Assuming That Two Courses of Action Are Mutually Exclusive An Argument might recommend one course of action over another to achieve the stated objective, without considering that it is possible to pursue both courses (that is, they are not mutually exclusive alternatives), thereby increasing the likelihood of achieving the objective. Here’s a good example, along with a response that handles the flaw. Argument: Rivertown’s historic Hill district used to be one of the city’s main tourist attrac- tions. Recently, however, the district’s quaint older shops and restaurants have had difficulty attracting patrons. In order to reverse the decline in tourism to the district, Rivertown’s City Council intends to approve the construction of a new shopping center called Hill Hub on one of the district’s few remaining vacant parcels. However, the city’s interests in attracting revenue from tourism would be better served were it to focus instead on restoring Hill district’s older buildings and waging a publicity campaign touting the historically authentic character of the district. Response: The argument seems to assume that the city must either approve the Hill Hub project or engage in the restoration and publicity efforts that the argument sug- gests but that the city cannot do both. However, the argument provides abso- lutely no evidence that the city must choose between the two courses of action. Lacking any such evidence, it is entirely possible that implementing both plans would attract more dollars from tourists to the district than implementing either one alone. Relying on Undefined, Vague, or Ambiguous Terms An Argument might contain a statement (or word or phrase) that carries more than one possible meaning or is simply too vague to reasonably rely upon when it comes to drawing conclusions. Look for references to “some,” “many,” and “several” in lieu of providing precise percentages or numbers. Also look for references to a particular class, category, or group, without a clear explanation of what it includes or excludes. Here’s an example, followed by an effective response: Argument: A reliable recent study attests to the value of physical activity in increasing attention span among young children. Accordingly, in order to improve the overall learning levels among elementary-school children in our state, the state’s board of education should mandate a daily exercise regimen for students at all our state’s elementary schools. Response: The Argument neglects to indicate what types of “physical activity” the study observed. For all I know, those activities amounted to play, as opposed to the recommended exercise “regimen,” which might be more like work for children. Nor Chapter 5: Argument Analysis 133 www.petersons.com does the Argument indicate the age range of the “young children” observed in the study. Perhaps the children were pre-schoolers, whose attention spans might re- spond differently than school-age children to certain types of physical activity. In short, before I can determine the extent to which the study supports the recommen- dation, I need specific definitions of these important terms. ADDING OPTIONAL ELEMENTS TO YOUR ESSAY The directive for every GMAT Argument indicates that you may include either or both of the following in your essay: Suggestions about how the Argument can be strengthened Additional information needed to evaluate the Argument These two elements are optional, and you can score high on your Argument essay without using them, so don’t take time to add them unless you’re certain that you’ve adequately addressed all of the Argument’s major problems. Otherwise, you risk running out of time to accomplish that essential task. But keep in mind: You’re more likely to attain a top score of 6 if you add these additional elements, all else being equal. So as you brainstorm your Argument essay, by all means jot down your ideas about how the Argument can be strengthened and/or what additional information is needed to evaluate the Argument. Then, after you’ve finished your critique of the Argument and proofread your critique, check the clock. If you still have at least a few minutes, go ahead and add one or both elements. You have two realistic choices as to where to include them in your essay: List the suggestions (and/or additional information needed) in your final, conclud- ing paragraph. Incorporate the suggestions (and/or additional information needed) into your body paragraphs. Here’s how you might incorporate both elements into a final paragraph of an essay on Argument 1 about UpperCuts hair salon (we’ve underlined words and phrases that you could use in the final paragraph of nearly any Argument essay): Optional elements added to an essay’s final, concluding paragraph: In sum, the argument is a dubious one that relies on a series of unproven assump- tions—about Apton’s and Brainard’s demographics, the reasons for the success of the two other salons, and UC’s future expenses. To strengthen the argument, the manager should provide better evidence of a demographic shift in Apton toward the downtown area, and clear evidence that those demographics portend success there for an upscale hair salon. Even with this additional evidence, in order to properly evaluate the argument I would need to know why HairDooz relocated, what factors have contributed to the Brainard salon’s success, what factors other than location might have contributed to UC’s sagging profits at the mall, and what additional, offsetting expenses UC might incur at the new location. 