The document provides information and strategies for solving Sentence Equivalence questions on the GRE verbal section. It begins by explaining that Sentence Equivalence questions consist of a single blank and require selecting two answer choices that best fit the blank and produce sentences with similar meanings. It recommends using strategies from the Text Completion section, such as predicting an answer before looking at choices.
The document then discusses using process of elimination to select two correct answers from six choices. It provides examples demonstrating how to eliminate answers that do not fit the meaning of the sentence or do not have synonymous pairs. It emphasizes looking for pairs of answers that are synonymous or closely related to each other. Knowing transitional words can also help determine the meaning
S:\Prentice Hall Resouces\Math\Power Point\Math Topics 2\Revised Power Points...enrichri
The document provides lesson content on deductive reasoning, including definitions of key terms like conditional statements, major and minor premises, validity, and critiquing arguments. It gives examples of forming conclusions using syllogisms and conditional statements. It also covers ordering related conditional statements logically and identifying the converse, inverse, and contrapositive of conditional statements. The lesson aims to help students arrive at conclusions, analyze deductive arguments, and understand logical transformations of conditional statements.
The document provides strategies and skills for improving one's score on the ACT English section by 10 points. It outlines six key skills: 1) being concise in writing, 2) proper use of possessive pronouns and forms, 3) combining and coordinating ideas in sentences correctly, 4) identifying errors in structure and clarity, 5) knowing how additions or deletions can change an essay, and 6) determining an essay's purpose. Mastering these skills could increase a student's score by 8-10 scaled points, raising their composite score by up to 2.5 points. The document then discusses each skill in more detail and provides examples of questions testing these concepts.
The document discusses negation in language. It defines negation as contradicting or negating the meaning of a sentence. Negation is commonly expressed through words like "not" or contractions with "n't". Negation can also be expressed through prefixes like "un-", "a-", "de-", "dis-", "in-", or "-less". The scope of negation, whether sentential or constituent, can be tested through truth value, tags, and licensing of negative polarity items. Negation is a fundamental part of human language but is not present in animal communication systems.
This is part 3 of a 5-Day Handbook on the Basics of Sentence Correction that will help you brush-up your basic grammar, especially that required to ace the SC section on the GMAT.
This is a required pre-read for our Sentence Correction course at CrackVerbal.
This document discusses pronoun usage and case. It covers recognizing first, second and third person points of view. First person uses I/we, second person uses you, and third person uses he/she/it/they. The document also discusses choosing the correct case for pronouns based on their usage as subjects, objects of verbs or prepositions, or for possession. Common errors with pronoun case are also addressed. The overall goal is to help readers use pronouns correctly and consistently in their writing.
This is the final part of a 5-Day Handbook on the Basics of Sentence Correction that will help you brush-up your basic grammar, especially that required to ace the SC section on the GMAT.
This is a required pre-read for our Sentence Correction course at CrackVerbal.
Here are the answers to the word analogy questions in Chapter 1:
1. d. holy
2. a. meek
3. c. ride
4. b. soup
5. c. 8
6. d. daughters
7. c. unsophisticated
8. d. Italian
9. a. alligator
10. b. heaven
11. a. center
12. d. furnish
13. c. unsophisticated
14. c. refuse
15. b. soiree
16. b. sloth
17. c. busy
18. c. marsh
19. c. transition
20. b. country
21
Homophones are words that sound the same but have different meanings. The document provides examples of common homophones that appear on practice SAT exams, including fare/fair, cite/sight/site, then/than, there/their/they're, and its/it's. It emphasizes the importance of knowing the meaning and proper usage of each homophone.
S:\Prentice Hall Resouces\Math\Power Point\Math Topics 2\Revised Power Points...enrichri
The document provides lesson content on deductive reasoning, including definitions of key terms like conditional statements, major and minor premises, validity, and critiquing arguments. It gives examples of forming conclusions using syllogisms and conditional statements. It also covers ordering related conditional statements logically and identifying the converse, inverse, and contrapositive of conditional statements. The lesson aims to help students arrive at conclusions, analyze deductive arguments, and understand logical transformations of conditional statements.
The document provides strategies and skills for improving one's score on the ACT English section by 10 points. It outlines six key skills: 1) being concise in writing, 2) proper use of possessive pronouns and forms, 3) combining and coordinating ideas in sentences correctly, 4) identifying errors in structure and clarity, 5) knowing how additions or deletions can change an essay, and 6) determining an essay's purpose. Mastering these skills could increase a student's score by 8-10 scaled points, raising their composite score by up to 2.5 points. The document then discusses each skill in more detail and provides examples of questions testing these concepts.
The document discusses negation in language. It defines negation as contradicting or negating the meaning of a sentence. Negation is commonly expressed through words like "not" or contractions with "n't". Negation can also be expressed through prefixes like "un-", "a-", "de-", "dis-", "in-", or "-less". The scope of negation, whether sentential or constituent, can be tested through truth value, tags, and licensing of negative polarity items. Negation is a fundamental part of human language but is not present in animal communication systems.
