essay questions gre

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Gre essay prompts.

The GRE Analytical Writing section requires you to write two essays—one will be an analysis of an issue and the other will be an analysis of an argument. You will have 30 minutes for each essay. Try your hand at these GRE essay prompts, and read our explanations for what makes a great GRE essay. We pulled these sample questions from our book GRE Premium Prep and from our GRE prep course  materials.

The GRE Issue Essay

The Issue Essay of the GRE requires you to present your opinion on the provided topic.

Issue Topic

You will be given a brief quotation that states or implies an issue of general interest and specific instructions on how to respond to that issue. You will have 30 minutes to plan and compose a response in which you develop a position on the issue according the specific instructions. A response to any other issue will receive a score of zero.

A high-scoring Issue essay accomplishes four key tasks: (1) considers the complexities of the issue; (2) supports the position with relevant examples; (3) is clear and well organized; (4) demonstrates superior facility with the conventions of standard written English. Make sure that you respond to the specific instructions and support your position on the issue with reasons and examples drawn from such areas as your reading, experience, observations, and/or academic studies.

[+] See the Answer

The GRE Argument Essay

The Argument Essay of the GRE asks you to examine and critique the logic of an argument.

Argument Topic

You will be given a short passage that presents an argument, or an argument to be completed, and specific instructions on how to respond to that passage. You will have 30 minutes to plan and compose a response in which you analyze the passage according to specific instructions. A response to any other issue will receive a score of zero.

A high-scoring Argument essay accomplishes these tasks: (1) clearly identifies and insightfully analyzes important features of the argument; (2) develops ideas clearly and logically with smooth transitions; (3) effectively supports the main points of the critique; (4) demonstrates superior facility with the conventions of standard written English. Note that you are NOT being asked to present your own views on the subject. Make sure you that you respond to the specific instructions and support your analysis with relevant reasons and/or examples.

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GRE Writing Prompts: Your Guide

Many students preparing for test day are apprehensive about the GRE Analytical Writing essay. After all, there is no way to know exactly which GRE Writing prompts test-takers will see. So, understandably, students worry that there is no way to be fully prepared for all of the possible GRE essay topics that could pop up.

In that respect, however, GRE essay questions are no different from any other type of GRE question you may encounter. After all, you can’t predict exactly which Quant or Verbal concepts will be tested on any given GRE, or what the exact topics discussed in Reading Comprehension passages will be.

Nevertheless, there is still much we can learn about what we’ll face in GRE Quant and Verbal . And, we can still adequately prepare ourselves for whatever may come our way in those sections on test day. The same goes for GRE Writing topics. In fact, in some ways, we have even more information about what we’ll face in GRE essay prompts.

So, breathe a sigh of relief! There is plenty you can learn about the GRE essay topics, so that you go into your exam well-prepared. To help with that preparation, this article will discuss key aspects of the GRE essay prompts and Analytical Writing topics. We’ll also look at some real examples of AWA prompts.

Here is what we’ll cover:

What is gre analytical writing, how many writing prompts are on the gre, the basics of gre essay topics, gre issue topics, using the ets issue topics pool, gre issue tasks: example 1, gre issue tasks: example 2, gre writing prompts: key takeaways, what essays are on the gre, are you only given one prompt per gre essay, how long should gre essays be, can i skip writing on gre test day, is it hard to get a 4 on gre writing, is a 5.0 on gre writing good, what’s next.

To start, let’s review what the GRE Analytical Writing section consists of and what it asks you to do.

The first section you’ll see on the GRE is Analytical Writing. The GRE Analytical Assessment (AWA) prompts you to write an essay, which you have 30 minutes to complete. So, you’ll spend the first half-hour of your exam on Analytical Writing.

Your basic job in GRE Analytical Writing is to write a logically organized essay that demonstrates the following:

• critical thinking and logical reasoning skills
• an ability to communicate your ideas clearly and effectively
• basic English grammar and spelling skills.

You’ll write your essay using the basic word processing program within the GRE test platform. The program features common functions such as delete , undo , cut , and paste .

However, since your own grammar and spelling skills will factor somewhat into the GRE essay scoring, the program does not feature automated spelling or grammar check.

There is no automated spelling or grammar check in GRE Analytical Writing.

Now that we know what the Analytical Writing section is, let’s discuss the basics of GRE Analytical Writing prompts. We’ll start with how many essay prompts you’ll see.

One of the first questions I hear from students who are just learning about GRE Writing prompts is, “How many essay prompts are you given on the GRE?”

Some of this confusion comes from the fact that there used to be 2 essay tasks on the GRE: Analyze an Argument and Analyze an Issue. However, as of September 22, 2023, when the new GRE test (aka the shorter GRE) was released, there is no longer an Argument task in AWA.

So, the Analytical Writing section includes only 1 essay task: the Analyze an Issue task. Let’s discuss what that task requires you to do.

In GRE Analytical Writing, there is only 1 essay task, Analyze an Issue.

The GRE Issue Essay

The Analyze an Issue task, commonly known as the GRE Issue essay, presents a statement of opinion. Your job is to write a response to that opinion.

The opinion may be presented in a single statement that is 1 or 2 sentences long. Alternatively, it may be presented as a 1-sentence “claim” followed by a 1-sentence “reason,” in which the “claim” is the opinion and the “reason” is the reasoning underlying the opinion.

In either case, following the presented opinion, there will be instructions on how to respond to it — that is, what your essay should discuss or accomplish. (We’ll look at some examples of GRE Issue essay prompts shortly.)

Importantly, whether you agree or disagree with the opinion presented in the prompt does not affect your essay score. In other words, there is no “right answer.”

Rather, you should choose whatever position allows you to craft the most logical, coherent, and convincing essay possible. Your position should demonstrate sound reasoning and analysis, and you should be able to support your position with examples.

The GRE Issue essay presents an opinion that you must respond to in your essay.

Now that we understand what the GRE Issue essay is, let’s discuss the topics GRE writing prompts involve.

Let’s start with the good news: GRE Writing topics do not require you to have particular subject matter knowledge. So, there won’t be any GRE Issue topics for which you’re at a disadvantage because you don’t have experience in a certain field of study.

All the information you need to write an effective response to a GRE Issue prompt will appear in the prompt, be common knowledge, or be things you happen to know and can use in your essay.

All the information you need to write an effective response to a GRE Issue prompt will appear in the prompt or be common or incidental knowledge you can draw upon.

That said, there are a few GRE essay themes or broad categories that GRE AWA topics tend to fall into. Let’s take a look.

Broadly speaking, topics for GRE Analytical Writing fall into a few general categories:

• government and politics
• society and culture
• education and research
• human nature

Remember, you will not need specialized knowledge of any of these GRE Issue categories. But how might GRE Issue essay prompts cover these topics? Well, a GRE Issue prompt might present an opinion about one of the following, for example:

• a type of program that governments should or shouldn’t fund
• a way that scientists should conduct their research
• a procedure that colleges should follow to benefit their students
• the effect of certain technologies on some aspect of society.

Of course, those are just a few examples. You’ll be happy to know that, regardless of the topic covered or how it’s covered, the opinions presented in GRE Writing prompts will not be expressed in highly technical terms or using obscure references.

Rather, they will be much like opinions you might hear during routine conversations with friends or colleagues, hear on a podcast or opinion segment on the news, or read in a newspaper editorial.

GRE essay themes include government and politics, society and culture, education and research, technology, and human nature.

Now, let’s explore an often-discussed subject among students investigating the GRE essay topics: the ETS Pool of Issue Topics.

The GRE Published Pool of Topics

You may be surprised to learn that the ETS writing prompts that can appear on the GRE are publicly available. In other words, there is a list of possible essay questions for GRE General Tests. This list is called the Pool of Issue Topics, and it features actual GRE Analytical Writing prompts that have in the past and could in the future appear on the test. You can view the GRE Issue essay topic pool PDF online here .

Now, when some people hear that a list of GRE essay topics is readily available online, they make it their mission to pore over every inch of that list. Here’s the thing: there are dozens of sample GRE essay questions in the Pool of Issue Topics. (In total, the GRE essay topics pool is nearly 40 pages long.) So, it is neither practical nor necessary to read through all of the GRE AWA writing prompts in order to be prepared for test day.

Furthermore, it is certainly a waste of your time to attempt to memorize the AWA sample prompts. For one, the wording you see in prompts in the GRE Writing Issue Pool may vary slightly in prompts on your actual exam.

Secondly, you’ll need to carefully read the prompt you see on test day regardless of how many GRE sample prompts you’ve read before. So, please don’t make the mistake of spending your valuable study time trying to commit the GRE list of essay topics to memory.

Let’s discuss how you should use the GRE Issue Pool.

You may be wondering how to most effectively make use of having so many sample GRE Issue topics at your fingertips. First, it is worthwhile to read through some of the prompts in ETS’s GRE Pool of Issue Topics to get a feel for how GRE essay prompts are worded and the ways they cover topics.

Then, as your GRE essay practice in preparation for test day, you should randomly select a few sample GRE essay questions to write responses to. Before you write those practice essays, you may want to check out these GRE writing examples , which feature sample essay responses with scores and reader commentary. You also may want to have a look at the GRE scoring rubric for Analytical Writing , to see the essay characteristics that are associated with different scores.

Now, let me make one important point clear: it is not a wise use of your time to attempt to write responses to every prompt in the GRE Analytical Writing pool, for the following 3 reasons:

• You do not need anywhere near such a large amount of practice to be able to write a high-scoring GRE essay. So, in writing so many practice essays, you will waste valuable study time you need for other sections of the test.
• You will burn yourself out on essay-writing by the time test day rolls around.
• After writing so many essays, even if you recognize the prompt you see on test day, you almost certainly will not remember how you responded to it in your practice essay.

Practice writing responses to a few GRE Writing sample prompts from the ETS Issue Pool online, but don’t go overboard.

Now, let’s look at a couple of GRE Writing prompt samples from the ETS Issue Pool.

Example GRE Essay Questions

To get a feel for what to expect in the Analytical Writing section, let’s review a couple of example essay questions from the GRE Writing Issue Pool. You can find these GRE essay examples in the PDF linked above.

Some people believe that the purpose of education is to free the mind and the spirit. Others believe that formal education tends to restrain our minds and spirits rather than set them free.

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.

Notice the format of the question: first, an opinion is presented. Below that opinion, we see a few italicized lines of instructions on how to respond to the presented opinion. This format is standard for GRE Issue essay prompts.

Notice also that, while we can say that the topic of the prompt is “education,” a test-taker would not need any particular knowledge of education practices or policies in order to write an effective response.

In other words, a person of any background can form an opinion about the “purpose of education.” Forming that opinion does not require having specialized knowledge or training.

Let’s look at another example from the GRE list of essay topics.

Leaders are created by the demands that are placed on them.

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.

Notice that the language in the instructions in the prompt above is similar in some ways to that in the first prompt, though not exactly the same. If you scan the GRE Writing examples in the ETS Issue pool, you’ll notice some common language among many of the prompts.

However, there are several variations of instructions that could appear in GRE Issue prompts. So, it’s imperative that you always read the instructions in a prompt very carefully. It would be a mistake to skim or read only part way through a prompt because you recognize the wording, and thus assume you know what the instructions are asking you to do.

Always read through the entirety of the instructions in a GRE essay prompt, even if the instructions look similar to ones you’ve seen before!

Now that we’ve done some GRE practice writing prompts, let’s wrap up with the key takeaways from this article and answer some common questions about GRE Analytical Writing.

• GRE Analytical Writing is the first section you’ll see on your test.
• The Analytical Writing section features 1 essay prompt, Analyze an Issue, which you have 30 minutes to complete.
• Your essay should demonstrate critical thinking and logical reasoning skills, clear and effective communication of your ideas, and basic English grammar and spelling skills.
• The GRE Issue essay presents a 1-2 sentence opinion that you must respond to. Whether your response agrees or disagrees with the presented opinion does not affect your essay score.
• You do not need specialized subject knowledge to effectively respond to GRE essay prompts.
• The pool of Issue topics GRE tests can feature is available online. That list features actual ETS GRE Writing prompts.
• Review and practice some of the example GRE essay questions in the ETS Issue Pool to get accustomed to GRE essay challenges and refine your GRE writing strategies.
• Do not attempt to memorize all of the GRE Issue essay prompts or determine how to address each GRE Writing question in the topic pool.

Frequently Asked Questions (FAQ)

Let’s answer a few common questions about GRE Analytical Writing.

As of September 22, 2023, there is 1 essay task on the GRE, the Analyze an Issue task.

There is only 1 prompt per GRE essay. So, you will see only 1 prompt on any given GRE test.

There is no minimum or maximum word count required for the GRE essay. So, conceivably, you could write a high-scoring essay that is 350 words or one that is 600 words. There is no magic number.

That said, in order to effectively develop and support your ideas in a well-organized essay, you’ll need an intro and a conclusion paragraph, plus 2 or 3 paragraphs in between to present and elaborate on your main points. So, we’re looking at a 4-5 paragraph essay.

Now, each paragraph does not have to be overly long; good GRE essays should certainly prioritize quality over quantity. But, in many cases, you may find that 400 words is not quite enough to properly respond to a GRE essay prompt.

Think about it: a 4-paragraph essay (the minimum you’ll need) that is 500 words is only 125 words per paragraph. Those aren’t very long paragraphs!

So, shoot for quality over quantity, but realize that in general, you may need more like 500-600 words to write a cohesive and complete GRE essay.

For the vast majority of GRE test-takers, the answer to this question will be NO. Most graduate schools want applicants submitting GRE scores to have taken the entire GRE, not just parts of it.

So, unless you’ve confirmed that your desired programs don’t consider Writing scores, you should absolutely complete the Analytical Writing section.

For more on this topic, check out our article on the importance of the Analytical Writing score .

A 4.0 is currently a 56th percentile score in GRE Analytical Writing. Note that the mean GRE writing score is currently just under 3.6. So, a 4.0 is slightly better than average. And, generally speaking, schools consider 4.0 a “good” score, though of course each program will have its own standards.

In any case, considering that nearly half of all people who take the GRE are able to score 4.0 or higher on Analytical Writing, I’d say that it isn’t particularly hard to earn that score.

Of course, if you don’t do any Analytical Writing preparation, or you go into your exam without writing strategies in place, scoring 4.0 could be quite hard. So, the answer to whether any particular score on the GRE is “hard” to earn will always be somewhat relative.

