Essay Modules 1 To 5

GAMSAT
Essay
Writing
Course
Griffith’s GAMSAT Review—Module 1: The Task and the Topics Page 1

Copyright Warning
This essay course is protected by copyright.
You are not allowed to make copies of this course except one
back up copy for personal use.
You are not allowed to sell it to other people as this involves

making an electronic copy which is illegal. You are not allowed to
post this course on web sites to be downloaded by other people
whether for free or for money.
Breach of copyright is a criminal offence.
Copyright © Peter Griffiths 2011

Introduction
Welcome to Module 1 of the Gamsat Essay Writing Course. This course is designed to
build on the essay writing method set out in Griffiths GAMSAT Review so the model will
already be familiar to you but now we will go into much more detail and give more ideas
and examples about how to develop each step of the method.
However for candidates who don’t want to exactly follow Griffiths GAMSAT Review 5
step method we will now also present some alternative techniques and essay writing
strategies so that you can be confident of having a range of techniques to use in the
test.
As we work through each module you will get a good opportunity to develop a good
understanding of what makes for a well structured essay and how you can demonstrate
to the examiner the all important features of original thought and content on which your
essays will be primarily judged.
Finally and probably most importantly after each module you will be able to practice
writing two essays from two mock gamsat style questions based on quotes just like in
the real test.
I hope you enjoy the course and I really want you to find it valuable so I welcome any
comments or feedback about it that you have. At the end I will also send a short survey
asking for your opinions which you can complete if you have the time.
So without any more delay let’s get into the course .
All the best,
Dr Griffiths
Dr P J Griffiths BA (Hons) MBBS MSc

GAMSAT SECTION II: MODULE 1:
WRITTEN COMMUNICATION THE TASK &
THE TOPICS
I am sure you have a great many questions about the essay

writing portion of the GAMSAT exam.
Why essay writing for medical students?

How much is Section II worth in the overall GAMSAT score?
How many essays must I write?
Why must I write 2 essays?
How much time will I have?
Is it possible to write 2 essays in one hour?
What if I’m a non-native English speaker?
Who will mark my essays?
What are markers looking for?
What if I get writer’s block?
How technical are the topics?
Are the topics announced in advance?
How do I prepare for the unknown?
In the following 5 GAMSAT Essay-Writing Modules we will

answer these questions and more.
Module1: The Task and the Topics
Turning quotations into themes and questions
Module 2: Planning for Content
How to write social-argumentation essays
Module 3: Content, Organisation, and Expression
How to write personal-response essays
Module 4: Clarity and Style
Devices for achieving unity, flow, and style
Module 5: Mechanics, Effective Sentences, and Preparing for the GAMSAT
Quick tricks for achieving effective sentences.

Module 1 Objectives: Upon successful completion of this module students will understand:
• What Section II: Written Communication actually tests;
• How Section II is organized & timed;
• How topics are derived from quotations;
• Type A (social/argumentation) Topics;
• Type B (personal response) Topics;
• How Section II is marked/what markers look for;
• How to identify themes;
• How to utilize more than one topic in a single essay;
• How to turn prompts (quotations) into essays;
I. Introduction
What does Section II: Written Communication Test?
The ability to communicate effectively in writing is one of the key skills you will need as
a doctor. You will frequently be required to communicate accurately and effectively in a
written format with both your professional colleagues and patients. It makes sense,
therefore, that a test of writing skills should be part of GAMSAT.
However, Section II is designed to test much more than just whether you can write
clearly and intelligibly. Like the other two sections of the GAMSAT it tests candidates’
thinking skills and learning potential. Though not difficult for those who have a plan and
plenty of practice, this section measures candidates’ analytical reading and raw
thinking, planning, and writing skills—under pressure.
Candidates are required to write two (2) essays in one (1) hour. That translates to thirty
(30) minutes per essay. Not impossible, for those who are prepared.
In the first of these essays the writer takes a position on a controversial or interesting
issue—that is generally, but not always social in nature: globalism, education, crime and
punishment, etc. In the second essay the writer writes in response to a topic of a more
introspective and personal nature: originality, beauty, peace, etc.
We will examine many of these topics, and the

quotations from which they derive later in this unit.
◄ Don’t worry!
Markers give priority to the thought and content of
writing over the mere structural organisation
and expression.
How much weight does Section II carry in the overall GAMSAT score?
Section II constitutes 25% of candidates over-all GAMSAT score. Essays are each marked by
three (3) different markers, and a fourth marker is brought in when/if there is a discrepancy of
more than 5 points (out of 10 points total) between any two (2) scores given by the original

markers. The use of multiple markers helps to eliminate any possible bias or guesswork in
determining candidates’ scores.
What do markers look for in an essay?
It is important to bear in mind that essay markers read and score between ten (10) and fifteen
(15) essays an hour—meaning that they read, evaluate, and score each essay in 4 to 6 minutes.
This suggests that essay markers are likely to concentrate most on thought (did the writer really
understand the prompt?) and content (did the writer look beyond the surface of the prompt to
examine underlying themes and issues from diverse perspectives? Did the writer address the
theme?). Here markers are not looking for brilliance and originality as much as for common
sense and a train of thought that leads to a reasonable and supported conclusion or
interpretation based on the writer’s understanding of the theme expressed in one or more of the
essay prompts.
Next, and not far behind, thought and content, it would be logical to assume that markers rate
organisation (is it easy to follow the writer’s train of thought to its logical conclusion?) and
expression (is it easy to anticipate where the essay is going?).
Finally, come mechanics—vocabulary, spelling, grammar, and usage. Although markers do not
focus on minor errors, your sentences and syntax must be clear, comprehensible, and effective.
The greatest thinking is of little use when it is buried in convoluted sentences that are difficult or
impossible to decipher.
How can I score well on Section II?
Normal, everyday writing skills, however good they are, will not be enough to equip you
for the very structured task of writing an essay in a specific format with very little time for
planning, execution, or editing. To go from an abstract prompt to a finished essay in
thirty minutes, writers need a plan and lots of practice.
The step-by-step method described in this and ensuing modules will provide you with a
strategic and comprehensive essay writing plan that starts with reading and analyzing
the prompts and concludes after the conclusion—with the final edit of the essay.
On the day of the exam candidates have to work under tremendous pressure to
produce quality writing in the specified time. Here, in the Modules, candidates work in
depth and at their own pace and are provided experienced instruction and plenty of
practice to develop the thinking and writing skills they will need when the clock is ticking.

Griffith’s 5 Step Essay Writing Plan
1. Read and analyze the essay prompts to identify the theme.

2. Convert the theme/prompt into a question that can be answered in about
350 words.
3. Chose a side you can support with explanation or examples.
4. Write the essay using Griffith’s essay writing plan developed in detail in
these Modules.
5. Reread the essay and repair obvious errors
What are essay prompts?
Candidates are not given specific questions to answer.

They are expected to respond to a theme reflected in
It is essential that candidates
one or more “comments” from world leaders,
remember they are writing
prominent thinkers, and famous personalities. The
about the theme reflected in
five quotations for writing Task A tend to be unified
one or more of the quotations
around a central philosophical or social theme.
provided—not about the clarity
Although it is not explicitly stated, Task A prompts tend or construction of a given
to invite an argumentative approach in which writers quote—and not about the
examine opposing sides of the theme in order to make the author of the quote. It is
and support an informed choice. Task B prompts tend highly recommended that can-
to be more reflective, appropriate for a personal didates address these topics
response essay. Type A and B essays have distinctly in the context of their own
different formulas and purposes, and for best results times and societies.
must be prepared for independently.
The quotations are neither specific nor technical, and no specialized knowledge or skills are
required to address them. No prompts that reflect radical religious, political, or fanatical topics
that lead to the expression of marginalized views will be included. Common sense, a healthy
awareness of social issues and self, and a strategic writing plan are all that are needed. This
and the ensuing 4 Modules will provide you with strategic advice, guided practice, and self-help
leads to help you prepare for GAMSAT essay writing.
Please note that candidates may respond to one or more than one of prompts provided, should
they see interrelationships. Furthermore, candidates are not required to identify the specific
prompts they address in their essays. This change from the 2002 guidelines works in
candidates’ favor as they are able to take a more generalized approach to the theme as

opposed to writing about one specific prompt. They can also combine comments from any of the
prompts given to lead-in to, support, or conclude their essays, as we will see in later Modules.
II. Read and analyze the prompts:
Task A topics tend to focus on social/philosophical issues and invite candidates to argue a pro or
con position—they generally speak to the state of society or the world.
We will examine formulas for writing

argumentation essays in Module 2. ◄ Don’t Worry!
Sample Task A directions and prompts
Directions (Note the emphasis on and role of the theme.)

Consider the following comments and develop a piece of writing in response to one or more of
them. Your writing will be judged on the quality of what you have to say in response to the
theme, how well you organize and present your point of view, and how effectively you express
yourself. You will not be judged on your views or attitudes.
Prompts
1. “I don’t think we’re going to save anything if we go around talking about saving plants and
animals only; we’ve got to translate that into what’s in it for us.”
Jim Fowler
2. “Growth for the sake of growth is the ideology of the cancer cell.”
Edward Abbey
3. “The only way forward, if we are going to improve the quality of the environment, is to get
everybody involved.” Richard Rogers
4. “Modern technology owes ecology an apology.” Allen M. Edison
5. “The government should set a goal for a clean environment, not mandate how that goal is
implemented.” Dixie Lee Ray

III. Turning quotations into essays
Step 1: Determine the dominant theme of the prompts on a whole and state it
As you read the prompts ask yourself: “What are these quotations generally about?” Watch for
key words and phrases. These are either the theme, or they point to it.
Note that the words ecology/environment (almost interchangeable terms) show up in three out
of five of the quotations above. The “saving” referred to in prompt #1 and the “cancerous growth”
portion of prompt #2 both also relate to the environment. The unifying topic for all these prompts
is the environment—but that is a very, very broad topic—not yet a theme.
We still need to dig a little deeper to find the THEME. Review the topics again and note that
each speaks directly or indirectly to the dire state of the environment and man’s role or
responsibility in creating and cleaning up the mess. Ask yourself: “Do any of these statements
say the same thing in different words? Are any of them linked? If they are, how so?”
With the prompts above, we can see relationships between prompts 1 & 3 and between prompts
2 & 4.
We need to take action by establishing a common goal that includes and involves
everyone by appealing to their self-interest: “what’s in it for us?” (Prompts 1 & 3).
Modern technology has damaged the environment by making cancer-like growth
for the sake possible, and hence, owes it an apology (Prompts 2, & 4).
Finally, we have a prompt that is somewhat less related to man’s responsibility but
still demonstrates the common thread that something should be done though no
one is sure who should do what, or how (Prompt 5).
The theme of the comments above could be stated thusly: Man, in his pursuit of growth and
technology, is responsible for creating the current global environmental crisis that he, as a
species, is unwilling to address.
Remember to include the whole theme—not only that humans have created a global
ecologic crisis—but also—that we are negligent about taking action to clean up the mess.
The theme itself will be far too broad to address in a short essay. Thousands and thousands of
pages have been written about man’s contribution to pollution, the global ecologic crisis, and the
best ways to resolve it.

How, then, can candidates focus that theme adequately for a short
argumentative essay of about 350-400 words?
Step 2: Turn the comments into questions
Remember, GAMSAT essays are “judged on the quality of what you have to say in response to
the theme.” Even if candidates are immediately certain they want to address a particular
comment, even if they have been waiting their whole lives to address that particular comment,
they must do so in the context of the over-riding statement generated in Step 1 of this process.
At this point it is helpful to return to the comments provided and select the comment (or
comments) that:
Clearly relates to the theme;

Has two or more clearly debatable sides—some say yes and some say no;
Is most familiar or comfortable.
Armed with a clear statement of the unifying theme, it is usually not difficult to generate
questions from the comments.
1. “I don’t think we’re going to save anything if we go around talking about saving plants and
animals only; we’ve got to translate that into what’s in it for us.” Jim Fowler
Do people require personal incentives to get involved in ecologic initiatives?

Haven’t we made quite a bit of progress saving plants and animals without the direct
pay-back?
2. “Growth for the sake of growth is the ideology of the cancer cell.” Edward Abbey
Has growth for the sake of growth turned humans into a cancer on the face of the
earth?
Must growth be stopped or regulated?
Must we look at this comment in its broadest terms and finally admit that we need to
regulate human population?
3. “The only way forward, if we are going to improve the quality of the environment, is to get
everybody involved.” Richard Rogers
How can everybody get involved in such a way as to notably improve the
environment? (This seems a very productive theme that can be supported by several
quotations. It is my #1 choice for an essay).

Don’t we need sound policy, strict enforcement, and stiff penalties to get everybody,
including industrial polluters involved?
Isn’t this a job for policy makers and scientists?
4. “Modern technology owes ecology an apology.” Allen M. Edison

Is modern technology the cause of the global ecologic crisis?
Isn’t modern technology the most probable solution to the global ecologic crisis?
Isn’t it the humans who decide how to use technology who owe ecology an apology?
5. “The government should set a goal for a clean environment, not mandate how that goal is
implemented.” Dixie Lee Ray
Should an international organization such as United Nations set global ecologic goals?
Will a goal, alone, do it, or do countries and states need an implementation plan and
targets?
In Module 2 we will see how these questions can become focused essay topics, thesis
statements, and essays.
Task B (personal response) essay prompts
Task B topics tend to be oriented toward the individual and his/her personal philosophy,
preferences, or opinions. These topics generally lead candidates to a more introspective
response in the form of the personal-response essay.
Personal response essays do not argue a position. Instead, candidates are expected to show
their understanding of the prompts by relating them to their lives and experiences.
.
Task B sample directions and comments
Candidates must not assume that because Task B essays require a personal response they are
easier to plan or write than Task A essays. They require the same skills and the same level of
preparation. They are marked the same way and against the same criteria as Task A essays. Do
not make the mistake that many candidates do by assuming you will be able to write a good
personal response essay without a detailed plan.
Planning for Task B essay topics is only initially identical to the planning process for Task A
topics. Candidates will need to read the comments, identify the theme, turn it into a statement,
and then into a question. Initially this is a time and labor intensive process, but with continued
practice each of these steps is cut down to a matter of seconds.

