Test your basic knowledge |

GMAT Reading Comprehension

Subjects : gmat, reading-and-comprehension

Instructions:

Answer 43 questions in 15 minutes.
If you are not ready to take this test, you can study here.
Match each statement with the correct term.
Don't refresh. All questions and answers are randomly picked and ordered every time you load a test.

This is a study tool. The 3 wrong answers for each question are randomly chosen from answers to other questions. So, you might find at times the answers obvious, but you will see it re-enforces your understanding as you take the test each time.

1. 'Distinguish red ... green' 'distinguish .... red ... green
From -between... and
'with'
Finds a connection between the 2 parts of the stimulus in boldface
To shrink back physically or emotionally

2. 'Not only' is always followed by
Are usually wrong
'but also'
1. Identify the question type 2. Untangle the stimulus 3. Predict the answer 4. Evaluate choices
Sentence or fact

3. When there is a modifying phrase at the beginning of the sentence -
Parallel structure
A common flaw where... (Most of what authority a has to say on subject matter S is correct. a says p about S. Therefore - p is correct.)
'but also'
Make sure that the subject of that phrase is what follows the comma (e.g. p175 qq34-36 of coursebook)

4. 'Like' or 'unlike' triggers
From -between... and
To shrink back physically or emotionally
A comparison trap i.e. make sure that the word after like is compared to something of a similar kind (apples and apples) e.g. 'Unlike Latvia - Lithuania - the economy of Estonia...' is incorrect (take out the economy of)
Answers are outside scope - 180s - and irrelevant comparisons.

5. A person is 'a native of' / 'native to' the UK?
Make sure that the subject of that phrase is what follows the comma (e.g. p175 qq34-36 of coursebook)
Singular
A native of
A common flaw where... (is the relationship causal? are there other possible causes?)

6. A llama is 'a native of' / 'native to' Peru
From -between... and
A comparison trap i.e. make sure that the word after like is compared to something of a similar kind (apples and apples) e.g. 'Unlike Latvia - Lithuania - the economy of Estonia...' is incorrect (take out the economy of)
Native to
To shrink back physically or emotionally

7. Preposition after 'to be considered'
None
Describe evidence that would STRENGTHEN the argument and CONCLUDE that without such evidence you're not persuaded (DON'T have 1 sad and lonely sentence here).
Are usually wrong
Only infinitive e.g. 'to turn' (never 'to turning')

8. To be regarded 'as' or not 'as'
'as'
Show that you understand the argument by PARAPHRASING it and saying IT FAILS TO CONVINCE (don't have to say why yet)
'with'
From -between... and

9. Argument Essay Paragraph 2
Sentence or fact
Identify most offensive flaw in author's reasoning; explain why it is questionable
Non countable things 'How much'
Parallel structure

10. 'There is' 'There are'. where is the subject
To shrink back physically or emotionally
Identify another flaw in author's reasoning; explain why it is questionable
Answers are outside scope - 180s - and irrelevant comparisons.
After the verb

11. Answer choices with 'There is/are/has/have'...
'with'
1) Read the original sentence carefully - LOOKING FOR ERRORS; if you don't spot errors - go to step 2: 2) Scan and group the answer choices 3) Eliminate choices until only one remains
Are usually wrong
A comparison trap i.e. make sure that the word after like is compared to something of a similar kind (apples and apples) e.g. 'Unlike Latvia - Lithuania - the economy of Estonia...' is incorrect (take out the economy of)

12. Strategy for Sentence Correction
A native of
A common flaw where... 'always -' 'none -' 'some -' and 'only' etc. set boundaries for the logic of an argument. Be careful with scope.
1) Read the original sentence carefully - LOOKING FOR ERRORS; if you don't spot errors - go to step 2: 2) Scan and group the answer choices 3) Eliminate choices until only one remains
Native to

13. Limiting Words
A common flaw where... 'always -' 'none -' 'some -' and 'only' etc. set boundaries for the logic of an argument. Be careful with scope.
A common flaw where... lack focus of evidence and focus of conclusion
Mistaking correlation for causation - confusing actual value with percent
Make sure that the subject of that phrase is what follows the comma (e.g. p175 qq34-36 of coursebook)

14. What is the evidence in Critical Reasoning questions?
Point of the author's argument. Conclusion words - the One Sentence Test - Fact vs Opinion
Are usually wrong
'as'
Supports the conclusion. usually what isn't the conclusion. Sometimes this is just a conjecture.

