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。
In sum, whether legislating morality is effective or even appropriate depends on whether the
behavior at issue involves personal freedom or public duty. Legislating personal moral
behavior is neither practicable nor proper in a democratic society. On the other hand,
legislating business morality is necessary to ensure public health and safety.
Issue 90
"We live under the illusion that we know what we want, when actually we merely want what we
are supposed to want."
I strongly disagree that personality is the key to how a student or scholar interprets the
99
material with which he or she works. Whether those materials be facts, events, data, or
observations, in my view the key factor in their interpretation is a person's training and
educational background.
Assuming that by personality the speaker embraces such personal attributes as individual
temperament, disposition and general mood, and outlook, it seems to me that personality has
little bearing on how students and scholars interpret the materials with which they work.
Admittedly, whether an individual tends to be an optimist or a pessimist might have some
beating on interpretation. For instance, an archeology student with a generally sanguine
outlook toward life might respond to a lengthy yet unsuccessful search for certain artifacts as
discovery and progress--insofar as certain possibilities have been eliminated, bringing us
closer to affirmative discoveries. In contrast, an archeology student with a generally
pessimistic outlook might condude that the same effort was in vain and that nothing has been
learned or otherwise gained. Yet it strikes me that these reactions are emotional ones that
have nothing to do with intellectual interpretation.
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