AceGamsat - The Advanced Essay Bible

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Foreword For many students, the GAMSAT is a challenging and at times highly stressful experience. While for some, writing an essay or composing a creative piece for Section II might come easily, for other candidates, this component of the exam represents a confusing, time-pressured and seemingly impossible task. If you feel like you fall into this latter category, or are simply looking to improve your performance and maximise your score in Section II, then this step-by-step guide is for you!

A little bit about us… Hi! My name is Matthew and I’m the guy behind AceGAMSAT. I’m really just a guy who once had the goal of passing the GAMSAT and becoming a Dentist. Many years later, I now work with a team of GAMSAT specialists to create the most effective GAMSAT study resources that will ensure students have everything they need to Ace the GAMSAT. This guide is one of our series of study guides that cover each of the three sections contained in the GAMSAT. We are confident that it will assist you in performing to the best of your ability in Section II. Best of luck to you all. Cheers! Matthew

Hello! My name is Katherine and I have had the pleasure of writing the Advanced Essay Bible. I am currently a final year medical student at The University of Melbourne, and have had the privilege of tutoring many students in argumentative and creative writing for the purposes of the GAMSAT over the last few years. This has allowed me to gain insight into strategies and techniques that are frequently of use to students in their preparation for Section II. I am by no means an expert or a perfect writer, but I love to write and want to assist others in feeling more confident and capable in approaching Section II. I hope that this guide helps you to navigate Section II smoothly, and that that you feel more than prepared to tackle your essays on exam day! Happy writing! Katherine.

Table of Contents PART 1: GETTING YOUR HEAD IN THE GAME: UNDERSTANDING AND APPROACHING SECTION II WHAT IS ASKED OF ME IN SECTION II? WHY DOES THIS SECTION OF THE GAMSAT EXIST? WHAT KINDS OF CRITICAL THINKING AND/OR REFLECTIVE SKILLS SHOULD I ATTEMPT TO DEMONSTRATE IN SECTION II? WHERE SHOULD I START IN MY PREPARATION? HOW SHOULD I ALLOCATE MY TIME?

PART 2: APPROACHING THE QUOTES: MAKING SENSE OF THE STIMULI WHAT STIMULI DO I GET IN SECTION II? TYPE A VERSUS TYPE B QUOTES STEP-BY-STEP APPROACH TO READING THE QUOTES LINKING WHAT YOU KNOW TO THE THEME

PART 3: GENERATING A THESIS: GETTING FROM THE QUOTES TO A RIP-ROARING ARGUMENT

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5 5 5 6 6

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WHAT IS A THESIS? HOW DO I COME UP WITH A THESIS? EXAMPLES OF HOW A THESIS MAY BE PHRASED MIND MAPPING IDEA FLIPPING HOW DO I KNOW IT’S A GOOD ONE BEFORE I START WRITING? HOW CAN I LINK MY THESIS TO SPECIFIC IDEAS CONTAINED IN THE QUOTES? THE ‘REVERSIBLE REACTION’ MODEL THE GRID METHOD

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PART 4: ESSAY STRUCTURE: A GUIDE TO VARIOUS WAYS OF STRUCTURING SECTION II ESSAYS

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WHY IS STRUCTURE IMPORTANT? WHAT IS BASIC STRUCTURE FOR A SECTION II ESSAY? STRUCTURE #1 STRUCTURE #2 STRUCTURE #3 STRUCTURE #4 STRUCTURE #5 A WORD ON CREATIVE STRUCTURES FOR TYPE B ESSAYS.

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PART 5: WRITING YOUR INTRODUCTION: HOW TO USE YOUR INTRODUCTION AS A ROADMAP FOR YOUR ESSAY WHAT IS THE PURPOSE OF AN INTRODUCTION? HOW SHOULD I STRUCTURE MY INTRODUCTION? THE BASIC INGREDIENTS OF AN INTRODUCTION SUPERCHARGING YOUR INTRODUCTION ADDITIONAL EXTRAS FOR INTRODUCTION

PART 6: STRUCTURING YOUR BODY PARAGRAPHS: HOW TO WRITE EXCELLENT BODY PARAGRAPHS WHY IS PARAGRAPH STRUCTURE IMPORTANT? WHAT IS THE PURPOSE OF EACH PARAGRAPH? HOW MANY PARAGRAPHS SHOULD I BE AIMING FOR? HOW CAN I STRUCTURE MY PARAGRAPHS? HOW MANY EXAMPLES PER PARAGRAPH SHOULD I BE AIMING FOR? HOW CAN I VARY THE PEEL METHOD? HOW DOES ALL THIS ADVICE REGARDING BODY PARAGRAPHS APPLY TO TYPE B ESSAYS?

PART 7: REBUTTALS: HOW TO STRENGTHEN YOUR ARGUMENT BY CONSIDERING CONTRARY POINTS OF VIEW WHAT IS A REBUTTAL? HOW DOES INCLUDING REBUTTALS STRENGTHEN MY ESSAY AS A WHOLE? HOW DO I THINK OF REBUTTALS? HOW DO I INTEGRATE REBUTTALS INTO MY ESSAY? ARE REBUTTALS RELEVANT TO TYPE B ESSAYS?

PART 8: PUTTING IT ALL TOGETHER WHAT IS MEANT BY ‘FLUID TRANSITIONS’? WHY ARE FLUID TRANSITIONS IMPORTANT? HOW CAN I CREATE FLUID TRANSITIONS IN MY ESSAY? WHAT IS MEANT BY ‘SENTENCES STRUCTURE VARIETY’? WHY SHOULD I USE A VARIETY OF SENTENCE STRUCTURES IN MY ESSAY? HOW CAN I INCORPORATE A VARIETY OF SENTENCE STRUCTURES INTO MY ESSAY? WHAT IS A GRAMMATICAL ERROR? WHAT IS A SYNTACTICAL ERROR? HOW CAN I REDUCE THE NUMBER OF GRAMMATICAL AND SYNTACTICAL ERRORS IN MY WRITING?

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PART 9: SAMPLE ESSAYS WITH COMMENTARIES SAMPLE ESSAY 1 DISCUSSIONS OF SAMPLE ESSAY 1 SAMPLE ESSAY 2 DISCUSSIONS OF SAMPLE ESSAY 2 SAMPLE ESSAY 3 DISCUSSIONS OF SAMPLE ESSAY 3 SAMPLE ESSAY 4 DISCUSSIONS OF SAMPLE ESSAY 4

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PART 10: SITTING THE EXAM: HOW TO PREPARE FOR THE EXAM DAY 65 PREPARING FOR EXAM DAY: SOME OVERALL PRACTICAL TIPS TIME-MANAGEMENT: HOW TO ALLOCATE YOUR TIME WISELY HOW SHOULD I ALLOCATE MY TIME IN SECTION II? WHAT TO DO IF YOU ARE STUCK DEALING WITH WRITER’S BLOCK THINGS TO REMEMBER IF YOU FEEL THAT YOUR ESSAY IS NOT GOING TO PLAN TEMPLATES

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Part 1 Getting your head in the game: Understanding and approaching Section II What is asked of me in Section II? Section II asks students to compose two pieces of writing in response to two separate sets of stimuli (quotes). You must complete your two pieces of writing within 60 minutes (you also have 5 minutes of reading time). Theoretically, the pieces of writing can be anything (including argumentative essays or creative pieces such as a short stories, poems, or journal entries) so long as they are written in response to one or more of the given quotes and deal effectively with the themes raised in the quotes.

Why does this section of the GAMSAT exist? The precise answer to this question is of course impossible to know! However, if we are to put ourselves in the shoes of those composing the test, there are a few possible explanations for the inclusion of Section II. Possible explanations include:   

the need to examine students’ written communication skills, thought processes and ability to synthesise various points of view; the importance of strong written communication, logical thinking and self-reflective skills in the context of being a medical student/ doctor; and the importance of being able to think under pressure and perform a complex task within a limited amount of time, and prioritise aspects of that task, in the context of being a medical student/ doctor.

By putting yourself in the shoes of those who have designed and written the GAMSAT, and considering why certain elements have been included, you will be better positioned to streamline your preparation and achieve the best possible score in Section II.

What kinds of critical thinking and/or reflective skills should I attempt to demonstrate in Section II? As a follow on from the above points, it pays to think carefully (and critically!) about what kinds of skills you should endeavour to demonstrate in Section II. Understanding the kinds of thinking skills required of you before you begin your preparation will not only help you to focus your study, but it will also assist you in feeling calmer as these are skills that you already have (well, pretty much!). So, what kinds of skills do they want candidates to demonstrate? Section II is basically asking you to read and comprehend a number of quotes (these may be statements or questions) that often provide multiple points of view on a particular topic, and to then synthesise these disparate (different) views into an integrated piece of writing. This piece of writing should demonstrate critical and reflective thinking skills (more on the balance of each of these for either ‘type A’ or ‘type B’ essays later). This means that you must be able to understand not only your own perspective on a topic and why you hold that perspective, but also demonstrate comprehension of the multitude of possible opinions others may hold on a particular topic and why they feel this way.

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In preparing for Section II, it is important to be able to distinguish between critical thinking and reflective thinking skills. Critical thinking is (in very basic terms) simply the ability to look at an idea objectively and consider it from multiple angles (including its strengths and weaknesses, how it interacts with other things and the kinds of conclusions that can be drawn from it). Reflective thinking (also in very basic terms) is also a form of critical thinking, and is the process of asking yourself why you have arrived at a certain conclusion or how certain experiences you have had might have shaped or informed your opinions and attitudes. Keeping the goals of critical and reflective thinking in mind at all times as you prepare and practice for Section II will help you develop a clear vision of what you are trying to demonstrate via your essays and help you visualise your overall goals for Section II.

Where should I start in my preparation? With this book of course! This guide is a great way to structure you preparation for Section II, and we hope that we have broken the task down into bite-sized chunks that are easy to achieve! In preparing for Section II, we suggest the following approach (please note that this is just an overall suggestion, and that you are of course free to jump ahead to sections of the book that you feel will be most beneficial to you depending on your current level of preparation and confidence).

Step 1

Step 2

Step 3

Step 4

Step 5

Step 6

Step 7

Step 8

Step 9

•Learn how to the approach the stimuli (Part 2 of this guide) •Learn how to generate a thesis (Part 3) •Learn how to structure your essay (Part 4) •Learn how to fine tune your introduction (Part 5) •Learn how to fine tune your body paragraphs (Part 6) •Learn how to add in rebuttals (Part 7) •Learn how to put all of the components of your essay together (Part 8) •Learn how to evaluate your essay as a whole by reviewing sample essays and commentaries (Part 9) •Prepare for exam day by fine-tuning time-management and stress reduction strategies (Part 10)

How should I allocate my time? When preparing for the GAMSAT it may seem that you have hundreds of tasks to achieve and no time to achieve them! Given that you have another two sections to prepare for, it is important that you ask yourself how much of your total GAMSAT study time you should put into preparing for Section II. Are you a confident writer who usually finds expressing your ideas under pressure to be quite easy? Perhaps spend more time on other sections of the test that you think you might find more challenging. However, if you are pretty much freaking out about Section II but have your sciences sorted to a tee, it makes sense to make Section II a priority.

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Remember that while you want to maximise your score in each section, most universities require you to pass all sections in order to be eligible to apply. It is also important to remember that Section II is often a very effective way of boosting your overall GAMSAT score; while you cannot control what questions you get in Sections I or III, you can ensure that you have a structured, reliable and effective approach to Section II, meaning that no matter what the topics are, you will perform excellently. And, like the old and slightly musty saying goes, failing to plan is planning to fail. It sounds a little doomsday, but a little bit of planning can go a long way, especially in terms of managing your stress and ensuring that your study targets are reasonable. Remember the principles of SMART (Specific, Measureable, Achievable, Realistic, and Timely) goal setting, and that more study does not necessarily equal better study. In case you were thinking of not making a study plan, ways to make a study plan include using:    

your phone/ tablet/ email calendar; a time-management app (there a lots of free ones); an Excel Spreadsheet; a large piece of card with some gridlines drawn on/ sticky notes representing each day/ week;  an A4 piece of paper with sticky notes with goals that you can move around/ update; or  some kind of random piece of paper/ wrapping paper/ something eaten and regurgitated by a dog/ literally anything you can write on (you get the picture). Below is a sample week by week planner that you might want to use to plan your Section II study alongside your study for Sections I and II. Note that you might obviously have more objectives (e.g. more individual topics that you would like to revise per week for Section III) and you might like to set out your table to include, say, all of the days of the week. There is a blank version of this table (template 1) contained in the ‘templates’ section at the back of this guide for you to utilise in planning your GAMSAT study. Month November

Week 1

Section I goals - Complete 20 MCQs x 2 - Compose a list of language techniques

2

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Complete 20 MCQs x 2 Add to list of language techniques as completing questions Start identifying types of questions

Section II goals - Work on generating a thesis from the quotes (compose 4 sample theses) -

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Revise essay structure Compose 1 x type A thesis and 1 x type B thesis with an essay plan for each Meet with tutor

Section III goals - Complete 20 MCQs x 4 - Revise organic chemistry and pH topics

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Complete 20 MCQs x 4 Revise basic physics formulae and Punnett Squares (genetics) Meet with Sam for study

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that I find challenging 3

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session Wednesday

Complete 20 MCQs x 2 Read Tim Winton’s

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Blueback

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and write short summary

4

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Complete 20 MCQs x 2 Timed Acer practice test (Section I only)

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Compose a full type A and type B essay Review my essays by composing a list of strengths and weaknesses

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Complete 20 MCQs x 4

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Complete 20 MCQs x 4 Revise reversible reactions/ balanced equations Timed AceGamsat practice test (Section III only) Revise concepts related to waveforms (amplitude, frequency etc.) Timed practice test (Section III only)

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Part 2 Approaching the quotes: Making sense of the stimuli What stimuli do I get in Section II? As noted above, you will receive a number of quotes (these might be statements or questions) that all relate to a particular topic and will all (usually!) address a variety of views on that particular topic. You are then instructed to compose a piece of writing in response to one or more of these quotes.

Type A versus type B quotes Perhaps the first major point to make about the two sets of quotes provided is that they are (usually!) slightly different in terms of the kinds of topics that they revolve around. ‘Type A’ quotes (these may be the first or the second set of quotes) usually relate to an issue that is perhaps more ‘objective’ in that it affects society as a whole and is usually something political (if such a broad and arguably unhelpful term as ‘political’ may be used!). Examples of type A themes include the environment, political frameworks (e.g. democracy, utilitarianism etc.), war/ conflict, terrorism, diplomacy, healthcare and asylum seeking (to name just a few). Type B quotes on the other hand, trend to refer to an issue that is perhaps more subjective, and operates on more of an individual level. This is not to say that the issue does not have societal implications, but that individuals (rather than groups of individuals) often have highly diverse views regarding these issues. Examples of Type B topics include love, trust, relationships, optimism, faith, imagination and childhood (again, just to name a few examples). From this distinction, it is possible to say that historically at least, type A quotes tend to lend themselves to more of an argumentative style of writing (i.e. perhaps the most straightforward and widely adopted approach is that of an argumentative essay), while type B quotes are better explored using a more reflective and/or creative writing style. Of course this distinction is by no means a rule! Theoretically, you can write any style of piece in response to either set of quotes.

Ok, got that. But why should I spend time thinking about the quotes rather than just getting on with writing my essay? It is extremely tempting to glance fairly briefly at the quotes, think of a couple of ideas, and then jump straight into writing. This is only natural as you know that you have only a limited amount of time, and understandably want to get on to writing your essays as quickly as possible. Indeed, this is what a large number of candidates will do. If you would like to maximise your chances of performing excellently in Section II however, it is critical that you train yourself during your preparation time to slow things down and allow yourself sufficient time to comprehend the quotes. This means having enough time to read them, explain them to yourself as though you were deconstructing them for someone else, and generate ideas that emerge from each quote. This may seem like a lot of work to do within just a few minutes, but this is what you are training yourself to do by studying for Section II. Over time you will become quicker at deconstructing the quotes and identifying ideas contained in them for use in your essays.

