GRE AWA Samples: Essays, Scores & Lessons for 2025 Test‑Takers

The Analytical Writing Assessment (AWA) section of the GRE often gets sidelined during preparation. Many aspirants focus heavily on Quant and Verbal, only to realise days before the exam that they've barely practised writing. But here's the truth: a weak AWA score can raise red flags for admissions committees, especially for programmes that value communication skills.

The good news? Understanding what a strong essay looks like—and why it works—can dramatically improve your writing in a short time.

In this guide, we'll walk through annotated GRE AWA sample essays across different score levels for both the Issue and Argument tasks. You'll see what earns a 6.0, what drags an essay down to a 3.0, and the exact lessons you can apply to your own writing.

Understanding the GRE AWA: Two Tasks, One Goal

The AWA section consists of two separate tasks, each lasting 30 minutes:

Issue Task: You're given a broad statement or claim and asked to present your perspective. The goal is to develop a nuanced, well-reasoned argument supported by relevant examples.

Argument Task: You're presented with a short argument and asked to critique its logical soundness. You don't give your opinion on the topic—you analyse the reasoning and evidence (or lack thereof).

Both tasks are scored on a scale of 0 to 6, in half-point increments. Your final AWA score is the average of the two.

What Do GRE Essay Graders Actually Look For?

Whether human or AI, GRE essay evaluators assess:

• Clarity of ideas: Is your thesis clear? Can a reader follow your reasoning?
• Organisation: Does the essay have a logical structure with smooth transitions?
• Development: Are your points backed by concrete examples or sound reasoning?
• Language use: Is your writing precise, varied, and grammatically sound?
• Task completion: Did you actually address the prompt?

Now let's see how these elements play out across different score levels.

GRE Issue Essay Samples & Analysis

The Issue task tests your ability to construct and defend an argument. Let's examine essays across three score bands.

Sample Issue Prompt

"The best way to teach is to praise positive actions and ignore negative ones."

Write a response in which you discuss the extent to which you agree or disagree with the statement and explain your reasoning.

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Score 6.0 Essay (Excellent)

Opening:

While positive reinforcement is undeniably valuable in teaching, the notion that educators should ignore negative actions entirely is both impractical and pedagogically unsound. Effective teaching requires a balanced approach that acknowledges positive behaviour while thoughtfully addressing mistakes and misconduct.

Body Paragraph 1:

Praising positive actions does create an encouraging learning environment. When students receive recognition for effort or improvement, they develop intrinsic motivation. For instance, a struggling maths student who finally grasps quadratic equations benefits immensely from a teacher's acknowledgement. This validation reinforces the behaviour and builds confidence.

Body Paragraph 2:

However, ignoring negative actions can be detrimental. In classroom management, overlooking disruptive behaviour often emboldens it. A student who consistently interrupts lectures without consequence may continue simply because boundaries weren't established. More critically, in skill development, ignoring errors means students never learn what they're doing wrong. A pianist who consistently plays a wrong note needs correction, not silence.

Body Paragraph 3:

The key lies in how negative actions are addressed. Constructive feedback—delivered respectfully and focused on the behaviour, not the person—helps students grow. Medical education provides a clear example: when residents make clinical errors, supervisors don't ignore them. They discuss what went wrong and how to improve, because lives depend on learning from mistakes.

Conclusion:

Teaching is not a binary choice between praise and silence. The most effective educators celebrate successes while providing thoughtful, constructive guidance when students falter. This balanced approach prepares learners not just with knowledge, but with resilience and self-awareness.

Why This Scores 6.0:

• Takes a clear, nuanced position (balanced approach beats extremes)
• Each paragraph advances a distinct, well-developed idea
• Uses specific, relevant examples (maths student, pianist, medical residents)
• Smooth transitions between ideas
• Sophisticated vocabulary without being pretentious
• Addresses the prompt directly and thoroughly

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Score 4.0 Essay (Adequate)

Opening:

I partially agree that praising positive actions is important in teaching, but I don't think teachers should completely ignore negative ones. Both approaches have their place in education.

Body Paragraph 1:

When teachers praise students, it makes them feel good and motivates them to keep trying. For example, if a student does well on a test, the teacher should congratulate them. This encouragement helps build confidence.

Body Paragraph 2:

But sometimes students do bad things and if teachers ignore it, the students might think it's okay. Like if someone is cheating on a test, the teacher can't just ignore it because then other students will also cheat. Negative actions need to have consequences.

Body Paragraph 3:

Also, if teachers don't correct mistakes, students won't learn properly. In subjects like science or maths, getting the wrong answer should be corrected so students understand the right way to do things.

Conclusion:

In conclusion, I think teachers should praise positive actions but also address negative ones in the right way. Both are necessary for good teaching.

Why This Scores 4.0:

• Position is stated but lacks sophistication
• Examples are generic and underdeveloped
• Ideas are somewhat repetitive
• Basic vocabulary and sentence structure
• Organisation exists but transitions are weak
• Adequately addresses the prompt but without depth

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Score 2.0 Essay (Seriously Flawed)

Opening:

Teaching is very important. Teachers should praise students when they do good things. Negative things should be ignored.

