Which of the following statements most accurately captures the main point of the passage?Like the rest of the GMAT’s Verbal skills section, the Reading Comprehension section uses multiple-choice questions to measure your ability to read and comprehend the material presented. You’ll be given a passage that can range from two paragraphs to five or more; all will be about 350 words long. The topic of the passage will be something of general interest—perhaps about the social sciences or the humanities—and you’re not expected to bring any prior knowledge about it to the test. You’re asked to read it carefully … but quickly, because you’ll then need to read, contemplate, and answer three or four multiple-choice questions based on each passage. The computer you’re taking the GMAT on will go to a split screen when you’re in this section. The passage you need to read and use will stay on the left side, while the question you need to answer will be on the right. This is helpful, but remember, you’ll still see only one question at a time, and once you confirm your answer, you can’t go back.
You can expect that about 15 of the Verbal skills’ 50 or so questions will be Reading Comprehension. Some of the questions you’ll be asked merely involve careful reading, as the answer will be contained within the passage. But some questions will ask you to infer—that is, to make assumptions based on the information presented in the reading. While you do get about a minute and three-quarters to answer each question, that timing doesn’t include reading the passages, so, really, you have very little time to do all of that reading, thinking, and inferring (Sorry!).
There’s one important note you need to know before you move on to the types of questions. Many standardized test prep books will advise you to read the questions in a Reading Comprehension section first and then save time by scanning the passage for the answers instead of reading it carefully first. Here, you don’t have that option, we’re sad to say. The questions appear one at a time, so all you can really do is pull up the first question and have it on the screen while you read the passage. Not much of a time saver!
Let’s take a look at the types of questions you’ll see in this section. First, you should know the directions that you’ll see on the GMAT:
The questions in this group are based on the content of a passage. After reading the passage, choose the best answer to each question. Answer all questions following the passage on the basis of what is stated or implied in the passage.
You’ve taken standardized tests before, so you know the drill. These questions rest your ability to capture the thesis of a passage. Main idea questions (up next) are the most common of the Reading Comprehension questions, usually appearing right after the passage. Main idea questions might be worded like this:
Which of the following statements most accurately captures the main point of the passage?
Which of the following statements most accurately captures the central idea of the passage?
The passage can best be described as which of the following?
Of the following titles, which would be the most appropriate for the contents of this passage?
While you occasionally will come across a reading passage that explicitly states what its main idea is, it’s more likely that you’ll be required to use those inferring skills we mentioned earlier. The best place to look for the main idea are the first two sentences in the first paragraph, although it does sometimes appear at the end of the first paragraph, in the final paragraph, or—very rarely—in a middle paragraph.
If you can’t find a clear thesis statement, it’s helpful to ask yourself, “What is being discussed in this passage, and why?” The answer should point you to one of the choices given to the question. No matter what, since you know that you will likely be asked this question about nearly every passage, we think it’s worthwhile to try to sum up the thesis before you read the questions. Then you can look for the answer that best matches what you’ve already arrived at. Inevitably, one of the answer choices will be a point from the passage—but not the main point. It’s hard to not be tricked into choosing that answer, unless you’ve already determined the main idea.
The second most common type of question is the supporting idea question. The test is seeking to measure how well you understand how an argument is built and supported. Being able to locate supporting ideas clearly helps show your skills. This type of question focuses on specific ideas or pieces of information presented in the passage. Sometimes you have to read the passage quite closely in order to find the answer. Questions of this type often look something like:
According to the passage, Hong Kong regulators believe what about the stock market?
According to the passage, HIV+ prevention programs have done what in Namibia?
Which of the following statements best expresses the Confederates’ outrage at Stewart’s maneuvering?
The answers are almost always directly in the text, so no inferring is needed here. You should find the main nouns in the questions (“Hong Kong regulators” and “stock market,” for example) by skimming the reading passage to locate them. The answer you’re looking for should be within a couple of lines of their location. Sometimes the answer will be in a sentence that’s been slightly paraphrased in an answer choice. At other times, you’ll need to combine information from two or even three sentences to arrive at your answer. But, trust us, it is in there!
Inference questions are just the opposite of supporting idea questions. Now you’ll have to put together information to find an answer that’s not there in black and white on your screen. This type of question deals with ideas that aren’t in the passage, asking you to make a hop from the statements in the passage to a conclusion based on them. You have to infer, but to keep that inference relatively small: don’t make a leap, remember, but a hop! Don’t use any knowledge except that which is presented in the passage, and treat the information in the passage as if it is true even if you feel sure it isn’t.
Inference questions often look something like this:
Based on the information given in this passage, it can be reasonably inferred that Jefferson would approve of which amendment?
The author of this passage would most likely agree with which of the following statements?
Based on the contents of the passage, it can be inferred that an astrophysicist would be LEAST likely to observe a comet through which of the following methods?
Another kind of inference question is less about the logical conclusions that could be drawn from the passage and more about the author’s purpose in writing the passage. For some people, these questions can be frustrating because logic tells them that we have no way of knowing why an author wrote a passage. Test-takers who feel that way must make a particular effort to push that conundrum out of their minds. Focus instead on the narrow view: what can we say the agenda or goal of the author might reasonably be deduced to be?
Usually, questions about the author’s purpose focus on the main idea of the passage (aren’t you glad you put that into words already?), but they may also look at the structure or tone of the passage. Some ask you to find the answer that best articulates what one could reasonably assume the next paragraph of the passage would say, had it been included. No matter what, make sure that your inference has clear support in the text. This sort of question might read like these:
The author most like mentions the opera Otello for what purpose?
From the information presented in the final paragraph, it can be reasonably inferred that the author believes which of the following is true about Occam’s theory?
This type of question also asks you to do something more than find the answer in the passage and note it. You’ll have to take the information given in the passage and apply it logically to a context outside of the passage. Again, you’ll need to take a logical hop, since you’ll need to be able to recognize the argument or idea from the text in a different context. These questions can be quite tricky; remember to stick to the passage and make the most logical choice you can. A few examples:
Which of the following situations is most similar to the environmental situation described in the second paragraph?
The medical test in the passage would most likely be helpful for which of the following groups?
Johnson’s reasoning, as presented in the passage, is most similar to which of the following lines of reasoning?
Exactly as they sound, these questions ask you to analyze the structure of the reading passage and to determine how the passage combines individual pieces into a cohesive whole. They usually require a blend of broad reading (the kind that helps you find the main idea) and focused reading (to identify those smaller parts). Questions that are about logical structure might look like this:
The third paragraph plays what role in this passage?
The author incorporates a quote from Shakespeare’s The Tempest in lines 3–4 for what purpose?
Which of the following most accurately describes the structure of the passage?
This is the least common type of question you might encounter in the Reading Comprehension portion of the GMAT. In fact, you could take the entire test without bumping into a style and tone question. But, just in case, know that this type of question asks you to draw a conclusion about the author or the passage based on the author’s use of language. The truth of the matter is that most of the reading passages on the test are far too dry to have any real tone or style; if you read a passage that has a little more zing to it, you can expect that you’ll be asked a style and tone question.
The key to answering these questions is to find the words in the passage that point to a tone—look for those with both positive and negative connotations. A positive tone might appear in a phrase like “an auspicious beginning” or “a brilliant innovation,” whereas a negative tone is clear from phrases like “an utter failure” and “a complete debacle.” Don’t worry too much about being asked to give a name to a very subtle or literary tone; the test sticks to broad styles in the answer choices, and in general the passages are fairly moderate in opinion. You’re more likely to read something along the lines of “The author is guardedly enthusiastic about the innovation” than “The author raves with near-zeal about the innovation.” If you can’t find tone words, look for the overall feel of the article and trust your instinct: if you think the author is taking a dim view of the topic, he or she probably is. Style and tone questions will resemble these examples:
The author’s attitude toward international malaria prevention efforts could best be characterized as which of the following?
Which of the following best describes the author’s tone in the passage?
Based on the statements in lines 30–35, which of the following could be inferred about the author’s attitude towards Highland Cattle?
There are a few specific strategies you can use to approach the Reading Comprehension questions on the GMAT. We’ll review them here, and you can attempt them in the problem-solving drills that close the chapter.
Now that you have an idea of what kind of questions you’ll be asked in the Reading Comprehension section, we’ll suggest a method you can follow to be successful in this section. First, skim/read the passage in one to two minutes. Focus on the main idea of the passage, and jot it down on scrap paper when you think you’ve found it. Also, ask yourself what the basic structure of the passage is, and think about what each paragraph does as part of that structure. You can also think in terms of keywords: if someone tapped you on the shoulder and asked you what the passage is about, what would you say?
Remember that you are not being tested on anything but the three or four questions about the passage. At no point will you be asked to explain every idea in it or recall the entirety of the passage. Don’t waste your time trying master the entire thing. Just try to get a clear idea of what the passage is about. If you get to the end and feel lost, go back and try again.