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Great. Can you give me a step-by-step approach to reading the quotes? Yes! The following is a step-by-step approach to reading and deconstructing the quotes contained in each set of stimuli.  #1: Read the quotes individually and attempt to explain each one back to yourself in everyday language. Be specific here and be honest with yourself! Do not just pick out buzzwords (“oh this is about democracy and it being bad”), but instead force yourself to really explain the quote to yourself as though you were explaining it to a friend or family member (“this quote is saying that while democracy has strengths, it also has many weaknesses”). If you do not understand a quote, do not panic! You do not have to write about anything that you do not understand. Do your best however to get hints from who said the quote and when they might have said it in order to create some context and perhaps understand what is being said.  #2: Identify what the overarching theme is. Try to summarise the topic in just one word (e.g. government, leadership, memory or sacrifice). This is a critical step, because it allows you to step back and put a label on the overall topic that is being featured in the quotes.  #3: Identify sub-themes. Once you have taken note of what the overall theme is, ask yourself whether there are sub-themes that relate to the overall theme, and whether these might feature in more than one of the quotes. For example, if the overarching theme is government, a sub-theme might be corruption; if the overarching theme is memory, a sub-theme might be painful experiences. Identifying sub-themes is a way of putting your brain on track to start considering how you might construct a thesis and subarguments to go with it.  #4: Identify whether you are dealing with type A or type B quotes. Now that you know what the theme and sub-themes are, ask yourself whether this represents more of a type A or type B theme. Protip: some themes seem to exhibit characteristics of both type A and B themes! If this is the case, do not panic! Just try to decide whether the topic would lend itself to more of an argumentative or reflective approach and go from there.

Linking what you know to the theme (how to create a ‘toolbox’ of ideas) So, you have worked out what kinds of quotes you are dealing with and the themes they contain. The next step is to link what you already know (from your life experiences, education, profession etc.) to the theme. Many students feel that in preparing for Section II they need to attain more knowledge and that they will really struggle with a theme that is political because they are not really interested in politics. From the outset, it is important to acknowledge that you already have an extremely unique and engaging perspective, simply because you are you and nobody else has the same set of experiences that you have had! While educating yourself and reading widely is always good, and may come in handy depending on the topics you encounter on exam day, realise that you already have a lot of wisdom and understanding simply from experiencing life as a human being! Do not overlook the unique perspective that your ethnicity/ culture/ choice of profession/ life experiences etc. empower you with, and remember that your perspective is valid and intriguing.

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That being said, the more you have given thought to various things (be these issues/concepts/ events), the easier you will find tapping into your ideas and presenting them in a coherent piece of writing within a limited amount of time. You can also experiment with writing about the same or similar topics/ examples in response to various sets of quotes, to practice applying what you know to a different set of ideas. If there is something that you are routinely interested in (e.g. feminism, technology, the law etc.), feel free to write about it. You do not (and should not) write about anything that does not interest or make sense to you. In doing so you will set yourself up for an uphill battle, rather than writing about something that honestly interests you. A word of caution here, however, about writing about topics that you may have written essays on before (e.g. for high school or university): While this is often a great idea (as you already have an understanding of a topic), avoid trying to make the thing you want to write about ‘fit’ within the theme that has been given. It is often very evident that a candidate has tried to do this, and has not effectively integrated their topic/ examples into the theme. You want to ensure that your thesis is somewhat original but that it goes to the heart of the topic (rather than skirting around the edges focusing on a finer aspect of a bigger topic...more about this later though!). A great way of keeping track of topics that you have thought about/ enjoy writing about is to keep a ‘toolbox’ of ideas. This might just be a piece of card that you write a list of topics on, or it could be constructed more elaborately as a mind map linking various themes and examples to show how various ideas may be applied in a variety of settings.

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Part 3 Generating a thesis: Getting from the quotes to a rip-roaring argument This section will cover the basics of thesis composition, as well as more advanced concepts relating to fine-tuning your thesis statement and questions that you can ask yourself in order to evaluate the strength of a thesis statement before you start writing. Ok, let’s get started!

What is a thesis? A thesis is simply a statement or question that your essay will address. Think of your thesis as the one sentence that the reader could highlight and know immediately what your essay is going to be about. A thesis (for the purposes of Section II) should ideally be contained in a single sentence, and convey a contention or idea that you will attempt to resolve, prove or explore in the course of your essay. Your thesis not only acts as a guide for the reader, but also acts as a guide for you as you are writing your essay; you can constantly refer back to your thesis to ensure that you are on track in terms of what you are writing about. Forcing yourself to contain your thesis in a single sentence also challenges you to consolidate in your own mind what you are going to be writing about and why you are writing about it. Generating a thesis statement can be tricky, meaning that by doing so, you are demonstrating a level of thought and clarity that can significantly elevate your essay in the reader’s eyes.

How do I come up with a thesis? Formulating coherent and intriguing thesis statements takes practice! Do not despair if you find expressing the entire idea behind your essay in a single sentence to be challenging. Many students find that while thinking of a thesis statement is difficult at first, it becomes easier with time and a skill that significantly enhances the overall persuasiveness and clarity of their essays. While some people may find that a sentence summarising their argument pops conveniently into their head seconds after they have read the quotes and thought of some examples, others may find that this is not the case. Those who struggle to automatically generate a thesis statement may find that all they have is a variety of ideas and nothing really stringing them together. The trick is to become good at various ways of phrasing a thesis, and substituting out elements of the statement (or question) in order to ‘supercharge’ your thesis and elevate it above the very first thing that popped into your head.

So, what are some examples of how a thesis may be phrased? A thesis may be phrased as a statement, a concessional statement (contains an ‘admission’ that something is true, but then suggests that a contrary perspective is still stronger despite this truth), or as a question. There are of course many more kinds of thesis statement, but these are the types that will be largely focused on in this book.

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Type of thesis Statement

Examples Apples are a significantly better fruit than oranges. Trust is more important than initial attraction in forming effective and enduring human relationships.

Concessional statement

While oranges are a nutritious and delicious fruit, apples are a superior choice for many reasons. While initial attraction plays an important role in strengthening human interaction, trust is perhaps more important in forming enduring relationships.

Question

Are apples really better than oranges when it comes to school lunches? Is trust really more important than initial attraction when it comes to forming successful and enduring human relationships?

Once you have an understanding of possible ways that you can phrase your thesis, you can then envisage in your mind the kind of statement that you might want to generate. In trying to come up with a thesis, there are a variety of questions that you can ask yourself, including:    

do I want to say something positive, negative or neutral about topic x; do I want to compare topic x to topic y; do I want to ‘admit’ a fact and then state that a contrary perspective is still superior (concessional thesis); and/or is there a subtheme that I would particularly like to focus on/ explore?

By answering these questions, you can assist your brain in developing a thesis statement. The following is a worked example of how this process could occur mentally using some of the questions above.

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•What is the overall topic contained in the quotes? •Is there a subtheme that I would particularly like to focus on/ explore?

Answer: I want to positively emphasise the role of trust over inital attraction.

•Do I want to say something positive, negative or neutral about the role of trust in human relationships?

Answer: Importance of trust vs. initial attraction in human relationships

•Do I think it would strengthen my argument if I conceeded an obvius weakness to my argument from the outset of my essay? Answer: Yes. I will use a concessional thesis to 'admit' that while initial attraction is necessary, trust is more important.

You could go through such a process multiple times (using a variety of different questions) in order to create multiple thesis options which you can then evaluate and ‘supercharge’ before you start writing (see below!).

This still seems really hard! How can I become better at generating a thesis statement if the above questions don’t help? If asking yourself questions similar to the ones above does not assist you, there are plenty more strategies to try!

Mind mapping While it may seem as though there is not enough time in the exam to be constructing elaborate diagrams, there is plenty of time to do this while you are studying for Section II. One of the ideas behind mind mapping is that the process of creating the maps will over time assist your neural pathways to the extent that you will be able to create maps without actually writing them out. There are lots of different ways to mind map, and it is important to find a method that works well for you. The basics, however, are quite straightforward, in that you are trying to use some kind of visual representation to help your mind consider novel aspects of an idea, topic or concept, and move past mental ‘roadblocks’ that you might have. You can look online or elsewhere for mind mapping resources, but you can try the simple approach below to get started. 1. Write the overall topic contained in the quotes in the centre of your page and draw a shape around it (there is a theory that our brains like smooth, flowing connectors, but use whatever works for you to link your ideas and track your thought processes).

Trust

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2. Ask yourself whether you know of some general ideas that relate to trust. These ideas might be taken directly from the quotes, or they might be ideas that occur to you when you think of the theme. Write these around the central theme. Relationships/ role? Trust of self

Trust Trust in the future

Lack of trust + effects

3. Add in ideas/ examples that may be used to expand upon these general ideas relating to trust. Trust of self → confidence → seeks new relationships/ opportunities.

Lack of trust → relationship breakdown/ lack of confidence/ avoidance of risk.

Relationships/ role? → What happens if there isn’t trust? → relationship breakdown

Trust Trust in the future → optimism → how does this affect the individual?

4. Use your mind-mapped ideas to form a thesis. You may want to achieve this by grouping positive/ negative ideas on a topic, or grouping ideas that would work well together under the same thesis. (A thesis that strings together the highlighted ideas might be, for example, Trust is essential to individual fulfillment in terms of forming successful relationships, enhancing selfconfidence and the ability to take risks and seek new opportunities.)

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‘Idea flipping’ Another way of generating a thesis statement is to implement ‘idea flipping’. This is basically a way of flipping or reversing your current perspective on a topic to free up more possible angles. Some examples of idea flipping include:   

Devil’s advocate (What if I argue the complete opposite perspective to what I am thinking/ would I actually agree with the conflicting perspective more?); Removal (What if the concept didn’t exist/ thing wasn’t there? What would happen if the thing wasn’t even there? Would a thing’s absence illustrate its purpose?); and Necessary-unnecessary (Could I view something that is commonly seen as essential as unimportant? Could I look at a perspective that is completely novel compared to how most people view something?).

Ok. I have a thesis. How do I know it’s a good one before I start writing? Once you have a thesis in mind, it may be extremely tempting to start writing straight away. And who can blame you! You finally have a sense of direction and the clock is ticking! One thing that students who write excellent Section II essays often have in common, however, is the ability to evaluate their thesis before they actually use it as the basis of an essay. This allows them to look at their chosen direction objectively, and consider whether a different thesis would serve them better in terms of the essay that it facilitates and the marks that they are going to get for ingenuity, creativity etc. A key part of your preparation for Section II is practicing strategies that allow you decide whether a thesis is worth your time and effort before you get halfway through your essay and realise that it perhaps could have been different or better. In terms of evaluating your thesis, ask yourself the following questions:  

 

 

Does the thesis allow me to explore the ‘heart’ of the topic? (I.e. is this thesis centered on key ideas/ issues that relate directly to the major theme of the quotes, or is it obscure and thus only addressing finer details of the overall theme?) Does the thesis allow me to explore novel aspects of the overall theme? (This is not to say that your thesis cannot explore major, obvious issues that are at the heart of the theme, but rather that your thesis in some way allows you to address the issue from a more unique perspective.) Does my thesis allow me to talk about the ideas and examples that I would like to discuss? (It is important to ensure that your thesis can actually act as a scaffold for the ideas and examples that you would like to cover; if it does not, then you should consider rewording it.) Does my thesis actually contain a contention? (I.e. a statement/question etc. that you can attempt to resolve in the course of your essay. If it doesn’t really present a contention, consider changing your wording or language so that your thesis represents something that can be ‘proven’ during the course of your essay with examples and explanations.) If you read your thesis, would you be interested enough to read the rest of the essay? (It is important that your thesis actually intrigues the reader to the point that they are interested in reading the rest of your essay.) Do I actually agree with my thesis? (Obviously you can adopt a perspective in an essay that you do not personally agree with, and at times this may be necessary! However, if you can write a thesis that you actually agree with, the tone of the essay is often more convincing and you will not be ‘pushing the cart up the hill’ so to speak!)

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How can I link my thesis to specific ideas contained in the quotes? It is somewhat artificial for this guide to have included how to link specific ideas contained in the quotes to your thesis after having talked about how to generate a thesis. This is because your thesis should reflect the ideas contained in the quotes that you would like to discuss (and vice versa). However, a book needs an order and most people like to think of a thesis and then decide upon the subject matter of each body paragraph afterwards, so we have gone with this order!

The ‘reversible reaction’ model A useful way of visualising the relationship between the ideas contained in the quotes and your thesis is to see the two as involved in a reversible reaction. On the one side, you have your thesis, but it will change if the ideas contained in the quotes that you would like to discuss change, as it will no longer effectively support those ideas; Similarly, if your thesis changes, it may no longer be an appropriate scaffold for ideas in the quotes that you had previously gravitated towards. Thesis ↔ Ideas contained in the quotes Example 1: V1: Apples are better than oranges ↔ Portable, less acidic, associated with health V2: Apples are no better than oranges ↔ both are nutritious, need variety, individual preference Example 2: VI: Trust is necessary to human relationships ↔ Allows for longevity, individual confidence, resilience V2: Trust is just one ingredient to successful relationships ↔ Multiple factors needed for successful relationships, can have trust but relationship still fails, trust is complimented by attraction Explanation: In Example 1 above, two versions (V1 and V2) of a thesis and corresponding ideas that they support are given. In V2, the thesis had to be changed slightly to support the different ideas (and corresponding perspective) that have been included. Example 2 gives a slightly more serious demonstration of the same process of altering your thesis depending on what ideas you would like to discuss. The Grid Method Another strategy that you can use to pair the ideas and examples that you would like to explore with a thesis and check that they line up is the grid method. This basically just involves a simple 6 square grid that allows you to visualise the ideas (topic sentences) and corresponding examples that you would like to use, and see how these line up with your thesis. 1. Start by drawing up a quick, 6 square grid.

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2. Write your thesis above the grid. Thesis: Trust is necessary for effective and long-lasting human relationships.

3. In the left hand side of the table, write down the key ideas (either stemming from the quotes or your own mind) that you would like to explore in ‘proving’ your thesis. These will form the topic sentence (TS) of each body paragraph. Thesis: Trust is necessary for effective and long-lasting human relationships. TS 1: Trust allows for people to reveal their true identity and thus connect on a deeper level with others. Ts2: Trust allows for relationships to overcome adversity. Ts3: Without trust, individuals may struggle to approach others and exhibit vulnerability. 4. Now fill in the right hand side of the grid with the examples that you would like to use to explore/ illustrate each topic sentence. Thesis: Trust is necessary for effective and long-lasting human relationships. TS 1: Trust allows for people to reveal their true People often form deeper relationships with identity and thus connect on a deeper level with people that they trust, such as long term friends others. or colleagues, as they feel safe in revealing themselves to them. Ts2: Trust allows for relationships to overcome A couple facing financial difficulties will be adversity. better equipped to move through the issue if they trust each other to work together and apply a united strategy. A lack of trust might breed additional anxiety and stress, leading to a lack of resolution to the problem. Ts3: Without trust, individuals may struggle Individuals, such as those who have had to approach others and exhibit vulnerability. negative early life experiences, may find that their inability to trust others impairs healthy relationships. You can also fill out the left and right columns of the grid out of order, and then fill in each ‘gap’ as you think of it. Once everything is written out, you can check whether your thesis facilitates an effective exploration of the ideas and examples that you would like to include (i.e. if I read my thesis, would I begin to think about the kinds of topics that I plan to talk about and not be shocked/ surprised by anything that was listed as a discussion point in the intro or that came up later?). *Note that in the templates section at the back of this guide, the 6 square grid is upgraded to a 9 square grid that you can use to map out your rebuttals, in addition to your topic sentences and examples (template 2).

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The idea behind the grid method is that while you may need to write it out in full when you first start planning and writing your essays, as you develop you will be able to perform effectively the same process faster and in your head. Some students like to jot down a very simple grid on the first page of their exam booklet, as they find it invaluable in saving them stress and time in the planning phase of writing their essay on exam day. Either way, it is about finding what works for you and ensuring that you have a mental process for conceptualising specifically what you are going to write about and how you are going to do that before you start your essay. The grid method is also a great way of efficiently practicing responding to a variety of quotes without writing out full essays, especially as you get closer to exam day.

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Part 4 Essay Structure: A guide to various ways of structuring Section II essays This section will cover the basics of essay structure, including various ways to structure your essays depending on how you like to write and whether you are writing a largely argumentative essay or a more reflective/ creative style.

