GRE作文的结构性

很多考生都有这样的深刻体会，从开始写作文到最后基本入门，总是被一条条无形的“规则”或“套路”把持着，写得多了之后自己看着也难受，苍白无力。而且，要突破这些往往变得不现实，因为有太多的东西失去了她的维系之后，便恍然像断了线的风筝，越飘越远。现在市面上包括广大考生手里视为“至宝”的书，其实都是把大家的思路框在一个狭窄的笼子里，题目一来，就鸡、鸭、兔分分类，关到特定的笼子里，然后塞点修饰，就算完成。无可否认，对于很多考生来说，靠这些能够保证一定程度的“高分”无可厚非，但是就写作宗旨而言是极其“反动”的，许多培训机构讲义及书籍上列出的提纲、“闪光句”、模版，都是导致今天许许多多考生作文雷同的根源，且直接需为他们思维的“僵化”负全责。不经过仔细思索和推敲便背诵大量模式化的开头、正文及结尾套路既费时又收效不尽人意，是时候该丢掉那些所谓的“权威”论断，重新思索一下作文的“结构性”对策了。那么，我们先解决这样一个前提：作文要不要套路？要，一定要！所谓“不成规矩，无以成方圆”，作文的章法套路是一篇文章成功的保障。与前面论述的不同，我这里要提出的“章法”不在于“形”，而在于“神”。说的挺玄，是不？看下去就明白了。

1. ISSUE结构性指导

ISSUE是种开放性话题，涉及的题材多样及覆盖面广是GRE作文的一个特色，而正是这点使得整体的“万能套路”往往穿戴得极其勉强，于是我们可以分类处之。分类流行的有两种，一种是按题材分，可以分为11大类（作者主张“飞跃”分类）：学习，科技，历史，传媒，文化，国际，教育，社会，政治，行为，艺术。这种分类旨在让你按照题材去阅读、背诵相应的文章或资料来扩充论据，严密论证过程，但是就这里要谈的套路结构而言，没有任何实质性的帮助。于是我推崇第二种分类，话题拟制类型分类，可以分为极其简单粗糙的3类：should, which one, single。我着重要分析入手的就是这三类题型的写作“套路”。在这之前，首先提出两个前提：第一，本文完全赞成“五段式”作文，即正文保持“3段”，故模式也是“3段论法”；第二，开头结尾统一自由化。开头的作用就是点题和正确回应，是告诉阅卷人切题的宣言，所以保险的开头往往比较固定，有三种常见模式：

(1) 开门见山：直接回应话题观点，表明态度

(2) 谈古论今：从古代到现代来引出话题内容

(3) 故做深沉：间接涉及相关话题内容，一步一步引出自己的观点态度。这种开头往往被诸多考生所采用，但是由于一上来就没有直接回应，使得写到后来，原来的话题内容很容易被遗忘而陶醉在自我新构建的话题之中，造成“跑题”。

因此，议论文中，开门见山永远是“首选”，最忌讳的就是许多考生自以为要“推陈出新”，而盲目创新，结果表现出连基本的写作常识都没有，只有从基本练起，才能逐步创新，切记！

而结尾的任务与模式也基本有两条：

(1) 总结上文自己与话题的观点，勾勒全文论证概貌。

(2) 提出尚待履行的措施、建议等，并点明这样的后果。

但是，结尾的失误也不在少数，主要是大多数考生有结尾的“意识”，却没有结尾的认识，为作结论而作结论，勉强地作结论，即将重点内容重复一遍就算做结论。我们说，结论在精神、内容和观点上应该与前文论述一致，然而不能是简单的重复，应该至少有以下两点区别：

(1) 结论部分提出的内容比前面的主体论述更具体、实在。

(2) 为了给读者留下深刻的印象，应将最精辟、美妙的词汇、句段等留到结论处。

如此，开头与结尾可以有意识地往这些思路靠去，渐渐就会形成自己独特的模式而使自己的“首尾”部分变得有“个性”。下面我们重点分类探讨上面3种正文模式：

(1) SHOULD类：题干中明确出示标志词“should”或意为“应该”如何如何的话题。比如：

214. "Society should identify those children who have special talents and abilities and begin training them at an early age so that they can eventually excel in their areas of ability. Otherwise, these talents are likely to remain undeveloped."

