what is your target gmat score?...e-gmat. unauthorized copying prohibited now let’s solve this...
TRANSCRIPT
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What is your target GMAT score?
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Why should you aim for a score of 730 or higher?
Poll Question
Why is a score of 700 not enough?
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Three Reasons
Top B Schools
“now” require (more
or less) a score of
730.
More than 50% of
the $350M
Scholarships go to
students scoring
730+.
The difference in
total earnings over a
10-year period is
$500K+ (the highest
it has ever been)
30 points == $500,000
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What should be your target SC ability?
Poll Question
If you want to score 730+
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You must target 90
percentile SC ability.Take away
To score 730+
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Let’s solve some questions and
assess our skill set.
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Q1
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Q1
Solve this SC question, using the
method that you typically use.
Time = 90 seconds
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The overall slackening of growth in productivity is influenced less by government regulation, although
that is significant for specific industries like mining, than the coming to an end of a period of rapid
growth in agricultural productivity.
A. the coming to an end of
B. the ending of
C. by the coming to an end of
D. by ending
E. by the end of
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What thought process did you use to solve
this question?
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Q1 – One possible thought process
The overall slackening of growth
in productivity is influenced less
by government regulation,
although that is significant for
specific industries like mining,
than the coming to an end of a
period of rapid growth in
agricultural productivity.
A. the coming to an end of
B. the ending of
C. by the coming to an end of
D. by ending
E. by the end of 4. Decide which of D, E is correct?
E is better – “the end of” parallel to “the government regulations” – both nouns.
So, reject D and select E as correct.
3. Decide which of C, D, E is correct?
C – looks weird – the coming to an end. So, reject C.
2. Decide which ‘split’ is correct?
Sentence has “less ‘by’ government regulation”
So, ‘by’ split is correct.
AB - rejected
1. Scan choices to find similarities/patterns
CDE – ‘by’ AB – ‘no by’
Result
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You cannot solve ‘difficult’
questions by using ‘splits/pattern-
recognition’ method.
Take away
And to achieve that 90th percentile in SC, you need to be
able to consistently answer difficult questions correctly.
Source of question
Advanced Official Guide – Q#285 (grammar based question)
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Now let’s solve this question using
e-GMAT’s meaning-based method.
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Q1 – Step 1 – Read ‘slowly’ by strategically pausing to understand the meaning of the sentence
The overall slackening of growth in productivity is influenced less by government
regulation, although that is significant for specific industries like mining, than the coming
to an end of a period of rapid growth in agricultural productivity.
• The overall slackening of growth in productivity is influenced
• less by government regulation,
• although that is significant for specific
industries like mining,
• than the coming to an end of
• a period of rapid growth in agricultural
productivity.
Aspect 1 - Sentence explains the factors behind reduction in growth in productivity.
Aspect 2 – the said reduction happens by two things:1. Government regulation2. The fact that a period of rapid
growth in agri. productivity comes to an end
Aspect 3 – Comparison stated:#2 has more impact than #1.
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What aspects of meaning were you
not able to understand when you
read the sentence on your own?
The overall slackening of growth in productivity is influenced less by government regulation, although that is significant for specific industries like mining, than the coming to an end of a period of rapid growth in agricultural productivity.
• The overall slackening of growth in productivity is influenced
• less by government regulation, • although that is significant
for specific industries like mining,
• than the coming to an end of• a period of rapid growth
in agricultural productivity.
Aspect 1 - Sentence explains the factors behind reduction in growth in productivity.
Aspect 2 – the said reduction happens by two things:1. Government regulation2. The fact that a period of rapid growth in agri.
productivity comes to an end
Aspect 3 – Comparison stated:#2 has more impact than #1.
• Aspect 1• Aspect 21• Aspect 22• Aspect 3
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Q1 – Step 2 – Identify errors in the original sentence
The overall slackening of growth in productivity is influenced less by government regulation, although that is significant for specific industries like mining, than the coming to an end of a period of rapid growth in agricultural productivity.
• The overall slackening of growth in productivity is influenced
• less by government regulation,
• although that is significant for specific industries
like mining,
• than the coming to an end of
• a period of rapid growth in agricultural productivity.
Aspect 1 - Sentence explains the factors behind reduction in growth in productivity.
Aspect 2 – the said reduction happens by two things:1. Government regulation2. The fact that a period of rapid growth in agri.
productivity comes to an end
Aspect 3 – Comparison stated:#2 has more impact than #1.
‘by’ is missing
SVVerbs
PronounsModifiers
ParallelismComparison
IdiomsOther
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Q1 – Step 3 – Analyze answer choices
A. the coming to an end of
B. the ending of
C. by the coming to an end of
D. by ending
E. by the end of
The overall slackening of growth in productivity is influenced less by government regulation, although that is significant for specific industries like mining, than the coming to an end of a period of rapid growth in agricultural productivity.
• The overall slackening of growth in productivity is influenced
• less by government regulation,
• although that is significant for specific industries like mining,
• than the coming to an end of
• a period of rapid growth in agricultural productivity.
