In recent articles, we’ve talked about how to read RC passages and we’ve also discussed how to analyze an RC practice problem when we’re studying. (I recommend reading those articles before you read this, if you haven’t already.)

Today, we’re going to do another question from the Language Power passage (follow the link for the passage!), and we’re going to analyze that question using the how to analyze a problem process. If you haven’t already read this passage (or if it has been a while since you read it), go take a look at the Language Power article first. Give yourself roughly 3 minutes to read through the passage and take notes (not much time!), then read the rest of that article.

Okay, finally, you can get started on this article! Below is the full text of the passage followed by the question (© ManhattanPrep).

Sarah Meyers McGinty, in her new book Power Talk: Using Language to Build Authority and Influence, argues that while the simple lingual act of declaring power does not help a powerless person gain influence, well-considered linguistic techniques and maneuvers do. McGinty does not dispute the importance of factors such as expertise and ability in determining stature, but argues persuasively that these power determinants amount to little in a person unable to communicate effectively. Many surveys have shown that the ability to communicate effectively is the characteristic judged by managers to be most critical in determining promotability in the workplace or an academic environment.

McGinty divides speech into two categories: “language from the center” and “language from the edge”. In McGinty’s words, “Language from the center makes a speaker sound like a leader. McGinty suggests that language from the center is not only for those in high positions of power, but also for those of lower ranks who wish to gain more power and credibility. A speaker using language from the center exhibits the following characteristics: he directs rather than responds; he makes statements rather than asks questions; he contradicts, argues, and disagrees; he uses his experience persuasively; and he maintains an air of impersonality in the workplace. McGinty suggests that the use of language from the center can alter or create a new balance of power. These assertions are supported by studies that show that people accept leadership from those they perceive to be experts.

Language from the edge stands in stark contrast to language from the center. Language from the edge is careful, exploratory, and inquiring. It is inclusive, deferential, and collaborative. A speaker using language from the edge responds rather than directs; asks questions; strives to make others feel heard and protected; and avoids argument. The main purpose of language from the center is to claim authority for a speaker, while language from the edge strives to build consensus and trust. McGinty argues that true power comes from a deep understanding of when to use which style and the ability to use both as necessary.

What distinguishes McGinty’s discussion of effective communication is her focus on communication skills as a way of gaining power; this contrasts with most workplace communication theory, which focuses on communication skills as a way of preventing misunderstandings, avoiding conflict, and fostering interpersonal relationships. McGinty, however, holds that language not only helps maintain relationships but also lends authority. According to Power Talk, effective communication skill is an understanding of how situation shapes speech and how speech shapes situation and an understanding of how speech styles and the forces that affect those styles . . . can build your authority, and enhance your credibility and impact.

According to the passage, McGinty believes that ineffective communication can undermine which of the following power determinants?

(A) experience

(B) stature

(C) expertise

(D) an air of impersonality

(E) confidence

The first thing everybody does is check the answer “ but I’m not going to tell you what it is till later. : )

Now we’re going to analyze our work. I’ve reproduced the questions from the How To Analyze article below, but in a shorter form. I’ve followed the questions with italicized notes. These italics represent what I would think to myself when analyzing this problem.

Note: I’m going to pretend that I chose answer choice D (so I got it wrong!).

1. Did I know WHAT they were trying to test?

Questions: Was I able to categorize this question? Did I comprehend all the words, vocab, concepts, and answer choices? Do I know what I’m supposed to do for questions of this type?

Read more

Check out the last sentence of this article about a pit bull attack:

Note that, in the top sentence captured above, the pit bull is “vicious.”

In the last line, it is “viscous.” NOT THE SAME WORD.

Read more

In recent articles, we’ve talked about how to read RC passages and we’ve also discussed how to analyze an RC practice problem when we’re studying. (If you haven’t already read those articles, you may want to do so before you continue with this article.)

Today, we’re going to do another question from the Language Power passage that we reviewed in a previous article, and we’re going to analyze that question using the how to analyze a problem process. If you haven’t already read this passage (or if it has been a while since you read it), go take a look at the Language Power article first (linked in the first sentence of this paragraph). Give yourself roughly 3 minutes to read through the passage and take notes, then read the rest of that article.

Okay, finally, you can get started on this article! Below is the full text of the passage followed by the question (© ManhattanPrep).

Sarah Meyers McGinty, in her new book Power Talk: Using Language to Build Authority and Influence, argues that while the simple lingual act of declaring power does not help a powerless person gain influence, well-considered linguistic techniques and maneuvers do. McGinty does not dispute the importance of factors such as expertise and ability in determining stature, but argues persuasively that these power determinants amount to little in a person unable to communicate effectively. Many surveys have shown that the ability to communicate effectively is the characteristic judged by managers to be most critical in determining promotability in the workplace or an academic environment.

