closeEvents & Promotions
| Last visit was: 26 Apr 2024, 17:07 |
It is currently 26 Apr 2024, 17:07 |
Customized
for You
Track
Your Progress
Practice
Pays
02:00 PM EDT
-03:00 PM EDT
03:00 PM PDT
-04:00 PM PDT
07:00 PM PDT
-08:00 PM PDT
08:00 AM EDT
-09:00 AM EDT
10:00 AM PDT
-12:00 PM PDT
10:00 AM EDT
-10:30 AM EDT
27 May 2016, 17:00
| FROM Veritas Prep Admissions Blog: What to Do When You Find a Weighted Average Question In the Verbal Section of the GMAT |
 Weighted averages show up everywhere on the GMAT. Most test-takers are prepared to see them on the Quantitative Section, but they’ll show up on the Integrated Reasoning and Verbal Sections, as well. Because it is such an exam staple, we want to make sure that we have a thorough, intuitive understanding of the concept. In class, I’ll typically start with a simple example. Say you have two solutions, A and B. A is 10% salt and B is 20% salt. If we combine these two solutions to get a composite solution that is 14% salt, do we have more A or B in this composite solution? Most students eventually see that we’ll have more of solution A, but it doesn’t always feel instinctive. If we had had equal quantities of both solutions, the combined solution would have been 15% salt – equidistant from 10% and 20%. So, if there is 14% salt, the average skews closer to A than B, and thus, there must be more of solution A. I’ll then give another example. Say that there is an intergalactic party in which both humans and aliens are present. The humans, on average, are 6 feet tall. The aliens, on average, are 100 feet tall. If the average height at the party is 99 feet, who is dominating the party? It isn’t so hard to see that this party is packed with aliens and that the few humans present would likely spend the evening cowering in some distant corner of the room. The upshot is that it’s easier to feel the intuition behind a weighted average question when the numbers are extreme. Take this tough Critical Reasoning argument for example: To be considered for inclusion in the Barbizon Film Festival, a film must belong either to the category of drama or of comedy. Dramas always receive more submissions but have a lower acceptance rate than comedy. All of the films are either foreign or domestic. This year, the overall acceptance rate for domestic films was significantly higher than that for foreign films. Within each category, drama and comedy, however, the acceptance rate for domestic films was the same as that for foreign films. From the cited facts it can be properly concluded that (A) significantly fewer foreign films than domestic films were accepted. (B) a higher proportion of the foreign than of the domestic films submitted were submitted as dramas. (C) the rate of acceptance of foreign films submitted was the same for drama as it was for comedies. (D) the majority of the domestic films submitted were submitted as comedies. (E) the majority of the foreign films submitted were submitted as dramas. Okay. We know that dramas had a lower acceptance rate than comedies, and we know that the overall acceptance rate for domestic films was significantly higher than the acceptance rate for foreign films. So, let’s assign some easy numbers to try and get a handle on this information: Say that the acceptance rate for dramas was 1% and the acceptance rate for comedies was 99%. We’ll also say that the acceptance rate for domestic films was 98% and the acceptance rate for foreign films was 2%. The acceptance rate within both domestic and foreign films is a weighted average of comedies and dramas. If only dramas were submitted, clearly the acceptance rate would be 1%. If only comedies were submitted, the acceptance rate would be 99%. If equal amounts of both were submitted, the acceptance rate would be 50%. What do our numbers tell us? Well, if the acceptance rate for domestic films was 98%, then almost all of these films must have been comedies, and if the acceptance rate for foreign films was 2%, then nearly all of these films must have been dramas. So, domestic films were weighted towards comedies and foreign films were weighted towards drama. (An unfair stereotype, perhaps, but this is GMAC’s question, not mine.) We can see that answer choice A is out, as we only have information regarding rates of acceptance, not absolute numbers. C is also out, as it violates a crucial premise of the question stem – we know that the acceptance rate for dramas is lower than for comedies, irrespective of whether we’re talking about foreign or domestic films. That leaves us with answer choices B, D and E. So now what? Let’s pick another round of values, but see if we can invalidate two of the three remaining options. What if the acceptance rate for domestic films was 3% and the acceptance rate for foreign films was still 2%? (We’ll keep the acceptance rate for dramas at 1% and the acceptance rate for comedies at 99%.) Now domestic films would be mostly dramas, so option D is out – the majority of domestic films would not be comedies, as this answer choice states. Similarly, what if the acceptance rate for domestic films was 98% and the rate for foreign films was 97%? Now the foreign films would be mostly comedies, so option E is also out – the majority of foreign films would not be dramas, as this answer choice states. Because the acceptance rate is lower for dramas than it is for comedies, and foreign films have a lower acceptance rate than do domestic films, the foreign films must be weighted more heavily towards dramas than domestic films are. This analysis is perfectly captured in option B, which is, in fact, the correct answer. Takeaway: certain concepts, such as weighted averages, are such exam staples that will appear in both Quant and Verbal questions. If you see one of these examples in the Verbal Section, assigning extreme values to the information you are given can help you get a handle on the underlying logic being tested. Plan on taking the GMAT soon? We have GMAT prep courses starting all the time. And be sure to follow us on Facebook, YouTube, Google+ and Twitter! By David Goldstein, a Veritas Prep GMAT instructor based in Boston. You can find more articles written by him here. The post What to Do When You Find a Weighted Average Question In the Verbal Section of the GMAT appeared first on Veritas Prep Blog. |
30 May 2016, 21:00
| FROM Veritas Prep Admissions Blog: How to Go From a 48 to 51 in GMAT Quant – Part VI |
 Today’s post the next part in our “How to Go From 48 to 51 in Quant” series. Again, we will learn a technique that can be employed by the test-taker at an advanced stage of preparation – requiring one to understand the situations in which one can use this simplifying technique. (Before you continue reading, be sure to check out parts I, II, III, IV, and V of this series.) We all love to use the plug-in method on GMAT Quant questions. We have an equation given, and if the answer choices are the possible values of x, we just plug in these values to find the one that satisfies the equation. But what if the answer choices are all complicated values? What if it seems that five times the calculation (in the worst case) will be far more time consuming than actually solving the given equation? Then one is torn between using the favorite plug-in method and using algebra. Let’s take an example to review the methods we can use to solve the question and learn how to simplify the plug-in process by approximating the five available options: If |4x−4|=|2x+30|, which of the following could be a value of x? (A) –35/3 (B) −21/2 (C) −13/3 (D) 11/5 (E) 47/5 This question is an ideal candidate for the “plug-in” method. Here, you have the absolute value equation with the potential values of x given in the answer choices. The problem is that the values of x given are fractional. Of course, if we do plan to solve the equation rather than “plug-in”, we can still solve it using our holistic approach rather than pure algebra. Let’s take a look at that now, and later we will discuss the trick to making the answer choices easier for us to plug in. Method 1: |4x – 4| = |2x + 30| 4 * |x – 1| = 2 * |x + 15| 2 * |x – 1| = |x + 15| This is how we rephrase the equation in our words: twice the distance of x from 1 should be equal to the distance of x from -15. ——————(-15) —————————————————(0)——(1)—————— There are two ways to find the value of x: Case 1: x could be between -15 and 1 such that the distance between them is split in the ratio 2:1. or Case 2: x could be to the right of 1 such that the distance between x and -15 is twice the distance between x and 1. Let’s examine both of these cases in further detail: Case 1: The distance from -15 to 1 is of 16 units – this can be split into 3 sections of 16/3 units each. So, the distance of x from 1 should be 16/3, which would make the distance of x from -15 two times 16/3, i.e. 32/3. So, x should be at a point 16/3 away from 1 toward the left. x = 1 – 16/3 = -13/3 This is one of our answer choices and, hence, the correct answer. Normally, we would just move on to the next question at this point, but had we not found -13/3 in the answer options, we would have moved on to Case 2: Case 2: The distance between -15 and 1 is 16 units. x should be an additional 16 units to the right of 1, so the distance between x and 1 is 16 and the distance between x and -15 is two times 16, i.e. 32. This means that x should be 16 units to the right of 1, i.e. x = 17. If you would not have found -13/3 in the answer choices, then you would have found 17. Now let’s move on to see how we can make the plug-in method work for us in this case by examining each answer choice we are given: Method 2: |4x – 4| = |2x + 30| 2 * |x – 1| = |x + 15| (A) -35/3 It is difficult to solve for x = -35/3 to see if both sides match. Instead, let’s solve for the closest integer, -12. 2 * |-12 – 1| = |-12 + 15| On the left-hand side, you will get 26, but on the right-hand side, you will get 3. These values are far away from each other, so x cannot be -35/3. As the value of x approaches the point where the equation holds – i.e. where the two sides are equal to each other – the gap between the value of the two sides keeps reducing. With such a huge gap between the value of the two sides in this case, it is unlikely that a small adjustment of -35/3 from -12 will bring the two sides to be equal. (B) -21/2 For this answer choice, let’s solve for the nearest integer, x = -10. 2 * |-10 – 1| = |-10 + 15| On the left-hand side, you will get 22; on the right-hand side, you will get 5. Once again, these values are far away from each other and, hence, x will not be -21/2. (C) -13/3 For this answer choice, let’s solve for x = -4. 2 * |-4 -1| = |-4 + 15| On the left-hand side, you will get 10; on the right-hand side, you will get 11. Here, there is a possibility that x can equal -13/3, as the two sides are so close to one another – plug in the actual value of -13/3 and you will see that the left-hand side of the equation does, in fact, equal the right-hand side. Therefore, C is the correct answer. Basically, we approximated the answer choices we were given and shortlisted the one that gave us very close values. We checked for that and found that it is the answer. We can also solve this question using pure algebra (taking positive and negative signs of absolute values) but in my opinion, the holistic Method 1 is almost always better than that. Out of the two methods discussed above, you can pick the one you like better, but note that Method 2 does have limited applications – only if you are given the actual values of x, can you use it. Method 1 is far more generic for absolute value questions. Getting ready to take the GMAT? We have free online GMAT seminars running all the time. And, be sure to follow us on Facebook, YouTube, Google+, and Twitter! Karishma, a Computer Engineer with a keen interest in alternative Mathematical approaches, has mentored students in the continents of Asia, Europe and North America. She teaches the GMAT for Veritas Prep and regularly participates in content development projects such as this blog! The post How to Go From a 48 to 51 in GMAT Quant – Part VI appeared first on Veritas Prep Blog. |