Should类话题一般都是采取“赞成”或“反对”，很少要“中和”的，因而基本的“套路”相当简单：1、阐述自己如此认为的基本理由；2、如果自己的观点正确，那么有什么良好的结果；3、这样做同时要注意的某些问题（或者可能带来的副作用）。下面就以上题附以范文说明：

（范文）

There are some children who do indeed have some gift, which perhaps cannot be made sense of properly by scientists and educators aggregating around ourselves and needing some special care especially for their cultivation regarding the education process. Some experts ever declared against separating the talented children from the ordinary group after quite a substantial cogitation involving the impact of such seclusion, the influence exerted on their germinal heart, and the probable arrogance it may produce to lacerate their later lives. However, weighing the benefits of the special care, I am apt to support the idea of providing special education to those who embrace great potentials on some subjects like arts, music, and natural science, in moral principles.

What impels and shocks me most onto such a suggestion is the great waste reported thousands of times on journals and television media, which almost every time took place under the background of the innate special children performing exceptionally the first year staying with the ordinary packs but when came the graduation ceremony as far as the rear of the arrangement of transcripts he may stand, who, as somebody ultimately scorned, was a “mediocre” man. That should be, in my thought, the greatest blasphemy to these gifted children, who ought to be showed adequate respect and attention far different from other scanty of these brilliance. Most of them would surely be aggrieved just in that they step by step followed what the teacher told and instructed. They lost the precious self-probity opportunities and made themselves awash under the surface of the ordinary and the banal. On the contrary, another report recently seen from yesterday's evening paper now comes into my memory. It is an elated story that a poor boy who was imbued with the supernal talent of playing violin was disinterred from the poor district by an experienced professor and then he was taken to the college for free and given the special face-to-face personal instruction from the best maestro group. With the auspicious chance, finally he now has grown up as a shining star above the music territory. All of these, albeit may still not enough to make any authoritative assertion, can to some extent reflect the fresh fact that the potential covered under the soul stone of our cherubic talented children are somewhat like the natural fuel source, which, once exhumed in the sun, can produce astounding power but while kept dormant, no good but a dead wish of the god.

Take some experiment schools adopting such children for instance, the splendid records elucidate nothing but the beneficial recommendation. In China, the famous “teenage class” constituted inside the eminent Chinese Scientific Technology University founded in Anhui province have cultivated hundreds of prodigies to be the pundits of what they excel in. As well known to the world, most of the gold medals of the Mathematic Olympic Games and other similar scientific tournaments are obtained by our Chinese teenage prodigies derived from this class. Also, quite a few top academicians of the national scientific institution are the graduates of it. The immense function can be evinced from this academician's speech, ”I gained what I am looking for and the priceless courage of fumbling in the dark here, the tribute complemented to my talent and the honor paid off back to my gift refinery.”

Meanwhile, we should take care of the well-rounded education towards those gifted children avoiding the formation of the ill and biased personality. Special educations do mean some extent to distinguish from the ordinary routine but do not necessarily cut down the communication with the ordinary world we confront with every breath. Even the best technicians should also be the good civilian of the community. No exclusive person can survive longer and normally no matter how intelligent he or she is. The reason is so simple that once deprived of the opportunity of communication no exchange of emotional feels and academic ideas will consequently take place, which is essential for the sense of being alive. Hence, possibly more important to appeal people's approbation, the normal channel for communication should not be barricaded by human's deliberately benevolent actions.

In sum, the phenomenon of the treatments to these gifted children is such a controversial one that certainly some of us, of course, might still cast some doubt on my analysis, but at least what I discussed above to some degree shake the adamantly held reverse belief, which is one of my main purposes writing such a frank issue. The other one is something naive that I hope more and more experts should excise to discern the talented ones and emancipate them out of the tragic drop, just because every one should share the same sense that they are no doubt the unique resources the God bestowed to us and once missed no measure can be compensated for the huge loss, left only silent cries.  

评析：范文采用“故做深沉”的开头方式，从社会上某些专家的争议引出话题，并在首段末作出明确回应，从而确保切题，值得考生引以为鉴。紧接着作者按上述“三段论”模式一一就“理由”、“后果”与“问题”采取不同方式的论证来实现，从而使文章在结构上呈现出多元化和周到性，给阅卷人一种“坚不可摧”的震慑力，保证了论证的严密和条理。同时，本文的“因果论证” 和“事例论证”也是堪称一绝的，读者可以反复体会一下如何实现多方位、多角度的论证手段来加固自己的长城。

（来源：网络）