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11 Oct 2012, 09:53
Kudos
Bookmarks
Hi Experts,
I read in some RC notes that it is very helpful to identify subject-verb and modifier in Reading Comprehension. Given the complex statements of GMAT RCs, I see that the knowledge of SV-M could be used to identify who....what...why...how details of the action, however I am not able to fully grasp(and apply) this concept on my own.
please explain the correct usage to SV nd M identification in comprehending RCs
BTW My strategy for RC is to make short notes(RC diagram I call it)
Adjective (A), Past Participle (PP), Present Participle (PR-P), Noun (N), Gerund (G),
Verb (V)
During (Prep) the nineteenth (A) century (N), occupational (A) information (N) about women
that was provided (Passive Verb) by the United States (A) census (N) —a population (A)
count (N) conducted (PP) each decade—became (V) more detailed (A) and precise (A) in
response to social (A) changes (N). Through 1840, simple (A) enumeration (N) by household
(N) mirrored (V) a home-based (A) agricultural (A) economy (N) and hierarchical (A) social
(A) order (N): the head (N) of the household (N) (presumed male or absent) was specified
(Passive Verb) by name, whereas other (A) household (A) members (N) were only indicated
(Passive Verb) by the total (A) number (N) of persons (N) counted (PP) in various (A)
categories (N), including (PR-P) occupational (A) categories (N). Like farms (N), most
enterprises (N) were family-run (Passive Verb), so that the census (N) measured (V)
economic (A) activity (N) as an attribute (N) of the entire (A) household (N), rather than of
individuals (N).
The 1850 (A) census (N), partly responding (PR-P) to antislavery (A) and women's-rights (A)
movements (N), initiated (V) the collection (N) of specific (A) information (N) about each
individual (N) in a household (N). Not until 1870 was occupational (A) information (N)
analyzed (Passive Verb) by gender (N): the census (A) superintendent (N) reported (V) 1.8
million women (N) employed (PP) outside the home (N) in "gainful (A) and reputable (A)
occupations (N)." In addition, he arbitrarily attributed (V) to each family one woman "keeping
(PR-P) house (N)." Overlap (N) between the two groups (N) was not calculated (Passive
Verb) until 1890, when the rapid (A) entry (N) of women (N) into the paid (PP) labor (A) force
(N) and social (A) issues (N) arising (PR-P) from industrialization (N) were causing (V)
women's (A) advocates (N) and women (A) statisticians (N) to press (Verb – infinitive) for
more thorough (A) and accurate (A) accounting (G) of women's (A) occupations (N) and wages
(N).
I read in some RC notes that it is very helpful to identify subject-verb and modifier in Reading Comprehension. Given the complex statements of GMAT RCs, I see that the knowledge of SV-M could be used to identify who....what...why...how details of the action, however I am not able to fully grasp(and apply) this concept on my own.
please explain the correct usage to SV nd M identification in comprehending RCs
BTW My strategy for RC is to make short notes(RC diagram I call it)
sample passage
from the notes where the above stated concept was mentioned:Adjective (A), Past Participle (PP), Present Participle (PR-P), Noun (N), Gerund (G),
Verb (V)
During (Prep) the nineteenth (A) century (N), occupational (A) information (N) about women
that was provided (Passive Verb) by the United States (A) census (N) —a population (A)
count (N) conducted (PP) each decade—became (V) more detailed (A) and precise (A) in
response to social (A) changes (N). Through 1840, simple (A) enumeration (N) by household
(N) mirrored (V) a home-based (A) agricultural (A) economy (N) and hierarchical (A) social
(A) order (N): the head (N) of the household (N) (presumed male or absent) was specified
(Passive Verb) by name, whereas other (A) household (A) members (N) were only indicated
(Passive Verb) by the total (A) number (N) of persons (N) counted (PP) in various (A)
categories (N), including (PR-P) occupational (A) categories (N). Like farms (N), most
enterprises (N) were family-run (Passive Verb), so that the census (N) measured (V)
economic (A) activity (N) as an attribute (N) of the entire (A) household (N), rather than of
individuals (N).
The 1850 (A) census (N), partly responding (PR-P) to antislavery (A) and women's-rights (A)
movements (N), initiated (V) the collection (N) of specific (A) information (N) about each
individual (N) in a household (N). Not until 1870 was occupational (A) information (N)
analyzed (Passive Verb) by gender (N): the census (A) superintendent (N) reported (V) 1.8
million women (N) employed (PP) outside the home (N) in "gainful (A) and reputable (A)
occupations (N)." In addition, he arbitrarily attributed (V) to each family one woman "keeping
(PR-P) house (N)." Overlap (N) between the two groups (N) was not calculated (Passive
Verb) until 1890, when the rapid (A) entry (N) of women (N) into the paid (PP) labor (A) force
(N) and social (A) issues (N) arising (PR-P) from industrialization (N) were causing (V)
women's (A) advocates (N) and women (A) statisticians (N) to press (Verb – infinitive) for
more thorough (A) and accurate (A) accounting (G) of women's (A) occupations (N) and wages
(N).
