CR2 Prethinking Aug 26 PDF

CR2 : Pre-Thinking for
Assumptions
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July - Batch Calendar
S.No Session Name Day Date Session Time
1 CR1 - Inference Saturday Aug 26 7:00 a.m.
2 CR2 Pre-thinking and Argument Structure Sunday Aug 27 7:00 a.m.
3 CR3 Evaluate
Things to note Saturday Sep 02 7:00 a.m.
4 CR4 Strengthen Sunday Sep 03 7:00 a.m.
5 CR5 Weaken Sunday Sep 03 9:00 a.m.
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6 CR6 Bold Face Saturday Sep 09 7:00 a.m.
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7 SC1 How to Approach SC Saturday Sep 16 7:00 a.m.
3. 7:00 am Pacific = 7:30 PM IST
8 SC2 Solving SC Questions with Verb Errors Sunday Sep 17 7:00 a.m.
9 SC3 Parallelism Saturday Sep 23 7:00 a.m.
10 SC4 Modifiers Sunday Sep 24 7:00 a.m.
11 RC1 - Efficient Reading and Comprehension Saturday Sep 30 7:00 a.m.
12 RC2 Session Sunday Oct 01 7:00 a.m.
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( Verbal => Aug 26, Sept 16)
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CR Live ?
Session

Agenda
1. Discuss your current approach Document how you

prepare today
2. Pre-thinking Exercise 2 arguments
3. GMAT Style Questions 2 questions
i. Quiz
ii. Detailed Review of 2 questions Recognize what is
i. Apply Pre-thinking important to master CR
Assumptions
ii. Apply Negation Test
4. Discuss your Should-Be approach Present your should-

5. More Practice be plan to master CR
Assumptions

Lets Discuss your Current Approach to CR

What is Pre-thinking?
Pre-thinking: Thinking one potential assumption in your mind

in 15 seconds before going to the answer choices.
E-GMAT was the first company to precisely define Pre-thinking and apply the same in our solutions.
Before that, Prethinking == Prediction

How do you solve CR Assumption Question?
Which of the two methodologies do you follow?

o 1) Read the argument, 2) go to the answer choices, and 3) come back to the
argument till you reach the final candidate.
o 1) Read the argument, 2) Pre-think an assumption, and 3) then evaluate the

answer choices referring to the argument only when needed.

Where do you spend your time?
When you solve a CR assumption question, you spend the majority of your time
in ______
o Reading and understanding the Argument
o Pre-thinking an assumption
o Evaluating the answer choices to arrive at the correct answer

What is an Assumption?
Argument: Joe scored 500 on the GMAT. Therefore, he will not get admission in an Ivy League College.
Score of 500 on GMAT admission in

No admission in ILC
ILC
Jump
Assumption
A score of 500 on the GMAT for someone like Joe

is unacceptable to Ivy League Colleges

Three Characteristics of Assumption
Assumption: An unstated idea required for the conclusion to be valid.
New Information
Support the
Conclusion Must be True
TAKE AWAY
The correct answer choice will satisfy all these three conditions.
What does Must Be True Mean?
It means that if the information provided by assumption is not true,

then the conclusion can no longer hold true (or is invalidated)?

Lets apply this on the simple argument that we just solved!!
New Information
A Score of 500 on GMAT is not a good score Support the conclusion
Must Be True
New Information
A score of 500 on the GMAT for someone like
Joe is unacceptable to Ivy League Colleges Support the conclusion
Must Be True
New Information
GMAT score is the only thing that matters when
Support the conclusion
it comes to admissions
Must Be True

Lets apply this on the simple argument that we just solved!!
GMAT score is the only thing that matters when it comes to admissions
Is this Must Be True? Will the Conclusion become invalid if good recommendations are
also important for admission to Ivy League College?

Pre-Thinking Exercise
Lets warm up for the Marathon.

