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Not to use:

Clich words like: Good, Bad, Nice, beyond a shadow of doubt,

To use: pleasant, easy-going, amiable, likable, pleased, Continue the Thought Words Similarly Moreover Additionally In the same way Likewise Conclusion Words Thus Therefore Hence So In summary In conclusion Contradiction or Contrast Words Neverthless Nonetheless However But Although Though Even though Notwithstanding Yet Despite In spite of On the one handon the other hand While Unlike

Consider, regard...as, think of...as: there is no as after consider, while both regard and think of need the as. To be/being: In general, avoid the construction to be/being because they are usually passive. To be/being are commonly used in junk answer choices. A access to The company has access to large capital reserves. act as The poison pill in the contract acts as a preventative measure against hostile takeovers. allows for The design of the robot arm allows for great flexibility. as....as Chocolate tastes as good as ice cream. associate with He associates beer with potato chips. attribute to The poor first quarter results are attributed to the restructuring. a responsibility to The CEO has a fiduciary responsibility to all shareholders. a result of The recent Nasdaq decline is a result of higher interest rates. a sequence of The Sumerian text was a sequence of incomprehensible symbols. agree with The Teamsters do not agree with the Republicans on many issues. among Used when discussing more than two items. He was the finest policeman among the hundreds of rookies. as good as/or better than The new software is as good as or better than anything on the market as great as The new house looks as great as I had hoped. attend to (someone) The emergency room doctor attended to the injured victim. attribute X to Y/X We attribute the results to the new management. attributed to Y The extinction of the dinosaurs has been attributed to an asteroid collision. B based on The results are based on a comprehensive ten year study. begin to He will begin to study twelve hours before the test. believe X to be Y After seeing the flying saucer, I believe UFOs to be a real phenomenon. between Used when discussing two things (if there are more than two, then use among instead). He could not decide between Corn Flakes or Raisin Bran. C care about How much do business schools care about your score? centers on + noun The GMAT centers on the knowledge of basic math and writing/reading skills. choose to The number of students who choose to go to business school has increased in the last ten years.

consistent with Your grades are not consistent with your abysmal GMAT scores. contend that He contends that the GMAT has a cultural bias. consider + noun How important do you consider the test? continue + to If you continue to study, you will succeed. contrast A with B If you contrast A with B, you can see the difference. convert to You may convert muscle to fat if you study too much. compare A to B (compare to stresses similarities). The music critic favorably compared him to Bob Dylan. compare A with B (compare with stresses differences). Broccoli is good for you compared with ice cream. count on + noun He counts on management support. concerned with They are concerned with investor relations more than actual profitability. conform to When you work at a new company, you should try to conform to its corporate culture. D decide to We decided to continue. decide on We decided on the new format. depend on The global economy depends on improving productivity. different from The CAT is very different from the paper and pencil GMAT. difficult to Many students find the CAT difficult to take. distinguish between X and Y Distinguish between domestic and international production. distinguish X from Y Juries must attempt to distinguish truth from falsehood. depends on whether Our place in the playoffs depends on whether we win tonight. E to be + essential to + noun Speed is essential to success in the Internet marketplace. except for He did well on the GMAT, except for the sentence correction questions. F flee from The convict fled from the country. G grow from Dell Computer grew from a start- up to a Fortune 500 company in less than fifteen years. grow out of Needless to say, they quickly grew out of their first office. H help + noun + to Their direct business model helped them to grow rapidly. I

indicate that Dell's recent stock trouble may indicate that their growth will not continue to be as rapid. invest in He is too risk-averse to invest in the stock market identical with His DNA is identical with his twin's. in contrast to The candidate claims to support tax cuts, in contrast to his prior statements. independent from The Federal Reserve Board is supposed to be independent from political considerations. indifferent towards Some countries are indifferent towards human rights. L leads to Rapid growth often leads to problems. like Usually only used for direct comparison: He walks like Joe walks. localized in Most Internet venture capital is localized in a few areas of the world. M mistake + noun + for I mistook you for an old friend. modeled after The judicial building is modeled after the Parthenon. more than ever Companies demand MBA graduates now more than ever. N native to There is a unique business culture native to the U.S. a native of It infects those who are not even a native of America. need to Living in New York City is an experience everyone needs to try. to be + necessary + to It is necessary to get a high GMAT score to get into Stanford. neither...nor Neither Tom nor Sam has the necessary skills to finish the job. not only...but also Stanford not only has the highest GMAT average, but also the highest GPA. P prohibit from + gerund You are prohibited from using a calculator on test day. potential to A graduate of a top business school has the potential to make over $100,000. R range from X to Y The GMAT scores at top business schools will range from 650 to 750. refer to If you have any more questions, you should refer to a grammar book. regard as Wharton's finance program is regarded as the finest in the world. require + noun + to You require a GMAT score to go to most U.S. business schools. rivalry between X and Y The rivalry between the Boston Red Sox and the New York Yankees is one of the most celebrated in professional sports. responsible for The manager is responsible for seven

entry level employees. retroactive to The tax policy change is retroactive to last year. S save for Save for William, no one else passed the exam. save from Many people use business school to save them from dull jobs. so that So should not be used as an adjective: GMAT preparation is so... boring. Use it with "that." This guide is designed so that you may raise your score. subscribe to Business school students should subscribe to the Wall Street Journal. T tie to The contract should be tied to concessions. transmit to The communications system will transmit to anyone within range. U used + infinitive Japan used to be the model industrial economy. to be + used to + gerund After five practice tests, he was used to the GMAT CAT format. regret doing something regret to do something regret doing something - feel sorry to have done smth.: I don't regret leaving my last job at all. regret to do something - be sorry that one must do smth.: Dr. Wimpole regrets to say that he cannot answer readers' letters. remember doing something remember to do something remember doing something - keep in mind smth. that one has done: We remembered seeing many little country churches with ancient horse sheds still at the rear. remember to do something - bear in mind smth. that one has to do: They kept the Ford out in the street in front of the house. It worked all right if they remembered to get it filled with anti-freeze. stop doing something stop to do something stop doing something - cease or give up doing smth.: The teachers had stopped attending to pupils who would certainly pass or certainly fail and were concentrating on the borderline cases. stop to do something - pause in order to do smth.: He stopped to watch a half-dozen of the boys playing blackjack

All of the below are from www.sentencecorrection.com Recent v/s Recently:


1. Reporting that one of its many problems had been the recent extended sales slump in women's apparel, the sevenstore retailer said it would start a three-month liquidation sale in all of its stores. (B)its many problems has been the recently A is the correct answer. 2. Recently discovered fossil remains strongly suggest that

http://www.sentencecorrection.com/forums/index.php?showtopic=14

although the air that forms them moves rapidly

I don't like the simple present tense because this tense implies that the air does this all the time, not just sometimes.

Compare: The Moon's gravitational pull that affects the tides. "affect" should be in simple present because it happens all the time. In our mountains, however, the air isn't always moving rapidly, just sometimes.

although the air that forms them is moving rapidly

http://www.sentencecorrection.com/forums/index.php?showtopic=12
In the sentence I gave you above, it sounds funny because we are using "although" to contrast with a noun. Remember, "although" is used between two parts to show that the two parts have some sort of contrast. We have many such words in English (although, despite, but, however, to name a few), but they are all used in different ways, and are not completely interchangeable.

GMAT likes to test people on number questions, have you noticed? twice, double, number, numbers , etc.

The important thing here is that the number in the first example (the number of women employed outside the home) is an actual number--35,000, for example. Even if you add more women to the original number, there will still be one number, right?

