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Essay BootCamp

The Graduate Medical School Admissions Test (GAMSAT) is undoubtedly one of the most challenging exams that any aspiring doctor will have to face in postgraduate medical courses at the top universities in Australia. GAMSAT evaluates the nature and extent of abilities and skills gained through prior experience and learning, including the mastery and use of basic science concepts and the acquisition of more general skills in problem-solving, critical thinking and writing. Section 2, the written communication component of the GAMSAT, assesses the ability to organise and express one’s thoughts logically and effectively. It is a test of one’s ability to produce and develop ideas in writing. How is your knowledge of writing essays? Do you think you need assistance in acing the written section of the GAMSAT? Thank Flip focuses on creating fu*king Great Doctors through GAMSAT education, so worry not, we’ve got your back. We will be there every step of the way to allow you to become more confident and master essay writing in a blink of an eye. Yes, it can be that easy with Thank Flip.

GAMSAT Essay Tutor

The written communication section requires you to create a response to a quote set rather than answer specific questions. It tests your ability to develop two pieces of writing. If you’ve never been an expert in writing essays, you will need help with knowing how to ace the GAMSAT essays. At Thank Flip, we know the best way to help students develop their essay writing skills, and improve their Section II Written Communication score in GAMSAT. You will work with an exceptional GAMSAT essay tutor who will guide you through preparation strategies and provide you with essential tools to help improve your essay-writing skills.

Topics that will be covered during your tutoring sessions:

• A complete introduction to GAMSAT Section II
• Preparing for Section II
• Approaching the essay tasks
• Structuring your essays
• Using punctuation effectively
• The expository essay (Task A)
• The discursive essay (Task B)

Students will receive a series of assignments, with each assignment being equivalent to a full GAMSAT Section II. On top of that, every student will be provided with comprehensive feedback on their essays, a sample essay and constructive advice on how to improve their individual writing style. At Thank Flip we value each student and will work tirelessly to bring you closer to your dreams. Learn how to crush GAMSAT, get into any med school, and become a f*cking great doctor with the help of expert Thank Flip tutors.

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How to Write a Creative Essay for GAMSAT Section 2

by Elliot Dolan-Evans , 12 September, 2023 Read 1527 times

It will soon be particularly busy for students hoping to get into medical school in order to prepare for the GAMSAT . But don’t worry - we are here to help! 

Now is the perfect time to begin writing GAMSAT® essays in preparation for what lies ahead. I am strongly encouraging my humanities classes to aim to submit multiple essays from this week right up until the September GAMSAT® Exam.

The second essay of the GAMSAT® Exam, often referred to as the “reflective” essay, truly should be thought of as the creative essay; hence the quotation marks. Where the initial argumentative essay task should be quite structured and deliberate, the creative essay is much broader in the type of writing permissible. Although this freedom may strike fear into many scientifically-wired students, I want to emphasise that this is a wonderful opportunity to express your creativity in your own way. Many students believe that the “reflective” essay in the GAMSAT® Exam is restricted to a personal reflective account; the great news is that this is not the case.

It's never too late to have a happy childhood. - Tom Robbins

Childhood is not from birth to a certain age, and at a certain age the child is grown and puts away childish things. Childhood is the kingdom where nobody dies. - Edna St. Vincent Millay

I think all of us are always five years old in the presence and absence of our parents. - Sherman Alexie

Grown up, and that is a terribly hard thing to do. It is much easier to skip it and go from one childhood to another. - F. Scott Fitzgerald

It is not easy to be crafty and winsome at the same time, and few accomplish it after the age of six. - John W. Gardner

Similar to the argumentative writing task, you still need to address your creative writing to a theme. For the above quotes, the overall theme is ‘childhood’, then there are multiple sub-themes such as ‘growth’, ‘happiness’, ‘family’, and ‘trauma’ (that I have identified). 

When you craft your creative response, you should be writing within these themes; however, please do not feel you need to repeat any of the stimuli quotes. You do not need to be restricted by these quotes; these are best used as inspiration and to give direction by identifying a theme. 

So, what to write? Here are some bullet point ideas from the provided quotes above: 

Stolen childhood - growing up too early 

How our parents impact who we grow up to be 

Choosing to relive “childhood” as an adult 

A childhood trauma that shapes a secret part of an individual 

Designing a submission that will captivate the reader is very important, and this may be achieved by ensuring your piece is well-written, relatable or even controversial. Crafting a piece of writing with a strong focus on the characters’ emotions is my best advice for this essay, as I feel the GAMSAT® Exam writing task is almost to test your empathy for medical school . An excellent way to do this is through describing the emotions of a character(s) in intricate detail. Below is an excerpt of an example based on the quotes above, for you to ponder:

My father worked in manual labour at the main mining site which resided a couple of kilometres from the beach. My three older brothers were all asked to work at a similar age before me, so I was not surprised to receive the 'call-to-arms'. Upon his request, I smiled and assured him I would walk with him and my brothers every second day to the site, but on the inside, I was filled with rage. Why couldn't he just work as the adult? Why did he have to extinguish our time as kids so early just to make a couple of extra dollars? The frustration, sadness and anger formed a lump in my stomach that made me want to scream at the top of my lungs, but my respect for what had to be done maintained this rage within a fortified cage in my psyche.

And so my days as a boy rolled away like the current on the shore, and I went to work on the mine. Every day as I fell onto the descending pits that we scrapped from, I became more determined to find a way out of this hole. My gangly arms burned as I beat rock with metal, and the beads of sweat mixed into the minerals that covered my face as I pushed through the pain and exhaustion. Although I wished I could be back at the beach, around all my brothers and sisters, I knew I needed to be there for the family. Over time though, the days in the mine became the fire that drove me to find a better life for myself, and without knowing, my own family. Every day I was not at the mine, I went to school and studied my heart out. My worn hands grasping pen and paper, writing formulas or essays, gave me a sense of hope and fulfillment, that I may do more one day for myself.

For more tips on how to prepare for and ace GAMSAT® Section 2, check out our comprehensive guide:  GAMSAT Section 2 Essays: How to Prepare .

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How can Tutoring Improve my GAMSAT score?

We strive to provide GAMSAT preparation that is high-yield, time-efficient, and targeted to your individual strengths and weaknesses. We structure our lessons around the most critical skills and concepts for each section of the GAMSAT, distilled from the most effective of our own preparation and collective experiences.

GAMSAT Section 1

What is GAMSAT Section 1: GAMSAT S1 is an exercise of reasoning in the humanities. It requires you to critically analyse ideas in prose, poems, cartoons and visual diagrams.

How to succeed: The key to success is learning literary and exam techniques needed to analyse these texts.

How we can help: We’ve designed a structured lesson plan to ensure you master the critical analytical skills for different text types:

• Fiction extract – classical novel/dialogues
• Non fiction extracts – medical/legal/philosophical texts
• Visual diagrams and interpretation

Our lessons will teach you how to analyse texts using literary techniques (e.g. tone, rhythm, symbolism, metaphor) so you finally know how to navigate difficult GAMSAT S1 questions.

GAMSAT Section 2

What is GAMSAT Section 2: GAMSAT S2 tests your ability to generate ideas and communicate them persuasively.

How to succeed: The key to preparation learning how to plan an strong essay in a limited amount of time, and writing concisely and logically.

How we can help: Our lessons emphasise quality over quantity, and are structured as follows:

• Review structure of Part A and B, going through exemplar essays and getting you to engage with your ‘voice’. We discuss exam technique and essay formulas.
• Generating ideas and strong essay structure for difficult past GAMSAT topics.
• Providing feedback on your essays.

We work with students of all abilities, from ESL to more advanced writers.

GAMSAT Section 3

What is GAMSAT Section 3: GAMSAT section 3 questions are a science-themed problem solving exercise. Emphasis on rote-learning physics, chemistry and biology is far outdated.

How to succeed: Your success is based on your ability to interpret new information, using logic and reasoning to find the appropriate response. Questions often involve graphs, formulae and information you have never seen before. As long as you have the underlying skills in interpreting graphs, recognising patterns, mathematical ability, and verbal reasoning, you will succeed in section 3.