Goal: Learn How to Prethink

Process that We will follow?
Learn and Revise

Some Theory 3
1
Your Rajats Evaluate
Argument Submissions
Pre-thinking Pre-thinking
2 Mins 2-3 submissions
2
Record in Short
Answer Poll

Core Skills for Prethinking
Core Skills Why do people falter or take longer?
1. Identify facts and claims (conclusions) in 1. Lack core skills

arguments 2. Read fast, and dont focus on
2. Identify and understand the conclusion comprehending what they read
3. Draw argument structure 3. Worry too much about timing and are
4. Understand what an assumption is focused on finding the answer rather
Precise definition than asking the right questions.
Litmus test
TAKE AWAY
SOLID FOUNDATION + RIGHT APPROACH => ACE CR IN < 5 DAYS!!

Argument 1
Get your pen and paper ready

Pre - thinking Exercise 1
Historically, Newsweek had 30% fewer subscribers than TIME magazine did.
To improve its share, Newsweek recently increased coverage on international
financial markets and added a new section on international movies. The two
magazines now have about the same number of subscribers. Therefore,
Newsweeks editor concluded that the parity in numbers is due to a switching
of subscribers from TIME to Newsweek caused by the enhancements done to
Newsweek. Note, every subscriber subscribes only to one magazine.

How to Approach
Step 1 - Conclusion Step 2 Logical Str. Step 3 Pre-thinking
Isolate and Understand how Ask Pre-thinking

Understand the author arrives at Questions
Conclusion Conclusion
Assumptions

Step 3: How to Pre-Think Assumption
Falsification Assumption: An unstated idea required

Method for the conclusion to be valid.
1 Ask questions that lead us to scenarios in which the What if there is evidence that someone like Joe has
conclusion does not hold (breaks) been accepted by an Ivy League College?
2 Assumption == Such a scenario Does NOT Exist. Nobody like Joe who scores 500 on the GMAT gets
admitted to Ivy league colleges
(Assumption)

Prethinking Question
Question: Under What Circumstances <given the facts in

argument> will the Conclusion Break Down

Steps 1 & 2 Conclusion and Logical Structure
Historically, Newsweek had 30% fewer Logical Structure

subscribers than Time magazine did
To improve its share, Newsweek recently

increased coverage on international Initially Then Finally
financial markets and added a new
section on international movies Time > NW Enhancements NW = Time
The two magazines now have about the

same number of subscribers
Therefore, Newsweeks editor concluded that Enhancements Caused some people

the parity in numbers is due to a switching of to move from Time to NW, leading to
subscribers from TIME to Newsweek caused parity in numbers
by the enhancements done to Newsweek

Two Ways to Break/Falsify the Conclusion
Falsifying (Breaking) conditions

Therefore, Newsweeks editor
11. People move from TIME to NW for reasons
concluded that the parity in numbers is
other than enhancements; i.e. switching
happens but not because of enhancements. 2 due to a switching of subscribers from
22. No switching happens at all i.e. the parity in TIME to Newsweek caused by the
numbers is achieved by something else. 1
enhancements done to Newsweek

Question: Under What Circumstances <given the facts in argument> will the Conclusion
Break Down
Under what circumstances would the enhancements not have caused the switch given that
Initially NW < TIME
Then Enhancements
Finally NW == TIME
People moved from TIME to NW (note, we are considering that people moved is true)

Condition 1 Switching happens but not because of enhancements
Question to Ask (Falsifying)

Logical Structure Under what conditions do people move from
TIME to NW but not because of enhancements
Possible Scenarios (Falsifying)

Initially Then Finally
1. People move from Time to NW for some other reasons
Time > NW Enhancements NW = Time but the enhancements
2. No TIME sub. likes the enhancements that NW made.
3. For the sections in question, all TIMEs customers
considered its content better than NWs despite the
enhancements made to NW..
Possible Assumptions (from Scenarios)

Enhancements Caused some people to 1. At least one/Some Time Subscriber(s) like(s) NWs
switch from Time to NW, leading to parity enhancements enough over corresponding content
from Time.
in numbers
2. Times Subs did not more to NW for reasons other than
the enhancements

Condition 2 No switching happens
Question to Ask (falsifying)

Logical Structure
Under What condition will
NW = TIME (Condition to Satisfy)
Initially Then Finally without any switching
Time > NW Enhancements NW = Time

Possible Scenarios (falsifying)
1. NW gets ALL new subscribers from

Enhancements Caused some people to some other source.
switch from Time to NW, leading to the 2. TIME loses a significant number of
parity in numbers subscribers without NW gaining any of
those subscribers.

