It is currently 17 Oct 2017, 23:20

Close

GMAT Club Daily Prep

Thank you for using the timer - this advanced tool can estimate your performance and suggest more practice questions. We have subscribed you to Daily Prep Questions via email.

Customized
for You

we will pick new questions that match your level based on your Timer History

Track
Your Progress

every week, we’ll send you an estimated GMAT score based on your performance

Practice
Pays

we will pick new questions that match your level based on your Timer History

Not interested in getting valuable practice questions and articles delivered to your email? No problem, unsubscribe here.

Close

Request Expert Reply

Confirm Cancel

Events & Promotions

Events & Promotions in June
Open Detailed Calendar

HOW TO DESTROY READING COMPREHENSION PASSAGES BY RHYME

  new topic post reply Question banks Downloads My Bookmarks Reviews Important topics  
Author Message
TAGS:

Hide Tags

1 KUDOS received
Intern
Intern
avatar
Joined: 01 Jan 2014
Posts: 4

Kudos [?]: 6 [1], given: 10

Location: India
Concentration: Technology, Entrepreneurship
GMAT Date: 02-03-2014
Re: [#permalink]

Show Tags

New post 29 Jan 2014, 10:53
1
This post received
KUDOS
walletless wrote:
Ok, here is a passage from OG:


--------------------------------------------------
Archaeology as a profession faces two major prob-
lems. First, it is the poorest of the poor. Only paltry
sums are available for excavating and even less is avail-
able for publishing the results and preserving the sites
(5) once excavated. Yet archaeologists deal with priceless
objects every day. Second, there is the problem of illegal
excavation, resulting in museum-quality pieces being
sold to the highest bidder.
I would like to make an outrageous suggestion that
(10) would at one stroke provide funds for archaeology and
reduce the amount of illegal digging. I would propose
that scientific archeological expeditions and govern-
mental authorities sell excavated artifacts on the open
market. Such sales would provide substantial funds for
(15) the excavation and preservation of archaeological sites
and the publication of results. At the same time, they
would break the illegal excavator’s grip on the market,
thereby decreasing the inducement to engage in illegal
activities.
(20) You might object that professionals excavate to
acquire knowledge, not money. Moreover, ancient arti-
facts are part of our global cultural heritage, which
should be available for all to appreciate, not sold to the
highest bidder. I agree. Sell nothing that has unique

(25) artistic merit or scientific value. But, you might reply,
everything that comes our of the ground has scientific
value. Here we part company. Theoretically, you may be
correct in claiming that every artifact has potential scien-
tific value. Practically, you are wrong.
(30) I refer to the thousands of pottery vessels and ancient
lamps that are essentially duplicates of one another. In
one small excavation in Cyprus, archaeologists recently
uncovered 2,000 virtually indistinguishable small jugs in
a single courtyard, Even precious royal seal impressions
(35) known as/melekh handles have been found in abun-
dance---more than 4,000 examples so far.
The basements of museums are simply not large
enough to store the artifacts that are likely to be discov-
ered in the future. There is not enough money even to
(40) catalogue the finds; as a result, they cannot be found
again and become as inaccessible as if they had never
been discovered. Indeed, with the help of a computer,
sold artifacts could be more accessible than are the
pieces stored in bulging museum basements. Prior to
(45) sale, each could be photographed and the list of the
purchasers could be maintained on the computer A
purchaser could even be required to agree to return the
piece if it should become needed for scientific purposes.
It would be unrealistic to suggest that illegal digging
(50) would stop if artifacts were sold on the open market.
But the demand for the clandestine product would be
substantially reduced. Who would want an unmarked
pot when another was available whose provenance was
known, and that was dated stratigraphically by the
professional archaeologist who excavated it?
------------------------------------------------------------

Question:
The author implies that all of the following statements about duplicate artifacts are true EXCEPT:
(A) A market for such artifacts already exists.
(B) Such artifacts seldom have scientific value.
(C) There is likely to be a continuing supply of such artifacts.
(D) Museums are well supplied with examples of such artifacts.
(E) Such artifacts frequently exceed in quality those already catalogued in museum collections.


okay, i'm bumping this as well as asking if the answer is A?
Also, i took like 1:52,1:12,1:51,2:08 for the 4 paragraphs respectively Total: around 7 minutes
and I answered the question in 1:06
How to improve, please help @rhyme and @walletless

Kudos [?]: 6 [1], given: 10

Intern
Intern
avatar
Joined: 01 May 2013
Posts: 3

Kudos [?]: [0], given: 0

Re: HOW TO DESTROY READING COMPREHENSION PASSAGES BY RHYME [#permalink]

Show Tags

New post 17 Aug 2014, 20:28
Give credit where credit is due... this post is gold.

