Writing Skills For GRE-GMAT Episode 1 Part 2 ppt

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Dtnecnorus AND
GuIDEUNEs
FoR
THE Anoumeur
Wnnrrqc Tasr
On
the
GI\{AT.
a morc
dcLrilcd dirccrivc
immcdiatell
follows
thc

passagc
and is rhe same for cvcn.Argumenr
in rhc
officitl
Gl\,lAT
pool.
Thc
dircctivc
is csscntixlly
as
follos's:
Discuss l)ow
wcll
rcasol)cd vou
find dris aqlunrent.
ln vour
discussiolt,
be surc to tnalvze
tltc
linc
ofrcxsoning and
t}lc use
of evidcncc
in dtc
xrgumenr.
For example, you
mrl' need
ro considcr
vhat
questionablc

nssumprions
underlic
the rhinking
xnd whar
alrcm;rrivc
explanations
or
counterexamples
mighr weaken
the
conclusion.
you
can also
discuss
whxr
son
of evidencc
would
strengthen
or rcfutc
the argument,
what
changes in
tltc argument would
make
it more logicallv
sound, and
what,
if anr,thing.
would

help
vou betrcr
evaluate irs conclusron.
During
your
prc-resl
compuler
rurorial
@cfore
vou
be[iin the
timed rest),
ttre resting
sysrem will
providc
directions
for
all
exam
sccrjons, in rum.
For
.the.Argumenr
writing
task,
the sysrem will prcsent
ro
yort
tuo
'screens"
of

directions
and
guidclines
specific
to th:lr msk.
Screen
1
(General
Guidelines and
Suggestions)
unrta.Pcle6ons.com
The frst
screen
will
describe thc task
in
genera.l'ancl
indicare the
four
gencral
scorinS
criteria. Here's
essentially what
you'll
sec
on dre screen
This
wridng
task is designed
ro resr

your
cridcal-reasoning
skills as
well
as
your
wridng
skills. Your
task is ro
cririque the stared argu-
ment in terms
of its logical
soundness and in ierms
of tlle
strcnEtth of
thc cvidence
offercd
in suppon
of
the a_rgument.
In scoring
your
Argumen!
essay, thc
reade
q/ill
consider
how effcctivelv
vou:
o

Identrly and
ana.lyzc
the kcy elemcnF
of
rhe
afgumenr
.
Organizc,
dcvelop, and
exprcss vour
cririquc
.
Support your
ideas
(with
rc2sons and
examptei)
-
'
.
Control lhe
clcments of standard wrinrcn
Engtish
''The
screcn
'will
then
ind.icarc mles and
guidclincs
for tie Argurncnt

writing
rask. H€re's essendally what
you'll
see fur*rer
down the screcn:
.
Your
dme timir
is
30
minures.
.
You must
critique tlre logiel
soundness of
thc argument
prescnted.
.
A critique of an), other argumcntris unrccepnble.
Pctcrson's
t
lzriting
Sh k
/o/
tbc
GRE,/GLUT
Tests
,atoJ 5
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For
the
Argument
Task, Your
Specific Analysis Does tr{aftcr-A
Lot!
In
your lssue essa)',
)'ou
arc free tO aCCCPt, rejcct,
or
qualin'the
stltemenr

at hand;
therc is
no'corrccr- or
"l)cst'
rcsponsc.
On
thc orher
hand. in
dcsigning
thc
Argumcnts. rlrr
test
makcr makcs surc to incorporatc
into
cach
one cenain rexsoning problenrs
(fallacics
and
othcr flaws) for
vou t<.1
identifl'and
addrcss
in
J,our
ess:l\'. That's
wlrat the
Argument
wriring
txsk
is

all about.
Should vou fail ro idcndfT and lddrcss tlresc built-in
problcms,
vou
won'i
acain
a high score.
A
rypical
GRE or GlitAT Argumcnr
\r'ill
conr;rin
at lc;rst threc
or four
discrete
reasoning llaws. Hcre's
x
lisr of rhc
ones
that
appear
mos(
fre quend)'
in the official GRE
and
GI\tAT Argumenrs:
.
Confusing a cause-ald-effect relationship
with
a mere corrclation or