15. Analogies - metaphors and other comparisons all require...
1) Read the original sentence carefully - LOOKING FOR ERRORS; if you don't spot errors - go to step 2: 2) Scan and group the answer choices 3) Eliminate choices until only one remains
Parallel structure
Only infinitive e.g. 'to turn' (never 'to turning')
Answers are outside scope - 180s - and irrelevant comparisons.

16. Reading Comprehension Inference questions
Make sure there is DIRECT DETAILED support for inference in the question stimulus but usually NOT CATEGORICAL
Supports the conclusion. usually what isn't the conclusion. Sometimes this is just a conjecture.
A common flaw where... argues from a generalization true for the most part to a particular case (in contrast to induction - which argues from particular cases to generalisations).
OTHER

17. Argument Essay Para 4
'with'
Parallel structure
Describe evidence that would STRENGTHEN the argument and CONCLUDE that without such evidence you're not persuaded (DON'T have 1 sad and lonely sentence here).
A common flaw where... argues from a generalization true for the most part to a particular case (in contrast to induction - which argues from particular cases to generalisations).

18. Strategy for Critical Reasoning questions
Parallel structure
It - they - its - their - them - which and that
1. Identify the question type 2. Untangle the stimulus 3. Predict the answer 4. Evaluate choices
Finds a connection between the 2 parts of the stimulus in boldface

19. 'Fewer' and 'number' refer to ...and answer the question...
Countable things 'How many'
'as'
Mistaking correlation for causation - confusing actual value with percent
'with'

20. Preposition after 'to be modelled'
After
Describe evidence that would STRENGTHEN the argument and CONCLUDE that without such evidence you're not persuaded (DON'T have 1 sad and lonely sentence here).
It - they - its - their - them - which and that
A common flaw where... argues from a generalization true for the most part to a particular case (in contrast to induction - which argues from particular cases to generalisations).

21. Causation/correlation
It - they - its - their - them - which and that
Identify another flaw in author's reasoning; explain why it is questionable
Parallel structure
A common flaw where... (is the relationship causal? are there other possible causes?)

22. Various subjects enumerated with an 'OR' indicates singular or plural for verb conjugation?
Singular
Are usually wrong
1) Read the original sentence carefully - LOOKING FOR ERRORS; if you don't spot errors - go to step 2: 2) Scan and group the answer choices 3) Eliminate choices until only one remains
Mistaking correlation for causation - confusing actual value with percent

23. Typical pronouns that cause trouble
Point of the author's argument. Conclusion words - the One Sentence Test - Fact vs Opinion
Make sure that the subject of that phrase is what follows the comma (e.g. p175 qq34-36 of coursebook)
It - they - its - their - them - which and that
To shrink back physically or emotionally

24. 'With total employment at less than 68000 people...' what should change?
A common flaw where... lack focus of evidence and focus of conclusion
Describe evidence that would STRENGTHEN the argument and CONCLUDE that without such evidence you're not persuaded (DON'T have 1 sad and lonely sentence here).
At FEWER than 68000 people
'with'

25. Classic flaws in Critical Reasoning 'Flaw Questions' stem
Mistaking correlation for causation - confusing actual value with percent
A native of
A common flaw where... lack focus of evidence and focus of conclusion
To shrink back physically or emotionally

26. Recoil
'as'
Identify most offensive flaw in author's reasoning; explain why it is questionable
Make sure there is DIRECT DETAILED support for inference in the question stimulus but usually NOT CATEGORICAL
To shrink back physically or emotionally

27. Appeal to authority
'but also'
At FEWER than 68000 people
Answers are outside scope - 180s - and irrelevant comparisons.
A common flaw where... (Most of what authority a has to say on subject matter S is correct. a says p about S. Therefore - p is correct.)