Aspect 1 - Sentence explains the factors behind reduction in growth in productivity.
Aspect 2 – the said reduction happens by two things:1. Government regulation2. The fact that a period of rapid growth in agri.
productivity comes to an end
Aspect 3 – Comparison stated:#2 has more impact than #1.
‘by’ missing
‘by’ missing
meaning change Reduction happens by the action of ending the said period.
Reduction happens by the final part of the said period.
Aspect 22 distorted in choices D and E
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Always begin with understanding the
meaning of the sentence.
Complete understanding of meaning
equips you to answer difficult questions
correctly.
Take away
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Observations – Q1
Q1 OG – advancedQ28525%
Splits + grammar →reject 2 choices only
2 incorrect choices - DEgrammatically correct but meaning change
100% meaning understanding required
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Q2
Solve this SC question,
using the e-GMAT meaning-based process.
Time = governed by the class30 second warning given after 50% of class selects a choice.
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Because diegetic music, actively referenced in the film rather than confined to the background, invoking a sense of ‘verisimilitude’, the idea that art can express a truthful version of reality, film-makers creating period dramas use it often.
A. Because diegetic music, actively referenced in the film rather than confined to the background, invoking a sense of ‘verisimilitude’, the idea that art can express a truthful version of reality, film-makers creating period dramas use it often.
B. Actively referenced in the film rather than confined to the background, diegetic music is often used by film-makers creating period dramas because it invokes a sense of ‘verisimilitude’, the idea that art can express a truthful version of reality.
C. Film-makers creating period dramas often use diegetic music, which invokes a sense of ‘verisimilitude’, the idea that art can express a truthful version of reality, because it is actively referenced in the film rather than confined to the background.
D. Film-makers who create period dramas often using diegetic music since it is music actively referenced in the film rather than confined to the background, invoking a sense of ‘verisimilitude’, the idea that art can express a truthful version of reality.
E. Diegetic music, actively referenced in the film rather than confined to the background, invokes a sense of ‘verisimilitude’, the idea that art can express a truthful version of reality, and film-makers creating period dramas use it often.
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What similarities/dissimilarities were you able
to find in the choices?
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How many of you utilized choices to give
you clues about the question?
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It is very difficult to find and then to assess
the similarities and dissimilarities in the
question in which the complete sentence is
underlined.
So, it is obvious that meaning-based
approach should be used.
Take away
Source of question
e-GMAT
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Now let’s solve this question using
e-GMAT’s 3-step meaning-based method.
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Q2 – Step 1 – Read ‘slowly’ by strategically pausing to understand the meaning of the sentence
Because diegetic music, actively referenced in the film rather than confined to the
background, invoking a sense of ‘verisimilitude’, the idea that art can express a truthful
version of reality, film-makers creating period dramas use it often.
• Because diegetic music,
• actively referenced in the film
• rather than
• confined to the background,
• invoking a sense of ‘verisimilitude’,
• the idea that art can express a truthful version of
reality,
• film-makers creating period dramas use it often.
Aspect 1 - Feature of DM presented – active reference instead of stuck to background.
Aspect 2 – DM invokes a sense of VSM
Aspect 3 – Film makers who create historical dramas used DM often.
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This sentence begins with ‘because’.
Do you have a clear understanding of what
the cause is and what the effect is?
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Because diegetic music, actively referenced in the film rather than confined to the background, invoking a sense of ‘verisimilitude’, the idea that art can express a truthful version of reality, film-makers creating period dramas use it often.
Aspect 1 - Feature of DM presented –active reference instead of stuck to background.
Aspect 2 – DM invokes a sense of VSM
Aspect 3 – Film makers who create historical dramas used DM often.
Because presents causality --> Infer the causal relationship
Does it make sense to say that Because aspect 1, aspect 3?
Does it make sense to say that Because aspect 2, aspect 3?
Cause Effect
Makes sense: aspect 3 is the effect.
Q2 – Step 1- infer the meaning
Logical causality = Because Aspect 2, Aspect 3
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When you do not get 100% clarity in
meaning, always spend a few seconds more
on the original choice to infer the
information from the sentence before you
look at the answer choices.
Take away
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Q2 – Step 2 – Identify errors in the original sentence
SVVerbs
PronounsModifiers
ParallelismComparison
IdiomsOther
Because diegetic music, actively referenced in the film rather than confined to the background, invoking a sense of ‘verisimilitude’, the idea that art can express a truthful version of reality, film-makers creating period dramas use it often.
Aspect 1 - Feature of DM presented – active reference instead of stuck to background.
Aspect 2 – DM invokes a sense of VSM
Aspect 3 – Film makers who create historical dramas used DM often.
Causality inferred
• Because diegetic music,
• actively referenced in the film
• rather than
• confined to the background,
• invoking a sense of ‘verisimilitude’,
• the idea that art can express a truthful
version of reality,
• film-makers creating period dramas use it often.
