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 sharp contrast, one's educational background and training can serve as a strong influence
on how one interprets historical events involving human affairs, statistical data, and especially
art. With respect to human affairs, consider the centuries-old imperialist policies of Great
Britain. A student of political science might interpret British imperialism as a manifestation of
that nation's desire for political power and domination over others. A student of economics
might see it as a strategy to gain control over economic resources and distribution channels for
goods. A sociology or anthropology student might see it as an assimilation of culture. And, a
student of theology or religion might interpret the same phenomenon as an attempt, well
intentioned or otherwise, to proselytize and to impose certain beliefs, rituals, and customs on
others.
Educational training and background also affects how students and scholars interpret
seemingly objective statistical data. It is crucial here to distinguish between numbers
themselves, which are not subject to varying interpretations, from what the numbers
signify--that is, what conclusions, prescriptions, or lessons we might come away with. Consider,
for example, a hypothetical increase in the rate of juvenile crime in a particular city. Although
the percent change itself might be subject to only one reasonable meaning, what the change
signifies is open to various interpretations. A sociologist might interpret this data as an
indication of deteriorating family unit or community. A student of public policy or government
might see this statistic as an indication that current legislation fails to implement public policy
as effectively as it could. And a student of law or criminal justice might interpret the same
statistic as a sign of overburdened courts or juvenile detention facilities.
Finally, when it comes to how students and scholars interpret art, training and educational
background play an especially significant role. After all, while facts and figures are to some
extent objective, the meaning Of art is an inherently subjective, and highly personal, matter. A
business student might interpret a series of art works as attempts by the artist to produce
viable products for sale in the marketplace. However, a theology student might eschew such a
cold and cynical interpretation, seeing instead an expression of praise, a celebration of life, a
plea for grace, or a struggle to come to terms with mortality. Even art students and scholars
can interpret the same art differently, depending on their training. A student of art history might
see a particular work as the product of certain artistic influences, while a student of art theory,
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