gre作文素材

　　GRE写作需要积累和练习，在论证的时候就有话说，摆事实，讲道理，与逻辑性结合，才会成为一篇上好的作文。下面由出国留学网的GRE频道小编为同学们介绍的《GRE作文素材：特雷沙修女演讲稿》，希望对大家的GRE写作有所帮助。

　　Beaufiful Smile and Love

　　Mother Teresa

　　诺贝尔奖领奖台上响起的声音往往都是文采飞扬、热烈、激昂。而特雷莎修女的演说朴实无华，其所举事例听来似平凡之至，然而其中所蕴含的伟大而神圣的爱感人至深。平凡中孕育伟大，真情才能动人。我们作文时，要善于从自己所熟知的平凡中发掘伟大，以真情来打动读者。

　　The poor are very wonderful people. One evening we went out and we picked up four people from the street. And one of them was in a most terrible condition—and I told the sisters: You take care of the other three. I take care of this one who looked worse.So I did for her all that my love can do. I put her in bed, and there was such a beautiful smile on her face. She took hold of my hand as she said just the words “Thank you.”and she died. I could not help but examine my conscience before her and I asked what would I say if I was in her place. And my answer was very simple. I would have tried to draw a little attention to myself. I would have said I am hungry, that I am dying, I am cold, I am in pain, or something, but she gave me much more—she gave me her grateful love. And she died with a smile on her face. As did that man whom we picked up from the drain, half eaten with worms, and we brought him to the home. “I have lived like an animal in the street, but I am going to die like an angel, loved and cared for.” And it was so wonderful to see the greatness ...

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　　Aristotle 384BC -- 322BC

　　Greek philosopher, scientist, physician. One of the greatest figures in the history of Western thought, Aristotle was born in Stagira, Macedonia. In 367 BC, he went to Athens, where he was associated with Plato's Academy until Plato's death in 347 BC. He then spent time in Asia Minor and in Mytilene (on Lesbos). In 342 BC he was invited by Philip of Macedon to educate his son, Alexander (later, the Great). He returned to Athens (335 BC) and opened a school (the Lyceum); his followers were called Peripatetics, supposedly from his practice of walking up and down restlessly during his lectures. After Alexander's death (323 BC), there was strong anti-Macedonian sentiment in Athens; Aristotle was accused of impiety and, perhaps with Socrates' fate in mind, escaped to Chalcis in Euboea, where he died the next year.

　　Aristotle's writings represented an enormous, encyclopedic output over virtually every field of knowledge: logic, metaphysics, ethics, politics, rhetoric, poetry, biology, zoology, physics, and psychology. The bulk of the work that survives actually consists of unpublished material in the form of lecture notes or students' textbooks; but even this incomplete corpus is extraordinary for its range, originality, systematization, and sophistication.

　　His work exerted an enormous influence on mediaeval philosophy (especially th...

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　　欧文Owen, Robert (Dale) 1801 -- 1877

　　Social reformer; born in Glasgow, Scotland. He taught briefly in New Lanark, Scotland, where his family owned the cotton mills, and occasionally he ran the factories in his father's absence. Influenced by Robert Dale (his father), whose theory of social reform was based on cooperation, practical education, and humane working conditions, he emigrated with his father to America (1825) to set up the New Harmony Colony in Indiana. Unfit for manual labor, the son taught school there and edited the New Harmony Gazette. The community failed (1827) and he would later criticize its participants as "lazy theorists" and "unprincipled sharpers." (His father returned to England in 1828.) Known for practicality in the application of social ideals, he nonetheless came under the influence of Frances Wright and the "Free Enquirers," a liberal group that advocated an early form of socialism. Moving to New York to join the group's inner circle (1829), he edited the Free Inquirer and helped form the Association for the Protection of Industry and for the Promotion of National Education. Joining his father in England (1832), he coedited The Crisis with him for six months, then returned to New Harmony where he served three terms in the Indiana legislature (1836--38) and was able to secure large-scale public sch...

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　　Churchill, Sir Winston (Leonard Spencer) 1874 -- 1965

　　British statesman, prime minister, and author. Born November 30, 1874, in Oxfordshire, England, the eldest son of Randolph Churchill. Winston Churchill is most notable for his parliamentary career, which spanned the reigns of six monarchs, from Queen Victoria to her great-great-granddaughter, Elizabeth II. His early military service included hand-to-hand combat in the Sudan, and he lived to see the use of atomic weapons as a means to end World War II. He was most familiar as a diplomat in his homburg hat and bowtie flashing the V-for-Victory sign with his index and middle fingers; but he was also a weekend artisan, building garden walls at his home at Chartwell, as well as an accomplished painter. His paintings were regularly exhibited at the Royal Academy, which held a one-man retrospective of his work in 1958.