No verb for DM
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Q2 – Step 3 – Analyze answer choices – Choice B
Because diegetic music, actively referenced in the film rather than confined to the background, invoking a sense of ‘verisimilitude’, the idea that art can express a truthful version of reality, film-makers creating period dramas use it often.
Aspect 1 - Feature of DM presented – active reference instead of stuck to background.
Aspect 2 – DM invokes a sense of VSM
Aspect 3 – Film makers who create historical dramas used DM often.
Causality inferred
No verb for DM• Because diegetic music, • actively referenced in the film
• rather than • confined to the background,
• invoking a sense of ‘verisimilitude’, • the idea that art can express a
truthful version of reality, • film-makers creating period dramas use it often.
Choice B
Actively referenced in the film rather than confined to the background, diegetic music is often used by film-makers creating period dramas because it invokes a sense of ‘verisimilitude’, the idea that art can express a truthful version of reality.
Aspect 1
Aspect 2
Aspect 3
Causality ok
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Q2 – Step 3 – Analyze answer choices – Choice C
Because diegetic music, actively referenced in the film rather than confined to the background, invoking a sense of ‘verisimilitude’, the idea that art can express a truthful version of reality, film-makers creating period dramas use it often.
Aspect 1 - Feature of DM presented – active reference instead of stuck to background.
Aspect 2 – DM invokes a sense of VSM
Aspect 3 – Film makers who create historical dramas used DM often.
Causality inferred
No verb for DM• Because diegetic music, • actively referenced in the film
• rather than • confined to the background,
• invoking a sense of ‘verisimilitude’, • the idea that art can express a
truthful version of reality, • film-makers creating period dramas use it often.
Choice C
Film-makers creating period dramas often use diegetic music, which invokes a sense of ‘verisimilitude’, the idea that art can express a truthful version of reality, because it is actively referenced in the film rather than confined to the background.
Aspect 1
Aspect 2
Aspect 3
Causality ok
If you had not inferred the meaning, you could have selected choice C.
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Q2 – Step 3 – Analyze answer choices – Choice D
Because diegetic music, actively referenced in the film rather than confined to the background, invoking a sense of ‘verisimilitude’, the idea that art can express a truthful version of reality, film-makers creating period dramas use it often.
Aspect 1 - Feature of DM presented – active reference instead of stuck to background.
Aspect 2 – DM invokes a sense of VSM
Aspect 3 – Film makers who create historical dramas used DM often.
Causality inferred
No verb for DM• Because diegetic music, • actively referenced in the film
• rather than • confined to the background,
• invoking a sense of ‘verisimilitude’, • the idea that art can express a
truthful version of reality, • film-makers creating period dramas use it often.
Choice D
Film-makers who create period dramas often using diegetic music since it is music actively referenced in the film rather than confined to the background, invoking a sense of ‘verisimilitude’, the idea that art can express a truthful version of reality.
Aspect 1
Aspect 2
Aspect 3
Causality ok
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Q2 – Step 3 – Analyze answer choices – Choice E
Because diegetic music, actively referenced in the film rather than confined to the background, invoking a sense of ‘verisimilitude’, the idea that art can express a truthful version of reality, film-makers creating period dramas use it often.
Aspect 1 - Feature of DM presented – active reference instead of stuck to background.
Aspect 2 – DM invokes a sense of VSM
Aspect 3 – Film makers who create historical dramas used DM often.
Causality inferred
No verb for DM• Because diegetic music, • actively referenced in the film
• rather than • confined to the background,
• invoking a sense of ‘verisimilitude’, • the idea that art can express a
truthful version of reality, • film-makers creating period dramas use it often.
Choice E
Diegetic music, actively referenced in the film rather than confined to the background, invokes a sense of ‘verisimilitude’, the idea that art can express a truthful version of reality, and film-makers creating period dramas use it often.
Aspect 1
Aspect 2
Aspect 3
Causality okNo causality since ‘and’ is the connector instead of causal connector
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Without 100% understanding of the
meaning of the original sentence, solving
difficult questions is a difficult task.
In many sentences, you need to INFER the
meaning that the author wants to
communicate.
Take away
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Observations - Q1 and 2
Q1
Q2
OG – advancedQ28525%
e-GMAT100%
Splits + grammar →reject 2 choices only
Splits not possible
2 incorrect choices - DEgrammatically correct but meaning change
2 incorrect choices - CEgrammatically correct but meaning change
100% meaning understanding required
100% meaning understanding required
+need to infer meaning
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Q3
Solve this SC question,
using the e-GMAT meaning-based process.
Time = governed by the class30 second warning given after 50% of class selects a choice.
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Many of them chiseled from solid rock centuries ago, the mountainous regions of northern Ethiopia are dotted with hundreds of monasteries.
A. Many of them chiseled from solid rock centuries ago, the mountainous regions of northern Ethiopia are dotted with hundreds of monasteries.
B. Chiseled from solid rock centuries ago, the mountainous regions of northern Ethiopia are dotted with many hundreds of monasteries.