A 5.0 is currently a 91st percentile score in GRE Analytical Writing and is generally considered an excellent score. After all, that score would put you in the top 10% of all GRE test-takers.

To read more about how graduate schools view different Writing scores (and other GRE section scores), check out our article on what a good GRE score is .

Looking for GRE essay templates and expert AWA preparation tips and rhetorical strategies? The Target Test Prep GRE Course fully prepares you to dominate any GRE essay question you see on test day. Check out the course for 5 days for just $1 !

You also may be interested in these strategies for combating boredom in Reading Comprehension and these myths about the GRE Verbal section .

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GRE Issue Essay: Strategies + 8 Real Student Essays with Scores

The content in this post applies in 2024 to the new, shorter GRE!

When you sit down at the computer on test day, the very first thing you’ll encounter is the GRE AWA Issue essay. For a lot of test-takers, this will feel daunting. But not you! In this article, Magoosh’s experts will guide you through the most important steps in attacking the analyze an issue task. In addition, we’ll take a look at student examples of the GRE “Analyze an Issue” task so that you can understand what gets a high score—and what doesn’t—on the official exam.

Table of Contents

An overview of the gre issue essay.

• Top 5 AWA Issue Strategies

Student GRE Issue Essay Analysis: Prompts, Essays, and Grading Samples

So, what do you need to do for the GRE AWA Issue essay? Well, your goal is to read the prompt, then agree or disagree with the premise—and explain the extent to which you agree or disagree. Think you can’t prepare in advance? You’d be wrong! There are two main things you can do to get ready for the AWA portion of the GRE.

Review the Topic Pool

First, because the prompts are drawn from GRE’s published pool of Issue Essay topics , a bit of research will give you an idea of what to expect in terms of subject matter and presentation. Don’t try memorize all of them! There’s far too many. But! Do spend time browsing the topics and thinking about how to approach them.

Plan of Attack

Second, come up with a plan to navigate the GRE “analyze an issue” task. Not sure where to start? We can help! Here’s an example of a tried and true process for high-scoring essays that you can use to address any Issue task:

• Read the directions carefully
• Brainstorm and outline pros and cons
• Choose a side
• Select a concession point
• Be sure to leave around two minutes for proofreading and editing

Top 5 GRE Analyze an Issue Task Strategies

Now that you have the basics down, let’s take a look at some more detailed strategies you can use to maximize your score on the GRE AWA Issue essay.

1. Be Organized

Even an impassioned, cogent response falls apart if it is not bundled into a proper essay format: An introduction, a few body paragraphs, and a conclusion.

2. Focus Your Paragraphs

The Introduction The Intro paragraph has a very limited purpose: The Intro should only introduce the topic and present a clearly defined thesis statement. The thesis will indicate your position on the issue. Your stance should be just ONE of the many points of view about the topic, not more than one. Often it is easiest for the writer—and the reader—if the last sentence in the Intro is the thesis.

The Body Paragraphs The 2-3 body paragraphs make up the bulk of analyzing the issue and should focus on using examples (ideally one per body paragraph) to develop and support your thesis. Make sure you use appropriate transitions and that your sentences link together cohesively so that by the end of each body paragraph you have persuasively—and clearly—shown how your examples supports your thesis.

The Conclusion The conclusion should be very short. In fact, it should only be a few sentences that recap your thesis and supporting points.

3. Keep It Engaging

Repetitive sentence structure makes for repetitive reading. Vary up the way you write—don’t be afraid to use a colon (or a dash), drop in a semi-colon, and vary up the syntax. A constant stream of noun followed by verb followed by adjective implies that you are a hesitant writer. You don’t want the overall impression your essay leaves on the graders to be a resounding meh .

4. Be Specific

Hypotheticals are fine, if you can use them to convincingly back up your point. However, that’s the tough part; “some people,” “mankind,” or “you” are dull and vague. Let’s say you are addressing this prompt: “Knowledge can sometimes be used for destructive ends.” Stating that “Oppenheimer’s knowledge of nuclear fusion allowed him to create the most destructive weapon the world had ever known” is far more impactful than, “scientists can sometimes use technology to hurt us.”

5. Stay On Topic

Perhaps the most important point (lest you wonder why you received a ‘1’ on your essay) is to keep your essay on topic. Imagine you had to respond to the mock prompt on knowledge I used above. If you begin talking about how technology is destructive because smartphones cause us to become insular… you have totally forgotten to answer the question, “Knowledge can sometimes be used for destructive ends.” Address the most compelling examples, yes—but the most compelling examples that relate directly to your topic!  

Now, it’s time to take a look at how sample essays meet (or fail to meet) the above criteria—and how this affected their scores. All of the following essays were written in response to the GRE Issue prompts , so check them out if you haven’t already, and then come back to analyze some examples!

Note: We’ve formatted the essays so that you can see the prompt and instructions first, then try writing your own response (this is great practice!). Once you’ve done that, click on the “essay and analysis” arrows to view examples of graded student essays and see how yours compare.

GRE Issue Essay Prompt 1: University Requirements

Prompt Universities should require students to take courses only within those fields they are interested in studying. Instructions 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 consequences of implementing the policy and explain how these consequences shape your position.

Student Essay

Some people believe that universities should put stringent policies in place that require students to take courses only within a chosen field of study, thus harshly limiting the breadth of knowledge that they are able to study. Concentrating on only one field is important in terms of developing expert knowledge and specialization, but it is also crucial that the student hone a well rounded knowledge of the nature of the world so that their field of specialization is accented with courses from outside disciplines as well. It is for this reason that I believe that students should focus their study on a specific field yet also be allowed and encouraged to accent and expand their specialized knowledge by sampling courses from other areas of specialty as well.

Our current globalizing world contains diversity of knowledge, culture and creed that is increasing at a rapid pace and in order to succeed in a world such as this, it is necessary to hone a diverse skill set of knowledge and expertise. Therefore, university policies should encourage students to accent their study of a specific discipline with outside courses that will enhance the breadth of their knowledge about the nature of the world. A student studying medicine, for example, clearly needs to focus the majority of their time on understanding the inner workings of the human body on a scientific level. However, it is also crucial for them to have a more general knowledge of the way in which humans function on an individual or cultural scale (i.e. psychology and anthropology), because effective doctors are not simply capable of diagnosing diseases, but can also interact effectively, with individual and cultural sensitivities, with their patients in order to provide the most well-rounded care. A mathematician who knows only about math and knows nothing about the ancient civilizations whose cultures discovered geography will be ill-suited to make math interesting to his future students or to understand the real world implications of the equations he slaves over daily. A one-dimensional course of study will only serve to foster bias and an uncritical approach to life in such students. Thus, because we live in a world that is multi-faceted, it is important for every specialist to learn a bit about specialities outside of their main discipline in order to augment their understanding of the world at large.

When universities provide a structure of encouragement for their students to augment their specified studies by selecting some courses from outside their discipline, there are some possible consequences, such as the potential for students to change their mind about what they want to focus on. Some may say this is an inefficient use of time and that it will confuse students. However, I would argue that it will foster a wider breadth of knowledge that is ultimately beneficial for any student; a student that started studying biology but then switched to psychology, for example, will always appreciate and pay heed to the importance of our life sciences and will not neglect to consider how the functions of the body may affect someone’s mental health. The existence of knowledge in a wider range of disciplines will only provide the student with more information with which to take charge in a world that is highly complex and rapidly changing all the time, and so allowing them to experiment a little and change their mind once or twice is to their benefit rather than to their detriment.

In conclusion, I disagree that universities should require students to take courses only within their specific, chosen field of study. When students are able to focus their study on one specific topic but then augment it by sampling courses from other disciplines, their knowledge becomes more wide ranging and interdisciplinary, thus providing a better foundation for them to succeed in a rapidly globalizing world. While they may change their minds as to their preferred topic of study one or two times, they will ultimately succeed by having a wide breadth of knowledge that will teach them to approach the world without a subject specific bias. Overall, it is best that universities allow their students to take courses outside of their chosen course of study in order to diversify their pallate of knowledge.

Issue Essay Analysis

This GRE Issue essay starts off with a strong intro that clearly articulates the author’s position. The essay is also very long, and the body paragraphs well developed. In terms of ideas this is a strong—though if slightly limited—essay. It makes a compelling case for interdisciplinary learning. A physician studying anthropology will be more culturally sensitive; a psychologist who studied biology will have a great appreciation for the biological underpinnings of the psyche. The writer justifies this well-roundedness in terms of relevancy: a one-dimensional person will struggle in our complex, globalized world. As well thought out and supported as these points, they are far too similar, and this essay would have benefited from picking another example that argues in favor of allowing students to take courses outside of their majors. Another flaw is the essay doesn’t directly addresses the directions: “should consider the possible consequences of implementing the policy.” Is a world of well-rounded, complex individuals the consequence of allowing students to choose subjects outside of their majors?

Stylistically this essay is not perfect, and I have some minor grumblings.

The ongoing debate about whether a university should require students to take courses only within their fields of study or take extra classes to fulfill graduation requirements is an interesting one. There any many valid arguments to each side and it is not a simple black or white choice when deciding who is right. However, by requiring students to only take courses within their major, it allows for students focus on taking classes that are only applicable to their future careers and allows them to save money in a time where saving money is equally important to a college degree.

In many situations, students will finish high school and go on to college with an idea of what they want to do with their life. For students who are in majors such as engineering or the a science field such as chemistry or biology, it is important to for them to stay on top of all of their course work because of the higher number of courses that they must take in order to fulfill the university requirements for a degree. Many of these students knew before they entered college that this would be the case and gladly accepted that challenge, however by requiring students to take extra general education classes to fulfill their diploma requirements seems counter intuitive to a level of education where students are beginning to focus and narrow in on their future career goals. By forcing say a engineering student to take music theory or British literature just simply to fulfill a general education requirement and having that class conflict with a engineering major course seems to prevent these students from coming to college and fully obtaining their goal as quickly as possible.

The other aspect to consider is the financial aspect. In many of these situations, the students are under pressure to finish their degree as soon as possible because of many state budget cuts to education which limit the number of classes offered with in their major. Not only does this mean extra classes that students must take and thus more money they have to spend because tuition is usually based on a per unit fee, forcing these extra classes upon can have a longer impact if they are forced to stay longer in college than they originally assumed they would. College already charges an extremely large amount to attend and that already does not take into account the other expenses that students have to pay (such as room and board, food, and books), but adding on extra semester, quarters, or even years because a student had to take general education classes instead of strictly major classes is an unfair system to put a student through.

As with any situation though, there are always exceptions to the rule. For one not every student enters college with the same career focus and direction as their peers. Many students will come into college unsure of the direction they want to take and many students who think they know what direction they want to go, end up changing their minds (sometimes multiple times). By requiring students to take classes from a broad range of spectrums, Universities can help students narrow down what career path they may want to follow. Many times students may have a preconceived notion of what a subject may be about and not want to try it, yet by requiring it, they may be able to find themselves in a new class with something they may choose to pursue in the future, something they perhaps never would have considered. There is also something to be said about being able to take higher education classes simply for the benefit of wanting to learn about something that interests you. College allows you to do that and by making it a requirement, it allows students a bigger chance to do that.

Overall though, universities that force students to take upwards of 10-12 general education classes just to fulfill a requirement for their diploma seems unfair. When a student comes into college with a specific end game in site, the universities should not hinder their goals by overloading them with extra requirements and instead focus on helping hem obtain their goals as quickly as possible. The time and financial benefits that could be reaped by not requiring students to take these classes could have a direct impact on the success of all students as well as the future communities they intend to help.

Score: 5.0 This essay covers most of the bases: it offers analysis on both sides of the issue, it throws in a few sentences that address the specific instructions, and it, for the most part, clearly articulates a position. The essay does not wow with thorough analysis, great sentence variety (or indeed any stylistic flourishes). In other words, it gets the job done without making too many missteps.

While I award this essay a ‘5’, there are moments when that score seems shaky. This is not mainly due to the ideas (though the generalizations don’t help: “As with any situation though, there are always exceptions to the rule”); at times the sentences become overloaded and tend to digress.

Word choice could have also been a little more dynamic. “Large”, “bigger”, etc. could be spiced up a little more: “astronomical”, “excessive”, etc.

In addition to making the sentence more readable, and varying up the syntax a little, the essay could have been improved with a little more analysis. I would have like to say more than taking more courses is expensive. Sure, that is a totally valid point, but to spend an entire paragraph on it the overly long first paragraph about students who are not engineers as well.

Additionally, the last body paragraph is confusing: “There is also something to be said about being able to take higher education classes simply for the benefit of wanting to learn about something that interests you. College allows you to do that and by making it a requirement, it allows students a bigger chance to do that.” Is the author implying that colleges shouldn’t require students to take only course in their field (which would go against the main point of the essay)? And by saying that colleges make “it a requirement” that college require students to take courses outside their field?

Had this paragraph been a little clearer and had the writer expanded the scope of the financial issue, this essay—along with a little more dynamic writing and sentence variety—could get at least a definitive ‘5’, if not a ‘5.5’.

Liberal arts colleges and professional schools often debate whether they are required to develop well-rounded individuals. The primary purpose of universities is to establish the ground work for future field experts and specialists, meaning the developing into other fields would detract from the development of specialization. A basic understanding of how to delve into other fields is all that’s necessary.

A college degree in a field suggests that a graduate has the basic understanding of a specialized field, and they may continue to develop into a true expert. At every level of the collegiate process, students have further expansion into their speciality. For instance, science majors start with basic fundamentals that are required for latter learning. They soon go off into their own fields, isolated from the humanities and, often, other science majors. Because students usually have only four years to achieve a set requirement of tested standards in a particular field, universities must push students into their fields quickly. There simply isn’t enough time to truly explore all the possible fields of study at the university level. Exploratory learning shouldn’t be required as it doesn’t serve any purpose when the student won’t continue to explore in those extracurricular fields.

If a student were to only hole themselves away into the fields of physics, they may never truly understand how their physical knowledge relates to society and the social world. Universities tend to have to weigh this “roundedness” against the need to produce future field experts. The outcome is introductory classes that relate to your field, but intertwine with other fields of study, and push students to explore on their own time. These initial exploratory classes would be necessary for any field of study anyway, as creativity and individual pursuit is essential for any expert to further their field’s knowledge.

