writing skills gre gmat phần 5 pps

Thc lbllos'irrr
xppca.cd
in r
n)cmo fronl
a rctcvision
nctsoik
s
protnmrrinF
dircctor:
'Parcnrs
of
]'oun8
chitdrcn
arc bccominA
incrcxsingh.
€onccrrcd
abour
ho\\'
depicrions
of viotcncc
o,r rclcvision
mighr inJtuencc
i
chikls trrl)ivior
xnd rrritlrdes.
Drrrjng lhe
pnsr
vexr,
rlte.rtin8s
for Rcal
Crirrtc. one o[

oLr ncrwork
s n]ost
popular
primc.timc
sho!\,s.
hrvc sreidih.
declincd.
Thcrcforc. in
ofdc, ro boosr
our
pnmel1imc
mrinss, \ec
should
rcpjacc
Rc.rt
CriDrc
\,irh
tl
siruxrion
comCdt
shos "
Response
A
The at8ument
rclies
on an unproven
cxuse.nnd-effcc
relaiionship
bcrw€en
cefiain parcnnl

conccms
and rhe
shoq,'s ntings proble,
.
The
direcror
h:rs nor
rulcd our
orher
possibte
ciuscs lor thc
show,s
r^tings decline-for
examplc,
! chanSc
in rhe
show's
specific timc
slot.
lf it rums
our rhrt rhe
show
s dcings
problem
hxs
nothing ro
do
wjth
it's
dcpictions

ofviotencc.
r.hcn
simptv rept:rclng
the
show.(vlth
one thar
contains no violcnce
wil probiblt
nor
solve rhc
problcm_
Response
B
To begin wid),
rhe
meoro indicires
ncirhcr
ttut
yo!ng
children are
inrcr€sred
in warching
Rcat
Cnnc nor thar th€
show actu.Iy
depicrs
violence.
Ycr borb
coridirions.re
neccssan,

in ordcr
for the
show ro
carq'
t}Ie kind
of delcrerious
irJluence
on
young
chitdren wjth
which
parcnts
seem concemcd.
Thus.
ur ess
both condirjons
are mct,
the
orrector
cannor convince
me rhi!
anv changc
involvjng
th€ show will
addrcss
rese
parenhl
concems,
ler alonc
boost rlrc

sbow's.mtings,
Even il
Real Cntne does ponrav
viot€nce
and does
have a
porenri.ltl.
undcsirablc
impac! on
yolrng
chjldren
as a resut,
the diiector
has nor
shovh rhar
th€ show's waning poputarity
is amiburable
ro rhis
impact.
Perhaps
the show
owcd
i$
popularity
!o some
oilcr featurc,
such
ai n
certain celebrity
narmror,

thar the
shos, now
lacks. Or
p€rhaps
a
new compering
sho$',
onc rhti
is ar lcasr as
violcnt
as,Redl
Cnnc,
has drawn vicwers
^war tsiotn
ReaI
Crirr?. h shon,
untit ibc
dircctor rules
our_all-orhcr possible
reasons for thc
rerinS's dectine,
I
will rernain
unconvinced
thrr
rhe
shov's violent porlmFls,
if an),, are
rcsponsible
for

rhe tlend ind
tlcrcforc
rhar inl chrn8c s.outd
scrvc
ln
order
ro
c\.aluatc rheargumenr properj).
ar rhc
very
leasr,I woutd
nced
ro
know \t/hcrhcr
!h€ conreni
of,Reat C-rn e is
cxuse
for
parcnrrt
concem and what percenrage
of
rirc
show's
viewers
are yo\rng
chil-
drcn.
lt would
also be uscful
to kno$ rhe re.lsons

for
rJ]c show
s reta-
tivc
populariff
in t}lc prs!
and whv formerJ??a/
Czi,Dc vievers,
cspc-
cially those wnh
voung
child.en.
no
longer wxtch
ltrc shos
rvri.'tg
Skxlt
fo.
tlie
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Possibilin
thil d€sPitc
rlrc nc\\'
hs
thc cmissions
hivc
continued
trnxDxrco
lf
tln\ i5 thc crsc.

thcrr
thc chirn
(hit
d)c
ix$' h:t$
bceo
cff'jc(ivc
trr
Pr(\cnrinA
Urknr's
Discxsc
io
Strtc
X
would
hck an)'
cd(
wh:rtsoclcr-:rs
Nould thc
llhiDrr(
clxim
dr:rl I similar
lrt\\'
would
bc
cffccli\'s
in tlris sLrtc-
'fo
strcngtlrcn
the

ar8umcnl tlrt
ednorj:rl
s ruthor
must
suPpl)'evidencc
u)rt smcc the
lrw
was cnacted
rlvo
yerrs a8o
(l)
SBte X
residenb
arc
just
rs likch to repon
UD
q'mP(omti xs bcfo'c
(2)
cmjssions
thi! viola(e
tlre
liiv h:rvc
ibated. and
(l)
allorhcr
trrctors
in tlrc
incidcncc
ofUD

svmf,"
loms
have remain
essentialll
unchmged
False-Cause
Problems
in
the
Official
Arguncnts
(Parts
6 and
8)
As
you
studl' my
essays
in Parl 6
("Essays
for
20 Offjcial
Gn_E
Ar8\rmen6")'
look
for m)'
an,l.vsis
of fxlse-cause
problcms in the
following

paragdphs:
t
t I
CRI
ArSum€nt
No.
I
(founh
€ssiJ'
paflar:ph)
GRE
ArSumctt
No 20 (secotd
md thjrd
essi)'
pa'rSciphs)
GRI
ArSument
No. {2
(third
essa.Y
pan8mPh)
GRE Argumenr
N;. 46
(founh
essal
paflAnph)
GRE
Argumcnt
No-