This is part 3 of a 5-Day Handbook on the Basics of Sentence Correction that will help you brush-up your basic grammar, especially that required to ace the SC section on the GMAT.
This is a required pre-read for our Sentence Correction course at CrackVerbal.
This document discusses pronoun usage and case. It covers recognizing first, second and third person points of view. First person uses I/we, second person uses you, and third person uses he/she/it/they. The document also discusses choosing the correct case for pronouns based on their usage as subjects, objects of verbs or prepositions, or for possession. Common errors with pronoun case are also addressed. The overall goal is to help readers use pronouns correctly and consistently in their writing.
This is the final part of a 5-Day Handbook on the Basics of Sentence Correction that will help you brush-up your basic grammar, especially that required to ace the SC section on the GMAT.
This is a required pre-read for our Sentence Correction course at CrackVerbal.
Here are the answers to the word analogy questions in Chapter 1:
1. d. holy
2. a. meek
3. c. ride
4. b. soup
5. c. 8
6. d. daughters
7. c. unsophisticated
8. d. Italian
9. a. alligator
10. b. heaven
11. a. center
12. d. furnish
13. c. unsophisticated
14. c. refuse
15. b. soiree
16. b. sloth
17. c. busy
18. c. marsh
19. c. transition
20. b. country
21
Homophones are words that sound the same but have different meanings. The document provides examples of common homophones that appear on practice SAT exams, including fare/fair, cite/sight/site, then/than, there/their/they're, and its/it's. It emphasizes the importance of knowing the meaning and proper usage of each homophone.
This is the first part of a 5-Day Handbook on the Basics of Sentence Correction that will help you brush-up your basic grammar, especially that required to ace the SC section on the GMAT.
This is a required pre-read for our Sentence Correction course at CrackVerbal.
Sentence correction 3 (parallelism and miscellaneous)George Prep
This document provides a summary of common parallelism errors and other grammatical issues related to subject-verb agreement, pronouns, modifiers, tenses, and more. It discusses parallel structure errors that can occur with coordinating conjunctions, elements in a list or series, elements in a comparison, and linking verbs. Examples and practice questions are provided to illustrate parallelism errors involving these situations. Other topics covered include errors with each other vs. one another, compare to vs. compare with, due to vs. because of, less vs. fewer, and various other miscellaneous grammatical issues.
Sentence correction 2( pronouns and modifiers)George Prep
This document provides information about pronoun errors, including the definition of pronouns, examples of different types of pronoun errors like ambiguous pronoun references and non-existent antecedents, and exercises to identify pronoun errors. It discusses topics like subject and object pronouns, possessive pronouns, ambiguous references, agreement in gender, number and person, as well as examples and drills to identify pronoun errors in sentences.
This is part 4 of a 5-Day Handbook on the Basics of Sentence Correction that will help you brush-up your basic grammar, especially that required to ace the SC section on the GMAT.
This is a required pre-read for our Sentence Correction course at CrackVerbal.
This document provides an overview of subject-verb agreement rules and common errors involving pronouns, plural form subjects, and verb forms. It begins with examples of subject-verb agreement errors and discusses rules such as verbs agreeing with subjects in number. It also covers pronoun errors, plural subjects that can take singular or plural verbs depending on meaning, and exceptions involving words like scissors, glasses that take plural verbs unless preceded by "pair of".
This document provides a summary of a 501 question book titled "501 Synonym & Antonym Questions". It includes questions to test a test taker's knowledge of synonyms and antonyms in order to improve vocabulary and performance on standardized tests. The book is divided into chapters with increasing difficulty and each question is fully explained in the answer key.
The document defines and provides examples of several vocabulary words:
1) Asymmetries refers to a lack of balance or harmony, such as women receiving 20% less pay than men for the same job.
2) Status is one's position or rank in relation to others, like a student being treated poorly at school.
3) A paradox is a seemingly contradictory situation that may nonetheless be true, like pretending not to want a man to attract one.
4) Being framed means placed within a context, and implicit means not directly stated but implied through subtle cues or behaviors.
The document discusses different types of clauses that can be used in sentences, including full clauses, reduced clauses, and non-factual clauses. Full clauses have a subject pronoun and can be modified fully by verbs. Reduced clauses lack these characteristics. Non-factual clauses use modal verbs like "should" and can be ambiguous depending on whether they end in "s". The document also covers gerund clauses, verbal nouns, and syntactic ambiguity that can arise from coordination and modifiers.
This document provides vocabulary terms and definitions for a Civil Service Exam reviewer. It covers 10 parts:
1. Nouns - Defines nouns and their types (person, place, event, etc.).
2. Pronouns - Defines pronouns and their types (person, number, case).
3. Adjectives - Defines adjectives and their types (size, shape, color, degrees of comparison, etc.).
4. Verbs - Defines verbs and their types (tense, regular/irregular).
5. Adverbs - Defines adverbs and their types (manner, time, place, frequency).
6. Prepositions - Defines
This document discusses affixes and provides examples of common prefixes, suffixes, and how they change the meaning and part of speech of words. It explains that prefixes are added to the beginning of a word and suffixes to the end. Some key points include:
- Prefixes provide added meaning to the base or root word. Common English prefixes and their meanings are discussed.
