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”
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”
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 “
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”
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”
6
Q
Steps for CR questions and what not to do
A
- Identify the question
- Deconstruct argument (FIND CONCL)
- State the goal
- 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
7
Q
Structure based CR ?s
A
Describe the role of 2 boldfaces
Describe the argument
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
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
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
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
12
Q
Watch out for 1 wrong word
A
Choice may have correct except 1 word: budget shortfall vs recycling plan effect
13
Q
4 steps for Role questions
A
- ID ? - boldface –> role, 2 people in Q
- Deconstruct arg - find C, P, X, +/-
- State goal - know desired labels! (+/i, looking for C? P? A?
- Wrong to right - beware of half right choices
14
Q
4 steps for finding assumption questions
A
- ID ? - “assume / assumption”
- Deconstruct - find conclusion, think of assumptions
- Goal - assumption must be true for concl
- 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
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
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
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
18
Q
4 steps for strengthen Qs
A
- ID question - “strengthen, support, if true”, fill in the blank “because, since”
- Deconstruct - find conclusion, brainstorm assump
- Goal - find new piece of info that supports arg
- Wrong to right - beware of no tie to concl, weaken answers
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
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
21
Q
4 steps for weaken Q
A
- ID Q - “weaken, undermine, if true”
- Deconstruct - find concl, think of assump
- Goal - weaken or make arg less valid, ARE THERE OTHER REASONS WHY
- Wrong to right - beware of reverse logic (strengthen) or no tie to arg, overgeneralize concl and ignores 1 group
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
23
Q
CR questions - don’t forget to read the….
A
QUESTION! ID the Q **
24
Q
As vs like
A
As in front of clause
Like in front of noun, never clause
25
Inference: Draw a conclusion Q - you have to
Find an answer that's actually true by what you're given. you're not making any actual new conclusions
26
During rc, look for main point, then for examples / details
Note if for or against main point
27
Aggravate v aggravating
Worsen
Irritating
28
Known as vs known to be
Named
Acknowledge as
29
Loss of vs loss in
No longer in possession
Decline in value
30
Mandate vs have a mandate
Command
Have authority from voters
31
Native of vs native to
Person from
Species originated in
32
Range of vs ranging
Variety of
Varying
33
Rate of vs rates for
Speed or frequency
Prices for
34
Rise vs raise
General increase
Bet or salary increase
35
Try to do vs try doing
Seek to accomplish
Experiment w
36
RC steps
1. Find the point of the passage - 1 sent
| 2. Purpose of ea paragraph - 1 word ea
37
Rc general question steps
Id question
Find support - look at your map for purpose q
Predict answer
Eliminate wrong to right
38
Parallelism flags
Both phrases must be ||
- X as well as Y
- X but also Y
- X but Y
- X rather than Y
39
Comparison (more than)
Both phrases must be ||
| more X than Y
40
Parallelism - words after
don't have to be identical
- WHO speak english and WHOSE parents don't
- IN the box AND ON the table (prepositions can vary)
41
Open parallel marker vs closed
Open: X but Y
Closed: not only X, but also Y
Open - check for ambiguity, need similar signal word
Closed - needs exact match
42
||- not X,
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
43
||- not only X,
but also Y (can't use but also alone)
44
||- Between X
and Y
45
||- Consider X,
Y
46
||- in contrast to X,
Y
47
||- Distinguish X
from Y
48
||- Estimate X
to be Y
49
||- Mistake X
for Y
50
||- Think of X
as Y
51
||- View X
as Y
52
||- Whether X
or Y
53
|| Linking verbs:
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
54
Noun modifiers - which that who whose whom where when
Place as close to the noun
Don’t get tricked by possessive noun (incorrect)
55
Who whom which whose - when to use what
Who whom - people
Which - things
Whose - both
56
Where vs in which
Where - place, generally MUST be a PHYSICAL location
| In which - condition, circumstance , arrangement
57
When vs in which
Both for periods of time
58
Adverbial modifier placement
More free
| But need to make sure you know which verb it modifies
59
Which vs ing
Which modifies noun only never s clause
60
Many vs much
Many is countable much isn’t
61
Few vs little
Few is countable little isn’t
62
Fewer vs less
Fewer is countable less isn’t
10 items or fewer
63
Fewest vs least
Fewest is countable
64
Numerous vs great
Numerous is countable great isn’t
65
Number v amount
Number is countable
66
It’s numbers are greater than / more than
$20 less than / fewer than
Greater than
Less than
67
When you see comma (signal), look out for
Modifier issues (figure out what the phrase is referring to)
68
When you see -ly, it's a ____ and can modify ____
-ly is an adverb, can modify everything except noun
69
If you see phrase that starts with who, what, which, etc. and is parallel to another
the other phrase has to start with same who, what which, etc.
