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Old GMAT > Verbal Strategies > Flashcards

Verbal Strategies Flashcards

1
Q

If you see a sent that supports the conclusion, “because of”, “as a result of”, “due to”, “since”, “after all”

A

“Premise

  • All arguments will have a premise (only one that does), not all will have a conclusion
  • Can be fact or opinion
  • Signal words like because signal that it supports the conclusion”
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2
Q

If you see a sent that negates the conclusion or premise, “however, but, yet, even so, nevertheless

A

“Counterpremise, counterpoint, could look like background / premise, but difference is that this negates
- if another sentence says however and goes against this, then this is the counter”

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3
Q

If you see a sent. that is context, doesn’t support / negate conclusion”

A

“Background

- Could be tacked onto a conclusion, be careful “

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4
Q

If you see sent. that is the author’s opinion or claim, “therefore, thus, consequently”

A

“Conclusion

- Could be part of a sentence, background / premise/ counter right before”

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5
Q

If you see a claim that looks like a conclusion, but another conclusion too

A

“Intermediate conclusion

  • Use because A….therefore B test
  • B is the final conclusion, A may be a premise or an intermed concl”
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6
Q

Steps for CR questions and what not to do

A
  1. Identify the question
  2. Deconstruct argument (FIND CONCL)
  3. State the goal
  4. Work from wrong to right (impt to not get tempted by wrong answer, only compare once and move on, you don’t know it you won’t know it)

DON’T skim the argument and not understand big pic -> you end up rereading a bunch of times. BAD

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7
Q

Structure based CR ?s

A

Describe the role of 2 boldfaces

Describe the argument

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8
Q

Assumption based ?s

A 
Find the assumption
Strengthen the argument 
Weaken the argument 
Evaluate the argument - find something that'll help the arg
Find the flaw

All of these require you to find the assumption

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9
Q

Evidence based ?s

A

These don’t have conclusions or assumptions, just premises

Inference - what can be concluded (find something that’s true)
Explain a discrepancy

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10
Q

What’s the role of the boldface? Trick:

A

Ask 1. fact or opinion 2. for or against 3. are the 2 bolds same or opposite side
- In choices if see evidence –> fact, claim –> opinion

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11
Q

if it says CONTRADICT the argument

A

The statement must really undermine conclusion. If there’s a perhaps, then author isn’t totally disregarding conclusion.

Need to see that the author is directly attacking

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12
Q

Watch out for 1 wrong word

A

Choice may have correct except 1 word: budget shortfall vs recycling plan effect

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13
Q

4 steps for Role questions

A
  1. ID ? - boldface –> role, 2 people in Q
  2. Deconstruct arg - find C, P, X, +/-
  3. State goal - know desired labels! (+/i, looking for C? P? A?
  4. Wrong to right - beware of half right choices
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14
Q

4 steps for finding assumption questions

A
  1. ID ? - “assume / assumption”
  2. Deconstruct - find conclusion, think of assumptions
  3. Goal - assumption must be true for concl
  4. Wrong to right - use negation, negate assumption and see if it hurts concl - if you’re stuck (time consuming though)
    Beware of assumption with no tie to conclusion, irrelev comparison, reverse logic
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15
Q

Negating choices -
better than –>
Some of them liked it more –>

A

equal to or less than (don’t forget equal)

None of them liked it more

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16
Q

Specific numbers in answer choices to be an assumption

A

Be wary of them, is that number absolutely true? If it can be another number, that assumption doesn’t have to be true

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17
Q

Strengthen / weaken concl - beware of directionally say + or -, but

A

not concluding the same thing
If ex is employees lose confidence bc of co viability, talking about a competitor’s raise is a negative, but doesn’t have anything to do with co viability and losing confidence bc of it

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18
Q

4 steps for strengthen Qs

A
  1. ID question - “strengthen, support, if true”, fill in the blank “because, since”
  2. Deconstruct - find conclusion, brainstorm assump
  3. Goal - find new piece of info that supports arg
  4. Wrong to right - beware of no tie to concl, weaken answers
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19
Q

Weaken answers can attack assumption

A

ex: employees lose confid in viability –> quit
weaken: competitor provides health ins so that’s why they quit, not bc lose confid

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20
Q

Each of the following, if true, weakens the conclusion EXCEPT

A

5th one doesn’t have to strengthen ,could also be neutral, does nothing. Label S, W, N - so you know to pick the S or N

Label Q as Wex

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21
Q

4 steps for weaken Q

A
  1. ID Q - “weaken, undermine, if true”
  2. Deconstruct - find concl, think of assump
  3. Goal - weaken or make arg less valid, ARE THERE OTHER REASONS WHY
  4. Wrong to right - beware of reverse logic (strengthen) or no tie to arg, overgeneralize concl and ignores 1 group
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22
Q

Watch out for which perspective you’re proving, ex: contention by the gvt

A

Gvt’s perspective - even if it says contention by, that just means the disagreement made by the gvt

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23
Q

CR questions - don’t forget to read the….

