Beruflich Dokumente
Kultur Dokumente
r I
I. (Claril)} KNO""'n. UNK~OWllo:1k rn"1SCd ~ is nv;ordy than Ibc onginal __
tml:e. but 11 al!lO ':linnnates the wm:I may nils chanan the rncanaa of the oogmol 5Cl'Itml:e from
lIO!llcthutg IJII«T1aIn 10 .omrillng <:aWn
2. (Cond,i<:ln) REDt;:\llANCV: The rev;>ed fragment maka; the opening of tbe sentcnce les'
wonly, Hllwever. it is redundanl to indudc both the words dropped and d«naiC,
J, (CoDcisMHt) WOItDINESS: Use of tile passh'e \'Olce makes thI: &n§\ll'tf cboice ",,'Ordltf lIIId
slightly awkward.
4. (CIarit}) Mut.TIPU: "'[.A ~ISCS: The ang'na1 SGIIft>tt moles dearlhll the fllrnlln'''
UJIget at \be thoughl: of"" ..Jhbor·s Jl'IllI ro-mmg arouod 1I1ibrrty. ~~. rqlbana dle pnr.,c ..
....ler be Upt in Iltrir pnIl1mh the pbrue f . - IbeD on be free muddles the 1TlCIlIlIII& of the original
iClll.:oce by allowing lhe ~1Jili'y that (he Iartnc:r IS angry !hal his Dc1gIIbot' ...,ll ... langerdwge
ItlOIK')' for b~ pigs (pcrhap:!. both farmen ~I<C PIgS, IDd Ilow can )"JII compete ""ilb me P'&'51). The
two f!OI.enl,al int.."rct3uoos of the word fl"ff-eilber ~Il libcny" or ~a'·ldable for no cll.lrgo:~-make
lbe meaning of the ftlh,'1lld senlence unclear,
3. (Clarll)) nURD PI.ACt:l\IENT: Changing tbe pllCClDml of 1M 10 !he smlenl:c: Impl>c; that
.be ....\CO more than tier own ID p1anl$lIIId llowcD, Ind~ plants IDd f\uoNrr!llhat '"' IlOI ~
6. (CHritiettj "ORDl''l:SS: The ongmal sa....ICC: IS......-dier " - til rr. !he new pomon
only maka; il "'1Inbcr By tqIIaclng!lad tlllly npraftl "'"Ith ....d Ilad lite t... np«bDp, ..... anly
add rnon: ......... and make !be ~ needleDly con~ A bm~ choice fDiAht be b-.:l f.lI}
npK'lftI ill0 ba.... 'b .. eff«t.
1. (Collcisiea.) IUWL-:-iDANCY: The revised mgment oom:clly remo~e6lbc word had from the
original lOCll\Cnce. Howevcr, the original "lnlcnce also contam. a redundatlCy error that the tlCw por-
tion doe~ not rC"J"lir. The corrocted >C1ltCtlCC sbould iocludc cl/It~r the won! bt>turc or tile wont .. hn.
but both Ire IlOI necessary and an: even confusing. A better cboice mIght be: o~IIn1llle door ..bell
c.'h')'one )'e1loed.
8 (Clarify) K'OWN .... Ul'>K:"OWN: Tbt rn-.l ~ t c:urru:cly repba:. the -.:l ....n
.,;u, !be wonIllad. ~-er. by rq>Iacma '" ........ w• •ilh .. IllooqIil. tbc 111:1 oug-
gao that thc finl meetltl& bet...·eat ltIc ~ and his .nfc ..... hypolbomcal (",hen. In IXt. 'I ..
actual ~cnI~ A bcIIerdlooce migbl be· I~ W " . "'-MII Ibe, rlnl: tnd.
9. (CoAd,ion) "I)MDL"ESS: The origmal sentence is wordy. but .... It the revised fno~.
The phruc h,., inK bfl:n .dded 10 il IS .'cry ftwkward. A belle' choice nllght be I" ..'hid wood pantl-
ln~ and thc .rt..-"rl< "f Knral ""Iable American paJnlers had l>ee" .ddnl.
10, (Cllrily) -suell '\sw ~ .. ~I.IKr.·, The ~ fragmcm i. teo. wordy than the or,&'IIlJ ........
fenCc Howev~. pImase...,.