31 May 2016, 18:00
| FROM Veritas Prep Admissions Blog: Steps to a Stronger MBA Profile in 6 Months |
 Once you have finally decided to pursue an MBA, you will naturally start assessing your chances of actually being admitted. Undergraduate academics and GMAT score aside, most business school applicants will fret as to whether their extracurricular activities and overall profile are impressive enough for their dream schools, especially as these aspects of an applicant’s profile are not as straightforward to quantify and compare. How then can you improve your profile in the last six months? Should you rush to get registered in additional community organizations? Should you learn a new language or a musical instrument? Should you go on a trip to the wilderness or join a religious mission? As a rule, the Admissions Committee will consider the length of time and level of involvement with the activities you participate in when they weigh these as part of your profile (just as any potential employer would during a job interview). On your end, you should consider the limited time remaining towards the deadline, and the demands of polishing up your whole application package while focusing on fulfilling your current work and personal responsibilities. Below are some practical tips to strengthen your profile: 1) Do More with Current Involvements You may feel that your current activities are not as impressive as they really are and, thus, do not make you stand out as an applicant. One way to address this is to look for the chance to introduce something new to your profile that would make your potential future contributions to the school unique. For instance, you may be the leader of your undergraduate alumni branch – from this, you can find an innovative way to link up across other chapters, and strengthen alumni engagement and knowledge transfers across your entire network. Or, you may be involved with donation drives for the less fortunate; try to find new ways to boost your funds or at least organize activities that can better showcase your leadership and teamwork skills. Initiatives such as these give more credence and value to your current activities, without having to start from scratch. 2) Do the Same Thing for a Different Audience This should be relatively easy to do – look for some opportunities to leverage your long-running interest or hobby to demonstrate more involvement and impact on the community. As an example, you may be singer who performs regularly at a club. You may use this talent and volunteer to sing for several worthwhile causes. In this way, you can enrich your stories about your singing talent (or at the very least, the audacity to perform in front of an audience!) and make them more interesting for the Admissions Committee. Taking this point further, let’s say your lack of international exposure is perceived to be a weakness – look for ways to at least show how open-minded and internationally aware you are by getting involved with the expatriate community, nearby refugee camps, or by performing with multi-cultural groups. Use these tips to help strengthen your business school applications and set your current activities apart from those of other MBA candidates, and to further your own personal development, as well. Applying to business school? Call us at 1-800-925-7737 and speak with an MBA admissions expert today, or take our free MBA Admissions Profile Evaluation for personalized advice for your unique application situation! As always, be sure to find us on Facebook, YouTube, Google+ and Twitter. Written by Edison Cu, a Veritas Prep Head Consultant for INSEAD. The post Steps to a Stronger MBA Profile in 6 Months appeared first on Veritas Prep Blog. |
01 Jun 2016, 19:00
| FROM Veritas Prep Admissions Blog: How to Make Your Admissions Decision With Uneven Information |
 Receiving multiple offers of admission to various business schools after a long application season is a great feeling for most candidates, but the hard part is not quite done yet – now it is time to make a final decision. For some, this decision-making process will be fairly simple – many candidates prioritize their list of schools well in advance of submitting their applications, so it is easy for them to choose which one they want to attend when they finally hear back from the Admissions Committees. However, in many other situations, all offers are not created equal, so selecting one school from another can often become very complicated. So, where should candidates start with so much uneven information from programs? Here are a few tips to keep in mind as you choose between multiple business school admissions offers: Prestige: Is there a distinction between the programs you are considering? Evaluating your decision between a program with a global reputation like Harvard Business School and a smaller regional program would be an uneven comparison. Generally, the more reputable programs will offer better long term career considerations due to their prestigious names and large alumni base. Location: Where do you want to live post-MBA? The location of your MBA program plays a huge role in determining the likelihood of where your future job offers will come from. It is always recommended to attend a program in close proximity to your target post-MBA location, whether that is regionally, nationally, or internationally. Reputation can also certainly can factor in here, as the more well-known programs often offer a broader reach of opportunities that can make location preference moot. Career Opportunities: Which program better equips you to reach your career goals? Really look at this question holistically – reviewing your target program’s employment report is a great place to start. Look at both the aggregate number of students that have pursued the particular industry you want to be involved in, as well as the percentage. You should also consider are the reputation of the program in this particular industry. For example, Kellogg has a great finance program, but generally does not have a major reputation in the finance industry and with finance practitioners; if finance is your focus and you are choosing between other programs that possess a better reputation in that unique sphere, this would be something to keep in mind. Financial: This is business school after all, so the financial aspect of this decision will probably be a major component for you, even if you are one of the lucky recipients of scholarships. Now, money tends to complicate what may be an otherwise clear decision for many candidates, so build out a few scenarios that will aid in this aspect of your decision-making process. The toughest choices occur between programs that better address the above criteria but provide more limited scholarship money with those that provide more scholarship money but less of the desired attributes. In these situations, it is important to balance out all of your options to make the most holistic decision for you and your family. Applying to business school? Call us at 1-800-925-7737 and speak with an MBA admissions expert today, or take our free MBA Admissions Profile Evaluation for personalized advice for your unique application situation! As always, be sure to find us on Facebook, YouTube, Google+ and Twitter. Dozie A. is a Veritas Prep Head Consultant for the Kellogg School of Management at Northwestern University. His specialties include consulting, marketing, and low GPA/GMAT applicants. You can read more articles by him here. The post How to Make Your Admissions Decision With Uneven Information appeared first on Veritas Prep Blog. |
02 Jun 2016, 12:00
| FROM Veritas Prep Admissions Blog: Why You Should Consider Leaving the College Bubble |
 In college, it can be easy to get so caught up in everything happening on campus that you forget your school exists as part of wider community. This so-called “bubble” phenomenon is real at schools all across the country (see “Vassar Bubble,” “Bowdoin Bubble,” etc.), and can actually be a detriment to students’ overall college experiences. At Brown, going out into the Providence community is often referred to as “getting off the Hill.” We live on College Hill – which is, in a sense, physically separated from the rest of the city – and sadly, some Brown students rarely venture off the Hill. At first glance, it might appear like this issue isn’t very important. There are so many exciting things that happen on college campuses, and college is such a unique time in a person’s life, it might seem as if students should spend as much time as they can on campus. After all, one’s time in college is possibly the only chance he or she will have to be that involved in school activities, whereas one can interact with local communities at any point in one’s life. While somewhat convincing, this argument neglects to consider that getting involved off campus can actually strengthen the college experience. The typical aspects of college life – like classes, clubs, and parties – are great, but they are a bit removed from the “real world.” Going out into the local community, be it through volunteering or just through the local social scene, is a good way to stay connected with the struggles and successes of everyday people from all walks of life. Plus, doing this can diversify a student’s interactions beyond the ideological, economic, and age-related homogeneity that is sometimes present in college communities. For me, I’ve gotten tremendous value from volunteering off campus. I help out at an elementary school and a nonprofit legal advocacy group (both are in Providence), and doing each has strengthened my ties to the city and bolstered my academic experience. There’s no better way to care about a community than to become invested in its children. When I’m working with 5th graders on math problems, I’m reminded of the educational opportunities I’ve been granted, and am intimately aware of how important it is that the children of Providence receive those same opportunities. Similarly, when I help increase turn-out to meetings that will make utility rules more fair for low-income RI residents, I am forced to reflect on the immunity a college campus often provides, and how I can use my studies to make a tangible improvement to the world. These experiences are not unique to me. As a group, college students have an excellent opportunity to take advantage of the privileges that college provides, while also connecting with local communities that are vibrant in their own right. It is often said that it can take a while for a college to start to feel like a home. Learning more about the town or city in which your college is located will be great way to expedite that process and to become a more involved citizen, overall. So, even if you think you are totally content to stay within the gated confines of campus, I urge you to try to expand your horizons and enter into the communities around you. Whether it is finding local groups to volunteer with, checking out public libraries, or frequenting local parks and businesses, a college experience is wider and deeper when it expands beyond the campus bubble. Do you still need help with your college applications? We can help! Visit our College Admissions website and register to attend one of our FREE Online College Workshops! And as always, be sure to follow us on Facebook, YouTube, Google+, and Twitter! By Aidan Calvelli. The post Why You Should Consider Leaving the College Bubble appeared first on Veritas Prep Blog. |
02 Jun 2016, 14:00
| FROM Veritas Prep Admissions Blog: 3 Ways to Fit the Most Details Into Your MBA Essays |