Directions (the same as with Task A essay topics)
Type B Sample Prompts
1. “Success without honor is an unseasoned dish; it will satisfy your hunger, but it won’t
taste good. Joe Paterno
2. “Success is measurable not so much by the position that one has reached in life as by the
obstacles he has overcome.” Booker T. Washington
3. “Pray that your success will not come any faster than you are able to endure it.”
Elbert Hubbard
4. “One secret for success in life is for a man to be ready for his opportunity when it comes
up.” Benjamin Disraeli
5. “Always bear in mind that your own resolution to succeed is more important than any
other.” Abraham Lincoln
Turning quotations into essays
STEP 1: Determine the dominant theme of the prompts on a whole and state it
As you read the prompts ask yourself: “What are these quotations generally about?” Watch for
key words and phrases. These are either the theme, or they point to it.
Clearly the unifying topic for all these prompts is success, but as with “the environment” above,
that is a very, very broad topic—not yet a theme.
As with the topics for the previous essay, we still need to dig a little deeper to find the THEME.
Review the topics again and ask yourself: “Do any of these statements say the same thing in
different words? Are any of them linked? How are they linked? What is the unifying factor—the
common thread?”

In the topics above we see several different takes on the topic of success. What they all have in
common is that “success isn’t exactly what we think it is,” or “there are as many definitions of
success as there are people who define it.”
In Module 3 will look at strategies for

◄Don’t Worry!
writing the personal response essay.
Step 2: Turn the comments into questions
As with Type A essays, please take note that candidates do not have time to extensively
develop topics during the exam. The time suggested for reading and topic selection during the
exam is 2-4 minutes. However, slower, detailed practice now and going into depth with the
topics will ensure that candidates build underlying skills to do well under pressure. With practice,
seeing themes and questions embedded in the prompts will be almost automatic.
Type B prompts should also be turned into questions, one of which will become the essay topic,
as we will see in Module 2.
1. “Success without honor is an unseasoned dish; it will satisfy your hunger, but it won’t
taste good. Joe Paterno
Why is success without honor so unpalatable?

Which actually “tastes worse,” winning by cheating, or playing by the rules and losing?
Is it ever honorable to cheat?
2. “Success is measurable not so much by the position that one has reached in life as by the
obstacles he has overcome.” Booker T. Washington
Is the definition of success entirely subjective, based on personal limitations and

experience?
Is there any way to standardize opportunity for all?
Do we need standards, such as grades, against which everyone is uniformly measured to
determine success?
3. “Pray that your success will not come any faster than you are able to endure it.”
Elbert Hubbard
Can success overwhelm and destroy a truly successful person?
Can success come too fast?
Is there a difference between celebrity and success? (This question has great
potential because there are so many examples of unsuccessful celebrities and so many
successful but un-known people like )

4. “One secret for success in life is for a man to be ready for his opportunity when it comes
up.” Benjamin Disraeli
Can anyone not be ready for opportunity?

How does it feel when you realize you missed a life-time opportunity?
How can a person be ready for opportunity?
What if you spend your whole life ready and opportunity never presents itself?
5. Always bear in mind that your own resolution to succeed is more important than any
other.” Abraham Lincoln
How much difference does personal resolve make?

How does “the power of positive thinking work?”
Are some people born into such difficult circumstances that there is no way to succeed?
What if opportunity never presents itself? (Note that this question recurs)
Almost any of these topics can be turned into an excellent GAMSAT Type B (personal response)
essay, as we will see in Module 2. A key consideration in selecting the Type B topic is your
personal take on or experience with the topic and the availability of good examples to support
what you have to say. It is important that you select a topic that you are comfortable with, rather
than shooting for a more difficult theme to try to impress the judges.
A special note for candidates who address/use more than one comment in their essays
In the event you plan to address more than one prompt, examine the relationships between
prompts. Does one comment support or refute the other? Are comments, like the ones above,
linked by cause and effect? No extra points are gained by addressing multiple prompts, so do
not strain your writing just to establish connections. Often enough, however, you will find that the
comments are related and these relationships emerge without stress or strain as you develop
the topic.
Occasionally one quotation can be used to refute, support, introduce, or conclude your
discussion of another. Utilizing quotes this way can give your writing substance and impact if
they are used appropriately as in the example below.
Using Multiple Quotes to Lead-in to the Thesis Statement

As Richard Rogers points out, “the only way we are going to move forward to improve the quality of
the environment is to get everybody involved,” (prompt #3 used to open the essay and lead into the
thesis) yet the question remains: How do we do that? It would seem, after much talk and little
action, that Jim Fowler is correct when he says, “I don’t think we’re going to save anything if we
go around talking about saving plants and animals only; we’ve got to translate that into what’s
in it for us” (prompt #1—the prompt the candidate selected for his/her essay). Indeed, any successful
strategy to improve the environment must include humans and address their needs as an integral
part of GAMSAT
Griffith’s ◄ (Thesis statement)
the plan.Review—Module 1: The Task and the Topics Page 14
These ideas and other essay writing strategies will be developed further in the coming
modules, but now we will practice what has been discussed so far with two mock
gamsat style questions.
Attempt the questions under exam conditions, give yourself 5 minutes reading time and
then write both essays within 1 hour. Write the essays by hand so your timing is exactly
how it will be in the real test. You will then need to type the essays and return them by
email for marking.
Please attach your essays as a Word document and the marker will add your
corrections and personalized comments to this and return it to you.
How we will mark your essays
Because we don’t know exactly how ACER assigns a score to your essays (and no-one
does) we won’t give your essays a numerical score as this would be misleading. Instead
we will give your essays 2 marks from A-E for each of the two areas that gamsat essays
are assessed on which are “thought & content” and “organization & expression” with
slightly more importance being given to thought & content. A is obviously the highest
score and E is the lowest. So a candidate may score for example A for thought &
content and C for organization and expression. These two scores will then be combined
to give an overall score of B+.
This essay scores B+ rather then just B since the thought & content component is
weighted more highly. So for example if a candidate scores B for thought and content
and C for organization & expression then the overall score will be B-.
If it was C for thought & content and B for organization and expression the score would
be C+.
In addition to your scores from A-E you will also get a short report giving you some
individual feedback on your performance together with any other suggestions the
marker feels helpful.
We try to get essays marked within 3 days but this cannot be guaranteed. If all students
submit their essays around the same time then the time taken to mark them all takes a
little longer. However we do guarantee that your essays will be marked and returned
before the next module in the course is sent out.

IMPORTANT: after your essays are marked you may feel that you have questions or
want further information about your scores or performance. Please please do your best
to not email us with these questions! Unfortunately we just don’t have the resources to
answer individual questions for all students. Try and hold back as many of your doubts
and questions may be covered in further modules. On the other hand if you genuinely
have some important question or comment about the course then please feel free to get
in touch.
Best of luck and here are the module 1 mock questions –

Module 1 Sample Essay Prompts
Writing Task A
*******
The belief that all genuine education comes about through experience does not mean that all
experiences are genuinely or equally educative.
John Dewey
A human being is not attaining his full heights until he is educated.

Horace Mann
Education is an admirable thing, but it is well to remember from time to time that nothing
that is worth knowing can be taught.
Oscar Wilde
He who opens a school door, closes a prison.

Victor Hugo
It is a thousand times better to have common sense without education than to have education
without common sense.
Robert Green Ingersoll

Writing Task B
*******
Clothes make the man. Naked people have little or no influence on society.
Mark Twain
Humility and knowledge in poor clothes excel pride and ignorance in costly attire.
William Penn
Expensive clothes are a waste of money.

Meryl Streep
I don’t design clothes; I design dreams.

Ralph Lauren
It is interesting to question how far men would retain their relative rank if they were divested
of their clothes.
Henry David Thoreau

MODULE 2:
GAMSAT SECTION II:
PLANNING AND
WRITTEN COMMUNICATION EXECUTING
TYPE A ESSAYS
Now that you understand the writing task and the essay topics, I’m sure you’re wondering how to turn
GAMSAT themes into essays that earn the highest possible marks. In this module, we will develop
quick, efficient methods for planning, organizing, and executing efficient Task A (argumentation)
essays within the GAMSAT 30 minute deadline.
REVIEW OF GRIFFITH’S GAMSAT REVIEW MODULE 1
Before we get started with Module 2, let’s do a quick review of what we learned about GAMSAT
essay writing in Module 1:
2 essays in 1 hour—1 Social-argumentative essay; 1 personal-reflective essay;
Essay topics come in the form of “essay prompts” or “comments:” 5 quotations on a common
theme;
Candidates write about the theme in one or more of the comments;
Essays are graded on thought/content and organization/expression;
So far we have covered the first two steps of

Griffith’s 5 Step Essay Writing Plan:
1. Read the quotations and determine the theme.

2. Turn the theme into a question that can be answered
in an essay.
Module 2 Objectives: Upon successful completion of Module 2, candidates

will:
• Understand the components/structure of argumentation essays;
• Learn a formula and phrasing they can use to organize their Task A essays;
• Analyze, outline, and summarize sample argumentation essays;
• Learn how to plan a 8 paragraph essay in about 4 minutes;
• Learn how to give their writing content—paragraph by paragraph;
• Learn how to write effective thesis statements;
• Learn when and how to give their essays titles;
• Learn how to effectively conclude argumentation essays.
Griffith’s GAMSAT Review: Module 2: Planning and Executing Type A Essays Page 3
Argumentation
Argumentation is our heritage from the ancient Greeks, the cornerstone of democracy, the
foundation of rhetoric and composition courses, and an excellent gauge of candidates’
critical thinking skills. At the heart of argumentation is the ability to examine two sides of a
controversial issue in order to reach an informed, reasoned, and well supported position on
the topic.
Qualities and Organization of Argumentation Essays
Appropriate topics: Argumentation topics are debatable; they have two or more opposing
sides that must be weighed. If there is no controversy, there is no argument. Furthermore,
agreeing or disagreeing with the comments per se may not lead to much of an argument.
This is why candidates are encouraged to look beyond the individual quotations to the
underlying themes that the quotations raise and address these in their essays.
Opinions: Facts cannot be argued—but opinions can. Argumentation topics require

commitment to a given side, after both sides have been presented. There are two
recommended ways of doing this as will be illustrated below.
Although it is possible to argue for a compromise solution, candidates should be careful

about using a compromise technique. Markers may perceive the commitment to a solution
as a lack of clarity or commitment to a position. Candidates should rather choose one clear
side of the issue—the side they think they can support best.
Organization: Since argumentation essays present two sides of an issue, readers,

including your markers, can easily get lost if points are not presented systematically. Writers
must take care to organize their points in an easy-to-follow pattern of development. Although
there are numerous ways to organize arguments, candidates are advised to utilize one of
the two patterns below:
Planning the essay
The quickest way to plan and outline your argumentation essay is to make a quick pro-con
sheet. At the top of the page write the question you developed in response to the theme
(see Module 1). Make two columns under the question: In the left (PRO) column, you will
write all the reasons in favor of the idea. In the right (CON) side, jot down all the reasons
against the idea. Reviewing the pro-con sheet you should see two things:
Which side will be easier to argue convincingly?

