Aristotle Sentence Correction Grail Fin
®
GMAT®
Sentence Correction
GRAIL
Copyright 2010, by Aristotle Prep
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Aristotle Prep
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COMING SOON
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Contents
Introduction……………………………………………………………………………………………………………………6
Part 1 – Grammar Review
1. Noun……………………………………………….……………………………………………………8
2. Pronoun……………………………………………………………………………………………….13
3. Adjective…………………………………………………………………..…………………………15
4. Verb ……………………………………………………………………………………………..…….17
5. Adverb ……………………………………………………………………………………………….20
6. Preposition …………………………………………………………………………………………21
7. Conjunction..………………………………………………………………………………..……23
8. Interjection..…………………………………………………………………………….………..25
9. Subject, Object & Predicate ………………………………………………………………26
10. Phrases & Clauses ………………………………………………………..…………………28
11. Verbals – Gerunds, Participles, & Infinitives ………….………………………30
12. Punctuation ………………………………………………………………………………………33
Part 2 – Sentence Correction Error Types
1. Verb …………………………………………………………………………………………………..39
2. Tense …………………………………………………………………………………………………46
3. Pronoun……………………………………………………………………………………………..55
4. Modification………………………………………………………………………………………..62
5. Parallel Structure……………………………………………………………………………….68
6. Comparison………………………………………………………………………………………..73
7. Idioms & Style……………………………………………………………………………………77
Part 3 – Miscellaneous
1. The Subjunctive Mood …………………………………………………………………….110
2. Number Words…………………………………………………………………………………111 www.aristotleprep.com 5
3. Where & When…………………………………………………………………………….…111
4. Each other v/s One another……………………………………………….……….…112
5. Whether v/s If…………………………………………………………………………………112
6. Everyday v/s every day…………………………………………………………….……113
7. Prepositions or Conjunctions? ………………………………………………….……113
8. Ending sentences with a Preposition …………………………………….………115
9. Like v/s Such As ………………………………………………………………….…………115
10. Compare to v/s Compare with…………………………………..……….………116
11. Due to v/s Because of ………………………………………………………..………117
12. Less v/s Fewer……………………….……………………………………………………118
13. Agree to v/s Agree with………………………………………………………………119
14. Shall v/s Will…………………………………………………..……………………………119
15. Will v/s Would v/s Should ………………………………..…………………………120
16. Between v/s Among …………………………………………..………………………121
17. Farther v/s Further ………………………………………………..……………..……121
18. Differ with v/s Differ from …………………………………………..………………122
19. Rather than v/s Instead of……………………………………………..……………122
20. Advice v/s Advise………………………………………………………………….………123
21. Coordination and Subordination……………………………………………..……124
22. The use of Double Negatives ………………………………………………...……125
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Introduction
The idea behind this book is to provide students with the most exhaustive
Sentence Correction material currently available in the market. We have tried to incorporate in this book any concept that has even remotely been tested on the GMAT.
In keeping with its exhaustive nature, this book has 3 parts to it:
Part 1 - Grammar Review - Gives you a quick overview of the basic grammatical concepts that are likely to be tested on the GMAT.
Part 2 – Discusses the seven major error types that will be tested on the
GMAT
Part 3 – Covers minor errors, confusing choices and all other one-off concepts that have ever been tested on the GMAT.
Once you go through this book, we promise you will not have to refer to any other book for sentence correction. For most of the concepts covered in this book, you will also find an OG reference (highlighted in yellow) that will provide you with the question number of similar questions present in the OGs 12 and 11. Hence, you can actually see how the concepts explained in this book are actually tested on the GMAT.
We will soon, also, be coming out with a comprehensive Sentence
Correction question bank to go with this book.
Until then,
Good luck & study hard !
The Aristotle Team
P.S. We would love to know whether you found this book helpful and how we could make this book even better. Do mail us your feedback on feedback@aristotleprep.com www.aristotleprep.com
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PART 1
Grammar Review
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Grammar Review
Before starting with actual Sentence Correction questions it is important to brush up our basic grammar fundamentals. A lot of students ask us whether it is actually important to know such detailed grammatical concepts. Well, for one the concepts covered in this chapter will be anything but detailed; we’ll actually just be scratching the surface of English grammar.
Second, and more important, you could choose to leave out these concepts in case you are targeting a score of around 600 but if your target is a 700+ score then you will need to have some basic idea of these concepts.
Remember, the idea behind this chapter is not to revisit Wren & Martin but just to get a basic comfort level with the different parts of speech and sentence. So first up, let’s take a look at the different parts of speech, which are basically the words that you use to make a sentence. There are 8 parts of speech in the English language:
1.
2.
3.
4.
5.
6.
7.
8.
Noun
Pronoun
Adjective
Verb
Adverb
Preposition
Conjunction
Interjection
1) Noun
Nouns are naming words. Everything we see or are able to talk about is represented by a word which names it - that word is called a 'noun'.
These can be names for people, animals, places, objects, substances, qualities, actions, etc.
Examples:
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i) Names for people, animals, places – Tom, Englishman, cabrother, cat, office, China ii) Names for objects and substances – chair, computer, hammer, caoxygen, water, ice vi) Names for qualities – kindness, beauty, bravery, faith vii) Names for actions – rowing, cooking, reading, listening
Common & Proper Nouns
A common noun is the word used for a class of person, place or thing.
Examples: car, man, city, iron, liquid, company, etc.
A proper noun is the name of a particular or specific person, place or thing. A proper noun always starts with a capital letter.
Examples: Alfred, Asia, Aunt Becky, Nobel prize, Mercedes,
Microsoft, etc.
Countable & Uncountable Nouns
A countable noun (or count noun) is a noun with both a singular and a plural form, and it names anything (or anyone) that you can count. You can make a countable noun plural and attach it to a plural verb in a sentence. Countable nouns are the opposite of non-countable nouns and collective nouns. In each of the following two sentences, the highlighted words are countable nouns:
i) John painted the table red and the chairs blue. ii) The oak tree lost three branches in the storm.
A non-countable noun (or mass noun) is a noun that does not have a plural form and that refers to something that you could (or would) not usually count. www.aristotleprep.com 10
A non-countable noun always takes a singular verb in a sentence. Noncountable nouns are similar to collective nouns (but not the same), and are the opposite of countable nouns.
In each of the following sentences, the highlighted words are non-countable nouns:
i) Joseph Priestly discovered oxygen. ii) We decided to sell the furniture rather than take it with us ca ca when we moved.
In the above examples, the words ‘oxygen’ and ‘furniture’ cannot normally be made plural and so take the singular verb "is" rather than the plural verb ‘are’.
Examples of Non-countable nouns:
music, art, love, happiness, advice, information, news
furniture, luggage, rice, sugar, butter, water
electricity, gas, power, money, currency
Sometimes, the same noun can be countable and uncountable, often with a change of meaning:
Countable
There are two hairs in my coffee! There are two lights in our bedroom Our house has seven rooms hair light room
Uncountable
I don't have much hair.
Close the curtain. There's too much light!
Is there room for me to sit here? Collective Nouns
A collective noun is a noun naming a group of things, animals, or persons. You could count the individual members of the group, but you usually think of the group as one unit. www.aristotleprep.com 11
You need to be able to recognize collective nouns in order to maintain subject-verb agreement. A collective noun is similar to a non-countable noun, and is roughly the opposite of a countable noun.
In each of the following sentences, the highlighted word is a collective noun:
i) The flock of geese spends most of its time in the pasture. (The capcollective noun "flock" takes the singular verb "spends") ii) The jury is dining on take-out chicken tonight. iii) The army is handling the problem of terrorism.
List of some common Collective nouns
Army
Array
Audience
Band
Bevy
Board
Bunch
Cast
Choir/Chorus
Class
Committee
Corporation
Council
Crowd
Department
Faculty
Family
Firm
Group
Jury
Majority
Minority
Party
Public
School
Senate
Society
Staff
Team
Troupe
Possessive Noun
When we want to show that something belongs to somebody or something, we usually add ('s) to a singular noun and an apostrophe to a plural noun.
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For example:
the boy's ball (one boy)
the boys' ball (two or more boys)
Noun as an Adjective
As you know, a noun is a person, place or thing, and an adjective is a word that describes a noun. Sometimes we use a noun to describe another noun. In that case, the first noun acts as an adjective.
Examples
Race horse
War story
Tennis ball
In some exceptional cases you can have several consecutive nouns acting as adjectives.
For example
Argentina football team coach
In the above sentence ‘Argentina’, ‘football’, and ‘team’ are all nouns acting as adjectives modifying the final noun ‘coach’. Even more interestingly ‘football’ is a noun that is made up from two nouns – ‘foot’ and ‘ball’. This is how words develop in a language!
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To Sum it up:
Noun - the name of a person, place or thing
Common Noun – refers to a general group
Proper Noun – refers to a particular item in a group
Countable Nouns – can be counted (bottle, calculators, etc.)
Uncountable Nouns – cannot be counted (oxygen, milk, etc.)
Collective Noun – group of items which are referred to in the singular (army, family, etc.)
Possessive Noun – use apostrophe to show possession
Nouns as Adjectives– race horse, cricket ball, etc.
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2) Pronoun
A pronoun is a word that is used to replace a noun or another pronoun.
You use pronouns like he, which, none, you, etc. to make your sentence less cumbersome and less repetitive.
For example,
Do you like the captain? I don’t like the captain. I think the captain is too arrogant.
As you can see the above lines sound very childish and repetitive. With pronouns we can say:
Do you like the captain? I don’t like him. I think he is too arrogant. The first sentence sounds awkward and can even be confusing as to whether both the ‘John’s’ are the same or different people.
The second sentence replaces the second noun ‘John’ with the pronoun
‘he’ and gets the meaning across clearly.
Singular & Plural Pronouns
There are several pronouns which seem to be plural but act as singular, taking singular verbs. The most common of these pronouns is anybody, anything, any, each, either, everyone, everybody, nobody, none, etc.
These pronouns must be followed by a singular verb.
Example:
i) Not one of the bananas was (not ‘were’) ripe. ii) Everyone has (not ‘have’) completed the test.
Relative Pronouns
A relative pronoun is used to link one phrase or clause to another phrase or clause. It is called a ‘relative’ pronoun because it relates to the word that it modifies and is not specific.
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For example:
The person who phoned me last night is my teacher.
There are 5 relative pronouns - who, whom, whose, that, and which.
The compounds whoever, whomever, and whichever are also relative pronouns. In each of the following sentences, the highlighted word is a relative pronoun.
i) You may invite whomever you like to the party. ii) The candidate who wins the greatest popular vote is not always elected. iii) The crate, which was left in the corridor, has now been moved into the storage closet.
To Sum it up:
Pronoun – replaces a noun or another pronoun
All these are Singular – everyone, each, none, anybody, etc.
Relative Pronouns – who, whom, whose, that & which
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3) Adjective
An adjective modifies a noun or a pronoun by describing, identifying, or quantifying words.
An adjective usually precedes the noun or the pronoun which it modifies.
In the following examples, the highlighted words are adjectives:
i) The truck-shaped balloon floated over the treetops ii) Mrs. Morrison papered her kitchen walls with hideous wall paper iii) The small boat foundered on the wine dark sea.
An adjective can be modified either by an adverb or by a phrase or clause functioning as an adverb. In the next sentence, the adverb ‘intricately’ modifies the adjective ‘patterned’.
My husband knits intricately patterned mittens.
Some nouns, many pronouns, and many participle phrases can also act as adjectives. In the next sentence both the highlighted adjectives are past participles.
Eleanor listened to the muffled sounds of the radio hidden under her pillow.
Note: In case you are not sure what participles are don’t worry, we’ll discuss those later in this book.
Comparative & Superlative Adjectives
We
use comparative adjectives when comparing two things (not three or more things).
talking
about
or
For example
Jack is taller than Peter
A superlative adjective expresses the extreme or highest degree of a quality. We use a superlative adjective to describe the extreme quality of one thing in a group of things. www.aristotleprep.com 17
For example
Jack is the tallest of all my students
We can use superlative adjectives more things (not two things).
when
talking
about three
or
Usually you can get to the comparative form by adding ‘-er’ at the end of the word and to the superlative form by adding ‘-est’.
To Sum it up:
Adjectives – tell us something about the noun
They can be modified by adverbs
Comparative – bigger
Superlative - biggest
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4) Verb
The verb is perhaps the most important part of the sentence. The shortest sentence contains a verb. You can make a one-word sentence with a verb, for example:
"Run!"
You cannot make a one-word sentence with any other type of word.
Verbs are sometimes described as ‘action words’. This is partly true.
Many verbs give the idea of action, of ‘doing’ something. For example, words like run, fight, do and work, all convey action.
But some verbs do not give the idea of action; they give the idea of existence, of state, of ‘being’. For example, verbs like be, exist, seem, and belong all convey state.
Thus, in simple terms we can say that verbs are words that tell us what a subject does or is i.e. they describe:
action (Jack plays football), or
state (Jack seems angry)
In each of the following sentences, the verb or compound verb is highlighted: i) Dracula bites his victims on the neck. (The verb "bites" describes the action Dracula takes) ii) In early October, Giselle will plant twenty tulip bulbs. (Here the compound verb "will plant" describes an action that will take place in the future) iii)My first teacher was Miss Crawford, but I remember the janitor
Mr. Weatherbee more vividly.(In this sentence, the verb "was" identifies a particular person and the verb "remember" describes a mental action)
Helping & Main Verbs
Imagine that a stranger walks into your room and says:
I can
People must www.aristotleprep.com 19
The Earth will.
Do you understand anything? Has this person communicated anything to you? Probably not!
That's because these verbs are helping verbs and have no meaning on their own. They are necessary for the grammatical structure of the sentence, but they do not tell us very much alone.
We usually use helping verbs with main verbs. They ‘help’ the main verb.
(The sentences in the above examples are therefore incomplete. They need at least a main verb to complete them) There are only about 15 helping verbs in the English language.
Now imagine that the same stranger walks into your room and says:
I teach.
People eat.
The Earth rotates.
Do you understand something? Has this person communicated something to you?
Probably yes!
Not a lot, but something. That's because these verbs are main verbs and have meaning on their own. They tell us something. Of course, there are thousands of main verbs.
Transitive & Intransitive verbs
A transitive verb is one which must have an object to complete its meaning, and to receive the action expressed.
For example
John kicked the ball. (the object ‘ball’ is needed to complete the meaning of the sentence, hence ‘kicked’ is a transitive verb)
An intransitive verb is one which is complete in itself, or which is completed by other words without requiring an object.
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For example
John talked. (‘talked’ is an intransitive verb because it does not need a direct object to convey its meaning)
Active & Passive Verbs
The Active voice is the normal voice that we speak in most of the time. In this voice the object receives the action of the verb performed by the subject. Sounds complicated?
Look at this simple example:
Dogs eat bones.
Here the subject 'dogs' is performing an action 'eat' on the object 'bones'.
Hence this sentence is in the Active voice.
As opposed to this, the Passive voice is less usual. In this voice the subject receives the action of the verb being performed by the object.
Let’s modify the earlier example a little:
Bones are eaten by dogs.
Here the subject 'bones' has an action 'eaten' being performed on it by the object 'dogs'. Hence this sentence is in the Passive voice.
Usually the Active voice has the construction 'Who does What' (I read a book), while the Passive voice has the construction 'What was done by
Whom' (The book was read by me).
The verb also has tense and mood connotations which will be discussed in the next two sections on specific error types.
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To Sum it up:
Verbs – action or state of being. They can be modified by adverbs
Helping Verbs – Not enough on their own. Need the support of main verbs, eg. must, will, can, etc.
Main Verbs – have meaning on their own
Transitive Verb – requires an Object
Intransitive Verb – does not require an Object
Active Voice – Who does What
Passive Voice - What was done by Whom
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5) Adverb
An adverb can modify a verb, an adjective, another adverb, a phrase, or a clause. An adverb indicates manner, time, place, cause, or degree and answers questions such as "how," "when," "where," "how much".
While some adverbs can be identified by their characteristic "ly" suffix, most of them must be identified by untangling the grammatical relationships within the sentence or clause as a whole.
In the following examples, each of the highlighted words is an adverb:
i) The seamstress quickly made the wedding dress. (In this sentence, the adverb "quickly" modifies the verb "made" and indicates in what manner (or how fast) the clothing was constructed) ii)The midwives waited patiently through a long labor. (In this sentence, the adverb "patiently" modifies the verb "waited")
Apart from modifying verbs, adverbs can also modify adjectives and other adverbs.
For example:
i) The boldly spoken words would return to haunt the rebel. (In this sentence the adverb "boldly" modifies the adjective
"spoken")
ii) We urged him to dial the number more expeditiously. (Here the adverb "more" modifies the adverb "expeditiously") iii) Unfortunately, the bank closed at three today. (In this example, the adverb "unfortunately" modifies the entire sentence) www.aristotleprep.com
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To Sum it up:
Adverbs – primarily modify verbs
Can also modify adjectives, other adverbs, phrases & clauses
Usually end with ‘-ly’. Eg. slowly, quickly, etc.
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6) Preposition
A preposition links nouns, pronouns and phrases to other words in a sentence. The word or phrase that the preposition introduces is called the object of the preposition.
Some common prepositions are about, above, below, beneath, between, beyond, but, by, despite, down, during, etc.
A preposition usually indicates the temporal, spatial or logical relationship of its object to the rest of the sentence.
Examples:
The book is on the table.
The book is beneath the table.
The book is leaning against the table.
The book is beside the table.
She held the book over the table.
She read the book during class.
In each of the preceding sentences, a preposition locates the noun "book" in space or in time.
A prepositional phrase is made up of the preposition, its object and any associated adjectives or adverbs. A prepositional phrase can function as a noun, an adjective, or an adverb.
Examples:
At home
In time
From John
With Terry
By running
Under the table
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Ground Rule for Preposition
There is one very simple rule with regards to prepositions and, unlike most rules, this rule has no exceptions:
A preposition is always followed by a "noun". It is never followed by a verb.
A preposition cannot be followed by a verb. If we want to follow a preposition by a verb, we must use the "-ing" form which is really a gerund or verb in noun form (more on Gerunds later).
To Sum it up:
Prepositions – expresses a relation between parts of sentences
Must always be followed by a noun
Eg.: ‘about’, ‘above’, ‘below’, ‘beneath’, ‘between’
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7) Conjunction
You can use a conjunction to link words, phrases, and clauses.
Examples:
I ate the pizza and the pasta.
Call the movers when you are ready.
Co-ordinating Conjunctions
You use a co-ordinating conjunction (and, but, or, nor, for, so, yet) to join individual words, phrases, and independent clauses that are grammatically equal.
Examples
Lilacs and violets are usually purple. (In this example, the co-ordinating conjunction "and" links two nouns).
This movie is particularly interesting to feminist film theorists because the screenplay was written by Mae
West. (In this example, the co-ordinating conjunction
"because" is used to link two independent clauses)
Note: One can also use the conjunctions "but" and "for" as prepositions.
Subordinating Conjunctions
A subordinating conjunction introduces a dependent clause and indicates the nature of the relationship among the independent clause(s) and the dependent clause(s).
Note: Dependent & Independent clauses will be covered later in this book. The most common subordinating conjunctions are after, although, as, because, before, how, if, once, since, than, that, though, till, until, when, where, whether, and while.
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Examples:
After she had learned to drive, Alice felt more independent. (The subordinating conjunction "after" introduces the dependent clause "After she had learned to drive")
If the paperwork arrives on time, your cheque will be mailed on Tuesday. (the subordinating conjunction "if" introduces the dependent clause "If the paperwork arrives on time")
To Sum it up:
Conjunctions – connect different parts of a sentence
Co-ordinating Conjunctions – connect parts that are grammatically equal. Eg. and, for, nor, etc.
Sub-ordinating Conjunctions – connect a dependent clause to a main clause. Eg.: although, because, since, etc.
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8) Interjection
Hi! That's an interjection. :-)
Interjection is a big name for a little word.
Interjections are short exclamations like Oh!, Um or Ah! They have no real grammatical value but we use them quite often, usually more in speaking than in writing.
When interjections are inserted into a sentence, they have no grammatical connection to the sentence. An interjection is sometimes followed by an exclamation mark (!) when written.
Examples:
Ah!
Alas!
Hmm
Ouch!
Oh No!
Note: Interjections will not be tested on the GMAT.
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Those were the 8 parts of speech. Now let’s look at parts of sentences and a few other terms that you need to know:
1) Subject, Object & Predicate
A lot of the explanations in English grammar start with the terms
'subject', 'object' and ‘predicate’ of a sentence, so it's very important that you be very clear as to what these three terms refer to.
Subject is the person or a thing who or which carries out the action of the verb. In other words the Subject is the noun to which the sentence's verb refers to.
For example,
The teacher is playing with the students.
In the above sentence the action or verb is ‘playing’. This action is carried out by the teacher. So, the ‘teacher’ is the Subject of the sentence.
The object is the person or a thing upon whom or upon which the action of the verb is carried out.
In the example above the action ‘playing’ is being carried out on the students. Thus ‘students’ is the Object of the sentence.
The predicate in a sentence tells us what a person or a thing does or did or what happened to a person or to a thing?
The predicate must,
i) agree in number with subject ii) have the correct tense and iii) be in the proper voice (active or passive).
Thus, in the above sentence the ‘teacher’ is the subject, the
‘students’ is the object, and ‘is playing’ is the predicate.
As you must have realized a predicate must have a verb and a verb all by itself can also be a predicate. But this does not mean that ‘predicate’ and
‘verb’ refer to the same thing as there are verbs that are not predicates, and there can be predicates that have much more in them than verbs.
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Let’s look at one last example to recap:
The dogs are destroying the furniture.
Subject – the dogs
Object – furniture
Predicate – are destroying
To Sum it up:
Subject – person or thing which carries out the verb
Object - the person or a thing upon whom the action of the verb is carried out
Predicate - tells about what a person or a thing does or did www.aristotleprep.com
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2) Phrases and Clauses
A Phrase is a group of words, which makes sense, but not complete sense. It's a group of related words without a Subject or a Verb or both.
Examples (the words in italics are Phrases):
I am reading a book.
John is an actor of high caliber.
Kevin has a black Siamese cat.
The fire in the theater was not very severe.
A Clause is a group of words that contains both a Subject and an Object, but may not be able to stand on its own. The most basic kind of sentence consists of a single clause; more complicated sentences may contain multiple clauses, including clauses contained within clauses.
Examples (the words in italics are Clauses):
The dinner, which he made for us, was delicious.
I can't believe that the cat ran out of the door.
The girl is nice
Types of Clauses – Independent & Dependent
If a clause can make complete sense on its own, it's called an
Independent Clause. It does not need to be joined to any other clause because it contains all the information necessary to make a complete sentence. Examples:
The food is hot
The street is wet.
She reads very fast.
Dependent Clauses cannot stand up on their own and depend on some other clause to make sense.
Examples
The student is going
The boy in the room www.aristotleprep.com 32
The book I am reading
To Sum it up:
Phrases are groups of words that do not contain a
Subject or a Verb or both
Clauses are groups of words that contain both a Subject as well as a Verb
Independent Clauses are complete sentences and can make sense on their own.
Dependent Clauses are not complete sentences and need to be connected to other clauses to make sense.
Phrases make up a Clause and Clauses make up a
Sentence.
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3) Verbals - Gerunds, Participles & Infinitives
Verbals are words that express action in a general way, without limiting the action to any time, or asserting it of any subject.
They basically refer to words that are based on a verb but are not used as a verb; rather they are used as nouns or adjectives.
There are 3 types of Verbals – Gerunds, Participles & Infinitives
Gerunds
A gerund is a verbal that ends in -ing and functions as a noun. Since it functions as a noun, it occupies the same positions in a sentence that a noun ordinarily would such as subject, direct object, subject complement, and object of preposition.
Examples:
Traveling might satisfy your desire for new experiences.
In the above sentence ‘traveling’ is used as a noun and not as a verb. In case you have doubts try replacing ‘traveling’ with a noun such as ‘Ipod’ – the sentence still makes complete sentence.
They do not appreciate my singing.
My cat's favorite activity is sleeping.
(OG 12 – Q 119)
Participles
A participle is a verbal that is used as an adjective and most often ends in -ing or -ed. It has some features of verbs and some of adjectives, but it is most basically a type of adjective. Since it functions as an adjective, participle can only modify nouns or pronouns.
There are two types of participles: Present participles and Past participles. Present participles usually describe what a thing does and Past
Participles usually describe what was done to a thing. www.aristotleprep.com 34
Present participles typically end in ‘–ing’ whereas Past participles end in ed, -en, -d, -t, or -n, as in the words asked, eaten, saved, dealt, and seen.
Example
She is buying a talking bird for her daughter.
In this sentence ‘is buying’ is the verb but ‘talking’ is being used as an adjective to modify the noun ‘parrot’. Hence ‘talking’ here is used as a present participle.
A broken clock stood on the mantelpiece.
In this sentence ‘stood’ is the verb in the past tense but ‘broken’ is being used as an adjective to modify the noun ‘clock’. Hence ‘broken’ here is used as a past participle.
More examples:
The crying baby had a wet diaper.
Shaken, he walked away from the wrecked car.
The burning log fell off the fire.
Smiling, she hugged the panting dog.
Infinitive
An infinitive is a verbal consisting of the word ‘to’ plus a verb (in its simplest form) and functioning as a noun, adjective, or adverb.
An infinitive may also function as a subject, direct object, subject complement, adjective, or adverb in a sentence. Although an infinitive is easy to locate because of the to + verb form, deciding what function it has in a sentence can sometimes be confusing.
Examples
To wait seemed foolish when action was required. (subject)
Everyone wanted to go. (direct object)
His ambition is to fly. (subject complement)
He lacked the strength to resist. (adjective)
We must study to learn. (adverb) www.aristotleprep.com 35
Be sure not to confuse an infinitive—a verbal consisting of to plus a verb—with a prepositional phrase beginning with to, which consists of to plus a noun or pronoun and any modifiers.
Examples
Infinitives: to fly, to draw, to become, to enter, to stand, to catch, to belong
Prepositional Phrases: to him, to the committee, to my house, to the mountains, to us, to this address
To Sum it up:
Verbals – Words based on a verb but not used as one
Gerunds – end with ‘-ing’ and used as nouns
Participles – act as adjectives
Present Participle – ends with ‘-ing’ and acts as an adjective
Past Participle – ends with ‘-ed’, ‘-en’, ‘-d’, etc.
Infinitives – to+verb. Can function as noun, adjective or adverb www.aristotleprep.com
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Punctuation
The GMAT does not usually test students on punctuations except for maybe the colon (:) and the semi colon (;).
Colon
There are only two main uses for the colon in everyday writing and both require an independent clause, also known as a complete sentence, before the colon.
The first use is when introducing a list, and the second is when introducing an explanation or an example.
Example
I need to pick up a few things from my office: folders, staplers and, board pins.
After several days of deliberation, the Board made its decision: it was going to sell the company.
Incorrect usage
My favorite places to shop are: the mall, the local shopping center, and the Internet.
Semicolon
The semicolon is mainly used to connect two Independent Clauses (you saw these a little while back).
Independent clauses are series of words that could stand alone as complete sentences. When you have two otherwise complete sentences that you want to connect to form one long sentence, use a semicolon between them.
Example
This could be a solution; this could be another one.
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If you put a comma where that semicolon is, you will have committed a
"comma splice," (also called Run-ons) which is a very nasty grammar error. Sometimes, the second clause doesn't really look like a complete sentence, so you must watch closely.
Example
Twelve birds had originally arrived; only six remain.
Note: You don't use a semicolon to connect two complete sentences if there's a conjunction between the clauses (and, but, etc.). In that case, use a comma.
Example
This could be a solution, and this could be another one.
Adding that single word, the conjunction "and," means that you must change that semicolon into a comma.
To Sum it up:
Use colon to either introduce a list or to introduce an explanation
Use semicolons to connect two independent clauses
Never use a semicolon and a conjunction together
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PART 2
GMAT Error Types
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Sentence Correction – Error Types
In the last section we've covered the basic grammatical concepts that make up the different parts of a sentence. Now let's look at actual
Sentence Correction questions as they appear on the GMAT.
The Sentence Correction section tests your knowledge of English grammar by asking you to choose from five options that one option which best conveys the correct meaning of the sentence. Among other things you will be tested on grammar usage, sentence style, and idiom usage.
As discussed earlier, the GMAT is a structured test which means that the
GMAT will only test you on certain types of questions and only on certain specific concepts within those questions. In Sentence Correction this translates into 7 major error types that will be tested again and again.