Take a few notes as you read. Jot down that main idea if you find it. If you don’t, try to put it into your own words at the end of your read-through. You should also number your paper to match the number of paragraphs (1–5 for a five-paragraph passage) and jot down a few words that capture each of the supporting paragraphs. If you see any words that point to the tone, you should jot those down too. And if there are any words that indicate a reversal in thinking (such as “However,” or “On the other hand,”), you can make note of them, as well.
Once you have a good grip on the passage, it’s time to put that knowledge to work. You’ll need to get more focused to answer the questions. Slow down and read the questions, their answer choices, and the relevant parts of the passage carefully. Make sure you understand the question, and reread the relevant parts of the passage until you’re sure you have the right answer. The correct answer is always in the text!
The test-makers put a lot of time and energy into creating answer choices that look like they might be correct but, in fact, are wrong. After all, if it were easy to spot the wrong choices, the test would be pretty … easy. And it’s not. Keep in mind that they also aren’t above little tricks like using words that look similar but mean something different, or giving you a couple of choices that are probably true, plus one that is definitely true. The last one is the only one you want to click on, of course, but you’re going to have to eliminate those near-misses first.
Look for the type of question being asked, because that will help you know what kind of answer to choose. If you recognize a question as being a main idea question, look back at your notes. What did you jot down for the main idea? Which answer choice most closely matches your note? There’s your answer.
Supporting idea questions are almost always rooted in the text. When you run into one, find the specific place in the text that it’s referring to and choose the answer choice that best matches. These questions have to be indisputable, so the answer is in the text somewhere. Find it and move on.
Inference and applying information questions require you to take a step back and think about the passage. The question should give you a specific subject matter; take a moment to think about what the passage has to say about it and to infer the larger message. Once you have that in mind, find the answer choice that best matches what you think. To put it simply: find the answer choice that has to be true if the statements in the passage are true.
If you hit a style and tone question—remember that these are only asked about passages that have a tone!—you probably jotted down a few telling words from the passage. Choose the answer that best matches, remembering that the moderate choice is usually the best.
The Reading Comprehension section can drive you absolutely batty if you let it, because there’s just so much room for subjectivity. How you read a passage will probably be quite different from how the person next to you in the testing center reads it. And neither of you are wrong, of course: it’s just that reading is subjective. In order to create questions that have correct answers, the test-makers go out of their way to make sure that the other answers are definitely wrong (and not just a matter of opinion or reading). Here are two of the techniques that they might use:
Leaping Instead of Hopping. You might recall that we encouraged you to take a hop when inferring, since the correct answer will not be found in the passage. The test-makers like to make a leap in one of the answer choices, hoping you’ll choose it because it seems like it could be true (but isn’t quite proven by the passage). Remember, stick as close as you can to the text. Choose the little jump instead of the big one. And never add in your outside knowledge!
Catching You Skimming. Another popular trick is to offer you an answer that’s clearly taken directly from the text, in the hope that you will recognize, choose it, and move on. The only problem is that you’ve chosen the correct answer to a different question! For example, the test might offer the thesis of the passage as an answer choice … but the question is about the supporting idea. Whoops! Don’t get tricked: read carefully!
Now that you’ve been thoroughly indoctrinated into the Reading Comprehension section’s ways, let’s put that knowledge into practice. You’ll find three sets of Reading Comprehension questions ahead, with 20 to 22 questions each. Use them to practice, and make sure you time yourself. It’s a good idea to cover the questions so that you can only look at one at a time, just like on the test. After you complete each drill, check out the answers in the following section. Learn from your mistakes, and you’ll be even better prepared for the GMAT!
Directions: Each of the reading comprehension questions is based on the content of a passage. After reading the passage, answer all questions pertaining to it on the basis of what is stated or implied in the passage. For each question, select the best answer of the choices given.
Among common errors still persisting in the minds of educated people, one which dies very hard is the theory that a dialect is an arbitrary distortion of the mother tongue, a willful mispronunciation of the sounds, and disregard of the syntax of a standard language. This comes of reading dialect stories by authors who have no personal knowledge of any dialect whatever, and who have never studied any language scientifically. All they have done, perhaps, is to have purchased the Dialect Glossary of some district, or maybe they have asked a friend to supply a little local coloring. Authors of this type put into the mouths of their dialect-speaking characters a kind of doggerel which their readers then run away with, believing it is a real, living, English dialect.
As a matter of fact, our English dialects exemplify the sound-laws of living speech and the historical development of an originally inflected language. But the field of English dialects offers other allurements besides those which attract the philologist and the grammarian. The language-specialist merely digs and quarries, as it were, in the bare soil and rock, where he finds rich ores amply sufficient to repay his pains and toil, but there remains plenty of room for the rest of us who are less laboriously inclined, and at every turn are enticing paths. The real charm lies in the fact that it is a “faire felde ful of folke,” natural, homely, witty folk. The study of our English dialects may not only contribute to the advancement of knowledge, but also give us a clearer insight into the life and character of the British peasant and artisan, and so it will have achieved the aim and object of its existence.
1. According to the passage, what does the author feel may have contributed to the misunderstanding of dialects?
That plenty of room remains for the rest of us who are less laboriously inclined toward the study of dialects
The willful mispronunciation of sounds by speakers of dialects
Insufficient research and understanding on the part of authors who employ dialects for their characters’ speech
That educated people do not speak in dialect
That a dialect is not a real, living language
2. The author is primarily concerned with
discussing different types of dialects
refuting a socioeconomic bias against dialects
making a case for the study of dialects in order to increase our understanding of them
berating authors who write in dialect
revealing new evidence
3. According to the passage, authors who put doggerel into the voices of their characters cause which of the following?
A belief that use of a dialect indicates low intelligence
A belief that real people do speak in doggerel
A belief that dialects offer allurements
A belief that dialects aren’t worth studying
A belief that England’s educational system is in decline
The Rev. Rose Fuller Whistler, in his Annals of an English Family (1887), says that John le Wistler de Westhannye (1272–1307) was the founder of the family. Most of the Whistlers lived in Goring, Whitchurch, or Oxford, and are buried in many a church and churchyard of the Thames Valley.
The men were mostly soldiers and parsons. A few made names for themselves. The shield of Gabriel Whistler, of Combe, Sussex, is one of six in King’s College Chapel, Cambridge. Anthony Whistler, poet, friend of Shenstone, belonged to the Whitchurch family. Dr. Daniel Whistler (1619–1684), of the Essex branch, was a Fellow of Merton, an original Fellow of the Royal Society, a member and afterwards President of the College of Physicians. He fell under a cloud with the officials of the College of Physicians, and his portrait has been consigned to a back stairway of the Hall in Pall Mall. In the seventeenth century Francis Whistler was a settler of Virginia.
The American Whistlers are descended from John Whistler of the Irish branch. In his youth he ran away and enlisted. He received his discharge, eloped with Anna, daughter of Sir Edward Bishop or Bischopp, and, returning to America, settled at Hagerstown, Maryland. He again enlisted, this time in the United States army. He rose to the brevet rank of major and served in the war of 1812 against Great Britain. In 1815, upon the reduction of the army, Major John Whistler was retired. He died in 1817, at Bellefontaine, Missouri. Of his fifteen children, three sons are remembered as soldiers, and three daughters married army officers. George Washington, the most distinguished son, was the father of James Abbott McNeill Whistler.
4. The primary purpose of the passage is to
give an overview of the forces that shaped the artist James Abbott McNeill Whistler
explain why James Abbott McNeill Whistler was proud of his eccentric family
lead into the proposal that James Abbott McNeill Whistler should be better known than he is
provide an overview of the interesting familial background of James Abbott McNeill Whistler
explain why the Whistler family came to be established in America
5. According to the passage, the James Abbott McNeill Whistler’s family originally hails from what area of Britain?
Combe, Sussex
Goring, Whitchurch, and Oxford
Cambridge
Hagerstown
Shenstone
6. The purpose of the second paragraph of the passage is to
make it clear that Whistler came from good stock
include a few interesting anecdotes
prove that Whistler came by his artistic impulses from his genetic lineage
help readers understand that Whistler’s ancestors were mostly soldiers and parsons with a few exceptions
show how exceptional Whistler was in comparison with his ancestry
7. What can be inferred from the passage regarding Whistler’s ancestry?
Whistler was extremely proud of his family.
Whistler turned out to be the most remarkable of an already remarkable family.
If the Whistlers had not immigrated to America, his artistic talent wouldn’t have been discovered.
Whistler’s often painted his family and ancestors into his work.
Whistler’s family is well documented.
Since the early 1800s, neurasthenia has referred to a mechanical weakness of the nerves, denoting a medical condition with the symptoms of anxiety, headaches, and depression. Because Americans were said to be particularly prone to neurasthenia—also called nervosism—it was sometimes called Americanitis, as well.
The exhaustion of the central nervous system’s energy was said to be the cause of neurasthenia. And the cause of the exhaustion of that energy? “Civilization,” one doctor explained succinctly. Others explained that urbanization and the increasingly competitive business environment were also to blame. Unsurprisingly, the condition was associated with the upper class and business professionals.
