L e a r n i n g E x p r e s s ®’ s

®
GMAT EXAM
SUCCESS
In Only 4 Steps!

http://www.xtremepapers.net
L e a r n i n g E x p r e s s ®’ s
®
GMAT EXAM
SUCCESS
In Only 4 Steps!
Elizabeth Chesla
and Colleen Schultz

NEW YORK
Copyright © 2003 LearningExpress, LLC.

All rights reserved under International and Pan-American Copyright Conventions.

Published in the United States of America.

Library of Congress Cataloging-in-Publication Data:

Chesla, Elizabeth L.
GMAT exam success in only 4 steps / Elizabeth Chesla and Colleen
Schultz—1st ed.
p. cm.
Includes bibliographical references.
ISBN 1-57685-472-8
1. Graduate Management Admission Test—Study guides.
2. Management—Examinations, questions, etc. I. Schultz, Colleen.
II. Title.
HF1118.C44 2003
650'.076—dc21 2003009065

Printed in the United States of America

987654321
First Edition

ISBN 1-57685-472-8

For more information or to place an order, contact LearningExpress at:

55 Broadway
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Or visit us at:
www.learnatest.com
About the Authors

Elizabeth Chesla is the author of TOEFL Exam Success, ACT Exam Success, GED Success, Reading Compre-
hension Success, Write Better Essays, and many other writing and reading guides and test preparation books.
She lives in South Orange, New Jersey.

Colleen Schultz is a math teacher from Binghamton, New York. She is a contributing writer for 501 Math
Word Problems, 501 Quantitative Comparison Questions, and an item writer for several high-stakes math tests.
 Contents

PART I Preparing for the GMAT 1

Chapter 1 About the GMAT 3

Overview of the GMAT 4
Computer-Adaptive Test 6
Preparing for the Computer-Based GMAT Exam 7
How the GMAT Is Scored 9
Getting Your Scores to Schools 12
Retaking the Exam 12
GMAT Testing Center Rules and Regulations 13
Registering for the GMAT Exam 16
Paying for the GMAT 20

Chapter 2 GMAT Study Skills 21

Where Do I Start? 21
I Need a Plan 23
I Need a Place 26
The Right Tools 30
The Study Plan 31
You Are Worth It: Motivational and Relaxation Techniques that Work 34
Learning Strategies and Test-Taking Techniques 37
Testing Psychology 40

vii
 –CONTENTS–

How to De-Stress 41
Stay Healthy 43
Multiple-Choice Strategies 44
The Endgame 45

PART II The GMAT Verbal Section 49

Chapter 3 Verbal Pretest 51

Questions 52
Answer Explanations 58

Chapter 4 What to Expect on the GMAT Verbal Section 63

Reading Comprehension Questions 64
Critical Reasoning Questions 65
Sentence Correction Questions 66

Chapter 5 Reading Comprehension 69

Active Reading 69
Finding the Main Idea 72
Distinguishing between Fact and Opinion 76
Identifying Specific Facts and Details 78
Essay Types and Organizational Patterns 79
Making Inferences 83

Chapter 6 Critical Reasoning 87

Elements of an Argument 87
Complicating Arguments 89
Evaluating Arguments 93

Chapter 7 Sentence Correction 109

24 Rules for Grammar and Style 110
Sentence Structure 111
Grammar and Usage 119
Style 128

Chapter 8 Tips and Strategies for the Verbal Section 137

Reading Comprehension Questions 138
Critical Reasoning Questions 139
Sentence Correction Questions 141

viii
 –CONTENTS–

Chapter 9 Verb Forms 143

Regular Verbs 145
Irregular Verbs 146
Helping Verbs 150
Subjunctive Mood 150
Troublesome Verbs 151
Gerunds and Infinitives 152

Chapter 10 Prefixes, Suffixes, and Word Roots 155

Prefixes 155
Suffixes 160
Common Latin Word Roots 162
Common Greek Word Roots 164

Chapter 11 Verbal Section Practice Test 169

Questions 170
Answer Explanations 193

Chapter 12 Verbal Section Glossary 207

PART III The GMAT Analytical Writing Assessment 211

Chapter 13 Pretest 213

Questions 214
Answer Explanations 218

Chapter 14 About the Analytical Writing Assessment 221

Analysis of an Issue 221
Analysis of an Argument 223
How the Essays Are Scored 225

Chapter 15 Guide to Effective Writing 231

The Writing Process 231
Seven Steps for Writing a Strong AWA Essay 236
Writing with Style 248
Writing Correctly: The Conventions of Standard Written English 252
150 Most Commonly Misspelled Words 265

ix
 –CONTENTS–

Chapter 16 Tips and Strategies for the AWA 267

General Writing Strategies 267
Analyzing the Issue 269
Analyzing the Argument 269

Chapter 17 AWA Practice 271

Analysis of an Issue Sample Prompts 272
Analysis of an Argument Sample Prompts 282
Answers and Explanations 292

PART IV The GMAT Quantitative Section 305

Chapter 18 Quantitative Pretest 307

Problem Solving Questions 308
Data Sufficiency Questions 310
Answer Explanations 312

Chapter 19 About the Quantitative Section 317

About the Types of Questions 318

Chapter 20 Arithmetic 321

Types of Numbers 321
Properties of Numbers 322
Order of Operations 323
Special Types of Defined Operations 324
Factors, Multiples, and Divisibility 325
Prime and Composite Numbers 327
Even and Odd Numbers 327
Consecutive Integers 328
Absolute Value 328
Operations with Real Numbers 328

Chapter 21 Algebra 339

Translating Expressions and Equations 339
Combining Like Terms and Polynomials 340
Laws of Exponents 341
Solving Linear Equations of One Variable 341
Solving Literal Equations 342
Solving Inequalities 343

x
 –CONTENTS–

Multiplying and Factoring Polynomials 344

Solving Quadratic Equations 344
Rational Expressions and Equations: 347
Coordinate Graphing 349
Systems of Equations with Two Variables 350
Problem Solving with Word Problems 352
Functions 355

Chapter 22 Geometry 357

Angles 358
Polygons 359
Triangles 360
Quadrilaterals 363
Circles 364
Measurement and Geometry 365

Chapter 23 Tips and Strategies for the Quantitative Section 367

Chapter 24 Quantitative Practice Test 369

Questions 370
Answer Explanations 387

Chapter 25 Quantitative Section Glossary 397

Appendix A GMAT Online Resources 401

Appendix B GMAT Print Resources 403

xi
P A R T

I Preparing for
the GMAT
 C H A P T E R

1 About the
GMAT Exam

Planning to apply to a graduate business or management degree

program? Then you need to find out all you can about the GMAT®
exam so you can do your best on the exam. This chapter will tell you
everything you need to know to get started. You will learn how the
test is structured and scored, how to register, and what procedures
and regulations to expect at the testing center.

A graduate degree in business or management can transform your professional life, opening the door to pro-
motions, new opportunities, and new careers. For better or for worse, which business school you attend
depends to some degree upon how well you do on the Graduate Management Admissions Test® (GMAT®).
Like the SAT® exam, ACT Assessment®, and GRE® test, the GMAT exam is a standardized test designed
to help schools determine how well you might succeed in their graduate program. Of course, the GMAT exam
is just one of the tools schools use to assess a candidate’s knowledge and skills, and it is by no means a defin-
itive measure. But it is an important test, and because your scores can determine your eligibility for certain
programs and give you an edge over other candidates, it is important that you do well on the exam.
The GMAT exam is sponsored by the Graduate Management Admission Council® (GMAC®), a non-
profit association of representatives from business schools around the world. Nearly 2,000 business schools
use the GMAT exam, which is developed and administered by the Educational Testing Service® (ETS®), the
same organization that develops and administers a number of other standardized tests including the SAT and
TOEFL® exams. The majority of people taking the GMAT exam seek to enter MBA programs, but an increas-
ing number of other graduate business and management programs are now offered, and many of these pro-
grams also use the GMAT exam to assess the qualifications of applicants.

3
 On the Road to a Graduate Degree

Although the MBA is still the most popular graduate business degree, a growing number of other graduate-level
business and management programs are becoming available. Taking the GMAT exam can help you apply for
programs that offer several different graduate degrees, including the following:

• Master of Business Administration (MBA)

• Master of Science in Management
• Master of Public Administration (MPA)
• Master of Science in Financial Engineering

 An Over view of the GMAT Exam

Nearly 50 years ago, the GMAC was founded with the goal it maintains today: to develop a standardized
assessment tool for business school candidates. Although the GMAT exam has evolved over the years, the
three-and-a-half-hour exam still tests candidates in three main areas, measuring analytical writing, verbal,
and quantitative skills.

The Analytical Writing Assessment (AWA)

The first part of the GMAT exam, the Analytical Writing Assessment (AWA), is designed to measure your abil-
ity to analyze ideas and to write clearly and effectively about those ideas. You will be asked to write two sep-
arate essays: one that analyzes an issue and one that analyzes an argument. You will have 30 minutes for each
essay.
In the Analysis of an Issue section, you will be presented with a short passage (one paragraph) about
an issue, such as whether new technologies create or destroy more jobs or whether education is the most
important key to success. You will be asked to take a position on this issue and explain your position. In the
Analysis of an Argument section, you will be presented with a short argument (again, just one paragraph)
and be asked to critique that argument. In this essay, you should not present your own point of view but rather
assess the logic of the argument that has been presented.
In both cases, the topics will be general enough for every test taker to write about. Prior knowledge of
the subject matter may be helpful, but it is not required. It is more important to show your ability to take and
support a position and your ability to analyze the effectiveness of an argument.

The Quantitative Section

The Quantitative section is the second part of the test and includes 37 multiple-choice questions covering two
areas of mathematics: data sufficiency and problem solving. You will have 75 minutes to answer these
questions.
The problem solving questions will constitute approximately 60% of the exam (22 questions). The prob-
lems will test your knowledge of basic math facts and skills covered in high school, including arithmetic,

4
 GMAT Exam Facts

• Over 1,700 schools/programs use GMAT scores in the admissions process.

• The first GMAT exam was developed and administered nearly 50 years ago.
• In 2002, over 150,000 people took the GMAT exam in the United States.
• In 2002, over 75,000 people took the GMAT exam in locations outside the United States.
• Nearly 7% more GMAT exams were given in 2002 than in 2001 in the United States.
• Over 4% more GMAT exams were given elsewhere in the world in 2002 than in 2001.
• Approximately 20% of people who take the GMAT exam take it more than once. Most repeat testers take
the test two or three times.

algebra, geometry, word problems, and interpreting charts and graphs. These questions will emphasize your
understanding of mathematical concepts, although you will also need to know basic math procedures in order
to select the correct answer.
The data sufficiency questions constitute the remaining 40% of the test and are quite different in nature.
For these questions, you do not actually need to solve a problem or make a calculation. Instead, you will be
presented with two items of information and a question. You must determine whether the information pre-
sented is sufficient to accurately answer the question or if you need more data to solve the problem. The
answer choices will ask you to identify which item of information is insufficient if more data is indeed
required.

The Verbal Section

The third and final part of the GMAT exam is the Verbal section. You will have another 75 minutes to answer
41 multiple-choice questions. These questions cover three areas: reading comprehension, critical reasoning,
and sentence correction. Approximately one-third of the questions will fall into each category.
The reading comprehension questions will be based on short passages (150 to 350 words) about top-
ics ranging from the social sciences to the physical and biological sciences to business, the arts, and human-
ities. You may be asked about the main idea of the passage, the author’s support for that main idea,
argumentative strategies, specific facts and details in the text, and inferences that can be drawn from the pas-
sage. You can expect the passages to be rather sophisticated, much like the reading material you will be
exposed to in business school.
The critical reasoning questions present you with a short reading passage (50 to 100 words) that makes
an argument about a general topic. You will be asked about the structure of the argument, including its
conclusion and assumptions; about the quality of the argument, including its strengths and weaknesses; and
about plans of action based upon the argument, including what actions are appropriate and effective based
on the text. Again, this is great training for the business world.
The sentence correction questions present you with a sentence with part or all of the sentence under-
lined. You must choose the answer that best expresses the idea of the sentence. To determine the best answer,
you will need to consider the grammar and usage, diction, sentence structure, sentence logic, and tone.

5
 What the GMAT Exam Is and Is Not

Like all standardized tests, the GMAT exam is just one measure of your potential success in a graduate busi-
ness or management program. A strong correlation can be made between high performance on the GMAT exam
and success in the first year of business school. However, the exam is designed to measure a targeted set of
knowledge and skills, and does not take into account other factors that are essential to academic success.
The GMAT exam is designed to measure the following:

• your ability to take a position on an issue and support it

• your ability to critique an argument
• your ability to organize ideas and convey them clearly in writing
• your ability to express your ideas in logical, correct, and effective sentences
• your ability to conduct basic mathematical operations
• your ability to determine what data is necessary to solve problems, especially those you might encounter
in real business situations
• how well you understand what you read
• your ability to identify the logic and assumptions behind an argument
• your knowledge of techniques and strategies for effective writing
• your knowledge of the conventions of standard written English

The GMAT exam is not designed to measure the following:

• what you know about business or technology

• your job skills and experience
• your computer skills
• how well you study or manage your time
• your ability to manage others
• your interpersonal skills
• how well you learned content from your specific undergraduate or other degree areas
• other important character traits, such as your level of motivation, creativity, and self-discipline

 Computer-Adaptive Test (CAT)

Computer technology has transformed standardized tests in many ways. In the past, people who took the
GMAT exam would all receive the same test (or one of several versions of the same test). Now, with its new
computer-adaptive format, the GMAT exam’s Quantitative and Verbal sections present each test taker with
a unique test designed to more accurately measure his or her ability in the subject.
On the GMAT exam, your questions will be drawn from a pool of possible questions, beginning with
a question of moderate difficulty. This process of dynamic question selection will continue throughout the
entire test. Each question will be selected based upon the level of the previous question and whether or not
6
 Why a CAT?

The GMAC has switched the GMAT exam from a paper-based exam to a CAT for several reasons. One reason
is that computer tests are cheaper to develop, administer, and score than traditional paper exams. Another rea-
son is that computer-adaptive exams help maintain the confidentiality of test items and prevent cheating on the
exam. Because no two test takers ever have the same test, it is very difficult for individuals to assist each other
during the exam.
More importantly, for business schools, the CAT (at least ostensibly) provides a more accurate measure of
a student’s verbal and quantitative ability than paper-based exams. For test takers anxious to know their scores,
the CAT provides an instant (but unofficial) score for the Verbal and Quantitative sections of the exam.

you answered that question correctly. The test continuously adjusts to your skill level. The computer-adaptive
test (CAT) is designed to adjust the level of difficulty of the questions to the performance of the test taker.
This means that if you answer a question of medium difficulty correctly, the next question will probably be
more difficult. However, if you answer it incorrectly, the next question will probably be easier. On a CAT, you
earn more credit for answering a hard question correctly than for answering an easy question correctly.
However, the questions will not increase in difficulty infinitely if you continue to answer all questions cor-
rectly, or at least the level will not increase at the same rate. The degree of change will be significantly lower
because the program considers your answers to every question you have answered so far, not just the current
question. The more questions you answer, the more knowledge about your skill level the computer has, and
the less dramatic the change in level will be as you proceed through the exam. Indeed, by the fifth or sixth ques-
tion, the CAT is likely to have honed in on the skill level it believes is appropriate for you. Thus, an important
test-taking strategy for the GMAT exam CAT is to answer the first five or six questions correctly. Doing so will
set your questions at a higher level for the exam, enabling you to earn more credit for each correct answer.
In the Quantitative and Verbal sections, you must answer each question in the order in which it is pre-
sented. Unlike a paper-based exam, the computer-based exam does not allow you to skip questions and come
back to them later; you must answer as you go. You also cannot change your answer to a previous question
or see the questions that follow.
Because the test is timed, you must be sure not to spend too much time on any one question. On a CAT
such as the GMAT exam, your best bet is to take an educated guess at questions you cannot answer. If you
can eliminate one or two choices, you dramatically increase your chances of answering correctly and can then
move on to the next question. This is important because, as you will see in the scoring section, the number
of questions you answer is a key factor in your score.

 Preparing for the Computer-Based GMAT Exam

Taking a computer-based test is a very different experience from taking a traditional paper-based exam.
Although the Verbal and Quantitative sections require very little computer skill, you will need some basic
computer experience. More important, you need at least minimal word-processing skills to complete your
7
 Practice Your Computer Skills

On the GMAT computer-based test, you will need to know the following:

• how to use a mouse

• how to enter an answer
• how to move to the next question
• how to use a word processor (for typing your AWA essays)
• how to use the HELP function

The GMAC offers a free tutorial to help you become comfortable with the computer skills you will need for the
GMAT exam. You can download this software from the GMAT website at www.mba.com/mba/TaketheGMAT/
ToolsToHelpYouPrepare/GMATPrepProducts/GMATTutorialsSoftware.htm.

NOTE: The tutorial is not compatible with Macintosh® computers.

AWA essays. You are already under enough pressure to try to write two essays in an hour. If you are not com-
fortable typing, and if you do not know basic word-processing functions such as how to delete or move text,
you may have a difficult time writing a successful essay.
If you are not experienced with computers, then part of your GMAT exam preparation time must
include learning computer skills. Here are some specific tips to help you improve your computer skills to reach
peak performance on the GMAT exam:

■ Practice using a mouse. Get comfortable with the movement of the arrow and clicking around on the
computer screen.
■ Learn how to move up and down a page. Practice using the scroll bar and the arrow keys.
■ Get a typing tutorial. You can learn proper hand and finger positions that will help you type faster. One
website that offers help is www.typing-tutorial.com.
■ Learn to highlight, delete, and copy and paste text within a document. Get comfortable with the back-
space, delete, and arrow keys so you can move around quickly within a document. Practice typing and
changing text so that you can be sure not to delete text that you want to keep.
■ Practice typing your essay on the computer. Use the sample topics listed in Part III and on the GMAT
website at www.mba.com/mba/TaketheGMAT/Tools/AWATopics2001.htm. Set a timer so you get used
to the 30-minute time limit.

The GMAC offers its own GMAT computer tutorials to help you develop the computer skills you need
for the exam. You can download these tutorials at www.mba.com/mba/TaketheGMAT/ToolsToHelpYouPre-
pare/GMATPrepProducts/GMATTutorialsSoftware.htm.

8
 On Your Score Report

Your official GMAT score report will include four scores:

SCORE RANGE

Verbal 0–60

Quantitative 0–60

Total 200–800

AWA 0–6

 How the GMAT Exam Is Scored

Your GMAT score report will actually include four scores: a Verbal section score, a Quantitative section score,
a Total score, and an AWA score. Your report will show these scores for the three most recent exams within
the last five years. It will also include information you provided to the GMAC, including your gender, date
of birth, Social Security number, undergraduate institution, major, date of graduation, and intended area of
graduate study.

Verbal and Quantitative Scores

Your Verbal and Quantitative section scores will range between 0 to 60. This number will be computed based
on a formula that considers the number of correct answers, the number of incorrect answers, the number of
questions answered, and the level of difficulty of the questions answered.
Because the questions on the Quantitative and Verbal sections are weighted, answering a difficult ques-
tion correctly will count more than answering an easy question correctly. That is why it is so important, as
we noted earlier, to answer the first few questions correctly to help set a higher level of difficulty for your exam.
In the Quantitative and Verbal sections, your score is determined by:

■ how many questions you answer

■ how many of those questions you answer correctly
■ the level of difficulty of each question you answer correctly

Total Score
The Total score is a combination of your Verbal and Quantitative scores scaled to a range between 200 to 800.
According to the GMAC, two-thirds of GMAT Total scores are between 400 to 600.