Which main reasons you should include in the body paragraphs?
Counterpoints—that is points that work against you—are not stressed in this model. The
opposing side is explained in paragraph 3, but not otherwise elaborated in the essay. The
body of the essay—paragraphs 4, 5, and 6—consists of the 3 main reasons why you hold
your opinion.
Initially it might take you up to 10 minutes to generate ideas both pro and con, but with
practice you will be able to see and articulate opposing sides of almost any issue in 2 to 4
minutes. In the end you have a written outline to guide your essay. Writers who plan seldom
experience writers’ block; if they do get stuck, they have a plan to return to.
PLEASE NOTE, HOWEVER, THAT CANDIDATES HAVE LIMITED PAPER DURING THE
EXAM. ALL PLANNING SHOULD BE DONE ON OR IN THE MARGINS OF THE EXAM
BOOKLETS. A PRO-CON SHEET NEED NOT BE LONG TO BE USEFUL.
Sample Pro-Con Sheet
Do we need stricter laws/enforcement to enforce environmental

protection?
Pro Con
nothing accomplished by talking Kyoto Agreement shows it’s impossible.
What’s in it for us can be a penalty. Environmental penalties cost money,

Climate change = hurricanes, floods, slow development, reduce productivity,
and droughts, death. cost jobs.
Things getting worse. Penalties will weigh heavier on under-

developed countries.
Everybody has to be involved--global.
Who would enforce these penalties at the
Kyoto Treaty—US & Japan didn’t sigh global level?
Because it was optional
set policies and penalties that are serious.
Climate change = world’s most serious

problem
Griffith’s fool-proof formula for writing Type A essays
Model 1: THE THREE POINT/8 PARAGRAPH

The title should clearly reflect your
ESSAY
position on the topic, thus orienting your
reader/marker from the start.
Title of the essay
When to name the essay?
It is wise to name the essay when the
title is clear to you, whether that is ► We need an environmental policy with teeth
immediately after you complete your
pro-con sheet and choose your side, or
immediately after you complete the
essay—in which case you might use a
line or phrase from your writing as the
title.
Paragraph #1 of the essay
¶ 1: Introduce the issue & state that

How to motivate governments and
it is controversial, highly
debated, or problematic.
industries around the world to get
serious about the environment is,
There is no need to try to dazzle the indeed, a difficult question.
markers with a one-of-a-kind opening.
a complex issue.
In fact, trying to do so is almost certain ►
to cause the kind of anxiety that leads
a complex problem.
to writers’ block. the subject of serious debate.
Keep it simple. Essay exams allow for

very short paragraphs such as this one. Paragraph #2 of the essay
On one hand
¶ 2: State one side of the controversy—
On one side of the debate
usually the side you will support.
On the one side
Often you can find support amongst the From one perspective…
comments provided as exam prompts. In one sense…. nearly everyone
In this instance the author decides to ► agrees with Fowler’s statement that
use one of the quotes provided in the
not much will be accomplished if we
prompts to clarify the controversy.
“go around talking about saving
Use a fitting transitional phrase to let plants and animals only.” We do,
readers know that this is first point of Governments around the world need to
discussion. It is helpful if you can work
commit to a global strategy to address
in the words one, or first, but not
absolutely necessary. a global crisis.
Paragraph # 3 of the essay
On the other hand, however,
¶ 3 State the other side of the On the other side of the debate,
controversy. Use another transitional However
phrase that makes it clear that this is On the other side
the opposing side of the argument. From the opposite perspective…
Conversely…there is little agreement as to
how to go about getting everybody,
DON’T WORRY! particularly the countries that pollute the
We will discuss transitions and their most, involved.
contribution to your expression
marks in Module 4.
Although there are good points on both

¶ 4: Having presented the two sides of the sides
controversy, it is now time to tell readers In light of the above it seems, that .
which side you will develop in the Although it is difficult to choose sides,
remainder of the essay. Of these two options .
Although some would disagree,…I believe
Use a transitional phrase that cues the
that we must pass stricter, laws with much
readers that you will be choosing sides.
stiffer penalties for non-compliance if we
¶ 4 contains the thesis statement in which hope to we see real progress in
you clearly state which side you support. environmental protection and the
reduction of greenhouse gasses.
Firstly
First and foremost
¶ 5 State your first reason in support of In the first place
the thesis. This will usually be the First of all
weakest of 3 good reasons. Before we can make progress
As a first priority…we must accept that
Signal your reader that this is the first in global climate change and its consequences
a series of reasons by using a intro- including hurricanes, floods, and droughts
ductory phrase to say this is the first
have cost tens of thousands of lives in the
reason without directly saying “The first
reason is ” last few years. Furthermore, if we are to
believe scientists, things can only get
worse.
In the second place

Note that the body paragraphs draw
Secondly,
heavily from the “Pro” side of the
Next
pro-con sheet. In addition to recognizing the seriousness
of the issue…we must move beyond the idea
¶ 6 State your second reason in support that addressing global warming is an
of the thesis. This will usually be the
option or something we should do when the
second strongest of the three points
W time is right. As a world we must accept
that make up the body of the essay.
that we have no more pressing issue than
Use a transition word or phrase to cue the environment. We make serious laws to
the reader that you are now moving on fight terrorism, but fail to realize that
the second main point. To improve flow,
without an environment conducive to life,
you may want to include a transitional
all man’s most pressing problems are of no
phrase that refers back to the point just Paragraph # 7 of the essay
covered. consequence.
¶ 7 State your final reason in support of Finally

the thesis. This is usually the strongest In the final analysis
of your three reasons. Lastly
Last but not least
Use a transitional word or phrase to let In light of the foregoing, we must
the reader know this is the final reason recognize that the failure of the Kyoto
you will be presenting. Agreement* does not mean that
agreement on global environmental
targets is inherently impossible. It means
that voluntary agreement is not possible,
*Candidates should be generally
and it signals the need for stronger, not
aware of the state of their world and
able to make at least general weaker, environmental policies,
references to global events and enforcement and penalties. Jim Fowler is
initiatives such as the Kyoto right. We have to “translate”
Agreement instituted in 1997 and environmental initiatives into “what’s in
d “d d” i 2010
it for us.” However, we need also to be
aware that “what’s in it for us” does not
DON’T WORRY! ▲ have to be a reward. It can also be a
We will examine strategies for building penalty for poor environmental
social awareness in Module 5. performance.
To sum up
¶ 8 The conclusion In conclusion
In the final analysis
Your conclusion is just that: a sentence
In summation
or two that wrap up the point you want
To conclude, then…we must move
to make in the essay. It is more than a
simple restating of the thesis, as you beyond the concept of voluntary
will also sum up the three main points environmentalism to tackle global
you developed in the essay.
warming and its causes at the root.
It is in the conclusion that writers One way to get people to take
clearly state the purpose of the essay,
reminding readers of the controversy environmental protection seriously
and the opinion stated in the thesis is to set policies and penalties that
(paragraph 4). The last sentence of
are serious. In fact, Stiff fines and
your essay should clearly state what
should , could, will, won’t, can or can’t penalties might well be the only way
happen as a result of the reasoning to get the world as a whole to take
provided in the body paragraphs.
appropriate action before it is
literally too late.
The finished 3 point—8 paragraph essay
We need an environmental policy with teeth
How to motivate governments and industries around the world to get serious about the
environment is, indeed, a difficult question.
On one side, nearly everyone agrees with Fowler’s statement that not much will be
accomplished if we “go around talking about saving plants and animals only.”
Governments around the world need to commit to a global strategy to address a global
crisis.
Conversely, however, there is little agreement as to how to go about getting everybody,

particularly the countries that pollute the most, involved.
Considering the options, I believe that we must pass stricter, laws with much stiffer
penalties for non-compliance if we hope to we see real progress in environmental protection
and the reduction of greenhouse gasses.
As a first step, we must accept that global climate change and its consequences including
hurricanes, floods, and droughts have cost tens of thousands of lives in the last few years.
Furthermore, if we are to believe scientists, things can only get worse.
Secondly, in addition to recognizing the seriousness of the issue, we must move beyond the
idea that addressing global warming is an option or something we should do when the time
is right. As a world we must accept that we have no more pressing issue than the
environment. We make serious laws to fight terrorism, but fail to realize that without an
environment conducive to life, all man’s most pressing problems are of no consequence.
At the end of the day , we must recognize that the failure of the Kyoto Agreement* does not
mean that agreement on global environmental targets is inherently impossible. It means
that voluntary agreement is not possible, and it signals the need for stronger not weaker
environmental policies, enforcement and penalties. Jim Fowler is right. We have to
“translate” environmental initiative into “what’s in it for us.” However, we need also to be
aware that “what’s in it for us” does not have to be a reward. It can also be a penalty for poor
environmental performance.
To conclude, then, we must move beyond the concept of voluntary environmentalism to

environmental protection seriously is to set policies and penalties that are serious. In fact,
Stiff fines and penalties might be the only way to get the world as a whole to take
appropriate action before it is literally too late. (402 Words)
MODEL B: THESIS—ANTITHESIS—SYNTHESIS (TAS) ESSAYS
Although the 8 paragraph essay model above works with virtually any set of prompts, the thesis-
antithesis-synthesis (TAS) model is also very popular with exam-takers—for good reason. In the first
place, TAS essays require analysis, application, and synthesis, thus giving writers ample
opportunity to demonstrate the kind of critical
thinking markers look for. Furthermore, TAS ◄ DON’T WORRY! We will address
essays consist of three body paragraphs and critical thinking as we develop the T-A-S
are generally easy to organize and write. Many essay.
of the exam prompts provide two opposing
sides of an issue and invite a TAS response.
The T-A-S Formula: Weigh each side fairly then provide your view*.
Paragraph #1: Explain the theme or quotation you are addressing as stated in the
prompt(s);
Paragraph #2: Explain the antithesis—the opposing view;
Paragraph #3: Propose an understanding that recognizes both sides of the argument in due*
proportion but is original, synthesizing elements of paragraphs #1 & #2.
*Paragraph #3 may be a full compromise based of the best points from the two opposing sides, or
writers may decide to lean more heavily toward one interpretation (thesis) or another (antithesis).
What is important is that both sides are given due consideration in the essay. It is this point that the
“CON” side of your Pro-Con Sheet, barely utilized with the 8 paragraph model, comes in handy.
Note a few differences in the pro-con sheet for the TAS essay. Instead of a question, either a specific
comment or the sentence that you wrote expressing the theme (Module 1) heads the pro-con sheet.
Note also that the writer has developed a couple additional counterpoints so that s/he can examine
both sides of the controversy.
Revised Pro-Con Sheet for TAS essay:
“I don’t think we’re going to save anything if we go around talking about saving
plants and animals only; we’ve got to translate that into what’s in it for us.” Jim Fowler
OR
Man, in his pursuit of growth and technology, is responsible for creating the current
global environmental crisis that he is unwilling to address. (theme from prompts)
Pro Con
nothing accomplished by talking Kyoto Agreement shows it’s impossible.
What’s in it for us can be a penalty. Environmental penalties cost money, slow

Climate change = hurricanes, floods, and development, reduce productivity, cost jobs.
droughts, death. Penalties will weigh heavier on under-
Things getting worse. developed countries.
Everybody has to be involved--global. Who would enforce these penalties at the

global level?
Kyoto Agreement—US & Japan didn’t sigh
Because it was non-manditory.
set policies and penalties that are serious. Not known how global warming might
affect us if at all.
Climate change = world’s most serious
problem.
On the down side, TAS essays require that writers know the two sides of the argument equally well,
and the TAS model may be over-used and boring to markers.
Turning the Pro-Con Sheet into an Essay:
I don’t think we’re going to save anything if we go around talking about saving
plants and animals only; we’ve got to translate that into what’s in it for us
Jim Fowler
1. Make the theme or quotation relevant to modern times/issues
The ability to update old quotations and themes (and some will be ancient) and make them relevant
to modern times shows the abilities to adapt and apply—both higher thinking level skills. It is helpful
to remember that although some quotations seem dated, they have all been carefully selected
because they have universal relevance and that “there is nothing new under the sun.” Any of the
GAMSAT quotations should be easily related to modern times and issues.
Notice that Fowler’s statement seems dated—harkening back to the time thought we could save one
species at a time. Don’t let that deter you. Instead think of the meaning or “main gist of the
statement—just the main points:
We won’t save anything ..means .our efforts will be unsuccessful;

Talking about saving ..means ..our current approach—more talk than action;
Plants and animals means ..the most pressing environmental problem(s) of the day;
What’s in it for us ..means ..we need incentives—rewards, or could be punishment.
Translated, then, to its most basic and universal core, the statement might read:
Our current approaches that are based on talk rather than action will not solve our most
pressing environmental problem (global warming) because humans need incentives before
they take action.
2. Consider the meaning and broader implications of the “translated” theme or quotation
Many writers find it helpful to use heuristic (questioning) technique to ensure they consider all the
possibilities. Initially it is helpful to write these down, but with practice candidates learn to ask them
mentally and very brief notes of the most important points/answers.
The list below is far longer than any candidates would have time to generate during the exam, but it
does show the range and types of questions possible. Reading the essay, you will see that many of
the questions do come up. The point is to practice heuristic technique so that it becomes automatic;
as you see a topic, you break it down into the journalist’s questions: who, what, when, where, how,
and why.
Try to focus the topic as you work through the process. Notice that pollution in all its forms would be
too much to address in one short essay, so the writer quickly begins to focus on what s/he considers
the worst form of pollution in modern times, global warming.
Who
• is the “we” he refers to? --mankind
• is effected—plants and animals only, or humans? --globe, everyone
• is talking about saving flora and fauna only (hasn’t the discussion shifted to air/global
warming)? –focus on global warming
• is/isn’t taking action—U.S. & Japan—major polluters—esp. air pollution
• owns the environment, especially the air?—everybody, but poor countries suffer most
• is Fowler addressing?--everybody
• should be addressed/confronted/forced to comply?—everybody, esp. major polluters
• can oversight this, force compliance?—United Nations with power to sanction
What…
• has been accomplished?—not much—Kyoto Agreement “dead” 2010
• environmental issues do we need to focus on?—global warming
• what caused the Kyoto agreement to fail?—not mandatory
• do we need to do to get governments/people to take environmental targets seriously?—make
the United Nations do what it is supposed to do, make new “Agreement” manditory
When…
• was this statement made ?—sounds very 1970’s
• do we get serious/draw the line?--immediately
Where…
• does most air pollution come from?—industrialized countries, automobiles
• does it go?—everywhere—hole in ozone, bad weather
Why…
• should we care?—environmental meltdown, earth’s most pressing problem
• should/shouldn’t we get incentives to clean up air pollution?—severe penalties for non-
compliance
• do some major polluting countries get out of cleaning up the problem they make for the
world?—because it’s not mandatory!
How…
• can we get people to take action?—manditory, strict penalties, UN empowered
• can force, monitor, reward or punish?—United Nations
3. Write the essay
Armed now with essential information for the essay, you are ready to write the essay.
Model B: THE THESIS—ANTITHESIS—

