It’s Super Bowl weekend, one of the busiest gambling weekends of the year. Maybe you’ll play a squares pool and end up with the dreaded 6:5 combination, maybe you’ll parlay three prop bets and lose on the third, and maybe you’ll bet on your team to win and lose both the game and your cash. How can you turn your gambling losses into investments?
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As a GMAT aficionado, I often find GMAT themes in everyday things. This is what happened last week when I was listening to the radio and Ariana Grande’s “Problem” started playing. I’d heard the song before, and despite its catchy melody, there is a glaring grammatical error in the chorus. This may not be that surprising: songs in general are dubious sources of grammar to begin with, and R&B songs often take additional liberties with their lyrics (Timbaland’s “The Way I Are” jumps to mind). However this error is the kind a lot of people make in their daily speech, so I figured I’d use it as an opportunity to improve our grammatical skills beyond what we hear on the radio.
Which ineffective habit do nearly all GMAT aspirants have when it comes to studying for the verbal section?
Thou doth protest too much. Meaning:
We all think we can write verbal questions better than the authors of the test.
When it comes to GMAT verbal questions, we critique but don’t solve Critical Reasoning problems, we correct rather than solve Sentence Correction problems, and we try to write but don’t thoroughly read Reading Comprehension questions. And this hubris can be the death of your GMAT verbal score, even if it comes from a good place and a good knowledge base.
On the verbal section of the GMAT, students invariably spend more time on Reading Comprehension questions than on either Sentence Correction or Critical Reasoning problems. In fact, I’ve seen score reports where people spent more time on Reading Comprehension than on the other two question types combined! Students spend a lot of time on these passages because they are consistently packed with pointless information, run-on sentences and dense technical jargon. Attempting to untangle these passages can lead to a lot of frustration for test takers (Fortunately, there’s an app for that).
The holiday season is upon us in North America, as many families unite for Thanksgiving, some decadent shopping, and the imminent Christmas season. While Thanksgiving and Christmas are independently two of the biggest holidays of the year, the fact that they always come together and are so habitually linked makes me think of the GMAT (yes a lot of things make me think of the GMAT, it’s what I do). Just as the thought of Christmas makes a lot of people think of Black Friday deals and line ups at their local stores, some elements on the GMAT are as inextricably linked together.
A few weeks back, we wrote a post busting some Sentence Correction myths. Let’s continue from where we left. We discussed how we can have pronouns referring to different antecedents in different clauses of the same sentence. Let’s take another example illustrating that principle. Also, we learn how to use ‘being’ correctly in GMAT.
In life, you are often given binary choices. This is true even if the word binary isn’t something you recognize right away. Binary comes from the Latin “bini”, which means two together, and is used to regroup decisions in which you have exactly two choices. On forms, you might see categories such as “smoker” or “non-smoker”, and you are prompted to answer exactly one of the options. At a restaurant, you might get asked “Soup or salad?” (super salad??), and you are expected to make a decision as to which appetizer you want. Very frequently, these two choices cover the entirety of your options. There is no third option to select.
Today we will bust some SC myths using a question. The following are the myths:
Myth 1: Passive voice is always wrong.
Active voice is preferred over passive voice but that doesn’t make passive voice wrong.
Myth 2: The same pronoun cannot refer to two different antecedents in a sentence.
The most common question type that people tend to waste time on is Reading Comprehension. More than any other question type on the GMAT, students report reading and rereading the same sections of a passage, only to find themselves at the bottom of the page having retained no information. There are many reasons for this, from fatigue to mental inertia to daydreaming about the end of this test. However, it’s fairly common to have not internalized all the information in the passage, and still be able to answer the question asked.
Totes McGotes. FML. Sorry for partying. I know, right? Of the common phrases that have permeated pop culture and everyday conversation, easily one of the most common is, wait for it…
Wait for it.
And that one phrase can totes make your GMAT score supes high. Like, for real.
Today, as promised last week, we will look at a couple of questions involving participle modifiers. We will take one question in which you should use the participle and another in which you should not.
Some sentence structures seemingly stupefy scholarly students. One of the main reasons the GMAT chooses to test logic through sentence correction is that the rules of grammar are much more flexible than most students realize. We (hopefully) remember some of the basic rules of sentences. Sentences should have a subject and a predicate, but you can often shorten sentences in specific contexts. Like this. The rules we’ve learned in high school are relevant, but (to paraphrase Pirates of the Caribbean) they’re more like guidelines.