Kudos [?]: [0], given: 0

Intern
Intern
avatar
Joined: 03 Oct 2013
Posts: 18

Kudos [?]: 7 [0], given: 38

Location: India
Concentration: General Management, Strategy
GMAT 1: 730 Q50 V39
Reviews Badge
Re: HOW TO DESTROY READING COMPREHENSION PASSAGES BY RHYME [#permalink]

Show Tags

New post 07 Oct 2014, 22:50
1
This post was
BOOKMARKED
I don`t think this strategy works with 1-2 paragraph RC`s which we are seeing lately.Any evolution for this strat??

Kudos [?]: 7 [0], given: 38

Intern
Intern
avatar
Joined: 20 Sep 2014
Posts: 1

Kudos [?]: [0], given: 2

Schools: HBS
Re: HOW TO DESTROY READING COMPREHENSION PASSAGES BY RHYME [#permalink]

Show Tags

New post 27 Oct 2014, 12:53
nice post .. does help understand the quick way to dismantle the question !!!

Kudos [?]: [0], given: 2

Expert Post
Optimus Prep Instructor
User avatar
Joined: 15 Jan 2014
Posts: 361

Kudos [?]: 44 [0], given: 24

Re: HOW TO DESTROY READING COMPREHENSION PASSAGES BY RHYME [#permalink]

Show Tags

New post 16 Nov 2014, 06:08
great post! thank you for the help
_________________

Cassandra Wolff

Customer Support

Special Offer: $80-100/hr. Online Private Tutoring
GMAT On Demand Course $299
Free Online Trial Hour

Kudos [?]: 44 [0], given: 24

Intern
Intern
avatar
B
Joined: 16 Jun 2013
Posts: 3

Kudos [?]: [0], given: 18

Reviews Badge
Re: HOW TO DESTROY READING COMPREHENSION PASSAGES BY RHYME [#permalink]

Show Tags

New post 30 Nov 2014, 06:42
Has anyone posted the strategies to attack the infer questions? That's my main struggle area, in addition to comprehending convoluted sentences.

Kudos [?]: [0], given: 18

Expert Post
Optimus Prep Instructor
User avatar
Joined: 15 Jan 2014
Posts: 361

Kudos [?]: 44 [0], given: 24

Re: HOW TO DESTROY READING COMPREHENSION PASSAGES BY RHYME [#permalink]

Show Tags

New post 07 Dec 2014, 05:11
This is a very interesting discussion! I would say that RC is the hardest part of the entire GMAT, at least this is the part most of Optimus Prep's students are struggling with...It is great to see how many different approaches re existing
_________________

Cassandra Wolff

Customer Support

Special Offer: $80-100/hr. Online Private Tutoring
GMAT On Demand Course $299
Free Online Trial Hour

Kudos [?]: 44 [0], given: 24

Manager
Manager
avatar
Joined: 25 Jan 2015
Posts: 121

Kudos [?]: 46 [0], given: 260

Location: United States
GMAT 1: 730 Q49 V41
Re: HOW TO DESTROY READING COMPREHENSION PASSAGES BY RHYME [#permalink]

Show Tags

New post 25 Jan 2015, 13:40
This strategy indeed works for some passages and many different (but not all) types of questions.

See OG 2015, page 392: I could answer all questions of this passage without reading more than the 1st paragraph and some parts of the other ones (in total less than 20, or so, lines, I would say).

However, for some passages and specially for some certain types of questions this strategy does not, simply, work, and one has to read the entire passage in some cases to be able to answer to some sorts of questions.

