Transcript Standardized Testing: TOEFL, TOEIC, GMAT, and GRE

Standardized Testing: TOEFL,
GMAT, and GRE
Bangkok, Jan. 25, 2007
High Stakes Tests
• TOEFL, GMAT, and GRE are gatekeepers
for graduate education (MA, MBA, and
PhD programs) throughout North America
Basic Philosophy of Standardized
Test Prep
• “Standardized” tests by definition must
present the same testing points during every
administration of the test.
• Through focused practice, test-takers can
build their skills and master these points.
Tips for ALL Standardized Tests
• Be familiar with the format of the exam and
especially with the directions for each section.
Don't waste time reading directions during the
test.
• Take practice tests in prep books and/or on-line
• Pacing is crucial on all these tests. Check the
clock frequently. Aim for a balance between speed
and accuracy. If you find that a question is very
difficult, make the best guess that you can and go
on.
• Use the process of elimination to eliminate
unlikely items so that you can make better
guesses. Remember, it is often easier to
eliminate wrong answers than to identify
correct ones. Learn to trust your hunches.
• There is no guessing penalty on any of
these tests, so ALWAYS guess. Don’t leave
any items unanswered.
• Always take advantage of optional breaks
to relax.
• Be physically prepared for the test. Get a
good night's sleep and eat a light meal
before the exam. Wear comfortable
clothing.
• Give yourself PLENTY of time to get to the
testing site. You don’t need more stress!
The TOEFL iBT: Basics
• TOEFL iBT = Test of English as a Foreign
Language: Internet Based Test
• Designed to measure English-language
ability of non-native speakers who plan to
attend North American universities
• Measures “academic competence”
• Gradually being phased in around the
world, replacing TOEFL CBT
Changes to the TOEFL
TOEFL CBT
TOEFL iBT
• Given on demand
• Computer adaptive (next
question depends on previous
answer)
• Note taking not permitted
• Structure section tests
individual grammar points
• Reading, listening, writing, and
grammar tested separately
• Speaking not tested
•
•
•
•
Given on set dates
Linear
Note taking encouraged
No structure section; no
direct testing of grammar
• In writing and speaking
section, there are
“integrated” tasks that
involve 2 or 3 skills
• Speaking section accounts
for 25% of the total score
Scoring changes
• TOEFL PBT
Overall score 310-677
• TOEFL CBT
Overall score: 0-300
• TOEFL iBT
Overall Score: 0-120
(each section 0-30)
Most undergrad
programs will require
65-85 and grad
programs 70-100)
Reading Format
• TOEFL CBT
4-5 readings; 250-350
words
50-70 questions
60-90 minutes
• TOEFL iBT
3 readings; 600-700
words
39 questions
60 minutes
Reading Format (Con)
• CBT TOEFL
Item Types:
Mostly multiple choice
Main idea
Factual
Inference
Vocab
Pronoun ref
Sentence addition
• iBT TOEFL
Also mostly multiple
choice
Same type of items BUT
new emphasis on author’s
purpose, attitude, and
motives
Sentence addition
Reading Format (Con)
• New item types on iBT:
Sentence Simplification
“Read-to-learn” items
Summary or Complete the Chart
Require global understanding of the passage
Multiple points; partial credit possible
Sample Paraphrase Item
Which of the following sentences best expresses the essential information in
the sentence below? (Incorrect answer choices omit important information or
change the meaning of the original sentence in an important way.)
Wood rats, also known as pack rats or trade rats, build nests of twigs and
leaves in wooded areas, while in the desert, they build houses of pebbles
and cacti.
(A) Wood rats are given their name because they are found only
in wooded areas.
(B) Wood rats, pack rats, and trade rats all use different materials to
build their nests.
(C) The houses built by wood rats in forests are larger than those they
build in the desert.
(D) Wood rats use different materials for nest building depending on
what is available.
Sample Text Addition Item
Look at the four squares (▄) that indicate where the following sentence could
be added to the passage.
Early mapmakers, therefore, had little danger of being accused
of mistakes even though they were wildly inaccurate.