McGinty divides speech into two categories: “language from the center” and “language from the edge”. In McGinty’s words, “Language from the center makes a speaker sound like a leader. McGinty suggests that language from the center is not only for those in high positions of power, but also for those of lower ranks who wish to gain more power and credibility. A speaker using language from the center exhibits the following characteristics: he directs rather than responds; he makes statements rather than asks questions; he contradicts, argues, and disagrees; he uses his experience persuasively; and he maintains an air of impersonality in the workplace. McGinty suggests that the use of language from the center can alter or create a new balance of power. These assertions are supported by studies that show that people accept leadership from those they perceive to be experts.

Language from the edge stands in stark contrast to language from the center. Language from the edge is careful, exploratory, and inquiring. It is inclusive, deferential, and collaborative. A speaker using language from the edge responds rather than directs; asks questions; strives to make others feel heard and protected; and avoids argument. The main purpose of language from the center is to claim authority for a speaker, while language from the edge strives to build consensus and trust. McGinty argues that true power comes from a deep understanding of when to use which style and the ability to use both as necessary.

What distinguishes McGinty’s discussion of effective communication is her focus on communication skills as a way of gaining power; this contrasts with most workplace communication theory, which focuses on communication skills as a way of preventing misunderstandings, avoiding conflict, and fostering interpersonal relationships. McGinty, however, holds that language not only helps maintain relationships but also lends authority. According to Power Talk, effective communication skill is an understanding of how situation shapes speech and how speech shapes situation and an understanding of how speech styles and the forces that affect those styles . . . can build your authority, and enhance your credibility and impact.

And here’s the problem; give yourself about 1 minute to answer it.

The third paragraph suggests that McGinty would be most likely to agree with which of the following?

(A) Language from the center is more effective than language from the edge.

(B) Managers who use language from the edge are not authoritative.

(C) Powerful people are both authoritative and inclusive.

(D) A person using both language from the center and language from the edge will develop true power.

(E) People who use language from the center have difficulty building consensus.

Read more

Grammarly.com claims to be the world’s most accurate online grammar checker. Interesting!

Fortunately, grammar is not tested on the GRE (as it is on the SAT and GMAT). However, Grammarly’s Facebook page is full of (that is, replete with) vocab learning and other word fun.

Do you know the meanings of agog, voracious, loquacious, frolicsome, tortuousness, and indelicate? Check out these explanations, then try a GRE problem at the bottom of the post.

Read more

A common question regarding the GRE is how to improve on Reading Comp. Whether our problem is speed, comprehending the passages, or — a common complaint — narrowing the choices down to two and then picking the wrong one, RC difficulties are widespread (that is, ubiquitous).

Here’s my advice to a student’s question in the Forums:

The first thing to say is: You really do just have to read and think very fast to get a top score on the verbal GRE. To truly learn to read and process complex information more quickly could take a person years. Obviously, we don’t usually have that kind of time to prepare for the GRE. But for whatever reason, speed-comprehension is a skill being tested on this exam.

So, if speed is a serious problem, you might have to accept that you won’t really get to REALLY answer all the questions — you might want to answer all the vocab questions first, since they’re faster, and then go back and do all the shorter reading passages, leaving the longer passages for last. If you skip something, use the “mark” button, and pick a random answer just in case you don’t get a chance to come back.

(See also: Everything You Need to Know About GRE Time Management Part I and Part II.)

As for taking notes, personally I do not take notes when the passage is on a topic with which I am familiar. But if the passage is complex (usually science passages are, to me), I diagram, and even draw certain processes (for instance, I did a lovely sketch of spiral galaxy formation on one passage, with words and arrows indicating the meaning of that part of the passage). I also always diagram is a contrast is being presented so i can make a T-chart to help me keep track of which historians/scientists/etc. are on which “side.”

I also find that reading many, many GRE passages (you can also practice on books for the old GRE — the Reading Comp is basically the same — or on materials for the LSAT or GMAT) familiarizes you with certain topics and structures. I now know more about astronomy than I ever thought I would, and when I begin reading something about history, I’m always expecting the same evidence to get reinterpreted in a new light (I’d say I’ve become very familiar with the idea that historical and anthropological evidence is often interpreted by historians and anthropologists through the lens of their own time and culture).