Kudos [?]: 46 [0], given: 260

Senior Manager
Senior Manager
User avatar
Status: Math is psycho-logical
Joined: 07 Apr 2014
Posts: 437

Kudos [?]: 139 [0], given: 169

Location: Netherlands
GMAT Date: 02-11-2015
WE: Psychology and Counseling (Other)
HOW TO DESTROY READING COMPREHENSION PASSAGES BY RHYME [#permalink]

Show Tags

New post 30 Jan 2015, 02:25
I also agree with this approach.

1) For long passages, it is good to have an outline. The 1st par is introducing you to the topic. It makes sense to read it, because you also get an idea of the tone of the text.
2) The first sentences make it easier for you to find what you are looking for later on, when answering the questions.
3) Chances are that for some of the questions you will have an almost 100% clear idea of what the answer is, so you won't have to go back to the whole text if you have notes. My notes usually look like this:
---This is the first sentene of each paragraph---
- Note 1, these notes include some words, which you can see very easily WITHOUT reading, later on.
- Note 2, it could look like this: religion --> stupid --> spaghetti monster
- Note 3, or like this 1985, birth date, BUTwas wrong
4) For text difficult to comprehend (economics - I am a psychologist... - physics, space buggars etc) you at least have some structure to direct your thinking later on and at least reject some answer options. Most importantly, you skim (not read but look) for key words (e.g., bond, capital, equilibrium price) and just go back there to look for a potential answer.
5) For those like me that have no problem compreheding but a HUGE problem remaining focused throught a long text (especially since these texts are an excellent way to DIE from PURE BOREDOM), this actually helps break them into smaller texts and TREAT them as such; it then becomes less nerv breaking...

One piece of advice: Also pay attention to the outline of the last paragraph of a text. Sometimes, especially when a text is argumentative, you get the tone of the author and his opinion or even conclusion.

Kudos [?]: 139 [0], given: 169

Intern
Intern
avatar
Joined: 01 Aug 2014
Posts: 1

Kudos [?]: [0], given: 1

Re: HOW TO DESTROY READING COMPREHENSION PASSAGES BY RHYME [#permalink]

Show Tags

New post 14 Apr 2015, 19:22
hey Rhyme

Any thoughts on how to adapt this method for double paragraph passages where the paragraphs are long and dense?
This method works like a charm for 5 paragraph passages but it is kinda confusing to use in 2 paragraph passages...

How about instead of reading the whole first paragraph just read the first and last sentence?Do you think this is a effective way of solving the problem?

Kudos [?]: [0], given: 1

1 KUDOS received
Intern
Intern
avatar
Joined: 15 Mar 2015
Posts: 32

Kudos [?]: 11 [1], given: 38

Concentration: General Management, Leadership
GMAT 1: 660 Q50 V28
GPA: 3.62
Re: HOW TO DESTROY READING COMPREHENSION PASSAGES BY RHYME [#permalink]

Show Tags

New post 15 Apr 2015, 06:36
1
This post received
KUDOS
Good information. Thanks for it.

Kudos [?]: 11 [1], given: 38

1 KUDOS received
Intern
Intern
User avatar
Joined: 14 Mar 2015
Posts: 35

Kudos [?]: 7 [1], given: 11

Schools: ISB '18
Re: HOW TO DESTROY READING COMPREHENSION PASSAGES BY RHYME [#permalink]

Show Tags

New post 26 Aug 2015, 10:10
1
This post received
KUDOS
Hi Rhyme,

Your approach is just fantastic. Though initially i am taking lot of time reading the passage. I am noting down every third word i guess. Can you please help me out explaining how to take out words from the paragraph efficiently ?

Also such long passages are a pain. Can you please take example of this passage :
two-modes-of-argumentation-have-been-used-on-behalf-of-55102.html

How to counter such long paragraphs? I laid down my arms before it.
At first reading it just went over my head. I tried to follow approach suggested, but getting the gist of such a long passage (that too from social science :( ) with only few words in paragraphs is getting difficult.
_________________

It ain’t about how hard you hit. It’s about how hard you can get hit and keep moving forward;
how much you can take and keep moving forward.

That’s how winning is done!