Body Paragraph:

I think praising is good because students feel happy. When I was in school my teacher praised me once and I felt good. Negative things are not good so teachers should not talk about them. Students might feel bad if teachers point out negative things. Everyone should feel positive in school so only positive things should be mentioned.

Conclusion:

So I agree with the statement that teachers should praise positive and ignore negative. This is the best way to teach students.

Why This Scores 2.0:

• Minimal development of ideas
• No meaningful examples or reasoning
• Extremely limited vocabulary and repetitive language
• Poor organisation with no clear structure
• Doesn't engage with the complexity of the prompt
• Numerous grammatical and structural issues

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GRE Argument Essay Samples & Analysis

The Argument task requires you to critique reasoning, not state your own opinion. Let's examine responses to the same prompt.

Sample Argument Prompt

The following appeared in a memo from the mayor of Brindleburg:

"Two years ago, the town of Seaside instituted a plastic bag ban in all retail stores, and since then, Seaside's tourism revenue has increased by 12%. Clearly, implementing a similar ban in Brindleburg will boost our tourism as well and improve our town's economy."

Write a response examining the stated and/or unstated assumptions. Discuss how the argument depends on these assumptions and what the implications are if the assumptions prove unwarranted.

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Score 6.0 Essay (Excellent)

Opening:

The mayor's argument that implementing a plastic bag ban will boost Brindleburg's tourism relies on several questionable assumptions. While the correlation between Seaside's ban and increased tourism revenue appears compelling on the surface, the memo fails to establish causation and overlooks numerous alternative explanations.

Body Paragraph 1:

First, the argument assumes that the plastic bag ban directly caused Seaside's tourism increase. However, no evidence links these two events causally. Seaside's tourism growth could stem from entirely unrelated factors: a new marketing campaign, improved infrastructure, favorable weather patterns, or simply broader industry trends affecting all coastal towns. Without data showing that tourists specifically chose Seaside because of its environmental policies, the causal connection remains speculative.

Body Paragraph 2:

Second, even if Seaside's ban did influence tourism, the mayor assumes Brindleburg and Seaside are sufficiently similar. Tourism drivers vary dramatically by location. If Seaside is a beach resort attracting eco-conscious travellers, its experience may not translate to Brindleburg. If Brindleburg is a business-travel hub or historical town, tourists may prioritise entirely different factors. The argument needs evidence that both towns serve comparable markets.

Body Paragraph 3:

Third, the memo assumes a 12% tourism revenue increase is necessarily good for the overall economy. What if implementing the ban costs local retailers significantly? Small businesses might need expensive alternatives to plastic bags, potentially offsetting tourism gains. Additionally, if Brindleburg's economy relies more heavily on retail than on tourism, a policy that even marginally hurts retail could produce net economic harm despite tourism growth.

Conclusion:

To strengthen this argument, the mayor would need evidence that: (1) Seaside's plastic bag ban specifically attracted tourists, (2) Brindleburg and Seaside appeal to similar demographics, and (3) the economic benefits would outweigh implementation costs. Without addressing these assumptions, the proposed policy remains poorly justified.

Why This Scores 6.0:

• Identifies multiple distinct logical flaws
• Each paragraph thoroughly analyses one assumption
• Uses specific reasoning to explain why assumptions matter
• Considers alternative explanations systematically
• Clear, precise language throughout
• Strong conclusion that specifies what evidence would strengthen the argument

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Score 4.0 Essay (Adequate)

Opening:

The mayor's argument has some problems. Just because Seaside had increased tourism after banning plastic bags doesn't mean Brindleburg will have the same result.

Body Paragraph 1:

One issue is that the argument assumes the plastic bag ban caused the tourism increase. But maybe tourism went up for other reasons like better advertising or new hotels. The memo doesn't prove that the ban was the actual cause.

Body Paragraph 2:

Another problem is assuming both towns are the same. Seaside and Brindleburg might be different types of tourist destinations. What works in one place might not work in another place. The argument should explain why the two towns are similar enough to compare.

Body Paragraph 3:

Also, the argument says tourism revenue increased but doesn't talk about costs. Banning plastic bags might be expensive for stores. If it costs too much, then the economy might not actually improve even if tourism goes up.

Conclusion:

The mayor needs more evidence before implementing this policy. The argument makes too many assumptions without proof.

Why This Scores 4.0:

• Identifies several logical problems but analysis is superficial
• Examples of alternative causes are mentioned but not developed
• Organisation is adequate but mechanical
• Some repetition of ideas
• Language is clear but basic
• Addresses the task but lacks depth

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Key Lessons from These Samples

After examining essays across score levels, several patterns emerge:

Lesson 1: Specificity Wins

High-scoring essays use concrete examples. Instead of saying "students might feel bad," a strong essay explains how and why negative feedback affects learning, with specific scenarios.

