GRE Notes

Archive for June, 2010
Issue Writing Task: Part 2

Monday, June 28th, 2010
Last time, we looked at what the Issue Writing task is and what exactly it asks of us.
Your job is to present your perspective on an issue. You may agree with, disagree with,
or qualify the given statement, but you must defend your perspective with evidence and a
convincing argument. The range of topics is very broad, but the specific content of each
question does not really allow you to tailor one essay–say, on Abraham Lincoln and
Martin Luther King–to all possible essay prompts.
The essay prompts run the gamut of intellectual disciplines, including anthropology,
sociology, history, law and government, political science, philosophy, the fine arts, the
performing arts, literature, physical science, and economics. Fortunately, you’ll have
your choice of two prompts to choose from. You do not need to have a specialized
knowledge in any one of these disciplines, but if you do, it will undoubtedly facilitate
your writing and ideation. Fortunately, you’ll have your choice of two statements to
choose from. So, if there is one or two topics you want to avoid, chances are you’ll have
your chance to avoid them. ETS has been kind enough to actually show us all the
possible topics beforehand here:
http://www.ets.org/gre/general/prepare/sample_questions/analytical/issues/index.html.
Yes, there are hundreds, but it helps to look at a bunch of these, and feel free to practice
with them.
For many students, the first looming question about an essay assignment is length. Most
authorities suggest that the issue writing task be at least 400 words, which, in 45 minutes,
is rather brief. That being said, length is never really the main goal. A concise, well-
articulated essay of 400 words will be better than a wordy, redundant, and trite essay of
700 words. At the same time, a 700 word essay with many convincing examples and
articulate prose will be better than a vague 400 word essay without concrete examples. In
the end, length should not be on your mind: clear writing, convincing examples, and a
solid argument should be your focus.
Now, let’s look at the writing process. Beginning a timed essay will probably be the most
intimidating part, so make sure you develop a system for writing them. Here’s the first,
and in my opinion, most important, step for writing the essay:
1. Brainstorm: As soon as you decide which of the two choices you’d like to write
on, begin the brainstorming process. Jot down some reasons for and against the
issue. You may already have a personal opinion about the issue, but set that aside.
Let your ability to reason an argument do the choosing for you. Based on the
reasons you brainstorm, you may want to argue for the issue, against it, or qualify
it.
When brainstorming, it is important to stay on track. Always keep that quoted statement
in mind, and reread it to come up with new ideas. Before you jump into pro and con
arguments, briefly sum up the statement’s argument on paper. For example, let’s look at
an actual prompt from the GRE website: “”Over the past century, the most significant
contribution of technology has been to make people’s lives more comfortable.”
What’s the author trying to say? Simply put, the argument is that in the 20th century, the
most important accomplishment of technology has been to make people more
comfortable. Immediately, you should think of important technological accomplishments
that don’t fit into this narrow category. Advances in medicine, for example, allow people
to live longer. Yes, you may concede that certain drugs have been engineered to reduce
human suffering and thus make people more comfortable, but on a grand scale, medicine
has accomplished much more than comfort. Don’t forget, you’ll want to acknowledge
what statement’s argument. Technology has indeed made people comfortable: automated
machines have reduced the monotony of factory labor, computer engineering has allowed
for the construction of safer and more efficient vehicles, roads, etc, and the internet has
allowed us to more easily keep in touch with distant friends and families. Certainly these
facts fall into the author’s argument, but it’s your job to assess their “significance” in the
face of other technological achievements.
Brainstorming is all about parsing the author’s statement into manageable parts that
inspire ideas. The statement tells you what to include and exclude in your essay. Never
assume that you can just write an essay about ‘technology’ and avoid the statement’s
argument. Each statement is specific, and your response should be the same.
Read other articles in this series:
Issue Writing Task pt. 1
Posted in Essay, GRE, GRE Prep, Verbal, series | No Comments »

Wednesday, June 23rd, 2010
45 minutes of your entire exam will be devoted to the Issue Writing task, so even though
it may not be the most famous section of the test, do not take it lightly. Do not assume
that, because this is simply a timed essay, you do not have to study for it. Though
practicing writing may be an even bigger pain than practicing multiple choice questions,
you still have to do it to increase your chances of a high score.
Your job in Issue Writing is to present your perspective on an issue. The Issue will
consist of two elements: a statement of your task and a 1-2 sentence topic which is a
statement of opinion on an issue. Your statement of task will always be the same:
“present your perspective on the following issue; use relevant reasons and/or examples to
support your viewpoint.” The topic might look like this: “The objective of science is
largely opposed to that of art: while science seeks to discover truths, art seeks to obscure
them.”
Before you see your topic, the testing system will present you with more directions
specific to the task;
1. Writing on any topic other than the one presented is unacceptable.
2.The topic will appear as a brief statement on an issue of general interest.
3. You are free to accept, reject, or qualify the statement.
4.You should support your perspective with reasons and/or examples from such
sources as your experience, observation, reading, and academic studies.
5. You should take a few minutes to plan your response before you begin typing.
6. You should leave time to reread your response and make any revisions you think
are needed.
What’s the most important detail in these lengthy directions? You are free to “accept,
reject, or qualify the statement.” Don’t feel compelled to take a firm stance on the issue.
As long as have an intellectual argument that is on topic, you’ll be fine; just make sure
your evidence comes from “experience, observation, reading, and academic studies,” and
not something you totally made up.
The topics for the Issue come from an official pool of questions. Unfortuneately, there are
hundreds of possible topics. On the other hand, the topics share many common themes.
Here is a pretty comprehensive list of what you might expect:
1. Practicality and utility versus creativity and personal enrichment
2. The importance of cultural identity (customs, rituals, and ideals)
3 Keys to individual success and progress
4. Keys to societal progress, and how we define it
5. How we obtain or advance knowledge, and what constitutes knowledge or

advancement
of knowledge
6. The objectives and methods of formal education

7. The value of studying history
8. The impact of technology on society and on individuals
9. The sorts of people society considers heroes or great leaders
10.The function and value of art and science (for individuals and for society)
11. The proper role of government, business, and individuals in ensuring the wellbeing
of society
12. Conformity and tradition versus individuality and innovation
Though the Issue task seems dauntingly broad, there really are only about twelve
different topics to write about. Don’t be fooled by the abundance of quotes–you’ll soon
learn how to quickly break down a quote into one of the twelve basic topics above.
Next time, we’ll look at how to properly study for the issue writing task and how to
effectively write your essay. Until then, exercise your GRE skills with Grockit.
Posted in Essay, GRE, Issue Writing, series | 3 Comments »
Quantitative Comparison Strategies: Part 2

Friday, June 18th, 2010
This is the second installment of the quantitative comparison strategies; below, you’ll
find traditional and alternative strategies to solving quantitative comparisons.
Factoring:
Factoring is another popular way to simplify both expressions in order to make a
comparison easier. Factoring doesn’t just mean pulling an x out of an expression. You
can, and should, factor with constants (real, known numbers) in order to simplify. Let’s
check out a few examples:
Example 1. 9^99 – 9^98 OR 9 ^98
Hmm. There’s no way I’m calculating this one. Let’s try to factor out a 9^98. It helps to
remember your basic multiplication and exponent rules, e.g. (x^5)(x)= x^6
9^98 (9 – 1) OR 9^98
= 9^98 (8) OR 9^98
What’s bigger: a huge number times 8 or that huge number by itself? Clearly, A is bigger.
Example 2. 5x + 5y / x + y OR 5
Here’s a chance for some good ol’ fashioned factoring.
5( x +y ) / x +y OR 5
(X+Y) on top and bottom cancel, giving you: 5 OR 5
Easy choice. They’re equal.
Simplify by multiplying or dividing both sides by the same value:

Let’s look at the problem we did above for the factoring method. We can actually use
another method to figure out the answer. This just goes to show you that there is usually
more than one way to solve a math problem. Though there is usually one “fastest”
method, there are some rare cases when there are multiple quick methods to solving a
problem.
1. 9^99 – 9^98 OR 9 ^98
Why don’t we divide both sides by 9^98?
1. 9^99 – 9^98 / 9^98 OR 9 ^98 / 9^98
9^1 – 9^0 OR 9^0
9-1 OR 1 → 8 OR 1→A
Warning: Do not simplify by multiplication or division unless you know the quantity
you are using is positive.
Let’s look at an example where you would not want to use this method:
3x OR 4x
If we tried to simplify by dividing by x, we’d think that we arrived at this:
3 OR 4
We might choose B as a result, but we’d be wrong. When in doubt, use your common
sense. It’s easy to see that, when comparing 3x and 4x, the answer must be D because
when x= 0, the values are equal, or when we use a negative number, 3x is larger.
The Fallback Strategy: Use 1, 0, a fraction, and a negative number as testers.

When you are testing variable expressions, the most reliable method to test them is to be
thorough with the types of numbers you use. You must use a negative, a positive, a
fraction, and a zero; we suggest that you use simple numbers in order to save yourself
time and avoid any calculation errors.
Let’s check out some examples that show us why it’s necessary to be thorough.
Example 1: If x>0, y> 0, z= 0…
3z (2x +5y) OR 3x (2z+5y)
When a zero is on the outside, as in our A value, the whole value is zero. Since all the
other values are positive, we can be confident that our second value is larger.
Example 2: If x<0, y >0, z=0
3z (2x +5y) OR 3x (2z+5y)
We still have zero for our first value, but we’re not in the clear quite yet. When negative
numbers are involved, always test them. Testing our second value gives us 3(-1) (2*0 +
5*2). What we have is a negative multiplied by a positive, so we know the answer is
negative. Our first value is larger.
Example 3: If 3x= 4y
x OR y
We know that if x and y are positive, then x is greater than y, e.g. if x is 4 then y is 3. But
what if they are negative? If x is -4, then y is -3. So in that case, y is greater. And, what if
x is zero? Well in that case, y is zero also, so both values are equal.
It turns out that the answer must be D.

Example 4: If x > 0 and x does NOT equal 1…
x² OR x
So x must be positive and cannot be one. So in that case, it must be A right? Common
Not so fast. Remember, our special numbers to test are negatives, positives, zeroes, and
of course, fractions. Fractions have some very special properties. If we multiply a fraction
by itself, it happens to become smaller, not bigger (.5 * .5 = .25).
So in that case, our answer is D.
There you have it. When you practice on Grockit, try using different strategies to figure
out which work best for you; remember, speed and accuracy are crucial!
See other articles in this series:

Quantitative Comparison Strategies Pt 1
Posted in GRE, Quantitative, Quantitative Comparison, series | No Comments »
Quantitative Comparison Strategies: Part 1

Quantitative Comparison problems are not like standard math problems you’ll find on the
SAT or a common standardized test. Your job is not to find the correct answer amongst a
group of answers (i.e. multiple choice) or to find the correct answer and write it in. You
merely have to find out if one of the two expressions is larger, smaller, or equal to the
other, or if such information is impossible to calculate. This may sound like a pain, but
notice that you can get away with much less.
The art of quantitative comparison problems is getting away with the bare minimum to
save time. Many quantitative comparisons are designed to look time consuming, which is
a good indicator that there is a much faster way to solve the problem. Let’s look at some
strategies that pinpoint those faster ways to solve quant comps: when to calculate, when
not to calculate, and how to quickly compare variable expressions.
Avoid Unnecessary Calculation
If, in your practice, you notice yourself doing endless calculations, you are doing
unnecessary work. The GRE will not make you do endless calculations on paper, even if
such a strategy appears to be the most obvious way to reach an answer.
Before we examine certain question types, let’s look at a couple simple examples to show
how immediate calculation can be an inefficient strategy:
1. 3569 OR 3(10) + 5 (10²) + 6 (10¹) + 9 (10^0)
If I saw this problem without thinking, I might multiply out the second column (3 times
10³ is 3000, etc). Such an approach is self-defeating. There is a simple trick here. Notice
that 3569 is the same thing as saying 3000 + 500 + 60 + 9, which is what the expression
on the right is really saying. Calculation is not necessary, and I know that both
expressions are equal.
2. 31 x 32 x 33 x 34 x 35 OR 32 x 33 x 34 x 35 x 36
Again, if you don’t quickly examine the two expressions intelligently, you might jump
into calculation, which would take you quite a while (not to mention leave you vulnerable
to errors). Since we are just comparing the two expressions, we can cross out the numbers
that appear in both expressions, that is, 32, 33, 34, and 35. Thus, we are left with a simple
comparison: 31 OR 36; now it’s quite clear that B is greater.
Simplify
When presented with two baffling expressions, always think of ways to simplify before
you calculate. Let’s check out this example:
1. 2,000,000 / 200, 000 OR 1,000 / 100
When you see many zeros in fractions like this, your first instinct should be to cross out
matching zeros. If I have 2,000,000 in the numerator and 200,000 in the denominator, I
should just eliminate five zeros from the top and 5 zeros from the bottom; now, my
expression is simply 20/2 = 10. Same idea for column b: 1,000/100 = 10/1 = 10.
Simplify by Adding/Subtracting Same Value
1. 4x +5 OR 3x +6
I could approach this problem a few ways. First, I could use the tried and true plug-in
method, where I would test a few simple numbers (preferably something like -2, 0, 2, and
.5–you want to use a positive, a negative, 0, and a fraction). Don’t forget, though, that
you can manipulate both expressions to make the comparison simpler. As long as I add or
subtract the same number or variable from these expressions, I’ll have the same
relationship between the two expressions. Remember, when choosing numbers to add or
subtract, our goal is to make the relationship simpler, so:
Subtracting 5 from both sides gives us:
4x OR 3x+1
Subtracting 3x from both sides gives us:
x OR 1
Now, look how simple it is? The comparison is any number (x) OR 1, which is clearly
indeterminate. Our answer is D.
Stay tuned for some more strategies for quantitative comparisons that will save you time
and increase accuracy. In the meantime, try some of these strategies in Grockit!
Posted in GRE, Quantitative, Quantitative Comparison, series, strategy | 2 Comments »
GRE Strategy – Estimation

Wednesday, June 9th, 2010
To save time on the GRE, you should get comfortable with estimating. Even if
estimating doesn’t give you the 100% accurate answer, it generally narrows it down to
one obvious choice (if you’re good at estimating and round up and down appropriately).
Some questions even tell you to approximate, so there really is no point calculating the
precise answer there.
Numerical Estimations
Practice estimating with percentages. This will save you a lot of time, particular on the
questions with charts and graphs. I tend to like figuring out 1%, 5% or 10% represents
and working from there depending on the question. For example, let’s take a look at the
following chart.
The question asks: approximately what average amount per month did the Canadian
government spend on nuclear, hydro and wind power combined?
I would look at the Canada row, and the nuclear, hydro and wind column (keeping my
finger on it so I don’t read the wrong thing) and add up those percentages. Wind (2%) +
Hydro (2%) + Nuclear (3%) = 7%. So I’m looking for what value 7% of $10.6 million
represents. In this case, I would figure out what 1% represents – approximately $0.1
million, and then multiply that by 7 to get $0.7 million.
Given the following five answer choices
1. $127.2 billion
2. $10.6 billion
3. $8.9 billion
4. $7.0 billion
5. $.74 billion
I would then pick E easily based on my estimate.
Estimation also comes in handy for quantitative comparisons because you don’t need the
precise answer; you just need to know if they are equal or if one is bigger.
In the example above, the price/lb of coffee A is approximately $10/5 pounds = $2/lb.
The price/lb of coffee B is approximately $8/7 pounds = $1.1 / lb. So A is bigger.
The same goes with this question. The length of one edge of the cube is 6. Which is also
square root of 36. Clearly square root of 37 will be a teensy bit bigger, so you can choose
B without even calculating what root 37 might be.
Visual Estimations
Visual estimations usually work for things like graphs or simple diagrams like the
problem below. Clearly AE is the longer line since it spans four rectangles instead of
three.
The important lesson in visual estimations is not to do it for triangles. You should
always assume that triangles are never drawn to scale and when looking at diagrams of
triangles, you should only apply rules of triangles e.g. sum of interior angles is 180,
isosceles triangles have two equal angles and two equal sides etc.
For example, in the question below, you need to add up the angles to get 10a, and equate
10a to 180 degrees to figure out that a=18 degrees. Do not estimate based on what you
see!
This question is a little trickier. You might be tempted to think that QRT or QRS is an
isosceles triangle. They may be, but they may not be. You don’t know, so only apply
mathematical rules.
As it turns out, you need to use the sum of angles = 180 rule. Since the lines bisect
angles Q, T and S: 27 + 27 + y + y + x + x = 180. This means that 2 y + 2 x = 126 thus y
+ x = 63. This makes column A and B equal. But you wouldn’t know this just by
looking at it.
For more practice estimating, join a Grockit game today!
Posted in GRE, GRE Prep, Quantitative, strategy | No Comments »
Argument Writing Task: Part 3

In our last installment, we learned a little about the first three types of logical flaws you
might find in the argument task. Again, you are not expected to cite these flaws by name
or cite the names of their fancy Latin correlatives (e.g. post hoc ergo propter hoc).
Studying these flaws will simply help you identify them on test day, and you can be
confident that you’ll find more than one of them in any given argument. Here, again, is
the list:
• Assuming that characteristics of a group apply to each member of that group

• Assuming that a certain condition is necessary for a certain outcome
• Drawing a weak analogy between two things
• Confusing a cause-effect relationship with a correlation (famously known as post
hoc ergo propter hoc, i.e. correlation does not imply causation)
• Relying on inappropriate or potentially unrepresentative statistics
• Relying on biased or tainted data (methods for collecting data must be unbiased
and the poll responses must be credible)
4. Correlation Does Not Imply Causation: This fallacy, more lovingly known as the
post hoc fallacy, may be one of the most common you’ll encounter when examining the
pool of arguments, so it’s essential that you master it. There are two basic ways a
fallacious cause-and-effect claim can be made. First, the speaker may claim that a
correlation suggests causation; just because two phenomena often occur together, it
doesn’t mean that one event causes the other. Second, the speaker may claim that a
temporal relationship suggests causation; by the same logic, just because one event
happens after another, it doesn’t mean that event caused the other to occur.
A speaker may often use correlation to simply causation when a lurking variable is
present. Take this argument for example: As ice cream sales increase, the rate of
drowning deaths increases, so ice cream causes drowning. This one may take some head-
scratching to realize that ice cream is more popular in the summer months, when water
activities are also more popular.
5. Inappropriate Statistics: You will often find that these arguments cite statistical
evidence to bolster their claims. As you may find out, simply citing evidence does not
prove a claim since the statistics may be faulty, unrepresentative, or inapplicable. The
speaker may often cite a statistic that polled a sample group in order to draw a conclusion
about a larger group represented by the sample. This is where problems can arise. For a
sample to adequately represent a larger population, it must be of significant size and
characteristically representative of the population. For example, a speaker may try to
make a broad claim about graduate school’s impracticality by citing statistics from one
particular university, e.g. 80 percent of University X undergrads were employed within
one year of graduating, while only 50 percent of the graduate students of the same
university were employed after one year. The statistics of one university simply cannot
account for a sweeping claim about graduate education. To really identify the source of
the employment disparity, we’d have to compare the admission standards for undergrads
and grad students, examine the economy of the surrounding area, compare the types of
jobs sought by undergrads and grads, and show the distribution of majors among grads
and undergrads.
6. Biased or Tainted Data: Tainted data is the second problem that could arise with data
samples. For data to be considered legitimate it has to be collected in an unbiased, fair,
and scientific manner, otherwise the quality of the data is compromised. For example, if
there is reason to believe that survey responses are dishonest, the results may be
unreliable. Further, the results may be unreliable if the method for collecting the data is
biased, e.g. if the survey is designed, consciously or unconsciously, to yield certain
responses. To spot tainted data, make sure that if a survey should be conducted
anonymously–like in the workplace–then it is indicated. Also, watch out for surveys that
try to manipulate responses by providing narrow options. For example, a survey asking
the question “What is your favorite ice cream flavor?” should have more options than
simply “coconut” and “mint;” from those findings, we might fallaciously conclude that
78% of people identify “mint” as their favorite ice cream flavor.
Next time, we’ll look at an actual Argument Writing Task prompt and see how we can
apply these logical flaws. In the meantime, check out the pool of prompts at ets.org and
practice identifying these flaws.
Argument Writing Task: Pt 1
Posted in GRE, Verbal, series | No Comments »
What’s the big idea?

