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12 Mar 2026, 06:47
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Irrelevant: Admissions officers encourage applicants to interact as widely as possible with their school’s students, faculty, and alumni, and to write application essays informed by those exchanges. The writing sample, on the other hand, is written by the applicant alone in a secure solitary environment.
Depends: Highly educated aspiring professionals almost uniformly gravitate in their academic and career-related writing towards a highly specific, extensively socially conditioned writing style and prescribed hierarchy of values known as “corporatese”.
Until last year, the dominant standardized test for applicants to a certain class of professional graduate schools included a 30-minute writing sample, to which the schools’ admission staff receive access. This writing sample was eliminated last year.
Robust test security guaranteed that every writing sample was, in fact, written by the named applicant. Admissions officers, concerned that applicants could enlist artificial-intelligence (A.I.) chatbots to compose their application essays, have called on the test maker to restore the writing sample. These officials claim that, if an applicant’s admission essays and writing sample are sufficiently similar in style, that applicant can be trusted to have written the admission essays without the help of A.I. Conversely, they say, the authenticity of an applicant’s essays should be flagged for further investigation if those essays differ enough in style from the applicant’s writing sample.
The five statements below consist of three observations that, if true, weaken the public position of the admissions officers quoted above; one observation that, if true, neither weakens nor strengthens their position; and one observation that, if true, weakens their position IF the primary writing style of A.I. chatbots conforms to a particular set of generalizations, but strengthens that position otherwise.
Select Irrelevant for the consideration that neither strengthens nor weakens the admissions officers’ position, and Depends for the consideration that weakens the officers’ position if A.I. chatbots’ writing styles converge on certain paradigms but that strengthens it if they do not. Make only two selections, one in each column.
Robust test security guaranteed that every writing sample was, in fact, written by the named applicant. Admissions officers, concerned that applicants could enlist artificial-intelligence (A.I.) chatbots to compose their application essays, have called on the test maker to restore the writing sample. These officials claim that, if an applicant’s admission essays and writing sample are sufficiently similar in style, that applicant can be trusted to have written the admission essays without the help of A.I. Conversely, they say, the authenticity of an applicant’s essays should be flagged for further investigation if those essays differ enough in style from the applicant’s writing sample.
The five statements below consist of three observations that, if true, weaken the public position of the admissions officers quoted above; one observation that, if true, neither weakens nor strengthens their position; and one observation that, if true, weakens their position IF the primary writing style of A.I. chatbots conforms to a particular set of generalizations, but strengthens that position otherwise.
Select Irrelevant for the consideration that neither strengthens nor weakens the admissions officers’ position, and Depends for the consideration that weakens the officers’ position if A.I. chatbots’ writing styles converge on certain paradigms but that strengthens it if they do not. Make only two selections, one in each column.
| Irrelevant | Depends | |
| Highly educated aspiring professionals almost uniformly gravitate in their academic and career-related writing towards a highly specific, extensively socially conditioned writing style and prescribed hierarchy of values known as “corporatese”. | ||
| Admissions officers encourage applicants to interact as widely as possible with their school’s students, faculty, and alumni, and to write application essays informed by those exchanges. The writing sample, on the other hand, is written by the applicant alone in a secure solitary environment. | ||
| Applicants are given just 30 minutes to read and process the prompt and then plan and write an essay for the writing sample, but are given 4 to 8 months to perform the same steps for application essays. | ||
| The writing sample is limited to objective analysis of factual statements that are provided with the prompt—making the applicant’s personality, values, experiences and knowledge all immaterial to the task. The schools’ application essays, on the other hand, are deeply personal reflections that require introspection into, and articulation of, the applicant’s fundamental values and priorities. | ||
| When fed a moderate-sized sample of an individual’s writing, leading A.I. chatbots have typically developed the capacity to produce future compositions in a writing style that forensic linguistic analysts cannot reliably distinguish from the individual’s own. |
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Official Answer
Irrelevant: Admissions officers encourage applicants to interact as widely as possible with their school’s students, faculty, and alumni, and to write application essays informed by those exchanges. The writing sample, on the other hand, is written by the applicant alone in a secure solitary environment.
Depends: Highly educated aspiring professionals almost uniformly gravitate in their academic and career-related writing towards a highly specific, extensively socially conditioned writing style and prescribed hierarchy of values known as “corporatese”.
