Reason: The reputation of anyone who is subjected to media scrutiny will eventually be diminished. Educators should find out what students want included in the curriculum and then offer it to them. Educators should teach facts only after their students have studied the ideas, trends, and concepts that help explain those facts.
Claim: We can usually learn much more from people whose views we share than from those whose views contradict our own. Government officials should rely on their own judgment rather than unquestioningly carry out the will of the people they serve. Young people should be encouraged to pursue long-term, realistic goals rather than seek immediate fame and recognition. In order to become well-rounded individuals, all college students should be required to take courses in which they read poetry, novels, mythology, and other types of imaginative literature.
In order for any work of art — for example, a film, a novel, a poem, or a song — to have merit, it must be understandable to most people. Many important discoveries or creations are accidental: it is usually while seeking the answer to one question that we come across the answer to another. The main benefit of the study of history is to dispel the illusion that people living now are significantly different from people who lived in earlier times.
Learning is primarily a matter of personal discipline; students cannot be motivated by school or college alone. Scientists and other researchers should focus their research on areas that are likely to benefit the greatest number of people. There is little justification for society to make extraordinary efforts — especially at a great cost in money and jobs — to save endangered animal or plant species.
The human mind will always be superior to machines because machines are only tools of human minds. Some people believe that society should try to save every plant and animal species, despite the expense to humans in effort, time, and financial well-being.
Others believe that society need not make extraordinary efforts, especially at a great cost in money and jobs, to save endangered species. 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. Some people believe it is often necessary, even desirable, for political leaders to withhold information from the public.
Others believe that the public has a right to be fully informed. Claim: Universities should require every student to take a variety of courses outside the student's major field of study. Reason: Acquiring knowledge of various academic disciplines is the best way to become truly educated. In this age of intensive media coverage, it is no longer possible for a society to regard any living man or woman as a hero. We can usually learn much more from people whose views we share than from people whose views contradict our own.
People's attitudes are determined more by their immediate situation or surroundings than by society as a whole. Nations should suspend government funding for the arts when significant numbers of their citizens are hungry or unemployed. Colleges and universities should require their students to spend at least one semester studying in a foreign country. Some people believe that in order to thrive, a society must put its own overall success before the well-being of its individual citizens.
Others believe that the well-being of a society can only be measured by the general welfare of all its people. Claim: Any piece of information referred to as a fact should be mistrusted, since it may well be proven false in the future. Reason: Much of the information that people assume is factual actually turns out to be inaccurate. Claim: Nations should suspend government funding for the arts when significant numbers of their citizens are hungry or unemployed.
Reason: It is inappropriate — and, perhaps, even cruel — to use public resources to fund the arts when people's basic needs are not being met. Educators should take students' interests into account when planning the content of the courses they teach. The primary goal of technological advancement should be to increase people's efficiency so that they have more leisure time.
Educators should base their assessment of students' learning not on students' grasp of facts but on the ability to explain the ideas, trends, and concepts that those facts illustrate. Unfortunately, in contemporary society, creating an appealing image has become more important than the reality or truth behind that image. The effectiveness of a country's leaders is best measured by examining the well-being of that country's citizens.
Educational institutions should actively encourage their students to choose fields of study in which jobs are plentiful. Although innovations such as video, computers, and the Internet seem to offer schools improved methods for instructing students, these technologies all too often distract from real learning.
To be an effective leader, a public official must maintain the highest ethical and moral standards. Reason: People who lack experience are free to imagine what is possible without the constraints of established habits and attitudes. Critical judgment of work in any given field has little value unless it comes from someone who is an expert in that field. Some people believe that scientific discoveries have given us a much better understanding of the world around us.
Others believe that science has revealed to us that the world is infinitely more complex than we ever realized. In any profession — business, politics, education, government — those in power should step down after five years. Requiring university students to take a variety of courses outside their major fields of study is the best way to ensure that students become truly educated.
Claim: The surest indicator of a great nation is not the achievements of its rulers, artists, or scientists. Any leader who is quickly and easily influenced by shifts in popular opinion will accomplish little. Government officials should rely on their own judgment rather than unquestioningly carry out the will of the people whom they serve. We can learn much more from people whose views we share than from people whose views contradict our own.
When old buildings stand on ground that modern planners feel could be better used for modern purposes, modern development should be given precedence over the preservation of historic buildings. Claim: The surest indicator of a great nation must be the achievements of its rulers, artists, or scientists. Reason: Great achievements by a nation's rulers, artists, or scientists will ensure a good life for the majority of that nation's people. Some people claim that you can tell whether a nation is great by looking at the achievements of its rulers, artists, or scientists.
Others argue that the surest indicator of a great nation is, in fact, the general welfare of all its people. The best way to understand the character of a society is to examine the character of the men and women that the society chooses as its heroes or its role models.
