GRE寫(xiě)作中的 “太極”與“分裂”

GRE寫(xiě)作為分析性寫(xiě)作，官方OG中給出的定義為：

The Analytical Writing measure tests your critical thinking and analytical writing skills.

It assesses your ability to articulate and support complex ideas, construct and evaluate arguments, and sustain a focused and coherent discussion. It does not assess specific content knowledge.

簡(jiǎn)言之，GRE寫(xiě)作考察構(gòu)建論證與評(píng)價(jià)論證的能力。寫(xiě)作部分有兩項(xiàng)考察形式：Issue與Argument，剛好與之對(duì)應(yīng)。Issue需要考生思考題目所給話題觀點(diǎn)的復(fù)雜性，并通過(guò)論證來(lái)支持自己的觀點(diǎn)。不同于Issue，Argument需要考生對(duì)已有的論證進(jìn)行評(píng)價(jià)，看其是否合乎邏輯。因此，Issue更側(cè)重于構(gòu)建自己的論證，而Argument則是評(píng)價(jià)他人的論證。這兩項(xiàng)任務(wù)絕非二元對(duì)立，而是互補(bǔ)相生，恰如“太極”，而成文的過(guò)程，則需“分列”。

“太極”蘊(yùn)含于何處?

Issue 有六種題目指令

指令1：

Write a response in which you discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take. In developing and supporting your position, you should consider ways in which the statement might or might not hold true and explain how these considerations shape your position.

指令2：

Write a response in which you discuss the extent to which you agree or disagree with the recommendation and explain your reasoning for the position you take. In developing and supporting your position, describe specific circumstances in which adopting the recommendation would or would not be advantageous and explain how these examples shape your position.

指令3：

Write a response in which you discuss the extent to which you agree or disagree with the claim. In developing and supporting your position, be sure to address the most compelling reasons or examples that could be used to challenge your position.

指令4：

Write a response in which you discuss which view more closely aligns with your own position and explain your reasoning for the position you take. In developing and supporting your position, you should address both of the views presented above.

指令5：

Write a response in which you discuss the extent to which you agree or disagree with the claim AND the reason on which that claim is based.

指令6：

Write a response in which you discuss your views on the policy above and explain your reasoning for the position you take. In developing and supporting your position, you should consider the possible consequences of implementing the policy and explain how these consequences shape your position.

這六種題目指令側(cè)重各有不同，但相通之處為：要求考生考慮到不同角度，不同情況，不同條件，抑或是不同的結(jié)果，不同的立場(chǎng)。在觀點(diǎn)立場(chǎng)上不是一刀切式的支持或反對(duì)，而是調(diào)和性的占比，即對(duì)一個(gè)話題的觀點(diǎn)可以是完全同意/反對(duì)，部分同意/反對(duì), 觀點(diǎn)是內(nèi)容正負(fù)占比的外在呈現(xiàn)。

Argument題目指令有八種

1.Write a response in which you discuss what specific evidence is needed to evaluate the argument and explain how the evidence would weaken or strengthen the argument.

2.Write a response in which you examine the stated and/or unstated assumptions of the argument. Be sure to explain how the argument depends on these assumptions, and what the implications are for the argument if the assumptions prove unwarranted.

3.Write a response in which you discuss what questions would need to be answered in order to decide whether the recommendation and the argument on which it is based are reasonable. Be sure to explain how the answers to these questions would help to evaluate the recommendation.

4.Write a response in which you discuss what questions would need to be answered in order to decide whether the advice and the argument on which it is based are reasonable. Be sure to explain how the answers to these questions would help to evaluate the advice.

5.Write a response in which you discuss what questions would need to be answered in order to decide whether the recommendation is likely to have the predicted result. Be sure to explain how the answers to these questions would help to evaluate the recommendation.

6.Write a response in which you discuss what questions would need to be answered in order to decide whether the prediction and the argument on which it is based are reasonable. Be sure to explain how the answers to these questions would help to evaluate the prediction.

7.Write a response in which you discuss what questions would need to be addressed in order to decide whether the conclusion and the argument on which it is based are reasonable. Be sure to explain how the answers to the questions would help to evaluate the conclusion.