These errors are:
Subject Verb Agreement
Tense
Pronoun
Modification
Comparison
Parellel Construction
Idioms
How to Approach a Sentence Correction Question
The most important thing to remember in Sentence Correction is that you don't have to know every rule of grammar to answer the questions. So don't even think of referring to the Wren & Martin (I'm sure some of you are). Remember the idea is not to become Shakespeare. In fact it is very www.aristotleprep.com 40
likely that most experts of English would also struggle on the GMAT because of the time constraints.
Timing is one of the key components of the test; the idea is not just to get the answer correctly but also to do so within the stipulated time. As discussed in the Introduction section, in SC you should roughly take 1 minute to answer every question, so if you were to actually read all the 5 options completely this itself would take you more than a minute.
Additionally, by the time you reach the last option you would have probably forgotten what you had read in the second option. As a result you will end up going back and forth and waste precious time.
Remember this - At any time in a Sentence Correction question if you are reading all 5 options completely you are wasting your time. If any teacher or coaching class tells you otherwise RUN. This strategy will get you in a lot of trouble.
So what do we suggest?
Our point is that you should be able to arrive at the answer by reading just a few specific words across the five options; at times (and we'll see such questions later) you'll be able to arrive at the answer by reading just the first 3-4 words of each option.
This is the best (perhaps the only) way of approaching Sentence
Correction questions. Most students struggle because they don't see it this way.
Here is Aristotle's Golden Rule for Sentence Correction
‘You ALWAYS read vertically; you NEVER read horizontally’
What does this mean?
Consider the following sentence:
Roger Federer is regarded to be the best tennis player on the planet. www.aristotleprep.com
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Can you spot any errors in this sentence? If you can, then immediately eliminate all the options that contain that error. But what do you do if you can't spot the error?
Given below is the same question along with five options. I want you to look at the first word of every option (only the first word) and group the options on this basis.
Roger Federer is regarded to be the best tennis player on the planet. A) to be the best tennis player on the planet
B) as the best tennis player on the planet
C) as being the best tennis player on the planet
D) to be the best tennis player in the planet
E) as the best tennis player in the planet
So two options start with ‘to’ and three options start with ‘as’. Now both of these cannot be correct so depending on which one of these is correct you can eliminate either 2 or 3 options without reading another word in those options. This will save you time and will enable you to finish the question in less than a minute.
By the way, in case you are curious, the answer to the above question is B;
- ‘regarded as’ is the correct idiom and not ‘regarded to’ so eliminate A & D.
- ‘as being’ is incorrect in B (we’ll discuss ‘being’ a little later)
- the correct construction is ‘on the planet’ or ‘in the world’ not
‘in the planet’. So E is out.
Remember it's not always necessary that you will be able to group the options using the first words; sometimes you can do this using the last words, sometimes you can do this using the error itself (assuming you have already spotted the error). The point is you are always reading vertically and eliminating rather than reading horizontally and wasting your time/getting confused.
Aristotle Sentence Correction Approach
Step 1 – Read the sentence once and try to identify the error
Step 2 – If you can identify the error eliminate all the options containing that error
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Step 3 – If you can’t identify the error group the options using the first or the last words
Step 4 – Eliminate until one option remains
Now that we have discussed the general approach to a Sentence
Correction problem, let's look at each error that you will be tested on.
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Subject-Verb
Agreement
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Subject-Verb agreement sounds fairly complex but actually refers to a very simple concept related to singular and plural verbs. All it says is that a singular verb must have a singular subject and a plural verb must have a plural subject. That's it!
Subject-Verb Agreement Rule
A singular verb must take a singular subject and a plural verb must take a plural subject.
A subject is whatever is doing the action of the verb. (For details refer to the earlier section of this document) A very simple example of this concept could be the sentence:
The students has taken the test.
The singular verb 'has' does not agree with the plural subject 'students'.
So the correct sentence should read:
The students have taken the test (plural subject & plural verb)
OR
The student has taken the test (singular subject & singular verb)
Now let's look at a more GMAT-like question:
Recent studies indicate that the ability of a soldier to remain calm under attack by enemies, internal or external, determine whether the soldier will be the victor or the vanquished.
A) determine whether the soldier will be the victor or the capvanquished. B) determines whether the soldier will be the victor and the www.aristotleprep.com 45
capvanquished.
C) determine whether the soldier should be the victor and the capvanquished. D) determines whether the soldier will be the victor or the capvanquished. E) determine if the soldier will be the victor or the vanquished.
Follow the Aristotle Way and look at the first words of every option. So should it be 'determine' or 'determines'? Since it is the singular 'ability' and not the plural 'enemies' that determines, the correct option should be the singular 'determines' (and no, adding an 's' to a word does not make it plural; this actually makes it singular in most cases)
Analyzing the options,
- A, C & D are out because of the plural ‘determine’
- Between B & D the correct choice has to be D because the 'and' in B distorts the meaning of the sentence. How can the soldier be both the victor as well as the loser?
Sounds simple enough, right?
How will Subject-Verb Agreement be tested on the GMAT?
1) Placing the subject and the verb far away from each aa aa other (as in the above example)
There are primarily 3 ways of separating the subject from the verb:
i) By using Appositives
Appositives are nouns, pronouns, or noun phrases that are placed next to nouns to further describe them. If you see large parts of a sentence separated by a comma, it might be a good idea to ignore the part between commas and read the rest of the sentence as a whole. For example
Nuclear fusion, one of the most effective ways of separating carbon and oxygen atoms, are being used with deadly intent by some countries.
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Seeing the plural ‘are’ next to the plural ‘atoms’, you could get tricked into thinking that the sentence is correct the way it is written. To avoid such confusion, omit the part between commas and the error will immediately become obvious to you – how can nuclear fusion be
‘are’?
Thus the correct sentence will read,
Nuclear fusion, one of the most effective ways of separating carbon and oxygen atoms, is being used with deadly intent by some countries. ii) By using Relative Clauses
M F Husain, who is one of India’s most famous painters renowned for his paintings of horses, are living in exile.
This is obviously incorrect since the subject is ‘M F Husain’, which is singular, but the verb is ‘are’, which is plural. The idea is to confuse you by ending the relative clause with the plural ‘horses’.
The correct sentence will read,
M F Husain, who is one of India’s most famous painters renowned for his paintings of horses, is living in exile.
iii) By using a Prepositional Phrase
The animals in the zoo is hungry.
The subject is the plural ‘animals’ so the verb must be the plural ‘are’ and not the singular ‘is’.
The correct sentence will read,
The animals in the zoo are hungry.
2) Confusing you with Additives
Look at the following two sentences:
A) John, as well as his friend, is coming for dinner www.aristotleprep.com 47
B) John, as well as his friend, are coming for dinner
Which one do you think is correct?
If your answer is B you are wrong even though both John and his friend ‘are’ coming for dinner. Remember that in English only 'and' can make plural subjects. All other phrases (such as 'as well as' above) can only make singular subjects. These phrases are called
'additives'.
Here is a list of some common additives:
in addition to along with as well as together with including along with
So to sum up:
John and his friend are coming for dinner.
BUT
John as well as his friend is coming for dinner.
How about this sentence:
Strawberries and cream is/are a high calorie snack.
In this case even though ‘and’ is being used as the connector the correct verb will be ‘is’. This is an exception to the above rule - If two words connected by and are thought of as a single unit, they’re considered a singular subject.
A hint is to look at the word that follows the verb. If this word is singular the verb most probably will be singular. For example, in the above sentence the singular word snack follows is and this reinforces the conclusion that strawberries and cream is a singular subject.
(OG 12 – Q 5)
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3) Either or / Neither nor
A) Neither John nor his friends are/is sleeping in the lobby.
B) Neither John's friends nor John are/is sleeping in the lobby.
Which of these do you go with?
The rule is simple - Make the verb agree with the subject that is closest to it.
So in A the correct verb should be 'are' (agrees with nearer subject
'friends') and in B the correct verb should be 'is' (agrees with the singular 'John'). The same rule applies to 'either...or', simply 'or' and similar constructions.
4) Collective Nouns
Remember Collective nouns are always singular. So, a flock of sheep
'is' grazing and not 'are' grazing (flock is a collective noun).
For more examples of collective nouns check the previous section on
Grammar review.
5) Each & Every
Each of the students is/are in the class.
If you've marked 'are' you are wrong because 'each' is singular; so the correct verb should be 'is'.
Here is a list of some other commonly confused singular subjects:
Each/Every
Anyone/Everyone/Someone
Anybody/Everybody/Somebody
Anything/Everything/Something
Whoever/Whatever
Either/Neither (unless accompanied with 'or' in which case refer to previously discussed rule) www.aristotleprep.com 49
Nobody/Nothing/No one
6) The number / A number
'The number' is singular
The number of students standing outside the office is increasing.
'A number' is plural
A number of students are standing outside the office.
7) Words that are sometimes singular and sometimes plural
Majority 'is' but majority of something 'are':
A majority is always right.
A majority of students are right.
8) One of the X who/that Y…
Consider this sentence:
This is one of the cars that belong/belongs to him.
Which one do we go with, the singular belongs or the plural belong?
The answer is the plural ‘belong’.
In general remember the following structure for such questions:
One of the ‘Noun’ (will always be plural) + that/who + Plural Verb
Examples:
He is one of the students who study here
Any of the members who disagree may leave the committee
This is one of the questions that are incorrect www.aristotleprep.com 50
However, please do not confuse this construction with the one below:
One of the chairs is broken (not ‘are broken’)
The structure for such questions is:
One of the ‘Noun’ (will always be plural)+Singular Verb
(usually ‘is’)
It is only when the plural noun is followed by ‘that/who’ that the singular verb changes into plural.
Helpful Tips about Subject Verb agreement questions:
If the sentence is very long omit the part between commas
Collective nouns are always singular
Whenever you see the words each, every, and, as well as, or, etc. in a setence always check for subject-verb agreement
If you are still confused go with singular
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Tense
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Tense is a method that we use in English to refer to time - past, present and future. It is basically a form of a verb used to indicate the time and, sometimes, the continuation or completeness of an action in relation to the time of speaking.
Common sense dictates that there can only be three time periods – the past, the present and the future.
Hence we have three types of tenses:
The Past Tense
The Present Tense
The Future Tense
Note: If you are a grammar whiz you might contradict us by saying there are actually only 2 and not 3 tenses. We agree! There are no future tenses in English. The word ‘will’ is called a modal auxiliary verb and future tenses are sometimes called "modal tenses". However for practical purposes (and to avoid getting too technical) we’ll consider ‘Future’ tense to be an actual tense form.
So the grammar whiz may please excuse us. (On second thoughts a grammar whiz shouldn’t need to be going through this book anyway).
There are 4 variations of each of these three tenses:
1. The Simple Tense - The simple tenses are used to show permanent characteristics of people and events or what happens regularly, habitually or in a single completed action.
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2. The Continuous Tense - Verbs in Continuous Tenses always express "actions" that are in progress during the time framework indicated: present, past, future, or any of the perfect timeframes.
Note: The Continuous tense is sometimes referred to as the
Progressive tense. The two are exactly the same.
3. The Perfect Tense - The perfect tenses are used when an action or situation in the present is linked to a moment in the past. It is often used to show things that have happened up to now but aren't finished yet or to emphasize that something happened but is not true anymore. When they end determines which of them you use
(past or present perfect).
4. The Perfect Continuous Tense – Used to denote an ongoing action either starting and ending in the past or starting in the past and continuing into the present.
So altogether we have the following 12 tenses
1. Simple Present
2. Present Continuous
3. Present Perfect
4. Present Perfect Continuous
5. Simple Past
6. Past Continuous
7. Past Perfect
8. Past Perfect Continuous
9. Simple Future
10. Future Continuous
11. Future Perfect
12. Future Perfect Continuous
Out of these the GMAT will mostly test you on either the simple or the perfect tenses. Please remember the GMAT does like the use of continuous tenses (verbs with an ‘–ing’ at the end), so avoid these as much as you can, unless the sentence emphasizes the ongoing nature of an action.
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In this chapter we will primarily be concentrating on those aspects of tenses that are frequently tested on the GMAT. For a more detailed explanation of tenses in general, please download the FREE tense tutorial from our website – www.aristotleprep.com
THE SIMPLE TENSES
1) The Simple Present Tense
The simple present tense is used to discuss permanant situations and the frequency of events
I like to read books
The earth is round
The bus leaves at 10 pm
2) The Simple Past Tense
The simple past tense is used to talk about actions that happened at a specific time in the past. You form the simple past of a verb by adding ‘ed’ at the end of a regular verb (irregular verb forms are different and will have to be learned)
I saw a play yesterday
She washed her car
Did you complete your assignment?
3) The Simple Future Tense
Simple Future has two different forms in English: "will" and "be going to."
Although the two forms can sometimes be used interchangeably, they often express two very different meanings.
Use ‘will’ to express a voluntary action or a promise,
I will send you the report when I get it.
I will translate the email, so that Jerry can read it. www.aristotleprep.com 55
I won’t tell anyone your secret
Use ‘be going to’ to express a plan,
He is going to spend his holidays in Jamaica
Who are you going to invite to the dinner?
THE PERFECT TENSES
1) The Present Perfect Tense
Use the Present Perfect to denote an action that happened at an unspecified time before now. You can also use the Present Perfect to describe your experience or to talk about change that has happened over a period of time.
FORM - [has/have + past participle]
You have seen that play many times.
Have you seen that play yet?
You have changed since the last time I saw you.
2) The Past Perfect Tense
If a sentence involves two actions taking place in the past with one action taking place before the other, then use the past perfect tense to refer to the earlier action and simple past tense to refer to the latter action. FORM - [had + past participle]
You had studied French before you moved to London.
She only understood the movie because she had read the book. www.aristotleprep.com 56
You did well on the test because you had studies very hard
(OG 12 – Q 90, 139)
3) The Present Perfect Continuous Tense
This is used to denote an action that started in the past and continues into the present.
FORM - [has/have + been + present participle]
John has been waiting here for two hours
They have been talking for the last hour
Recently, I have been feeling really tired.
4) The Past Perfect Continuous Tense
Use the Past Perfect Continuous Tense to show that something started in the past and continued up until another time in the past.
FORM - [had + been + present participle]
They had been talking for over an hour before Tony arrived. She had been working at that company for three years when it went out of business.
How long had you been waiting to get on the bus?
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How will Tenses be tested on the GMAT?
1. Different actions taking place at different time periods
The professor predicts that as students become more and more dependent on coaching classes in the coming years, coaching institutes have been mushrooming across the country.
A) coaching institutes have been mushrooming
B) coaching institutes will mushroom
C) coaching institutes are mushrooming
D) coaching institutes should mushroom
E) coaching institutes will be mushrooming
The first part of this sentence - as students become – is in the future tense because when will the students become dependent?
Obviously in the future. To match this, the second part also needs to be in the future tense.
Hence Options A & C immediately go out.
Option D incorrectly uses ‘should’ to imply that the professor wants these coaching institutes to mushroom.
Between Options B & E, E incorrectly uses the continuous tense
‘will be mushrooming’ even when the action is not really continuing over a period of time.
Thus the correct answer should be the simple future tense ‘will’
i.e. B.
2. Choose between simple and perfect tenses
Before John won the lottery, he was a poor locksmith.
A) won the lottery, he was a poor locksmith.
B) had won the lottery, he was a poor locksmith.
C) won the lottery, he had been a poor locksmith.
D) won the lottery, he were a poor locksmith.
E) wins the lottery, he was a poor locksmith.
This sentence talks about two things in the past,
1 – won the lottery www.aristotleprep.com 58
2 - was a poor locksmith
Since John was a poor locksmith before he won the lottery so the two things are taking place at different time periods. Hence the thing that took place earlier (was a poor locksmith) will take the past perfect tense ‘had’ and the thing that happened later (won) will take the simple past tense ‘won’.
Thus the correct answer is C.
3. Choose between simple and continuous tenses
Supercell, a continuously rotating updraft deep within a thunderstorm, is not visible in all thunderstorms because they require very high wind velocity and moisture.
A) because they require
B) because they will require
C) because it will require
D) because it requires
E) because of requiring
In this sentence the options A & B get eliminated because the plural ‘they’ cannot refer to the singular ‘Supercell’.
Option C unnecessary adds the future tense will.
Between Options D & E avoid the continuous tense ‘requiring’ in E because it does not specifically refer to an ongoing action and go with the simple present tense in D, the correct answer.
4) Use of ‘has had’ and ‘had had’
While students often get confused as to when to use these constructions, both of these are nothing but the present perfect and past perfect forms of the verb 'to have'.
Has/Have had - Present perfect of 'to have'
Had had - Past perfect of 'to have'
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Consider the following sentence as an example:
John travels to many different countries.
The verb in the above sentence is 'travels' which is in the simple present tense. Now if we were to convert this sentence into the Present perfect tense, we need to add 'has/have' followed by the past participle form of the verb (in most cases just add the words '-ed' to the verb, like
'traveled' in the above sentence).
The final sentence would read something like this:
John has traveled to many different countries.
Similarly to convert this same sentence into the Past perfect tense (two actions happening in the past - the earlier action takes the past perfect and the latter action takes the simple past tense), we need to add 'had' followed by the past participle form of the verb.
The final sentence would read something like this:
John had traveled to many different countries before he decided to settle down in New Zealand
Sounds fairly simple, but the problem starts when the verb in question happens to be 'to have/has' instead of say 'travels' in the above example. For example, consider the following sentence:
Tim has several passenger cars
The verb in the above sentence is 'has' and it is in the simple present tense. Now to convert this into the present perfect tense apply the rule as discussed above - 'has' followed by the past participle of 'has' which is 'had'. The final sentence reads:
Tim has had several passenger cars
Similarly the past perfect tense will read - 'had' followed by the past participle of 'has', so you get:
Tim had had several passenger cars before he decided to buy a sports car
So two things happening in the past - Tim had several passenger cars first, which takes the past perfect tense with the extra 'had and he
'decided' (simple past tense) to buy a sports car later. www.aristotleprep.com 60
5) The If…..Then construction
Such a construction usually refers to a conditional statement where the taking place of something depends on the taking place of something else. For example,
If it rains today, (then) I will carry an umbrella.
Note: As you can see, ‘then’ is usually not written in the sentence; instead its meaning is implied.
Such sentences will always have two clauses – the ‘If’ clause and the
‘Then’ clause. The tense of the ‘Then’ clause depends on the tense of the ‘If’ clause.
This gives rise to the following three possibilities:
‘IF’ CLAUSE
‘THEN’ CLAUSE
PRESENT TENSE
WILL + Base Verb
If you exercise
you will become healthy
PAST TENSE
WOULD/COULD + Base Verb
If you exercised
you would become healthy
PAST TENSE
WOULD/COULD + Have + Past Participle
If you had exercised
you would have become healthy
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Pronouns
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A pronoun is anything that replaces a noun in a sentence such as he, she, it, they, their, etc. There are two things you need to check for whenever you see an underlined pronoun in a sentence:
1) Whether the pronoun refers back to a specific noun
John and Jack went jogging and he fell down.
Who fell down, John or Jack? This is a classic case of Pronoun reference error. The correct sentence should read:
John and Jack went jogging and John (or Jack) fell down.
2) Whether the pronoun agrees in number with the noun it replaces You cannot replace a singular noun with a plural pronoun and vice versa. The players say that he can't come for practice.
The plural noun 'players' cannot be replaced with the singular pronoun 'he'. The correct sentence should read:
The players say that they can't come for practice.
Note: In some questions you might think it is very clear what the pronoun is referring to. Still if there is an option that replaces this pronoun with a noun, go with that option.
For example:
The residents association informed the municipality that it was getting the park cleaned.
In this sentence, to you it might be very clear that the pronoun 'it' is referring to the 'residents association' and so there is no error but to me
'it' could very well be referring to the 'municipality'.
So the suggestion is to AVOID pronouns in the correct answer choice.
Sometimes you will have no option but to go with a pronoun (maybe all
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the options contain pronouns); in such cases go with the option that makes the pronoun least ambiguous.
How will Pronouns be tested on the GMAT?
1) A pronoun refers to more than one noun
Sometimes a sentence is so structured that a pronoun can refer to more than one noun, and as a result the reader is confused about the author’s intentions.
Incorrect: John encouraged Jerry to start a pest control business because he felt that the residents of the city would be willing to pay for the same.
Who does ‘he’ refer to, John or Jerry?
Correct: John encouraged Jerry to start a pest control business because John felt that the residents of the city would be willing to pay for the same.
2) A pronoun has no antecedent
In the above scenario a pronoun refers to more than one noun whereas in this case a pronoun is mentioned in a sentence without a corresponding noun mentioned anywhere.
Incorrect: Despite the board of governors supporting the measure, they keep voting against it.
The problem in this case is ‘they’. It obviously cannot refer to the ‘board’ because ‘board’ is singular and more importantly when the board is supporting the measure why will it keep voting against it?
Correct: Despite the board of governors supporting the measure, the shareholders keep voting against it.
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3) A pronoun has an indefinite antecedent
Consider this sentence
Incorrect:These days they have started charging you for cabin baggage in the airlines.
Why this sentence can confuse people is because this is exactly how we speak in our day to day life so one might be fooled into thinking that this sentence has no error.
However on closer scrutiny you immediately notice that the plural ‘they’ is used very vaguely in this sentence.
Correct: Cabin baggage is charged for by many of the airlines these days. 4) The use of ‘That’ and ‘Which’
On GMAT Sentence Correction questions, you will frequently be asked to choose between 'that' and 'which'. For knowledge's sake remember that both of these belong to a small group of words known as relative pronouns, so called because they are used to relate parts of a sentence to one another.
Consider these 2 sentences:
The fifth car, which is black in colour, belongs to Jack.
The fifth car that is black in colour belongs to Jack.
Are both of these sentences referring to the same car? Not necessarily.
The first sentence is definitely referring to the fifth car and we are provided with the additional information that it is black in colour but even without this information we can easily identify the car because it has to be car number five.
The second sentence just takes you to the fifth black car; now this car could be the fifth car (in case the first four cars are also black) or it could be the tenth car or the twentieth car, in fact it can be at any number as long as it satisfies the criterion of being the fifth black car.
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Thus remember that on the GMAT 'which' is only explanatory and is not needed to identify the subject of the sentence; in fact you can easily remove the phrase starting with 'which' and yet the meaning of the sentence would remain unchanged whereas 'that' is necessary to identify the subject of the sentence and cannot be done away with.
To make it even easier, remember the following 2 rules for
'which' to be correct on the GMAT:
1. It should always come after a comma
2. It must refer to the noun that comes immediately before the comma. In case either of these conditions is not satisfied there's a pronoun error in the sentence and needs to be corrected.
For example let's modify the above example a little:
The fifth car in the row, which is black in color, belongs to
Jack.
Now even though 'which' is coming after a comma the noun immediately before the comma is 'row' but 'which' is referring to the 'black car' and not to the 'black row'. Hence there is a pronoun error in the sentence since 'which' has an incorrect referent.
The only exception to the above rule is when 'which' is preceded by a preposition such as 'in which', 'of which', 'from which', etc. in which case you do not need a comma before 'which'.
For example consider this sentence:
The group of which I am a member has been dissolved
In this sentence even though there is no comma the use of 'which' is correct since it follows the preposition 'of'.
(OG 12 – Q 10, 70, 104)
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5) The use of ‘Who’ and ‘Whom’
The difference between who and whom is exactly the same as the difference between I and me, he and him, she and her, etc.
Who, like I, he, and she, is a subject - it is the person performing the action of the verb. Whom, like me, him, and her, is an object - it is the person to/about/for whom the action is being done.
Consider the following two examples:
1. Who is going for the movie?
2. Whom is this movie about?
In sentence 1 'who' is the subject performing the action 'going' on the object 'movie'.
In sentence 2 'movie' is the subject and 'whom' is referring to the object of the sentence.
Editor’s Tip: Remember that if the answer to Who/Whom is I, he, she, etc. then the correct word is 'Who' and if the answer is me, him, her, etc. then the the correct word is 'Whom'.
For example, in Sentence 1 discussed above the answer to the question is 'he is going for the movie' and not 'him is going for the movie.' Hence the correct word is 'Who'.
Similarly, in Sentence 2 the answer to the question is 'the movie is about him' and not 'the movie is about he'. Hence the correct word is 'Whom'
Whom is also the correct choice after a preposition: with whom, one of whom, etc. and not with who, one of who, etc.
(OG 11 – Q 89)
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6) ‘Do it’ v/s ‘do so’
Consider the following question:
Although it is conceivable that man may someday be able to fly, there is no clear evidence at the moment of his ability to do it.
A) of his ability to do it
B) of his doing that
C) to do so
D) that he can do so
E) of his ability to do that
While Option A & E might look correct to some of you, the pronouns ‘it’ and ‘that’ are considered ambiguous by the GMAT since it is not clear what these pronouns refer to. In such questions the best option is to replace these pronouns with ‘so’.
This brings us to options C & D but C distorts the meaning by suggesting that evidence is doing something.
The correct answer, therefore, is D.
Editor’s Tip: When stuck between ‘do it’ and ‘do so’, go with ‘do so’.
6) ‘One’ v/s ‘You’
Usually when giving advice to others or while making general statements we tend to use the pronouns ‘one’ and ‘you’. Care must be taken never to mix up these two pronouns.
Incorrect: If one does not study, you should not be surprised when you do badly in the test.
Correct: If one does not study, one should not be surprised when one does badly test.
Correct: If one does not study, he or she should not be surprised at having done badly in the test.
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Modification
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Modifiers describe and provide more accurate definitional meaning for another element in a sentence.
For example
John is a good student
In this sentence ‘good’ is said to be modifying ‘student’ i.e. it is telling us what type of a student John is.
1. Adjectives modify Nouns
I am a good boy. (Adjective ‘good’ modifies the noun ‘boy’)
The drink is on the long bottle. (Adjective ‘long’ modifies the noun
‘bottle)
2. Adverbs modify Verbs
He walked slowly. (Adverb 'slowly' modifies verb 'walked')
Jake accepted the new task unwillingly. (Adverb 'unwillingly' modifies verb 'accepted')
Michael slept soundly. (Adverb 'soundly' modifies verb 'slept')
3. Adverbs modify Adjectives
They were really happy. (Adverb 'really' modifies adjective 'happy')
My father is completely fearless. (Adverb 'completely' modifies adjective 'fearless')
I know he is very careful. (Adverb 'very' modifies adjective
'careful')
(OG 12 – Q 40) www.aristotleprep.com 70
4. Adverbs modify other Adverbs
He is almost always hungry. (Adverb 'almost' modifies adverb
'always')
John plays tennis very well. (Adverb 'very' modifies adverb 'well')
You never can work too carefully. (Adverb 'too' modifies adverb
'carefully')
5. Adverbs modify clauses
Perhaps you are correct, but not at first glance. (Adverb 'perhaps' modifies clause 'you are correct')
Surely he will be on time, but I hope not. (Adverb 'surely' modifies clause 'he will be on time')
6. Adverbs modify sentences
Suddenly, she went home. (Adverb 'suddenly' modifies the entire sentence) Finally, he will be on time. (Adverb 'finally' modifies the entire sentence) Today, we can take a vacation.( Adverb 'today' modifies the entire sentence) Rule for Modification
The modifier should be placed as close as possible to what it modifies. If the above rule is not followed the entire meaning of the sentence can change. For example
Only John can eat the pizza www.aristotleprep.com 71
John can only eat the pizza
John can eat the pizza only
‘Only’ is the modifier in the above sentences. Depending on what ‘only’ modifies (John or eat or pizza) the entire meaning of the sentence changes. How will Modifications be tested on the GMAT?
The GMAT generally deals with modifying phrases. Usually set off by a comma, modifying phrases provide more information about the subject or object in the main clause of the sentence without naming it directly. In order for a modifying phrase to be used correctly, it must be as close as possible to the object or person that it modifies
1) Misplaced Modifiers
In an effort to do well in the exam, 10 hours of study were put in everyday by John.
The phrase ‘In an effort to do well on the exam’ is called a modifying phrase because it is modifying a subject (which is not contained within the phrase). The person who is making the effort is the subject of the sentence i.e. John.
As per the modification rule mentioned above, the modifier must be as close as possible to what it modifies but in the above sentence the modifying phrase is followed by ’10 hours’.
Hence this is a case of a misplaced modifier and the correct sentence should have the subject i.e. John, immediately after the comma.
In an effort to do well in the exam, John put in 10 hours of study every day.
