ACE

CONSULT
OBJECTIVES OF THE PRESENTATION
• This presentation serves to introduce you to the Graduate
Management Admission Test (GMAT)
• Explain the GMAT testing System
• Explain the Need for GMAT
• Explore the structure of the GMAT testing system
PRESENTATION OUTLINE
• What is GMAT
• The Graduate Management Admission Test, commonly known as the
GMAT, is a standardized test that is widely used for admissions into
graduate business and management programs, primarily MBA
(Master of Business Administration) programs, worldwide.

• The GMAT is designed to assess various skills and abilities that are
considered important for success in business and management
education.
GMAT Testing System
Computer Based (Computer Adaptive Test System)
• (CAT): The GMAT is a computer-adaptive test, which means that the difficulty of questions adapts to your
performance.
• If you answer questions correctly, the test will present more challenging questions, and if you answer
incorrectly, it will provide easier questions. This adaptive nature allows the GMAT to more accurately gauge
your abilities.

Structure of the Test

• The GMAT™ Focus Edition is 2 hours and 15 minutes long (with one optional 10-minute break) with 64
questions in total:
• Quantitative Reasoning: 21 questions, 45 minutes
• Verbal Reasoning: 23 questions, 45 minutes
• Data Insights: 20 questions, 45 minutes
• New! The exam no longer includes an essay section
Why the need for GMAT
• Taking the GMAT (Graduate Management Admission Test) is crucial for
individuals aspiring to pursue graduate business degrees, notably MBA
programs.
• It serves as a standardized, globally recognized assessment that allows
business schools to evaluate candidates consistently and objectively,
enhancing their chances of admission.
• A competitive GMAT score can also open doors to scholarships, favorable
program placements, and improved career opportunities, particularly in
competitive industries.
• preparing for the GMAT offers valuable self-assessment and skill development,
making it a comprehensive and vital step for those looking to excel in business
education and beyond.
Why the need for GMAT
• Scholarships and Financial Aid: Many business schools offer
scholarships and financial aid based, in part, on GMAT performance. A
strong GMAT score can make you eligible for merit-based
scholarships, reducing the financial burden of your education.

• Program Placement: Some business schools may use GMAT scores to

determine placement within their programs. For example, a higher
GMAT score might allow you to enroll in more advanced courses or
provide you with other academic advantages.
VERBAL REASONING
 Introduction to Verbal Reasoning
• The Sentence Correction questions have been removed from this segment.
Instead, this section is designed to assess your skills in reading comprehension
and critical reasoning, comprising a total of 23 questions.

• Within this segment, Reading Comprehension questions aim to evaluate your

capacity to grasp written content, understand the logical connections between
key points, make inferences, and track the progression of quantitative ideas.

• Specifically, these questions will test your aptitude in the following reading
abilities: identifying the main idea, recognizing supporting ideas, drawing
inferences, applying knowledge, discerning logical structures, and assessing
writing style.
 Introduction to Verbal Reasoning
• Meanwhile, Critical Reasoning questions gauge your ability to construct and
assess arguments, as well as develop or evaluate action plans. These questions
are built around concise reading passages, typically containing fewer than 100
words.

• Typically, each short text is accompanied by a question prompting you to

identify which of the five answer choices strengthens or weakens an argument,
identifies the flaws in the argument, or strongly supports or undermines it.

