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GMAT Verbal Posts

GMAT Verbal: What to Expect

A great first step as you start your journey towards taking the GMAT is getting to know the structure and content of each section.  The multiple-choice portions of the test, Verbal and Quantitative, are computer-adapted; that is, the difficulty of each question you receive after the first is based on your performance on previous ones.  Generally speaking, the better you do, the harder the questions will get, and vice versa.

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Timing: The Verbal section contains 41 questions and you are given 75 minutes to answer these.  Remember that you will be able to answer some questions in a manner of seconds, while others will take significantly longer.  An important piece of your study plan is learning how to pace yourself so you don’t run out of time or move too quickly, especially since on the GMAT you cannot come back to a question once you have answered it or skipped it.

Format: There are three types of questions on the GMAT Verbal.  Here is a breakdown of the format of each type: Read more »

More Than Just Grammar: The Search for Meaning in the New SC (Part 5)

People are talking about the new GMAT, and the way that Sentence Correction will test your comprehension of the sentence’s meaning as well as its grammar, style, and concision, by giving you more answer choices that are grammatically correct (but still wrong). In this series of articles, I want to explore the ways this could happen, with some example questions for you as well. Last time, we talked about a solution to a problem I posed; this time, let’s take a look at how word placement matters.

Placement/choice of conjunctions, prepositions, and adverbs

Sentence A: Sergei chose to buy a house because of the increase in both the number of houses on the market and the number of his friends who owned their own homes.

Sentence B: Sergei chose to buy a house because of both the increase in the number of houses on the market and the number of his friends who owned their own homes.

Both sentences feature Sergei buying a house because of the number of houses on the market and the number of his friends who owned their own homes, but in Sentence A, both of those numbers are going up, while in Sentence B, only the number of houses is increasing. (I tried to come up with a sentence that had a more amusing shift in sense; I will envy you a little if you are able to come up with one.

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More Than Just Grammar: The Search for Meaning in the New SC (Part 4)

People are talking about the new GMAT, and the way that Sentence Correction will test your comprehension of the sentence’s meaning as well as its grammar, style, and concision, by giving you more answer choices that are grammatically correct (but still wrong). In this series of articles, I want to explore the ways this could happen, with some example questions for you as well. Last time, I gave you a question using conditional statements; this time, let’s take a look at the answer.

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In case you missed it or forgot, this was the question:

A group of well-regarded economists has recently published projected figures for the economy next year, which predict that if interest rates remain at their current level, lending should continue to increase as slowly as it has this year.

A. if interest rates remain at their current level, lending should continue to increase

B. when interest rates remain at their current level, lending can continue its increasing

C. if interest rates remain at their current level, lending continues to increase

D. if interest rates remain at their current level, lending will continue to increase

E. if interest rates remain at their current level, lending could continue to increase

Read more »

More Than Just Grammar: The Search for Meaning in the New SC (Part 3)

People are talking about the new GMAT, and the way that Sentence Correction will test your comprehension of the sentence’s meaning as well as its grammar, style, and concision, by giving you more answer choices that are grammatically correct (but still wrong). In this series of articles, I want to explore the ways this could happen, with some example questions for you as well. Last time, we talked about a solution to a problem I posed; this time, let’s take a look at conditional statements.

Conditional statements

If you are very hungry, you eat too much food.

If you are very hungry, you may eat too much food.

If you are very hungry, you will eat too much food.

If you are very hungry, you should eat too much food.

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More Than Just Grammar: The Search for Meaning in the New SC (Part 2)

People are talking about the new GMAT, and the way that Sentence Correction will test your comprehension of the sentence’s meaning as well as its grammar, style, and concision, by giving you more answer choices that are grammatically correct (but still wrong). In this series of articles, I want to explore the ways this could happen, with some example questions for you as well. Last time, we talked about punctuation; this time, let’s answer the question posed at the end of the last post.

Last time, I gave you this question:

On her way to the store, Priya decided to purchase a personal organizer, a new computer with a wireless network card, and a barking toy robot dog that would make her life easier, she decided.