The second usage of "numbers" is also correct, and means that there are many people in that group. For example, it is correct to say:

People are leaving California in greater numbers.

People are spending more money on the Internet in greater numbers.

Well, I think the easiest way to explain this one is to say that we are clearly modifying a time, so we should use when (which is for times).

Compare a somewhat simplified sentence:

After looking at old family photographs, I sometimes long to return to my childhood, when my life was simple and full of wonder. After looking at old family photographs, I sometimes long to return to my childhood, in which my life was simple and full of wonder.

I think the first one clearly sounds better. What do you think?
18. There has been a change in how men think of land, a change from thinking it simply private property to that now of a limited national resource, with an inherent public interest transcending the individual owner's prerogatives. D) Once men used to think of land as simply private property, but they consider it now E) Once thought of simply as private property, land is now considered Can anybody explain to me why E is the answer, not D?

D has a number of problems.

First, once and used to is redundant.

Second, the location of once (i.e., before the subject and the verb) makes the reader think that the conjunction once is being used (Once I learned the answer, it was simple.) NOT the adverb once (I once believed that the Earth was flat.).

Third, simply needs to modify the verb think; as D is written, it modifies private.

Finally, the adverb now should go before consider--now consider. And C... Yes, C is wordy, strike one. And it incorrectly uses there has been. Remember, there is/are/might be/has been, etc. is used to express existence. ETS and GMAT have called this type of usage "vague." Strike two. Strike three--a change from considering it is awkward at best, and unidiomatic at worst.
I'm still wondering though why " thought of simply as private property" in E is correct. We should say in passive voice that " simply thought to be private property", right? Can we use " think of as " in passive voice?

Sure we can.

thought of as and thought to be are both correct

I would like to point out that both that and which are relative pronouns. Really the only difference between them on the GMAT (when they are relative pronouns) is that which is non-restrictive (extra information), and that is restrictive (necessary information):

I want you to meet my mother, who is a doctor.

Since I have only one mother, the adjective clause is not necessary to identify which mother.

The Sun, which is the only star in our solar system, is the source of heat for Earth.

I want you to bring me the pen that is red.

In this case, I have many pens, and the adjective clause serves to identify precisely which pen it is that I want you to bring to me.

OG 9. Astronomers at the Palomar Observatory have discovered a distant supernova explosion, one that they believe is a type previously unknown to science.

(e) they believe to be of

I have no problem in identifying the right answer. But I have problem in understanding OG explanation.

QUOTE The pronoun that in A should be deleted, since the pronoun one is sufficient to introduce the modifier and the sentence is more fluid without that.

In my understanding, "one" is the antecedent, and "(that) they believe to be of" is the clause that modifies "one". So it's not precise to say that "one" is introducing the modifier.

pls kindly clarify. -we must understand that GMAT thinks that one and that are redundant (which kind of makes sense, if you think about it), and try to apply that way of thinking to new questions.

Compare usually takes the preposition to when it refers to the activity of describing the resemblances between unlike things: He compared her to a summer day. Scientists sometimes compare the human brain to a computer.

Compare takes with when it refers to the act of examining two like things in order to discern their similarities or differences: T he police compared the forged signature with the original. The committee will have to compare the Senate's version of the bill with the version that was passed by the House.

When compare is used to mean to liken (one) with another, with is traditionally held to be the correct preposition: That little bauble is not to be compared with (not to) this enormous jewel.

But to is frequently used in this context and is not incorrect.


Which of the [[ ]] 's has an error? By 2025 the United States [[may exhaust its supplies of]] domestic oil and gas and be forced to rely [[even more heavily]] than it already[[has]] on supplies [[imported from]] the Middle East The answer says " has" is incorrect... it should be replaced by "is" Erin, can you help with tenses? "has" is present perfect....what about "is"... thanks

has should be changed to does: Through ellipsis, has relied reduces to has; since relied does not appear in the sentence, it's grammatically incorrect. does, on the other hand, can replace relies (present tense). Especially or Specially? This is a favorite question of grammar checkers. Most of the time there is little or no difference between the words especially and specially. Special is a common adjective. Specially is its adverb form. Special means "particular, distinguished in a distinct way, or designed for a particular purpose." Specially means "particularly, in a disintguishing manner, or for a particular purpose." Especial is an uncommon adjective. Especially, its adverb form, is much more common. Especial means "exceptional, noteworthy, or particular." Especially means "exceptionally, in a noteworthy manner, or particularly." In the sense of "particular" or "particularly," the words mean pretty much the same thing. Often they can be used synonymously. However, if you want to stress the exceptional or noteworthy quality, then especial or especially is a better choice. If you want to stress the distinctive purpose of something, then special or is the word you are looking for. Example: This program has specially designed macros for word processors. (A distinctive purpose)

Example: He did especially well in All-Star Game. (A noteworthy performance)


quote: Which one is the right answer? A??? Charlotte Perkins Gilman, a late nineteenth-century feminist, called for urban apartment houses including child-care facilities and clustered suburban houses including communal eating and social facilities. A) including child-care facilities and clustered suburban houses including communal eating and social facilities B) that included child-care facilities, and for clustered suburban houses to include communal eating and social facilities C) with child-care facilities included and for clustered suburban houses to include communal eating and social facilities D) that included child-care facilities and for clustered suburban houses with communal eating and social facilities E) to include child-care facilities and for clustered suburban houses with communal eating and social facilities included

First, we can eliminate all the answer choices that use with communal eating and social facilities included or any other structure that follows this pattern: preposition + noun + participle This pattern is almost always wrong on the GMAT, and is certainly wrong in this question. This eliminates C) and E). A) is ambiguous--is clustered suburban houses parallel with child-carfacilities or with urban apartment houses? We need to repeat for to be sure that clustered suburban houses is parallel with urban apartment houses. Now we're left with B) and D). Now, the only difference between B and D is the infinitive to include, which GMAT considers unidiomatic. That leaves us with D). Erin
One pervasive theory explains the introduction of breakfast cereals in the early 1900's as a result of the growing number of automobiles which led to a decline in horse ownership and a subsequent grain glut ; by persuading people to eat what had previously been horse feed ,market equilibrium was restored A B. persuading people to eat what had previously been horse feed restored market equilibrium
the concept here is modification: by persuading people, market equilibrium was restored The answer choice A says that market equilibrium was persuading people! Erin

I think it may help to know why this sentence sounds okay: Ten states here did something, but only one there. but this one does not:

Ten states here did something, but only one. The "there" in the first sentence gives enough information to make the comparison clear. Since we're talking about "finer points of GMAT," I should mention that sometimes an element can do the job of an "ellipsed" word, even if the two words are a different part of speech. I know that logically one would think that an adverb cannot replace a verb (and in reality, that's not what's happening), but in this case, an adverb can make a verb unnecessary. All depends on what you mean:

proof of life, proof of his existence

Or:

proof that something is true, that he is still alive, etc.

But we should NOT mix the two like this:

proof of something being true, proof of him living, etc.

Make sense?
One of plural noun + that + plural verb. One of plural noun + singular verb. I think I am right in judging the plural almost always ;) --HA QUOTE (silent bob @ Oct 26 2003, 02:38 PM) A) Gun powders and spices were believed to be introduced to Europe by Chinese in the 15th century. B) Gun powders and spices are believed to have been introduced to Europe by Cchinese in the 15th century.

B is better.

Here's why. We assume we're talking about something that is still true, i.e., something that is still believed. Therefore, we use the present tense are believed.

