GRE 作文题目
来源于朗播用户：graceshit
Some people believe that government funding of the arts is necessary to ensure that the arts can flourish and be available to all people. Others believe that government funding of the arts threatens the integrity of the arts. [Specific Task Instruction: Write a response in which you discuss which view more closely aligns with your own position and explain your reasoning for the position you take. In developing and supporting your position, you should address both of the views presented.]
题目分析
翻译
一些人认为：政府应该资助艺术家来帮助艺术蓬勃发展，同时让人们都能得以接触到艺术。另一些人认为：政府对艺术的资助威胁到了艺术的纯洁性。[说明：写一篇文章，讨论哪一个观点更加接近你自己的观点，并解释你选择这个观点的理由。在展开和支持你的观点时，你需要处理上面提到的两个观点]
指导
写一篇文章，讨论你同意或反对这个观点，以及支持观点的理由达到怎样的程度。（Claim – Reason）
"本题为两道老GRE的ISSUE题目综合——ISSUE101 ""Governments should provide funding for artists so that the arts can flourish and be available to all people""和ISSUE85 ""Government funding of the arts threatens the integrity of the arts"".本题讨论政府应当对艺术采取的行为以及其目的和作用。
第一种观点中：对于题目中的前半句，可以从政府扶持艺术的正面与负面作用以及对艺术“物质、精神”两层次的影响去展开分析。对于后半句，可以从政府行为的必要性以及人们不同的需求层次上进行论述。
第二种观点里：给出的观点认为政府资助对艺术的纯洁性造成了威胁，具有负面作用。本题的分析可以从物质需求和精神追求两个角度展开，需要注意以下三点：
1、单词解释——Integrity一词比较有争议，这里选取韦氏字典中纯洁性的解释：firm adherence to a code of especially moral or artistic values : incorruptibility
2、逻辑关系——无论是正面作用还是负面作用，都要建立在“政府”和“艺术”之间，不要跳出限定范围。
2、选取例子——梵高等人已经被用烂了，这个题目和艺术有关，小说、电影、音乐、绘画等都可以包括，有很多事例是可以使用。"
写作思路 学会梳理作文思路--->上朗播网
1. 艺术的蓬勃发展需要什么基础？艺术如何让所有人都可以接触到？（可以从物质和精神两方面来思考）
回答：
物质基础：艺术家的生存保障，培训投资，艺术家研究资金 艺术家成果的合理保障，画展，音乐会等
精神基础：全民宣传，基础普及教育（音乐课，美术课）开放的艺术创作环境
2. 政府资助艺术的目的是什么？对政府有什么好处？政府资助能满足问题一中艺术的哪些需求？
回答：
目的：发展国家的精神文明，增强软实力。好处：维护政府的统治，团结人民。需求：给艺术发展提供物质和精神基础，为艺术的传承提供基础。
3. 政府资助对艺术会有哪些负作用？请结合具体事例简述。
回答：
限制艺术的自由发展，清朝的文字狱，只能写赞扬政府的诗词。作品当中会有功利性质，迎合政府的需要，只求量不求质。
4. 艺术在获得政府资助之后，相对于之前会有什么样的变化？这些变化有哪些是正面的，哪些是负面的？
回答：
正面1.发展的规模会扩大，挺高全民参与度2.艺术家更能专心创作，不用为生存而分心。
反面：1.限制艺术的自由发展2.会增加功利性，更具有政治色彩，不求质量只求数量。
5. 是否存在为了保持艺术纯洁性而拒绝政府资助的事例？是否存在接受政府资助之后丧失艺术纯洁性的事例？如果有，请简单描述事例。
回答：
。。。
6. 艺术的纯洁性是指什么？包括那些方面？怎样的行为就属于威胁或者丧失艺术的纯洁性？
回答：
不带有功利色彩，符合作品原来创作的目的，不为了迎合大众的需求。
带有政府色彩，为了个人生活的富裕而迎合赞助者的需求。
其他用户的回答
作文
Do we learn more from people whose views we share in common than from those whose ideas contradict ours? The speaker claim so, for the reason that disagreement can cause stress and inhabit learning. I concede that undue discord can impede learning. Otherwise, in my view we learn far from discourse and debate with whose ideas we oppose than from people whose idea are in accord with our own.
Admittedly,under some circumstances disagreement with others can be counterproductive to learning. For supporting examples, one need look no further than a television set. On today's typical television or radio talk show, disagreement usually manifests itself in meaningless rhetorical bouts and shoutiong matches, during which opponents vie to have their own message heard, but have little interest either in finding any common ground with or in knowledging the merits of the opponents' viewpoint. Understandably, neither the combatants nor the viewers learn anything meaningful. In facts, these battles only serve to reinforce the predispositions and biases of all concerned. The end result is that learning is impeded.
Disagreement can also inhibit learning when two opponents disagree on fundamental assumptions needed for meaningful discourse and debate. For example, a student of paleontology learns little about the evolution of animal species under current study by debatting with an individual whose religious belief system precludes the possibility of evolution to begin with. And, economics and finances students learn little about the dynamics of a laissez-faire system by debating with a socialist whose view is that a centrlized power should control all economic activity.
Aside from the foregoing two provisos, however, I fundamentally disagree with the speaker's claim. Assuming common groud between two rational and reasonable opponents willing to debate on interllectural merits, both opponents stand to gain much more from that debate. Indeed, it is primarily through such debate that human knowledge advances, whether at the personal, community, or global level.
Admittedly,under some circumstances disagreement with others can be counterproductive to learning. For supporting examples, one need look no further than a television set. On today's typical television or radio talk show, disagreement usually manifests itself in meaningless rhetorical bouts and shoutiong matches, during which opponents vie to have their own message heard, but have little interest either in finding any common ground with or in knowledging the merits of the opponents' viewpoint. Understandably, neither the combatants nor the viewers learn anything meaningful. In facts, these battles only serve to reinforce the predispositions and biases of all concerned. The end result is that learning is impeded.
Disagreement can also inhibit learning when two opponents disagree on fundamental assumptions needed for meaningful discourse and debate. For example, a student of paleontology learns little about the evolution of animal species under current study by debatting with an individual whose religious belief system precludes the possibility of evolution to begin with. And, economics and finances students learn little about the dynamics of a laissez-faire system by debating with a socialist whose view is that a centrlized power should control all economic activity.
Aside from the foregoing two provisos, however, I fundamentally disagree with the speaker's claim. Assuming common groud between two rational and reasonable opponents willing to debate on interllectural merits, both opponents stand to gain much more from that debate. Indeed, it is primarily through such debate that human knowledge advances, whether at the personal, community, or global level.
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