This article was written by our very own instructor, Stacey Koprince. If you’re looking for more great resources and advice, check out our free resources section.

I’ve been getting lots of great article ideas from students lately, and this is one of them: how do we make educated guesses on GMAT Quant problems? (I wrote a separate article about Verbal here.)

Note: if you requested a different topic, don’t worry! I keep a list of all requests; I will get to your request eventually. I’m generally choosing the order based upon the number of requests I get from different people about the same topic. Read more

In this article, I’m going to offer a Best of list for how to study. Below, you’ll find links to the articles that I think are most helpful in developing and executing a comprehensive study plan, as well as a discussion of how to use them.

Whether you’re just getting started or are nearing the finish line, it’s critical to develop a study plan that’s appropriate for you, and that study plan will need to be revised periodically as your skills change (because you are getting better over time, hopefully!).

So, start with Developing a GMAT Study Plan. This article will help you determine three critical things: Read more

We all know that the essays on the GMAT are scored separately and that the schools don’t care as much about the essay scores. We also know we have to write the essays first, before we get to the more important quant and verbal sections, so we don’t want to use up too much brain-power on the essays. Still, we can’t just bomb the essay section; the schools do care about the essays somewhat. So how do we do a good enough job on the essays without expending so much energy that we’re negatively affected during the multiple-choice portion of the test?

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I’ve been speaking with students lately who aren’t entirely sure how to approach Critical Reasoning (CR) questions when a new one first pops up on the screen. In particular, a lot of students do one thing they shouldn’t be doing: they read the argument too soon.

How can someone read the argument too soon?

It may seem kind of strange to say that someone reads the argument too soon. After all, isn’t that the first thing we do on a CR question? Actually, reading the argument is not the first thing we should do. The first thing we should do is read the question stem.

Then, we’re ready to read the argument, right?

Not so fast.

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Lately, as I’ve been discussing test questions with people on the forums, I’ve realized that a lot of students aren’t using the GMAT forums to discuss those test questions in the optimal way. I’m defining the optimal way to mean the way in which students will learn in order to boost their scores the most. I’ll go out on a limb and assume that most people do have a goal of learning in the way that boosts their scores the most. ?

There isn’t a one-size-fits-all approach in terms of the best way to learn; different things work best for different people. But there are certain principles that are universal—and we can use those principles to devise a best practice method for using the forums to maximize our learning.

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This week, we have a follow-on article from Chris Ryan, Manhattan GMAT’s Director of Instructor and Product Development. Chris introduced the concept of layering to us in this article on Sentence Correction. Layering is a technique used by a test writer to make a question more difficult. Today, Chris is going to show us how layering works in data sufficiency questions.

Note: I’ve repeated the introduction from the first article below, in case some of you haven’t read that one. If you did read the first one, the first few paragraphs will be review for you.

We all know that the GMAT is a computer adaptive test, and computer adaptive tests give us questions based on the difficulty level that we earn as we take the test. How do the test writers at ACT (the organization that writes the GMAT) determine which questions are harder than others?

First, ACT engages in a process called “normalization,” wherein all freshly written questions are tested by actual test takers to determine what percentage answer the questions correctly (we know these questions as experimental questions). If too many people answer correctly, the question may need to be toughened up. If too few people answer correctly, the question may need to be dumbed down. ACT is looking to assemble a pool of questions that covers a range of difficulty, from cakewalk to mind-bending, and the test takers help them do so.

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This week, we’re going to tackle a challenging GMATPrep problem solving question from the topic of Rates & Work.

Let’s start with the problem. Set your timer for 2 minutes. and GO!

*Circular gears P and Q start rotating at the same time at constant speeds. Gear P makes 10 revolutions per minute, and gear Q makes 40 revolutions per minute. How many seconds after the gears start rotating will gear Q have made exactly 6 more revolutions than gear P?

(A) 6

(B) 8

(C) 10

(D) 12

(E) 15

Given info about two different gears, P and Q, we have to figure out something about how quickly they move relative to each other. In particular, we’re supposed to figure out when this is true: (# of Gear Q revolutions) = (# of Gear P revolutions) + 6.

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Application season is starting to heat up again! For those of you just getting started, here’s an overview of “what’s what” with the GMAT.

What Is The GMAT?

The Graduate Management Admissions Test is a standardized test that many English-speaking business schools require applicants to take. The test is called a CAT, or Computer Adaptive Test, both because it is administered on a computer and because the test actually changes based upon how we answer the questions. The computer chooses what test questions to give us based upon our performance up until that point in the test. In a sense, we all take a different test, because the specific mix of questions any one person sees is based on that person’s performance during the test.

To register for the test or learn more information straight from the testwriters, go to www.mba.com.

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GMAC has released a bit more information about their research process for the Next Generation GMAT, slated to launch in 2013. (See this story on GMAC’s web site.) Here’s the nutshell:

GMAC is currently researching what skills the Next Generation GMAT will test. An advisory group made up of representatives from 9 major business schools in the US and Europe has been meeting to review the results of several studies conducted by GMAC and to debate the skills that the GMAT should test. (See this page for a summary of the advisory group’s activities.)

GMAC has not yet finalized what the pool of skills will be, nor has it determined the format of the questions or even the scoring scale that will be used. The Next Generation GMAT may even be given in additional languages besides English! (See the FAQ for more.) All we know for now is that the new test is expected to launch in 2013.

As we said when this info first came to light, the Next Generation GMAT is so far in the future that nobody needs to worry about it right now (except, of course, for all of us here at ManhattanGMAT!). If you are curious, though, check out the above links for the word straight from GMAC’s lips.

Happy studying!

US News and World Report recently released its latest b-school rankings, and the folks over at admissions consulting firm MBA Mission gave their take on the news here.

(To echo something in the MBA Mission post, it is far more important to make sure a school is right for you than it is to make sure that the school has a high ranking. Please don’t get all caught up in artificial rankings and then find yourself at the wrong school for you.)

If you want to go straight for the US News report, follow this link.