GMAT sentence correction - concept parallelism - level Hard

This is a tricky question. 70% of the students got this question wrong, when I presented this question in class, .

Lets understand the question first before going into the options.

Clue words:

1. Which- Check the antecedent...

2. and  - check for parallelism

3. comma(,) after dialects.. - What is the subject in the second clause 

Also

Did you observe ...

The increased popularity and availability ..........has....

Shouldn't it be... have???

No."The increased popularity and availability " is a compound word so its a single unit. hence has...

Meaning of the sentence

The increased popularity and availability has led to a decline of dialects. Because of the increased popularity and availability - language variations originated and perpetuating.....

You should have observed that originated and perpetuating are consequences of "increased popularity".. hence they have to be participles  and not verbs.  

Quick tip: A participle phrases modifies the main subject. You can say that the participle phrase is one long adjective. 

So we have to use participles here.

And - indicates parallelism. 

Hence Participle and participle is the parallel structure in this sentence.

Let us analyze each sentence 

Option A: Errors

1. No comma before which.

2. originate and perpetuated.  - Originate is a verb and perpetuated is a participle. It should be originating from.  

Option B: Error

originated is a past tense verb not a participle

Option C: Error

Originated is not a verb. It might look parallel to perpetuated. But it is not as perpetuated is a participle and "originated" is a verb. The participle form is "originating"

Option D: answer

Originating and perpetuated are the participles. Hence parallel

Option E: Error

Perpetuating is the participle form. not perpetuated. 

Hope you learnt about participles today.

Any help regarding GMAT.ping me .. My profile is here

My Facebook group: https://www.facebook.com/groups/semanticsGMAT

My linkedin profile: https://www.linkedin.com/in/georgeanand/

GMAT sentence correction - concept: Parallelism/ countable vs non countable nouns/idioms

 

Correct answer  is D

search for clue words in the question statement:

And - is it parallelism ???

Fewer- Is cavities countable or non countable???

From X to Y - idiom...

Lets analyze

From X to Y is there in all options.

Cavities is countable so we have to use fewer not less. Hence Option B is ruled out 

Now lets check parallelism

In option A: Adults getting  fewer cavities and becoming more...

"adults are getting" is preferred over "adults getting"...

Option A is ruled out

In option C: Adults who are both getting fewer cavities and becoming

"adults who are" is wordy..

adults are getting is precise

Option C is ruled out            

In option D:  adults are getting fewer and are also becoming..

"Adults are getting and adults are also becoming..."

Sentence structure is perfect.

In option E: adults getting fewer cavities and becomes....

Getting and becomes not parallel

Hence option D is answer

GMAT sentence correction - Concept - Idiomatic expressions

 

Option A is the answer

Concept: Idiomatic expressions

Use idioms 

• Rather than . 
• In which.

Only in option A, both the idioms are used correctly. 

Do I have the highest GMAT score I can possibly achieve?

 

If your answer is yes, then you have reached the half-way mark. Pat yourself. You can proceed with elan to the stage 2 of the application phase i.e. writing your B-school essays.

If your answer is no, then its time to reflect

The GMAT score is a crucial part in your MBA application.

If you are capable of applying with a 740 or a 750…. Why limit yourself with a 660 or a 680?

To move ahead in your preparation. You have got to ask yourself these questions

• Have I managed my time,during the mock/actual test?
• Am I eliminating answer options by logic or by intuition, for each question?
• Is my accuracy rate consistent, across all sections? If no, which are the weak areas
• Can I design my own remedial program?
• Can I remember all the rules and formulae in math?
• Do I have time to spend on studying to improve my score?
• Do I have the motivation to work hard/smart?

 No one wants to re-take the GMAT.

 Your aim should be to get your target score in one attempt.

If you are not able to identify the problem accurately, then ping me

We can work together. We can arrive at a customized program based on your strengths and weakness.