8.Write a response in which you discuss one or more alternative explanations that could rival the proposed explanation and explain how your explanation(s) can plausibly account for the facts presented in the argument.

這8種題目指令，實(shí)則可以歸為4大類(evidence類、assumption類、question類、explanation類)。但不論是哪一類，實(shí)則都包含了加強(qiáng)或削弱已有論證。論證的加強(qiáng)與否取決于：論據(jù)evidence的有無(wú)，假設(shè)assumption得以證實(shí)與否，所提問(wèn)題答案的肯定與否，其它解釋存在與否。因此，Argument并非一邊倒式的批評(píng)，而是公平客觀的正負(fù)評(píng)價(jià)，加強(qiáng)削弱皆可。

由此可見(jiàn)，Issue與Argument的題目指令要求蘊(yùn)含著太極思想。萬(wàn)事、萬(wàn)物都有兩面，并且不斷的變化，也有一定的關(guān)聯(lián)，有無(wú)相生，利弊并存，而非涇渭分明的二元對(duì)立。

“分列”體現(xiàn)于何處?

面對(duì)蘊(yùn)含太極思想的GRE寫(xiě)作，該如何應(yīng)對(duì)呢?x新通gre教師建議，在成文作答時(shí)，運(yùn)用“分列”。

Issue部分，在構(gòu)建自己的論證時(shí)，為了體現(xiàn)邏輯思考的嚴(yán)密，就要考慮到不同的情況、角度或結(jié)果。因此，拆分是常用的方式。例如按照領(lǐng)域分、按照時(shí)間分、按照國(guó)家發(fā)展程度分等。

在評(píng)價(jià)Argument時(shí)，通常會(huì)選擇駁斥，即認(rèn)為已有論證不夠嚴(yán)密，不夠合乎邏輯，實(shí)現(xiàn)的途徑為：羅列在論證中忽略的情況和可能性。例如，對(duì)于比較類錯(cuò)誤，可以基于相同，羅列不同;對(duì)于因果類錯(cuò)誤，可以基于已給原因，羅列其它可能原因;利弊類錯(cuò)誤，基于所給利處/弊端，羅列潛在弊端/利處。

因此，通過(guò)拆分的方式，分析不同情況下，在Issue部分，排除他人的槽點(diǎn)，讓他人無(wú)槽可吐，盡力全方位地守住自己立場(chǎng)。在Argument部分，通過(guò)羅列，例舉出別人論證過(guò)程中忽視的情況，“找題目的茬”，有效地攻破題目所給論證。

例題講解

以幾道具體的題目為例來(lái)進(jìn)一步說(shuō)明。(任何題目思路皆不唯一，本文所給的思路只是破題的切入點(diǎn)，僅供參考)

Issue 2

To understand the most important characteristics of a society, one must study its major cities.

Discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take. In developing and supporting your position, you should consider ways in which the statement might or might not hold true and explain how these considerations shape your position.

本題的一個(gè)切入點(diǎn)為a society，題目只是寬泛地給出“一個(gè)國(guó)家”，而并未明確界定。那么可以從國(guó)家切入，進(jìn)行拆分。如按照國(guó)家面積來(lái)分，對(duì)于地大物博的國(guó)家如中國(guó)、美國(guó)來(lái)講，地域差異大，只憑幾個(gè)主要城市無(wú)異于以偏概全，不能了解國(guó)家重要的特點(diǎn);但對(duì)于國(guó)土較小，比較集中的國(guó)家如新加坡，甚至是“城中國(guó)”的梵蒂岡來(lái)說(shuō)，了解主要城市基本能抓到國(guó)家的重要特點(diǎn)�；蛘邚膰�(guó)家發(fā)展程度進(jìn)行拆分，經(jīng)濟(jì)發(fā)達(dá)的國(guó)家的主要城市多趨于國(guó)際化，比較趨同，國(guó)家的重要特征可能更多的保留于小城鎮(zhèn);經(jīng)濟(jì)不太發(fā)達(dá)的國(guó)家，在一定程度上，受到外界的影響較少，大城市與小城鎮(zhèn)的差異不會(huì)迥異，所以了解主要城市不失為一種有效的方式。

Issue 45

Competition for high grades seriously limits the quality of learning at all levels of education.