Freud blamed an “insufficient libidinal drive” as the cause of the condition, saying that neurasthenia had a toxic, even poisonous effect on people who had it. He drew a line between neurasthenia and neurotic anxiety, and while his findings on the latter are far better known, he was deeply interested in the treatment, through psychoanalysis, of both.
8. A good title for this passage would be
Understanding Mental Health
The Uniquely American Mental Illness
Freud’s Secondary Interest
Neurasthenia: Anxiety’s Less-Known Twin
Neurasthenia and How to Treat It
9. According to the passage, another name for neurasthenia implies which of the following?
That the stresses that caused it were particularly prevalent in Americans
That Americans sought help for neurasthenia more often than any other nationality
That Americans had an “insufficient libidinal” drive
That American culture was far too stressful for most people
That America was more civilized than other countries at the time
10. According to the passage, for what illness is Freud’s treatment better known?
Neurasthenia
Americanitis
Nervosism
Neurotic Anxiety
Depression
Who has not heard of the Vikings—the dauntless sea-rovers, who in the days of long ago were the dread of Northern Europe? These fierce fighting men came in their ships across the North Sea from Norway on more than one occasion to invade England. But they came once too often, and were thoroughly defeated at the Battle of Stamford Bridge, when, as will be remembered, Harald the Hard, King of Norway, was killed in attempting to turn his namesake, King Harold of England, off his throne.
Norwegian historians, however, do not say very much about this particular invasion. They prefer to dwell on the great deeds of another King Harald, who was called “Fairhair,” and who began his reign some two hundred years earlier. This Harald the Fairhair was only a boy of ten years of age when he came to the throne, but he determined to increase the size of his kingdom, which was then but a small one, so he trained his men to fight, built grand new ships, and then began his conquests. Norway was at that time divided up into a number of districts or small kingdoms, each of which was ruled over by an Earl or petty King, and it was these rulers whom Harald set to work to subdue. He intended to make one united kingdom of all Norway, and he eventually succeeded in doing so. But he had many a hard fight; and if the Sagas, as the historical records of the North are called, speak truly, he fought almost continuously during twelve long years before he had accomplished his task, and even then he was only just twenty-one years of age.
11. According to the passage, Harald the Fairhair’s desire was to do what?
Train his men to fight
Overthrow King Harold of England
Fight continuously over twelve years
Get revenge on the English for their victory at the Battle of Stamford Bridge
Make one united kingdom of Norway
12. It can be inferred from the passage that Harald the Fairhair achieved his goal because
there is a united Norway still today
everyone had heard of the Vikings
every king that came after him took the name “the Fairhair” too
England and Norway are no longer at war
no one remembers the Battle of Stamford Bridge
13. The passage provides what information in support of the idea that Norwegian historians prize certain aspects of the country’s history above others?
The story of King Harald the Fairhair is of more interest than the Battle of Stamford Bridge.
Vikings were called “sea-rovers.”
Norway was divided into a number of districts.
English troops defeated Harald the Hard.
The sagas might not be historically accurate.
14. What can be concluded about the factual nature of the story of Harald the Fairhair?
He was most likely mythical.
He was probably a combination of several historical figures.
Because the Sagas of Norway are most likely false, we cannot be sure he existed.
If the Sagas are true, he was a Norwegian king of renown.
In order to believe that Harald the Fairhair existed, one must believe that the stories of his near-miraculous exploits are true.
When Ada Lovelace was born in 1815, her birth was noted because of her famous father: Lord Byron. Her father separated from her mother, Anne Isabella Byron, just a month after Ada was born. He died when Ada was 8 years old. In order to guard against the mental illness Anne worried that Ada would inherit from her father, the mother encouraged the daughter to study mathematics and logic. This turned out to be the key to Ada’s life: She would go on to achieve far more than was expected by a well-born lady of her time.
Chief among Ada’s successes were her work on Charles Babbage’s early mechanical general-purpose computer, which they called the “Analytical Engine.” Notes that Ada made in developing the machine reveal what is widely believed to be an algorithm intended to be performed by the engine. As the algorithm became known by mathematicians, its existence has given rise to the idea that Ada was the world’s first computer programmer, an idea that’s difficult to dispute.
15. Which of the following can reasonably be said to be an accurate depiction of the author’s attitude toward Ada Lovelace?
Grateful amazement
Awe at her unexpected accomplishments
Pride in her accomplishments
Surprise at the course her life took
Respect at her achievements
16. According to the passage, Ada Lovelace’s mother encouraged her interest in mathematics for which of the following reasons?
Ada already showed a knack for developing algorithms.
Anne hoped to keep Ada from developing the mental illness that plagued her father.
She hoped to keep Ada distracted from mourning her father.
Ada showed signs of becoming a poet.
Ada showed signs of mental illness.
17. A good title for this passage would be
Poets’ Surprising Progeny
She Could Have Been a Poet
Greatness Is in the Blood
Ada Lovelace: Inventor of the Computer
She Wrote the Algorithm That Changed the World
We have been used to considering early Christian history and primitive Christian art as matters of secondary importance, and hardly worthy the attention of the classical student. Thus, none of the four or five hundred volumes on the topography of ancient Rome speaks of the basilicas raised by Constantine; of the church of S. Maria Antiqua, built side by side with the Temple of Vesta, the two worships dwelling together as it were, for nearly a century; of the Christian burial-grounds; of the imperial mausoleum near S. Peter’s; of the porticoes, several miles in length, which led from the center of the city to the churches of S. Peter, S. Paul, and S. Lorenzo; of the palace of the Caesars transformed into the residence of the Popes. Why should these constructions of monumental and historical character be expelled from the list of classical buildings? And why should we overlook the fact that many great names in the annals of the empire are those of members of the Church, especially when the knowledge of their conversion enables us to explain events that had been, up to the latest discoveries, shrouded in mystery?
It is a remarkable fact that the record of some of these events should be found, not in church annals, calendars, or itineraries, but in passages in the writings of pagan annalists and historians. It seems that when the official feriale, or calendar, was resumed, after the end of the Christian persecutions, preference was given to names of those confessors and martyrs whose deeds were still fresh in the memory of the living, and of necessity little attention was paid to those of the first and second centuries, whose acts either had not been written down, or had been lost during the persecutions.
18. The passage is primarily concerned with
contrasting the lives of Roman Christians with that of Roman pagans
questioning why history has not better captured the lives of early Christians in Rome
explaining what a feriale was and how it was inclusive of Pagans
showing that there were many early Christians in Rome
accusing Roman historians as biased against Christians
19. According to the passage, what happened to the Palace of the Caesars?
It became the residence of the Popes.
The Vatican took it over.
It was destroyed and the Vatican City was built in its place.
The people of Rome gave it to the Pope.
It is directly across the street from the Church of S. Lorenzo.
20. According to the passage, each of the following is proof of the presence of early Christians in Rome, EXCEPT:
The basilicas raised by Constantine
The imperial mausoleum near St. Peter’s
The foundation of the Vatican City
The church of S. Maria Antiqua
Christian burial grounds
1. C This question is a supporting idea question. You need to scan the passage for where a supporting idea is found. Several of the provided answers directly quote from the passage, making this a tricky question! However, the correct answer, C, is not a direct quote. Yet it is the only answer choice that refers directly to a supporting idea of the passage.
2. C This question asks you to infer the author’s purpose, and it is also a variation on the main idea question. A can be immediately eliminated, as types of dialects are not discussed. D is the opposite of what the author intends. While B could be inferred to be part of the author’s agenda, and E could be a broad statement about her goals, neither is as satisfactory as C, which best fits the end of the passage.
3. B This question asks you to look back into the passage to find a supporting idea. B is the answer clearly indicated in the passage. The answer choices provided slow you down by offering the same opening (“A belief that …”). Answers D and E are too broad in their inferring (remember, a hop, not a leap!). C merely takes a quote from the passage and presents it in the hope that you’ll leap upon it as correct since it is a quote. And A alludes to other arguments presented in the passage but is not the best answer.
4. D This is the only answer that is fully supported by the passage provided. A and C might turn out to be true, should more of the passage be available, but there’s not enough information provided to justify the leap that inferring those answers would require. Conversely, E is too narrow: while several of the sentences explain why the Whistlers came to live in America, the rest of the passage covers much more information than that. And B is unsupported by the passage, which doesn’t consider Whistler’s view at all.
5. B All of the places mentioned in the answer choices are taken from the passage, so you simply have to read it carefully to ascertain that B is the correct answer. By the way, notice that D isn’t even in Britain!
6. D This is the only answer fully supported by the passage. B is potentially correct, except that one-line descriptions of a few ancestors don’t quite meet the criteria for an “anecdote.” A, C, and E might be what the author is up to, but it’s a leap too far to justify these based on the passage given. D is the best (and safest) answer.
7. E Alas, the least-interesting conclusion is the only one that can truly be justified. The extent of the information provided by the author shows that Whistler’s family tree was well documented. The other answers all require a leap of logic, or for the reader to bring outside knowledge to bear (which, of course, you know never to do). It’s possible that B is true, but E is more likely to be true.
