TEST PREP SERIES

2020

GRE ANALYTICAL
WRITING:
SOLUTIONS TO THE REAL
ESSAY TOPICS - Book 2

Fifth Edition

w 65 Solved Issue and Argument topics

solved using simple methods and expert
strategies
w New Essays included
w Topics sorted by categories
w Online access to printable Answer sheets
Customer Reviews on Amazon.com (5 Star Ratings)
(GRE Analytical Writing: Solutions to the Real Essay Topics - Book 1)

This new edition of GRE Analytical Writing by Vibrant Publishers has 60 solved AWA
essays. Most of the solutions are bang on! All these topics are from the official GRE
essay list, so the probability of one of these essays coming in your actual GRE is very
high. Infact in my GRE, I was asked one of the Issue topics that was already solved in this
book. Having already read the solution had two advantages, 1) I had good idea of how to
go about writing the essay and 2) I felt lot more confident and all my exam stress went
away. I will give this book 5 stars!

Great book to help prepare for the GRE essays!! Very helpful strategies and the essays
are also detailed. I have read through only few topics yet but will definitely read through
all of them. If I get the time to read all the 60 Issues and Arguments, there’ll be no look-
ing back. I am glad I made this purchase.

Good book. Each topic is followed by multiple pointers to help you construct the
essay. A sample essay is also provided for reference. But what I liked the most about the
book is they covered over sixty writing topics. Great for practice.

The book starts with an introduction to the analytical writing section, then explains
Analyze an Issue task and Analyze an Argument task including scoring patterns for both.
It gives strategies for writing Issue and Argument tasks. It then takes 30 Issue topics and
guides us to write an essay on each of those topics - strategies include how to interpret
the topic, different positions that can be taken for the topic in question, ways to support
the position you take, examples and more. At the end, a sample essay is also given which
can be used as a benchmark. After the Issue topics, 30 Argument topics are covered.
Again, each topic is followed by strategies and a sample essay. The author has addressed
many possible positions of an Issue, assumptions in an argument, evidences required
and questions to be answered making the writing task look easy as pie.
Customer Reviews on Amazon.com (5 Star Ratings)
(GRE Analytical Writing: Solutions to the Real Essay Topics - Book 2)

This is an excellent book for GRE Analytical Writing exams. I found this book to be
very comprehensive about all aspects of Analytical Writing.
In terms of example essays: there are some very good and well written essays, but
at the same time I felt there were some first-person essays that I could have improved
upon. Overall, it gives you good idea about different types of writing styles and essays
that are needed for passing the GRE Analytical Writing.

This book was a great buy, a must-read for all GRE test takers. The content in the
book was useful, thought provoking, and I have several ideas to work with now. In
addition, the content is presented well too.

I found very few books that focus on the GRE writing section; and of those, I prefer
this book.

I bought this for myself and i had no problem with the Quant section of the GRE and
verbal prep was not bad either. I didn’t know anything about the Analytical writing
section as I had kept the prep for this section towards the end. Glad I made this pur-
chase, now I feel much more confident than I was a week ago. One more week for my
real test, hope to see a 5 atleast in the GRE.

The author has done a fantastic job. The elaborate explanation of each topic helped
me immensely, I could gather my thoughts, streamline them and put them into appro-
priate words. Highly recommended .
Customer Reviews on Amazon.com (5 Star Ratings)
(GRE Analytical Writing: Solutions to the Real Essay Topics - Book 3)

This small in size by large in content book is a part of the Test Prep Series published
as guides to those who are preparing for Graduate Record Exams. No book is going
to guarantee a students passing these ominous examinations, but the writers of this
series allow some of the most positive preparation techniques currently available.

This particular book provides analytical writing insights for the REVISED GRE gen-
eral test. The book is itself a test, but a test taken in the quiet of the student’s space,
acclimating the student for the concepts presented in the GRE. As the book states in
its introduction, ‘The Analytical Writing Measure is intended to assess your ability to
think critically and write effectively about a topic while following specific directions.’
Two tasks are presented: 1) Analyze an Issue and 2) Analyze an Argument. The book
then supplies tow portions and allows the reader/student thirty minutes to complete
each. It then provides a scoring guide of issue and Argument that are relevant to the
revised GRE regulations and guidelines.

The book finishes with 10 solve essay topics with input on how to approach each
topic, and finally 10 practice exercises to polish off the lessons learned. Though the
information here listed will probably only be understood by those preparing for taking
the GRE - this is hardly an entertaining book for the non-student to read! But the care-
ful and smoothly worded manner in which this book is written will make the material
easily understood by those in preparation phases for the GRE. AND the important
aspect of this manual is that it takes into account all of the changes on the GRE since
August 1, 2011! It would seem almost negligent not to pay attention to this new and
very helpful guide.
®
GRE Analytical Writing:
Solutions to the Real Essay Topics - Book 2

© 2020, By Vibrant Publishers, USA. All rights reserved. No part of this publication may be reproduced or
distributed in any form or by any means, or stored in a database or retrieval system, without the prior per-
mission of the publisher.

