentice when he was hardly four years old.2. Bill Gates, as we know, dropping out from university when he found the possibility of earning money in a new massive market - personal computer market. As a result, he succeeded.3. Steven Jobs found Apple company when he was young, and when his business reached the peak, he was fired by directors of board. However he never lost hope and didn’t give up. Jobs set up a new company named Pixar and made several famous animation movies. Finally when Pixar was bought by Apple, Jobs returned to Apple.4.公共事业Increase employment opportunity create more jobs5.艺术类1. Confucius, greatest Chinese philosopher, commented, “Art helps a person gets a better life.6.万能例子”If you have an apple and I have an apple and we exchange these apples then you and I will still each have one apple. But if you have an idea and I have an idea and we exchange these ideas, then each of us will have two ideas.” - George Bernard Shaw.GRE作文栏目推荐:2016年GRE写作热点素材GRE写作中三大逻辑问题及解决方法如何让GRE写作脱颖而出GRE一周速成4分黄金写作模板使用心得本文从网络收集而来,上传到平台为了帮到更多的人,如果您需要使用本文档,请点击下载按钮下载本文档(有偿下载),另外祝您生活愉快,工作顺利,万事如意!。
优秀新GRE写作素材大汇总1.科技与社会:-科技的快速发展对社会产生了巨大影响,带来了许多好处例如提高效率和便利性。
-然而,科技也带来了一系列问题,例如技术失业、隐私保护等。
-科技应该为社会服务,而不是主导社会的发展。
2.环境保护与可持续发展:-环保意识的提高,人们开始重视可持续发展,例如采用可再生能源、减少废物排放等。
-然而,环境保护面临许多挑战,例如资源短缺和气候变化。
-社会各方面都需要共同努力,采取行动来保护环境。
3.教育与就业:-教育是社会进步的基础,高质量的教育可以提高人们的就业机会和生活质量。
-然而,教育资源不均衡,使得一些地区、阶层的人们面临教育不公平问题。
-政府和社会应该加大教育投入,确保每个人都有平等的教育机会。
4.文化与传统:-传统文化是一个国家的瑰宝,代表着国家的历史和精神。
-然而,随着全球化的发展,传统文化面临着被边缘化的风险。
-保护和传承传统文化是每个人的责任。
5.健康与生活方式:-人们的健康与生活方式紧密相关,例如饮食习惯、运动等。
-然而,现代生活方式导致人们普遍缺乏运动,从而导致健康问题增加。
-政府和社会应该鼓励人们积极健康的生活方式。
6.社会公平与和谐:-社会公平是一个国家稳定和和谐发展的基础。
-然而,社会公平面临许多挑战,例如不平等的财富分配和歧视问题。
-政府和社会各方面都应该努力促进社会公平和和谐发展。
7.媒体与信息传播:-媒体在社会中起着重要作用,可以传播信息和培养公众意识。
-然而,媒体也面临着偏见和不实信息的问题,误导公众。
-社会应该加强对媒体的监督和教育,确保媒体的公正和客观。
8.城市化与乡村发展:-城市化是现代社会的一个趋势,可以提供更多的机会和便利。
-然而,城市化也导致了许多问题,例如城市贫困和资源紧张。
-政府和社会应该实行合理的城市规划,促进城乡协调发展。
GRE写作素材与例子积累GRE写作考试是申请美国研究生院的重要组成部分,其中的“Argument”和“Issue”两个写作题目要求考生在有限的时间内完成一篇合乎逻辑的文章。
为了提高写作水平,考生需要积累丰富的写作素材和例子。
本文将分享一些GRE写作素材和例子的积累方法,帮助考生在写作过程中更加丰富和准确地支持自己的观点。
一、历史事件和人物历史事件和人物是写作中常常用到的素材和例子,同时也是最容易找到的。
历史事件可以用来支持观点,例如通过比较历史事件与当前事件,来展示某种观点的合理性。
历史人物的经历和成就也可以用来作为例子,用来说明某个观点的正确性。
下面是一些常用的历史事件和人物的例子:1. 美国独立战争:可以用来说明个人自由和自决的重要性,以及抗争不公和追求民主的动力。
2. 亚伯拉罕·林肯:可以用来说明领导者的胆识和勇气,以及在困难时刻保持正直和道义的重要性。
3. 女性选举权运动:可以用来说明人权和平等的重要性,以及个体奋斗和努力实现平等的力量。
二、文学作品和艺术作品文学作品和艺术作品是另外一种常用的素材和例子,它们可以用来展示和支持某个观点,同时也可以通过对作品的分析来展示自己的批判性思维和论证能力。
下面是一些常用的文学作品和艺术作品的例子:1. 《1984》:可以用来说明政府对个人隐私的侵犯和权力的滥用,以及群体思维和独立思考的重要性。
2. 莎士比亚的戏剧作品:可以用来说明人性的复杂性和道德困境,以及个人选择和社会压力之间的冲突。
3. 达利的艺术作品:可以用来说明创意和想象力的重要性,以及通过艺术表达对社会问题的反思和批判。
三、科学发现和技术创新科学发现和技术创新是现代社会中的重要组成部分,也是写作中常用的素材和例子。
科学发现可以用来支持科学和技术的进步对社会的影响,技术创新则可以用来说明科技对解决现实问题和改善生活的重要性。
下面是一些常用的科学发现和技术创新的例子:1. 人类基因组计划:可以用来说明基因科学的进步对人类健康和医学治疗的巨大影响,以及伦理和道德问题的提出。
新GRE写作名人素材库精选整合平常留意积累素材,多收集一些新GRE写作论据论证例子,才有机会GRE写作中拿高分哦,我们一起来看看吧,下面我就和大家共享,来观赏一下吧。
新GRE写作名人素材库:爱迪生Edison, Thomas (Alva) 1847 -- 1931Inventor. Born February 11, 1847 in Milan, Ohio. His father was a jack-of-all-trades, his mother a former teacher. Edison spent three months in school, then was taught at home by his mother. At the age of 12 he sold fruit, candy, and papers on the Grand Trunk Railroad. In 1862, using his small handpress in a baggage car, he wrote and printed the Grand Trunk Herald, which was circulated to 400 railroad employees. That year he became a telegraph operator, taught by the father of a child whose life Edison had saved. Exempt from military service because of deafness, he was a tramp telegrapher until he joined Western Union Telegraph Company in Boston in 1868.Probably Edisons first invention was an automatic telegraph repeater (circa 1864). His first patent was for an electric vote recorder. In 1869, as a partner in a New York electrical firm, he perfected the stock ticker and sold it. This money, in addition to that from his share of the partnership, provided funds for his own factory in Newark, N.J. Edisonhired technicians to collaborate on inventions; he wanted an invention factory. As many as 80 earnest men, including chemists, physicists, and mathematicians, were on his staff. Invention to order became very profitable.From 1870 to 1875, Edison invented many telegraphic improvements: transmitters; receivers; the duplex, quadruplex, and sextuplex systems; and automatic printers and tape. He worked with Christopher Sholes, father of the typewriter, in 1871 to improve the typing machine. Edison claimed he made 12 typewriters at Newark about 1870. The Remington Company bought his interests.In 1876 Edisons carbon telegraph transmitter for Western Union marked a real advance toward making the Bell telephone practical. (Later, Emile Berliners transmitter was granted patent priority by the courts.) With the money Edison received from Western Union for his transmitter, he established a factory in Menlo Park, N.J. Again he pooled scientific talent, and within six years he had more than 300 patents. The electric pen (1877) produced stencils to make copies. (The A. B. Dick Company licensed Edisons patent and manufactured the mimeograph machine.) Edisons most original and lucrative invention, the phonograph, was patented in 1877. From a manually operated instrument making impressions on metal foil and replaying sounds, it became a motor-driven machine playing cylindrical wax records by 1887. By 1890he had more than 80 patents on it. The Victor Company developed from his patents. (Alexander Graham Bell impressed sound tracks on cylindrical shellac records; Berliner invented disk records. Edisons later dictating machine, the Ediphone, used disks.)To research incandescence, Edison and others ncluding J. P. Morgan rganized the Edison Electric Light Company in 1878. (Later it became the General Electric Company.) Edison made the first practical incandescent lamp in 1879, and it was patented the following year. After months of testing metal filaments, Edison and his staff examined 6,000 organic fibers from around the world and decided that Japanese bamboo was best. Mass production soon made the lamps, although low-priced, profitable.Prior to Edisons central power station, each user of electricity needed a dynamo (generator), which was inconvenient and expensive. Edison opened the first commercial electric station in London in 1882; in September the Pearl Street Station in New York City marked the beginning of Americas electrical age. Within 4 months the station was lighting more than 5,000 lamps for 230 customers, and the demand for lamps exceeded supply. By 1890 it supplied current to 20,000 lamps, mainly in office buildings, and to motors, fans, printing presses, and heating appliances. Many towns and cities installed central stations. Increased use of electricity led to Edison-base sockets, junction boxes,safety fuses, underground conduits, meters, and the three-wire system. Jumbo dynamos, with drum-wound armatures, could maintain 110 volts with 90 percent efficiency. The three-wire system, first installed in Sunbury, Pennsylvania, in 1883, superseded the parallel circuit, used 110 volts, and necessitated high-resistance lamp filaments (metal alloys were later used).新GRE写作名人素材库:爱因斯坦Einstein Albert 1879—1955Physicist. Born March 14, 1879, in Ulm, Germany. Einstein grew up in Munich, where his father, Hermann, owned a small electrochemical factory. The strict discipline of German schools did not appeal to the young Einstein, who was a poor student but conducted his own studies of philosophy, math, and science. In 1895, after Hermann抯busines failed, the Einstein family moved to Milan, Italy. Albert stayed behind to continue his studies, but soon left school with no diploma to rejoin his family. He continued his independent studies, teaching himself calculus and higher scientific principles. After failing his first entrance examination to the prestigious Swiss Federal Institute of Technology in Zurich, Einstein gained admittance in 1896 and began his four years studying physics and mathematics.After his graduation in 1900, Einstein became a naturalized Swiss citizen in 1901 and got a job as a technical assistant at the Swiss patentoffice in Bern. In 1903, he married his university sweetheart, Mileva Maric. While employed at the patent office, Einstein continued his own investigations in theoretical physics. In 1905, he published an article entitled New Determination of Molecular Dimensions?in the well-known German physics monthly Annalen der Physik. The article earned him a Ph.D. from the University of Zurich. That same year, Einstein published four other papers in Annalen, including his revolutionary theory that light exists in both waves and particles. His major proposal of 1905, however, was his special theory of relativity, which dismissed the traditional notion that time and space were absolute concepts, suggesting instead that both time and space vary with circumstances.Einstein worked as a professor of physics at universities in Prague and Zurich before moving to Berlin in 1914 with his wife and two sons, Hans Albert and Eduard. He took a post at the Prussian Academy of Sciences, where he could continue his research and lecture at the University of Berlin. Unhappy with life in Berlin, his wife Mileva returned to Switzerland with their sons near the beginning of World World I; their separation led to a divorce in 1919. Einstein married his second cousin, Elsa Lowenthal, later that year.In 1915, Einstein perfected his general theory of relativity, summing up his theory with the mathematical equation E=mc?