8. D is the best answer (although one could argue it isn’t a great title!). Notice that this is a way of asking a main idea question. A is far too broad, and both B and C take a small element of the passage and blow it up to be the main point. E seems like it could be right, but a careful reader will have noted that there’s nothing in the passage about treatment. D is left.
9. A is the best answer for this inferring question. It is reasonable to infer that the stresses that were believed to have caused the disorder were particularly prevalent in Americans. C, D, and E all employ flawed logic, applying other facts that are true about the disorder as though they must be true for Americans. B might be true but is not justified by the passage, which does not provide any other facts about the nationality of patients seeking treatment.
10. D This is a supporting idea question. You must read through the passage to find the answer, D, that is supplied there. The other answer choices are mentioned in the passage but are incorrect as an answer to this question.
11. E This is a main idea question (although it looks a bit like a supporting idea question since it asks about a fact). The answer choices provided all come from the passage, so it’s up to you to read it carefully enough to be able to tell that E is the only answer that fits the question.
12. A This is an inference question. C isn’t addressed at all in the passage, and E calls for the kind of speculation that cannot be inferred. While D is true, it seems a bit of stretch to attribute this to Harald. B can be tempting—after all, it refers to the opening of the passage—but it doesn’t connect to Harald’s stated goal. A is the best choice. By the way, you might be thinking that this question pretty much gives away the answer to the prior question (11). Yes, it does, but remember, you can’t go back on the test!
13. A This is another hybrid inference/supporting idea question, in which you are asked to find the best support for an inference. B, C, and D are easy to eliminate. They are correct facts from the passage but have little to do with how Norwegian historians are said to present the country’s history. E is an inference taken from the text, but it requires too big a leap into asserting that the historians willfully pretend the sagas are historically correct. That isn’t justified by the passage.
14. D This is a question of logic so you must find the most logical answer. A and B are not justified by the passage, which treats Harald the Fairhair as a real person. You’d only choose those if you had not read carefully or if your outside experiences cause you to question the source of the stories. C supposes the exact opposite of the assumption the author makes in the passage. E sounds logical, so it’s tempting, but it sets up an “if … then” statement that isn’t justified by the passage.
15. E This is a question about tone. Hopefully, while reading the passage you noticed that there are a few words that gesture toward the author’s tone, such as the closing phrase, “an idea that’s difficult to dispute.” If you’re thinking that phrase seems rather tame, yes, indeed. Remember that tone is often very subtle, although the answer choices may seem to want you to infer something far more passionate. Notice the use of “amazement” in A, “awe” in B, and “pride” in C. It is possible that the author feels this way about Ada Lovelace, but there’s nothing in the passage that justifies the use of those extreme words. That leaves D, which could be correct. Tone questions can feel very subjective, and it’s possible that the author feels surprise (as you might) when reading about Lovelace’s accomplishments. However, this would be very difficult to prove. Only E is justified, as the passage is suffused with the respectful tone the author uses when discussing the subject.
16. B It’s a straight-up supporting idea question. We simply don’t know enough about Ada to choose D or E. While A and C might be true, you’d have to make a leap in order to choose them, which isn’t necessary since B is obviously true and proven in the text.
17. E is the best answer. A could be true if the passage was longer, but since we read about only one poet’s child, it seems to be a stretch. (By the way, notice the grammar of that title—it indicates more than one poet.) B seems limiting (yes, she could have been a poet, but there’s no indication in the passage that she wanted to, nor had any aptitude for it). C could work but seems quite broad. And D is simply incorrect. So that leaves E as the best answer.
18. B is the best answer. This is a main idea question, so you must decide what you think the author’s purpose in this passage is. A is not sustained by the passage, which contains no such comparison, whereas C refers directly to the passage, but to a small portion of it. D doesn’t go far enough—the author does show that there were many early Christians in Rome, but goes further than that. And E is too extreme; the tone is much more restrained than “accusing.”
19. A This is a factual question. You need to read the passage carefully to find the answer. E can be eliminated (although S. Lorenzo is mentioned in the passage, so don’t be fooled). B, C, and D all make assumptions about what happened when the Palace became the Pope’s residence. B, in particular, sounds very likely. But only A actually expresses what’s in the passage.
20. C Vatican City is never mentioned in the passage. This is a fact-finding question that requires you to read the passage and answer choices carefully. Notice that the question capitalizes “EXCEPT.” Don’t skim past this helpful clue!
Directions: Each of the reading comprehension questions is based on the content of a passage. After reading the passage, answer all questions pertaining to it on the basis of what is stated or implied in the passage. For each question, select the best answer of the choices given.
Benjamin Banneker was born in Maryland in 1731, the son of a woman who was a freed slave, and a free-born father. Largely self-taught, he did formally study with a Quaker friend until he was old enough to work on his family’s farm. By 1788, again with the help of neighboring Quakers, Banneker had begun to study astronomy. The next year, he calculated a solar eclipse. Soon, Banneker found work with a surveyor, who was marking the territory that would eventually become the original District of Columbia. He used his astronomical observations to mark a starting location for the surveyors, and maintained a clock that related the positions of the stars to points on the ground.
Poor health and a long delay in the surveying kept Banneker from staying with the project. Instead he turned his attention to further astronomical calculations, eventually publishing a series of almanacs which were hugely popular. These accurately predicted both coming solar and lunar eclipses. That Banneker was an African-American scientist in a time period that routinely attributed low intelligence and potential to his race only makes his achievements more remarkable.
1. The passage suggests that in order for Benjamin Banneker to achieve his success as an astronomer, the following was likely true:
The Quakers must have given him a great deal of help in calculations.
He most likely did not have many demands on his time while working for the surveyors.
Because of prejudice against his race, he had to have shown great determination.
He started studying stars from a very early age.
The surveyors must have taught him how to use the tools of their trade.
2. The passage suggests what about Banneker’s study of astronomy?
He had been interested in the stars since he was a child.
He was well into adulthood before he began.
He was a young man when he began.
His parents sparked his interest in astronomy.
He learned astronomy because he needed a job with the surveyors.
3. In the context of the passage as a whole, the second paragraph servers primarily to
explain why Banneker turned away from surveying as an occupation
elaborate on Banneker’s great success as a published author
show how Banneker outgrew his homespun beginnings
discuss how Banneker transformed his knowledge of astronomy into a new pursuit
point out that Banneker’s success was solely the result of luck
4. The passage LEAST supports the inference that
it was unusual for a free black man to be a scientist in the 1700s
Quakers were taught scientific reasoning in their schools
surveyors needed good astronomers on their payroll
Washington DC was a planned city
astronomy was of little interest to the general reading public
As for what to wear on a camping trip, a good deal of nonsense has been written about “strong, coarse woolen clothes.” You do not want coarse woolen clothes. Fine woolen cassimere of medium thickness for coat, vest and pantaloons, with no cotton lining. Color: slate gray or dead-leaf (either is good). Two soft, thick woolen shirts; two pairs of fine, but substantial, woolen pants; two pairs of strong woolen socks or stockings; these are what you need, and all you need in the way of clothing for the woods, excepting hat and boots.
Boots are best—providing you do not let yourself be inveigled into wearing a pair of long-legged heavy boots with thick soles, as has been often advised by writers who knew no better. Heavy, long-legged boots are a weary, tiresome encumbrance on a hard tramp through rough woods. Even moccasins are better. Light boots are best. They will weigh considerably less than half as much as the clumsy, costly boots usually recommended for the woods; and the added comfort must be tested to be understood.
The proper covering for head and feet is no slight affair, and will be found worth some attention. Be careful that the boots are not too tight, or the hat too loose. The above rig will give the hiker one shirt, one pair of drawers and a pair of socks to carry as extra clothing. A soft, warm sleeping bag, open at the ends, and just long enough to cover the sleeper, with an oblong square of water-proofed cotton cloth 6 × 8 feet, will give warmth and shelter by night and will weigh together five or six pounds. This, with the extra clothing, will make about eight pounds of dry goods to pack over carries, which is enough. Probably, also, it will be found little enough for comfort.
5. A good title for the passage might be
A Hat Is Important
Careful Outfitting Will Improve Your Hike
Sleeping Bags Are Optional
Skiing Takes Preparation
A Guide to the Appalachian Trail
6. In the context of the passage as a whole, the second paragraph serves primarily to
reiterate the points made in the first paragraph
alert the reader to information that may save his or her life
make clear the importance of proper footwear
introduce the evidence that hiking can be very dangerous
anticipate possible arguments readers might make against proper footwear
7. The passage suggests which of the following?
Clothing of slate gray or brown is appropriate.
The reader should purchase the heaviest boots available.
A whistle is a good accessory to carry at all times.
A 12-foot square of cotton should be carried.
Word should be left about one’s plans before departing.
The Siege of Godesberg kicked off the Cologne War in 1583. Godesberg was an important fortress, dating from the early 13th century. The Bavarians began the siege in hopes of controlling Godesberg, and thus the roads leading to and from Bonn, Cologne’s capital city, as well as the Rhine valley. It seemed to be an impossible task, as the fortress was believed to be impenetrable.