ISBN-10: 1-949395-57-X
ISBN-13: 978-1-949395-57-0
Library of Congress Control Number: 2014900726

This publication is designed to provide accurate and authoritative information in regard to the subject ma er
covered. The Author has made every effort in the preparation of this book to ensure the accuracy of the infor-
mation. However, information in this book is sold without warranty either expressed or implied. The Author
or the Publisher will not be liable for any damages caused or alleged to be caused either directly or indirectly
by this book.

Vibrant Publishers books are available at special quantity discount for sales promotions, or for use in corpo-
rate training programs. For more information please write to [email protected]

Please email feedback / corrections (technical, grammatical or spelling) to [email protected]

To access the complete catalogue of Vibrant Publishers, visit www.vibrantpublishers.com

GRE is the registered trademark of the Educational Testing Service (ETS) which neither sponsors nor endorses
this product.
Table of Contents
1 Analyze an Issue Task 11
Scoring Guide 13
General Strategies 16

2 Arts 19
Issue Task 1 – Modern development 20

3 Education 23
Issue Task 2 – Studying in a foreign country 24
Issue Task 3 – Same national curriculum 27
Issue Task 4 – Course planning 31
Issue Task 5 – Prepare students for lucrative careers 34
Issue Task 6 – Eliminate elective courses 37
Issue Task 7 – Dissuade students unlikely to succeed 40

4 Government and Politics 45

Issue Task 8 – Indicator of a great nation 46
Issue Task 9 – Governments to not fund scientific research 49
Issue Task 10 – Suspend government funding for arts 53
Issue Task 11 – Indicator of a great nation 56
Issue Task 12 – Major policy decisions 59
Issue Task 13 – Effectiveness of a country’s leaders 62
Issue Task 14 – Restrictions on scientific research 65
Issue Task 15– Education free of charge 69

5 Philosophy 73
Issue Task 16 – Make important decisions 74
Issue Task 17 – Contemporary life 77
Issue Task 18 – Learn from people 81
Issue Task 19 – Long-term, realistic goals 84
Issue Task 20 – Make important decisions 87
Issue Task 21 – Best test of an argument 90
Issue Task 22 – Fact should be mistrusted 93
Issue Task 23 – Compromise one’s beliefs vs adhere to them 96
Issue Task 24 – True success 99

6 Science and Technology 103

Issue Task 25 – Research to benefit greatest number of people 104
Issue Task 26 – Human mind vs machines 108
Issue Task 27 – Primary goal of technological advancement 111

7 Society 115
Issue Task 28 – Man or woman as hero 116
Issue Task 29 – Children with special talents 120
Issue Task 30 – Identification with social group 124
Issue Task 31 – Overall success vs well-being of individual citizens 128
Issue Task 32 – Problems of modern society vs legal system 131
Issue Task 33 – Appealing image vs reality 134

8 Analyze an Argument Task 137

Scoring Guide 139
General Strategies 142

9 Arts 143
Argument Task 1 – Movies Galore 144
Argument Task 2 – City of Monroe 147
Argument Task 3 – Television station 151
Argument Task 4 – Rialto Movie Theatre 155
Argument Task 5 – Mozart School of Music 158
Argument Task 6 – WWAC radio station 161
Argument Task 7 – Classical Shakespeare Theatre 164
10 Education 167
Argument Task 8 – West Meria 168
Argument Task 9 – Humana University 170
Argument Task 10 – Monarch Books 173
Argument Task 11 – Centerville 176
Argument Task 12 – Absenteeism in schools 179
Argument Task 13 – Student housing at Buckingham College 182

11 Government and Politics 185

Argument Task 14 – West Egg Town Council 186
Argument Task 15 – Grandview Symphony 190
Argument Task 16 – Access roads for shopping malls 193

12 Science and Technology 197

Argument Task 17 – Osteoporosis 198
Argument Task 18 – Crust Copper Company 201
Argument Task 19 – Residents of Mentia 203
Argument Task 20 – Health magazine in Corpora 207
Argument Task 21 – Arctic deer 212
Argument Task 22 – Investment advice 214

13 Society 217
Argument Task 23 – Sunnyside Towers 218
Argument Task 24 – Top Dog Pet Stores 221
Argument Task 25 – Food distribution company 224
Argument Task 26 – Blue Highway (recommendation) 227
Argument Task 27 – Health Naturally 230
Argument Task 28 – Pace of life in small towns vs that in big cities 233
Argument Task 29 – Cheese stores 236
Argument Task 30 – Clearview 239
Argument Task 31 – Letter from Central Plaza store owner 244
Argument Task 32 – Dura-Sock, Inc. 248
Dear Student,

Thank you for purchasing GRE Analytical Writing: Solutions to the Real Essay Topics - Book 2. We are
commi ed to publishing books that are content-rich, concise and approachable enabling more students to
read and make the fullest use of them. We hope this book provides the most enriching learning experience as
you prepare for your GRE exam.

Should you have any questions or suggestions, feel free to email us at [email protected]

Thanks again for your purchase. Good luck for your GRE!

