Since the GRE Analyze an Issue task is meant to assess the persuasive writing skills of a test taker developed throughout their education, it has been designed neither to require any particular course of study nor to advantage students with a particular type of training.
An excellent way to prepare for the GRE Analyze an Issue task is to practice writing on some of the published topics. There is no "best" approach: some people prefer to start practicing without regard to the 30-minute time limit; others prefer to take a "timed test" first and practice within the time limit. Regardless of which approach he/she take, they should first review the task directions and then follow these steps:

• Carefully read the claim and the specific instructions and make sure to understand them; if they seem unclear, discuss them with a friend or teacher.


• Think about the claim and instructions in relation to own ideas and experiences, to events read about or observed and to well-known people; this is the knowledge base from which the test taker will develop compelling reasons and examples in their argument that reinforce, negate or qualify the claim in some way.


• One should decide what position on the issue they want to take and defend.


• One should decide what compelling evidence (reasons and examples) they can use to support their position.

Remember that this is a task in critical thinking and persuasive writing. The most successful responses will explore the complexity of the claim and follow the specific task instructions. As if one prepare for the GRE Analyze an Issue task, they might find it helpful to ask themselves the following questions:

• What, precisely, is the central issue?


• What precisely are the instructions asking me to do?


• Do I agree with all or any part of the claim? Why or why not?


• Does the claim make certain assumptions? If so, are they reasonable?


• Is the claim valid only under certain conditions? If so, what are they?


• Do I need to explain how I interpret certain terms or concepts used in the claim?


• If I take a certain position on the issue, what reasons support my position?


• What examples - either real or hypothetical - could I use to illustrate those reasons and advance my point of view? Which examples are most compelling?

Once after deciding a position to defend, consider the perspectives of others who might not agree with their position should ask themselves:

• What reasons might someone use to refute or undermine my position?


• How should I acknowledge or defend against those views in my essay?

To plan a response, one need to summarize their position and make notes about how he/she will support it. When done this, look over the notes and decide how to organize the response. Then write a response developing the position on the issue. Even if not writing a full response, one should find it helpful to practice with a few of the GRE Analyze an Issue topics and to sketch out their possible responses.
After practicing some topics, try writing responses to some of them within the 30-minute time limit so that to have a good idea of how to use the time in the actual test.
It would probably be helpful to get some feedback on the response from an instructor who teaches critical thinking or writing or to trade essays on the same topic with other students and discuss one another's responses in relation to the scoring guide. Comparing one’s own response to the other’s response will help them to see how and where to improve.

Although the GRE Analytical Writing section contains two discrete analytical writing tasks, a single combined score is reported because it is more reliable than a score for either task alone. The reported score ranges from 0 to 6, in half-point increments as described below.
Score 6 and 5.5 - Outstanding
In addressing the specific task directions, a 6 response presents a cogent, well-articulated analysis of the issue and conveys meaning skillfully.
A typical response in this category:

• articulates a clear and insightful position on the issue in accordance with the assigned task


• develops the position fully with compelling reasons and/or persuasive examples


• sustains a well-focused, well-organized analysis, connecting ideas logically


• conveys ideas fluently and precisely, using effective vocabulary and sentence variety


• demonstrates superior facility with the conventions of standard written English (i.e., grammar, usage and mechanics), but may have minor errors

Score 5 and 4.5 - Strong
In addressing the specific task directions, a 5 response presents a generally thoughtful, well-developed analysis of the issue and conveys meaning clearly.
A typical response in this category:

• presents a clear and well-considered position on the issue in accordance with the assigned task


• develops the position with logically sound reasons and/or well-chosen examples


• is focused and generally well organized, connecting ideas appropriately


• conveys ideas clearly and well, using appropriate vocabulary and sentence variety


• demonstrates facility with the conventions of standard written English, but may have minor errors

Score 4 and 3.5 - Adequate
In addressing the specific task directions, a 4 response presents a competent analysis of the issue and conveys meaning with acceptable clarity.
A typical response in this category:

