gre argument essay sample answers

The GRE ® General Test

One test for graduate, business and law school

Select a step to learn more about your GRE ® General Test journey.

Analyze an Issue Task

The "Analyze an Issue" task assesses your ability to think critically about a topic of general interest and to clearly express your thoughts about it in writing. Each Issue topic makes a claim that can be discussed from various perspectives and applied to many different situations or conditions. Your task is to present a compelling case for your own position on the issue.

Before beginning your written response, read the issue and the instructions that follow the Issue statement.
Think about the issue from several points of view, considering the complexity of ideas associated with those views.
Make notes about the position you want to develop and list the main reasons and examples you could use to support that position.

Task instruction sets

It’s important that you address the central issue according to the specific instructions. Each task is accompanied by one of the following sets of instructions:

Write a response in which you discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take. In developing and supporting your position, you should consider ways in which the statement might or might not hold true and explain how these considerations shape your position.
Write a response in which you discuss the extent to which you agree or disagree with the recommendation and explain your reasoning for the position you take. In developing and supporting your position, describe specific circumstances in which adopting the recommendation would or would not be advantageous and explain how these examples shape your position.
Write a response in which you discuss the extent to which you agree or disagree with the claim. In developing and supporting your position, be sure to address the most compelling reasons and/or examples that could be used to challenge your position.
Write a response in which you discuss which view more closely aligns with your own position and explain your reasoning for the position you take. In developing and supporting your position, you should address both of the views presented.
Write a response in which you discuss the extent to which you agree or disagree with the claim and the reason on which that claim is based.
Write a response in which you discuss your views on the policy and explain your reasoning for the position you take. In developing and supporting your position, you should consider the possible consequences of implementing the policy and explain how these consequences shape your position.

The GRE raters scoring your response are not looking for a "right" answer — in fact, as far as they are concerned, there is no correct position to take. Instead, the raters are evaluating the skill with which you address the specific instructions and articulate and develop an argument to support your evaluation of the issue.

Understanding the context for writing: Purpose and audience of the Issue task

The Issue task is an exercise in critical thinking and persuasive writing. The purpose of this task is to determine how well you can develop a compelling argument supporting your own evaluation of an issue and effectively communicate that argument in writing to an academic audience. Your audience consists of GRE raters who are carefully trained to apply the scoring criteria identified in the scoring guide for the "Analyze an Issue" task .

Raters apply the Issue scoring criteria to actual responses, so you should review scored sample Issue essay responses and rater commentary. The sample responses, particularly those at the 5 and 6 score levels, will show you a variety of successful strategies for organizing, developing and communicating a persuasive argument. The rater commentary discusses specific aspects of evaluation and writing, such as the use of examples, development and support, organization, language fluency and word choice. For each response, the commentary points out aspects that are particularly persuasive as well as any that detract from the overall effectiveness of the essay.

Preparing for the Issue task

Since the Issue task is meant to assess the persuasive writing skills you’ve developed throughout your education, it has been designed neither to require any particular course of study nor to advantage students with a particular type of training.

Many college textbooks on composition offer advice on persuasive writing and argumentation that you might find useful, but even this advice might be more technical and specialized than you need for the Issue task. You will not be expected to know specific critical thinking or writing terms or strategies; instead, you should be able to respond to the specific instructions and use reasons, evidence and examples to support your position on an issue.

Published topic pool

An excellent way to prepare for the Issue task is to practice writing on some of the published topics (PDF) . Even if you don't write a full response, it’s helpful to practice with a few of the Issue topics and sketch out your possible responses. Some people prefer to start practicing without regard to the 30-minute time limit. Others prefer to take a "timed test" first and practice within the time limit.

Plan your response

Regardless of which approach you take, review the task directions and then follow these steps:

Carefully read the claim and the specific instructions and make sure you understand them. If they seem unclear, discuss them with a friend or teacher.
Think about the claim and instructions in relation to your own ideas and experiences, to events you have read about or observed and to people you have known. This is the knowledge base from which you will develop compelling reasons and examples in your argument that reinforce, negate or qualify the claim in some way.
Decide what position you want to take and defend.
Decide what compelling evidence (reasons and examples) you can use to support your position.

Remember that this is a task in critical thinking and persuasive writing. The most successful responses explore the complexity of the claim and follow the specific task instructions. As you prepare, ask yourself the following questions:

What, precisely, is the central issue?
What precisely are the instructions asking me to do?
Do I agree with all or any part of the claim? Why or why not?
Does the claim make certain assumptions? If so, are they reasonable?
Is the claim valid only under certain conditions? If so, what are they?
Do I need to explain how I interpret certain terms or concepts used in the claim?
If I take a certain position on the issue, what reasons support my position?
What examples — either real or hypothetical — could I use to illustrate those reasons and advance my point of view? Which examples are most compelling?

Once you’ve decided on a position to defend, consider the perspectives of others who might not agree with your position. Ask yourself:

What reasons might someone use to refute or undermine my position?
How should I acknowledge or defend against those views in my essay?

As you plan your response, you may find it helpful to:

summarize your position and make notes about how you’ll support it
look over your notes and decide how you’ll organize your response

After you’ve practiced with some of the topics, try writing responses to some of them within the 30-minute time limit so that you have a good idea of how to use your time in the actual test.

Evaluate your response

When you’re finished writing your practice response, it would be helpful to get some feedback on your response.

You might want to get feedback on your response from an instructor who teaches critical thinking or writing
You could trade essays on the same topic with other students and discuss one another's responses in relation to the scoring guide.

Look at the scoring guide for the Issue topic and try to determine how your essay meets or misses the criteria for each score point in the guide. Comparing your own response to the scoring guide will help you see how and where to improve.

Tips for the Issue task

Keep the following tips in mind:

You’re free to organize and develop your response in any way that will enable you to effectively communicate your position.
You can incorporate writing strategies you learned in English composition or writing-intensive college courses.
GRE raters will not be looking for a particular developmental strategy or mode of writing. In fact, when GRE raters are trained, they review hundreds of Issue responses that, although highly diverse in content and form, display similar levels of critical thinking and persuasive writing.
Raters will see some Issue responses at the 6 score level that begin by briefly summarizing the writer's position on the issue and then explicitly announcing the main points to be argued. They’ll see others that lead into the writer's position by making a prediction, asking a series of questions, describing a scenario or defining critical terms in the quotation. Raters know that a writer can earn a high score by giving multiple examples or by presenting a single, extended example.
Use as many or as few paragraphs as needed to support your argument. You’ll probably need to create a new paragraph whenever you shift to a new cluster of ideas.
The clarity of your ideas and the skill with which you convey them are more important than the number of examples and paragraphs or the form of your argument.

Sample Issue task with strategies, responses and rater commentary

For more information, review a sample Issue task, including strategies for the topic and essay responses with rater commentary at each score level.

The sample responses, particularly those at the 5 and 6 score levels, will show you a variety of successful strategies for organizing, developing and communicating a persuasive argument. The rater commentary discusses:

specific aspects of evaluation and writing, such as the use of examples, development and support, organization, language fluency and word choice
aspects that are particularly persuasive
aspects that detract from the overall effectiveness of the essay

Pool of Issue topics

When you take the GRE General Test, you’ll be presented with one Issue topic from the pool. To help you prepare, we’ve published the entire pool of tasks from which your Issue topic will be selected.

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GRE Essay Prompts

The GRE Analytical Writing section requires you to write two essays—one will be an analysis of an issue and the other will be an analysis of an argument. You will have 30 minutes for each essay. Try your hand at these GRE essay prompts, and read our explanations for what makes a great GRE essay. We pulled these sample questions from our book GRE Premium Prep and from our GRE prep course materials.

The GRE Issue Essay

The Issue Essay of the GRE requires you to present your opinion on the provided topic.

Issue Topic

You will be given a brief quotation that states or implies an issue of general interest and specific instructions on how to respond to that issue. You will have 30 minutes to plan and compose a response in which you develop a position on the issue according the specific instructions. A response to any other issue will receive a score of zero.

"True beauty is found not in the exceptional but in the commonplace."

Write an essay in which you take a position on the statement above. In developing and supporting your essay, consider instances in which the statement does and does not hold true.

A high-scoring Issue essay accomplishes four key tasks: (1) considers the complexities of the issue; (2) supports the position with relevant examples; (3) is clear and well organized; (4) demonstrates superior facility with the conventions of standard written English. Make sure that you respond to the specific instructions and support your position on the issue with reasons and examples drawn from such areas as your reading, experience, observations, and/or academic studies.

[+] See the Answer

The GRE Argument Essay

The Argument Essay of the GRE asks you to examine and critique the logic of an argument.

Argument Topic

You will be given a short passage that presents an argument, or an argument to be completed, and specific instructions on how to respond to that passage. You will have 30 minutes to plan and compose a response in which you analyze the passage according to specific instructions. A response to any other issue will receive a score of zero.

Write a response in which you examine the stated and/or unstated assumptions of the argument. Be sure to explain how the argument depends on the assumptions and what the implications are if the assumptions prove unwarranted.

A high-scoring Argument essay accomplishes these tasks: (1) clearly identifies and insightfully analyzes important features of the argument; (2) develops ideas clearly and logically with smooth transitions; (3) effectively supports the main points of the critique; (4) demonstrates superior facility with the conventions of standard written English. Note that you are NOT being asked to present your own views on the subject. Make sure you that you respond to the specific instructions and support your analysis with relevant reasons and/or examples.

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GRE Argument Essay Template and Sample Argument Essay

July 7, 2021 April 6, 2023

The second essay you’ll have to write when you sit down to take the GRE is the GRE Argument Essay. It’s only 30 minutes and can be a bit of a challenge…

So you need a strong game plan.

But should you really worry about the essays since they don’t factor into your quantitative and verbal scores?

Absolutely!

We tell our students that while the essay scores may not be of importance to graduate programs, the ease of writing them should be important to you. The Analysis of an Issue and Argument essays are the first sections of the GRE. You don’t want to go into them frazzled and anxious. You definitely don’t want to finish them feeling like you could have done better. Unfortunately, this anxiety will carry into the rest of the test and NOT pave the road to earning your best GRE score.

To help you relax into the essays and the rest of the test, we’re sharing the exact template and sample essay we show our GRE students. Before you take a look, read these tips on how to practice with them.

GRE Argument Essay Practice Tips

1. Words to use in every argument essay are in blue on the template.

You want to have these transitions and links well practice so that you can use them automatically on the test. Obviously, this essay is HIGHLY dependent on the one provided in the prompt, so much of what you write is unique to the question.

2. Your GRE argument essay should be 4 or 5 paragraphs depending on the question.

Some questions ask you to evaluate another opinion, discuss a disadvantage, or give an opposing viewpoint. Therefore, you need another body paragraph to respond to that part of the prompt.

3. The sample GRE argument essay is directly from ETS, so don’t copy the essay.

Think about how your examples and reasons can be used to respond to the prompt.

PEEL means Point – Example – Explanation – Link. The blue in the sample essay shows how well the body paragraphs conform to the PEEL writing format.

5. Always outline your essay first.

It is very obvious to a trained reader when students don’t outline their essays first. You just have to jot down your opinion and reasons or examples in a quick list. This quick outline will help keep you focused and make your writing more cohesive.

6. Check out the full list of GRE argument essay prompts .

You shouldn’t write essays for each prompt (there are a lot). However, you should read over the whole list looking for differences in the ways questions are asked. Then, pick 10 prompts to practice outlining. Of those 10, pick 5 essays to write fully.

7. For extra practice, work on the parts, rather than the whole.

Just write an introduction, a body paragraph, or a conclusion for some of the essay prompts. After outlining, of course. This type of focused writing will improve the individual parts of the essay, resulting in an entire essay that is much better overall. You don’t have to write the parts for the same essay. Switch it up!

8. When you write a full essay, do it in 30 minutes.

Practice the way you are going to perform. By the time you write your second full essay, you should be writing in only 30 minutes. Set a timer and type the essay on the computer without using spell check or Grammarly. Ideally, you will write the essays when you do a full-length GRE practice test . It’s important to develop stamina for the full 4-hour test.

GRE Argument Essay Template

In the argument provided [or letter or memorandum] , the author asserts that [his recommendation or proposal]. The author’s argument does not make a persuasive case for [goal of the argument]. This argument lacks sufficient logical reasoning and appropriate evidence, and thus, is not strong enough to [goal of the argument].

First, write your first reason that the argument is not sound here. For example, put your example of the assumptions the argument depends on here. You can use quotation marks if you directly reference the text. Explain your example with consideration of the stated and unstated assumptions. To strengthen her argument, the author would benefit from add the link to your thesis about the argument here.

In addition, write your second reason that the argument is not sound here. For instance, put your example here. Explain your example with consideration of the stated and unstated assumptions. Unless add specific link to the argument, it can not be used to effectively back the author’s argument.

[You may need another paragraph depending on what the prompt asks you to do.]

The conclusion should consist of a restatement of the argument goal, a restatement of your thesis, and a closer. The location of these in the paragraph will be different based on how you choose to write it.

GRE Argument Essay Sample Prompt

In surveys, Mason City residents rank water sports (swimming, boating and fishing) among their favorite recreational activities. The Mason River flowing through the city is rarely used for these pursuits, however, and the city park department devotes little of its budget to maintaining riverside recreational facilities. For years there have been complaints from residents about the quality of the river’s water and the river’s smell. In response, the state has recently announced plans to clean up Mason River. Use of the river for water sports is therefore sure to increase. The city government should for that reason devote more money in this year’s budget to riverside recreational facilities.

Sample GRE Argument Essay

[Restatement of the given argument] In the argument provided, the author asserts that the Mason City government ought to devote more money to riverside recreational facilities. [Your thesis] The author’s argument does not make a cogent case for increased resources based on river use. [Overview of reasons related to goal] This argument is rife with holes and assumptions, and thus, not strong enough to lead to increased funding.

[First reason] Citing surveys of city residents, the author reports city resident’s love of water sports. It is not clear, however, the scope and validity of that survey. [Example] For example, the survey could have asked residents if they prefer using the river for water sports or would like to see a hydroelectric dam built, which may have swayed residents toward river sports. [Explanation] The sample may not have been representative of city residents, asking only those residents who live upon the river. The survey may have been 10 pages long, with 2 questions dedicated to river sports. We just do not know. [Link] Unless the survey is fully representative, valid, and reliable, it can not be used to effectively back the author’s argument.