These exploratory classes are necessary for students to apply their growing expertise, but leaving their fields of study should be done on their own because they can only expand into the elementary levels of other fields within their time restraints at the university level. In this way, students aren’t led by the hand through fields they aren’t interested in, but they would still have the capability to explore their fields if they truly were intrigued. Allowing students to create their own directions, intertwining their interests, creates dynamic individuals who are happier with their degrees and more productive to the world through their specialization.

Universities are meant to develop future experts and specialists in particular fields of study. They should lay the groundwork for students to be able to explore of fields, but not in a way that detracts from their field’s work. At a moment when their time is so precious, students can’t afford to be left behind in their fields as they are forced by curriculum to explore unwanted alternatives.

There are some things about the essay that I like: it brings up interesting ideas relating to the prompt. Do specialists with “roundedness”contribute more to their fields than those specialists who focus only on their fields? The sentence variety makes things flow along nicely, until the middle of the essay, where the author becomes vague. Indeed, at times I’m not sure which side of the prompt the author is arguing.

For example, at the end of the second paragraph he states: “Exploratory learning shouldn’t be required as it doesn’t serve any purpose when the student won’t continue to explore in those extracurricular fields.”

The very next sentence—the first sentence of the third paragraph—says the exact opposite: “If a student were to only hole themselves away into the fields of physics, they may never truly understand how their physical knowledge relates to society and the social world.” Suddenly,the paragraph is arguing against what the previous paragraph stated.

The second to last paragraph is weighed down in abstractions, without a useful specific example to clear things up. Consider the topic sentence: “These exploratory classes are necessary for students to apply their growing expertise, but leaving their fields of study should be done on their own because they can only expand into the elementary levels of other fields within their time restraints at the university level.” There is a lot going on here, and I really had to reread the sentence several times to get what the author was saying. The ETS graders won’t take this much time. And given that the essay has already pulled an about-face in the previous paragraphs, makes this sentence even more obfuscatory.

The conclusion is much clearer than the rest of the essays, and allows me to understand what the essay was trying to say alone.Compare the clarity of this sentence to the one I mentioned in the previous paragraph: “They should lay the ground work for students to be able to explore of fields, but not in a way that detracts from their field’s work.”

So how to grade an essay like this? Strong analytical skills, sophisticated writing, and solid organization….yet, a contradictory—and at times muddled (the clause in the intro, “….meaning the developing into other fields) leads to a confusing essay.

The author states that students should only take classes within their realm of study. Although, students may gain more of a grasp on what they are studying, this requirement fails to take in what students can learn outside of their required classes. To say that students can only take classes within their concentration is occluding them to knowledge that they may learn in other fields of study.

For example, universities typically require students to pick their major, as well as a minor. Some programs may also require students to select a few elective classes as well, so students can establish themselves as more rounded individuals.

Also, taking classes outside of a student’s field of study may help boost the student’s overall GPA. For example, if a student has an in major GPA of 2.5 and an out of major GPA of 3.2, then the overall GPA will increase. However, it could be vice versa as well. If someone isn’t doing that great in their elective classes, it could bring their overall GPA down.

If this policy is implemented, the consequences may be severe. One consequence could be that a student may not be able to graduate on time because they may not have enough credits. Or they may not meet the GPA requirements to graduate because they failed a few classes within their major.

If the university decides that students can only take courses within his or her chosen field of study, then the university may not produce well rounded individuals.

This essay is an example of a 4.0—just barely—that is undeveloped and thus on the short side. It is not an example of a longer, totally one-sided ‘4’ that ignores the directions (notice how the final body paragraph addresses the “consequences” mentioned in the instructions).

What the author has written is an intelligent response to the prompt. She doesn’t simply agree with the prompt, but takes the opposing side, providing support (“To say that students can only take classes within their concentration is occluding them to knowledge that they may learning other fields of study.”). In passing, I should mention that “occlude” is used incorrectly. This is not a major problem, but remember that, if you use GRE words, make sure you know how to use them correctly.

I do not agree with the stated policy to allow students to only take course within their chosen fields of study. Instead I feel that students should should have the opportunity to take course outside of their major for the following reasons.

First, I feel that taken course outside ones major gives students variety, and exposure to experiences or interactions they may not have considered previously. Take for example Lisa, an engineering student who spends countless hours studying. Realizing that she needed a change of place an outlet of some sorts decides to take a modern dance course just for fun. What ultimatly was that Lisa learned to relax which interned helped her study more effectively and perform better in her engineering course.

Then take Monique, a political science major who doesn’t know how to swim. decided to take a swimming course and not only learned to over come her fear, but gained confidence in other other aspects of o her live.

Thirdly, lets consider Jason, a physics major who only took courses in his major. He became such an expert in his field us study, but became increasing socially award because of his inability to converse or relate to his peers.

In the even both Lisa and Monique were not able to take course outside of their major, I fear that they would have succumb to the pressure that sometimes too often over takes students adjusting to university lift. By deviating from their mandatory set of course they found a renew focus and inner strength that they may have never know before. Jason however, didn’t fair as well due to his strict focus in University

University is about diversity and gaining new experience for growth and development. Not being allowed to explore this diversity limits the over experience and potential stunts the education growth and perspective of students

Grammatical errors and spelling mistakes mar the effectiveness of this essay. Specifically, commas are misused (or not used at all), incorrect words are used (“interned”, “award” vs. “awkward”). I think many of these mistakes can be remedied if the student spends some time editing.The point in editing isn’t to catch the nitpicky errors but the glaring ones (of which this essay has many).

Next, the essay has very predictable development: take one-side of the prompt, and then come up with three hypothetical examples to support the point. There is zero analysis. This essay could have been improved and gotten within striking range of a ‘4’, or at least a ‘3.5’, had it simply addressed the instructions: “consider the possible consequences of implementing….” Of course, addressing the grammatical and spelling errors would have helped the essay.

Prompt 2: Lasting Legacy

Prompt Those who see their ideas through, regardless of doubts or criticism others may express, are the ones who tend to leave a lasting legacy. Instructions 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.

A famous author once remarked that “Winners never quit and quitters never win”. People who see their ideas through, however unpragmatic it may be considered by others are the ones who have truly made a difference.

History is replete with examples of people who were perceived as crazy, illogical and even insane by laymen, yet when their ideas were sedulously worked upon, by the creator , day after day, combined with long hours of toil, the result was nothing, short of marvelous.

Lets’s take the example of the Indian freedom struggle fought by Gandhiji on the basis of Satyagraha. It was very difficult for the Britishers to assume that India would be freed one day under the leadership of a loin cloth covered ordinary looking man without the use of weapons or bloodshed. The reason that Indian freedom could be achieved was the unflagging determination of Gandhiji and the uncommon methodology used of winning freedom by peace and not bloodshed.

Looking not far, I can recall the example of Galileo who was reviled and persecuted by the Church authorities for challenging the existing norms that pervaded the society that time. Galileo’s fierce determination , not to give up on his ideas even during harsh criticism paved the way for modern space research.

Another convincing example is of the Wright Brothers. Who would have ever imagined that it is indeed possible to fly like a bird and traverse different parts of the globe. I am sure that the Wright brothers were reviled when they first came up with this idea of developing an aeroplane. But, again today their invention has become a legacy.

Though there are several examples of people winning through odds because of their determination and unflagging spirit and creating noteworthy inventions, there could be times when this may be the cause of much trouble. Consider the doggedness of Hitler.though he was criticised for his heinous atrocitities on the Jews, he still did not stop the atrocities. These are few examples when people with strong determination can create an ill legacy instead of a legacy.

The writing in this essay has a lot of punch and makes reading it easy. However, there is little to no analysis. Like many essays on this prompt, the essay takes an extreme position, and beyond a vague, jumbled mention of Hitler, does not address the instructions: “…you should consider ways in which the statement might or might not hold true.”

As an SAT essay goes—basically you can take a relatively strong position—this is a good essay. Even then, some of the examples lack persuasiveness: “I am sure the Wright brothers were reviled.” Maybe they weren’t (they actually were, somewhat), but to say “you think” vs. “many notable scientists mocked the Wright Brothers notion of human flight” makes the essay far more tentative than it should be.

Also, the examples are very sparse, especially Galileo. Some more development would have perhaps bumped this essay to a ‘4.5’. But without any analysis, and by failing to take into account the other side, this essay gets only a ‘4.’

Although, doubts and criticism expressed regarding a particular by others seem valid at the particular time of inception of time, if the person follows through his idea or well cherished dream, then he may become success in his endeavor and leave a lasting legacy. So, people who see their ideas through, regardless of doubts or criticism others may express, are the ones who tend to leave a lasting legacy.

New ideas takes time to be accepted by general public, and during the time from the inception till the acceptance, the person who invented or discovered that idea, may be criticized or oppressed. Galileo was put into house arrest for his entire life for his heliocentric model of the solar system, because it came in direct conflict with the church’s geocentric model which regarded Galileo’s theory as heresy. Later, Galileo’s model was readily accepted. So, it’s really important that the people should see their ideas through criticism and doubts of others and shouldn’t be daunted, since other people are not connected to the idea or dream or feel the strength of idea in the same way as the person who invented that idea.

If a person doesn’t

This essay struggles from a lack of clarity. The first two sentences are overloaded with words, and so it is difficult for a reader to figure out what the writer is trying to say. Since the essay graders do not have time to figure out what you are trying to say, you will be penalized. Luckily, the thesis is clear—though it is an almost exact rewording of the prompt.

The Galileo example—while expressed in language that is clearer than that found in the intro—isn’t that developed. We learn that he was arrested and confined for heresy. The essay automatically assumes that this is the same as criticism. I would say the church’s actions against Galileo are a little stronger than mere criticism.

What saves this essay from a sub-3.0 is the final sentence, which discriminates between the person with the idea and those who only have an inkling of that idea. However, this idea is not explored in more depth (and doesn’t really connect to the Galileo example). Indeed the essay ends there.

Prompt 3: Risky Action

Prompt People should undertake risky action only after they have carefully considered its consequences. Instructions Write a response in which you discuss the extent to which you agree or disagree with the recommendation 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 advantageous and explain how these examples shape your position.

People should undertake risky action only after they have carefully considered its consequences.

People should not let their fears prevent them from taking important risks in life. Taking risks is what allows us humans to achieve success, joy and ultimate fulfillment. However, prior to taking any risky action, it is essential that people should carefully consider the consequences.

For example, there are some risky actions that are life-threatening such as skydiving. Of course, before you can begin to skydive, you must learn the basics of this sport. Additionally, by also studying what can go wrong during a skydive, and learning how to react to that scenario, that person will have the knowledge and ability to stay calm and hopefully make better decisions that will allow them to get out of a bad situation rather than falling into a panic.

This also pertains to decisions about money and business. Everyday people are making decisions that are ‘make or break’. For those who really understand the consequences of their actions, they are able to make a wiser decision that may have less of an impact on them if the business or investment deal goes awry. However, but not educating oneself, the consequences of one’s action are likely to be more severe.

Sometimes, knowing the consequences of an action causes fear that will stops us from taking any risky actions. As a result we miss out on potential successes and most of all “joy”. Therefore, by understanding the consequences, one can eliminate feat, learn how to react in a smarter fashion and lead a much more enriching life than if they had never taken those risks at all.

This is a decent skeleton of an essay. But that’s the problem—it is only a skeleton and the ideas need a lot more fleshing out if this essay is to get at least a ‘5’. For instance, in the skydiving example, the writer barely scratches the surface. What are some things that a skydiver could possibly learn to help them make this risky endeavor less risky? How much less risky would they make sky diving? Is there a point where something is so risky that even if we take measures to prevent disaster from happening that something bad could still happen (skydiving in bad weather, or bungee jumping in a country that offers low prices—and also low quality equipment). In calculating risk, shouldn’t we also weigh the payoff. For the skydiving example, is the thrill worth the danger, even if one has taken the necessary precautions and learned proper technique.

A Final Word

Now that you’ve reviewed student samples from across the spectrum of GRE Issue task grades, you’ll have a better sense of what you need to do to get those high scores! More than anything, practice will help you get the score you want on test day. So take a look at the Issue pool and a few more essay examples, pull up a blank document, and get practicing!

Also, you can now sign up for Magoosh Premium Plan today to access our AI Expert Tutor that will grade your essay and give pointers on how to improve your score.

Chris graduated from UCLA with a BA in Psychology and has 20 years of experience in the test prep industry. He’s been quoted as a subject expert in many publications, including US News , GMAC , and Business Because .

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49 responses to “GRE Issue Essay: Strategies + 8 Real Student Essays with Scores”

Hello Magoosh team

First of all, thank you for your amazing tips about the issue essay.

But I still have a question about this task “if I write only two paragraphs, and mainly focus on only one side” Can I still get at least 4 points by doing this

Thank you very much for your kindness and time

Hi Supatat,

By “two paragraphs”, do you mean two body paragraphs? You should aim for an introduction, 2 body paragraphs, and a conclusion. In other words, you should have 4 paragraphs. 🙂 As long as you use strong examples and make your point very clear, you should be able to get 4 points on the exam even without a third body paragraph.

When giving examples whilst supporting our point, can we mention an borrowed idea or opinion and elaborate on it in our own words? Let’s say I mention an idea from Yuval Noah Harari and credit him? Will this be considered plagiarism in any way

Hi Akshata,

You can definitely mention an opinion as long as you state the original source. For example, you can say: “According to Yuval Noah Harari, […]” and that would be acceptable. 🙂

Hello Firstly, thank you for this wonderful article. I have a question which is: How can I say a concession point without making any contradictions to previous paragraphs? I hope that my question is clear. Thanks

Hi there! Thank you, we’re glad you found it helpful. 🙂 I’d recommend reading over the example essays in this blog post to see how they handle the concession point. In addition, be sure to check out our blog article 12 Tips to Ace GRE Writing as well.

I have a question regarding where to include the concession point in my essay. Does it receive its own paragraph within the body of the essay, or does each supporting idea have a concession point paired with it? And do you include the concession point in the intro and conclusion as well?

Thanks, Joe

Hi Joe! You can add a third body paragraph that discusses your concession if you have time, but you can also just make a quick concession point, say at the end of your second body paragraph. Just remember that the goal is to use the concession to prove your point. The most common mistake is to spend too much time on the concession, so it can be safer to do less than more. I would not recommend bringing up a concession in the introduction or conclusion. It’s possible, but it’s just too risky. Use your concession to say, “While it may seem that people are distracted by their cell phones, they are actually socializing while looking at their screens. Therefore, technology brings people together.” Something like that is a strong, quick concession, whereas if you spend a paragraph going on and on about how people never talk anymore, you run the risk of arguing for the other side! Hope that helps 🙂

Hi, It is OK to write issue essay from first person perspective?

