CR1: Pre-Thinking For Assumptions: Unauthorized Copying Prohibited

CR1 : Pre-Thinking for
Assumptions
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Limited evaluation Tutor Evaluates
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evaluation
4. I have completed most of the learning but I am Student figures Tutor defines the
still 50-60 points away from my target GMAT out (guesses) the weak areas.
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Plans

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Mastery
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Approach
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Limited evaluation Tutor Evaluates
concept?
Extensive
3. After I learn a concept, how do I figure out how Little emphasis on
emphasis and
to apply those concepts successfully. application
evaluation
4. I have completed most of the learning but I am Student figures Tutor defines the
still 50-60 points away from my target GMAT out (guesses) the weak areas.
score. Which areas should I focus on? weakness

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Session

Agenda
1. Discuss your current approach Document how you

prepare today
2. Pre-thinking Exercise – 2 arguments
3. Full length Questions – 2 questions
i. Quiz
ii. Detailed Review of 2 questions Recognize what is
i. Apply Pre-thinking important to master CR
Assumptions
ii. Apply Negation Test
4. Discuss your “Should-Be” approach Present your “should-

5. More Practice be” plan to master CR
Assumptions

Let’s Discuss your Current Approach to CR

What is Pre-thinking?
Pre-thinking: Thinking “one potential” assumption in your mind in

“15 seconds” “before” going to the answer choices.
E-GMAT was the first company to precisely define Pre-thinking and apply the same in our solutions. Before
that, Prethinking == Prediction

How do you solve CR Assumption Question?
Which of the two methodologies do you follow?

o 1) Read the argument, 2) go to the answer choices, and 3) come back to the
argument till you reach the final candidate.
o 1) Read the argument, 2) Pre-think an assumption, and 3) then evaluate the

answer choices – referring to the argument only when needed.

Where do you spend your time?
When you solve a CR assumption question, you spend the majority of your time in
______
o Reading and understanding the Argument
o Pre-thinking an assumption
o Evaluating the answer choices to arrive at the correct answer

What is an Assumption?
Argument: Joe scored 500 on the GMAT. Therefore, he will not get admission in an Ivy League College.
Score of 500 on GMAT admission in

No admission in ILC
ILC
Jump
Assumption
A score of 500 on the GMAT for someone like Joe is

unacceptable to Ivy League Colleges

Two Characteristics of Assumption
Assumption: An unstated idea that must be true for the conclusion to be valid.
New Information Must be True
TAKE AWAY
The correct answer choice will satisfy all both these conditions.
Conclusion
Argument
Supporting Supporting Supporting

Statement Statement Statement
Essential Pillar = Assumption

What does “Must Be True” Mean?
It means that if the information provided by “assumption” is not true,

then the conclusion can no longer hold true
(or the conclusion is invalidated)?
OR..
The Assumption MUST BE TRUE for the CONCLUSION to remain valid
(or not be destroyed)

Falsification of Conclusion
Falsification of Conclusion Conclusion Falsified/invalidated when

Joe gets admission with a score of 500
What does falsification/invalidation/destroying
of conclusion mean?
OR
How can conclusion be destroyed

How to evaluate whether an answer choice is correct?

Argument: Joe scored 500 on the GMAT. Therefore, he will not get admission in an Ivy League
College.
Is this Must Be True?
A score of 500 on the GMAT for someone Will the Conclusion become
like Joe is unacceptable to Ivy League invalid if the statement to the left
Colleges no longer holds true.
Negated instance Does the Conclusion break down when the

score of 500 becomes acceptable
A score of 500 for someone like Joe is
acceptable to Ivy League Schools Absolutely. If the score of 500 is acceptable
for someone like Joe, then the author
cannot make his conclusion with 100%
certainty that Joe will not get admission to
Ivy League colleges.

This is essentially (applying)the negation test?

Statement Not True
Implication of “Statement not true”
If you say that a statement is not true, then by definition its negated version becomes true.
Examples
Not True Harvard does not have the best MBA program,
Harvard has the best MBA program or an MBA program better than or as good as
Harvard exists
Not True
John “does not run” faster than David or
John runs faster than David
David is as fast or faster than John

Were you able to understand “Must be True”?
If an answer choice is “Must be true”, i.e. “the correct assumption” then the conclusion
will break down in the presence of “negated version” of the answer choice
Assumption: An unstated idea that must be true for the conclusion to be valid.

Must Be True – Part 2
If an answer choice is NOT “Must be true”, i.e. the incorrect answer choice then the
conclusion will NOT break down in the presence of “negated instance” of that
answer choice

Lets take an example

Argument 1
A Score of 500 on GMAT is not a good score.

Argument: Joe scored 500 on the GMAT. Therefore, he will not get admission in an Ivy League
College.
Is this Must Be True?
A Score of 500 on GMAT is not a good
Will the Conclusion become
score. invalid if the statement to the left
no longer holds true.
Negated instance
Does the Conclusion break down when the
score of 500 is deemed good.
A Score of 500 on GMAT is a good score.
Not really. Because as per the argument,
Joe’s admission is not dependent on
whether the score of 500 is qualified as a
good score. In other words, we can replace
500 by 700 and the logic of the argument
shall not change.

Must Be True helps narrow down!!
For Correct Answer choice For Wrong Answer choice
Conclusion does not hold true when you Conclusion still holds true when you
negate this answer choice negate this answer choice

Pre-Thinking Exercise
Let’s warm up for the Marathon….

Goal: Learn How to Prethink

Process that We will follow?
Learn and Revise

Some Theory 3
1
Your Rajat’s Evaluate
Argument
Pre-thinking Pre-thinking Submissions
2 Mins 2-3 submissions

2
Record in Short
Answer Poll

Core Skills for Prethinking
Core Skills Why do people falter or take longer?

1. Identify facts and claims (conclusions) 1. Read fast, and don’t focus on
in arguments comprehending what they read
2. Identify and understand the 2. Worry too much about timing and
conclusion are focused on finding the answer
3. Understand author’s logic rather than asking the right
4. Understand what an assumption is questions.
• Precise definition
• Litmus test
TAKE AWAY
SOLID FOUNDATION + RIGHT APPROACH => ACE CR IN < 5 DAYS!!

Argument 1
Get your pen and paper ready

Pre - thinking Exercise 1
A recently published paper concludes that tenured professors or those on

their way to tenure enhance student learning less than full-time lecturers
outside the tenure system do. Clearly, the difference between professors in
the tenure system and other full-time lecturers has to do with the reward
system for the former. The criterion for rewarding tenured faculty typically
places a greater emphasis on research than on teaching.

How to Approach
Step 1 - Conclusion Step 2 – Logical Str. Step 3 – Pre-thinking
Isolate and Understand how Ask Pre-thinking

Understand the author arrives at Questions
Conclusion Conclusion
Question: Under What Assumptions

Circumstances <given the facts>
will the Conclusion Break Down

Step 3: How to Pre-Think Assumption (Falsification Method)
Assumption: An unstated idea that MUST BE TRUE for the conclusion to be valid.
=> Without an assumption, the conclusion will break down!!
Assumption is built around those scenarios in which the

conclusion breaks down
To find assumptions, we need to figure out the scenarios

in which the conclusion breaks down.

Falsification Method
Ask the Question

Question: Under What Circumstances given the facts in argument
will the Conclusion Break Down

Pre - thinking Exercise 1
A recently published paper concludes that tenured professors or those on their way
to tenure enhance student learning less than full-time lecturers outside the tenure
system do. Clearly, the difference between professors in the tenure system and
other full-time lecturers has to do with the reward system for the former. The
criterion for rewarding tenured faculty typically places a greater emphasis on
research than on teaching.

What’s The Conclusion
A recently published paper concludes that

tenured professors or those on their way to
1 tenure enhance student learning less than full-
time lecturers outside the tenure system do
Clearly, the difference between professors in

the tenure system and other full-time
2 lecturers has to do with the reward system
for the former
The criterion for rewarding tenured faculty

3 typically places a greater emphasis on
research than on teaching.

A recently published paper concludes that Context => This (the fact stated) sets the stage
1
tenured professors or those on their way to
for the argument. The fact, supports the
tenure enhance student learning less than
full-time lecturers outside the tenure system conclusion.
do
Clearly, the difference between professors in Main Conclusion => This is what the author is
2 the tenure system and other full-time trying to assert
lecturers has to do with the reward system
for the former
The criterion for rewarding tenured faculty Supporting Statement (fact) => Written to
3 typically places a greater emphasis on
research than on teaching. support the main conclusion.

