GMAT Journey

Prep
Sunday, September 20, 2009

5:25 PM
Hi PGites
Manhanttan prep
My journey for cracking the MBA entrance scenario began six months back, when I started preparing for 800 score
CAT ... I would regularly visit this site and compare my Sim-CAT scores with others to follow my
progress ... But things did'nt go off too well for me on D-day ... My splits were -
Quant - 77 percentile
DI - 92 percentile
Verbal - 99 percentile
Could'nt make it through any of the IIMs, so decided to try my luck at GMAT ... Decided to take a month
to prepare for it and give it my best shot ...
Just gave GMAT yesterday ... And man! Am I relieved it's all over! ... The worst part about preparing for
GMAT was that, unlike CAT, I would know what my score is within minutes of giving the test ... And the
result of my hard work will either pay off or go down the drain ... And in the end, it did pay off! ... I got a
760, and the world has just turned a shade of rosy pink! ...
I wanted to share my experience with PG ... Hopefully it might benefit a few others who are looking to
break into the 700s ...
What I studied
The Official Guide -

Absolutely essential ... Especially for Verbal ... I did only the last 100 questions or so for Quant ... But
solve each and every question in Verbal ... And don't simply solve the questions ... Understand why or
why not ...
Kaplan CD -
Tests are OK, though low scoring ... Lessons are good for review ... Good to practise Quant from here, as
the questions are above the OG level ... If you're aiming for above 700, get very comfortable with
toughies ... RC's are very bad! ... The lengthy psycho-abstract mumbo-jumbo they give is nowhere near
the standard of the actual GMAT ... They'll throw you off ...
Princeton -
Verbal is good ... especially SC ... The rules are very clearly laid out ... Too few problems to practice in
their Bins, though ... Quant isn't that good ... AWA explanation was also the best among all the material I
referred to ...
ARCO -
Did'nt observe anything extraordinary here ... Just solved all the questions for practice ...
What I did not study
Barrons -
Kindly abstain ... Words are not enough to describe the Barrons experience ...
The tests I took
While giving tests, it's very important that you give the whole thing in one sitting, under a controlled
environment ... The sooner you start giving essays with your tests, the better it is ... Get used to the four
hour environment ... And spend a respectable amount of time analysing your results ... Not just the ones
you got wrong, but also the ones you got right ... Find out if you got them right for the right reasons ...
PowerPrep -
The accepted method to start your GMAT prep is with a PP test ... People told me that the score you get
here is what you will ultimately end up with ... I got 730 in the first one and 750 in the second one ...
Both Quant and Verbal were definitely much more simpler here than most of the questions I
encountered in the actual GMAT ... But be sure to finish the two tests before you start your OG, as all
questions are repeated ...
Kaplan -
Like I mentioned, scores are low here ... I got 640, 650 and 630 ... My accuracy was about 50% in both RC
and CR ... Just could'nt identify with most of the solutions they gave ... Refrain from taking them a week
before GMAT if low scores bring you down easily ... Very good analysis for results, though ...
GMAT Page 1
before GMAT if low scores bring you down easily ... Very good analysis for results, though ...
Princeton -
I was'nt very impressed with the tests they gave on the CD ... Well, I did not have a net connection on
the computer where I gave my tests, so I could not check my results for the two Princeton CATs I took ...
So I can't comment on their analysis ...
How I studied
Started off with a PP ... Then sat down to finish all the Non OG material ... Princeton, Arco, Kaplan CD ...
Took the other PP ... Finally sat down with OG during the last week and solved each and every problem
systematically ...
Here are some strategies I picked up during the course of my prep ...
Quant
Unlike in CAT, in GMAT it is not a good idea to try out the process of elimination in Quant ... If you've got
your basics right, you've got more than enough time to actually solve each and every question ... Use
your scratch pad generously ... Don't be shy to write down the process ... It pays to be sure ... And
practice as many short cuts as you can for the known problem types that you might encounter ...
For example,
A does some work in x days
B does the same work in y days
Time taken for both to do the work is
x*y/(x+y) days
A serious CAT Quant Prep should be more than sufficient to see you through any problem in GMAT
Quant ... Just avoid silly mistakes, and double check DS questions ...
Reading Comprehension
You will get 4 passages of an average length of about 40 words each ... Get comfortable with topics with
technical jargon, social issues, gender inequality ... No arbid topics here ... And time spent in reading the
passages thoroughly is time well invested ... And COMPREHEND what you're reading ... Develop a
burning interest in what you're reading ... As you keep reading, it helps if you start asking yourself what
might come next ... Break the passage down to a skeletal structure, and you're done ... Initial practice
may require you to use a scratch pad to do this, but with enough practice you'll be able to do it
mentally ... Just get the main flow down, details can be referred to later ...
Once you do this for a passage, the content will be so imprinted in your mind that you'll be ready to
answer the questions without the need to refer back to the passage ...
Critical Reasoning
Process of Elimination is the backbone of CR and SC type questions ... But, for CR, refrain from looking at
the options immediately after reading the argument ... First frame a general idea of what the question
wants you to find out ... Nothing beats the thrill of finding out your answer among the options listed ... If
not, you'll atleast hit upon the right idea ... And that should give you reasonable confidence to mark the
option as the right answer ...
Sentence Correction
Before starting my Prep for SC, I picked up an old grammer book of mine and reviewed certain key
concepts ... Knowing basic sentence structure is essential to cracking SC ... Find out about clauses, both
independent and subordinate, subjects, verbs and other important components of a sentence ... Be
comfortable with all forms of tenses ... And then of course there are the standard rules like misplaced
modifiers, parallel structure, subject-verb agreement ... Any GMAT prep book should get you familiar
with this stuff ...
Approach towards a problem is very similar to the CR approach ... Before jumping to the options, ask
yourself what is wrong with the statement itself ... If you're able to find atleast one mistake,
immediately eliminate all options containing that mistake (of course, you have to be sure that it IS infact
a mistake!) ... Once you get your options down to two, it should be easy enough ...
Last few days
GMAT Page 2
Last few days
I started with the Official Guide only one week before the GMAT ... Wanted to save the best for last ...
That way, the problems I solved and the errors I made would be fresh in my memory ... Finished the
quant first and focussed on verbal over the last couple of days ... Repeated a PP the day before just to
get comfortable with the testing process ... Also kept an error log of the questions I got wrong in SC ...
Solved all these questions again on the last day ...
D-day
Watched TV the whole day till the test in the afternoon ... Did not touch any book or study material ...
Just wanted to relax myself ... Got to the centre well in time and finished the minor formalities ... They
make you sign loads of confidentiality agreement docs ... The rules are pretty strict out there, so come
prepared ... Can you believe they made me take out my sweatshirt coz it had a hood! ... Apparently
anything with a cap is not allowed ... Make sure you shave, coz they take a mugshot of yours too ...
Without warning, I was suddenly called from the waiting room outside and thrust into a small cubicle
with a computer ... Was'nt quite ready for it so early, so had to compose myself ... Lucky thing it begins
with the essay section ... Really helps to calm your nerves ... That's why it's much better to practice
atleast 10-12 essays before the D-day ... Since this is the first section you'll be facing, it helps if you've
got atleast certain things down pat, like structure and introduction lines.
Quant was of average difficulty ... Questions 5-20 were more difficult than the rest, so schedule your
time properly ... I divided up the 75 mins into 3 parts of 25 mins each, and aimed to solve atleast 12
questions in each section (for verbal this was 14) ... Word problems are a favourite with ETS, so get
ready to convert them all quickly into equations ... Checked and rechecked all answers, and so managed
to finish it just in time ...
Verbal started with a shocker of an SC ... Stared at the question for sometime before things started
becoming clearer ... Third question was a relatively simple passage ... Got four passages totally, of length
35, 40, 40 and 60 ... Questions in all were manageable ... CR started pretty late for me, at the 7th or 8th
question ... Did get a couple of boldfaces in the end ...
Overall was expecting 750, so was pleasantly surprised to see 760 ... Breakup was 51 (99 perc) in Quant
and 41 (93 perc) in Verbal ... Took some time for the whole thing to sink in ... After a long walk for half
an hour, during which I made loads of calls to my family and friends, I finally settled down ... The
suspense was finally over ...
But the journey has just begun ... I have just a couple of years work -ex under my belt currently, so I'll be
applying for 2006, by when I'll have three ... Gives me plenty of time to start my research on B -schools
and work on my applications ... Since I'm very new to the US B-School applying process, I would
appreciate if someone can start me off in a broad direction ... What range of B -Schools can I aim for with
this kind of a score? ... And since Financial Aid is also a huge consideration for me, can anyone confirm
which schools might be willing to take me in with a full/partial fee waiver? ...
I hope knowing about my experience was useful to atleast a few of you ... I'll gladly answer any specific
queries you might have about preparing for GMAT ...
Pasted from <http://www.pagalguy.com/forum/gmat-and-related-discussions/6505-760-my-gmat-experience.html>
GMAT Page 3
Journey - Main Milestones
Monday, September 21, 2009
10:27 PM
19th Talked with Hitesh about Online MBA and Hitesh suggested to go for Full Time
September , Executive MBA or at ISB
09
20th Talked with Ashish Sharma over my confusion and he suggested to go for higher
September, 09 education and advised to go full fledged for GMAT.
21st Purchased GMAT - The Official Guide 12th Edition Book from Borders for 40USD
September, 09
23rd Given 1st Practice Test from GMAT Prep Software. Got 620 score.
September, 09 Practice Test 1 - Details
24th Given OG Quant Diagnostic Test. Performed miserable in Problem Solving. However did
September, 09 fairly good in Data Sufficiency Section.
OG - Diagnostic Test
25th Given OG Verbal Diagnostic Test. Performed miserable in Sentence Correction., did
September, 09 average in Reading Comprehension and did above average in Critical Reasoning.
2nd October, Got hold of Manhattan GMAT Sentence Correction Book.
09
3rd October, Started SC from Manhattan GMAT book and completed first three chapters
09
8th Completed SC from MGMAT
November, 09
15th Completed RC and CR from OG
November, 09
16th Given Practice Test 2 from GMAT Prep Software. Got 730 Score.
November, 09 Practice Test 2
18th Booked the appointment for GMAT Exam for 23rd January, 2009
November, 09
28th Given 800 Score Practice Test 1. Got 660 Score. Attempted Essays as well for first time.
November, 09 800 Score test 1
29th Given MGMAT Test 1. Scored 650.
November, 09 MGMAT Test1
December, 09 MGMAT Test 2
12th Given MGMAT Test 3. Scored 710
20th Given Kaplan Test 1. Scored 600. Faired Poorly in Verbal.
December, 09 Kaplan Test 1
25th Given 800 Score Practice Test 1. Got 600 Score. Again bad in Verbal
December, 09 800 Score Test 2
27th Given Kaplan Test 2. Scored 600 again. Faired Poorly in Verbal.
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27th Given Kaplan Test 2. Scored 600 again. Faired Poorly in Verbal.
December, 09 Kaplan Test2
2nd January, Given Kaplan Test 3. Scored 620. Faired Poorly in Verbal. Good work in Quant.
10 Kaplan Test 3
3rd January, Given MGMAT Test 5. Scored 710.
10
10th January, Given MGMAT Test 6. Scored 730.
10
17th January, Given GMAT Prep 2. Score 740.
10 Also given GMAT Write - Scored 5 in Analysis of Argument and 3in Analysis of Issue
23rd January, GMAT - 720
10 Quant - 51, Verbal - 36
EXAM DATE - January 23, 2010 - 8.00

AM
TARGET SCORE - 800
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Dos and Don’ts
Sunday, November 29, 2009
6:26 PM
• Do spend the last few days practicing actual GMAT questions, reviewing the basic techniques and
sleeping 8 hours every night.
• Don’t take a practice test within 2 days of the real thing – you don’t want to burn yourself out. Also,
don’t study for more than an hour or two on the day before the test.
• Do have two alarm clocks plus a friend to wake you up if you’re taking the test in the morning (or if
there’s any chance you might oversleep!). Also, look up the directions to the test center the day before
the test – and consider making a test drive if you’re not sure how to get there or how long it might take.
• Don’t go out the night before. Don’t get drawn into family problems. Don’t work late. Basically, remove
yourself from all potential causes of stress, even if that means checking into a hotel!
• Do set aside a few very easy questions to do right before you go into the test center; this will warm up
your brain. However…
• Don’t look at the answers to those easy questions – don’t even bring the answers with you! All you’re
doing is warming up and your performance doesn’t matter; the last thing you want to do is lower your
confidence by realizing you got an easy question wrong fifteen minutes before the test starts.
• Do eat a good breakfast and bring something to eat and drink to the test center. Before the test, protein
and complex carbs are good – think eggs with whole wheat toast. At the test center, you can consume
food and drink on the breaks. If you feel your energy flagging, get a quick hit of sugar and / or caffeine,
however…
• Don’t drink lots of caffeine right before the test – both because the caffeine won’t last four hours (so
you’ll crash during the exam) and because caffeine is a diuretic (and if you’re not sure why that’s a
problem during a long test with limited breaks, then google “diuretic” right now and learn your new
thing for the day).
• Do reward yourself after you take the test. Whether you treat yourself to a fancy dinner, a luxurious
massage or a night out on the town with friends, do treat yourself. You’ve worked really hard and you
deserve it!
Pasted from <http://www.manhattangmat.com/strategy-series-gmat-prep.cfm>
GMAT Page 6
Maths Concepts
Saturday, September 26, 2009
9:30 PM
Mode - The mode of the list of numbers is the number that occurs most frequently in the list. For ex, the
mode of 1,3,6,4,3,5 is 3. A list of numbers may have more than one mode as well. Pg-115 OG
Range of the list - is defined as greatest value in numerical data minus the least value. For Ex, the range
of 11,10,5,13,21 is 21-5 = 16 Pg-115 OG
Standard Deviation - The more the data are spread away from the mean, the greater the standard
deviation. The standard deviation of n numbers can be calculated as follows:
1) Find the arithmetic mean.
2) Find the difference between the mean ad each of the n numbers.
3) Square each of the differences.
4) Find out the average of squared differences.
5) Take the non negative square root of this average.
Pg-115 OG
Permutation - Number of ordering the n objects is n!. A permutation can be thought of as a selection
process in which objects are selected one by one in a certain order. Pg-117 OG
Combinations - The number of possible complete selections of k objects is called the number of
combinations of n objects taken k at a time and is denoted
= n!
The value of ---------
k! (n-k)!
= Pg-117 OG
Probability Pg-118 OG
For experiments in which all the individual outcomes are equally likely, the probability of an event is
P(E) = The number of outcomes in E
------------------------------------------------
The total number of possible outcomes
The probability that "E or F" occurs is P(E or F) = P(E) + P(F) - P(E and F)
Two events are said to be independent if occurrence of either event does not alter the probability that
the other event occurs
The following multiplication rule holds for any independent events E and F:
P(E and F) = P(E)P(F)
Thus if E and F are independent events then P(E or F) = P(E) + P(F) - P(E)P(F)
Quadratic Equations Pg -124 OG

