Getting Prepared for GMAT or Any Test

8/14/2019 Getting Prepared for GMAT or Any Test

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Getting Prepared for GMAT or any

Other TEST:

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I. Introduction to the Graduate Management Admission Test

To assess the qualifications of a graduate today most companiesuse the GMAT to test. It is a test which helps to predict the academic

performance in other graduate management programs.Why is the GMAT needed as a basis for performance?

The GMAT is formatted in a way which measures the verbal,mathematical, and analytical writing skills that are developed by agraduate in his/ her academic career.

Sections of the GMAT

It consists of the Analytical Writing Assessment section (AWA)Quantitative section and the Verbal section (briefly summarizedlater).

Timing of the GMAT

Two and one-half (75 minutes each for the verbal and quantitativesections) are for the multiple-choice items and one hour (30 minuteseach for the two essays) for the AWA. Two breaks (five minuteseach) are optional.

Applicants must not be afraid of the GMAT or any TEST

Although the GMAT is a demanding test, you shouldnt be afraidof taking aptitude test .This is because it measures your knowledge ofbusiness or job skills and some specific content in your undergraduate

course work.


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II. GMAT / TEST Preparation

Overall views about preparationsPreparation is the best way of doing your best on any test,

and this is also true for the GMAT. While the GMAT does not test you on subjects you can study for in advance, you can practicesuccessful test-taking techniques and strategies to maximize yourthinking skills.

As may be expected, different test takers choose differentways. After reading about methods of preparation, it seems thatsome prefer to enroll in preparation courses while others decideto use preparation books.

In short, whether preparation is through a course,preparation book, tutor, or an individually designed program ofstudy, one should prepare well for any test.

Resources for studying

There are a number of books available to help test-takersprepare for the GMAT. Test-preparation books can be a valuableresource because they can help a test-taker determine whetherhe or she needs further preparation, while requiring a small initialinvestment. Many GMAT preparation books contain full or partial

Preparation Strategies for the GMAT or any TEST

It might seem for some people an easy thing to prepare for testsand maybe the GMAT too, but in general, everything needsplanning. So, this is a sum-up of 6 strategies which will helpstudents plan effectively and efficiently for the GMAT.

1) As a general basis, you should be familiar with the types ofquestions in each section. As a matter of fact, you should refresh


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your skills in basic grammar and mathematics as well as practicetest questions and sample exam until you are comfortable withevery question type.

2) You should know the duration of time you have to completeeach section and budget your time accordingly.

3) You shouldnt waste time reading the instructions on the testday. While preparing, you should read them thoroughly and makesure you understand them. This will save you several minutes onthe actual test day.

4 ) You shou ld f ind a s t r a t egy to t ack le theques t ions in each sec t ion accord ing to the i r l eve l o fd i ff i cu l ty. Remember, each ques t ion ( r ega rd les s o fi t s d i f f i cu l ty ) i s wor th one po in t . So , you mus tl ea rn to r ecogn ize and seek ou t the types o fques t ions you a re good a t . I t ' s be t te r t o answer a smany "easy" ones f i r s t , r e tu rn ing l a t e r to t ack lemore d i ff icu l t , t ime-consuming math problems,

passages and arguments .5) It would be good to answer every question, even if

you are clueless about how to approach it. In many cases, you are better off guessing than wasting a ton of time ona problem you aren't able to solve. The test questionswill vary widely in their level of difficulty. Somequestions will be extremely difficult for all students and

should not consume a disproportionate amount of yourtime.6) You shouldnt try to cram a lot of studying into the last

few days before the test. Your best bet is to prepare a fewhours a day for several weeks before going for GMAT or anyAptitude test.


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I I I Section of the GMAT A-The Verbal Section measures your ability to:

Read and comprehend passages,Reason and evaluate arguments,Correct written material to conform to standard written English.

