GMAT Verbal Section

Quantity Words & Phrases

"The number of" takes a singular verb. "A number of" takes a plural verb. - idiomatic expression equivalent to some or many Exceptions to subjects not allowed in a prepositional phrase: - idiomatic expressions that designate quantities or parts - fractions and percents - minority, majority and plurality depend on context * many individual parts of a totality, use plural verb form * indicate totality itself, use singular verb form

Idioms: Use Your Ear

1. Spot the suspect idiomatic expression. - compare answer choices to find the core words and all variations. Includes non-underlined words as necessary. 2. Extract the various forms of the idiom. - put them into simpler sentences, omitting words to make the comparison easier. 3. Replace the corrected idiom in the sentence. - confirm that it works

3 Topics Must Use IT Instead of THEY

1.) A Nation 2.) An Organization 3.) A Species

Misplace Modifier

A descriptive word or phrase should immediately follow the thing that it modifies

Subject/Verb Agreement

A subject must always agree with its verb

Verb Modifiers

Answer questions about the verb >> how, when, where, why, etc. Subordinates include words such as because, although, if, unless, while, so that. Some verb modifiers may apply to both the verb and the verb's subject. In these cases, make sure the subject makes sense with the modifier. Verb modifiers can be placed more freely than noun modifiers so as you ensure it modifies the right verb, without ambiguity.

EPIC TIP!

Ask: "What is it referring to?"

Modifiers

Describes or modifies someone or something in the sentence. GMAT sentences often contain several complex modifiers. Many modifying phrases in GMAT are separated by commas from the noun being modified.

Weaken

Find the answer that makes the central assumption less likely to be true

Past Perfect Tense II

HAD + Past Participle (-ing) A set of verbs with the same subject don't require past perfect tense. Use simple past. Clauses linked by "and" or "but" don't require the past perfect tense. "before" and "after" indicate the sequence of events clearly, so past perfect tense is unnecessary.

Simple Past

Has ceased to occur : Alex looked puzzled when you told him the news

Parallel Elements

Nouns Adjectives Verbs Infinitives Participles Prepositional Phrases (don't always have to start with the same preposition) Subordinate Clauses (should start with the same word) Don't over shorten any element. Be sure each element is complete.

The Antecedent Must Be Unambiguous & Agree in Number

Sentences in which there are two or more possible antecedents for any pronoun should be rewritten, make sure that every pronoun has only one possible antecedent. You must match the number of the pronoun and its antecedent.

Meaning: Placement & Matching

The placement of a single word can change an entire sentence. Beware of words that change from one position to another. - if changes in the AC, consider if changing impacts the meaning - look out especially for short words that quantify nouns - pay attention to overall word order and check for unnecessary inversions (S after V) The correct sentence should resolve any ambiguity. Words that are connected in a sentence (S/V, pronouns/antecedents) must always make sense together. Apply the meaning issue and test the meaning of any potential correction.

Name 6 Coordinating Conjunction Words?

and, but, or, for, yet, nor

assumption

evaluate how each answer choice contributes to the support of the conclusion

Pronoun Case

3 cases (grammatical function): 1. Subject - can be the subjects of sentences. - I, you, he, she, it, we, they, who 2. Object - can be the objects of verbs or prepositions. - me, you, him, her, it, us, them, whom 3. Possessive - indicate ownership or a similar relation. - my/mine, your/yours, his, her/hers, its, our/ours, their/theirs, whose A pronoun in subject position in one clause may often be presumed to refer to the subject of a parallel clause. Nouns in the possessive case (with 's or s') are often poor antecedents. - Possessive Poison Rule: possessive pronouns can serve as antecedents only to possessive pronouns, not to subject or object pronouns. - avoid ambiguity by taking the possessing noun out of the possessive case

Superficial vs. Actual Parallelism

Always figure out which grammatical structures logically parallel before making them structurally parallel. Be careful with verbs and verbal forms.

