The Journaling of Hinton 389

The Analytical Writing Assessment (AWA) measures your ability to think critically and communicate your thoughts. During the AWA section of the GMAT, you will be asked to write an essay in which you will analyze the reasoning behind a given argument. Review sample AWA templates. They will guide you in how to best format your essays. If you are prepping with Economist GMAT Tutor, these templates will appear in your dashboard when you are about 60% completed with the course. Once you are familiar with the general format that your essays should follow, take a look at lists of topics of past AWA essays. During each 30 minute AWA session, you should spend the first five minutes outlining your argument and the last 25 writing the essay. Select a few topics from each type of AWA essay and spend 5 minutes for each outlining your argument or analysis. If it’s an argument essay topic, what evidence would you offer to make your case? When you feel you’ve created a few solid outlines, write a couple essays. Make sure to spend no more than 25 minutes on each essay.

This post has been generated with the help of Essay Freelance Writers!

Economist GMAT Tutor students will get feedback from one of our academic tutors within three days. By ticking this box you agree to the terms and conditions. Do you want to hear about discounts, offers and MBA opportunities from us? Check the checkbox below. Yes, I am happy to be contacted by email by The Economist Group to be kept informed about exclusive offers, events and new product developments. Try it freeNo Credit Card Required! Try GMAT Tutor completely FREE. The Graduate Management Admission Council does not endorse, nor is it affiliated in any way with the owner or any content of this website.GMAT Tutor is provided by The Economist Group in co-operation with Mindojo - an education technology company. Content in this course has been written by accredited GMAT instructors and Economist staff. Where opinion is expressed it is done so for educational impact and does not necessarily coincide with the editorial views of The Economist Newspaper. By ticking this box you agree to the terms and conditions. Do you want to hear about discounts, offers and MBA opportunities from us? Check the checkbox below. Yes, I am happy to be contacted by email by The Economist Group to be kept informed about exclusive offers, events and new product developments. Get your 7 day free accessNo Credit Card Required! Try GMAT Tutor completely FREE. Disclaimer: When you click submit, we will send an email on your behalf to the instituion from which you are requesting information. The email will contain your contact information so a school representative will be able to get in touch with you. Disclaimer: By hitting submit, you grant The Economist Group permission to respond to your query using the contact information you have sent. The Economist Group is a global organisation and operates a strict privacy policy around the world.

In Structure of an analytical essay of Australia, this theory traces the ‘transportation’ of British convicts into the country and their subsequent difficult and often bloody encounters with the native people, marked by the image and axiom: “The black man is the white man’s burden” (Pope 2002:138-151). Postcolonialism traces how perceptions of the colonised have been tainted, for example, it questions the derogatory associations placed on the word ‘black’ to contain dominant associations with “evil”, “dirt” and “darkness” against “white” to contain associations with “goodness”, “innocence”, “light” and “cleanliness”. It also uncovers other negative effects of colonisation in terms of renaming and mapping which suggests perceived undesirability of the original entities, for example, Rhodesia turned into Zimbabwe and in the case of the Philippines, subjects’ surnames were turned Hispanic to be considered worthy of belonging to the Spanish colony (Pope, 2002:148, Perdon, 2010: 92). Maps have also been misrepresented to show countries of European colonisers’ are bigger than their colonised counterparts.

This theory allows the reader to process elements of the texts and their possible interpretations that call for moral and ethical responses. Commonalities between the two theories include the appreciation of diversity of peoples as well as concepts and interpretation for better cultural and social systems and processes. Kress (1996) regards cultural diversity as having economic advantages in a globalised society because of the inherent natural and cultural products it generates. He states: “Cultural diversity represents technological and informational diversity (using ‘technology’ in the wider sense of ‘the means of dealing with the demands of specific environment) much greater than anything offered by the Internet” (p.14). The second prominent feature that is common to the two theories above concerns the opportunity for readers, consumers and viewers to be empowered in terms of their dealing with texts. In Poststructuralism and Postcolonialism, recipients are not just passive consumers of the text, but also active negotiators (or resistant) makers of meaning. Readers will begin to understand the cultural place upon which he or she was positioned in the story and story telling as well as in the history of the nation.