C. Hundreds of monasteries, many of them chiseled from solid rock centuries ago, are dotting the mountainous regions of northern Ethiopia.
D. The mountainous regions of northern Ethiopia are dotted with hundreds of monasteries, many of which are chiseled from solid rock centuries ago.
E. The mountainous regions of northern Ethiopia are dotted with hundreds of monasteries, many of them chiseled from solid rock centuries ago.
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Now let’s solve this question using
e-GMAT’s 3-step meaning-based method.
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Q3 – Step 1 – Read ‘slowly’ by strategically pausing to understand the meaning of the sentence
Many of them chiseled from solid rock centuries ago, the mountainous regions of northern
Ethiopia are dotted with hundreds of monasteries.
• Many of them chiseled from solid rock centuries ago,
• the mountainous regions of northern Ethiopia are
dotted with hundreds of monasteries.
Aspect 1 – mountainous regions of Northern Ethiopia discussed.
Aspect 2 - these regions were chiseled from solid rock centuries ago.
Aspect 3 – these regions are marked with hundreds of monasteries.
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Many of them chiseled from solid rock centuries ago, the mountainous regions of northern
Ethiopia are dotted with hundreds of monasteries.
• Many of them chiseled from solid rock centuries ago,
• the mountainous regions of northern Ethiopia are
dotted with hundreds of monasteries.
Aspect 1 – mountainous regions of Northern Ethiopia discussed.
Aspect 2 - these regions were chiseled from solid rock centuries ago.
Aspect 3 – these regions are marked with hundreds of monasteries.
Is aspect 2 logical?
The mountainous regions were chiselled from solid rock centuries ago!
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Many of them chiseled from solid rock centuries ago, the mountainous regions of northern
Ethiopia are dotted with hundreds of monasteries.
Aspect 1 – mountainous regions of Northern Ethiopia discussed.
Aspect 2 - these regions were chiseled from solid rock centuries ago.
Aspect 3 – these regions are marked with hundreds of monasteries.
Is aspect 2 logical? No, it is not logical to say that the mountains were chiseled from solid rock.
What should be aspect 2? Logically, it makes sense to say that the monasteries were chiseled from solid rock.
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Always verify if the sentence makes logical
sense. This means that you must check each
aspect of the sentence and verify if its
logical.
If its not logical, then you need to infer the
logical meaning.
Take away
Source of question
Advanced Official Guide – Q#257 (communication based question)
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Q3 – Step 2 – Identify errors in the original sentence
Many of them chiseled from solid rock centuries ago, the mountainous regions of northern Ethiopia are dotted with hundreds of monasteries.
• Many of them chiseled from solid rock centuries ago,
• the mountainous regions of northern Ethiopia are
dotted with hundreds of monasteries.
Aspect 1 – mountainous regions of Northern Ethiopia discussed.
Aspect 2 - these regions were chiseled from solid rock centuries ago.
Logical Aspect 2 – monasteries were chiseled from solid rock centuries ago.
Aspect 3 – these regions are marked with hundreds of monasteries.
SVVerbs
PronounsModifiers
ParallelismComparison
IdiomsOther
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Q3 – Step 3 – Analyze answer choices – Choice B
Many of them chiseled from solid rock centuries ago, the mountainous regions of northern Ethiopia are dotted with hundreds of monasteries.
• Many of them chiseled from solid rock centuries ago,• the mountainous regions of northern Ethiopia are dotted
with hundreds of monasteries.
Aspect 1 – mountainous regions of Northern Ethiopia discussed.
Aspect 2 - these regions were chiseled from solid rock centuries ago.
Logical Aspect 2 – monasteries were chiseled from solid rock centuries ago.
Aspect 3 – these regions are marked with hundreds of monasteries.
Choice B
Chiseled from solid rock centuries ago, the mountainous regions of northern Ethiopia are dotted with many hundreds of monasteries.
Aspect 1
Aspect 2
Aspect 3
Redundancyhundreds means – several hundredsdo not need ‘many’
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Q3 – Step 3 – Analyze answer choices – Choice C
Many of them chiseled from solid rock centuries ago, the mountainous regions of northern Ethiopia are dotted with hundreds of monasteries.
• Many of them chiseled from solid rock centuries ago,• the mountainous regions of northern Ethiopia are dotted
with hundreds of monasteries.
Aspect 1 – mountainous regions of Northern Ethiopia discussed.
Aspect 2 - these regions were chiseled from solid rock centuries ago.
Logical Aspect 2 – monasteries were chiseled from solid rock centuries ago.
Aspect 3 – these regions are marked with hundreds of monasteries.
Choice C
Hundreds of monasteries, many of them chiseled from solid rock centuries ago, are dotting the mountainous regions of northern Ethiopia.
Aspect 1
Aspect 2
Aspect 3
Verb tense‘are dotting’ implies continuity of actionIntended tense – fact to be presented – so simple tense
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Q3 – Step 3 – Analyze answer choices – Choice D
Many of them chiseled from solid rock centuries ago, the mountainous regions of northern Ethiopia are dotted with hundreds of monasteries.