SYNTHESIS ESSAY
Title of the essay
As with the 3-point, 8-paragraph essay,

In favor of an environmental
The title should reflect your stand on the
issue. policy with teeth
Paragraph #1 of the essay
Jim Fowler has a point when he says,“ I

don’t think we’re going to save anything
if we go around talking about saving
plants and animals only; we’ve got to
translate that into what’s in it for us.”
Saving the whales is all well and good in
¶ 1: Start off with your explanation of
theory, but not many of us are really
the meaning of the sentence or
quotation. willing to make the changes needed to
save a species or significantly impact
In simplest terms, state what the even more pressing problems such as
statement says and what it means, how
global warming. Change is naturally
it works.
uncomfortable, change requires
In the first paragraph you agree with the sacrifice—giving up luxury in favor of
statement.
ecologic economy. It is unrealistic and
perhaps even unfair to expect people to
make sacrifices unless there is, as Fowler
explains, something in it for them.
Although Fowler is right, we do need to reward

¶ 2: Here you argue the other side of environmental initiatives, his statement
the issue—in this case that it is short
reveals why we fail to make real
sighted and wrong to expect to profit
from the mess that we created in the environmental progress. For better, or for
first place. worse, humans are short-sighted. Although
the environment continues to degrade, we
continue with the very practices and life-style
choices that are the root of the problem. We
know we should develop and use mass transit,
that we could and should reduce personal
energy use , and that we must all make
immediate and real sacrifices if we hope to
have any notable positive impact on the
environment, but we do little—far too little—
to change. We are still waiting for “something
in return” for becoming environmentally
responsible. Fowler’s statement about “what’s
in it for us” reveals the mentality of a child
Note the hint as to what will come in the
who has made a mess, a very big mess in this
next paragraph that the writer uses to
end this paragraph, “ it raises the case, but does not intend to clean it up unless
question...” This is a transitional phrase he gets extra allowance. It raises the question
that links forward instead of back, but it whether a reward or a punishment is due.
still gives the writing flow.
Paragraphs # 3
Global warming, caused by the consumption of the

carbon-based fuels that fuel our progress, is
undoubtedly the most serious and far-reaching
problem to ever face mankind. Each year we see its
¶ 3: Here you argue for a results in the form of droughts, floods, hurricanes,
synthesis—a better idea monsoons, and tsunamis. Each year tens and
that is the culmination of the sometimes hundreds of thousands of people die, and
best points from both sides. billions of dollars are lost to natural disasters
associated with global warming. Clearly
In this case, you would
argue that we should have governments should do all they can to prioritize the
incentives and penalties. environment by offering generous cash and
generous tax incentives to businesses and even
This is actually one families that “go green,” and Governments around
paragraph that has been
the world should do all they can to support and
divided at a natural breaking
point to keep it from getting
promote the environment as a business.
too long and monotonous.
In the final analysis, we must recognize that
Although the TAS essay is a incentives may not be enough. Indeed, the failure of
3 paragraph model, writers the Kyoto Agreement aimed at reducing global
should look for the carbon emissions provided large incentives for
opportunity to create a compliance, but failed none-the-less, largely
fourth paragraph in order to
because a few of the world’s leading industrial
break the monotony of the
read. nations refused to comply. “What’s in it for us”
must include more than just incentives. It must
Note that the conclusion is include stiff penalties for non-compliance. The air
included in the final we breathe belongs to all of us. It must therefore be
paragraph, rather than as a
protected by global laws and by a world court with
paragraph of its own.
the power to ensure that everyone receives due
recompense—positive and negative—for their
environmental behavior.
In favor of an environmental policy with teeth
Jim Fowler has a point when he says,“ I don’t think we’re going to save anything if we go around
talking about saving plants and animals only; we’ve got to translate that into what’s in it for us.” Saving
the whales is all well and good in theory, but not many of us are really willing to make the changes needed
to save a species or significantly impact even more pressing problems such as global warming. Change is
uncomfortable; change requires sacrifice—giving up luxury in favor of ecologic economy. It is unrealistic
and perhaps even unfair to expect people to make sacrifices unless there is, as Fowler explains, something in
it for them.
Although Fowler is right, we do need to reward environmental initiatives, his statement reveals why
we fail to make real environmental progress. For better, or for worse, humans are short-sighted. Although
the environment continues to degrade, we continue with the very practices and life-style choices that are the
root of the problem. We know we should develop and use mass transit, that we could and should reduce
personal energy use , and that we must all make immediate and real sacrifices if we hope to have any
notable positive impact on the environment, but we do little—far too little—to change. We are still waiting
for something in return for becoming environmentally responsible. Fowler’s statement about “what’s in it
for us” reveals the mentality of a child who has made a mess, a very big mess in this case, but does not
intend to clean it up unless he gets extra allowance. It raises the question whether a reward or a
punishment is due.
Global warming, caused by the consumption of the carbon-based fuels that fuel our progress, is
undoubtedly the most serious and far-reaching problem to ever face mankind. Each year we see its results
in the form of droughts, floods, hurricanes, monsoons, and tsunamis. Each year tens and sometimes
hundreds of thousands of people die, and billions of dollars are lost to natural disasters associated with
global warming. Clearly governments should do all they can to prioritize the environment by offering
generous cash and tax incentives to businesses and families that “go green.” Governments around the
world should do all they can to support and promote the environment as a business.
In the final analysis, we must also recognize that incentives are not enough. Indeed, the failure of
the Kyoto Agreement aimed at reducing global carbon emissions provided large incentives for compliance,
but failed none-the-less, largely because a few of the world’s leading industrial nations refused to sign on
to the agreement. “What’s in it for us” must include more than just incentives. It must include stiff
penalties for non-compliance. The air we breathe belongs to all of us. It must therefore be protected by global
laws and by a world court with the power to ensure that everyone receives due recompense—positive and
negative—for their environmental behavior. (496 words)
Writing Task A
Consider the following comments and develop a piece of writing in response to one or more of them. Your writing
will be judged on the quality of what you have to say in response to the theme, how well you organize and present
your point of view, and how effectively you express yourself. You will not be judged on your views or attitudes.
*******
Man is the animal that intends to shoot himself out into interplanetary space after having given up on the
problem of an efficient way to get himself 5 miles to work and back each day.
Bill Vaugn
Usually the terrible things that are done with the excuse that progress requires them are not really progress
at all, but just terrible things.
Russell Baker
Perhaps in time the so-called dark ages will be thought of as including our own.
Georg C. Lichtenberg
The human race’s prospects for survival were considerably better when we were defenseless against tigers
than they are today when we have become defenseless against ourselves.
Arnold J. Toynbee
There is more to life than increasing its speed.

Mohandas Gandhi
Writing task A
NOTE: Because Module 2 covers writing task A essays both practice essays in this module are for task A
type essays
Consider the following comments and develop a piece of writing in response to one or more of them. Your
writing will be judged on the quality of what you have to say in response to the theme, how well you organize
and present your point of view, and how effectively you express yourself. You will not be judged on your views
or attitudes.
*******
The gap in our economy is between what we have and what we think we ought to have—and that is a moral
problem, not an economic one.
Paul Heyne
He who buys what he does not need steals from himself.

Author unknown
Economic advance is not the same as human progress.

John Clapham
People do not understand what a great revenue economy is.

Marcus Tullius Cicero
In the new economy, information, education, and motivation are everything.

William J. Clinton
MODULE 3:
GAMSAT SECTION II:
PLANNING AND
WRITTEN COMMUNICATION EXECUTING
TASK B ESSAYS
Now that you understand the Section II Written Communication prompts and the
general writing task, I’m sure you’re wondering how to turn GAMSAT Task B prompts
into essays that earn the highest possible marks. In this module, we will develop quick,
efficient methods for planning, organizing, and executing Task B (personal response)
essays with the potential to earn the highest possible marks within the GAMSAT 30
minute deadline.
The Challenges of the Writing the Task B Essay:
The GAMSAT Task B Essay is not your average high school personal response essay.
You will not be responding to an extended passage or article but to a set of prompts
similar to those given in Writing Task A, but less social and more personal in nature.
Whereas Task A prompts (remember, these come in the form of quotations around a
general theme that you must identify) are geared towards politics, society, environment,
philosophies, and other “social” issues, Writing Task B prompts, also centered on a
theme, are more likely to focus on cultural practices, and intra-personal perspectives.
Candidates often underestimate and under-prepare for the Writing Task B essay,
assuming—wrongly we might add—that any subjective, first person response will do.
This is certainly not the case. Whereas markers know it is impossible to write a
resounding personal response essay in the 30 minutes given to read the prompts,
identify the theme, select a topic, and write the essay, they still expect candidates’
response essays to be clear, coherent, and well supported with evidence and examples.
Module 3 Objectives: Upon successful completion of Module 3, candidates

will:
• Understand how personal (PR) response topics & essays are similar to &
different from argumentation topics & essays;
• Narrow topics and plan PR essays in roughly 4 minutes;
• Use simple formulas for developing the 6 paragraph PR essay;
• Learn how to write, place, and support effective thesis statements;
• Learn how to give their personal views substance—paragraph by paragraph;
Griffith’s GAMSAT Review – Module 3: Type B Essays Page 3

How to Maximize your Writing Task B Essay Score
The secret to scoring high on the Part II of the GAMSAT Written Communication is to do
well on BOTH essays by preparing and practicing extensively and independently for
each type of GAMSAT essay.
Quick efficient execution of the first essay leaves candidates with time and energy to
plan and write a second essay with the potential to impress markers and earn the
highest marks possible. Strategic preparation, extensive practice and feedback are all
essential to writing a well-executed Task B essay that stands out in a sea of essays
best described in on-line testimonials as “a blur.”
What is the Writing Task B (personal response) essay?
Task B personal response essays are both like and unlike Task A argumentation
essays:
How Task B Essays are LIKE Task A How Task B Essays are UNLIKE Task A
Essays Essays
• 30 minutes to read, plan, write, edit • Type B essay prompts (quotations)
your essay can be described as being more a
• Prompts in the form of 5 quotes; matter of personal taste or cultural
• Quotes have a central theme; practice than social impact.
• Writers turn themes into questions; NOTE: That does not mean,
• Answers become the essay however, that they don’t relate to
topic/thesis; how society acts or sees itself.
• Candidates will pick a side—the • Topics and prompts (quotations)
most defensible side—to support; may be more whimsical or
• Responses must be reasonable, humorous. NOTE: That does not
consistent, supported with evidence mean your explication of the topics
and/or examples, clearly organized can be whimsical or haphazard.
and explained, and clearly written; • Candidates can make more use of
• There is no way for candidates to personal opinion and examples—
know or prepare for specific topics; short, long, real, and hypothetical—
• Your essay must be written on the to support their thesis.
exam paper provided. No additional
paper will be given to candidates.
• Candidates can NOT prepare for
specific topics or themes
• Candidates CAN prepare and
practice strategies for successfully
addressing virtually any GAMSAT
Type B Essay Topic using Griffith’s
GAMSAT strategies and exercises.

Contrastive Analysis of Task A and Task B Essays
The examples and explanation below should give you insight into the subtle but
significant differences between Writing TASK A and Writing TASK B essay prompts.
Although both prompts below speak to the same theme (nature), one topic clearly
requires a social response, while the other gives the writer more opportunity to share
his/her personal experiences and reactions.
WRTING TASK A ESSAY PROMPT WRITING TASK B ESSAY PROMPT

“They claim this mother of ours, the Earth, for “Every time I have some moment on a sea
their own use, and fence their neighbors away shore or in the mountains, or sometimes in a
from her, and deface her with the buildings quiet forest, I think this is why nature has to be
and their refuse.” Sitting Bull preserved.” John Muir
ANALYSIS OF TASK A ESSAY PROMPT ANALYSIS OF TASK B ESSAY PROMPT
Clearly this is a powerful, even angry This is quite clearly a PERSONAL
statement made by an indigenous man who is RESPONSE topic as it centers on the author’s
grieving the destruction of his religion, his personal reaction nature—it inspires him.
world, and his way of life. But don’t let the tone
or lack of sophisticated language fool you into Here, Muir is saying that nature is worth
thinking that this is a personal response topic. preserving for nature’s sake. Clearly, nature
It is not. has a personal and positive impact on the
writer. Many agree with this view, and many
Looking beyond the context of the quote to its do not. Here we have an issue with which the
essence it is evident that this statement refers writer can take issue.
to the clash of societies and world-views as
well as the pillaging of the Native American It is helpful, but not necessary if candidates
way of life and religion. know that John Muir is the father of the U.S.
Highly emotional quotations can indeed be National Park System. However, they should
social in nature. know, simply by reading newspapers, that
parks, reserves, and preserves around the
world struggle for funding and survival. (See
How to Become More Socially Aware, below.)

