What to expect on the gmat 10 doc

This is an example of a common pronoun error: using a vague they when specific people are behind the
action. You may not know exactly who those people are, but you know enough to say something like the
following:
It has been years since a demolition crew tore down that building.
People are always behind actions, and your sentences should indicate this.
Rule #21: Avoid ambiguity. Make sure word choice and pronoun references are clear and modifiers are
properly placed.
Active and Passive Voice
In most cases, effective writing will use the active voice as much as possible. In an active sentence, the sub-
ject directly performs the action:
J
ames filed the papers yesterday.
J
in Lee sang the song beautifully.
In a passive sentence, on the other hand, the person or thing who actually completes the action of the
sentence is put into a prepositional phrase. Rather than performing the action, the true subject is acted upon:
The papers were filed b
y James yesterday.
The song was sung beautifully b
y Jin Lee.
Active sentences are more direct, powerful, and clear. They often use fewer words and have less room
for confusion. However, sometimes the passive voice is preferable, such as when the source of the action is
not known or when the writer wants to emphasize the recipient of the action rather than the performer of
the action:
Protective gear must be worn by everyone entering this building.
As a general rule, however, sentences should be active whenever possible.
Using the active voice means making sure a sentence has a clear agent of action and a direct approach.
For example, compare the following sentences:
Passive: The patient was given the wrong prescription.
Active: Someone gave the patient the wrong prescription.
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133
Notice how the active sentence gives readers an agent of action
—
a person, place or thing that performs
the action in the sentence. In the passive sentence, you do not know who gave the patient the wrong
prescription; you just know that somehow it happened. The active sentence may not name the someone, but
it is a much more direct sentence. The active voice also makes a sentence sound more authoritative and pow-
erful
—
someone is doing something. In a passive sentence, someone or something has something done to it.
Sometimes using the passive voice makes more sense than trying to write an active sentence
—
like when
you do not know the agent of action or when you want to emphasize the action, not the agent. It is also use-
ful when you desire anonymity or objectivity. The following are two examples:
■
The location was deemed suitable by the commission. (Here, the passive voice emphasizes the action of
the commission rather than the commission itself.)
■
He was fired. (The passive voice provides anonymity by not giving an agent of action. Thus, no one has
to take the blame for firing him.)
Rule #22: In general, use the active voice.
Sentence Variety
Although sentence correction passages are only one sentence long, issues of variety in sentence structure may
come into play as you consider the various versions of the sentence. Sentence variety means that a text uses
a combination of sentence structures and patterns, an important element in keeping the writing interesting
and effective.
When writers consciously repeat a specific sentence pattern to create rhythm in their writing, this is
called parallelism (see page 118). Here is an example:
She tried begging. She tried pleading. She even tried bribing. But Anuj would not change his mind.

Notice the pattern in the first three sentences: she ϩ tried ϩ participle. This pattern is repeated three
times, and the result is a certain controlled rhythm to the passage. Thus, parallelism consciously repeats a sen-
tence pattern to create a positive effect. However, that is not always the case, as you can see from the follow-
ing example:
The plasma membrane is the outermost part of the cell. It isolates the cytoplasm. It regulates what comes
in and out of the cytoplasm. It also allows interaction with other cells. The cytoplasm is the second layer
of the cell. It contains water, salt, enzymes, and proteins. It also contains organelles like mitochondria.
The sentences have a certain rhythm, but instead of creating energy, it creates monotony. Because the
sentence structure has no variety
—
the sentences are all very simple (no compound or complex sentences)
and all start with the subject
—
the paragraph’s rhythm is more like a drone than a conversation. The same
paragraph, revised to create sentence variety, is found on the next page.
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134
The plasma membrane, the outermost part of the cell, isolates the cytoplasm. It regulates what comes in
and out of the cell and allows interaction with other cells. The second layer, the cytoplasm, contains
water, salt, enzymes, and proteins as well as organelles like mitochondria.
This revised version combines sentences and uses introduction phrases and appositives (descriptive
words and phrases set off by commas) to vary the sentence structure. The result is a much more engaging
paragraph.
Rule #23: Use variety in sentence structure.
Avoid Jargon and Pretentious Language
Two other problems that can interfere with clear, effective writing are jargon and pretentious language.
Good writers make sure they write in a way that is appropriate for their intended audience. That means
they do not use jargon
—
technical or specialized language