There is a lot of confusion surrounding the topic of Participles so let’s take a look at it today.
Quite simply, participles are words formed from verbs which can be used as describing words (on the other hand, gerunds are verbs used as nouns, but that is a topic for another day!).
There are two types of participles:
1) What is the VIN number on your car?
2) What is your health insurance policy number?
3) What day does Daylight Savings Time start this coming spring?
If you’re like most people, your answer to all three is “I’d have to look that up.” And if you’re like most successful GMAT test-takers, that should be your answer to most Reading Comprehension questions, too. Particularly for questions like:
There is one feeling that hampers momentum and takes all the wind out of your sails on the GMAT. That feeling is the thrill of quickly eliminating three incorrect answer choices on a question, followed by complete uncertainty between the last two choices. This paralysis is very frustrating, because your progress is halted in dramatic fashion, and you’re left with two options that both seem to make perfect sense as the correct answer.
I’ve often contemplated who would excel at the GMAT. After all, the exam is about logic, analytical skills, problem-solving abilities and time management. Surely to shine on the exam a test taker should be smart, methodical, insightful and perceptive (and blindingly handsome). Clearly, some people have done quite well on this exam, but others never got the chance because they never actually took the test. While some have been intimidated by the nature of the test, others simply were born too early to have even heard of this exam.
Read the following sentences:
- About 70 percent of the tomatoes grown in the United States come from seeds that have been engineered in a laboratory, their DNA modified with genetic material not naturally found in tomato species.
- The defense lawyer and witnesses portrayed the accused as a victim of circumstance, his life uprooted by the media pressure to punish someone in the case.
- Researchers in Germany have unearthed 400,000-year-old wooden spears from what appears to be an ancient lakeshore hunting ground, stunning evidence that human ancestors systematically hunted big game much earlier than believed.
Which grammatical construct is represented by the underlined portions of these sentences?
There are many famous expressions in the English language. Many of them are clever turns of phrase that refer to commonplace ideas and concepts in everyday life. You obviously don’t need to memorize these for the GMAT (A house divided against itself is not an integer), however some expressions can be easily applied to various GMAT problems. One common expression is that you’re comparing apples and oranges. This expression typically means that you are attempting to compare two elements that are not analogous and therefore incomparable. This idiom can be particularly apt in sentence correction problems.
GMAT Tip of the Week: Come On,Commas! 3 Reasons You Should Look Forward To Commas On Sentence Correction
Admit it – perhaps your favorite thing about the social media revolution is that you’re (or is it “your”?) almost done having to think about punctuation ever again. Hashtags don’t allow for punctuation, and with only 140 characters to express your point of view or challenge three friends to dump water on their heads, who can afford to waste a character on a comma or semicolon?
For those considering higher education this week, Robin Williams’ memory looms large. The lessons he taught in Dead Poets’ Society and Good Will Hunting have made their way around the internet more quickly and in more contexts than even Williams’ genie character from Aladdin could throw out references.
The GMAT is known to be a demanding exam. Most students recognize that a lot of preparation is required in order to get the best score possible. Most students undertaking the GMAT are also used to studying for tests and have worked out their own strategies and their own methods of preparation. Indeed, people overwhelmingly study the GMAT in an orderly and structured way. This is a positive thing, but it can have its drawbacks.
After you read this post about what to look for before you begin reading a Sentence Correction problem, you’ll be an SC expert since this strategy will tell you when to shift your focus from whatever it’s on to timeline and tense. Ready to get started?
As our attention spans get shorter, the GMAT’s verbal section gets harder. Admit it – at some point in the verbal section of your latest practice test, and maybe earlier in that section than you’d like to admit, you just got bored, or at least lost in all the reading.
In today’s world of instant gratification and ubiquitous mobile phone usage, we are becoming used to things going fast. Multitasking has become the new norm, and it seems like no one takes the time to finish anything before jumping off to the next task. While this hectic pace may allow more tasks to be accomplished (although not necessarily well), it also makes it harder for any one task to be attentively completed. In short, it’s becoming harder to finish any one thought.