– Vibrant Publishers Team

GRE Books in Test Prep Series

Verbal Insights on the GRE Analytical Writing Insights on the

General Test revised GRE General Test
ISBN: 978-1-946383-36-5 ISBN: 978-1-946383-68-6

GRE Analytical Writing: Solutions to the Real GRE Analytical Writing: Solutions to the Real
Essay Topics - Book 1 (Fifth Edition) Essay Topics - Book 2 (Fifth Edition)
ISBN: 978-1-949395-54-9 ISBN: 978-1-949395-57-0

GRE Quantitative Reasoning: GRE Text Completion and Sentence

520 Practice Questions Equivalence Practice Questions
ISBN: 978-1-946383-88-4 ISBN: 978-1-946383-32-7

GRE Reading Comprehension: Detailed GRE Master Word List: 1535 Words
Solutions to 325 Questions for Verbal Mastery
ISBN: 978-1-946383-30-3 ISBN: 978-1-946383-41-9

GRE Word List: 491 Essential Words 6 Practice Tests for the GRE
ISBN: 978-1-946383-40-2 ISBN: 978-1-946383-34-1

GRE Words in Context: List 1 GRE Words in Context: List 2

ISBN: 978-1-946383-42-6 ISBN: 978-1-946383-43-3

GRE Words in Context: Challenging Conquer the GRE: Stress Management

List & A Perfect Study Plan
ISBN: 978-1-946383-44-0 ISBN: 978-1-479216-95-6

GRE Words in Context: The GRE Verbal Reasoning: Study Guide with
Complete List 695 Practice Questions
ISBN: 978-1-949395-18-1 ISBN: 978-1-949395-14-3

For the most updated list of books visit

www.vibrantpublishers.com
10 GRE Analytical Writing: Solutions to the Real Essay Topics - Book 2

Introduction to the Analytical

Writing Measure

T
he Analytical Writing Measure is intended to assess your ability to think critically and write
effectively about a topic while following specific directions. You will not need any specific content
knowledge to complete either in this portion of the test. The purpose of both writing pieces is to
determine your readiness to perform appropriately at the graduate level.

During this portion of the test, you will complete two writing tasks: Analyze an Issue and Analyze an
Argument. For each portion, you will have 30 minutes to read the prompt and directions and to plan and
execute your response.

The two tasks are opposite in their nature. During the Analyze an Issue task, you will write persuasively
as you express your point of view on the selected topic, which may be in the form of an opinion, a recommen-
dation, a claim and reason, or the presentation of two points of view. It is important to read the directions
carefully to ensure that your response is addressing the prompt correctly and to enable you to receive the
highest score.

During the Analyze an Argument task, you will evaluate an argument to determine the strength of the
facts and assumptions that it presents. You may be asked to evaluate the evidence to determine if the assump-
tions are correct, formulate questions that will need to be answered before determining if the assumptions
are correct, what further evidence is necessary before the argument can be declared correct, or what steps
should be completed before accepting a recommended course of action. As in the Analyze an Issue task, in the
Analyze an Argument task, reading and following the directions carefully is the best way to ensure that you
receive a high score for your efforts.

Strategies for Completing Analytical Writing Measure

Each portion of the writing measure is 30 minutes long. In that period of time, you must read the state-
ment or brief passage and the directions for creating your response, plan how you want to respond, and
write your essay. If you spend too much time taking notes and organizing your thoughts, you may not have
enough time to finish writing your essay. On the other hand, completing a prewriting activity sufficiently
will help you write your essay more quickly. Budgeting your time is crucial and responding to some of the
prompts published on the ETS site, ets.org will help you to do that. Although the GRE readers are aware of
the time limit and that your essay is essentially a draft, they will expect you to perform at a high level. Leave
a few minutes at the end of each writing section to review your essay for errors in spelling, grammar, usage,
and sentence structure.

facebook.com/vibrantpublishers
Chapter 1
Analyze an Issue Task
12 GRE Analytical Writing: Solutions to the Real Essay Topics - Book 2

A
s you complete this task, you will have an opportunity to express your point of view on an issue.
Because it is essentially your opinion, there is no “correct” answer. You must, however, support
your point of view with sufficient evidence to show the strength of your argument. You may agree
completely with the statement about the issue, partially agree with it, or completely disagree with it. Be cer-
tain to stay on topic and follow the directions carefully.

For example, you might be presented with a statement similar to the following:
It is always best to look before you leap.

One interpretation of this statement is that one should consider potential consequences before taking
any action. The directions may instruct you to write a response in which you discuss the extent to which
you agree or disagree with the statement and explain your reasoning for the position you take. If you agree
with the statement, you should recall examples from your reading, your studies, or your own experience
that support your position. Think about Holden Caulfield’s actions in The Catcher in the Rye. His impulsive
decision to spend some time alone in New York City before going home after his expulsion from Pencey Prep
had unsatisfactory consequences. You may have taken some action in your own life that you regre ed after-
wards. On the other hand, you may disagree with the statement. Early explorers like Christopher Columbus
had li le idea about what they would find as they set out in their relatively small sailing vessels. If they had
thought only about the dangers of their ventures, the new world would have been discovered much later.
You can also take a qualified approach by agreeing with the statement to some extent. Remember, the best
approach to a given prompt is the one you can argue the best. The GRE essay readers are trained to evaluate
a wide variety of approaches to the issue and evaluate them on their strengths and weaknesses and not on the
opinion expressed.