Lesson 2: Structure Matters, But So Does Flow

Average essays have paragraphs. Excellent essays have paragraphs that connect logically, each advancing the argument naturally.

Lesson 3: Address Complexity

Top essays acknowledge nuance. They don't just agree or disagree—they explore conditions, exceptions, and implications.

Lesson 4: In Argument Essays, Don't State Opinions

Your job isn't to agree or disagree with the conclusion. It's to analyse whether the reasoning is sound. Focus exclusively on logical flaws and unstated assumptions.

Lesson 5: Language Precision Over Vocabulary Complexity

You don't need obscure words. You need clear, precise language that conveys ideas effectively. A well-placed "however" beats a clumsy "notwithstanding."

Practical Writing Strategies for Test Day

Time Management:

Spend 5 minutes planning, 20 minutes writing, and 5 minutes reviewing. This prevents rambling and ensures you catch obvious errors.

Template Flexibility:

While having a mental structure helps, avoid rigid templates. Your organisation should serve your ideas, not constrain them.

Practice Critique, Not Just Writing:

For the Argument task especially, practice identifying logical flaws in everyday articles, advertisements, or opinion pieces. This sharpens analytical thinking.

Review Samples, Don't Memorise Them:

Reading high-scoring essays helps you internalise what works. But copying structures verbatim produces stiff, unnatural writing. Let good examples inform your voice, not replace it.

Some aspirants find it helpful to practise with structured feedback tools like PrepAiro, which can identify recurring weaknesses in organisation or development. But regardless of resources, consistent timed practice remains essential.

Common Pitfalls to Avoid

Pitfall 1: Overthinking the Prompt

Don't spend 15 minutes deciding your position. Pick a defensible stance quickly and develop it well.

Pitfall 2: Personal Anecdotes Without Purpose

Saying "when I was in school..." isn't automatically bad, but personal examples must be relevant and well-integrated. Generic stories add no value.

Pitfall 3: Ignoring the Specific Instructions

Issue prompts often include specific instructions like "discuss the extent to which you agree" or "explain your reasoning for the position you take." Address these directly.

Pitfall 4: Length Over Quality

A concise, well-reasoned essay beats a rambling one. Aim for 450-600 words of substance, not 800 words of filler.

How to Practise Effectively

Week 1-2: Analysis Phase

Read official sample essays and identify what makes them effective. Don't write yet—just analyse.

Week 3-4: Timed Practice

Write 2-3 essays per week under timed conditions. Focus on completing both tasks within 30 minutes each.

Week 5-6: Refinement

Review your essays critically. Are your examples specific? Do paragraphs connect logically? Is your thesis clear?

Final Week: Simulation

Complete full AWA sections back-to-back. Build stamina for test day.

FAQs About GRE AWA Essays

How long should my GRE essay be?

Aim for 450-600 words. Length alone doesn't determine your score, but you need sufficient space to develop ideas thoroughly. Most 6.0 essays are 500-650 words, offering enough room for nuanced analysis without unnecessary padding.

Can I use personal examples in GRE essays?

Yes, but use them strategically. Personal examples work best when they're specific and directly support your point. Avoid vague statements like "in my experience" without substantive detail. Academic, historical, or hypothetical examples often provide stronger support.

What if I don't finish my essay on time?

An incomplete essay significantly hurts your score. Practise pacing so you can write a proper conclusion. If time runs short, write a brief 2-3 sentence conclusion rather than leaving your essay hanging. A weak conclusion beats no conclusion.

Do spelling and grammar mistakes matter?

Minor typos won't tank your score if your ideas are strong. However, frequent errors that impede understanding will lower your score. Focus on clarity first, then catch obvious mistakes during your 5-minute review.

Should I take a strong stance or be balanced?

For Issue essays, either approach can work if well-executed. A strong, one-sided argument with excellent support can score 6.0. So can a balanced, nuanced position. What matters is development quality, not which stance you choose.

How important is the AWA score for admissions?

It varies by programme. STEM programmes often weight it less, while humanities and social science programmes pay closer attention. A score below 4.0 can raise concerns about your communication skills, especially for PhD programmes requiring extensive writing.

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Final Thoughts

The GRE AWA isn't about showcasing literary genius. It's about demonstrating clear thinking and effective communication under time pressure. The samples we've examined show that high scores come from organisation, specificity, and thoughtful engagement with the prompt—not fancy vocabulary or memorised templates.

As you practise, remember that improvement happens through reflection. After each timed essay, ask yourself: Is my thesis clear? Are my examples specific? Do my paragraphs connect logically? This self-assessment builds the awareness you need to write confidently on test day.

The AWA might feel like the GRE's forgotten section, but mastering it takes less time than you think. A few weeks of deliberate practice can transform your writing from scattered to structured, from generic to compelling.

And ultimately, that's what evaluators want to see: not perfection, but clarity. Not brilliance, but coherence. Not complexity, but precision.

You've got this.