We will continue our Quant 48 to 51 journey in the coming weeks but today, we need to discuss an important distinction between assumptions and inferences. Most of you will be able to explain the difference between an assumption and an inference but some questions will still surprise you. After all, both assumptions and inferences deal with the same elements in the argument. The way they are worded makes all the difference.
I recently received the following question from a student. “I often get into trouble with ambiguous pronouns. If it is not clear what “they” or “it” refers to I eliminate the answer choice. I like to do this because it seems easy, but I keep getting burned using this technique. So my question is, if it is not clear what a pronoun refers to is that answer choice wrong?”
One common complaint that people have when finishing the GMAT is that they are mentally exhausted. Indeed the exam is a marathon that tests your overall endurance, but also your time management skills. You have about two minutes per question in the math section, and slightly less than that on the verbal part. Since timing is such an integral part of the exam, it’s important not to lose too much time on any specific question type on the exam. It’s perfectly natural to be more at ease with certain question types and thus process them faster than others, but you don’t want to have entire categories of questions you’re trying to avoid (or at least, not too many of them).
Studying for GMAT sentence correction questions can seem like a primer on grammatical rules. This is because any given phrase could have a pronoun issue, or a verb agreement issue, or even a logical meaning issue. Most GMAT preparation involves at least some amount of time on the specific issues that are frequently tested on the GMAT. There is, however, one important rule that must always be adhered to and that cannot be easily pigeonholed. This rule should cross your mind on every single sentence correction problem you may see, and is often overlooked when speeding through practice questions. Quite simply: the underlined portion of the phrase must work seamlessly with the rest of the sentence.
We would like to discuss a bit about conjunctions today – just whatever is relevant for GMAT. We will start by defining the kinds of conjunctions, then move on to the different ways in which they are used, and finally, we will see how they can be tested in a question.
A Conjunction is a word that connects or joins together words, phrases, clauses, or sentences. There are two kinds of conjunctions:
While summer hasn’t officially started with the solstice coming in a few weeks, this post-Memorial-Day short week and a final farewell to winter weather has started the summer season in earnest for most Northern Hemispherians. And thus beginneth the season of sentences like:
It’s not only the heat but also the humidity.
Over the course of your GMAT exam, you’ll read thousands of words. Each Reading Comp passage, for example, will have ~300 of them; each Sentence Correction prompt will have ~40. And while you won’t spend much time reading the words in the Data Sufficiency answer choices, having long since internalized what each letter means, you’ll spend plenty of time poring over keywords in the question stem. You’ll need to process tons of words as you take the GMAT, but on most questions one word will make all the difference:
Sentence correction questions are among the least understood questions on the GMAT. Many native English speakers feel they can get by using their ears on sentence correction. However, the questions chosen on the GMAT generally have specific logical elements that must be evaluated in order to get to the right answer. Simply put, the grammar matters, but it’s more about the meaning than about the grammar.
Critical reasoning on the GMAT requires you to evaluate the author’s conclusion and select the answer choice that best answers the given question. While there are four broad categories of questions, the two most common types of questions are the ones that ask the student to either strengthen or weaken the conclusion provided. In actuality, strengthen and weaken questions are two sides of the same coin (possibly Two Face’s trick coin) and together account for roughly ¾ of the critical reasoning questions on the exam. With stats like these, it’s important to be comfortable with these questions!
So it’s Mother’s Day weekend, and all of us should be thanking our moms this weekend. For all kinds of things, of course, but for one that you may not have realized all these years growing up:
Your mom taught you one of the greatest Sentence Correction lessons you’ll ever learn.
When answering sentence correction problems on the GMAT, it’s very common to use your ear as a barometer of how the answer choice sounds. Particularly for native English speakers, this is often the number one way they approach any given sentence. The problem with this strategy is that sentence correction is often much more about the meaning than about the grammar. By extension, the test makers of the GMAT know they can fool many students by simply making the correct answer choice unappealing to the students’ ears (Won’t get fooled again!).
When preparing for the GMAT, there are many different types of questions that you must master. You know the verbal section will force you to answer questions about tedious passages, strengthen dubious arguments and correct unclear sentences. The ability to juggle these three elements will be paramount to your success as the question types are interspersed throughout the 75 minute verbal section. You cannot break down the exam into 25-minute sections each based on one broad topic and then move on. You don’t know what type of question is coming next, so you have to constantly be ready for any of the three major topics.