Until the nineteenth century, when steamships and transcontinental trains made
long-distance travel practical for large numbers of people, only a few
adventurers, mainly sailors and traders, ever traveled out of their own
countries. ▄ In fact, most people never traveled more than a few miles from
the place where they were born. ▄ “Abroad” was a truly foreign place which
the vast majority of people knew very little about indeed. ▄ When mapmakers
drew maps, imagination was as important as geographic reality. ▄ Nowhere is
this more evident than in old maps illustrated with mythical creatures and
strange humans.
Sample Summary Item
Directions: Below is an introductory sentence for a brief summary of
the passage. Complete the summary by selecting three of the answer
choices that express the most important ideas of the passage and
placing them in the box. Some of the answer choices are incorrect
because they express ideas that are not given in the passage or because
they express only details from the passage.
Biological barriers prevent organisms from spreading to all
habitats where conditions are suitable.
1)
2)
3)
Answer Choices
Organisms that spread by means of sweepstakes routes include species of birds
called accidentals that appear in places far from their homes.
Biological barriers can be the result of physical features, climate, competition, and
behavior.
Organisms can cross barriers by means of three natural pathways: corridors, filter
routes, and sweepstakes routes.
Boundaries such as the Amazon River do not prevent the spread of species from
place to place as effectively as physical features or climate.
Humans may accidentally or intentionally bring some species across natural barriers,
and these species may have certain advantages over native species.
American bison spread throughout the grasslands of North America.
Sample “Complete The Chart” Item
Analogy
● _______
● _______
Homology
● _______
● _______
● _______
A. Emphasis is put on the function of animal structures.
B. The emphasis is on appearance, not function.
C. The current system of classification is based on this
concept.
D. Animal structures have very different functions, but all
evolved from the same structure.
E. Lorenz Oken’s system of classification is based on this
concept.
F. Structures in various animals look very different but
are all related to the same structure in the embryos of
these animals.
Reading Format (Con)
• TOEFL CBT
Only expository
passages
• TOEFL iBT
Expository
narrative
persuasive
Only N. American
cultural contexts
Some international
cultural contexts
Reading Format (Con)
• New features
Glossed vocabulary
Review features
Listening format
• TOEFL CBT
about 15 short dialogues
2-3 longer Conversations
4-5 discussions and “minilectures”
30-50
questions
• TOEFL iBT
2 longer conversations
5 questions each
4 lectures or
discussions
6 questions each
Mostly multiple choice
Mostly Multiple choice
Sample Complete-the-Chart Item
Put a check mark ( ) in the proper box for each phrase
Low-frequency
sound
Travels a long distance
Probably carries a lot of information
Has a simple structure
Is generally considered the “song” of the
humpback whale
High-frequency
sound
Replay questions
• A short portion of the conversation or
lecture is replayed and a question is asked
about it. (“What does the professor mean
when she says this?”)
• Often require test-takers to go beyond
literal meaning. May depend on intonation,
idiomatic expressions.
• Lectures/discussions are longer: 5-6
minutes
• “Authentic” language: hesitations,
repetitions, mistakes & corrections
digressions, reduced speech, sentence
fragments, lots of “ummms” and “uhhhhs”.
• Various accents
Speaking
• An all-new section
• 6 Tasks: 2 Independent: based on own
opinion/experience
2 Integrated: based on
readings and lectures
Speaking
• 2 Independent tasks
1) Personal Preference Task
“Describe the most important day
in your life and explain why it
was important to you.”
Prep. 15 secs. Response: 45 secs.
Speaking (con.)
2) Paired Choices Task
“Some people prefer to study alone. Other
people prefer to study with a group. Which
of these do you prefer?”
Prep. 15 secs. Response: 45 secs.
Speaking (Con)
• 4 Integrated tasks
1) Announcement/Discussion Task
non-academic Read/Listen/Speak
“The man expresses his opinion of the notice.
State his opinion and explain the reasons he gives
for having that opinion.”
Prep. 30 secs Response 60 secs
Speaking (Con)
• 2) General/Specific Task
Academic Read/Listen/Speak
“The professor describes A (a specific
point). Explain how A is related to X (a
general point).”
Prep: 30 secs Response: 60 Sec
Speaking (Con)
• 3) Problem/Solution Task
Non-academic Listen/Speak
“The students discuss a problem that the
man is having. Describe the problem. Then
explain which of the two solutions that you
think is better and give reasons why.”