A

QUESTION! ID the Q **

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24
Q

As vs like

A

As in front of clause

Like in front of noun, never clause

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25
Q

Inference: Draw a conclusion Q - you have to

A

Find an answer that’s actually true by what you’re given. you’re not making any actual new conclusions

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26
Q

During rc, look for main point, then for examples / details

A

Note if for or against main point

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27
Q

Aggravate v aggravating

A

Worsen

Irritating

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28
Q

Known as vs known to be

A

Named

Acknowledge as

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29
Q

Loss of vs loss in

A

No longer in possession

Decline in value

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30
Q

Mandate vs have a mandate

A

Command

Have authority from voters

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31
Q

Native of vs native to

A

Person from

Species originated in

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32
Q

Range of vs ranging

A

Variety of

Varying

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33
Q

Rate of vs rates for

A

Speed or frequency

Prices for

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34
Q

Rise vs raise

A

General increase

Bet or salary increase

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35
Q

Try to do vs try doing

A

Seek to accomplish

Experiment w

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36
Q

RC steps

A
  1. Find the point of the passage - 1 sent

2. Purpose of ea paragraph - 1 word ea

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37
Q

Rc general question steps

A

Id question
Find support - look at your map for purpose q
Predict answer
Eliminate wrong to right

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38
Q

Parallelism flags

A

Both phrases must be ||

  • X as well as Y
  • X but also Y
  • X but Y
  • X rather than Y
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39
Q

Comparison (more than)

A

Both phrases must be ||

more X than Y

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40
Q

Parallelism - words after

A

don’t have to be identical

  • WHO speak english and WHOSE parents don’t
  • IN the box AND ON the table (prepositions can vary)
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41
Q

Open parallel marker vs closed
Open: X but Y
Closed: not only X, but also Y

A

Open - check for ambiguity, need similar signal word

Closed - needs exact match

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42
Q

||- not X,

A

but rather Y (X rather Y doesn’t work)

  • rather alone IS WRONG (fine if it’s not X or Y, RATHER C)
  • not X or Y is fine
  • not X, Y is wrong
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43
Q

||- not only X,

A

but also Y (can’t use but also alone)

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44
Q

||- Between X

A

and Y

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45
Q

||- Consider X,

A

Y

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46
Q

||- in contrast to X,

A

Y

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47
Q

||- Distinguish X

A

from Y

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48
Q

||- Estimate X

A

to be Y

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49
Q

||- Mistake X

A

for Y

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50
Q

||- Think of X

A

as Y

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51
Q

||- View X

A

as Y

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52
Q

||- Whether X

A

or Y

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53
Q

|| Linking verbs:

A

Must be ||
this politician IS a step forward (politiican not parallel to step forward)
- appear, become, feel, grow, look, remain, represent, resemble, seem, smell, sound, stay, taste, turn

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54
Q

Noun modifiers - which that who whose whom where when

A

Place as close to the noun

Don’t get tricked by possessive noun (incorrect)

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55
Q

Who whom which whose - when to use what

A

Who whom - people
Which - things
Whose - both

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56
Q

Where vs in which

A

Where - place, generally MUST be a PHYSICAL location

In which - condition, circumstance , arrangement

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57
Q

When vs in which

A

Both for periods of time

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58
Q

Adverbial modifier placement

A

More free

But need to make sure you know which verb it modifies

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59
Q

Which vs ing

A

Which modifies noun only never s clause

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60
Q

Many vs much

A

Many is countable much isn’t

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61
Q

Few vs little

A

Few is countable little isn’t

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62
Q

Fewer vs less

A

Fewer is countable less isn’t

10 items or fewer

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63
Q

Fewest vs least

A

Fewest is countable

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64
Q

Numerous vs great

A

Numerous is countable great isn’t

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65
Q

Number v amount

A

Number is countable

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66
Q

It’s numbers are greater than / more than

$20 less than / fewer than

A

Greater than

Less than

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67
Q

When you see comma (signal), look out for

A

Modifier issues (figure out what the phrase is referring to)

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68
Q

When you see -ly, it’s a ____ and can modify ____

A

-ly is an adverb, can modify everything except noun

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69
Q

If you see phrase that starts with who, what, which, etc. and is parallel to another

A

the other phrase has to start with same who, what which, etc.

