It’s here at last: the fourth and final installment of our series on core sentence structure! I recommend reading all of the installments in order, starting with part 1.

Try out this GMATPrep® problem from the free exams.

* “The greatest road system built in the Americas prior to the arrival of Christopher Columbus was the Incan highway, which, over 2,500 miles long and extending from northern Ecuador through Peru to southern Chile.

“(A) Columbus was the Incan highway, which, over 2,500 miles long and extending

“(B) Columbus was the Incan highway, over 2,500 miles in length, and extended

“(C) Columbus, the Incan highway, which was over 2,500 miles in length and extended

“(D) Columbus, the Incan highway, being over 2,500 miles in length, was extended

“(E) Columbus, the Incan highway, was over 2,500 miles long, extending”

The First Glance in this question is similar to the one from the second problem in the series. Here, the first two answers start with a noun and verb, but the next three insert a comma after the subject. Once again, this is a clue to check the core subject-verb sentence structure.

First, strip down the original sentence:

Here’s the core:

The greatest road system was the Incan highway.

(Technically, greatest is a modifier, but I’m leaving it in because it conveys important meaning. We’re not just talking about any road system. We’re talking about the greatest one in a certain era.)

The noun at the beginning of the underline, Columbus, is not the subject of the sentence but the verb was does turn out to be the main verb in the sentence. The First Glance revealed that some answers removed that verb, so check the remaining cores.

“(B) The greatest road system was the Incan highway and extended from Ecuador to Chile.

“(C) The greatest road system.

“(D) The greatest road system was extended from Ecuador to Chile.

“(E) The greatest road system was over 2,500 miles long.”

Answer (C) is a sentence fragment; it doesn’t contain a main verb. The other choices do contain valid core sentences, though answers (B) and (D) have funny meanings. Let’s tackle (B) first.

“(B) The greatest road system was the Incan highway and extended from Ecuador to Chile.

When two parts of a sentence are connected by the word and, those two parallel pieces of information are not required to have a direct connection:

Yesterday, I worked for 8 hours and had dinner with my family.

Those things did not happen simultaneously. One did not lead to the other. They are both things that I did yesterday, but other than that, they don’t have anything to do with each other.

In the Columbus sentence, though, it doesn’t make sense for the two pieces of information to be separated in this way. The road system was the greatest system built to that point in time because it was so long. The fact that it extended across all of these countries is part of the point. As a result, we don’t want to present these as separate facts that have nothing to do with each other. Eliminate answer (B).
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Welcome to the third installment of our Core Sentence series. In part 1, we began learning how to strip an SC sentence (or any sentence!) down to the core sentence structure. In part 2, we took a look at a compound sentence structure.

Today, we’re going to look at yet another interesting sentence structure that is commonly used on the GMAT.

Try out this GMATPrep® problem from the free exams. (Note: as in the previous installments, I’m going to discuss aspects of our SC Process; if you haven’t learned it already, read about it before doing this problem.)

* “Many financial experts believe that policy makers at the Federal Reserve, now viewing the economy as balanced between moderate growth and low inflation, are almost certain to leave interest rates unchanged for the foreseeable future.

“(A) Reserve, now viewing the economy as balanced between moderate growth and low inflation, are

“(B) Reserve, now viewing the economy to be balanced between that of moderate growth and low inflation and are

“(C) Reserve who, now viewing the economy as balanced between moderate growth and low inflation, are

“(D) Reserve, who now view the economy to be balanced between that of moderate growth and low inflation, will be

“(E) Reserve, which now views the economy to be balanced between moderate growth and low inflation, is”

The First Glance didn’t tell me a lot on this one. In each case, there appears to be some kind of modifier going on, signaled either by the who / which language or by the comma, but I don’t have a good idea of what’s being tested. Time to read the sentence.

I don’t know about you, but the original sentence really doesn’t sound good to me. The difficulty, though, is that I don’t know exactly why. I just find myself thinking, “Ugh, I wouldn’t say it that way.”

Specifically, I don’t like the “now viewing” after the comma…but when I examined it a second time, I couldn’t find an actual error. That’s a good clue to me that I need to leave the answer in; they’re just trying to fool my ear (and almost succeeding!).

Because I’m not certain what to examine and because I know that there may be something going on with modifiers, I’m going to strip the original sentence down to the core:

Here’s the core:

Many experts believe that policy makers are almost certain to leave interest rates unchanged.

