Grammar commonly tested on the GMAT
1. "Further" vs "Farther"
- Further: commonly used to denote quantity
- Farther: used to denote distance
Examples
He needs no further supply.
I have walked farther than you.
2. "Each other" vs "one another"
- Each other: refers to two
- One another: refers to more than two
Examples
Sarah and Smith love one another (Wrong!)
Sarah and Smith love each other(Correct)
Sarah, Smith and Jones help each other (Wrong!)
Sarah, Smith and Jones help one another (Correct)
3. "Whether" vs "If"
- On the GMAT, we prefer using whether to using if.
Example
I do not know if he can come
>>> I do not know whether he can come
4. "Concerned for" vs "Concerned with"
- Concerned for: worried or anxious
- Concerned with: related to
Examples:
He hasn't been seen for several days and there is concerned for his safety.
The book is primarily concerned with the global warming.
5. "Which" vs "That"
- Which: preceded by comma; can replace a noun, not a sentence, apply to things, extra information.
- That: no comma, usually introduces essential information.
Examples
The thing that amazes me is how wide his interests were.
I lent him Vietnamese folk songs, which are easy to play
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Showing posts with label SC. Show all posts
Showing posts with label SC. Show all posts
Tuesday, 28 August 2012
Sentence Correction (SC) on the GMAT_ PART 6 (Grammar commonly tested on the GMAT)
Grammar commonly tested on the GMAT
PRONOUNS
1. Pronoun reference
- Be absolutely clear about who is being referred to by a pronoun
Example
Sarah and Jane went shopping, but she could not find anything she liked. ( WRONG!, because We do not know clearly who is being referred to. The pronoun "she" could refer either Sarah or Jane )
>> It can be fixed in three ways:
Sarah and Jane went shopping, but Sarah couldn't find anything she liked.
Sarah and Jane went shopping, but Jane couldn't find anything she liked.
Sarah and Jane went shopping, but they couldn't find anything they liked.
2. Pronoun number (singular or plural)
- If the antecedent is singular, the pronoun that refers to it must be singular.
- If the antecedent is plural, the pronoun that refers to it must be plural
Examples
The person who cheated on the test should raise their hand. (WRONG!, "the person" is singular, "their" is plural)
>>> The person who cheated on the test should raise his or her hand. (CORRECT!)
Everyone here needs their own copy of the text book in order to take this class. (WRONG!)
Everyone here needs his or her own copy of the text book in order to take this class. (CORRECT)
3. Parallelism with pronouns
I prefer to hire employees who work hard to those that do not. ( WRONG!)
I prefer to hire employees who work hard to those who do not. (CORRECT)
Sarah likes variety of people, including those who are popular and who are not. (WRONG!)
Sarah likes variety of people, including those who are popular and those who are not. (CORRECT)
4. Pronoun Case
In the sentence, the pronoun must be in the proper case.
Examples
Let him and she go (WRONG!)
>> Let him and her go.
Sarah and me went to school together. (WRONG!)
>> Sarah and I went to school together.
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PRONOUNS
1. Pronoun reference
- Be absolutely clear about who is being referred to by a pronoun
Example
Sarah and Jane went shopping, but she could not find anything she liked. ( WRONG!, because We do not know clearly who is being referred to. The pronoun "she" could refer either Sarah or Jane )
>> It can be fixed in three ways:
Sarah and Jane went shopping, but Sarah couldn't find anything she liked.
Sarah and Jane went shopping, but Jane couldn't find anything she liked.
Sarah and Jane went shopping, but they couldn't find anything they liked.
2. Pronoun number (singular or plural)
- If the antecedent is singular, the pronoun that refers to it must be singular.
- If the antecedent is plural, the pronoun that refers to it must be plural
Examples
The person who cheated on the test should raise their hand. (WRONG!, "the person" is singular, "their" is plural)
>>> The person who cheated on the test should raise his or her hand. (CORRECT!)
Everyone here needs their own copy of the text book in order to take this class. (WRONG!)