28. Strategy for Reading Comprehension
Singular
A comparison trap i.e. make sure that the word after like is compared to something of a similar kind (apples and apples) e.g. 'Unlike Latvia - Lithuania - the economy of Estonia...' is incorrect (take out the economy of)
From -between... and
1) Read strategically: Passage Map - Topic/Scope/Purpose or Main Idea 2) Analyse question stem 3) Research relevant text in passage 4) Make Prediction 5) Evaluate answer choices

29. Disconnect
1) Read the original sentence carefully - LOOKING FOR ERRORS; if you don't spot errors - go to step 2: 2) Scan and group the answer choices 3) Eliminate choices until only one remains
A common flaw where... lack focus of evidence and focus of conclusion
From -between... and
Finds a connection between the 2 parts of the stimulus in boldface

30. Answer choices with word 'being'...
To shrink back physically or emotionally
Show that you understand the argument by PARAPHRASING it and saying IT FAILS TO CONVINCE (don't have to say why yet)
Are usually wrong
Make sure that the subject of that phrase is what follows the comma (e.g. p175 qq34-36 of coursebook)

31. What is the conclusion in Critical Reasoning questions? How do you find it.
Grammatically...logically
'with'
After
Point of the author's argument. Conclusion words - the One Sentence Test - Fact vs Opinion

32. 'Less' and 'amount' refer to ...and answer the question...
Mistaking correlation for causation - confusing actual value with percent
After
Non countable things 'How much'
Make sure there is DIRECT DETAILED support for inference in the question stimulus but usually NOT CATEGORICAL

33. Items being compared must be both ... and ... comparable
A common flaw where... (is the relationship causal? are there other possible causes?)
Mistaking correlation for causation - confusing actual value with percent
At FEWER than 68000 people
Grammatically...logically

34. A statistical syllogism (proportional syllogism or direct inference)
1) Read the original sentence carefully - LOOKING FOR ERRORS; if you don't spot errors - go to step 2: 2) Scan and group the answer choices 3) Eliminate choices until only one remains
A common flaw where... argues from a generalization true for the most part to a particular case (in contrast to induction - which argues from particular cases to generalisations).
Make sure there is DIRECT DETAILED support for inference in the question stimulus but usually NOT CATEGORICAL
Answers are outside scope - 180s - and irrelevant comparisons.

35. Confusion of absolute numbers and percentages
Parallel structure
After
A common flaw where... for example - which is larger - one-third of x or one-half of y? Without any information to compare x and y - we cannot answer this question.
At FEWER than 68000 people

36. In Critical Reasoning Inference questions - an inference may follow from a single...
'with'
Mistaking correlation for causation - confusing actual value with percent
A native of
Sentence or fact

37. 'Better than at any time' or 'better than at any OTHER time'?
Make sure there is DIRECT DETAILED support for inference in the question stimulus but usually NOT CATEGORICAL
Point of the author's argument. Conclusion words - the One Sentence Test - Fact vs Opinion
OTHER
A common flaw where... (is the relationship causal? are there other possible causes?)

38. Typical wrong answers in Critical Reasoning
Identify most offensive flaw in author's reasoning; explain why it is questionable
Sentence or fact
Answers are outside scope - 180s - and irrelevant comparisons.
It - they - its - their - them - which and that

39. Preposition after verb 'to credit'
'with'
Finds a connection between the 2 parts of the stimulus in boldface
Are usually wrong
Identify most offensive flaw in author's reasoning; explain why it is questionable

40. Bolded statement questions commonly ask to choose the answer that...
Non countable things 'How much'
1) Read strategically: Passage Map - Topic/Scope/Purpose or Main Idea 2) Analyse question stem 3) Research relevant text in passage 4) Make Prediction 5) Evaluate answer choices
Finds a connection between the 2 parts of the stimulus in boldface
After

41. To+verb: verb can be in which tense?
OTHER
Grammatically...logically
Only infinitive e.g. 'to turn' (never 'to turning')
Are usually wrong

42. Argument Essay Para 3
A common flaw where... (is the relationship causal? are there other possible causes?)
A common flaw where... for example - which is larger - one-third of x or one-half of y? Without any information to compare x and y - we cannot answer this question.
Identify another flaw in author's reasoning; explain why it is questionable
Only infinitive e.g. 'to turn' (never 'to turning')

43. Argument Essay Paragraph 1
A native of
A common flaw where... 'always -' 'none -' 'some -' and 'only' etc. set boundaries for the logic of an argument. Be careful with scope.
Show that you understand the argument by PARAPHRASING it and saying IT FAILS TO CONVINCE (don't have to say why yet)
Parallel structure

Test your basic knowledge |

GMAT Reading Comprehension

Communication skills, Self help skills, Self improvement skills, Productivity skills, Writing skills, Business skills, Thinking skills & More...

502 Pages | Only $12 | PDF / EPub, Kindle Ready

Link to This Test

Related Subjects