An example — I was recently working with a student on a long, hard RC passage about a particular type of fish, and how it had evolved to have both its eyes on the same side of its head (and then there was a long description of the twisting of the optic nerves), and how these fish in some parts of the ocean have their eyes on the left side of their heads, and in other parts, on the right side. The passage investigated what the evolutionary advantage could be to having both of one’s eyes on the left side versus the right side. (A good question! What on earth COULD be the advantage to such an adaptation? Do sharks always attack from the left or something? Ha.)
Read more

The verbal portion of the GRE presents many opportunities to test us on our understanding of idiomatic language. Such language can come in the form of expressions or constructions that mean something different than what the individual words might mean on their own. Alternatively, we may be looking at a secondary or more rare definition of a word. This kind of language can be tested both on vocab questions (text completion and sentence equivalence) and on reading comprehension.

First, try this problem (© Manhattan Prep). Select the answer choice that most closely represents the meaning of the original sentence.

The experiment only looks like a success.

(A) It is not possible to see the experiment as anything other than a success.

(B) The experiment might be successful, but we don’t know for sure.

(C) The experiment has the appearance of a success, but really is a failure.

Have you picked your choice? Great, let’s talk about it!

Read more

Take a sneak peek into Manhattan Prep’s 500 Essential Words and 500 Advanced Words GRE flashcard sets!

Turns out, metaphysical doesn’t just mean “really deep, man.” And let’s not even talk about ontological and empirical. Check it out:

Want to adopt 1,000 new flashcards? Visit our store here.

Did you know that you can attend the first session of any of our online or in-person GRE courses absolutely free? We’re not kidding! Check out our upcoming courses here.

If you have been prepping for the GRE, flash cards, prep books, and practice problems have probably become your closest companions. Being the ambitious studier that you are, you may find yourself feeling a strong sense of guilt if you stray from your prep plan to take a leisurely break. Fortunately, we have a simple, guilt-free activity that is both enjoyable and helpful in prepping for the GRE: Reading! Because you (hopefully) keep up with the standard stock list (The New York Times, The Economist, National Geographic, etc.), we have compiled a list of fresh reading material, compliments of our very own GRE instructors, that combines a plethora of GRE words with beguiling storylines. Plus, now that it’s finally summertime, what better way to fill your study breaks than to lay out in the warm sun with a great novel in hand?

Recommendations from Stacey Koprince:

The Source by James Michener: The book chronicles an archaeological dig in Israel, hopping back and forth in time, sometimes telling the story of a certain artifact, and sometimes returning to the present to talk about modern day political and social issues (set in 1960s).

The Eighth Day by Thornton Wilder: A renowned 1967 National Book Award-winning novel that is a murder mystery and philosophical novel all in one.

Read more

Mnemonics or mnemonic devices are memory tricks to help us remember things like vocabulary words. However, many mnemonics are pretty cheesy — often involving the kind of jokes some people call “groaners.” For instance…

Disingenuous means, “insincere; lacking in frankness or candor; falsely or hypocritically ingenuous.”

Here’s the mnemonic:

Read more

The following, by Jeff Brechlin, is the winning entry from a Washington Post Style Invitational contest that asked readers to submit “instructions” for something in the style of a famous person.

Here is Shakespeare’s Hokey Pokey.

For the benefit of our international students, the “Hokey Pokey” is a silly dance for children that goes something like this:

You put your [right leg] in,
You put your [right leg] out;
You put your [right leg] in,
And you shake it all about.
You do the hokey pokey,
And you turn yourself around.
That’s what it’s all about!

A different part of the body is referenced in each verse (so, the song can go on for kind of a long time).

The Shakespearean version contains some antiquated words that wouldn’t appear on the GRE (“anon” means soon, quickly), but also some very excellent GRE words:

Lithe – bending readily; pliant; limber; supple; flexible: the lithe body of a ballerina.

Wanton – Done, shown, used, etc., maliciously or unjustifiably (a wanton attack; wanton cruelty); without regard for what is right, just, humane, etc.; careless; reckless; sexually lawless or unrestrained (wanton lust); extravagantly or excessively luxurious (Kanye West’s Tweets about how fur pillows are actually hard to sleep on might indicate a wanton lifestyle). Basically, wanton can mean lacking restraint in a number of ways.

Yoke – a device for joining together a pair of draft animals, especially oxen, usually consisting of a crosspiece with two bow-shaped pieces, each enclosing the head of an animal; a frame fitting the neck and shoulders of a person, for carrying a pair of buckets or the like, one at each end; an agency of oppression, subjection, servitude, etc.

Here’s a yoke pictured on Wikipedia:

Read more