Why is structure important? Having a structured approach to the overall layout and composition of your essay is essential to scoring well in Section II (well, in general anyway!). In Section II, you are awarded marks not only for your ideas and how you link them together, but also for your ability to demonstrate that you can fulfill the ‘conventions’ of a particular text type. What does this mean? It means that if you were to read a short story or a poem, you would expect it to contain certain language features (i.e. ‘ingredients’) that are typical of creative texts. Such language features might include descriptive language techniques, such as adjectives, similes and metaphors, or perhaps poetic techniques such as alliteration or rhyme that create certain sensations (such as familiarity or comfort) in the reader’s mind. Conversely, if you were writing an argumentative essay (as you might for a type A set of quotes), the reader would expect that in order to fulfill the conventions of that type of text you would include persuasive language, as well as examples that act as evidence to support your point of view. In addition to these more detailed ingredients (i.e. descriptive or persuasive language) there are also overall structural conventions that are expected of certain text types, which in turn allow the text to include the finer details discussed above. An overall convention of an argumentative structure is that it presents a thesis (i.e. an argument) and then uses sub-arguments and corresponding examples to demonstrate to the reader why that thesis is defendable (i.e. correct). This means that the overall structure needs to support the introduction of a thesis early (so that the reader knows what the writer’s argument is), and then proceed to elucidate that thesis in a logical manner, constantly referring back to the thesis presented at the start so that the reader can ‘track’ the view that is being argued with reference to evidence (examples). Conversely, a reflective text does not necessarily need to follow a specific overall structure but, for the purposes of the GAMSAT in particular, it does need to still have a point (i.e. a contention that is explored or reflected upon) and arrive at some sort of conclusion. This might follow quite a freeform structure, but beware of the fact that no matter how creative or intriguing it is, your writing still needs to show critical analysis and demonstrate an argument or perspective that is supported by evidence (for example, this evidence can be created by you in the course of writing a short story, but it must be present in some form within your piece of writing no matter how creative the structure of your piece).

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It may be helpful to remember that even if your essay is not the most interesting or novel, you can still score excellent marks for making use of a logical structure that demonstrates your understanding of the conventions of the text type you have chosen. This is also a great thing to bear in mind when managing exam stress; even if you cannot come up with a particularly exciting thesis on exam day, nothing can prevent you from following your practiced structure and demonstrating that you can include all of the ingredients of a great essay. Many candidates become so fixated on their argument and the desire to write something interesting that they forget about the overall structure of their essay; by taking the time to indentify and utilise a structure that works well for you, you will not only increase your efficiency on the day, but will place yourself above a lot of candidates who have given only minimal thought to the overall picture of their essay.

What is a basic structure for a Section II essay? There is no single, correct way of structuring a Section II essay. However, the point of this book is to give you one! Some caveats to consider before adopting a structure? Firstly, ensure that the structure makes logical sense to you and secondly, make sure that you can use it yourself to easily and confidently write essays. There is no point using a structure that has been provided by someone else if you do not understand what each element of it is meant to achieve. Ok, that stuff aside, let’s get started with a run-of-the-mill, stock-standard structure for an argumentative essay. Structure #1: Basic argumentative (type A) essay structure (with separate rebuttal paragraph) The following table contains a basic structure for an argumentative essay. This kind of structure (or similar) is what a majority of students will utilise for at least one (but often both) of their essays. This structure is a great place to start, as it will familiarise you with the basics of what your essay should include, and you can then go on to modify this structure to make it more sophisticated or even to transform it into a more creative piece. The basic structure will be given in the table below along with examples of each element. The suggested elements are colour-matched to the examples given. Introductions, body paragraphs and rebuttals will be addressed in detail via the dedicated section of this guide (Parts 5, 6 and 7, respectively). Overall aim of this structure: to provide the reader with a point of view and to then provide evidence and explanations as to why this view is defendable. Pros of this structure: simple, easy for the reader to follow, can be used for both type A and type B quote sets with very little modification for type B quote sets. Cons: not really any! May seem basic, but can easily be amped up to make for a more sophisticated and exciting read!

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Essay component Introduction

Elements to include  ‘Hook’ line (a sentence that is designed to grab the reader’s attention and hint at what the topic of the essay will be)  “Definition” (If relevant → define how you will be discussing the topic)  Thesis statement  Listing sentence noting the main ideas that will be used to argue your thesis  Relevancy sentence (why it is important that we examine this issue/ why the reader should be interested in what you have to say) Example introduction (note that example theme is ‘technology’):

Technology plays an ever-present role in the lives of modern human beings. ‘Technology’, for the purposes of this essay, will largely refer to manufactured inventions that assist human beings in their daily lives, including communications and locomotive technologies. Despite the convenience inherent in many contemporary technologies, increasing reliance on technology is adversely affecting our health and well-being. This essay will explore this perspective with reference to technology’s role in the obesity epidemic, the impact of social media on mental health, and how we as a society may be able to mitigate the detrimental effects of technology. It is critical to consider the possible negative implications of the technologies that surround us in order to ensure the wellbeing of society as we move into the future. Body paragraphs (x 3-4)

(Use ‘PEEL’ structure, which can later be modified to ‘PEERRL’ to include rebuttals, see Part 7)

    

Point (topic sentence; forecasts what the entire paragraph is about) Example (something that exists that illustrates the point contained in your topic sentence) Explanation (how does this example illustrate the idea contained in your topic sentence?) Rebuttal (no need to stress about this for now, you can simply include them in a separate paragraph, see below!) Link (how does the idea that you have just been discussing relate to/ support your thesis?)

Example body paragraph (pairs with the intro given above):

Modern technologies are playing a significant role in the current obesity epidemic. For example, it is now easier than ever to acquire large amounts of energy dense foods without having to expend any energy, and many of our daily tasks, such as washing, cooking, cleaning and travelling have been automated to the extent that almost no physical labour is required. The

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effect of this is that people are participating less in incidental energy, and paired with the consumption of readily accessible high calorie foods, this is leading to high levels of obesity and chronic cardiovascular illness within the community. Some might argue that technology is not to blame, and that many factors, including a lack of individual responsibility for health and poor regulation of fast foods by the government are responsible for increased obesity levels. While this may be true to an extent, it is difficult to deny the profound effect of technology on our everyday lives and their often direct contribution to reduced energy expenditure and increased energy intake, thus contributing to poor health amongst the community as a whole. *Protip: The Example-explain cycle (‘EE’ of PEEL) can be repeated multiple times within the same body paragraph, especially as you progress and want to ‘supercharge’ your paragraphs (see Part 6). Rebuttal paragraph/s (more on this later, see Part 6!)

 

Give rebuttals to your key ideas (also use examples if you can) Ensure that you rebut your rebuttal (i.e. here is the opposite argument, but this is why my point of view still prevails)

Example rebuttal paragraph (pairs with the intro and body paragraph given above):

Despite the above points, many people may still argue that technology is not responsible for poor physical and mental health within the community. It may be argued that individuals must take responsibility for their own wellbeing, and exercise moderation in relation to technology to ensure that it does not negatively impact their own health. For example, people should walk to work rather than catching public transport, and avoid unhealthy convenience food in favour of making their own meals. While this perspective is valid, it fails to acknowledge that many individuals may not have the willpower or education to make such choices, and that society has a role to play in ensuring that its members live in a healthy environment. While individuals should make the best decisions possible, it is difficult to ignore the significant health impact of the technologies around us. Conclusion

  

Restate to the reader what your thesis was and the points (topics sentences) that you used to argue this. Explain how the points you have just discussed have proven a point of view (i.e. confirmed your thesis) State what is left to be discovered about the topic in the future/ how it will remain relevant

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Example conclusion (pairs with the example introduction, body paragraph and rebuttal paragraph given above):

In conclusion, this essay has demonstrated the negative impact of technology by examining the obesity epidemic, social media’s effect on our mental health, and what might be done to reduce to impact of technology on our health, in addition to considering opposing perspectives to these ideas. It is clear that while individuals must strive to make good decisions regarding their use of technology in order to protect their health, there is a strong argument for a broader societal re-evaluation of particular technologies that may be adversely affecting are health.

Structure #2: Basic argumentative (type A) essay structure with rebuttals incorporated into each body paragraph Overall aim of this structure: to provide the reader with a point of view and to then provide evidence and explanations as to why this view is defendable. Pros of this structure: simple, easy for the reader to follow, can use for both type A and type B quote sets with very little modification for type B quotes; Time efficient as you don’t have to go back and rebut your points in a separate paragraph but rather do your rebuttals as you go; Also allows you to rebut each topic sentence individually, contributing to the overall thoroughness of your essay/ strength of your argument. Cons: Some people do not like having to rebut their points as they write their body paragraphs. If you go into too much detail with each paragraph and fail to ‘resolve’ each rebuttal by bringing the reader back to your thesis, your argument can turn into more of a discussion and get a bit 50% in favour, 50% against with no real conclusion (note that for some very complex and nuanced topics, such as type B topics, this is ok).

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Essay Component Introduction

Elements to include  Hook line  Definition (if relevant)  Thesis  Listing sentence  Relevancy sentence

Body Paragraphs

     

Point Example Explanation Rebuttal Rebut your rebuttal Link

Conclusion

  

Restate thesis Restate arguments used to ‘prove’ your thesis Comment on ongoing relevancy of issue

Structure #3: Basic argumentative (type A) essay structure using points for, points against and synthesis model

Overall aim of this structure: to present the reader with two opposing perspectives and then to consolidate these for the reader, persuading them to adopt one particular viewpoint. Pros of this structure: straightforward to write, relatively simple for the reader to follow (i.e. the reader is provided with multiple points for and against an idea/ topic/ perspective and then given a means of resolving the tension between these two conflicting perspectives); Can be used for both type A and type B quote sets with slight modification for a type B essay (see below); Efficient as you do not have to spend time rebutting the points in your paragraphs as you go but instead create a ‘synthesis’ paragraph. Cons: Can appear to lack evidence and persuasion (the reader may feel that one paragraph in favour of and one against your thesis is too brief to be convincing); Can also seem a bit 50% in favour, 50% against, especially if sufficient time is not spent on the synthesis paragraph; May make it more difficult to tie examples to discrete topic sentences and ensure that they are delivered and analysed effectively.

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Structure #4: Basic argumentative (type A) essay structure with incorporated rebuttals modified to suit a type B set of quotes Overall aim of this structure: to provide the reader with a point of view and to then provide evidence and explanations as to why this view is defendable and to do so in a self-reflective manner (i.e. so that the basic argumentative essay structure is modified for Type B essay use). Pros of this structure: simple, easy for the reader to follow, easy to add in personal examples to add a reflective quality to the essay whilst still actually communicating a thesis. Cons: not really any! Some people may find it difficult to avoid falling into a ‘pit’ of self-reflection and neglecting to analyse their reflections in relation to their thesis. This can be avoided by using the ‘layer cake’ method to select examples (more on this later, but this approach basically involves selecting one example that relates to yourself, a second that relates to others and a third that relates to a group of people/ community for use in each of your three body paragraphs).

Essay Component Introduction

Body Paragraphs Point/s for (i.e. in support of thesis)

Elements to include  Hook line  Definition (if relevant)  Thesis  Listing sentence  Relevancy sentence

     

Point/s for (i.e. in support of thesis)

     

Point/s for (i.e. in support of thesis

   

Point Example (*use a personal example as your first example) Explanation (*use first person to reflect upon this personal example) Rebuttal Rebut your rebuttal Link Point Example (*use an example relating to someone that you know) Explanation Rebuttal Rebut your rebuttal Link Point Example (*use an example relating to society) Explanation Rebuttal

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Conclusion

 

Rebut your rebuttal Link

 

Restate thesis Restate points raised for and against your thesis Restate how these opposing perspectives were resolved (i.e. restate synthesis) Comment on ongoing relevancy of issue

 

Structure #5: Basic argumentative (type A) essay structure using points for, points against and synthesis model modified to suit a type B set of quotes Overall aim of this structure: to provide the reader with two contradictory points of view and then to synthesise these to give the reader ‘a take home message.’ Pros of this structure: simple, fairly easy for the reader to follow (i.e. they are presented with multiple points for and against an idea/ topic/ perspective and then provided with a synthesis reconciling these two opposing perspectives); Can be used for both type A and type B quote sets with some modification for a type B essay (i.e. use personal examples); Time efficient as you don’t have to rebut your points as you go but instead create a ‘synthesis’ paragraph. Cons: Can appear to lack evidence and persuasion (the reader may feel that one paragraph in favour of and one against your thesis is too brief to be convincing); Can also seem a bit 50% in favour, 50% against, especially if sufficient time is not spent on the synthesis paragraph; May make it more difficult to tie examples to discrete topic sentences and ensure that they are delivered and analysed effectively.

Essay Component Introduction

Body Paragraphs Point/s for (i.e. in support of thesis)

Elements to include  Hook line  Definition (if relevant)  Thesis  Listing sentence  Relevancy sentence

     

Point Example (*use personal example to add reflective quality) Explanation Rebuttal Rebut your rebuttal Link

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Point/s against (i.e. against your thesis)

     

Synthesis



Point Example (*use personal example to add reflective quality) Explanation Rebuttal Rebut your rebuttal Link Explain how the opposing perspectives delivered in your body paragraphs may be resolved to arrive at a final conclusion

A word on creative structures for type B essays If you would like to employ a more creative approach to a type B set of quotes, it is important to remember that you must know the text type that you are utilising and what is expected of that genre. For example, if you would like to write a short story, you need to be familiar with the language features and conventions of a short story, such as descriptive language, characterisation and effective use of setting. There are plenty of useful online writing resources that can be accessed free of charge that you should consult if you are unsure of the expected elements of a particular creative format. A discussion of all the possible creative approaches to a type B essay is beyond the scope of this guide, but potential creative structures that you could experiment with include:       

short stories; poems; journal articles; scripts; letters; fictional newspaper/ magazine articles; and fictional letters to the editor.

An effective approach to ensuring that a creative piece still has an argument is to use one of the methods for planning an argumentative essay (such as the grid method), and then translating your thesis and sub-arguments into a creative format. You should experiment with a variety of creative styles and receive feedback on your creative essays before implementing a particular style of creative piece in the exam.

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Part 5 Writing your introduction: How to use your introduction as a roadmap for your essay This section will focus on how you can structure your introduction so that it functions as a plan for your entire essay. This will in turn help you to increase your efficiency, and give your essay excellent structure and readability.

What is the purpose of an introduction? A clear, engaging and well-structured introduction is critical to an effective essay. The introduction should not only act as a ‘road-map’ for your reader, warning them in advance about the areas that your essay will cover, but should provide a structure for you as the writer to constantly refer back to. Your introduction should ideally contain not only your thesis (a single sentence that sums up the argument/ contention that your essay will discuss/ explore), but also a sentence that summarises the main arguments that will be advanced in support of your thesis. You can refer back to both of these elements as you are writing your body paragraphs to ensure that you are staying on track and constantly advancing your thesis as you write. The introduction is also a critical opportunity to demonstrate to the marker that you were able to plan your essay in advance, showing foresight, organisation and clarity of thought.

How should I structure my introduction? There are multiple ways of structuring your introduction, and there is no single way that is ‘correct’. At a minimum, it must contain your thesis, and at best, it will provide the reader with the entire context that they need to enthusiastically read the rest of your essay. The most important thing for most GAMSAT candidates is that they do have a structure for their introduction and that they have practiced using this structure. Knowing all of the elements of your introduction by heart allows you to save time on the day (you really only want to be spending 2-3 minutes at most writing your introduction) and prevents you from labouring over the very first part of your essay rather than cracking on and getting into the meaty part (your body paragraphs!). Having a tried and testing method for writing your introduction also helps you to calm your own nerves and relax into the task of writing your essay, and also assists you in making a good first impression on the reader. If the marker has difficulty reading your introduction, or it lacks critical elements needed to inform them of the direction your essay will take, they may become frustrated and lose interest in the excellent arguments, examples and analysis present in your body paragraphs! So, in short, spending some time working on the skill of writing introductions is an excellent investment into your overall Section II mark.

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The basic ingredients of an introduction may be summarised as    

a 'hook' line (a sentence that intrigues the reader and helps to introduce the topic); a thesis statement; a listing sentence (forecasts to the reader the main arguments that you will advance to prove' your thesis); and a relevancy statement (tells the reader why you have elected to write about a particular topic/ why it is relevant to discuss).

The best way of wrapping your head around what makes a good introduction is to read some! The following are three examples of introductions for an essay on the theme of democracy.

Example 1 Democracy is a political system where every person has a say in who is in charge of leading the country. Democracy is a good system, but it also has lots of weaknesses. If we do not question the political system governing our community, leadership may continue to overlook the best interests of the people. Example 2 The recent election of Donald Trump has left many people questioning the efficacy of democracy as a political system. While democracy might have been an effective means of governing a community in Ancient Greece, it is an inadequate system for large, modern nations such as the United States, Canada and Australia. In exploring this idea, this essay will examine the origins of democracy as a political paradigm, discuss how democracy may be ineffective for sizeable modern nations, and offer alternatives to current democratic models that may better reflect the desires of large, contemporary nations. It is critical that we examine the utility of our political systems in order to progress and mature as both communities and nations. Example 3 Democracy is an excellent political system. Without democracy, people would not have a say in who is chosen to represent their views in parliament. This essay will explain why democracy is important and must always be protected. Activity: After reading the above introductions, ask yourself which one/s you prefer. Try to identify the strengths and weaknesses of each (write these down in the table below), including whether you have a clear idea of what the essay that corresponds with each would be about, and how the writer plans to communicate their argument. Also ask yourself what elements make each one engaging (or not!) and what you would add if you were to improve any of the examples. You can then compare the ideas that you wrote down with the discussion that follows.