[Second reason] Additionally, the author implies that residents do not use the river for swimming, boating, and fishing, despite their professed interest, because the water is polluted and smelly. [Explanation] While a polluted, smelly river would likely cut down on river sports, a concrete connection between the resident’s lack of river use and the river’s current state is not effectively made. Though there have been complaints, we do not know if there have been numerous complaints from a wide range of people, or perhaps from one or two individuals who made numerous complaints. [Link] To strengthen his/her argument, the author would benefit from implementing a normed survey asking a wide range of residents why they do not currently use the river.

[Third reason] Building upon the implication that residents do not use the river due to the quality of the river’s water and the smell, the author suggests that a river clean up will result in increased river usage. If the river’s water quality and smell result from problems which can be cleaned, this may be true. [Example] For example, if the decreased water quality and aroma is caused by pollution by factories along the river, this conceivably could be remedied. But if the quality and aroma results from the natural mineral deposits in the water or surrounding rock, this may not be true. [Explanation] There are some bodies of water which emit a strong smell of sulphur due to the geography of the area. This is not something likely to be afffected by a clean-up. Consequently, a river clean up may have no impact upon river usage. [Link] Regardless of whether the river’s quality is able to be improved or not, the author does not effectively show a connection between water quality and river usage.

[Closer] A clean, beautiful, safe river often adds to a city’s property values, leads to increased tourism and revenue from those who come to take advantage of the river, and a better overall quality of life for residents. [Restatement of the given argument/goal] For these reasons, city government may decide to invest in improving riverside recreational facilities. [Restatement of thesis] However, this author’s argument is not likely significantly persuade the city goverment to allocate increased funding.

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ESSAY STRUCTURE

As with the Issue essay, there is no single “correct” way to organize an Argument essay.

Video Courtesy of Kaplan GRE prep.

Introductory Paragraph (2-4 sentences)

Try to accomplish three goals in your introductory paragraph:

Briefly restate the argument in your own words.
Briefly trace the argument’s line of reasoning.
Indicate the extent to which the argument is logically convincing.
If possible, sum up your arguments in one sentence (or two brief sentences).

The following is a sample template for the first paragraph that accomplishes these goals:

The author concludes that____________, because ________. The author’s line of reasoning is that ______________. This argument is unconvincing for several reasons; it is____________ and it uses _____________.

First Body Paragraph (3-5 sentences)

In the first body paragraph, your goal is to critique one of the following:

The reasoning of the argument
One of the premises of the argument
One of the assumptions of the argument

The following is a sample template for this paragraph that accomplishes this goal:

First of all, ____________________________ is based upon the questionable assumption ________________________________. That _______________, however, _________________. Moreover, ________________________.

The purpose of the second paragraph is to address one of the following:

Secondly, the author assumes that_________________________. However, __________________________. It seems equally reasonable to assume that____________________.

Third (and optional Fourth) Body Paragraph

In this paragraph, your goal is to critique one of the following:

Finally, _______________________________________. The author fails to consider__________________________________. For example, __________________. Because the author’s argument _________________.

Final Paragraph (2-3 sentences)

In the final paragraph, your goals are to:

Summarize your critique of the argument
State the main point of your essay

The final paragraph is not the place to introduce new arguments or issues. Sample template:

In sum, I agree that______________________. However, ____________________; on balance, _____________________.

The numbers of sentences indicated for each paragraph are guidelines, not hard-and-fast rules.

Do not be a Parrot The transitional phrases used here are purposely simplistic; do not simply “parrot” them word-for-word in your essay or adopt a fill-in the blank approach. If you do, your essay might appear stilted or contrived.

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GRE Issue Essay: Strategies + 8 Real Student Essays with Scores

The content in this post applies in 2024 to the new, shorter GRE!

When you sit down at the computer on test day, the very first thing you’ll encounter is the GRE AWA Issue essay. For a lot of test-takers, this will feel daunting. But not you! In this article, Magoosh’s experts will guide you through the most important steps in attacking the analyze an issue task. In addition, we’ll take a look at student examples of the GRE “Analyze an Issue” task so that you can understand what gets a high score—and what doesn’t—on the official exam.

An overview of the gre issue essay.

Top 5 AWA Issue Strategies

Student GRE Issue Essay Analysis: Prompts, Essays, and Grading Samples

So, what do you need to do for the GRE AWA Issue essay? Well, your goal is to read the prompt, then agree or disagree with the premise—and explain the extent to which you agree or disagree. Think you can’t prepare in advance? You’d be wrong! There are two main things you can do to get ready for the AWA portion of the GRE.

Review the Topic Pool

First, because the prompts are drawn from GRE’s published pool of Issue Essay topics , a bit of research will give you an idea of what to expect in terms of subject matter and presentation. Don’t try memorize all of them! There’s far too many. But! Do spend time browsing the topics and thinking about how to approach them.

Plan of Attack

Second, come up with a plan to navigate the GRE “analyze an issue” task. Not sure where to start? We can help! Here’s an example of a tried and true process for high-scoring essays that you can use to address any Issue task:

Read the directions carefully
Brainstorm and outline pros and cons
Choose a side
Select a concession point
Be sure to leave around two minutes for proofreading and editing

Top 5 GRE Analyze an Issue Task Strategies

Now that you have the basics down, let’s take a look at some more detailed strategies you can use to maximize your score on the GRE AWA Issue essay.

1. Be Organized

Even an impassioned, cogent response falls apart if it is not bundled into a proper essay format: An introduction, a few body paragraphs, and a conclusion.

2. Focus Your Paragraphs

The Introduction The Intro paragraph has a very limited purpose: The Intro should only introduce the topic and present a clearly defined thesis statement. The thesis will indicate your position on the issue. Your stance should be just ONE of the many points of view about the topic, not more than one. Often it is easiest for the writer—and the reader—if the last sentence in the Intro is the thesis.

The Body Paragraphs The 2-3 body paragraphs make up the bulk of analyzing the issue and should focus on using examples (ideally one per body paragraph) to develop and support your thesis. Make sure you use appropriate transitions and that your sentences link together cohesively so that by the end of each body paragraph you have persuasively—and clearly—shown how your examples supports your thesis.

The Conclusion The conclusion should be very short. In fact, it should only be a few sentences that recap your thesis and supporting points.

3. Keep It Engaging

Repetitive sentence structure makes for repetitive reading. Vary up the way you write—don’t be afraid to use a colon (or a dash), drop in a semi-colon, and vary up the syntax. A constant stream of noun followed by verb followed by adjective implies that you are a hesitant writer. You don’t want the overall impression your essay leaves on the graders to be a resounding meh .

4. Be Specific

Hypotheticals are fine, if you can use them to convincingly back up your point. However, that’s the tough part; “some people,” “mankind,” or “you” are dull and vague. Let’s say you are addressing this prompt: “Knowledge can sometimes be used for destructive ends.” Stating that “Oppenheimer’s knowledge of nuclear fusion allowed him to create the most destructive weapon the world had ever known” is far more impactful than, “scientists can sometimes use technology to hurt us.”

5. Stay On Topic

Perhaps the most important point (lest you wonder why you received a ‘1’ on your essay) is to keep your essay on topic. Imagine you had to respond to the mock prompt on knowledge I used above. If you begin talking about how technology is destructive because smartphones cause us to become insular… you have totally forgotten to answer the question, “Knowledge can sometimes be used for destructive ends.” Address the most compelling examples, yes—but the most compelling examples that relate directly to your topic!

Now, it’s time to take a look at how sample essays meet (or fail to meet) the above criteria—and how this affected their scores. All of the following essays were written in response to the GRE Issue prompts , so check them out if you haven’t already, and then come back to analyze some examples!

Note: We’ve formatted the essays so that you can see the prompt and instructions first, then try writing your own response (this is great practice!). Once you’ve done that, click on the “essay and analysis” arrows to view examples of graded student essays and see how yours compare.

GRE Issue Essay Prompt 1: University Requirements

Prompt Universities should require students to take courses only within those fields they are interested in studying. Instructions Write a response in which you discuss your views on the policy and explain your reasoning for the position you take. In developing and supporting your position, you should consider the possible consequences of implementing the policy and explain how these consequences shape your position.

Student Essay

Some people believe that universities should put stringent policies in place that require students to take courses only within a chosen field of study, thus harshly limiting the breadth of knowledge that they are able to study. Concentrating on only one field is important in terms of developing expert knowledge and specialization, but it is also crucial that the student hone a well rounded knowledge of the nature of the world so that their field of specialization is accented with courses from outside disciplines as well. It is for this reason that I believe that students should focus their study on a specific field yet also be allowed and encouraged to accent and expand their specialized knowledge by sampling courses from other areas of specialty as well.

Our current globalizing world contains diversity of knowledge, culture and creed that is increasing at a rapid pace and in order to succeed in a world such as this, it is necessary to hone a diverse skill set of knowledge and expertise. Therefore, university policies should encourage students to accent their study of a specific discipline with outside courses that will enhance the breadth of their knowledge about the nature of the world. A student studying medicine, for example, clearly needs to focus the majority of their time on understanding the inner workings of the human body on a scientific level. However, it is also crucial for them to have a more general knowledge of the way in which humans function on an individual or cultural scale (i.e. psychology and anthropology), because effective doctors are not simply capable of diagnosing diseases, but can also interact effectively, with individual and cultural sensitivities, with their patients in order to provide the most well-rounded care. A mathematician who knows only about math and knows nothing about the ancient civilizations whose cultures discovered geography will be ill-suited to make math interesting to his future students or to understand the real world implications of the equations he slaves over daily. A one-dimensional course of study will only serve to foster bias and an uncritical approach to life in such students. Thus, because we live in a world that is multi-faceted, it is important for every specialist to learn a bit about specialities outside of their main discipline in order to augment their understanding of the world at large.

When universities provide a structure of encouragement for their students to augment their specified studies by selecting some courses from outside their discipline, there are some possible consequences, such as the potential for students to change their mind about what they want to focus on. Some may say this is an inefficient use of time and that it will confuse students. However, I would argue that it will foster a wider breadth of knowledge that is ultimately beneficial for any student; a student that started studying biology but then switched to psychology, for example, will always appreciate and pay heed to the importance of our life sciences and will not neglect to consider how the functions of the body may affect someone’s mental health. The existence of knowledge in a wider range of disciplines will only provide the student with more information with which to take charge in a world that is highly complex and rapidly changing all the time, and so allowing them to experiment a little and change their mind once or twice is to their benefit rather than to their detriment.

In conclusion, I disagree that universities should require students to take courses only within their specific, chosen field of study. When students are able to focus their study on one specific topic but then augment it by sampling courses from other disciplines, their knowledge becomes more wide ranging and interdisciplinary, thus providing a better foundation for them to succeed in a rapidly globalizing world. While they may change their minds as to their preferred topic of study one or two times, they will ultimately succeed by having a wide breadth of knowledge that will teach them to approach the world without a subject specific bias. Overall, it is best that universities allow their students to take courses outside of their chosen course of study in order to diversify their pallate of knowledge.

Issue Essay Analysis

This GRE Issue essay starts off with a strong intro that clearly articulates the author’s position. The essay is also very long, and the body paragraphs well developed. In terms of ideas this is a strong—though if slightly limited—essay. It makes a compelling case for interdisciplinary learning. A physician studying anthropology will be more culturally sensitive; a psychologist who studied biology will have a great appreciation for the biological underpinnings of the psyche. The writer justifies this well-roundedness in terms of relevancy: a one-dimensional person will struggle in our complex, globalized world. As well thought out and supported as these points, they are far too similar, and this essay would have benefited from picking another example that argues in favor of allowing students to take courses outside of their majors. Another flaw is the essay doesn’t directly addresses the directions: “should consider the possible consequences of implementing the policy.” Is a world of well-rounded, complex individuals the consequence of allowing students to choose subjects outside of their majors?

Stylistically this essay is not perfect, and I have some minor grumblings.

The ongoing debate about whether a university should require students to take courses only within their fields of study or take extra classes to fulfill graduation requirements is an interesting one. There any many valid arguments to each side and it is not a simple black or white choice when deciding who is right. However, by requiring students to only take courses within their major, it allows for students focus on taking classes that are only applicable to their future careers and allows them to save money in a time where saving money is equally important to a college degree.

In many situations, students will finish high school and go on to college with an idea of what they want to do with their life. For students who are in majors such as engineering or the a science field such as chemistry or biology, it is important to for them to stay on top of all of their course work because of the higher number of courses that they must take in order to fulfill the university requirements for a degree. Many of these students knew before they entered college that this would be the case and gladly accepted that challenge, however by requiring students to take extra general education classes to fulfill their diploma requirements seems counter intuitive to a level of education where students are beginning to focus and narrow in on their future career goals. By forcing say a engineering student to take music theory or British literature just simply to fulfill a general education requirement and having that class conflict with a engineering major course seems to prevent these students from coming to college and fully obtaining their goal as quickly as possible.

The other aspect to consider is the financial aspect. In many of these situations, the students are under pressure to finish their degree as soon as possible because of many state budget cuts to education which limit the number of classes offered with in their major. Not only does this mean extra classes that students must take and thus more money they have to spend because tuition is usually based on a per unit fee, forcing these extra classes upon can have a longer impact if they are forced to stay longer in college than they originally assumed they would. College already charges an extremely large amount to attend and that already does not take into account the other expenses that students have to pay (such as room and board, food, and books), but adding on extra semester, quarters, or even years because a student had to take general education classes instead of strictly major classes is an unfair system to put a student through.

As with any situation though, there are always exceptions to the rule. For one not every student enters college with the same career focus and direction as their peers. Many students will come into college unsure of the direction they want to take and many students who think they know what direction they want to go, end up changing their minds (sometimes multiple times). By requiring students to take classes from a broad range of spectrums, Universities can help students narrow down what career path they may want to follow. Many times students may have a preconceived notion of what a subject may be about and not want to try it, yet by requiring it, they may be able to find themselves in a new class with something they may choose to pursue in the future, something they perhaps never would have considered. There is also something to be said about being able to take higher education classes simply for the benefit of wanting to learn about something that interests you. College allows you to do that and by making it a requirement, it allows students a bigger chance to do that.

Overall though, universities that force students to take upwards of 10-12 general education classes just to fulfill a requirement for their diploma seems unfair. When a student comes into college with a specific end game in site, the universities should not hinder their goals by overloading them with extra requirements and instead focus on helping hem obtain their goals as quickly as possible. The time and financial benefits that could be reaped by not requiring students to take these classes could have a direct impact on the success of all students as well as the future communities they intend to help.