9
 – ABOUT THE GMAT EXAM –

AWA Score
Both of your AWA essays will be scored holistically by two separate readers on a scale of 0 to 6. This means
that readers will rate each essay based on its overall effectiveness, not just its grammatical correctness. Specif-
ically, readers will be looking for the following:

■ the level of critical thinking evident in your ideas

■ effective organization
■ sufficient development of ideas
■ strong and sufficient support of ideas
■ effective word choice and sentence structure
■ clear and controlled sentences
■ a command of the conventions of standard written English

An important note about your readers: One reader will be a college or university professional specially
trained to assess GMAT essays. The other reader, however, will probably be a computer. Since 1999, GMAC
and the ETS have been using E-rater® to score GMAT essays. E-rater is a program that evaluates essays based
on organization, word choice, sentence structure, and other key factors. You will learn more about E-rater and
the scoring of the AWA in Chapter 14. At this point, you can be comforted by this fact: According to the
GMAC, E-rater and human readers give essays the same rating, on average, 87% to 94% of the time.
If a discrepancy of more than one point appears between the two readers, your essay will be read by a
third independent reader—a human.
Once both essays are scored, the numbers will be averaged to determine your AWA score. Here is an
example:

READER 1 READER 2 READER 3 AVERAGE

Analysis of an Issue 5 5 N/A 5

Analysis of an Argument 2 4 3 3

AWA Score 4

When to Expect Your Score

You will receive unofficial Verbal, Quantitative, and Total scores at the completion of your GMAT CAT. You
can expect to receive official Verbal, Quantitative, and Total scores along with your AWA score via mail approx-
imately two weeks after your exam.

Canceling Your Score

At the end of your exam, but before you see your unofficial Verbal and Quantitative section scores, you will
have the opportunity to cancel your test scores. If you opt to cancel your scores, the schools you selected to
receive your score report will receive a cancellation notice, and the cancellation will be noted on all future score

10
 Does Every Question Count?

If you answer all of the questions in each multiple-choice section, your final score will not be the percent of the
75 questions you answered correctly. That is because the questions are weighted and because not all of the
questions are scored. Several questions in the test bank are included for research purposes only. The ETS
includes these questions to determine whether a new question for a future exam is sufficiently clear.
Do not bother trying to figure out which questions are “real” and which are research questions. Just assume
all questions are “real” and do your best on all of them. The time allotted for each section is designed for you
to answer 75 questions total, and your score will be based only on your answers to the active test questions.
So don’t worry; a few research questions on your exam will not hurt your score in any way.

reports. Once you cancel, you cannot reinstate your scores. Once you view your scores, you cannot cancel. You
should therefore be very confident that you performed poorly on the exam before you elect to cancel your
scores. Please note that your testing fee will not be refunded if you cancel. After all, you did take the exam.
If you decide not to cancel, you can then see and print your unofficial Verbal, Quantitative, and Total
scores. You will receive an official score report in approximately two weeks, as mentioned previously. The insti-
tutions you selected should also receive your scores at approximately the same time.

Appealing Your AWA Score

As detailed as the AWA scoring rubric may be for human readers, rating an essay is inherently subjective and
certainly far more subjective than scoring a multiple-choice exam. Although E-rater may be successful, it is
possible for a highly effective essay (especially if it is unconventional) to receive a low E-rater score. If you
believe that your AWA essay(s) merits a higher rating, you may ask the ETS to rescore your essays for a fee of
$45. Your request must be made within six months of the date you took the exam.
Be aware, however, that you should request a rescore only if you are very confident that your essay did
not receive the score it deserved. Your rescored results are final, whether they are better or worse than your
original score, and you cannot request another rating. Your revised score will be sent to you and the institu-
tions that received your original score report approximately three weeks after your rescoring request is
received.
To request a rescoring, you must write, call, or fax the following address/numbers with your name, date
of birth, GMAT appointment/registration number, Social Security number, and the reason you feel your essay
should be rescored:

Phone: 609-771-7330
Fax: 609-883-4349
Mail: GMAT Rescoring Service
Educational Testing Service
P.O. Box 6102
Princeton, NJ 08541-6102

11
 – ABOUT THE GMAT EXAM –

 Getting Your Scores to Schools

Of course, the reason you are taking the GMAT test in the first place is to get your scores to the schools to
which you will apply. Your testing fee includes the cost of sending your score report to up to five schools. You
can select these schools on the day of your scheduled exam. Before your test, make sure you get the four-digit
institution codes for those schools and bring those codes with you to the testing center. Make sure you have
the right code for each program; large colleges and universities may have different codes for separate schools
within the system.
If you want to send your report to more than five schools, or if you want to add a school after your test
day, you can do so for an additional $25 per school. Print a copy of the Additional Score Report Request Form
from www.mba.com or call 800-GMAT-NOW to request this form. You can submit the form by phone, fax,
or mail:

Phone: 609-771-7330
Fax: 609-883-4349
Mail: GMAT
Educational Testing Service
P.O. Box 6104
Princeton, NJ 08541-6104

Your score report will be sent to the new recipient within approximately two weeks from when ETS
receives your request.

 Retaking the Exam

If you are not satisfied with your scores or think you can do better with a little more study or practice, you
may retake the GMAT exam—in fact, you may retake the exam up to five times in any given year, as long as
you do not take the test more than once a month.
When you arrive to retake the GMAT exam, you can select the schools you want to receive your new test
scores. Your score report to these institutions will include the score report from your most recent exam and
those from the dates from your two most recent previous exams (if applicable) within the last five years.
If for some reason you want to take the test more than five times in a year, you may appeal to the GMAC
in writing. Your letter or e-mail should explain why you want to take the exam more than five times; the dates
and locations of your previous exams; and your full name, address, phone number, and fax/e-mail if avail-
able. Mail or e-mail this request to

12
 Should You Retake the Test?

Because you will be familiar with the format and content of the GMAT exam after you take the exam, chances
are you can significantly improve your score if you retake the test. According to the GMAC, most people improve
their Total score by approximately 30 points the second time they take the exam. So, if you take the test, study
the material you realized you did not know well enough during the exam, and then retake the GMAT exam, you
should be on your way to a significantly higher score.
But do not plan on gaining another 30 points by taking the test a third time. GMAC statistics show that score
improvements are typically much lower after the second exam.

E-mail: [email protected]
Mail: GMAT Fifth Testing Request
Graduate Management Admissions Council
Suite 1100
1750 Tysons Boulevard
McLean, VA 22102

 GMAT Testing Center Rules and Regulations

Like all standardized tests, the GMAT exam must be taken under very specific conditions that are standard
for all testing centers. Because everyone who takes the exam takes it under the same conditions, business
schools can feel more confident in comparing the GMAT scores of their applicants.
Test center regulations for the GMAT exam are numerous and very specific, and violation of the regu-
lations can lead to expulsion from the testing center and cancellation of your test scores. Read this section care-
fully to be sure that you do not inadvertently violate any regulations.

Present Valid Identification

When you sign in at the testing center, you must present valid identification. Each form of identification must
contain your name, a recent photograph, and your signature. An ID without all three elements is not accept-
able, with the following possible exception: Test administrators are authorized, under certain conditions, to
accept IDs that contain a physical description in lieu of a photograph. Your identification must contain the
following:

■ your name (use this name when you register; your ID and your registration name must match exactly)
■ a recent and recognizable photograph
■ your signature

13
 Letter of Identity Confirmation

If you lack a valid ID with your photograph, you may present a letter from your college or university attesting
to your identity. The letter must be from an official from the college or university you attend(ed) and must include
the following:

• your name
• a recent and recognizable photograph of you
• your signature
• the college/university official’s signature and job title, along with the institution’s seal (if available)

These letters are valid for up to one year.

It is important that the name on your ID be the same name you provide when you register for the test. For
example, if you register for the test as Rajita Aggarwal, but your ID says Rajita Aggarwal-Samson, your iden-
tification may be questioned and you might not be permitted to take the test.
Test administrators will accept the following valid forms of ID:

■ a current passport (valid passports are required for test takers in India, Pakistan, and Bangladesh;
expired passports are not acceptable anywhere)
■ a current driver’s license (expired driver’s licenses are not valid ID)
■ a national identity card
■ a military ID card
■ a student ID card*
■ an employee ID card*
■ a letter from your college or university attesting to your identity

*You must present a second form of ID from the previous list with one of these forms of ID. A driver’s license
alone will be sufficient; however, if you have an employee ID card as your primary ID, you will also need a
student ID or letter in order to enter the exam.

Social Security cards, credit cards, and bank cards are not acceptable forms of identification for the
GMAT exam.
At the testing center, you may also be asked to verify your identity with a fingerprint, photograph, video-
tape, or other form of electronic identity confirmation. If you refuse to participate in electronic identity ver-
ification you will forfeit your right to take the exam, and your testing fee will not be refunded.
The GMAC is very serious about proper identification. If you do not present valid ID or agree to addi-
tional identity verification, you will not be admitted, and your test fee will be forfeited. The ETS may also
determine that your ID was invalid after you take the exam. In that case, your test scores will be canceled and

14
 What You Need to Bring to the Testing Center

On the day of your scheduled exam, bring the following items:

• proper identification
• names of the schools that you would like to receive your score reports
• your authorization voucher, if you registered via mail

Paper and pencils will be provided for you at the testing center; do not bring your own.

cancellation notices will be sent to all of the schools that receive your scores. Your testing fee will not be
reimbursed.
Make sure you arrive early for the exam to allow sufficient time for the verification of your identity.
If you have any questions about GMAT registration, testing centers, scores, or any other matters relat-
ing to the GMAT exam, contact ETS-GMAT Customer Service at [email protected], or 800-GMAT-NOW, or
703-749-0131.

Confidentiality Agreement
In addition to providing the proper identification, you must also sign a confidentiality agreement—your
promise not to reveal specific details about the contents of the GMAT exam you will take. If you do not sign
this agreement, you will not be permitted to take the test, and your test fee will not be refunded.

Exam Procedures and Regulations

At the GMAT testing center, you will be given an individual computer workstation for your exam. You will
also have access to a small locker or other limited space for your personal belongings. Purses, backpacks, cell
phones, and other personal items are not permitted in the testing room and must be left in your locker. You
will not be able to access items in your locker during the exam or breaks.
Your test administrator will supply you with several sheets of scratch paper at the start of the exam. If
you need additional sheets, need help with your computer, have technical difficulties with your machine, or
need any other assistance, you must raise your hand to notify the test administrator. Do not leave your seat
except in an emergency. If you leave your seat during the exam session, the timing of the section you are tak-
ing will continue, and you will not be granted extra time to complete the test.
Once you have arrived and signed in and until you sign out, you must follow several regulations.
During the test sessions and during the breaks, you may not

■ use testing aids of any kind, including notes, calculators, dictionaries, or translators
■ exceed the scheduled five-minute breaks between sections
■ communicate with anyone about the content of the exam
■ leave the test center
15
 Technical Difficulties

Although the old paper exams could not adapt to your level as you took the test, they had one sure advantage:
No technical difficulties occurred. If you have any problems with your computer as you are taking the exam,
raise your hand for assistance from the test administrator. If the technical difficulties cannot be immediately
repaired and you are unable to complete your exam, you will be permitted to reschedule your test and take
another exam free of charge. If you decide not to retake the test, you will be reimbursed for your testing fee.

■ use telephones or cell phones

■ remove scratch paper from the testing room (all scratch paper must be returned at the end of the test
session)
■ remove or attempt to remove, or reproduce or attempt to reproduce, any test questions from the testing
center
■ give or attempt to give, or receive or attempt to receive, unauthorized help
■ create a disturbance or behave in a disruptive manner

You may eat and drink only during the scheduled breaks, and if you wish to step outside for a cigarette,
you must let the test administrator know and stay in the immediate vicinity of the testing center. Failure to
follow any of these rules may result in your dismissal from the exam.

 Registering for the GMAT Exam

Registering for the GMAT exam is easy. Once you choose your testing center and determine which of the avail-
able testing dates and times best suits your schedule, you can schedule your exam online, by phone, or via
fax. A complete list of testing centers and their contact information is available on the GMAT website at
www.mba.com/mba/TaketheGMAT/Tools/TestCenterList.htm. You will need Adobe Acrobat Reader to down-
load the list. You can also download the GMAT Information Bulletin; pages 10 through 16 include list of
national and international testing centers and their phone numbers.
You can register for the GMAT exam in several ways:

■ By phone. Call 800-GMAT-NOW (800-462-8669) or 800-529-3590 for TTY or call your selected test-
ing center directly.
■ By mail. Call 800-GMAT-NOW to request a Voucher Request Form, or print the form from the
GMAT website at www.mba.com/mba/TaketheGMAT/Tools/VoucherRequestForm.htm.

16
 No Testing Aids Allowed!

The following items are considered testing aids and are not permitted in the testing room during the exam
sessions:

• notes • stopwatches or watch alarms

• calculators • telephones or cellular phones
• dictionaries or thesauruses • pagers or beepers
• translators • photographic devices
• personal data assistants (PDAs) • stereos or radios
• rulers or other measuring devices

You will be given pencils and scratch paper at the testing center, so don’t bring your own pens, pencils, or blank
paper into the testing room; if you do, you will be asked to store them in your locker until the test is over.

Send your completed form and testing fee to:

GMAT
Educational Testing Service
P.O. Box 6103
Princeton, NJ 08541-6103

■ Online. Register directly on the website www.mba.com. Click on “Take the GMAT” and then “Schedul-
ing a GMAT Appointment.” You will need a valid Visa®, MasterCard®, or American Express® card to
pay your $200 registration fee.

Again, whether you register by mail, phone, or computer, make sure you register with the name that
is printed on the ID you will take to the testing center. If your registration name and ID do not match—for
example, if you make a spelling error when you type in your registration online—you may not be permitted
to take the exam, and your testing fee will not be refunded.

Registering for the GMAT Exam outside the United States

How you register for the GMAT exam outside of the United States, U.S. territories, Puerto Rico, or Canada
depends upon the kind of testing center you choose. Three kinds of international testing centers are available—
permanent, mobile, and supplementary. Each has a different registration procedure.
Permanent centers offer the GMAT CAT year-round. You can register for the test at a permanent cen-
ter via phone, fax, mail, or Internet. To schedule by phone, call the Regional Registration Center (RRC) for
your desired testing center (phone numbers for RRCs are listed on the Testing Center Locations List). You
must call at least three days before your desired test date, and payment by credit card is required at the time
of your call.

17
 Follow the Rules

A considerable portion of this section has been dedicated to rules. This is because GMAT testing center reg-
ulations must be followed very carefully. If you violate any regulations during the exam, you may be dismissed
by the test administrator, and your violation will be reported to the ETS. Consequences may include the can-
cellation of your test scores and forfeiture of your testing fee. If your violation is serious enough—for example,
if you attempt to use testing aids or remove test questions from the testing room—you could even be barred
from future exams.

To register by mail, download the International Test Scheduling Form from www.mba.com/mba/
TaketheGMAT/Tools/InternationalTestSchedulingForm.htm (or call 800-GMAT-NOW to request this
form) and return it with your payment to the RRC for your testing center.
To register by fax, send your completed International Test Scheduling Form and your credit card infor-
mation to the fax number for your testing center RRC.
Mobile centers are temporary and offer the GMAT CAT on a limited schedule. You can register for the
test at a mobile center by mail, phone, or fax. Follow the instructions provided for permanent centers.
Supplementary centers offer the paper-based GMAT exam only once or twice each year. To register for
the test at one of these sites, you must complete a Supplementary Test Center Preregistration Form and send it
(via fax or mail) to the ETS by the appropriate deadline. You can download this form at www.mba.com/
mba/TaketheGMAT/Tools/SupplementaryTestCenterPreregistrationForm.htm or request it from 800-GMAT-
NOW. This form reserves you a place at the testing center for the exam. Do not include payment with this form.
After the ETS receives your request, you will receive a packet of information with details about the testing cen-
ter location and information about the paper-based exam.

Nonstandard Testing Accommodations

Test takers with disabilities can arrange for several nonstandard testing accommodations for the exam. These
accommodations include the following:

■ extended (but not unlimited) testing time

■ additional breaks during exam sections and/or extended breaks between sections
■ adjusted background and foreground colors (for CAT only)
■ a recorder or writer of answers
■ a sign language interpreter for spoken directions
■ audio cassette, Braille, or large-print GMAT formats

18
 GMAT Information Bulletin

The GMAC offers a print version of most of the GMAT information available on its website at www.mba.com.
You can download this bulletin at www.mba.com/mba/TaketheGMAT/Tools/GMATBulletin2002.htm or call 800-
GMAT-NOW to request the brochure.

Test takers may also request a Kensington® Trackball mouse, a HeadMaster Plus™ mouse, an Intellikeys® key-
board, or ZoomText®. If you request an alternate format GMAT exam, you will receive special instructions
for your non-CAT version of the test.

To register for nonstandard testing accommodations, you must obtain the GMAT Supplement for Test
Takers with Disabilities form and follow the instructions for registration in that bulletin. You can download
the form from www.mba.com or request a copy from:

E-mail: [email protected]
Phone: 609-771-7780
Fax: 609-771-7165
TTY: 609-771-7714
Mail: GMAT Disability Service
Educational Testing Services
P.O. Box 6054
Princeton, NJ 08541

Rescheduling or Relocating Your GMAT Appointment

You may need to reschedule your GMAT appointment date, time, or testing center location for many reasons.
You can reschedule by phone or online at www.mba.com (see page 15 for details). You must reschedule at least
seven days before your appointment date or else your testing fee will be forfeited. The rescheduled date must
also be within a year of the original scheduled exam. The GMAC charges a $40 fee for rescheduling. This fee
is paid at the time of rescheduling, so you must have a credit card ready when you call or go online.

Canceling Your GMAT Appointment

If you want to cancel your GMAT appointment and do so within seven days of your scheduled exam, you will
receive a partial refund of $80. If you cancel any time closer to the test date, you will not be refunded any por-
tion of your testing fee. You can cancel by phone or online at www.mba.com.

19
 GMAT Fees

GMAT $200

Rescheduling exam $40

Canceling exam $80 refund

Additional school report $25 per school

 Paying for the GMAT Exam

The GMAC charges $200 for the GMAT. Payment is due in full at registration; partial payments are not
accepted. In the United States, payment may be made by cash,* check, credit card, or money order (checks
must be drawn on funds from a U.S. bank). In Canada, cash payments are not accepted; registrants must pay
by credit card, check, money order, bank drafts, money orders, or UNESCO coupons. Please note that
appointments are automatically cancelled if your credit card is declined. Checks should be made payable to
ETS-GMAT; they may not be postdated.
That should do it for administrative matters. Now it is time to review study skills and create a study plan
so that you can maximize your GMAT preparation time.

*Cash payments may be made in U.S., Canadaian, Australian, Hong Kong, New Zealand, or Singapore dollars. British pounds,
Danish and Norwegian kroners, euros, Japanese yen, Swiss francs, and Swedish krona are also accepted.

20
 C H A P T E R

2 Study Skills

Thomas Edison said, “Genius is 1% inspiration, 99% perspiration.” Here is our take on that: “GMAT® exam
success is 1% inspiration, 99% preparation.” As with so many other things in life, the more prepared you are,
the more you are likely to succeed. Whether that preparation involves practicing skills, researching informa-
tion, memorizing lines, or developing a presentation, you make success possible by doing whatever you can
to be ready for the situation.

 Where Do I Start?

Chances are you already have a crowded to-do list, and you may be wondering how you will fit in the time
you need to prepare for the GMAT exam. You have a life outside your plans for business school that may
include work and family obligations, and you may already be in school, so you don’t have an unlimited
amount of time to prepare. The key is to maximize the study time you do have.

21
 – STUDY SKILLS –

To study means “to give one’s attention to learning a subject; to look at with careful attention.” Notice
that the word attention comes up twice in this definition. How you study is as important as how much time
you spend studying. To study effectively, you need to focus all your attention on the material, so the prepa-
ration time you do have must be quality time. This section of the book will help you determine the study
strategies that are right for you. It also will provide you with techniques for overcoming the two most com-
mon roadblocks to successful studying: anxiety and distraction.

Visualize Your Future

If you are ready to prepare for the GMAT exam, you have probably already researched several business schools
and selected the programs that interest you most. Perhaps you are attracted to a particular program because
it offers a unique course program or concentration, or you are impressed with the work of certain faculty
members and would like to study with them. Maybe you know the reputations of particular programs and
want the career opportunities they can offer. You may desire to go to a school close to where you live or to
one that offers weekend or online courses.
If you have not investigated your options, now is the time to do so. You can search online for informa-
tion, contact schools directly, and ask reference librarians to help you search. Keep an open mind—at this
stage, it cannot hurt to explore any program that piques your interest. One excellent business school resource
is GMAC’s MBA Pathfinder™, a program that helps you objectively compare programs and consider impor-
tant factors such as elective course work and faculty teaching styles. You can search business schools through
Pathfinder at www.mba.com.
As you narrow your options to one or a few schools, you will want to learn as much about the partic-
ular program(s) as you possibly can. Perform Internet searches for all faculty members to learn more about
their particular areas of interest. Skim through whatever course syllabi, student projects, and graduate stu-
dent resources the program has posted online so you can compare your top choices and have an edge when
you submit application materials and go in for interviews.
If at all possible, visit the campuses of your top two or three choices. In addition to helping you choose
wisely, the information you gather on a visit is valuable input to help you form a visual image of yourself in
business school. Visualization is a powerful tool that motivates you to make your dreams a reality.
Once you know where you want to be, spend a little time envisioning yourself there. What are you doing?
Giving a presentation? Engaging in a conversation with an admired professor? Listening to an inspired lec-
ture? Go over your vision, keep it in your mind, and use it to reinforce your resolution to study. Sticking to
a study plan can be a real challenge. You would often rather be doing other things, and unforeseen obstacles
may present themselves. You may be overwhelmed at times with the size of the task, or you may be anxious
about your chances for success. These are all common problems. This book will show you how you can over-
come them.

