GMAT Essays (AWA) :: RE: GMAT Prep 2nd AWA - my last attempt before GMAT!

March 13, 2015, 12:49 pm

≫ Next: GMAT Essays (AWA) :: RE: GMAT Prep 2nd AWA - my last attempt before GMAT!

≪ Previous: Data Sufficiency :: RE: A recent survey of the residents in Reytown showed

Author: Katharine@GMATPrepNow
Posted: Fri Mar 13, 2015 11:49 am (GMT -8)

I think that you accidentally posted twice. I'll comment on the newest version in the second post.
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GMAT Essays (AWA) :: RE: GMAT Prep 2nd AWA - my last attempt before GMAT!

March 13, 2015, 12:56 pm

≫ Next: Sentence Correction :: SC

≪ Previous: GMAT Essays (AWA) :: RE: GMAT Prep 2nd AWA - my last attempt before GMAT!

Author: Katharine@GMATPrepNow
Posted: Fri Mar 13, 2015 11:56 am (GMT -8)

Hello gettingwanderlust,

Good luck on the exam tomorrow! I only have a few minor comments. You can say food intake or eating food, but "intaking" isn't the right use of that word. Toward the end, I think you mean "become a millionaire." "Strengthen" instead of "strenghten." Otherwise, I think this response looks fine. Your intro/conclusion were clear and to the point. I don't see any errors that would lose you points.

I hope these comments have been hopeful as you prepare. I'm sure you'll do well tomorrow!
_________________
Katharine Rudzitis - GMAT Prep Now

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- Use our $139 video course in conjunction withBeat The GMAT's free 60-Day Study Guide

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Sentence Correction :: SC

March 13, 2015, 12:59 pm

≫ Next: Data Sufficiency :: RE: At Western Springs School there are 150 total students

≪ Previous: GMAT Essays (AWA) :: RE: GMAT Prep 2nd AWA - my last attempt before GMAT!

Author: prachi18oct
Subject: SC
Posted: Fri Mar 13, 2015 11:59 am (GMT -8)

This is one of the 800 score test question. I marked D but it says E . I don't think it should be E as the "that of" clearly not refers to the work of Plato or David or Bertrand.
Please explain.

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Data Sufficiency :: RE: At Western Springs School there are 150 total students

March 13, 2015, 1:50 pm

≫ Next: Reading Comprehension :: RE: GMAT Set 1 Q4,5,6

≪ Previous: Sentence Correction :: SC

Author: GMATGuruNY
Posted: Fri Mar 13, 2015 12:50 pm (GMT -8)

gmat_winter wrote:

At Western Springs School there are 150 total students who play either tennis, soccer, or both. Are there more students who play soccer than who play tennis?

(1) 50 students don't play soccer

(2) 80 students don't play tennis

OA B

Since 150 students play either soccer, tennis, or both -- and not one of these 150 students plays neither sport -- use the following matrix:

Statement 1: 50 students don't play soccer
Since total NS = 50, the following matrix is yielded:

Test EXTREMES.

Case 1: Both tennis and soccer = 0

In this case, total soccer = 100 and total tennis = 50.
Since more students play soccer than tennis, the answer to the question stem is YES.

Case 2: Both tennis and soccer = 100

In this case, total soccer = 100 and total tennis = 150.
Since more students play tennis than soccer, the answer to the question stem is NO.

Since the answer is YES in Case 1 but NO in Case 2, INSUFFICIENT.

Statement 2: 80 students don't play tennis
Since total NT = 80, the following matrix is yielded:

Again, test EXTREMES.

Case 3: Both tennis and soccer = 0
The following matrix is yielded:

In this case, total soccer = 80 and total tennis = 70.
Since more students play soccer than tennis, the answer to the question stem is YES.

Case 4: Both tennis and soccer = 70
The following matrix is yielded:

In this case, total soccer = 150 and total tennis = 70.
Since more students play soccer than tennis, the answer to the question is YES.

Since the answer is YES in both cases, SUFFICIENT.

