Professor Taylor AWA GMAT Sample

Professor Taylor AWA GMAT Sample is an argumentative essay topic from GMAT analytical writing assessment examination. The writing skills of a candidate are checked via an essay. In this AWA GMAT Sample, the candidate needs to write points that bring out the flaws. Candidates need to mention the weak assumptions in the given argument. The best way to prepare for GMAT AWA is to practice from GMAT AWA practice papers. It is important for challenging and task-oriented candidates to present their answers in a well-organized and planned manner. The GMAT AWA essay needs to ensure that candidates can present their ideas efficiently.

In the AWA GMAT sample essay, candidates must provide evidence and discuss their thoughts on the topic. In addition, candidates should try to convince the readers by describing the different figures and facts of the scenario. Candidates, however, need to understand that writing the essay for GMAT AWA Essay requires them to follow a definite structure that would enable organized writing. The following structure for the AWA GMAT Sample including five important paragraphs can be considered appropriate. To increase the GMAT AWA score, practicing from GMAT analytical writing practice papers is necessary.

Introduction: Candidates need to first explain the topic of the essay given, and clearly state how well this is reasoned. The overview of the passage needs to be discussed in the introduction by the candidates.
Paragraph 1: In this paragraph, candidates must put forward the facts stated in the passage. They can also question the validity of the passage and explain them with reasons. This paragraph should include all the key points that can be discussed in the coming paragraphs.
Paragraph 2: This paragraph needs to include the second reason for the stated opinion of the candidate. With the help of the example and facts, it is shown that the point of view is wrong and inconsistent.
Final paragraph: This paragraph should highlight the passage. Candidates can mention the flaws provided by the author and evidence to prove that. They can also mention what would have been different and create a discussion.
Conclusion: The conclusion reminds the reader and students of the title of the article and includes arguments and counter-arguments with examples to support and disprove the candidates' views. The word ‘finally’ emphasizes on conclusion. It is briefed with an increase in abilities like communication skills and linguistic talents.

Based on the structure and content of the GMAT release document, the best way is taken to explain the topic by considering the following response strategies, appreciating positive actions, and ignoring negative ones as much as possible:

Instead of analyzing and exploring an argument that criticizes the writer's statement, a characteristic feature is chosen that is maintained throughout the length of the article.
The entire article gives relevance and uniqueness to the readers by providing reasons and illustrations.
Strong declarative or assertive statements are created with active language and statements of cause, reasons, and effect.
The supporting statements are formatted and described well, briefed with two or three sentences, and concluded the article with a strong point.

Topic:

The following appeared in an article in a college departmental newsletter:

“Professor Taylor of Jones University is promoting a model of foreign language instruction in which students receive 10 weeks of intensive training, then go abroad to live with families for 10 weeks. The superiority of the model, Professor Taylor contends, is proved by the results of a study in which foreign language tests given to students at 25 other colleges show that first-year foreign language students at Jones speak more fluently after only 10 to 20 weeks in the program than do nine out of 10 foreign language majors elsewhere at the time of their graduation.”

Discuss how well reasoned you find this argument. In your discussion be sure to analyze the line of reasoning and the use of evidence in the argument. For example, you may need to consider what questionable assumptions underlie the thinking and what alternative explanations or counterexamples might weaken the conclusion. You can also discuss what sort of evidence would strengthen or refute the argument, what changes in the argument would make it more logically sound, and what, if anything, would help you better evaluate its conclusion.

Sample Essay:

The article claims that Professor Taylor at Jones University promotes a foreign language guidance model where students will go through 10 weeks of escalated training and travel to another country and live with families for 10 weeks. This procedure of instructing has shown excellent outcomes over some other colleges. However, the article is unconvincing and the claim is based on baseless presumptions. Though the article looks positive, the author has neglected to give reasonable data to back his statement.

First of all, the argument proposes that Jones University is providing a model of foreign language instruction, where students will be given intense training for 10 weeks. This will be done before sending the students abroad to live with families and to improve their language fluency. The author omitted parts that make the course significantly better than other parts. For instance, ten weeks of serious study may be suitable for students who understand language quickly and better. However, this is definitely not an effective plan for students who are struggling to learn a language quickly. Subsequently, the argument ought to give a correlation on different foreign language-teaching models available in the city and describe the importance of this learning model.

Second, the author states that students who had gone through this training method got the language a lot quicker than others. But the case is defective since it depends just on a test grade. If the goal is to speak fluently instead of writing, the test scores cannot determine the student’s speaking proficiency. Other than that, the argument doesn't give any proof of test results that would serve to basically make a comparison. The lack of these factors makes the claim inadequate.

Moreover, Professor Taylor compares the Test and fluency of language. He does not mention any data of the test. Let us take TOFEL as an example. TOEFL is taken by foreign students for admission to American universities. Taking the test is easy, but it does not mean that a person can speak the language fluently. Professor Taylor ought to have referenced the content of the test.

Third, The author discusses the model of teaching foreign languages and proceeds to compare the first-year foreign languages students who speak fluently after simply 10 to 20 weeks in the program. The foreign language being compared with isn't referenced here. There could be a few languages that are difficult to learn. Furthermore, for a given area the foreign language could mean various things. Let us take the Hindi language as an example. If a British country like the United States ruled such a thing, it would be extreme. Yet, on the off chance that some nations let us say Pakistan/Bangladesh, Urdu is a public language. However, the residents of these countries speak a lot of Hindi. So learning Hindi for them will be very simple. So some more data about language being instructed ought to have been given to reinforce the argument.

In conclusion, the argument does not provide logical reasoning. And the author did not provide supportive evidence to prove his point. The above-mentioned points should be supported with adequate evidence to strengthen the argument.

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