writing skills gre gmat phần 2 potx

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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
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Peterson's
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TlV
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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.
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
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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
suostntd.J ntnt

srsalJvw)nd
aql ) t(s '4s stt,t-ta|
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14

pr^lo^ur
sdars,y'pads
arn r
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lug lnoBv
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
@
:'l!'
or,
trf
r,,rr
r",u'lt"T

tY?3"
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ir uru(il:l(l
pur:
sitou :iutir)
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lHl
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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
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rnur
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s[)pr
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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

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O
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mc):
Notes
(Issue
1)
pR0
.
44-:".1!ili uJ4
tJ.
v
t,.4
.tL.4^14 .'^L!4:.or.4
.L^z ,-,o1,^,-t t""
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Notes
(Issue

2)
pR0
. /tr4;.*
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s
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stt!45

n'utrlrAl
stsal
JYr!9n{:
Oudine (Issue
2)
PRo
A
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t
b
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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
utor
stoeahd ntah
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JoI
nt,:ls
lu'tu/^
D.
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.e ttqrqord
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3nSSl 9N|UOSS'H9|H V
SSOdt
030lMOH
. .,NOTE:
If
you
rc a cR!
tesr t:ker who opls to submit
a
handwrinen
.
cssay,
you
won't have tl]c luxrul' of rearmnSing
senlcnces a'ld
para_
8.rphs.
I'ou'll
necd to srlc
Ercrtcr
c:lrc
to
gei
it righr $e first timc.
Noq', hcre
are thc
bodl'
p:lr,rgraphs
of m,r' rcsponsc

to cach of thc two
simulxred
Issues. As
)'ou
re:rd
thcse
bodi
par,rSnphs.
nole lire followinS:
.
I rricd to srick to m) outline
$fiitc ar dre snmc iime rcmxi.lrin8 ,lcxiblc
:rs
ncw
idels for conlcnt or orgxnizltion
occr.rrrcd to nlc.
(Nolice,
for
insilnce,
that I rcpositioned certain
points
frotri
nr-\'otltlines,)
.
I havcn't ircludcd eve,-r'single
polnt from m) outlinc. Thrt s
becausc
you probabl-\r won't
hrve drne to cover
everv

poinr you I!ant
to make.
.
You
might
personall_v
eithcr
ag.ce
or
disagree $/ith mi'posidons ot
$,'ith
my reaions
for them. That's finc;
when
it comes
to the Issue
essay, it s
rll a mattcr of opinion-and
noi even
_vour
honest
opinion
ar thatl
.
A8ain, I've
underlined words and
phmses dut
vou
might use in
almost

any
Issuc
essay to help
you
see
how rhe
jdcas
flow naturilly
and
pcrsursivcly
faom one
to the nexr,
Fou r-Paiagraph Body
(Issuc
1)
L{pcriencc rc s us rhar indjviduals and
pdvate
corpomdons
tend to act
ifl drcir
own
shorr.tc.m €conomic and
poliliqll
iote.cst, rot on
behalf
ofrhc
cnvironmenr or the
public
at lat8€. f.or exrmple,
cuncflt technol-

o8y
makcs
possible
the compiere elitnination ofpoliuting
cmissions
from auromobiles. Nev€ftheless- neidrer auiomobilc manufac$rers nor
consumcrs arc
willing
orable ro
voluotarily make the sboft-tcimJacri.
-
fices ncccssuy ro accomplish this
goal.
Only thc
govemment
holds the
reftllarory and enforcement
power
ao impose the n ecessarl' stlndards
ard to ensure th.at
we
achieve these
8oa.ls.
A1g!ggU,
go.'emment pen?.ltics
do nol
guamnlee
compliancc
wi.h
environmcntal regulations.