 Do you have too many “knick-knacks” and seemingly unrelated, but interesting, details about your MBA candidate profile? Are you unsure of where to use them in your essays, how to fit them into the limited word counts you are given, or if you should even include them in your application at all? Frequently, I see business school applicants who have accomplishments that they are very proud of – such as winning a competition at their undergraduate university, excelling on a sports team, or holding a long-running passion for performing arts – but that do not seem to fit into the context of their answers to the essay prompts they are given. Some schools have essays asking applicants to share outside activities or interesting personal facts, but most of the time, you will need to deliberate as to how these attributes will fit in your essays as you address the questions. Below are three suggestions on how you can find space to share these details in a way that will help make your essays both more personal and powerful: 1) Draw Parallels As is true in many aspects of life, in your business school essays, showing, instead of simply telling, is often the best way to get your point across. For example, trying to convince your reader (the Admissions Committee) of your ability to persevere and work hard by mentioning the number of hours you spend at the office may not be all that effective. Instead, you could say how your work habits formed by years of training as a ballerina, and how this experience prepared you to understand the blood, sweat, and tears required to achieve great successes. Drawing these parallels will put personality into your essay – creating an image for the Admissions Committee, while also reinforcing the character traits you want to highlight by showing how you demonstrate them in another context. 2) Use Your Interests as Examples Another great way to mention seemingly unrelated, but still impressive, activities is by using them as examples in the context of addressing a question. For instance, if you are discussing your initiative to improve your time management skills, you may mention that apart from being able to accomplish your responsibilities at work, you have also created time to enrich your life with engaging activities, such as mountain-climbing or performing with a band. This will help show your range of involvement across diverse interests and present you as a multi-faceted character, while still allowing the Admissions Committee to better relate to you. 3) Pivot From a Common Point In writing your essays, you may also identify a common thread that ties all of your varied interests together. This could be in the form of emphasizing a strength, by giving examples of your involvement in different activities that leverage a particular trait. For example, you could identify your ability to adapt as a major strength and give examples of your experiences as a student leader working with international students, a volunteer working in the community with refugees, and your current position handling global clients. Relating these activities to each other through a common point will allow you to mention many details without needing to describe them in great detail. MBA programs want to see applicants who are adaptable, multi-dimensional and interesting. Using your wide array of experiences in the aforementioned ways can help you accomplish this, while also allowing you to express yourself and to submit an application that truly shares your personal stories. Applying to business school? Call us at 1-800-925-7737 and speak with an MBA admissions expert today, or take our free MBA Admissions Profile Evaluation for personalized advice for your unique application situation! As always, be sure to find us on Facebook, YouTube, Google+ and Twitter. Written by Edison Cu, a Veritas Prep Head Consultant for INSEAD The post 3 Ways to Fit the Most Details Into Your MBA Essays appeared first on Veritas Prep Blog. |
03 Jun 2016, 07:00
| FROM Veritas Prep Admissions Blog: How to Prepare For Your MBA as an Undergraduate Student |
 Are you already considering pursuing an MBA as an undergraduate student? There is no better time to start thinking about a graduate education in business than while you are wrapping up your undergraduate education. This time in your life will afford you the most flexibility with regards to making the decisions that may successfully set you up for the rest of your business career. The most important thing to keep in mind as you think through your business school strategy is to be flexible. Do not plan so rigidly that you are incapable of adapting to the natural shifts, changes and ad hoc opportunities that life offers. Be focused throughout your career journey, but make sure you are also affording yourself some flexibility. Career Trajectory Thinking through how best to achieve your future career goals, and if business school makes sense as a part of this, are natural first steps for most undergrads. Really think through whether or not pursuing an MBA is something you would eventually like to do, and if it will have the desired impact on your career. I would caution, however, against pursuing career paths that you generally have little interest in simply to maximize your positioning for a top-tier MBA. College is an exploratory time where you should start to filter through industries and functions that excite you – the better you can narrow your career focus early on, the less wasted time you will ultimately have in your post-undergrad career. GPA Your GPA is one of few aspects of your profile that you really cannot alter or improve after graduation. So, while you’re still in undergrad, it is important to bank some equity in your future application with a high GPA. Don’t fall for the myth that your grades do not matter after undergrad once you enter the workforce – your GPA can follow you (positively or negatively) throughout your career. GMAT Take the GMAT! Take the GMAT! Take the GMAT while you are still in undergrad! Commonly held wisdom suggest that if you are already in study mode as a student, it will be much easier for you to excel on this exam, so find some time to focus on your prepare early. Once you enter the working world, it is often difficult to find time to dedicate yourself to comprehensive GMAT prep. Extra-Curricular Activities College is also a great time to explore activities that interest you on campus. Aligning your passions with leadership and teamwork opportunities – be that in athletics, volunteering, or professional or social clubs – can really distinguish you as a future candidate. These experiences also provide great essay fodder and strong interpersonal anecdotes that definitely help differentiate applicants as a whole. Take advantage of the tips above to get ahead of the curve as an undergraduate student so that you can breeze through your MBA application process in the future. Applying to business school? Call us at 1-800-925-7737 and speak with an MBA admissions expert today, or take our free MBA Admissions Profile Evaluation for personalized advice for your unique application situation! As always, be sure to find us on Facebook, YouTube, Google+ and Twitter. Dozie A. is a Veritas Prep Head Consultant for the Kellogg School of Management at Northwestern University. His specialties include consulting, marketing, and low GPA/GMAT applicants. You can read more articles by him here. The post How to Prepare For Your MBA as an Undergraduate Student appeared first on Veritas Prep Blog. |
06 Jun 2016, 19:00
| FROM Veritas Prep Admissions Blog: Quarter Wit, Quarter Wisdom: Are Official Answers Debatable on the GMAT? |
|
Let’s begin with the bottom line: no, they are not. If you are thinking along the lines of, “This official answer cannot be correct! How can the answer be A? It must be C, or C is at least just as valid as A,” then you are wasting your time. The answer given is never debatable. What you should be thinking instead is, “The answer given is A, but I thought it was C. I must find out where I made a mistake.” The point is that since you are going to take GMAT, you must learn to think like the GMAT testmakers. The answers they give for these questions are the correct answers, so need to accept that – this way, the next step of figuring out the gap in your understanding will be far easier. Today, let’s take a look at an official question that is often debated: The average hourly wage of television assemblers in Vernland has long been significantly lower than that in neighboring Borodia. Since Borodia dropped all tariffs on Vernlandian televisions three years ago, the number of televisions sold annually in Borodia has not changed. However, recent statistics show a drop in the number of television assemblers in Borodia. Therefore, updated trade statistics will probably indicate that the number of televisions Borodia imports annually from Vernland has increased. Which of the following is an assumption on which the argument depends? (A) The number of television assemblers in Vernland has increased by at least as much as the number of television assemblers in Borodia has decreased. (B) Televisions assembled in Vernland have features that televisions assembled in Borodia do not have. (C) The average number of hours it takes a Borodian television assembler to assemble a television has not decreased significantly during the past three years. (D) The number of televisions assembled annually in Vernland has increased significantly during the past three years. (E) The difference between the hourly wage of television assemblers in Vernland and the hourly wage of television assemblers in Borodia is likely to decrease in the next few years. First, let’s look at the premises of the argument:
This conclusion might look logical, but it is full of assumptions. Why does this conclusion seem so logical? Wages in Vernland are lower, so it would seem like TVs should be cheaper here. Borodia dropped all tariffs on imported TVs, which means there will be no artificial inflation of Vernland TV prices. Finally, the number of TVs sold in Borodia has not dropped, but number of assemblers in Borodia has dropped, which makes it look like fewer TVs are getting made in Borodia. An onlooker might conclude that Borodia is importing more TVs from Vernland because they are cheaper, but here are some assumptions that come to mind:
