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Aunlrncal Wrmnc (5 Exenctsrs)

E:ch of the following s! cmcnls is one that mosl tc$ tak':rs would lcnd

' Providc onc rc$on and/or cxamPlc in suppon of rlrc slatcm€nl 5 posll'on

rcason and/or examPlt

your conlnry posi.ion is thc strongcr onc Limit your dme to 8 minurcs per lssuc

2 ".{ dcmocmtic socicry is dways berte! off when many peoPle

-,i 'Tl)c propcr focus of! colicgc cclucnton shorrld be on career

'

rons susl.lined effoft r:rthcr than lo sudden bursts of crcrtiviq'or

rhcse two simulated lssles:

Issue Statement 1 'The bcst way to ensure protcclion and Prcsermtion of ou'r natural

achicve $cse objcctives."

Issne Statement 2 'kr8e busit(5sei should focus on r€zmwork a5 rhc prirnsl'y m':ns of achi€ving success.'

GRE./G]ITAT TESA rtuu,l>ctersoB.om

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l Anab'sis

Pa.ragriaph 2 (DisaSrce) Pcers mighr b( dishoncst (jerlous)' or comPc(rt'on) Ou$idcrs rr( nrorc obiectivc

Non-cxpens bring frcsb insights (c.F., lircFrn critic s focus differs from film directo s)

tssuc rests on dcfinilion ol "best- Ocsl inlomed \'s mosr obiective)

Kct: Criricism must help you improlc your crifl or advance krowlcdge

Here s an outlllne for a rcsponse wi$ *ree body prmgraphs Thc firsi pirrgnph s'ould proyide two mxin reasons wh)'tic tcst takcr tundimcn_

trtlJ' agrees wifi thc stilcmcnt Thc sccond pamgnph vould considcr

' rcco€lizc rhar the issle resrs ultimat€ly on thc defitirion of'profcssional '

from a vxiien'of Drofessions,

It,r)'jobs inherentll, unprediclible (e.9., ioumarisrn, medir, I{rilriplc circcrs re common today (no job securiry)

Paiagiaph 2 (Exceptions) Exception: Jobs cnsconced in convention/ladition (c 8, laq', banlinS)

but evolvinS laws, re$latrons, and tcchnology requlrc adapration

care€rs in th€se areas not sccure ' A fcw riieoredcal fields might be insulared (€.8., brstory, math

or music deor), but job circumstanccs oftcn unccndn, so aclapt or

pcrish!

new dcvclopmcnts stilt possiblc (€.g.rhisloricrl cqdcnc€ marh rhcorics, nes' musicil forms)

uno&peter.oLt.com

GR-E/GMAT Ta.J

3

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Paras.aph 3 (Qucr,cs) lf wc prl, a(cnrion aL ill, whl does tlis rcflect abour socieq,? Is thc f:rcr rhxl scrndrls arc plblicized mor( reneclivc of rhc

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Thcsis ln ci$cr rrcx scmdals shoq'we hrvc man! sidcs

lnruition rells me this is an accurate reflection

lUusingj lssue aises qucsrions rbour hos'media jrjiuenccs our vatucs and priorirics

t Ana\'sis

The operarive word in rlus sErcmenr rs 'only." Ths kcy voro opcns.Inc door for you to discuss orher rcasons thesc ad5 a.re ofren cffectivc and ro providc supponing cxamples Hcre s rn inFoductory paraSraph rhar lcaG

thrcc body paragraphs (onc for t]rc arca of rgrecmeor lnd one for cach of thc wro poinrs of disagecmerr):

2" Analysis

Aisuming thar an -cffective" 2d is onc dlxt hclps scll the advc.tiscd

advenising rechnique ca bc cffccdve Howcver the starcmcnt is

r't?cs of ads arc often cffecrive, and (2) jr wrong_y assrmes that consum€rs can accurirc\' pr€dicr thc bencfirs of x product bcfore

AnJ,sutement with th€ word "sho.rld" invites the tcst taler ro challcflSe

introductoD' paragraph tclls the rcadcr that the tcsr raker rccogizes those

introduc-don anticiprtes trlee bod),paragnphs (one for t}le area of agreemenr and onc for each of two challengcs):

I do not dispurc thc lcgti-macf of rcscarch aimed at inp.oving thc health and wetl-bcing of locierl'xnd i6 mcmbers Howcver, thc

arc drivcn to adraoce our knoq'l€d8e in thc fi.st place Thc spca.ker fxils to appreciare that in sceking knowlcdge for knowledge's oqrl

GRE/GMAT Tcslt

lwpetno,Ls.@n

4.

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oePcnds on rhc q,p( of leadcrship invotvcd \\;t|ilc lcgjrimarc polirical

1 cRE Essay No 4

Thc frs! rirc o"o*,"on, ,u"

p 1: poinr

p 2: Examplc

p 3: E\ample

p 4: Cou:

ntcrpoinr (n second cxample)

2 GRX Essay No 21

,notier, distinfi poinr

p 1: poinr I

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p 3: po,nt 2

, GRI Essay No 39

rcrnarfurg prnSraphs provide exrmples in suppon of dr€ cburul

p l: poirt _+ couoterpoinr

p 2: E)ilJnptc (ln suppon oI counrcrDoinL)

p 3 Ex.6pte (in suppofl of counrcrpoinr)

i^ cRE Essay No 55

P 1: Poinr (one vicw)

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P 3: Rcbunal

P 4: Poin.(opposirg vieE )

P 5: Counreipoin( r Rebunat

,Wtr ds( st Lt lor tbe GRE /G,VAT Iestr

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2 -.lnal}'sis

Icjsurc rint( or finnnci:rl indcpcndcnc( to conccm (^trsclvcs wi(h purcly soci:rl ,rcrjvhics ficr aU wben oktcr pcoptc rcrirc frbm rhc

Thc followir8 respons€ firsr acknovtedAes thar dre starcmcnr js Eenc.alh

c o n e c r Tltcn, mrher (hrn refulrng rh(,rrcjuuble, rt,.,."run no,nr ou,

dmitlcdlt, in a damocraq citizens musr qucsrron rhc l mess lnd rclcvancc of.curcni laws l! is not enough for a handful of lcSislarors

ro challenge l}te satus quo; ultimarcb,, ir is up to thc elecronle at large ro call for changcs io rhe l:rw whcn rhev are necdcd ro reftect cvolvinS social values Howevlr, whcn rn rs rcsisrirce ro

harm than good to d1e sociery despite rhc wonhiness of rhc social or

autho.iry during rhe 1992 Los ArSelcs riors q,as spar.ked by tesidfiare ourrige a8a$sr rice-relared polcc bflraliE),, rhc protesr ulrjmatell, rcsulrcd in a financialy crjppted communiry and, mo.c broadh, a trming back of thc ctock wjih respect ro acid rcnsions across

lhen dispels t})em borh (the trst onc with a,eason, rllc second one b1 cxamplc):

tlrar only parenr cm !ruD, tnow rhe unique ,,e.as of ttrciiEiG]

including whar educaional choices are bcs! suiled for rhem, and rhal parcnb arc more motEred dun anyonc else ro ensure rheir children thc bc$ pojsible educlrjon ln m).vreq, borh rrFunrrn6 aic spt:-crous Ar ror lne rLrsr onc, cirjce prcnrs leck borh rhc obiccurirv fl.rd spcciilizcd rfaining of profcssionat cducators, lcaying cruciat decisions abour curriculun ard pecta8ogl, ro p?rcnrs might in many sscs ,csult

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tYdtirR SknL _[or tba CRE/G|\UT Tests

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