The following is a comprehensive list of the instructions that can accompany the statements in the Analyze
an Issue task.

q Write a response in which you discuss the extent to which you agree or disagree with the statement
and explain your reasoning for the position you take. In developing and supporting your position,
you should consider ways in which the statement might or might not hold true and explain how these
considerations shape your position.

q Write a response in which you discuss the extent to which you agree or disagree with the recommenda-
tion and explain your reasoning for the position you take. In developing and supporting your position,
describe specific circumstances in which adopting the recommendation would or would not be advan-
tageous and explain how these examples shape your position.

q Write a response in which you discuss the extent to which you agree or disagree with the claim. In de-
veloping and supporting your position, be sure to address the most compelling reasons and/or exam-
ples that could be used to challenge your position.

q Write a response in which you discuss which view more closely aligns with your own position and
explain your reasoning for the position you take. In developing and supporting your position, you
should address both of the views presented.

facebook.com/vibrantpublishers
Analyze an Issue Task 13

q Write a response in which you discuss the extent to which you agree or disagree with the claim and the
reasons on which that claim is based.

q Write a response in which you discuss your views on the policy and explain your reasoning for the
position you take. In developing and supporting your position, you should consider the possible conse-
quences of implementing the policy and explain how these consequences shape your position.

You may have had some experience with writing persuasively in high school or college, but you do not
need to worry about employing specific rhetorical devices to receive a high score. It is important to stay on
topic, present your argument in a coherent and cohesive manner, and to acknowledge counterarguments to
strengthen your own. You should also make every a empt to use correct grammar, mechanics, and a variety
of sentence structures to improve the fluency of your essay. The scoring guide that follows is reprinted from
the Practice Book for the GRE Revised General Test, developed by Educational Testing Service.

Scoring Guide

Score 6
In addressing the specific task directions, a 6 response presents a cogent, well-articulated analysis of the
issue and conveys meaning skillfully.

A typical response in this category:

q articulates a clear and insightful position on the issue in accordance with the assigned task

q develops the position fully with compelling reasons and/or persuasive examples

q sustains a well-focused, well-organized analysis, connecting ideas logically

q conveys ideas fluently and precisely, using effective vocabulary and sentence variety

q demonstrates facility with the conventions of standard wri en English (i.e., grammar, usage and me-
chanics), but may have minor errors

Score 5
In addressing the specific task directions, a 5 response presents a generally thoughtful, well-developed
analysis of the issue and conveys meaning clearly.

A typical response in this category:

q presents a clear and well-considered position on the issue in accordance with the assigned task

q develops the position with logically sound reasons and/or well-chosen examples

www.vibrantpublishers.com
14 GRE Analytical Writing: Solutions to the Real Essay Topics - Book 2

q is focused and generally well organized, connecting ideas appropriately

q conveys ideas clearly and well, using appropriate vocabulary and sentence variety

q demonstrates facility with the conventions of standard wri en English but may have minor errors

Score 4
In addressing the specific task directions, a 4 response presents a competent analysis of the issue and con-
veys meaning with acceptable clarity.

A typical response in this category:

q presents a clear position on the issue in accordance with the assigned task

q develops the position with relevant reasons and/or examples

q is adequately focused and organized

q demonstrates sufficient control of language to express ideas with reasonable clarity

q generally, demonstrates control of the conventions of standard wri en English but may have some
errors

Score 3
A three response demonstrates some competence in addressing the specific task directions, in analyzing
the issue and in conveying meaning, but is obviously flawed.

A typical response in this category exhibits ONE OR MORE of the following characteristics:

q is vague or limited in addressing the specific task directions and/or in presenting or developing a posi-
tion on the issue

q is weak in the use of relevant reasons or examples or relies largely on unsupported claims

q is poorly focused and/or poorly organized

q has problems in language and sentence structure that result in a lack of clarity

q contains occasional major errors or frequent minor errors in grammar, usage or mechanics that can
interfere with meaning

Score 2
A two response largely disregards the specific task directions and/or demonstrates serious weaknesses in
analytical writing.

facebook.com/vibrantpublishers
Analyze an Issue Task 15

A typical response in this category exhibits ONE OR MORE of the following characteristics:

q is unclear or seriously limited in addressing the specific task directions and/or in presenting or develo-
ing a position on the issue

q provides few, if any, relevant reasons or examples in support of its claims

q is unfocused and/or disorganized

q has serious problems in language and sentence structure that frequently interfere with meaning

q contains serious errors in grammar, usage or mechanics that frequently obscure meaning

Score 1
A one response demonstrates fundamental deficiencies in analytical writing.

A typical response in this category exhibits ONE OR MORE of the following characteristics:

q provides li le or no evidence of understanding the issue

q provides li le evidence of the ability to develop an organized response (i.e., is extremely disorganized
and/or extremely brief)

q has severe problems in language and sentence structure that persistently interfere with meaning

q contains pervasive errors in grammar, usage or mechanics that result in incoherence

Score 0
A typical response in this category is off topic (i.e., provides no evidence of an a empt to respond to the
assigned topic), is in a foreign language, merely copies the topic, consists of only keystroke characters or is
illegible or nonverbal.