Roots for quadratic equation ax2+bx+c = 0 (a != 0) are
X = -b + √b2-4ac
---------------- and
2a
X = -b - √b2-4ac
----------------
2a
Equation has no real roots if b2-4ac < 0
Sum of Root = -b/a

Product of Roots = c/a
Similar Triangles
If two shapes are similar, one is an enlargement of the other. This means that the two shapes will have
the same angles and their sides will be in the same proportion (e.g. the sides of one triangle will all be 3
times the sides of the other etc.)
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times the sides of the other etc.)
AB/DE = BC/EF = AC/DF = perimeter of ABC/ perimeter of DEF
Two triangles are similar if:

1) 3 angles of 1 triangle are the same as 3 angles of the other
2) 3 pairs of corresponding sides are in the same ratio
3) An angle of 1 triangle is the same as the angle of the other triangle and the sides containing these
angles are in the same ratio.
Trigonometry Formulae
Sin x = P/H
Cos x = B/H
Tan x = P/B
0 30 45 60 90
Sin 0 1/2 1/√2 √3/2 1
Cos 1 √3/2 1/√2 1/2 0
Tan 0 1/√3 1 √3 ND
For an overlapping set problem we can use a double-set matrix to organize our information and solve.
We are told in the question stem that 180 guests have a house in the Hamptons and a house in Palm
Beach. We can insert this into our matrix as follows:
Q-
Of the guests at a charity fundraiser, 180 own both a house in the Hamptons and a house in Palm Beach.
If not every guest at the fundraiser owns a house in either the Hamptons or Palm Beach, what is the
ratio of the number of people who own a house in Palm Beach but not in the Hamptons to the number
of people who own a house in the Hamptons but not in Palm Beach?
(1) One-half of the guests own a house in Palm Beach.
(2) Two-thirds of the guests own a house in the Hamptons.
House in Hamptons No House in Hamptons TOTALS

House in Palm Beach 180
No House in Palm Beach
TOTALS T
The question is asking us for the ratio of the darkly shaded box to the lightly shaded box.
(1) INSUFFICIENT: Since one-half of all the guests had a house in Palm Beach, we can fill in the matrix as
follows:

House in Palm Beach 180 (1/2)T – 180 (1/2)T
No House in Palm Beach
TOTALS T
We cannot find the ratio of the dark box to the light box from this information alone.
(2) INSUFFICIENT: Statement 2 tells us that two-thirds of all the guests had a house in the Hamptons. We
can insert this into our matrix as follows:

House in Palm Beach 180
No House in Palm Beach (2/3)T – 180
TOTALS (2/3)T T
We cannot find the ratio of the dark box to the light box from this information alone.
(1) AND (2) INSUFFICIENT: we can fill in our matrix as follows.
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House in Palm Beach 180 (1/2)T – 180 (1/2)T
No House in Palm Beach (2/3)T – 180 180 – (1/6)T (1/2)T
TOTALS (2/3)T (1/3)T T
Pasted from <http://www.manhattangmat.com/OnlineExams/CAT_rev_Qview.cfm?ssQID=15576045>
In general to find the sum of all the numbers from F to L (where F is the first number and L is the last
number), use the formula:
(F + 1) + (F + 2) + (F + 3) + (F + 4) + . . . . + L = (F + L) × (L - F + 1) / 2
Consecutive Number Magic Trick #1

If you have an ODD (not even) number of numbers in your set, the sum will always be a multiple of the
number of numbers.
# Consecutive Number Magic Trick #2

If you multiply an ODD number of numbers in a consecutive number set, it WILL ALWAYS be divisible by
the number of numbers.
If the sum of a number's digits are divisible by 3, then it is divisible by 3. For example, 222 has digits add
to 6, so the whole number is divisible by 3 (222/3= 74).
Add the digits. If that sum is divisible by nine, then the original number is as well.
For example, 1,044 (1044/9 =116) is divisible by 9 (because 1 + 0 + 4 + 4 = 9).
In a set of consecutive integers, the mean is always equal to the median. When there are an odd
number of members in a consecutive set, the mean/median will be a member of the set and thus an
integer (e.g. 5,6,7,8,9; mean/median = 7). In contrast when there are an even number of members in
the set, the mean/median will NOT be a member of the set and thus NOT an integer
For any set of consecutive integers with an odd number of terms, the sum of the integers is always a
multiple of the number of terms. For example, the sum of 1, 2, and 3 (three consecutives -- an odd
number) is 6, which is a multiple of 3. For any set of consecutive integers with an even number of terms,
the sum of the integers is never a multiple of the number of terms. For example, the sum of 1, 2, 3, and
4 (four consecutives -- an even number) is 10, which is not a multiple of 4.
Sum of AP Series = n ((a1 + an)/2)

Where an = a1 + (n - 1)d
Compound Interest Formulas
P(1 + r/n)nt
P = principle
r = rate
n = number of times per year
t = number of years
Rhombus
1) A rhombus is a type of parallelogram, and what distinguishes its shape is that all four of its sides are
congruent.
2) Diagonals are perpendicular
3) The diagonals bisect angles in each corner of a rhombus.
4) Area of Rhombus = ½(diagonal1 × diagonal2)
Triangles
The length of each side is less than the sum of the lengths of the other two sides and greater than the
difference between these lengths.
Circle
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Circle
We now see that both angle ADB and angle ACB are inscribed angles in the circle, and that they both
span the same arc, ACB. Therefore, they must be equal in measure (and each equal to half the
corresponding central angle, AOB.
GMAT Page 10
English Grammer Notes
6:51 PM
Pronouns act as stand-ins for nouns like he, she, they etc
Verbs tell something about nouns and pronouns often by expressing some kind of action. For example
you might write Planes landed, and troops moved. The words landed and moved are verbs.
When more is used in the comparative form of an adjective (more difficult) or adverb (more likely), it is
followed by than
14SC - Although typically introduces a subordinate clause, which has a subject and a verb. http://www.scribd.com/doc/690480
28SC - like cannot be used with such. For Ex - "…. based on cultivating such crops like corn and beans…" 3/OG11
is wrong as such is used with like. Correct Usage will be "…. based on cultivating such crops as corn and
beans…"
72SC - Cities are stressing the arts as a means to greater economic development
Here idiom "as a means to" correctly communicates that stressing the arts is a method for
achieving greater economic development.
http://rapidshare-search-
engine.com
Cities are stressing the arts as a means of greater economic development
Here idiom "as a means of" incorrectly suggests that stressing the arts is a kind of greater
economic development.
Subordinate clause
Participle (Past participle and present participle) - Is past participle parallel with present participle (42SC)
65SC - act vs acting
88SC - appositive
Appositives - An appositive is a noun or pronoun placed next to another noun or pronoun to identify,
rename or explain it.
Ex -
1) Some French village, the old-timers, prefer to travel the dirty roads.
2) Her greatest attribute, charm, was not enough
Action Verbs - An action verb is a verb that tells what action someone or something is performing, has
performed, or will perform
Ex - The horse waited patiently.
An action verb can be transitive or intransitive. A transitive verb takes an object. An intransitive verb
does not direct its action to an object.
To find out whether a verb in a sentence is transitive or intransitive ask Whom? Or What? after the verb.
If you can find an answer in the sentence, the verb is transitive. If there is no answer, the verb is
intransitive.
Ex
1) Robert polished his saddle. (Polished what? -> saddle) - Transitive
2) Linda waited for the wagon. (Waited what? -> no answer ) - Intransitive
Linking Verbs- A linking verb is a verb that connects a word or words at or near the beginning of a
sentence with a word or words at or near the end.
Forms of "be" are the most common linking verbs. Twelve other verbs which can be used as linking
verbs are
Appear Feel Look Seem Sound Taste
Become Grow Remain Smell Stay Turn
Eg - New Maxico could have been our home.
Participles - A participle is a form of verb which can act as an adjective.

The most common participles are present participles and past participles.
Present participles end in -ing (frightening, entertaining).
Past participles end in -ed (frightened, entertained), but many have irregular endings such as -t or -en
(burst, written)
Ex -
1) Limping, the hiker favored (Present participle)
2) His aching ankle (Present participle)
3) Confused, Nan returned to her (Past participle)
4) interrupted work. (Past participle)
A verb shows an action, a condition or the fact that something exists.

A participle acting as an adjective modifies a noun or a pronoun.
Gerunds - A gerund is a form of a verb that acts as a noun. Gerunds are ways end in -ing and always
not difficult to recognize once you realize that they al function as nouns
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Ex -
5) Eating is my favorite pastime in France. (Subject)
6) The French people make visiting a pleasure. (Direct Object)
7) Mr Mendoza's lecture gave travelling a new dimension (Indirect Object)
8) One Frenchman's favorite activity is debating.
9) Their well behaved dog shows signs of careful training.
10) Brady's profession, advertising, is very competitive.
Adverb - An adverb is a word that modifies a verb, an adjective, or another adverb.

An adverb answers one of the four questions about the word it modifies: Where? When? In what way?
Or To what extent?
Infinitives - An infinitive is a form of a verb that generally appears with the word to and acts as a noun,
an adjective, or an adverb
Ex -
1) To understand requires maturity and acceptance (Noun)
2) Our flight from Paris was about to leave.(Noun)
3) The children showed a willingness to cooperate (Adjective)
4) Some people were unable to fight (Adverb)
Pronouns
Case - Case is the form of a noun or pronoun that indicates its use in a sentence
Three cases are
Subject Object Possessive
I me My, mine
You you Your, yours
He, she, it Him, her, it His, her, hers, its
We us Our, ours
they them Their, theirs
Who, whoever Whom, whomever Whose, whosever
Subject (Nominative) Case - Use the nominative case when a pronoun is used as the subject of a verb or
as a predicate nominative
Ex -
1) She is the conductor of the band (Subject)
2) The famous historian is she (Predicate Nominative)
Object (ive) case - Use the objective case when a pronoun is used as the object of any verb, preposition,
or verbal
Ex -
1) I baked them yesterday
2) Give him the good news
3) Walk besides them.
4) The girl chasing them was her sister
5) Warning them was my primary concern.
6) To tell them clearly he had to shout.
Possessive Case -
1) Use the possessive case before nouns to show ownership.
Ex - Their suggestions have been very helpful
2) Use the possessive case before gerunds

Ex - Your asking questions made me focus
3) Use certain possessive pronouns by themselves to indicate possession.

Ex - That book is hers, not his
Pronouns in Elliptical Clauses

In an elliptical clause, some words are omitted because they are understood. Usually used to draw
comparisons.
1) In elliptical clauses beginning with than or as, use the form of the pronoun that you would use if the
clause was fully stated
2) If the omitted words come after the pronoun, use a nominative pronoun
Ex - Stan taught us more about the solar system than she [did]
3) If the omitted words come before the pronoun, use an objective pronoun
Ex - Stan taught us more about the solar system than [he taught] her.
Steps
1) Consider the choices of pronouns: nominative or objective
2) Mentally complete the elliptical clause.
3) Base your choice on what you find.
1) A pronoun in subject position in one clause may often be presumed to refer to the subject of the parallel
clause
Ex - Supernovas destroy their immediate environments in vast explosions, But by synthesizing heavy
chemical elements, They provide the universe with the possibility of biochemistry -based life as we know
it.
2) Nouns in the possessive case (with 's and s') are often poor antecedents.
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it.
2) Nouns in the possessive case (with 's and s') are often poor antecedents.
3) There is very commonly used ,incorrectly, with Singlular nouns
This, That, These, and Those

1) We can use any of these nouns as adjectives in front of the nouns.
Ex - New "nano-papers" incorporate fibers that give these materials strength.
2) You may also use that or those to indicate a "New Copy" or copies of the antecedant
Ex - The money spent by her parents is less than that spent by her children.
3) In contrast, when we use it, they, or other personal pronouns, you mean the same actual thing as
antecedent.
Ex - The money spent by her parents is more than it was expected to be.
4) Than or Those indicating a New Copy or copies must be modified i.e. we have to add a description to
indicate how the new copy is different from the previous version.
5) GMAT insists that any "New Copy" that or those agree in number with the previous version. If you must
change number, repeat the noun
Wrong - Her company is outperforming Those of her competitors.
Right - Her company is outperforming the companies of her competitors.
6) Do not use this or these in place of noun. Also, do not use that or those in place of nouns (unless you
modify that or those). Use it, they or them instead.
Wrong - Her products are unusual; many consider these unique.
Right - Her products are unusual; many consider them unique
Everyone - signular
Chapter 2 - Grammar, Meaning, Concision Strategy

1) Choose your words
Aggravate - worsen Aggravating - Irritating
Known as - named Known to be - acknowledged as
Loss of - no longer in possession of Loss in - decline in value
Mandate (command) Have a mandate - have authority from voters
Native of - person from Native to - species that originated in
Range of - variety of Ranging - varying
Rate of - speed or frequency of Rates for - prices for
Rise - general increase Raise - a bet or a salary increase
Such as - for instance Like - similar to
Try to do - seek to accomplish Try doing - experiment with
2) The expression as though is used to discus things that are untrue or did not happen. For ex - Mike
remembers San Francisco as though he had left ten years ago.
Chapter 3 Subject Verb Agreement Strategy