Write a response in which you discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take. In developing and supporting your position, you should consider ways in which the statement might or might not hold true and explain how these considerations shape your position.

本題的一個(gè)分析切入點(diǎn)為all levels，即題目比較絕對(duì)地認(rèn)為“為高分競(jìng)爭(zhēng)”對(duì)所有階段都是有弊的。那么就可以拆分不同的教育階段，如啟蒙小學(xué)階段、初高中階段、高等教育階段，然后討論“追求高分”對(duì)不同階段教育質(zhì)量的利弊。例如，啟蒙小學(xué)階段更側(cè)重激發(fā)學(xué)生對(duì)學(xué)習(xí)的熱情與興趣，鼓勵(lì)追求高分可能會(huì)挫敗學(xué)生的積極性，對(duì)教育質(zhì)量有一定的負(fù)面作用;初高中教育旨在讓學(xué)生積累知識(shí)，培養(yǎng)能力，適當(dāng)?shù)母?jìng)爭(zhēng)能夠激發(fā)學(xué)生的斗志，在競(jìng)爭(zhēng)中取長(zhǎng)補(bǔ)短，對(duì)教育質(zhì)量有好處，然而過(guò)度競(jìng)爭(zhēng)也會(huì)讓教育偏離了正規(guī)，趨于應(yīng)試教育等。

Issue 149

In any field—business, politics, education, government—those in power should be required to step down after five years.

Discuss your views on the policy and explain your reasoning for the position you take. In developing and supporting your position, you should consider the possible consequences of implementing the policy and explain how these consequences shape your position.

本題的一個(gè)切入點(diǎn)可以是any field，題目認(rèn)為任何一個(gè)領(lǐng)域都應(yīng)該每五年進(jìn)行一次權(quán)力更迭。那么，可以分不同的領(lǐng)域來(lái)討論，而非一概而論。例如，在政治領(lǐng)域，這種方式可以避免專政和壟斷的發(fā)生，給政治注入新的活力，也可以鼓勵(lì)更多潛在的政治家。但是對(duì)于教育經(jīng)濟(jì)等領(lǐng)域來(lái)說(shuō)，更需要領(lǐng)導(dǎo)者的經(jīng)驗(yàn)，5年一換領(lǐng)導(dǎo)人可能會(huì)阻礙其正常發(fā)展。而且有可能會(huì)導(dǎo)致這些領(lǐng)導(dǎo)者更多地考慮短期問(wèn)題，只顧及眼前利益而忽略長(zhǎng)期利益。

Argument25

The following was written as a part of an application for a small-business loan by a group of developers in the city of Monroe.

"A jazz music club in Monroe would be a tremendously profitable enterprise. Currently, the nearest jazz club is 65 miles away; thus, the proposed new jazz club in Monroe, the C-Note, would have the local market all to itself. Plus, jazz is extremely popular in Monroe: over 100,000 people attended Monroe's annual jazz festival last summer; several well-known jazz musicians live in Monroe; and the highest-rated radio program in Monroe is 'Jazz Nightly,' which airs every weeknight at 7 P.M. Finally, a nationwide study indicates that the typical jazz fan spends close to $1,000 per year on jazz entertainment."

Write a response in which you discuss what specific evidence is needed to evaluate the argument and explain how the evidence would weaken or strengthen the argument.