Your Pre-thinking(s)
Historically, Newsweek had 30% fewer subscribers than TIME magazine did. To improve its share, Newsweek
recently increased coverage on international financial markets and added a new section on international movies.
The two magazines now have about the same number of subscribers. Therefore, Newsweeks editor concluded
that the parity in numbers is due to a switching of subscribers from TIME to Newsweek caused by the
enhancements done to Newsweek. Note, every subscriber subscribes only to one magazine.
Reasoning
Statements
Time did not make any enhancements to these Would it matter if TIME made enhancements, as
two sections during the time frame in question long as the enhancements made by NW were still
better for some TIME subscribers.
Time made few enhancements to these two Does not break the conclusion since TIMEs
sections subscribers will still move as long as they like NWs
enhancements over those made my TIME.
Historically, Newsweek had 30% fewer subscribers than TIME magazine did. To improve its share, Newsweek
recently increased coverage on international financial markets and added a new section on international movies.
The two magazines now have about the same number of subscribers. Therefore, Newsweeks editor concluded
that the parity in numbers is due to a switching of subscribers from TIME to Newsweek caused by the
enhancements done to Newsweek. Note, every subscriber subscribes only to one magazine.
Reasoning
Statements
NW did not lose any subscribers to Time Would it matter if Time made enhancements, as long
Magazine in this time frame as the enhancements made by NW were still better
for some TIME subscribers.
NW lost 50 subscribers to TIME magazine Editors claim remains intact as parity is still
during this time caused by people moving from TIME to NW.

3. Characteristics of Assumption
Assumption: An unstated idea required for the conclusion to be valid.
New Information
Support the
Conclusion Must be True
TAKE AWAY
The correct answer choice will satisfy all these three conditions.
What did we learn?
1. Systematic approach to Asking Falsification Questions?

2. An argument can have multiple assumptions. We just came up with 5-6
assumptions.
3. The assumptions become visible once you have the argument structure
outlined.
4. The facts in the argument need to be respected
1. NW < TIME initially
2. Enhancements made
3. Finally NW == TIME

How to Pre-Think?

Pre-thinking Question What and Why
Go hand in hand
Assumption Conclusion
Must Be True
Conclusion breaks ONLY when
An assumption falls apart
To find Assumptions
Look for Scenarios in which

Conclusion Does NOT HOLD
Question: Under What Circumstances <given the facts> will the

Conclusion Break Down

How to find Assumptions?
To find Assumptions What is the Assumption?

Look for Scenarios in which Such scenarios
Conclusion Does NOT HOLD Do Not Exist
Assumption: The scenarios in which the conclusion breaks down -falsification

scenarios - do NOT exist.

How will you feel?
High
4 Level 3
3 Level 2
Medium
Accuracy
Level 1
Low
1
Low Medium High
Time
What does Stage 1 to stage 2 to stage 3 time depend on?
Core Skills Embrace this!!

1. Read slowly and focus on
1. Identify facts and claims (conclusion) in comprehension
arguments 2. Dont worry too much about timing
2. Identify and understand the conclusion and rather focus on asking the right
3. Draw argument structure questions.
4. Understand what an assumption is 3. Practice consistently: Its better to
Precise definition practice for 3 days consistently even if
Litmus test its for an hour and get done with it.
TAKE AWAY
Solid Foundation + right approach => Acing CR in < 5 days!!