22
 A Reality Check

The actor and comedian Jim Carrey is reported to have written himself a check for a million dollars when he
was still struggling and broke. He carried that check in his wallet for years. Whenever he felt discouraged, he
would take out the check and look at it. He visualized receiving a million-dollar check for his work one day. Car-
rey made that million-dollar paycheck part of his reality, and reality added a few extra zeros for him.

 I Need a Plan

You already know a great deal about studying. You could not have gotten this far, to the doorstep of business
school, without effective study skills. The following pages will help you fine-tune your study methods so that
you can make the most efficient use of your time.
The key to success in this endeavor, as in so many, is to take things one step at a time. Break this giant
task down into manageable pieces. Your first step in successful studying is to create a study plan.

What Should I Study?

First, you must decide what you need to study. You may want to start with the pretests at the beginning of
Parts II, III, and IV to help you assess your strengths and weaknesses. Make a list of each type of question and
how well you scored on it, and analyze your list. What kinds of questions did you miss? What patterns do you
see? Do you need to work on sentence correction questions? Word problems or data sufficiency? Do critical
reasoning questions throw you for a loop? In your practice analytical essays, did you organize your thoughts
well and convey them clearly? Did you take a clear position on the issue and effectively analyze the argument?
It can be difficult to judge your own writing accurately so get feedback from someone whose opinions you
trust and respect so you can better identify your writing strengths and weaknesses. Most importantly, do not
forget to give yourself credit for the questions you answered correctly.
Once you are aware of what you know and what you still need to work on, you can effectively priori-
tize whatever study time you have available. Remember, no matter how you scored on the pretests and no mat-
ter what your weaknesses are, you will get better with practice. The more you study and the more effectively
you work, the higher you will score on the actual exam.

How Do I Find the Time to Study?

Now is the time to create a realistic study schedule. You might be thinking that your life is too full without
cramming in study time, too. But maybe you have more time available than you think. Think about your typ-
ical daily and weekly activities and determine when you have free time to devote to studying. Do not forget
the short stretches—the 10 minutes here, the 15 minutes there. Sometimes you can do your best studying in
short bursts. If you cannot seem to find the time, ask yourself what is more important to you in the long run
than achieving your goals. Your life may seem quite full, but you are bound to spend some time at less pro-
ductive activities, such as watching television. You could use this time to help make your dreams a reality.

23
 Four Sources of Practice Tests

1. The next three sections of this book begin with a short diagnostic pretest and end with multiple-choice
practice questions. Answers and explanations for each question are provided within each section.
2. When you register for the GMAT exam, you will receive PowerPrep® software on a CD-ROM. PowerPrep
includes hundreds of practice questions and answers in the same format as the actual GMAT exam as
well as a CAT tutorial and math review. You can also download PowerPrep by becoming a registered user
of www.mba.com. (No registration fee is required.)
3. The GMAC’s Official Guide for GMAT Review, 10th Edition contains over 1,400 actual GMAT exam ques-
tions with explanations by the test developers. You can purchase this book from the GMAT exam website
at www.mba.com/mba/TaketheGMAT/ToolsToHelpYouPrepare/GMATPrepProducts/OfficialGuide.htm.

I Deserve a Reward
One excellent way to keep yourself motivated is to set up a system of rewards. Write down a list of things you
enjoy; they will be the rewards to give yourself when you reach certain study goals. For example, if you keep
your commitment to study for an hour in the evening, you can reward yourself by watching your favorite tel-
evision show. If you stay on track all week, you can indulge in a Sunday afternoon banana split. Think care-
fully about what truly motivates you—only you know what will keep you on task—and use this strategy
throughout your preparation time.

What’s My Style?
Another way to make your study time more effective is to think about how you learn the best. We all have
certain modes that we employ to make it easier to learn and remember information. Are you a visual learner,
an auditory learner, a kinesthetic learner, or a combination of two or all three? Here are some questions to
help you determine your dominant learning style(s):

1. If you have to remember an unusual word, you most likely

a. picture the word in your mind.
b. repeat the word aloud several times.
c. trace out the letters with your finger.

2. When you meet new people, you remember them mostly by

a. their actions and mannerisms.
b. their names (faces are hard to remember).
c. their faces (names are hard to remember).

24
 Go with Your Learning Style

Visual learner
• Form images in your mind.
• Use color codes.
• Use flashcards.

Auditory learner
• Say things out loud.
• Record tapes for yourself.
• Explain things to others.

Kinesthetic learner
• Write it down.
• Walk or move around as you study.
• Act it out.

3. In class you like to

a. take notes, even if you do not reread them.
b. listen intently to every word.
c. sit up close and watch the instructor.

A visual learner would answer a, c, and c. An auditory learner would answer b, b, and b. A kinesthetic
learner would answer c, a, and a.
Visual learners like to read and are often good spellers. They may find it hard to follow oral instructions,
or even to listen, unless there is something interesting to watch. When visual learners study, they often ben-
efit from graphic organizers such as charts and graphs. Flashcards often appeal to them and help them learn,
especially if they use colored markers, which will help them form images in their mind as they learn words
or concepts.
Auditory learners, by contrast, like oral directions and may find written materials confusing or boring.
They often talk to themselves and may even whisper aloud when they read. They like being read aloud to.
Auditory learners will benefit by saying things aloud as they study and by making tapes for themselves and
listening to them later. Oral repetition is also an important study tool. Making up rhymes or other oral
mnemonic devices will also help them study, and they may like to listen to music as they work.
Kinesthetic learners like to stay on the move. They often find it difficult to sit still for a long time and
will often tap their feet and gesticulate a lot while speaking. They tend to learn best by doing rather than
observing. Kinesthetic learners may want to walk around as they practice what they are learning, because
using their body helps them remember things. Taking notes and making flashcards are important ways of
reinforcing knowledge for the kinesthetic learner.

25
 – STUDY SKILLS –

It is important to note that most people learn using a mixture of styles, although they may have a distinct
preference for one style over the others. Determine which is your dominant style, but be open to strategies
for all types of learners.

 I Need a Place

So far, you have gathered information about the GMAT exam and about graduate programs, taken pretests
to determine what you need to learn, and thought about techniques that will help you better absorb what you
are learning. Now it is time to think about where you are going to work and what kinds of things will enhance
your learning experience.
You know that in order to do your best work, especially when you are studying, you need to be focused,
alert, and calm. Your undivided attention must be on the task at hand. That means you have to use a lot of
forethought when setting up your study time and environment.

Five Questions about Setting

Ask yourself the following questions to determine the study environment that will be most effective for you:

1. Where do I like to work? Where do I feel comfortable and free from distractions?
If you have a desk in your living space, you may be used to studying there, or maybe you usually
work at the dining room table or the kitchen counter. If your usual spot is well lit and set up for your
comfort and convenience, with all your study materials at hand, then it is an obvious choice for you.
However, sometimes it can be hard to avoid distractions in shared living areas.
If you share a living space, you may find it best to study away from home, perhaps at the local
library or coffee shop, or to schedule your study time when you know your study area will be quiet. If
you are currently in school, remember that you are adding your GMAT exam preparation time to your
usual study schedule. Will this create any scheduling conflicts with your normal study space?
2. What time of day is best for me to study? When am I most alert and focused? Are there potential conflicts
with other duties or family members that need to be addressed?
If you are a morning person, it might make sense for you to get up an hour or so earlier than nor-
mal while you are preparing for the GMAT exam. Early mornings are often a time of relative quiet,
when you can work without interruptions.
If you do not think so well in the early morning, you can schedule another time of the day as your
GMAT exam study time. Just be sure you do not push yourself to stay up extra late in order to study.
Studying is only productive if you are focused, and it is difficult to focus when you are tired. (Do not
count on caffeine to keep you alert. Caffeine is only a temporary solution that can exacerbate the
problem.)
It is wise to establish a consistent time for study if possible (e.g., Monday through Friday morning
from 7:00 A.M. to 7:30 A.M. and Saturday mornings 9:00 A.M. to 12:00 P.M.). Make sure the people
around you are aware that this is your study time. You can expect more support for your efforts if you

26
 When Can I Study?

Use this table to determine the times during the week that are available to you for studying. Be sure to respect
your sleep time—the more rest you have, the better you will learn and retain information.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY

6:00 A.M.

6:30 A.M.

7:00 A.M.

7:30 A.M.

8:00 A.M.

8:30 A.M.

9:00 A.M.

9:30 A.M.

10:00 A.M.

10:30 A.M.

11:00 A.M.

11:30 A.M.

12:00 P.M.

12:30 P.M.

1:00 P.M.

1:30 P.M.

2:00 P.M.

2:30 P.M.

3:00 P.M.

3:30 P.M.

4:00 P.M.

4:30 P.M.

5:00 P.M.

(continued)

27
 When Can I Study?

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY

5:30 P.M.

6:00 P.M.

6:30 P.M.

7:00 P.M.

7:30 P.M.

8:00 P.M.

8:30 P.M.

9:00 P.M.

9:30 P.M.

10:00 P.M.

10:30 P.M.

11:00 P.M.

11:30 P.M.

let family members and friends know you are working to achieve a goal and that you need to stay
focused. Be sure to let them know you appreciate their support when you receive it.
Set aside a time to study on the same day of the week and time of the day you have scheduled to
take the exam. This is the very best time to prepare for the GMAT exam, especially in the weeks lead-
ing up to the test. If you practice taking the test and work on improving your skills on that day and at
that time, your mind and your body will be ready to operate at peak efficiency when you really need
them. For example, if you are scheduled to take the GMAT exam on Saturday morning, get into the
habit of studying for the test during the actual testing hours.
3. How do sounds affect my ability to concentrate? Do I prefer silence? Does music enhance my
concentration?
Some people need relative quiet in order to study because most noises distract them. If you are one
of these people, you know it by now, and you have a repertoire of strategies that help you achieve the
level of silence you need. Earplugs can be a real blessing. Make sure your study place and time can
accommodate your need for quiet.

28
 – STUDY SKILLS –

Maybe you do not mind a little noise; perhaps you even like music playing in the background while
you study. Research has shown that the music of Mozart enhances math performance. Similar results
have not been shown for other kinds of music, but if you have music that you know helps you relax
and focus, then make sure that music is on hand when you study. If you have never tried studying to
classical music, especially Mozart, now is a good time to try. If you do not think it enhances your con-
centration, then go back to techniques you already know work for you. The important thing is to be
aware of the effect sound has on your ability to concentrate. It does not do any good to sit in front of
the books and sing along with your favorite CD.
4. Is the light right? Does my study space have adequate lighting?
Study lighting needs to be bright enough to read by comfortably. Lighting that is too dim can cause
eyestrain and headaches, and can make you sleepy. Lighting that is too bright, though, can make you
uncomfortable and make it difficult to relax and focus. You can’t control the lighting in many situa-
tions, including the exam room itself, but you can create a lighting situation that’s right for you when
you study.
Experts say the best light for reading comes from behind, falling over your shoulder onto your
book. If that isn’t a possibility for you, then at least make sure the light falls onto your books, not into
your eyes.
5. What about food? Should I snack while I study? If so, on what?
Only you can answer these questions. Does food energize you, or does it slow you down while you
digest? If you are not sure, pay attention to how your brain and body feel after eating. After a big meal,
many people feel sluggish and sleepy as the blood from their brain and muscles goes to the stomach to
aid in digestion. If the only time you have to study is right after dinner, you may want to pass on the
second helpings and even on dessert so that you will be more alert.
On the other hand, it is also difficult to concentrate when you are hungry. If it has been a while
since your last meal, you may want to snack before or as you study. Generally speaking, snacks are fine.
However, you want to avoid two categories of foods: sugary snacks (candy, cookies, and ice cream) and
caffeinated drinks (coffee, colas, and nonherbal teas).
Sugar surges into your bloodstream quickly, making you feel temporarily energized, but it leaves
your bloodstream just as quickly and you experience a rebound effect of feeling more tired than ever.
Try keeping track of this effect sometime. See if you can determine how long it takes you to crash after
a dose of sugar.
Caffeine is another trickster. In moderation, it produces an effect of alertness, but it is easy to cross
the line into being jittery, which makes it hard to focus and be productive. Also, if you consume
caffeine in the evening, it can interfere with a good night’s sleep, leaving you feeling tired instead of
well rested in the morning. It is best to stay away from caffeinated drinks after lunchtime.

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 – STUDY SKILLS –

 The Right Tools

You can spend hours trying to put a nail through a piece of wood with a rock, or you can get the job done in
a few minutes with a hammer. The right tools can make all the difference, especially if your time is limited.
Fortunately, you already have one of the most important tools for the GMAT exam: this book, which tells you
all about the GMAT exam and the information and skills you need to be successful on the exam. You may also
want to use the Official Guide for GMAT Review, 10th Edition, which is the best source for retired GMAT exam
questions. In addition, check out the Skill Builder in Focus series from LearningExpress. Each of these books
is designed to help you build proficiency in specific skills tested either directly or indirectly on the GMAT
exam:

■ 501 Reading Comprehension Questions

■ 501 Grammar and Writing Questions
■ 501 Vocabulary Questions
■ 501 Writing Prompts
■ 501 Challenging Logic and Reasoning Problems
■ 501 Algebra Questions
■ 501 Geometry Questions
■ 501 Math Word Problems

You should also assemble some other important study tools and keep them in your GMAT exam study
area:

■ a good dictionary, such as Merriam-Webster’s Collegiate® Dictionary, Tenth Edition

■ a notebook or legal pad dedicated to your GMAT exam notes
■ pencils (and a pencil sharpener) or pens
■ a highlighter, or several in different colors
■ index or other note cards
■ paper clips or sticky note pads for marking pages
■ a calendar or personal digital assistant (PDA)

Take the time to choose tools that you will enjoy using; they can be a small daily reward for doing your
work. Buy the type of pens you like the most and select items in your favorite colors.

Information Gathering
As you gather your tangible tools, you also need to gather your intangible tools: the information you need
about the exam so that you can study the right material in the right way at the right time. If you have not
already done so, read Chapter 1 of this book to learn about the GMAT exam. Chapter 1 discusses what kind
of test it is, what you need to do to register, when you can take the test, what the testing center will be like,

30
 – STUDY SKILLS –

and what your scores mean. Part I will also tell you where you can take the GMAT exam, when you should
register, how much it costs, and what you can and cannot take with you to the exam.
In addition, Parts II, III, and IV describe in detail the kinds of questions to expect on the GMAT exam
and provide you with study tips and strategies for answering them correctly. Obviously, you need to know
this information to create an effective study plan.
Before you begin to work out a study schedule, spend a few days or a week or two going through this
book, especially the introduction to each section so that you can get a better feel for the exam. For instance,
you will learn that critical-reasoning skills are important to your success on both the Verbal section and the
Analytical Writing Assessment. If your pretest scores were weak in this area, you may decide to allow extra
time for critical-reasoning skills review.

 The Study Plan

You have thought about how, when, and where you will study; you have collected your tools and gathered
essential information about the GMAT exam. Now, you are ready to flesh out your study plan. Here are the
steps:

1. If you have not done so already, take a practice test. You can use the pretests at the beginning of Parts II,
III, and IV of this book or take one or more of the tests in the Official Guide for GMAT Review, 10th
Edition. To create an effective study plan, you need to have a good sense of exactly what you need to
study.

2. Analyze your test results. How did you do? What areas seem to be your strengths? Your weaknesses?
Remember that these are just diagnostic tests at this point, so if your results are not as good as you had
hoped, do not be discouraged. You are committing to this study plan because you are going to improve
your score. Fear and worry are your enemies here; let go of them. Just look at each question as you
score it. Why did you answer that question correctly? Did you know the answer or were you guessing?
Why did you miss that question? Was there something you needed to know that you did not know? If
so, what was it? Make a list of the things you need to know and how many questions you missed
because you didn’t know them. Think of how your score will improve as you learn these things.
As you review your practice test results, note whether you missed any questions because you misun-
derstood the question. This is actually a common problem with the kinds of questions on the GMAT
exam, especially the reading comprehension and critical reasoning questions, which often ask for
exceptions, and the data sufficiency questions, which are very unusual in their construction. In addi-
tion, in general, the language and style of the questions can sometimes seem difficult and unfamiliar.
You may become confused, and if you do not understand the question, your chances of answering cor-
rectly are not good.

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 Six Steps to Successful Studying

1. Take a practice test.

2. Analyze your results.
3. List your strengths and weaknesses.
4. Determine your time frame.
5. Break down week-by-week goals.
6. Study! Stick to your plan.

The good news is that, with practice, you will become much better at understanding these kinds of
questions. If misreading was the reason why you missed some of the questions, that is actually a good
thing. Your preparation time will start paying off immediately.
Did you make a careless mistake on any of the questions? Careless mistakes include marking the
wrong bubble and simple misreading, such as mistaking one word or number for another. If you are
making careless mistakes, you need to work on focusing. Again, that gets easier with practice.

3. Make a list of your strengths and weaknesses. This will point you in the right direction. Use your analy-
sis of why you missed the questions you missed. Now you know what specific math, verbal, and writ-
ing skills you need to work on, and you know what test-taking skills you need to improve. Do not
forget to congratulate yourself for the areas in which you did well.

4. Determine your time frame. Decide how much time you can devote each day and each week to your
GMAT exam preparation. Use the chart you filled out on pages 27–28. How many weeks are there
until the exam? Be realistic about how much time you have available—life will go on, with all its other
demands—but do not forget to note when you have a few extra minutes. You will learn how to make
good use of small windows of opportunity.
Once you know how much time you have, estimate how long you need to work on each specific task
you have set for yourself. You may find it useful to break down the Verbal section by question type
(reading comprehension, critical reasoning, and sentence correction) and the Quantitative section by
subjects, such as arithmetic, geometry, algebra, and data analysis. You may have to prioritize your work
in various areas, depending on how much time you have to prepare and in which areas you can most
improve your score.

5. Break it down. Plan your studying week by week with specific interim goals. For example, “learn every-
thing by April 1” is not a useful plan. But if you plot specific learning goals for each type of question in
the Verbal and Quantitative sections throughout the month, then your study plan will be a truly useful
study guide.
Let’s say, for example, you have ten weeks until your test date. One way to set up your study sched-
ule is shown on the next page.

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 When Life Gets in the Way . . .

It’s important to stick to your study plan, but sometimes life will get in the way, and you will get off schedule.
When this happens—and it almost certainly will—don’t despair. Don’t let the fact that you have fallen a little
behind cripple you so that you fall even more behind. Instead, just keep going. Adjust your schedule to fit your
new time frame and do what you can to make up for lost time by squeezing in another hour of study here or
there. It may mean you will have to sacrifice some leisure time, but remember what you are working for. A lit-
tle more sacrifice now can get you much closer to your ultimate goal.

Week One Learn about and practice reading comprehension skills.

Week Two Learn about and practice critical reasoning skills.

Week Three Continue with critical reasoning. Do extra work in 501 Challenging Logic and Reason-
ing Problems.

Week Four Learn about and practice sentence correction skills. Continue with critical reasoning.

Week Five Learn about the AWA section and review effective writing skills. Practice writing
Analysis of Argument essays.

Week Six Practice writing Analysis of Issue essays. Review all Verbal section skills.

Week Seven Learn about and practice problem solving skills.

Week Eight Learn about and practice data sufficiency skills.

Week Nine Do two practice tests from the Official Guide for GMAT Review, 10th Edition.

Week Ten Review any question types you do not understand. Get lots of rest!

Naturally, if you have longer than ten weeks to prepare, your weekly schedule will be broken up dif-
ferently. (And good for you for starting ahead of time!) You may want to work on all your skills each
week, making progress simultaneously on all fronts. That is fine too. Adjust the schedule accordingly.
Your schedule will also be different if you have less than ten weeks, or if you are a whiz with numbers,
but have trouble with analytical writing.