temporal
sequence
.
Drawing I
wer-li
a,naloSl'
berwcen
rwo tlrings
.
RelyinS
on
a
potendally
unrepresentrtivc
sutisticxl sample
.
RelyinS on
polenrixll)'
Eintid resuhs
from a
survev or
pou
.
AssuminS that a certain condition is necessary
and/or
sufficient
for
a cerain outcomc
.
Assuming ih:lt char:rcteristics of

a
group
appl)' to cacb
group
membcr
(or
vice versa)
.
Assuming that
all
things remain unchanged over
time
Be foreqrarned: Nor all GRL and GlvlAT Argumen6
are cre;rted equal. In
some of
them, tJre logical flaws scem to
iump
off
the
page
(or
scrcen)
at
- you,
one
at a.timc,
while
in others, the llaws
are interrwincd or hiddcn
from clear

vies',
making
it especiall-v cha.llengin8 to extract, separate,
and
or8anize thcm. And there arc no
Suafirntecs
that the
test rviu dca.l
you
a
favorablc hand.
But
who
said life is fair? At
least vou have tlts book to
help cven
thc
playing
field.
:-,:irti':.".
Wdttng
Sk
ls
Ior
tl)
GR.VGMAT
Tcst
lrttDt!.Pe t ers o,
ls,
c o

n 1
Peterson's
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Frnrunrs
AND LTMITAnoNs
oF
THE Wono
PnocrssoR
Built
into
the Anall'ticll
writinF
(e-stin8
s.vstcm
is a barc-boncs
riord
proccssor.
lt
l:tcks nrant of thc
soPl)isticatc<l
fcaturcs
of its.commcrcixl
countcrpar6
lo climiniltc :tnv
advlntage
test !:rler.s
who usc certain
softrvarc
might
hol<J <.tvcr
<tthcr test
takers.
llerc's

a look
at tllc fcatures
and
linriutions of thc
testing
s)'stcm's
word
processor'
N
avi gation
and
Editing-Availablc
Ke-vboard
Comrnands
Herc
are
thc naviSxtionrl
and
editing ke1's
"t',,t"Ott
in thc
resting
q'stcm's
builrin
vord processor:
tsackspace
removes
the charrcter
ro lc
left of dte

cursor'
Deletc
removcs
the character
to
the
right of
t}Ie cursor.
Home
moves
thc cursor
to the beginning
of the line.
End
moves
the cursor
to the end
of the'Iine.
Arrow
Keys
move
the cursor
uP, down,
lcfi, or
riEltrt.
Enter
inserts
a
paragraph brsk
(s[atts

a new iine).
Pagc
Up
moves
the cursor
up
one
pagc
(scrcen).
Page
Down
moves
thc cursor
down one
page
(scrcen).
Cornrnon
Keyboard
Commands
Not
Available
Mouse-Driven
u
dtPet4ftorrs.corn
Ccnain
oftcn-used
featurcs
of
standard
word-Proccssins

Programs
arc not
available
in the
testing
lvstem's
word
Processor.
For
cxample'
no keyboard
commands
arc
available for:
TA3-disabled
(does
not
function)
BeginflinEy'cnd
of
parrgraph
(not
xvailablc)
Beginning,/end
of
.docum-ent
(not
avaiiable)
Editing
Functions

-
Cuq
Paste,
and Undo
ln addidon
to cditing
ke1's,
the
testing
system's
word
Processor
includes
mouseddvcn
CUT
(but
not
"copy"),
PASTE,
and UNDO'
To cut
tc)(t' select
the
text
you
wish
lo cut
with
your
mousc.

To
paste,
posi$on the
mouse
pointer at
the desired insenion
spot,
then
click
yqur mouse'
Drag-anddroP
cut-and-paste
is
not aLailable.
Also,
the GRE
word
proccssor
6torcs
only
your most
recent c\\t,
paste, or
unoo'
Pctarson's
a
,Wdtlng
Sk
Ls
lorlhe

,GRE/GI,{AT
Tesa
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tue
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lHl
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.
with ihc
word proccssor. r,ou'll
havc x firr
cxsicr time revising
an
essa)'and
corrccting errors.
Qf
vou havc difficuln' organizing
or
cxpressinA
lour idcas without
'rwcakin8-

