[分享][推荐]Test-taking Strategies for GMAT

happyfish0517

happyfish0517的声明

本贴内容来自 The Official Guide for GMAT Review (10th Edition)，应CDers要求，扫描上传

由于扫描精度问题，有可能会有错字或者漏字（我已经仔细检查对照过2遍），如有发现，请短信联系我或者跟帖说明，谢谢！

另外，3楼RC内容来自BUDDYK NN的文章（链接见3楼），在此表示衷心的感谢！

希望能对大家的复习有帮助!  

以下是引用khakys在2005-8-29 21:27:00的发言：

提醒各位考G战友，OG里每个部分的test-taking strategies一定要看，每天要练习的要磨练的就是这个strategy，这是ETS官方所建议的考试方法

Test-taking Strategies for Problem Solving

1. Pacing yourself is very important. Consult the on-screen timer periodically. Work as carefully as possible, but do not spend valuable time checking answers or pondering over problems that you find difficult.

2. Scratchpaper is provided. Working a problem out in written may help you avoid errors in solving the problem. If diagrams or figures are not presented, it may help if you draw your own.

3. Read each question carefully to determine what information is given and what is being asked. For word problems, take one step at a time, reading each sentence carefully and translating the information into equations or other useful mathematical representations.

4. Before attempting to answer a question, scan the answer choices; otherwise you may waste time putting answers in a form that is not given (for example, finding the answer in decimal form, such as 0.25, when the choices are given in fractional form, such as 1/4).

5. For questions that require approximations, scan the answer choices to get some idea of the required closeness of approximation; otherwise, you may waste time on long computations where a short mental process would serve as well (for example, taking 48 percent of number instead of half the number).

6. Don't waste time trying to solve a problem that is too difficult for you. Guess and move on to another question.

[此贴子已经被作者于2005-8-31 17:46:51编辑过]

happyfish0517

Test-taking Strategies for Data Sufficiency

1. Do not waste valuable time solving a problem; you are only to determine whether sufficient information is given to the problem.

First consider statement (1) and (2) separately and determine whether each alone gives sufficient information to solve the problem.

Be sure to disregard the information given in statement (1) when you evaluate the information given in statement (2).

If either, or both, of the statements give sufficient information to solve the problem, click on the oval corresponding to the description of which statement(s) give sufficient information to solve the problem.

If not, consider the information in both statement (l) and statement (2).

Then click on the oval corresponding to the description that the statements TOGETHER give sufficient information to solve the problem.

2. Remember that when you are determining whether there is sufficient information to answer a question of the form, "What is the value of y?" the information given must be sufficient to find one and only one value for y.

Being able to determine minimum or maximum values or answer of the form y=x+2 is not sufficient, because such answers constitute a range of values rather "the value of y".

3. When geometric figures are involved, be very careful not to make unwarranted assumptions based on the figures. Figures are not necessarily drawn to scale; they are generalized figures showing little more than intersecting line segments and the betweenness of points, angles, and regions.

So, for example, if a figure described as a rectangle looks like a square you may not conclude that it is, in fact, a square just by looking at the figure.

happyfish0517

Reading Comprehension

There are six kinds of reading comprehension questions, each of which tests a different reading skill. The following pages include descriptions of the various question types, test-taking strategies, sample question, and detailed explanations for all the questions. The explanations further illustrate the ways in which reading comprehension questions evaluate basic reading skills.

Reading comprehension questions include:

1.       Questions that ask about the main idea of a passage

Each reading comprehension passage in the GMAT is a unified whole—that is, the individual sentences and paragraphs support and develop one main idea or central point. Sometimes you will be told the central point in the passage itself, and sometimes it will be necessary for you to determine the central point from the overall organization or development of the passage. You may be asked in this kind of question to recognize a correct restatement, or paraphrase, of the main idea of the passage; or to identify the author’s primary purpose, or objective, in writing the passage; or to assign a title that summarizes briefly and pointedly the main idea developed in the passage.

2.       Questions that ask about the supporting ideas presented in a passage

These questions measure your ability to comprehend the supporting ideas in a passage and to differentiate those supporting ideas from the main idea. The question also measure your ability to differentiate ideas that are explicitly stated in a passage from ideas that are implied by the author but are not explicitly stated. You may be asked about facts cited in a passage, or about the specific content of arguments presented by the author in support of his or her views, or about descriptive details used to support or elaborate on the main idea. Whereas questions about the main idea ask you to determine the meaning of a passage as a whole, questions about supporting ideas ask you to determine the meanings of individual sentences and paragraphs that contribute to the meaning of the passage as a whole. One way to think about these questions is to see them as questions asking for the main point of one small part of the passage.