6. Just Do It! Stick to your plan. It is easy to say, but difficult to do. How can you stay motivated? How do
you follow your schedule so that you do not fall behind? How do you keep from thinking about other
things when you are supposed to be working? These are the really big questions, and there are no easy
answers. The following sections discuss some tried and true techniques for maintaining self-motivation.
Now you have to see what works for you.

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 You Are Worth It: Motivational and Relaxation Techniques

That Work

Whenever you find yourself tempted to give up your hard work for an hour or two of entertainment, remind
yourself that many people never reach their goals because they seem so far away and difficult to achieve. It is
important that you break down your preparation for the GMAT exam into small, manageable steps. It’s also
important to keep in mind why you are working so hard.
Remember your visualization about business school? The more often you practice that visualization, the
more real it becomes to you. The more real it is, the more clearly you will see that your goal is within your
grasp. Just stick to your plan, and take things one day at a time.
Sometimes your study plans are derailed for legitimate reasons. You get sick; a family member needs
your help; your teacher or boss assigns a project that takes more time than you expected. Life happens, but
don’t let it discourage you; just pick up where you left off. Maybe you can squeeze in a little extra study time
later. Keep working toward your goal.

One Step at a Time

Many people get discouraged when the task seems too big; they feel that they will never get to the end. That’s
why it’s a good idea to break down all big undertakings, such as this one, into smaller, manageable tasks. Set
small goals for yourself, such as “this week I will learn logical fallacies.” “Learning logical fallacies” is a much
more manageable task than “preparing for the GMAT exam”—even though it moves you in the same direction.
Establish positive momentum and maintain it, one step at a time. That is how you get where you want to go.

Because You Deserve It

Don’t forget to reward yourself for your progress. Your daily reward can be a small one, such as sending off
a few chatty e-mails or paging through your favorite magazine. Your weekly reward might be something larger,
such as buying a CD you have wanted or renting a favorite film. Your biggest reward, of course, is being able
to live out the dreams you have visualized.

Reach Out
Another way to motivate yourself is to get other people to help you. Everybody likes being asked to help
someone—it makes those around you feel important, especially when they are being approached for their
expertise in a particular area. You will often be more motivated when studying means you also get to be with
people whose company you enjoy.
You may want to form a study group with one or more of your friends. Maybe reading comprehension
just comes naturally to you, but you struggle with math. Chances are you have a friend who is a math whiz,
but who may need help with reading comprehension skills. You could agree to get together once a week or
so for a tutoring and drilling session. You take one subject to study and explain, while your friend explains a
different subject to you. Now you are benefiting from your friend’s expertise, reinforcing what you know by
explaining it to someone else, having more fun than you would on your own, and helping yourself (and your
friend) stay motivated to study.

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 Motivation Technique

We all need positive feedback. When you could use some motivational help, say the following out loud
(be specific):

My goal is to
I am working to achieve my goal.
I will succeed because I am working toward my goal.

A family member or a roommate could also help. If you are working on building your vocabulary, for
example, why not make up some flashcards with word roots or prefixes and suffixes, and ask your roommate
or a family member to work with you?

Thought Police
Finally, as you struggle to stay motivated, it helps to check in periodically with your thoughts—the things you
sometimes find yourself thinking when you should be focusing on your work. If you are thinking, “Oh boy,
I’ll have that last piece of chocolate when I finish this!” or “Columbia has never seen an MBA student like me”
when you sit down to study, you are in good shape. If you are thinking “That TV show I really like is on now,”
or “I could get in a few hoops before dark,” you could be headed for trouble. It’s not that there’s anything
wrong with television or basketball; it is just that you promised yourself you would work right now. Often,
just noticing these deviant thoughts is enough to keep them in check. “Good try,” you can tell yourself, “but
you have other commitments, buster!”
If this doesn’t work and you are still tempted to ignore your scheduled study time, sit down and think
for a moment about why you are working so hard. Use your visualization. Promise yourself a bigger reward
than usual when you finish your work. You can do it because you want to do it. This is the person you want
to be: disciplined, focused, and successful.
Another strategy is to trick yourself into a study mode. Start with something easy, such as a brief review
of what you have already learned. Starting with a quick and easy task will often ease you into the work and
motivate you to continue with your self-assigned task of the day. A review will also reinforce what you already
know.

Take Care of Yourself

You may have noticed that the last thing on the sample study plan is “get lots of rest.” During the last few days
before the exam, you should ease up on your study schedule. The natural tendency for many people is to cram.
Maybe that strategy has worked for you with other exams, but it is not a good idea with the GMAT exam. For
one thing, the GMAT exam is a three-and-a-half-hour test, and you need to be well rested to do your best.
For another thing, cramming tends to raise your anxiety level, and your brain doesn’t do its best work when
you are anxious. Anxiety produces a fight-or-flight response that sends blood away from the brain to the arms
and legs, in case we need to defend ourselves or run away. Without a good supply of oxygen-carrying blood,

35
 Stay Away from Cramming!

By creating a study plan, you can avoid cramming, a study technique that will only make you more anxious. If
you wait until only a week or two before the exam to prepare, you won’t be able to review all of the material
and practice the questions enough to perform your best on the exam. If you stay up late night after night try-
ing to get everything done, you will be too tired to study effectively.
Instead, create a study plan that spaces out your learning goals. Give yourself plenty of time to learn and
time to review.

your brain won’t be able to think as well as it should be able to. So it’s important to reduce your anxiety about
the GMAT exam by relaxing and changing your anxious attitude to one of calm self-assurance.

How to Relax
If you want to do productive work the night before the GMAT exam, spend the time working on your confidence
(“I have worked hard and will do well.”). Visualize your business school environment—really see yourself
there. Here are some other relaxation techniques you can use if you find yourself feeling anxious at any time
before or during the GMAT exam:

1. Breathe. When most people think about breathing, they think about breathing in. However, when you
want to relax, it’s more important to focus on breathing out. You want to be sure you are exhaling
completely. It’s also important to breathe deeply and to use abdominal breathing rather than shallow
chest breathing. Try this: Place one hand on your stomach and the other hand on your chest. Sit up
straight. Now inhale deeply through your nose. Try to move your stomach as much as possible and
your chest as little as possible. Exhale and feel your stomach deflate. Again, your chest should hardly
move. Count slowly as you breathe to make sure you spend at least as much time breathing out as you
do breathing in. This kind of breathing relaxes you. It gets rid of carbon dioxide that can otherwise get
trapped in the bottom of your lungs. You can practice this deep breathing anytime, anywhere you need
to relax.
2. Tense and relax your muscles. As your anxiety mounts, your muscles tense, just in case they are going to
be called on to fight or flee. Of course, in the case of the GMAT exam, you have to fight with your
brain, and running away would result in a very low score. So the best thing you can do is to relax. It
can be hard to know which muscles are tensed. Many people hold tension in their shoulders or their
jaws and are never even aware it’s there. It’s helpful to start with your toes and work your way up
through all the muscle groups, first tensing (really tightly!) and then relaxing each muscle group.
(Tense your toes, and relax. Tense your feet, and relax. Tense your calves, and relax . . . ) Don’t forget
your facial muscles, especially your jaw.
3. Visualize. This is a different exercise from your graduate school visualization. This time, imagine your-
self in a favorite place, a place you find especially soothing and pleasant. It could be a real place or one
found only in your imagination. Focus on the sensations of your special place—what does it feel like,

36
 Three Relaxation Techniques

1. Breathe deeply and completely.

2. Imagine yourself in a special, soothing place.
3. Tense and relax your muscles.

look like, or sound like? You want to feel like you are really there. Take a few minutes to just relax in
this place. It’s there for you any time you need it, and it will always help you be calm and focused.

 Learning Strategies and Test-Taking Techniques

Sometimes you just get lucky, and this is one of those times. Why? Because the following study techniques
are also strategies that will help you when you take the GMAT exam. The more you practice them before the
exam, the more natural they will be on test day.

Be an Active Reader
Being an active reader means interacting with what you read. Ask questions. Make notes. Mark up passages.
Don’t be a passive reader, just looking at words. Be a thinker and a doer. This is not only a study strategy; it’s
also an important technique for the GMAT exam’s reading comprehension questions and an essential skill
in graduate school. Of course, for the GMAT CAT, you won’t be marking on the actual passage, which will
be displayed onscreen. Therefore, you may want to practice making notes on a separate piece of paper as you
read. You should jot down key words, main ideas, and your own reactions to and questions about what you
read. On test day, you will write on the scratch paper provided by the test center. You are allowed as much of
this paper as you need, so use it.

Ask Questions
When you read a passage, such as the ones on the GMAT exam, ask yourself the following questions:

1. What is this passage about?

2. What is the main idea?
3. What is the author’s point of view or purpose in writing this?
4. What is the meaning of this word in this sentence?
5. Is the author stating a fact or expressing an opinion?
6. Is this sentence part of the main idea, or is it a detail?
7. How does the author support the argument?
8. Why does the author draw this particular conclusion?
9. What does this passage suggest about the topic/the author/the future?

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 – STUDY SKILLS –

The more difficult the passage is, the more crucial it is that you ask these questions (and even more ques-
tions) about anything you don’t understand. Think about a question as a clue to the answer. When you have
asked the right questions, you are halfway to the right answer. These are the kinds of questions you will need
to ask in order to answer the exam questions correctly. In business school, you will use the same question-
ing technique to help you comprehend densely written material (of which you will see plenty). It’s essential
that you practice asking and answering these questions. Quickly—what is the main idea of this passage?
Until you become very skilled at asking and answering questions about what you have read, it’s a good
idea to actually write questions out for yourself. For one thing, the act of writing helps you remember what
questions to ask, especially for kinesthetic and visual learners. If you are an auditory learner, you will want
to repeat them aloud as you write.

Mark It Up
Assuming the book belongs to you, get in the habit of highlighting and underlining when you read. When
you open your book, pick up your pen, pencil, or highlighter. When you see a main idea, mark it. If you come
across an unfamiliar word or a word used in an unfamiliar context, mark it. However, the trick is to be selec-
tive. If you are marking too much of the passage, important information and key ideas will not stand out.
You need to practice distinguishing between main and supporting details. (You will learn how in Chapter 5.)
You can practice asking questions and marking main ideas and supporting details by going through the
sample test passages in this book and in Official Guide for GMAT Review, 10th Edition. Check yourself by look-
ing at the questions about those passages. How well do your ideas match up with the questions about the pas-
sages? Check the answers. Were you correct? If not, why not?
On the GMAT CAT, you will write the key words and ideas on your scratch paper. You may want to pre-
pare by practicing this technique as you study for the test. Of course, you will also want to practice it with
any borrowed books you use, such as library books.

Make Notes
Don’t just take notes; make them. Making notes requires you to think about what you are reading. Asking
questions, such as the ones mentioned previously, is one way to make notes. Another kind of note-making
involves recording your reactions to what you are reading. For example, you may disagree with an author’s
opinion; if so, write down your reaction. Be sure to say why you disagree or agree, or why you are confused.
When you read the kinds of challenging materials you will find on the GMAT exam and in graduate school,
it should be more like a conversation between you and the author than an author’s monologue. So what if
the author can’t hear you? You can still hold up your end of the conversation. It will be more interesting for
you, and you will get more out of what you read.

Make Connections
Another way of interacting with the material you study is to relate it to what you already know. For exam-
ple, if you are trying to learn the word demographic, you may know that demo-cracy refers to government run

38
 – STUDY SKILLS –

by the people, while graphic refers to information, written or drawn. Then you can remember that demographic
has to do with information about people.
Making connections differentiates remembering from memorizing. In the short run, it may seem easier
to just memorize a word or a fact, but unless you understand what you are learning—unless you have con-
nected it to what you already know—you are likely to forget it again. Then you will have wasted your study
time and failed to improve your test score. Memorized information gets stored in your short-term memory,
which means it’s forgotten within a few days or even a few hours. Your long-term memory has to file new
information to fit in with your existing information. That means you have to create connections to what you
already know.

Find Patterns
Success on the Quantitative section of the GMAT exam does not depend on math skills more advanced than
algebra; it depends on how well you use basic math as a logical tool. One way to start practicing math logic
is to look for patterns in the questions on the practice tests you take. As you look for patterns, you will see
that the same kinds of questions appear in different guises. You may realize, for example, that you will be asked
about the properties of triangles or about solving inequalities. Then you can practice the kinds of questions
you have had difficulty with and learn to master them.
Math is easily learned when you find patterns and make connections that are meaningful for yourself.
When you encounter the same type of question on the GMAT exam, you will know how to tackle it and find
the right answer.

Break It Up
Just as you do not train to run a marathon by waiting until the last minute and then running twenty miles a
day for five days before the race, you cannot effectively prepare for the GMAT exam by waiting until the last
minute to study. Your brain works best when you give it a relatively small chunk of information, let it rest and
process, and then give it another small chunk.
When you are studying the 24 Rules for Grammar and Style in Chapter 7, for example, don’t try to mem-
orize the whole list at once. The most efficient way to learn these rules is to break your list into several smaller
lists of five or six rules each and learn one group of rules before tackling the next. Making some kind of con-
nection among the rules in each list will help you remember them. For example, you can group rules about
sentence structure together or rules about agreement and consistency. If you decide to review vocabulary,
learn words in small chunks, preferably groups of four or five words. Can you relate those five words in some
way? If not, can you make up an amusing sentence that uses all five words? Doing this kind of creative work
is more fun than rote memorization, and it is easier to learn when you are actively engaged with the mate-
rial you are studying.
Flashcards are a great study aid for the GMAT exam. The act of writing on the cards engages your
kinesthetic learning ability. Seeing the cards uses your visual learning, and reading the cards aloud sets up
auditory learning. Flashcards are also extremely portable and flexible in the ways they can be used and help

39
 Five Times to Use Flashcards

1. During commercial breaks

2. While working out on a stationary bike
3. Just before you go to sleep
4. Whenever someone else is willing to help you
5. Any time you have a minute or more

you work on small chunks of material at a time. For example, you can pull them out while you wait for the
bus or look through a few while eating breakfast.
Remember, your brain works best when you give it small, frequent assignments and then give it time
to process each one. Recent scientific studies show that sleep, especially, helps the brain process what it has
learned. In other words, if you study before bed, when you wake up, you will know more than you did before
you went to sleep. It’s just one more reason for getting a good night’s rest.
On the actual exam, it is important to give yourself permission to take a mini-break whenever you need
it. If you need to stretch after every question, that’s okay. A quick stretch or a deep breath and forceful exha-
lation can do wonders to keep you focused and relaxed.

 Testing Psychology

As you already know, it’s important to review reading comprehension techniques, improve your critical rea-
soning skills, review the rules of grammar and style, practice your writing skills, and brush up on your math
as you prepare for the GMAT exam—but it’s not sufficient to do only these things. Like all standardized tests,
the GMAT exam also measures your test-taking skills. In this section, you will learn some of the best test-
taking strategies for success on the GMAT exam, including approaches to the AWA. Strategies for each type
of question will be discussed in more detail in Parts II, III, and IV of this book.

Get Familiar with the Exam to Combat Fear

In the previous section, you learned that fear (or anxiety) is your enemy on the GMAT exam. What happens
when you are feeling fearful or anxious? Your heart starts pounding, sending blood away from your brain to
your limbs. Maybe you start feeling a little light-headed, a little disconnected, or even a little woozy. Are you
in good condition for test taking then? Of course not!
There is much truth in the saying that we fear what we don’t understand. Therefore, the best way to over-
come the anxiety that keeps you from doing your best on the GMAT exam is to learn as much as you can
about the test. The more you know about what to expect, the more practice you have with the exam, the more
relaxed you will be, and the better you will perform on test day.

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 – STUDY SKILLS –

Taking practice tests and working with the tips and strategies in this book will help you immensely. You
will get used to the kinds of questions on the GMAT exam and learn how to maximize your chances of
answering them correctly. You will build on what you already know and enhance the skill sets you need for
GMAT exam success. By the time you enter the testing center, you will be familiar with the format of the test
and prepared for the length of the exam with strategies to help you succeed.

 How to “De-stress”

It’s one thing to be told not to worry, and another thing to actually not worry. How can you stop yourself from
worrying? You can start by replacing worried and anxious thoughts and actions with positive ones. The fol-
lowing sections examine some techniques.

Nip It in the Bud

What are you worried about? Maybe you are worried that you don’t have enough time to prepare for the test
or perhaps you are afraid you won’t do well on the exam. That leads to anxiety about not getting into the right
business school. Pretty soon, you are convinced your life is basically ruined, so why not just turn on the TV
and resign yourself to a low-paying, dead-end job? Sounds silly when you put it that way, right? But fear has
a way of escalating when you do not control it.
The best way to beat test anxiety is to prevent it. Don’t let it get a good grip on you. Whenever you catch
yourself worrying or thinking anxious thoughts about the GMAT exam, firmly tell yourself that you have
nothing to worry about because you are preparing for GMAT exam success. Of course, for that strategy to
work, you have to establish and stick to your study plan. Therefore, beating test anxiety is made up of two
components: thinking and doing.

Face Your Fears

Different people have different ways of manifesting test anxiety. You may deal with anxiety by working your-
self into a frenzy, limiting yourself to six hours of sleep, and refusing to engage in leisure activities so you can
get more work done. Meanwhile, your anxiety level mounts. Or you may take the opposite approach and put
off work because the task seems so large and the time available so short. Of course, the more you procrasti-
nate, the shorter the time becomes. You end up feeling more anxious so you avoid working and your anxiety
level mounts. These two approaches are like two sides of the same coin, and the denomination of the coin is
fear. Before you can get productive work done, you have to face your fears. Admitting that you are worried
about the GMAT exam is the first step toward overcoming those fears.
It can be helpful to write about your anxiety. Start with the basic fear: You are worried you don’t have
enough time to prepare. Once you have written that fear down, you can come up with a way to eliminate it.
Prioritize what you want to study so that you work on the most important skills first. (Start by working your
way through this book.) Look at your schedule again. Where can you squeeze in more study time? Remem-
ber that flashcards can be studied any time you have one free minute!

41
 Rules of the GMAT Exam Game

1. During test preparation, pretend you are actually taking the test.
2. During the actual test, pretend you are just practicing.

Maybe you’ve already allowed your anxieties to roam out of bounds by speculating about what would
happen if you don’t do well on the GMAT exam. Now you are seeing that this is a mistake, so go ahead and
write down your fears of failure. What would happen? Would low scores keep you out of business school? No.
Perhaps you wouldn’t get into your first choice program, but some things in life can’t be predicted. If you think
hard enough, you can surely remember a time when things didn’t work out the way you wanted them to, but
they turned out for the best anyway. It’s good to make plans and work to achieve your goals, but it’s also
important to put your goals and plans in perspective.
If you didn’t get into your first choice school would you be a less-worthy person? No. Would your fam-
ily stop loving you? No. Would the world come crashing down around you? Of course not.
Thinking about your fears in this way helps keep them in perspective. You know the GMAT exam is seri-
ous business; that’s why you are preparing for it. But if you can persuade yourself to think about it as a game
you want to play (see the sidebar above), you can control your fear and replace it with a simple, burning desire
to win. You have nothing to be afraid of now. You just practice and prepare so that you will succeed on the
test.

Just Do It
Half the battle with test anxiety is how you think about the test and what kinds of messages you are giving
yourself about the exam. The other half is what you do to prepare. These two halves are interrelated: If you
are paralyzed by negative thoughts (“I’m not ready; I don’t have enough time; I’m not smart enough; I don’t
want to think about the GMAT exam”), you are going to have a hard time getting yourself to do the work you
need to do.
On the other hand, if you can somehow get yourself to stop thinking those unproductive thoughts, you
can start preparing. The very act of doing something makes you feel better and leads to more positive
thoughts, which makes it easier to continue working.
Therefore, it makes sense to just begin work. Start by making a study plan based on the times you have
available to study and on your assessment of your practice test results (see the section “The Study Plan” ear-
lier in this chapter ). Creating a study plan is easy. You have time to do it. Once you have it in place, you just
follow it. You choose success. If you have not already made your study plan, what are you waiting for?
Once you have created a study plan, stick to it as though you had no choice. Of course, you do have a
choice. You are choosing how you want your future to unfold. You are doing this for yourself.

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 – STUDY SKILLS –

 Stay Healthy

If you were preparing to run a marathon, you would be thinking about how to take care of your body. You
would want to eat well, get enough rest, and condition your body for its endurance test. Taking the GMAT
exam is much like running a marathon. You will need to perform at your mental maximum for three and a
half hours on test day. Your body and your mind both need to be ready. Here are the basics of caring for your
marathon machine:

1. Get enough rest. Some people need more sleep than others. You know how much sleep you need to feel
rested. Is it eight hours, or do you need more? Is six enough, or does that make you feel like a zombie
the next day? Regardless of your individual need, make sure that you leave yourself enough time every
day to get enough sleep. It’s also important to remember that too much sleep can leave you feeling as
groggy as too little sleep. Get the amount you need to feel rested and no more. The best time of the
week to study for the GMAT exam is Saturday morning, so do not sleep through that valuable time. If
you regularly get up on Saturday morning and sit down to take a practice test, when exam day comes,
you will be ready to do your very best.
If you find yourself having trouble sleeping, first establish a bedtime routine. Maybe a warm bath or
a glass of warm milk helps you relax. Whatever you do, do not get interested in a good book just
before bed. Anxious thoughts can also keep you awake, so bedtime is a good time to practice a calming
visualization or a series of visualizations using the techniques previously discussed.
Finally, if nothing seems to be helping you fall asleep, just get up and study. If you cannot sleep, you
might as well be productive.
2. Eat well. Athletes have to pay attention to what they eat. A marathon runner, for example, maintains a
healthy diet during training as well as just before the race. Your brain also needs good food to function
at its peak.
A well-balanced diet based on the food pyramid will keep your body and brain in top form. You are
better off avoiding fast food laden with grease, sugar, and empty calories. Rather than junk food
snacks, try substituting the following:

INSTEAD OF EAT

donuts low-sugar, multigrain cereal

chips carrot sticks

cookies natural granola bar

ice cream low-fat yogurt

soda fruit juice

coffee herbal tea

43
 Take Care of Your Body

• Get enough sleep.

• Eat healthy foods.
• Exercise regularly.

Remember that caffeine interferes with sleep when consumed past mid-afternoon. It is also an addi-
tive substance that tricks you into feeling more alert. If you feel that you need coffee, maybe what you
need is more rest.
3. Exercise. Unless you have a daily workout routine, you may not be meeting your body’s need for exer-
cise. Our bodies appreciate a good aerobic workout every day. Exercise helps you sleep more soundly
and feel more relaxed throughout the day. Vigorous exercise is a great way to combat anxiety because it
releases endorphins, the body’s natural feel-good chemical.
Light exercise, such as a walk, can also double as study time. You can study your flashcards during a
walk around the neighborhood. You can record an audio tape for yourself to listen to as you run
through the park. Get in the habit of identifying times you can double up on studying and another
activity to maximize your productivity.
If you take care of your body and brain by getting enough sleep, eating healthily, and exercising ade-
quately, your body and brain will take good care of you on the GMAT exam. You are in training now:
Get with the program.

 Multiple-Choice Strategies

As we noted earlier, the GMAT exam, like all standardized tests, will not only measure your academic knowl-
edge and skills, but it will also measure your test-taking skills. Fortunately, you can use specific strategies on
standardized tests to help you determine the right answers to multiple-choice questions on the exam.

Avoid Distracters
Except for the two essays in the AWA section, all of the questions on the GMAT exam are multiple-choice
questions. The good news about multiple-choice questions is that they provide you with the answer. The bad
news is that ETS® almost always provides distracters in addition to the correct answer. Distracters are wrong
answers designed to look like possible right answers. In the Quantitative and Verbal sections of this book, you
will find detailed strategies for separating the correct answers from the distracters. Here is an overview of the
basic technique:

1. Read the question carefully. Be sure you know exactly what is being asked. Many test-takers miss ques-
tions on the GMAT exam because they try to answer a question other than the one that is being asked.
In particular, look for wording such as “All of the following conclusions can logically be drawn from

44
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the passage EXCEPT.” Train yourself to notice any word in the question that is in all capital letters.
Such a word will often completely change the meaning of the question. In the previous example, if you
did not notice the word EXCEPT, you will look for answers that are logical conclusions drawn from
the passage when you should be looking for the one answer that is not a logical conclusion you can
draw from the text.
2. Write down the key words and phrases in the question. These are words and phrases that help you pick
the one correct answer. Think of them as clues, and think of yourself as a detective who must examine
each question closely for clues to the correct answer. For example, if you have a reading comprehen-
sion passage about improvements in bicycle safety and then the question “The modern bicycle has all
the following safety features EXCEPT,” the key words are modern, safety features, and EXCEPT. After
you mark these words and phrases, look in the passage for the safety features of the modern bicycle.
Then choose the answer that is not mentioned in the passage as a safety feature of the modern bicycle.
3. Rule out incorrect answers. In the previous example, as you identify safety features of the modern bicy-
cle from the passage, you will mark them off as choices. Because this is such a helpful technique, you
will want to seriously consider setting up your scratch paper with choices a through e. If you actually
mark an answer as you eliminate it from your choices, you will know it is not the answer and will not
waste time mistakenly considering it again. You may only be able to eliminate one or two incorrect
answers, but every wrong answer you eliminate increases your chances of picking the correct answer.
4. Watch out for absolutes. The ETS, through years of practice, has become very skillful at encouraging
test takers to choose the wrong answer when they are not sure of the right one. Fortunately for you,
several categories of distracter answers tend to recur on the GMAT exam. One type of distracter uses
an absolute word such as always, never, all, or none within an answer. Although it is possible to find a
correct answer that uses such an absolute, if you are unsure, it is wise to avoid an answer that uses one
of these words. You will learn in Parts II and IV how to identify other types of distracters and elimi-
nate them from your answer choices.

To Guess or Not to Guess?

On the old paper-based exams, if you did not know the answer to a question, you could skip it and come back
to it later. But because the GMAT exam is a CAT, you must select an answer before you can move on to the
next question. If you do not know the answer to a question, then you have to guess to move on. But guess
wisely. No matter what the question, you should be able to eliminate one or two options. If you must guess
between two or three possible answers instead of five, you dramatically increase your chances of answering
correctly.

 The Endgame

If you are reading these words several weeks or more before you take the GMAT exam, you may want to book-
mark this page and come back to it the week before the test (got your sticky notes handy?). Your study routine
during the last week before the exam should vary from your study routine of the preceding weeks.

45
 – STUDY SKILLS –

The Final Week

Exactly one week before you take the GMAT exam is a good time for your final practice test. Then you can
use the next few days to wrap up any loose ends. You should also read back over your notes on test-taking
tips and techniques at this time.
During the final week, however, it is also a good idea to cut back on your study schedule. Cramming on
grammar rules and math concepts or frantically writing essays now will only make you feel less prepared and
more anxious. As mentioned previously, anxiety is your enemy when it comes to test taking. It is also your
enemy when it comes to restful sleep, and it’s extremely important that you be well rested and relaxed on
test day.
You want to substitute more visualization and relaxation for studying. Visualize yourself sitting at the
computer in the testing center, working your way through the exam in a calm and focused manner, buoyed
by the confidence that you have prepared for this exam. You remain confident even though you don’t know
all the answers. When you don’t know an answer, you apply the techniques you practiced as you worked your
way through this book. Picture yourself smiling and stretching as you finish the exam, feeling good about the
work you have done. Then imagine the reward you have waiting for yourself after the test. Don’t forget to tell
yourself out loud, especially if you are an auditory learner, how proud you are of your hard work and how
confident you are of your success. If you sound unsure of yourself at first, repeat your words until you sound
convincing—then you will believe yourself.
During that last week before the exam, make sure you know where you are taking the test. If it is an unfa-
miliar place, take a test drive so you will know how much time you need to get there, where you can park,
and how far you will have to walk from the parking lot to the testing center. Do this in order to avoid a last-
minute rush to the test and any additional anxiety.
Be sure you get adequate exercise during this last week. It will help you sleep soundly, and exercise also
helps rid your body and mind of the effects of anxiety. However, don’t tackle any new physical skills or overdo
any old ones. You don’t want to be sore and uncomfortable on test day.
Check to see that your test appointment confirmation and your forms of personal identification are in
order and ready to go. You will not need anything else because you are not allowed to bring anything in with
you to the testing area.

T Minus One
It’s the day before the GMAT exam. You have done your preparation, and you are as ready as you are going
to be. Here are some dos and don’ts for this final part of the countdown:

Do
1. Relax!
2. Find something amusing to do the night before—watch a good movie, have dinner with a friend, or
read a good book.
3. Get some light exercise. Walk, dance, swim, or do yoga.
4. Get all of your test materials together: confirmation of your appointment and proper identification.

46
 – STUDY SKILLS –

5. Practice your visualization of GMAT exam success.

6. Go to bed early. Get a good night’s sleep.

Don’t
1. Study. You have prepared. Now relax.
2. Party. Keep it low key.
3. Eat anything unusual or adventurous—save it!
4. Try any unusual or adventurous activity—save it!
5. Allow yourself to get into an emotional exchange with anyone—a sibling, a friend, a parent, or a sig-
nificant other. If someone starts something, remind him or her that you have a GMAT exam to take
tomorrow and need to postpone the discussion so you can focus on the test.

Test Day
On the day of the test, get up early enough to allow yourself extra time to get ready. If you have a morning
appointment, set your alarm and ask a family member or friend to make sure you are up. Even if your
appointment is later, make sure you don’t sleep longer than you usually do. Too much sleep can actually make
you feel tired all day.
Eat a light, healthy breakfast, even if you usually don’t eat in the morning. If you do usually eat break-
fast, eat whatever you normally eat. Remember that sugary things are likely to let you down during the exam.
Protein, which can be found in eggs and cheese, is more apt to keep on giving your brain fuel throughout the
test. If you do not normally drink coffee, don’t do it today. If you do normally have coffee, have one cup. More
than that may make you jittery.
If you have scheduled an afternoon test, eat a light but satisfying lunch. Be sure not to stuff yourself
before going in. Digestion drains blood from your brain, so it is best to eat at least an hour before exam time.
Again, it’s best to eat protein because that will give you sustained energy. Stay away from sugar—you can
always promise yourself a sweet treat after the test.
Give yourself plenty of time to get to the testing center and avoid a last-minute rush. Plan to get to there
at least ten to fifteen minutes early.
Once you are settled at your computer, you will have as much time as you need to run through the test-
ing procedures. They will be identical to the ones you have practiced in PowerPrep®. Your timed exam will
start only when you are ready to begin. Just before you begin the actual test is a good time to visualize suc-
cess one more time. Remember to breathe. Inhale fully into your abdomen and exhale at least as fully. If you
feel your body tensing up, practice your relaxation exercises by tensing and releasing muscle groups to help
them relax. Breathe.
Once the exam begins, quickly skim the directions. You will already know what to do, so a quick scan
of the directions to make sure nothing has changed is all you need.
Remember not to spend too much time on questions you do not understand; you want to answer every
question presented to you. On the other hand, take your time on the first ten to fifteen questions. You want
to answer them correctly so that the computer will place you in the highest possible range.

47
 – STUDY SKILLS –

You can hide the onscreen clock if you want to, but do check it periodically in each section to see how
you are doing on time. You don’t want to suddenly realize you have only five minutes and a lot of unanswered
questions.
If you find yourself getting anxious during the test, remember to breathe. If you need to, take a minute
or two to slip into your relaxation visualization or your visualization of success. You have worked hard to pre-
pare for this day. You are ready.

After the GMAT Exam

Celebrate! Reward yourself for a job well done.

 In a Nutshell

As you go through this review book, as you make your study plan, and as you prepare to take the GMAT exam,
always remember why you are doing these things. You are doing them for your future and for your dreams,
whatever they may be. Whenever you hit a snag, when you feel weary and unmotivated and are tempted to
give up, remember why you committed yourself to this path. Call up the vision of yourself, with an MBA or
other business school degree in hand, living your dreams. Only you can make that vision a reality, but this
book is here to help you take your first step. Read on.

48
P A R T

II The GMAT
Verbal Section
 C H A P T E R

3 Verbal Pretest

The Verbal section of the GMAT® exam is the last part of the test, but it is the first section covered in this book
because many of the concepts and skills you need to do well on the Verbal section are also important to your
success on the Analytical Writing Assessment (AWA) section. In the following chapters, you will learn all about
the Verbal section: what this portion of the test is like, what kinds of questions to expect, and how to tackle
those questions. You will also review the core skills you will need for each type of question and specific tips
and strategies to use on the exam.
Before you begin this section, take a few minutes to do the pretest that follows. The passage and ques-
tions on the pretest are the same types you will find on the GMAT exam. When you are finished, check the
answer key carefully to assess your results. Your pretest score will help you determine how much preparation
you need and the areas in which you need the most careful review and practice.

51
 – VERBAL PRETEST –

 Pretest

The Verbal section pretest contains 20 multiple-choice questions—approximately half the number of
questions you will see on the actual exam. To practice the timing of the GMAT exam, take approximately 37
minutes to complete the pretest. Record your answers on the answer sheet provided on this page. Make sure
you mark your answer clearly in the circle that corresponds to the question.
Remember that the GMAT exam is a CAT, so you will not be able to write anywhere on the exam. To
mimic the exam environment, do not write on the pretest pages. Make any notes or calculations on a sepa-
rate piece of paper.

ANSWER SHEET

1. a b c d e 8. a b c d e 15. a b c d e
2. a b c d e 9. a b c d e 16. a b c d e
3. a b c d e 10. a b c d e 17. a b c d e
4. a b c d e 11. a b c d e 18. a b c d e
5. a b c d e 12. a b c d e 19. a b c d e
6 a b c d e 13. a b c d e 20. a b c d e
7. a b c d e 14. a b c d e

 Reading Comprehension

Directions: Questions 1—6 are based on the following passage. Read the passage carefully and then choose
the best answer to each question. Answer the questions based upon what is stated or implied in the reading
passage.

In Ursula LeGuin’s short story “The Ones Who Walk Away from Omelas,” everyone in the city of Ome-
las is happy—everyone, that is, except the child who is kept locked in a basement closet. The child is left
entirely alone and neglected except for occasional visits from the citizens of Omelas. They come at a certain
age as a rite of initiation, to learn the secret of the happiness they enjoy. They come to learn that their hap-
piness has a price: the suffering of an innocent child. In the end, most people stay in Omelas; but a few, unable
to bear the fact that they are responsible for the suffering of that child, reject this utopia built upon a utili-
tarian morality.
Utilitarianism is an ethical theory based upon the belief that happiness is the ultimate good and that
people should use happiness as the measure for determining right and wrong. For utilitarians, the right thing
to do is that which will bring about the greatest amount of happiness for the greatest number of people. Fur-
thermore, utilitarianism argues that the intention of people’s actions does not matter; only the consequences
of their actions are morally relevant, because only the consequences determine how much happiness is
produced.
Although many useful social policies and much legislation are founded on this “greatest good” philoso-
phy, utilitarianism can be problematic as a basis for morality. First, happiness is not so easy to quantify, and any

52
 – VERBAL PRETEST –

measurement is bound to be subjective. Second, in a theory that treats everything except happiness as instru-
mentally rather than intrinsically valuable, anything—or, more importantly, anyone—can (and should) be
treated as a means to an end, if it means greater happiness. This rejects the notion that human beings have their
own intrinsic value. Further, utilitarianism puts the burden of the happiness of the masses on the suffering of
the few. Is the happiness of many worth the suffering of a few? Why do those few deserve to suffer? Isn’t this
burden of suffering morally irresponsible? This is the dilemma so brilliantly illustrated in LeGuin’s story.

1. Which of the following best sums up the author’s opinion of utilitarianism?

a. It is an ethical theory.
b. It is the ethical theory that people should all live by.
c. It is a useful but problematic ethical theory.
d. It does not adequately measure happiness.
e. It underestimates the intrinsic value of human beings.

2. According to the passage, in utilitarianism

a. only intentions have moral significance.
b. consequences are important, but intentions are more important.
c. intentions and consequences are equally important.
d. intentions are important, but consequences are more important.
e. only consequences have moral significance.

3. The author summarizes LeGuin’s story primarily to

a. show how good the story is.
b. get readers interested in the story.
c. illustrate the power of words.
d. illustrate the central problem with utilitarianism.
e. illustrate a utilitarian utopia.

4. From the passage, it can be inferred that the author

a. may use utilitarianism occasionally but not as a guiding moral principle.
b. would never use utilitarianism to make a decision about what is right or wrong.
c. uses utilitarianism regularly to make moral decisions.
d. believes utilitarianism is a good basis for social policy.
e. thinks most people do not really understand utilitarianism.

5. From the author’s summary of LeGuin’s story, the reader can infer that
a. most people in Omelas are utilitarians.
b. most people in Omelas reject utilitarianism.
c. everyone in Omelas is happy.
d. the child willingly sacrifices himself for others.
e. LeGuin is a popular science-fiction writer.

53
 – VERBAL PRETEST –

6. Utilitarianism could best be expressed in which of the following formulas?

X  action
Y  consequences that create happiness
Z  consequences that create unhappiness
a. Do X if Y  Z.
b. Do X if Y  Z.
c. Do X if Y  Z.
d. Do X if Y  Z.
e. Do X if Y  Z.

 Critical Reasoning

Directions: For each question, select the best answer from the choices given.

7. Unemployment in Winston County has risen only 4% since I took office. Under my predecessor,
unemployment rose 14%. Clearly, my economic policies are far more effective.
Which of the following must be true in order for this argument to be valid?
a. Winston County’s population dropped significantly during the current administration.
b. The national unemployment rate increased by 12% during the previous administration but only
2% during the current administration.
c. Key socioeconomic variables such as the state of the national economy and the demographics of
Winston County are comparable for each administration.
d. Key policy changes, such as increased job training for the unemployed, were implemented under
the current administration.
e. Tax incentives have been implemented to bring new businesses to Winston County.

8. Morning Glory, the coffee shop on the corner, has lost nearly 50% of its business because a national
retail coffee chain opened up a store down the street. Instead of closing up shop, the owner of Morn-
ing Glory plans to draw in customers by offering coffee, tea, and pastries at much lower prices than the
national coffee chain.
The owner’s plan of action is based on all of the following assumptions EXCEPT
a. some customers will choose the coffee shop that offers the lowest price.
b. the quality of Morning Glory’s coffee is comparable to that of the national coffee chain.
c. Morning Glory can afford to cut its profit margin in order to lower prices.
d. Morning Glory’s customers are very loyal.
e. the national coffee chain will not lower its prices in order to compete with Morning Glory.

54
 – VERBAL PRETEST –

9. When romance novels were located in the back of the bookstore, they accounted for approximately 6%
of total sales. Since we moved romance novels close to the front of the store and put several books on
display, sales of romance novels have increased to 14% to 18% of total sales.
All of the following conclusions can logically be drawn from this argument EXCEPT
a. customers who bought one romance novel are likely to come back for another.
b. customers are more likely to buy books located near the front of the bookstore than at the back.
c. the display caught the interest of people who might not have otherwise purchased a romance novel.
d. customers believe that bookstores put their best books near the front of the store.
e. sales of romance novels may increase even more if the section were moved all the way to the front.

10. With more and more classes being offered online, more and more students will earn their degrees in
virtual universities. Students in California will graduate from schools in New York without ever leav-
ing their state. Because online courses offer flexibility without geographic boundaries, virtual degrees
will be in greater demand, and colleges and universities should invest the bulk of their resources in
developing online degree programs.
All of the following, if true, are valid objections to this argument EXCEPT
a. online courses are more time consuming for faculty to develop than regular courses.
b. many students need the ability to attend class outside of regular classroom hours.
c. some students prefer the traditional classroom to the virtual classroom.
d. not every course is suitable for an online environment.
e. there is no way to ensure the authenticity of a student’s work in an online environment.

11. Property values in South Orange, New Jersey, have nearly doubled in the last six years. South Orange is
located in Essex County, 17 miles from New York City.
Which of the following, if true, best explains the results described in the statement?
a. the proximity of South Orange to New York City
b. the completion of a direct rail line to New York City
c. the addition of 240 housing units in South Orange
d. improved schools and a renovated downtown in South Orange
e. the relocation of a major technical corporation to Union, New Jersey, two miles from South Orange

12. One out of four heart surgery patients at St. Vincent’s dies from complications during surgery. Only
one out of six heart surgery patients at St. Mary’s dies from complications during surgery. If you need
heart surgery, make sure you go to St. Mary’s, not St. Vincent’s.
Which of the following, if true, is the best reason to reject this argument?
a. St. Vincent’s specializes in heart surgery for elderly and high-risk patients.
b. St. Mary’s surgical equipment is more up to date than St. Vincent’s.
c. St. Vincent’s has the most renowned heart surgeon in the country on its staff.
d. St. Vincent’s offers flexible payment options for balances not covered by insurance.
e. Two doctors who used to work at St. Mary’s now work at St. Vincent’s.