It is usually quite easy to identify misplaced modifiers – whenever a sentence begins with a modifying phrase (especially one that starts with an ‘-ing’ word) followed by a comma, the noun or pronoun following the comma should be what the phrase is referring to.
However, do not assume that a modifying phrase can come only at the beginning of a sentence; it can come in the middle or even at the end.
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Modifying phrase in the middle,
John, a laptop mechanic, came to my house yesterday.
(modifying phrase ‘a laptop mechanic’ is modifying the subject
‘John’)
Modifying phrase at the end,
Jack is travelling to Japan, the land of the rising sun. (modifying phrase ‘the land of the rising sun’ is modifying ‘Japan’)
Here are two common forms of Misplaced Modifiers on the GMAT
i) Participial Phrase – A phrase that starts with a present or a past participle (may or may not be preceded by a preposition). Whenever a sentence starts with a participial phrase there will almost always be a misplaced modifier lurking around the corner.
Examples
Incorrect: Educated at Eton and then at Oxford, it was surprising that George could not get into a decent business school.
(Sentence starts with the past participle ‘educated’. The one who was educated i.e. George should come after the comma and not ‘it’.
Correct: Educated at Eton and then at Oxford, George surprisingly could not get into a decent business school.
Incorrect: Coming out of the house, John’s laptop was stolen.
Even though this sentence may sound correct, it is actually incorrect because the subject is John’s laptop and not John. So, the modifying phrase ‘Coming out of the office’ is incorrectly modifying John’s laptop in the original sentence making it appear as though John’s laptop was coming out of the house.
Correct: Coming out of the house, John was robbed of his laptop.
(OG 12 – Q 25)
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ii) Use of Adjectives or Adjectival Phrase
Examples,
Incorrect: Tall and handsome, a striking figure was cut by John.
Correct: Tall and handsome, John cut a striking figure.
An adjectival phrase is a group of words that acts as an adjective by modifying a noun
Incorrect: A conglomerate known for its strong sense of ethics, one of India’s most respected conglomerates is the Tata group. Correct:
A conglomerate known for its strong sense of ethics, the Tata group is one of India’s most respected conglomerates. 2) Dangling Modifiers & Introducing new words
Usually it is suggested that you do not add additional words to the original sentence but sometimes you will have to add in new words to make the meaning clear, especially on Modification questions.
For example
Using a stethoscope, heartbeats can be detected
Sounds ok but, using the knowledge of Modification that you have acquired in this chapter, you know that this cannot be correct since what follows the comma should be the person who is using the stethoscope.
Since no such person is mentioned in the original sentence, the modifying phrase ‘Using a stethoscope’ is called a dangling modifier.
To correct this error, you will have to add in a new word to the sentence to make it correct, such as,
Using a stethoscope, a doctor can detect heartbeats
Editor’s Tip – Whenever a sentence starts with an ‘-ing’ word
(technically called a participial phrase), it will almost always be a modification question with whatever noun that is doing the action of the
‘-ing’ word coming immediately after the comma. www.aristotleprep.com 74
For example
Rivaling the Taj Mahal in beauty,…… (whatever is rivaling the Taj should come after the comma)
Running the first mile quickly,……. (whoever is running the first mile quickly should come after the comma)
Looking fitter than ever, …….(whoever is looking fitter than ever should come after the comma)
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Parallel
Structure
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Errors of Parallel Structure are the easiest of errors to spot and to correct. Whenever you come across a sentence that contains a list or series of items or actions separated by commas, you should immediately know that you have come across a Parallel Structure question.
For example
Jerry can’t seem to decide if he should go walking, jogging or for a sprint.
In this sentence ‘walking’ and ‘jogging’ are not parallel with ‘for a sprint’.
The correct sentence will read,
Jerry can’t seem to decide if he should go walking, jogging or sprinting.
OR
Jerry can’t seem to decide if he should go for a walk, for a jog or for a sprint.
Now let’s modify this second option a little,
Jerry can’t seem to decide if he should go for a walk, a jog or a sprint.
Jerry can’t seem to decide if he should go for a walk, a jog or for a sprint.
Option A is correct since it is implied that ‘for’ applies to the other two options as well but Option B is incorrect because it implies that ‘for’ is needed only for the first and the last options and that ‘for’ is not needed for the second option.
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1. Parallel Structure with Nouns
She bought a skirt and a blouse.
2. Parallel Structure with Adjectives
The children are energetic and noisy.
3. Parallel Structure with Adverbs
He walked slowly and confidently to the witness stand.
4. Parallel Structure with Verbs
When you have more than one verb in a sentence, be sure to make the verbs parallel by not shifting tenses unnecessarily. Also, don't shift from an active to a passive verb.
Kate prepared the speech on the plane and delivered it at the conference. (parallel: both verbs are active and in the simple past tense)
Kate prepared the speech on the plane, and it was delivered by her at the conference. (faulty parallelism: active and passive verb) 5. Parallel Structure with Infinitives
Correct - Mary likes to hike, to swim, and to ride a bicycle.
Correct - Mary likes to hike, swim, and ride a bicycle.
Incorrect - Mary likes to hike, to swim, and ride a bicycle.
6. Parallel Structure with Gerunds
Correct - John likes hiking, swimming, and bicycling.
Incorrect - John likes hiking, swimming, and to ride a bicycle.
(OG 12 – Q 119)
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7. Parallel Structure with Clauses
Incorrect - The coach told the players that they should get a lot of sleep, that they should not eat too much, and to do some warm-up exercises before the game.
Correct - The coach told the players that they should get a lot of sleep, that they should not eat too much, and that they should do some warm-up exercises before the game.
Correct - The coach told the players that they should get a lot of sleep, not eat too much, and do some warm-up exercises before the game.
8. Parallel structure with correlative conjunctions
Correlative conjunctions, in simple English, are pairs of words that always go together. If you have one in a sentence the other has to be there else the sentence is considered incorrect.
Examples
Not only…..but also
No sooner….than
Either … or
Neither … nor
Both … and
Important - Correlative conjunctions always join grammatically equal elements (e.g., noun & noun, adjective & adjective, phrase & phrase, clause & clause, etc.). They also lend equal weight to the joined elements i.e. one joined element is always equal to but never subordinate to the other.
Correct: The workers disputed not only the magazine article but also the company’s official statement.
(parallel: phrase with phrase)
Incorrect: The workers disputed not only the magazine article but also they disputed the company’s official statement. (faulty parallelism: phrase with clause)
Correct: Either I like the job or I don't like it. (parallel: clause matched with clause)
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Correct: Either I like the job or I don't. (parallel: clause matched with clause)
Incorrect: Either I like the job or not. (faulty parallelism: clause matched with adverb)
Correct: I have neither the patience to complete it nor the desire to complete it. (parallel: noun phrase with noun phrase)
Incorrect: I have neither the patience to complete it nor do I desire to complete it. (faulty parallelism: phrase matched with clause)
What to make parallel
It is important that you show a lot of common sense while deciding which parts of a sentence to make parallel. Consider the following sentence:
The fare from London to New York is $880 including airfare from
London, spending two days in the Utah resort and taking a trip to
Disneyland.
If you look at this sentence with a myopic vision (i.e. without understanding its meaning) you might think it gets the parallel construction correct – including, spending and taking all end with – ing. However if you read the sentence again you’ll realize that ‘including’ is common to all three aspects so what actually has to be made parallel are the nouns airfare, two days and trip to Disneyland
So the correct sentence should read,
The fare from London to New York is $880 including airfare from
London, two days in the Utah resort and a trip to Disneyland.
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How about this one then,
Incorrect: After the typhoon, the citizens of the county were left without food, power and huge bills for reconstructing their houses.
When a preposition such as ‘without’ is used in front of only the first member of a series, it’s taken to refer to all the members of the series. In the context of this sentence, this means that the citizens were left without food, without power, and without huge bills for reconstructing their houses. The last part obviously doesn’t make sense and can be corrected by rewriting the sentence.
Correct: After the typhoon, the citizens of the county were left without food, without power, and with huge bills for reconstructing their houses. Correct: After the typhoon, the citizens of the county were left without food and power and with huge bills for reconstructing their houses. www.aristotleprep.com
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Comparisons
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Comparison questions are a special category of Parallel Structure questions that involve two or more items being compared with each other. Compared Items must be Logically similar
In simple language compare apples with apples and oranges with oranges. The students in my class are smarter than other classes.
This sentence is incorrect because it compares ‘students’ with ‘classes’.
The correct sentence should read,
The students in my class are smarter than the students in other classes OR
The students in my class are smarter than those in other classes
Compared Items must be Grammatically similar
This is the same as with Parallel Construction questions – compare nouns with nouns, verbs with verbs, and so on. Do NOT compare a noun with a verb or an adjective with an adverb, etc.
I enjoy reading novels more than to watch movies. (compares
‘reading’ with ‘to watch movies’ so not parallel.
The correct sentence should read,
I enjoy reading novels more than watching movies.
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How will Comparisons be tested on the GMAT
1) Unclear Comparisons
Incorrect: John loves Tina more than Katy.
This sentence can be interpreted in two ways – either
John loves Tina more than he loves Katy or John loves
Tina more than Katy loves Tina. The problem can be corrected by adding some more words to the sentence.
Correct: John loves Tina more than he does Katy
Correct: John loves Tina more than Katy does
2) Illogical Comparisons
Incorrect: The books at this shop are much more interesting than any other shop.
This sentence quite absurdly compares books with other shops which obviously does not make any sense.
Correct: The books at this shop are much more interesting than the books at any other shop.
Correct: The books at this shop are much more interesting than those at any other shop.
3) The use of Comparative and Superlative forms
When comparing two things use the comparative form and when comparing more than two things use the superlative form.
Incorrect: Among all my students, John is more intelligent.
Correct: Among all my students, John is most intelligent.
Incorrect: Between the two of them, his idea is the best www.aristotleprep.com 84
Correct: Between the two of them, his idea is better
4) The use of ‘Like’ and ‘As’
A common problem faced by most students is when to use ‘Like’ and when to use ‘As’.
The rule is - Since 'Like' is a preposition and 'As' is a conjunction, use
'like' only to compare nouns and 'as' for all other comparisons (eg. while comparing clauses)
Examples:
1. John & Jacob, as/like their father Mark, are excellent players of cricket. In this sentence John & Jacob are nouns that are being compared with another noun Mark. Hence the correct word here is 'like'.
2. Just as/like reading is good for the mind, running is good for the body. In this sentence two clauses 'reading is good for the mind' and
'running is good for the body' are being compared; so the correct word is 'as'.
(OG 12 – Q 65, 82)
(OG 11 – Q 122)
Editors Tip – Whenever you spot a ‘Like’, ‘Unlike’ or a ‘than’ in a sentence, check for Comparison error.
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Idioms
&
Style
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Idioms are probably the trickiest aspect of Sentence Correction questions, primarily because we use a lot of them incorrectly in our day to day English usage.
For example,
A) John has forbidden his daughter from going out in the night.
B) The GMAT comprises of AWA, Quant, and Verbal sections.
C) The President of the United States is considered to be the most powerful person in the world.
D) I believe John’s version as the truth.
As some of you must have already spotted, all of the above sentences are incorrect.
A – the correct idiom is ‘forbidden to’ & not ‘forbidden from’
B – comprises does not take an ‘of’
C – considered does not take ‘to be’
D – the correct idiom is ‘believe to be’ & not ‘believe as’
So the correct sentences would read,
A) John has forbidden his daughter to go out in the night.
B) The GMAT comprises AWA, Quant, and Verbal sections.
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C) The President of the United States is considered the most powerful person in the world.
D) I believe John’s version to be the truth.
An idiom is the commonly and universally accepted usage of a group of words which could actually have different meanings when used individually. There is no reason why a particular idiom is correct or incorrect. While there are more than 15000 idioms in the English language, the
GMAT favors only a fraction of these.
We have provided below a list of these Idioms along with their correct and frequently incorrect usages (wherever applicable). Go through this list and just memorize the ones that your ear doesn’t recognize.
1. a means to - something done to achieve something else
Correct: For some people, laptops are just a means to an end.
Incorrect: For some people, laptops are just a means for an end.
Incorrect: For some people, laptops are just the means to an end.
2. an instance of – an example of
Correct: This is a real life instance of plagiarism
3. ability to
Correct: Cats have the ability to see in the dark
Incorrect: Cats have the ability of seeing in the dark
(OG 12 – Q 51)
4. access to
Correct: The editor has access to the entire manuscript.
Incorrect: The editor has access of the entire manuscript.
Incorrect: The editor has access for the entire manuscript. www.aristotleprep.com 88
5. accused of
Correct: John has been accused of theft
Incorrect: John has been accused to have committed theft
Incorrect: John has been accused with theft
6. act as - to serve in some special capacity, possibly temporarily
Correct: Modern mobile phones can act as cameras.
Incorrect: Modern mobile phones can act like cameras
7. act like - behave in a certain way (will almost always refer to animate things) Correct: "Please stop acting like a kid", said the producer to the actor. Incorrect: "Please stop acting as a kid", said the producer to the actor. 8. agree with – to hold the same opinion or judgment. You normally agree with a person or an idea,
Correct: Your analysis agrees with mine
OR, it could also mean to look good or go well in combination with something else,
Correct: This dress does not agree with these shoes.
9. agree to – to consent to something or to approve something. You normally agree to inanimate things such as a plan or a proposal. Correct: I agree to your proposal of a buyout.
Correct: Russia and turkey have agreed to speed up the launch of energy deals.
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10. agree on/upon – to agree to the choice of someone or something
(usually used with date or time)
Correct: Let's try to agree upon a date for the vacation
Correct: John & Tina agree upon the need to hire a trainer
11. aid in - to help someone in some kind of trouble
Correct: The motorists needed aid in finding their way out.
Incorrect: The motorists needed aid to find their way out.
(OG 12 – Q 109)
12. allow for - to give consideration to circumstances or contingencies
Correct: We allowed room for improvement when we wrote this book. Correct: Allowing for his inexperience, the Chairman forgave him for his mistake.
13. among X and Y – to evaluate more than 2 options
Correct: John can’t decide among a laptop, a mobile phone and a media player.
Incorrect: John can’t decide between a laptop, a mobile phone and a media player.
14. appear to be
Correct: This dish appears to be undercooked
(OG 12 – Q 73)
15. appeal to - to please or to attract someone
Correct: Soap operas don’t appeal to me. www.aristotleprep.com 90
Correct: The idea of taking a vacation appeals to me a lot.
16. approve/disapprove of - to take a favorable/unfavorable view of someone/something. Correct: The chairman approves of the new marketing plan
Correct: I disapprove of the use of cheating to pass a test.
17. as a result of – because of
Correct - The match has been postponed as a result of rain
18. as an adolescent/teenager/child
Correct: As an adolescent, John suffered from tonsillitis.
Incorrect: While in adolescence, John suffered from tonsillitis.
19. as good as - almost or nearly
Correct:The landlord owes me an apology - he as good as called captainme a thief.
Correct: According to the producer, the movie is as good as complete. 20. as great as – used for comparison
Correct: Is the novel as great as is being reported in the media?
21. as many/much as – used to put emphasis on something
Correct: Jerry made as many as 15 mistakes in the test.
(OG 11 – Q 30)
22. as many/much X as Y
Correct: I have got as many books as you do.
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(OG 12 – Q 76)
(OG 11 – Q 37, 76)
23. ask for - to try to obtain by requesting
Correct:-The child asked for a glass of water
OR, to behave in a provocative manner
Correct: He is asking for trouble
24. associate with - to be friendly with someone
Correct: Jacob likes to associate with honest people.
Incorrect: Jacob likes to associate among honest people.
25. associate X with Y - to link someone/something to some other thing or person
Correct: John always associates coke with pizza
Incorrect: John always associates coke to pizza
26. attend to - to take care of the needs of someone or something
Correct: Tim is attending to his sick mother
27. attribute X to Y - to believe that someone or something is the source of something.
Correct: We attribute our success to good fortune.
Incorrect: We attribute our success from good fortune.
(OG 12 – Q 79)
28. based on
Correct: This movie is based on a true story
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29. be afraid of
Correct: Tim is afraid of the dark.
Incorrect: Tim is afraid from the dark.
30. believe to be
Correct: I believe John’s version to be the truth
Incorrect: I believe John’s version as the truth
(OG 12 – Q 45)
31. better served by X than by Y
Correct: No city seems better served by motorway beltways than
Madrid
32. better than
Correct: My car is better than yours
Incorrect: My car is better from yours
33. between X and Y – used to choose between two things only
Correct: He had to choose between yoga and dance.
Incorrect: He had to choose between yoga or dance.
(OG 12 – Q 44, 96)
(OG 11 – Q 107)
34. both X and Y
Correct: Both John and Jack are coming for dinner.
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35. capable of
Correct: Jerry is capable of great feats of strength.
Incorrect: Jerry is capable for great feats of strength.
36. care about - to hold someone or something dear
Correct: John cares a lot about his family.
37. care for – can be used interchangeably with ‘care about’
Correct: John cares a lot for his family.
38. centres on - to focus on someone or something in particular
Correct: The conversation centered on Mozart’s contribution to music 39. choose as - select
Correct: We choose him as our representative
Incorrect: We choose him to be our representative
40. choose X for Y
Correct: I chose an interesting gift for their anniversary.
41. claim that – used while proclaiming something
Correct: Walter claims that he can run backwards.
42. claim to – used to take control of assets or will
Correct: The eldest son laid claim to the father’s property.
43. claim to be – used while claiming to be some other person
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Correct: The man claimed to be John’s long lost son.
Incorrect: He is claimed as the best batsman of all times.
44. compare to – mostly used to praise someone by pointing similarities with someone else
Correct: In Argentina, Maradona is often compared to God.
(OG 12 – Q 44)
45. compare with – used for actual comparison (as we know it)
Correct: John is comparing a BMW with a Mercedes.
46. composed of – made up of
Correct: The team is composed of people from every department.
Incorrect: The team is composed from people of every department. 47. conceive of X as - to think of someone or something as being someone or something else
Correct: I can’t conceive of you as a scientist.
Incorrect: I can’t conceive of you to be a scientist
(OG 12 – Q 106)
48. concerned with – involved with or connected to
Correct: This topic is concerned with the use of DNA sequencing
49. concerned about – worried about
Correct: I am concerned about my brother’s health
Incorrect: I am concerned for my brother’s health
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50. conform to - to agree with or behave within guidelines or regulations
Correct: Does my dress conform to your regulations?
Incorrect: Does my dress conform with your regulations?
51. confirm with
Correct: John is confirming the plan with Jack
52. connection between X and Y
Correct: There is no connection between Tim and Larry
53. consequence of - be the result of
Correct: Rising temperatures are a consequence of global warming 54. consider X Y – think of as
Correct: I consider myself a close friend of the rockstar.
Incorrect: I consider myself to be a close friend of the rockstar
Incorrect: I consider myself as a close friend of the rockstar
(OG 12 – Q 117)
55. contend that – claim or state
Correct: John contends that his friend is innocent.
56. contend with – compete with someone for something
Correct: Jack is contending with Jerry for the award
57. continue with – carry on with an action
Correct : Tim has been asked to continue with his training
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58. contrast X with Y – compare two dissimilar things which complement each other
Correct: Jenna is contrasting her casual jeans with a formal top.
59. correlate with - to match or equate with something.
Correct: The facts don’t correlate with her story.
Incorrect: The facts don’t correlate to her story.
60. cost(s) associated with
Correct: The costs associated with setting up a factory are prohibitive. (OG 11 – Q 41)
61. count on – depend on
Correct: We can count on John to complete the project.
62. credited with – credit person with accomplishment (use this when person comes first)
Correct: Newton is credited with the discovery of gravity
Incorrect: Newton is credited as discovering gravity
Incorrect: Newton is credited to having discovered gravity
Incorrect: Newton is credited for discovering the laws of gravity
(OG 11 – Q 31)
63. credited to - credit accomplishment to person
Correct: The team credits its success to good fortune
Incorrect: The team credits its success with good fortune
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64. credit for – (think in terms of) a credit note
Correct: Telenet gave Tim a credit of $100 because of an interruption in service.
65. dated at – to denote a time period
Correct: The document has been dated at 100 years old.
Incorrect: The document has been dated at being 100 years old.
Incorrect: The document has been dated as being 100 years old.
(OG 12 – Q 78, 140)
66. date from - to have an existence that extends from a particular time
Correct: These CDs date from the early 70s.
67. debate about/on/over – Discuss in detail
Correct: The MPs debate about the bill tomorrow
Correct: The MPs debate over the bill tomorrow
Correct: The MPs debate on the bill tomorrow
Incorrect: The MPs debate for the bill tomorrow
68. decide on – select
Correct: Tina decided on the chocolate flavored ice cream.
69. declared (takes nothing)
Correct: The monarch declared all fundamental rights captainijunconstitutional. Incorrect: The monarch declared all fundamental rights as m u c unconstitutional.
Incorrect: The monarch declared all fundamental rights to be unconstitutional. www.aristotleprep.com
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70. defined as
Correct: Evaporation is defined as the process in which water d hat changes into vapour.
Incorrect: Evaporation is defined in the process in which water d hat changes into vapour.
71. delighted to – be glad
Correct: I'm delighted to make your acquaintance.
Incorrect: I'm delighted at making your acquaintance.
72. demand that – insist upon something
Correct: John demands that he be given a raise.
Incorrect: John demands that he should be given a raise.
73. dependent on
Correct : The team’s success is dependent on him
74. depicted as - to show someone as something
Correct: The director depicted the actor as a mutant.
Incorrect: The director depicted the actor to be a mutant.
75. determined by
Correct: Language structure is partly determined by social structure Incorrect: Language structure is partly determined from social structure (OG 11 – Q 138)
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76. differ/different from
Correct: Myopia differs from hypermetropia
Correct: I am very different from my twin sister.
Incorrect: Her hobbies are different than mine
77. disagree with (person/idea) – same as agree with
Correct: I disagree with you on this subject
78. disclose to - reveal
Correct: Please disclose the details to me at once.
79. discourage from
Correct: I discouraged them from filing a complaint
Incorrect: I discouraged them to file a complaint
80. dispute whether/over
Correct: There is a dispute over the new name of the city
81. distinguish X from Y
Correct: Criminals cannot distinguish right from wrong.
Correct: Psoriatic arthritis can be difficult to distinguish from cap rheumatoid arthritis
82. distinguish/distinction between X and Y
Correct: Criminals cannot distinguish between right and wrong.
(OG 12 – Q 96)
83. doubt that
Correct: I doubt that his venture will succeed www.aristotleprep.com 100
Incorrect: I doubt whether his venture will succeed
84. draw attention to
Correct: Could I draw your attention to this slide?
85. drawn to – attracted to
Correct: Jerry was drawn to the sports car
Incorrect: Jerry was drawn at the sports car
86. drawn upon – used up
Correct: By the end of the contest the boxer had drawn upon all cap the energy he had.
87. dream about
Correct: All the time I dream about football.
Incorrect: All the time I dream of football
88. dwindle away – become less or smaller
Correct: Her will power is starting to dwindle away.
89. either X or Y
Correct: I will have either ice cream or pastry
(OG 12 – Q 109)
90. elect as
Correct: Freddie was elected as the president of our club.
Incorrect: Freddie was elected to be the president of our club.
Incorrect: Freddie was elected to act as the president of our club.
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91. elect to
Correct: Tom was elected to the office by the party members.
Incorrect: Tom was elected for the office by the party members
92. emerge as
Correct: The weakest candidate emerged as the winner
Incorrect: The weakest candidate emerged to be the winner
93. enable X to Y
Correct: This donation will enable the college to buy a new captainijprojector 94. encourage X to Y
Correct: We encouraged Mary to develop her singing talents
95. encourage in
Correct: We encouraged Mary in her singing career
96. enough to
Correct: The boy was not tall enough to reach the window.
Incorrect: The boy was short enough not to reach the window.
97. escape from – run away from
Correct: The thief has escaped from the prison.
98. escape notice – to go unnoticed
Correct: I think my earlier request escaped your notice.
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99. essential to
Correct: Oxygen is essential to life.
Incorrect: Oxygen is essential for life.
100. estimated to be
Correct: The sculpture was estimated to be worth much more sat than the base price.
Incorrect: The sculpture was estimated to be worth much more sat than the base price.
(OG 12 – Q 27)
101. estimated at – used to denote the place where the estimation was done Correct: The worth of the sculpture was estimated at Madrid.
102. except for
Correct: This house is beautiful and perfect except for one thing sat the price
103. expect to
Correct: The ruler was expected to protect his people.
Incorrect: The ruler is expected that he should protect his people.
104. expect X of Y - to anticipate that someone will do something
Correct: I expected better of John.
105. expect from - to be waiting for something from someone
Correct: I am expecting a parcel from my brother.
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106. expend on – spend on
Correct: Don’t expend too much effort on this document.
(OG 12 – Q 46)
107. explain away - to explain something so that it is no longer a problem Correct: You can't just explain away all your mistakes
108. expose to
Correct: Do not expose the film to direct sunlight.
109. fail on - to give someone an unsatisfactory grade on an assignment or test (somebody will fail you on something)
Correct: The teacher failed half the class on the test
110. fail in - to have not earned passing or satisfactory grades in some school subject (you will fail in something)
Correct: I hope I do not fail in the test.
111. fascinated by
Correct: John is fascinated by his boss
Incorrect: John is fascinated with his boss
112. flee from - run away
Correct: The dogs fled from their cruel master.
113. flee to
Correct: The dogs fled to their kennel
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114. focus on
Correct: Tom is trying to focus on the problem at hand.
115. forbid X to do Y
Correct: John forbid his driver to enter the house
Incorrect: John forbid his driver from entering the house
116. from X to Y
Correct: I am travelling from New York to London
(OG 12 – Q 49)
117. grow from
Correct: A plant grows from a seed
118. grow into
Correct: The child grew into a tall, handsome teenager
119. grow out of
Correct: A big problem has grown out of a tiny misunderstanding
120. identical with
Correct: My problem is identical with yours.
Incorrect: My problem is identical to yours.
121. in contrast to/with X, Y is.... – On the GMAT both ‘contrast to’ and ‘contrast with’ are considered correct
In ‘Contrast to’, ‘contrast’ is used as a noun; this is mainly used to show the dissimilarity between two things.
Correct: John’s working style is a contrast to Jacob’s.
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In ‘Contrast with’, ‘contrast’ is used as a verb and hence denotes the actualtact of contrasting two things
Correct:John is contrasting his working style with that of Jacob.
122. in danger of –ing/danger to
Correct: John is in danger of contracting malaria
Correct:Rampant cutting of trees is a danger to the ecology
(OG 11 – Q 27)
123. in order to
Correct: She began taking classes in order to learn French.
Incorrect: She began taking classes in order that she could learn
French.
124. independent from
Correct:The children have been independent from their parents cap since childhood
125. independent of
Correct: His reasoning was flawed, and appeared to be cap cap independent of any logic.
126. indicate that
Correct: Studies indicate that women actually live longer than men. 127. indicate to
Correct: Fred indicated his assent to me
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128. indifferent towards
Correct: Can you make yourself indifferent towards someone you love? 129. inherit from
Correct: Jeanne has inherited her complexion from her mother.
130. insist that
Correct: The members insisted that the speaker be removed from his post.
131. invest in
Correct: John has invested 6 weeks in preparing for the test.
132. invest with
Correct: The agreement invests the vice-chairman with the sasasaaaauthority to act on the chairman’s behalf in certain sasasaaaconditions. 133. isolated from
Correct: We isolated the chemicals from the source of the leak
134. just as X , so Y – used to point out similarities
Correct: Just as Katy is a champion swimmer, so is Angie.
(OG 11 – Q 99)
135. know to do X
Correct: Even as a young boy he was known to explore different ways of doing things.
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Incorrect: Even as a young boy, he was known as wanting to explore different ways of doing things.
136. lead away
Correct: The police led the criminal away from the other accused.
137. lead to
Correct: A life of sin will inevitably lead to suffering.
138. less X than Y
Correct: My problem is less serious than yours
(OG 12 – Q 123)
139. likely to be
Correct: The CEO is likely to be arrested today
140. localized in
Correct: Are International charities becoming more localized in sasasaaathe economic crisis?
141. manage with
Correct: The college has been asked to manage with the funds sasasaaathat it has
142. mandate that
Correct: The rules of war mandate that no prisoner be tortured for information.