59
(thi.d
cssay
pan8rtrplr)
GRE Ar8umcnt
No 68
(s€co8d
essay
pll-ngmph)
GRI Argumcni
No. a8
(drird
ess4'
pit-rgrrph)
GRE
Ar8ument
No.
91
(tlrird
essay
paragmpnJ
GRL4.rgument
No.
96
(frfth
essay
PanSnPh)
Gn-E
Argumcnt
No.

105
(second
arjd
rhird
essay
p
aSflphs)
GRE
ArSument
No.
122
(second
cssay
pamglaph)
As
you srudy my
cssi\'s
ifl Pan
8
('Essays
for
20 Official
GlvlAT
Argu'
.
mcnrs-).
toot
foiinr;
anrlysis of
falsc'causc

problems
in the
followinS
Parrgfaphs:
I t
I I GMAT ,\rgumcnr
No. 23
(third
essav
paragnph)
GMAT
AJgument
No
28
(second
and i,'fth
cssay
paragmPhs)
GMAT
Argum€nl
No.
37
(sccond €ssal
paragraph)
GMAT
Argumcnt
No.
42
(fourth
essay

paragiaplr)
GMAT
At8ument
No-
48
(third
€ssxy
Par'8mPh)
GIIAT
Argumcnt
No 74
(tnird
essay
parngcaph)
GtvlAT
ArBrment
No.
a4
(second
cssqr
pangraph)
GMAT
Argumcnt
No.
89
(ftird
and founh
cssal'
PimSriphs)
GI'IAT

At8rrmcnt
No.
93
(sccond
cssay
paragnph)
GMAT
A8umcnt
No. 105
(second.nd thfd
essfy
paragtaphs)
GMAT
A,r$rmcn!
No.
r24
(founh
essay
paraaraph)
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'fhr
following
\':rs prfl
of:r spcccir midc bt thc
principai
of
Vxllct
Iiigh sch(xt:
_[v14
)ci
Dunsron tligb
School
wins tlrc school distiicfs
sl|ldenr
i\4:lth Supc.Eos,l comperirion.
The iverage snlan'of
rcxchc.s:rr
Duns{o. is
Frcircr
ihrn
xr arl,orh€r school in thc
dislrjct. ]lcncc in order tor
vrl-lc)'Hiah
sludcnls ro improvc
thcir
scorcs
on

ilre state's snndrrdizcd achievemcnr exams, Valiev
should bc8in rs'arding bonuses to
1,:
lc]'teachers
wh€ncvcr
Valley
dcf(:tts Dunslon in drc
Mitl) S!perDovl."
The
principal's
recommendation
relies
on
what
might be
a
poor
a.nnlo8)' berween Dunston
and Vallcy.
vallev
lcachers might
bc less
responsive
tllan
Dunslon
teachers
when
it comes to monetar)'
ircentives, or
Vdley

srudents mjeht be lcss
Sjfred
than DrrlNton
srudcnrs
wheD
i( com€s !o marh. ln
shor.!,
whar milFr havc hclpcd
Dunnon
perform-wcll
at the
llrti SupeaDowl
would
not
nccessiril)'
trelp
VaIq' perfom
bettcr €ithcr at the SupcrBowl or on the sttte
Rcsponsc B
Even
assujr1ing
Dunsron
s sreurr
perfomancc
at cl)e SuperBowl is
anriburrble to ns high r€lcher salaries, a differenr monctlr.9 inccntive
Oonuscs)
for
r dificrenr
Sroup

of reachcrs and studenB
O?llcy's)
will
not ncccssaril)' cah
a similar rcsulr. Thc mcr€
prospect
of a bonus
mighr not
provide xs
Frex!
io inccntivc as a
salar]'mise,
For tha(
mrftcr, xnl form of monenry rcward midlr
provide
far
less motiva-
tion for Vallq"s rcich€rs than for Dunsron's, As for thc siuderlrs,
Dunsron s fiight be
cxceptional].
giftcd
in math and
rvodd win thc
SupcrBowl cvery
vear, regardlcss of cffo(s at other schools.
ln shor.,
without
accouflring for impotunt
possiblc differcnces berwccn
Velley

and Dunsron, the
princip
crnnor
rcaionabl-y rel.y on Dunston's
sxlaries
ro
prove
thht the
proposed
bonuscs
will hcip
vallcy
defeal
Dunston, ler alone score high on t}Ic state s cxams.
To
streEgth€n
the
;8umcnt, inslcad of r€lyir8 on
a dubious analoSl
bctwcen Dunsron
and
valq,
rhe
plincipal
should
supply cvidcncc,
perh?ps
by !/ay oI
a
reicher survq'or

