Reading Comprehension

1. Main idea
That is, the individual sentences and paragraphs support and develop one main idea or central
point

recognize a correct restatement, or paraphrasing, of the main idea of a passage

identify the authors primary purpose or objective in writing the passage

assign a title that summarizes briey and pointedly, the main idea developed in the
passage
2. Supporting ideas
Ability to comprehend the supporting ideas in a passage and differentiate them from the main
idea.

facts cited in a passage

the specic content of arguments presented by the author in support of his or her views

descriptive details used to support or elaborate on the main idea

In other words, these questions ask for the main point of one small part of the passage.
3. Inferences
Ideas that are not explicitly stated in a passage but are implied. Authors can make their points in
indirect ways, suggesting ideas without actually stating them.

logically take statements made by the author one step beyond their literal meanings

recognize an alternative interpretation of a statement made by the author

identify the intended meaning of a word used guratively in a passage

If the author compares two phenomena, you may be asked to infer the basis for the comparison.
You may be asked to infer the characteristics of an old policy from an explicit description of a
new one.
4. Applying information to a context outside the passage itself
These questions measure your ability to discern the relationships between situations or ideas
presented by the author and other situations or ideas that might parallel those in the passage.

identify a hypothetical situation that is comparable to a situation presented in the passage

select an example that is similar to an example provided in the passage

apply ideas given in the passage to a situation not mentioned by the author

recognize ideas that the author would probably agree or disagree with on the basis of
statements made in the passage
5. Logical structure

how a passage is constructedfor instance, does it define, compare or contrast, present a

new idea, or refute an idea?

how the author persuades readers to accept his or her assertions

the reason behind the authors use of any particular supporting detail

to identify assumptions that the author is making

to assess the strengths and weaknesses of the authors arguments

to recognize appropriate counterarguments

logical structure questions do not rely on any kind of formal logic, nor do they require you to be
familiar with specic terms of logic or argumentation. You can answer these questions using only
the information in the passage and careful reasoning.
6. About the style and tone
Style and tone questions ask about the expression of a passage and about the ideas in a passage
that may be expressed through its dictionthe authors choice of words. You may be asked to
deduce the authors attitude to an idea, a fact, or a situation from the words that he or she uses to
describe it. You may also be asked to select a word that accurately describes the tone of a passage
for instance critical, questioning, objective, or enthusiastic.
To answer this type of question, you will have to consider the language of the passage as a
whole. It takes more than one pointed, critical word to make the tone of an entire passage
critical. Sometimes, style and tone questions ask what audience the passage was probably
intended for or what type of publication it probably appeared in. Style and tone questions may
apply to one small part of the passage or to the passage as a whole. To answer them, you must
ask yourself what meanings are contained in the words of a passage beyond the literal meanings.
Did the author use certain words because of their emotional content, or because a particular
audience would expect to hear them? Remember, these questions measure your ability to discern
meaning expressed by the author through his or her choice of words.

Test-Taking Strategies
1.

Do
not
material

expect to
presented

be
completely
familiar
in reading
comprehension

2.

Analyze
require you
of
the

each passage
to
have a
material.

3.

Focus on
key
avoid losing the
passage.

4.

Read the
understand

questions
what is

5.

Read all

the

6.

Select the
of
the

choice that
information

7.

Remember that
factor when it

words and
sense of

choices

with any
passages.

of the

carefully,
specic

because
the
and
detailed

phrases,
what is

and
make every effort to
discussed
in
the

carefully,
asked.

making

certain that

questions
understanding

you

carefully.
answers
given in

the
the

question
passage.

comprehension not speed is

the
comes to reading
comprehension

best

in

critical success
questions

terms

Sentence Correction
Test-takers focus far too quickly and broadly on concision (concise). As a result, the GMAT often
makes the right answer less concise than an attractive wrong answer. Never consider concision
except as a last resortif you are down to two choices and you cannot make up your mind any
other way.
Consider the following pairs of cousin words and expressions, together with their distinct
meanings.
aggravate (worsen) vs. aggravating (irritating)
known as (named) vs. known to be (acknowledged as)
loss of {no longer in possession of) vs. loss in (decline in value)
mandate (command) vs. have a mandate (have authority from voters)
native (person from) vs. native to (species that originated in)
range (variety of) vs. ranging (varying)
rate of (speed or frequency of) vs. rates for r (prices for)
rise (general increase) vs. raise (a bet or a salary increase in American English)
try to do (seek to accomplish) vs. try doing (experiment with)

A sentence can be a fragment in another way: it could start with a Connecting Word and contain
no Main Clause (a clause that could stand alone as a sentence as is, with its own subject and
verb):
Wrong: BECAUSE the dog was never mine.
Wrong: WHICH will be approved tomorrow.

The word and can unite two or more singular subjects, forming a compound plural subject.

Being able to find the right subject and verb will help you correct errors of subject-verb agreement.
Basic Rule. A singular subject (she,
plural verb.

Bill, car) takes a singular verb (is, goes, shines), whereas a plural subject takes a

Example: The list of items is/are on the desk.

