GRE范文经典(老外280篇)——GRE作文教程+范文资料文档.docx

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1、1GRE AWA MODEL ESSAYSTopics in the following list may appear in your actual test. You should become familiar with this list before you take the GRE-AWA test. Remember that when you take the test you will not have a choice of topics. You must write only on the topic that is assigned to you.2The Pool

2、of Issue TopicsPresent your perspective on the issue below, using relevant reasons and/or examples to support your views.Issue 1We can usually learn much more from people whose views we share than from people whose views contradict our own.disagreement can cause stress and inhibit learning.,rDo we l

3、earn more from people whose ideas we share in common than from those whose ideas contradict ours? The speaker claims so, for the reason that disagreement can cause stress and inhibit learning. I concede that undue discord can impede learning. Otherwise, in my view we learn far more from discourse an

4、d debate with those whose ideas we oppose than from people whose ideas are in accord with our own.Admittedly, under some circumstances disagreement with others can be counterproductive to learning. For supporting examples one need look no further than a television set. On today*s typical television

5、or radio talk show, disagreement usually manifests itself in meaningless rhetorical bouts and shouting matches, during which opponents vie to have their own message heard, but have little interest either in finding common ground with or in acknowledging the merits of the opponents viewpoint. Underst

6、andably, neither the combatants nor the viewers learn anything meaningful. In fact, these battles only serve to reinforce the predispositions and biases of all concerned. The end result is that learning is impeded.Disagreement can also inhibit learning when two opponents disagree on fundamental assu

7、mptions needed for meaningful discourse and debate. For example, a student of paleontology learns little about the evolution of an animal species under current study by debating with an individual whose religious belief system precludes the possibility of evolution to begin with. And, economics and

8、finance students learn little about the dynamics of a laissez-faire system by debating with a socialist whose view is that a centralized power should control all economic activity.Aside from the foregoing two provisos, however, I fundamentally disagree with the speakers claim. Assuming common ground

9、 between two rational and reasonable opponents willing to debate on intellectual merits, both opponents stand to gain much from that debate. Indeed it is primarily through such debate that human knowledge advances, whether at the personal, community, or global level.At the personal level, by listeni

10、ng to their parents rationale for their seemingly oppressive rules and policies teenagers can learn how certain behaviors naturally carry certain undesirable consequences. At the same time, by listening to their teenagers concerns about autonomy and about peer pressures parents can learn the valuabl

11、e lesson that effective parenting and control are two different things. At the community level, through dispassionate dialogue an environmental activist can come to understand the legitimate economic concerns of those whose jobs depend on the continued profitable operation of a factory. Conversely,

12、the latter might stand to learn much about the potential public health price to be paid by ensuring job growth and a low unemployment rate. Finally, at the global level, two nations with opposing contrary, the predominant message in most cultures is that people should cultivate their individuality.

13、Consider, for example, the enduring and nearly ubiquitous icon of the ragged individualist, who charts his or her own course, bucks the trend, and achieves notoriety through individual creativity, imagination, invention, or entrepreneurship. Even our systems of higher education seem to encourage ind

14、ividualism by promoting and cultivating critical and independent thought among its students.Yet, all the support for forging ones one unique persona, career, lifestyle, opinions, and even belief system, turns out to be hype. In the final analysis, most people choose to conform. And understandably so

15、; after all, it is human nature to distrust, and even shun, others who are 13 too different from us. Thus to embrace rugged individualism is to risk becoming an outcast, the natural consequence of which is to ILmit ones socioeconomic and career opportunities. This prospect suffices to quell our year

16、ning to be different; thus the speaker is correct that most of us resign ourselves to conformity for fear of being left behind by our peers. Admittedly, few cultures are without rugged individualists-the exceptional artists, inventors, explorers, social reformers, and entrepreneurs who embrace their