The correct answer is B.
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Reading Comprehension :: RE: GMAT Set 1 Q4,5,6

March 13, 2015, 4:07 pm

≫ Next: Data Sufficiency :: RE: At Western Springs School there are 150 total students

≪ Previous: Data Sufficiency :: RE: At Western Springs School there are 150 total students

Author: VivianKerr
Posted: Fri Mar 13, 2015 3:07 pm (GMT -8)

Good RC Strategy

Step 1 - Read the Passage ---> Do a Passage Map!

Step 2 - Rephrase the Question

Step 3 - Write Down a Prediction (Go Back to the Passage!)

Step 4 - Eliminate 3 Choices (Use "+", "-"", and "?" Symbols)

Step 5 - Carefully Compare the "Final Two"

Questions to Ask:

- Does the Wrong Answer Use Unnecessary Extreme Language?

- Is the Wrong Answer Outside the Scope of the Passage?

- Is the Wrong Answer Not Specifically Answering THIS Question?

- Can I Rephrase the Wrong Answer to Make It More Understandably Incorrect?

First, let's re-format the passage so we can see how the author organizes it:

The fields of antebellum (pre-Civil War) political history and womenâs history use separate sources and focus on separate issues. Political historians, examining sources such as voting records, newspapers, and politiciansâ writings, focus on the emergence in the 1840âs of a new âAmerican political nation,â and since women were neither voters nor politicians, they receive little discussion. Womenâs historians, meanwhile, have shown little interest in the subject of party politics, instead drawing on personal papers, legal records such as wills, and records of female associations to illuminate womenâs domestic lives, their moral reform activities, and the emergence of the womanâs rights movement.

However, most historians have underestimated the extent and significance of womenâs political allegiance in the antebellum period. For example, in the presidential election campaigns of the 1840âs, the Virginia Whig party strove to win the allegiance of Virginiaâs women by inviting them to rallies and speeches. According to Whig propaganda, women who turned out at the partyâs rallies gathered information that enabled them to mold party-loyal families, reminded men of moral values that transcended party loyalty, and conferred moral standing on the party. Virginia Democrats, in response, began to make similar appeals to women as well. By the mid-1850âs the inclusion of women in the rituals of party politics had become commonplace and the ideology that justified such inclusion had been assimilated by the Democrats.

We've got two paragraphs, so I'd break them down on our scratch pad as below. I highlighted the keywords from the passage that stuck out to me and upon which I based my inferences.

STEP 1 - Passage Map

Topic: history fields
Scope: how they differ
1: to describe how sources/foci of fields differ
2: to exemplify how 1 field underestimates the other
Author's POV: political historians (-); women's history (+)
Purpose: to explain how 2 fields differ, and why that's not (+)

Now we're in a great position to try a question!

Q4:

The primary purpose of the passage as a whole is to

STEP 2 - Rephrase: What's the purpose?
STEP 3 - Prediction: to explain how 2 fields differ, and why that's not (+)

A. examine the tactics of antebellum political parties with regard to women
B. trace the effect of politics on the emergence of the womanâs rights movement
C. point out a deficiency in the study of a particular historical period
D. discuss the ideologies of opposing antebellum political parties
E. contrast the methodologies in two differing fields of historical inquiry

STEP 4 - First pass:

A. (-) too specific to paragraph 2
B. (?) a little too specific to paragraph 2, but poss. long-shot
C. (+) potentially too negative in tone, but maybe
D. (-) the passage's topic is not political parties
E. (+) a great fit for the first paragraph, but potentially leaves out paragraph 2

STEP 5 - Second pass:

The "final two" are C and E, since those are the only two options with a (+) mark. So let's carefully examine the subtle differences between them.

C. point out a deficiency in the study of a particular historical period
E. contrast the methodologies in two differing fields of historical inquiry

Let's rephrase each one:

C. show (-) in antebellum study
E. contrast HOW 2 fields studied

What it comes down to is whether we believe the ultimate purpose of this passage is INFORMATIONAL or PERSUASIVE. It's tough, because the first paragraph is largely informational, and then the second paragraph is largely persuasive (it's rare to see a passage so "split" like this, and this is not an actual GMAC passage, so we can have some healthy suspicion regarding its quality).