Score: 5.0 This essay covers most of the bases: it offers analysis on both sides of the issue, it throws in a few sentences that address the specific instructions, and it, for the most part, clearly articulates a position. The essay does not wow with thorough analysis, great sentence variety (or indeed any stylistic flourishes). In other words, it gets the job done without making too many missteps.

While I award this essay a ‘5’, there are moments when that score seems shaky. This is not mainly due to the ideas (though the generalizations don’t help: “As with any situation though, there are always exceptions to the rule”); at times the sentences become overloaded and tend to digress.

Word choice could have also been a little more dynamic. “Large”, “bigger”, etc. could be spiced up a little more: “astronomical”, “excessive”, etc.

In addition to making the sentence more readable, and varying up the syntax a little, the essay could have been improved with a little more analysis. I would have like to say more than taking more courses is expensive. Sure, that is a totally valid point, but to spend an entire paragraph on it the overly long first paragraph about students who are not engineers as well.

Additionally, the last body paragraph is confusing: “There is also something to be said about being able to take higher education classes simply for the benefit of wanting to learn about something that interests you. College allows you to do that and by making it a requirement, it allows students a bigger chance to do that.” Is the author implying that colleges shouldn’t require students to take only course in their field (which would go against the main point of the essay)? And by saying that colleges make “it a requirement” that college require students to take courses outside their field?

Had this paragraph been a little clearer and had the writer expanded the scope of the financial issue, this essay—along with a little more dynamic writing and sentence variety—could get at least a definitive ‘5’, if not a ‘5.5’.

Liberal arts colleges and professional schools often debate whether they are required to develop well-rounded individuals. The primary purpose of universities is to establish the ground work for future field experts and specialists, meaning the developing into other fields would detract from the development of specialization. A basic understanding of how to delve into other fields is all that’s necessary.

A college degree in a field suggests that a graduate has the basic understanding of a specialized field, and they may continue to develop into a true expert. At every level of the collegiate process, students have further expansion into their speciality. For instance, science majors start with basic fundamentals that are required for latter learning. They soon go off into their own fields, isolated from the humanities and, often, other science majors. Because students usually have only four years to achieve a set requirement of tested standards in a particular field, universities must push students into their fields quickly. There simply isn’t enough time to truly explore all the possible fields of study at the university level. Exploratory learning shouldn’t be required as it doesn’t serve any purpose when the student won’t continue to explore in those extracurricular fields.

If a student were to only hole themselves away into the fields of physics, they may never truly understand how their physical knowledge relates to society and the social world. Universities tend to have to weigh this “roundedness” against the need to produce future field experts. The outcome is introductory classes that relate to your field, but intertwine with other fields of study, and push students to explore on their own time. These initial exploratory classes would be necessary for any field of study anyway, as creativity and individual pursuit is essential for any expert to further their field’s knowledge.

These exploratory classes are necessary for students to apply their growing expertise, but leaving their fields of study should be done on their own because they can only expand into the elementary levels of other fields within their time restraints at the university level. In this way, students aren’t led by the hand through fields they aren’t interested in, but they would still have the capability to explore their fields if they truly were intrigued. Allowing students to create their own directions, intertwining their interests, creates dynamic individuals who are happier with their degrees and more productive to the world through their specialization.

Universities are meant to develop future experts and specialists in particular fields of study. They should lay the groundwork for students to be able to explore of fields, but not in a way that detracts from their field’s work. At a moment when their time is so precious, students can’t afford to be left behind in their fields as they are forced by curriculum to explore unwanted alternatives.

There are some things about the essay that I like: it brings up interesting ideas relating to the prompt. Do specialists with “roundedness”contribute more to their fields than those specialists who focus only on their fields? The sentence variety makes things flow along nicely, until the middle of the essay, where the author becomes vague. Indeed, at times I’m not sure which side of the prompt the author is arguing.

For example, at the end of the second paragraph he states: “Exploratory learning shouldn’t be required as it doesn’t serve any purpose when the student won’t continue to explore in those extracurricular fields.”

The very next sentence—the first sentence of the third paragraph—says the exact opposite: “If a student were to only hole themselves away into the fields of physics, they may never truly understand how their physical knowledge relates to society and the social world.” Suddenly,the paragraph is arguing against what the previous paragraph stated.

The second to last paragraph is weighed down in abstractions, without a useful specific example to clear things up. Consider the topic sentence: “These exploratory classes are necessary for students to apply their growing expertise, but leaving their fields of study should be done on their own because they can only expand into the elementary levels of other fields within their time restraints at the university level.” There is a lot going on here, and I really had to reread the sentence several times to get what the author was saying. The ETS graders won’t take this much time. And given that the essay has already pulled an about-face in the previous paragraphs, makes this sentence even more obfuscatory.

The conclusion is much clearer than the rest of the essays, and allows me to understand what the essay was trying to say alone.Compare the clarity of this sentence to the one I mentioned in the previous paragraph: “They should lay the ground work for students to be able to explore of fields, but not in a way that detracts from their field’s work.”

So how to grade an essay like this? Strong analytical skills, sophisticated writing, and solid organization….yet, a contradictory—and at times muddled (the clause in the intro, “….meaning the developing into other fields) leads to a confusing essay.

The author states that students should only take classes within their realm of study. Although, students may gain more of a grasp on what they are studying, this requirement fails to take in what students can learn outside of their required classes. To say that students can only take classes within their concentration is occluding them to knowledge that they may learn in other fields of study.

For example, universities typically require students to pick their major, as well as a minor. Some programs may also require students to select a few elective classes as well, so students can establish themselves as more rounded individuals.

Also, taking classes outside of a student’s field of study may help boost the student’s overall GPA. For example, if a student has an in major GPA of 2.5 and an out of major GPA of 3.2, then the overall GPA will increase. However, it could be vice versa as well. If someone isn’t doing that great in their elective classes, it could bring their overall GPA down.

If this policy is implemented, the consequences may be severe. One consequence could be that a student may not be able to graduate on time because they may not have enough credits. Or they may not meet the GPA requirements to graduate because they failed a few classes within their major.

If the university decides that students can only take courses within his or her chosen field of study, then the university may not produce well rounded individuals.

This essay is an example of a 4.0—just barely—that is undeveloped and thus on the short side. It is not an example of a longer, totally one-sided ‘4’ that ignores the directions (notice how the final body paragraph addresses the “consequences” mentioned in the instructions).

What the author has written is an intelligent response to the prompt. She doesn’t simply agree with the prompt, but takes the opposing side, providing support (“To say that students can only take classes within their concentration is occluding them to knowledge that they may learning other fields of study.”). In passing, I should mention that “occlude” is used incorrectly. This is not a major problem, but remember that, if you use GRE words, make sure you know how to use them correctly.

I do not agree with the stated policy to allow students to only take course within their chosen fields of study. Instead I feel that students should should have the opportunity to take course outside of their major for the following reasons.

First, I feel that taken course outside ones major gives students variety, and exposure to experiences or interactions they may not have considered previously. Take for example Lisa, an engineering student who spends countless hours studying. Realizing that she needed a change of place an outlet of some sorts decides to take a modern dance course just for fun. What ultimatly was that Lisa learned to relax which interned helped her study more effectively and perform better in her engineering course.

Then take Monique, a political science major who doesn’t know how to swim. decided to take a swimming course and not only learned to over come her fear, but gained confidence in other other aspects of o her live.

Thirdly, lets consider Jason, a physics major who only took courses in his major. He became such an expert in his field us study, but became increasing socially award because of his inability to converse or relate to his peers.

In the even both Lisa and Monique were not able to take course outside of their major, I fear that they would have succumb to the pressure that sometimes too often over takes students adjusting to university lift. By deviating from their mandatory set of course they found a renew focus and inner strength that they may have never know before. Jason however, didn’t fair as well due to his strict focus in University

University is about diversity and gaining new experience for growth and development. Not being allowed to explore this diversity limits the over experience and potential stunts the education growth and perspective of students

Grammatical errors and spelling mistakes mar the effectiveness of this essay. Specifically, commas are misused (or not used at all), incorrect words are used (“interned”, “award” vs. “awkward”). I think many of these mistakes can be remedied if the student spends some time editing.The point in editing isn’t to catch the nitpicky errors but the glaring ones (of which this essay has many).

Next, the essay has very predictable development: take one-side of the prompt, and then come up with three hypothetical examples to support the point. There is zero analysis. This essay could have been improved and gotten within striking range of a ‘4’, or at least a ‘3.5’, had it simply addressed the instructions: “consider the possible consequences of implementing….” Of course, addressing the grammatical and spelling errors would have helped the essay.

Prompt 2: Lasting Legacy

Prompt Those who see their ideas through, regardless of doubts or criticism others may express, are the ones who tend to leave a lasting legacy. Instructions Write a response in which you discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take. In developing and supporting your position, you should consider ways in which the statement might or might not hold true and explain how these considerations shape your position.

A famous author once remarked that “Winners never quit and quitters never win”. People who see their ideas through, however unpragmatic it may be considered by others are the ones who have truly made a difference.

History is replete with examples of people who were perceived as crazy, illogical and even insane by laymen, yet when their ideas were sedulously worked upon, by the creator , day after day, combined with long hours of toil, the result was nothing, short of marvelous.

Lets’s take the example of the Indian freedom struggle fought by Gandhiji on the basis of Satyagraha. It was very difficult for the Britishers to assume that India would be freed one day under the leadership of a loin cloth covered ordinary looking man without the use of weapons or bloodshed. The reason that Indian freedom could be achieved was the unflagging determination of Gandhiji and the uncommon methodology used of winning freedom by peace and not bloodshed.

Looking not far, I can recall the example of Galileo who was reviled and persecuted by the Church authorities for challenging the existing norms that pervaded the society that time. Galileo’s fierce determination , not to give up on his ideas even during harsh criticism paved the way for modern space research.

Another convincing example is of the Wright Brothers. Who would have ever imagined that it is indeed possible to fly like a bird and traverse different parts of the globe. I am sure that the Wright brothers were reviled when they first came up with this idea of developing an aeroplane. But, again today their invention has become a legacy.

Though there are several examples of people winning through odds because of their determination and unflagging spirit and creating noteworthy inventions, there could be times when this may be the cause of much trouble. Consider the doggedness of Hitler.though he was criticised for his heinous atrocitities on the Jews, he still did not stop the atrocities. These are few examples when people with strong determination can create an ill legacy instead of a legacy.

The writing in this essay has a lot of punch and makes reading it easy. However, there is little to no analysis. Like many essays on this prompt, the essay takes an extreme position, and beyond a vague, jumbled mention of Hitler, does not address the instructions: “…you should consider ways in which the statement might or might not hold true.”

As an SAT essay goes—basically you can take a relatively strong position—this is a good essay. Even then, some of the examples lack persuasiveness: “I am sure the Wright brothers were reviled.” Maybe they weren’t (they actually were, somewhat), but to say “you think” vs. “many notable scientists mocked the Wright Brothers notion of human flight” makes the essay far more tentative than it should be.

Also, the examples are very sparse, especially Galileo. Some more development would have perhaps bumped this essay to a ‘4.5’. But without any analysis, and by failing to take into account the other side, this essay gets only a ‘4.’

Although, doubts and criticism expressed regarding a particular by others seem valid at the particular time of inception of time, if the person follows through his idea or well cherished dream, then he may become success in his endeavor and leave a lasting legacy. So, people who see their ideas through, regardless of doubts or criticism others may express, are the ones who tend to leave a lasting legacy.

New ideas takes time to be accepted by general public, and during the time from the inception till the acceptance, the person who invented or discovered that idea, may be criticized or oppressed. Galileo was put into house arrest for his entire life for his heliocentric model of the solar system, because it came in direct conflict with the church’s geocentric model which regarded Galileo’s theory as heresy. Later, Galileo’s model was readily accepted. So, it’s really important that the people should see their ideas through criticism and doubts of others and shouldn’t be daunted, since other people are not connected to the idea or dream or feel the strength of idea in the same way as the person who invented that idea.

If a person doesn’t

This essay struggles from a lack of clarity. The first two sentences are overloaded with words, and so it is difficult for a reader to figure out what the writer is trying to say. Since the essay graders do not have time to figure out what you are trying to say, you will be penalized. Luckily, the thesis is clear—though it is an almost exact rewording of the prompt.

The Galileo example—while expressed in language that is clearer than that found in the intro—isn’t that developed. We learn that he was arrested and confined for heresy. The essay automatically assumes that this is the same as criticism. I would say the church’s actions against Galileo are a little stronger than mere criticism.

What saves this essay from a sub-3.0 is the final sentence, which discriminates between the person with the idea and those who only have an inkling of that idea. However, this idea is not explored in more depth (and doesn’t really connect to the Galileo example). Indeed the essay ends there.

Prompt 3: Risky Action

Prompt People should undertake risky action only after they have carefully considered its consequences. Instructions Write a response in which you discuss the extent to which you agree or disagree with the recommendation and explain your reasoning for the position you take. In developing and supporting your position, describe specific circumstances in which adopting the recommendation would or would not be advantageous and explain how these examples shape your position.

People should undertake risky action only after they have carefully considered its consequences.

People should not let their fears prevent them from taking important risks in life. Taking risks is what allows us humans to achieve success, joy and ultimate fulfillment. However, prior to taking any risky action, it is essential that people should carefully consider the consequences.

For example, there are some risky actions that are life-threatening such as skydiving. Of course, before you can begin to skydive, you must learn the basics of this sport. Additionally, by also studying what can go wrong during a skydive, and learning how to react to that scenario, that person will have the knowledge and ability to stay calm and hopefully make better decisions that will allow them to get out of a bad situation rather than falling into a panic.

This also pertains to decisions about money and business. Everyday people are making decisions that are ‘make or break’. For those who really understand the consequences of their actions, they are able to make a wiser decision that may have less of an impact on them if the business or investment deal goes awry. However, but not educating oneself, the consequences of one’s action are likely to be more severe.

Sometimes, knowing the consequences of an action causes fear that will stops us from taking any risky actions. As a result we miss out on potential successes and most of all “joy”. Therefore, by understanding the consequences, one can eliminate feat, learn how to react in a smarter fashion and lead a much more enriching life than if they had never taken those risks at all.