Prethinking Question
Question: Under What Circumstances <given the facts in argument> will the Conclusion
Break Down
Under what circumstances would the reward system not be responsible for the difference in
performance given that
• Full time lecturers enhance student performance more than professors do
• Reward system for professors places a greater emphasis on research than on teaching.

Pre-thinking – Conclusion Falsification
Question to Ask Possible Scenarios (falsifying)
Under what condition will the Reward system
1. If Non Tenured has similar emphasis on
NOT cause the difference between Tenured &
Research (i.e. reward system identical
Non Tenured .. given that
to tenured)
2. Most Tenured professors do not act as
• Reward system for tenured places greater
per the reward system.
emphasis on research
Assumptions
1. Non Tenured professors do not have an identical reward system
2. Most Tenured professors care about the reward system.

Can you See…
How asking the Prethinking Question methodically helps us come

up with Falsification Scenarios

Your Pre-thinking(s)
Statements Is it Must Be True?
All Professors in Tenured system receive Will the Conclusion become invalid if the
statement to the left no longer holds true.
rewards for research.
Does the conclusion break down when
Negated instance a few professors do not receive
rewards for research
A few professors in Tenured system do not Not really. The basis of the argument is the
finding in the report. The finding holds true
receive rewards for research even if a few professors (say 1%) do not
receive rewards for research. (The finding is a
statistical data)

https://gmatclub.com/forum/negation-test-series-article-1-understand-negation-
sample-spaces-198821.html

Prethinking and
Timing

How will you feel?
High
4 Level 3
3 Level 2
Medium
Accuracy
Level 1
Low
1
Low Medium High
Time
“Understand the passage completely (most important). Take your time. Equally
important prethink (E-gmat's term) an answer before looking at the answer choice. Probably
this one word will have the most impact in your GMAT score.”
Alok Kumar - 740
https://gmatclub.com/forum/740-q50-v-40-ir-7-despite-skipping-1-rc-4-question-
completely-252806.html

“This Pre-Thinking primes the mind, and we are constantly on our
toes while reading an RC Paragraph or a CR question stem. Apart
from comprehending the passage we keep speculating that in which
direction the passage will orient or what logical jump has the author
taken.”
Harshit Dubey - 740
https://gmatclub.com/forum/from-520-in-mocks-to-740-in-actual-gmat-
282814.html

Example 2

Arg 3: Highway Commission
In order to finance road repairs, the highway commission of a certain state is considering a 50 percent
increase in the 10-cents-per-mile toll for vehicles using its toll highway. The highway commissioner claims
that the toll increase will increase the annual revenue generated by the toll highway by at least 50
percent per year.
Which of the following is an assumption on which the highway commissioner's claim depends?
A. The amount of money required annually for road repairs will not increase from its current level.
B. The total number of trips made on the toll highway per year will not decrease from its current level..
C. The average length of a trip made on the toll highway will not decrease from its current level.
D. The number of drivers who consistently avoid the highway tolls by using secondary roads will not
increase from its current level
E. The total distance traveled by vehicles on the toll highway per year will not decrease from its current
level.

In order to finance road repairs, the highway

commission of a certain state is considering a
1 50 percent increase in the 10-cents-per-mile
toll for vehicles using its toll highway
The highway commissioner claims that the

toll increase will increase the annual revenue
2 generated by the toll highway by at least 50
percent per year.

Lets understand the argument
percent per year.
How do we estimate annual revenue?

Annual revenue = Toll per mile X Total # of toll miles

Prethinking Question
Question: Under What Circumstances <given the facts in argument> will the Conclusion
Break Down

Under what circumstances would the annual revenue not increase by 50% provided that
• Toll per mile has been increased by 50%
Possible Scenarios (falsifying) Assumption

1. If the Total # of miles decreases. 1. Total number of miles driven does not
decrease.

percent per year.
level.

Answer Choice analysis (B)
The total number of trips made on the toll Does this mean that the total number of miles
highway per year will not decrease from its travelled on toll roads will decrease?
current level.
Not really.. Because the total miles travelled may still
remain the same despite fewer trips (if the number
of miles per trip increases)

Remember. ..the question to ask is .. Is this Must be True.. Or will the

conclusion break down if this is not true

percent per year.
level.

