Master gmat 2010 part 16 ppt

Assuming That Two Courses of Action Are Mutually Exclusive
An Argument might recommend one course of action over another to achieve the stated
objective, without considering that it is possible to pursue both courses (that is, they are not
mutually exclusive alternatives), thereby increasing the likelihood of achieving the objective.
Here’s a good example, along with a response that handles the flaw.
Argument:
Rivertown’s historic Hill district used to be one of the city’s main tourist attrac-
tions. Recently, however, the district’s quaint older shops and restaurants have had
difficulty attracting patrons. In order to reverse the decline in tourism to the
district, Rivertown’s City Council intends to approve the construction of a new
shopping center called Hill Hub on one of the district’s few remaining vacant
parcels. However, the city’s interests in attracting revenue from tourism would be
better served were it to focus instead on restoring Hill district’s older buildings and
waging a publicity campaign touting the historically authentic character of
the district.
Response:
The argument seems to assume that the city must either approve the Hill Hub
project or engage in the restoration and publicity efforts that the argument sug-
gests but that the city cannot do both. However, the argument provides abso-
lutely no evidence that the city must choose between the two courses of action.
Lacking any such evidence, it is entirely possible that implementing both plans
would attract more dollars from tourists to the district than implementing either
one alone.
Relying on Undefined, Vague, or Ambiguous Terms
An Argument might contain a statement (or word or phrase) that carries more than one
possible meaning or is simply too vague to reasonably rely upon when it comes to drawing
conclusions. Look for references to “some,” “many,” and “several” in lieu of providing precise
percentages or numbers. Also look for references to a particular class, category, or group,
without a clear explanation of what it includes or excludes. Here’s an example, followed by an
effective response:
Argument:

A reliable recent study attests to the value of physical activity in increasing
attention span among young children. Accordingly, in order to improve the overall
learning levels among elementary-school children in our state, the state’s board of
education should mandate a daily exercise regimen for students at all our state’s
elementary schools.
Response:
The Argument neglects to indicate what types of “physical activity” the study
observed. For all I know, those activities amounted to play, as opposed to the
recommended exercise “regimen,” which might be more like work for children. Nor


Chapter 5: Argument Analysis 133
www.petersons.com
does the Argument indicate the age range of the “young children” observed in the
study. Perhaps the children were pre-schoolers, whose attention spans might re-
spond differently than school-age children to certain types of physical activity. In
short, before I can determine the extent to which the study supports the recommen-
dation, I need specific definitions of these important terms.
ADDING OPTIONAL ELEMENTS TO YOUR ESSAY
The directive for every GMAT Argument indicates that you may include either or both of the
following in your essay:
Suggestions about how the Argument can be strengthened
Additional information needed to evaluate the Argument
These two elements are optional, and you can score high on your Argument essay without
using them, so don’t take time to add them unless you’re certain that you’ve adequately
addressed all of the Argument’s major problems. Otherwise, you risk running out of time to
accomplish that essential task.
But keep in mind: You’re more likely to attain a top score of 6 if you add these additional
elements, all else being equal. So as you brainstorm your Argument essay, by all means jot
down your ideas about how the Argument can be strengthened and/or what additional

information is needed to evaluate the Argument. Then, after you’ve finished your critique of
the Argument and proofread your critique, check the clock. If you still have at least a few
minutes, go ahead and add one or both elements.
You have two realistic choices as to where to include them in your essay:
List the suggestions (and/or additional information needed) in your final, conclud-
ing paragraph.
Incorporate the suggestions (and/or additional information needed) into your body
paragraphs.
Here’s how you might incorporate both elements into a final paragraph of an essay on
Argument 1 about UpperCuts hair salon (we’ve underlined words and phrases that you could
use in the final paragraph of nearly any Argument essay):
Optional elements added to an essay’s final, concluding paragraph:
In sum, the argument is a dubious one that relies on a series of unproven assump-
tions—about Apton’s and Brainard’s demographics, the reasons for the success of
the two other salons, and UC’s future expenses. To strengthen the argument, the
manager should provide better evidence of a demographic shift in Apton toward the
downtown area, and clear evidence that those demographics 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 HairDooz 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.
134 PART III: GMAT Analytical Writing Assessment


www.petersons.com
Now here’s how you might incorporate the same two elements into the body of an essay on the
same Argument. (The optional elements are in italics—just to help you locate them.) Again,
we’ve underlined words and phrases that you could use in nearly any Argument essay:
Optional elements incorporated into an essay’s body paragraphs:

