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CONTENTS

Introduction Get Ready for GRE and GMAT Analytical \ftfritill!J ...................................................

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Essay-Phobic? You're Not Alone! Some Testing Terminology You Should Know The Official "Pools" of GRE and GMAT Essay Questions What You'll Learn from This Book Additional Resources for GRE-and GMAT Analytical Writing Iconic Symbols Used in This Book About the Author

Part 1

All the Facts About GRE and GMAT Analytical \ftfriting ...........................

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GRE and GMAT Analytical Writing-at a Glance The Issue Writing Task The Argument Writing Task The Analytical Writing Computer Interface Essay Evaluation and Scoring Score Reporting and Use of Scores Analytical Writing-Diagnostic Test

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HOWl to Compose a High-Scoring Issue Essay....................................... 8 Steps to the Issue Writing Task Developing a Position on the Issue Supporting Your Position and Refuting Others Organizing Your Ideas (Your Essay's Structure) DO's." and DON'Ts for Your Issue Essay Reinfbrcement E.,xercises Reinforcement E.,xercises-Sampies and Comments

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Part 3

How to Write a High .. Scoring Argument Essay ......................... ". ...... 8 Steps to the Arl,'llment Writing Task Organizing Your Idea.. (Your Essay's Structure) Recognizing and Handling Flaws in GRE and GMAT Arguments DO's and DON'Ts for Your Argument Essay If You Have More Time Reinforcement Exercises Reinforcement Exercis~amples and Comments

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Writing Style and Mechanics .... ......... Your o-...",rall Voice and Tone

Sample Essays for 20 Official GRE Issues ......................................................................... Sample Essays for 20 Official

'Pai"t '7 Sample Essays 'foi" 20 Official GMAT Issues .................................. "..........

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Sample Essays"for 20 Official GMAT Arguments ... oo . . . . . . . . . . . . . . . . . . . . . . . . . . . . ~ .. ~ . . . . . . . . .

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Dcvclo;;'.ng a PE;'.si.l~ -,' p ·,,'dt;.r." 'l'c-'~ Connecting Your Ideas TogethG References to Yourself and to the Statement or Argument Your Sentences Your Facility with the English Language Your Grammar DO's and DON'Ts for Writing Style and Mechanics

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Writ/fig Skills Jor tbc GRE/GMAT Tests

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"Introduction GET READY FOR GRE OR GMAT

ANALYTICAL WRITING Graduate admissions officials are increasingly relying. on GRE and GMAT essay scores to predict graduate-level academic performance and, in rum, .{Q..make admissions choices among. similarly qualified applicants. The paIn t is clear. You'd better take the essay portion of your exam seriously! Fortunately, you've come to the right place. This book; will giV~ you the competitive edge you need to gain admission to your first-choice graduate program or B-school. All GMAT test takers and, beginning in October 2002, all GRE test takers, will need to compose two essays as part of their testing experience. The following twO essay tasks, while quite distinct from each other in terms of material, are essentially the same on the GRE as on the GMAT: Present Your Perspective on an Issue (GRE) or Analysis of an Issue (GMAT): In this type of essay, you'll adopt a position on a given issue of broad intellectual interest and support that position with reasons and/or examples (45-minute time limit on the GRE; 30-minute time limit on tbe GMAD. Analyze an Argument (GRE) or Analysis of an Argument (GMAT): In thls type of essay, you'U analyze a paragraph-length argument and point out and discuss problems with its line of reasoning, adequacy and lise of evidence, and internal logic GO-minute time limit on both exams). During your GRE or GMAT tests (both of which are now administered only by computer), the computerized testing system will randomly select your essay questions from its large database -or "pool"-of official questions. The test maker, Educational Testing Service (ETS), has revealed its complete pool of essay questions-250 altogether-for each of the tWO exams, which will help \'Oll be prepared for what YOll will see on the test.

ESSAY.PHOBIC? YOU'RE NOT ALONE! Okay, you've commillec.l yourself to taking the GRE (or C;.\1,\n. Perhaps you've already hought one of those big, thick test-prep !looks to help you get ready for your exam. flut j{ you're like most test taker" you've put olI any earnest attempt to prepare for the two essays, focusinf; insle"d on the

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exam's multiple-choic~ sections. Why 00 so man)' test tak~r" neglecl Analyli· cal Writing when it comes to GRE and GMAT prep? Probably for'one or more of the following reasons:

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flO room /(}1" glleSStl'ori.!. During the exam·s multiple-choice sections, you can score point~

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by making lud.-,.. random guesses and by making so-called "edll' cated" guesses (by eliminating som~ answer choices). But it's impossible to fake your way throu!til the essa" sections.

• Scoring tbe essays is so subjective. It's difficull to know what the readers will reward you for and where you stand in relation to other test takers-or so you think. • Writing essays is sucb bard work. Organizing and composing an essay inherently reqUires far mare activiry, both mentally and physi· cally, than analyzing and answering a multiple-choice question. • There are so man)' possible essay questions but so little time to get ready for thenL Since ETS has pre-disclosed all of the questions, you might feel you're at a competitive disadvantage unless you're ready for each and every one of them. And given a pool of 250 questions, who has the time, let alone the brain power, to get ready for every single one' Not you-so you wonder why you should even bother trying. Take hean: Nearly all your peers experience similar insecurities about the GRE or GMAT writing tasks. And by picking up tq;s book, you've taken an imponant first step toward overcorp.ing your anxiety!

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TESTING TERMINOLOGY YOU SHOULD KNOW TIrroughout this book, 1 rder to various acronyms and other termS thal test make" use and you should know. TItis first one is for GRE as well as GMAT test takers: ETS TItis is the nonprofit organization that creates the GRE and GMAT tesLS, administers the exams, and repons exam scores to the graduate schools. ETS also conducLS ongoing research projects aimed at improving its tesLS.

GRE

TERMINOLOGY GRE General Test or GRE (Graduate Record Exam). Sitting for this exam is a prerequisite for admission to many college and university' graduate programs (Masters and Ph.D.). The GRE is designed to measure ('.

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3. limit your use of word-processing feawres to tht: ones available during the aCrll:li te!il. (GRE test L"lkers may elect to prov-ide handwritten respomes instead.)

4. \'lhen you've fU1ishcd. sCOre your essays accordi.n~ to official criteria.

NOTE: Earlier in Pan 1, indicated the criteria for top scoring essays. To help you further in evaluating and scoring your diagnostic essays, at-,· this book's Internet supplement Cwww.west.net/-ste~.art/ws).I.ve provided sample benchmark responses for the same Issue and ArgU. ment as we1Las links to the test roakcr's',officiaJ scoring criteria for'each .5core:1evel (O-6).

WRITiNG JASK

No. 1

(yOUR PERSPECTIVE ON AN ISSUE) Time limit: 45 Minutes (GRE) or 30 minutes (GMAT)

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~Leisure time is becoming an -increasingly rare commodity, .largely because technology has failed to achieve its goal of improving our efficiency in our daily pursuits. ~

Discuss the extent to which you agree or disagree with the foregoing statement. Suppon your perspective using reasons and/or examples from your experience, observation. reading, or academic studies.

W~rnNG TASK

No. 2

(yOUR ANALYSIS OF AN ARGUMENT) Time limit: 30 Minutes The following appeared in an advertisement for United Motors trucks: ~Last

year, the loca] television-news program In Focus reported in its annual car-and·truck safety survey that over the course of the last ten years, United Motors vehicles ~ere involved in at least 30 percent fewer fatal accidents to drivers than vehicles built by any other single manufaCturer. Now United is developing a one-of,a·\tind computerized crash warning system for'all its trucks. Clearly, anyone concerned with safety who is in tne market for a new truck this year should buy a United Motors truck. ~ Discuss how well.reasoned you fmd this argument. in your discussion, be .sure to analyze the .line of -reasoning.and .the use &' evidence in the argument. For example, you may need to consider what questionable assumptions underlie ,the thinking and what alternative explanations.or counterexamples might weaken the conclusion. You can also discuss-what sort of evidence would strengthen or refute the arplment, what changes in the argument would make it more logically sound, and what, if any· thing, would help you better evaluate its conclusion.

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Part 2 HOW TO COMPOSE A IDGH-SCORING, ISSUE ESSAY

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ere, in Part 2, you'lllearo. all you need to score your best on your _ GRE. or GMAT Issue essay. At the end of Part 2, you'll put inco practice ~har you've learned through a series of skill-building exercises. For a high-scoring Issue essay. you need to accomplish these three basic casks: 1. Recognize and deal with me complexities and impHc::Uions of the fssue

2. Organize, develop, and ,express your ide:l5 in a coherent and persuasive manner 3. Support your ideas with sound reasons and relevant examples

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To make sure you accomplish all three tasks within your time limit (45 minutes for the GRE, 30 minutes for GM:AD, follow this B-step approach (suggested times are parenthesized):

J STEPS TO THE ISSUE WRITING TASK Plan your essay (S min.) 1. Read the statement with an eye for its complexity and implications. (1 min.)