Kudos [?]: 7 [1], given: 11

1 KUDOS received
Intern
Intern
User avatar
Joined: 09 Aug 2014
Posts: 22

Kudos [?]: 1 [1], given: 59

Re: HOW TO DESTROY READING COMPREHENSION PASSAGES BY RHYME [#permalink]

Show Tags

New post 26 Sep 2015, 00:42
1
This post received
KUDOS
Dear Rhyme
I knew you did say gudbye to this community and no longer keep track with all responses on this thread, however i still wanna say thank you Rhyme! This strategy is really a miracle that closes my unbalance between my Q and V scores quickly. Before that I failed so many time in RCs test and practices, even trying lots of tips and strategies ( include "the entire passage very carefully first"). This approach really not work for me
Can you imagine my recent mock test in verbal section when i've got 1 right answer/ 12 questions ( RCs), even I put alot of time and efforts, trying to understand the meaning of the whole passage, re-reading the answer to find why i cant not get the right one, but mistakes are somewhere repeated and repeated, I felt supper frustrated after completing each test.
Fortunately, I found and followed your Rhyme's method and it's a quite confuse and doubtful at first because i wondered how you can manage time and accuracy of the answers by taking note key words , paraphrasing 1st paragraph, skimming....under time constraint.
But, it's amazingly and conversely to what i was thinking. I started to work out with almost passage in Veritas gmat practice. It's beautiful where my results are showing more than 75% in total as a quick improvement. Also,I realized this approach may not work well for some INFERENCE questions that i have to stop at these a bit longer to locate the real messages of author and passage conveying.
Now i really like to use craft papers to write notes ( about 2-3 minutes) to brief the main ideas and flow of every passgages that i go thru. By this way, my brain is always activated to work and remember stuffs in RCs more effectively, so i can confidently manage time better and solve the questions accurately.
And yeahh....Juz few weeks left for my real test. Keep practice, practice and pratice and cant wait to be drunk some days hehe :thumbup: :thumbup: :thumbup:

Kudos [?]: 1 [1], given: 59

Current Student
User avatar
Joined: 11 Oct 2013
Posts: 121

Kudos [?]: 63 [0], given: 137

Concentration: Marketing, General Management
GMAT 1: 600 Q41 V31
GMAT ToolKit User
Re: HOW TO DESTROY READING COMPREHENSION PASSAGES BY RHYME [#permalink]

Show Tags

New post 07 Dec 2015, 11:45
This article was written in 2006. Any takers that this method still works with 2016 RC passages and questions?

Thanks in advance!
_________________

Its not over..

Kudos [?]: 63 [0], given: 137

Intern
Intern
avatar
Status: Mr
Joined: 05 Jul 2015
Posts: 46

Kudos [?]: 25 [0], given: 30

Location: India
Concentration: Entrepreneurship, General Management
GMAT 1: 720 Q48 V40
GMAT 2: 770 Q50 V46
WE: Business Development (Advertising and PR)
Re: HOW TO DESTROY READING COMPREHENSION PASSAGES BY RHYME [#permalink]

Show Tags

New post 26 Jan 2016, 03:12
I've written 2 CATs in the latest version of the GMATPrep mock (TEST PACK 1) and the official GMAT. I can vouch for this method.

Kudos [?]: 25 [0], given: 30

Intern
Intern
avatar
Joined: 19 Nov 2015
Posts: 24

Kudos [?]: -23 [0], given: 61

GPA: 3.3
Reviews Badge
Re: HOW TO DESTROY READING COMPREHENSION PASSAGES BY RHYME [#permalink]

Show Tags

New post 16 Feb 2016, 02:27
1
This post was
BOOKMARKED
Can someone please help to solve the below passage using rhyme's method? I am still confused on how to apply the method to the below kind of passages

Two works published in 1984 demonstrate contrasting approaches to writing the history of United States women. Buel and Buel's biography of MaryFish (1736-1818) makes little effort to place her story in the context of recent historiography on women. Lebsock, meanwhile, attempts not only to write the history of women in one southern community, but also to redirect two decades of historiographical debate as to whether women gained or lost status in the nineteenth century as compared with the eighteenth century. Although both books offer the reader the opportunity to assess this controversy regarding women's status, only Lebsock's deals with it directly. She examines several different aspects of women's status, helping to refine and resolve the issues. She concludes that while women gained autonomy in some areas, especially in the private sphere, they lost it in many aspects of the economic sphere. More importantly, she shows that the debate itself depends on frame of reference: in many respects, women lost power in relation to men, for example, as certain jobs (delivering babies, supervising schools) were taken over by men. Yet women also gained power in comparison with their previous status, owning a higher proportion of real estate, for example. In contrast, Buel and Buel's biography provides ample raw material for questioning the myth, fostered by some historians, of a colonial golden age in the eighteenth century but does not give the reader much guidance in analyzing the controversy over women's status.