11 Oct 2012, 22:54
Kudos
Bookmarks
Maverick04308
Hi Experts,
I read in some RC notes that it is very helpful to identify subject-verb and modifier in Reading Comprehension. Given the complex statements of GMAT RCs, I see that the knowledge of SV-M could be used to identify who....what...why...how details of the action, however I am not able to fully grasp(and apply) this concept on my own.
please explain the correct usage to SV nd M identification in comprehending RCs
BTW My strategy for RC is to make short notes(RC diagram I call it)
Adjective (A), Past Participle (PP), Present Participle (PR-P), Noun (N), Gerund (G),
Verb (V)
During (Prep) the nineteenth (A) century (N), occupational (A) information (N) about women
that was provided (Passive Verb) by the United States (A) census (N) —a population (A)
count (N) conducted (PP) each decade—became (V) more detailed (A) and precise (A) in
response to social (A) changes (N). Through 1840, simple (A) enumeration (N) by household
(N) mirrored (V) a home-based (A) agricultural (A) economy (N) and hierarchical (A) social
(A) order (N): the head (N) of the household (N) (presumed male or absent) was specified
(Passive Verb) by name, whereas other (A) household (A) members (N) were only indicated
(Passive Verb) by the total (A) number (N) of persons (N) counted (PP) in various (A)
categories (N), including (PR-P) occupational (A) categories (N). Like farms (N), most
enterprises (N) were family-run (Passive Verb), so that the census (N) measured (V)
economic (A) activity (N) as an attribute (N) of the entire (A) household (N), rather than of
individuals (N).
The 1850 (A) census (N), partly responding (PR-P) to antislavery (A) and women's-rights (A)
movements (N), initiated (V) the collection (N) of specific (A) information (N) about each
individual (N) in a household (N). Not until 1870 was occupational (A) information (N)
analyzed (Passive Verb) by gender (N): the census (A) superintendent (N) reported (V) 1.8
million women (N) employed (PP) outside the home (N) in "gainful (A) and reputable (A)
occupations (N)." In addition, he arbitrarily attributed (V) to each family one woman "keeping
(PR-P) house (N)." Overlap (N) between the two groups (N) was not calculated (Passive
Verb) until 1890, when the rapid (A) entry (N) of women (N) into the paid (PP) labor (A) force
(N) and social (A) issues (N) arising (PR-P) from industrialization (N) were causing (V)
women's (A) advocates (N) and women (A) statisticians (N) to press (Verb – infinitive) for
more thorough (A) and accurate (A) accounting (G) of women's (A) occupations (N) and wages
(N).
I read in some RC notes that it is very helpful to identify subject-verb and modifier in Reading Comprehension. Given the complex statements of GMAT RCs, I see that the knowledge of SV-M could be used to identify who....what...why...how details of the action, however I am not able to fully grasp(and apply) this concept on my own.
please explain the correct usage to SV nd M identification in comprehending RCs
BTW My strategy for RC is to make short notes(RC diagram I call it)
sample passage
from the notes where the above stated concept was mentioned:Adjective (A), Past Participle (PP), Present Participle (PR-P), Noun (N), Gerund (G),
Verb (V)
During (Prep) the nineteenth (A) century (N), occupational (A) information (N) about women
that was provided (Passive Verb) by the United States (A) census (N) —a population (A)
count (N) conducted (PP) each decade—became (V) more detailed (A) and precise (A) in
response to social (A) changes (N). Through 1840, simple (A) enumeration (N) by household
(N) mirrored (V) a home-based (A) agricultural (A) economy (N) and hierarchical (A) social
(A) order (N): the head (N) of the household (N) (presumed male or absent) was specified
(Passive Verb) by name, whereas other (A) household (A) members (N) were only indicated
(Passive Verb) by the total (A) number (N) of persons (N) counted (PP) in various (A)
categories (N), including (PR-P) occupational (A) categories (N). Like farms (N), most
enterprises (N) were family-run (Passive Verb), so that the census (N) measured (V)
economic (A) activity (N) as an attribute (N) of the entire (A) household (N), rather than of
individuals (N).
The 1850 (A) census (N), partly responding (PR-P) to antislavery (A) and women's-rights (A)
movements (N), initiated (V) the collection (N) of specific (A) information (N) about each
individual (N) in a household (N). Not until 1870 was occupational (A) information (N)
analyzed (Passive Verb) by gender (N): the census (A) superintendent (N) reported (V) 1.8
million women (N) employed (PP) outside the home (N) in "gainful (A) and reputable (A)
occupations (N)." In addition, he arbitrarily attributed (V) to each family one woman "keeping
(PR-P) house (N)." Overlap (N) between the two groups (N) was not calculated (Passive
Verb) until 1890, when the rapid (A) entry (N) of women (N) into the paid (PP) labor (A) force
(N) and social (A) issues (N) arising (PR-P) from industrialization (N) were causing (V)
women's (A) advocates (N) and women (A) statisticians (N) to press (Verb – infinitive) for
more thorough (A) and accurate (A) accounting (G) of women's (A) occupations (N) and wages
(N).
Unlike 2-3 line SC questions, RC passages are long. You cannot focus on the role being played by each word. Else you will spend half an hour analyzing just one passage. Try to read regularly to increase your speed and comprehension. You will be able to get most of the passage. If there is a question based on a particular sentence, you can go back to it and analyze the sentence properly. What is the verb? What is the subject? Ignore the modifiers to understand the basic skeleton of the sentence etc. Breaking apart the sentence is a strategy useful for SC. It should be used only rarely in RC.
cavishnu1992
Joined: 04 Jul 2022
Last visit: 26 Jan 2023
Posts: 1
Given Kudos: 7
Location: India
Schools: Rotman '24 INSEAD Jan'23 intake
GPA: 4
22 Jul 2022, 04:28
Kudos
Bookmarks
Even I had similar doubt, I found this concept in few notes of 1 tutor from Banglore. It is total waste of time. In my experience understanding the RC passage & identifying its logical structure is most important. Taking very short notes paragraph wise as you read can help.