1) And vs. Additive Phrases
a. And unites two or more plural subjects, forming a compound plural subject.
For Ex - Joe and his friends are going to the beach.
b. Additive Phrases - do not form compound subject. Rather act as a modifier and therefore cannot
change the number of the subject.
i. Along with Polly
ii. In addition to surgery
iii. As well as the mayor
iv. Accompanied by me
v. Together with a tie
vi. Including salt and pepper.
Ex - Joe, as well as his friends, IS going to the beach.
2) Or, Either …. Or, & Neither … Nor
a. Find the noun nearest to the verb, and make sure that the verb agrees in number with this noun.
Ex -
i. Neither the coach nor the players ARE going to the beach.
ii. Neither the players nor the coach IS going to the beach.
b. When the words either or neither are in a sentence alone (without or or nor), they are considered
singular and take only singular verbs.
3) Collective Nouns - Always considered singular.
Ex -
a. The crowd in the stands is cheering loudly as the home team takes the field.
b. Our army of a hundred thousand soldiers is attacking the enemy.
4) Indefinite Pronouns - Usually singular
a. All the indefinite pronouns, that end in -one, -body, or -thing, are considered singular and require
singular verb forms.
i. Anyone, anybody, anything
ii. Each, every (as pronouns)
iii. Everyone, everybody, everything
iv. Either, neither (may require a plural verb if paired with or/ nor)
v. No one, nobody, nothing
vi. Someone, somebody, something
vii. Whatever, whoever
b. There are 5 indefinite pronouns that can be either singular or plural depending on the context of
sentence. You can remember these 5 by SANAM
i. Some, Any, None, All, More/ Most - Look at the noun object of the Of- phrase to determine
the number of the subject
Ex -
GMAT Page 13
Ex -
1) Some of the money was stolen from my wallet.
2) Some of the documents were stolen from the bank.
c. Any subject preceded by the word each or every requires a singular verb.
Ex -
i. Every dog has paws.
ii. Every dog and cat has paws
iii. Each of these shirts is pretty.
d. Each following a subject has no bearing on the verb form.
Ex -
i. They each are great tennis player.
5) Quantity Words and Phrases
a. The number of takes a singular verb, but A number of takes a plural verb.
Ex -
i. The number of hardworking students in this class is quite large.
ii. A number of students in this class are hard workers.
b. Verb should match the number of object of Of-Prepositional phrase for fractions and percents.
i. Half of the pie is blueberry, and half of the slices are already gone.
c. The word majority, minority and plurality are either singular or plural, depending on their context.
If you want to indicate the many individual parts of the totality, use a plural verb. If you want to
indicate the totality itself, then use a singular verb form.
Ex -
i. The majority of the students in this class are hard worker.
ii. In the senate, the majority has coalesced into a unified voting block.
d. Treat quantity phrases in the same way as SANAM pronouns: the noun in the Of-prepositional
phrase will indicate whether the verb is singular or plural.
6) Sometimes the subject of the sentence is an -Ing phrase or even a whole clause. This sort of subject is
always singular and requires a singular verb form.
Ex - Having good friends IS a wonderful thing.
7) In spoken English, there is is often used incorrectly with plural subjects. The subject of there is or there
are expressions follows the verb
Ex -
Wrong There IS a young woman and an older woman at the bus stop.
Right There ARE a young woman and an older woman at the bus stop.
Chapter 4 Parallelism
1) Most important parallel markers are and, but, and or.
2) Parallel clauses should start with same word
Wrong I want to retire to a place WHERE I can relax AND THAT has low taxes.
Right I want to retire to a place WHERE I can relax AND WHERE the taxes are low.
3) Do not over-shorten any element. Be sure that each element is complete.
Wrong Ralph likes BOTH THOSE WHO are popular AND WHO are not.
Right Ralph likes BOTH THOSE WHO are popular AND THOSE WHO are not.
4) Lists with AND
a. No right answer omits and in a list just before the last.
b. The GMAT always inserts a comma before the and in the list of 3 or 4 items.
5) Idioms with Built-In Parallel Structure
X acts as Y Distinguish X from Y X is the same as Y
As X, So Y Estimate X to be Y X is good, So too is Y
Between X and Y X Instead of Y X, Such as Y
Compared to X, Y X is known to be Y Think of X as Y
Consider X Y X is less than Y X is thought to be Y
In Contrast to X, Y Make X Y View X as Y
Declare X Y Mistake X for Y Whether X Or Y
X Develops into Y Not only X(,) But Also Y
X differs from Y Regard X as Y
6) Watch out for Linking Verbs
a. List of linking verbs
i. To be forms such as is, are, was, been etc
ii. Other linking verbs
Appear Seem Become
Smell Feel Sound
Grow Stay Look
Taste Remain Turn
Represent Resemble
b. Treat any linking verb as a parallel marker. Make the subject and the object parallel.
Wrong Right
The bouquet of flowers WAS a giving of love. The bouquet of flowers WAS a gift of love.
Upon being nominated, this politician The nomination of this politician REPRESENTS a
REPRESENTS a step forward in urban-rural step forward in urban-rural relations in this
relations in this country. country.
Chapter 5 - Pronouns
GMAT Page 14
Chapter 5 - Pronouns
1) The demonstrative pronouns are this, that, these, and those. You may use any of these pronouns as
adjectives in front of nouns.
Ex - new "nano-papers" incorporate fibers that give THESE MATERIALS strength.
2) You may use that or those to indicate a "New Copy" or copies of the antecedent.
Ex - The money spent by her parents is less than THAT spent by her children.
3) In contrast, when you use it, they, or other personal pronouns, you mean the same actual thing as the
antecedent.
Ex - The money spent by her parents is more than IT was expected to be.
4) That or those indicating a New copy must be modified.
Ex -
a. The money spent by her parents is less than THAT spent by her children.
b. Her company is outperforming THAT of her competitor.
5) GMAT insists that any "New Copy" that or those agree in number with the previous version.
Wrong Right
Her company is outperforming THOSE of her Her company is outperforming the companies of her
competitors. competitors.
6) On GMAT, do not use this or these in place of nouns. Also, do not use that or those in place of nouns
(unless you modify that or those). Use it, they or them instead.
Wrong Right
Her products are unusual; many consider THESE Her products are unusual; many consider THEM
unique. unique.
Modifiers (Chapter 6 MGMAT)

Many adverbs are formed by adding -ly to the adjective
Note that the adjectives, not adverbs, follow linking verbs such as feel.
Ex -
7) Amy is feeling GOOD. (Good is an adjective that modifies the noun Amy.)
Often the GMAT provides two grammatically correct phrasings. For instance, one phrasing might be
[Adjective + Adjective+ Noun], in which the two adjectives both modify the noun. The other phrasing
would be [Adverb + Adjective + Noun], in which the adverb modifies the adjective, which in turn
modifies the noun. The two phrasings do not mean the same thing. Pick the phrasing the reflects the
author's intent
Ex -
1) James Joyce is Max's supposedly Irish ancestor. (Wrong - supposedly is an adverb which is modifying
Irish)
2) James Joyce is Max's supposed Irish ancestor. (Right - supposed is the adjective which is modifying the
ancestor)
3) Max's grandmother is his supposed Irish ancestor. (Wrong)
4) Max's grandmother is his supposedly Irish ancestor. (Right)
Noun Modifiers
1) Phrases or clauses which modify noun or pronoun are called Noun Modifiers
2) A Noun and its Modifier should touch each other.
Ex - Jim biked along the old dirt road to get to his house, which cut through the woods (Wrong)
- To get to his house, Jim biked along the old dirt road, which cut through the woods (Right)
3) If the noun we want to modify is not even in the sentence, we have a Dangling Modifier
Ex - Resigned to the bad news, there was no commotion in the office. (Wrong)
- Resigned to the bad news, the office workers made no commotion. (Right)
4) A present participle (-Ing form) at beginning of a sentence is often made to the dangling. Although these
forms are Verb Modifiers, they will still need a noun subject that makes sense.
Ex - Using the latest technology, the problem was identified. (Wrong)
- The problem was identified, using the latest technology (Wrong)
- Using the latest technology, the engineer identified the problem
5) Just as possessive nouns are often dangerous with regard to pronoun reference, they are also dangerous
in sentences with modifiers
Ex - Unskilled in complex math, Bill's score on the exam was poor. (Wrong - The modifier "Unskilled in
complex math" is referring to Bill's score instead of Bill)
- Unskilled in complex math, Bill did not score well on the exam. (Right)
6) Do not ignore the development or other abstract nouns. They follow the same rules as all other nouns:
modifiers that touch them should be intended to modify them.
Ex - Only in the past century has origami's development, a ceremonial activity invented millennia ago,
into a true art form taken place (Wrong - modifier is referring to noun "development")
- Origami - a ceremonial activity invented millennia ago - has developed into a true art form only in
past century (Right)
7) Noun modifier are often introduced by Relative Pronouns such as the following
Which, That, Who, Whose, Whom, Where, When
Such modifiers are called Relative Clauses
a. Who and whom must modify people
b. Which must modify things
c. Clause led by the pronoun that cannot modify people.
Ex - The scientists that made the discovery were rewarded. (Wrong)
- The scientists who made the discovery were rewarded. (Right)
d. The pronoun whose can modify either people or things
Ex - the town whose water supply was contaminated.
e. That or whom can be dropped when the modified noun is the object of the modifying clause.
Ex - The movie that we watched last Friday was scary (Right)
- The movie we watched last Friday was scary (Right)
f. The pronoun where can be used to modify a noun place, such as area, site, country. Where cannot
modify a "metaphorical" place, such as condition, situation, case, circumstances, or arrangement.
In these cases, use in which rather than where.
GMAT Page 15
In these cases, use in which rather than where.
Ex - We had an arrangement where he cooked and I cleaned.
- We had an arrangement in which he cooked and I cleaned.
g. The pronoun when can be used to modify a noun event or time, such as period, age, 1987, or
decade. In these circumstances, you can also use in which instead of when.
8) Essential vs. Non-essential Noun Modifiers
a. Essential Modifiers provide necessary information. Use an essential modifier to identify the noun
(out of many possibilities) or to "attach" the modifier to the noun from that point onward.
Ex - The mansion painted red is owned by the Lees.
b. Non-essential Modifiers provide extra information. We do not need this information to identify
the noun.
Ex - This mansion, recently painted red, is owned by the Lees (Here this mansion is identifying)
c. Put commas between Non-Essential modifiers and their nouns
d. Put no commas between essential modifier and their noun
e. If you have a choice between which and that, then follow this general rule
i. Use which (and commas) if the modifier is non-essential.
ii. Use that (and no commas) if the modifier is essential.
f. Other relative pronoun, such as who, can be used in essential or in non-essential modifiers
9) Use Which only to refer to the noun immediately preceding it - never to refer to an entire clause.
Ex - Crime has recently decreased in our neighborhood, which has led to a rise in property values.
(Wrong)
- The recent decrease in crime in our neighborhood has led to a rise in property values (Right)
- Crime has recently decreased in our neighborhood, leading to a rise in property values. (Right)
Verb Modifiers
1) These modifiers answer questions about the verb, such as "how", when", "where", "why" etc.
Ex - I frequently walk to the store. (adverb)
- On Mondays, I walk to the store. (Preposition)
- I walk to the store when my car is broken (Subordinator)
2) Subordinators include words such as because, although, if, unless, while, so that, and so on. These
words begin subordinate clauses, which cannot stand alone as sentences, but rather are attached to
main clauses.
3) Some verb modifiers may apply to both the verb and the verb's subject. In these cases, you must make
sure that the subject makes sense with the modifier.
For ex - By Concentrating, I lifted the weight.
To free my leg, I lifted the weight.
4) Verb modifiers can be placed more freely than noun modifiers, which must generally touch the modified
noun.
OG-SC-25 - Based on accounts of various ancient writers, scholars have painted a sketchy picture of the
activities of an all female cult that , perhaps as early as the sixth century B.C. worshipped a goddess
known in Latin as Bona Dea, "the good goddess."
This is incorrect. The underlined phrase is a modifier which incorrectly modifies scholars, which does
not make any sense. What are the scholars doing? When the modifier begins with using, it correctly
links the scholars with the modifier that describes their activity.
So correct choice is
Using accounts of various ancient writers, ….
OG-SC-30 - For members of the seventeenth-century Ashanti nation in Africa, animal-hide shields with
wooden frames were essential items of military equipment, to protect warriors against enemy arrows
and spears.
This is incorrect. Although the infinitive to protect would work if it were not preceded by a comma, it
cannot act as nonrestrictive adjectival phrase modifying items.
So correct is
protecting
OG-SC-38 The word arguing must be followed by a prepositional phrase beginning with for, but the verb
advocating simply takes a direct object.
Chapter-7 Tense, Mood and Voice
Simple Tenses
1) SIMLPLE PRESENT - Sandy plays well with her friends.
2) SIMPLE PAST - Sandy played well with her friends yesterday.
3) SIMPLE FUTURE - Sandy will play well her friends tomorrow.
The Simple Present tense is often used to express "eternal" states or frequent events.
Progressive Tenses
To emphasize the ongoing nature of an action, we can use the Progressive tenses, which use the verb to
be and the present participle (-Ing form)
1) PRESENT PROGRESSIVE - Present Progressive indicates action happening right now, whether the
sentence contains words such as right now or not.
Ex - Sandy is playing soccer
Do not use the Present Progressive for general definitions. Instead use the Simple Present.
a. Cherenkov radiation is light that particles are emitting when they are travelling faster than the
effective speed of light in any medium. (WRONG)
b. Cherenkov radiation is light that particles emit when they are travelling faster than the effective
GMAT Page 16
b. Cherenkov radiation is light that particles emit when they are travelling faster than the effective
speed of light in any medium. (RIGHT)
In GMAT, do not use Present Progressive to indicate future actions. This usage is considered too
colloquial. Instead use simple future.
a. Quentin is meeting Harvey for lunch tomorrow. (WRONG)
b. Quentin will meet Harvey for lunch tomorrow.(RIGHT)
Verbs that express general states do not normally take progressive forms. Such State Verbs include
know or signify.
a. This inscription is signifying the emperor's birth. (WRONG)
b. This inscription is signifies the emperor's birth. (RIGHT)
2) PAST PROGRESSIVE -
a. puts emphasis on the course of an action in the past
He was playing football
b. two actions happening at the same time (in the past)
While she was preparing dinner, he was washing the dishes
c. action going on at a certain time in the past
When I was having breakfast, the phone suddenly rang
3) FUTURE PROGRESSIVE
a. action that is going on at a certain time in the future
At midnight we will be sleeping.
b. action that is sure to happen in the near future
This time next week we will be sitting at the beach
Keep Verb Tenses Consistent

We should try to keep all verb tenses consistent in a sentence unless meaning clearly dictates otherwise
Ex
1) She walked to the school in the morning and ran home in the afternoon.
However some sentences with more than one action do require you to switch verb tenses.
1) He is thinner now because he spent the last six months on a strict diet.
You can use a Past Progressive to describe a background event, while you use Simple Past to describe a
more important event in foreground.
1) She was playing with her friends when the babysitter arrived.
Note that this is also correct however have different meaning

1) She played with her friends when the babysitter arrived.
In this case, the action played took place after the babysitter arrived.
The Perfect Tenses