134 PART III: GMAT Analytical Writing Assessment www.petersons.com Now here’s how you might incorporate the same two elements into the body of an essay on the same Argument. (The optional elements are in italics—just to help you locate them.) Again, we’ve underlined words and phrases that you could use in nearly any Argument essay: Optional elements incorporated into an essay’s body paragraphs: To begin with, the argument assumes that Apton’s demographic trend reflects the national trend. Yet, the mere fact that one hair salon has moved downtown hardly suffices to infer any such trend in Apton; HairDooz might owe its success at its new location to factors unrelated to Apton’s demographics. In fact, for all we know, the trend in Apton might be in the opposite direction. Thus, I would need to know whether more people are in fact moving to downtown Apton before I could either accept or reject the manager’s proposal. Even if Apton’s demographics do reflect the national trend, it is unfair to assume that UC will attract more customers simply by relocating downtown. It is entirely possible that the types of people who prefer living in downtown areas tend not to patronize upscale salons. It is also possible that HairDooz will continue to impede upon UC’s business, just as it might have at the mall. Before I can accept that UC would attract more customers downtown, the manager would need to supply clear proof of a sufficient demand downtown for UC’s service. Nor can the manager justify the recommended course of action on the basis of the Brainard salon’s success. Perhaps hair salons generally fare better in downtown Brainard than downtown Apton, due to demographic differences between the two areas. Or perhaps the salon thrives only because it is long-established in downtown Brainard—an advantage that UC clearly would not have in its new location. Accordingly, in order to determine whether the success of the Brainard salon por- tends success for UC in downtown Apton, I would need to know why the Brainard salon is successful in the first place. Finally, even assuming that the proposed relocation would attract more customers, an increase in the number of patrons would not necessarily result in improved profits. After all, profit is a function of expenses as well as revenue. Thus an increase in UC’s expenses—due perhaps to higher rents downtown than at the mall—might very well offset increasing revenues, thereby frustrating UC’s efforts to improve its profitability. Before I could agree with the proposal, I would need to examine a comparative cost-benefit analysis for the two locations. KEYS TO WRITING A SUCCESSFUL GMAT ARGUMENT ANALYSIS ESSAY In the following pages, we’ve distilled our very best advice for GMAT Argument Analysis into easily “digestible” nuggets of information. Many of them reiterate suggestions we’ve already made, but they’re well worth underscoring. Others are new here. Apply these points of advice to the Practice Tests in PART VI, then review them again just before exam day. You’ll be glad you did. Chapter 5: Argument Analysis 135 www.petersons.com Ferreting Out the Flaws Is Half the Battle Built into each and every GMAT Argument are at least three or four distinct reasoning problems. That’s how the test makers design them. To earn a high score, your essay must first and foremost identify these problems. If you haven’t isolated at least three major flaws after brainstorming and making notes, then you can be sure that you’ve missed at least one. Read the Argument again more carefully. Even a few overlooked words can be key. Ration your time to be sure the reader knows you’ve recognized each and every problem listed in your notes. Don’t worry if 30 minutes isn’t enough time for you to discuss each problem in detail. When it comes to analyzing GMAT Arguments, remember that breadth is better than depth. Keep in mind: GMAT Arguments are not all created equal. Some are flawed in more ways than others. The greater the number of distinct flaws, the more forgiving the reader will be. So if an Argument contains as many as five or six distinct problems and you overlook one or two of them, you can still attain a high score—perhaps even a top score of 6—assuming your essay is outstanding in all other respects. Viewpoints and Opinions Don’t Matter In sharp contrast to the Issue essay, your Argument essay is not the place to present viewpoints or opinions about an issue that the Argument might touch on. Your analysis must focus strictly on the Argument’s logical features and on how strongly its evidence supports its conclusions. For instance, consider an Argument for electing a certain political candidate because she has a record of being tough on crime. In an Issue Analysis essay involving the problem of violent crime, it would be perfectly appropriate to present various viewpoints on this social issue and