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High School students with high verbal Scholastic Assessment

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High School students with high verbal Scholastic Assessment [#permalink]

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New post 20 Nov 2005, 17:37
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A
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D
E

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Question Stats:

48% (01:28) correct 52% (00:37) wrong based on 58 sessions

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High School students with high verbal Scholastic Assessment Test scores are characterized not so much by the ability to write well than that they have a large vocabulary.

(A) than that they have a large vocabulary
(B) but by a large vocabulary
(C) than by a large vocabulary
(D) as a vocabulary that is large
(E) as by a large vocabulary

I know the idiom its testing but still need clarification on the OA.
[Reveal] Spoiler: OA

Last edited by carcass on 16 Feb 2017, 04:41, edited 1 time in total.
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Re: High School students with high verbal Scholastic Assessment [#permalink]

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New post 20 Nov 2005, 18:19
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The idion is : not so much X as Y

X : by the ability to write well

Y : by a large vocabulary

Thus (E) is good.
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Re: High School students with high verbal Scholastic Assessment [#permalink]

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New post 21 Nov 2005, 08:53
so much by x .......as byy. is the right structure.


so E is the answer.
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Re: High School students with high verbal Scholastic Assessment [#permalink]

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New post 21 Nov 2005, 20:49
OA is E. The comparison doesn't really sound parallel though. "Ability to write well" vs. "large vocabulary"??
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Re: High School students with high verbal Scholastic Assessment [#permalink]

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New post 16 Feb 2017, 12:35
TeHCM wrote:
High School students with high verbal Scholastic Assessment Test scores are characterized not so much by the ability to write well than that they have a large vocabulary.

(A) than that they have a large vocabulary
(B) but by a large vocabulary
(C) than by a large vocabulary
(D) as a vocabulary that is large
(E) as by a large vocabulary

I know the idiom its testing but still need clarification on the OA.

Dear TeHCM,

I'm happy to respond. :-)

One important idiom to know is the structure "[b]not so much X as Y[/b]." Whenever we see the beginning of this structure, we must have the end. Thus, only (D) & (E) complete this structure: since (D) is awkward & clumsy, (E) has to be the answer.

See these free GMAT idiom flashcards. Also, you might find this blog helpful:
GMAT Idioms: Correlative Conjunctions
All of the correlative conjunctions are very good to know, because if you see the first part, you know the second part must appear.

This is another issue that could arise with the parallelism within any correlative conjunction:
GMAT Parallelism: Once Outside or Twice Inside

Does all this make sense?
Mike :-)
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Re: High School students with high verbal Scholastic Assessment   [#permalink] 16 Feb 2017, 12:35
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