143. means to an end – something done to achieve something else
Correct: Exercise might be boring but it is simply the means to an end. www.aristotleprep.com 108
(OG 12 – Q 72)
144. mistake X for Y
Correct: John mistook a Ferrari for a Lamborghini
Incorrect: John mistook a Ferrari as a Lamborghini
Incorrect: John mistook a Ferrari to be a Lamborghini
145. modeled after
Correct: The Indian constitution is modeled after the British constitution 146. more…than
Correct: I am more clever than my brother
(OG 12 – Q 4, 99)
(OG 11 – Q 123)
147. much as
Correct: Much as Lola needed the car, she had to refuse.
148. native of – use for humans
Correct: John is a native of the US
149. native to – use for plants or animal species
Correct: The Royal Bengal Tiger is native to the Sunderbans
150. necessary to
Correct: The CEO deemed it necessary to ask the employee to sasasaaaresign. www.aristotleprep.com
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151. neither X nor Y
Correct: We could neither walk nor drive to the venue.
Incorrect: We could neither walk or drive to the venue
152. no less... than
Correct: My achievement is no less than his achievement
153. not only X but also Y
Correct: Not only is he very intelligent, but also very humble.
(OG 12 – Q 35, 64)
154. not so much X as Y
Correct: I am not so much sad as perplexed
155. not X but rather Y
Correct: I would have not tea but rather coffee
(OG 12 – Q 92)
156. noted that
Correct: The scientists noted that the aspect ratio remained unchanged. 157. opinion on
Correct: John has very strong opinions on censorship.
158. originate in
Correct: All his troubles originate in his mind.
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159. originate from
Correct: Some of our customs originate from past beliefs
160. permit X to Y
Correct: John permitted his son to drive to college.
161. permit (someone) through
Correct: Can you permit me through the door please?
162. permit up
Correct: She would not permit me up the ladder
163. persuade X to Y
Correct: I persuaded Tim to complete my assignment
164. prefer X to Y
Correct: Jack prefers tea to coffee
Incorrect: Jack prefers tea over coffee
165. preoccupied with
Correct: The country’s mind is preoccupied with soccer
166. prized above
Correct: He prized his only child above everything else in the world www.aristotleprep.com
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167. prized as
Correct: Designer corals have been prized as jewelry for nearly
5000 years
168. prized for
Correct: Gold Jewellery Has Been Prized for Thousands of Years
169. prohibit X from Y
Correct: The landlord has prohibited John from coming late in the night. 170. potential to
Correct: The coach thinks Jack has the potential to play at the national level
171. promise to
Correct: Is this shirt promised to anyone?
172. range from X to Y
Correct: The students’ marks range from good to average.
173. range over
Correct: These trees range over a very large territory
174. rates for
Correct: John enquired the rates for apples
Correct: The rate of increase of population has gone down
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175. refer to
Correct: My friend referred me to a specialist.
Correct: Evaporation refers to a scientific term.
(OG 12 – Q 132)
(OG 11 – Q 64)
176. regard as
Correct: I have always regarded you as my brother.
177. reluctant to
Correct: The child was reluctant to attend the Maths class.
Incorrect: The child was reluctant about attending the Maths sasasaaa class.
178. require of
Correct: John wants to know what is required of him in this job.
179. require that X
Correct: The job requires that John supervise the entire operations of the assembly line.
180. require X to
Correct: The job requires John to supervise the entire operations of the assembly line.
181. require to
Correct: John was required to supervise the entire operations of sasasaaathe assembly line.
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182. resemble in
Correct: This resembles chocolate ice cream in flavor, but not in consistency. 183. responsible for
Correct: The CEO is responsible for meeting the assigned targets
184. responsibility to
Correct: It is the CEO’s responsibility to meet the assigned targets 185. restrictions on
Correct: The US has imposed restrictions on the licensing of firearms 186. result from
Correct: It will be interesting to see what results from the sasasaaapolice’s efforts.
187. result in
Correct: I hope that this will result in the police finding your car.
188. sacrifice X for Y
Correct: Would you sacrifice your job for a chance to go to
Europe?
189. sacrifice to
Correct: I sacrificed a lot of money to visit Europe
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190. seek out
Correct: Jenny sought out a helper for her mother.
191. seek from
Correct: The prisoner seeks pardon from the victim
192. seek after
Correct: The police continue to seek after the thief who stole
John’s car.
193. seem like
Correct: The boss seemed like a nice person when I met him
194. seem to
Correct: The accused seemed to be hiding something.
Incorrect: The accused seemed like hiding something
(OG 12 – Q 35, 72)
195. sequence of
Correct: John narrated the entire sequence of events to the sasasaaaagents 196. similar to
Correct: My house is similar to yours.
197. so X as to Y – used to denote cause and effect. Cannot be used to replace ‘in order to’
Correct: John’s grades are so poor as to lead to his expulsion from the school.
Incorrect: Jack works out every day in order to build his stamina.
(OG 12 – Q 39) www.aristotleprep.com 115
198. so X that Y
Correct: Jerry is so soft-spoken that one can barely hear him sasasaaaspeak (OG 12 – Q 37, 39, 51, 124)
199. so much as – can mean ‘but rather’
Correct: I'm not looking at him so much as I am studying his sasasaaajacket. Or, can also mean ‘even’
Correct: There was not so much as a speck of dust in the house.
200. speak from
Correct: The chairman claimed that he was speaking from sasasaaaexperience 201. speak up
Correct: Sheena wants to speak up for the rights of the homeless. 202. speak with
Correct: I will speak with John about this problem
203. speak for
Correct: The company’s astounding profits speak for themselves
204. subscribe to
Correct: I do not subscribe to the view that John is guilty
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205. such X as Y and Z
Correct:This group includes such cars as BMW and Audi.
206. targeted at
Correct: The new ad for lawnmowers is targeted at gardeners
(OG 12 – Q 40)
207. the more/greater X the more/greater Y
Correct: The more the prices rise, the more the demand increases. 208. the same to X as to Y
Correct: This color looks the same to me as it would to anyone else. (OG 12 – Q 32)
209. think of X as Y
Correct: John thinks of Jack as his best friend
210. to think of X as Y
Correct: I think of him as my best friend.
211. train to
Correct: He was trained to become an athlete ever since he was a sasasaaachild. Incorrect: He was trained as an athlete ever since he was a child.
212. try to
Correct: John said he would try to come on time.
Incorrect: John said he would try and come on time www.aristotleprep.com 117
(OG 12 – Q 24, 62)
213. used X as Y
Correct: For centuries, people have been using herbs as remedies sasasaaafor the different diseases
214. unlike X, Y
Correct: Unlike John, Tom wrote a good essay.
Incorrect: Unlike John, Tom’s essay was good.
Correct: Unlike John’s essay, Tom’s essay was good.
(OG 12 – Q 20, 97)
(OG 11 – Q 10, 66, 68)
215. view X as Y
Correct: The management views the problem as an opportunity
Incorrect: The management views the problem to be an opportunity (OG 11 – Q 125)
216. whether to
Correct: John is unable to decide whether to go to Harvard or
Stanford. (wouldn’t you want to be in his shoes )
217. with the aim of ‘(verb)ing’
Correct: Jerry is training for six hours everyday with the aim of winning the marathon.
218. worried about
Correct: I am worried about my parents
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219. X enough to Y
Correct: The temperature outside is high enough to cause a heat stroke. 220. X instead of Y
Correct: I will have tea instead of coffee
221. X is attributed to Y
Correct: The CEO has attributed the loss to the economic recession earlier in the year
222. X is to Y what W is to Z
Correct: You are to your parents what I am to mine.
(OG 12 – Q58)
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Style
Style primarily involves the following two variables – Wordiness and
Redundancy
Wordiness
Remember the GMAT likes to keep things simple so all else being equal, a shorter answer is always preferred to a longer one on the GMAT. So if you are totally confused between two options go with the shorter one; statistics suggest that you will be correct more often than not.
For example consider these two sentences:
1) John as well as Jack reached the office late on account of traffic. 2) John and Jack reached the office late because of traffic.
The second sentence sounds much better because it replaces ‘as well as’ with ‘and’ and ‘on account of’ with ‘because. The point is that if you can convey the same meaning with one word why use three?
Redundancy
Redundancy basically means saying the exact same thing twice in a sentence. (By the way did you spot the redundancy in this sentence –
‘exact same’?)
Examples:
1. John’s marks have increased up. (can’t increase down can they?) 2. The yearly growth rate is 10% per annum (yearly & per annum?) 3. I have para-glided previously in the past (previously & in the past?)
Here please keep in mind that ‘Style’ is more subjective then some of the other errors that we have seen in this chapter in the sense that whether a sentence is correct or not will depend on the other options that are www.aristotleprep.com 120
available to you. So while ‘and’ is preferred to ‘as well as’, in case none of the options have an ‘and’ one can easily go with ‘as well as’.
The good news is that you will rarely be tested only on style; the sentence will usually also contain some other error which will make it easier for you to eliminate the incorrect option.
(OG 11 – Q 12)
(OG 12 – Q 7)
Summing Up
Sentence Correction – Do’s and Don’t’s
1.
2.
3.
4.
5.
Always go for the shorter option
Avoid Passive Voice
Avoid redundancy
Avoid ‘Being’
Avoid words ending with ‘-ing’
6. Always read the correct option
back
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the
sentence
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PART 3
Miscellaneous Errors
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Apart from these seven errors, there are certain other errors that are also tested on the GMAT from time to time. Let’s look at few such errors:
1) The 'Subjunctive' Mood
For knowledge's sake remember that there are three primary moods in
English grammar - Indicative mood, Imperative mood and Subjunctive mood. The GMAT will, in all probability, only test you on the use of the
Subjunctive mood so we'll restrict our scope to the same.
The subjunctive mood is primarily used in the following two situations: Situation 1: To indicate a hypothetical situation, a wish, or a circumstance contrary-to-fact.
Situation 2: To make a suggestion, demand, desire, etc.
The following rules apply to each of the above two situations respectively: Situation 1 - When contemplating hypothetical or contrary-to-fact situations, always use 'were' and 'would'. Please note that even if the subject is singular you will still use 'were' and not 'was'.
Examples:
1. If I were rich I would buy a BMW.
2. If petrol were cheaper I would use my car everyday.
3. If I were you, I would contest the elections.
Situation 2 - Verbs like order, suggest, demand, etc. must be followed by 'that' and the infinitive form of the verb being ordered or suggested, without the ‘to’.
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Examples:
1. The teacher recommended that Jerry be expelled from the class. 2. The manager demanded that John show up for work on time.
So how do you figure out whether a question is testing you on the use of the Subjunctive mood? Here are a couple of tips:
1. Check for words such as 'if', 'wish', etc. Though these can also be used in the other moods, they are most commonly tested on the subjunctive mood.
2. Ask yourself if the sentence is talking about an uncertainty, a wish, a suggestion, a demand, etc. If it is then you are dealing with the subjunctive mood.
To Sum it Up
1. If a sentence talks about hypothetical or contrary-to-fact situations use 'were' (not 'was') and 'would'
2. With verbs such as 'demand', 'suggest', 'insist', etc. what follows should be 'that' and the infinitive form of the verb being ordered.
(OG 12 – Q 54)
(OG 11 – Q 82, 83, 92)
2) Number words
Which one is better?
Give me less French fries
Give me fewer French fries
The second sentence is correct since it is possible to count French fries.
Countable – many, number, fewer, quantity, little, etc. www.aristotleprep.com 124
Uncountable – much, amount, less, etc.
(OG 12 – Q 80)
3) Where & When
On the GMAT ‘where’ will always refer to a specific location and ‘when’ will always refer to a specific time period; else their use is wrong.
Correct: The town where I was born is known for its fishermen.
Correct: It was a historic event when, in 1947, India achieved independence. Incorrect: When the price goes up the demand falls down.
Incorrect: The company where I work has gone bankrupt.
(OG 12 – Q 12, 104)
4) Each Other v/s One another
‘Each other’ is used for two things; ‘one another’ for more than two.
The two men are pointing out each other’s mistakes.
The students are pointing out one another’s mistakes.
5) Whether v/s If
'If' is used to introduce a conditional idea or an idea that has just one possibility whereas 'Whether' is used to introduce alternative possibilities, usually with 'or not' implied or explicitly stated in the sentence.
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Consider the following example:
If you study hard you will surely do well on the GMAT.
In the above sentence 'if' is introducing a single condition (if you study hard) that can lead to the desired goal; we can't replace it with 'whether' because that would totally distort the meaning of the sentence.
Now look at this one:
I can't decide whether to study or to go out with my friends.
Here 'whether' is introducing two alternatives and we cannot be replace it with 'if'.
To make it clearer here is a sentence in which we've used both 'If' and 'Whether' together:
You need to decide whether you will be able to control your temper if he asks you to get out of his office.
To Sum it Up:
1. 'If' is used to introduce 1 condition whereas 'Whether' is used to introduce several possibilities.
2. If you are still confused on a question, go with 'Whether' since it's preferred on the GMAT.
(OG 12 – Q 34, 75)
(OG 11 – Q 94, 108)
6) 'Everyday' v/s 'Every day'
Is this sentence correct?
I go to the church once everyday.
It might sound correct to you but it's actually incorrect. The correct sentence will read:
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I go to the church once every day.
So what's the difference between 'everyday' and 'every day'?
'Everyday' is an adjective meaning 'ordinary' or 'commonplace'. An adjective, in case you've forgotten, is a word that modifies a noun. Eg.
'everyday occurrence', 'everyday people', etc.
'Every day' is an adverbial phrase that tells us how often something takes place. An adverb is a word or phrase that modifies a verb (most of the time). To Sum it Up
1. Use 'Everyday' if you are implying 'ordinary' or 'commonplace'.
2. Use 'Every day' if you are implying that 'something happens every day'. 7) Prepositions or Conjunctions?
We saw what are prepositions and conjunctions in the chapter on
Grammar Review but sometimes the same word can act both as a preposition and also as a conjunction. In that case how do you identify whether you are dealing with a preposition or a conjunction?
Remember that even though inherently both prepositions as well as conjunctions are connectors, prepositions are used to connect a noun element to a sentence whereas conjunctions have the ability to connect two verbs together which means they can actually connect two sentences to each other.
Examples of Prepositions - on, over, to, from, about, for, against, with, between, but, etc.
Examples of Conjunctions - and, nor, but, or, then, for, since, etc.
As you might have noticed words such as 'for' and 'but' can act as both
Preposition as well as Conjunction; then how do you figure out when it's being used as what?
Try this rule - divide the sentence into two parts (1 part before the preposition/conjunction and the other part after that). Now if the two parts make sense on their own then they are two different sentences and www.aristotleprep.com 127
we can only use conjunctions to join two sentences so the word in questions is a Conjunction, else it is a Preposition.
Consider the following examples:
1. I have been living in New York since last year.
2. I have been living in New York since I passed my exams.
Now in the sentences above, the word in question is 'since'.
If you break up sentence 1 across 'since', the two parts are 'I have been living in New York' and 'last year'. Now while the first part 'I have been living in New York' makes sense the second part 'last year' makes no sense. Thus 'since' is acting as a preposition here connecting the noun
'last year' to the rest of the sentence.
Now doing the same thing with sentence 2 we get 'I have been living in
New York' and 'I passed my exams', both of which make perfect sense on their own. Thus 'since' is acting as a conjunction here joining two sentences. To Sum it Up
1. Prepositions are used to connect a noun to a sentence.
2. Conjunctions are used to connect two verbs or sentences.
3. The same word can be used as both conjunction as well as preposition, depending on the context.
8) Ending Sentences with a Preposition
Consider the following two sentences:
1. Don't tell me stories that I am already aware of.
2. Don't tell me stories of which I am already aware.
Which one would you go with on a SC question?
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Most people would say Sentence 2 because Sentence 1 ends with 'of', a preposition, but actually sentence 1 sounds much better and would, in fact, be preferred on the GMAT.
Here's another couple of sentences; which one do you like more?
1. Among all the applicants, I haven't yet decided with whom I would like to meet.
2. Among all the applicants, I haven't yet decided who to meet with. Obviously Sentence 2 (even though it ends with the preposition 'with) because it's shorter and conveys the meaning of the sentence in a much more direct manner than Sentence 1.
In a nutshell, remember that just because a sentence ends with a preposition does not mean that it is incorrect.
9) Like v/s Such As
Is this sentence correct?
I want to eat something sweet like a chocolate or a pastry.
Even though we speak like this in our everyday conversations (BTW is it
'everyday' conversations or 'every day' conversations?), what this sentence is implying is that I don't want to eat a chocolate or a pastry but something similar to a chocolate or a pastry.
Here's the rule - On the GMAT 'like' means 'similar to' and 'such as' means 'for example'
So the correct sentence will read:
I want to eat something sweet such as a chocolate or a pastry.
Important: Even if 'such' and 'as' are separated in a sentence, the sentence is still correct.
For example:
I want to eat some such sweet as a chocolate or a pastry.
In the above sentence even though 'such' and 'as' are separated by the www.aristotleprep.com 129
word 'sweet' the sentence is absolutely correct and 'chocolate' and
'pastry' are examples of sweets that I want to eat.
To Sum it Up:
1. On the GMAT, use 'like' to imply 'similar to'.
2. Use 'such as' to imply 'for example'
3. If confused, go with 'such as'.
10) Compare to v/s Compare with
How do you define the term 'Comparison'?
It basically refers to pointing out the similarities as well as differences between any two things.
In this sense 'Compare with' actually refers to 'Comparison' as defined above whereas 'Compare to' is only used to state that one thing is similar to the other (usually to emphasize that particular thing or person). Hence,
'Compare to' is used to point out the similarity between two unrelated things. More than a comparison, it's actually just a statement stating that one thing is similar to another to emphasize that particular thing.
For example:
John compared his wife's face to the moon.
In the above sentence John is not actually pointing out the similarities and differences between his wife's face and the moon, but is rather empahisizing his wife's beauty by comparing her to the moon.
'Compare with' is used to actually compare two things by pointing out the similairites as well as differences between them.
For example:
Jerry is comparing a Toyota with a Honda. www.aristotleprep.com 130
In the above sentence Jerry is actually comparing the similarities & differences between the two brands so as to be able to decide which one is better.
To Sum it Up:
1. Use 'Compare to' to show how two things are similar and to emphasize one of them.
2. Use 'Compare with' to actually compare the similarities & differences between two things.
3. Usually if the two things are similar go with 'compare with' and if they are dissimilar go with 'compare to'.
11) Due to v/s Because of
Is this sentence correct?
The physical test was postponed due to the bad weather.
Even though this might sound correct to you it's actually incorrect; the correct sentence will read:
The physical test was postponed because of the bad weather.
Rule - On the GMAT 'due to' will NEVER be used to replace
'because of'; it can only replace 'caused by'.
Now, in the above sentence, if you were to replace 'because of' with
'caused by' the sentence would read:
The physical test was postponed caused by the bad weather.
This obviously does not make any sense, hence we cannot use 'due to' in this sentence.
However the following sentence makes sense:
The postponement of the physical test was caused by the bad weather. www.aristotleprep.com
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In the above sentence since 'caused by' makes sense we can replace it with 'due to':
The postponement of the physical test was due to the bad weather. To Sum it Up:
1.
On the GMAT, 'due to' cannot be used to replace 'because of'
2.
'Due to' can only be used to replace 'caused by'
(OG 12 – Q 6)
12) Less v/s Fewer
If you want to be less confused and make fewer mistakes then go through this post.
Rule - 'Less' is used with uncountable nouns. Eg - less water, less happiness, less money, etc.
'Fewer' is used with countable nouns. Eg. - fewer rupees, fewer people, fewer companies, etc.
Sounds simple enough. So which of the next two sentences is correct?
1. My class has fewer intelligent students.
2. My class has less intelligent students.
You are probably thinking that since people can be counted, Sentence 1 should be correct BUT in fact both the sentences are correct and are actually saying two different things:
In Sentence 1 'fewer' is modifying 'intelligent students' and is basically saying that I have fewer number of intelligent students in my class (say 3 out of 10 students)
In Sentence 2 'less' is only modifying the adjective 'intelligent' and is basically saying that students in my class have a lower intelligence level in general.
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So before you mark an answer make sure you understand the correct meaning of the sentence.
To Sum it Up
1. Use 'less' to modify uncountable nouns
2. You can also use 'less' to modify adverbs and adjectives
3. Use 'fewer' to only modify countable nouns.
4. Remember, if a noun can be preceded by a number (one student, five cats, four of us, nineteen questions, etc.), it should be modified with fewer; otherwise, less is best.
13) Agree to v/s Agree with
While there can be a fairly lengthy explanation of when to use 'agree with' and 'agree to', the following simplified rule should suffice for the GMAT:
Rule: You agree 'with' a noun and you agree 'to' a verb.
Examples:
1. John agrees with his brother. ('brother' is a noun so agree 'with')
2. John agreed to run an extra mile. ('run' is a verb so agree 'to')
3. The manager agreed with the proposal. ('proposal' is a noun so agree 'with')
4. The manager agreed to open the office on Sundays. ('open' is a verb so agree 'to')
In short you agree 'with' something but you agree 'to' do something.
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14) Shall v/s Will
Though we've rarely seen the GMAT test students on the usage of 'shall' and 'will', on the off-chance that they do decide to do so, remember the following basic rule:
Rule: Use 'shall' when speaking in the first person and 'will' when speaking in the second or third person.
In case you've forgotten your 'persons', here's a ready reckoner:
First Person – I
Second Person – You
Third Person - He, She, etc.
So,
I shall win the championship. championship
BUT
You/We
will
win
the
15) Will v/s Would v/s Should
Which of these is correct?
1. I think you will do well on the GMAT
2. I think you would do well on the GMAT
3. I think you should do well on the GMAT
It’s the first one!
Use will to refer to some event that will happen in the future in relation to the present and use would to refer to the future in the past.
(OG 12 – Q 67, 122)
Examples
I predict that Germany will win the world cup
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BUT,
I predicted that Germany would win the world cup
‘Should’ is almost always used incorrectly in English to refer to an event that will or might happen in the future. Remember ‘should’ is only used to give your recommendation or suggestion.
In option 3 of the above sentence it seems as if I am recommending the student that he does well, whereas it is more of a prediction on my part.
Also remember that ‘should’ will never be used with verbs such as
‘recommend’, ‘suggest’, etc. because it would lead to an error of redundancy since both the words are conveying the same meaning of tentativeness. Example
Incorrect: I recommend that you should come on time
Correct: I recommend that you come on time
(OG 12 – Q 54)
(OG 11 – Q 82, 124)
To Sum it Up
1. Use will to refer to future in the present
2. Use ‘would’ to refer to future in the past
3. Use ‘should’ to denote suggestion or recommendation
4. Never use ‘should’ along with verbs such as ‘recommend’,
‘suggest’, etc.
15) 'Between' v/s 'Among'
The simplest of choices but, surprisingly, a large number of students seem to be unaware of the correct usage of 'between' and 'among'.
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Rule: Use 'between' while evaluating two options and 'among' while evaluating more than two options.
Examples:
1. John can't decide between a bike and a scooter.
2. John can't decide among a bike, a scooter and a moped.
Important: Remember 'between' and 'among' will ALWAYS take 'and' and not 'or'. To say that 'John can't decide between a bike or a scooter' will always be INCORRECT.
16) Farther v/s Further
Is this sentence correct?
John can run further than Jerry.
It's actually incorrect because of the improper usage of the word 'further'.
The correct word in this case would be 'farther'.
Rule: 'Farther' refers to actual measurable distance whereas 'Further' refers to degree, quantity, time, or some such other quality that cannot or is not being precisely measured.
Examples:
1. John promised his boss that there would be no further delays 2. The map says the city is farther than we expected.
3. The students discussed further after the teacher left.
4. He is running farther everyday.
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17) Differ with v/s Differ from
Is this sentence correct?
John differs from his boss on the usefulness of the business restructuring strategy.
A lot of you might think that the sentence sounds correct, specially those of you who think 'differ from' is the correct idiom; the sentence is in fact wrong as the correct idiom here would be 'differ with' and not 'differ from'. Rule: Use 'differ from' to imply 'unlike' (as in one thing differing from the other) and 'differ with' to imply 'disagreement' (as in differing with a point of view).
Examples:
1. No one can tell how the two cars differ from one another.
2. The two political parties differ with each other's ideologies.
3. How is the book different from the movie?
4. The director differs with the producer.
18) Rather than v/s Instead of
It is extremely unlikely that the GMAT will ask you to chose between two choices only on the basis of 'rather than' and 'instead of'. Usually there will be some other error as well in one of the options.
Still you should know the difference between the two:
'Rather than' is used to express preference of one thing over another whereas 'instead of' is used to replace one thing with another.
I will have tea rather than coffee.
What you are saying is that you would prefer tea but if tea is not available you will be ok with coffee as well.
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I will have tea instead of coffee.
Here you are not just expressing preference but rather you are replacing one option with another; so no coffee, only tea.
Also remember that technically, 'rather than' is a conjunction so it can be followed by anything - noun, phrase, clause - whereas 'instead of' is a preposition so it can be followed only by nouns.
Example
I went in the house instead of in the garden.
I went in the house instead of the garden.
In Sentence 1 above, 'instead of' is incorrect because it is followed by the phrase 'in the garden'. Here the correct usage would be 'rather than'.
In Sentence 2 'instead of' is correct since it is followed by the noun
'garden'. Note that 'rather than' can also be used in this sentence to replace 'instead of'. To Sum it Up:
1. Use 'rather than' to show preference or as a conjunction to link nouns, phrases and clauses.
2. Use 'instead of' to replace one thing with another or as a preposition before nouns.
3. If confused go with 'rather than'.
19) Advice v/s Advise
Take a look at this sentence:
I advice/advise you to stop procrastinating.
What is the correct word here - 'advice' or advise'? www.aristotleprep.com 138
Rule: Advice" is a noun and it means a recommendation about behavior of some kind. It's last consonant sound is "sss."
"Advise" is a verb and it means the act of recommendation. It's last consonant sound is "zzz."
giving
a
So the correct word in the sentence above will be 'advise' since you are giving a recommendation.
Here are some more examples:
1. John did not listen to my advice.
2. The Board advised the CEO to resign.
3. The disciple went to the priest for advice.
20) Subordination and Coordination
We looked at the concepts of coordinating and subordinating conjunctions in the chapter on grammar review. Now let’s take a look at how these might be tested on the GMAT.
Incorrect: High cholesterol content in blood can lead to heart failure and blockage of arteries in the heart.’
The use of ‘and’ here incorrectly signifies that both ‘heart failure’ and
‘blockage of arteries' are equally important and more importantly, that they could be mutually exclusive whereas the two are actually related in the sense that one is causing the other. Thus we need to subordinate the last part of the sentence to the first part by using a subordinating conjunction such as ‘by’.
Correct: High cholesterol content in blood can lead to heart failure by blocking the arteries in the heart.
Thus, when you want to draw equal emphasis to two parts of a sentence, or coordinate them, you use coordinating conjunctions such as ‘and’ or
‘but’ but when you want to emphasize one part over the other, you
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subordinate one to the other with words such as ‘although’, ‘while’, or
‘since’.
20) The use of Double Negatives
A double negative occurs when two forms of negation are used in the same clause or sentence.
Examples
I don’t need no education.
He hasn’t done nothing
A double negative is an absolute no-no on the GMAT.
Incorrect: There were no goals nor corners in the match.
Correct: There were no goals or corners in the match
Correct: There were neither goals nor corners in the match
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ALL THE BEST!
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GMAT®
Sentence Correction
GRAIL
Copyright 2010, by Aristotle Prep
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Aristotle Prep
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COMING SOON
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Available for FREE download on our website
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Copyright, Legal Notice and Disclaimer:
All contents copyright by Aristotle Prep. No part of this book may be reproduced or transmitted in any form, by any means (electronic, photocopying, recording, or otherwise) without the prior written permission of Aristotle Prep. If you received this publication from any source other than www.aristotleprep.com, you've received a pirated copy.
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Any trademarks, service marks, product names or named features are assumed to be the property of their respective owners, and are used only for reference. There is no implied endorsement if we use one of these terms. Although the authors and publisher have made every reasonable attempt to achieve complete accuracy of the content in this book, they assume no responsibility for errors or omissions. You should use this information at your own risk.
