應(yīng)用修辭可以讓我們的語言更富于形象性。當(dāng)我們運用不同的詞匯，不管高級還是低級，修辭的運用將會比普通的詞匯更有文學(xué)層面上的意義，從修辭中我們可以增加想要說明的效果，創(chuàng)造更有暗示性的景象，并且不動聲色地為自己的水平加分。

　　針對GRE的寫作，我們在常用的26種修辭中應(yīng)用的并不多，來來去去的不過十幾種常用的。下面，我們來看看11種修辭。

1）Simile：（明喻）It is a figure of speech which makes a comparison between two unlike elements having at least one quality or characteristic in common. To make the comparison, words like as, as……as, as if and like are used to transfer the quality we associate with one to the other.

For example, as cold waters to a thirsty soul, so is good news from a far country.

2）Metaphor：（暗喻）It is like a simile, also makes a comparison between two unlike elements, but unlike a simile, this comparison is implied rather than stated.

For example, the world is a stage.

　　以上兩種比喻類修辭比較簡單，在運用的時候想到什么適合的本體和喻體就可以進行“喻”。

　　3）Analogy：（類比）It is also a form of comparison, but unlike simile or metaphor which usually uses comparison on one point of resemblance, analogy draws a parallel between two unlike things that have several common qualities or points of resemblance.

　　類比的學(xué)習(xí)最好的老師就是Argument，阿狗里面的false analogy類比很多都是我們鉆牛角尖的找出來的，但是，實際上我們很多的情況下在無話可說的時候都可以運用類比。比如說，我們在討論政府職能的時候，假如我們不了解政府職能，我們可以從我們了解的組織談起，比如我們可以討論班級、學(xué)校、公司或者一些大型小型組織，從一個具體的問題到另一個問題而避免談一些不熟悉的問題。具體的陳述可以類似如下開展：

　　When comes to the issue of empowerment

　　1. This point can be better illustrated by comparing a class（你熟悉的） with a business（你不熟悉的）. 然后business bla bla…

　　2. Teachers who possess power and exert it to conduct class play a similar role as business managers do. 然后，只討論課堂不討論商業(yè)了。

　　例如：

　　Students who are granted/given/empowered/endowed……… are more motivated… If power not rightly supervised and restricted, the class will get out of control and lead to/result in/turn into/prove to be flop/fiasco/blunder/failure/ catastrophe…

　　3. Elaborate a class進行詳細的class描寫

　　4. 點睛之筆 So is a business. 類比其實就是某種層面上的跑題，大部分的跑題是無意識的，但是我們要讓這種有目的的跑題為我們的文章服務(wù)，這就是學(xué)習(xí)類比修辭的意義所在。