10 JUbMtluling the wonlllkt fer the: as. the teYised m.gtnl.'1I1 lOIlnl the
IDleDI of thc OIigmallCllteno:c s.c.. al IS utcd '" !pvc al"",1cI. ...-hereM " " .. InCd 10 make I com-
~ n.e __ "'''''''ICC ""'fiUI"M,
IIDpIic:s tI.- $IUlImt sporu., and the _ an: SlIIti. . '" ntlXUr-
ricua. acIl\'''JC:S, .. lIN !bey actually an: ex.arnpb ofl:X~_VJIJeL A bcuo:r dtooce ""gi"
bot: an, of a ,'aMy.r ntrle1l....w:.lIr Kthiries..,11 a. iI_delll p.·ern __ l, 5pHU, alld lb. ans.
WanliattanGMATPrep
tile ..... otan<l.>rd
"
SUBJECT-VERB AGREEMENT STRATEGY Chapter 2
SUBJECT-VERB AGREEMENT
Every sentence has a subject and a verb which must agree in number.
How? The GMAT tries to make the subject of each sentence as confusing as possible,
so that you do not know whether the subject is singular or plural! If you do not know
the number of the subject, then you will not be able to select a verb form that agrees
with iL The key, then, to making subjects and verbs agree in GMAT sentences is to
FIRST detennine whether the subject of eaeh sentence (or clause) is singular or plural.
What is the subject of this senlence: houses or man? Eliminate the middleman-the
modifying phrase thal separates the subject from the verb.
Now it is clear that the plural subject houses requires the plural verb fonn contain.
9rlannattanGMAT'Prep
the new standard 21
SUBJECT-VERB AGREEMENT STRATEGY Chapter 2
Notice that these compound subjects take a plural verb form (are).
There are other words or phrases besides and that can add to a subject. These are called
additive phrases. Some examples include:
along with, in addition to, as well as, accompanied by, together with, including
An additive phrase
is just another
Unlike the word and, lhese additive phrases do not fann compound subjects. Therefore, Mmiddleman.-
the number of the subject does not change as a result of the additive phrase.
For example:
Notice mat the singular subjects (Joe and Mathematics) remain singular despite the
additive phrases (along with and in addition to). Therefore, they require the singular
verb form (Is).
REMEMBER: Only the word AND can change a singular subject into a plural one.
Singular subjects followed by additive phrases remain singular subjects.
Notice that in both of these senlences, there are two subjects (Joe and friends) joined by
a disjunctive phrase (neither ... nor). In the first example, the plural subject friends is
nearest to the verb, so the verb takes the plural fonn are. Ln the second example, the
singular subject Joe is nearest to the verb, so the verb takes the singular form is.
(Note that when the words either or neither are in a sentence alone (without or/nor),
they are not considered to be part of a disjunctive phrase. In these cases, they are con-
sidered singular and take only singular verbs.)
:ManfiattanGMATPrep
the new standard
"
Chapter 2 SUBJECT-VERB AGREEMENT STRATEGY
Collective nouns are always considered singular and therefore require singular verb
foons. For example:
There are, however, 5 indefinite pronouns which can be either singular or plural depend-
ing on the context of the sentence, You can remember these 5 by the word SANAM,
which is composed of the first initial of each word,
How can you tell if these pronouns are singular or plural? Look at the "of' construction
which usually follows the pronoun. You may recall thal you are generally supposed to
ignore "of' constructions (as they are misleading middlemen). The SANAM pronouns
are the exceptions to this rule: you sbould look at the object of the "of' construction to
" determine the number of the subject.
'ManfiattanGMATPrep
30 the new standard
SUBJECT-VERB AGREEMENT STRATEGY Chapter 2
One may mistake the subject of the second and third sentences to be plural. However,
because the subject is preceded by each or every, it is considered singular and therefore The numbers of is nei-
requires a singular verb form. Note, however, that when each or every follows a sub- ther singular nor plural.
It is simply incorrect.
ject, it has no bearing on the verb form. For example: Never select an answer
choice containing thc
They each ARE great tennis players. phrase the numbel1J of.
Here, the plural subject they requires the plural verb form are.