Prep: 20 secs Response: 60 secs
Speaking
4) Summary Task
Academic
Listen/Speak
“Using specific points and examples
from the lecture, explain how the process of Z
(the topic of the lecture) occurs.”
Prep: 20 secs Response: 60 secs
Writing
• TOEFL CBT
1 independent essay based
on writer’s experience and
knowledge (30 minutes)
Choice of typing or writing
by hand
• TOEFL iBT
1 integrated task
Based on reading and related
lecture
(20 min about 200 words)
1 independent task
(same as CBT) 30 min
about 300 words
Must type on computer
Writing (con)
• Integrated task
Short reading contains a passage that makes
(usually) 3 positive points
Short lecture contains a passage that makes
(usually) 3 opposing points
Skills: Summarizing, paraphrasing, citing, and
synthesizing
Implications for TOEFL Prep
Negative implications
Structure section was easy to coach for
TOEFL provided motivation in grammar classes
Positive implications
Positive washback
No big gap between “TOEFL-English” and realworld English
Trends in TOEFL
• Language of the test more authentic
• Tasks are less stylized, more useful
Trends (con)
• A greater variety of skills is required,
including communicative skills
• Less emphasis on grammar
• Test has become more expensive
• Focus has changed from smaller units of
language to larger chunks.
• Focus on new types of questions
Why all the changes?
•
•
•
•
•
Changes in methods of teaching language
Changes in what score-users wanted
More positive washback
Competition?
Linear tests are easier, less expensive to
develop than computer-adaptive tests
• To make prep-material writers’ lives hellish
Is the iBT More Difficult?
• No reliable statistics to prove this, but
anecdotally, most test-takers seem to find it
more difficult
• Communicative/Integrated parts of test are
particularly challenging
TOEFL Prep Tips
•
•
•
•
Take the test yourself
Skill building exercises
Practice tests on computer
Pay attention to the “new” skills that are required
to do well on the TOEFL iBT:
e.g. note taking
pronunciation
Combine traditional and communicative modes of
test prep.
Traditional vs. Communicative Prep
Traditional
• Individual tasks
• Passive skills
• Exercises and tests
• Use “authentic” materials
from ETS or publishers
• Usually concentrate on
one part of test
Communicative
 Pairs, small group, or
whole class tasks
 Productive skills
 Games, competitions
 Often use materials found
by teachers or students
 May focus on several
parts of test
Why Use Communicative Activities in
TOEFL Prep Classes?
 Provide practice for the communicative sections of the iBT
test
• Create a livelier classroom atmosphere.
 Provide a break from exercises and drills.
 Use to begin a section to spark interest and curiosity
 Appeal to students with various learning styles.
 Reinforce knowledge on sections of the test that students
find difficult.
 Prepare students for “Life after TOEFL”
GMAT Basics
• Used as one predictor of academic success
by 1.200 MBA programs (business and
management schools) throughout North
America.
• Formerly administered by ETS; now by
ACT/Pearsons (format has not changed).
• To register or get more information:
MBA.COM
• GMAT measures basic English language,
mathematical, and analytical writing skills
• The GMAT does NOT Measure
• Knowledge of business
• Job skills
• Specific content from undergraduate course
work
• Subjective qualities, such as motivation,
creativity, and interpersonal skills
• GMAT is a computer-adaptive test--the
paper-and-pencil version is no longer
administered.
• The computer-adaptive GMAT consists of
three major sections. Two consist entirely
of multiple choice problems.
• Each problem has five answer choices.
GMAT Scoring
• Four scores are reported: quantitative,
verbal, analytical writing, and
comprehensive. A scale of 0 to 60 is used
to report the verbal and quantitative scores;
a scale of 200 to 800 to report the
comprehensive score. Comprehensive
scores of lower than 250 or higher than 750
are rare. The essay section (AWA) is scored
separately on a 0-6 scale.
