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    Strategies and techniques for approaching featured GMAT topics

High School students with high verbal Scholastic Assessment

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Joined: 06 Jun 2004
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High School students with high verbal Scholastic Assessment  [#permalink]

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New post Updated on: 16 Feb 2017, 03:41
5
00:00
A
B
C
D
E

Difficulty:

  45% (medium)

Question Stats:

46% (00:48) correct 54% (00:55) wrong based on 142 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.

Originally posted by TeHCM on 20 Nov 2005, 16:37.
Last edited by carcass on 16 Feb 2017, 03:41, 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, 17:19
1
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, 07:53
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, 19:49
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, 11:35
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]

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New post 11 Sep 2018, 21:10
Hello from the GMAT Club VerbalBot!

Thanks to another GMAT Club member, I have just discovered this valuable topic, yet it had no discussion for over a year. I am now bumping it up - doing my job. I think you may find it valuable (esp those replies with Kudos).

Want to see all other topics I dig out? Follow me (click follow button on profile). You will receive a summary of all topics I bump in your profile area as well as via email.
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April 2018: New Forum dedicated to Verbal Strategies, Guides, and Resources

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Re: High School students with high verbal Scholastic Assessment &nbs [#permalink] 11 Sep 2018, 21:10
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