Admissions Consulting Updates from Veritas Prep

Hello Thank you so much for helping us with this.
I have a 690 in GMAT and 3.75 yrs of work experience in an Oil Company in India.
I have some social work under my belt and am working on a NGO of my own.
I have a 7.87 CGPA from a top university in India.
I have worked with international vendors and have worked in projects that value nearly 100M USD.
Target schools include INSEAD, HEC and IE.
Any suggestions to improve my profile or mold it to the requirements of the above schools?
Thank you.

FROM Veritas Prep Admissions Blog: The Third Type of GMAT Quant Question

We all know that GMAT Quant questions are of two types: Problem Solving and Data Sufficiency. But, if we look carefully, we will see a third type of question – combination of the two. There are a few statements given in them (like in Data Sufficiency questions) and five options to choose from (like in Problem Solving questions). But since we know how to solve both these question types, we shouldn’t really have a problem in solving this third type, or so one would think! In any GMAT question, it is very important to know two things: What is given What is asked Now, one might think that it is a very obvious distinction and why are we even trying to discuss it in a post. In this third question type, this exact distinction is far harder to explain because here the statements do NOT represent the data given. Here the statements actually ask “Is this true?” and many test-takers find it hard to make that switch. To clarify, let’s discuss the structure of the three question types. Problem Solving Question: Question: A and B are given, what is X? (A) X is … (B) X is … (C) X is … (D) X is … (E) X is … Data Sufficiency Question: Question: A and B are given, what is X? I. We are given that X and Y are related. II. We are given that X and Z are related. “Which of the following must be true?” Question: Question: A and B are given, which of the following must be true about X? I. Is this true about X? II. Is this true about X? III. Is this true about X? (A) I is true (B) I and II are true and so on… We hope you see that the statements in a Data Sufficiency question are different from the statements in this third type of question. We will elaborate with the help of an example now: Question: If |x| > 3, which of the following must be true? I. x > 3 II. x^2 > 9 III. |x – 1| > 2 (A) I only (B) II only (C) I and II only (D) II and III only (E) I, II, and III Solution: We are given that |x| > 3 This implies that x is a point at a distance of more than 3 from 0. So x could be greater than 3 or less than -3. Before we go any further, let’s think about the values x can take: 3.00001, 3.5, 4.2, 5.7, 67, 1000, -3.45, -4, -8, -100 etc. The only values it cannot take are -3 <= x <= 3 Which of the following must be true? I. x > 3 This is a question even though it looks like a statement. Is it necessary that x > 3? For every value that x can take, must x be greater than 3? No. As discussed above, x could take values such as 3.00001, 3.5, 4.2, 5.7, 67, 1000 but it could also take values such as  -3.45, -4, -8, -100. So this is not necessarily true. II. x^2 > 9 Again, this is a question even though it looks like a statement. Taking square root on both sides since they are positive, we get Sqrt(x^2) > Sqrt(9) |x| > 3 This is what we are given, hence it certainly is true. III. |x-1|>2 Yet again, we are asked: Is |x – 1| > 2? What does |x – 1|> 2 imply? The distance of x from 1 must be greater than 2. So x is either greater than 3 or less than -1. Now, recall all the values that x can take. So this is the question now: Is every value that x can take greater than 3 or less than -1? Recall the values that x can take (discussed above) 3.00001 : x is greater than 3 3.5 : x is greater than 3 4.2 : x is greater than 3 5.7 : x is greater than 3 67 : x is greater than 3 1000 : x is greater than 3 -3.45 : x is less than -1 -4 : x is less than -1 -8 : x is less than -1 -100 : x is less than -1 For every value that x can take, x will be either greater than 3 or less than -1. Note that we are not saying that every value less than -1 must be valid for x. We are saying that every value that is valid for x (found by using |x| > 3) will be either greater than 3 or less than -1 since any value less than -3 is obviously less than -1 too. Hence |x-1|>2 must be true for every value that x can take. Answer (D) We hope you are quite clear about how to handle this third question type now! Getting ready to take the GMAT? Check out one of our many free GMAT resources to get a jump start on your GMAT prep. And as always, be sure to follow us on Facebook, YouTube, Google+, and Twitter for more helpful tips like this one! Karishma, a Computer Engineer with a keen interest in alternative Mathematical approaches, has mentored students in the continents of Asia, Europe and North America. She teaches the GMAT for Veritas Prep and regularly participates in content development projects such as this blog! The post The Third Type of GMAT Quant Question appeared first on Veritas Prep Blog.

FROM Veritas Prep Admissions Blog: How to Prepare for Your Business School Interview

For many applicants the notification of an interview invite from your dream school is an exciting next step after an arduous application process. All of your hard work has finally boiled down to some initial success. However, typically the excitement soon turns to anxiety as candidates begin to realize they have no idea how to prepare for an admissions interview for business school. “Is it just like a regular job interview?” “What type of questions do they ask?” are just some of the common initial questions that can arise once an interview invitation is received. The business school interview should not be viewed as anything new to you. It is more similar to the traditional job interview than you might expect. Just like a regular interview you are aiming to impress and the majority of the interview will be focused on YOU! The key difference with this interview is really just the goal, which in this case is admission to the MBA program of your dreams. I would recommend preparing for your MBA interview the same way you prepare for any job interview, it starts with knowing your own personal background inside and out along with your motivations for that target business school. Then it’s researching your target school and identifying the aspects that make the school uniquely attractive to you. A nice way to do this is to pair up school-specific offerings of interest with an adjoining explanation for why that offering is uniquely attractive to you. This includes academic offerings, extracurricular activities/professional clubs, career support/recruiting strengths, etc. Next I would identify common MBA questions like… What Are Your Career Goals? Why an MBA? Why School X? Walk Me Through Your Resume As well as other common situational business school questions that address interpersonal skills like leadership, teamwork, and maturity. For the most part, these interviews have very few surprises, and you will know what’s coming, which makes the prep all the more important. Preparing conversational responses in a script format to each of the common interview questions can be a method for those that prefer a more structured approach to their interview prep. But make sure to incorporate elements of your personality into your script to avoid coming off as too rehearsed. Also, breakthrough candidates will make sure to incorporate the “I” of what they accomplished into their script. Make sure to connect the dots with regards to the steps you’ve taken in your career, and remain structured in your responses. Utilizing the S.T.A.R format (Situation-Task-Action-Result) and talking in buckets – “There are 3 Reasons Why I Want to Go to Fuqua” are other tactics one can sneak into their preparation for the interview. Finally, take particular note of how the interview style of certain schools can affect your responses. Some schools like Kellogg have “blind” interviews so the interviewer will not have seen your application, so they will not have access to important information like GPA, GMAT, essays etc. Other styles can be influenced by the type of interviewer (Alum vs. Student vs. Admissions) or the location (On Campus vs. Off Campus) which can dictate the type of information you are prepared to share as well as list on your resume for the interview. Don’t let the interview be the end of your business school journey, prepare accordingly and come decision day you will be all smiles! Want to craft a strong application? Call us at 1-800-925-7737 and speak with an MBA admissions expert today, or sign up for a free admissions consultation. Let’s get started! Dozie A. is a Veritas Prep Head Consultant for the Kellogg School of Management at Northwestern University. His specialties include consulting, marketing, and low GPA/GMAT applicants. The post How to Prepare for Your Business School Interview appeared first on Veritas Prep Blog.