How we can help: Through our shared experiences scoring in the 100th percentile of section 3, we have identified the four key skills necessary to excel in:

• Interpreting visual information – graphs, flow charts, tables.
• Recognising patterns effectively
• Manipulating numbers and equations
• Complex verbal reasoning

Regardless of your prior knowledge in the sciences, we will ensure you have everything you need to ace section 3. Speak to us to find out exactly how we scored in the 100th percentile.

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YOUR ULTIMATE GUIDE

The Definitive Starter Guide To The GAMSAT UK (2024)

Written by: Matt Amalfitano-Stroud

If you’re considering studying medicine in the UK at a graduate level, chances are you’ll be facing the GAMSAT. But what exactly is the GAMSAT? Which UK universities use it? How is it scored? In this comprehensive guide, we will explore all these questions and more, providing you with a clear understanding of the GAMSAT and how you can navigate through it successfully. Let’s get started!

WHAT IS THE GAMSAT?

The GAMSAT is one of the less common exams for medicine applicants, so you may not know much about it. Let’s review what exactly it is. 

The Graduate Medical School Admissions Test , more commonly known as the GAMSAT, is a standardised test designed to assess the knowledge and skills of candidates seeking entry into various graduate-entry medicine programmes in the UK .

The test is run by the Australian Council of Education Research (ACER) , an independent organisation that operates a wide variety of exams – mainly in Australia. The GAMSAT specifically is used in the UK, Ireland, Australia and more. 

It’s designed to evaluate your capability to think critically, reason scientifically, and communicate effectively in a variety of contexts. As a prospective medical student, your GAMSAT score is a crucial factor that admissions tutors will consider when evaluating your application.

How does the GAMSAT Work?

The GAMSAT is a full-day, computer-based exam that lasts 5 Hours and 25 Minutes. It’s divided into three distinct sections that test applicants’ various abilities:

Section 1: Reasoning in Humanities and Social Sciences

In Section 1, you will encounter a variety of stimuli from different disciplines , such as literature, philosophy and ethics. You will need to answer 62 Multiple-Choice Questions (MCQs) in 100 minutes (including 8 minutes of reading time)

This section tests your ability to comprehend complex ideas , analyse arguments and draw logical conclusions , challenging you to think critically and apply your knowledge of humanities and social sciences to a variety of disciplines. 

Section 2 - Written Communication

Section 2 focuses on your written communication skills . You will be given two tasks featuring a selection of quotes. You must interpret the common theme within these quotes and explain your reasoning within a piece of text. Applicants are given 60 minutes to do this, as well as 5 minutes of reading time.

This section assesses your ability to articulate your thoughts clearly and coherently , as well as your capacity to construct a well-structured argument. It is essential to showcase your ability to communicate effectively, as this skill is vital for success in medical school and future medical practice.

Section 3 - Reasoning in Biological and Physical Sciences

Section 3 is dedicated to assessing your scientific knowledge and reasoning abilities . It contains 75 MCQ’s covering Biology, Chemistry and Physics , which you will have 150 minutes to complete (including 8 minutes of reading time).

Section 3 requires you to apply your scientific knowledge to solve problems, interpret data and analyse experimental designs . The questions are designed to test your understanding of fundamental scientific concepts and your ability to think critically in a scientific context.

These three sections combined make the GAMSAT one of the longest admissions tests sat for UK university admissions. It’s a challenging test to get through, but those who have already made it through an undergraduate course should find it manageable. Here’s a summary of the basics to expect in the GAMSAT:

Exams.Ninja Tip 

In total, it is suggested that you will be at the GAMSAT testing centre for up to 8 hours . You will be tested for 5 Hours and 25 Minutes , but you will need to arrive well in advance as testing start times aren’t set beforehand. 

You will also have an hour-long break in between Sections 2 and 3 for lunch. You won’t be able to leave the testing centre at any point during the test, including breaks, so ensure you have food with you.

How is the GAMSAT Scored?

The GAMSAT is scored on a scale of 0 to 100 , with 100 being the highest achievable score. The scoring process takes raw marks from each of the 3 sections and calculates a final score for each that is scaled to the performance of other applicants and to the exam difficulty compared to previous years. This process is known as Item Response Theory (IRT) .

An overall GAMSAT Score is then calculated using these results. In most regions, including the UK, the GAMSAT weighs the scientific and non-scientific tasks equally, meaning Section 3 is the most influential individual section in the test.  The calculation used for this is as follows: 

Overall Score = (1 × Section I + 1 × Section II + 2 × Section III) ÷ 4

A Percentile Graph is also released after each sitting of the exam that allows applicants to view their rankings based on the scores they earned. Results and performance will vary from sitting to sitting due to the nature of the scale used by ACER.

Each section is marked separately  and has equal weighting when calculating the overall score. Sections 1 and 3 are marked using the number of correct answers given (with no negative marking for incorrect answers), while Section 2 is marked by trained assessors who consider various aspects of your writing, including the depth of your analysis, the clarity of your expression and the overall structure of your work.

For the medical schools that use the GAMSAT in their application process, only the GAMSAT scores are considered by the admissions tutors, not the raw marks or Percentile Graphs. Be aware that your GAMSAT results are valid for up to two years after the date of your test. 

You can learn more about the GAMSAT scoring system and results from previous years in our GAMSAT Scoring and Results Guide . 

Which UK Universities Use the GAMSAT?

The GAMSAT is a widely recognised and respected examination used by several prestigious universities in the UK for their graduate-entry medicine courses . It serves as an important indicator of a candidate’s suitability for these highly competitive courses.

Within the UK, the following medical schools use the GAMSAT within their admissions process: 

UK GAMSAT Medical Schools

While this is far from all of the UK medical schools that offer graduate medicine courses, there is a fair variety of locations here, meaning you may likely have the sit the GAMSAT for at least one of your options.

Outside of the UK, many more international medical schools also use the GAMSAT, you can find the full list of universities on the ACER website.  

By requiring GAMSAT scores, these universities aim to select candidates who not only possess the correct academic ability but also have the necessary attributes to become successful and compassionate medical professionals. The GAMSAT serves as a benchmark for evaluating applicants’ potential to excel in the demanding field of medicine.

When and where is the GAMSAT sat?

Unlike many other admissions tests, applicants are able to sit the GAMSAT during two periods throughout the year . These periods last 5 days each and take place in March and September of each year. The exact dates will vary from year-to-year, so be sure to check the GAMSAT dates information on the official ACER website. 

All GAMSAT testing takes place at approved GAMSAT Testing Centres . In the UK, different GAMSAT Testing Centres are available depending on which month you will be sitting the test.

The London test centre is open for both sittings, but applicants will also have the option to sit their test at the following locations based on the month of their test:

UK GAMSAT Testing Centres

March gamsat, september gamsat.

A full list of all testing centres in the world is available on the ACER website.

How Do I Register for the GAMSAT?

All GAMSAT registration takes place online on the ACER website . Applicants must create a GAMSAT account , which can be used to complete the registration process when registrations are open for the relevant sitting. 

Registrations open in November for the March GAMSAT and May for the September GAMSAT. Registration is open for 3 months each time and closes in January and July respectively. 

When registering, applicants will need to fill out the online registration form and submit a payment of £271 to be registered. They will then be sent an Admission Ticket , as well as registration confirmation and a payment receipt, to the provided email address. This email address is also where your results will be sent to.

When registering for the GAMSAT, it is advisable to do so early for two reasons. Firstly, the demand for the exam is high, and popular test centres can fill up quickly . By registering early, you increase your chances of getting your desired test date and location . Secondly, a late registration fee will be charged for applicants who apply after the set deadline. 

Do I Have To Pay For The GAMSAT?

Yes , all UK GAMSAT test-takers will need to pay a fee of  £271 during the registration process. This fee varies depending on the country of application. 

Also, be aware that there is an additional fee charged to late applicants to register after the set deadline. 

Can I Resit The GAMSAT?

As the GAMSAT takes place twice each year, you can technically resit the test by taking the test twice in the same year. However, you can only register for the test once per testing cycle . 

Key GAMSAT Dates

Below is a summary of the key dates and deadlines to consider for the GAMSAT :

Is the GAMSAT Hard?

Let’s address the elephant in the room: Is the GAMSAT hard? Well, it wouldn’t be an admissions test for a highly competitive field like medicine if it was a walk in the park. The GAMSAT requires you to demonstrate not only subject knowledge but also critical thinking skills and effective communication .