• presents a clear position on the issue in accordance with the assigned task


• develops the position with relevant reasons and/or examples


• is adequately focused and organized


• demonstrates sufficient control of language to express ideas with acceptable clarity


• generally demonstrates control of the conventions of standard written English, but may have some errors

Score 3 and 2.5 - Limited
A 3 response demonstrates some competence in addressing the specific task directions, in analyzing the issue and in conveying meaning, but is obviously flawed.
A typical response in this category exhibits ONE OR MORE of the following characteristics:

• is vague or limited in addressing the specific task directions and in presenting or developing a position on the issue or both


• is weak in the use of relevant reasons or examples or relies largely on unsupported claims


• is limited in focus and/or organization


• has problems in language and sentence structure that result in a lack of clarity


• contains occasional major errors or frequent minor errors in grammar, usage or mechanics that can interfere with meaning

Score 2 and 1.5 - Seriously Flawed
A 2 response largely disregards the specific task directions and/or demonstrates serious weaknesses in analytical writing.
A typical response in this category exhibits ONE OR MORE of the following characteristics:

• is unclear or seriously limited in addressing the specific task directions and in presenting or developing a position on the issue or both


• provides few, if any, relevant reasons or examples in support of its claims


• is poorly focused and/or poorly organized


• has serious problems in language and sentence structure that frequently interfere with meaning


• contains serious errors in grammar, usage or mechanics that frequently obscure meaning

Score 1 and 0.5 - Fundamentally Deficient
A 1 response demonstrates fundamental deficiencies in analytical writing.
A typical response in this category exhibits ONE OR MORE of the following characteristics:

• provides little or no evidence of understanding the issue


• provides little or no evidence of the ability to develop an organized response (e.g., is disorganized and/or extremely brief)


• has severe problems in language and sentence structure that persistently interfere with meaning


• contains pervasive errors in grammar, usage or mechanics that result in incoherence

Score 0
Off topic (i.e., provides no evidence of an attempt to address the assigned topic), is in a foreign language, merely copies the topic, consists of only keystroke characters or is illegible or nonverbal.
Score NS
The essay response is blank.