Businesscs often aftempt to
avoid compli
ancc by conccaling t})eir activitjes, lobbyrng
lcsislato.s to modiry
re[lu]ations, or moving
ope.atjofls to
jurjsdictions
rhxl allow thcir
environmcnt'lly hirn-Lful
acrivides. Others calculate
*rc cost of
poluting,.in
tcrms of
punishmcnt,
:thcn
budSel in
advance fo.
'anticipatcd
pcn2lrics
and oper
y
violate the llw.
llovcvcr, tiis
-
bchevior
only.sclvcs to
underscore
tjre necd for
Sovernmcot
intervcn.

tion, bccause left udenered,
this tt?e of behavior
vould
only
cx"ccrbatc
cfl vironmcnLd
problems,
One
must idmit as
weLl
ihat
goverruncni regulttion,
environmcnral
or
lthcrwisc.
is Faught
with
bure.xucratic
"'|d enJorcemcnt
Problcms.
ncgu'
latory
qvsrems
inhcrcntll call fo.
Iegislativc
comminces. invcstigations,
Wrltlrg
Skllk|or
tbe
GRE/GIuT Tests

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AVSSS
lnssr 9N|UOSS-H5rH V

lsody\oc
ol MoH
6. Cor'lposr
a Bnrrr
CoNcLuorNG
oR SuMMARy Plnqoupn
Urdess
]'our
css:l) has:r clcxr rnd. tbc readcr migh! rhink vou
didn'r finish
in
nmc. Thrl s no{ thc iort)rcssion vou
w:rnt
ro nr:rke: so
bc
surc
(o
mxkc
timc
Io
wrap
up vour discussion.
Convc\'
thc nuin thnrst of
vour
essn\' ir)
rso of threc scnlcnces. It ao cspccialll' insiShth.rl concludinll
Jroint
occurs
to

you.
lhc finxl senlcncc of
),our
essal is lhc
pl.lcc
for i!,
For cxch of the two simulated Issues, herc s a brief summarl tha!
assurcs tlrc rc:rder
I've or8Rnizcd
my
tific
weLl rnd
finished m)'
cssrl'-
Notice thar this
brief summ:rD
does,rol
inrroduc€
rn_\' ne\r' reasons or
cxampiesi it s
jusr:r
quick
recapirulation.
(Again,
I've underlined
words
and
phdses
that
you

could use in an)'
nnrl
prrrgraph.)
Final Pamgiaph
(lssuc
1)
ln the find
eralysis,
only
d1e autboriw and
scope of
power that a
Foverrrmcnt
posscsses
can ensure the atuinment
of
aSrced.upon
cnvi.rotuncntal
goals,
Since individuals
arc unablc
and buslDcJscs
aie
by nature unwillirg
to assume
this lcsponsibility,
Sovemrncot
must
do so.
Finnl Paragraph

(l$sue
2)
ln sum,
although leidership, indivjduxl ambirion, and €ven the
valuc
of tangibl€ ,rscrs
plr),
crucial
rolcs
ln ahe
succcss
of
many large
businGs o4laniadons. reamwork is the singlc ingrcdicnt commoi
to
all sucll or!:aniTidons. It is, drerefore, the
kcy
one.
L Be sr.re
you've prescnted
varvins
perspcctives
on
$c issuc,
Thcrc's norhrnS
wronS with adopting a strong
posiuon,
but
you
should ,lways ackrowledge $c

merits and dmwbacks of othcr
viewpoinE
as
wcll.
If
your
cssay
appcars too one-sidcd, now's
tlle time ro add e
pangmph
that rcmedies this
problcm.
Check
your paragflphs
to see
iI thcy are ba.]anced in
lcoSith.
lf
thcy
arcn'r,
perhaps you
dwellcd
too
lon8
on one
arca
of
disc\rssion,
whilc
in anotler,

you
neglccted
to
providcadcqur&
suppon
(rersons
andlor cxamples).
Dur48 step 7 is lhc
timc to
llim hck and
lill
our as necded to
achieve r
balanccd
Drcscnta-
Check
your
inlroductory and concludinB
pangmphs
to m?ke
sure
t}lev'rc consistent
q,ith
cach other.
2.
3.
u4at.pctetsons.com
Petison
s
,

Wtlrinq
skltts
Iof
tbe
GRUGMAT TE'T,
7. R.rvrrw AND REVTsE FoR CoHEiENcE AND BALANCE
Be sure rc rescavc
time ro revise xnd rework
your
essal' as needed for
r
-
balanccd, coherent discussioo. Hcre's
what
you
should
n1'to accomplish.
durinS
stcp 7: