GMAT Tips and Strategies

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GMAT Tips and Strategies (Discussion)

oLahav said – Tue, 20 May 2008 19:12:28 -0000 ( Edit Link )

I found this a cool idea back at the SAT material, so this time I’ll try and do some. I’ll post a new tip on how to deal with the GMAT every once in a while, so make sure to check in and see new tips. Feel free to post your own tips here too!

We’ll start with Tip #1:

The GMAT, being a totally computerized test, isn’t like your regular test where questions increase in difficulty from easy to hard. Each GMAT section starts off with a medium question, then moves up or down in difficulty based on whether you got the question right or wrong. This means that the first questions are more important, since that’s when the computer jumps by larger increments, while during the last questions the computer will only zone in on an exact level for the final score.

The tip is- don’t spread your time evenly, or worse, speed through this thinking you can always come back to the questions you skip. You can’t. Take your time on the first few questions and make sure you get them right, then pick up the pace.

Hope this helps. Until the next tip.

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acrosstheuniverse said – Tue, 20 May 2008 19:35:45 -0000 ( Flag Edit Mark / Unmark Best Link )

Tip #2

For the passage-based questions, make sure you’re answering the questions from the knowledge that is stated or implied in the passage, NOT your own knowledge of the subject or what you may assume outside of it. The answers provided are given with the notion that you don’t know any outside information on the subject and that everything you need to come up with the correct answer can be found in the paragraph.

With this in mind, approach each passage with a critical eye, and don’t get scared if you find you’re not familiar with the subject. Don’t let your knowledge in a particular area influence your choice either, since you may pick an answer that gives more information than the paragraph could have given you.

Again, answer the question to a passage-based question with the information given to you (aka stated) or implied (indirect way of showing you what they mean). This way, you can make sure you’re answering with the correct answer the markers have set out for you.
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oLahav said – Wed, 21 May 2008 14:09:19 -0000 ( Flag Edit Mark / Unmark Best Link )

Tip #3:
Looking at tip 1, you’d think that you shouldn’t worry much about your timing or those last few questions. Well, you should.

Answer all questions. The GMAT gives a severe timing penalty for leaving questions unanswered, a harsher penalty than getting questions wrong. Sure, you can guess the last questions if you do run out of time, but it’s a better idea to pace yourself. Practice enough real-time GMAT samples to get an idea of how to set your pace through the exam so that you don’t leave any blank questions.

The purpose of the GMAT is just to test your analytical and thinking skills- it also measures time management and the ability to focus under pressure. Remember the timing penalty, it’s worse than being wrong, so manage your time well.
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oLahav said – Thu, 22 May 2008 20:06:35 -0000 ( Flag Edit Mark / Unmark Best Link )

Tip #4:
Avoid obvious answers on difficult questions. Obvious answers are always there to mess with your head. If you don’t really know the answer to a really tough question but one of the possibilities looks nice, it’s usually wrong.

Why do they do this? Simple. The average person would put his bet on the obvious answer that seems right, right? It’s the logical thing to do. That way, when the average person guesses the answer to tough questions, he’s unlikely to get it right.
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oLahav said – Mon, 26 May 2008 18:10:15 -0000 ( Flag Edit Mark / Unmark Best Link )

Tip #5:
Always stay calm. Don’t know an answer? Don’t panic. It’s not the end of the world, or even of the GMAT. The thing is, about 25% of the questions on the verbal and quantitative sections DON’T COUNT. Yeah, that’s right, they’re experimental questions that are used to ensure the test is fair and accurate but don’t contribute anything to your score.