 

I believe that every GMAT test taker is different and each of you need a customized solution

Feel free to reach me if you want

• to make a GMAT study plan
• GMAT tutoring

My Facebook group: https://www.facebook.com/groups/semanticsGMAT

My linkedin profile: https://www.linkedin.com/in/georgeanand/

 

 

 

Importance of critical reading - GMAT Reading comprehension

 

Though academic reading may seem like an unrewarding exercise, it makes one analytical and creative

The increased pressure to achieve high scores in standardized tests compels students to focus more on the probable content expected in the test. This, eventually, would prompt them to cram the content in isolation without understanding and learning concepts. In fact, the acquisition of concepts and the creative processing of conceptual knowledge are possible by reading academic texts. Academic reading can contribute to the development of all aspects of skills required for both academic and professional growth.

Pressure

Teaching to test has become quite a common practice in academia because grades and scores decide the calibre of students, and this impels them to cram the stuff without comprehending concepts, thereby becoming less creative. Such learning forbids them from learning, challenging theories and concepts to avoid the risk of getting low scores in exams, and eventually resulting in the acquisition of shallow knowledge. However, this approach to learning may not allow them to think for themselves and further, it may deteriorate the thinking skills. In order to make students be analytical, critical and creative, they must be motivated to do more academic reading.

Ideation

Academic/critical reading is an active engagement with meaning that involves cognitive processes such as analysing, evaluating, interpreting, and synthesising. When we read academic texts, we relate different ideas, reorganise them in novel ways to come up with new ideas, and even relate them with personal experiences to gain further insights into theories, facts and concepts. The creative engagement with meaning, positively affects both language and conceptual knowledge. Further, the reading would facilitate the brain to generate new ideas, and in the process, it subconsciously generates new language structures.

In order for academic reading to happen effectively, readers need to first skim the text to grasp key themes, concepts and arguments, as it provides appropriate content for reading. Since academic reading is critical and analytical in nature, it requires in-depth reading of concepts, sometimes re-reading for better and clear understanding, and even negotiation with the content to have deeper insights. If the reading content is difficult to understand, readers can pause and reflect on what they have read and can further reorganise it for better comprehension to read continuously. This enables them to perform better even on high-stakes standardised tests, in addition to the acquisition of skills and knowledge. Since academic reading is about the active engagement with meaning, a reader should focus only on the meaning, and not on the grammar of the language. In fact, focusing on grammatical aspects impedes the understanding of the text and eventually discourages one from reading.

Reading academic texts may be an unrewarding experience for novice readers as they can have difficulty understanding complex academic writing styles. Such readers must be encouraged to read recreational books as, light reading makes academic reading easier.

Reciprocal relation

Academic reading improves writing, which in turn improves reading as there is an undeniable connection between the two. When we write, we read to gain deep knowledge on the subject because writing is a composing process which requires knowledge of the subject at a deeper level. Further, when writing, we use our current knowledge and present it using creative and analytical abilities gained by reading. Therefore, students must be encouraged to write while reading.

In order to reap the benefits of reading, quality reading programmes must be conducted in schools and colleges because in-class reading develops a positive attitude towards reading which, in turn, will prompt students to do more out-of-school reading.

Source:

https://www.thehindu.com/education/why-critical-reading-matters/article29475410.ece

How should I start my GMAT sentence correction preparation

 If you are starting you GMAT preparation today, start preparing for the verbal section first.

Focus on reading comprehension first, then sentence correction and then critical reasoning.

Todays post is on -

 How should I start my sentence correction preparation .... from the basics.

The first skill you have to master is IDENTIFICATION.

You have to learn to identify

• Verb
• Subject
• Pronoun
• Prepositions
• Idiomatic expressions

Identification is the first skill I teach students.

Feel free to reach me if you want 

• to make a GMAT study plan 
• GMAT tutoring

My Facebook group: https://www.facebook.com/groups/semanticsGMAT

My linkedin profile: https://www.linkedin.com/in/georgeanand/

 Watch this tutorial. 

There is a small exercise, which you can do. 

This exercise will enhance your skills. You will be able to identify the basic building blocks of SC

How can I improve my GMAT critical reasoning

Is it possible to get all the Critical reasoning questions correct?

