Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

GMAT > 08 Sentence Correction > Flashcards

08 Sentence Correction Flashcards

1
Q

How much time on average do you have for a sentence correction question?

A

1:20

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

What is true about the first word of the answer choices on a sentence correction problem?

A

They will always contain at least one difference.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What are the steps in a sentence correction problem?

A

1) Take a first glance
2) Read the sentence for intended meaning, flag issues (illogical or ambiguous, even if otherwise grammatically correct).
3) Find a starting point
4) Eliminate answer choices.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

What is true about errors in a sentence correction problem?

A

They are often repeated in more than one answer choice, allowing you to eliminate multiple choices at once.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What does a long underline on a sentence correction problem signify?

A

Issues with sentence structure, meaning, modifiers and parallelism.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

What is true about concision in the answer choices?

A

The right answer is often the less concise option, as a red herring.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What is a clause?

A

A set of words that contains a subject and a working verb.

Ex: She applied for a job. (indep clause)

Ex2: Although she didn’t have much experience, (dep clause)

Ex: [When I think about pizza], I feel ill.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

What is a working verb?

A

A verb that describes what the subject did. Can run a sentence by itself.

Ex: She applied for a job.
Who? = Subject: She
Did what? = Verb: applied

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Define an independent clause.

A

A complete, stand-alone sentence that includes at a minimum a subject and a working verb.

Ex: Jim ran the marathon.

Subject: Jim
Working verb: Ran

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Define subject.

A

The person or object performing an action (i.e. a verb).

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Define dependent clause.

A

A clause (set of words) with a subject and a verb that is not a complete sentence. Results in a sentence fragment.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Define modifier.

A

Words, phrases or clauses that describe other parts of a sentence. Provides additional information in a sentence, beyond the core subject and the verb. Can be either essential (necessary for the intended meaning of the sentence), or nonessential. Nonessential modifiers are separated from rest of the sentence by commas.

Examples include adjectives, adverbs, prepositional phrases, and participles.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Define adjective.

A

The simplest form of a modifier (a type of noun modifier), which modifies ONLY a noun or a pronoun. One of two types of one-word modifiers (the other is adverb).

Ex: The grey cat loves to sleep.
Ex: Amy is well (contrast to “Amy writes well”, where well is an adverb that modifies writes).

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Define nonessential modifier.

A

A modifier than can be removed from the sentence without changing the sentence’s meaning.

Ex: The smelly cat, which has orange stripes, is a Tabby.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Define the core of a sentence.

A

Any independent clauses plus some essential modifiers. Excludes any nonessential modifiers (which are often interjectory phrases separated by commas).

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Define conjunction

A

Connecting word that brings parts of the sentence together.

Ex: He worked hard, and a received a raise as a result.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Define coordinating conjunction. Examples?

A

Conjunction that can connect independent clauses. The most common coordinating conjunctions are FANBOYS (for, and, nor, but, or, yet, so).

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

What are subordinating conjunctions? Examples (8)?

A

Words that connect modifiers to independent clauses.

Ex: Although, because, while, though, unless, before, after, and if.

Although she is flexible, she is terrible at yoga.

Unless you go to the store, I won’t cook for you.

After you do your homework, we will go out.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Define marker (in terms of the GMAT).

A

A flag or clue that a certain issue is being tested on a sentence correction problem.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Define helping verbs. Examples?

A

Verbs that work with other verbs to express various levels of certainty, obligation and reality. Only change them if absolutely necessary. Two types (with examples)?

Primary: be, do have
Modal: may, will, must, should, can, would, must

Ex: Jim [must] report for jury duty
Ex: Judy [has] run the race before

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

What is the split for should vs. must?

A

Should - moral obligation (NOT likelihood!)

Must - legally binding obligation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

What are common redundancies on the GMAT?

A

1) Expressions of time
Ex: Currently, I am studying for the GMAT at present.

2) Contrast words
Ex: Although she studied very hard, yet she failed the exam.

3) Words with the same meaning
Ex: The value of the stock rose by a 10% increase.
Ex: The three prices sum to a total of $16.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

What is a present participle?

A

The participle used in progressive tenses. May also be used as a noun, noun modifier, or verb modifier. Tend to indicate ongoing action. Generally “-ing” words. Requires another verb to be a complete sentence.

Ex: The cart was rolling down the hill.
Ex: Sally jumped into the swimming pool.
Ex: Hiking is great.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

What is true about nouns being the subject of a sentence?

A

They can’t be the subject if they are located in a prepositional phrase.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Define compound subject.

A

Where two nouns function as the subject; always plural.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Define compound verb.

A

Two or more verbs pointing to the same subject.