Meaning

Choose the AC that transmits the author's intent as clearly as possible. If the original sentence has a clear, unambiguous meaning, try to preserve as much as you can. Don't alter the author's intent. At other times it will be confusing, and you will need to discern the author's intent. Meaning errors: Choose your words Place your words Match your words

Comparisons

Compare two parts of the sentence. Identify a signal word. Identify the two parts of the sentence being compared. Ensure that these two parts are truly parallel. Signal words: - like, unlike, as, then - more than, less than, faster than, different from, in contrast to/with, as ADJ as, as much as, as little as, as fast as, the same as

Meaning: Choose Your Words

Did the author choose the right words and use it with the correct meaning? Pay attention to the precise meaning of every word in each AC. - certain helping verbs can test meaning - simply by swapping these verbs the meaning can change - pay attention to the original sentence's helping verbs and only change if absolutely necessary * WILL (certain), MAY (uncertain) * MUST (absolutely necessary), SHOULD (morally obligated) * actual vs hypothetical

Subject & Verb Must Both Exist

Fragment: sentence missing the subject or verb - an AC that makes the sentence a fragment is wrong Working Verb: a verb that can run a sentence by itself Main Clause: could stand alone as a sentence with own subject and verb Subordinators: connecting words Subordinate Clauses: cannot stand alone; no compete subject and verb

Connecting Words

If you suspect a sentence is a run-on, identify each main clause. Make sure that the clauses are joined properly. Coordinating Conjunction: and, but, for, nor, or, so, yet Subordinators: can attach to a main clause with a comma. - always imply some relationship to the main clause - although, because, before, after, since, when, if, unless, that, though, while

Adjectives & Adverbs

One word modifiers. Adjectives: modifies ONLY a noun or pronoun. Adverbs: modifies verbs, adjectives, adverbs, prepositions, phrases or clauses. Often GMAT will provide 2 grammatically correct phrasings. - pick the one that best reflects the author's intent - common adjectives seen alternating with their adverbs (in -ly): * corresponding, frequent, independent, rare, recent, seeming, separate, significant, supposed, usual

Noun Modifiers

Phrases or clauses that modify nouns or pronouns - act like long adjectives. Appositive: a noun used to modify another noun. Types of noun modifiers: Adjective Preposition Past participle (-Ed) Present participle without commas (-ing) Relative pronoun Appositive

Pronouns

Pronoun: word that takes the place of a noun, so you don't have to repeat it in the sentence. Antecedent: the noun that a pronoun refers to. Every time you see a pronoun, ask the following: What is the antecedent? Does the antecedent make sense? Is it the only possible one? Does the antecedent agree in number with the pronoun?

Analysis of an Issue Paragraphs 4. The Pre-Emptive Strike Paragraph - Refute a point someone taking the other side of the issue would likely raise.

Sentence 1 - "Although some might claim *state the likely opposing point+, *then outline what's briefly wrong with taking that position (such as "that point conveniently overlooks obvious risks.")+." Sentence 2 - In more detail, express how such a stance is not the right one to take. Its helpful to contrast the other side with your side. Sentence 3 - Provide evidence required to demonstrate why that opposing point is weak/wrong

Analysis of an Issue Paragraphs 2. First Reason - State the reason. Explain the reason. Cite evidence supporting the reason by offering an example.

Sentence 1 - "Firstly, *describe the reason+." Sentence 2 - Answer the question "So what?" In other words, explain why that side is important in the evaluation of the issue. Sentence 3 - Provide an example as to how and why that point is vital to consider: "For example, ..." (Provide a study, case, historical event).

Analysis of an Argument Paragraphs 4. The Rx paragraph - Offer the author a remedy for each of the flaws committed. Almost always entails informing the author that additional evidence is required to support the claims of the prompt

Sentence 1 - "The argument's flaws can be remedied in two simple steps." Sentence 2 - "The first flaw could be resolved by..." Sentence 3 - Provide an example of the type of evidence required to sufficiently resolve that flaw, typically some research, or a specific study "...by citing pertinent statistics, such as those accessible from Department of Commerce." Sentence 4 - Repeat for the second flaw.