There is no specific prohibition of the first person and some people do well on the essay and use the first person. But I tend to recommend avoiding first person language, especially “I think” and “in my opinion.” Both of these phrases tend to be redundant because you usually can take these phrases out of the sentence and your sentence will still maintain its meaning and grammar. You can completely avoid the first person and your writing will likely end up with a more sophisticated tone.

If you do use the first person, I’d recommend that you use it once in the introduction paragraph for your thesis, and that is it.

I recommend taking a look at some of the sample essays written on some topics. These are released by ETS, the testmakers, and will give you an excellent idea of what a great, good, and poor essay will look like. You’ll notice that the essays rated 5 and 6 do not have first person language but the other, lower scored essays do.

http://www.ets.org/gre/revised_general/prepare/analytical_writing/issue/sample_responses

I guess I am a lot of thoughts to put on, but facing trouble to make my writing more persuasive. Can you please suggest how i can make my writing more persuasive as to better reflect my thoughts.

In the AWA issue Essay, being persuasive is all about using evidence. Anytime you make a claim, think of the reasons people might doubt that claim. Address all of those most obvious doubts. Also think about any questions people might ask you to get a better idea about what you’re saying in your essay, and why you’re saying it. Always put forth a very complete set of supporting details and argumentative evidence.If you think you won’t have the time or space to complete your argument within the time and pace limits of AWA, then choose a different argument, or find a way to simplify your argument.

One set of directions states to “discuss the extent to which you agree or disagree with the statement…” I’m confused by “extent.” Does this mean that ETS simply wants us to take a side either in agreement or disagreement and explain why? Or by “extent” do they mean that it is okay to strongly disagree, or to somewhat agree, etc.

Hi Meredith,

The second option is more accurate–another way to think about “extent” is “degree.” So not only do your agree or disagree, but what are the limitations of that opinion? I hope that helps! 🙂

Can you write in first person on either GRE essays?

There is no specific prohibition of first person and some people do well on the essay and use the first person. But I tend to recommend avoiding first person, especially “I think” and “in my opinion.” Both of these phrases tend to be redundant. You usually can take these phrases out of the sentence and your sentence will still maintain its meaning and grammar. So, you can completely avoid first person and writing in a more sophisticated tone.

If you do use first person, I’d recommend that you use it once in the introduction paragraph for your thesis. And that is it.

I recommend taking a look at some of the sample essays written on some topics . These are released by ETS, the testmakers, and will give you an excellent idea of what a great, good, and poor essay will look like. You’ll notice that a 5 and 6 do not have first person but the other lower scored essays do.

I hope that helps! 🙂

Hi Chris! I have a questions about the intro paragraph/thesis statement. Do you have to include the points you plan on discussing in your body paragraphs in your intro/thesis?

It’s not necessary to state your points verbatim in your intro — in fact, it will probably save you time not to do so 🙂

My exam is on 13th February and I have about 1 month from now on. I tried to focus on verbal and math section more until now and did not spend enough time on AW section of the GRE. Would you recommend writing one essay per day to gain acceleration on practicing ?

Any suggestion would be appreciated. Thanks.

I am so sorry this didn’t get answered quickly, but hopefully our advice can help! I’d suggest that you first take a look at these ETS topic pools:

List of AWA Issue Prompts List of AWA Argument Prompts

Familiarize yourself with these topics, and then write several practice essays of your own using these ETS topics as a way to familiarize yourself with the questions and expectations. If you are careful to answer the actual question posed by the AWA tasks and you prepare yourself by knowing what will be expected of you on that day, you won’t have any trouble getting a good score. 🙂

Oppenheimer used nuclear fission, not fusion. 🙂 The GRE grader do not care if your facts are correct, though.

Dear Chris,

Firstly, thanks for keeping up with the blog. It’s been a great help.

Secondly, I was wondering if there is any way to insert special characters on the Gre essay software during the exam – such as those required in ‘vis-a-vis’ or ‘blase’ or ‘cliche’. If not, should these phrases/words be avoided? I’m from India and keyboards here don’t have these characters on them by default.

That is a good question. I have no idea of the keyboards here allow you to do so. Regardless, I don’t think ETS will hold that against you. Of course, there is a computer grader, but maybe it has been programmed not to dock. Still, I can’t image ETS being so picayune as to do you for not having the proper diacritic.

Hope that helps!

One thing that concerns me when writing my essays in the issue part is that a lot of the examples that come to my mind are not that well-known in the Anglosphere. I’m German, and I often think of something German scientists or politicians did or said, events that happened in Germany or things taught in German high school. The example essays that I compare my essays to usually score high by drawing on a wide range of examples that are well-known in the US. Stating my examples, that the examiner has possibly never heart of, either requires a longer explanation, for which I don’t have time, or googling on part of the examiner.

What would you suggest? In theory, the GRE should not be culturally biased. But I am afraid if I simply drop unknown German examples, the examiners might be confused.

Thank you for your advice,

PS: To know what I mean, I thought of some examples for you. Let’s say the issue is about privacy and I refer to the surge in users of the Posteo.de email client, a Berlin-based start-up whose unique selling point is that they protect their clients’ privacy as much as possible. Or in an essay about rebellion I could refer to the way the German authorities dealt with house occupiers in Dresden in contrast to those in Berlin after the fall of the Berlin wall – the occupiers in Dresden were given proper rent contracts while those in Berlin were forcefully evicted, causing violent clashes with the police. Or when writing about technology, I might want to cite the website dawanda.de where people sell self-crafted goods. I know that there exists a similar format in the US – etsy – but I am not that familiar with it and would not feel comfortable writing about it and would prefer the German example. This issue comes up for me with almost every essay I write at least once!

I am on the same boat and would love to see this question answered!

Hi Holing and Cornelia!

I know this is a late reply, but hopefully it can help others in your positions. 🙂

It is perfectly fine to use non-US examples for the GRE essays, but you want to make sure you give relevant context and information on the events so that the reader doesn’t have to guess whether or not your example really applies to the point you are trying to make. If you can do that, then any examples from your own country should be fine. 🙂

Hi, I have read in most sites that practicing essays is the best way to go for AW. But writing a full length AW issue essay or argument essay takes 30 mins each for a time limited atmosphere. So my question is while practicing from the ets pool of topics, do we need to write full length essays for every topic or just structuring and brainstorming on the topic and writing mock essays 3-4 times will be enough?

Hi, Karishma

30 minutes for each essay can definitely be tough to fit into your schedule! Doing quick structuring/brainstorming is a good alternative when you don’t have a lot of time. However, especially as you near your exam date, make sure to sit down and do a few full-length essays (not all in a row, but maybe one every few days) just so you can feel comfortable with the experience. I hope that helps! 🙂

Best, Margarette

Thanks Margarette!!

Hello people of Magoosh,

I have a question about writing a thesis for an issue task. I noticed that in the video lesson, the thesis contained a statement indicating choosing a side. However, there’s no mention of the main points covered in the body paragraphs. Is that a good practice? Don’t you think that a reader ought to know what to expect in the body paragraphs just from reading the thesis statement?

Referred thesis: “a college curriculum should be designed around the career a student will pursue upon graduation”

Excellent question! In a typical, untimed essay you definitely would want to let the reader know what is coming. The intro and thesis should give the reader some idea of where the discussion is headed and what will be discussed. This is a common practice in American essay writing.

But with the GRE, our strategies are a little different. Since we have such a limited amount of time to write an essay, we recommend spending as little time as possible writing the introduction and conclusion. The bulk of your time should be spent crafting the body paragraphs. As such, we only recommend stating your opinion or stance on the topic and not worry about prefacing your examples and reasons.

This isn’t to say that you can’t do this. If you are a quick writer and have the time, then you can definitely indicate what the main points of your body paragraph will be. 🙂

Happy Studying!

I just started practicing the AWA and am following the 90-day study plan for beginners. I’m trying my best to follow the outlined time structure you suggested in the videos, but in my first two essays I’ve always run out of time and always seem to produce mediocre work. Would you recommend that I practice writing without a time limit for now? Or should I just keep working with the time limit and would I gradually improve with more practice?

Hi Lara, Happy to help!

First, I recommend to keep practicing. Writing the essays on the GRE is a particular type of skill that needs lots of practice. So keep your head down and keep at it.

Second, if you feel like you need extra practice, try writing an essay more often. Instead an essay a week, write two. This will give you more opportunities for improvement.

Third, I recommend that you keep timing yourself. It doesn’t help to be good at writing an essay in an hour. We need to be good at writing an essay in half an hour.

One thing that I have done with my students in the past is have them write only an introduction or only an introduction and body paragraph in a set amount of time. So give yourself a time limit of 8 minutes and see if you can complete an introduction and body paragraph. This allows you to practice writing under time constraints and you can take baby steps towards completing an essay in 30 minutes.

I hope that this helps! Best of luck in your studies! 🙂

I just started reading the book you recommended: On Writing Well, by William Zinsser. Although I would love read all of it, I don’t have much time to spare. Could you suggest what chapters would most benefit us for the GRE AWA ?

Good question! I think the grammar-related passages are important. As are the chapters that relate to crafting sentences and creating paragraphs.

Hi Chris, Do you know if there are any sites where I can find high scoring sample essays? I’ve been practicing but feel as though I’m in a void as I have no point of comparison. Getting feedback from family and friends is helpful, but I’d just feel so much better if I could compare my essays to actual GRE essays. I could only find one sample set on the ets website…

It seems that only gre.org offers example essays. Just google “example GRE essays” and it should be the second hit.

Besides that there aren’t too many others I can think of that are online. Writing higher scoring essays, ‘5.5-6’ for blog posts is something I plan to do soon though :).

Hello! I would enormously appreciate if you can clarify me this. Which link are you referring to in the following sentence?:

” For practical advice on practicing: the link below provides access to hundreds of essay prompts by ETS”.

I cannot find it anywhere and it would be of invaluable help for me to have these essay prompts in order to practice.

Thank you very much!

No problem :).

Here is the link: http://www.ets.org/gre/revised_general/prepare/analytical_writing/issue/pool

Thanks for your quick response!

So I just found out ETS has started employing their e-rater technology. Thoughts?

Thanks for reporting that! Well, I hope it is better than the GMATs, which apparently counts number of words, a couple of transition sentences, etc. I guess time will tell.

whats e-rater technology, mentioned by J, Chris??

Sometime it seems that we cannot write enough in the issue task.

If we practice one essay per day, who will rectify this and will tell us how to improve our score in analytic. So that we can BUT ALL feel confident to write essay with positive tone.

Yes, that is true, and indeed I need to write another post on generating ideas.

As for somebody to give you feedback, find a trusted family member or friend. Of course, that person would not want to read everyone of your essays, but as long as you get feedback every once in awhile that will help :).

This sentence is dead-on, “If you think you did poorly on the essays, that knowledge could very well affect your performance on the rest of the test.”

I recently talked with a student who was consistently scoring in the 80th percentile on math and verbal in practice. But he wasn’t prepared for the writing section on test day and it affected his concentration throughout the rest of the exam. He scored in the 60th percentile. Doing well on writing can definitely set a positive tone for the rest of the exam.

Yes, I am happy to hear that student’s experience echo my thoughts. Really, “Doing well on writing can definitely set a positive tone for the rest of the exam” is perhaps the greatest GRE tip that nobody has ever heard of.

Did u mean non-native below?? “Two of the preeminent prose stylists of the English-language novel were both native-English speakers.”

Ha! Yes, I definitely did. Thanks for catching that :).

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The Real GRE Essay Questions

Home » Free GRE Prep Course » Free GRE Prep Course » The Real GRE Essay Questions

1. Look at all the Real GRE AWA Questions

To beat the competition, you will need to do some brainstorming for all 400 AWA questions. Any of them could appear on your GRE, so you should spend some time preparing in advance. While there are many questions possible, the good news is there are no surprises. You will be able to review all of the potential questions beforehand.

• Analyze an Issue
• Analyze an Argument

Skim through all of the essay questions. You are guaranteed to see one question from each section on test day, so take quick notes on each of the questions. Then go back and read each one again. Pause for a minute to ponder the topic. At least three or four ideas will probably pop into your mind; jot them down. At this point, don’t try to organize your thoughts or commit to a position.

2. Review Sample Essay Answers

We’ve provided ten sample responses for each type of essay. These will help you get a sense of the caliber of writing expected by the GRE graders.

• There is no one “correct” response to any AWA question.
• These essays were written in 30-45 minute periods. They represent 5-6 score essays.

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7 Tips for a Perfect GRE Issue Essay

If you get a perfect score on the GRE’s Issue Essay (a 6), it can really boost your graduate school admissions chances! The best schools want good Verbal and Quantitative scores, but also students who are clear, competent writers. Lots of students have excellent transcripts and are good at taking tests – but not everyone can demonstrate impressive writing skills! Here are 7 tips to take your Issue essay to that perfect 6.

[ RELATED: What is a good GRE score?   ]

Write at least three practice essays.

Practice makes perfect! You can study for the GRE online by looking up the AWA prompts and practicing writing several of them within the 30-minute guideline. The only way to get comfortable with the time constraints is to practice them, so set up test-like conditions and get to work. If you’re a good writer, you might be tempted to take the GRE essay portion without practicing. That’s not a great idea–the issue essay is a different kind of essay than you’ve probably had to write in school, and you might miss the mark if you don’t practice. On the issue essay you’re not writing literary criticism or rhetorical analysis, but rather something more akin to a very direct, concise email to a very busy boss or professor. Get used to the idea that the issue essay isn’t about how well you make things flow or how pretty it sounds; it’s about how clearly you can get information across.

Don’t waffle.

You don’t have time to argue both sides of an issue on the GRE issue essay . Even if you don’t believe in the side you choose, you’ll only have time to argue one side effectively. If you take a middle-of-the-road approach you won’t sound as confident or clear. Remember, according to ETS, 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.” Which side you choose to defend is less important than how you defend it!

Choose very specific real-world examples.

Don’t be general! Hypothetical arguments are easily refuted. The easy counter to any “what-if” argument is to challenge that the hypothetical scenario would ever actually happen. Instead, use specific examples: Mitt Romney, the War of 1812, Keynesian economic theory, an anecdote about your Uncle Ralph the compulsive gambler, etc. are all concrete examples you can use to drive home a point. 