- Suffixes can also change the meaning of base words or change the part of speech. Common suffixes and their functions are outlined.
- Inflectional suffixes change grammatical features like tense, number, case, etc. without changing word class.
- Derivational suffixes can change the word class by deriving nouns from verbs,
The document provides tips for completing incomplete sentences questions on tests. It discusses determining if a question is testing vocabulary or grammar, paying attention to parts of speech, tenses and grammatical clues. Common grammar points like verbs, nouns, modifiers, conjunctions and prepositions are explained. Strategies are given for question types involving verbs, subjects and objects, gerunds and infinitives, comparatives and superlatives, and negation. Examples are used to illustrate each concept.
This document discusses informal fallacies in arguments. It begins by defining a fallacy as a defect in reasoning other than false premises. Fallacies can be formal, identified through argument structure, or informal, identified through content analysis. The document then classifies 22 common informal fallacies into 5 groups: fallacies of relevance, weak induction, presumption, ambiguity, and grammatical analogy. It provides examples and explanations of 4 specific fallacies of relevance - appeal to force, appeal to pity, appeal to the people, and argument against the person. The document aims to help readers identify and avoid informal fallacies in their own reasoning.
This document discusses informal fallacies in arguments. It begins by defining a fallacy as a defect in reasoning other than false premises. Fallacies can be formal, identified through argument structure, or informal, identified through argument content. The document then classifies 22 common informal fallacies into 5 groups: fallacies of relevance, weak induction, presumption, ambiguity, and grammatical analogy. It provides examples and explanations of 4 specific fallacies of relevance - appeal to force, appeal to pity, appeal to the people, and argument against the person. The document aims to help readers identify and avoid informal fallacies in their own reasoning.
Verbal ability is of the most important aspects of Aptitude tests. These tests are conducted by many organizations as a part of recruitment & Selection process.
The document provides guidance on proper adverb usage, including:
1) Adverbs modify verbs, adjectives, and other adverbs. They answer how, when, where, or to what extent.
2) Adverbs are formed from adjectives by adding "-ly" or making other modifications depending on the adjective's ending.
3) Comparative and superlative forms of adverbs are irregular for some adverbs and regular for others by adding "-er", "-est", "more", or "most".
4) Placement of adverbs is important to clarify intended meaning. Adverbs should be used carefully to avoid errors like double negatives.
The document discusses antonyms, which are words that are opposite in meaning. It provides examples of word pairs that are antonyms, such as "alert" and "inattentive". The document contains exercises where the reader is asked to identify the antonym of given words from multiple choice options. It aims to help the reader learn to identify antonyms and choose the word with the most opposite meaning. The exercises cover a variety of word pairs, from attributes like "cautious" to verbs like "reveal". In the end, the document thanks the reader and hopes they now have a better understanding of antonyms.
The document provides information about adjectives and adverbs including their definitions, examples, and rules for comparative and superlative forms. Adjectives describe nouns and pronouns while adverbs describe verbs, adjectives, and other adverbs. The document explains how to form comparative adjectives and adverbs ending in -er and -est as well as irregular forms. It also discusses predicate adjectives and using comparatives and superlatives to modify verbs when comparing actions.
This document provides information and tips about the GRE text completion and sentence equivalence questions. It discusses the different types of blanks that may appear, the importance of identifying keywords and connectors, and strategies for choosing the best answer such as eliminating synonyms and having an answer in mind before looking at options. Positive and negative connectors are defined, as are cause-and-effect and implicit contrasting connectors. Practice is emphasized as crucial for improving performance on these question types.
The document provides guidance on using context clues to determine the meaning of unfamiliar words. It explains that context clues can be found through associations within a sentence, comparisons and contrasts, definitions or descriptions, synonyms, and the part of speech of the unfamiliar word. Examples are provided to demonstrate determining the meaning of sample vocabulary words like "somber", "denounce", and "affluent" using context clues from example sentences. The overall message is that context clues within a document can help the reader understand the definition and part of speech of new vocabulary words.
This document provides an overview of important verbal skills tested in entrance exams, including vocabulary, synonyms, antonyms, one-word substitutions, spelling, definitions, analogies, and rearranging jumbled letters, words, and sentences. It emphasizes the importance of having a strong vocabulary for tackling comprehension questions. Examples are provided for each type of verbal question to illustrate the level of analysis required to choose the correct answer. Students are advised to carefully study these verbal skills and practice them constantly in order to perform well on the exam.
The document provides test-taking strategies for different types of tests:
1) A five day test preparation plan is outlined to help students study and review information over several days leading up to the test.