PLANNING THE SOCIAL/ARGUMENTATION PLANNING THE PERSONAL RESPONSE
ESSAY ESSAY
The key to determining the dominant points in As seen above, the personal response essay
any quotation lies in the reader’s ability to is not unlike the argumentation essay. It raises
identify key issues—within a social context. an issue that candidates turn into a question.
Knowing who Sitting Bull is and familiarity with They take a position on the question and then
the clash between native Americans (or any develop their position in their essays.
indigenous peoples, for that matter) and
European colonizers are both very helpful, and The significant difference between the
reflect the level of knowledge generally argumentation (Task A) and the personal
expected of a GAMSAT candidate. response (Task B) essay is that the Task B
essay gives candidates the opportunity to add
However, no specific knowledge is required to their personal experience, examples, and
see that: reasoned responses to develop the essay.
Mother Earth is sacred to this man;
He is devastated and appalled by These examples can consist of a series of
“their” desecration; short real and/or hypothetical examples
“They” can be assumed to be demonstrating the impact nature has or
European immigrants/colonizers; doesn’t have on humans, or an extended
He is dependent on the land; hence he example of a personal experience with nature
and his people who are now fenced that is developed throughout the essay. The
away from it, will die out. extended example can also be real or
In this quotation, the most relevant hypothetical. The important point is that the
questions may be: examples you use are relevant and support
• Was Sitting Bull right about the your thesis—in this case that nature should (or
destruction and desecration of his shouldn’t) be preserved for its own sake.
world?
• Does anyone have the right to own the The use of personal examples helps
earth? candidates to:
• Does one culture have the right to Get started;
exterminate another? Focus their topics;
Give their writing coherence and flow.
How to Turn Task B Essay Prompts into Successful Essays
Turn the Quotations or Theme into Questions
Turning the prompts or theme into a question is an essential part of the process. Doing
so ensures that you address the intended topic in your essay. Essays that stray from
the topic, say, from the importance of preserving nature for its own sake, to the great
time you had bonding with your family while vacationing in a national park, can hardly

be expected to receive passing marks. Yet this is exactly the type of essay frazzled
candidates all too often “whip out” when they are exhausted and under pressure.
Turning quotations or themes into questions also gives candidates the opportunity to
take a position that they can defend in the essay.
With practice you will be able to perform each of the steps below mentally, but for now
use a 3” by 5” index card or slip of paper to do your planning. Remember, during the
exam candidates are given no extra paper for planning. You will want to systematically
reduce your planning space with each practice essay so that you are able to plan an
essay in a space equivalent to about half of an index card.
Furthermore, students who practice under simulated exam conditions tend to do better
on their exams overall than students who prepare in chaotic or noisy environments.
Although you may be most comfortable working on your computer while watching
television, plan and write you practice GAMSAT essays by hand. Work in a quiet area
where you are unlikely to be disturbed for the required hour. Practice writing essays
one-after-the-other to simulate how it will feel to write 2 essays in an hour and to build
your writing stamina. If nothing else, you need to tone the muscles in your writing hand
to write for 60 minutes without a break. It goes without saying that you will not be
listening to your favorite music while taking the GAMSAT, so lose the headphones—
even if you believe music helps you to concentrate.
Time yourself. Set an alarm for 30 minutes. You will probably not be able to complete
and edit your first essays within the thirty minute time frame, but it is important to note
how far you reach. Keep track of the overall time it takes to write each essay and strive
to improve your timing with each practice essay.
Step 1: Analyze the Prompts
Read the Task B Essay prompts below. Look for the unifying theme, and jot down
questions that the quotations raise for you. A couple of examples have been provided.
1. Happiness is not something ready-made. It comes from your own actions.

the Dalai Lama
Can we act in such a way as to achieve happiness? (yes—altruistic behaviors).
Do people look for happiness as though it were a commodity? (yes--drugs, shopping).
2. Indeed, man wishes to be happy even when he lives as to make happiness

impossible.
Saint Augustine
Does our obsession with the trappings of happiness keep us unhappy?—Yes
Do we make happiness impossible with our pursuit of it?—Yes. Rich and Famous

3. What is the point of happiness? It can’t buy you money.
Henny Youngman
4. Did perpetual happiness in the Garden of Eden maybe get so boring that eating
the apple was justified?
Chuck Palahniuk
5. No matter how dull, or how mean, or how wise a man is, he feels that happiness
is his indisputable right.
Helen Keller
Identify the unifying theme: Happiness—more particularly—the pursuit of

happiness.
Step 2: Turn the Prompt or Quotes into a Question you can Answer “Yes” or
“No.”
Quickly write down the most significant question(s) the prompts bring to mind as in
the text box below.
Step 3: Take a Position
Quickly review the theme (Attaining Happiness), the quotations, and your questions. Try
taking a position—pro or con, yes or no, on the most productive question(s). Note down
key reasons for your position. As you do so, pay special attention to two things:
Which question/position seems to be easiest to support—strongest
reasons?
With which topic do you have the most familiarity and the best examples—
real or hypothetical?
Is happiness a choice? Yes. Most decide if glass half empty/full. People who have
it hard, often happiest. People who seek it, often miserable.
Is happiness a right? No. Most people are born into poverty. Those who “have it all”
are often unhappy. Happiness is an achievement, a dream we aspire to.
Can happiness be “found?” No. The harder the search, with sex, drugs, shopping,
etc. the more elusive it gets. Big debts, no happiness. Fame, no happiness.
Happiness is not “out there.” It is a state of mind achieved when we are busy
doing something that matters to us.

The “BEST TOPIC” is not always the topic you find most inspiring, interesting, or
revealing of who you are as a human being. Markers are looking for sound reasoning,
good organization, and clear writing, not inspiration or your most pressing beliefs.
Though I may feel more inspired by one of the other questions, the final question: “Can
happiness be found?” is the BEST topic because it is the topic I can develop the most
efficiently in the GAMSAT time frame.
A Plan for your Task B Essay
Paragraph 1: Open with a hook—a question or statement that will grab the
marker’s attention. The third prompt is humorous, so it will do the
trick. Also, it raises the general question the essay will address—
what is (the point of) happiness.
Summarize the over-all theme or quotation your essay will address.
Narrow the prompt by providing your interpretation of the summary
“This means that…This would imply that ” or lead-in to the
question your essay will answer. The latter approach is used in the
model essay below.
Paragraph 2: Take a side. This will be your thesis statement. Agree or disagree
with the final statement in paragraph 1. If there is another side, and
there is, it doesn’t hurt to show markers that you have thought the
topic through by acknowledging the alternative point of view before
moving on to support your (better) position in your thesis statement.
You can do this with a simple transitional phrase starting with the
word “Although ” as in the model below.
Paragraph 3: Provide the first reason you hold the position you do. In this
instance you would develop the idea that people believe happiness
is an indisputable right (quotation #5), but it is not. Here you might
explain that in reality, happiness is a luxury that the vast majority of
the world’s population cannot afford. Here you have the opportunity
to show markers that you have a reasonable grasp of the world
situation and understand happiness in the larger context. This is the
kind of content and thought that earn top marks.
Paragraph 4: Provide the second reason you hold the position you do. Use the
appropriate transition to introduce the main idea of the second
prompt. Use an extended example from your own experience or
several shorter examples from the media (Amy Winehouse,
Michael Jackson, Tiger Woods, Lindsay Lohan, or some other
relevant and well known personality hotly and unsuccessfully
pursuing happiness) to illustrate how the pursuit of happiness
makes achieving happiness impossible. This supports your thesis:
happiness cannot be found.

Paragraph 5: If you have a third reason provide it here. A third point is not
required but is recommended. Occasionally, however, it is more
productive to develop 2 main reasons in more detail in paragraphs
3 and 4 than to provide a third reason here. If there is no productive
third reason, simply move on to the conclusion.
With this essay and set of quotes candidates could use the quote
from the Dalai Lama to explain that happiness is not a commodity
that can be found or bought, but a state of mind that is achieved
through altruistic action.
The use of one quote in each of the body paragraphs gives your
writing content and authority. You are consulting experts without
going very far. It also gives your writing coherence and flow as
your markers recognize that you are consciously using the
quotations to organize your essay. You do not always get a set of
prompts that support each other, but when you do, you would be
wise to use them.
Paragraph 6: Conclude the essay with an explanation of what happiness is: an

elusive state of mind that cannot be purchased, pursued, or found.
Those who seem to have achieved some happiness are those who
do not worry about being happy as much as they worry about the
happiness of others. Thus we can say that happiness can NOT be
found. It finds us when we are busy doing the right thing.
The conclusion should confidently restate your position on the

issue. Moreover, it should clearly demonstrate how you have
"proven" your position to be the best one.
Name the Essay: It is wise to refrain from naming the personal response essay until
you have written it. A title might be as obvious as the question you
address in your essay—in this case, “Can Happiness be Found?”
On the other hand, a better phrase or idea may come to mind as
you write the essay and develop your examples.
How to Become More Socially and Personally Aware
Although we will address this topic in later Modules, your work with the topics so far
probably demonstrates the need for a good deal of social and personal awareness in
order to address GAMSAT topics in adequate detail. Although GAMSAT does not factor
length into the marking process, independent research indicates that length is a
significant issue. Essays that are very short usually lack adequate detail and support.
This negatively impacts both thought and content grades. Because it is impossible to

predict the theme (subject matter) of the prompts, candidates must be widely read to
succeed on the GAMSAT exam. Begin today to read generally and often.
Search, read, and research quotes and the people who make them. You can find
quotations similar to those that will be used on the exam simply by going to any search
engine and searching for famous quotes. Once you open a site you can enter key
words such as “happiness,” “environment,” etc. Try to second guess the exam writers
by searching key words and phrases you think they might use. Focus on topics that
have relevance today—happiness, health, economics, globalism, terrorism, television,
technology, natural disasters, fashion, health, parenting, etc.
Note recurrent names among the quotes—Gandhi, the Dalai Lama, Albert Einstein,
Bertrand Russell, etc. If you do not know who these figures are, it is worth the effort to
do a little on-line research into their biographies. Although no one knows exactly how
the GAMSAT exam writers identify the themes or quotations they use, we do know that
the quotations they have used on previous exams can be found on any reliable famous
quotation site. As you read quotations decide if they are social (Task A) or personal
(Task B) in nature. Think about the question the quotation poses and your position on
the issue. Consider the main points that you would use to support your position. You
need not write anything thing down at this point. The mental calisthenics will simply help
you to direct your reading and improve your confidence—you DO have something to
say on a variety of topics—on exam day.
Read newspapers and watch the news to stay up on current events. You should walk
into the GAMSAT exam pretty well aware of the state of the world. Follow up leads. If an
article on the global economic crisis makes reference to the U.S. Enron Scandal, look
that up. It is possible that it will be useful as an example when you write your essay.
Although you are literally guessing at the topics, you are making educated guesses that
are likely to pan out on the day of the exam.
As you read quotations, also relate them to your personal experiences. Look for
relevant examples that prove or disprove the statement in the quotation. Delve into your
own actions and reactions, and those of friends, family, and colleagues to develop
human awareness and a mental bank of examples for a variety of contexts.
Knowing you are prepared gives you confidence and a more competitive edge. These
translate to better execution and higher marks on Section II of the GAMSAT. Start
today.

Putting it all Together in an Essay
In a few moments you will have your opportunity to practice with two Task B essays.
However, before you plan and write your own essays, take a few minutes to read the
essay about “happiness” below. This essay is based on the examples and explanation
provided in this Module, so refer back to relevant sections to see how the writer rolls the
plan out into an efficient 6 paragraph essay.
Happiness is a Rare Bird, Indeed
“What is the point of happiness? It can’t buy you money!” Clearly,

Henny Youngman’s statement is not meant to be taken seriously, but it does
raise some important questions: What is happiness? Is happiness a right or a
privilege? Can happiness be found? (These 3 questions are optional. Here they serve as a
map of the essay. Each question will be answered in the body paragraphs that follow the thesis
statement.)
Although humans are obsessed with happiness and the majority of world
religions are founded on the concept of achieving happiness both in this life and
the next, there is little evidence to suggest that happiness exists. At most, it is a
state of mind that cannot be bought, sold, pursued, or artificially generated.
Happiness most certainly cannot be found. (Thesis statement. This paragraph answers
the question: Can happiness be found?)
Helen Keller states that, “No matter how dull, or how mean, or how wise a
man is, he feels that happiness is his indisputable right.” In reality, over half of
the world’s population is born into war, poverty, famine, and disease—
conditions that absolutely rob them of any “right” to happiness. The average
Haitian has less opportunity for happiness and more chances of dying from
cholera than the rest of us. Victims of natural and unnatural disasters such as
AIDS, mental illness, and drug addiction have less access and fewer “rights” to
happiness than the rest of us. Happiness is a privilege, not a right. Yet it is a
privilege the privileged tend to abuse. (Leads into paragraph 4.This paragraph answers
the questions: Is happiness a right? Note that it is okay to repeat key words strategically.)

Saint Augustine is right when he says that we live life “so as to make
happiness impossible.” It seems that the central impediment to happiness for
those of us who can afford to be happy is our obsession with it. Recently I
attended a family reunion and had the chance to see relatives I hadn’t seen or
spoken with in twenty years. Invariably one central question came up: “So, are
you happy?” Invariably the answer was a prolonged sigh, as if we were each
saying, “I have all the trappings of happiness, but I am not quite there yet.” The
Dalai Lama is right when he says, “Happiness is not something ready-made. It
comes from your own actions.” (This paragraph answers the questions: What is
happiness? Can happiness be found? The use of the personal example shows markers that you
are able to make the connection between the theme and your life.)
In conclusion, it would seem that happiness is a rare bird that cannot be

bought, sold, found or captured. The best we can do is to prepare our garden by
living our lives well and by putting the happiness of others first. In due time,
when have forgotten to wonder if we are happy or not, happiness, may light
there. (The conclusion restates the essay and sums up the main points leading to the
conclusion—happiness finds us when we least expect it.)
(405 Words)
Writing exercises
Write one Type B essay for each set of essay prompts below (2 essays in total). Follow the
directions presented in this Module. Practice writing by hand and planning and writing the two
essays back-to-back to prepare for exam conditions. Remember that you are practicing the
Type B, personal response essay. It is acceptable to use the first person (“I”) and personal
examples.

