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GMAT作文高分模板参考
GMAT作文为analytical writing, 需要花费的时间较长。在argument准备过程中，逻辑思维至关重要。一般需要通过例题来掌握分析技巧，储备必要的基本逻辑常识，完成从零散到系统、从片面到全面、从肤浅到深刻的转变，最终能够胜任argument写作。分析涵盖全面性、辩证性和透彻性。一般来说，GMAT作文题目有以下几个方面：1. 无因果关系;2. 样品不足;3. 错误类比;4. 所有事情是平等的;5. 非此即彼的选择;6. 调查可疑;7. 结论无据。这几个方面需要大家在准备过程中，多思考，多体会。以下是GMAT作文模板和范例，希望对大家有所引导。
一、每段开头：
1. The majorproblem with this argument is that -------
2. Another flawworth discussing is that(the assumption that----)
3. Finally it isnecessary to point out -(several other minor flaws that might undermine theargument----)
二、证据可疑：questionable
4. Anotherassumption short of legitimacy is that----(unfounded/groundless/doubtful/unconvincing)
5. The argumentis based on the assumption that--------
6. The reasonthat ----is open to doubt (persuasive)--should be d?
7. The arguercommits a fallacy of the question in assaying(?) that--------
三、Ending:
8. In conclusionthe arguer fails to validate/(establish) the claim----
9. To solidifythe argument, the arguer should provide more concrete information todemonstrate that---
以下以例子来说明。
The following appeared in the editorialsection of a local newspaper:
“Thispast winter, 200 students from Waymarsh State College traveled to the statecapitol building to protest against proposed cuts in funding for various statecollege programs. The other 12,000 Waymarsh students evidently weren’t soconcerned about their education: they either stayed on campus or left forwinter break. Since the group who did not protest is far more numerous, it ismore representative of the state’s college students than are the protesters. Thereforethe state legislature need not heed the appeals of the protesting students.”
逻辑漏洞：
1. 文中说另外12000学生对他们的教育不感兴趣，因为他们没参加游行，躲在学校或放假去了。他们不参加游行不等于对教育不感兴趣，也许是有其他事情没法参加，或者是认为太多人参加游行不好管理，就派代表。
2. 文中说不参加游行的人数远多于参加的人数，所以protester的意见只代表一小部分人。这个没有直接关系，也许protester正是由所有学生选出来的代表，他们的意见就是全体学生的意见。
3.游行的人也许是部分学校部分专业的学生，没有整体代表性。
sample:
Based on the fact that the group who didnot protest is far more numerous than the group who did protest, the authorconcludes that the state legislature need not heed the appeals of theprotesting students. To reach this conclusion, the author cites the number ofboth the students who did protest and those who did not protest. On the firstsight, the author’s reasoning seems convincing, but after further reflection, Ifound that it is illogically problematic in three aspects.
First, the author concludes that the12,000 students weren’t so concerned about their education because they eitherstayed on campus or left for winter break. But this may not be the truth. Thestudents who did not travel to the state capital building to protest were notnecessarily indifferent about the protest. For example, they may be eager toparticipate the activity, but they were not very well during those days, orthey had such important things to do as taking exams or having interviews. Insuch conditions, these students who either stayed on campus or left for winterbreak had to get information about the protest from mass media such as radio,magazine, newspaper, television, or the Internet. Without giving the reason ofthese students for not going to protest, one can not draw the conclusion thatthey did not care the protest.
Second, the author states that the groupwho did not protest is more representative than are the protesters. While, thisis not the case if the protesters are the representatives of the students whodid not protest. A protest which too many people take part in is hard toorganize. To ensure that the protest is well-organized and reaches its originalgoals, fewer people is needed.
Third, the author cites the case inWaymarsh State College to buttress the statement that the state legislatureneed not heed the appeals of the protesting students. But the issue is relevantto all the colleges through the state. So the situation in Waymarsh StateCollege is not representative of several colleges. That few students inWaymarsh State College traveled to protest could be caused by the fact that fewstudents in Waymarsh State College take the programs which will undergo theproposed cuts in funding. This situation is not necessarily applicable to othercolleges. Without illustrating the representativeness of the example he cites,the author cannot use a specific case to draw a general conclusion.
In conclusion, the author’s reasoning isflawed. The students who did not protest are not necessarily unconcerned abouttheir education, the group who did not protest is not necessarily morerepresentative than are the protesters, and the example in Waymarsh StateCollege is not necessarily representative of all the colleges and universitiesin the state. To reach his conclusion, the author should investigate why theother 12,000 students did not protest and how the cases were in other colleges.
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