As graduate medicine applicants, you should already be well-versed in a lot of the skills being tested here. Those who performed well in the UCAT and especially the BMAT will likely be comfortable with a lot of the questions here, but the exam difficulty is certainly a step up from those tests. 

By looking at the GAMSAT as a souped-up BMAT , you should be able to get a better idea of what you will need to do to prepare and ensure you can make it through the test relatively painlessly. The two tests aren’t exactly the same, especially in Sections 1 and 2, but it is a suitable comparison that should help you begin your prep. 

Beat the GAMSAT with an expert preparation platform from GAMSAT.Ninja.

With our GAMSAT Preparation Platform, you’ll get access to comprehensive tutorials, realistic practice questions and effective mock exams to ensure you can beat each part of the GAMSAT. Create your free account now to access practice questions straight away!

GAMSAT SECTION 1: REASONING IN HUMANITIES AND SOCIAL SCIENCES

Section 1 is the start of the GAMSAT, which will see you flexing your critical thinking and reasoning skills. Let’s take a closer look!

To recap, Section 1 of the GAMSAT assesses your ability to c omprehend and analyse written and graphical information , as well as your reasoning in humanities and social sciences. This section consists of MCQs comparable to questions within the Law National Aptitude Test (LNAT) or Oxford Thinking Skills Assessment (TSA) , although with a wider selection of prompts and stimuli. 

You will be required to critically evaluate complex passages and draw logical conclusions about the questions asked. To excel in Section 1, it is essential to enhance your reading speed, comprehension skills and familiarity with various subject areas.

What Is Included In GAMSAT Section 1?

All questions in the GAMSAT are based on a variety of prompts, or stimuli, that are presented to you. You are likely to have around 15+ stimuli to review, with each having 2 – 5 questions to answer. 

Within the test, you will find various types of stimuli, including: 

That’s right, Section 1 of the GAMSAT is not just restricted to text-based stimuli but visual elements as well. This adds another layer to the test and will require additional preparation in order to get used to the types of questions that are asked here. 

As well as the stimuli, the questions are also fairly different in their approach to testing the core skills of critical thinking and reasoning . In tests like the LNAT or TSA, you will frequently be asked questions relating to the author, be it their intentions, beliefs or arguments. However, many of the questions in the GAMSAT focus more on the stimuli itself. 

Some of the common question types you will find in the GAMSAT including the following:

Observations

Which is the correct observation out of the available options?

Purpose/Message

What is the purpose of the stimuli? What is it trying to say?

What is the theme or tone presented within the text/image? 

Comparisons

How do these two elements/texts compare with each other?

Descriptions

How can this certain aspect of the stimuli best be described?

Conventions

Which language or literary conventions are used?

Another aspect that sets GAMSAT Section 1 apart from similar tests is that it features many stimuli relating to emotional matters rather than factual ones. Where other exams will feature passages relating to historic events, political issues and social trends, the GAMSAT can deal with much broader, human themes such as love, pain, grief and more. 

This adds even more difficulty to the test, as many questions could be interpreted in different ways by different people. However, each question will have a definitive answer, so it is important to read each stimulant and question very closely to get a full understanding of what is being asked.

There is a lot more to learn about Section 1 of the GAMSAT, so be sure to check out our GAMSAT Section 1 Guide .

Any comics/cartoons featured within Section 1 will usually be in the style of newspaper cartoons with up to 4 panels , so be sure to check out some examples in the paper and practice analysing them like a GAMSAT question . 

GAMSAT Section 1 Preparation Tips

• Read a wide and varied selection of texts in order prepare for the potential selection on the test.
• The specific topic of each stimulant is rarely important, so subject knowledge is not necessary to practice.
• When practicing, give yourself the 8 minutes of reading time that you would receive in the real test.
• Decide which types of questions/stimulants you struggle with the most and focus the bulk to your practice on them.
• Review and remember the types of words used in the questions to ensure your understand what each one means (especially adjectives).
• Practice your data interpretation skills to ensure you can quickly read the graphs and tables featured in the test.

GAMSAT Section 1 Practice Question: Stimulant

The following three questions are based on The Republic by Plato .

So we went to Polemarchus’ house, where we found his brothers Lysias and Euthydems, and besides them Thrasymachus of Chalcedon, Charmantides of Paeania and Cleitophon, son of Aristonymus. Polemarchus’ farther, Cephalus, was there too; a very old man he seemed to me, for it was a long time since I had seen him last. He was sitting garlanded on some sort of an easy chair, as he had just been sacrificing in the courtyard. There were some chairs standing round about, so we sat down besides him. As soon as he saw me Cephalus welcomed me and said, ‘You don’t come down to the Piraeus to see us, Socrates, as often as you should. If I were still strong enough to make the journey to town easily, there would be no reason for you to come here; I would visit you. As it is, you ought to come here more frequently: for I myself find as age blunts one’s enjoyment of physical pleasures, one’s desire for rational conversation and one’s enjoyment of it increases correspondingly. So don’t refuse me, but come and talk to the young men here and visit us as if we were old friends.’ ‘As a matter of fact, Cephalus,’ I said, ‘I enjoy talking to very old men, for they have gone before us, as it were, on a road that we too may have to tread, and it seems to me that we should find out from them what it is like and whether it is rough and difficult or broad and easy. You are now at an age when you are, as they poets say, about to cross the threshold, and I would like to find out how it strikes you and what you have to tell us. It is a difficult time of life, or not?’

‘I’ll certainly tell you how it strikes me, Socrates,’ he said. ‘For some of us old men often meet together, like the proverbial birds of a feather. And when we do meet, most of them are full of woes; they hanker for the pleasures of their youth, remembering how they use to make love and drink and go to parties and the like and thinking it a great deprivation that they can’t do so any more. Like was good then, they think, whereas now they can hardly be said to live at all. And some of them grumble that their families show no respect for their age, and proceed to harp on the miseries old age brings. But in my opinion, Socrates, they are putting the blame in the wrong place. For if old age were to blame, my experience would be the same as theirs, and so would that of all other old men. But in fact I have met many whose feelings are quite different. For example, I was once present when someone was asking the poet Sophocles about sex, and whether he was able to make love to a woman; to which he relied, “Don’t talk about that; I am glad to have left it behind me and escaped from a fierce and frenzied master.” A good reply I thought then, and still do. For in old age you become quite free of feelings of this sort and they leave you in a peace; and when your desires lose their intensity and relax, you get what Sophocles was talking about, a release form a lot of mad masters. In all this, and in the lack of respect their families show them, there is only one thing to blame; and that is not their old age, Socrates, but their character. For if men are sensible and good-tempered, old age is easy enough to bear: if not, youth as well as age is a burden.’

GAMSAT Section 1 Practice Question 1

When considering the interactions found within the passage, it could be suggested that… 

A) Socrates maintains a disdain for Cephalus’s advanced age. 

B) Sophocles is regarded as the quintessential male.

C) Cephalus regards Socrates as family.

D) Cephalus welcoming Socrates is oxymoronic.

The correct answer is D.

This stem starts us off with a Technical – Logical Reasoning question that invites us to not only comprehend the explicit narrative but also use this to inform our implicit understanding of what’s occurring. What makes this question more challenging is our need to correlate information in different places of the passage before applying it to our answer options. As such, questions like this can become time sucks quite quickly so keep in mind your time cost to reward ratio.

Starting with our correct answer Option D, we are being asked to examine an interaction by the question and more specifically, the welcoming/opening interaction between Cephalus and Socrates. This helps us pinpoint the locus of our analysis around the second third of the first paragraph ‘ As soon as he saw me Cephalus welcomed me and said, ‘You don’t come down to the Piraeus to see us, Socrates, as often as you should. If I were still strong enough to make the journey to town easily, there would be no reason for you to come here; I would visit you. As it is, you ought to come here more frequently: for I myself find as age blunts one’s enjoyment of physical pleasures, one’s desire for rational conversation and one’s enjoyment of it increases correspondingly. So don’t refuse me, but come and talk to the young men here and visit us as if we were old friends. ’’ If we dive deeper into what Cephalus is saying, we should notice there is a displeasure in the way he speaks to Socrates’ lack of visiting, ‘ You don’t come down to the Piraeus to see us, Socrates, as often as you should’ , ‘As it is, you ought to come here more frequently ’ and ‘ So don’t refuse me, but come and talk to the young men here and visit us as if we were old friends. ’ However, the oxymoronic (defined in this instance as a contradiction) aspect here is that despite this overt display of displeasure, he is also experiencing pleasure in the seeing of Socrates again. In other words, he is displeased and pleased to see Socrates at the same time. As such, this is our best answer.

