759 10.0 Analytical Writing Assessment  e Analytical Writing Assessment (AWA) consists of two 30-minute writing tasks: Analysis of an Argument • You must read a brief argument, analyze the reasoning behind it, and then write a critique of the argument. In this task, you are not asked to state your opinion but rather to analyze the one given. You may, for example, consider what questionable assumptions underlie the author’s thinking, what alternative explanations or counterexamples might weaken the conclusion, or what sort of evidence could help strengthen or refute the argument. Analysis of an Issue • You must analyze a given issue or opinion and then explain your point of view on the subject by citing relevant reasons and/or examples drawn from your experience, observations, or reading. For both tasks, you will use the computer keyboard to type in your response. You will be able to use typical word-processing functions—that is, you can cut, copy, paste, undo, and redo.  ese functions can be accessed either by using the keyboard or by using the mouse to click on icons on the screen. You will be able to take notes when planning your response. It is important that you plan carefully before you begin writing. Read the specific analytical writing task several times to make sure you understand exactly what is expected.  ink about how you might present your analysis. You may want to sketch an outline to help you plan and organize. Keep in mind the 30-minute time limit as you plan your response—keep your analysis brief enough to give you plenty of time to write a first draft, read it over carefully, and make any necessary corrections or revisions before you run out of time. As you write, try to keep your language clear, your sentences concise, and the flow of your ideas logical. State your premise clearly at the beginning, and make sure you present a strong conclusion at the end. 10.1 What Is Measured  e Analytical Writing Assessment is designed as a direct measure of your ability to think critically and communicate your ideas. More specifically, the Analysis of an Issue task tests your ability to explore the complexities of an issue or opinion and, if appropriate, to take a position that is informed by your understanding of those complexities.  e Analysis of an Argument task tests your ability to formulate an appropriate and constructive critique of a specific conclusion based upon a specific line of thinking.  e issue and argument that you will find on the test concern topics of general interest, some related to business and some pertaining to a variety of other subjects. It is important to note, however, that no AWA question presupposes any specific knowledge of business or other specific content areas. Only your capacity to write analytically is assessed. 10.0 Analytical Writing Assessment 14_449745-ch10.indd 75914_449745-ch10.indd 759 2/23/09 11:47:51 AM2/23/09 11:47:51 AM 760 The Offi cial Guide for GMAT ® Review 12th Edition College and university faculty members from various subject-matter areas, including but not limited to management education, will evaluate your AWA essays. For information on how readers are qualified, visit www.mba.com. Readers are trained to be sensitive and fair in evaluating the responses of nonnative speakers of English. A computer scoring program will also evaluate your essays. Your responses will be scored on the basis of: the overall quality of your ideas • your ability to organize, develop, and express those ideas • how well you provide relevant supporting reasons and examples • your ability to control the elements of standard written English • 10.2 Test-Taking Strategies General 1. Read the question carefully. Make sure you have taken all parts of a question into account before you begin to respond to it. 2. Do not start to write immediately. Take a few minutes to think about the question and plan a response before you begin writing. You may find it helpful to write a brief outline or jot down some ideas on the erasable notepad provided. Take care to organize your ideas and develop them fully, but leave time to reread your response and make any revisions that you think would improve it. Analysis of an Issue 1. Be careful about taking a position. Although many Analysis of an Issue questions require you to take a position, think carefully before you do so. Readers will assess your ability to think and write critically. Try to show that you recognize and understand the complexities of an issue or an opinion before you take a position on it. Consider the issue from diff erent perspectives, and think about your own experiences and things you have read that relate to the issue. Rather than announce a position, your answer should develop a position logically. 