pilor program at vallcy,
that
dre
proposed
bonuses
q,ould
providc
sufficicnl
incennvc
for Valicy s
rclchers ro help thcir srudenE
pcrform
bcRcr
in
frgtb
compctiUons
and oo flath resls. The
cvidencE should also
show ihat Vall€fs
r€rcbers,!re
capable of improvrng thcir cffecti\'cness
ai math lcachcrs
and
rhrt their srudents are crpabie of improvrng
their perfonn nce.
Pctarsoh
s
.r .lyritin!
Skl
s

for
tbe
GRE/GLUT
Tests

ruoltltuetarl
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oH
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saFoID
rarnple
2.
Dlucialrtc
by
providing
1I lexsr ont
or ts'o tcsP.cts
in
which ket
ch:rncrc.istics
of simple
group
mjghl
diffcr from drose of
th€
ItrScr
populxtion.
l.

Irphin
hoN lhosc
dilfcrcnccs
Nould undcrnlin( the,^r8tr-
mcnt s conclusron.
)'o'r'll
probihh
nccd ar
leasl ftrcc senrcnccs lo
accomPlish
xll threc slePs
(onc
scnrcncc for crch s!ep).
Oncc
you
vc xccomplished xll
thr(c t]lsks, if
]'ou
havc
cxtn tknc ro discuss
the
p.oblem, add one of thcse
rwo optjontl
elcmcntsr
.
lndrc.rre
l)ow rhe
Argument's
ruthor
crn

prove
tirrr
rhc srmp)e
group
is rcprcs€nttrrivc,
or in the allcmativc, makc
a convincing
argum€nt
without thc sBtistic.
.
lndicate
whal
else
you would
nccd
io know to derermine
\ehelher
rhc sample
group
is r€prescnmtivc
of th€ hr8er
populatjon.
Hcre's an A4pment
thxt
rclics on auro
Potcntirll)
unrePrcsentarive
samplc
Broups:
(f)

ncw
Braduates
ftom
a cer(ah stxte's undcrgmduate
prognms
and
(2)
Dcw
gmduates
from
thc slate s
Snduate'lcvcl
progl-ims.
(Thc
Arl|urDcnt niSht
suffcr from
other rcasonj$8
problcms
a5
wcll,
but
hcrc
I'm focusurg
on this slrt'sticat
probiem.)
Rcsponse
A
Provides
a bri€f bul
adcquare one-paraSmpb

analysis thlt conBins
cach of tlrc
dfee elcmcnts
ncrdcd to
addrcss this
problem.
Rcsponse B
provides
a morc
de.ailcd
ulysis
with
morc eximples,
as
wcll
as indicating
(in
a fmd
pan8r'aph)
what
ad.htioml
inlomralion
is needed to tulh' cvxluate
.bc Argument.
A.rSumenr
The following
was
pan
of an nrticle apPerring
in r nadonal

magazrne:
"Olr
Dition's
ncw
college
Smduetes
will have bener
succcss oblain_
ing
jobs
if lh€y do
not
Pursue
advanccd
degtces after
Sraduation.
Aficr all. morc
$an
90
pcrccn(
ofStatcX s
underGnduatc
studcnB
,rc
employcd
full-ime
within
onc
yc.rr
2fter thcy

Lraduitc,
whilc
lcss *lan
ha.lf of Sate X's
lraduetclcvel
students
find
emplqrneni
withjn
one
yel'
ajier
rccciving thcir
grrduate
de8tees."
The
*Bument f:jls
ro considcr ahar Stite
X s ncs'
graaluates
might
nol
bc
rcprcscnBdvc ofthe
nation's
?s a whol€,
esPccblly
if thc formcr
group
'corEdrutcs

only
a small
pcrccntaSc
of
tbc
laftcr
8rouP.
If lt
turrns
out, for
cxamplc, thrt Stalc
x's undcrgmdualetstudcflB
,r€ lcss
-moti\?icd
thrn
the nacion's
averagc collcgc
saudcnt
lo
pursuc
SEduatc'lcvcl
srudy,
then
thc argumcnt s
r€comn€ndarion
for
all
undc4lradurtc
srudcnas
lvould be un*arnnlcd.

Pete6oh
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ENJUO3S.H9JH
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01
MOH
kryrr'tc
oH
E:ceople
IATMIED
lusurrs
FRoM
A SuRVEy
oR
Pou-
A{
}ou
iusr
lermed, :r

GRE or
GI,IAT ArAunrcnr nrrAhr
dms, somc conchF
sion involvin8 x
Froup
bxsc(t on
sririsrical drur ^tjo\tr
N insulficie, ol
l.nroprcscntatiDa
safiplc. Howcvcr,
rlis is nor
ahc onlv
potcntirl problcm
with
sritsrjcal det2.
The proccss
of
coltccrinS rh€ datf
(i.c
rb€ methodo,-
ogy)
rnighl be nawcd
in :r
v:rl.
rhar c:rls
irro
qucsrion
rhc qua
D,
ol rhc

(hta,
rcndcrirg
rhe
dal2
'tainted"
and
rhercfore
unrcliable
for
rhe
purposc
of drrwirg
any conclusions.
ln
ordcr for
surveY or
rroll
rcsults to be
rdiable
in
quxliq:
.
The suffct
or
poll
responscs
mus!
bc credflr/"
Gruthful
2JId

eccunrc).
U respondents
have rcason
ro
provide
incomplcrc or
false responses,
t}Ic
results are
taintcd ard
unrcliable.
.
Thc method
of collecdng
the da!3
mu5t be lrbra.red.
lf respoflses
at€ not
rDancl"tory or
if thc survcy.s
fodn
predispos€s
subjects to
lcspond in
cenaj,
ways,
rhcn
the rcsufts
arc rainred
and unreliable.