70
When you see modifiers and commas, check if they are
commas are only needed if they're essential (if noun is vague and you need to clarify then shouldn't be in comma)
71
SC Steps
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.
72
that vs which - what's needed
, which needs comma
which only refers to nouns, not clause (RIGHT BEFORE IT, unless there's some prepositional sword OF Stevenson - still fine)
73
adverb modifies
adverbial modifier
everything but noun or pronoun
(-ly)
adverbs, verbs, adj, phrases, entire clauses - just no nouns
Ex:
74
adjective modifies
noun or pronoun only
75
When you see "which", "that", "who", "whose", "whom", "where", "when"
noun modifier, MUST modify noun
That is more complex - can signal other types
76
noun modifier
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
77
"who, whom" modifies
people
78
Less or fewer (dollars, gallons, money)
Unit nouns are not countable (1 money, 2 moneys?)
Less than 10 dollars, not fewer than 10 gallons
Less money not fewer money
79
The "number" of birds is xx than
| Greater vs more
actual word "number", "numbers" goes with greater
Greater is not countable, greater likelihood, greater the chance
More is countable, More likely, studied more (hours)
80
"whose" modifies
people OR things (don't forget)
| Ex: the town whose ...
81
"where" modifies xxx, but not xxx
where modifies place
| but not situation, circumstance
82
"in which" can modify
age,
period of time (like "when")
Circumstance, situation
83
when you see "such" "that" BEWARE
Correct: so [adjective like awesome] that ....
Correct: history of planes was such that ....
INCORRECTl SO new SUCH THAT
84
"Yet" is used when
the 2nd phrase happens DESPITE the 1st phrase
85
Who's countable
| Much vs many
many
86
Who's countable
| More, most
Works with both countable and not countable nouns
87
Who's countable
| Few vs little
Few
88
Who's countable
| Enough vs all
Works with both countable and not countable
89
Who's countable
| Fewer vs Less
Fewer
| Ex: 10 items or fewer, not less
90
Who's countable
| Least vs Fewest
Fewest
91
Who's countable
| Number vs amount
Number
92
Who's countable
| Great vs Numerous
Numberous
Ex: Numerous books
Great courage
93
present perfect (has/have) can't
appear in sentence twice, unless there's a different time period for the two
94
In Sc, when you see alternating tense (did and having done)
Watch for incorrect tense
| Past tense shouldn't go with present perfect (having done) if it's referring to something in the past
95
when you see "such" "that" BEWARE
Correct: so [adjective like awesome] that ....
Correct: history of planes was such that ....
INCORRECTl SO new SUCH THAT
96
when you see so new "for" + xxx
xx should be a person, not object (this is so new for a plane, meaning is incorrect)
97
turn to you for help TO BUY or IN BUYING
for help in buying
98
When you see "that" inserted, watch out for
change in meaning
| watch for an object ("plan") with a human action - ex: plan can't suggest
99
trick for testing "from which"
switch it
the table from which she stole the food
she stole the food from the table (replace which )
100
When you see prepositional phrases
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
101
When you see semi colons or lots of commas, check for
comma splices, run ons
102
the number of which - which refers to
must refer to a noun stated before (can't be wolves' population if it's supposed to be "wolves")
103
when you see modifiers, check for
meaning - sometimes, it doesn't make sense ("when" means when A, B happens), but if A and B happen simultaneously, can't use "when"
104
when you see a noun modifier (starts with "who", "which", "that", "where", etc.)
look for the noun that it modifies (must be close)
105
seldom more than X BUT / AND Y
contrasting point so use "BUT"
| seldom more than 2 ft tall BUT 200 lbs
106
has been found + _____
to be
107
If you're stuck between 2 choices and don't know about grammar, make sure to check
meaning of the sentences (does the noun of the modifier make sense)
108
!! CR - watch out for equations, when you see
| - wages and output, think...