Thursday, June 3rd, 2010
GRE reading comprehension passages are not simply lifted out of a book. They are
carefully edited by experienced test writers to make sure that they are packed full of
information, context clues, shifts in tone and argument (where necessary). In other
words, you won’t be able to skim through the passage to answer all the questions. But
ETS is nice enough that the initial questions are very general or word specific, before
getting asking more in depth questions about the arguments.
To answer the initial general questions, try to skim through and summarize each
paragraph. Don’t try to remember every single detail. Just focus on the first and last
sentence of each paragraph and skim through the examples in between. Be careful of
answers to look too much like the first or last sentences though! Often times, they are
thrown in there to lead you away from a more accurate answer.
Keep an eye out for keywords such as “in contrast”, “for example”, “however” which
signal shifts in the argument. You don’t even have to come up with a detailed summary.
It could be as simple as the author is against stem cell research for this and this reason,
but also considers the benefits.
You can also assume that politically incorrect answers are wrong and you can eliminate
them. Standardized test passages almost never criticize women, minorities, great leaders
etc. Even if it is politically correct, common sense will also tell you that the passage will
never argue that studying Shakespeare in school is without value, or that the selling or
organs should be endorsed. The passage will never support extreme, controversial views.
Always remember that the main idea is not generally a straightforward one-sided matter.
Definitely skim through to the end of the passage to get a good idea what side the author
is taking and the points that he or she considers before coming to a conclusion.
Posted in GRE, Reading Comprehension, Verbal | No Comments »

Tuesday, June 1st, 2010
In the last installment, we were introduced to the Argument Writing task and found out
how it differs from the Issue Task. Then, we briefly looked at the kinds of flaws and
fallacies you should expect to find in the given argument. Although there hundreds of
possible arguments the ETS may choose, all of them will exhibit at least some of these
flaws, so learning them is essential. Here again are those logical flaws:
• Assuming that characteristics of a group apply to each member of that group

• Assuming that a certain condition is necessary for a certain outcome
• Drawing a weak analogy between two things
• Confusing a cause-effect relationship with a correlation (famously known as post
hoc ergo propter hoc, i.e. correlation does not imply causation)
• Relying on inappropriate or potentially unrepresentative statistics
• Relying on biased or tainted data (methods for collecting data must be unbiased
and the poll responses must be credible)
Most of the arguments contain three or four of these flaws, making your body paragraph
organization pretty simple. Becoming familiar with these flaws and how to spot them is
the first step to writing a quality Argument Task. Let’s look at these flaws in a little more
depth:
1. The Member vs. Group Fallacy: It is pretty unrealistic to describe a group and then
expect that every single member fulfills that characteristic. You can remember this
fallacy by thinking about stereotypes. We generally think of stereotypes as harmful
because they unfairly limit a certain group to one definable characteristic that is often
founded on little to no evidence. In order to avoid the member-group fallacy, the
argument should clearly state that a member is a representative of the group as a whole;
most of the time, however, it won’t.
2. The Necessary Condition Assumption: The speaker of an argument may assume that
a certain course of action is necessary or sufficient to achieve a result. The “necessary”
line of reasoning is particularly weak if the speaker does not provide evidence that no
other means of achieving the same result is possible. For example, a superintendent of a
school argues that adopting a certain marketed reading program is necessary–i.e. the only
means–to increase reading skills of students.
The “sufficient” line of reasoning is weak if the speaker fails to provide evidence that the
proposed course of action would be sufficient to bring about the desired result by itself.
In the above example, the superintendent may not have shown that the reading program
by itself is enough to raise reading levels. There are other factors involved in this
proposed outcome: preparedness of teachers and attentiveness of students.
3. Weak Analogies: The speaker may come to a conclusion about one thing on the basis
of another thing. For example, if the manager of a business, say a trading card shop, may
find that a big competitor in a different city has increased sales by moving from a
downtown location to a suburban one. The argument may seem sound, but we can’t
completely analogize these different trading-card shops. First of all, the demographics in
their respective cities may respond to different incentives. Maybe that particular city’s
downtown district was already on the rise, and the relocation merely reaped the benefits?
Without this thorough background info, we can’t make this analogy.
Next time, we’ll look at the next three flaws and discuss how to begin forming our
Argument Task essay. To practice, think about these flaws in depth and try to find them
in everyday reasoning. Watch out for them in your conversations, in television shows, on
commercials, etc. If you can spot them in everyday situations, it will be easy on the test.

Archive for July, 2010
Working Backward: Antonyms
Thursday, July 29th, 2010
Paradoxically, antonyms can be both the easiest and the hardest question type–it all
depends on whether or not you know the words in the question. When you know every
single word, you can locate the answer in a fraction of a second. When you know the
stem word but only some of the words in the answer choices, you can still quickly narrow
the answer down to a couple options. If you don’t know the stem word, though, you will
likely panic and blindly guess. Provided you have enough time, never surrender like this
on an antonym question. Working backward is an effective technique that allows us to
use what we know to get closer to our answer. With a little knowledge, logic, and
technique, you can eliminate answer choices and significantly increase your chances of a
correct answer.
1. The Positive/Negative Approach
Let’s look at an example from an actual GRE test:
TURPITUDE
1. Saintly behavior
2. Clever conversation
3. Lively imagination
4. Agitation
5. Lucidity
Let’s pretend we aren’t sure what “turpitude” means, but we know it’s a negative word.
Beware of words that simply “sound” negative or positive to you. Make sure that you
have at least heard the word or read the word, and you know that it has a negative or
positive charge. For every word like “resplendent” that appropriately sounds positive (the
“splend” makes us think of “splendid), there are words that make us think of something
totally incongruous, like “strident,” which makes me think of chewing gum.
So, if we know that turpitude is negative, we simply get rid of the negative antonym
choices; unfortunately, only D is negative, so we’ve only gotten rid of one. Let’s move on
to other strategies to eliminate some choices.
1. Define Antonyms of the Answer Choices (aka Working Backward)
TURPITUDE
1. Saintly behavior
2. Clever conversation
3. Lively imagination
4. D. Agitation
5. Lucidity
Using the negative/positive strategy, we were able to eliminate D, but we have more
work to do. Let’s create antonyms for each of our choices, and see how they match our
mysterious stem word:
1. Saintly behavior à morally depraved behavior

2. Clever conservation à banal, unintelligent conversation
1. Lively imaginationàLack of imagination

2. Lucidityà obscurity, lack of clarity
Now, we ask ourselves these four questions:
Does turpitude likely mean morally depraved behavior?
Does turpitude likely mean unintelligent conversation?
Does turpitude likely mean a lack of imagination?
Does turpitude likely mean a lack of clarity?
At this point, we should use a little critical thinking and reasonable speculation. First, I’d
think of the word “turpitude” and recognize that it ends in “-tude” like the other familiar
words “gratitude,” “solitude,” and “fortitude.” In these examples and in general, the
suffix “-tude” means a state, quality, or condition of something. Thus it would make
much more sense that “turpitude,” a state or quality of something, would not be
“unintelligent conversation.” Unintelligent conversation is not really the state or quality
of something; it is a particular action. “Lack of imagination,” though not as concrete as
“unintelligent conversation,” makes me skeptical because it lacks the kind of negative
charge I would expect from a word like “turpitude.”
Though these eliminations were based on speculation, there was some reasoning behind
my choice. I am now down to A or E. Each antonym I created is sufficiently abstract (as
opposed to concrete) and can be a state or condition. Because “depraved behavior” is
certainly more negative than “lack of clarity,” I’ll go with A, which happens to be the
right answer.
In the test writer’s mind, I can guess that E was a trap answer, since the words
“turpitude,” “turgid,” and “turbid” are often mixed up; “turbid” means cloudy, and hence,
unclear, while “turpitude” means corrupt or depraved.
A little thinking does go a long way. Granted, knowing the stem word’s definition would
have gotten us the correct answer much faster, and there is no guarantee that such
speculation will lead you to the correct answer, but we were still successful with some
effort. During practice, if you happen to stumble upon an antonym question like this,
don’t give up–use your brain!
Tags: antonyms, vacabulary

Posted in GRE, Verbal, strategy | No Comments »
Simple Quantitative Strategies, Part 2

Monday, July 26th, 2010
This is the second installment in the simple quantitative strategies series. These strategies
are here to remind you that there is just a bit more to studying than simply cramming
math material. Yes, learning the processes is more than half the battle, but outsmarting
the test-writers is very important too. Use the test format to your advantage, don’t
overwork, and anticipate the clever gambits so often deployed by the ETS. Beating the
GRE quantitative requires a balanced combination of math skills and test-taking skills–
these strategies will help improve the latter.
1. BallparkingTo ‘ballpark’ is to roughly approximate. In terms of GRE

quantitative strategy, ballparking essentially means thinking about mathematical
figures in a vague, imprecise, but nonetheless common sense manner. When we
are overwhelmed by figures and calculations, it’s easy to make mistakes. Moving
a decimal one unit could transform a correct answer into a wrong answer, no
matter how many correct steps you painstakingly went through. This is where
ballparking plays a significant role.Let’s look at a crude example:What’s 32.33 %
of 50?A. 5.125
B.16.165
C. 35.685
D.50.350
E. 70.195
Any relaxed, common sense thinker will probably be able to answer this question
without doing a calculation. But, when you’re in the middle of a timed test, things
change. Anxiety sets in, and you go into human calculator mode. You see a
question like this and immediately start calculating the product.
Step back, though, and look at the simplicity of the question. 32.33 percent is
awfully close to one third. A third of 50 is a little more than 15 (15*3= 45). The
only thing close to that is B; it can be no other answer.
1. Avoid TrapsNearly every multiple choice math problem has trap answers, or
attractors. These types of answers catch your eye for one reason or another, often
making the problem appear a little bit easier than it actually is. You may notice
the anticipated answer in the choices and think that you won’t have to finish the
problem, but remember that such a choice is probably a trap.Looks look at an
example of what this might look like:1. The price of a T-shirt was reduced by
20%. Then, during a special sale, the price was reduced another 20%. What was
the total percentage discount from the original price?a. 25%
b. 36%
c. 40%
d. 42%
e. 50%
You may read this question and think that a 20 percent discount plus another 20%
discount equals a 40% discount. Seeing 40% as an answer choice, you may be
inclined to choose it and move on. Unfortunately, you’ve just missed a pretty easy
question. Did you really think that the test would give you a question that required
such minimal effort as adding 10 and 10? It’s nice to dream, isn’t it? But, let’s get
real. Just perform the calculations as necessary.
First, why not imagine the shirt is 100 bucks to start.
Take 20% off of 100, and you get 80.
Take 20% off of 80 (80 / 5 = 16) and you get 64.
We went from a 100 dollar shirt to a 64 dollar shirt. That’s a difference of 100-
64=36.
Thus, the total discount is $36, B.
These two strategies may appear simple, but they can mean big points in a pressured
testing environment. So, when you practice, think about these techniques! They will keep
you from making careless mistakes on easy to intermediate problems, which can end up
making a huge difference on a computer adaptive test.
Posted in GRE, Quantitative, series | No Comments »
Averages
Tuesday, July 20th, 2010
Averages, or arithmetic means, are likely to show up on the GRE Quantitative section.
Most of us know how to find the average, but the test will probably present average
questions in a more complicated way.
Rather than present you with all the numbers in a set and ask you to find the average of
those numbers, the GRE average problems will present you with various combinations of
known and unknown information.
Before we begin, let’s go over some basic rules for finding averages. There are 3
numbers you want to know; they are related by the formula A= T / n, where A is average,
T is the total sum of values, and n is the number of figures in a set.
1. The number of figures in a set (n). If I want to find the average of seven different test
scores, then n=7.
2. The sum total of all the figures in a set (T). If the aforementioned scores are 80, 60,
70, 80, 95, and 90, 75, then T= 550.
3. The average of the figures in a set: (A)= T / N. In our example, A = 550 / 7 = 78.57.
The most important rule to remember is that Average = Sum Total / Number of Figures
Here are some possibilities for average questions and the strategies to solve them:
1.Finding the total: IF you know the average and the number of figures/items (n) in a
set, then simply multiply the average and the number of figures to find the sum total (T).
Example 1: John caught 14 fish after a long day of fishing. After weighing all of them
together, he calculated the average weight of the fish to be 4.7 lbs. What is the total
weight, in pounds, of all the fish?
Answer: Simply multiply 14 and 4.7.

14*4.7= 65.8
Example 2: Throughout the year, Janet took 8 math tests; her average score was 83. If
her average score after the first three five tests was 89, what was the average of her last
three tests?
Here, we have to find two totals before we can calculate the average of the final three
tests.
8*83= 664, the total number of percentage points on all the tests
5*89= 445, the total number of percentage points on the first five tests.
With this information, we know that the total number of percentage points on the last
three tests must be the total of all the tests minus the total of the first five tests:
664-445 = 219
Now, we have the info we need to find the average in question.
219 (total) / 3 (number of figures) = 73

Example 3: If the average of 34, 44, 28, and x is 35, what is the value of x?
Remember that Average = Total / Number of figures.
All you have to do is set up an equation with the information you know. Don’t forget that
‘x’ counts as a number in the list, so our total number of figures is 4.
35= ( 34+44+28+x) / 4
35= 106 + x / 4
4 (35) = 106 + x
x = 4(35) – 106
x = 34
2. Average Speed = total distance / total time

The formula for average speed is quite simple and intuitive, but many overlook the
formula when approaching average speed problems. Remember, we need both the total
distance and the total time to calculate average speed.
Example 4: In traveling from city A to city B, John drove for 1 hour at 50 mph and for 3
hours at 60 mph. What was his average speed for the whole trip?
First, let’s figure out the total distance. 1 hour at 50 mph would be 50 miles, and 3 hours
at 60 mph would be 180 miles. Our total distance is 180 + 50 = 230 miles. The total time
is 3+1 = 4 hours.
Average Speed = total distance / total time = 230 / 4 = 57.5
Note: the average speed is not merely the average of 50 and 60–that is a mistake that
many students make. If John traveled a greater distance at 60 mph, it wouldn’t make
sense for the average speed to lie right in the middle of 50 and 60. Rather, the average
speed should be closer to 60.
Always remember: when in doubt, go back to the formula A=T / n. Even the most
complicated average problems stem from the formula.
Tags: Averages
Posted in GRE, Quantitative | No Comments »
Nailing that Grad School Interview

Thursday, July 15th, 2010
So you’ve applied to several schools and you get a letter inviting you to an in-person
interview. While some programs, particularly the science programs, will pay for your
airfare and arrange lodging with a current grad student, most schools probably won’t do
this. Regardless, you should try to attend because it indicates your interest in the
program.
Before you leave, spend a few days researching the department and the faculty. Find out
what their research interests are because you will be working under one of them. If you
can weave their area of interest into your conversation, not only might the professors take
up more of the interview time discussing their work but it also shows that you are serious
about the school.
If you have some research experience yourself, be prepared to explain and defend your
work. It really helps too if you can demonstrate how your research experience ties in with
their program. Making a list of your academic and research interests and your graduate
school goals and matching that list up with the program is often a good way of organizing
your thoughts to the big question – “so why are you interested in our program?”
If your school has planned an entire weekend of activities for you, please be aware that
every moment could possibly be part of the “interview”. You may not be taking to a
professor, but even a friendly grad student who is buying you a drink at the bar may have
something to contribute to the decision process. So be sure to watch how you act and
what you say. (Don’t drink too much!) If you know ahead of time that there is going to be
a formal dinner, brush up on your table etiquette too – know your bread knife from your
regular knife, don’t take your neighbor’s water glass etc.
If you are asked to discuss an issue with some of your fellow applicants or grad students,
remember not to monopolize the discussion even if you might have a lot to say. Let other
people speak their turn, and if you must disagree with them, always acknowledge the
person (preferably by name) and their opinion, before discussing yours. Always be
conscious of your manner, particularly during the main interview. Some people have a
tendency of raising their eyebrows or rolling their eyes that they may not even be aware
of it. Others might have verbal tics, such as saying “like” or “um” frequently. Practicing
taking a pause every time you catch yourself about to say that and it might help you say it
less. You should also try to speak more slowly that you think is normal, because there is a
tendency for people to rush what they are saying when they are nervous.
Finally, the interview is also your chance to interview them. Try not to ask questions that
indicate that you haven’t done your research. Instead, ask about teaching opportunities
during the program, frequency of publication, if there is a rotation program between
professors and how that works, practical work opportunities, mentoring programs and job
prospects.
Posted in Grad School | No Comments »
Reading on a GRE CAT, without it being a CATastrophe