• Analytical Writing Assessment
Analysis of an Issue 1 Prompt 30 minutes
Analysis of an Argument 1 Prompt 30 minutes
Optional break 5 minutes
• Quantitative 37 items 75 minutes
Problem Solving
Data Sufficiency
Optional break 5 minutes
Verbal 41 items
Sentence Correction (12-14 items)
Critical Reasoning (12-14 items)
Reading Comprehension (3 readings, 12-14) items
75 minutes
Total time: approximately 4 hours
GMAT Writing
•
•
•
•
Must type on computer; no spell-check, etc.
Holistically scored
2 types of prompt
Analysis of an Argument This prompt presents
an argument and then asks you to evaluate the
author's reasoning and the evidence used in the
argument and to suggest other evidence or
arguments that might have made the original
argument stronger.
• Analysis of an Issue This prompt presents
an issue that has two sides. It asks you
decide which of these two sides of the issue
you agree with and to explain why, using
concrete reasons and examples.
• Suggested Timing
• Reading/making notes/planning 5 minutes
• Writing 20 minutes
• Proofreading 5 minutes
Tactics
• The essay must be reasonably long for a
high score. Writing a long essay will not
guarantee a high score, but writing a very
short one guarantees a low score.
Test-takers’ typing needs to be fairly
accurate (and fast).
• Scorers look for these points:
•
•
•
Creative and interesting ideas
Clear organization (Much of organization depends on the way
you divide your material into paragraphs.)
Adequate support for ideas (Never make general statements
without providing detailed examples and reasons that back up
these assertions.)
Coherence (Much of coherence is provided
by using appropriate transition devices,
including signal words such as therefore,
however, moreover, first, second, finally,
and so on.
A variety of sentence lengths and styles
Good grammar and correct mechanics
Argument
• The question will ask you to evaluate the effectiveness of
an argument. Never simply accept the argument as stated.
Be critical of the argument--or at least of parts of it--and
point out its weaknesses.
• The argument is designed to have certain weaknesses.
Look especially for problems of cause and effect,
examples that don't support the conclusions, and
conclusions based on questionable assumptions.
• You can use the following basic template for your essay.
(Many other patterns are of course possible).
• Introduction
•
Paragraph 1: Restate argument as given in prompt; discuss
•
the author's premises and assumptions
• Body
•
Paragraph 2: Discuss your response to the argument;
•
specifically, explain why your found the
•
argument or certain parts of it weak; provide
•
support for your statements
•
Paragraph 3: Provide additional information that might have
•
made the argument stronger
• Conclusion
•
Paragraph 4: Summarize and/or show relevance
Tactics for Analysis of an Issue
• The issues have two sides. Choose the side that seems
easier to support--not necessarily the one that you actually
agree with.
• You may want to "admit the opposition." This means that
you indicate that the opposing side of the issue has certain
points that favor it, and explain these. Then go on to show
why the side of the issue that you have chosen to support
is stronger on the basis of the points you have raised.
• You can have a basic outline for your essay in mind before
you even see the essay prompt. The following outlines
may work for you:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Pattern 1
Introduction
Paragraph 1: Restate the issue presented in the prompt and
indicate which side you support
Body
Paragraph 2: Give one reason for your choice; provide
support
Paragraph 3: Give a second reason for your choice; provide
support
Paragraph 4: Give a third reason for your choice; provide
support
Conclusion
Paragraph 5: Summarize and/or show the relevance of the
issue
•
•
•
•
•
•
•
•
•
•
•
•
Pattern 2
Introduction
Paragraph 1: Restate issue given in the prompt
Body
Paragraph 2: Explain opposing side of issue; give 2-3
reasons why the opposing side might be
the stronger one
Paragraph 3: Explain "your" side of the issue and attack
the points made in paragraph 2
Conclusion
Paragraph 4: Summarize and/or show the relevance of the
issue
Sentence Correction
Part or all of a sentence is underlined.
Below the sentence are five possible ways
of expressing the underlined portion of the
sentence. (Option (A) is always identical to
the original sentence.) Your task is to
choose the one option that best completes
the sentence. The answer that you choose
should not change the meaning of the
original sentence, choice (A).
• A CORRECT answer is grammatical,
economical, clear, and logical. Choices are
INCORRECT because of faulty grammar,
improper style, and logical fallacies.