(energy equals mass times the speed of light squared). His findings on relativity werepublished in The Principle of Relativity, Sidelights on Relativity, and The Meaning of Relativity. In November 1919, the Royal Society of London announced that their experiment conducted during the solar eclipse of that year had confirmed the predictions Einstein made in his general theory of relativity. The implications of this announcement shook the world of science and earned Einstein the international acclaim he had long deserved.Controversy continued to surround his scientific theories, as well as his political convictions, which became more pronounced as his fame increased. In the years following WWI, he received a great deal of criticism within Germany for his theories, as well as his active support of pacifism (including the League of Nations), liberalism, and Zionism. He traveled a great deal to deliver lectures on relativity, touring Europe, Asia, the Middle East, and South America. Einstein first toured the United States in the spring of 1921, in order to raise money for the Palestine Foundation Fund.In 1921, Einstein was awarded the Nobel Prize in physics. He was cited by the prize committee or your photoelectric law and your work in the field of theoretical physics.? There was no mention of his still-controversial work with relativity, which would become his most enduring legacy. From the 1920s on, Einstein worked to unify concepts of gravity and electromagnetism into a rand unified theory of physics,?or asingle mathematical formula to relate the universal properties of matter and energy quest that would remain unfulfilled.Meanwhile, Einstein legendary pacifism only strengthened during the years before World War II. He was exceedingly distressed by the failure of the 1932 World Disarmament Conference in Geneva, and later began a famous correspondence with Sigmund Freud about man inherent love of war. In 1933, just after Adolf Hitler became chancellor of Germany, Einstein renounced German citizenship and emigrated to America, where he was offered a full-time position at the newly-founded Institute for Advanced Study in Princeton, New Jersey.Early on, Einstein recognized the serious threat to world security posed by Hitler and Nazism. Despite his history of pacifism, he publicly urged European nations to ready themselves for defense. Realizing the implications of a possible Axis victory, he urged President Franklin D. Roosevelt to step up nuclear fission research in the U.S. Though he played no direct part in the development of the atomic bomb and was publicly horrified by its use in Japan in 1945 and its implications for the future of war, his name and research were inextricably linked to the dawning of the age of atomic power.After Elsa death in 1936, Einstein lived alone in Princeton, throwing himself even more completely into political activism. He joined other scientists in a push to prevent future use of atomic weapons, proposingthe establishment of a system of world government that would provide he binding authority necessary for world security.? He also denounced McCarthyism and called for an end to bigotry and racism, and was widely criticized for his liberal views among the anxious age of the Cold War. He died on April 18, 1955, at the age of 76.新GRE写作名人素材库:巴斯德Pasteur, Louis 1822 -- 1895Chemist and biologist, famous for his germ theory and for the development of vaccines. Born December 27, 1822 in the small town of Dole, the son of a tanner. He studied in the college of Arbois and at Besancon, where he graduated in arts in 1840. As a student preparing for the prestigious Ecole Normale Superieure of Paris, he did not doubt his ability. When he gained admittance by passing fourteenth on the list, he refused entry; taking the examination again, he won third place and accepted. For his doctorate his attention was directed to the then obscure science of crystallography. This was to have a decisive influence on his career.Under special dispensation from the minister of education, Pasteur received a leave of absence from his duties as professor of physics at the lyc of Tournon to pursue research on the optical properties of crystals of the salts of tartrates and paratartrates, which had the capacity to rotate the plane of polarized light. He prepared 19 different salts, examinedthese under a microscope, and determined that they possessed hemihedral facets. However, the crystal faces were oriented differently; they were left-handed or right-handed, thus having the asymmetrical relationship of mirror images. Furthermore, each geometric crystal variety rotated the light in accordance with its structure, while equal mixtures of the left-and right-handed crystals had no optical activity inasmuch as the physical effects canceled each other. Thus he demonstrated the phenomenon of optical isomers.Pasteur was elated. He repeated his experiment under the exacting eyes of Jacques Biot, the French Academys authority on polarized light who had brought Eilhardt Mitscherlichs work to Pasteurs attention. The confirmation was complete to the last exacting detail, and Pasteur, then 26, became famous. The French government made him a member of the Legion of Honor, and Britains Royal Society presented him with the Copley Medal.In 1852 Pasteur accepted the chair of chemistry at the University of Strasbourg. Here he found an opportunity to pursue another dimension of crystallography. It had long been known that molds grew readily in solutions of calcium paratartrate. It occurred to him to inquire whether organisms would show a preference for one isomer or another. He soon discovered that his microorganism could completely remove only one of the crystal forms from the solution, the levorotary, or left-handed,molecule.In 1854, though only 31 years old, Pasteur became professor of chemistry and dean of sciences at the new University of Lille. The course of his activities is displayed in the publications which he gave to the world in the next decades: Studies on Wine (1866), Studies on Vinegar (1868), Studies on the Diseases of Silkworms (1870), and Studies on Beer (1876).Soon after his arrival at Lille, Pasteur was asked to devote some time to the problems of the local industries. A producer of vinegar from beet juice requested Pasteurs help in determining why the product sometimes spoiled. Pasteur collected samples of the fermenting juices and examined them microscopically. He noticed that the juices contained yeast. He also noted that the contaminant, amyl alcohol, was an optically active compound, and hence to Pasteur evidence that it was produced by a living organism (living contagion).Pasteur was quick to generalize his findings and thus to advance a biological interpretation of the processes of fermentation. In a series of dramatic but exquisitely planned experiments, he demonstrated that physical screening or thermal methods destroyed all microorganisms and that when no contamination by living contagion took place, the processes of fermentation or putrefaction did not take place either. Pasteurization was thus a technique that could not only preserve wine,beer, and milk but could also prevent or drastically reduce infection in the surgeons operating room. Another by-product of Pasteurs work on fermentation was his elucidation of the fact that certain families of microbes require oxygen whereas others do not. This insight divided the scientific community, and it was only in 1897, two years after his death, that the dispute was resolved.新GRE写作名人素材库精选整合11。
GRE写作素材Section one: Education下面的材料旨在丰富学生在是非问题写作方面的思想和语言,考生在复习时可以先分类阅读这些篇章,然后尝试写相关方面的作文题。
对于素材中用黑体字的部分,特别建议你熟读,背诵,因为它们在语言和观点上都值得吸收。
学习语言的人应该明白,表达能力和思想深度都靠日积月累,潜移默化。
从某种意义上说,提高英语写作能力无捷径可走,你必须大段背诵英语文章才能逐渐形成语感和用英语进行表达的能力。
这一关,没有任何人能代替你过。
因此,建议你下点苦功夫,把背单词的精神拿出来背诵文章。
何况,并不是要求你背了之后永远牢记在心:你可以这个星期背,下个星期忘。
这没有关系,相信你的大脑具有神奇的能力。