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Strengths

Weaknesses

What I would add

Example 1

Example 2

Example 3

Discussion of above examples Example 1 Democracy is a political system where every person has a say in who is in charge of leading the country. Democracy is a good system, but it also has lots of weaknesses. If we do not question the political system governing our community, leadership may continue to overlook the best interests of the people. Strengths: A strength of this introduction includes the definition contained in the first sentence. This helps the reader to understand what the writer is referring to when they use the term 'democracy'. A definition sentence is not always necessary, but it can be useful in order to set the scope of a very complex or broad topic and limit it for the purposes of a very compact, Section II essay. The definition sentence here also acts as a nice 'hook' line for the reader (i.e. it helps to engage the reader and bring them onto the same page as the writer before a contention to this perspective is proposed). An additional strength is that this introduction does introduce a thesis (even though it seems to do so over two separate sentences, these being the last two) and explains to the reader why what they are about to read is important (the last sentence). Weaknesses: A major weakness of this introduction is the fact that while it does communicate a thesis to the reader, it does not explain how this thesis will be demonstrated or explored during the course of the essay. Adding in a 'listing' sentence that briefly summarises the topic sentences that will be contained in the body of the essay would be an easy way to significantly improve this introduction. An additional weakness is the main thesis statement itself ("Democracy is a good system, but it also has lots of weaknesses.") which lacks specificity and examples of a more sophisticated vocabulary. This statement could be changed to, "While democracy is a strong political system with many theoretical advantages, it also reveals many deficiencies including the inability to adequately represent the views of a large and highly diverse populous that is segregated into states." This latter version is stronger as it specifically directs the reader to the strengths and weaknesses of democracy rather than just mentioning them vaguely, and also helps to get the reader thinking about the issues that the essay will analyse in more detail.

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Example 2 The recent election of Donald Trump has left many people questioning the efficacy of democracy as a political system. While democracy might have been an effective means of governing a community in Ancient Greece, it is an inadequate system for large, modern nations such as the United States, Canada and Australia. In exploring this idea, this essay will examine the origins of democracy as a political paradigm, discuss how democracy may be ineffective for sizeable modern nations, and offer alternatives to current democratic models that may better reflect the desires of large, contemporary nations. It is critical that we examine the utility of our political systems in order to progress and mature as both communities and nations. Strengths: This introduction begins with an excellent hook line that is intriguing and topical (at least for the moment!). It also contains a clear thesis statement, a listing sentence that forecasts the ideas that will be advanced in support of the thesis, and explains to the reader why this issue is something important to read about. Weaknesses: Given that democracy is a rather expansive topic, the writer could have included a definition of 'democracy' for the purposes of their essay, but as noted above, this is not completely necessary. The writer could also have mentioned that in considering the proposed thesis, the essay would also look at opposing perspectives (rebuttals), but again, this is an 'icing on the cake' element and not 100 precent necessary.

Example 3 Democracy is an excellent political system. Without democracy, people would not have a say in who is chosen to represent their views in parliament. This essay will explain why democracy is important and must always be protected. Strengths: Again, this introduction contains an effective and engaging hook line which helps to build intrigue and introduce the topic to the reader. It also contains a clear thesis, and explains to the reader the ideas that will be covered. Weaknesses: While the writer has noted briefly what the essay will cover, there is no explicit link created between the thesis and the listing sentence, meaning that the third sentence is sort of 'floating' and not tied specifically to the sentence preceding it. This introduction could also be improved if the specificity of the ‘listing’ sentence was increased, such that the writer specifically noted the arguments that they would advance to prove their thesis. The writer could also have strengthened this introduction by explaining to the reader why it is important that they read about this ‘defence of democracy’ and how it relates to their own life as a contemporary individual.

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Supercharging your introduction This section includes more advanced sample introductions and discusses the elements they contain and how you can emulate these features to create a more intriguing prelude to your essay! Once you feel confident utilising the basic introduction structure (or one of the suggested variations!), the next step is to consider ways to ‘supercharge’ your introductions in order to add even more flair and interest to your essay. Your introduction is the first thing that the marker will read, so it pays to consider how you can utilise your introduction to assist your overall essay in standing out from the crowd. And, as noted in the previous section, there is no single ‘correct’ way of composing an introduction, provided that your introduction is efficient and concise, effective at communicating your thesis and forecasting your main arguments, and intriguing. You should feel free to experiment with different compositions and elements until you are writing introductions that you feel satisfied with!

Additional extras for introductions (the icing on the introduction cake) 

Definitions o Not essential, but can be useful in the setting the scope of extremely broad or complex topics such as a ‘the legal system’ or ‘democracy’ or ‘terrorism’ where it would be near impossible to deal with more than just a fragment or snippet of the overall topic; a definition can be used in your introduction to set the boundaries of the scope of your discussion for the purposes of a limited amount of words such as a GAMSAT essay. o Definitions can also be used where a particular term that you are going to use a lot (such as ‘marriage’ or ‘happiness’) may mean different things to different people, so you can use a definition in your introduction to flag to the reader what a particular word will be used to refer to in the context of your essay.



Rhetorical questions o Rhetorical questions may be used to engage the reader and ask them to consider a particular idea or scenario. You can even use a rhetorical question to communicate your thesis; however, in the interest of clarity, it may be better to save rhetorical questions for your ‘hook’ line to avoid the reader questioning whether there is indeed a sentence in your introduction that represents a thesis statement. Rhetorical questions can of course be used at other points during your essay where appropriate (see Part 6 on structuring your body paragraphs).



Quotes (either direct or paraphrased) o You can reference the stimuli either directly (using direction quotation marks) or by paraphrasing (conveying the idea present in a quote using your own words) as a way of prefacing or hinting to the reader what your essay will be about. You can also reference a quote and in doing so, communicate a thesis statement of sorts. o Using one of the quotes as your thesis statement without much modification is fine to do (and a particularly useful tactic if you are having a lot of trouble generating a thesis of your own) but be extremely cautious of customarily employing this approach as it does not necessarily teach you to think creatively in terms of coming

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o

o



up with a novel thesis statement, and may overly restrict the scope of ideas that you are able to discuss in your essay (i.e. cause your thesis statement to be too narrow). Additionally, bear in mind that while everyone can copy a sentence and directly quote something, not everyone can translate a complex statement or idea into their own words, so always practice paraphrasing the quotes rather than just regurgitating them into your essay word for word (whether in your introduction or elsewhere!). Another slight word of caution relates the practice that some GAMSAT students may develop of writing a quote above their introduction. If you are doing this when you practice simply for the benefit of someone reading it (i.e. so that they know what quote/ quotes you have based your essay on) or for your own benefit, that is completely fine; however, if you are planning on doing this in your actual GAMSAT essay, this may be problematic for a couple of reasons. The first is that it gives the impression that your essay is only really concerned with the ideas contained in the quote you have included (it’s ok if your thesis really is focused only on the quote/s but not so great if your thesis actually represents a deviation from, or expansion of, the quote/s). The second is that many of the quotes given as stimuli in the GAMSAT actually do read a little (or a lot!) like thesis statements, meaning that the reader may be confused as to whether the quote represents your thesis, or whether another sentence in your introduction does. Take home message: it might be better to paraphrase the quote in your intro rather than adding a ‘floating quote’ above your intro as you will demonstrate the ability to put someone else’s statement into your own words and have more flexibility in terms of how the reader perceives the relationship between the quote and your thesis.

Allusions to rebuttals o Similarly to the way in which you can use a ‘listing’ sentence in your introduction to forecast the ideas that you will advance in support of your thesis, you can also allude to the fact that you will cover rebuttals to your thesis. This is by no means essential, however it can give completeness to your introduction and also communicates to the reader that you planned to consider alternative perspectives prior to even commencing the body of your essay.

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The following gives an example of a (slightly!) more complex introduction than the ones discussed above and discusses its elements.

Example 4 (Topic: terrorism) Have you ever considered that your own psychological reaction to terrorist acts is perpetuating the notion of terrorism and contributing to its effectiveness? Terrorism has become an increasingly common term in the 21st Century and, for the purposes of this essay, will be used to refer to acts of violence committed against members of the public underpinned by political motives. This essay will argue that terrorism as an entity is being fuelled by Western societal reactions to so called terrorist acts which, contrary to popular belief, actually impair public safely rather than protecting it. In exploring this perspective, this essay will address the notion that terrorism is not a novel concept but rather a longstanding feature of human society, the role of modern technology in disseminating psychological reactions to terrorist acts and potentially more beneficial ways to react to the phenomena of terrorism in order to facilitate peace. Given the current global political climate, it is now more important than ever to critically evaluate how we respond to terrorism. Discussion of example 1 In terms of ‘optional extras,’ this introduction begins with a rhetorical question that acts as a hook line. Have you ever considered that your own psychological reaction to terrorist acts is perpetuating the notion of terrorism and contributing to its effectiveness? This is an example of how a rhetorical question may be used to ask the reader to consider an idea before launching into your introduction. Note that while there are similarities between the rhetorical question and the thesis statement (highlighted in blue) in the above introduction, they are subtlety different in that the rhetorical question asks the reader to consider an idea in quite general terms, while the thesis statement specifically describes the direction of the essay and the conclusion that the writer is working towards. The second optional extra is found in sentence 2 which contains a definition that helps to establish the scope of the term ‘terrorism’ for the purposes of the essay. Terrorism has become an increasingly common term in the 21st Century and, for the purposes of this essay, will be used to refer to acts of violence committed against members of the public underpinned by political motives. Note that the definition that you provide does not necessarily have to reflect a dictionary definition word for word, as long as it is accurate and ascribes the meaning that you as the writer would like the term to have. Again, this is not something that your introduction must include, and it may appear clunky if used for a topic where the meaning of the word is very obvious and the reader could not possibly have any doubt as to what you are referring to.

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Part 6 Structuring your body paragraphs: How to write excellent body paragraphs This section will cover the PEEL method for structuring your body paragraphs, in addition to more sophisticated variations of this method. This section will also include sample paragraphs and, as always, explanations covering the strengths and weaknesses of each. Lastly, this section will cover ways that you can effectively ‘supercharge’ your body paragraphs. Let’s begin!

Why is paragraph structure important? A paragraph is a paragraph, right? Not really! While there are lots of different ways of composing an effective paragraph within a piece of writing, there are a few simple principles that you can follow to ensure that your paragraph actually makes a point and is easy and enjoyable to read. While writing clear and concise paragraphs is useful in all literary settings (well, almost all!), in the context of a GAMSAT essay, it is critical that you use your words wisely and use effective paragraph structure to your maximum advantage. Additionally, given that your body paragraphs make up the bulk of what you will write in Section II, it is paramount that you support an effective introduction and conclusion with strong body paragraphs that are clear and captivating, and build upon your thesis to strengthen the overall argument delivered in your essay. You might have the most innovative and engaging thesis of all time, but if it is not argued via the use of effective body paragraphs, the overall quality of your essay will be compromised. Conversely, a candidate with an incredibly simple thesis may be able to score extremely well if they use clear, concise and well-structured paragraphs to explore the nuances of an idea that is, overall, quite straightforward.

What is the purpose of each paragraph? In the context of a type A (i.e. argumentative essay), the purpose of each paragraph is essentially to communicate one main idea that relates to your thesis. Slight exceptions to this rule include in the setting of a type B essay (although each paragraph should still really communicate some kind of idea that relates to the overall message of the creative piece), and in relation to rebuttal paragraphs. In the latter case, the purpose of the paragraph is to communicate perspectives that either disagree or represent alternatives to your thesis (for more on this, see Part 7, which explains the ins and outs of rebuttals).

How many paragraphs should I be aiming for? This is a question that many GAMSAT candidates ask, and unfortunately, there is no clear answer. Especially when they first start practicing for Section II, some students may feel as though getting through just two body paragraphs within time is a stretch, while others may feel quite comfortable aiming for three or even four body paragraphs. The amount of paragraphs that you are able to cover within the allocated time depends upon a number of factors (including but not limited to) how fast you write, how quickly you formulate your ideas, how long you require to plan your essay, how concise your writing style is and how comfortable you are with running extremely close to time in terms of finishing your essay. At the end of the day, if each of your body paragraphs represents an idea that supports your thesis, delivering three supporting ideas via three body paragraphs will be more persuasive than if you only deliver two ideas via two paragraphs. Additionally, there are some psychological theories that seem to suggest that the human brain enjoys groups of threes, and will find three forms of evidence that

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lead to a particular conclusion more persuasive than just two. And remember, the creators of the GAMSAT have created a task (i.e. Section II) that is extremely difficult for many people to complete within an hour or so. One interpretation of section II of the GAMSAT is that candidates are effectively being forced practice the task of composing an essay that most people would struggle to compose within just half an hour. Accepting this fact (and realising that this is how other people sitting the GAMSAT may see the test) will assist you in worrying less about how hard it will be to cover three (or even four points) in the course of your essay and focusing more on ways and means of doing this. Remember, the GAMSAT is not asking you to write the type of essay that you may have produced during high school or university.

How can I structure my paragraphs? As noted earlier, there is no single, ‘correct’ way to structure your body paragraphs. For some people, paragraph structure seems to come naturally, in the sense that they seem to automatically move from a general idea, into the specifics of that idea, and then back to how that idea fits into the overall picture of their essay. For others, however, paragraph structure can be confusing and a source of significant inefficiency. Especially when you first start doing practice essays as part of your preparation for the GAMSAT, it helps to have a structure that you can follow when you are writing and use when reviewing your completed essays. Feel free to source any structure that you like, so long as it makes sense to you and you feel comfortable utilising it. This guide utilises the PEEL method. The PEEL method is a common technique for structuring body paragraphs. It is often taught during high school and sometimes as part of academic writing subjects or courses offered by universities. It is basically a simple method for moving from something general to something specific and then back from specific to general again during the course of a body paragraph.

The PEEL method can be remembered as the acronym ‘PEEL’ (obviously). P stands for ‘point’ (which actually means ‘topic sentence’) E stands for ‘example’ (which actually means ‘example’) E stands for ‘explanation’ (of your example) L stands for ‘link’ (to your thesis)

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Let’s break all that down a bit using some examples. Paragraph component

Purpose

Examples (using the ‘apples are better than oranges’ and ‘trust is necessary for relationships’ theses)

Point

This is the first sentence of your paragraph and its purpose is to convey to the reader what the overall point (i.e. idea or argument) contained in your paragraph is.

Apples are better than oranges because they are more portable.

Example

Explanation

This is the second sentence of your paragraph and its purpose is to deliver evidence in the form of an example (may be real or hypothetical) that supports the idea or argument contained in your topic sentence.

This is the third sentence of your paragraph and its purpose is to explain to the reader how the example that you have just provided actually supports the idea or argument contained in your topic sentence.

Trust is important in human relationships because it allows individuals to reveal their true selves and thus form stronger interpersonal connections. Evidence of the portability of apples over oranges may be seen in the fact that more people tend to carry apples than oranges with them as a snack, and the fact that apples are commonly packed in school lunch boxes because they can be eaten without a knife. For example, a person who is in a relationship with a person they trust is more likely to share information about themselves that allows them to identify shared interests, experiences and beliefs between themselves and their partner which can be built upon. The fact that more people customarily carry apples with them, and the fact that they are considered a lunch box staple whereas oranges are not, suggests that in terms of their convenience, apples are a superior fruit.

While this may seem obvious, it is essential that you do not leave the writer to make the link This hypothetical exemplifies

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the profound effect that the presence of trust can have on the development of emotional bonds between individuals that act as foundations for meaningful and enduring relationships. This is the final sentence of your The significant portability paragraph and its purpose is to of apples over oranges is just link the idea or argument one of the many factors that contained in your topic place them above oranges. between your example and main idea of the paragraph (you must provide this link for them).

Link (to thesis)

sentence (and evidenced via your example and explanation) to your overall thesis (i.e. the thesis that you introduced in your introduction).

The essential role of trust in allowing people to form interpersonal relationships offers strong support for the important role of trust in our connections with others and suggests that significant isolation may result if trust is not present.