2) For multiple choice tests, students are advised to watch out for "umbrella" or "fusion" questions that seem to have multiple correct answers, as well as questions containing absolute words.
3) For true/false tests, students should choose "true" unless they know the statement is false, and be careful of statements with negatives or absolutes.
This is the first part of a 5-Day Handbook on the Basics of Sentence Correction that will help you brush-up your basic grammar, especially that required to ace the SC section on the GMAT.
This is a required pre-read for our Sentence Correction course at CrackVerbal.
Sentence correction 3 (parallelism and miscellaneous)George Prep
This document provides a summary of common parallelism errors and other grammatical issues related to subject-verb agreement, pronouns, modifiers, tenses, and more. It discusses parallel structure errors that can occur with coordinating conjunctions, elements in a list or series, elements in a comparison, and linking verbs. Examples and practice questions are provided to illustrate parallelism errors involving these situations. Other topics covered include errors with each other vs. one another, compare to vs. compare with, due to vs. because of, less vs. fewer, and various other miscellaneous grammatical issues.
Sentence correction 2( pronouns and modifiers)George Prep
This document provides information about pronoun errors, including the definition of pronouns, examples of different types of pronoun errors like ambiguous pronoun references and non-existent antecedents, and exercises to identify pronoun errors. It discusses topics like subject and object pronouns, possessive pronouns, ambiguous references, agreement in gender, number and person, as well as examples and drills to identify pronoun errors in sentences.
This is part 4 of a 5-Day Handbook on the Basics of Sentence Correction that will help you brush-up your basic grammar, especially that required to ace the SC section on the GMAT.
This is a required pre-read for our Sentence Correction course at CrackVerbal.
This document provides an overview of subject-verb agreement rules and common errors involving pronouns, plural form subjects, and verb forms. It begins with examples of subject-verb agreement errors and discusses rules such as verbs agreeing with subjects in number. It also covers pronoun errors, plural subjects that can take singular or plural verbs depending on meaning, and exceptions involving words like scissors, glasses that take plural verbs unless preceded by "pair of".
This document provides a summary of a 501 question book titled "501 Synonym & Antonym Questions". It includes questions to test a test taker's knowledge of synonyms and antonyms in order to improve vocabulary and performance on standardized tests. The book is divided into chapters with increasing difficulty and each question is fully explained in the answer key.
The document defines and provides examples of several vocabulary words:
1) Asymmetries refers to a lack of balance or harmony, such as women receiving 20% less pay than men for the same job.
2) Status is one's position or rank in relation to others, like a student being treated poorly at school.
3) A paradox is a seemingly contradictory situation that may nonetheless be true, like pretending not to want a man to attract one.
4) Being framed means placed within a context, and implicit means not directly stated but implied through subtle cues or behaviors.
The document discusses different types of clauses that can be used in sentences, including full clauses, reduced clauses, and non-factual clauses. Full clauses have a subject pronoun and can be modified fully by verbs. Reduced clauses lack these characteristics. Non-factual clauses use modal verbs like "should" and can be ambiguous depending on whether they end in "s". The document also covers gerund clauses, verbal nouns, and syntactic ambiguity that can arise from coordination and modifiers.
This document provides vocabulary terms and definitions for a Civil Service Exam reviewer. It covers 10 parts:
1. Nouns - Defines nouns and their types (person, place, event, etc.).
2. Pronouns - Defines pronouns and their types (person, number, case).
3. Adjectives - Defines adjectives and their types (size, shape, color, degrees of comparison, etc.).
4. Verbs - Defines verbs and their types (tense, regular/irregular).
5. Adverbs - Defines adverbs and their types (manner, time, place, frequency).
6. Prepositions - Defines
This document discusses affixes and provides examples of common prefixes, suffixes, and how they change the meaning and part of speech of words. It explains that prefixes are added to the beginning of a word and suffixes to the end. Some key points include:
- Prefixes provide added meaning to the base or root word. Common English prefixes and their meanings are discussed.
- Suffixes can also change the meaning of base words or change the part of speech. Common suffixes and their functions are outlined.
- Inflectional suffixes change grammatical features like tense, number, case, etc. without changing word class.
- Derivational suffixes can change the word class by deriving nouns from verbs,
The document provides tips for completing incomplete sentences questions on tests. It discusses determining if a question is testing vocabulary or grammar, paying attention to parts of speech, tenses and grammatical clues. Common grammar points like verbs, nouns, modifiers, conjunctions and prepositions are explained. Strategies are given for question types involving verbs, subjects and objects, gerunds and infinitives, comparatives and superlatives, and negation. Examples are used to illustrate each concept.
This document discusses informal fallacies in arguments. It begins by defining a fallacy as a defect in reasoning other than false premises. Fallacies can be formal, identified through argument structure, or informal, identified through content analysis. The document then classifies 22 common informal fallacies into 5 groups: fallacies of relevance, weak induction, presumption, ambiguity, and grammatical analogy. It provides examples and explanations of 4 specific fallacies of relevance - appeal to force, appeal to pity, appeal to the people, and argument against the person. The document aims to help readers identify and avoid informal fallacies in their own reasoning.