Notice that both sentences focus on the word students. Yet in the first sentence the
subject is singular, while in the second sentence the subject is plural.
If one means the totality itself, then use a singular verb fonn:
9dannattanGMATPrep
the new standard 31
VERB TENSE, MOOD, & VOICE STRATEGY Chapter 3
He IS thin now because he SPENT the last six months on an, intensive diet.
Here, the first verb is in the present tense (is), while the second verb is in the past tense
(spent). This is a logical switch given the content of the sentence.
Usc the present
Sometimes, however, actions in a sentence involve more complex time sequences. perfect tense for an
These actions can be expressed using the PERFECT tenses: Present Perfect & Past actioll that begall
Perfect. You must understand these to do well on the GMAT. in the past and con-
tinues into the
present.
Present Perfect: Still Going ...
THE ACTION
•
A moment in the past The present moment
Ifan event started in the past but continues into (or remains true in) the present, you
must use the present perfect tense. The present perfect tense is formed as follows:
The past participle of a regular verb (to walk, to dance, and to jump) is simply the verb
with an -cd ending, such as walked, danced, and jumped. Irregular verbs (to go, to
throw, and to be) have unique past participles, such as gone, thrown, and been.
Each example involves an action that began in the past and continues into the present.
We lived in a little hut for three days and slilllive there today. Our country enforced
strict immigration laws in the past and still enforces them today. They knew each other
in the past and still know each other today. Therefore, each sentence employs the pres-
ent perfect tense. The first two examples involve regular verbs (that have regular past
participles~lived,enforced), while the third example involves an irregular verb (with
an irregular past participle-known).
'Jl1.anliattanG MATPrep
the new standard
Chapter 3 VERB TENSE, MOOD, & VOICE STRATEGY
Here are some examples of sentences that employ the past perfect lense.
Both examples involve two actions that occurred in the past. The earlier past action
(had started, had cheated) is in the past perfect tense, while the later past action is in
the simple past tense (arrived, thought), Note that the past perfect lense is the most
important and most commonly used of the perfect tenses on the GMAT.
.. :M.anliattanGMATPrep
the new standard
Chapter 3 VERB TENSE, MOOD, & VOICE STRATEGY
Note thal the actual word THE is frequently omillcd. Note also that the IF clause does
not have to appear first in the sentence.
II-(IU..... IIU,\CI\I""
PRESENT \VLLL + BASE VERB
Usc IlK simpk past.
If she wins the lonery, she will give half the money to charity.
pnsc:nl. aod future
to:nxs IlllIesJ you have
If you study. you "ill score highly.
• good I'CtiOIl not 10
PAST WOULD/COULD + BASE VERB
If she won the lottery, she ",'ould give half me money (0 charity.
lfyou studied, you ",'ould score highly.
"If" or "Whether"
Note that the word IF does not always signal a conditional sentence.
The IF clause here is not followed by a THEN clause, so this is not a conditional sen-
tence. In this sentence, the word if carries the meaning of whether. In such cases, the
,. GMAT prefers that you use the word whether instead of if.
.. :MannattanGMATPrep
the new standard
•
In this use of the subjunctive, the verb 10 be always appears as the word were, regard·
less of the subject. It never appears as lhe word was.
Note that this use of lhe subjunctive is formed with the word that + Ihe infinitive form
oftbe verb (wilham the word 10).
This use of the subjunctive follows words and phrases such as advice, advisable, ask.
arrange, better, demand, desire, desirable, direct, directive, essential, fitting, imperative,
important, insist, instruct, instructions, intend, intentions. necessary, order, pray, prefer,
preferable, plead, propose, recommend, request, require. suggest, suggestion, urge,
urgent, and vital.
Incorrect: The parolee knew it was imperative that he FOUND a job quickly.
Correct: The parolee knew it was imperative that be FIND a job quickly.
'ManfiattanGMATPrep
the new standard ..
STRATEGY
-- - - - ---- - -
,[ n.1I.
-- I- H- .. nbUU~ OB.JEC T ronoun~ P()~~E"""'I' I l,r"I1IIUII~
n
I.
6il
PRONOUNS STRATEGY Chapter ..
