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# That educators have not anticipated the impact of

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Re: That educators have not anticipated the impact of [#permalink]

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11 Aug 2011, 18:48
You got it. C is clear, concise and complete.

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Re: That educators have not anticipated the impact of [#permalink]

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11 Aug 2011, 19:34
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IMO D..
This is how differentiated between C and D
Hope this helps.

Jasontuyj2012 wrote:
That educators have not anticipated the impact of microcomputer technology can hardly be said that it is their fault: Alvin Toffler, one of the most prominent students of the future, did not even mention microcomputers in Future Shock, published in 1970.
(C) It can hardly be said that it is the fault of educators who have not anticipated the impact of microcomputer technology
What is second it referring to in the sentence.

(D) It can hardly be said that educators are at fault for not anticipating the impact of microcomputer technology
Looks correct. Clear and concise

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Re: That educators have not anticipated the impact of [#permalink]

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28 Jan 2012, 16:07
Chose D because it clearly states both clauses and uses That correctly.
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Re: That educators have not anticipated the impact of [#permalink]

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02 Feb 2012, 20:23
+1 D

"That + clause" acting as a subject is not prefered by the GMAT. A "placeholder IT" is better.
The correct idiom is "fault for".
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Re: That educators have not anticipated the impact of [#permalink]

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02 Feb 2012, 22:11
Jasontuyj2012 wrote:
That educators have not anticipated the impact of microcomputer technology can hardly be said that it is their fault: Alvin Toffler, one of the most prominent students of the future, did not even mention microcomputers in Future Shock, published in 1970.

(A) That educators have not anticipated the impact of microcomputer technology can hardly be said that it is their fault
(B) That educators have not anticipated the impact of microcomputer technology can hardly be said to be at fault
(C) It can hardly be said that it is the fault of educators who have not anticipated the impact of microcomputer technology
(D) It can hardly be said that educators are at fault for not anticipating the impact of microcomputer technology
(E) The fact that educators are at fault for not anticipating the impact of microcomputer technology can hardly be said

[Reveal] Spoiler: My doubt
Well, this post has already been posted, but there are no answers to explain why C isn't correct?

I think C is more clear. pls come a master to explain it. Thank you

Quote:
(C) It can hardly be said that it is the fault of educators who have not anticipated the impact of microcomputer technology

In my opinion, in answer choice (C) the second 'it' causes pronoun referent error.
Furthermore, between "that it is the fault of educators who have not anticipated" and "that educators are at fault for not anticipating", the latter is a better construction.

Thus, D is the correct choice.
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Re: That educators have not anticipated the impact of [#permalink]

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04 Sep 2012, 09:33
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metallicafan wrote:
+1 D

"That + clause" acting as a subject is not prefered by the GMAT. A "placeholder IT" is better.
The correct idiom is "fault for".

hey thanks.

I just see one problem with D; please help me understand why it is not true, if atall.

A pen is for writing - CORRECT
I picked up the pen (in order) to write - CORRECT
I picked up the pen for writing - INCORRECT

for - specifies the purpose of an object and "in order to" specifies purpose of an action.

So, D choice also uses ".. for not anticipating the impact .." - wouldn't this be wrong? If not, are my above examples wrong? If they are, pls explain why. Thank you.

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Re: That educators have not anticipated the impact of [#permalink]

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21 Sep 2012, 23:24
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A - That educators have not anticipated the impact of microcomputer technology can hardly be said that it is their fault

That something has happened can hardly be said that it is their fault.
something = educators have not anticipated the impact of microcomputer technology

The second that is problematic.

If we change the construction to - That educators have not anticipated the impact of microcomputer technology can hardly be said to be their fault, I don't see any grammatical lapses, the construction is inelegant and awkward. I would look for a better construction.

B - That educators have not anticipated the impact of microcomputer technology can hardly be said to be at fault

That something has happened can hardly be said to be at fault.
something = educators have not anticipated the impact of microcomputer technology

What does it even mean? Who is at fault? An event cannot be at fault.

C - It can hardly be said that it is the fault of educators who have not anticipated the impact of microcomputer technology

who have not anticipated the impact of microcomputer technology is just a modifier modifying educators. So the sentence in essence reads - It can hardly be said that it is the fault of a certain kind of educators.

certain kind - those educators who have not anticipated the impact of microcomputer technology

Now what is the fault of educators? it has no referent.

E - The fact that educators are at fault for not anticipating the impact of microcomputer technology can hardly be said.

Something can hardly be said - Okay

Something - The fact that educators are at fault for not anticipating the impact of microcomputer technology

- Changes meaning. it is not a fact that educators are at fault for not anticipating the impact of microcomputer technology. In fact this very thing is debatable.