FROM Veritas Prep Admissions Blog: You Just Submitted Your MBA Applications… Now What?

After all those months of hard work, you have finally submitted all of your business school applications! Congratulations! With that burden off of your back, what else should you be doing after you submit your application. Let’s explore a few action items to tick off your to-do list post-submission: Finish Other Applications Most MBA applicants don’t apply to only one school, so don’t bask too long in your finished application – there are probably plenty more where that came from. Keep the momentum going, buckle down and get moving on the rest of your applications. Make sure you leverage what you have learned from your previously-submitted application to make each version even better than the last. Thank Your Recommenders Recommenders play a huge role in the success of your application. Make sure you acknowledge their hard work, especially if they are providing recommendations for multiple schools. Also, don’t be afraid to send your thanks after each submitted application, or take them out for lunch to show your appreciation of their contribution to your success. Interview Prep The best time to prepare for an interview is when all of the information relating your application is still relevant. Some schools can have upwards of 2-3 months in between the application deadline and when they eventually begin interviewing candidates, so try to begin your prep for a potential interview early. Business school application interviews can have a major impact on your candidacy, so getting an early start on your preparation is never a bad thing. Apply for Scholarships Business school is not cheap and with very few full scholarships available, it is important to consider all alternatives to paying for your education. External merit-based scholarships are a great way to pay for all or a portion of your MBA. Many of the deadlines for these scholarship opportunities are much earlier in the application cycle than you would expect, so don’t wait until you are admitted to figure out how you will pay for school. There is a lot of money out there, so use your post-submission time to give yourself the best chance at securing some funding. Relax Relax! Applying to business school is stressful so it is very important to find pockets of time to relax. For those who still have additional applications to churn out relaxing may be difficult, but if you have submitted all your applications, enjoy the brief break and rest up for the next phase of the process. Want to craft a strong application? Call us at 1-800-925-7737 and speak with an MBA admissions expert today, or sign up for a free admissions consultation. Let’s get started! Dozie A. is a Veritas Prep Head Consultant for the Kellogg School of Management at Northwestern University. His specialties include consulting, marketing, and low GPA/GMAT applicants. The post You Just Submitted Your MBA Applications… Now What? appeared first on Veritas Prep Blog.

FROM Veritas Prep Admissions Blog: McKinsey’s Chief Learning Officer Encourages You to Develop These 10 Critical Job Skills

If you’re getting ready to attend college or graduate school, then you’re probably very interested in building a career or accelerating your current one. A lot of the value that comes from earning a degree is in the prestige of the program and the network that you build, but of course much of the value comes from the actual hard job skills that an education helps you develop. The jobs landscape is changing quickly these days, probably more rapidly than ever. Some skills that virtually guaranteed you a job just two decades ago may now be close to irrelevant. What the heck are you supposed to do to ensure that you can survive — and maybe even thrive — in this environment? In a recent talk at Darden, Nick van Dam, global chief learning officer at McKinsey & Co., listed out what he thinks are the 10 most critical job skills of the future. Without further ado, they are: Complex problem-solving Critical thinking Creativity People management Coordinating with others Emotional intelligence Judgment and decision-making Service orientation Negotiation Cognitive flexibility Notice that no specific skills such as “writing code” or “great writing skills” are on the list. Those are undoubtedly the kinds of abilities that will help keep you employed for a long time, but Van Dam’s focused on more general, descriptive skills here. Problem-solving, creativity, cognitive flexibility… If you have these abilities, then there probably isn’t a lot that you can’t do. And, if you can’t do something, then odds are that you’re probably able to learn it pretty quickly. If you can learn and adapt quickly like this, then lifelong learning — something that Van Dam stresses is important — should come relatively easily for you. We sometimes use the phrase “mental agility” around here at Veritas Prep to describe the same sort of skills. Taking it back to test prep for a moment (we couldn’t help ourselves), that’s why we always urge our students to understand the bigger picture when we teach them how to solve a question. It’s one thing to “learn the trick,” but on test day, when the test presents you with a question that’s sort of similar, but not quite, will you freeze? Or will you have the mental agility to adapt in the moment and solve the problem? Also, note that there are many others on the list that one would call “soft skills,” such as people management, emotional intelligence, and negotiation. The more that repetitive, measurable tasks are replaced by automation, the more that these soft skills — the kind that a robot can’t do, at least not any time soon! — will matter as you try to move up in the workforce. Either you learn how to write the code, or you learn how to effectively manage the person doing the writing. And, when “write the code” gets replaced by another skill in 20 years, you’ll have the mental agility to learn that skill… or manage that new person with the new skill! By Scott Shrum. The post McKinsey’s Chief Learning Officer Encourages You to Develop These 10 Critical Job Skills appeared first on Veritas Prep Blog.

