GRE备考：GRE作文范文大全（22）
GRE考试形式：中国大陆地区、香港、澳门、韩国目前执行分开考试的形式。由机考（分析性写作）和笔试（语文、数学）组成。
Those who disagree that we tend to restrict our own freedom through our habits and
attitudes involving personal and employment relationships might cite the often-heard complaint
about life's circumstances leaving one with "no choice." One complaining person might feel
trapped in a job or a marriage, by their boss or partner. Another complainant might blame his
or her spendthrift habits on enticing advertisements, the pressure to appear successful, and so
forth. However, people in situations such as these are not actually at the mercy of others.
Instead, they have a significant degree of personal freedom, but simply choose one alternative
over others that might be less appealing or even self-defeating. For example, almost every
person who blames someone else for being trapped in a job is simply choosing to retain a
certain measure of financial security. The choice to forego this security is always available,
although it might carry unpleasant consequences.
That through our attitudes we serve to constrain our own freedom is evident on a societal
level as well. Just as children at a playground quickly develop the habit of imposing rules and
regulations on themselves, as a society we do the same. After all, in a democracy our system
of laws is an invention of the people. For example, we insist on being bound by restrictions for
operadng motor vehides, for buying and selling both real and personal property, and for
making public statements about other people. Without these restrictions, we would live in
continual fear for our physical safety, the security of our property, and our personal reputation
and dignity. Thus most of the rules and regulations we claim are imposed on us we have
ultimately imposed on ourselves, as a society, in order to protect ourselves.
In the final analysis, in contenting that our habits and attitudes "often" serve to restrict our
freedom more than restraints that others place on us do, the statement does not even go far
enough. Despite our occasional sense that others are restricting our choices, on both an
individual and a societal level we are ultimately the ones who, through our attitudes and habits,
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limit our own freedom.
Issue 37
"In any realm of life---whether academic, social, business, or political---the only way to
succeed is to take a practical, rather than an idealistic, point of view. Pragmatic behavior
guarantees survival, whereas idealistic views tend to be superceded by simpler, more
immediate options."
I agree with the speaker insofar as that a practical, pragmatic approach toward our endeavors
can help us survive in the short tenn. However, idealism is just as crucial if not more so--for
long-term success in any endeavor, whether it be in academics, business, or political and
social reform.
When it comes to academics, students who we would consider pragmatic tend not to pursue
an education for its own sake. Instead, they tend to cut whatever corners are needed to
optimize their grade average and survive the current academic term. But, is this approach the
only way to succeed academically? Certainly not. Students who eamesdy pursue intellectual
paths that truly interest them are more likely to come away with a meaningful and lasting
education. In fact, a sense of mission about one's area of fascination is strong motivation to
participate actively in class and to study earnesdy, both of which contribute to better grades in
that area. Thus, although the idealist-student might sacrifice a high overall grade average, the
depth of knowledge, academic discipline, and sense of purpose the student gains will serve
that student well later in life. 感谢您阅读《GRE作文范文大全（22） 》一文，查字典出国留学网()编辑部希望本文能帮助到您。GRE考试形式：中国大陆地区、香港、澳门、韩国目前执行分开考试的形式。由机考（分析性写作）和笔试（语文、数学）组成。
In considering the business world it might be more tempting to agree with the speaker; after
all, isn't business fundamentally about pragmatism--that is, "getting the job done" and paying
attention to the "bottom line"? Emphatically, no. Admittedly, the everyday machinations of
business are very much about meeting mundane short-term goals: deadlines for production,
sales quotas, profit margins, and so forth. Yet underpinning these activities is the vision of the
company's chief executive--a vision which might extend far beyond mere profit maximization to
the ways in which the frrm can make a lasting and meaningful contribution to the community, to
the broader economy, and to the society as a whole. Without a dream or vision--that is, without
strong idealist leadership--a firm can easily be cast about in the sea of commerce without dear
direction, threatening not only the fLrm's bottom line but also its very survival.
Finally, when it comes to the political arena, again at fzrst blush it might appear that
pragmatism is the best, if not the only, way to succeed. Most politicians seem driven by their
interest in being elected and reelected--that is, in surviving--rather than by any sense of
mission, or even obligation to their constituency or country. Diplomatic and legal maneuverings
and negotiations often appear intended to meet the practical needs of the parties
involved--minimizing costs, preserving options, and so forth. But, it is idealists-not
pragmatists--who sway the masses, incite revolutions, and make political ideology reality.
Consider idealists such as America's founders, Mahatma Gandhi, or Martin Luther IGng. Had
these idealists concerned themselves with short-term survival and immediate needs rather
than with their notions of an ideal society, the United States and India might still be British
colonies, and African-Americans might still be relegated to the backs of buses.