The Analyze an Issue task presents you with a statement that expresses a point of view about a topic of
general interest. The statement is followed by a set of specific instructions that will determine the manner in
which you respond. You may find yourself agreeing or disagreeing with the statement almost immediately.
How you feel about the statement is not important, but you will be expected to present a strongly developed
case for your own point of view. As you think about your own point of view, consider other perspectives as
well. Before you begin to write, read the instructions carefully. Take some brief notes, list some questions that
the issue generates, and organize your ideas in a logical manner. This task will assess your ability to think
critically and write clearly, using varied and accurate vocabulary, a meaningful variety of sentence structures,
and correct grammar, spelling, and usage.

www.vibrantpublishers.com
16 GRE Analytical Writing: Solutions to the Real Essay Topics - Book 2

General Strategies

q Restate the issue in a way that makes sense to you.

q You could also determine what question is being answered by the statement Creating a question may
help you determine your position on the issue. If someone were to ask you this question, would you
say yes, no, or maybe?

q Next, create a statement that expresses the opposing viewpoint, using language similar to that of the
original statement.

q Think about alternative viewpoints. Is there another way to look at this issue? Can you qualify the
original recommendation in some way? How can you answer all or some of the questions that you
generated earlier?

q From here, you must decide which point of view to address in your essay. Before you decide, carefully
consider the following questions. You will have addressed several of them in the exercises you will
perform below.

i. What, precisely, is the central issue?

ii. What precisely are the instructions asking me to do?

iii. Do I agree with all or any part of the claim? Why or why not?

iv. Does the claim make certain assumptions? If so, are they reasonable?

v. Is the claim valid only under certain conditions? If so, what are they?

vi. Do I need to explain how I interpret certain terms or concepts used in the claim?

vii. If I take a certain position on the issue, what reasons support my position?

viii. What examples - either real or hypothetical - could I use to illustrate those reasons and advance
my point of view? Which examples are most compelling?

q Once you have decided on a position to defend, consider the perspectives of others who might not
agree with your position. Ask yourself:

i. What reasons might someone use to refute or undermine my position?

ii. How should I acknowledge or defend against those views in my essay?

The next step should be listing the main reasons and support for your position. Keep in mind that the GRE
readers scoring your response are not looking for a “right” answer—in fact, as far as they are concerned, there

facebook.com/vibrantpublishers
Analyze an Issue Task 17

is no correct position to take. Instead, the readers are evaluating the skill with which you address the specific
instructions and articulate and develop an argument to support your evaluation of the issue.

www.vibrantpublishers.com
This page is intentionally left blank
Chapter 2
Arts
20 GRE Analytical Writing: Solutions to the Real Essay Topics - Book 2

1
Issue Task 1

When old buildings stand on ground that modern planners feel could be be er used for modern pur-
poses, modern development should be given precedence over the preserva on of historic buildings.

Write a response in which you discuss the extent to which you agree or disagree with the statement
and explain your reasoning for the posi on you take. In developing and suppor ng your posi on,
you should consider ways in which the statement might or might not hold true and explain how
these considera ons shape your posi on.

Strategies

Restate the Issue:

In this case, you might reverse the order in which the parts of the issue appear and use a negative phrase.
In other words:

In other words:

The preservation of historic buildings should not be given precedence over using the ground they stand on for modern
purposes that have a be er use. Determine what question is being answered by the issue statement.

You could also determine what question is being answered by the statement.

Should the preservation of historic buildings be given precedence over modern development?

Asking a question may help you to formulate your response to the issue.

Now think about the parts of the statement that provide evidence that you can affirm or refute.

u old – This implies outdated or rundown. New is be er.

u be er used – be er is a comparative word. It is more than good but less than best.

u modern purposes – Modern implies improved. It is the opposite of old fashioned.

u development – This word also has a positive connotation. It implies improvement, evolution.

Arts facebook.com/vibrantpublishers
Issue Task 1 21

u precedence – Whatever is being proposed is more important than other ideas. It should come ahead
1
of other plans or ideas.

u preservation – Again, the connotation is positive. To preserve is to save.

u historic – Something historic is a representation of history. One generally thinks favorably of some-
thing that is described as being historic.

Opposing viewpoint:

Modern development should not be given precedence over the preservation of historic buildings that stand on ground,
which modern planners feel could be be er used for modern purposes.

The only new evidence in the opposing statement is the word not, which simply reverses the original
position.

Alternatives:

Is there any other way to look at this issue? Can you qualify either of the statements? Are there any cases
where one or the other of the statements might be true or not true?

New viewpoint:

When the preservation of historic buildings becomes a financial struggle or the land on which they stand could be
used for community be erment, modern development should be given precedence over that preservation.

Identify parts of the new viewpoint that provide evidence for you to refute or affirm.

u financial struggle – Surely communities and special interest groups cannot afford to preserve every
building of an historic value.

u community be erment– This is subjective. What one feels is be erment, another might feel is a
detriment to the community. Who decides?

Examples:

a) Auschwi is crumbling. There is strong debate over preserving what remains of the infamous Nazi
concentration camp or the suitability of le ing the buildings crumble. Is there a be er use for this
land?

www.vibrantpublishers.com Arts
22 GRE Analytical Writing: Solutions to the Real Essay Topics - Book 2

b) Urban renewal generally involves tearing down existing structures to make way for improved
1
buildings to house new business or offices or to improve traffic flow.