To begin with, the argument assumes that Apton’s demographic trend reflects the
national trend. Yet, the mere fact that one hair salon has moved downtown hardly
suffices to infer any such trend in Apton; HairDooz might owe its success at its new
location to factors unrelated to Apton’s demographics. In fact, for all we know, the
trend in Apton might be in the opposite direction. Thus, I would need to know
whether more people are in fact moving to downtown Apton before I could either
accept or reject the manager’s proposal.
Even if Apton’s demographics do reflect the national trend, it is unfair to assume
that UC will attract more customers simply by relocating downtown. It is entirely
possible that the types of people who prefer living in downtown areas tend not to
patronize upscale salons. It is also possible that HairDooz will continue to impede
upon UC’s business, just as it might have at the mall. Before I can accept that UC
would attract more customers downtown, the manager would need to supply clear
proof of a sufficient demand downtown for UC’s service.
Nor can the manager justify the recommended course of action on the basis of the
Brainard salon’s success. Perhaps hair salons generally fare better in downtown
Brainard than downtown Apton, due to demographic differences between 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.
Accordingly, in order to determine whether the success of the Brainard salon por-
tends success for UC in downtown Apton, I would need to know why the Brainard
salon is successful in the first place.
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 UC’s expenses—due perhaps to higher rents downtown than at the
mall—might very well offset increasing revenues, thereby frustrating UC’s efforts
to improve its profitability. Before I could agree with the proposal, I would need to
examine a comparative cost-benefit analysis for the two locations.
KEYS TO WRITING A SUCCESSFUL GMAT ARGUMENT

ANALYSIS ESSAY
In the following pages, we’ve distilled our very best advice for GMAT Argument Analysis into
easily “digestible” nuggets of information. Many of them reiterate suggestions we’ve already
made, but they’re well worth underscoring. Others are new here. Apply these points of advice
to the Practice Tests in PART VI, then review them again just before exam day. You’ll be glad
you did.


Chapter 5: Argument Analysis 135
www.petersons.com
Ferreting Out the Flaws Is Half the Battle
Built into each and every GMAT Argument are at least three or four distinct reasoning
problems. That’s how the test makers design them. To earn a high score, your essay must first
and foremost identify these problems. If you haven’t isolated at least three major flaws after
brainstorming and making notes, then you can be sure that you’ve missed at least one. Read
the Argument again more carefully. Even a few overlooked words can be key.
Ration your time to be sure the reader knows you’ve recognized each and every problem listed
in your notes. Don’t worry if 30 minutes isn’t enough time for you to discuss each problem in
detail. When it comes to analyzing GMAT Arguments, remember that breadth is better
than depth.
Keep in mind: GMAT Arguments are not all created equal. Some are flawed in more ways
than others. The greater the number of distinct flaws, the more forgiving the reader will be.
So if an Argument contains as many as five or six distinct problems and you overlook one or
two of them, you can still attain a high score—perhaps even a top score of 6—assuming your
essay is outstanding in all other respects.
Viewpoints and Opinions Don’t Matter
In sharp contrast to the Issue essay, your Argument essay is not the place to present
viewpoints or opinions about an issue that the Argument might touch on. Your analysis must
focus strictly on the Argument’s logical features and on how strongly its evidence supports
its conclusions.