Grammar errors, however, are far more
common that errors of style or logic
Common grammar problems: “The
Big 5”
•
•
•
•
•
Pronoun agreement
Parallelism
Subject/Verb Agreement
Misplaced modifiers
Faulty comparisons
Tips
• Hunt for common errors, especially the
“Big 5”
• Look for a “3/2 split” then try to determine
which is correct
• If you can eliminate 1 or 2 options, choose
the shortest remaining answer
Sample Sentence Correction Item
There is no set of international rules
governing checkers as there is in chess;
each nation has their own rules.
(A) is in chess; each nation has their
(B) is in chess; each nation has its
(C) is in chess, all nations having its
(D) are in chess, each nation having its
(E) are in chess; all nations have their
Critical Reasoning
• Critical Reasoning problems consist of an
argument–a short reading--followed by one or
sometimes two questions.
• Most questions ask you to determine if some
further information, which is presented in the five
answer choices, either strengthens or weakens the
conclusion found in the argument.
• Other questions ask you to identify which of the
answer choices represents some component of the
argument (such as an assumption or conclusion).
All, or almost all of the Critical Reasoning
arguments include the following components:
Conclusion: This is the point that the argument
seeks to" prove.”
Premises: These are the ideas presented in an
argument that support the conclusion.
Assumptions: These are unstated ideas that must
be true if the conclusions are true.
Consider the argument as a table …
Sample Critical Reasoning Item
• The Sunnydale Plastics Corporation releases tiny
amounts of a chemical compound known as PFD
into a river, and the river subsequently empties
into South Bay. Some environmentalists claim
that the declining number of sea turtles in the bay
are a result of this chemical discharge. However,
scientists at Sunnydale say that they have put sea
turtles into tanks of water containing a much
higher amount of PFD than the waters of the bay,
and that these turtles suffered no negative effects
from the exposure to the chemical.
Which of the following strengthens the argument of the
environmentalists?
(A) The amount of PFD in the water of the bay has been slowly
rising over the last few years.
(B) No adult sea turtles have been discovered to have died from
PFD poisoning.
(C) A study conducted by an independent lab indicated that PFD in
even small amounts was harmful to fish.
(D) When exposed to sunlight, the chemical PFD breaks down into
relatively harmless chemicals.
(E) The eggs of female turtles that have been exposed to PFD
are thinner and softer than normal eggs, causing them to
break open before they are ready to hatch.
Main Question Types
• Weaken/Strengthen
the Argument
• Identify a conclusion
• Identify an assumption
• Make an inference
Hints: Weaken/Strengthen
• Look for typical flaws of causality or analogy.
• Be sure which argument you are being asked to
weaken.
• Incorrect arguments strengthen the argument or
they are irrelevant …outside the scope of the
argument … "Who cares" statements. "Who
cares" choices are often easy to eliminate.
General hints
• Read the question first. It may contain
clues that will help you as you read the
argument. Be sure that you understand
exactly what the question is asking.
• Never skim the arguments. Read each one
carefully and pay attention to details and to
the logical processes.
Reading Comp
• The reading comprehension section of GMAT is
made up of two or three reading passages, each
followed by a number of questions. There will
generally be a total of around 13-14 questions.
The passages are about 350-700 words in length.
One usually deals with a physical science
(astronomy and geology are particularly common
choices) and one with a social science (such as
economics or anthropology) or with the arts and
humanities (such as literature, art, or history)
Main Types of Questions
Overview Questions
• A) Main idea/main purpose/title
• B) Tone/Attitude questions
• C) Application of the author's ideas to other topics
• D) Author's organization
Detail Question
• E) Explicit information
• F) Implicit information
What Skills Are Needed to do Well
on This Section?
•
•
•
•
•
The ability to guess the meaning of unfamiliar words
from context
The ability to recognize important relationships between
ideas in the passage
The ability to find facts and opinions quickly
The ability to draw inferences from the passage
The ability to distinguish the ideas and opinions of
various authorities who may be quoted in the passages
Tactics
• Read the passage for ideas. Don't just skim the passage. Read
carefully, but don't worry about understanding or remembering any
specific details.
• As you are reading, look for key elements in the passage: main ideas,
conclusions, and signal words (therefore, however, yet, and so on)
• Refer back to the passage to answer detail questions
• Be sure you understand exactly what is being asked in each question.