This document discusses informal fallacies in arguments. It begins by defining a fallacy as a defect in reasoning other than false premises. Fallacies can be formal, identified through argument structure, or informal, identified through argument content. The document then classifies 22 common informal fallacies into 5 groups: fallacies of relevance, weak induction, presumption, ambiguity, and grammatical analogy. It provides examples and explanations of 4 specific fallacies of relevance - appeal to force, appeal to pity, appeal to the people, and argument against the person. The document aims to help readers identify and avoid informal fallacies in their own reasoning.
Verbal ability is of the most important aspects of Aptitude tests. These tests are conducted by many organizations as a part of recruitment & Selection process.
The document provides guidance on proper adverb usage, including:
1) Adverbs modify verbs, adjectives, and other adverbs. They answer how, when, where, or to what extent.
2) Adverbs are formed from adjectives by adding "-ly" or making other modifications depending on the adjective's ending.
3) Comparative and superlative forms of adverbs are irregular for some adverbs and regular for others by adding "-er", "-est", "more", or "most".
4) Placement of adverbs is important to clarify intended meaning. Adverbs should be used carefully to avoid errors like double negatives.
The document discusses antonyms, which are words that are opposite in meaning. It provides examples of word pairs that are antonyms, such as "alert" and "inattentive". The document contains exercises where the reader is asked to identify the antonym of given words from multiple choice options. It aims to help the reader learn to identify antonyms and choose the word with the most opposite meaning. The exercises cover a variety of word pairs, from attributes like "cautious" to verbs like "reveal". In the end, the document thanks the reader and hopes they now have a better understanding of antonyms.
The document provides information about adjectives and adverbs including their definitions, examples, and rules for comparative and superlative forms. Adjectives describe nouns and pronouns while adverbs describe verbs, adjectives, and other adverbs. The document explains how to form comparative adjectives and adverbs ending in -er and -est as well as irregular forms. It also discusses predicate adjectives and using comparatives and superlatives to modify verbs when comparing actions.
This document provides information and tips about the GRE text completion and sentence equivalence questions. It discusses the different types of blanks that may appear, the importance of identifying keywords and connectors, and strategies for choosing the best answer such as eliminating synonyms and having an answer in mind before looking at options. Positive and negative connectors are defined, as are cause-and-effect and implicit contrasting connectors. Practice is emphasized as crucial for improving performance on these question types.
The document provides guidance on using context clues to determine the meaning of unfamiliar words. It explains that context clues can be found through associations within a sentence, comparisons and contrasts, definitions or descriptions, synonyms, and the part of speech of the unfamiliar word. Examples are provided to demonstrate determining the meaning of sample vocabulary words like "somber", "denounce", and "affluent" using context clues from example sentences. The overall message is that context clues within a document can help the reader understand the definition and part of speech of new vocabulary words.
This document provides an overview of important verbal skills tested in entrance exams, including vocabulary, synonyms, antonyms, one-word substitutions, spelling, definitions, analogies, and rearranging jumbled letters, words, and sentences. It emphasizes the importance of having a strong vocabulary for tackling comprehension questions. Examples are provided for each type of verbal question to illustrate the level of analysis required to choose the correct answer. Students are advised to carefully study these verbal skills and practice them constantly in order to perform well on the exam.
The document provides test-taking strategies for different types of tests:
1) A five day test preparation plan is outlined to help students study and review information over several days leading up to the test.
2) For multiple choice tests, students are advised to watch out for "umbrella" or "fusion" questions that seem to have multiple correct answers, as well as questions containing absolute words.
3) For true/false tests, students should choose "true" unless they know the statement is false, and be careful of statements with negatives or absolutes.
Grockit road to mba - mba intelligence juneCrystal Morgan
The document provides an overview of strategies for improving performance on the GMAT Sentence Correction section, including understanding the format, what is tested (grammar rules like idioms, subject-verb agreement, pronouns, parallelism, and modifiers), and how to practice applying the concepts. It also provides a sample practice question and explains the step-by-step approach to arrive at the correct answer.
The document discusses strategies for completing sentence blanks in standardized tests, specifically using positive and negative connotations of words and filling in the blank with your own word first. It provides examples to demonstrate both strategies. For the positive/negative strategy example, feelings about Nazi sympathies are negative so the second blank should be negative. For the fill-in-the-blank strategy example, the blank should be modified by "kind" so the answer is "benevolent".
This document contains a reading comprehension test with 10 multiple choice questions. For each question, the test-taker must choose the word that is most nearly opposite in meaning to the word given in capital letters. The questions cover vocabulary words such as agony, myriad, gratify, cultivate, multiply, misunderstand, subsequent, manual, justify, and punishment. The document provides the questions, answer choices, and explanations for the correct answers.