3.       Questions that ask for inferences based on information presented in a passage

These questions ask about ideas that are not explicitly stated in a passage but are strongly implied by the author. Unlike questions about supporting details, which ask about information that is directly stated in a passage, inference questions ask about ideas or meanings that must be inferred from information that is directly stated. Authors can make their points in indirect ways, suggesting ideas without actually stating them. These questions measure you ability to infer an author’s intended meaning in parts of a passage where the meaning is only suggested. The questions do not ask about meanings or implications that are remote from the passage but about meanings that are developed indirectly or implications specifically suggested by the author. To answer these questions, you may have to carry statements made by the author one step beyond their literal meanings, or recognize the opposite of a statement made by the author, or identify the intended meaning of a word used figuratively in a passage. If a passage explicitly states an effect, for example, you may be asked to infer its cause. If the author compares two phenomena, you may be asked to infer the basis for the comparison. You may be asked to infer the characteristics of an old policy from an explicit description of a new one. When you read a passage., therefore, you should concentrate not only on the explicit meaning of the author’s words, but also on the more subtle meaning implied by those words.

4.       Questions that ask how information given in a passage can be applied to a context outside the passage itself

These questions measure your ability to discern the relationships between situations or ideas presented by the author and other situations or ideas that might parallel those in the passage. In this kind of question, you may be asked to identify a hypothetical situation that is comparable to a situation presented in the passage, or to apply ideas given in the passage to a situation not mentioned by the author, or to recognize ideas that the author would probably agree or disagree with on the basis of statements made in the passage. Unlike inference questions, these questions use ideas or situations not taken from the passage. Ideas and situations given in a question are like those given in the passage, and they parallel ideas and situations give in the passage. Therefore, to answer the question, you must do more than recall what you read. You must recognize the essential attributes of ideas and situations presented in the passage when they appear in different words and in an entirely new context.

5.       Questions that ask about the logical structure of a passage

These questions ask you to analyze and evaluate the organization and the logic of a passage. They may ask how a passage is constructed: for instance, does it define, does it compare or contrast, does it present a new idea, does it refute an idea? They may also ask how the author persuades readers to accept his or her assertions, or about the reason behind the author’s use of any particular supporting detail. You may also be asked to identify assumptions that the author is making , to assess the strengths and weaknesses of the author’s arguments, or to recognize appropriate counterarguments. These questions measure your ability not only to comprehend a passage but to evaluate it critically. However, it is important for you to realize that these questions do not rely on any kind of formal logic, nor do they require that you be familiar with specific terms of logic or argumentation. You can answer these questions using only the information in the passage and careful reasoning.

6.       Questions that ask about the style and tone of a passage

These questions ask about the language of a passage and about the ideas in a passage that may be expressed through its language. You may be asked to deduce the author’s attitude toward an idea, a fact, or a situation from the words that he or she uses to describe it. You may also be asked to select a word that accurately describes the tone of a passage—for instance, "critical," "questioning," "objective," or "enthusiastic." To answer this type of question, you will have to consider the language of the passage as a whole: it takes more than one pointed critical word to make the tone of an entire passage “critical.” Sometimes, these questions ask what audience the passage was probably intended for or what type of publication it probably appeared in. Style and tone questions may apply to one small part of the passage or to the passage as a whole. To answer them, you must ask yourself what meanings are contained in the words of a passage beyond their literal meanings. Were such words selected because of their emotional content, or because a particular audience would expect to hear them? Remember, these questions measure your ability to discern meaning expressed by the author through his or her choice of word.

Test-taking strategies for Reading Comprehension

1.You should not expect to completely familiar with any of the material presented in reading comprehension passages. You may find some passages easier to understand than others, but all passages are designed to present a challenge. If you have some familiarity with the material being presented in a passage, do not let this knowledge influence your choice of answers to the questions. Answer all questions on the basis of what is stated or implied in the passage itself.

2.Since the questions require specific and detailed understanding of the material in a passage, analyze each passage carefully the first time you read it. However, there are other ways of approaching reading comprehension passages: some test takes prefer to skim the passages the first time through or even to read the first question before reading the passage. You should choose the method most suitable for you.

3.Focus on key words and phrases, and make every effort to avoid losing the sense of what is being discussed. Keep the following in mind:

·Note how each fact relates to an idea or an argument.

·Note where the passage moves from one idea to the next.

·Separate main ideas from supporting ideas.

·Determine what conclusions are reached and why.

4. Read the questions carefully, making certain that you understand what is being asked. An answer choice may be incorrect, even though it accurately restates information given in the passage, if it does not answer the question. If you need to, refer back to the passage for clarification.

5. Read all the choices carefully. Never assume that you have selected the best answer without first reading all the choices.

6. Select the choice that best answers the question in terms of the information given in the passage. Do not rely on outside knowledge of the material for answering the question.