'\'our
llrst dmft:
),ou'rc
better ofl'
rvord-processinF
vour
essxvs.)
.
You clecr to submit hand$,rittcn essa)'s a( the timc vou
r"?Ir:frer
(makc
rn appoin(mcnt) for thc
GRE
Gencr.rl Tcsr. Othcnvisc,
1'ou
must
word-proccss
vour csst\'5.
.
If
)'ou
submit
handwritten
cssavs. scoring
vour
cssa),s
and reponin8
atr)t GRE scores to
you
or to thc

schools
mll take up to .s/x rrccL:.s
(rither
than 10-15 days
if
vou word-process
your
essa),s).
If
you
decide to submit handwritten
GRE
essa1,s, keep in mind thesc
procedural
points:
.
For each
writing,
task, thc tcsting
supervisor
wi.ll provide
a special
tined
paper
for
writing your
essays. Tlre supervisor
witl
also
suppl)'

scratch
paper.
.
To
write vour
essays,
vou'U
use the black
pen provided
to
you
at
the testing centcr.
.
For cach
writing
tesk, the superviso
will
personall)'
inform
you
when
your
timc limir has cxpircd.
E55AY
EVALUATION
AND SCORING
Shortl)'
after
the exam, both

of vour essavs
s'ill
bc evaluatcd,
and
one
single Analvdcal
writing
scorc
(not
two separate scores) on
a scxle from 0
to 6
will
be
awarded and then reponed to
you
and
to the schools to
-
wnicn
you
have
directed
vour
siore repon. This section explains
thc
-
evaluation, scoring,
and reponing
proccss.

Evaluenoru BY GRE
AND GMAT
Rraopns
Within a short
time aftcr t}le tcsr
(10-15
days),
your
rwo AnalFica.l
writing
essal's
will
be
cnluated by
"readcrs"-college
and universiqr
faculty
members
th.at ETS commissions
3nd trains speciqcall)'
for ttris
purposc.
-GR!
and
GM]\T readers arc
drawn from'\afious
academic
arsrs-most
from the
fields of English

and
Communicadons.
For
the GRE,
rwo readers
will
rcad
ard score
your
lssuc
essa)', and rwo
diffcrcnt
readers
will
read
and score
your
Argument
cssa)'.
For eit}ler
essa)',
if
thc
rwo rcaders'
scores differ bJ'more
than one
Point;
an
addition2l, veq'
cxpericnced

reader
will rcld that cssav and
adjudicate
the discrcpanc)'.
Petcrson's
,,t
Wtltlng
6k
ls
Ior
bc
GRE/GLUT
TesLt
urunapetc*orts.com
utoJ
suosratad
ohtct
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'IIle
Argument
writing
Task-Requircmenls
for
a
Scorc

of 6
(Ourtstanding)
Tlrc
cssxy
idcntifics thr kc| Icatttrcs
of tltc ;trgltntent
lncl anlh'z-cs c:tcl't
onc
i|l ir thoughrfttl
nrlnncr.
Thc
css:r1'
suppons cach
point
of critique
\r'ith
insighlfiJl
rclsons and
cxamplcs.
Thc essa)'develops
its idsxs in:l clear, organizc(l
manncr,
vith
aPProPri-
xtc
ti,rnsitions
r<.r hcln connccr ideas.
Tlrc essal'
dcmonstratcs
proficicncv,

flucnc1
,
and mriurin'
in ils
use of
sentcnce strucrurc,.
vocabulaq', and idiom.
The essa;'
demonstrates
an,cxcellent command of
the elemeng of
st,:rndard
wrinen
English,
including
gmmmxr, word
usage, sPellinS,
and
puncturtion-but mx)' conain minor flarvs
in thcse arcas.
Ttle crireria
for lower scores
are the
same
as the ones suggested
abovei
the onll'di-fference
is th:rt
the
smndard

for
quxlin'
decreases for succcs
sivelv lower scot€s.
lvhile
rwo
buman rcaders evaluate
-vour
GMAT
essals
(one
reader
per
-
essay),
a computer
program cau,ed E,Ratel
will cvaluate
your
essays'for
El-ammar,
syntDi
(sentence
structure),
repetitiveness
(overuse
of the same
phnses).
sentence
length, and speling.