• It is important to note that you will not require specialized subject knowledge
to answer these questions.
 AIMS OF THE VERBAT REASONING SECTION
OF GMAT
The section measures a student or candidate’s ability to:
• read and comprehend written material
• reason and evaluate arguments
• From the above three objectives, three types of multiple-choice
questions are used in the Verbal section of the GMAT: Reading
Comprehension, Critical Reasoning, and Sentence Correction.
READING COMPREHENSION
 READING COMPREHENSION
Introduction
• Reading Comprehension passages are up to 350 words long. Topics
contain material from the social sciences, physical or biological
sciences, and business-related areas (marketing, economics, human
resource management, etc.).
• Five types of questions are used to test students in this section: Main
Idea question, Supporting details/ Substantial idea question, Inference
or Assumption questions, Author’s style and tenor, Coherent logical
structure, and Out of framework questions
 READING COMPREHENSION
Introduction
The RC section of GMAT seeks to test the ability of the test taker on the
following:
• Understand words and statements in reading passages.
• Understand and follow the development of quantitative concepts as
they are presented in verbal material.
• Draw inferences from facts and statements in the reading passages.
• Understand the logical relationships between significant points and
concepts in the reading passages.
 READING COMPREHENSION
What is Reading
• Reading comprehension is the ability to understand and make sense of
written text. It involves not only decoding the words on the page but also
comprehending the meaning and context of the text.
• Effective reading comprehension requires several cognitive skills and
strategies, including:
• Decoding: This is the basic ability to recognize and pronounce words.
Without this skill, it's impossible to read at all.
• Vocabulary: Understanding the meanings of words is crucial for
comprehending text. A strong vocabulary helps readers understand the
nuances and subtleties of language.
 READING COMPREHENSION
Reading Skills
• Fluency: Fluent readers can read text smoothly and at a reasonable pace. This skill
enables readers to focus on comprehension rather than struggling with word recognition.
• Comprehension Strategies: Skilled readers employ various strategies to understand text.
These include predicting what will happen next, connecting the text to their own
knowledge and experiences, asking questions, and summarizing information as they
read.
• Critical Thinking: Effective reading comprehension often involves critical thinking skills.
Readers evaluate the author's arguments, identify bias, and assess the reliability of the
information presented.
• Context Clues: Readers use context clues to infer the meanings of unfamiliar words or
phrases. They rely on the surrounding text to make educated guesses about word
meanings.
 READING COMPREHENSION
Reading Skills
• Summarization: The ability to summarize a passage or text in one's own words
demonstrates comprehension. It requires identifying the main ideas and key details.
• Inferencing: Inferencing involves drawing conclusions or making educated guesses
based on the information provided in the text. Readers use clues in the text to make
inferences about characters, settings, or events.
• Text Structure: Understanding how a text is organized can aid comprehension.
Different types of text (e.g., narrative, expository, persuasive) have distinct
structures, and recognizing these structures can help readers anticipate content.
• Active Engagement: Engaged readers are actively involved with the text. They ask
questions, make predictions, and relate what they're reading to their prior
knowledge.
 WHAT TO LOOK OUT FOR IN RC
• Topic- what is the passage about?

• Scope-what aspect of the topic does the passage focus on?

• Purpose-why did the author write the passage?

• What notes would you jot down on your note board?

The Topic
• Identifying the topic of a GMAT Reading Comprehension passage is a
crucial first step in understanding the passage and answering related
questions effectively.

• The topic serves to capture the essence of the passage as well as

provide a summary of the passage.

• To identify the topic, follow these steps:

The Topic
• 1. Read the Passage Thoroughly: Begin by reading the passage carefully. Pay close attention
to the introductory sentences, as they often introduce the main topic or theme.

• 2. Look for Keywords: As you read, highlight or underline keywords or phrases that stand
out. These can include nouns, phrases, or terms that convey the central idea of the passage.

• 3. Identify the Main Idea: Consider what the passage as a whole is primarily discussing or
presenting. The main idea is the central point or message the author is conveying about a
particular subject.

• 4. Consider the Passage's Tone: Pay attention to the author's tone and attitude toward the
topic. This can provide additional context and insight into the passage's main theme.
The Topic
• 5. Check for Repetition: Sometimes, the topic or central theme is repeated
throughout the passage. Look for recurring ideas or concepts that reinforce the
main topic.

• 6. Avoid Getting Distracted: GMAT passages may contain details, examples, or

supporting information that can be distracting. While these details are important
for understanding the passage as a whole, they should not overshadow the
central topic.

