【导语】小编在这里给大家带来GRE写作：如何解决论据素材（共7篇），希望大家喜欢!
篇1：GRE写作：如何解决论据素材
GRE写作：如何解决论据素材
其实，如果你留心观察生活，就会发现，生活中到处都是好例子，遗憾的是，我们从来没有想过把它们变成GRE写作的一部分。
那么该怎么去发现这些好例子呢?方法其实也很简单：
首先，你必须要很熟悉题库。很多老师对issue部分的题目都有分类，网上也有很多这方面的资料。其实不论是何种分类方法，你都必须要通过分类对整个244道题库有个全面的了解，知道ETS会考什么，不会考什么。
接下来，有了对题库的了解之后，这是你会发现，有些生活中看似无关的事情，突然变得有用了。这里，我就以一个八杆子打不着的“犀利哥”给大家做个示范。
犀利哥的背景大家都熟，这里就不多介绍了。可是他的事情怎么就能写到GRE作文里呢?
首先，犀利哥是一个普通的流浪人员，但是却一夜暴红，这和媒体的炒作不无关系。而我们的issue题库中，就有很多讨论媒体对公众影响的题目。这时，犀利哥就是个媒体影响很好的证明。
其次，犀利哥的出名也反映了当今社会对外表和时尚的狂热。人们完全无视他是个有精神障碍的病人，而只是因为他的穿着恰好符合当时的审美趋势而追捧他。这在讨论到issue33题“外表和内在那个更重要的时候”也非常适合。
当然，这个例子还可以用来讨论公众隐私(29, 161题)和快餐文化(107， 151， 215等题)中，这里就不多解释。
根据刚刚的分析，我们就很容易把犀利哥的例子，按照事件的积极消极意义，整理成下面的一些要点：
Positive side：
1)Media's magic power to turn a nobody into somebody overnight
2)Media's role in bringing public attention to the misfortune and the helpless who may otherwise be neglected and discarded by the society
Negative side:
1)The world's over-emphasis on the appearance, not on the inner-self. By turning a homeless to a fashion model, the story of Brother Xili is just an extreme case of many.
2)The frenetic pursuit of instant fame and interests by modern people dwarfs the most fundamental basis of human nature: love, equality, respect and compassion.
3)The world only cares about the “fashionable” photos of Brother Xili and flocks to Ningbo to see him in person. But no one really cares about him as a person, a man with mental disorder, a brother that needs our care and love, not relentless media exposure and disturbance.
GRE写作素材之亚里士多德
Aristotle 384BC -- 322BC
Greek philosopher, scientist, physician. One of the greatest figures in the history of Western thought, Aristotle was born in Stagira, Macedonia. In 367 BC, he went to Athens, where he was associated with Plato's Academy until Plato's death in 347 BC. He then spent time in Asia Minor and in Mytilene (on Lesbos). In 342 BC he was invited by Philip of Macedon to educate his son, Alexander (later, the Great). He returned to Athens (335 BC) and opened a school (the Lyceum); his followers were called Peripatetics, supposedly from his practice of walking up and down restlessly during his lectures. After Alexander's death (323 BC), there was strong anti-Macedonian sentiment in Athens; Aristotle was accused of impiety and, perhaps with Socrates' fate in mind, escaped to Chalcis in Euboea, where he died the next year.
Aristotle's writings represented an enormous, encyclopedic output over virtually every field of knowledge: logic, metaphysics, ethics, politics, rhetoric, poetry, biology, zoology, physics, and psychology. The bulk of the work that survives actually consists of unpublished material in the form of lecture notes or students' textbooks; but even this incomplete corpus is extraordinary for its range, originality, systematization, and sophistication.
His work exerted an enormous influence on mediaeval philosophy (especially through St Thomas Aquinas), Islamic philosophy (especially through Averro?s), and indeed, on the entire Western intellectual and scientific tradition. The works most read today include Metaphysics, Nicomachean Ethics, Politics, Poetics, De anima and the Organon (treatises on logic).
GRE写作满分范文赏析
“The media (books, film, music, television, for example) tend to create rather than reflect the values of a society.”
The media does tend to create rather than reflect the values of a society.
One example of this observation is the fact that the media is owned, controlled and used my a segment of the population that is usually out of touch with the realities of groups within the society it covers. . . For example, the gangster rappers have gained a reputation for being women hating, anti-authority, and violent. Before, the MTV and V-H1 and CNN provided coverage to these groups, theyre were limited to street sales and specific areas that w ere not mainstream. Thanks to national coverage in print and broadcast, these groups becaome more popular because it was “different” and taboo. The lyrics, dances, and fashion statements portrayed became big money items and surburbanited people were intrigued withe this counter-culture. They began to act, talk and behave like the lyrics espressed. Continued media fenzy contributed to kids wanting to become more familiar with this culture, thereby creating an atmosphere or arena for this counter-culturre to legitimate. The media created these values but these vlaues of the gangster rapeer do not reflect the actual values of the society.
Another example of the media creating the values of a society is the coverage of the modeling industry. Clearly, most women neither want to or can look like Kate Moss. The typical Calvin Klein male models do not appear the way most men are naturally. This look is both unhealthy and atypical of most humans. Nevertheless, thanks to the media's coverage, including magazine advocating, newspapers ads, and commercials to sell products, a large portion of this society has done everything from liposuction to becoming bullimic to attain a supermodel look. If the media does not cover the indutrsy in such a manner, a growing number of people would not care about the skeletal look of kate Moss or any other unrealistic physical attrubutes that are usually genetically or surgically produced. The media creates this image of how men and women should look thereby creating the values of this society. These values would be totally different without the media's negative influence.