Verb Tense

Simple past, present, and past perfect are the three verb tenses most commonly tested on the GMAT.

Simple & Progressive Tenses

Simple tenses express three basic times often used to express "eternal" states or frequent events. GMAT prefers this tense. - simple present, past and future Progressive tenses emphasize the ongoing nature of an action, "to be" plus "-ing." - do not use for general definitions >> use simple present - do not use to indicate future actions >> use simple future - verbs that express general states don't normally take progressive forms (e.g. Know, signify)

What is an ASSUMPTION?

Something the author takes for granted that is necessary for the argument to be true Example:Scones must be the best thing at this bakery because it sells more scones than anything else. Conclusion: Scones are best; Evidence: They sell more scones; Assumption: Sales volume is a measure of quality

Is Passive Voice Ever the Correct Answer?

Sometimes! Also required when non-underlined portion of sentence contains the person or agent performing the action preceded by the word "by." You don't have to make active or passive voice parallel throughout a sentence. - all choices, if issues solved equally well, choose AC that maintains parallelism

Command Subjunctive III

The verb prohibit takes another construction: - PROHIBIT + Subject + from + -ing Command Subjunctive can also be used with nouns derived from Bossy Verbs (a demand, a request). To convey urgency, say "It is X" (X being ADJ) >> look for either an infinitive or for "that" followed by Command Subjunctive. Verbs: >> advisable, crucial, desirable, fitting, imperative, important, mandatory, necessary, preferable, urgent, vital Avoid the use of Command Subjunctive after "whether."

Present Perfect Tense

Use the Present Perfect tense for actions that started in the past but continue into the present or remain true in the present. - form by: HAVE/HAS + Past Participle If you use "since" you must use the Pesent Perfect to indicate continued action or effect. Present Perfect should be used with "within" phrases. If you want to talk about a specific, completed time period, use the Simple Past.

Verb Tense, Mood & Voice

Verb Tense: indicates when the action of the verb takes place. Verb Mood: indicates what the writer believes about or wants to do with the action. - indicative: used to describe knowledge or beliefs - subjunctive: used to express suggestions, desires or hypothetical events Verb Voice: indicates who or what is doing the action. - active voice: the subject performs the action - passive voice: the subject has an action performed on it by someone or something else

Past perfect

Was completed before some other past action began. : Alex has always looked puzzled in meetings until he got a new boss.

Use the

When an action started in the past and ....

Flip It!

When the subject and verb are inverted, flip the word order so the subject precedes the verb. Look for flipped subject and verbs in subordinate clauses, too. Confusing subjects are more often singular than plural. Book 8, pg. 43.

out of scope

When you see an answer choice that goes beyong the realm of the argument, you can consider it and eliminate it

opposite

When you're dealing with questions that ask you to weaken or strengthen the author's conclusion, be very wary of answer choices that while within the scope, do exactly the opposite of what you want, while it is the scope of the argument, it is the opposite of the answer choice you want and you should eliminate it

Lists with AND

Whenever you see AND on the GMAT, look for the list and count the items. The list can have up to 4 items. No correct AC omits "and" in a list before the last item. GMAT always has a comma before "and" in a list of 3 or 4 items. - when joining 2 clauses, the comma is optional Be careful of lists with long clauses or phrases. Flip lists so that the longest item is last, if possible.