Writing task B-1
writing will be judged on the quality of what you have to say in response to the theme, how well you
organize and present your point of view, and how effectively you express yourself. You will not be judged
on your views or attitudes.
*******
It is a good rule in life never to apologize. The right sort of people don’t want apologies, and
the wrong sort take mean advantage of them.
P.G. Wodehouse
More people should apologize, and more people should accept apologies when sincerely
made.
Greg LeMond
Apology is only egotism wrong side out.

Oliver Wendell
I felt bad, so I apologized.

Kimberly Johansen
Apologies are for those who make them, not for those to whom they are made.
Gary Levine

Writing task B-2
writing will be judged on the quality of what you have to say in response to the theme, how well you
organize and present your point of view, and how effectively you express yourself. You will not be judged
on your views or attitudes.
*******
Charity degrades those who receive it and hardens those who dispense it.
George Sand
Charity is injurious unless it helps the recipient become independent of it.

J. D. Rockefeller
Every good act is charity. A man’s true wealth hereafter is the good he does in this world to
his fellows.
Moliere
The character of people may be ruined by charity.

Theodor Herzl
Most people’s charity begins at home and stays right there.

Lottie Botworth

GAMSAT SECTION II:
MODULE 4:
WRITTEN COMMUNICATION IMPROVING
EXPRESSION
Before turning our attention to improving your organization/expression grade, let’s review your
progress so far. In the preceding Modules you have learned to:
• Read and analyze the prompts to identify the central theme (thought);
• Differentiate between social/argumentative and personal/response topics (thought);
• Make appropriate links between quotes and between quotes and contemporary realities and
issues (thought/content);
• Turn themes into questions that can be answered in short essays (thought);
• Organize short but highly effective essays on a single quotation or central theme in the
prompts (content/organization);
• Utilize formulas to organize and write thoughtful, fully developed 8 paragraph essays within
tight time-frames (organization).
Having mastered thought, content, and organization, it now remains for you to maximize expression
marks by enhancing unity, coherence, and flow in your writing. In Module 4 we will:
Module 4 Objectives: Upon successful completion of this Module, students

will be able to:
Understand the meaning of the term “expression” as it relates to writing;

Understand and utilize tools to enhance expression;
Achieve unity in their work;
Logically sequence the body paragraphs of their essays;
Use transitional sentences to build bridges between body paragraphs;
Utilize a number of writing devices to achieve coherence in their writing;
Write effective conclusions;
Research independently to prepare for possible topics and prompts and to become
more socially and personally aware.
Griffith’s GAMSAT Review – Module 4: Improving Expression Page 3

What is Expression in Writing?
Although we often use the term expression, linking it to “writing manner and style,” attempts to define
the term, even within the writing community, fail to give us a single, clear explanation of what
expression is or how to achieve it.
You, like many writers, may well be wondering what EXPRESSION is and what
you can do to maximize your expression score on the
GAMSAT.
Expression is defined as the ‘manner’ or ‘style’ that “gives life and suggestive
force to ideas and sentiments” (define.com). Expression is difficult to define
because it is not a single measurable quality, but the result of a number of
factors expertly executed in a single essay.
“Impossible to TEACH?” you may ask! Not at ALL!”
Maximizing your GAMSAT Expression Score
Expression is the result of a number of different factors that make your writing clear and effective.
Clear, effective writing is expressive writing. Let us focus on those factors that make your writing
expressive as they occur in the writing process. Note that by using the Griffith’s GAMSAT formula you
have already taken several significant steps towards enhancing your expression marks.
Before the Exam

Confidence: A writer who knows what to expect and
is prepared for the essay prompts is highly confident,
Don’t Worry! We will
and that confidence will show in the writing.
address how to research
Repeated practice turning prompts into essays prompts later in this
ensures your ability to use the prompts to
your advantage.
Reading the Prompts

Strategy: Turning prompts into questions with two debatable sides gets you going with your essay.
Choosing a side helps you decide which three points to develop in the body paragraphs.
Planning the Essay

Organization: Organization is the key to clear expression and the cornerstone of Griffith’s GAMSAT
Review. The 8 paragraph essay formula breaks from the traditional 5-paragraph essays that inundate
markers while providing an efficient and effective way to organize the essay and enhance your
expression. Each paragraph serves a specific and necessary function in the essay:
• Lead-in to your essay (Paragraph 1)

• Show markers you are thinking with your paragraph-by-paragraph presentation of the two
sides of the issue. (Paragraphs 2 & 3)

• Present a strong thesis that clearly states the side you will develop in the essay. (Paragraph 4)
• Present three strong reasons for taking the side you decide to defend. (Paragraphs 5,6,7)
• Conclude with a restatement of your position preceded or followed by a summary of your main
reasons. (Paragraph 8)
Unity: Essays are structured like mathematical equations, with each part assigned a specific task as
in the diagram below.
Note that only the topic sentence supports the thesis statement. The body of the paragraph,
consisting of facts, figures, explanation, and examples, supports only its respective topic sentence,
not the thesis.
States the main point of any essay ► Thesis Statement
Topic Sen tence #1

Presents 1st point in argument ►
Body of paragraph 1
.
Supports Topic Sentence, not thesis ►
When all the topic sentences support or prove the thesis, and when the body of each paragraph
supports the respective topic sentence, the essay has unity. Unity is non-negotiable in all writing.
It is achieved by quickly planning main and sub-points in your head or on the margins of your exam.
Breaking unity, or drifting, has an immediate negative impact on both your Content and Expression
marks.
How to Achieve Unity
The importance of including a topic sentence for each paragraph cannot be over-stated. Topic
sentences keep you focused on your key points, one point at a time. Even more importantly, they
keep your readers/markers on track. Readers want to know, up front, what point the paragraph will
make so that they can weigh the evidence (Thought) as they read. Conversely, every time a reader
has to ask “how does this relate?” the writer loses marks.
Practice with Unity
Evaluate the paragraph below to determine the following:
Where does the writer break unity and start to drift towards a new topic?
How does the drift affect the overall paragraph?
What might account for this undesired shift in thought?

In his statement, “There are people who look at things that are and ask “why?”…I
dream of things that never were and ask “why not?” Robert Kennedy speaks to
the importance of vision in leadership. Leaders must balance budgets and settle
disputes between nations, but most importantly, they must have vision. Without
the long-term vision of a better world for all, leaders and leadership can only lead
us astray. Robert Kennedy would have been a visionary leader, but he was
gunned down in June, 1968, by an assassin named Sirhan Sirhan. Robert’s
older brother, President John F. Kennedy, was assassinated in Dallas, Texas, in
1963. At his funeral, another brother Ted Kennedy, later to become a senator
himself, eulogized Robert saying….
Writing the Essay

Coherence: From the word cohere, coherence means that all aspects of the essay work together to
provide a meaningful, logical read. Coherence is achieved through the utilization of a number of
devices including: the logical sequencing of ideas, use of transitions, repetition of key words,
substitution of pronouns for key nouns, and parallelism.
The logical sequencing of ideas: Readers seek a logical pattern in the presentation of ideas, and
your marks improve when they can see how your reasoning develops throughout the essay.
Sometimes that pattern is self-evident. When narrating a story, explaining a step-by-step process, or
dealing with cause and effect, the sequencing of main ideas will be obvious—they will be presented in
the order they happen. However, with argumentation essays in which you take a position and defend
it; the onus is on you to organize points in the order that will best prove your point.
As most people remember what they read last the best, writers usually organize their body
paragraphs in the order of ascending importance. The point provided in the topic sentence of the first
body paragraph will be strong, the second point/paragraph will be stronger, and the last body
paragraph will provide the strongest reason for agreeing with the thesis. Consider the following thesis
and main points. How would you organize them to convince your readers to indulge in nature’s
perfect food?
Thesis: Peanut butter is nature’s perfect food.

Reasons without organization Logically sequenced reasons
► It is highly nutritious ►It is delicious
► It is cheap ►It is highly nutritious
►It is delicious ►It is cheap

That peanut butter is delicious, leads naturally (eat, then digest) to its nutritive qualities. We all love
“cheap,” so that would make a good closing point.
Ideas must be logically sequenced also within the body of the paragraphs. Consider each topic
sentence as a premise that you must explain or prove with reasons. When appropriate, you should
validate your proofs with examples
In the planning phase, briefly jot down (or think up) how you will support each of the three main
reasons you will develop in each of the body paragraphs of your essay. Think of these as sub-points
in a mini-outline of your essay. Note that each paragraph has a single strategy, example, explanation,
contrast, and its own organizational strategy, best to least known, general to specific, and least to
most expensive.
Delicious: (Example) PB & banana, P-nut drinks, P-nut chicken (best to least known)
Nutritious: (Explanation) legume, protein, nutrients, vegetarian diet (general to specific)
Cheap: (Contrast) milk, cheese, meat costs. (least to most expensive)
Use of Transitional Phrases and Sentences: Transitions indicate the order, importance, and
relationships of ideas in and between paragraphs. They also contribute to expression by improving
the progression and flow of ideas from the first to the last paragraph of your essay. Additionally,
transitions help readers to understand the progress of your argument, and they give you, the writer,
focus and a running start on each paragraph in the essay.
If you are using the formula provided in Module 1, you are already making optimum use of transitions.
Additionally, you can also use transitional sentences to build bridges between paragraphs.
Transitional sentences remind your readers of the point you just made and lead them into the next
point in the essay. As they do so, they also tell the reader your train of though.
Relationship/train of thought Transition

Addition furthermore, more-over, additionally, besides, another, likewise,
similarly, as well as, etc.
Contrast on one hand, on the other, however, nevertheless, in spite of, yet,
conversely, etc.
Illustration thus, for example, in other words, specifically, not only-but also, yet
another, in fact, etc.
Order of Ideas firstly, secondly, finally, consequently, in addition, as a result of,

pursuant to, etc.
By all means, look up transitions on-line. If they give you difficulty, search for “transitions worksheets”
for extra practice. Since you know, based on Module 1, the function of each paragraph in your essay,

you can easily memorize a few appropriate transitional phrases for each paragraph to take into the
exam with you.
Try reading the annotated essay that follows this section, omitting the transitional phrases and
sentences to see the difference they make to the flow and expression of the essay. Note how
transitional sentences link paragraphs and ensure that readers see how the ideas relate and develop
and build in the essay.
Repetition of Key Nouns and Substitution of Pronouns for Key Nouns: Writers must strike a
balance between repeating key words and substituting key words with appropriate pronouns. Every
paragraph in the essay should specifically mention the topic at least once, and preferably two or three
times depending on the length of the paragraph. Note the italicized words in the paragraph above
(about transitions) to see how key words and pronouns can and should be inter-changed.
As you read the model essay that follows, note the balance the writer strikes between repeating key
words and substituting pronouns. Note also how the writer uses the repetition of key words to shift the
focus from personal responsibility and rewards, to global responsibility and penalties.
Consistent Pronouns: The pronouns used in the place of key nouns must be consistent with the
nouns they stand for and the verb that follows. Writers must also ensure that readers will understand
immediately which noun the pronoun stands for. Pronouns can definitely be over-used, confuse
readers, and hurt rather than help your expression grade. They should be used, by all means, but
make sure you use them correctly. Consider the two versions of the following sentences:
Incorrect: The problem with this book and this class is that it is boring me to death.
Correct: The problem with this book and this class is that they are both boring me to death.
Confusing: Any comparison of James and Mark clearly shows him to be the superior musician.
Clear: Any comparison of James and Mark clearly shows James to be the superior musician.
Parallelism
Writers achieve balance and emphasize main ideas with parallelism: the repetition of key grammatical
structures and phrases, usually within sentences. Consider the non-parallel and parallel versions of
the following sentence:
“Don’t ask for handouts; serve your country.” Or .

“Ask not what your country can do for you; ask what you can do for your country.” (John F. Kennedy)
Although the first statement is direct, it is also forgettable. The second statement, often cited as a
perfect example of a parallel sentence, definitely has more impact. Impact translates to “expression.”