D - It can hardly be said that educators are at fault for not anticipating the impact of microcomputer technology - Perfect.
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Re: That educators have not anticipated the impact of [#permalink]

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28 Jan 2013, 05:42
mbassmbass04 wrote:
That educators have not anticipated the impact of microcomputer technology can hardly be said that it is their fault : Alvin Toffler, one of the most prominent students of the future, did not even mention microcomputers in Future Shock, published in 1970

(A) That educators have not anticipated the impact of microcomputer technology can hardly be said that it is their fault to lower the underground water level and to dig trenches
(B)That educators have not anticipated the impact of microcomputer technology can hardly be said to be at fault
(C)It can hardly be said that it is the fault of educators who have not anticipated the impact of microcomputer technology
(D)It can hardly be said that educators are at fault for not anticipating the impact of microcomputer technology
(E)The fact that educators are at fault for not anticipating the impact of microcomputer technology can hardly be said.

Option A and the underlined section in the question are not the same . I dont quiet get this. Can someone help clarify if this is common ? or , how do u read/interpret this ?
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Re: That educators have not anticipated the impact of [#permalink]

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31 Jan 2013, 20:53
the educator is at fault

the action of educator is at falt.

if 2 abose stand alone, both are correct and logic.

similar case is

I like him learning english
I like his learning english

both above sentences are corect if they stand alone.

but when 2 cases above stand together, one of them must be wrong and gmat test us how to convey the intended meaning. one of the meaning will be the distorted meaning.

using common sense to realize the intended meaning, which is "educator at fault" not the action of educator at fault in B

we are often forced to face at leat 2 choices which are both logic and grammatical if they stand alone. we are forced to dicide which is intended meaning ,using common sense.

this is gmat way of thinking and how the test work.

pls comment
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Re: That educators have not anticipated the impact of [#permalink]

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03 May 2013, 06:56
That educators have not anticipated the impact of microcomputer technology can hardly be said that it is their fault : Alvin Toffler, one of the most prominent students of the future, did not even mention microcomputers in Future Shock, published in 1970

(A) That educators have not anticipated the impact of microcomputer technology can hardly be said that it is their fault
(B)That educators have not anticipated the impact of microcomputer technology can hardly be said to be at fault
(C)It can hardly be said that it is the fault of educators who have not anticipated the impact of microcomputer technology
(D)It can hardly be said that educators are at fault for not anticipating the impact of microcomputer technology
(E)The fact that educators are at fault for not anticipating the impact of microcomputer technology can hardly be said.

HI all i am opening this thread again because i dint got the previous explanation quite convincing....so will request the experts also to share their thoughts.

as per my understanding i was able to eliminate A ,B but was stuck in C D E...

thanks
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Re: That educators have not anticipated the impact of [#permalink]

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03 May 2013, 22:00
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shaileshmishra wrote:
That educators have not anticipated the impact of microcomputer technology can hardly be said that it is their fault : Alvin Toffler, one of the most prominent students of the future, did not even mention microcomputers in Future Shock, published in 1970

(A) That educators have not anticipated the impact of microcomputer technology can hardly be said that it is their fault
(B)That educators have not anticipated the impact of microcomputer technology can hardly be said to be at fault
(C)It can hardly be said that it is the fault of educators who have not anticipated the impact of microcomputer technology
(D)It can hardly be said that educators are at fault for not anticipating the impact of microcomputer technology
(E)The fact that educators are at fault for not anticipating the impact of microcomputer technology can hardly be said.

HI all i am opening this thread again because i dint got the previous explanation quite convincing....so will request the experts also to share their thoughts.

as per my understanding i was able to eliminate A ,B but was stuck in C D E...

Hi shaileshmishra

(C)It can hardly be said that it is the fault of educators who have not anticipated the impact of microcomputer technology
Wrong. "who have not anticipated the impact of microcomputer technology" modifies educators ==> C changes meaning because it says: educator who have not anticipated..... are not at fault. But the intended meaning is: educators are not at fault for not anticipating the impact of microcomputer technology.

(D)It can hardly be said that educators are at fault for not anticipating the impact of microcomputer technology
Correct.

(E)The fact that educators are at fault for not anticipating the impact of microcomputer technology can hardly be said.
Wrong. The structure of E is: the fact ..........can hardly be said ==> Wrong. The fact is the fact, why it cannot be said?