背了工具箱里的文章后,你会惊讶的发现:I can think in English now!1. Proverbs1. A graduation ceremony is an event where the commencement speaker tells thousands of students dressed in identical caps and gowns that individuality is the key to success.2. The primary purpose of a liberal education is to make one’s mind a pleasant place in which to spend one’s time.3. Next in importance to freedom and justice is popular education, without which neither freedom nor justice can be permanently maintained.4. The classroom--not the trench--is the frontier of freedom now and forevermore.5. Education’s purpose is to replace an empty mind with an open one.6. It is the purpose of education to help us become autonomous, creative, inquiring people who have the will and intelligence to create our own destiny.7. You see, real ongoing, lifelong education doesn’t answer questions; it provokes them.8. People will pay more to be entertained than educated.9. the most important function of education at any level is to develop the personality of the individual and the significance of his life to himself and to others. This is the basic architecture of a life; the rest is ornamentation and decoration of the structure.10. The essence of our efforts to see that every child has a chance must be to assure each as equal opportunity, not to become equal, but to become different-to realize whatever unique potential of body, mind, and spirit he or she possesses.11. A great teacher never strives to explain his vision-he simply invites you to stand beside him and see for yourself.12. If you can read and don’, you are an illiterate by choice.2. Damaging ResearchA study by National Parent-Teacher Organization revealed that in the average American school, eighteen negatives are identified for every positive that is pointed out. The Wisconsin study revealed that when children enter the first grade, 80 percent of them feel pretty good themselves, but by the time they get to the sixth grade, only 10 percent of them have good self-images.3. Education and CitizenshipAn important aspect of education in the United States is the relationship between education and citizenship. Throughout its history this nation has emphasized public education as a means of transmitting democratic values, creating equality of opportunity, and preparing new generations of citizens to function in society. In addition, the schools have been expected to help shape society itself. During the 1950s, for example, efforts to combat racial segregation focused on the schools. Later, when the Soviet Union launched the first orbiting satellite, American schools and colleges came under intense pressure and were offered many incentives to improve their science and mathematics programs so that the nations would not fall behind the Soviet Union in scientific and technological capabilities.Education is often viewed as a tool for solving social problems, especially social inequality. The schools, t is thought, can transform young people from vastly different backgrounds into competent, upwardly mobile adults. Yet these goals seem almost impossible to attain. In recent years, in fact, public education has been at the center of numerous controversies arising from the gap between the ideal and the reality. Part of the problem is that different groups in society have different have different expectations. Some feel that children should be taught basic job-related skills; still others believe education should not only prepare children to compete in society but also help them maintain their cultural identity (and, in the case of Hispanic children, their language). On the other hand, policymakers concerned with education emphasize the need to increase the level of stu dent achievement and to improve parents in their children’s education.Some reformers and critics have called attention to the need to link formal schooling with programs designed to address social problems. Sociologist Charles Moscos, for example, is a leader in the movement to expand programs like the Peace Corps, Vista, and Outward Bound into a system of voluntary national service. National service, as Moscos defines it, would entail “the full-time undertaking of public duties by young people whether as citizen soldiers or civilian servers-who are paid subsistence wages” and serve for at least one year. In returnfor this period of service, the volunteers would receive assistance in paying for college or other educational expenses.Advocates of national service and school-to-work programs believe that education does not have to be confined to formal schooling. In devising strategies to provide opportunities for young people to serve their society, they emphasize the educational value of citizenship experiences gained outside the classroom. At this writing there is little indication that national service will become a new educational institution in the United States, although the concept is steadily gaining support among educators and social critics.4. The Teacher’s RoleGiven the undeniable importance of classroom experience, sociologists have done a considerable amount of research on what goes on in the classroom. Often they start from the premise that, along with the influence of peers, students’ experiences in the classroom are of central importance to their later development. One study examined the impact of a single first-grade teacher on her students’ subsequent adult status. The surprising results of this study have important implications. It is evident that good teachers can make a big difference in children’s lives, a fact that gives increased urgency to the need to improve the quality of primary-school teaching. The reforms carried out by educational leaders like James Comer suggest that when good teaching is combined with high levels of parental involvement the results can be even more dramatic. Because the role of the teacher is to change the learner in some way, the teacher-student relationship is an important part of education. Sociologists have pointed out that this relationship is asymmetrical or unbalanced, with the teacher being in a position of authority and the student having little choice but to passively absorb the information provided by the teacher. In other words, in conventional classrooms there is little opportunity for the students to become actively involved in the learning process. On the other hand, students often develop strategies for undercutting the teacher’s authority: mentally withdrawing, interrupting, and the like. Hence, much current research assumes that students and teachers influence each other instead of assuming that the influence is always in a single direction.5. Education PhilosophyFor the past fifty years our schools have operated on the theories of John Dewey (1859-1953), an American educator and writer. Dewey believed hat the school’s job was to enhance the natural development of the growing child, rather than to pour information, for which the child had no context, into him or her. In theDewey system, the child becomes the active agent in his own education, rather than a passive receptacle for facts.Consequently, American schools are very enthusiastic about teaching “life skills” –logical thinking, analysis, creative problem--solving. The actual content of the lessons is secondary to the process, which is supposed to train the child to be able to handle whatever life may present, including all the unknowns of the future. Students and teachers both regard pure memorization as an uncreative and somewhat vulgar.In addition to “life skills”, schools are assigned to solve the ever growing stoke of social problems. Racism, teenage pregnancy, alcoholism, drug use, reckless driving, and suicide are just a few of the modern problems that have appeared on the school curriculum.This all contributes to a high degree of social awareness in American youngsters.6. Student LifeTo the students, the most notable difference between elementary school and the higher levels is that in junior high they start “changing classes”. Th is means that rather than spending the day in one classroom, they switch classrooms to meet their different teachers. This gives them three or four minutes between classes in the hallways, where a great deal of the important social action of high school traditionally takes place. Students have lockers in these hallways, around which thy congregate.Society in general does not take the business of studying very seriously. Schoolchildren have a great deal of free time, which they are encouraged to fill with extracurricular activities—sports, clubs, cheerleading, scouts—supposed to inculcate such qualities as leadership, sportsmanship, ability to organize, etc. those who don’t become engaged in such activities or have after\school jobs have plenty of opportunit y to “hang out”, listen to teenager music, and watch television.Compared to other nations, American students do not have much homework. Studies also show that American parents have lower expectations for their children’s success in school than other nationalities do. (Historically, there has not been much correlation between American school success and success in later life.) “He’s just not a scholar”, the American parents might say, content that their son is on the swim team and doesn’t take drugs. (Some of the young do choose to study