Q1. The primary purpose of the passage is to

(A) examine two sides of a historiographical debate
(B) call into question an author's approach to a
historiographical debate
(C) examine one author's approach to a
historiographical debate
(D) discuss two authors' works in relationship to a
historiographical debate
(E) explain the prevalent perspective on a
historiographical debate


Q2. The passage suggests that Buel and Buel's biography
of Mary Fish provides evidence for which of the
following views of women's history?
(A) Women have lost power in relation to men since
the colonial era.
(B) Women of the colonial era were not as likelyto
be concerned with their status as were women
in the nineteenth century.
(C) The colonial era was not as favorable for women
as some historians have believed.
(D) Women had more economic autonomy in the
colonial era than in the nineteenth century.
(E) Women's occupations were generally more
respected in the colonial era than in the
nineteenth century.

I have provided only two of the questions

[Reveal] Spoiler:
1. D
2. C

Kudos [?]: -23 [0], given: 61

Intern
Intern
User avatar
Joined: 14 Mar 2015
Posts: 35

Kudos [?]: 7 [0], given: 11

Schools: ISB '18
HOW TO DESTROY READING COMPREHENSION PASSAGES BY RHYME [#permalink]

Show Tags

New post 16 Feb 2016, 08:05
anujagarwal11

Answers :

Q1. The primary purpose of the passage is to

(A) examine two sides of a historiographical debate --> Though this looks ok, since two works are discussed, but debate is not on the work, rather the works of two authors address the debate.
(B) call into question an author's approach to a
historiographical debate --> an author ? No, the passage talks about two works
(C) examine one author's approach to a
historiographical debate --> again one author ? No, the passage talks about two works
(D) discuss two authors' works in relationship to a
historiographical debate --> This looks perfect
(E) explain the prevalent perspective on a
historiographical debate --> This makes more generalised primary purpose.




Q2. The passage suggests that Buel and Buel's biography
of Mary Fish provides evidence for which of the
following views of women's history?

This is specific question, so you will have to look at the specific location in passage : Last line

(A) Women have lost power in relation to men since
the colonial era. --> The last line doesn't talk about men
(B) Women of the colonial era were not as likely to
be concerned with their status as were women
in the nineteenth century. --> no comparison is made with the nineteenth century
(C) The colonial era was not as favorable for women
as some historians have believed. --> This looks perfect
(D) Women had more economic autonomy in the
colonial era than in the nineteenth century. --> B&Bs work questions the myth of status of women rather than giving evidence of more economic autonomy of women.
(E) Women's occupations were generally more
respected in the colonial era than in the
nineteenth century. --> No mention of the occupation.

C comes out clear winner.
_________________

It ain’t about how hard you hit. It’s about how hard you can get hit and keep moving forward;
how much you can take and keep moving forward.

That’s how winning is done!

Kudos [?]: 7 [0], given: 11

Intern
Intern
User avatar
Joined: 14 Mar 2015
Posts: 35

Kudos [?]: 7 [0], given: 11

Schools: ISB '18
Re: HOW TO DESTROY READING COMPREHENSION PASSAGES BY RHYME [#permalink]

Show Tags

New post 16 Feb 2016, 08:13
vivekgautam1 wrote:
anujagarwal11

Answers :

Q1. The primary purpose of the passage is to

(A) examine two sides of a historiographical debate --> Though this looks ok, since two works are discussed, but debate is not on the work, rather the works of two authors address the debate.
(B) call into question an author's approach to a
historiographical debate --> an author ? No, the passage talks about two works
(C) examine one author's approach to a
historiographical debate --> again one author ? No, the passage talks about two works
(D) discuss two authors' works in relationship to a
historiographical debate --> This looks perfect
(E) explain the prevalent perspective on a
historiographical debate --> This makes more generalised primary purpose.