This sentence uses what we call a “Subject-Verb-THAT” structure. When you see the word that immediately after a verb, expect another subject and verb (and possibly object) to come after. The full core will be Subject-Verb-THAT-Subject-Verb(-Object).

Back to the problem: notice where the underline falls. The Subject-Verb-THAT-Subject part is not underlined, but the second verb is, and it’s the last underlined word. Check the core sentence with the different options in the answers:

Many experts believe that policy makers __________ almost certain to leave rates unchanged.

(A) Many experts believe that policy makers are almost certain to leave rates unchanged.

(B) Many experts believe that policy makers and are almost certain to leave rates unchanged.

(C) Many experts believe that policy makers.

(D) Many experts believe that policy makers will be almost certain to leave rates unchanged.

(E) Many experts believe that policy makers is almost certain to leave rates unchanged.

Excellent! First, answer (E) is wrong because it uses a singular verb to match with the plural policy makers.

Next, notice that answer (B) tosses the conjunction and into the mix. A sentence can have two verbs, in which case you could connect them with an and, but this answer just tosses in a random and between the subject and the verb. Answer (B) is also incorrect.

Answer (C) is tricky! At first, it might look like the core is the same as answer (A)’s core. It’s not. Notice the lack of a comma before the word who. Take a look at this example:

The cat thought that the dog who lived next door was really annoying.

What’s the core sentence here? This still has a subject-verb-THAT-subject-verb(-object) set-up. It also has a modifier that contains its own verb—but this verb is not part of the core sentence:

The cat thought that the dog [who lived next door] was really annoying.

Answer (C) has this same structure:

Many experts believe that policy makers [who are almost certain to leave rates unchanged]…

Where’s the main verb that goes with policy makers? It isn’t there at all. Answer (C) is a sentence fragment.

We’re down to answers (A) and (D). Both cores are solid, so we’ll have to dig a little deeper. So far, we’ve been ignoring the modifier in the middle of the sentence. Let’s take a look; compare the two answers directly:

“(A) Reserve, now viewing the economy as balanced between moderate growth and low inflation, are

“(D) Reserve, who now view the economy to be balanced between that of moderate growth and low inflation, will be”

Probably the most obvious difference is are vs. will be. I don’t like this one though because I think either tense can logically finish the sentence. I’m going to look for something else.

There are two other big differences. First, there’s an idiom. Is it view as or view to be? If you’re not sure, there’s also a comparison issue. Is the economy balanced between growth and inflation? Or between that of growth and inflation?

The that of structure should be referring to another noun somewhere else: She likes her brother’s house more than she likes that of her sister. In this case, that of refers to house.

What does that of refer to in answer (D)?

I’m not really sure. The economy? The Federal Reserve? These don’t make sense. The two things that are balanced are, in fact, the growth and the inflation; that of is unnecessary. Answer (D) is incorrect.

The correct answer is (A).

The correct idiom is view as, so answers (B), (D), and (E) are all incorrect based on the idiom.

Key Takeaways: Strip the sentence to the Core

(1) When you see the word that immediately following a verb, then you have a Subject-Verb-THAT-Subject-Verb(-Object) structure. Check the core sentence to make sure that all of the necessary pieces are present. Also make sure, as always, that the subjects and verbs match.

(2) If you still have two or more answers left after dealing with the core sentence, then check any modifiers. The two main modifier issues are bad placement (which makes them seem to be pointing to the wrong thing) or meaning issues. In this case, the modifier tossed in a couple of extraneous words that messed up the meaning of the between X and Y idiom.

* GMATPrep® questions courtesy of the Graduate Management Admissions Council. Usage of this question does not imply endorsement by GMAC.

Welcome to the second installment of our Core Sentence series; if you haven’t yet read Part 1, do so now before continuing with this segment. How has your practice been going? It’s hard to develop the ability to “grey out” parts of the sentence in your mind. Did you find that you were able to do so without writing anything down? Or did you find that the technique solidified better when you did write out the core sentence?

Most people do have to start, in practice, by writing out the core. The goal is to be able to do everything (or almost everything) in your head by the time the real test rolls around.