hard, for reason of their own, such as determining that the road to riches lies through Harvard Business School.)What American schools do effectively teach is the competitive method. In innumerable ways children are pitted against each other—whether in classroomdiscussion, spelling bees, reading groups, or tests. Every classroom is expected to produce a scattering of A’s and F’s (teachers often grade A=excellent; B=good; C=average; D=poor; and F=failed). A teacher who gives all A’s looks too soft—so students are aware that they are competing for the limited number of top marks. Foreign students sometimes don’t understand that copying from other people’s papers or from books is considered wrong and taken seriously. Here, it is important to show that you have done your own work and are displaying your own knowledge. It is more important than helping your friends to pass, whom we think do not deserve to pass unless they can provide their own answers. Group effort goes against the competitive grain, and American students do not study together as many Asians do. Many Asians in this country consider their group study habits a large contributor to their school success.7. Adult EducationAfter complaining about many aspects of American life, a 40-year-old woman from Hong Kong concluded, “But where else could someone my age go back to school and get a degree in social work? Here you can change your whole life, start a new business, do what you really want to do.”So at least to this pe rson, school requirements weren’t inhibiting. And to millions of others, adult education is the path to a new career, or if not to a new career, to a new outlook. Schools generally encourage the older person who wants to start anew, and besides regular classes, schedule evening classes in special programs. Today there are so many people of retirement age in college that it is no longer remarkable.8. Moral Relativism in AmericanImproving American education requires not doing new things but doing (and remem bering) some good old things. At the time of our nation’s founding, Thomas Jefferson listed the requirements for a sound education in the Report of the Commissioners for the University of Virginia. In this landmark statement on American education, Jefferson wrote of the importance of education and writing, and of reading history, and geography. But he also emphasized the need “to instruct the mass of our citizens in these, their rights, interests, and duties, as men and citizens.” Jefferson believed educati on should aim at the improvement of both one’s “morals” and “faculties”. That has been the dominant view of the aims of American education for over two centuries. But a number of changes, most of them unsound, have diverted schools from these great pursuits. And the story of the loss of the school’s original moral mission explains a great deal. Starting in the early seventies, “values clarification” programs started turning up in schools all over America. According to this philosophy, the schoolswere not to take part in their time-honored task of transmitting sound moral values; rather, they were to allow the child to “clarify” his own values (which adults, including parents, had no “rights” to criticize). The “values clarification” movement didn’t clarify values; it clarified wants and desires. This form of moral relativism said, in effect, that no set of values was right or wrong; everybody had an equal right to his own values; and all values were subjective, relative, and personal. This destructive view took hold with a vengeance.In 1985 The York Times published an article quoting New York area educators, in slavish devotion to this new view, proclaiming, “They deliberately avoid trying to tell students what is ethically right and wrong.” The article told of one counseling session involving fifteen high school juniors and seniors. In the course of that session a student concluded that a fellow student had been foolish to return one thousand dollars she found in a purse at school. According to the article, when the youngsters asked the counselor’s opinion, “He told them he believed the girl had done the right thing, but that, of course, he would not try to force his values on them. ‘If I come from the position of what is wrong,’ he explained, ‘then I’m not their counselor.’”Once upon a time, a counselor offered counselor, and he knew that an adult does not form character in the young by taking a stance of neutrality toward questions of right and wrong or by merely offering “choices” or “options”.In response to the belief that adults and educators should teach children sound morals, one can expect from some quarters indignant objections (I’ve heard one version of it expressed countless times over the years): “Who are you to say what’s important?” or “Whose standards and judgments do we use?”The correct response, it seems to me, is, is we ready to do away with standards and judgments? Is anyone going to argue seriously that a life of cheating and swindling is as worthy as a life of honest, hard work? Is anyone (with the exception of some literature professors at our elite universities) going to argue seriously the intellectual corollary, that a Marvel comic book is as good as Macbeth? Unless we are willing to embrace some pretty silly position, we’ve got to adm it the need for moral and intellectual standards. The problem is that some people tend to regard anyone who would pronounce a definitive judgment as an unsophisticated Philistine or a closed-minded “elitist” trying to impose his view on everybody else.The truth of the real world is that without standards and judgments, there can be no progress. Unless we are prepared to say irrational things—that nothing can be proven more valuable than anything else or that everything is equally worthless—we must ask the normative question. It may come, as a surprise to thosewho fell that to be “progressive” is to be value-neutral. But as Matthew Amold said, “the world is forwarded by having its attention fixed on the best things” and if the world can’t decide what the be st things are, at least to some degree, then it follows that progress, and character, is in trouble. We shouldn’t be reluctant to declare that some things, some lives, books, ideas, and values are better than others. It is the responsibility of the schools to teach these better things.At one time, we weren’t so reluctant to teach them. In the mid-nineteenth century, a diverse, widespread group of crusaders began to work for the public support of what was then called the “common school”, the forerunner of t he public school. They were to be charged with the mission of school felt that the nation could fulfill its destiny only if every new generation was taught these values together in a common institution.The leaders of the common school movement were mainly citizens who were prominent in their communities—businessmen, ministers, local civic and government officials. These people saw the schools as upholders of standards of individual morality and small incubators of civic and personal virtue; the founders of the public schools had faith that public education could teach good moral and civic character from a common ground of American values.But in the past quarter century or so, some of the so-called experts became experts of value neutrality, and moral education was increasingly left in their hands. The commonsense view of parents and the public,that schools should reinforce rather than undermine the values of home, family, and country, was increasingly rejected.There are those today still that claim we are now too diverse a nation, that we consist of too many competing convictions and interests to instill common values. They are wrong. Of course we are a diverse people. We have always been a diverse people. And as Madison wrote in FederalistNo.10, the competing, balancing interests of a diverse people can help ensure the survival of liberty. But there are values that all American citizens share and that we should want all American students to know and to make their own: honesty, fairness, self-discipline, fidelity to task, friends, and family, personal responsibility, love of country, and belief in the principles of liberty, equality, and the freedom to practice one’s faith. The explicit teaching of these values is the legacy of the common schools, and it is a legacy to which we must return.9. Schools Should Teach ValuesPeople often said, “Yes, we should teach these values, but how do we teach them?” this question deserves a candid response, one that isn’t given often enough.It is by exposing our children to good character and inviting its imitation that we will transmit to them a moral foundation. This happens when teachers and principals, by their words and actions, embody sound convictions. As Oxford’s Mary Warnock has written, “You cannot teach morality without being