Data Interpretation. Move hands while reading passage. Outsider non-founder CEOs are often overvalued because many corporate boards think the answer to their problems is a superstar CEO with an outsized reputation. Solve level RC passages with 90 accuracy. Also you should be careful to stick with the given information only while answering the questions. Candidates will have to answer the questions only from the given passage. Each ACT Reading section consists of four reading passages accompanied by ten questions each.
Lets start with an article from the business section of The Atlantic. All of the passages are prose so you dont have to worry about. Though it is the most scoring section of any competitive exam numerous candidates still struggle to score well.
Reading Comprehension Tips for difficult passages. You are given 65 minutes to complete the section. Reading Comprehension does not require any formulae or strategy to ace it because the key to solving RCs lie within the RCs — there is no external context or information required all you need can be found within the paragraphs of the RCs.
GMAT Verbal reading vs everyday reading. Typically RC passages are paragraphs long but sometimes they may consist of one large paragraph. The GMAT Official Guide includes practice questions, including a question diagnostic test , as well as an in-depth look at effective strategies for each GMAT question type.
With your purchase, you also get access to a companion website with customizable quizzes. You can use the companion website to set up drills and practice question sets for yourself throughout your prep. Pros: Questions are organized in order of difficulty , so you can easily sort them out to target your practice towards a certain difficulty level.
How to Use It: The GMAT Official Guide is great for 1 an overview of the exam near the beginning of your prep and 2 developing your personal strategies for each question type. The GMAT Official Guide Verbal Review contains test-taking strategies specific to reading comprehension, sentence correction, and critical reasoning questions, as well as verbal practice questions with answer explanations, all organized in order of difficulty.
Your purchase will also allow you to customize practice sessions at a companion website by difficulty, question type, and skill tested, so you can hone in on your particular weaknesses. Cons: The main downside to this book in terms of reading comprehension practice is its lack of hard questions. There are many reading comprehension passages in the easy and medium categories, but very few hard ones.
How to Use It: Use the strategies here to develop your own approaches to reading comprehension questions. Each set contains three practice GMATs. Want to improve your GMAT score by 60 points?
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Official practice questions are always helpful. The Question Pack allows you to create custom sets of practice questions, so use this to focus on a certain question type.
Unofficial resources can be helpful supplements to your test prep, with additional GMAT reading comprehension sample questions. A comprehensive guide to reading comprehension questions, Aristotle Prep Reading Comprehension Grail contains 60 practice reading comprehension passages and over practice questions with answer explanations.
Passages are similar in content, length, and tone to the real GMAT. The passages are divided into easy, medium, and high difficulty levels, so you can structure your practice sessions around your current level. How to Use It: Aristotle Prep should be used mainly for extra practice questions, as these are high-quality. This resource is also especially helpful for students already scoring a or higher , as there are many difficult reading comprehension passages a rarity in GMAT prep resources.
For an overview question, there are effectively five reasons why wrong answers could be wrong. Whereas choice C was too detailed, choice A is an overly general answer choice.
This was the fate of answer choices B and E. Note that opposites or distortions are not common wrong answer choices with regard to overview questions. Identifying the topic alone can help get us halfway to a right answer because the correct answer to an overview question almost always contains the words of the topic. We can feel fairly confident eliminating both of these choices.
Look for a literal answer. Too General Answer choices which are too general. This option is not applicable to the explicit-detail question type. Choice C is a distortion. Choice A is outside the scope of the passage. Too Detailed Answer choices which are too detailed. Where is the correct answer to be found?
The passage does not talk about improving academic instruction or have anything to do with grass roots education levels. Choice D may be also classified as opposite in meaning, if we stick to the general spirit of the passage. Choice C is a distorted meaning. Distortions are most often created by the use of extreme or categorical or absolute-type wordings. The author would likely agree that high scholastic achievement is a possible requirement for becoming educated, but not a sufficient condition in and of itself.
This option is not applicable to the Inference question type. Choices A, C, D, and E are outside the scope of the passage. These include: passion, a knack for learning, discipline, and maturity. The author does not say whether he believes becoming educated takes more passion than maturity or more maturity than passion. Choice C is perhaps the trickiest wrong answer choice.
A high school graduate might have enough schooling to get onto the road of education. Basically, the author will be either positive, negative, or neutral. In most cases, especially with respect to Social Sciences passages versus Science passages , the fact that the author would sit down to write something hints that he or she has some opinion about the topic at hand. Therefore, the neutral answer choice is not usually correct, even if available. The feeling is more like frustration.
The author believes that adults are not grasping the distinction between schooling and education lines 25— Therefore, positive sounding choices C and D are out. Choice C Classification: Passage organization question type. Snapshot: Think in terms of the number of viewpoints and the relationship of these viewpoints. Thus, choice A is not correct. No objective analysis is put forth; if there were, we would expect to see some surveys, statistics, or alternative viewpoints introduced.