• 7. Summarize the Topic: After reading the passage, try to summarize the main
topic in your own words. This can help solidify your understanding and make it
easier to answer related questions.
Paragraphs In RC
Objectives
• Have a better idea about when to paragraph
• Learn strategies for writing a unified paragraph
• Better understand what makes a coherent paragraph
• Learn methods for organizing paragraphs
• Learn about how transitions contribute to a better paragraph
 Paragraphs In RC
• A paragraph is a group of related sentences that
develops one main idea.

• It’s a self-contained unit of a discourse in writing

dealing with a particular point or idea.

• It’s a miniature essay.

Connectives/Linkers in Paragraphs
To Signify Sequence or Addition
again, also, besides, first . . .second . . .third, furthermore,
In addition, moreover, one . . . another, too

To Signal Time
afterward, as soon as, at first, at the same time, before, earlier,
finally, in the meantime, later, meanwhile, next, now, soon,
subsequently, then, until

To Signal Comparison
also, by the the same token, in comparison, likewise, similarily

To Signal Contrast
although, but, despite, even though, however, in contrast, instead,
Meanwhile, nevertheless, nonetheless, on the contrary, on one hand . . .
on the other hand, still, whereas, yet, conversely
More Transitions/Linkers/Connectors/
To Introduce Examples
for example, for instance, namely, specifically, thus

To Signal the Narrowing of Focus

after all, indeed, in fact, in other words, in particular, specifically, that is

To Introduce Conclusions or Summaries

as a result, consequently, in conclusion, in other words, in summary
therefore, thus, to conclude, finally

To Signal Concession to Another Perspective

admittedly, certainly, granted, naturally, of course

To Introduce Causes or Effects

accordingly, as a result, because, consequently, hence, since, so, then, therefore
 Types of paragraph
There are four types of paragraphs that you need to
know about: descriptive, narrative, expository, and
argumentative. A quick search around the internet will
yield other types, but to keep this simple, it's a good
idea to consider just these four.
 The narrative paragraph
This type of paragraph tells a story. There's a sequence of
action or there's a clear beginning, middle, and end to the
paragraph.
• Tells a story
• Uses specific details
• Is not a mere listing of events- it has characters, setting, conflict, and resolution
• Time and place are usually established
• Usually chronologically organized
• The narrative paragraph. The narration is about a serie of events, and it has an
organized, logical sequence: ★ Beginning ★ Middle ★ End. In the narrative is
important to write where did the events happen, when, how, and the characters.
 The descriptive paragraph
This type of paragraph describes something and shows
the reader what a thing or a person is like. The words
chosen in the description often appeal to the five
senses of touch, smell, sight, hearing, and taste.
 The expository paragraph
This type of paragraph explains something or provides
instruction. It could also describe a process and move the
reader step by step through a method. This type of
paragraph often requires research, but it's possible that the
writer is able to rely on his or her own knowledge and
expertise.
 The argumentative paragraph
This type of paragraph tries to get the reader to accept a particular
point of view or understand the writer's position. This is the type of
paragraph that many teachers focus on because it's useful when
building an argument. It often requires the collection of facts and
research.
• Calls reader to action or to take a stand on an important
issue
• More than just opinion is needed; information, analysis, and
context must be given to the reader to let him/her make a
decision
Paragraph Development
Functional Sentences in a Paragraph

1. Topic sentence
2. Major supporting sentence
3. Minor supporting sentence
4. Concluding sentence
5. Transitional sentence
 Topic sentence (1)