Monday, July 12th, 2010
The GRE is a CAT, or a Computer-Adaptive Test. But on some sections, the computer is
less an assistance than a hindrance. The older you are, the more likely it is that you spent
your childhood, teen years, and even adulthood learning how to read in a paper-based
world. Standardized testing, especially reading comprehension, is very different on a
paper-based test than it is on a CAT. Years of paper-based reading trains the test-taker to
take notes on the passage itself, underlining significant sections of the passage and
putting notes in the margins near the relevant text. On a CAT, you don’t have that
luxury. But learning to read actively even without the benefit of marking up the text is
key to improving your reading comp score. Here are a few ways to do that.
Outline the passage paragraph by paragraph as you read
You will have scratch paper, and you should take advantage of it. Jotting even just a few
words to summarize each paragraph can help you get a handle on the passage and
sharpen your focus. An example might look like this:
Para. 1—intro, historical background
Para. 2—traditional interpretation
Para. 3—problems with trad. interp., and new interp.
Para. 4—conclusion
Taking notes like this as you read forces you to synthesize the text and read more
efficiently. Get into the habit now; use a notebook to annotate practice passages, even if
you’re practicing on paper.
Keep track of proper nouns, dates, and other key words and phrases
Often, a question will refer back to a specific detail without giving you a line reference,
and hunting for that detail in the passage can cost you precious time. Expedite the
process by keeping track of the kinds of details that are common subjects of questions.
Examples of this would be references to individuals or groups of people, places, theories,
ect.; dates or time periods, particularly if chronology is important to the passage’s
meaning; and key ideas that are addressed in detail only in one part of the passage. Since
you can’t indicate those things by underlining them or putting a star or other mark in the
margin nearby, instead write a couple of words with a line reference to tell you where to
find what you’re looking for.
Go to CAMP
CAMP—or Central Point, Approach, Map, and Perspective—issues are commonly

addressed in questions. Central Point is the main idea of the passage; often this will be
summarized in one sentence, and you can indicate that sentence in your notes with a line
reference. Approach is how the author is writing the passage: is it a recommendation, a
historical account, a rebuttal of a different idea, or something else entirely? There are
lots of possibilities here, but remember that each detail in the passage will in some way
serve the author’s primary motivation in writing the passage; nailing the author’s
approach can help you answer questions that ask you about the purpose of a specific
statement or the passage as a whole. Map is that paragraph outline that we talked about
in number 1 above. And Perspective is a one-word summary of the author’s tone: is it
positive, negative, neutral, or something else? Boil the tone down to a single word, and
you’ll be prepared if it is the subject of a question, which it often is. By taking a few
quick notes on the CAMP issues before you tackle the question, you’ll be able to focus
on finding correct answers that align with your CAMP notes, instead of being tempted by
distracting wrong answers. A sample CAMP note set might look like this:
C: lines 4—7
A: Rebuttal of traditional theory
M:
Para.1—intro, historical background
Para. 2—traditional interpretation
Para. 3—problems with trad. interp., and new interp.
Para. 4—conclusion
P: Critical
Reading on a CAT can require some adaptation of your usual approach, but with practice,
it’s absolutely a surmountable challenge. Start early, be consistent with taking CAMP
notes on scratch paper during your practice, and remember that active reading is the key
to success on the GRE!
Posted in GRE, GRE Prep, strategy | No Comments »
Simple Quantitative Strategies, Part 1

Tuesday, July 6th, 2010
Before you review all that algebra and geometry you’ve forgotten over the years, and
before you practice with an endless sequence of practice problems, you should learn a
few simple tips that well help you immensely on test day. Learn these early, and reinforce
them during practice.
1. Be careful early on. When you take a computer adaptive test, you have to take
certain things into consideration. One commonly overlooked fact is that the
questions at the beginning of each section are weighed more heavily. I’ll say that
again: the questions you answer at the beginning have a bigger impact on your
score. What does this mean for the average test taker? Well, if you’re like most
people, you may not be super confident in your math abilities, so you tend to
move quickly at the beginning of a math section. You may move especially
quickly through easy questions. This can be very dangerous. Moving too quickly,
even on the easiest of questions, can spell disaster. Careless mistakes at the
beginning of the section will drastically hurt your score; painstakingly working
through a very difficult question at the end of the section will only slightly
increase your score.Take your time. It’s worth it.
2. Know what the question is asking for.
I can’t tell you how many times I’ve seen a question that requires you to solve for some
unknown variable x, and then it asks you “What’s the value of x/2?” or “What’s the value
of 4x” or “What’s the value of sqrt(x)?”
The GRE test writers know that multiplying your final answer by 2 does not prove your
mathematical prowess. Rather, it tests your test taking ability.
Often, what happens is that students read a question, figure out what they must do to
arrive at the answer (say, solving for variable x), and then stop once they’ve figured out
said variable. Why go any further? I’ve just done the algebra. I’ve unlocked the problem;
I’ve got the answer. It’s that feeling of knowing the familiar process of solving for x that
is dangerous; once you arrive at x, you feel finished. And, I guarantee that the value of
‘x’ will be in the answer choice, further reassuring you that you’ve completed this
question correctly. But, unfortunately, the answer is not x, but 4x (or some variation,
arbitrary or not, invented by the test writers).
To avoid this, consciously think about following directions more so than you usually do.
Don’t assume you know the drill, even if you really do know the drill. The test writers are
looking for these cheap ways to trick smart students into missing the answer.
1. Don’t overwork quantitative comparisons.
When it comes to math problems, students tend to work systematically. The way
most of us are taught math in high school is to do many versions of the same
problem over and over again. This causes us to associate math problems with
systematic, almost mindless computation. We often don’t think critically about
math problems; we don’t step back and assume a bird’s eye view.
This kind of thinking should be avoided on GRE Quantitative, especially on

quantitative comparisons. In a quantitative comparison problem, your job is to
figure out which value is bigger; you technically do not have to know the exact
value of each column to know which is bigger, and sometimes your efforts to do
so may cause you precious seconds.
Here’s an example of what I’m talking about:
Column A.
Column A: 1/15 + 1/9 + 1/5 OR Column B: 1/5 + 1/15 + 1/10
Now, if you are rushing through the test and mindlessly calculating, when you see
numbers that can be calculated, you’ll waste your time on a problem like this,
which can be answered in about half a second.
Take a second. Step back. Look at the problem. You’ll notice each column shares
the sum 1/5 + 1/15. That means those fractions are irrelevant. You’re really just
comparing 1/9 to 1/10, and you should know immediately that 1/9 is bigger (when
you have two fractions with the same numerator, the fraction with the smaller
denominator is bigger–1/2 > 1/3 > 1/4 > 1/5 …).
It always pays to stop and think about a problem before you begin calculating.
Please stay tuned for the next installment of simple quantitative strategies. Until then, use
these strategies during Grockit practice, and see if they help you eliminate careless
mistakes.

Friday, July 2nd, 2010
In our last post, we learned about the intricacies of GRE Issue pre-writing and the
introduction. Both are tremendously important to write a quality essay, but, let’s face it,
they are really just leading up to the body of your essay. The body of an essay contains
the evidence and reasons for an argument. Each paragraph should adopt one unified
reason in support of an overall argument. How many body paragraphs should there be?
You could probably get away with as few as two, but I’d say three body paragraphs is a
good minimum to shoot for. Any more paragraphs than that is just good insurance.
1. Starting the Body: If you have written a solid outline of your essay, then, by all
means, follow it. If you haven’t yet figured out the order of your ideas, but you have
grouped them into coherent sections, then begin with what you feel is easiest to write (a
paragraph that is easy to write is often convincing and logical). Remember, if you realize
that a different order of body paragraphs would make more sense, then you can arrange
them later. Taking a computer test has its perks—take advantage of them.
Each one of your body paragraphs should begin with a topic sentence that tells the reader
what the paragraph is about. Since the essay graders are not spending much time on each
essay, make their lives easier by providing a roadmap to follow. A clear essay makes a
happy grader; a happy grader makes a happy test-taker.
If you decide to qualify the prompt statement and choose to present opposing sides of an
argument, then paragraph order is very important. For example, if you’re evaluating the
argument that “political leaders should withhold information from the public,” you might
want to argue that while political leaders cannot be expected to divulge the embarrassing
minutia of their personal lives, they must remain honest in order to avoid falling into
demagoguery and to uphold the values of democracy. What I’ve done with this thesis is
concede a point to my opposition, which I will acknowledge in the beginning of my
essay, but then I will end strong with my “honest is the best policy” argument. It would
be nonsense to end my evidence with a concession. The last body paragraph is the one
that will most strongly resonate with your reader, so if you opt for a thesis like this one,
start with your concession and move into your strong argument.
2. Conclusion: No matter how tired you are after writing the body paragraphs, you must
write a conclusion. Some may argue that the conclusion paragraph is often superfluous or
redundant, but it is still a convention that you adhere to—at least for the GRE. The
conclusion is meant for you to remind the reader of the main thrust of your essay. In your
conclusion, restate your thesis, preferably in different words. If you can, try to think of a
larger implication of your argument. Ask yourself “so what” after you’ve written these
500 words, and maybe a broader implication will come to you. If it doesn’t, don’t worry:
an insightful flourish at the end of an essay may help put you into 6 territory, but don’t
stress about forcing brilliance if it’s not coming naturally.
3. Revise: Allow yourself around 8-10 minutes to revise your essay. Watch out for
awkward phrasing, inappropriate diction, and poor grammar. While you are reading
through for these mechanical errors, think about the logical flow of your essay. You do
have that copy/paste function to rearrange sentences and paragraphs, so use it to your
advantage. When rereading your essay, keep these things in mind:
-Don’t be too one-sided. While it’s fine to adopt a strong position, don’t be afraid to
acknowledge other viewpoints or anticipate objections.
-Pay attention to flow. Each paragraph should flow naturally to the next. This is easier
said than done, but, sometimes, all you’ll need is a transitional phrase or sentence to do
the trick.
-Avoid unnecessary repetition. Under the time constraint, you may notice yourself
repeating key phrases over and over. If it seems tiresome as you read, cut it down.
Redundancy is a sign of immature writing, and while essay graders may acknowledge it
as a common side effect of timed writing, it’s best to cut it out if you can.
-Check for consistency. Does your intro address the topic? Does your body address your
intro? Does your conclusion address your body? All parts of your essay should work
together as a whole, and they should directly address the prompt
Just follow these steps and you’ll have a quality GRE essay. The only way to test your
skills, however, is to practice. Luckily, the GRE website gives you all the possible topics,
so you have no excuses—start writing!

Tags: roadmap
Posted in GRE, Verbal, series | No Comments »

Thursday, July 1st, 2010
Last time, we looked at the single most important step in writing your essay:
brainstorming. After all, you can’t write a solid essay without solid ideas. Unfortunately,
great ideas alone will not get you the grade. That’s where organization comes in. Once
you have your brilliant ideas down on paper, follow these steps:
1. Adopt a position / Articulate your thesis: When you look down at the overflowing
mass of ideas you have written, your first step is to identify each idea as “agreeing with”
or “disagreeing with” the prompt statement. In our previous example statement, “Over
the past century, the most significant contribution of technology has been to make
people’s lives more comfortable,” you might have jotted down “advances in medicine,”
“automotive safety,” “machines relieve factory worker of monotonous work,” and
“internet allows for ease of communication.” To quickly identify the stance of these
ideas, write down “pro” or “con” next to each; “pro” indicates that the idea supports the
statement, and “con” indicates that it opposes the statement. “Advances in medicine,” for
example, deserves a “con” since it argues that there are more prodigious technological
achievements than those that make us comfortable. “Machines relieve factory worker of
monotonous work,” however, is an example in favor of the statement, so it deserves a
“pro.” After you have labeled your pieces of evidence, organize these ideas into body
paragraphs. Try to see where ideas cohere; if some ideas are weak, don’t use them.
Fewer, finely tuned arguments are better than a bulk of crude ones.
After you organize your ideas, you should start to see a coherent argument forming.
Remember, your argument can be one-sided, or it can qualify the conditions of the
prompt statement.
2. Introduction: Your introduction should first clearly articulate the argument in the
given statement. Show the reader that you understand the implications of the issue at
hand. Then, articulate your stance on the issue, indicating your agreement, disagreement,
or qualification of the statement’s argument. Don’t get too specific with your evidence
here, but do give an informative outline of your main arguments.
Your thesis, which is essentially a sentence or two that outlines your argument, should go
at the end of the introduction. Ideally, your thesis statement should be organically
integrated into your introduction. The purpose of your introduction is to build up to your
argument, so we don’t want the thesis seem forced or out of place.
Don’t worry too much about refining your thesis statement at this stage. In fact, you may
choose to write the thesis after you’ve written your body because your argument may
slightly change during the writing process. If you’re taking a computer-based exam, this
is no big deal. No need to leave a chunk of blank space—the magic of word processing
takes care of this.
These two stages of the writing process should take about 6 minutes; when combined
with the initial brainstorming stage, it should take about 9 minutes tops. That doesn’t
seem like a lot of time, but you really want to devote the bulk of your time to the body
paragraphs. Not only are the body paragraphs the most important and most heavily
weighted part of the essay, but the process of writing them will help you refine your own
ideas. Very often, writing the body paragraphs leads to a more fine-tuned thesis, so do not
strictly limit your argument before you begin writing.
Next time, we’ll look at how to construct the body paragraphs. Stay tuned, and in the
meantime, practice with Grockit or write some sample outlines and introductions.

Archive for August, 2010

Structuring Your Analysis of An Argument Essay
Tuesday, August 31st, 2010
Your GRE essays are unlikely to be the linchpin of your application. Although I don’t
like to say “never,” I personally have not heard of a student getting into grad school
because of his or her GRE essays. It certainly seems possible, though, that your essays
could keep you out, if your entire application package is borderline and you write one or
two truly awful essays. For that reason, it’s important that you keep the AWA in
perspective: it shouldn’t take up much of your prep time, but it’s certainly to your
advantage to spend some time familiarizing yourself with what makes for a good essay,
and getting some feedback from a qualified source, whether that is a professional mentor,
a professor, or a test-prep specialist.
Of the two essays you’ll be expected to write, the Analysis of an Argument is likely to be
the more challenging, if only because the task is not a familiar one to most grad school
candidates. The easiest format to use in writing this essay is the classic 5-paragraph
style, and a simple, effective format will look something like this:
• Paragraph 1: Brief recap of argument and statement that the argument has merit
but also contains multiple flaws. Also include a “roadmap” of the points that you
will make, in the order that you will make them.
• Paragraph 2: Explanation of first flaw– this paragraph should have a strong topic
sentence and then several sentences explaining the flaw in detail.
• Paragraph 3: The second flaw gets the same treatment here as the first one did in
the previous paragraph.
• Paragraph 4: The third flaw is explained here in the manner established in the
previous two paragraphs.
• Paragraph 5: Briefly recap the flaws you’ve presented and diplomatically
explain how those flaws could be remedied to present a stronger argument.
A good rule of thumb is that your reader should be able to get the gist of your entire
argument just by skimming the first sentence of each paragraph. Remember, your reader
is probably going to devote no more than three to five minutes to your essay. Take a few
minutes at the beginning of your AWA to outline the five sentences that will begin your
paragraphs; this strategy can make your reader’s job far easier, and a happy reader is
probably more apt to make those tricky 4/5 line calls in your favor. Similarly, the e-
reader is programmed to assess organization, and well-written topic sentences that use
transition words and clearly state the point of each paragraph are a big help in creating
the kind of organizational structure that earns you points on test day.
To start your essay on the right note, make sure that your first paragraph does what it
needs to do (recap the argument, state your position, and map out your three points)
without any attempts at rhetorical bells and whistles. At some point in high school or
college, a composition instructor may have told you to use an “attention-getting” opening
to really draw your audience in, but your GRE AWA reader doesn’t need to be “drawn
in;” she is getting paid to read your essay, and wants to do her job as efficiently as
possible. She’s likely to regard literary flourishes as a waste of your energy and her
time. Now, let’s look at a sample prompt and opening paragraph:
Prompt:
WPTK, the most popular television station in Metropolis, does not currently provide
traffic updates to viewers. Since Metropolis is located in a Midwestern state with serious
winter weather road delays 4 months out of the year, WPTK would significantly reduce
the incidence of auto accidents on Metropolis-area roads by providing traffic updates.
Response Paragraph 1:
The argument, which states that WPTK’s broadcast of traffic updates would reduce the
incidence of auto accidents on Metropolis-area roads, has merit. However, the
argument also exhibits several serious flaws which could limit its persuasiveness. The
author weakens his claim by assuming that televised traffic updates would be timely
enough to impact drivers’ actions, by failing to explicitly state how the updates would
affect auto accidents, and by predicting a “significant” reduction in Metropolis auto
accidents without specifying what kind of a reduction would be deemed “significant.”
As you can see, the opening paragraph responds to the prompt by taking a clear position,
referring back to the issue briefly, and outlining the points that the essay will be
addressing. Let your concise, informative opening paragraph set the tone for your essay!
Please visit the Grockit forum or leave a comment here to post questions on essay
structures.
Posted in Essay, GRE, Verbal, analysis of an argument | No Comments »
Tips For Percent Math Problems on the GRE

Friday, August 27th, 2010
In this article, we will discuss some common problems students encounter with percent
problems, which can come in a variety of formats. Here are some quick pointers:
Percents MUST be APPLIED to something
A percent means nothing on it’s own.
Example: 16% of men, or 30% off the sales price
Percents are basically fractions with a denominator of 100
Learn your common percents, and convert to fractions whenever possible.
Example: 20% = 1/5, 62.5% = 5/8
The word “of” means multiply
Example: 80% of men = 4/5 * (total # of men)
Percents higher than 100 are numbers higher than 1
Example: 125% = 100% + 25% = 1 + 0.25 = 1.25

Recognize the difference between percent MORE/LESS THAN and
percent OF
Example:
What is 25% less than 8?
¼* 8 = 2, so 8 – 2 = 6
Example:
What is 25% of 8?
¼*8 = 2
Use shortcuts
20% less than means 80% of. So instead of taking 20%, then subtracting from the
original, just take 80% and be done. Conversely, 50% more than 10 should be calculated
by multiplying 10*3/2 [10*(1 + 0.5)] in one neat step, versus two tougher ones.
See the previous example:

