Beat the gmat essay template

Do not present your own views on the argument at hand. Regardless of the prompt, you should always make the case that the given argument is flawed—not whether or not you agree with it. As you may already know, your GMAT AWA essay is graded on a scale of in half-point increments , once by a human reader usually an English or Communications professor and once by a computerized grading program called E-Rater.

If the two different scores differ by less than one point, the two scores will be averaged to get your final scaled score. If they differ by greater than one point, a second human reader will step in.

Both the human reader and E-Rater grade holistically, with four skill areas taken into account: content relevant, persuasive ideas, reasoning, and examples ; organization using an organized and cohesive structure to present your argument ; language use diction and syntax , and grammar. An effective GMAT essay template will include the following features:. Therefore, a GMAT AWA template is an incredibly useful tool for ensuring that you address every moving piece of the argument and successfully perform the written and analytical task required of you.

In short, a GMAT writing template gives you a proven plan of action to take with you on test day, so that you can write an essay that hits all the right notes while conserving mental energy for the sections that matter most: the Integrated Reasoning, Quant and Verbal sections. Want to improve your GMAT score by 60 points? We have the industry's leading GMAT prep program. Built by Harvard, MIT, Stanford, and Wharton alumni and GMAT 99th percentile scorers, the program learns your strengths and weaknesses and customizes a curriculum so you get the most effective prep possible.

The first method is to dedicate each body paragraph, two to three in total, to analyzing a different flaw of the given argument. This analysis includes suggestions for improvement within each body paragraph. You might find that not every flaw can be fixed, or that some of your suggestions for improvement cover more than one flaw. If this is often the case for you, consider starting with this second template instead, as it saves the suggestions for the end of the essay.

In this case, feel free to use the conclusion outline from the first sample template, and make your third body paragraph devoted to improvements instead.

In writing your own essays, you may find that one of the templates given above works best for you, or you may find it more effective to combine different elements of each.

AWA Prompt Response Although sound moral judgment is an important characteristic by nikitaa16 » Tue Jan 07, am. Please rate my first essay. AWA essays by rwrangler » Wed Dec 26, pm. Government officials should rely on their own judgment rathe by Basem » Thu Oct 24, pm. Please review my first AWA! Suggestions are welcome! Please review my first AWA writing. Glad to read this post! If you have specific questions let me know. Support your viewpoint using reasons and examples from your own experience, observations, or reading.

Essay: With an increasingly globalized world, and the advent of ever-improving technology that allows people to go as far as to project a holograph of themselves sitting in a chair in Tokyo from their office in San Jose, California, we are starting to reexamine the ways we structure learning. Gone are the days on the one-room schoolhouse, where all learning is completed between eight and three p. More and more often, schools are utilizing the significant technological tools that have been developed in order to redefine the way we teach and the way we learn.

Indeed, we can now learn math from an online recorded voice while we sit on the couch in our pajamas. In the statement above, the author claims that though distance learning and online educational programs offer convenience, in-class instruction is irreplaceable. Though, distance learning and online educational tools can provide fantastic aids to traditional classroom learning and a great deal of benefit to certain students, as the author claims, they cannot entirely take the place of in-class instruction.

The main reason that distance learning cannot take the place of traditional in-class instruction is that the primary benefit that in-class instruction provides is spontaneity. Students can learn from the questions another student asks, which can make them realize that they do not understand a subject as well as they thought they did.

In debates with other students surrounding, perhaps, the Cold War, students can learn from each other based on their give-and-take, something impossible to duplicate in online educational programs. In such programs, students complete assignments, email them back and forth with their teachers, receiving comments each time, learn primarily from books or prewritten tools, and only hear their teacher speak through phone or web based tools.

CTY students cannot see the imperceptible body shift or raised eyebrow that let them know they are moving off track. Because they can only communicate with other students generally through discussion boards or chat rooms, they are not as spontaneous in their student-to-student interaction.

By writing down what they say, they have time to read it over, think about it, before posting it. In a typical classroom, however, students bounce ideas off each other, and often, the exchange of ideas is far more free than if they are given the chance to self-censor.

Because distance learning lacks the spontaneity of conversation that in-person teaching provides, by definition, it cannot perform the exact same function. In-class instruction generally caters to students in a specific geographical area, whereas distance learning allows for interactions with students around the world.

In-class instruction might utilize specific community examples such as a proposed city ordinance to teach a concept, while distance learning, by definition, must include more universal examples that are easily understood by people with a variety of backgrounds. This lack of personalization and tailoring of teaching to specific students makes distance learning fundamentally different than in-class instruction, and therefore, beneficial to different people.

MIT recently launched an open courseware system where lecture notes, Power Point slides, essay questions, and assessments are provided to anyone with an Internet connection. Yet the act of attending MIT is substantially different than the act of using the courseware to take the same classes MIT students take.

The students one would interact with at MIT are generally at the top of their high school classes, have been preselected by the university as able to do the work, whereas though the MIT courseware allows for online discussion of the material, any person can log in and utilize it - a significantly different population than the population that attends MIT.

Because the two modes of teaching by definition must serve different populations, they cannot act fully as substitutes for one another. Many colleges, particularly community colleges, have launched distance learning and online educational systems to better serve their largely commuter population. The student who takes, for example, Calculus I through distance learning will likely leave with a similar understanding of the mathematical principles as the student who takes Calculus I through a traditional, in-class teaching system.

The key point, however, is that their experiences will not be the same. Distance learning has value, can teach a student a great deal, but not all students learn best in such an environment. Distance learning will never replace in-class instruction, since many students learn better through in-class instruction than through distance learning and vice versa , but that is not to say it will not continue to expand and provide value for the students who utilize it.

In sum, distance learning and in class instruction provide different modes of learning, and neither can exist as a substitute for the other. Neither can replicate the other so completely as to say they are the same, and thus, neither can replace the other. While distance learning will likely to continue to expand, better serving populations that likely otherwise would not have access to the types of information the courses disseminate, in-class instruction will remain, primarily because it offers benefits that distance learning does not.

Distance learning provides convenience and an ever wider net of people willing to be educated, but in-class instruction provides a spontaneity of interaction that distance learning cannot duplicate.

Therefore, distance learning will never truly replace in-class instruction worldwide, though it will surely continue as a supplement to such instruction and beneficial program on its own merit. Argument essay template, if anyone wants it Post by beatthegmat » Tue Dec 15, am This is so fantastic, thanks myohmy! Post by myohmy » Wed Dec 23, am Thanks so much, Eric, that means a lot! Post by becnil » Thu Jan 14, pm Thank You, the template is very nice.

I would like to try it out. Post by punksareforever » Sun Jan 31, pm Excellent template.. Post by valleeny » Sat Feb 06, am I scored a 6.

I was taken in for a shock. Thanks myohmy!