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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. To be regarded 'as' or not 'as'
OTHER
Are usually wrong
'as'
Non countable things 'How much'

2. Answer choices with 'There is/are/has/have'...
From -between... and
Show that you understand the argument by PARAPHRASING it and saying IT FAILS TO CONVINCE (don't have to say why yet)
A common flaw where... (is the relationship causal? are there other possible causes?)
Are usually wrong

3. 'Better than at any time' or 'better than at any OTHER time'?
Are usually wrong
OTHER
To shrink back physically or emotionally
'but also'

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

5. A llama is 'a native of' / 'native to' Peru
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
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.
1. Identify the question type 2. Untangle the stimulus 3. Predict the answer 4. Evaluate choices

6. Reading Comprehension Inference questions
Only infinitive e.g. 'to turn' (never 'to turning')
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
Answers are outside scope - 180s - and irrelevant comparisons.

7. 'Like' or 'unlike' triggers
Mistaking correlation for causation - confusing actual value with percent
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.
Are usually wrong

8. 'There is' 'There are'. where is the subject
From -between... and
Parallel structure
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).
After the verb

9. Argument Essay Para 4
Point of the author's argument. Conclusion words - the One Sentence Test - Fact vs Opinion
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... lack focus of evidence and focus of conclusion
Identify most offensive flaw in author's reasoning; explain why it is questionable

10. Argument Essay Paragraph 2
Point of the author's argument. Conclusion words - the One Sentence Test - Fact vs Opinion
Singular
None
Identify most offensive flaw in author's reasoning; explain why it is questionable

11. Answer choices with word 'being'...
To shrink back physically or emotionally
OTHER
A common flaw where... 'always -' 'none -' 'some -' and 'only' etc. set boundaries for the logic of an argument. Be careful with scope.
Are usually wrong

12. Strategy for Critical Reasoning questions
A common flaw where... lack focus of evidence and focus of conclusion
1. Identify the question type 2. Untangle the stimulus 3. Predict the answer 4. Evaluate choices
Non countable things 'How much'
Are usually wrong

13. 'Not only' is always followed by
'but also'
OTHER
At FEWER than 68000 people
'with'

14. Limiting Words
Answers are outside scope - 180s - and irrelevant comparisons.
A common flaw where... 'always -' 'none -' 'some -' and 'only' etc. set boundaries for the logic of an argument. Be careful with scope.
Make sure there is DIRECT DETAILED support for inference in the question stimulus but usually NOT CATEGORICAL
OTHER

15. Confusion of absolute numbers and percentages
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.
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
Point of the author's argument. Conclusion words - the One Sentence Test - Fact vs Opinion
A common flaw where... 'always -' 'none -' 'some -' and 'only' etc. set boundaries for the logic of an argument. Be careful with scope.

16. Typical pronouns that cause trouble
A common flaw where... 'always -' 'none -' 'some -' and 'only' etc. set boundaries for the logic of an argument. Be careful with scope.
Singular
Grammatically...logically
It - they - its - their - them - which and that

17. Bolded statement questions commonly ask to choose the answer that...
Answers are outside scope - 180s - and irrelevant comparisons.
Finds a connection between the 2 parts of the stimulus in boldface
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.)
Non countable things 'How much'

18. 'Distinguish red ... green' 'distinguish .... red ... green
'with'
Are usually wrong
Answers are outside scope - 180s - and irrelevant comparisons.
From -between... and

19. Disconnect
Mistaking correlation for causation - confusing actual value with percent
Native to
A common flaw where... lack focus of evidence and focus of conclusion
Singular

20. Preposition after 'to be considered'
Make sure there is DIRECT DETAILED support for inference in the question stimulus but usually NOT CATEGORICAL
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
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. Appeal to authority
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).
Native to
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.)
Mistaking correlation for causation - confusing actual value with percent

22. A statistical syllogism (proportional syllogism or direct inference)
Non countable things 'How much'
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... argues from a generalization true for the most part to a particular case (in contrast to induction - which argues from particular cases to generalisations).
None