Example 2

Pre - thinking Exercise 2
A recently published paper concludes that tenured professors or those on their

way to tenure enhance student learning less than full-time lecturers outside the
tenure system do. Clearly, the difference between professors in the tenure
system and other full-time lecturers has to do with the reward system for the
former. The criterion for rewarding tenured faculty typically places a greater
emphasis on research than on teaching.

How to Approach
Step 1 - Conclusion Step 2 Logical Str. Step 3 Pre-thinking
Isolate and Understand how Ask Pre-thinking

Understand the author arrives at Questions
Conclusion Conclusion
Question: Under What Assumptions

Circumstances <given the facts>
will the Conclusion Break Down

Whats The Conclusion
A recently published paper concludes that tenured

professors or those on their way to tenure enhance Fact provided: Full time lecturers enhance student learning
1
student learning less than full-time lecturers outside more than tenured professors
the tenure system do
Clearly, the difference between professors in the

Authors claim => Author blames this on reward system for
2 tenure system and other full-time lecturers has to do
tenured professors.
with the reward system for the former
The criterion for rewarding tenured faculty typically

Information: Reward system for tenured professors places
3 places a greater emphasis on research than on
greater emphasis on research than on teaching.
teaching.


professors or those on their way to tenure enhance
1 Context => This (the fact stated) sets the stage for the
student learning less than full-time lecturers outside
argument. The fact, supports the conclusion.

2 tenure system and other full-time lecturers has to do Main Conclusion => This is what the author is trying to assert
The criterion for rewarding tenured faculty typically

Supporting Statement (fact) => Written to support the main
3 places a greater emphasis on research than on
conclusion.
teaching.


professors or those on their way to tenure enhance
Logical Structure
student learning less than full-time lecturers outside
Finding Reward System
Non Tenured enhance Tenured => greater
student learning more emphasis on research
than Tenured than teaching
tenure system and other full-time lecturers has to do
The criterion for rewarding tenured faculty typically Reward System causes the difference
places a greater emphasis on research than on b/w Tenured & Non Tenured
teaching.

Question: Under What Circumstances <given the facts in argument> will the Conclusion
Break Down
Under what circumstances would the reward system not be responsible for the difference in
performance
Full time lecturers enhance student performance more than professors do
Reward system for professors places a greater emphasis on research than on teaching.

Pre-thinking Conclusion Falsification
Question to Ask
Logical Structure Under what condition will the Reward system

NOT cause the difference between Tenured &
Non Tenured.
Finding Reward System
Possible Scenarios (falsifying)
Non Tenured enhance Tenured => greater
student learning more emphasis on research 1. If Non Tenured has similar emphasis on
than Tenured than teaching Research.
2. Most Tenured professors do not act as per the
reward system.
3. If something else explains the difference in
students learning outcomes.
a) Scope for Improvement => is
Reward System causes the difference significantly higher for students going
b/w Tenured & Non Tenured to Non-Tenured professors than to
tenured professors.

Reasoning
Statements
Non-tenured faculty professors do not do Is it required that Non tenured profs. do Zero
research research. What if they do some research, much
less than what tenured faculty does.
All Professors in Tenured system receive

Is all required? What if 1% do not receive
rewards for research rewards? Will the conclusion be falsified.?
The lower emphasis on teaching impacts the capability Is capability same as motivation?
of tenured faculty to impart effective learning.

Full Length Questions

Q 1: RDS Technology
Radio stations with radio data system (RDS) technology broadcast special program information that only radios
with an RDS feature can receive. Between 1994 and 1996, the number of RDS radio stations in Verdland
increased from 250 to 600. However, since the number of RDS-equipped radios in Verdland was about the same in
1996 as in 1994, the number of Verdlanders receiving the special program information probably did not increase
significantly.
Which of the following is an assumption on which the argument depends?
A. Few if any of the RDS radio stations that began broadcasting in Verdland after 1994 broadcast to people with
RDS-equipped radios living in areas not previously reached by RDS stations.
B. In 1996 most Verdlanders who lived within the listening area of an RDS station already had a radio equipped to
receive RDS.
C. Equipping a radio station with RDS technology does not decrease the station's listening area.
D. In 1996 Verdlanders who did not own radios equipped to receive RDS could not receive any programming from
the RDS radio stations that began broadcasting in Verdland after 1994.
E. The RDS radio stations in Verdland in 1996 did not all offer the same type of programming.