To shov,/ the rcader
that
you
rccognizc ard
undcrsrrid rhis
statisticd
probicm, you
nccd to accomplish
ajl rbrcc
of thc following
tasks:
t. Idenrlfy
r})c
problem (c.8_,
16
onc of r}Ic
Ar8umcflt's cruciat
!5sumprions).

2. Elucidate
by
providing
a! lcasr
one or rwo reasons,
bascd on rhe
.
Argum€nfs irformadon,
why
rhc sratisrical
dara mjght

be
taimcd
2nd
lln.eliable.
3.
Expb.in how r}|c porcnliallt
.r.inred dari
mighr undcrminc
rhe
A4trment's
conclusion.
You'U
probably
flecd at
leiit tliree
sintcnccs to accompljsh
all three
slcps
(onc
s€ntcoce
for each
srep). Once vou.vc
accomplishcd
alt r}lree tasks,
iI
you
havc
cxtra rimc ro
discuss rhe
problem,

add one
of thcse rsro optionaj
.
lndicare
how thc argumcnCs propoocn!
cfir csrablish t}rit thc
satistical
cvidcncc is
rcLiable
(nor
taintcd).
.'lndiiate
whar
clse
yoo
would
need ro
knos. ro delermine whcilrer
thc statisricd
evidence is
rcliable
(not
raimcd)_
Thc followin8
Arguncnt rclics on
suflcy rlut
poscs
1
potcnrial,lrtas
as

w.ll
^s ^ credibiliDt
probiem.
CIhe
Afglglcnt mighr
sulfcr
ftom
orhcr
rcasoning
probletr)r
a5 wcll,
bur here
I'm focusing
on rii|rcd{ata prob-
lcms.) Thc
icsponse
con.zirs
aI rhree etemcnB requir€d ro
addrcss cach
problcm, in a
siode
parrgrnph.
Pate6oa's
.
Wrlttn|
Sk
kfor.tbc
GRE/GI{AT Test!
nE/(
T.

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UMING
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TAIN
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CrnratN
CoxontoN
ls Necrssanv
AND/oR
SuFtlclENT
FoR
A


6llE
or GM
T
Ar|unrcol
Dli8hl rccomnrcnd
r ccnain
corrrsc
ot
xction'
b;rscd
on ooc
or

bod) of tht
followinF
clrrors:
l.
Thc
cours( ol
rclion
is tc.c.rsa.'t()
xchicvc
i clcsircd
t€suh
2.
Thc cou$€
of
ictiott
is
sulficictt
ro
^clieve
ibe dcsired
result'
Borh
claims
often
occur in
the samc
^r8um€nL
and both
xre
Porentidl]'

\arlneirble
to criticism
\Vjtl)
rcsPecl
Io claim l.
(hc

rgumenr
musr
providc evidence
tha! no othcr
msrns of
achicving
t)rc
s3me
res'rlt
are
availab)c
O-Y
the
wal, it
von'O
wilh resPect
to cliim
2, 1ne
-/\'rgument
-
must
provjde Strong
cvidencc

tha!
thc
Ptoposed
course
of sction
b)'ltsell
would bc
suflicicnt
lo bdng
rboul
thc desired
result
(by
the
w3)
'
it
won\), bcking
this son
of cvidcnce,
the Atgumcnt
cannot
tely
on tnesc
claims
to suPPon
ils rc.ommendrtron
An
AJgrlmcnl
that rclics

on
one of
these
two
2ssumPtions
doei
no(
necisserily
rely
on tle
other
a5
wcu. Read
the Aigumcnt
v€ry carcfutly-
becxuse
1 fcw
wotds can
mlkc
ill
lhc diffcrencc
For insrance'
consider
thc followitg
altemativc
recommendations
for
rcversing
a
profit dcclinc

at
X1z'
ComPany
(thc
il-?liciz€d
words
are the
key):
Utlc$
XYZ Company
hres
th€ former
markctinB
dircctor
of ABC
c,omP^n\',
)|fZ
rti
nor tevcrse
i6 current
profit
decLinc'
IThis
conclusion
tclies
on
the neces$ry-condidon
assumPtion
ody
l