12 Mar 2026, 06:47
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Official Solution:
The officers’ position, in essence, is this: “If your application essays read like your GMAT or GRE essay, then we can be confident that you wrote them yourself. If they don’t, then there’s a significant likelihood that you outsourced them to a chatbot—something we’ll have to look further into.”
As with most lines of inferential reasoning, there are two potential ways to weaken this one: “false positives” (essays that are unlike the writing sample but are the applicant’s authentic work) and “false negatives” (essays that resemble the applicant’s writing sample—leading the admissions staff to dismiss possible suspicions—but that were in fact written by A.I.). Any feasible, reasonably straightforward path that will lead to large numbers of either of these will WEAKEN the admissions officers’ position. To STRENGTHEN the officers’ position, we need a credible reason why NEITHER of the possibilities above will occur in large numbers.
Let’s examine what each choice does to the likelihood of “false positives” and or “false negatives” as laid out above.
CHOICE 1: Highly educated aspiring professionals almost uniformly gravitate in their academic and career-related writing towards a highly specific, extensively socially conditioned writing style and prescribed hierarchy of values known as “corporatese”:
Standardized-test writing samples and graduate school application compositions both fall under the umbrella of “academic and career-related writing”—so, if the content of choice 1 is true, then the vast majority of applicants will write both of them with heavily “corporatese” style and content IF they write them both themselves. Under these conditions, essentially all essays authentically written by the named applicant will be extremely close stylistic matches for the applicant’s writing sample, because both will be written in “corporatese”. Therefore there will be essentially no false positives.
What about false negatives (essays that were written by a chatbot, but that still closely match the style of the applicant’s own writing sample)? That’s going to depend fundamentally on how chatbots tend to write—specifically, whether the standard or primary or default writing style of A.I. chatbots also hews closely to the tenets of “corporatese” writing.
If chatbots write primarily in “corporatese”, then EVERYTHING—the writing samples, the application essays actually written by applicants, and the application essays pumped out by chatbots—will be written predominantly in “corporatese”, for practically ALL applicants. In this case, the writing sample will be of no value in calling out chatbot-written work, so choice 1 weakens (actually not just weakens, but altogether invalidates) the officers’ position if the chatbots write corporatese text by default.
If chatbots write primarily in any non “corporatese” style, then chatbot-created essays will stylistically clash with applicants’ writing samples (which will be corporatese)—whereas essays that are the applicants’ own honest work (which will also be corporatese) will read just like those samples. This is exactly what the officers are asserting will happen in both directions, so in this case choice 1 STRENGTHENS the admissions officers’ position.
The DEPENDS column should therefore be marked for choice 1.
CHOICE 2: Admissions officers encourage applicants to interact as widely as possible with their school’s students, faculty, and alumni, and to write application essays informed by those exchanges. The writing sample, on the other hand, is written by the applicant alone in a secure solitary environment:
This consideration provides evidence that the content of application essays can (...and should, according to the admissions staff themselves) be influenced by other people’s input, while the content of the writing sample cannot.
The content of these compositions, however, has no relevance to the admissions officers’ position or plan. The writing sample is valuable (according to the quoted admissions officers) solely as a standard reference for each applicant’s writing style—in other words, as a demonstration of HOW the applicant writes, not WHAT.
There is no inherent commonsense reason to suspect that feedback on the content of an essay, whether thoughtful or otherwise, will change anything about the author’s writing style—nor does the passage say anything explicitly to that effect. Choice 2 is therefore irrelevant to the admissions officers’ plans and goals.
The IRRELEVANT column should therefore be marked for choice 2.
CHOICE 3: Applicants are given just 30 minutes to read and process the prompt and then plan and write an essay for the writing sample, but are given 4 to 8 months to perform the same steps for application essays:
A 30-minute writing assignment will never be more than a “rough draft” of the crudest imaginable kind. The writer must choose a topic and plan (in a broad-brushstrokes sense) the essay in the absolute least amount of time feasibly possible, in order to preserve enough time to physically type the essay with at least cursory attention to proper mechanics and clarity of meaning.