Full Length Questions

Q 1: RDS Technology
Radio stations with radio data system (RDS) technology broadcast special program information that only
radios with an RDS feature can receive. Between 1994 and 1996, the number of RDS radio stations in
Verdland increased from 250 to 600. However, since the number of RDS-equipped radios in Verdland was
about the same in 1996 as in 1994, the number of Verdlanders receiving the special program information
probably did not increase significantly.
Which of the following is an assumption on which the argument depends?
A. Few if any of the RDS radio stations that began broadcasting in Verdland after 1994 broadcast to
people with RDS-equipped radios living in areas not previously reached by RDS stations.
B. In 1996 most Verdlanders who lived within the listening area of an RDS station already had a radio
equipped to receive RDS.
C. Equipping a radio station with RDS technology does not decrease the station's listening area.
D. In 1996 Verdlanders who did not own radios equipped to receive RDS could not receive any
programming from the RDS radio stations that began broadcasting in Verdland after 1994.
E. The RDS radio stations in Verdland in 1996 did not all offer the same type of programming.

Q 2: Shelbyville Refuse
Last year all refuse collected by Shelbyville city services was incinerated. This incineration generated a
large quantity of residual ash. In order to reduce the amount of residual ash Shelbyville generates this
year to half of last year's total, the city has revamped its collection program. This year city services will
separate for recycling enough refuse to reduce the number of truckloads of refuse to be incinerated to
half of last year's number.
Which of the following is required for the revamped collection program to achieve its aim?
A. This year, no materials that city services could separate for recycling will be incinerated.
B. Separating recyclable materials from materials to be incinerated will cost Shelbyville less than half
what it cost last year to dispose of the residual ash.
C. Refuse collected by city services will contain a larger proportion of recyclable materials this year
than it did last year.
D. The refuse incinerated this year will generate no more residual ash per truckload incinerated than
did the refuse incinerated last year.
E. The total quantity of refuse collected by Shelbyville city services this year will be no greater than
that collected last year.
Q 1: RDS Technology
Radio stations with radio data system (RDS) technology broadcast special program information that only
radios with an RDS feature can receive. Between 1994 and 1996, the number of RDS radio stations in
Verdland increased from 250 to 600. However, since the number of RDS-equipped radios in Verdland was
about the same in 1996 as in 1994, the number of Verdlanders receiving the special program information
probably did not increase significantly.
Which of the following is an assumption on which the argument depends?
A. Few if any of the RDS radio stations that began broadcasting in Verdland after 1994 broadcast to
people with RDS-equipped radios living in areas not previously reached by RDS stations.
B. In 1996 most Verdlanders who lived within the listening area of an RDS station already had a radio
equipped to receive RDS.
C. Equipping a radio station with RDS technology does not decrease the station's listening area.
D. In 1996 Verdlanders who did not own radios equipped to receive RDS could not receive any
programming from the RDS radio stations that began broadcasting in Verdland after 1994.
E. The RDS radio stations in Verdland in 1996 did not all offer the same type of programming.

Radio stations with radio data system
(RDS) technology broadcast special Context => Sets the argument. Special property
1 program information that only radios with of RDS radios/broadcasters.
an RDS feature can receive
Between 1994 and 1996, the number of Context => This statement seems to go against
2 RDS radio stations in Verdland increased the conclusion (observe “However” later)
from 250 to 600
However, since the number of RDS- Supporting Statement => Written to support the
3 equipped radios in Verdland was about main conclusion.
the same in 1996 as in 1994
the number of Verdlanders receiving the

4 Main Conclusion => This is what the author is
special program information probably did
trying to assert
not increase significantly (1994 – 1996).

Steps 1 & 2 – Conclusion and Logical Structure
Radio stations with radio data system (RDS)

1 technology broadcast special program
information that only radios with an RDS feature Logical Structure
can receive
Between 1994 and 1996, the number of RDS Context 1994 to 1996
2
radio stations in Verdland increased from 250 to To receive RDS programing 1. # of RDS radios = almost
600 you need RDS radios. unchanged
2. # of RDS stations = increased a
However, since the number of RDS-equipped lot.
3
radios in Verdland was about the same in 1996
as in 1994
the number of Verdlanders receiving the special
Between 1994 and 1996, very few additional
4 program information probably did not increase Verlanders have received RDS programs.
significantly (1994 – 1996).