2. Avoid presenting a “catalog” of examples. It is essential to illustrate and develop your ideas by means of examples drawn from your observations, experiences, and reading, but keep in mind that one or two well-chosen, well-developed examples are much more eff ective than a long list. Analysis of an Argument 1. Focus on the task of analyzing and critiquing a line of thinking or reasoning. Get used to asking yourself questions such as the following: What questionable assumptions might underlie the thinking? What alternative explanations might be given? What counterexamples might be raised? What additional evidence might prove useful in fully and fairly evaluating the reasoning? 14_449745-ch10.indd 76014_449745-ch10.indd 760 2/23/09 11:47:51 AM2/23/09 11:47:51 AM 761 2. Develop fully any examples you use. Do not simply list your examples—explain how they illustrate your point. 3. Discuss alternative explanations or counterexamples.  ese techniques allow you to introduce illustrations and examples drawn from your observations, experiences, and reading. 4. Make sure your response reads like a narrative. Your response should not read like an outline. It should use full sentences, a coherent organizational scheme, logical transitions between points, and appropriately introduced and developed examples. 10.3 The Directions  ese are the directions that you will see for the Analytical Writing Assessment. If you read them carefully and understand them clearly before going to sit for the test, you will not need to spend too much time reviewing them when you take the GMAT® test.  ey read as follows: ANALYSIS OF AN ISSUE In this section, you will need to analyze the issue presented and explain your views on it.  ere is no “correct” answer. Instead, you should consider various perspectives as you develop your own position on the issue. Writing Your Response: Take a few minutes to think about the issue and plan a response before you begin writing. Be sure to organize your ideas and develop them fully, but leave time to reread your response and make any revisions that you think are necessary. Evaluation of Your Response: Scores will take into account how well you: organize, develop, and express your ideas about the issue presented • provide relevant supporting reasons and examples • control the elements of standard written English • ANALYSIS OF AN ARGUMENT In this section, you will be asked to write a critique of the argument presented. You are not asked to present your own views on the subject. Writing Your Response: Take a few minutes to evaluate the argument and plan a response before you begin writing. Be sure to leave enough time to reread your response and make any revisions that you think are necessary. Evaluation of Your Response: Scores will reflect how well you: organize, develop, and express your ideas about the argument presented • provide relevant supporting reasons and examples • control the elements of standard written English • 10.3 Analytical Writing Assessment The Directions 14_449745-ch10.indd 76114_449745-ch10.indd 761 2/23/09 11:47:51 AM2/23/09 11:47:51 AM 762 The Offi cial Guide for GMAT ® Review 12th Edition 10.4 GMAT ® Scoring Guide: Analysis of an Issue 6 Outstanding A 6 paper presents a cogent, well-articulated analysis of the complexities of the issue and demonstrates mastery of the elements of eff ective writing. A typical paper in this category exhibits the following characteristics: explores ideas and develops a position on the issue with insightful reasons and/or • persuasive examples is clearly well organized • demonstrates superior control of language, including diction and syntactic variety • demonstrates superior facility with the conventions (grammar, usage, and mechanics) of • standard written English but may have minor flaws 5 Strong A 5 paper presents a well-developed analysis of the complexities of the issue and demonstrates a strong control of the elements of eff ective writing. A typical paper in this category exhibits the following characteristics: develops a position on the issue with well-chosen reasons and/or examples • is generally well organized • demonstrates clear control of language, including diction and syntactic variety • demonstrates facility with the conventions of standard written English but may have minor • flaws 4 Adequate A 4 paper presents a competent analysis of the issue and demonstrates adequate control of the elements of writing. A typical paper in this category exhibits the following characteristics: develops a position on the issue with relevant reasons and/or examples • is adequately organized • demonstrates adequate control of language, including diction and syntax, but may lack • syntactic variety displays control of the conventions of standard written English but may have some flaws • 14_449745-ch10.indd 76214_449745-ch10.indd 762 2/23/09 11:47:51 AM2/23/09 11:47:51 AM 763 3 Limited A 3 paper demonstrates some competence in its analysis of the issue and in its control of the elements of writing but is clearly flawed. A typical paper in this category exhibits one