The Bavarians shot cannonball after cannonball into the fortress to no effect. Finally, they were able to tunnel through the basalt core of the mountain on which Godesberg sat, and blew up part of the fortress. Casualties were heavy on the defenders’ side, but the resulting rubble blocked a clear path for the Bavarians’ further assault. The siege wore on for nearly a month, until the attackers were able to enter the fortress through the latrine system. The commander in Godesberg negotiated a safe passage for himself, his wife, and his lieutenant, leaving the other defenders to their fate. Most were killed. Bonn fell to the Bavarians soon after.
8. The passage suggests that the people of Godesberg were
unaware that their fortress was under attack
surprised by the arrival of the Bavarians
complacent about the fortress’s supposed impenetrability
awaiting reinforcements from Bonn
unable to rouse a substantial defense after their fortress was partially blown up
9. The primary purpose of the passage is to
explain why there is still animosity between the Bavarians and Germans to this day
give an overview of the Siege of Godesberg
connect the Siege of Godesberg to the other events of the Cologne War
point out that one man’s lack of valor can affect hundreds of lives
reveal a major turning point in the history of Bonn
10. Which of the following, if true, would most weaken the explanation of the Siege of Godesberg?
The entirety of the passage is based on historical documents.
Historians disagree about whether the attackers arrived through the latrine system.
Bonn never produced significant economic help to the Bavarians.
Newly discovered records from Godesberg indicate that the residents began to negotiate a peaceful takeover shortly after the Bavarians arrived.
Dental records indicate that a number of people living in the fortress died from scurvy.
11. According to the passage, Godesberg was built when?
In the 1200s
In the 1300s
Before Bonn
After 1800
By 1000
Helium, the most abundant element after hydrogen, is also the most stable element, with the lowest melting and boiling points. It exists as a gas except under the most extreme conditions; when temperatures near absolute zero, helium is a liquid.
Many people do not realize that helium is a non-renewable resource. For those who think that the most critical use of helium is for balloons, helium’s fixed amount may not be a concern. However, helium is used for much more than children’s birthday parties. It is used in essential medical diagnostic equipment such as MRIs. National defense applications include rocket engine testing and surveillance craft. Helium is used to cool thermographic cameras and equipment used by search and rescue teams. Various industries use helium to detect gas leaks in their products, including manufacturers of aerosol products, tires, refrigerators, fire extinguishers, and air conditioners. Also, cutting-edge space science and research requires helium. NASA uses helium to keep hot gases and ultra-cold liquid fuel separated during lift off of rockets.
Given the many uses of helium, it’s not surprising that the U.S. government has taken an interest in preserving the element. The Federal Helium Reserve is a self-sustaining and profit-making branch of the U.S. Department of Interior’s Bureau of Land Management. Last year, it returned over $400,000 per day to the U.S. Treasury.
12. The passage mentions each of the following industries that use helium EXCEPT:
manufacturers of aerosol products
manufacturers of tires
manufacturers of balloons
manufacturers of fire extinguishers
manufacturers of air conditioners
13. The second paragraph plays what role in the passage?
It presents the strongest argument for why helium use should be carefully monitored.
It expands the hypothesis that helium is a little-understood element.
It refutes readers’ belief that helium is a dangerous chemical compound.
It reveals helium’s secret use in the NASA rocket program.
It provides background information relevant to the argument that use of helium should be severely curtailed.
14. The author’s attitude toward the use of helium can best be described as
angry and concerned
factual and illuminating
concerned and uneasy
ambivalent and questioning
engaged and active
15. Which branch of the federal government oversees the sale and use of helium in the United States?
The U.S. Treasury
NASA
The Department of Science
The Bureau of Land Management
The federal government
In the hopes of helping employees arrive at brilliant, innovative ideas, many companies have embraced the technique of brainstorming. “Say anything!” is the mantra in these meetings, in which everyone from the CEO to the intern gathers to blurt out ideas for the next innovation. Surely, the thinking goes, if we throw enough spaghetti at the wall, something will stick?
Well, no, as it turns out. Research shows that such measures may not work—regularly, or at all. Instead, scientists are increasingly convinced that what does work is a clear understanding of how thoughts link up. Knowing that A leads to B leads to C may seem rather simple, sure, but it’s a better reflection of how our brains work than the brainstorming model. Creativity is a series of small steps: one thought leads to another, linked thought. Little by little, this inching forward might eventually lead to an innovative idea.
Thus, instead of starting a meeting by asking everyone to throw out any idea that comes to mind, it’s probably more beneficial to give people a starting point. Where’s the next logical step from there? Or, work backwards: if this is where you want to end up, what would be the step before, and the step before that? The process may be less exciting, but there will be less spaghetti on the floor when you’re done!
16. Which of the following statements best summarizes the main idea of the passage?
Brainstorming doesn’t work.
Understanding how thoughts link up can lead to better ways of developing new ideas.
Innovative ideas take time.
Only shoddy managers would ask their staff to brainstorm.
More research is needed to understand how thinking works.
17. The relationship between linked thoughts and innovation is most similar to which of the following?
The relationship between research and a doctoral thesis
The relationship between a driver and a car
The relationship between bread and a bakery
The relationship between a wild turkey and a domesticated chicken
The relationship between scientific research and scientific experimentation
18. The author’s attitude toward brainstorming can best be described as which of the following?
Utterly dismissive
Supportive
Abusive
Skeptical
Uninterested
19. The comparison of brainstorming to throwing spaghetti at a wall is meant to emphasize which of the following?
The messiness of brainstorming
That pasta must be cooked correctly to taste good
That disorder sometimes yields results
That brainstorming can involve a lot of failure to yield success that sticks
That, as with cooking, brainstorming improves the more one does it
The Eiffel Tower, completed in 1889, makes the rest of Paris look like a toy landscape. It stands alone in the center of the city, commanding all viewers to look and marvel at it. What’s truly remarkable is that the tower—now widely hailed as the symbol of Paris—was first greeted with skepticism.
It was designed to serve as the entrance to the World’s Fair that marked the 100th anniversary of the French Revolution. Over 100 artists competed for the right to build the monument, but the architect Alexandre-Gustave Eiffel won. His design used an innovative metal armature which employed more than 18,000 pieces of iron and 2.5 million rivets. Building it took over 2 years, and when they were finished, the Tower was the tallest structure in the world, an honor it held until 1930 when the Chrysler Building opened in New York.
20. The last sentence of the first paragraph reveals a flaw in the passage. Which of the following best describes that flaw?
It presents unsubstantiated facts.
It confuses the flow of the paragraph.
It presents the author’s personal opinion.
It misunderstands a quoted text.
It presents a key idea that is not explored.
21. According to the passage, what was the Eiffel Tower originally designed to do?
Serve as the entrance to the World’s Fair
Celebrate the 100th Anniversary of the French Revolution
Represent Alexandre-Gustave Eiffel’s skills
Represent Paris in the imagination of the world
Draw tourists to Paris
22. A good title for this passage might be
Controversial Beauty
The Many Amazing Creations of Eiffel
The Beginnings of a Legend: The Eiffel Tower
Paris Looks Tiny from Here
Innovation Should Be Rewarded
1. C is the best answer to this inferring question. The only answer that finds support is the one that refers to the last sentence in the passage. In fact, C restates that sentence. A seems a bit condescending, never a good choice. And B, D, and E might be true, but there’s no reason to be sure that they are. A good hint is that if several answers seem equally likely to be possibly correct, none of them are the right choice.
2. B If you reread the passage, you’ll note that it states that “by 1788” Banneker had begun to study the stars. There’s no other indication about when in his life he became interested or began his study, nor about who or what prompted him to do so. So, while this seems like it is an inferring question, it’s actually factual. You just have to read carefully to find the fact that answers the question. A, C, D, and E are not supported by the passage (and A, again, has a hint of condescension to it).
3. D is the best answer to this structural question. A and B refer to information presented in the passage, but neither is the main purpose of the paragraph. C and E make leaps in logic that are not supported by the passage.
4. E This is a question of logic, and a tricky one. Notice how the question is worded so that you must think of the LEAST likely answer. When this is the case, you must consider all of the answers and choose the one that has the least support from the passage. A, C, and D can be eliminated since they contradict the inferences one makes by reading the passage. B seems a little more tempting, but a read-through of the passage would remind you that there’s no indication that Quakers avoided science in their schools. Remember, don’t bring outside knowledge or suspicions to the GMAT. That leaves E, which is directly contradicted by the phrase “hugely popular.” If the almanacs were hugely popular, then the general public was likely quite interested in astronomy.
5. B is the best answer. The passage doesn’t really explain what activity is being prepared for, but the way it reads makes it clear that it involves being outside. Since you don’t know if it’s for skiing (D) or hiking the Appalachian Trail (E), you can eliminate those answers. A and C are supported by the text, but they refer to minor points whereas a title should be more general. Given the choices, then, B is the best.