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70
Q

When you see modifiers and commas, check if they are

A

commas are only needed if they’re essential (if noun is vague and you need to clarify then shouldn’t be in comma)

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71
Q

SC Steps

A
  1. Read for meaning
  2. Look at answer choices - get hint for splits
    If you can’t figure out what, check the following
    - Find core: Look for noun and verb - complete sent (structure), ELIMINATE prep phrases or other distractions
    - Verb - is tense right? (every verb, and if they match tense)
    - BEWARE OF COMP MARKERS - “THAN”
    - Modifier issues - where are commas / phrases.
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72
Q

that vs which - what’s needed

A

, which needs comma
which only refers to nouns, not clause (RIGHT BEFORE IT, unless there’s some prepositional sword OF Stevenson - still fine)

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73
Q

adverb modifies

adverbial modifier

A

everything but noun or pronoun
(-ly)

adverbs, verbs, adj, phrases, entire clauses - just no nouns
Ex:

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74
Q

adjective modifies

A

noun or pronoun only

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75
Q

When you see “which”, “that”, “who”, “whose”, “whom”, “where”, “when”

A

noun modifier, MUST modify noun

That is more complex - can signal other types

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76
Q

noun modifier

A

Modifies noun / pronoun only
Answers - who, what, which, where
Must be placed as close to noun as possible

Ex: A hardworker, Sue…
Ex: the road, which cut across

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77
Q

“who, whom” modifies

A

people

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78
Q

Less or fewer (dollars, gallons, money)

A

Unit nouns are not countable (1 money, 2 moneys?)
Less than 10 dollars, not fewer than 10 gallons
Less money not fewer money

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79
Q

The “number” of birds is xx than

Greater vs more

A

actual word “number”, “numbers” goes with greater

Greater is not countable, greater likelihood, greater the chance

More is countable, More likely, studied more (hours)

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80
Q

“whose” modifies

A

people OR things (don’t forget)

Ex: the town whose …

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81
Q

“where” modifies xxx, but not xxx

A

where modifies place

but not situation, circumstance

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82
Q

“in which” can modify

A

age,
period of time (like “when”)
Circumstance, situation

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83
Q

when you see “such” “that” BEWARE

A

Correct: so [adjective like awesome] that ….
Correct: history of planes was such that ….
INCORRECTl SO new SUCH THAT

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84
Q

“Yet” is used when

A

the 2nd phrase happens DESPITE the 1st phrase

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85
Q

Who’s countable

Much vs many

A

many

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86
Q

Who’s countable

More, most

A

Works with both countable and not countable nouns

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87
Q

Who’s countable

Few vs little

A

Few

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88
Q

Who’s countable

Enough vs all

A

Works with both countable and not countable

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89
Q

Who’s countable

Fewer vs Less

A

Fewer

Ex: 10 items or fewer, not less

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90
Q

Who’s countable

Least vs Fewest

A

Fewest

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91
Q

Who’s countable

Number vs amount

A

Number

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92
Q

Who’s countable

Great vs Numerous

A

Numberous

Ex: Numerous books
Great courage

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93
Q

present perfect (has/have) can’t

A

appear in sentence twice, unless there’s a different time period for the two

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94
Q

In Sc, when you see alternating tense (did and having done)

A

Watch for incorrect tense

Past tense shouldn’t go with present perfect (having done) if it’s referring to something in the past

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95
Q

when you see “such” “that” BEWARE

A

Correct: so [adjective like awesome] that ….
Correct: history of planes was such that ….
INCORRECTl SO new SUCH THAT

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96
Q

when you see so new “for” + xxx

A

xx should be a person, not object (this is so new for a plane, meaning is incorrect)

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97
Q

turn to you for help TO BUY or IN BUYING

A

for help in buying

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98
Q

When you see “that” inserted, watch out for

A

change in meaning

watch for an object (“plan”) with a human action - ex: plan can’t suggest

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99
Q

trick for testing “from which”

A

switch it

the table from which she stole the food
she stole the food from the table (replace which )

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100
Q

When you see prepositional phrases

A

eliminate them to get core, but make sure the subject verb makes sense!
Ex: proliferation (of computer games) was 1st developed - doesn’t make sense, drop prolif

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101
Q

When you see semi colons or lots of commas, check for

A

comma splices, run ons

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102
Q

the number of which - which refers to

A

must refer to a noun stated before (can’t be wolves’ population if it’s supposed to be “wolves”)

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103
Q

when you see modifiers, check for

A

meaning - sometimes, it doesn’t make sense (“when” means when A, B happens), but if A and B happen simultaneously, can’t use “when”

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104
Q

when you see a noun modifier (starts with “who”, “which”, “that”, “where”, etc.)