Which one should we choose, C or E? This is a MAIN IDEA question, and the correct answer must be the most broad choice that does not step outside the scope of the passage. Since the last half of the passage is persuasive, we could argue that the first paragraph only serves to drive us towards the author's strong opinion. If we choose (E) here, we are not addressing the final paragraph at all. (E) is really more like the function of the first paragraph only. (C) best matches the overall passage and does an excellent job of matching the author's point of view.

The answer must be (C).

Takeaway: If a passage seems "split" between informational/persuasive, look closely at the language of the concluding paragraph. Is the author trying to end with a decisive opinion? If so, it's really a persuasive passage with some informational exposition. What really sold me on C is the strong opinion given in the first sentence of the second paragraph. The author really lays down a thesis, and then provides a detailed example to back himself up. He's obviously passionate.

Remember to analyze the "final two" answer choices throughly. You can always rephrase them, consider the scope of each one, the specificity of the question-type, and look for extreme/qualifying language. Don't just read and re-read answer choices as they are presented to you. Think critically!

Best,
Vivian
_________________
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GMAT Rockstar, Tutor
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Former Kaplan and Grockit instructor, freelance GMAT content creator, now offering affordable, effective, Skype-based private tutoring for the GMAT at $80/hr. Questions? Contact me: GMATrockstar@gmail.com.

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↧

Data Sufficiency :: RE: At Western Springs School there are 150 total students

March 13, 2015, 4:33 pm

≫ Next: Ask the Test Maker :: Regarding score reporting to business schools

≪ Previous: Reading Comprehension :: RE: GMAT Set 1 Q4,5,6

Author: Rich.C@EMPOWERgmat.com
Posted: Fri Mar 13, 2015 3:33 pm (GMT -8)

Hi gmat_winter,

The question is a "twist" on the typical Overlapping Sets question that you'll see on Test Day. Depending on the "restrictions" given in the prompt and the specific question that's asked, there are usually a few different ways to approach the work. Mitch's approach goes by a number of different names (the Tic-Tac-Toe Board, the Matrix, etc.), but it's essentially just about organizing data.

This particular prompt is designed in such a way that it can be solved with minimal note-taking and a bit of logic.

We're given a few facts to start off with:
1) There are 150 total students
2) They ALL play tennis, soccer OR both.

The question asks if more students play soccer than play tennis. This is a YES/NO question. The "key" to dealing with it is to remember that EVERY student plays at least one sport....

Fact 1: 50 students don't play soccer.

This tells us that these 50 students MUST play JUST tennis. But what about the other 100 students? We can deduce that they MUST play soccer, but they MIGHT also play tennis.....

IF....
All 150 students play tennis, then the answer to the question is NO.

IF.....
99 play tennis, then the answer to the question is YES.
Fact 1 is INSUFFICIENT

Fact 2: 80 students don't play tennis.

This tells us that these 80 students MUST play JUST soccer. The other 70 students MUST play tennis, but it can't be any more than those 70. They might also play soccer, but whether they play soccer or not does NOT impact the question. We're asked if MORE students play soccer than play tennis. With this info, we know that the answer to the question MUST be YES.
Fact 2 is SUFFICIENT.

Final Answer: B

GMAT assassins aren't born, they're made,
Rich
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Ask the Test Maker :: Regarding score reporting to business schools

March 13, 2015, 5:46 pm

≫ Next: Ask the Test Maker :: GMAT Disclosed Test (Test Code) Official Explanation

≪ Previous: Data Sufficiency :: RE: At Western Springs School there are 150 total students

Author: AndyMann
Subject: Regarding score reporting to business schools
Posted: Fri Mar 13, 2015 4:46 pm (GMT -8)

Hi,

I gave my GMAT exam on 27th February and got my official GMAT report on March 3. Also, it was mentioned in the report that my scores were reported to the schools I selected during my GMAT.

I wanted to know that does my official GMAT score reached the schools the same day I got my official report or does it take more time"?