Parallelism can also be used within paragraphs by simply repeating grammatical structures or
phrases. Consider how the use of need to + a verb emphasizes the main idea (everyone needs to get
involved) behind the short paragraph below:
When it comes to educating our children, everyone needs to get involved. School
districts and administrators need to strategize to ensure that classrooms are fully
resourced. Teachers need to do their part, of course, by staying abreast of current events
and developments and by utilizing teaching, measurement and evaluation strategies
that promote learning. Parents need to contribute by getting involved in their children’s
learning. Families should “unite around the table” not just for dinner, but also for
homework. And finally, students themselves often need to take a more active role in their
education instead of considering it a “necessary evil,” the “means to an end,” or, as one
student put it, “a jail sentence for a crime I didn’t even commit.”
Using a Variety of Devices to Achieve Coherence
Coherence is not a single tool, but the net result of several devices used to unify and give emphasis
to your main ideas. Review the essay below, noting the use of the devices described.
Coding of the Sample Essay
Transitional words, phrases, and sentences are underlined. Key words are in bold and serve to focus
the issue on global warming and global action as they evolve in the essay. Note, as well, the use of
parallel structures, in blue, and the substitution of pronouns for key nouns in green. A quick glance of
the essay will show, based on the coding, that no single device is over-used. Instead, several devices
for coherence are used regularly but sparingly throughout the essay.
In favor of an environmental policy with teeth
Jim Fowler raises a highly debatable point when he says, “I don’t think we’re going to
save anything if we go around talking about saving plants and animals only; we’ve got to
translate that into what’s in it for us.”
Although saving the whales is all well and good in theory, not many of us are really
willing to make the changes needed to save a species or significantly impact even more
pressing problems such as global warming. Change is uncomfortable; change requires
sacrifice—giving up luxury in favor of environmental economy. Many would maintain

that it is unrealistic and perhaps even unfair to expect people or governments to make
sacrifices unless there is, as Fowler explains, something in it for them.
Clearly, then, Fowler is right; we do need to reward environmental initiatives. However,

we need more than that to motivate governments to act responsibly. We need strong
environmental policy that doles out not only rewards to those who comply, but penalties to
those who don’t. (THESIS)
Why, you may ask, do we need penalties? Despite all previous efforts to take a global
stand, the environment continues to degrade, and we continue with the very practices and
life-style choices that are the root of the problem. Although we know that we should develop
and use mass transit, that we can and should reduce personal energy use, and that we must
all make immediate and real sacrifices if we hope to have any notable positive impact on the
environment, we do little—far too little—to change.
It would seem, therefore, that our reluctance to change stems from the fact that we are
waiting for something in return for becoming environmentally responsible. Fowler’s
statement about “what’s in it for us” reveals the mentality of a child who has made a mess,
a very big mess in this case, but does not intend to clean it up unless he gets extra
allowance. It raises the question whether a reward or a punishment is due.
Without a doubt, we can and should do more. Global warming, caused by the
consumption of the carbon-based fuels that fuel our progress, is the most serious and far-
reaching problem to ever face mankind. Each year we see its results in the form of droughts,
floods, hurricanes, monsoons, and tsunamis. Each year tens and sometimes hundreds of
thousands of people die, and billions of dollars are lost to natural disasters associated with
global warming. Clearly, governments can do more to prioritize the environment by
offering generous cash and tax incentives to businesses and families that “go green” and by
supporting the environment as a business. But that is not enough.
We must also recognize that incentives alone will not get the job done. Indeed, the
Kyoto Agreement aimed at reducing global carbon emissions provided large incentives for
compliance, but did nothing to penalize non-compliance. As a consequence, a few of the
world’s leading industrial nations refused to sign on to the agreement simply because they
didn’t have to.

In the final analysis, “What’s in it for us” must include more than just incentives. It
must include stiff penalties for non-compliance. Clearly, the air we breathe—and pollute—
belongs to all of us. The environment must, therefore, be protected by global laws enforced
by a world court with the power to ensure that governments receive incentives—positive and
negative—for their environmental behavior.
Preparing for the GAMSAT Essay Prompts
In Module 3 we touched on developing social and personal awareness by conducting light, on-line
research. On-line sites such as infoplease.com provide year-by-year summaries of top news stories.
In addition to researching world events and trends, consider also universal themes and enduring
issues that might emerge in the Task B essay: is education better than wisdom? What constitutes
success? What is the function of family? A review a famous quote sites such as brainyquote.com will
give you an idea of different themes and specific prompts that might come up on the GAMSAT.
Indeed, many of the prompts from previous GAMSAT exams can be found on famous quote sites.
A listing of topics from previous years can also give you an idea of the general types of topics you
may encounter when you sit the GAMSAT:
2011 2010
Task A: Affirmative action Task A: Censorship
Task B: Happiness/what defines a good life Task B: Confidence
2009 2008
Task A: Intelligence vs. knowledge Task A: Relationship of past, present, future
Task B: Respect for age vs. pursuit of youth Task B: Knowledge vs. Wisdom
2007 2006
Task A: Nature vs. nurture Task A: Unknown
Task B: Originality Task B: Does pain make you appreciate joy?
2005
Task A: Benefits of technology
Task B: Do looks matter
Writing Exercises for Module 4
Write 2 (1 Task A and 1 Task B) essay based on the prompts provided. Write these by hand, one
after the other, in conditions similar to those you plan to meet in the exam. When you word-process
your essays, transcribe them exactly as you wrote them.
If you are already using the strategies described in this Model to maximize the readability and clarity
of your essays, keep up the good work—and see if you can enhance it a little without going over-

board. For those of you having difficulty, go back to Model 1 and review. Your grade, your expression,
and your success all start with your mastery of Griffith’s GAMSAT formula. Then review this Module
and write your essay. Use the formula and suggestions from this Module without forcing your style.

Writing Task A
*******
“My relationship to power and authority is that I’m all for it. People need somebody to watch over them.”
Arnold Schwazzeneggar
“Truth is power, and it prevails.”

Sorjorner Truth
“Power, after love, is the first source of happiness.”

Stendhal
“Power attracts the worst and corrupts the best.”

Edward Abbey
Justice and power must be brought together, so that whatever is just may be powerful, and whatever
powerful may be just.”
Blaise Pascal

Writing Task B
*******
“The most pitiful among men is he who turns his dream into silver and gold.”
Khalil Gibran
“All men of action are dreamers.”

James Huneker
“Who looks outside, dreams; who looks inside awakes.”

Carl Jung
“A man is not old until regrets take the place of dreams.”

John Barrymore
“The best way to make your dreams come true is to wake up.”
Paul Valery

GAMSAT SECTION II:
MODULE 5:
WRITTEN COMMUNICATION EFFECTIVE
GAMSAT MARKERS DO NOT MARK GRAMMAR SENTENCES
I’m sure you’re wondering why we dedicate a whole module to
effective sentences, grammar and usage if GAMSAT markers
do NOT mark grammatical errors. Or do they???
Indirectly your grammar, usage and sentences have a very

significant impact on your GAMSAT grade. Your thoughts
and content are only as sound as the sentences in which you
express them. Clear, concise sentences communicate your
content well, while long, convoluted sentences interfere with clarity,
thought and content. Properly punctuated sentences tell markers that you are a serious
candidate, whereas run-ons, comma-splices, and fragments interfere with the flow of
your essay. In short, weak sentences and are unimpressive and bound to lower your
expression and, quite possibly, your thought and content marks.
Consider the following examples, noting the small but significant differences in each:
Problematic Sentence Improved Sentence

Bob said, “let’s eat Dad.” (Bob is a cannibal!) Bob said, “let’s eat, Dad.”” (Bob and Dad are
going to eat.)
While driving to work this morning, a bird flew When I was driving to work this morning, a
into my car. bird flew into my car.
(The bird is driving and flying into the car.) (Now a human is driving!)
Joanna only loves me. Joanna loves only me.
(I.e. She doesn’t also like me, or she isn’t (I.e. My prospects with Joanna are suddenly
going to marry me.) pretty good!)
To say of what is that it is not, or of what is not True statements are based on fact.
that it is, is false, while to say of what is that it (Now the reader gets it!)
is, and of what is not that it is not, is true.”
(Aristotle)
(The statement is absolutely true, but no
marker is going to take time to try to figure out
such a twisted sentence.)
If you love someone, put their name in a circle There’s no certainty in love.
instead of a heart, because hearts can break, (Not exactly what the author said, but what the
but circles go on forever. (Anonmyous) author said defies logic and must be revised.)
(And cliché. We cannot control the outcome of
relationships by writing names in any shape what-so-
ever. Clichéd sentences lack logic and originality.
Griffith’s GAMSAT Review – Module 5: Effective Sentences Page 3

A WORD TO THE WISE: Don’t over-do it!
The teaching and learning of grammar is complex, and you can actually do more
damage than good if you try to learn and apply all the rules and ideas in Module 5 to
your writing at one time.
Furthermore, thinking too much about sentences and grammar while writing your
GAMSAT essays can also cost you valuable time and disrupt your concentration. So,
before going any further, take a deep breath; exhale, of course; relax, and prepare to
absorb rather than to learn how to write effective sentences.
READ, APPLY, THINK, AND, MOST IMPORTANTLY, LET THE RULES SINK IN.
Based on your marked, returned essays, you are all aware of your grammar “hotspots,”
and you should all have looked up your marked errors online by now—especially those
you make repeatedly. You should also have applied what you learned to your returned
essays to practice “writing it correctly.” There is no more effective way to learn grammar
than teaching it to yourself by fixing your own writing errors.
MODULE 5 OBJECTIVES
Upon successful completion of this Module, students will:
• Recognize the important role their sentences play in their over-all Section II,
Written Communication score;
• Appreciate the importance of using words effectively;
• Differentiate between weak and effective sentences;
• Learn the qualities of effective sentences & the pitfalls of overwriting;
• Learn simple devices to improve sentences;
• Develop a clear, concise, writing style.
Eight Easy Steps to Better Sentences
1. Don’t Over-write:
Words are powerful, and if misused, they can be dangerous. The single most common
error GAMSAT candidates make in their essays is “over-writing.” In an attempt to sound
educated students all too often overshoot the mark and end up sounding pretentious:
The prospect of the current economic situation bettering anytime in the

foreseeable future has been calculated by many if not most academics
with appropriate qualification to be less than good.

It would be wise for students to focus on content, rather than to use their sentences as
an opportunity to exhibit their verbal prowess. Remember, candidates are not awarded
extra marks for vocabulary. High expression marks derive from clear, concise
sentences that further the readers’ understanding. Similarly, no marks are given for
length, so there is no advantage to over-packing sentences to make essays longer.
Mark Twain puts it best when he says “Never use a 25¢ word when a 10¢ word will do.”
I think you will agree that the 10¢ version of the sentence above is much clearer.
Economists state that chances of an economic recovery any time soon are
not good.
2. Don’t Over-pack your Sentences with Dead-wood:
In a misguided quest for length writers often make the mistake of packing their
sentences with dead-wood constructions—words that are not needed and interfere with
clarity and expression.
Dead-wood constructions Concise constructions

Reverted back to Reverted
In my opinion I believe that I believe that
As to whether or not Whether or not
Regardless of the fact that Although
Due to the fact that Because
These are the kinds of examples that These are the examples of poverty that
“Clutter” famed writer William Zinnser tells us, “ is the disease of American writing.” It
is in fact, a global epidemic as students around the world strive to make mandatory
word limits by stuffing in just about any word they think will fit. Unfortunately, many
words don’t fit, and they don’t enhance writing. By all means, resist the temptation to
make your writing look better by making it look longer. Remember—GAMSAT has no
word limit for good reason. Your essay should simply be: “long enough—” to make your
thesis clear and your position believable.
Remember that each sentence in your essay serves a very specific function.
Sentence Type Function

Opening paragraph sentence Introduces the central issue
Paragraph 2 & 3 (usually one-two Introduces the two main sides of the issue
sentences each)

Thesis statement: Paragraph 4 Clearly announces which side of the
debate you choose—which side you will
develop in the essay.
Topic Sentence: Paragraph 5 Introduces first main reason you support
the side you do.
Body Paragraph Sentences Paragraph 5— Logically & systematically explains the
usually 2-6 topic sentence and only the topic
sentence.
Topic Sentence: Paragraph 6 and so on Introduces the second main reason you
support the side you do, and so on
Concluding Sentences:.Usually 1 to 3 Reiterate thesis and topic sentences to
conclude that your position is the best
position
Transitional Sentences: Used occasionally Remind readers of the point made in the
at the beginning of new paragraphs previous paragraph and moves them on to
the next paragraph. Although educators
may believe year-around school is the best
solution (idea from previous paragraph),
students are not so quick to agree (point of
upcoming paragraph)
Although you do not want an essay made up of short, choppy sentences without
modifiers, make sure that your sentences achieve their purpose without superfluous
words that add nothing to clarity or content.
There are two quick ways to check your sentence length. The first is called the “breath
test.” Simply take a normal breath and read your sentence. If you have to exhale and
inhale before you reach the end of your sentence, you can be certain the sentence is
too long. The second way is somewhat more scientific and gives an overview of
sentence length: Count the number of words in a paragraph and divide that number by
the number of sentences. If your score is less that 15-18, your sentences are probably
too short, and you can consider combining some sentences. If your score is 8-12 you
almost certainly have sentences that are too long and need to be trimmed or re-
punctuated.
Clearly, you cannot perform either of these tests the day of the exam, but use these tips
now—with returned, marked essays to find out more about yourself as a writer. Is
sentence length an issue for you? If so, are your sentences too short or too long?

3. Avoid Vague Words and Modifiers:
Many words in the English language actually say very little. How many is “some,” for
example? If a medicine has “a really big effect,” does the reader have any way of
knowing if the medication cured or killed the patient? Not really!
Vague writing reflects vague thinking and will not contribute to your overall GAMSAT
essay writing score even if you add a whole string of modifiers. Consider the sentence
below. Ask yourself if a GAMSAT marker will take time to try to decipher this kind of
writing.
M
My goal is an America where something or anything that is done to or for anyone is done
neither because of nor in spite of any difference between the, racially, religiously or
ethnic-origen-wise. (Ronald Regan)
Now consider a more concise and much clearer version of the sentence above:
My goal is an America in which all people are treated equally.
4. Use Specific Subjects, Verbs, and Modifiers
The secret to writing concise sentences that communicate clearly lies in using the right
words in the first place. Writers should strive to let the reader know exactly who the
subject is. To do this, simply keep in mind the “5-W’s and H.” Although not every
sentence can or should answer all of these questions, each sentence should address a
few. Consider the following:
People experienced many effects from the earthquake in Haiti due to many things
and the treatment they received.
Which people—Haitians or international relief workers? What kind of effects—good or

bad? When—which earthquake? What happened? How were they treated? By whom?
Clearly this sentence leaves too many questions unanswered. Consider the rewrite:
In the wake of the January 2010 earthquake that devastated their half of
Hispaniola,
Notice that poor Haitianssentence
the improved sufferedisfrom injury,
longer shock,
than the lossShorter
original. of loved ones,
is not rampant
always
diseases,
better. and maltreatment at the hands of international aid-givers.