Noun Modifiers with Relative Pronouns

Which, That, Who, Whose, Whom, Where, When Who: must modify people; used as a subject of a verb in a relative clause Whom: must modify people; sometimes follows prepositions; used as the object of a verb or preposition; can be dropped when the modified noun is the object of the modifying clause Which: must modify things; sometimes follows prepositions That: cannot modify people; can be dropped when the modified noun is the object of the modifying clause Whose: can modify either people or things Where: can be used to modify a noun place (actual place) In which: modify a "metaphorical" place (condition, situation, etc.); modify a noun event or time When: modify a noun event or time

Tense Sequence

With a past tense reporting verb, move Present to Past, Past to Past Perfect and Future to Conditional (will to would). Conditional: expresses the future from the past's point of view. Avoid mixing Present tense with Conditional tense. Avoid mixing Past tense with Future tenses. EITHER: Present + Future Past + Conditional

Idioms with Built-In Parallel Structure

X acts as Y As X, so Y Between X and Y Compared to X, Y Consider X Y In contrast to X, Y Declare X Y X develops into Y X differs from Y Distinguish X from Y Estimate X to be Y X instead of Y X is known to be Y X is less than Y Make X Y Mistake X for Y Not only X(,) but also Y - comma optional Regard X as Y X is the same as Y X is good, as so too is Y X, such as Y (in examples) Think of X as Y X is thought to be Y View X as Y Whether X or Y

When

only to denote a moment in time

The 4 Step Approach

1. Read the Questions 2. Break it Down 3. Answer the Questions in your own words 4. Process of Elimination

What are the 6 Singular Subjects that need to be memorized?

Another, Anyone, Everyone, Either, Each, and Something.

123TSP

1, 2, 3: Your passage map should include very brief notes about the main point(s) of each paragraph. It should be similar in terms of both brevity and clarity to how you might text message a friend a quick idea (ex: current system flawed, several alternatives exist) Don't include details in your passage map! You're looking for purpose and structure. Topic: Broadly what the passage is about? (Ex: US election system) Scope: Specifically what the passage is about? (Ex: Alternatives to the system) Purpose: Why the author is writing the passage: + - or = (arguing for/supporting, arguing against/refuting, describing/neutral respectively)

Quantity

1. Words used for countable things vs. those for uncountable things. - hat(s), feeling(s) vs. equipment, patience - countable modifiers >> (not) many, few, fewer, fewest, number, fewer than, numerous - uncountable >> (not) much, little, less, least, amount, great, greater - be careful with unit nouns (eg dollars) >> use countable modifiers 2. Words used to relate 2 things vs. 3+ things - between >> 2 things; among >> 3+ things 3. "The Number" or "Number Of" vs. "A Number" or "The Number Of" - the number of is singular; a number of is plural - the numbers of is almost always incorrect - numbers is possible in a few contexts >> use greater than for comparison 4. Increase & Decrease vs. Greater & Less - increase/decrease >> change of one thing over time - greater/less >> comparison between two things - watch for redundancies in sentences with increase and decrease

Which vs. the Present Participle -Ing

Be careful with WHICH at the end of a sentence. Make sure that it refers to the preceding noun, not the entire preceding clause. Present participles can modify nouns, verbs and their subjects, entire clauses as long as it's converted into a noun phrase that could function as the subject of the verb in -ing form.

Active vs. Passive Voice

Active Voice: subject performs the action. Passive Voice: subject has an action performed on it by someone or something. - formed with a form of "to be" followed by a past participle - whoever actually performs the action may follow the verb in a prepositional phrase headed with the preposition by >> use through or because of when describing any instrument or means Avoid AC written in passive voice if it makes it wordy or confusing. Only Transitive Verbs (take direct objects) can be written in passive voice.

Inference Questions:

An inference is something that MUST follow based on the information offered.

Collective Nouns & Indefinite Pronouns

Collective Noun: noun that looks singular but can refer to a group of people or objects. Ex: class, crowd, team, baggage, fruit - each collective noun takes a singular verb form Indefinite Pronoun: not specific about the noun or pronoun it replaces. - pronouns that end in -one, -body or -thing are considered singular - 5 indefinite pronouns can be singular or plural depending on context * SANAM: Some, Any, None, All, More/Most - "none of" and a plural noun can be either singular or plural but "not one" is always singular

Connecting Punctuation

Comma: most common - non-essential modifiers set off by them; must use coordinating conjunction with two main clauses. Cannot split two verbs with same subject. Semicolon: connects two closely related statements that are able to stand alone. Minor use is to separate items that themselves have commas. Colon: provides further explanation for what comes before it. - whatever needs explaining should be close to the colon; after the colon can be a main clause. Dash: use as an emphatic comma, semicolon or colon. - use it to separate an appositive from an item in a list - use to restate or explain an earlier part of the sentence

Keep Comparisons Parallel

Comparisons must be logically parallel. - use "that" to stand for the thing being compared >> those for plural Comparisons must be structurally parallel. - similar grammatical structure

Present perfect

Continues to the present: As long as I have known him, Alex has looked puzzled in meetings.