Thanks,
Andy

↧

Ask the Test Maker :: GMAT Disclosed Test (Test Code) Official Explanation

March 13, 2015, 7:16 pm

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≪ Previous: Ask the Test Maker :: Regarding score reporting to business schools

Author: pgtc2009
Subject: GMAT Disclosed Test (Test Code) Official Explanation
Posted: Fri Mar 13, 2015 6:16 pm (GMT -8)

Dear Expert,

I am new to beatthegmat forum, and I am having trouble getting the official explanation for the various GMAT Disclosed Test, which were given to me by a friend. Please help. Thanks in advance.

↧

Ask the Test Maker :: GMAT Disclosed Test (Test Code) Official Explanation

March 13, 2015, 7:16 pm

≫ Next: GMAT Strategy :: RE: Strategy Review

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GMAT Strategy :: RE: Strategy Review

March 13, 2015, 7:36 pm

≫ Next: Data Sufficiency :: If x is not equal to 1

≪ Previous: Ask the Test Maker :: GMAT Disclosed Test (Test Code) Official Explanation

Author: kolkataknightrider
Posted: Fri Mar 13, 2015 6:36 pm (GMT -8)

Thanks Vivan!

Totally agree with your inputs.

I did take a GMATPrep test.

I managed a Q47.

I just randomly checked the answers for the other sections, since I wanted to know where I stand with regards to Quant.

Any inputs post my score? Or my plan is still good enough.

Btw, I screwed up primarily on DS.

Thanks!

↧

Data Sufficiency :: If x is not equal to 1

March 13, 2015, 7:59 pm

≫ Next: GMAT Strategy :: RE: Strategy Review

≪ Previous: GMAT Strategy :: RE: Strategy Review

Author: vipulgoyal
Subject: If x is not equal to 1
Posted: Fri Mar 13, 2015 6:59 pm (GMT -8)

If x is not equal to 1, is x^2/(x-1) greater than x?
(1) x is not an integer.
(2) x is positive.

I think OE needs another view, OE as follows..

Is \frac{x^2}{x-1}>x --> is \frac{x^2}{x-1}-x>0? --> is \frac{x^2-x^2+x}{x-1}>0 --> is \frac{x}{x-1}>0 --> is x<0 or x>1?

(1) x is not an integer --> clearly insufficient: for example if x=1.5 the the answer will be YES but if x=0.5 then the answer will be NO.

(2) x is positive. Also not sufficient.

(1)+(2) The values of x from (1) also satisfy (2) (x can be positive fraction from the range (0,1) or some non integer more than 1) thus even taken together statements are not sufficient.

OA Answer: E.

As B says x is +ve , which means range, from 0 to positive "excluding 0"
from a and b , range becomes 0<x<1 "not including 0 and 1"
in that case ans should be C

↧

GMAT Strategy :: RE: Strategy Review

March 13, 2015, 8:15 pm

≫ Next: GMAT Math :: RE: How to tackle problem review?

≪ Previous: Data Sufficiency :: If x is not equal to 1

Author: kolkataknightrider
Posted: Fri Mar 13, 2015 7:15 pm (GMT -8)

*Vivian

↧

GMAT Math :: RE: How to tackle problem review?

March 13, 2015, 8:22 pm

≫ Next: GMAT Math :: RE: A Future SAT Easy Math Problem

≪ Previous: GMAT Strategy :: RE: Strategy Review

Author: VivianKerr
Posted: Fri Mar 13, 2015 7:22 pm (GMT -8)

If you recall WHY you got a question incorrect (i.e. didn't have time to attempt, didn't know a Quant formula, misread a word in the stem, abandoned your strategy, etc.), then I would go ahead and add that to your Error Log before you read the explanation. Examine your scratch paper notes to help you.

If you don't recall WHY you got a question incorrect, I would re-attempt the question and then check the explanation.

Either way, be sure to include as part of your Error Log:

-WHY you got the question incorrect (a Content issue, a Strategy issue, or a Pacing issue)

-Action Steps -- homework you need to do to correct the issue (pacing drills, review of content, working untimed on similar questions to perfect strategy, asking a tutor to clarify a certain aspect of the problem, etc.)