```
# of hours spent to build
R*T=D or Work
```
109
CR - when you see questions in choices, evaluate the arg
If yes / no, must destroy or support the arg (nothing weak)
110
CR - when they use analogy to support a concl, question if
Is analogy applicable. good place to test assumption, weaken / strengthen arg
111
if question has not more likely, you can sub
just as likely so it's eaiser to understand
112
!! Marc's 3 tricks / techniques for CR
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
113
CR - bold face Qs, first
read everything before labeling bold
114
Marc's RC tecninque steps
1. Read psg without notes
2. Note 1st and last sent, transition words
3. 1 word / phrase summary of basic purpose and pharagraph
115
premises / background can be facts, facts can support
the conclusion (even if there's no opinion)
116
CR - strengthen arg questions, pay attn to
elements in concl, need to address all elements (all 3 in a list, both cause and effect)
117
CR - weaken Q, when they use analogy as evidence, watch out for
analogy is similar to the situation (weaken it by saying they're not the same situations)
118
making them DECREASE in size - what type of word is this?
used as a verb
the coach got mad, making the players RUN across the block
119
"being" in a sentence - check if it's wrong
most of the time, can be wrong
120
For CR
1. go through errors you know are for sure wrong (don't identify the one that you think is right) --> especially with CR
2. then pick the one that you' think is right
121
Marc's RC tecninque steps
1. Read psg without notes
2. Note 1st and last sent, transition words
3. 1 word / phrase summary of basic purpose and pharagraph
122
CR - fill in blank could be what question type
strengthen arg (esp if it's after "since"
123
!! CR - weaken Q, when they use analogy as evidence, watch out for
analogy is similar to the situation (weaken it by saying they're not the same situations)
124
!! CR - factors related to questions about traffic and cars driving
* miles driven
* # cars
* highway vs local routes
* age of drivers
125
CR - eval the discrep
Think does this exacerbate the discrep or lessen? Trap is when it exacerbates
126
From which is Ok or not?
From which is fine
| Ex: the farm from which the pig came --> the pig came from the farm
127
goal of vs goal to doing
goal of doing this
128
SC - Parallelism
1. Look for AND markers
| 2. Check all phrases being parallel
129
SC - Modifiers
1. Find core first
| 2. Check modified subject
130
SC - Comparison
1. Look for AND, markers
| 2. Find all comparisons and check if parallel
131
when you see more slowly, vs slower
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
SC - parallelism, when you see "both"..."and", check
words to the right being compared
133
Small SD means numbers in set are
close together, closer to mean
134
Large SD menas numbers in set are
far apart, farther to mean
135
If you add numbers farther away from the mean, SD will
increase
136
If you add numbers close to the mean, SD will
decrease
137
Does SD ever stay the same if you add numbers to a set
no
138
DS - When there's a choice that's so off, think this answer
C
139
DS - when similar choices, think
A or B
140
old avg vs new avg
new avg = old avg * n + extra term / (n+1)
141
If you multiply a set by 0.8, SD changes by
0.8SD
142
If you multiply a set by 2, SD chanes by
2SD
143
If you add or ubstract a set by 2
SD doesn't change
144
Pronoun must refer to ---
antecedent that's present (look around it, it could be attached to a preposition)
145
SC- pronoun steps
1. Check all pronouns and their antecedents (start from near to far)
146
dated+ ....
dated at, not dated to be or dated as being
147
SC - follow through - if you're not sure, find another split
there always will be multiple
148
evidence for vs evidence that
evidence for + noun
| evidence that } longer clause
149
not only X,
- but also Y
| - but Y
150
fossils dated -----
dated AT
151
more ...than ... can you say more...over
no, more ...over is wrong
152
indicate that [phrase] or indicate [phrase]
need that before the phrase
153
ability of vs abiltiy to
ability to
154
if X were, ...
would Y
155
comparison marker
```
like, unlike
as
than
different from
in contrast to / with
```
156
Eval the arg w Qs in choices
if you answer yes and no, it must strengthen AND weaken
157
Essential+---
For, not in
158
Weakening qs
rephrase Q to a 10 yr old, what am I looking for?
159
Be careful of weakening EXCEPT questions
write Wex and note all the ones that W
160
"must be true" CR Qs
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
!! To think of different assumptions, think of
- 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
!! RC trick for inference / specific Q
- 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
proportion of women IS or ARE
The number of women
A number of women
ARE
Is
Are (a number.... depends)
164
Parallelism trick - once you spot "as", "like", "than"
don't forget to look FRONT AND BACK, see if there are words earlier that need to be parallel or after
165
!! Common RC and CR errors
```
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
whether...
it's fine alone! don't need whehter or not
167
RC trick
get excited about passage, narrate it yourself with oh that's interesting or however - oh that's gonna be opp
168
When in doubt think
Singular
169
Sanam is singular or plural?