6. C This is another structural question. You must consider what purpose the second paragraph serves in the passage. It is not making the same point as in the first paragraph (A), nor anticipating arguments that readers might make against footwear (E). B and D seem to be saying the same thing, which is always a good indication that neither can be right. That leaves C as the best answer.
7. A is the best answer for this fact-finding question. C and E sound like good advice for hikers but are not mentioned in the passage. B directly contradicts the passage’s advice, while D misstates the size of the cloth suggested. All that is required for success here is a careful rereading of the passage!
8. E is the best choice. You must infer the most likely answer, being careful to stick to the facts. You know from the passage that heavy casualties affected the defenders after the explosion, so it’s a small hop to assume that they were severely affected in being able to defend the fortress. The other answers are either unsupported by the text (A, B, and D) or require a leap (C) that cannot be proven by the text.
9. B The passage is a quick overview of the Siege. It does not connect to the rest of Bonn’s history (E) or explain how it connects to the rest of the war, as in C. While you might derive a lesson about valor, D, the rest of the passage does not help to prove this point. As for A, there’s not enough here to know what the purpose of the passage was in a larger piece.
10. D This is a question of logic, which requires you to speculate on which answer choice, if true, would provide the most logical reason to find the explanation of the siege weak. A would only strengthen the explanation, while B and E affect only a small part of the explanation, not the entire passage. That leaves C and D. Go ahead and try them out—which, if true, affects the passage the most? D is the only answer.
11. A This is a fact-finding question, and a tricky one to boot. The test-makers are hoping that you’ll be eager to move on to the next passage, and thus will select B based on remembering a “13” in your reading. But, of course, the 13th century is the 1200s. The other answers are equally wrong except for A.
12. C While children’s party balloons are mentioned in the passage, and you surely associated helium with balloons, there’s no mention that balloon manufacturers use helium (and, if you think about it, why would they?). A, B, D, and E are directly referred to in the text. Basically, this supporting idea question just wants to make you work hard to arrive at a simple answer.
13. A is the best answer to this logical structure question. You must decide what the second paragraph is doing in the essay. A makes the most sense, because while E seems correct at first, it misstates the passage’s goal. B describes the first paragraph, while C is, again, incorrect about the purpose of the passage. As for D, the word “secret”—so dramatic!—gives away the unlikelihood of that being the answer. There’s no “secret” in this passage.
14. B This is a question of tone. Always try to err on the side of reasonableness. The GMAT doesn’t like extreme emotions. That makes B the best answer, especially since the passage isn’t really presenting an argument or a call to action. That eliminates A and C. D is a more moderate choice, but there doesn’t seem to be much ambivalence in the passage. E is closer, since the writer does seem to be engaged—but what does “active” even mean? B is the better choice.
15. D The first two answers, A and B, refer to other organizations mentioned in the passage, but which do not oversee the use and sale of helium. C is a made-up department (perhaps the test-makers are hoping you’ll guess it in desperation) whereas E repeats a portion of the question. Obviously, this factual question could fool you if you don’t take the time to reread and guess, incorrectly, at the right answer.
16. B is the best answer. It is a little unusual in its wording, but a moment’s consideration should tell you that this question is a main idea, or thesis, question. E seems likely to be true but is not addressed to by the passage (don’t bring outside knowledge in!). A and C are reasonable inferences from the passage (although A is a little strong in wording) but neither is the main idea. That leaves D, which is far too bold for the GMAT.
17. A This is a kind of logic question that asks you to see the relationship given in another set of examples. The best way to solve this sort of question is to put the given relationship in words. In this case, innovation is derived from linked thoughts. Now, test all of the answer choices. B can’t be right, since a car isn’t derived from a driver. A bakery isn’t derived from bread (C) nor is a domesticated chicken derived from a wild turkey as in D. It’s possible that scientific experimentation is derived from scientific research as E offers, but the relationship doesn’t have to run that way. Give it a maybe. That leaves A, and we can definitely say that a doctoral thesis is derived from research. It’s the better answer, so drop E and go with it.
18. D This is another question of tone. Again, it’s always best to drop the most extreme answers. That eliminates A and C. This passage questions brainstorming, so B (supportive) doesn’t seem right. E, uninterested, also seems off, since the passage’s author is, by default, interested in brainstorming. That leaves D as the best answer. The author is indeed skeptical about brainstorming’s validity.
19. D is the best answer, here. B can be eliminated as silly. A, C, and E are relatively positive views of brainstorming, whereas you know that the author’s purpose is, at least somewhat, to suggest that there are better ways to think than brainstorming. That leaves D, which shows that brainstorming is inefficient and, at least at times, unproductive.
20. E The last sentence in the first paragraph indicates that the Tower was controversial, and its placement indicates that this idea will be explored, but the rest of the passage does not refer to that idea again. Thus, in this logic question, E is the best answer. A is the second-best choice, but whether this could be considered an “unsubstantiated fact” is debatable. B is wrong; there’s no break in the flow of the text. C cannot be correct either, as there’s no reason why the author cannot present his or her opinion. That leaves D, and there’s no quoted material in the text at all.
21. A This is a straightforward supporting idea question, asking only that you read carefully enough (or, if needed, reread!) to be able to point to the purpose of the tower, which was to serve as the entrance to the World’s Fair. B refers to what the Fair itself commemorated, while C, D, and E are possibly other ideas the builders had about the Tower but are not referenced in the passage.
22. C is the best answer. A refers to the controversy briefly mentioned in the passage. However, if you recollect the prior question (which, of course, you wouldn’t be able to go back to reread), you’ll know that a flaw in the passage is that this controversy isn’t explained. E sounds like an argument that isn’t made in this passage, and B is too broad: the passage only details Eiffel’s tower, without the rest of his creations. D has potential, but it’s a little whimsical, even literary. Remember, you’re taking the GMAT, so straightforward is always the best bet.
Upon reaching the charming home of a friend in Massachusetts last June, almost the first thing I saw was a pair of purple crow blackbirds in trouble. First arose a medley of odd husky tones, clamorous baby cries, and excited oriole voices, with violent agitation of the leaves of a tall elm, ending with the sudden exit of a blackbird, closely followed by a pair of Baltimore orioles. The pursued flew leisurely across the lawn, plainly in no haste, and not at all with the air of the thief and nest robber he is popularly supposed to be. Clearly the elm belonged by bird custom to the orioles.
The blackbird has no secrets in his life; the whole world is welcome to know his affairs, and in fact he proclaims them loudly himself. It was easy to see that he had anxiety enough of his own just then, without thinking of disturbing his neighbors, for he was engaged in the task of introducing his young family to the world.
If the young blackbirds escape the dangers peculiar to the nest, the devouring jaws of squirrel or owl, the hands of the egg thief, being shaken out by the wind, smothered by an intrusive cow-bunting, or orphaned by the gun of a “collector”; if, neither stolen, eaten, thrown out, nor starved, he arrives at the age that his wings begin to stir and force him out of the leafy green tent of his birth, a new set of dangers meet him at the door. He may entangle himself in a hair of the nest-lining, and hang himself at the very threshold of life—a not uncommon occurrence; or he may safely reach the nearest twig and from there fall and break his neck—not a rare accident; he may be attacked by a bird who questions his right to be on the tree; he may fly, and, not reaching his goal, come to the ground, an easy prey to any prowler.
1. The author of the passage is primarily concerned with
painting a vivid image of nature
giving readers insight into why the life of a baby blackbird is treacherous
explaining why orioles pose a threat to other birds
relating the particulars of her visit to a friend’s home
sounding the alarm about the danger of global warming
2. What is the purpose of the second paragraph in the passage?
To explain why the orioles acted in such an aggressive way
To reveal what the author learned by observing the birds
To turn the passage to the consideration of the blackbirds’ difficulty in raising their babies
To move the passage from a micro to a macro view
To begin to put forth an argument toward managed tree planting
3. The author provides several facts that explain why the life of a baby blackbird is precarious. All of the following are mentioned EXCEPT:
Blackbirds who hatch too early may freeze during cold spring nights.
Collectors may kill a blackbird’s parent, leaving it with no source of food.
A blackbird may fall out of the nest and break its neck.
Blackbird eggs may be stolen before they can hatch.
Predators may attack baby blackbirds or eat their eggs.
4. The characterization of the blackbird in the second paragraph is meant to
make the blackbird seem more real to readers
contrast the blackbird’s personality with that of other birds
add a note of humor to an otherwise grim passage
help the reader care about the orioles’ plight
allow the reader insight into the depth of the problem faced by blackbirds in their attempt to help their babies’ survival
As the social and religious objections appeared against the demand for women’s political rights, the discussion became many-sided, contradictory, and as varied as the idiosyncrasies of individual character. Some said, “Man is woman’s natural protector, and she can safely trust him to make laws for her.” She might with fairness reply, as he uniformly robbed her of all property rights to 1848, he cannot safely be trusted with her personal rights in 1880, though the fact that he did make some restitution at last, might modify her distrust in the future. However, the calendars of our courts still show that fathers deal unjustly with daughters, husbands with wives, brothers with sisters, and sons with their own mothers. Though woman needs the protection of one man against his whole sex, in pioneer life, in threading her way through a lonely forest, on the highway, or in the streets of the metropolis on a dark night, she sometimes needs, too, the protection of all men against this one. But even if she could be sure, as she is not, of the ever-present, all-protecting power of one strong arm, that would be weak indeed compared with the subtle, all-pervading influence of just and equal laws for all women. Hence woman’s need of the ballot, that she may hold in her own right hand the weapon of self-protection and self-defense.