This is a decent skeleton of an essay. But that’s the problem—it is only a skeleton and the ideas need a lot more fleshing out if this essay is to get at least a ‘5’. For instance, in the skydiving example, the writer barely scratches the surface. What are some things that a skydiver could possibly learn to help them make this risky endeavor less risky? How much less risky would they make sky diving? Is there a point where something is so risky that even if we take measures to prevent disaster from happening that something bad could still happen (skydiving in bad weather, or bungee jumping in a country that offers low prices—and also low quality equipment). In calculating risk, shouldn’t we also weigh the payoff. For the skydiving example, is the thrill worth the danger, even if one has taken the necessary precautions and learned proper technique.

A Final Word

Now that you’ve reviewed student samples from across the spectrum of GRE Issue task grades, you’ll have a better sense of what you need to do to get those high scores! More than anything, practice will help you get the score you want on test day. So take a look at the Issue pool and a few more essay examples, pull up a blank document, and get practicing!

Also, you can now sign up for Magoosh Premium Plan today to access our AI Expert Tutor that will grade your essay and give pointers on how to improve your score.

Chris graduated from UCLA with a BA in Psychology and has 20 years of experience in the test prep industry. He’s been quoted as a subject expert in many publications, including US News , GMAC , and Business Because .

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49 responses to “GRE Issue Essay: Strategies + 8 Real Student Essays with Scores”

Hello Magoosh team

First of all, thank you for your amazing tips about the issue essay.

But I still have a question about this task “if I write only two paragraphs, and mainly focus on only one side” Can I still get at least 4 points by doing this

Thank you very much for your kindness and time

Hi Supatat,

By “two paragraphs”, do you mean two body paragraphs? You should aim for an introduction, 2 body paragraphs, and a conclusion. In other words, you should have 4 paragraphs. 🙂 As long as you use strong examples and make your point very clear, you should be able to get 4 points on the exam even without a third body paragraph.

When giving examples whilst supporting our point, can we mention an borrowed idea or opinion and elaborate on it in our own words? Let’s say I mention an idea from Yuval Noah Harari and credit him? Will this be considered plagiarism in any way

Hi Akshata,

You can definitely mention an opinion as long as you state the original source. For example, you can say: “According to Yuval Noah Harari, […]” and that would be acceptable. 🙂

Hello Firstly, thank you for this wonderful article. I have a question which is: How can I say a concession point without making any contradictions to previous paragraphs? I hope that my question is clear. Thanks

Hi there! Thank you, we’re glad you found it helpful. 🙂 I’d recommend reading over the example essays in this blog post to see how they handle the concession point. In addition, be sure to check out our blog article 12 Tips to Ace GRE Writing as well.

I have a question regarding where to include the concession point in my essay. Does it receive its own paragraph within the body of the essay, or does each supporting idea have a concession point paired with it? And do you include the concession point in the intro and conclusion as well?

Thanks, Joe

Hi Joe! You can add a third body paragraph that discusses your concession if you have time, but you can also just make a quick concession point, say at the end of your second body paragraph. Just remember that the goal is to use the concession to prove your point. The most common mistake is to spend too much time on the concession, so it can be safer to do less than more. I would not recommend bringing up a concession in the introduction or conclusion. It’s possible, but it’s just too risky. Use your concession to say, “While it may seem that people are distracted by their cell phones, they are actually socializing while looking at their screens. Therefore, technology brings people together.” Something like that is a strong, quick concession, whereas if you spend a paragraph going on and on about how people never talk anymore, you run the risk of arguing for the other side! Hope that helps 🙂

Hi, It is OK to write issue essay from first person perspective?

There is no specific prohibition of the first person and some people do well on the essay and use the first person. But I tend to recommend avoiding first person language, especially “I think” and “in my opinion.” Both of these phrases tend to be redundant because you usually can take these phrases out of the sentence and your sentence will still maintain its meaning and grammar. You can completely avoid the first person and your writing will likely end up with a more sophisticated tone.

If you do use the first person, I’d recommend that you use it once in the introduction paragraph for your thesis, and that is it.

I recommend taking a look at some of the sample essays written on some topics. These are released by ETS, the testmakers, and will give you an excellent idea of what a great, good, and poor essay will look like. You’ll notice that the essays rated 5 and 6 do not have first person language but the other, lower scored essays do.

http://www.ets.org/gre/revised_general/prepare/analytical_writing/issue/sample_responses

I guess I am a lot of thoughts to put on, but facing trouble to make my writing more persuasive. Can you please suggest how i can make my writing more persuasive as to better reflect my thoughts.

In the AWA issue Essay, being persuasive is all about using evidence. Anytime you make a claim, think of the reasons people might doubt that claim. Address all of those most obvious doubts. Also think about any questions people might ask you to get a better idea about what you’re saying in your essay, and why you’re saying it. Always put forth a very complete set of supporting details and argumentative evidence.If you think you won’t have the time or space to complete your argument within the time and pace limits of AWA, then choose a different argument, or find a way to simplify your argument.

One set of directions states to “discuss the extent to which you agree or disagree with the statement…” I’m confused by “extent.” Does this mean that ETS simply wants us to take a side either in agreement or disagreement and explain why? Or by “extent” do they mean that it is okay to strongly disagree, or to somewhat agree, etc.

Hi Meredith,

The second option is more accurate–another way to think about “extent” is “degree.” So not only do your agree or disagree, but what are the limitations of that opinion? I hope that helps! 🙂

Can you write in first person on either GRE essays?

There is no specific prohibition of first person and some people do well on the essay and use the first person. But I tend to recommend avoiding first person, especially “I think” and “in my opinion.” Both of these phrases tend to be redundant. You usually can take these phrases out of the sentence and your sentence will still maintain its meaning and grammar. So, you can completely avoid first person and writing in a more sophisticated tone.

If you do use first person, I’d recommend that you use it once in the introduction paragraph for your thesis. And that is it.

I recommend taking a look at some of the sample essays written on some topics . These are released by ETS, the testmakers, and will give you an excellent idea of what a great, good, and poor essay will look like. You’ll notice that a 5 and 6 do not have first person but the other lower scored essays do.

I hope that helps! 🙂

Hi Chris! I have a questions about the intro paragraph/thesis statement. Do you have to include the points you plan on discussing in your body paragraphs in your intro/thesis?

It’s not necessary to state your points verbatim in your intro — in fact, it will probably save you time not to do so 🙂

My exam is on 13th February and I have about 1 month from now on. I tried to focus on verbal and math section more until now and did not spend enough time on AW section of the GRE. Would you recommend writing one essay per day to gain acceleration on practicing ?

Any suggestion would be appreciated. Thanks.

I am so sorry this didn’t get answered quickly, but hopefully our advice can help! I’d suggest that you first take a look at these ETS topic pools:

List of AWA Issue Prompts List of AWA Argument Prompts

Familiarize yourself with these topics, and then write several practice essays of your own using these ETS topics as a way to familiarize yourself with the questions and expectations. If you are careful to answer the actual question posed by the AWA tasks and you prepare yourself by knowing what will be expected of you on that day, you won’t have any trouble getting a good score. 🙂

Oppenheimer used nuclear fission, not fusion. 🙂 The GRE grader do not care if your facts are correct, though.

Dear Chris,

Firstly, thanks for keeping up with the blog. It’s been a great help.

Secondly, I was wondering if there is any way to insert special characters on the Gre essay software during the exam – such as those required in ‘vis-a-vis’ or ‘blase’ or ‘cliche’. If not, should these phrases/words be avoided? I’m from India and keyboards here don’t have these characters on them by default.

That is a good question. I have no idea of the keyboards here allow you to do so. Regardless, I don’t think ETS will hold that against you. Of course, there is a computer grader, but maybe it has been programmed not to dock. Still, I can’t image ETS being so picayune as to do you for not having the proper diacritic.

Hope that helps!

One thing that concerns me when writing my essays in the issue part is that a lot of the examples that come to my mind are not that well-known in the Anglosphere. I’m German, and I often think of something German scientists or politicians did or said, events that happened in Germany or things taught in German high school. The example essays that I compare my essays to usually score high by drawing on a wide range of examples that are well-known in the US. Stating my examples, that the examiner has possibly never heart of, either requires a longer explanation, for which I don’t have time, or googling on part of the examiner.

What would you suggest? In theory, the GRE should not be culturally biased. But I am afraid if I simply drop unknown German examples, the examiners might be confused.

Thank you for your advice,

PS: To know what I mean, I thought of some examples for you. Let’s say the issue is about privacy and I refer to the surge in users of the Posteo.de email client, a Berlin-based start-up whose unique selling point is that they protect their clients’ privacy as much as possible. Or in an essay about rebellion I could refer to the way the German authorities dealt with house occupiers in Dresden in contrast to those in Berlin after the fall of the Berlin wall – the occupiers in Dresden were given proper rent contracts while those in Berlin were forcefully evicted, causing violent clashes with the police. Or when writing about technology, I might want to cite the website dawanda.de where people sell self-crafted goods. I know that there exists a similar format in the US – etsy – but I am not that familiar with it and would not feel comfortable writing about it and would prefer the German example. This issue comes up for me with almost every essay I write at least once!

I am on the same boat and would love to see this question answered!

Hi Holing and Cornelia!

I know this is a late reply, but hopefully it can help others in your positions. 🙂

It is perfectly fine to use non-US examples for the GRE essays, but you want to make sure you give relevant context and information on the events so that the reader doesn’t have to guess whether or not your example really applies to the point you are trying to make. If you can do that, then any examples from your own country should be fine. 🙂

Hi, I have read in most sites that practicing essays is the best way to go for AW. But writing a full length AW issue essay or argument essay takes 30 mins each for a time limited atmosphere. So my question is while practicing from the ets pool of topics, do we need to write full length essays for every topic or just structuring and brainstorming on the topic and writing mock essays 3-4 times will be enough?

Hi, Karishma

30 minutes for each essay can definitely be tough to fit into your schedule! Doing quick structuring/brainstorming is a good alternative when you don’t have a lot of time. However, especially as you near your exam date, make sure to sit down and do a few full-length essays (not all in a row, but maybe one every few days) just so you can feel comfortable with the experience. I hope that helps! 🙂

Best, Margarette

Thanks Margarette!!

Hello people of Magoosh,

I have a question about writing a thesis for an issue task. I noticed that in the video lesson, the thesis contained a statement indicating choosing a side. However, there’s no mention of the main points covered in the body paragraphs. Is that a good practice? Don’t you think that a reader ought to know what to expect in the body paragraphs just from reading the thesis statement?

Referred thesis: “a college curriculum should be designed around the career a student will pursue upon graduation”

Excellent question! In a typical, untimed essay you definitely would want to let the reader know what is coming. The intro and thesis should give the reader some idea of where the discussion is headed and what will be discussed. This is a common practice in American essay writing.

But with the GRE, our strategies are a little different. Since we have such a limited amount of time to write an essay, we recommend spending as little time as possible writing the introduction and conclusion. The bulk of your time should be spent crafting the body paragraphs. As such, we only recommend stating your opinion or stance on the topic and not worry about prefacing your examples and reasons.

This isn’t to say that you can’t do this. If you are a quick writer and have the time, then you can definitely indicate what the main points of your body paragraph will be. 🙂

Happy Studying!

I just started practicing the AWA and am following the 90-day study plan for beginners. I’m trying my best to follow the outlined time structure you suggested in the videos, but in my first two essays I’ve always run out of time and always seem to produce mediocre work. Would you recommend that I practice writing without a time limit for now? Or should I just keep working with the time limit and would I gradually improve with more practice?

Hi Lara, Happy to help!

First, I recommend to keep practicing. Writing the essays on the GRE is a particular type of skill that needs lots of practice. So keep your head down and keep at it.

Second, if you feel like you need extra practice, try writing an essay more often. Instead an essay a week, write two. This will give you more opportunities for improvement.

Third, I recommend that you keep timing yourself. It doesn’t help to be good at writing an essay in an hour. We need to be good at writing an essay in half an hour.

One thing that I have done with my students in the past is have them write only an introduction or only an introduction and body paragraph in a set amount of time. So give yourself a time limit of 8 minutes and see if you can complete an introduction and body paragraph. This allows you to practice writing under time constraints and you can take baby steps towards completing an essay in 30 minutes.

I hope that this helps! Best of luck in your studies! 🙂

I just started reading the book you recommended: On Writing Well, by William Zinsser. Although I would love read all of it, I don’t have much time to spare. Could you suggest what chapters would most benefit us for the GRE AWA ?

Good question! I think the grammar-related passages are important. As are the chapters that relate to crafting sentences and creating paragraphs.

Hi Chris, Do you know if there are any sites where I can find high scoring sample essays? I’ve been practicing but feel as though I’m in a void as I have no point of comparison. Getting feedback from family and friends is helpful, but I’d just feel so much better if I could compare my essays to actual GRE essays. I could only find one sample set on the ets website…

It seems that only gre.org offers example essays. Just google “example GRE essays” and it should be the second hit.

Besides that there aren’t too many others I can think of that are online. Writing higher scoring essays, ‘5.5-6’ for blog posts is something I plan to do soon though :).

Hello! I would enormously appreciate if you can clarify me this. Which link are you referring to in the following sentence?:

” For practical advice on practicing: the link below provides access to hundreds of essay prompts by ETS”.

I cannot find it anywhere and it would be of invaluable help for me to have these essay prompts in order to practice.

Thank you very much!

No problem :).

Here is the link: http://www.ets.org/gre/revised_general/prepare/analytical_writing/issue/pool

Thanks for your quick response!

So I just found out ETS has started employing their e-rater technology. Thoughts?

Thanks for reporting that! Well, I hope it is better than the GMATs, which apparently counts number of words, a couple of transition sentences, etc. I guess time will tell.

whats e-rater technology, mentioned by J, Chris??

Sometime it seems that we cannot write enough in the issue task.

If we practice one essay per day, who will rectify this and will tell us how to improve our score in analytic. So that we can BUT ALL feel confident to write essay with positive tone.

Yes, that is true, and indeed I need to write another post on generating ideas.

As for somebody to give you feedback, find a trusted family member or friend. Of course, that person would not want to read everyone of your essays, but as long as you get feedback every once in awhile that will help :).

This sentence is dead-on, “If you think you did poorly on the essays, that knowledge could very well affect your performance on the rest of the test.”

I recently talked with a student who was consistently scoring in the 80th percentile on math and verbal in practice. But he wasn’t prepared for the writing section on test day and it affected his concentration throughout the rest of the exam. He scored in the 60th percentile. Doing well on writing can definitely set a positive tone for the rest of the exam.

Yes, I am happy to hear that student’s experience echo my thoughts. Really, “Doing well on writing can definitely set a positive tone for the rest of the exam” is perhaps the greatest GRE tip that nobody has ever heard of.