-The Takeaway -- a one-sentence distillation of the "lesson" behind the question. Essentially, what YOU learned from this question, perhaps a content rule, or a specific step you find yourself skipping in your strategy, or just the knowledge that this specific question-type or content makes you extremely nervous and causes you to move too slowly or too quickly through the question

Good luck!

Best,
Vivian
_________________
Vivian Kerr
GMAT Rockstar, Tutor
http://www.GMATrockstar.com
http://www.yelp.com/biz/gmat-rockstar-los-angeles

Former Kaplan and Grockit instructor, freelance GMAT content creator, now offering affordable, effective, Skype-based private tutoring for the GMAT at $80/hr. Questions? Contact me: GMATrockstar@gmail.com.

Thank you for all the "thanks" and "follows"! Smile

↧

GMAT Math :: RE: A Future SAT Easy Math Problem

March 13, 2015, 8:32 pm

≫ Next: Data Sufficiency :: RE: If x is not equal to 1

≪ Previous: GMAT Math :: RE: How to tackle problem review?

Author: VivianKerr
Posted: Fri Mar 13, 2015 7:32 pm (GMT -8)

The format of this question is obviously not GMAT-like, since the Word Problem is quite long and the question posed does not mirror any of GMAC's problems. In addition, the GMAT will not ask about "margin of error," and every GMAT PS question has 5 answer choices, not 4. I would say this is actually more like a CR problem than a Quant problem since we're using logic and not math to solve.

Nonetheless, for those interested, the answer is C.

Here's how we can break down the information from the passage in shorthand:

- 75 students selected
- mean = 89
- margin of error = 4.28

We're asked to find a SMALLER margin of error.

The thing we're supposed to infer is that the smaller the sample size, the greater the margin of error. Logically, if we're only relying on limited data, we can be less "sure" of our conclusion. Again, just to be clear: I have never seen a GMAT question requiring knowledge of this concept.

Back to our regularly schedule programming: As the sample size increases, the margin of error decreases. So we're looking for an answer choice with a sample size of more than 75. Only C and D fit this requirement, and only C fits the scope of the passage by dealing with the same department.
_________________
Vivian Kerr
GMAT Rockstar, Tutor
http://www.GMATrockstar.com
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Former Kaplan and Grockit instructor, freelance GMAT content creator, now offering affordable, effective, Skype-based private tutoring for the GMAT at $80/hr. Questions? Contact me: GMATrockstar@gmail.com.

Thank you for all the "thanks" and "follows"! Smile

↧

Data Sufficiency :: RE: If x is not equal to 1

March 13, 2015, 8:49 pm

≫ Next: Data Sufficiency :: RE: At Western Springs School there are 150 total students

≪ Previous: GMAT Math :: RE: A Future SAT Easy Math Problem

Author: VivianKerr
Posted: Fri Mar 13, 2015 7:49 pm (GMT -8)

I agree with you on zero, but you need to consider different fractions.

Here's how I'd break this one down:

- This is a Yes/No question, sufficiency is attained if a statement allows us to answer 100% YES or 100% NO. It doesn't matter HOW we answer it, but a statement should REMOVE the other answer as a possibility.

- Givens: x is NOT equal to 1. What can x be? Negative integers, Fractions (both + and -), Positive integers, and Zero.

- The QUESTION is whether x^2 / (x-1) > x?

Let's consider some real world numbers.

If x = 2, then x^2 / (x-1) = 4, since 4 > 2, the answer is YES.
If x = 4, then x^2 / (x-1) = 16/3, since 16/3 > 4, the answer is YES.

Obviously, if x is a positive integer, the answer will always be YES.

Let's look at some different types of numbers:

If x = 1/2, then x^2 / (x-1) = 1/4 / (-1/2) = 1/4 x -2 = -2/4 = -1/2; since -1/2 < 1/2, the answer is NO.

If x = 3/2, then x^2 / (x-1) = 9/4 / 1/2 = 9/4 x 2 = 18/4; since 18/4 > 3/2, the answer is YES.

Now that we've seen some patterns with real-world numbers, we can address the statements.

