Graduate Medical School Admissions Test (GAMSAT) Section II: Written Communication Flashcards

24 sample cards from the Section II: Written Communication deck

Sampled from the end of the deck, so these are different cards from the ones shown on the syllabus page.

1. When is a colon correctly used?

   After an independent clause to introduce a list, an explanation, an elaboration, or a quotation. What precedes the colon should be a complete sentence.

2. What is the rule for the apostrophe in 'its' versus 'it's'?

   'It's' is a contraction of 'it is' or 'it has'; 'its' is the possessive pronoun (no apostrophe). E.g. 'It's losing its shine.'

3. What is a sentence fragment and when, if ever, is it acceptable?

   A fragment is an incomplete sentence lacking a subject, a verb, or a complete thought. In formal Task A it is an error, but a deliberate fragment can be used sparingly for stylistic emphasis in creative/reflective Task B writing.

4. What is subject-verb agreement?

   The grammatical rule that a verb must match its subject in number: singular subjects take singular verbs and plural subjects take plural verbs (e.g. 'the data show', 'each of the students writes').

5. What is cohesion in writing and how does it differ from coherence?

   Cohesion is the surface-level grammatical and lexical 'glue' (transitions, pronouns, repeated key terms) linking sentences; coherence is the deeper logical sense and overall unity of meaning. Good writing needs both.

6. Give four categories of transition words used to link ideas, with an example of each.

   Addition (furthermore), Contrast (however), Cause/effect (consequently), and Sequence/conclusion (finally). Others: comparison (similarly), example (for instance).

7. What is the 'old-to-new' (given-new) principle for paragraph flow?

   Each sentence should begin with familiar/previously mentioned information and end with new information, which the next sentence then picks up — creating a smooth chain that carries the reader forward.

8. What is a rapid brainstorming technique suitable for the 5-minute GAMSAT planning window?

   Mind-mapping or free-listing: write the theme in the centre, then radiate associations, examples, contrasting views, and personal/historical references for 1–2 minutes before selecting the strongest to build a thesis.

9. What does the acronym 'WICK' / SPECS-style prompt analysis encourage when brainstorming a theme?

   Interrogating the theme from multiple angles — e.g. Social, Political, Economic, Cultural, Scientific perspectives (SPECS) — to generate diverse, non-obvious ideas quickly under time pressure.

10. Why is it advised to settle your thesis before writing rather than discovering it mid-essay in GAMSAT?

    A fixed thesis keeps all paragraphs unified and on-task, prevents contradictory or rambling argument, and saves time that would be lost to mid-draft restructuring within the 30-minute limit.

11. Describe a simple essay-planning framework usable in under two minutes.

    Thesis, then three one-line topic sentences (one per body paragraph) each with a supporting example, plus a one-word note for the hook and the conclusion's resolution. A skeletal 'thesis + 3 points' map.

12. What is the SEXI / point-elaboration planning frame for a paragraph?

    Statement, Explanation, eXample, Importance — a quick template ensuring each planned paragraph has a claim, reasoning, evidence, and significance before drafting.

13. Roughly how should 30 minutes per GAMSAT task be allocated?

    Approximately 3–5 minutes planning, ~22–25 minutes drafting, and 2–3 minutes proofreading. Planning and revision should never be skipped despite the time pressure.

14. What is the single biggest time-management risk in GAMSAT Section II and how is it avoided?

    Spending too long on Task A and leaving Task B underdeveloped. Avoid it by setting a hard time cap (~30 minutes) per task and moving on even if the first essay feels unfinished.

15. What makes an effective essay hook (opening)?

    A device that engages the reader and orients them to the theme — e.g. a striking statement, a relevant anecdote, a question, a vivid image, or a paradox — leading naturally toward the thesis.

16. What are the functions of a strong conclusion?

    To synthesise (not merely repeat) the main ideas, restate the thesis in fresh terms, and leave the reader with resonance — a wider implication, reflection, or call to thought — without introducing new arguments.

17. What is the difference between summarising and synthesising in a conclusion?

    Summarising restates what was said; synthesising draws the strands together to reveal a new, unifying insight or significance — synthesis is the higher-order, more rewarded skill.

18. List three common proofreading targets in the final revision pass.

    Spelling/typos, punctuation errors (especially comma splices and apostrophes), and grammatical slips such as subject-verb disagreement or inconsistent verb tense. Also check clarity and accidental word omissions.

19. What is a reliable proofreading method when time is very limited?

    Read the essay quickly but deliberately for one error type at a time (or sub-vocalise/'hear' each sentence) to catch flow breaks, missing words, and obvious mechanical errors rather than re-reading aimlessly.

20. What is parallelism (parallel structure) and why does it aid clarity?

    Expressing items in a series or comparison in the same grammatical form (e.g. 'reading, writing, and thinking', not 'reading, to write, and thought'). It improves rhythm, balance, and readability.

21. What is the difference between active and passive voice, and which is generally preferred?

    Active: the subject performs the action ('The committee rejected the plan'). Passive: the subject receives it ('The plan was rejected'). Active voice is usually clearer and more concise and is generally preferred, though passive suits some contexts.

22. Define 'concision' and name two ways to achieve it.

    Concision is expressing ideas in as few words as needed without losing meaning. Achieve it by cutting redundancies/filler ('in order to' to 'to') and preferring strong verbs over noun-heavy phrasing ('decide' over 'make a decision').

23. How can a writer convey emotional depth without becoming melodramatic?

    By using restraint and specificity — concrete sensory detail, understatement, and a single telling image — letting the reader infer the emotion, rather than overusing intensifiers and explicit emotional labels.

24. What is the role of 'voice' in a reflective or creative GAMSAT essay?

    Voice is the distinctive personality, perspective, and tone of the writer that makes the essay feel authentic and individual. A consistent, genuine voice is more persuasive in Task B than imitating a generic 'essay' style.

What this deck covers

Section II: Written Communication flashcards FAQ