Writing Skills For GRE-GMAT Episode 2 Part 1 potx

thc ir8rnenr tiils r xccounr Ior possibtr fururc dcvclof'mcnls rhat mighr prove rhis assumption crroneous, For examplc, thc count] mjghr expcrjcncc rn ialfllx ofrclv residenrs, or irs re

I0 Anusrs

inlomlrtion to subsLlntirte citlrcr assumplion Pcrhrps

account for in jncrcNint mxjorin oftbc srric's jobs Cfhc arFumenl s

!h:r onc emplovsr dbclr r]rc strrc s |rr8cs busincss, is losin8

nothing about thc prospecE for rhc stxte's ovcrall econom)',

ln a tull-lcngtb (SGminutc) essr), vou nnght also addrcss the followjnS gucst'ons about tlrc Argument s rcasonins:

Does thc tcrm "larSes! privarc business" neccssarilv mean that

reprcscntative of th€ stxt€'s employers 3s a group.)

iJl0ux of worke.s f;om othc! srares.) Would a rcduccd workJorce oeceisarily resulr in business fallu(c? (Pcrhaps busincsses will be more profiBble by td-rnmjrg rhcir workforcc.)

prcdjcion dcp€nG on thjs mjssinS dcfinition.)

bercd on char'acrcrisrics of a 8rcup (the nation s cornmuritics as a wholc) Herc's a response that hindles t}lc infcr€nce:

employ-ment ficnds jn Claybrook's job market will rcflect nations,ide trends

atypical Pcrhaps Claybrook's,ob 62rkct w l buck the trcod (for one

leg2l-zssistanr progiaE vill remain 5Eon8 compared ro dcmand for nurscs from thc school's nursiog progJ"nr lf so, rhcn the citcd

prospcct for SFaduatc of ci&cr profram at CCC or about wbcthcr

dc propos€d course of acuon would bc prudcnt

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contrarv trend, or pcrhaps rhefc is no trend 31 31.)

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Ilo\vcvcr thc ir8rn)enr tiils r() xccounr Ior possibtr fururc dcvclof)'

mcnls rhat mighr prove rhis assumption crroneous, For examplc, thc

count] mjghr expcrjcncc rn ialfllx ofrclv residenrs, or irs residents,

refirse is likel) ro incrclsc nnd tbc p.oposcd cou.sc of:rction mi8ht

rccornmencli(ion, thc argumcnas proponenr sboutd provide berler

evidcncc, perhaps in thc form of popuiarion projections and counq"

tlutt cufienr m€rns arc less dran adequxte for current as well as

,1re$c proposed subsidies nece$a!, !o ensure tlat rhe couflry can

or pcrhips the county irsef conld provide rhe scricc.)

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public polic.v or some other normalive baJis

vhcn ir comcl ro )'our mrjn Points, a vcn dircct, even forccful voicc is pcrfcctl) 3cccpl-]ble But don\ overdo it; whcn it comcs

other fornrs of humor Not lha! CRE and GI{AT readers don't hxvc r seosc of hunrori it 5 just tbxl drel leave it :rl Lhc door

in which cxse your remrrk will onll servc ro contuse t})c rcadcr'

DEVELOPING

A PERSUASIVE VIRITING STYLE

ln Pans 2 and 3, you leimcd how to develop Persursive ideas as $'cll 451 sEucrurc and scqucnce for your Paiagraphs lhar scrve to enhancc thcir pcrsuriveness To ensure n high ,^ndFical writing scorc, you should also

AND PHRAsE5-BY Fuucloual CmrconY

llcre's a rcfcrcnce lisl of rhetorical vords and phrascs, categor?ed by tuncrion Some lis! itcms you encounlcred as underlined words and

phiases as you cncounter tlrem Revie$/ them, thcn lq lo incorponte_

Use phrases such as thesc to subordinate an ,dea:

ilthouah it miSht appcar that, at fits! Slance it would seem/appear thar, adflittcdly

Use phrascs such as these to argu€ for a position, thesis, or vic$?oint:

or direcnon bascd on a " ' ' ? i : ' 7 "

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Ustt'to PuNcrualoN FoR RHFToRtcAL EMpHAsrs

paren-dretical materiil (jusr like in rhjs scntcncc) You can a.lso us€ an cm dash insr€ad of x corlma before i concludin8 phmsc-ro hclp ser off and cmphxsize what follos,s (jusr like in rhis senrence) Bu!

don't overuse tlre drsb-or i( will losc irs punch (as in rhis pair-8mPnr

Usc exclamarjon poinrs for emphasis ve!) sp:rrirgl\ As in this pafagiaph, one per essa)' is ptenq'!