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Contents
Introduction……………………………………………………………………………………………………………………6
Part 1 – Grammar Review
1. Noun……………………………………………….……………………………………………………8
2. Pronoun……………………………………………………………………………………………….13
3. Adjective…………………………………………………………………..…………………………15
4. Verb ……………………………………………………………………………………………..…….17
5. Adverb ……………………………………………………………………………………………….20
6. Preposition …………………………………………………………………………………………21
7. Conjunction..………………………………………………………………………………..……23
8. Interjection..…………………………………………………………………………….………..25
9. Subject, Object & Predicate ………………………………………………………………26
10. Phrases & Clauses ………………………………………………………..…………………28
11. Verbals – Gerunds, Participles, & Infinitives ………….………………………30
12. Punctuation ………………………………………………………………………………………33
Part 2 – Sentence Correction Error Types
1. Verb …………………………………………………………………………………………………..39
2. Tense …………………………………………………………………………………………………46
3. Pronoun……………………………………………………………………………………………..55
4. Modification………………………………………………………………………………………..62
5. Parallel Structure……………………………………………………………………………….68
6. Comparison………………………………………………………………………………………..73
7. Idioms & Style……………………………………………………………………………………77
Part 3 – Miscellaneous
1. The Subjunctive Mood …………………………………………………………………….110
2. Number Words…………………………………………………………………………………111 www.aristotleprep.com 5
3. Where & When…………………………………………………………………………….…111
4. Each other v/s One another……………………………………………….……….…112
5. Whether v/s If…………………………………………………………………………………112
6. Everyday v/s every day…………………………………………………………….……113
7. Prepositions or Conjunctions? ………………………………………………….……113
8. Ending sentences with a Preposition …………………………………….………115
9. Like v/s Such As ………………………………………………………………….…………115
10. Compare to v/s Compare with…………………………………..……….………116
11. Due to v/s Because of ………………………………………………………..………117
12. Less v/s Fewer……………………….……………………………………………………118
13. Agree to v/s Agree with………………………………………………………………119
14. Shall v/s Will…………………………………………………..……………………………119
15. Will v/s Would v/s Should ………………………………..…………………………120
16. Between v/s Among …………………………………………..………………………121
17. Farther v/s Further ………………………………………………..……………..……121
18. Differ with v/s Differ from …………………………………………..………………122
19. Rather than v/s Instead of……………………………………………..……………122
20. Advice v/s Advise………………………………………………………………….………123
21. Coordination and Subordination……………………………………………..……124
22. The use of Double Negatives ………………………………………………...……125
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Introduction
The idea behind this book is to provide students with the most exhaustive
Sentence Correction material currently available in the market. We have tried to incorporate in this book any concept that has even remotely been tested on the GMAT.
In keeping with its exhaustive nature, this book has 3 parts to it:
Part 1 - Grammar Review - Gives you a quick overview of the basic grammatical concepts that are likely to be tested on the GMAT.
Part 2 – Discusses the seven major error types that will be tested on the
GMAT
Part 3 – Covers minor errors, confusing choices and all other one-off concepts that have ever been tested on the GMAT.
Once you go through this book, we promise you will not have to refer to any other book for sentence correction. For most of the concepts covered in this book, you will also find an OG reference (highlighted in yellow) that will provide you with the question number of similar questions present in the OGs 12 and 11. Hence, you can actually see how the concepts explained in this book are actually tested on the GMAT.
We will soon, also, be coming out with a comprehensive Sentence
Correction question bank to go with this book.
Until then,
Good luck & study hard !
The Aristotle Team
P.S. We would love to know whether you found this book helpful and how we could make this book even better. Do mail us your feedback on feedback@aristotleprep.com www.aristotleprep.com
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PART 1
Grammar Review
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Grammar Review
Before starting with actual Sentence Correction questions it is important to brush up our basic grammar fundamentals. A lot of students ask us whether it is actually important to know such detailed grammatical concepts. Well, for one the concepts covered in this chapter will be anything but detailed; we’ll actually just be scratching the surface of English grammar.
Second, and more important, you could choose to leave out these concepts in case you are targeting a score of around 600 but if your target is a 700+ score then you will need to have some basic idea of these concepts.
Remember, the idea behind this chapter is not to revisit Wren & Martin but just to get a basic comfort level with the different parts of speech and sentence. So first up, let’s take a look at the different parts of speech, which are basically the words that you use to make a sentence. There are 8 parts of speech in the English language:
1.
2.
3.
4.
5.
6.
7.
8.
Noun
Pronoun
Adjective
Verb
Adverb
Preposition
Conjunction
Interjection
1) Noun
Nouns are naming words. Everything we see or are able to talk about is represented by a word which names it - that word is called a 'noun'.
These can be names for people, animals, places, objects, substances, qualities, actions, etc.
Examples:
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i) Names for people, animals, places – Tom, Englishman, cabrother, cat, office, China ii) Names for objects and substances – chair, computer, hammer, caoxygen, water, ice vi) Names for qualities – kindness, beauty, bravery, faith vii) Names for actions – rowing, cooking, reading, listening
Common & Proper Nouns
A common noun is the word used for a class of person, place or thing.
Examples: car, man, city, iron, liquid, company, etc.
A proper noun is the name of a particular or specific person, place or thing. A proper noun always starts with a capital letter.
Examples: Alfred, Asia, Aunt Becky, Nobel prize, Mercedes,
Microsoft, etc.
Countable & Uncountable Nouns
A countable noun (or count noun) is a noun with both a singular and a plural form, and it names anything (or anyone) that you can count. You can make a countable noun plural and attach it to a plural verb in a sentence. Countable nouns are the opposite of non-countable nouns and collective nouns. In each of the following two sentences, the highlighted words are countable nouns:
i) John painted the table red and the chairs blue. ii) The oak tree lost three branches in the storm.
A non-countable noun (or mass noun) is a noun that does not have a plural form and that refers to something that you could (or would) not usually count. www.aristotleprep.com 10
A non-countable noun always takes a singular verb in a sentence. Noncountable nouns are similar to collective nouns (but not the same), and are the opposite of countable nouns.
In each of the following sentences, the highlighted words are non-countable nouns:
i) Joseph Priestly discovered oxygen. ii) We decided to sell the furniture rather than take it with us ca ca when we moved.
In the above examples, the words ‘oxygen’ and ‘furniture’ cannot normally be made plural and so take the singular verb "is" rather than the plural verb ‘are’.
Examples of Non-countable nouns:
music, art, love, happiness, advice, information, news
furniture, luggage, rice, sugar, butter, water
electricity, gas, power, money, currency
Sometimes, the same noun can be countable and uncountable, often with a change of meaning:
Countable
There are two hairs in my coffee! There are two lights in our bedroom Our house has seven rooms hair light room
Uncountable
I don't have much hair.
Close the curtain. There's too much light!
Is there room for me to sit here? Collective Nouns
A collective noun is a noun naming a group of things, animals, or persons. You could count the individual members of the group, but you usually think of the group as one unit. www.aristotleprep.com 11
You need to be able to recognize collective nouns in order to maintain subject-verb agreement. A collective noun is similar to a non-countable noun, and is roughly the opposite of a countable noun.
In each of the following sentences, the highlighted word is a collective noun:
i) The flock of geese spends most of its time in the pasture. (The capcollective noun "flock" takes the singular verb "spends") ii) The jury is dining on take-out chicken tonight. iii) The army is handling the problem of terrorism.
List of some common Collective nouns
Army
Array
Audience
Band
Bevy
Board
Bunch
Cast
Choir/Chorus
Class
Committee
Corporation
Council
Crowd
Department
Faculty
Family
Firm
Group
Jury
Majority
Minority
Party
Public
School
Senate
Society
Staff
Team
Troupe
Possessive Noun
When we want to show that something belongs to somebody or something, we usually add ('s) to a singular noun and an apostrophe to a plural noun.
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For example:
the boy's ball (one boy)
the boys' ball (two or more boys)
Noun as an Adjective
As you know, a noun is a person, place or thing, and an adjective is a word that describes a noun. Sometimes we use a noun to describe another noun. In that case, the first noun acts as an adjective.
Examples
Race horse
War story
Tennis ball
In some exceptional cases you can have several consecutive nouns acting as adjectives.
For example
Argentina football team coach
In the above sentence ‘Argentina’, ‘football’, and ‘team’ are all nouns acting as adjectives modifying the final noun ‘coach’. Even more interestingly ‘football’ is a noun that is made up from two nouns – ‘foot’ and ‘ball’. This is how words develop in a language!
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To Sum it up:
Noun - the name of a person, place or thing
Common Noun – refers to a general group
Proper Noun – refers to a particular item in a group
Countable Nouns – can be counted (bottle, calculators, etc.)
Uncountable Nouns – cannot be counted (oxygen, milk, etc.)
Collective Noun – group of items which are referred to in the singular (army, family, etc.)
Possessive Noun – use apostrophe to show possession
Nouns as Adjectives– race horse, cricket ball, etc.
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2) Pronoun
A pronoun is a word that is used to replace a noun or another pronoun.
You use pronouns like he, which, none, you, etc. to make your sentence less cumbersome and less repetitive.
For example,
Do you like the captain? I don’t like the captain. I think the captain is too arrogant.
As you can see the above lines sound very childish and repetitive. With pronouns we can say:
Do you like the captain? I don’t like him. I think he is too arrogant. The first sentence sounds awkward and can even be confusing as to whether both the ‘John’s’ are the same or different people.
The second sentence replaces the second noun ‘John’ with the pronoun
‘he’ and gets the meaning across clearly.
Singular & Plural Pronouns
There are several pronouns which seem to be plural but act as singular, taking singular verbs. The most common of these pronouns is anybody, anything, any, each, either, everyone, everybody, nobody, none, etc.
These pronouns must be followed by a singular verb.
Example:
i) Not one of the bananas was (not ‘were’) ripe. ii) Everyone has (not ‘have’) completed the test.
Relative Pronouns
A relative pronoun is used to link one phrase or clause to another phrase or clause. It is called a ‘relative’ pronoun because it relates to the word that it modifies and is not specific.
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For example:
The person who phoned me last night is my teacher.
There are 5 relative pronouns - who, whom, whose, that, and which.
The compounds whoever, whomever, and whichever are also relative pronouns. In each of the following sentences, the highlighted word is a relative pronoun.
i) You may invite whomever you like to the party. ii) The candidate who wins the greatest popular vote is not always elected. iii) The crate, which was left in the corridor, has now been moved into the storage closet.
To Sum it up:
Pronoun – replaces a noun or another pronoun
All these are Singular – everyone, each, none, anybody, etc.
Relative Pronouns – who, whom, whose, that & which
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3) Adjective
An adjective modifies a noun or a pronoun by describing, identifying, or quantifying words.
An adjective usually precedes the noun or the pronoun which it modifies.
In the following examples, the highlighted words are adjectives:
i) The truck-shaped balloon floated over the treetops ii) Mrs. Morrison papered her kitchen walls with hideous wall paper iii) The small boat foundered on the wine dark sea.
An adjective can be modified either by an adverb or by a phrase or clause functioning as an adverb. In the next sentence, the adverb ‘intricately’ modifies the adjective ‘patterned’.
My husband knits intricately patterned mittens.
Some nouns, many pronouns, and many participle phrases can also act as adjectives. In the next sentence both the highlighted adjectives are past participles.
Eleanor listened to the muffled sounds of the radio hidden under her pillow.
Note: In case you are not sure what participles are don’t worry, we’ll discuss those later in this book.
Comparative & Superlative Adjectives
We
use comparative adjectives when comparing two things (not three or more things).
talking
about
or
For example
Jack is taller than Peter
A superlative adjective expresses the extreme or highest degree of a quality. We use a superlative adjective to describe the extreme quality of one thing in a group of things. www.aristotleprep.com 17
For example
Jack is the tallest of all my students
We can use superlative adjectives more things (not two things).
when
talking
about three
or
Usually you can get to the comparative form by adding ‘-er’ at the end of the word and to the superlative form by adding ‘-est’.
To Sum it up:
Adjectives – tell us something about the noun
They can be modified by adverbs
Comparative – bigger
Superlative - biggest
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4) Verb
The verb is perhaps the most important part of the sentence. The shortest sentence contains a verb. You can make a one-word sentence with a verb, for example:
"Run!"
You cannot make a one-word sentence with any other type of word.
Verbs are sometimes described as ‘action words’. This is partly true.
Many verbs give the idea of action, of ‘doing’ something. For example, words like run, fight, do and work, all convey action.
But some verbs do not give the idea of action; they give the idea of existence, of state, of ‘being’. For example, verbs like be, exist, seem, and belong all convey state.
Thus, in simple terms we can say that verbs are words that tell us what a subject does or is i.e. they describe:
action (Jack plays football), or
state (Jack seems angry)
In each of the following sentences, the verb or compound verb is highlighted: i) Dracula bites his victims on the neck. (The verb "bites" describes the action Dracula takes) ii) In early October, Giselle will plant twenty tulip bulbs. (Here the compound verb "will plant" describes an action that will take place in the future) iii)My first teacher was Miss Crawford, but I remember the janitor
Mr. Weatherbee more vividly.(In this sentence, the verb "was" identifies a particular person and the verb "remember" describes a mental action)
Helping & Main Verbs
Imagine that a stranger walks into your room and says:
I can
People must www.aristotleprep.com 19
The Earth will.
Do you understand anything? Has this person communicated anything to you? Probably not!
That's because these verbs are helping verbs and have no meaning on their own. They are necessary for the grammatical structure of the sentence, but they do not tell us very much alone.
We usually use helping verbs with main verbs. They ‘help’ the main verb.
(The sentences in the above examples are therefore incomplete. They need at least a main verb to complete them) There are only about 15 helping verbs in the English language.
Now imagine that the same stranger walks into your room and says:
I teach.
People eat.
The Earth rotates.
Do you understand something? Has this person communicated something to you?
Probably yes!
Not a lot, but something. That's because these verbs are main verbs and have meaning on their own. They tell us something. Of course, there are thousands of main verbs.
Transitive & Intransitive verbs
A transitive verb is one which must have an object to complete its meaning, and to receive the action expressed.
For example
John kicked the ball. (the object ‘ball’ is needed to complete the meaning of the sentence, hence ‘kicked’ is a transitive verb)
An intransitive verb is one which is complete in itself, or which is completed by other words without requiring an object.
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For example
John talked. (‘talked’ is an intransitive verb because it does not need a direct object to convey its meaning)
Active & Passive Verbs
The Active voice is the normal voice that we speak in most of the time. In this voice the object receives the action of the verb performed by the subject. Sounds complicated?
Look at this simple example:
Dogs eat bones.
Here the subject 'dogs' is performing an action 'eat' on the object 'bones'.
Hence this sentence is in the Active voice.
As opposed to this, the Passive voice is less usual. In this voice the subject receives the action of the verb being performed by the object.
Let’s modify the earlier example a little:
Bones are eaten by dogs.
Here the subject 'bones' has an action 'eaten' being performed on it by the object 'dogs'. Hence this sentence is in the Passive voice.
Usually the Active voice has the construction 'Who does What' (I read a book), while the Passive voice has the construction 'What was done by
Whom' (The book was read by me).
The verb also has tense and mood connotations which will be discussed in the next two sections on specific error types.
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To Sum it up:
Verbs – action or state of being. They can be modified by adverbs
Helping Verbs – Not enough on their own. Need the support of main verbs, eg. must, will, can, etc.
Main Verbs – have meaning on their own
Transitive Verb – requires an Object
Intransitive Verb – does not require an Object
Active Voice – Who does What
Passive Voice - What was done by Whom
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5) Adverb
An adverb can modify a verb, an adjective, another adverb, a phrase, or a clause. An adverb indicates manner, time, place, cause, or degree and answers questions such as "how," "when," "where," "how much".
While some adverbs can be identified by their characteristic "ly" suffix, most of them must be identified by untangling the grammatical relationships within the sentence or clause as a whole.
In the following examples, each of the highlighted words is an adverb:
i) The seamstress quickly made the wedding dress. (In this sentence, the adverb "quickly" modifies the verb "made" and indicates in what manner (or how fast) the clothing was constructed) ii)The midwives waited patiently through a long labor. (In this sentence, the adverb "patiently" modifies the verb "waited")
Apart from modifying verbs, adverbs can also modify adjectives and other adverbs.
For example:
i) The boldly spoken words would return to haunt the rebel. (In this sentence the adverb "boldly" modifies the adjective
"spoken")
ii) We urged him to dial the number more expeditiously. (Here the adverb "more" modifies the adverb "expeditiously") iii) Unfortunately, the bank closed at three today. (In this example, the adverb "unfortunately" modifies the entire sentence) www.aristotleprep.com
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To Sum it up:
Adverbs – primarily modify verbs
Can also modify adjectives, other adverbs, phrases & clauses
Usually end with ‘-ly’. Eg. slowly, quickly, etc.
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6) Preposition
A preposition links nouns, pronouns and phrases to other words in a sentence. The word or phrase that the preposition introduces is called the object of the preposition.
Some common prepositions are about, above, below, beneath, between, beyond, but, by, despite, down, during, etc.
A preposition usually indicates the temporal, spatial or logical relationship of its object to the rest of the sentence.
Examples:
The book is on the table.
The book is beneath the table.
The book is leaning against the table.
The book is beside the table.
She held the book over the table.
She read the book during class.
In each of the preceding sentences, a preposition locates the noun "book" in space or in time.
A prepositional phrase is made up of the preposition, its object and any associated adjectives or adverbs. A prepositional phrase can function as a noun, an adjective, or an adverb.
Examples:
At home
In time
From John
With Terry
By running
Under the table
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Ground Rule for Preposition
There is one very simple rule with regards to prepositions and, unlike most rules, this rule has no exceptions:
A preposition is always followed by a "noun". It is never followed by a verb.
A preposition cannot be followed by a verb. If we want to follow a preposition by a verb, we must use the "-ing" form which is really a gerund or verb in noun form (more on Gerunds later).
To Sum it up:
Prepositions – expresses a relation between parts of sentences
Must always be followed by a noun
Eg.: ‘about’, ‘above’, ‘below’, ‘beneath’, ‘between’
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7) Conjunction
You can use a conjunction to link words, phrases, and clauses.
Examples:
I ate the pizza and the pasta.
Call the movers when you are ready.
Co-ordinating Conjunctions
You use a co-ordinating conjunction (and, but, or, nor, for, so, yet) to join individual words, phrases, and independent clauses that are grammatically equal.
Examples
Lilacs and violets are usually purple. (In this example, the co-ordinating conjunction "and" links two nouns).
This movie is particularly interesting to feminist film theorists because the screenplay was written by Mae
West. (In this example, the co-ordinating conjunction
"because" is used to link two independent clauses)
Note: One can also use the conjunctions "but" and "for" as prepositions.
Subordinating Conjunctions
A subordinating conjunction introduces a dependent clause and indicates the nature of the relationship among the independent clause(s) and the dependent clause(s).
Note: Dependent & Independent clauses will be covered later in this book. The most common subordinating conjunctions are after, although, as, because, before, how, if, once, since, than, that, though, till, until, when, where, whether, and while.
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Examples:
After she had learned to drive, Alice felt more independent. (The subordinating conjunction "after" introduces the dependent clause "After she had learned to drive")
If the paperwork arrives on time, your cheque will be mailed on Tuesday. (the subordinating conjunction "if" introduces the dependent clause "If the paperwork arrives on time")
To Sum it up:
Conjunctions – connect different parts of a sentence
Co-ordinating Conjunctions – connect parts that are grammatically equal. Eg. and, for, nor, etc.
Sub-ordinating Conjunctions – connect a dependent clause to a main clause. Eg.: although, because, since, etc.
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8) Interjection
Hi! That's an interjection. :-)
Interjection is a big name for a little word.
Interjections are short exclamations like Oh!, Um or Ah! They have no real grammatical value but we use them quite often, usually more in speaking than in writing.
When interjections are inserted into a sentence, they have no grammatical connection to the sentence. An interjection is sometimes followed by an exclamation mark (!) when written.
Examples:
Ah!
Alas!
Hmm
Ouch!
Oh No!
Note: Interjections will not be tested on the GMAT.
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Those were the 8 parts of speech. Now let’s look at parts of sentences and a few other terms that you need to know:
1) Subject, Object & Predicate
A lot of the explanations in English grammar start with the terms
'subject', 'object' and ‘predicate’ of a sentence, so it's very important that you be very clear as to what these three terms refer to.
Subject is the person or a thing who or which carries out the action of the verb. In other words the Subject is the noun to which the sentence's verb refers to.
For example,
The teacher is playing with the students.
In the above sentence the action or verb is ‘playing’. This action is carried out by the teacher. So, the ‘teacher’ is the Subject of the sentence.
The object is the person or a thing upon whom or upon which the action of the verb is carried out.
In the example above the action ‘playing’ is being carried out on the students. Thus ‘students’ is the Object of the sentence.
The predicate in a sentence tells us what a person or a thing does or did or what happened to a person or to a thing?
The predicate must,
i) agree in number with subject ii) have the correct tense and iii) be in the proper voice (active or passive).
Thus, in the above sentence the ‘teacher’ is the subject, the
‘students’ is the object, and ‘is playing’ is the predicate.
As you must have realized a predicate must have a verb and a verb all by itself can also be a predicate. But this does not mean that ‘predicate’ and
‘verb’ refer to the same thing as there are verbs that are not predicates, and there can be predicates that have much more in them than verbs.
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Let’s look at one last example to recap:
The dogs are destroying the furniture.
Subject – the dogs
Object – furniture
Predicate – are destroying
To Sum it up:
Subject – person or thing which carries out the verb
Object - the person or a thing upon whom the action of the verb is carried out
Predicate - tells about what a person or a thing does or did www.aristotleprep.com
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2) Phrases and Clauses
A Phrase is a group of words, which makes sense, but not complete sense. It's a group of related words without a Subject or a Verb or both.
Examples (the words in italics are Phrases):
I am reading a book.
John is an actor of high caliber.
Kevin has a black Siamese cat.
The fire in the theater was not very severe.
A Clause is a group of words that contains both a Subject and an Object, but may not be able to stand on its own. The most basic kind of sentence consists of a single clause; more complicated sentences may contain multiple clauses, including clauses contained within clauses.
Examples (the words in italics are Clauses):
The dinner, which he made for us, was delicious.
I can't believe that the cat ran out of the door.
The girl is nice
Types of Clauses – Independent & Dependent
If a clause can make complete sense on its own, it's called an
Independent Clause. It does not need to be joined to any other clause because it contains all the information necessary to make a complete sentence. Examples:
The food is hot
The street is wet.
She reads very fast.
Dependent Clauses cannot stand up on their own and depend on some other clause to make sense.
Examples
The student is going
The boy in the room www.aristotleprep.com 32
The book I am reading
To Sum it up:
Phrases are groups of words that do not contain a
Subject or a Verb or both
Clauses are groups of words that contain both a Subject as well as a Verb
Independent Clauses are complete sentences and can make sense on their own.
Dependent Clauses are not complete sentences and need to be connected to other clauses to make sense.
Phrases make up a Clause and Clauses make up a
Sentence.
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3) Verbals - Gerunds, Participles & Infinitives
Verbals are words that express action in a general way, without limiting the action to any time, or asserting it of any subject.
They basically refer to words that are based on a verb but are not used as a verb; rather they are used as nouns or adjectives.
There are 3 types of Verbals – Gerunds, Participles & Infinitives
Gerunds
A gerund is a verbal that ends in -ing and functions as a noun. Since it functions as a noun, it occupies the same positions in a sentence that a noun ordinarily would such as subject, direct object, subject complement, and object of preposition.
Examples:
Traveling might satisfy your desire for new experiences.
In the above sentence ‘traveling’ is used as a noun and not as a verb. In case you have doubts try replacing ‘traveling’ with a noun such as ‘Ipod’ – the sentence still makes complete sentence.
They do not appreciate my singing.
My cat's favorite activity is sleeping.
(OG 12 – Q 119)
Participles
A participle is a verbal that is used as an adjective and most often ends in -ing or -ed. It has some features of verbs and some of adjectives, but it is most basically a type of adjective. Since it functions as an adjective, participle can only modify nouns or pronouns.
There are two types of participles: Present participles and Past participles. Present participles usually describe what a thing does and Past
Participles usually describe what was done to a thing. www.aristotleprep.com 34
Present participles typically end in ‘–ing’ whereas Past participles end in ed, -en, -d, -t, or -n, as in the words asked, eaten, saved, dealt, and seen.
Example
She is buying a talking bird for her daughter.
In this sentence ‘is buying’ is the verb but ‘talking’ is being used as an adjective to modify the noun ‘parrot’. Hence ‘talking’ here is used as a present participle.
A broken clock stood on the mantelpiece.
In this sentence ‘stood’ is the verb in the past tense but ‘broken’ is being used as an adjective to modify the noun ‘clock’. Hence ‘broken’ here is used as a past participle.
More examples:
The crying baby had a wet diaper.
Shaken, he walked away from the wrecked car.
The burning log fell off the fire.
Smiling, she hugged the panting dog.
Infinitive
An infinitive is a verbal consisting of the word ‘to’ plus a verb (in its simplest form) and functioning as a noun, adjective, or adverb.
An infinitive may also function as a subject, direct object, subject complement, adjective, or adverb in a sentence. Although an infinitive is easy to locate because of the to + verb form, deciding what function it has in a sentence can sometimes be confusing.
Examples
To wait seemed foolish when action was required. (subject)
Everyone wanted to go. (direct object)
His ambition is to fly. (subject complement)
He lacked the strength to resist. (adjective)
We must study to learn. (adverb) www.aristotleprep.com 35
Be sure not to confuse an infinitive—a verbal consisting of to plus a verb—with a prepositional phrase beginning with to, which consists of to plus a noun or pronoun and any modifiers.
Examples
Infinitives: to fly, to draw, to become, to enter, to stand, to catch, to belong
Prepositional Phrases: to him, to the committee, to my house, to the mountains, to us, to this address
To Sum it up:
Verbals – Words based on a verb but not used as one
Gerunds – end with ‘-ing’ and used as nouns
Participles – act as adjectives
Present Participle – ends with ‘-ing’ and acts as an adjective
Past Participle – ends with ‘-ed’, ‘-en’, ‘-d’, etc.
Infinitives – to+verb. Can function as noun, adjective or adverb www.aristotleprep.com
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Punctuation
The GMAT does not usually test students on punctuations except for maybe the colon (:) and the semi colon (;).
Colon
There are only two main uses for the colon in everyday writing and both require an independent clause, also known as a complete sentence, before the colon.
The first use is when introducing a list, and the second is when introducing an explanation or an example.
Example
I need to pick up a few things from my office: folders, staplers and, board pins.
After several days of deliberation, the Board made its decision: it was going to sell the company.
Incorrect usage
My favorite places to shop are: the mall, the local shopping center, and the Internet.
Semicolon
The semicolon is mainly used to connect two Independent Clauses (you saw these a little while back).
Independent clauses are series of words that could stand alone as complete sentences. When you have two otherwise complete sentences that you want to connect to form one long sentence, use a semicolon between them.
Example
This could be a solution; this could be another one.
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If you put a comma where that semicolon is, you will have committed a
"comma splice," (also called Run-ons) which is a very nasty grammar error. Sometimes, the second clause doesn't really look like a complete sentence, so you must watch closely.
Example
Twelve birds had originally arrived; only six remain.
Note: You don't use a semicolon to connect two complete sentences if there's a conjunction between the clauses (and, but, etc.). In that case, use a comma.
Example
This could be a solution, and this could be another one.
Adding that single word, the conjunction "and," means that you must change that semicolon into a comma.
To Sum it up:
Use colon to either introduce a list or to introduce an explanation
Use semicolons to connect two independent clauses
Never use a semicolon and a conjunction together
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PART 2
GMAT Error Types
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Sentence Correction – Error Types
In the last section we've covered the basic grammatical concepts that make up the different parts of a sentence. Now let's look at actual
Sentence Correction questions as they appear on the GMAT.
The Sentence Correction section tests your knowledge of English grammar by asking you to choose from five options that one option which best conveys the correct meaning of the sentence. Among other things you will be tested on grammar usage, sentence style, and idiom usage.
As discussed earlier, the GMAT is a structured test which means that the
GMAT will only test you on certain types of questions and only on certain specific concepts within those questions. In Sentence Correction this translates into 7 major error types that will be tested again and again.
These errors are:
Subject Verb Agreement
Tense
Pronoun
Modification
Comparison
Parellel Construction
Idioms
How to Approach a Sentence Correction Question
The most important thing to remember in Sentence Correction is that you don't have to know every rule of grammar to answer the questions. So don't even think of referring to the Wren & Martin (I'm sure some of you are). Remember the idea is not to become Shakespeare. In fact it is very www.aristotleprep.com 40
likely that most experts of English would also struggle on the GMAT because of the time constraints.
Timing is one of the key components of the test; the idea is not just to get the answer correctly but also to do so within the stipulated time. As discussed in the Introduction section, in SC you should roughly take 1 minute to answer every question, so if you were to actually read all the 5 options completely this itself would take you more than a minute.