A. and a barking toy robot dog that would make her life easier, she decided.

B. and a barking toy robot dog; that would make would make her life easier, she decided.

C. and a barking toy robot dog that would make her life easier; she decided.

D. and a barking toy robot dog making her life easier, she decided.

E. and, deciding that would make her life easier, a barking toy robot dog.

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More Than Just Grammar: The Search for Meaning in the New SC (Part 1)

People are talking about the new GMAT, and the way that Sentence Correction will test your comprehension of the sentence’s meaning as well as its grammar, style, and concision, by giving you more answer choices that are grammatically correct (but still wrong). In this series of articles, I want to explore the ways this can happen, with some example questions for you as well. First, let’s talk about punctuation.

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Punctuation

Sentence A: Let’s eat, Grandma!

Sentence B: Let’s eat Grandma!

Sentence C: Every dog knows its master.

Sentence D: Every dog knows it’s master.

The ancient Romans wrote with little or no punctuation, and usually without even putting any spaces between the words. It is hard to imagine the confusion that could arise from that, when in English a simple mark (such as a comma or an apostrophe) can make such difference in the sense of the sentence. In the first pair, Sentence A conveys familial devotion, while B implies cannibalism; in the second pair, Sentence C features man’s best friend looking up to humans, while in Sentence D, the dog looks down on humans.

Of course, the GMAT is unlikely to feature something so simple (or potentially comical), but punctuation is often needed to reduce ambiguity or to change the meaning of a phrase or clause. Relative clauses – clauses starting with a relative pronoun like which, who, or that – are prime candidates for a change in meaning, especially ones starting with which or that. Semicolons and commas, because they separate clauses, can also change the meaning of a sentence by changing the point where one clause begins and another ends.

Read more »

GMAT: 8 Rules of Diction for Non-Native Speakers

Diction can be a confusing concept, especially for non-native English speakers. Though sometimes diction errors are also grammatically correct, there may be cases where you simply have to “know” which word is correct in a certain context. Here are seven sets of words that are frequently (and mistakenly) used interchangeably, along with their appropriate governing rules. Look out for them on your Sentence Correction practice questions, especially in Comparisons questions.

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1. It’s/Its. “Its” is the possessive form of the pronoun it. This is unique because usually an apostrophe is needed to show possession. Its’ is never correct. It’s is the contraction for “it is” or “it has.”

2. Whose/Who’s. “Who’s” is a contraction of “who is” or “who has.” “Whose” is the possessive form of the pronoun “who.” If “who’s” cannot logically replace “who is” or “who has.”
3. Among/Between. “Among” is used when dealing with a group of three or more. “Between” can only be used for a group of two.
4. Amount/Number. “Amount” can only refer to an uncountable noun. We can use “number” to refer to a countable noun.
5. Fewer/Less. “Less” refers to an uncountable noun, whereas “fewer” refers to a countable noun. Remember that some words can change from countable/uncountable depending on whether they are plural or singular. For example, “stone” is uncountable, but “stones” are countable.
6. Over/More Than. “Over” refers to location only and is a preposition. “More than” is only used to refer to a number or a quantity.
7. Much/Many. “Much” refers to an uncountable noun. “Many” refers to a countable one. Check out this practice GMAT question from Grockit’s database:

Records from the latter half of the 19th century show that in 1876 in Westbridge County there were 1,200 landowners, nearly 12 percent of the state landowner population, three times as many as 1852.

A   three times as many as 1852

B   three times as much as 1852

C   triple what it was in 1852

D   triple the figure for 1852

E   thrice the number that was recorded in 1852

We know that it can be three times as MANY as something countable, but “1852” is not countable, so A and B can be eliminated quickly. Ideally, we’d want an answer to say “three times as many as in 1852” but we aren’t given that option. In option C, we have an ambiguous pronoun. D and E have the same meaning, but D it much more concise and therefore correct.

8. Better/Best. This concept tests the comparative/superlative forms. Comparative forms like “better”, “more”, etc. are only used when two things are being compared. Superlative forms like “best”, “most”, etc. are used to compare three or more things.

