Hi All,
I'm having trouble in my Verbal section... I'm studying for GMAT Verbal since last 2 months... but no major improvement.. scored (Q-44, V-31), (Q-45,V-28) and (Q-46,V-29) in last 3 MGMT mock test... most of the errors are happening in SC section...
please suggest me something... i badly need improvement in verbal...
when i review the wrong answered question half of them i'm able to solve later on but during test i'm not able to solve them...
feeling depressed tough somewhat...
regards,
-Lalmani
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- lalmani
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- RonPurewal
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Re: verbal score is not going up - please help
hi --
unfortunately, there are no "magic bullets" in the sentence correction section. in other words, there are no back-door techniques that can lead to rapid improvements in a very short period of time.
(by contrast, in the quant section, if you are willing to make liberal use of backdoor techniques such as "plugging in numbers", estimation, etc., you can often improve by a striking amount in a very short period of time.)
in sentence correction, if you are not really seeing any improvement despite a great deal of effort, the most likely explanation is that you are not being formal enough in your review of the problems.
when you review any sentence correction problem, you should be able to provide precise reasons why EACH of the incorrect answers is incorrect.
in other words, you should be able to point specifically to one or more constructions that is/are incorrect, and be able to give a specific reason (whether in terms of grammar or in terms of meaning) why it is incorrect.
note that this doesn't mean you have to be able to name the constructions; it means that you should be able to say, for each incorrect answer, something like
"these words _________ are wrong; the correct form is _________"
OR
"these words ______ have the wrong meaning; the implication is ________, whereas the sentence is intended to mean _________".
--
in critical reasoning and reading comprehension, on the other hand, it's sometimes possible to effect rapid improvements in a relatively short time, by furthering your understanding of the different problem types.
i.e., the requirements of each problem type are rather strict and unyielding, and are also gravely misunderstood by many students.
as a single example, "inference" problems on RC require the student to select a choice that can be proved on the basis of the statements in the passage. this is a stark contrast with the usual meaning of the word "inference", which, in normal conversation, merely means something that might be true, or is probably true, based on some sort of observed pattern.
if a student who formerly believed the latter of these learns that the former is the way the problems actually work, that student can gain lots of points in a short time frame.
similar transformations are possible on other types of reading comp questions, as well as on critical reasoning questions -- provided that the student misunderstands (or only vaguely understands) that problem type to start with, as is usually the case.
unfortunately, there are no "magic bullets" in the sentence correction section. in other words, there are no back-door techniques that can lead to rapid improvements in a very short period of time.
(by contrast, in the quant section, if you are willing to make liberal use of backdoor techniques such as "plugging in numbers", estimation, etc., you can often improve by a striking amount in a very short period of time.)
in sentence correction, if you are not really seeing any improvement despite a great deal of effort, the most likely explanation is that you are not being formal enough in your review of the problems.
when you review any sentence correction problem, you should be able to provide precise reasons why EACH of the incorrect answers is incorrect.
in other words, you should be able to point specifically to one or more constructions that is/are incorrect, and be able to give a specific reason (whether in terms of grammar or in terms of meaning) why it is incorrect.
note that this doesn't mean you have to be able to name the constructions; it means that you should be able to say, for each incorrect answer, something like
"these words _________ are wrong; the correct form is _________"
OR
"these words ______ have the wrong meaning; the implication is ________, whereas the sentence is intended to mean _________".
--
in critical reasoning and reading comprehension, on the other hand, it's sometimes possible to effect rapid improvements in a relatively short time, by furthering your understanding of the different problem types.
i.e., the requirements of each problem type are rather strict and unyielding, and are also gravely misunderstood by many students.
as a single example, "inference" problems on RC require the student to select a choice that can be proved on the basis of the statements in the passage. this is a stark contrast with the usual meaning of the word "inference", which, in normal conversation, merely means something that might be true, or is probably true, based on some sort of observed pattern.
if a student who formerly believed the latter of these learns that the former is the way the problems actually work, that student can gain lots of points in a short time frame.
similar transformations are possible on other types of reading comp questions, as well as on critical reasoning questions -- provided that the student misunderstands (or only vaguely understands) that problem type to start with, as is usually the case.
2 posts Page 1 of 1