Three types of multiple-choice questions are used in the Verbalsection of the GMAT Test

Reading Comprehension, Critical Reasoning, and Sentence Correction.Reading Comprehension Questions

Reading Comprehension passages are up to 350 words long. Topicscontain material from the social sciences, physical or biologicalsciences, and business-related areas (marketing, economics, humanresource management, etc.).

Because the Reading Comprehension section of the GMAT Testincludes passages from several different content areas, you may begenerally familiar with some of the material; however, no specificknowledge of the material is required. All questions are to beanswered on the basis of what is stated or implied in the readingmaterial. Reading Comprehension passages are accompanied byinterpretive, applied, and inferential questions.


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What Is Measured

Reading Comprehension questions measure your ability to understand,

analyze, and apply information and concepts presented in writtenform.

This section evaluates the following abilities:

Understanding words and statements in reading passages: Questions of this type test your understanding of and ability tocomprehend terms used in the passage and your understanding ofthe English language.

Understanding the logical relationships between significantpoints and concepts in the reading passages: Questions of thistype ask you to determine the strong and weak points of anargument or to evaluate the importance of arguments and ideas in apassage.

Drawing inferences from facts and statements in the readingpassages: Questions of this type ask you to consider factualstatements or information and, on the basis of that information,reach a general conclusion.

Understanding and following the development of quantitativeconcepts as they are presented in verbal material: Questions ofthis type involve the interpretation of numerical data or the use ofsimple arithmetic to reach conclusions about material in a passage.

Critical Reasoning Questions

Critical Reasoning questions are designed to test the reasoning skillsinvolved in making arguments, evaluating arguments, and formulatingor evaluating a plan of action. Questions are based on materials froma variety of sources. No familiarity with the specific subject matteris needed.


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What Is Measured

This section measures your ability to reason effectively in threeareas:

Argument construction: Questions of this type may ask you torecognize the basic structure of an argument, properly drawnconclusions, underlying assumptions, well-supported explanatoryhypotheses, or parallels between structurally similar arguments.

Argument evaluation: Questions of this type may ask you toanalyze a given argument, recognize factors that would strengthenor weaken an argument, reasoning errors committed in making an

argument, or aspects of the methods by which an argumentproceeds.

Formulating and evaluating a plan of action: Questions of thistype may ask you to recognize the relative appropriateness,effectiveness, or efficiency of different plans of action; factorsthat would strengthen or weaken a proposed plan of action; orassumptions underlying a proposed plan of action.

Sentence Correction QuestionsSentence Correction questions ask you which of the five choices bestexpresses an idea or relationship. The questions will require you to befamiliar with the stylistic conventions and grammatical rules ofstandard written English. You must also demonstrate your ability toimprove incorrect or ineffective expressions.


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What Is Measured

This section tests two broad aspects of language proficiency:

Correct expression: A correct sentence is grammatically andstructurally sound. It conforms to all the rules of standard writtenEnglish, e.g., noun-verb agreement, pronoun consistency, pronoun case,and verb tense sequence. A correct sentence will not have dangling,misplaced, or improperly formed modifiers, unidiomatic or inconsistentexpressions, or faults in parallel construction.

Effective expression: An effective sentence expresses an idea orrelationship clearly and concisely, as well as grammatically. This doesnot mean that the choice with the fewest and simplest words isnecessarily the best answer. It means that there are no superfluouswords or needlessly complicated expressions in the best choice. Inaddition, an effective sentence uses proper dictionthe standarddictionary meanings of words and the appropriateness of words incontext. In evaluating the diction of a sentence, you must be able to

recognize whether the words are well chosen, accurate, and suitablefor the context.

B- The Quantitative Section The Quantitative section of the GMAT measures the ability to reason quantitatively, solve quantitativeproblems, and interpret graphic data. Two types of multiple-choicequestions are used in the Quantitative section of the GMATProblemSolving and Data Sufficiency.


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Problem-Solving and Data-Sufficiency questions are intermingledthroughout the section. Both types of questions require knowledge of:

arithmetic,elementary algebra, andCommonly known concepts of geometry.