Lastly, when the media chooses to focus on pervers and negative, and unhealthy aspects of a society, then that part of society becomes the “values' of that society. Gangster rap or anorexic models could not possibly have made it without the media's concentrated coverage of either.
Comments:
This response presents an adequate discussion of the topic. After a succinct announcement of the writer's position on the issue, the paper develops two relevant examples: musicians (”gangster rappers“) who have negatively influenced people's behavior and superstar models who have negatively influenced people's self-image.
Although the examples are well chosen and support the writer抯 position, they are not always clearly explained. For example, the writer claims that ”most women neither want to nor can look like Kate Moss“ but then contradicts that claim by explaining that ”a large portion of this society has done everything from liposuction to becoming bullimic to attain a supermodel look.“
In general, the vocabulary is clear, but not particularly precise. Sentences are formed correctly, but they lack effective variety. Grammatical and mechanical errors occur, but they do not seriously interfere with meaning. In almost every way, this is an adequate response and earns a score of 4.
篇2：GRE写作论证论据素材
社会福利
A social welfare provision refers to any program which seeks to provide a minimum level of income, service or other support for disadvantaged people such as the poor, the elderly, the disabled, students, unpaid workers such as mothers and other caregivers, and underprivileged groups. Social welfare programs are undertaken by governments as well as non-governmental organizations (NGOs). Social welfare payments and services are typically provided free of charge or at a nominal fee, and are funded by the state, benefactors or by compulsory enrollment of the poor themselves.
福利社会
States or nations that provide comprehensive social welfare programs are often identified as having a welfare state. In such countries, access to social welfare services is often considered a basic and inalienable right to those in need. In many cases these are considered natural rights, and indeed that position is borne out by the UN Convention on Social and Economic Rights and other treaty documents. Accordingly, many people refer to welfare within a context of social justice, making an analogy to rights of fair treatment or restraint in criminal justice.
七大社会福利类型
Examples of social welfare services include the following:
1. Compulsory superannuation savings programs.
2. Compulsory social insurance programs, often based on income, to pay for the social welfare service being provided: these are often incorporated into the taxation system and may be inseparable from income tax.
3. Pensions or other financial aid, including social security and tax relief, to those with low incomes or inability to meet basic living costs, especially those who are raising children, elderly, unemployed, injured, sick or disabled.
4. Free or low cost nursing, medical and hospital care for those who are sick, injured or unable to care for themselves. This may also include free antenatal and postnatal care. Services may be provided in the community or a medical facility.
5. Free or low cost public education for all children, and financial aid, sometimes as a scholarship or pension, sometimes in the form of a suspensory loan, to students attending academic institutions or undertaking vocational training.
6. The state may also fund or operate social work and community based organizations that provide services that benefit disadvantaged people in the community.
7. Welfare money paid to persons, from a government, who are in need of financial assistance but who are unable to work for pay.
篇3：GRE写作论证论据素材
社会契约与契约理论
According to the will theory of contract, which was dominant in the 19th century and still exerts a strong influence, a contract is not presumed valid unless all parties agree to it voluntarily, either tacitly or explicitly, without coercion. A supposed social contract cannot be used to justify governmental actions such as taxation, because government will initiate force against anyone who does not wish to enter into such a contract. As a result, such an agreement is not voluntary and therefore cannot be considered a legitimate contract at all.
However, the philosophical concept of social contract does not address the same issues as present-day juridical contract theory, making the name “social contract” potentially misleading. For this reason some thinkers preferred the term “social compact”. The key notion of social contract or compact is that the individual consents by entering or remaining on the dominion of an existing society, which is usually a geographic territory, in much the same way one does when entering or remaining in someone’s household or private property. People are normally brought up from childhood to respect the boundaries of societies, including families, and the rules made by them for their territorial spaces. That is part of the socialization development process.
对社会契约的违反
The social contract and the civil rights it gives us are neither “natural” nor permanently fixed. Rather, the contract itself is a means towards an end—the benefit of all—and is only legitimate to the extent that it meets the general interest. Therefore, when failings are found in the contract, we renegotiate to change the terms, using methods such as elections and legislature.
篇4：GRE写作论证论据素材
社会公正的概念
Social justice refers to the concept of a society in which justice is achieved in every aspect of society, rather than merely the administration of law. It generally refers to a society which affords individuals and groups fair treatment and a just share of the benefits of it. It can also refer to the distribution of advantages and disadvantages within a society.
社会公正的内涵
Social justice is both a philosophical problem and an important issue in politics, religion and civil society. Most individuals wish to live in a just society, but different political ideologies have different conceptions of what a “just society” actually is. The term “social justice” is often employed by the political left to describe a society with a greater degree of economic egalitarianism, which may be achieved through progressive taxation, income redistribution, or property redistribution. The right wing also uses the term social justice, but generally believes that a just society is best achieved through the operation of a free market, which they believe provides equality of opportunity and promotes philanthropy and charity. Both right and left tend to agree on the importance of rule of law, human rights, and some form of a welfare safety net.
