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gmatexam439
GMAT 1: 730 Q49 V41
Posts: 1,049
26 Oct 2018, 02:05
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RC Summary Activity
What is the activity about?
In GMAT, RC consists of 3 types of questions:
1. According to the passage
2. Inference/Strengthen/Weaken
3. Main point question
It is very important that you understand the importance of good summaries. RC is about channelizing your thoughts in a way that the information in the RC becomes a bridge for you to solve the questions.
We will post a few paragraphs from somewhere in the middle of an article. You then need to arrive at a one-line summary/title for the given content.
What to do?
1. Try to read and summarize the paragraphs individually and then try to come up with a single line summary/title for the extract.
2. I strongly encourage you to do this exercise mentally - without writing the summaries anywhere. Once done, type your summary/title below and read the article and its title and match the article's summary with yours. Both the summaries should be close enough.
3. Time yourself - take no more than 3 minutes to complete this activity.
Note: A Suggestion
After this activity, when you actually practice solving RC try to take notes after going through a given para in the entirety. I have noticed that people, generally, waste too much time in making notes than actually reading the RC. Pay special attention to the transition words during this practice.
How will it benefit you?
Once you start summarizing the RCs in an efficient manner you will not only improve your accuracy but also reduce the time taken to solve an RC drastically. Also, you will be able to solve the Main point questions with much more confidence.
| RC Summarization Activity | |
| 26-Oct-18 | Passage 1 |
| 29-Oct-18 | Passage 2 |
| 31-Oct-18 | Passage 3 |
| 03-Nov-18 | Passage 4 |
| 07-Nov-18 | Passage 5 |
| 08-Nov-18 | Passage 6 |
| 11-Nov-18 | Passage 7 |
| 13-Nov-18 | Passage 8 |
| 26-Nov-18 | Passage 9 |
| 28-Nov-18 | Passage 10 |
26 Oct 2018, 22:00
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Keep up the good work gmatexam439
My 2 cent on how to use this activity the most. Right way to come up with the right summery.
- Read the first line of RC very carefully and tell yourself that you will get to know something good about "XYZ".
- now try to find out your good guy and your bad guy. no matter what process is going to be quiet easier if you find it as a story. This will make you engage. the more you engage the better.
- take help from contrasting/supporting words. this way you can predict what is coming next. Always predict what is coming next.
- after every paragraph, stop and tell a summary of it. also try to connect it with previous para , if any. as mentioned in magoosh RC guide, map don't memories. This will help you to go back to specific part of the passage and reread.
- while mapping remember which example is given or something around the theory whatever you can.
- once done, tell the summary in minimum possible words.
- never use outside information while reading RC.
- your imagination power and memorization is going to play a major role in this case. you really need these two things to excel in this part. understand that RC part is more like an open book exam and still people struggle in it.
- mind the time. do not take anything more than 3-4 min. after all it's all about time. this one should be done in 2 min.
- You don't need to practice the RC. you just need to practice the reading. Rest will fall on its place at right time.
- Your summery can be any thing, as far as you can map the para in right way. - adkikani - on these lines no one can call your's wrong or even not right. As far as you should able to map whole thing once you are done. So you take the call here. in 2 min you have to finish this up and come up with summery and map in your head.
My 2 cent on how to use this activity the most. Right way to come up with the right summery.
- Read the first line of RC very carefully and tell yourself that you will get to know something good about "XYZ".
- now try to find out your good guy and your bad guy. no matter what process is going to be quiet easier if you find it as a story. This will make you engage. the more you engage the better.
- take help from contrasting/supporting words. this way you can predict what is coming next. Always predict what is coming next.
- after every paragraph, stop and tell a summary of it. also try to connect it with previous para , if any. as mentioned in magoosh RC guide, map don't memories. This will help you to go back to specific part of the passage and reread.
- while mapping remember which example is given or something around the theory whatever you can.
- once done, tell the summary in minimum possible words.
- never use outside information while reading RC.
- your imagination power and memorization is going to play a major role in this case. you really need these two things to excel in this part. understand that RC part is more like an open book exam and still people struggle in it.
- mind the time. do not take anything more than 3-4 min. after all it's all about time. this one should be done in 2 min.
- You don't need to practice the RC. you just need to practice the reading. Rest will fall on its place at right time.
