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One of the biggest problems that students have in writing these essays is that they are not used to reading critically. By that I mean that much of the reading you’ve been doing has been assigned by teachers and comes with an implied stamp of correctness. You are inclined to agree with the conclusions that the author presents. To successfully complete this task on the GRE, you need to do the exact opposite. You need to figure out why the author is wrong.
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The Argument Essay is all about critiquing someone else’s argument and conclusion. As with the Issue Essay, the pool of potential writing prompts are available . The instructions that you’ll see going along with each prompt differ a little bit but the basic idea is the same: Find the logical flaws with the original argument and point how the author’s conclusion may be incorrect.
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The best way to do that is to seek out assumptions that the author has made. An assumption is an unstated piece of evidence that must be true in order for the author’s conclusion to be true. The failure of the author’s assumptions may lead to the failure of her argument. Your job is to find and point out those assumptions in order to reveal the logical weakness.
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In my I looked at the GRE’s Issue Essay. Today we’ll take a look at the Argument Essay. There is a clear difference between the two essays, so it’s important to note the differences because each task will require a different approach.
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10. The following appeared in the editorial section of a local newspaper. “This past winter, 200 students from Waymarsh State College traveled to the state capitol building to protest against proposed cuts in funding for various state college programs. The other 12,000 Waymarsh students evidently weren’t so concerned about their education: they either stayed on campus or left for winter break. Since the group who did not protest is far more numerous, it is more representative of the state’s college students than are the protesters. Therefore the state legislature need not heed the appeals of the protesting students.” Discuss how well reasoned . . . Etc.