Sample Essay

The value of any object is subjective. Nostalgia for the simpler life of bygone days causes us to attach more
value than appropriate to objects from the past. Historic buildings let us envision the people who lived in
them and the daily activities they pursued. However, the needs of communities have changed, and sentiment
may need to be discarded to meet those needs. Due to this fact, historic buildings may need to be taken down
or otherwise changed to accommodate the needs of the current population.

Some cities have found ways to preserve historic buildings by erecting the new ones over them. Their
front walls become part of the new facade. The cities’ needs for more office space or apartments have been
met and a record of the past has been saved for present and future generations. Many communities in the
United States have historical societies who raise money for historic preservation, and, in some cases, old
buildings can be listed in the Register of Historic Places and are supported by public funds. The future of proj-
ects like these depends on continued interest, and emerging generations may have different priorities.

How essential are old buildings in maintaining the character of a place? When one looks at several cities in
Europe, he sees a cityscape very different from the one that existed prior to WWII when both Allies and Axis
bombs destroyed ancient structures. The citizens of those towns and cities had no choice but to rebuild. Life
went on. Currently, there is debate about the future of Auschwitz. What remains of the notorious Nazi con-
centration camp is in disrepair. Buildings that were not built to last in the first place are crumbling. Maintain-
ing them is costly. Although many countries around the world have donated millions to the preservation of
the site, some wonder if allowing the site return to its pre-WWII state is a more fitting memorial to what hap-
pened there. Could the money needed to restore the barracks, the crematoria and to maintain the museum
be used in a more appropriate way to teach future generations about the dangers of hatred and prejudice?

Modern technology has made the preservation of old buildings and landmarks possible through photo-
graphs and video recordings. In fact, it is possible, with the click of a computer mouse, to take virtual tours
of places one has never physically visited. These photos and videos live on the World Wide Web forever, and
maintenance costs will be minimal. Access to these historic buildings is no longer restricted to those who can
make the trip to their physical sites but is available to anyone with an Internet connection.

Change for the sake of change is frivolous and usually unnecessary, but towns and cities are challenged to
make the best use of the spaces they have. Their needs have changed. A small city may need assisted living
quarters for its senior citizens or recreational facilities for its young people. To accomplish that, city planners
may have to make difficult choices, some of which could include the razing of old buildings.

Arts facebook.com/vibrantpublishers
Chapter 3
Education
24 GRE Analytical Writing: Solutions to the Real Essay Topics - Book 2

2
Issue Task 2

Colleges and universi es should require their students to spend at least one semester studying in a
foreign country.

Write a response in which you discuss the extent to which you agree or disagree with the recom-
menda on and explain your reasoning for the posi on you take. In developing and suppor ng your
posi on, describe specific circumstances in which adop ng the recommenda on would or would
not be advantageous and explain how these examples shape your posi on.

Strategies

Restate the Recommendation:

Restate the recommendation by telling what students should not do while retaining the original meaning.
In other words:

In other words:

Students should not complete college without being required to spend at least one semester studying in a foreign
country.

You could also determine what question is being answered by the recommendation.

What should colleges recommend that all of their students do before completing their educations?

Or: Should colleges recommend that all of their students spend at least one semester studying in a foreign country?

Creating a question will allow you to think about the way you would answer it and why you would an-
swer it in that way.

Now identify the parts of the recommendation that provide evidence that you can affirm or refute.

u require – This word leaves no room for choice. By the time students are in college, they should be
able to make some choices about where they study.

u all – Again, there is no room for compromise. Will all college students benefit from studying
abroad? Some fields of study may be enriched by a semester abroad.

Education facebook.com/vibrantpublishers
Issue Task 2 25

Opposing viewpoint:
2
Colleges and universities should not require all of their students to spend at least one semester studying in a foreign
country.

Now identify the parts of the recommendation that provide evidence that you can affirm or refute.

u require – As in the original recommendation, this word leaves no room for equivocation. In this
case, it is followed by the word not, so the requirement is negated.

u all – This word allows no exceptions. When a statement includes not before all, one may interpret it
to mean some. Should some students be required to study abroad?

Alternatives:

Is there another way to look at this issue? Many colleges and universities do have required classes for
students seeking degrees in particular majors. Should candidates in some majors be required to study
abroad? Would it be a financial hardship for some? Should study abroad simply be an available option for
college students? Many colleges and universities make study abroad available for third year.

New viewpoint:

Colleges and universities should make study in a foreign country available to all of its students.

Examples and Reasons:

a) the global economy – A country’s economy relies on those of countries around the world. Students
in business or economy could benefit from studying those aspects of a foreign country in that coun-
try itself.

b) foreign language students – These students would most obviously benefit from studying the lan-
guage immersed in the culture of the country and living with native speakers of the language.

c) requiring a semester abroad could be a financial hardship for students. Many students have to work
their way through college. The likelihood of being able to work in a foreign country is slim.

d) nontraditional students. Most colleges today have a number of nontraditional students. They are
older and may be married with children. They may have jobs. Forcing them to study abroad is
shortsighted.

e) online colleges

www.vibrantpublishers.com Education
26 GRE Analytical Writing: Solutions to the Real Essay Topics - Book 2

2 Sample Essay

The chance to earn college credit while studying abroad is an attractive option, and that is what it should
remain. The world’s shrinking size makes it seem practical to require students to spend at least one semester
studying in a foreign country. Most of those students would develop a better understanding of the global
perspective, but it simply isn’t a practical option for many young people. Colleges and universities must look
at the issue from several sides before adopting this requirement.

