在GRE写作中，除去论点结构等因素外，考生最容易忽略的扣分原因，其实往往是一时手误造成的语法错误。下面小编就和大家分享GRE作文语法扣分细节提点，来欣赏一下吧。
GRE作文语法扣分细节提点
GRE作文扣分语法提点
那么，GRE写作中有哪些大家常会犯错并可能引起扣分的语法错误呢?小编为大家总结了以下5种：
1. 基本词性的错误使用
“词性误用”常表现为：介词当动词用;形容词当副词用;名词当动词用等。
比如：None can negative the importance of money.
分析：negative系形容词，误作动词。
改为：None can deny the importance of money.
2. 多种常见不一致现象
所谓不一致不光指主谓不一致，还包括了单复数不一致、时态不一致以及代词不一致等。
比如：When one have money, he can do what he want to.
分析：one是第三人称单数，因此本句的have应改为has; want应改为wants, 本句是典型的主谓不一致。
改为：When one has money, he can do what he wants (to do).
3. 修饰语位置的错误摆放
英语与汉语不同，同一个修饰语置于句子不同的位置，句子的含义可能引起变化。对于这一点考生们往往没有引起足够的重视，因而造成了不必要的误解。
比如：I believe I can do it well and I will better know the world outside the ncampus.
分析：better位置不当，应置于句末。
4. 不完整句式问题
在口语中，交际双方可借助手势语气上下文等，不完整的句子完全可以被理解。可是书面语就不同了，句子结构不完整会令意思表达不清，这种情况常常在主句写完以后，作者又想加些补充说明时发生。
比如：There are many ways to know the society. For example by TV, radio, nnewspaper and so on.
分析：本句后半部分"For example by TV, radio, newspaper and so non.”不是一个完整的句子，仅为一些不连贯的词语，不能独立成句。
改为：There are many ways to know society, for example, by TV, radio, and nnewspaper.
5. 悬垂修饰语的逻辑关系混乱
所谓悬垂修饰语是指句首的短语与后面句子的逻辑关系混乱不清。
比如：At the age of ten, my grandfather died.
分析：句中"at the age of ten"只写出十岁时，但没有说明“谁”十岁时，按一般推理不可能是my grandfather, n如果我们把这个悬垂修饰语改得明确一点，读者或考官在读句子时就不会误解了。
改为：When I was ten, my grandfather died.
GRE作文语法扣分现象情况分析
GRE作文满分为6分，而其中涉及到语法拼写等文体问题的分值大致在1分左右。一般来说，数量较少的拼写错误可能会被考官直接忽略，但一些比较明显的语法错误往往会成为主要失分点。1分之差意味着作文评分掉了一个档次，原本还算是高分的4分作文直接变成了平均分水平的3分，这对于想要申请文科专业的考生来说还是比较严重的问题，这是因为许多文科院校专业对GRE作文都有较高标准，会把作文成绩作为一个重要的申请资格审核标准来看待。
GRE写作高分范文：现代摄像机和印刷术
“The video camera provides such an accurate and convincing record of ncontemporary life that it has become a more important form of documentation than nwritten records.”
摄像机可以通过如此精确而有力的记录手段来再现当代生活，因此它已经代替书面记录成为了一种更重要的记录手段。
GRE写作范文：
“The video camera provides such an accurate and convincing record of ncontemporary life that it has become a more important form of documentation than nwritten records.”There have been many methods of documenting in the history of nhuman， from carved ancient pottery to sheepskin documents， of which the video ncamera may be the newest form with certain superiorities and inferiorities to nwritten records. The advantages of video camera certainly make it an important nform of documentation， but not to the extent of being more essential than nwritten records due to its disadvantages.
To begin with， video can be interpreted as a series of pictures associated nalong the time， while written records can be considered as the descriptions of nthese pictures.Therefore， it is undoubtedly that video contains much more ninformation than that of written records. From a video， we can clearly know what nhappened with subtle details.Merely with a television set， we can easily watch nthe happenings at home， such as the Olympic Games， comfortably sitting on the nsofa， needless to be present on the spot.
And more excitedly， certain close-up enables us to scrutinize our favorable nathletes. If there isn‘t video camera， we may be unable to enjoy such activities nunless we can afford time and expense to be on the spot. While it is true that nwe can also be acquainted with the circumstances through newspaper or other nmedia， however， the written record may be unable to present them as accurate as nvideo. The imagination from the reports， however detailed， dooms to be nimaginary， by all means different from the real circumstance， which video can nrepresent. Moreover， the written records may contain some mistakes due to the ncarelessness or injustice of its reporters， while the video may be more accurate nand convincing.