Did u mean non-native below?? “Two of the preeminent prose stylists of the English-language novel were both native-English speakers.”

Ha! Yes, I definitely did. Thanks for catching that :).

Table of Content

GRE AWA Sample Essays: Analytical Writing Examples

The GRE analytical writing sample essays serve as a guide to tackle different topics asked in the GRE exam. You will find GRE AWA sample essays along with topics, scoring guides and preparation tips for both issue and argument essays on the official GRE website. But how to use them wisely and score high in this section?

The first step is to have an in-depth understanding of the GRE AWA essays, and everything related to them. This is what this blog is all about. Here we have discussed the meaning and importance of AWA GRE samples and their nitty-gritty to kickstart your preparation.

What are types of GRE AWA Essays?

As it has been mentioned earlier, the AWA essays of the GRE are divided into two parts: Issue and Argument essays. Both these GRE essay examples are complementary to each other. While one needs a personal argument with evidence, the other expects you to evaluate someone else's argument by assessing its claims and evaluating the evidence it provides.

You will be given 30 minutes for each of the essays. The GRE analytical writing samples for each essay need to be approved differently. Hence it is important to have a clear understanding and solve several AWA GRE samples before appearing for your actual test. Moreover, rigorous practice is a crucial part of GRE preparation .

Suggested: What is GRE Syllabus 2024?

Now let us dive deeper into the types of GRE AWA essays and some GRE analytical writing sample essays:

GRE Issue Essay Samples

The GRE issue essay evaluates your ability to think critically about a given topic of general interest and clearly express your views about it in writing. Each issue statement provides a claim that can be seen and analyzed from different perspectives and is applicable to multiple situations or conditions.

GRE issue sample essays from the official GRE website is mentioned below:

As people rely more and more on technology to solve problems, the ability of humans to think for themselves will surely deteriorate.

Discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take. In developing and supporting your position, you should consider ways in which the statement might or might not hold true and explain how these considerations shape your position.

The luxuries and conveniences of contemporary life prevent people from developing into truly strong and independent individuals.

Write a response in which you discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take. In developing and supporting your position, you should consider ways in which the statement might or

might not hold true and explain how these considerations shape your position.

Society should make efforts to save endangered species only if the potential extinction of those species is the result of human activities.

Write a response in which you discuss your views on the policy and explain your reasoning for the position you take. In developing and supporting your position, you should consider the possible consequences of implementing the policy and explain how

these consequences shape your position.

In such GRE AWA sample essays, you must discuss the extent to which you agree or disagree with the statement. Your responses may either be strong agreement or strong disagreement, a qualified agreement or even a qualified disagreement. Whatever your opinion is, it must be supported by valid reasons.

Suggested: GRE Issue Essay Preparation Tips

GRE Argument Essay Samples

The GRE argument essay tests your ability to understand, analyze and evaluate arguments. Your task here is to depict your thoughts in writing vividly. You will be given a short passage that demands a definite course of action and interpretation backed by reasons and evidence. You must be keen enough to

critically examine the line of reasoning and present logical and convincing evidence.

There are several GRE argument essay samples on the GRE website. Some of them is mentioned below:

The following is part of a memorandum from the president of Humana University.

"Last year the number of students who enrolled in online degree programs offered by nearby Omni University increased by 50 percent. During the same year, Omni showed a significant decrease from prior years in expenditures for dormitory and

classroom space, most likely because online instruction takes place via the Internet. In contrast, over the past three years, enrollment at Humana University has failed to grow and the cost of maintaining buildings has increased. Thus, to increase

enrollment and solve the problem of budget deficits at Humana University, we should initiate and actively promote online degree programs like those at Omni."

Write a response in which you examine the stated and/or unstated assumptions of the

argument. Be sure to explain how the argument depends on these assumptions and

what the implications are for the argument if the assumptions prove unwarranted

The vice president of human resources at Climpson Industries sent the following recommendation to the company's president.

"In an effort to improve our employees' productivity, we should implement electronic monitoring of employees' Internet use from their workstations. Employees who use the Internet from their workstations need to be identified and punished if we are to reduce the number of work hours spent on personal or recreational activities, such as shopping or playing games. By installing software to

detect employees' Internet use on company computers, we can prevent employees from wasting time, foster a better work ethic at Climpson, and improve our overall profits."

Write a response in which you examine the stated and/or unstated assumptions of the argument. Be sure to explain how the argument depends on these assumptions and what the implications are for the argument if the assumptions prove unwarranted.

The following is a letter to the head of the tourism bureau on the island of Tria.

"Erosion of beach sand along the shores of Tria Island is a serious threat to our island and our tourist industry. In order to stop the erosion, we should charge people for using the beaches. Although this solution may annoy a few tourists in the short term, it will raise money for replenishing the sand. Replenishing the sand, as was done to protect buildings on the nearby island of Batia, will help protect buildings along our shores, thereby reducing these buildings' risk of additional

damage from severe storms. And since beaches and buildings in the area will be preserved, Tria's tourist industry will improve over the long term."

Write a response in which you discuss what specific evidence is needed to evaluate the

argument and explain how the evidence would weaken or strengthen the argument.

Here you are required to examine the argument's stated and/or unstated assumptions and analyze if the assumptions prove unwarranted. Your response must discuss both the argument's assumptions as well as the implications of the assumptions for the argument.

Tips to Use GRE AWA Sample Essays

The GRE AWA sample essays with answers available on the GRE official website are beneficial in polishing your preparation and tracking your overall progress to determine your GRE scores later. But you must equally be keen enough to use those GRE essay examples to your maximum advantage. Let us see how:

Always start by skimming through the well-scored GRE analytical writing sample essays.
Try to observe the body of the essay, the flow of sentences, etc., to get an idea of how to structure your essay.
Carefully go through the GRE AWA sample answers to understand how to put forward your viewpoints.
Emphasize the areas with which you struggle the most. With extra effort in going through GRE AWA sample essays, you will gain the much-needed expertise to tackle GRE AWA topics .

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Frequently Asked Questions About GRE AWA Sample Essays

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Gre prep online guides and tips, gre issue essay: 4 steps to a perfect score.

Of all the different kinds of questions on the GRE, the GRE Issue essay question can seem like the most daunting to answer completely correctly. Instead of choosing from a selection of already-made answers or filling in a numerical solution, you must write hundreds of words in an attempt to fulfill rubric criteria, knowing that there is no one right answer to the question.

To help make this Herculean task more manageable, we’ll go over the Issue essay GRE rubric in depth and offer our top GRE Issue essay tips to help you score highly every time.

Feature image credit: Bruce Berrien /Flickr

Do You Need a 6 GRE Writing Score?

In general, your GRE Writing score is the least important of your GRE scores. No grad school will require you to get a 6.0 on the essay. A 4.5 is a good GRE writing score for most schools and programs, regardless of the discipline. Even programs that have cutoff scores for writing-heavy programs, like UNC’s Media & Journalism graduate degrees , don’t require anything above a 4.5.

If you’re looking to emphasize your writing skills (for example, if you’re an international student whose first language is not English and you want to show that you can write well in English), a higher score (5.0+) can help. However, even in those instances, a perfect 6.0 score isn’t going to be necessary.

Some doctoral programs, like Harvard’s Education Ph.D. , might have higher average scores, but that’s a function of the students applying being strong writers (which you have to be to make it to the doctoral level), rather than the program itself requiring certain scores. For Ph.D. programs, you’ll have the opportunity to demonstrate your analytical thinking skills in other ways that are weighted more heavily than your GRE Analytical Writing score.

Learn more about what you’ll need to get into grad school with our article on grad school requirements !

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What Goes Into a 6-Scoring GRE Issue Essay?

The best way to determine what is needed for a perfect Issue essay score is to take a look at the official rubric and go over how the human essay grader is rating your essay.

To show the differences between a passable Issue essay and a perfect Issue essay, I’ve created a side-by-side comparison of the criteria for a 4-scoring and 6-scoring Issue essay on the GRE.


In addressing the specific task directions, a 4 response presents a competent analysis of the issue and conveys meaning with acceptable clarity.	In addressing the specific task directions, a 6 response presents a cogent, well-articulated analysis of the issue and conveys meaning skillfully.	The 6 essay provides a logical and precise analysis of the issue. Rather than being merely clear in its meaning (as the 4 essay is), a 6 essay is insightful and richer in its explanations.
Presents a clear position on the issue in accordance with the assigned task.	Articulates a clear and insightful position on the issue in accordance with the assigned task.	Both essays include a clear thesis, but the thesis of a 6 essay demonstrates a deep understanding of the issue and discusses its complexities and/or implications.
Develops the position with relevant reasons and/or examples.	Develops the position fully with compelling reasons and/or persuasive examples.	A 4 essay provides relevant support for its position, while a 6 essay provides comprehensive support that is not only relevant, but also persuades the reader to the position of the essay.
Is adequately focused and organized.	Sustains a well-focused, well-organized analysis, connecting ideas logically.	A 6 essay is not only organized, but the organization enhances the logic and precision of the essay, while a 4 essay is only organized adequately enough not to detract from the essay.
Demonstrates sufficient control of language to express ideas with acceptable clarity. Generally demonstrates control of the conventions of standard written English, but may have some errors.	Conveys ideas fluently and precisely, using effective vocabulary and sentence variety. Demonstrates superior facility with the conventions of standard written English (i.e., grammar, usage and mechanics), but may have minor errors.	A 4 essay is clear enough, while a 6 essay is written extremely well. If you want a 6, you’ll need to vary your sentence structure and use advanced vocabulary accurately and appropriately.

To summarize the information above, a perfect 6 Issue essay:

Must make sense logically
Must be precise in its discussion of the issue and the author’s stance on the issue
Must include support for the author’s position that persuades the reader to the author’s point of view
Must be organized and flow smoothly from idea to idea
Must be well-written

In order to achieve a perfect score on the Issue essay, you must excel in every one of these areas.

Official GRE Issue Essay Example, Analyzed

Now we’ll take a look at a sample GRE Issue essay that’s already been assigned a score of 6 and find all the ways in which it fulfills the rubric. Doing this analysis will help show how the rubric is applied by taking the abstract criteria and showing concrete examples.

For the purposes of this analysis, we’ll be using excerpts from this officially-scored essay . Here’s the prompt the essay is addressing:

As people rely more and more on technology to solve problems, the ability of humans to think for themselves will surely deteriorate.

The sample essay we’ll be discussing argues against this statement, taking the position that rather than fearing technology will make human thinking obsolete, we should embrace the possibilities and human potential unlocked by technology.

I’ll next go over how each of the rubric criteria applies to this particular sample essay. The first item in the rubric is a holistic description of a perfect-scoring GRE Issue essay:

Rubric description : In addressing the specific task directions, a 6 response presents a cogent, well-articulated analysis of the issue and conveys meaning skillfully

This item is meant to be an umbrella under which the next four criteria can fall; if an essay meets each of the four non-general criteria listed in the rubric, then it will exemplify this holistic description. The above description is also useful as a catchall reminder of what a perfect-scoring essay should look like, since essay graders aren’t necessarily going through the rubric item-by-item for each essay.

The first of the non-general rubric items has to do with how well an author makes her point of view clear throughout the essay.

Rubric description : A 6 essay articulates a clear and insightful position on the issue in accordance with the assigned task

The sample essay successfully meets this requirement in a couple of different ways. In the essay, the author’s position on the issue (a counterargument to the prompt) is articulated in a series of logical steps over the course of the entire essay as well as in a final thesis statement.

Starting with the acknowledgement that “technology has revolutionized the world” in the first paragraph, the author goes on to make the argument that “reliance on technology does not necessarily preclude the creativity that marks the human species” (paragraph three), demonstrating a firm grasp of the issue through a nuanced, rather than absolute, position.

With each succeeding paragraph, the author continues to develop her position on the issue with clarity and insight. The author expands the initial argument to claim that “technology frees the human imagination” (paragraph four) and “By increasing our reliance on technology, impossible goals can now be achieved” (paragraph five).

The author’s final statement on the issue condenses the author’s point of view into a single sentence: “There is no need to retreat to a Luddite attitude to new things, but rather embrace a hopeful posture to the possibilities that technology provides for new avenues of human imagination.” This last sentence is not only the logical conclusion to the author’s clearly stated position, but is in itself a clear statement of the author’s position.

The next rubric item is concerned with how well an author develops and supports her points.

Rubric description : A 6 essay develops the position fully with compelling reasons and/or persuasive examples

As I noted in the discussion of the first rubric description, the author’s basic position in this essay is that we should not fear technology because it is new and unknown, but instead embrace it because of the possibilities it offers for our future. In addition to developing her position through an insightful position articulated through the essay, however, the author also does an excellent job of supporting her points with examples and reasoning. Here’s an excerpt from the essay that illustrates this development and support:

“The car, computer and phone all release additional time for people to live more efficiently. This efficiency does not preclude the need for humans to think for themselves. In fact, technology frees humanity to not only tackle new problems, but may itself create new issues that did not exist without technology. For example, the proliferation of automobiles has introduced a need for fuel conservation on a global scale. With increasing energy demands from emerging markets, global warming becomes a concern inconceivable to the horse-and-buggy generation.”

In the above excerpt, the author develops her point with three actions:

#1: She presents examples to support her point that efficiency is enabled by technology (car, computer, and phone).

#2: She explains what the existence of these examples implies (efficiency doesn’t mean lack of thinking).

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#3: She follows up with further reasoning about new issues created by technology (technology means humans can tackle new problems, including new issues created by technology). This reasoning is then backed up by more examples (cars and increasing energy demand), starting the cycle over again.

The examples and reasoning the author employs in her essay are compelling not just because they are logically consistent with the author’s argument, but because they are explained in a way that makes this link clear. If the author has said “In fact, technology frees humanity to not only tackle new problems, but may itself create new issues that did not exist without technology. An example of this is the automobile and increasing energy demands because of it,” the examples would have still been present, but not explained in a compelling or persuasive way.

The third non-general rubric item drills down even deeper into the logic of the author’s writing and analysis.

Rubric description : A 6 essay sustains a well-focused, well-organized analysis, connecting ideas logically

While with the previous rubric item I discussed the necessity of having a logical connection between the author’s position and the support for that position, this item refers to the author’s skill in connecting different ideas throughout the essay.

In addition to having a logical progression of the analysis (which is captured under the first rubric item to some extent as well), a perfect-scoring Issue essay must also have logical transitions between ideas . A good example of this occurs in this essay in the transition between the end of paragraph two and the beginning of paragraph three:

“Technology short circuits this thinking by making the problems obsolete.