对社会公正的反对
Social justice may be unfeasible economically. Many water-poor countries have recognized a “basic right to have drinking water” and then provided that access accordingly. This often resulted in water sources being over-used and then decimated.
On the other hand, some scholars reject the very idea of social justice as meaningless, religious, self-contradictory, and ideological, believing that to realize any degree of social justice is unfeasible, and that the attempt to do so must destroy all liberty. The most complete rejection of the concept of social justice comes from the Friedrich Hayek of the Austrian School of Economics: “The phrase ‘social justice’ is simply a semantic fraud from the same stable as People’s Democracy.” The purported goal of social justice is to eliminate economic inequities, but because these inequities are largely a result of individuals’ own choices, they can only be corrected by controlling said choices.
篇5：如何解决GRE作文论据素材准备问题
GRE作文论据素材准备问题解决办法
对于绝大多数的考生，准备GRE写作时最头疼的问题就是没有例子。虽然上了这么多年的学，脑子里的知识也不少，可以只要一举例子，就只有那么稀稀拉拉的几个”大路货“。一举科学家，大凡就是爱因斯坦，牛顿，居里夫人;一提到”失败是成功之母“，就只有爱迪生玩命地试灯泡了。可是，想要举出一个与众不同的例子，真的就这么难吗?
其实，如果你留心观察生活，就会发现，生活中到处都是好例子，遗憾的是，我们从来没有想过把它们变成GRE写作的一部分。
那么该怎么去发现这些好例子呢?方法其实也很简单：
首先，你必须要很熟悉题库。很多老师对issue部分的题目都有分类，网上也有很多这方面的资料。其实不论是何种分类方法，你都必须要通过分类对整个244道题库有个全面的了解，知道ETS会考什么，不会考什么。
接下来，有了对题库的了解之后，这是你会发现，有些生活中看似无关的事情，突然变得有用了。这里，我就以一个八杆子打不着的”犀利哥“给大家做个示范。
犀利哥的背景大家都熟，这里就不多介绍了。可是他的事情怎么就能写到GRE作文里呢?
首先，犀利哥是一个普通的流浪人员，但是却一夜暴红，这和媒体的炒作不无关系。而我们的issue题库中，就有很多讨论媒体对公众影响的题目。这时，犀利哥就是个媒体影响很好的证明。
其次，犀利哥的出名也反映了当今社会对外表和时尚的狂热。人们完全无视他是个有精神障碍的病人，而只是因为他的穿着恰好符合当时的审美趋势而追捧他。这在讨论到issue33题”外表和内在那个更重要的时候“也非常适合。
当然，这个例子还可以用来讨论公众隐私(29, 161题)和快餐文化(107， 151， 215等题)中，这里就不多解释。
根据刚刚的分析，我们就很容易把犀利哥的例子，按照事件的积极消极意义，整理成下面的一些要点：
Positive side：
1)Media's magic power to turn a nobody into somebody overnight
2)Media's role in bringing public attention to the misfortune and the helpless who may otherwise be neglected and discarded by the society
Negative side:
1)The world's over-emphasis on the appearance, not on the inner-self. By turning a homeless to a fashion model, the story of Brother Xili is just an extreme case of many.
2)The frenetic pursuit of instant fame and interests by modern people dwarfs the most fundamental basis of human nature: love, equality, respect and compassion.
3)The world only cares about the ”fashionable“ photos of Brother Xili and flocks to Ningbo to see him in person. But no one really cares about him as a person, a man with mental disorder, a brother that needs our care and love, not relentless media exposure and disturbance.
经过这样一番思考之后，你会发现，在真正写GRE作文时，你需要准备的案例的数量其实并不多，关键是，你能不能通过对例子深入的分析使一个例子可以同时解决许多道题目，达到”以一当十“的效果。
GRE作文素材之名言
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。
15.No way is impossible to courage.
勇士面前无险路。
16.A smooth sea never made a skillful mariner.
平静的大海决不能造就出熟练的水手。
17.The good seaman is known in bad weather.
坏天气下才能识得出良好的海员;要识好海员，须凭
坏天气。
18.The best hearts are always the bravest.
行为最勇敢的人心地总是最善良。
19.We must not lie down,and cry,God help us.
求神不如求己。
20.He that falls today may be up again tomorrow.
今天跌倒的人也许明天就会站起。
21.Rome was not built in a day.
罗马并非一日可建成;坚持必成。
22.Success belongs to the persevering.
胜利属于坚忍不拔的人。
23.We must repeat a thousand and one times that
perseverance is the only road to success.
我们要多次重申：不屈不挠是取得胜利的唯一道路。
24.Perseverance is failing nineteen times
and succeeding the twentieth.
十九次失败，到第二十次获得成功，这就叫坚持。
25.Step by step the ladder is ascended.
登梯需要逐级登。
26.Adversity leads to prosperity.
困苦通向昌盛。
27.Patience and application will carry us through.
忍耐和专心会使我们度过难关。
28.Fortune often rewards with interest those
that have patience to wait for her.
做事只要有耐心，到头总会有好运;耐心候好运，好
运常会来。
29.All things will come round to him who will but wait.
只要肯等待，一切都会按时来。
30.Constant dropping wears the stone.
滴水不绝可穿石。
31.Omelets are not made without breaking of eggs.