BJ,
hinlg
the
former
markednB
drccror
of
AIIC Compan)
'
XYz
ComPanY
uiJl
boosl
,!s
Prohts
J'Ilns
conclusion
rdics on
the
sufficient-condition
nssumPdon
only.l
Jt
order
to boos!
its
Prolits,
Xl'Z
Company
sbottld

hjre
rhe fo'mct
marketjng
dircctor
of
ABC Company
lThis
conclusion
relies
on both
assumptions
Th€ lrnguage
imPttcs
thar
the recommended
course
of
acrion
is
necdcd
to'
and
in fact
will, brin8
about
the s6ted
obicctivc
l
To show
t}lc

rcadcr
you
u$dcrstard
.rlcccssary{ondition-ffld
su{icicnl'
condi$on
Problems,
.tou
necd
to
accompljsh
all
ti'rc€
ot
ulc Iouoq'rns
].
ldentify
thc
Problcm
(€.8.,
as one
of
the Lrgrjment
s crucial
Petclson s

rvlrnnA ShtllsforJbe
GRI/GMAT
Tent
p

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Nccessary- and
SufEcicnt-Condition
Assumptions
h the
Official
.drguments
(Paits
6 aDd
8)
ex:rnrplc, cncoungin! pltrcnrs
ro rc:rd
witb
rheir childrcn or
simpl)'
devorint
morc rinle durin8
school ro rc;lding.

Oihcrwisc, it seems hasry
il
besr ro
concludc th( rlrc
disrricr musr
adopr
(he
BTA
protll-inr,
or
tor
dMr maccr
ant
re,'dinA pro8rinr.
h
()rdcr
to achicvc ir5
objccrivc.
Thc supc.inrcnd€nl
also netlccrs
ro subsranixte hcr issumprion
ihar
adopdng
BTB
would
suffice bv
irself to improve srudents'
rexding
skills
to $e desir€d c).1enr.

Common
sense
rells
me that BTB
will
bc
hr8cl!
ineff€ctivc unless
othcr condirions arc
mcr as
wcll.
Mosr
notabl],.
srudcnrs musr
bc sufficiEndv xtrenrii'c
and motivated, ln
shot1, uotil lhc superinrendenr
shows
lhat rhc
p.ogmm
wil
be
cffcclivclv implemcnred
and r€ceived.
I simp\' cannor accepr lhc
As
you
snrdy rny
essays in Pan 6
("Lssxys

for 20 Ofi;ciit
cItE Aj.Sumcnts"),
iook
for my analysis
of Dcccssary- and suflicienr{ondidon
assumptlons ln
thc
fouowirg
paragrnphs:
Necessa.ry
Conditiors
r ll
GRE Ar8urnenr
No. 20
(s€cond
cssay
par-rgraph)
GRE Argumcnr
No.
59
(fifrh
css:ry
para8|aph)
. GRE,lrgumcn( No.
109
(sccond
essay
pangnph)
GFJ Aqumert No.
122

(fifth
essry
pffaSnph)
Suf1]cicnt
Conditions
I | |
GRE Argument
No. 20
(founh
essa-\'
pangr-aph)
GRI Ar8ument
No. 46
(thkd
?rd
ff$ essay
paragraphs)
Gru Argumcnt
No. 68
(third
essay
parrgraph)
GRI Argumem
No. 76
(s€cond
cssay
paragnph)
GRI A4lument
No.
96

(founn
essay
paragraph)
GRIE
A4$menr No.
122
(third
essay
panglaph)
As
you
study my essays in
Prrt 8
("Essays
lor 20 Official GIIAT Argu-
E)co!s"), look for my ana,lysis
of nccessry- and
suf{icienr.condirion
problems
in the
follovin8
paragmphs:
Neccssa-ry
Conditions
| |
I |
,GjU,{T
{rgument
No. 28
(third

essay
paragraph)
GMAT J\rsument
No.
53
(foulIh
cssay
paraSriph)

GMAT AiSumcnt
No.
59
(rhnd
cssay
paiagmph)
|
GI{AT ,{rgl]mcnt
No. 79
(fifrh
cssay
paragraph)
GMAT tu'g]lmenr
No. 89
(nfi-h
cssay
paragraph)
GMaT ArI|umcnt
No-
93
(founh

essay
paragaph)
'
GMAT
Arrllment
No. 117
(founh
€ssay
prngaph)
G]\4AT Argument
No. 12{
(ffrh
essa)'p
'agriph)
wuterno6.@/n
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V
lllu^\ O.t A
OH
,\r'!iument
The followin8
appeared in a Iocxl
newsP,rP€r
€ditorial:
"ACcordinS
lo . rcccnl n:ltions
idc srlta(l. n
8.c.Ier Pctccnta8c
of
our n:r!'oo r
lccn:rgc.s comPlxilr