Q2. The passage suggests that Buel and Buel's biography
of Mary Fish provides evidence for which of the
following views of women's history?

This is specific question, so you will have to look at the specific location in passage : Last line

(A) Women have lost power in relation to men since
the colonial era. --> The last line doesn't talk about men
(B) Women of the colonial era were not as likely to
be concerned with their status as were women
in the nineteenth century. --> no comparison is made with the nineteenth century
(C) The colonial era was not as favorable for women
as some historians have believed. --> This looks perfect
(D) Women had more economic autonomy in the
colonial era than in the nineteenth century. --> B&Bs work questions the myth of status of women rather than giving evidence of more economic autonomy of women.
(E) Women's occupations were generally more
respected in the colonial era than in the
nineteenth century. --> No mention of the occupation.

C comes out clear winner.



This passage is completely factual. The author presents facts about both the works, but he has no opinion (+/-) in the passage. So, it's more of a discussuion, so the primary purpose is Discussion on two works
_________________

It ain’t about how hard you hit. It’s about how hard you can get hit and keep moving forward;
how much you can take and keep moving forward.

That’s how winning is done!

Kudos [?]: 7 [0], given: 11

Manager
Manager
User avatar
Status: Build your own dreams,Otherwise some one else will hire you to build there's.
Joined: 30 Apr 2015
Posts: 97

Kudos [?]: 26 [0], given: 30

Location: India
Concentration: Finance
Schools: BYU-Marriott'18
GMAT 1: 590 Q45 V26
GMAT 2: 660 Q47 V34
GPA: 3.68
GMAT ToolKit User
Re: HOW TO DESTROY READING COMPREHENSION PASSAGES BY RHYME [#permalink]

Show Tags

New post 17 Feb 2016, 07:35
An extinction event (also known as a mass extinction or biotic crisis) is a widespread and rapid decrease in the amount of life on earth. Such an event is identified by a sharp change in the diversity and abundance of macroscopic life. It occurs when the rate of extinction increases with respect to the rate of speciation. Because the majority of diversity and biomass on Earth is microbial, and thus difficult to measure, recorded extinction events affect the easily observed, biologically complex component of the biosphere rather than the total diversity and abundance of life.

Over 98% of documented species are now extinct, but extinction occurs at a very uneven rate. Based on the fossil record, the background rate of extinctions on Earth is about two to five taxonomic families of marine invertebrates and vertebrates every million years. Marine fossils are mostly used to measure extinction rates because of their superior fossil record and stratigraphic range compared to land organism fossils.

Since life began on Earth, the five major mass extinctions have significantly exceeded the background extinction rate for animal and plant species. The most recent, the Cretaceous–Paleocene extinction event, which occurred approximately 66 million years ago, was a large-scale mass extinction of animal and plant species in a geologically short period of time. In the past 540 million years, during each of these five major events, over 50% of animal and plant species died. Mass extinctions seem to be a Phanerozoic-era phenomenon, with extinction rates low before large complex organisms arose.

Q1: It can be inferred from the passage that:

a) in an extinction event, there is a dramatic decrease in microbial life on earth.

b) over 90% of easily observed, biologically complex species become extinct during a biotic crisis.

c) the background extinction rate of animal and plant species is well below 50%.

d) marine fossils are easier to find and thus more useful to those studying mass extinction events.

e) new species do not emerge during a mass extinction event.


Q2 : The author would most probably agree with which of the following statements?

a) The diversity of microbial life has changed dramatically during mass extinction events.

b) The Cretaceous–Paleocene extinction event was the most significant in the past 540 million years.

c) There were many mass extinction events prior to 540 million years ago.

d) Extinction rates have varied widely over the past 540 million years.

e) Mass extinctions are less likely now than in the past 540 million years.[/box_out]

Q3: It can be inferred from the passage that the Phanerozoic era was:

a) a time period that existed before 540 million years ago.

b) a time period during which few new species emerged.

c) a time period before the Cretaceous–Paleocene era.

d) a time period during which large, complex organisms existed.

e) a time period during which fewer than 50% of animal and plant species died.[/box_out]

Q4: The primary purpose of the passage is to:

a) warn readers about the possible dangers of mass extinction events.

b ) discuss the causes of a particular scientific phenomenon.

c) present new evidence to support the theory of mass extinction events.

d) describe an important scientific and historical occurrence

e) suggest that mass extinctions are likely to continue in the future.