Ex: Line drove to work and said hello to his friend.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Define prepositional phrase.

A

A group of words headed by a preposition (of, to, in, by, for, with, on, at, from).

Ex: The cat sits by the water.

Ex: She is going to the beach.

Ex: By the way, I’m moving to California.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

What are the two primary types of modifiers?

A

1) Prepositional phrases
Ex: She was the belle [of the ball].

2) Dependent clauses

Ex: [Of the six types of smoothies], the blueberry is the sweetest.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

What purpose does the word “that” serve in a sentence?

A

1) When appearing just after a working verb, it serves as a reset button, and a new subject-verb-object will follow.

30
Q

Define a comma splice.

A

A run-on sentence created by joining two independent clauses with a comma, and without a FANBOYS conjunction.

31
Q

What are two ways to connect independent clauses in one sentence?

A

1) Using FANBOYS and a comma

2) Using a semicolon.

32
Q

When is a semicolon required?

A

When two independent clauses are joined without a subordinating conjunction (whether or not other transition words are inserted, e.g., therefore, however, in addition, etc.).

Ex: She is a good swimmer; she won her heat yesterday.

Ex: She is a good swimmer; therefore, she is athletic.

Contrast to example with FANBOYS, where semicolon is no longer needed:
Ex: She is a good swimmer, and therefore, she is athletic.

33
Q

What do modifiers generally accomplish?

A

Answering the questions who, what, when, where or why.

34
Q

Define adverb.

A

A word that modifies almost anything other than a noun or a pronoun. Many adverbs end in “-ly”.

Ex: The rain fell softly.
Ex: Sally quickly ran around the track.

35
Q

What is the common form of an adverb?

A

Adding -ly to an adjective.

Ex: Sara works quickly.

Ex: Amy writes well.

Contrast: Amy is well (well is an adjective that modifies Amy).

36
Q

How can you tell if a modifier is a noun modifier?

A

If you can ask a who/what/which/where question about a noun, and the answer points to the modifier.

37
Q

What is true about the placement of a noun modifier?

A

It should go as close as possible to the noun it is modifying.

38
Q

What is the ordering of an essential and a non-essential modifier in the same sentence?

A

The essential modifier goes closer to the noun.

39
Q

What is true about possessive nouns?

A

They aren’t actually nouns,but adjectives!

Ex: Bill’s celebration was fun.

Noun: celebration
Verb: was
Adverb: fun
Adjective: Bill’s

40
Q

What are the three types of meaning errors? How are meaning errors often tested?

A

1) choose your words
Ex: She is a native to Australia (s/b native of, native to is where species originate from).
2) place your words
Ex: ALL of the children are covered in mud vs. The children are ALL covered in mud.
3) match your words
Unlike Alaska, where the winter is quite cold, the temperature in Florida rarely drops below freezing.
(Compares Alaska to the temperature in Florida, instead of the temperatures of both).

Often tested by using little switches of helping verbs (may, will, must, should, etc.)

41
Q

Easy way to tell essential from nonessential modifiers?

A

ess mods normally not separated by a comma

42
Q

Define participle.

A

One of two kinds of words derived from verbs. Can be present (“-ing” words) or past (“-ed” words).

Present ex: She will be swimming in the meet next week.

Past ex: She skied down the mountain yesterday.

42
Q

When is a past participle used?

A

In perfect tenses and passive voice. May also be used as an adjective. Tend to indicate a completed action. Often ends in “-ed”.

Ex: The tires were punctured.
Ex: Frozen fruit makes a great dessert.
Ex: They have broken the lamp.

43
Q

Define working verb (including its components).

A

A verb that could be the main verb of a complete sentence. Shows tense, mood, and voice, (and sometimes number and person).

44
Q

Define pronoun

A

A pronoun stands in for another noun elsewhere in the sentence or for an implied noun. The noun is called the antecedent.

Ex: When Amy fell, SHE hurt HER knee.
Ex: The term bibliophile refers to SOMEONE WHO loves books.
Ex: HE is a fast reader.

45
Q

Define relative pronoun.

A

A pronoun that connects a dependent clause to a sentence. Often introduces a noun modifier. Can be different roles in the clause (subject, verb object, prepositional object).

Examples: Which, that, who, whose, whom, where, when

Ex: The professor WHO spoke is my mother.
Ex: WHAT YOU SEE is a disaster waiting to happen.

46
Q

What is true about who, whom, whose, and which?

A

Who and whom must modify people. Whose can modify people or things. Which cannot modify people.

Ex: The boy who sang was tall.
Ex: The group to whom you were speaking was obnoxious.
Ex: The town whose water supply was contaminated is now abandoned.
Ex: The frogs which were captured are green.

