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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. Argument Essay Para 4
None
'with'
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... 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.

2. Strategy for Reading Comprehension
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).
Finds a connection between the 2 parts of the stimulus in boldface
To shrink back physically or emotionally
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

3. When there is a modifying phrase at the beginning of the sentence -
Countable things 'How many'
Make sure that the subject of that phrase is what follows the comma (e.g. p175 qq34-36 of coursebook)
None
'with'

4. 'Not only' is always followed by
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
Make sure there is DIRECT DETAILED support for inference in the question stimulus but usually NOT CATEGORICAL
'but also'
Mistaking correlation for causation - confusing actual value with percent

5. Appeal to authority
Mistaking correlation for causation - confusing actual value with percent
A common flaw where... lack focus of evidence and focus of conclusion
It - they - its - their - them - which and that
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.)

6. Items being compared must be both ... and ... comparable
A native of
Grammatically...logically
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)

7. 'Less' and 'amount' refer to ...and answer the question...
'but also'
Countable things 'How many'
A common flaw where... (is the relationship causal? are there other possible causes?)
Non countable things 'How much'

8. 'Distinguish red ... green' 'distinguish .... red ... green
Identify most offensive flaw in author's reasoning; explain why it is questionable
From -between... and
Non countable things 'How much'
OTHER

9. In Critical Reasoning Inference questions - an inference may follow from a single...
'but also'
Sentence or fact
Native to
Are usually wrong

10. Classic flaws in Critical Reasoning 'Flaw Questions' stem
'as'
Grammatically...logically
Mistaking correlation for causation - confusing actual value with percent
Identify most offensive flaw in author's reasoning; explain why it is questionable

11. Strategy for Sentence Correction
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
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).
1. Identify the question type 2. Untangle the stimulus 3. Predict the answer 4. Evaluate choices
Countable things 'How many'

12. Disconnect
Singular
Answers are outside scope - 180s - and irrelevant comparisons.
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.
A common flaw where... lack focus of evidence and focus of conclusion

13. Answer choices with 'There is/are/has/have'...
'with'
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
Sentence or fact
Are usually wrong

14. 'There is' 'There are'. where is the subject
None
Native to
After the verb
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

15. Typical wrong answers in Critical Reasoning
Are usually wrong
'but also'
Point of the author's argument. Conclusion words - the One Sentence Test - Fact vs Opinion
Answers are outside scope - 180s - and irrelevant comparisons.

16. 'Fewer' and 'number' refer to ...and answer the question...
1. Identify the question type 2. Untangle the stimulus 3. Predict the answer 4. Evaluate choices
Countable things 'How many'
After
Supports the conclusion. usually what isn't the conclusion. Sometimes this is just a conjecture.

17. 'Like' or 'unlike' triggers
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)
A common flaw where... 'always -' 'none -' 'some -' and 'only' etc. set boundaries for the logic of an argument. Be careful with scope.
Answers are outside scope - 180s - and irrelevant comparisons.
Finds a connection between the 2 parts of the stimulus in boldface

18. Typical pronouns that cause trouble
Sentence or fact
It - they - its - their - them - which and that
A native of
Finds a connection between the 2 parts of the stimulus in boldface

19. What is the conclusion in Critical Reasoning questions? How do you find it.
After the verb
A native of
Point of the author's argument. Conclusion words - the One Sentence Test - Fact vs Opinion
Native to

20. Recoil
Non countable things 'How much'
To shrink back physically or emotionally
At FEWER than 68000 people
1. Identify the question type 2. Untangle the stimulus 3. Predict the answer 4. Evaluate choices

21. Bolded statement questions commonly ask to choose the answer that...
Finds a connection between the 2 parts of the stimulus in boldface
Supports the conclusion. usually what isn't the conclusion. Sometimes this is just a conjecture.
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

22. To be regarded 'as' or not 'as'
Show that you understand the argument by PARAPHRASING it and saying IT FAILS TO CONVINCE (don't have to say why yet)
'as'
Native to
A common flaw where... 'always -' 'none -' 'some -' and 'only' etc. set boundaries for the logic of an argument. Be careful with scope.