A

look for the noun that it modifies (must be close)

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105
Q

seldom more than X BUT / AND Y

A

contrasting point so use “BUT”

seldom more than 2 ft tall BUT 200 lbs

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106
Q

has been found + _____

A

to be

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107
Q

If you’re stuck between 2 choices and don’t know about grammar, make sure to check

A

meaning of the sentences (does the noun of the modifier make sense)

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108
Q

!! CR - watch out for equations, when you see

- wages and output, think…

A 
# of hours spent to build
R*T=D or Work
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109
Q

CR - when you see questions in choices, evaluate the arg

A

If yes / no, must destroy or support the arg (nothing weak)

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110
Q

CR - when they use analogy to support a concl, question if

A

Is analogy applicable. good place to test assumption, weaken / strengthen arg

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111
Q

if question has not more likely, you can sub

A

just as likely so it’s eaiser to understand

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112
Q

!! Marc’s 3 tricks / techniques for CR

A
  1. Therefore test to find concl
  2. Negation technique to test assumption (Find assumption Qs) –> ESP when you see a “none/no”. Does negated choice destroy concl?
    - -> Weaken Q - negation should change from weaken (Q as is) to strengthen
  3. . Plug in choices (if assumpion Q) to see if it makes sense with concl
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113
Q

CR - bold face Qs, first

A

read everything before labeling bold

114
Q

Marc’s RC tecninque steps

A
  1. Read psg without notes
  2. Note 1st and last sent, transition words
  3. 1 word / phrase summary of basic purpose and pharagraph
115
Q

premises / background can be facts, facts can support

A

the conclusion (even if there’s no opinion)

116
Q

CR - strengthen arg questions, pay attn to

A

elements in concl, need to address all elements (all 3 in a list, both cause and effect)

117
Q

CR - weaken Q, when they use analogy as evidence, watch out for

A

analogy is similar to the situation (weaken it by saying they’re not the same situations)

118
Q

making them DECREASE in size - what type of word is this?

A

used as a verb

the coach got mad, making the players RUN across the block

119
Q

“being” in a sentence - check if it’s wrong

A

most of the time, can be wrong

120
Q

For CR

A
  1. go through errors you know are for sure wrong (don’t identify the one that you think is right) –> especially with CR
    1. then pick the one that you’ think is right
121
Q

Marc’s RC tecninque steps

A
  1. Read psg without notes
  2. Note 1st and last sent, transition words
  3. 1 word / phrase summary of basic purpose and pharagraph
122
Q

CR - fill in blank could be what question type

A

strengthen arg (esp if it’s after “since”

123
Q

!! CR - weaken Q, when they use analogy as evidence, watch out for

A

analogy is similar to the situation (weaken it by saying they’re not the same situations)

124
Q

!! CR - factors related to questions about traffic and cars driving

A
  • miles driven
  • # cars
  • highway vs local routes
  • age of drivers
125
Q

CR - eval the discrep

A

Think does this exacerbate the discrep or lessen? Trap is when it exacerbates

126
Q

From which is Ok or not?

A

From which is fine

Ex: the farm from which the pig came –> the pig came from the farm

127
Q

goal of vs goal to doing

A

goal of doing this

128
Q

SC - Parallelism

A
  1. Look for AND markers

2. Check all phrases being parallel

129
Q

SC - Modifiers

A
  1. Find core first

2. Check modified subject

130
Q

SC - Comparison

A
  1. Look for AND, markers

2. Find all comparisons and check if parallel

131
Q

when you see more slowly, vs slower

A

more slowly is an adv, modifies a verb

slower is primarily an adj (when it comes to ||, be strict about more slowly vs slower)

132
Q

SC - parallelism, when you see “both”…“and”, check

A

words to the right being compared

133
Q

Small SD means numbers in set are

A

close together, closer to mean

134
Q

Large SD menas numbers in set are

A

far apart, farther to mean

135
Q

If you add numbers farther away from the mean, SD will

A

increase

136
Q

If you add numbers close to the mean, SD will

A

decrease

137
Q

Does SD ever stay the same if you add numbers to a set

A

no

138
Q

DS - When there’s a choice that’s so off, think this answer

A

C

139
Q

DS - when similar choices, think

A

A or B

140
Q

old avg vs new avg

A

new avg = old avg * n + extra term / (n+1)

141
Q

If you multiply a set by 0.8, SD changes by

A

0.8SD

142
Q

If you multiply a set by 2, SD chanes by

A

2SD

143
Q

If you add or ubstract a set by 2

A

SD doesn’t change

144
Q

Pronoun must refer to —

A

antecedent that’s present (look around it, it could be attached to a preposition)

145
Q

SC- pronoun steps

A
  1. Check all pronouns and their antecedents (start from near to far)
146
Q

dated+ ….

A

dated at, not dated to be or dated as being

147
Q

SC - follow through - if you’re not sure, find another split

A

there always will be multiple

148
Q

evidence for vs evidence that

A

evidence for + noun

evidence that } longer clause

149
Q

not only X,

A
  • but also Y

- but Y

150
Q

fossils dated —–

A

dated AT

151
Q

more …than … can you say more…over

A

no, more …over is wrong

152
Q

indicate that [phrase] or indicate [phrase]

A

need that before the phrase

153
Q

ability of vs abiltiy to

A

ability to

154
Q

if X were, …

A

would Y

155
Q

comparison marker

A 
like, unlike
as
than
different from
in contrast to / with
156
Q

Eval the arg w Qs in choices

A

if you answer yes and no, it must strengthen AND weaken

157
Q

Essential+—

A

For, not in

158
Q

Weakening qs

A

rephrase Q to a 10 yr old, what am I looking for?