The document provides guidance on how to effectively take a multiple choice exam. It explains that multiple choice questions make up most exams and can measure various skills. It describes the different types of multiple choice questions and provides strategies for answering each type. The document recommends reading the questions carefully, eliminating unlikely answers, and double checking work before submitting answers.
My goal is to help students leave with strong leadership and communication skills to advance their careers. Solid writing will set them apart. I've collected common mistakes from student papers and review them here to improve writing skills. Students should review the slides, use grammar check, and proofread their work carefully before submitting assignments.
This document provides a summary of 9 modules on punctuation marks. It begins with definitions of punctuation and examples of question marks, exclamation marks, and periods. It then presents multiple choice questions testing the reader's understanding of when to use these punctuation marks correctly in sentences. The document continues discussing commas, semicolons, and quotation marks, providing examples of their proper usage. It concludes by redirecting the reader through additional interactive modules to reinforce the key lessons on punctuation.
This document is the table of contents for a book titled "501 Synonym and Antonym Questions" that aims to help readers prepare for standardized tests through completing synonym and antonym practice questions. The introduction explains that most standardized exams test vocabulary knowledge through these types of questions and that completing the exercises in this book will help familiarize readers with the question formats, assess their vocabulary level, and improve their ability to discern subtle differences in word meanings. Each chapter contains around 35-40 multiple choice questions asking for a word's synonym or antonym. Answers with definitions are provided after each set of questions to aid review.
The document is the table of contents for a book titled "501 Synonym and Antonym Questions" that aims to help readers prepare for standardized tests requiring knowledge of synonyms and antonyms. The introduction explains that the book contains multiple choice questions grouped into sections asking for either synonyms or antonyms of provided words. It advises readers on using their performance to identify gaps and study effectively.
The document is the table of contents for a book titled "501 Synonym & Antonym Questions" that contains 14 chapters of synonym and antonym practice questions. Each chapter contains around 35-40 questions. The book is published by LearningExpress and copyrighted in 2002. It is intended to help readers prepare for standardized tests through synonym and antonym question practice.
The document provides information about the Structure and Written Expression section of the TOEFL test, including the types of questions, general strategies, and specific skills needed. It discusses the two types of questions - structure (filling in the blank with a grammatically correct choice) and written expression (identifying the incorrect underlined portion). It then gives strategies for each type and provides examples to illustrate skills like identifying subjects and verbs, objects of prepositions, appositives, present and past participles.
The document provides information about the Structure and Written Expression section of the TOEFL test. It discusses the two types of questions in this section - Structure questions that test grammar and Written Expression questions about incorrect words. It provides strategies for answering the questions and focuses on skills for the Structure questions, including identifying subjects and verbs, being careful of objects of prepositions and appositives, which can be mistaken for subjects.
This document is the introduction to a book titled "501 Word Analogy Questions" that is designed to help readers prepare for verbal and reasoning sections of assessments and entrance exams through completing analogy question exercises. The introduction explains what analogy questions are, the different types of relationships tested in analogies, strategies for solving them, and tips for using the book effectively as a study tool.
This document provides an introduction to 501 word analogy questions. It explains that word analogy questions test logic and reasoning skills as well as vocabulary. They involve identifying relationships between pairs of words to determine the missing word that completes the analogy. The introduction describes different types of relationships in analogies, such as part to whole, type and category, degrees of intensity, and others. It advises readers to practice these questions to improve familiarity with the question format and range of analogy types.
This document is the introduction to a book titled "501 Word Analogy Questions" that is designed to help readers prepare for standardized tests and entrance exams through completing analogy question practice exercises. The introduction explains what analogy questions are, the different types of relationships tested in analogies, strategies for solving them, and tips for using the book effectively as a study tool.
This document is the introduction to a book titled "501 Word Analogy Questions" that is designed to help readers prepare for verbal and reasoning sections of assessments and entrance exams through completing analogy question exercises. The introduction explains what analogy questions are, the different types of relationships tested in analogies, strategies for solving them, and tips for using the book effectively as a study tool.
The document provides information about using dictionaries, phrasal verbs, and sentence stress. It discusses using online dictionaries like Google and Yahoo to understand differences between similar words. It gives examples of comparing words like "economic vs financial" and "ceremony vs rite". It also covers transitive and intransitive phrasal verbs, providing examples. Finally, it demonstrates how changing stress in a sentence can change the meaning, like in the example "I don't think he should get that job."
This document provides an agenda and notes for an EWRT 211 class. The agenda includes that essay #3 is due and will discuss common writing errors focusing on misuse of who, which, or that. It will also include a lecture on arguing a position and in-class writing to brainstorm. The notes provide examples and explanations for properly using that and which. It discusses the features of arguing a position including presenting the issue clearly, stating a position, providing support, and anticipating objections. Students are assigned to write an essay arguing whether torture is ever morally justified and are provided tools to outline and brainstorm their argument.