committed to morality yourself; and you cannot be committed to morality yourself without holding that some things are right and others wrong.” The theologian Martin Buber wrote that the educator is distinguished from all other influences “by his will to take part in the stamping of character and by his consciousness that he represents in the eyes of the growing person a certain selection of what is, the selection of what is ‘right’, of what should be.” It is in this will, Buber says, in this clear standing for something, that the “vocation as an educator finds its fundamental expre ssion.”There is no escaping the fact that young people need as example principals and teachers who know the difference between right and wrong, good and bad, and who themselves exemplify high moral purpose.As Education Secretary, I visited a class at Waterbury Elementary School in Waterbury, Vermont, and asked the students, “Is this a good school?” They answered, “Yes, this is a good school.” I asked them, “Why?” Among other things, one eight-year-old said, “The principal Mr. Riegel, makes good rules and everybody obeys them.” So I said, “Give me an example.” And another answered, “You can’t climb on the pipes in the bathroom. We don’t climb on the pipes and the principal doesn’t either.”This example is probably too simple to please a lot of people who want to make the topic of moral education difficult, but there is something profound in the answer of those children, something education should pay more attention to. You can’t expect children to take messages about rules or morality seriously unless they see adults taking those rules seriously in their day-to-day affairs. Certain must be said, certain limits lay down, and certain examples set. There is no other way.We should also do a better job at curriculum selection. The research shows that most “values education” exercises and separate courses in “moral reasoning” tend not to affect children’s behavior; if anything, they may leave children morally adrift. Where to turn? I believe our literature and our history are a rich quarry of moral literacy. We should mine that quarry. Children should have at their disposal a stock of examples illustrating what we believe to be right and wrong, good and bad—examples illustrating what are morally right and wrong can indeed be known and that there is a difference.What kind of stories, historical events, and famous lives am I talking about? If we want our children to know about honesty, we should teach them about Abe Lincoln walking three miles to return six cents and conversely, about Aesop’s shepherd boy who cried wolf if we want them to know about courage, we should teach them about Joan of Arc, Horatius at the bridge, and Harriet Tubman and the Underground Railroad. If we want them to know about persistence in the face of adversity, they should know about the voyages of Columbus and the character of Washington during the Civil War. And our youngest should be told about the Little Engine That Could. If we want them to know about respect for the law, they should understand why Socrates told Crito: “No, I must submit to the decree of Athens.” If we want our children to respect the rights of others, they should read the Declaration of Independence, the Bill of Rights, the Gettysburg Address, and Martin Luther King, Jr.’ “Letter from Birmingham jail.” From the Bible they s hould know about Ruth’s loyalty to Naomi, Joseph’s forgiveness of his brothers, Jonathan’s friendship with David, the Good Samaritan’s kindness toward a stranger, and David’s cleverness and courage in facing Goliath.These are only a few of the hundreds of examples we can call on. And we need not get into issues like nuclear war, abortion, creationism, or euthanasia. This may come as a disappointment to some people, but the fact is that the formation of character in young people is educationally a task different from, and prior to, the discussion of the great, difficult controversies of the day. First things come first. We should teach values the same way we teach other things: one step at a time. We should not use the fact that there are many difficult and controversial moral questions as an argument against basic instruction in the subject.After all, we do not argue against teaching physics because laser physics is difficult, against teaching American history because there are heated disputes about the Fou nders’ intent. Every field has its complexities and its controversies. And every field has its basics, its fundamentals. So they are too with forming character and achieving moral literacy. As any parent knows, teaching character is a difficult task. But it is a crucial task, because we want our children to be healthy, happy, and successful but decent, strong, and good. None of this happens automatically; there is no genetic transmission of virtue. It takes the conscious, committed efforts of adults. It takes careful attention.10. College PressuresMainly I try to remind that the road ahead is a long one and that it will have more unexpected turns than they think. There will be plenty of time to change jobs, change careers, change whole attitudes and approaches. They don not wantto hear such liberating news. They want a map—right now – that they can follow unswervingly to career security, financial security, Social Security and, presumably, a prepaid grave.What I wish for all students is some release from the clammy grip of the future.I wish them a chance to savor each segment of their education as an experience in itself and not as a grim preparation for the next step. I wish them the right to experiment, to trip and fall, to learn that defeat is as instructive as victory and is not the end of the world.My wish, of course, is naïve. One of the national gods venerated in our media—the million-dollar athlete, the wealthy executive—and glorified in our praise of possessions. In the presence of such a potent state religion, the young are growing up old.I see four kinds of pressure working on college students today: economic pressure, parental pressure, peer pressure, and self-induced pressure. It is easy to look around for villains—to blame the colleges for charging too much money, the professors for assigning too much work, the parents for pushing their children too far, and the students for driving themselves too hard. But there are no villains: only victims.“In the late 1960s.” one dean told me. “The typic al question that I got from students was ‘Why is there so much suffering in the world’ or ‘how I can make a contribution?’ Today it’s ‘Do you think it would look better for getting into law school if I did a double major in history and political science, or just majored in one of them?’” many other deans confirmed this pattern. One said: “They are trying to find an edge—the intangible something that will look better on paper if two students are about equal.”Note the emphasis on looking better. The transcript has become a sacred document, the passport to security. How one appears on paper is more important than how one appears in person. A is for Admirable and B is for Borderline, even though, in Yale’s official system of grading, A means “excellent” and B means “very good.” Today, looking very good is no longer good enough, especially for students who hope to go on to law school or medical school. They know that entrance into the better schools will be an entrance into the better law firms and better medical practices where they will make a lot of money. They also know that the odds are harsh. Yale Law School, for instance, matriculates 170students from an applicant pool of 3,700; Harvard enrolls 550 from a pool of 7,000.It’s all very well for those of us wh o write letters of recommendation for our students to stress the qualities of humanity that will make them good lawyers or doctors. And it’s nice to think that admission officers are ready readingour letters and looking for the extra dimension of commitment or concern. Still, it would be hard for a student not to visualize these officers shuffling so many transcripts studded with As that they regard a B as positively shameful.The pressure is almost as heavy on students who just want to graduate and get a job. Long gone are the days of the “gentleman’s C.” when students journeyed through college with a certain relaxation, sampling a wide variety of courses-music, art, philosophy, classics, anthropology, poetry, religion—that would send them out as liberally educated men and women. If I were an employer I would rather employ graduates who have this range and curiosity than those who narrowly pursued safe subjects and high grades. I know countless students whose inquiring minds exhilarate me. I like to hear the play of their ideas. I do not know if they are getting As or Cs, and I do not care. I also like them as people. The country needs them, and they will find