Everyone here needs his or her own copy of the text book in order to take this class. (CORRECT)
3. Parallelism with pronouns
I prefer to hire employees who work hard to those that do not. ( WRONG!)
I prefer to hire employees who work hard to those who do not. (CORRECT)
Sarah likes variety of people, including those who are popular and who are not. (WRONG!)
Sarah likes variety of people, including those who are popular and those who are not. (CORRECT)
4. Pronoun Case
In the sentence, the pronoun must be in the proper case.
Examples
Let him and she go (WRONG!)
>> Let him and her go.
Sarah and me went to school together. (WRONG!)
>> Sarah and I went to school together.
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Monday, 27 August 2012
Sentence Correction (SC) on the GMAT_ PART 5 (Grammar commonly tested on the GMAT)
Grammar commonly tested on the GMAT
COMPARISON
1. "Like" vs "As"
- Using " like" to compare things or people (nouns)
- "As" should be used in a comparison involving clauses.
Examples
Her sister is as her. (Wrong!)
>> Her sister is like her.
My dad thinks like I think. (Wrong!)
>> My dad thinks as I do (I think)
2. "Such as" vs "Like"
- Such as: to indicate examples.
- Like: to indicate similarity
Examples
I love animals like lions and horses.
(This means I don't love lions and horses, I just love animals that are similar to lions and horses)
I love animals such as lions and horses.
(Meaning lions and horses are animals that I love)
3. Compare similar things
- Keep in mind that we must compare similar things.
Example
Sarah's house, like her sister, is big and beautiful (Wrong! Because Sarah's house is dissimilar to her sister)
>>> We can correct this sentence in two way.
Sarah, like her sister, has a big and beautiful house. (logical comparison)
Sarah's house, like that of her sister, is big and beautiful. (Logical comparison)
4. Comparison must have a similar grammatical structure.
- Given below is an example of a wrong sentence
I enjoy playing football more than I like to read books. (Wrong!, not parallel)
>>> I enjoy playing football more than reading books. (Correct)
5. Comparative and Superlative Forms
- Using the comparative form of an adjective or adverb when we compare two things.
- Using the superlative form of an adjective or adverb when we compare more than two things.
Examples
He is smarter than his brother (comparative).
He is the smartest of his four siblings (superlative)
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COMPARISON
1. "Like" vs "As"
- Using " like" to compare things or people (nouns)
- "As" should be used in a comparison involving clauses.
Examples
Her sister is as her. (Wrong!)
>> Her sister is like her.
My dad thinks like I think. (Wrong!)
>> My dad thinks as I do (I think)
2. "Such as" vs "Like"
- Such as: to indicate examples.
- Like: to indicate similarity
Examples
I love animals like lions and horses.
(This means I don't love lions and horses, I just love animals that are similar to lions and horses)
I love animals such as lions and horses.
(Meaning lions and horses are animals that I love)
3. Compare similar things
- Keep in mind that we must compare similar things.
Example
Sarah's house, like her sister, is big and beautiful (Wrong! Because Sarah's house is dissimilar to her sister)
>>> We can correct this sentence in two way.
Sarah, like her sister, has a big and beautiful house. (logical comparison)
Sarah's house, like that of her sister, is big and beautiful. (Logical comparison)
4. Comparison must have a similar grammatical structure.
- Given below is an example of a wrong sentence
I enjoy playing football more than I like to read books. (Wrong!, not parallel)
>>> I enjoy playing football more than reading books. (Correct)
5. Comparative and Superlative Forms
- Using the comparative form of an adjective or adverb when we compare two things.
- Using the superlative form of an adjective or adverb when we compare more than two things.
Examples
He is smarter than his brother (comparative).
He is the smartest of his four siblings (superlative)
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Sunday, 26 August 2012
Sentence Correction (SC) on the GMAT_ PART 4 (Grammar commonly tested on the GMAT)
Grammar commonly tested on the GMAT
Parallel Constructions
We use parallel constructions to show the relationships among similar ideas.
Normally, we may experience problems with parallelism when we create a series of things - a group of nouns, verbs, or phrases.