• It is the sentence that contains the main idea

developed in a paragraph.
• Tells what your paragraph is going to be about.
• Expresses the main idea of a paragraph.
• Contains the central idea.
• Is also the most general sentence in a paragraph.
• There are many reasons that I love to teach. First of all, I love to
teach because I love being at school. Another reason I love teaching
is that the days go by quickly. A third reason I love to teach is because
I love seeing a student understand something new. Finally, I love to
teach because I love to be around kids. These are just a few reasons I
love to teach.
Types of Topic Sentence
• Explicit: It is directly stated in the text, such that one can easily
underline it. Common in expository and argumentative
discourses/writings/essays.
• Implied : It is indirectly captured. One has to read the text and make
deductions. Common in narrative and descriptive writings.
May be stated or unstated (implied)
When stated in a sentence (s) by the author, the main idea is
expressed in the topic sentence(s).
Placement of topic sentences (TS)
• Three stages
1. Initial stage
2. Medial stage
3. Final stage
The positioning of a TS is informed by a number of factors:
1. Style
2. Formality
3. The subject matter (topic)
4. Purpose of writing
Explicit Topic Sentence
1The high cost of college causes many problems for
students today. 2For one thing, it keeps some students from
attending college in the first place. 3Also, high tuitions affect
the amount of time available for study. 4Because loans and
scholarships are not easy to get, many students have to put
in numerous hours at work in order to afford an education.
5Finally, those who do manage to get loans know they must
begin their careers with large debts.
Practicing Implied Main Ideas
Read to discover the implied main idea in this paragraph:
1
College students must attend classes for several hours each
day. 2When in class, they must listen carefully to their professors and
take careful notes. 3In addition, students must spend many hours
reading difficult textbooks that deal with many varied subjects.
4
Furthermore, college
students must take a few hours daily to complete homework
assignments
and to prepare for regular exams. 5Besides all this, they must
frequently
do research papers and write essays.
The best statement of the implied main idea for the
previous paragraph is:

1. Taking notes is a difficult task for many students.

2. College students have to do a lot of homework.
3. Tests and research are very important requirements
for college students.
4. College students must spend much time doing
everything that is required of them.
Keep these suggestions in mind.

The topic sentence must include the topic within it.

A topic sentence must NOT include details; it is a general

sentence.

A topic sentence must NOT contain transitions (terms like

“for instance,” “second,” “in addition”) which suggest examples.

A topic sentence may end in a plural noun or contain a plural

noun that is a general term for the supporting details.