BUT, make sure your examples are relevant to the topic.

You can choose examples from a wide range of subjects, including personal experience, pop culture, history, sports, literature, current events, politics, etc. But, don’t let your examples take over the essay. For instance, if you’re using a historical example, be careful that you don’t let the bulk of your essay become a summary of that event or a history paper equivalent. Your whole goal on the issue essay is to prove a point, so only use an example if it’s going to back up your argument.

Avoid first-person and self-reference.

In general, you should avoid writing in first person on the issue essay. Saying things like “I believe” or “in my opinion” adds unnecessary words since the reader already knows that the issue essay is written from your perspective. First-person pronouns should ONLY appear in a body paragraph if you are using personal experience as an example. Never use “I” in your introductory or concluding paragraphs.

Make strong, declarative statements.

Being direct doesn’t leave any room for miscommunication or misinterpretation. Part of the reason this is so important is because while one of your graders is human, the other is a computer. If you’ve ever talked to your GPS or Siri, you’ve probably experienced some miscommunication from time to time. Avoid this on the GRE issue essay by making strong, declarative statements.

Refute the opposing view in your conclusion.

Many GRE students wonder what to do in their conclusion. Try introducing the opposing viewpoint, showing that you recognize that in fact some people do not support your position. Then refute their argument in 1-2 sentences, and reinforce the validity of  your own thesis.

BONUS: Know how the GRE Analytical Writing Essays are scored

The GRE testmaker, Educational Testing Service (ETS) reports a single score rounded up to the nearest half-point. This score makes up the essay portion of your overall GRE score .

You can read more from ETS on  specific  score level breakdowns  here .

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GRE Analytical Writing Topics: Important GRE AWA Topics

The GRE analytical writing topics demand deep critical thinking for better analysis and presentation. The GRE AWA topics from the two sections (Issue & Argument) of the test are complementary to each other. While one needs a personal argument with evidence, the other expects you to evaluate someone else's argument by assessing its claims and evaluating the evidence it provides. The 7 categories of GRE essay topics are: Education, Technology and Society, Cities, Arts, Government and Power, Intellectual Endeavors, and Philosophical.

In this blog we dwell at length about different GRE essay topics and the possible type of questions commonly asked in the GRE test.

What is GRE Analytical Writing(AWA)?

The GRE essay topics for analytical writing tests your critical thinking capacity and analytical skills of writing. The primary aim here is to articulate and support complex ideas, construct and evaluate arguments for a coherent discussion. The GRE AWA topics comprises two analytical writing tasks that are separately timed:

• Argument Essay
• Issue Essay

You will be given 30 minutes separately to complete both the essays. The GRE AWA topics for both essays need to be approached differently. For that you must be clear about the differences between the two.

Suggested: Everything About GRE Exam 2023

GRE Argument Essay

The GRE argument essay topics tests your ability to understand, analyze and evaluate arguments.  Your task here is to depict your thoughts in writing vividly. You will be given a short passage that demands a definite course of action and interpretation backed by reasons and evidence. You must be keen enough to critically examine the line of reasoning and present logical and convincing evidence.

Sample GRE Argument Topics

Mentioned below are some sample GRE analytical writing topics for argument essays taken from the official GRE website:

• "Salicylates are members of the same chemical family as aspirin, a medicine used to treat headaches. Although many foods are naturally rich in salicylates, for the past several decades, food-processing companies have also been adding salicylates to foods as preservatives. This rise in the commercial use of salicylates has been found to correlate with a steady decline in the average number of headaches reported by participants in our twenty-year study. Recently, food-processing companies have found that salicylates can also be used as flavour additives for foods. With this new use for salicylates, we can expect a continued steady decline in the number of headaches suffered by the average citizen of Mentia."

Write a response in which you discuss what specific evidence is needed to evaluate the argument and explain how the evidence would weaken or strengthen the argument.

• "A jazz music club in Monroe would be a tremendously profitable enterprise. Currently, the nearest jazz club is 65 miles away; thus, the proposed new jazz club in Monroe, the C-Note, would have the local market all to itself. Plus, jazz is extremely popular in Monroe: over 100,000 people attended Monroe's annual jazz festival last summer; several well-known jazz musicians live in Monroe; and the highest-rated radio program in Monroe is 'Jazz Nightly,' which airs every weeknight at 7 P.M. Finally, a nationwide study indicates that the typical jazz fan spends close to $1,000 per year on jazz entertainment."
• "In a controlled laboratory study of liquid hand soaps, a concentrated solution of extra strength UltraClean hand soap produced a 40 percent greater reduction in harmful bacteria than did the liquid hand soaps currently used in our hospitals. During our recent test of regular-strength UltraClean with doctors, nurses, and visitors at our hospital in Worktown, the hospital reported significantly fewer cases of patient infection (a 20 percent reduction) than did any of the other hospitals in our group. The explanation for the 20 percent reduction in patient infections is the use of UltraClean soap."

Write a response in which you discuss one or more alternative explanations that could rival the proposed explanation and explain how your explanation(s) can plausibly account for the facts presented in the argument.

Suggested: GRE Analytical Writing Sample Essays

GRE Issue Essay

The GRE issue essay topics evaluates your ability to think critically about a given topic of general interest and clearly express your views about it in writing. Each issue statement provides a claim that you can be seen and analyzed from different perspectives and applicable to multiple situations or conditions.

Sample GRE Issue Topics

Mentioned below are some sample GRE analytical writing topics for issue essays taken from the official GRE website:

• Governments should place few, if any, restrictions on scientific research and development.

Write a response in which you discuss the extent to which you agree or disagree with the recommendation 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 advantageous and explain how these examples shape your position.

• The luxuries and conveniences of contemporary life prevent people from developing into truly strong and independent individuals.

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.

• The best way to teach — whether as an educator, employer, or parent — is to praise positive actions and ignore negative ones.

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

Suggested: How to write GRE AWA Essays?

So this was a gist of the questions for GRE analytical writing topics and their question patten. Now let us see some tips to tackle AWA topics for GRE with answers:

Tips to Prepare for GRE Analytical Writing Topics

Be it GRE issue topics or argument topics, you may follow the following approach for an informative essay:

• Before taking the GRE Test, carefully go through the sample topics, essay responses and rater commentary for each task of the section. Review the scoring guides for each task as well. It will offer a deeper understanding of how GRE essays are evaluated and the most important elements of the essay.
• You are given 30 minutes each to complete the GRE argument topics and issue topics. So utlize every moment with care.
• Save a few minutes at the end of each timed task to check for obvious errors like spelling mistakes, grammatical mistakes, etc.

Suggested: GRE Structure and Pattern

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Frequently Asked Questions About GRE AWA Topics

What is the analytical writing section of the gre general test, what is the duration of the gre awa writing section, what are gre awa topics, how to score high in gre awa essay section, where do i find practice tests for gre analytical writing topics, a test-taking platform that helps for gre® preparation online., other links.

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GRE Analytical Writing Practice: Free Questions, Essay Topics and Sample Papers

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Shubhankar Das

Content Writer - Study Abroad | Updated On - Jun 28, 2024

A GRE AWA practice test the candidate’s writing skills through an essay as a response to a prompt. It is designed to help candidate’s prepare for the real test by providing candidate’s with an accurate representation of the format, questions, and timing of the GRE  AWA section. Mock tests are a valuable tool for GRE AWA preparation as they:

• Provide familiarity with the format: GRE AWA mock tests help candidate become familiar with the format and structure of the actual AWA section, so they know what to expect on test day.
• Improve writing skills: Regular mock tests help candidate develop and improve writing skills, including ability to articulate complex ideas clearly and effectively.
• Practice time management: Practice writing essays within the 30-minute time limit to get a sense of how to manage candidate’s time effectively.
• Get feedback: Have someone else read and critique candidate’s essays, providing constructive feedback on areas where they can improve.
• Track the progress: Monitor the progress by comparing candidate’s mock test scores with previous scores. This will help to identify areas where needed to improve.

By taking regular GRE AWA mock tests,candidate’s can build confidence and become better prepared for the actual exam. Additionally, mock tests can provide valuable insights into writing strengths and weaknesses, allowing candidate’s to focus their preparation efforts on areas that need improvement.

GRE AWA Practice Tips

The GRE AWA is designed to measure ability to analyze and articulate complex ideas clearly and effectively. Here are some ways candidate’s can practice for the GRE AWA section:

• Write practice essays: Write practice essays on the topics provided in the official GRE guidelines or find additional prompts online. This will help candidate’s get a feel for the type of topics candidate’s may encounter on the actual exam.
• Study sample essays: Review sample essays and analysis of argument prompts, paying attention to the structure, writing style, and analysis of the arguments presented.
• Time yourself: Practice writing essays within the 30-minute time limit to get a sense of how to manage candidate’s time effectively.
• Use the official GRE guidelines: Follow the official GRE guidelines for the AWA section, including the format, length, and type of essays candidate’s should write.
• Focus on clarity and organization: Make sure candidate’s essays are clear, concise, and well-organized. Writing should be easy to understand and follow a logical structure.

By consistently practicing for the GRE AWA section, candidate’s can improve their writing skills and increase chances of success on the actual exam.

GRE AWA Practice Test

GRE AWA Samples

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GRE Sample Essays to Nail the GRE Analytical Writing Section!

Worried about your performance in the GRE Analytical writing section? Follow the instructions, tips, and methods in this blog, and learn from these 8 GRE sample essays to nail your exam!

Table of Contents

Gre sample essays, gre analytical writing section, issue essay, sample topics, gre sample essay response with the highest score:, gre sample essays response with a medium score:, argument essay, what do graders look for, how is the gre analytical writing section scored, how to practice for the gre analytical writing section, key takeaways.

A lot of students find the Quants and the Verbal sections of the GRE (Graduate Record Examination) exam fairly easy to deal with. It’s the GRE Analytical Writing section that gives almost everybody a run for the woods. To reduce your nervousness and help you prepare for the GRE Analytical Writing section, I have included in-depth details about each question type and shared tips on how to nail it. Along with that, you will also find some GRE sample essays to help you. So, what are you waiting for? Dive in!

Before we begin, it’s important to understand what the GRE Analytical Writing section is all about and why it’s so important.

The GRE Analytical Writing section tests a student’s critical thinking and analytical writing skills.

In simpler words – universities want to make sure that their students know how to construct complex ideas, analyze them, and express their thoughts on paper.

So the Analytical Writing score helps them see if a student will perform well while giving presentations, doing projects, or writing papers and assignments for a class.

Consequently, the Analytical Writing section in GRE consists of two tasks:

• The “Analyze an Issue” task – 30 minutes
• The “Analyze an Argument” task – 30 minutes

Below, we talk about each of these tasks, what they test, and look at a few sample

The “Analyze an Issue” task will present an opinion to you. This opinion can be about any general topic, like technology, economics, health, etc.

But don’t worry about not knowing too much about these topics. If you usually keep up with the news, it will be straightforward to come up with a response.

Now, after reading the opinion, you will go through a set of instructions on how to respond to that issue.

All you have to do is evaluate the issue, come up with an opinion, and use clear arguments and examples to support your opinion.

Give it a whirl and see how you’re performing:

• A nation should require all of its students to study the same national curriculum until they enter college. 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 consequences of implementing the policy and explain how these consequences shape your position.
• The best way to teach is to praise positive actions and ignore negative ones. 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 and explain how these considerations shape your position.
• In any field of inquiry, the beginner is more likely than the expert to make important contributions. 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 and explain how these considerations shape your position.

GRE Sample Essays With Analysis

Now that you have practiced writing a couple of essays, take some time to look at this GRE sample essay for the “Analyze an Issue” task.

Not only will it help you see which areas you can improve on, but it will also help you look at the same topic from a different perspective.

As people rely more and more on technology to solve problems, the ability of humans to think for themselves will surely deteriorate.

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 and explain how these considerations shape your position.

The statement linking technology negatively with free thinking plays on the recent human experience over the past century. Surely there has been no time in history when the lived lives of people have changed more dramatically. A quick reflection on a typical day reveals how technology has revolutionized the world. Most people commute to work in an automobile that runs on an internal combustion engine. During the workday, chances are high that the employee will interact with a computer that processes information on silicon bridges that are .09 microns wide. Upon leaving home, family members will reach through wireless networks that utilize satellites orbiting the earth. Each of these common occurrences could have been inconceivable at the turn of the 19th century.

The statement attempts to bridge these dramatic changes to a reduction in the ability of humans to think for themselves. The assumption is that increased reliance on technology negates the need for people to think creatively to solve previous quandaries. Looking back at the introduction, one could argue that without a car, computer, or mobile phone, the hypothetical worker would need to find alternate methods of transport, information processing, and communication. Technology shortcircuits this thinking by making the problems obsolete.

However, this reliance on technology does not necessarily preclude the creativity that marks the human species. The prior examples reveal that technology allows for convenience. The car, computer, and phone all release additional time for people to live more efficiently. This efficiency does not preclude the need for humans to think for themselves. In fact, technology frees humanity not only to tackle new problems but may itself create new issues that did not exist without technology. For example, the proliferation of automobiles has introduced a need for fuel conservation on a global scale. With increasing energy demands from emerging markets, global warming becomes a concern inconceivable to the horse-and-buggy generation. Likewise, dependence on oil has created nation-states that are not dependent on taxation, allowing ruling parties to oppress minority groups such as women. Solutions to these complex problems require the unfettered imaginations of maverick scientists and politicians.

In contrast to the statement, we can even see how technology frees the human imagination. Consider how the digital revolution and the advent of the internet have allowed for an unprecedented exchange of ideas. WebMD, a popular internet portal for medical information, permits patients to self-research symptoms for a more informed doctor visit. With increased interdisciplinary interactions, inspiration can arrive from the most surprising corners. Jeffrey Sachs, one of the architects of the UN Millenium Development Goals, based his ideas on emergency care triage techniques. The unlikely marriage of economics and medicine has healed tense, hyperinflation environments from South America to Eastern Europe.

This last example provides the most hope in how technology actually provides hope for the future of humanity. By increasing our reliance on technology, we can now achieve impossible goals. Consider how the late 20th century witnessed the complete elimination of smallpox. This disease had ravaged the human race since prehistorical days, and yet with the technology of vaccines, free-thinking humans dared to imagine a world free of smallpox. Using technology, battle plans were drawn out, and smallpox was systematically targeted and eradicated.