Given below is an example of a wrong sentence.
I learn reading, how to listen, how to speak and writing in school.
There are two items in this list are nouns ( reading and writing), and two of the items are infinitives (how to listen and how to speak).
One way to correct this faulty parallelism is to make all four elements into infinitives.
Correct: I learn how to read, how to listen, how to speak and how to write in school.
Let's look at other examples:
Lan has wit, charm and she has an extremely pleasant personality. ( Wrong)
Lan has wit, charm and a pleasant personality. ( Correct)
We found the film repulsive, offensive and we thought it was embarrassing. ( Wrong)
We found the film repulsive, offensive and embarrassing. (Correct)
Parallel Constructions
We use parallel constructions to show the relationships among similar ideas.
Normally, we may experience problems with parallelism when we create a series of things - a group of nouns, verbs, or phrases.
Given below is an example of a wrong sentence.
I learn reading, how to listen, how to speak and writing in school.
There are two items in this list are nouns ( reading and writing), and two of the items are infinitives (how to listen and how to speak).
One way to correct this faulty parallelism is to make all four elements into infinitives.
Correct: I learn how to read, how to listen, how to speak and how to write in school.
Let's look at other examples:
Lan has wit, charm and she has an extremely pleasant personality. ( Wrong)
Lan has wit, charm and a pleasant personality. ( Correct)
We found the film repulsive, offensive and we thought it was embarrassing. ( Wrong)
We found the film repulsive, offensive and embarrassing. (Correct)
Saturday, 25 August 2012
Sentence Correction (SC) on the GMAT_ PART 3 (Grammar commonly tested on the GMAT)
Grammar commonly tested on the GMAT
MODIFIERS
Modifiers are words or groups of words that describe other parts of speech. The position of modifiers in a sentence indicates which element or elements they modify.
As we change the position of modifiers, the meaning of a sentence may be altered.
Given below are commonly errors.
1. Dangling Modifiers
Modifiers dangle when they are not logically connected to the main part of the sentence.
For instance: Using the latest technology, the mechanical problem was identified quickly.
This is wrong, because " using the latest technology" is probably describing a technician, not the mechanical problem.
To correct: either state the subject right after the dangling modifier or add the subject to the modifier phrase.
Wrong sentence: Using the latest technology, the mechanical problem was identified quickly
Correct: Using the latest technology, the engineer identified quickly
The mechanical problem was identified quickly as the engineer used the latest technology.
2. Misplaced Modifiers
Misplaced modifiers lead to the illogical sentences that are difficult to follow.
For example: A small book sat on the desk that John had read. ( Problem: Misplaced Modifier)
To correct: Rewrite the sentence so that you place any modifiers as close as possible to the words, phrases, or clauses they modify.
Wrong sentence: A small book sat on the desk that John had read
Correct: A small book that John had read sat on the desk.
3. Modifiers: Possessive Poison
Wrong sentence: Unskilled in math, Sarah's score was poor.
Correct: Unskilled in math, Sarah did not score well.
4. Modifiers with Relative Pronouns
Wrong sentence: We drove a car having engine trouble.
Correct: We drove a car that had engine trouble
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MODIFIERS
Modifiers are words or groups of words that describe other parts of speech. The position of modifiers in a sentence indicates which element or elements they modify.
As we change the position of modifiers, the meaning of a sentence may be altered.
Given below are commonly errors.
1. Dangling Modifiers
Modifiers dangle when they are not logically connected to the main part of the sentence.
For instance: Using the latest technology, the mechanical problem was identified quickly.
This is wrong, because " using the latest technology" is probably describing a technician, not the mechanical problem.
To correct: either state the subject right after the dangling modifier or add the subject to the modifier phrase.
Wrong sentence: Using the latest technology, the mechanical problem was identified quickly
Correct: Using the latest technology, the engineer identified quickly
The mechanical problem was identified quickly as the engineer used the latest technology.
2. Misplaced Modifiers
Misplaced modifiers lead to the illogical sentences that are difficult to follow.