Furthermore, we have the difference between to be introduced and to have been introduced.

to be + COMPLEMENT refers to present tense: The depletion of the ozone layer is believed to be the cause of global warming.

to have been + COMPLEMENT refers to past tense: The impact of a giant meteorite is believed to have caused a chain of events that would ultimately lead to the extinction of the dinosaur.
QUOTE (tobe @ Nov 7 2003, 02:22 AM) Thanks, does the same explanation hold for She saw, cowering in the corner of the room, a thoroughly frightened child. Or, can we associate 'cowering' with 'her' or 'child'?

The simplest explanation of modification says that distance alone determines what is modified. In this case, the modifier cowering is closer to She. But there is such a strong association between being frightened and cowering that the reader naturally wants to make an association between the two; in other words, the cowering seems to modify child as well.

In a word, this sentence is ambiguous

QUOTE (kpadma @ Nov 13 2003, 12:08 PM) What is the difference between the following two sentences? 1. Many of the artists visit Florence. 2. Many an artist visits Florence. I do understand the meaning of the first sentence, but not the second sentence. What is the excat meaning of the second sentence and what context one should use it?

The meaning of the two is the same--many artists.

The second one is, of course, less common than the first, but they're both grammatically correct.

That said, this construction does somehow sound "un-GMAT-like," and I would be a little surprised to see it as a correct answer on the real GMAT "so as to" is acceptable in GMAT. I have seen questions in OG having "so as to" as correct answer.

I make the choice between "so as to" and "so that" by the following method:

1. If there is only one noun which could be modified by "so as", I would go for "so as".

Ex: Jim worked hard so as to get promotion.

It is very clear that only promotion is for Jim and not for any one else.

2. If there are more than one noun, I would go for "so that".

Ex: Jim divorced Jeniffer so as to marry.

"marriage" can be for Jim or for Jeniffer. So, better would be

Jim divorced Jeniffer so that he could marry. The past progressive ("were rivaling") is wrong. In fact, I cannot think of any common example in which the progressive would be correct--am rivaling, are rivaling, is rivaling, etc.

any of the stock holders *who disapproves* of the management endorested slate of candidates may offer an alternative slate under procedures established by the SEC 1. who disaproves 2. who disaprove 3.that are disaproving 4.that do not approve 5. who are nto in approval I think it should be 1 but the answer is 2 they disaprove and he disaproves any of the stock holders refers to maybe one of them which is singular so it should be disaproves any comments Before looking at the question you posted, lets review the following examples: 1. 2. 3. 4. A lot of books have arrived. Lots of sugar has arrived. Another lot of books has arrived. Several lots of sugar have arrived.

The reddish parts are heads of NPs(Noun Phrase). lot and lots are quantifiers in 1 and 2 respectively, while they are non-quantifiers in 3 and 4. In your example, as in 5, any is a quantifier. The head of the NP--any of the stock holders--is stock holders, so the verb--to disapprove--has to agree with plural head-noun. 5. Any of the stock holders who disapprove of the management endorsed slate of candidates may offer an alternative slate under procedures established by the SEC.

OG212

The Baldrick Manufacturing Company has for several years followed a policy aimed at decreasing

operating costs and improving the efficiency of its distribution system.

C) aiming at the decreasing operating costs and improving

by checking parallelism, we have no problem to rule out C. But my question is:

what is the difference of aimed at and aiming at?

Many thanks. It all has to do with subject (active) vs. object (passive): policy is aimed at vs. the policy is aiming to do something
QUOTE (Erin @ Oct 9 2003, 08:54 AM) the policy is aiming to do something

(1) They aimed to do it (2) They aimed at doing it

The second one indicates optimistic stance, whereas the first one shows low confidence. That is why gerund is neutral, infinitive is [-realis](showing irrealis states)

posibility of doing it is preferable to possibility to do it

potential to do it is as good as potential of doing it


QUOTE Judge Bonham denied a motion to allow members of the jury to go home at the end of each day in stead of be confined to a hotel.

Further analysis -- "to go" and "to be" are parallel intransitive verbs; "home" and "confined to a hotel" are parallel subject complements. In this option, "confined" is an adjective (past participle) where as in the other option "confine" acts as a verb. Hello, these, as are the following, are extracts from papertests. Why is one preferred over the other? The message left little hope - that the hostages would be released

- for the hostages to be released by the end of the week. Your comments Bart, In my opinion, "that the hostages will be released is correct". I'll start with the for answer. The object of the message is the release of the hostages. "For the hostages to be released" to me, implies that the message is for the hostages, not their release. Also, the phrase requires a subjunctive "that". For example "stated that", or "proclaimed that". Hope that helps Guys, Here is the explanation.

"that the hostages ... " is a noun clause and not a modifier clause. (The modifier clause would have been -- "that the hostages be released" -- verb "be" in pure form) Therefore, it doesn't fit with the rest of the sentence and the sentence is grammatically incorrect.

The second option is clearer and grammatically correct. The propositional phrase "for the hostages" is a modifier that describes hope. "to be released" is also a modifier phrase describing "hope". Grammar rules allow you to include as many modifiers (adjectives in this case) as you wish in a sentence. However, according to ETS papertests, the correct answer is the first answer. We are left in the dark unless the comment, posted first, suggests the appropriate explanation. The message left little hope that the hostages would be released .

Funnily enough, our dear that plays many roles in English, some of which are nominal purpose, adverbial purpose, result, relative clause, adverbial relative and apposite.

In this question, it is functioning as apposite to head-noun, hope.

the chance that he could win the rumour that the President resigns the fact that ... the doubt that ...

I will add non-finite apposites later. Non-finite forms as appositives: the need to be concise

the the the the

tendency [for legislators] to filibuster call to enlist during the First World War move to end non-lethal aid plan to assassinate JFK

Just imagine appositive relation as equivalence. the plan = to assassinate JFK Will: a settled-notion posterior, volitional, expectative in hypothesis clauses

Would: doubtful in non-past contexts, characteristic behavior--behavior that one could almost predict simply by knowing the subject, past indirect discourse 1. Three cats each eat ... 2. Three cats, each of which eats ..., In 1, each is postpositive Adj, whereas in 2, it is distributive determiner Television can be superficial, as when three major networks each broadcast exactly the same. Adverb clause of manner with temporal adverb clause: Television can be superficial, as [TV is superficial] when three networks each broad cast the same

OG 9/e, In an effort to reduce their inventories, Italian vintners have cut prices; their wines [are priced to sell, and they do.] In the above question, GMAT was testing fronting. The following information is from Grammar Exchange: "This word order pattern looks like inversion but it is not. It's a device known as fronting. There are many kinds of fronting, of which this is one. It is possible to "front" the verb or verb phrase, with the verb usually in the base form, followed by the grammatical subject and with an auxiliary to complete it, as in Gisele's examples. There is no inversion of the grammatical subject and the verb; only the bare infinitive part of the verb precedes the grammatical subject, while the auxiliary verb, which carries the tense and number information, always follows it. Of course the usual versions of these sentences do not repeat the verb phrase. For example, the first sentence would normally be They advised me to stay, and I did [so] Notice that the entire verb phrase (verb plus complement) can be fronted: ...and give a party I will It is also possible to front adjectives: He was precocious as a child, and precocious he still is They said it would be cheaper to go by air, but cheaper it certainly wasn't ...and prepositional phrases:

He lived with a chip on his shoulder and with a chip on his shoulder he died Fronting is a feature of "information packaging," which arranges the parts of an utterance so as to create a desired information flow. It is used to preserve the order of ideas, "old" information preceding "new" information. Fronting is seen in utterances such as We remodeled the kitchen in 1998. The bathrooms we left until 2000 He's very charming. Her I can't stand The kind of fronting Gisele presents is used to create a special effect, often for emphasis, contrast, or sometimes irony. If there is no special reason to front the verb complement, the fronting is not appropriate. One would have to see the sentence in question to know whether it is a candidate for this special treatment. Marilyn Martin"

What's the Difference Between that and which?


