Einstein High School GMAT AWA Essays

byRituparna Nath Content Writer at Study Abroad Exams

Einstein High School GMAT AWA Essays is an argumentative essay. This sample consists of one sample answer. The task requires the candidates to provide a tentative and argumentative answer to the question. The sample answers comprise two parts: Introduction and body. The introduction is a brief description of the topic. The body contains argumentative statements and tentative answers to support the test-taker's perspective. This particular Einstein High School GMAT AWA Essays test incorporates topics of general interest related to business, or a variety of other subjects. This topic talks about the fact that due to improved educational efficiency over the past 20 years, Einstein high school does not require increased funding.

GMAT AWA examines the test taker’s ability to analyze, critically think, and put their own views in an essay in 30 minutes' time. Candidates need to assess and find the faults in their assumptions. The process of checking the GMAT analytical score is based on a grading scale of 1-6 in half-point increments. To increase the GMAT AWA score, practicing from GMAT analytical writing practice papers is necessary.

Topic: The following appeared in a speech delivered by a member of the city council:

“Twenty years ago, only half of the students who graduated from Einstein High School went on to attend a college or university. Today, two–thirds of the students who graduate from Einstein do so. Clearly, Einstein has improved its educational effectiveness over the past two decades. This improvement has occurred despite the fact that the school’s funding, when adjusted for inflation, is about the same as it was 20 years ago. Therefore, we do not need to make any substantial increase in the school’s funding at this time.”

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:

A member of the city council has stated that student who graduated from Einstein high school does not need school funding. It has been evidenced by the 2/3 graduate rate of students that students who have attended college have increased only half the rate 20 years ago. I believe that this argument has quite a number of flaws. Firstly, The ratio of college attendees may or may not accurately depict the increase in the number of total college graduates. Second, this statement does not even argue that graduates leave successfully afterward. Third, in today's, current economic changes and considerations there any students went for post-graduation. The lack of these specific questions brings serious doubt to the argument.

The facts may show that a large portion of the graduates set off for college 20 years prior and now it's two-thirds. But what do the real numbers illustrate? For instance, consider the possibility that the school had 5,000 students 20 years ago, and 2500 of them set off for college. While now it has, says 1,000 students so totally around 700 or less set off for college after graduation. Is this change something to be cheerful about? Or again a strong motivation to decline extra funding? Notwithstanding the absence of details in regards to the numbers, there is also a genuine notion about college approaching accomplishment for people after high school-which may or not be valid, particularly with the present student debt emergency. The author expresses that Einstein Highschool has "clearly improved their educational effectiveness” in the course of recent years, yet one could examine the steps they used to characterize "effective".

Imagine a scenario where half went on to school 20 years ago, and the other half went on to promising association jobs, or trade skill-oriented positions that offered them equivalent or preferable living over their college-taught peers. What if a similar situation is going to happen today with one-third that aren't attending a university? They could be getting apprenticeships, acquiring trade skills, for example, welding or plumbing all while keeping away from the enormous sums of student accounts that their companions are being squashed under.

The claim the speaker makes would be a lot more grounded if it incorporated extra measurements to survey the present reality readiness of their graduates. Further investigation of extra metrics may demonstrate to the author that their graduates are not ready for life after high school. Therefore, all things considered, they will be compelled to perceive that Einstein High School may require extra funding to begin programs that show students the path after high school. The indefinite proportions of the high school's graduate college attendance rate joined with the defective ratios of progress through the connection to the college, make an ill-conceived argument for the speaker to propose that Einstein High school does not need to bother with extra funding. The ratio between high school graduates and the success rate has been poorly linked. This makes the argument poor for the speaker to suggest that Einstein high school does not need additional funding.

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