FROM Veritas Prep Admissions Blog: Planning for the “Plan” Questions on the GMAT Critical Reasoning Section

At Veritas Prep, we are often asked to discuss how to handle the “plan” Critical Reasoning questions test takers are asked on the GMAT. Here is how these questions are different from your regular strengthen/weaken questions – instead of a conclusion, we are given situations and plans to remedy a particular problem. We are then asked to evaluate the success of the plan or identify a weakness in the plan or an assumption of the plan. Note that a plan question is very similar to a strengthen/weaken/assumption question. The main difference between them is that instead of being given a conclusion, you are asked to strengthen/weaken the possibility of a plan working out or an assumption made in the plan (looking at a few example questions will make this clearer). Let’s look at some examples of each of the three types of “plan” questions you are likely to come across on the GMAT exam: Example 1 (the most common one): Which of the following will help us in evaluating the success of the plan? In the country of Bedenia, officials have recently implemented a new healthcare initiative to reduce dangerous wait times at emergency rooms in the country’s hospitals. This initiative increases the number of available emergency nurses and doctors in urban settings: scholarships and no-interest loans are being offered to prospective students in these fields if they work in major city hospitals, relocation packages to urban centers are being offered for current emergency practitioners, and immigration rules are being changed to enable foreign emergency doctors and nurses to more easily move to Bedenia’s major cities. Which of the following would be most important to determine in assessing whether the initiative will be successful? (A) What percentage of current nurses and doctors work in emergency medicine. (B) Which hospitals in Bedenia have dangerous wait times in their emergency rooms. (C) Whether a career in emergency medicine pays substantially less than other types of medicine. (D) Whether wait times could be reduced by means other than increasing the number of available nurses and doctors. (E) Whether many foreign doctors and nurses are currently not allowed to enter Bedenia. Plan: Reduce the dangerous wait time by increasing the availability of emergency nurses and doctors in urban settings by providing scholarships, offering relocation packages and changing immigration rules. We need to find out whether this given plan will actually reduce wait time. Note that we are not worried about what else could reduce the dangerous wait time or what else this plan could do. The only point of concern for us is whether this plan will reduce the wait time. This plan intends to increase the availability of emergency nurses and doctors in urban settings, so ask yourself this question: is this actually what is required? Do the urban hospitals have dangerous wait times? What if only rural hospitals have wait times and that is where the impetus is required? Answer choice B addresses exactly this question and, hence, will allow us to determine whether or not the initiative will be successful. Therefore, the answer is B. Now look at our second example: Example 2: Which of the following provides an argument against the plan? In the last two years alone, nearly a dozen of Central University’s most prominent professors have been lured away by the higher salaries offered by competing academic institutions. In order to protect the school’s ranking, Central University’s president has proposed increasing tuition by 10% and using the extra money to offer more attractive compensation packages to the most talented and well-known members of its faculty. Which of the following provides the most persuasive argument against the university president’s proposed course of action? (A) It is inevitable that at least some members of the faculty will ultimately take jobs at other universities, regardless of how much Central University offers to pay them. (B) Other universities are also looking for ways to provide higher salaries to prominent members of the faculty. (C) Central University slipped in the last year’s ranking of regional schools. (D) The single most important factor in ranking a university is its racial and socioeconomic diversity. (E) The president of Central University has only been in office for 18 months and has never managed such a large enterprise. Plan: Protect the school’s ranking by retaining its most prominent members by increasing their compensation. We need to find a persuasive argument against the given plan – something that leads us to believe the plan should not be implemented. Here, test takers often become confused between options B and D. Let’s break down each answer choice in detail to determine which one is correct: (B) Other universities are also looking for ways to provide higher salaries to prominent members of the faculty. This option supports the given plan. It is a reason to actually implement the plan since if more disparity gets created, more prominent professors will leave. Remember, we are looking for an option that is against the plan, so B cannot be our answer. (D) The single most important factor in ranking a university is its racial and socioeconomic diversity. This is an argument against the plan. It states that the single most important factor in ranking is “racial and socioeconomic diversity,” so trying to retain prominent professors is not likely to retain ranking. Hence, the correct answer would be D. Now let’s look at our final example: Example 3: Which of the following is an assumption of the plan? The general availability of high-quality electronic scanners and color printers for computers has made the counterfeiting of checks much easier. In order to deter such counterfeiting, several banks plan to issue to their corporate customers checks that contain dots too small to be accurately duplicated by any electronic scanner currently available; when such checks are scanned and printed, the dots seem to blend together in such a way that the word “VOID” appears on the check. A questionable assumption of the plan is that (A) in the territory served by the banks the proportion of counterfeit checks that are made using electronic scanners has remained approximately constant over the past few years. (B) most counterfeiters who use electronic scanners counterfeit checks only for relatively large amounts of money. (C) the smallest dots on the proposed checks cannot be distinguished visually except under strong magnification. (D) most corporations served by these banks will not have to pay more for the new checks than for traditional checks. (E) the size of the smallest dots that generally available electronic scanners are able to reproduce accurately will not decrease significantly in the near future. Plan: To deter counterfeiting, issue checks that contain dots too small to be accurately duplicated (which will form the word VOID) by any electronic scanner currently available. We need to find an assumption that this given plan makes. Note that the plan is based on the capabilities of the currently available scanners and assumes that their capabilities will not improve in the near future. Hence, E is an assumption. Some test takers get confused with  answer choice C: (C) the smallest dots on the proposed checks cannot be distinguished visually except under strong magnification This option is actually not an assumption. Even if the dots can be distinguished visually, they don’t form the word VOID. Only when current scanners scan the checks and then we print them do the dots merge to form the word. Thus, our answer is E. We hope you have understood how to handle various “plan” questions on the GMAT. The most important aspect of such questions to remember is to first identify the plan and what one hopes to achieve through it. Getting ready to take the GMAT? Check out one of our many free GMAT resources to get a jump start on your GMAT prep. And as always, be sure to follow us on Facebook, YouTube, Google+, and Twitter for more helpful tips like this one! Karishma, a Computer Engineer with a keen interest in alternative Mathematical approaches, has mentored students in the continents of Asia, Europe and North America. She teaches the GMAT for Veritas Prep and regularly participates in content development projects such as this blog! The post Planning for the “Plan” Questions on the GMAT Critical Reasoning Section appeared first on Veritas Prep Blog.