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Compose your essay (GRE, 30 min., GMAT, 20 min.) 4. Compose:l brief introductory parap:raph. (GIlE: 3 min., GMAT: 2 min.) 5. Compose the hody of your response. (GRE: 2.::l, min .. GMAT: 15 min.) 6. Compose a brief condudinp. or summary p:lrap.raph. (GRE: 4 min., GMAT: 3 min.)

RClme your essay (GRE, 10 min., GMAT, 5 min.) 7. Review and revise for coherence and balance (GRE: 6 min., GMAT: 3 min.) 8. Proofread (or significant mechanic;li problems (GRE: 4 min., GMAT:

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3.

DECIDE ON A TENTATIVE POSITION, THEN ORGANIZE YOUR IDEAS Using your notes from step 2, develop a tentative perspective or position on the Issue. Try co aniculate it right on your scratch paper, then earmark it. Think of it as your working ~thesis.~ You'll need to rder to it time and again throughout your writing task. Here's my tentative position (perspective) on each Issue:

Issue 1 ~

Gov'[ regulation is problematic, but only gov't can enforce and ensure (qualified agreement).

Issue 2 There are contributing means, but teamwork is pivOtal (agree on oaJance).

Using your tentative' pOSition and your notes as a starting point, organize your ideas in outline [onn. You might wish to iridicate PRO or CON next to each one of the reasons and examples you jotted down during step 2. Arrange your ideas intO 2-4 body paragraphs, then decide on a logica.! J.nd persuasive order in which to present chern. Nwnber rhe points In your outline accordingly. You can either const.ruct a separate outline (as in the ftrst outline) or use your nores as your outline, numbering: the pointS in the order you intend to discuss them (:15 in the second outline).

Outline (Issue 1)

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HOW TO COMPOSE A HIGH-SCORING ISSUE ESSAY Here's an introductol)' pangraph for each of the cwo simuJ;ued Issucsbased on my outlines from step 3. For both Issues, I've decided to adopt position in which I agree on balance with the statement (I've underlined words and phrases chat you could use in nearly any imroductory paragrnph, regardless of the specific Issue):

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Introductory Paragraph (Issue 1)

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In' asserting that govenunent regulation is the ~best~ way to ensure environmental protection, the speaker fails to acknowledge certain problems inherent with government regulation. Nevertheless, I agree with the statement to the extent that exclusive reliance on indlvidu::tl or business volunteerism would be naive and imprudent, especiaUy conSidering the stakes involved. Introductory Paragraph (Issue 2) Whether a particular business ultimately succeeds or fails depends, of course, on a variety of factors. Nevenheless, since teamwork is an essential ingredient for any large business to succeed, I conclude that in most cases, it is probably the pivotal. factor.

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COMPOSE THE BODY OF YOUR RESPONSE During step 5, your chief ambition is to peck away at your keyboard (or write) like mad, in order to get your main points-and supponing reasons and examples-onco the screen! Here's what you need to keep in mind as you compose your body paragraphs: • Be sure the tirst sentence of each p:l.1'agt:lph begins a distinct train of thought and clearly conveys to the reader the essence of the p:l.1'agr.lph. • Arrange your paragraphs so your essay flows logically and persua· sive1y from one point to the next. Try [Q stick to your outline, but be flexible. • Try to devote no more than 3 or 4 sentences to anyone point In your outline.

• Don't worry if you don't have time to include every single poim from your outline. The readers undef5tand that time constrlmcs prevent most test takers from covering every point they want to make. • Don't stI':ly from the Issue at hand or even from the points you seek to make. Be sure to stay well focused on bQ[h. If you're noc sure where to begin, cry :;taning with whichever poim is ea:;iest for you to articulate ;Ind seems most insightful or persuasive to you. LIter, in step -:, if you uetermine that [his point shouh..l apPe:J.r elsewhere in your essay, you can rearr.mge your par.lgnphs for IOgiC;ll St:n.se and COntinuity.

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. _,NOTE: If you're a GRE test taker who opts

to submit a handwritten essay. you won't have the luxury of rearranging sentences and para· graphs. You'll need to take greater care to get it right the first time.

Now, here arc the body p;J,ragraphs of my response w each of the two simulated Issues. As you read these body parJgr.lphs. note the following:

my outline whilt: at the same time n:maLning flexible as new ideas for content or organiz::ttion occurred to me. (Notice, for instance, that I repositioned cerrain points from my outlines,)

• I tried to stick to

• I haven't induded every single point from my outline. That's because

you probably won't have time to cover every poim ),ou want to make. • You might personally either agree or disagree with my positions or with my reasons for them. That's fine; when it comes to the Issue essay, it's all a maner of opinion-and not even your honest opinion at that!

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• Again, I've underlined words and phrases that you might use in almost any Issue essay to help you see how the ideas flow narurally and persuasively from one-tO the next. Four-Paragraph Body (Issue 1) E'Xperience tells us that individuals and private corporations tend to act in their own short·term economic and political interest, not on behaU of the environment or the public at large, For example, current technology makes possible the complete elimination of polluting emissions from automobiles. Nevertheless. neitller automobile manufacrurers nor consumers are willing or able to voluntarily make the shor(,.termsacri· . flces necessary to accomplish this goal. Only the government holds the regulatory and enforcement power to impose the necessary standards and to ensure that we achieve these goals.

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Admittedly, government penalties do not guarantee compliance with environmental regulations. Businesses often attempt to avoid compliance by concealing their activities, lobbying legiSlators to modify regulations, or moving operations to jurisdictions that allow their environment3l.ly lurmful activitie'S. Others calculate the cost- of -polluting,.in tenus of punishment, .then budget in advance for ", '-. 'anticipated penalties and openly violate the l~w. However, this - '. -"behavior onlY'serves [0 underscore the need for government interven· tion, because -1eit LUlknered, this type of behavior would only __ exacerbate environmental problems, One must .admit as weU that government regulation, environmental or ·-otherwise. is fraught with bureaucratic.and enforcement problems. Regulatory sy~tems inherently call for leg:is!ative conuninees, investigations,

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HOW TO COMPOSE A HIGH-SCORING ISSUE ESSAY

and enforcement agencies, all of which add to the tax burden on the citi· 'lens whom these r~gulations are designed to protect. Also, debys rypically associated with bU(e:lucratic regulation can thwart lhe purpose of

the regulations, because environmC!rlcai problems can quickly become grave indeed. However, given that unjustifiable reliance on volunteerism is the only alternative, government regulation seems necessary. More~,

such delays seem trivial when we consider that many environmental problems carry not only a real. threat to public health bue also a potential threat to the very surv:ival of the human species,

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Finally, environmental issues inherently involve public health and are far too pandemic in 03Ulre for individuals or even businesses to solve on their owo. Many of the m9st egregiouS environmental violations traverse state and sometimes national borders. Individuals and businesses have neither the power nor the resources [Q address these widespread hazards.

Three·Paragraph Body (Issue 2) First, cooperative interaction is an integral part of nearly all company jobs-including jobs performed in relative isolation and those in which technical knowledge or ability, not the ability'co work with others, would seem to be most important. For example, scientists, resetfchers, and even computer progr:uruners must coUabol.lte to esrabHsh common goals and coordinate efforts. Even in businesses where individual tenaCity and ambition of salespeople would seem to be the key for a tirm's success, sales personnel must coordinate efforts with support staff and managers. Secondly, in my t!.'fAT Tests

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HOW TO WRITE A HIGH-SCORING ARGUMENT ESSAY

ORGANIZE AND PRIORITIZE YOUR POINTS OF CRITIQUE Using your notes from step 2 as a guide, arrange your ideas inw para· graphs (probably three or four, depending on the number of problems buile into the Argument). Take a minute to consider whether any of the flaws you identified overlap and whether any can be separated into two distinct problems. In many ca.ses, the best sequence in which [Q org:utize your points of critique is the same order in which they appear in the

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. For the Argument writing task, there's no need to create a separate (lutline. You can probably use your notcs as your outline, numbering them according to the most logical sequcJ?ce to discuss them. Here's wh:lt my _ notes for the Argument involving upperCuts look like after org;iruzing them (:uTOWS indicate where I intend to discuss a paim; (Fe] denotes "final conclusion~):

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COMPOSE A BRIEF INTRODUCTORY PARAGRAPH Now tilal you've :o.:penl abou! fivr: mimlle:o.: planning your ess;lY, It's time [a compo:o.:t: it. Don'[ W:lSle lime n:pc;ning thl' Argunlent ;11 hand: the reader, whom you can a:;sume b already wel! familiar with the Argument.. is interested in your critique-not in your [,.lnscription sk.iIls. Here's what you should try to accomplish in your initial paragraph: 1. Identify the Argument's fma.l conclusion.