Possessive Poison
The possessi\'~ noun in this ... nl~ .. Jov'•. P"""",.i,... Pll)OOUM can ",fn ~k 10
poo.scssi,e '.....n•. Th"" the po•...,..,.e pronoun hrs ",f~nI back to J01t'~.. However,
,ubjeel ~nd objeet ).'fonou"" mBy NOT refer hack to pol!iiC,,,.e nouns. Thcrcfure, the
<.>bject pronoun him ill "",d ;lICo""",Oy beeau"," it may no\ "'f.... back In JOlt's. Subject
_I._If.. .
and nbj~t proooun, may only rcf.... back 10 subj~L;md object DOLIllS. Him would only
be areurallt if it reiem:d back 10 lbe WOld Jov_
I.... ,.,.....,..
E......... lhough ol _ ob>iouoIlhal. 111m ref..... ro J ...... lho.: llnIlrDCe IJII$ ~ ~ In
onIer for It 10 be grwnrnuw:ally curect 00 !he ffilAT W~ C&ll fiX "'" ~ by 1<..."..
ing .... aro:I dll'ft_lmIllinI.
Their .1 !he ~i\~ form uf the plural pronoun lht)', SO lheir can only ~fcr Ill' pin-
ral ~'d. Unfonunatdy. m everyday 6pCCCh lheir IS u.~ 11lOOITectIy ... lhe
1"""""'''''of "mvular ...bJeClll
lbe antecedent penoa IS singul:or, 50 it requj~ !he SlnguW pronoun hi. ur brr. not the
plural pronoun lMir. ffOnt changes Ibe .nt<=denl 10 tbe: plural people. one can u.<c
lhe plural pronoun tbeir.
-
"................
............
Coma: TH Ynl.;ra. WIIO HUT "lor til ..... p ~ ,""'"y da~'.
---
.
~_io_
_......_.
lbc Ol'flleflCCOIloove. Lhe ""oros hvlnc and lilrllll: bowe bco;n rq>lIecd wilh tile word<;
......,.- b.dand Iik
Do the Iwo Sl'nllmCt!l above lead yoo to the ,arne house? Not necessarily, The fil"'lt !len-
te'....., (lL'linglbc roon-es..rnlial cia""", "'hkll il n'd) al"",ysleads you lO rhe THIRD
........, OIl the kn side of lhl,: w-. 11ulI boo.~ h"l'J'Cl1S 10 be 1M.
TIle second ...1U,lCC (1ISI"ll1br -rM"" clD$:: 110.1. iI rN) ~ you 10 the nun! RED
~ Olllhc kf\ side of1be Wttl ThIS may be the 1Iurd house 01\ the left side of the
.llffI (,fthe firsllwp are.(jo 1M), or ir may bl; 1M eighth house un the len.ide oflhe
"""'I. (l< rhe tenlh ~"""'. ele
A IDDdificr introduced by the word '" hicb can hoc removed from the .... teoee ... itbool the
sentence losinZ lily esstIllial meanllll. On tilt other hand. • modifier introduced by lht:
wortltllal .. "$leniallO the meartlllg of the 1ll:ntenCe.
?r1anliattanG MAT"Prep
the ne>o st~odard
C"ap(~r 6 PARALLEUSM STRATEGY
lnoolltu: I ,,",fer ,. Illre _ple)fft WHO .. en.. liard M ,"'- Tf(AT IiH'L
C<lIR'CI: I ,,",r.,..,. Illn _pIo)'1ft \\ UO .. wI< liard ,. ,.... \\110 ""L
----
-_.,011)
-.et... _
.-l1opcaR) .......,
11lOOlTt'ct; Ralpb lll<ts a .·aliely.f Pf'Ople, inC'lHi-& TIIOSr. WIIO are
pop.br alMl WIIO are aot.
O:>n'ect, Kalpb ll};ts a .-alitl) .f p<'Ople, inC'llOdi'"C THOSE \\ 110 are
poptlbor alMlll10SE WIIO a .... noL
I" all ofth""" ,xamplcs. X m".l be parallel 10 Y in both SlnJct"re and meanins. For
example:
l""o~: I ddlnltelf p.... rer uIluK I•• r",am 1<1",,,,. ",ll' 1'.,.lId ~l1("'Urc,
In lite ummerdme 10 1Ic>1 dO£'.