The topic of a 30-minute essay will therefore just be the first relevant illustration or argument or narrative to pop into the writer’s mind; the essay itself will be formulaic, in the literal sense (following some sort of formula or template that the writer will have memorized and rehearsed in advance), with important points stated simply—or even simplistically—either as audaciously sweeping generalities or as standalone anecdotes, and never anywhere between. Exceptions, nuance, complexity, and context-dependence cannot be included because there just isn’t enough time for the writer to cover them fairly. Nor will the writer be able to enliven the most rhetorically important parts of the essay—such as its first and last few sentences—with idiosyncratic, creative, or unusually compelling turns of phrase; those parts will instead be written with crude, banal kludges, like “introductions” or “conclusions” that are actually just word for word repetitions of thesis points already stated elsewhere, among many other possible adaptations to the unforgivingly short timeframe of the assignment.
In short, a 30-minute essay must be stripped entirely of everything that constitutes the craft or art of writing, with all those things replaced by literal formulas and templates that, at the cost of being boring, simplistic and trite, at least ensure that the applicant will put actual words on the screen quickly enough to finish within half an hour.
All of the above represent stylistic differences between 30-minute essays and compositions on any more normal timeline (months, weeks, or even days). With several months to prepare an essay of potentially great significance (admissions essays could become the decisive factor in charting one’s entire remaining career path), applicants will make every effort to craft essays that have none of the above characteristics of 30-minute essays. Instead of just going with the first viable topic that floats to mind, applicants can spend days or weeks brainstorming, narrowing and then finally selecting the topics that they are best able to develop in relation to the prompts. They can put drafts through as many revisions as needed to arrive at final versions that are truly their best work and that bring their candidacies to life in the minds of admissions staff. In sum, they can—and should—produce essays that are crafted, in all the ways that 30-minute compositions cannot possibly be.
Therefore, if the statements in choice 3 are true, authentic student essays will practically never resemble the same students’ writing samples—meaning that the admissions officers’ ‘security’ plan will end up flagging almost every HONESTLY written essay, including ALL of the very best ones, as potentially suspicious. Needless to say, a 100 percent false-positive rate is a very bad outcome, so choice 3 completely obliterates any ostensible value of the plan.
Choice 3 is thus one of the three weakeners, which do not receive a mark in either column.
CHOICE 4: The writing sample is limited to objective analysis of factual statements that are provided with the prompt—making the applicant’s personality, values, experiences and knowledge all immaterial to the task. The schools’ application essays, on the other hand, are deeply personal reflections that require introspection into, and articulation of, the applicant’s fundamental values and priorities:
If choice 4 is true, then the schools’ application essays will constitute one of the few most intensely personal tasks that will ever be asked of the applicant in her or his lifetime—while the writing sample that admissions offices are proposing to use as a style reference sits all the way at the other pole of that spectrum: drearily objective, impersonal in the absolute, and self-contained to ensure that nobody’s personal experiences might crack open a window of insight into the prompt.
Variations in the writing style of any one person flow from differences in how that person personally relates—or does not relate—to various writing tasks. On that variable of personal engagement with the task, the writing sample and the application essays differ as much as any two imaginable writing tasks could. Therefore we should expect the finished products to be as unlike each other stylistically as any two pieces of writing from that single applicant ever get.
Like choice 3, choice 4 therefore indicates that the admissions officers would flag many authentic essays as suspicious. Choice 4 is another strong weakener.
CHOICE 5: When fed a moderate-sized sample of an individual’s writing, leading A.I. chatbots have typically developed the capacity to produce future compositions in a writing style that forensic linguistic analysts cannot reliably distinguish from the individual’s own:
Choice 5 says that A.I. chatbots can learn to write just like you. If that is true, then there will be no consistently identifiable differences between authentic student essays and A.I. generated essays that imitate the student’s style.
This would make the officers’ plan ineffective because the A.I. essays would pass the same stylistic test as authentic essays. Choice 5 therefore also weakens the officers’ position.
The overall answer is choice 1 DEPENDS and choice 2 IRRELEVANT.
Correct answer:
Irrelevant "Admissions officers encourage applicants to interact as widely as possible with their school’s students, faculty, and alumni, and to write application essays informed by those exchanges. The writing sample, on the other hand, is written by the applicant alone in a secure solitary environment."
Depends "Highly educated aspiring professionals almost uniformly gravitate in their academic and career-related writing towards a highly specific, extensively socially conditioned writing style and prescribed hierarchy of values known as “corporatese”."