Try out this GMATPrep® problem from the free exams; give yourself about 1 minute 20 seconds. (You can always choose to spend a little longer, since that time is an average, not a limit; more than about 20-30 seconds longer, though, typically just indicates that you’ve gotten stuck. At that point, guess from among the remaining answers and move on.)

* “Galileo did not invent the telescope, but on hearing, in 1609, that such an optical instrument had been made, he quickly built his own device from an organ pipe and spectacle lenses.

               “(A) Galileo did not invent the telescope, but on hearing, in 1609, that such an optical instrument had been made, he

               “(B) Galileo had not invented the telescope, but when he heard, in 1609, of such an optical instrument having been made,

               “(C) Galileo, even though he had not invented the telescope, on hearing, in 1609, that such an optical instrument had been made, he

               “(D) Even though Galileo did not invent the telescope, on hearing, in 1609, that such an optical instrument had been made,

               “(E) Even though Galileo did not invent the telescope, but when he heard, in 1609, of such an optical instrument being made, he”

The First Glance shows a possible sentence structure issue: The first two start with a noun and verb, while the third tosses in a comma after that subject. I’m definitely going to need to check for that verb later!

The final two start with even though, which signals a clause, but a dependent one. That means I’ll have to make sure there’s an independent clause (complete sentence) somewhere later on.

Time to read the original sentence. It’s decently complex. What’s the core sentence?

Here’s the core:

 Galileo did not invent the telescope, but he built his own device.

This actually consists of two complete sentences connected by a “comma and” conjunction. There’s nothing wrong with the core on this one. Now, you have a choice. You can check the modifiers in the original sentence (and, indeed, if you did spot any problems, you’d want to go deal with those right away). If not, though, then start with those potential structure issues spotted during the first glance.

Strip out the core for the other four answers:

          “(B) Galileo had not invented the telescope, but quickly built his own device.

          “(C) Galileo he quickly built his own device.

          “(D) Even though Galileo did not invent the telescope, quickly built his own device.

          “(E) Even though Galileo did not invent the telescope, but he quickly built his own device.”

Excellent! Now we have something to work with! Answer (C) doubles the subject; we don’t need to say both Galileo and he.

Answers (D) and (E) both start with even though, creating a dependent clause. Answer (D) doesn’t have an independent clause later because the part after the comma is missing the subject he.

Note: answer (B) might appear to have the same problem as (D), but the structures are not the same. Answer (B) begins with an independent clause. In this case, it’s okay to say the subject only once at the beginning and then attach two different verbs (had not invented and built) to that subject. (You may still think this one sounds funny. More on this below.)

Answer (E) does have an independent clause later, but there’s a meaning problem. The word but already indicates a contrast. Using both even though and but to connect the two parts of the sentence is redundant.

Okay, (C), (D) and (E) have all been eliminated. Now, compare (A) and (B) directly.

          “(A) Galileo did not invent the telescope, but on hearing, in 1609, that such an optical instrument had been made, he

          “(B) Galileo had not invented the telescope, but when he heard, in 1609, of such an optical instrument having been made,”

There are a couple of different ways to tackle this, but I’m going to stick to the sentence structure route, since that’s our theme today. Answer (B) does have one more clause in it, though it’s a dependent clause:

          “Galileo had not invented the telescope, but when he heard of such an optical instrument having been made, quickly built his own device.”

Now, we do have a problem with the structure! If that intervening dependent clause weren’t there at all, then the core could have been okay: Subject verb, but verb. Technically, you wouldn’t want a comma there, but that’s really the only small issue.

When, however, you introduce a dependent clause in the middle, you can’t carry that original subject, Galileo, all the way over to the second verb at the end. Instead, as with answer (D), you need a complete sentence after the dependent clause, something like:

          Galileo did not invent the telescope, but when he heard that one had been made, HE quickly built his own device.

Answer (B) is also incorrect.

The correct answer is (A).

You’re halfway through! Join me next time, when we’ll take a look at another type of complex sentence structure used commonly on the GMAT.

Key Takeaways: Strip the sentence to the Core, part 2

(1) In the Galileo problem, only the correct answer contains a “legal” core sentence. Though there are other ways to eliminate answers on this problem, you still need to learn how to deal with structure. GMAC (the organization that makes the GMAT) has said for several years now that they are including more SC problems in which you really do have to understand the underlying meaning or sentence structure in order to get yourself all the way down to the right answer.