159
Q

Be careful of weakening EXCEPT questions

A

write Wex and note all the ones that W

160
Q

“must be true” CR Qs

A

State the conclusion so answer must be directly from sentences given
- if you see a lot of percents and detail, go with the more specific one (with confusing math)

161
Q

!! To think of different assumptions, think of

A
  • different causes (even if concl says cause was good, doesn’t say what’s the cause)
  • is it cause -> effect or effect –> cause OR maybe a third factor affects the “cause” and “effect”
162
Q

!! RC trick for inference / specific Q

A
  • to find area, look for SPECIFIC words from Q in psg (don’t assume cost = premium)
  • look out for context clues near the area (neg or pos words)
  • find the area and read closely - answer isn’t far away
  • if not given identical phrase, find closest or look harder and find the match
  • find the link, why are they telling me
163
Q

proportion of women IS or ARE

The number of women

A number of women

A

ARE

Is

Are (a number…. depends)

164
Q

Parallelism trick - once you spot “as”, “like”, “than”

A

don’t forget to look FRONT AND BACK, see if there are words earlier that need to be parallel or after

165
Q

!! Common RC and CR errors

A 
Too extreme with all, never 
Out of scope, past what passage talks about 
Not relevant, doesn’t answer q
Contradicts premise
1-2 wrong words
Uses same words but diff meaning
Revenue vs profit
Wrong analogy
Cause !--> Effect or third factor affects "cause" and "effect"
166
Q

whether…

A

it’s fine alone! don’t need whehter or not

167
Q

RC trick

A

get excited about passage, narrate it yourself with oh that’s interesting or however - oh that’s gonna be opp

168
Q

When in doubt think

A

Singular

169
Q

Sanam is singular or plural?

A 
Both! Depends 
Some
All
None
Any
More most
170
Q

Pong is a game from which has / have descended many current games

A

Have bc flip it

Many games have descended from pong

171
Q

Of which needs a ——

Of them needs a —-

A

Of which were (needs a verb)
All particles, some of which were discovered

Of them (no verb)
All particles, some of them discovered
172
Q

Nasene singular or plural

A

always singular!

Neither
Anyone — not any 
Someone — not some
Each 
No one — not none 
Everyone —not all

These end in one or is selective that’s why singular

173
Q

If he were ….then he

A

would…

174
Q

so…as

A

NOT ALLOWED

175
Q

RC tip for primary purpose

A
  1. transition words

2. general context

176
Q

that vs those

A

that is singular so has to modify singular noun

those is plural

177
Q

Ron’s RC method - take notes

A

Read - FOCUS / TONE WORDS: look for non Jargon English (however, were once among, argue) and think why it’s there

Table of content style - find main theme and what author does with it

Details - know what kind of info and why it’s there (support or explain)

178
Q

Ron’s RC method - main purpose Q

A
  1. Describe the tone and link each paragraph to create your own choice
  2. Check choices
  3. If stuck - think of each choice as an essay prompt and figure out what the essay should look like - compare to psg
    Ex: “suggest an alternative” - must argue for a new method and why better than old
    Ex: “initiate debate” - must make argument against theory
179
Q

Ron’s RC method - Detail questions

A
  • *Think like manager, not expert but know where to look
    1. Key words
    2. Look for key words in psg and read DILLIGENTLY, don’t look elsewhere
    3. predict answer
  • want a boring, rephrase of txt
    • Admit when you’re lost
180
Q

TRAP - RC detail - beware of choices w same

A

adjectives/descriptions (not necess noun) as in passage

181
Q

without X, —-? Y

A

with / without pairs with OR, never NOR

NEITHER…NOR…

182
Q

growing - growing up is what kind of word

A

adj.

183
Q

S/V - single box of crayons that is or are?

A

either is fine!

BC verb is part of THAT PHRASE

184
Q

who, what, …how in ||

A

if you see the w words, they should exist in || clauses

185
Q

Ron’s SC method

A

Step 1: understand meaning like if you’re reading a sign
Step 2 - I like S/V, check || and comparison, pronoun
** dilligently read vertically, check EVERY WORD

186
Q

Ron’s || method

A

Step 1: read for meaning
2: look for || markers like “and”, but, as and check mechanical || (n), and whether it should be || (s) and if structure is right (f)

187
Q

Ron’s CR new info family method - translate into specifics

A
  • spot every word that needs to be translated
  • write out the specific question
    (why opp of concl is true? other factors? reason A –> B, why something happens DESPITE? why not doing something isn’t good?)
  • has to tie back to conclusion!!
188
Q

Ron’s CR new info family method - statistics

A 
When you see "total", profit, quantity, etc. break it down
# of hours, # of ppl, rate
- don't forget other rev sources (coffee +pastries)
189
Q