FROM Veritas Prep Admissions Blog: How to Write a Strong Common App Essay

Over 700 American Colleges and Universities utilize the Common Application system to streamline the application process. Among the many elements of the application itself, you will have to choose ONE of seven Personal Statement prompts to respond to, and you’ll have 250-650 words for your narrative. When you’re staring at the seven Common App essay prompts, the choices can seem overwhelming, and the stakes are high.  Depending on the prompt that you select, you’ll need to write something that is informative and emotionally compelling, but not a cliché. You need to be unique and demonstrate character, while also proving you’ll add insight and experiences to the incoming freshman class. You need to talk about your leadership and accomplishments, but stay humble.  You need to be yourself while also keeping your voice professional.  It’s a lot to convey your authentic self in 650 words or less, but Veritas Prep has you covered with our Personal Statement Guide. Our College Admissions Consultants all have formal admissions decision-making experience, and they have reviewed each of the seven Personal Statement prompts to provide guidance on how to respond to each of the options.  Best of luck! Prompt #1: Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story. Read advice> Prompt #2: The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience? Read advice> Prompt #3: Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome? Read advice> Prompt #4: Describe a problem you’ve solved or a problem you’d like to solve. It can be an intellectual challenge, a research query, an ethical dilemma – anything that is of personal importance, no matter the scale. Explain its significance to you and what steps you took or could be taken to identify a solution. Read advice> Prompt #5: Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others. Read advice> Prompt #6: Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more? Read advice> Prompt #7: Share an essay on any topic of your choice. It can be one you’ve already written, one that responds to a different prompt, or one of your own design. Read advice> Do you need more help navigating the college admissions process? Fill out our FREE Profile Evaluation for personalized feedback on your unique background! And as always, be sure to follow us on Facebook, YouTube, Google+, and Twitter! The post How to Write a Strong Common App Essay appeared first on Veritas Prep Blog.

FROM Veritas Prep Admissions Blog: How to Write a Yale Supplemental Essay

For the 2017-2018 application season, Yale has asked all applicants to answer to several Yale-specific short answer questions in addition to the Personal Statement. To see a list of all Yale-specific essay prompts, click here. Additionally, Veritas Prep had one of our college admissions expert review one of Yale’s supplemental essay prompts. Take a look at our tips for writing a winning Yale-specific essays here. Responses to school-specific essays help admissions committee understand why you are a good fit for the school, and why the school is a good fit for your personal goals! It’s imperative to think strategically about your responses to each school-specific essay, as they play a crucial role in admissions decisions. If you’d like expert guidance on how to write strong essays for all of the schools on your list, check out our admissions consulting services here. Do you need more help navigating the college admissions process? Fill out our FREE Profile Evaluation for personalized feedback on your unique background! And as always, be sure to follow us on Facebook, YouTube, Google+, and Twitter! The post How to Write a Yale Supplemental Essay appeared first on Veritas Prep Blog.

FROM Veritas Prep Admissions Blog: Quarter Wit, Quarter Wisdom: To Learn To-Infinitives

In our previous posts, we have discussed two types of Verbals (a verb that acts as a different part of speech) – Gerunds and Participles. Today we will take a look at the third type – to-Infinitives Note that the infinitive is the base form of a verb. The infinitive has two forms: • the to-infinitive = to + base • the zero infinitive = base We will discuss the to-infinitive form, a verbal. It can work as a noun, an adjective, or an adverb The to-infinitive form is used in many sentence constructions, often expressing the purpose of something or someone’s opinion about something. The to-infinitive is used following a large collection of different verbs as well such as afford, offer, refuse, prepare, undertake, proceed, propose, promise etc The function of a to-infinitive in a sentence could be any of the following: I. To show the purpose of an action: In this case “to” has the same meaning as “in order to” or “so as to”. It follows a verb in this case. For Example: She has gone to complete her homework. II. To indicate what something can or will be used for: It follows a noun or a pronoun in this case. For Example: I don’t have anything to wear. This is the right thing to do. III. After adjectives For Example: I am happy to be here. IV. The subject of the sentence For Example: To visit Paris is my lifelong dream. V. With adverbs: It is used with the adverbs too and enough to express the reasoning behind our satisfaction or dissatisfaction. The pattern is that too and enough are placed before or after the adjective, adverb, or noun that they modify in the same way they would be without the to-infinitive. We then follow them by the to-infinitive to explain the reason why the quantity is excessive, sufficient, or insufficient. For Example: He has too many books to carry on his own. VI. With question words: The verbs ask, decide, explain, forget, know, show, tell, & understand can be followed by a question word such as where, how, what, who, & when + the to-infinitive. For Example: I am not sure how to use the new washing machine. We are likely to see infinitive phrases in GMAT sentence correction questions. An infinitive phrase is made up of the infinitive verb with its object and modifiers. Let’s take a look at how we could see an infinitive in a GMAT question. Question: Twenty-two feet long and 10 feet in diameter, the AM-1 is one of the many new satellites that is a part of 15 years effort of subjecting the interactions of Earth’s atmosphere, oceans, and land surfaces to detailed scrutiny from space. (A) satellites that is a part of 15 years effort of subjecting the interactions of Earth’s atmosphere, oceans, and land surfaces (B) satellites, which is a part of a 15-year effort to subject how Earth’s atmosphere, oceans, and land surfaces interact (C) satellites, part of 15 years effort of subjecting how Earth’s atmosphere, oceans, and land surfaces are interacting (D) satellites that are part of an effort for 15 years that has subjected the interactions of Earth’s atmosphere, oceans, and land surfaces (E) satellites that are part of a 15-year effort to subject the interactions of Earth’s atmosphere, ocean, and land surfaces Solution: First let’s try to understand the basic structure of the sentence. … AM-1 is one of the many new satellites “that/which clause” “that/which clause” modifies the noun “satellites” in four of the given five options. Note that “satellites” is plural so we need to use the verb “are”. So options (A) and (B) are out. (C) is also incorrect. It looks like “part of 15 years … from space” is a bad attempt at writing an absolute phrase. Absolute phrases modify the entire clause but here we need to modify “satellites” only. Satellites are a part of a 15 year effort to subject A to detailed scrutiny and hence we should use a that/which clause. (D) is incorrect too. It uses another “that clause” – that has subjected the interactions … This “that clause” modifies the noun “effort”, not “15 years”. The effort has subjected A to detailed scrutiny. There is a better way of writing this sentence such that the “that clause” comes immediately after “effort” (E) is correct. Note how it uses the infinitive form immediately after the noun “effort” to indicate how the effort is being used. It is being used to subject A to detailed scrutiny. Hope now you will be able to recognise the different verbals and use them correctly. Getting ready to take the GMAT? Check out one of our many free GMAT resources to get a jump start on your GMAT prep. And as always, be sure to follow us on Facebook, YouTube, Google+, and Twitter for more helpful tips like this one! Karishma, a Computer Engineer with a keen interest in alternative Mathematical approaches, has mentored students in the continents of Asia, Europe and North America. She teaches the GMAT for Veritas Prep and regularly participates in content development projects such as this blog! The post Quarter Wit, Quarter Wisdom: To Learn To-Infinitives appeared first on Veritas Prep Blog.

