cat202599
hey i am very new to rc's i was only able to solve 1 question correctly . can you explain me in ques 3 its given in paragraph 2 so we will check the paragraph 2 only or infer the meaning from other paragraphs too . and please can you suggest me a technique or method to improve my rc's
Great question - I would say that "inference" questions, such as this one, often keep their inferences relatively contained to the area around where the question points. However, it is perfectly "legal" to require you to understand broader connections in the passage. Since you asked for some techniques to help improve RC, I'll give you the broad strategy I suggest and then we can talk about question 3's correct answer specifically!
First: How to Read for RCI am honestly a bit ambivalent as to whether you take notes or not, BUT I am an absolute tyrant about slowing down your reading at the start of a passage to make sure that you understanding the first 1-3 sentences at 100%. Once you have that connection to the passage, you're welcome to read with a little less attention to complete understanding of every detail! I will also say that RC sentences are written with two techniques in mind. (1) write the sentence so that it makes better sense
backwards and (2) write the sentence so that you need the
next sentence to actually make sense of this one.
For example, sentence (1) is an example of the
backwards logic I mention. Notice that the more concrete and contextual information comes at the end of the sentence, NOT the beginning. In fact, this sentence is actually more simplistic to understand if you literally just read the facts from back to front:
In order to get fresh thinking about products, companies will dismantle their own as well as their competitors products. In fact, technicians and engineers really favor this, and it is called a product takedown. And sentence (2) is actually an example of the
next sentence logic, in that the statement,
few get the full value that teardown afford, doesn't really give you any information yet - are they going to tell us about those values, what does this really mean? It's not until the end of the next (very long) sentence that we see something about how teardown might invite creativity and generate new ideas (but even this feels vague so we might have to wait even longer to learn about this).
Sometimes we have to slow down and sortof backtrack a sentence to make sure we understand it, and sometimes we need to let the sentence be a bit confusing until we read a little further and then come back to make sense of it!
So my general rule - read slowly at first and be ready to have to unscramble dense text (it was written that way on purpose). Once you feel like you're 99.9% clear on the first couple of sentences, summarize them in your mind and then push forward. Stop every few sentences or at least every paragraph to mentally synthesize what you've read and connect it at least loosely back to your understanding of the start. I think of this as
weaving the story together!
Second: Handling "Inference" questionsInferences have a very specific meaning in the world of the GMAT. In this world (as in all RC honestly), correct answers can
always be proven based only on what you've read on the screen. NO outside information is ever necessary, and you should NEVER step outside the knowledge provided. Inference here doesn't mean the same as inference in the real world, where creativity and interesting conjectures are valued. Stick to the facts, and only the facts.
Quote:
Question 3:
Based on the passage, it is most likely that the senior executives of the medical products company mentioned in the second paragraph... Third: Predict answers!Never go to answer choices if the question asks you about anything even remotely specific. That means that unless the question is asking for a main idea or is asking something so generic like "Which of the following was mentioned in the passage," you should 100% be going back to the passage to find proof and pre-think what the answer is allowed to say. Again, ALL answers come only from info in the passage. Period!Here, the question says "passage," so that might be a nod that we need to expand beyond just the paragraph where "these senior executives" are talked about. No matter what, always go back at least one sentence before the item mentioned to read.The relevant place to start is the first sentence of paragraph 2:Quote:
Not so for a medical products company that used teardowns to improve its electronic medical device. To foster new ideas, the company's senior executives... I've highlighted the two signals that jumped out at me. First, right before the senior managers in question were mentioned, we get "to foster new ideas." Maybe super basic, but at a minimum, we can infer that they had an interest in fostering new ideas. They also did what the rest of the sentence says they did (they invited employees from a few departments to have a product teardown). The start of the paragraph also has a clue - the contrasting start! If something was "not so" for this company and these executives, something must be true for other companies or other executives. This is the clue to look a bit earlier. Paragraph 1 talks about other senior executives in the final sentence:
Quote:
Many senior executives discourage the practice, and by viewing teardowns as unsupervised exercises for engineers or cost-cutting tactics for the purchasing department, they retard creativity and leave the ideas generated in teardowns unexplored. We need to look a bit earlier to confirm that "the practice" in question is the teardown, but it would seem that
many sr execs discourage this practice and give two reasons: they see them as unsupervised exercises or they see them as cost-cutting tactics. So if many execs believe these 2 things and this is NOT SO for the senior execs we were pointed toward, it must mean that they don't see teardowns as either unsupervised exercises or as cost-cutting tactics.
Okay, so what have we found that an answer could cite:
These senior managers:
- wanted to foster new ideas
- invited some employees from 4 departments to have a product teardown
- they don't see teardowns as unsupervised exervises
- they don't see teardowns as cost-cutting tactics
Now we can move to the last step.
Fourth: Process of Elimination / Find a Match to Your ProofA. believed prior to implementing teardowns that the electronic circuitry of their device needed to be simplified
we have no clue what they believed before - Eliminate
B. were unaware of the engineers' modular approach to the design of their device
we have no clue what they were aware of - Eliminate
C. had little experience with the successful implementation of teardowns
we have no clue of their prior experience with teardowns
D. did not believe teardowns were bound to be unsupervised exercises for engineers or cost-cutting tactics by the purchasing department
we have 100% proof of this - keep
E. were motivated to implement teardowns primarily by customer feedbackall we know is that they wanted to do this to foster new ideas, no clue what customer feedback was - Eliminate
So only D is left!
Hope this, and the bigger process advice helps!

Whit