However, this reliance on technology does not necessarily preclude the creativity that marks the human species.”

The first sentence of paragraph three (“However…species”) connects the ideas of paragraphs two and three. The author forges a link between the two ideas by restating the last-discussed idea from paragraph two (technology does take away some problems) in a way that sets up the idea to be discussed in the next paragraph (reliance on technology doesn’t mean humans won’t think for themselves). Specifically, the author does this by using a transition word (“However”) to link a reference to previously discussed ideas (“this reliance on technology”) with a reference to what’s coming next (“technology does not necessarily preclude creativity”).

The tightness of the logical connection between the two paragraphs and ideas also means that the essay stays organized and focused on the task at hand (presenting the author’s position on and analysis of the issue).

The last rubric item assesses the writer’s overall skill in use of language and standard, error-free English.

Rubric description : A 6 essay conveys ideas fluently and precisely, using effective vocabulary and sentence variety. Demonstrates superior facility with the conventions of standard written English (i.e., grammar, usage and mechanics), but may have minor errors.

This final set of criteria has less to do with the topic being discussed and more on the writer’s ability to indicate precise meaning through appropriate use of language. The final sentence of the essay provides a good example of this:

“There is no need to retreat to a Luddite attitude to new things, but rather embrace a hopeful posture to the possibilities that technology provides for new avenues of human imagination.”

This sentence uses effective language (Luddite, avenues of human imagination) that precisely conveys meaning. For instance, “Luddite” is a term that is generally used to mean resistance to technology, but more specifically has its origins in a group of people who were worried about what advances in technology meant for human workers, so it is particularly appropriate for this essay about the effects of technology on human abilities.

Another reason I chose to use this excerpt is because while the author uses effective language, there are still some minor errors (as the rubric description allows for). In this sentence, “but rather” is used incorrectly because it refers back to the subject “There,” which makes no sense with the “but rather” phrase. One correct way to say this would be, “ We should not retreat into a Luddite attitude toward new things, but rather embrace a hopeful posture to the possibilities that technology provides for new avenues of human imagination.”

In a way, this rubric area is the “icing on a cake” domain—you can have a reasonably clear and insightful essay without a high level of skill in this domain, but if you don’t use language skillfully your cake of an essay is not going to taste as good and won’t score a perfect score. And if you try to load your essay with advanced vocabulary words without care for whether or not they make sense in context, you’ll end up with lumpy frosting that makes the cake worse than it would’ve been without the icing.

Don't let your words be the uneven frosting on the delicious banana cake of your essay! Tim Pierce/Flickr

4 Steps to a Perfect GRE Issue Essay

As a summing-up of all the information in this article, I’ll go over the four essential GRE Issue essay tips to reliably achieve a high score.

#1: Include a Clear Thesis

To fulfill the basic requirements of any GRE Issue essay task, you need to make your position on the issue clear . The easiest way to do this is with an introduction paragraph , or at the very least an introductory sentence at the beginning of your first paragraph, that outlines the issue and where you stand on it.

There is no explicit requirement on the rubric that you include an introduction and conclusion in your essay, and in fact ETS encourages students to be as freeform as fits the topic and task at hand. However, if you don’t start your essay with some kind of introduction and wrap up your points at the end with some kind of conclusion, you run the risk of being unclear about your position. Not only can this be a problem for the reader, but without a clear thesis statement at the beginning of your essay to keep you focused, you may find yourself meandering off topic, resulting in a disorganized and inconsistent essay.

Thus, we strongly recommend beginning your essay with at least an introductory sentence and wrapping it up with a conclusion statement. You don’t have to have entire paragraphs devoted to each, but it is useful to bracket your essay between an introduction and conclusion to keep your thesis front and center.

Keep your position as clear as possible in your essay. bazzadarambler/Flickr

#2: Preplan Opinions and Examples

ETS has published all prompts it will ever use for GRE Analytical Writing, which in the case of the Issue essay comes out to 152 unique topic/task combinations. Now, obviously it’s not feasible to write a practice essay for every one of the 152 possible Issue essays and memorize it in preparation for the test. On the other hand, it is very possible to prepare some examples and evidence ahead of time , as long as these examples and pieces of evidence are flexible enough to be useful for multiple different prompts.

Start by reading through the complete list of Issue essay prompts and noting any common themes. Some examples of topics that seem to come up again and again in GRE Issue prompts are the roles of government and public officials, the role of technology in our lives, and the role of education and teachers.

Practice forming opinions about subsets of these topics and thinking of evidence that can be used to support those opinions. You very likely already have opinions about some of these things already, like the role of technology in education, or the importance of government support for research. To prepare for the Issue essay on the GRE, however, it’s not enough to just have opinions – you need to be able to back up your claims and point of view with evidence or reasoning.

For instance, let’s say my pre-planned opinion is that humans relying on technology to solve problems has resulted in humans being able to think for themselves even better than before. In order for this position to be worth anything in a GRE essay, though, it needs to be backed up by reasoning or evidence.

For this particular case, then, I might preplan the evidence that the expansion in size and complexity of the human brain’s cerebral cortex occurred around the same time as humans began to use tools, which could suggest that as humans relied more on tools (technology), their brains actually had to become bigger and better at thinking than before. I could also choose to preplan reasoning to back up my point, like the fact that relying on technology to solve smaller problems pushes us to use our thinking to attack larger scale issues, whether philosophical or practical.

Even if prompts on the role of technology, or on other topics you’ve practice explaining support for, don’t show up when you take the test, you’ll be better equipped to tackle the GRE Issue essay because of your experience explaining how evidence supports your point . You’ll also likely be able to use at least one or two of the examples you’ve been writing about, even if you have to explain their support of your point of view in a different way than you’ve practiced.

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#3: Analyze Sample Essays

Scour the sample essays ETS has publicly released to understand at a deep level what is required for a 6-scoring GRE Issue essay. In addition to the essay briefly discussed in this article, perfect-scoring sample Issue essays can also be found in chapters 8 and 9 of The Official Guide to the GRE revised General Test (2nd Ed.) .

To get the most out of these exemplars of perfect essay scores, you should analyze these sample essays using the scoring rubric. Use the points we focused on above in the 4-vs.-6 rubric score comparison and the sample Issue essay breakdown as guidance to find specific ways the sample essays fulfill the rubric scoring guidelines. The essays in the Official GRE Guide also include reader commentary on the essays, which are good sources of further insight into the thought processes of essay raters.

The goal of performing these analyses of sample high-scoring GRE essays is for you to understand what makes the essays high-scoring and then be able to replicate this high level of essay writing in your own Issue essay on the GRE. This doesn’t mean that you should copy the exact words or phrases from the essays (that’s plagiarism, which is both wrong and against the GRE’s code of conduct), but it does mean you should observe the ways other students have successfully met the rubric requirements.

#4: Leave Time to Revise Your Work

Sadly, the word processor you’ll use on the GRE has no autocorrect, no spellcheck, and no grammar check. Since you’re trying to type as much as possible in a timed situation, it’s very likely you’ll make some errors.

It’s fine to make a few small mistakes on your essay as long as the typos or other mistakes don’t make your essay difficult to understand. If there are systematic typos or grammatical errors, however, that will have a negative effect on your score , because it will obscure your logic and make it more difficult for the graders (human and computer) to understand your thinking.

Example 1: No editing, systematic errors

Choosing a college major based on the avilablility of jobs in the field is a foolish endaevor at best. There’s no guarantee that Just because there are a lot of positions open in the field when you choose your undergraduate major, it doesn’t necessarily follow: this will continue ot be the case after you graduate from college, or even when you’re looking for a job.

Example 2: Edited, minor errors remaining

Choosing a college based on the availability of jobs in the field is a foolish endaevor at best. Just because there are a lot of positions open in the field when you choose your undergraduate major, it doesn’t necessarily follow that this will continue ot be the case after you graduate from college, or even when you’re looking for a job.

What’s Next?

After reading this article, you’ve gained some clarity on what kind of GRE Writing score you need to succeed, but how well do you need to do on the other sections of the test? Learn what makes a good (or a bad) GRE score with this article .

Looking to get more clarity into the whole essay-scoring process? We have a guide to how the GRE essay is scored that explains it from start to finish, including how computerized grading plays into your essay score.

Want even more in-depth analyses of high-scoring GRE essays? Then be sure to check out our article analyzing perfect- and high-scoring Issue and Argument essays .

Ready to improve your GRE score by 7 points?

Author: Laura Staffaroni

Laura graduated magna cum laude from Wellesley College with a BA in Music and Psychology, and earned a Master's degree in Composition from the Longy School of Music of Bard College. She scored 99 percentile scores on the SAT and GRE and loves advising students on how to excel and fulfill their college and grad school dreams. View all posts by Laura Staffaroni

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GRE sample essays to nail the GRE Analytical writing section!

Worried about your performance in the gre analytical writing section follow the instructions, tips, and methods in this blog, and learn from these 8 gre sample essays to nail your exam, table of contents, gre sample essays | an overview, gre analytical writing section, issue essay, sample topics, gre sample essay response with the highest score (6):, gre sample essays response with a medium score (3):, argument essay, what do graders look for, how is the gre analytical writing section scored, how to practice for the gre analytical writing section, key takeaways.

A lot of students find the Quants and the Verbal sections of the GRE (Graduate Record Examination) exam fairly easy to deal with. It’s the GRE Analytical Writing section that gives almost everybody a run for the woods. To reduce your nervousness and help you prepare for the GRE Analytical Writing section, I have included in-depth details about each question type and shared tips on how to nail it. Along with that, you will also find some GRE sample essays to help you. So, what are you waiting for? Dive in!

Before we begin, it’s important to understand what the GRE Analytical Writing section is all about and why it’s so important.

The GRE Analytical Writing section tests a student’s critical thinking and analytical writing skills.

In simpler words – universities want to make sure that their students know how to construct complex ideas, analyze them, and express their thoughts on paper.

So the Analytical Writing score helps them see if a student will perform well while giving presentations, doing projects, or writing papers and assignments for a class.

Consequently, the Analytical Writing section in GRE consists of two tasks-

The “Analyze an Issue” task – 30 minutes
The “Analyze an Argument” task – 30 minutes

Below, we talk about each of these tasks, what they test, and look at a few sample

The “Analyze an Issue” task will present an opinion to you. This opinion can be about any general topic, like technology, economics, health, etc.

But don’t worry about not knowing too much about these topics. If you usually keep up with the news, it will be straightforward to come up with a response.

Now, after reading the opinion, you will go through a set of instructions on how to respond to that issue.

All you have to do is evaluate the issue, come up with an opinion, and use clear arguments and examples to support your opinion.

Give it a whirl and see how you’re performing-

A nation should require all of its students to study the same national curriculum until they enter college. Write a response in which you discuss your views on the policy and explain your reasoning for the position you take. In developing and supporting your position, you should consider the possible consequences of implementing the policy and explain how these consequences shape your position.
The best way to teach is to praise positive actions and ignore negative ones. Write a response in which you discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take. In developing and supporting your position, you should consider ways in which the statement might or might not hold and explain how these considerations shape your position.
In any field of inquiry, the beginner is more likely than the expert to make important contributions. Write a response in which you discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take. In developing and supporting your position, you should consider ways in which the statement might or might not hold and explain how these considerations shape your position.

GRE sample essays with analysis

Now that you have practiced writing a couple of essays, take some time to look at this GRE sample essay for the “Analyze an Issue” task.

Not only will it help you see which areas you can improve on, but it will also help you look at the same topic from a different perspective.

As people rely more and more on technology to solve problems, the ability of humans to think for themselves will surely deteriorate.

Discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take. In developing and supporting your position, you should consider ways in which the statement might or might not hold and explain how these considerations shape your position.

The statement linking technology negatively with free thinking plays on the recent human experience over the past century. Surely there has been no time in history when the lived lives of people have changed more dramatically. A quick reflection on a typical day reveals how technology has revolutionized the world. Most people commute to work in an automobile that runs on an internal combustion engine. During the workday, chances are high that the employee will interact with a computer that processes information on silicon bridges that are .09 microns wide. Upon leaving home, family members will reach through wireless networks that utilize satellites orbiting the earth. Each of these common occurrences could have been inconceivable at the turn of the 19th century.

The statement attempts to bridge these dramatic changes to a reduction in the ability of humans to think for themselves. The assumption is that increased reliance on technology negates the need for people to think creatively to solve previous quandaries. Looking back at the introduction, one could argue that without a car, computer, or mobile phone, the hypothetical worker would need to find alternate methods of transport, information processing, and communication. Technology shortcircuits this thinking by making the problems obsolete.

However, this reliance on technology does not necessarily preclude the creativity that marks the human species. The prior examples reveal that technology allows for convenience. The car, computer, and phone all release additional time for people to live more efficiently. This efficiency does not preclude the need for humans to think for themselves. In fact, technology frees humanity not only to tackle new problems but may itself create new issues that did not exist without technology. For example, the proliferation of automobiles has introduced a need for fuel conservation on a global scale. With increasing energy demands from emerging markets, global warming becomes a concern inconceivable to the horse-and-buggy generation. Likewise, dependence on oil has created nation-states that are not dependent on taxation, allowing ruling parties to oppress minority groups such as women. Solutions to these complex problems require the unfettered imaginations of maverick scientists and politicians.

In contrast to the statement, we can even see how technology frees the human imagination. Consider how the digital revolution and the advent of the internet have allowed for an unprecedented exchange of ideas. WebMD, a popular internet portal for medical information, permits patients to self-research symptoms for a more informed doctor visit. With increased interdisciplinary interactions, inspiration can arrive from the most surprising corners. Jeffrey Sachs, one of the architects of the UN Millenium Development Goals, based his ideas on emergency care triage techniques. The unlikely marriage of economics and medicine has healed tense, hyperinflation environments from South America to Eastern Europe.

This last example provides the most hope in how technology actually provides hope for the future of humanity. By increasing our reliance on technology, we can now achieve impossible goals. Consider how the late 20th century witnessed the complete elimination of smallpox. This disease had ravaged the human race since prehistorical days, and yet with the technology of vaccines, free-thinking humans dared to imagine a world free of smallpox. Using technology, battle plans were drawn out, and smallpox was systematically targeted and eradicated.