Additionally, by the time you reach the last option you would have probably forgotten what you had read in the second option. As a result you will end up going back and forth and waste precious time.
Remember this - At any time in a Sentence Correction question if you are reading all 5 options completely you are wasting your time. If any teacher or coaching class tells you otherwise RUN. This strategy will get you in a lot of trouble.
So what do we suggest?
Our point is that you should be able to arrive at the answer by reading just a few specific words across the five options; at times (and we'll see such questions later) you'll be able to arrive at the answer by reading just the first 3-4 words of each option.
This is the best (perhaps the only) way of approaching Sentence
Correction questions. Most students struggle because they don't see it this way.
Here is Aristotle's Golden Rule for Sentence Correction
‘You ALWAYS read vertically; you NEVER read horizontally’
What does this mean?
Consider the following sentence:
Roger Federer is regarded to be the best tennis player on the planet. www.aristotleprep.com
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Can you spot any errors in this sentence? If you can, then immediately eliminate all the options that contain that error. But what do you do if you can't spot the error?
Given below is the same question along with five options. I want you to look at the first word of every option (only the first word) and group the options on this basis.
Roger Federer is regarded to be the best tennis player on the planet. A) to be the best tennis player on the planet
B) as the best tennis player on the planet
C) as being the best tennis player on the planet
D) to be the best tennis player in the planet
E) as the best tennis player in the planet
So two options start with ‘to’ and three options start with ‘as’. Now both of these cannot be correct so depending on which one of these is correct you can eliminate either 2 or 3 options without reading another word in those options. This will save you time and will enable you to finish the question in less than a minute.
By the way, in case you are curious, the answer to the above question is B;
- ‘regarded as’ is the correct idiom and not ‘regarded to’ so eliminate A & D.
- ‘as being’ is incorrect in B (we’ll discuss ‘being’ a little later)
- the correct construction is ‘on the planet’ or ‘in the world’ not
‘in the planet’. So E is out.
Remember it's not always necessary that you will be able to group the options using the first words; sometimes you can do this using the last words, sometimes you can do this using the error itself (assuming you have already spotted the error). The point is you are always reading vertically and eliminating rather than reading horizontally and wasting your time/getting confused.
Aristotle Sentence Correction Approach
Step 1 – Read the sentence once and try to identify the error
Step 2 – If you can identify the error eliminate all the options containing that error
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Step 3 – If you can’t identify the error group the options using the first or the last words
Step 4 – Eliminate until one option remains
Now that we have discussed the general approach to a Sentence
Correction problem, let's look at each error that you will be tested on.
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Subject-Verb
Agreement
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Subject-Verb agreement sounds fairly complex but actually refers to a very simple concept related to singular and plural verbs. All it says is that a singular verb must have a singular subject and a plural verb must have a plural subject. That's it!
Subject-Verb Agreement Rule
A singular verb must take a singular subject and a plural verb must take a plural subject.
A subject is whatever is doing the action of the verb. (For details refer to the earlier section of this document) A very simple example of this concept could be the sentence:
The students has taken the test.
The singular verb 'has' does not agree with the plural subject 'students'.
So the correct sentence should read:
The students have taken the test (plural subject & plural verb)
OR
The student has taken the test (singular subject & singular verb)
Now let's look at a more GMAT-like question:
Recent studies indicate that the ability of a soldier to remain calm under attack by enemies, internal or external, determine whether the soldier will be the victor or the vanquished.
A) determine whether the soldier will be the victor or the capvanquished. B) determines whether the soldier will be the victor and the www.aristotleprep.com 45
capvanquished.
C) determine whether the soldier should be the victor and the capvanquished. D) determines whether the soldier will be the victor or the capvanquished. E) determine if the soldier will be the victor or the vanquished.
Follow the Aristotle Way and look at the first words of every option. So should it be 'determine' or 'determines'? Since it is the singular 'ability' and not the plural 'enemies' that determines, the correct option should be the singular 'determines' (and no, adding an 's' to a word does not make it plural; this actually makes it singular in most cases)
Analyzing the options,
- A, C & D are out because of the plural ‘determine’
- Between B & D the correct choice has to be D because the 'and' in B distorts the meaning of the sentence. How can the soldier be both the victor as well as the loser?
Sounds simple enough, right?
How will Subject-Verb Agreement be tested on the GMAT?
1) Placing the subject and the verb far away from each aa aa other (as in the above example)
There are primarily 3 ways of separating the subject from the verb:
i) By using Appositives
Appositives are nouns, pronouns, or noun phrases that are placed next to nouns to further describe them. If you see large parts of a sentence separated by a comma, it might be a good idea to ignore the part between commas and read the rest of the sentence as a whole. For example
Nuclear fusion, one of the most effective ways of separating carbon and oxygen atoms, are being used with deadly intent by some countries.
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Seeing the plural ‘are’ next to the plural ‘atoms’, you could get tricked into thinking that the sentence is correct the way it is written. To avoid such confusion, omit the part between commas and the error will immediately become obvious to you – how can nuclear fusion be
‘are’?
Thus the correct sentence will read,
Nuclear fusion, one of the most effective ways of separating carbon and oxygen atoms, is being used with deadly intent by some countries. ii) By using Relative Clauses
M F Husain, who is one of India’s most famous painters renowned for his paintings of horses, are living in exile.
This is obviously incorrect since the subject is ‘M F Husain’, which is singular, but the verb is ‘are’, which is plural. The idea is to confuse you by ending the relative clause with the plural ‘horses’.
The correct sentence will read,
M F Husain, who is one of India’s most famous painters renowned for his paintings of horses, is living in exile.
iii) By using a Prepositional Phrase
The animals in the zoo is hungry.
The subject is the plural ‘animals’ so the verb must be the plural ‘are’ and not the singular ‘is’.
The correct sentence will read,
The animals in the zoo are hungry.
2) Confusing you with Additives
Look at the following two sentences:
A) John, as well as his friend, is coming for dinner www.aristotleprep.com 47
B) John, as well as his friend, are coming for dinner
Which one do you think is correct?
If your answer is B you are wrong even though both John and his friend ‘are’ coming for dinner. Remember that in English only 'and' can make plural subjects. All other phrases (such as 'as well as' above) can only make singular subjects. These phrases are called
'additives'.
Here is a list of some common additives:
in addition to along with as well as together with including along with
So to sum up:
John and his friend are coming for dinner.
BUT
John as well as his friend is coming for dinner.
How about this sentence:
Strawberries and cream is/are a high calorie snack.
In this case even though ‘and’ is being used as the connector the correct verb will be ‘is’. This is an exception to the above rule - If two words connected by and are thought of as a single unit, they’re considered a singular subject.
A hint is to look at the word that follows the verb. If this word is singular the verb most probably will be singular. For example, in the above sentence the singular word snack follows is and this reinforces the conclusion that strawberries and cream is a singular subject.
(OG 12 – Q 5)
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3) Either or / Neither nor
A) Neither John nor his friends are/is sleeping in the lobby.
B) Neither John's friends nor John are/is sleeping in the lobby.
Which of these do you go with?
The rule is simple - Make the verb agree with the subject that is closest to it.
So in A the correct verb should be 'are' (agrees with nearer subject
'friends') and in B the correct verb should be 'is' (agrees with the singular 'John'). The same rule applies to 'either...or', simply 'or' and similar constructions.
4) Collective Nouns
Remember Collective nouns are always singular. So, a flock of sheep
'is' grazing and not 'are' grazing (flock is a collective noun).
For more examples of collective nouns check the previous section on
Grammar review.
5) Each & Every
Each of the students is/are in the class.
If you've marked 'are' you are wrong because 'each' is singular; so the correct verb should be 'is'.
Here is a list of some other commonly confused singular subjects:
Each/Every
Anyone/Everyone/Someone
Anybody/Everybody/Somebody
Anything/Everything/Something
Whoever/Whatever
Either/Neither (unless accompanied with 'or' in which case refer to previously discussed rule) www.aristotleprep.com 49
Nobody/Nothing/No one
6) The number / A number
'The number' is singular
The number of students standing outside the office is increasing.
'A number' is plural
A number of students are standing outside the office.
7) Words that are sometimes singular and sometimes plural
Majority 'is' but majority of something 'are':
A majority is always right.
A majority of students are right.
8) One of the X who/that Y…
Consider this sentence:
This is one of the cars that belong/belongs to him.
Which one do we go with, the singular belongs or the plural belong?
The answer is the plural ‘belong’.
In general remember the following structure for such questions:
One of the ‘Noun’ (will always be plural) + that/who + Plural Verb
Examples:
He is one of the students who study here
Any of the members who disagree may leave the committee
This is one of the questions that are incorrect www.aristotleprep.com 50
However, please do not confuse this construction with the one below:
One of the chairs is broken (not ‘are broken’)
The structure for such questions is:
One of the ‘Noun’ (will always be plural)+Singular Verb
(usually ‘is’)
It is only when the plural noun is followed by ‘that/who’ that the singular verb changes into plural.
Helpful Tips about Subject Verb agreement questions:
If the sentence is very long omit the part between commas
Collective nouns are always singular
Whenever you see the words each, every, and, as well as, or, etc. in a setence always check for subject-verb agreement
If you are still confused go with singular
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Tense
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Tense is a method that we use in English to refer to time - past, present and future. It is basically a form of a verb used to indicate the time and, sometimes, the continuation or completeness of an action in relation to the time of speaking.
Common sense dictates that there can only be three time periods – the past, the present and the future.
Hence we have three types of tenses:
The Past Tense
The Present Tense
The Future Tense
Note: If you are a grammar whiz you might contradict us by saying there are actually only 2 and not 3 tenses. We agree! There are no future tenses in English. The word ‘will’ is called a modal auxiliary verb and future tenses are sometimes called "modal tenses". However for practical purposes (and to avoid getting too technical) we’ll consider ‘Future’ tense to be an actual tense form.
So the grammar whiz may please excuse us. (On second thoughts a grammar whiz shouldn’t need to be going through this book anyway).
There are 4 variations of each of these three tenses:
1. The Simple Tense - The simple tenses are used to show permanent characteristics of people and events or what happens regularly, habitually or in a single completed action.
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2. The Continuous Tense - Verbs in Continuous Tenses always express "actions" that are in progress during the time framework indicated: present, past, future, or any of the perfect timeframes.
Note: The Continuous tense is sometimes referred to as the
Progressive tense. The two are exactly the same.
3. The Perfect Tense - The perfect tenses are used when an action or situation in the present is linked to a moment in the past. It is often used to show things that have happened up to now but aren't finished yet or to emphasize that something happened but is not true anymore. When they end determines which of them you use
(past or present perfect).
4. The Perfect Continuous Tense – Used to denote an ongoing action either starting and ending in the past or starting in the past and continuing into the present.
So altogether we have the following 12 tenses
1. Simple Present
2. Present Continuous
3. Present Perfect
4. Present Perfect Continuous
5. Simple Past
6. Past Continuous
7. Past Perfect
8. Past Perfect Continuous
9. Simple Future
10. Future Continuous
11. Future Perfect
12. Future Perfect Continuous
Out of these the GMAT will mostly test you on either the simple or the perfect tenses. Please remember the GMAT does like the use of continuous tenses (verbs with an ‘–ing’ at the end), so avoid these as much as you can, unless the sentence emphasizes the ongoing nature of an action.
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In this chapter we will primarily be concentrating on those aspects of tenses that are frequently tested on the GMAT. For a more detailed explanation of tenses in general, please download the FREE tense tutorial from our website – www.aristotleprep.com
THE SIMPLE TENSES
1) The Simple Present Tense
The simple present tense is used to discuss permanant situations and the frequency of events
I like to read books
The earth is round
The bus leaves at 10 pm
2) The Simple Past Tense
The simple past tense is used to talk about actions that happened at a specific time in the past. You form the simple past of a verb by adding ‘ed’ at the end of a regular verb (irregular verb forms are different and will have to be learned)
I saw a play yesterday
She washed her car
Did you complete your assignment?
3) The Simple Future Tense
Simple Future has two different forms in English: "will" and "be going to."
Although the two forms can sometimes be used interchangeably, they often express two very different meanings.
Use ‘will’ to express a voluntary action or a promise,
I will send you the report when I get it.
I will translate the email, so that Jerry can read it. www.aristotleprep.com 55
I won’t tell anyone your secret
Use ‘be going to’ to express a plan,
He is going to spend his holidays in Jamaica
Who are you going to invite to the dinner?
THE PERFECT TENSES
1) The Present Perfect Tense
Use the Present Perfect to denote an action that happened at an unspecified time before now. You can also use the Present Perfect to describe your experience or to talk about change that has happened over a period of time.
FORM - [has/have + past participle]
You have seen that play many times.
Have you seen that play yet?
You have changed since the last time I saw you.
2) The Past Perfect Tense
If a sentence involves two actions taking place in the past with one action taking place before the other, then use the past perfect tense to refer to the earlier action and simple past tense to refer to the latter action. FORM - [had + past participle]
You had studied French before you moved to London.
She only understood the movie because she had read the book. www.aristotleprep.com 56
You did well on the test because you had studies very hard
(OG 12 – Q 90, 139)
3) The Present Perfect Continuous Tense
This is used to denote an action that started in the past and continues into the present.
FORM - [has/have + been + present participle]
John has been waiting here for two hours
They have been talking for the last hour
Recently, I have been feeling really tired.
4) The Past Perfect Continuous Tense
Use the Past Perfect Continuous Tense to show that something started in the past and continued up until another time in the past.
FORM - [had + been + present participle]
They had been talking for over an hour before Tony arrived. She had been working at that company for three years when it went out of business.
How long had you been waiting to get on the bus?
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How will Tenses be tested on the GMAT?
1. Different actions taking place at different time periods
The professor predicts that as students become more and more dependent on coaching classes in the coming years, coaching institutes have been mushrooming across the country.
A) coaching institutes have been mushrooming
B) coaching institutes will mushroom
C) coaching institutes are mushrooming
D) coaching institutes should mushroom
E) coaching institutes will be mushrooming
The first part of this sentence - as students become – is in the future tense because when will the students become dependent?
Obviously in the future. To match this, the second part also needs to be in the future tense.
Hence Options A & C immediately go out.
Option D incorrectly uses ‘should’ to imply that the professor wants these coaching institutes to mushroom.
Between Options B & E, E incorrectly uses the continuous tense
‘will be mushrooming’ even when the action is not really continuing over a period of time.
Thus the correct answer should be the simple future tense ‘will’
i.e. B.
2. Choose between simple and perfect tenses
Before John won the lottery, he was a poor locksmith.
A) won the lottery, he was a poor locksmith.
B) had won the lottery, he was a poor locksmith.
C) won the lottery, he had been a poor locksmith.
D) won the lottery, he were a poor locksmith.
E) wins the lottery, he was a poor locksmith.
This sentence talks about two things in the past,
1 – won the lottery www.aristotleprep.com 58
2 - was a poor locksmith
Since John was a poor locksmith before he won the lottery so the two things are taking place at different time periods. Hence the thing that took place earlier (was a poor locksmith) will take the past perfect tense ‘had’ and the thing that happened later (won) will take the simple past tense ‘won’.
Thus the correct answer is C.
3. Choose between simple and continuous tenses
Supercell, a continuously rotating updraft deep within a thunderstorm, is not visible in all thunderstorms because they require very high wind velocity and moisture.
A) because they require
B) because they will require
C) because it will require
D) because it requires
E) because of requiring
In this sentence the options A & B get eliminated because the plural ‘they’ cannot refer to the singular ‘Supercell’.
Option C unnecessary adds the future tense will.
Between Options D & E avoid the continuous tense ‘requiring’ in E because it does not specifically refer to an ongoing action and go with the simple present tense in D, the correct answer.
4) Use of ‘has had’ and ‘had had’
While students often get confused as to when to use these constructions, both of these are nothing but the present perfect and past perfect forms of the verb 'to have'.
Has/Have had - Present perfect of 'to have'
Had had - Past perfect of 'to have'
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Consider the following sentence as an example:
John travels to many different countries.
The verb in the above sentence is 'travels' which is in the simple present tense. Now if we were to convert this sentence into the Present perfect tense, we need to add 'has/have' followed by the past participle form of the verb (in most cases just add the words '-ed' to the verb, like
'traveled' in the above sentence).
The final sentence would read something like this:
John has traveled to many different countries.
Similarly to convert this same sentence into the Past perfect tense (two actions happening in the past - the earlier action takes the past perfect and the latter action takes the simple past tense), we need to add 'had' followed by the past participle form of the verb.
The final sentence would read something like this:
John had traveled to many different countries before he decided to settle down in New Zealand
Sounds fairly simple, but the problem starts when the verb in question happens to be 'to have/has' instead of say 'travels' in the above example. For example, consider the following sentence:
Tim has several passenger cars
The verb in the above sentence is 'has' and it is in the simple present tense. Now to convert this into the present perfect tense apply the rule as discussed above - 'has' followed by the past participle of 'has' which is 'had'. The final sentence reads:
Tim has had several passenger cars
Similarly the past perfect tense will read - 'had' followed by the past participle of 'has', so you get:
Tim had had several passenger cars before he decided to buy a sports car
So two things happening in the past - Tim had several passenger cars first, which takes the past perfect tense with the extra 'had and he
'decided' (simple past tense) to buy a sports car later. www.aristotleprep.com 60
5) The If…..Then construction
Such a construction usually refers to a conditional statement where the taking place of something depends on the taking place of something else. For example,
If it rains today, (then) I will carry an umbrella.
Note: As you can see, ‘then’ is usually not written in the sentence; instead its meaning is implied.
Such sentences will always have two clauses – the ‘If’ clause and the
‘Then’ clause. The tense of the ‘Then’ clause depends on the tense of the ‘If’ clause.
This gives rise to the following three possibilities:
‘IF’ CLAUSE
‘THEN’ CLAUSE
PRESENT TENSE
WILL + Base Verb
If you exercise
you will become healthy
PAST TENSE
WOULD/COULD + Base Verb
If you exercised
you would become healthy
PAST TENSE
WOULD/COULD + Have + Past Participle
If you had exercised
you would have become healthy
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Pronouns
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A pronoun is anything that replaces a noun in a sentence such as he, she, it, they, their, etc. There are two things you need to check for whenever you see an underlined pronoun in a sentence:
1) Whether the pronoun refers back to a specific noun
John and Jack went jogging and he fell down.
Who fell down, John or Jack? This is a classic case of Pronoun reference error. The correct sentence should read:
John and Jack went jogging and John (or Jack) fell down.
2) Whether the pronoun agrees in number with the noun it replaces You cannot replace a singular noun with a plural pronoun and vice versa. The players say that he can't come for practice.
The plural noun 'players' cannot be replaced with the singular pronoun 'he'. The correct sentence should read:
The players say that they can't come for practice.
Note: In some questions you might think it is very clear what the pronoun is referring to. Still if there is an option that replaces this pronoun with a noun, go with that option.
For example:
The residents association informed the municipality that it was getting the park cleaned.
In this sentence, to you it might be very clear that the pronoun 'it' is referring to the 'residents association' and so there is no error but to me
'it' could very well be referring to the 'municipality'.
So the suggestion is to AVOID pronouns in the correct answer choice.
Sometimes you will have no option but to go with a pronoun (maybe all
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the options contain pronouns); in such cases go with the option that makes the pronoun least ambiguous.
How will Pronouns be tested on the GMAT?
1) A pronoun refers to more than one noun
Sometimes a sentence is so structured that a pronoun can refer to more than one noun, and as a result the reader is confused about the author’s intentions.
Incorrect: John encouraged Jerry to start a pest control business because he felt that the residents of the city would be willing to pay for the same.
Who does ‘he’ refer to, John or Jerry?
Correct: John encouraged Jerry to start a pest control business because John felt that the residents of the city would be willing to pay for the same.
2) A pronoun has no antecedent
In the above scenario a pronoun refers to more than one noun whereas in this case a pronoun is mentioned in a sentence without a corresponding noun mentioned anywhere.
Incorrect: Despite the board of governors supporting the measure, they keep voting against it.
The problem in this case is ‘they’. It obviously cannot refer to the ‘board’ because ‘board’ is singular and more importantly when the board is supporting the measure why will it keep voting against it?
Correct: Despite the board of governors supporting the measure, the shareholders keep voting against it.
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3) A pronoun has an indefinite antecedent
Consider this sentence
Incorrect:These days they have started charging you for cabin baggage in the airlines.
Why this sentence can confuse people is because this is exactly how we speak in our day to day life so one might be fooled into thinking that this sentence has no error.
However on closer scrutiny you immediately notice that the plural ‘they’ is used very vaguely in this sentence.
Correct: Cabin baggage is charged for by many of the airlines these days. 4) The use of ‘That’ and ‘Which’
On GMAT Sentence Correction questions, you will frequently be asked to choose between 'that' and 'which'. For knowledge's sake remember that both of these belong to a small group of words known as relative pronouns, so called because they are used to relate parts of a sentence to one another.
Consider these 2 sentences:
The fifth car, which is black in colour, belongs to Jack.
The fifth car that is black in colour belongs to Jack.
Are both of these sentences referring to the same car? Not necessarily.
The first sentence is definitely referring to the fifth car and we are provided with the additional information that it is black in colour but even without this information we can easily identify the car because it has to be car number five.
The second sentence just takes you to the fifth black car; now this car could be the fifth car (in case the first four cars are also black) or it could be the tenth car or the twentieth car, in fact it can be at any number as long as it satisfies the criterion of being the fifth black car.
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Thus remember that on the GMAT 'which' is only explanatory and is not needed to identify the subject of the sentence; in fact you can easily remove the phrase starting with 'which' and yet the meaning of the sentence would remain unchanged whereas 'that' is necessary to identify the subject of the sentence and cannot be done away with.
To make it even easier, remember the following 2 rules for
'which' to be correct on the GMAT:
1. It should always come after a comma
2. It must refer to the noun that comes immediately before the comma. In case either of these conditions is not satisfied there's a pronoun error in the sentence and needs to be corrected.
For example let's modify the above example a little:
The fifth car in the row, which is black in color, belongs to
Jack.
Now even though 'which' is coming after a comma the noun immediately before the comma is 'row' but 'which' is referring to the 'black car' and not to the 'black row'. Hence there is a pronoun error in the sentence since 'which' has an incorrect referent.
The only exception to the above rule is when 'which' is preceded by a preposition such as 'in which', 'of which', 'from which', etc. in which case you do not need a comma before 'which'.
For example consider this sentence:
The group of which I am a member has been dissolved
In this sentence even though there is no comma the use of 'which' is correct since it follows the preposition 'of'.
(OG 12 – Q 10, 70, 104)
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5) The use of ‘Who’ and ‘Whom’
The difference between who and whom is exactly the same as the difference between I and me, he and him, she and her, etc.
Who, like I, he, and she, is a subject - it is the person performing the action of the verb. Whom, like me, him, and her, is an object - it is the person to/about/for whom the action is being done.
Consider the following two examples:
1. Who is going for the movie?
2. Whom is this movie about?
In sentence 1 'who' is the subject performing the action 'going' on the object 'movie'.
In sentence 2 'movie' is the subject and 'whom' is referring to the object of the sentence.
Editor’s Tip: Remember that if the answer to Who/Whom is I, he, she, etc. then the correct word is 'Who' and if the answer is me, him, her, etc. then the the correct word is 'Whom'.
For example, in Sentence 1 discussed above the answer to the question is 'he is going for the movie' and not 'him is going for the movie.' Hence the correct word is 'Who'.
Similarly, in Sentence 2 the answer to the question is 'the movie is about him' and not 'the movie is about he'. Hence the correct word is 'Whom'
Whom is also the correct choice after a preposition: with whom, one of whom, etc. and not with who, one of who, etc.
(OG 11 – Q 89)
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6) ‘Do it’ v/s ‘do so’
Consider the following question:
Although it is conceivable that man may someday be able to fly, there is no clear evidence at the moment of his ability to do it.
A) of his ability to do it
B) of his doing that
C) to do so
D) that he can do so
E) of his ability to do that
While Option A & E might look correct to some of you, the pronouns ‘it’ and ‘that’ are considered ambiguous by the GMAT since it is not clear what these pronouns refer to. In such questions the best option is to replace these pronouns with ‘so’.
This brings us to options C & D but C distorts the meaning by suggesting that evidence is doing something.
The correct answer, therefore, is D.
Editor’s Tip: When stuck between ‘do it’ and ‘do so’, go with ‘do so’.
6) ‘One’ v/s ‘You’
Usually when giving advice to others or while making general statements we tend to use the pronouns ‘one’ and ‘you’. Care must be taken never to mix up these two pronouns.
Incorrect: If one does not study, you should not be surprised when you do badly in the test.
Correct: If one does not study, one should not be surprised when one does badly test.
Correct: If one does not study, he or she should not be surprised at having done badly in the test.
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Modification
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Modifiers describe and provide more accurate definitional meaning for another element in a sentence.
For example
John is a good student
In this sentence ‘good’ is said to be modifying ‘student’ i.e. it is telling us what type of a student John is.
1. Adjectives modify Nouns
I am a good boy. (Adjective ‘good’ modifies the noun ‘boy’)
The drink is on the long bottle. (Adjective ‘long’ modifies the noun
‘bottle)
2. Adverbs modify Verbs
He walked slowly. (Adverb 'slowly' modifies verb 'walked')
Jake accepted the new task unwillingly. (Adverb 'unwillingly' modifies verb 'accepted')
Michael slept soundly. (Adverb 'soundly' modifies verb 'slept')
3. Adverbs modify Adjectives
They were really happy. (Adverb 'really' modifies adjective 'happy')
My father is completely fearless. (Adverb 'completely' modifies adjective 'fearless')
I know he is very careful. (Adverb 'very' modifies adjective
'careful')
(OG 12 – Q 40) www.aristotleprep.com 70
4. Adverbs modify other Adverbs
He is almost always hungry. (Adverb 'almost' modifies adverb
'always')
John plays tennis very well. (Adverb 'very' modifies adverb 'well')
You never can work too carefully. (Adverb 'too' modifies adverb
'carefully')
5. Adverbs modify clauses
Perhaps you are correct, but not at first glance. (Adverb 'perhaps' modifies clause 'you are correct')
Surely he will be on time, but I hope not. (Adverb 'surely' modifies clause 'he will be on time')
6. Adverbs modify sentences
Suddenly, she went home. (Adverb 'suddenly' modifies the entire sentence) Finally, he will be on time. (Adverb 'finally' modifies the entire sentence) Today, we can take a vacation.( Adverb 'today' modifies the entire sentence) Rule for Modification
The modifier should be placed as close as possible to what it modifies. If the above rule is not followed the entire meaning of the sentence can change. For example
Only John can eat the pizza www.aristotleprep.com 71
John can only eat the pizza
John can eat the pizza only
‘Only’ is the modifier in the above sentences. Depending on what ‘only’ modifies (John or eat or pizza) the entire meaning of the sentence changes. How will Modifications be tested on the GMAT?
The GMAT generally deals with modifying phrases. Usually set off by a comma, modifying phrases provide more information about the subject or object in the main clause of the sentence without naming it directly. In order for a modifying phrase to be used correctly, it must be as close as possible to the object or person that it modifies
1) Misplaced Modifiers
In an effort to do well in the exam, 10 hours of study were put in everyday by John.
The phrase ‘In an effort to do well on the exam’ is called a modifying phrase because it is modifying a subject (which is not contained within the phrase). The person who is making the effort is the subject of the sentence i.e. John.
As per the modification rule mentioned above, the modifier must be as close as possible to what it modifies but in the above sentence the modifying phrase is followed by ’10 hours’.
Hence this is a case of a misplaced modifier and the correct sentence should have the subject i.e. John, immediately after the comma.
In an effort to do well in the exam, John put in 10 hours of study every day.
It is usually quite easy to identify misplaced modifiers – whenever a sentence begins with a modifying phrase (especially one that starts with an ‘-ing’ word) followed by a comma, the noun or pronoun following the comma should be what the phrase is referring to.
However, do not assume that a modifying phrase can come only at the beginning of a sentence; it can come in the middle or even at the end.
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Modifying phrase in the middle,
John, a laptop mechanic, came to my house yesterday.
(modifying phrase ‘a laptop mechanic’ is modifying the subject
‘John’)
Modifying phrase at the end,
Jack is travelling to Japan, the land of the rising sun. (modifying phrase ‘the land of the rising sun’ is modifying ‘Japan’)
Here are two common forms of Misplaced Modifiers on the GMAT
i) Participial Phrase – A phrase that starts with a present or a past participle (may or may not be preceded by a preposition). Whenever a sentence starts with a participial phrase there will almost always be a misplaced modifier lurking around the corner.