For example: A small book sat on the desk that John had read. ( Problem: Misplaced Modifier)
To correct: Rewrite the sentence so that you place any modifiers as close as possible to the words, phrases, or clauses they modify.
Wrong sentence: A small book sat on the desk that John had read
Correct: A small book that John had read sat on the desk.
3. Modifiers: Possessive Poison
Wrong sentence: Unskilled in math, Sarah's score was poor.
Correct: Unskilled in math, Sarah did not score well.
4. Modifiers with Relative Pronouns
Wrong sentence: We drove a car having engine trouble.
Correct: We drove a car that had engine trouble
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Sentence Correction (SC) on the GMAT_ PART 2 (Grammar commonly tested on the GMAT)
Grammar commonly tested on the GMAT
Subject - Verb
She is a teacher.
They are engineers.
A group of people is playing football.
Subject - Verb
- Subject and verb Must agree on one another in number (singular or plural).
She is a teacher.
They are engineers.
- A clause or phrase between Subject and Verb does not change the number of the Subject.
A group of people is playing football.
- Singular indefinite pronoun subjects ( each, one, no one, nobody, nothing, anyone, anybody, someone, somebody, something, everyone, everybody, everything) take singular verbs.
Nothing is impossible.
- Plural indefinite pronoun subjects (several, both, few, many ) take plural verbs.
Both do a good deal of work around the office.
- Some indefinite pronoun subjects (some, any, none, all, most ) may be either singular or plural. The rule is: With uncountable >> use singular, with countable >> use plural.
Some of the sugar is on the floor.
Some of the students are late.
- Subjects joined by AND are always plural.
You and I are friends.
- " Either...or", "Neither....nor", the verb agrees with the subject nearer to it.
Either his parents or he is invited to the party.
Neither you nor I am right.
- Collective nouns ( group, jury, team, crowd...) may be singular or plural depend on the meaning.
The team is heading for practice this afternoon. ( The team is a unit >> singular)
The team are eating with their families tonight. (indicates more individually >> Plural)
- Plural form subjects with a singular meaning take a singular verb ( ex: news, physics, mumps, ...)
Mumps is a contagious disease.
- Plural form subject with singular or plural meaning take a singular or plural meaning, depend on meaning. (EX: politics, economics,....)
Politics is an interesting subject.
The politics of the situation were complicated.
- Plural form subjects with a plural meaning take plural verb ( Ex: trousers, scissors,...)
The scissors are on the table.
Note: The pair of scissors is on the table.
Sentence Correction (SC) On the GMAT_ PART 1
The Sentence Correction (SC) section makes up about one-third of the verbal section of the GMAT.
Given below is an example of a SC question:
A common disability in test pilots is hearing impairment, a consequence of sitting too close to large jet engines for long periods time.
(A) a consequence of sitting too close to large jet engines for long periods time
(B) a consequence from sitting for long periods time too near to large jet engines
(C) a consequence which resulted from sitting too close to large jet for long periods time
(D) damaged from sitting too near to large jet engines for long periods time
(E) damaged because they sat too close to large jet engines for long periods time.
Given below is an example of a SC question:
A common disability in test pilots is hearing impairment, a consequence of sitting too close to large jet engines for long periods time.
(A) a consequence of sitting too close to large jet engines for long periods time
(B) a consequence from sitting for long periods time too near to large jet engines
(C) a consequence which resulted from sitting too close to large jet for long periods time
(D) damaged from sitting too near to large jet engines for long periods time
(E) damaged because they sat too close to large jet engines for long periods time.
Your task is to select the best choice from five options to form a correct and effective sentence.
Note:
+ The underline part of the sentence is the one, which has the error. There will be no other errors except the underline part. However that does not mean you just read the underline part. Unless you read the entire sentence, you will not be able to spot the error for the simple reason that the part is connected to the whole.
+ If you cannot spot an error in the question, you can select (A) is an answer.
+ Do not choose the option that changes the meaning of the sentence
Keep on studying Sentence Correction on the GMAT at
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