23. Causation/correlation
'but also'
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.)
A common flaw where... (is the relationship causal? are there other possible causes?)
Show that you understand the argument by PARAPHRASING it and saying IT FAILS TO CONVINCE (don't have to say why yet)

24. Various subjects enumerated with an 'OR' indicates singular or plural for verb conjugation?
A common flaw where... (is the relationship causal? are there other possible causes?)
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
Singular
Only infinitive e.g. 'to turn' (never 'to turning')

25. Analogies - metaphors and other comparisons all require...
Parallel structure
Grammatically...logically
Mistaking correlation for causation - confusing actual value with percent
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).

26. When there is a modifying phrase at the beginning of the sentence -
Mistaking correlation for causation - confusing actual value with percent
'with'
Identify another flaw in author's reasoning; explain why it is questionable
Make sure that the subject of that phrase is what follows the comma (e.g. p175 qq34-36 of coursebook)

27. 'Less' and 'amount' refer to ...and answer the question...
Parallel structure
A common flaw where... lack focus of evidence and focus of conclusion
Make sure there is DIRECT DETAILED support for inference in the question stimulus but usually NOT CATEGORICAL
Non countable things 'How much'

28. 'With total employment at less than 68000 people...' what should change?
Show that you understand the argument by PARAPHRASING it and saying IT FAILS TO CONVINCE (don't have to say why yet)
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.
Only infinitive e.g. 'to turn' (never 'to turning')
At FEWER than 68000 people

29. A person is 'a native of' / 'native to' the UK?
Sentence or fact
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
A native of

30. Argument Essay Paragraph 1
Show that you understand the argument by PARAPHRASING it and saying IT FAILS TO CONVINCE (don't have to say why yet)
At FEWER than 68000 people
After the verb
Grammatically...logically

31. Argument Essay Para 3
Mistaking correlation for causation - confusing actual value with percent
At FEWER than 68000 people
Are usually wrong
Identify another flaw in author's reasoning; explain why it is questionable

32. Preposition after 'to be modelled'
From -between... and
A native of
Answers are outside scope - 180s - and irrelevant comparisons.
After

33. Recoil
A common flaw where... lack focus of evidence and focus of conclusion
To shrink back physically or emotionally
After the verb
It - they - its - their - them - which and that

34. 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.
Countable things 'How many'
Sentence or fact

35. 'Fewer' and 'number' refer to ...and answer the question...
Make sure that the subject of that phrase is what follows the comma (e.g. p175 qq34-36 of coursebook)
Countable things 'How many'
Identify another flaw in author's reasoning; explain why it is questionable
From -between... and

36. In Critical Reasoning Inference questions - an inference may follow from a single...
OTHER
Sentence or fact
'but also'
Native to

37. Strategy for Sentence Correction
Identify most offensive flaw in author's reasoning; explain why it is questionable
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.
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) 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

38. Preposition after verb 'to credit'
Mistaking correlation for causation - confusing actual value with percent
Answers are outside scope - 180s - and irrelevant comparisons.
'with'
Non countable things 'How much'

39. Strategy for Reading Comprehension
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).
Identify most offensive flaw in author's reasoning; explain why it is questionable
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
'as'

40. Items being compared must be both ... and ... comparable
Grammatically...logically
Show that you understand the argument by PARAPHRASING it and saying IT FAILS TO CONVINCE (don't have to say why yet)
Countable things 'How many'
'but also'

41. What is the evidence in Critical Reasoning questions?
At FEWER than 68000 people
Grammatically...logically
Supports the conclusion. usually what isn't the conclusion. Sometimes this is just a conjecture.
Identify most offensive flaw in author's reasoning; explain why it is questionable

42. Classic flaws in Critical Reasoning 'Flaw Questions' stem
Native to
Countable things 'How many'
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)
Mistaking correlation for causation - confusing actual value with percent

43. Typical wrong answers in Critical Reasoning
Answers are outside scope - 180s - and irrelevant comparisons.
A native of
After
Are usually wrong

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GMAT Reading Comprehension

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