MOf'I.' X Ituln Y
Correct: I dennilelf p"rt't" ntln¥ lre ...... m 10 The """" X the llJ"aICf Y
,,"0 Icu. .. u X than "'as Y
nting Ilc>l d~ In 11l~ 'IImmonimr.
AsXmY
1'<>1 only X but 100 Y
l\0Ii0:c !hat rho: cona:l VCISJOn or lht' $I:Dlc::rICC
~<>1 X but rather Y
m&llllam. paralJel .mucnare w,tton lbc Mhom. nlUl:
X IR'iIelId ofY
ke r~.. ill 1"'fII11c:1 10 nll_, lIIoc dop.
lbe """'" 10 X ., 10 Y
Range r.... X III Y
80dl X andY
r:uhl:r X ur Y
"'.,Ibrr X ... Y
MlSIake X forY
~rrr X loy
X regarded iIIi Y
To dunk of X ., Y
tklie-.·e X 10 be Y
:ManliattanGMATPrep
lI1e ""... stIInda'd
PARALLELISM STRATEGY Chapt.,r 6
Ken Innlcd aroond Ihe ,,·orld. "Isltlng hisloric ,II... eating oati"e foods,
and learning about new cullures.
In til{: SCDtellce abo'e. the "erb phrases visilin!!: hi,toric .ite., eating native foods. and
learniDI( ahour DeW eolto res arc parallel. The main clause, traveled around the
world. is not rarallel to the"" verb phra,,,,. Thi. i, NOT incorrect. Traveled is the
main verb. and the other ,'erb phm",. provi<k additional inf[mootion about what Ken ,ml""''''' '" _""<>
did whi Ie tT'l\veling, It would diston the meaning of the sentence to cnange it as follows: •.;u, ".,.;oJiliffl m.l
KIi<"",
Ken tra,-ded arouod the world, vi'ired hi.torlc sitt'S, ate natl ... foodjj,
and learnl'd "ooUI lIew cultor....
Thi~ "",,,,ion gi,'es all the activities equal emphasis. instead of maling thc last th",. .
acti"itie. subonlirulte to the main activity of traveling around the world.
~anfiattanGMATPrep
_ new .t.on<l",d ---- .
COMPARISONS STRATEGY Ch. 16" 7
COMPARISONS
Compwiolon. ~ I '-pr'CiaI f...-m of pllflIlld'sm thai de!lcr>-e ~Ja1 al1C'lltioa.
C~ "1_),,, ~ at k::Ml rwo tItmp. Altbou&h!bey ma)' $CCm ' ...
cuu....._ ..'Jlllln • ....,IMoc..,oft"" uxII"Ic.. aDd .....k.
-'....
IJUIy pwaIIel bod! ...ilb repni 10 ~ and
• honer than
diffe!'Cflt from·
• fey.
"' mlldl.,
IOIIliok as
high llil
liS
u short Kl
ar
_--
_.... _..
,. ...
~tW"_
_
--
imrx-'laDl of thdo.: .. JIIllls. ~ you !ott 't><*'" .... <Ot1'\"Cl •
""" of tbrm. 5&Op and find the r40 ilans ~
axlll_""·
..-;-.-'" ',-
"L'k
I C.. VS. .-,n.'>
.. _"
'Ibc words Ii],,;. and ., are 1"0 of the . - common COIIIpul>On Slan"hI. A1~ they
may S«fIl intefChangcablc. for !be pIlI'p(llIII5 of!he G.\tAT. !bey are not.
llloCOfTl;<:t, lid'" aud JII~ AS their motber SIU)'. are ulremfly . ..,1.
~ 8db. _lid Juw. LIKE d1rir IIIOlh« SCaty. art u'n'ftldy smart.
III \he fin! exampk, .. mpk oouns (1Sdb. lad J.1It &:: tMif' ~ Slxy) an: be...
UA.,..,oo. so Id~ is n:qu,rcd. In !he J«ond ~ ~buw:J ...'i!h \he verllie be are
bel", COIIlfW':d, '" ... 15 nlqu=d.