GRE Analyze an Issue "The best way to teach—whether as an educator, employer, or parent—is to praise positive actions and ignore negative ones."
Discuss the extent by agreeing or disagree with the statement above and explain the reasoning for the position taken. In developing and supporting the position, consider all the ways in which the statement may or might not hold true and explain how those considerations shape the position.
Score 6 Response -
The recommendation presents a view that I would agree is successful most of the time, but one that I cannot fully support due to the “all or nothing” impression it gives. Certainly as an educator I agree fully that the best way to elicit positive response from students is to make use of students’ positive energy and then encourage actions that you would like to see repeated. It is human nature that we all want to be accepted and achieve on some level, and when people in authority provide feedback that we have done something well, the drive to repeat the action that was praised is bound to be particularly strong. This blanket statement would obviously pay dividends in situations in which a teacher desires to have student’s repeat particular behaviors. For example, if an educator is attempting to teach students proper classroom etiquette, it would be appropriate to openly praise a student who raises his or her hand when wishing to speak or address the class. In such cases, the teacher may also help shape positive behaviors by ignoring a student who is trying to interject without approval from the teacher.
In fact, the decision to ignore students who are exhibiting inappropriate behaviors of this type could work very well in this situation, as the stakes are not very high and the intended outcome can likely be achieved by such a method. However, it is important to note here that this tactic would only be effective in such a “low-stakes” situation, as when a student speaks without raising her hand first. As we will discuss below, ignoring a student who hits another student, or engages in more serious misbehaviors, would not be effective or prudent. To expand on this point, it is important for teachers to be careful when working with the second half of this statement, only ignoring negative actions that are not serious.
Take for instance a student who is misbehaving just by chatting with a fellow classmate. This student might not be presenting much of a problem and may be simply seeking attention. Ignoring the student might, in fact, be the best solution. Now assume the negative action is the improper administering of chemicals in a science experiment or the bullying of a fellow student. To ignore these negative actions would be absurd and negligent. Now you are allowing a problem to persist, one that could potentially lead to much bigger and more dangerous issues. In a more serious situation, addressing the negative actions quickly and properly could stop the problem it in its tracks. It is for reasons like this that I do not advocate the idea that a teacher can be successful by simply ignoring negative actions. I do, however, greatly support the idea that the central focus of teaching should be to build on and encourage positive actions. However, the author’s all encompassing statement leaves too many negative possibilities for the classroom. Perhaps a better way to phrase this statement would be to say, “The best way to teach is to praise positive actions and ignore negative ones that are not debilitating to class efficiency or the safety of any individual”.
Thus, in the original statement, there are indeed some good intentions, and there could be a lot of merit in adopting its basic principles. Data proves that positive support can substantially increase motivation and desire in students and contribute to positive achievements. In fact, most studies of teaching efficacy indicate that praising positive actions and ignoring negative ones can create a more stable and efficient classroom. It needs to be stressed, however, that this tool is only effective at certain levels of misbehavior. As mentioned above, when the behavior is precipitated by feelings of revenge, power or total self-worthlessness, this methodology will likely not work. It is likely to be very successful, however, when the drive behind the misbehavior is simple attention seeking.
In many of these instances, if the teacher demonstrates clearly that inappropriate behavior does not result in the gaining of attention, students are more likely to seek attention by behaving properly. Should the student choose this path, then the ignoring has worked and when the positive behavior is exhibited, then the teacher can utilize the first part of the theory and support or praise this behavior. Now it is much more likely to be repeated. If the student does not choose this path and instead elects to raise the actions to a higher level that presents a more serious issue, then ignorance alone cannot work and other methods must be employed. In conclusion, one can appreciate the credo expressed in this instance, but surely we all can see the potential error of following it through to the extreme.
Reader Commentary -
This response receives a 6 for its well-articulated, insightful analysis of the issue. Rather than simply rejecting or accepting the prompt, the writer argues that the recommendation made by the prompt can often be true but is too “all or nothing” to be endorsed without qualification. The writer turns this idea into an insightful position by providing examples and evidence to fully and persuasively support its nuanced argument. The response provides nicely detailed situations that offer compelling support for a claim that the recommendation can, in fact, work. At the same time, it also highlights the recommendation’s limits using additional specific, detailed examples. Particularly persuasive is the fourth paragraph, in which the writer compares the impact of ignoring minor behavioral problems like talking in class to the potential costs of ignoring more serious issues like bullying. Thus, the writer recognizes that the prompt’s claim, as well as his/her own, is inevitably dependent on the specific context for its success or failure. Throughout the response, the writer demonstrates the ability to convey ideas fluently and precisely, using effective vocabulary and sentence variety. This sentence demonstrates the level of language facility seen throughout the response: “It is human nature that we all want to be accepted and achieve on some level, and when people in authority provide feedback that we have done something well, the drive to repeat the action that was praised is bound to be particularly strong.”