FROM Veritas Prep Admissions Blog: How to Write a Strong Common App Essay

Over 700 American Colleges and Universities utilize the Common Application system to streamline the application process. Among the many elements of the application itself, you will have to choose ONE of seven Personal Statement prompts to respond to, and you’ll have 250-650 words for your narrative. When you’re staring at the seven Common App essay prompts, the choices can seem overwhelming, and the stakes are high.  Depending on the prompt that you select, you’ll need to write something that is informative and emotionally compelling, but not a cliché. You need to be unique and demonstrate character, while also proving you’ll add insight and experiences to the incoming freshman class. You need to talk about your leadership and accomplishments, but stay humble.  You need to be yourself while also keeping your voice professional.  It’s a lot to convey your authentic self in 650 words or less, but Veritas Prep has you covered with our Personal Statement Guide. Our College Admissions Consultants all have formal admissions decision-making experience, and they have reviewed each of the seven Personal Statement prompts to provide guidance on how to respond to each of the options.  Best of luck! Prompt #1: Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story. Read advice> Prompt #2: The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience? Read advice> Prompt #3: Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome? Read advice> Prompt #4: Describe a problem you’ve solved or a problem you’d like to solve. It can be an intellectual challenge, a research query, an ethical dilemma – anything that is of personal importance, no matter the scale. Explain its significance to you and what steps you took or could be taken to identify a solution. Read advice> Prompt #5: Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others. Read advice> Prompt #6: Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more? Read advice> Prompt #7: Share an essay on any topic of your choice. It can be one you’ve already written, one that responds to a different prompt, or one of your own design. Read advice> Admissions deadlines are approaching! Do you need more help navigating the college admissions process? Fill out our FREE Profile Evaluation for personalized feedback on your unique background! And as always, be sure to follow us on Facebook, YouTube, Google+, and Twitter! The post How to Write a Strong Common App Essay appeared first on Veritas Prep Blog.

FROM Veritas Prep Admissions Blog: Breaking Down the Scale Method for Weighted Averages

Before you dive into this post, make sure you are are familiar with the Scale Method for weighted averages, which we have discussed in previous posts. We know that the scale formula of weighted averages is the following: w1/w2 = (A2 – Aavg)/(Aavg – A1) One point of confusion for many test takers regarding this formula is figuring out what A1, A2, w1 and w2 actually are. Here is the simple answer: they can be anything. You can choose to set up the solution as you want. The only thing is that it must be consistent across. A1 and w1 could be the parameters of either solution; A2 and w2 will be the parameters of the other solution. We could also work with the concentration of either ingredient of the solution. We will illustrate this point with an example GMAT question: A container holds 4 quarts of alcohol and 4 quarts of water. How many quarts of water must be added to the container to create a mixture that is 3 parts alcohol to 5 parts water by volume? (A) 4/3 (B) 5/3 (C) 7/3 (D) 8/3 (E) 10/3 Now, we have been given two solutions that we have to mix: A container holding 4 quarts of alcohol and 4 quarts of water Water (which means it has no alcohol in it) When these solutions are mixed together, they give us a mixture that is 3 parts alcohol to 5 parts water by volume. So, what are A1, w1, A2, w2 and Aavg? We can work with the concentration of either alcohol or water. Let’s first see how we can work with the concentration of water: Method 1: A1 is the concentration of water in the solution of 4 quarts of alcohol and 4 quarts of water. So A1 = 4/8. w1 is the volume of this solution. A2 is the concentration of water in the solution of water only. So A2 = 8/8 (we want to write this in the same format that we write A1 in.) w2 is the volume of this solution. Aavg is the concentration of water in the final solution i.e. 5/8 w1/w2 = (A2 – Aavg)/(Aavg – A1) w1/w2 = (8/8 – 5/8)/(5/8 – 4/8) w1/w2 = 3/1 So 3 parts of the solution with alcohol and water should be mixed with 1 part of pure water. Method 2: A1 is the concentration of water in pure water. So A1 is 8/8 w1 is the volume of this solution. A2 is the concentration of water in the solution of 4 quarts alcohol and 4 quarts water. So A2 is 4/8 w2 is the volume of this solution. Aavg is the concentration of water in the final solution i.e. 5/8 w1/w2 = (A2 – Aavg)/(Aavg – A1) w1/w2 = (4/8 – 5/8)/(5/8 – 8/8) w1/w2 = 1/3 So 1 part of water should be mixed with 3 parts of the solution with alcohol and water (same result as above). Now we will see how to work with the concentration of alcohol. Of course the result will be the same. Method 3: A1 is the concentration of alcohol in the solution of 4 quarts alcohol and 4 quarts water. So A1 is 4/8. w1 is the volume of this solution. A2 is the concentration of alcohol in the solution of water only. So A2 is 0/8 (to write in the same way as above) w2 is the volume of this solution. Aavg is the concentration of alcohol in the final solution i.e. 3/8 w1/w2 = (A2 – Aavg)/(Aavg – A1) w1/w2 = (0/8 – 3/8)/(3/8 – 4/8) w1/w2 = 3/1 So 3 parts of the solution with alcohol and water should be mixed with 1 part of pure water (same as above). Method 4: A1 is the concentration of alcohol in pure water. So A1 is 0/8 w1 is the volume of this solution. A2 is the concentration of alcohol in the solution of 4 quarts alcohol and 4 quarts water. So A2 is 4/8. w2 is the volume of this solution. Aavg is the concentration of alcohol in the final solution i.e. 3/8 w1/w2 = (A2 – Aavg)/(Aavg – A1) w1/w2 = (4/8 – 3/8)/(3/8 – 0/8) w1/w2 = 1/3 So 1 part of pure water should be mixed with 3 parts of the solution with alcohol and water (same result as above). Hope there will be no confusion about this in future. Getting ready to take the GMAT? Check out one of our many free GMAT resources to get a jump start on your GMAT prep. And as always, be sure to follow us on Facebook, YouTube, Google+, and Twitter for more helpful tips like this one! Karishma, a Computer Engineer with a keen interest in alternative Mathematical approaches, has mentored students in the continents of Asia, Europe and North America. She teaches the GMAT for Veritas Prep and regularly participates in content development projects such as this blog! The post Breaking Down the Scale Method for Weighted Averages appeared first on Veritas Prep Blog.