or more of the following characteristics: is vague or limited in developing a position on the issue • is poorly organized • is weak in the use of relevant reasons or examples • uses language imprecisely and/or lacks sentence variety • contains occasional major errors or frequent minor errors in grammar, usage, and mechanics • 2 Seriously Flawed A 2 paper demonstrates serious weaknesses in analytical writing skills. A typical paper in this category exhibits one or more of the following characteristics: is unclear or seriously limited in presenting or developing a position on the issue • is disorganized • provides few, if any, relevant reasons or examples • has serious and frequent problems in the use of language and sentence structure • contains numerous errors in grammar, usage, or mechanics that interfere with meaning • 1 Fundamentally Deficient A 1 paper demonstrates fundamental deficiencies in analytical writing skills. A typical paper in this category exhibits one or more of the following characteristics: provides little evidence of the ability to develop or organize a coherent response to the topic • has severe and persistent errors in language and sentence structure • contains a pervasive pattern of errors in grammar, usage, and mechanics that severely interferes • with meaning 0 No Score A paper in this category is off topic, not written in English, is merely attempting to copy the topic, or consists only of keystroke characters. NR Blank 10.4 Analytical Writing Assessment GMAT ® Scoring Guide: Analysis of an Issue 14_449745-ch10.indd 76314_449745-ch10.indd 763 2/23/09 11:47:52 AM2/23/09 11:47:52 AM 764 The Offi cial Guide for GMAT ® Review 12th Edition 10.5 Sample: Analysis of an Issue Read the statement and the instructions that follow it and then make any notes that will help you plan your response. “People often complain that products are not made to last.  ey feel that making products that wear out fairly quickly wastes both natural and human resources. What they fail to see, however, is that such manufacturing practices keep costs down for the consumer and stimulate demand.” Which do you find more compelling: the complaint about products that do not last or the response to it? Explain your positions using relevant reasons and/or examples from your own experience, observations, or reading. Sample Paper 6 Many people feel that products are not made to last, and correspondingly, many natural and human resources are wasted. On the other hand, it can be noted that such manufacturing practices keep costs down and hence stimulate demand. In this discussion, I shall present arguments favoring the former statement and refuting the latter statement. Products that are not made to last waste a great deal of natural and human resources.  e exact amount of wasted natural resources depends on the specific product. For example in the automobile industry, the Yugo is the classic example of an underpriced vehicle that was not made to last. Considering that the average Yugo had (not “has” since they are no longer produced!) a life expectancy of two years and 25,000 miles, it was a terrible waste. Automobile industry standards today create vehicles that are warrantied for about five years and 50,000 miles. By producing cheap Yugos that last less than half as long as most cars are warrantied, the Yugo producer is wasting valuable natural resources.  ese same resources could be used by Ford or Toyota to produce an Escort or Tercel that will last twice as long, thereby reducing the usage of natural resources by a factor of two. Human resources in this example are also wasteful. On the production side, manufacturers of a poor quality automobile, like the Yugo, get no personal or profession satisfaction from the fact that their product is the worst automobile in the United States.  is knowledge adversely aff ects the productivity of the Yugo workers. Conversely, the workers at the Saturn plants constantly receive positive feedback on their successful products. Saturn prides itself with its reputation for quality and innovation—as is seen in its recent massive recall to fix a defect.  is recall was handled so well that Saturn’s image was actually bolstered. Had a recall occurred at a Yugo plant, the bad situation would have become even worse. Another factor in the human resources area is the reaction by the consumer. A great deal of human resources have been wasted by Yugo owners waiting for the dreaded tow truck to show up to haul away the Yugo carcass. Any vehicle owner who is uncertain of his/her vehicle’s performance at 7 a.m. as he/she is about to drive to work, senses a great deal of despair.  is is a great waste of human resources for the consumer. 