1. 397
Sentence Equivalence
Sentence Equivalence questions are the newest and most unfamiliar test questions in the revised GRE
verbal section. There are usually only 3 or 4 of this question type in each verbal section (remember, there
are two sections).
Sentence equivalence questions consist ofa single sentence containing one blank. You must choose from
six answer choices the two that best fit blank. As with all GRE questions,there is no partial credit for
getting only one of the answer choices correct.
The directions for sentence equivalence questions look like this:
Directions: Select the two answer choices that,when used to complete the sentence,fit the meaning
of the sentence as a whole and produce completed sentences that are alike in meaning.
In many ways, yourstrategy for these questions will be similar to the strategy used for the text completion
section.For these questions,you will still:
Think of a word that "fits" the sentence before you look at answer choices; and
Be alert to transitional words
If you haven't gotten those strategies down from the previous section,go back and review those now before
proceeding to this new question type.
USE PROCESS OF ELIMINATION
Unlike otherGRE questions that ask you to select multiple answers, for these questions,you know how
many answers you are looking for — two. So, we can use a very effective process-of-elimination strategy.
Example: Despite receiving approbation for his work several times that year, Tim felt ________
about his job in the floundering economy.
A. confident
B. anxious
C. apprehensive
D. stoic
E. amenable
F. secure
If you feel confident that you have fully comprehended the sentence,come up with your own word to fit
the blank, and eliminate answer choices that are not similar in meaning to your word. For this
example, you might come up with a word like "unsure" or"insecure" to fill in the blank. Then, you could
eliminate (A) and (F), which are the opposite of unsure,and (D) and (E), which also do not mean "unsure."
This would leave you with the correct answer choices (B) and (C).
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Let's try this out on anotherexample.
Example: Life, as the film demonstrates,is too complex for ________ endings.
A. intricate
B. facile
C. ambiguous
D. occult
E. straightforward
F. recognizable
The sentence for this example is pretty clear; we can confidently conclude that the blank must mean
something close to "easy" or "simple," if life is too complex for it. (A) intricate does not mean "easy" or
"simple," so eliminate it. (B) facile does mean easy, so keep it. (C) ambiguous and (D) occult do not mean
"easy," so eliminate them. (E) straightforward is close to "easy" or "simple," so keep it. (F) recognizable
does not mean either word, so eliminate it. This effectively leaves us with our two correct answer choices –
(B) and (E).
LOOK FOR PAIRS
However, you may not always entirely understand the sentence,so you may not feel confident about the
word you come up with to fit the blank. In these instances,you can still use process of elimination.
It can be daunting to think of finding two correct answers out of six. However, by using a simple process-
of-elimination strategy,you can instead usually decide between one answer out of two.
How? ETS gives us the answer. They ask you to produce completed sentences that are "alike in meaning."
In other words, you are looking for answers that are synonymous orclosely related to each other. So, you
can confidently eliminate any answer choices that don't match up with any of the other answer choices —
the lone rangers.
Eliminate carefully, however. "Alike" does not necessarily mean identical. If you think two answer choices
are related, it's best not to eliminate them for now.
Frequently (thought not always), for each question there will be two sets of synonyms and two lone
rangers. By eliminating the lone rangers, you have essentially narrowed it down to two options — one set
of synonyms or another.
Let's review the example from the previous page:
Example: Despite receiving approbation for his work several times that year, Tim felt ________
about his job in the floundering economy.
A. confident
B. anxious
C. apprehensive
D. stoic
E. amenable
F. secure
(A) confident is close in meaning to (F) secure, and (B) anxious is similar to (C) apprehensive.Thus,we
can eliminate answer choices (D) and (E), which have no synonyms among the other choices.
These two remaining groups will often be antonyms. If you still can't figure out which set is the correct one,
here's where your knowledge of transitional words comes in handy.
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399
Let's try anotherexample.
Example: The editor found the articles so ________ that he hesitated to print them.
A. positive
B. circuitous
C. provocative
D. inflammatory
E. improbable
F. archaic
In this example, there are myriad words that could fit the blank, so coming up with your own word may not
be the most effective strategy.However, we can look for pairs of similar words among the answer choices
to give us some guidance. (A) positive does not have any related words among the other choices,so we can
eliminate it as a lone ranger. (B) circuitous is also a lone ranger (though if you are unsure of the definition,
don't eliminate this one yet). (C) provocative and (D) inflammatory are closely related, so we'll hang onto
that set of synonyms.(E) improbable, though it suits the sentence,does not have a related word, so it can be
eliminated. So can (F), archaic. In this example, there is only one set of synonyms.Let's put both of the
words back into the sentence to make sure they make sense and give the sentence similar meaning. They
do, so we can feel confident about choosing (C) and (D).
USE TRANSITIONAL WORDS AND APPOSITION
Let's return again to the first example.
Example: Despite receiving approbation for his work several times that year, Tim felt ________
about his job in the floundering economy.