鸡蛋不打破，蛋卷做不成;不甘愿吃苦，则预期效果达不到。
32.The world is a ladder for some to go up
and others to go down.
世界好似一把梯，有人上去有人下。
33.There needs a long apprenticeship to understand
the mystery of the world's trade.
要知世事奥秘多，须要长期作学徒。
34.Life is sweet.
生活是可爱的;人无不好生(恶死)。
35.Where there is life,there is hope.
生命不息，希望长在。
36.Life is not all beer and skittles.
人生并不全是吃喝玩乐。
37.Much water runs by the mill that
the miller knows not of.
眼前发生许多事，有些我们并不知。
38.Fortune knocks once at least at every man's door.
人人都有走运的一天。
39.If you are too fortunate,you will not know yourself;
if you are too unfortunate,nobody will know you.
运气太好，见人不睬;运气太坏，无人理会。
40.Every man is the architect of his own fortune.
每一个人都是自身幸福的建筑师。
41.Happy is he who knows his follies in his youth.
记得年轻时所作蠢事的人是幸福的。
42.Misfortunes never (seldom) come alone (single).
祸不单行。
43.Misfortune is a good teacher.
不幸是良好的教师。
44.Misfortunes come at night.
祸常生于不测。
45.Misfortunes tell us what fortune is.
恶运临头后，才知幸运贵。
GRE作文素材之名言
46.Adversity makes a man wise,not rich.
患难能使人聪明，但不能使人富有。
47.Live and learn.
活到老，学到老。
48.It is never too old to learn.
为学不怕年高。
49.A man becomes learned by asking questions.
要长学问，就得多问;多问则业精。
50.There is no royal road to learning.
学问无坦途。
51.He who is ashamed of asking is ashamed of learning.
畏问之人耻于学。
52.What is learned in the cradle lasts till the grave.
婴孩时期学到的东西，老死不会忘记。
53.Learning makes a good man better and ill man worse.
知识能使好人更好，坏人更坏。
54.Soon learnt,soon forgotten.
学得快，忘得快。
55.Learn young,learn fair.
为学趁年青，既学须学好。
56.A lazy youth,a lousy age.
少时懒惰老来苦。
57.He that knows nothing,doubts nothing.
无知即无疑。
58.A good name keeps its luster in the dark.
良好的名声在黑暗中也能闪闪发光。
59.Fame is a magnifying glass.
名誉是放大镜。
60.A good fame is better than a good face.
美名胜于美貌。
61.Fame like a river is narrowest at its
source and broadest afar off.
名誉如河流，发源处最狭，愈远愈宽广。
62.Take honour from me and my life is done.
没有名誉，就没有了生命。
63.Beware of him who regards not his reputation.
要谨防不重名誉的人。
64.It is better to die with honour than to live in infamy.
光荣的死胜于羞辱的生。
65.Adversity successfully overcome is the highest glory.
成功地克服困难是最大的光荣。
66.Reputation is often got without merit
and lost without fault.
无功得名是常事，无过失名也是常事。
67.Your father's honour is to you
but a second-hand honour.
对于你来说，父亲的荣誉只是间接的荣誉。
68.Never trust another what you should do yourself.
自己该做的事，决不要委托给旁人做。
69.It is an equal failing to trust everybody,
and to trust nobody.
信任一切与不信任任何人，同样是弱点。
70.Eat a peck of salt with a man before you trust him.
在你信任一个人之前，先要深入了解他。
71.If you trust before you try,
you may repent before you die.
不经考验就依赖，不到瞑目便的悔。
72.Never trust to fine words.
切勿轻信漂亮话。
73.Trust not a great weight to a slender thread.
细线挂重物，终究不可靠。
74.Be just to all,but trust not all.
要对一切人都公正，但不要对一切人都信任。
75.Trust thyself only,and another shall not betray thee.
只要信任你自己，旁人才不出卖你。
76.Self-trust is the essence of heroism.
自信为英雄品质之本。
77.Confidence is a plant of slow growth.
信任是一种生长缓慢的植物。
78.Truth is the daughter of time.
真理是时间的女儿。
79.Truth hath a good face,but ill clothes.
真理面目善良;但衣衫褴褛。
80.Truth and roses have thorns about them.
真理和玫瑰，身旁都有刺。
81.Truth may be blamed,but shall never be shamed.
真理可能会被责难，但绝不会受羞辱。
82.Though malice may darken truth,it cannot put it out.
恶意可以糟塌真理;但无法消灭真理。
83.Truth will prevail.
真理必胜。
84.Truth's best ornament is nakedness.
不加掩饰乃是真理的最好装饰。
85.Facts are stubborn things.
事实是最顽强的东西。
86.Sooner or later,the truth comes to light.
真相迟早会大白。
87.The truths we least like to hear are those
which it is most to our advantage to know.
我们最不愿意听到的事实，往往是我们知道了会
大有好处的事实。
88.Falsehood like a nettle stings those
who meddle with it.
谎言似荨麻，玩弄会刺手。
89.There is many a fair thing full false.
有许多说得好听的东西充满了谬误。
90.Though a lie be well drest,it is ever overcome.