Ron’s CR new info family method - personal immersion

A

You are the person who is directly involved, has the GREATEST INFLUENCE ON OUTCOME

190
Q

CR - be careful of choices that are hypothetical

A

You need hypothetical to be true for choice to be good

191
Q

Ron’s new info family CR- translate to specific Q

A
  • which choice shows that the connection btwn x and the result/goal/concl
  • which choice offers another reason
  • which choice is additional suport
  • which choice shows that this will NOT happen
192
Q

CR - question you ask shouldn’t include

A

facts already given in premise, if they talk about it previously, then you have to accept it. Unclog st will lower cost. Problem is the cost, but the real Q is if their plan will unclog st, not lower cost

193
Q

CR - always 1 correct answer

A

black, white white white white

dark grey, white white white white

194
Q

% of something is singular or plural

A

dep on the something
10% of executives ARE
1/4 of the chocolate bar IS

195
Q

Pronoun signals

A

it, they, this, those,

196
Q

SC - comparison trick

A

right to left - look at the 2nd phrase first and see what the 1st phrase is compared to

197
Q

SC - pronoun

A

never tests for ambiguous pronoun - check if it matches antecedent or if there is even one

198
Q

Ron’s new info family CR steps

A
  1. read Q and translate to specific Q
  2. if stat- break it down. if not, personal immersion
  3. come up with your own choice or make a criteria
  4. judge the choices
199
Q

CR - eval the arg trick

A

think weaken

200
Q

SC - comparison

A
  1. UNDERSTAND MEANING
  2. Look for marker (“as”, “more/less than”, “compared to”)
  3. Look at 2nd phrase and figure out what should be compared
201
Q

Common Cr error

A

Doesn’t apply or answer your specific q

202
Q

Found fossils from what appear(s)—-(singular or plural)

A

What is the subject - singular

203
Q

Find / found…

A

to be

NOT as

204
Q

this is proof ….

A

of or that

NOT for

205
Q

ways ….do something

A

ways TO do something
ways OF doing something

not ways that, so that, thus,

206
Q

not…but —

A

not…but instead is fine

207
Q

fail …

A

fail to [verb]

208
Q

the likelihood …

A

of verb-ing

209
Q

enough..

A

enough….to or enough to

210
Q

equally likely vs as…as

A

2 people are equally likely

person A is as likely as B

211
Q

combination of X and of Y

A

having 2 “of” is fine

212
Q

convince that …

A

that (subject and verb)

213
Q

convinced of…

A

of (noun)

214
Q

argue for vs argue that

A

argue for [noun]

argue that [phrase]

215
Q

energy expended …

A

on / for - both work

216
Q

they suffered an event FROM/BY which their numbers were reduced

A

BY - used in passive tense- if something did something

- an event REDUCED their numbers <> their numbers were reduced BY an event

217
Q

appear to be / as something

A

appear AS is used when you equate something to describe the subject. Connie appears as a doll – connie = doll

218
Q

earliest OF

A

is fine (earliest of the people on Earth)

219
Q

conceived X…Y

A

AS, not to be

220
Q

Rather can’t be used as a

A

conjunction like and or but, can’t be used btwn 2 separate clauses
(rather than - fine because it’s like more than)

221
Q

results in doing

A

+ing is not a thing, use resulting in being …

222
Q

BY is most often used in passive tense

A

If you see “by” used elsewhere, beware, eliminate if you’re guessing

223
Q

of which is like

A

plain old “which”

224
Q

Noun modifiers answers

A

who, what, when, where, why

- modifies ONLY a noun

225
Q

Adverb modifiers answers

A

how, when, where why

- modifies ANYTHING (verb or clause) but a noun

226
Q

comma ing modifiers must modify

A
  1. the SUBJECT (doesn’t have to be the closest noun) more closely than any other noun
  2. the whole idea it’s attached
    Ex: Ryan was slapped by a girl on the playground, angering his father. (angering modifies Ryan was slapped, his dad was angry at RYAN)
    Ex: Caspian is the largest lake, covering more than 4x (YAS: “, covering…” modifies CASPIAN is largest lake)
    Ex: the largest lake is Caspian, covering more than 4x (WRONG: “,covering …” isn’t spse to modify largest lake is Caspian
227
Q

due to + xxx

A

Check “due to” is correct by subbing “caused by”
xxx= must be a noun
just like caused by + noun

228
Q

comma ing is impossible to have xxx

A

xxx = a change in time
Wrong: …, now +ing, later+ing, then, previously
Incorrect: 720 in ‘18, Neuroscientists have amassed, now drawing conclusions (now is wrong because the 2nd phrase is automatically present perf)

229
Q

comma with + ing, with is used

A

when you describe a component of the prior statement

Correct: Apple had record sales, with consumers racing to buy last minute gifts → consumers buying gifts is a component of the record sales