So, instead of panicking and spending all of your time trying to figure out an answer, eliminate as many choices as you can and take your best guess. You may get it right, or wrong, or it may not even matter. Also note that you can’t skip questions and come back, so if you know you don’t know the answer, move right along. Just don’t freak out or you’ll lose your concentration and a lot more than just that one question.
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sauby said – Wed, 09 Jul 2008 14:44:38 -0000 ( Flag Edit Mark / Unmark Best Link )

Tip 6: You can figure out how you’re doing by observing the difficulty level of the questions. If the questions get harder and harder, it means that you’re doing well.
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1. oLahav said – Wed, 09 Jul 2008 16:17:22 -0000 ( Flag Edit Link )
  
  That’s a good tip, and it should work, since every time you get a question right you’ll be given a more difficult question.
  
  Thanks for the contribution!
  
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2. Eduardo Longo said – Thu, 31 Jul 2008 01:39:40 -0000 ( Flag Edit Link )
  
  There’s a problem with this tip. GMAC states that most people cannot accurately assess the difficulty level of a question (and I think they’re right), so you can find a “hard question” easy because you’re very comfortable solving this kind of question and, on the other hand, find an “easy question” hard because you’re not familiarized with it.
  
  Moreover, if you start thinking that the questions are too easy you can panic and screw everything up.
  
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amitspruce said – Wed, 06 Aug 2008 02:18:26 -0000 ( Flag Edit Mark / Unmark Best Link )

IN SC , i have few doubts

1. the usage of double and twice 2. the use of -ing after a main clause ends and is preceeded with comma, eg – five fledgling sea eagles left their nests this summer, bringing to 34 the number of wild birds successfully raised.

Can anyone help on this ?
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1. acrosstheuniverse said – Wed, 06 Aug 2008 15:42:15 -0000 ( Flag Edit Link )
  Hey Amit, I’ll try my best!
  
  1. The Usage of Double and Twice
  
  Double means there are two or something, twice means that it has happened two times. These two words are idioms which means they are used in different phrases which “makes sense”. Here are some examples:
  
  Double Play
  
  Seeing Double
  
  Double or Nothing
  
  I had double winnings playing black jack
  
  and
  
  I had twice as much food as Tommy (this would be used over “I had double as much food as Tommy”)
  
  This towel has twice the absorbency
  
  I have already been around the track twice
  
  Therefore remember that double is used when referred to two of something and twice means it has happened two times.
  
  2. The Usage of -ing after Main Clause and a Comma
  
  The -ing should correspond to the tense of the main clause. So taking your example for instance:
  
  Five fledging sea eagles left their nests this summer, bringing to 34 the number of wild birds successfully raised.
  
  This would be a correct form since it is continuing the idea from the primary clause. In sentence correction, you must think of sentences as cause and effect. If the cause is that the eagles have left their nest, then there should be a result of wild birds raised. The cause and effect is shown in the bolded text above. Here is another example:
  
  Grandma Bennett broke her leg this month, causing more concern for the family because of her fragile state.
  
  As you can see the cause and effect makes the comma and -ing work correctly in these situations and ones like them.
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amitspruce said – Wed, 06 Aug 2008 02:19:58 -0000 ( Flag Edit Mark / Unmark Best Link )

IN CR Questions, what is the best strategy to follow – Read the stimulus first and then the stem or the other way around. I am appearing for GMAT in another 10 days time, so I would like to nail down my strategy so that i can ace the GMAT.

Looking for valuable guidance from your end!!
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amitspruce said – Wed, 06 Aug 2008 17:43:02 -0000 ( Flag Edit Mark / Unmark Best Link )
For RC questions, we r asked to infer from some contradictory statements. Is there any definite logic or pattern to answer those type of questions?

Also, in the main idea questions we r given some specific pointers like discuss, evaluate, argues, clarify, explore, compare, advocate, review, illustrate , propose , suggest, present , summarize, identify, outline, describe etc.

is there any definite logic that we can follow while reading the passage to come to a definite conclusion abt the main idea of the passage?
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Can u explain the scenarios in which the usage of these words is done?
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I am weak in RC ,therefore,I would like to have clear understanding of the logic or trick that we should keep in mind while answering such questions?