What is 25% less than 8?
¾*8 = 6, and we’re done! On easy numbers like this, it might not seem necessary, but as
numbers get larger, it will save lots of time.
The higher the number, the higher the resulting percent
Applying the same percent to a higher number will yield a higher number.
Example:
A certain positive integer x is increased by 10%, and then decreased by 10%. Which is
bigger, x or the resulting number?
The 10% increase of x in the first round increases x by a certain amount. The 10%
decrease in the 2nd round is applied to a higher number, so will yield a larger change.
The original x will be bigger.
Percent change = Total Change/Original Value
Example:
Before trading began, James’ investment portfolio was worth $10,000. At the end of
market close, James’ investment portfolio grew by $2,000. What was the percent change
in James’ portfolio?
Percent change = $2,000/$10,000 = 0.2, or 20%
Don’t add constants and percents
You should never find yourself trying to figure out what 5 + 6% equals. In this case, you
are probably missing what to apply the percent to.
Let’s take a look at two examples!
Example 1:
A tour group of 25 people paid a total of $630 for entrance to a museum. If this price
included a 5% sales tax, and all the tickets cost the same amount, what was the face value
of each ticket price without the sales tax?
A. $22
B. $23.94
C. $24
D. $25.20
E. $30
Without a calculator, fractions are always easier. They cancel well, and are typically
neater.
5% = 1/20 since 5*20 = 100.
Now we set up the equation, setting x = ticket price before tax.
25 people * x dollars/person * 1.05 (with tax) = $630
Note we can convert to fractions, cancel and simplify. Look how easy it gets?
25*(21/20)*x = 630
5*(21/4)*x = 630
x = 630*4 / 5*21
x = $24
Choice C
Example 2:
During an auction, Jerome sold 75% of the first 1,000 items he offered for sale, and 30%
of his remaining items. If he sold 40% of the total number of items he offered for sale,
how many items did Jerome offer for sale?
A. 750
B. 1,050
C. 1,800
D. 3,500
E. 4,500
Again, we want to set up the equation – this will make things a lot easier. And again,
switching to fractions is always best.
3/4*1000 + 3/10*R = 4/10*T
We have 2 equations, and 1 unknown. This is a good hint that there may be a hidden 2nd
equation.
1000 + R = T
Now, we have 2 equations and 2 unknowns. We can solve!
750 + 3R/10 = 400 + 4R/10
350 = R/10
R = 3,500
We always look back to the original question to see exactly what we are looking for. In
this case, T. Not R.
T = R + 1,000 = 3,500 + 1,000 = 4,500
Choice E
Please visit the Grockit forum or leave a comment here to discuss further.
Tags: percent
Posted in GRE, Quantitative, strategy | No Comments »
Number Theory
Wednesday, August 25th, 2010
Number theory may sound scary, but it’s just an intimidating name for some pretty
elementary mathematical principles. You probably know most of these principles by
memory; if not, you could easily execute a calculation to ascertain them. The best option,
though, is to study these principles enough that they seem intuitive. The GRE
Quantitative section is all about saving time; making number theory second nature will
definitely save you some valuable seconds.
1. Odds and Evens
Addition
Even + even = even (12+14=36)
Odd+ Odd = even (13+19=32)
Even + Odd = odd (8 + 11 = 19)
To more easily remember these, just think that a sum is only odd if you add an even and
an odd.
Multiplication
Even x even = even (6 x 4 = 24)
Odd x odd = odd (5 x 3 = 15)
Even x odd = even (6 x 5= 30)
To more easily remember these, just think that a product is only odd if you multiply two
odds.
Example Question
If r is even and t is odd, which of the following is odd?
A. rt
B. 5rt
C. 6(r²)t
D. 5r + 6t
E. 6r + 5t
In this example, we could either plug in numbers for r and t, or we could use our
knowledge of number theory to figure out the answer. We instantly know that rt, an odd
times an even, is even. 5rt means we multiply an odd times that even product, which is
even. C translates to an even (even ²) times an odd (t), which is even, times another even
(6), so that’s even. D adds an even (odd times even) to an even (even times odd) , so
that’s even. E adds an even (even times even) to an odd (odd times odd), which is finally
odd. E is our answer.
2. Primes: Prime numbers are numbers whose only factors are themselves and one. 11,
for example, is a prime because it can only be evenly divided by itself and 1. In some
questions, you will have to identify less recognizable primes. Note that 1 is not a prime.
If you were asked to identify the primes between 40 and 60, for example, you should
quickly narrow down the primes with a sequence of steps.
First, write down the numbers, and cross out all the even numbers (all even numbers
greater than 2 can be divided by 2, and thus are not primes); alternatively, you can just
write down the odd numbers in the set.
40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60
Then, cross out your multiples of 3; it may help you to recall that a number is divisible by
3 if its digits add up to 3)
40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60
Then, cross out multiples of 5 (those that end in 5 or 0)
40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60
We are left with 41, 43, 47, 49, 53, and 59. Take one last look at your group, and you
should notice that 49 is 7 squared. So we are now left with 41, 43, 47, 53, and 59.
The more you practice finding primes, the less often you’ll have to do this. But, in the
beginning, it’s more important to be thorough than it is to be fast. Missing just one prime
means missing the question, so be sure to watch out for those pesky composite numbers
like 51 and 57. Remember, practice makes perfect, and Grockit makes great practice.
Tags: even, number theory, odd, primes

All About Remainders

Monday, August 23rd, 2010
Remainders are the NUMERATOR of a fraction from a mixed number that results from
division. For example, 19/3 leaves a remainder of 1, since 19/3 = 6 1/3.
Some quick tips:

1. Your remainder can only range from zero to the denominator of the fraction. For
example, when dividing by 9, your remainder options are 0-8, since a remainder
of 9 leaves you a new whole number (with a remainder of 0).
2. Look for the closest whole number and count up or down from there. For
example, when trying to find the remainder of 146/15, you can see that 15 would
go into 150 evenly. You then count down four from 150 to 146, so your remainder
is (15 -4) = 11. This is easier than recognizing 135/15 is a whole number and
counting up.
3. Become familiar with common trends or patterns. For example, multiples of even
numbers are even, so 167/(even #) must have an ODD remainder.
4. The remainder should NOT be reduced. 18/4 = 4 2/4. The remainder stays equal
to 2, even though you can reduce 4 2/4 to 4 1/2.
I recently came across this question, which I think is a good introduction:
What is the remainder of 3^(4n+3) divided by 5, assuming n is a positive integer?
Firstly, when dividing by 5, we are looking for the remainder above a one’s digit of either
0 or 5. In this scenario, we only care about the one’s digit, so we only need to look at the
one’s digit while multiplying.
We can break 3^(4n+3) into 3^4n * 3^3 by the rules of exponents.
If n = 1, 3^4n = 3^4 = 81 = one’s digit of 1.
If n = 2, 3^4n = 3^8 = 81*81 = one’s digit of 1.
We detect the pattern that regardless the value of n, we will be multiplying a term with a
one’s digit of 1 with a term with a one’s digit of 7 (3³), so the result will have a one’s
digit of 7. When and number with a one’s digit of 7 dividing by 5, we are left with a
remainder of 2.
Pattern questions with division are many times Remainder questions at their core
The 4 members of the Jones Family rotate who takes out the trash on a daily basis. The
order goes as follows: Mom, Dad, Brother, Sister. If Dad takes out the trash on January
18th, who takes out the trash on March 26th? (There are 31 days in January and 28 days
in February.)
It’s clear that we don’t want to whip out our calendars and start counting. (A general rule
of thumb is that if you think it’s taking too long, it probably is….)
Instead, we see how many days pass between January 18 and March 26:
January 19-31: 13 +
February 1-28: 28 +
March 1 – 26: 26 = 67 days.
67/4 leaves you will a remainder of 3, so we count 3 from Dad, leaving us with Mom on
March 26th.
Fractions and Decimals are the same thing
You should be familiar with common decimals, mainly:
1/2 = .5
1/3 = .33 repeating
1/4 = .25
1/5 = .20
1/6 = .166 repeating
1/8 = .125
1/9 = .11 repeating
Note that multiplying these by constants will leave similarly instructive results, such as:
3/8 = 3*1/8 = 3*0.125 = 0.375
The more familiar with these you become, the quicker you can eliminate answer choices
are clearly wrong. For example:
If x is an integer, which of the following is a possible value of (x² +2x – 7)/9?
A. 0.268
B. 4.555 repeating
C. -2.4
D. 1.166 repeating
E. 8.125
We don’t have to start plugging in. We know that when divided by 9, the remainder will
be a number repeating to the right of the decimal place. Only choice (B) fits that
description. ((C) is divided by a factor of 5, (D) by a factor of 6, and (E) by a factor of 8.)
Join a Grockit game for more GMAT math practice with Jake!
Tags: remainders
Prime Factorization
Thursday, August 19th, 2010
Finding factors of integers should become second nature on the GRE; many questions
will require you to find the factors of an integer, even if they do not ask you explicitly.
A factor is a divisor, a number that an integer can be evenly divided by. The factors of 8,
for example, are 1, 2, 4, 8, -1, -2, -4, and -8. The multiples of an integer x are the infinite
products of x and another integer. The multiples of 8 include …-32, -24, -16, -8, 0, 8, 16,
32, 64… and so on.
Prime Factorization: Prime factorization, a.k.a. the factor tree, is a process by which we
present an integer as a product of all its primes. The easiest way to do is to make a factor
tree. A factor tree is a diagram that breaks down a number into its corresponding factors.
Let’s see an example:
Above are the factor trees for 108 and 92. Notice that all the ends of the tree (those
numbers that cannot be divided) are primes. So, 108 can be written as 2 x 2 x 3 x 3 x 3,
or, more simply, 2² x 3³. 92 can be written as 2 x 2 x 23, or 2² x 23. This practice may
seem purposeless, but it has many practical applications.
Factor trees help us simply radicals (answer choices with radicals are almost always in
simplified form).
For example, if your answer to a multiple choice question was √96, chances are you
won’t see √96 in your answer choices; you’ll probably see the simplified version. To
simply a radical, first diagram the factor tree:
So, I know that 96 is the same thing as 2 x 2 x 2 x 2 x 2 x 3.
Since I am trying to simplify the square root, I need to figure out the biggest square in
those primes. Because I have five 2s in my primes, I know that the biggest perfect square
is 2 x 2 x 2 x 2, or 16, which is 4². Thus, I know that sqrt96 = √16 x√3 x √2. Simplifying
this, I know that √96 = 4√6.
Greatest Common Factor: The greatest common factor (GCF) of two or more integers
is the greatest integer that is a factor of those integers. For example, the GCF of 24 and
16 is 8, since 8 is the greatest number that is a factor of both. Similarly, the GCF of 60
and 15 is 15. Taking the GCF of bigger numbers, however, is not always so easy.
Sometimes, you will be able to arrive at the answer mentally. When the calculations are
more difficult, however, you can use the factor tree to directly arrive at your answer.
Suppose I want to find the GCF of 256 and 72. I’m not quite sure what it is off the top of
my head, so I’ll use factor trees to directly arrive at the answer.
Once you perform the prime factorization, it helps to write each as a product of powers:
256 = 2^8 and 72= 2³ x 3². To find the GCF, first find how many primes are common to
each prime factorization; in this case, only 2 is common to both. The GCF is the product
of all the primes that appear in each factorization, using each prime the smallest number
of times in any of the factorizations. In this case, 2³ is smaller than 2^8, so 2³, or 8, is the
GCF.
Let’s see another example:
GCF of 68 and 102 and 204.
Using factor trees would yield: 68 = 2² x 17 102 = 2 x 3 x 17 204= 2² x 3 x 17
Here, we have the common factors 17 and 2. 102 has the lowest power of 2, so our GCF
is just 2 x 17 = 34. Note: this one would be pretty difficult to figure out without the factor
tree.
The best way to get faster at prime factorizations and GCFs is to practice. The good news
is, you can practice without looking for sample problems–just make some up on your
own.
Tags: factor tree, prime factorization

How to Get the Most Out of Your GRE Lessons

Monday, August 16th, 2010
People prepare for the GRE in many different ways. Some use books to do practice
questions on their own; others spend time on Grockit. And of course, some take a class
or have a private tutor. I’m here to offer a few tips to the people in that last group, to
help them get the most out of one-on-one time with their teachers or tutors (herein
referred to as your Expert).
1. Come prepared!
If there’s any kind of background information that you should know before class, know
it. Preview reading or practice problems ensure that you’re coming to your lesson with
the basic foundation of knowledge that you will build upon to master the skills being
taught. And homework regarding a lesson you’ve already learned will help cement the
methods that have been demonstrated. If you’re not sure what, if anything, you need to
be doing, ask your Expert; he or she should be happy to clarify any issues regarding the
type or amount of work you should do.
2. Ask the right questions.
I can’t speak for other Experts here, but I know that I find it much easier and more
productive to address specific queries than extremely general ones. A great question is
something like, “I’ve noticed that I have trouble with Reading Comp detail questions,
like the one in this sample. Can you explain to me why choice C is the correct answer,
and not choice E? And how can I apply that to other RC detail questions?” I will be able
to offer much more productive feedback to that than to someone saying, “I have trouble
with Reading Comp. Can you give me some tips?” I may have tips to offer, but without
specific knowledge of your trouble areas, there’s no guarantee that I’ll be giving you the
kind of information that will help you as an individual test-taker.
3. Take advantage of all the resources available to you.
In live classes, Experts often have time before or after class specifically set aside for
questions. Often, if you arrive 20 minutes early, you’ll find your Expert sitting, waiting
for someone just like you to come in for help. (The Expert may be reading the newspaper
or Facebooking on his or her Blackbery while waiting, but will be more than happy to put
that aside to answer your questions or discuss your concerns.) Online learning tools also
have potential applications that many people never fully explore. Post questions on
Grockit forums and reach out for help; there are huge communities of online students and
Experts who can give you feedback or guide you in the right direction.
4. Don’t be afraid to look for clarification if something doesn’t make sense.
Just because one of your classmates understands the question doesn’t mean that you are
expected to understand it the same way. People learn differently, and sometimes all a
student needs is for something to be explained in a different way. That’s what the
Experts are here for, so don’t be afraid to approach yours to ask him or her to try to
reframe the issue for you.
5. Finally, try to have some fun with the studying process!
Yes, the GRE is a challenging test, preparing for it is often a rigorous experience, and
your future is a serious thing. But questions are sometimes funny, mistakes should be
learned from and sometimes laughed off, and your Experts and fellow students could
probably use a light moment as much as you could. So remember that even as you’re
working hard, you should take some time out to play, too.
To summarize, remember that your GRE prep is a collaboration between you, your
fellow students, and your Expert. Be proactive about your practice and about asking
questions, and take advantage of the many ways that you can study for the exam. And,
finally, try to enjoy the process as much as you can, and remember to take time to relax a
little! What are some of your favorite ways to relieve GRE preparation pressure?
Posted in GRE, GRE Prep, strategy | 1 Comment »
Fractions, Proportions and Ratios, Oh My!

Friday, August 13th, 2010
GRE questions are notorious for seeming harder than they actually are. The writers
recognize time is short, and will give you ostensibly time-consuming calculations. One
way to mitigate this is by retaining a rockstar aptitude in manipulating fractions, which
occur in a large portion of the questions.
Dividing by 5 is the same as multiplying by 2/10. For example:
• 840/5 = ?
• 840/5 = 840*(2/10) = 84*2 = 168
• Multiplying or dividing by 10’s and 2’s is generally easier than using 5’s.
90% of the time, fractions will be easier to perform arithmetic. Decimals are sometimes
more useful when comparing numbers relative to one another, such as in a number line,
but these questions are the exception. Even if given a decimal (or percent) looks easy,
quickly convert to a fraction. Some common ones to memorize:
• 1/9 = 0.111 repeating

• 1/8 = 0.125
• 1/7 = ~0.14
• 1/6 = 0.166 repeating
• 1/5 = 0.20
• 1/4 = 0.25
• 1/3 = 0.333 repeating
• 1/2 = 0.5 repeating
• Note: Multiples of these, such as 3/8 (0.375) are also important to remember, but
can easily be derived by multiplying the original fraction (1/8 * 3 = 3/8 = 0.125 *
3 = 0.375)
Denominators are super important. A denominator of a reduced fraction with a multiple

of 7 will not have a finite decimal, for example. Keep in mind what you can logically
combine, and what you cannot.
This list is by no means extensive. There are many many more shortcuts. If you have
some, leave them in the comment field, but generally practice and familiarity with the
numbers helps a lot in doing quick arithmetic.
Ratios
A ratio is both a comparison and division, and can simply be treated as such. “The ratio
of boys to girls is seven to two” can be expressed as the proportion: B/G = 7/2. Do with
this what you like: 7G = 2B or B = 7G/2, whatever. Forget the “:” with ratios.
GRE writers love to provide ratios (which are multiplicative relationships) and then add
an absolute component (addition/subtraction). Note that when you have a ratio like B/G =
7/2, we don’t actually know the number of girls and boys. There can be 14 boys and 4
girls, or 70 boys and 20 girls. Questions that insert absolute numbers should be taken
with caution. For example:
At a certain restaurant, the ratio of the number of cooks to the number of waiters is 3 to
13. When 12 more waiters are hired, the ratio of the number of cooks to the number of
waiters changes to 3 to 16. How many cooks does the restaurant have?
A. 4
B. 6
C. 9
D. 12
E. 15
The key here is setting up the equation. Since we don’t know the initial scale of the
number of cooks and waiters, we can express this scale by “x”.
C/W = 3x/13x.
Notice that whatever x is, the ratio will hold true. (x must be an integer, since you can’t
have a portion of a cook, unless of course he chops his finger off by accident!)
“When 12 more waiters are hired” is the insertion of an absolute. Adding the 12 waiters,
the new ratio becomes:
C/W = 3x/(13x + 12)

“The ratio of the number of cooks to the number of waiters changes to 3 to 16” defines
this new ratio:
C/W = 3x/(13x + 12) = 3/16
STOP! Before we cross multiply and solve for x, we want to cancel out the 3’s in both
the numerator. (More on this below.) After cross-multiplying, we get:
16x = 13x + 12
3x = 12
x=4
Sweet. Answer A, right? Well, recall that x represents the scaling factor. The stimulus
asks for the number of cooks, which we originally represented by 3x. So, 3*4 = 12 cooks.
That’s 120 fingers. Choice D.
Proportions
A proportion is two ratios set equal to each other like the question above. Generally, there
is a variable in one of the four slots, and we are taught to cross-multiply and solve for that
variable. Before you do that, however, it’s best to reduce top-bottom AND left-right
before cross multiplying. This will ensure you work with the smallest (and easiest) (and
fastest) numbers possible. For example:
A football field is 9600 square yards. If 1200 pounds of fertilizer are spread evenly
across the entire field, how many pounds of fertilizer were spread over an area of the
field totaling 3600 square yards?
A. 450
B. 600
C. 750
D. 2400
E. 3200
The key word here is “spread evenly”. This implies that the relationship of fertilizer per
square foot is uniform, and you can set equal the relationship of the wholes to the
relationship of the parts.
A/F = 9600/1200 = 3600/x
Clearly, we can eliminate the zeros on the left side:
9600/1200 = 3600/x
96/12 = 3600/x
Then we can divide 96/12:
8 = 3600/x
Here, we can still reduce left-to-right, by canceling 4 in both:
2 = 900/x
Oh wait! There’s more! Both 2 and 900 are divisible by 2!
1 = 450/x
x = 450
It DOES NOT matter whether you start top-bottom or left-right, so long as you are
reducing by the same factor. Also, start with small numbers. No need to go for the
biggest common factor. You’ll eventually work your way down as the numbers
progressively get easier. For this question we could have started by canceling 9600 and
3600 in the numerators, which are both divisible by 400 to get:
24/1200 = 9/x. You can take it from here. Check out Grockit for more quantitative
practice!
Good luck!
Tags: fractions, proportions, ratios

Mnemonic Vocabulary
Tuesday, August 10th, 2010
Studying reams of vocabulary words can be a mind-numbing process. When faced with
the task of memorizing 1000+ unfamiliar (and sometimes useless) words, most of us will
either behave like a lost child or a disaffected teenager; that is, we’ll either cower in fear
or reject the whole endeavor completely. Believe it or not, the ETS has a reason for this.
Chances are, a career in public administration will not require you to know the proper
definition of peregrinate, but the prodigious task of learning these daunting words is
analogous to the rigors of graduate school (even if the analogy is a bit of stretch).
Luckily, our brains are a built for more complicated and efficient processes than rote
memorization; we can actually use creativity to improve the efficiency of learning
vocabulary words. If you’ve made it through college, you’ve heard of mnemonic devices.
To refresh your memory (I wonder if there’s a mnemonic to remember the definition of
mnemonic?), a mnemonic is a linguistic device, often a rhyme, acronym, or anecdote,
that aids recall. This is one of my favorites from AP Biology that helped me remember
the order of taxonomic classifications: Kingdom, Phylum, Class, Order, Family, Genus,
Species = King Philip, come on for God sakes! You likely may have heard a different
version of this, but the best part is, they all will help you memorize this specific
information.
Now, you may be thinking that such information lends itself well to a mnemonic, but
obscure words may not. Indeed, that is partly true. But, many words do happen to
conduce corresponding mnemonics–it’s all a matter of using your creativity and finding
that customized mnemonic that works for you. Let’s look at a few examples.
1. Nostrum: 1. Hypothetical remedy for all ills or diseases; once sought by the
alchemists 2.Patent medicine whose efficacy is questionable
Nostrum is a pretty rare word but a surprisingly useful one since one of its definitions is
pretty unique. The first definition is basically the same definition as the more familiar
word panacea–a cure-all, a hypothetical remedy for all ills.
The second definition, though, is best encapsulated by the idiomatic expression “snake
oil,” which is defined as “a worthless preparation fraudulently peddled as a cure for many
ills.” In essence, the English word for “snake oil” is “nostrum.”
Because I find this definition more interesting and useful, I will think of a mnemonic for
that definition.
The Mnemonic: Put rum in your nostrils (or nose) to cure a cold.
Indeed, this mnemonic as not as catchy as some others you’ve heard, but I find it pretty
effective. Putting rum in your nostrils sounds like those many specious home remedies
for preventing colds that you may have heard about (most of which have been debunked
by scientists).
1. Abrogate: 1. Revoke formally
Abrogate is not a notoriously complicated word, but it has special relevance for me. I
remember having a difficult time remembering the word when I was studying for my
GRE. I would recognize the word, I would know that it had a simple definition, but I
could never recall it. Then, it dawned on me. Abrogate means almost the same thing as
Abolish, and, of course, both those words begin with “ab.”
The Mnemonic: Abrogate= Abolish
This is an example of the simplest kind of mnemonic you can imagine. There is no fancy
anecdote, rhyme, or acronym here, just an easy way to remember a close synonym.
Sometimes, that’s all you need.
Remember, if the mnemonic works for you, then use it. If it doesn’t, drop it. There’s no
use in struggling to remember the mnemonic device on top of remembering these words.
For an impressively comprehensive list of vocabulary mnemonics, visit
mnemonicdictionary.com. It’s a brilliant site that exploits the power of online
collaboration (not unlike Grockit) to enhance education.
Posted in Uncategorized | 2 Comments »
Ratios and Proportions

Thursday, August 5th, 2010
Ratios and proportions are favorites of most standardized tests, and the GRE is no
exception. They may be a bit intimidating if you are unfamiliar with how to approach
them, but once you learn the basics, you’ll learn that ratio and proportions problems
require only simple algebra.
A ratio is a kind of fraction that measures two or more quantities in a group.
For example, a ratio of boys to girls (Boys: Girls) at a party is 3:4. You can also write this
ratio as 3/4. That means that for every 3 boys at the party, there are 4 girls. This does not
mean that 3/4 of the party goers are boys, nor does it mean that 4/3 of the party goers are
girls.
If you do want to find out what proportion or percentage of the party goers are boys or
girls, respectively, you add the numerator and the denominator, and then form a fraction
in which this sum is the denominator.
So, if I want to find out what proportion of the party goers are boys, I add 3 and 4 (=7),
and then I take the ratio quantity of boys, 3, and form the fraction 3/7.
3/7, or 42.9 %, of the party goers are boys.
4/7, or 57.1%, of the party goers are girls.
Stated algebraically, if we have a ratio x:y, then x / x+y and y /x+y express the
proportions of x to the group and y to the group, respectively.
Let’s see what an example using this rule might look like:
Example 1: At a party, 40% of the party goers are male. What is the ratio of male to
female party goers?
This question uses the aforementioned rule, but reverses the process. We now have to
find the ratio.
If 40% of the party is male, then 4/10 or 2/5 of the party is male and 3/5 of the party is
female.
Since we have two proportions expressed with the same denominator (2/5 and 3/5), we
can simply express the ratio of males to females as 2/3 or 2:3.
Note: If the question had asked for the proportion of females to males, the answer would
be 3:2.
Though we cannot find the total number of items in a group (e.g. number of people at the
party) if we are given a ratio, we can deduce some important information about the
number of items. A GRE question testing this rule may look like this:
Example 2: If the ratio of men to women at a party is 4:7, which of the following could
be the number of people at the party?
A. 50 B. 64 C. 66 D. 70 E. 78
At first, you may think that you do not have enough information to answer this question,
but you do.
To answer a problem like this, just add the coefficient x to each quantity and add:
4x+7x=11x.
We know that the sum of the quantities, 11, represents a fraction of the total number of
party goers, so our answer MUST be a multiple of 11.
The only multiple of 11 in our choices is C. 66.
Extra Credit: If there were 66 people at the party, how many males and females would
be there?
If 11x=66, then x = 6.
4x= 4*6= 24 men
7x=7*6=42 women
That last example was pretty simple, but how about a tougher one that uses the same
concept:
Example 3: In a right triangle, the two acute angles have a ratio of 1:5. What’s the
measure of the larger acute angle?
Before we apply the same method, let’s write down some important info. If this is a right
triangle, then the largest angle is 90 degrees. Since the sum of the angles of a triangle
equal 180 degrees, then the two acute angles must equal 90 degrees.
so: 1x+5x =90

6x=90
x=15
The larger angle is 5x, so 5*15 = 75

Hopefully, ratios and proportions aren’t so scary anymore. See if you can spot some ratio
problems when you’re practicing on Grockit.
Tags: ratios and proportions

Geometry Series Part 1: Circles Inscribed in Squares

Tuesday, August 3rd, 2010
In this series, we will cover many types of geometric scenarios encountered on the GRE.
A basic knowledge of simple formulas (area, perimeter, etc.) is essential, but there are
numerous shortcuts to geometry questions that will save you time. Today, we’ll explore
circles inscribed in squares.
Some Things to Remember
• The center of the square is the same point as the center of the circle
• Draw lines! Depending on what the stimulus asks for, draw in lines that create
simple shapes. (Squares can be turned into triangles, for example.)
• Shared angles will normally not be explicitly stated, unless necessary.
• Trust the pictures, but not too much. Inferences must be drawn from fact. Just
because it looks like 90-degrees doesn’t mean it is! (Many of these common
inferences will be detailed in this series.)
• Lengths cannot be negative. Be careful in DS questions that pose equations in the
context of quadratic equations with two solutions. If one solution is negative and
the other is positive, only the positive solution remains and the information is
sufficient.
For circles:
• d=2r and all lines from the center to the exterior equal r.
• C = 2πr = πd
• A = πr²
• NEVER use 2πr² unless you are adding the areas of identical circles!
• Tangent lines create right angles with the radius that meets that tangent.
• If you know r, you know everything about the circle!
• Use π = 22/7 with caution. Remember 22/7 > π.
For squares:
• The diagonal equals s√2, since it creates 45-degree angles.

• The intersection of the diagonals creates a right angle.
• When a circle is inscribed inside a square, the side equals the diameter.
Usually, you will be provided with one bit of information that tells you a whole lot, if not
everything. If given the length of the side of the square in the above image, we can
actually find the length of the hypotenuse of the internal triangle (s = d = 2r, so the
hypotenuse = (s√2)/2).
Shaded Areas
Find the large area and subtract the small area from it. When dealing with circles along
with other figures, eliminate answer choices that ONLY have π’s in them or don’t have
any at all. Typically, your answer will look like x + yπ.
Two important takeaways:
1. Never assume without proof.

2. Follow the trail.
Post below with other helpful tips for your fellow GREers.
Next Lesson: Inscribed Triangles.
Archive for September, 2010

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Don’t Get Lazy for your GRE Studies, Get a Study Rountine Down!
Thursday, September 30th, 2010
For many, the GRE study experience will take several months. These months take the
form of figuring out what is on the test, doing many practice problems, perhaps taking a
review class, taking practice tests and then mentally preparing for the tests in the final
few weeks. This article suggests some pre-test routines and gives an idea of what people
should be expecting and doing in the months leading up to their test.
Get Started Early

Overall, it is smart to begin initial preparation a few months before your test. This should
include diligence of what the GRE is all about, what it tests exactly, what kinds of
questions, how many questions, and what the different sections include (there are
millions of resources out there; books, online resources, guides, etc). Essentially you
should know what you are getting into. Assuming you are working or still in college
during this process, this might take a few weekends to get up to speed.
Create a Study Schedule and Stick With It
Now that you know exactly what the GRE is, the next step is to figure out how you are
going to study and for how long. Some people might want to consider taking a class
because they don’t have the time to self-study or need the direction. Others might want to
buy preparation materials (such as the Official Guide for GRE Review books) and get
started that way. Regardless, you will probably want at least 2 months for this practice
phase and you will want a schedule. A class will probably meet once or twice a week for
several hours and if you don’t take a class, you should think about creating a schedule
(Perhaps Tuesday and Thursday evenings for 3 hours each, and then 6 hours on the
weekend, something like that). Regardless, create a study schedule and stick to it,
discipline yourself! Some people might take longer than others for this practice stage, but
you will eventually figure out when you are ready to start taking practice exams. This
will be after you have covered again areas that you struggle with. Also, don’t study in
environments that don’t simulate a real test. Don’t listen to music, don’t watch tv, don’t
drink wine, etc. Study as if you were taking the test, and go somewhere quiet where you
can concentrate.
Focus on Problem Areas
The next step should be to take a few practice tests to see what scores you are achieving
and this will also tell you what areas you should focus on in the final home stretch. If you
are missing triangle and circle problems, you should focus on them and master them.
Don’t like quantitative comparisons? Then spend a few weeks to tackle these types of
problems. Practice tests opportunities abound. When you sign up for the GRE, ETS gives
you access to a few tests. Look online and ask your friends, you will come across a lot.
Relax and Be Confident
About a month before your test date you should be feeling confident and relaxed. You
should know that you have taken the necessary steps to prepare for the GRE and should
have practiced literally 1000s of problems. You should know where you stand and what
areas you might want to focus on in your last few weeks. In this final run, relax and be
confident. Eat healthy, get plenty of sleep, and perhaps get on a workout regimen to burn
off some of that extra stress that preparation can cause. The right combination of diet,
sleep and exercise will work wonders on your body in these last few months. It will
provide you with increased brainpower and will be a great mental stimulus to give you a
boost on test day. You will be feeling good about yourself in the weeks leading up to the
test, and confidence is key!!
Don’t Cram
Finally, on the day before your test, relax and don’t do much of anything. Do not cram,
do not think about the test, just do something relaxing and know that your months of
preparation will serve you well. Get plenty of sleep, at least 8 hours – your mind will not
function well if you are tired and/or if you have your mind on something else. Go to bed
with the peace of mind that you will do fantastic the next day.
Follow Your Regular Routine
The day of your test, don’t do anything out of the ordinary. If you routinely drink coffee
in the morning, like five cups, then have five cups of coffee. If you don’t normally, then
don’t have one, as you could freak out or have a case of the jitters (literally). I like to
have a big breakfast, as food is proven to give you a mental boost, but if you are not
much of an eater in the AM (assuming you have a morning test) then maybe stick to what
you are accustomed to. Bottom line, don’t do anything that your body or mind is not used
to, as it may throw you off.
A pre-test routine and a schedule are imperative for a successful result on test day. Get
excited for the test and for your preparation and it will no doubt pay great dividends on
your day. Good luck!!
Posted in GRE, GRE Prep, strategy | 1 Comment »
Sentence Completions: Contrast vs. Continuation

Tuesday, September 28th, 2010
As you may have figured out, sentence completions do not only test you on vocabulary.
While knowledge of vocabulary is necessary for these questions, logical reasoning is just
as important. You must be able to recognize the logical direction of a sentence. In the
end, then, words like “despite,” “because,” and “surprisingly” become as important as
words like “despotic,” “benumbed,” and “surreptitiously.”
Trigger words, as you know, are those words that tell us what logical direction a sentence
is going. Will one clause support another? Will it contrast another? Will it provide the
effect of a cause? Contrast, continuation, and cause and effect are three common types of
logic that sentence completions can exhibit.
1. Continuation / Support: Certain trigger words or phrases indicate that a blank

supports or continues an idea in the sentence.
Here are some words that will often signal continuation or support: additionally, also,
and, furthermore, indeed, likewise, too. Also, the semicolon and the colon can function in
the same way.
Here’s an example:
Some people believe that there is no such thing as true ——-: every action, they say, is
motivated by some degree of self-interest.
In this example, the colon functions as a trigger word signaling continuation or support.
Essentially, the clause following the colon defines the blank. In this example, the clause
following the colon defines the blank negatively. If there is “no such thing” as ______,
and, as a result, every action is “motivated by a degree of self-interest,” then our
prediction must be the opposite of self-interest. Indeed, the answer is “benevolence.”
2. Contrast: Certain trigger words also can indicate a contrast with an idea in the
sentence. Trigger words signaling contrast can be explicit or implicit. Some explicit
examples include although, but, despite, even though, in contrast, nevertheless,
notwithstanding, on the contrary, on the other hand, rather than, still, while, yet. Some
implicit examples, which are often harder to detect, include “ironically, paradoxically,
surprisingly, illogically, unexpectedly. Note
Here’s an example:
Even though the teacher continued to ——– her underachieving student, her initial anger
had been —— by his sincere promise to apply himself in the future.
In this example, we have an explicit contrast phrase, “even though.” Consequently, we

know that the teacher’s initial anger that characterizes the first blank must be diminished
by his sincere promise to apply himself. We have two contrasting ideas: harsh, angry
criticism and then a mollified attitude. The answer to this sentence is “berate…abated,”
which satisfies our contrast.
3. Cause and Effect: Cause and effect signal words are a bit like continuation/support
words, but there is an important distinction. A cause and its effect are rarely synonymous
in meaning, nor are they directly opposite in meaning. Make sure you keep this in mind
when you encounter these cause and effect trigger words: because, consequently, given,
hence, if…then, in order to, therefore, thus.
Here’s a simple example.
Because John failed the test that he had been rigorously studying for, he felt ______.
Even with this oversimplified example, we can distinguish a cause and effect question
from a contrast or continuation question. We cannot readily identify a word in the
sentence that is either synonymous or antonymous with our blank. We have to use cause
and effect reasoning to figure out a prediction. If John failed a test he had been studying
for, he would probably feel very disappointed.
For practice, why don’t we change “because” to a contrast word, and see how that might
change our prediction.
Although John failed the test that he had been rigorously studying for, he felt ______.
With just a change from ‘because’ to ‘although,’ we must radically change our approach
to the problem. Now, an appropriate prediction might be “fine,” “happy,” “undeterred,”
“undiscouraged.”
Remember, we cannot simply gloss over the trigger words in sentence completions.
Whenever you practice on Grockit, mentally take note of the trigger words in a sentence.
It will help you avoid simple mistakes that may cost you big points on the exam.
Posted in GRE, Sentence Completion, Verbal | No Comments »
Taking the GRE While Still in College

Monday, September 27th, 2010
While some graduate school applicants have been out of school for a while, the best time
to take the GRE is definitely while you are still in college. GRE scores are good for five
years so it’s easier to take it now, while you’re still in the habit of studying and taking
exams, rather than when you’re working a 9-5 job and haven’t studied for anything in
three years.
Here are some FAQs about taking the GRE as an undergraduate. Happy studying!
When should I take the exam?
Since the GRE is a computer adaptive test, it is offered virtually every day of the year,
unlike many other graduate school exams. Use this flexibility to your benefit and plan
around your academic calendar when scheduling your exam. Avoid scheduling your GRE
for the middle or end of the semester/quarter when you will be stressed with midterms
and finals. Also, be sure to check your extracurricular activities to make sure that your
group doesn’t have a performance, event or gathering scheduled the week of your exam.
The most common time to take the GRE is at the end of your junior year or beginning of
senior year. If you take it at the end of junior year, study during the year but schedule the
exam a few weeks after finals so that you will have some time to unwind. If you have the
option of taking it during the beginning of senior year, make sure you schedule it early in
the term before your other campus responsibilities start becoming serious.
Lastly, some test centers offer testing times at both 8 am and noon. Since college students
tend to be night owls, consider which time slot you would prefer to take your exam. Sign
up early if you want to get one of the noon times, as they tend to fill up very quickly.
What are my options for GRE prep?
Whether it’s an online course, in-person class or simply buying books and practicing on
your own, there are myriad options for GRE prep. Go to the www.ets.org/gre and
download their free Powerprep® Software to access practice tests so you can get a gauge
of your raw performance. Compare this with your target GRE score to help you decide
what type of help you need. Visit Grockit to join an interactive game and check out the
Grockit forums and connect with other GRE test-takers.
Keep your study habits in mind. If you’re an active learner, preferring to discuss methods
and terms with others, an online or in-person class might be best for you. If you’re the
type that studies better by yourself, you might be better served by buying some of the
many prep books on the market.
How do I balance GRE preparation with my regular course load?
Plan ahead.
With extracurricular activities, intramural sports, and part-time campus jobs on top of
academic classes, college students are always busy. But preparing for the GRE, whether
on your own or with professional help, is like taking an extra class. You need to set aside
time regularly, just as you would for any other class, to practice problems and take
practice exams so you can work on your pacing.
If you’re taking the exam during the academic year, examine your schedule for the last
few weeks leading up to your GRE. If you have a lengthy paper due three days before
your exam, try to finish that assignment early so that you can keep your focus on the
GRE. It’s normal to be nervous and stressed out as your test date approaches, help your
sanity by planning ahead and minimizing other stresses as much as possible.
Posted in Uncategorized | No Comments »
Polynomials
Friday, September 24th, 2010
A polynomial is any expression that combines two or more monomials using addition,
subtraction, or multiplication. “2x+3y,” “3x² – y,” and “a+b” are simple examples of
polynomials. For the GRE Quantitative section, you’ll be expected to know how to
manipulate polynomials. Let’s look at few different types of polynomial problems on the
GRE.
1.Subtraction: If you are subtracting two polynomials, make sure you distribute the
minus sign.
Example 1: (4x²+7x+11) – (x²+14x+15)
What this means is:
4x² + 7x +11 – x² – 14x – 15
Combine like terms:
3x² – 7x – 4
2. Average of polynomials: When finding the average of polynomials, add the

expressions and divide by the number of different self-contained expressions.
Example 2. What’s the average of: (5x²+10x-7) + (3x²-4x+4) + 4x²
First, add the expressions:
12x² + 6x -3
Divide the sum by 3 (we are finding the average, so we divide by how many items in the
list there are).
(12x² + 6x – 3 ) / 3 = 4x² +2x – 1
3. Binomial Products: Rather than use the distributive method (FOIL) every time, here
are some quick ways to multiply familiar binomials.
A. (x-y)(x+y) = x²-y²
B. (x-y)² = x² -2xy + y²
C. (x+y)² = x²+2xy +y²
Note: These three products should be memorized to save valuable time on the GRE.
Example 3:. If x-y=7 and x+y=13, what is the value of x²-y²
Because we know that x²-y²= (x-y)(x+y), then our calculation is limited to (7)(13)=91
4. Dividing Polynomials: dividing polynomials may look daunting, but just use the
distributive property.
Example 4: (32(a²)b + 12a(b³)c) / 8ab
= 32(a²)b / 8ab + 12a(b³)c / 8ab

= 4a + (3/2) (b² )c
5. Miscellaneous Polynomial Question Types

Example 5 : What is the value of (10001)² – (9999)²
When you see a problem like this, do not think you can just square each of these
numbers. It will make you miserable. Remember, no calculator is allowed. If you find
yourself doing tons of calculations, you can be confident that you overlooked a simpler
solution to the problem.
If we consider each number a variable, say 10001=x and 9999=y, we can make this a lot
easier with the rule x²-y²= (x-y)(x+y)
With that logic, we know that the initial expression= (10001-9999)(10001+9999)=

=2 * 20000 = 40000
Example 6: What is the value of ((4x³)-x) / (2x+1)(6x-3) when x = 9999
Same idea here. Don’t plug in the 9999 immediately just because you think it’s an easy
way out of doing algebra.
Another trap here is that you may want to FOIL out the denominator. When you see a
very complicated expression like this, your first instinct should be to manipulate the
numerator and denominator until you can comfortably cancel out expressions.
Let’s try some factoring:
numerator: 4x³ – x = x ( 4x² – 1) [That's the only way we could factor it ]
denominator: (2x+1) (6x-3) = (2x+1)* 3(2x-1)
Hmm, the denominator has the expression (2x+1). I bet we can manipulate the numerator
a little further to yield this expression, and we can.
x (4x²-1) = x (2x+1) (2x-1)
So: x (2x+1)(2x-1) / 3(2x+1)(2x-1) = x / 3
NOW we can plug in.