47
Q

What relative pronoun should be used to modify a metaphorical place (condition, situation, circumstances, arrangement, etc.)?

A

In which. Cannot use “where”!

WRONG: We had an arrangement WHERE he cooked and I cleaned.

RIGHT: We had an arrangement IN WHICH he cooked and I cleaned.

48
Q

How do you know if a word that ends in “-ing” is functioning as a verb?

A

If it has another verb immediately before it.

Ex: She is playing soccer.

49
Q

How do you recognize an adverbial modifier?

A

The modifier will also answer questions about the sentence (like a noun modifier), but this time to the answer to the who, what, when, where, why question will point to something other than a plain noun.

50
Q

What is special about adverbial modifiers that use particples?

A

The sentence is a cause-and-effect; information presented earlier in the sentence results in the information presented later in the sentence.

Ex: The engineer fixed the problem, earning himself a promotion.

51
Q

What is a commonly broken grammatical rule involving “which” vs. the present participle “-ing”?

A

Which can only refer to nouns, not a verb or entire clause.

52
Q

Examples of incorrect usage of which?

A

WRONG: Crime has decreased in New York, which has led to a rise in property values.
(Nouns are crime and New York, but “which” refers to the decrease, which functions as a verb).

RIGHT: The recent DECREASE in crime in our neighborhood has led to a rise in property values.

53
Q

What adjectives work with both countable (plural) and uncountable (singular) nouns?

A

More, most, enough, all

More hats, most furniture, enough hats, enough patience, all people, all furniture.

54
Q

What are uncountable modifiers?

A

Adjectives that modify singular nouns (i.e., uncountable nouns).

Much, little, less, least, amount, great

Ex:There is little merchandise left.
Ex: She has demonstrated great courage.

55
Q

What are countable modifiers?

A

Adjectives that modify plural nouns (i.e., countable).

Many, few, fewest, number, numerous

Ex: There are numerous books on the floor.
Ex: This store has the fewest hats of any store.

56
Q

What is the rule for uncountable/countable items and the word “less”?

A

Less is only with uncountable items! Common error of speech.

WRONG: 10 items or less
RIGHT: 10 items or fewer

57
Q

Compare/contrast unit nouns and uncountable/countable modifiers. Ex: dollars

A

Unit nouns are generally countable, but they represent uncountable quantities (i.e., dollars refers to money, which is an uncountable quantity).

Ex: We have less than 20 dollars
Ex: We have fewer than 20 dollars (not wrong, but means fewer than 20 actual pieces of paper).

58
Q

How are comparative adjectives and adverbs utilized vs. superlative forms of the same?

A

Comparative (better, worse, more, less) are for relating two things. Superlative forms (best, worst, most, least) are for three or more things.

59
Q

What is the split for “between” vs “among”?

A

Between is ONLY for two items
Ex: I split the cookie between Maya and Kayla.

Among is for three or more items
Ex: I distributed the flyers among the group of ten students.

60
Q

What is the rule when making comparisons using the word “numbers”?

A

Use greater than, not more than (more than implies the quantities of the numbers is larger, and not the numbers themselves).

Ex: The numbers of penguins in Alaska are believed to be GREATER THAN ever before.

WRONG: The numbers of penguins in Alaska are MORE THAN ever before.

61
Q

Compare increase/decrease vs. greater/less.

A

Increase/decrease express a change of ONE thing over time.
Ex: The price of silver increased by 10 dollars.

Greater/less signal a comparison between TWO things.
Ex: The price of silver is $5 greater than the price of copper.

62
Q

Countable/uncountable? Many

A

Countable.

Ex: There were many pigeons.

63
Q

Countable/uncountable? Great

A

Uncountable

Ex: She demonstrated great courage.

64
Q

Countable/uncountable? Least

A

Uncountable

Ex: Of all the students, he was the least motivated.

65
Q

Countable/uncountable? Little

A

Uncountable.

Ex: There was little chance the project would be finished on time.

66
Q

Countable/uncountable? Fewer

A

Countable.

Ex: There are fewer clouds in the sky today.

67
Q

Countable/uncountable? Numerous

A

Countable

Ex: I can provide numerous examples of Josh’s great work performance.

68
Q

Countable/uncountable? Amount

A

Uncountable

Ex: The amount of patience required to be a teacher is enormous.

69
Q

Countable/uncountable? Less

A

Uncountable

Ex: I have less anxiety than this time last year.

70
Q

Countable/uncountable? Number

A

Countable

Ex: The number of high school graduates increases every year.

71
Q

Countable/uncountable? Much

A

Uncountable

Ex: You have to have so much arrogance to act the way you do.

GMAT (11 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions