Standardized Testing: TOEFL, GMAT, and GRE

Bangkok, Jan. 25, 2007

High Stakes Tests

• TOEFL, GMAT, and GRE are gatekeepers for graduate education (MA, MBA, and PhD programs) throughout North America

Basic Philosophy of Standardized Test Prep

• “Standardized” tests by definition must present the same testing points during every administration of the test.

• Through focused practice, test-takers can build their skills and master these points.

Tips for ALL Standardized Tests• Be familiar with the format of the exam and

especially with the directions for each section. Don't waste time reading directions during the test.

• Take practice tests in prep books and/or on-line• Pacing is crucial on all these tests. Check the

clock frequently. Aim for a balance between speed and accuracy. If you find that a question is very difficult, make the best guess that you can and go on.

• Use the process of elimination to eliminate unlikely items so that you can make better guesses. Remember, it is often easier to eliminate wrong answers than to identify correct ones. Learn to trust your hunches.

• There is no guessing penalty on any of these tests, so ALWAYS guess. Don’t leave any items unanswered.

• Always take advantage of optional breaks to relax.

• Be physically prepared for the test. Get a good night's sleep and eat a light meal before the exam. Wear comfortable clothing.

• Give yourself PLENTY of time to get to the testing site. You don’t need more stress!

The TOEFL iBT: Basics

• TOEFL iBT = Test of English as a Foreign Language: Internet Based Test

• Designed to measure English-language ability of non-native speakers who plan to attend North American universities

• Measures “academic competence”• Gradually being phased in around the

world, replacing TOEFL CBT

Changes to the TOEFL TOEFL CBT• Given on demand• Computer adaptive (next

question depends on previous answer)

• Note taking not permitted• Structure section tests

individual grammar points• Reading, listening, writing, and

grammar tested separately• Speaking not tested

TOEFL iBT• Given on set dates• Linear• Note taking encouraged• No structure section; no

direct testing of grammar• In writing and speaking

section, there are “integrated” tasks that involve 2 or 3 skills

• Speaking section accounts for 25% of the total score

Scoring changes

• TOEFL PBT

Overall score 310-677

• TOEFL CBT

Overall score: 0-300

• TOEFL iBT

Overall Score: 0-120

(each section 0-30)

Most undergrad programs will require 65-85 and grad programs 70-100)

Reading Format

• TOEFL CBT

4-5 readings; 250-350 words

50-70 questions

60-90 minutes

• TOEFL iBT

3 readings; 600-700 words

39 questions

60 minutes

Reading Format (Con)• CBT TOEFL

Item Types:

Mostly multiple choice

Main idea

Factual

Inference

Vocab

Pronoun ref

Sentence addition

• iBT TOEFL

Also mostly multiple choice

Same type of items BUT new emphasis on author’s purpose, attitude, and motives

Sentence addition

Reading Format (Con)• New item types on iBT: Sentence Simplification

“Read-to-learn” items Summary or Complete the Chart Require global understanding of the passage Multiple points; partial credit possible

Sample Paraphrase Item Which of the following sentences best expresses the essential information in

the sentence below? (Incorrect answer choices omit important information or change the meaning of the original sentence in an important way.)

Wood rats, also known as pack rats or trade rats, build nests of twigs and leaves in wooded areas, while in the desert, they build houses of pebbles and cacti.

(A) Wood rats are given their name because they are found only in wooded areas. (B) Wood rats, pack rats, and trade rats all use different materials to build their nests. (C) The houses built by wood rats in forests are larger than those they build in the desert. (D) Wood rats use different materials for nest building depending on what is available.

Sample Text Addition Item Look at the four squares (▄) that indicate where the following sentence could

be added to the passage.

Early mapmakers, therefore, had little danger of being accused of mistakes even though they were wildly inaccurate.

Until the nineteenth century, when steamships and transcontinental trains made long-distance travel practical for large numbers of people, only a few adventurers, mainly sailors and traders, ever traveled out of their own countries. ▄ In fact, most people never traveled more than a few miles from the place where they were born. ▄ “Abroad” was a truly foreign place which the vast majority of people knew very little about indeed. ▄ When mapmakers drew maps, imagination was as important as geographic reality. ▄ Nowhere is this more evident than in old maps illustrated with mythical creatures and strange humans.

Sample Summary Item Directions: Below is an introductory sentence for a brief summary of

the passage. Complete the summary by selecting three of the answer choices that express the most important ideas of the passage and placing them in the box. Some of the answer choices are incorrect because they express ideas that are not given in the passage or because they express only details from the passage.

Biological barriers prevent organisms from spreading to all habitats where conditions are suitable. 1) 2) 3)

Answer Choices Organisms that spread by means of sweepstakes routes include species of birds called accidentals that appear in places far from their homes. Biological barriers can be the result of physical features, climate, competition, and behavior. Organisms can cross barriers by means of three natural pathways: corridors, filter routes, and sweepstakes routes. Boundaries such as the Amazon River do not prevent the spread of species from place to place as effectively as physical features or climate. Humans may accidentally or intentionally bring some species across natural barriers, and these species may have certain advantages over native species. American bison spread throughout the grasslands of North America.

Sample “Complete The Chart” Item

Analogy

● _______

● _______

Homology

● _______

● _______

● _______

A. Emphasis is put on the function of animal structures.B. The emphasis is on appearance, not function.C. The current system of classification is based on this concept.D. Animal structures have very different functions, but all evolved from the same structure.E. Lorenz Oken’s system of classification is based on this concept.F. Structures in various animals look very different but are all related to the same structure in the embryos of these animals.

Reading Format (Con)

• TOEFL CBT

Only expository passages

Only N. American cultural contexts

• TOEFL iBT

Expository

narrative

persuasive

Some international

cultural contexts

Reading Format (Con)

• New features

Glossed vocabulary

Review features

Listening format• TOEFL CBT about 15 short dialogues 2-3 longer Conversations 4-5 discussions and “mini-

lectures” 30-50 questions Mostly multiple choice

• TOEFL iBT 2 longer conversations 5 questions each

4 lectures or discussions 6 questions each Mostly Multiple choice

Put a check mark ( ) in the proper box for each phrase

Low-frequency sound

High-frequency sound

Travels a long distance

Probably carries a lot of information

Has a simple structure

Is generally considered the “song” of the humpback whale

Sample Complete-the-Chart Item

Replay questions

• A short portion of the conversation or lecture is replayed and a question is asked about it. (“What does the professor mean when she says this?”)

• Often require test-takers to go beyond literal meaning. May depend on intonation, idiomatic expressions.

• Lectures/discussions are longer: 5-6 minutes

• “Authentic” language: hesitations, repetitions, mistakes & corrections digressions, reduced speech, sentence fragments, lots of “ummms” and “uhhhhs”.

• Various accents

Speaking

• An all-new section• 6 Tasks: 2 Independent: based on own

opinion/experience

2 Integrated: based on

readings and lectures

Speaking

• 2 Independent tasks

1) Personal Preference Task

“Describe the most important day

in your life and explain why it

was important to you.”

Prep. 15 secs. Response: 45 secs.

Speaking (con.)

2) Paired Choices Task

“Some people prefer to study alone. Other people prefer to study with a group. Which of these do you prefer?”

Prep. 15 secs. Response: 45 secs.

Speaking (Con)

• 4 Integrated tasks

1) Announcement/Discussion Task

non-academic Read/Listen/Speak

“The man expresses his opinion of the notice. State his opinion and explain the reasons he gives for having that opinion.”

Prep. 30 secs Response 60 secs

Speaking (Con)

• 2) General/Specific Task

Academic Read/Listen/Speak

“The professor describes A (a specific point). Explain how A is related to X (a general point).”

Prep: 30 secs Response: 60 Sec

Speaking (Con)

• 3) Problem/Solution Task

Non-academic Listen/Speak

“The students discuss a problem that the man is having. Describe the problem. Then explain which of the two solutions that you think is better and give reasons why.”

Prep: 20 secs Response: 60 secs

Speaking

4) Summary Task

Academic Listen/Speak

“Using specific points and examples

from the lecture, explain how the process of Z (the topic of the lecture) occurs.”

Prep: 20 secs Response: 60 secs

Writing• TOEFL CBT 1 independent essay based

on writer’s experience and knowledge (30 minutes)

Choice of typing or writing by hand

• TOEFL iBT 1 integrated taskBased on reading and related

lecture(20 min about 200 words) 1 independent task (same as CBT) 30 min

about 300 words

Must type on computer

Writing (con)

• Integrated task

Short reading contains a passage that makes (usually) 3 positive points

Short lecture contains a passage that makes (usually) 3 opposing points

Skills: Summarizing, paraphrasing, citing, and synthesizing

Implications for TOEFL PrepNegative implications Structure section was easy to coach for TOEFL provided motivation in grammar classesPositive implications Positive washback No big gap between “TOEFL-English” and real- world English

Trends in TOEFL

• Language of the test more authentic

• Tasks are less stylized, more useful

Trends (con)

• A greater variety of skills is required, including communicative skills

• Less emphasis on grammar

• Test has become more expensive

• Focus has changed from smaller units of language to larger chunks.

• Focus on new types of questions

Why all the changes?

• Changes in methods of teaching language• Changes in what score-users wanted• More positive washback• Competition?• Linear tests are easier, less expensive to

develop than computer-adaptive tests• To make prep-material writers’ lives hellish

Is the iBT More Difficult?

• No reliable statistics to prove this, but anecdotally, most test-takers seem to find it more difficult

• Communicative/Integrated parts of test are particularly challenging

TOEFL Prep Tips

• Take the test yourself• Skill building exercises• Practice tests on computer• Pay attention to the “new” skills that are required

to do well on the TOEFL iBT: e.g. note taking pronunciationCombine traditional and communicative modes of

test prep.

Traditional vs. Communicative Prep

Traditional• Individual tasks• Passive skills• Exercises and tests• Use “authentic” materials

from ETS or publishers• Usually concentrate on

one part of test

Communicative Pairs, small group, or

whole class tasks Productive skills Games, competitions Often use materials found

by teachers or students May focus on several

parts of test

Why Use Communicative Activities in TOEFL Prep Classes?

Provide practice for the communicative sections of the iBT test

• Create a livelier classroom atmosphere. Provide a break from exercises and drills. Use to begin a section to spark interest and curiosity Appeal to students with various learning styles. Reinforce knowledge on sections of the test that students

find difficult. Prepare students for “Life after TOEFL”

GMAT Basics

• Used as one predictor of academic success by 1.200 MBA programs (business and management schools) throughout North America.

• Formerly administered by ETS; now by ACT/Pearsons (format has not changed).

• To register or get more information: MBA.COM

• GMAT measures basic English language, mathematical, and analytical writing skills

• The GMAT does NOT Measure• Knowledge of business • Job skills • Specific content from undergraduate course work• Subjective qualities, such as motivation, creativity, and interpersonal skills

• GMAT is a computer-adaptive test--the paper-and-pencil version is no longer administered.

• The computer-adaptive GMAT consists of three major sections. Two consist entirely of multiple choice problems.

• Each problem has five answer choices.

GMAT Scoring

• Four scores are reported: quantitative, verbal, analytical writing, and comprehensive. A scale of 0 to 60 is used to report the verbal and quantitative scores; a scale of 200 to 800 to report the comprehensive score. Comprehensive scores of lower than 250 or higher than 750 are rare. The essay section (AWA) is scored separately on a 0-6 scale.

• Analytical Writing Assessment Analysis of an Issue 1 Prompt 30 minutes Analysis of an Argument 1 Prompt 30 minutes Optional break 5 minutes• Quantitative 37 items 75 minutes Problem Solving Data Sufficiency Optional break 5 minutes

Verbal 41 items

Sentence Correction (12-14 items)

Critical Reasoning (12-14 items)

Reading Comprehension (3 readings, 12-14) items

75 minutes

Total time: approximately 4 hours

GMAT Writing• Must type on computer; no spell-check, etc.• Holistically scored• 2 types of prompt• Analysis of an Argument This prompt presents

an argument and then asks you to evaluate the author's reasoning and the evidence used in the argument and to suggest other evidence or arguments that might have made the original argument stronger.

• Analysis of an Issue This prompt presents an issue that has two sides. It asks you decide which of these two sides of the issue you agree with and to explain why, using

concrete reasons and examples.

• Suggested Timing• Reading/making notes/planning 5

minutes• Writing 20 minutes• Proofreading 5 minutes

Tactics

• The essay must be reasonably long for a high score. Writing a long essay will not guarantee a high score, but writing a very short one guarantees a low score.

Test-takers’ typing needs to be fairly accurate (and fast).

• Scorers look for these points: • Creative and interesting ideas• Clear organization (Much of organization depends on the way you divide your material into paragraphs.)• Adequate support for ideas (Never make general statements without providing detailed examples and reasons that back up these assertions.)

Coherence (Much of coherence is provided by using appropriate transition devices, including signal words such as therefore,

however, moreover, first, second, finally, and so on.

A variety of sentence lengths and styles

Good grammar and correct mechanics

Tactics for Analysis of an Argument

• The question will ask you to evaluate the effectiveness of an argument. Never simply accept the argument as stated. Be critical of the argument--or at least of parts of it--and

point out its weaknesses.• The argument is designed to have certain weaknesses.

Look especially for problems of cause and effect, examples that don't support the conclusions, and conclusions based on questionable assumptions.

• You can use the following basic template for your essay. (Many other patterns are of course possible).

• Introduction• Paragraph 1: Restate argument as given in prompt; discuss• the author's premises and assumptions• Body • Paragraph 2: Discuss your response to the argument;• specifically, explain why your found the• argument or certain parts of it weak; provide• support for your statements• Paragraph 3: Provide additional information that might have• made the argument stronger• Conclusion• Paragraph 4: Summarize and/or show relevance

Tactics for Analysis of an Issue

• The issues have two sides. Choose the side that seems easier to support--not necessarily the one that you actually agree with.

• You may want to "admit the opposition." This means that you indicate that the opposing side of the issue has certain points that favor it, and explain these. Then go on to show why the side of the issue that you have chosen to support is stronger on the basis of the points you have raised.

• You can have a basic outline for your essay in mind before you even see the essay prompt. The following outlines may work for you:

• Pattern 1 • Introduction• Paragraph 1: Restate the issue presented in the prompt and• indicate which side you support• Body• Paragraph 2: Give one reason for your choice; provide • support• Paragraph 3: Give a second reason for your choice; provide• support• Paragraph 4: Give a third reason for your choice; provide • support• Conclusion• Paragraph 5: Summarize and/or show the relevance of the• issue

• Pattern 2• Introduction• Paragraph 1: Restate issue given in the prompt• Body• Paragraph 2: Explain opposing side of issue; give 2-3• reasons why the opposing side might be• the stronger one • Paragraph 3: Explain "your" side of the issue and attack• the points made in paragraph 2• Conclusion• Paragraph 4: Summarize and/or show the relevance of the• issue

Sentence Correction

Part or all of a sentence is underlined. Below the sentence are five possible ways of expressing the underlined portion of the sentence. (Option (A) is always identical to the original sentence.) Your task is to choose the one option that best completes the sentence. The answer that you choose should not change the meaning of the original sentence, choice (A).

• A CORRECT answer is grammatical, economical, clear, and logical. Choices are INCORRECT because of faulty grammar, improper style, and logical fallacies. Grammar errors, however, are far more common that errors of style or logic

Common grammar problems: “The Big 5”

• Pronoun agreement• Parallelism• Subject/Verb Agreement• Misplaced modifiers• Faulty comparisons

Tips

• Hunt for common errors, especially the “Big 5”

• Look for a “3/2 split” then try to determine which is correct

• If you can eliminate 1 or 2 options, choose the shortest remaining answer

Sample Sentence Correction Item

There is no set of international rules governing checkers as there is in chess; each nation has their own rules.

(A) is in chess; each nation has their (B) is in chess; each nation has its (C) is in chess, all nations having its (D) are in chess, each nation having its (E) are in chess; all nations have their

Critical Reasoning• Critical Reasoning problems consist of an

argument–a short reading--followed by one or sometimes two questions.

• Most questions ask you to determine if some further information, which is presented in the five answer choices, either strengthens or weakens the conclusion found in the argument.

• Other questions ask you to identify which of the answer choices represents some component of the argument (such as an assumption or conclusion).

All, or almost all of the Critical Reasoning arguments include the following components:

Conclusion: This is the point that the argument seeks to" prove.”

Premises: These are the ideas presented in an argument that support the conclusion.

Assumptions: These are unstated ideas that must be true if the conclusions are true.

Consider the argument as a table …

Sample Critical Reasoning Item• The Sunnydale Plastics Corporation releases tiny

amounts of a chemical compound known as PFD into a river, and the river subsequently empties into South Bay. Some environmentalists claim that the declining number of sea turtles in the bay are a result of this chemical discharge. However, scientists at Sunnydale say that they have put sea turtles into tanks of water containing a much higher amount of PFD than the waters of the bay, and that these turtles suffered no negative effects from the exposure to the chemical.

Which of the following strengthens the argument of the environmentalists?

(A) The amount of PFD in the water of the bay has been slowly rising over the last few years.(B) No adult sea turtles have been discovered to have died from PFD poisoning.(C) A study conducted by an independent lab indicated that PFD in even small amounts was harmful to fish. (D) When exposed to sunlight, the chemical PFD breaks down into relatively harmless chemicals.(E) The eggs of female turtles that have been exposed to PFD are thinner and softer than normal eggs, causing them to break open before they are ready to hatch.

Main Question Types

• Weaken/Strengthen the Argument

• Identify a conclusion• Identify an

assumption• Make an inference

Hints: Weaken/Strengthen

• Look for typical flaws of causality or analogy.• Be sure which argument you are being asked to

weaken.• Incorrect arguments strengthen the argument or

they are irrelevant …outside the scope of the argument … "Who cares" statements. "Who cares" choices are often easy to eliminate.

General hints

• Read the question first. It may contain clues that will help you as you read the argument. Be sure that you understand exactly what the question is asking.

• Never skim the arguments. Read each one carefully and pay attention to details and to the logical processes.

Reading Comp• The reading comprehension section of GMAT is

made up of two or three reading passages, each followed by a number of questions. There will generally be a total of around 13-14 questions. The passages are about 350-700 words in length. One usually deals with a physical science (astronomy and geology are particularly common choices) and one with a social science (such as economics or anthropology) or with the arts and humanities (such as literature, art, or history)

Main Types of Questions

Overview Questions• A) Main idea/main purpose/title• B) Tone/Attitude questions• C) Application of the author's ideas to other topics• D) Author's organization

Detail Question• E) Explicit information• F) Implicit information

What Skills Are Needed to do Well on This Section?

• The ability to guess the meaning of unfamiliar words from context• The ability to recognize important relationships between ideas in the passage• The ability to find facts and opinions quickly• The ability to draw inferences from the passage• The ability to distinguish the ideas and opinions of various authorities who may be quoted in the passages

Tactics• Read the passage for ideas. Don't just skim the passage. Read

carefully, but don't worry about understanding or remembering any specific details.

• As you are reading, look for key elements in the passage: main ideas, conclusions, and signal words (therefore, however, yet, and so on)

• Refer back to the passage to answer detail questions• Be sure you understand exactly what is being asked in each question. Make sure that your choice answers the question that is asked. Don't choose an answer just because it is true, according to the passage. It must accurately answer the question.• Read and consider all the answer choices before answering.

