在GRE寫(xiě)作中，除去論點(diǎn)結(jié)構(gòu)等因素外，考生最容易忽略的扣分原因，其實(shí)往往是一時(shí)手誤造成的語(yǔ)法錯(cuò)誤。下面小編就和大家分享GRE作文語(yǔ)法扣分細(xì)節(jié)提點(diǎn)，來(lái)欣賞一下吧。
GRE作文語(yǔ)法扣分細(xì)節(jié)提點(diǎn)
GRE作文扣分語(yǔ)法提點(diǎn)
那么，GRE寫(xiě)作中有哪些大家常會(huì)犯錯(cuò)并可能引起扣分的語(yǔ)法錯(cuò)誤呢?小編為大家總結(jié)了以下5種：
1. 基本詞性的錯(cuò)誤使用
“詞性誤用”常表現(xiàn)為：介詞當(dāng)動(dòng)詞用;形容詞當(dāng)副詞用;名詞當(dāng)動(dòng)詞用等。
比如：None can negative the importance of money.
分析：negative系形容詞，誤作動(dòng)詞。
改為：None can deny the importance of money.
2. 多種常見(jiàn)不一致現(xiàn)象
所謂不一致不光指主謂不一致，還包括了單復(fù)數(shù)不一致、時(shí)態(tài)不一致以及代詞不一致等。
比如：When one have money, he can do what he want to.
分析：one是第三人稱(chēng)單數(shù)，因此本句的have應(yīng)改為has; want應(yīng)改為wants, 本句是典型的主謂不一致。
改為：When one has money, he can do what he wants (to do).
3. 修飾語(yǔ)位置的錯(cuò)誤擺放
英語(yǔ)與漢語(yǔ)不同，同一個(gè)修飾語(yǔ)置于句子不同的位置，句子的含義可能引起變化。對(duì)于這一點(diǎn)考生們往往沒(méi)有引起足夠的重視，因而造成了不必要的誤解。
比如：I believe I can do it well and I will better know the world outside the campus.
分析：better位置不當(dāng)，應(yīng)置于句末。
4. 不完整句式問(wèn)題
在口語(yǔ)中，交際雙方可借助手勢(shì)語(yǔ)氣上下文等，不完整的句子完全可以被理解。可是書(shū)面語(yǔ)就不同了，句子結(jié)構(gòu)不完整會(huì)令意思表達(dá)不清，這種情況常常在主句寫(xiě)完以后，作者又想加些補(bǔ)充說(shuō)明時(shí)發(fā)生。
比如：There are many ways to know the society. For example by TV, radio, newspaper and so on.
分析：本句后半部分"For example by TV, radio, newspaper and so on.”不是一個(gè)完整的句子，僅為一些不連貫的詞語(yǔ)，不能獨(dú)立成句。
改為：There are many ways to know society, for example, by TV, radio, and newspaper.
5. 懸垂修飾語(yǔ)的邏輯關(guān)系混亂
所謂懸垂修飾語(yǔ)是指句首的短語(yǔ)與后面句子的邏輯關(guān)系混亂不清。
比如：At the age of ten, my grandfather died.
分析：句中"at the age of ten"只寫(xiě)出十歲時(shí)，但沒(méi)有說(shuō)明“誰(shuí)”十歲時(shí)，按一般推理不可能是my grandfather, 如果我們把這個(gè)懸垂修飾語(yǔ)改得明確一點(diǎn)，讀者或考官在讀句子時(shí)就不會(huì)誤解了。
改為：When I was ten, my grandfather died.
GRE作文語(yǔ)法扣分現(xiàn)象情況分析
GRE作文滿(mǎn)分為6分，而其中涉及到語(yǔ)法拼寫(xiě)等文體問(wèn)題的分值大致在1分左右。一般來(lái)說(shuō)，數(shù)量較少的拼寫(xiě)錯(cuò)誤可能會(huì)被考官直接忽略，但一些比較明顯的語(yǔ)法錯(cuò)誤往往會(huì)成為主要失分點(diǎn)。1分之差意味著作文評(píng)分掉了一個(gè)檔次，原本還算是高分的4分作文直接變成了平均分水平的3分，這對(duì)于想要申請(qǐng)文科專(zhuān)業(yè)的考生來(lái)說(shuō)還是比較嚴(yán)重的問(wèn)題，這是因?yàn)樵S多文科院校專(zhuān)業(yè)對(duì)GRE作文都有較高標(biāo)準(zhǔn)，會(huì)把作文成績(jī)作為一個(gè)重要的申請(qǐng)資格審核標(biāo)準(zhǔn)來(lái)看待。
GRE寫(xiě)作高分范文：現(xiàn)代攝像機(jī)和印刷術(shù)
“The video camera provides such an accurate and convincing record of contemporary life that it has become a more important form of documentation than written records.”
攝像機(jī)可以通過(guò)如此精確而有力的記錄手段來(lái)再現(xiàn)當(dāng)代生活，因此它已經(jīng)代替書(shū)面記錄成為了一種更重要的記錄手段。
GRE寫(xiě)作范文：
“The video camera provides such an accurate and convincing record of contemporary life that it has become a more important form of documentation than written records.”There have been many methods of documenting in the history of human， from carved ancient pottery to sheepskin documents， of which the video camera may be the newest form with certain superiorities and inferiorities to written records. The advantages of video camera certainly make it an important form of documentation， but not to the extent of being more essential than written records due to its disadvantages.