FROM Veritas Prep Admissions Blog: Why We Need to Redraw GMAT Geometry Figures

Many test takers, though good at Math find Data Sufficiency difficult. They are much more used to the straight forward Problem Solving pattern. The very principles behind the two question types are very different. In Problem Solving questions, our target is to find just one solution. For example, when we have questions involving percentages, we assume some values and get the answer. No matter what values we assume, we will always get the same answer as long as the integrity of the data is maintained. In Data Sufficiency questions, our target is to find multiple possible solutions  after using all the given data and arrive at answer (E). If we are unable to find more than 1 solution using either statement (1) and/or statement (2), we arrive at answers (A), (B), (C) or (D). The aim is diametrically opposite in the two cases. Therefore, our strategies in the two cases would also be different and they are. Consider Geometry questions with figures in them. In Problem Solving questions, we try to make the figures as symmetrical as possible under the given constraints. With symmetrical figures, it is easier to get an answer. One answer is all we need. In Data Sufficiency questions, we try to make the figures as extreme as possible. Only the given data should hold in such a figure and no symmetry should exist in the other dimensions. Only then will we be able to really figure out whether the given information is enough to arrive at a unique answer. Let’s explain this using two examples: Problem Solving Question   PSvsDSQuesPS1.jpg ********************************   In the figure above, the area of square PQRS is 64. What is the area of triangle QRT? (A) 48 (B) 32 (C) 24 (D) 16 (E) 8 This is a Problem Solving question. All we are given is that PQRS is a square. Note that the location of point T is not defined. It is just any point on side PS. We can place it anywhere we like as long as it is on PS. At what point will it be easy for us to calculate the area of triangle QRT? Of course, T could be the middle point of PS (bringing in symmetry) and we could calculate the area of the triangle or we could make it coincide with S so that QRT is a right triangle half of square PQRS. Then, the area of triangle QRT will simply be half of 64, i.e. 32. Note that we don’t necessarily need to do this. We can assume T to be a random point, drop an altitude from T to QR, find that the length of the altitude will be same as the side of the square, find that side of the square will be √(64) = 8 and area of triangle QRT will be (1/2)*8*8 = 32 We will arrive at the same answer of course! But, assuming a better position for point T (but only because it is not defined) will cut the calculations and help us arrive directly at 32 from 64. Data Sufficiency Question   PSvsDSQuesDS1.jpg ********************************   If AD is 6 and ADC is a right angle, what is the area of triangular region ABC? Statement 1: Angle ABD = 60° Statement 2: AC = 12 Looking at the figure, many test takers are tempted to think that the altitude AD will bisect BC. Note that that may not be the case. According to the data given in the question stem alone, the figure could very well look something like this:   PSvsDSQuesDS2.jpg ********************************   All we know is that ADC is a right angle and the length of the altitude is 6. We don’t know whether any of the sides are equal, etc. Hence, it is a good idea to redraw the figure with extreme proportions – one side much greater than the other. Now we can use the given statements to re-adjust the proportions. Area of triangle ABC = (1/2)*AD*BC We know that AD is 6. But we don’t know BC. Let’s examine each of the statements separately. Statement 1: Angle ABD = 60° This statement tells us that triangle ABD is a 30-60-90 triangle. Knowing the length of AD will give us the length of the other two sides too. But here is the problem – to know BC, we need to know length of CD too. That we cannot find from this statement alone. This statement alone is not sufficient to answer the question. Statement 2: AC = 12 We know that ADC is a right angled triangle. Knowing AC and AD, we can find the length of CD using Pythagorean Theorem. But we cannot find BD using this statement and that is needed to get the length of BC. This statement alone is also not sufficient to answer the question. Using both statements, we can find the lengths of both BD and CD, and hence, can find the length of BC. This will give us the area of the triangle. Therefore, our answer is C. Note here that if we mistakenly assume that D is the mid point of BC, we might come to the conclusion that each statement alone is sufficient and might mark the answer as D, instead of C. Hence, it is a good idea to redraw the given figure in a Data Sufficiency question to ensure that it has as little symmetry as possible. Getting ready to take the GMAT? Check out one of our many free GMAT resources to get a jump start on your GMAT prep. And as always, be sure to follow us on Facebook, YouTube, Google+, and Twitter for more helpful tips like this one! Karishma, a Computer Engineer with a keen interest in alternative Mathematical approaches, has mentored students in the continents of Asia, Europe and North America. She teaches the GMAT for Veritas Prep and regularly participates in content development projects such as this blog!   The post Why We Need to Redraw GMAT Geometry Figures appeared first on Veritas Prep Blog.

