If you’re studying for the GRE® and want to learn some words for which ETS has, shall we say, traditionally shown a strong predilection (i.e., proclivity, penchant, propensity, bent), the Critical Reader is now offering a Word of the Day email program.
One email with a top word, a GRE-level example sentence, and a list of must-know synonyms/antonyms, every day, direct to your inbox, plus periodic quizzes, every day for 100 days.
Click here to sign up.
Update to this post: I’ve now put a few sample exercises that approach GRE vocab prep from the ETS-based perspective outlined in this post. You can find them on the Quizzes page. More to come soon.
I’ve spent some time recently investigating the world of GRE® prep, and I’ve learned a few things that really surprised me. When I started reworking my old SAT® vocab material for prospective graduate students, I more or less assumed that the GRE prep world was similar to the SAT world: that is, there was a relatively cohesive network of independent tutors who shared tips, strategies, materials, etc., as well as established, well-trafficked online forums à la College Confidential where students applying to Masters and Ph.D. programs regularly congregated.
In poking around the web and talking to current/former GRE takers, however, I’ve gotten the impression that prep for this exam is a different story entirely. College seniors or recent graduates often take the exam before they know for sure whether they want to apply to grad school and, as a result, tend to have much less specific score goals. They know they should prep, and so they dutifully sign up for a class with one of the big companies but don’t end up learning much. (more…)
One of the things that often gets overlooked in discussions about standardized testing is that scoring well is often a matter of having strategies, plural, rather than a single strategy.
Different items may call for different approaches, even when they are the same type of question, and nowhere is this fact illustrated more clearly than on GRE sentence equivalences.
In some cases, you may be able to identify the answer almost instantaneously using a “shortcut” approach, whereas in other cases you may need to work through the sentence very carefully, circling key words, playing positive/negative, and dodging trick answers left and right.
The key is to know which strategy to use when. (more…)
A couple of times in the past few months, I’ve had chance conversations with people who were either preparing for the GRE or had recently taken it.
Inevitably, the subject turned to preparation for the verbal section, and both times, the GRE-taker in question lit up when they mentioned using an app to study vocabulary. As one of them enthused, “it’s like a game! You get to compete against other users and everything.”
I admit that my familiarity with GRE vocab apps is limited, but when I had the first of these conversations, my immediate inclination was to double-check that the student knew that the GRE had changed a few years back — that the vocabulary section was no longer based on straight-up synonym and antonym questions but was rather focused on testing words in the context of sentences and short passages. (more…)
1) Read the passage slowly until you figure out the point
Usually the point will be stated somewhere close to the end of the introduction or at the beginning of the second paragraph (first body paragraph). Once you figure out the point, focus on the first and last sentence of each body paragraph, then read the conclusion carefully. Underline the last sentence. For short passages (GRE), focus on the first and last sentences of the passage.
2) If something confuses you, skip it and focus on what you do understand
When a lot of people encounter a confusing section of a passage, they stop and read it repeatedly, often without obtaining a clearer understanding and wasting huge amounts of time in the process. You should avoid falling into a this type of rereading loop at all costs. If you don’t understanding something fully the first time you read, force yourself to keep moving and focus on the parts that are clearer. What confuses you might not be important anyway.
3) When you finish the passage, write the tone and the point
Try to limit the point to 4-6 words, symbols, etc. OR, if you see the point directly stated in the passage, underline it and draw a big arrow/star, etc. so you remember to keep referring back to it. For the tone, you can write an adjective (e.g. skeptical) or just positive (+) or negative (-).
4) Circle major transitions and “interesting” punctuation
Transitions such as therefore, however, and for example indicate when authors are drawing conclusions, disputing ideas, and supporting points. “Interesting” punctuation (colons, dashes) often indicates explanations. Strong wording (always, never) is often used when an author wants to emphasize a point. These elements usually signal the presence of the information necessary to answer questions.
Note: If you find it too distracting to pay attention to these things while you are trying to absorb the meaning of a passage, you should look out for them when you go back to passages while answering questions.
5) When you read a question, re-read the appropriate section of the passage, and try to sum up the answer quickly for yourself.
The answers are there to confuse you, not to help you. The more work you do on your own upfront, the less likely you are to get confused.
If you can’t come up with anything in a few seconds, look at the answer choices and cross off everything that absolutely does not make sense. If there is any chance an answer could work, leave it — remember that correct answers will sometimes be phrased in ways you are not expecting. When you get down to two or three answers, go back to the passage and check them out carefully
6) Same idea, different words
Correct answers rephrase the passage using synonyms; they do not quote the passage verbatim. On the other hand, answers that do restate information from the passage verbatim are usually wrong.