Examples
Incorrect: Educated at Eton and then at Oxford, it was surprising that George could not get into a decent business school.
(Sentence starts with the past participle ‘educated’. The one who was educated i.e. George should come after the comma and not ‘it’.
Correct: Educated at Eton and then at Oxford, George surprisingly could not get into a decent business school.
Incorrect: Coming out of the house, John’s laptop was stolen.
Even though this sentence may sound correct, it is actually incorrect because the subject is John’s laptop and not John. So, the modifying phrase ‘Coming out of the office’ is incorrectly modifying John’s laptop in the original sentence making it appear as though John’s laptop was coming out of the house.
Correct: Coming out of the house, John was robbed of his laptop.
(OG 12 – Q 25)
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ii) Use of Adjectives or Adjectival Phrase
Examples,
Incorrect: Tall and handsome, a striking figure was cut by John.
Correct: Tall and handsome, John cut a striking figure.
An adjectival phrase is a group of words that acts as an adjective by modifying a noun
Incorrect: A conglomerate known for its strong sense of ethics, one of India’s most respected conglomerates is the Tata group. Correct:
A conglomerate known for its strong sense of ethics, the Tata group is one of India’s most respected conglomerates. 2) Dangling Modifiers & Introducing new words
Usually it is suggested that you do not add additional words to the original sentence but sometimes you will have to add in new words to make the meaning clear, especially on Modification questions.
For example
Using a stethoscope, heartbeats can be detected
Sounds ok but, using the knowledge of Modification that you have acquired in this chapter, you know that this cannot be correct since what follows the comma should be the person who is using the stethoscope.
Since no such person is mentioned in the original sentence, the modifying phrase ‘Using a stethoscope’ is called a dangling modifier.
To correct this error, you will have to add in a new word to the sentence to make it correct, such as,
Using a stethoscope, a doctor can detect heartbeats
Editor’s Tip – Whenever a sentence starts with an ‘-ing’ word
(technically called a participial phrase), it will almost always be a modification question with whatever noun that is doing the action of the
‘-ing’ word coming immediately after the comma. www.aristotleprep.com 74
For example
Rivaling the Taj Mahal in beauty,…… (whatever is rivaling the Taj should come after the comma)
Running the first mile quickly,……. (whoever is running the first mile quickly should come after the comma)
Looking fitter than ever, …….(whoever is looking fitter than ever should come after the comma)
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Parallel
Structure
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Errors of Parallel Structure are the easiest of errors to spot and to correct. Whenever you come across a sentence that contains a list or series of items or actions separated by commas, you should immediately know that you have come across a Parallel Structure question.
For example
Jerry can’t seem to decide if he should go walking, jogging or for a sprint.
In this sentence ‘walking’ and ‘jogging’ are not parallel with ‘for a sprint’.
The correct sentence will read,
Jerry can’t seem to decide if he should go walking, jogging or sprinting.
OR
Jerry can’t seem to decide if he should go for a walk, for a jog or for a sprint.
Now let’s modify this second option a little,
Jerry can’t seem to decide if he should go for a walk, a jog or a sprint.
Jerry can’t seem to decide if he should go for a walk, a jog or for a sprint.
Option A is correct since it is implied that ‘for’ applies to the other two options as well but Option B is incorrect because it implies that ‘for’ is needed only for the first and the last options and that ‘for’ is not needed for the second option.
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1. Parallel Structure with Nouns
She bought a skirt and a blouse.
2. Parallel Structure with Adjectives
The children are energetic and noisy.
3. Parallel Structure with Adverbs
He walked slowly and confidently to the witness stand.
4. Parallel Structure with Verbs
When you have more than one verb in a sentence, be sure to make the verbs parallel by not shifting tenses unnecessarily. Also, don't shift from an active to a passive verb.
Kate prepared the speech on the plane and delivered it at the conference. (parallel: both verbs are active and in the simple past tense)
Kate prepared the speech on the plane, and it was delivered by her at the conference. (faulty parallelism: active and passive verb) 5. Parallel Structure with Infinitives
Correct - Mary likes to hike, to swim, and to ride a bicycle.
Correct - Mary likes to hike, swim, and ride a bicycle.
Incorrect - Mary likes to hike, to swim, and ride a bicycle.
6. Parallel Structure with Gerunds
Correct - John likes hiking, swimming, and bicycling.
Incorrect - John likes hiking, swimming, and to ride a bicycle.
(OG 12 – Q 119)
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7. Parallel Structure with Clauses
Incorrect - The coach told the players that they should get a lot of sleep, that they should not eat too much, and to do some warm-up exercises before the game.
Correct - The coach told the players that they should get a lot of sleep, that they should not eat too much, and that they should do some warm-up exercises before the game.
Correct - The coach told the players that they should get a lot of sleep, not eat too much, and do some warm-up exercises before the game.
8. Parallel structure with correlative conjunctions
Correlative conjunctions, in simple English, are pairs of words that always go together. If you have one in a sentence the other has to be there else the sentence is considered incorrect.
Examples
Not only…..but also
No sooner….than
Either … or
Neither … nor
Both … and
Important - Correlative conjunctions always join grammatically equal elements (e.g., noun & noun, adjective & adjective, phrase & phrase, clause & clause, etc.). They also lend equal weight to the joined elements i.e. one joined element is always equal to but never subordinate to the other.
Correct: The workers disputed not only the magazine article but also the company’s official statement.
(parallel: phrase with phrase)
Incorrect: The workers disputed not only the magazine article but also they disputed the company’s official statement. (faulty parallelism: phrase with clause)
Correct: Either I like the job or I don't like it. (parallel: clause matched with clause)
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Correct: Either I like the job or I don't. (parallel: clause matched with clause)
Incorrect: Either I like the job or not. (faulty parallelism: clause matched with adverb)
Correct: I have neither the patience to complete it nor the desire to complete it. (parallel: noun phrase with noun phrase)
Incorrect: I have neither the patience to complete it nor do I desire to complete it. (faulty parallelism: phrase matched with clause)
What to make parallel
It is important that you show a lot of common sense while deciding which parts of a sentence to make parallel. Consider the following sentence:
The fare from London to New York is $880 including airfare from
London, spending two days in the Utah resort and taking a trip to
Disneyland.
If you look at this sentence with a myopic vision (i.e. without understanding its meaning) you might think it gets the parallel construction correct – including, spending and taking all end with – ing. However if you read the sentence again you’ll realize that ‘including’ is common to all three aspects so what actually has to be made parallel are the nouns airfare, two days and trip to Disneyland
So the correct sentence should read,
The fare from London to New York is $880 including airfare from
London, two days in the Utah resort and a trip to Disneyland.
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How about this one then,
Incorrect: After the typhoon, the citizens of the county were left without food, power and huge bills for reconstructing their houses.
When a preposition such as ‘without’ is used in front of only the first member of a series, it’s taken to refer to all the members of the series. In the context of this sentence, this means that the citizens were left without food, without power, and without huge bills for reconstructing their houses. The last part obviously doesn’t make sense and can be corrected by rewriting the sentence.
Correct: After the typhoon, the citizens of the county were left without food, without power, and with huge bills for reconstructing their houses. Correct: After the typhoon, the citizens of the county were left without food and power and with huge bills for reconstructing their houses. www.aristotleprep.com
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Comparisons
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Comparison questions are a special category of Parallel Structure questions that involve two or more items being compared with each other. Compared Items must be Logically similar
In simple language compare apples with apples and oranges with oranges. The students in my class are smarter than other classes.
This sentence is incorrect because it compares ‘students’ with ‘classes’.
The correct sentence should read,
The students in my class are smarter than the students in other classes OR
The students in my class are smarter than those in other classes
Compared Items must be Grammatically similar
This is the same as with Parallel Construction questions – compare nouns with nouns, verbs with verbs, and so on. Do NOT compare a noun with a verb or an adjective with an adverb, etc.
I enjoy reading novels more than to watch movies. (compares
‘reading’ with ‘to watch movies’ so not parallel.
The correct sentence should read,
I enjoy reading novels more than watching movies.
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How will Comparisons be tested on the GMAT
1) Unclear Comparisons
Incorrect: John loves Tina more than Katy.
This sentence can be interpreted in two ways – either
John loves Tina more than he loves Katy or John loves
Tina more than Katy loves Tina. The problem can be corrected by adding some more words to the sentence.
Correct: John loves Tina more than he does Katy
Correct: John loves Tina more than Katy does
2) Illogical Comparisons
Incorrect: The books at this shop are much more interesting than any other shop.
This sentence quite absurdly compares books with other shops which obviously does not make any sense.
Correct: The books at this shop are much more interesting than the books at any other shop.
Correct: The books at this shop are much more interesting than those at any other shop.
3) The use of Comparative and Superlative forms
When comparing two things use the comparative form and when comparing more than two things use the superlative form.
Incorrect: Among all my students, John is more intelligent.
Correct: Among all my students, John is most intelligent.
Incorrect: Between the two of them, his idea is the best www.aristotleprep.com 84
Correct: Between the two of them, his idea is better
4) The use of ‘Like’ and ‘As’
A common problem faced by most students is when to use ‘Like’ and when to use ‘As’.
The rule is - Since 'Like' is a preposition and 'As' is a conjunction, use
'like' only to compare nouns and 'as' for all other comparisons (eg. while comparing clauses)
Examples:
1. John & Jacob, as/like their father Mark, are excellent players of cricket. In this sentence John & Jacob are nouns that are being compared with another noun Mark. Hence the correct word here is 'like'.
2. Just as/like reading is good for the mind, running is good for the body. In this sentence two clauses 'reading is good for the mind' and
'running is good for the body' are being compared; so the correct word is 'as'.
(OG 12 – Q 65, 82)
(OG 11 – Q 122)
Editors Tip – Whenever you spot a ‘Like’, ‘Unlike’ or a ‘than’ in a sentence, check for Comparison error.
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Idioms
&
Style
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Idioms are probably the trickiest aspect of Sentence Correction questions, primarily because we use a lot of them incorrectly in our day to day English usage.
For example,
A) John has forbidden his daughter from going out in the night.
B) The GMAT comprises of AWA, Quant, and Verbal sections.
C) The President of the United States is considered to be the most powerful person in the world.
D) I believe John’s version as the truth.
As some of you must have already spotted, all of the above sentences are incorrect.
A – the correct idiom is ‘forbidden to’ & not ‘forbidden from’
B – comprises does not take an ‘of’
C – considered does not take ‘to be’
D – the correct idiom is ‘believe to be’ & not ‘believe as’
So the correct sentences would read,
A) John has forbidden his daughter to go out in the night.
B) The GMAT comprises AWA, Quant, and Verbal sections.
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C) The President of the United States is considered the most powerful person in the world.
D) I believe John’s version to be the truth.
An idiom is the commonly and universally accepted usage of a group of words which could actually have different meanings when used individually. There is no reason why a particular idiom is correct or incorrect. While there are more than 15000 idioms in the English language, the
GMAT favors only a fraction of these.
We have provided below a list of these Idioms along with their correct and frequently incorrect usages (wherever applicable). Go through this list and just memorize the ones that your ear doesn’t recognize.
1. a means to - something done to achieve something else
Correct: For some people, laptops are just a means to an end.
Incorrect: For some people, laptops are just a means for an end.
Incorrect: For some people, laptops are just the means to an end.
2. an instance of – an example of
Correct: This is a real life instance of plagiarism
3. ability to
Correct: Cats have the ability to see in the dark
Incorrect: Cats have the ability of seeing in the dark
(OG 12 – Q 51)
4. access to
Correct: The editor has access to the entire manuscript.
Incorrect: The editor has access of the entire manuscript.
Incorrect: The editor has access for the entire manuscript. www.aristotleprep.com 88
5. accused of
Correct: John has been accused of theft
Incorrect: John has been accused to have committed theft
Incorrect: John has been accused with theft
6. act as - to serve in some special capacity, possibly temporarily
Correct: Modern mobile phones can act as cameras.
Incorrect: Modern mobile phones can act like cameras
7. act like - behave in a certain way (will almost always refer to animate things) Correct: "Please stop acting like a kid", said the producer to the actor. Incorrect: "Please stop acting as a kid", said the producer to the actor. 8. agree with – to hold the same opinion or judgment. You normally agree with a person or an idea,
Correct: Your analysis agrees with mine
OR, it could also mean to look good or go well in combination with something else,
Correct: This dress does not agree with these shoes.
9. agree to – to consent to something or to approve something. You normally agree to inanimate things such as a plan or a proposal. Correct: I agree to your proposal of a buyout.
Correct: Russia and turkey have agreed to speed up the launch of energy deals.
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10. agree on/upon – to agree to the choice of someone or something
(usually used with date or time)
Correct: Let's try to agree upon a date for the vacation
Correct: John & Tina agree upon the need to hire a trainer
11. aid in - to help someone in some kind of trouble
Correct: The motorists needed aid in finding their way out.
Incorrect: The motorists needed aid to find their way out.
(OG 12 – Q 109)
12. allow for - to give consideration to circumstances or contingencies
Correct: We allowed room for improvement when we wrote this book. Correct: Allowing for his inexperience, the Chairman forgave him for his mistake.
13. among X and Y – to evaluate more than 2 options
Correct: John can’t decide among a laptop, a mobile phone and a media player.
Incorrect: John can’t decide between a laptop, a mobile phone and a media player.
14. appear to be
Correct: This dish appears to be undercooked
(OG 12 – Q 73)
15. appeal to - to please or to attract someone
Correct: Soap operas don’t appeal to me. www.aristotleprep.com 90
Correct: The idea of taking a vacation appeals to me a lot.
16. approve/disapprove of - to take a favorable/unfavorable view of someone/something. Correct: The chairman approves of the new marketing plan
Correct: I disapprove of the use of cheating to pass a test.
17. as a result of – because of
Correct - The match has been postponed as a result of rain
18. as an adolescent/teenager/child
Correct: As an adolescent, John suffered from tonsillitis.
Incorrect: While in adolescence, John suffered from tonsillitis.
19. as good as - almost or nearly
Correct:The landlord owes me an apology - he as good as called captainme a thief.
Correct: According to the producer, the movie is as good as complete. 20. as great as – used for comparison
Correct: Is the novel as great as is being reported in the media?
21. as many/much as – used to put emphasis on something
Correct: Jerry made as many as 15 mistakes in the test.
(OG 11 – Q 30)
22. as many/much X as Y
Correct: I have got as many books as you do.
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(OG 12 – Q 76)
(OG 11 – Q 37, 76)
23. ask for - to try to obtain by requesting
Correct:-The child asked for a glass of water
OR, to behave in a provocative manner
Correct: He is asking for trouble
24. associate with - to be friendly with someone
Correct: Jacob likes to associate with honest people.
Incorrect: Jacob likes to associate among honest people.
25. associate X with Y - to link someone/something to some other thing or person
Correct: John always associates coke with pizza
Incorrect: John always associates coke to pizza
26. attend to - to take care of the needs of someone or something
Correct: Tim is attending to his sick mother
27. attribute X to Y - to believe that someone or something is the source of something.
Correct: We attribute our success to good fortune.
Incorrect: We attribute our success from good fortune.
(OG 12 – Q 79)
28. based on
Correct: This movie is based on a true story
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29. be afraid of
Correct: Tim is afraid of the dark.
Incorrect: Tim is afraid from the dark.
30. believe to be
Correct: I believe John’s version to be the truth
Incorrect: I believe John’s version as the truth
(OG 12 – Q 45)
31. better served by X than by Y
Correct: No city seems better served by motorway beltways than
Madrid
32. better than
Correct: My car is better than yours
Incorrect: My car is better from yours
33. between X and Y – used to choose between two things only
Correct: He had to choose between yoga and dance.
Incorrect: He had to choose between yoga or dance.
(OG 12 – Q 44, 96)
(OG 11 – Q 107)
34. both X and Y
Correct: Both John and Jack are coming for dinner.
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35. capable of
Correct: Jerry is capable of great feats of strength.
Incorrect: Jerry is capable for great feats of strength.
36. care about - to hold someone or something dear
Correct: John cares a lot about his family.
37. care for – can be used interchangeably with ‘care about’
Correct: John cares a lot for his family.
38. centres on - to focus on someone or something in particular
Correct: The conversation centered on Mozart’s contribution to music 39. choose as - select
Correct: We choose him as our representative
Incorrect: We choose him to be our representative
40. choose X for Y
Correct: I chose an interesting gift for their anniversary.
41. claim that – used while proclaiming something
Correct: Walter claims that he can run backwards.
42. claim to – used to take control of assets or will
Correct: The eldest son laid claim to the father’s property.
43. claim to be – used while claiming to be some other person
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Correct: The man claimed to be John’s long lost son.
Incorrect: He is claimed as the best batsman of all times.
44. compare to – mostly used to praise someone by pointing similarities with someone else
Correct: In Argentina, Maradona is often compared to God.
(OG 12 – Q 44)
45. compare with – used for actual comparison (as we know it)
Correct: John is comparing a BMW with a Mercedes.
46. composed of – made up of
Correct: The team is composed of people from every department.
Incorrect: The team is composed from people of every department. 47. conceive of X as - to think of someone or something as being someone or something else
Correct: I can’t conceive of you as a scientist.
Incorrect: I can’t conceive of you to be a scientist
(OG 12 – Q 106)
48. concerned with – involved with or connected to
Correct: This topic is concerned with the use of DNA sequencing
49. concerned about – worried about
Correct: I am concerned about my brother’s health
Incorrect: I am concerned for my brother’s health
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50. conform to - to agree with or behave within guidelines or regulations
Correct: Does my dress conform to your regulations?
Incorrect: Does my dress conform with your regulations?
51. confirm with
Correct: John is confirming the plan with Jack
52. connection between X and Y
Correct: There is no connection between Tim and Larry
53. consequence of - be the result of
Correct: Rising temperatures are a consequence of global warming 54. consider X Y – think of as
Correct: I consider myself a close friend of the rockstar.
Incorrect: I consider myself to be a close friend of the rockstar
Incorrect: I consider myself as a close friend of the rockstar
(OG 12 – Q 117)
55. contend that – claim or state
Correct: John contends that his friend is innocent.
56. contend with – compete with someone for something
Correct: Jack is contending with Jerry for the award
57. continue with – carry on with an action
Correct : Tim has been asked to continue with his training
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58. contrast X with Y – compare two dissimilar things which complement each other
Correct: Jenna is contrasting her casual jeans with a formal top.
59. correlate with - to match or equate with something.
Correct: The facts don’t correlate with her story.
Incorrect: The facts don’t correlate to her story.
60. cost(s) associated with
Correct: The costs associated with setting up a factory are prohibitive. (OG 11 – Q 41)
61. count on – depend on
Correct: We can count on John to complete the project.
62. credited with – credit person with accomplishment (use this when person comes first)
Correct: Newton is credited with the discovery of gravity
Incorrect: Newton is credited as discovering gravity
Incorrect: Newton is credited to having discovered gravity
Incorrect: Newton is credited for discovering the laws of gravity
(OG 11 – Q 31)
63. credited to - credit accomplishment to person
Correct: The team credits its success to good fortune
Incorrect: The team credits its success with good fortune
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64. credit for – (think in terms of) a credit note
Correct: Telenet gave Tim a credit of $100 because of an interruption in service.
65. dated at – to denote a time period
Correct: The document has been dated at 100 years old.
Incorrect: The document has been dated at being 100 years old.
Incorrect: The document has been dated as being 100 years old.
(OG 12 – Q 78, 140)
66. date from - to have an existence that extends from a particular time
Correct: These CDs date from the early 70s.
67. debate about/on/over – Discuss in detail
Correct: The MPs debate about the bill tomorrow
Correct: The MPs debate over the bill tomorrow
Correct: The MPs debate on the bill tomorrow
Incorrect: The MPs debate for the bill tomorrow
68. decide on – select
Correct: Tina decided on the chocolate flavored ice cream.
69. declared (takes nothing)
Correct: The monarch declared all fundamental rights captainijunconstitutional. Incorrect: The monarch declared all fundamental rights as m u c unconstitutional.
Incorrect: The monarch declared all fundamental rights to be unconstitutional. www.aristotleprep.com
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70. defined as
Correct: Evaporation is defined as the process in which water d hat changes into vapour.
Incorrect: Evaporation is defined in the process in which water d hat changes into vapour.
71. delighted to – be glad
Correct: I'm delighted to make your acquaintance.
Incorrect: I'm delighted at making your acquaintance.
72. demand that – insist upon something
Correct: John demands that he be given a raise.
Incorrect: John demands that he should be given a raise.
73. dependent on
Correct : The team’s success is dependent on him
74. depicted as - to show someone as something
Correct: The director depicted the actor as a mutant.
Incorrect: The director depicted the actor to be a mutant.
75. determined by
Correct: Language structure is partly determined by social structure Incorrect: Language structure is partly determined from social structure (OG 11 – Q 138)
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76. differ/different from
Correct: Myopia differs from hypermetropia
Correct: I am very different from my twin sister.
Incorrect: Her hobbies are different than mine
77. disagree with (person/idea) – same as agree with
Correct: I disagree with you on this subject
78. disclose to - reveal
Correct: Please disclose the details to me at once.
79. discourage from
Correct: I discouraged them from filing a complaint
Incorrect: I discouraged them to file a complaint
80. dispute whether/over
Correct: There is a dispute over the new name of the city
81. distinguish X from Y
Correct: Criminals cannot distinguish right from wrong.
Correct: Psoriatic arthritis can be difficult to distinguish from cap rheumatoid arthritis
82. distinguish/distinction between X and Y
Correct: Criminals cannot distinguish between right and wrong.
(OG 12 – Q 96)
83. doubt that
Correct: I doubt that his venture will succeed www.aristotleprep.com 100
Incorrect: I doubt whether his venture will succeed
84. draw attention to
Correct: Could I draw your attention to this slide?
85. drawn to – attracted to
Correct: Jerry was drawn to the sports car
Incorrect: Jerry was drawn at the sports car
86. drawn upon – used up
Correct: By the end of the contest the boxer had drawn upon all cap the energy he had.
87. dream about
Correct: All the time I dream about football.
Incorrect: All the time I dream of football
88. dwindle away – become less or smaller
Correct: Her will power is starting to dwindle away.
89. either X or Y
Correct: I will have either ice cream or pastry
(OG 12 – Q 109)
90. elect as
Correct: Freddie was elected as the president of our club.
Incorrect: Freddie was elected to be the president of our club.
Incorrect: Freddie was elected to act as the president of our club.
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91. elect to
Correct: Tom was elected to the office by the party members.
Incorrect: Tom was elected for the office by the party members
92. emerge as
Correct: The weakest candidate emerged as the winner
Incorrect: The weakest candidate emerged to be the winner
93. enable X to Y
Correct: This donation will enable the college to buy a new captainijprojector 94. encourage X to Y
Correct: We encouraged Mary to develop her singing talents
95. encourage in
Correct: We encouraged Mary in her singing career
96. enough to
Correct: The boy was not tall enough to reach the window.
Incorrect: The boy was short enough not to reach the window.
97. escape from – run away from
Correct: The thief has escaped from the prison.
98. escape notice – to go unnoticed
Correct: I think my earlier request escaped your notice.
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99. essential to
Correct: Oxygen is essential to life.
Incorrect: Oxygen is essential for life.
100. estimated to be
Correct: The sculpture was estimated to be worth much more sat than the base price.
Incorrect: The sculpture was estimated to be worth much more sat than the base price.
(OG 12 – Q 27)
101. estimated at – used to denote the place where the estimation was done Correct: The worth of the sculpture was estimated at Madrid.
102. except for
Correct: This house is beautiful and perfect except for one thing sat the price
103. expect to
Correct: The ruler was expected to protect his people.
Incorrect: The ruler is expected that he should protect his people.
104. expect X of Y - to anticipate that someone will do something
Correct: I expected better of John.
105. expect from - to be waiting for something from someone
Correct: I am expecting a parcel from my brother.
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106. expend on – spend on
Correct: Don’t expend too much effort on this document.
(OG 12 – Q 46)
107. explain away - to explain something so that it is no longer a problem Correct: You can't just explain away all your mistakes
108. expose to
Correct: Do not expose the film to direct sunlight.
109. fail on - to give someone an unsatisfactory grade on an assignment or test (somebody will fail you on something)
Correct: The teacher failed half the class on the test
110. fail in - to have not earned passing or satisfactory grades in some school subject (you will fail in something)
Correct: I hope I do not fail in the test.
111. fascinated by
Correct: John is fascinated by his boss
Incorrect: John is fascinated with his boss
112. flee from - run away
Correct: The dogs fled from their cruel master.
113. flee to
Correct: The dogs fled to their kennel
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114. focus on
Correct: Tom is trying to focus on the problem at hand.
115. forbid X to do Y
Correct: John forbid his driver to enter the house
Incorrect: John forbid his driver from entering the house
116. from X to Y
Correct: I am travelling from New York to London
(OG 12 – Q 49)
117. grow from
Correct: A plant grows from a seed
118. grow into
Correct: The child grew into a tall, handsome teenager
119. grow out of
Correct: A big problem has grown out of a tiny misunderstanding
120. identical with
Correct: My problem is identical with yours.
Incorrect: My problem is identical to yours.
121. in contrast to/with X, Y is.... – On the GMAT both ‘contrast to’ and ‘contrast with’ are considered correct
In ‘Contrast to’, ‘contrast’ is used as a noun; this is mainly used to show the dissimilarity between two things.
Correct: John’s working style is a contrast to Jacob’s.
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In ‘Contrast with’, ‘contrast’ is used as a verb and hence denotes the actualtact of contrasting two things
Correct:John is contrasting his working style with that of Jacob.
122. in danger of –ing/danger to
Correct: John is in danger of contracting malaria
Correct:Rampant cutting of trees is a danger to the ecology
(OG 11 – Q 27)
123. in order to
Correct: She began taking classes in order to learn French.
Incorrect: She began taking classes in order that she could learn
French.
124. independent from
Correct:The children have been independent from their parents cap since childhood
125. independent of
Correct: His reasoning was flawed, and appeared to be cap cap independent of any logic.
126. indicate that
Correct: Studies indicate that women actually live longer than men. 127. indicate to
Correct: Fred indicated his assent to me
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128. indifferent towards
Correct: Can you make yourself indifferent towards someone you love? 129. inherit from
Correct: Jeanne has inherited her complexion from her mother.
130. insist that
Correct: The members insisted that the speaker be removed from his post.
131. invest in
Correct: John has invested 6 weeks in preparing for the test.
132. invest with
Correct: The agreement invests the vice-chairman with the sasasaaaauthority to act on the chairman’s behalf in certain sasasaaaconditions. 133. isolated from
Correct: We isolated the chemicals from the source of the leak
134. just as X , so Y – used to point out similarities
Correct: Just as Katy is a champion swimmer, so is Angie.
(OG 11 – Q 99)
135. know to do X
Correct: Even as a young boy he was known to explore different ways of doing things.
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Incorrect: Even as a young boy, he was known as wanting to explore different ways of doing things.
136. lead away
Correct: The police led the criminal away from the other accused.
137. lead to
Correct: A life of sin will inevitably lead to suffering.
138. less X than Y
Correct: My problem is less serious than yours
(OG 12 – Q 123)
139. likely to be
Correct: The CEO is likely to be arrested today
140. localized in
Correct: Are International charities becoming more localized in sasasaaathe economic crisis?
141. manage with
Correct: The college has been asked to manage with the funds sasasaaathat it has
142. mandate that
Correct: The rules of war mandate that no prisoner be tortured for information.
143. means to an end – something done to achieve something else
Correct: Exercise might be boring but it is simply the means to an end. www.aristotleprep.com 108
(OG 12 – Q 72)
144. mistake X for Y
Correct: John mistook a Ferrari for a Lamborghini
Incorrect: John mistook a Ferrari as a Lamborghini
Incorrect: John mistook a Ferrari to be a Lamborghini
145. modeled after
Correct: The Indian constitution is modeled after the British constitution 146. more…than
Correct: I am more clever than my brother
(OG 12 – Q 4, 99)
(OG 11 – Q 123)
147. much as
Correct: Much as Lola needed the car, she had to refuse.
148. native of – use for humans
Correct: John is a native of the US
149. native to – use for plants or animal species
Correct: The Royal Bengal Tiger is native to the Sunderbans
150. necessary to
Correct: The CEO deemed it necessary to ask the employee to sasasaaaresign. www.aristotleprep.com
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151. neither X nor Y
Correct: We could neither walk nor drive to the venue.