For instance, consider an Argument for electing a certain political candidate because she has
a record of being tough on crime. In an Issue Analysis essay involving the problem of violent
crime, it would be perfectly appropriate to present various viewpoints on this social issue and
weigh alternative approaches to the problem in general. But in an Argument Analysis essay,
these viewpoints are irrelevant.
Don’t Leave Any Point of Critique Without Support
Don’t neglect to support each point of your critique with at least one example or
counter-example that helps the reader understand the particular flaw you’re pointing out.
Keep your examples and counter-examples hypothetical (“What if ,”“Suppose that ,”
“It’s possible that . . .,” or “Perhaps ”).Youdon’t need to go into great detail; one or two for
each point of critique will suffice. Unless you provide some support for each point of critique,
your score might suffer.
What if you think you won’t have enough time to provide supporting detail for each point of
critique in your notes? Don’t despair. Look for two or three points that are related to the same
item of evidence (for example, points that all involve the same statistical survey). Then, plan
to touch briefly on each one in the same paragraph. Grouping them together this way will
make sense to the reader, who might not notice what’s missing as much as the fact that you’re
very organized!
136 PART III: GMAT Analytical Writing Assessment


www.petersons.com
Don’t Look for the “Fatal Flaw”
Avoid dwelling on one particular flaw that you think is the most serious or on one realistic
example or counter-example that you think, if true, would spell certain death for the entire
Argument. You risk running out of time to identify all the problems you’ve listed in
your notes.
In addition, don’t try to rank any flaw as “more serious” or “less serious” than another. True,
one particular flaw might be more damaging to an Argument than others. But by identifying
it as “the most serious problem with the Argument,” you’re committing yourself to defend this

claim by weighing that problem against all the others. Do you really have time for this kind of
analysis? No! Nor do the GMAT readers expect or want this from you. In short, you’re better
off applying equal treatment to each of the Argument’s problems.
Don’t Use Technical Terminology
Scholars in the academic fields of Critical Reasoning and Logic rely on all sorts of formal
terminology, much of which comes from Latin, for the kinds of reasoning flaws that you’ll find
in GMAT Arguments. For example, post hoc reasoning refers to faulty “After this, therefore
because of this” reasoning. But you won’t score any points with GMAT readers by tossing
around such terminology in your Argument essay. Besides, if you use a technical term, you’ll
need to define it for the reader, which will only consume your precious time.
Go with the Logical Flow
Try to organize your points of critique to reflect the Argument’s line of reasoning, from its
evidence and assumptions to its intermediate conclusion (if any), then to its final conclusion.
Fortunately, most GMAT Arguments are already organized this way, so that your points of
critique can simply follow the quoted Argument from beginning to end.
Don’t assume, though, that this sequence will be the most logical one. Regardless of the
sequence of ideas in the quoted Argument, try to group together all your points of critique that
involve the same item of evidence (for example, a statistical survey or study). Also, it makes
logical sense to address problems involving the Argument’s intermediate conclusion before
those involving its final conclusion.
Look Organized and in Control
As with the Issue essay, use every means at your disposal to show the reader that, even under
significant time pressure, you know how to organize your ideas and convey them in writing.
Use logical paragraph breaks, present your points of critique in a logical sequence, and save
time for brief introductory and concluding paragraphs.
Don’t Lose Sight of Your Primary Objectives
The official scoring criteria for the Argument Analysis essay boil down to four broad objectives.
Never lose sight of them during your 30-minute Argument section. After brainstorming and
making notes but before you start typing, ask yourself these three questions:
Have I clearly identified each of the Argument’s major problems?

Chapter 5: Argument Analysis 137
www.petersons.com
Can I support each point of my critique with at least one relevant example or
counter-example?
Do I have in mind a clear, logical structure for presenting my points of critique?
Once you can confidently answer “Yes” to each question, start composing your essay. When
you’ve finished your draft, ask yourself the same questions as well as this fourth one:
Have I demonstrated good grammar, diction (word choice and usage), and syntax
(sentence structure)?
Once you can answer “Yes” to all four questions, rest assured that you’ve produced a solid,
high-scoring Argument essay.
138 PART III: GMAT Analytical Writing Assessment


www.petersons.com
SUMMING IT UP
• Follow the 7-step plan in this chapter for a high-scoring Argument Analysis essay: read
the argument and identify its conclusions; examine the Argument’s evidence to determine
how strongly it supports the conclusion; organize and prioritize your points of critique;
compose an introduction; compose the body of your response; compose a concluding
paragraph; and proofread your essay for significant mechanical problems.
• Identifying and analyzing the Argument’s main elements is key to composing a
successful essay.
• Be sure to reinforce your ideas with sound reasons and supporting examples.
• It’s important that you show adequate command of the elements of Standard Written
English, such as grammar, syntax, and usage.