14_449745-ch10.indd 76414_449745-ch10.indd 764 2/23/09 11:47:52 AM2/23/09 11:47:52 AM 765 While the consumer senses the waste of natural and human resources in a poor quality product, so does the manufacturer. People who argue that low quality manufacturing processes keep costs low for the consumer and hence stimulate demand should look at the Yugo example. In the mid 1980s the Yugo was by far the cheapest car in the United States at $3,995. By 1991, the Yugo was no longer sold here and was synonymous with the word “lemon.” Explanation of Score 6  e response above is ambitious and somewhat unusual in its focusing on just one example, the lesson of the now defunct Yugo. Responses, especially outstanding ones, typically discuss several diff erent examples that build support for the writer’s position on the issue.  is sample response, then, should not be taken as necessarily endorsing a one-example writing strategy. What it does serve to underscore is how much is to be gained by developing, not just listing, examples.  e strength of the response lies in the organized and thorough way in which it explores the related aspects of the example it cites.  e clear organizational scheme (two major points, with the second point subdivided) is readily apparent: Yugo’s substandard cars (1) waste natural resources and (2) waste human resources by (a) destroying worker morale and productivity and (b) inconveniencing and upsetting customers.  e persuasiveness of the writer’s thinking is especially evident in the discussion of the second major point, the waste of human resources. Here the writer not only considers customers as well as workers, but also introduces the matter of the Saturn recall in order to show, by contrast with the case of Yugo, how a superior product, satisfied workers, and a company image good for marketing are interrelated.  e response complements its outstanding organizational clarity and thorough development with some syntactic variety and an occasional rhetorical flair (e.g., the image of the despairing Yugo owner waiting for “the dreaded tow truck … to haul away the Yugo carcass” in paragraph 6). It is important to point out, however, that the writing is not perfect. For one thing, the opening paragraph is essentially a repeat of the question. In addition, the writing is not—and is not expected to be—entirely free from minor flaws (e.g., “profession satisfaction” [paragraph 4] should obviously be “professional satisfaction,” and “Saturn prides itself with” [paragraph 5] should be “Saturn prides itself on”). Nevertheless, these occasional flaws are not serious enough to detract from the general impression that this is an excellent response to the question. 10.5 Analytical Writing Assessment Sample: Analysis of an Issue 14_449745-ch10.indd 76514_449745-ch10.indd 765 2/23/09 11:47:52 AM2/23/09 11:47:52 AM 766 The Offi cial Guide for GMAT ® Review 12th Edition Sample Paper 4 I find the response to the complaint more compelling. Although the complaint is valid, it is most often the case the building a product to last forever will indeed cost more than the average consumer is willing to pay. Creating such a product would require more materials and/or more heavy-duty wear resistant materials which inherently are more expensive. Another factor that would drive costs up is the fact that demand for products would decrease.  e demand would decrease since people do not have to replace old products with new product as often. With the increased variable costs for materials combined with a reduction in the production volume associated with lower demand, manufacturers must raise prices to break even or maintain the current level of profits. Although a few producers may make products to last, it is understandable how these companies can be driven out of existence. If a new competitor enters the market with a similar product that has a shorter life but a substantially lower price, then they will probably steal major portions of the other company’s market share.  e eff ects depend heavily upon the consumers’ perception of quality and what the customers requirements from the product actually are. For example, consumers may decide between two types of automobiles. One car may be built to last a long time but may not have the performance or be as comfortable as another car that is cheaper. So most consumers would purchase the cheaper car even though it may not last as long as the heavy-duty car. Consumers may not realize that the more expensive car is of higher quality in the sense that it will last longer and will not be willing to pay the extra cost. Consumer decisions also depend on what consumers are actually looking for in a product. Consumers typically get tired of driving the same car for many years and want to buy new cars fairly often.  is tendency forces producers to keep costs low enough to allow low enough prices for people to buy cars often. People don’t want cars to last forever. In conclusion, producers are in the situation that they’re in due to external forces from the consumers. Producers must compete and they have found the best way satisfy the majority of the consumers. 