To reinforce our choice, we should be able to quickly reject our other option through flaws in part of their answers. Option A suggests ‘Socrates maintains a disdain for Cephalus’s advanced age’ however, nowhere in the passage does Socrates offer such an opinion. While it could be said that Socrates is quite candid when addressing Cephalus (e.g.,‘ You are now at an age when you are, as they poets say, about to cross the threshold ’), this is in no way displaying a disdain towards him or his age. Option Bis a bit of a left field answer that doesn’t really offer anything substantial. Sophocles is quoted by Cephalus to further the point about age and the changes to physical desires but it would be a large stretch to imply that Sophocles is quintessentially male. Furthermore, at the start of paragraph two Cephalus says ‘ For some of us old men often meet together, like the proverbial birds of a feather. And when we do meet, most of the are full of woes; they hanker for the pleasures of their youth, remembering how they use to age love and drink and go to parties and the like and thinking is a great deprivation that they can’t do so many more ’. From this, we are unable to get a clear majority of what the quintessential ‘old man’ would represent (‘ For some of us old men often meet together ’ the key word here is ‘some’) and as such, we can reject this option comfortably. Finally, Option C can be rejected due to a lack of objective evidence and too great of an inference. While Cephalus clearly does miss Socrates and wishes he would visit more often, there is nothing to define the level of relationship they hold with one-another. If anything, the line ‘ visit us as if we were old friends ’ is more likely to suggest their relationship is closer to the friendship level than that of a family member.

GAMSAT Section 1 Practice Question 2

When Sophocles is quoted as saying, ‘ Don’t talk about that; I am glad to have left it behind me and escaped from a fierce and frenzied master ’ (paragraph 2, last third), Cephalus is implying to Socrates that…

A) Only the wisdom of age allows us to see through the haze of desire.

B) That lust and love are polarised by age.

C) Both A and B.

D) Neither A nor B. 

This question utilises our Technical – Argument Deconstruction skills to ascertain both what the poet, Sophocles, is implying as well as the main point of Cephalus quoting him. As such, we should first consider our explicit understanding before using this to help inform any implicit associations. The quote, simply put, is suggesting that Sophocles has aged to a point whereby he is less influenced ( ‘Don’t talk about that ’; meaning he is maintaining a distance from the subject, likely to ensure he cannot relapse) by his servitude to physical desires (‘ I am glad to have left it behind me and escaped from a fierce and frenzied master ’). Cephalus then uses this to support his own position that aging is not as bad as some of his peers suggest, ‘ And when we do meet, most of them are full of woes; they hanker for the pleasures of their youth, remembering how they use to age love and drink and go to parties and the like and thinking is a great deprivation that they can’t do so many more ’ and that in fact, to age to is experience and increase in liberty ‘ For in old age you become quite free of feelings of this sort and they leave you in a peace; and when your desires lose their intensity and relax, you get what Sophocles was talking about, a release form a lot of mad masters. ’ 

Looking at Option A, while there is truth in this answer, we need to ensure we are responding to the correct and specific aspect of the question – what Cephalus is implying to Socrates. The purpose of using this quote is to support Cephalus’s position that with age comes an increase in liberty; no longer is the poet, Sophocles, nor Cephalus, enslaved by their physical desires. Essentially, age brings them both control over things that the youth cannot. So while wisdom that comes from age may allow sight through some cloud of lust/desire, this would not be as accurate of a supporting point given Cephalus is not talking about the wisdom of age but is talking about the control and liberty that comes with age. Option B can be rejected much in the same way as we did that of A. Cephalus is not implying lust and love are polarized by age but that increased age brings with it an increase in liberty. Additionally, there is no mention of the relationship between lust (sex/physical desires) and love to be found within the passage; love is not mentioned in general, expect when used as a synonym for sex (to ‘make love’). 

Based on our rejection of both A and B, and subsequently Option C, we can conclude Option D to be the correct answer.

GAMSAT Section 1 Practice Question 3

The view of aging given by Cephalus can be said to be…

A) Condemning.

B) Liberating.

C) Conflicting. 

D) None of the above. 

The correct answer is B.

The last question in this stem makes use of our Technical – Argument Deconstruction skills and relies heavily on a general understanding of the passage. As such, we should look to explore the explicit views of aging given to us by Cephalus before correlating our findings into a specific theme. If we were able to read through and understand the majority of what we read, this question should (hopefully) be a nice one to finish on.

Going in order, Option A implies Cephalus condemns aging. Arguably, condemning is a relatively strong word to use in this context but even so, there is very little of it (or even that of a softer tone) going on in the passage. The only instance of anything that resembles this is when Cephalus references his peers however, this does not accurately depict his view of aging, ‘ And when we do meet, most of them are full of woes; they hanker for the pleasures of their youth, remembering how they use to make love and drink and go to parties and the like and thinking it a great deprivation that they can’t do so any more’ . 

Option B, liberating, is the most fitting of our answers. Throughout the passage, Cephalus is discussing how his aging ‘ … blunts one’s enjoyment of physical pleasures’ , which leads to an increase of control and freedom, ‘ For in old age you become quite free of feelings of [physical pleasure] and they leave you in a peace; and when your desires lose their intensity and relax, you get what Sophocles was talking about, a release form a lot of mad masters ’. Equally, this means we can reject Option D too.

Finally, Option C suggests a conflict is present in Cephalus’s view of aging. Choosing this option, much like that of option A, can stem from the mistake of placing too much weight on a small aspect of the passage take out of context; namely Cephalus’s disagreement with his peers. Equally, Cephalus is not conflicted (in the sense of confused) by aging as he is able to clearly articulate his views surrounding it as well as provide a deeper analysis to why he holds his position.

GAMSAT SECTION 2: WRITTEN COMMUNICATION

Section 2 is all about essay writing, so let’s see what you need to know about the Written Communication section of the GAMSAT. 

Section 2 of the GAMSAT tests your written communication skills. You will be required to complete two tasks (Tasks A & B). Within each task, you will find a selection of four – five short texts , usually in the form of quotes , from which you will need to interpret a common theme . You will need to present your answer and reasoning in a written piece. 

This section aims to evaluate your ability to form and express arguments clearly, concisely, and convincingly. Strong analytical thinking and effective planning are key to performing well in Section 2, although your writing style is less important as long as the theme and prompts have been appropriately covered .

What Is Included In GAMSAT Section 2?

Section 2 will present you with two tasks that feature multiple quotes . This is all you will be given to work off of, so you need to ensure you are well-practised in this section before entering the exam. 

This section’s first challenge is correctly interpreting the common theme among the quotes in each task. You are given 5 minutes of reading time which you will need to use effectively in order to have enough time to complete your writing. You should aim to have the themes for both tasks figured out by the end of this time and be ready to begin planning your work .

The planning phase itself is important but will likely be very short due to the limited time you have available. However, having a basic structure is key to writing effectively and efficiently . Due to the time restraints, you won’t be expected to write a long piece of work, so aim to clearly express your thoughts in as few words as possible ( 400 – 500 words is a good amount for the GAMSAT).

Correctly interpreting the theme within each task is crucial, as your work will not receive any marks if you discuss the wrong topic. Therefore, using your reading time effectively will help you properly determine the correct answer.

What Does GAMSAT Section 2 Test?

GAMSAT Section 2 is a test of your ability to communicate complicated ideas and understand themes . However, it does not necessarily test you on this in the same way as a traditional essay task. 

Firstly, Section 2 does not specifically require applicants to write a traditional-style essay . Instead, applicants can approach their writing in a number of ways, including: 

The assessors for Section 2 essays will not be marking you on the format of your work but on your ability to convey your thoughts on the prompts. With the limited time you have to plan and write your essay, you won’t have much time to worry about the creative structure of your writing; especially if you’re having trouble identifying the common themes within the tasks. 