Present Perfect - We use the Present Perfect tense for actions that started in the past but continue into
the present, or remain true in the present.
Ex -
1) We have lived in a hut for three days. (Present perfect)
The sentence means that we started living in a hut three days ago and that we are still living in the hut.
2) We lived in a hut for three days
This means that we are no longer living in the hut. The three days are over.
Present Perfect = HAVE/ HAS + PAST Participle
Sometimes, the Present perfect tense means that the action is definitely over, but its effect is still
relevant to the present moment.
1) The child has drawn a square in the sand.
2) The child drew a square in the sand, but the ocean has erased it
If you use since, you must use the Present Perfect to indicate continued action or effect
1) Since 1986, no one broke the record (WRONG).
2) Since 1986, no one has broken the record (RIGHT).
Likewise, Present Perfect should be used with within phrases, such as within the past five minutes etc
1) Security awareness has increased significantly within the last year.
2) He disappeared within the last month. (Action already completed thus past tense is used).
If you want to talk about a specific, completed time period, use the Simple Past, not the Present perfect.
1) Veronica has travelled all over the world in 2007. (Wrong)
2) Veronica travelled all over the world in 2007.
Note that it is fine to write "Veronica has travelled all over the world". In this case, you are making a
statement about Veronica today.
Finally the idea of completed action can be used simply to place a Present Perfect action earlier than
another action in -Ing forms, infinitives or subordinate clauses.
1) She will pay you when you will ask her
(Time of will pay = time of will ask)
2) She will pay you when you have taken out the garage
(Time of will pay is Later than the future time of have taken)
To summarize, the Present Perfect indicates either continued action or continued effect of a
completed action.
GMAT Page 17
completed action.
Past Perfect
If two actions occurred at different times in the past, we often use the Past Perfect tense for the earlier
action and Simple past for the later action.
Past Perfect = HAD + Past Participle
Ex -
1) The film had started by the time we arrived at the theater.
2) The teacher thought that Jimmy had cheated on the exam.
Note -
1) Do not use the Past perfect simply for "long ago" without a later past event. Ex
An asteroid Struck the earth million of years ago.
2) We do not always use the Past Perfect for earlier actions. It should be used only to clarify or emphasize a
sequence of past events. The earlier event should have a bearing on the context of the later event.
Moreover if sequence is already obvious, we often do not need Past Perfect.
a. Antonio drove to the store and bought some ice cream (Obvious sequence)
3) A sequence of verbs with the same subject does not require Past Perfect. Rather use Simple Past for all
the verbs.
4) When we have two main clauses linked by and or but and we are not emphasizing the order of events,
we do not require the Past Perfect.
a. Antonia drove to the store, and the Cristina bought some ice cream
5) When we already know the sequence using the words before and after, we do not require the Past
Perfect.
a. Laura locked the deadbolt before she left for work.
6) Later past event does not need to be expressed with a Simple Past tense verb. We can just use a date or
another time reference.
a. By 1945, the United States had been at war for several years.
7) Using this construction, you can even make a tricky sentence in which the first clause expresses an early
action in Simple Past. Then, a second clause expresses a later action in Past Perfect to indicate continued
effect (by a still later past time).
a. The band U2 was just one of many new groups on the rock music scene in the early 1980's, but
less than ten years later, U2 had fully eclipsed its early rivals in the pantheon of popular music.
8) Use Perfect tense only when necessary.
Tense Sequence
1) When we report a person's statement, we move the tenses back one step
a. Simple Present -> Simple Past
b. Simple Past -> Past Perfect
c. Simple Future -> Conditional Tense
Ex -
Scientist - The supercollider is ready, it did not cost too much, and it will provide new insights into the
working of the universe.
Report - The scientist announced that the supercollider was ready, that it had not cost too much, and
that it would provide new insights into the workings of the universe.
Conditional Tense - formed by combining would with the base form of the verb (ex would provide). The
helping verb would expresses the future from past's point of view.
2) In these sort of reporting sentences, avoid mixing Present tense with Conditional tense. Likewise, avoid
mixing Past Tense with Future Tense. The usual sequences are Either Present + Future OR Past +
Conditional
a. The scientist believes that the machine will be wonderful
b. The scientist believed that the machine would be wonderful
The Subjunctive Mood

In English Language, most sentences express facts with the Indicative mood or commands with
Imperative mood. You can expect to see the Subjunctive Mood in two special situations
1) Unlikely or unreal conditions (usually after if or similar words)
2) Proposals, desires, and requests formed with certain verbs and the word that.
The Hypothetical Subjunctive

We use the Hypothetical Subjunctive form in a few circumstances to indicate unlikely or unreal
conditions. Principally, this form occurs after if, as if, or as though.
Ex - To overcome my fears of germs, I will think about disease as though it were harmless.
The basic form is equivalent to the Simple Past of every verb with one exception. For verb to be, the
form were is always used. (Ex - If I were a Rich Man ….)
If …… Then Constructions
Sentences that use if do not always use Hypothetical Subjunctive. Here are five common patterns
1) General Rule with no uncertainty
If Sophia eats pizza, then she becomes ill.
IF present, THEN present.
This pattern is equivalent to whenever : Whenever Sophie eats pizza, she becomes ill.
2) General Rule with some uncertainty
If Sophia eats pizza, then she may become ill.
IF present, THEN Can or May.
3) Particular case (in the future with no uncertainty)
If Sophia eats pizza tomorrow, then she will become ill.
IF present, THEN Future.
GMAT Page 18
If Sophia eats pizza tomorrow, then she will become ill.
IF present, THEN Future.
4) Unlikely Case in the Future
If Sophia ate pizza tomorrow, then she would become ill.
If x happened, then y would happen (OG-SC-67)
If Hypothetical Subjunctive, THEN Conditional.
5) Case that Never Happened (in the past)
If Sophie had eaten pizza yesterday, then she would have become ill.
If Past Perfect, Then Conditional Perfect
The helping verbs would and should should NEVER go in the if part of the sentence!
The Command Subjunctive (much more important than Hypothetical)

1) The command subjunctive used with Bossy Verbs, such as require or propose.
a. The agency required that Gary be ready before noon.
b. We propose that the school board disband.
2) This form is also known as Bare Form of the verb; the infinitive (to be, to disband) without the to
3) The bare form is like the Simple Present, with two important exceptions
a. There is no -S on the end for third person singular.
b. The form of verb to be is always just be, not is, are, or am
4) The subjunctive construction with a Bossy Verb is always as follows:
Bossy Verb + THAT + subject + Command subjunctive
We propose the school board disband (WRONG - That is not optional)

5) Not every Bossy Verb uses the Command Subjunctive. In fact, with some of the most common bossy
verbs, such as want, you cannot use Command subjunctive, but rather an infinitive (to + bare form)
a. The Vice-president wants her to go to the retreat. (RIGHT)
b. The Vice-president wants that she go to the retreat. (WRONG)
6) Common verbs that take ONLY the Command Subjunctive
Demand, dictate, insist, mandate, propose, recommend, request, stipulate, suggest
a. We demand that he be here.
7) Verbs that ONLY take infinitive:
Advise, allow, forbid, persuade, want
a. We allow him to be here.
8) Verbs that can take either the command subjunctive OR the infinitive
Ask, beg, intend, order, prefer, urge, require (pay particular attention to require)
a. We require that he be here
b. We require him to be here.
9) A few Bossy Verbs, most notable prohibit, take other construction altogether:
a. The agency prohibited Gary from working on weekends.
10) The command subjunctive can also be used with noun derived from Bossy Verbs, such as a demand or a
request.
a. His demand that he be paid full severance was not met.
11) The command subjunctive is possible with It is X, in which X is an adjective, such as essential , that
conveys urgency. This is not commonly tested on GMAT.
a. It is essential that Gary be ready before noon.
12) Other adjectives conveying urgency include advisable, crucial, desirable, fitting, imperative, important,
mandatory, necessary, preferable, urgent, and vital. We can also use infinitives in these constructions.
13) Avoid the use of the Command Subjunctive after whether.
a. I like ice cream, Whether it be chocolate, vanilla, or any other flavor. (WRONG)
b. I like ice cream, Whether it is chocolate, vanilla, or any other flavor. (RIGHT)
Active vs. Passive Voice

1) Active Voice - The subject of the sentence performs the action.
a. The hungry students ate the pizza
2) Passive Voice - The subject of the sentence has an action performed on it by someone or something
else.
a. The pizza was eaten by the hungry students.
Passive form = form of verb to be. + past participle
3) Whoever actually performs the action may follow verb in a phrase headed by preposition by.
4) Use by only for actual doers of action. Use thorough or because of when you want to describe any
instrument or means
a. Through a quirk of fate, the pizza was accidently eaten.
5) Only Transitive verbs (verbs that take direct objects) can be written in passive voice.
a. The aliens were arrived on Neptune in the 20th century.
OG-SC-86
The results of company's cost-cutting measures are evident in its profits, which have increased 5 percent
during the first 3 months of this year after falling over the last two years
This sentence describes two sequentially ordered indicators. The sentence therefore needs to clarify the
sequence by presenting first-identified indicator in a clause with a verb tense that indicates a later time
period than the verb tense in second indicator clause.
OG-SC-69
When doubt is used in -ve context such as there is no doubt or he does not doubt, it should be followed
by that.
Chapter 8 - Comparisons
Like vs. As
1) Like is a preposition. This means that LIKE must be followed by nouns, pronouns, or noun phrases.
GMAT Page 19
1) Like is a preposition. This means that LIKE must be followed by nouns, pronouns, or noun phrases.
a. Like her brother, Ava aced the test.
2) Like can be followed by gerunds
a. Like swimming, skiing is great exercise.
3) As can be either a preposition (appearing with a noun) or a conjunction (appearing with a clause). You
can correctly use as to compare two clauses. Like cannot be used to compare clauses.
a. Like her brother did, Ava aced the test. (WRONG)
b. As her brother did, Ava aced the test. (RIGHT)
4) Comparisons must be logically parallel - they must compare similar things.
5) Comparisons must be structured parallel - they must have a similar grammatical structure.
a. I like to run through forests more than I enjoy walking through crowds. (WRONG)
b. I like running through forests more than walking through crowds. (RIGHT)
Comparative and Superlative Forms

1) When comparing two things, use the Comparative Form of adjective or adverb. When comparing more
than two things, use the Superlative Form.
2) Do not compare an adverb that ends in -ly by changing the ending to .er.
a. Adrian runs Quickly. He runs Quicker than Jacob.
b. Adrian runs Quickly. He runs More Quickly than Jacob.
3) Do not use a comparative adjective unless you have a than in the sentence.
a. With winter coming, I will have Higher energy bills. (WRONG)
b. I will have Higher bills over last year.(WRONG)
c. I will have Higher bills than last year.(RIGHT)
4) Always use a than with a comparative form.
OG-SC-20
Idioms -
- In contrast with x, y
- In contrast to x, y
- Unlike x, y
OG-SC-76
- As much because x as because y
Idioms
Important
1) Ability
a. Correct
i. Ability to - I value my ability to sing.
b. Wrong
i. Ability of - I value my ability of Singing.
ii. Ability for - I value my ability for Singing.
2) Allow
a. Correct
i. Allow + noun + to do (= permits)
The holiday ALLOWS Maria TO WATCH the movie today.
ii. WAS ALLOWED + to do
Maria was allowed to watch the movie
iii. ALLOWS FOR + noun
The demolition of the old building ALLOWS FOR new construction.
3) AND
a. Correct
i. Noun + AND + noun
We are concerned about the forests AND the oceans.
ii. You can have comma optionally before AND
iii. Clause + comma + AND + clause
We work all night, AND we sleep all day.
b. Suspect
i. Noun + AND + ALSO + noun
We are concerned about the forests AND ALSO the ocean.
ii. Clause + AND + clause (without comma)
We work all night AND we sleep all day.
4) AS
a. Correct
i. As I walked, I became more nervous ( = during)
ii. As I had already paid, I was unconcerned (= because, since)
iii. As we did last year, we will win this year (= in the same way)
iv. Just as we did last year, we will win this year (= in the same way)
v. As the president of the company, she works hard (= in the role of)
vi. As a child, I delivered newspapers (= in the stage of being)
vii. My first job was an apprenticeship AS a sketch artist.
viii. As PART OF the arrangement, he received severance.
b. Suspect
i. As a PART OF the arrangement, he received severance.
5) AS… AS
a. Correct
i. AS GREAT AS -
Cheese is AS GREAT AS people say.
ii. NOT AS .. AS -
GMAT Page 20
ii. NOT AS .. AS -
Cheese is NOT AS great AS people say.
iii. AS MANY .. AS -
We have AS MANY apples AS need to be cooked.
iv. X times AS MANY .. AS -
We have three times AS MANY pears AS you.
v. AS MUCH .. AS -
His knowledge springs AS MUCH from experience AS from schooling.
He wins frequently, AS MUCH because he plays SO hard AS because he cheats.
vi. NOT SO MUCH .. AS -
His knowledge springs NOT SO MUCH from experience AS from schooling.
b. Suspect
i. NOT SO .. AS
Cheese is NOT SO great AS people say.
ii. AS MANY .. AS OR MORE .. THAN -
We have AS MANY apples AS OR MORE apples THAN you.
iii. AS MANY .. AS THERE-
We have AS MANY apples AS THERE need to be cooked.
iv. AS MUCH .. AS .. AS
He wins frequently, AS MUCH because he plays AS hard AS because he cheats.
6) BEING
a. Correct
i. BEING infected does not make you sick.
ii. The judges saw the horses BEING led to the stables.
b. Suspect
i. BEING an advocate of reform, I would like to make a different proposal
We should pick a BEING answer only if you are 100% sure that the other answer choices are wrong
for clear grammatical reasons.
7) BECAUSE
OG-SC-34
Whether vs. If - Whether should be used in interrogative clauses following a preposition.
If you see "whether" and "if"...

whether is better
Of course, this rhyme is just to help you remember, it doesn't explain the rule.
We use "if" for conditions: I will help you if I can.

