Worship at the altar of Almighty ETS? Why, no thanks.

I'm preparing for the GRE. Part of the test is analytical writing. This part of the test is divided into two subsections called "analyze an issue" and "analyze an argument." In the former, you get to argue your opinion. In the latter, you get to dissect someone else's opinion. 

I think it's incredibly fun. 

Over the next few weeks (months? hmm), I will start practicing timing my responses and putting them here because...because the lure of potential readers is deep, strong motivation and I need to prepare for this test.

I'm totally confident in my ability to ace this part of the test, but I should still prepare for it. My math scores on several diagnostic tests, on the other hand, were pitiful. About 75% of my studying time will be spent on improving my math scores. 

My program really doesn't seem to care much about the math scores and if I took the test today I would do well with my verbal scores, however the subspecialization I want to study actually has a lot of math in it. It's applied. It's statistics. It's interesting. It's hard for me. I have to (re)learn it. 

The hardest part of the writing will be the timed aspect of it, without a doubt. I will want to practice so that I can have a strong sense of pacing. 

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High Schools should eliminate their art and music programs to make room for more extensive studies in mathematics and English. Test scores in mathematics and English are of paramount interest to the colleges most students wish to attend, while art and music classes are mere electives of little use to students who do not intend to pursue careers in such creative fields.

Write a response that expresses the degree to which you agree or disagree with the claim and the reason or reasons that underlie the claim.
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I completely disagree with the conclusions in this paragraph because the logic used to reach them is flawed and betrays a strangely myopic life perspective.

Firstly, it is an assumption that increasing math and English classes will have a proportional increase on test scores in math and English. This assumption is not informed on data. If the test scores were really the most important outcome of a High School education, one should study the effect of what x subject has on the students' test scores. Analyzing and comparing data about what happens to test scores when increasing math and English classes, increasing music and art classes, and simply doing nothing is the only way to know with a measure of certainty what the effect of a specific course selection will be on test scores.

Secondly, even in situations where most students intend to further their education after high school and will eventually participate in the workplace, one would do better to study the impact a course schedule would have on academic/career outcomes for students than to make assumptions that standardized test scores are the only factor at play. The truth is that both institutions of higher learning and future employers tend to look at multiple factors when making decisions about accepting future students or hiring candidates. In fact, in most work situations, the ability to get along with and communicate with other people will almost always supersede one's academic performance on a test; it doesn't matter how well you do at solving isolated, artificial problems if you can't apply those skills to a real world experience, which involves living with and communicating with other people. At the end of the day, both Academia and the world of business are motivated by their respective bottom lines; whether success is measured in papers published or dollars earned, either way these institutions are not as deeply invested in test scores of their members.

Thirdly, it is strangely myopic logic to assume that the only valid, measurable worth of a High School course is how it will effect a person's ability to secure higher education and a future career. By this logic, people who intend to devote their lives to bearing and raising children instead of working for an outside employer should not even attend High School, since they are neither intending on a future with higher education nor employment. This kind of primeval, typically sexist viewpoint is not consistent with the values and lifestyle of the United States in the 21st century. Aside from that, it's easy to see the benefit of courses on childcare, home economics, and accounting for people who choose to be full-time carers; consider also how beneficial a background in literacy and a general value of the English language would be to a person whose role is to teach a child how to speak, communicate, and read in English. None of the value of these courses for these people is measured in their ability to perform on a test, achieve further education, or become employed, yet we see they are valuable. Why wouldn't both art and music have equally intangible benefits? Why wouldn't those intangible benefits extend to all students, including even the most avaraciously ambitious career-ladder climbers and bookish researchers?

The only constant in life is change. What people believe, what goals they have for their future schooling and career, and the kind of people they aspire to be during their lives is not a known quantity in High School, yet the impact of a course selection during this crucial point in one's development can last a lifetime. Though a test may be important as a gateway into new opportunities, the value of art and music classes on a student's ability to reason, make connections, feel compassion, teach children, relate to the world, communicate, and be a positive influence on others and the world is valuable, if not as easily measurable. The most valuable High School experience will include opportunities for a multiplicity of subjects and modes of learning beyond just what will prepare a student for taking a test, getting into a school, or being employed.