17、 autonomy of thought and behavior, then test their limits. And paradoxically, it is the achievements of these notable non-conformists that are responsible for most cultural evolution and progress. Yet such notables are few and far between in what is otherwise a world of insecure, even fearful, cultu

18、ral conformists.To sum up, the speaker is correct that most people choose to conform rather than behave and think in ways that run contrary to their cultures norms, and that fear of being exduded lies at the heart of this choice. Yet, no culture need encourage conformity; most humans recognize that

19、there is safety of numbers, and as a result freely choose conformity over the risks, and potential rewards, of non-conformity.Issue 17There are two types of laws: just and unjust. Every individual in a society has a responsibility to obey just laws and, even more importantly, to disobey and resist u

20、njust laws.According to this statement, each person has a duty to not only obey just laws but also disobey unjust ones. In my view this statement is too extreme, in two respects. First, it wrongly categorizes any law as either just or unjust; and secondly, it recommends an ineffective and potentiall

21、y harmful means of legal reform.First, whether a law is just or unjust is rarely a straightforward issue. The fairness of any law depends on ones personal value system. This is especially true when it comes to personal freedoms. Consider, for example, the controversial issue of abortion. Individuals

22、 with particular religious beliefs tend to view laws allowing mothers an abortion choice as unjust, while individuals with other value systems might view such laws as just.The fairness of a law also depends on ones personal interest, or stake, in the legal issue at hand. After all, in a democratic s

23、ociety the chief function of laws is to strike a balance among competing interests. Consider, for example, a law that regulates the toxic effluents a certain factory can emit into a nearby river. Such laws are designed chiefly to protect public health. But complying with the regulation might be cost

24、ly for the company; the factory might be forced to lay off employees or shut down altogether, or increase the price of its products to compensate for the cost of compliance. At stake are the respective interests of the companys owners, employees, and customers, as well as the opposing interests of t

25、he regions residents whose health and safety are impacted. In short, the fairness of the law is subjective, depending largely on how ones personal interests are affected by it.The second fundamental problem with the statement is that disobeying unjust laws often has the opposite affect of what was i

26、ntended or hoped for. Most anyone would argue, for instance, that our federal system of income taxation is unfair in one respect or another. Yet the end result of widespread disobedience, in this case tax evasion, is to perpetuate the system. Free-riders only compel the government to maintain tax ra

27、tes at high levels in order to ensure adequate revenue for the various programs in its budget.14Yet another fundamental problem with the statement is that by justifying a violation of one sort of law we find ourselves on a slippery slope toward sanctioning all types of illegal behavior, including eg

28、regious criminal conduct. Returning to the abortion example mentioned above, a psychologists and medical practitioners have known all along: we are at our best as humans only when we strike a proper balance between the mind, body, and spirit. The call for a balanced life is essentially a call for mo

29、deration in all things.For instance, while moderate exercise improves our health and sense of well-being, over exercise and intense exercise can cause injury or psychological burnout, either of which defeat our purpose by requiring us to discontinue exercise altogether. Lack of moderation in diet ca

30、n cause obesity at one extreme or anorexia at the other, either of which endangers ones health, and even life. And when it comes to potentially addictive substances-alcohol, tobacco, and the like-the deleterious effects of over-consumption are clear enough.The virtues of moderation apply to work as

31、well. Stress associated with a high-pressure job increases ones vulnerability to heart disease and other physical disorders. And overwork can result in psychological burnout, thereby jeopardizing ones job and career. Overwork can even kill, as demonstrated by the alarmingly high death rate among you

32、ng Japanese men, many of whom work 100 or more hours each week.Having acknowledged the wisdom of the old adage, I nevertheless agree that under some circumstances, and for some people, abandoning moderation might be well justified. Query how many of the worlds great artistic creations-in the visual

33、arts, music, and even 130 literature-would have come to fruition without intense, focused efforts on the part of their creators. Creative work necessarily involves a large measure of intense focus-a single-minded, obsessive pursuit of aesthetic perfection.Or, consider athletic performance. Admittedl