Incorrect: Thule artifacts are similar, with one explanation being → the explanation isn’t a component of the artifacts being similar

230
Q

SC modifiers - placement issue

A

be very careful about each word and preposition phrase (compare vertically)

231
Q

Church is to Christianity WHAT temple is to Buddhism

A

WHAT can’t be replaced by “just as” or “like” because those 2 modifiers need a complete sentence before them
(hint; look at other choices)

232
Q

Modifier errors: when you see commas, examine every single word, ESP +ing after

A

ex: they live in a society consisting almost entirely of females.
vs.
they live in a society, almost all females [wrong]

233
Q

pronoun: “its” can refer to the noun

A

Ex: despite its covering, the crust

234
Q

RC - if a “keyword” appears in the passage multiple times, hint that it’s a

A

big picture question, look at your outline

235
Q

RC - for detail questions, identify the key words and look for those exact ones in the passage! If you find it, just look right there.

A

Shouldn’t look elsewhere to define a term because the answer should be right there if you found the right spot

236
Q

RC - each word in a choice matters

A

It’s like 1 bad quality in a bf, you can’t just accept it

237
Q

RC - remember choices are black black black black white

A

if you’re stuck between 2, you have to go word by word and see if there is a wrong word

238
Q

when you see BUT, think what type of issue

A

think || issues

239
Q

when you see AS, think what type of issue

A

think comparison issues

240
Q

when you see BUT WHICH

Ex: he conceived of the radio as a sub for the phone, a tool for private convo, BUT WHICH is…

A

WHICH no longer modifies the noun before BUT, think || and “which…” must be || to the phrase before. Those 2 phrases modify the noun before.

Ex: WHICH is… should be || to “a tool for private convo” and they both modify phone

241
Q

If you see in SC phrases being switched around, check

A

for other concrete errors before going to meaning

242
Q

RC - if they give you a line location, you usually don’t have to look too far

A

there’s enough info in the sent
Ex: it is odd that…xyz
Translate this to: it is LESS odd if xyz didn’t happen

243
Q
  1. it costs the same to build a nice condo as other types of houses
  2. the cost of building a nice condo is the same as for other types of houses
  3. it costs the same to build a nice condo as for other types
A

correct: condo <> other types
correct: wrong: the cost of building <> as for –> THE COST for BUILDING other types
WRONG: as for BUILDING or as TO BUILD for other

244
Q

past perfect (had + verb) can only be used when

A

indication of past, 2 events with 1 happening after another

Ex:

245
Q

to catch verb tense issues, remember to look

A

around the underline for hints

246
Q

tense issues

A
  1. meaning must make sense

2. look for consistent tense usage, unless there’s a time marker?

247
Q

When you have a modifier, the tense follows

A

the tense of the main verb that it’s attached
Ex: the econ is unstable, the result of a crash occurring 10 years ago (WRONG - occurring follows the present tense, but it happened 10 years ago so need occurred)

248
Q

__ING modifiers PRESERVE THE TIMEFRAME

A

of the clause to which they’re ATTACHED — regardless of what that timeframe might specifically be.
Ex: enough has been set aside, thus no longer having to do something in the future (2nd phrase is also in present perfect which makes no sense)

249
Q

with verb timeframe issues, if something is meant to persist / exist into perpetuity, present tense is fine

A

Ex: Her letters outnumber her letters to anyone else (even though she is dead)

250
Q

“Early humans appear as equipped” is wrong because

A

appear - fine since we NOW realize this appearance

as - wrong because equipped should happen in the past, so you need “to have been”

251
Q

+ed modifier

A

tense is more flexible, it can reflect the past tense

Ex: She holds these titles, earnED last year

252
Q

Refiners pay vs are paying

A

pay is used for more permanent situations

are paying - temporary, so if it’s just this year

253
Q

Ron’s CR new info family steps

A
  1. read question stem (then read bottoms up)
  2. translate into specifics
  3. use stats or personal immersion
  4. **make a standard for the correct answer (elim wrong)
    - pay attention to numeric qualifiers (substantial, extreme, too dense)
254
Q

new info fam types of questions

A

weaken, strengthen, evaluate, explain some surprising fact

anything with “would” or “if true”

255
Q

supply demand problems in CR - as supply increases

A 
price decreases (think S line shifts to the right)
S - starts at 0,0 goes to 10,10
256
Q

For new info, CR statistics problems, make sure that once you list out the factors / components

A

the answer choice must address 1 of those factors

Ex: profitability –> answer must talk about rev or cost impact

257
Q

Newinfo CR - strengthen questions, what to think of when creating a question

A
  1. is there another factor to support the argument
    Ex: oil protects during cold, therefore max protection. Other factor = oil also protects during hot
  2. identify the gap in the argument and find the answer that explains the gap
    Ex: you shouldn’t write recs bc your recs are too rigid. Gap = rigid recs are bad - find factor why
258
Q