Pre-thinking
Question to Ask (Falsification)
Under what conditions will there be significant
Logical Structure addition to the # of people receiving RDS
programming
1. (-ve) despite few additional radios.
Context 1994 to 1996 2. (+ve) with a lot more stations
To receive RDS 1. # of RDS radios = almost
programing you need unchanged Possible Scenarios
RDS radios. 2. # of RDS stations = increased a • If the additional stations now cover areas
lot. where there was no coverage earlier, areas
where people did have RDS radios before.
• If far more people are listening to every RDS
radio (people per radio increases)
Between 1994 and 1996, very few additional
Assumptions
Verlanders have received RDS programs. 1. New stations => No significant ↑ in Coverage
2. People per radio remain about the same.

Answer Choice Analysis
Answer Choice
Few if any of the RDS radio stations that began broadcasting in
Verdland after 1994 broadcast to people with RDS-equipped radios
living in areas not previously reached by RDS stations.
✓
Choice Explanation
Almost none of the new radio stations increase the coverage of RDS programming
Negated Statement Conclusion breaks

At least some radio stations If new radio station increase
increase coverage coverage then conclusion breaks
apart

Answer Choice Choice Explanation Why is it correct/wrong?

In 1996 most Verdlanders who
If you lived within a covered Wrong: The conclusion is about
lived within the listening area of area, you had a RDS equipped the change in the number of
an RDS station already had a radio. listeners from 1994 to 1996, and
radio equipped to receive RDS. not about the final state in1996.
Equipping a radio station with Talks about the impact on RDS Wrong: We are not concerned
RDS technology does not technology on other with other programing.
decrease the station's listening programing (note listening area
area. = other programing)


D. In 1996 Verdlanders who did
Discusses people who did not Wrong: 1) Don’t care about
not own radios equipped to receive have RDS radios in 1996 people who don’t have RDS radio
RDS could not receive any whether they could receive any 2) Don’t care about any
programming from the RDS radio (RDS or non RDS) from RDS programming.
stations that began broadcasting in stations.
Verdland after 1994.
E. The RDS radio stations in Kind of programing that RDS Wrong: Kind of programming is
Verdland in 1996 did not all offer stations offered completely irrelevant.
the same type of programming.

Shelbyville Refuse
Last year all refuse collected by Shelbyville city services was incinerated. This incineration generated a large
quantity of residual ash. In order to reduce the amount of residual ash Shelbyville generates this year to half of last
year's total, the city has revamped its collection program. This year city services will separate for recycling enough
refuse to reduce the number of truckloads of refuse to be incinerated to half of last year's number.
A. This year, no materials that city services could separate for recycling will be incinerated.
B. Separating recyclable materials from materials to be incinerated will cost Shelbyville less than half what it
cost last year to dispose of the residual ash.
C. Refuse collected by city services will contain a larger proportion of recyclable materials this year than it
did last year.
D. The refuse incinerated this year will generate no more residual ash per truckload incinerated than did the
refuse incinerated last year.
E. The total quantity of refuse collected by Shelbyville city services this year will be no greater than that
collected last year.

Questions
1. Did you attempt to Pre-think?
2. Were you able to Pre-think?
3. List your Prethinking

Understanding the Argument
Last year all refuse collected by Shelbyville city services was incinerated. This incineration generated a large
quantity of residual ash. In order to reduce the amount of residual ash Shelbyville generates this year to half
of last year's total, the city has revamped its collection program. This year city services will separate for
recycling enough refuse to reduce the number of truckloads of refuse to be incinerated to half of last year's
number.
Last Year This Year

Last year all refuse collected by Shelbyville
1 Context => Talks about what was done last year.
city services was incinerated
This incineration generated a large quantity of

2 Context => Talks about the outcome of the activity
residual ash
In order to reduce the amount of residual ash

Main Conclusion => The main conclusion is based on
Shelbyville generates this year to half of last
3 this statement – reducing ash to half of last year’s
year's total, the city has revamped its
total (the aim).
collection program
This year city services will separate for

recycling enough refuse to reduce the number Supporting Statement => lists the actions done to
4
of truckloads of refuse to be incinerated to achieve the aim.
half of last year's number.