• To answer main idea or main topic questions, you need to choose an answer that correctly summarizes the entire passage. Incorrect answers are often too specific or too general.

• Explicit information questions usually begin, "According to the passage..." To answer these questions, pick out one or two key words (usually nouns) from the question stem

and scan the passage to locate these words or their synonyms. You can use the eraser end of your pencil as a pointer to help you scan the passage more quickly.

• Implied information questions usually contain some form of the words imply, infer, or suggest. Correct answers are never directly stated in the passage. To answer these problems, you must choose a statement that is a logical development of the information the author has directly stated.

GRE Basics

• GRE = Graduate Record Exam• Required by most North American graduate

programs (masters and doctoral) • General Test and 8 Subject Tests• Multiple choice except writing• Computer adaptive

Current GRE Scores

• Total Score: 0-1600• Verbal 800 (average score 470)• Quant 800 (average score 570)• Analytical Writing 0-6

Current GRE Design

1 Verbal Section (30 minutes, 30 items)• Sentence Completion• Analogies• Reading Comprehension• Antonyms

1 Quantitative Section • 45 minutes, 28 items

• Analytical Writing

2 essays, 1 30 minutes, 1 45 minutes

• Current GRE is heavily based on vocabulary (including some very sophisticated vocabulary) and preparation for the verbal section should include systematic vocabulary study

Antonyms

• These items have a very simple format: they consist of one capitalized word (the stem) followed by five words or phrases. Your task is to find the one item that is most nearly opposite in meaning to the capitalized word and click on it. In some cases the correct choice is not precisely an antonym but rather represents a concept that is in some way contrary to the definition of the stem.

Antonyms: Sample Item

• ABSTRACT: (A) inattentive

(B) complicated (C) sturdy

(D) tangible (E) abstruse

• Look at the stem (the capitalized word) and try to guess the answer BEFORE you even look at the answer choices.

For example: ABSTRACT

You might guess that the answer is concrete.

Now look at the answer choices. See if the word you have guessed--or a synonym of that word--is listed.

• If you are unable to find a antonym for the stem, see if you can think of alternative definitions of the capitalized word. Often somewhat obscure meanings of the stem are tested.

• If you are unable to find an antonym for the stem, try to eliminate less likely choices and then guess from the remaining choices. For example, the words inattentive and complicated are reasonably easy to eliminate in the example above.

Analogies• Each of these items begins with a stem, which consists of

a related pair of words (both in capital letters) followed by five lettered pairs of words (all in lower-case letters). The grammatical relationship is always the same between the two words in the stem and the two words in each option. In other words, if the stem words are both nouns, the option pairs will all be nouns. If the stem words are adjective and noun, the options will all be adjectives and nouns. You have to select the pair that expresses the relationship closest to the relationship expressed in the original pair.

Analogy Sample Item

• PLANE : SKY ::

(A) house : brick

(B) people : population

(C) delegate : convention

(D) submarine : water

(E) automobile : gasoline

Analogy Tips• Look first at the stem (the capitalized words). Try to state the

relationship between the two in a simple sentence. (A plane travels through the sky.)

• Look at the answer choices. Ask yourself questions about each choice based on the sentence that you made: "Does a house travel through brick?" NO. "Do people travel through a population?" NO. "Do delegates travel through a convention? NO, at least not in the same way that a plane travels through the sky. "Does a submarine travel through water?" YES. "Does an automobile travel through gasoline? NO.

• Never guess until you've looked at ALL the choices. Sometimes you may seem to get more than one correct answer. This means that you need to go back to the stem and formulate a more specific relationship.

Sentence Completion

• Each sentence completion problem consists of a sentence with one or two blanks representing one or two words that have been omitted. Your job is to choose the one option that best fits into the stem in terms of logic, tone, and style. (Note: All items fit into the stem grammatically. This section does not test grammar directly. An understanding of the grammar of the sentence is often important, however.)