In short, the statement fails to recognize that idealism--keeping one's eye on an ultimate
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prize--is the surest path to long-term success in any endeavor. Meeting one's immediate
needs, while arguably necessary for short-term survival, accomplishes litde without a sense of
mission, a vision, or a dream for the long term.
Issue 38
"The study of history has value only to the extent that it is relevant to our daily lives."
The speaker alleges that studying history is valuable only insofar as it is relevant to our daily
lives. I find this allegation to be specious. It wrongly suggests that history is not otherwise
instructive and that its relevance to our everyday lives is limited. To the contrary, studying
history provides inspiration, innumerable lessons for living, and useful value-clarification and
perspective---all of which help us decide how to live our lives. 感谢您阅读《GRE作文范文大全（22） 》一文，查字典出国留学网()编辑部希望本文能帮助到您。GRE考试形式：中国大陆地区、香港、澳门、韩国目前执行分开考试的形式。由机考（分析性写作）和笔试（语文、数学）组成。
To begin with, learning about great human achievements of the past provides inspiration.
For example, a student inspired by the courage and tenacity of history's great explorers might
decide as a result to pursue a career in archeology, oceanography, or astronomy. This decision
can, in turn, profoundly affect that student's everyday life--in school and beyond. Even for
students not inclined to pursue these sorts of careers, studying historical examples of courage
in the face of adversity can provide motivation to face their own personal fears in life. In short,
learning about grand accomplishments of the past can help us get through the everyday
business of living, whatever that business might be, by emboldening us and lifting our spirits.
In addition, mistakes of the past can teach us as a society how to avoid repeating those
mistakes. For example, history can teach us the inappropriateness of addressing certain social
issues, particularly moral ones, on a societal level. Attempts to legislate morality invariably fail,
as aptly illustrated by the Prohibition experiment in the U.S. during the 1930s. Hopefully, as a
society we can apply this lesson by adopting a more enlightened legislative approach toward
such issues as free speech, criminalization of drug use, criminal justice, and equal rights under
the law.
Studying human history can also help us understand and appreciate the mores, values, and
ideals of past cultures. A heightened awareness of cultural evolution, in turn, helps us
formulate informed and reflective values and ideals for ourselves. Based on these values and
ideals, students can determine their authentic life path as well as how they should allot their
time and interact with others on a day-to-day basis.
Finally, it might be tempting to imply from the speaker's allegation that studying history has
little relevance even for the mundane chores that occupy so much of our time each day, and
therefore is of little value. However, from history we learn not to take everyday activities and
things for granted. By understanding the history of money and banking we can transform an
otherwise routine trip to the bank into an enlightened experience, or a visit to the grocery store
into an homage to the many inventors, scientists, engineers, and entrepreneurs of the past
who have made such convenience possible today. And, we can fully appreciate our freedom to
go about our daily lives largely as we choose only by understanding our political heritage. In
short, appreciating history can serve to elevate our everyday chores to richer, more interesting,
and more enjoyable experiences. In sum, the speaker fails to recognize that in all our
activities and decisions--from our grandest to our most rote--history can inspire, inform, guide,
and nurture. In the final analysis, to study history is to gain the capacity to be more
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human--and I would be hard- pressed to imagine a worthier end.
Issue 39
"It is primarily through formal education that a culture tries to perpetuate the ideas it favors and
discredit the ideas it fears."
The speaker asserts that a culture perpetuates the ideas it favors while discrediting those it
fears primarily through formal education. I agree that grade-school, and even high-school,
education involves cultural indoctrination. Otherwise, I think the speaker misun-derstands the
role of higher education, and overlooks other means by which a culture achieves these ends.
I agree with the speaker with respect to formal grade-school and even high-school
education--which to some extent amount to indoctrination with the values, ideas, and
principles of mainstream society. In my observation, young students are not taught to question
authority, to take issue with what they are taught, or to think critically for themselves. Yet, this
indoctrination is actually desirable to an extent. Sole emphasis on rote learning of facts and
figures is entirely appropriate for grade-school children, who have not yet gained the
intellectual capacity and real-world experience to move up to higher, more complex levels of
thinking. Nevertheless, the degree to which our grade schools and high schools emphasize
indoctrination should not be overstated. After all, cultural mores, values, and biases have little
to do with education in the natural sciences, mathe matics, and specific language skills such
as reading and writing. 感谢您阅读《GRE作文范文大全（22） 》一文，查字典出国留学网()编辑部希望本文能帮助到您。