Gre写作是美国所有作文考试中时刻最长而质量要求最高的一类作文考试，而在短期内提高gre写作能力不是一天两天可以完成额，所以我们在备考2011新gre写作时必然要对问题问题深切的剖析，体味以下优异范文的文章结构，以提高新gre写作的整体分数。
Thestatementaboveconcealsintestingconnotationsfarabovecurriculumdevelopment.Issuesofclassroomcontrolanddevelopmentofscholarlytalentsareatstake,notsimplyadebateoverwhichbooksareacceptableoroverrevisionisthistories.
Thestatementitselfisabitmisleadinginthatinmyexperience,studentcontrolovercurriculumhardlyexisted.Eachyear,therewerecertaincourseofferingsmadeavailable,andstudentsweretochoosefromthoseofferings,ofcoursebearinginmindrequirementsforgraduationsetforthbytheadministration.Onaclassroomlevel,theimmediate,initialmaterialmayhavebeensomewhatdirectedbythestudents,butthiswasapartoftheprocessallowedbytheteacher/professorinordertogaintheinterestandattentionofthestudents.However,toomuchofanyonethingbecomesproblematic;lettingstudentssetthecurriculum,aswithlettingstudentschooseanddesigntheirownmajorincollege,servesultimatelytodilutethequalityoftheeducationalexperienceunlessasingleadvisorcandevotesignificantamountsoftimetotheindividualstudent.Thisamountoftime,oreventheexpensetothestudentofthisindividualattention,seemtoindicatethatresourceswouldbebetterallocatedelsewhere.
Ofcourse,anyschoolinwhichthestudentsdecide"whatgoes"isboundtohaveproblemscontrollingstudents.Oncetheeducators,betheyadministratorsorteachers,areunderthecontrolofstudents,evenademocraticsituationwouldbelikeholdingroyaltyacountabletothemob.Presently,studentshearforhoursthattheyshouldnotforgettouseacondomintheheatofthemoment,andeducatorsthinkthemessagegetsthrough,whilehalfthekidscan’tevenremembertobringapenciltoclass.StudentsgotoschoolnottosimplylearnthePythagoreantheorem,buttolearndirectionandreceiveguidance.Thiscannotoccurwhenstudentsareincharge,andstandards,alreadyhardtofindinAmerica’scontemporarypublicschools,willbecomeunenforceable.Ifstudentsdictateandadministratorsdo,studentswillneverlearnacademicresponsibility,andiftheycan’tbeheldaccountableforhomework,whatotherresponsibilitieswilltheyavoidwhentheygetolder?
Butinanothersense,teachersandstudentsdoexistinapartnershipofsorts.Teachersaretheretosatisfytheneedsofthestudent,andthestudent,whileperhapsnotbeingthemostexperienced/knowledgeablepersononwhathis/herneedsactuallyare(versuswants),atleastshouldbeaffordedsomesay.Inaddition,wemustrememberwhatthepurposeofeducationis,andthattherearedifferentlevelsofeducation.
Inhighschool,thefocusisnotsomuchonlearningactualmaterial.Thefocusisondevelopingstudyhabits,andonsocialinteraction.Thebestsecondaryschoolspromoteanenvironmentinwhichindividualcreativityandpacingcanbedeveloped,wherestudentsaretaughttothinkontheirown,andlearntodebateandargueinascholarlyway,throughwritingandotherformalmethodsofdiscourse.Groupcollaborationandinterpersonalskillsaredevelopedandhoned.Theactualdetailsofwhatisstudiedandtestedisoflessimportance.WhetherastudentreadsMayaAngelou,orYeats,orEuripidesessentiallyisbesidethepointaslongasastudent’smindiscultivated,notjusttheirabilitytorecordandrecite.Whatisimportantisthatsecondarystudentsdevelopandgrowinthehandsoftheprofessionals.
Thesecondaryeducationalexperienceisdesignedtoprepareastudentforcollege.Itisincollegewheretheindividuallearnstoexaminetheworldandhowitworks,andtheindividual’splaceinit.
Asforduty,itistheeducators’dutynotsimplytodeterminethecurriculum,buttopresentiteffectively.Theycannothalf-heartedlypaintitontheblackboard,theymustenlivenitandactuallyteach.Hardworkmustbelauded,whilefreeloadersarepunished.Thesearethedutiesofteachers,andthedutyofthestudentsisnotjusttolearnorstudy,buttogrow.Anindependentmindiswhatstudentsneed,andthatmindhastobeinapositiontowantandbeabletoquestionbeyondthematerialpresented,notsimplytoquestionitslegitimacy.Thatdistinction,thoughsubtle,isthedifferencebetweenlettingthestudentsfollowaself-destructivecourseofprematureself-determinationontheonehand,andpermittingontheotherhandthefosteringofgreattalentsthroughacooperative,mentoringrelationship
COMMENTARY 转自:考试网 - [liuxue86.com/gre]
Thisisaninsightful,well-articulateddiscussionofcurricularresponsibilityandthelargerissueofacademicresponsibility.Afterabriefintroductionexaminingassumptionsimpliedbythetopic,thewriterskillfullydevelopsthepositionthatlettingstudentsdictatethecurriculumcoulddilutetheeducationalexperience.Allowingstudentstodeterminethecurriculum,thewriterclaims,willdenythemtheguidanceanddirectiontheyneedtolearnacademicresponsibility.
Thelineofreasoningisstrengthenedbythediscussionofhowteachersandstudentscanworkinpartnershiptosatisfytheneedsofstudents.Theargumentisfurtheradvancedwithconcreteexamplesfromhighschoolcoursesshowinghowteachersprovideguidanceforstudentsthroughgroupcollaboration,developmentofinterpersonalskills,andpreparationforcollege.Theexamplesarevaried(fromcondomusetoreadingAngelou,Yeats,orEuripedes)andusedeffectivelytofurthersupportthewriter’sposition.
Intheconclusion,thewriterthoughtfullydiscusseshoweducatorsshouldnotonlydeterminethecurriculumbutpresentitinanenlivenedandappropriatemanner.Thefinalsentence,contrastinga"self-destructivecourseofprematureself-determination"and"acooperative,mentoringrelationship,"tiestheessaytogether.
Theessayisclearlyorganized,althoughthewriterdoesnotrelyonconventionalphrases(suchas"first,""second,"etc.)tosignaltheorganizationalstructure.Instead,theorganizationandfocusprogressthroughthelineofreasoningthatmovesfluentlyandcoherentlyfromoneparagraphtothenext.
Languageuseisgenerallypreciseandeffective(e.g.,"holdingroyaltyaccountabletothemob"),andsentencestructureiswellcontrolled(e.g.,"hardworkmustbelauded,whilefreeloadersarepunished").Thefewerrorsareminor,thekindthatcaneasilybemade--andforgiven--undertestingconditions.
Thisoutstandingresponsereceivedascoreof6.
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