Steps 1 & 2 – Conclusion and Logical Structure
Last year all refuse collected by Shelbyville Logical Structure

1
city services was incinerated
Last Year How (this year)
This incineration generated a large quantity of
2 We will send only half as many
residual ash 1. All Refuse = Burned
trucks for incineration this year.
2. Burning => lot of ash
We will recycle the remaining.
In order to reduce the amount of residual ash
3
Shelbyville generates this year to half of last
year's total, the city has revamped its
collection program
This year city services will separate for

recycling enough refuse to reduce the number
4
of truckloads of refuse to be incinerated to The ash generated this year will be 50% of that
half of last year's number. generated last year.

Pre-thinking
Question to Ask (Falsification)
Logical Structure
Under what conditions will the ash generated be
Last Year How (this year) greater than 50% even if
• Only half as many trucks are sent for
We will send only half as many
1. All Refuse = Burned incineration
trucks for incineration this year.
2. Burning => lot of ash
We will recycle the remaining.
Possible Scenario
Only if the average ash generated per truckload is

higher than that generated last year
Assumption
The ash generated this year will be 50% of that
generated last year.
Ash/truckload => similar or lower to that last year.

A. This year, no materials that city

Recyclable material – not to be Wrong: This can be inferred, hence
services could separate for incinerated no new information. What ever is
recycling will be incinerated.
separated is not sent for
incineration.
B. Separating recyclable materials Talks about the cost to dispose Wrong: We are not concerned
from materials to be incinerated ash. with the cost of either option.
will cost Shelbyville less than half
what it cost last year to dispose of
the residual ash.

C. Refuse collected by city services will
Compares the proportion of Wrong: 1) Don’t care about
contain a larger proportion of recyclable
recyclable material in refuse – this proportion because only half the
materials this year than it did last year year vs. last year. truckloads will be sent for incineration
regardless.
D. The refuse incinerated this year will

generate no more residual ash per Compares the ash generated per Correct: Same as our pre-thinking.
truckload incinerated than did the truckload. Says that this year, each
truckload will generate the same or
refuse incinerated last year.
less ash.
Impact on Conclusion
Negated Statement
Breaks Down: because even with 50% of
Refuse incinerated this year will trucks, we generate more than 50% of ash
generate more ash per truckload … since each truckload generates more ash


E. The total quantity of refuse
Compares the total quantity of Wrong: Does not impact since we
collected by Shelbyville city refuse this year and last year. will still be sending half the
services this year will be no
truckloads for incineration.
greater than that collected last
year.
Impact on Conclusion
Negated Statement
No impact: Because we will still send
Total Quantity of refuse will be half as many trucks and separate the
greater than last year. remaining for recycling.

How can you become CR Champ
The Plan
Take-Away(s) and Next Steps
1. Pre-thinking is not rocket science

2. Use pre-thinking to achieve accuracy and efficiency

Next Steps

Step by Step Instructions – For a New Student
1. Study the Foundations Module in e-GMAT CR Course.
1. Premise and Conclusion 1 Foundation Module equips you with tools to
2. Premise and Conclusion 2 understand
3. Premise and Conclusion 3 • The structure of arguments.
4. Premise and Conclusion 4 • Author-ity – What can and cannot be questioned
• Core Module contains the following:
2. Focus on one Core Module at a time, going in the • Concept files
following order: • Concept Quizzes
1. Inference • Application files
2. Assumption • Practice Quizzes
3. Evaluate • OG Quizzes
4. Strengthen • Assessment happens at multiple touch points
5. Weaken • Post Assessment quizzes in concept files.
6. Bold Face • Concept Quizzes
7. Paradox • Practice Quizzes
8. Flaw
• >500 full-length practice questions to fine tune
3. Practice your skills on practice questions in e-GMAT & your CR skills (including in Scholaranium)
Scholaranium
Designed to “Ensure” Learning
LEARNING ENVIRONMENT
Concepts
Section 1 Concepts
Section 1
Concepts Application
Qualifying
Application
Exercises
 Integrated Learning with much more frequent application

 Without learning, student can’t move forward in the course
 Precise analytics tell student what to revise.