Perfect Tenses: Use Only When Necessary

Don't use the perfect tenses when simple tenses will work. Use perfect tenses only when you can justify them with these rules: - Present Perfect: an action began in the past and continues into the present (or its effect does) - Past Perfect: if one action precedes another and you need to clarify or emphasize the time sequence

Each & Every - Subject Phrases & Clauses

Each or every requires a singular verb form. The same is true for any subject preceded by the word each or every. Note that each following a subject had no bearing on the verb form. When the subject is an -ing phrase or clause, the subject is always singular and has a singular verb form.

Grammar, Meaning & Concision

Grammar: does the sentence adhere to the rules of written English? Meaning: is the meaning of the sentence obvious and unambiguous? Concision: is the sentence written as economically as possible?

Concision: Avoid Redundancy

Each word in a correct AC must be necessary to the meaning of the sentence. - if a word can be removed and not take away from the overall meaning, it should be removed - GMAT often uses words of the same meaning - the word BEING almost always signals a redundancy - try to avoid - pay attention to time expressions - generally only have 1 per sentence unless a good reason to repeat PAST: previously, formerly, before now PRESENT: now, currently, presently YEARLY: annual, each year, a year

How to Find the Subject

Elinimate "middlemen" (words between the subject and verb) and skip the "warmup" (words before the subject). Types: 1. Prepositional Phrases: groups of words headed by a preposition, followed ny nouns or pronouns, which make a phrase to describe or modify other parts of the sentence. 2. Subordinate Clauses 3. Other Modifiers: - Present Participles: "-ing" forms of verbs - Post Participles: "ed" and "en" forms of verbs

Essential vs. Non-essential Modifiers

Essential Modifiers: provide necessary information about the noun. - no commas between modifier and noun - use THAT or WHICH, no commas Non-essential Modifiers: provide extra information about the noun. - commas between the modifier and noun - use WHICH, with commas Other relative pronouns follow the same essential/non-essential comma rules.

Concision: Don't Make It Too Short

False Concision: expressions that are too short for their own good. Pattern 1: keep the prepositional phrase if you need to - often, you can turn a noun modified by a prep phrase into a noun-adjective - works best with the prep "of" >> avoid if prep isn't of, if a location, time period, quantity or other measurement, possessive ('s or s') to describe a measurement Pattern 2: keep that of or those of if you need to - sometimes GMAT inserts unnecessary ones that need removed Pattern 3: keep that after a reporting verb - reporting verbs: indicate, claim, contend, report - only exception is the verb "say"

Parallelism

GMAT's favorite grammar topic. Comparable sentence parts must be structurally and logically similar. - the most important words must be parallel, not every word Parallel Markers: words that link or contrast items and forces them to be parallel. - 3 most important are "and, but, or" - "and" most common - other examples: both/and, either/or, not/but, not only/but also, rather than, from/to - any construction that expresses 2+ things in the same way requires parallelism

Concision: Specific Patterns of Wordiness

How to rank parts of speech by "concision power": drive the V-A-N! - V-A-N = Verb >> Adjective/Adverb >> Noun Pattern 1: prefer a verb to an action noun - action nouns >> expresses an action, eg revolution Pattern 2: prefer a that-clause (with verbs) to a series of phrases with nouns - idea nouns go well >> hypothesis, idea, suggestion, belief, discovery, evidence, indication, report Pattern 3: prefer a verb to an adjective Pattern 4: prefer an adjective to a noun Pattern 5: prefer an adverb to a prepositional phrase "Elimination Be" >> get rid of unnecessary uses of the verb to be. Pattern 6: prefer an adjective to an adjective clause with be - pattern also works with nouns that identify or describe other nouns Pattern 7: remove IT IS... THAT

Concision

If two AC are both grammatically correct and clear in meaning, but one is more concise than the other, choose the shorter one. - GMAT prefers single words over phrases Do not simply pick the shortest answer; often will have to pick a longer choice that is more grammatically correct and clear meaning.