谎言装扮虽不错，到头总会被揭露。
GRE作文素材：名人之哥伦布
哥伦布 (Columbus)
Italian mariner and navigator; widely believed to be the first European to sail across the Atlantic Ocean and successfully land on the American continent. Born Cristoforo Colombo, between August and October 1451, in Genoa, Italy. Columbus was the eldest son of Domenico Colombo, a wool-worker and small-scale merchant, and his wife, Susanna Fontanarossa; he had two younger brothers, Bartholomew and Diego. He received little formal education and was a largely self-taught man, later learning to read Latin and write Castilian.
Columbus began working at sea early on, and made his first considerable voyage, to the Aegean island of Chios, in 1475. A year later, he survived a shipwreck off Cape St. Vincent and swam ashore, after which he moved to Lisbon, Portugal, where his brother Bartholomew was living. Both brothers worked as chartmakers, but Columbus already nurtured dreams of making his fortune at sea. In 1477, he sailed to England and Ireland, and possibly Iceland, with the Portuguese marine, and he also bought sugar in Madeira for a Genoese firm.
In 1479, Columbus married Felipa Perestello e Moniz, from an impoverished noble Portuguese family. Their son, Diego, was born in 1480. Felipa died in 1485, and Columbus later began a relationship with Beatriz Enruez de Harana of Cordoba, with whom he had a second son, Ferdinand. (Columbus and Beatriz never married, but he provided for her in his will and legitimatized Ferdinand, in accordance with Castilian law.)
By the mid-1480s, Columbus had become focused on his plans of discovery, chief among them the desire to discover a westward route to Asia. In 1484, he had asked King John II of Portugal to back his voyage west, but had been refused. The next year, he went to Spain with his young son, Diego, to seek the aid of Queen Isabella of Castile and her husband, King Ferdinand of Aragon. Though the Spanish monarchs at first rejected Columbus, they gave him a small annuity to live on, and he remained hopeful of convincing them. In January of 1492, after being twice rebuffed, Columbus obtained the support of Ferdinand and Isabella. The favorable response came directly after the fall of Granada, the last Moorish stronghold in Spain, which led Spanish Christians to believe they were close to eliminating the spread of Islam in southern Europe and beyond. Christian missionary zeal, as well as the desire to increase Spanish prominence in Europe over that of Portugal and the desire for gold and conquest, were the primary driving forces behind Columbus?historic voyage.
On August 3, 1492, the fleet of three ships he Ni, the Pinta, and the Santa Maret forth from Palos, on the Tinto River in southern Spain. After spending nearly a month in the Canary Islands, off the mainland of northwest Africa, the ships continued west, following the parallel of Gomera. According to records of the voyage, weather remained fair throughout. The first sighting of land came at dawn on October 12. (Though Columbus claimed that he himself, on the Ni, was the first to see land, later evidence showed that the sighting was made from the Pinta.) The place of the first Caribbean landfall was most likely modern San Salvador, or Watling Island, in the Bahamas.
Thinking he had reached the East Indies, Columbus referred to the native inhabitants of the island as ndians,?a term that was ultimately applied to all indigenous peoples of the New World. The three ships sailed among other Bahama islands and landed at Cuba, which Columbus convinced himself was the mainland of great Cathay (China). There was little gold there, and his exploration continued by sea to Ayti (Haiti) on December 6, which Columbus renamed La Isla Espa la, or Hispaniola. He seems to have thought Hispaniola was Cipango (Japan); in any case, the land was rich with gold and other natural resources, and allowed Columbus to return to Spain in the spring of 1493 with riches enough to convince his sovereigns of his success.
After a difficult journey back to Europe, Columbus paid a visit to King John II of Portugal, which prompted suspicion that he had collaborated with Spain enemy. He subsequently appeared before Isabella and Ferdinand in Barcelona, displaying gold, exotic birds, herbs and spices, and even human captives that he had brought from the New World. The sovereigns were easily persuaded to fund a second voyagehis time, at least 17 ships and 1,300 men set sail from Ciz on September 25, 1493. En route to Hispaniola and Navidad, the settlement he had founded there, Columbus and his fleet entered the West Indies near Dominica (which he named) and proceeded past Guadeloupe and other Lesser Antilles before reaching Borinqu (modern Puerto Rico).
Upon reaching Navidad, Columbus found the settlement destroyed and the Spanish settlers dead, victims of strong native resistance against their colonial tactics. After building more fortified settlements, including one named La Isabela, in honor of the queen, Columbus declared himself governor of Hispaniola, intending it to become a trading post for European settlers to conduct business with the rich Oriental empires he expected to find. After searching the Cuban coastline and Jamaica for gold, Columbus had decided that Hispaniola was the richest source of gold and other spoils.
In February 1494, 12 ships returned to Spain from La Isabela, commanded by Columbus?associate, Antonio de Torres. Two more of his subordinates, Alonso de Ojeda and Pedro Margarit, led a campaign of violence against the native inhabitants of Hispaniola, in revenge for the murder of their comrades at Navidad. They killed and captured many natives, taking them as slaves, seemingly with the full knowledge and approval of Columbus. Throughout the next two years, the Spaniards continued their resolute conquest and colonization of Hispaniola.
On March 10, 1496, Columbus set sail for Spain, leaving his two brothers, Bartholomew and Diego, in charge of Hispaniola. When he reached C iz, he found Spain at war with France and his benefactors even more eager to acquire gold and other riches from the New World. In command of six ships, three with explorers and three with provisions for settlement on Hispaniola, Columbus set sail for a third westward crossing on May 30, 1498. The first land sighting was at Trinidad, which Columbus named in honor of the Holy Trinity.