作者結(jié)論：

在M城修建爵士樂(lè)俱樂(lè)部是非常有利可圖的。

前提1：人們都愿意來(lái)新建的爵士俱樂(lè)部C-Note

加強(qiáng)：存在證據(jù)表明當(dāng)?shù)厝颂貏e喜歡爵士樂(lè)并且愿意在當(dāng)?shù)叵�費(fèi)。

削弱：(羅列可能性)最近的爵士音樂(lè)俱樂(lè)部在65英里之外與人們會(huì)不會(huì)來(lái)C-Note可能沒(méi)有關(guān)系。很有可能人們更愿意去65英里以外的俱樂(lè)部，雖然距離較遠(yuǎn)，但有可能俱樂(lè)部的環(huán)境、音樂(lè)效果更能滿足M城人們的需求。

前提2：去年夏天10萬(wàn)多人參加了M城的爵士音樂(lè)節(jié)，這意味著爵士樂(lè)在本地很受歡迎。

加強(qiáng)：有證據(jù)證明這10萬(wàn)多人大多數(shù)都是本地人，且欣賞爵士音樂(lè)是他們出席音樂(lè)節(jié)的唯一原因。

削弱：(羅列可能性--羅列他因)很有可能這10萬(wàn)多人大多數(shù)都是外地人。很多人之所以去參加音樂(lè)節(jié)，有可能是其它原因，比如是這個(gè)音樂(lè)節(jié)是免費(fèi)的，這個(gè)音樂(lè)節(jié)邀請(qǐng)的主持人很有人氣等。

前提3：許多知名的爵士音樂(lè)家居住在M城，這意味著爵士樂(lè)在本地很受歡迎。

加強(qiáng)：有證據(jù)證明爵士音樂(lè)家住在M城僅僅是因?yàn)楫?dāng)?shù)厝讼矚g爵士音樂(lè)。

削弱：(羅列可能性--羅列他因)這些爵士音樂(lè)家住在這里可能是因?yàn)樗麄兊募亦l(xiāng)就在這，還有可能是因?yàn)檫@里環(huán)境優(yōu)美，氣候宜人;或者是因?yàn)檫@個(gè)地方的人無(wú)人喜歡爵士音樂(lè)，這些爵士音樂(lè)家剛好可以免于粉絲的打擾等。

前提4：M城最獲好評(píng)的廣播節(jié)目是周內(nèi)每天晚7點(diǎn)播出的“Jazz Nightly”，這意味著該地區(qū)爵士樂(lè)很流行。

加強(qiáng)：有證據(jù)表明人們是主動(dòng)收聽(tīng)這檔節(jié)目，且與C-Note的風(fēng)格相似。

削弱：(羅列可能性--羅列他因)很有可能人們?cè)?點(diǎn)同時(shí)段沒(méi)有其它更好的選擇，會(huì)打開(kāi)聽(tīng)，并不見(jiàn)得認(rèn)真感興趣地收聽(tīng);或者是由于這個(gè)時(shí)間段恰逢下班，大多數(shù)人會(huì)打開(kāi)廣播收聽(tīng);還有可能”Jazz Nightly”和C-Note的風(fēng)格迥然。

前提5：全國(guó)性調(diào)查的結(jié)果是有效對(duì)全國(guó)都適用的。

加強(qiáng)：有證據(jù)證明該全國(guó)調(diào)查具有代表性的。

削弱：(羅列可能性--羅列差異)首先全國(guó)性的調(diào)查結(jié)果不一定適應(yīng)于M城，很可能M城的情況與全國(guó)其他的地區(qū)的情況是不同的，當(dāng)?shù)厝瞬粫?huì)每年1000美金在爵士樂(lè)上。

前提6：1000美金全部都花在去爵士俱樂(lè)部上。

加強(qiáng)：有證據(jù)表明1000美金不會(huì)有他用，全部花銷在去爵士俱樂(lè)部上。

削弱：(羅列可能性--羅列他用)人們投入在爵士樂(lè)的開(kāi)銷有可能是花在了購(gòu)買爵士樂(lè)唱片，去觀看爵士樂(lè)現(xiàn)場(chǎng)表演，去學(xué)習(xí)如何演奏爵士樂(lè)等。

Argument 126

The following is a recommendation from the personnel director to the president of Acme Publishing Company.