14_449745-ch10.indd 76614_449745-ch10.indd 766 2/23/09 11:47:52 AM2/23/09 11:47:52 AM 767 Explanation of Score 4  is response presents a competent analysis of the issue. It develops its position by explaining some of the ways in which the factors mentioned in the question—manufacturing costs and consumer demand—are aff ected by making products that do not last very long. By way of illustration, the response cites the example of consumers choosing automobiles. Although this example is relevant, it lacks specificity: no actual types of cars are described in terms of the key issue, durability, and no contrast between more and less durable types is developed to prove a point. Although the response is competently organized and therefore generally easy to follow in its main lines, its clarity is marred by an awkward transition from the second paragraph to the third.  e main idea of the second paragraph is that many consumers will abandon a made-to-last expensive product in favor of a substantially cheaper version with a shorter life. But the last sentence of this paragraph, a sentence that is signally unclear, marks an ill-prepared-for change in the direction of the entire response.  e “eff ects” (the word, used loosely and unclearly, seems to refer to the consumer’s final decisions about what to buy) are seen to depend not only upon the simple choice between cost and quality but also upon a complex of new forces—aspects of consumer psychology and “requirements” (consumer needs?)—that now suddenly and puzzlingly face the reader. Although the third and fourth paragraphs go on to develop the writer’s views about these new forces, the reader never quite recovers from the sense that the response has abruptly changed course. What is more, the consideration of consumer psychology and “requirements” can cause the writer to stray into side issues. For example, pointing out that customers may choose a car on the basis of performance and comfort rather than durability has no direct bearing on the complaint that products are not made to last.  e wording of this response is generally appropriate, although the language is occasionally awkward, as in “keep costs low enough to allow low enough prices” (paragraph 4) and “producers are in the situation that they’re in” (paragraph 5). 10.5 Analytical Writing Assessment Sample: Analysis of an Issue 14_449745-ch10.indd 76714_449745-ch10.indd 767 2/23/09 11:47:52 AM2/23/09 11:47:52 AM 768 The Offi cial Guide for GMAT ® Review 12th Edition Sample Paper 2 I find the response better than the complaint of people.  e response seems to originate without much thought involved. It is more of an emotional complaint than one anchored in logic or thought. Yes, it is a waste of human resources but that is without consideration to the benefits: lower costs and stimulated demand.  us, the response fails to recognize the benefits.  e strength of the response is that it forces the reader to reconsider the complaint. It adds a new dimension to the argument. It, however, fails to address the issue of wasting human resources. Does this mean the responder agrees with the notion of wasting resources. In all actuality both the response and complaint as ineff ective.  e complaint doesn’t recognize or address the benefits, like the response doesn’t address the issue of wasting resources.  e response, however, does bring in a new dimension and thus weakens the argument of the complaint. Explanation of Score 2 In this piece of writing, the writer’s purpose seems to waver between defending “the response” against “the complaint” and weighing the relative strengths and limitations of both. In addition, the writer off ers no new reasons or specific examples and so ends up merely repeating assertions made in “the complaint” and “the response.”  e writing is marked throughout by vagueness.  e writer’s decision to adopt the topic’s terms “response” and “complaint” as a convenient shorthand for the two positions articulated leads immediately to a confusing lack of specificity, compounded in the first paragraph by the fact that the two terms are mixed up (e.g., “response” in the second and the fifth sentences is meant to refer to “complaint”).  e first paragraph is made even more confusing because the pronouns “it” and “that” lack antecedents in the sentence “Yes, it is a waste of human resources but that is without consideration to the benefits.”  e general lack of clarity is aggravated by errors in conventional English grammar and usage, most of them concentrated in paragraph 3.  e first sentence begins with an unidiomatic phrase (“In all actuality”) and lacks a verb (“both the response and complaint as ineff ective”).  e second sentence incorrectly uses “like” instead of “just as”: “ e complaint doesn’t recognize or address … like the response doesn’t address.” In short, the writing fits the description of seriously flawed prose in the scoring guide: it displays “serious and frequent problems in the use of language and sentence structure.” 