2. Describe briefly the Ar~ument's line of n:asoning and evidence in suppon of its conclu:;ion. i."

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3. Allude generally ro the problems with the Argument's line of reasoning and use of evidence. You can probably accomplish all three tasks in 2-3 sentences. Here's a concise introductory paragraph for the Argument involving UpperCuts O've underlined words and phrases that you could use in the introductory par.tgraph of any Argument essay): Citing a genera.! demographic trend and certain evidence about two other hair salons, the manager of UpperCuts CUC) concludes here that UC should relOClte from suburban to downtown Apton in order to attract more: customers and, in turn, improve its profitability. How· ever, the manager's arf!ument relies on a series of unproven assumptions and is therefore unconvincing as it stands, ·NOTE: The essays in Pans 6 and 8.indude longer introductOry paragrnphs that par.aphrase the,entire· . ,: .: . ::>.i Argument-for your 'reference.· There's·no ·need :io~:~'~'~;" -to .include as much detail in your initial paragraph;·'.· .~. ,._.

Your introductory paragraph is the least important component of your essay. Thus, you might consider waiting until you've completed your critique of the Argument before composing your introduction (unless you are a GRE test taker who will submit handwritten essays). If you're . running Out of time for your introduction, begin your essay with a sentence like one of the following two, then delve right intO your Hrst point of critique-without a paragraph break: . k,I .... ,... /I'''; ·TIlis argument suffers from numerous flaws that, considered together, render umenable the conclusion that UpperCuts ~hou!d relocate to downtown AptOn. One such flaw involves ... I fmd the argument for moving UpperCuts salon downtOwn specious at best, because it rdies on a series of unproven, and doubtful, assumptions. One such assumption is that ..

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COMPoSE THE BODY OF YOUR RESPONSE After spending no more than 5 minute", planning your response, it's time to compose it. As in the Issue essay, during this step, your chief aim is to peck madly at your keyboard in order to get your ideas onto the screen! Here's what you need to keep in mind as you compose your body

paragraphs: • Try to devote a separate paragraph to each point of your critique.

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• Be sure the fIrst sentence of each par:J.graph conveys to the· reader the essence of the problem that you imend to disCU5s in that paragraph. • Try to provide at least one example (scenario) that "",:ouJd lUlder·

mine each major assumption.

• Try to devote no more than three or four sentences [0 anyone point in your outline. Otherwise, you risk running .out of time without discussing all of the Argument's major problems. • Arrange your paragraphs so your essay flows logically from one point of critique to the. _next .. _ __ • Don't worry if you don't have time to include every possible point of Critique. The readers understand your time constraint. Just be sure to hit the most critical problems. Try [Q stick to your outline. but be flexible. Start with whichever points of critique strike you as the most impOrtant. are clearest in your mind. and are easiest to articulate. (You can always reatT.lIlge your points later. during step 7, assuming you're using the testing system's word processor.) ,-"."

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Here's the body of my response (0 (he Argument involving UpperCuts. As you re'J.d these four par.lgrJ.phs, note the following: • Each paragraph addresses a distinct, critical 3.!isumption-a certain condition (har must he rrue to JUStify the Argument's conclusions. • Each paragr.lph describes at least one scenario that, if true, would serve to undennine an assumption. • I've underJjm:d certain (nnsitional words and phr.lses-jus( to help you see how the ideas flow from one ro the next. To bq.;in with. the :trgument assumes that ,\pton's Jemo-

Peterson's • Writing Skills for tbe GRE/GMAT Tens

I graphic treml n:Oec(s the nation'll tn::nd. Yet. the mere fact th:lt one haiT salon has moved downtown h;lrdly suffices to infer any stich trend in Apton: Hair-DoD? mi~ht owe its success at its new location to factors unrelated to Aptoo's demop:i.lphics. Without beneT evidence of a demographic shift toward downrown Apron, it is juS! as likely th:n there is no such trend in Apton. For that matter, the trend mi~ht be in the opposite direction, in which c:vcnt the manager's recommt:nd:l[ion would amount to especially poor advice.

Even if Apron's demop:r.lphics do reflect the national trend, ~ is unfair to assume that UC will attract more cuswmers simpl)' by relocating downtown. It is entirely possible th;;a the types of people who prefer living in downtown areas tend not to patronize upscale salons. It is also possible that Hair-Dooz will continue to impede upon UC's business, just as it might have at the mall. Without ruling Out these and other reasons why UC might not benclit from the demographic trend, the manager cannot convince me that UC wouJd attract more customers, let alone increase its profits, by moving downtown. Nor can the manager justify the reconunended course of action on the basis of the Brainard salon's success. Perhaps hair salons generally fare better in downtown B~ard than downtown Apeon, due to demographic differences berween the two areas. Or perhaps the salon thrives only because it is long-established in downtown Brainard-an .advantage that UC clearly would not have in its new location. In shan, the manager cannot defend the recommended course of action on the basis of what might be a false analogy between two hair salons. Finally, even assuming that the proposed relocation would attract more customers, an increase in the number of patrons would not necessarily result in improved profits. After all, profit is a function of expenses as well as revenue. Thus, an increase in .DC's expenses-due perhaps to higher rents downtown than at the mall-might very well offset increasing revenues, thereby frustr.lting UC's dfom to improve its profitability.

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COMPOSE A CONCLUDING PARAGRAPH Unless your essay has a clear end, the reader might think you didn't finish on tlme~ so be sure to make time for a final paragraph that clearly ~wraps up~ your essay. Your flnal paragraph is not the place to introduce any new points of critique. Instead, try to accomplish the following twO ttsks:

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Now, here's my fmal paragraph for the Argument involving- UppercutS. Notice that this paragraph does not introduce any new poilus of Critique (I've underlined words and phrases that you could use in the fmal pan graph of nearly any Argument essay): 4

In swn, the argument is a dubious one that relies on a series of Unproven assumptions-about Apton's and Brainard's demogr,tphics, the re-olSOns for the success of the twO other salons, and UC's furore expenses, To strengthen the argument, the manOlger should provide better evidence of a dem~graphic shift in Apton coward the downtown area and clear evidence chat those demogr.lphics portend success there for an upscale hair salon. Even with this additional evidence, in order to properly evaluate the argument, I would need to know why Hair·Dooz relocated, what factors have contributed to the Brainard salon's success, what factors other than location might have contributed to UC's sagging profits at the mall, and what additional, offsetting expenses UC might incur at the new location.

7.

REVIEW AND REVISE YOUR ESSAY TO ENSURE COHERENCE AND BALANCE Be sure co reserve time co re-vise and rework your essay. Check the now of your essay, paying particular :ntention to the first sentence of «?ch p:lngraph. If you have time. rearrJnge paragrJphs so they appC'Jr in their most logical sequence.

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PROOFREAD FOR SIGNIFICANT MECHANICAL PROBLEMS Your Arl!umen! essay, like your Issue essay. need not he flawless in order to C:J.nl ;1 top seure. Tht" n:;lders won'! decrease ~'our ~con: for the occasional :J.wh.-ward semencc: and minor error in punctuation, spelling, gramm::lr, or diction (word choice ::Incl usage). lise whatever time remains to fL\' tile mas! ~brin~ mechanictl prohkms. Correct spdlin}! errors only when they're Iikel:' to imerfere with the reader's undersra.nding of the point at hand. Don't spend :J.ny time correcting punCtuation or minor spelling error~.

ORGANIZING YOUR IDEAS (YOUR ESSAY'S STRUCTURE) Just as for the Issue essay, the testing service makes clear that there is no correct strucrure per se for an Argument essay. Nevertheless, you should adhere to ceruin guidelines or risk losing your tr.tin of thourJn on the reader.

NUMBER OF WORDS Don't worry about the word length of your essay. As long as you inCorpor.1te into your essay all the elements that I suggest here in Pan 3, your essay's word length will be appropriate. ",

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NUMBER OF PARAGRAPHS There is no ·correct~ or "best~ number of paragraphs for an Argument essay. However, any GRE or GtvlAT Argument ess.3.)' should contain at least three body paragraphs, because every official Argument contains at least three signWCUlt, and distinct, reasoning problems. In ad(lition, your essay should include a fInal ·recap~ paraw-aph arid, if you have time, an introductOry paragraph,

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ARGUMENT'S l.lNE OF REASONING AND YOUR ESSAY'S STRUCTUllE The structure of your essay should reflect the Argument's line of reasoning as much as possible. Your points of critique SllOuld lead the reader, item by item, from the Argument's evidence and assumptions to the Argument's intermediate conclusion (if any), then to its fmal conclusion. Here's an

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III

ISSUE

No.4

Is Moderation in AJJ Things Poor Advice?