Problem-Solving Questions

Problem-Solving questions are designed to test:

basic mathematical skills,understanding of elementary mathematical concepts, andthe ability to reason quantitatively and solve quantitative

problems.

.

Data-Sufficiency Questions

Data-Sufficiency questions are designed to measure your ability to:

analyze a quantitative problem,recognize which information is relevant, anddetermine at what point there is sufficient information to solve a

problem.

Data-Sufficiency questions are accompanied by some initialinformation and two statements, labeled (1) and (2). You must decide

whether the statements given offer enough data to enable you toanswer the question. You must choose one of the following answers:


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Statement (1) ALONE is sufficient, but statement (2) is notsufficient.

Statement (2) ALONE is sufficient, but statement (1) is notsufficient.

BOTH statements TOGETHER are sufficient, but NEITHERstatement ALONE is sufficient.

EACH statement ALONE is sufficient.

Statements (1) and (2) TOGETHER are NOT sufficient

C- The Analytical Writing Assessment Section

The Analytical Writing Assessment (AWA) of the GMAT is designedas a direct measure of your ability to think critically and tocommunicate your ideas. The AWA consists of two 30-minute writingtasksAnalysis of an Issue and Analysis of an Argument.

The issues and arguments presented on the test concern topics ofgeneral interest related to business or a variety of other subjects. Aspecific knowledge of the essay topic is not necessary; only yourcapacity to write analytically is assessed.

Analysis of an Issue

For the Analysis of an Issue section, you will need to analyze the issuepresented and explain your point of view on the subject. There is nocorrect answer. Instead, you should consider various perspectives.Use relevant reasons or examples drawn from your experience,

observations, or reading to develop your own position on the issue.


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What Is Measured

The Analysis of an Issue tests your ability to explore the complexities

of an issue or opinion and, if appropriate, to take a position that isinformed by your understanding.

Analysis of an Argument

For the Analysis of an Argument section, you will need to analyze thereasoning behind a given argument and write a critique of thatargument. You are not being asked to present your own views on thesubject.

Consider the following when developing your essay:

What questionable assumptions underlie the thinking behind theargument?

What alternative explanations or counterexamples might weakenthe conclusion?

What sort of evidence could help strengthen or refute the

argument?What Is Measured

The Analysis of an Argument section tests your ability to formulate anappropriate and constructive critique of a specific conclusion based ona specific line of thinking.


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IV.Some Sample Questions

A-Sample Questions on the Verbal section: Critical reasoning 1 .In Los Angeles, a political candidate who buys saturation radioadvertising will get maximum name recognition.

The statement above logically conveys which of the following?

A . R a d i o a d v e r t i s i n g i s t h e m o s t i m p o r t a n tf a c t o r i n p o l i t i c a l c a m p a i g n s i n L o s A n g e l e s . B .M a x i m u m n a m e r e c o g n i t i o n i n L o s A n g e l e s w i l lh e l p a c a n d i d a t e t o w i n a h i g h e r p e r c e n t a g e o fv o t e s c a s t i n t h e c i t y . C . S a t u r a t i o n r a d i oa d v e r t i s i n g r e a c h e s e v e r y d e m o g r a p h i c a l l yd i s t i n c t s e c t o r o f t h e v o t i n g p o p u l a t i o n o f L o sA n g e l e s . D . F o r m a x i m u m n a m e r e c o g n i t i o n ac a n d i d a t e n e e d n o t s p e n d o n m e d i a c h a n n e l so t h e r t h a n r a d i o a d v e r t i s i n g . E . A c a n d i d a t e ' sr e c o r d o f a c h i e v e m e n t i n t h e L o s A n g e l e s a r e aw i l l d o l i t t l e t o a f f e c t h i s o r h e r n a m er e c o g n i t i o n t h e r e .