Usc the quesrion mark ,ct spiringl) (once or rwrce pcr essa) is

€nough) and or J'for posing rhcroricd quesrions Clou'Il rerum ro thjs ropic a bit larcr.)

dcviccs to 1li8 sords "ou a empt'asizc.iii r6c t";oSa&cii.f,o';;

::gct your poin( across, rcliJn3lcad 'oD youl jchoice sf.vdrd5_'{.l,r ' and phrrres as well as your s&tmic,coosrrucridi Aso;;.ii."

pcrmir fte use of arEibures such.as bold, uodcrlining and "i i iulics-so rlosc devices 3rc nor.avrilable for cmpfr-asisiir'' T'

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x n } e v c n t

on€ to the nex!, so the reader can cajily follos' vour rmin of thought, To

devices-vrords and phlas€s tltar scrve as bridges berwecn idcas ejld help

ro conveY your }ne of reasoniig ro the r€adcr

Elch tnnsirion d€vice should hclp thc radcr mak€ c€r.jn conncc-tions or assumpions abour rhe rwo ar€rs t}ler you arc connccring to-gether For examptc somc lead your readcr forR?rd rnd imply the building ofan idc: or rhouttt, while othc.s prompt rhc readcr to compan idcas or draw conclusions from rhc prcccdin8 thoughG h the examplcs thtoughout Pafis 2 aod 3, vou cncounrcr€d dcvic€s such as undcrlincd

$ords 3nd pbnses Now hcre's a rcferenc€ lls! th includes many of those underlined vords ind phmses, dong wirh softc additional ones-b) tunctional categon

unDut2c,mor.com

GRX/GMAT

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Srlr-ngrrnrNcts

Se[-refc ces_sirSul:rr as wet as pluml_are pcdecrt) acc€plaore, rhough

In my vjeq', rvitlour tddirionrl cvidencc, we carnor :rssume iha , , ,

ln your Issue essay, refer to a stalemcor or srircmen! rs tl s statemcot" or an altcmativc such as "rhis clrim, or thij ,sscrtion," ln your A4uftcrrt cssay, trJ usin8 argurcnr" ro reler to ihc passagc,s Linc of rcesoning as a wholc or rccomrncndarion"

or claim" to refer to thc spccifc conclusions,

Bc surc your rcfcrcnces ro a sErcmenr or A4iurncnris sourc€ arc

rhc "spcake!." tn your Argurllent cssay, the Iiisr rimc you refcr to rhc sor.rce; be spccfic and cofiec:_e.8., "this €dirori2l," "rhe ad." rhe vicc

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The spelr<cr argres I1r Line of rcajoning is ; but rre

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r e c o r D r n c n d !

To strcngrhen IrJ concluiion, the board mus( _ , _lt must.also

PaonouH RrrrmNcrs To AN ARGUMEM/s PRopoNEM

ln your Argumenr essay, it's okay ro saye kcysuokcs by usjng an occrsionel

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vour linc of rcxsoning to th€ rc:ldcr Tn trsinA lhc same struclurc Ior x list of rcxsons or ()ixnrplcs

cssal suggesr:rn inlllrxlurc unsophistidtcd NdlinF stvlc T4 to

over-esp€cjalh for the first (or lasl) senlencc of erch bod] Pa.agraph Therc's nothing wronS wjth copling and PastinS cenain scn'

them so c?cb one ts drsrinct

pcr-suadc rhe rcadet-or at least help to make your poinl Tlcy can bc

and varictl Ye( how man) tcst !d'(ers think ro incoqloratc t})cm

For edditionxl varictt', use x semicolon to tnnsforrn two sen' tcnccs involving the same t.ai of thought inlo one; and use lhc word 'and" (o conncca )our two independenl clauscs (iust as in

oII irs differcnt pafts !e surc lhat the main idea reccivcs Sreat€r cm (a5 a main clause) thln subordinate ideas

Equal Emphasis (Confusin8) Trcating bodily disorders by noninvaiive mcLhods is gencl"ll)'

'Westcm

m€dicine to resrilt in persuncnt hcalins Ee.Dllasis on Secofld Clause (Better)

r'J$ough rrcating bodily disorders by noninvasive medrods is-Ben€r'

Awrwmo Usr oF THE.PAsstvE AND AcflvE "Votcrs"

subjcct "is actcd upon" by ?n objec! You can Scnenlly use cithct voicc

awks'ard than thc otlrer dcrrcnding on tlre p:rnicular scnlcnce ln a{l)'

uurael6oi|an

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