You will also not specifically be judged on your writing and syntax , in the sense that you do not need to have an expert grasp of the finer points of English. While you will still need to display the correct use of basic grammar and spelling, the assessors will not mark you down for using simple language . In some cases, simple language may be favoured as the ability to clearly and concisely present your discussion points is the most important aspect when writing these tasks.

GAMSAT Section 2 Preparation Tips

• Go in to the GAMSAT with a good idea of what writing style you favour.
• Writing short practice essays frequently to improve your writing abilities. These don't have to be based on specific GAMSAT tasks/prompts.
• Always take the time to analyse, mark and edit your practice work after completion.
• Read various forms of writing to gain inspiration for your own work.
• Seeking feedback from family or peers can help you see different perspectives on your work.

We have even more information on what to expect and how you can prepare in our GAMSAT Section 2 Guid e .

GAMSAT Section 2 Example Question

A community is strongest when everyone shares a basis of fact.

Healthy debate is only healthy when society agrees on a shared reality.

How can we know reality when the ‘reality’ is different for everyone?

We all share a common reality. We need to start acting like we do.

Boost your skills in all three sections of the GAMSAT today!

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GAMSAT SECTION 3: REASONING IN BIOLOGICAL AND PHYSICAL SCIENCES

Section 3 may be the most challenging section as it is the longest and most subject-specific part of the GAMSAT. Let’s see what you need to know and how you should prepare for the final part of the test!

In Section 3 of the GAMSAT, you will be faced with 75 Multiple Choice Questions centred around the three core sciences: Biology, Chemistry and Physics . These questions will require you to apply scientific principles and problem-solving skills to real-world scenarios at a fairly high level. To excel in Section 3, it is crucial to have a solid foundation in the sciences and to practice applying your knowledge in a time-pressured environment.

What Is Included In GAMSAT Section 3?

Similar to Sections 1 and 2, Section 3 is also based on a series of stimuli with corresponding questions . However, everything is now related to science, so the prompt will be more straightforward and factual .

As with any other science-based exam, the GAMSAT has a set syllabus of key topics that you will need to have an understanding of in order to succeed. These topics include:

UK GAMSAT Section 3 Syllabus

Gamsat biology syllabus, gamsat chemistry syllabus, gamsat physics syllabus.

Applicants are expected to understand these topics to a first-year university level (although Physics is closer to Year 12 Level). For each of these sciences, you will need to be familiar with the major symbols, formulae and equations that are associated with the subjects, but you will also be required to understand various mathematical principles . While there are no specific mathematics questions in the GAMSAT, these principles will be required throughout the section to answer the questions:

UK GAMSAT Mathematics Syllabus

As for the questions included in Section 3, you will be presented with a mixture of questions from each of the three sciences. The GAMSAT favours Biology and Chemistry when it comes to questions, with the weighings for each subject being 40% Chemistry, 40% Biology and 20% Physics . However, it is still important to ensure you are well-prepared for all three sciences. 

Stimuli you can expect to find in these questions include passages, formulas, graphs, tables and diagrams . The types of questions associated with each stimulant can range from data analysis to comparisons and evidence evaluation, all in the form of MCQs.

What Does GAMSAT Section 3 Test?

Section 3 of the GAMSAT may seem to be a simple test of scientific knowledge, but the questions here are also testing much more general skills like problem-solving and reasoning . You will still need to have a good understanding of the syllabus outlined, but you will also need to think logically as the solution won’t always be obvious based on the information given. 

The stimuli you will be given will deal with a wide range of complex issues, but you are not expected to fully understand everything included . Similar to the other two sections, you will need to use the information given to solve each question, which will not require the use of additional external knowledge outside of the basic principles outlined. 

This means that much of the challenge of these questions comes from analysing the information and deducing the solution using your scientific skills rather than understanding specific elements of the stimulant. This may be easier or harder for you depending on your skillset, as you won’t need to memorise as much specific knowledge but will need to be able to utilise more broad thinking skills . 

ACER states that the GAMSAT can be effectively completed by those with non-scientific backgrounds . However, these applicants will still need to put the time in to build their knowledge of the principles listed in the syllabus. Preparation courses and materials , be it general science or GAMSAT-specific, can help ensure that you are well-versed in everything you need to know in a relatively short period of time.  

GAMSAT Section 3 Preparation Tips

• Practice questions are the most effective way to prepare for Section 3 of the GAMSAT, so ensure you put the time in to work through as many as you can.
• Don't start with standard revision (re-reading text books, etc). Instead, start by reviewing the actual exam, getting familiar with your practice questions.
• When practicing, identify your weakest topics so that you can revise them further and dedicate more time to getting them right.
• Seek out worked solutions for questions wherever possible, as they will help you effectively learn from your mistakes.
• Practice your stimulant reading and analysis to reduce your time spent trying to understand what is being presented (data interpretation is especially important).
• For additional practice resources, try out BMAT, PAT and NSAA past papers and practice questions. Though not identical, thwey will give you more opportunities to test your general science knowledge.

If you want a deeper dive into the topics covered in Section 3 and how you can perfect your technique, check out our GAMSAT Section 3 Guide . 

GAMSAT Section 3 Practice Question: Stimulant

Astrocytes take up glucose from the bloodstream to provide energy to the brain, thereby allowing neuronal activity and behavioural responses. The energy demands of astrocytes are almost exclusively met by glycolysis, whereas those of neurons mainly rely on oxidative phosphorylation (OXPHOS). Active mitochondrial complex I is assembled into supercomplexes to increase OXPHOS in neurons, whereas the majority of astroglial complex I is inactivated and free, which results in low OXPHOS efficacy in these cells. 

The type-1 cannabinoid receptor (CB1) is the main agonistic target of Δ9-tetrahydrocannabinol (THC)—the psychoactive component of Cannabis sativa. Astroglial CB1 associated with mitochondrial membranes (mtCB1) has been detected in mouse hippocampus, prefrontal cortex, piriform cortex and nucleus accumbens. Activation of astroglial mtCB1 modulates the communication between astrocytes and neurons which can affect synaptic transmission and behaviour. Figure 1 illustrates the change in activity of complex I with varying concentrations of THC (CB1 agonist) and HU210 (intracellular CB1 agonist). Figure 2 outlines the process of mitochondrial respiration. 

GAMSAT Section 3 Practice Question 1

Which of the following is true regarding oxygen consumption of neurons?

A) Spare reserve capacity is 460 pmol/min for neurons in the control medium.

B) Basal reserve capacity is 450 pmol/min for neurons in the THC medium.

C) Spare reserve capacity is 590 pmol/min for neurons in the THC medium.

D) Basal reserve capacity is 450 pmol/min for neurons in the control medium.

The correct answer is A.

This question requires you to determine what the 2 lines represent in Figure 3. In Figure 1, THC was found to decrease complex I activity and thereby decrease OXPHOS. Recall that OXPHOS is a process that consumes oxygen. Therefore, the circle and dotted line with less oxygen consumption represents THC medium and the square and solid line with more oxygen consumption represents control medium. Spare reserve capacity (first part of Figure 3) of neurons in control medium is:

maximal respiratory capacity (~950 [from second part of Figure 3]) – basal respiration (~490) = 460. 

Not B Basal respiration of neurons in THC medium is ~290.

Not C Spare reserve capacity of neurons in THC medium is: 590-290=300.

Not D Basal respiration of neurons in control medium is ~490.

GAMSAT Section 3 Practice Question 2

Which of the following is represented by compound X in Figure 2?

A) Antimycin A

C) Oligomycin

The correct answer is C.

In Figure 2, X is inhibiting ATP synthase. In Figure 3, after oligomycin is added, oxygen consumption rate decreases and the change in oxygen consumption rate is labelled “ATP-linked respiration”. Therefore, it can be concluded that oligomycin inhibits ATP synthase and decreases OXPHOS.

Not A Antimycin A and rotenone completely shuts off mitochondrial respiration which is seen by the resulting oxygen consumption from non-mitochondrial respiration. Inhibiting only ATP synthase would not stop all mitochondrial respiration since the TCA cycle will continue to function, as seen in Figure 2.

Not B After FCCP is added, oxygen consumption increases to maximal respiratory capacity. As ATP synthase is important for OXPHOS and therefore increases oxygen consumption, the inhibition of ATP synthase should decrease oxygen consumption. 