Your help in this connection would be highly appreciated!!!! :)
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1. acrosstheuniverse said – Wed, 06 Aug 2008 20:02:21 -0000 ( Flag Edit Link )
  Reading Comprehension
  
  Yes you are asked to infer on statements, which means you should be able to take the information from the passage that you read and make sense of it using your own logic and the information that is provided. Most people find reading comprehension questions to be a little more difficult because they seem to take longer and you must have a little more of a critical eye to be able to catch the important parts of the passage.
  
  The questions do however help to focus where you should be putting your attention. So in this case, I would read the question first and skim the passage to get a sense of it. Then read the paragraph taking all of the information in quickly while still scanning for the corresponding answers to what the question is asking of you.
  
  For example, the words that you have pointed out are most likely found in Reading Comprehension as pointers to look for specific information.
  
  Discuss: What does the passage talk about, what is generally said?
  
  Evaluate: Take in the information given and reason the correct answer.
  
  Argues: What is the main point or thesis?
  
  Clarify and outline: Simplify what is said.
  
  Explore: Look further into the argument or passage.
  
  Compare: Take two things within the passage or the passage and something outside and contrast them.
  
  Advocate: To support something publically, so reintroduce the thesis.
  
  Review, illustrate, summarize, describe: All mean to take what is given, think critically on it.
  
  Identify: Basically means to find, usually the main point.
  
  As far as an definite logic to follow, I would read the question and look for concepts in which you are to look for. Especially for the questions in which you are to infer, or think one step beyond the passage, you should think and read the passage very critically based on what is asked. For the main point, you should be able to see if it is framed by trigger words such as however, unless, as a result of, because or in opposition to name off a few. These trigger words will help you recognize when a counter point is being brought up and usually it is one that you should pay attention to.
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oLahav said – Wed, 06 Aug 2008 17:56:26 -0000 ( Flag Edit Mark / Unmark Best Link )

Critical Reasoning questions are very tricky and confusing. Every person has their own way of thinking and reasoning, so there is no definitive strategy for this section.

However, here are a few tips that can help:
- Separate the passage into 3 sections- the conclusion, which is what the main idea is (usually beginning or end of passage), the evidence used to support the idea, and the assumptions which are usually unstated but are necessary for the idea to make sense.
- If the question is looking for assumptions, look outside the paragraph. If any answer is based on info in the paragraph, cancel it. Look for what “fixes” problems in the paragraph or else explains it.
- Questions looking for what weakens/supports the statement are also looking for assumptions, and you can usually easily cancel answers out by looking at what doesn’t relate to the conclusion or what does the opposite of what you’re looking for.
- Inference/conclude questions ask you to use then paragraph, usually the extra evidence rather than the conclusion (but nothing outside the paragraph) as an assumption and see which of the answers flow from it directly.
- Always watch for answers that are “out of scope”, meaning they are based on information and assumptions not given. These are always wrong, but they’ll usually sound right.

Some people find that reading the question before actual passage helps them know what to look for and solve the question without getting confused from weird sentences and complicated words.

I hope this helps.
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amitspruce said – Wed, 06 Aug 2008 18:46:03 -0000 ( Flag Edit Mark / Unmark Best Link )

Thanks OLahav!!! .... I am sorry, by mistake i clicked the reported link…
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amitspruce said – Sat, 09 Aug 2008 12:49:13 -0000 ( Flag Edit Mark / Unmark Best Link )

The investigation of many psychologists support the generalization of there being little that is a significant difference in the underlying mental processes manifested by people from different cultures.

1. of there being little that is a significant difference 2. of there being little that is significantly different 3. of little that is significantly different 4. that there is little that is that is significantly different 5. that there is little that of significant differences

can anyone let me know the correct answer with valid reasons ?
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1. amitspruce said – Sat, 09 Aug 2008 13:07:39 -0000 ( Flag Edit Link )
  
  i am sorry the fifth option is
  
  5. that there is little of significant differences
  
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2. acrosstheuniverse said – Mon, 11 Aug 2008 14:19:31 -0000 ( Flag Edit Link )
  
  The investigation of many psychologists support the generalization of there being little that is a significant difference in the underlying mental processes manifested by people from different cultures.
  