and for things that might happen:
If you need a hand, please let me know.
We use "whether" when we have two options:
We will have the picnic whether or not it rains. (Two options: rain/no rain.)
Another way to think of this is if we can add "or not," then we MUST use "whether." (Of course,
you'll remember that GMAT does NOT like to add "or not;" GMAT considers the "or not"
redundant.)
Furthermore, in this sentence
question... is... __________

we are missing a noun complement.
Strictly speaking, we should NOT use an adjective clause as a noun complement; we should use a
noun clause.
You will recall that if can NEVER be used in noun clauses (only in adverb clauses), but whether CAN
be used in noun clauses.
If we understand these rules, we can see that the following sentence (one that I would say when
speaking):
I don't know if we're having class tomorrow.
is wrong.
First, we have two options: class/no class, so we MUST use whether.
Furthermore, know, a transitive verb, requires an object, and in this case, we can use a noun
clause as the object.
OG-SC-96
When using the term distinction to indicate difference, the correct preposition to use is between.
OG-SC-117
When consider means think of or believe after careful deliberation, it does not require as or any
other expression before the object.
GMAT Page 21
other expression before the object.
Chapter - 10 Odds and Ends
1) A comma is not enough to join two main clauses. A sentence that violates this rule is called a Run-
on Sentence.
Ex - I need to relax, I have so many things to do!
2) Coordinating Conjunctions - and, but, or, for, nor, yet, and so - together with a comma, a
coordinating conjunction can link two main clauses to form a grammatical sentence.
Ex - I need to relax, but I have so many things to do!
3) And is the most important coordinating conjunction. Whenever you see an and after a comma,
check for two possibilities
i. A list (apples, grapes, AND pears)
ii. Two main clauses (I like apples, and she like grapes)
4) Subordinators - are another kind of connecting words. Subordinators, such as because and
although, create subordinate clauses, which can in turn attach to a main clause, with a comma.
List of common subordinators - Although, Because, Before, After, Since, When, If, Unless, That,
Though, and While
Ex
i. I need to relax, because I have so many things to do!
5) Comma + Coordinating Conjunction - two main clauses have equal importance.
6) Subordinators - Reduce one clause to a subordinate clause.
7) Connecting Punctuations -
i. Major Punctuation Marks - Comma (,), Semicolon (;), Colon (:) and Dash ( -)
ii. Comma (,) -
1) Non-essentials modifiers are set off by commas, but essential modifiers are not.
2) Do not use a comma before and to separate two verbs that have the same subject.
Either eliminate comma or add a subject to second verb, creating a second main
clause.
Ex
- Ram walked to school, and later ate his lunch. (Wrong)
- Ram walked to school and later ate his lunch. (Right - Removed comma)
- Ram walked to school, and he later ate his lunch. (Right - made second clause a main
clause)
3) Comma cannot connect two complete sentences (main clauses)
iii. Semicolon (;) -
1) Connects two closely related statements. Each statement must be able to stand alone
as an independent sentence.
2) The semicolon is often followed by a Conjunctive Adverb or other transition
expression, such as however, therefore, or in addition.
Ex - Andrew and Lisa are inseparable; therefore, we never see them apart.
3) A minor use of the semicolon is to separate items that themselves contain comas.
Ex - I listen to Earth, Wind & Fire; Wow, Owls; and Blood, Sweat & Tears.
iv. Colon (:) -
1) The colon provides further explanation further explanation for what comes before it.
You should be able to insert the word namely or the phrase that is after the colon.
2) What comes before the colon must be able to stand alone as a sentence. What comes
after the colon does not have to be able to stand alone.
Ex - I love listening to many kinds of music: classical, rock , rap and pop.
3) Whatever needs explanation should be placed as close to the colon as possible.
Ex -
a) Three factors affect the rate of a reaction: concentration, surface area, and
temperature. (WRONG)
b) The rate of a reaction is affected by three factors: concentration, surface area,
and temperature.
4) You can put a main clause after a colon as well. The key is that this clause must explain
what precedes the colon - perhaps the entire preceding clause.
v. Dash (-) -
1) The dash is a flexible punctuation mark that the GMAT occasionally employs. You can
use a dash as an emphatic comma, semicolon or colon.
2) For instance, you should use dashes to separate an appositive from an item in a list:
Ex -
a) My three best friends - Danny, Jimmy, and Joey - and I went skiing.
3) You can use dash to restate or explain an earlier part of the sentence. Unlike the
colon, the dash does not need to be immediately preceded by the part needing
explanation.
Ex
a) Post-MBA compensation for investment bankers tends to serge far ahead of
that for management consultants - by tens, if not hundreds, of thousands of
dollars a year.
8) Conjunctive Adverbs (http://www.chompchomp.com/terms/conjunctiveadverb.htm)
i. A conjunctive adverb can join two main clauses. In this situation, the conjunctive adverb
behaves like a coordinating conjunction, connecting two complete ideas. Notice, however,
that you need a semicolon, not a comma, to connect the two clauses:
Ex -
1) The dark skies and distant thunder dissuaded Clarice from her afternoon run;
moreover, she had thirty calculus problems to solve for her morning class.
ii. A conjunctive adverb can also introduce, interrupt, or conclude a single main clause. In this
situation, you will often need commas to separate the conjunctive adverb from the rest of
the sentence.
Ex -
1) Maria declined Jeff's third invitation to go out. This young man is determined,
GMAT Page 22
1) Maria declined Jeff's third invitation to go out. This young man is determined,
nevertheless, to take her to dinner one night soon.
iii. If the break is weak, do not use comma(s).
1) Anna called to say her car would not start. Rafael will therefore have to walk to
school.
List of Conjunctive Adverbs

i. accordingly
ii. also
iii. besides
iv. consequently
v. conversely
vi. finally
vii. furthermore
viii. hence
ix. however
x. indeed
xi. instead
xii. likewise
xiii. meanwhile
xiv. moreover
xv. nevertheless
xvi. next
xvii. nonetheless
xviii. otherwise
xix. similarly
xx. still
xxi. subsequently
xxii. then
xxiii. therefore
xxiv. thus
9) Quantity -
i. Words used for Countable things vs. words used for uncountable things
Countable modifiers Uncountable Modifiers
MANY hats MUCH patience
NOT MANY hats NOT MUCH patience
FEW hats LITTLE patience
FEWER hats LESS patience
FEWEST hats LEAST patience
NUMBER of hats AMOUNT of patience
FEWER THAN 10 hats LESS THAN of a certain AMOUNT of patience
NUMEROUS hats GREAT patience
MORE NUMEROUS hats GREATER patience
ii. More, most, enough, and all work with both countable (plural) and uncountable (singular)
nouns.
More hats, more patience.
iii. Do not use less with countable nouns
Ex - 10 items or less (wrong). 10 items or fewer (correct)
iv. Be careful with unit nouns, such as dollars, or gallons. By their nature, unit nouns are
countable: one dollar, two dollars etc. However unit nouns represent uncountable
quantities: money, volume. Thus, we use less with unit nouns, when we really want to
indicate something about underlying quantity.
Ex -
1) We have LESS THAN twenty dollars.
v. The number of is singular, and A number of is plural.
vi. The numbers of is almost always incorrect. Stick to the expression the number of.
vii. If you wish to make comparisons in numbers use greater than, not more than
Chapter 11 GMC/ S-V/ Parallelism
Concision: Specific Patterns of Wordiness (These are preferences not RULES)

1) To rank parts of speech by "concision power" - drive the "V-A-N"
V-A-N = Verb > Adjective (or Adverb) > Noun
An active Verb is usually stronger and more concise than an Adjective or an action Noun.
2) V-A-N Pattern 1 : Prefer a Verb to an Action Noun
Ex -
1) The townspeople's REVOLUTION WAS AGAINST the king. (WORDY)
2) The townspeople REVOLTED AGAINST the king. (BETTER)
3) V-A-N Pattern 2: Prefer a That-Clause (with Verbs) to a series of Phrases (with Nouns)
"Idea" nouns, such as hypothesis, idea, or suggestion, lend themselves particularly well to this pattern.
Other examples include belief, discovery, evidence, indication, and report.
Ex -
1) The hypothesis ABOUT the COMPOSITION OF the universe AS largely dark energy seems strange.
(WORDY)
2) The hypothesis THAT the universe IS largely COMPOSED of dark energy seems strange.
4) V-A-N Pattern 3: Prefer a Verb to an adjective
Ex -
1) The artist WAS INFLUENTIAL TO the movement. (WORDY)
GMAT Page 23
1) The artist WAS INFLUENTIAL TO the movement. (WORDY)
2) The artist INFLUENCED the movement (BETTER)
5) V-A-N Pattern 4: Prefer an Adjective to a Noun
1) There IS AN ABUNDANCE OF funds for school construction. (WORDY)
2) Funds for school construction ARE ABUNDANT. (BETTER)
6) V-A-N Pattern 5: Prefer an Adverb to a Prepositional Phrase
Ex -
1) Oil prices have fallen, but prices at the gasoline pump have not fallen TO a COMPARABLE EXTENT.
(WORDY)
2) Oil prices have fallen, but prices at the gasoline pump have not fallen COMPARABLY. (BETTER)
7) Concision Pattern 6: Prefer an Adjective to an Adjective Clause with Be
Ex -
1) Marcos is a professor WHO is ADMIRABLE. (Wordy)
2) Marcos is a ADMIRABLE professor (Better)
8) Concision Pattern 7: Remove IT IS ..THAT …
Ex -
1) IT IS without fear THAT children should play. (WORDY)
2) Children should play without fear. (BETTER)
Concision: Don't Make it too Short

1) Pattern 1: Keep the prepositional phrase if you need to.
i. If the preposition is not OF, then you should avoid collapsing the prepositional phrase.
Ex -
a) I talked to the BOSTON SOLDIER. (Too Short)
b) I talked to the SOLDIER FROM BOSTON (Better)
ii. When you have a time period, quantity or other measurement as the first word, keep the
prepositional phrase with OF. Never modify a measurement using a Noun-Adjective
iii. Generally avoid using a possessive ('s or s') to modify a measurement.
Ex -
Too short Better
Memorial Day week the week of Memorial Day
The Memorial Day's week
The oxygen amount The amount of oxygen
The honeybee population density The density of honeybee population
2) Pattern 2: Keep That Of or Those Of if you Need To

Too short Better
The face I see in the ads every day is a famous actor ( Face The face I see in ads every day is THAT of a
is not a famous actor) famous actor.
3) Pattern 3: Keep That after a Reporting Verb
i. Common Reporting Verbs after which that is required
a) Indicate, claim, contend, report
b) Announce, Assert, believe, confess, demonstrate, doubt, expect, hold, know, mention,
observe, proclaim, reason, recognize, repeat, state, think, and warn
c) Also various forms with the verb be, such as be convinced, be certain, be assured, and so
forth.
Too short Better
The study INDICATES the problem has The study INDICATES THAT the problem has
vanished. vanished.
ii. Main exception to this pattern is verb say

a) The water was so cold that people SAID polar bears would shiver. (CORRECT)
Parallelism:
1) Simple Gerund Phrases - are "nouns on the outside, verbs on the inside" i.e. they can be used in some
sentences as verbs.
Ex -
i. Tracking satellites accurately is important for the space agency.(used as noun)
ii. I am tracking satellites accurately. (used as verb)
2) Complex Gerund Phrases -are "Noun Through and Through" i.e. -Ing gerund form is made fully into a
noun; in fact, it is often preceded by articles ( a, an, or the) or adjectives. The object is put into an Of -
prepositional phrase (e.g., the running of marathons) or placed in front of the -Ing form (e.g., marathon
running)
Ex -
i. The accurate tracking of satellites is important for the space agency.
3) Avoid making concrete and action nouns parallel.
i. The bouquet of flowers WAS a giving of love. (WRONG)
4) Simple Gerunds are never Parallel to complex gerund phrases
Wrong Right
I enjoyed drinking the water and the wine tasting. I enjoyed drinking the water and tasting the wine.
5) Complex Gerund Phrases (and not Simple Gerunds) can be parallel to Action Nouns
Wrong Right
The rebels demanded the withdrawal of The rebels demanded the withdrawal of
government forces from disputed regions, government forces from disputed regions,
significant reductions in overall troop levels, significant reductions in overall troop levels, The
raising the rebel flag on holidays, and a general raising of the rebel flag on holidays, and a general
pardon. pardon.
GMAT Page 24
6) Only working verbs are parallel to other working verbs.
Ex -
i. The plant both exceeded output targets and ran more smoothly than ever.
7) Only make infinitives parallel to other infinitives. The to can be omitted in the second infinitive (and all
the rest), unless there is a parallelism marker before the first infinitive..
Wrong Right
It is critical to suspend activities, to notify It is critical to suspend activities, to notify investors,
investors, and say nothing and to say nothing.
It is critical to suspend activities, notify investors,
and say nothing.
It is critical Either to suspend activities or to notify
investors.
8) Adjectives, Past Participles, and Present Participles (used as adjectives)
Ex -
i. A mastodon carcass, thawed only once AND still fresh, is on display. (Past participle and adjective)
ii. Only a few feet wide But spanning a continent, the railroad changed history. (Adjective and
Present Participle).
9) Only clauses starting with the same word should be made parallel. In general, clauses should not be
made parallel to anything besides another clause.
Wrong Right
A mastodon carcass, thawed only once AND A mastodon carcass, which has been thawed only once
which is still fresh, is on display. AND which is still fresh, is on display.
Summary - Common Parallelism Categories

Nouns Other
1) Concrete Nouns Working Verbs
2) Action Noun and Complex Gerunds Infinitives
3) Simple Gerunds Adjectives and Participles
Clauses
Problem Set -1
1) X is NATIVE TO Y - is used to say X (a species) is from Y (a place)
2) X is A NATIVE OF Y - tells us that X (an individual) was born in Y (a place)
Problem Set -4
1) We should NOT change "are suspicious of" to the verb "suspect" because consumer suspect such offers
is unidiomatic.
2) Suspect vs. are suspicious of and lack vs. are lacking in, are few rare exceptions to V-A-N pattern 3.
OG-SC-140
1) dated at is correct and dated to is wrong
Chapter 12: Pronouns and Modifiers: Advanced