```
Both! Depends
Some
All
None
Any
More most
```
170
Pong is a game from which has / have descended many current games
Have bc flip it
| Many games have descended from pong
171
Of which needs a ——
| Of them needs 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
Nasene singular or plural
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
If he were ....then he
would...
174
so...as
NOT ALLOWED
175
RC tip for primary purpose
1. transition words
| 2. general context
176
that vs those
that is singular so has to modify singular noun
| those is plural
177
Ron's RC method - take notes
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
Ron's RC method - main purpose Q
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
Ron's RC method - Detail questions
* *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
TRAP - RC detail - beware of choices w same
adjectives/descriptions (not necess noun) as in passage
181
without X, ----? Y
with / without pairs with OR, never NOR
NEITHER...NOR...
182
growing - growing up is what kind of word
adj.
183
S/V - single box of crayons that is or are?
either is fine!
| BC verb is part of THAT PHRASE
184
who, what, ...how in ||
if you see the w words, they should exist in || clauses
185
Ron's SC method
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
Ron's || method
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
Ron's CR new info family method - translate into specifics
- 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
Ron's CR new info family method - statistics
```
When you see "total", profit, quantity, etc. break it down
# of hours, # of ppl, rate
- don't forget other rev sources (coffee +pastries)
```
189
Ron's CR new info family method - personal immersion
You are the person who is directly involved, has the GREATEST INFLUENCE ON OUTCOME
190
CR - be careful of choices that are hypothetical
You need hypothetical to be true for choice to be good
191
Ron's new info family CR- translate to specific Q
- 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
CR - question you ask shouldn't include
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
CR - always 1 correct answer
black, white white white white
| dark grey, white white white white
194
% of something is singular or plural
dep on the something
10% of executives ARE
1/4 of the chocolate bar IS
195
Pronoun signals
it, they, this, those,
196
SC - comparison trick
right to left - look at the 2nd phrase first and see what the 1st phrase is compared to
197
SC - pronoun
never tests for ambiguous pronoun - check if it matches antecedent or if there is even one
198
Ron's new info family CR steps
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
CR - eval the arg trick
think weaken
200
SC - comparison
0. UNDERSTAND MEANING
1. Look for marker ("as", "more/less than", "compared to")
2. Look at 2nd phrase and figure out what should be compared
201
Common Cr error
Doesn’t apply or answer your specific q
202
Found fossils from what appear(s)—-(singular or plural)
What is the subject - singular
203
Find / found...
to be
NOT as
204
this is proof ....
of or that
NOT for
205
ways ....do something
ways TO do something
ways OF doing something
not ways that, so that, thus,
206
not...but ---
not...but instead is fine
207
fail ...
fail to [verb]
208
the likelihood ...
of verb-ing
209
enough..
enough....to or enough to
210
equally likely vs as...as
2 people are equally likely
| person A is as likely as B
211
combination of X and of Y
having 2 "of" is fine
212
convince that ...
that (subject and verb)
213
convinced of...
of (noun)
214
argue for vs argue that
argue for [noun]
| argue that [phrase]
215
energy expended ...
on / for - both work
216
they suffered an event FROM/BY which their numbers were reduced
BY - used in passive tense- if something did something
| - an event REDUCED their numbers <> their numbers were reduced BY an event
217
appear to be / as something
appear AS is used when you equate something to describe the subject. Connie appears as a doll -- connie = doll
218
earliest OF
is fine (earliest of the people on Earth)
219
conceived X...Y
AS, not to be
220
Rather can't be used as a
conjunction like and or but, can't be used btwn 2 separate clauses
(rather than - fine because it's like more than)
221
results in doing
+ing is not a thing, use resulting in being ...
222
BY is most often used in passive tense
If you see "by" used elsewhere, beware, eliminate if you're guessing
223
of which is like
plain old "which"
224
Noun modifiers answers
who, what, when, where, why
| - modifies ONLY a noun
225
Adverb modifiers answers
how, when, where why
| - modifies ANYTHING (verb or clause) but a noun
226
comma ing modifiers must modify
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
due to + xxx
Check "due to" is correct by subbing "caused by"
xxx= must be a noun
just like caused by + noun
228
comma ing is impossible to have xxx
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
comma with + ing, with is used
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
SC modifiers - placement issue
be very careful about each word and preposition phrase (compare vertically)
231
Church is to Christianity WHAT temple is to Buddhism
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
Modifier errors: when you see commas, examine every single word, ESP +ing after
ex: they live in a society consisting almost entirely of females.
vs.
they live in a society, almost all females [wrong]
233
pronoun: "its" can refer to the noun
Ex: despite its covering, the crust
234
RC - if a "keyword" appears in the passage multiple times, hint that it's a
big picture question, look at your outline
235
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.