  1. of there being little that is a significant difference
  2. of there being little that is significantly different
  3. of little that is significantly different
  4. that there is little that is that is significantly different
  5. that there is little that of significant differences
  
  I would say that this is the correct answer since it is the least complicated in form and in filler words. In options 4 and 5 the word “that” is reused past what is should be. Option 1 uses “difference” in an incorrect form. Option 3 is missing the verb of “being” that is important to the sentence.
  
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amitspruce said – Sat, 09 Aug 2008 13:01:19 -0000 ( Flag Edit Mark / Unmark Best Link )

Scientists have found signs that moving water changed the chemical makeup of the surface of Mars in recent eras, therefore concluding that its crust is harboring up to three times as much water than was previously thought.

1. eras, therefore concluding that its crust is harboring up to three times as much water than was

2. eras, therefore concluding that the planet’s crust harbors up to three times as much water or more as was

3. eras and have therefore concluded that the planet’s crust harbors up to three times as much water as

4. eras and they have concluded, therefore, that its crust harbors up to three times as much water , or more, than

5. eras and have concluded, therefore, that the planet’s crust is harboring up to three times more water as was

can anyone let me know the correct answer with valid reasons ?
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1. acrosstheuniverse said – Mon, 11 Aug 2008 14:52:23 -0000 ( Flag Edit Link )
  
  Scientists have found signs that moving water changed the chemical makeup of the surface of Mars in recent eras, therefore concluding that its crust is harboring up to three times as much water than was previously thought.
  
  1. eras, therefore concluding that its crust is harboring up to three times as much water than was
  2. eras, therefore concluding that the planet’s crust harbors up to three times as much water or more as was
  3. eras and have therefore concluded that the planet’s crust harbors up to three times as much water as
  4. eras and they have concluded, therefore, that its crust harbors up to three times as much water , or more, than
  5. eras and have concluded, therefore, that the planet’s crust is harboring up to three times more water as was
  
  I believe this to be the correct answer as it has all of the required elements. It mentions and puts together context in the area describing the crust as well as ending in the right context of “was as”. This question is very complicated so I’m not completely sure that this is the correct answer, however I’ll try to justify why the other options don’t work as well. Option 1 has an awkward form using “therefore concluding” as well as “as was”. Option 2 ends in a way that is not flattering to the sentence, “more as was” does not flow well. Option 3 is my choice of correction. Option 4 and 5 have unnecessary breaks that lengthen the sentence and don’t really increase the effectiveness of the sentence.
  
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2. patmi17 said – Fri, 11 Sep 2009 07:47:21 -0000 ( Flag Edit Link )
  
  hi i think opton 3 in correct > “as much …as” is the correct idiom(.option 3) as much .. than is wrong,as much or more/than as was > is wrong(option 2,4) ..more water as was is wrong(option 5)
  
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amitspruce said – Sun, 10 Aug 2008 07:53:49 -0000 ( Flag Edit Mark / Unmark Best Link )
i have few clarifications in SC

1. Among the various emotions on display [was] anger …..
```
Among the various things found [were] statues....
```
```
How is the agreement of subject verb taken care of while we use Among  ?
```
2. More than one of the students/student [have/has]
```
More than one students/student [has/have] ....
```
Can anyone clarify ?
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1. patmi17 said – Fri, 11 Sep 2009 07:54:50 -0000 ( Flag Edit Link )
  
  among is plural so the verb must be plural one of(students) takes a singular verb > so verb must be “has” more than one student has …...
  
  but u need to refer further i mite be wrong
  
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santosh gupta said – Mon, 17 Nov 2008 06:48:34 -0000 ( Flag Edit Mark / Unmark Best Link )

the best tip i know to get high scores in GMAT is work on more than 2 OGs
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