Score 5 Response -
I partially agree with the statement “The best way to teach is to praise positive actions and ignore negative ones”. Children should be rewarded when they perform well; however, they should not be ignored for performing sub-optimally. For purposes of this essay, the term “actions” is defined as behaviors within the classroom. Utilizing positive reinforcements, such as tangible rewards, can be a good method to teach children. If the teacher praises children for actions that are desirable, then the children are more likely to repeat those actions.
For example, a student who completes an assignment on time and does a good job is likely to want to do a good job on the next assignment if he gets positive feedback. Likewise, the children who are not currently engaging in the desirable actions may be more inclined to do so in order to receive the positive reinforcement. Conversely, children should not be ignored for negative actions. If a child is not exhibiting appropriate behavior in the classroom, then it is the teacher’s responsibility to encourage the child to perform optimally. Ignoring something doesn’t make it go away, actions and consequences do. A student who is being disruptive in class will continue to be disruptive unless the teacher does something about it.
However, the teacher’s actions need be appropriate. Before the teacher attempts to modify a child’s behavior, the teacher needs to try and identify the reason behind the behavior. For instance, children who leave their seat often, stare in to space, or call out of turn may be initially viewed as having poor behavior. However, the teacher may suspect that the child has an attentional problem, and request that the child be tested. If the child does have an attentional problem, then the teacher can work with a related service, such as occupational therapy, to alter the classroom environment in order to cater to the needs of the child. For instance, the teacher could remove some of the stimulating bulletin board displays to make the room more calming to the child. If the child becomes more attentive in class then the teacher was able to assist the child without scorning them or ignoring them. The teacher met the needs of the child and created an environment to enable the child to optimally perform in the educational setting.
On the other hand, if the child is tested, and does not have any areas of concern that may be impacting the educational performance in the classroom, then the negative behavior may strictly be due to defiance. In such a case, the teacher still should not ignore the child, because the negative actions may hinder the learning opportunity for the remaining children in the class. As a result, a child who is being disruptive to the learning process of the class should be set apart from the class so that they do not receive the positive reinforcement of peer attention. The teacher should not ignore the student who is misbehaving, but that does not mean that the teacher just needs to punish. It is better to address the child privately and make sure the child is aware of the negative actions. Once the child is aware, then the teacher should once again try to determine the reason why the child is behaving in a negative manner. Perhaps the child’s parents are in the middle of a divorce and the child is outwardly expressing his frustration in the classroom. Or the academic content of the class may not be challenging enough for the child and so he is misbehaving out of boredom. Whatever the reason behind the behavior, the key factor is that the teacher works with the child to try and identify it. Simply punishing or ignoring the child would not solve the problem, whereas working to create a plan for success in the classroom would. Likewise, rather than punishing and defeating the child, the teacher is working with and empowering the child; a much more positive outcome to the situation.
Reader Commentary -
This strong response presents a thoughtful and well-developed analysis of the issue. In this case the writer argues that teachers need to modify their approach based on context and observation, meaning that a blanket approach cannot be successful. The writer supports this position with relevant reasons and examples that present logically sound support. Note that the task instructions ask writers to discuss situations in which the statement might or might not hold true, and this response does that quite clearly. In the second paragraph, the writer gives an example of a student who completes an assignment on time and receives positive feedback, showing how the recommendation could hold true. Other examples show situations in which it might not hold true, and these various points are brought together to support the writer’s position that teachers have to look at the context of the situation and cannot rely on simply ignoring negative actions. This response also demonstrates facility with language, using appropriate vocabulary and sentence variety. Sentences like this one demonstrate the writer’s command of the conventions of standard written English: “If the child does have an attentional problem, then the teacher can work with a related service, such as occupational therapy, to alter the classroom environment in order to cater to the needs of the child.” There are some minor errors, but overall the response demonstrates strong control of language. Although the response is clearly stronger than a 4, which would simply present a clear position on the issue according to the task instructions, it does not reach the level of a 6 because it does not develop its points in a way that creates a cogent and insightful position. It does, however, present a generally thoughtful and well-developed analysis of the issue, leading to a score of 5.
Score 4 Response -