A sentence that is followed by a statement with a contrast

term is NOT the topic sentence.
Supporting sentences
• Develop, explain and support the main idea of the paragraph.
• They come after the topic sentence
• They make up the body of the paragraph
• They give details and support the main idea
• Give supporting facts, details, and examples
• Contains facts, examples and details.
• Explains why the main idea it’s true.
• Forms of Supporting Sentences
• Major Supporting Sentence
• Minor Supporting Sentence
Major Supporting Sentence (MaSS) (2)
• This is the sentence that directly develop the topic
sentence. NB: There can be more than one major
supporting sentences in a paragraph.
1. I am pursuing higher education for a number of
reasons.
2. One, I want to obtain a good first degree in my area
of study so that I can further to become the
professor I have conceived to be.
Sentence 1: Topic Sentence
Sentence 2: Major supporting Sentence
Minor Supporting sentence (MiSS) (3)
• It indirectly develops the topic sentence BUT directly develops the
major supporting sentence. NB: There can be more than one MiSS to
a MaSS.
• ………………………………………………………………………………………………………….
1. I am pursuing higher education for a number of reasons. 2. One, I
want to obtain a good first degree in my area of study so that I can
further to become the professor I have conceived to be. 3. I want to
be an internationally acclaimed practicing academic nurse/professor
in pediatrics. 4. In fact, I conceived this vision when I was made to act
as a nurse in a sketch at class five.
Sentence 1: Topic sentence
Sentence 2: Major supporting Sentence
Sentence 3: 1st Minor Supporting Sentence to Sentence 2
Sentence 4: 2nd Minor Supporting sentence to sentence 2
 Concluding sentence (4)
• The concluding sentence mostly is the last sentence in
a paragraph. It’s optional… but good to have one.
• It..
1. re-states the topic sentence in a paragraph
2. summarizes the main views in the body pf the
paragraph
3. may give writer’s final remark on a topic sentence
 Transitional sentence (5)
• It announces the ‘coming’ of the subsequent
paragraph. It’s optional.
• The last sentence of a paragraph (instead of closing
sentence)
• Closes one topic while leading into the next
• Summarize main idea of paragraph and hint at topic
for next one
Paragraph Analysis
Paragraph Analysis
• 1THE PERIOD BETWEEN 1972 AND 1982 WAS THE DARKEST IN
GHANA’S POST-INDEPENDENCE HISTORY. 2First, it was characterized by
political instability. 3There were as many as five change of government
within this period –N. R. C. (1972), S. M. C. I (1975), S. M. C. II (1978),
A. F. R. C. (1979), P. N. P. (1979), P. N. D. C. (1981). 4In addition, political
rulership changed frequently between different forms of military
dictatorship and totalitarianism and liberal democracy. 5The economy
of the country suffered a heavy setback during this period. 6Inflation
was higher than it had ever been. 7Per capita income was lowest, and
there was a serious scarcity of everyday essential commodities.
8
Further, economic malpractice reached an alarming height. 9The
depression of the period was manifested at the social level also.
10
Hard-work gave way to theft and laziness; and prostitution
aggravated. 11Honesty gave way to deceit. 12Ghanaians were taught
disobedience, and hate the owners of property and to punish them for
acquiring property. (Source: Sekyi-Baidoo, 2003)
Paragraph Analysis
• Sentence 1: Topic Sentence
• Sentence 2: 1st Major supporting Sentence
• Sentence 3: 1st Minor Supporting Sentence to sentence 2
• Sentence 4: 2nd Minor Supporting Sentence to sentence 2
• Sentence 5: 2nd Major Supporting Sentence
• Sentence 6: 1st Minor Supporting Sentence to sentence 5
• Sentence 7: 2nd Minor Supporting Sentence to sentence 5
• Sentence 8: 3rd Minor Supporting Sentence to sentence 5
• Sentence 9: 3rd Major Supporting Sentence
• Sentence 10: 1st Minor Supporting Sentence to sentence 9
• Sentence 11: 2nd Minor Supporting Sentence to sentence 9
• Sentence 12: 3rd Minor Supporting Sentence to sentence 9
 READING COMPEHENSION
• Reading Comprehension passages - cover a range of topics, including literature,
science, history, and social studies. These passages are often followed by
multiple-choice questions.
There are two very different question formats: regular Reading Comprehension
and Paragraph Arguments with different range of questions under each.
1. Paragraph argument: A candidate’s ability to analyse an argument from a
short paragraph is tested.
2. Regular Reading Comprehension Passages (that are not paragraph argument):
This the opposite of paragraph argument. Questions here centre on the content
provided in the passage.
READING COMPEHENSION
• Reading Comprehension passages are 1-4 paragraphs long and are
followed by 2-4 questions. The questions in these format focus on a
wide variety of passage content: author attitudes, implied ideas,
stated ideas, the meaning or purpose of a given word, phrase, or
sentence, and so on.
What is tested in Reading Comprehension?

• Understand meaning of words:

• Individually
• In sentences
• In paragraphs
• Distinguish between minor and major points
• Summarizing a passage
• Draw conclusions from the information provided
• Reasoning from incomplete data/ Inferring missing information
• Understand the structure of a text and how it is related to one
another
• Idenify:
• Author’s perspective
• author’s assumptions
• Strengths and weaknesses
 TYPES OF RC QUESTIONS
1. Main idea questions require students to identify the answer choice that matches the
scope of the entire passage. This is the overriding message that the passage presents.
• These types of questions are also known as main-theme questions
• These questions ask you to identify the primary purpose of the whole passage.
• Almost every passage has at least one question that asks you to identify the thesis of
the passage.
• In most instances, the first question is usually a main-theme question
They usually come in the following form:
• The author of the passage is primarily concerned with which of the following?
• The author’s primary goal (or purpose) in the passage is to do which of the following?
• An appropriate title that best summarizes this passage is
NB:
The best answer to a main-theme question is general rather than specific.
 TYPES OF RC QUESTIONS
Main idea questions Sample
In recent years, the global technology industry has witnessed a rapid expansion of Artificial Intelligence (AI) applications across
various sectors. AI has not only transformed industries but has also become an integral part of everyday life. From voice-activated
virtual assistants to autonomous vehicles, AI technology is becoming increasingly pervasive. While AI holds great promise for
improving efficiency and convenience, it also raises ethical and societal concerns. The potential displacement of jobs by automation
and the ethical implications of AI decision-making are issues that need careful consideration. To harness the benefits of AI and
mitigate its drawbacks, it is crucial for society to strike a balance between technological advancement and responsible AI
development.
What is the main idea of the passage?
A) AI technology is rapidly expanding and becoming pervasive in various sectors, with both promise and concerns.
B) AI technology is primarily responsible for job displacement and ethical concerns.
C) The rapid expansion of AI technology is inevitable and should not be questioned.
D) Society should prioritize technological advancement over responsible AI development.
E) AI technology has not had a significant impact on everyday life.
Answer
A) AI technology is rapidly expanding and becoming pervasive in various sectors, with both promise and concerns.