Not<:: Like is onen mi~uscd in mOOt"'" English, [)n f\Ol use like when yOIl mean for
rumplr. 1"'1~..,J. u'"" I"" p/lrMr sucb .. (iCC puge 1M).
?1an1io.ttanGMATPrep
the new stllnd.rd
"
Cba ter 7 COMPARISONS STRATEGY
-"'- --".--....-...,.
1tIe .......... ~ m one 0(:..'0 "'..ys.;
...-,--.-.-
_..........
....-: :
lbese revisions botb contam lo&lCII oomparisons.. The fIm COITlj!*Ics t'r:ank 10 Ilk
1Koth while!be....:ond rev,soon ~ .·~nk's build to lbal (Ibf blilld) or III ..
bnNb .
CompariSOflS ",...1 be ,'lrw'lO/rully ""mIll/. That is. tllty mu.t !lave I similar srammah·
ell structure.
Here the p/nlie Oyinll: by pbne parallels the p/nlie driving by e.r.
""....
b~ form or aD adjCICtJ~e or F. FarUlcr. flD1ba-
••
:ManliattanGMATPrep
the new 51.rId.,..
Chapter 8 IDIOMS STRATEGY
X Enough to Y vs. So X As to Y
life Illlm Idoomahe e_~pn:!lriom thai are .imilar to one 3DUIbeJ but thai do IlOI
Ttltil'
mean 1M ilIll"Ir tllIns. A classic example thai ."m,,"mes IIp(l<:lIn 011 the liMAT i~ 1M
diffnmce brI,.'~ the two odiomalic cxpussi."...X ttliHi8h", Ymd SlI X 11$ III r
The fin! CX~JOIl .. used "ben X i. the eruena by "'bicb an abihty w ac:hlC'o'C Y it
mrtiUl'Cd. For elampk:
--._-
.... '
Bob 15 tall tno~lllo TaCh the 1Op!lbdt::
In this sem~ helpl is 1Ix: muna by which the ability to laC" !he
--
lOp shelf i5 _
__k
un:o,l The rOC\lS hrrt: i. Dob's "bil"y 10 nad< 1M lOp sItdf-
iJl dld -..oe, Bob's bc1aJIt IS so "u-..e !hat he arnalJy can ~h the lOp wlf
lbt ix:ui lim: iii tbt:~o{&>bsa_lterglu.
2rfallliattanG MATPrep
". tile roe'" standar'd
IDIOMS STRATEGY Chapter 8
Idiom List
Review the following common idioms. This is not an exhaustive list, as there are thou-
sands of idiomatic expressions in the English language. For native English speakers, it
is unnecessary to spend time memorizing this list. You should spend most of your time
.
perfecting the spot-exlract-replace method, which helps your ear find idiomatic errors.
~
IDIOM LIST
a consequence of demand that neither X nor Y
a debate over dependent on no less . .. than
a responsibility to depends on whether no less was X than was Y
a sequence of depicted as not only X but also Y The expression
able to X determined by not so much X as Y "consider to be" is con-
access to differ from not X but ratber Y sidered wordy on the
agree witb (person/idea) different from noted that GMAT. Use the verb con-
agree to (a plan or action) disagree with (person/idea) permit X to Y sider without "to be."
allows for discourage from persuade X to Y
appeal to dispute wbetber prefer X to Y
approve/disapprove of distinguish between X and Y prohibit X fi-om Y
an instance of distinguisb X from Y potential to
as a result of doubt that range from X to Y
as good as either X or Y rates for (not 'of')
as great as enable X to Y regard as
as many ... as encourage X to Y requiring that X Y
as much as enough X that Y requiring X to Y
asXastoY estimated to be responsible for
askXtoY except for resulting in
associate with expect to retroactive to
attend to fascinated by sacrifice X for Y
attribute X to Y forbid X to Y seem to indicate
based on identical with similar to
be afraid of in contrast to so as not to be hindered by
believe X to be Y in danger of soX as to (be)Y
better served by X than by Y independent fi-om so X as to constitute Y
better than indifferent towards so X that Y
both X and Y insist that subscribe to
capable of interaction of such X as Y and Z
centers on isolated from targeted at
claim to be just as X, sO Y the more X the greater Y
compare to (similarities) koow to do X the same to X as to Y
compare with (differences) less X tban Y to result in
concemed with likely to be to think of X as Y
conform to mandate tbat used as
connection between X and Y mistake X for Y view X as Y
consider X Y (without 'to be') modeled after whether to
contend tbat more . .. than ever worried about (not 'over')
contrast X witb Y more common among X than X enougb to Y
credited with amongY X instead ofY
declare X Y more X thao Y X is attributed to Y
declare Y X native to X out ofY (numbers)
defined as a native of X regarded as Y
'ManfiattanGMATPrep
the new standard 111
ODDS & ENDS STRATEGY Chapter 9
The '~l maJOrity ofG\1AT gnunmllr errors rail into ooc oflhc: pn:ced,nll: calClIO"io:s.