All college and university students would benefit from spending at least one semester studying in a foreign country. Some people claim that a nation's government should preserve its wilderness areas in their natural state. Others argue that these areas should be developed for potential economic gain. The surest indicator of a great nation is not the achievements of its rulers, artists, or scientists, but the general well-being of all its people.
Some people argue that successful leaders in government, industry, or other fields must be highly competitive. Other people claim that in order to be successful, a leader must be willing and able to cooperate with others. Some people believe that corporations have a responsibility to promote the well-being of the societies and environments in which they operate. Others believe that the only responsibility of corporations, provided they operate within the law, is to make as much money as possible.
Claim: Researchers should not limit their investigations to only those areas in which they expect to discover something that has an immediate, practical application. Some people believe that our ever-increasing use of technology significantly reduces our opportunities for human interaction.
Other people believe that technology provides us with new and better ways to communicate and connect with one another. Reason: The world today is significantly more complex than it was even in the relatively recent past. Reason: We are not able to make connections between current events and past events until we have some distance from both. Educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed.
In this blog, we will be taking a closer look at the Issue essay to better understand what it really entails, as well as the kind of topics that could be asked of you in this section from the ETS issue pool. Finally, we will be examining some GRE issue essay samples to grasp what a well-written, the high scoring essay looks like.
A well-written issue essay is basically one that establishes and strongly sustains a particular point of view and gives ample justification for the choice of that perspective. Remember, in this section, as we had briefly discussed before, you are expected to understand a situation and then provide ample reasons for choosing one side of the argument over the other.
While the examiner will have access to your assessment question, your argument must be clear and strong enough to be understood in a vacuum. In other words, it must be well-written enough to rule out the necessity of having the question at hand. The GRE issue essay task question has two parts: first is a thesis statement or a claim and the second is a small paragraph outlining the instructions on how to respond to that thesis. Sometimes, there can be yet another part: a brief reason that explains the claim in more detail.
While there is no ironclad minimum word requirement to meet, most students average around words in the 30 minutes allotted to them. In fact, quite the opposite: many test-takers seem to think that writing more is a good substitute to an essay that is otherwise lacking in sound argument and logic, leading examiners to be wary of overly lengthy essays. Let us now take a look at some key elements of the GRE issue essay task, and how it is different from the argument essay:. Generally, the topics and ideas that will be probed in the issue essay will be of a broad, general nature and are drawn from everyday life, requiring you to rely on your own experiences for your answer.
Issue prompts are taken from a wide variety of domains, such as education, politics, art, technology, etc. As such, it is not necessary to possess a very deep knowledge of the issue at hand, although it certainly helps if your general knowledge is up to scratch!
Type of writing: The issue essay is less about critical analysis and more about logical reasoning and justification. Just make sure that your reasoning and justifications are sound, and you should be good to go! Because the issue essay hinges so much on reasoning, it is a great idea to draw on real life examples to support your position and overall stance on the matter: this will portray you as someone who is well-read and in touch with the world around her.
Remember, this is not a section in which you can spin examples out of thin air, so use that wild story that next door aunty told you if you need to! Agreeing and disagreeing: While the argument essay contains a problematic thesis statement that needs to be disagreed upon and taken apart by you, the issue essay will generally conclude with a mention of the opposing point of view and stating a few instances in which that view may hold true.
Doing so will both showcase you as a well-read, aware person, who is able to understand and appreciate opposing viewpoints. Moreover, in the issue essay, it is much easier to agree with the stance than it is to disagree since you will usually find a lot more argument points in favor of than against.
Although of course, you are free to disagree if you wish: just be convincing about it! Perspectives: The GRE issue essay is, at the heart of it, a matter of perspective, and what you really think about the question at hand. The quality of the essay will be wholly judged by your ability to pick one side of the coin, and how well you are able to develop and support that choice.
In this way, the issue question is unlike the argument essay, where instead of a perspective, you get a claim that needs to be analyzed and critiqued. This is entirely unlike the argument essay, where the thesis statement itself is deliberately portrayed negatively or controversially so as to provoke your counter argument. Liberty to express: Last but not least, the issue task is defined by the freedom of scope it affords you.
While the argument essay mandates you to work entirely with the evidence and arguments that lead up to the conclusion, the issue task is far more liberal because you are free of any authorial interferences. Because of this, you can draw on any and every resource in your arsenal to deliver a powerful defense of your perspective. What kind of topics can I expect on the issue task? One of the things that daunt GRE test takers is essay writing: specifically, the fear of being tested on a topic or concept they may have no idea or knowledge about.
Well, fear not! The GRE issue essay task is known for its supremely approachable and general nature and is broad enough to be attempted by anyone with basic general knowledge. The GRE issue essay is something like those discussions, but with just a bit more sophistication, of course! 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.
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