Q 2: Shelbyville Refuse
Last year all refuse collected by Shelbyville city services was incinerated. This incineration generated a large
quantity of residual ash. In order to reduce the amount of residual ash Shelbyville generates this year to half of last
year's total, the city has revamped its collection program. This year city services will separate for recycling enough
refuse to reduce the number of truckloads of refuse to be incinerated to half of last year's number.
Which of the following is required for the revamped collection program to achieve its aim?
A. This year, no materials that city services could separate for recycling will be incinerated.
B. Separating recyclable materials from materials to be incinerated will cost Shelbyville less than half what it
cost last year to dispose of the residual ash.
C. Refuse collected by city services will contain a larger proportion of recyclable materials this year than it did
last year.
D. The refuse incinerated this year will generate no more residual ash per truckload incinerated than did the
refuse incinerated last year.
E. The total quantity of refuse collected by Shelbyville city services this year will be no greater than that
collected last year.

RDS Stations
Radio stations with radio data system (RDS) technology broadcast special program information that only radios
with an RDS feature can receive. Between 1994 and 1996, the number of RDS radio stations in Verdland
increased from 250 to 600. However, since the number of RDS-equipped radios in Verdland was about the same in
1996 as in 1994, the number of Verdlanders receiving the special program information probably did not increase
significantly.
Which of the following is an assumption on which the argument depends?
A. Few if any of the RDS radio stations that began broadcasting in Verdland after 1994 broadcast to people with
RDS-equipped radios living in areas not previously reached by RDS stations.
B. In 1996 most Verdlanders who lived within the listening area of an RDS station already had a radio equipped to
receive RDS.
C. Equipping a radio station with RDS technology does not decrease the station's listening area.
D. In 1996 Verdlanders who did not own radios equipped to receive RDS could not receive any programming from
the RDS radio stations that began broadcasting in Verdland after 1994.
E. The RDS radio stations in Verdland in 1996 did not all offer the same type of programming.

Questions
1. Did you attempt to Pre-think?
2. Were you able to Pre-think?
3. List your Pre-thinking

Radio stations with radio data system (RDS)

1 Context => Sets the argument. Special property of RDS
technology broadcast special program information
radios/broadcasters.
that only radios with an RDS feature can receive
Between 1994 and 1996, the number of RDS radio Context => This statement seems to go against the conclusion
2
stations in Verdland increased from 250 to 600 (observe However later)
However, since the number of RDS-equipped radios

3 Supporting Statement => Written to support the main
in Verdland was about the same in 1996 as in 1994 conclusion.
the number of Verdlanders receiving the special

program information probably did not increase Main Conclusion => This is what the author is trying to assert
4
significantly (1994 1996).

Radio stations with radio data system (RDS)

1
technology broadcast special program information
that only radios with an RDS feature can receive Logical Structure
Between 1994 and 1996, the number of RDS radio Context 1994 to 1996
2
stations in Verdland increased from 250 to 600 To receive RDS programing 1. # of RDS radios = almost unchanged
you need RDS radios. 2. # of RDS stations = increased a lot.
However, since the number of RDS-equipped radios

3
in Verdland was about the same in 1996 as in 1994
the number of Verdlanders receiving the special

Between 1994 and 1996, very few additional
4 program information probably did not increase Verlanders have received RDS programs.
significantly (1994 1996).