—
unless they are sure their audience will be famil-
iar with that terminology. For example, you may know what a T-cell count is, but unless your readers have
had some experience with physiology, AIDS, or other infectious diseases, chances are they don’t know. If you
are writing for a general audience, then you should not assume your readers know what you are talking about.
The texts you will see on the GMAT exam (and the kind of essay you should write on the AWA) are written
for the general reader with a college-level education. These texts (and the essays you write on the AWA) should
therefore avoid jargon.
Jargon includes abbreviations and acronyms that are not common knowledge. For example, you may
know what RAM is, but you cannot assume your readers do. Always write out what the abbreviation or
acronym stands for the first time you use it. Then, going forward, you can use the abbreviation or acronym.
Here is an example:
When buying a home computer, you need to consider how much Random Access Memory (RAM) you
need. The amount of RAM you should have depends upon what kind of programs your machine will be
running.
If you find a sentence with jargon in it, choose a version that replaces the jargon with a general word
or phrase that general readers will know or a version that keeps the technical term but defines it, as shown
in the following example:
Bobby’s T-cell count (the number of infection-fighting white blood cells) has risen dramatically, and he
will soon be able to come home.
Pretentious language is another matter. Pretentious means showy or pompous. Some people are
impressed with big words, as if using more syllables in your sentences makes you seem more intelligent. Some-
times a big, multisyllabic word is the one that most clearly expresses the idea you want to convey, and that is
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135
fine. But too often, five-syllable words are misused and end up clouding meaning instead of clarifying it.
Clear writing makes a much bigger impression than big words. In any case, sentences like the following are
unnecessary:
Utilizing my cognitive facilities, I ruminated upon the matter.
Humankind is able to avail itself of a plethora of opportunities it heretofore was unable to take

advantage of.
Instead of sounding impressive, these sentences sound rather foolish. Simple, more direct sentences such
as the following do the trick much more effectively:
I thought about it.
People can take advantage of many opportunities that were not available to them before.
If you come across a sentence that sounds like it’s trying to impress but doesn’t quite make sense, it prob-
ably isn’t the best version. But don’t mistake a sentence with pretentious language for a sentence that uses
sophisticated vocabulary. If the sentence is unclear to you because you don’t know the meaning of a word,
that is one thing. If the sentence seems to misuse a vocabulary word, however, or if it just sounds like it is
showing off, then it’s probably a matter of pretentious language. As a general rule, don’t use a word if you do
not know what it means.
Rule #24: Avoid jargon and pretentious language.
By following the 24 rules, you will increase your grammar knowledge along with your GMAT Verbal
score.
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136
The following section offers specific tips and strategies to use on the Verbal section during the exam. Prac-
tice these strategies as you complete the practice exercises in the next chapter.
Remember that the different types of questions will be interspersed throughout the Verbal section. For
example, you may start with a set of reading comprehension questions based on a passage, then have a sen-
tence correction question, then have two critical reasoning questions, and then have another reading com-
prehension passage. Try not to let this distract you. Be prepared to shift gears frequently throughout the exam.
To help you focus on each type of question, jot a few notes about key things to remember for each type of
question on a piece of scrap paper.
It is important to keep moving, but at the same time, don’t sacrifice too much for the sake of speed. If
you need to reread a reading comprehension passage in order to answer the questions about it correctly, do
so. The extra minute you spend rereading will increase your chance of answering those questions correctly
and, therefore, of setting the level of difficulty of your exam at a higher level. Even if you answer fewer ques-
tions in the end, the questions that you did answer correctly will carry more weight.
CHAPTER

Tips and
Strategies for
the Verbal
Section
8
137
The First Five Questions
Remember that on this CAT your answers to the first five questions in each category will largely determine the
level of difficulty of your exam. Take some extra time to make sure you answer these questions correctly.
138
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Reading Comprehension Questions
Smart Approach
Remember that active reading is your best strategy for comprehension. On the exam, read each passage three
times:
1. First, preview. Scan the passage quickly to get a general sense of the argument and context. This
should take less than a minute. Use your finger to guide you down the screen so your eyes keep mov-
ing. Do not slip into reading mode if a word or sentence catches your attention. Keep skimming.
2. Second, read carefully and actively. Use your scratch paper to take notes about main ideas, connec-
tions within the text, key terms, and support. As you read, try to outline the passage.
3. Third, review the passage. Scan it again to get a better sense of the whole: the whole argument and the
overall organization of the text. This review will also help you better understand key ideas and terms.
You can preview the question stem if you like, but don’t try to memorize it. More important, don’t waste
time reading the question options before you read the passage. Four of the five are incorrect, and the distracters
may actually confuse you as you read.
Other Tips
■
Most questions will be about key ideas and issues in a passage, not about minor details. Don’t focus on
trying to remember specific facts or details as you read. If you outline the passage as you read, you
should know where to find specific details if you happen to get such a question.

■
Remember that your notes are for your use only. They don’t have to be neat, and they don’t have to
make sense to anyone else except you. Use whatever shorthand or note-taking method you feel com-
fortable with.
■
Read all options carefully. Several of the options may state information that is true based on the pas-
sage, but those statements may not answer the question or may not be the best answer to the question.
Beware of distracters that are true statements drawn from other parts of the text. Because they look
familiar, they may seem like the correct answer, but they may not provide the best answer to the
question.
■
Base your answers only on the information provided in the passage. Don’t answer based upon your own
reactions, ideas, or knowledge.