Past Perfect Tense I

If two actions in a sentence occurred at different times in the past, we often use the Past Perfect tense for the earlier action and Simple Past for the later action. - HAD + Past Participle - don't always use it for past actions; only use to clarify or emphasize a sequence of past events (unless sequence is obvious)

Keep Verb Tenses Consistent

In any given sentence, try to keep all verb tenses consistent, unless the meaning clearly dictates otherwise. If you do have more than one action required a change in tenses, use the past progressive to describe a background event, while using the simple past to describe a more important event in the foreground.

Hypothetical Subjunctive

Indicates unlikely or unreal conditions. - occurs after "if, as if, or though" Basic form of the Hypothetical Subjunctive is equivalent to the Simple Past of every verb except the verb "to be": for "to be" always use the form "were."

Parallel Construction

Items in alist or items that are being compared, must all contain the same parts of speech and must look the same

If... Then Constructions

Learn these five constructions. If a choice doesn't fit, them it is almost certainly wrong. 1. General Rule with no certainty >> If Present, Then Present - pattern is equivalent to whenever 2. General Rule with some uncertainty >> If Present, Then "come" or "may" 3. Particular Case (in future) with no uncertainty >> If Present, Then Future - another variation: particular case in present can use Present Perfect 4. Unlikely Case (in future) >> If Hypothetical Subjunctive, Then Conditional - can use would or could in the Conditional 5. Case that Never Happened (in past) >> If Past Perfect, Then Conditional Perfect - helping verbs would and should NEVER go in the if part of the sentence; should is NEVER in an if... then sentence

Like vs. As

Like is a preposition >> must be followed by nouns, pronouns, or noun phrases. - use like to compare two nouns - can be followed by gerunds (-ing of verbs) As can be either a preposition or a conjunction. - compare two clauses

Watch Out for Linking Verbs

Linking verbs express what the subject is or what condition the subject is in. - most common LV is the verb to be. - other LV: appear, become, feel, grow, look, remain, represent, resemble, seem, smell, sound, stay, taste, turn Treat any LV as a parallel marker. Make the subject and object parallel. Ensure that the two sides of the LV are parallel in meaning. Note that "to be" doesn't have to be part of a LV phrase. The verb to be also forms the progressive tenses and the passive voice. Don't look for parallelism here.

Subject & Verb: Number and Sense

Make sure the subject and verb have a sensible meaning together. The subject and verb must agree in number. The subject and verb must always make sense together - use the sentence structure to decide.

Watch Out for Possessives

Misplaced modifiers sometimes appear in sentences that have possessive nouns (end in 's or s'). Do not ignore abstract nouns like "development." They follow the same rules as all other nouns - modifiers that touch them should be intended to modify them.

Command Subjunctive II

Never use "should" in place of a Command Subjunctive. Not every verb uses the Command Subjunctive - memorize. - Command Verbs ONLY take Command Subjunctive: >> demand, dictate, insist, mandate, propose, recommend, request, stipulate, suggest - verbs that take ONLY the infinitive: >> advise, allow, forbid, persuade, want - verbs that take either Command Subjunctive OR the infinitive: >> ask, beg, intend, order, prefer, urge, require

Position of Noun Modifiers

Noun modifiers should touch the nouns they modify. - if the modifier is next to a different noun, it's a Misplaced Modifier - if the noun you want to modify isn't in the sentence it's a Dangling Modifier * a present participle at the beginning of a sentence is often dangling Unlike a noun modifier, a verb modifier doesn't have to touch the subject. Avoid long sequences of modifiers that modify the same noun.