ln man)'respec6, E-Rater
is similar
ro the
grammrr-
and spell{heckers built
into
populrr word-processing
progrnms
such
as
Word
and
WordPerfect. However, E
Rater is custom-
desittned
for ETS ro
weilh
cert2.in criteria
more heavih'than
other
criteria.
For insnnce,
very
little
weight
is
given
to minor mechanjcal
errors
(e.8.,

in
puncruation and spelting). Also, E-Rater
overlooks
socalled
"gra1'"
areas o(
- -
-
fu-arnmtr
(e.g.,
use of
the
passive voice)
and
flalis cen
.in
problems
(c.9.,
repetitiveness)
that
off-the-sheu
checkers
miSht
not. Of course,
EReter is
or
i'useful
to a
point.
lt c.annot evaluate

your
id.eas
or hos'
Pcrsursivcl)'
you've presented "nd
supponed
those
ideas. That's
what
human
rcadcrs
arc for.
eomprmnuro
Rqrxo
oF GM.AT
Essavs
tnu|alpe ietsotls.com
lvdting
Sh
k
for
the
GRUGMAT
Tcsts
Pclcrsorr'.t
,
uoJ
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Sl3Vl
IHl IV
Computation
of GIr{AT Analytical wriring
Scores
Here are the
specific
sreps
invojvcd
in calcutrlinF vour
GITAT
Aratytjcal
'WnrinE
scorr
l.
Onc hrlni:tn
rcxdcr
Nill

rc:ld:ln(l scorc
vourlssuc
ess:lr.
and x
diffcrcnl
hunr:rn
rcrder witl
rcnd nn(t
scorL Iour
Argumcnr
css;r)._
Each rerdcr
\f
ill r\\'ard x
sinSts
score
on :r scatc
of 0-6
in
whotc.poinr
inrer\':lls
(6
is
highest)_
2.
E-Rarcr will
aho ev.rluarc
and ,vard
x
scorc

of 0-6 for
cacb
ess:r)
3.
For cirher
esssr'ifrhe
human
rexder's
scorc diffe$
from
E-Illrer,s
scorc
b\. more
tltrn
onc
poinr,
rh(n
J seco
d human
rerder \vill
read
ard score
the cssav
(and
E-Il-:rrer's
score
for th?r
essay.will
bc disregarded).
4, For

e3ch essat,
)'our
iintl
score
is the :rveragc
of the
scores award€d
bt'thc
human reader
and
E-Rarcr
(or
bt rhc
second
humai reader).
5.
Your
fina_] AnalFical
$Triring
score
is the averagc.of your
rwo
final
scores for
your
individual
essals;
scores arc
rounded
up to

the nearcsr
half-poinr.
llcr€'s
an
example
showing how
the
CI,./\T essl).scorins
sysrem workj:
4
Rcadcr A s
cvaluarion
of the
Issuc essa).
2 E-R;rrer's
cvaluarion
of rhe lssue
cssa),
3
Rerder
B's
evaluarion
of the
lssue ess3r.
3.5
Frnxl
score for
rhc lssue
essa\-
3

Reader
C s cvxlu:ttion
of thc Argomcnt
essa1,
-
3
E-Rarer's
cvaluarion
of
the Argumenr
cssav
3
Final score
for
the A.gument
essir\.
3.5
Fnnl
Arabltical lv/iting
scorc
Youn
Prncrmu
RqNrrNc
Jusr
ar for
each mulriplc<hoice
sccrion
ofdre cItE and
ciL\T,
you,lt

reccive
a
pe.ccnrilc
.rrl.
from
0-99
percenr,
foryour pcr{t
nnance
in Anal},tical
.wrjring.,{
percearile
mnk of60 pcrcenr,
for
cxample, indicarcs
that
you
scored higher rhar
60 pcrceni
of all othcrresr tdic.s
(and
towcr rhan
40
per-
ccnt of all od)c.rcsr
la]{ers).
percenrilc
mnks rellecr
I,our
perfonnancc

rcta-
tive ro
rhe erdre GR!
or ctUAT resatakinS popul:rrion
over a tuulri_ycar pe_
riod,
nor
just
tiosc resr
tnkcrs responding
ro the same essay
lopics
as
you.
Wrlting
Sk1]ik
for
tbe
'GRE/GMAT
TesLt
rt
Ldt.JEre6oa.coh
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3.
4.
NOTE:
frrlicr
in Pan
I, indicated
t}le
criteria
for top
scorin8 cssays'
To
hclp
you
frrther
in cvaluating
atrd scoringyour
di,gnoscic
ctsaF.
ar
rhis book's
lntemct
sr.lpplcmeot
(e'grw.wcst.net/-stcwd/ws),
I'vc
provided samplc
bencbmark
tesponses
fot the
same
lssue and