Choice B is wrong because there is a single idea presented but the author agrees with it because it is his own idea. Choice D is incorrect as there are not two viewpoints presented, just one. Last, a number of perspectives are not drawn upon. The major theme in this passage is that rituals are not only used by the Tsembaga society in a symbolic sense that is, religiously, psychologically, or socially but also in a practical or material way.
Furthermore, these impacts or influences can be measured. Measurement is a key theme. Choice D is a succinct rendition. The passage does not suggest that anthropologists and ecologists collaborate for best results choice A , even though the passage does suggest that anthropologists analyze ecological factors.
Choice B is incorrect because the author does not criticize the symbolic role of rituals; he or she instead extends the discussion of rituals to include regulatory functions or mechanisms. His or her sole example is limited to the Tsembaga people. The author therefore does not prove that these studies show the measurable effects of rituals on other environments per choice E. Choice B Classification: Inference question Snapshot: This question is similar to an overview question but one which focuses on a specific subtopic within the passage.
The first sentence of the second paragraph lists many ways that rituals act as regulating mechanisms. In choice E, we cannot confirm or negate this answer choice based on information presented in the passage. It is not clear whether the spiritual significance of ritual is deemed greater than the material benefits of ritual or whether the material benefits of ritual are deemed greater than the spiritual benefits of ritual.
In choices A and B, the author is not pitting anthropologists and sociologists against one another, or for that matter, the study of anthropology and sociology.
Nor is the author suggesting that the two sides work together as suggested by choice C. Choice D Classification: Passage Organization question Snapshot: Science passages typically exist to describe as opposed to Social Science passages which typically exist to argue and such passages frequently incorporate two theories, hypotheses, or explanations.
The new schema is based on the distinction between Type I and Type II supernovas; the original schema is one based on the absence of hydrogen Type I or the presence of hydrogen Type II. The example of the Sun is provided as support for how the classification system works. Choice D best summarizes this structure.
In choice A, the schemas do not necessarily overlap. An event classified as a Type I supernova under one schema might not be classified as a Type I supernova under the other schema and vice versa.
Also, the two schemas are described but not contrasted with each other. In choice B, it is inaccurate to describe the original theory as being overturned.
No reconciliation between the two different classification systems is provided per choice E. The two different systems are very much distinct and do not lend themselves to reconciliation. Nor does the Sun have the size necessary to become a Type II supernova it would have to be at least 1.
It is the white dwarf, not the Sun, which would undergo collapse and explosion as a supernova. In choice E, even if the Sun does become a red giant before becoming a white dwarf, it does not mean that it will become a supernova. It would still need another star i. Choices B, C, and D represent examples of such reversed cause-and-effect relationships.
In choice B, it is the dense white dwarf that explodes as a supernova, not the companion star! Choice C suggests that a star such as the Sun must first become a white dwarf before becoming a red giant.
We know that Type II supernovas release energy from neutrinos and electromagnetic radiation. However the cause-and-effect relationship is reversed. It is the collapsing of the star that causes the release of energy as neutrinos and electromagnetic radiation, subsequent to the exploding of the star as a supernova. Choice D suggests that the energy and electromagnetic radiation is what causes the star to collapse and explode. Choice A is readily inferable from the second and third sentences of the opening paragraph.
Classifying Type 1 and Type 2 events based on the presence or absence of hydrogen or based on the different explosion mechanisms are not necessarily incompatible with one another. An event might be classified as a Type II supernova because it does have hydrogen lines or because it explodes as a result of being a massive collapsing star. There is no indication from the information given in the passage that supernovas are rare events in the universe at large choice E.
For all we know, they are common in some galaxies and rare in others. It is important not to draw upon outside knowledge when answering Reading Comprehension questions. Schema 1: Say, for example, we classify a good day versus a bad day by the absence or presence of rain. A good day will have the absence of rain while a bad day will have the presence of rain.
Schema 2: We might also classify a good day versus a bad day based on the number of hours of sunshine received. A good day will have a substantial number of hours of sunshine while a bad day will have a minimum number of hours of sunshine. In short, between schemas 1 and 2, a good day might have the absence of rain and a substantial number of hours of sunshine. A bad day might have the presence of rain and a minimal number of hours of sunshine. In this case, it is considered a bad day under schema 1 but a good day under schema 2.
Likewise, a day might have no rain and a minimal number of hours of sunshine. In this case, it is considered a good day under schema 1 but a bad day under schema 2. Here, there is no overlap between the two schemas. The statement represented by statement I cannot be proved or disproved from information gleamed from the passage. Statement II is true. To be a binary star, the Sun must have an orbiting partner. Because the Sun does not, it does not qualify as a binary star see first sentence of second paragraph as well as the last paragraph.
Statement III is false. Nonetheless, it is always recommended to do a T-S-P drill, asking what is the topic, scope, and purpose of the passage. To contact the author: E-mail: [email protected] Web site: www.
Reading Comprehension English in Context. Read more. Reading Comprehension Success Spanish Edition.
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