1) x is not an integer. As we saw, if x = 1/2, the answer is NO. If x = 3/2, the answer is YES. Not sufficient.

2) x is positive. Our same two examples make this one insufficient as well.

If we combine, it still will not be sufficient since BOTH 1/2 and 3/2 are NOT integers and ARE positive, and yet yield two different answers: one YES, and one NO.

The answer is (E).
_________________
Vivian Kerr
GMAT Rockstar, Tutor
http://www.GMATrockstar.com
http://www.yelp.com/biz/gmat-rockstar-los-angeles

Former Kaplan and Grockit instructor, freelance GMAT content creator, now offering affordable, effective, Skype-based private tutoring for the GMAT at $80/hr. Questions? Contact me: GMATrockstar@gmail.com.

Thank you for all the "thanks" and "follows"! Smile

↧

Data Sufficiency :: RE: At Western Springs School there are 150 total students

March 13, 2015, 8:57 pm

≫ Next: GMAT Strategy :: RE: Strategy Review

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GMAT Strategy :: RE: Strategy Review

March 13, 2015, 9:36 pm

≫ Next: GMAT Strategy :: RE: First Diagnostic at 640 (w/ a twist), 2 month plan workable?

≪ Previous: Data Sufficiency :: RE: At Western Springs School there are 150 total students

Author: VivianKerr
Posted: Fri Mar 13, 2015 8:36 pm (GMT -8)

Hey there,

As I mentioned you need to dive deep on the review. Q47 is great, but when you say you primarily got DS wrong, that's only the teeny tiny tip of the Review-iceberg. For EACH GMATPrep incorrect Quant log:

-Question Number
-Question Type (DS, PS, RC, CR, or SC)
-Primary Concept Tested
-Secondary Concept Tested (if any)
-Why Incorrect (content issue, pacing issue, strategy issue)
-Action Steps (what you could do to remedy the issue in future)
-Takeaways (what is the succinct 1-sentence "lesson" for YOU in doing this problem)

From there you should know how many of EACH concept you're missing and WHY. By "concept" I mean the ones from this attached document.

I'd be happy to walk you through my Review system and go through your incorrect questions if you need additional help. Feel free to email me at gmatrockstar[at]gmail.com.

Best,
Vivian
_________________
Vivian Kerr
GMAT Rockstar, Tutor
http://www.GMATrockstar.com
http://www.yelp.com/biz/gmat-rockstar-los-angeles

Former Kaplan and Grockit instructor, freelance GMAT content creator, now offering affordable, effective, Skype-based private tutoring for the GMAT at $80/hr. Questions? Contact me: GMATrockstar@gmail.com.

Thank you for all the "thanks" and "follows"! Smile

↧

GMAT Strategy :: RE: First Diagnostic at 640 (w/ a twist), 2 month plan workable?

March 13, 2015, 10:06 pm

≫ Next: The 60-Day GMAT Study Guide :: RE: 60 day study guide - not getting mails

≪ Previous: GMAT Strategy :: RE: Strategy Review

Author: VivianKerr
Posted: Fri Mar 13, 2015 9:06 pm (GMT -8)

Hey Centreright,

Welcome to the wonderful (and slightly intense Smile

) world of GMAT! Congrats on taking your first CAT. Here's my initial impressions:

1) Congrats, you're a high-scorer! If you've got a 640 with no prep, you know a lot of the base content already and you're a solid test-taker. You have an excellent chance at a 700+ or even a 750+ score. A 2 month time-table is reasonable, but you need to set a Study Plan and set it NOW. I'd suggest weekly CATs using those from GMATPrep and MGMAT, an effective review method utilizing an Error Log, and studying a narrow list of concepts from the GMAT Concept List (attached) each week. Above all, do NOT waste your limited study time by (1) throwing everything at the wall and seeing what sticks (doing WAY too many concepts all at once with limited gains) and (2) confusing QUANTITY of study with QUALITY of study. Review! Review! Self-analyze!