weigh alternative approaches to the problem in general. But in an Argument Analysis essay, these viewpoints are irrelevant. Don’t Leave Any Point of Critique Without Support Don’t neglect to support each point of your critique with at least one example or counter-example that helps the reader understand the particular flaw you’re pointing out. Keep your examples and counter-examples hypothetical (“What if ,”“Suppose that ,” “It’s possible that . . .,” or “Perhaps ”).Youdon’t need to go into great detail; one or two for each point of critique will suffice. Unless you provide some support for each point of critique, your score might suffer. What if you think you won’t have enough time to provide supporting detail for each point of critique in your notes? Don’t despair. Look for two or three points that are related to the same item of evidence (for example, points that all involve the same statistical survey). Then, plan to touch briefly on each one in the same paragraph. Grouping them together this way will make sense to the reader, who might not notice what’s missing as much as the fact that you’re very organized! 136 PART III: GMAT Analytical Writing Assessment www.petersons.com Don’t Look for the “Fatal Flaw” Avoid dwelling on one particular flaw that you think is the most serious or on one realistic example or counter-example that you think, if true, would spell certain death for the entire Argument. You risk running out of time to identify all the problems you’ve listed in your notes. In addition, don’t try to rank any flaw as “more serious” or “less serious” than another. True, one particular flaw might be more damaging to an Argument than others. But by identifying it as “the most serious problem with the Argument,” you’re committing yourself to defend this claim by weighing that problem against all the others. Do you really have time for this kind of analysis? No! Nor do the GMAT readers expect or want this from you. In short, you’re better off applying equal treatment to each of the Argument’s problems. Don’t Use Technical Terminology Scholars in the academic fields of Critical Reasoning and Logic rely on all sorts of formal terminology, much of which comes from Latin, for the kinds of reasoning flaws that you’ll find in GMAT Arguments. For example, post hoc reasoning refers to faulty “After this, therefore because of this” reasoning. But you won’t score any points with GMAT readers by tossing around such terminology in your Argument essay. Besides, if you use a technical term, you’ll need to define it for the reader, which will only consume your precious time. Go with the Logical Flow Try to organize your points of critique to reflect the Argument’s line of reasoning, from its evidence and assumptions to its intermediate conclusion (if any), then to its final conclusion. Fortunately, most GMAT Arguments are already organized this way, so that your points of critique can simply follow the quoted Argument from beginning to end. Don’t assume, though, that this sequence will be the most logical one. Regardless of the sequence of ideas in the quoted Argument, try to group together all your points of critique that involve the same item of evidence (for example, a statistical survey or study). Also, it makes logical sense to address problems involving the Argument’s intermediate conclusion before those involving its final conclusion. Look Organized and in Control As with the Issue essay, use every means at your disposal to show the reader that, even under significant time pressure, you know how to organize your ideas and convey them in writing. Use logical paragraph breaks, present your points of critique in a logical sequence, and save time for brief introductory and concluding paragraphs. Don’t Lose Sight of Your Primary Objectives The official scoring criteria for the Argument Analysis essay boil down to four broad objectives. Never lose sight of them during your 30-minute Argument section. After brainstorming and making notes but before you start typing, ask yourself these three questions: Have I clearly identified each of the Argument’s major problems? Chapter 5: Argument Analysis 137 www.petersons.com Can I support each point of my critique with at least one relevant example or counter-example? Do I have in mind a clear, logical structure for presenting my points of critique? Once you can confidently answer “Yes” to each question, start composing your essay. When you’ve finished your draft, ask yourself the same questions as well as this fourth one: Have I demonstrated good grammar, diction (word choice and usage), and syntax (sentence structure)? Once you can answer “Yes” to all four questions, rest assured that you’ve produced a solid, high-scoring Argument essay. 