Students in some programs of study would benefit from study abroad, while for students in other pro-
grams, the requirement would be a burden. Those who are studying a foreign language are the most obvious
beneficiaries of studying in another country. What better way to learn French, for example, than to immerse
oneself in the culture of France. Rubbing shoulders on a daily basis with people whose native tongue is French
is the best way to grasp the nuances of the language that are virtually impossible to impart in a classroom
setting. Familiarity with the landscape, the food, and the arts of a country impart a depth of understanding
that would be difficult to obtain in any other manner. Earning credit while strolling on the Champs Elysees
or reading a text book while lounging on the Rive Gauche is similar to earning a bonus at work. As idyllic as
this seems, it is a hardship for some students, even those studying foreign languages. College is an enormous
financial commitment, and many can’t do it without holding down at least one job while attending school. For
those who would have to forfeit a job for even a semester, this requirement would be onerous.

Another segment of the college population that might derive a benefit from studying in another country is
those who plan to enter the world of finance or economics. No country stands alone in the global economy.
Goods are produced and sold across borders every day. Gone are the days of a country producing all of the
consumables for its citizens. The American stock and commodities markets fluctuate hourly based on what is
happening in markets around the world. For students entering this arena, studying other markets first hand
would be more enlightening than reading a textbook about it. These students, however, may get that oppor-
tunity after obtaining a job in a multinational organization and visit other countries on someone else’s dime.
In addition, such opportunities are limited, so some students would likely be placed with a company that has
no relation to their preferred career path.

Colleges and universities must consider the nontraditional students on their campuses. No longer are cam-
puses populated only by 18 to 22-year-olds. Women are entering college after raising their children; displaced
adult workers are returning to learn new skills; and veterans are taking advantage of college tuition earned
while serving their country. Should schools require these students, who have other responsibilities, to leave
everything behind and spend a semester in a foreign country?

Finally, one must ask if the emerging online universities should embrace this requirement. Online students
are enrolled for the convenience of being able to complete coursework from the comfort of their own homes.
Requiring them to study abroad for a semester seems contradictory to the philosophies of these schools.
Finishing the traditional course of study is enough of a challenge for most students without the additional
burden of living and studying in a foreign country. Universities should, nonetheless, make available the option
to spend at least a semester abroad, but this should not be a mandatory requirement.

Education facebook.com/vibrantpublishers
Issue Task 3 27

Issue Task 3
3
A na on should require all of its students to study the same na onal curriculum un l they enter
college.

Write a response in which you discuss the extent to which you agree or disagree with the recom-
menda on and explain your reasoning for the posi on you take. In developing and suppor ng your
posi on, describe specific circumstances in which adop ng the recommenda on would or would
not be advantageous and explain how these examples shape your posi on.

Strategies

Restate the Position:

This statement says what the situation should be. How can you retain the meaning of the statement by
telling what should not be? In other words:

In other words:

A nation should not allow its students to study a curriculum that is not a national curriculum.

You could also determine what question is being answered by the statement.

Should a nation require all of its students to study the same curriculum until they enter college?

Or: How can a nation ensure that all of its students are ready for college?

Or: How can a nation ensure that all of its students develop the same skills?

Now identify elements in the statement that can provide evidence for you to affirm or refute.

u require - A requirement is something one must do. There is no equivocation. Maybe a national cur-
riculum should be an option. National decision makers could create a recommended curriculum.

u curriculum - A curriculum is a course of study. It is possible that all of a nation’s students should
know how to do the same things, but should all of them be required to study the same materials
and take the same tests? Would this curriculum include physical education and the arts, or would it

www.vibrantpublishers.com Education
28 GRE Analytical Writing: Solutions to the Real Essay Topics - Book 2

include only the core courses?

u all - This leaves no room for exceptions. What about students in special education programs, or
3 students with physical disabilities?

u until they enter college - Does this mean that vocational courses should be eliminated from high
school offerings? Should students, at some point, have an opportunity to explore courses that might
determine what kind of post-secondary education they will seek?

u national- Should state and local school systems have some input regarding curriculum creation?

Opposing viewpoint:

A nation should allow states and local school systems to create curriculum based on national guidelines.

Identify parts of the opposing statement that provide evidence to affirm or refute.

u states - In the case of the United States, there would be 50 different plans for curriculum.

u local - Allowing local control would create even more variety in curricular plans.

u guidelines - National decision makers might create an outline for states and localities to use.

Alternatives:

Is there another way to look at this issue? Can you qualify the original recommendation in some way?

How can you answer all or some of the questions that you generated earlier?New viewpoint:

New viewpoint:

A nation should require all of its students to study the same national curriculum until they enter high school.

Or: A nation should have a comprehensive list of skills and knowledge in which its students must show proficiency
before graduating from high school.

Position:

A nation should develop a list of common skills and knowledge in which all graduating seniors in high school must
demonstrate proficiency.

