The first question in the MICAT Descriptive Section is not simply testing whether you have an opinion.

It is testing whether you can build an argument.

And there is a difference.

You can have a perfectly valid opinion, but if you cannot support it with reasoning and evidence, it remains just that — an opinion.

Here are five common mistakes to avoid when writing arguments in MICAT:

1. Don’t make a claim without backing it up

If you write:

“Social media has negatively affected young people.”

That’s a claim. It isn’t yet an argument.

You need to explain why you believe this and support it with relevant reasoning or evidence.

A simple way to think about it:

Claim + Why + Support = Argument

The goal isn’t to sound intelligent. The goal is to make your reader think, “Yes, that follows.”

2. Don’t repeat your claim as your evidence

This is surprisingly common.

For example:

Claim: Online education is beneficial because it makes education more accessible.

Evidence: It makes education accessible to more people.

You’ve essentially said the same thing twice.

Your justification needs to add something new. What makes education more accessible? Perhaps geographical barriers are reduced, or students can access courses that aren’t available in their location.

Your evidence should move the argument forward, not simply rephrase it.

3. Don’t get too niche

Specificity is good. Obscurity is not.

Your argument should ideally have broader relevance and demonstrate that you understand the larger issue.

If you’re writing about public transport, for example, don’t build your entire argument around the experience of one particular bus route unless the question specifically asks for it.

Think beyond the individual example.

Specific → relevant → broadly applicable is a much stronger route.

4. Don’t go for the most obvious argument if you can help it

Remember: you’re not writing in a vacuum.

Everyone sitting for the exam has been exposed to similar issues, and many people will reach for the first argument that comes to mind.

If the topic is about technology and education, “technology makes education more accessible” is an obvious starting point.

Can you push yourself one step further?

Perhaps technology changes how students learn, shifting them from passive consumers of information to active participants who can explore, create and collaborate.

You don’t need to be bizarre or contrarian. Just look for the less obvious but defensible connection.

5. Never make up statistics or facts

This one is simple: don’t.

If you don’t know that 73% of students do something, don’t write 73%.

A made-up statistic doesn’t make your argument stronger. It can actually weaken your credibility.

You can make a powerful argument using sound reasoning, real examples and generally established facts without pretending to have data you don’t have.

The good news?

There is a structure to writing arguments.

There is a process. There are guiding principles. And there are ways to test your argument before you put it down on paper.

You don’t have to depend entirely on inspiration or hope that you’ve written something “good enough.”

That’s exactly what we work on in our Critical Thinking & Arguments Workshop — how to identify a position, build a logical argument, find stronger connections, avoid predictable thinking and write with clarity under exam pressure.

Because a great argument isn’t just a strong opinion.

It’s a thought that can stand up to scrutiny.

Want to prepare for the MICAT Descriptive Section with us?

DM to join the Critical Thinking & Arguments Workshop @wieldingwordsworkshop