Sample Sentence Completion Item

• Although not a very ......... painter, her works have the reputation of being ......... investments, and wealthy patrons have bought her paintings as fast as she can

produce them. (A) creative ... sound (B) talented ... unprofitable (C) popular ... risky (D) appealing ... worthwhile (E) amateurish ... uncertain

Tips for Sentence Completion• Read the stem carefully. If possible, simplify the sentence

in your mind so that you understand the main idea of the sentence. Try to guess what word or words are missing before you even look at the answer choices.

• Examine all possible answers for the problem. Look for the words that you guessed, or synonyms of those words. Never choose an answer before you have looked over all the choices. Remember that some choices will be quite close, but only one choice is best. In double blank questions, one word from each choice often fits in to the sentence but the other word does not; therefore, don't choose an answer on the basis of only one correct word.

• In double-blank questions, try to determine which of the two blanks is easier to fill. (It will most often be the SECOND blank.) Then eliminate choices that do not fit into that blank. In

double blank questions, several of the first words in each pair may be correct, or several of thesecond words may be correct, but in only one option will both be correct.

• Look for key CONTENT words that point toward the right answer. For example, consider this sentence.

The woman told the man that he looked ......... . (A) handsome (B) ill (C) angry (D) well-dressed (E) rich There is no word in the stem that helps you choose an answer. This

would NOT be a good GRE item. Now look again: The doctor told the patient that he looked ......... . (A) handsome (B) ill (C) angry (D) well-dressed (E) rich This is not a very good item either, because a doctor COULD tell the

patient that he looked any of these ways. However, changing the word woman to doctor gives us a certain context clue, and choice (B) becomes the most likely answer.

• 5. Look for key STRUCTURE words that point toward the right answer. Consider this item:

Although the doctor told the patient that he looked well, the patient said that he felt ........ . (A) handsome (B) ill (C) angry (D) well-dressed (E) rich The signal word although shows contrast or opposition. Therefore, we can assume that the correct answer will stand in contrast to the word well, and therefore (B) is best.

Reading Comp

• 2 passages, usually one shorter passage and one longer one; 4 or 5 questions each

• Tests your ability to understand and interpret what you read

• Similar to GMAT reading: same question types: main idea, detail, inference, tone, etc.

Reading Comp Tips• There are various ways to attack the passages. (Skimming the passage first, reading the passage carefully first, reading the questions first.) The method most people feel most comfortable with is given below: A) Read the passage for ideas. Don't just skim the passage. Read carefully, but don't worry about understanding or remembering any specific details. B) As you are reading, notice key elements in the passage: main ideas, signal words (therefore, however, yet, etc.) C) Refer back to the passage to answer detail questions

Analytical Writing

• Very similar to GMAT Writing Section• The writing section examines your ability

to communicate complex ideas clearly and effectively, support your ideas, examine claims and supporting evidence,  sustain a focused and coherent discussion, and effectively use the elements of standard written English.

2 Essays• Present Your Perspective on an Issue

This is a 45 minute task. You are presented with an issue of general interest and asked to address it from any perspective, providing reasons and examples to support your views. Your task is to construct an argument and support it.

• Analyze an ArgumentA 30 minute task in which you are presented with an argument. Your task is to critique the argument and discuss whether it is a reasoned argument by assessing its claims

GRE to be revamped in Sept. 2007

• Linear, not computer adaptive• Not all questions are multiple choice; new item

types and new formats• 2 40-minute sessions for both Quant and Verbal in

place of current 45-minute sessions• Less emphasis in Verbal on vocabulary; no

Analogies or Antonyms• In quant, less emphasis on geometry; on-screen

calculator• 2 30-minute Analytical Writing essays

• 4 hours (currently 2 1/2)• Given only at set administrations (currently

given on demand)• New scoring system: Verbal 130-170,

Quant 130-170, Writing 1-6)

Questions or comments?

• brogersboulder@yahoo.com