When the expedition arrived back at Hispaniola, he found it in disarray, with a revolt mounting against his brothers led by the alcalde (mayor) of La Isabela, Francisco Rold. The chiefs of the indigenous tribes in Hispaniola, as well as a number of Spaniards, were incensed by Bartholomew Columbus?reorganization of the gold production process, which favored certain Spaniards over others and exploited the native labor force. As Columbus tried to restore order, sometimes resorting to hangings, Rold and his fellow opposition leaders sent so many letters of complaint against Columbus and his brothers back to Castile that the rulers sent the Spanish chief justice, Francisco de Bobadilla, to Hispaniola. Bobadilla took Columbus and his brothers into his custody and sent all three men back to Spain in shackles.
Ferdinand and Isabella later ordered Columbus?release, and he appeared before them at Granada in December 1500. The monarchs allowed that Columbus was a superior mariner and navigator, but questioned his abilities to govern. Another man was appointed governor of Hispaniola, and Columbus was given support and permission to begin a fourth expedition. As he prepared for the voyage, which would be his last, Columbus revealed in his writings an even stronger mystical vision of himself as the bearer of Christianity into worlds unknown, a vision that had contrasted sharply with the realities of conquest and colonization in Hispaniola.
He set sail from C?iz on May 9, 1502, with four ships, arriving at Santo Domingo on Hispaniola on June 29. Continuing on down past Jamaica, the southern shore of Cuba, Honduras, and the Mosquito Coast of Nicaragua, Columbus showed navigation skill in a voyage as difficult as his first crossing of the Atlantic. He was searching for the strait to India, but obviously did not find it, and was eventually forced to turn back. En route to Hispaniola, however, his ships were unable to make the distance and had to be beached on the coast of Jamaica in June of 1503. Columbus and his crew spent a year in Jamaica before returning to Spain on a ship sent from Hispaniola on November 7, 1504. Upon arriving there, Columbus learned that Queen Isabella, long his most sympathetic supporter, was on her deathbed. She died on November 26, 1504.
By the end of his final voyage, Columbus?health had deteriorated; he was suffering from arthritis as well as the aftereffects of a bout with malaria. With a small portion of the gold brought from Hispaniola, Columbus was able to live relatively comfortably in Seville for the last year of his life. He was emotionally diminished, however, and felt that the Spanish monarchs had failed tto live up to their side of the agreement and provide him with New World property and gold, especially after Isabella’s death. Columbus followed the court of King Ferdinand from Segovia to Salamanca to Vallodid seeking redress, but was rejected. He died in Vallodid on May 20, 1506. His remains were later moved to the Cathedral of Santo Domingo in Hispaniola, where they were laid with those of his son Diego. They were returned to Spain in 1899 and interred in Seville Cathedral.
The debate over Columbus?character and legacy has continued into the twenty-first century, revived in 1992 with the celebration of the quincentenary of his first voyage to the New World. Though the United States celebrates a national holiday in his honor (on the Monday closest to October 12, the date of the first landfall in 1492), much more attention has been paid in recent years to the Spanish explorers?treatment of the Native American peoples, and the word discovery?has been replaced by encounter?when used to describe Columbus?achievements in regard to the Americas. Columbus went to his grave believing he had reached the shores of Cathay, and that he was a divine missionary, ordained by God to spread Christianity into the New World. In modern society, many have made Columbus out to be a villain and a symbol for all that is exploitative and predatory about the colonization of the Americas by Europe. The true Columbus, it is certain, lies somewhere in the middle.
篇6：GRE写作：写作论据的技巧
GRE写作：写作论据的技巧
例证是第一推荐的论证方法。首先写作文不像做数学题目：照着公理定律往下一步步推就行了。现实世界中放之四海而皆准的东西寥寥无几，用逻辑的方法推演往往会使文章显得说服力不强。其次，推理对语言的要求往往比叙事要高得多;要是再用英文写作，犯错误的概率就更大了。再次，虽说字数不是最重要的，但一定的字数对于想拿高分的同学还是非常必要的;而从字数上来考虑，例证要占优势。
每一个argument都有它的独特性，关键是通过总结模版了解怎样论述批驳一个观点，说明一个问题的思路很重要，针对性也很重要。有的题目，如果用例子来说明，会更好一些，事实胜于雄辩吗。
文章有没有说服力，其实例子几个就够了。所举例子一定要能充分证明论点，因为例子不好不恰当几乎是每篇文章都有的问题。关键是能不能灵活的应用，能不能服务于论点，还有就是生活中身边的例子我们最最熟悉的那些才是最生动的，最独特的，也是最有说服力的，尤其是教育类能用上很多。一般最有说服力的不是那些放之四海皆准的闪光句型。例子是很个性化的东西，大家都用一样的例子，又有什么意思?例子的选择不一定必须是名人名言或名人的事迹，也不一定非得投老外的口味，用外国的例子，身边的小事也可以的，能充分证明观点即可。
使用和自己生活、专业结合比较多的例子。比较好的原因有二：一是自己比较熟悉，可以自圆其说，二是就是自己的东西，不用花太多心思去背。当然了，这不是说，不需要你去扩充你的例子，而是要有针对性的去扩充，有一些可以普遍使用的例子还是应该熟练掌握的。可以找些这种用途广泛的例子储备。
GRE写作满分范文赏析
The following appeared as a letter to the editor of a local newspaper.