• Many of them chiseled from solid rock centuries ago,• the mountainous regions of northern Ethiopia are dotted
with hundreds of monasteries.
Aspect 1 – mountainous regions of Northern Ethiopia discussed.
Aspect 2 - these regions were chiseled from solid rock centuries ago.
Logical Aspect 2 – monasteries were chiseled from solid rock centuries ago.
Aspect 3 – these regions are marked with hundreds of monasteries.
Choice D
The mountainous regions of northern Ethiopia are dotted with hundreds of monasteries, many of which are chiseled from solid rock centuries ago.
Aspect 1
Aspect 2
Aspect 3
Verb tense‘are chiseled’ – present actionIntended tense – past - since the action happened centuries ago.
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Q3 – Step 3 – Analyze answer choices – Choice E
Many of them chiseled from solid rock centuries ago, the mountainous regions of northern Ethiopia are dotted with hundreds of monasteries.
• Many of them chiseled from solid rock centuries ago,• the mountainous regions of northern Ethiopia are dotted
with hundreds of monasteries.
Aspect 1 – mountainous regions of Northern Ethiopia discussed.
Aspect 2 - these regions were chiseled from solid rock centuries ago.
Logical Aspect 2 – monasteries were chiseled from solid rock centuries ago.
Aspect 3 – these regions are marked with hundreds of monasteries.
Choice E
The mountainous regions of northern Ethiopia are dotted with hundreds of monasteries, many of them chiseled from solid rock centuries ago.
Aspect 1
Aspect 2
Aspect 3
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Many of them chiseled from solid rock centuries ago, the mountainous regions of northern Ethiopia are dotted with hundreds of monasteries.
A. Many of them chiseled from solid rock centuries ago, the mountainous regions of northern Ethiopia are dotted with hundreds of monasteries.
B. Chiseled from solid rock centuries ago, the mountainous regions of northern Ethiopia are dotted with many hundreds of monasteries.
C. Hundreds of monasteries, many of them chiseled from solid rock centuries ago, are dotting the mountainous regions of northern Ethiopia.
D. The mountainous regions of northern Ethiopia are dotted with hundreds of monasteries, many of which are chiseled from solid rock centuries ago.
E. The mountainous regions of northern Ethiopia are dotted with hundreds of monasteries, many of them chiseled from solid rock centuries ago.
A possible faulty thought process
• Meaning of A is ok.• Looks a bit weird –
‘many of them chiseled’
Mark B as correct answer
• B conveys meaning of A• B has better structure
than A.
Reject A
• CDE – all communicate meaning different from A
• Reject all• I anyways found B as
the correct answer!
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You need to have 100% clarity of meaning
of the original sentence.
And do not take things on face value.
Assimilate the meaning – only then you can
question if the meaning is logical or not.
Take away
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Observations - Q1, 2, and 3
Q1
Q2
Q3
OG – advancedQ28525%
e-GMAT100%
OG – advancedQ257 100%
Splits + grammar →reject 2 choices only
Splits not possible
Splits misleading
2 incorrect choices - DEgrammatically correct but meaning change
2 incorrect choices - CEgrammatically correct but meaning change
Choice A - incorrectgrammatically correct but illogical meaning
100% meaning understanding required
100% meaning understanding required
+need to infer meaning
100% meaning understanding required
+verify if the meaning is logical
+need to infer meaning
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What source do you use for solutions of
every SC question that you solve?
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Does your source provide you solution
to this level of detail?
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Will you be able to learn the meaning-based
approach – without the solutions that are as
detailed as what we discussed in Q1, 2, and 3?
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Solutions in e-GMAT
Each solution in e-GMAT is created per the meaning-
based approach.
Step 1 – understand the meaning of the original sentence
Step 2 – identify the errors in original sentence
Step 3 – analyze the answer choices.
Application file questionsPractice file questionsScholaranium questionsOfficial Guide questions
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A star will compress itself into a white dwarf, a neutron star, or a black hole after it passes through a red giant stage, depending on mass.
A. A star will compress itself into a white dwarf, a neutron star, or a black hole after it passes through a red giant stage, depending on mass.
B. After passing through a red giant stage, depending on its mass, a star will compress itself into a white dwarf, a neutron star, or a black hole.
C. After passing through a red giant stage, a star's mass will determine if it compresses itself into a white dwarf, a neutron star, or a black hole.
D. Mass determines whether a star, after passing through the red giant stage, will compress itself into a white dwarf, a neutron star, or a black hole.
E. The mass of a star, after passing through the red giant stage, will determine whether it compresses itself into a white dwarf, a neutron star, or a black hole.
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Q4 – Step 1 – Read ‘slowly’ by strategically pausing to understand the meaning of the sentence
A star will compress itself into a white dwarf, a neutron star, or a black hole after
it passes through a red giant stage, depending on mass.