()f
dcprcss'(n)
rodnr
(lrxn
cvcr
bcforc.
ller( in lhc
town
of Scrsidc.
wc necd to do more
!o
ensure
th4 our leenxgc.s
fill their dxis
with
mcaninSturl.
productivc activides, so lhxt lhc)
gro\1'
trp
to
bc
happl,
B'cll'
adjustcd
aduks.'
Rcsponsc
lrhough tic edirodnl
rssumes ihat Seaside s
tecnaEcrs
are typical of

the nation's
tcenagers m
leneml,
it supplies no evidence
wh1ts0ever
to
sub5ontiate
dris
aJsumption. For 3-ll
wc
knorr'.
the incidence
ofdeprcs_
sion
among Scaside's
rcens is far lower
than the national
alerage-low
enough
thacteen deprcssion
does not
pose
a cofiununitl"widc
Problcm
for S€aride-
IJso, t.\e cditorial
cainot
jusrj4'ils
rcconmendation
to tlr€

cofimunjq,
atleast nor based on
tie
nationwide
su.vct.
To bolsrcr
tbe rccommendation,
instcad of relvjtS
on
a
nvecPing
genct"lizalion,
the
editorial's
aud)or
should
Providc
speciic
cvicleflcc
that
among
S€aside
lccnagers,
depression is
2 s'idesprc;td
probl€m
rhar is !.kely
to contjnuc
udcss the
communiq

Ld{es
sPccific
mea'
surcS
ro rcversc tnc lrcnct.
Ex.rmplc-what's
Truc
for
a
Mcmbcr
Is also Truc for
the
Group
The
fo owillg Argumcnt
ffsumcs that chxractcristics
of a
pxniculal
memb€r of
a
SfouP
aPplv to
the
SrouP
as a
vhole.
Cfhe
Argurnent
might
suffei from olher

reasoninS
problems
a5 vell,
but
herc I m
focusing
on
itr;s
groupmimber problem.) ResPonse A
Provides
a bnef
bu( rdaqu:rre
one-par"gmPh
an.lvsis
that cont?hs each of
the three elements
ncedco
to
ed&ess th€
problcm. ResPonsc B
provid€s x
more
deniled
mi\'sis
witb
riorc
exr,nplcs, a5
well
15listing additjonal infofiniiion
ne€cled

to
proF
crl-v
evaluatc the Atgument.
The
fo owing is
pan
of
in articlc appeffing in tre
entcftrtment
sccuon
of a IocJ n€!$p.Per.
"At
the local
viewcr
Choicc
video store, thc
number of
aLailablc
movi€s rn
YH$tapc format tcEr.aits
about
thc same as thrce
ycars
ago, cvcn thouSh Lhe number
of arailablc
movics on
drFilal
wideo
disk,

or D\rD, hx5 rrcrcrscd
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Pcople
who
predict
the
jspending
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tbe
vHS format irc mistakcn. smce
dcm:rnd
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vHs
movie
renttls
roday clexrl),
remarns
jrx!
ar sFonS
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01MOH
Assumrxc
rHAT
ALr THrruos
Rrm,qrn UNcH.lr.rcro
ovER TIME
srrecB
pil
be
sdcr
rl)an cvcr."
/\
GRE or GI1AT
Ar8umcnt
mjehr re\,
or cvidcrcc
colccrcd n rl\e
rast
irt
order to formulirc:;omr
conclusioo
or rcconrmcnd;rrion
conccming thc
preseilt
ot
rlJc
JLtto-!.
Similarl),, :ln

Argumcnt
miSht rclf
on cvjdencc abour
present
condtrio s ro
mak€ a
prcdicrion
or rccornmcndarion
Ior
tbe
,ttttc.
D\tr unlcss
lhc rguDrcnr provides
ctc:rr cvictcncr !t.r,lr
kcy circum.
st nces bave
rcmaincd,
or will
rcmain,
unchnngcd
ovcr tbe relcvanr
timc
pcriod
(b)'
the
wa),
i!
wonl),
rhe Ar8umenr
is \,l)lnerabte

to
crjricism.
To address
a mc.shifi
problem,
you
should
:rccomplish
€ach of rl)e
following
rhrce usks:
1. Identify
lhe
problem (i.e.,
rhe poor
assumprion
rha!
aI kc),
circumstanccs
rcmrin txed
over tiIne).
2.
Elucidate
by
providing
cxamplcs
of condirions
t}}at migir
chmge
from one Ume

Famc
to tl)c orher.
3.
Evduare r}lc
arAumenr
in li8hr
of rhc
probl€m.
You'U probably
fieed rhrcc
scnrenccJ
to accomplish
a[ rlu€e r$k5.
If
you
havc
more t!ne,
you
can
perforrn
eithcr
of
thc
following
optional task5
a5
.
lodicatc rhar ro
srcn$hcn
tl)c argurncn!,

rhe autlor
musr conrtncc
rhar
oihcr rclevanr
condirions
remain urch4nS€d
from
onc timc
foelne to rhc
next.
.
Lisr addiional
iJrformation
about pasr
afld
present (or
prcscni
alrd
funrrc)
ci.cumsunccs
tlat
you
nccd in
order to evaluarc thc
rccommcndarion,
predicrion,
o.
orhff conclusion.
EfiaEple-Past
CoDditiors