Wait, but that is only four sentences per paragraph…that can’t be correct! The beauty of the PEEL structure is that it does make it possible to construct a body paragraph that is composed of only four sentences! Utilising this method allows you to convey all of the essential ingredients of a paragraph, whilst still creating flow between your sentences and moving from the general to the specific and back to general again. As you will see in the following sections, there are ways that the basic PEEL structure may be modified in order add additional elements (such as extra examples and rebuttals) which in turn do add more sophistication and persuasiveness to your paragraph and increase the basic four sentence structure to approximately six or seven sentences. The essential point, however, is that you CAN simply stick to the basic four sentence structure, especially when you first start practicing, in order to practice writing concisely and being able to compose three (or even four!) body paragraphs. One of the main reasons that candidates feel that they are unable to write more than two body paragraphs is because their body paragraphs are actually far too long. Forcing yourself to stick to a very ‘bare bones’ structure will help you to remind yourself of what the core elements of a paragraph are and assist you in avoiding ‘paragraph padding’ (i.e. additional sentences that are not really necessary on the grounds that they are unlikely to be awarding you more marks).

How many examples per paragraph should I be aiming for? In terms of the basic PEEL structure, one example per body paragraph is sufficient. Sometimes it can be more effective to describe and explain a single example well rather than attempting to cover multiple examples (especially when you are practicing writing concise paragraphs with the aim of getting to the stage where you are able to write three body paragraphs within time). Circumstances in which it is useful to use multiple examples per paragraph, and how to achieve this, are covered below in ‘how can I vary the PEEL method’.

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How can I vary the PEEL method? The PEEL method is a great place to start, especially if you are a person who has a tendency to write fairly verbose paragraphs and want to train yourself to get back to basics and improve your essay speed. There are, however, ways that the basic PEEL structure can be easily modified to add sophistication and persuasiveness to your body paragraphs.

Variation #1: The PEERRL variation PEERL stands for ‘point, example, explanation, rebuttal, rebuttal of rebuttal, and link’. This structure can be used if you would like to experiment with incorporating your rebuttals into your body paragraphs rather than addressing them in a separate ‘rebuttal’ paragraph. The advantages of doing this include the fact that you never have to ‘revisit’ you rebuttals (because you are doing them as you go) which can help reduce your mental load during your essay, and the flexibility you gain in terms of examining conflicting or alternative perspectives to your thesis alongside the ideas or arguments contained in your body paragraphs. Arguably, this is a more sophisticated method of composing your body paragraphs and demonstrates greater synthesis and overall writing technique to the examiner. The advantages and disadvantages of addressing your rebuttals within your body paragraphs (or in separate paragraph) are covered in more detail in Part 7 which deals specifically with rebuttals. Essentially, however, the PEERL method involves adding in an additional sentence after your explanation sentence that presents an alternative or conflicting perspective. After introducing this perspective, you then rebut it in your next sentence (i.e. rebut you rebuttal). After doing this, your final linking sentence also aims to resolve the tension that you have created in your body paragraph (i.e. between the arguments introduced in your topic sentence and the alternative or conflicting idea introduced in your rebuttal sentence). Your linking sentence also aims, as usual, to tie what has been argued in the paragraph back to the overall thesis of your essay. The following table demonstrates how to implement the PEERRL format for body paragraphs (note that the first three sentences, and the final sentence, are the same as for the standard PEEL format broken down in the table above).

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Paragraph component

Purpose

Examples (using the ‘apples are better than oranges’ and ‘trust is necessary for relationships’ theses)

Point

This is the first sentence of your paragraph and its purpose is to convey to the reader what the overall point (i.e. idea or argument) contained in your paragraph is.

Apples are better than oranges because they are more portable.

Example

Explanation

This is the second sentence of your paragraph and its purpose is to deliver evidence in the form of an example (may be real or hypothetical) that supports the idea or argument contained in your topic sentence).

This is the third sentence of your paragraph and its purpose is to explain to the reader how the example that you have just provided actually supports the idea or argument contained in your topic sentence.

Trust is important in human relationship because it allows individuals to reveal their true selves and thus form stronger interpersonal connections. Evidence of the portability of apples over oranges may be seen in the fact that more people tend to carry apples than oranges with them as a snack, and the fact that it is commonly packed in school lunch boxes because it can be eaten without a knife. For example, a person who is in a relationship with a person they trust is more likely to share information about themselves that allows them to identify shared interests, experiences and beliefs between themselves and their partner which can be built upon. The fact that more people customarily carry apples with them, and the fact that they are considered a lunch box staple whereas oranges are not, suggests that, in terms of their convenience, apples are a superior fruit.

While this may seem obvious, it is essential that you do not leave the writer to make the link This hypothetical exemplifies between your example and the profound effect that the main idea of the paragraph (you presence of trust can have on must provide this link for them).

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Rebuttal

Rebuttal of rebuttal

the development of emotional bonds between individuals that act as foundations for meaningful and enduring relationships. Despite the greater If you are using the PEERRL structure, your rebuttal portability of apples sentence is the fourth sentence compared to oranges, some of your paragraph. Its purpose is people might argue that to convey to the reader an cutting an orange before alternative or conflicting packing it as a snack is an position to your thesis. easy way to overcome the greater logistical concerns associated with eating an orange. Conversely, some people might argue that strong relationships can form in the absence of trust, and that a certain level of anxiety may actually promote individuals to confide in each other even when trust is not present, which in turn facilitates the development of interpersonal relationships. However, on the whole, it is If you are using the PEERRL structure, your rebuttal of difficult to ignore the fact rebuttal sentence is the fifth that an apple can simple be sentence of your paragraph. Its eaten anywhere at any time, purpose is to resolve the without any prior tension that you have created preparation. between your own perspective Despite this perspective, (i.e. the argument or idea however, it would appear that, contained in your topic sentence) and the conflicting or on the whole, the presence of alternative argument that you trust appears to facilitate the have introduced in your rebuttal development of enduring sentence. Note that rebutting relationships, whilst a lack your rebuttal does not trust seems to hinder lasting necessarily mean ‘proving’ that interpersonal connections. your argument is correct despite your rebuttal; it can simple mean acknowledging that a position different from your own exists and suggesting ways that this conflict or disparity could be dealt with

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Link (to thesis)

(see Part 7 concerning rebuttals for more on the degree to which you need to rebut your rebuttals). This is the final sentence of your paragraph and its purpose is to link the idea or argument contained in your topic sentence (and evidence via your example and explanation) to your overall thesis (i.e. the thesis that you introduced in your introduction).

The significant portability of apples over oranges is just one of the many factors that place them above oranges. The essential role of trust in allowing people to form interpersonal relationships offers strong support for the role of trust in our connections with others and suggests that significant isolation may result if trust is not present.

Variation #2: Multiple examples per paragraph Another way of varying the standard PEEL method is to include more than just one example per body paragraph. Remember that your example is your evidence of the idea or argument contained in your topic sentence, which is in turn aimed at ‘proving’ your overall thesis. Phew. And, remember what we discussed earlier about the brain liking groups of threes? Well, that same idea applies here. While sometimes it is more effective to include only a single example (such as when your example is quite complicated or difficult to describe and explain), in other contexts, it can be extremely useful to include multiple examples that support the argument or idea contained in your topic sentence. Situations where multiple examples are useful include when your argument or idea is quite simple but can actually be seen in lots of contexts. For example (no pun intended), if my topic sentence was ‘technology is impacting on many areas of our lives and causing an overall decrease in the amount of physical activity we participate in’, there are plenty of examples that I could cite as evidence of this argument, including personal and public means of transport, home appliances that reduce physical labour, and technologies such as the internet which allow us to engage with others without having to leave our homes or workplaces. These examples are quite easy to think of, and given that my argument is that multiple areas of our lives are being impacted by technology with the result of reducing our overall physical activity, I can make this point more persuasively by providing the reader with multiple examples. Being able to generate and list multiple examples of an argument that you are making is also an excellent skill to develop because it allows you to think of a variety of examples and pick the best one (or ones) to include in your body paragraphs, rather than just citing the first example of your argument that pops into your head (which may be slightly obscure, or just generally not the strongest example of the point that you are trying to make). Experiment with including multiple examples where you think it is appropriate, so that you can add persuasiveness and variety to your Section II essays. Note that the PEERRL variation can be used in conjunction with the multiple examples per paragraph variation.

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How does all this advice regarding body paragraphs apply to type B essays? As always, the answer depends on a few things! Type B ‘essays’ may follow the style of an argumentative essay (i.e. a type A essay), or they may resemble more reflective and/ or creative styles such as journal articles or short stories. And, even if they do follow a more creative format, they still need to contain paragraphs, and each paragraph should attempt to deal with a single, overarching idea. Of course, in a reflective piece, the ideas and/or arguments may ‘meander’ somewhat (i.e. the piece may move from one idea to another quite fluidly, and multiple ideas may be covered in a single paragraph). It is important to note, however, that a type B essay should still attempt to deliver an overall idea or argument to the reader (in other words, it should still have a thesis). This means that it still makes a lot of sense to divide a more creative or reflective piece up into discrete paragraphs which are easy for the reader to follow. In the setting of a more creative piece, you might consider dividing the text by changes in time (for example, the first paragraph might be set in the present, while the second paragraph might be set in the past), by voice (for example, the first paragraph might be written in the first person, whilst the second paragraph might be written in the third paragraph), or even by subject matter (for example, in a creative piece centred around the theme of trust, the first paragraph might deal with how the ability to trust may be influenced by early life experiences, whilst the second paragraph might reflect upon the role of trust in relationships). In terms of whether you need to stick to the PEEL method, this is really a matter of personal choice, and depends upon the style of creative or reflective piece that you are embarking upon. If you are simply attempting to write a reflective piece that is largely similar in overall structure and style to a type A argumentative essay, you can utilise the PEEL structure but write in first person and utilise examples from your own life, and the lives of others, and ‘reflect’ rather than explain in your third sentence. The following table contains an example of how you might write a body paragraph for a type B essay centred on the topic of trust utilising a slightly modified version of the PEEL method that has the effect of creating a more reflective essay. Paragraph component

Purpose

Example (assuming that this is a type B essay on the topic of trust)

Point

This is the first sentence of your paragraph and its purpose is to convey to the reader what the overall point (i.e. idea or argument) contained in your paragraph is.

Example

This is the second sentence of your paragraph and its purpose is to deliver evidence in the form of an example (in this case this will be an experience that you or a person you know has had) that supports the idea or argument contained in your topic sentence.

I believe that trust is important in human relationship because it allows individuals to reveal their true selves and thus form stronger interpersonal connections. Reflecting back on my own life, I realise that in circumstances where I have trusted another person, I have been more likely to share information about myself which has allowed me to identify shared interests, experiences and beliefs

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Explanation

Link (to thesis)

This is the third sentence of your paragraph and its purpose is to explain to the reader through reflection how the example that you have just provided actually supports the idea or argument contained in your topic sentence. As noted previously, it is essential that you do not leave the writer to make the link between your example and main idea of the paragraph (you must create this link for them). This is the final sentence of your paragraph and its purpose is to link the idea or argument contained in your topic sentence (and evidenced via your example and explanation) to your overall idea/ argument contained in your reflective piece.

between myself and the other person. This experience suggests to me that the presence or absence of trust can have profound effects on the development of emotional bonds between individuals, and indicates that trust acts as a foundation for meaningful and enduring relationships.

The essential role of trust in allowing people to form interpersonal relationships offers strong support for the role of trust in our connections with others and suggests that significant isolation may result if trust is not present.

In terms of type B essays, it should be noted that you can of course employ the variations on the PEEL method discussed above (i.e. the PEERRL and multiple examples per paragraph variations).

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Part 7 Rebuttals: How to strengthen your argument by considering contrary points of view This section will start by examining what is meant by the term ‘rebuttal’, before moving on to a discussion of how candidates can conceptualise this element of their essay. This section will also discuss why including rebuttals actually strengthens your argument and the important role of rebuttals in allowing candidates to demonstrate empathy and an awareness of multiple view points. We will then cover ways of generating rebuttals, structurally integrating rebuttals into your essay, and dealing with the concept of rebuttals in the context of a type B essay.

What is a rebuttal? Simply put, a rebuttal is a perspective that conflicts with (i.e. is different to) your thesis. The following table gives examples of simple thesis arguments and possible rebuttals to such theses. Note that the examples are designed to flow from less to more complex thesis statements and rebuttals, and the final example is intended to replicate a type B thesis and corresponding rebuttal.

Thesis Apples are better than oranges. Technology has a detrimental effect on human health. The Australian legal system must undergo reformation in order to promote more just and timely outcomes for individuals and the community at large. A strong sense of individual identity is needed to develop enduring interpersonal connections.

Rebuttal Apples are not better than oranges. Technology has a positive effect on human health. The current Australian legal system in the best model available for dealing with diverse and complex dilemmas and effectively serves both individuals and the community at large. Enduring interpersonal connections can develop in the absence of a strong sense of individual identity.

You can rebut your thesis as a whole (as has been done in the table above), or you can rebut the individual arguments contained in your topic sentences. How to choose between the former and latter approaches, and how to integrate your rebuttals, will be addressed in the following sections.

So can I only include perspectives that are the opposite of my thesis? Not at all! While the term rebuttal kind of implies that what you are looking to demonstrate is awareness of opposing arguments to your thesis, in reality, the whole point of the concept of including rebuttals is to show awareness of points of view that are different to yours. This means that you can (and should!) consider including points of view that may represent alternative (rather than opposite) perspectives to your own. The following table gives examples of rebuttals that represent conflicting perspectives, in addition to rebuttals that represent alternative but not necessarily conflicting perspectives.

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Thesis

Apples are better than oranges.

Technology has a detrimental effect on human health. The Australian legal system must undergo reformation in order to promote more just and timely outcomes for individuals and the community at large. A strong sense of individual identity is needed to develop enduring interpersonal connections.

‘Conflicting’ rebuttal (i.e. a viewpoint that represents an opposing view)

‘Alternative’ rebuttal (i.e. viewpoint that represents an alternative but not necessarily opposing view) Apples are not better than It is not necessarily oranges. valuable to evaluate the logistical practicalities of two objectively nutritious fruits. Technology has a positive Technology impacts human effect on human health. health as much or as little as we allow it to. The current Australian The legal system may legal system in the best require reform over the model available for dealing coming years, but it is with diverse and complex important to acknowledge dilemmas and effectively the difficulty of achieving serves both individuals and ‘justice’ and how the the community at large. meaning of justice is itself subjective. Enduring interpersonal Individual identity is most connections can develop in likely helpful in forming the absence of a strong sense interpersonal connections, of individual identity. but it is only one of many factors necessary for enduring relationships.

How does including rebuttals strengthen my essay as a whole? Many people often find it counterintuitive to acknowledge perspectives that conflict with their thesis in order to create a more persuasive essay. While it may seem as though acknowledging how someone would disagree with your thesis would reveal the weaknesses of your argument, acknowledging conflicting perspectives actually makes your overall essay far more persuasive. Why? Because demonstrating that you have thought in advance about how someone would disagree with what you are saying and how you would deal with this demonstrates to the reader that your perspective is well-reasoned, comprehensive and empathetic. If you take nothing else away from this guide, remember that being able to demonstrate understanding of and compassion for others who may not share your perspective is a critical skill that you should seek to demonstrate in the GAMSAT. The critical part of rebuttals, however, is to remember to rebut your rebuttals. If you explain your argument, and then note how someone would disagree, the reader is left wondering which point of view they should adopt. By rebutting your rebuttals you explain to the reader clearly how to deal with this conflicting perspective that you have introduced, and also demonstrate that even in the presence of a conflicting view point, you can still convey to the reader why they should adopt your perspective (or at least see validity in it!).

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The following gives two examples of body paragraphs (one in which the rebuttal has not been rebutted, and one in which the rebuttal has been rebutted).