Incorrect: We could neither walk or drive to the venue
152. no less... than
Correct: My achievement is no less than his achievement
153. not only X but also Y
Correct: Not only is he very intelligent, but also very humble.
(OG 12 – Q 35, 64)
154. not so much X as Y
Correct: I am not so much sad as perplexed
155. not X but rather Y
Correct: I would have not tea but rather coffee
(OG 12 – Q 92)
156. noted that
Correct: The scientists noted that the aspect ratio remained unchanged. 157. opinion on
Correct: John has very strong opinions on censorship.
158. originate in
Correct: All his troubles originate in his mind.
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159. originate from
Correct: Some of our customs originate from past beliefs
160. permit X to Y
Correct: John permitted his son to drive to college.
161. permit (someone) through
Correct: Can you permit me through the door please?
162. permit up
Correct: She would not permit me up the ladder
163. persuade X to Y
Correct: I persuaded Tim to complete my assignment
164. prefer X to Y
Correct: Jack prefers tea to coffee
Incorrect: Jack prefers tea over coffee
165. preoccupied with
Correct: The country’s mind is preoccupied with soccer
166. prized above
Correct: He prized his only child above everything else in the world www.aristotleprep.com
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167. prized as
Correct: Designer corals have been prized as jewelry for nearly
5000 years
168. prized for
Correct: Gold Jewellery Has Been Prized for Thousands of Years
169. prohibit X from Y
Correct: The landlord has prohibited John from coming late in the night. 170. potential to
Correct: The coach thinks Jack has the potential to play at the national level
171. promise to
Correct: Is this shirt promised to anyone?
172. range from X to Y
Correct: The students’ marks range from good to average.
173. range over
Correct: These trees range over a very large territory
174. rates for
Correct: John enquired the rates for apples
Correct: The rate of increase of population has gone down
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175. refer to
Correct: My friend referred me to a specialist.
Correct: Evaporation refers to a scientific term.
(OG 12 – Q 132)
(OG 11 – Q 64)
176. regard as
Correct: I have always regarded you as my brother.
177. reluctant to
Correct: The child was reluctant to attend the Maths class.
Incorrect: The child was reluctant about attending the Maths sasasaaa class.
178. require of
Correct: John wants to know what is required of him in this job.
179. require that X
Correct: The job requires that John supervise the entire operations of the assembly line.
180. require X to
Correct: The job requires John to supervise the entire operations of the assembly line.
181. require to
Correct: John was required to supervise the entire operations of sasasaaathe assembly line.
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182. resemble in
Correct: This resembles chocolate ice cream in flavor, but not in consistency. 183. responsible for
Correct: The CEO is responsible for meeting the assigned targets
184. responsibility to
Correct: It is the CEO’s responsibility to meet the assigned targets 185. restrictions on
Correct: The US has imposed restrictions on the licensing of firearms 186. result from
Correct: It will be interesting to see what results from the sasasaaapolice’s efforts.
187. result in
Correct: I hope that this will result in the police finding your car.
188. sacrifice X for Y
Correct: Would you sacrifice your job for a chance to go to
Europe?
189. sacrifice to
Correct: I sacrificed a lot of money to visit Europe
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190. seek out
Correct: Jenny sought out a helper for her mother.
191. seek from
Correct: The prisoner seeks pardon from the victim
192. seek after
Correct: The police continue to seek after the thief who stole
John’s car.
193. seem like
Correct: The boss seemed like a nice person when I met him
194. seem to
Correct: The accused seemed to be hiding something.
Incorrect: The accused seemed like hiding something
(OG 12 – Q 35, 72)
195. sequence of
Correct: John narrated the entire sequence of events to the sasasaaaagents 196. similar to
Correct: My house is similar to yours.
197. so X as to Y – used to denote cause and effect. Cannot be used to replace ‘in order to’
Correct: John’s grades are so poor as to lead to his expulsion from the school.
Incorrect: Jack works out every day in order to build his stamina.
(OG 12 – Q 39) www.aristotleprep.com 115
198. so X that Y
Correct: Jerry is so soft-spoken that one can barely hear him sasasaaaspeak (OG 12 – Q 37, 39, 51, 124)
199. so much as – can mean ‘but rather’
Correct: I'm not looking at him so much as I am studying his sasasaaajacket. Or, can also mean ‘even’
Correct: There was not so much as a speck of dust in the house.
200. speak from
Correct: The chairman claimed that he was speaking from sasasaaaexperience 201. speak up
Correct: Sheena wants to speak up for the rights of the homeless. 202. speak with
Correct: I will speak with John about this problem
203. speak for
Correct: The company’s astounding profits speak for themselves
204. subscribe to
Correct: I do not subscribe to the view that John is guilty
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205. such X as Y and Z
Correct:This group includes such cars as BMW and Audi.
206. targeted at
Correct: The new ad for lawnmowers is targeted at gardeners
(OG 12 – Q 40)
207. the more/greater X the more/greater Y
Correct: The more the prices rise, the more the demand increases. 208. the same to X as to Y
Correct: This color looks the same to me as it would to anyone else. (OG 12 – Q 32)
209. think of X as Y
Correct: John thinks of Jack as his best friend
210. to think of X as Y
Correct: I think of him as my best friend.
211. train to
Correct: He was trained to become an athlete ever since he was a sasasaaachild. Incorrect: He was trained as an athlete ever since he was a child.
212. try to
Correct: John said he would try to come on time.
Incorrect: John said he would try and come on time www.aristotleprep.com 117
(OG 12 – Q 24, 62)
213. used X as Y
Correct: For centuries, people have been using herbs as remedies sasasaaafor the different diseases
214. unlike X, Y
Correct: Unlike John, Tom wrote a good essay.
Incorrect: Unlike John, Tom’s essay was good.
Correct: Unlike John’s essay, Tom’s essay was good.
(OG 12 – Q 20, 97)
(OG 11 – Q 10, 66, 68)
215. view X as Y
Correct: The management views the problem as an opportunity
Incorrect: The management views the problem to be an opportunity (OG 11 – Q 125)
216. whether to
Correct: John is unable to decide whether to go to Harvard or
Stanford. (wouldn’t you want to be in his shoes )
217. with the aim of ‘(verb)ing’
Correct: Jerry is training for six hours everyday with the aim of winning the marathon.
218. worried about
Correct: I am worried about my parents
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219. X enough to Y
Correct: The temperature outside is high enough to cause a heat stroke. 220. X instead of Y
Correct: I will have tea instead of coffee
221. X is attributed to Y
Correct: The CEO has attributed the loss to the economic recession earlier in the year
222. X is to Y what W is to Z
Correct: You are to your parents what I am to mine.
(OG 12 – Q58)
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Style
Style primarily involves the following two variables – Wordiness and
Redundancy
Wordiness
Remember the GMAT likes to keep things simple so all else being equal, a shorter answer is always preferred to a longer one on the GMAT. So if you are totally confused between two options go with the shorter one; statistics suggest that you will be correct more often than not.
For example consider these two sentences:
1) John as well as Jack reached the office late on account of traffic. 2) John and Jack reached the office late because of traffic.
The second sentence sounds much better because it replaces ‘as well as’ with ‘and’ and ‘on account of’ with ‘because. The point is that if you can convey the same meaning with one word why use three?
Redundancy
Redundancy basically means saying the exact same thing twice in a sentence. (By the way did you spot the redundancy in this sentence –
‘exact same’?)
Examples:
1. John’s marks have increased up. (can’t increase down can they?) 2. The yearly growth rate is 10% per annum (yearly & per annum?) 3. I have para-glided previously in the past (previously & in the past?)
Here please keep in mind that ‘Style’ is more subjective then some of the other errors that we have seen in this chapter in the sense that whether a sentence is correct or not will depend on the other options that are www.aristotleprep.com 120
available to you. So while ‘and’ is preferred to ‘as well as’, in case none of the options have an ‘and’ one can easily go with ‘as well as’.
The good news is that you will rarely be tested only on style; the sentence will usually also contain some other error which will make it easier for you to eliminate the incorrect option.
(OG 11 – Q 12)
(OG 12 – Q 7)
Summing Up
Sentence Correction – Do’s and Don’t’s
1.
2.
3.
4.
5.
Always go for the shorter option
Avoid Passive Voice
Avoid redundancy
Avoid ‘Being’
Avoid words ending with ‘-ing’
6. Always read the correct option
back
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the
sentence
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PART 3
Miscellaneous Errors
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Apart from these seven errors, there are certain other errors that are also tested on the GMAT from time to time. Let’s look at few such errors:
1) The 'Subjunctive' Mood
For knowledge's sake remember that there are three primary moods in
English grammar - Indicative mood, Imperative mood and Subjunctive mood. The GMAT will, in all probability, only test you on the use of the
Subjunctive mood so we'll restrict our scope to the same.
The subjunctive mood is primarily used in the following two situations: Situation 1: To indicate a hypothetical situation, a wish, or a circumstance contrary-to-fact.
Situation 2: To make a suggestion, demand, desire, etc.
The following rules apply to each of the above two situations respectively: Situation 1 - When contemplating hypothetical or contrary-to-fact situations, always use 'were' and 'would'. Please note that even if the subject is singular you will still use 'were' and not 'was'.
Examples:
1. If I were rich I would buy a BMW.
2. If petrol were cheaper I would use my car everyday.
3. If I were you, I would contest the elections.
Situation 2 - Verbs like order, suggest, demand, etc. must be followed by 'that' and the infinitive form of the verb being ordered or suggested, without the ‘to’.
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Examples:
1. The teacher recommended that Jerry be expelled from the class. 2. The manager demanded that John show up for work on time.
So how do you figure out whether a question is testing you on the use of the Subjunctive mood? Here are a couple of tips:
1. Check for words such as 'if', 'wish', etc. Though these can also be used in the other moods, they are most commonly tested on the subjunctive mood.
2. Ask yourself if the sentence is talking about an uncertainty, a wish, a suggestion, a demand, etc. If it is then you are dealing with the subjunctive mood.
To Sum it Up
1. If a sentence talks about hypothetical or contrary-to-fact situations use 'were' (not 'was') and 'would'
2. With verbs such as 'demand', 'suggest', 'insist', etc. what follows should be 'that' and the infinitive form of the verb being ordered.
(OG 12 – Q 54)
(OG 11 – Q 82, 83, 92)
2) Number words
Which one is better?
Give me less French fries
Give me fewer French fries
The second sentence is correct since it is possible to count French fries.
Countable – many, number, fewer, quantity, little, etc. www.aristotleprep.com 124
Uncountable – much, amount, less, etc.
(OG 12 – Q 80)
3) Where & When
On the GMAT ‘where’ will always refer to a specific location and ‘when’ will always refer to a specific time period; else their use is wrong.
Correct: The town where I was born is known for its fishermen.
Correct: It was a historic event when, in 1947, India achieved independence. Incorrect: When the price goes up the demand falls down.
Incorrect: The company where I work has gone bankrupt.
(OG 12 – Q 12, 104)
4) Each Other v/s One another
‘Each other’ is used for two things; ‘one another’ for more than two.
The two men are pointing out each other’s mistakes.
The students are pointing out one another’s mistakes.
5) Whether v/s If
'If' is used to introduce a conditional idea or an idea that has just one possibility whereas 'Whether' is used to introduce alternative possibilities, usually with 'or not' implied or explicitly stated in the sentence.
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Consider the following example:
If you study hard you will surely do well on the GMAT.
In the above sentence 'if' is introducing a single condition (if you study hard) that can lead to the desired goal; we can't replace it with 'whether' because that would totally distort the meaning of the sentence.
Now look at this one:
I can't decide whether to study or to go out with my friends.
Here 'whether' is introducing two alternatives and we cannot be replace it with 'if'.
To make it clearer here is a sentence in which we've used both 'If' and 'Whether' together:
You need to decide whether you will be able to control your temper if he asks you to get out of his office.
To Sum it Up:
1. 'If' is used to introduce 1 condition whereas 'Whether' is used to introduce several possibilities.
2. If you are still confused on a question, go with 'Whether' since it's preferred on the GMAT.
(OG 12 – Q 34, 75)
(OG 11 – Q 94, 108)
6) 'Everyday' v/s 'Every day'
Is this sentence correct?
I go to the church once everyday.
It might sound correct to you but it's actually incorrect. The correct sentence will read:
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I go to the church once every day.
So what's the difference between 'everyday' and 'every day'?
'Everyday' is an adjective meaning 'ordinary' or 'commonplace'. An adjective, in case you've forgotten, is a word that modifies a noun. Eg.
'everyday occurrence', 'everyday people', etc.
'Every day' is an adverbial phrase that tells us how often something takes place. An adverb is a word or phrase that modifies a verb (most of the time). To Sum it Up
1. Use 'Everyday' if you are implying 'ordinary' or 'commonplace'.
2. Use 'Every day' if you are implying that 'something happens every day'. 7) Prepositions or Conjunctions?
We saw what are prepositions and conjunctions in the chapter on
Grammar Review but sometimes the same word can act both as a preposition and also as a conjunction. In that case how do you identify whether you are dealing with a preposition or a conjunction?
Remember that even though inherently both prepositions as well as conjunctions are connectors, prepositions are used to connect a noun element to a sentence whereas conjunctions have the ability to connect two verbs together which means they can actually connect two sentences to each other.
Examples of Prepositions - on, over, to, from, about, for, against, with, between, but, etc.
Examples of Conjunctions - and, nor, but, or, then, for, since, etc.
As you might have noticed words such as 'for' and 'but' can act as both
Preposition as well as Conjunction; then how do you figure out when it's being used as what?
Try this rule - divide the sentence into two parts (1 part before the preposition/conjunction and the other part after that). Now if the two parts make sense on their own then they are two different sentences and www.aristotleprep.com 127
we can only use conjunctions to join two sentences so the word in questions is a Conjunction, else it is a Preposition.
Consider the following examples:
1. I have been living in New York since last year.
2. I have been living in New York since I passed my exams.
Now in the sentences above, the word in question is 'since'.
If you break up sentence 1 across 'since', the two parts are 'I have been living in New York' and 'last year'. Now while the first part 'I have been living in New York' makes sense the second part 'last year' makes no sense. Thus 'since' is acting as a preposition here connecting the noun
'last year' to the rest of the sentence.
Now doing the same thing with sentence 2 we get 'I have been living in
New York' and 'I passed my exams', both of which make perfect sense on their own. Thus 'since' is acting as a conjunction here joining two sentences. To Sum it Up
1. Prepositions are used to connect a noun to a sentence.
2. Conjunctions are used to connect two verbs or sentences.
3. The same word can be used as both conjunction as well as preposition, depending on the context.
8) Ending Sentences with a Preposition
Consider the following two sentences:
1. Don't tell me stories that I am already aware of.
2. Don't tell me stories of which I am already aware.
Which one would you go with on a SC question?
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Most people would say Sentence 2 because Sentence 1 ends with 'of', a preposition, but actually sentence 1 sounds much better and would, in fact, be preferred on the GMAT.
Here's another couple of sentences; which one do you like more?
1. Among all the applicants, I haven't yet decided with whom I would like to meet.
2. Among all the applicants, I haven't yet decided who to meet with. Obviously Sentence 2 (even though it ends with the preposition 'with) because it's shorter and conveys the meaning of the sentence in a much more direct manner than Sentence 1.
In a nutshell, remember that just because a sentence ends with a preposition does not mean that it is incorrect.
9) Like v/s Such As
Is this sentence correct?
I want to eat something sweet like a chocolate or a pastry.
Even though we speak like this in our everyday conversations (BTW is it
'everyday' conversations or 'every day' conversations?), what this sentence is implying is that I don't want to eat a chocolate or a pastry but something similar to a chocolate or a pastry.
Here's the rule - On the GMAT 'like' means 'similar to' and 'such as' means 'for example'
So the correct sentence will read:
I want to eat something sweet such as a chocolate or a pastry.
Important: Even if 'such' and 'as' are separated in a sentence, the sentence is still correct.
For example:
I want to eat some such sweet as a chocolate or a pastry.
In the above sentence even though 'such' and 'as' are separated by the www.aristotleprep.com 129
word 'sweet' the sentence is absolutely correct and 'chocolate' and
'pastry' are examples of sweets that I want to eat.
To Sum it Up:
1. On the GMAT, use 'like' to imply 'similar to'.
2. Use 'such as' to imply 'for example'
3. If confused, go with 'such as'.
10) Compare to v/s Compare with
How do you define the term 'Comparison'?
It basically refers to pointing out the similarities as well as differences between any two things.
In this sense 'Compare with' actually refers to 'Comparison' as defined above whereas 'Compare to' is only used to state that one thing is similar to the other (usually to emphasize that particular thing or person). Hence,
'Compare to' is used to point out the similarity between two unrelated things. More than a comparison, it's actually just a statement stating that one thing is similar to another to emphasize that particular thing.
For example:
John compared his wife's face to the moon.
In the above sentence John is not actually pointing out the similarities and differences between his wife's face and the moon, but is rather empahisizing his wife's beauty by comparing her to the moon.
'Compare with' is used to actually compare two things by pointing out the similairites as well as differences between them.
For example:
Jerry is comparing a Toyota with a Honda. www.aristotleprep.com 130
In the above sentence Jerry is actually comparing the similarities & differences between the two brands so as to be able to decide which one is better.
To Sum it Up:
1. Use 'Compare to' to show how two things are similar and to emphasize one of them.
2. Use 'Compare with' to actually compare the similarities & differences between two things.
3. Usually if the two things are similar go with 'compare with' and if they are dissimilar go with 'compare to'.
11) Due to v/s Because of
Is this sentence correct?
The physical test was postponed due to the bad weather.
Even though this might sound correct to you it's actually incorrect; the correct sentence will read:
The physical test was postponed because of the bad weather.
Rule - On the GMAT 'due to' will NEVER be used to replace
'because of'; it can only replace 'caused by'.
Now, in the above sentence, if you were to replace 'because of' with
'caused by' the sentence would read:
The physical test was postponed caused by the bad weather.
This obviously does not make any sense, hence we cannot use 'due to' in this sentence.
However the following sentence makes sense:
The postponement of the physical test was caused by the bad weather. www.aristotleprep.com
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In the above sentence since 'caused by' makes sense we can replace it with 'due to':
The postponement of the physical test was due to the bad weather. To Sum it Up:
1.
On the GMAT, 'due to' cannot be used to replace 'because of'
2.
'Due to' can only be used to replace 'caused by'
(OG 12 – Q 6)
12) Less v/s Fewer
If you want to be less confused and make fewer mistakes then go through this post.
Rule - 'Less' is used with uncountable nouns. Eg - less water, less happiness, less money, etc.
'Fewer' is used with countable nouns. Eg. - fewer rupees, fewer people, fewer companies, etc.
Sounds simple enough. So which of the next two sentences is correct?
1. My class has fewer intelligent students.
2. My class has less intelligent students.
You are probably thinking that since people can be counted, Sentence 1 should be correct BUT in fact both the sentences are correct and are actually saying two different things:
In Sentence 1 'fewer' is modifying 'intelligent students' and is basically saying that I have fewer number of intelligent students in my class (say 3 out of 10 students)
In Sentence 2 'less' is only modifying the adjective 'intelligent' and is basically saying that students in my class have a lower intelligence level in general.
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So before you mark an answer make sure you understand the correct meaning of the sentence.
To Sum it Up
1. Use 'less' to modify uncountable nouns
2. You can also use 'less' to modify adverbs and adjectives
3. Use 'fewer' to only modify countable nouns.
4. Remember, if a noun can be preceded by a number (one student, five cats, four of us, nineteen questions, etc.), it should be modified with fewer; otherwise, less is best.
13) Agree to v/s Agree with
While there can be a fairly lengthy explanation of when to use 'agree with' and 'agree to', the following simplified rule should suffice for the GMAT:
Rule: You agree 'with' a noun and you agree 'to' a verb.
Examples:
1. John agrees with his brother. ('brother' is a noun so agree 'with')
2. John agreed to run an extra mile. ('run' is a verb so agree 'to')
3. The manager agreed with the proposal. ('proposal' is a noun so agree 'with')
4. The manager agreed to open the office on Sundays. ('open' is a verb so agree 'to')
In short you agree 'with' something but you agree 'to' do something.
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14) Shall v/s Will
Though we've rarely seen the GMAT test students on the usage of 'shall' and 'will', on the off-chance that they do decide to do so, remember the following basic rule:
Rule: Use 'shall' when speaking in the first person and 'will' when speaking in the second or third person.
In case you've forgotten your 'persons', here's a ready reckoner:
First Person – I
Second Person – You
Third Person - He, She, etc.
So,
I shall win the championship. championship
BUT
You/We
will
win
the
15) Will v/s Would v/s Should
Which of these is correct?
1. I think you will do well on the GMAT
2. I think you would do well on the GMAT
3. I think you should do well on the GMAT
It’s the first one!
Use will to refer to some event that will happen in the future in relation to the present and use would to refer to the future in the past.
(OG 12 – Q 67, 122)
Examples
I predict that Germany will win the world cup
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BUT,
I predicted that Germany would win the world cup
‘Should’ is almost always used incorrectly in English to refer to an event that will or might happen in the future. Remember ‘should’ is only used to give your recommendation or suggestion.
In option 3 of the above sentence it seems as if I am recommending the student that he does well, whereas it is more of a prediction on my part.
Also remember that ‘should’ will never be used with verbs such as
‘recommend’, ‘suggest’, etc. because it would lead to an error of redundancy since both the words are conveying the same meaning of tentativeness. Example
Incorrect: I recommend that you should come on time
Correct: I recommend that you come on time
(OG 12 – Q 54)
(OG 11 – Q 82, 124)
To Sum it Up
1. Use will to refer to future in the present
2. Use ‘would’ to refer to future in the past
3. Use ‘should’ to denote suggestion or recommendation
4. Never use ‘should’ along with verbs such as ‘recommend’,
‘suggest’, etc.
15) 'Between' v/s 'Among'
The simplest of choices but, surprisingly, a large number of students seem to be unaware of the correct usage of 'between' and 'among'.
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Rule: Use 'between' while evaluating two options and 'among' while evaluating more than two options.
Examples:
1. John can't decide between a bike and a scooter.
2. John can't decide among a bike, a scooter and a moped.
Important: Remember 'between' and 'among' will ALWAYS take 'and' and not 'or'. To say that 'John can't decide between a bike or a scooter' will always be INCORRECT.
16) Farther v/s Further
Is this sentence correct?
John can run further than Jerry.
It's actually incorrect because of the improper usage of the word 'further'.
The correct word in this case would be 'farther'.
Rule: 'Farther' refers to actual measurable distance whereas 'Further' refers to degree, quantity, time, or some such other quality that cannot or is not being precisely measured.
Examples:
1. John promised his boss that there would be no further delays 2. The map says the city is farther than we expected.
3. The students discussed further after the teacher left.
4. He is running farther everyday.
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17) Differ with v/s Differ from
Is this sentence correct?
John differs from his boss on the usefulness of the business restructuring strategy.
A lot of you might think that the sentence sounds correct, specially those of you who think 'differ from' is the correct idiom; the sentence is in fact wrong as the correct idiom here would be 'differ with' and not 'differ from'. Rule: Use 'differ from' to imply 'unlike' (as in one thing differing from the other) and 'differ with' to imply 'disagreement' (as in differing with a point of view).
Examples:
1. No one can tell how the two cars differ from one another.
2. The two political parties differ with each other's ideologies.
3. How is the book different from the movie?
4. The director differs with the producer.
18) Rather than v/s Instead of
It is extremely unlikely that the GMAT will ask you to chose between two choices only on the basis of 'rather than' and 'instead of'. Usually there will be some other error as well in one of the options.
Still you should know the difference between the two:
'Rather than' is used to express preference of one thing over another whereas 'instead of' is used to replace one thing with another.
I will have tea rather than coffee.
What you are saying is that you would prefer tea but if tea is not available you will be ok with coffee as well.
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I will have tea instead of coffee.
Here you are not just expressing preference but rather you are replacing one option with another; so no coffee, only tea.
Also remember that technically, 'rather than' is a conjunction so it can be followed by anything - noun, phrase, clause - whereas 'instead of' is a preposition so it can be followed only by nouns.
Example
I went in the house instead of in the garden.
I went in the house instead of the garden.
In Sentence 1 above, 'instead of' is incorrect because it is followed by the phrase 'in the garden'. Here the correct usage would be 'rather than'.
In Sentence 2 'instead of' is correct since it is followed by the noun
'garden'. Note that 'rather than' can also be used in this sentence to replace 'instead of'. To Sum it Up:
1. Use 'rather than' to show preference or as a conjunction to link nouns, phrases and clauses.
2. Use 'instead of' to replace one thing with another or as a preposition before nouns.
3. If confused go with 'rather than'.
19) Advice v/s Advise
Take a look at this sentence:
I advice/advise you to stop procrastinating.
What is the correct word here - 'advice' or advise'? www.aristotleprep.com 138
Rule: Advice" is a noun and it means a recommendation about behavior of some kind. It's last consonant sound is "sss."
"Advise" is a verb and it means the act of recommendation. It's last consonant sound is "zzz."
giving
a
So the correct word in the sentence above will be 'advise' since you are giving a recommendation.
Here are some more examples:
1. John did not listen to my advice.
2. The Board advised the CEO to resign.
3. The disciple went to the priest for advice.
20) Subordination and Coordination
We looked at the concepts of coordinating and subordinating conjunctions in the chapter on grammar review. Now let’s take a look at how these might be tested on the GMAT.
Incorrect: High cholesterol content in blood can lead to heart failure and blockage of arteries in the heart.’
The use of ‘and’ here incorrectly signifies that both ‘heart failure’ and
‘blockage of arteries' are equally important and more importantly, that they could be mutually exclusive whereas the two are actually related in the sense that one is causing the other. Thus we need to subordinate the last part of the sentence to the first part by using a subordinating conjunction such as ‘by’.
Correct: High cholesterol content in blood can lead to heart failure by blocking the arteries in the heart.
Thus, when you want to draw equal emphasis to two parts of a sentence, or coordinate them, you use coordinating conjunctions such as ‘and’ or
‘but’ but when you want to emphasize one part over the other, you
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subordinate one to the other with words such as ‘although’, ‘while’, or
‘since’.
20) The use of Double Negatives
A double negative occurs when two forms of negation are used in the same clause or sentence.
Examples
I don’t need no education.
He hasn’t done nothing
A double negative is an absolute no-no on the GMAT.
Incorrect: There were no goals nor corners in the match.
Correct: There were no goals or corners in the match
Correct: There were neither goals nor corners in the match
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ALL THE BEST!
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During Aristotle’s time in Greece, cities were important political entities. The cities would control the surrounding territories that were farmed. The city was not subordinate to the state or nation; it held just as high of a position, if not higher – it was sovereign over the territory it controlled. “…While all communities aim at some good, the community that aims most of all at the good – at the good that most of all controls all the other goods – is the one that most of all controls and includes the others; and this is the one called the city, the political community” (Aristotle 288). The city is supposed to aim at the good, and the partnership that is the most authoritative and provides the best aim for good is the called the city or…
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The word friendship as it is used today carries a broad semantic range with dozens of definitions. C.S. Lewis coined the term “verbicide” to define the degradation of word meaning over time. The term friendship is no stranger to verbicide. Today, it can mean anything from a Facebook friend that one barely knows to the friendship between two inseparable companions. So what exactly is friendship? In Nicomachean Ethics, Aristotle attempts to construct working definition of three types of friendship, the most important being the Friendship based on goodness. In this Friendship, the individuals put the other’s needs before their own. He describes this Friendship as having the greatest potential for longevity and Happiness. C.S. Lewis has also developed a working definition of Friendship in his book The Four Loves, in which true Friendship is equally selfless and puts the other’s needs first. Lewis, however, makes Friendship one of four categories of love.…
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“Those who educate children well are more to be honored than parents, for these gave only life, those the art of living well.”- Aristotle To have a position as a teacher of our nation’s youth is a wonderful gift. Teachers have the ability to touch lives in ways that no others can and this cannot be taken for granted. Education is a gift that not only prepares children to be knowledgeable scholastically but enables them with the tools to obtain a career in hopes of a comfortable future. I believe all children want to and are capable of learning. It is the teacher’s responsibility to find ways to teach and relay information to their students so that all of them are able to understand and have the opportunity to ask questions and seek additional…
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As I was at Plato’s Academy, I overhear an argument between Plato and Aristotle. The two were in an intensive argument over the theory of forms and the theory of knowledge. As I listened, I noticed that the two had extremely different viewpoints on the issues, but both men had compelling arguments. The first heated discussion was on the theory of knowledge.…
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