”Five years ago, we residents of Morganton voted to keep the publicly owned piece of land known as Scott Woods in a natural, undeveloped state. Our thinking was that, if no shopping centers or houses were built there, Scott Woods would continue to benefit our community as a natural parkland. But now that our town planning committee wants to purchase the land and build a school there, we should reconsider this issue. If the land becomes a school site, no shopping centers or houses can be built there, and substantial acreage would probably be devoted to athletic fields. There would be no better use of land in our community than this, since a large majority of our children participate in sports, and Scott Woods would continue to benefit our community as natural parkland.“
Since the residents are changing the original statement that complies with the conditions of what an undeveloped site is, it is their responsibility to make sure that certain restrictions are followed. According to the definition of undeveloped land, keeping the natural elements and avoiding the tearing down of this elements is an issue to consider even if it is a school built on the site.
Even though the residents originally wanted to keep the property undeveloped and unbuilt, the fact that they emphasize that this area will subtantially be devoted to athletic fields, strongly supports the idea of the residents using the land for similar activities than that of the public parkland, . Moreover, the fact that the residents mentioned the community as being one where children will be the main participants of this area is persuasive enough to make this argument a strong one.
Comments:
This response is seriously flawed. The first paragraph obliquely addresses the argument made in the topic, but stops short of logical analysis. The second paragraph agrees with the argument and supports its assumptions. In essence, the writer exhibits an uncritical acceptance of the argument.
Aside from a few minor errors, the writer has control over syntax, grammar, and the conventions of standard written English. This response, though, warrants a score of 2, because it offers no discernible analysis of the logic of the argument.
GRE写作满分范文赏析
The following appeared as a letter to the editor of a local newspaper.
”Five years ago, we residents of Morganton voted to keep the publicly owned piece of land known as Scott Woods in a natural, undeveloped state. Our thinking was that, if no shopping centers or houses were built there, Scott Woods would continue to benefit our community as a natural parkland. But now that our town planning committee wants to purchase the land and build a school there, we should reconsider this issue. If the land becomes a school site, no shopping centers or houses can be built there, and substantial acreage would probably be devoted to athletic fields. There would be no better use of land in our community than this, since a large majority of our children participate in sports, and Scott Woods would continue to benefit our community as natural parkland.“
The author's argument is weak. Though he believes Scott Woods benefits the community as an undeveloped park, he also thinks a school should be built on it. Obviously the author is not aware of the development that comes with building a school besides the facilities devoted to learning or sports. He does not realize that parking lots will take up a substantial area of property, especially if the school proposed is a high school. We are not given this information, nor the size of the student body that will be attending, nor the population of the city itself, so it is unclear whether the damage will be great or marginal. For a better argument, the author should consider questions like what sort of natural resources are present on the land that will not remain once the school is built? Are there endangered species whose homes will be lost? And what about digging up the land for water lines? It is doubtful whether the integrity of Scott Woods as natural parkland can be maintained once the land has been developed. It is true that a school would probably not cause as much damage as a shopping center or housing development, but the author must consider whether the costs incurred in losing the park-like aspects of the property are worth developing it, when there could be another, more suitable site. He should also consider how the city will pay for the property, whether taxes will be raised to compensate for the expense or whether a shopping center will be built somewhere else to raise funds. He has not given any strong reasons for the idea of building a school, including what kind of land the property is, whether it is swampland that will have to be drained or an arid, scrubby lot that will need extensive maintenance to keep up the athletic greens. The author should also consider the opposition, such as the people without children who have no interest in more athletic fields. He must do a better job of presenting his case, addressing each point named above, for if the land is as much a popular community resource as he implies, he will face a tough time gaining allies to change a park to a school.
Comments:
After describing the argument as ”weak,“ this strong response goes straight to the heart of the matter: building a school is not (as the argument seems to assume) innocuous; rather, it involves substantial development. The essay identifies several reasons to support this critique. The writer then points to the important questions that must be answered before accepting the proposal. These address
-- the costs versus the benefits of developing Scott Woods
-- the impact of development on Scott Woods
-- the possibility of ”another, more suitable site“
The generally thoughtful analysis notes still more flaws in the argument:
-- whether the school is necessary
-- whether the selected site is appropriate
-- whether some groups might oppose the plan
Although detailed and comprehensive, the writer's critique is neither as fully developed nor as tightly organized as required for a 6 essay. The response exhibits good control of language, although there is some awkward phrasing (e.g., ”.??爂aining allies to change a park to a school"). Overall, this essay warrants a score of 5 because it is well developed, clearly organized, and shows facility with language.
篇7：GRE写作素材怎么积累
GRE写作素材怎么积累
Should the Curriculum Be Standardized for All?
亲爱的朋友们，当你看到这个问题时，你能想到一个大问题吗?没错，官方问题库中的第6个问题是我们正在讨论的:
A nation should require all of its students to study the same national curriculum until they enter college.
Write a response in which you discuss the extent to which you agree or disagree with the recommendation and explain your reasoning for the position you take. In developing and supporting your position, describe specific circumstances in which adopting the recommendation would or would not be advantageous and explain how these examples shape your position.