Example 1 (rebuttal that has not been rebutted) People must first understand themselves before they can enter into enduring relationships with others. For example, a person who has not come to accept their own personal characteristics may feel anxious and insecure, and unable to reveal their true self to others. This in turn leads to an inability to identify shared beliefs, experiences and ideals with others, and in turn fosters relationships that lack a solid foundation and may be vulnerable to deterioration. Conversely, some people may argue that it is indeed possible to form strong, enduring interpersonal relationships even when you do not know yourself. From this, we learn that a strong sense of self is critical to forming meaningful relationships. Example 2 (rebuttal that has been rebutted) People must first understand themselves before they can enter into enduring relationships with others. For example, a person who has not come to accept their own personal characteristics may feel anxious and insecure, and unable to reveal their true self to others. This in turn leads to an inability to identify shared beliefs, experiences and ideal with others, and in turn fosters relationships that lack a solid foundation and may be more vulnerable to deteriorating. Conversely, some people may argue that it is indeed possible to form strong, enduring interpersonal relationships even when you do not know yourself. Even if people are able to form relationships in the absence of trust, this may be due to personal characteristics other than a strong sense of self that they possess, such as confidence or openness, which may compensate for a lack of self-understanding and enable relationships to develop. From these examples, we learn that on the whole, a strong sense of self is critical to forming meaningful relationships. Discussion of Examples 1 and 2 (above) In example 1, although the writer has done well to integrate an opposing viewpoint into their paragraph (sentence four), they do not resolve the tension between the arguments contained in their topic sentence (i.e. that a strong sense of self-identity is important to lasting relationships) and the opposing argument that they introduce as a rebuttal (i.e. that enduring interpersonal relationships can be formed in the absence of a strong sense of self-identity). This leaves the reader somewhat confused as to which perspective they should adopt. In the second example, the writer includes an additional sentence in which they resolve the conflict between their topic sentence and their rebuttal, which has the effect of clearly delineating to the reader which perspective they should adopt (i.e. the perspective contained in the topic sentence). This makes the overall paragraph for more persuasive, and demonstrates the ability to introduce a conflicting perspective to the reader and yet still have the reader conclude that the thesis advanced by the essay is the preferable perspective. Note that the final linking sentence has also been modified slightly in the second example to better accommodate the rebuttal and rebuttal of rebuttal sentences.

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How do I think of rebuttals? Many candidates find it challenging to think of rebuttals to their thesis and the arguments that they advance in their body paragraphs. Oftentimes this difficulty may come from the fact that the perspective they have adopted is actually not argumentative enough (i.e. it is too neutral, and therefore it is very difficult to think of conflicting perspectives). If your thesis is in fact argumentative enough, yet you are still finding it difficult to think of rebuttals to your thesis, there are some simple strategies that can help.

Strategy #1: ‘Flip’ or reverse your thesis Simply reversing your thesis statement so that it represents the ‘opposite’ statement can allow you to automatically generate a rebuttal to your thesis. For example, if your thesis is

Imagination is necessary for human happiness your ‘flipped’ thesis is

Imagination is not necessary for human happiness. Even though someone might disagree with one of the finer points of your argument, this is effectively what they would be arguing if they were to directly contradict your thesis. The next step is to identify why someone might hold the ‘flipped’ (i.e. opposite perspective) and integrate this into your essay.

Strategy #2: Imagine that your thesis is the subject of a ‘think tank’ If the above strategy does not work for you, try imagining that your thesis is the subject of a think tank discussion, where various individuals each with unique beliefs, experiences and perspectives offer an opinion on your thesis. Some people, especially those whose context is similar to yours, might agree with your thesis, whilst others, especially those operating from a different contextual viewpoint, might disagree with you. Others still might suggest how your opinion could be modified, and they might provide alternative ways of looking at the argument or dilemma that you are exploring. You can then pick and choose the most interesting and relevant contributions from this think tank for inclusion as rebuttals in your essay.

Strategy #3: Try to recall why you might have been hesitant to adopt your thesis in the first place Remember that little voice in your head back when you were first brainstorming your thesis? You know, the voice that says, ‘um, but if you were to argue that someone else would just say this in response…’? Well, those weaknesses that you could see in your thesis when you were first trying to decide whether you should structure your essay around it are one of the most powerful resources you have for identifying possible rebuttals to your arguments. You can use the weaknesses that you can see in your own argument to readily form rebuttals and actually strengthen your overall argument by finding ways to reason around these weaknesses and explain to the reader why your argument still holds merit.

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How do I integrate rebuttals into my essay? Once you have identified possible rebuttals to your overall thesis and to the specific arguments that you present in your body paragraphs (i.e. the ideas and arguments contained in your topic sentences), the next step is to integrate these into your essay. As discussed earlier in this guide, there are two ways of doing this: the first is by including an additional body paragraph that deals with your rebuttals (which may relate to your overall thesis or to more specific arguments contained in your body paragraphs), and the second is to integrate your rebuttals into your body paragraphs (more suited to rebutting the specific arguments contained in your body paragraphs rather than your overall thesis). It is a good idea to experiment with both approaches in your preparation for Section II in order to determine the best way of integrating your rebuttals into your essay! (Note that both of the following approaches are deconstructed in Part 6 concerning body paragraphs.)

Option #1: Separate rebuttals paragraph This approach involves writing an additional body paragraph (in addition to your three or four other body paragraphs that present arguments in favour of your thesis) that deals with your rebuttals. This approach has the advantage of allowing you plenty of flexibility in terms of how you approach your rebuttals; by placing your rebuttals in a separate paragraph, you are arguably better placed to freely choose between rebutting your thesis as a whole and/ or rebutting the specific arguments advanced in your body paragraphs. You can even choose between rebutting some or all of the arguments contained in your body paragraphs, and you can choose how much time you spend on particular opposing or alternative arguments. The disadvantage of this approach is that you do have to remember to address your rebuttals after you have completed your body paragraphs, and allocate adequate time to do this. Additionally, if you think of a rebuttal as you are writing your body paragraphs you need to remember this for later rather than just dealing with it at the time.

Option #2: Integrated rebuttals (the PEERRL method) This approach involves incorporating your rebuttals into your body paragraphs, so you are effectively explaining your argument to the reader and then providing them with a conflicting perspective and then explaining to the reader why they should still side with your argument (i.e. rebutting your rebuttal). This approach has the advantage of being time-efficient because you do not have to ‘revisit’ your rebuttals later in your essay and may be easier in the sense that you are writing your rebuttals as you think of them whilst composing your body paragraphs. This approach also allows you to more easily compare and contrast your perspective with alternative viewpoints, and arguably is a more sophisticated way of examining and exploring the grey areas of a complex and nuanced topic that does not necessarily invite distinct ‘for’ and ‘against’ positions. A disadvantage of this approach is that you do need to avoid spending roughly the same amount of time on your rebuttals as you do on your own argument as your essay may become a little too much like a discussion and end up not really presenting an argument at all.

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Are rebuttals relevant to type B essays? Most definitely! Many candidates overlook the need to demonstrate an awareness of conflicting perspectives when constructing type B essays. Simply because an essay may be more reflective in style does not mean that the only perspective you are seeking to communicate is your own. Given that the subject matter of type B essays (e.g. imagination, love, trust, religion etc.) is typically subjective, it is essential that you demonstrate the ability to empathise with perspectives that are not only slightly but vastly different from your own, and the most effective way of doing this is by incorporating rebuttals. In this setting, a rebuttal is not so much an opposing argument, but an acknowledgement of how someone could easily disagree with your perspective and the reasons why they might do so. Additionally, the need to rebut your rebuttals is potentially not as important in the setting of a type B essay, as for many type B themes, it may be just as effective to explain why or how someone might hold a conflicting perspective, and to consider the strengths and weakness of such a perspective, as it is to demonstrate why such a view is ‘wrong’. Also, remember that alternative perspectives can and should be creatively included in formats such as short stories, letters or journal articles.

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Part 8 Putting it all together This section will look at in the ins and outs of putting together all of the techniques described in this guide and creating an essay that is not just made up of discrete components, but that flows well and is coherent and persuasive. This section will address the importance of fluid transitions between your body paragraphs and how to create them, how to add variety to your writing by using a range of sentence structures, and how to minimise grammatical and syntactical errors in your essay.

Fluid transitions What is meant by ‘fluid transitions’? Fluid transitions are smooth and logical transitions between different ideas within a piece of writing. One of the aims of excellent writing is to ensure that you guide the reader as they move between the ideas that you are conveying to them, rather than the reader having to work hard to follow your train of thought and understand how you got from one idea to another. Of course, there is a medium ground between no transitions and excellent, fluid transitions, and many GAMSAT candidates fall into this middle ground. Often, many people fail to ensure that there are fluid transitions not only between their body paragraphs, but between their own ideas and their rebuttals within their body paragraphs.

Why are fluid transitions important? Guiding the reader as they move through your essay is important because you want to make it as easy as possible for the reader to follow your ideas. While you may know clearly how idea A connects to idea B, this may not be as obvious to the reader. For example, if you believe that childhood is an important time because it is during this time that we form our values and beliefs, if you state that missing out on your childhood is a bad thing, and then state that adults who miss out on their childhood lose the opportunity to adequately develop their values and beliefs, the reader may not understand exactly how these ideas are connected unless you create a transition that explains how these statements are linked. Oftentimes when we write, we as the author know what we mean but the reader may be left in the dark. It can also be easy to follow subconscious thought processes that are occurring in your mind as you compose your essay and not actually articulate these as you write. For example, you might assume that many people believe that trust is important for strong interpersonal relationships, so you might never actually explain this assumption which might actually underlie the basis of your entire thesis, and thus your essay may lack flow and coherency. Fluid transitions are also important from the perspective of demonstrating to the marker that you have the ability to smoothly transition from one idea to the next, even if your argument is relatively straight forward. Remember that a GAMSAT essay is effectively a miniature showcase of your writing ability, and thus you want to ensure that you are demonstrating a variety of skills that contribute to a piece of writing that is easy and enjoyable to read.

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How can I create fluid transitions in my essay? Some people have a tendency to include plenty of transitions between ideas in their writing, while others are less likely to do this automatically. The first step to including transitions is to identify common points in your essay that lack transitions, and concentrate on placing transitions at these obvious sites. Common sites that many people do not transition smoothly between their ideas are:  between their examples/ explanations and their linking sentences within their body paragraphs;  between their body paragraphs; and  from their own argument to their rebuttals. One of the easiest ways to implement fluid transitions is to learn a short glossary of terms and phrases that you can use to create flow between your ideas. The following table gives a brief list of terms that you could experiment with for the commonly missed ‘transition sites’ and an example of a fluid transition.

Commonly overlooked transition site

Possible terms/ phrases to create flow

Examples

Examples/ explanation → linking sentence

This example suggests that…

This example suggests that trust is critical to human relationships and that the importance of trust in contributing to enduring human interaction cannot be overlooked. The multitude of technologies that we use within our everyday lives exemplifies our reliance upon automated processes to complete tasks that previously required physical labour, revealing that technology has decreased the energy we expend completing basic chores. A closer examination of the practicalities surrounding advance care planning within the Australian medical system demonstrates that there may be substantial discrepancies between the wishes of the patient’s family and the goals of the treating medical team,

X exemplifies that…

X clearly demonstrates that…

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which may lead to significant confusion around end of life care.

X reveals that…

Body paragraph → subsequent body paragraph

Following on from this idea…

Additionally…

Furthermore…

After examining x point, it is also important to consider…

Consideration of the complacency evident in many people’s attitude towards recycling reveals that many individuals do not feel a pressing need to protect the environment through their everyday actions. Following on from this idea, we see that trust also plays a critical role in allowing people to invest in their own lives and future through self-investment. Additionally, after considering the ways in which technology allows us to expend less energy in our daily lives, it is important to consider the psychological impact of many modern technologies. Furthermore, advance care planning may be complicated by religious beliefs and family customs, especially those that may limit the individual’s ability to have certain discussions surrounding death. After examining complacent attitudes towards everyday strategies that may limit human impacts on the environment, it is also important to consider the effectiveness of campaigns aimed at increasing environmental

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awareness. Conversely, may people may From own argument → rebuttal Conversely… argue that enduring interpersonal relationships may be formed in the absence of trust. Despite that argument that Despite the argument that (x), some people may argue that many technological (insert rebuttal)… advances have negatively affected human health, some people may argue that technology has actually had an overall positive impact on human happiness and wellbeing. In contrast to the perspective In contrast to the perspective explored so far that (insert explored so far that advance essay argument), many people care planning is a may disagree and instead argue complicated process that (insert rebuttal)… may be affected by many practical considerations, many people may disagree and instead argue that advance care planning is a highly effective means of helping individuals control the healthcare they receive at the end of their lives. Despite the strength of the Despite the strength of x argument, many people may argument that many people disagree and instead propose are complacent in their that (insert rebuttal)… attitudes towards the environment, many people may disagree and instead propose that there is growing interest amongst the community in environmental protection.

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Sentence structure variety What is meant by ‘sentence structure variety’? Sentence structure variety refers to the practice of including a variety of different sentence structures within your writing. In essence, sentences may be long or short, and may be composed using a variety of different forms of punctuation, including commas, colons and semicolons.

Why should I use a variety of sentence structures in my essay? Using a mix of long and short sentences, and a variety of different forms of punctuation to create your sentence structure, adds interest and flair to your writing. It also demonstrates to your reader that you understand that different types of sentences can be used for different purposes. For example, a short sentence such as ‘[h]owever, the law does not equal justice’, may be used to draw attention to the particular statement you are making about the law not being equivalent with justice, without distracting the reader’s attention by including any other information. Conversely, you may want to use a longer, more complex sentence to convey a larger amount of information, such as via the use of a colon to list a number of points. For example, ‘[i]n exploring the relationship between the legal system and the notion of justice, this essay will cover three main arguments: firstly, that justice is a subjective concept, secondly that the law cannot achieve a subjectively, and thirdly that it is important not to confuse our personal notion of justice with the law which should represent an objective legal framework’. Using a colon to create a list allows you to not only convey multiple pieces of information clearly and efficiently, but it also demonstrates to the marker that you understand how to use a colon to structure a sentence so that it contains a list. There are many different sentence structures, and if you have the time, you might want to look into this area in more detail; however, the main point to remember is that by using a variety of short and long sentence styles you will add interest to your writing and also demonstrate an important skill to the reader in the process.

How can I incorporate a variety of sentence structures into my essay? The easiest way to incorporate a variety of sentence structures into your essay is to practice the skill of doing so! Some people are in the habit of using a variety of sentence structures, and if this is you, then you might not have to concentrate on this area at all. If however, you notice when you are reading through your writing that all of the sentences are pretty much the same length, and that you do not really use a variety of punctuation styles to create your sentences, it might be useful to practice incorporating some of the ideas contained in the table below. Even just challenging yourself to incorporate one new element for variety will add to the diversity of your language expression, and you can work on adding in more elements as you become more comfortable and confident.

Sentence style/ punctuation element

Where useful

Example

Short sentence

To add impact; to add bluntness/ persuasiveness; focuses the reader’s attention on a single, specific idea or perspective.

Long sentence

To convey multiple pieces of

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that environmental protection is a pressing issue, others may feel that environmental pollution and concerns surrounding climate change do not affect their everyday lives, and so do not regard safeguarding the natural environment as a priority. There are multiple reasons Tells the reader where they should pause when reading why people may struggle to your sentence; allows for the trust others, including sentence to communicate early life experiences, multiple ideas. personal characteristics and the behaviours and attitudes of others. Useful when you want to create In considering the role of a list or provide an ‘answer’ to imagination in human question or statement that you happiness and creativity, have posed in the earlier part this essay will address three of your sentence. key ideas: firstly, the role of the imagination in childhood, secondly the importance of imagination in permitting optimism, and thirdly how imagination is ultimately essential to human happiness and fulfilment. The role of government Useful when you need to connect two sentences that cannot be examined in cannot stand independently on isolation; it must be their own. considered in the context of its interaction with the justice system. information or to compare and contrast differing perspectives.

Comma

Colon

Semicolon

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Minimising grammatical and syntactical errors What is a grammatical error? Grammar (in an extremely basic sense) refers to the overall rules and systems relating to the expression of a language. Grammar, therefore, includes syntax (see explanation below). A grammatical error occurs when the rules and systems relating to the expression of a language are not adhered to.

What is a syntactical error? Syntax refers to a system that dictates the correct order of words within a sentence. Syntax fits within the broader notion of grammar. A syntactical error occurs when words are not placed in the correct order within a sentence.

Why should I worry about reducing the number of grammatical and syntactical errors in my essay? Grammatical and syntactical errors can significantly alter the meaning of a sentence, and therefore alter the information that you are wishing to communicate to the reader. Grammatical errors also make your writing far more difficult to read which is an extremely important consideration in relation to GAMSAT essays because markers have to review large quantities of essays. Additionally, you are being assessed on your ability to write, not just your ability to formulate an argument. For all of these reasons, you should endeavour to reduce the amount of grammatical errors in your writing.

