A complete guide to the AWA section — structure, strategies, essay types, and full example essays scored 6/6.
The Analytical Writing Assessment measures your ability to think critically and communicate complex ideas clearly in writing. It consists of one task lasting 30 minutes. ETS scores it on a 0–6 scale in half-point increments, evaluated by both an AI system (e-rater) and a trained human reader.
Note (2023 update): ETS reduced the AWA to a single task — "Analyze an Argument." However, many programs and prep resources still reference both tasks. This guide covers both so you are fully prepared regardless of which format you encounter.
Scorers evaluate your response on four dimensions: critical thinking, use of evidence, organization, and language control. Here is what each score level means:
| Score | Level | What it means |
|---|---|---|
| 6 | Outstanding | Insightful, well-developed analysis; compelling and well-organized; demonstrates superior command of language with only minor flaws. |
| 5 | Strong | Clearly competent analysis; generally well-organized; demonstrates clear command of language with minor errors. |
| 4 | Adequate | Competent analysis; reasonably organized; demonstrates adequate control of language, though with some errors. |
| 3 | Limited | Some analysis present but limited in development or clarity; some control of language but recurring errors. |
| 2 | Seriously flawed | Mostly unclear or underdeveloped; little command of language; significant errors that impede understanding. |
| 1 | Fundamentally deficient | Little relevant analysis; severe and persistent errors in language. |
| 0 | No score | Off-topic, not in English, or merely copies the prompt. |
You are given a statement on a topic of general interest and a specific instruction (e.g., "write a response in which you discuss the extent to which you agree or disagree"). You must take a position and support it with reasoning and examples drawn from your experience, observations, or reading.
The question of how best to cultivate leadership in young people touches on fundamental assumptions about human nature and the demands of modern society. While competition sharpens individual skills and drives personal achievement, a singular focus on competitive instincts produces leaders who are poorly equipped to navigate a world defined by interdependence. I broadly agree with the claim: fostering collaboration is the more effective foundation for leadership, though a judicious introduction of competitive challenge has its place.
To lead effectively in the twenty-first century is, above all, to manage complex networks of people and ideas. Consider the organizational structures of contemporary institutions — from technology companies to hospitals to governments — all of which require individuals who can align diverse interests toward a common goal. Amazon's documented record of high employee turnover and workplace stress illustrates the long-term costs when competition becomes the dominant organizational value. By contrast, leaders who cultivate psychological safety — the belief that one can take risks without fear of humiliation — tend to generate teams that are more creative, resilient, and productive. Google's landmark Project Aristotle found that team psychological safety, a product of collaborative norms, was the single strongest predictor of team effectiveness.
History further illustrates that the most enduring leadership achievements have been collaborative in nature. Nelson Mandela's ability to negotiate an end to apartheid rested not on his capacity to outcompete rivals but on his willingness to listen, build coalitions, and subordinate his personal grievances to a larger vision. Similarly, the scientific breakthroughs that defined the twentieth century — from the Human Genome Project to the Apollo program — were not the products of solo competitive genius but of sustained, organized collaboration among hundreds of researchers. Leaders who design and sustain such collaborations create outcomes no competitive individual could achieve alone.
It would be a mistake, however, to dismiss competition entirely. Competitive challenge builds resilience, sharpens thinking, and motivates young people to exceed their self-imposed limits. Debating teams, athletic programs, and academic competitions all serve legitimate developmental purposes. The key distinction is between healthy competition — in which participants test themselves against external standards and learn from failure — and zero-sum competition, in which success requires others to lose. The former can coexist with and even reinforce collaborative values; the latter tends to erode them.
In sum, the evidence from organizational research, historical precedent, and practical experience all point in the same direction: collaboration is the more essential and generative foundation for leadership development. This does not mean sheltering young people from all competitive pressure, but it does mean that the primary disposition we cultivate should be one of shared purpose. A society that prepares its future leaders to build coalitions, earn trust, and align diverse talents will be better served than one that produces individuals skilled primarily at winning.
You are given a short argument (a passage) and asked to evaluate its logical soundness. You do not state your own opinion on the topic. Instead, you identify the argument's logical flaws, unsupported assumptions, and gaps in evidence, then explain what would need to be true for the argument to hold.
The director's argument appears at first glance to offer a straightforward competitive strategy: observe a rival's success, replicate the tactic, and expect a similar outcome. On closer examination, however, the argument depends on a series of unwarranted assumptions that, if questioned, seriously undermine the recommendation. Before acting on this memo, the company's leadership should demand considerably more evidence.
The most significant flaw is the causal assumption linking the nutrition counseling service to Fitness Plus's membership growth. The argument takes it as given that the counseling service caused the 20% increase, yet correlation does not imply causation. The same period may have seen Fitness Plus open new locations, launch a major advertising campaign, reduce membership fees, or benefit from a general cultural shift toward wellness. Without ruling out these and other explanations, attributing the membership surge solely to the nutrition counseling program is an unwarranted leap. If, for instance, Fitness Plus happened to hire a popular local celebrity as a trainer during the same period, replicating the nutrition service would likely have no comparable effect.
Even if the nutrition counseling did drive some of Fitness Plus's growth, the argument assumes that the two chains operate in comparable contexts. A 20% membership increase at Fitness Plus does not automatically translate into a similar result for this chain. The two organizations may serve different demographics, occupy different geographic markets, maintain different reputations, or vary substantially in the quality of their facilities. If the nutrition counseling attracted health-conscious professionals in an affluent urban area served by Fitness Plus but this chain primarily caters to cost-sensitive suburban families, the same intervention could produce a very different response. The argument's false analogy between the two organizations is therefore a second critical vulnerability.
A third assumption concerns the quality and execution of the proposed service. The memo implies that introducing nutrition counseling will be straightforward, but the success of such a program depends heavily on who delivers it, how it is marketed, and how well it integrates with the existing member experience. If Fitness Plus employs certified dietitians who hold workshops and provide personalized follow-up, while this chain plans to place printed brochures at the front desk, the outcomes will differ dramatically. The argument says nothing about how the service would be implemented, yet the implementation details are precisely what will determine whether members value it.
In conclusion, the memo's recommendation rests on three shaky foundations: the assumption that correlation implies causation, the assumption that two dissimilar businesses will respond identically to the same tactic, and the assumption that program quality is a non-issue. To make a credible case for introducing free nutrition counseling, the director would need to present a survey of current members to assess demand, evidence from comparable organizations confirming a causal link between such a program and membership growth, and a concrete implementation plan with projected costs and quality benchmarks. Without this information, the proposed investment may yield little return.
These principles separate a 4 from a 6. Apply them consistently to both essay types.
Use timed practice with real GRE-style prompts. Write your essay, then have it reviewed for structure, argumentation, and language — the same criteria real graders use.
Good luck — a score of 5+ is achievable with consistent practice.