Make sure that your choice answers the question that is asked. Don't
choose an answer just because it is true, according to the passage. It
must accurately answer the question.
• Read and consider all the answer choices before answering.
• To answer main idea or main topic questions, you need to
choose an answer that correctly summarizes the entire
passage. Incorrect answers are often too specific or too
general.
• Explicit information questions usually begin, "According
to the passage..." To answer these questions, pick out one
or two key words (usually nouns) from the question stem
and scan the passage to locate these words or their
synonyms. You can use the eraser end of your pencil as
a pointer to help you scan the passage more quickly.
• Implied information questions usually
contain some form of the words imply,
infer, or suggest. Correct answers are never
directly stated in the passage. To answer
these problems, you must choose a
statement that is a logical development of
the information the author has directly
stated.
GRE Basics
• GRE = Graduate Record Exam
• Required by most North American graduate
programs (masters and doctoral)
• General Test and 8 Subject Tests
• Multiple choice except writing
• Computer adaptive
Current GRE Scores
•
•
•
•
Total Score: 0-1600
Verbal 800 (average score 470)
Quant 800 (average score 570)
Analytical Writing 0-6
Current GRE Design
1 Verbal Section (30 minutes, 30 items)
• Sentence Completion
• Analogies
• Reading Comprehension
• Antonyms
1 Quantitative Section
• 45 minutes, 28 items
• Analytical Writing
2 essays, 1 30 minutes, 1 45 minutes
• Current GRE is heavily based on
vocabulary (including some very
sophisticated vocabulary) and preparation
for the verbal section should include
systematic vocabulary study
Antonyms
• These items have a very simple format: they
consist of one capitalized word (the stem)
followed by five words or phrases. Your task is to
find the one item that is most nearly opposite in
meaning to the capitalized word and click on it. In
some cases the correct choice is not precisely an
antonym but rather represents a concept that is in
some way contrary to the definition of the stem.
Antonyms: Sample Item
• ABSTRACT: (A) inattentive
(B) complicated (C) sturdy
(D) tangible (E) abstruse
• Look at the stem (the capitalized word) and try to
guess the answer BEFORE you even look at the
answer choices.
For example: ABSTRACT
You might guess that the answer is concrete.
Now look at the answer choices. See if the word
you have guessed--or a synonym of that word--is
listed.
• If you are unable to find a antonym for the stem,
see if you can think of alternative definitions of
the capitalized word. Often somewhat obscure
meanings of the stem are tested.
• If you are unable to find an antonym for the stem,
try to eliminate less likely choices and then guess
from the remaining choices. For example, the
words inattentive and complicated are reasonably
easy to eliminate in the example above.
Analogies
• Each of these items begins with a stem, which consists of
a related pair of words (both in capital letters) followed by
five lettered pairs of words (all in lower-case letters). The
grammatical relationship is always the same between the
two words in the stem and the two words in each option.
In other words, if the stem words are both nouns, the
option pairs will all be nouns. If the stem words are
adjective and noun, the options will all be adjectives and
nouns. You have to select the pair that expresses the
relationship closest to the relationship expressed in the
original pair.
Analogy Sample Item
• PLANE : SKY ::
(A) house : brick
(B) people : population
(C) delegate : convention
(D) submarine : water
(E) automobile : gasoline
Analogy Tips
• Look first at the stem (the capitalized words). Try to state the
relationship between the two in a simple sentence. (A plane travels
through the sky.)
• Look at the answer choices. Ask yourself questions about each choice
based on the sentence that you made: "Does a house travel through
brick?" NO. "Do people travel through a population?" NO. "Do
delegates travel through a convention? NO, at least not in the same
way that a plane travels through the sky. "Does a submarine travel
through water?" YES. "Does an automobile travel through gasoline?
NO.
• Never guess until you've looked at ALL the choices. Sometimes you
may seem to get more than one correct answer. This means that you
need to go back to the stem and formulate a more specific relationship.
Sentence Completion
• Each sentence completion problem consists of a
sentence with one or two blanks representing one
or two words that have been omitted. Your job is
to choose the one option that best fits into the
stem in terms of logic, tone, and style. (Note: All
items fit into the stem grammatically. This section
does not test grammar directly. An understanding
of the grammar of the sentence is often important,
however.)