We are looking for an assumption, i.e. a NECESSARY premise. We have already identified some assumptions, so let’s see if any of the answer choices gives us one of those: (A) The number of television assemblers in Vernland has increased by at least as much as the number of television assemblers in Borodia has decreased. This is the most popular incorrect answer choice. Test takers keep trying to justify why it makes perfect sense, but actually, it is not required for the conclusion to hold true. The logic of test takers that pick this answer choice is often on the lines of, “If the number of workers from Borodia decreased, in order for Borodia to show an increased number of imports from Vernland, Vernland must have increased their number of workers by at least as much as the number of workers that left Borodia.” Note that although this may sound logical, it is not necessary to the argument. There are lots of possible situations where this may not be the case: Perhaps number of TVs being manufactured in Vernland is the same and, hence, the number of assemblers is the same, too. It is possible that out of the fixed number of TVs manufactured, fewer are getting locally bought and more are getting exported to Borodia. So, it is not necessarily true that number of TV assemblers in Vernland has increased. (B) Televisions assembled in Vernland have features that televisions assembled in Borodia do not have. This is also not required for the conclusion to hold – the TVs could actually be exactly the same, but the TVs assembled in Vernland could still be cheaper than the TVs assembled in Borodia due to a potentially lower cost of assembly in Vernland. (C) The average number of hours it takes a Borodian television assembler to assemble a television has not decreased significantly during the past three years. This is one of the assumptions we discussed above – we are assuming that the reduction in the number of assemblers must not be due to an increase in the productivity of the assemblers because if the assemblers have got more productive, then the number of TVs produced could be the same and, hence, the number of TVs imported would not have increased. (D) The number of televisions assembled annually in Vernland has increased significantly during the past three years. This is not required for the conclusion to hold. Perhaps the number of TVs being sold in Vernland has actually reduced while more are getting exported to Borodia, so the overall number of TVs being made is the same. (E) The difference between the hourly wage of television assemblers in Vernland and the hourly wage of television assemblers in Borodia is likely to decrease in the next few years. This is also not required for the conclusion to hold. What happens to the hourly wages of assemblers in Vernland and Borodia in the future doesn’t concern this argument – we are only concerned about what has been happening in the last 3 years. Therefore, our answer is C. Getting ready to take the GMAT? We have free online GMAT seminars running all the time. And, be sure to follow us on Facebook, YouTube, Google+, and Twitter! Karishma, a Computer Engineer with a keen interest in alternative Mathematical approaches, has mentored students in the continents of Asia, Europe and North America. She teaches the GMAT for Veritas Prep and regularly participates in content development projects such as this blog! The post Quarter Wit, Quarter Wisdom: Are Official Answers Debatable on the GMAT? appeared first on Veritas Prep Blog. |
07 Jun 2016, 19:00
| FROM Veritas Prep Admissions Blog: A Snapshot of the U.S. Academic Visa Process |
 For many international students, the hardest part of pursuing a graduate education in business in the United States is not just gaining admission to an MBA program, but also ensuring, from a legal perspective, they have the right to study in the U.S. Keep in mind, the following information is focused primarily on the U.S. academic visa process – if you are pursuing your MBA in a different country, such as France or the United Kingdom, please review those country-specific rules and regulations. Now that we have those particulars out of the way, following your admission to business school, you should immediately begin the visa process to ensure a smooth transition once it is time to begin your MBA studies. The United States student visa is called the F-1. Once you have secured, and formally accepted, an admissions offer from the business school you will be matriculating to, your MBA program should send you an I-20 form that is required for your academic visa (F-1) submission. After completing this form, you will need to submit it along with the necessary supplementary documents (including a valid passport and photograph), pay a monetary fee, and complete an in-person interview at a U.S. Embassy. If you have a spouse, your student visa will provide clearance for them to stay in the U.S. while you are a student as well, however, they will still need to go through the F-2 visa process, which establishes kinship of the spouse to the matriculating student. Keep in mind, the accompanying spouse will not be allowed to work or become a full-time student with this visa, but can still pursue part-time coursework (as long as it does not exceed 12 hours per week). One of the more challenging aspects of the F-1 are its work restrictions – the student visa does allow students to work up to 20 hours per week and up to 40 hours per week during vacations (like during summer internships) but approvals or sponsorships from an employer will be needed in order to work outside of that. This knowledge is especially relevant for an applicant’s post-MBA work goals – after completing an MBA under the student visa, students must leave the country within 60 days. At this point, a recently-graduated student who is interested in remaining in the United States must secure sponsorship from an employer via the H-1B Visa. Don’t misstep as you transition to attending business school in the U.S. – get your student visa process started early and make the most of your time before matriculation. Applying to business school? Call us at 1-800-925-7737 and speak with an MBA admissions expert today, or take our free MBA Admissions Profile Evaluation for personalized advice for your unique application situation! As always, be sure to find us on Facebook, YouTube, Google+ and Twitter. Dozie A. is a Veritas Prep Head Consultant for the Kellogg School of Management at Northwestern University. His specialties include consulting, marketing, and low GPA/GMAT applicants. You can read more articles by him here. The post A Snapshot of the U.S. Academic Visa Process appeared first on Veritas Prep Blog. |
08 Jun 2016, 13:00
| FROM Veritas Prep Admissions Blog: Build Your MBA Profile Like Angelina Jolie |
 Angelina Jolie is known worldwide as both a glamorous movie star and an advocate of several worthwhile humanitarian causes. Even more impressive than this amazing image is how she has managed to accomplish so much while simultaneously battling with substance addictions, social controversies, and failed relationships. By building your MBA profile like Angelina has built her career, you can also overcome any potentially negative components of your application. From “Wild Child” to “World’s Most Admired Woman” Growing up an unpopular schoolgirl and then becoming an unsuccessful model struggling with an eating disorder, drug addiction, depression, and flops after flops, Angelina’s rise to success was not as easy as one might assume. Early in life, she made the news more often for the wrong reasons than she did for any positive accomplishments. The turning point, she says, was adopting her son, Maddox – his entry into her life made her commit to ending her self-destructive ways. Around this same time, the filming of her blockbuster hit “Lara Croft: Tomb Raider” in Cambodia opened her eyes to the worldwide humanitarian crisis, leading to her involvement as a United Nations ambassador. From her image as a wild child, to being named the World’s Most Admired Woman in 2015 by YouGov, Angelina Jolie has ably managed her public image to benefit her career and make an impact on worthwhile causes. Lesson for MBA applicants: Just as early missteps did not define Angelina – and have even proved to make her story interesting – MBA applicants can build their profiles even with previous failures or mistakes. Identifying turning points and key events that allowed you to mature and fulfill your potential will allow the Admissions Committee to better understand and relate to your early vulnerability, redemption, and success. Images of Refugee Camp Visits Striking images of Angelina’s well-documented visits to refugee camps in Kenya, Lebanon, and all over the world, are also helpful in presenting her awareness of, and commitment to, her cause in a way that is both credible and powerful, such that her reputation as a humanitarian is able to drown out accusations that she is may be a “home-wrecker.” (Apologies to Jennifer Aniston’s fans, if any are still reading up to this point!) Lesson for MBA applicants: Sharing stories complete with vivid images that will favorably surprise the Admissions Committee or counteract negative perceptions or stereotypes about your background will be very useful for your MBA essays and your overall profile. For instance, private equity analysts could be seen as mainly doing desktop research and not getting exposed to the outside world. Thus, an applicant of this background would do well to richly relate the experience of inspecting the mines or interacting with people in the factories. In contrast, an applicant from a very poor country would do well to highlight global leadership experiences and personal exposure across different nations to help assure the Admissions Committee that he or she will do well in a diverse top-tier MBA program. Building a well-rounded profile like Angelina Jolie will be essential to gaining admission to a top-tier business school; showing that you are someone who can “hit the ground running” wherever you go is the type of candidate MBA programs are truly looking for. Applying to business school? Call us at 1-800-925-7737 and speak with an MBA admissions expert today, or take our free MBA Admissions Profile Evaluation for personalized advice for your unique application situation! As always, be sure to find us on Facebook, YouTube, Google+ and Twitter. Written by Edison Cu, a Veritas Prep Head Consultant for INSEAD. The post Build Your MBA Profile Like Angelina Jolie appeared first on Veritas Prep Blog. |
08 Jun 2016, 19:00
| FROM Veritas Prep Admissions Blog: SAT Tip of the Week: Why One-on-One SAT Tutoring is So Important |
 High school students go about preparing for the SAT in a number of different ways – some students form study groups with friends to review vocabulary words and work on math problems, while others prefer to create a study schedule and practice for the SAT on their own. One of the most effective ways to prep for this test is to participate in one-on-one SAT tutoring. Discover several reasons why many students choose to work with a professional tutor as they prepare to tackle the SAT: Tutoring Tailored to a Student’s Learning Style When a student works one-on-one with a tutor, the instructor is able to tailor the lessons to the person’s learning style. For example, a tutor who is working with a student who’s a visual learner will likely use lots of graphs, charts, and written exercises during each session. Alternatively, a tutor working with an auditory learner may ask the student to read passages aloud and verbalize the steps of algebra or geometry problems. Our tutors at Veritas Prep take the time to recognize a student’s learning style before the tutoring sessions even begin. Our experienced tutors know that incorporating a student’s learning style into each lesson goes a long way to helping them absorb the material – we’ve found that determining a student’s learning style beforehand boosts the overall quality of instruction. A Supply of Useful Strategies Some students think that taking a practice test, studying vocabulary words, and completing math problems are all they need to do to prepare them for the SAT, but there is another significant step to this process. In order to be fully prepared for the SAT, a student must learn test-taking strategies – these strategies help students simplify complicated questions and allow them to finish each section of the test before time is called. Students who sign up for one-on-one SAT tutoring at Veritas Prep can learn test-taking strategies from the best! We give students a range of strategies that can be applied with success on any section of the exam. Getting an Answer to Every Question Students who work one-on-one with an SAT tutor can get answers to all of their questions about this exam. Not surprisingly, students who get their questions addressed right away are able to thoroughly absorb the information and move on to the next topic. Plus, a student’s questions can help a tutor gauge whether the individual is truly grasping a concept. If there’s a topic that needs further review, a tutor and student can take the time to go back over the material. We want our students to sit down on test day with a feeling of confidence! Personalized Tips Lead to Effective Study Many students opt for one-on-one SAT tutoring because they know the benefits of personalized study tips. An example of a general study tip for students would be to memorize ten math definitions per week, however, an instructor working one-on-one with a student can personalize that tip by advising the individual to create a mnemonic for each word that relates to the student’s own life to make the strategy all the more effective. Invaluable Encouragement Studying for the SAT can be stressful for a high school student. Some students may encounter a section of the practice test that challenges them more than all of the others. This is where an encouraging voice can really help. Our SAT instructors have been through the study process and have taken the exam, so they can easily empathize with their students. Most importantly, they’ve gone through the experience and achieved tremendous success on the SAT! Our tutors are also experts at providing advice to students who deal with test anxiety. We give students the academic preparation as well as the support they need to do their absolute best on the SAT. At Veritas Prep, we give students the resources and encouragement they need to master the SAT. When it comes to the SAT, our students have the tools they need to enjoy an advantage over their peers. Check out our tutoring options and courses to find out which one is the best fit for you. And be sure to find us on Facebook, YouTube, Google+ and Twitter! The post SAT Tip of the Week: Why One-on-One SAT Tutoring is So Important appeared first on Veritas Prep Blog. |