UIIIIUI.pClersons.com

Shuuld we slri\'l· (or llH)(jer:ltiun in ;111 lili!lg~, :1:; tlte :H.bgt: s\.lggesls? I tend to agree With the speaker that won:hwhilt- encie:lvors sometimes require. or at least cali for. in!~nse focus al the eXiJensc of mocJer.!tion. Tht: ,·in:ue:. uf mudcr:ltiun an: undeniable. Moder:l\lon in all things affords us the time and energy to sample more of what life :md the world have to offer. In Contr:lst. lack of moderation leads to :l lift: our of balance. AS a socie[)·. we are slowly corning to realize what many astute psychologisL~ and medical practitiOners haw,: known all along: we are at our bes: as humans only when we strike a proper bala.nce between the mind, bodr, and spirit. The call for :l balanced life is essentially a call for moderation in all things" For inst."lnce, while moderate exercise improves our health and sense of weU.being, overexercise and intense exercise can cause injury Of psychological burnout, either of which defeat our purpose by requiring us (0 discontinue exercise altogether. Lack of moderation in diet can cause obesity at one exueme or anorexi:l at the other, either of which endangers one'S he.alth-and even life. And when it comes to pOtentially addictive substancesalcohol, tobacco, and the like-the deleteriOus effects of overconsumption arc clear enough. The virtues of moderation apply to work as wdl. Stress associated with a high·pressure job increases one's vulnerabili[)' to hean disease and other physical disorders. And overwork can result in psychological bUrnout, thereby jeopardizing one's job and career. Overwork can even kill, as demonstrated by the' alarmingly high death rate among young Japanese men, man)' of whom work 100 or marC: hours each week. Having acknowledged the wisdom of the old adage, 1 nevertheless agree th.at under some circumstlnCes, and for some people, abandoning moderation might be well justiGed. Consider how many of the world's great artistic creations-in the visual ans, music, and even literature-would hav~ come to fruition without intense, focused e[[ons on the part of their creators. Creative WOrk necessarily involves a large measure of intense focus-a single-minded, obsessive purSuit of aesthetic perfection. Or. consider athletic performance. Admittedly, intensi[)'-c:a.n be coun· terproductive when it resultS in b~mour or injury. Yet who could disagree that a great athletic performance necessarily requires great focus and intensit)'both in preparation and in tll;e performance jtself? In shan. when it comes to athJclics, moder:uion breeds mediocrity, while intensity breeds excellence and viC[ory. Finally, consider the increasingly competitive world of business. An intense, focused company-wide dfort is sometimes needed to ensure .:I company's competJt!venes$ and even survival. This is particularly true in today's technology--driven industries where keeping up with the frantic pace of change is essenti;li for almost any high-teCh firm's survival.

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l)'in"lin,!,' Sk(lL;jor OX! GRE/GMAT Tests

SfI.:¥1PLE ESSAYS FOR 20 OFFiCiAL GRE ISSUES [n sum, the old :ld;tge amounts to sound advice for most people under most circumstances. Nevertheless, when it comes to creative accomplish-. mt:m md to competitive success in areas such as ',uhletics and business, I agree with the speaker that abandoning or suspending moderation is often appropriate, and someeimes necessary, in the interest of achieving worthwhile goals.

11

·1"

r:t(!rSOn·s

tSSUE

No.6

Do People Prefer Constraints on Freedom? Do people prefer cons'tr.tints on absolute freedom of choi~e.;. re.sardless bf what they ffii'grn cbim? I believe so, because in order for any democratic society to thrive, 'it must strike. a balance between freedom and order, History U:C0nns us chat. attempts to quell basic individual freedoms-of expressIon, of opinion and belief, and to come oUld go as we please-invariably bi1. People ultimately rise up ag:li.n.s[ llIlre:l.Sonabk constI"Jints on freedom of choice. ~ desire for freedom seems to spring from our fundamental nature as human beings, But does this mean that people would prefer absolute freedom of choice to any conS[I"Jints whatsoever? No, Reasonable constraints on freedom are needed to prOtect freedom-and to prevent a SOCiety from devolving into l state of anarchy where life is shan and brutish. To appreCiate our preference for constrnining our own freedom of choice, one need look no further than the neighborhood playground. Even without any adult supervision, a group of youngsters at play invariably establish murualiy agreed-upon rules for conduct-whether or not a spOrt or game is involved_ Children !earn at an early age thac wichout any ruJc:s for behavior, the playground bully usually prevails. And short of be'.lting up on others. bullies enjoy taking prisoners-i.e., restricting me freedom of choice of ochers. Thus our preference for constr:Unlng our freedom of choice stems from our desire to protect and preserve that freedom. Our preference for consrraining our own freedom of choice cantinuc~ into our adult lives. We , freely enter into exclusive pair·bondi.n.g relationships; during our teens, we 19ree to ~go steady," then as ~dults, we VOluntarily emer into maniage contractS_ Most of us e:lgerly enter imo exclusive employment relationships-preferring tlle securiry of s[(_-.ldy income to the "freedom~ of not knowing where our next paycheck will come from. Even people who prefer Self-employment to job security quickly le:lrn rh:1[ the only way to preserve their -:lUconomyH is to conser-Jin themselvc::s in terms ot' rheir agreements with ·c1ic:ntS and cu:;comer.> and e~pecially in terms of how riley u:;e rht:ir time. Aumiuetlly, our self-inllicteu jnb conslr.lints :lre born l:trgely of cconomic neces:;iry, Yet cven the wcalrhie:o.{ intlivitlu:lls usual!y choose to constr.lin their frt:edom by uevoring 1110:o.[ of rheir time :\ntl ;lttcnrion to a few pct projct.:[s,

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Our prt:fen:nCl' for C()ll:-!r.linint: ollr OWJl irlTdof11 oJ ciluice: b t'\,idclll on :1 ~ociel.;]l levcJ :IS well. )u~t a~ children :1l :1 rl:ly!!rollnd recogni7.c: the m:ed for self.imposed rult:~ and regulation~. ;I,~ ;J sociery, We: reco~njze the same need, After :Ill. in ;I dC:nlocr:ltic .-;ocicq-, our sy~tenl of l:lwS is ;In invention of [he: people. For example, we insis( on being bound by ruks for oper.ning motor vehic!es, for buying Olnd selling both real and per~onal property. and for making public Statements abulI! other people. \'VHhout these rules, we would liVe in continual fear for our physical stier)" the security of our property, and OUr person:!l repuL.;l!ion and di~nity, In sum, 1 agree with the fundamental assc:nion that people: prefer reasonable constr.iints on [heir freedom of choice. In faCt, in a democr.:ttic socier)', we insist on imposing these constr.tims on ourselves in order to preserve that freedom.

III

ISSUE

No. 16

Government's Duty to Preserve Cultural Tradition The speaker's claim IS acrualJy threefold: (1) ensuring the survival of large cities and, in tum. that of cul[UraI traditions, is a proper function of government; (2) government suppon is needed for our large cities and cui rural traditions to survive and thrive; and (3) cultura! traditions arc preserved and gener.ued primarily in our large cities. 1 strongly disagree with all three claims. First of all. subSidizing cultural traditions is nor a prOper role of government. Admitted1r, ccnain objC':ctives, such as public hea1t11 and safety, are so essential to the surviVal of large cities and of nations that government has a duty to ensure that ther :lIe met. However, these objeCtives should nor exIend tenuously to preserving cultural traditions. Moreover. government c:mnot possibly play an evenhanded rolc: as cultural patron. Inadequate resources cal..I for restrictions, priorities, and choices. ][ is unconscionable to releg:!te normarive decisions as to which cities or cultural traditions are more deserving, valuable, or needy to a few legislators, whose notions about culrure rrtight be misguided or unrepresentative of those of tile genera] popuJ:!ce, AJso, legislators are all toO likely to make chOices in favor of the cultural agenda. :15 wd.. By e.:tmestly pursuing ;J. broad euucation. one ~;}inj lhe: cJp:!ciry nor onlY to $Ucceed in :J. C:treer. bur ;J.bu [Q find purpu~e ;100 mc:mmg In ftJ;U c:1AXl':lSo wdl as to unue:r:;r:J.(1u ;).nJ :JJlprecil.te rhe: wllrld and its pCllplt:s. Tn ~IO these: t::tpacitie~ is [Q become -truly c=duc;:Ueu,-