55
 – VERBAL PRETEST –

13. DNA evidence has increasingly been used in court to prove guilt and to exonerate the innocent.
Because so many convicted felons have been cleared by DNA evidence, all cases in which someone was
convicted largely on circumstantial evidence should be called into question and reviewed.
Which of the following, if true, would most strengthen this argument?
a. One in three convictions today rests largely on DNA evidence.
b. DNA evidence is admissible even after the statute of limitations has expired.
c. Of every ten cases in which DNA evidence becomes available post-conviction, five convictions are
overturned.
d. DNA evidence is 99.8% accurate.
e. DNA evidence is very difficult to falsify or tamper with.

 Sentence Correction

Directions: The following questions each present a sentence, part or all of which is underlined. Beneath the
sentence you will find five ways of phrasing the underlined portion. The first choice repeats the original; the
other four choices present different options for phrasing the underlined text. Determine which choice best
expresses the idea in the underlined text. If you think the original is best, choose option a. These questions
test both the correctness and overall effectiveness of expression. In choosing your answer, pay attention to
grammar, sentence construction, and word choice and style. The correct answer is free of grammatical errors,
clear, precise, and concise.

14. Despite growing evidence of global warming; 34 different states plan to develop nearly 100 new coal-
burning electric plants in the next decade.
a. warming; 34 different states
b. warming. Thirty-four different states
c. warming: 34 different states
d. warming, 34 different states
e. warming, for 34 different states

15. Suggested by new research is the fact that people who achieve phenomenal success do so, not only by
visualizing their success in future endeavors, but also, by recalling their past successes, creating a
tremendous surge in confidence.
a. Suggested by new research is the fact that people who achieve phenomenal success do so, not only
by visualizing their success in future endeavors, but also, by recalling their past successes, creating a
tremendous surge in confidence.
b. New research suggests that people that achieve phenomenal success visualize their success in future
endeavors and also recall their past successes to create a tremendous surge in confidence.
c. New research suggests that the achievement of phenomenal success by persons is accomplished not
only by the visualization of success in future endeavors but also by the recollection of past suc-
cesses, which creates a tremendous surge in confidence.

56
 – VERBAL PRETEST –

d. New research suggests that people who achieve phenomenal success do so not only by visualizing
their success in future endeavors but also by recalling their past successes, creating a tremendous
surge in confidence.
e. New research suggests that people who achieve phenomenal success do so not only by visualizing
their success in future endeavors, but also they recall their past successes, creating a tremendous
surge in confidence.

16. Creating a fundamental shift in American foreign policy and establishing a “policy of containment”
that framed our foreign policy as a battle between the forces of good (America and other democratic
societies) and evil (the Soviet Union and other communist nations), was the 1947 Truman Doctrine.
a. Creating a fundamental shift in American foreign policy and establishing a “policy of contain-
ment” that framed our foreign policy as a battle between the forces of good (America and other
democratic societies) and evil (the Soviet Union and other communist nations), was the 1947
Truman Doctrine.
b. The 1947 Truman Doctrine created a fundamental shift in American foreign policy, establishing a
“policy of containment” that framed our foreign policy as a battle between the forces of good
(America and other democratic societies) and evil (the Soviet Union and other communist
nations).
c. Creating a fundamental shift in American foreign policy was the Truman Doctrine, which was put
forth in 1947, and which established a “policy of containment” that framed our foreign policy as a
battle between the forces of good (America, along with other democratic societies) and the forces
of evil (the Soviet Union, along with other communist nations).
d. The 1947 Truman Doctrine created a fundamental shift in American foreign policy, establishing a
“policy of containment” that framed our foreign policy as a battle between American and other
democratic societies, which it considered the forces of good, and the Soviet Union and other com-
munist nations, which it considered the forces of evil.
e. A fundamental shift in American foreign policy was created in 1947 by the Truman Doctrine,
which importantly established a “policy of containment,” a policy that framed our foreign policy in
terms of a battle between good and evil, with the good forces being America and other democracies
and the evil forces being the Soviet Union and other communist nations.

17. The first science-fiction novel, Mary Shelley’s Frankenstein, actually contains very little science, but it
masterfully explores the social and moral repercussions of what might happen if certain scientific
advances were possible.
a. but it masterfully explores the social and moral repercussions of what might happen
b. but it explores in a masterful way the social and moral repercussions of what might happen
c. but, exploring the social and moral repercussions, it masterfully considers what might happen
d. but it masterfully explores repercussions, social and moral in nature, of what might happen
e. but it masterfully explores what are the social and moral repercussions

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18. The most important issue relating to computer technology and the Internet is the right of individual
privacy, this includes the privacy of our personal data and our actions in cyberspace.
a. Internet is the right of individual privacy, this includes the privacy
b. Internet is the right of individual privacy, being the privacy
c. Internet is the right of individual privacy, including the privacy
d. Internet is the right of individuals to have privacy, and included in this consideration is the privacy
e. Internet is an individual’s right to privacy. Including the privacy

19. While diabetes does not interfere with digestion, on the other hand, it does prevent the body from
converting an important product of digestion, glucose, which is commonly known as sugar, into
energy.
a. While diabetes does not interfere with digestion, on the other hand, it does prevent the body from
converting an important product of digestion, glucose, which is commonly known as sugar, into
energy.
b. Diabetes does not interfere with digestion, but it does prevent the body from using glucose, which
is commonly known as sugar, which is a product of digestion and which is converted into energy.
c. Commonly known as sugar, glucose is an important product of digestion, which is prevented from
being converted by the body into energy by diabetes, although diabetes does not interfere with
digestion.
d. Diabetes does not interfere with digestion, but it does prevent the body from converting an impor-
tant product of digestion, glucose (commonly known as sugar), into energy.
e. Diabetes does not interfere with digestion, but glucose (commonly known as sugar) is an impor-
tant product of digestion and is unable to be converted into energy by the body because of the
disease.

20. With an increasing amount of vegetarians, more stores are beginning to stock their shelves with stan-
dard vegetarian fare, such as soy milk and tofu.
a. With an increasing amount of vegetarians
b. With the number of vegetarians on the rise
c. With the number of vegetarians, which is on the rise
d. Increasingly, there are more and more vegetarians, so
e. Increasing in number are vegetarians, so

 Answer Explanations

1. c. The author is critical of utilitarianism, but she also includes evidence that it is a useful theory.
LeGuin’s story, for example, shows how the sacrifice of one can create the happiness of many. The
author also notes that “many useful social policies and much legislation are founded on” utilitarian-
ism, demonstrating that it is a useful ethical theory. The word choice throughout also indicates that

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the author feels that this ethical theory has both positive and negative aspects. For example, she calls it
“problematic,” but not “wrongheaded” or “faulty.” She calls the problem of the suffering of the few for
the happiness of the many a “dilemma,” not a “flaw” or “failure.” She asks questions rather than mak-
ing statements about the immorality of utilitarian choices. Choice a is incorrect because it simply
states a fact from the essay; it does not express an opinion. The author clearly states that “there are sev-
eral serious problems with utilitarianism as a basis for morality,” so choice b is incorrect. Although the
statements in choices d and e are true and clearly stated in the text, these are specific criticisms of utili-
tarianism and do not sum up the author’s opinion of this ethical theory.
2. e. In the second paragraph, the author states that “only the consequences of [people’s] actions are
morally relevant, because only the consequences determine how much happiness is produced.”
3. d. LeGuin’s story illustrates the problem with utilitarianism by describing how one person (the child)
lives in misery so that others can be happy. The author explains that “utilitarianism puts the burden of
the happiness of the masses on the suffering of the few” and then states that this problem is “so bril-
liantly illustrated in LeGuin’s story.” Choice a is incorrect because the author does not comment on or
make any inferences about the overall quality of the story; she only comments on it in relation to its
demonstration of the dilemma of utilitarianism. Readers may be interested in the story after reading
this passage (choice b), but again, the purpose of including the story is made evident by the last sen-
tence in the passage. The author does not quote directly from the story, and she is clearly not summa-
rizing it to illustrate the power of words, so choice c is incorrect.
4. a. The author is critical of utilitarianism and admits it has several problems, but she does not reject it
as an ethical theory. In fact, she concedes that it is useful in creating social policies and legislation.
Therefore, the most logical inference is that she may use utilitarianism occasionally but not as a guid-
ing moral principle. Choices b and c are therefore incorrect. Choice d is incorrect because nothing in
the passage indicates how she feels about utilitarianism as a basis for social policy. The passage does
not state that she believes most people do not really understand utilitarianism, so choice e is incorrect.
5. a. The author states that “most people stay in Omelas” after they have visited the child. This indicates
that they understand and have accepted the utilitarian nature of their society. Only a few walk away
and reject the society, so choice b is incorrect. The summary clearly states that everyone except the
child and the ones who are “unable to bear the fact that they are responsible for the suffering of that
child” are happy, so choice c is incorrect. No evidence indicates that the child willingly sacrifices him-
self for others (choice d). The passage makes no reference to LeGuin’s popularity or success as a sci-
ence-fiction writer, so choice e is incorrect.
6. d. The basic principle of utilitarianism as explained in the passage is that people should do “that
which will bring about the greatest amount of happiness for the greatest number of people.” There-
fore, humans should choose actions that will have more happy consequences (Y) than unhappy con-
sequences (Z); Y must be greater than () Z.
7. c. In order for the two administrations to be compared, the socioeconomic variables must be com-
parable. If Winston County’s economy had relied largely upon a factory that closed down during the
previous administration, then the unemployment rate would necessarily rise considerably following
that event. The state of the national, state, and local economies and the demographic makeup of

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 – VERBAL PRETEST –

Winston County (e.g., no significant increase or decrease in population) need to be nearly identical
for the speaker to make a fair comparison and claim that his or her policies are more effective. If
Winston County’s population dropped significantly (choice a), it could explain why the unemploy-
ment rate dropped as well—but it does not support the speaker’s claim that his or her policies “are
far more effective.” Choice b, which reflects the state of the national economy, also offers an explana-
tion for the change in unemployment rates in Winston County, again contradicting the speaker’s
claim that his or her economic policies made the difference. If the speaker had implemented key pol-
icy changes (choice d) or tax incentives (choice e), they could have significantly reduced unemploy-
ment. However, the unemployment rates still cannot be compared unless other variables are
comparable.
8. d. The owner’s plan—to lower prices to attract customers—assumes that some customers will choose
the lower price (choice a), that the quality of Morning Glory’s products is comparable to its competi-
tor (choice b), that Morning Glory can afford to offer lower prices (choice c), and that its competitor
will also not lower its prices (choice e). The plan does not rest on any assumptions about the loyalty
of Morning Glory customers (choice d). Indeed, there is evidence that the customers are not loyal,
because Morning Glory has already lost 50% of its business.
9. a. The significant increase in sales after the relocation of the books indicates that customers are more
likely to buy books at the front of the store (choice b) and that the display may have caught the inter-
est of people who might not otherwise purchase a romance novel (choice c). It is also logical to con-
clude that sales would further increase if the books were moved even farther toward the front of the
store (choice e). Choices b and e and the increase in sales all suggest that customers believe the best
books are near the front of the store (choice d). The only conclusion that cannot logically be drawn
from this scenario is that customers will come back to purchase more romance novels (choice a). The
data does not indicate repeat purchases for customers.
10. b. All of the choices except b offer reasons why online degree programs are problematic, suggesting
that resources should not be focused on developing online degree programs. Choice b offers support
for the argument by stating that the flexibility of online classes will attract students who would not
normally be able to attend regular classes.
11. b. The direct rail line is the most logical explanation for an increase in property values. The proxim-
ity to New York City in itself (choice a) would not necessarily increase property values, but the addi-
tion of public transportation that provides direct access to the city would make the town a more
desirable place to live. When a place becomes more desirable, real-estate values increase. Choice c, the
addition of housing units, is likely an effect of the direct rail line and an increase in the desirability of
the location. The improvement of the schools and the renovation of the downtown (choice d) may or
may not be related to the increase in property values. It would be logical to conclude that funds for
improving the schools and downtown could be gleaned from additional resources from increased
property taxes, another effect of increased property values. The relocation of a major corporation to a
neighboring town (choice e) could account for the increased desirability of property in South
Orange, but the direct access to the city is a more compelling reason. Perhaps a few hundred persons
may work in the corporation, but many thousands are likely to want an easy commute to the city.

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 – VERBAL PRETEST –

12. a. Statistics can be very deceiving. In this case, based only on the numbers, St. Mary’s seems like a
safer place to undergo heart surgery. But what you do not know about St. Mary’s and St. Vincent’s
can lead you to make a poor choice. If St. Vincent’s specializes in heart surgery for elderly and high-
risk patients (choice a), then it is logical that it would have a higher rate of mortality among its
patients. Indeed, given this fact, the difference in mortality rates may make a case for going to St. Vin-
cent’s instead of St. Mary’s. Assuming you are not an elderly or high-risk patient, to make an
informed choice, you would need statistics about St. Vincent’s mortality rates for surgery on patients
who are not elderly or high risk. Up-to-date equipment is important (choice b), but the condition of
the patients prior to surgery and the skill of the surgeons are more important considerations. The
fact that St. Vincent’s has the best heart surgeon in the country (choice c) is compelling, but it does
not contradict the statistics. The payment options (choice d) are irrelevant if you do not survive the
surgery, and there can be many reasons why the doctors who worked at St. Mary’s are now at St. Vin-
cent’s (choice e), so you cannot consider this factor without more information.
13. c. The fact that would most strengthen this argument is the percentage of cases in which DNA evi-
dence overturned prior convictions. If half of all cases resulted in erroneous convictions that were
later cleared by DNA evidence, then that should certainly draw other convictions into doubt. The fact
that one in three of today’s convictions rest on DNA evidence has no bearing on prior convictions, so
choice a is incorrect. Similarly, the admissibility of DNA evidence (choice b) has no bearing on the
quality of prior convictions. That DNA evidence is accurate (choice d) and difficult to tamper with
(choice e) strengthens the argument for the use of DNA evidence in court, but it does not directly
strengthen the argument that prior convictions should be called into doubt.
14. d. Despite growing evidence of global warming is a dependent clause that should be followed by a
comma when preceding an independent clause (34 different states . . . ). Choice a is incorrect because
a semi-colon should not be used between a dependent and independent clause. Choice b creates a
sentence fragment because the dependent clause is set off as a separate sentence. Choice c incorrectly
uses a colon, which should only be used to introduce lists, quotations, or explanations. Choice e cre-
ates an illogical sentence that uses both despite and for, confusing the relationship between the two
clauses.
15. d. This version states the idea clearly, correctly, and concisely, using parallel structure. Choice a is
bulky and awkward with its opening phrase suggested by new research is the fact that; it also has sev-
eral superfluous commas. Choice b incorrectly uses that instead of who to refer to people, and while it
is not wordy, it is not as fluent as choice d. Choice c is wordy, relying on bulky passive constructions
and prepositional phrases. Choice e is incorrect because it lacks parallel structure.
16. b. This version is the most active and direct, starting with the agent of action (the Truman Doctrine)
and clearly and concisely stating the effects of the doctrine. Choices a and c awkwardly put the action
before the subject, and choice c also breaks up the two actions, interrupting the fluency of the sen-
tence. Choice d uses two bulky which clauses, rather than the more concise parenthetical phrases of
choice b. Choice e begins with a passive construction and is both wordy and redundant.

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17. a. This is the most concise, precise, and correct choice. Choice b is wordy, using the phrase in a mas-
terful way instead of masterfully. Choice c uses awkward word order that requires the addition of a
verb (considers) because explores is moved to before the subject. Choice d is wordy as the result of
moving social and moral from their position directly before the noun they modify. Choice e awk-
wardly places what are after explores and deletes the important idea of possibility conveyed by of what
might happen.
18. c. Choice a is a run-on sentence and is therefore incorrect. Choice b uses being in an awkward and
grammatically incorrect manner. Choice d is unnecessarily wordy, and choice e replaces the comma
with a period and creates a sentence fragment.
19. d. This is the most concise and fluent version. Choice a incorrectly uses the transitional phrase on the
other hand, and because it puts which is commonly known as sugar into a nonrestrictive clause imme-
diately after the appositive glucose, the sentence may be confusing. Choice b is grammatically correct
but quite awkward, using which three times in one sentence. Choice c inverts the sentence, making it
less direct and therefore less clear. Choice e is correct but less direct and slightly more wordy than d
because it uses the passive construction (converted by the body).
20. b. Choice b presents the most concise and fluent version. Choice a incorrectly uses amount instead
of number. Choice c is unnecessarily wordy, using the nonrestrictive phrase which is on the rise
instead of on the rise. Choice d is also unnecessarily wordy and less direct. Choice e is awkward, with
an inverted word order.

 Pretest Assessment

How did you do on the pretest? If you answered nearly all of the questions correctly, congratulations. If you
missed more than three questions, chances are most of your incorrect answers were in one category. Perhaps
your reading comprehension skills are strong, but you need to focus on building your critical-reasoning skills.
Clearly, the more questions you got wrong in each section, the more time you should devote to your review
of that material.
It is difficult to scale your performance on this pretest to its actual GMAT equivalent because the GMAT
CAT factors in both the number of questions answered and the level of difficulty of each question to deter-
mine your score. However, a simple percentage of correct answers in each category should give you a good
indication of how you might perform on the Verbal section. If you missed three or more questions in any sec-
tion, you will probably need several weeks of concentrated study to do well on those questions during the
actual exam.

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What to Expect

4 on the GMAT
Verbal Section
The GMAT® Verbal section actually covers a rather varied and com-
plex set of knowledge and skills. In this chapter, you will learn all
about the Verbal section, including what types of questions it
includes and what kinds of skills it measures.

Based on the title “Verbal section,” you might expect this portion of the exam to measure your oral commu-
nication skills or your ability to express yourself effectively in writing. But that is not quite what the Verbal
section is about. It is designed to measure three rather different groups of skills. The questions on the GMAT
Verbal section can be divided into the following categories:

■ reading comprehension questions that test your ability to read and understand sophisticated written
texts
■ critical reasoning questions that test your reasoning skills and ability to evaluate arguments
■ sentence correction questions that test your knowledge of standard written English and the elements
of effective writing

The 41 multiple-choice questions in the Verbal section are divided evenly among these three types. Each
category contains approximately 13—14 questions, and you will have 75 minutes to complete this portion of
the test.

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 Reading Comprehension Questions

You have probably taken many tests with reading comprehension questions in your academic career, and you
probably have a good idea what to expect from this portion of the Verbal section. You will be given between
three and five reading passages of 150 to 350 words each. You will then be asked a series of multiple-choice
questions about each passage. Each question will have five answer choices; you must choose the best answer.

Types of Passages
The reading comprehension passages on the GMAT exam are usually academic in nature. They may cover
any topic from the physical or life sciences, social sciences, humanities, or business, but you do not need to
be familiar with the topic to be able to answer the questions. The questions test what you understand and can
logically infer from the information in the text, not what you may already know about the topic.
The writing in these passages is serious and sophisticated. You can expect college-level material of the
sort you might see in graduate school. Most passages will contain between four and seven paragraphs and
are about 150 to 350 words long. You will typically be asked three to five questions about each passage.
The passages on the GMAT exam are either informative or argumentative. An informative passage
might, for example, explain Einstein’s theory of relativity, evaluate its impact on science and society, or dis-
cuss how current findings in physics are forcing a revision of Einstein’s theory. An argumentative passage, on
the other hand, might argue that Einstein’s theory of relativity is the most important scientific discovery of
the twentieth century; that the theory of relativity dramatically altered humans’ understanding of themselves,
their place in the universe, and their relationships to each other; or that a revision of the theory of relativity
will encourage more research in the existence of other dimensions. Some passages are both informative and
argumentative. For example, a passage may explain the theory of relativity in the first three paragraphs and
argue in the last three that it is the most important scientific discovery of the twentieth century.