09 Jun 2016, 11:00
| FROM Veritas Prep Admissions Blog: How to Use Pronoun Substitution to Answer GMAT Sentence Correction Questions |
 It was around the time my daughter was born that my wife and I began to have pronoun fights. A certain amount of ambiguity is hard-wired into all language, so when you combine the complexity of English with a healthy dose of sleep deprivation, commands like “put it over there,” become intolerable. What is “it?” Where is “there?” (And why are we fighting over pronoun ambiguity when there’s a screaming child we’re not attending to?) Lest you fear for the stability of our marriage, rest assured, dear reader, these fights were not hard to resolve – all we had to do was substitute the noun we intended the pronoun to refer to, and suddenly the intolerably vague directive became an unmistakable clear request. There’s a lesson here for the GMAT. Because pronouns are so common, there’s no avoiding their usage on Sentence Correction questions, and the best way to avoid getting thrown off by them is to substitute in whatever noun or noun phrase these pronouns appear to be referring to. This has two benefits: first, we’ll be better able to assess whether the pronoun is used correctly, should it appear in the underlined portion of the sentence. And secondly, it will help us to understand the meaning of the sentence so that we can properly evaluate whether whatever we choose is, in fact, logical. Take the following question, for example: According to public health officials, in 1998 Massachusetts became the first state in which more babies were born to women over the age of thirty than under it. (A) than (B) than born (C) than they were (D) than there had been (E) than had been born Notice that this sentence ends with the pronoun “it.” Because the “it” is not part of the underlined portion of the sentence, test-takers will often pay the word scant attention. This is certainly true of many students who have brought this sentence to my attention. Pretty much all of them selected B as the correct answer and were astonished to learn they were wrong. So, let’s look at the relevant clause with answer choice B: more babies were born to women over the age of thirty than born under it. This sounded fine to the students’ ears. When I asked them what “it” referred to, however, they quickly recognized that “it” refers to the preceding noun phrase “the age of thirty.” I then asked them to reread the clause, but this time, to substitute the referent in place of the pronoun. The phrase read as follows: more babies were born to women over the age of thirty than born under [the age of thirty.] The problem was immediately apparent. This clause compares babies born to women over the age of thirty to babies born under the age of thirty! Hopefully, it goes without saying that the writer did not intend to persuade the reader that some population of babies were under the age of 30 when they were born. Clearly, B is incorrect. Once we substitute the referent for the pronoun, we can quickly see that only answer choice, A, makes any logical sense: more babies were born to women over the age of thirty than under the [age of thirty.] We’re simply comparing the number of babies born to women in two different age groups. Not only is A the shortest and cleanest answer choice, it’s also the most coherent option. So, we have our answer. Let’s try another one: In 1979 lack of rain reduced India’s rice production to about 41 million tons, nearly 25 percent less than those of the 1978 harvest. (A) less than those of the 1978 harvest (B) less than the 1978 harvest (C) less than 1978 (D) fewer than 1978 (E) fewer than that of India’s 1978 harvest Notice the “those” in the underlined portion. What is “those” referring to? It must be referring to some plural antecedent, so our only real option is “tons.” Let’s take a look at the sentence with “tons” in place of “those.” In 1979 lack of rain reduced India’s rice production to about 41 million tons, nearly 25 percent less than [the tons] of the 1978 harvest. Do we want to compare the rice production in 1979 to the “tons” in 1978? Of course not. We want to compare one year’s production to another year’s production, or one harvest to another. C and D both compare one year’s production to a year, rather than to the production of another year, so those are both wrong. E gives us another pronoun – this time we have “that,” which must have a singular antecedent. It seems to refer to “rice production,” so let’s make that substitution. In 1979 lack of rain reduced India’s rice production to about 41 million tons, nearly 25 percent fewer than [the rice production] of India’s 1978 harvest. Well, this makes no sense – we use “fewer” to compare countable items, so we certainly wouldn’t say that one year’s production is “fewer” than another year’s production. So, E is also out. This leaves us with answer choice B, which logically compares one year’s harvest to another year’s harvest. Takeaway: Anytime you see a pronoun in a Sentence Correction sentence, always substitute the referent in place of the pronoun. This practice will clarify the meaning of the sentence and prevent the kind of ambiguity that leads to both incorrect answers and marital discord. Plan on taking the GMAT soon? We have GMAT prep courses starting all the time. And be sure to follow us on Facebook, YouTube, Google+ and Twitter! By David Goldstein, a Veritas Prep GMAT instructor based in Boston. You can find more articles written by him here. The post How to Use Pronoun Substitution to Answer GMAT Sentence Correction Questions appeared first on Veritas Prep Blog. |
10 Jun 2016, 13:00
| FROM Veritas Prep Admissions Blog: GMAT Tip of the Week: The Curry Twos Remind You To Keep The GMAT Simple |
 Happy Friday from Veritas Prep headquarters, where we’re actively monitoring the way that Twitter is reacting to UnderArmour’s release of the new Steph Curry shoes. What’s the problem with the Curry Twos? Essentially they’re too plain and buttoned up – much more Mickelson than Michael, son. OK, so what? The Curry 2s are more like the Curry 401(k)s. Why should that matter for your GMAT score? Because on the GMAT, you want to be as simple and predictable as a Steph Curry sneaker. What does that mean? One of the biggest study mistakes that people make is that once they’ve mastered a core topic like “factoring” or “verb tenses,” they move on to more obscure topics and spend their valuable study time on those. There are two major problems with this: 1) the core topics appear much more often and are much more repeatable, and 2) in chasing the obscure topics later in their study regimen, people spend the most valuable study time – that coming right before the test – feverishly memorizing things they probably won’t see or use at the expense of practicing the skills and strategies that they’ll need to use several times on test day. Consider an example: much like Twitter is clowning the Curry Twos, a handful of Veritas Prep GMAT instructors were laughing this time last week about an explanation in a practice test (by a company that shall remain nameless…) for a problem similar to: Two interconnected, circular gears travel at the same circumferential rate. If Gear A has a diameter of 30 centimeters and Gear B has a diameter of 50 centimeters, what is the ratio of the number of revolutions that Gear A makes per minute to the number of revolutions that Gear B makes per minute? (A) 3:5 (B) 9:25 (C) 5:3 (D) 25:9 (E) Cannot be determined from the information provided Now, the “Curry Two” approach – the tried and true, “don’t-overcomplicate-this-for-the-sake-of-overcomplicating-it” method – is to recognize that the distance around any circle (a wheel, a gear, etc.) is its circumference. And circumference is pi * diameter. So, if each gear travels the same circumferential distance, that distance for any given period of time is “circumference * number of revolutions.” That then means that the circumference of A times the number of revolutions of A is equal to the circumference of B times the number of revolutions for B, and you know that’s: 30π * A = 50π * B (where A = # of revolutions for A, and B = # of revolutions for B). Since you want the ratio of A:B, divide both sides by B and by 30, and you have A/B = 50/30, or A:B = 5:3 (answer choice C). Why were our instructors laughing? The explanation began, “There is a simple rule for interconnected gears…” Which is great to know if you see a gear-based question on the test or become CEO of a pulley factory, but since the GMAT officially tests “geometry,” you’re much better off recognizing the relationship between circles, circumferences, and revolutions (for questions that might deal with gears, wheels, windmills, or any other type of spinning circles) than you are memorizing a single-use rule about gears. Problems like this offer the “Curry Two” students a fantastic opportunity to reinforce their knowledge of circles, their ability to think spatially about shapes, etc. But, naturally, there are students who will add “gear formula” to their deck of flashcards and study that single-use rule (which 99.9% of GMAT examinees will never have the opportunity to use – in fact, a Google search for “GMAT interconnected gears” brings back exactly one practice question…maybe two after this post goes live) with the same amount of time/effort/intensity as they revisit the Pythagorean Theorem (which almost everyone will use at least twice). Hey, the Curry Twos are plain, boring, and predictable, as are the core rules and skills that you’ll use on the GMAT. But simple, predictable, and repeatable are what win on this test, so heed this lesson. As 73 regular season opponents learned this basketball season, Curry Twos lead to countless Curry 3s, and on the GMAT, “Curry Two” strategies will help you curry favor with admissions committees by leading to Curry 700+ scores. Getting ready to take the GMAT? We have free online GMAT seminars running all the time. And as always, be sure to follow us on Facebook, YouTube, Google+ and Twitter! By Brian Galvin. The post GMAT Tip of the Week: The Curry Twos Remind You To Keep The GMAT Simple appeared first on Veritas Prep Blog. |
10 Jun 2016, 18:00
| FROM Veritas Prep Admissions Blog: The College Transfer Process: How to Transfer Colleges |