Chapter 5: Argument Analysis 139
www.petersons.com

Writing Style and
Mechanics
OVERVIEW
• The basics
• Advanced techniques
• Summing it up
THE BASICS
The testing service instructs GMAT readers to place less weight on writing
style and mechanics than on content and organization. But this doesn’t mean
that these two factors won’t influence the reader or affect your AWA score.
Indeed, they might. If the way you write interferes with the reader’s
understanding of your ideas, be prepared for a disappointing score. In any
event, poor writing will predispose the reader to award a lower score,
regardless of your ideas or how you organize them. To ensure yourself a high
Analytical Writing Assessment score, strive for writing that is:
• Appropriate in tone and “voice” for graduate-level academic writing
• Varied in sentence length and structure (to add interest and variety
and to demonstrate a mature and sophisticated writing style)
• Clear and concise (easy to follow and direct, not wordy or verbose)
• Correct in grammar, mechanics, and usage (conforming to the
requirements of Standard Written English)
• Stylistically persuasive (using rhetorical devices effectively)
All of this is easier said than done, of course. Don’t worry if you’re not a
natural when it comes to writing effective prose. You can improve your writing
for your exam, even if your time is short. Start by reading the suggestions and
guidelines in this book. Keep in mind, however, that improvement in writing
comes mainly with practice, so you’ll also need to apply what you learn here to

the Practice Tests in Part VI of this book.

chapter 6
141
Overall Tone and Voice
In general, try to maintain a somewhat formal tone throughout both your essays. An essay
that comes across as conversational is probably a bit too informal for the GMAT. Here are
some additional guidelines:
• The overall tone should be critical but not inflammatory or emotional. Don’t
overstate your position with extreme or harsh language. Don’t attempt to elicit a
visceral or emotional response from the reader. Appeal instead to the reader’s
intellect.
• When it comes to your main points, a very direct, even forceful voice is perfectly
acceptable. But don’t overdo it; when it comes to the details, use a more
dispassionate approach.
• Avoid making your point with “cutesy” or humorous remarks. Avoid puns, double
meanings, plays on words, and other forms of humor. It isn’t that GMAT readers
don’t have a sense of humor; it’s just that this is not the appropriate venue for it.
• Sarcasm is entirely inappropriate for your GMAT essays. You run the risk that the
reader might not realize that you’re being sarcastic—and in that case, your remark
will only confuse the reader and muddle your essay.
Sentence Length and Variety
To ensure a high Analytical Writing Assessment score, strive to write sentences that are
varied in length and structured to help convey their intended meaning, rather than obscuring
or distorting it. Here are some specific warnings and suggestions:
• Sentences that vary in length make for a more interesting and persuasive essay. For
rhetorical emphasis, try using an abrupt short sentence for a crucial point, either
before or after longer sentences that elucidate that point. For additional variety, use
a semicolon to transform two sentences involving the same train of thought into one.
• Sentences that use the same essential structure can help convey your line of

reasoning to the reader. Try using the same structure for a list of reasons or
examples.
• Sentences that essentially repeat throughout your essay suggest an immature,
unsophisticated writing style. Try to avoid using so-called “template” sentences over
and over—especially for the first (or last) sentence of each body paragraph.
Clear and Concise Writing
You’re more likely to score high on your GMAT essays with clear and concise writing.
Frequently occurring awkward, wordy, or redundant phrases can lower your AWA score by a
notch, especially if they interfere with the reader’s understanding of your essay. And though
punctuation is the least important aspect of your GMAT essays, habitually overusing,
underusing, or misusing commas can also contribute to lowering your score.
142 PART III: GMAT Analytical Writing Assessment


www.petersons.com