After people study GMAT sentence correction for a while, they may ask about the difference between that and which. I have to say for the record, though, that it is not terribly important to know the difference between the two to get a high score on the test, but I know that some people are naturally curious about the difference (people here tend to be overachievers!).

A Tip
But first, a testmagic tip: GMAT almost always (I say almost always because I've seen one question that did not follow this rule, but the rule was violated in all five answer choices) wants you to put a comma before which. In other words, if you see which without a comma before it, it's probably wrong. After this explanation, you should understand why, but for those of you who want only the most important information, this is what you need to know.

An Example
Both of these sentences are correct in GMAT land:

Please go into the room and get me the big book, which is mine.

Please go into the room and get me the big book that is mine.

Yes, in GMATland, these two sentences have two different meanings. Both of these sentences would be incorrect in GMAT land:

X Please go into the room and get me the big book which is mine. X X Please go into the room and get me the big book, that is mine. X

Notice the commas--that's what makes all the difference.

The Explanation
Okay, we have in English this weird idea that we need to use different grammar in an adjective clause (a.k.a. relative clause) depending on whether the information in the adjective clause is necessary to specifically identify which noun we are referring to. For example, imagine you have one sister, and you are telling a friend that your sister is coming to visit you. Since this person is your friend, we can presume that he knows that you have only one sister. You utter a sentence like this to your friend in GMATland:

"My sister, who just graduated from college, is coming to see me."

In GMATland, since your friend (we presume) knows you well and knows that you have only one sister, this extra bit of information is considered unnecessary to identify which sister it is you are talking about. It is a sort of "by the way" information--"My sister is coming to see me, and oh, by the way, she just graduated from college." Now imagine you have two, three, or even more sisters. Let's imagine that one is a college professor, another is a webmaster, and this one who is coming to visit you just graduated from college. If you're talking to your friend, and you say only "my sister," and you do not mention her name, your friend might not know which sister you are talking about. So you add that extra bit of information--my sister who just graduated from college--to identify which sister it is you are referring to. In this situation, we have just correctly employed a very important grammar rule. Read on. So, if the person you're talking to, or the person who's reading what you've written, needs that extra bit of information to know which noun you're referring to, we say that that extra information is non-

restrictive. This word doesn't really describe the function clearly, so many teachers say that this information is "extra." On the other hand, if you need that information to know which noun you are talking about, we say that the information is restrictive. Again, this word is not really a good choice for clarity, and many teachers use the term "necessary information" instead. Finally, just to make English a bit more difficult, we have a rule that says we should use a comma before or after "extra information clauses and phrases," but not with "necessary information clauses or phrases." The idea here is that the comma represents the slight pause in speech or change in intonation that a native speaker might use when making such an utterance. I should point out that both that and which are relative pronouns, i.e., they are grammatically the same, but their meanings are slightly different. Now, let's return to our original example sentences:

Please go into the room and get me the big book, which is mine.

In this sentence, the clause

which is mine is "extra" because the information "the big

book" is enough to identify which book it is that you want. We can assume that there is only one big book in the room.

Please go into the room and get me the big book that is mine.

In this sentence, the clause that is mine is "necessary" because the information "the big book" is NOT enough to identify which book it is that you want--it is probably the case that there are several big books in the room, so I need to add the information "that is mine" to identify which book it is that I want.

More Examples
A few more examples may help:

I met with Bill Clinton, who is a lawyer.

The name Bill Clinton is enough to identify which person I'm talking about--who is a lawyer is therefore extra information.

I met with the man who is a lawyer.

In this case, "the man" is not enough information to identify which person I'm talking about-- who is a lawyer is therefore necessary information.

The Sun, which is the only star in our solar system, is the source of heat for Earth.

Again, the name "the Sun" already clearly identifies the noun; therefore, the information in the adjective clause "which is the only star in our solar system" is extra.

The star that is at the center of our solar system is called what?

In this case, since we don't have a name here, we don't know which star it is that we are referring to. Therefore, the information in the adjective clause "that is at the center our solar system" is necessary.

A good rule to learn is that which requires a comma before it. If you're not sure about why the comma is necessary, please see this post.

However, GMAT is very tricky at times, and can of course create a question in which this rule does NOT apply. In fact, I've seen a question that used which without a comma, but ALL the answer choices violated the rule. I.e., none of the answer choices used that; they all used which without a comma.

Here's an example of what I mean:

Lucise in San Francisco is a place which anybody can visit.

(A) which anybody can visit (B) which any person could visit (C) which no person could not visit (D) which, if they wanted to, any person could visit (E) which any person could visit if they so desired I know some of you will think that this sentence is terrible, but the whole point of GMAT sentence correction is that we must choose the best answer, NOT the perfect answer

BEING

Disclaimer: Please pay close attention to my usage of most, often, many, etc. If I say that something is often true, this doesn't mean that's it's always true. The GMAT is a sneaky, elusive test, and it can be very clever at finding exceptions to whatever rules we come up with. People who study for GMAT for a while quickly learn that being is usually wrong. So I'm guessing you already know that being in an answer choice is wrong more often than it is right. This is a good strategy to get you started, but to get over 700 on the GMAT, you really need to know some of the finer points of GMAT Sentence Correction that relate to the use of the word being. There are at least two different situations in which being is often the right answer. Here is the first example of when being is correct: When the grammar requires it. Yes, I'm trying to simplify things here, but the idea is this--many ideas can be expressed in more than one way. For example, I can say: I'm afraid of being late. I'm afraid that I'll be late. Each has its own emphasis, but the point is that these two structures exist. (If I know my members here, I know that they will have questions about the difference, but please, let's start a separate thread for this.) Whether we can express ideas in one or more structures is really related to the word used; in other words, it is idiomatic. But some idioms allow only one structure. For example: In addition to being one of the first restaurants to combine Mediterranean and American tastes , Chez Panisse in Berkeley is also one of the Bay Area's most established restaurants. The idiomatic structure in addition to does not have a counterpart that uses a subject and a verb, so our only option here is to use being, which is grammatically a noun, but is derived from a verb. The second example of when being is correct is shown in this example: There are many reasons to get an MBA, with increased career prospects being the most important for many MBA applicants. Technically this part here: with increased career prospects being the most important for many MBA applicants is an absolute phrase, but I think it's also helpful just to memorize the pattern: with + NOUN + being + NOUN COMPLEMENT I hope that helps. This tutorial is not complete, so if you find any problems, let me know

Subject/Verb Inversion

So you already know that the GMAT test is an adaptive test, meaning that your score goes up or down depending on the difficulty of the questions that you answer correctly or incorrectly. On the sentence correction section of the GMAT, the questions that test you on subject/verb inversion tend to be the harder questions, and are therefore worth more points. So, to raise your GMAT score, you should be very familiar with most or all of the items on this list! I've spent a few years developing this list, and feel confident that it represents most or all of the inversion points that you'll see on the GMAT, TOEFL, or SAT II: Writing tests.