2) Your pacing is ALL over the place. Lots of smart people rush their GMAT. Know that the ideal test-taker clicks in their final answer with 10 seconds left on the clock. The time is there for you to USE, so as you move forward, try to stretch out your section to adhere to the attached benchmarks (yellow image). As you slow down to work on more detailed strategies your pacing will automatically even out. But still, the fact your accuracy was so high with such speed bodes well. To answer your question, YES, there ARE strategies. Every tutor and every test prep company has their own. You can get an idea of mine on my free blog: http://gmatrockstar.com/blog/ or from my many BTG posts. 90% of my tutoring sessions involve teaching strategy and working through challenging problems to demonstrate strategy and why it's necessary.

3) Get better materials (sooner rather than later). The OG is ESSENTIAL, but it's time to ditch the Kaplan book. It's sub-par, and you're already a high score-er. I'd go for the MGMAT books, especially Sentence Correction, Number Properties, Word Translations, and perhaps Advanced Quant. I would also recommend Powerscore CR. For RC, you can use the OG passages and free passages online, but you'll prob need to work with a tutor to perfect RC strategy. Scroll further down to see how I'd recommend you approach RC.

4) Focus on Quant and Verbal at the same time, concept by CONCEPT. You suggested the following plan:

3 weeks Math
2 weeks Verbal
1 week review IR and AWA
2 weeks test practice and review of error log

Here's why I don't like this plan: it pre-supposes at some point you will be "done" with Math and Verbal. You will NEVER be "done" with these sections. You should be doing a good chunk from both sections on a constant rotating basis from now until Test Day. Look at the attachment to see just how many concepts are on the GMAT. There's a LOT. There is NO WAY you can master all those Math concepts in 3 weeks. NO WAY. But you could definitely handle 2 Quant and 2 Verbal concepts a week. Aim to DEEP DIVE in the way that you study. Master a limited number of concepts, rather than doing the "throw everything at the wall and see what sticks" approach. It's dangerous, and does not yield results.

5) Forget AWA and IR. Your scaled score (up to 800) is SOLELY based on Quant and Verbal, and that is where your focus should be. I have never heard of anyone with a 700+ GMAT score who did not get into their school BECAUSE of their AWA and/or IR score. Frankly, schools just don't care. AWA is easily mastered in 2-3 attempts if you have a solid template, and if you're doing the IR problems on your CATs to practice, then you'll be fine to attempt the 12 IR problems you'll see on Test Day, especially if you're a high Quant-scorer. To be honest, no one does that well on IR, and though I'm admittedly NOT an admissions consultant, it really seems like schools don't care as long as your actual GMAT score is high. 1 week focused ONLY on these 2 sections would be a total waste, and neglecting Quant and Verbal for 7 days three weeks out from your test is just foolhardly.

6. Do 1 CAT a week. The "final two weeks test practice" part of your Error Log is what troubles me the most. CATs are not something you shove into the final two weeks to "cram" for the actual exam. They are powerful diagnostic tools that you should regularly be doing in order to identify your weaknesses and pinpoint what concepts most need your time and attention. In fact, the POINT of doing an Error Log is so you can examine ALL the incorrect questions across multiple CATs to know where you should place your focus. Don't Error Log practice questions, with the possible exception of OG questions. Error Log incorrect CAT questions.

I hope this gives you some ideas on how to move forward. If you'd like additional advice, feel free to email me at gmatrockstar[at]gmail.com. You seem like a really promising student, so I think with a smart study plan you could get a really high GMAT score! Below you'll find my RC strategy and a sample.

Good RC Strategy

Step 1 - Read the Passage ---> Do a Passage Map!

Step 2 - Rephrase the Question

Step 3 - Write Down a Prediction (Go Back to the Passage!)

Step 4 - Eliminate 3 Choices (Use "+", "-"", and "?" Symbols)

Step 5 - Carefully Compare the "Final Two"

Questions to Ask:

- Does the Wrong Answer Use Unnecessary Extreme Language?

- Is the Wrong Answer Outside the Scope of the Passage?

- Is the Wrong Answer Not Specifically Answering THIS Question?

- Can I Rephrase the Wrong Answer to Make It More Understandably Incorrect?