看完问题你有什么想法吗?听起来像个主意，但没有原始资料?
事实上，教育家和哲学家已经就这个问题进行了激烈的讨论。让我们看看他们对这个问题的看法。
亲:
,gre写作方法支持这一主张的代表人物是 Mortimer J. Adler(1，美国哲学家、教育家、作家)。Adler 在 1982 年发布了 Paideia Proposal，主张使用统一的课程体系和教学方法。(注：Paideia 源于古希腊文化，指教育和培养理想的城邦公民。)
他认为对所有的学校来说，gre写作技巧,gre考试培训基础教育的目的应该是相同的，即社会应该给所有学生提供充足的个人发展机会、将所有学生培养成为能够履行公民义务的好公民、所有(或绝大部分)学生都能有一份得以谋生的工作。而 Adler 认为当时的教育体系在这些方面做得很失败。为了实现这些目标，他认为基础教育应该是具有普遍性的、能够扩展心智的(general and liberal)，而不该是单纯的职业或技术的训练。因此需要有一个统一的、强制的、面向所有学生的基础教育课程，这样的教育能够促进民主社会的发展。
Adler 在 Paideia Proposal 中提出了应该统一实行的三种教学和学习的模式：
在第一个模型中，学生学习关于自然，人类和人类社会。主要的教学方法是使用课本和指南，以didoverride为主。教师在课堂上向学生提问，观察学生对知识的掌握情况，并通过多种方式对学生的掌握情况进行测试。
第二种模式注重培养学生的学习技能，gre写作技巧,gre考试培训包括所有的语言技能、思维和沟通所必需的数学和科学技能，以及观察、测量、估计和计算的技能，以及使用计算机和其他科学工具的技能。这些技能使人们能够清晰而理性地思考。在这种模式下，单纯依靠课本和辅导已不再合适。辅导应与辅导结合使用。
第三种模式重点在加深学生对于 ideas 和 values 的理解。这一阶段的学习材料是书(但不是教科书)以及其他艺术作品，包括各种类型的书(历史、科学、哲学)、诗歌、音乐、视觉艺术、戏剧作品、舞蹈、影视作品等。,gre写作方法前两种教学方法都不再适用于第三种模式，此时应该采用苏格拉底式的教学法(Socratic or .eutic)—— 在这个模式下不该有学生坐在教室里、老师站在讲台上的场景，而是学生和老师围坐在一个桌子周围就一些问题进行提问和讨论(seminar)。
该提案发布后，引发了广泛的讨论(这也是一个很好的积累材料):
Launchong Paideia in Chattanooga(Cynthia M. Gettys)
Educational Leadership(Anne Wheelock)
Performing for Yourself and Others: The Paideia Coached Project(Terry Roberts, Audrey Trainor)
GRE写作：评分须知
(1) complexity:事物的两面性(同一事物有优点就有缺点，相比较的事物有各自的优缺点)，从多角度分析事物(分析不同领域中，不同情况下)。论点一边倒的文章论述得再好也只能得5分。
(2) insightful position：在有全面深刻理解的基础上，观点最好新颖独到(对ets来说)，但必须保证能自圆其说。
(3) conveys meaning skillfully:可用于论证的一切技巧(估计老美自己用起来也得费点心思)。比如文章的行文方向，起承转合不用明显的标志词(first, second, however, on the other hand, the second example illustrating my point)，而是依靠论述的内在脉络(只可意会不可言传)自然而然的引到下一块内容。
(4) compelling reasons(reason就已经够令人头疼的了，有加了个compelling)：这是最重要的一个得分点。
(5) persuasive examples：用来支持reason的，使抽象的reason更具体，更易被读者理解，从而产生共鸣，或使其更可信，更有说服力。可用的例子有自己的经历，引言。
(6) well-focused:简单说就是不跑题。中心论点明确，全文不跑题;各段主题句明确，围绕主题句论述。
(7) well-organized：文章采用的论述结构，分几个部分论述，每部分有几段，各部分、各段间的关系是什么。
(8) connecting ideas logically：using transitional phrases起承转合词，过渡句，或有此种作用的句子，总之起到help organize the ideas and move the argument forward。
(9) 跟着感觉走没错。
(10) 不要罗嗦，表达简洁。但如果以上几点做得好，这缺点可以忽略不计。
(11) 基本上挺难，但不影响大局，为避免重复大胆的用你想用的词，阅卷人能理解。
(12) sentence variety：最好长短句结合，ets藐视总用短句的人：Since most of the sentences are short and choppy, the ideas they try to communicate are also choppy.
(13) 还有语法错误等等，小毛病，先把上面的问题解决好在理它吧。
其他问题：
.没有十分地把握，不要乱下定义，严重的损害议论文严谨的文风。
.ets讨厌重复：不论是内容上还是形式上，总结也要做到避免重复有层次，先表面后深刻，先分段后整体。
GRE写作高分范文：教育的意义
Education developed from the human struggle for survival and enlightenment. It may be formal or informal. Informal education refers to the general social process by which human beings acquire the knowledge and skills needed to function in their culture. Formal education refers to the process by which teachers instruct students in courses of study within institutions.
The proper aim of education is to promote significant learning. Significant learning entails development. Development means successively asking broader and deeper questions of the relationship between oneself and the world.
★写作素材
文档为doc格式