Yes it is possible to get all of the CR questions correct in the GMAT. 

I have tutored students since 2008. Some of them get all the questions correct. They also get the questions correct in less than a minute.

So what strategy did they use?

Almost all of them used to diagram..

In my previous posts I spoke about Diagramming. 

I teach students to diagram math problems as well as reading comprehension passages. 

Diagramming helps students analyse the question better. Students can 

• break down a complex problem
• identify the essential information
• eliminate the unnecessary data

Lets try this question 

This is an assumption question

spend 1 minute reading the paragraph

Now what sort of diagram will you draw for this question???

I teach students to draw diagram like this for assumption  questions

For assumption questions.You have to focus on the conclusion and the reason why the scientist makes the conclusion.

The conclusion -  

great apes have a capacity for self-awareness unique among nonhuman species. 

So I will draw a circle and write capacity for self awareness..

Now whats the reason? Why did the scientist say this?

Reason: 

animals recognize the reflection as an image of self -mirror self-recognition (MSR)

This i will represent as another circle. 

In the middle I  will put a black box.. In that box.. you have to put each answer option and check if the answer option gives additional information which can lead to the conclusion..

In this question only Option B gives a valid reason 

the scientist assumes that if animal doesn't have capacity for MSR, then it doesn't have the capacity for self awareness.  Only then we can say great apes have a capacity for self-awareness unique among nonhuman species. If we are given that they have capacity for self awareness, then conclusion fails.

Other options don't give a valid reason.

You can use diagramming to break down any problem.

Happy learning.

How can I get Q 51 in GMAT math

First, some popular questions..

I have a non math background... Can I get Q  51 (99 percentile) in math?

Yes you can.....I have helped people, who had a fear of math (before they met me), score Q 51.  So it is possible for a person with a non math background score high.

Remember - The GMAT quantitative section tests your math skills as well as your reasoning skills....

I am good at math... Yet in my mocks, I am not able to score above Q 45.. Why?

Your concepts may be good, but there is a still big gap in your preparation. I will explain the missing link below.

I know the concepts.. I can solve the questions.. But I take a long time.. How can i solve the question faster..... in less than 30 seconds?

You will be able to solve many of the sums in the GMAT, if you have 2 hrs for the math section. But you have only 62 mins to do 31 questions.

That works to 2 minutes or less..per question. There is a lacuna in your preparation. I will explain the missing link below.

I have been teaching GMAT since 2008. I have sat with a number of students . I explored their thought process. Some students are good at grasping concepts and applying the concepts in a math sum. Others go blank. They are not able to start the problem solving process.. why???.. 

There is something missing....

The missing link is mathematical reasoning..

some of the students have it in them.. others do not. 

here is a list of math concepts which are tested in GMAT

Knowledge of math concepts will help you.. But from my analysis you need more..

Here are list of additional skills

Math concepts + math skills = success in the exam.

This tutorial video will explain some of these skills.. Feel free to ping me if you need more info on these skills. 

To reach me:

Facebook group: https://www.facebook.com/groups/semanticsGMAT

Linkedin profile: https://www.linkedin.com/in/georgeanand

Math reasoning skills can help you solve questions in less than 30 seconds..

Check this sum and follow the series

Check the solution here

http://letsgmat.blogspot.com/2020/07/gmat-math-thinking-skills-3.html

How to improve your accuracy in the GMAT critical reasoning section in 20 days?

Good news...........

You can improve your score in the GMAT critical reasoning section quickly. 

in less than 20 days...

You must know that in GMAT CR section, there are 15 question types.

For each question type there is a specific strategy.

Lets take an assumption question.

I teach my students this strategy 

1. Identify  the conclusion of the argument. Also identify the evidences,which the author uses to arrive at the conclusion.

2. Use the answer options

3. The correct answer option will be the reason ....... leading to the conclusion.

This strategy can be used for any assumption question. 

Like this, each question type has a specific strategy. 