Pre-thinking
Question to Ask (Falsification)
Under what conditions will there be significant
Logical Structure addition to the # of people receiving RDS
programming
1. (-ve) despite few additional radios.
Context 1994 to 1996 2. (+ve) with a lot more stations
To receive RDS programing 1. # of RDS radios = almost unchanged
you need RDS radios. 2. # of RDS stations = increased a lot. Possible Scenarios
If the additional stations now cover areas
where there was no coverage earlier, areas
where people did have RDS radios before.
If far more people are listening to every RDS
radio (people per radio increases)
Between 1994 and 1996, very few additional
Verlanders have received RDS programs.
Assumptions
1. New stations => No significant in Coverage
2. People per radio remain about the same.

Answer Choice Analysis
Answer Choice
Few if any of the RDS radio stations that began broadcasting in
Verdland after 1994 broadcast to people with RDS-equipped radios
living in areas not previously reached by RDS stations.

Choice Explanation
Almost none of the new radio stations increase the coverage of RDS programming
Negated Statement Conclusion breaks

At least some radio stations If new radio station increase
increase coverage coverage then conclusion breaks
apart

Answer Choice Choice Explanation Why is it correct/wrong?

In 1996 most Verdlanders who
If you lived within a covered Wrong: The conclusion is about
lived within the listening area of area, you had a RDS equipped the change in the number of
an RDS station already had a radio. listeners from 1994 to 1996, and
radio equipped to receive RDS. not about the final state in1996.
Equipping a radio station with Talks about the impact on RDS Wrong: We are not concerned
RDS technology does not technology on other with other programing.
decrease the station's listening programing (note listening area
area. = other programing)


D. In 1996 Verdlanders who did
Discusses people who did not Wrong: 1) Dont care about
not own radios equipped to receive have RDS radios in 1996 people who dont have RDS radio
RDS could not receive any whether they could receive any 2) Dont care about any
programming from the RDS radio (RDS or non RDS) from RDS programming.
stations that began broadcasting in stations.
Verdland after 1994.
E. The RDS radio stations in Kind of programing that RDS Wrong: Kind of programming is
Verdland in 1996 did not all offer stations offered completely irrelevant.
the same type of programming.

Shelbyville Refuse
Last year all refuse collected by Shelbyville city services was incinerated. This incineration generated a large
quantity of residual ash. In order to reduce the amount of residual ash Shelbyville generates this year to half of last
year's total, the city has revamped its collection program. This year city services will separate for recycling enough
refuse to reduce the number of truckloads of refuse to be incinerated to half of last year's number.
A. This year, no materials that city services could separate for recycling will be incinerated.
B. Separating recyclable materials from materials to be incinerated will cost Shelbyville less than half what it
cost last year to dispose of the residual ash.
C. Refuse collected by city services will contain a larger proportion of recyclable materials this year than it
did last year.
D. The refuse incinerated this year will generate no more residual ash per truckload incinerated than did the
E. The total quantity of refuse collected by Shelbyville city services this year will be no greater than that
collected last year.

Questions
1. Did you attempt to Pre-think?
2. Were you able to Pre-think?
3. List your Prethinking

Understanding of the Argument
Last year all refuse collected by Shelbyville city services was incinerated. This incineration generated a large quantity of residual ash. In
order to reduce the amount of residual ash Shelbyville generates this year to half of last year's total, the city has revamped its collection
program. This year city services will separate for recycling enough refuse to reduce the number of truckloads of refuse to be incinerated
to half of last year's number.
This Year
Last Year

Last year all refuse collected by Shelbyville
1 Context => Talks about what was done last year.
city services was incinerated
This incineration generated a large quantity of

2 Context => Talks about the outcome of the activity
residual ash
In order to reduce the amount of residual ash

Main Conclusion => The main conclusion is based on
3 Shelbyville generates this year to half of last this statement reducing ash to half of last years
year's total, the city has revamped its
total (the aim).
collection program
This year city services will separate for

4
recycling enough refuse to reduce the number Supporting Statement => lists the actions done to
of truckloads of refuse to be incinerated to achieve the aim.
half of last year's number.