(2) Complex sentence structures can come in many flavors. One of the most common is the compound sentence, which consists of at least two complete sentences connected by a “comma + conjunction” or a semi-colon. The comma conjunction” structure will use the FANBOYS (For And Nor But Or Yes So). You can learn more about the FANBOYS in chapter 3 (Sentence Structure) of our 6^th edition Sentence Correction Strategy Guide.

(3) A sentence can also contain dependent clauses (and the complicated sentences we see on the GMAT often do). Common words that signal a dependent clause include although, if, since, that, unless, when, and while. You can learn more about these in chapter 4 (Modifiers) of our 6ED SC guide.

* GMATPrep® questions courtesy of the Graduate Management Admissions Council. Usage of this question does not imply endorsement by GMAC.

The newest GMAT Strategy Guides have hit the shelves! We’re really excited about these new books, the perfect stocking stuffers to make all of your dreams come true. (Well…your GMAT-related dreams, anyway.)

Yesterday, we talked about the Quant Guides and today I’ve got the Verbal scoop for you. Let’s start with Sentence Correction.

The SC Guide begins with a new strategy chapter that discusses our 4-Step SC Process and lays out drills that you can do to get better at such skills as the First Glance and Finding a Starting Point. We’ve also significantly expanded the Subject-Verb Agreement chapter to include a full treatment of Sentence Structure, an area that has been becoming much more commonly tested on the GMAT.

We’ve added important segments to Modifiers, Parallelism, and Verbs and we’ve woven relevant Meaning topics into every chapter in the book.

Finally, we’ve streamlined the Idioms material. The main chapter contains a strategy for tackling idioms as well as the most commonly tested idioms found on the GMAT. A separate appendix contains the less-commonly-tested idioms. We recommend taking the time to memorize the ones listed in the main chapter, but to use the appendix more as a resource to look up the correct idiom when you struggle with a particular problem. (It’s impossible to memorize every idiom in a language; there are thousands, if not tens of thousands!)

What about RC and CR?

Glad you asked! Our Reading Comprehension Guide was re-written from scratch. We’ve streamlined the process for reading passages and added lessons designed to help you wade through these dense passages and extract the kernels you need to answer questions. We’ve also expanded our lessons for each question type and provided you with end-of-chapter cheat sheets that summarize what to do for each question type and what common traps to avoid. (I’m most excited about this book; students often complain that RC is hard to study, and I’m hoping that this book will change your minds!)

Of all of the books, Critical Reasoning has changed the least, although we did add more information about Fill-In-The-Blank question types. This Guide also provides you with end-of-chapter cheat sheets that summarize how to recognize each type of question, what to look for in the argument, what kind of characteristics the right answer needs to possess, and how to spot the most common trap answers.

What is the best way to use the books?

Here’s how we typically study each topic in class:

Sentence Correction

First, we learn how to use the SC Process and we discuss the main topics being tested (grammar and meaning); these correspond to chapters 1 and 2 of the book. Then, we work through one new chapter a week, starting with Chapter 3 (Sentence Structure). The order of chapters in the book is the same order we use in class.

You can use the same approach mentioned for quant (in the first half of this article): do some end-of-chapter problems first to see what your skills are. If you know that you don’t really know this material, then you can also skip this step. After you’ve finished a chapter, try some of those end-of-chapter problems to ensure that you did actually internalize the concepts that you just learned. Then, if you have the OG books, follow up with some questions from the OG Problem Sets, located in your Manhattan Prep Student Center.

Reading Comprehension

The class contains three RC lessons. First, we learn how to read. Bet you thought you already knew how, didn’t you?

Of course you do know how to read, but the way you read in the real world may not work very well on the GMAT. You’ll learn a new way to deal with the short timeframe we’re given on the test. After that, you’ll learn how to handle General questions, the ones for which you need to wrap your brain around the main ideas of the passage.

Then, you’ll move on to Specific Questions, including Detail, Inference, and Purpose questions. The test writers are asking us to do something a bit different for each one, so you’ll need to learn how to recognize each type in the first place and then how to handle it.

In class, we finish off with a Challenging RC lesson. You can create something similar for yourself by tackling harder and harder OG passages.

Critical Reasoning

Critical Reasoning begins with a thorough treatment of argument building blocks and the 4-Step CR Process. After that, you’ll learn about each question type (do actually use the order presented in the book). Pay attention to what the book says about frequency of each type; some types are much more common than others (and those types should obviously get more of your attention).