Not D THC decreases oxygen consumption rate in general (see explanation given in question V).

GAMSAT Section 3 Practice Question 3

The next question refers to the following additional information. 

To investigate the potential effects of these molecular mechanisms on mouse behaviour, social behaviour was recorded and converted to a social index. Mice with more social interaction were given a higher social index.

Which of the following statements is correct?

A) Mice given THC had less social interaction compared to vehicle. 

B) Mice given THC had more social interaction compared to vehicle. 

C) Mice given THC had increased lactate compared to vehicle.

D) Mice given THC had increased social interaction when given lactate instead of saline. 

The x-axis indicates the addition of saline or lactate to mice given vehicle or THC. Mice given THC with lactate had higher social index compared to mice given THC with saline. High social index indicated higher levels of social interaction as stated in the passage. 

Not A Mice given THC had less social interaction compared to vehicle when also given saline. However, mice given THC had similar levels of social interaction when concurrently given lactate. Therefore, statement A is not true for all circumstances.

Not B Similar to option A, this statement is not true for all circumstances. Mice given THC had less social interaction compared to vehicle when concurrently given saline.

Not C Lactate levels are not shown in the graph.

So that’s the GAMSAT in a nutshell! There’s a lot more that you can learn about this test, so be sure to check out our other preparation guides (including effective preparation techniques for the full exam), but the information you’ve learned here should give you a solid foundation for the rest of your preparation! Here are some final tips to get you started with your prep:

Exams.Ninja GAMSAT Tips

• Start as Early as Possible. Don't wait until after you've registered!
• Practice with Questions. As we've seen, much of what is being tested here is general thinking skills, which can't really be revised for in a book.
• Look for Practice Materials Everywhere. Practice your Section 1 and 2 skills with any form of text or image, while Section 3 can be practiced with a variety of other past papers.
• Take Mock Exams. Ensure you're exam ready by practicing under realistic conditions.

GAMSAT UK Scores – Your Definitive Guide To GAMSAT Scoring and Results

Gamsat preparation: how to prepare for the gamsat uk, the definitive guide to gamsat uk section 3, your ultimate guide to gamsat uk section 2, the ultimate guide to gamsat uk section 1, gamsat: the definitive gamsat starter guide for 2024.

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Gamsat section 2 essay examples, discover our gamsat preparation courses today, hesitant about gamsat, gamsat section 2: five example essays ranging from scores of 50 to 80+.

In order to perform well in Section 2 , it is important to understand the key features of a high scoring GAMSAT essay. When reviewing previous GAMSAT essay topics , you should know the main marking criteria to address.

This guide contains worked examples of GAMSAT essays to help you identify the major metrics looked for by Section 2 tutors and markers, using pieces discussing healthcare as examples. You can use the pertinent principles in this guide to create a stringent GAMSAT essay plan to maximise your performance in Section 2 . 

Inside the Section 2 Sample Essay Guide

• Sample Essays spanning scores from the low 50s to 80+
• Highlighted flaws in each essay to aid in self-assessment
• In-depth analysis and feedback from top tutors

Example Paragraph From An 80+ GAMSAT Essay 

“In the current polito-economic landscape of most nation-states, health and healthcare are contentious issues. It is this very discourse that leads me to both types of research the realities and explores my own values and beliefs in relation to the notion of health. This surveying of my mental landscape led me to one unwavering belief: “healthcare is not a privilege, it is a right.” When this statement became core to the way I understand the human condition, I started to question if the societies I live in have come to embody the opposite of this belief in practice.

This line of questioning led me to understand one of the most fundamental mechanisms in the way modern societies function. This mechanism is the domineering politico-economic ideology. Neoliberalism. Through observation, we can see it functions to commodify most aspects of the human experience and does so very drastically in the case of healthcare.”

‍ The Quotes Covered Are:

Health is not valued till sickness comes.

Take care of the patient and everything else will follow.

Control healthcare and you control the people.

Wherever the art of medicine is loved, there is also a love of humanity.

If you found this useful, kindly look at our free GAMSAT preparation resources: 

Related Articles

• Section 1: What to Expect & How to Study
• Section 2: How to Write High Scoring Essays
• Section 3: Tips & Strategy 
• What is the GAMSAT?

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It will provide an in-depth breakdown of different essay structures that can be used to improve your writing for Part A and B of GAMSAT Section 2. This e-book will include:

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Clear and EFFECTIVE Section II writing (the five C’s)

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June 29, 2021 in  GAMSAT Section 2

The Five C’s

Clear and effective GAMSAT Section II writing

by Michael John Sunderland, 90plusgamsat | 29.06.21

Gosh, it’s been a minute.

I’ve focussed the bulk of my attention on extraordinary Section II writing for around 18 months now, and as a result of my tutoring and marking essays in the 90+ Facebook group, I’ve had the benefit of not only learning what scores well for myself, but how most students’ essays depart from what I learned about how to score highly in Section II.

This knowledge is going to help you fix half of all errors I see in GAMSAT writing, and let your ideas shine through.

It is an essential component to scoring highly in the GAMSAT (and communicating effectively in the written mode in general).

So let’s get to it!

The Five C’s

Comprehension, coherence/cohesion.

In the context of the GAMSAT comprehension of the material provided to you (the prompts) is crucial. You can otherwise think of it as relevance .

“Pre-prepared responses and responses that do not relate to the topic will receive a low score” – ACER information booklet

Your response must be dynamically relevant to what is being said. As a function of this, it is essential that you have comprehended the prompts – which is to say, you have considered that they are individually, and as a set, an invitation to discuss something about the internal or external world around you .

Note: I say around you because this is what you can authoritatively talk about, versus “capitalism through history” for instance – which you can only have limited knowledge about due to the breadth of the topic and the fact that you can only see it from one vantage point. Capitalism on your street as a child, however, you could talk about. Perhaps little Jimmy used to charge the rest of you an entry fee before playing his new Xbox. This would be a perfectly acceptable lens to discuss capitalism through, and one that would have far less potential pitfalls. But I digress.

The key word here is invitation.

I will paraphrase from the content at this link to distinguish how you might approach distinguishing what is being invited by the prompts.

What is being said is but one subjective “take” on the subject matter. Therefore, not just what is being said but how the author/speaker portrays that subject matter (for example with tone, bias, or persuasive elements) contributes to it being a unique perspective. Not just what is says, but what it does by making that remark and lastly what that might mean about the person or worldview, are crucial considerations.

In combination, there are five “takes” (prompts) on a situation provided by ACER; each trying to “do” something, and in the attempt at doing, meaning something about the author, or perhaps the topic. If you consider the five prompts like a discussion between expert academics, you might see that the moment provided by the inclusion of these five perspectives invites you to have whatever opinion you might have in the domain provided by these other five perspectives. It is critical that your opinion, however, is in the domain of the five other opinions. By in the domain, I mean relevant to what they are saying. If you just came into the middle of a conversation where five people were talking deeply and passionately about communism in China, and then you start talking about capitalism in America, they may go with you, but it would be a little dissonant and weird.

So, you must understand the domain of what is being discussed so you can respond harmoniously to it. Before speaking, comprehend what is already being spoken about, and then feel free to have whatever opinion you like about it, so long as you can intelligently back it up with cogent, coherently, and with clarity .

A simple way to ensure you prevent some of the most common errors here is to imagine you are in a social setting with academic experts standing around in a circle and each of these experts says one of the quotes. Thinking of them as experts will force you to show some academic respect for what is said by the others, even if you disagree with it; it will force you to consider that each view arises out of a comprehensive set of experiences; it will ensure you don’t reduce what is being said by all five people to one word (a common GAMSAT error); and finally it will ensure that what you are replying to the circle is relevant.. otherwise, it would be weird if what you said didn’t flow from what they said.

If you would like to read more about quote interpretation in the GAMSAT I wrote a blog on it, here: How to ACE GAMSAT Section II Quote Interpretation: Task A

“The quality of being clear, logical, and convincing; lucidity.”

To be cogent is to be strong, eloquent, and effective . There are three precursors to cogent writing (according to Kavane and Cavender, 1998):

• All its premises are true.
• It considers all relevant information (it doesn’t present only the part of the case that suits).
• It is logically valid (the conclusions are plausible based on the premises).