Sample Sentence Completion Item
• Although not a very ......... painter, her works have the
reputation of being ......... investments, and wealthy
patrons have bought her paintings as fast as she can
produce them.
(A) creative ... sound
(B) talented ... unprofitable
(C) popular ... risky
(D) appealing ... worthwhile
(E) amateurish ... uncertain
Tips for Sentence Completion
• Read the stem carefully. If possible, simplify the sentence
in your mind so that you understand the main idea of the
sentence. Try to guess what word or words are missing
before you even look at the answer choices.
• Examine all possible answers for the problem. Look for
the words that you guessed, or synonyms of those words.
Never choose an answer before you have looked over all
the choices. Remember that some choices will be quite
close, but only one choice is best. In double blank
questions, one word from each choice often fits in to the
sentence but the other word does not; therefore, don't
choose an answer on the basis of only one correct word.
• In double-blank questions, try to determine which
of the two blanks is easier to fill. (It will most
often be the SECOND blank.) Then eliminate
choices that do not fit into that blank. In
double blank questions, several of the first words
in each pair may be correct, or several of the
second words may be correct, but in only one
option will both be correct.
• Look for key CONTENT words that point toward the right answer.
For example, consider this sentence.
The woman told the man that he looked ......... .
(A) handsome (B) ill (C) angry (D) well-dressed (E) rich
There is no word in the stem that helps you choose an answer. This
would NOT be a good GRE item. Now look again:
The doctor told the patient that he looked ......... .
(A) handsome (B) ill (C) angry (D) well-dressed (E) rich
This is not a very good item either, because a doctor COULD tell the
patient that he looked any of these ways. However, changing the word
woman to doctor gives us a certain context clue, and choice (B)
becomes the most likely answer.
• 5. Look for key STRUCTURE words that point toward
the right answer. Consider this item:
Although the doctor told the patient that he looked well,
the patient said that he felt ........ .
(A) handsome (B) ill (C) angry (D) well-dressed
(E) rich
The signal word although shows contrast or opposition.
Therefore, we can assume that the correct answer will
stand in contrast to the word well, and therefore (B) is
best.
Reading Comp
• 2 passages, usually one shorter passage and
one longer one; 4 or 5 questions each
• Tests your ability to understand and
interpret what you read
• Similar to GMAT reading: same question
types: main idea, detail, inference, tone, etc.
Reading Comp Tips
•
There are various ways to attack the passages. (Skimming the
passage first, reading the passage carefully first, reading the
questions first.) The method most people feel most comfortable
with is given below:
A) Read the passage for ideas. Don't just skim the passage.
Read carefully, but don't worry about understanding or
remembering any specific details.
B) As you are reading, notice key elements in the passage:
main ideas, signal words (therefore, however, yet, etc.)
C) Refer back to the passage to answer detail questions
Analytical Writing
• Very similar to GMAT Writing Section
• The writing section examines your ability
to communicate complex ideas clearly and
effectively, support your ideas, examine
claims and supporting evidence, sustain a
focused and coherent discussion, and
effectively use the elements of standard
written English.
2 Essays
• Present Your Perspective on an Issue
This is a 45 minute task. You are presented with
an issue of general interest and asked to address it
from any perspective, providing reasons and
examples to support your views. Your task is to
construct an argument and support it.
• Analyze an Argument
A 30 minute task in which you are presented with
an argument. Your task is to critique the argument
and discuss whether it is a reasoned argument by
assessing its claims
GRE to be revamped in Sept. 2007
• Linear, not computer adaptive
• Not all questions are multiple choice; new item
types and new formats
• 2 40-minute sessions for both Quant and Verbal in
place of current 45-minute sessions
• Less emphasis in Verbal on vocabulary; no
Analogies or Antonyms
• In quant, less emphasis on geometry; on-screen
calculator
• 2 30-minute Analytical Writing essays
• 4 hours (currently 2 1/2)
• Given only at set administrations (currently
given on demand)
• New scoring system: Verbal 130-170,
Quant 130-170, Writing 1-6)
Questions or comments?
• [email protected]