Argu'
rncnr
3s
s'ell-a5 ltks
to *re
tcsr m2l{db'omcial
scoring
critcria
for'cach
PAI.?
I i
Limit
your usc of
rvord_ProcessinE!
fcaurres
to tlrc ooes
eviilable
durint
t}c rclu:rl
(cst
rCRE
lcst
Llkcrs
mi! elcct
to
Ptovidc
hrnd\\,rin(n
rcslon.r\
inslerd
)

v})en
)'ou
\'e
fLnishcd.
score
youressxvs
accordi!8
to ofllcial
criterix'
scorclcvel
(0-6)
\rllnnuo
Tnsr
No.
2
{Youn
Ar'ulvsrs
ot AN
ARGUMEM)
W,.rmrruo
lisr
No'
I
fYoun
Pensprcnvt
oN AN
lssuE]
Tine
timit: 45 i'Iinttes
(GRt)

or
30
flinutes
(GLIAT)
"kisurc
iime is becomjtg
an incr€asiflgly
rJre
commodity'
1ffgdy
because
rcchtoloSl'
has feiied
to
achieve
ils
Soal
of improYing
our
cfficiency
in our
dai-lt
Pu6uits
"
Discuss
!h€
exent
to
whicb
you

agree or
disagrcc
wirh t})e forcsoing
staremen!,
Suppolt
your persPective
using
re'lons
md/or
cxamPles
from
your
cxPcricnce,
observation'
reading,
or acadcmic
studics
Titne
litttit:
30
Milt
tes
Thc folowit8
appeared
in
rn advertisemcnt
for Unitcd
]uotors
trucksi
"l3st

veal,
the
locrl
reievision-ncws
ProS'am
J'' Focu
reponed
in
its
einual
cr-r-and'truck
SaJety
Suwey
that ovcr
dre
course
of thc
last
tcn
-vcars,
Unitcd
Motors
wchicle-c
wcrc involvcd
in
at le:rsr
30
Pcrccnt
fewcr
fural accidcnts

to drivc$
than
vchiclcs
built by
any
olhcr
sinSlc
manulacturcr.
Now
Urlitcd
is
devcloping
2
oncof'a-kind
computcrizco
cralh
waming sys(cm
for'3ll
its
tflcks
Clcarly,znyone
conccmco
with srfcw
reho is iJ)
lbe marke!
for
a ncw
tmck
this
-ve

should
buy
-
r Unitcd
Motors
truck."
Discuss
how
well
rclsoned
you
find
this
argumcnt
ln
your
discussioo'
bc
.sute
to
ln
)ze
t}le linc
of tcxsoni'I8
3nd
t}le use
df
evidencc
in thc
argument.

For
exe$plc,
you
may
nced
to
considc
what
qucstionablc
lssumptions
undcrlie
the
thir*ing
and
wha!
alcmativc
explanatrons
or
count;rcxamples
mjghr
wcnkcn
thc
conclusion
You
cd
also
discuis"li'hat
son of
evidencc
would srcngtien

or
refute
th€
arlrlment
whal
ch.ajlgcs
rn
the
argument
would makc
it mo'e
logicatly
souid'
?J)d
vhat'
lJ
zny_
thin8,
would
help
you
bcder
cvaluatc
ils
conclusron'
.,tutua.I6o,rr.con
Pet,sou
s
t
v'/7t/ng SXlk

lor
lba
GRE/GMAT
Tests
uton'oen'ad
an,rl
,qt
'o/
'l'is
sulr,^t
I
-
t,'i6Ll
(
rnur
i)
s[)pr
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pnr
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rn sE
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ssrrdx,
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no.{
IVSSE
IICSSI
9NInIO)S-H9IH
v
irsodwof,
oI
lo.oH
7
rrnd
Compose.,vour
essay
(GRI:
30
mirr.,
GMAT:
20 Inin')
4.