Designed to “Ensure” Learning
Concepts
App L1
App L2
Practice
Live Sessions

How do students get 100+ point Score Improvements
1. Solve every question using the Prethinking.
2. Do not time yourself when you are learning the process and concepts. As a rule of thumb, you
may start to time yourself when you reach the practice module of the course.
3. Practice the OG questions as prescribed in the course. Do not leave OG questions for the end.
4. Ensure that you score >80% in each concept level quiz. Revise and reason if you cannot.
5. Even if you get a question correct, review the detailed solution and cross-check your approach
with the correct approach as explained in the solution.

e-GMAT CR
524 Questions
6.4X 10X
PowerScore CR MGMAT CR
82 Questions 52 Questions
Unauthorized copying prohibited (524= 200 + 71 + 253)

You don’t need any other resource
• Premise and Conclusion 1 • Evaluate Concept File • Bold Face Concept file
• Premise and Conclusion 2 • A Primer on variance analysis • Bold Face Article
• 1
Premise and Conclusion 3 • Evaluate Application file • Bold Face Application
•
4
Evaluate Practice file 7
• Premise and Conclusion 4 • Bold Face Practice
• Logical Structure • Evaluate OG questions • Bold Face OG questions
• Strengthen Concept File

• Inference Concept file • Paradox Concept file
• Cause and Effect Passages - Strengthen
• Inference Application file • Paradox Application file
2 File • Strengthen Application file
• Inference Practice 5 file • Paradox Practice
8
• Strengthen Practice
• Inference OG questions • Paradox OG questions
• Strengthen OG Questions
• Assumption Concept file • Weaken Concept File

• Assumption Application file • Cause and Effect Passages - Weaken • Method of Reasoning
Inference Vs Assumption • Alternate cause – A weakener or not • Quantitative Predictive
• 3 Arguments
• C&E Passages - Assumption • Weaken Application file 10
9 in CR questions
•
6
Weaken Practice File • Sampling
• Assumption Practice File
• Assumption OG questions • Weaken OG Questions • Flaw in Reasoning
Study SMARTLY with Continuous Assessments and

Feedback at Multiple
Unauthorized Points.
copying prohibited
Anupriya GMAT 760 (Q48, V46) + ISB admit
Background
• Unable to cross 680. Verbal stuck
at V32
What helped her Improve to V46

• Methodical approach after learning
concepts
• Revising mistakes – not repeating
the same mistakes.
• Studied one section till she
achieved perfection
• Studied a total of 20 days diligently.
Video Debrief: https://e-gmat.wistia.com/medias/mh1wn7iug6 Admitted to ISB within 10

days of applying

Go ace the GMAT
With e-GMAT CR Course

&
your Diligence,
You can master CR in 10 days.

CR Live ?
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The Company Live Session Questions

12 minutes 120 minutes 20 minutes

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Avg 732, +2 Points Avg 718, +5 Points Avg 732, +8 Points

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e-GMAT 1,230 e-GMAT 65

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Book Based Approach Private Tutor Approach

Book based architecture Private Tutoring based

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1. Create a path to 2. Learn all the concepts 3. Know how to apply

4. Attain a level of mastery

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1. Very Comprehensive learning

3. Application of 1. Very limited focus on application.

4. Evaluation for 1. Only at the mock test level.

Gives your feedback on the concepts that you need

Ensures that you know how to apply concepts,

4. Evaluation for Evaluates your performance frequently, giving

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Book Based Approach Private Tutor Approach

2. How do I evaluate whether I have truly learned a

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Book Based Approach Private Tutor Approach

Book based architecture Private Tutorig based

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Arithmetic: 83 Percentile SC: 89 Percentile

Algebra/Geo: 83 Percentile CR: 84 Percentile

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Target Verbal Score Target Quant Score

Verbal Driven Study Plan V42 Q47

Quant Driven Study Plan V38 Q50

3 different study plans: https://e-gmat.com/blogs/gmat-study-plan-benefits-study-plans-100-score-improvement/

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Gives your feedback on the concepts that you need

3. Application of Ensures that you know how to apply concepts,

4. Evaluation for Evaluates your performance frequently, giving your

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Gives your feedback on the concepts that you need to

Ensures that you know how to apply concepts,

4. Evaluation for Evaluates your performance frequently, giving your

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Gives your feedback on the concepts that you need

Ensures that you know how to apply concepts,

4. Evaluation for Evaluates your performance frequently, giving your

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Subject Verb Parallelism

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2. How do I evaluate whether I have truly learned a

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And a good percentage of those 6% use e-GMAT

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