Newinfo types of issues

A 
other factor
gap
component (stats)
cause effect reversed
output AND input (does MAKING it cause more issues)
259
Q

if the CR question asks about usage of machines, think

A

direct and indirect factors
Ex: electricity used to power technology
direct = fossil fuel (alt source) usage goes down
indirect = fpssil fuel to MAKE the electricity goes up

260
Q

Stats - when it comes to quantity, think

A

quantity available, quantity that you can pick out, quantity that you need

261
Q

CR - Ron’s assumption Q type

- complete the sent, assumption

A
  1. read question
  2. see if there’s missing logic, find the gap
  3. if not, find objection (use personal immersion)
    - negation trick for “not” sentences** (do that for every not case to double check)
    - out of scope
    - contradict premise
    - check stats
262
Q

CR - Ron’s bold face Q type

A
  1. name the speaker
  2. visualize convo
  3. what is bold (fact / claim)
  4. **FOCUS ON RELATION of the bolds - is it refuting, supporting? (look at transition words)
263
Q

CR - Ron’s bold face - coming up with answer

A
  1. create your own** that explains RELATION btwn the 2
  2. if that fails, classify as premise/conclusion/background
  3. if that fails, just look at fact vs claim and compare nouns
264
Q

CR - Ron’s bold face - ex of how to characterize bold

A
  • surprising fact that she explains
  • explanation that she will refute
  • fact that is against other guys
  • fact that will support her
265
Q

Fact vs opinion

A

Fact: evidence, circumstance, observation, basis of objection/criticism

Opinion: claim, judgement, inference, predict, implication –> look out for “must be”, “clearly”, “obviously”

Either: explanation, supports, reason, consideration

266
Q

CR- bold face * trick

A

answer choice that says bold face is an assumption is WRONG (assumptions are never explicitly stated)

267
Q

CR - prove conclusion
ie “most strongly supports which of the following claims”, “must also be true”, “complete the _____”, “best serve as part of an argument = conclusion”

A
  • look for ways to connect the statements (prove something) as you read
  • predict answer
268
Q

CR - prove conclusion trick

A

1) if the statement has “likely”, the answer choice can only have “likely” not “MUST”. You can’t be more certain than what you’re given
2) any answer choice that looks like it’s just about 1 of the sentences if wrong (always have to combine!)

269
Q

CR - when you’re given a fact

A

don’t challenge the fact
Ex: there are more apples than oranges
yes, there are more. can’t challenge that fact
but, maybe those apples are not real (still, there are more apples)

270
Q

SC - special: preposition + noun + modifier

A

Ex: the possibility OF EARTH GETTING WARMER
there’s no possibility of Earth. Earth exists.
Tip: cut off the modifier and see if the noun itself makes sense
**“that” is not a preposition

271
Q

SC - special: personal immersion - need the subject or noun version (instead of -ing)

A

Ex: the greater was coronary disease likely (the greater likelihood that SHE was going to get coronary disease)
Ex: they recycled materials in constructing the building (in the construction)
Tip: ask who’s doing something

272
Q

SC - special: passive voice

A
  1. only if active voice is in another choice and is efficiently written
  2. only if the active construction is the main point
    Tip: find the subject and active / passive verb
    Ex: the output is trimmed by < nations were trimming output by
    Ex: emergence of life forms is not an issue here bc no verb
273
Q

SC - special: extra words

A

extra subjects

Ex: intensifying expectations of something, THAT it more than double

274
Q

SC - structure, look for

A

run on or fragments

275
Q

not only are you able to do this…[ xxxx] do that

A

you can also do that

- don’t need BUT ALSO

276
Q

**comma -ing VS. -ing

A

comma ing becomes adverbial modifier

ing with no comma modifies a noun next to it

277
Q

comma -ing is a

A

adverbial modifier

check if it modifies the main subject and verb (can’t modify a noun)

also, check tense, the comma -ing takes on the main verb’s tense so you have to check if it makes sense

** can modify both noun or phrase

278
Q

If you see “which” modify a phrase

A

** which is only used to modify noun, not an entire phrase

Phrase needs to be modified by a verb modifier, change to -ing

279
Q

Both…

A

And

**NOT as well as NOR in addition

280
Q

**HAD alone is in past tense

A

, don’t get confused with HAD verb

Ex: I had plans yesterday

281
Q

when you see “this” in SC, pronoun wise,

A

1) refers to an idea, not a subject / noun. Use it/they.
2) “this” can’t refer to a noun in the same clause, need a semicolon or period
Ex: sloth was the earliest mammal, making IT (not this)
Ex: hurricanes travel east to west, bc THAT is the direction (that refers to “east to west”, an idea)

282
Q

considered AS a better person or considered AS better

A

none is right! considered TO BE a better person or just considered BETTER

Old GMAT (3 decks)

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