Technology will always mark the human experience, from the discovery of fire to the implementation of nanotechnology. Given the history of the human race, there will be no limit to the number of problems, both new and old, for us to tackle. There is no need to retreat to a Luddite attitude to new things but rather embrace a hopeful posture to the possibilities that technology provides for new avenues of human imagination.

There is no current proof that advancing technology will deteriorate the ability of humans to think. On the contrary, advancements in technology have advanced our vast knowledge in many fields, opening opportunities for further understanding and achievement. For example, the problem of debilitating illnesses and diseases such as Alzheimer’s disease is slowly being solved by technological advancements in stem cell research. The future ability to grow new brain cells and the possibility of reversing the onset of Alzheimer’s is now becoming a reality. This shows our initiative as humans to better our health and demonstrates the greater ability of humans to think.

One aspect where the ability of humans may initially be seen as an example of deteriorating minds is the use of the internet and cell phones. In the past, humans had to seek out information in many different environments and aspects of life. Now humans can sit in a chair, type anything into a computer, and get an answer.

Our reliance on this type of technology can be detrimental if not regulated and regularly substituted for other information sources, such as human interactions and hands-on learning. I think if humans understand that we should not have such a reliance on computer technology, we as a species will advance further by utilizing the opportunity of computer technology as well as other sources of information outside of a computer. Supplementing our knowledge with internet access is surely a way for technology to solve problems while continually advancing the human race.

The “Analyze an Argument” task, on the other hand, will ask you to analyze both sides of an argument about an issue according to specific instructions.

So rather than agreeing or disagreeing with a given issue, you will have to consider the logical strength of an argument.

Again, the argument can be on any general topic of interest, like technology, economics, health, etc. But if you usually keep up with the news, it will be effortless to come up with a response.

Now that you know what this task expects of you, you can get to writing:

1. “To reverse a decline in listener numbers, our owners have decided that WWAC must change from its current rock-music format. The decline has occurred despite population growth in our listening area, but that growth has resulted mainly from people moving here after their retirement. We must make listeners of these new residents. We could switch to a music format tailored to their tastes, but a continuing decline in local sales of recorded music suggests limited interest in music. Instead, we should change to a news and talk format, a form of radio that is increasingly popular in our area.”

Write a response in which you discuss what specific evidence is needed to evaluate the argument and explain how the evidence would weaken or strengthen the argument.

2. “A jazz music club in Monroe would be a tremendously profitable enterprise. Currently, the nearest jazz club is 65 miles away; thus, the proposed new jazz club in Monroe, the C-Note, would have the local market all to itself. Plus, jazz is extremely popular in Monroe: over 100,000 people attended Monroe’s annual jazz festival last summer; several well-known jazz musicians live in Monroe; and the highest-rated radio program in Monroe is ‘Jazz Nightly,’ which airs every weeknight at 7 P.M. Finally, a nationwide study indicates that the typical jazz fan spends close to $1,000 per year on jazz entertainment.”

Write a response in which you discuss what specific evidence can evaluate the argument and explain how the evidence would weaken or strengthen the argument.

3. “In an effort to improve our employees’ productivity, we should implement electronic monitoring of employees’ Internet use from their workstations. Employees who use the internet from their workstations need to be identified and punished if we are to reduce the number of work hours spent on personal or recreational activities, such as shopping or playing games. By installing software to detect employees’ Internet use on company computers, we can prevent employees from wasting time, foster a better work ethic at Climpson, and improve our overall profits.”

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 for the argument if the assumptions prove unwarranted.

Now that you have practiced writing a couple of essays, take some time to look at this GRE sample essay for the “Analyze an Argument” task.

In surveys, Mason City residents rank water sports (swimming, boating, and fishing) among their favorite recreational activities. The Mason River flowing through the city is rarely used for these pursuits, however, and the city park department devotes little of its budget to maintaining riverside recreational facilities. For years there have been complaints from residents about the quality of the river’s water and the river’s smell. In response, the state has recently announced plans to clean up Mason River. The use of the river for water sports is therefore sure to increase. The city government should, for that reason, devote more money to this year’s budget for riverside recreational facilities.

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 the assumptions and what the implications are if the assumptions prove unwarranted.

While it may be true that the Mason City government ought to devote more money to riverside recreational facilities, this author’s argument does not make a cogent case for increased resources based on river use. It is easy to understand why city residents would want a cleaner river, but this argument is rife with holes and assumptions and, thus, not strong enough to lead to increased funding.

Citing surveys of city residents, the author reports city residents’ love of water sports. It is not clear, however, the scope and validity of that survey. For example, the survey could have asked residents if they preferred using the river for water sports or would like to see a hydroelectric dam built, which may have swayed residents toward river sports. The sample may not have been representative of city residents, asking only those residents who live on the river. The survey may have been 10 pages long, with 2 questions dedicated to river sports. We just do not know. Unless the survey is fully representative, valid, and reliable, it can not be used to back the author’s argument effectively.

Additionally, the author implies that residents do not use the river for swimming, boating, and fishing, despite their professed interest, because the water is polluted and smelly. While a polluted, smelly river would likely cut down on river sports, a concrete connection between the resident’s lack of river use and the river’s current state is not effective. Though there have been complaints, we do not know if there have been numerous complaints from a wide range of people or perhaps from one or two individuals who made numerous complaints. To strengthen his/her argument, the author would benefit from implementing a normed survey asking a wide range of residents why they do not currently use the river.

Building upon the implication that residents do not use the river due to the quality of the river’s water and the smell, the author suggests that a river clean-up will result in increased river usage.

If the river’s water quality and smell result from problems that can be cleaned, this may be true. For example, if pollution causes decreased water quality and aroma by factories along the river, there is certainly a solution for this. But if the quality and aroma result from the natural mineral deposits in the water or surrounding rock, this may not be true. There are some bodies of water that emit a strong smell of sulfur due to the geography of the area. This is not something that a clean-up can resolve. Consequently, a river clean-up may have no impact on river usage. Regardless of whether the river’s quality is able to improve or not, the author does not effectively show a connection between water quality and river usage.

A clean, beautiful, safe river often adds to a city’s property values, leads to increased tourism and revenue from those who come to take advantage of the river, and a better overall quality of life for residents. For these reasons, the city government may decide to invest in improving riverside recreational facilities. However, this author’s argument is not likely significantly persuade the city government to allocate increased funding.

Surveys speak for the people; however, surveys do not always speak for the whole community. A survey completed by Mason City residents concluded that the residents enjoy water sports as a form of recreation.

If that is so evident, why has the river not been used? The blame can not solely be placed on the city park department. The city park department can only do as much as they observe. The real issue is not the resident’s use of the river but their desire for a more pleasant smell and more pleasant sight.

If the city government cleans the river, it might take years for the smell to go away. If the budget is changed to accommodate the clean-up of the Mason River, other problems will arise. The residents will then begin to complain about other issues in their city that will be ignored because of the great emphasis being placed on the Mason River.

If more money is taken out of the budget to clean the river, an assumption can be made. This assumption is that the budget for another part of city maintenance or building will be tapped into. In addition, to the budget being used to clean up Mason River, it will also be allocated to increase riverside recreational facilities.

The government is trying to appease its residents, and one can warrant that the role of the government is to please the people. There are many assumptions being made; however, the government can not make the assumption that people want the river to be cleaned so that they can use it for recreational water activities. The government has to realize the long-term effects that its decision will have on the monetary value of its budget.

While both the Issue and the Argument essays seem similar, graders look at both these tasks differently.

When it comes to the “Analyze an Issue” task, they see if a student-

• Forms a clear and thoughtful opinion on the issue
• Comes up with cogent arguments and examples to support the opinion
• Is able to sustain a well-focused, well-organized analysis, connecting ideas coherently
• Conveys ideas using effective vocabulary and sentence variety

For the “Analyze an Argument” task, they see if a student:

• Forms a clear understanding of the argument
• Develops ideas cogently , organizes them logically, and connects them well
• Comes up with coherent arguments and examples to support the opinion

However, as you can see, the main idea stands out clearly – the graders are looking for students with good vocabulary, clear decision-making ability, cogent (you might want to Google that :P) thought processes and coherent expression.

Although the GRE Analytical Writing section consists of two essays, they are not scored separately.

You will be scored anywhere between 0 and 6, in 5-point increments, for both the essays you write.

Almost nobody gets a score below 2-2.5 because most students are able to write down something sensible.

However, a score of 4 or greater is considered to be a good score for this section (go through the GRE sample essays on the ETS website and read graders’ comments on essays that have been scored 4 and above).

Moreover, your GRE Analytical Writing Score will be separate from your GRE overall score , which comprises the Quantitative and Verbal section reports.

Here’s a step-by-step process (with tips) on how to prepare for the GRE Analytical Writing section:

• Pick up a random essay question and write about it
• Read the GRE sample essays for that question and gauge what your score might be
• Go through graders’ comments on these GRE sample essays and find out where you went wrong
• Take up another essay and write

Keep on doing this on a loop until you feel you have reached the score you are aiming for.

• Keep a standard essay structure in mind – Introduction, Problem Statement, Solution, Benefits of the solution, Drawbacks of the solution, and Conclusion.
• Dedicate each para to one heading, and understand that they do not necessarily have to be in this order.
• Make sure you use examples to support your argument – you can either use an extended example or multiple ones. But without them, your argument will seem flimsy.
• Write the entire essay first. Don’t listen to the critical side of your brain just now. Once you’ve finished your first draft, you can always come back and edit.
• If there is one writing tip one could never give enough of, it’s this – practice, practice, practice!

There you have it! Everything you need to know about the GRE Analytical Writing section is here – pattern, scoring, GRE sample essays, sample answers, and GRE Analytical Writing question tips.

If you feel like we missed out on something or have any doubts, feel free to drop a comment or reach out to us ! We’d be very happy to help.

Like this blog? Then read the blog on GRE sample test | Everything you need to know about this exam!

Question 1: What is a good GRE Writing score?

Answer: Anything about 4.5 is considered a good score. 

Question 2: How do I start my introduction?

Answer: Provide your reader with a clear understanding of what your topic is about and what direction you will take it in. 

Question 3: Do essays matter for GRE?

Answer: Yes, the GRE essays are scored on a separate scale; they are not part of your total GRE score.

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Gre prep online guides and tips, gre issue essay: 4 steps to a perfect score.

Of all the different kinds of questions on the GRE, the GRE Issue essay question can seem like the most daunting to answer completely correctly. Instead of choosing from a selection of already-made answers or filling in a numerical solution, you must write hundreds of words in an attempt to fulfill rubric criteria, knowing that there is no one right answer to the question.

To help make this Herculean task more manageable, we’ll go over the Issue essay GRE rubric in depth and offer our top GRE Issue essay tips to help you score highly every time.

Feature image credit: Bruce Berrien /Flickr

Do You Need a 6 GRE Writing Score?

In general, your GRE Writing score is the least important of your GRE scores. No grad school will require you to get a 6.0 on the essay. A 4.5 is a good GRE writing score for most schools and programs, regardless of the discipline. Even programs that have cutoff scores for writing-heavy programs, like UNC’s Media & Journalism graduate degrees , don’t require anything above a 4.5.

If you’re looking to emphasize your writing skills (for example, if you’re an international student whose first language is not English and you want to show that you can write well in English), a higher score (5.0+) can help. However, even in those instances, a perfect 6.0 score isn’t going to be necessary.

Some doctoral programs, like Harvard’s Education Ph.D. , might have higher average scores, but that’s a function of the students applying being strong writers (which you have to be to make it to the doctoral level), rather than the program itself requiring certain scores. For Ph.D. programs, you’ll have the opportunity to demonstrate your analytical thinking skills in other ways that are weighted more heavily than your GRE Analytical Writing score.

Learn more about what you’ll need to get into grad school with our article on grad school requirements !

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What Goes Into a 6-Scoring GRE Issue Essay?

The best way to determine what is needed for a perfect Issue essay score is to take a look at the official rubric and go over how the human essay grader is rating your essay.

To show the differences between a passable Issue essay and a perfect Issue essay, I’ve created a side-by-side comparison of the criteria for a 4-scoring and 6-scoring Issue essay on the GRE.

To summarize the information above, a perfect 6 Issue essay:

• Must make sense logically
• Must be precise in its discussion of the issue and the author’s stance on the issue
• Must include support for the author’s position that persuades the reader to the author’s point of view
• Must be organized and flow smoothly from idea to idea
• Must be well-written

In order to achieve a perfect score on the Issue essay, you must excel in every one of these areas.

Official GRE Issue Essay Example, Analyzed

Now we’ll take a look at a sample GRE Issue essay that’s already been assigned a score of 6 and find all the ways in which it fulfills the rubric. Doing this analysis will help show how the rubric is applied by taking the abstract criteria and showing concrete examples.

For the purposes of this analysis, we’ll be using excerpts from this officially-scored essay . Here’s the prompt the essay is addressing:

As people rely more and more on technology to solve problems, the ability of humans to think for themselves will surely deteriorate.

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.

The sample essay we’ll be discussing argues against this statement, taking the position that rather than fearing technology will make human thinking obsolete, we should embrace the possibilities and human potential unlocked by technology.

I’ll next go over how each of the rubric criteria applies to this particular sample essay. The first item in the rubric is a holistic description of a perfect-scoring GRE Issue essay:

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

This item is meant to be an umbrella under which the next four criteria can fall; if an essay meets each of the four non-general criteria listed in the rubric, then it will exemplify this holistic description. The above description is also useful as a catchall reminder of what a perfect-scoring essay should look like, since essay graders aren’t necessarily going through the rubric item-by-item for each essay.

The first of the non-general rubric items has to do with how well an author makes her point of view clear throughout the essay.

Rubric description : A 6 essay articulates a clear and insightful position on the issue in accordance with the assigned task

The sample essay successfully meets this requirement in a couple of different ways. In the essay, the author’s position on the issue (a counterargument to the prompt) is articulated in a series of logical steps over the course of the entire essay as well as in a final thesis statement.

Starting with the acknowledgement that “technology has revolutionized the world” in the first paragraph, the author goes on to make the argument that “reliance on technology does not necessarily preclude the creativity that marks the human species” (paragraph three), demonstrating a firm grasp of the issue through a nuanced, rather than absolute, position.