Feel free to contact me if you want help in CR..My contact details is here

Facebook group: https://www.facebook.com/groups/semanticsGMAT

Linkedin profile: https://www.linkedin.com/in/georgeanand

Now lets discuss the problems, which might hamper your accuracy rate.

1. You are not able to identify the question types  

When you read the question, you may not be able to identify  if the question is assumption or weaken the argument or find the conclusion…. When you observe the question stems, you can observe the clue words and classify the questions..

Here is a simple activity which can help you identify the question stems..

Take any GMAT Official guide. Go to the CR questions. Classify the questions based on the question stems. 

For example assumption based questions can have clue words like

• author assumes
• presupposes..
• additional evidence required...

You can use the explanations, at the end of the CR section, to identify the question stems...

Classify the questions based on the question stems… Don’t attempt to solve it..

Learn to identify the questions correctly. Once you identify then question type, then only you can apply the logic.

2. You forget the approach

Most of the time, students tackle a CR question by feel. They will be able to rule out 3 options. Then they toy with the last 2 options. This strategy is not reliable.

I would recommend that you remember the approaches for each question type.  Maintain a rule book. Mug up the approaches. 

3. You are not able to apply the concept/strategy into a question

 This is a common problem.

You might know the approach, but you might struggle to apply this approach into questions 

There is no shortcut. CR questions test your logical thinking. Logical thinking takes time to build  

At the end of the day,  While preparing for GMAT you are in the process of self discovery. The more questions you ask yourself.. more answers you will get.. 

Sometimes you will get the logic the very first time.. others might get it 5 times or 10 times later. 

Yes, you have to break your head and crack it.. 

just don’t give up.. 

because everyone eventually gets it. 

The activity i recommend:

Take any GMAT official guide...

Take 20 assumption questions from the OG. They will be scattered among the 250+ questions. Do them one after another using the assumption approach. Check your accuracy rate.

If accuracy is above 95% and above and you are able to easily eliminate all the options using logic..then you are fine

 

If accuracy is below 95%.. then you have to revise the strategy and work on all the questions again. For each question you have to derive the logic correctly. If you don’t get the logic, then revisit the questions. If you are not able to get the logic.. then seek help.

Feel free to ping me, I will guide you.

Remember getting the answer is insufficient. You must understand the logic. 

You must also understand why the other options are wrong. 

Note:  

Remember CR unlike SC and RC, is not a volumes game. If 10 assumption questions you understand properly then all the assumptions you can do..because the logic is the same.

 

Repeat this activity for each question type.... You will be able to spot your weakness.

Only when you can identify your weakness..you can work on them....

Happy learning.

GMAT math thinking skills 6

 

Many students get stumped when they see a math problem. They do not know how to start and how to proceed. They read the question many times, trying to spot the clues. Sometimes the clues are hidden in the questions. Some times they are explicit.  

If you fall into this category.. Fear not.. There is an approach which can help you approach  math questions better.

Follow this 3 step problem solving process.

1. Collect the data given

2. Diagram the problem.

Break the question into segments. Do not read the entire question. After reading a segment, jot down the data on paper. Represent the data in the form of a table or any diagram.

3. Recall a math formula/concept which you can apply and solve

Let us use this approach and solve this problem

Step 1: Collect the data given

Data: 

1. 60 people are there
2. No two rank the same
3. (3/5) of 60 ranked vanilla last = (3/5)x 60 =36
4. (1/10) of 60 ranked vanilla before chocolate = (1/10)x 60 =6
5. (1/3) of 60 ranked vanilla before strawberry = (1/3)x 60 =20

Step 2. Diagram the problem.

Lets diagram the data. I have ranked the data 1,2,3

36 people ranked V(vanilla) last

6 people ranked V before C(chocolate). There are two cases here.  V is ranked 1 or 2.

20 people ranked V before S(Strawberry). There are two cases here. V is ranked 1 or 2.

If you observe 

Out of 60, 36 people ranked V last. Balance  = 60-36 =24 

There are 24 people..