Education facebook.com/vibrantpublishers
Issue Task 3 29

Examples and reasons:

a) learning styles - children of all ages are hard wired to learn in variety of ways. They are visual, 3
auditry, kinesthetic learners.

b) AP or Advanced Placement course - many high schools have AP classes in a variety of disciplines,
and these courses have an outline around which teachers must develop curriculum. Even in those
classes there is room for variation.

c) vocational programs- a national curriculum could have a negative effect on vocational programs
offered in most regions in every state in the US. Do students interested in the trades need the same
curriculum as students bound for four-year colleges?

d) expense - not all schools are prepared to adopt a national curriculum. If a curriculum prescribes
materials as well as objectives, local school districts will face an onerous financial burden.

Sample Essay

A national curriculum would be ideal if every student in a country had the same body of knowledge and
set of skills upon graduation from high school. However, this is only possible if every student was the same as
every other student. Some may argue that a ready-to-use curriculum would save individual school districts and
teachers the time it takes to develop curriculum of their own. Others may point out the expense of purchas-
ing text books and other materials needed to follow a national curriculum. In the case of the United States,
there is continuous comparison between what American students achieve and what students in other indus-
trial nations achieve. On the surface, the US does not compare favorably with many of those countries. A
national curriculum may be the solution to that problem. However, each of the fifty states must be convinced
to give up control over its own educational philosophy.

The logistics of creating a national curriculum in the United States is daunting. The US has the third largest
population in the world, divided among fifty separately governed states. It was and continues to be a nation
of immigrants. Those immigrants come from all over the world, bringing their languages and customs with
them. Immigrants have a greater impact on some states than on others. Schools are challenged to educate
children who can’t even speak English. A national curriculum may be the straw that breaks the camel’s back,
educationally. Under ideal conditions, school districts would need considerable financial and technical sup-
port to adopt a national curriculum; added to other obstacles that already tax the abilities of some districts, a
national curriculum could cause a mutiny.

A national curriculum would be likely to focus on the core areas of education: math, science, language arts,
and social studies. One would be hard put to find someone who disagrees with the idea that all children of a
country should have the same math skills, the same understanding of science, the same abilities to read and

www.vibrantpublishers.com Education
30 GRE Analytical Writing: Solutions to the Real Essay Topics - Book 2

communicate effectively, and the same knowledge of history, geography, and government. However, many
would also argue that there is great benefit in participating in the arts, knowing how to cook a meal or sew
on a button, and being physically active. Others may hope their children learn the basics of a vocational trade
3 such as carpentry, auto mechanics, or welding. The implementation of a national curriculum necessitates that
some subjects fall to the wayside, preventing students from encountering fields that they may need, either to
develop necessary career skills for the future or for their own personal interests. interests.

Two compromises come to mind. The first entails requiring a national curriculum through grade eight.
From kindergarten through middle school, all teachers would adhere to a national curriculum. These are the
grades in which students learn the fundamentals of reading, writing, math, and social studies. Every student
would be well-prepared for high school, where teachers develop a curriculum that encourages students to
further develop the skills they learned in the lower grades. The four years of high school would focus on the
core areas but allow students the time to explore other areas of interest. The second compromise consists
of a set of guidelines or standards that enumerate the skills and knowledge that every student must be able
to demonstrate with proficiency before graduating from high school. Every teacher would know what his or
her students must be able to do or understand and use instructional strategies and materials to make that
possible.

A nation’s desire to promote the educational wellbeing of its children is laudable and, perhaps, necessary.
However, it does not necessitate the implementation of a national curriculum and doing so would be a disser-
vice to its people. In order to foster creativity and individuality, the means to accomplish this should be left to
the practitioners who also have the best interests of children at heart.

Education facebook.com/vibrantpublishers
TEST PREP SERIES

GRE ANALYTICAL
WRITING:
SOLUTIONS TO THE REAL
ESSAY TOPICS - Book 2
Take your writing from prepared and correct to flawless when practicing with more essay writing
strategies and sample essays in GRE Analytical Writing: Solutions to the Real Essay Topics Book 2 (Fifth
Edition). With 33 Analyze an Issue Essays and 32 Analyze an Argument Essays picked up from the official
pool of topics, be prepared on what to write in the actual test and get closer to a perfect essay score.

All the essay tasks in the book provide plenty of statement examples for practice and then go into detail
about how to think about the statements and turn them into an essay. Downloadable answer sheets for
every essay help to implement outcomes of strategies given throughout the book. Practising these essays
in a timed manner will give you a feel of the actual test day conditions. Use this book for your long-term
or last-minute essay writing prep.

Other GRE Analytical Writing Books in Test Prep Series

GRE Analy cal Wri ng: Solu ons to GRE Analy cal Wri ng: Solu ons to GRE Analy cal Wri ng Bible: Solu ons to
the Real Essay Topics - Book 1 (Fi h Edi on) the Real Essay Topics - Book 3 (Fi h Edi on) the Real Essay Topics (Second Edi on)

ISBN: 978-1-949395-54-9 ISBN: 978-1-949395-60-0 ISBN: 978-1-949395-51-8

ISBN 978-1-949395-57-0
9 0 0 0 0>

GRE is the registered trademark of the Educa onal Tes ng

Service (ETS) which neither sponsors nor endorses this product. 2020
9 781949 395570