~~. ho"-e'o"tt. a lew other ~ IIf erron ...hach lIIOI)' be found I!l O:»tAT
~, If )IOU ha...: checked. oo:ntma: for atl \be InIJO' l~-pes of enon aDd )"llU an:
mll undee"Jcd be\..«n 1"-" 'lmIml:l: ,"ft'S1()N., CUDlildcr rho: f<>lJo..,mg. odds &:. <:ndl;-
n.._-.y __
addnioo:ll gnmmar tOil'" wl1icll may ~Ip you identify the C~( ... nt~c: I\eo ."..,_ .......
Quantity
(I)
(2)
()J
Quaulit)'
~ Wunb aod PuuaulIlD:l
Thmg'l Th:u: are ,0.1_ Alway \\'1'OrIg '-
\I.~_1\00
Huh; Jll' \\.001> MKd (lIT countabk thlDl.!Ii yS. wools used (01 WlCOllDtabk tbIDgs
-"".
ror doUal"l" I dollar. 2 doU.r" 3 dull.!'\, .nd so rMtb. Th;~
for money: I DlOnt). Z ~.Ilop. T1lJIi dna DDt: ... ark; InOIHY IS
uDCOUnl3ble.
wOlh; ooU.r is
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Chapter 9 ODDS & ENDS STRATEGY
Rille 1!2; Words used to relate twolhjnaS ys words Used to rdale tim,'\: Qt lOOn; thin¥'
SECOND, Ihe numben of i. incorrect. Stick 10 the expres.ion the nllmlH'r of.
Watch out for r<:dundancy in sentence< wi!h the woal, Inc...,.... and decrease.
Incorrect; The price or ';lvl:r reu b)' a more thin 35~. d"",.,,,e.
COITect; The price or sil.'u dN,.,ued by 010..., tha" 35%.
Deere•.., already includes lbe notion offaJling or lowering, SO \he word reu is redun-
dant Similarly. In'erease incluclcs the notion of rloln!: {lr ~ro,.lng. so those word. are
"redundant as well'
'.M.anfiattanG MATPrep
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Chapter 9 ODDS & ENDS STRATEGY
Connecting Punctuation
The two major punctuation marks that can connect sentence parts are the semicolon and
the colon. The semicolon (;) is used to connect two closely related statements. BOTH
statements must be able to stand alone as independent sentences.
In the first example, the second part of the sentence is incapable of standing on its own.
Therefore, the two parts may NOT be connected by a semicolon. In the second exam-
ple, the two sentence parts are both capable of standing alone. Therefore, they may be
A semicolon is used connected by a semicolon.
only to connect two
related complete The colon (:) is used to equate two parts of a sentence. For example, it is often used to
sentences. equate a list with its components. You should be able to insert the word namely after
the colon. Only the statement that precedes the colon must be able to stand alone:
In the first example, the statement preceding the colon- I love listening to-cannot
stand alone. In the second example, the statement preceding the colon can stand alone,
and one can insert the word namely into the phrase following the colon.
Be sure not to confuse the semicolon (;) with the colon (:). The semicolon connects two
independent clauses (each can stand on its own). The colon equates two parts of a sen-
tence where the second part is dependent on the first part.
She asked him several times to She asked him several times to
take out the garbage, but she take out the garbage, but she
wasn't sure whether he would wasn't sure whether he would
do it. do so.
The politicians were amazed at The politicians were amazed at
the numbers of anti-war pro- the number of anti-war protest-
testers. ers.
'ManfiattanGMATPrep
124 the new standard