Estimated study time: 45 minutes
Content:
Mastering GRE essay writing requires both content knowledge (understanding what makes strong Issue and Argument responses) and process discipline (managing 30 minutes efficiently). The GRE Analytical Writing section now presents one essay task — either an Issue or an Argument prompt — randomly assigned. You cannot know in advance which type you will receive, so you must prepare strategies for both.
The 30-minute timeline should be divided as follows: 2-3 minutes for planning and outlining; 23-25 minutes for drafting; 2-3 minutes for review and light editing. Do not skip the planning phase to save time — a 3-minute outline dramatically improves the coherence and development of the essay. During planning, write down your thesis, 2-3 supporting points, the counterargument you'll engage with, and your conclusion strategy. Even rough bullet points are sufficient.
For the Issue essay, your outline should include: (1) Introduction with clear thesis; (2) First body paragraph — strongest supporting argument with specific example; (3) Second body paragraph — second supporting argument with different example (from a different domain to show breadth); (4) Concession and rebuttal paragraph; (5) Conclusion. Five paragraphs in 30 minutes is a realistic target — don't try to write seven paragraphs quickly. A well-developed five-paragraph essay scores higher than a padded seven-paragraph essay.
For the Argument essay, your outline should note the 2-3 most significant flaws in the argument — ranked by importance. Prioritize flaws that directly attack the central causal or inferential claim. Your structure: (1) Brief introduction identifying the argument's overall logical problem (don't just summarize — begin critiquing immediately); (2-4) One flaw per body paragraph, developed with the three-part structure (state flaw, explain impact, describe needed evidence); (5) Conclusion identifying what would make the argument convincing.
Vocabulary and style: the GRE essay is not tested on vocabulary directly, but sophisticated vocabulary used accurately enhances score. Vary sentence structure — mix short declarative sentences with longer, more complex ones. Avoid vague intensifiers ("very important," "quite significant") — replace with specific and precise language. Do not use first-person informalities ("In my opinion, I think that..."). Use hedged first-person more sparingly ("I contend," "one might argue") or restructure to third person ("The evidence suggests..."). Academic register is expected.
Common mistakes to avoid: (1) Not addressing the specific instruction — the most costly error. (2) Treating the Argument essay as an Issue essay (taking a position on the topic rather than critiquing the logic). (3) Using the same example twice — diversify examples to show breadth. (4) Ending without a real conclusion — don't simply stop writing when time expires; budget time for a closing paragraph. (5) Excessive hedging — "it could possibly be argued that perhaps..." undermines the essay's authority.
Key Terms:
Quiz Questions:
Q1. You receive an Argument essay prompt with 30 minutes on the clock. You immediately begin writing without planning. What is the most likely consequence?
A) You will produce a longer, more detailed essay because you didn't spend time on planning B) Your essay may lack clear structure, and you may spend the first body paragraph on a minor flaw while missing the central logical issue — a disorganized approach that typically scores 3-4 C) Planning is optional and has no effect on essay quality D) You will finish faster and have more time for editing
Answer: B — Without a brief outline, writers commonly get "off on a tangent" — spending significant time on secondary points while missing the most important critique. The 2-3 minute investment in outlining pays dividends: a structured essay with 3 well-developed points scores higher than an unstructured stream of consciousness, even if the unstructured version is longer.
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Q2. Which is the better opening sentence for a GRE Argument essay critiquing a flawed business argument?
A) "I am going to analyze this argument and find the flaws in it by examining several problems with the reasoning." B) "This argument's conclusion that expanding the food court will increase mall foot traffic rests on a series of unsupported causal assumptions that, if incorrect, would entirely undermine the recommendation." C) "While the argument makes some good points, it also has several weaknesses that should be considered." D) "The argument presents an interesting perspective on mall management strategy."
Answer: B — Answer B immediately names the specific argument, identifies the type of flaw (unsupported causal assumptions), and signals the analytical direction. It begins critiquing from the first sentence — exactly what GRE graders look for. A is a content-free announcement of intent. C is vague and non-committal. D is an observation, not analysis.
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Q3. A candidate writing an Issue essay about whether technology improves education uses these three examples: (1) online learning platforms during COVID-19, (2) Khan Academy's reach in developing countries, (3) schools using iPads instead of textbooks. What is the primary weakness of this example set?
A) The examples are too recent — GRE prefers historical examples B) All three examples concern educational technology — using examples from a single domain appears narrow; adding an example from a different field (e.g., how technology transformed medical training or professional skill development) would show greater intellectual breadth C) The examples are too specific — GRE prefers general principles D) Examples should not be used in Issue essays
Answer: B — Three examples from the same domain (education + technology) suggests limited intellectual range. A stronger essay would include at least one example from a different field to demonstrate that the principle generalizes — for instance, how simulation technology transformed surgeon training, or how digital tools changed newsroom journalism. Domain diversity is a marker of a score-5 or 6 essay.
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Q4. A student reads the following Argument essay instruction: "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 if the assumptions prove unwarranted." The student instead writes an essay arguing whether the argument's conclusion is a good idea in practice. This response would most likely receive:
A) A high score because the student engaged deeply with the topic B) A low score because the response does not address the specific instruction — failing to examine assumptions is a fundamental failure of the task C) A medium score because the content is relevant even if not exactly aligned with the instruction D) No penalty — GRE graders evaluate overall quality, not compliance with instructions
Answer: B — The specific instruction defines the task. Failure to examine assumptions and instead argue about the merits of the conclusion completely misses the assigned analytical exercise. ETS graders explicitly evaluate whether the response "addresses the specific task" — this is one of the primary scoring criteria. Ignoring the instruction typically results in a score of 2-3 regardless of writing quality.
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Q5. In the final 2-3 minutes of the 30-minute essay, a candidate should prioritize:
A) Adding an additional body paragraph to increase length B) Rewriting the introduction to make it more sophisticated C) Reading through the essay to fix the most significant errors (incomplete sentences, unclear pronoun references, major grammar errors) and ensuring the conclusion is complete D) Adding more vocabulary words to demonstrate linguistic sophistication
Answer: C — The review phase should fix errors that impair clarity — incomplete sentences, missing verbs, ambiguous pronoun references, obviously misspelled key terms. It is not the time to rewrite or add paragraphs (there isn't time), add vocabulary for its own sake, or restructure arguments. The most valuable use of 2-3 minutes is ensuring the essay communicates clearly and ends with a complete conclusion, since a truncated essay signals poor time management to graders.
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