- Your summery can be any thing, as far as you can map the para in right way. - adkikani - on these lines no one can call your's wrong or even not right. As far as you should able to map whole thing once you are done. So you take the call here. in 2 min you have to finish this up and come up with summery and map in your head.
gmatexam439
GMAT 1: 730 Q49 V41
Posts: 1,049
26 Oct 2018, 02:15
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Note: Try to summarize the 3 paragraphs below individually and then try to come up with a single line summary/title for the extract. I strongly encourage you to do this exercise mentally - without writing the summaries anywhere. Once done, type your summary/title below and read the article and it's title and match the article's summary with yours. Both the summaries should be close enough. Try to time yourself - take no more than 3 minutes to complete this activity.
Sample:
The high-profile nature of the World Programme and its comprehensive policies paved the way for the first dedicated UN declaration in this area: the UN Declaration on Human Rights Education and Training (2011). It represents the first instrument in which ‘international standards for HRE … [are] officially proclaimed by the UN’, and reiterates that HRE is ‘a lifelong process that concerns all ages’, and that it ‘concerns all parts of society, at all levels … and all forms of education, training and learning, whether in a public or private, formal, informal or non-formal setting’.
The human rights landscape thus now contains a number of HRE provisions and initiatives explicitly directing that HRE should be provided to learners at all stages of formal education. In the relevant literature, too, the importance of HRE for young learners has been frequently emphasized, with some commentators viewing such teaching as of greater importance for younger learners. Judith Torney-Purta, for example, considers middle childhood to be particularly apposite for learning about human rights, for it represents ‘a period in which a variety of important cognitive competencies have been achieved, but many concepts are not yet rigid or fixed’. Katerina K. Franzti, too, argues that children’s formative years represent ‘a critical period for the development of attitudes and formation of personality’, and therefore that ‘an early human rights pedagogy can contribute to inhibiting students from adopting egocentric and ethnocentric views of rights’. By teaching HRE to this age group, therefore, the possibility that learners will have ingrained prejudices by the time in later education when these issues are traditionally confronted can be minimized. The provision of HRE is, therefore, important for shaping the attitudes that will contribute to the development of a human rights culture based upon the values of freedom, equality, dignity, non-discrimination and tolerance.
Ensuring young learners are aware of the rights to which they are entitled is also important for enabling them to recognize where those rights are not being met. Rahima Wade, for example, emphasizes the role that HRE must play in building bridges ‘between the abstract notion of rights and … children’s life experiences’, with Brian Howe and Katherine Covell stressing the importance of HRE for providing learners with ‘the knowledge and critical awareness necessary to understand and question … the denial of their rights’.
Sample:
The high-profile nature of the World Programme and its comprehensive policies paved the way for the first dedicated UN declaration in this area: the UN Declaration on Human Rights Education and Training (2011). It represents the first instrument in which ‘international standards for HRE … [are] officially proclaimed by the UN’, and reiterates that HRE is ‘a lifelong process that concerns all ages’, and that it ‘concerns all parts of society, at all levels … and all forms of education, training and learning, whether in a public or private, formal, informal or non-formal setting’.
The human rights landscape thus now contains a number of HRE provisions and initiatives explicitly directing that HRE should be provided to learners at all stages of formal education. In the relevant literature, too, the importance of HRE for young learners has been frequently emphasized, with some commentators viewing such teaching as of greater importance for younger learners. Judith Torney-Purta, for example, considers middle childhood to be particularly apposite for learning about human rights, for it represents ‘a period in which a variety of important cognitive competencies have been achieved, but many concepts are not yet rigid or fixed’. Katerina K. Franzti, too, argues that children’s formative years represent ‘a critical period for the development of attitudes and formation of personality’, and therefore that ‘an early human rights pedagogy can contribute to inhibiting students from adopting egocentric and ethnocentric views of rights’. By teaching HRE to this age group, therefore, the possibility that learners will have ingrained prejudices by the time in later education when these issues are traditionally confronted can be minimized. The provision of HRE is, therefore, important for shaping the attitudes that will contribute to the development of a human rights culture based upon the values of freedom, equality, dignity, non-discrimination and tolerance.
Ensuring young learners are aware of the rights to which they are entitled is also important for enabling them to recognize where those rights are not being met. Rahima Wade, for example, emphasizes the role that HRE must play in building bridges ‘between the abstract notion of rights and … children’s life experiences’, with Brian Howe and Katherine Covell stressing the importance of HRE for providing learners with ‘the knowledge and critical awareness necessary to understand and question … the denial of their rights’.
Show SpoilerArticle: Refer to point #2
https://academic.oup.com/hrlr/article/16/1/131/2356197
-- it makes sense, though! 