With each succeeding paragraph, the author continues to develop her position on the issue with clarity and insight. The author expands the initial argument to claim that “technology frees the human imagination” (paragraph four) and “By increasing our reliance on technology, impossible goals can now be achieved” (paragraph five).

The author’s final statement on the issue condenses the author’s point of view into a single sentence: “There is no need to retreat to a Luddite attitude to new things, but rather embrace a hopeful posture to the possibilities that technology provides for new avenues of human imagination.” This last sentence is not only the logical conclusion to the author’s clearly stated position, but is in itself a clear statement of the author’s position.

The next rubric item is concerned with how well an author develops and supports her points.

Rubric description : A 6 essay develops the position fully with compelling reasons and/or persuasive examples

As I noted in the discussion of the first rubric description, the author’s basic position in this essay is that we should not fear technology because it is new and unknown, but instead embrace it because of the possibilities it offers for our future. In addition to developing her position through an insightful position articulated through the essay, however, the author also does an excellent job of supporting her points with examples and reasoning. Here’s an excerpt from the essay that illustrates this development and support:

“The car, computer and phone all release additional time for people to live more efficiently. This efficiency does not preclude the need for humans to think for themselves. In fact, technology frees humanity to not only tackle new problems, but may itself create new issues that did not exist without technology. For example, the proliferation of automobiles has introduced a need for fuel conservation on a global scale. With increasing energy demands from emerging markets, global warming becomes a concern inconceivable to the horse-and-buggy generation.”

In the above excerpt, the author develops her point with three actions:

#1: She presents examples to support her point that efficiency is enabled by technology (car, computer, and phone).

#2: She explains what the existence of these examples implies (efficiency doesn’t mean lack of thinking).

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#3: She follows up with further reasoning about new issues created by technology (technology means humans can tackle new problems, including new issues created by technology). This reasoning is then backed up by more examples (cars and increasing energy demand), starting the cycle over again.

The examples and reasoning the author employs in her essay are compelling not just because they are logically consistent with the author’s argument, but because they are explained in a way that makes this link clear. If the author has said “In fact, technology frees humanity to not only tackle new problems, but may itself create new issues that did not exist without technology. An example of this is the automobile and increasing energy demands because of it,” the examples would have still been present, but not explained in a compelling or persuasive way.

The third non-general rubric item drills down even deeper into the logic of the author’s writing and analysis.

Rubric description : A 6 essay sustains a well-focused, well-organized analysis, connecting ideas logically

While with the previous rubric item I discussed the necessity of having a logical connection between the author’s position and the support for that position, this item refers to the author’s skill in connecting different ideas throughout the essay.

In addition to having a logical progression of the analysis (which is captured under the first rubric item to some extent as well), a perfect-scoring Issue essay must also have logical transitions between ideas . A good example of this occurs in this essay in the transition between the end of paragraph two and the beginning of paragraph three:

“Technology short circuits this thinking by making the problems obsolete.

However, this reliance on technology does not necessarily preclude the creativity that marks the human species.”

The first sentence of paragraph three (“However…species”) connects the ideas of paragraphs two and three. The author forges a link between the two ideas by restating the last-discussed idea from paragraph two (technology does take away some problems) in a way that sets up the idea to be discussed in the next paragraph (reliance on technology doesn’t mean humans won’t think for themselves). Specifically, the author does this by using a transition word (“However”) to link a reference to previously discussed ideas (“this reliance on technology”) with a reference to what’s coming next (“technology does not necessarily preclude creativity”).

The tightness of the logical connection between the two paragraphs and ideas also means that the essay stays organized and focused on the task at hand (presenting the author’s position on and analysis of the issue).

The last rubric item assesses the writer’s overall skill in use of language and standard, error-free English.

Rubric description : A 6 essay conveys ideas fluently and precisely, using effective vocabulary and sentence variety. Demonstrates superior facility with the conventions of standard written English (i.e., grammar, usage and mechanics), but may have minor errors.

This final set of criteria has less to do with the topic being discussed and more on the writer’s ability to indicate precise meaning through appropriate use of language. The final sentence of the essay provides a good example of this:

“There is no need to retreat to a Luddite attitude to new things, but rather embrace a hopeful posture to the possibilities that technology provides for new avenues of human imagination.”

This sentence uses effective language (Luddite, avenues of human imagination) that precisely conveys meaning. For instance, “Luddite” is a term that is generally used to mean resistance to technology, but more specifically has its origins in a group of people who were worried about what advances in technology meant for human workers, so it is particularly appropriate for this essay about the effects of technology on human abilities.

Another reason I chose to use this excerpt is because while the author uses effective language, there are still some minor errors (as the rubric description allows for). In this sentence, “but rather” is used incorrectly because it refers back to the subject “There,” which makes no sense with the “but rather” phrase. One correct way to say this would be, “ We should not retreat into a Luddite attitude toward new things, but rather embrace a hopeful posture to the possibilities that technology provides for new avenues of human imagination.”

In a way, this rubric area is the “icing on a cake” domain—you can have a reasonably clear and insightful essay without a high level of skill in this domain, but if you don’t use language skillfully your cake of an essay is not going to taste as good and won’t score a perfect score. And if you try to load your essay with advanced vocabulary words without care for whether or not they make sense in context, you’ll end up with lumpy frosting that makes the cake worse than it would’ve been without the icing.

4 Steps to a Perfect GRE Issue Essay

As a summing-up of all the information in this article, I’ll go over the four essential GRE Issue essay tips to reliably achieve a high score.

#1: Include a Clear Thesis

To fulfill the basic requirements of any GRE Issue essay task, you need to make your position on the issue clear . The easiest way to do this is with an introduction paragraph , or at the very least an introductory sentence at the beginning of your first paragraph, that outlines the issue and where you stand on it.

There is no explicit requirement on the rubric that you include an introduction and conclusion in your essay, and in fact ETS encourages students to be as freeform as fits the topic and task at hand. However, if you don’t start your essay with some kind of introduction and wrap up your points at the end with some kind of conclusion, you run the risk of being unclear about your position. Not only can this be a problem for the reader, but without a clear thesis statement at the beginning of your essay to keep you focused, you may find yourself meandering off topic, resulting in a disorganized and inconsistent essay.

Thus, we strongly recommend beginning your essay with at least an introductory sentence and wrapping it up with a conclusion statement. You don’t have to have entire paragraphs devoted to each, but it is useful to bracket your essay between an introduction and conclusion to keep your thesis front and center.

#2: Preplan Opinions and Examples

ETS has published all prompts it will ever use for GRE Analytical Writing, which in the case of the Issue essay comes out to 152 unique topic/task combinations. Now, obviously it’s not feasible to write a practice essay for every one of the 152 possible Issue essays and memorize it in preparation for the test. On the other hand, it is very possible to prepare some examples and evidence ahead of time , as long as these examples and pieces of evidence are flexible enough to be useful for multiple different prompts.

Start by reading through the complete list of Issue essay prompts and noting any common themes. Some examples of topics that seem to come up again and again in GRE Issue prompts are the roles of government and public officials, the role of technology in our lives, and the role of education and teachers.

Practice forming opinions about subsets of these topics and thinking of evidence that can be used to support those opinions. You very likely already have opinions about some of these things already, like the role of technology in education, or the importance of government support for research. To prepare for the Issue essay on the GRE, however, it’s not enough to just have opinions – you need to be able to back up your claims and point of view with evidence or reasoning.

For instance, let’s say my pre-planned opinion is that humans relying on technology to solve problems has resulted in humans being able to think for themselves even better than before. In order for this position to be worth anything in a GRE essay, though, it needs to be backed up by reasoning or evidence.

For this particular case, then, I might preplan the evidence that the expansion in size and complexity of the human brain’s cerebral cortex occurred around the same time as humans began to use tools, which could suggest that as humans relied more on tools (technology), their brains actually had to become bigger and better at thinking than before. I could also choose to preplan reasoning to back up my point, like the fact that relying on technology to solve smaller problems pushes us to use our thinking to attack larger scale issues, whether philosophical or practical.

Even if prompts on the role of technology, or on other topics you’ve practice explaining support for, don’t show up when you take the test, you’ll be better equipped to tackle the GRE Issue essay because of your experience explaining how evidence supports your point . You’ll also likely be able to use at least one or two of the examples you’ve been writing about, even if you have to explain their support of your point of view in a different way than you’ve practiced.

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#3: Analyze Sample Essays

Scour the sample essays ETS has publicly released to understand at a deep level what is required for a 6-scoring GRE Issue essay. In addition to the essay briefly discussed in this article, perfect-scoring sample Issue essays can also be found in chapters 8 and 9 of The Official Guide to the GRE revised General Test (2nd Ed.) .

To get the most out of these exemplars of perfect essay scores, you should analyze these sample essays using the scoring rubric. Use the points we focused on above in the 4-vs.-6 rubric score comparison and the sample Issue essay breakdown as guidance to find specific ways the sample essays fulfill the rubric scoring guidelines. The essays in the Official GRE Guide also include reader commentary on the essays, which are good sources of further insight into the thought processes of essay raters.

The goal of performing these analyses of sample high-scoring GRE essays is for you to understand what makes the essays high-scoring and then be able to replicate this high level of essay writing in your own Issue essay on the GRE. This doesn’t mean that you should copy the exact words or phrases from the essays (that’s plagiarism, which is both wrong and against the GRE’s code of conduct), but it does mean you should observe the ways other students have successfully met the rubric requirements.

#4: Leave Time to Revise Your Work

Sadly, the word processor you’ll use on the GRE has no autocorrect, no spellcheck, and no grammar check. Since you’re trying to type as much as possible in a timed situation, it’s very likely you’ll make some errors.

It’s fine to make a few small mistakes on your essay as long as the typos or other mistakes don’t make your essay difficult to understand. If there are systematic typos or grammatical errors, however, that will have a negative effect on your score , because it will obscure your logic and make it more difficult for the graders (human and computer) to understand your thinking.

Example 1: No editing, systematic errors

Choosing a college major based on the avilablility of jobs in the field is a foolish endaevor at best. There’s no guarantee that Just because there are a lot of positions open in the field when you choose your undergraduate major, it doesn’t necessarily follow: this will continue ot be the case after you graduate from college, or even when you’re looking for a job.

Example 2: Edited, minor errors remaining

Choosing a college based on the availability of jobs in the field is a foolish endaevor at best. Just because there are a lot of positions open in the field when you choose your undergraduate major, it doesn’t necessarily follow that this will continue ot be the case after you graduate from college, or even when you’re looking for a job.

What’s Next?

After reading this article, you’ve gained some clarity on what kind of GRE Writing score you need to succeed, but how well do you need to do on the other sections of the test? Learn what makes a good (or a bad) GRE score with this article .

Looking to get more clarity into the whole essay-scoring process? We have a guide to how the GRE essay is scored that explains it from start to finish, including how computerized grading plays into your essay score.

Want even more in-depth analyses of high-scoring GRE essays? Then be sure to check out our article analyzing perfect- and high-scoring Issue and Argument essays .

Ready to improve your GRE score by 7 points?

Author: Laura Staffaroni

Laura graduated magna cum laude from Wellesley College with a BA in Music and Psychology, and earned a Master's degree in Composition from the Longy School of Music of Bard College. She scored 99 percentile scores on the SAT and GRE and loves advising students on how to excel and fulfill their college and grad school dreams. View all posts by Laura Staffaroni

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Essay Paper UPSC 2024 (Mains): Question Paper and Analysis

Last updated on September 21, 2024 by Alex Andrews George

UPSC conducted the Essay Paper , as part of the Civil Services Main Exam 2024 on 20-09-2024. The question paper was relatively easy.

There were 8 Essay topics, out of which candidates were asked to write on two topics in 3 hours.

Candidates were supposed to answer about 1000 words for each essay (about 10-12 pages).

Table of Contents

Essay Paper UPSC 2024 Instructions

• Total Marks: 250 marks, Time duration: 3 hours.
• The essay must be written in the medium authorized in the admission certificate which must be stated clearly on the cover of this question-cum-answer (QCA) booklet in the space provided.
• No marks will be given for answers written in a medium other than the authorized one.
• Word limit, as specified, should be adhered to.
• Any page or portion of the page left blank, must be struck off clearly.

Essay Question Paper – UPSC Civil Services Main Exam (Written) 2024

Write  two  essays, choosing  one  topic from each of the following Sections A and B, in about 1000-1200 words each:

• Forests precede civilizations and deserts follow them.
• The Empires of the future will be the empires of the mind.
• There is no path to happiness; Happiness is the path.
• The doubter is a true man of Science.
• Social media is Triggering ‘ Fear of Missing Out ‘ amongst the youth , precipitating depression and loneliness.
• Nearly all men can stand adversity, but to test the character, give him power.
• All ideas having large consequences are always simple.
• The cost of being wrong is less than the cost of doing nothing.

1. Forests precede civilizations and deserts follow them.

This statement is saying that civilizations flourish where nature is abundant, but as humans build societies, they often damage the environment, leading to barren lands.

Think of it like this: when people settle in areas full of forests and natural resources, they cut down trees, clear land for agriculture, and use up resources to grow their cities.

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Over time, if they’re not careful, that land can turn into a desert—literally or figuratively.

You can use examples from history, like how ancient civilizations like Mesopotamia flourished because of fertile lands, but many of those areas now struggle with desertification due to poor management of resources.

This topic would also fit into discussions around climate change and how modern society has to learn from the past to avoid environmental disasters.

2. The Empires of the future will be the empires of the mind.

Instead of countries or kings conquering land with armies, this topic suggests that future power will come from knowledge and ideas.

Basically, in today’s world, people and nations with advanced technology, innovation, and control over information will be the most powerful.

Think about how big companies like Google, Facebook, or nations leading in artificial intelligence have a huge influence globally.

It’s not about land anymore—it’s about controlling ideas, information, and knowledge.

You could talk about how education, technology, and creativity are becoming the new currency of power in the world.

3. There is no path to happiness; Happiness is the path.

This is a more philosophical topic, saying that happiness isn’t something you “get” after achieving a goal; it’s something you practice every day.

Instead of thinking, “I’ll be happy when I get rich or successful,” the idea is to find happiness in the small things, like enjoying your daily life and being content with what you have.

It’s similar to ideas in Buddhism or mindfulness, where the focus is on being present and finding joy in the journey, not just the destination.

You could compare how different cultures and philosophies view happiness, or discuss why chasing material success doesn’t always lead to happiness.