Subjects & Phrases

Only the word "and" can change a singular subject into a plural one. Singular subjects followed by additive phrases remain singular. - Additive Phrases: words and phrases that "add" to the subject - along with, accompanied by, together with, as well as, etc. Phrases like "or, either... or, neither... nor" link two nouns. - if one of the nouns is plural and the other singular, find the noun nearest the verb and make sure they agree in number. Note when "either" or "neither" appear without "or" or "nor" they are singular.

Analysis of an Issue Paragraphs 5. Conclusion - Re-Paraphrase your side of the issue, and recap the reasons why without using repetitive language. Then go on to envision either the worst that could happen if the argument in its current form were followed, the wonders that could happen if your side were followed, or both.

Sentence 1 - "In conclusion, *re-paraphrase your side of the issue+" Sentence 2 - End by describing the risks and perils if the other side of the issue were followed, or the great things that could happen if your side were followed, or a blend of both (bad first, good second).

Comparative & Superlative Forms

When comparing two things, use the Comparative Form of an ADJ or ADV. When comparing more than two things, use the Superlative Form of an ADJ or ADV. Regular forms (comparative/superlative): - shorter/shortest, more/most, less/least Irregular forms: - good/better/best >> see glossary book 8 Don't compare and ADV ending in -ly by changing the ending to -er; add "more" Always use "than" with the comparative form.

Analysis of an Argument Paragraphs 5. Conclusion - Re-Paraphrase the argument, and recap its flaws without using repetitive language. Then go on to envision the worst that could happen if the argument in its current form were followed.

Sentence 1 - "In conclusion, argument+" Sentence 2 - End by describing the risks and perils if the argument as it stands were followed: "If the argument in its current form were followed, then..." Sentence 3 - After having cited the dangers of the argument, reiterate that it is essential for those flaws to be resolved before this argument is taken seriously and a decision or determination is made.

Analysis of an Issue Paragraphs 1. The intro - Introduce the issue in your own words, but with an academic/formal tone. Then, choose a side, and briefly outline your two main reasons why your side is right.

Sentence 1 - "On one hand some may claim [state the other side], but on the other hand others correctly argue [state your side]. Sentence 2 - Briefly outline each of the two reasons why your side is right. "Not only [reason 1], but also [reason 2]."

Analysis of an Issue Paragraphs 3. Second Reason - Exact same format as the first reason, except you'd begin with "Secondly,"

Sentence 1 - "Secondly, *describe the reason+." Sentence 2 - Answer the question "So what?" In other words, explain why that side is important in the evaluation of the issue. Sentence 3 - Provide an example as to how and why that point is vital to consider: "For example, ..." (Provide a study, case, historical event).

Analysis of an Argument Paragraphs 1. The intro - Introduce the argument in your own words, but with an academic/formal tone, and briefly outline the two main flaws.

Sentence 1 - "The argument that XYZ (paraphrase the arg) is flawed in two critical ways." Sentence 2 - List the flaws by finding two of the 3 special cases outlined below. "Not only does the argument rely on data that is not necessarily representative, but it also presupposes that a causal relationship exists without sufficient evidence to support that position."

Analysis of an Argument Paragraphs 2. First flaw - State the flaw the explain the flaw by describing the perils of that reasoning. Cite evidence supporting your analysis by offering an example that demonstrates the problems and risks in making that error.

Sentence 1 - State the Flaw: "Firstly, the arg *flaw 1+." Sentence 2 - Answer the question "So what?" In other words, explain what's wrong with that flaw, and how it undermines the argument. Sentence 3 - "For example, ..." (Provide a study, case, historical event that shows how the author's argument is vulnerable with that flaw),

Analysis of an Argument Paragraphs 3. Second flaw - Exact same format as the first flaw. Begin with "Secondly,". Then describe the perils of the second flaw and cite evidence supporting your analysis by offering an example that demonstrates the problems and risks in making that error.