How can I reduce the number of grammatical and syntactical errors in my writing? Given that the ability to write and express ourselves through language forms slowly over many years, it is difficult to substantially change the number of grammatical errors within a person’s writing overnight! It is however, quite a realistic goal to identify common grammatical errors within your own writing and endeavour to minimise these. Examples include the incorrect use of apostrophes for ownership (e.g. the dog’s toys versus the dogs’ toys) and confusion between ‘there’, ‘their’ and ‘they’re’ (hey, it happens to us all). A good strategy is to have a friend or family member with strong writing skills read over your work and identify grammatical issues which you can in turn work on. Alternatively, if this is a major area of difficultly for you, you might want to invest in some private tutoring services early rather than later in your preparation to assist you in developing new habits that will improve your grammar overall (please see ‘further resources’ at the end of this guide if you are interested in accessing tutoring through AceGamsat). Reading widely is also an excellent way of training your brain to impersonate excellent grammar whilst you are writing. The author of this guide would also like to humbly note that she is especially prone to grammatical errors, and is confident that there are many present throughout this guide (apologies).

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Part 9 Sample essays with commentaries This section contains a number of sample essays, including weaker and stronger examples of Section II responses. Each essay is accompanied by a discussion of its strengths and weaknesses. It should be noted that these essays are simply included for the purposes of assisting candidates in improving their own essay writing, and do not represent samples that should be directly copied or mimicked. When reading each essay, try to critically evaluate the strengths of each one according to the quality of the ideas and arguments that the piece contains, as well as the value of the piece in terms of its structure and the quality of language expression. Please note that the suggested marks given for each essay represent approximations only, and the feedback provided does not necessarily reflect the exact marking criteria that are used by markers reviewing actual GAMSAT essays.

Sample Essay 1 Theme: crime and poverty Poverty is still ubiquitous in our world, affecting people from all backgrounds and in every country. It is characterised by an extreme lack of money and opportunities, and individuals in this situation often find it very difficult to get themselves above the poverty line. As noted by Aristotle, poverty is the origins of both crime and revolution. Lawbreaking is often looked to as a temporary solution in an individual’s attempt to support themselves and their family. The paucity of resources available to these groups leaves individuals extremely vulnerable to persuasion and influence. However, poverty and the inequality experienced by these people can also act as a strong motivator for change and revolution. Often, in poorer communities, there are limited job opportunities and a lack of education. In the U.S, education is one of the most important factors in determining job prospects and income. In 2012, the gap between median earnings for people with a high school diploma compared to those who have a college degree was almost $40,000 for men and around $23,000 for women. Therefore, for those individuals who do not have fair access to education, it is difficult to compete for jobs and equal wages. Poverty may encourage criminal behaviours as a means of survival. With a lack of employment prospects, other ways to make money must be considered. Theft or drug resale may offer a real chance for some individuals to make money, and attempt to turn their lives around. Especially if a history of these behaviours has been a model for young people growing up in these communities, the likelihood of this conduct continuing to propagate is increased. Statistics have shown that increased crime levels have been observed in communities with lower incomes. However, newer studies have shown that in the UK, the rate of youth unemployment is the highest it has ever been, but overall levels of reported crime associated with this age group have decreased. In many countries, there are government departments who attempt to offer vocational training programs and job opportunities to those who have struggled to find work. In Australia, Centrelink provides a base income to ensure these families can afford food and basic living expenses while they attempt to find work. Growing up in poorer communities can be difficult, and breaking the cycle of poverty can be very restrictive, but this daily insufficiency can lead to many character strengths such as resilience and determination in the face of hardship. These communities often have very strong bonds between their members, as growing up with other individuals and families who have had little, leads to a sense of belonging and trust between members and reliance on each other for support. Poverty may not always lead to criminal behaviour, it may instead lead to positive change within these communities and a motivation to utilise the resources available through government and other non-profit organisations to create a better life.

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In some parts of the world, the scarcity of money and resources available to the community are taken advantage of, to benefit others. Even without intent, those living in poverty may be drawn into criminal activities. What we perceive as international crime, led by rebel groups such as the Lebanese Hezbollah, are built on a foundation of poverty. By providing communities steeped in poverty with social services such as education, medical care, and jobs, they garner more support for their cause and are able to recruit individuals who now believe in what the rebel group is fighting for. By providing for those who have previously not been looked after by their state, these groups are able to increase the power that they hold, increasing the force of violence and level of crime towards the state in these areas. In these situations, vulnerable individuals are drawn into felonious behaviours simply because there is no alternative for survival due to the abject poverty these communities have been exposed to, and the strength demonstrated by these rebel groups is extremely influential. Crime may not be the only answer to improving these situations; poverty and a lack of resources may act as a strong motivator for individuals to try and change their condition permanently though revolution. When groups perceive that there is inequality between themselves and the rich, they may organise themselves to begin conflict to improve their economic situation. African American people in the U.S were treated as slaves for many years, and made to live in poverty. However, this obvious inequality lead to an uprising and this group began to fight for equal rights, and the ability to get out of destitution. After almost 100 years of fighting, the civil rights movement finally allowed AfricanAmerican people citizenship rights and it also abolished slavery. African Americans were given the opportunity to remove themselves from the poverty cycle, and given a right to fair pay and education. Individuals realised that it is possible to have a better future and greater rights, so they fought for equality. The terrible conditions of poverty that individuals were exposed to during this time acted as a very strong motivator to allow change to occur. The stronghold of the poverty cycle is difficult to break, and short-term fixes such as crime may be turned to as a solution. In some instances, a community’s lack of money and resources is abused by rebel groups to gain traction and power for their cause, which may lead to further criminal actions by the individuals living in poverty. However, financial inequality may also spark revolution, and lead to better conditions for those who have been without for so long. Poverty may act as a parent (*relates to quote), encouraging illegal activities, however it may also act as a strong force to lead to positive change if individuals chose to utilise this strength effectively.

Discussion of sample essay 1 Overall feedback Overall, this is moderately strong example of a type A essay that would likely score in the low to mid 60s. The main issue with this essay is that it ‘sits on the fence’ slightly, in that there is not necessarily a strong thesis argument either way relating to the interaction between crime and poverty. It is of course okay to conclude that a topic should be viewed in a neutral way (i.e. poverty may have negative effects such as forcing individuals into crime, but also positive effects in terms of promoting certain forms of social revolution) but you must specifically state that this is your thesis and clearly synthesise these two views in the thesis statement to ensure that the reader does not have to assume that your essay is implicitly stating that there are both positive and negative sides to a topic.

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Strengths The first sentence of the introduction contains a definition of poverty that effectively sets the scope of what the writer means by this term in the context of the essay that is to follow. The writer also effectively references a particular quote from Aristotle contained in the stimuli, and does this by translating the quote into her own words rather than replicating it word for word in her essay (sentence 2). Moving on to the body of the essay, each paragraph begins with a strong topic sentence (the topic sentence of the first body paragraph could be improved with an explicit reference to the concept of poverty, given that the essay appears to be about the interaction between poverty and crime). The author has also used effective examples, and on the whole, explains them well to reinforce the thesis of their essay. Additionally, the essay ends with a fairly strong conclusion that summarises the main points that have been discussed in the essay and attempts to recap the thesis of the essay (which is difficult to do, given the ambiguity with which a thesis is articulated in the introduction).

Areas for improvement Although the introduction does contain useful information, such as a definition of poverty and some excellent insight into the interaction between illegal behaviour and poverty, it is quite difficult to determine what the writer’s thesis is from reading the introduction. While we can guess that this essay is going to talk about the interaction between crime and poverty from the fact that the introduction talks about both of these things, we don’t really know exactly what the essay is going to say about the interaction between these two phenomena. This means that we are left questioning why we are reading the essay at all, and wondering what it is that the writer would like to communicate. We also don’t know how the writer is going to communicate their argument (i.e. there is no listing sentence that acts to forecast the topic sentences that appear in the body of the essay). The writer could also strengthen their essay by ensuring that each body paragraph ends with a linking sentence that clearly ties the ideas that they have raised back to their thesis (obviously this is easier if you have very specifically and clearly articulated your thesis in your introduction). The writer has attempted to include some smooth transitions (such as ‘[h]owever’ at the start of their second body paragraph and the phrase ‘[c]rime may not be the only answer’ at the start of their fourth body paragraph), but could have improved the flow of the piece by ensuring that all paragraphs are commenced using a ‘transition’ word or phrase.

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Sample Essay 2 Theme: conflict Dwight D Eisenhower describes a sentiment that is commonly embraced by individuals and societies, that ‘war settles nothing’. In a world of diverging beliefs, fear of ‘the other’, and quests for power, physical conflict is ubiquitous, and has come to serve as the primary embodiment of “war”. Whilst it is true that confrontation can lead to destruction and social regression, the capacity for improvement and progress through conflict has been demonstrated historically, suggesting grounds for disagreement with Eisenhower’s statement. War can also be understood as a non-violent, shared effort toward a ‘better’ social, economical, or cultural related outcome, through which there has also been success in addressing key issues for groups and societies. Physical conflicts arise through difference. Differences can morph into beliefs of hostility, and hostility is often expressed through a violent response. Arguably in opposition to western democratic value systems, political dissident Osama Bin Laden orchestrated a multi-simultaneous attack on US-soil on September 11th, 2001, resulting in the collapse of the World Trade Centre. As a result of these actions, President George Bush declared a “war on terrorism”, culminating in the subsequent invasion of Afghanistan and Iraq by the US military. Despite the mission quashing the militant group Al-Queda, and restoring peace to the region, many regard the invasion as a decision that “settled nothing”, costing trillions of dollars and US lives. In the circumstance of stalemate, a conflict of competing and unyielding ideologies often becomes unproductive and ultimately destructive to both parties. Current President Donald Trump agrees that “we should have never gone in”, emphasising that certain cases demand abstention from confrontation, and perhaps trying alternative solutions such as education and dialogue to bridge difference with the other. Contrastingly, a physical conflict that results in the defeat of an aggressor has the potential to inflict positive and long-lasting change for both adversaries. During the Second World War, the defeat of Nazi Germany signified the end of a tyrannical and oppressive regime, on a mission to ethnically cleanse itself of non-Aryan inhabitants, such as Jews. Concurrently in the East, the dropping of two nuclear bombs on Hiroshima and Nagasaki halted the aggressive expansion of Japan. Both societies suffered severe physical destruction, during which millions of citizens died. Today however, both countries are free, democratic societies, with economies that play a significant role in global trade, manufacturing and innovation, benefiting the USA and other world partners. Frederick Douglas highlights how “if there is no struggle, there is no progress”, reinforcing the potential for positive change, providing the conflict has some sort of a moral objective. Yet, the moral objective may not require a violent pathway. In 1964, President Lyndon B Johnson declared a war on poverty. This declaration was premised on the Economic Opportunity Act, which was aimed at strengthening, funding and coordinating government-initiatives. One such initiative was the creation of Medicare, which sought to provide health cover to those who could not afford private care. Thus, despite a war often being underpinned by a physical confrontation, this is not always the case.

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The struggle for progress may involve shared collaboration, rather than discord. Thus, whilst there are occasions where the situation remains unsettled, there are also occasions where there is clear progress made. Perhaps, the nature of the outcome rests on the motivations and actions of those striving for change.

Discussion of sample essay 2 Overall feedback Overall, this is strong example of a type A essay that would likely score in the mid to high 70s. On the whole, the author makes excellent use of structure and grammar, and offers insightful and balanced perspectives regarding both the positive and negative aspects of engaging in conflict. A major area that the writer could work on, however, to further increase their mark, is ensuring that a single, cohesive argument runs through each body paragraph, and that this argument is a little bit more persuasive (especially given that this is an argumentative essay). The thesis presented in the introduction is very strong, but by the time the author arrives at their conclusion, their argument has become a little bit diluted. The author could also have written an additional body paragraph in support of their thesis, which would also have contributed to the overall persuasiveness of the essay.

Strengths In general, the writer makes excellent use of a variety of sentence structures, and a clear, concise and persuasive writing style, to create a type A essay that conveys an insightful perspective on the theme. This essay represents an effective use of the ‘thesis, antithesis, synthesis’ essay structure. The writer effectively references the quote in the stimuli that they are responding to in the first sentence of their introduction, and then explains to the reader in the second sentence why examining the topic of war/ conflict is relevant to a contemporary audience. The writer also sets up a fairly clear thesis in the third sentence of their introduction stating that while conflict is traditionally perceived negatively, there are positive outcomes that may stem from war. In the final sentence of their introduction, the writer effectively provides the reader with an alternative view of conflict, which helps to set up the discussion that follows in their subsequent body paragraphs.

Areas for improvement In terms of strengthening their introduction, the writer could have ensured that their thesis statement was even more clear and concise (as the last two sentences of the introduction appear to work together to provide a thesis, and it would be desirable if a single sentence were used to clarify the ideas contained in both of these lines). Remember that the aim is for the marker to be able to highlight a single sentence in your essay that represents your thesis, rather than having to work to synthesise ideas contained in multiple sentences to derive a thesis statement for you. In terms of the body of their essay, the writer could have potentially improved their marks by including less description when conveying their examples, and spending more time explaining and analysing their examples (as this is where the marks are). The writer also missed out on the opportunity of using persuasive language to clearly link the ideas in their body paragraph back to their thesis at the end of their first body paragraph, which would have improved the overall cohesiveness of their argument.

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In terms of their conclusion, the writer could have strengthened the tone and persuasiveness of their essay by ensuring that the conclusion did in fact conclude something rather than just restating opposing perspectives and not really telling the reader explicitly what they should take from the essay. From the thesis presented in the introduction, the reader expects that the essay will probably conclude that, on balance, in certain situations engaging in conflict is clearly necessary for progress, but the argument is not rounded off in a way that reflects the originally presented thesis.

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Sample Essay 3 Theme: Happiness Task B If many of us consider our goal in life, we are likely to choose happiness. At face value, this seems a fair choice. We have all dealt with pain to some degree, and thus been unhappy. Some seem to face a disproportionate amount of hardship and suffering, in comparison to others. Therefore, a goal to be free from misery or pain might seem logical at first. Yet the reality is that the pursuit of happiness “is one of the main sources of unhappiness in the world.” As Edith Wharton said, “If only we’d stop trying to be happy, we could have a pretty good time.” The truth is, if we strive for constant happiness, we are constantly going to be let down. There are many things in life that we cannot control. Loss and grief are unavoidable, as is disappointment. If happiness is the goal of life, then that will inevitably lead to greater upset at every setback. Furthermore, if we could create a constant state of happiness, would we want to experience it? Consider this, a theory proposed by AC Grayling; the water supplies could be filled with a happinessinducing chemical. If the supply is constant, then we can live the rest of our lives in a state of permanent satisfaction, smiling through setbacks, uncaring and unfazed. The reality is, this would be unbearable, comparable to a state of Nihilism. We could not grow, improve, discover, invent or become wiser. Without pain, disappointment or upset, we cannot learn or grow. So, our goal in life should be knowledge and self-improvement, not happiness. “Happiness in intelligent people is the rarest thing I know.” Ernest Hemingway alludes to my previous argument. If we lived in a constant state of happiness, we could not learn, we could not grow and we could not become wiser. Mistakes, setbacks, loss, disappointment, suffering and pain make us more intelligent, empathic and aware. If our life goal becomes one of self-growth, then happiness is likely to accompany this. A desire to learn and improve is the primary goal. If we tackle and overcome challenges, then happiness is likely to arise as a side-effect. It is merely a sign we have reached our goal, not the goal itself. My point can be summarised with a popular philosophical question; “would you rather be an unhappy Socrates or a happy pig?” This reveals our true values, for most of us would choose the former, because we value our autonomy, intelligence and wisdom. We cannot choose happiness as a primary life goal if we value these traits, because the two cannot co-exist. We cannot appreciate the feeling of happiness without experiencing sadness, and we cannot become wiser without experiencing pain. Nevertheless, we can attempt to become happier in daily life, by appreciating what we have and learning to see the beauty in the humblest things. Being kind and respectful to others, developing strong relationships, being hopeful and pursuing ambitions can bring about happiness. While it should not be a life goal, we can aspire to make day-to-day changes that make life more fulfilling. If we do not strive for happiness, then we are likely to be happier as a result.

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Discussion of sample essay 3 Overall feedback Overall, this is a fairly strong example of a type B essay that would likely score in the high 60s to low 70s. In general, this essay contains plenty of strong ideas and effective analysis. Overall however, it is a little bit unorganised. Simply because you are writing a type B essay does not mean that you should necessarily divert from the kind of structure that you employ for a type A set of quotes, especially if you chose to write in an argumentative style as the writer has done here. Writing in an argumentative style generally means having only one major idea per paragraph, and in this essay, the writer introduces more than one key idea per paragraph which also would have contributed to some time management issues that they encountered.