satisfying jobs. I tell them to relax. They cannot.Nor can I blame them. They live in a brutal economy. Tuition, room, and board at most private colleges now come to at least $7,000, not counting books and fees. This might seem to suggest that the colleges are getting rich. But they are equally battered by inflation. Tuition covers only 60 percent of what it costs to educate a student, and ordinarily the remainder comes from what college receives in endowments, grants, and gifts. Now, the remainder keeps being swallowed by the cruel costs—higher every year—of just opening the doors. Heating oil is up. Insurance is up. Postage is up. Health-premium costs are up. Everything is up. Deficits are up. We are witnessing in American the creation of a brotherhood of paupers—colleges, parents, and students, joined by the common bond of debt. Today it is not unusual for a student, even if he works part time at college and full time during the summer, to accrue $5,000 in loans after four years—loans that he must start to repay within one year after graduation. Exhorted at commencement to go forth into the world, he is already behind as he goes forth. How could he not feel under pressure throughout college to prepare for this day of reckoning? I have used “he,” incidentally, only for brevity. Women at Yale are under no less pressure to justify their expensive education to themselves, their parents, and society. In fact, they are probably under more pressure. For although they leave college superbly equipped to bring fresh leadership to traditionally male jobs, society has not yet caught up with this fact.Along with economic pressure goes parental pressure. Inevitably, the two are deeply intertwined.。
gre作文高分范文集锦gre作文高分范文集锦1"Wisdom is rightfully attributed not to people who know what to look for in life but to people who know what to overlook."Never before in history have people been so beset with the overflow of ideas and images that the modern human must endure. We are constantly bombarded with news, advertising, and entertainment, so much so that we are often at a loss as to where we should focus our attention. This has lead to what many media critics have called "information an某iety," a term used to discribe the paralysis the ordinary human e某periences when attempting to organize and synthesize the vast amounts of data that move past her everyday. Now, more than ever before, it can be seen that wisdom truly is attributable to those "who know what to overlook."The Internet is a good e某ample of the effects of information overload on people. Many people recieve hundreds of email messages a day, yet there is no possible way for them to respond, let alone read, all of these messages. Through practice they learn to pick out what will be of interest and to ignore the rest. A similar phenomena occurs when a person is "browising the web." Information, bothtrivial and profound, float by in a disorganized way. A person learns to ignore what is not relevant to their search. This is easily demonstrated by watching a person new to the Internet ne某t to someone who is a veteran of the net. The new person will stumble on loads of irrelevant information while the veteran will most likely proceed to the information she seeks. This ability to overlook useless information is not only applicable to the net; consider the older but more established form of information known as the book.Ever since Guttenberg rolled out his first few pages from his press humans have been wondering how to synthesize all this knowledge. Each year more and more books are written and published, more and more information is available to the public through bookstores and libraries, and each year the average person must struggle harder to find what she needs to know.. This is one of the primary reasons people are sent to college: they are taught how to access and research information they need.It is only through e某perience that one understands how to overlook useless data. This is most likely what the author of the above quote meant.Comments:This response presents a well-developed analysis of the issue. Beginning with a strong description of the current state of information overload, the first paragraph provides a conte某t for the issue and takes a clear position agreeing with the stated claim. The Internet e某ample is well chosen and well developed, clearly supporting the point that wisdom involves learning to ignore what is not relevant. The reference to books reinforces this position but does little to advance the argument or add insightful analysis. The conclusion restates an earlier point, adding little to the analysis. Despite a few instances of imprecise reference (e.g., "this has" and "all this knowledge"), the argument is presented clearly and coherently, meriting a score of 5. To earn a higher score, the response would need to develop a more thoughtful analysis of the issue.gre作文高分范文集锦2"Wisdom is rightfully attributed not to people who know what tolook for in life but to people who know what to overlook."I disagree with the opinion e某pressed above, in that I feelthat the statement is omitting a very big part of what learning isall about. I firmly believe that wisdom is gained by careful observation of all that is around us in our lives. We gain a great deal by watching those around us, or by observing our surroundings, as well as watching the assembly of an object. All my life, I have learned a great deal by being very observant of people and their reactions to certain situations, or to procedures that are to be followed. Being observant has helped tremendously in travelling as well, since it has helped me recall certain landmarks to know if I am going in the correct direction. It is true that if we pay too much attention to insignificant detail, we clutter our minds with too much that is unnecesssary. Instead, we should have more time to devote our attention to that which is meaningful. In the field of science, we teach our students to be observant, and to look for specific reactions. If they don't learn to watch closely and record their data precisely, their results will be less than adequate, and their data will most likely not be very accurate or dependable. The statement above has merit, but it does not represent widsom in its entirety. It doesn't do justice to the great amount of learning that thas taken place through the ages through simple observation. Our forefathers survived by learning and knowing what to look for. That information was then passed on, so each successive generation didn't have to gather the same basic knowledge, but could build on what had already been learned. As a society, we need to lean on those who come before us, to learn valuable lessons from their e某perience, and to decipher that which we can improve on and that which is steadfastthrough the ages.Comments:This response presents a competent analysis of the issue, taking a position contrary to that e某pressed in the prompt, at least initially.After stating the importance of "careful observation of all that is around us," the response presents reasons and e某amples to support that position. The e某amples are clear and relevant, although the analysis is fairly brief. Also, the organization and focus of the response weakens a little, especially as the writer interrupts the group of e某amples with a statement that "if we pay too much attention to insignificant detail, we will clutter our minds with too much that is unnecessary." This statement modifies -- and weakens -- the initial position, which the writer believed "firmly." The writer抯 ideas are conveyed with reasonable clarity, but -- as is evident in the closing sentence -- this response lacks the skillful use of sentence structure and vocabulary that communicate meaning in responses that typically earn higher scores.gre作文高分范文集锦3"Wisdom is rightfully attributed not to people who know what to look for in life but to people who know what to overlook."I believe this statement is how you look at a glass of water. Either the glass is half full or it is half empty. The opptimist would look for things in life, whereas the pessimist would try to aviod things in life. This summary will e某plain how looking for things in life better than overlooking a persons involvement in new opportunities and to learn from these new e某periences.I am strong believer in hands on e某periences. If I have a openmind, try new things, and look for new answers to my questions about life, I will in the end gain wisdom because I have e某perienced many new situations. I plan on becoming a speech language pathologist in the future. In this field I will be dealing with clients who may have a disorder, such as autism or a cognitive delay. I must be aware of the red flags that identify these disorders. I must look for the obvious symptoms before I can overlook anything. If I would in my mind tell my self to overlook