 It’s not unusual for a student to start courses at a college, only to realize that they want to make a change. Perhaps the student wants to attend a school with more resources for art students, or maybe a student wants to switch to a school that allows its students to put their knowledge into practice via internship opportunities. There are countless reasons why college students want to transfer to other schools, and understandably, students in this situation want to know how this process works – how to complete the prep work necessary to put the transfer into motion. Before taking this big step, examine what a student must do in order to transfer colleges: Researching the Deadline for Transfer Applications One of the first steps to transferring schools is for students to visit the website of the college they want to attend. Many colleges have a specific section on their website where students can find information about transferring into the school. It’s important for students to note the various application deadlines so they can submit all of their necessary documents on time. Sometimes, visiting the college itself to talk with an academic counselor can make the college transfer process easier. For instance, during such a meeting, a student can inquire about the minimum number of credits necessary to transfer into the school (as some colleges won’t consider transfer students unless they’ve earned a certain amount of credits at their current school). The counselor may also be able to help map out strategies that will allow the transfer to graduate on schedule. Completing an Application Just like high school seniors, a college student who wants to transfer to a different college must fill out an application, which are available online for most schools. This application must be filled out completely and submitted along with the other required materials by midnight on the date of the deadline. If you need help putting your application materials together, just contact us! At Veritas Prep, we can evaluate a student’s college transfer application – our professional consultants have experience working in the admissions offices of some of the best universities in the country, so we know what schools are looking for when they evaluate a student’s application, recommendation letters, and other materials. Getting College Transcripts A transfer student must also submit their latest college transcript. Naturally, college officials want to know about a student’s performance at their current school before admitting them. Some colleges will even want to see a student’s SAT or ACT scores to get a clearer picture of the person’s academic abilities (this is especially true if the student has spent a short time at their current school). But not to worry – at Veritas Prep, we can provide you with guidance on what colleges look at when evaluating transfer students. Our consultants have experience with the college transfer process and can offer students solid tips on how to navigate their way into a different school. Obtaining Letters of Recommendation from Professors For some students, one of the steps to transferring colleges is to garner letters of recommendation from professors. These letters help college officials determine whether the transfer student would be a positive addition to the school. Letters of recommendation should come from professors who are familiar with the student and their work ethic – getting a glowing letter of recommendation from one professor is better than getting lukewarm letters from half a dozen instructors who don’t really know much about the student. Other Tips for Students Who Want to Transfer to Another College There are other considerations students should keep in mind when considering transferring, too. Students who have scholarships or other types of financial aid at their current school must determine whether these will be affected if they transfer to another college. Also, transferring to a new school can potentially affect a student’s graduation date because the student may need to take additional classes required by the new college. Transfer students should also check into the availability of housing on campus, as some colleges may not have available housing at the time the student transfers into the school. Students who want to know more about how to transfer colleges should also take into consideration how their standardized test scores may impact their ability to transfer. In some cases, transfer students with plenty of college credit to their names don’t need to worry as much about their previous SAT or ACT scores, however, if you’re one of the many students who feel that they could improve their scores, Veritas Prep is here to help you do that. We are proud to help students continue to pursue their goals and receive the highest testing scores possible through hard work, dedication, and the right resources. Let us help you today! Do you still need help with your college applications? We can help! Visit our College Admissions website and register to attend one of our FREE Online College Workshops! And as always, be sure to follow us on Facebook, YouTube, Google+, and Twitter! The post The College Transfer Process: How to Transfer Colleges appeared first on Veritas Prep Blog. |
13 Jun 2016, 13:01
| FROM Veritas Prep Admissions Blog: Quarter Wit, Quarter Wisdom: Using “Like” vs. “As” on the GMAT Verbal Section |
|
If you have seen the Veritas Prep curriculum, then you know we frequently highlight the strategy of “Think like the Testmaker” to answer GMAT questions. Recently, we had a student question the grammatical validity of this construct – this brought the “like” vs. “as” debate to mind, so we decided to tackle it this week. When should you use “like” and when should you use “as” in a sentence? Both words can be used in comparisons, however the structure of the sentence will be different in the two cases. This is because traditionally, “like” is a preposition and “as” is a conjunction – a preposition takes the form of an object while a conjunction takes the form of a clause. Therefore: Using “like,” we compare nouns/pronouns (including gerunds). Usually, a single verb will be used. Using “as,” we compare actual actions. There will be two verbs used when we compare using “as.” So, this is how we are going to compare “like” and “as”:
Also, we usually use “like” in the case of hypothetical comparisons. Take, for instance, the sentence, “She screams like a banshee.” Here, it would be odd to say, “She screams as a banshee does,” because we don’t really know how a banshee screams. Let’s look at a few GMAT Sentence Correction questions now: Like many self-taught artists, Perle Hessing did not begin to paint until she was well into middle age. (A) Like (B) As have (C) Just as with (D) Just like (E) As did In this sentence, the word “like” is correctly comparing “Perle Hessing” to “many self taught artists.” There is no clause after “like” and we are using a single verb. Hence, the use of “like” is correct and our answer is A. Not too bad, right? Let’s try another question: Based on recent box office receipts, the public’s appetite for documentary films, like nonfiction books, seems to be on the rise. (A) like nonfiction books (B) as nonfiction books (C) as its interest in nonfiction books (D) like their interest in nonfiction books (E) like its interest in nonfiction books This sentence also has a comparison, and it is between “appetite” and “interest” and how they are both are on a rise. Answer choice E compares “appetite” to “interest” using “like” as a single verb. None of the answer choices have “as” with a clause so the answer must be E. These were two simple examples of “like” vs. “as.” Now let’s look at a higher-level GMAT question: During an ice age, the buildup of ice at the poles and the drop in water levels near the equator speed up the Earth’s rotation, like a spinning figure skater whose speed increases when her arms are drawn in. (A) like a spinning figure skater whose speed increases when her arms are drawn in (B) like the increased speed of a figure skater when her arms are drawn in (C) like a figure skater who increases speed while spinning with her arms drawn in (D) just as a spinning figure skater who increases speed by drawing in her arms (E) just as a spinning figure skater increases speed by drawing in her arms There is a comparison here, but between which two things? Answer choice A seems to be comparing “Earth’s rotation” to “spinning figure skater,” but these two things are not comparable. Option E is the correct choice here – it compares “speed up Earth’s rotation” to “skater increases speed.” Therefore, our answer is E. Getting ready to take the GMAT? We have free online GMAT seminars running all the time. And, be sure to follow us on Facebook, YouTube, Google+, and Twitter! Karishma, a Computer Engineer with a keen interest in alternative Mathematical approaches, has mentored students in the continents of Asia, Europe and North America. She teaches the GMAT for Veritas Prep and regularly participates in content development projects such as this blog! The post Quarter Wit, Quarter Wisdom: Using “Like” vs. “As” on the GMAT Verbal Section appeared first on Veritas Prep Blog. |
13 Jun 2016, 16:00
| FROM Veritas Prep Admissions Blog: Why Take a Language Test in Addition to the GMAT or GRE? |
 Many international applicants are curious as to why graduate schools require an English language test along with the GMAT or the GRE. The latter tests are quite challenging and are already conducted in English, so why take TOEFL or IELTS, in addition? Well, the reason is actually quite simple. Although the GMAT and GRE are administered in English, they do not truly test language proficiency. Language vs. Aptitude Tests Test-takers should be fluent in English to take GMAT and GRE, but these exams are just reasoning tests. The GMAT and GRE measure your aptitude for graduate school success by assessing your analytical thinking, quantitative skills, comprehension of complex texts, ability to identify arguments, etc. These tests do require fluency in English because this is the language of the test. As such, you will need to brush-up your knowledge of standard English grammar and upgrade your vocabulary to an academic level to cope with the Verbal Sections and the Analytical Writing assessments. In addition, the GMAT and GRE will both require a refresher of high school and college math skills. What language skills do you use on the GMAT and GRE? 1) Reading Comprehension Both the GRE and GMAT are conducted entirely in English, so you should be able to comprehend all instructions and test questions, as well as be able to read quickly and understand what you are reading in detail. The vocabulary in some parts of these tests can be at a very high academic level, or can be highly specialized in a certain field. On the GMAT, for example, you can find texts about history, biology and chemistry with very specific terminology. Don’t be surprised – the GMAT opens the door to business school, which prepares future managers. Managers have to be able to make decisions in any industry, not necessarily knowing all the details and terminology in the field. Reading long, specialized text is essential for success in graduate school, but the GMAT and GRE do not test other equally important language skills such as your listening, comprehension and speaking abilities. 