"Many other companies have recently stated that having their employees take the Easy Read Speed- Reading Course has greatly improved productivity. One graduate of the course was able to read a 500-page report in only two hours; another graduate rose from an assistant manager to vice president of the company in under a year. Obviously, the faster you can read, the more information you can absorb in a single workday. Moreover, Easy Read would cost Acme only $500 per employee—a small price to pay when you consider the benefits. Included in this fee is a three-week seminar in Spruce City and a lifelong subscription to the Easy Read newsletter. Clearly, Acme would benefit greatly by requiring all of our employees to take the Easy Read course."

Write a response in which you discuss what specific evidence is needed to evaluate the argument and explain how the evidence would weaken or strengthen the argument.

作者結(jié)論：

Acme公司應(yīng)該要求所有員工參加Easy Read的課程.

前提1：其他公司員工和Acme公司員工的工作需求及能力是一樣的。

加強(qiáng)：有證據(jù)表明，其他公司員工參加課程培訓(xùn)的效果和Acme公司的員工是一樣的。

削弱：(羅列可能性--羅列不同)有可能其他公司員工的閱讀能力比較欠缺，而Acme公司本來(lái)就是出版公司，員工整體閱讀能力較強(qiáng)，所以培訓(xùn)對(duì)他們而言意義不大。

前提2：兩個(gè)小時(shí)之內(nèi)讀完長(zhǎng)達(dá)500頁(yè)的報(bào)告意味著吸收的信息多。

加強(qiáng)：有證據(jù)顯示，兩個(gè)小時(shí)之內(nèi)讀完長(zhǎng)達(dá)五百頁(yè)的報(bào)告意味著吸收的信息多。

削弱：(羅列可能性)很有可能只是讀完，但是沒(méi)有完全理解和吸收，速度不一定等同于效率，數(shù)量不一定等同于質(zhì)量。

前提3：兩個(gè)個(gè)體的成功(一人兩小時(shí)內(nèi)讀完長(zhǎng)達(dá)500頁(yè)的報(bào)告，另一個(gè)人一年內(nèi)從助理經(jīng)理升到了副總裁)都是歸因于上了Easy Read該課程。

加強(qiáng)：有證據(jù)顯示，兩個(gè)個(gè)體的成功別無(wú)他因，有且只是因?yàn)樯狭怂僮x課程。

削弱：(羅列可能性--羅列他因)很有可能第一個(gè)人讀得快是因?yàn)閳?bào)告本身較為容易，包含大量圖片，文字信息較少，或者是因?yàn)樵搶W(xué)生本來(lái)閱讀速度就很快，或者閱讀速度提升是由于上了其它課程;第二個(gè)人成功晉升可能是因?yàn)槠渲�前�?duì)公司的貢獻(xiàn)，或者是由于他本身出眾的領(lǐng)導(dǎo)力和工作能力等。

前提4：這兩個(gè)畢業(yè)生的成功代表了所有參加Easy Read課程學(xué)生的水平。

加強(qiáng)：有證據(jù)證明兩個(gè)個(gè)例有代表性。

削弱：(羅列可能性--羅列不同)有可能這只是特例，其他畢業(yè)生的閱讀速度并未顯著提升，也并未實(shí)現(xiàn)職業(yè)晉升。

前提5：投資每個(gè)員工500元，去外地上為期三周的課程是值得的，沒(méi)有任何弊端。

加強(qiáng)：有證據(jù)顯示這一決策的執(zhí)行對(duì)公司百利而無(wú)一害。

削弱：(羅列可能性--羅列弊端)有可能每人500美元在公司總成本中占很大一部分，會(huì)為公司帶來(lái)很大的經(jīng)濟(jì)壓力。去外地上課的來(lái)回交通及食宿需要花銷，三周全部員工停產(chǎn)去上課，會(huì)造成利益產(chǎn)出損失等。很有可能整體弊大于利。

因此，杭州新通外語(yǔ)學(xué)校GRE教師建議：對(duì)于蘊(yùn)含“太極”思想的Issue題目要求，作為考生千外不可“太急”，可以有條不紊地找切入點(diǎn)進(jìn)行拆分，較為全面地思考，然后分析支持自己的論證;對(duì)于Argument，通過(guò)羅列，指出題目論證的邏輯疏漏，進(jìn)行評(píng)價(jià)。