Most students are bored by history courses as they are usually taught,

In an effort to assist the community, I will offer my thoughts on this tough question, one that requires a very close reading, rather than one that is impressionistic. How about we start with the question itself?



In general, I like EXCEPT questions, since the odd one out is the answer. Within an assumption framework, though, you have to be careful, since assumptions lie at the heart of most mistakes people make on CR questions. What does the passage present?



This is pretty straightforward, as far as two sentences on the GMAT™ go. Most students are bored by the way in which history courses are often taught. Why? The latter part of the first line tells us: a large amount of time is spent teaching dates and statistic [sic]. How can the problem be addressed? The passage proposes spending most class time recounting the lives of historical figures and very little on dates and statistics. I have placed emphases on all the quantifying words from the passage because when answering CR questions, it is vital to stick to exactly what the passage says. This question will prove no different.


The course checks out, and so does the recommendation. Recall that the passage uses overstated, judgmental language at the head of the second line: the best way to teach history... The recommendation is meant to serve as a contrast to the way such courses are usually taught, a way that we are told bores the majority of students. Presumably, then, the best history teacher should avoid boring the students. This is NOT our exception.


I hate double negatives. So we are to understand that it is compatible... to spend just a bit of time in class covering dates and statistics. This is perfectly in keeping with the recommendation at the end of the passage, even repeating the very little in reference to time so dedicated. This is an assumption, as long as the best way to teach history from the passage is understood to be compatible with the attainable goals of teaching history. Keep moving.


The passage makes no such definitive statement. This is why I emphasized all the quantifying references to time above. The passage proposes that the best history teachers spend... very little [time] on dates and statistics. Do not confuse very little with none. The word without here is too strong, and the answer choice fails as a necessary assumption because of it.


At least we get the direct compatible with here, unlike that hard-to-follow phrasing in (B). Again, notice the quantifying in most class time. It is verbatim what appears in the passage when it discusses the best manner in which to teach history. We cannot get any more in line with the passage than that.


The problem is identified in the beginning of the passage--most students are bored by history courses as they are usually taught--and the solution is presented in the very next line--spend most class time recounting the lives of historical figures and very little on dates and statistics. We can assume that the proposed solution, according to the argument, would address this very issue of student boredom.

I hope that helps. I would be happy to discuss the question further if anyone harbors doubts.

- Andrew