Technology will always mark the human experience, from the discovery of fire to the implementation of nanotechnology. Given the history of the human race, there will be no limit to the number of problems, both new and old, for us to tackle. There is no need to retreat to a Luddite attitude to new things but rather embrace a hopeful posture to the possibilities that technology provides for new avenues of human imagination.

There is no current proof that advancing technology will deteriorate the ability of humans to think. On the contrary, advancements in technology have advanced our vast knowledge in many fields, opening opportunities for further understanding and achievement. For example, the problem of debilitating illnesses and diseases such as Alzheimer’s disease is slowly being solved by technological advancements in stem cell research. The future ability to grow new brain cells and the possibility of reversing the onset of Alzheimer’s is now becoming a reality. This shows our initiative as humans to better our health and demonstrates the greater ability of humans to think.

One aspect where the ability of humans may initially be seen as an example of deteriorating minds is the use of the internet and cell phones. In the past, humans had to seek out information in many different environments and aspects of life. Now humans can sit in a chair, type anything into a computer, and get an answer.

Our reliance on this type of technology can be detrimental if not regulated and regularly substituted for other information sources, such as human interactions and hands-on learning. I think if humans understand that we should not have such a reliance on computer technology, we as a species will advance further by utilizing the opportunity of computer technology as well as other sources of information outside of a computer. Supplementing our knowledge with internet access is surely a way for technology to solve problems while continually advancing the human race.

The “Analyze an Argument” task, on the other hand, will ask you to analyze both sides of an argument about an issue according to specific instructions.

So rather than agreeing or disagreeing with a given issue, you will have to consider the logical strength of an argument.

Again, the argument can be on any general topic of interest, like technology, economics, health, etc. But if you usually keep up with the news, it will be effortless to come up with a response.

Now that you know what this task expects of you, you can get to writing-

1. “To reverse a decline in listener numbers, our owners have decided that WWAC must change from its current rock-music format. The decline has occurred despite population growth in our listening area, but that growth has resulted mainly from people moving here after their retirement. We must make listeners of these new residents. We could switch to a music format tailored to their tastes, but a continuing decline in local sales of recorded music suggests limited interest in music. Instead, we should change to a news and talk format, a form of radio that is increasingly popular in our area.”

Write a response in which you discuss what specific evidence is needed to evaluate the argument and explain how the evidence would weaken or strengthen the argument.

2. “A jazz music club in Monroe would be a tremendously profitable enterprise. Currently, the nearest jazz club is 65 miles away; thus, the proposed new jazz club in Monroe, the C-Note, would have the local market all to itself. Plus, jazz is extremely popular in Monroe: over 100,000 people attended Monroe’s annual jazz festival last summer; several well-known jazz musicians live in Monroe; and the highest-rated radio program in Monroe is ‘Jazz Nightly,’ which airs every weeknight at 7 P.M. Finally, a nationwide study indicates that the typical jazz fan spends close to $1,000 per year on jazz entertainment.”

Write a response in which you discuss what specific evidence can evaluate the argument and explain how the evidence would weaken or strengthen the argument.

3. “In an effort to improve our employees’ productivity, we should implement electronic monitoring of employees’ Internet use from their workstations. Employees who use the internet from their workstations need to be identified and punished if we are to reduce the number of work hours spent on personal or recreational activities, such as shopping or playing games. By installing software to detect employees’ Internet use on company computers, we can prevent employees from wasting time, foster a better work ethic at Climpson, and improve our overall profits.”

Now that you have practiced writing a couple of essays, take some time to look at this GRE sample essay for the “Analyze an Argument” task.

In surveys, Mason City residents rank water sports (swimming, boating, and fishing) among their favorite recreational activities. The Mason River flowing through the city is rarely used for these pursuits, however, and the city park department devotes little of its budget to maintaining riverside recreational facilities. For years there have been complaints from residents about the quality of the river’s water and the river’s smell. In response, the state has recently announced plans to clean up Mason River. The use of the river for water sports is therefore sure to increase. The city government should, for that reason, devote more money to this year’s budget for riverside recreational facilities.

While it may be true that the Mason City government ought to devote more money to riverside recreational facilities, this author’s argument does not make a cogent case for increased resources based on river use. It is easy to understand why city residents would want a cleaner river, but this argument is rife with holes and assumptions and, thus, not strong enough to lead to increased funding.

Citing surveys of city residents, the author reports city residents’ love of water sports. It is not clear, however, the scope and validity of that survey. For example, the survey could have asked residents if they preferred using the river for water sports or would like to see a hydroelectric dam built, which may have swayed residents toward river sports. The sample may not have been representative of city residents, asking only those residents who live on the river. The survey may have been 10 pages long, with 2 questions dedicated to river sports. We just do not know. Unless the survey is fully representative, valid, and reliable, it can not be used to back the author’s argument effectively.

Additionally, the author implies that residents do not use the river for swimming, boating, and fishing, despite their professed interest, because the water is polluted and smelly. While a polluted, smelly river would likely cut down on river sports, a concrete connection between the resident’s lack of river use and the river’s current state is not effective. Though there have been complaints, we do not know if there have been numerous complaints from a wide range of people or perhaps from one or two individuals who made numerous complaints. To strengthen his/her argument, the author would benefit from implementing a normed survey asking a wide range of residents why they do not currently use the river.

Building upon the implication that residents do not use the river due to the quality of the river’s water and the smell, the author suggests that a river clean-up will result in increased river usage.

If the river’s water quality and smell result from problems that can be cleaned, this may be true. For example, if pollution causes decreased water quality and aroma by factories along the river, there is certainly a solution for this. But if the quality and aroma result from the natural mineral deposits in the water or surrounding rock, this may not be true. There are some bodies of water that emit a strong smell of sulfur due to the geography of the area. This is not something that a clean-up can resolve. Consequently, a river clean-up may have no impact on river usage. Regardless of whether the river’s quality is able to improve or not, the author does not effectively show a connection between water quality and river usage.

A clean, beautiful, safe river often adds to a city’s property values, leads to increased tourism and revenue from those who come to take advantage of the river, and a better overall quality of life for residents. For these reasons, the city government may decide to invest in improving riverside recreational facilities. However, this author’s argument is not likely significantly persuade the city government to allocate increased funding.

Surveys speak for the people; however, surveys do not always speak for the whole community. A survey completed by Mason City residents concluded that the residents enjoy water sports as a form of recreation.

If that is so evident, why has the river not been used? The blame can not solely be placed on the city park department. The city park department can only do as much as they observe. The real issue is not the resident’s use of the river but their desire for a more pleasant smell and more pleasant sight.

If the city government cleans the river, it might take years for the smell to go away. If the budget is changed to accommodate the clean-up of the Mason River, other problems will arise. The residents will then begin to complain about other issues in their city that will be ignored because of the great emphasis being placed on the Mason River.

If more money is taken out of the budget to clean the river, an assumption can be made. This assumption is that the budget for another part of city maintenance or building will be tapped into. In addition, to the budget being used to clean up Mason River, it will also be allocated to increase riverside recreational facilities.

The government is trying to appease its residents, and one can warrant that the role of the government is to please the people. There are many assumptions being made; however, the government can not make the assumption that people want the river to be cleaned so that they can use it for recreational water activities. The government has to realize the long-term effects that its decision will have on the monetary value of its budget.

While both the Issue and the Argument essays seem similar, graders look at both these tasks differently.

When it comes to the “Analyze an Issue” task, they see if a student-

Forms a clear and thoughtful opinion on the issue
Comes up with cogent arguments and examples to support the opinion
Is able to sustain a well-focused, well-organized analysis, connecting ideas coherently
Conveys ideas using effective vocabulary and sentence variety

For the “Analyze an Argument” task, they see if a student-

Forms a clear understanding of the argument
Develops ideas cogently , organizes them logically, and connects them well
Comes up with coherent arguments and examples to support the opinion

However, as you can see, the main idea stands out clearly – the graders are looking for students with good vocabulary, clear decision-making ability, cogent (you might want to Google that :P) thought processes and coherent expression.

Although the GRE Analytical Writing section consists of two essays, they are not scored separately.

You will be scored anywhere between 0 and 6, in 5-point increments, for both the essays you write.

Almost nobody gets a score below 2-2.5 because most students are able to write down something sensible.

However, a score of 4 or greater is considered to be a good score for this section (go through the GRE sample essays on the ETS website and read graders’ comments on essays that have been scored 4 and above).

Moreover, your GRE Analytical Writing Score will be separate from your GRE overall score, which comprises the Quantitative and Verbal section reports.

Here’s a step-by-step process (with tips) on how to prepare for the GRE Analytical Writing section-

Pick up a random essay question and write about it
Read the GRE sample essays for that question and gauge what your score might be
Go through graders’ comments on these GRE sample essays and find out where you went wrong
Take up another essay and write

Keep on doing this on a loop until you feel you have reached the score you are aiming for.

Keep a standard essay structure in mind – Introduction, Problem Statement, Solution, Benefits of the solution, Drawbacks of the solution, and Conclusion.
Dedicate each para to one heading, and understand that they do not necessarily have to be in this order.
Make sure you use examples to support your argument – you can either use an extended example or multiple ones. But without them, your argument will seem flimsy.
Write the entire essay first. Don’t listen to the critical side of your brain just now. Once you’ve finished your first draft, you can always come back and edit.
If there is one writing tip one could never give enough of, it’s this – practice, practice, practice!

There you have it! Everything you need to know about the GRE Analytical Writing section is here – pattern, scoring, GRE sample essays, sample answers, and GRE Analytical Writing question tips.

If you feel like we missed out on something or have any doubts, feel free to drop a comment or reach out to us ! We’d be very happy to help.

Like this blog? Then read the blog on GRE sample test | Everything you need to know about this exam!

Question 1: What is a good GRE Writing score?

Answer: Anything about 4.5 is considered a good score.

Question 2: How do I start my introduction?

Answer: Provide your reader with a clear understanding of what your topic is about and what direction you will take it in.

Question 3: Do essays matter for GRE?

Answer: Yes, the GRE essays are scored on a separate scale; they are not part of your total GRE score.

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GRE AWA sample essays to help you score high!

Gre writing tasks, sample essay 1: analysing an issue, sample essay 2: analyzing an issue, sample essay 1: analysing an argument, sample essay 2: analysing an argument, frequently asked questions.

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The Analytical Writing Assessment (AWA) section of the GRE is designed to test your ability to analyse and evaluate complex arguments and communicate your ideas effectively in writing

To score high on the AWA section, it's important to have a good understanding of what the graders are looking for and to practice writing sample essays.

In this article, we will explore some GRE AWA sample essays to help you score high on this challenging section of the test.

The writing tasks on the GRE are essential components of the test that assess your analytical and writing skills. The two writing tasks are the Analyse an Issue essay and the Analyse an Argument essay. Both tasks require you to think critically and write persuasively, with the goal of demonstrating your ability to analyse complex topics, develop a clear and compelling thesis, and support your arguments with evidence and examples.

Also read: Differences between the GRE and GMAT

GRE issue essay

The GRE Issue Essay requires you to write an essay that takes a position on a given issue and supports it with evidence and reasoning.

You are provided with a brief quotation or statement on a social, political, or cultural topic and are asked to develop a response that presents a clear and compelling position on the issue.

The goal of this essay is to assess your ability to analyse complex topics, develop a position, and support it with clear and compelling evidence.

Also read: GRE results and score chart 2024?

Governments should focus on solving the immediate problems of today rather than on trying to solve the anticipated problems of the future.

While it is certainly important for governments to address the immediate problems facing their citizens, it is equally important to plan for the future. Anticipating and preparing for future problems is the hallmark of effective leadership, and it is essential for governments to consider the long-term implications of their policies and actions.

To be sure, there are many pressing issues that require immediate attention, from healthcare and education to environmental protection and economic development. However, if governments focus solely on these issues without considering the long-term consequences of their decisions, they risk creating even more problems in the future.

For example, if a government invests heavily in fossil fuels to meet immediate energy needs without considering the long-term impact on the environment, it may exacerbate the problem of climate change and create even greater challenges for future generations. Similarly, if a government neglects investing in education and workforce development in favor of short-term economic gains, it may find itself facing a shrinking and unskilled workforce in the future.

In short, governments must balance the need to address immediate problems with the need to plan for the future. By doing so, they can ensure that they are making decisions that benefit their citizens both now and in the years to come.

Also read: How to prepare for the online GRE exam

The best way to teach is to praise positive actions and ignore negative ones.

While positive reinforcement can certainly be a valuable teaching tool, it is not always the most effective approach. Ignoring negative actions may give students the impression that such behaviour is acceptable or even desirable, leading to further problems down the line.

Furthermore, negative actions often require immediate intervention and correction. If a student is engaging in disruptive behaviour, for example, ignoring it may only serve to undermine the learning environment and make it more difficult for other students to concentrate and engage with the material. In such cases, it may be necessary to provide clear and direct feedback in order to correct the behaviour and ensure that everyone in the classroom can benefit from a positive learning experience.

Positive reinforcement can be effective in certain contexts, but it is important to use it in combination with other teaching tools, such as clear expectations, consistent feedback, and appropriate consequences for negative behavior. By taking a comprehensive approach to teaching, instructors can create an environment in which positive actions are encouraged and negative actions are addressed in a constructive and effective manner.

Also Read: GRE Exam Dates and Fees in India

GRE argument essay

The GRE argument essay requires you to analyse and evaluate a given argument and then develop a response that critiques the argument and presents a more compelling alternative.

You are provided with a brief argument that presents a conclusion based on premises, and are asked to identify the strengths and weaknesses of the argument, provide evidence to support their critique, and propose an alternative conclusion that is more logically sound.

The goal of this essay is to assess your ability to critically evaluate arguments and develop your own reasoned response.

The following memorandum was sent by the principal of a high school to the school's teachers: 'Research has shown that the best way to improve student performance is to praise them for their effort, not their intelligence. Therefore, in all future assignments, please praise students for their effort rather than their intelligence.'

While praising students for their effort can certainly be a valuable motivational tool, it is not the only factor that contributes to academic success. The principal's memo oversimplifies the complex interplay between effort, intelligence, and achievement, and it may lead teachers to overlook other important factors that can influence student performance.

First and foremost, intelligence is a critical factor in academic success. While hard work and perseverance are certainly important, some students may simply have greater intellectual capacity than others. Praising students for their effort rather than their intelligence may inadvertently discourage those who are truly gifted from pursuing more challenging work and achieving their full potential.