• The main idea of the passage is that AI technology is rapidly growing and becoming integral in various aspects of life, while also
presenting both promise and concerns that need to be addressed. Option A accurately captures this main idea.
 TYPES OF RC QUESTIONS
2. Supporting details/ Substantial idea questions: these are questions that require
facts or specific arguments explicitly stated in the passage. They are called supporting
details type of questions because they help develop or support the main idea.
• Some GMAT/GRE reading-comprehension questions ask you about specific
statements in the passage.
• These questions are potentially the easiest type of reading-comprehension question
because the information you need to answer them is stated in the passage.
• You just need to find it.
• This information may be quantitative, such as years, figures, or numbers, or it may be
qualitative, like ideas, emotions, or thoughts.
Questions usually come in this form
• The passage states that . . .
• According to the passage, . . .
• In the passage, the author indicates that . . .
 TYPES OF RC QUESTIONS
Sample Question 1
Climate change is a pressing global issue, and scientists have pointed to the role of carbon dioxide (CO2) emissions in driving this
phenomenon. The burning of fossil fuels, such as coal and oil, releases large amounts of CO2 into the atmosphere, leading to the
greenhouse effect and rising temperatures. However, not all sources of CO2 emissions are equal. Recent research has shown that
deforestation, particularly in tropical rainforests, is a major contributor to CO2 emissions. When trees are cut down and burned
or left to decay, the carbon stored in these trees is released into the atmosphere. This finding underscores the importance of
addressing deforestation as part of the broader effort to combat climate change.
What is a key point made in the passage about the impact of deforestation on CO2 emissions?
A) Deforestation has no significant impact on CO2 emissions.
B) The burning of fossil fuels is the primary cause of CO2 emissions.
C) Cutting down and burning trees releases stored carbon, contributing to CO2 emissions.
D) Tropical rainforests have no relevance to the issue of CO2 emissions.
E) The impact of deforestation on CO2 emissions is negligible.
Answer
C) Cutting down and burning trees releases stored carbon, contributing to CO2 emissions.
The passage provides a key detail about the impact of deforestation on CO2 emissions, stating that when trees are cut down and
burned or left to decay, the carbon stored in these trees is released into the atmosphere, contributing to CO2 emissions. Option
C accurately reflects this key point.
 TYPES OF RC QUESTIONS
3. Inference or Assumption question: this is the opposite of the second types of questions
(supporting details) in that they ask for arguments and ideas that are implied but not mentioned
explicitly in the text/ passage.
• Inference questions ask you about information that’s implied by the passage rather than directly
stated.
• These questions test your ability to draw conclusions, using evidence that appears in the
passage. For inference questions, you’re normally required to do one of these three things:
• Identify a different interpretation of an author’s statement.
• Infer the intended meaning of a word that’s used figuratively in the passage.
• Interpret the author’s statements one step beyond what is actually written.