14_449745-ch10.indd 76814_449745-ch10.indd 768 2/23/09 11:47:52 AM2/23/09 11:47:52 AM [...]... crash, they cannot avoid each other The main flaw in the argument is that it assumes that the two planes, upon receiving each other’s signals, will know which evasive action to take For example, the two planes could be going towards each other and then receive the signals If one turns at an angle to the left and the other turns at an angle to the right, the two planes will still crash Even if they receive... funding for the arts, but only for those artistic works that reflect the values and attitudes of the majority of the population.” Discuss the extent to which you agree or disagree with the opinion stated above Support your views with reasons and/or examples from your own experience, observations, or reading 785 The Official Guide for GMAT Review 12th Edition The well-being of a society depends more on the. .. observation of others 769 The Official Guide for GMAT Review 12th Edition The best way to give advice to other people is to find out what they want and then advise them how to attain it.” Discuss the extent to which you agree or disagree with the opinion expressed above Support your point of view with reasons and/or examples from your own experience, observations, or reading For hundreds of years, the monetary... response 793 The Official Guide for GMAT Review 12th Edition Sample Paper 4 The argument is not logically convincing It does not state whether all planes can receive signals from each other It does not state whether planes constantly receive signals If they only receive signals once every certain time interval, collisions will not definitely be prevented Further if they receive a signal right before they are... English, is merely attempting to copy the topic, or consists only of keystroke characters NR Blank 791 The Official Guide for GMAT Review 12th Edition 10. 8 Sample: Analysis of an Argument Read the statement and the instructions that follow it, and then make any notes that will help you plan your response The following appeared as part of an article in a daily newspaper: The computerized on-board warning... disagree with the opinion stated above Support your views with reasons and/or examples from your own experience, observations, or reading “People are overwhelmed by the increasing amount of information available on the computer Therefore, the immediate goal of the information technology industry should be to help people learn how to obtain the information they need efficiently and wisely.” Discuss the extent... reading The people we remember best are the ones who broke the rules.” Discuss the extent to which you agree or disagree with the opinion expressed above Support your point of view with reasons and/or examples from your own experience, observations, or reading 779 The Official Guide for GMAT Review 12th Edition “There are essentially two forces that motivate people: self-interest and fear.” Discuss the. .. to go another way The new system will ensure that the two planes will turn in different directions so they don’t crash by trying to prevent the original crash In addition, the two planes will be able to see themselves and the other on a computer screen, to aid in the evasive action Explanation of Score 4 This response competently cites a number of deficiencies in the argument presented: the information... should have no right to obtain information about their employees’ health or other aspects of their personal lives without the employees’ permission.” Discuss the extent to which you agree or disagree with the opinion stated above Support your views with reasons and/or examples from your own experience, observations, or reading 777 The Official Guide for GMAT Review 12th Edition “Even at its best, a... has demonstrated an ability to perform the same tasks that he or she expects others to perform.” Discuss the extent to which you agree or disagree with the opinion stated above Support your views with reasons and/or examples from your own experience, observations, or reading 773 The Official Guide for GMAT Review 12th Edition “All citizens should be required to perform a specified amount of public service . observation of others. 14_449745-ch10.indd 76914_449745-ch10.indd 769 2/ 23/09 11:47: 52 AM2 /23 /09 11:47: 52 AM 770 The Offi cial Guide for GMAT ® Review 12th Edition The best way to give advice to other. Issue 14_449745-ch10.indd 76514_449745-ch10.indd 765 2/ 23/09 11:47: 52 AM2 /23 /09 11:47: 52 AM 766 The Offi cial Guide for GMAT ® Review 12th Edition Sample Paper 4 I find the response to the complaint. Directions 14_449745-ch10.indd 76114_449745-ch10.indd 761 2/ 23/09 11:47:51 AM2 /23 /09 11:47:51 AM 7 62 The Offi cial Guide for GMAT ® Review 12th Edition 10. 4 GMAT ® Scoring Guide: Analysis of an Issue 6 Outstanding A