1) There - The antecedent for there should be a noun, not an adjective.
Wrong Right
At current prices, Antarctic oil may be worth drilling for, if At current prices, oil in Antarctica may
wells can be dug THERE and environmental concerns be worth drilling for, if wells can be dug
addressed. THERE and environmental concerns
addressed.
2) Itself and themselves are also used to intensify a noun
i. The commission itself was wrong.
3) The Reciprocal Pronouns one another and each other are used to indicate interaction between parties.
These are not interchangeable with Themselves
Wrong Right
The guests at the party interacted with The guests at the party interacted with one
themselves. another.
4) The words such and other/ another often combine with a general noun to indicate an antecedent. Such
means "like the antecedent"
i. After the land-use agreement surfaced, the commission decided to subject any SUCH contracts to
debate in the future.
5) Similarly, other and another mean "additional of the same type" though not necessarily " exactly alike"
i. After the land-use agreement surfaced, the commission decided to subject any OTHER contracts
to debate in the future.
6) One - indicates an indefinite copy or a single, indefinite part of a collection.
i. After walking by the chocolates so many times, Roger finally had to eat one.
7) Do So vs. Do It
i. Do So refer to an entire action.
Ex - Quinn did not eat dinner quickly, but her brother did so.
ii. In the phrase do it, the pronoun it must refer to an actual noun antecedent.
Ex - Quinn failed to do the homework, but her brother did it.
8) Placeholder It
i. Postpone Infinitive subjects
Awkward Right
To resist temptation is futile. It is futile to resist temptation.
ii. Postpone That-Clause Subjects.
GMAT Page 25
ii. Postpone That-Clause Subjects.
Awkward Right
That we scored at all gave us encouragement. It gave us encouragement that we scored at all.
iii. Postpone Infinitive or That-Clause Objects
Ex - She made it possible for us to attend the movie.
9) Avoiding Pronouns Altogether
Wrong Right
After roasting the deer, the hunter extinguished After roasting the deer, the hunter extinguished
the fire and then searched for a tree to hang IT the fire and then searched for a tree to hang THE
from. DEER from.
i. It is often smoother to use a generic synonym for the antecedent than to repeat the noun exactly.
Ex - After roasting the deer, the hunter extinguished the fire and then searched for a tree to hang
THE MEAT from.
10) Nuances of Pronoun Reference
i. Must agree in number
ii. Must agree in gender
iii. Repeated pronouns are presumed to refer to the same antecedent.
iv. The pronoun should normally refer to the closest eligible antecedent. Note that there is such an
idea as "too close"
v. The pronoun and the antecedent should agree in case if they are in parallel structures. In
particular, a subject pronoun in one clause often refers to a noun in subject position in another
clause. In general, subject nouns make strong antecedents, even for somewhat distant pronouns.
11) Noun Modifiers - Exception to the Touch Rule
i. A "mission-critical" modifier falls between - This modifier is often an Of-phrase that defines the
noun.
a) He had a way of DODGING OPPONENTS that impressed the scouts.
b) An ice sheet covers 80 percent of the surface of Greenland, an area roughly the size of
Alaska.
ii. A very short predicate falls between, shifting a very long modifier back.
a) A new CEO has been hired who will transform the company by decentralizing authority to
various division heads while increasing their accountability through the use of public
scorecards.
iii. A short non-essential phrase intervenes and is set off by commas.
a) Our system of Presidential elections favors states, such as Delaware, that by population are
over-represented in the Electoral College.
iv. The modifier is part of a series of parallel modifiers, one of which touches the noun.
a) In heraldry, the term "tincture" refers to a color emblazoned on a coat of arms and labeled
with a special French word.
12) Subgroup Modifiers
i. This model explains all known subatomic particles, SOME OF WHICH WERE only recently
discovered.
ii. This model explains all known subatomic particles, SOME OF THEM WERE only recently
discovered.
iii. This model explains all known subatomic particles, SOME WERE only recently discovered.
iv. Common Wrong constructions
a) This model explains all known subatomic particles, OF WHICH SOME WERE only recently
discovered.
b) This model explains all known subatomic particles, SOME OF THEM WHICH WERE only
recently discovered.
c) This model explains all known subatomic particles, SOME OF WHICH only recently
discovered.
v. In place of some, you can substitute the other SANAM pronouns (any, none, all, more/ most) as
well as many, each, either, neither, half, one, and any other number or pronoun that picks out a
subgroup.
13) Present participles get their tense from the main verb in the sentence.
i. I SAW a man CLEANING the steps. (past)
ii. I SEE a man CLEANING the steps. (present)
iii. I WILL SEE a man CLEANING the steps. (future)
14) Absolute Phrases
i. These phrases are composed on a noun + noun modifier.
ii. They modify the noun clause in some way.
iii. At the end of the sentence, a result of the main clause can be written with either an absolute
phrase or an -Ing form
iv. Ex -
a) His head held high, Owen walked out of the store.
b) Scientists have found high level of iridium in certain geological formations around the world,
results that suggest the cataclysmic impact of a meteor millions of years ago .
c) Scientists have found high level of iridium in certain geological formations around the world,
WHICH suggests the cataclysmic impact of a meteor millions of years ago . (WRONG)
d) Scientists have found high level of iridium in certain geological formations around the world,
AND THIS suggests the cataclysmic impact of a meteor millions of years ago . (WRONG)
e) Scientists have found high level of iridium in certain geological formations around the world,
SUGGESTING the cataclysmic impact of a meteor millions of years ago . (RIGHT)
OG-SC-102
Limitations is a countable quantity, so it must be modified by fewer, not less.
Chapter 13: Verbs and Comparison: Advanced

1) Three Primary helping verbs are BE, DO and HAVE
i. Be - generates the progressive tenses and the passive voice.
ii. Have - generates the perfect tenses.
GMAT Page 26
iii. Do - Used with simple present or past to
a) negate verbs (I DO not eat eggs)
b) Emphasize verbs (He DOES like eggs)
c) Ask questions (DO you like eggs?)
2) Helping verbs can be used to stand for longer verbs or verb phrases.
Wordy Better
I have never seen a aardvark, but my father has seen I have never seen a aardvark, but my
an aardvark. father has.
3) The first instance of the verb should usually match the helping verb in tense. If you need to change
tenses, repeat the whole verb in the new tense.
Wrong Right
I have never seen a aardvark, but last year I have never seen a aardvark, but last year my
my father did. father saw one.
4) In the rare cases in which the tenses do not need to match, the exact verb form missing after the helping
verb should be present elsewhere in the sentence.
Wrong Right
Our cars were designed to inspire envy, and they are. (they Our cars were designed to inspire envy,
are needs inspiring) and they do.
5) Helping verbs be, do and have stand for the positive form of a verb phrase, even if the full verb phrase
expressed in the sentence is negative.
Ex -
i. Some people do not eat soup, but others do.
ii. Some people do not eat soup as others do.
6) Infinitives
i. Infinitives may serve as nouns, adjectives, or adverbs.
Ex -
a) I love to swim. (Noun)
b) The person to meet is here. (Adjective)
c) Sue paused to eat lunch. (Adverb)
ii. Pay attention to infinitives of purpose.
Wrong Right
The contractors demolished the building
to keep it from falling down accidently.
The building was demolished to avoid falling down The building was demolished to keep it
accidentally. (building is implied subject of to avoid. from falling down accidentally. (as it
However a building cannot avoid something refers to building, building is object of to
intentionally.) avoid. )
iii. Infinitives can be used as subjects of verbs, but in general you should postpone an infinitive
subject using an Placeholder It.
Awkward Right
To err is human. It is human to err.
iv. Infinitives are often used as objects of verbs, but they cannot be used as objects of prepositions.
v. You never modify an infinitive as you would modify a noun (with adjectives or articles). You would
never say the quick to run. Rather, you use adverbs: to run quickly.
7) Gerunds
i. You can easily use them not only as objects of verb, but also as subjects of verbs and objects of
prepositions.
Ex -
a) Swimming is fun. (Subject of verb)
b) I love swimming. (Objects of verb)
c) I dream of swimming. (Objects of preposition)
ii. A noun preceding a gerund must be in the possessive case if the noun if the doer of the action
described by the gerund.
Wrong Right
Mike Swimming is the product of new coaching Mike's Swimming is the product of new coaching
techniques. techniques.
iii. Before applying the above rule, make sure that -Ing form does indeed function as a noun rather
than as a noun modifier.
Ex -
a) I like Mike swimming. (Suspect - I like Mike only as he swims)
b) I like Mike's swimming. (Right)
iv. Try to avoid possessing a gerund. It is much better to possess an action noun. If you must possess
a gerund, try to use a personal pronoun such as Its, Their, His or Her.
8) Participles
i. Four uses of -Ing Form
Verb (Progressive Tense) She is fixing the faucet.
Noun (Gerund) Fixing the faucet is not fun.
Adjective (Present Participle) The person fixing the faucet is tired.
Adverb (Present Participle) She couched under the sink, fixing the faucet.
ii. Uses of Past participle
Verb (Perfect Tense) She has broken the lamp.
Adjective (Present Participle) The broken lamp is on the stairs.
iii. An -Ing form may be combined with a past participle - Having broken the lamp, she has been
worrying all night.
GMAT Page 27
worrying all night.
iv. An -Ing word is never a working verb unless it is immediately preceded by a forms of to be
9) When to use which Verbal or Verb
i. The present participle expresses a result. We know nothing about intention.
Ex -
a) Investors sold the stock rapidly, causing panic.
ii. The infinitives expresses intention. We know nothing about results. If the subject cannot intend
anything then we should generally avoid using the infinitive.
Ex -
a) Investors sold the stock rapidly to cause panic.
iii. Other subtle differences between participle and infinitive usage
a) Below examples indicate that the technique itself alleviates pain. Technique is meant to be
the subject of the action alleviate.
1) A technique alleviating pain is growing popular.
2) A technique that alleviates pain is growing popular.
b) Below sentence means that you (or someone else) can alleviate pain by means of this
technique. In other words, technique is not meant to be the subject of the action alleviate.
1) A technique to alleviate pain is growing popular.
c) Often when you modify a noun with an infinitive, that noun is not the implied subject of the
infinitive.
1) There is a book to read. (book is the object not the subject. Someone will read the
book).
d) In some other circumstances, the difference is substantial.
Unlikely Probable
A plan conquering the world is in his files. A plan to conquer the world is in his files.
A plan that will conquer the world is in his files.
10) More on Like
i. Like means "similar to" or "in a manner similar to". A prepositional phrase with like can modify a
noun or a verb, creating a comparison. Only noun can follow like.
ii. You must ensure parallelism with unlike
a) Unlike you, I danced last night.
11) More on AS
i. Conjunction As appears with a clause. It has three uses:
Duration As As I strolled to the store, I smelled the air.
Causation As I will not tell you, As you already know.
Comparison As You should not walk as she want you to.
ii. Comparison As (most important)- sometimes appears together with just, so or even so too
a) Just as the trains were late yesterday, the buses are late today.
b) Just as the trains were late yesterday, so too are they late today.
iii. Comparison As can also appear with a phrase, rather than a full clause.
a) As in the previous case, the judge took an early break.
iv. Preposition As is used with a noun or noun phrase. It has three uses:
Function As As your leader, I am in charge.
Equation As I think of you as my friend.
Stage As As a child, I thought I could fly.
v. In any of prepositional senses, As does not mean "similar to"
I will jump up like a clown ( = in a clownish manner) I will jump up as a clown ( = in a clown suit!)
vi. To force the Comparison As meaning, use a clause. To make a clause, include a verb:
a) I will jump up as clowns DO.
vii. The structure as … as… creates a comparison. The first as is followed by an adjective or adverb.
The second as is followed by a noun, a phrase, or even a whole clause.
a) They are AS hungry AS you.
b) They are AS hungry AS you are.
c) They are AS hungry AS they were last night.
12) Numbers in Comparison
i. If you want to relate the quantities by multiplication, use times and as..as.. together.
Wrong Right
The man is five times older than his grandson. (This implies that The man is five times as old as
man is 6 times as old as his grandson) his grandson.
ii. Use times without as or than to indicate direct multiplication
a) The cost of a ticket is $12, six times the cost ten years ago.
iii. To relate two quantities by addition or subtraction, use more than or less than.
a) I am ten years older than you.
iv. The words more and less are rather flexible. They can be used as nouns (or pronouns), adjectives,
or adverbs.
Noun/ pronoun I own more than I should.
Adjective I own more shirts than I should.
Adverb I sleep more than I should.
v. In numerical comparisons, the words high and low, as well as higher and lower, should only be
used as adjectives.
Wrong Right
I spend lower than I did last year. My bills are lower than they were last year.
I spend less than I did last year.
13) In addition to
i. At the beginning of a sentence, you can use this construction to add another example to the
subject.
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i.
subject.
Ex - In addition to taxes, the death is inevitable.
ii. You can also use it to add another example to a different noun in the sentence, such as object of
the verb or some other noun.
Ex - In addition to Munster cheese, I like Swiss.
14) Problem Set 27 - Correct way to say "most well-known" is "best -known"
15) Problem Set 27 - Never use equally as on the GMAT
Wrong Correct
Melbourne can be equally as enjoyable to visit as Melbourne can be as enjoyable to visit as
Sydney. Sydney.
800 Score Test Exam 1

1) The word conceded must be, due to idiomatic conventions, be followed by a noun (for example, it
would be correct to say that the coach "conceded the validity of lineup"
2) Considered
MGMAT Test 1
1) The original sentence uses the wordy expression “are different than,” but the idiomatic expression is
“are different from,” and the more concise “differ from” would be even better.
2) Because of less availability and greater demand for scientific research, platinum remains consistently
expensive, like gold.
i. First, "less availability" is incorrect when not used in a direct comparison: it begs the question
"Less than what?" "Decreased availability" would be better here.
ii. "greater demand" also begs the question "greater than what?" "Increased demand" would be
better.
iii. Third, "Demand for scientific research" implies that the research is in demand, when in fact it is
the platinum.
3) construction "X rather than Y" requires parallelism between X and Y
4) When comparing verbs, “rather than” is the correct choice than "instead of". And it is preferable to use
"rather than" with verbs, in place of "instead of," which is better used with nouns
5) The proper idiom is "consider x y" not "consider x to be y
6) the phrasing "between 2001 to 2004" is incorrect; the correct idiom is either "between X and Y" or
"from X to Y"
MGMAT Test 2
7) 17 - proper idiom is “correlate … with” rather than “correlate … to.”
8) 30 - Subject and object pronouns cannot refer back to possessive nouns; they must refer only to subject
and object nouns. However it is OK to use pronouns in possessive form.
For ex -
i. Agatha Christie's travels with her (correct usage as her is used in possessive form) archaeologist
husband inspired her (wrong usage as her is used as object pronoun) to write several mystery
novels.
ii. Agatha Christie's travels with her archaeologist husband served as inspiration for several of her
mystery novels - CORRECT
Had had is the past perfect form of have when it is used as a main verb to describe our experiences and
actions. We use the past perfect when we are talking about the past and want to refer back to an earlier
past time
Though he had had success broadcasting his controversial radio program on highly regulated terrestrial
airwaves, Howard Stern opted out of terrestrial broadcasting in favor of the less regulated satellite radio
medium
When describing the similarities between unlike things, the idiom “compare to”
is used. When describing the differences between like things, the idiom
“compare with” is used.
"Awareness of " is correct. "Awareness about" is incorrect.
"Made Possible By" is correct. "Made possible because of" is incorrect.
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RC Concepts
Thursday, October 01, 2009
7:24 PM
Keep following in mind

1) Note how each fact relates to an idea or an argument.
2) Note where the passage moves from one idea to the next.
3) Separate main idea from supporting ideas.
4) Determine what conclusions are reached and why
Remember that comprehension - not speed- is the critical success factor when it comes to reading
comprehension questions.
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GMAT Prep 1 - Learnings
Wednesday, September 23, 2009
10:42 PM
Section Scaled Score