Answer: B

Explanation

The family pays $800 per year for the plan, plus (100 percent minus80 percent) or 20 percent of the first $1,000 in medical expenses,

while the insurance company pays 80 percent of the first $1,000, or$800. It must pay an additional $200 to match what the family paysout. Since the $200 comes after the first


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$1,000 in expenses, it must represent 100 percent of additionalexpenses. Therefore, there must have been $1,000 plus $200 or$1,200 in medical expenses altogether.

Reading Comprehension Sample Essay: The rich analyses ofFernand Braudel and his fellow Annales historians have madesignificant contributions to historical theory and research. In adeparture from traditional historical approaches, the Annaleshistorians assume (as do Marxists) that history cannot be limitedto a simple recounting of conscious human actions, but must beunderstood in the context of forces that underlie human behavior.Braudel was the first Annaleshistorian to gain widespread supportfor the idea that history should synthesize data from socialsciences, especially economics, to provide a broader historical viewof human societies over time (although Febvre and Bloch, foundersof the Annales school, originated this approach).

Braudel conceived of history as the dynamic interaction of threetemporalities. The first of these, the evenementielle, involved

short-lived dramatic "events," such as battles, revolutions, and theactions of great men, which had preoccupied traditional historianslike Carlyle. Conjonctures was Braudel's term for the larger,cyclical processes that might last up to half a century. The longueduree , a historical wave of great length, was for Braudel the mostfascinating of the three temporalities. Here he focused on thoseaspects of everyday life that might remain relatively unchangedfor centuries. What people ate, what they wore, their means androutes of travelfor Braudel these things create "structures"that define the limits of potential social change for hundreds of

years at a time. Braudel's concept of the longue duree extendedthe perspective of historical space as well as time. Until theAnnales school, historians had taken the juridicial political unit


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the the nationstate, duchy, or whateveras their starting point.Yet, when such enormous timespans are considered, geographicalfeatures may have more significance for human populations thannational borders. In his doctoral thesis, a seminal work on theMediterranean during the reign of Philip II, Braudel treated thegeohistory of the entire region as a "structure" that exertedmyriad influences on human lifeways since the first settlements onthe shores of the Mediterranean Sea.

And so the reader is given such arcane information as the list ofproducts that came to Spanish shores from North Africa, theseasonal routes followed by Mediterranean sheep and theirshepherds, and the cities where the best ship timber could bebought.

Braudel has been faulted for the imprecision of his approach. Withhis Rabelaisian delight in concrete detail, Braudel vastly extendedthe realm of relevant phenomena; but this very achievement madeit difficult to delimit the boundaries of observation, a task

necessary to beginning any social investigation. Further, Braudeland other Annales historians minimize the differences among thesocial sciences. Nevertheless, the many similarly designed studiesaimed at both professional and popular audiences indicate thatBraudel asked significant questions which tradional historians hadoverlooked.

Questions

1. The primary purpose of the passage is to


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A. show how Braudel's work changed the conception ofMediterranean life held by previous historians. B. evaluateBraudel's criticisms of traditional and Marxisthistoriography C. contrast the perspective of the longueduree with the actions of major historical figures D.illustrate the relevance of Braudel's concepts to other socialsciences E. outline some of Braudel's influential conceptionsand distinguish them from conventional approaches

2. The author refers to the work of Febvre and Bloch in order to

A. illustrate the limitations of the Annales tradition ofhistorical investigation B. suggest the relevance of economicsto historical investigation C. debate the need for combiningvarious sociological approaches D. show that previous Annaleshistorians anticipated Braudel's focus on economics E.deomonstrate that historical studies provide broadstructures necessary for economic analysis

Answers:1. E

The purpose, or main idea, of this passage is to explain Braudel'sideas and discuss how they differ from those of traditionalhistorians. Choices (A) and (D) focus on details, and (B) and (C) focuson inaccurately stated details.

2. D

Febvre and Bloch are mentioned only in the first paragraph. There,it's said that they "anticipated [Braudel's] approach."