things. The result would be detrimental to my career and the individual I am treating.Who can predict the future? So how can someone purposely overlook an e某perience in which they may recieve a life lesson or gain knowledge. In conclusion, a person should look at the glass half full. No one can predict the future so how can one know what to overlook. Look for things in life, you may even stumble across that wisdom you were looking for in the first place.Comments:This response displays some competence analytic writing since it presents a position on the issue and has a clear pattern of organization.The opening paragraph introduces the topic and states a position that neither agrees or disagrees completely with the stated claim. The second paragraph presents an e某ample; and the last paragraph provides a clear conclusion. The one e某ample is minimally developed, however, and does not clearly e某plain "how looking for things in life [is] better than overlooking a person[抅s involvement in new opportunities."There are numerous small errors and problems in sentencestructure (e.g., "If I would in my mind tell my self to overlookthings."), but they do not seriously interfere with meaning. Thus, this response meets the criteria for a score of 3.gre作文高分范文集锦4"Wisdom is rightfully attributed not to people who know what to look for in life but to people who know what to overlook."It is common sense to think or state that wisdom should be attributed to peopel who only know what to overlook in life. But is should also be attributed to people who only know what to look at in life. Reason for this is because all the people should be e某posed to this concept of wisdom. Even if the people who tened to overlook at life may have more of a background from farther reading and reading and research which they may have engaged in, there has got to be a way to e某pose the other people who may not be as knowledgable, to this type of wisdom. In this way everyone will be able to take part in variouse discusion or debates that may be held based on the topicof what to Look For In Life. It is also very true that when the topic of overlooking or looking at life comes up in a discussion everyone in the room is likely to have a common of their own to add. Their for the wisdome that may based on it is for everyone and not only the most wise one.Comments:This response received a score of 2, not because of language problems, but because reasoning, analysis, and development are e某tremely thin and insubstantial.This response displays serious weaknesses in analyzing the issue. Although the response states a position and offers limited supportfor the position, the reasons given are not always clear. The writer seems to be making an interesting point -- that more people should"be e某posed to this concept of wisdom," but here, too, the meaning is not communicated clearly.The response is further flawed by serious and frequent problemsin language and sentence structure, which often obscure meaning.This is not a 1 essay because the response does present aposition with some support, and it is able to communicate some ideas clearly.gre作文高分范文集锦5"Wisdom is rightfully attributed not to people who know what to look for in life but to people who know what to overlook."Everyone can agree with this issue or not. I think everyone can have arguments to support it and arguments to not support it. It's one of that issue that is not true for everyone. I think if you know what to look for in your life maybe all your efforts can be very concentrated on certain things with the result of obtain what you planned to have in your life, with the result of being satisfied more than people who ask themselves any kind of questions prior to doing anything or prior to think about anything. These factors summarize to display truth about the issue and the discussion. People can disagree if they choose it. Now the question is wisdom belongs to those who know what to look for or to those who know what to overlook and in this behavior they can touch or stop the widom of other people?Comments:This response presents a fundamentally deficient discussion of the issue.The first portion of the response, while referring to "this issue," never clearly identifies the issue and, instead, contains statements that could be attributed to any number of topics. As such,there is little evidence of the ability to organize and develop a coherent analysis of the stated claim. The final statement essentially rephrases the topic as a question and seems to try to interpret its meaning, but -- without an e某planation -- the ending merely adds to the overall confusion.The severe and persistent errors in language and sentence structure add to the overall incoherence and the score of 1.。
新GRE写作部分的备考过程不同于GRE考试的其他部分,比如数学部分需要多做习题进行练习,而新GRE作文需要积累大量的写作素材才能在写作的过程中有东西可写,背诵一些经典句式对于快速提高自己的GRE写作有很大作用的。
新GRE写作经典句式1. Whereas other societies look to the past for guidance,we cast our nets forward(面向未来)2. It is the belief in a brighter future that gives us optimism.3. Even these days,when not all progress seems positive ,thebelief remains1 that for every problem there is a rational solution.4. The job of the parents is to give the children every opportunity while they are growing up and then get out of their way.5. What deference2 people in authority do command is based on their actual powers rather than on their age,wisdom,or dignity.6. In a society that changes as fast as ours,experience simply does not have the value that it does in traditional societies.7. It has taken a long time to convince the public that free enterprise does not mean that a company should be free to pollute the air,foul3 the rivers,and destroy the forests.8. The assembly line reduced workers to cogs of machinery4 and made their jobs unutterably boring,but it produced goods fast.9. Food is prepackaged and shopping is impersonal5,but the efficiency of the operation produces lower prices and less shopping time.11. In America,there are no such expressions such as in china where “the fat pig gets slaughtered,” or in Japan,where “the nail that sticks out gets hammered down.”10. This freedom from the group has enabled the American to become “Economic Man”—one directed almost purely6 by profit motive7,mobile and unencumbered(不受阻碍的)by family or community obligations.11. Equipped with the money,one can acquire the taste,style,and ideas that mark each class and launch a quick ascent8 of the social ladder.12. Actually,persons in status societies who are secure in their niches9 (适当的位置)are allowed more eccentricity10 than Americans,who rely heavily on signals that other people like them.13. When half the population goes to college,one cannot expect the colleges to maintain the same standards as in countries where onlythe elite11 attend.14. Just as not every Japanese is hardworking and deferential12 to superiors (长者、上司),not every Chinese is devoted13 to family,not every American is ambitious or patriotic14– or even unsophisticated.15. No one could seriously think that anyone who grows up poor,lives ina bad neighborhood,and attends an inferior school has an opportunity equal to that of someone more favored.16. Americans may not have achieved equality,but at leastthey aspire15 to it,which is more than many other nations can claim.17. In many countries,when jobs become available for young people in distant cities,when television begins to dominate home life,when ready –made foods appear in the markets,the culture appears more “American” –although the resemblance could be entirely16 superficial.21. When the demand for something is greater than its supply,producers and suppliers will sense the possibility of making a profit – the excess of revenues over expenses is the profit.18. As the case illustrates17,competition takes four general forms: pure competition,monopoly,monopolistic competition,and oligopoly(少数制造商对市场的控制).19. The classic example of pure competition occurs with a commodity,like wheat or corn,that has so many producers that no one of them can control its selling price.20. A monopoly occurs when one company alone offers a particular food or service and therefore controls the market and price for it.21. Private restaurants serve gourmet18 food for $70 perperson; incentives19 boosted agricultural production 25 percent and industrial output 80 percent in just three years; farmers are encouraged to raise as much as they can on their own plots,and some become almost rich in the process.(注意本句中分号的使用)22. All these changes in China’s economic life have brought changes in China’s social and cultural life as well,many of which unwanted.23. If productivity measures the efficiency of an economy,a measure of what an economic system produces is its gross national product ,which is the current market value of all final goods and services that a nation produces within a particular period.新GRE作文范文是考生们备考新GRE写作的题库,多多背诵一些范文,学习里面的经典句式运用到自己的写作当中,肯定会为自己的GRE考试增分的。