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Q4 – Step 1 – Read ‘slowly’ by strategically pausing to understand the meaning of the sentence
A star will compress itself into a white dwarf, a neutron star, or a black hole after
it passes through a red giant stage, depending on mass.
• A star will compress itself into • a white dwarf, • a neutron star, or • a black hole
• after it passes through a red giant stage, • depending on mass.
Logically it should modify
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A star will compress itself into a white dwarf, a neutron star, or a black hole after it passes through a red giant stage, depending on mass.
A. A star will compress itself into a white dwarf, a neutron star, or a black hole after it passes through a red giant stage, depending on mass.
B. After passing through a red giant stage, depending on its mass, a star will compress itself into a white dwarf, a neutron star, or a black hole.
C. After passing through a red giant stage, a star's mass will determine if it compresses itself into a white dwarf, a neutron star, or a black hole.
D. Mass determines whether a star, after passing through the red giant stage, will compress itself into a white dwarf, a neutron star, or a black hole.
E. The mass of a star, after passing through the red giant stage, will determine whether it compresses itself into a white dwarf, a neutron star, or a black hole.
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A star will compress itself into a white dwarf, a neutron star, or a black hole after it passes through a red giant stage, depending on mass.
A. A star will compress itself into a white dwarf, a neutron star, or a black hole after it passes through a red giant stage, depending on mass.
B. After passing through a red giant stage, depending on its mass, a star will compress itself into a white dwarf, a neutron star, or a black hole.
C. After passing through a red giant stage, a star's mass will determine if it compresses itself into a white dwarf, a neutron star, or a black hole.
D. Mass determines whether a star, after passing through the red giant stage, will compress itself into a white dwarf, a neutron star, or a black hole.
E. The mass of a star, after passing through the red giant stage, will determine whether itcompresses itself into a white dwarf, a neutron star, or a black hole.
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Observations Q1, 2, 3, and 4Q1
Q2
Q3
OG – advancedQ28525%
e-GMAT100%
OG – advancedQ257 100%
Splits + grammar →reject 2 choices only
Splits not possible
Splits misleading
2 incorrect choices - DEgrammatically correct but meaning change
2 incorrect choices - CEgrammatically correct but meaning change
Choice A - incorrectgrammatically correct but illogical meaning
100% meaning understanding required
100% meaning understanding required
+need to infer meaning
100% meaning understanding required
+verify if the meaning is logical
+need to infer meaning
Q4 OG – advancedQ263100%
Splits not possibleChoice A grammatically correct but illogical meaningOther choices – only pronoun reference grammatical error
100% meaning understanding required
+verify if the meaning is logical
+need to infer meaning
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The water strider, a species of semi-aquatic insects, can not only walk on the surface of water but also can generate enough upward thrust with its legs to launch itself off the surface, by achieving one of the most complex physical maneuvers – jumping on water.
A. can not only walk on the surface of water but also can generate enough upward thrust with its legs to launch itself off the surface, by
B. not only can walk on the surface of water but also can generate enough upward thrust with its legs to launch itself off the surface, thereby
C. can walk not only on the surface of water but also off the surface, generating enough upward thrust with its legs to launch itself and
D. not only can walk on the surface of water but also can generate enough upward thrust with its legs to launch itself off the surface, by
E. can not only walk on the surface of water, generating enough upward thrust with its legs to launch itself, but also walk off the surface, thereby
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Q5 – Step 1 – Read ‘slowly’ by strategically pausing to understand the meaning of the sentence
The water strider, a species of semi-aquatic insects, can not only walk on the
surface of water but also can generate enough upward thrust with its legs to
launch itself off the surface, by achieving one of the most complex physical
maneuvers – jumping on water.
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Q5 – Step 1 – Read ‘slowly’ by strategically pausing to understand the meaning of the sentence
The water strider, a species of semi-aquatic insects, can not only walk on the
surface of water but also can generate enough upward thrust with its legs to
launch itself off the surface, by achieving one of the most complex physical
maneuvers – jumping on water.
Aspect 1 – WS can do two things1. Walk on water surface2. Generate sufficient force with its
legs such that launches itself from the surface
Aspect 2 – WS does the two things by achieving a complex maneuver – jumping on water.
Logical meaningAspect 2 –Aspect 12 leads to the WS achieving the complex maneuver – jumping on water
• The water strider, • a species of semi-aquatic insects,
• can• not only walk on the surface of water • but also can generate enough upward thrust with
its legs to launch itself off the surface, • by achieving one of the most complex
physical maneuvers – jumping on water.
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The water strider, a species of semi-aquatic insects, can not only walk on the surface of water but also can generate enough upward thrust with its legs to launch itself off the surface, by achieving one of the most complex physical maneuvers – jumping on water.