Bunuel
The officers’ position, in essence, is this: “If your application essays read like your GMAT or GRE essay, then we can be confident that you wrote them yourself. If they don’t, then there’s a significant likelihood that you outsourced them to a chatbot—something we’ll have to look further into.”
As with most lines of inferential reasoning, there are two potential ways to weaken this one: “false positives” (essays that are unlike the writing sample but are the applicant’s authentic work) and “false negatives” (essays that resemble the applicant’s writing sample—leading the admissions staff to dismiss possible suspicions—but that were in fact written by A.I.). Any feasible, reasonably straightforward path that will lead to large numbers of either of these will WEAKEN the admissions officers’ position. To STRENGTHEN the officers’ position, we need a credible reason why NEITHER of the possibilities above will occur in large numbers.
Let’s examine what each choice does to the likelihood of “false positives” and or “false negatives” as laid out above.
CHOICE 1: Highly educated aspiring professionals almost uniformly gravitate in their academic and career-related writing towards a highly specific, extensively socially conditioned writing style and prescribed hierarchy of values known as “corporatese”:
Standardized-test writing samples and graduate school application compositions both fall under the umbrella of “academic and career-related writing”—so, if the content of choice 1 is true, then the vast majority of applicants will write both of them with heavily “corporatese” style and content IF they write them both themselves. Under these conditions, essentially all essays authentically written by the named applicant will be extremely close stylistic matches for the applicant’s writing sample, because both will be written in “corporatese”. Therefore there will be essentially no false positives.
What about false negatives (essays that were written by a chatbot, but that still closely match the style of the applicant’s own writing sample)? That’s going to depend fundamentally on how chatbots tend to write—specifically, whether the standard or primary or default writing style of A.I. chatbots also hews closely to the tenets of “corporatese” writing.
If chatbots write primarily in “corporatese”, then EVERYTHING—the writing samples, the application essays actually written by applicants, and the application essays pumped out by chatbots—will be written predominantly in “corporatese”, for practically ALL applicants. In this case, the writing sample will be of no value in calling out chatbot-written work, so choice 1 weakens (actually not just weakens, but altogether invalidates) the officers’ position if the chatbots write corporatese text by default.
If chatbots write primarily in any non “corporatese” style, then chatbot-created essays will stylistically clash with applicants’ writing samples (which will be corporatese)—whereas essays that are the applicants’ own honest work (which will also be corporatese) will read just like those samples. This is exactly what the officers are asserting will happen in both directions, so in this case choice 1 STRENGTHENS the admissions officers’ position.
The DEPENDS column should therefore be marked for choice 1.
CHOICE 2: Admissions officers encourage applicants to interact as widely as possible with their school’s students, faculty, and alumni, and to write application essays informed by those exchanges. The writing sample, on the other hand, is written by the applicant alone in a secure solitary environment:
This consideration provides evidence that the content of application essays can (...and should, according to the admissions staff themselves) be influenced by other people’s input, while the content of the writing sample cannot.
The content of these compositions, however, has no relevance to the admissions officers’ position or plan. The writing sample is valuable (according to the quoted admissions officers) solely as a standard reference for each applicant’s writing style—in other words, as a demonstration of HOW the applicant writes, not WHAT.
There is no inherent commonsense reason to suspect that feedback on the content of an essay, whether thoughtful or otherwise, will change anything about the author’s writing style—nor does the passage say anything explicitly to that effect. Choice 2 is therefore irrelevant to the admissions officers’ plans and goals.
The IRRELEVANT column should therefore be marked for choice 2.
CHOICE 3: Applicants are given just 30 minutes to read and process the prompt and then plan and write an essay for the writing sample, but are given 4 to 8 months to perform the same steps for application essays:
A 30-minute writing assignment will never be more than a “rough draft” of the crudest imaginable kind. The writer must choose a topic and plan (in a broad-brushstrokes sense) the essay in the absolute least amount of time feasibly possible, in order to preserve enough time to physically type the essay with at least cursory attention to proper mechanics and clarity of meaning.