Shouldn't look elsewhere to define a term because the answer should be right there if you found the right spot
236
RC - each word in a choice matters
It's like 1 bad quality in a bf, you can't just accept it
237
RC - remember choices are black black black black white
if you're stuck between 2, you have to go word by word and see if there is a wrong word
238
when you see BUT, think what type of issue
think || issues
239
when you see AS, think what type of issue
think comparison issues
240
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...
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
If you see in SC phrases being switched around, check
for other concrete errors before going to meaning
242
RC - if they give you a line location, you usually don't have to look too far
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
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
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
past perfect (had + verb) can only be used when
indication of past, 2 events with 1 happening after another
| Ex:
245
to catch verb tense issues, remember to look
around the underline for hints
246
tense issues
1. meaning must make sense
| 2. look for consistent tense usage, unless there's a time marker?
247
When you have a modifier, the tense follows
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
__ING modifiers PRESERVE THE TIMEFRAME
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
with verb timeframe issues, if something is meant to persist / exist into perpetuity, present tense is fine
Ex: Her letters outnumber her letters to anyone else (even though she is dead)
250
"Early humans appear as equipped" is wrong because
appear - fine since we NOW realize this appearance
| as - wrong because equipped should happen in the past, so you need "to have been"
251
+ed modifier
tense is more flexible, it can reflect the past tense
| Ex: She holds these titles, earnED last year
252
Refiners pay vs are paying
pay is used for more permanent situations
are paying - temporary, so if it's just this year
253
Ron's CR new info family steps
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
new info fam types of questions
weaken, strengthen, evaluate, explain some surprising fact
| anything with "would" or "if true"
255
supply demand problems in CR - as supply increases
```
price decreases (think S line shifts to the right)
S - starts at 0,0 goes to 10,10
```
256
For new info, CR statistics problems, make sure that once you list out the factors / components
the answer choice must address 1 of those factors
| Ex: profitability --> answer must talk about rev or cost impact
257
Newinfo CR - strengthen questions, what to think of when creating a question
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
Newinfo types of issues
```
other factor
gap
component (stats)
cause effect reversed
output AND input (does MAKING it cause more issues)
```
259
if the CR question asks about usage of machines, think
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
Stats - when it comes to quantity, think
quantity available, quantity that you can pick out, quantity that you need
261
CR - Ron's assumption Q type
| - complete the sent, assumption
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
CR - Ron's bold face Q type
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
CR - Ron's bold face - coming up with answer
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
CR - Ron's bold face - ex of how to characterize bold
- surprising fact that she explains
- explanation that she will refute
- fact that is against other guys
- fact that will support her
265
Fact vs opinion
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
CR- bold face * trick
answer choice that says bold face is an assumption is WRONG (assumptions are never explicitly stated)
267
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"
- look for ways to connect the statements (prove something) as you read
- predict answer
268
CR - prove conclusion trick
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
CR - when you're given a fact
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
SC - special: preposition + noun + modifier
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
SC - special: personal immersion - need the subject or noun version (instead of -ing)
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
SC - special: passive voice
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
SC - special: extra words
extra subjects
| Ex: intensifying expectations of something, THAT it more than double
274
SC - structure, look for
run on or fragments
275
not only are you able to do this...[ xxxx] do that
you can also do that
| - don't need BUT ALSO
276
**comma -ing VS. -ing
comma ing becomes adverbial modifier
ing with no comma modifies a noun next to it
277
comma -ing is 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
If you see "which" modify a phrase
** which is only used to modify noun, not an entire phrase
Phrase needs to be modified by a verb modifier, change to -ing
279
Both...
And
**NOT as well as NOR in addition
280
**HAD alone is in past tense
, don't get confused with HAD verb
| Ex: I had plans yesterday
281
when you see "this" in SC, pronoun wise,
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
considered AS a better person or considered AS better
none is right! considered TO BE a better person or just considered BETTER