2) Applying Grammar Rules Mastery of grammar rules and having an experienced eye for tiny details is essential for the Verbal Sections of the GRE and GMAT. Your grammar expertise will help you with, for example, GMAT Sentence Correction questions. Let’s look at how you can work on this using the following practice question; you have to choose which of the five answer choices is correct in order to replace the underlined part of the sentence: SARS coronavirus – the virus that causes Sudden Acute Respiratory Syndrome – does not seem to transmit easily from person to person, though in China it has infected the family members and health care personnel taking care of them. (A) it has infected the family members and health care personnel taking care of them (B) it has infected the family members and health care personnel who had taken care of them (C) the virus has infected the family members and health care personnel who have taken care of them (D) the virus had infected the family members and health care personnel who took care of victims E) it has infected the family members and health care personnel taking care of victims Can you see how having a knowledge of grammar rules and a decision-point strategy can help you find the right answer? Veritas Prep experts explain: “In the original sentence, you will probably not notice the error with “them” at the end until you see the choice of “victims” in (D) and (E). The “them” in (A), (B), and (C) has no antecedent in the sentence. When you say “has infected THE family members and health personnel taking care of them” you need to have something for “them” to refer back to (it is not referring to family members or health personnel as that would be illogical – they are THE people doing the taking care of). In (D) the past perfect “had infected” is illogical as the virus did not infect the people BEFORE they took care of the people with the virus (the victims). (E) gets everything correct – it uses the proper, logical tense and uses “victims” instead of “them”. Answer is (E).” 3) Writing and Style Both the GMAT and the GRE have writing components. For the GRE, you are required to write two essays – Analysis of an Argument and Analysis of a Statement. The GMAT has only one essay – Analysis of the Argument. Although the focus of this part of the test is on your analytical skills, your presentation, use of correct grammar, level of vocabulary, structure and writing style will also count towards your score. What language skills do the TOEFL and IELTS test? The TOEFL (Test of English as a Foreign Language) and IELTS (International English Language Testing System) are the most well-known English proficiency tests required by universities. Although there are a number of differences between these tests, they both check all English language skills. In this way, university Admissions Committees make sure that prospective applicants can freely communicate in English in an academic environment, as well as make the most of their extracurricular activities and social life while at school. The TOEFL and IELTS both assess: 1) Listening Comprehension During these tests, you will listen to recordings of native speakers talking about different topics. Some of them are related to university life, such as lectures, class discussions, and talks between professors and students or among students. These tests reflect the variety of native English accents around the world, just as most of the international university classrooms do. 2) Reading Comprehension You will have to read (within a specified time) large chunks of text on different topics. Vocabulary is at an academic level here, and the topics are from various fields of study and everyday situations. Your understanding of these texts will be verified in different ways. 3) Grammar As with the GMAT and GRE, you will have questions that require a mastery of standard English grammar. You will have to find the best answer for certain Verbal questions, or decide whether a sentence is correct or incorrect (and how to correct it). 4) Writing Both the IELTS and TOEFL exams have a written section. During this part of the test, you will have to write an essay – vocabulary used, clarity of expression, grammar, style, structure and focus on the topic are all considered in evaluating your essay. 5) Speaking Oral communication is essential in graduate school, especially when the teaching methodology focuses on class discussion, group projects, presentations, and networking. While the Oral Section tests listening comprehension again, its primary purpose is to assess your ability to express yourself orally. For the TOEFL exam, the Oral Section, like the rest of the test, is carried out on a computer – you will listen to the instructions and then record your oral presentation. For the IELTS exam, your oral ability is assessed though a live, face-to-face conversation with the examiners. Can language tests be waived? Some universities will waive the requirement for a language test for international applicants who have recently completed a Bachelor’s Degree course studied entirely in English. In rare cases, some business schools will not require applicants to take the IELTS or TOEFL, since they will have the chance to evaluate candidates’ language skills during the admissions interview. This does not mean that all schools requiring an admission interview will waive the TOEFL/IELTS requirement, however, so it is best to check with the schools you are applying to for their policies on the matter. Now you can clearly see how these two types of tests differ, and why most universities and business schools require both an aptitude test (the GMAT and GRE) and a language proficiency test. Admissions Committees require evidence that you have the potential to succeed with your studies, and that neither your language nor reasoning skills will be barriers. By Iliana Bobova, from our partners at PrepAdviser. Getting ready to take the GMAT? We have free online GMAT seminars running all the time. And, be sure to follow us on Facebook, YouTube, Google+, and Twitter! The post Why Take a Language Test in Addition to the GMAT or GRE? appeared first on Veritas Prep Blog. |
14 Jun 2016, 12:00
| FROM Veritas Prep Admissions Blog: ACT and SAT Score Conversion |
 Many students who plan to go to college choose to take both the ACT and the SAT – in many cases, students will take the ACT during their junior year of high school and complete the SAT during their senior year. The results of these tests help college admissions officials gauge whether an individual might be a positive addition to their student body. While some schools will want to see scores for both exams, others request scores for either the ACT or the SAT. Naturally, if a student is applying to one of the latter schools, they will want to take both tests and submit the better of their two scores. This is where the process of score conversion comes in. Take a look at how some students are using ACT to SAT score conversion to determine which score to submit with their college applications. Also, learn how our instructors at Veritas Prep can help students perform their best on both tests. The Process of Score Conversion The highest achievable score on the ACT is a 36, whereas students can earn up to 1600 points on the new SAT. Score conversion allows students to compare their scores on both exams to determine which is more impressive overall – this can be done using a concordance chart (PDF). Though the ACT and SAT are different types of tests, this chart equates their results in a reasonable way. Students are able to garner a larger amount of total points on the SAT than on the ACT – as a result, a student’s ACT composite score can equate with a range of scores on the SAT. A score conversion can then help highlight the student’s academic strengths on their college application. What if a student only takes one of the two tests? A student who takes the ACT instead of the SAT may try to use a concordance chart to predict their possible SAT score based on their current ACT score, however, without having actually taken the SAT, the student will never know how they might have performed. A concordance chart is not a completely reliable predictor of a student’s performance on either exam – instead, it is meant to be used as a means of comparing the results of both standardized tests. A student can determine which of these two results they should submit to colleges by using the concordance chart to convert an SAT score to an ACT score (conversion to SAT format from an ACT score would help in the same way). Expert Prep for the ACT and SAT It’s important for students to begin with a thorough study program for both the ACT and the SAT. Veritas Prep offers SAT and ACT preparation courses that give students the tools they need to tackle all of the challenging questions on the test. Both our ACT and SAT instructors have first-hand experience with these exams – in fact, our instructors at Veritas Prep must have exemplary scores on these tests in order to work for us, as we want our students to learn from the very best! Students who sign up with Veritas Prep will definitely have an advantage over their peers. Learning Practical Strategies We use top quality study materials and professional educational resources to teach our students how to approach the questions on the ACT, as well as on the SAT. For instance, we share tips on how to spot and eliminate wrong answer choices so students can find the correct answer in a more efficient way. We also assist students in dissecting their SAT and ACT practice tests to find the areas that need improvement. As students prepare for the ACT, the SAT, or both, they can meet with our instructors online or in person and benefit from their skills and know-how. We provide students with plenty of encouragement, so they’ll feel at ease when they sit down on test day to tackle either the ACT or the SAT. We are proud to guide students in achieving their highest potential scores on the SAT and ACT. Contact Veritas Prep today and sign up for our first-rate ACT and SAT prep courses. Still need to take the SAT or ACT? Check out our variety of free SAT resources and free ACT resources to help you study successfully. And be sure to find us on Facebook, YouTube, Google+ and Twitter! The post ACT and SAT Score Conversion appeared first on Veritas Prep Blog. |
14 Jun 2016, 14:00
| FROM Veritas Prep Admissions Blog: What is Considered a “Good” GRE Score and How is it Achieved? |
 What is considered to be a “good” GRE score? This is a common question that often comes to mind for students who are planning to take the GRE. Most of them want an idea as to what scores they will need to have in order to gain admission to their preferred graduate schools. Furthermore, students also want to know the best way they can work to achieve this good GRE score. At Veritas Prep, we know that thorough preparation is the only way to truly master the GRE, and Veritas Prep students benefit when they study with instructors who have achieved great success on this test. What is a good GRE score? Veritas Prep has the answer. What is Considered a Good GRE Score? Students who take the Revised GRE exam receive a report that displays their scores and other information – there are three scores on this report instead of just one, as students receive separate scores for their performance on the Verbal Reasoning, Quantitative, and Analytical Writing Sections of the test. They can score between 130 and 170 points on the Verbal Reasoning and Quantitative Sections, and anywhere from 0 to 6 points on the Analytical Writing Section. Scores for the Verbal Reasoning and Quantitative Sections are measured in one-point increments while Analytical Writing scores accumulate in half-point increments. Therefore, a score of about 160 is considered to be good for the Verbal Reasoning Section, a score of around 164 is good for the Quantitative Section, and a score of 5 is good for the the Analytical Writing Section. Students can also look at the specific admissions requirements of the schools they are considering. The question then becomes, “What is a good GRE score for incoming graduate students at a particular university?” This answer will vary from school to school, so it is best to research the average GRE scores of the schools you are applying to so you can have a target score in mind. Also, keep in mind that the old version of the GRE used a different scoring scale for the Verbal Reasoning and Quantitative sections of the exam (students began taking the revised GRE on August 1, 2011). The scores for both the old and the revised versions of the GRE are