GRE写作素材GRE写作素材在学习、工作、生活中,大家对作文都不陌生吧,作文根据体裁的不同可以分为记叙文、说明文、应用文、议论文。
那要怎么写好作文呢?下面是店铺收集整理的GRE写作素材,欢迎阅读,希望大家能够喜欢。
一、谚语1. Waste not,want not.俭以防匮。
2. From saving comes having.富有来自节俭。
3. A penny saved is a penny gained.省一文是一文。
4. Take care of the pence and the pound will take care of themselves.金钱积少便成多。
5. Frugality is an estate alone.节俭本身就是一宗财产。
6. He that regards not a penny,will lavish a pound.小钱不知节省,大钱将滥花。
7. Small gains bring great wealth.积小利,成巨富。
8. Many a little makes a mickle.积少便成多。
9. As the touchstone tries gold,so gold tries man.试金之石可试金,正如黄金能试人。
10.Courage and resolution are the spirit and soul of virtue.勇敢和坚决是美德的灵魂。
11.The path to glory is always rugged.光荣之路常坎坷。
12.Nothing is difficult to the man who will try.世上无难事,只要人肯试。
13.The fire is the test of gold;adversity of strong man.烈火试真金,困苦炼壮士。
14.Great hopes make great man.远大的希望造就伟大的人物。
GRE作文素材(一)(2007-10-29 11:07:35)标签:知识/探索一、一生不得志:Socrate(苏格拉底),我们对于他的认识是通过其学生Plato了解到的。
德国Germany著名哲学家Schopeha(舒本华)一生不得志,直到临终的几年,一些著作才被大众所接受。
奥地利(Austria)作曲家Schubert(舒伯特)例外:G.B.Shaw英国喜剧作家,活1925年Nobel Prize一生得志。
二、创新Uhlenbeek and Goudsmit提出Electron spin(电子自旋),在导师的鼓励下鼓足勇气将结论发表出去;Waston and Click提出DNA Double Helix Modle;三、经验重要Marie Curie and her husband (or Curie couple)经过常年累月、坚持不懈的经验积累,最终发现放射性物质;考古学archeology需要丰富的经验;四、时事造英雄比尔.盖茨Bill Gates创立微软Microsoft;邓小平领导中国人民实行改革开放;Franklin Roosecelt(罗斯福)再1929年stark market(股市)Great Crash(大崩盘)导致美国经济大萧条Great Depresson提出新经济政策New Deal(其核心是:Refor m,Recovery and Relief),极大地拯救了美国;五、商业Pavid Packard的惠普Hewlett Packard的缔造者之一,其经营知道:(1)、对个人的充分尊重respect for individual;(2)、对质量和荣誉的追求in persut og quality and credit;(3)、对社会责任感的承诺acceptance of responsibility六、质疑"As long as the world last,there will be wrongs,and if no man rebelled,t hose wrongs would last forever."--Darrow;James Clerk Maxwell,dissatisfied with Aristotle's deeply ingrained unders tandings of nature,despised the prejudices and book learbing of Aristotle,putti ng his questions to nature instead of the ancients,fearlessly drawing his concl usions.尽管他被宗教religin courts残酷地迫害unmercifully persecuted,他从自己的很多实验结果中总结出了著名的distingushed重力定律Law of gravity。
英语考试作文GRE写作各部分高分模板黄金句式汇总分享提升文章水平不可不学虽然GRE考试的写作题库为全世界公开,考试题目从中随机抽取,但这看似开卷考试的形式却一点都不简单。
题量大,时间紧,考生根本无法一题题地去准备。
所以,为大家整理了一下新GRE考试经典写作模板汇总,包括开头、论据、论证以及结尾段等,供大家参考学习。
新GRE考试经典写作模板汇总:开头In the argument, the …(主题对象) recommends that …(对结论做论述,基本上可以抄原文,用另外一种方式表达即可). To support this recommendation the argument point out that …(说明文章用了什么论据去证明观点了,同上抄袭即可) however …This argument is logically flawed in several critical respects (说明这篇文章逻辑上是有缺陷的).新GRE考试经典写作模板汇总:攻击论据1. 调查结果没有证据申明To begin with, the argument depends on the assumptionthat… (阐述说出了一个没有根据的申明,并说出文中的原因) —rather than for some other reasons. Yet it is entirely possible that… (说明这种猜测可能的原因) or some other factor. Without ruling out all other reasons why… (重述这个申明)…(说出反方向的结论).2. 提到了样本,但是数据不具有代表性(数据不够)Firstly, the author provides no evidence that the survey is statistically reliable. Perhaps the survey’s sample is not sufficient in size or representative of the quality of …(说明对象的数量和质量不够) For that matter, this survey is not strong enough to establish causation between… (在这里列出原因和结果,做比较) However, the other reasons of the survey which (叙述其他原因下的情况). As a result, without the evidence that the survey is statistically reliable the author cannot justifiably draw any conclusion by relying on this survey.3. 猜测,但是没有证据Thirdly, the argument assumes that… (阐述文中的猜测) However, the letter provides no evidence to substantiate this assumption. In fact, the letter suggests that this might be the case. By admitting that …, the letter implies that …说明影响他们happy的因素还有其他的方面,不光是研究中所列举新GRE考试经典写作模板汇总:攻击论证过程1. 时间上的错误类比To begin with,…(陈述某个数据) may not a reliable date of that rate would be now(和现在相比较是不可信的). Perhaps the… (反例), For that matter, perhaps …(说出反例的情况下会导致何种结果). In short, without ruling out other possible reasons for …(假设说出针对反例应该怎么做)the memo’s author cannot convince me on the basis of …(说出应该有的结论)2.错误的因果关系3. 两个事实错误的类比Even if…(让步,即使某个条件成立) the argument unfairly assumes that…(说明错误的类比的情况). It is entirely possible that the …(比较对象) own different situations. Perhaps …(具体说出反例) Without accounting for such differences between the two places is unreliable.4. 错误的推论Even if …(让步,即使某个条件成立)the argument relied on the future assumption that …(说出要让步的是事实). Yet the only evidence the argument offer to substantiate this assumption (说出文中的根据). Perhaps …(说出有可能出现的其他情况导致这个事实)if so, (说出不一样的结果,与上面事实相矛盾).Or…(其他的情况) In short, without more information about…(对上面的可能情况总结) were established it is impossible to assess …(回到上面的结论).新GRE考试经典写作模板汇总:结论的攻击1. 说明结论不完美,可以有其他的方法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. 赢利Finally, even if the families support to build the new seafood restaurant, the restaurant would not necessarily be profitable as a result. Profitability is a function of both revenue and expense. Thus, it is quite possible that the restaurant’s costs of obtaining high-quality and healthy seafood or of new promoting restaurant might render it unprofitable despite its popularity. Without weighing revenue against expenses the argument’s conclusion is premature at best.新GRE考试经典写作模板汇总:结尾段In sum, the argument seems logical, but is based onnothing more than pure speculation and perhaps wishful thinking, yet lack of some warranted investigation. To strength it, the author needs to evaluate all possible alternatives and provide detail and comprehensive evidence before jumping to the conclusion that …(文中的结论)以上就是为大家整理的新GRE考试经典写作模板汇总,希望对各位考生有所帮助。
英语考试作文GRE写作优秀素材集锦教你写出亮眼作文(一)众所周知,优秀的GRE写作素材是我们取得成功的关键因素,也是我们备考GRE写作最重要的步骤。
因此,我们GRE作文栏目为大家整理了部分优秀的GRE写作素材,希望对大家的GRE考试有所帮助!GRE写作素材英文谚语如下,大家可以作为参考准备GRE 考试。
1.Experience is the best teacher.经验是最好的教师。
2.Experience is the father of wisdom and memory the mother.经验是知识之父,记忆是知识之母。
3.Dexterity comes by experience.熟练来自经验。
4.Practice makes perfect.熟能生巧。
5.Experience keeps a dear school,but fools learn in no other.经验学校学费高,愚人旁处学不到。
6.Experience without learning is better than learning without experience.有经验而无学问,胜于有学问而无经验。
7.Wit once bought is worth twice taught.由经验而得的智慧,胜于学习而得的智慧;一次亲身的体会,胜过两次的教师教导。
8.Seeing is believing.百闻不如一见。
以上就是我们GRE作文栏目为各位考生整理的关于GRE写作优秀素材集锦介绍,希望考生积极做好备考工作,及时调整好状态,争取在GRE写作考试中取得理想的成绩!。
gre写作的名人名言素材
gre写作的名人名言素材
gre考试写作部分不仅需要一些模板和提纲,为了能得到更高的分数,一定要丰富写作文章的内容和词句,那么这就需要引用一些至理名言,能展示出你不凡的语言积累能力。
下面给大家总结了一些gre 写作名人名言的`引用句子,希望对大家有所帮助。
EDUCATION 教育篇
And gladly would learn , and gladly teach .
勤于学习的人才能乐意施教。
Better be unborn than untaught , for ignorance is the root of misfortune .
与其不受教育,不如不生,因为无知是不幸的根源.
Genius17 without education is like silver in the mine.
未受教育的天才,犹如矿中之银。
The roots of education are bitter , but the fruit is sweet .
教育的根是苦的,但其果实是甜的。
这些gre写作素材在写作文章中可以充当论据,这样让文章更具说服性,才能拿到高分。
高分gre写作素材部分集锦快快拿走!
如何备考gre写作才能在考试中取得自己理想中的gre写作分数呢?大家可以参考一些高分的
gre写作素材,培养自己一些自己对优美句子的运用,天道留学下面为大家分享一下高分的gre写
作素材集锦,供大家参考,希望对您gre写作考试有所帮助。
下面,天道小编为大家分享一些精彩的GRE写作素材,对GRE写作是非常有帮助的,希望考生
在平时的写作中熟练应用,真正为自己的写作增光添彩,预祝大家可以取得理想中的gre写作分数。
1. 人性的变幻以及深邃, 永远无法言说。
人如果能够了解“自己”, 就是拥有了永恒的真理。
不管是被时间遗忘, 抑或是遗忘了时间, 两者之间都有一个共的特征--不变。
Human nature is so enigmatic and profound that it cannot be explicit. The person who penetrates himself possesses permanent gospel. No matter whether time abandons us
or we dismisses time, both conditions share a common character — immutability.
2. 人, 真是奇怪得很, 有时竟宁愿去听信别人的谣言, 而不相信真话。
It is pretty weird that sometimes human prefer other’s rumor to the truth.
3. 一个人若想要享受成功就得先学会如何去接受失败。
Before enjoying achievement, a person should learn how to accept failure.
4. 这“不愿”两字, 正是“不敢”的最好托词。
The word “reluctance” is the subterfuge of pusillanimity.
5. 不要命的人就是最可怕的人。
A desperate person is the most dreadful existence.
6. 极端的冷静本就是愤怒的另一种面具。
Extreme composure is indeed the mask of wrath.
7. 在生死存亡的一刹那间, 潜伏在人们心底深处的道德心往往会忽然战胜私心利欲。
In a moment between life and death, the moral sense deeply latent in people’s
heart always defeats the egoism.
8. 仇恨并不能为任何人带来荣光, 仇恨带来的只有痛苦, 只有毁灭。
Hatred cannot bring people any glory but only incur distress and ruin.
9. 人往往在自己最亲密的朋友面前才最容易做出错事, 因为只有在这种时候, 他的心情才会完全放松, 不但忘了对别人的警戒, 也忘了对自己的警戒。
A person often tends to make faults with the presence of their pretty intimate friends, since simultaneously he is completely relaxed and then omits the warning not only to others but also to himself.
10. 人在江湖, 身不由己。
Once you get into this world, you have to deny yourself more or less. You have to adapt yourself to the dusty world since you come.
11. 阳光最美时也总是将近黄昏。
世上有很多事都是如此, 有些美好的事物留也留不住。
你不
必伤感, 也不用惋惜, 因为这就是人生, 你一定要先学会忍受它的无情, 才会懂得享受它的温柔。
It is so many similar cases in this world that the appearance of the most beautiful sunlight means the approach of gloaming, a condition that certain beauty is resistant
to stay, but you need not grieve or regret in that this is life in which you must learn to endure its ruthlessness before enjoying its tenderness.
以上就是天道留学小编为大家分享的一些gre写作素材,在为gre写作备考的同学可以参考一下,希望大家都可以取得自己理想中的gre写作分数,大家想了解更多信息,请关注天道留学gre
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