To write cogently necessitates a certain rigorousness with the truth. You don’t argue just what is convenient, but you are instead genuinely involved in a process of exploring the truth and the limits to it, including of your own perspective.

Many people tend to imitate the way I close my essays (which, while I don’t mind at all – I just want you to score well – I would recommend you at a minimum word it your own way as ACER have updated their information book to indicate that responses are now compared against past responses) but it oftentimes comes across as conceited as they use the words but the spirit of it is absent from their writing. I tend to finish by touching on the extent to which my view may or may not be valid, and considering others’ views. I do not casually consider the objections, nor commit the “strawman fallacy” wherein I fail to address the most significant objections, or inaccurately portray them. I don’t feel personally obliged in a thirty minute essay to have to have a 100% researched and considered argument, nor to know all of the objections, nor to necessarily be accurate in conveying all of them and rebuffing them. Who knows, maybe even though I have made a logically valid argument, there may be things I innocently did not consider or understand due to ignorance, lack of experience, or just a biased perspective. I do genuinely try my best to understand and consider other views, though. It’s not an argument, or a debating championship. I can simply consider it without needing to go into all the reasons why it’s wrong. In fact, to talk in such objective terms under time pressure is to not acknowledge the very real limitations we are under when writing GAMSAT essays. Even if we weren’t in our early 20’s, and we were experts in the field that we were talking about, we are still under time, and psychological, pressure writing on an unprompted topic, with no faculties of outside research. This is bound to introduce errors into our arguments, so we really have no place saying that someone else’s perspective is wrong in objective terms.

You must write in a way that is careful. As if it were a discussion with an expert in the field. Instead of imagining yourself standing facing the opposing view, both pushing your ideas on each other, position yourself instead to the side. View both views objectively weighing up the validity of both as write from this perspective. This doesn’t mean you have to write a paragraph dealing with the ‘counter-argument.’ I find this approach devolves into a suite of psychometric errors (e.g lacking fallibilism, which the idea that ‘I think I’m right, but I could be wrong; and I think you’re wrong but you could be right’; or appreciation of situadedness, which is an appreciation of how your personal bias and experiences colour your view of things in such a way that you cannot ever see a situation perfectly, limiting the extend to which you can claim what you say is objectively true). It simply means you write from altitude.

Some of the best GAMSAT essays, or at least Task B essays, don’t arrive at a position that is labelled as the truth, or correct. But simply explore the issue, arriving at a conclusion that is logically valid, and perhaps even strong, but never stating that it is the final word, and attempting throughout to ask questions that indicate not someone who is forcing an idea down your throat, but someone who is trying to work things out for themselves. You don’t need to be a know-it-all, but you should be objective and logical.

For more on how to structure your GAMSAT arguments logically, see my blog The Ontology of Task A Structure – Logic .

• The quality of being logical and consistent.
• The quality of forming a united whole (also: cohesive)

We have addressed logic above in cogency, so the emphasis here is on consistency, and how the ideas not only linearly progress in a way that is valid, but that the various elements of essay cohere together on a macroscopic (intro, body paragraphs, conclusion) and microscopic (intra-paragraph) level.

On a macroscopic level, each paragraph or unit should be designed to forward a central idea or argument and should be ordered around achieving that end. What that doesn’t necessarily mean is having a pre-conceived structure that you write because you think that’s just how it should be done. If you write a narrative at the start of your Task B’s because I do it, but you don’t understand why I did it, it can’t be effective. What it does mean is coming up with your own approach of how to write effectively, considering mine if you wish, and if you use mine exactly as I did, knowing why I did it, or at least how it helps you achieve your goal. There are no points for doing things the way I designed them, but there are for what my design helped me achieve (which, in essence, was having a strong idea, displaying the psychometric features I often talk about, and respecting the five C’s so that that idea could be effectively and clearly communicated).

I think of my essays like a skeleton. Imagine one in the anatomy department. The central idea and premises that support it form the backbone. Each premise (topic sentence) linearly supports the frame of the argument – like vertebrae stacked on top of each other. They aren’t ‘kind of in the same domain’ as the contention, which I often see and which leads to an almost impressionistic approach to addressing the topic, with broad brush strokes each covering an idea but not relating to each other linearly and directly. They are purposefully conceived to illustrate the plausibility of a single strong opinion (contention/thesis, or key insight) that you have about a dimension of the broader theme. When you know what you want to say, and why you believe what you want to say, the structure simply facilitates you conveying it effectively and in a way that can be received by the marker.

Let me give you an example, as I often talk about balancing abstract ideas with concrete examples to facilitate clarity (coming next). Imagine your mum/dad/someone you care about and know well asked you ‘what do you think is the best form of transport’ at the dinner table (random chat but, hey, who knows). Here is what many students would reply in a GAMSAT essay:

‘Trams can be good because they are economical, people have often used cars and they are quite popular despite being terrible for the environment, bikes are best because they have no carbon footprint aside from their production. Some people would say cars are the best because they are the most popular, but this fails to acknowledge the destruction to the environment.’

It is five or so ideas loosely related thematically, but no linear development of the ideas, or conclusion that forms naturally from viable premises. I might say

‘Best is a subjective judgement, based on one’s personal beliefs and prior experiences. In order to address the topic there must be criterion for what is designated ‘good’ and ‘bad’ (which are still opinion-based judgements on inherently neutral factors) which can loosely be achieved by which, at their extreme, would benefit humanity and objectives that ‘most’ human’s desire. While this is a ‘positive’ utilitarian approach and not necessarily correct in objective terms, for the purposes of framing a considered response it is the approach that will be used. Transport is, in many respects, the vehicle for the economy, which directly affects the lives of most people;  however longer-term environmental considerations are also an essential consideration as there is a ceiling value of economic output in order that that output remain sustainable for future humans. Therefore, there is a case for saying that the best form of transport is that which greatest facilitates the economic (or personal) objectives of humanity. It seems reasonable to conclude that each person’s use of transport allows them to fulfil their economic personal objectives, and there is no reason, in most cases, that people would utilise transport if not for the fulfilment of their personal or economic objectives. As this is different for each person, the mode of transport that fulfils that person’s economic and personal objectives is, initially, the best. Loosely, we can take whichever is the most popular. Of course, not all people are environmentally conscious, so the most popular forms must be indexed against the environmental impact of the use of that mode of transport. I imagine, then, that the answer would be walking, followed by cycling, public transport, bikes, cars, and finally planes.’

There is something distinct from this response compared to the rest. In this response, each idea follows on from the rest in a linear, daisy-chain-like fashion. No point can stand without the existence of the others. There are also many points where there is reference to an earlier idea. It’s like there’s glues, or stiches pulling together the many elements of the paragraph into a unified whole. Note also that there isn’t an idea at the outside that is forwarded directly. I don’t need to know it all. I show how I arrived at my thinking, and am questioning myself as I write. There is an introspective and reflective element to thinking about the prompts where you ask yourself what you believe, and then prod why you believe that. What basis do you have for that belief, and who would agree or disagree with you. Sorting through the prompts mentally and imagining how each argument would go, which you have the best supports for, which are the least contentious, which you have good examples or evidence for, and which you are passionate about, and then choosing one, is a skill in and of itself. There’s a certain judicious pragmatism that goes into selecting which path to go down, before you even begin.

When you have a framework for what you want to argue, or a skeleton, the rest becomes just laying flesh on top. But you must have a skeleton that can stand and that is logically valid and consistent, before doing that, lest you just write aimlessly. Furthermore, when your writing is ordered around a central idea, and the decisions that are made of what to write and how to write are made to facilitate that idea, your writing is naturally more coherent and cohesive.

On a microscopic level, it is also advisable to foreshadow in the introduction some of what is going to be said, and have a clear single strong contention/thesis that will be developed or explained in the essay at the end of the introduction. It is necessary that the topic sentences make the thesis and conclusion plausible. And advisable at the end of each paragraph to use a link . The link, at a minimum, must summarise what the reader was supposed to take away from the paragraph and make it explicit how that ties into the conclusion. If you can manage it, linking backward to the contention, as well as forward, via a segue, to the next paragraph is ideal. This can be achieved by using some of the words of the following topic sentence. This is like running a stich back to the intro to stich the intro and end of paragraph one together, and then another stitch tying paragraph one and two together.