For another great post on English proficiency for the GMAT check out this article.

GMAT Sentence Correction: Relative Clauses and Tense

A relative clause, a clause which begins with a relative pronoun such as who, that, or which, can be used the same way as a clause that begins with a present participle. This simple idea may be muddied by grammatical jargon, so let’s check out an example to clarify:

(Using a relative clause): The employee who is surveying the land is a good friend of mine.

(Using a present participle): The employee surveying the land is a good friend of mine.

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We generally consider these two versions of the same sentence to be interchangeable. The “who” can be used or not, yielding the same meaning. There are cases, however, when you cannot consider the relative clause and present participle interchangeable. Consider these two versions of the same sentence:

(Using a present participle) 1. The price of produce is rapidly increasing, a trend eventually culminating in a consumer’s revolution.

Read more »

Anatomy of a Weaken Question – Part 3

In Part 1, we learned how to recognize Weaken questions, and the importance of focusing on what is being weakened. In Part 2, we reviewed the importance of identifying the conclusion, evidence, and assumptions before reading the answer choices, and learned how reversing the assumption can be a powerful tool to use as your prediction. Let’s look at two harder Weaken questions that have tripped students up in the past, and examine them closely, applying what we have learned.

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Question 1: The OLEX Petroleum Company has recently determined that it could cut its refining costs by closing its Grenville refinery and consolidating all refining at its Tasberg refinery. Closing the Grenville refinery, however, would mean the immediate loss of about 1,200 jobs in the Grenville area. Eventually the lives of more than 10,000 people would be seriously disrupted. Therefore, OLEX’s decision, announced yesterday, to keep Grenville open shows that at OLEX social concerns sometimes outweigh the desire for higher profits. Which of the following, if true, most seriously undermines the argument given?

Conclusion: OLEX’s decision to keep Grenville = Social concerns valued over more $$$
Evidence: Refining costs cut by closing Grenville; Grenville closing = loss of jobs/live disruption

Evidence + Assumption = Conclusion

How does the fact that Grenville’s closing would mean loss of jobs necessarily mean that OLEX is socially concerned?

Assumption: The disruption would not lead to less profitability long-term (OLEX is not motivated by greed).

Now we’re going to reverse the assumption, and use it for our Prediction.

Prediction: Disruption = less profitability, OLEX is not concerned w/social well-being and is motivated by greed.

The Prediction should match the correct answer choice as closely as possible. That is why it’s important to write one down whenever possible. When you write down a Prediction, it clarifies for you what you should look for in the answer choices.

A. The Grenville refinery, although it operates at a higher cost than the Tasberg refinery, has nevertheless been moderately profitable for many years.

B. Even though OLEX could consolidate all its refining at the Tasberg plant, doing so at the Grenville plant would not be feasible.

C. The Tasberg refinery is more favorably situated than the Grenville refinery with respect to the major supply routes for raw petroleum.

D. If the Grenville refinery were ever closed and operations at the Tasberg refinery expanded, job openings at Tasberg would to the extent possible be filled with people formerly employed at Grenville.

E. Closure of the Grenville refinery would mean compliance, at enormous cost, with demanding local codes regulating the cleanup of abandoned industrial sites.

The answer here is E. Notice the phrase “at enormous cost”; it shows that OLEX’s motivation is financial and not social. Now try one on your own!

Question 2: The New Deal in America began in 1933 and included widespread bank reforms, unprecedented government infrastructure spending, and unparalleled expansion in the size of government. Some political commentators and economic historians contend that President Franklin Roosevelt’s New Deal singlehandedly propelled the United States out of the Great Depression and into decades of uninterrupted prosperity. To support this claim, these economists note that during the years following 1933, GDP grew, unemployment shrunk, and optimism increased. Which of the following statements, if true, would most weaken the above argument?

A.  The considerable debt burden that the government assumed to fund the New Deal sparked fear in the minds of some economists, investors, and businessmen.