Another strongpoint of video is that it can be perceived simply by visual nsignals， from which people mainly get information in their daily lives， and ntherefore this method is more natural than written records. Everyone， ranging nfrom a babbling child to an old grandpa， is able to get some information from nthe video just as they do during their daily lives， regardless of their literate nability. While the written record， no matter how easily it is represented， nrequires literacy of its readers， and a newspaper or book means nothing to an nilliterate person. In addition， video is much easier to comprehend for people nall over the world. For instance， an American can grasp nothing about a story nwritten in Chinese unless s/he has learnt such a foreign language. However， s/he ncan absolutely understand something about a video recorded in China， although ns/he may be confused with the language spoken in the video.
While video is certainly not superior to written recorders in all aspects， nits limitations determine that the written record will not be replaced at least nat present. The first disadvantage of video is that it is much more inconvenient nand expensive. Video must be recorded on the spot， namely， when an event happens nto you， you cannot record it unless you have a camera at hand. However， even nthough you haven’t paper and pencil either， you are still able to recall it to nrecord based on your remembrance.
Therefore， for those who can’t afford a handy camera or who are unwilling nto bring it anytime anywhere， the written records may be the easiest form navailable. Further， another weakness of video is that its cost is too high and nits correspondingly high-quality record may be beyond people‘s requirement. The ncost of making a written report is much less than that of manipulating a video. nAlso， every morning we may browse a newspaper to know what happened throughout nthe world， and the simple report， which may only consume us a few seconds， meets nour needs of curiosity; we needn’t the accuracy and vividness of video， which nmay be more time-consuming.
GRE写作高分范文：技术与学习的矛盾
GRE写作题目：
Although innovations such as video，computers，and the Internet seem to offer nschools improved methods for instructing students，these technologies all too noften distract from real learning.
尽管诸如电视、电脑和互联网这样的发明似乎给学校教育提供了进步的手段，但是所有这些技术往往也是在偏离真正的学习。
GRE写作题库范文：
Nowadays there is a growing concern about the role that innovations have nplayed in the field of learning. While most people think that innovations nbenefit learning process in various ways，different opinions arise that these ntechnology advancements actually distract students from real learning. On nbalance，according to my personal observation,whether innovations can be nbeneficial or detrimental to real learning depends on the students and the nteachers，not on these innovations themselves.
To begin with，technological innovations do help teaching and learning in nvarious ways.With the aid of these technologies，the process of teaching and nlearning can be shorter and easier than before. For instance，if a student want ncertain published papers of an academic discipline，he/she may look through nconsiderable catalogs to find the ones he/she needs. However，with the help of nInternet innovation，at present most of these papers are published online. nConsequently，to find certain paper the procedure is much easier and shorter，the nstudents just type the key words and other information of the paper，and then the nsystem will search the database，and the papers are there waiting for them. As nthis new approach can save a lot of time for the students，he/she could have more ntime reading the papers and absorbing the knowledge rather than checking and nlooking for the papers that could be a waste of his/her time. This example aptly nillustrates how technology advancement benefited the students and their learning nprocess.
Secondly，while innovations can help learning in various ways，it is more nimportant that the central role of the pursuit for knowledge and wisdoms are nmaintained. What real matters is not the approach but the purpose of learning. nIn India，where modern technologies are less applied to the learning process than nin the US and other developed countries，still a lot of distinguished students nachieved their academic goal with their hard work and desires to knowledge. In nthe US，where the software engineering students are given the most advanced nfacilities and apparatus for their learning and research，however，it is wildly naccepted that they are far less outstanding compared to the Indian students of nsoftware，who may share computers in groups. From this comparison we can see that nthe real and core push of learning is the desire for knowledge，not the help of ninnovations.
In addition，if not guided properly，the technology advancement might inhibit nlearning.In other words，innovation can distract the students from real learning nthan helping them. It is obvious that a computer can help students of science to ncalculate mathematical equations but can also be used for recreation such as net nsurfing or computer games. It is highly possible that these students can spend nmore time and energy on recreations rather than learning when using a computer. nThus，learning is inhibited. Under this circumstance，guidance and restrictions nare needed to ensure the right use of innovations for learning，or the nconsequence may be on the contrary to the students and teachers' desire.
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