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By this, I mean that you should do a general brainstorm to come up with several topics you can easily write about—topics that you are an "expert" on, if you will. So, before test day I'd make a list of several important historical figures, events, documents, etc, and have these examples in my arsenal. These first examples will work almost like a memory catalyst, and pretty soon I'll have a whole web of examples to use. I'd recommend thinking up examples that have to do with history, gov, society, technology, education, law, and topics along these lines.Pick a few, do some brainstorming, and you'll have several examples at the ready.The Argument task requires you to evaluate an argument according to specific instructions.
The two tasks complement one another in that one requires you to construct your own argument by assuming a position and offering reasons in support of your perspective.
The other task asks you to evaluate someone else's argument by evaluating its logic and supporting evidence.
Coming up with examples on the spot is definitely hard to do! Now, of course I would think more about the influence these people/things had on the world, and of course consider how they fit into the context of questions I may be asked on the exam.
What I like to do to combat this is have several topics on hand. But, just knowing that I can immediately recall several examples will ease my nerves, and this will likely also lead me to remember other facts that I can use as examples (I remember why Julia Child is important, and then I remember the era in which she rose to fame, and then I think about the 1960s and the events that happened in this decade, and then I think about women's rights, and so on and so forth).
That flaw could involve your ability to develop an argument, organize ideas, or structure sentences and make effective use of language.
But in any case, it indicates that your responses were vague or unclear.
However, this does not mean that your study plan should allocate 33% of your time to quantitative reasoning, 33% to verbal reasoning, and 33% to Analytical Writing.
The impact of increasingly higher quant and verbal reasoning scores are far more “linear” than they are for Analytical Writing.
Although the Analytical Writing measure consists of two separate tasks, ETS reports a single score.
It considers one score more reliable than a score for either task by itself.