B. The considerable government expenditures and massive labor requirements engendered by America’s entry into World War II in late 1941 helped employ Americans and grow GDP.

C. On average, GDP per capita fell and unemployment rose in many foreign countries during the years after President Roosevelt announced his New Deal.

D. During 1939, the U.S. economy contracted sharply, unemployment jumped 5%, and America’s optimism fell.

E. U.S. GDP during the mid 1930s stood at levels much lower than 30 years later.

Check out the wording of the final sentence before the question. “To support this claim, these economists…” We can translate this as knowing the claim is based on 3 good things that happened after 1933: GDP grew, unemployment shrunk, and optimism increased. What would WEAKEN the argument is that if that evidence, the basis of support for the claim, was taken away.

What would most weaken would be if there were other reasons for (+) outcomes, or if after the New Deal in 1933 things did not continue to get better. Notice how D perfectly matches our prediction. It shows that just 6 years later, things were bad again, contradicting the “decades of uninterrupted prosperity” mentioned in the argument.

Did you choose another answer choice, perhaps B? Let’s examine. Notice how D more directly relates to the specificity of the argument. Since 1939 is earlier than 1941, it would show that the New Deal had even less of an impact. Furthermore, since B produced a positive result, helping Americans and growing GDP, you could argue that so did the New Deal. Who’s to say that it was only America’s entry into WWII that caused the growth? Pre-1941 there could have still been (+) growth, so the argument is not necessarily weakened by choice B.

See other articles in this series:

Anatomy of a Weaken Question – Part 1

Anatomy of a Weaken Question – Part 2

How to Pick Between the “Final Two” RC Answer Choices

Smart GMAT Students are used to looking for negative language and extreme answer choices to eliminate in Reading questions, but what do you do when you narrow it down to two choices, and can’t choose between them? This strategy will help you get to the “Final Two” and choose the correct one every time.

1. Rephrase each answer choice.

2. Go back to the Scope of the question.

3. Find the difference between the choices.

4. Select the one that best answers the question.

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Let’s look at how we might do this without even reading the passage with this Grockit question:

The main goal of this passage is to:

A            discuss the daily newspaper from a new sociological stance.

B            show the main arguments from a blog.

C            compare and contrast two views on art.

D            disprove a commonly held assumption about the value of art.

E            raise funds for research in an under-appreciated social field.

STEP 1: First let’s rephrase the choices in simpler terms:

  1. Talk about a paper in a new way
  2. Describe a blog
  3. Talk about two viewpoints
  4. Criticize something
  5. Try to get more $$

Even without the passage, we can see that A, B, and C are more neutral in tone, so it is likely the correct answer will lie there. A and B focus on 1 thing: a paper and a blog. C talks about 2 things. Again, it’s more likely the “Final Two” will be A and B since they are the most similar.

  1. Talk about a paper in a new way
  2. Describe a blog’s main points
  3. C.    Talk about two viewpoints
  4. D.    Criticize something
  5. E.    Try to get more $$

STEP 2: Let’s look at the Scope of the question. It’s a Main Idea question asking what the MAIN GOAL is of the passage, so we’re looking for a broad, expansive answer choice. Both A and B are relatively broad.

STEP 3: So, what is the difference between the choices? A focuses on a newspaper, and B focuses on a blog. At this point, we’d need to ask ourselves: what does the author spend the most time discussing? What is his focus? A quick look back to the first sentence of each paragraph reveals the following:

“During the summer of 1946, two large abstract paintings sold for $150,000 at Agatha & Agatha’s Auction House.”

“Now in 2007, 45 year-old James Ovariano keeps up a wonderful sociological blog called “Ovariano’s Tomorrow” in which he details his concerns regarding his family’s classist past.”

“James’ blog painfully accounts many times….”

“Another blogger, known only as Captain CapitalYay, disputes James’ assertion that society…”

STEP 4: We can see the focus here is on a blog, not a newspaper, which is likely a minor detail mentioned elsewhere in the passage. The correct answer is B.

Test your GMAT Reading Comprehension skills with this RC practice question!