Sentence 1 - State the Flaw: "Secondly, the arg *flaw 1+." Sentence 2 - Answer the question "So what?" In other words, explain what's wrong with that flaw, and how it undermines the argument. Sentence 3 - "For example, ..." (Provide a study, case, historical event that shows how the author's argument is vulnerable with that flaw),

Splits & Re-Splits

Take no more than 90 seconds to answer; goal is 60 seconds. Strategy: split the AC after reading the sentence. 1. Write down A B C D E. 2. Read the sentence, noting any obvious errors. 3. Scan the AC vertically - don't read them - look for differences that split the AC. - 2 to 3 split is ideal, 3 way split is ok 4. Choose a split which you know the rule for and which side of the split is correct. 5. Cross out the choices that have the incorrect side of the split. 6. Compare the remaining choices by re-splitting. 7. Continue to split until only one AC remains.

Personal & Demonstrative Pronouns

Third Personal Pronouns: it, its, they, them, their - never skip past these; stop and check whether they're being used correctly Demonstrative Pronouns: this, that, these, those - can be used as adjectives in front of nouns - that or those can indicate a copy of the antecedent * must be modified; add a description to show how the new copy is different from the previous version * must agree in number with the previous version - do not use this/these or that/those in place of nouns >> use they or them instead

Command Subjunctive I

Used with certain commanding verbs such as require or propose. - tell people to do things - this is like the Simple Present in the to be form without the to, except for: 1. There is no -s on the end or 3rd person singular. 2. The form of to be is always just be, not is, are, am. Construction: Bossy Verb + THAT + Subject + Command Subjunctive

Subjunctive Mood

Verb Mood: expresses what the writer believes about, or wants to do with, the action expressed by the verb. - indicative mood >> expresses facts - imperative mood >> commands - subjunctive mood: >> unlikely or unreal conditions (usually after if or similar words) >> proposals, desires, and requests formed with certain verbs and the word "that"

The Antecedent Must Exist & Make Sense

Watch out for nouns used as adjectives! They cannot be antecedents of pronouns. The antecedent to which you want to refer must actually exist in the sentence and be functioning as a noun. Whenever you find an antecedent, always check that is makes sense in place of the pronoun.

Omitted Words

You can often omit words in the second part of a comparison. - use of possessive nouns - units, verbs, whole clauses >> as long as no ambiguity Put in the omitted words or appropriate Helping Verbs only to remove ambiguity. GMAT occasionally allows unnecessary Helping Verbs. - don't exclude an AC just because it has one

"Cousin" Words & Expressions

aggravate (worsen) vs aggravating (irritating) known as (named) vs known to be (acknowledged as) loss of (no longer possesses) vs loss in (decline in value) mandate (command) vs have a mandate (have authority from voters) native of (person from) vs native to (species that originated in) range of (variety of) vs ranging (varying) rate of (speed or frequency of) vs rates for (prices for) rise (general increase) vs raise (a bet or salary increase) such as (for instance) vs like (similar to) try to do (seek to accomplish) vs try doing (experiment with)

extreme

extreme wording is another very common reason for eliminating answer choice in POE

strengthen

if the author proves his point by making an assumption, you'll include additional data to bolster the assumption....if the author cites a survey in support of his conclusion, you'll give evidence to prove the validity of the survey.etc...

Pronouns

must clearly refer to a noun, and must agree with that noun in gender and quantity

Where

only when referring to an actual location

Scope

the argument is dictated by the information given in the conclusion and the premises, by far the most common reason for eliminating answer choices in the arguments section

reasoning

will focus more on describing the pattern of reasoning than in paraphrasing the content of the argument, questions of this type may read: Which of the following indicates a flaw in the reasoning above?, Susan's attempt to counter Tim's claim is best characterized as...., Dan's response has which of the following relationships to Aliss'a argument?, The author makes his point chiefly by....