valid for five years after a student takes the test. GRE Practice Tests During GRE prep courses at Veritas Prep, we examine the results of a student’s practice tests, and these results help us to determine where a student needs to improve. Our professional instructors are experts at providing tips to students on how they can strengthen various skills for the GRE. Taking practice tests can help students gauge their progress as they improve in their performance on all three sections of the exam – in a way, a practice test also serves as a sneak preview of what a student will see on test day. Learn Effective Strategies to Use on the GRE Students who work with Veritas Prep instructors learn simple test-taking strategies that can end up being their most valuable resources on test day. For instance, they learn how to simplify complicated math equations on the Quantitative Section, how to eliminate answer options to narrow their choices and solve problems with efficiency, and what to look for as they read passages in the Verbal Reasoning Section. A student who practices these strategies will be able to move through the test and complete all of their questions without running out of time. We also show students how to plan out an organized essay for the Analytical Writing Section of the exam (taking the time to create an outline will pay off in building a convincing argument). Building Confidence While Preparing for the Test One of the most important things we do at Veritas Prep is offer encouragement to our students. We know that taking the GRE in preparation for graduate school can be stressful, and we’ve found that most students tend to favor one section of the GRE over another simply because they are more comfortable with the subject matter. We partner with students to improve their performance in weak areas and push them to greater success in the areas in which they already excel. Students who want to achieve great GRE scores can contact us or consult our FAQ page for more information about our services. We are the experts when it comes to giving students the guidance and strategies they need to perform at their best on the GRE. Want to jump-start your GRE preparation? Register to attend one of our upcoming free online GRE Strategy Sessions or check out our variety of GRE Course and Private Tutoring options. And as always, be sure to follow us on Facebook, YouTube, Google+ and Twitter! The post What is Considered a “Good” GRE Score and How is it Achieved? appeared first on Veritas Prep Blog. |
14 Jun 2016, 19:00
| FROM Veritas Prep Admissions Blog: Tips for Applying to Colleges |
 When it comes time to apply to college, there are several things that students can do to set themselves apart from other applicants. One way students can do this is go out of their way to show their enthusiasm for a school. For instance, a student can visit a college’s campus and then write a letter to school officials describing how much they enjoyed the trip. Signing up to receive updates on a college’s social media page is another idea for students who want to express their interest. Also, if a college gives applicants the chance to write an optional essay in their application, then a student may want to take advantage of that extra opportunity to communicate their desire to be admitted to that school. Let’s take a look at some other tips for students who want to outshine the competition when applying to college: Consider the Early Action Admissions Option Some students who are applying to college may not be aware of the various admissions options available to them. Some of these options can potentially increase a student’s chances of being accepted to their preferred school – Early Action is a great example of this. Early Action requires students to apply to a college earlier than students who apply during the regular decision period. Early Action applications are typically submitted in November or early December, whereas regular decision applications are usually due in February. Submitting an Early Action application means that the student will receive an answer in early February, however, if a student is accepted at this time, they don’t have to make their final decision until May 1. The Early Action admissions option is ideal for students who know exactly where they want to go to school – they have done the research and made a reasonably definite choice. If a student is not accepted via Early Action, they can still apply to other colleges during the regular decision period. It’s important for students to keep in mind that the Early Action option is different from the Early Decision admissions option. If a student is accepted to a college via Early Decision, they must go to that school (whereas a student who is accepted via Early Action can choose to go to a different school). Write a Summary for Letters of Recommendation Students who apply to college must arrange for letters of recommendation to be sent along with their other application materials. These letters are usually written by a student’s teachers, employers, or counselors, and they describe the student’s best qualities. College officials who are evaluating a student’s application appreciate hearing different impressions of the student via these letters. It’s helpful for a student to write down a summary of their own strengths and accomplishments to give to their potential recommenders upon requesting a letter of recommendation from them. Though this may seem like a student’s effort to guide the tone of a recommendation letter, it’s more of a practical step – for example, a high school teacher who teaches many courses may be writing letters of recommendation for a dozen or more students, so they will be grateful for a quick summary from a student so their letter can include all of the right components. Follow Up on Submitted Materials When students apply to colleges, there are several documents that must be sent in from different locations. For instance, SAT results are sent from the College Board to the colleges themselves. Transcripts are also sent to colleges from students’ high schools. It’s a wise idea for a student to call the admissions officials at the schools they are applying to and make sure they’ve received these, and other documents. If not, a student will have the opportunity to check into the problem. Alternatively, if college officials did receive these documents, calling in gives the student an opportunity to reiterate their genuine interest in attending the school. Veritas Prep specializes in partnering with students who are applying to college. Our admissions consultants have an inside take on what college officials are looking for in prospective students. We help students with all aspects of the college admissions process. Evaluating transcripts, assisting with college applications, providing guidance on essays, and keeping track of deadlines are just a few of the services we offer. We also provide test prep for the SAT, the ACT, and other exams. Students utilize our study resources, learn test-taking strategies, and practice with our experienced instructors so they can truly master these exams. Contact Veritas Prep today to learn more about our expert academic services. Do you still need help with your college applications? We can help! Visit our College Admissions website and register to attend one of our FREE Online College Workshops! And as always, be sure to follow us on Facebook, YouTube, Google+, and Twitter! The post Tips for Applying to Colleges appeared first on Veritas Prep Blog. |
15 Jun 2016, 16:00
| FROM Veritas Prep Admissions Blog: SAT Tip of the Week: What Are You Risking When You Cheat on the SAT? |
|
Most high school students know that it takes time and effort to properly prepare for the SAT. Unfortunately, there are some students who think that cheating on the SAT is the only way to obtain a high score. What they may not know is that test officials have put many barriers in place to prevent cheating on this exam. Still, every year there are students who stubbornly try to cheat on SAT questions. Let’s take a look at what you will be risking by choosing to cheat on the SAT: The Risks of Cheating Not surprisingly, there are serious consequences for students who are caught cheating (and even for students who are under the suspicion of cheating) on this test. SAT testing centers assign a proctor to each group of students taking the exam – this proctor monitors the group and reports any questionable activity he or she may see. For instance, if a proctor sees a student texting or otherwise using a cell phone during the test, that student will be asked to leave. When a student is caught cheating like this, the proctor will destroy the student’s answer sheet and report the incident to test officials. The student will then not be able to retake the test for a period of time set by the College Board, which may mean that the student has to delay their college application process. Having one’s score canceled is another risk students take by cheating on the SAT. If testing officials find any irregularities in a student’s scores or performance on the test, they can open an investigation or cancel that person’s test scores altogether. And keep in mind, a student’s scores can be canceled even if they’ve already been submitted to colleges. For example, testing officials may suspect cheating if a student earns a very low score on their first SAT attempt and a very high score on a retake – an unusually large discrepancy in scores like this will sometimes trigger an investigation, but of course, tremendous improvement in test performance doesn’t automatically mean a student has cheated. If a student’s test scores are canceled, they must prepare for the SAT again in order to retake it, which can definitely be an inconvenience. Another important thing to remember is that if a student is accepted into a college based on an unearned SAT score, they may not be able to handle the level of academic rigor at that school. Furthermore, this student will have taken the place of another student who applied to the college with high SAT scores that were earned fairly. Preparing For the SAT the Right Way When it comes to the SAT, cheating is never a good idea. Instead, students should set a study schedule that allows them to gradually learn the material they will need to know. At Veritas Prep, our skillful instructors earned scores on the SAT that placed them in the 99th percentile of test-takers, and students who take our prep courses benefit from these instructors’ practical knowledge! Our online and in-person course options allow students to choose the most convenient way for them to practice with the experts for this exam. Our students receive individual attention that allows them to focus on what they need to do to improve. We offer tips on how to complete all of the questions on the SAT and still have time left to review answers. Our instructors understand how stressful it can be for students who are preparing for this challenging exam, so in addition to offering academic guidance, our instructors also offer much-needed support and encouragement. Students who work with our team of professional instructors get help every step of the way as they study for the SAT. Our instructors at Veritas Prep know that most students want to do their best and earn high scores on the SAT, but cheating on this exam is never an option for them. We use quality study resources and materials to give students the tools they need to showcase their abilities on the SAT. As students move through our prep classes, they begin to experience increased confidence. Contact Veritas Prep today and let our instructors help you to true success on the SAT! And as always be sure to find us on Facebook, YouTube, Google+ and Twitter! The post SAT Tip of the Week: What Are You Risking When You Cheat on the SAT? appeared first on Veritas Prep Blog. |
|
|
||