Let's look at a passage:

The fields of antebellum (pre-Civil War) political history and womenâs history use separate sources and focus on separate issues. Political historians, examining sources such as voting records, newspapers, and politiciansâ writings, focus on the emergence in the 1840âs of a new âAmerican political nation,â and since women were neither voters nor politicians, they receive little discussion. Womenâs historians, meanwhile, have shown little interest in the subject of party politics, instead drawing on personal papers, legal records such as wills, and records of female associations to illuminate womenâs domestic lives, their moral reform activities, and the emergence of the womanâs rights movement.

However, most historians have underestimated the extent and significance of womenâs political allegiance in the antebellum period. For example, in the presidential election campaigns of the 1840âs, the Virginia Whig party strove to win the allegiance of Virginiaâs women by inviting them to rallies and speeches. According to Whig propaganda, women who turned out at the partyâs rallies gathered information that enabled them to mold party-loyal families, reminded men of moral values that transcended party loyalty, and conferred moral standing on the party. Virginia Democrats, in response, began to make similar appeals to women as well. By the mid-1850âs the inclusion of women in the rituals of party politics had become commonplace and the ideology that justified such inclusion had been assimilated by the Democrats.

We've got two paragraphs, so I'd break them down on our scratch pad as below:

STEP 1 - Passage Map

Topic: history fields
Scope: how they differ
1: to describe how sources/foci of fields differ
2: to exemplify how 1 field underestimates the other
Author's POV: political historians (-); women's history (+)
Purpose: to explain how 2 fields differ, and why that's not (+)

Now we're in a great position to try a question:

The primary purpose of the passage as a whole is to

STEP 2 - Rephrase: What's the purpose?
STEP 3 - Prediction: to explain how 2 fields differ, and why that's not (+)

A. examine the tactics of antebellum political parties with regard to women
B. trace the effect of politics on the emergence of the womanâs rights movement
C. point out a deficiency in the study of a particular historical period
D. discuss the ideologies of opposing antebellum political parties
E. contrast the methodologies in two differing fields of historical inquiry

STEP 4 - First pass:

A. (-) too specific to paragraph 2
B. (?) a little too specific to paragraph 2, but poss. long-shot
C. (+) potentially too negative in tone, but maybe
D. (-) the passage's topic is not political parties
E. (+) a great fit for the first paragraph, but potentially leaves out paragraph 2

STEP 5 - Second pass:

The "final two" are C and E, since those are the only two options with a (+) mark. So let's carefully examine the subtle differences between them.

C. point out a deficiency in the study of a particular historical period
E. contrast the methodologies in two differing fields of historical inquiry

Let's rephrase each one:

C. show (-) in antebellum study
E. contrast HOW 2 fields studied

What it comes down to is whether we believe the ultimate purpose of this passage is INFORMATIONAL or PERSUASIVE. It's tough, because the first paragraph is largely informational, and then the second paragraph is largely persuasive (it's rare to see a passage so "split" like this, and this is not an actual GMAC passage, so we can have some healthy suspicion regarding its quality).

Which one should we choose, C or E? This is a MAIN IDEA question, and the correct answer must be the most broad choice that does not step outside the scope of the passage. Since the last half of the passage is persuasive, we could argue that the first paragraph only serves to drive us towards the author's strong opinion. If we choose (E) here, we are not addressing the final paragraph at all. (E) is really more like the function of the first paragraph only. (C) best matches the overall passage and does an excellent job of matching the author's point of view.

The answer must be (C).

Takeaway: If a passage seems "split" between informational/persuasive, look closely at the language of the concluding paragraph. Is the author trying to end with a decisive opinion? If so, it's really a persuasive passage with some informational exposition. What really sold me on C is the strong opinion given in the first sentence of the second paragraph. The author really lays down a thesis, and then provides a detailed example to back himself up. He's obviously passionate.

Best,
Vivian
_________________
Vivian Kerr
GMAT Rockstar, Tutor
http://www.GMATrockstar.com
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Former Kaplan and Grockit instructor, freelance GMAT content creator, now offering affordable, effective, Skype-based private tutoring for the GMAT at $80/hr. Questions? Contact me: GMATrockstar@gmail.com.

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