To begin with， video can be interpreted as a series of pictures associated along the time， while written records can be considered as the descriptions of these pictures.Therefore， it is undoubtedly that video contains much more information than that of written records. From a video， we can clearly know what happened with subtle details.Merely with a television set， we can easily watch the happenings at home， such as the Olympic Games， comfortably sitting on the sofa， needless to be present on the spot.
And more excitedly， certain close-up enables us to scrutinize our favorable athletes. If there isn‘t video camera， we may be unable to enjoy such activities unless we can afford time and expense to be on the spot. While it is true that we can also be acquainted with the circumstances through newspaper or other media， however， the written record may be unable to present them as accurate as video. The imagination from the reports， however detailed， dooms to be imaginary， by all means different from the real circumstance， which video can represent. Moreover， the written records may contain some mistakes due to the carelessness or injustice of its reporters， while the video may be more accurate and convincing.
Another strongpoint of video is that it can be perceived simply by visual signals， from which people mainly get information in their daily lives， and therefore this method is more natural than written records. Everyone， ranging from a babbling child to an old grandpa， is able to get some information from the video just as they do during their daily lives， regardless of their literate ability. While the written record， no matter how easily it is represented， requires literacy of its readers， and a newspaper or book means nothing to an illiterate person. In addition， video is much easier to comprehend for people all over the world. For instance， an American can grasp nothing about a story written in Chinese unless s/he has learnt such a foreign language. However， s/he can absolutely understand something about a video recorded in China， although s/he may be confused with the language spoken in the video.
While video is certainly not superior to written recorders in all aspects， its limitations determine that the written record will not be replaced at least at present. The first disadvantage of video is that it is much more inconvenient and expensive. Video must be recorded on the spot， namely， when an event happens to you， you cannot record it unless you have a camera at hand. However， even though you haven’t paper and pencil either， you are still able to recall it to record based on your remembrance.
Therefore， for those who can’t afford a handy camera or who are unwilling to bring it anytime anywhere， the written records may be the easiest form available. Further， another weakness of video is that its cost is too high and its correspondingly high-quality record may be beyond people‘s requirement. The cost of making a written report is much less than that of manipulating a video. Also， every morning we may browse a newspaper to know what happened throughout the world， and the simple report， which may only consume us a few seconds， meets our needs of curiosity; we needn’t the accuracy and vividness of video， which may be more time-consuming.
GRE寫(xiě)作高分范文：技術(shù)與學(xué)習(xí)的矛盾
GRE寫(xiě)作題目：
Although innovations such as video，computers，and the Internet seem to offer schools improved methods for instructing students，these technologies all too often distract from real learning.
盡管諸如電視、電腦和互聯(lián)網(wǎng)這樣的發(fā)明似乎給學(xué)校教育提供了進(jìn)步的手段，但是所有這些技術(shù)往往也是在偏離真正的學(xué)習(xí)。
GRE寫(xiě)作題庫(kù)范文：
Nowadays there is a growing concern about the role that innovations have played in the field of learning. While most people think that innovations benefit learning process in various ways，different opinions arise that these technology advancements actually distract students from real learning. On balance，according to my personal observation,whether innovations can be beneficial or detrimental to real learning depends on the students and the teachers，not on these innovations themselves.
To begin with，technological innovations do help teaching and learning in various ways.With the aid of these technologies，the process of teaching and learning can be shorter and easier than before. For instance，if a student want certain published papers of an academic discipline，he/she may look through considerable catalogs to find the ones he/she needs. However，with the help of Internet innovation，at present most of these papers are published online. Consequently，to find certain paper the procedure is much easier and shorter，the students just type the key words and other information of the paper，and then the system will search the database，and the papers are there waiting for them. As this new approach can save a lot of time for the students，he/she could have more time reading the papers and absorbing the knowledge rather than checking and looking for the papers that could be a waste of his/her time. This example aptly illustrates how technology advancement benefited the students and their learning process.
Secondly，while innovations can help learning in various ways，it is more important that the central role of the pursuit for knowledge and wisdoms are maintained. What real matters is not the approach but the purpose of learning. In India，where modern technologies are less applied to the learning process than in the US and other developed countries，still a lot of distinguished students achieved their academic goal with their hard work and desires to knowledge. In the US，where the software engineering students are given the most advanced facilities and apparatus for their learning and research，however，it is wildly accepted that they are far less outstanding compared to the Indian students of software，who may share computers in groups. From this comparison we can see that the real and core push of learning is the desire for knowledge，not the help of innovations.
In addition，if not guided properly，the technology advancement might inhibit learning.In other words，innovation can distract the students from real learning than helping them. It is obvious that a computer can help students of science to calculate mathematical equations but can also be used for recreation such as net surfing or computer games. It is highly possible that these students can spend more time and energy on recreations rather than learning when using a computer. Thus，learning is inhibited. Under this circumstance，guidance and restrictions are needed to ensure the right use of innovations for learning，or the consequence may be on the contrary to the students and teachers' desire.
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