7. Remember that understanding, not speed, is the critical factor in reading comprehension.

特此感谢Buddyk GG的力作：

  读你千遍也不厌倦万法之宗之RC宪法OG总纲  [ 2 3 4 5 6 7 8 9....237]

考G途中，提高RC水平必读之好文！

[此贴子已经被作者于2005-8-31 17:23:23编辑过]

happyfish0517

Test-taking Strategies for Critical Reasoning

1. The set of statements on which a question is based should be read very carefully with close attention to such matters as

(1) what is put forward as factual information,

(2) what is not said but necessarily follows from what is said,

(3) what is claimed to follow from facts that have been put forward, and

(4) how well substantiated are any claims to the effect that a particular conclusion follows from the fact have been put forward.

In reading arguments, it is important to attend to the soundness of the reasoning employed; it is not necessary to make a judgment of the actual truth of anything that is put forward as factual information.

2. If a question is based on an argument, be careful to identify clearly which part of the argument is its conclusion. The conclusion does not necessarily come at the end of text of the argument; it may come somewhere in the middle, or it may even come at the beginning. Be alert to clues in the text that one of the statements made is not simply asserted but is said to follow logically from another statement or other statements in the text.

3. It is important to determine exactly what the question is asking; in fact, you might find it helpful to read the question first, before reading the material on which it is based. For example, an argument may appear to have an obvious flaw, and you may expect to be asked to detect that flaw; but the question may actually ask you to recognize the one among the answer choices that does NOT describe a weakness of the argument.

4. Read all the answer choices carefully. You should not assume that a given answer is the best answer without first reading all the choices.

happyfish0517

Sentence Correction

Study Suggestions

1. One way to gain familiarity with the basic conventions of standard written English is to read material that reflects standard usage. Suitable material will usually be found in good magazines and nonfiction books, editorials in out-standing newspapers, and the collections of essays used by many college and university writing courses.

2. A general review of basic rules of grammar and practice with written exercises are also ways of studying for the sentence correction questions. If you have papers that have been carefully evaluated for grammatical errors, it may be helpful to review the comments and corrections.

Test-taking Strategies for Sentence Correction

l. Read the entire sentence carefully. Try to understand the specific idea or relationship that the sentence should express.

2. Since the part of the sentence that may be incorrect is underlined, concentrate on evaluating the underlined part for errors and possible corrections before reading the answer choices.

3. Read each answer choice carefully. The first answer choice always repeats the underlined portion of the original sentence. Choose this answer if you think that the sentence is best as it stands, but only after examining all of the other choices.

4. Try to determine how well each choice corrects whatever you consider wrong with the original sentence.

5. Make sure that you evaluate the sentence and the choices in terms of general clarity grammatical and idiomatic usage, economy and precision of language, and appropriateness of diction. .

6. Read the whole sentence, substituting the choice that you prefer for the underlined part. A choice may be wrong because it does not fit grammatically or structurally with the rest of the sentence. Remember that some sentences will require no corrections. The answer to such a sentence should be the first answer choice.

happyfish0517

Test-taking Strategies for the

Analytical Writing Assessment

General
1. Reading the question carefully. Make sure you have taken all parts of a question into accounts before you begin responding to it.

2. Do not start to write immediately. Take a few minutes to think about the question and plan a response before you begin writing. You may find it helpful to write a brief outline or jot down some ideas on the scratch paper provided．Take care to organize your ideas and develop them fully, but leave time to reread your response and make any revisions that you think would improve it.

Analysis of an Issue
1. Although many "analysis of an issue" questions require you to take a position, you should be careful about the way in which you go about doing so，Do not leap to a position∶what is being assessed is your ability to think and write critically．Try to show that you recognize and understand the complexity of an issue or an opinion before you take a position. Consider the issue from different perspectives，and think about your own experiences or reading related to the issue. Work your way to a position rather than simply announcing one．

2. While it is essential to illustrate and develop your ideas by means of examples drawn from your observations, experience, and reading, it is not a good idea simply to catalogue examples. One or two well-chosen, well-developed examples are much more effective than a long list of them.

Analysis of an Argument

1. Your job here is to analyze and critique a line of thinking or reasoning. Get used to asking yourself questions like the following: What questionable assumptions might underline the thinking? What alternative explanations might be given? What counterexamples might be raised? What additional evidence might prove useful in fully and fairly evaluating the reasoning?

2. Use the opportunity of discussing alternative explanations or counterexamples to introduce illustrations and examples drawn from your observations, experiences, or reading. Again, do not simply list examples; develop them.

3. Your finished response to this writing task should not read like an outline; it should, rather, read like a discussion with full sentences, a coherent organizational scheme, logical transitions between points, and appropriately introduced and developed examples.

Youknowme

现在可跟帖了吧^_*

谢谢小鱼的辛勤工作哦!

秋日童话

顶！！

leonchan

Coooooooooooooooooooooooooooooooooooooooooooooooooooooool

前天贴出的求助贴，今天伟大的LZ就贴出来了

^oooooooooooooooooooooo^

leonchan

强烈感谢！

最好有个像buddyk一样的NN把SC和CR的strategy也解读一下。哇哈哈哈