6 people marked V before C (group 1) and 20 people marked V before S(group 2). Hence there should be some people common to both groups ( as 20+6 is not 24) These people should have ranked V first

3. Recall a math formula/concept which you can apply.

Set theory can be used to represent data which is common in two groups

20 is group 1.. 6 is group 2. X represents the number of people, who are common to both groups.

Formula: A union B =A+B-A intersection B

24 =20+6-x

x= 2

Follow this 3 step process. and remember to diagram data. 

This approach makes life easier in the GMAT.

How to study for GMAT reading comprehension

You will get 12 - 13 reading comprehension questions in GMAT.

One important skill you have to develop, to master this section, is critical reading. 

so ,what is critical reading?

Critical reading means the reader applies certain 

1. Process
2. Models
3. Questions
4. Theories

which results in enhanced clarity and comprehension.

Generally students merely “skim” a passage. i.e the reader superficially reads the text, without noticing the

• tone
• organization
• logical consistency 

of the passage. 

"Skimming" doesnt help much in GMAT, as questions are mostly inference based questions. 

Critical reading help you tackle inference based questions easily.

So, what does it take to be a critical reader? Here are few ways to build this skills

1. Read slowly

During the preparation phase, you should spend 20 to 30 mins on a passage. Only when you read slowly you will notice the

• tone
• organization
• logical consistency 

of a passage.

Do not worry about speed.at this stage of your preparation

When you master this reading style, your speed improves. Albeit gradually.

While attempting the GMAT, you should attempt to read and answer the questions in 6 to 8 mins. 

Does this sound intimidating?

Feel free to contact me… we can chalk out a plan. I usually conduct reading aloud sessions with students. In that way they understand how my mind works. and how to read. 

To reach me 

My facebook group: https://www.facebook.com/groups/semanticsGMAT

My linkedin profile: https://www.linkedin.com/in/georgeanand/

2. Use the dictionary

During GMAT preparation, use a dictionary to understand words. 

Keep in mind, the meaning of the word, changes in context.  

So you have to very careful while reading the passage.

I usually give students a list of commonly tested words in the GMAT

3. Make notes.

Jot down notes. Summarize ideas.

When you read a line, see if it is related to the previous line or paragraph..

• Is it an explanation? 
• Is it contrasting the information given earlier
• Is it supporting the information?
• ….

Note down the main ideas in a paragraph.

• Is the author making a claim?
• Is he giving supporting reasons to the claim?

Also note the tone of the opinions.. 

is it mildly supporting or overtly supporting or moderately supporting or vociferously supporting?

Note the degree - mildly/overtly/moderately/vociferously….

I will show you how to do this in another blog post..

4. Make a passage map.

Make a rough passage map from memory: test what you can recall from your reading of the text

• Make headings of the main ideas and note supporting evidence in dot points.
• Include your evaluation: the strengths and weaknesses.
• Identify gaps.

While answering questions.. refer your map.. go to that particular paragraph and reread those lines and then you can arrive at the answer.

5. Practice..practice

Practice makes perfect. 

I would recommend reading upto 150 GMAT passages..

Critical reading takes time to master.. 

On an average students take 1.5 months to see progress in this section 

Keep in mind........

Critical reading involves using logical and rhetorical skills. Identifying the author's thesis is a good place to start, but to grasp how the author intends to support it is a difficult task. 

More often than not an author will make a claim (most commonly in the form of the thesis) and support it in the body of the text. The support for the author's claim is in the evidence provided to suggest that the author's intended argument is sound, or reasonably acceptable. 

What ties these two together is a series of logical links that convinces the reader of the coherence of the author's argument: this is the warrant. If the author's premise is not supportable, a critical reading will uncover the lapses in the text that show it to be unsound.

Happy learning...

GMAT math thinking skills 5

 

Topic: Time and work

Difficulty level: Moderately difficulty

You will get word problems like this in your exams.

The concepts involved in this problem are

1. Time and work

2. Ratios

3. Equations

Method 1

This method will take time as you need to read the question,  write equations, and solve them. Time consuming!!