For both CR and RC, tear out or photo-copy the cheat sheets and use them to quiz yourself. Alternatively, put the material onto flash cards yourself (the act of rewriting the material will help you to remember it better!) and drill while you’re sitting on the subway or waiting for that meeting to start.

Is that all I need to do?

That will certainly keep you busy for a while. As you get further into your studies, note that you also need to lift yourself to the 2^nd Level of GMAT Study. Yes, of course, there are lots of facts, formulas, and rules to memorize, and your brain will be focused on those areas at first. It’s crucial, however, for you to learn the various strategies presented in our Guides, as well as your own decision-making strategies based on your own strengths and weaknesses, and timing strategies.

In short, get ready to make a commitment. Think of studying for the GMAT as a university-level course: you’re going to spend hours every week for about 3 to 4 months to get ready for this test. With a solid plan, you’ll achieve your goals.

Visit our store and be the first to own the full set of our brand new Strategy Guides. Happy studying!

Studying for the GMAT? Take our free GMAT practice exam or sign up for a free GMAT trial class running all the time near you, or online. And, be sure to find us on Facebook and Google+,LinkedIn, and follow us on Twitter!

The newest GMAT Strategy Guides have hit the shelves! We’ve been working all year on updating our materials to give you the best and most up-to-date study materials possible.

What’s so great about the new books?

So many things, I don’t know where to start! Okay, let’s talk about quant first.

Every quant book contains between 1 and 3 entirely new chapters. These chapters are devoted to strategies that will help you solve quant problems more efficiently and more effectively. These strategies are a crucial reason why all of our teachers score in the 99^th percentile on the GMAT (I certainly wouldn’t consider taking the test without using them). We’ve always taught them in class and now we’re putting them in our books for the first time.

These strategies include:

Choosing Smart Numbers: you can turn certain algebra problems into arithmetic problems by substituting in your own numbers for the variables. We’re all better at arithmetic than we are at algebra, so you’ll definitely make your life easier (and be able to answer harder questions) by choosing smart numbers.

Testing Cases: On many data sufficiency problems (and even some problem solving problems), you’ll want to test cases in order to determine whether a statement is sufficient (or to eliminate wrong answers on PS). These problems are “theory” problems: the question may ask “Is n odd?” and then provide information that doesn’t allow you to determine a specific value for n, just whether specific characteristics are true of n.

Working Backwards: Sometimes, the problem is pretty annoying to set up and solve but the answers are all “nice” numbers: relatively small integers. In this case, you may be able to work backwards from the answers: pick one and try it in the problem to see whether it’s correct. The beauty of this technique: if you get good at it, on many problems you won’t have to try more than two answers in order to get to the correct one. I tested three answers on the solution in the article linked here, but I only really needed to test the first two; see if you can figure out why.

Estimation: Sometimes, the problem would be really irritating to solve exactly, but the answers are all decently spread apart. When this is the case, you can just estimate to solve! There are also a bunch of strategies for jumping between fractions, decimals, and percents to solve more quickly.

Combos: The GMAT likes to ask us to solve for a combination of variables, such as x + y. Sure, it’s possible that you may have to find x and y individually and then add them up, but it’s actually more likely that you’ll want to solve directly for that combo (x + y), especially on Data Sufficiency. Learn how to do this and also how to avoid DS traps in which the statement is not sufficient to solve for the individual variables but is sufficient to solve for the Combo.

Draw It Out: You can often solve the extra-annoying story problems, such as rates & work, via a “back of the envelope” approach: you sketch out a picture of the scenario and just “step” through it. For instance, you’d draw a timeline and map out exactly where those two trains are after 1 hour, 2 hours, 3 hours. It’s a little bit shocking how often this kind of strategy will get you all the way down to a single answer.

What is the best way to use the books?

I’ll leave you with a few tips about studying for quant. First, here’s the order that we use in our own classes:

1. Fractions, Decimals, & Percents
2. Algebra
3. Word Problems
4. Geometry
5. Number Properties

I actually think Number Properties is a more important topic than Geometry, but geo requires you to memorize a bunch of formulas; that takes some time, so we do it in class first. If you feel okay with that type of memorization, then do the Number Properties book first. (By the way, the Geometry Guide now contains a 1-page sheet with all of the important rules and formulas to memorize! Tear it right out and keep it handy for studying or use it to make flash cards for yourself.)

