clandry

It doesn't matter if GRE tests are on different difficulty levels. The test is normalized.

Thanks I will check that out. I remember in my writing classes, the header and footer did not count as violations of the 1" margin rule. It's different for the GRFP? I'm struggling to fit under the 2pg limit. My title&keywords are also taking up like 5 lines. I suppose I don't need them in my actual proposal, but I feel like it gives it the "full" look when I include it.

Thanks. How about just putting it in the footer? Typically, this is not done in my field, but I see some citations that leave a little footmark in the body of a paragraph which refers to something in the footer. I forget what those kind of citations are called.

Is there a certain citation format they want? This probably depends on your field, but even within a field, there's a bunch of different options. Also, can you reduce the font for citations?

Hey. I don't see the issue topic in on ETS's pool that you mentioned in your previous post. I see ones similar to it, but nothing really matches. Anyways, did you really find official guide to be all that helpful? I went through it and honestly didn't find it to be as helpful as people suggest. Or maybe I am just expecting too much. It seems the book is a good intro to the GRE and what you are expected to know, but they don't seem to go over testing strategies that other books go over. E.g., I don't remember them telling me to avoid extreme answers.

I've heard the opposite-that the AWA is the easiest to raise. I've seen excellent writers score very poorly on the GRE AWA.

This. No one can tell you. Call your testing center.

I emailed and called them and they told me "it is not likely to extend the dealdine."

Yeah, I figured they would even though they're required to grade impartially, but they're human, so there is some bias at all times. Best to be politically correct. I would probably throw an example in there for a task such as strenuous physical labor where men would tend to be more appropriate, but the advent and proliferation of automatons have superceded the need for hand labor in most industrial jobs. Oh btw, I heard they like it if you throw in a modest amount of GRE words, but don't be too excessive with it or you may come off as pretentious. What's your opinion on contractions? Yes/no?

This prompt is literally retarded (lack of a better word). Can't they at least define "most." If I received this prompt, I would probably choose a middle ground since "most" can mean many things....

I'm a bit confused. Wouldn't identifying the implicit assumptions be the "right" way? In analyzing an argument, I thought the key goal is to locate and dissect the assumptions and discuss why these are warranted. Aren't all implicit assumptions supposed to support the argument?

What is meant by this? Particularly, by 'correct'.

Exactly why I was wondering. All the successful apps I've seen seemed to have it in their actual proposal. Idk if it's beneficial or not. THe problem is I'm struggling to fit in the allotted space and removing keywords and title could save me 3 lines or so.

Unfortunately no (to the last question). I'm not sure if you saw my PM. I am taking the test on the 28th. I focused too much on verbal and largely neglected analytical. I will also be busy until like Wednesday with tests. Realistically, I will only have 5 days to prepare. I wrote like 3-4 issue essays. I can write pretty long essays in 30minutes, I think I at times, I go a little too in depth and in detail with examples that I go off on a tangent. They do provide all the prompts, I think I looked at like 30% of them. Also, I noticed there are some prompts in there that are repeated with slightly different wording, so the distinct # of prompts is lower than what appears on the site. I haven't practiced any argument essays yet tho. My strategy is that I have a general template for both that 'generally' can be altered with relative ease to accommodate for different prompts. My foremost concern is just freezing on a prompt because I'm confused about what it's saying. My next, somewhat lesser, concern is being too specific and going off on a tangent.

I just noticed that there is a separate box for keywords and title. Has there been there on previous applications? I am asking because I see previous applications having a keywords and title in their word doc, but I'm not sure if they put it in both places or if the boxes were not present in preivous years.

Is it just me or can some of these prompts be quite ambiguous? i.e., you can interpret it in several ways? In the end, like you said, it prob all depends on the grader. I'm most afraid of receiving a prompt that will either: A) Take me forever to figure out what it's saying and what I should say. b. One that I have absolutely no idea what it's saying.

I'm curious. Would OP's essay have received atleast a 4.0?

powerlifterty16, your posts are, indeed, quite strange.

It looks like they're not pushing back their deadlines

Hmm I would probably stick with ones that most would not be familiar with just to be safe, but really in the end it's about you showing that you can argue your way "logically," which, to me, does not preclude one from making things up to support their argument.

Wait. Isn't that what it's suggested - the 3 example/essay rule? I'm not sure what the middle/high school standards were, but I'm under the impression that you should have 3 body paragraphs with an example for each, but an elaborated example with specifics. On a side note, Magoosh suggests that for the issue task you have 2 examples supporting your argument, but the 3rd body paragraph should be a concession point, that is, one that is in opposition of your side. They claim that the analytical section is also testing to see if you can make up counterarguments to your side. However, I do not remember Magoosh stating to disprove or undermine this opposition that you come up with, but if you don't do that, I feel like you're weakening your argument. Maybe, even though that Magoosh didn't explicit say this, but perhaps you're supposed to disprove/undermine that opposition?

I'm saying that the second verbal section (not sure about Q) seems to be adaptive and contingent on how well you do on the 1st. I verified this by answering all the questions wrong and then all the questions right in the first section. The 2nd set of questions were different for the two cases.

Or a even more glaring statement for more extreme emphasis is: The south won the civil war. How would a reader look at a statement like that?

One of my instructors told us you can "creatively recall statistics" in the essays. In other words, you can make up statistics, but make it look like they're truthful. However, to what extent can we do that? For example, if we consider the prompt: Nuclear energy can't be implemented due to the many drawbacks. Agree/Disagree. Let's say one of my supporting points for "disagreeing" with the statement is that nuclear energy is very cheap compared to fossil fuel. However, let's say that fossil fuel is generally CHEAPER than nuclear energy. If I were to say that nuclear energy is very cheap when compared to fossil fuel when it clearly is not, would that have a negative impression on the reader? Or do they not care? I suppose this is contingent on how obvious the statement is and how knowledge the the reader is in that particular field. I would like to know to what extent can I BS and recall statistics.

Typically, the students that get into these schools are those that excel in all areas. For engineering, it's definitely quantitative heavy, verbal is largely ignored by most schools, but you find that the most selective schools tend to have higher averages for the reason I stated before. What that doesn't mean is that the most prestigious engineering schools are looking for students with a high verbal. It does help with the rankings (not sure how this works out), but I can't imagine it contributing that much.