138 PART III: GMAT Analytical Writing Assessment www.petersons.com SUMMING IT UP • Follow the 7-step plan in this chapter for a high-scoring Argument Analysis essay: read the argument and identify its conclusions; examine the Argument’s evidence to determine how strongly it supports the conclusion; organize and prioritize your points of critique; compose an introduction; compose the body of your response; compose a concluding paragraph; and proofread your essay for significant mechanical problems. • Identifying and analyzing the Argument’s main elements is key to composing a successful essay. • Be sure to reinforce your ideas with sound reasons and supporting examples. • It’s important that you show adequate command of the elements of Standard Written English, such as grammar, syntax, and usage. Chapter 5: Argument Analysis 139 www.petersons.com Writing Style and Mechanics OVERVIEW • The basics • Advanced techniques • Summing it up THE BASICS The testing service instructs GMAT readers to place less weight on writing style and mechanics than on content and organization. But this doesn’t mean that these two factors won’t influence the reader or affect your AWA score. Indeed, they might. If the way you write interferes with the reader’s understanding of your ideas, be prepared for a disappointing score. In any event, poor writing will predispose the reader to award a lower score, regardless of your ideas or how you organize them. To ensure yourself a high Analytical Writing Assessment score, strive for writing that is: • Appropriate in tone and “voice” for graduate-level academic writing • Varied in sentence length and structure (to add interest and variety and to demonstrate a mature and sophisticated writing style) • Clear and concise (easy to follow and direct, not wordy or verbose) • Correct in grammar, mechanics, and usage (conforming to the requirements of Standard Written English) • Stylistically persuasive (using rhetorical devices effectively) All of this is easier said than done, of course. Don’t worry if you’re not a natural when it comes to writing effective prose. You can improve your writing for your exam, even if your time is short. Start by reading the suggestions and guidelines in this book. Keep in mind, however, that improvement in writing comes mainly with practice, so you’ll also need to apply what you learn here to the Practice Tests in Part VI of this book. chapter 6 141 Overall Tone and Voice In general, try to maintain a somewhat formal tone throughout both your essays. An essay that comes across as conversational is probably a bit too informal for the GMAT. Here are some additional guidelines: • The overall tone should be critical but not inflammatory or emotional. Don’t overstate your position with extreme or harsh language. Don’t attempt to elicit a visceral or emotional response from the reader. Appeal instead to the reader’s intellect. • When it comes to your main points, a very direct, even forceful voice is perfectly acceptable. But don’t overdo it; when it comes to the details, use a more dispassionate approach. • Avoid making your point with “cutesy” or humorous remarks. Avoid puns, double meanings, plays on words, and other forms of humor. It isn’t that GMAT readers don’t have a sense of humor; it’s just that this is not the appropriate venue for it. • Sarcasm is entirely inappropriate for your GMAT essays. You run the risk that the reader might not realize that you’re being sarcastic—and in that case, your remark will only confuse the reader and muddle your essay. Sentence Length and Variety To ensure a high Analytical Writing Assessment score, strive to write sentences that are varied in length and structured to help convey their intended meaning, rather than obscuring or distorting it. Here are some specific warnings and suggestions: • Sentences that vary in length make for a more interesting and persuasive essay. For rhetorical emphasis, try using an abrupt short sentence for a crucial point, either before or after longer sentences that elucidate that point. For additional variety, use a semicolon to transform two sentences involving the same train of thought into one. • Sentences that use the same essential structure can help convey your line of reasoning to the reader. Try using the same structure for a list of reasons or examples. • Sentences that essentially repeat throughout your essay suggest an immature, unsophisticated writing style. Try to avoid using so-called “template” sentences over and over—especially for the first (or last) sentence of each body paragraph. Clear and Concise Writing You’re more likely to score high on your GMAT essays with clear and concise writing. Frequently occurring awkward, wordy, or redundant phrases can lower your AWA score by a notch, especially if they interfere with the reader’s understanding of your essay. And though punctuation is the least important aspect of your GMAT essays, habitually overusing, underusing, or misusing commas can also contribute to lowering your score. 142 PART III: GMAT Analytical Writing Assessment www.petersons.com . fact that you’re very organized! 136 PART III: GMAT Analytical Writing Assessment www.petersons.com Don’t Look for the “Fatal Flaw” Avoid dwelling on one particular flaw that you think is the. the least important aspect of your GMAT essays, habitually overusing, underusing, or misusing commas can also contribute to lowering your score. 142 PART III: GMAT Analytical Writing Assessment . discuss each problem in detail. When it comes to analyzing GMAT Arguments, remember that breadth is better than depth. Keep in mind: GMAT Arguments are not all created equal. Some are flawed in