Quant 48
Verbal 27
Total Score 620
Question Level Summary

Section Total Incorrect Summary
Questions
Quant 37 14 Only 5 Qs were incorrect out of first 27 Qs. 9 Qs were incorrect out
of last 10Qs
Verbal 41 16 Most Challenging Part was SC where most of the Qs were wrong.
One Passage with 3 Qs was wrong which I did while Vaibhav was
talking with Parents (Should take test in silent place)
Learning Areas
Section Area
Quant Trignometry
Geometry
Probability
Mod
Verbal SC
Passages
Critical Reasoning
GMAT Page 31
GMAT Prep 2
Thursday, November 19, 2009
10:36 PM

Quant 50
Verbal 39
Total Score 730

Section Total Questions Incorrect Summary
Quant 37 9 Error in Reading Qs -2
Not checked thoroughly - 6 (2 DS, 4 PS)
Do not know - 1
Verbal 41 9 6 Qs - SC
2 Qs - CR
1 Q - RC
Learning Areas
Section Area
Quant Probability
Verbal SC
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800 Score test 1
Saturday, November 28, 2009
11:06 PM

Quant 44
Verbal 35
Total Score 660

Quant 37 14 Silly Errors - 13 Reread "Based on" example from OG
Do not know - 1
8 Qs - CR
4 Q - RC
Tricky Qs - 6 (CR),
Learnings
1) Mental Fatigueness during Verbal Exam.
2) Lots of Silly Mistakes (Overlooking Qs sometimes) in Quant
3) Lots of scenarios in Verbal where I was able to shortlist correct two options and selected wrong out of
two.
GMAT Page 33
MGMAT Test 1
Sunday, November 29, 2009
6:39 PM

Quant 43
Verbal 36
Total Score 650

Quant 37 18
Verbal 41 17+1 SC - 9 (15)
CR - 2+1(14)
RC - 6 (12)
Learnings
1) Mental Fatigueness during Verbal Exam.
2) Lots of Silly Mistakes (Overlooking Qs sometimes) in Quant
3) Lots of scenarios in Verbal where I was able to shortlist correct two options and selected wrong out of
two.
Quant Qs
2. Quadrilateral ABCD is a rhombus and points C, D, and E are on the same line. Is quadrilateral ABDE a rhombus?
(1) The measure of angle BCD is 60 degrees.
(2) AE is parallel to BD
Screen clipping taken: 11/29/2009, 6:41 PM
(1) INSUFFICIENT:
Draw segment BD. Since BC = CD (because ABCD is a rhombus), Triangle BCD is an isosceles triangle. Since angle
BCD = 60, the remaining angles in the triangle must also equal 60 degrees and Triangle BCD is actually an
equilateral triangle. Since BD must also be equal to AB and AD, Triangle ABD is also an equilateral triangle and all
of its angles measure 60 degrees. Since CD is parallel to AB and DE is an extension of line CD, we know that DE is
also parallel to AB. Using AD as a transversal, we know the measure of angle ADE = 60. However, we know
nothing about angles DAE or AED and with only one pair of opposite sides parallel we cannot conclude that
quadrilateral ABDE is a rhombus.
(2) INSUFFICIENT:
Knowing that AE is parallel to BD allows us to conclude that alternate interior angles DAE and ADB are congruent.
For the same reasons stated above, we know that DE is parallel to AB, and with two pairs of opposite sides
parallel we know we have a parallelogram. But we have no further evidence that quadrilateral ABDE is a
rhombus.
(1) and (2) SUFFICIENT:
If we combine both statements we can conclude that drawing segment BD creates three equilateral triangles.
We already know ABDE is a parallelogram, and since all of its sides are congruent we can conclude that it is a
rhombus.
The correct answer is C.
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MGMAT Test 2
Saturday, December 05, 2009
1:41 PM

Quant 50
Verbal 38
Total Score 720

Quant 37 12 Silly Errors - 13
Do not know - 1
Verbal 41 17 SC - 9 (15)
CR - 6 (14)
RC - 2 (12)
Learnings
1) Probability in Quant.
2) Need to look into SC
3) Need to look into CR
4) 29 v
5) 15, 21, 33, 35 q to be checked later
The sum of n consecutive positive integers is 45. What is the value of n?
(1) n is even
(2) n < 9
The possible values of n should be computed right away, to rephrase and simplify the question. Note
that n consecutive positive integers that sum to 45 have a mean of 45/n, which is also the median of the
set; therefore, the set must be arranged around 45/n. Also, any set of consecutive integers must have
either an integer mean (if the number of integers is odd) or a mean that is an integer + 1/2 (if the
number of integers is even). So, if we compute 45/n and see that it is neither an integer nor an integer +
GMAT Page 36
number of integers is even). So, if we compute 45/n and see that it is neither an integer nor an integer +
1/2, then we can eliminate this possibility right away.
Setting up a table that tracks not only the value of n but also the value of 45/n is useful.
n 45/n n positive consecutive integers summing to 45

1 45 45
2 22.5 22, 23
3 15 14, 15, 16
4 11.25 none
5 9 7, 8, 9, 10, 11
6 7.5 5, 6, 7, 8, 9, 10
7 6 3/7 none
8 5 5/8 none
9 5 1, 2, 3, 4, 5, 6, 7, 8, 9
10 4.5 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 -- but this doesn't work, because not all are positive
integers
... ... impossible (the set will include negative integers, if an integer set can be found at
all)
(1) INSUFFICIENT: If n is even, n could be either 2 or 6. Statement (1) is NOT sufficient.
Alternatively, to find these values algebraically, you can use the following procedure.
The sum of two consecutive integers can be represented as n + (n + 1) = 2n + 1
The sum of three consecutive integers = n + (n + 1) + (n + 2) = 3n + 3
The sum of four consecutive integers = 4n + 6
The sum of five consecutive integers = 5n + 10
The sum of six consecutive integers = 6n + 15
Pasted from <http://www.manhattangmat.com/OnlineExams/CAT_rev_Qview.cfm?ssQID=15720428>
7
If S is the infinite sequence S1 = 6, S2 = 12, ..., Sn = Sn-1 + 6,..., what is the sum of all terms in the set
{S13, S14, ..., S28}
The solution can be found more efficiently by identifying the median of the set and multiplying by the
number of terms. Because this set includes an even number of terms, the median equals the average of
the two ‘middle’ terms, S20 and S21, or (120 + 126)/2 = 123. Given that there are 16 terms in the set,
the answer is 16(123) = 1,968.
8
In a set of consecutive integers, the mean is always equal to the median. When there are an odd
number of members in a consecutive set, the mean/median will be a member of the set and thus an
integer (e.g. 5,6,7,8,9; mean/median = 7). In contrast when there are an even number of members in
the set, the mean/median will NOT be a member of the set and thus NOT an integer
28
For any set of consecutive integers with an odd number of terms, the sum of the integers is always a
multiple of the number of terms. For example, the sum of 1, 2, and 3 (three consecutives -- an odd
number) is 6, which is a multiple of 3. For any set of consecutive integers with an even number of terms,
the sum of the integers is never a multiple of the number of terms. For example, the sum of 1, 2, 3, and
4 (four consecutives -- an even number) is 10, which is not a multiple of 4.
30
Compound interest is computed using the following formula:
F = P ( 1 + r/n)nt, where
F = Final value
P = Principal
r = annual interest rate
n = number of compounding periods per year
t = number of years
GMAT Page 37
GMAT Page 38
MGMAT Test 3
Saturday, December 12, 2009
1:44 PM

Quant 47
Verbal 40
Total Score 710

Quant 37 15
Verbal 41 14 SC - 4 (15)
CR - 6 (14)
RC - 4 (12)
1) Need to read the probability of arranging a word with repeated letters. (Q14)
2) Difference between sides of triangle
GMAT Page 39
MGMAT Test 4
Sunday, December 20, 2009
8:28 PM

Quant 49
Verbal 41
Total Score 730

Quant 37 9
Verbal 41 12 CR - 5
SC - 4
RC - 3
Observation - Took almost 3 mins or less to read a passage
GMAT Page 40
Kaplan Test 1
8:03 PM

Quant 50
Verbal 29
Total Score 600

Verbal 41 19 SC - 5 (15)
CR - 4 (14)
RC - 10 (12)
3 CR - Panic in Reading
1 CR - Incorrect
2 SC - Mistake. Should be correct.
2 SC - Incorrect
1 SC - Lack of Time
GMAT Page 41
800 Score Test 2
9:41 PM

Quant 41
Verbal 31
Total Score 600

Partially Tricky - 4
4 Qs - CR
6 Q - RC
7 W (2SC, 1CR and 4RC) out of first 32

7 W (2SC, 3CR and 2RC) out of next 9
GMAT Page 42
Kaplan Test 2
1:52 PM

Quant 42
Verbal 31
Total Score 600

DS - 4 (Q2, Q6, Q11, Q32t)
PS - 3 (Q16, Q24, Q36)
Verbal 41 16 SC - 5 (Q6, ,Q23, Q30si, Q37tr)
CR - 7 (Q5s, Q7s, Q8, Q16, Q17, Q31s, Q33, )
RC - 4 (Q12. Q20, Q34, Q35)
GMAT Page 43
Kaplan Test 3
Saturday, January 02, 2010
7:01 PM

Quant 50
Verbal 31
Total Score 620

Quant 37 3 1 - because of misreading
1- tricky Q
1 - somehow screen did not showed complete data
Verbal 41 20 8 consecutive correct Qs from Q2 to Q8

10 wrong in first 30
10 wrong in last 11 (Had only 14-15 mins to answer last 10 Qs)
Made some basic errors in last 10 Qs
RC took lot of time. Not got time to read last RC
Overall made lot of common mistakes in SC
GMAT Page 44
MGMAT Test 5
Sunday, January 03, 2010
4:05 PM

Quant 50
Verbal 36
Total Score 710

Questions
Quant 37 8 DS - Q4 (Slightly Tricky however made silly mistake)
PS - Q7 (Slightly Tricky however made silly mistake)
PS - Q8 (Got confused in square root for -ve numbers)
DS - Q9 (Silly Mistake)
PS - Q17 (Made mistake in reading Q otherwise solved)
PS - Q28 (Tricky made guess)
DS - Q30 (Probability Q. Made some wrong estimations before doing
any calc. Result of Overconfidence or tiredness)
DS - Q37 (Horrible Mistake. Got Permutation Formulae wrong)
Verbal 41 14 CR - Q5 - Boldfaced Q (Totally Wrong)
RC - Q11,12,17,18
SC - Q19 (Mistake made becoz of already read Q)
SC - Q22 (Overuse of AS for comparing nouns)
CR - Q27
SC - Q37
CR - Q38
SC - Q41 (Common Mistakes)
RC - Q32, 33 - Have not read question properly
7 (3RC, 3 CR, 2 SC) Repeat
GMAT Page 45
MGMAT Test 6
6:13 PM

Quant 51
Verbal 38
Total Score 730

Questions
Quant 37 6 Geometry- Q2 (Tricky Q. Didn't know one Circle concept)
DS - Q10 (Slightly Tricky however could have been simpler if
handled differently)
DS - Q12 (Tricky)
PS - Q17 (Silly Mistake)
PS - Q21 (Not considered facts adequately)
PS - Q23 (ONE OF THE EASIEST Qs. SILLY SILLY MISTAKE)
Verbal 41 13 SC - 6
CR - 4
RC - 3
GMAT Page 46
GMAT Score Card
2:54 PM
GMAT-Ss co
re-Report
Inserted from: <file://C:\Hitender-Backup-March-09\Hitender\GMAT\GMAT-Sscore-Report.pdf>
GMAT Page 47
GMAT Page 48
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GMAT Prep 2 Repeat
Thursday, November 19, 2009
10:36 PM

Quant 51
Verbal 38
Total Score 740

Quant 37 3
Verbal 41 10
GMAT Page 51
AWA Notes
2:17 PM
Analysis of an Issue
1) No Need to mention all ur points, which u will discuss in body, in intro.
2) No Need to mention all ur points, which u discussed in body, in first conclusion.
3) 3rd Para - Some may argue …… Other may cite
I wholeheartedly agree with this statement
In addition,
Finally,
In conclusion,
Analysis of Argument
4) No need to mention ur points in intro, only mention something like
a. There are a few problems with this argument.
b. The report's recommendations have two serious questionable assumptions.
5) Can use "In addition" for second body para and "Finally" for last body para.
6) The author's argument has two seriously flawed assumptions. The author could strengthen his or her
conclusion by
GMAT Page 52
GMAT Appointment Receipt
Wednesday, November 18, 2009
9:20 PM
GMAT Page 53
English Grammer
10:27 PM
English Grammar
As I promised, I am posting my notes here. They are pointers and I do not intend to give very descriptive
rules as it would not coax you to look into a book and learn them properly with any exceptions which
the rules may have. This is meant to help you know what to look for and which rules are important. I am
sure it will help a lot.
Verb-Subject Agreement
• Error of Proximity
• Two subjects joined by ‘and’ – plural
• If both point to the same thing (one thing) –singular
• Parenthetical words joined to a singular subject – singular (e.g. ‘with’, ‘as well as’)
• Two or more singular subjects connected by ‘or’, ‘nor’ – singular
• When one of them is plural – plural (and nearer to it)
• When subjects of different person joined by ‘or’. ‘nor’ – verb is of person nearer to it
• Either, neither, each, everyone, many a – singular
• Each X and every Y – singular
• Pains, means – singular or plural (depends)
• Nouns which are plural in meaning – plural (e.g. ‘dozen’ – needs a plural verb)
• None – plural, but singular also in some cases
• Collective noun – singular (but if individuals are thought of – plural; e.g. – the team is united. The
jury are divided in their decision…because it no more is collective in a sense…)
• Plural noun is a proper name – singular (e.g. Arabian Nights)
• Plural noun denote some specific quantity or amount as a whole – singular (e.g. fifteen minutes
is..)
• When ‘each’ or ‘every’ follows a subject, it has no bearing on the verb form.
Adverbs
• Adverbs modify verbs, adjectives or adverbs.
• Thence = from there; Whence = from where (use of ‘from’ with these is wrong; from thence is
wrong usage)
• Only Adverb of Manner, Degree & Time admit of comparison
• Order of Adverbs – Manner, place, time
• Manner, place are placed after the verb (or object)
• Frequency, Degree are normally placed between the subject & the verb (if the verb has more than
one word, then placed after the first)
• If the verb is :
am/are/is/was --> after
Before <-- be (do) Before <-- have to, used to
• If adjective (adverb) -- then before the adjective (adverb)
• But ‘enough’ is always placed after
• ‘Only’ is placed immediately after the word it modifies
• ‘Ever’, ‘never’, ‘scarcely’ are often misplaced (e.g. scarcely anyone believes…right; no one scarcely
believes…wrong)
• Seldom or never…right
• Seldom if ever…right
• Seldom or ever…wrong
• ‘Never’ for ‘not’ is wrong. (E.g. He was never born in India…wrong; He was not born in India…right)
• too = more than enough
• too != very/much
• Of course != certainly, undoubtedly
GMAT Page 54
• Of course != certainly, undoubtedly
• Of course = natural or inevitable consequence
Nouns & Pronouns
• Uncountable nouns do not have plurals. Cannot be used with a/an. (e.g. advice, news,
information, luggage, work, business, weather, traffic, scenery, paper, soap, bread, etc.)
• Possessive Case –
Living beings, personified objects, space or time (denoting an amount)
Apposition – ‘s is added to the latter
Two subjects – when different possession is implied, then both of them has ‘s
When joint possession is implied, only the latter has ‘s
• Pronoun after than/as – nominative form (e.g. taller than I) But if verb is missing then objective
form can be used. (Taller than me…is also correct)
• Anybody, everybody, everyone, anyone, each – singular. Gender is as per context
• ‘One’ should be used throughout
• ‘None’ – singular/plural – as per context
• ‘Anyone’ – used only when there are more than two persons
• Each, either, neither –singular
• For relative pronouns – verb must agree with antecedent of the relative pronoun
(e.g. – He is one of the cleverest boys that have passed this year. This is only one of the poems
that is worth reading.)
• Possessive case pronoun cannot be used as antecedent
• Third person pronoun should not be used as antecedent to who/that
(e.g. Mucool’s room is so messy that his mother calls him a pig. Him is wrong. Needs an
antecedent and there is none. Mucool’s is possessive case. Him should e replaced by mucool)
Comparisons
LIKE Vs AS
Like -- to comapre people, things (nouns)
As -- to compare clauses (any phrase that involves a verb)
SUCH AS = For Example

such as != like ...'such as' cannot be substituted for 'like'
Comparisons must be logically and structurally parallel.
Two things -- comparative degree