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III

ISSUE

No. 47

Pragmatism vs. Idealism 1 agrc(' with til(' .~pl:;lkcr in!>orar ;I.~ ;1 pr;lcticll, pr.lgmatic appro;lC:h toward our cndC;lvor~ em help u~ survive in the shon term. However. idealism j~ just ;15 cruci:d-ir nm more S(l~[(1r long-teml success in any ende;l\'or, whether it he in ;]cademic.~, business, or political and social reform. \V}len il come!'; to academic!>, students who we would consider pragmatic tend nOI to pursue an education for its own sake. lnstead, they tend 10 Cut whatever comers afe needed to optimize their f!rade average and survive the current academic term. But is this approach the onlr wa)' to succeed academically? Certainly not. Students who eamestly pursue intellecrual paths that truly interest them are more likely to come away with a meaningful and last.in~ education. In fact, a sense of mission about one's area of fascination is strong motivation to participate activdy in class and to stUdy earnestly, both of which conuibute to bener grades in that area. Thus, although the ide.a.list-srudent might sacrifice a high overall grade average, the depth of knowledge, acade.mic diSCipline, and sense of purpose the stucJen! Rains will serve lhat student well later in life.. In considering the busines~ 'World, it might be more tempting to agref with thc speaker; aner all, isn't business fundamentally about pr:agmatismtil:\( is, -getting tbe job uone" and paying attention to the "bottom line'? Emph:nic.ally, no. AdmIttedly, the everyday macllinations of business are very much about meeting mundane short-term goals: deadlines for production, .. sales quous, profit margins, and so forth. Yet underpinning these activities is the vision of the company's chicf executive-a vision that might extend fOlf beyond mere profIt maximization to the ways in which the firm can make 3 lasting and meaningful contribution to the corrununity, to the broader economy, and to the SOciety as a whole. Without a dream or vision-thal is, without strong idealist lc.adership~a fum can easiJy be cast about in the sa of commerce withoUt clear direction, threatening not onJy the fum's bonom line but also its ver}' survival. ' Flnally, when it comes to the pOlitical arena, again at first blush, it might appear that pragmatism is the best, if not the only, way to succeed Mos! politicians ·seem driven by their interest in being elected and reelected-that is, in s.urviving-rathe. than by any sense of mission or even obligation:to their constiruency or CQuntry. Diplomatic and legal maneuverini' ., , and negotiations often app,?, inteo"ded to meet the -practical needs of tht panics involved-rninimizirig costs, preserving options, and so forth. BUt, it is idealisL~~no[ pragmatis[$-who sway the masses, incite revolutions, and make political ideology rc.aliry. Consider idealists such as AIn~rica's founden. Mahatma Gandhi, and Manin Luth~r King. Had these idealists concem~ themselves with shOrt·teml survival and immediate needs rather than with their notions of an ideal SOCiety, the United States and India might stil! bJ1 ~·.C(' II/

PART 5

method is essentially a can for progress through Trial and error. Any new theory mUST be te~ttd by empirical obsen'ation :md must withstand rigorom. scientific scrutiny. Moreover, the history of theoretical science is e!'isemial1y :1 hi!>tory of tri;ll and error. One modem cX:lmpk invoive:-i two contrary tht:Oric~ of physics: w;n't' theory ;loci qU:lOtum theory. During the last quarlcr-cemury, scientist!> have been stnlggiing to disprove one or the: other-or to reconcile them. A!'i it turns Out, a nc.-w sO-;rute presidential historians,have described Clinton as a man mociv;J."e·~ more bv l desire to be gr~.~ than to accomplish gre:tt thi.ng!l. And m:uw psychologists atfribute Napoleon's and Mussolinj's insatiable lust for powe, (0 a so-called ~short·man complcx~-a need to be noticed and admired in spite of one's small physic:tl StaNre. "Nevertheless, for every le:tding politic:tl voice driven to new ideJs by a desire to be noticed or co be differem, one cm ·cite ·many other politica.J Ie:tders clearly driven instead by the courage of their convictions. Iconoclasts .\1ahatma Gandhi and Martin Lueher King, for example, secured prominent places in history by challenging the status quo through civil disobedience. Yet no re:!.Sonable person could doubt that it W':lS the conviction of their ideas that drove these two le:tders to their respective places. Turning to the arts, mavericks such as Da.Ii, Picasso, md Warhol, who departed from established rules of compOSition, ultimately emerge :tS the le:tding :l.rtists. And our most influential popular musicians are the ones who. are flagr.mtly ~d.ifferent." Consider, for e.'tampie, jazz 'pioneer.; Thelonius Ytonk and Miles Davis, who broke all the harmonic rules, or folk musici:J.n·poet Bob Dylan. who established a new standard for lyricism. Were :til these le:tding voices driven simply by a desire to be different? Perhaps. but my inruition is thar creative urges are born not of ego but r.tther of some intensely personal commitment to an aesthetic idelJ. .\5 for the physical SCienc~s, 'innovatiOn and progress can only resul t from ch:tlienglng conventional theories-that is. the status quo. Newton and Einstein, for eX:J.mple, both refused to blindly accept what were perceived to be the rule~ of physics. As 'J. result, both men redettned those rules. Yet it would be patently absurd to assert that these two scientistS were driven by :1 mere desire to conjure up ~diffen:nr" theories than those of thdr conrempor.lries or predecessors. Surely it was ;1 conviction that cht.:ir tht.:ories were better thac drove these geniu.ses to thdr r1:lCC5 in history. To Sutll up. When ont.: ex:tmines histOry's ie:H.!ing .... oices. it does ;Ippc:tr tll;1( the~' £"riCtlly hring [() che world something r:ldic:tlly JU'ferent than the status qtH). Yet in mOSt C:.lses. chis SOrt ()f iconoclasm is a byproduct of per.;on:t1 conviction. nor iconoclasm for its own :-';lke.

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III

ISSUE

No. 87

Are \Var and Crime Products of the Human Condition?

WWW.JN!tf!TSons.com

Arc product:; or human n:nun: such as war and crime actually product~ of the human condilion-specifically, lack of resources and territory? The speaker claims so. 1 strongly disJgree, however. \V'hether we look at scienc!: and history or simply look around us in our dJily lives. we see Jmple evidence that human aggression is the product of our nature as humans-and not of our circumstances. First of all, the claim runs contrary to my personal ohsen'ation about ;.~_dividual behavior-especially when it comes to maks. One need look no further than the local school ground or kindergarten playroom to see the roots of crime and war. Every _school yard has it.~ bully who delights in tonnenting meeker schoolmates; and in every kinderJ;ant:n classroom. there. is at least one miscre:.'.:~

III

ISSUE

__ :: ::SSA'IS FOR

20 OFFICIAL GRE ISSUES

No. 97

The Function and Value of Art and Science The spoker maint:lins· that the function of art is co ~upset~ while the funcuon of science is to "re:l.Ssure" and that it is in mese functions that the vJJue or e:J.ch lies. In my view, the speaker unfarrly gener:t!izes :J.bollt the function :mu vJJuc of art' while completely missing the point about the function :md value of science. Consider fIrSt the intent and effect of lrt. In many c:tSes, artists set :tbout co re:l.Ssure, not to upser. Consider Fn Angelico and others monks and nuns of the late medieval period, who· sought pIimarily through their .represent::ttiom··.Qf the Madonna :J.nd ~Child to re:l.Ssure and be re!lSsured about the messages of Christian redemption and sllvation. Or consider the paintings of impressionis.[ =0d·realist painters of the i:ne nineteenth cenrury. Despite the sharp COntra5t in the teduuques employed by these two schools, in both genres, we tind soothing, genteel, and pasrOr::Ll themes and im:J.ges-certai.n.ly nothing co upset the viewer. In other c:J.ses, :J.rtiS[s set :J.bou( to upset. For example, the painters and sculptors of the Renaiss~ce period, like the artists who preceded them, approached their art as a fonn of worship. Yet Renaissance art focuses on other Christian images and themes-especially those involving the crucifJXion md apoc:tlyprjc notions of judgment md damnation-that are clearly ~upsettingH and disconcerting and clearly not re:l.Ssuring. Or consider the works of two imporunt twentiethoeentury artists; few would argue that the surrealistiC images by Salvn.dor Dill or the jarring, spb.shy murals by abstract painter Jackson Pollock serve to "upset," or ar the very least disquiet, the viewer on a visceral level. When it comes to the function and v:tlue of SCience, in my view. the speaker's :l.Ssenion is simply wrong. The fmal objective of science, in my view, is to discover rruths about our world, our universe, and ourselves. Sometimes, these discoveries serve to reassure, :md other times, they scrve to upset. Por example, many would consider reassuring: the VlriOUS bws :lrh: prinCiples of physics that provide unifying explanations for what we obscr.::: in the phySiCll·world . .1nes2-prinCiples provide a reassuring sense of o,de~ even simpliclty, 'to ~~, omern.rise myster:ious and perplexing world. On the;.:Othcr h':ind, ;nany scientific discoveries have clearly "upset" convention~.i,~otio·ns.abo~i th'e physiCal world and the universe. The notions of:J. ::.:un-cencered unlverse;'that hum:J.ns evolved from lower primate forms. and chac rime: is n..:lariv·c to space :md motion are :dl disquieting notions to anyone wilo.";ic helief ::.:ystem depends on contr.lrY :Issumprions. And man: recently, rcse:trcher.";i have discovered thac many bdl:J.vior:ll frolics are functions of indiviuu:i1 neurological bnin structure, determined :H binh. TIlis notion 11:ls "lIr~t:[~ rn:tn~' profe:o;sionals in Iklds such ;IS bchavior:d psycho[og}'. crilllinology. men(:l1 hc:lIth, :lnd law. wllOst: work b prt:diGltnl

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PART 5

on the notion that unueslr.ll)k human behavior can be changed-throu&h .... ;lrious me\n:i of reform :lnd heh:lvjor mouificltio!1. In sum. the: spe:lker oVefj.!ener.lIi%e:i \\'IH:n it Corile~ l(l the function :Ind '"alue of an anu sCienCl"-hOlh of "Which serve:" in some cl.~e:; 10 reassure and in other cases to upset. In an~' event. the speaker misstates the true function and ,·all!(:: or science, which is to discover tnlths. whether reassuring or upsetting.