Types of Questions
The GMAT Verbal section has essentially four types of reading comprehension questions:

■ Basic comprehension questions test your ability to understand the words and ideas expressed in the
passage. You may be asked about the main idea of the text or the best way to paraphrase a definition or
key concept discussed in the passage. Questions 1 and 2 from the pretest are examples of basic compre-
hension questions.
■ Analysis questions test your ability to see the structure of a passage and the relationship between the
ideas in the passage. You may be asked to identify the main idea, to distinguish between main and sup-
porting ideas, to identify the strongest support, or to identify the organizational pattern of the text. You
may also be asked about the effect of the organization or other techniques or the relationship between
ideas discussed in the text. Question 3 from the pretest is an example of an analysis question.
■ Inference questions test your ability to draw logical conclusions based upon the facts and ideas
expressed in the passage. You may be asked how the author might feel about a related subject, for

64
 – WHAT TO EXPECT ON THE GMAT VERBAL SECTION –

example, or why the author includes certain passages or uses certain techniques in the text. Questions 4
and 5 from the pretest are examples of inference questions.
■ Quantitative interpretation questions test your ability to understand quantitative concepts expressed
in textual (as opposed to graphic) form and interpret the numerical data to draw conclusions about the
text. For example, you may be asked which prediction about the subject is most logical based on the
quantitative information in the passage or to use that information to determine which aspect or feature
of the subject has a particular characteristic (e.g., “Which experiment resulted in the most dramatic
change for participants?”). Question 6 from the pretest is a quantitative interpretation question; it asks
how the idea expressed in the text might be represented in quantitative form.

 Critical Reasoning Questions

Although many standardized test questions indirectly test critical thinking skills, the kind of critical reason-
ing questions you will find on the GMAT exam may be new to you. As you saw on the pretest, each critical
reasoning question presents you with a short argument followed by a question stem and five multiple-choice
options. The exam contains approximately 13—14 critical reasoning questions. If the pretest was your first
experience with this type of question, do not worry. By the end of this section, critical reasoning questions
and the skills you will need to answer these questions correctly should be very familiar to you.

Types of Passages
Critical reasoning questions, like reading comprehension questions, are based upon reading passages about
a wide range of topics, but they have a few important differences. For one thing, the critical-reasoning pas-
sages are much shorter—only one or two paragraphs—and each passage only has one question. More impor-
tantly, each passage presents an argument (or at least part of an argument). Some of these arguments will be
logical and well reasoned; others will be built upon faulty logic or invalid assumptions. As with the reading
comprehension passages, you do not need to know anything about the topic discussed in the passage in order
to answer the question correctly. In fact, sometimes your knowledge of the topic can interfere with making
the correct choice. It may lead you to choose an answer that is not supported by the information in the
passage.

Types of Questions
To measure your critical thinking skills, the GMAT exam presents you with three types of critical reasoning
questions:

■ Structure questions test your ability to recognize basic argument structure. For example, you may be
asked to identify the conclusion, premises, or underlying assumptions of an argument. Questions 9 and
11 from the pretest are structure questions.

65
 Common Question Stems

Because critical reasoning questions may be new to you, their format might take some getting used to. The fol-
lowing is a sampling of the kind of stems you might see on critical reasoning questions:

• All of the following are valid objections to the argument EXCEPT

• The statements, if true, best support which of the following assertions?
• If the information in the statement is true, which of the following must also be true?
• If the information in the statement is true, all of the following statements must also be true EXCEPT
• The argument is based upon all of the following assumptions EXCEPT
• All of the following conclusions can reasonably be drawn from the argument EXCEPT
• Which of the following, if true, would most strengthen the argument?
• Which of the following, if true, would most seriously weaken the argument?

■ Evaluation questions test your ability to measure the effectiveness of an argument and recognize com-
mon errors in reasoning. You might be asked to identify factors that would strengthen or weaken the
argument, for example, or which aspect of the argument rests on faulty logic. Questions 7, 10, 12, and
13 from the pretest are evaluation questions. The majority of critical reasoning questions on the GMAT
exam will probably fall into this category.
■ Extension questions test your ability to determine effective and appropriate plans of action. You may
be asked to evaluate the effectiveness and appropriateness of a proposed plan of action or to identify
what assumptions underlie a particular proposal. Question 8 from the pretest is an extension question.

 Sentence Correction Questions

Sentence correction questions should return you to more familiar ground, as you are likely to have seen ques-
tions of this sort on previous standardized tests. This last group of 13—14 questions presents you with
sentences that sound like they have been excerpted from newspaper or magazine articles, academic journals,
or nonfiction books or textbooks. In other words, the sentences will likely be serious and complex. Once again,
the passages can be about any topic, but you do not need to know anything about the topic to answer the ques-
tion correctly.
For each question, part or all of the sentence is underlined. You must determine which of the five
multiple-choice answers is the most correct and effective way to express the idea in the underlined portion
of the sentence.

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 – WHAT TO EXPECT ON THE GMAT VERBAL SECTION –

Types of Questions
Sentence-correction questions are designed to measure two related but distinct aspects of effective writing:
grammar and style. These questions test your ability to identify and correct errors in standard written Eng-
lish and your understanding of what makes effective writing on the sentence level only. In contrast, the AWA
tests your ability to write effectively on three levels: the essay level, the paragraph level, and the sentence level.
Although the AWA requires you to actually write your own essay, in this section, you do not have to write your
own sentences. You do not need to identify errors in mechanics, including spelling, capitalization, or punc-
tuation, except as punctuation affects sentence boundaries and clarity. For example, you will not find sentences
with misspelled words, improper capitalization, or misused hyphens or apostrophes, but you will find sen-
tences that use a comma when a period should be used or sentences that misuse semicolons—punctuation
issues that deal with establishing the right relationship between clauses and answers.

■ Grammar questions test your knowledge of the rules and conventions of standard written English,
including correct sentence structure, idioms, and parallel structure. You will need to determine whether
sentences have errors such as run-ons or fragments, inconsistent verb tense, or unparallel structure.
You will not need to identify errors in mechanics, including punctuation, spelling, or capitalization.
These skills are not tested on the GMAT exam.
■ Style questions test your ability to identify sentences that are clear, precise, and concise. You will see
many versions of sentences that are wordy, redundant, vague, awkward, and/or ambiguous. You will
need to determine which version expresses the idea with the most clarity, precision, and concision.

These three types of questions will be presented in random order throughout the exam. Thus, your
GMAT exam may begin with three or four questions based on a reading comprehension passage, then a sen-
tence correction question, then two critical reasoning questions followed by another sentence correction ques-
tion and reading comprehension passage.

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5 Reading
Comprehension

In business school, you will be expected to read quite a lot—and much of what you read will be quite sophis-
ticated. But the skills you need to comprehend these texts are the same skills you have been using for years.
This section will review those essential reading comprehension skills and discuss how you can apply them to
the GMAT® Verbal section.

 Active Reading

Strong reading skills begin with how you read. People often think that reading is a passive activity—after all,
you are just sitting there, looking at words on a page. But reading should actually be a highly active exercise
in which you interact with the text. Whenever you read—for the GMAT exam, for class, or for pleasure—these
active reading strategies can dramatically increase your comprehension of texts.

Preview and Review

Although it only takes a few seconds to preview a reading-comprehension passage, it can make a tremendous
difference in how much you understand from the text. Before you begin reading, quickly scan the text. As you

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 Learn a Word a Day

Want to build your vocabulary? Try setting your Internet browser homepage to one of these word-a-day
websites:

• www.mywordaday.com
• www.dictionary.com/wordoftheday/
• www.oed.com/cgi/display/wotd
• www.nytimes.com/learning/students/wordofday/
• www.wordsmith.org/awad

skim through the passage, you will see how the text is broken up and get a sense of what the passage is about.
You will get a feel for how the writer has organized his or her ideas and the main point that will be developed
in the text. You will notice key words and ideas, especially those that are boldfaced, bulleted, boxed, or oth-
erwise highlighted in the text.
Previewing works by planting context and comprehension clues in your mind. If you have a rough sense
of what is ahead, you will be more prepared to absorb and understand the text when you return for a more
careful read. The same principle is true for just about any discipline or skill. If you know what to expect, you
will be more comfortable and alert when you take on that task—and that means you will perform it better.
When you finish a careful reading, quickly skim through the text once more. This review will help you
get a better sense of the whole—the controlling idea of the passage, the overall organization, and the con-
nections between ideas in the text. You can see the emphasis of the passage and the writer’s tone. A quick
review will also help you better understand and remember key terms and ideas in the text.

Expand Your Vocabulary

Although the GMAT exam does not directly test your vocabulary, it does use texts that include sophisticated
terms. Thus, the stronger your command of English words, the easier it will be to comprehend what you read.
After all, you need to know what all the words in a sentence mean to fully understand what someone is say-
ing, and understanding a key word or phrase can change your understanding of a whole passage.
One of the best ways to build your vocabulary is to always look up words you do not know. Whenever
possible, have a dictionary with you when you read. Circle and look up any unfamiliar words right away. (Cir-
cling them makes them easier to find if you lose your place.) Write the meaning of the word in the margin
so you will not have to look up the meaning again if you forget it; it will always be there for you to refer to.
If you do not own the book, write the vocabulary word and its definition in a notebook. Keep your own
vocabulary log and review it periodically to seal those words and their meanings in your memory.
If you do not have a dictionary with you, try to figure out what the word means from its context. What
clues does the author provide in the sentence and surrounding sentences? At a minimum, you should usually
be able to determine whether the word is positive or negative. (For example, in the sentence The negotiations
were stymied by the union’s refusal to consider an alternate benefits package, you can tell that stymie is not a good

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thing, even if you do not know exactly what the word means.) Mark the page or write down the word some-
where so you can look it up later. See how closely you were able to guess its meaning. The more you practice
determining meaning from the context, the more accurately you will be able to guess at those meanings and
understand material at test time.

Mark Up the Text

As you read, mark up the text (or notepaper if the text does not belong to you). This includes the following
three strategies:

■ Highlight or underline key words and ideas.

■ Take notes.
■ Make notes.

See pages 138–139 to review these important active reading strategies.

Of course, on the GMAT CAT, you cannot mark up the computer screen, but you can take effective notes
on scratch paper. Take notes as you read, marking down key words and ideas as you go. Write down the main
idea of each paragraph in the text so you can form a rough outline of the passage. This will help you see its
structure and the relationship of ideas in the essay. Notes on the utilitarianism passage from the pretest, for
example, might look like the following:

■ Omelas: child sacrificed 4 happiness of others

a few reject this society
■ Utilit’ism: happiness ultimate good
right  greatest happiness 4 greatest #
only consequences matter
■ Probs: happiness subjective, how to measure
people as means to end
burden of happiness on few who must suffer

Notice how these notes outline the passage, highlighting the main points of each paragraph. This makes
it much easier (and faster) to find the correct answer.
As you read passages on the GMAT exam, you can make notes about your own reactions to the text, but
be sure to use these notes only as a means of deepening your understanding of the material. On the GMAT
exam, the reading comprehension questions are strictly limited to your understanding of the material in the
passage. You will not be asked your opinion of the ideas in the text. Do not let your personal reaction to the
material influence your answer choice. Use only what is written in the passage to determine the correct answer.
For example, if you reacted to the story of Omelas by thinking “I feel sorry for the child, but if no one else
suffers, that is a sacrifice worth making,” don’t let your positive view of utilitarianism cloud your under-
standing of the author’s view of utilitarianism. The questions are about what the author thinks and conveys
in the passage.

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 Finding the Main Idea

Standardized reading comprehension tests always have questions about the main idea of the passage, and for
good reason: The main idea is the key concept or thought that the writer wants to convey in the text.
People often confuse the main idea of a passage with its topic, but they are two very different things. The
topic or subject of a passage is what the passage is about. The main idea, on the other hand, is what the writer
wants to say about that subject. For example, take a look at this paragraph from the pretest:

Although many social policies and much legislation is founded on this “greatest good” phi-
losophy, there are several problems with utilitarianism as a basis for morality. First, happi-
ness is not so easy to quantify, and any measurement is bound to be subjective. Second, in a
theory that treats everything except happiness as instrumentally rather than intrinsically valu-
able, anything—or, more importantly, anyone—can (and should) be treated as a means to an
end, if it means greater happiness. This rejects the notion that human beings have their own
intrinsic value. Further, utilitarianism puts the burden of the happiness of the masses on the
suffering of the few. Is the happiness of many worth the suffering of a few? Why do those few
deserve to suffer? Isn’t this burden of suffering morally irresponsible? This is the dilemma so
brilliantly illustrated in LeGuin’s story.

This paragraph is about “problems with utilitarianism,” but that does not adequately convey the main idea.
The main idea must say something more and make a specific assertion about that subject. You could say a lot
about this topic: “There are not any problems with utilitarianism,” for example, or “The problems with utili-
tarianism are an acceptable tradeoff for happiness,” or “The problem with utilitarianism is its mathematical
approach to happiness.” In this paragraph, the writer makes her assertion (the main point) in the first sentence:

Although many social policies and much legislation is founded on this “greatest good” phi-
losophy, there are several problems with utilitarianism as a basis for morality.

A sentence like this—one that clearly expresses the main idea of a paragraph—is the topic sentence. A
sentence that expresses the main idea of a longer text (an essay) is the thesis statement. Of course, main ideas
are not always stated in topic sentences or thesis statements, and in much of what you read, main ideas will
be inferred. That scenario will be dealt with in a moment.
Whether explicit or implied, a main idea must be sufficiently general to hold together all of the ideas
in the passage. Indeed, everything in the passage should work to explain, illustrate, or otherwise support the
main idea. Thus, you can think of the main ideas as an umbrella that covers (encompasses) all of the other
ideas in the passage. For example, look at the following choices for the main idea of the utilitarianism
paragraph:

a. Utilitarianism is problematic because it treats people as a means to an end.

b. Utilitarianism requires that a few suffer so that many can be happy.

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 Topic vs. Main Idea

• The topic/subject is what the passage is about.

• The main idea is the overall fact, feeling, or thought a writer wants to convey about his or her subject.

c. Utilitarianism is flawed as a foundation for moral action.

d. Utilitarianism is often used to determine social policy.

The only answer that can be correct is c, because it is the only idea that is general enough to hold
together all of the information in the paragraph. Choices a and b are both too specific to be the main idea;
they are not broad enough to cover all of the ideas in the passage, which discusses three different problems
with utilitarianism, including the problems cited in choices a and b. Choice d is a contrasting idea used to
introduce the main idea of the sentence, and how utilitarianism is used to determine social policy is not even
discussed in this paragraph, so the idea expressed in d certainly does not hold together the entire paragraph.
Only choice c is general enough to cover every sentence in the paragraph. It makes a general statement that
all of the sentences in the paragraph work to support.
The kind of texts you will see on the GMAT exam—and, in fact, most of the texts you will read in grad-
uate school—will follow this basic pattern of general idea → specific support. That is, the writer will state
the main idea he or she wants to convey about the topic and then provide support for that idea, usually in
the form of specific facts and details. This works on both the paragraph and essay level. That is, in an essay,
each paragraph should work to support the overall main idea (thesis) of the text. But each paragraph should
also have its own main idea (in support of the thesis), and each sentence within that paragraph should work
to support that main idea. This can be outlined as follows:

Thesis: overall main idea (general assertion about subject)

Paragraph 1
Main idea (general assertion in support of thesis)
Supporting sentence (specific fact or detail supporting main idea)
Supporting sentence (specific fact or detail supporting main idea)
Supporting sentence (specific fact or detail supporting main idea)

Paragraph 2
Main idea (general assertion in support of thesis)
Supporting sentence (specific fact or detail supporting main idea)
Supporting sentence (specific fact or detail supporting main idea)
Supporting sentence (specific fact or detail supporting main idea)
Supporting sentence (specific fact or detail supporting main idea)

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Paragraph 3
Main idea (general assertion in support of thesis)
Supporting sentence (specific fact or detail supporting main idea)
Supporting sentence (specific fact or detail supporting main idea)
Of course, not all texts will have such a clear-cut organization, but this is the basic underlying structure
of most nonfiction writing.

Distinguishing Main Ideas from Supporting Ideas

When you are dealing with short passages like those you will find on the GMAT exam, you can often distin-
guish between a main idea and a supporting idea by asking the following question: Is the sentence making a
general statement, or is it providing specific information? In the following passage, for example, most of the
sentences are too specific to be the main idea of the passage. Only one sentence—the second—is general
enough to serve as an umbrella or net for the whole paragraph.

A dyad is a face-to-face relationship between two people. Human beings are drawn to dyadic rela-
tionships, and many social theorists believe that humans are incapable of having triadic relation-
ships (relationships consisting of three equal partners). They believe that the introduction of a
third individual to a dyad either (a) strengthens the original dyad, thereby excluding the new-
comer, or (b) creates a new dyad between the new arrival and one of the original dyad members,
thereby excluding the other original dyad member.
It is this unique feature of human interaction that can create stress when a new baby is intro-
duced into a relationship between two parents or caregivers. When the new baby arrives, the result
is usually the creation of a new dyad between the baby and its primary caregiver. Establishing such
a relationship is, of course, imperative to the baby’s development. However, the partner left out
of this new, loving dyad may feel a sense of abandonment or even harbor a secret resentment. It
is, therefore, important for the parents to carve out time alone together, so they can re-establish
their original dyadic relationship—if only temporarily.

Notice how the second sentence makes a general claim about dyads: that social theorists believe humans
are incapable of having triadic relationships. Then the rest of the sentences in the passage provide details and
specific facts that support the main idea. Indeed, the entire second paragraph, with its example of the mother-
father-child triad, supports this assertion. Notice that the first sentence of the second paragraph is also the
topic sentence of that paragraph: It is this unique feature of human interaction that can create stress when a new
baby is introduced into a relationship between two parents or caregivers. All of the sentences in that paragraph
support the idea that a baby creates stress in the original dyad.

Locating the Main Idea

When main ideas are stated in thesis statements or topic sentences, they are often located at the beginning
of the passage or paragraph. However, thesis statements are sometimes found at the end of the introductory
paragraph of an essay. Topic sentences are often the first sentence in a paragraph because writers often follow

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 Transitional Words

Writers often provide clues that can help you distinguish between main ideas and their support. The following
transitions are some of the most common words and phrases used to introduce specific examples:

for example for instance in particular

in addition furthermore some

others specifically

Look for these transitions to help distinguish between main and supporting ideas.

the general ( specific principle for organizing ideas and information, but this is certainly not always the case.
Sometimes writers begin with specific supporting ideas and lead up to the main idea. In this case, the topic
sentence would probably be at or near the end of the paragraph, as in the following revision of the second
paragraph from the dyad passage:

When a new baby is introduced into a relationship between two parents or caregivers, the result
is usually the creation of a new dyad between the baby and its primary caregiver. Establishing such
a relationship is, of course, imperative to the baby’s development. However, the partner left out
of this new, loving dyad may feel a sense of abandonment or even harbor a secret resentment. This
unique feature of human interaction can create stress between the members of the original dyad. It is
therefore important for the parents to carve out time alone together so they can re-establish their
original dyadic relationship—if only temporarily.

Of course, sometimes a topic sentence is neither at the beginning of a paragraph nor at the end, but
rather somewhere in the middle; other times, the passage does not have a topic sentence at all. But that does
not mean the paragraph does not have a main idea; it just means that the author has chosen not to state that
idea explicitly. Skilled writers know the power of suggestion, and they know they can get an idea across with-
out directly saying it.
Most questions about determining the main idea on the GMAT exam will probably ask you to identify
the overall main idea of the passage, not just the main idea of a paragraph. Writers often state their overall
main idea, but thesis statements (especially in test passages) are not quite as common as topic sentences in
paragraphs. You will often have to look carefully at the answer options and decide which of those ideas best
encompasses all of the ideas in the passage. You can ask yourself these questions to help determine the best
answer for main idea questions:

■ Which option states an idea that sums up all of the ideas in the passage?
■ Which idea can serve as a net or umbrella for the passage, including all of the ideas that are discussed?
■ What do all of the sentences in the passage add up to?

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 Vocabulary Words for the GMAT Exam

As noted earlier, vocabulary is not tested directly on the GMAT exam, but your knowledge of vocabulary will
be tested indirectly by your ability to understand passages on the exam. Because of the academic nature of
the passages on the test, you can expect to find the following types of words:

• words about ideas: for example, contention, extrapolate, fallacy, and substantiate
• words about actions: for example, coalesce, levy, mediate, placate, sanction, and stipulate
• words about attitudes: for example, belligerent, complaisant, impetuous, pedestrian, and wary
• words about communication and expression: for example, aver, diatribe, euphemism, and mandate

You will not be expected to know specific business-related terms beyond those in a general college-level vocab-
ulary. For example, you should know what the term arbitrate means, but you will not be expected to know the
meaning of arbitrage.
To build your vocabulary for the GMAT exam, do the following:

• Practice determining the meaning of unfamiliar words in context.