The topic of a 30-minute essay will therefore just be the first relevant illustration or argument or narrative to pop into the writer’s mind; the essay itself will be formulaic, in the literal sense (following some sort of formula or template that the writer will have memorized and rehearsed in advance), with important points stated simply—or even simplistically—either as audaciously sweeping generalities or as standalone anecdotes, and never anywhere between. Exceptions, nuance, complexity, and context-dependence cannot be included because there just isn’t enough time for the writer to cover them fairly. Nor will the writer be able to enliven the most rhetorically important parts of the essay—such as its first and last few sentences—with idiosyncratic, creative, or unusually compelling turns of phrase; those parts will instead be written with crude, banal kludges, like “introductions” or “conclusions” that are actually just word for word repetitions of thesis points already stated elsewhere, among many other possible adaptations to the unforgivingly short timeframe of the assignment.
In short, a 30-minute essay must be stripped entirely of everything that constitutes the craft or art of writing, with all those things replaced by literal formulas and templates that, at the cost of being boring, simplistic and trite, at least ensure that the applicant will put actual words on the screen quickly enough to finish within half an hour.
All of the above represent stylistic differences between 30-minute essays and compositions on any more normal timeline (months, weeks, or even days). With several months to prepare an essay of potentially great significance (admissions essays could become the decisive factor in charting one’s entire remaining career path), applicants will make every effort to craft essays that have none of the above characteristics of 30-minute essays. Instead of just going with the first viable topic that floats to mind, applicants can spend days or weeks brainstorming, narrowing and then finally selecting the topics that they are best able to develop in relation to the prompts. They can put drafts through as many revisions as needed to arrive at final versions that are truly their best work and that bring their candidacies to life in the minds of admissions staff. In sum, they can—and should—produce essays that are crafted, in all the ways that 30-minute compositions cannot possibly be.
Therefore, if the statements in choice 3 are true, authentic student essays will practically never resemble the same students’ writing samples—meaning that the admissions officers’ ‘security’ plan will end up flagging almost every HONESTLY written essay, including ALL of the very best ones, as potentially suspicious. Needless to say, a 100 percent false-positive rate is a very bad outcome, so choice 3 completely obliterates any ostensible value of the plan.
Choice 3 is thus one of the three weakeners, which do not receive a mark in either column.
CHOICE 4: The writing sample is limited to objective analysis of factual statements that are provided with the prompt—making the applicant’s personality, values, experiences and knowledge all immaterial to the task. The schools’ application essays, on the other hand, are deeply personal reflections that require introspection into, and articulation of, the applicant’s fundamental values and priorities:
If choice 4 is true, then the schools’ application essays will constitute one of the few most intensely personal tasks that will ever be asked of the applicant in her or his lifetime—while the writing sample that admissions offices are proposing to use as a style reference sits all the way at the other pole of that spectrum: drearily objective, impersonal in the absolute, and self-contained to ensure that nobody’s personal experiences might crack open a window of insight into the prompt.
Variations in the writing style of any one person flow from differences in how that person personally relates—or does not relate—to various writing tasks. On that variable of personal engagement with the task, the writing sample and the application essays differ as much as any two imaginable writing tasks could. Therefore we should expect the finished products to be as unlike each other stylistically as any two pieces of writing from that single applicant ever get.
Like choice 3, choice 4 therefore indicates that the admissions officers would flag many authentic essays as suspicious. Choice 4 is another strong weakener.
CHOICE 5: When fed a moderate-sized sample of an individual’s writing, leading A.I. chatbots have typically developed the capacity to produce future compositions in a writing style that forensic linguistic analysts cannot reliably distinguish from the individual’s own:
Choice 5 says that A.I. chatbots can learn to write just like you. If that is true, then there will be no consistently identifiable differences between authentic student essays and A.I. generated essays that imitate the student’s style.
This would make the officers’ plan ineffective because the A.I. essays would pass the same stylistic test as authentic essays. Choice 5 therefore also weakens the officers’ position.
The overall answer is choice 1 DEPENDS and choice 2 IRRELEVANT.
Correct answer:
Irrelevant "Admissions officers encourage applicants to interact as widely as possible with their school’s students, faculty, and alumni, and to write application essays informed by those exchanges. The writing sample, on the other hand, is written by the applicant alone in a secure solitary environment."
Depends "Highly educated aspiring professionals almost uniformly gravitate in their academic and career-related writing towards a highly specific, extensively socially conditioned writing style and prescribed hierarchy of values known as “corporatese”."