More things -- superlative degree
Different from -- is correct

Different than -- incorrect
Verb Tense, Mood & Voice
Infinitives -- to + the verb

Split Infinitives are wrong
e.g. to + ___ + Verb ...is wrong...nothing should come in between to and the verb.
PRESENT PERFECT -- have/has + past participle

past------(continuing)----->present
PAST PERFECT -- Had + past participle

"To have" = "had"
These are correct forms:
has had
had had
GMAT Page 55
has had
had had
Refer Manhattan
IF...THEN...
If she wins...will give... (present)
If she won...would give...(past)
If she had won...would have given...(future)
COULD/WOULD never appear in the IF clause.
IF vs WHETHER --> Use whether not if, when you have to make a choice.
Subjunctive Mood
If I were...(contrary to reality)
Uncertainity --> Hopes, desires, proposals, requests
Formed using "That"...then plural form to be used for singular subjects.

e.g. It is urgent that she sign...not signs!!
that he be...infinitive form without "to".
Pasted from <http://outbeat-the-gmat.blogspot.com/2007/03/english-grammar.html>
Suggested Books : Wren & Martin, Manhattan SC, Kaplan 800, Kaplan Verbal Workbook, Official Guide
Pasted from <http://outbeat-the-gmat.blogspot.com/2007/03/english-grammar.html>
GMAT Page 56
Thursday, September 24, 2009
11:56 PM
Section Category Total Qs Correct Grade

Problem Solving Quant 24 9 Below Avg
Data Sufficiency Quant 24 19 Excellent
Reading Comprehension Verbal 17 12 Average
Critical Reasoning Verbal 17 12 Above Avg
Sentence Correction Verbal 18 7 Below Average
Major Challenging Areas

1) Geometry (Formulae of Volume, Slope of Line etc)
2) Standard Deviation
3) Probability
GMAT Page 57
GMAT Preparation
3:00 PM
http://www.mba.com/mba/thegmat/prepareforthegmat
Gmat prep tips

- http://www.admissionsconsultants.com/gmat/tips.asp
i got cracking the gmat from princeton review and their verbal/math workbooks. very good. also get
official book from www.mba.com and the gmatprep tests. must get those 4 ur prep
Pasted from <http://www.pagalguy.com/forum/gmat-and-related-discussions/15869-tips-for-gmat-preparation.html>
GMAT Page 58
Nishit - Guidance
11:55 PM
1) Give the GMAT prep test to evaluate current status and identify improvement areas.
Maths - Study Statistics as well which includes Standard Deviation, Mean, Median etc.
English -
Main Pain Areas

- Reading Comprehension - The passages are very tough. Generally time is not the crunch. Important is to
comprehend the paragraph.
- Sentence Correction
Action Areas
- Read US News. These will help in comprehension.
- Do 1-2 RC daily.
- Manhattan Sentence Correction for SC.
- Give 2-3 tests every month to evaluate progress and identify areas which needs immediate attention
Books
- Official Guide
- Kaplan 800 (This is tougher than Official Guide and should be done after Official Guide)
GMAT Page 59
OG - Journey
Friday, October 02, 2009
12:05 AM
Targets
Section Total Qs Current Incorrec Per Day Target Completion Status
t Targets Date
PS 230 230 18 50 20th November Completed on 20th
November
DS 174 174 26 50 20th November Completed on 25th
November
RC 139 139 26 25 15th November Completed on 15th
November
CR 124 124 22 20 15th November Completed on 15th
November
SC 18+140 158 50 15th November Completed on 8th
November
Detailed
Chapter Section Attempted Incorrect Date Learnings/
Mistakes
Chapter SC 8,12,16,17,21,31,37,39,49,57 17, 39 3rd
2 October
Chapter SC 2,5,13,27,45,60,66,68,78,84,D 68, 78 3rd
3 41 October
RC 26-56 (Inclusive) 27, 31, 44, 48, 52, 4rd
56 October
Chapter SC 6,11,14,15,22,24,26,28,,29, 14, 28, 36, 42, 55, 4rd
4 36, 42, 46, 52, 53, 55, 55, 56, 72, 77, October
62, 65, 72, 77, 81, 83, 88, D36,
D39, D46
Chapter SC 1, 7, 23, 47, 91, D42 7, 23 9th
5 October
RC 57-81 (Inclusive) 57, 61, 62, 63, 72, 10th
80, 81 October
CR 21-40 (Inclusive) 21, 35, 37 11th
October
Chapter SC 10, 18, 25,30, 38, 40, 48, 58, 18, 25, 30, 58, 63, 15th
6 61, 63, 71, 79, D40, D44 79 October
Chapter SC 3, 19, 41, 54, 67, 69, 70, 74, 3, 41, 74, 85 18th 7/11
7 85, 86, 87 October Past Perfect.
Failed to identify
hypothetical
Chapter SC 9, 20, 32, 43, 76, 82, 89, 97, 9, 43, 76, D37 24th 8/12
8 99, 100, D35, D37 October
GMAT Page 60
8 99, 100, D35, D37 October
Chapter SC 4, 33, 34, 35, 44, 50, 51, 59, D45, 33, 59, 73, 75, 26th 12/18
9 64, 73, 75, 96, 106, 117, 118, 120 October
120, D38, D45
Chapter SC 80, 116 80 29th 1/2
10 October
CR 41-60 (Inclusive) 51, 53, 54, 56 29th 16/20
October
RC 82- 102 (Inclusive) 89, 101 30th 19/ 21
Septemb
er
CR 61-77 (Inclusive) 65, 70 30th 15/17
October
PS 50-100 (Inclusive) 62 1st 50/51
Novembe 51 Qs in 65 mins
r 1 Q wrong
because of silly
mistake
Chapter SC 95, 98, 135, 95, 104, 129, 133, D43, 109, 133, 140, 3rd 15/22
11 140, D43, 90, 92, 94, 109, 114, 130, 134, 137 Novembe 21 Qs in 36 mins
119, 127, 130, 134, 137, D48, r
D50, D51
Chapter SC 101, 113, 124, 132, 102, 103, 101, 124, 105, 111 8th 11/15
12 105, 107, 110, 111, 112, 115, Novembe 14 Qs in 40 mins
121, 126, D49 r
Chapter SC 122, 128, 139, 108, 123, 125, D47, 128, 139, 138, 8th 6/11
13 131, 136, 138, D47, D52 131 Novembe 11 Qs in 21 mins
r 1 Q wrong
because of Ability
to idiom.
PS 101-130 (Inclusive) 109, 114, 123, 128 8th 30Qs in 35 mins
Novembe 26/ 30
r Avoid Silly
mistakes
RC 103-119 (Inclusive) 107, 113, 116, 117 9th 13/17
r
CR 78-100 (Inclusive) 84, 86, 87, 88, 91, 9th 16/ 23
97, 99 Novembe 23 Qs in 50 mins
r
RC 120-139 (Inclusive) 126, 129, 133, 135 15th 16/ 20
r (note that
attempted 14 Qs
second time)
SC 101-124 (Inclusive) 102, 113, 114, 117, 15th 19/ 24
121 Novembe 24 Qs in 47 mins
r
DS 1-10 (inclusive) 1, 6 15th 8/10
Novembe
GMAT Page 61
Novembe
r
DS 11-50 (inclusive) 27, 35, 36, 37, 41 15th 35/40
Novembe Silly Mistakes
r
DS 51-74 (inclusive) 55, 58, 73 15th 21/ 24
Novembe Over confidence
r
PS 131-180 (Inclusive) 147, 148, 149, 152, 15th 45/50
163 Novembe
r
PS 181-200 (Inclusive) 190, 191, 198 19th 17/ 20
Novembe 190, 191 were
r tricky
PS 201-230 (Inclusive) 201, 207, 223, 229 20th 26/ 30
Novembe 229 was tough.
r
DS 75-84 (Inclusive) 79 24th 8/9
Novembe
r
DS 85-174 (Inclusive) 87, 90, 101, 105, 25th 75/ 90
109, 111, 117, 121, Novembe Tricky Qs - 90,
122, 124, 129, 163, r 109, 163, 164,
164, 165, 173 165, 173
Need to check
Similar Triangle
Concept
GMAT Page 62
GMAT Action Plan
9:36 PM
Common Mistakes
1) Quant
a. Messed up in Sin, Cos formulae
b. Messed up in Unit digit determining formulae
2) Verbal
a. Generally do not get enough time for last RC and end up making guesses.
b. Taking Lot of time in reading passage
Action Plan
1) Focus on CR
2) Focus on RC
3) Focus on SC
1 800 score in weekend of 1-3 Jan

1 Kaplan in weekend of 1-3 Jan
1 MGMAT in weekend of 9-10 Jan
1 800 score in weekend of 9-10 Jan (??)
1 MGMAT in weekend of 16-19 Jan
1 Gmat Prep in weekend of 16-19 Jan
1 GMAT prep on 21 Jan
GMAT Page 63
Final 2 weeks Action Plan
6:14 PM
Sunday Monday Tuesday Wednesday Thursday Frid ay Saturday
1| 2|
3| 4| 5| 6| 7| 8| 9 |Studied AWA
10|MGMAT Test 11 |RC - 82-114 12 |SC 51-70 13 |SC 71-90 14 |SC 91-110 15 |SC-110-130 16 |Power Prep
6 SC - 41-50 RC 114-139 (RC Test
COMPLETE)
17 |Jana 18 |GMAT 19 | 20 | 21 | 22 |WFH, Read 23 |D DAY

Write/ MGMAT Basic Notes,
Sleep by 9PM
24 | 25 | 26 | 27 | 28 | 29 | 30 |
31 |
Revise
1) P&C
2) Probability (At least etc)
3) Bold Faced Qs
4) Subjunctives
5) SC Revision
GMAT Page 64

GMAT Journey

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Prep

Sunday, September 20, 2009

The Official Guide -

What I did not study

The tests I took

Last few days

Pasted from <http://www.pagalguy.com/forum/gmat-and-related-discussions/6505-760-my-gmat-experience.html>

EXAM DATE - January 23, 2010 - 8.00

Pasted from <http://www.manhattangmat.com/strategy-series-gmat-prep.cfm>

Quadratic Equations Pg -124 OG

Sum of Root = -b/a

AB/DE = BC/EF = AC/DF = perimeter of ABC/ perimeter of DEF

Two triangles are similar if:

(1) One-half of the guests own a house in Palm Beach.

(2) Two-thirds of the guests own a house in the Hamptons.

House in Hamptons No House in Hamptons TOTALS

House in Hamptons No House in Hamptons TOTALS

House in Hamptons No House in Hamptons TOTALS

Pasted from <http://www.manhattangmat.com/OnlineExams/CAT_rev_Qview.cfm?ssQID=15576045>

Consecutive Number Magic Trick #1

# Consecutive Number Magic Trick #2

Sum of AP Series = n ((a1 + an)/2)

Compound Interest Formulas

Participles - A participle is a form of verb which can act as an adjective.

A verb shows an action, a condition or the fact that something exists.

Adverb - An adverb is a word that modifies a verb, an adjective, or another adverb.

2) Use the possessive case before gerunds

3) Use certain possessive pronouns by themselves to indicate possession.

Pronouns in Elliptical Clauses

This, That, These, and Those

Chapter 2 - Grammar, Meaning, Concision Strategy

Chapter 3 Subject Verb Agreement Strategy

Modifiers (Chapter 6 MGMAT)

Chapter-7 Tense, Mood and Voice

Keep Verb Tenses Consistent

Note that this is also correct however have different meaning

The Perfect Tenses

Present Perfect = HAVE/ HAS + PAST Participle

Past Perfect = HAD + Past Participle

The Subjunctive Mood

The Hypothetical Subjunctive

The Command Subjunctive (much more important than Hypothetical)

Bossy Verb + THAT + subject + Command subjunctive

We propose the school board disband (WRONG - That is not optional)

Active vs. Passive Voice

Passive form = form of verb to be. + past participle

Comparative and Superlative Forms

If you see "whether" and "if"...

We use "if" for conditions: I will help you if I can.

If you need a hand, please let me know.

We use "whether" when we have two options:

Furthermore, in this sentence

question... is... __________

I don't know if we're having class tomorrow.

First, we have two options: class/no class, so we MUST use whether.

Chapter - 10 Odds and Ends

List of Conjunctive Adverbs

Chapter 11 GMC/ S-V/ Parallelism

Concision: Specific Patterns of Wordiness (These are preferences not RULES)

Concision: Don't Make it too Short

2) Pattern 2: Keep That Of or Those Of if you Need To

ii. Main exception to this pattern is verb say

Summary - Common Parallelism Categories