There are at least eighteen types of inversion: 1. 2. neg intro

intro adverbial (in, down, prepositional phrase) 3. 4. 5. intro -ed comparative

intro comparative 6. 7. as

so... that...

8.

had, should, were 9. there is

10. here is 11. intro -ing 12. emphasis 13. the bigger, the better 14. questions 15. "story speech" 16. nor 17. so do I/neither do I 18. intro adjective

Type

Examples Never do I sleep.

Notes Question form is obligatory. Used with all verbs.

1. neg intro Only at night can I study.

Type

Examples

Notes

In no way could I help you with your Japanese grammar question. I believe that only rarely will I need your help. Not until I got home did I realize that my shoes were untied.

This one is very common on the TOEFL and somewhat common on the GMAT and GRE. We need to learn the various types of words and phrases that require this type of inversion. Notice that sometimes the inversion occurs right after the neg intro form and sometimes it occurs in the next subject and verb. See Neg Intro for more info.

Into the room ran the lady. 2. intro adverbial First comes love, then comes marriage. After A comes B, then comes C, next comes D. Down came the rain and washed the spider out.

Inversion is optional. Used with be-verbs, linking verbs, and verbs of direction. This one is less common on the TOEFL, but more common on the GMAT and GRE. Notice that sometimes we have an adverb, like first and down and sometimes we have an adverb phrase like into the room or after A. These adverbs and adverb phrases usually show location or direction. This type of inversion usually only occurs with be-verbs, linking verbs and verbs that show direction or movement, like come, go, run, etc.

3. intro ed

Found in San Francisco is Lombard Street, the so-called crookedest street in the world. Lost among the old tables and chairs was the priceless Victorian desk. Located between San Francisco and Marin County is the Golden Gate Bridge.

Inversion is obligatory. Used with be-verbs. This one is very common on the TOEFL, GMAT, and GRE. This type of inversion usually occurs with be-verbs, but sometimes with linking verbs. Notice that the phrase is the complement of the be-verb.

4. comparatives

Cheetahs run faster than do antelopes.

Inversion is optional. Used with all verbs.

Type

Examples

Notes

You speak Chinese better than do I. Jessica is more interested in Computer Science than is Benjamin.

This form of inversion is common on the TOEFL, GMAT, and GRE. We normally only have inversion here if we are comparing subjects of the verb, not objects. For example, in the following two sentences, we are comparing objects, carrots and potatoes, not the subject I.: I like carrots more than I do potatoes. I like carrots more than do I like potatoes. Now, in this sentence, we are comparing subjects, I and my friend Carl: I like carrots more than does my friend Carl.

5. intro comparative

Bigger than an apatosaur is the blue whale. More important than your personal statement is your GPA. No less impressive than the invention of the laser was the development of the wheel.

Inversion is obligatory. Used with be-verbs. This form is more common on the GMAT and GRE than it is on the TOEFL. Notice that we can only use this form of inversion when the verb is a be-verb since in every case, the comparative is the complement of the be-verb. Remember that less than is also a comparative.

Megumi is from Japan, as is Sato. 6. as So-eun wants to leave early today, as does Oi. If thrown into the water, camels can swim, as can cats.

Inversion is obligatory. Used with all verbs. We can only use inversion if we are using as for comparisons. as is one of the trickiest words in English; it can have many different meanings.

7. so that

So happy was I that I bought flowers for everybody in class. So quickly did she leave that we did not even realize was gone. So rarely does a comet appear visible

Question form is obligatory. Used with all verbs. This is not so common on the TOEFL, but

Type

Examples

Notes

to the naked eye that when one does, it is considered a major event.

is fairly common on the GMAT and GRE. The so that clause must before the verb in for this type of inversion.

8. had, should, were for if-clauses

Had I remembered Tomomis birthday, she wouldnt be mad at me now. Should you need a hand, I will be more than happy to help you. Were I you, I think I would study more for your exam tomorrow.

Inversion is obligatory. Used with all verbs. This is somewhat common on the TOEFL and more common on the GMAT and GRE. This type of inversion is kind of special. Notice that we can only use this type of inversion when we are using an if-clause. In other words, if is omitted: even though the word if does not appear in the clause, we still have the meaning of an if-clause. For more information, see had, should, were.

There is a good restaurant nearby. 9. there is, there are, there exists, there comes, etc. There comes a time in every persons life when she realizes that she is responsible for her own happiness, not other people. Scientists hypothesize that there exists a certain type of particle that can travel faster than the speed of light.

Inversion is obligatory. Usually used only with these verbs. This form of inversion is common on the TOEFL, GMAT, and GRE, as well as in spoken and written English. Most people remember there is and there are. BUT we must also remember that there are other verbs that we can use instead of is and are. The most common ones are exist, come, and go. Inversion is obligatory. Usually used only with these verbs. You will probably not see this on the grammar section of the TOEFL or on the GMAT or GRE. It could, however, appear on the Listening Comprehension Section of the TOEFL. We use this form mostly in spoken English. Inversion is obligatory. Used only with be-verbs. This form is not common on the TOEFL,

Here is some good food for you to try. 10. here is, here are, here comes, here come Here are the books that I dont need anymore. Here comes the bus!

11. intro -ing

Burning out of control was the forest located in the foothills of the Sierra Nevada mountains. Coming in last in the race was Joe

Type

Examples

Notes

Elephant Legs Blow. Not helping the situation was little Susie, who was throwing newspaper on the spreading fire. Boy am I hungry. 12. emphasis Is it ever hot in here! Do you know how to cook!

but might show up on the GMAT or GRE. Notice the intro ing phrase is the complement of the be-verb.

Inversion is optional. Used with all verbs. You will probably not see this on the grammar section of the TOEFL or on the GMAT or GRE. It could, however, appear on the Listening Comprehension Section of the TOEFL. We use this form mostly in spoken English. Question form is optional.

13. the bigger, the better

The closer an object is to another object, the greater is the gravity between the two objects. Is this the last example?

Used with all verbs.

Inversion is obligatory. Used with all verbs. You will probably not see this on the grammar section of the TOEFL (TOEFL doesnt test questions anymore) or on the GMAT or GRE. It would, however, appear on the Listening Comprehension Section of the TOEFL. Inversion is optional. Used with verbs that report speech. You will probably not see this on the grammar section of the TOEFL or on the GMAT or GRE.

14. questions Do you enjoy reading these lists? Are we finished yet?

I think its time to go, said Susan. 15. "story speech" Its time for you, but not for me, replied Gary. Maybe we should collect our thoughts for a moment, commented Lany.

16. nor

No one has volunteered for the job, nor do we expect anyone to volunteer in the future. Hok-ming cannot speak Portuguese, nor can Jos speak Cantonese. The zoo regulations will not permit you to touch the animals, nor would

Inversion is obligatory. Used with all verbs. You might see this on the adaptive TOEFL if you are scoring high and it could appear on the GMAT or GRE. Remember that nor is considered a

Type

Examples

Notes

most people advise you to do so.

conjunction, but we use it between two sentences (not between any two elements like the other conjunctions). Inversion is obligatory. Used with all verbs. You will probably not see this on the grammar section of the TOEFL or on the GMAT or GRE. Inversion is obligatory in most cases. Used with be-verbs. This one is fairly rare and probably would not appear on the TOEFL, but you might see it on the GMAT or GRE. Inversion is sometimes not used in poetic language.

So do I. 17. "so do I"/ "neither do I." So can Terry. Neither do most people I know.

18. intro adjective

Beautiful beyond belief was my baby daughter. Happy about their acceptance into their dream schools were Lany and Tomo. Quick and painless will be your medical procedure.