• Maintain your own vocabulary list and review it regularly.
• Study prefixes, suffixes, and word roots. Many GMAT-level words have Latin or Greek word roots, and
knowing these word bases and common beginnings and endings can give you an edge in determining the
meaning of unfamiliar words. Chapter 10 includes a list of some of the most common prefixes, suffixes,
and word roots.

 Distinguishing between Fact and Opinion

Often, your ability to answer a reading comprehension question correctly will depend upon your ability to
distinguish between fact and opinion. You may need to determine whether an author thinks something is true
or whether the author knows something to be true to determine the main idea or draw logical conclusions
about the text.
First, here is a auick review of definitions. A fact is something known for certain to have happened, to
be true, or to exist. An opinion, on the other hand, is something believed to have happened, to be true, or to
exist.
The key difference between fact and opinion lies in the difference between believing and knowing. Opin-
ions may be based on facts, but they are still what people think and believe, not what they know. Opinions
are debatable; facts are not. Two different people would have a hard time debating a fact, but they could debate
forever about which opinion is more valid. Note that people can also debate about how to interpret facts, but
they would have to agree on the facts themselves.

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 Fact or Opinion?

A good test for whether something is fact or opinion is to ask yourself two questions:

• Can this statement be debated?

• Is this something known to be true?

If you can answer yes to the first question, it is probably an opinion. If you can answer yes to the second
question, it is probably a fact.
In addition, consider the nature of the claim. If the statement is prescriptive—if it is describing what some-
one should or ought to do—then the statement is an opinion, as in the following examples:

• You should try advertising on the radio.

• We ought to offer a better severance package.
• I had better confirm this appointment before I book a flight.

Words that show judgment or evaluation, like good, bad, interesting, and important, usually also signal an opin-
ion. Here are some examples:

• She is a great motivator.

• This was the most significant development in the history of science.
• The debate between the candidates was fascinating.

Consider this example:

Employee benefits should include coverage for “alternative medicines” such as acupuncture and mas-
sage therapy.

This statement is clearly debatable and could be argued either way. In an effective argument, this opin-
ion would be supported by and based upon facts. For example, if you had chronic back pain that was not alle-
viated by traditional medical approaches but that disappeared after three weeks of acupuncture, you could
use this fact to support your opinion. In addition, you could cite the fact that the alleviation of pain saved
your insurance company hundreds to thousands of dollars in additional visits to back pain specialists and
other medical practitioners. You might also cite statistics, such as a recent survey that showed more than 60%
of patients with chronic back pain reported relief after one month of acupuncture. These facts, which are non-
debatable, would support your opinion, making it more reasonable and therefore more valid.
It is easy to see how this information is relevant to the critical-reasoning questions (which ask you to
evaluate arguments) and the AWA questions (which ask you to write your own argument). It is also relevant

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to reading comprehension questions because knowing the author’s opinion and how the author supports that
opinion can help you draw appropriate conclusions from the text. You can then answer questions such as the
following:

The passage implies that the author

a. has insurance that covers alternative treatments.
b. believes alternative treatments are more effective than traditional medicine.
c. has other medical problems besides back pain.
d. believes alternative treatments are best for psychosomatic disorders.
e. thinks covering alternative treatments could save insurers millions of dollars.

The correct answer is e—an opinion based on the facts of her experience of relief after a few treatments,
ending her medical costs for that ailment; the fact that so many others experienced the same kind of quick
relief; and the simple fact of the exorbitant costs of specialty treatments and extended care.

 Identifying Specific Facts and Details

On standardized tests, you will often be asked to identify specific facts and details from what you read. The
idea behind this kind of question is not for you to memorize everything in the passage. Rather, these ques-
tions test (1) how carefully you read and (2) your ability to know where to look for specific information within
a passage. If you read carefully, you are more likely to draw logical conclusions from the text; and if you know
where to look for specific information, you are more likely to have a good understanding of how the text is
organized and the relationship between ideas in the text. Thus, although these questions may seem unso-
phisticated, they lay the groundwork for more sophisticated reading skills. For example, take another look at
the following paragraph and question from the pretest:

Utilitarianism is an ethical theory based upon the belief that happiness is the ultimate good and
that people should use happiness as the measure for determining right and wrong. For utilitari-
ans, the right thing to do is that which will bring about the greatest amount of happiness for the
greatest number of people. Furthermore, utilitarianism argues that the intention of people’s actions
does not matter; only the consequences of their actions are morally relevant, because only the con-
sequences determine how much happiness is produced.

According to the passage, in utilitarianism

a. only intentions have moral significance.
b. consequences are important, but intentions are more important.
c. intentions and consequences are equally important.
d. intentions are important, but consequences are more important.
e. only consequences have moral significance.

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 Using Text Clues

To find specific facts and details, use the following two guidelines:

• Look for key words in the question to tell you exactly what information to look for in the passage.
• Think about the structure of the passage and where that information is likely to be located.

This basic comprehension question asks you to find a specific fact or detail. The best way to find this
kind of information in a text is to use the key words from the question and the structure of the passage as
your guide. In this example, the only key word in the question is utilitarianism. The question does not men-
tion the story or problems, which indicates that the answer must be in the section of the text that explains util-
itarianism. If the question had asked about the consequences of utilitarianism, the answer would be even easier
to find, because you could quickly find the section of the passage that discusses the consequences of utili-
tarianism. You don’t have to reread the entire passage—in fact, you can’t, because you will run out of time
for other questions—but a scan should quickly find your key word(s) and the answer.
In addition, you can use the structure of the passage to help you find the correct information. Even a
preview of the passage reveals that the first paragraph is about the story of Omelas, the second about utili-
tarianism in general, and the third about the problems with utilitarianism (the author’s opinion). Thus, the
structure alone would tell us to look for the answer to the question in the second paragraph.

 Essay Types and Organizational Patterns

In all forms of art, structure is intimately connected to meaning. Writing is no exception. Even in the driest
of academic articles, form helps convey meaning, and writers use organizational patterns that help reflect their
ideas.
As noted previously in Chapter 4, the reading comprehension passages on the GMAT exam are either
argumentative or informative in nature. These are very general categories, and the types of essays you will see
on the GMAT exam can be further characterized based on their purpose:

■ Classification. The goal of this type of passage is to describe different kinds or types of a certain some-
thing. For example, a passage might describe the three types of flora found in the Everglades.
■ Illustration. The goal of this type of passage is to present specific facts, details, and examples that illus-
trate a particular theory, idea, or phenomenon. For example, the utilitarian passage in the pretest uses
LeGuin’s story to illustrate the central moral dilemma of a utilitarian society.
■ Persuasion. This type of text argues a specific position or point of view and aims to convince readers
that this position or point of view is valid. For example, a passage may argue that all high school curric-
ula should include mandatory community service.
■ Analysis. This type of text takes an idea or issue and breaks it down into its parts so that readers can
better understand and evaluate the subject. For example, a passage analyzing a proposed development
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project might discuss the scope of the project, the different stages of development, and the costs and
benefits of the project.
■ Evaluation. The goal of this type of passage is to assess the effectiveness of something. For example, a
passage might evaluate the success of a recent merger.

Organizational Patterns
When writers write, they generally use several main organizational patterns. These basic patterns help writ-
ers organize their ideas effectively. The following are the four most common patterns:

■ chronological order
■ order of importance
■ comparison and contrast
■ cause and effect

Writers often use one pattern as an overall organizing principle and then use a combination of patterns
throughout the text. For example, an article about ethical theories might use comparison and contrast as its
overall organizing principle and also use order of importance when listing key similarities and differences.

C HRONOLOGICAL O RDER
When writers use time to organize their ideas, it is called chronological order. They describe events in the
order in which they did happen, will happen, or should happen. Much of what you read is organized in this
way, including historical texts, instructions and procedures, and essays about personal experiences.

O RDER OF I MPORTANCE
This organizational pattern arranges ideas by rank instead of time. That is, the first idea is not what happened
first; it is the idea that is most or least important. Writers can start with the most important idea and then work
down the line to the least important. Or they can do the opposite: Start with the least important idea and build
up to the one that is the most important.
Organizing ideas from the most important to the least important puts the most essential information
first. Writers often do this when they are offering advice or when they want to be sure readers get the most
important information right away. Newspaper articles, for example, generally use this structure, beginning
with the most important information (the who, what, when, where, and why about the event) so readers do
not have to read the whole article to get those facts.
When writers move from the least to the most important, they save their most important idea or piece
of information for last. Writers often use this approach when they are presenting an argument. This is because
this kind of structure is usually more convincing than a most-to-least organization. The more controversial
the argument, the more important this structure. In an argument, you need to build your case piece by piece
and win your readers over point by point. If your less important points make sense to the reader, then your
more important points will come off stronger. As the saying goes, writers often “save the best for last” because
that is where “the best” often has the most impact.

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C OMPARISON AND C ONTRAST

When we compare two or more things, we show how they are similar; when we contrast them, we show how
they are different. This organizational technique provides a way to classify or judge the items being analyzed.
By placing two (or more) items side by side, for example, you can see how they measure up against each other.
How are they similar or different? And why does it matter? For example, how is utilitarianism different from
other ethical theories, such as deontology?
Remember that whenever an author compares and contrasts two or more items, he or she is doing it
for a reason. The author wants to point something out by putting these two items side by side. For example,
by comparing utilitarianism and deontology, the author might want to show how one theory is more appro-
priate for social policies, whereas the other is more appropriate for determining individual actions. Be on the
look out for this main idea in any comparison and contrast.

C AUSE AND E FFECT

Another common organizational pattern is cause and effect. A cause is a person, thing, action, or event that
makes something happen (creates an effect); an effect is an event or change created by an action (or cause). A
passage about cause explains why something took place—for example, what caused the Industrial Revolution?
A passage about effect, on the other hand, explains what happened after something took place—for example,
what happened as a result of the Industrial Revolution? How did it affect the economy? Daily life? Education?
On the GMAT exam, you are not likely to see any question directly asking “What type of passage is this?”
or “Which organizational pattern does the passage use?” However, you may see questions that ask, “What is
the author’s main purpose in writing this passage?” (a question clearly related to the structure of the essay).
Furthermore, understanding these basic essay types and patterns will help you identify the writer’s main idea,
locate supporting facts and details, and draw logical inferences from the text.

Transitions
Transitions are an essential element of effective writing, and they are important clues to organizational pat-
terns and meaning. Transitions signal the relationships between ideas, connecting ideas within sentences and
between sentences, within paragraphs and between paragraphs. They tell us the order in which things hap-
pened, whether one idea is more important than another, and how one item is similar to or different from
something else.
For example, notice how transitions guide us through the following paragraph:

(1) Why do we punish those who commit crimes? (2) There are two main theories of punishment:
retribution and deterrence. (3) The first, retribution, argues that people who commit crimes
deserve to be punished and that the punishment should fit the crime. (4) In other words, it is an
“eye for an eye” philosophy. (5) Deterrence theory, on the other hand, posits that punishing offend-
ers will help prevent future crimes.

The transitions here show us that sentence 4 offers an explanation for sentence 3 and that sentence 5
offers an idea that contrasts with the idea in sentence 3.

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Certain transitions work best for specific functions. For example, for example is a great transition to use
when introducing a specific example. Here is a brief list of some of the most common transitional words and
phrases to watch for—and to use in your own writing.

IF YOU WANT TO USE THESE TRANSITIONAL WORDS AND PHRASES

introduce an example for example for instance that is

in other words in particular specifically
in fact first (second) of all

show addition and in addition also

again moreover furthermore

show emphasis indeed in fact certainly

acknowledge another although though granted

point of view despite even though

show rank more importantly above all first and foremost

most importantly first, second, third

show cause because since created (by)

show effect therefore hence so

consequently as a result

show comparison likewise similarly like

in the same way in a like manner just as

show contrast unlike however on the other hand

whereas instead rather
but on the contrary conversely
in contrast yet

show the passage of time then next later

after before during
meanwhile while soon
eventually finally afterward
in the meantime immediately suddenly

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 Making Inferences

Inferences are conclusions that we draw based upon evidence. For example, if you look up at the sky and see
heavy black clouds, you might logically infer that it is going to rain. Reading-comprehension questions like
those you will see on the GMAT exam will often ask you to draw conclusions based upon what you read in
the passage. The key to drawing the right conclusions (making the right inferences) is the same as the key to
finding the meaning of unfamiliar vocabulary words. You have to look for clues in the context. These clues
include details, actions, and ideas described in the text (what has been stated, proposed, asked, and asserted);
sentence structure; and word choice.
Making logical inferences is largely a matter of looking objectively at the evidence in the passage.
Remember, you are not being asked what you think about the writer or the passage but what is implied by
the passage. What do the ideas and words add up to? What does the evidence suggest? For example, take a
look at the following description:

Dennis was scared. His knees were weak. He looked down . . . the water was 20 feet below. He
looked up again, quickly. He tried to think of something else. He tried to reassure himself.“It’s only
20 feet!” he said aloud. But that only made it sound worse. Twenty feet!

The writer could have said, “Dennis was scared. He was afraid of heights.” Instead, the writer suggests
how Dennis feels through details (his knees were weak), repetition (20 feet), and the short, choppy sentence
structure that reflects the panic Dennis is feeling.

Word Choice
The best clues to the meaning often come from the specific words a writer chooses to describe people, places,
and things. The writer’s word choice (also called diction) can reveal a great deal about how he or she feels
about the subject.
By looking closely at word choice, you will find clues that can help you better understand the text. Word
choice clues can come in the following forms:

■ particular words and phrases that the author uses

■ the way those words and phrases are arranged in sentences
■ word or sentence patterns that are repeated
■ important details about people, places, and things

To see how word choice reveals the writer’s attitude, read the following two sentences:

a. Higgins proposed a revolutionary idea.

b. Higgins proposed a radical idea.

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It is not hard to see the difference between these sentences. In sentence a, the writer calls Higgins’s idea
revolutionary, whereas the writer of sentence b calls the idea radical. Although the sentences are similar, their
word choice conveys two very different attitudes about Higgins’s idea. Both writers agree that Higgins’s idea
is something unusual and different from the norm. But the way in which it is unusual differs significantly
between sentences. A revolutionary idea is unusual in that it is new and unlike ideas that came before; it
changes things dramatically. A radical idea, however, is unusual because it is extreme. From the word choice,
one can infer that the writer of sentence a feels very positive about Higgins’s proposal, whereas the writer of
sentence b feels concerned about the extreme nature of Higgins’s plan. The writers do not need to spell out
their feelings for you because their word choices make their positions clear.

D ENOTATION AND C ONNOTATION

Even words that seem to mean the same thing have subtly different meanings and sometimes not-so-subtle
effects. For example, look at the words dangerous and perilous. If you say “The situation is dangerous,” that
means one thing. If you say “The situation is perilous,” that means something a little bit different. That is
because dangerous has a different connotation than perilous. Connotation is a word’s suggested or implied
meaning; it is what the word makes you think or feel. Dangerous and perilous have nearly the same denota-
tion or dictionary definition—in fact, each word is used in the definition of the other. But perilous suggests
more threat of harm than dangerous. Peril has a more ominous ring to it than danger and suggests a more life-
threatening situation. Perilous and dangerous, therefore, have different connotations, and the word you choose
to describe the situation can indicate a lot.

E UPHEMISMS AND D YSPHEMISMS

Another way writers use word choice to reveal their feelings is through the use of euphemisms and dys-
phemisms. A euphemism is a neutral or positive word used in place of something negative. A common exam-
ple is to substitute the phrase passed on or departed for died. A dysphemism, on the other hand, uses a negative
word or phrase (instead of something neutral or positive), such as saying croaked or kicked the bucket for died.
To cite a business example, “I’ve been let go” is a euphemism and “I’ve been axed” is a dysphemism for “I’ve
been fired.”
Question 1 from the pretest requires you to make an inference using many different clues from the
passage.

Which of the following best sums up the author’s opinion of utilitarianism?

a. It is an ethical theory.
b. It is the ethical theory that we should all live by.
c. It is a useful but problematic ethical theory.
d. It does not adequately measure happiness.
e. It underestimates the intrinsic value of human beings.

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 – READING COMPREHENSION –

To find the correct answer—choice c—we must look at what is stated in the passage and how those ideas
are stated. The summary of “The Ones Who Walk Away from Omelas,” for example, shows how the sacrifice
of one can create the happiness of many and how most of the citizens accept this price for their happiness.
This tells us that the theory is not one to be rejected outright. But because there is that one person suffering,
and because some people do walk away, this also tells us that there is something wrong with this utopia. The
author also states that “many social policies and much legislation is founded on” utilitarianism, which reveals
that it is a useful ethical theory. The word choice throughout also suggests that the author sees both positive
and negative aspects of utilitarianism. For example, she calls the theory problematic, but she does not use
stronger words such as wrongheaded or faulty. She calls the problem of the suffering of the few for the hap-
piness of the many a dilemma, not a flaw or failure. And she asks questions rather than making statements
about the immorality of utilitarian choices, suggesting that this is a very complex moral issue.

A Note about Quantitative Analysis Questions

A small minority of reading-comprehension questions on the GMAT exam are quantitative-analysis ques-
tions that ask you to draw conclusions from a discussion of numbers or statistics in the text. Don’t let the num-
bers throw you off. These questions are still inference questions. The only difference is that the main evidence
you need to use to draw your conclusion is the quantitative information provided in the text. (And don’t
worry—you won’t be expected to perform any complex mathematical computations. You will only need to
do very simple arithmetic, if you need to do any math at all.)

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 C H A P T E R

6 Critical
Reasoning

The term critical reasoning describes a set of analytical skills that enable people to make effective arguments
and evaluate arguments made by others. Sometimes critical reasoning is merely a matter of common sense.
For example, if there is a hurricane outside, but I say it’s a good day to go for a walk and get some fresh air,
you know something is wrong with my argument. But written and spoken arguments are often much more
complicated, and the ability to think critically and judge the effectiveness of an argument is not only impor-
tant to your success on the GMAT® exam—it’s also critical to your success in the business world. This sec-
tion reviews the basic structure of arguments and guidelines for evaluating arguments, especially arguments
like the ones you will encounter on the GMAT exam.

 Elements of an Argument

Although arguments often end up in heated debate, you don’t need to shout or elevate your blood pressure
to have an argument. In fact, you don’t even need another person to argue with. In the realm of critical
reasoning, an argument is a set of claims with a premise(s) and a conclusion. A claim is a statement (as
opposed to a question or interjection) with a truth value—it is either true or false (although you may not
know which). The conclusion of the argument is its main claim—what the arguer wants us to see, do, or

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 Arguments, Conclusions, and Premises

Argument = Conclusion (main claim) + Premise(s) (supporting claim[s])

believe. The premise is the claim or claims that provide support or reasons to accept the conclusion. To make
an argument, you must articulate at least two claims, and at least one of the claims must offer (or attempt to
offer) support for the conclusion.
Here are some examples. The conclusion of each argument is underlined:

I do not see Xiomara anywhere. She must not have arrived yet.

You should spend ten minutes each day doing yoga. Deep breathing and stretching will improve your
health and mood, and they are easy to fit into your day.

A flat tax is the answer to our tax troubles. It would treat everyone fairly and would dramatically sim-
plify the tax code. This would make filing taxes easier and make many Americans feel better about giv-
ing their money to the government.

Notice that this last argument offers several premises to support its conclusion:

1. A flat tax would treat everyone fairly.

2. A flat tax would simplify the tax code.
3. A flat tax (because it would simplify the tax code) would make filing taxes easier.
4. A flat tax (because it would treat everyone fairly) would make Americans feel better about paying taxes.

Of course, the more reasonable the premises and the more premises offered, the more convincing and
effective the argument. You will see an example of this in a moment.
It will often be clear which of the claims in an argument is the conclusion, but many times you will need
to consider the argument carefully to determine the main claim. The following conclusion and premise indi-
cators can help.

CONCLUSION INDICATORS PREMISE INDICATORS

thus since

therefore because

hence for

this shows/suggests/implies/proves that in view of the fact that

consequently

so

accordingly

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