A. can not only walk on the surface of water but also can generate enough upward thrust with its legs to launch itself off the surface, by
B. not only can walk on the surface of water but also can generate enough upward thrust with its legs to launch itself off the surface, thereby
C. can walk not only on the surface of water but also off the surface, generating enough upward thrust with its legs to launch itself and
D. not only can walk on the surface of water but also can generate enough upward thrust with its legs to launch itself off the surface, by
E. can not only walk on the surface of water, generating enough upward thrust with its legs to launch itself, but also walk off the surface, thereby
Unauthorized copying prohibited
The water strider, a species of semi-aquatic insects, can not only walk on the surface of water but also can generate enough upward thrust with its legs to launch itself off the surface, by achieving one of the most complex physical maneuvers – jumping on water.
A. can not only walk on the surface of water but also can generate enough upward thrust with its legs to launch itself off the surface, by
B. not only can walk on the surface of water but also can generate enough upward thrust with its legs to launch itself off the surface, thereby
C. can walk not only on the surface of water but also off the surface, generating enough upward thrust with its legs to launch itself and
D. not only can walk on the surface of water but also can generate enough upward thrust with its legs to launch itself off the surface, by
E. can not only walk on the surface of water, generating enough upward thrust with its legs to launch itself, but also walk off the surface, thereby
A11A12A2
A11A12A2
A11A12A2
A11A12A2
A11A12A2
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Observations Q1, 2, 3, 4, and 5Q1
Q2
Q3
OG – advancedQ28525%
e-GMAT100%
OG – advancedQ257 100%
Splits + grammar →reject 2 choices only
Splits not possible
Splits misleading
2 incorrect choices - DEgrammatically correct but meaning change
2 incorrect choices - CEgrammatically correct but meaning change
Choice A - incorrectgrammatically correct but illogical meaning
100% meaning understanding required
100% meaning understanding required
+need to infer meaning
100% meaning understanding required
+verify if the meaning is logical
+need to infer meaning
Q4OG – advancedQ263100%
Splits not possible Same as Q3 Same as Q3
Q5 e-GMAT75%
Splits misleading Same as Q3 Same as Q3
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Have you spent more than 25 hours
preparing for SC?
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Do you feel that you are at 90th
percentile?
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Have you solved every question
using the meaning-based
approach?
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Significance of meaning
To achieve that 90th percentile ability, you need to have
100% clarity in meaning.
And that is possible only if you MASTER the
skill of reading the sentence slowly by
applying STRATEGIC PAUSING technique.
e-GMAT students learn this technique in Master Comprehension course and
they master this technique as they go through the Sentence Correction course.
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200 concepts
To achieve 90th percentile ability in SC, you need to
1. Learn and master 200 concepts.
2. Apply these concepts on SC questions.
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Do you have evidence that you have
mastered 200 SC concepts?
or
What evidence will you rely on to ascertain
that you have mastered these 200 concepts?
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What evidence do you have that you
have mastered these concepts?
Verb-ed modifiers – verbs or modifiers
Use of relative pronoun modifiers
Noun modifiers can modify slightly far away noun
Verb-ing modifiers as action modifier
Verb-ing modifiers as noun modifier
Cases in which verb-ing modifiers and noun + noun modifiers can be used interchangeably
Cases in which verb-ing modifiers and noun + noun modifiers can be used interchangeably
Modifier errors because of voice change
Modifier errors because of placement of the modifier
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What sources did you use to learn these
concepts?
Verb-ed modifiers – verbs or modifiers
Use of relative pronoun modifiers
Noun modifiers can modify slightly far away noun
Verb-ing modifiers as action modifier
Verb-ing modifiers as noun modifier
Cases in which verb-ing modifiers and noun + noun modifiers can be used interchangeably
Cases in which verb-ing modifiers and noun + noun modifiers can be used interchangeably
Modifier errors because of voice change
Modifier errors because of placement of the modifier
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200 concepts
To learn these 200 concepts, you need to
1. Learn
2. Then refine
3. And then excel
And to refine and excel, you need feedback that tells you if you have learned the concept or not and provides you corrective action appropriately.
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200 concepts
At e-GMAT, while you learn – refine – excel these
200 concepts, you get 87 feedback points.
contrast that with ~ 8 – 10 feedback points with a typical book or an online course
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200 concepts
Without getting these 87 feedback points, you will
remain in dark about your proficiency level in each
of these 200 concepts.
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200 concepts
To achieve 90th percentile ability in SC, you need to
1. Learn and master 200 concepts.
2. Apply these concepts on SC questions.
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When did you learn the application?
1. after learning all the concepts
2. while learning the concepts
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What application method did you learn?
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Did you learn the application method
that we used to solve Q1 and Q2?
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Let’s first understand when should
you learn these METHODS?
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Progression of Concepts
Increasing difficulty level of concepts →
Ab
ilit
y in
SC→
Most preparation
courses teach application
after teaching all the
concepts.
SV verb pronoun modifier parallelism comparison
We at e-GMAT insert method teaching duo – application and practice files – at various points as you are learning the concepts.
70th percentile
2 3 2 5 3 4
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Thus, you need to learn the method through purpose-
built application and practice files at optimum points
while you learning the ~200 concepts.
