The short answer
Specific, developed examples are the backbone of a strong Section II essay — one vivid example beats three vague ones.
Written and checked by GAMSAT tutors — not AI-generated.
Try the reasoning style
We treat forgetting as a failure — a lapse to be patched with reminders and records. Yet a mind that kept everything could not think; it would drown in the undifferentiated noise of every moment it had ever lived. To forget is not so much to lose information as to decide, mostly without our noticing, what was never worth keeping.
The author's argument relies most directly on which unstated assumption?
Pick an option to see how the tutor reasons to the answer — not just whether you were right.
Not quite — the answer is B.
Work backwards from the conclusion: a mind that ‘kept everything’ supposedly ‘could not think.’ That only follows if thinking means leaving most of experience out — so B is the premise the argument quietly rests on. A raises reliability, which the passage never weighs; C contradicts ‘mostly without our noticing’; D smuggles in a claim about intellect the passage never makes. The question rewards finding the hidden premise, not recalling a fact.
A strong Section II essay stands on specific, well-developed examples — not vague generalities. One vivid, fully-explained example does more work than three hand-waved ones. The skill isn't having examples; it's choosing and developing them so they actually prove your point.
Name it, then EARN it
Don't just drop an example and move on — explain how it supports your claim. The pattern: state the point → introduce the example → show the connection ("this matters because…") → link back to your thesis. The analysis is what scores, not the name-drop.
Weak vs strong use of an example
Weak (name-dropped)
- 'Many great leaders, like Mandela, changed the world.'
- Vague, generic, could fit any essay
- No specific detail, no analysis
- Tells the reader nothing new
Strong (developed)
- Picks ONE specific moment or detail
- Explains exactly how it illustrates the point
- Connects the detail back to the thesis
- Reveals the writer's thinking
Range and relevance
Draw examples from a range of domains — history, science, literature, current events, even careful personal observation — so you're not a one-note essay. But relevance beats variety: a perfectly fitting example from one field is better than a forced one for the sake of breadth.
Worked example
Turn this vague claim into a developed example: "Technology can isolate people."
One prompt, two ways to use an example
Both of these answer the same Task A prompt. The lower one gestures at 'schools and hospitals' and moves straight on, naming an example without ever making it work; the higher one spends a paragraph on the cathedral-builders and lets the example carry the argument. Read what each does AFTER it reaches for an example — that is the whole skill on this page, at full essay length.
Show the task both answered
Consider the following statements on the theme of sacrifice for future generations: • A society grows great when old men plant trees whose shade they know they shall never sit in. • We do not inherit the earth from our ancestors; we borrow it from our children. • Why should I care about posterity? What has posterity ever done for me? • The future has no vote; it depends entirely on the generosity of the present. Write a response in which you develop a position on this theme. You may agree, disagree, or qualify — engage with more than one of the ideas above.
What earns this score
- Addresses the prompt directly and holds one clear, consistent position throughout.
- Has a recognisable structure — introduction, two body paragraphs, conclusion.
- Grammar and sentence construction are accurate and easy to follow.
What would push it higher
- Examples are generic and unanalysed ('schools and hospitals') — name one specific case and show HOW it proves the point.
- The essay engages only the first statement, and only ever agrees with it — the set hands you a ready-made objection ('what has posterity ever done for me?') to argue against.
- Vocabulary and sentences are plain and repetitive ('think about the future' recurs) — vary the expression and reach for a less obvious insight.
- At 185 words it is underdeveloped: each paragraph asserts a point rather than developing it — the ~76 model spends 286 words on the same prompt.
What earns this score
- Resists the obvious reading — it interrogates the proverb instead of agreeing with it.
- A controlling idea (greatness comes from structures, not heroes) that genuinely develops, each paragraph advancing the argument.
- A specific, well-analysed example (cathedral-builders) used to make a point, not decorate one.
- Controlled, deliberate prose with rhythm and a sharp final line that lands the thesis.
Our own model essays, scored on the rubric we built from ACER's two published criteria. ACER publishes no rubric, bands or marked exemplars of its own.
The full ladder, band by bandCheck yourself
What most distinguishes a high-scoring example in a Section II essay?
Key takeaways
- Specific, developed examples beat vague generalities — depth over quantity.
- Pattern: state the point → give the example → show the connection → link to thesis.
- The analysis scores, not the name-drop.
- Draw from a range of domains, but relevance beats variety.
- One vivid, fully-explained example can carry a paragraph.
Practise this with real GAMSAT-style questions
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