Last year all refuse collected by Shelbyville

Logical Structure
1
city services was incinerated
Last Year How (this year)
This incineration generated a large quantity of
2 We will send only half as many
residual ash 1. All Refuse = Burned
trucks for incineration this year.
2. Burning => lot of ash
We will recycle the remaining.
In order to reduce the amount of residual ash
3 Shelbyville generates this year to half of last
year's total, the city has revamped its
collection program
This year city services will separate for

4
recycling enough refuse to reduce the number
of truckloads of refuse to be incinerated to The ash generated this year will be 50% of that
half of last year's number. generated last year.

Pre-thinking
Question to Ask (Falsification)
Logical Structure
Under what conditions will the ash generated be
Last Year How (this year) greater than 50% even if
Only half as many trucks are sent for
We will send only half as many
1. All Refuse = Burned incineration
trucks for incineration this year.
2. Burning => lot of ash
We will recycle the remaining.
Possible Scenario
Only if the average ash generated per truckload is

higher than that generated last year
Assumption
The ash generated this year will be 50% of that
generated last year.
Ash/truckload => similar or lower to that last year.

A. This year, no materials that city

Recyclable material not to be Wrong: This can be inferred, hence
services could separate for incinerated no new information. What ever is
recycling will be incinerated.
separated is not sent for
incineration.
B. Separating recyclable materials Talks about the cost to dispose Wrong: We are not concerned
from materials to be incinerated ash. with the cost of either option.
will cost Shelbyville less than half
what it cost last year to dispose of
the residual ash.

C. Refuse collected by city services will
Compares the proportion of Wrong: 1) Dont care about
contain a larger proportion of recyclable
recyclable material in refuse this proportion because only half the
materials this year than it did last year year vs. last year. truckloads will be sent for incineration
regardless.
D. The refuse incinerated this year will

generate no more residual ash per Compares the ash generated per Correct: Same as our pre-thinking.
truckload incinerated than did the truckload. Says that this year, each
truckload will generate the same or
less ash.
Impact on Conclusion
Negated Statement
Breaks Down: because even with 50% of
Refuse incinerated this year will trucks, we generate more than 50% of ash
generate more ash per truckload since each truckload generates more ash


E. The total quantity of refuse
Compares the total quantity of Wrong: Does not impact since we
collected by Shelbyville city refuse this year and last year. will still be sending half the
services this year will be no
truckloads for incineration.
greater than that collected last
year.
Impact on Conclusion
Negated Statement
No impact: Because we will still send
Total Quantity of refuse will be half as many trucks and separate the
greater than last year. remaining for recycling.

How can you become CR Champ
The Plan
Take-Away(s) and Next Steps
1. Pre-thinking is not rocket science

2. Use pre-thinking to achieve accuracy and efficiency
Next Steps
1. Premise and Conclusion Concepts (Free Trial)

2. CR Ability Quiz (Link) 3-5 Hours
3. Negation Article (Link)

Step by Step Instructions For a New Student
1. Study the Foundations Module in e-GMAT CR Course. Foundation Module equips you with tools to understand
1. Premise and Conclusion 1 The structure of arguments.
2. Premise and Conclusion 2 Author-ity What can and cannot be questioned
3. Premise and Conclusion 3
4. Premise and Conclusion 4
Core Module contains the following:
2. Focus on one Core Module at a time, going in the following Concept files
order: Concept Quizzes
1. Inference Application files
2. Assumption Practice Quizzes
3. Evaluate OG Quizzes
4. Strengthen Assessment happens at multiple touch points
5. Weaken Post Assessment quizzes in concept files.
6. Bold Face Concept Quizzes
7. Paradox Practice Quizzes
8. Flaw
3. Practice your skills on practice questions in e-GMAT & >350 full-length practice questions to fine tune your CR
Scholaranium skills (including in Scholaranium)