Questions in this section usually come in the form of

• It can be inferred from the passage that . . .
• The passage implies (or suggests) that . . .
• The author brings up . . . to imply which of the following?
 TYPES OF RC QUESTIONS
Sample Question 1
Over the past decade, there has been a significant increase in the consumption of organic produce, driven by consumers' growing health
and environmental concerns. Organic food is often touted as being healthier and more environmentally friendly than conventionally
grown food. However, this increased demand for organic products has raised concerns about the sustainability of organic farming
practices. Some argue that as the demand for organic food grows, organic farming may adopt more industrialized and less sustainable
methods to meet the market's needs. It is crucial to examine whether the principles of sustainability can be maintained in the face of
increasing demand for organic produce.
Which of the following assumptions can be reasonably inferred from the passage?
A) The demand for organic produce will continue to grow in the future.
B) Organic farming practices are currently unsustainable.
C) The principles of sustainability are not a concern for consumers of organic food.
D) The growth in demand for organic produce may lead to a compromise in organic farming's sustainability.
E) Organic food is not as healthy as conventionally grown food.
Answer
D) The growth in demand for organic produce may lead to a compromise in organic farming's sustainability.
This inference can be reasonably drawn from the passage, as it discusses concerns that the increased demand for organic food might
result in less sustainable farming practices.
 TYPES OF RC QUESTIONS
4) Author’s style and tenor: Finally, there are style and tone questions that test your ability to identify
the tone of the passage.
• You may be asked to identify the ideas in the passage and the tone used by the passage to express
those ideas.
• Generally, the most common type of question will ask you to describe the style and tone of the passage
using a single word or a phrase.
• For example, critical, enthusiastic, optimistic, objective, etc. are the frequent choices in those
problems.
• Tone and style questions commonly ask you to figure out the author’s attitude or complete the logical
flow of the author’s ideas.
• The author may be neutral, negative, or positive and may have different attitudes about different types
of information within the same passage.
Questions can be structured in the form of
• The author’s attitude appears to be one of . . .
• With which of the following statements would the author most likely agree?
• The tone of the passage suggests that the author is most skeptical about which of the following?
 TYPES OF RC QUESTIONS
Sample Question
In the early 20th century, a group of avant-garde artists, known as the Futurists, emerged in Italy. The Futurists were deeply
influenced by the rapid technological advancements of their time, particularly the rise of the automobile and the airplane. They
believed that these machines symbolized the spirit of modernity and sought to capture the dynamism and speed of the industrial
age in their art. Their paintings and manifestos celebrated speed, noise, and movement, often portraying urban life as a chaotic and
exhilarating experience. The Futurists rejected traditional artistic forms and embraced unconventional techniques, including the use
of fragmented imagery and bold colours. While their work was controversial and divisive, it undeniably left a lasting mark on the art
world, challenging conventional notions of aesthetics and style.
Which of the following best describes the author's style and tenor in this passage?
A) The author is critical of the Futurists and their unconventional artistic techniques.
B) The author is neutral and objective, providing a historical account of the Futurist movement.
C) The author is sympathetic to the Futurists and their celebration of modernity.
D) The author is sarcastic in describing the Futurists' fascination with technology.
E) The author is dismissive of the Futurists' impact on the art world.
Answer
B) The author is neutral and objective, providing a historical account of the Futurist movement.
In this passage, the author presents a factual and objective account of the Futurist movement without expressing a particular bias or
judgment. Therefore, option B accurately describes the author's style and tenor.
 TYPES OF RC QUESTIONS
5. Out-of-framework/context questions: are not related to the passage directly.
• They require the absorption of information from the passage and apply it in an out-of-
context situation.
• Though similar to inference-type questions, it requires a deeper application of logic.
These questions test one’s ability to apply ideas or concepts from a passage to an
understanding of the main idea of the passage and your ability to apply it elsewhere.
• These questions are cleverly disguised to ask for the one false answer.
• You’ll recognize these questions by the presence of a negative word, usually except or
not.
 ON HANDS PRACTICE
• American capitalism and African communal living represent contrasting economic and
social paradigms. American capitalism is rooted in individualism and free-market
competition, driving innovation and personal success. It has fostered economic growth
and prosperity but also led to inequality and disparities. In contrast, African communal
living emphasizes cooperation and community well-being. Extended families and
communities work together, sharing resources and making decisions collectively. This
approach promotes social cohesion but can limit individual ambitions. Both systems have
evolved and are not absolute. Many African countries incorporate capitalist elements,
and the U.S. has social safety nets. Balancing individual initiative and communal support
could create a more equitable and sustainable future, where people pursue their dreams
while ensuring the community's welfare. In a globalized world, understanding the
strengths and weaknesses of these systems is crucial. The coexistence of American
capitalism and African communal values can contribute to a more inclusive and
prosperous world, where economic success and social cohesion complement each other.
Identify the types of questions below
1. Can you identify any external factors, whether historical or cultural,
that might have influenced the development of American capitalism
and African communal living, even though they are not explicitly
discussed in the passage?