III

ISSUE

No. 103

Is It a Mistake to Theorize \Vithout Data? Is it a "grave mistake" IO theorize Without d.:lLl., as the speaker Contends? I agree in!iofar as to theori7.e hefore collecting sufficient dat.:l. i!i to risk Uinting the proc;:e5s of colleCting and interpreting further daLa. However, in a sense, the speaker begs the question by overlooking the fact that every theory requires some dala to begin with. Moreover, the claim unfairly ignores equally grave consequences of waiting to theOrize until we obtain toO much data. In one imPOrtant respect, I agree with the speaker's contention. A theory conjured up without the benefit of data amounts to little more than the theorist'5 hope5 and ue5irt;5-what he or she wanL~ to be true and not be tnJe. Accordingly, this theorist will tend to seek out evidence that supporu; the theory and overlook. or avoid evidence that refutes it. One telling historical example involves theones about the center of the universe. Understandably, we ego·driven humans would prefer that the universe revolve around us. Early theories presumed so for tlus reason, and subsequent observations that ran COntrary to this ego--d.riven theory were .. . ignored, while the observerI' were scorned and even vilified. By theorizing before collecting data, the theorist also runs the risk of interpreting that data in a manner that makes it appear to lend more credence to the theory than it actUally does. Consider the theory that BIrth is flat. Any person With a clear view of the horizon must agree in all honesty that the evidence does not support the theory. Yet prior to Ne·wtonian phYSiCS, the notion of a spherical E:J.rth was -so unsettling to people that th~ interpreted the arc-shaped horizon as evidence of a convex, yet nevertheles.! ~flanjsh, Earth. Despite tlJe meritS of the spe~aJ.ter's claim, I'Jind it problematic in m'Q crucial respects. First, conimon s~nse informs me that it is impossible to theorize in the ftrst place without It least -some data. How can ·theorizin~ without data be dangerous, as the speaker contends, if it. is not eva possible? While a theory based purely on f:un..2.sy might ultimately be bOlt om by empirical Observation, it is equally possible that it won't. Thus, without prior data, a theory is not worth our time or anention. Secondly, the speaker's claim overlooks the inverse problem: th~ danger of continuio!,! to .acquire data without venturing a theory based 0[ w

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th:u d:1[:1. To postpone theorizing until all the data is in might be to postpone it forever. TIle danger Iic!"s in the reasons we meorize and [esc our theories: to solve :,:ociecy's problems and to make the world a bcner place co live. Unless we act timely based on our ciau, we render our.selves impotent. For ex:unple. governments tend to. respond to utgent social problems by establishing agencies to collect data and think tanks to theorize about causes and solutions. 111ese agencies and think tanks serve: no purpoSulting charitable dforrs of spons hemes retlcct slmibr (nits and efforts a.mong: our sociery at large? No, they simply reveal thar , ... c admire rhese tr:J.itS;!.Ild efforts in other people and wbh wc Llltlld Crlwl:Ltt;" thcm-but tor OlJr own persollal failings. :"Jext consider rhe mllit:.lry hero. who g:.Uns ht:roic :;tantre by way of cour..lgt: in il:.lttie or by otherwise l:.ldng Certain Jete-..l[ and t:merging: victOrious. CU!1:'lut:r rormer pre~l(1cnri:t1 hopeful john McC..lln, whom cvt:n biS pOlitil..-.l1 uppunents l;lUtl ;l~ ;\ war hero for haVing not only endured yC.lP.i of torture ;LS

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II/I IJIII./)(!!t.r.,·{ JI/S. t is possible: th;u a child who h:t.S difficulty reading might excel:lt other subjects du[ co not require much re:l.ding:, such :l...S mathematics or music. Desides, this :lrg\..' ment :tssumes that learning to read must be an isolaced actiVity. E:"(penenc::: informs us, however. th;u this is not [he case, especially for dementJ..-. school students who typicaUy learn to read in a group environment. The editorial goes·on to dte' studies that ~a[[e,St to the value' ._~; allowing students to hear books read aloud. However, :J..S it stands, rh~~ evidence is far tOO vague to suppOrt· the editorial's conclusion; we lre not informed whether the ~Y:llue" relates specUk:illy to reading skills. Common sense teUs me mat, while Judiocassettes can help:my person learn facts ;lOd understand concepts, J skill such as reading can only be le::uned by praCticing the skill irsdf. Nor are .we informed about the manner in which books were re:Ld J10ud In the srudy: were they read dir~ctly by parems, or were they recorded on JudioC:l.Ssettes?· Absent' addido~al information about the cited studies, these studies le~d no credible supp~rt to the conclusion that audioc3.Ssettes wiJI help e1ement;uy school students to read and to learn. TIle editorial continues by claiming that listening to ";ludiocassct{CS wtll make children better roders because when parents read J10ud to thelr children, these children beco"le better readers. This argument by anJ.1ogy lS wholly unpersuasive. The latter :illows for interJ.ction berween parent JI1U child. while the former does not. The latter allows for the child to view written words as the parenr re:lds-th:l( is, to n:ad-while the former does not. Oesides, common sense and experience tell liS that audioca,Ssc:ttc::s, which prOvide for pa$sive listening, ;lre likely to serve :.J.5 CfU{che$ that dissuade children from active roding-inste:ld of eocour.lging them to read. In conclusion, rIle editorial is unconvincing :IS it ~tands. To strengthen rile argument. Ihe t'ditori:d's allthor must provide Illort:: compelling evidence th;H li.stening to :ltHJiocassertes will :lcru:dly help :.tJld encourage elementary school stluJents tl) read. nor JUSt !O lelm 'in ge:ne:r:i1. In Druer tu be:ne:r e:\";llu·J.rt: the: ";lq::ument. we would ne~d mtire: inf(}rm;ttiun :tbout whe:ther the

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the b:Jcteria·killing rroct:s~. Gulf Oystcf!i 'will become JUS! ~~ c1esirabk as AtlantiC oysters. To hetter :lssess the arf!ument's claim that profits for Gulf ny.,acr prodllo:r!' will increa~c as an end rc~ulL I would need to kno'l;\' whether Gulf oy~ter prodllCt.:r~ will incur the exren~t:S involved in killing the bacteria and, if so, the cxtent to which tbe~e expenses wiU impinf!e on the producers' profits.

III

ARGUMENT

No. 76

Employee Compensation at National Brush Company In this repon, the president of National Brush Company (NnC) concludes that the best W:ly to ensure that NBC will earn a profit next year is for the company to pay its workers according to the number of brushes the)' produce-rather th;u1 hourly. To suppon this conclusion, the president claims th:lt the new polie)' will result in the production of more and better brushes, which in turn will allow NBC to reduce its staff size and openting hours, thereby cuning apenses. This argument is fraught with dubious assumptions, which render it entirely unconvincing. First of all, the argument relies on the unsubstantiated assUJIlption that the new policy will motivate workers to produce brushes more quickly. Whether this is the case will depend, of course, on the amount earned per brush and the rate at which workers can produce brushes. It will also depend on the extent to which NBC workers are content with their current income level. Lacking evidence that the new policy would result in the production of more brushes, the president cannot convince me that this policy would be an effective means to ensure a profit for NBC in the coming

year. , Even if the new policy does'motivate NBC workers to produce more brushes, the president's arf!ument depends on the additional assumption that producing brushes more quickly can be accomplished without sacrifiCing q~allty. In fact, the president goes further by predicting an" increase in qUality. Yet common sense informs me th:lt if the production process otherwise remains the same, quicker production is likely to reduce quality-and in any event· certainly not-increase it. And :l decline in qualit), might serve to dimirush the value of NBC's brushes in the marketplace. Thus, the ultimate result of the new policy might be to reduce NBC's revenue and. .10 turn, profir:s. . ~.",. " ' Even assuming that 'as :the ·result of the new polic)', NBC's current workforce produces mote brushes without sacrificing quality, reducing the size of .the workforce and the number of operating hours "Would serve to offset those production gains. Adm.inedly, by keeping the most effiCient employees, NBC would min.i.mize the extent of this offset. Nevertheless, the president provides no evidence that the result would be a net gain in produCtion. Without any such evidence, the president'S argument that the new policy will help ensure: profitahilit)' is highly suspect.

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have- rdatively few choice~ when il comes [0 pancake restaur-lOt:;. In sum, the speaker's argument is weak. To better assess it, 1 would need to know (1) how long [he change has been in effect in the Southwest, (2) what percentage of HPH servers and mamgers have received customer complaints about the change, and (3) the number of such complaints as :t percentage of the total number of HPH ·customers who order meals calling for either buner or margarine. To strengthen the :u-gument, the speaker must provide clear evidence-perhaps by way of a reliable survey-that HPH customers in other regions are likely to be hapry with the Change :md continue to patronize HPH after the Change.