I received this question via PM:

What does Question form is obligatory mean?

This simply means that you MUST invert the subject and the verb in this construction. In other constructions, inversion is optional, but in these constructions, it is required.

For example, you may say:

She runs faster than do most of her classmates.

(verb comes before the subject)

or

She runs faster than most of her classmates do.

(subject comes before the verb)

BUT

Never have I heard such a thing!

CANNOT become

XX Never I have heard such a thing! XX

There is another rare case that requires an inversed construction. Just as SO...THAT at the beginning of a sentence inverses a subject and verb, so too does SUCH..THAT.

Such is the new exam that almost no one can pass it. Such was the situation that John had to steal money The following temporal correlatives with negative expressions may be helpful.

barely ... when hardly ... before scarcely ... when no sooner ... than(when) From Net:

A prepositional phrase expressing place, with the main verb being intransitive:

(b) On the corner, stood a large, impressive statue of the famous general. (c) Inside the room lay the remnants of their dinner, hurriedly abandoned as the family fled the marauders.

A passive voic construction:

(d) In the box was found a large sum of money (e) Found in the box was a large sum of money

"Only" + a time expression in a clause, or only if:

(f) Only when Dr. Schiller has all the facts will he present his report to the committee. (g) Only if John Hush is sure that he can win will he run for the job of senator.

Adverbs such as "up," "down," "in" and "out," when the subject is a noun:

(i) Down came the rain with terrific force. (i) In walked the president, accompanied by his wife, daughter, and five huge Secret Service Ag From Time Based Linguistic Analysis by Charles Bailey

p.161

Negative pronoun modifying nominal object:

(1) No animal did we see there! (2) Not one word did they say about that! In adverbial relative clauses:

the house where lived Mr. Junkie

Like vs. Such As


Question: What's the difference between like and such as? Example of the "mistake" that we make in everyday speech: Can you buy me some fruit like oranges or grapefruit? How the GMAT Official Guide would explain this mistake : Using like in this answer choice mistakenly suggests that the utterer of the request does in fact not want oranges or grapefruit, but rather some other kind of fruit that is similar to oranges or grapefruit. In normal English: In GMATLand, like means similar to, and such as means for example. Take a look at these examples:

Can you buy me some fruit like oranges or grapefruit?

In GMATLand, this sentence would mean that you do NOT want oranges or grapefruit; instead, you'd prefer some fruit similar to oranges and grapefruit. For example, you may want pomelo, lemons, or limes. Yes, I know this sounds a little crazy, but our goal is to understand what GMAT is looking for, not what is "correct" English.

Can you buy me some fruit such as oranges or grapefruit?

Yes, this is what we're supposed to say in GMATLand -- oranges and grapefruit are examples of the type of fruit we want.

I would like you to buy such fruit as oranges and grapefruit for me, if you don't mind.

This is simply a variation -- notice how such and as are separated. Separating the two elements tends to make this pattern a bit harder to see.

In a series of two or more elements, what you do on #2 determines what you do on 3+. In other words, everything after #2 must match #2:

I like to swim, to run, and to dance.

I like to swim, run, and dance.

are okay.

I like to swim, run, and to dance. I like to swim, to run, and dance.

are NOT okay.

1. Generally "it" is considered colloq and "so" is considered formal, when we want to refer to somthing."In doing so" is formal English."In doing it" is colloq. 2. D The meaning of the sentence is conveyed clear in D.C if we try to read it this way.....unlike those in.....................the male and female blue winged warblers r difficult to distinguish what????had this been difficult to be distinguished, that would have been better. 3. "if ..then " rule helps give answer - B c) If it does as the new airboat is supposed to do - is not clear "it refers to what???? > d) Doing what it is the new airboat is supposed to do - this is clearly rong > e) Doing what the new airboat is to be doing - tense used is wrong 4."twice" is more formal a word than "two times".Also rate of increase in 1980 is not being compared with 1980's rather is being quantified in terms of the rate in 1970's .
CR:

I have successfully tried 5 strategies on C.R. passages from ETS. Results have been very good. (One such recent trier have been Rachana Mehta who reached 690) These are the following strategies. 1. Indianise the situation - Let me elaborate. Since some executives are fabricating these passages they must be having some relevance to what is happening around and since this world being really small you can always find parallel situation in Indian context. I am just refering to a question from official guide 10th edition 119 and 120. The Indianised situation could be somewhat like this. In Mumbai lot of flyovers are built and there is toll tax which is paid by corporation buses like all other vehicles, although not a single corporation bus plies on these flyovers !! And corporation gladly pays this toll tax running into several crores. The reason being since large percentage of vehicles switching over to flyovers ensures quick turnaround of corporation buses and increase in profit without having to made any capital investment. 2. Be party to it - This is a very powerful tool useful for questions of the type weakening and strengthening type. ETS expects you to become a judge and pass a judgment which is lot more difficult than being party to the issue. Example 18 of OG can be explained with this tool. The ordinance makes it mandatory for Raheja Constructions to incorporate automatic fire extinguishers in every apartment they built and the builder is crying hoarse that it makes the whole project economically unviable. He also argues why extinguishers are required when 90% of the fires are put off by household members. If you want to weaken this the be party strategy makes you think like head of the fire brigade department. You will simply argue look gentleman I do admit most of the fires are put off by household members but what about those remaining 10% where both husband and wife work and the fire started over there can gut the whole housing complex. 3. Pick up the least controversial statement - Americans do not like controversies as they are scared of litigation. So any statement where adverse remarks are made about woman, minorities, weaker sections cannot be the answer. This is true for C.R. as well as R.C. passages. 4. Look for an answer - You may wonder whether this is a strategy but yes this is indeed a strategy when it comes to C.R. Unlike Mathematics where only one answer would be factually correct in C.R. passages all statements could be factually correct but the bottom line is we are not looking for factually correct statement but an answer. 5. Look for mathematically true statement - You will always come across some C.R. passage where lots of numbers are involved. Look for a statement which is mathematically true come what may. Refer to 107 of OG the choice D is the only mathematically statement. One word of caution. These strategy are workable on 95% of the passages on OG or any earlier official GMAT papers. But they would miserably fail on passages picked up from any other source like Kaplan, Barrons, Princeton etc. The reason being this is a con job we are doing on ETS executives and not on any other bunch of thinkers. Since this is relevant on OG I believe this should be adequate and rewarding.
When I get a CR, RC, AWA question I do the following,

1. Read the question and try to understand it. Find out what they need (it may be a strengthen/weaken question, explain the paradox, etc question). 2. Read the passage carefully and twice if necessary. 3. Identify the conclusion, premises, and assumptions. Identifying the underlying assumptions may or may not directly help you answer the questions. But if you practice identifying the assumptions you will begin to understand the argument really well. 4. Go through the choices and you'll find that only one meets your requirement. Like I said the key is to try to identify the assumptions. This will not only help you answer your question, but will certainly help increase your reasoning power and help you understand arguments better (Helps on the "analysis of an argument essay" too). Worked for me. With a lot of practice you'll see that the assumptions start jumping out at you and most of the answers will be based on an assumption. Now even if the question is really unconventional, you'll be in a better position to answer the question as you would have understood the argument well.