34、y, intensity can be counterproductive when it results in burnout or injury. Yet who could disagree that a great athletic performance necessarily requires great focus and intensity-both in preparation and in the performance itself?. In short, when it comes to athletics, moderation breeds mediocrity,

35、while intensity breeds excellence and victory. Finally, consider the increasingly competitive world of business. An intense, focused company-wide effort is sometimes needed to ensure a companys competitiveness, and even survival. This is particularly true in todays technology-driven industries where

36、 keeping up with frantic pace of change is essential for almost any high-tech finns survival.In sum, the old adage amounts to sound advice for most people under most circumstances. Nevertheless, when it comes to creative accomplishment, and to competitive success in areas such as athletics and busin

37、ess, I agree with the speaker that abandoning or suspending moderation is often appropriate, and sometimes necessary, in the interest o f achieving worthwhile goals.Issue 233Although innovations such as video, computers, and the Internet seem to offer schools improved methods for instructing student

38、s, these technologies all too often distract from real learning.11The speaker asserts that innovations such as videos, computers, and the Internet too often distract from real learning in the dassroom. I strongly agree that these tools can be counterproductive in some instances, and ineffectual for

39、certain types of learning. Nevertheless, the speakers assertion places too little value on the ways in which these innovations can facilitate the learning process.In several respects, I find the statement compelling. First of all, in my observation and experience, computers and videos are misused mo

40、st often for education when teachers rely on them as surrogates, or baby-sitters. Teachers must use the time during which students are watching videos or are at their computer stations productively-helping other students, preparing lesson plans, and so forth. Otherwise, these tools can indeed impede

41、 the learning process.Secondly, passive viewing of videos or of Web pages is no indication that any significant learning is taking place. Thus teachers must carefully select Internet resources that provide a true interactive learning experience, or are highly informative otherwise. And, in selecting

42、 videos teachers must be sure to follow up with lively class discussions. Otherwise, the comparatively passive nature of these media can render them ineffectual in the learning process.Thirdly, some types of learning occur best during face-to-face encounters between teacher and student, and between

43、students. Only by way of a live encounter can a language teacher recognize and immediately correct subtle problems in pronunciauon and inflection. And, there is no suitable substitute for a live encounter when it comes to teaching techniques in painting, 131 sculpture, music performance, and acting.

44、 Moreover, certain types of learning are facilitated when students interact as a group. Many grade school teachers, for example, find that reading together aloud is the most effective way for students to learn this skill.Fourth, with technology-based learning tools, especially computers and the Inte

45、rnet, learning how to use the technology can rob the teacher of valuable time that could be spent accomplishing the teachers ultimate educational objectives. Besides, any technology-based learning tool carries the risk of technical problems. Students whose teachers fail to plan for productive use of

46、 unexpected down-time can lose opportunities for real learning.Finally, we must not overlook the non-quantifiable benefit that personal attention can afford. A human teacher can provide meaningful personal encouragement and support, and can identify and help to solve a students social or psychologic

47、al problems that might be impeding the learning process. No video, computer program, or Web site can begin to serve these invaluable functions.Acknowledging the many ways that technological innovations can impede real learning, these innovations nevertheless can facilitate real learning, if employed

48、 judicially and for appropriate purposes. Specifically, when it comes to learning rote facts and figures, personal interaction with a teacher is unnecessary, and can even result in fatigue and burnout for the teacher. Computers are an ideal tool for the sorts of learning that occur only through repe

49、tition-typing skills, basic arithmetical calculations, and so forth. Computers also make possible visual effects that aid uniquely in the learning of spatial concepts. Finally, computers, videos and the Internet are ideal for imparting basic text-book information to students, thereby freeing up the teachers time to give students individualized attention.In sum, computers and videos can indeed distract from learning-when teachers misuse them as substitutes for personal attention, or when the technology