Strengths The introduction begins with an effective hook line (sentence 1), that helps to create intrigue and engage the reader. The ideas advanced in the essay are also insightful, and the author’s use of examples to support their point of view is highly effective.

Areas for improvement In terms of the introduction, the writer could have improved this essay by ensuring that their thesis was confined to a single sentence in their introduction, rather than their thesis being conveyed via two separate sentences (the last two sentences of the introduction). The writer has also chosen to directly quote the stimulus rather than paraphrasing, which would have allowed them to demonstrate to the reader that they understand the ideas contained in the quotes and can translate these into their own words. The writer also has a tendency in this essay to introduce additional ideas within their body paragraphs that extend beyond their topic sentences (for example, in sentence four of their first body paragraph, they pose the question, “if we could create a constant state of happiness, would we want to experience it”, which introduces an idea that is quite different from the paragraph’s topic sentence, which talks about the notion that happiness is an unrealistic goal because happiness is not necessarily something within our control). The writer also repeats themselves slightly by talking about the same concepts in their second body paragraphs, which is a poor use of time and a waste of words because they are not actually conveying any new information. The writer also has a tendency over their entire essay to quote directly from the stimulus rather than paraphrasing, meaning they are potentially missing out on valuable marks for being able to demonstrate to the reader that they can translate the ideas in the stimulus into their own words. Simply by avoiding some of these minor weaknesses, the writer could have easily elevated their mark.

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Sample Essay 4 Theme: Death Death is a topic not discussed regularly, due to the negativity associated with it. It is often associated with fear, as we are frightened whether it will be painful, or when it will come. But is death something we should really be fearful of? As an inevitable process in life, although it’s not something we necessarily have to look forward to, we shouldn’t fear it. After all, we won’t actually experience our own death. By the time it comes around, in truth it may be welcomed by us, as an end to suffering, or just an end to a fulfilled life. Perhaps it could even be the gateway to another life. I do not believe death should be looked upon with fear. Whether we like it or not, death is inevitable. No one is immortal, and most wouldn’t wish to be. Consequently, as it is something that we know is going to happen, we have little reason to fear it. Nothing about our death will change whether we spend our days worrying about it or not. Perhaps even, worrying about it could bring death even closer, as stress is a known factor in many causes of death. This illustrates, if we are to have any feelings towards death, they should not be of fear. As mentioned, death may in fact be welcomed by us at some stage in our lives. As we age, our abilities decrease, and our pain and suffering often increases. Quite often, death is an end to suffering, and is seen as a better option than life. This is evident from the number of people taking the option of euthanasia. Although not legalised in the United Kingdom, due to it being ethically questionable and the practical difficulties of implementation, in countries where it is legalised, it is available and carried out in other countries. Furthermore, a less extreme example of people choosing death, is the ending of life support. In the end stages of life, when we’re only in pain and not able to enjoy our lives anymore, and machines are the only thing keeping us alive, we (or others on our behalf), may choose to end life support, and consequently end our life. Death should not always be looked at negatively. In addition, death does not necessarily mean the end. We will still be present through the legacy we leave, and the memories other people have of us. Some also believe that upon death, we start our life in another world; heaven. If we look at death with the right mind-set, that death is a celebration of life, and the beginning of a new life, we have little reason to be fearful. Some may be scared of death as they think it will be painful, but often enough it is not. Many die in their sleep, and so do not experience their own death as such. Many other things in life are painful, but if we spent all our time worrying about those, we’d have little room to think about much else. We see it irrational to fear many other activities with risk of pain, so death shouldn’t be looked at any differently. The above points lead me to conclude, that death is not a subject that should be looked upon negatively and with fear, but can be a happy ending to a successful life if we choose it to be. Leaving behind our legacy and hopefully having given something to the world, we can enter our new life with contentedness.

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Discussion of sample essay 4 Overall feedback Overall, this is strong example of a type B essay that would likely score in the high 70s. The writer has strong language expression skills and used an argumentative style essay to effectively explore a type B theme. This essay is an excellent example of how attention to a few small details can further elevate a candidate’s essay score from good to excellent, as there are a few simple things that the writer could have payed closer attention to (see areas for improvement, below!).

Strengths The introduction contains a simple, yet clear thesis statement that is well-suited to the topic (sentence 4), well-structured paragraphs and effective linking sentences that tie each paragraph back to the thesis introduced in the introduction. The topic sentences utilised by the writer are also clear and succinct, and effectively communicate what each paragraph will be about. The writer has also selected effective examples to illustrate all of their points, and the tone of the essay is persuasive yet slightly reflective.

Areas for improvement Despite the strengths of this essay, there are a number of areas that the writer could have addressed in order to boost this already strong piece of writing. Simply by avoiding contractions (wouldn’t, shouldn’t, won’t etc.), the writer would have made the tone of their writing more formal. Additionally, by making sure that every sentence concludes with a very strong link back to the thesis introduced at the start of the essay and that these links contribute to furthering this thesis (i.e. each link builds on the link before), the writer could have made this piece even more persuasive. Adding more fluid transitions between body paragraphs, and perhaps utilising a slightly more complex thesis, would also have helped to elevate the score of this piece.

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Part 10 Sitting the exam: How to prepare for the exam day This section aims to assist you in your preparation for the exam day and how to minimise stress and get the most out of your prior preparation. This section will cover some practical considerations including how to prepare for the challenge of writing two essays within an hour and developing a time-management strategy that best works for you. This section will also give some advice on what to do if you are stuck and cannot think of anything to write, and things to bear in mind if you feel that your essays are not going to plan.

Preparing for exam day: some overall practical tips Obviously you are not going to be completing Section II in isolation! On the day of the GAMSAT, you will have already completed Section I by the time you get you Section II, and will have section III left to complete in the afternoon. It is a long day, and an exam that is seemingly designed to subject candidates to a mental marathon, so it pays to give some consideration to how you will actually approach the day as a whole. If possible, you want to have thought about how you will approach the day of the exam so that you achieve the best possible results in return for the study and preparation that you have already put in. The following section covers some extremely basic advice that you may already have received from others (or thought of yourself!), but it pays to revisit the essentials. Tip #1: Write down the date, time and location of the exam (and write it down again) Ensure that you know exactly what time you are meant to arrive at the location of your exam, and make sure that you do not confuse the start time of the exam with the time that you are required to arrive for registration purposes. Also ensure that you know exactly where you will be sitting your exam and discuss how you will get there with a friend or family member so that you can hopefully predict any potential issues with public transport, traffic etc. Also be careful not to assume that your exam is at the same location as say, other people in your undergraduate university course, as many major centres have multiple testing locations operating on the same day. (Basic, we know.) If you have never been to the location of the exam, and are a person who benefits from visualising your environment, it might be useful to travel to the testing location on say, the weekend prior to your exam, to briefly check out where you are going and seek out a good place to have a relaxing morning coffee on the day.

Tip #2: Give your brain a good rest before the exam While you might feel tempted to keep studying up until the day of the exam, this is not necessarily going to assist your performance. Consider ceasing your study two or three days (or even a week) prior to the exam day in order to give your brain a rest and focus on things that allow you to rejuvenate and feel happy. Taking a break from study also allows you to reflect upon all of your hard work preparing for the test, and congratulate yourself on what you have achieved so far irrespective of the exam result.

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Tip #3: Sleep + food + exercise is actually a recipe for success Do not overlook the basics. Ensure that you are getting adequate rest in the lead-up to the exam, and are eating well and exercising. Even if exercising just means walking home from the train station or doing the vacuuming, these activities will be beneficial to your brain and stress levels. Ensure that you have an adequate dinner the night before, and try to have something sustaining for breakfast on the morning of the exam. If you are not a breakfast-first-thing type of person, consider taking something portable that you can eat whilst you are waiting to register or at another point before you go into the exam. This may seem obvious, but be mindful of your caffeine and fluid intake prior to the exam as you may not want to use up too much time going to the toilet multiple times during the exam (on the flipside, slowly sipping water or even getting up from your seat to go to the bathroom can be an excellent way of calming your thoughts if you become overly stressed or anxious during the exam). Additionally, some testing sites may have limited options for purchasing morning tea/ lunch so you might consider packing some food to eat during the day.

Time-management: how to allocate your time wisely For all sections of the GAMSAT, it is critical that you allocate your time wisely. The following advice is specific for Section II, although you can of course apply some of the same principles to managing your time in Sections I and III.

How should I allocate my time in Section II? As usual, the answer to this question is not straightforward! There is no, single, correct way to allocate your time during Section II. The first step, however, to allocating your time wisely, is to identify the tasks that you need to complete during Section II. The essential tasks are:  reading the quotes and identifying the theme;  planning your essay; and  writing your essay. That means that you essentially have three key tasks to perform for the two sets of quotes within an hour (with 5 minutes reading time). Phew. That is a bit to do! The important thing to remember is that you need to practice to develop the skill of being able to complete all of those tasks within an hour; it is not something that you should expect yourself to be able to do straight away!

I am not sure that I can write two essays in under one hour…how can I learn to do this? One of the most effective ways to develop the skill of composing an essay within the limited time permitted in Section II is to gradually work up to adhering to the one hour time limit. It may be useful to construct a timeline with goals (or simply follow the one below) in order to gradually attain the skill of being able to write two essays within an hour. The table below is just a sample, so feel free to modify this using the template contained at the back of this guide (template 3).

Week # 1 2 4 6 8

Goal Compose one essay within an hour Compose one essay within 40 mins Compose one essay within 30 mins Compose two essays within 1 hour 15 mins Compose two essays within an hour

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What to do if you are stuck It is important to remember that the GAMSAT is a stressful experience, and different people will be affected by the stress to greater or lesser degrees. Being stressed or anxious does not mean that you are not capable of achieving an excellent score, or that you will not achieve an excellent score. It is useful to consider strategies that you could employ on the day if you feel stressed or anxious, or if you are struggling to generate ideas. If you can, try to experiment with some of these strategies during your preparation time. This will help you to feel confident in your ability to get yourself back on track should you feel stuck at any stage.

Dealing with writer’s block Hopefully your preparation using this guide has equipped you with lots of strategies to enable you to readily generate a variety of thesis options for your essay and the ability to step back from the topic and look for novel angles from which you could approach your essay. Generating a thesis statement, and utilising ideas and examples that reside in your mental ‘toolbox of ideas’ should be second nature by the time you are actually writing your essays on exam day. Exam anxiety, however, especially coupled with the fatigue of just having completed Section I, can cause you to find generating a thesis harder than you would in the comfort of your own bedroom or other favourite study nook. The following strategies are designed to help you overcome any mental blanks that you may draw on exam day when you commence Section II.

Strategy #1: Avoid being overly critical of your ideas on exam day to the point that you can’t decide upon anything to write Many people report that on the day of the exam, they were more critical of their ideas than they were when they were practicing because they really wanted to produce an ‘extra good’ essay. Try to be mindful of falling into this trap, and remember that you may evaluate your prospective ideas for a thesis more harshly than you normally would, because you really want to produce a high scoring essay. While it is perfectly valid to try to evaluate possible thesis options and adopt the one that you think will allow you to produce the highest scoring essay, try not to aim for a ‘perfect’ thesis as this may trigger a mental cascade of feeling as though you have not thought of anything good to write when in fact you have! One trick is to ask yourself whether you would have been satisfied with this thesis when you were practicing at home, and whether you can see yourself writing a strong essay in response to it. If the answer to both of these questions is yes, and thesis has passed the test of the grid method (meaning that you have topic sentences, examples and rebuttals in mind which relate to that thesis), then it is time to congratulate yourself for actually coming up with something to write and get cracking! Remember that self-talk can be incredibly powerful, particularly during times of stress, and that the more positive you are in terms of your dialogue with yourself, the calmer you will feel and the better you will think.

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Strategy #2: If you cannot think of a thesis, use the quotes to generate one The advice given in this guide in Part 3 relating to thesis generation is to practice generating a thesis that relates to the overall theme alluded to by the quotes, rather than writing a thesis in response to a single quote. Just to recap, the reasoning behind this basically refers to the fact that you allow yourself a lot more freedom to generate a novel thesis that explores a more diverse range of considerations relating to a particular theme rather than being limited to the ideas present in a single quote. Writing a thesis in response to the overall theme as opposed to a single quote also arguably displays more sophistication in that you are displaying the ability to synthesise the ideas present in multiple quotes using a thesis that you have constructed yourself. However, if you are feeling stuck for ideas, and having no luck generating a thesis yourself (and hey, it happens!), you can always look to the quotes and simply pick out an argument or perspective that is provided in the stimulus and either agree with it (i.e. adopt it as your thesis), or disagree with it (i.e. adopt the contrary position as your thesis). You may also find that you can use this thesis (which you have taken directly from the quotes) as a mental springboard to a thesis that you create yourself. Simply changing the wording used, or putting the idea or argument into your own words entirely, can be a simple way of elevating something that is directly taken from the quotes into an argument that is more your own. Bam.

Strategy #3: If you are still not having any luck, imagine the kinds of thesis arguments that other people would be thinking of in response to the quotes If the above strategies are proving to be unhelpful, it may be useful to take a step back and ask yourself again what the overall theme is. Once you have clarified this to yourself, try imagining the types of arguments that other people would be advancing in response to the theme. This may even allow you to think of arguments that may be slightly novel, especially if you consider arguing a perspective that is contrary to what a lot of people would be likely to adopt.

Things to remember if you feel that your essay is not going to plan Sometimes people find that even though they generated a thesis and commenced their essay, they end up somewhere in the body of their essay and suddenly start to feel as though their essay is not progressing as well as they would like. This might be because they are struggling to come up with an example for one of their topic sentences, or they are realising that rebutting one of their topic sentences might be quite difficult and they have not yet thought of a way of overcoming this dilemma. If this happens to you, try to stay positive and continue working through your essay and making it as coherent and persuasive as possible, bearing in mind the vision that you originally had for your essay. The following is a brief list of things to remember if you feel your essay is not going as well as you had planned. 1. There are many marks to be had for structure, use of language etc. that can assist you in scoring well even if your argument is not as strong as you would like. 2. Feeling anxious about how good your essay is will only distract you from the task of writing as logically and clearly as you can, so it is best to continue thinking about ways of improving your essay as you write rather than dwelling on the negatives. 3. You can always go back and tweak your thesis statement in your intro, or adjust your listing sentence, if you need to make a last minute modification as you are writing the body of your essay.

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4. Many people will not complete their essay within the 60 minutes, so even being able to do this is a significant achievement; try to stay positive while you are writing, and be proud of yourself for all of the effort you have put into your preparation thus far. 5. There are strengths in your essay that you are probably not aware of, so have confidence in your original argument and stick with it until your time is up. 6. Remember that you write two essays, so if one is slightly weaker and one is slightly stronger, you can balance out your Section II mark. 7. Remember that you are awesome and that the GAMSAT is a pretty tricky test that has made lots of people (who went on to study medicine) feel frustrated and deflated. Keep going and have confidence that you are on track, even if you feel slightly derailed.

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Templates The following templates are designed to assist you with your preparation for Section II. You should feel free to modify them to suit your own needs and capabilities.

Template 1: GAMSAT study planner You can use this template to plan your overall study for the GAMSAT Month

Week

Section I goals

Section II goals

Section III goals

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Template 2: Grid method for planning your thesis, topic sentences and rebuttals You can use this template to implement the ‘grid method’ for planning your essay and testing whether you have sufficient ideas/ examples with which to pursue a particular thesis. Thesis: TS (topic sentence) 1:

Example 1:

Rebuttal to TS1:

Ts2:

Example 2:

Rebuttal to TS2:

Ts3:

Example 3:

Rebuttal to TS3:

Template 3: Goal-setting table for essay timing targets You can use this template to gradually work up to the challenge of being able to compose two essays within an hour. Feel free to make your goals as small and achievable as you feel comfortable with (for example, you might improve by only five minutes over the course of a week, but this is significant progress towards being able to meet the time restraints of Section II).

Week #

Goal (target amount of writing and time permitted)

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Further Resources AceGamsat would like to thank you for utilising this guide to Section II and we hope that it has assisted you in your journey to GAMSAT success! If you would like further assistance with your essays, we encourage you to take advantage of our essay marking and/or tutoring packages, which allow you to receive individualised assistance with Section II. Our Essay Marking Packages can be accessed via the following link: www.acegamsat.com/downloads/gamsat-essay-marking/ Our Tutoring Packages can be accessed via the following link: www.acegamsat.com/downloads/gamsat-tutor/ Our GAMSAT Study Resources can be accessed via the following link: www.acegamsat.com/products/ Thank you and best of luck with your GAMSAT preparation! The AceGAMSAT Team

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