Moreover, the principal's memo overlooks the fact that different students may respond differently to different types of praise. For some students, praise for their intelligence may be more effective in motivating them to continue working hard and striving for excellence. By imposing a one-size-fits-all approach to praise, the principal risks ignoring the individual needs and preferences of his or her students.

In conclusion, while praising students for their effort can be an effective motivational tool, it is not a panacea for improving academic performance. Teachers and principals must consider a range of factors, including intelligence, individual needs and preferences, and the specific demands of different assignments and assessments, in order to help their students achieve their full potential.

GRE Issue Essay: Practice Sample Prompts

Gre issue essay sample prompt #1.

1. The emergence of the online “blogosphere” and social media has significantly weakened the quality of political discourse in the United States. Reason: When anyone can publish political opinions easily, standards for covering news and political topics will inevitably decline.

Write a response in which you examine your own position on the statement. Explore the extent to which you either agree or disagree with it, and support your reasoning with evidence and/or examples. Be sure to reflect on ways in which the statement might or might not be true, and how this informs your thinking on the subject.

GRE Issue Essay Sample Prompt #2

2. Some people believe it is imperative for individuals living in developed nations to reduce their energy consumption and lead a more sustainable lifestyle, given the evidence for global climate change. Others believe that such drastic lifestyle changes are unwarranted, based on the existing evidence for global climate change.

Write a response in which you discuss which view more closely aligns with your own position and explain your reasoning for the position you take. In developing and supporting your position, you should address both of the views presented.

GRE Issue Essay Sample Prompt #3

3. So long as they are aware of the dangers involved, adults should not be legally bound to use seat belts.

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Recent GRE Verbal Reasoning Question and Answers Practice FREE!

The GRE (Graduate Record Examination) is a crucial step for anyone looking to pursue graduate studies, particularly in the United States. Among its sections, the Verbal Reasoning part often poses a significant challenge to test-takers. This section assesses your ability to understand, interpret, and analyze written material, as well as evaluate arguments and identify relationships among words and concepts.

To help you excel, this article provides an in-depth overview of GRE Verbal Reasoning questions and answers , with effective strategies and practice examples.

Table of Content

Understanding the GRE Verbal Reasoning Section

Gre verbal reasoning question types, gre verbal reasoning practice question and answers, tips for mastering gre verbal reasoning, common pitfalls to avoid, resources for gre verbal reasoning preparation, gre verbal reasoning question and answers- faqs.

The GRE Verbal Reasoning section is designed to measure your ability to:

Analyze and conclude discourse.
Reason from incomplete data.
Identify an author’s assumptions and/or perspective.
Understand multiple levels of meaning, such as literal, figurative, and author’s intent.

The section consists of three types of questions:

Reading Comprehension

Text completion, sentence equivalence.

Each type requires a different strategy, and understanding these differences is key to scoring well.

1. Reading Comprehension

Reading Comprehension questions test your ability to understand, interpret, and analyze passages. The passages may range from one paragraph to several, and the questions will ask you to find the main idea, infer meaning, or evaluate an argument.

Key Strategies:

Skim the Passage: Quickly read the passage to get a general idea. Focus on the first and last sentences of each paragraph as they often contain the main ideas.
Understand the Question: Read the question carefully to determine what it is asking. Look for keywords that will help you locate the answer in the passage.
Refer Back to the Text: Always refer back to the passage to confirm your answer, rather than relying on memory.

Example Question:

Passage: “In recent years, there has been a shift in the approach to studying economic trends. Traditional models focused heavily on quantitative data, while newer models integrate qualitative analysis to provide a more comprehensive understanding.”

Question: Which of the following best describes the main idea of the passage?

A) The importance of economic models B) The integration of qualitative analysis in economic studies C) The limitations of traditional economic models D) The use of quantitative data in economics

Answer: B) The integration of qualitative analysis in economic studies

Explanation: The passage discusses the shift towards integrating qualitative analysis in economic models, making B the correct answer.

2. Text Completion

Text Completion questions test your ability to understand the context of a passage and choose words that best complete it. Each passage has one to three blanks, and you need to select the correct words from multiple choices.

Read the Entire Sentence: Before filling in the blanks, read the entire sentence to understand the overall context.
Predict the Answer: Try to predict what type of word fits in the blank before looking at the answer choices.
Eliminate Incorrect Choices: Use the process of elimination to narrow down your options.

Sentence: The scientist’s new theory was (1) _______________ by her peers, who found her arguments both (2) _______________ and groundbreaking.

A) dismissed B) acclaimed C) misunderstood
A) uninspired B) controversial C) compelling

Answer: 1) B) acclaimed, 2) C) compelling

Explanation: The scientist’s theory was well-received (“acclaimed”) because her arguments were both convincing (“compelling”) and innovative.

3. Sentence Equivalence

Sentence Equivalence questions test your ability to find two words that fit into a single sentence, creating sentences that are alike in meaning. These questions assess both your vocabulary and your ability to understand the context of a sentence.

Focus on Sentence Structure: Pay attention to clues in the sentence that indicate what type of word is needed.
Consider Synonyms: Look for two words in the answer choices that are synonyms or close in meaning.
Check for Equivalence: Ensure that the two sentences formed by the chosen words have the same meaning.

Sentence: The teacher’s lecture was so __________ that many students fell asleep.

A) engaging B) monotonous C) fascinating D) tedious E) lively F) boring

Answer: B) monotonous, D) tedious

Explanation: Both “monotonous” and “tedious” convey a sense of boredom, making them the correct choices.

Question 1: Passage: “Climate change is a pressing issue that demands immediate action. However, despite widespread recognition of the problem, the global response has been sluggish, with many countries failing to meet their carbon reduction targets.”

Question: Which of the following best describes the author’s tone in the passage? A) Optimistic B) Neutral C) Critical D) Indifferent

Answer: C) Critical Explanation: The author criticizes the global response to climate change, indicating a critical tone.

Question 2: Passage: “Recent studies suggest that a diet rich in omega-3 fatty acids can significantly reduce the risk of heart disease. Omega-3s, found in fish and certain plant oils, help lower blood pressure and reduce inflammation.”

Question: What is the primary purpose of the passage? A) To argue against the consumption of fish B) To explain the benefits of omega-3 fatty acids C) To discuss the causes of heart disease D) To promote plant-based diets

Answer: B) To explain the benefits of omega-3 fatty acids Explanation: The passage focuses on the health benefits of omega-3 fatty acids.

Question 3: Passage: “The advent of artificial intelligence has revolutionized various industries. From healthcare to finance, AI technologies are being integrated to enhance efficiency and accuracy in decision-making processes.”

Question: What can be inferred from the passage? A) AI is only beneficial in healthcare. B) AI has limited applications. C) AI is improving decision-making across industries. D) AI technologies are outdated.

Answer: C) AI is improving decision-making across industries Explanation: The passage suggests that AI is positively impacting multiple industries.

Question 4: Passage: “In Shakespeare’s plays, the characters often grapple with complex moral dilemmas, reflecting the playwright’s deep understanding of human nature. His works continue to resonate with audiences because of their timeless exploration of ethical conflicts.”

Question: What is the author’s main argument in the passage? A) Shakespeare’s plays are outdated. B) Shakespeare had little understanding of human nature. C) Shakespeare’s works remain relevant due to their moral exploration. D) Ethical conflicts are irrelevant in modern times.

Answer: C) Shakespeare’s works remain relevant due to their moral exploration Explanation: The author argues that the moral dilemmas in Shakespeare’s plays keep them relevant.

Question 5: Passage: “With the increasing reliance on digital media, the art of letter writing has become a rarity. While emails and instant messaging offer convenience, they lack the personal touch and emotional depth of handwritten letters.”

Question: Which of the following best describes the author’s view on digital communication? A) Enthusiastic B) Critical C) Indifferent D) Supportive

Answer: B) Critical Explanation: The author suggests that digital communication lacks the emotional depth of handwritten letters, indicating a critical view.

Question 1: Sentence: The scientist’s groundbreaking research was met with widespread ________ from the academic community, leading to numerous awards and recognition. A) skepticism B) indifference C) acclaim D) controversy

Answer: C) acclaim Explanation: The sentence suggests that the research was well-received, so “acclaim” is the correct choice.

Question 2: Sentence: Although the novel was initially met with ________, it eventually gained widespread popularity and critical acclaim. A) enthusiasm B) indifference C) excitement D) praise

Answer: B) indifference Explanation: The use of “eventually” suggests that the novel was not popular at first, making “indifference” the best fit.

Question 3: Sentence: The politician’s speech was so ________ that even his most ardent supporters found it difficult to stay engaged. A) captivating B) inspiring C) monotonous D) riveting

Answer: C) monotonous Explanation: The sentence indicates that the speech was not engaging, so “monotonous” is the correct choice.

Question 4: Sentence: The artist was known for her ________ use of color, which made her paintings instantly recognizable. A) subtle B) bold C) muted D) timid

Answer: B) bold Explanation: The sentence describes the artist’s distinctive style, making “bold” the appropriate choice.

Question 5: Sentence: Despite the company’s ________ start, it managed to become a leader in the industry within a few years. A) auspicious B) turbulent C) promising D) smooth

Answer: B) turbulent Explanation: The contrast with the company becoming a leader suggests it had a difficult beginning, so “turbulent” fits best.

Question 1: Sentence: The professor’s lectures were so ________ that students found it difficult to stay awake. A) engaging B) boring C) tedious D) fascinating E) stimulating F) monotonous

Answer: B) boring, C) tedious Explanation: Both “boring” and “tedious” suggest the lectures were not interesting.

Question 2: Sentence: The CEO’s decision to ________ the company’s expansion was met with surprise, as most had expected a more cautious approach. A) delay B) accelerate C) hinder D) postpone E) speed up F) slow down

Answer: B) accelerate, E) speed up Explanation: Both “accelerate” and “speed up” convey the idea of hastening the expansion.

Question 3: Sentence: The new policy was designed to ________ innovation within the company, encouraging employees to think creatively. A) foster B) stifle C) promote D) hinder E) discourage F) cultivate

Answer: A) foster, C) promote Explanation: Both “foster” and “promote” suggest encouraging innovation.

Question 4: Sentence: Her response to the criticism was surprisingly ________, as she calmly addressed each point without becoming defensive. A) measured B) erratic C) composed D) volatile E) thoughtful F) hasty

Answer: A) measured, C) composed Explanation: Both “measured” and “composed” indicate a calm and controlled response.

Question 5: Sentence: The scientist’s findings were ________ by the academic community, leading to further research and exploration in the field. A) ignored B) lauded C) dismissed D) celebrated E) overlooked F) praised

Answer: B) lauded, D) celebrated Explanation: Both “lauded” and “celebrated” suggest that the findings were highly regarded.

Success in the GRE Verbal Reasoning section requires not only understanding the types of questions but also developing effective test-taking strategies. Here are some tips to help you master this section:

Expand Your Vocabulary:

A strong vocabulary is essential for doing well in the Verbal Reasoning section. Use flashcards, vocabulary apps, and read widely to enhance your word knowledge.

Practice Reading Comprehension:

Regularly practice reading academic articles, essays, and complex texts. Focus on identifying main ideas, understanding arguments, and making inferences.

Time Management:

Practice completing questions within the allotted time. The Verbal Reasoning section is time-pressured, so developing a pace that allows you to answer all questions is crucial.

Take Practice Tests:

Simulate test conditions by taking full-length practice tests. This will help you become familiar with the test format and improve your endurance.

Review Your Mistakes:

After each practice test, review your incorrect answers to understand your mistakes. This will help you avoid similar errors in the future.

Learn to Skim:

Not every passage needs to be read in detail. Learn to skim for main ideas and key points to save time.

Use Process of Elimination:

Eliminate obviously incorrect answers to increase your chances of selecting the right one.

Stay Calm and Focused:

On test day, remain calm and focused. Anxiety can affect your performance, so practice relaxation techniques if necessary.

Even with the best preparation, there are common pitfalls that can trip up test-takers. Here’s what to watch out for:

Overthinking Questions: Sometimes, the simplest answer is the correct one. Avoid reading too much into questions.
Ignoring Context: Always consider the broader context of a passage or sentence. Don’t focus solely on individual words.
Skipping Hard Questions: If you encounter a difficult question, it’s better to move on and return to it later. Don’t let one question consume too much time.

To enhance your preparation, consider using the following resources:

Official GRE Guide:

The official guide from ETS provides authentic practice questions and valuable tips.

Vocabulary Apps:

Apps like Magoosh and Quizlet offer extensive GRE vocabulary lists to help you build your word knowledge.

GRE Prep Books:

Books like “The Princeton Review’s Cracking the GRE” and “Kaplan’s GRE Prep Plus” are great for comprehensive review and practice.

Online Practice Tests:

Websites like ETS, Manhattan Prep, and Kaplan offer free GRE practice tests that mimic the real exam.

GRE Forums:

Engage with other test-takers on forums like Reddit’s GRE subreddit. Sharing tips and strategies can be very helpful.

The GRE Verbal Reasoning section may be challenging, but with the right strategies and preparation, you can achieve a high score. Focus on expanding your vocabulary, practicing different question types, and taking full-length practice tests. Remember to manage your time effectively and stay calm on test day. By following the tips and using the resources provided in this guide, you’ll be well-prepared to tackle the GRE Verbal Reasoning section and move closer to your graduate school goals.

Also Read: GRE Exam Syllabus 2024 GRE 2024: Exam Dates, Registration, Syllabus, and Score Validity GRE Accepting Universities in USA in 2024: GRE Score Required for US Universities MS in Data Science in USA Without GRE: Universities & Requirements

Q1: How many questions are there in the GRE Verbal Reasoning section?

A: The GRE Verbal Reasoning section consists of two parts, each containing 20 questions. These include a mix of Reading Comprehension, Text Completion, and Sentence Equivalence questions. You will have 30 minutes to complete each part.

Q2: How can I improve my vocabulary for the GRE Verbal Reasoning section?

A: Improving your vocabulary is key to success in the GRE Verbal Reasoning section. You can enhance your vocabulary by reading widely, using flashcards, and regularly practicing with GRE-specific vocabulary lists. Additionally, learning the roots, prefixes, and suffixes of words can help you deduce the meanings of unfamiliar words.

Q3: Is it possible to prepare for the GRE Verbal Reasoning section in a short time?

A: Yes, it is possible to prepare for the GRE Verbal Reasoning section in a short time, but it requires focused and consistent effort. Prioritize high-frequency GRE words, practice with sample questions, and take timed practice tests to get familiar with the test format. Additionally, review your mistakes to understand your weak areas and improve upon them

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