4. The doubter is a true man of Science.

This one is all about the importance of questioning things in science.

Basically, true scientists don’t accept things at face value—they’re always skeptical, asking questions, and trying to prove ideas wrong to find the truth.

Doubt and questioning are what drive scientific discovery.

You could talk about famous scientists like Galileo or Einstein, who challenged existing beliefs and helped move humanity forward. In today’s world, with so much information available, critical thinking and skepticism are more important than ever, whether it’s in science or in everyday life.

1. Social media is triggering ‘Fear of Missing Out’ amongst the youth, precipitating depression and loneliness.

This topic is something a lot of students today can relate to.

It’s saying that social media makes people feel like they’re missing out on all the fun others are having, which can lead to anxiety, loneliness, and even depression.

Think about Instagram or TikTok—people post their best moments, and it often looks like everyone else is living a perfect life, which can make you feel bad about your own life.

This essay could explore how constant comparison on social media impacts mental health, especially for young people.

You can also mention how it’s important to have balance, maybe even trying social media breaks or focusing on real-life connections.

2. Nearly all men can stand adversity, but to test the character, give him power.

This is about how people’s true character comes out when they have power.

It’s easy to be good when you’re struggling or when life is tough, but how do you behave when you’re in charge?

Does power make you kind and fair, or does it corrupt you?

You could use examples of political leaders, celebrities, or even people in everyday life.

Abraham Lincoln is often quoted here because he believed that how someone handles power shows their true nature.

This is a great opportunity to discuss leadership, ethics, and what makes a good leader.

3. All ideas having large consequences are always simple.

Some of the most impactful ideas in history are often quite simple.

Think about democracy, freedom, equality—these ideas are straightforward, but they’ve changed the world.

The essay could explore why simplicity makes ideas more powerful—because they’re easier to understand, spread, and act on.

You could compare this with complex ideas that may not be as effective or show how simple principles have led to big movements or discoveries.

4. The cost of being wrong is less than the cost of doing nothing.

This is all about action versus inaction.

It’s saying that it’s better to try something and fail than to do nothing out of fear of being wrong.

Think about how in science, business, or even life, trial and error are necessary for progress.

If you’re too afraid to make mistakes, you’ll never get anywhere.

You could discuss how risk-taking and learning from failures are essential for growth.

This could be applied to entrepreneurship, decision-making in politics, or even personal development.

What Should Aspirants Preparing for UPSC CSE for Next Year do for an essay paper?

Taking the essay paper in the UPSC exam seriously is important. This paper requires you to write 10-12 pages about abstract or philosophical topics, which can be challenging if you’re not well-prepared.

To succeed in this exam and perform well in the essay paper, you should work on improving your comprehension and analytical skills.

To get additional guidance you can join the ClearIAS essay writing program  as well.

Don’t miss: ClearIAS Courses

Summary: Essay Paper UPSC 2024 (Mains)

The UPSC 2024 essay questions are a mix of deep philosophical themes, environmental and historical reflections, and modern social challenges.

Some topics, like “Forests precede civilizations and deserts follow them,” encourage us to reflect on humanity’s impact on nature, while others, like “Social media is triggering Fear of Missing Out,” are very relevant to the digital age and its effect on youth.

There are also essays that dive into personal growth and leadership, such as “There is no path to happiness; Happiness is the path,” which emphasizes finding joy in everyday life, and “Nearly all men can stand adversity, but to test the character, give him power,” focusing on how power reveals true character.

The key is to connect these topics to real-world examples, whether from history, psychology, science, or personal experiences, and to understand how they apply to both the individual and society today.

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About Alex Andrews George

Alex Andrews George is a mentor, author, and social entrepreneur. Alex is the founder of ClearIAS and one of the expert Civil Service Exam Trainers in India.

He is the author of many best-seller books like 'Important Judgments that transformed India' and 'Important Acts that transformed India'.

A trusted mentor and pioneer in online training , Alex's guidance, strategies, study-materials, and mock-exams have helped many aspirants to become IAS, IPS, and IFS officers.

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The GRE ® General Test

One test for graduate, business and law school

Select a step to learn more about your GRE ® General Test journey.

Analyze an Argument Task (in General Tests administered before September 22, 2023)

The "Analyze an Argument" task assesses your ability to:

• understand, analyze and insightfully evaluate an argument written by someone else according to specific instructions
• effectively communicate your evaluation in writing

Each topic consists of a brief passage in which the author makes a case for some course of action or interpretation of events by presenting claims backed by reasons and evidence.

Where to begin

Your task is to discuss the logical soundness of the author's case by critically examining the line of reasoning and the use of evidence. This task requires you to read the argument and instructions carefully. Read the argument more than once and make brief notes about points you want to develop more fully in your response. Pay special attention to what is:

• offered as evidence, support or proof
• explicitly stated, claimed or concluded
• assumed or supposed, perhaps without justification or proof
• not stated, but necessarily follows from or underlies what is stated

In addition, consider the  structure  of the argument — the way in which these elements are linked together to form a  line of reasoning . You should recognize the separate, sometimes implicit steps in the thinking process and consider whether the movement from each step to the next is logically sound. In tracing this line, look for transition words and phrases that suggest the author is attempting to make a logical connection (e.g., however, thus, therefore, evidently, hence, in conclusion).  

What you aren’t being asked to do

An important part of performing well on the Argument task is remembering what you are  not  being asked to do. You aren’t being asked to:

• discuss whether the statements in the argument are true or accurate
• agree or disagree with the position stated
• express your own views on the subject being discussed (as you were in the Issue task)

Instead, you’re being asked to evaluate the logical soundness of an argument of another writer and, in doing so, to demonstrate the critical thinking, perceptive reading and analytical writing skills that university faculty consider important for success in graduate school.

Task instruction sets

Each task is accompanied by one of the following sets of instructions that you must be sure to address when writing your response:

• Write a response in which you discuss what specific evidence is needed to evaluate the argument and explain how the evidence would weaken or strengthen the argument.
• 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 for the argument if the assumptions prove unwarranted.
• Write a response in which you discuss what questions would need to be answered in order to decide whether the recommendation and the argument on which it is based are reasonable. Be sure to explain how the answers to these questions would help to evaluate the recommendation.
• Write a response in which you discuss what questions would need to be answered in order to decide whether the advice and the argument on which it is based are reasonable. Be sure to explain how the answers to these questions would help to evaluate the advice.
• Write a response in which you discuss what questions would need to be answered in order to decide whether the recommendation is likely to have the predicted result. Be sure to explain how the answers to these questions would help to evaluate the recommendation.
• Write a response in which you discuss what questions would need to be answered in order to decide whether the prediction and the argument on which it is based are reasonable. Be sure to explain how the answers to these questions would help to evaluate the prediction.
• Write a response in which you discuss one or more alternative explanations that could rival the proposed explanation and explain how your explanation(s) can plausibly account for the facts presented in the argument.
• Write a response in which you discuss what questions would need to be addressed in order to decide whether the conclusion and the argument on which it is based are reasonable. Be sure to explain how the answers to the questions would help to evaluate the conclusion.

"Analyze an Argument" is a critical thinking task requiring a written response. Consequently, the analytical skills displayed in your evaluation carry great weight in determining your score; however, the clarity with which you convey ideas is also important to your overall score.

Understanding the context for writing: Purpose and audience of the Argument task

The purposes of the task are to see how well equipped you are to insightfully evaluate an argument written by someone else and to effectively communicate your evaluation in writing to an academic audience. Your audience consists of GRE raters carefully trained to apply the scoring criteria identified in the scoring guide for the "Analyze an Argument" task. To get a clearer idea of how GRE raters apply the Argument scoring criteria to actual essays, you should review scored sample Argument essay responses and rater commentary. The sample responses, particularly those at 5 and 6 score levels, will show you a variety of successful strategies for organizing and developing an insightful evaluation. The rater commentary discusses specific aspects of analytical writing, such as: cogency of ideas; development and support; organization; syntactic variety; and facility with language. The commentary points out aspects that are particularly effective and insightful as well as any that detract from the overall effectiveness of the responses.

Preparing for the Argument task

The Argument task is meant to assess analytical writing and informal reasoning skills you’ve developed throughout your education. You won’t be expected to know specific methods of analysis or technical terms.  

Understand key concepts

You should be familiar with the directions for the Argument task and with certain key concepts, including the following:

• alternative explanation — a competing version of what might have caused the events in question that undercuts or qualifies the original explanation because it too can account for the observed facts
• analysis — the process of breaking something (e.g., an argument) down into its component parts to understand how they work together to make up the whole
• argument — a claim or a set of claims with reasons and evidence offered as support; a line of reasoning meant to demonstrate the truth or falsehood of something
• assumption — a belief, often unstated or unexamined, that someone must hold to maintain a particular position; something that is taken for granted but that must be true in order for the  conclusion  to be true
• conclusion — the end point reached by a line of reasoning, valid if the reasoning is sound; the resulting assertion
• counterexample — an example, real or hypothetical, that refutes or disproves a statement in the  argument
• evaluation — an assessment of the quality of evidence and reasons in an argument and of the overall merit of an  argument  

Published topic pools

An excellent way to prepare for the "Analyze an Argument" task is to practice writing on some of the  published Argument topics (PDF) . Even if you choose not to write a full essay response, you should find it helpful to practice evaluating a few of the arguments and sketching out your responses.

There’s no one way to practice that’s best for everyone. Some prefer to start practicing without adhering to the 30-minute time limit, so they have all the time they need to evaluate the argument and craft their response. Others prefer to take a “timed test” right away.  

Plan your response

Regardless of which approach you take, consider the following steps:

• Carefully read the argument and the specific instructions — you might want to read them more than once.
• Identify as many of the argument's claims, conclusions and underlying assumptions as possible and evaluate their quality.
• Think of as many alternative explanations and counterexamples as you can.
• Think of what specific additional evidence might weaken or lend support to the claims.
• Ask yourself what changes in the argument would make the reasoning more sound.

Write down each of these thoughts. When you've gone as far as you can with your evaluation, look over the notes and put them in a good order for discussion (perhaps by numbering them). Then write an evaluation according to the specific instructions by fully developing each point that is relevant to those instructions.

When you become quicker and more confident, you should practice writing some Argument responses within the 30-minute time limit so that you will have a good sense of how to pace yourself in the actual test. For example, you will not want to discuss one point so exhaustively or to provide so many equivalent examples that you run out of time to make your other main points.  

Evaluate your response

When you’re finished writing your practice response, assess how you did to see how and where you can improve.

• Get feedback on your response(s) from a writing instructor, philosophy teacher or someone who emphasizes critical thinking in their course
• Trade papers on the same topic with fellow students and discuss each other's responses in terms of the scoring guide. Focus less on the "right scores" and more on seeing how the responses meet or miss the performance standards for each score point and what you need to do to improve.
• Look at the  scoring guide for the Argument topic  and try to determine how your essay meets or misses the criteria for each score point in the guide. Comparing your own response to the scoring guide will help you see how and where to improve.

How to interpret numbers, percentages and statistics in Argument topics

Some arguments contain numbers, percentages or statistics offered only as evidence in support of the argument's conclusion. For example, an argument might claim that a certain community event is less popular this year than it was last year because only 100 people attended this year as compared with 150 last year, a 33% decline in attendance.

It is important to remember that you are not being asked to do a mathematical task with the numbers, percentages or statistics. Instead, you should evaluate these as evidence intended to support the conclusion. In the example above, the conclusion is that a community event has become less popular. You should ask yourself, "Does the difference between 100 people and 150 people support that conclusion?" In this case, there are other possible explanations, e.g., the weather might have been much worse this year, this year's event might have been held at an inconvenient time, etc.

Any one of these could explain the difference in attendance and weaken the conclusion that the event was "less popular." Similarly, percentages might support or weaken a conclusion depending on what actual numbers the percentages represent. Consider the claim that the drama club at a school deserves more funding because its membership has increased by 100%. This 100% increase could be significant if there had been 100 members and now there are 200 members, whereas the increase would be much less significant if there had been five members and now there are 10.

Remember that any numbers, percentages or statistics in Argument tasks are used only as evidence in support of a conclusion, and you should always consider whether they actually support the conclusion.

Tips for the Argument Task

Keep the following tips in mind:

• You’re free to organize and develop your response in any way that will enable you to effectively communicate your position.
• You can incorporate writing strategies you learned in English composition or writing-intensive college courses.
• GRE raters will not be looking for a particular developmental strategy or mode of writing. In fact, when GRE raters are trained, they review hundreds of Argument responses that, although highly diverse in content and form, display similar levels of critical thinking and persuasive writing.
• For example, raters will see some essays at the 6 score level that begin by briefly summarizing the argument and then explicitly stating and developing the main points of the evaluation. The raters know that a writer can earn a high score by developing several points in an evaluation or by identifying a central feature in the argument and developing that evaluation extensively. You might want to look at the sample Argument responses, particularly those at the 5 and 6 score levels, to see how other writers have successfully developed and organized their responses.
• Make choices about format and organization that you think support and enhance the overall effectiveness of your evaluation. This means using as many or as few paragraphs as you consider appropriate for your response, e.g., create a new paragraph when your discussion shifts to a new point of evaluation.
• You might want to organize your evaluation around the structure of the argument itself, discussing it line by line. Or you might want to first point out a central questionable assumption and then move on to discuss related weaknesses in the argument's line of reasoning.
• Using examples can help illustrate an important point in your evaluation or move your discussion forward. However, remember that it’s your critical thinking and analytical writing that is being assessed, not your ability to come up with examples. What matters is not the form your response takes, but how insightfully you evaluate the argument and how articulately you communicate your evaluation to academic raters within the context of the task.

Sample Argument task, strategies, responses and rater commentary

For more information, review a sample Argument task, including strategies for the topic and essay responses with rater commentary at each score level.

The sample responses, particularly those at 5 and 6 score levels, will show you a variety of successful strategies for organizing and developing an insightful evaluation. The rater commentary discusses specific aspects of analytical writing, such as:

• cogency of ideas
• development and support
• organization
• syntactic variety
• facility with language

The commentary also points out aspects that are particularly effective and insightful, as well as any that detract from the overall effectiveness of the responses.

Pool of Argument topics

When you take the GRE General Test, you’ll be presented with one Argument topic from the pool. To help you prepare, we’ve published the entire pool of tasks from which your issue will be selected.