Alex takes 6 days to a work. Amount of work done by Alex in 1 day = 1/6

 Bill takes 10 days to a work. Amount of work done in 1 day = 1/10

 Charles takes 15 days to a work. Amount of work done in 1 day = 1/15

 

Method 2

This method is faster. We can use percentages to solve. 

Alex completes 100% of work in 6 days. Bill completes 100% of work in 10 days. Charles completes 100% of work in 15 days.

 In 2 days Alex completes

 Lets construct a table

Days          Percentage

6                100%

2                  ??

 

Cross multiplying = 2x100/6 =33.33 %

In 2 days Alex completes =33.33% of work

 

Similarly

Bill completes 100% of work in 10 days.

In 2 days Bill completes 20% of the work

 

 

Charles completes 100% of work in 15 days.

In 2 days Bill completes 13.33% of the work

 

Total work completed = 33.33 +20 +13.33= 66.66%

 

Remaining work = 100-66.66 = 33.33% 

 

 Charles completes 100% of work in 15 days.

In how many days he will complete 33.33%

 

Percentage             Days

100%                        15

33.33                        ??

 

Cross multiplying

= 33.33x15 / 100  = 5 days

 Take away: 

 You can use percentages as a tool to save time and minimize calculations.

Watch this tutorial video and understand mathematical reasoning skills..

You can excel in math once you learn these skills.

 

GMAT Reading Comprehension Vocabulary - list 2

 

Take home, some GMAT jargon. Just gorge on them

Yes, you heard it right…there are words typical to GMAT verbal ( critical reasoning and reading comprehension).. here’s a list comes handy in RC/CR.

List 2:

26. cynicism: an attitude or quality of belief that all people are motivated by selfishness.

27. derision: scorn, ridicule, contemptuous treatment.

28. diatribe: a harsh denunciation.

29. didactic: intended to teach or instruct.

30. digress(ive): to turn aside; to stray from the main point.

31. discretion: cautious reserve in speech; ability to make responsible decisions.

32. disinterest(ed) (edness): indifferent; free from self-interest.

33. dogma(tic) (tism) (tist): stubbornly opinionated.

34. eclectic: composed of elements drawn from various sources.

35. elegy: a mournful poem, especially one lamenting the dead.

36. empirical: based on observation or experiment.

37. enigma(tic): mysterious; obscure; difficult to understand.

38. ephemeral: brief; fleeting.

39. equivocate: to use ambiguous language with a deceptive intent.

40. erudite (ition): very learned; scholarly.

41. esoteric: intended for or understood by a small, specific group.

42. eulogy(ize): a speech honoring the dead.

43. fallacy: an invalid or incorrect notion; a mistaken belief.

44. foster: to nourish, cultivate, promote.

45. grandiloquence:  pompous speech or expression.

46. hackneyed: rendered trite or commonplace by frequent usage.

47. hyperbole: an exaggerated statement, often used as a figure of speech.

48. iconoclast: one who attacks or undermines traditional conventions or institutions.

49. indifferent: having no interest or concern; showing no bias or prejudice.

50. inimical: damaging; harmful; malevolent.

Read list 1 here

http://letsgmat.blogspot.com/2020/08/gmat-reading-comprehension-vocabulary.html

GMAT sentence correction - superia SC series - 1

 

Difficulty level : moderate

Main subject - Regan

Main verb - Met

Clue words - and - parallel ideas

Sentence analysis:

Regan met lewis and FAA to discuss  the strike and  the legal and political action to handle the strike.

Option A: "they" They refers to Regan+lewis +FAA or controllers.. The antecedent of the pronoun  unclear. Hence the sentence is ambiguous.

Eliminate A 

Option B: them refers to FAA + Lewis or controllers. The antecedent of the pronoun  unclear. Hence the sentence is ambiguous. Hence eliminate B

Option C: Handling - participle phrase. .. Use infinitive - to handle - That is a better option

Option D : Correct - 

Observer the sentence structure : to discuss X and Y

To discuss the strike and what legal and political.... to handle such an event.

Tip: X and Y can be noun or noun clauses

Option E: The necessity of what?.. sentence sounds wordy and convoluted. 

Option D is the answer.