7) Answers are not always located in the lines referenced.
A line reference tells you where a word/phrase/sentence, etc. is located — it does not mean that the answer is located in that place. Always start from the sentence before the one given in the question and read to the sentence after if necessary. The answer to a question about the purpose of a given line (i.e. the point) is just as likely to appear in the sentence before, or at the beginning of a paragraph (topic sentence), as it is to appear in the lines provided in the question.
8) When you eliminate choices, cross out the entire answer
If you just cross off the letter, your eye can still get distracted by the rest of the answer. Don’t let this slow you down. Just a quick line through it. If you’re taking an online test (GRE, GMAT, etc.) and don’t spot the correct answer right away, jot the answers you eliminate down on your scratch paper as you get rid of them.
9) Skip strategically
You should never waste time struggling with a single question that you might not get right when you could be answering multiple other questions easily and quickly. If you insist on answering every question, in order, and not moving on until you’re done, you can lose a lot of points. Most time problems come about because people spend far too much time spent on a few questions, not because they spend a little too much time on every question. If you can identify those few potential “problem” questions and avoid them from the start, you can make the whole test much easier.
10) Be willing to revise your original assumptions
If you understand what a question is saying, go back the passage, formulate your own answer, and nothing seems to work when you look at the answers, that’s a sign you’ve been thinking in the wrong direction. Ask yourself what you’re missing, go back to the passage, and see if you can approach the question from another angle.
Please note: this post was written in regard to the Reading section of the old (pre-2016) SAT. While it is still applicable to some social and natural science passages, which frequently discuss old models or theories vs. new/emerging ones, the overall writing tends to be more straightforward and journalistic than it was on the old test. If you are studying for a graduate exam such as the GRE, the GMAT, or the LSAT, however, the passages on those tests continue to be more more academic in nature.
While working with Debbie Stier this past weekend, I had something of an epiphany about the Critical Reading section (I think Debbie had a Critical Reading epiphany as well, but I’ll let her discuss that herself!). It is has to with the structure of many passages and the significance of that structure in terms of the SAT’s larger goal.
Let me back up a moment. In all the brouhaha over the “real meaning” of the SAT, it is to forget that it — like the ACT — is essentially a measure of college readiness. Regardless of what the SAT started out as, it is now recognized as a having validity only as a predictor of freshman college grades. And in my experience, a student’s comprehension of the passages on the Critical Reading section is, in general, a remarkably accurate gauge of whether she or he is prepared to handle college-level reading and thinking.
Here’s why: one of the classic structures of SAT passages — and indeed of passages on pretty much all of the graduate exams, including the GRE, the LSAT, and the GMAT — is exactly the same as one of the most common structures of an academic article.
Part I: Introduces the topic, often through an anecdote. Provides general and/or historical overview
Part II: What “they” say
Discusses the standard interpretation, “received wisdom” surrounding that topic
Part III: Problematizes the standard interpretation: raises objections, points out inconsistencies and places where the argument doesn’t hold up
Part IV: What “I” say
Offers own interpretation, either in the form of a more nuanced version of the standard interpretation or, on occasion, the complete opposite of the standard interpretation
Why is it so important to be able to distinguish these parts, to be able to understand what an author offers up as standard interpretation versus what she or he actually thinks?
Well, because that’s exactly what college-level thinking ultimately entails: being able to understand and synthesize other people’s arguments in order to be able to formulate a well-reasoned, well-supported response with precision and nuance. And it is impossible to formulate such a response without truly understand how the existing arguments work and what their implications are.
If you take an economics class and reading an article about the limits of Keynesian theory, for example, you need to be able to distinguish the description of Keynesian theory from the author’s discussion of the standard interpretation of Keynesian theory (what other people think) from the author’s own argument (what I think) in order to even begin to think up a response.
The world of academia essentially consists of an ongoing dialogue between scholars, sometimes separated by hundreds of years — sometimes the result is brilliant and sometimes it’s nothing more than inane and petty squabbles (far more the latter than the former!), but it’s a dialogue nonetheless.
This is not something one is generally made aware of in high school, where the goal is simply to memorize and regurgitate as much information as possible in the shortest period of time, but it is the underlying context for much of what shows up on the SAT. And simply having that knowledge can go a long way toward putting Critical Reading into perspective.