Example 7: What is the sum of the reciprocals of x² and y²?
So, we want to add 1/x² + 1/y². What’s the problem? We can’t add numerators unless we
have the same denominator. If we multiply the top and bottom of the first expression by
y² and multiply the top and bottom of the second expression by x², we will yield the same
denominator in both expressions.
y² / x²*y² + x² / x²*y²
=( x² + y²) / (x²*y²)
Example 8: What’s the value of x²+ 12x + 36 when x = 994
Like our earlier examples, don’t immediately plug in 994. We can easily factor this
polynomial.
If you need a little refresher with factoring, our goal here is to think of two numbers that,
when multiplied, equal 36, and when added, equal 12. How about 6 and 6?
So, (x+6)(x+6)…or (x+6)²

Plug it in: 1000² = 1,000,000
As you can see, certain problems that seem to require extreme calculations really just
require some crafty algebraic manipulation. Having a thorough knowledge of
polynomials will help you approach such problems the right way. Give these strategies a
try during practice on Grockit.
Tags: polynomials
Posted in GRE, Problem Solving, Quantitative | No Comments »
Structural Agreement
Wednesday, September 22nd, 2010
A common mistake that students make when doing sentence completions is forgetting to
check if the sentence makes logical sense even though the word seems to fit the blank.
This is particularly important in two-blank sentence completions. If you see certain words
such as “because”, “therefore”, “in addition” etc, you know that the two blanks should
correspond. If one blank should be a positive word, the other blank should also be a
positive word and vice versa. This is known as Structural Agreement. (A second post on
Structural Contrast will follow soon).
Here are two situations which indicate that the sentence contains a structural agreement
Case 1: Cause and Effect
A cause and effect sentence usually runs like this: “Because…., then…”. Words such as
because, therefore, hence, consequently, then and as a result should give you a clue that
the blank agrees with the rest of the sentence.
Let’s try a one blank sentence first. As always, scan it quickly to see if it has any
structural key words.
Because of the ——– weather, the children spent the day playing in the yard.
A. balmy
B. torrid
C. symbiotic
D. attenuating
E. mellifluous
The “because” should tell you that the weather was good. Because the weather was good,
the children could play in the yard outdoors, rather than stay indoors. This means that you
are looking for a positive word to fill in the blank and can get rid of torrid and
attenuating. From there, apply what other vocabulary guessing skills such as using roots
if you don’t know what the words mean.
Here’s another example.

E.E. Cummings has been labeled an ——– because he rejected traditional poetic forms
for his unique experimental ones.
A. industrial
B. aberration
C. iconoclast
D. aboriginal
E. entrepreneur
Because tells you that its an agreement and further, it defines the blank for you. E.E.
Cummings is someone who rejects tradition for experimental forms. Is “aberration” the
definition of such a person? Is “aboriginal”? You can eliminate choices when you realize
that the blank is defined by certain phrases in the sentence.
Case 2: Strengthening words

A little different from cause and effect are strengthening or amplifying sentence. This is
where part of the sentence elaborates and sometimes strengths what’s said in the other
half. Strengthening words are also, for example, in other words, such as, in addition.
In the following sentence, such as is used to indicate that the sentence contains a
structural agreement. What follows such as defines or is an example of the first half of
the sentence. “Placing a plasma-screen television in an early twentieth-century living
room” suggests that the TV is out of place, so I would pick choice C. “Anachronism”
means out of its proper time period and I can guess what this word means from the roots
“ana” and “chrono”.
The film was harshly criticized for its ——–, such as placing a plasma-screen television
in an early twentieth-century living room.
A. Imperfections
B. injustices
C. anachronisms
D. exigencies
E. tempos
Sometimes, the agreement might not be indicated so obviously as shown by the next two
examples. The word accompanying in the following examples suggests that the blank
echoes or strengthens “unemployment”. This eliminates “affluence”, “infirmity” and
“benevolence”.
That family’s many financial woes include unemployment and the accompanying ——–,
which they are struggling to overcome.
A. affliction
B. affluence
C. penury
D. infirmity
E. benevolence
Other times, the agreement might be shown by the semicolon. A semicolon is usually to
join to clauses that can otherwise stand on its own. More often than not, the clauses agree
with one another, or one explains the other.
Try this example:

Critics of the self-help book deem it ——– folly; they claim that it advocates ——– that
set back women’s social issues by decades.
A. a misogynist… behaviors
B. a sexist… pestilences
C. an excellent… protocols
D. a disturbing… intuitions
E. a laudable… comportments
The word “folly” suggests that the critics do not like the book. Specifically, the second
clause tells you that they do not like it because it “sets back women’s social issues by
decades”. You can thus eliminate choice C and E because “excellent” and “laudable” do
not indicate the critics’ dislike.
Always remember to check if the sentence contains a structural agreement or contrast.

Don’t be in too much of a hurry to pick the immediate answer that fits without checking
that it makes sense in context.
Work and Rates

Monday, September 20th, 2010
There is one very important equation that guides all rate and work questions: r = d/t,
“rate equals distance over time.” If given any two of the three, you should be able to find
the third, if the units remain constant. Problems involving “work” are essentially rate
problems, where a worker’s “efficiency” is calculated by amount completed in a given
period of time.
Working Together
In questions where individuals work at different speeds, we typically need to add their
separate rates together. Make sure you keep your units straight. This doesn’t mean
wasting time and writing each and every one out, but rather simply recognizing their
existence. Note that when working together, the total time to complete the same task will
be less than BOTH of the individual rates, but not necessarily in proportion. Nor, are you
averaging or adding the given times taken. You must add rates.
A worker can load 1 full truck in 6 hours. A second worker can load the same truck in 7
hours. If both workers load one truck simultaneously while maintaining their constant
rates, approximately how long, in hours, will it take them to fill 1 truck?
A. 0.15
B. 0.31
C. 2.47
D. 3.23
E. 3.25
The rate of worker #1 is 1 truck/6 hours. This can also be 1/6 trucks/1 hour. The rate of
worker #2 is 1/7. When together, they will complete 1/6 + 1/7 trucks/ 1 hour.
1/6 + 1/7 = 6/42 + 7/42 = 13/42 trucks/1 hour. Remember the question is asking for the
number of hours to fill 1 truck, NOT the number of trucks completed in 1 hour. To find
this, we find the reciprocal of 13/42.
42/13 hours/truck = 3 3/13 hours/truck.
At this point, we may not be able to decide between (D) or (E). However, the decimal is
important. Because the denominator is 13, we know the decimal cannot equal .25. We
can also see that 3/12 will yield .25, so 3/13 will be slightly lower. Choice (E).
Relative Velocity
Planes, trains and automobiles. Sometimes walking. Objects moving at given speeds on
the <a href=”http://grockit.com/groups/gre/dashboard”>GRE</a>usually travel toward or
away from each other. When moving at an angle, we may be looking at a geometry
question. If moving toward or away from each other, we can add their speeds to see their
relative velocities. If moving in the same direction, we instead subtract their speeds to
find the relative velocity. Again, be careful of units.
Train A traveling at 60 m/hr leaves New York for Dallas at 6 P.M. Train B traveling at 90
m/hr also leaves New York for Dallas at 9 P.M. Train C leaves Dallas for New York at 9
P.M. If all three trains meet at the same time between New York and Dallas, what is the
speed of Train C if the distance between Dallas and New York is 1260 miles?
A. 60 m/hr
B. 90 m/hr
C. 120 m/hr
D. 135 m/hr
E. 180 m/hr
Relative to Train A, Train B’s velocity is 30 m/hr. This means that B will gain on A at a
rate of 30 miles every hour. In the three hours from 6pm to 9pm, A gets to mile marker
180. To catch up the 180 miles, it will take Train B 6 hours. So when they all meet up,
the time will be 3am, and they will be at mile marker 540. Notice that:
Train A = 9 hours at 60 miles/hour = 540 miles
Train B = 6 hours at 90 miles/hour = 540 miles
We can now tackle Train C, which has traveled the same time as B (6 hours), and
traveled (1260 – 540) miles.
Rate of Train C = 720 miles/ 6 hours = 120 miles/hour. Choice (C).
Man Hours
Many times you may be asked to calculate the number of workers would be need to
complete a certain task. Keep in mind that the number of workers (at the same efficiency)
is inversely proportional to the amount of time it takes one to complete a given task. It
may help consider the unit man-hours as the multiplication between workers and time,
which is then compared to the work completed. For example:
Three plows working at identical constant rates can clear 123 ft of snow per minute. At
this rate, how much snow could 8 plows remove in 5 minutes?
A. 328
B. 984
C. 1,640
D. 16,400
E. 131,200
Instead of man-hours, here we want to interact plow-minutes. Feet and minutes are
already compared, so all we have to is add “plows” to the expression. If we divide 123
ft/min by 3 plows, we get:
123 ft/minute/3 plows = 41 ft/plow-minute
At this rate, if we want to increase minutes to 5 and plows to 8, we can simply insert
these into the existing rate. Note the absolute rate does not change, since we are
multiplying top and bottom by 40, so the value is constant.
41*40 feet / 40 plow-minutes = 1640 feet / 40 plow-minutes. Choice (C).
There are LOADS more rate questions; some are much more difficult. This is by no
means exhaustive. Please visit the Grockit forum or leave a comment here to discuss
further.
Tags: man hours, relative volocity, work and rates

Posted in GRE, Quantitative | 1 Comment »
Interest and Compound Interest Problems

Thursday, September 16th, 2010
There are two types of interest problems on the GRE, and they include simple interest
and compound interest. Simple interest is the most basic and is a function of P, the
principle amount of money invested, the interest rate earned on the principle, i, and the
amount of time the money is invested, t (this is usually stated in periods, such as years or
months). The resulting equation is:
Interest = iPt
In basic terms, the above equation tells us the amount of interest that would be earned on
a principle amount invested (P), for a given time (t) at a given interest rate (i).
Example:
If you invested $1,000 (P = your principle) for one year (t = one year) at 6% simple
interest (i = given interest rate), you would get $60 in interest at the end of the year and
would have a total of $1,060.
For compound interest, you would earn slightly more. Let’s look at similar type problem,
though this one involves compound interest.
Mr. Riley deposits $500 into an account that pays 10% interest, compounded
semiannually. How much money will be in Mr. Riley’s account at the end of one year?
For compound interest, first you need to divide the interest rate by how many compound
periods there are. So for in the above question, because we are compounding
semiannually, we need to divide 10% by 2 (because of 2 compounding periods), and if
we were compounding quarterly, we would need to divide 10% by 4.
In the above question, Mr. Riley deposited $500 into his account at a rate of 10%
compounded semiannually and the bank will divide his interest into two equal parts. They
will pay 5% interest (10%/2) at the end of six months, and then will pay another 5% at
the end of the year. Compound interest can essentially be translated into “interest paid on
interest”, meaning that after one period, you are paid interest on the interest that was paid
in prior periods, hence the phrase “compounding”.
So at the end of the six months, Mr. Riley has $525 because the bank paid $25 in interest
($500*5%) into his account. For the second half of the year, Mr. Riley is then paid 5% on
the $525 balance that was in his account at the end of the first six months. This interest is
equal to $525*5% = $26.25. Therefore, at the end of the year, Mr. Riley has $551.25,
which is equal to his balance of $500, plus the $25 interest paid at the end of 6 months,
plus $26.25 paid at the end of the year. Mr. Riley earns $1.25 more with this compound
interest than he would have been paid if he were paid only 10% simple interest (would
have been only $550). The lesson? Compound interest always pays more!
Let’s look at another similar type of problem that involves interest.
Money invested at x%, compounded annually, triples in value in approximately every

112/x years. If $2500 is invested at a rate of 8%, compounded annually, what will be its
approximate worth in 28 years?
A. $3,750
B. $5,600
C. $8,100
D. $15,000
E. $22,500
At first glance, this one seems pretty tricky because you are given x% as the interest rate
and it asks you about compounding and it might seem difficult where to find a starting
point for this. For this one, it might be a bit easier to think about this without the use of
compound interest, which might unnecessarily confuse you. Here, we are given x% as
8%, so all we need to do is take 112/8 = 14. Thus, we know that the money triples in
value every 14 years. Further, we know that the money will triple exactly twice in 28
years, once in 14 years and one more time at the 28th year. So first we need to multiply
the original $2500 invested by 3 to get the balance at the end of year 14 (because it
triples), to get $7,500 (or $2,500*3). Now, we know that this balance of $7,500 will triple
again, so the final balance at the end of the next 14 year period will be $22,500 (or
$7,500*3). The correct answer choice is E.
Overall, the three types of interest problems you will most likely encounter come test day
will be simple interest, compound interest, and word problems involving the mention of
interest, but that can be solved without the application of interest or compound interest
methods. The key to deciphering between compound interest and simple interest is to see
how many periods the interest is paid….interest paid in one period is simple interest and
interest “paid on interest” in multiple periods is compound interest. Finally, remember
that some questions can be solved intuitively.
Have a compound interest problem or question you can’t figure out? Go to Grockit
forums and ask Grockit’s expert tutors for help.
Tags: compound interest, interest

Structural contrast
Tuesday, September 14th, 2010
Unlike Structural Agreement, structural contrasts indicate that there’s a shift in the
sentence. These are usually indicated by contrast words such as
although, despite, in contrast, instead, however, but, on the other hand, rather, yet,
nevertheless, nor, in spite of
If you see any of these words upon scanning the sentence, you should realize that the
word you are looking for in a one-blank sentence completion (SC) is probably opposite in
meaning to the rest of the sentence. In a two-blank SC, the two blanks are likely opposite
in meaning.
Let’s try a one-blank SC example first. As always, scan the sentence for any structural
clues and then guess what word could fit in the blank before looking at your options.
Her flamboyant acting during the school play was a distinct contrast to her usual ——–
demeanor.
A. uninhibited
B. theatrical
C. communicative
D. taciturn
E. polite
The structural clue here is a distinct contrast to. This tells you that her —– demeanor is
opposite to her flamboyant acting. This means you’re looking for a word that’s the
opposite of flamboyant. I would guess “reserved” and see which option is most like that
word. It turns out that there is only one choice, choice D.
Let’s try another one-blank SC.

Although Mr. Winthrop has always been a leading advocate for educational reform, he
did not ——– this recent campaign to raise teachers’ salaries.
A. breed
B. repent
C. diminish
D. spearhead
E. legislate
The keyword here is although: this tells you that even though he is a leading advocate, he
was NOT involved in this campaign. My guess for the blank would be “he did not lead
the campaign”. Looking at the options, I would narrow my choices down to choice D and
E.
Moving on to two-blank SC.

The songwriter was —— about the prospects for success in Nashville, even though she
had already faced —— from several talent agencies.
A. miserable… insults
B. irritated… encouragement
C. hopeful… support
D. optimistic… rejection
E. humble… derogation
Did you find the structural keyword in the above example? I found “even though”. So I
know that the songwriter was either optimistic about Nashville even though she had faced
rejection or that the songwriter was pessimistic about Nashville even though she had
gotten several offers. Notice that in both instances, the blanks are opposite. Ultimately, I
would settle for pessimistic … rejection because one does not usually “face
encouragement” or “face support”.
The contrast in the following example is even easier to spot. His usually churlish brother-
in-law behaved — (opposite of churlish) —, rather than —(same as churlish)—.
Recognizing this narrows it down to the options that are a positive word…negative word:
choices A and B.
Fred was pleased to find that his usually churlish brother-in-law behaved ——–, rather
than ——–, at the party.
A. courteously…impolitely
B. gracefully…awkwardly
C. jocularly…timidly
D. lewdly…respectfully
E. repentently…arrogantly
How to Study for GRE Vocabulary

Sunday, September 12th, 2010
Learning vocabulary words the GRE is a pretty daunting task. Just looking at the
immense vocabulary lists offered in prep books can discourage you from starting a study
plan. If you’re serious about studying vocabulary, here are a few tips to help you get the
most out of your time.
1. Go for Long Term: If you have the opportunity, spread out your vocabulary studying
over a long time. In general, cramming is not very effective, especially when it comes to
learning new words.
2. Use flash cards: Flash cards may sound a little old fashioned, but they are still one of
the most effective ways to learn new words. First, write the word you need to learn on the
blank side of the card. If you have a hard time pronouncing it, write the word
phonetically under the word (e.g. propitiate = pruh-PIH-shee-eyt). This may sound
unnecessary for a written test, but knowing the correct pronunciation will allow you to
use the word with confidence and correctly identify the word if it is spoken. On the lined
side of the card, write a short, easily understandable definition. If you have trouble with
the word, add a little phrase or sentence to help you remember the word’s proper use, or
add a note that helps you remember that particular word (e.g. when I hear the word
“tyro,” meaning “an inexperienced person / beginner / newbie,” I think of my friend
“Tyler,” who just started learning to skateboard; or, when I hear the word “vociferous,”
which means offensively loud, I think “vociferous=voice ferocious”).
3. Write down Unfamiliar Words: I consider this step one of the most important and
most overlooked. Whenever you come across an unfamiliar word that might be included
in a GRE vocabulary list, write it down. Whether or not you heard it on the street or in a
conversation, read it in a magazine or in a textbook, write it down somewhere–scrawl it
on a napkin, type it on the computer, or even text it on your cell phone. When you
practice on Grockit, for example, copy the unfamiliar words you encounter–found in both
the questions and answer choices–in a separate document. Make this document your
official personal word list, and build to it and study from it every day.
3. Find a Study Buddy: Studying vocabulary in a group or with a friend makes the often
tedious task a bit more fun. All you have to do is take turns saying the word aloud and
having the other person define the word. Or, you can switch it up: say the definition and
ask for the word. If your buddy is up for a challenge, encourage some friendly
competition; creative, competitive games may help you forget that you are studying in the
first place.
4. Learn your word roots: Many GRE vocabulary words contain easily identifiable
word roots that help you with the answer. For example, the word “soliloquy” contains the
roots “sol / solo,” meaning alone, and “loquy,” meaning speech. Without looking in the
dictionary, you can figure out that soliloquy means a speech you make alone or to
yourself, i.e. a monologue. Once you learn these roots, which can be learned online,
through Grockit forum posts, or in test prep books, write down the roots and their
meanings on the flash cards.
5. Repeat: Once you’ve “finished” learning a group of new words, don’t just set it aside.
You may think they are locked in your brain, but chances are you may forget their
meanings if you don’t keep reviewing. Studying vocabulary should always be a
cumulative process. When you are ready for a new list, add them to an existing list. Don’t
neglect the words you’ve learned.
6. Use the words: This may be the most challenging task in the list. If you really want to
know these words, try to implement them into casual speech. It may be easier to
implement them into an essay or a volunteered comment in class. Around the right
crowd, though, trying out some of these big words will be welcomed; at the very least,
it’ll get a laugh.
Posted in GRE, Verbal | No Comments »
GRE Combinations and Permutations