If you know that list is the subject, then you will choose is for the verb.
Rule 1. A subject will come before a phrase beginning with of. This is a key rule for understanding subjects. The word
culprit in many, perhaps most, subject-verb mistakes.
Hasty writers, speakers, readers, and listeners might miss the all-too-common mistake in the following sentence:

Incorrect: A bouquet of yellow roses lend color and fragrance to the room.
Correct: A bouquet of yellow roses lends . . . (bouquet lends, not roses lend)
Rule 2. Two singular subjects connected by or,

either/or, or neither/nor require a singular verb.

Examples:
My aunt or my uncle is arriving by train today.
Neither Juan nor Carmen is available.
Either Kiana or Casey is helping today with stage decorations.
Rule 3. The verb in an or,

either/or, or neither/nor sentence agrees with the noun or pronoun closest to it.

Examples:
Neither the plates nor the serving bowl goes on that shelf.
Neither the serving bowl nor the plates go on that shelf.

of is the

This rule can lead to bumps in the road. For example, if

I is one of two (or more) subjects, it could lead to this odd sentence:

Awkward: Neither she, my friends, nor I am going to the festival.

If possible, it's best to reword such grammatically correct but awkward sentences.

Better:
Neither she, I, nor my friends are going to the festival.
OR

She, my friends, and I are not going to the festival.

Rule 4. As a general rule, use a plural verb with two or more subjects when they are connected by

and.

Example: A car and a bike are my means of transportation.

But note these exceptions:

Exceptions:
Breaking and entering is against the law.
The bed and breakfast was charming.
In those sentences, breaking

and entering and bed and breakfast are compound nouns.

Rule 5. Sometimes the subject is separated from the verb by such words as

along with, as well as, besides,

not, etc. These words and phrases are not part of the subject. Ignore them and use a singular verb when the subject is singular.
Examples:
The politician, along with the newsmen, is expected shortly.
Excitement, as well as nervousness, is the cause of her shaking.
Rule 6. With words that indicate portionsa

lot, a majority, some, all, [Link] 1 given earlier is reversed, and we

are guided by the noun after of. If the noun after of is singular, use a singular verb. If it is plural, use a plural verb.
Examples:
A lot of the pie has disappeared.
A lot of the pies have disappeared.
A third of the city is unemployed.
A third of the people are unemployed.
All of the pie is gone.
All of the pies are gone.
Some of the pie is missing.
Some of the pies are missing.
NOTE

none to be strictly singular. However, according to MerriamWebster's Dictionary of English Usage: "Clearly none has been both singular and plural since Old English and
In recent years, the SAT testing service has considered

still is. The notion that it is singular only is a myth of unknown origin that appears to have arisen in the 19th century. If in context it
seems like a singular to you, use a singular verb; if it seems like a plural, use a plural verb. Both are acceptable beyond serious
criticism." When none is clearly intended to mean "not one," it is followed by a singular verb.
Rule 7. In sentences beginning with here or there, the true subject follows the verb.

Examples:
There are four hurdles to jump.
There is a high hurdle to jump.
Here are the keys.
NOTE:
The word there's, a contraction of there

is, leads to bad habits in informal sentences like There's a lot of people
here today, because it's easier to say "there's" than "there are." Take care never to use there's with a plural subject.
Rule 8. Use a singular verb with distances, periods of time, sums of money, etc., when considered as a unit.

Examples:
Three miles is too far to walk.
Five years is the maximum sentence for that offense.
Ten dollars is a high price to pay.
BUT

Ten dollars (i.e., dollar bills) were scattered on the floor.

Rule 9. Some collective nouns, such as family,
verb, depending on their use in the sentence.

couple, staff, audience, etc., may take either a singular or a plural

Examples:
The staff is in a meeting.
Staff is acting as a unit.
The couple disagree about disciplining their child.
The couple refers to two people who are acting as individuals.
NOTE
Anyone who uses a plural verb with a collective noun must take care to be accurateand also consistent. It must not be done
carelessly. The following is the sort of flawed sentence one sees and hears a lot these days:

The staff is deciding how they want to vote.

Careful speakers and writers would avoid assigning the singular is and the plural they to staff in the same sentence.
Consistent: The staff are deciding how they want to vote.
Rewriting such sentences is recommended whenever possible. The preceding sentence would read even better as:

The staff members are deciding how they want to vote.

Rule 10. The word were replaces was in sentences that express a wish or are contrary to fact:

Example: If Joe were here, you'd be sorry.

Shouldn't Joe be followed by was, not were, given that Joe is singular? But Joe isn't actually here, so we say were,
not was. The sentence demonstrates the subjunctive mood, which is used to express things that are hypothetical, wishful,
imaginary, or factually contradictory. The subjunctive mood pairs singular subjects with what we usually think of as plural verbs.

Examples:
I wish it were Friday.
She requested that he raise his hand.
In the first example, a wishful statement, not a fact, is being expressed; therefore,

were, which we usually think of as a plural verb,

is used with the singular subject I.

Normally, he raise would sound terrible to us. However, in the second example, where a request is being expressed, the
subjunctive mood is correct.
Note: The subjunctive mood is losing ground in spoken English but should still be used in formal speech and writing.