Next, I’d recommend starting with a few problems from the problem set at the end of the chapter—that’s right, before you even read the chapter! This creates curiosity, which really wakes your brain up and primes it to learn. Don’t do a bunch and don’t do the hardest ones (unless you think you’re really good at that topic). Just do about 2 or 3 problems and then dive into the chapter. (This will also help you to know how much time you’re likely going to want to spend on the chapter; if the problems are really a struggle, you may even want to review the equivalent chapter in our Foundations of Math Guide, if you have that book too.)

When you get to the end of the main chapters of that book, do the OG Mixed Questions Quiz that we’ve devised for you. (Certain longer books also have mid-way quizzes.) You can find these quizzes on our web site, where our Official Guide Problem Set study lists live. You’ll receive access to these problem sets and quizzes, along with other bonus materials, when you register your books on our site.

We moved the OG problem sets online because GMAC is going to start publishing new versions of their Official Guide books every year (in July, we’ve heard), so by moving the problem sets online, we’ve ensured that you’ll always be able to go and get the sets for the specific OG editions that you own.

I also have a ton of updates to share on the Verbal side as well, which are detailed in Part II. Also, a plea: if you get the new books, tell me what you think down in the comments. (Compliments or criticisms—I do want both.)

Visit our store and be the first to own the full set of our brand new Strategy Guides. Happy studying!

Studying for the GMAT? Take our free GMAT practice exam or sign up for a free GMAT trial class running all the time near you, or online. And, be sure to find us on Facebook and Google+,LinkedIn, and follow us on Twitter!

The round two deadlines for business schools are right around the corner, which means that we start hearing from students who are planning to apply during round two but are worried because they haven’t quite hit their target GMAT score. Sound like you? Use the chart below to check the deadlines for the top 25 business schools, and evaluate whether you have enough time to prep and retake the official exam.

Looking for some guidance to maximize your study time? Our upcoming December GMAT Boot Camps are designed to prep you in just two weeks. Be prepared for intensive in-class work paired with hours of one-on-one coaching that will get you ready for the exam quickly, without sacrificing content knowledge. There are still a few spots open in our December Boot Camps (New York City and Live Online). Check out the full schedule and see all that’s included!

Last week, I attended the annual GMAT Summit, held by the fine folks at GMAC (who own / make the GMAT), and I have some interesting tidbits to share with you.

It really is a myth

You know what I’m going to say already, don’t you? The first 7 (or 10, or 5) questions are not worth more than the questions later in the exam. I’ve written about this topic before but I’m going to mention it once again because of something that happened at the conference.

Fanmin Guo, Ph. D., Vice President of Psychometric Research at GMAC, was answering questions after a presentation on the test algorithm. A couple of people were peppering him with questions about this myth and apparently just didn’t seem to believe that it could possibly be true that the early questions aren’t worth more. One of the questioners also made a pretty significant faulty assumption in his arguments—and now I’m worried that an article is going to pop up trying to revive this debate. I don’t want any of my students led astray on this topic.

First, to understand why the early questions actually aren’t worth any more than the later ones, see the article I linked a couple of paragraphs back.

Second: here was the faulty assumption that I heard:

“You said that the earlier questions aren’t worth any more than the later ones. So you’re telling us that students should spend the same amount of time on every question.”

Dr. Guo was saying the first part: that the location of a question on the test doesn’t impact its weighting in the overall score. He and the other GMAC folks weren’t saying anything, though, about how you should take the test.

In fact, it would be silly to spend exactly the same amount of time on every question. Some questions are harder than others. In addition, you have various strengths and weaknesses in terms of both accuracy and speed. There are, in fact, very good reasons not to spend the same amount of time on each question. All Dr. Guo was saying was that the location of the problem in the section is not one of those reasons.

So, if you read something that says that you should spend more time on the earlier questions, roll your eyes and click away. Alternatively, if you read something that concludes that you should spend the same amount of time on every question, drop that source as well. Take a look at the data in my other article to see that GMAC actually does know what it’s doing and the GMAT is not just a test of how you perform on the first 7 or 10 questions.