Here’s an example of an essay of mine where I do just this. The prompts were about Globalisation and social responsibility.

This was my thesis (I have put in brackets what I referred to in place of the word ‘this’. As it stands beow it would be too long as a contention):

“…(the influence of Silicon Valley giants such as Facebook’s ability to monitor and influence human behaviour on a meta level) implies an urgent need for the reconsideration of the structural checks which were once imposed only on governments, to be laterally applied to these companies in order to ensure they are regulated to operate in socially responsible ways.”

And this is the end of body paragraph one, and the topic sentence of body paragraph two. I have boldened the cohesive elements.

“…The danger to democracy, civil, and social life clearly necessitates novel and comprehensive regulation in order to meet these challenges, if the poltico-economic ideals which are the foundations for contemporary Western societies are to be upheld.   The dangerousness implied in power necessitates regulation in order to champion socially responsible behaviour and ensure the delivery and preponderance of liberal and democratic political ideals, which characterise the politico-ontological frameworks of today’s Western societies …”

Note that there are terms linking the paragraph’s content explicitly to the contention, and terms foreshadowing the content of the next paragraph.

“The quality of being coherent and intelligible; clear”

Imagine you wrote the best ever GAMSAT essay possible. Imagine I was there in your seat acting through you, and not only that I was on fire that day. And then imagine when you finish the essay you put it in a glass box to hand to the marker to read. But the box was muddy and cloudy and the marker couldn’t make out a lot of what you and I had come up with together. Now inside the box is a 90+ essay. Maybe even a 95. We killed it! But the marker can’t quite access our ideas, or what we said. So in the end we fell short of what we could have.

I see this in SO many essays. So often there are good ideas, or in a tutorial I’ll ask what the student meant to say and they can tell me but what they tell me isn’t evident from the essay, and of course the marker doesn’t have the benefit of having you there to clarify. Essentially what is being marked is the ‘quality of thoughts and ideas’ and ‘how they are integrated into a meaningful response’ (that’s from the ACER info book). But the quality of your thoughts and ideas is delivered via the five C’s. The five C’s polish that glass box so it’s like it isn’t even there. Any impediment to the marker knowing what you mean is removed. They can see what you were thinking in a way that is crystal clear. But if you lack the five C’s, that box is all cloudy, the thoughts and ideas, no matter how good they are, can’t be seen and you will struggle to score well.

So, how can you make your writing more clear?

Firstly , through being clear on what you want to say, and planning effectively such that your ideas (skeleton) is logical and ordered. When you are clear internally, what you say will come out more clearly.

Secondly , when you are clear on what you want to say, be cautious about your word selection and the degree to which it enables you to be effective in your communication.  Oftentimes students use big words to sound academic and fancy. The issue is, more often than not, what they are saying is simple and not academically rigorous (due to time pressure), so it looks like a pig in lipstick. Pigs are actually cute, I don’t know why that’s the example that came to mind, but it’ll stay with you now 😉

In short, many people are exploring simple thoughts and ideas in complex terms , and what you want to be doing is exploring complex thoughts and ideas in simple terms.

A good rule of thumb I came up with is to ask ‘is there a simpler term that could communicate this?’ and if so I selected the simpler term. I would also ask myself, ‘does the inclusion of this more complex word enhance or diminish the effectiveness and clarity?’ Sometimes there’s no other word that will do as nicely as the one you use.. for example ‘precipitously’ .. sometimes there’s just a time for saying ‘a precipitous increase.’ In this case you could say ‘a large increase’ but it doesn’t have quite the same impact or meaning. They’re not quite the same. So I would go for ‘precipitous’ (assuming I hadn’t already used many complex words previously in that paragraph. If the average 13-14 year old can’t easily understand what you are saying, it’s not written simply enough. Remember, ACER say in the info book that ‘language and structure is only marked insofar as it contributes to the thoughts and ideas, not in isolation’. (I added the underline FYI).

Annd, finally..

‘Briefness, or brevity; to be concise’

Concision is using the fewest words possible to communicate an idea effectively. Anything more is too-much and will detract momentum and pace from the development of your writing. You want to write generously to the marker and in such a way that they can move through what you say easily and enjoyably. If they enjoy your writing, they will like you, and if they like you, you will incur their positive bias, which, if it doesn’t help, can’t hurt; and avoid their negative bias, which if it doesn’t hurt you, might have.

Writing that is not concise can feel overwhelming, confusing, or boring. When you are not generous to the marker in the way that you write, they feel that marking your essay is work. GAMSAT markers might have ten minutes at best per essay, and they are reading essay after essay of drivel. You want to be the shining light that stands out, and simplifies their night. The essay that makes it feel for a moment like it isn’t work to mark. The essay that gives them relief of the burden of trying to figure out what people mean. Trust me, I’ve marked enough essays, it’s not the easiest or most fun work. But when you get one that flows it’s like “AHA! YES! Thank you!!” And that feeling of elation is a very good lens through which a marker might assess your ability to be a doctor.

Anything less that concise creates work, and this incurs grumpiness. You don’t want a grumpy marker deciding your Section II score, do you?

How to be concise?

• Reduce unnecessary words, phrases, or sentences that do not directly forward your central argument. I have, at the last minute, cut out whole sentences (multiple of them) ruthlessly. I hack like a madman at the end of my essays. Anything that is not utterly necessary can go.
• Eliminate filler phrases such as ‘needless to say.’
• Write in the active (versus passive) voice. In the active voice the subject does the verb. In the passive voice the subject is done by the verb. Basically, active is punchy, passive is long winded and takes more words and ruins momentum.

Example (passive): “Lesser men were slayed by the dragon queen” (Borrrrinnnnng.) Example (active): “The dragon queen slayed lesser men.” (Yas queen. Slay gurl.)

If you would like some help learning where you are lacking concision or clarity I recommend copy-pasting your writing into the Hemingway App online. It will break down for you where you are using the passive voice, where you are using too many complex words, and which sentences are hard to read.

Wow, nearly 4k words. I hope you find this useful, it took me all morning. If so feel free to pop your email in below to receive hard-hitting 90+ advice and tips, blog updates, and special offers and I’ll hit you up with the goods as they come.

Feel also free to join the 90+ community on Facebook where we can help you practice and apply what you read here to track yourself towards a killer Section II.

Sorry it’s been so long since my last blog, I missed writing for you all <3

About the author 

Michael Sunderland

My name's Michael, I achieved 91 in Section II, and 82 overall, in the September '20 sitting. I'm here to show you how I did it. Let's get to work :)

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Kuznetski Most area in Moscow

Kuznetski Most is a small area between Tverskaya street, Kremlin, and Kitai Gorod (Lubyanka) and it's a downtown of Moscow. First of all, 'Kuznya' is a great place to walk: it is a real Moscow area, not a postcard at all, hectic busy streets neighbour tranquil lanes and courtyards with traditional architecture. There are also many very nice cafes, restaurants, clubs, and shops. If you want a cool place to meet people, go for a walk and to get the real feeling of the city, check out this area.

Long time ago there were only half-broken low wooden houses in Kuznetski Most area, and it was the place where poor blacksmithes lived. Blacksmith is 'Kuznets' in Russia, hence the name. In the beginning of the street (on top) there was a bridge over a small river, later this river was put underground, so there's no bridge anymore. About 200 years ago there was a rich Moscovitan noble buying this area. He immediately put away all the blacksmiths' houses and started to build a fancy new district. Just in few years he built up beautiful houses, with impressive ornaments, rich decoration, pools in the courtyards. Also, he opened some French boutiques in the area. That's when Kuznetski Most started to become fashionable. In a short time all the elite moved to this  area, and those who wasn't so fast were coming here to make some shopping and to sit in many of the restaurants and cafes around.  In the 20th century, when the communist times arrived, most of the buildings were given to government offices, some were given to soviet shops. The area became boring, the architecture was slowly deteriorating , but nobody seemed to care. In the beginning of the 90s  the area was revived again: the buildings were  restored , there was many new cafes being opened, boutiques, and shops. One important landmark of Kuznetsky Most is that it's home to FSB (Federal Security Bureau - former KGB) offices, and if you walk along Kuznetsky Most street you can get to the FSB reception, which is open 24 hours (in case you have something to report).  

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