GRE General Analytical Writing Syllabus

Analytical Writing syllabus — full chapter and topic list

Expand any chapter to see its topics and sub-topics. This is the whole examinable outline for Analytical Writing in GRE General, not a summary of it.

1. 1

   Analyzing an Issue

   2 topics

   • Understanding the Issue
     • Identifying the task
   • Developing a Position
     • Formulating an argument
     • Supporting the argument
2. 2

   Analyzing an Argument

   2 topics

   • Understanding the Argument
     • Identifying assumptions
   • Evaluating the Argument
     • Assessing evidence
     • Questioning logic

Analytical Writing flashcards for GRE General

20 of 51 cards from the Analytical Writing deck — real questions with worked answers.

1. What is the single essay task on the current GRE General Analytical Writing (AWA) section, and how long do you have?

   The 'Analyze an Issue' task: you are given a general-interest statement/claim and must write a reasoned response taking a position on it. You have 30 minutes.

2. On what scale is the GRE Analytical Writing measure scored, and in what increments?

   It is scored from 0 to 6 in half-point increments (0, 0.5, 1.0, ... 6.0).

3. How is the reported GRE Analytical Writing score produced from the raters?

   The essay is scored by one trained human rater and an automated e-rater engine; if their scores agree closely, their average is used; if they differ significantly, a second human rater scores it and the human average is used.

4. In GRE writing, what is the difference between the 'Issue' task and the 'Argument' task?

   The Issue task asks you to develop and defend your own position on a claim (constructing an argument). The Argument task asks you to critique the logical soundness of someone else's given argument, without stating your own views on the topic.

5. When 'Understanding the Issue' on the Issue task, what is the essential first step before writing?

   Read the prompt and its specific instructions carefully, identify the central claim/issue, and determine exactly what stance the instructions ask you to consider (e.g., agree/disagree, extent to which, conditions under which).

6. Why must you read the Issue task's specific instruction line, not just the quoted statement?

   Because the instruction defines the required response frame (for example, 'discuss the extent to which you agree or disagree' vs. 'address the most compelling reasons/examples that could challenge your position'); answering the wrong frame lowers the score even with good writing.

7. List the common instruction variants ('tasks') attached to a GRE Issue prompt.

   1) Agree/disagree with a recommendation and explain reasoning; 2) The extent to which you agree/disagree; 3) A claim and the reason on which it is based; 4) Discuss which of two competing views is closer to your position; 5) Address the most compelling reasons/examples that could challenge your position; 6) Address a recommendation and the circumstances in which it would/would not be advantageous.

8. When understanding an Issue statement, what does it mean to identify 'qualifying language'?

   It means noticing absolute terms (all, always, never, only, must) versus hedged terms (often, some, may), because absolute claims are easier to challenge with counterexamples and shape the strongest line of response.

9. In 'Developing a Position,' what is a thesis statement and where should it appear?

   A thesis is a single clear sentence stating your central claim/position on the issue. It should appear in the introduction so the reader immediately knows your stance and the essay's direction.

10. What is the recommended body-paragraph structure for developing a position on the Issue task?

    Use a point-per-paragraph structure: topic sentence stating a reason supporting the thesis, followed by explanation, then specific evidence/example, then a link back to the thesis.

11. Why is a nuanced ('qualified') position often stronger than an absolute one on the Issue task?

    A qualified position (e.g., 'agree under most circumstances, except when X') demonstrates critical, complex thinking and lets you engage counterexamples, which the scoring rubric rewards as sophisticated reasoning.

12. What is the role of a concession (counterargument) paragraph in developing a position?

    It acknowledges the strongest opposing view and then refutes or limits it, showing the writer understands the issue's complexity and strengthening the overall persuasiveness of the position.

13. What kinds of evidence are considered strong support when developing a position on the GRE Issue essay?

    Specific, relevant examples: historical events, scientific findings, current events, literature, or well-reasoned hypothetical scenarios. Concrete specifics outperform vague generalities.

14. Define 'coherence' and 'cohesion' as valued in developing a GRE essay.

    Coherence is the logical flow of ideas so the argument makes overall sense; cohesion is the sentence-to-sentence and paragraph-to-paragraph connection achieved through transitions, references, and consistent structure.

15. Give three transitional words/phrases for signaling a contrast when developing an argument.

    However, nevertheless, on the other hand (also: conversely, whereas, by contrast).

16. Give three transitional words/phrases for adding supporting reasons in a position essay.

    Furthermore, moreover, in addition (also: additionally, similarly, likewise).

17. What is the descriptor of a top-scoring (6) response on the GRE Issue task?

    A 6 presents a cogent, well-articulated analysis of the issue, develops a clear position with compelling reasons and persuasive examples, is well organized, and demonstrates superior facility with standard written English (grammar, syntax, word choice).

18. What characterizes a mid-range (3) response on the GRE Analytical Writing rubric?

    A 3 demonstrates some competence but is flawed: limited or weak development of the position, ideas expressed unclearly, poor organization, and problems in language/sentence structure that interfere with meaning.

19. On the Argument task, what does 'Understanding the Argument' require you to identify first?

    Identify the argument's conclusion (the main claim being proved), the stated premises/evidence supporting it, and the unstated assumptions the argument depends on.

20. Define 'assumption' in the context of critiquing a GRE argument.

    An assumption is an unstated premise the author takes for granted that must be true for the conclusion to follow logically from the evidence; if the assumption fails, the argument collapses.

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