Friday, September 10th, 2010
Let’s go over a few definitions before we go over the different types of combination and
permutation questions. The first thing to know is what ! means. In general, you need to
remember the formula for combination and permutation which involves the ! sign.
Calculators have combination and permuation functions built in but you won’t be able to
use them on your GRE
“!” is read aloud as “factorial”. For any integer n, n! = n*(n–1 )*(n–2)*…*3*2*1.
For example, 6! = 6*5*4*3*2*1
Combinations
Combinations are used when the order of the objects doesn’t matter. The keyword that
lets you know to use the combination formula is the word choose. When you choose
something, it doesn’t matter what order you choose them in.
The general formula for choose r objects out of n objects (where r is obviously less than
or equal to n)
is n! / (n – r)! r!
For example, if I am trying to create a custom striped tie and I need to pick two colors for
it out of 7, then how many color combinations can I have. The answer is to choose 2
colors out of 7. So in this case, n = 7, r = 2 and the answer is 7! / (5! * 2!) = 21
Combinations of combinations
What if the question tells you that you have a number of choices for one thing, and
another number of choices for another, how many combinations can you have of the two
things?
For example, any buyer of a new sports car has to pick between 2 of 5 options for seat
colors and 3 of 4 options for dashboard accessories. How many different combinations
of colors and dashboard options are available to this buyer?
We look at seat colors first. Choosing 2 out of 5 and applying the formula, we get 10.
Then choosing 3 accessories out of 4, we get 4 combinations. So in total, we have 10*4
seat color-accessories combinations, because for every seat color combination, there are 4
accessory combinations that we could match with it. With 10 seat-color combinations,
we thus have 40 accessory combinations to match with it.
Permutations
With permutations, order matters. For example, if we have 5 people and five seats on a
plane, there are 120 ways of seating these 5 people. If all the seats are empty and I want
to fill the first seat, I have 5 people to choose from to fill the seat. Then for the second
seat, I have 4 people to choose from (because one person has already sat down). And for
the third seat, I have 3 people and so on. So the answer is 5!
If I have 7 people and five seats, the same concept applies – 7 * 6 * 5 * 4 * 3 where each
number represents the number of people I can choose from to put in each seat starting
from the left.
Permutations in a circle
What if you need to sit people around a circular table? Since there is no longer a left end
and a right end, the first person you seat is just a point of reference. So if you are seating
5 people in 5 seats around a circular table, instead of having 120 seating arrangements
like before, you have 24 arrangements.
In general, when arranging n people in a circle, there are (n-1)! Number of ways.
Permutations with repeated terms
This type of question usually asks, how many different words can you form from the
letters of word. And more often than not, the word will have repeated letters in it.
For example, how many 7-letter words can you form from the word APPEASE. There
are 7 letters so there are 7! ways of arranging these letters in order. But P is repeated
twice, and since one P looks the same as the other P, you have to divide 7! by 2!. A and
E are also repeated twice so you have to divide by 2! twice more.
The final answer is
Archive for October, 2010

Geometry Series Part 2: Inscribed Triangles
Wednesday, October 27th, 2010
To start off, let’s quickly review the essentials. These are formulas/concepts you must
know:
1. a² + b² = c², but only when a right triangle. If you don’t know it’s a right triangle,
Pythagorean theorem does not apply!
2. Common special right triangles include 3-4-5, 5-12-13, 8-15-17, 7-24-25 (and
their multiples.)
3. 45-45-90 triangles are ALWAYS in the ratio 1:1:√2
4. 30-60-90 triangle are ALWAYS in the ratio 1:√3:2
5. Angles and opposite sides are in the same relative size order, but are NOT
proportional.
Let’s continue with a standard diagram in which we have an equilateral triangle inscribed
in a circle, which is inscribed in a square.
The center point of all three figures (triangle, circle, square) are all the same, but this is
ONLY true if the triangle is equilateral. Therefore, if given ANY piece of information
about the circle, square or triangle, we can derive the rest. We draw a perpendicular line
from the center to the side of the triangle.
Note that the hypotenuses of the smaller triangles are equal to the radius of the circle. We
also know that the smaller triangles are each 30-60-90 because you are taking the 120-
degree internal angle from the circle’s center and cutting it in two. Here are your basic
conversions:
r = ½d = ½s, where s is the side of the square.

The sides of the 30-60-90 triangles become ½r : (r√3)/2 : r respectively
The side of the equilateral triangle becomes 2*(r√3)/2 = r√3
If given the area of the square, we should be able to derive essentially any other
information.
Area of an Equilateral Triangle
The area of an equilateral triangle equals (s²√3)/4. Memorize this. It will save you the
time of drawing a 30-60-90 triangle, solving for the base, finding the height, multiplying
and dividing by 2. That was long to write, imagine how long it takes to do!
If the area of the square = 64 and we needed to find the area of the triangle, we just use
the conversions above:
d=8
r=4
side of triangle = 4√3
Area of triangle = [(4√3)²√3]/4 = 16*3*√3 / 4 = 4*3*√3 = 12√3
Angle Relationships
Another important rule is that the interior angle created from of two radii extending to the
outside of the circle is exactly twice the measure of any angle on the circle extending to
those same points. In the image above, 2b = a. This information is never explicitly stated
on tests, but will come up on quant questions over and over.
There are infinite variations of these concepts. Be flexible in your reasoning, and practice
makes perfect!
Good luck!

Geometry Series pt 1, Circles inscribed in squares
Tags: triangles
Posted in GRE, Quantitative, series | No Comments »
Preparing for a Computer Based Test

Tuesday, October 26th, 2010
In the United States, the GRE can be taken as a computer-based or paper-based test; the
computer-based test is by the far the more popular choice because you can sign up to take
it almost every day of the year. If you’re like most test-takers, you probably have never
taken a standardized test on a computer before. Though test format may not seem like a
big deal at first, we must realize that a computer test necessitates its own set of
preparations. Here are some facts and tips to help demystify the GRE Computer Based
Test:
1. The Tutorials: This might sound silly, but right before you take the test, you’ll have to
work through four computer tutorials created by the GRE test software. The four tutorials
are “How to Use a Mouse,” “How to Select an Answer,” “How to Use the Testing
Tools,” and “How to Scroll.” While these lessons seem better suited for octogenarians at
the Learning Annex, they do have an important purpose. You may be computer savvy,
but the GRE software is not exactly Windows or Apple–familiarize yourself with its
quirks.
2. No Skipping: On a computer-based test, you cannot return to any one question after
you’ve answered it. That’s right. No second chances, no stalling, no saving the hardest
for last. On the computer test, you will only see one question at a time; you cannot see the
next question until you answer the current question. While this may initially cause some
anxiety, it helps to think of this limitation as a liberation: intimidating questions can no
longer loom over your head as you take the test–ah, a burden is lifted.
3. Question Type Order: Unfortunately,, you won’t be comforted by the predictability

of sections. Sentence completions, antonyms, and analogies, for example, can come up in
any order. You do not have sections of question types like you would on the SAT. This
may make things a bit more difficult. You cannot mentally prepare yourself for one
question type. The good news is, though, that you won’t get fatigued by one question
typed either (and by one question type, I mean reading comprehension of course).
4. What’s the Adaptive Mean?: The word “adaptive” in Computer Adaptive Test means
that the test adapts to your skill level; it’s customized to your individual performance.
The test begins with average difficulty questions, and then the questions will become
harder if you are answering correctly or easier if you are answering incorrectly. Do not
try to predict your performance based on the difficulty of questions. After all, you may
find a “difficult” question easy, and vice versa. It’s also not worth your energy to worry
about that.
5. Process of Elimination: You’ve probably already figured this one out. On a

computer-based test, you will not be able to mark up your test. That means no
underlining words in passages and no crossing out answer choices. This may be the
greatest disadvantage presented by the computer test. So, what’s the solution? Just learn
to deal with the handicap? No! You simply cannot afford to lose the luxury of crossing
out answers on a standardized multiple choice test. Luckily, there is a way to circumvent
this obstacle–use scratch paper. Before the test begins, use the scratch paper they give
you to create a makeshift answer sheet. If you want to make your answer sheet as precise
as possible, simply create two multiple choice columns, and number each from 1 to 30.
Remember the “tutorials” you have to go through? You can take as long as you like
during them, so this is a great time to make your answer sheet.
There you have it. The Computer Based Test isn’t something to be feared, after all. It just
takes some getting used to. And, for an added bonus, Grockit makes great practice since
it’s computer-based also. Go practice!
Tags: computer based test

Posted in GRE, GRE Prep, Test Day, strategy | No Comments »
Issue Writing Task: Use What You Know

Thursday, October 21st, 2010
Admittedly, the toughest part of the Issue Task is coming up with ideas that you’re
confident in. You might think that, with the 200+ topics available, you’ll have to read an
encyclopedia, scour the newspaper, dust off an old history book, and exhume those half-
read classics from high school English. I’m sure none of you wants to do that (though I
bet it’s been done before), and, more importantly, the ETS doesn’t expect this from you.
Though it seems certain issue prompts necessitate a thorough knowledge in some
particular area, such is not the case. Students from all kinds of backgrounds take the
GRE; a chemistry student isn’t expected to know Shakespeare, and an English student
isn’t expected to understand hydrogen bonding. Still, if you come across a prompt that
could benefit from your expertise, by all means go for it.
Let’s look at a relatively esoteric issue prompt and explore varying avenues of analysis,
some appropriate for the expert and others for the layman:
“The arts (painting, music, literature, etc.) reveal the otherwise hidden ideas and
impulses of a society.”
What we have here is a veritable breath of fresh air for any humanities or arts major, but
it’s a kiss of death for anybody without a predilection for the arts. In fact, I want to offer
an often unheeded caveat for those art lovers: don’t get too excited. If you come across a
topic that allows you to exploit your studies, don’t reproduce your senior thesis in 45
minutes. In other words, keep in mind that your readers may not be conversant with your
academic discipline, so try to temper your genius, as hard as that may be.
The above prompt is a somewhat confusing question, so let’s simplify it: do the arts
always reflect social ideas? That is, is the aim of art to reflect and comment on society?
Let’s look at some ideas from different perspectives:
1. The Layman’s Approach: If you’re not an art lover or humanities major, you
may be worried by such a prompt; you may, in fact, be searching your brain for
any example of art you know something about. This is probably a fruitless
strategy. Why not take a step back and think about the kinds of art you could talk
about. The examples do not have to be in-depth analyses of the Renaissance
masters–just use what you know. Each point will be labeled “agree” or “disagree”
to indicate whether the example is for or against the speaker.
1. Agree: Ancient and Renaissance architectures were often constructed to
honor gods and provide an appropriate place of worship, thereby reflecting
the pervasive religious fervor in their respective societies.
1. i. The Parthenon, the pyramids, the great European cathedrals
2. Agree: Skyscrapers built in urban metropolises in the 20th century reflect
the zeitgeist of technological progress.
3. Agree: Medieval and Renaissance painting was heavily religious, so as to
reflect the core societal values of the age.
4. Disagree: In twentieth century painting, however, we see a retreat from
societal representation to more idiosyncratic aesthetics. Art becomes less
mimetic and more cerebral, or, in some instances, visceral.
1. i. Pollock’s technique–violently splattering paint on the canvas–
can be viewed as a purely visceral impulse; the mess of paint
evokes the image of the action of painting, thereby referring to
itself as art rather than commenting on or exhibiting any societal
impulse.
2. The Expert’s Approach: If you have some knowledge of art history or literature,
you can certainly use that here. Certain artistic movements are known for social
commentary while others are famous for eschewing it, or at least aspiring to
something greater than it.
1. Agree: Victorian Literature
1. i. In Victorian fiction, for example, authors like Jane Austen
and George Eliot strive to replicate realistic social scenarios, e.g.
courtship and the social practices of marriage, in order to comment
on and often critique social mores. Austen’s Pride and Prejudice
often elucidates the societal emphasis on marrying for status and
financial security rather than marrying for love.
2. Agree: Dystopian Fiction:
1. i. Dystopian novels like 1984 make explicit the fears of
totalitarian governments that were in power at the time, thereby
reflecting the psychosocial consciousness of the time.
3. Disagree: Modernism
1. i. Modernists aspire to more than social commentary; most
critics of the movement agree that one philosophical project of
modernism is to isolate the form of art and the form of the
medium, that is, to draw attention to the process and materials of
artistic composition.
2. ii. T.S. Eliot’s The Wasteland, for example, is a complex and
ostensibly chaotic mishmash of historical literary styles and
references. Indeed, the poem comments on the current zeitgeist,
but its method in doing so recapitulates a history of the medium to
draw attention to its status as an artwork.
3. iii. James Joyce’s Ulysses, often considered the quintessential
modernist novel, follows a similar ambition. Each chapter of the
novel exhibits a markedly different style and theme, all the while
corresponding to a specific episode from Homer’s great epic poem
The Odyssey. In fact, one particular chapter changes its style
paragraph by paragraph, illustrating a detailed history of the
development of English.
While the “expert” essay has more complex and esoteric examples, both essays include
logical arguments with sufficient evidence. The Issue topic is always about using what
you know and making sense of it.
In your essay practice, try to use the knowledge that you already have rather than cram
for new material. However, if there is a specific area in which you are particularly
lacking, brush up on some new info, and then try some prompts where you can use what
you learned.
Posted in Essay, Issue Writing | No Comments »
It’s Test Day!

Monday, October 18th, 2010
The GRE is unlike the SAT, ACT or any other standardized exam you took in high
school. Instead of sitting in a classroom with 25 other students all going through exactly
the same experience, you will be on your own. After weeks and months of preparation,
the last thing you should worry about on the day of your GRE is the testing environment.
While there may be slight differences from test center to test center, the basic sequence of
events will be the same.
Here are some tips about what to expect from the testing environment from arrival to
departure. Get comfortable with the procedures so that, on test day, you can avoid
distractions and concentrate solely on your performance.
Arrival:
Try to arrive at the test center 15-30 minutes early because of the sign-in process. First,
you’ll need to show proper photo identification and tell the administrator which exam
you’re there to take. Don’t be surprised that others in the center may be taking different
graduate exams.
You will then be asked to sign the GRE Examination Testing Rules & Agreement. Once
this is completed, the administrator will ask you to provide a digital fingerprint or palm-
vein pattern. The palm sensor will soon replace the fingerprints as the only digital
identification system. For the palm system, you will place each of your hands over a
sensor. The administrator will demonstrate the procedure of ensuring that certain knobs
on the machine fit your fingers to get a proper pattern. He or she will then take your
photograph.
Once all of these administrative procedures are completed, you will choose a locker in
which to place all of your belongings. Wear layers in case the room is cold. All you are
allowed are your locker key and photo identification because the administrator will check
it before you enter the testing room.
The Testing Room:
Before you enter the test room, you will need to provide your photo identification as well
as your fingerprint or palm-vein pattern. Then the administrator will escort you into the
testing room. There probably will be people already in the room, in the middle of their
respective exams. You will be seated at a station with a computer and likely some
soundproof headphones, in case mouse clicks or keyboard keys bother you. The test
administrator will provide you with scratch paper to use during the test, and when all of
your pages are filled, you can raise your hand to receive more scratch paper.
Breaks:
There is an optional 10-minute breaks after the Analytical Writing section, and one
minute breaks between the remaining sections of the test. Don’t feel obligated to take
them if you’re in the zone and want to stay focused. However, the ten minute break is a
great opportunitie to leave the room and reorient yourself if you are a bit rattled, or if you
want a restroom or snack break.
You cannot leave without signaling the test administrator. Once you signal, the
administrator will enter the room and escort you out. When you leave the room, you will
have to digitally sign-out, meaning you will have to verify either your digital fingerprint
or palm-vein pattern. You can then access your locker and drink some water or snack on
something small.
When you re-enter the room, you will have to provide your fingerprint or palm-vein
pattern yet again before being escorted back to your station. Even though the break is
technically 10 minutes long, once the procedures of signing out and signing back in are
included, the time you have for yourself is probably more like 8 ½ to 9 minutes. Don’t
forget that exceeding the 10 minutes allotted for the break takes time out of your next test
section, so be careful. Again, don’t forget that the breaks are optional.
Score and Departure:
You’re done. Almost four hours after entering the center, you’ve completed the test. You
will be given the option of viewing your scores or canceling them. Once you view your
score, you will not be able to cancel it. Whatever you decide, you will need to raise your
hand once again so that the administrator will know to escort you from the room. Again,
you will need to provide either your fingerprint or palm pattern to sign out of the room.
If you chose to view your score, an administrator will print out your unofficial score
report. Be sure to keep this because there will be an authorization number that you will
need to view your official score. Then all you need to do is take your belongings out of
your locker, return the key and leave with your report.
Good luck!
Post your test day experience below and check out Grockit forums for test day advice
from other test-takers.
Posted in GRE, Test Day | No Comments »