Designed to Ensure Learning
Q
LEARNING ENVIRONMENT
Q
Concepts
Section 1 Concepts
Section 1
Concepts Application
Q
Qualifying
Application
Exercises A Q
Q
Q
Integrated Learning with much more
frequent application 16+ Concept
14+ Application
Without learning, student cant move Worlds most
10+ Assessments
forward in the course 6 Live Sessions comprehensive CR
Precise analytics tell student what to 350+ Questions and
revise. Comp. Solutions
offering

How do students get 100+ point Score Improvements
Solve every question using the Prethinking.
Do not time yourself when you are learning the process and concepts. As a rule of thumb, you
may start to time yourself when you reach the practice module of the course.
Practice the OG questions as prescribed in the course. Do not leave OG questions for the end.
Ensure that you score >80% in each concept level quiz. Revise and reason if you cannot.
Even if you get a question correct, review the detailed solution and cross-check your approach
with the correct approach as explained in the solution.

You dont need any other resource
Premise and Conclusion 1 Evaluate Concept File Bold Face Concept file
Premise and Conclusion 2 A Primer on variance analysis Bold Face Article
1
Premise and Conclusion 3 Evaluate Application file Bold Face Application
4 7
Premise and Conclusion 4 Evaluate Practice file Bold Face Practice
Logical Structure Evaluate OG questions Bold Face OG questions
Strengthen Concept File

Inference Concept file Paradox Concept file
Cause and Effect Passages - Strengthen
Inference Application file Paradox Application file
2 Strengthen Application file
Inference Practice File
5 file
Strengthen Practice
8
Paradox Practice
Inference OG questions Paradox OG questions
Strengthen OG Questions
Assumption Concept file Weaken Concept File

Assumption Application file Cause and Effect Passages - Weaken Method of Reasoning
3
Inference Vs Assumption Alternate cause A weakener or not Quantitative Predictive
C&E Passages - Assumption Weaken Application file Arguments 10
6 9
Sampling in CR questions
Assumption Practice File Weaken Practice File
Assumption OG questions Weaken OG Questions Flaw in Reasoning
Study SMARTLY with Continuous Assessments and

Feedback at Multiple
Unauthorized Points.
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Go ace the GMAT
With e-GMAT CR Course

&
your Diligence,
You can master CR in 10 days.

Take-Away(s) and Next Steps
1. Pre-thinking is not rocket science

2. Use pre-thinking to achieve accuracy and efficiency
Next Steps
1. Premise and Conclusion Concepts (Free Trial)

2. CR Ability Quiz (Link) 3-5 Hours
3. Negation Article (Link)

CR Live ?
Session

CR2 Prethinking Aug 26 PDF

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CR2 : Pre-Thinking for

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The Company Live Session Questions

12 minutes 120 minutes 20 minutes

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1. Learning Architecture 2. Audio Visual Instruction

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229 219 166

Live and Online

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All the Prep you need for Verbal and IR

A unique Support Structure for DIY Students

Assessments that give you Amazing Insights

Full Length GMAT Club

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Worlds most successful course for 31 refunds/3,200

Worlds most Reviewed Live

Highest Number of Success Stories on

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7 day return policy Painless upgrades

dont like the course upgrade by paying the difference

Unlimited access First Time Takers

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Join now and attend Multiple batches

New batch starts every 20-25 days

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The Company Live Session Questions

12 minutes 120 minutes 20 minutes

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1. Discuss your current approach Document how you

4. Discuss your Should-Be approach Present your should-

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Pre-thinking: Thinking one potential assumption in your mind

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Which of the two methodologies do you follow?

o 1) Read the argument, 2) Pre-think an assumption, and 3) then evaluate the

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Score of 500 on GMAT admission in

A score of 500 on the GMAT for someone like Joe

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It means that if the information provided by assumption is not true,

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Lets warm up for the Marathon.

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Learn and Revise

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Core Skills Why do people falter or take longer?

1. Identify facts and claims (conclusions) in 1. Lack core skills

SOLID FOUNDATION + RIGHT APPROACH => ACE CR IN < 5 DAYS!!

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Get your pen and paper ready