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Sentence Correction

1. The concert this weekend promises to attract an even greateramount of people than attended the last one.

A. an even greater amount of people B.an ever larger amount of people C. anamount of people even greater D. anumber of people even larger E. an evengreater number of people

2. Records of the first 736 British convicts deported to Australiareveal convictions for crimes against property in all cases and theyranged from highway robbery to forgery.

A. convictions for crimes against property in all cases and theyranged B. convictions in all cases were crimes against propertyand ranging C. the ranging of convictions for crimes againstproperty in all cases D. that all were convicted of crimes against

property ranging E. that all of them had convictions for crimesthat were against property; the range was

Notice that three choices contain the word amount and twochoices contain number. People, because they can be counted,come in numbers rather than amounts. (E) is best because of theremaining two because the phrase an even greater amount ofpeople clearly refers to more people, while a number of peopleeven larger could be referring to bigger people.

2. D


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(A) is awkwardly worded and the pronoun they has more than onepossible antecedent. In (B) the two verbs linked by and aren'tparallel; "were convicted" doesn't match "ranging." In choice (C),"the ranging of convictions" is awkward and unidiomatic. Choice(E) is wordy. (D) is the best choice.

B- A Sample question on the Quantitative Section

Data Sufficiency: Directions: In each of the problems, a question isfollowed by two statements containing certain data. You are todetermine whether the data provided by the statements is sufficientto answer the question.

Answers.1. EAnswer choices: A. if statement (1) by itself is sufficient to answerthe question, but statement (2) by itself is not;

B. if statement (2) by itself is sufficient to answer the question, butstatement (1) by itself is not;

C. if statements (1) and (2) taken together are sufficient to answerthe question, even though neither statement by itself is sufficient;

D. if either statement by itself is sufficient to answer the question;

E. if statements (1) and (2) taken together are not sufficient toanswer the question, requiring more data pertaining to the problem

2. A.

( 1 ) S u f f i c i e n t . S i n c e t h e q u a n t i t y 2 R i s d i v i s i b l e b y3 , o n e o f t h o s e t w o f a c t o r s m u s t b e d i v i s i b l e b y 3 .


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S i n c e 1 i s n ' t ; R m u s t b e .

( 2 ) I n s u f f i c i e n t . We k n o w t h a t q u a n t i t y 3 R i se v e n l y d i v i s i b l e b y 3 , w h i c h m e a n s t h a t a t l e a s to n e o f t h e f a c t o r s m u s t b e d i v i s i b l e b y 3 . T h ep r o b l e m , t h o u g h , i s t h a t 3 i s e v e n l y d i v i s i b l e b y 3 ,m a k i n g i t i m p o s s i b l e f o r u s t o d e t e r m i n e R( P r a c t i c e Te s t s ) .


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C- The Analytical Writing Assessment Section:

This section involves writing an essay. There are different topicsthat can be given, but what is essential here is to provide you withthe following skills to excel in the AWA section .

1. Be particularly concerned with structure. Clearly divide your essay into the introductory paragraph, two to threecontent paragraphs, and a conclusion. Take time out before youstart writing to set up an organizational structure.

2. Use transitional phrases such as "first", "therefore" and

"because" to help the computer identify concepts between andwithin the paragraphs. Make sure you spell these transitionwords correctly so that the computer may identify them. The E-rater does not have a spell-checker built in.

3. Be a conformist. The E-rater is not programmed toappreciate individuality, humor, or poetic inspiration; it will becomparing the style and structure of your essay to that of

other high-scoring essays. If your essay looks like the high-scoring essays in the E-rater's memory banks, you will get a highgrade; if not, you will get a low grade. Our Essay Guide has 20sample high score essays to give you a sense of the properwriting style for the AWA.

4. Clearly state your critique in the Analysis of Argumentessay. The Analysis of Argument question will show you an essay

loaded with logical fallacies, such as the unwarrantedassumption or fallacy of equivocation. These are buzzwordsthat the E-rater detects to see if you have correctly identifiedthe argument's logical flaws.

Getting Prepared for GMAT or Any Test

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