　　One of the greatest orators of the twentieth century, Churchill used words and phrases條ike "blood, toil, tears, and sweat" or "the iron curtain" hat have assumed a permanent place in the English lexicon. An example of his wit is his frequently quoted retort to Lady Astor who had told him, "If I were to marry you, I'd feed you poison," to which Churchill responded, "And if I were your husband, I'd take it."

　　Churchill's military career began almost immediately upon his graduation with honors from ...

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　　拿破仑 Napoleon I (Napoleon Bonaparte) 1769 -- 1821

　　Emperor of France. Born Napoleon Buonaparte (the spelling change was made after 1796) on August 15, 1769, in the Corsican city of Ajaccio. He was the fourth of 11 children of Carlo Buonaparte and Letizia Romolino. His father derived from the lesser Corsican nobility. Following the annexation of Corsica by France in 1769, Carlo was granted the same rights and privileges as the French nobility. After an elementary education at a boys' school in Ajaccio, young Napoleon was sent in January 1779 with his older brother Joseph to the College of Autun in the duchy of Burgundy. In May of the same year he was transferred to the more fashionable College of Brienne, another military school, while his brother remained at Autun. Here Napoleon's small stature earned him the nickname of the "Little Corporal."

　　At Brienne, Napoleon received an excellent military and academic education, and in October 1784 he earned an appointment to the ole Militaire of Paris. The royal military school of Paris was the finest in Europe in the years before the Revolution, and Napoleon entered the service of Louis XVI in 1785 with a formal education that had prepared him for his future role in French history. Napoleon joined an artillery unit at Valence, where he again received superior training.

　　First Military Assignments

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　　Brown, John 1800 -- 1859

　　Abolitionist, born in Torrington, Connecticut. Son of an itinerant tradesman, he grew up in Hudson, Ohio, and received little formal schooling. His mother died insane when he was eight years old; several of her nearest relations were also seriously disturbed. He became a tanner, one of his father's trades, then successively a land surveyor, shepherd, and farmer. He married in 1820 and again in 1831 after the death of his first wife, fathering 20 children altogether. He migrated from place to place in the 1830s and 1840s, failing in several businesses and engaging in unprofitable land speculations. He had been an abolitionist from his youth, but he was in his fifties before he began to plot emancipation by main force. By 1855 he and six of his sons and a son-in-law had moved to Osawatomie, Kansas, to participate in the struggle to keep it a non-slave state. After proslavery forces attacked and burned the town of Lawrence, Kansas, Brown led a small force, including four of his sons, to nearby Pottawatomie Creek where on the night of May 24, 1856, they killed five proslavery men; he took full responsibility for the killings. Returning to the East, now dangerously obsessed with abolition through violence, he gained the patronage of northern ac...

　　18 技术革命的重要性及其对社会的九大影响

　　Imagine what will happen when the cost of a long distance telephone call becomes as low as the cost of a local call? Or, when you can get a driving license at a time and place of your own choosing? Or, when you can bank from the comfort of your own living room? In some countries, ICT is already making these happen. Many believe that the current technological revolution may in time exceed the Industrial Revolution in terms of social significance.

　　New technologies transform our lives by inventing new, undreamed of things and making them in new, undreamed of ways. The introduction of new technologies can have the following effects on society:

　　1. Initial productivity slowdown and delayed productivity payoff from the new technologies

　　2. Destruction of human capital (as many old skills are no longer wanted)

　　3. Technological unemployment (temporary but serious)

　　4. Widening disparities in the distribution of income, which tends to be temporary until the supply of labor catches up to the new mix of skill requirements

　　5. Big changes in regional patterns of industrial location (globalization)

　　6. Big changes in required education

　　7. Big changes in infrastructure (e.g., the information highway)

　　8. Big changes in rules and regulations (intellectual property, antimonopoly, etc.)

　　9. Big changes in the way we live and interact with each other

　　教育的三大目的

　　Fundamental purposes that have been proposed for education include:

　　The enterprise of civil society depends on educating young people to become responsible, thoughtful and enterprising citizens. This is an intricate, challenging task requiring deep understanding of ethical principles, moral values, political theory, aesthetics, and economics, not to mention an understanding of who children are, in themselves and in society.

　　Progress in every practical field depends on having capacities that schooling can educate. Education is thus a means to foster the individual?s, society?s, and even humanity?s future development and prosperity. Emphasis is often put on economic success in this regard.

　　One?s individual development and the capacity to fulfill one?s own purposes can depend on an adequate preparation in childhood. Education can thus attempt to give a firm foundation for the achievement of personal fulfillment. The better the foundation is built, the more successful the child will be. Simple basics in education can carry a child far.

　　教育面临的问题：

　　知识快速更新、 全民教育的普及、 个性化教育的实施困难

　　We increasingly see education as a critical component of democratic society. For intelligent decisions in democratic society, we need an educated population. Furthermore, we increasingly see the need for lifelong education. Society changes faster, so what is learned when we are young is fast outdated. So this need f...