5. The first sentence of the paragraph serves what purpose?
To explain that the idea that the need for women’s political rights was not universally shared among women
To make clear the prejudices against women’s political rights held by mainstream religious leaders
To change the course of the author’s argument in order to include an outsider’s perspective
To introduce and argue against one of the key objections that were made to women having political rights
To cast judgment on those who disagreed on the need for women’s political rights
6. Based on the passage, the author would agree with which of the following statements?
The arguments made against women’s political rights were all illogical.
The debate over women’s political rights did not generate much interest.
Women’s political rights are necessary for her ability to protect and defend herself.
Women do not need men in any way.
The loss of women’s property rights is not connected to the proposed loss of women’s political rights.
7. The main purpose of this passage is to
make a logical argument for why women need political rights based on their ill-treatment by men in the past
trace the historical progression of women’s political rights to the time of the writing
provide an anecdotal look at the beginning of the women’s rights movement
highlight some of the important ideas that support the idea of women’s property rights
argue against the notion of women’s political rights
Among the many concerns that gardeners must address is to decide whether the land they wish to cultivate is suitable for the types of plants they wish to grow. This means checking the soil’s pH, a measure of how acid or alkaline a substance is. Soil’s pH is important because it explains how difficult it will be for plants to take nutrients from the soil. Plant roots absorb the nutrients they need—such as iron and nitrogen—when those nutrients are dissolved in water. If the soil solution (the mixture of water and nutrients in the soil) is too acid or alkaline, some nutrients won’t dissolve easily, so they won’t be available for uptake by roots.
While seed manufacturers will often suggest a good pH range for their plants, the truth is that most plants will tolerate a far wider range in pH than what is suggested. Most nutrients that plants need can dissolve easily when the pH of the soil solution ranges from 6.0 to 7.5. Below pH 6.0, some nutrients, such as nitrogen, phosphorus, and potassium, are less available. When pH exceeds 7.5, iron, manganese, and phosphorus are less available.
Soil pH is affected by many factors, including the amount of local rainfall and the temperature range in the area. In the Pacific Northwest and the Eastern United States, where rainfall is heavy, the soil tends to be moderately acidic. In the Midwest, soil tends to be neutral. In the western United States, especially in areas of frequent drought, soil tends to be alkaline. Of course, soils that have been cultivated are often quite different than the naturally occurring soil in any region. During construction of homes and other buildings, topsoil is frequently removed and may be replaced by a different type of soil.
8. The first sentence in the third paragraph is meant to
provide a comparison of soil pH levels for readers to use based on their location
give a general overview of the range of soil pH levels in the United States
present soil pH as a fixed measurement that can be learned
introduce the idea of soil pH
explain that the rest of the paragraph will give advice on what kind of plants to grow in various areas
9. Based on the passage, the author would agree with all of the following statements EXCEPT:
Soil pH is a shifting and unpredictable quality.
Understanding the soil pH of his garden will help the gardener grow more robust plants.
Soil pH levels vary widely within the United States.
Seed manufacturers are careful to give clear instructions on the best soil pH for their plants, and their directives must be followed.
Soil pH helps explain why plants can or cannot take in nutrients.
10. The author’s main purpose in this passage is to
provide growing advice for gardeners based on where in the United States they live
give an overview of soil pH levels and make a case for how understanding them can improve a gardener’s yield
review best gardening practices
demonstrate how to calculate soil pH
explain how to test for soil pH
11. According to the passage, what factors might affect a soil’s pH?
Wind and temperature
Rainfall and temperature
Rainfall and wind
Topsoil and alkalinity
Alkalinity and acidity
The Romans, having conquered almost the whole of Britain in the first century, retained possession of the southern parts for nearly four hundred years; and during their occupancy they not only instructed the natives in the arts of civilization, but also with their aid, as we learn from Tacitus, began at an early period to erect temples and public edifices, though doubtless much inferior to those at Rome, in their municipal towns and cities. The Christian religion was also early introduced, but for a time its progress was slow; nor was it till the conversion of Constantine, in the fourth century, that it was openly tolerated by the state, and churches were publicly constructed for its worshippers; though even before that event, as we are led to infer from the testimony of Gildas, the most ancient of our native historians, particular structures were appropriated for the performance of its divine mysteries: for that historian alludes to the British Christians as reconstructing the churches which had, in the Dioclesian persecution, been leveled to the ground. But in the fifth century Rome, oppressed on every side by enemies, and distracted with the vastness of her conquests, which she was no longer able to maintain, recalled her legions from Britain; and the Romanized Britons being left without protection, and having, during their subjection to the Romans, lost their ancient valor and love of liberty, in a short time fell a prey to the Northern Barbarians; in their extremity they called over the Saxons to assist them, when the latter perceiving their defenseless condition, turned round upon them, and made an easy conquest of this country. In the struggle which then took place, the churches were again destroyed, the priests were slain at the very altars, and though the British Church was never annihilated, Paganism for a while became triumphant.
12. Based on the passage, the author would be most likely to agree with which of the following statements about Roman Britain?
The Romans’ abandonment contributed to a decline in the quality of life in Britain in the fifth and sixth centuries.
Britons preferred rule by Rome to self-rule.
Christianity did not take a firm hold in Britain until the fifth century.
Rome left Britain because of the rise of Paganism in the area.
The Northern Barbarians took advantage of Rome’s exit from Britain in order to conquer the region.
13. The last sentence of the passage serves what purpose in the structure of the passage?
Reveals the importance of Roman rule to Britain
Presents an opposing viewpoint on the importance of Roman rule in Britain
Turns the reader’s attention to fluidity of religious identity in early Britain
Emphasizes that while Paganism took hold in early Britain, the Christian church wasn’t eliminated
Contradicts earlier statements regarding the presence of Christianity in early Roman Britain
14. What is the best example given in the passage that reveals the way early Christian Britons made use of what Rome had left in their region?
That temples built in Roman Britain were inferior to those built in Rome
That Paganism soon took hold in Britain after the Romans left
That Constantine converted to Christianity
That the Britons called on the Saxons to help them
That the British used the existent foundations from otherwise-destroyed Roman churches in the region for their new Christian churches
When looking at the sky, each of us is apt to make patterns from the stars which appear to us to form shapes. Once we are familiar with the constellations as named, we tend to see those shapes more clearly. Modern astronomy recognizes 88 constellations, which are technically not patterns of the stars, but areas of the sky. The 88 constellations depict 42 animals, 29 inanimate objects, and 17 human or mythical characters.
Most of the constellations we recognize today were first plotted and named by the Sumerians, and then by the Greeks. These are principally found in the northern sky. Constellations in the southern sky were first mapped out by explorers and voyagers who journeyed through the oceans of the southern hemisphere.
Many people would be quick to name the Big Dipper or Orion’s Belt as the most famous constellation. In fact, they aren’t constellations at all, but asterisms, patterns of stars recognized in the night sky. Some asterisms, such as Orion’s Belt, are smaller parts of larger patterns recognized as constellations. While this may seem like a small concern, a carelessness about understanding the night sky and its denizens is an unfortunate trend in our 21st century world. The 88 constellations are but a small portion of the wonders in the night sky that can be explored.
15. The main purpose of this passage is to
trace the historical and cultural changes that have lead the myriad of constellations as accepted by different cultures
explain what the 88 different constellations represent
provide details as to why some popular patterns in the night sky are not constellations
argue against astronomical illiteracy by using the constellations as examples of the wonders of the night sky
press readers into political action to protect the night sky
16. Which of the following inferences can be drawn from the third paragraph?
Asterisms may be better known than constellations.
All constellations contain asterisms.
All asterisms appear in one of the 88 constellations.
Someday, asterisms will become constellations.
Asterisms are not called constellations, because they do not have the level of permanency expected in a constellation.
17. The author’s attitude toward the study of astronomy can best be described as which of the following?
Apathetic objectivity
Passionate engagement
Overzealous subjectivity
Curious optimism
Hostile defensiveness
18. All of the following are true, according to the passage, EXCEPT:
Sumerians named many of the existent constellations.
There are 17 constellations named after human or mythical characters.
The southern sky constellations are more complex than those in the northern sky.
Orion’s Belt is not a constellation.
An asterism may be part of a constellation.
Although many readers will associate the song “Respect” with Aretha Franklin’s definitive version, the song was written and first recorded by Otis Redding in 1965. Franklin’s version became a hit upon release in 1967. Although the song is recognizably the same in both versions, each artist gave it a unique flavor.
