GRE写作Issue模拟题:The Importance of Science and Art

用词灵活多样，也能较灵活地使用一些学术词汇；作者句法知识很棒，适当增加从句的使用，会取得更不错的成绩；语言不流畅；连词使用偏少。

In addition to inter-lingual factor, there was another factor that could lead to such problems. That was intra-lingual factor, which was caused by poor knowledge about target language. Based on the previous research and the interview, some junior students said that they had difficulty in applying English grammar regularities to items and compositions, for example, “They are from different city.” Obviously, these students found it was confused to use a plural form with -s. And there was another example,” I lent 10 yuans to Lisa.” “Yuan” was a Chinese word, so it did not have plural forms. Yet, these students placed “s” after it. However, some students said that “dollar” was also a monetary unit and it could be used as “dollars”. Why not “yuan”? Therefore, students made such mistakes because of false analogy. There were some nouns referring to a group, which were called collective nouns. These words were in single form but stood for plural meanings. As for these collective nouns, it was not allowed to add suffix “s” and to connected to numbers. Junior students would feel puzzled when learning this part. Therefore, it was easy for some junior students to commit such errors as following: A criminal shot a police. Some interviewees said that it was difficult to remember all English rules, so there was no doubt that they would apply these regulars wrongly. Richards(1974) said there was a deviant behavior in learning target language for beginners. Owing to this, junior students often commit such errors when they could not clearly understand how to apply English grammar. Let’s see an example: He gave me some advices. It could be see from this sentence that “s” was placed after “advice”. Just as some interviewee said before that they did not have a clear mind to apply English grammar regularities into items and compositions. In other words, these students did not master what they had learned before very well . Sometimes the intra-lingual factor could be called developmental factor, because they were caused by the poor knowledge about target language. Yet, developmental factors had another element which was assumption. When these chosen students could not know how to do items, they would guess the answer based on what they had knew or developed habits. However, the answer was definitely wrong because their guess was not firmly approved. For example,“ I want some foods” According to these students’ guessing,“ food ” was a plural concept, so it was to add “s”. Errors of type A, B belonged to these part. For example,“He gives me an advice. ” Obviously, some junior students thought a piece of advice could be expressed so simply. Because of lack of professional knowledge, then these junior students would guess