I absolutely agree with the first section of the statement above, but find fault with the latter half. There is no doubt that praising positive actions is an excellent way to teach, and this method is most clearly exemplified when dealing with much younger children. When a young child is learning basic social behavior, it is imperative that he is encouraged to repeat positive actions.
For example, when a child voluntarily shares his toys with another, if a teacher rewards that behavior, the child will understand that this is a good practice, and likely share again in the future. In contrast, if a child displays negative behavior by stealing a toy away from his playmate, it would be very dangerous for the teacher to ignore this action,  for then the child may never recognize that this is unacceptable. In this instance, the child has not learned from the situation at all. So what should a teacher do when faced with such a situation? Punishment is not necessarily the optimal choice, either.
Rather than scolding a child for mistreating his playmates and sending him off to a corner, a teacher would be wise to demonstrate the positive alternative: to share his toys instead. In this case, rather than ignoring or punishing negative actions, the teacher could seize the opportunity to reinforce positive behavior, and further extend the child’s learning experience. In summary, positive reinforcement is certainly an excellent method for teaching new methods or behaviors, and encouraging a student to learn more. However to ignore, rather than recognize and correct negative actions, would be a disservice to the student, for he would not know what conclusion to draw from his action.
Reader Commentary -
This adequate response follows the task directions and presents a clear position on the issue, supporting its main points with examples that are relevant, if only adequately developed. For instance, the discussion in the second paragraph of a teacher who reinforces the positive behavior of sharing a toy is certainly relevant and on-task (i.e., it describes a situation in which adopting the recommendation would be advantageous). However, the development of this idea does not lead to generally thoughtful or insightful analysis. Instead, it is simply presented as an example. In addition to its adequate development, this response also demonstrates sufficient control of the conventions of standard written English, and its main points are made with reasonable clarity. Some of the sentences demonstrate the syntactical variety normally seen in responses that receive higher scores (e.g., “Rather than scolding a child for mistreating his playmates and sending him off to a corner, a teacher would be wise to demonstrate the positive alternative: to share his toys instead”). However, the overall use of language in this response is merely adequate.
Score 3 Response -
Praising positive actions and ignoring negative ones may be a good way to teach but not the best way. Ignoring negative actions could negate all the positive praises given to an individual, having negative actions go unchecked will lead to habits formed that would overwhelm any positive actions that are complementary to an individual’s learning process. For instance, in a classroom full of eight-year old kids; if during a lesson they are making a lot of noise, having this ignored would tell the kids that it is okay to be disruptive in class. The individuals in that class would develop the habit of being disruptive hence hindering their learning process.
However if the eight-year old kids were immediately told to stop the disruption then it will never become a habit. Every action needs to have a related consequence follow in a learning environment. In the early years of education, the way they are taught becomes a lifelong habit which is hard to change in later years. If negative actions are not assigned related consequences then teaching becomes ineffective because the students negative actions soon diminish the ability to do well in school. The way positive actions are dealt with should also be done with negative actions rather than being ignored which in turn enhance the learning environment.
Reader Commentary - Although this response has minor errors in its use of language, it receives a 3 primarily for insufficient overall clarity and for the limited development of its claims. The writer does make an attempt to follow the specific task instructions, and the response has a clear position on the issue, arguing that it is not acceptable practice to ignore negative behaviors. However, the development provided in support of that position is limited. The example of “eight-year old kids” making noise during class can be seen as a situation in which following the recommendation is not advantageous. Instead of developing that point in a logically persuasive way, however, the writer proceeds to make an unsupported assertion about the consequences of following the recommendation (“The individuals in that class would develop the habit of being disruptive hence hindering their learning process”). Another issue that keeps this response at the 3 levels is a lack of clarity, particularly in the final paragraph. The final sentence demonstrates this problem with clarity: “The way positive actions are dealt with should also be done with negative actions rather than being ignored which in turn enhances the learning environment.” Problems with the structure of this sentence make it difficult to determine the writer’s intended meaning.
Score 2 Response - I don’t agree with this affirmation, because I think is very important to praise positive actions but also is important to sign the negative ones, in some situations according to the students level, grade, etc., could be better to put more emphasis in the positive things and if not ignore all the negative ones, do not give so much importance to them, this is particularly important in the lowest levels of education. But in another situations you must sign the negative things, trying to avoid that the students can repeat them in the future, because I think you can also learn from the negative situations. For this reason I believe that is important to praise positive actions but is also important no to ignore the negative ones, because in a given situation the student can have troubles recognizing what is right and what is wrong. And finally as a conclusion I think that the best way to teach is a combination of praise positive things but also to sign the negative ones.