GMATPrep offers more data

GMAC has been building more score reporting functionality into GMATPrep to give us a better idea of how we do when we take the official practice CATs. In fact, this capability has already launched! I need to go download the newest version of GMATPrep to see exactly what’s offered (and I’ll report back to you once I’ve done so), but they’ve started to offer data for sub-categories such as question type and content area.
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The following excerpt comes from Top GMAT Prep Courses, a helpful resource for comparing your GMAT prep options, gathering  in-depth course reviews, and receiving exclusive discounts. Top GMAT Prep Courses had the chance to connect with Ron Purewal, one of Manhattan Prep’s veteran GMAT instructors, to ask questions about the GMAT that we hope all prospective MBA candidates will benefit from. Want more? Head on over to the full article!

What are the most common misconceptions of the GMAT that you notice on a regular basis?

“There are two BIG misconceptions in play here.

The first is “knowledge.” Too many people view this test as a monumental task of memorization. A test of knowing stuff. If you’re new to this exam, it’s understandable that you might think this way. After all, that’s how tests have always worked at school, right? Right. And that’s exactly why the GMAT doesn’t work that way. Think about it for a sec: When it comes to those tests, the tests of knowing stuff, you already have 16 or more years of experience (and grades) under your belt. If the GMAT were yet another one of those tests, it would have no utility. It wouldn’t exist. Instead, the GMAT is precisely the opposite: It’s a test designed to be challenging, and to test skills relevant to business school, while requiring as little concrete knowledge as possible.

If you’re skeptical, go work a few GMAT problems.  Then, when the smoke clears, take an inventory of all the stuff you had to know to solve the problem, as opposed to the thought process itself.  You’ll be surprised by how short the list is, and how elementary the things are.  The challenge isn’t the “what;” it’s the “how.” …Continue reading for the second misconception.
 

How common is it for a student to raise his or her GMAT score 100 points or more, and what is the largest GMAT score increase you’ve personally seen while working at Manhattan Prep?

“We’ve seen such increases from many of our students. I’ve even seen a few increases of more than 300 points, from English learners who made parallel progress on the GMAT and in English itself. I don’t have statistics, but what I can give you is far more important: a list of traits that those successful students have in common.

1) They are flexible and willing to change. They do not cling stubbornly to “preferred” or “textbook” ways of solving problems; instead, they simply collect as many different strategies as possible.

2) They are resilient. When an approach fails, they don’t internalize it as “defeat,” and they don’t keep trying the same things over and over. They just dump the approach that isn’t working, and look for something different. If they come up empty, they simply disengage, guess, and move on.

3) They are balanced. They make time to engage with the GMAT, but they don’t subordinate their entire lives to it. They study three, four, five days a week—not zero, and not seven. They review problems when they’re actually primed to learn; they don’t put in hours just for the sake of putting in hours. If they’re overwhelmed, exhausted, or distressed, they’ll shut the books and hit them another day. In short, they stay sane… Continue reading for more traits of successful students.

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This is the original version of a piece that has since been updated. See Stacey’s latest tips on maximizing the last two weeks before your GMAT. 

What’s the optimal way to spend your last 14 days before the real test? Several students have asked me this question recently, so that’s what we’re going to discuss today! There are two levels to this discussion: building a Game Plan and how to Review. We’ll discuss the former topic in the first half of this article and the latter in the second half.

What is a Game Plan?

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We’ve invited mbaMission to share their Business School Essays Analyses as they’re released for the 2014-2015 application season. Here is their analysis for Massachusetts Institute of Technology (Sloan).

The MIT Sloan School of Management bucks conventionality this admissions season and has added to the word count for its application essays—moving from a maximum of 1,000 words to 1,250. The school’s first essay question remains the same as last year’s, but its second essay prompt presents an interesting challenge in that the admissions committee asks you to do exactly what it does not want you to do in reality: write your own recommendation letter. At least in this case, the school is allowing you to do so in the light of day. Thankfully, perhaps, Sloan has dropped its befuddling optional essay, which had invited applicants to share any additional information in any format. Candidates will be content to see clearer directives in the program’s essay questions. As always, our analysis follows…

Essay 1:  The mission of the MIT Sloan School of Management is to develop principled, innovative leaders who improve the world and to generate ideas that advance management practice. Discuss how you will contribute toward advancing the mission based on examples from your past work and activities. (500 words or fewer)
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