FROM Veritas Prep Admissions Blog: Complexities of Parallelism – Part I

Parallelism is one of the most common errors tested on GMAT, and debatably, one of the most tricky too! At times, due to the complexity of the sentence, we may not realise that elements should be in parallel; at others we may not realise that they should NOT be in parallel! (discussed in a previous post) We see parallelism in many cases in GMAT. Some of them are: A list of elements Co-ordinating and correlative conjunctions such as “and”, “but”, “both … and…”, “either … or…” etc Stating a comparison such as “compared to A, B” Idioms involving elements in parallel such as “consider A B” On the face of it, it seems quite simple and straight forward – all acting verbs or all nouns etc, but if a GMAT question focusses on it, it is bound to be more complicated than that. Parallelism depends on both, the form and the function of the words. Also, it is important to decipher the logic of the sentence – should the elements be in parallel in the first place? If yes, then which elements should be in parallel? We also need to worry about when to repeat a particular word in all parallel elements and when not to. We know the thumb rule – either repeat in all or use only once in the beginning. But when is it a good idea to repeat the word in all elements? Yes, it isn’t that simple after all! But let’s answer all these questions using a couple of examples. Question 1: It is no surprise that Riyadh, the Saudi capital where people revere birds of prey and ride camels regularly, is home to the world’s largest hospital for falcons, a place where falcons from all over the world are treated in operating rooms, an ophthalmology department, and a pox area, and to the largest veterinary clinic for desert mammals, a place where camels and other desert species are expertly cared for. (A) an ophthalmology department, and a pox area, and to the largest veterinary clinic for desert mammals, a place where camels and other desert species are expertly cared for. (B) an ophthalmology department, a pox area, and the largest veterinary clinic for desert mammals, where camels and other desert species are expertly cared for. (C) an ophthalmology department, to a pox area, and to the largest veterinary clinic for desert mammals, a place where camels and other desert species are expertly cared for. (D) to an ophthalmology department, and to a pox area and the largest veterinary clinic for desert mammals, a place where camels and other desert species are expertly cared for. (E) an ophthalmology department and a pox area, and the largest veterinary clinic for desert mammals, a place where camels and other desert species are expertly cared for. Solution: There are lots of commas and lots of different elements in the sentence. Logically, we see that Riyadh is home to the largest hospital for falcons and to the veterinary clinic for desert mammals. It can’t be home to operating rooms, an ophthalmology department, and a pox area! These are places inside a hospital! So then, here is the structure of the sentence: It is no surprise that Riyadh, …, is home to A and to B. A and B should be in parallel. Within A, we have a list of elements too. A – the world’s largest hospital for falcons, a place where falcons from all over the world are treated in X, Y and Z X – operating rooms Y – an ophthalmology department Z – a pox area B – the largest veterinary clinic for desert mammals, a place where camels and other desert species are expertly cared for Therefore, to show parallelism between A and B, we have used “to” with both to show the beginning of the parallel elements. This separates them from the other set of parallel elements – X, Y and Z. Note that only option (A) satisfies these conditions and hence is the correct answer here. Takeaways The first thing to do is to figure out the logic of the sentence to see which elements should be in parallel and which shouldn’t. After that, put those that need to be in parallel. We might need to repeat certain words to signal the start of parallel elements when we have other intertwined lists too. We will leave you with a question now. We will discuss it in detail in our next post. Question 2: Geologists believe that the warning signs for a major earthquake may include sudden fluctuations in local seismic activity, tilting and other deformations of the Earth’s crust, changing the measured strain across a fault zone, and varying the electrical properties of underground rocks. (A) changing the measured strain across a fault zone, and varying (B) changing measurements of the strain across a fault zone, and varying (C) changing the strain as measured across a fault zone, and variations of (D) changes in the measured strain across a fault zone, and variations in (E) changes in measurements of the strain across a fault zone, and variations among Getting ready to take the GMAT? Check out one of our many free GMAT resources to get a jump start on your GMAT prep. And as always, be sure to follow us on Facebook, YouTube, Google+, and Twitter for more helpful tips like this one! Karishma, a Computer Engineer with a keen interest in alternative Mathematical approaches, has mentored students in the continents of Asia, Europe and North America. She teaches the GMAT for Veritas Prep and regularly participates in content development projects such as this blog! The post Complexities of Parallelism – Part I appeared first on Veritas Prep Blog.

Hi! Can i please get your valuable insights here?
I scored a 670 gmat! I am looking at Mim one year programs.

Do i stand a chance at LBS, LSE or NUS?
Also what other schools would you recommend?

Here is a little background on my profile:

Age: 21 (Indian Female)
Class 10: cgpa 10
Class 12: 94.5%
Graduation: 70% ( First division from GNDU. Accredited with A status from Naac)

Internships:
*Accountancy Intern, Sports Specialist Pvt. Limited, Jalandhar (June 2015- August 2015)
*Management Intern, Universal Sports Industry (December 2015- February 2016)

Work Experience and background:
I come from a business family and eventually want to set up my own business.
Currently working with father since first year of college.
Expanded work and set up two independent units of my own.
Working on 2 more projects with him.

Have a decent range of curricular activities and social work.

Thanks a lot
aggarwal.srishti@yahoo.com

FROM Veritas Prep Admissions Blog: Starting the Common Application: Your 2018-2019 Personal Statement Prompts

The Common Application has made a major announcement! It’s only January, and they’ve announced that they will not be making any changes to the 2018-2019 Personal Statement prompts from the 2017-2018 season. This means that if you are in the Class of 2019, your Personal Statement prompts are available to you, and you can officially begin your college application process! Your personal statement prompts are as follows: 1. Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story. 2. The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience? 3. Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome? 4. Describe a problem you’ve solved or a problem you’d like to solve. It can be an intellectual challenge, a research query, an ethical dilemma – anything that is of personal importance, no matter the scale. Explain its significance to you and what steps you took or could be taken to identify a solution. 5. Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others. 6. Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more? 7. Share an essay on any topic of your choice. It can be one you’ve already written, one that responds to a different prompt, or one of your own design. If you’re having trouble getting started with your Common Application essays, Veritas Prep has you covered. Our college admissions experts have broken down each Common App prompt to tell you what college admissions committees are really looking for in your answers to each question, and to offer actionable tips for how to start the writing process for your own essays. You can read our thoughts here: Common App Prompt #1 Common App Prompt #2 Common App Prompt #3 Common App Prompt #4 Common App Prompt #5 Common App Prompt #6 Common App Prompt #7 Do you need more help navigating the college admissions process? Visit our College Admissions website and fill out our FREE Profile Evaluation for personalized feedback on your unique background! And as always, be sure to follow us on Facebook, YouTube, Google+, and Twitter! The post Starting the Common Application: Your 2018-2019 Personal Statement Prompts appeared first on Veritas Prep Blog.