Reader Commentary - This response clearly fits several characteristics of a 2, as defined by the scoring guide. It is seriously limited in its development, organization, and focus. The response repeats itself rather than developing any of its statements, pointing to an inability to organize a response capable of supporting any specific claims with relevant reasons or examples. Additionally, serious language control problems frequently interfere with meaning. Thus, even though the writer does seem to be making an attempt to respond to the specific task instructions, the response merits a score of 2.
Score 1 Response - Author says that the best way to teach is to praise positive actions and ignore negative ones. I agree to this recommendation. Explaining, I strongly believe that the best way to teach is not to praise positive action and ignore negative ones but is making everyone to be a good ones. Specific circumstances lead me which adopting the recommendation as the following: First, we will lose the good children who have a negative manner if we ignore them. Children are future, not all. Praise in negative should not be, teaching to children to best way.
I strongly believe adopting this recommendation would be not advantages. Second, negative ones in today may be great people in the future. Not only ones behave do worse they are teenage. Teenage in today is not easy for all! Negative ones cannot better, if only praise positive actions, ignore the negative one. Negative ones may not positive be having, but if we praise them only, they not think they should be positive people later. In conclusion, specific circumstances are which adopting the recommendation would not be advantage, I do not agree to the recommendation. Ignore negative manner when they will not be positive behavior in future. But they can, if do not ignore them. We should not ignore negative person but should make them think that they can be a good man future like a positive person.
Reader Commentary - This response has severe and pervasive problems in language and sentence structure that, as stated in the scoring guide, consistently interfere with meaning and result in incoherence. The response begins by repeating the prompt, but then the severe problems with language control and organization undermine any evidence of the ability to understand the prompt or to present and develop a clear position. For example, it is not clear what the writer means by the claim that the best way to teach is “making everyone to be a good ones.” Severe problems with language control in that sentence and throughout the response prevent it from developing a coherent position on the issue or responding to the specific task instructions. Although the writer makes an attempt at organization, with points marked as first, second, and conclusion, the response actually exhibits little or no evidence of the ability to develop any potential understanding of the prompt into a logical position on the issue.
GRE Analyze an Issue: Sample Question 2
"The best ideas arise from a passionate interest in commonplace things"
The world we are living in has given us a lot of things to think about. The previous decades have seen an incredible change in our advanced living. We can seek data quickly through our cell phones or iPad all around. It is on these grounds that we want to assemble data that the relative items are made of. Along these lines, the thoughts that advantage our basic life emerge from an energetic enthusiasm for ordinary things. In any case, with regards to different territories, similar to scholarly science or expressions, things may not be that simple.
We have been living in a world with quick logical change. Each one of the innovators and pioneers is saving no endeavors to grow new items, dreading of tumbling off the track and being surrendered by modernized individuals. From the development of individuals' science and culture, most thoughts turned out with an enthusiasm for things that are much commonplace. Towards the start of human advancement, thoughts depended on the fundamental need for living. Just a man with profound research on garments and a little knowledge about color scheme would have the capacity to dispatch another style and get a place in the line of competition.
Human social advancement is based on the interest in new ideas and their implementation in ordinary things. In the field of science, the essential hypothesis like numerical ascertaining, information dissecting are crucial components for the improvement of logical research. The muddled thoughts like time travel or the birthplace of lives require a full comprehension of customary material science. Thus, the specification of another thought definitely turns out from an enthusiasm for a subject that has few individuals intrigued. Additionally, in the field of craftsmanship, the thoughts are regularly a long way from normal individuals.
As a matter of fact, the meaning of the best thought is difficult to give. What sort of thoughts are the best thoughts? Is it a thought that advantages the general population in common? On the other hand, is it simply something that is useful to a specific field of study? Regardless of whether it can be characterized or not, the wellspring of a smart thought isn't limited to the keen interest in typical things. A case frequently happens that when we are accomplishing something unimportant or envisioning a smart thought that has simply come into our mind with no foresight; it is only the intuition ruling our musings. In spite of the fact that this may appear somewhat absurd, it happens to a lot of authors when considering what to compose.
Without a doubt, our basic world gives us various wellsprings of thoughts, yet that isn't the main wellspring of the best thoughts. The best thought needs a perfect time and a fitting domain. Artists thus should try to investigate and share their understandings of the plain and the envisioned. Likewise, the entrepreneurial statesmen can take in a lesson or two from their predecessors who acknowledged that smart thoughts originate from interests in things that are ordinary.