23. Limiting Words
Are usually wrong
Make sure that the subject of that phrase is what follows the comma (e.g. p175 qq34-36 of coursebook)
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)

24. Analogies - metaphors and other comparisons all require...
To shrink back physically or emotionally
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
After

25. To+verb: verb can be in which tense?
Only infinitive e.g. 'to turn' (never 'to turning')
Supports the conclusion. usually what isn't the conclusion. Sometimes this is just a conjecture.
Answers are outside scope - 180s - and irrelevant comparisons.
Mistaking correlation for causation - confusing actual value with percent

26. 'With total employment at less than 68000 people...' what should change?
After the verb
It - they - its - their - them - which and that
At FEWER than 68000 people
A common flaw where... 'always -' 'none -' 'some -' and 'only' etc. set boundaries for the logic of an argument. Be careful with scope.

27. Confusion of absolute numbers and percentages
Identify another flaw in author's reasoning; explain why it is questionable
Identify most offensive flaw in author's reasoning; explain why it is questionable
To shrink back physically or emotionally
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.

28. Strategy for Critical Reasoning questions
1. Identify the question type 2. Untangle the stimulus 3. Predict the answer 4. Evaluate choices
Sentence or fact
A common flaw where... (is the relationship causal? are there other possible causes?)
None

29. Various subjects enumerated with an 'OR' indicates singular or plural for verb conjugation?
A common flaw where... 'always -' 'none -' 'some -' and 'only' etc. set boundaries for the logic of an argument. Be careful with scope.
Singular
A common flaw where... lack focus of evidence and focus of conclusion
Identify most offensive flaw in author's reasoning; explain why it is questionable

30. 'Better than at any time' or 'better than at any OTHER time'?
Identify another flaw in author's reasoning; explain why it is questionable
Finds a connection between the 2 parts of the stimulus in boldface
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.
OTHER

31. Preposition after 'to be considered'
Make sure that the subject of that phrase is what follows the comma (e.g. p175 qq34-36 of coursebook)
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.
None
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

32. A llama is 'a native of' / 'native to' Peru
Are usually wrong
A common flaw where... 'always -' 'none -' 'some -' and 'only' etc. set boundaries for the logic of an argument. Be careful with scope.
Native to
Make sure there is DIRECT DETAILED support for inference in the question stimulus but usually NOT CATEGORICAL

33. A person is 'a native of' / 'native to' the UK?
A native of
Make sure that the subject of that phrase is what follows the comma (e.g. p175 qq34-36 of coursebook)
Singular
Point of the author's argument. Conclusion words - the One Sentence Test - Fact vs Opinion

34. Preposition after verb 'to credit'
'with'
At FEWER than 68000 people
Make sure there is DIRECT DETAILED support for inference in the question stimulus but usually NOT CATEGORICAL
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).

35. Preposition after 'to be modelled'
Mistaking correlation for causation - confusing actual value with percent
Answers are outside scope - 180s - and irrelevant comparisons.
After
Are usually wrong

36. A statistical syllogism (proportional syllogism or direct inference)
Singular
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).
Sentence or fact
Identify another flaw in author's reasoning; explain why it is questionable

37. What is the evidence in Critical Reasoning questions?
A native of
Supports the conclusion. usually what isn't the conclusion. Sometimes this is just a conjecture.
A common flaw where... lack focus of evidence and focus of conclusion
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)

38. Argument Essay Paragraph 1
Finds a connection between the 2 parts of the stimulus in boldface
Show that you understand the argument by PARAPHRASING it and saying IT FAILS TO CONVINCE (don't have to say why yet)
Non countable things 'How much'
Countable things 'How many'

39. Reading Comprehension Inference questions
Only infinitive e.g. 'to turn' (never 'to turning')
Grammatically...logically
Countable things 'How many'
Make sure there is DIRECT DETAILED support for inference in the question stimulus but usually NOT CATEGORICAL

40. Causation/correlation
Native to
A common flaw where... (is the relationship causal? are there other possible causes?)
Identify another flaw in author's reasoning; explain why it is questionable
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).

41. Argument Essay Paragraph 2
At FEWER than 68000 people
Identify most offensive flaw in author's reasoning; explain why it is questionable
A native of
Make sure that the subject of that phrase is what follows the comma (e.g. p175 qq34-36 of coursebook)

42. Answer choices with word 'being'...
Are usually wrong
Make sure there is DIRECT DETAILED support for inference in the question stimulus but usually NOT CATEGORICAL
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
1. Identify the question type 2. Untangle the stimulus 3. Predict the answer 4. Evaluate choices

43. Argument Essay Para 3
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).
Identify another flaw in author's reasoning; explain why it is questionable
At FEWER than 68000 people
1. Identify the question type 2. Untangle the stimulus 3. Predict the answer 4. Evaluate choices

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GMAT Reading Comprehension

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