Redding’s song is a plea that his woman return to him—he’ll give her anything she wants, so long as she respects him. He sings in the voice of a hard-working man who wants to come home to the comforts he expects. The song returns repeatedly to the idea of respect, even in the verses, and has the feel of a blues song.
Franklin turned the song into a feminist declaration, demanding the respect she knows she deserves. It’s more up-tempo, jazzed to life by the back-up singers’—Franklin’s sisters Erma and Carolyn—repetition of “Sock it to me.” Franklin’s version also includes the iconic spelling of R-E-S-P-E-C-T as part of the bridge, an improvisation that propels the song to a new level.
Redding admitted that Franklin had made the song better. In 1967, he joked that she’d “stolen” it but was said to be delighted with her version. Redding must have recognized what was already becoming clear, that Franklin had taken a good song and turned it into a classic.
19. Which of the following statements best summarizes the main idea of the passage?
Aretha Franklin stole Otis Redding’s song “Respect.”
Otis Redding was a canny producer and gave “Respect” to another artist who could improve it.
Franklin’s recording of “Respect” shows how feminism was on the rise in America in the 1960s.
Franklin’s harmonies with her sisters elevate the record.
Many readers may not know that Aretha Franklin was not the first R & B legend to record the song “Respect,” although her version is definitive.
20. The author characterizes Redding’s response to Franklin’s recording as which of the following?
Hostile
Appreciative
Dismissive
Mercenary
Optimistic
21. According to the passage, all of the following are contributions Aretha Franklin made to the song’s success EXCEPT:
adding a bridge to the song
making it a feminist manifesto
changing the lyrics
including back-up singers
dropping the song into a minor key
1. B is the best answer. This is a main idea question, and requires a bit of inferring and tone consideration as well. While A and D are somewhat accomplished by the passage, these cannot be considered the author’s main intent. E is too broad and not justified by the passage. C is the opposite—too narrow to be the full purpose. That leaves B. It’s worth noting that B is the only answer that contains the words “baby blackbirds,” which are clearly the main topic. That makes it a good guess even for someone who is skimming.
2. C. A cannot be correct, as that is accomplished in the first paragraph. B is correct, except that the entire passage reveals what the author observed, making it too broad to attribute to the second paragraph. D does not reflect the tone of the piece, which never moves to a wider view. And E is not supported by the passage, which never mentions managed tree planting.
3. A This is a supporting idea question that asks you to reread the passage to find the correct facts. All of the listed threats to baby blackbirds are included in the passage except for A, making it the only choice.
4. E This is an inference question, and one that requires you to think about the author’s purpose. Knowing that the main idea of this passage is to explain the precarious circumstances facing baby blackbirds should help you choose E as the best choice. A and C are possible results but cannot be the author’s main purpose. B is somewhat accomplished but seems less specific than E, whereas D makes the orioles the main subject of the passage, which is incorrect. Again, knowing what the main idea of the passage is helps answer this question correctly.
5. D The passage is quite short but the language within it is dense. Read it carefully. The sentence seems to be a structural question about the first sentence, but it soon becomes clear that understanding the entire passage is necessary to be able to point out the work that its introduction is doing. Answer choices A and B seem correct only if the entire passage has not been carefully read. However, it is clear that A is incorrect—the passage does not go on to detail concerning women in particular—as is B, because the passage is not about mainstream religious leaders’ objections. We don’t see enough of the passage to know if C could be correct (what was the author’s original argument that he or she might be changing course from?), and E misstates the tone of the piece, which does not seem to be judgmental. That leaves D as the best choice. The passage does go on to explain a key objection that was raised, and to argue against it.
6. C is the best answer to this logic question. Take note of answer choices that use words like “all” and “always”; they are usually wrong. That takes out A, which overstates the author’s idea. B is disproved by the passage itself, which refers to myriad responses regarding the debate over women’s political rights. D again overstates, and E cannot be right since the connection is very clearly made within the passage.
7. A is the best answer to this main idea question. It correctly refers to the overall purpose of the passage. B doesn’t refer to this passage, because it is not a historical documentation. C also doesn’t fit the style of the passage, which is not anecdotal. D seems like it could be the right answer, but the insertion of the word “property” in the answer makes it incorrect. And E is simply wrong, a complete misstatement of the purpose of the passage. Only those who haven’t read the passage in its entirety would choose it, which is not you, right?
8. B is the best answer for this supporting idea question (that also refers to structure). The sentence in question is introductory in tone, alerting readers that more information on the variety of soil pH levels in the country is to come. A sounds similar, but the information given isn’t supposed to be very detailed, so B is still better. C is also off; the passage is clearly speaking in general terms, breaking thousands of square miles into three regions. D can’t be right because this is the second paragraph—the topic of soil pH levels has been under discussion for a paragraph already. And E is disproven by the remainder of the passage, which does not advise on specific plants.
9. D is the best answer. Questions set up like this are exasperating, since you must read through all of the answer choices, compare them to the passage, and find the one that cannot be true. In this case, A, B, C, and E are all broad statements whose wording is not found directly in the passage—but they are correct statements. It’s helpful that D is clearly incorrect, contradicting the author’s advice. So, even if you’re not entirely sure that A, B, C, and E are supported by the passage, D remains the best choice.
10. B Often, the longest answer in a main idea question is the correct answer, but be sure to read to the very end. A seems like it could be correct, especially if you haven’t read the entire passage, but it’s soon clear that no advice is given. C is too broad, implying far more information is covered than soil pH. D and E say practically the same thing, but are both incorrect: there’s no such information in the passage.
11. B It takes a close reading of the text, but this is a fact-finding question: not too hard. The passage refers to rainfall and temperature as the two major factors in soil pH. The information is found at the beginning of the third paragraph.
12. A is the best answer. This question requires some inferring as well as close rereading. C, D, and E are all answer choices that take some element of the passage and present it in hopes that you’ll remember the phrase it contains and choose it. But all present the information from the text incorrectly, which is why it’s important to double-check. B is a bit trickier, as it makes a broader statement that can’t be checked by looking at the passage’s facts. However, it is quite broad and you know that the GMAT rewards careful choices, not broad inferences. That makes A the best choice.
13. D is the best answer. This question asks the test-taker to understand the last sentence’s purpose structurally, not just restate the information of the sentence. Nothing in the sentence contradicts the rest of the paragraph, so B and E can be eliminated. A and C both speak to the entire passage’s purpose, not just this sentence. While they are tempting choices, D is more focused, making it the better choice. Remember, the GMAT almost always wants you to go micro, not macro.
14. E is the best answer. This is a fact-finding question, and one that requires careful rereading. The other answer choices all present facts that we know to be true from the passage. However, only E presents a fact that speaks to the question of how the Britons appropriated Roman remains for their own use.
15. D Remember that the main idea is often the first or last sentence in the passage. Here, the main idea is found in the last couple of sentences, as the passage builds to the argument. A and B imply the kind of detail about particular aspects of the topic that is not dealt with in this passage. C is a supporting idea in the passage, but not the main idea. And E overstates the author’s purpose; he or she does not call for political action but makes a plea for better understanding of the wonders of astronomy.
16. A is the best answer. This is an inference question. You must use the information in the passage to infer the best correct answer about asterisms. B and C are essentially saying the same thing, so you can eliminate them even if you didn’t read the passage again to see that there’s no statement about whether all constellations contain asterisms or all asterisms appear in constellations. Similarly, D and E both ask to take leaps in inferring that simply are too broad to find support in the passage. If you hop, rather than leap, you’ll agree that A is the best answer.
17. B This set of answers hopes to slow you down with a parade of big words. But it’s actually not very difficult to eliminate answers if you think through each choice. Remember the tone of the passage (rereading if you need to), especially at the end. It certainly wasn’t apathetic (A), overzealous (C), or hostile (E). That leaves B or D, but D seems wrong. Would an expert be “curious”? And how is the passage “optimistic”? That makes B the best choice.
18. C This is a fact-finding question, made more complex because four of the answer choices are correct but you want to find the one that is wrong. So long as you don’t rush, you’ll be fine. A, B, D, and E are all factual, found in the passage. C sounds good but is not mentioned in the passage. Even if you’re sure that the facts stated in C are correct, you can’t prove it using the passage, so it must be the right choice.
19. E is the best choice in this main idea question. A and B present opinions that are not justified by the neutral tone of the text. C may be true, but again, is not justified by the text, which only makes a brief connection to feminism. That leaves D and E, but D is just a fact pulled from the passage, not a thesis. Note that E is also the longest answer, and you know that often serves as an alert that it’s the best choice.
20. B This question asks you to characterize the author’s tone through how he or she had described one of the characters in the passage viewpoint. Redding is depicted, in this passage anyway, as appreciative, not hostile (A) or dismissive (C). “Optimistic” (E) doesn’t make much sense here, and while we might suspect that any songwriter would feel mercenary (D) if his or her song became a hit, there’s nothing in the passage to justify that answer.
21. E is the best answer. This is a fact-finding question. You’ll have to reread the passage to make sure you’ve chosen the facts as presented. E is the only answer choice that isn’t in the passage, so while it may be true, it cannot be correct here.