Thursday, October 14th, 2010
After learning all the possible fallacies and how to spot them, it’s time to look at a real
possible argument task. When I say “real,” I mean this could possibly be on your actual
GRE, though the chances are very slim–approximately 1 out of 245. That statistic should
not deter you, and you probably shouldn’t take it upon yourself to write practice essays
for each and every prompt. For one thing, such a task would take a long time (don’t you
have more important things to do?). Secondly, though these argument prompts are all
ostensibly different, they repeat many of the same fallacies. To confirm this, just check
out a hearty sample of prompts (perhaps twenty or thirty, or whatever you realistically
have time for) and think about how your arguments against the prompts might overlap.
The similarities will pleasantly surprise you. Here is one such prompt to get us started:
The Prompt
The following appeared in a memorandum written by the vice president of Nature’s Way,
a chain of stores selling health food and other health-related products.
“Previous experience has shown that our stores are most profitable in areas where
residents are highly concerned with leading healthy lives. We should therefore build our
next new store in Plainsville, which has many such residents. Plainsville merchants report
that sales of running shoes and exercise clothing are at all-time highs. The local health
club, which nearly closed five years ago due to lack of business, has more members than
ever, and the weight training and aerobics classes are always full. We can even anticipate
a new generation of customers: Plainsville’s schoolchildren are required to participate in
a ‘fitness for life’ program, which emphasizes the benefits of regular exercise at an early
age.”
1. 1. What’s the Argument?: The speaker claims that Nature’s Way, a health food
store, should open in Plainsville, where “residents are highly concerned with
leading healthy lives.” How did we gather this profile of Plainsville’s inhabitants?
According to our speaker, three facts account for this description: 1. Increase in
sales of exercise shoes and clothing; 2. The local health club is experiencing its
highest rates of attendance, and 3. Plainsville’s schools are now mandating a
fitness program.
2. 2. The Problems with the Argument: I will enumerate potential problems I see
with the speaker’s argument and reasoning, in no particular order, so to mimic
your thought process and note-taking when you first come across an argument
prompt:
1. False correlation between exercise and health food: The speaker
fallaciously correlates exercise with healthy eating habits. Nature’s Way is
neither a health club nor a sporting goods store, but a health food store.
While, ideally, a healthy lifestyle entails both exercise and healthy eating
habits, the two are not mutually inclusive. With the convenience of fast
food, our national eating habits, on average, are at their worst in history.
Often, this guilt about eating habits encourages fast-food patrons to
exercise, but not necessarily change their eating habits.
1. Does buying exercise clothing necessarily cause exercise?: The speaker

assumes that the increase in health-related items suggests that the residents of
Plainsville are “highly concerned with leading healthy lives,” but there are other
possible sources of these increases. The sale of running shoes and exercise
clothing could be attributed to a fashion trend that prizes the aesthetic value–
rather than the functional value–of such clothes; or, more simply, exercise clothes
may be an inexpensive alternative to other clothing styles.
1. An increase in health club attendance does not guarantee profits for Nature’s
Way: Perhaps the local health club is full because of a lack of competition. The
speaker refers to the club as “the local health club,” suggesting it’s the only one of
its kind in Plainsville. If this is true, then high rates of attendance do not suggest
an overwhelming increase in the citizens’ exercise.
1. The compulsory exercise program is a poor indicator of future healthy

lifestyles: The speaker mistakenly assumes that the compulsory “fitness for life”
program enacted by schools will foster a new generation of health conscious
individuals. Though we may applaud the efforts of schools to introduce such a
program, we cannot assume that the program will have any lasting effect on the
children’s lifestyles. In fact, mandating exercise in school, much like making
beloved classics of literature “required texts,” may cause unintended opposition to
exercise. Many children often willfully oppose orders given by parents and school
teachers, not out of any sound reasoning, but because of sheer childhood
obstinacy.
1. Future interest in exercise?: Even if Plainsville residents are interested in health

foods, how do we know the interest will continue in the future? After all, these
changes in lifestyle habits are relatively recent; why shouldn’t we assume that
they can easily revert back to unhealthy lifestyles?
1. Competition?: The speaker fails to mention the possibility or lack of competing

health food stores. How can we be sure that Nature’s Way will thrive despite its
potential new competition?
2. Suggestions for Improvement: To improve the argument, the speaker must show
a correlation between exercise habits and healthy eating habits, perhaps through a
survey or study. Also, the speaker should investigate the popularity of
Plainsville’s health club and explain how Nature’s Way will plan to beat the
competition.
What we have here is an abundance of information, not quite an essay. To write the
essay, choose the best examples and develop them into coherent paragraphs. Don’t be
afraid to integrate smaller fallacies into paragraphs: an abundance of information is not a
bad thing, and, in fact, longer essays tend to receive higher scores. For practice, you may
want to give yourself 30 minutes and write this essay, using your own words and, if you
have them, your own arguments.
Posted in GRE, series | No Comments »
Helpful GRE CAT Tips

Monday, October 11th, 2010
One of the biggest frustrations of taking a CAT test is that you don’t have the questions
and answers right there in front of you. Without the luxury of being able to write notes,
eliminate answers, make equations or draw pictures, I am certain that you will find this
extremely annoying in a CAT environment. Some of the following might sound like
common sense, but not everyone employs these useful strategies that will save you
valuable time come test day
The CAT test format can be frustrating, and time consuming, for many reasons, but there
are some tricks that I found useful when taking the test that seemed to help me out.
First, you will find that you are spending a lot of time looking between the screen in front
of you and your blue book. USE YOUR PENCIL AND BLUE BOOK (but do not waste
valuable time writing needless things down). One of the worst things you can do is to
waste time staring at the screen. Do not make this mistake. Instead, you should get in the
habit of immediately writing down ABCDE on your scratch paper for every question.
This should be a habit as you study for the GRE, they don’t give you material to write
things down for nothing. USE IT! This way, you can immediately eliminate answers that
you know are incorrect. Don’t waste your valuable brainpower trying to remember
answers that might be right or wrong, WRITE THEM DOWN! You have no idea how
many times you will be very appreciative of doing this when you look down and see that
you have two answers to choose from instead of trying to look up at your screen and
trying to remember what answers you told yourself to eliminate. Even if you don’t know
the exact answer, your test scores will be drastically improved if you can eliminate even
one or two incorrect answers. If you can eliminate three incorrect answers, your
probability of guessing the right answer is 50%! So be sure to get in the habit of writing
down ABCDE and then crossing answers out as you go.
Next, read the entire question carefully and write down the useful information (this is
more geared for the Quantitative part). Don’t worry about writing everything down at
first, but as you practice, you will become more proficient at identifying the key pieces of
information. With easy questions, you won’t have to write down much, but with your
ABCDE and key pieces of information, you will have essentially transferred the problem
from the computer screen to your paper, which will make your life much easier, as you
will be able to make equations, draw pictures, do whatever you need to do to eliminate
answers. BUT, a key here is to make sure you transfer information correctly. The worst
thing you can do is to write down wrong numbers or facts, etc. I can’t tell you how to
become a pro at accuracy, but in general, work slow to work fast. Once you are certain
you have it down in front of you, go to town on cracking the problem. Eliminate answers
as you go.
Another issue with CAT test prep is that it is difficult to simulate the test day
environment. That is where prep services like Grockit come in. Become comfortable with
using the computer to answer questions, it will be invaluable come test day. I’m sure that
you will employ traditional book based studying (such as Official Guide for GRE
Review) and I highly encourage you to use such books. But as you become comfortable
with the material itself, it is essential that you are able to transfer your mastery of the
material to a CAT environment. Supplement your computer testing with your paper
(book) testing and vice-versa. Don’t become too comfortable with studying out of books,
but use that practice to become a master at translating the key pieces of information to
your scrap paper.
Employing the above methods will help you become a master of the CAT environment
and will definitely pay dividends come test day. USE YOUR SCRATCH PAPER,
WRITE DOWN ABCDE, and good luck! If you have any other strategies that you have
found helpful, please post below, or check out Grockit’s GRE forums for more advice.
Posted in GRE, GRE Prep, Test Day | No Comments »
GRE: Sentence Completions Overview

Thursday, October 7th, 2010
Currently the GRE Verbal section tests approximately 6 sentence completions, or about
1/5th of the total Verbal section. Many GRE students find SC’s the easiest Verbal
question-type, but make sure to practice them just as diligently as Antonyms or
Analogies. They will contain tough vocabulary and will require a solid strategy to answer
them correctly.
1. Write down the keywords. As you read the sentence, you will be on the lookout for
keywords, words that describe the blank or relate to the overall flow of the sentence
(transition words). Write them down! It may seem redundant, but the act of writing them
down will slow down your impulses and force your brain to think critically. What do the
words tell you about the blank?
Here are some common transition keywords you’ll see on Test Day:
2. Write down a prediction. Once you’ve analyzed the keywords and punctuation of a
sentence, you can come up with a prediction for the blank. It doesn’t have to be brilliant,
but you DO have to write something down. If you are at a loss for words, even a simple
prediction like, “a positive word” or “something like angry” is perfectly acceptable.
Don’t let yourself read the answer choices without a written-down prediction. If you
don’t write it down, you will probably forget it as you read the answer choices.
3. Eliminate answer choices. Instead of scanning the answers quickly looking for the
correct one, carefully move through the choices from A to E, eliminating the answer
choices that could not possible match your prediction. Don’t be too narrow-minded in
your elimination. For example, if our prediction was “messy” and one of the answer
choices was “distraught,” we want to keep it since it is at least a partial match. If you
have more than one answer choice left after eliminating, then plug them into the sentence
to see which one is correct.
It may seem like this method of writing down keywords and predictions will slow you
down, but your speed will increase as you practice and your brain becomes more
disciplined. This method will increase your accuracy by forcing your brain to do the
necessary critical thinking – after all, isn’t that what the GRE is really testing?
Get started with some sentence completions now on Grockit!
Posted in GRE Prep, Sentence Completion, Verbal | No Comments »
Guess and Eliminate – GRE Problem Solving

Tuesday, October 5th, 2010
While studying for the GRE, we hope to be familiar with every type of question before
walking into the test. Surprise slows you down, and knowing what to do ahead of time
will save you time and help you earn more points. However, there will inevitably be
questions for which you will not know how to find the exact answer. In this post, we will
quickly address guessing tactics and, more importantly, strategies to efficiently and
accurately eliminate incorrect answer choices to reduce your options and point you in the
right direction.
(Note: This post does not address quantitative comparison questions, which will
addressed in a future post.)
Guessing on the Quantitative Section
1. Look for pairs of answers: wrong answers are chosen for a reason. For example,
if the question involves fractions or inverses, 1/4 and 4 are one simple mistake
away from each other. Because these mistakes are common, correct answers tend
to be “close” to incorrect ones, and answer choices that are “way far off” from the
others are typically wrong.
2. Know the question: If the question involves a 45-45-90 triangle, you might look
for √2. If you see a √3 in the answer choices, you can reasonably eliminate that
option. Conversely, for 30-60-90 triangles, you may look for √3s. This is
particularly helpful for geometry questions.
3. The last step: Take a peek at the last step of the question (if applicable). If it asks
you for the √x, then look for a pair where one option is the square root of another.
(You’d pick the square root option, of course.)
Eliminating Definitively Wrong Answers
On the quantitative section, if we have some hesitation on a question, it helps to know

which questions are absolutely incorrect without much thought.
Take a look at this example:
If x is an odd integer and y is an even integer, which of the following CANNOT be an

even integer?
A. y/x
B. 4(y/x)
C. 4x + y
D. 2(x + y)
E. 5(x – y)
Before we even start attacking the specifics of this question, we know any answer that
satisfies the description “even integer” is NOT the correct. Plugging in numbers may
help, but to save time, we can quickly recognize that any product including a factor of 2
must be even. Answer choices (B) and (D) are multiplied by 4 and 2 respectively, so
those are out. Then you can pick between (A), (C), and (E) through a variety of strategies.
Keep track of units. Take a look at this example:
How long (in hours) will it take Steve to run m miles if he runs at a constant speed of x
miles per hour?
A. x/m
B. m/x
C. xm
D. 60m/x
E. x/60m
The two units provided in the question are miles and miles/hour, and the answer is to be
in miles/hour. We know that sometimes we might want to convert hours to minutes, but
because there is no mention of units, chances are we will not have to do that this time.
Answer choices (D) and (E) include “60”, which is an indication that you are incorrectly
converting hours to minutes. You can then worry only about (A), (B), and (C).
Size Matters. Do a very quick estimate of what the answer should look like.
The town of Sandwich has a total of 5,400 citizens. Of these, 1/4 are over the age of 60. If
an advertising campaign attracts a number of new residents over 60 equal to 1/5 of the
town’s current 60+ citizens and there are no other changes in the population,
approximately what percent of Sandwich’s total population would be over the age of 60?
A. 23.8%
B. 25%
C. 28.6%
D. 30%
E. 33.4%
After reading this question, we should think quickly about in which direction the
percentage should be moving. We start at ¼ (25%) 60+ citizens and add more 60+
citizens to the population without any other additions. This will move the percent UP. If
you have no clue how to answer this question, you are still guessing between (C), (D) and
(E) since (A) and (B) are clearly too low. (Note: Answer choices are ALWAYS in
ascending order.)
This was a quick overview of general concepts for math questions. As always, GRE
practice makes perfect. Keep an eye out for a similar article focusing on Quantitative
Comparison questions, that should come out soon.
Archive for November, 2010

Quantitative Elimination Strategies: Part 1
Monday, November 8th, 2010
As with all multiple choice tests, there is more to strategy than simply trying to answer
the question. Answer choices are gifts that we test-takers must take advantage of. Every
effective test-taker must understand the strategies used to effectively eliminate wrong
answer choices. These will help you save time, and more importantly, they may lead you
to the correct answer even when you’re not too confident about the material.
1. On a hard problem, when you are asked to find the least (or greatest) number,
eliminate the least (or greatest) number from the answer choices.
While we could never say that this rule works 100 percent of the time, it certainly works
most of the time, and it follows the test-maker’s logic. When test-takers guess on these
problems, they tend to guess the extreme answer choice (i.e. if asked for the greatest,
they’ll pick the greatest). Test makers catch on to this, and as a result, they rarely allow
that expected choice to be the answer.
Example 1: What is the maximum number of points common to the intersection of a

square and a triangle if no two sides coincide?
a. 4
b. 5
c. 6
d. 8
e. 9
According to the strategy, we can eliminate 9. In fact, c is the answer (this question is
pretty simple if we draw it out).
2. On hard problems, often eliminate the answer choice ‘not enough information.’
While this is certainly not the case on quantitative comparisons, it is often the case on
difficult multiple choice problems. Most students tend to go for the ‘not enough
information’ choice when they are out of time, and test makers will rarely let you get
away with no calculation for a difficult problem.
3. On hard problems, eliminate answer choices that merely repeat numbers from
the problem.
Example 2:
If the sum of x and 20 is 8 more than the difference of 10 and y, what is the value of x +
y?
A. -2
b. 8
c. 9
d. 28
e. not enough info
If this type of problem is giving you trouble, and you have no choice but to guess, you
should be skeptical of answer choices b and e. E, as we saw earlier, is a ‘not enough
information,’ and b gets the number ‘8′ from the question. Again, these are not hard and
fast rules, but you will increase your chances by avoiding these answers if you must
guess.
Let’s see if we can answer it. This is basically a problem that needs to be converted into
mathematical notation:
x+20 = 8 + (10- y)
x + 12= 10-y
x+y= 10 – 12
x+y= -2
A is our answer.
Remember, there is no substitute for knowing the math, but you also want to increase
your chances on the toughest problems. In the next installment, you’ll see more
challenging examples for which you should use these elimination strategies.
GRE Quantitative: Decimals

Thursday, November 4th, 2010
If you haven’t done decimal arithmetic since grade school, working with decimals can be
a daunting experience when somebody takes away your calculator.
If you remember nothing else, remember that a decimal is really a decimal fraction–all
decimals can be written as fractions with their respective powers of ten as the
denominator.
For example:
.4 = 4/10.
.84 = 84/100
.5689 = 5689 / 10000
You’ll want one zero in the denominator for every digit in the decimal.
Addition and Subtraction
When adding and subtracting decimals, line up the decimal points, and, if it makes things
easier, add zeros to fill up the empty space.
Example: Add 382.345 and 2.17
Set it up like this:
382.345
+ 2.170
————-
384.515
Multiplication
1. Multiply the decimals as if the decimals are not present.
2. Count the number of digits after the decimal in each number, and add these up (ex. If
multiplying 6.45 and .356, I add 2 + 3=5).
3. My sum of digits equals the number of digits that should be to the right of the decimal
in my product.
4. Manipulate the placement of the decimal in the product to fulfill step 3. Add zeros as
necessary.
Example: Multiply 4.52 and .003
Step 1:
452
x 3
———-
1356
Step 2: In 4.52 and .003, we have a total of 5 numbers after the decimals.
Step 3: So, in 1356, I need 5 digits after the decimal. Counting from right to left, my
product is .01356.
HINT: When multiplying simpler decimal numbers, always use common sense to avoid
calculation errors. If I am multiplying 4.232 and 1.6, I know that my answer will have
one digit before the decimal because 4 * 1 = 4, not 40 or 400.
Division
1. Move the decimal point in the divisor to the right so that the divisor is a whole number
(If my computation is 502.5 / .25, I change .25 to 25)
2. Move the decimal in the dividend the same number of places to the right (I moved the
decimal two places to the right to convert .25 to 25, so I’ll convert 502.5 to 50250)
3. Divide normally and bring the decimal straight up into the quotient.
Example: Divide 17.835 by 2.05
1. Move decimal point in 2.05 two times to the right to make 205. Do the same for the
dividend, yielding 1783.5
_ 8.7_____
205 ) 1783.5
1640
——–
1435
1435
——
0
For a little refresher in long division, here is the process verbalized:
1. 205 can go into 1783 about 8 times.
2. 8 times 205 is 1640.
3. 1783 minus 1640 is 143.
4. Bring down the 5 from the dividend. Now we have 1435.
5. 205 goes into 1435 seven times, exactly.
6. Bring up the decimal and place 7 after it.
7. Since there is no remainder left over, we are left with 8.7
Working with decimals without a calculator is all about practice. The first step is to stop
using the calculator every time you make an arithmetic calculation; the second step, as
always, is to practice on Grockit.

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Archive for June, 2010

Issue Writing Task: Part 2

Read other articles in this series:

Issue Writing Task pt. 1

Posted in Essay, GRE, GRE Prep, Verbal, series | No Comments »

Issue Writing Task: Part 1

1. Writing on any topic other than the one presented is unacceptable.

2.The topic will appear as a brief statement on an issue of general interest.

3. You are free to accept, reject, or qualify the statement.

sources as your experience, observation, reading, and academic studies.

1. Practicality and utility versus creativity and personal enrichment

2. The importance of cultural identity (customs, rituals, and ideals)

3 Keys to individual success and progress

4. Keys to societal progress, and how we define it

5. How we obtain or advance knowledge, and what constitutes knowledge or

6. The objectives and methods of formal education

8. The impact of technology on society and on individuals

9. The sorts of people society considers heroes or great leaders

12. Conformity and tradition versus individuality and innovation

Posted in Essay, GRE, Issue Writing, series | 3 Comments »

Quantitative Comparison Strategies: Part 2

Example 1. 9^99 – 9^98 OR 9 ^98

= 9^98 (8) OR 9^98

Here’s a chance for some good ol’ fashioned factoring.

(X+Y) on top and bottom cancel, giving you: 5 OR 5

Easy choice. They’re equal.

Simplify by multiplying or dividing both sides by the same value:

1. 9^99 – 9^98 OR 9 ^98

Why don’t we divide both sides by 9^98?

1. 9^99 – 9^98 / 9^98 OR 9 ^98 / 9^98

9^1 – 9^0 OR 9^0

If we tried to simplify by dividing by x, we’d think that we arrived at this:

The Fallback Strategy: Use 1, 0, a fraction, and a negative number as testers.

Example 1: If x>0, y> 0, z= 0…

3z (2x +5y) OR 3x (2z+5y)

Example 2: If x<0, y >0, z=0

3z (2x +5y) OR 3x (2z+5y)

It turns out that the answer must be D.

So in that case, our answer is D.

See other articles in this series:

Posted in GRE, Quantitative, Quantitative Comparison, series | No Comments »

Quantitative Comparison Strategies: Part 1

Avoid Unnecessary Calculation

1. 3569 OR 3(10) + 5 (10²) + 6 (10¹) + 9 (10^0)

1. 2,000,000 / 200, 000 OR 1,000 / 100

Simplify by Adding/Subtracting Same Value

Subtracting 5 from both sides gives us:

Subtracting 3x from both sides gives us:

Posted in GRE, Quantitative, Quantitative Comparison, series, strategy | 2 Comments »

GRE Strategy – Estimation

Given the following five answer choices

I would then pick E easily based on my estimate.

For more practice estimating, join a Grockit game today!

Posted in GRE, GRE Prep, Quantitative, strategy | No Comments »

Argument Writing Task: Part 3

• Assuming that characteristics of a group apply to each member of that group

See other articles in this series:

Argument Writing Task: Pt 1

Argument Writing Task: Pt 2

Posted in GRE, Verbal, series | No Comments »

What’s the big idea?

Posted in GRE, Reading Comprehension, Verbal | No Comments »