As for RC please don't get tensed. I got four passages three short (upto 50 lines) 1 long (upto 90 lines). But the key to GMAT RC is to stay cool. You really have enough time to read the passage twice if necessary. Rather than reading a passage once trying real hard to concentrate, try reading it at your own pace at least twice. Chances are that if you miss something when you first read the passage you'll get it on the second try. When you start, read the first two sentences twice till you understand it, this will generally give you an idea about what the passage is all about. From there its easy. This is the strategy that worked best for me. Different people use different strategies for RCs. Try different strategies and stick to the one that works best for you. A word of caution- please don't "skim" throuhg the passages like you must have learnt in some speed reading classes. READ the whole thing. GMAT passages are really dense (lots of info is compressed into a few lines) and they are not really designed to test your reading speed. There's enough time to read most passages at least twice. When I started preparation, I used to try to focus so much on my first read that I'd get stuck at places I didn't understand and lose my concentration. It took me longer and was less effective than reading the whole thing (Like you'd read the newspaper) twice. For longer passages you may not be able to read it twice (esp. if you're short of time). But no matter how long the passage is, try reading more than necessary when you go back to the passage after reading a question. Don't hesitate to re-read, I'd say there would be time. If you've practiced a lot of SC and CR, those questions wouldn't take much time and you can use the additional time for RC. As for AWA, I did not prepare much. I had already taken the GRE and got 5.5 on the AWA section. I'd just practiced once before the actual exam. I used to take the practice tests without attempting the essay. On the actual test use the essay time to relax. Don't strain yourself because you can afford a few mistakes in your essay and it won't matter. My strategy was as follows. On your scratch paper jot down five points for each essay on your scratch paper. Type in the introductory paragraph (If you can, try to come up with a good opening). Then type in five paragraphs based on these points (if you can't get 5 try 4 or 3). One paragraph based on each point. Conclude. If you

have time include at least one example somewhere with any point. Leave about two minutes to proof read. Trust me there's no need to strain yourself on the essay.. You don't need to be an ace writer to score 5.5. Number your points, ie. First,.... Second,.... , ......, In sum. In order to trick the E-rater into awarding you more points use phrases like however, for example, for instance, nevertheless, as a result, etc.
n is the product of four prime numbers, there are exactly two of them the same. what is the max possible factors of n including and n?
non-finite -ing vs. to

Prof. Bailey offers some insights on this: [Quote] We explain the difference between "the job for them to finish up on time" and the "task of their finishing up on time" involves two considerations--role of job as the object of "to finish up" and the difference between the infinitive construct and the gerund construct. (Note that for is virtual in "She required 0 them to be finished on time.") That the infinitive is "marked" because of its volitional-purposive role, lacking in the case of a gerund, explains the different import of the two expressions. But it explains the difference between the default expressions "their being watched" and "for them to be going to get seen," as opposed to the settle notion of "for them to get watched" and of "for them to be going to be being seen." *The infinitive generally has a purposive import lacking to a gerund.*(emphasis mine) But contrast "their intention to be accepted as competent"; and "their intention of getting accepted as competent"; to be accepted is purposive, while getting accepted is not--it can even be factual, as in "Getting accepted there is what they achieved." [EndQ] CONTRAST CONJUNCTIONS----> ALTHOUGH, INSPITE OF, DESPITE, BUT : We have seen previously how to use the contrast conjunction But in order to express a contrasting situation. Example : I took the GMAT BUT I did not apply to a Graduate School of Business. The normal expectation is that if one takes the GMAT, then one applies to the Graduate School of Business. BUT tells us that the normal expectation was belied in the situation described Consider another example: Chinese Scientists had long known that the flow of blood was a continuous circle controlled by the heart, BUT the discovery was unnoticed in the west.

The contrast described is that the phenomenon was known in one part of the world BUT the other part of the world was completely oblivious of it. In some sentences, we will be required to express a positive or a negative contrast. ALTHOUGH is a conjunction used to express a positive outcome in the face of a negative quality. EVEN THOUGH is an extreme although. Although it was raining, we went to the movies. Even though it was snowing heavily and the roads were treacherous, we went to the movies.?Do you see the extreme situation presented in the sentence using even though? EXAMPLES: Notice that Although a negative , a positive aspect to the above sentences. Let us see how Although I did not prepare well for the test, I received a very high score in the 90 th percentile. Although Chimpanzees have only half the human intelligence, they are remarkably perceptive. DESPITE or INSPITE OF is used to express a negative outcome in the face of a positive quality. Despite or Inspite of is correctly used. EXAMPLE: Despite its enormous resources, the United States lags the third world countries in grade school education. Despite the fact that we started early, we arrived at the destination very late.? Despite their intelligence and advanced education, terrorists use their knowledge for evil purposes. Notice the Despite a positive, a negative aspect to the above examples. CAVEAT: GMAT answer choices do not normally use Despite correctly. Before you are tempted to pick an answer choice using Despite or Despite having forms, check to see whether these expressions are indeed used to express a negative outcome in the face of a positive quality. Re: consider/regard: If the Object complement is far away from object, use *consider to be* Sentence (1): 'Keegan's point was valid', the grammarians said, forcing ETS to throw out the question and bump up the test scores of nearly 500,000 students, of the 1.8 million who took the test that day. Forcing" in the sentence is a present participle, but it's not dangling. A dangling participle is one that does not refer to the grammatical subject, as in *Driving my new Ferrari down the road at 110 miles an hour, a bird hit my windshield This is absurd because it implies that the bird was driving the Ferrari.

"Forcing" is not an adverbial here either. It doesn't do what adverbs do: it doesn't modify a verb, an adjective, or an adverb. Neither does it modify a noun: to see how it would function as a noun modifier we would need a sentence like this: The man forcing himself to smile at me is my father-in-law In sentence (1) "forcing" is a present participle, pure and simple. It's doing the job of a verb without being marked for verb tense. For that reason we call the clause that it's in a "non-finite" clause. Present participial clauses are very interesting. They perform various functions in sentences. This particular sentence illustrates one of their uses--to express the consequences of an event. If we break down the sentence we can see its structure: The grammarians said "Keegan's point was valid." This forced ETS to throw out the question and bump up the test scores of nearly 500,000 students.... The present participle allows the writer to combine two sentences into one while conveying the cause-effect nature of the relationship between the two ideas. another example: (2) She said "Yes," making me the happiest man in the world It was the action of saying "yes," not the "yes" itself, that caused the speaker/writer to become the happiest man in the world. Like/ Unlike --> to compare things or people Such as --> to list a whole range of items, things etc.. Call for:

--The particle cant be fronted, as in a) relative clauses 1. X called for Y 2*. Y for which X called 3. Y that X called for b) clefts(focussings) 4*. It is for Y that X called 5. It is Y that X called for c) Wh-clefts 6*. For which issues did X call? 7. Which issues did X call for? d) some transformations, such as Object fronting, inversion

8*. For Y X called 9. Y X called for --The insertion of adjuncts(complements, objects) are not allowed 10*. X called yesterday for Y 11. X called for Y yesterday 12. Yesterday, X called for Y 13. X, yesterday, called for Y --The particle is not repeated in coordination 14*. X called for Y and for Z 15. X called for Y and Z A. He came across some beautiful picture B. She came across that room to see them. In A, 'came across' is phrasal verb, whereas in B, it is Verb + Preposiitonal phrase.