Remain
Unchanged
i':r the
present
4zd Future
Hcrc's an
AJgumcnr rhat prcvidcs
€vidcncc
abour thc
past
to dl"w a
.
coDclusion
abour rhc prcsenr
,s wcll
aj
1tlc futufe.
CIhe
Al.gumcot migha
suffcr
from oticr
rcasoning
problcms
as wcll,
but
hcre I,m focusinb
on
this tj$e-shifr
problcm.)
The rcsponse

accomptishcs
all duec rcquircd
u.ski,
as
well
as
suggesdng how
to suengt}lcn-the
argumcnr, all
in a single,
concrsc
p-e_fa8nph.
The folowing zpp€arcd
in a polirical
cimpaign adveniscmcnr:
'Rcsidcots
of tJris
st?te should votc
to clect l{.r-avitz
a5 stetc
govcmor
i.n
thc upconling
elcction. During lctvitz's
_filr-al rcrfn
a-s x
srat€
scnator,
shc
a/as

a mcmbcr of a
special
leAislativc
commincc
t}laa cxplored w"ys
rhc statc can
reducc
ir5 cscatadrS
ratc of violcnr
crime.
Elcct Kravic for
aovemor,
and
our citics'
ntutut.pct6oB on
Pctcrson
s
,
rrrititig
SkILr
lor
tha
GR-E/GIUT
T6tt
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ar
lcast for
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bc
profitlbtc.
Tame-Shift Problems
il
the
Official Arguments
(Parts
6 and
B)
Ai
you
srudy mj,es$ys in Prfi
6
("Essavs
for 20 Officiai cREArgumenrs"), look
tor m\'
anal)sis
of rime.shr.ft problenrs
in
lhc fottoNirs
p;tn8mphs:
| | |

cn.E Argurncnr No.
9
(iirird
essiy
p:rragrapir)
cRE
ir!'umcnr No.
3l
(fourih
essxy
pafignph)
GRI Argumcnr
No.
96
(sl\{r
essal' pangi.rph)
Gn-E Argument No-
109
(rhird
essal.
p:rmSrnplr)
GRE Argument No.
113
(founh
cssay
prrlgriph)
s
you
srud)'my css:rvs in Paft
6

("EssaYs
fof 20
Official
clt T Arg:u-
mcnrs"), look for m)'xnalysis
of time,shifr
problems
ifl d1e followinS
paragraphs:
I I I I G 1!T
Argument No. 23
(fourth
cssxy
prlagmpb)
GI{, T Argument No. 28
(fouftb
essq'
pamgmph)
GMAT
Arg1lment No.
5l
(sccond
and rhird essay
paligmphs)
GtrIAT rgument No.
79
(fourth
essly
panSraph)
-

GMAT Argumenr No.
l3l
(second
essxl'pangmph)
OiHrn Rrasounrc Pnosle^as
wtrH GRE AND
GMAT Ancurarurs
Nosf rhat
-\'ou've
cximined
rh€ mosr common
cR-E
and
GMAT
reasonin8
problcm!,
briefl),su.vey some othe. r€asoning
problems you
mighr Iind
$'jth
an Argumen(.
Alrhough each of rhese
problems
is less common tim
anv of thc
ones I've alrerd)' covered,
you
should be rcacil' for thcm
an,r5vay-
jusr

in case.
Failirg to
Dcfine lmportant Tcrms
Ar rgumcnr
might rely on a ceftain rcrm wiriloui
providing
an sdcquatc
dcfirition of it. l-ook especially
for rcferences ro a
parlicuiir
class,
cfl-
.
cgoo, or
group,
without x
clear cxplanarion
of'whar
jr jncludes
or
excludes. For
cxamplcs of rhis
problem,
see
I I I
cRI Arr$mcor No.
59
(fou.rh
essa)'
p;rngnph)

I
r
I I GiIAT
lrgument No. 23
(fiilr
essiy
pa.rgr:rph)
I
GMiT Argument No. 71
(founh
cssly
pxragraph)
cN'lAT Argrmcnr
No.
89
(frsr
essay
parag.iph)
CI{AT Aryumcnt No. 122
(founh
cssay
p:lmgmph)
uuu.peI6oB om
GRE/GntAT Il
utox suoettallatntnt
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I
OH
Arguing
Simultaoeously for
fko
Competing
Objectives
A
GRI or GN{AT rgumcnr
mighr
scck ro achieve nvo
disrrnct objaciivcs,
Nhich
ippdu
ro compcrc wirh
each
othcr:

in
orher
eord3.
accomplishing
onc
objccrivc decrcrscs
rtrc likelihood
ol lchicvi.A
tbc orhcr_ For xn
oiamplc
of
rh's
probtrm.
scc
E
I
I
I
ciu T ArSumenr
No.
i9
(fr.fth
essal parnSmph)
Engaging in
Circular Reasonilg
A cRE
or c)U T Argumenr
mighr rel).,
ar leas! panll,,
on

irs
own Lnc of
rcasoning
ro suppon
rhni verv
rc:soning,
This
gcncral
problem
is
koown
bv rhe rerms
"circular
reasoni'8"
and
-Llutolos)-
as.wcll
fi b).rhe idiom
"beSging
t}e quesiion."
For an
example of
r.his
problcm.
sec
I | |
cR! Argumcnr
No. 42
(frfth
essay

pangBph)
DO"S
AND DON'TS
FOR
YOUN
ARGUMENT
ESSAY
Nor', reviev,/
sonrc oI thc k€y
poinrs
f.om
Pxn
3.
Hcre xrc
rwo lists
of
DO's and
DON Ts-for
conren! and
or8anization-ro
kecp
I.ou
on
ihe
righr rnck
jn
organizinF
and composing your
rgrjmcnr
css:rr. To reinforcc