Composc
:r
bricf
introduclol-]
p:r.r8mph.
(GIIE:
3
min, GM
T: 2
min
)
5.
Composc
thc bodt
of
vour .esPonsc
(GRE:
23 mnr"
GMAT:
I5
min
)
('.
Compos<
a bnef
concludinF
or summ.r^
PxirFrlrlr'
(GIlf,
4 'n'n

'
GMAT: 3
min.)
Refile
yoru
essay
(GRE:
10
rdrr., GMAT:
5
rnin')
7.
Revic\\,
and r€vise
for
coherencc
and balancc
(GRE:
6 min
,
GN'|AT:
3
min.)
8. Proofread
for
siSnficant
mechanic:rl
problcms
(GRE:
4 min,

GMAT:
2 mifl)
i,'NoTEjttre'suSaestcd
tiEe'Iimit6{o
cach
slcp
e-re
lcerely
Suidc-r'
'j{rcqlotilrerd.iodfast
.nrles As
you
pricric{ coroPosin8
your'!$Tl.:

-lr:r*.
cso1"
',"c.i,.i-ed
conditioos,
sfua'l,i}r
o)'
SuidclincJ,'itreoj:
.
i,Fq"clop,"pz;ih;t-rworls;besu{oiStou'pirs'onallv',
:;l !y:;!.Sd?
,"1.
"r,.*,",
n"*.",
I'll
walk

you througir
each step
in
rum,
afptyrng
each
one
to re following
arvo simulxt€d
lssrle
sutemcnts:
Issuc
Sr":rtcmcnt
1
-Thc
bcst
wiy to cnsure
Prorection
and
Prescrvation
of
out natu'jrl
environment
is through
Sovemment
reSulatotl'measures
We cannot
Fell on
the
voluflhry

efforts
of individuxls
and
pri\'a(e
businesscs
to
achuevc
drese
objcctives
"
lssue
St:rtement
2
"largc
busincsses
shou14
loau5
9n
lgam{'ork
rs the
primr4'means
of
achievin8
succes3."
Re"d
the
statement
calcfully,
notin8
ways in

which it
miSht
bc
possible to:
.
QuoIiIy
it-:Lf it
seens
convincing
only
ro a ccrtain
exrcnt
or in
ccatain
casesi
.
Break
tt apart
tnto
r'ro
distinc! claims,
eithcr
oiwhich
you
tiay
or
ina)"
not
agree
-with;

and
.
Appll
it ro
vaiLolrs ^tP.2-s
or examPles
th?l
lend
varyin8 degrecs
of
-
suppon
to the statemett.
tcte.{{ons
t
r7rltln(Sktlk
/o/
tb.
GIIE,/GMAT
TCST
1. Rrm
rHE STATEMEM
wTH
AN EYE
FoR lTs
CoMPtExfi
AND
lMPUcATloNs
r.t'11'1t.Pe
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n
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JYr!9n{:
Oudine (Issue
2)
PRo
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4.
Cor,cposr
A
BRTEF
lMRoDUcroRy
PARAGRApH
Now
rllar
vou vc l

-
/ -_ ._
spenr
about
5
minutes plaffLing
youf
essa),,
irs
timc
to
composc
ir.
you,ll
bcgin wilb
a brief
introducroD,
pafagraph
in which you
should
accomplish
eech
of
lhc
followirq
Llsksl
1.
Demonstrate
thar you
undcrstand

the
complexitics
or implica_
tions
of tl)e
issue.
2
l-cr
the
.eadcr
knos
rhai
you
hivc
a
ctear perspecrive
on thc
issue.
3.
Anr'c'pr(c
thr ,ders
vou
mrend
ro
Fresenl
lll
vour
ess?v,s
bod),
par-agmphs.

You
can
probably
accomplijh-all
tirce
usks
in 2_3
senrerces.
Kcep
in
mind rhc
followinS
two
cavears
for
your
inroductoq,
pa.agriph:
.
Don'r go
inro
derjil
about
vour
rc:soning,
ard
don\ providc
spccfic
cxamples.
This

is
whar
your
cssay's
body pangraphs.arc
fo!.
w'ur.pet6ons.a,,1
wrltinR
ShUk
for.lbe
cRE
/GnLiTrsk