The earlier examples I posted with explanations are gleaned from other fora. Here is the response from Prof. C.-J Bailey: I wrote: (1) She said "Yes," making me the happiest man in the world What is the role of "making" in (1)? Some people say it is resumptive modifier, adverbial, absolute phrase, adjectival modifying the noun--She, non-finite clause whose subject is action--saying "Yes", adverbial participle or absolute participle. C.-J Bailey wrote: It's a "dangling participle" in traditional rhetoric terminology; it modifies "she"; it should precede thus, Making me, etc., she said "Yes." This is a bit clumsy. Best to say: "Her saying 'Yes' made me the happiest, etc." What is the role of "making" in (1)? >Some people say it is resumptive modifier, adverbial, >absolute phrase, adjectival modifying the noun--She, non-finite clause >whose subject is action--saying "Yes", adverbial participle or absolute >participle. Where did all of that amateurish junk (other than adjectival DURATIVE PARTICIPLE modifying the PROnoun) come from? She is certainly no "noun"! That's a rhetorical question; I don't wanna know the answer C.-J.

That I saw her at the mall made me happy The verb in that-clause is realis/factual. This kind of use does not trigger any problem. When one uses that-clause as objective purpose clause or adverbial purpose clause, just watch out for the modals. Our intentions/purposes are not facts. Of course, Semitic theologies and modern Philosophy and their alter ego, intentional psychology reverberate the 2000 years old theological problem: actions are instantions of beliefs or the 24 hour gym slogan: 80 percent Will + 2- 20 percent action = You lose weight:) In logic, consider the proposition: Q: I believe that it would rain tomorrow 'that it would rain tommorow' is not truth-functional, whereas Q is. After all, Science is also a set of beliefs about the world we live in. Our experience, for example, stick appearing bent when immersed in water, is not truth-functional, but the theories that explain such experience/phenomena are truth-functional. Our beliefs about the world would become false, but our way of seeing/experiencing is not truth-functional. Modal world: possible, necessary These modal verbs--can/could, may/might, will/would, shall/should-- are helpful to qualify the epistemic(cognitive) and deontic(Christian moral) necessity and possibilities. infinitival functions like a modal verb, say, can/may--potential, attempt, whereas verbid/gerund functions as factual/result. (1) It was necessary [for them] to process payments (2) It was necessary for processing payments In other words, this difference is akin to purpose[clause] vs. result [clause]

There

are two sentence patterns that are particularly praised as hallmarks of excellent prose the resumptive and summative modifier.

Appositives as Resumptive Modifiers

Appositives

are grammatical structures that rename and elaborate upon another part of a clause. Appositives can be used effectively by writers as 'resumptive modifiers.' A resumptive modifier repeats a key noun, verb, or adjective and then resumes the line of thought, elaborating on what went before. The effect is to let the reader pause for a moment, to consider the most significant part of the message, and then move on. It also helps resolve any problem the reader might have with ambiguous modifiers. Moreover, if you pick your spots carefully and not too frequently you can use resumptive modifiers to highlight important ideas:

A real danger in this digital revolution is the potential it holds for dividing society, a society that will divide into two camps, the technoelite and the techno-peasants, a society where a "wired" few will prosper at the expense of the masses.

Relative Clauses as Summative Modifiers

Relative clauses often function as modifiers within another clause, allowing a writer to pack more information
in a clearly understandable way into one sentence. Relative clauses are recognizable since they usually begin with a wh- word (like who, whom, whose, which or that in place of which). Careful writers often use relative clauses as summative modifiers. With a summative modifier, you end a segment of a sentence with a comma, sum up in a noun or noun phrase what you have just said, and then continue with a relative clause. Summative modifiers let you avoid the ambiguity of a vague which and let you extend the sentence without becoming monotonous: In the last twenty years, the world has moved from the industrial age to the information age, a sociological event that will change forever the way we work and think.

The information herein I provide is irrelevant to ETS or to general public. There are two kinds of explanations: a) Causal explanations: Natural Sciences provide this kind of explanations b) Intentional explanations(purpose/will): these explanations have its roots in Christian Theology, which, for instance, says that actions are instantiation of Will. The present Social sciences subsumed this secular theology. This is one of reason why Social sciences not progressing. Let us take an example: 1. Opium induces sleep, for(because, in that) it has sleep inducing properties. This kind of explanations, masquerading as causal explanation, redescibe the problem. Redescription of the problems is not an explanation per se. 2. Patriotism causes one to fight for one's country. The former labels the latter. This is not causal explanation either. Yet, we count them as some kind of explanation.

Eeach of them has a separate phone line. They each have a separate phone line. Each of the kids drinks 1 glass of milk a day. The kids each drink 1 glass of milk a day. Each of Sam, Pat, and Ned is an athlete. Sam, Pat and Ned each are athletes
It would be clear if we can draw a Venn diagram, but let me try.. The formula I use is : AUBUC = (A + B + C) - (A intersection B + B intersection C + C intersection A) + (A intersection B intersection C). This is an extension of AUB = A + B - (A intersection B). You are subtracting (A int B) because you are double counting in A + B. In the coffee mixtures problem, the question is straight forward and asks AUBUC (Draw a venn diagram with 3 intersection circles and you will understand).

AUBUC = (33 + 43 + 42) - (16 + 18 + 8) + 5 In the students playing basketball question : Given information: AUBUC = 150 A = 66 B = 45 C = 42 (A int B int C) = 3 and Students who play exactly two sports = 27 { This is not same as (A int B + B int C + C int A) } A int B = (students who play only A and B) + students who play all three. B int C = (students who play only B and C) + students who play all three. C int A = (students who play only C and A) + students who play all three. Adding all the above 3: A int B + B int C + C int A = (students who play only 2) + 3 (students who play all three) = 27 + 3(3) = 36 Now, AUBUC = A + B + C - (A int B + B int C + C int A) + (A int B int C) + students who play none (lets call this X) 150 = 66 + 45 + 42 - 36 + 3 + X --> X = 30 Hope I didn't confuse you. Maybe someone has an easier way of explaning... regret doing something regret to do something regret doing something - feel sorry to have done smth.: I don't regret leaving my last job at all. regret to do something - be sorry that one must do smth.: Dr. Wimpole regrets to say that he cannot answer readers' letters. remember doing something remember to do something remember doing something - keep in mind smth. that one has done: We remembered seeing many little country churches with ancient horse sheds still at the rear. remember to do something - bear in mind smth. that one has to do: They kept the Ford out in the street in front of the house. It worked all right if they remembered to get it filled with anti-freeze. stop doing something stop to do something stop doing something - cease or give up doing smth.: The teachers had

stopped attending to pupils who would certainly pass or certainly fail and were concentrating on the borderline cases. stop to do something - pause in order to do smth.: He stopped to watch a half-dozen of the boys playing blackjack

RCs .. u are asking the wrong person :(( i think my problem was not practising enuff RCs on the comp. RCs on the comp and RCs as printed material can be totally different ball games. totally ! SC and CR i had mainly done the kaplan sectional tests. if ur english fundaes are strong, for SC doing just kaplan and OG should be more than enough. but if there are inherent weaknesses, i presume u need to brush up the basics from elements of style or some other grammar book .. i think theres one on the files section in gmattutor ( ? ) for CR .. i think its important to grab either kaplan or princeton and read up the CR section and then move onto the OG questions. say out the sentences under ur breath, and see which one sounds the most apt, if that helps. but if this approach doesnt work for u , the only other way is to 1. look for pronouns 2. look for shorter answer choices 3. separate out the clauses, the subjects, the objects 4. check for misplaced/dangling modifiers 5. check for parallelism 6. question each verb in the sentence 7. check for typical gmat apples n oranges stuff 8. rattafy the important idioms from OG 9. avoid passive voice 10. before any of this, try to understand what the statement is trying to say, what its trying to convey , then get down to analyzing how this sentence could be misconstrued to mean something other than the intended meaning. this approach always helped me.

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