Please explain this passage
_________________

"Follow your heart and realize that your dream is a dream for a reason"
-Dori Roberts

Kudos [?]: 26 [0], given: 30

Intern
Intern
avatar
Joined: 30 Dec 2010
Posts: 2

Kudos [?]: 1 [0], given: 2

Re: HOW TO DESTROY READING COMPREHENSION PASSAGES BY RHYME [#permalink]

Show Tags

New post 05 May 2016, 12:27
Hey...thanks great post....

Please suggest me a way to approach passages such as the one given below:

I got the first 3 absolutely completely wrong.

When literary periods are defined on the basis of men’s writing, women’s writing must be
forcibly assimilated into an irrelevant grid: a Renaissance that is not a renaissance for women, a
Romantic period in which women played very little part, a modernism with which women
conflict. Simultaneously, the history of women’s writing has been suppressed, leaving large,
mysterious gaps in accounts of the development of various genres. Feminist criticism is
beginning to correct this situation. Margaret Anne Doody, for example, suggests that during
“the period between the death of Richardson and the appearance of the novels of Scott and
Austen,” which has “been regarded as a dead period,” late-eighteenth-century women writers
actually developed “the paradigm for women’s fiction of the nineteenth century—something
hardly less than the paradigm of the nineteenth-century novel itself.” Feminist critics have also
pointed out that the twentieth-century writer Virginia Woolf belonged to a tradition other than
modernism and that this tradition surfaces in her work precisely where criticism has hitherto
found obscurities, evasions, implausibilities, and imperfections.

24. It can be inferred from the passage that the author views the division of literature
into periods based on men’s writing as an approach that
(A) makes distinctions among literary periods ambiguous
(B) is appropriate for evaluating only premodern literature
(C) was misunderstood until the advent of feminist criticism
(D) provides a valuable basis from which feminist criticism has evolved
(E) obscures women’s contributions to literature

25. The passage suggests which of the following about Virginia Woolf’s work?
I. Nonfeminist criticism of it has been flawed.
II. Critics have treated it as part of modernism.
III. It is based on the work of late-eighteenth-century women writers.
(A) I only
(B) II only
(C) I and II only
(D) II and III only
(E) I, II and III

26. The author quotes Doody most probably in order to illustrate
(A) a contribution that feminist criticism can make to literary criticism
(B) a modernist approach that conflicts with women’s writing
(C) writing by a woman which had previously been ignored
(D) the hitherto overlooked significance of Scott’s and Austen’s novels
(E) a standard system of defining literary periods

27. The passage provides information that answers which of the following questions?
(A) In what tradition do feminist critics usually place Virginia Woolf?
(B) What are the main themes of women’s fiction of the nineteenth century?
(C) What events motivated the feminist reinterpretation of literary history?
(D) How has the period between Richardson’s death and Scott’s and Austen’s
novels traditionally been regarded by critics?
(E) How was the development of the nineteenth-century novel affected by
women’s fiction in the same century?

Kudos [?]: 1 [0], given: 2

Re: HOW TO DESTROY READING COMPREHENSION PASSAGES BY RHYME   [#permalink] 05 May 2016, 12:27

Go to page   Previous    1   2   3   4   5   6   7    Next  [ 136 posts ] 

Display posts from previous: Sort by

HOW TO DESTROY READING COMPREHENSION PASSAGES BY RHYME

  new topic post reply Question banks Downloads My Bookmarks Reviews Important topics  


GMAT Club MBA Forum Home| About| Terms and Conditions| GMAT Club Rules| Contact| Sitemap

Powered by phpBB © phpBB Group | Emoji artwork provided by EmojiOne

Kindly note that the GMAT® test is a registered trademark of the Graduate Management Admission Council®, and this site has neither been reviewed nor endorsed by GMAC®.