A. confident
B. anxious
C. apprehensive
D. stoic
E. amenable
F. secure
Perhaps you aren't sure of the definition of "approbation" in the above example. You can still use your
knowledge of transitional words to increase your chances of selecting the correct pair of answers. The
signal word "despite" at the beginning of the sentence sets up a contradiction, so you know the blank will
be opposite in meaning to the beginning.
You may not know the meaning of the word "approbation," but you probably can tell whether it has a
positive or negative connotation.In this case, "approbation" has a positive connotation,so,since you've
already established that the sentence is a contradiction, you know the blank should have a negative
connotation.
Which set of answer choices — confident and secure or anxious and apprehensive — has a negative
connotation? Anxious and apprehensive.Thus, (B) and (C) are the correct answer choices.
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Let's try anotherexample using transitional words.
Example: During Hitler's rise to power in Germany, some prominent leaders in Europe opposed
taking a severe stand against him, favoring instead a policy of __________ to make amends for the
injurious Versailles Treaty.
A. containment
B. pacification
C. capitulation
D. appeasement
E. apathy
F. defamation
Notice the key transitional word, "instead." So, we can deduce that the "policy of ________" must be in
opposition to "taking a severe stand against him." The opposite of being severely against someone would
be being kind or indulgent to them. A policy of (A) containment is not indulgent, so it can be eliminated.
(B) pacification is a possibility. (C) capitulation, or surrender, is a possibility. (D) appeasement is also an
option. (E) apathy,or demonstrating no emotion, does not fit, so it can be eliminated. (F) defamation, or
slander, can also be eliminated. Among answers (B), (C), and (D), (B) and (D) give the sentence the most
similar meaning. The correct answer is (B) and (D).
Now, let's combine all of the strategies we've learned to a couple of practice problems.
Example: The writer of the scandalous magazine article exposing the indiscretions of a prominent
politician found the public had an ambivalent reaction to her article; she was subject to both
admiration and ________.
A. reproach
B. acclaim
C. avarice
D. censure
E. adumbration
F. commendation
If you are confident in yourunderstanding of the sentence and all of its vocabulary, then you can
effectively come up with your own word to fill in the blank. You might come up with "negative feedback"
or "criticism." Then, you can eliminate answer choices (B), (C), (E), and (F), and you are left with answers
(A) and (D).
Anotherprocess of elimination tactic you might have taken is to look for pairs of synonyms among the
answer choices. Even if you are not sure of the definition of (C) avarice or (D) adumbration, you should be
able to spot that (A) reproach and (D) censure are synonymous as well as (B) acclaim and (F)
commendation. Since there are usually two sets of synonyms that have opposite meanings of each other,
you should still be able to eliminate answers (C) and (D).
If you aren't sure of the meaning of "ambivalent" (if so,look it up in the vocabulary section), then the
signal word you should spot is "both." Since "admiration," "acclaim," and "commendation" are all fairly
similar in meaning, it would be redundant to use two of them in this context. So, the blank must mean
something different from "admiration." The answer, then, is (A) reproach and (D) censure.
Finally, you might also recognize the use of apposition in this sentence.As there is no transitional word
following the semi-colon, "she was subject both admiration and ______" modifies or defines an
"ambivalent reaction." If you know the meaning of ambivalent (having conflicted emotions), then you
know that the blank should be a conflicting emotion to "admiration." This would be (A) reproach and (D)
censure.
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401
Example: Though in acting circles he has a reputation of being a consummate professional, at times
he can be quite ________ on the stage.
A. jocund
B. efficient
C. playful
D. adept
E. aloof
F. stern
Assuming you understand the sentence,first come up with yourown word to fit the blank. One would
expect a professional to behave seriously, so you might come up with "silly" to fit the blank. (A) jocund
and (C) playful are synonymous to silly, while all the others can be effectively eliminated.
However, perhaps yourword for the blank was something more along the lines of "unprofessional." None
of the answer choices would be the clear match for this word, in which case, we should use process of
elimination to find pairs of words among the answers.(A) jocund and (C) playful are similar, so keep them.
(E) aloof and (F) stern are somewhat related. (B) efficient and (D) adept are our lone rangers. Now, both
sets of synonyms could arguably fit within the sentence,so let's reexamine both sets to see which set gives
the sentence the most similar meaning when both answer choices are plugged in to the blank. (E) aloof and
(F) stern give the sentence different meanings, so the answer is (A) and (C).
If you struggled to understand the sentence,recognize the signal word "though" at the beginning. This key
word clues you in to a contradiction between "professional" and the blank. Thus,since "professional" has a
positive connotation,the blank should be negative. This can help you narrow down the answer choices.
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Points to Remember
1. If you fully understand the sentence,come up with your own word to fit the blank. Eliminate the
answers that don't match your word, and select the two that do.
2. Or, look for pairs of synonyms or closely related words in the answer choices, and eliminate the other
answers.
3. Look for signal words that indicate whether the blank should be positive or negative, contradictory or
supportive,and choose between the two sets of synonyms.
4. Be on the lookout for use of apposition.