FROM Veritas Prep Admissions Blog: How to Spend Your Summer Months in High School

It may not seem like it now, especially if you’re looking outside at a pile of snow… but summer is right around the corner! Year after year, there is an increased focus from admissions committees at top schools on how students spend their summer months. While it is called summer “break,” we know that you need to spend your “break” being productive, too! We’ve compiled our list of the best ways to spend your summer months to maximize both preparedness and relaxation! 1) Strengthen your Candidacy This one is general, but probably the most important. Summer months are your break from school, so you have opportunities to strengthen parts of your candidacy outside of your classroom performance. Here are some ideas for how to spend that valuable time: Participate in a competitive academic program Now is the time to apply to competitive academic summer programs. Admissions committees will evaluate how you have explored academic interests outside of your high school curriculum, and participating in an academic summer program is an excellent way to demonstrate your pursuit of academic interests outside of school. Any program that allows you to take additional coursework, study on a college campus or participate in research with a working professional is a great choice! Participate in a meaningful volunteer opportunity Admissions committees also care deeply about how you have supported your community and developed an interest in community involvement. If you reflect on your extracurricular activities and find that you have not been too involved in bettering your community, summer months are a great time to find a worthy organization and get your hands dirty! Focus on test prep If you’ve already taken the ACT or SAT and don’t have your desired score, you should spend summer months preparing to take the exam again. It’s easier to focus on test prep when you’re not knee deep in your AP Physics and Honors Literature class, so utilize the summer months to focus on test prep and increase your score before you begin the college applications! 2) Explore colleges – virtually or in person Use your summer months to explore colleges in-person or virtually. While it’s not an ideal time to visit college campuses because the student population is much smaller than during the school year, it’s typically the best time for families to travel together. Make the most of your visits by meeting with an admissions representative personally, talking with current students and professors. If physically visiting campuses is not possible, take advantage of the World Wide Web and the fabulous resources available at your fingertips! Most colleges will offer virtual tours on their website and admissions representatives make themselves available for calls from prospective students! 3) Finalize your school list One of the biggest mistakes we see students make is beginning their senior year without a finalized school list. By the time you step foot at your school as a mighty and all-knowing senior, you should have your school list finalized – a balance between reach, match and safety schools. 4) Enjoy yourself Finally, it’s your break. Take a breather and enjoy yourself. Spend time with your friends and family, sleep in and soak up the sun. While it’s important to focus on college readiness, we also know that balance is key. Enjoy! Do you need help with your college applications? Visit our College Admissions website and fill out our FREE Profile Evaluation for personalized feedback on your unique background! And as always, be sure to follow us on Facebook, YouTube, Google+, and Twitter! The post How to Spend Your Summer Months in High School appeared first on Veritas Prep Blog.

FROM Veritas Prep Admissions Blog: How Does Scoring Differ Between the GMAT and the GRE?

It’s a new year, and thus a good time to undertake a new intellectual challenge. For me, this challenge will take the form of teaching new classes on GRE preparation. Because the test has changed so much over the years, I thought it might be interesting to delineate my impressions of the newer incarnation, both in terms of how the GRE differs from the GMAT and in terms of how the GRE has evolved over time. Observation 1: The formats are different.  The GRE has two Quantitative sections and two Verbal sections of 30 minutes each, while the GMAT has a single Quantitative section and a single Verbal section of 75 minutes each. Moreover, while the GMAT is adaptive by the question, the GRE is adaptive by section.  Do well on the first GRE Quantitative section and the entire next section will escalate in difficulty. (My impression: while the GRE does adjust from section to section, it does so in a way that feels significantly subtler than the GMAT exam.) Observation 2: The two Quantitative sections on the GRE are much easier than the one Quantitative section on the GMAT. This is typically the most conspicuous difference test-takers notice. In our GMAT courses, we have a skill-builder section that allows students to re-master the basics before delving into a discussion about the types of higher-order thinking the GMAT will require. In other words, it’s not enough to simply recall the various rules, axioms, and equations we’ve forgotten from high school – those foundational elements will need to be applied in creative ways. While the GRE does require some higher-order thinking, on many quantitative questions simply having the foundational skills is enough to arrive at the correct answer. The strategic element is more about how to arrive at these answers in a timely manner and how to avoid panicking on the few hairier questions that will likely come your way. Moreover, in lieu of the GMAT’s dreaded Data Sufficiency questions, the GRE has Quantitative Comparison questions, in which a test-taker is asked to compare the relative magnitude of two quantities – it’s possible that one quantity is larger than the other, that the two quantities are equal, or that it’s not possible to determine which quantity is larger. After grappling with knotty Data Sufficiency questions, a test-taker is likely to find Quantitative Comparison to be blessedly straightforward. Better yet, the GRE will allow you to return to questions once you’ve answered them, granting test-takers more opportunities to weed out careless mistakes. If that weren’t enough, on the GRE, you’ll have access to an on-screen calculator. So there are perks. Observation 3: The GRE’s scoring algorithm is much less forgiving than the GMAT’s. Of course, there’s a rub. The GRE’s Quantitative section might be easier in terms of the difficulty level of the questions, but that doesn’t necessarily mean that it’s easier to score well. If you’re able to ascend to the more difficult question levels on the GMAT, you can miss many of them and still do well. Not so on the GRE, where you need to be pretty close to perfect to achieve an elite score. Observation 4:  The Verbal on the GRE can be trickier. Like the GMAT, the GRE has a Reading Comprehension component. But unlike the GMAT, the GRE questions will often ask you to select “all that apply,” meaning that you may need to select as many as three correct assertions in order to receive credit for a question. Select two of the three? You get the question wrong. No partial credit. And while the GRE doesn’t have any Sentence Correction questions, it does have Sentence Completion questions, and these questions often come down to either recognizing somewhat obscure vocabulary words or utilizing more familiar words in less familiar ways. Ultimately, in my experience, most test-takers will score at comparable percentile levels if they were to take both exams. Choosing which test is better for you might be a question of fit or comfort more than anything else. And while there’s a fair amount of overlap between the two exams, they feel different enough that you wouldn’t want to prepare for one and simply assume that you’re ready for the other. Each test has its own strategic texture and its own idiosyncrasies, so you want to be sure that you’ve worked through a curriculum specifically designed for the test in question before you sit for the exam. Regardless of whether you take the GMAT or GRE, Veritas Prep is committed to helping you prepare to do your best on test day! Jump start your prep by taking advantage of Veritas Prep’s various free GMAT resources and free GRE resources to determine which test is right for you. This article was written by Veritas Prep instructor David Goldstein. Be sure to follow us on Facebook, YouTube, Google+, and Twitter for more helpful articles like these! The post How Does Scoring Differ Between the GMAT and the GRE? appeared first on Veritas Prep Blog.