5. Avoid Passive Voice
There are a number of good reasons to avoid passive voice—sentences in which the
action comes first and is “done by” someone. Subconsciously readers (and markers)
look for sentences in which clearly defined subjects perform clearly defined actions
(transitive verbs) or exhibit clearly defined states of being (non-transitive verbs).
Additionally, passive sentences are difficult to understand and to write. More often than
not, writers, especially writers in a hurry, end up with confusing, content-less sentences
when they use passive voice. Consider the following two sentences in passive and
active voices. Both are grammatically correct, but one set is clearer and easier to
understand than the other:
Passive Voice Active Voice

That the global economic decline was Economists around the world
caused by over-lending is generally generally recognize that the global
recognized by economists around the economic decline was caused by over-
world. lending.
It was eventually noticed by leaders of Community leaders eventually
the community that the very laws they noticed that the environmentalists
promoted were being broken by the were breaking the very laws they
environmentalists. promoted.
(Note that it is not clear in this sentence whose laws
were broken…the laws of the community leaders or
the laws of the environmentalists.)
6. Vary Sentence Length
Writing becomes choppy when writers resort to long strings of short, subject-verb type
sentences. Ideally your essays will consist of 50% average-length sentences of about
20 to 25 words. 25% can be somewhat longer sentences, and 25% should be short
sentences. Note that the shorter the sentence, the more emphasis it carries, so
important ideas are often contained in short sentences.
Combine sentences by coordinating them. A sentence or independent clause can be

combined with another sentence (also an independent clause), but they must be
coordinated correctly—with a semi-colon, or with a comma and a coordinating
conjunction, affectionately known as our buddies the FANBOYS.
FOR
AND
NOR Note that it takes a comma AND a FANBOYS to
BUT coordinate a sentence.

OR “They shall sing, for they are happy.”
YET “They are happy, yet they act miserable.”
SO “I will be quiet, so they won’t know that I’m a fool!”
You can also combine sentences by subordinating them. To do this, you simply add a
subordinating conjunction that makes one clause dependent.
Independent Clause Dependent Clause

It rains. When it rains,
We wish to protect our way of life. Although we wish to protect our way of
life,
Scientists have made many If scientists have made many
contributions. contributions,
It is difficult to describe. Because it is difficult to describe,
Comma splices and run-on sentences occur when writers fuse sentences without
proper punctuation. Consider the sentences below noting how each is punctuated.
Apply what you learn to previous essays.
Original sentences (aka Coordinated Subordinated

Independent Clauses)
I love you. I can’t marry I love you, but I can’t Although I love you,* I
you. marry you. can’t marry you.
I have wings. I can fly. I have wings, so I can I can fly because I have
fly. wings.*
She sings well. She is She sings well, yet she is Though she sings well,
nervous nervous. she is nervous.
I prepared well. I will pass I prepared well, and I will Because I prepared well, I
GAMSAT pass GAMSAT. will pass GAMSAT.
*Note that when the subordinate clause comes first in the sentence, it is followed by a comma like
any introductory clause. No comma is necessary when an independent clause opens the
sentence.
7. Misusing & Abusing Words (words commonly confused, wrong word.
“Wrong Word” is another common flaw that writers can easily avoid simply by sticking to
words they know. The difference between entomology and etymology is small but very
significant. An ENTOMOLOGIST studies insects, while an ETYMOLOGIST studies

linguistics. Wrong words in the form of complex homonyms such as these and more
common homonyms like steel and steal, or commonly confused words such as desert
(with sand) and dessert (with chocolate, please) seep into our essays, uninvited and
undetected. The best way to avoid letting poor word choices mar your content and
expression grades is to know your demons. Review lists of commonly confused words
noting subtle but important differences and using mnemonic devices provided:
Complement: (that needed to complete Compliment: (attractive words)

something)
Its: possessive pronoun as in “The bird lost It’s: A contraction meaning IT IS
its mind.”
Principal: The big guy at school who Principle: a philosophical or important
should be your pal point
Precede: To come before Proceed: to go forth
Insure: to buy insurance Ensure: To make sure or safe
8. Avoid Clichés
Clichés are overused idiomatic expressions that are all too often misquoted. Even when
quoted well and used appropriately, clichés rob your writing or originality and convince
markers that you have little original thinking to offer. Tried and true phrases such as
tried and true, bed of roses, easy as pie, depths of despair, needle in a haystack, and
beyond a shadow of a doubt (to list just a few common clichés) make writing
sophomoric, and are easily replaced with original, more accurate phrases such as:
Clichéd Original
Tried and true Empirically proved, or

Over-used
Bed of roses Easy or Enjoyable
Easy as pie Easily accomplished
Depths of despair Desperate
Needle in a haystack Difficult to find
Beyond a shadow of a doubt Without a doubt or Doubtlessly

EXAM DAY
Having prepared well in advance, you should approach exam day first by taking care of
logistics and materials, and then by getting a good night’s sleep. Cramming last minute
will do more harm than good when it comes to your writing performance.
Ready:
Arrange your ride, make sure of your directions to the exam center, and give yourself
plenty of time to reach—even if you have a mechanical breakdown on the way. The less
stressed you are the morning of the exam, the better. Candidates who live far from the
testing center should consider making arrangements to spend the night before the exam
in the city where it is administered.
If you will need a cab to get to the testing center make sure to call and book your ride
the evening before the exam.
Decide what to wear. Dress comfortably, and don’t forget to bring a sweater or jacket in
case the exam room is too cool for your liking. Be sure to bring tissues or a
handkerchief if you have a cold or a tendency to sweat under pressure.
If your exam is an all-day event, and most are, be sure you’ve made arrangements to
eat. Find out if lunch will be sold or if there are restaurants in the area. Remember, food,
especially light food like fruit, nuts, and sandwiches, fuel thinking without creating an
energy rush or the need for a digestive nap.
Prepare your writing implements. Make sure you have pencils and a sharpener, and
pens for writing your essays. If pens are important to you, make sure that you have a
couple of your favorites on hand. If you write best with a fine-tip roller-ball pen, then
invest in a couple for the exam. Be sure to carry a back-up in case one pen
malfunctions. And certainly remember to carry identification and any documents
required by the testing center.
Finally, though it is rarely mentioned, you will need to do some extra preparing if you are
a smoker. If you are a moderate to heavy smoker, you will want to practice going for
long stretches without smoking well before the exam date. The last form of interference
you need while taking the exam is a nicotine fit! Do not rely on nicotine gum to get you
through the exam. Frequently the gum has side-effects such as nausea and vomiting
that can seriously impair your results, and using it as a stop-gap measure is dangerous
at any rate.

Set:
For the morning of the exam, set your alarm, and if you are a heavy sleeper, set an
extra alarm or arrange a wake-up call to ensure that you will have time to get to the
exam without rushing. This may seem like over-kill, but having a back-up will keep you
from tossing and turning and losing sleep (waking up worried that you might sleep
through your alarm).
In the morning, take time for breakfast, even if it is merely a juice or a shake. Stress and
thinking both burn a lot of calories.
Go:
When you reach the exam site get oriented and checked in. Go to the bathroom.
Seriously! All creatures, from the lowly toad to the world’s most magnificent race horse
pee when they get nervous. Humans are no exception, so give yourself a break.
Get settled in the exam room a few minutes before the test. Scan the room and get
comfortable with your environment.
Be confident. ‘Hard work makes you lucky,” and you have worked hard. You have
completed a rigorous review and are prepared. Don’t worry about failing or fantasize
about receiving the best score in the world! Simply go forth and do your best.
Writing Exercises for Module 5
As with previous Modules, write 2 (one Task A and one Task B) essays based on the
prompts provided. Write these by hand, one after the other, in conditions similar to
those you plan to meet in the exam. When you word-process your essays, transcribe
them exactly as you wrote them.
Do not focus on your sentences per se, while writing. Do let what you know from your
study of this Module and your review of your own writing come through. Mostly, trust
your instincts and don’t “over-write.”
Finally, in this, the final set of essays, consider writing at least one essay using only one
of the quotes and following Griffiths’ 8 paragraph essay writing formula. This is your
surest strategy for success. Knowing the exact structure and organization of the essay
frees your mind up to focus on your thought, content, and sentences.

Writing Task A
Consider the following comments and develop a piece of writing in response to one or
more of them. Your writing will be judged on the quality of what you have to say in
response to the theme, how well you organize and present your point of view, and how
effectively you express yourself. You will not be judged on your views or attitudes.
*******
Deliberation is the work of many men. Action, of one alone.

Charles de Gaulle
The central problem of our age is how to act decisively in the absence of certainty.
Bertrand Russell
The great end of life is not knowledge, but action.

Thomas Fuller
There are risks and costs to a program of action. But they are far less than the long-range
risks and costs of comfortable inaction.
John F. Kennedy
You may be disappointed if you fail, but you are doomed if you don't try.
Beverly Sills

Writing Task B
Consider the following comments and develop a piece of writing in response to one or
more of them. Your writing will be judged on the quality of what you have to say in
response to the theme, how well you organize and present your point of view, and how
effectively you express yourself. You will not be judged on your views or attitudes.
*******
Make it a point to do something every day that you don't want to do. This is the golden
rule for acquiring the habit of doing your duty without pain.
Mark Twain
People's sex habits are as well known in Hollywood as their political opinions,
and much less criticized.
Ben Hecht
An unfortunate thing about this world is that the good habits are much easier to
give up than the bad ones.
W. Somerset Maugham
Even the most fickle are faithful to a few bad habits.

Mason Cooley
Habits are safer than rules; you don't have to watch them. And you don't have to
keep them either. They keep you.
Frank Crane


Essay Modules 1 To 5

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Griffith’s GAMSAT Review—Module 1: The Task and the Topics Page 1

You are not allowed to sell it to other people as this involves

Breach of copyright is a criminal offence.

Copyright © Peter Griffiths 2011

Griffith’s GAMSAT Review—Module 1: The Task and the Topics Page 2

So without any more delay let’s get into the course .

All the best,

Griffith’s GAMSAT Review—Module 1: The Task and the Topics Page 3

I am sure you have a great many questions about the essay

Why essay writing for medical students?

In the following 5 GAMSAT Essay-Writing Modules we will

Griffith’s GAMSAT Review—Module 1: The Task and the Topics Page 4

We will examine many of these topics, and the

Griffith’s GAMSAT Review—Module 1: The Task and the Topics Page 5

What do markers look for in an essay?

How can I score well on Section II?

Griffith’s GAMSAT Review—Module 1: The Task and the Topics Page 6

1. Read and analyze the essay prompts to identify the theme.

What are essay prompts?

Candidates are not given specific questions to answer.

Griffith’s GAMSAT Review—Module 1: The Task and the Topics Page 7

II. Read and analyze the prompts:

We will examine formulas for writing

Sample Task A directions and prompts

Directions (Note the emphasis on and role of the theme.)

4. “Modern technology owes ecology an apology.” Allen M. Edison

Griffith’s GAMSAT Review—Module 1: The Task and the Topics Page 8

Griffith’s GAMSAT Review—Module 1: The Task and the Topics Page 9

Step 2: Turn the comments into questions

Clearly relates to the theme;

Do people require personal incentives to get involved in ecologic initiatives?

Griffith’s GAMSAT Review—Module 1: The Task and the Topics Page 10

4. “Modern technology owes ecology an apology.” Allen M. Edison

Task B (personal response) essay prompts

Griffith’s GAMSAT Review—Module 1: The Task and the Topics Page 11

Type B Sample Prompts

Turning quotations into essays

Griffith’s GAMSAT Review—Module 1: The Task and the Topics Page 12

In Module 3 will look at strategies for

Step 2: Turn the comments into questions

Why is success without honor so unpalatable?

Is the definition of success entirely subjective, based on personal limitations and

Griffith’s GAMSAT Review—Module 1: The Task and the Topics Page 13

Can anyone not be ready for opportunity?

How much difference does personal resolve make?

Using Multiple Quotes to Lead-in to the Thesis Statement

How we will mark your essays

Griffith’s GAMSAT Review—Module 1: The Task and the Topics Page 15

Best of luck and here are the module 1 mock questions –

Griffith’s GAMSAT Review—Module 1: The Task and the Topics Page 16

A human being is not attaining his full heights until he is educated.

He who opens a school door, closes a prison.

Griffith’s GAMSAT Review—Module 1: The Task and the Topics Page 17

Expensive clothes are a waste of money.

I don’t design clothes; I design dreams.

Griffith’s GAMSAT Review—Module 1: The Task and the Topics Page 18

REVIEW OF GRIFFITH’S GAMSAT REVIEW MODULE 1

So far we have covered the first two steps of

1. Read the quotations and determine the theme.

Module 2 Objectives: Upon successful completion of Module 2, candidates

Qualities and Organization of Argumentation Essays

Opinions: Facts cannot be argued—but opinions can. Argumentation topics require