Gmat essay samples analysis of an argument

It certainly seems possible, though, that your essays could keep you out, if your entire application package is borderline and you write one or two truly awful essays. The easiest format to use in writing this essay is the classic 5-paragraph style, and a simple, effective format will look something like this: Brief recap of argument and statement that the argument has merit but also contains multiple flaws.

Gmat essay samples analysis of an argument

I did those far more on the fly since those were more question-specific than argument essays. I guess a general template would be P1 - Intro and a thesis P2 - Example 1 usually in depth P3 - Example 2 in depth P4 - Exploring the nuances of the question -- ie, why the opposing position is not entirely wrong.

This shows I understand that the issue is not black and white. If you have specific questions let me know. Support your viewpoint using reasons and examples from your own experience, observations, or reading.

With an increasingly globalized world, and the advent of ever-improving technology that allows people to go as far as to project a holograph of themselves sitting in a chair in Tokyo from their office in San Jose, California, we are starting to reexamine the ways we structure learning. Gone are the days on the one-room schoolhouse, where all learning is completed between eight and three p.

More and more often, schools are utilizing the significant technological tools that have been developed in order to redefine the way we teach and the way we learn.

Indeed, we can now learn math from an online recorded voice while we sit on the couch in our pajamas. In the statement above, the author claims that though distance learning and online educational programs offer convenience, in-class instruction is irreplaceable.

Though, distance learning and online educational tools can provide fantastic aids to traditional classroom learning and a great deal of benefit to certain students, as the author claims, they cannot entirely take the place of in-class instruction.

The main reason that distance learning cannot take the place of traditional in-class instruction is that the primary benefit that in-class instruction provides is spontaneity. Students can learn from the questions another student asks, which can make them realize that they do not understand a subject as well as they thought they did.

In debates with other students surrounding, perhaps, the Cold War, students can learn from each other based on their give-and-take, something impossible to duplicate in online educational programs. In such programs, students complete assignments, email them back and forth with their teachers, receiving comments each time, learn primarily from books or prewritten tools, and only hear their teacher speak through phone or web based tools.

Example of AWA that was rated 6 : Analytical Writing Assessment (AWA)

CTY students cannot see the imperceptible body shift or raised eyebrow that let them know they are moving off track.

Because they can only communicate with other students generally through discussion boards or chat rooms, they are not as spontaneous in their student-to-student interaction.

By writing down what they say, they have time to read it over, think about it, before posting it. In a typical classroom, however, students bounce ideas off each other, and often, the exchange of ideas is far more free than if they are given the chance to self-censor.

Because distance learning lacks the spontaneity of conversation that in-person teaching provides, by definition, it cannot perform the exact same function.

Analysis of an Issue

In-class instruction generally caters to students in a specific geographical area, whereas distance learning allows for interactions with students around the world. In-class instruction might utilize specific community examples such as a proposed city ordinance to teach a concept, while distance learning, by definition, must include more universal examples that are easily understood by people with a variety of backgrounds.

This lack of personalization and tailoring of teaching to specific students makes distance learning fundamentally different than in-class instruction, and therefore, beneficial to different people.

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MIT recently launched an open courseware system where lecture notes, Power Point slides, essay questions, and assessments are provided to anyone with an Internet connection.

Yet the act of attending MIT is substantially different than the act of using the courseware to take the same classes MIT students take. The students one would interact with at MIT are generally at the top of their high school classes, have been preselected by the university as able to do the work, whereas though the MIT courseware allows for online discussion of the material, any person can log in and utilize it - a significantly different population than the population that attends MIT.

Because the two modes of teaching by definition must serve different populations, they cannot act fully as substitutes for one another.

Many colleges, particularly community colleges, have launched distance learning and online educational systems to better serve their largely commuter population.

The student who takes, for example, Calculus I through distance learning will likely leave with a similar understanding of the mathematical principles as the student who takes Calculus I through a traditional, in-class teaching system.

The key point, however, is that their experiences will not be the same. Distance learning has value, can teach a student a great deal, but not all students learn best in such an environment. Distance learning will never replace in-class instruction, since many students learn better through in-class instruction than through distance learning and vice versabut that is not to say it will not continue to expand and provide value for the students who utilize it.

In sum, distance learning and in class instruction provide different modes of learning, and neither can exist as a substitute for the other. Neither can replicate the other so completely as to say they are the same, and thus, neither can replace the other.Sample GMAT Essay Prompt (Topic) and Exemplary Response.

GMAT Analysis of an Argument Prompts: Using Weaknesses - Kaplan Test Prep

The GMAT AWA section (Analysis of an Argument) is designed to test your analytical-writing and critical-reasoning skills. Your task is to critique the stated argument in terms of its logical soundness and in terms of the strength of the evidence offered in support of the argument.

Gmat essay samples analysis of an argument

See an ideal GMAT AWA essay example. In the previous post, I demonstrated some brainstorming and identified six objections to this argument. I then selected three of them as the basis of the essay that follows.

This is one way to go about writing the essay. Introductory paragraph: In a memo to the president of Omega University, the music . In addition to the Analytical Writing Assessment section sample argument below, you can download a full list of the possible Analysis of an Argument Topics you will see on the GMAT exam.

Gmat essay samples analysis of an argument

Sample Analysis of an Argument Problem. Directions. In this section, you will be asked to write a critique of the argument presented. Jul 24,  · Re: AWA compilations - Analysis of Argument Essays &nbs Wed Jul 24, am Print view First unread post. GMAT-Model Questions Index Let us see what the Analysis of An Argument question is.

The Analysis of An Issue question in GMAT expects you to think over a controversial issue, take a position on it and or justify your position. On the Analysis of Argument AWA, your job is to critique the argument presented. Essentially, you will say why the argument is flawed, how it relies on unproven assumptions etc.

You are not to give your position on the issue. Here is a sample prompt: “The Excelsior .

Sample GMAT Essay Prompt (Topic) and Exemplary Response