III

ARGUMENT

No. 88

Advance Ticket Sales for Glenville's Concerts TIlls lener recommends that Glenville feature modem music, especially the music of Richens, at its summer concens in order to boost advance ticket sales and anendance. To suppOrt th.is recommendation, the letter's author pointS out that advance-ticket sales have declined over the past few ~years, but-unpredictable we:ltber cannot be the reason for the decline because -many people attended the concens even in bad weather." The :tuthor concludes that choice of music must be the reason for the deCline, then reasons further that since Richerts' recordings are very popular among Glenville reSidents, featuring Richens' music at the concertS would boost ticket sales and attendance. I fmd this argumem to be logically unconvincing in several respects, As :l threshold maner, the author unfairly equates the number of ticket purchasers with the number of tickets -purChased. The author ignores the "., possibility that the. average ,number .of)lckets sold to each purchaser is increasing, and, as a result, the 'total number of _tickets is not declining-or perhaps even increasing. Thus, the .author cannot .convincingly·conclude that Glenville has.a tickct-sale problem in the ftrst place. Even if the aCtual number of tickets sold in advance has been declining, the author concludes too hastily that unpredictable weather cannot be the reason for the decline. Perhaps concert attendees during the past few years have now learned from their experience with bad concert weather not to purchast: advance tickets again. Besides, the mere fact that ~many people~

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:::.•••.,;::....E ESSAYS FOf( 20 OFFIC1AL GRE ARGUMENTS J::~dcd concertS in bad weather proves nothing unlc:ss me author can show lh2r: toa.I attendance has been lower in bad we:uhc:r than in good

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:assuming unpredictable weather is noC the fe:lSOn for the decline in aUV":U'lce tickec sJ.Jes, ~e author falsely assumes that the decline must be annbutl.ble to choice- of music. This_ ~e:ither-or" argument is fallacious in that it ignores orner possible causes of the decline. For example. perhaps during me lJ.St few years, Glenville h:J.S. begun its promotional effons unusually late. Or perhaps the number of outlets- where tickers are available in- advance ha.5 declined. For that marrer, perhaps Glenville's demographics are in flux so chat the total number of residents willing and able to attend- swnmer concens is declining. . , Finally, even: "iSsuming thac choice of music is the true cause of the decline in advance.ticket sale~,-the luthOr fJils. to provide adequate evidence thac chOOSing modem mu~ic~ and Richens' compositiOns in particular, will boost sales and~-attendance. TIle author unfairly J.Ssumes that people who purchase recordings lre lhe same group chac would be inclined co attend !lve concertS. Llcking evidence that this is ~le case, the author cannoc convince me that the proposed course of action wiU bring about its imended result. In sum, the argument is logically __ unconvincing: as it sunds. To strengthen it, the auehor muse nrst establish a clear causal relationship between the number of people buying advance tickets and actual concen: attendance. The amhor must also provide evidence-perhaps by way of a reliable survey-that the ~many people~ who have :mended the concerts in bad weather are likely to do so again despite their experience, The author must then consider and eliminate all other possible explanations for the decline, Finally, to better assess the argument, I would need more infonnation about the musical tastes of the Glenville residents who are most inclined to attend Jive concerts.

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ARGUMENT

No. 91

Homework Assignments and Academic Performance The speaker argues that if .. the state board of education reqUired that homework be assigned to high school srudents no more than twice per week, academic pert"onnance would improve. To suppon this assenion, the speaker cites a statewide survey of mam and science teachers. According to the survey. studems in the Marlee qistricc. who :lre :lssigned homework no more than once per week, :lchieve better grades :lod J.re less likely to repeat a school year than students in the Sanlee district, who are :l.ssigned homework t:\'ery nighr. Close scrutiny reve:lis, however, th:u thiS evidence provides littlt: credible !:iuppon for tht: spe:lker's :1!)senion. To begin wirh, the .'iurvey appt:ars [Q !:iuffer from two stati:;tic.!l problen1!:i, either l)f which renders the slJrvey':;- n:sults lInrdiablc. Fie-;[. tht: :,pc:lkcr relics lin _\[atiscil.:!; from only twO districts; 11OwCYCr, it is cnlirdy

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SAMPLE ESSAYS FOR 20 OFFiCiAL GRE ARGUMENTS First, the survey must be shown co be reliable before I cm accepr;JJ conclusions b'J.5ed upon it. Specifically, the responses must be accur::lte, :u:~ the respondents must be Statistically significant in number:lnd represen!.> uve of me over;ill Forsythe citizeruy in tenns of eating habits. WithaL: evidence of the survey's reliability, it is impossible to d.r:lw J...Oy £.i.rr.: conclusions about the current dieury habits of Forsythe citizens based on the survey. Second, the argument relies on the dubious assumption that followiIlg the government's nutrition recommendations promotes health _to- a grCJ.te: extent chan follOWing any other nlluition regime. It is entirely possible that the dietary habits of forsytlJ.e citizen$- were he:l1Utier ten years ago tl}.:m they are now. TIH.l.,S.,:' without evidence cd subsuntiate this ass~m-ption. the 'II speaker cannot r~3sonably conclude that the diee of Fon)'the's Citizens jus become more nutritional. ThUd, th of addressing certain issues. ranicularly mor.J] ones, on ;l societal level. Attempts to kAis1;ltc mOr.lliry im"ariably fail. a!' ilIl1S1l.\ted by Prohibition in the I 93U!\ and. mOrl" recently. [aikd fede:r.tl lCf!islation to fegul:llc :lcces:-. \0 adult material via Iht: Internet. \\le: aft: slowl~' kamiflg this It:sson. ;l~ thl' recent trend toward kgaliz;lIion of mariju:tna for medicinal purposes ;lnd the recognition of equal rights for same-sex panners both ucrnonsu-.ate. HoweVer, the oveniding lesson from hi!'ilOry about social i1!s is that they are here to stay. Crime and vjolenee-, for example, have troubled almost every SOCiety. All manner of reform, prevention. and punishment have been tried. Todar, the trend appears to be away from reform toward a "tou~h-on-Crim("" approach. Is this becaUSe: hislOr;.· makes c!eu that punishmem is the most effective means of eliminating crime? No; rather, th(" trend merely reflects current mares, attitudes, and political climate. Another example ~nvolves how we deal 'wjth the mentally-ill segment of the population. HistOry reveals that neither quarantine, treatment, nor accommodation solves the problem, only that each approach comes wIth its own trade-offs. Also undermining the assenion that histOry helps us to solve social problems is the fact that, despite:: the civil-rights effortS of Martin Luther KinJ; and his proJ;enies, the cultural pp tocL"ly bCrn'ccn African Americans and white Americans seems to be widcninJ;. It seems that racial prejudice is a timeless phenomenon, To sum up, while history can teach us lessons about our social problems, more often than nOt. the lesson is that there are no panaceas or prescriptions for wIving these problems-only alternate ways of coping with them.

IIII

ISSUE

No. 46-

Bureaucracy's Impact in Business and Governm.ent

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Contrary to the statement's premise, my view is that businesses are less likely than government to establish large bureaucracies, because businesses know that they are more vulnerable than government to damage resultins from bureaucratic ineffiCiencies. My pOSition is well supported by common sense and by observation. First, publiC a~strators lack the financial incentives to avoid bureaucratic waste. In contrast, inefficiencies in a private corporation will reduce profH..s; inflicting damag'"e"rn the fomt of job cuts, diminishing common-stock value, "and redudng employee compensation. These :u-c ample incentives for the private fum to minimize bureaucratic waste. Secondly, there is almost no accountabilj[,), among government bureaucraLS. The electorate'S VOting power is tOo indirect to rnotiv.ltC mid·leve1 administrators, whose salaries and jobs rarely depend .on politic.i1 elections. In contrast, private corporations must p:1)' strict attention to

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eflicicacy. 5ince their shareholders hoJd an immedi:ltc powcr [0 ~ell their srock. dkicby driving down the comp:l!1Y's market value. 11ardtr. government is inherently monopolistic, large, :l!1d unwieldy: t.~ese brures breed bureaucncy, AdmilCedly, some corpor.ttioru riv::u state gO'-ct'IU1lalLS in size. Yet even among the largest companies, the profit :,;,:ouve breeds a ruUJrJJ concern for trimming wasre. cutting costs, and s-..re:u:nlinirtg oper:nions. Even virtu:ll monopolies strive to remain ie2!l and r":''TIb:e en order to m-:tincili1 :l disunce from upstart competitors. When :;overnment pays lip service [Q cfficiency, shrewd listeners recognize this as pO~t:c:J rhetoric designed only to pander [Q the electonte. ill the fm;1_ :l!1;uysis, {mandal inc.entives, accountability, and compt:ti· tion ill distingl.lisb , private bUSiness from govemmenr._both in reons of cheir likelilJood of eStablishing large bure-aucncies and in terms of the d:unagc [j1at lhesc bureauCr.tcics can inllicr on rhe organization.

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1111

ISSUE

No. 53

User-Unfriendly Systems in Today's Society Lf one focuses on.systems- suc;h' as fUl:l!1cial services and 'ce1ecommu::.cations, where emerging teChnologies have the greatest impact, one see:s increasing user-friendliness. However, in o'ther systems-public and private alike-ineffiCiencies, roadbiocks, md other "uniriendly" features still lbound. 9ne such example is the U.S. he:lith-Clre delivery system. To l large extent, the user-unfriendly nature of he-alth-care delivery stems from irs dose tie to the insur:mce industr)'. Service providers and suppliers intl:lte prices, mowing that insur;lnce companies can well afford to pay by p:lSsing on irubted costs to .the insured, Hospital p:ltiems are often discharged pretrLlturdy merely bec:iuse insUr.t1lce fails to cover in·p:ltient cue beyond a cerr:lin ;unoune Or dur.trion. In the extreme, p:ltienrs :lIe SOmetimes falsely informed that they are well Or cured. jllSt so th:lt the f:lcility can make room [or insured p:ltienrs. Meanwhile. the insUiJ.nce companies often reject claims and (ovenge intentionally and in bad faith when the insured has suffered or is statistically likely to suffer from a tcrmihal or other long-tenn-lnd costly-illness. Insurance companies lisa impose extreme cover.tge exceptions for preexisting conditions. Both tactics are designed, of course, to rna.."'ed education funding is needed to ensure an adequate future supply of tnined engineers, rhe author must also establish a clc:-:tr cause-and-effect relationship between me level of this nation's education funding md its viability in lhe world marketplace. Otherwise, r remain skeptical of the author's fmal conc!USlo:-o. that the fonner is a necessary condition for the latter, In sum, the author's plea for incrC":lSed education funding in the incere~: of this nation's viability in··the world marketplace appears groundless. --:-~ bolster her :ugumenr, the author must provide berter evidence rn:rt the: number of this nation's tr:tined engineers will decline going forward, U1:l[ this decline portends trouble for the nation's economic competitiveness among nations, and that [he decline can be avoided only by incr~:1.sin£ education funding.

No. 59

Day Care for Children of Scientists In this excef1)t, the author points OUt thac scientists must work 60 to t)() hours per week in order to further their careers. Based on this fact, the author then m:rkes 'rwo assertions: (1) in order for scientists, male:lOu femalt: JJike. to further cheir careers. they musr have. :lccess to ~ood, :Uford:lbk. :J.J.l-d:1.y child care: and (2) requiremems for c:J(ecr :IUV:l.ncemcnt must be

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made more flexible su th:ll children of pre-schaul age can spend ;J. significant ponion of C:l.ch d;)y with at !east one parent. Neither ilssertiOn is particularly con\'jncinF-. and con~idcred toF-ether. the~' :m: even less pcrsuasive. :I~ discussed below. A thresholu prohlt:m with the argument i~ tll:l\ it f:lib 10 distinguish berween scientists with children and those without children. A :;cientist with no younI-: children ob"iously has no need for day-care serlicc.~ or for career-advancement requirements that accommodate the special interests of parents. Thus, the author must narrow both conclusions $0 that they apply on.ly to scienlists with children. ConSidering the author's first assenion apart from the second one, .the author fails to consider and rule OUt other options for ensuring proper care for scientists' children during the workcby. For inStance, a scientist whose spouse (or partner) has time during each dar to spend with their child might very well require no professional day care. Besides, many scientist.-parents, including sinrJe-parent·scientists, might have friend5 or relatives who can provide child care. Thus, to the CXtent that scientists have other options to ensure day care for their children, the author's fITSt conclusion is unwarmnted. A5 for the zuthor's second assertion, considered separ.Ltely from the flrst one, the author fails to explain why it is important for children gene.rally, let alone children of scientists in particular, to spend a Significant portion of each day with a parent. Lacking a convincing explanation, I cannor accept the ;l.Uthor's assertion that career-advancement requirements must be made more flexible merely for the sake of al.lowing Significant parent-child contact each workday. ConSidering the two assenions toge,ther, however. the argument becomes even le.ss COfl'.'inCing. In essence, the second assertion series to undemtine the .ftrst .one. ILthe children of scientists spend significant time each day with a parent, without compromise to the scientist-parent's career, then all-day child care would seem unnecessary-in direct contradiction to the ,"-uthor's Erst assertion. Thus, the author must either reconcile the two assertions or chOose one assertion over the other. In a nutshell, the argument is not only poorly supported but also paradoxical. Before I can either agree or disagree with the author's fltst . assertion, I would need to know ~at percentage of scientists have pre-school children and what portion of that group have partners or other trusted relatives/friends who are av;l.ilabJe to care for those children. As for the second asse;nion, the .author '"seems to rely' on cenain normative assumptions abOut parem:.ch1ld rclati""tmships, assumptions that the author doesn't begin to address but must do ·so before 1 can agree with ·the assertion. Moreover, the argument as a whole is illogical on its face. Before I can begin to take it seriously, the author must e.ither abandon one or the other asse.rtion or explain why scientists as a group cannOl advance their careers un.less they can spend ~igni.ficant time each day with their pre-school children and at the same lime have ready access to all-day child care.

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SAAoA.E ESSAYS FOR 20 OFFICIAL GMAT ARGUMEr-..TS

IIIl

ARGUMENT

No. 71

Legislative Priorities and the Problem of Petty Vandallsm

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The author of this editorial points out that in response to p~:.;.cc:-.l :'::::m. Ue:J. f:;umers :tI1d landowners, the !egislarure tus spent Y2JlUbJe t;....;:e :.::1.1 effOrt to enact severe laws to deter motoriSts from picking f!\!.lt. s:'c-_~"Ig s:unplcs _:tI1d',[oliage: and tr.llIlplfng~fieids of regioruJ growe"n_ The ll;L.'ior dauns that ~e problems are Uivial and thus do not m~rit th~ IcgtSilt. ..::C·.". v::Uuable time, To sUPP'?rt tltis claim, the author cites J. current pllg:..:c of crime:tI1d yiolence in thiS nation's cities. At fust glance. Uti.s uxumer.r mrsht sound appe:illng; cloSer scrutiny, however. rcve::LIs numerous n,lWS that, considered together, completely undennine the argwnent. To begin 'o/ith, the argument relies on the unlikely 15sumption thJ.t the plague of crime and violence in cities also poses J. problem in this legisiarure's region, B15ed on the ediwrial. this region appean [0 be l.:tq:;ely rural. To the extent mat it is, urban-type crimes are unliJ,;ely to pose a problem in thiS region. and the a)lthor cannot reasonably rely merely on urban crime statistiCs to. suppott his position. ,Assuming [or the moment that tllis region is, in. [act plagued by urban-type crime and violence, why shouldn't the legisl:!.ture also ad~ress other,less serious problems, such as fruit vandalism? The author supplies no evidence that the legislanlle has insuffiCient time to address both types of problems. Until the author supplies this son of evidence, he ClonOt convince me that the legislature's acrention to fruit vandalism comes at the expense of its acrention to more serious problems_ Besides, the :luthor supplies no proof that the fruit ste:J.ltng and vandalism problem is ~Uivial.· Even ii me problem technicilly involves incidents of mere ~petty vandalism.· as the author suggests, the problem might be so pe.rvasive that ie poses J. serious thre:lt to the livelihood of , regional' [anners and land•.owners. Also, the vandalism and steillng might incite more serious crimes, including violent ones. In either case, the legislarure WOuld, seem well justified in devoting consider.lble time and effort to respond to the petitions o[ reliional [armers and landowners, In sum, the eruto'rial fails to convince that fruit stealing and vandalism do not merit the- legisiamre's considerable attention. To better evaluate the author's pOSition on tltis issue. r would need to know the extent o[ the problem and its: social and economiC consequences throughout the region. r would also nted ro know wh::u other prOblems the legislature faces and what portion of the legislarure's time is needed to address these other problems. Only armed with this inform:l[ion could I make :In informed judgment ::tbom tht; proper priorities of the It:gis1:!ture and, in tum. :lbout the euitorial's merit.

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II II

ARGUMENT

No.74

'-'"'ill the Sequel to a Vista Studios Movie Be Profitable? TIlis magninc article prediCts Ih:lt the:. scqucJ to a certain Vist;l Studios

movie will be profitable.. The anick"s author bases this prediction on the fact that a scric::s of books b:lsc::d on charActers from the first movie arc consistent bestscllcrs in loca! bookstOres. J find this prediction dubious for several reasons.

To begin With. ViSL1 presumably plan!' to release the s(":qud to a wide audience, not just to members of this Jocaliry. U so, it seems foolhardy 10 make any predictions abom the sequel's general popularity based on .the:: apparent interests of one CommuniI)". In addition, the argument dependS on the assumption that the books' popularity is due to their characters. Yet the argument does not rule out other possibll.': reasons for tbdr popUlarity, such as plot lines, illustrations, or even price. If it rums out that their popularity is due to some feature lacking in the two movies, then the author's prediction would amount to little marc than conjecture. Even assuming that the books' popularity is due to their characler~, I would remain skeptical :'tbout the author's prediction. The movie sequel might contain different characters, in which case it may very well disappoint at the box-off1ce, despite the success of the books and the fust movie. Even if the sequel contains the same characters, .this feature in itself might not suffice to draw large audiences. Consumer imerest in these characters might alrC