This ensures that you reach at least 70 percentile ability level by the
time you finish the course.
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As you learn the method using application files, you need to
know how you are doing -
- are you learning all the steps properly?
- are you struggling with some aspects of the method?
Thus, you need a system that gives you this feedback. This allows you to
take corrective actions right there and then and ensure that you remain on
the most efficient path to master the method that is crucial for you to
achieve that 90 percentile ability in SC.
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An e-GMAT student gets such feedback at
least 23 times while learning the SC method.
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Let’s see how this feedback enables
you to hit 90th percentile.
GMAT score = 730 (Q49, V38)
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He scored low in this file. He got this feedback and he spent sufficient time reviewing the solutions of 5 questions in this file. With this thorough review, he was able to improve his performance in the practice quiz!
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Even though he scored well, he spent good amount of time, ensuring that he learned everything that he needed to.He did not score that well in the practice quiz, but he set out to bookmark the questions that he faced problems with.
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Bookmarked questions for later revision
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Sahil took the feedback seriously and accordingly took corrective
actions at the right time.
GMAT score = 730 (Q49, V38)
“SC: For me, the biggest thing regarding SC was the application of the concepts. My concepts
were not bad in attempt 1 and 2. But I lacked the knowledge of application of the same. Concepts can narrow down the options from 5 to 2. But after that, the application of concepts plays a game-changing role.
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Successful students leverage feedback to excel
GMAT Club
Profile nameScore (GMAT-Verbal)
Concept
Score
Application
Score
# of +ve
feedback
points
Number of
Corrective
actions
rsmalan 760 – V41 93% 90% 77 10
pg11 740 – V40 93% 78% 70 17
moderator 720 – V42 93% 88% 79 8
sireeshs 750 – V42 92% 80% 72 15
pnishant 740 – V41 92% 91% 80 7
1. High concept scores2. Excellent application scores3. Corrective Actions => deeper revision => subsequent success (i.e. positive reinforcement)
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Dr. Rohit Singh Malan (GMAT 760)
760
“There is absolutely no comparison.. Prior to using the meaning-based approach, I was lost in 2/3 out of 5 answer choices. My brain would tell me.. Even this is right.. This sounds right… there was no way to come to a conclusion”
With the meaning-based approach, my mind was at ease..I could see the core of the sentence, understand what the author wanted to say.. I could see the genesis of the sentence.. I could see the various appendages attached to sentence… I was rejecting answer choices on solid grounds… and my Verbal score improved from V32 to V42..
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Jim Yi (GMAT 770)
770
“The meaning-based approach is a game-changer. Before this, I was learning just the grammar .. But I was unable to solve 700-level questions”
“When you get to 700 level, the grammar is not going to be the deciding factor… because you would always have two options left.. and the grammar is not going to be the deciding factor.. The only way you would be able to select the correct answer in 90 seconds is by understanding the intended meaning.”
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Three Reasons to score 730+
Top B Schools
“now” require (more
or less) a score of
730.
More than 50% of
the $350M
Scholarships go to
students scoring
730+.
The difference in
total earnings over a
10-year period is
$500K+ (the highest
it has ever been)
30 points == $500,000
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Record high Median Scores at Top B Schools
School Name Median Score 2014 Median Score 2018
Kellogg 713 732
MIT Sloan 713 728
Yale SOM 714 727
Columbia 716 732
Berkeley HAAS 717 726
23Out of 25 schools increased
80%1
Of admitted class at several schools has GMAT scores of 700 or higher
“The bottom line remains that only the best of the best have a shot at getting into any of these schools” - Mark Either, Managing Editor Poets and Quants
Source: https://poetsandquants.com/2019/01/23/average-gmat-scores-at-the-top-50-b-schools/
-15%Estimated decline in the GMAT test taking population
1. MIT, Columbia class of 2020
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Anecdotal Data - 1
Mansi Dhiman
$90,0001
From Harvard
Viktor Makula
$142,0001
From ROSS and Kenan Flagler
Cong Bui
$144,0001
From Ohio Fischer
770 770 760
1. Total Scholarship amount offered
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Anecdotal Data - 2
Nishant Panigrahi Prawee Nonathapun
$125,0001
From Ohio Fischer
Krishna Kanth
$80,0001
From Georgetown
$124,0001
From Texas A&M
740 740 720
1. Total Scholarship amount offered
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Get 730 + for that $500K ROI
1. To score 730, you need 90th percentile in SC.2. To score ~90th percentile, you need
• Master the meaning-based approach.• Excel in the 200+ concepts that the GMAT tests.• Learn to apply those concepts while learning them.
3. Achieving excellence requires multiple feedback points personalized to “You”• Your e-GMAT course provides 87 feedback points while learning concepts and 25 feedback points
while learning how to apply those concepts.• These feedback points help you achieve precision
4. Additional personalized feedback points: Detailed solutions enable strategic review. This in turn tells you “where” you faltered, and “why” you faltered.