2. How does the passage organize its discussion of American

capitalism and African communal living to effectively convey its
main points?
• 1. What is the primary message conveyed in the passage regarding
the differences between American capitalism and African communal
living?

• 2. Which of the following statements best summarizes a key

difference between American capitalism and African communal living
as presented in the passage?
• 3. Based on the information provided, which of the following can be
reasonably inferred about the potential challenges associated with
American capitalism and African communal living?

• 4. Which of the following assumptions about the adaptability of

American capitalism and African communal values to a changing
global landscape is implicit in the passage?
• 5. How would you characterize the author's tone in discussing the
contrast between American capitalism and African communal living?
•
• 6. Does the author seem to favor one system over the other, and how
is this reflected in the passage?
• 7. How does the passage organize its discussion of American
capitalism and African communal living to effectively convey its main
points?
•
• 8. Are there any logical transitions or connections between ideas that
could be strengthened to improve the coherence of the passage?
• 9. What broader implications might arise from the coexistence of
American capitalism and African communal values for global
economic and social dynamics, extending beyond the passage's
scope?
•
• 10. Can you identify any external factors, whether historical or
cultural, that might have influenced the development of American
capitalism and African communal living, even though they are not
explicitly discussed in the passage?
Strategies for Answering RC Questions
Skim the Passage
• Skimming involves quickly reading the entire passage to grasp the overall tone and idea. This is different
from scanning where the main goal is to obtain explicit facts or information in the text. The main
objective of skimming is to gain a general understanding of the passage without focusing on details.
Read the Questions
• After skimming, briefly review the questions related to the passage. Carefully identify the question types
(e.g., main idea, supporting idea) and categorize them for a targeted approach. The types of questions
mentioned earlier can serve as reference for identification.
Read the Passage in Detail
• Return to the passage and conduct a thorough reading. Make sure to pay attention to intricate details and
specific facts. This could be said to be close reading. Attention should be on information requested in the
questions.
NB
Keep time constraints in mind due to the GMAT's/GRE timed nature.
• Identify the Outliers [0.25 minutes]
• Pay attention to outliers. These are answer choices that, while not explicitly mentioned in the passage,
align with the question. These answers are not explicitly stated in the passage. It often requires critical
reasoning in order to identify these kind of answers.
Strategies for Answering RC Questions
Eliminating answer choices
• One of the most effective ways of moving through reading-
comprehension questions is to eliminate incorrect answer choices.
• This is because you are looking for the best answer choice, not
necessarily the perfect answer choice.
• you can eliminate wrong choices without having to refer back to the
passage.
• As long as you carefully read the passage and have a good idea of the
main theme, the author’s purpose in writing the selection, and the
author’s style or tone, you should be able to recognize some wrong
answers immediately
Strategies for Answering RC Questions
Some common wrong answers
• Choices that concern information that isn’t found in the passage
• Choices that contradict the main theme, author’s tone, or specific
information in the passage
• Choices that counter the wording of the question: For example, a question
may ask about a disadvantage of something discussed in the passage. If
one of the answer choices lists an advantage instead of a disadvantage,
you can eliminate that choice without thinking too much about it.
• Choices that contain debatable words: Question any answer choice that
uses absolutes. Examples are all, always, only, complete, first, never,
every, and none. An answer choice that contains a word that leaves no
room for exception is probably wrong in most instances.
Reference Materials for
Practice Tests
GMAT for Dummies
Pages 70 - 78