dre ide6 in rhis
list, emark
the lisr ud
rcfer 10 ir
from
ume
ro rime as
vou pmcuc€
rhe Argumcn! \rTiting
t;lsk .lnd
as
-vou
,cid m), sample
cssrl,s
ir Pln 6 ,nd
Pirr 8.
Comrr.n-Youn
Cnrrrour or rHE
ARGUMEM
DO
idenrii ana
keep in mind rle
Ajtumcni
s linrl .rnd rnrermedirre
conclu-
-sions
so'thrr
you
can analyze
the ArgriJnent's

use of evjd€nce
ard line
of
reasoning in
suppofi of rhose
conciusions,
DON'I
mcrely
resqre
or rehaih the st"tcd
Argumcnt.
Ihe ont),wa.\,
ro scorc
poims
is to rcU thc
reader_whafs wrorg
s/ith
the Ar8llment.
UO
,nri)ze rhe
Ar8llmcni virh
an eye
for uncovering
tlree
or
lour
0aws-in
.
thc author's
iinc

of reasoning and
use of cvidcnce.
_
r.re
corunjr ro
mcmoN rhc
rfpes of re.soning
flas/s
you
lcamcd in
part
3,
and
look for
e!
lcai.
rhrce
of
thcm
in
your
Arglrncnr.
.
DON'T
rctv on ttre technical
lermirotoSl'
of format
toSic ro idcndy icisoning
problcms; plain
English wi!

su.ffice.
DO
idcntib
unsubsrrnriated
or r]nre3isonable
assumpLions upon.srbich
thc
Artument s conclusion
clcpcnds.
DO
suppon c"ch cb-allen8€
ro an assumption with ar lea.s!
onc
example
(scennno)
Pctqsons,
rrritrtg
Sktk
lor
the
GI|E/GAUT TcsL<
ll
IA
LO
tut01
ttuosatad
o'mnI
stsat
I
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01 MoH
CI'UT CAl
-A'lsloer
k' tbc
Real l:ssa|
Qucstio'Is
(l'{blishcd
b}'
Perer"on's). Thc ltook s ?nd edirion
conr.rins m) cssds
for
115
,^r8umeols io
thc offic'xl pool.
,{s
yor
rcad the book s ^rlumcnt essa}'s,
jot
down
Poinls
of cririqLre
-You

find clcarcsr or nrosr conyincioF. Also. highliSht
tmnsilionil
Phflses.
whjch
conncct
ihc cssa] s
poin6
of criliquc. Rcviclv
$c
phrases, then iIJ'
composing
sevcnrl
cssxvs
voursclf. miking x
specinl
cffon
to incorpo.rte
simihr
phrascs into
your
ess:r-\'s.
NOTE: For book irJorm:ition,
see fte
booki'
w€b supplcmcn6
'
(slary.vcsr.ncr/-srewld).
Pnacrcr, Pnaorcr,
PnqqrrcE!
Compose

as many
p:zctice essa's 3s
you
reasonably havc
time for,
responding
(o
the official
qucstions,
Be su.rc
io
P.rctice
under liJncd
conditions
with
a
a,ord proccssor,
restricting
your
use of editing
fudcdons
to lhc ones
provided
on thc rcrl exam. Elaluatc
your
Practice
cssays,
rcfcrdJrg .o lhc olncial scoring
criteda; rcJlect on
your wealncsscs, and

concenrare on
improving in thosc arcrs nexi
time.
REINFORCE'NENT EXERCISES
Now
lcfs reinforce
whxr vou've
leamed
ir
Pan
3.
Each of the following
cx€rciscs conbins
an
Argrmcnt
dcsiSned to hiShlSht
a
paltjcular
lcason'
ing
problcm.
For each
Argumenc
L Compose
a brief
(one-
or two-prragraph)
cssav response
tfiat
Ioc]rses on4' ofl

tbat
iroblern.
2, Tr.v ro incorponrc
alt thc requted elcmeots
Ior
an adcquatc
anrlysis
of
thc
problco.
3.
You ma)'also discuss how
to remcdy the
problem
(strcnSahcn
thc arSumcnr) and/o.
whft addirional inJomalioq
is nccd€d to
n
y
cvaluztelhe .^rBumcnt,
in tcrms of
the sPcciJic
problcm.
4. On scratch
papcf, outlite addirional rezsoning
problems wlth
A.r€umcnt that
you
would alticipatc drscussitg

were
this a
tull'length
(3Grrirutc)
snring task.
ljmir
t/our
tirne to l0 minules
pcr
cxercise
Ior
each
tFoup
of cxcrcis€s, clircciions
for tllat
Sroup
immcdialely
precede rhe cxcrciscs. M!
lespotLses and
com"EnLt be8o1 on
page
1I I
r'tu.p.'cr5o6.cod
Pctcrson's
I
wtlttng
Sht|ls
lor
GRAGMAT
T,

ttt
oJ't
u'
re rt
ed
t)
n' r'
E
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