GRE写作部分将重点考察考生有针对性地对具体考题做出反应的能力，而非要求考生堆砌泛泛的文字。具体说来，这些重点关注的能力包括：1、 清楚有效地阐明复杂观点；2、 用贴切的事理和事例支撑观点；3、考察/验证他人论点及其相关论证；4、支撑一个有针对性的连贯的讨论；5、控制标准书面英语的各个要素。写作部分将联合考察逻辑推理和分析写作两种技能，并且将加大力度引进那些需要考生做出有针对性的回应的考题，降低考生依赖事前准备（如背诵）的材料的可能性。
Nevertheless, emphasizing the study of popular culture at the expense of studying classical
art and literature can carry harmful consequences for students, as well as for society. Without
the benefit of historical perspective gamed through the earnest study of the art and literature of
the past, it is impossible to fully understand, appreciate, and critique literature and art of the
present. Moreover, by approaching popular culture without any yardstick for quality it is
impossible to distinguish mediocre art from worthwhile art. Only by studying the classics can
an individual develop fair standards for judging popular works. Besides, emphasis on the
formal study of popular culture is unnecessary. Education in popular culture is readily available
outside the classroom---on the Internet, through educational television programming, and
through the sorts of everyday conversations and cross-talk that occur at water coolers and in
the coffee houses of any college campus.
In sum, while the study of popular literature and art can be worthwhile, it has to be
undertaken in conjunction with an even greater effort to learn about the literature and art of the
past. In the absence of the latter, our universities will produce a society of people with no
cultural perspective, and without any standards for determining what merits our attention and
nurtures society.
Issue 36
"A person's own habits and attitudes often limit that person's freedom more than do restrictions
imposed by others."
I strongly agree with the contention that we often limit our own freedom through our habits
41
and attitudes. By limiting our own freedom, we often serve our own interests. And as we learn
this lesson, we cultivate certain attitudes and habits--particularly in our relationships with
others--by which we apply that lesson, and which continue throughout life.
To appreciate that from an early age we ingrain in ourselves habits that serve to constrain
our freedom, one need look no further than the neighborhood playground. Even without adult
supervision, a group of youngsters at play invariably establish mutually agreed-upon rules of
conduct--whether or not a sport or game is involved. Children learn that without any rules for
behavior the playground bully usually prevails. Thus our habit of making choices that constrain
our own freedom stems from our desire to protect our own interests, and it begins at an early
age.
This habit of making choices that constrain our own freedom continues into our adult lives.
As we mature, most of us develop the attitude that monogamous relationships are preferable
to polygamous ones--thus our habit of entering into exclusive pair-bonding relationships.
During our teens we agree to "go steady," then as adults we voluntarily enter into marriage
contracts. As we enter the working world, we carry these attitudes and habits with us. We
eagerly engage in exclusive employment relationships---with the attitude that the security of
steady income is preferable to the "freedom" of not knowing where our next paycheck will
come from. Even people who prefer self-employment to job security quickly develop the
attitude that the only way to preserve their autonomy is to constrain themselves in terms of
their agreements with clients and customers, and especially in terms of how they use their me.
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