Hope it helps.
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Re: That educators have not anticipated the impact of [#permalink]

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23 Jul 2013, 03:01
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Here is a blog for sentences that begin with that!

http://magoosh.com/gmat/2012/substantiv ... -the-gmat/
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Re: That educators have not anticipated the impact of [#permalink]

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30 Sep 2013, 11:38
A, redundant structure. "That...can hardly be said that it is their fault", these two 'that's are redundant;
B, ambiguous subject. "That ...of micro. tech. can hardly be said to be at fault." What is at fault should be the educators, not the clause;
C, incomplete sentence."...it is the fault of educators...",this sentence lacks of a casual element in order to be completed;
D, correct.
E, incomplete sentence. "The fact that... can hardly be said" lacks of a casual element in order to be completed.

Notice that, what comes before a colon must be an independent clause, while what comes after the colon does not necessary to be an independent clause, but if it does, it should provide a further explanation of the first independent clause.

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Re: That educators have not anticipated the impact of [#permalink]

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11 Nov 2013, 22:30
According to GMAT english "It is.... that..." is wrong. Though I don't have any idea why

clubzzang wrote:
x2suresh wrote:
OG 50)
That educators have not anticipated the impact of microcomputer technology can hardly be said that it is their fault: Alvin Toffler, one of the most prominent students of the future, did not even mention microcomputers in Future Shock, published in 1970.

(A) That educators have not anticipated the impact of microcomputer technology can hardly be said that it is their fault

(B) That educators have not anticipated the impact of microcomputer technology can hardly be said to be at fault

(C) It can hardly be said that it is the fault of educators who have not anticipated the impact of microcomputer technology

(D) It can hardly be said that educators are at fault for not anticipating the impact of microcomputer technology

(E) The fact that educators are at fault for not anticipating the impact of microcomputer technology can hardly be said

D is the answer. Don't know simply why we put "that" phrase in front, when we can have a form of "it~that~". Each choice, on top of it, has some mistakes and are written wordy...

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Re: That educators have not anticipated the impact of [#permalink]

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01 Jan 2014, 02:02
what does "it" refers to? It can hardly be said?

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Re: That educators have not anticipated the impact of [#permalink]

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01 Jan 2014, 02:44
theGame001 wrote:
what does "it" refers to? It can hardly be said?

'It' is a placeholder - meaning, it doesn't have any antecedent.

The uses of a placeholder are as follows (courtesy: pqhai)
1.postpone infinitive subject,
2.postpone That-clause subject, and
3.postpone infinitive or that-clause object.

In the current ex. we are dealing with case 2.
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Re: That educators have not anticipated the impact of [#permalink]

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04 Jan 2014, 09:08
x2suresh wrote:
OG 50)
That educators have not anticipated the impact of microcomputer technology can hardly be said that it is their fault: Alvin Toffler, one of the most prominent students of the future, did not even mention microcomputers in Future Shock, published in 1970.

(A) That educators have not anticipated the impact of microcomputer technology can hardly be said that it is their fault

(B) That educators have not anticipated the impact of microcomputer technology can hardly be said to be at fault

(C) It can hardly be said that it is the fault of educators who have not anticipated the impact of microcomputer technology

(D) It can hardly be said that educators are at fault for not anticipating the impact of microcomputer technology

(E) The fact that educators are at fault for not anticipating the impact of microcomputer technology can hardly be said

Im not 100% sure, but I do not think a sentence can be introduced with "that". Even if Im wrong about that, A is wrong because "that it is their fault" does not refer to educators but rather to some other entity that hasn't been introduced. Even at that, it should say "can hardly be said to be their fault", "that it is their fault" makes no sense whatsoever in the context.

B) Even if we ignore the use of "that", "can hardly be said to be at fault" refers to " the impact of microcomputer technology" instead of educators. Thus, B is wrong.

C) "that it is the fault of" just sounds weird, but if we ignore that, what does this option tell us? What does "it" refer to? What "it" are we talking about? The sentence simply sounds unfinished. What is the intent of the author? To tell us educators shouldn't be blamed for not anticipating the impact of blablabla.. Option C does not convey this at all. WRONG

D) Sure, the use of "can hardly be said" is a bit shakey, of course it CAN be said but we understand what the option intends to tell us, and its intent is precisely what the author intends to tell us. So as far as meaning goes, D is correct. And grammar wise it's correct too.

E) This implies that a fact is difficult ("hardly") to say/state.. As if there's a law that prohibits us from stating the fact or a universal tounge disease that makes it hard to say the words. This is not what the author intends with the sentence. Also, the option implies that educators in fact ARE at fault, and again that's not what the author intends to say.

E does not necessarily have grammatical errors but understanding intended MEANING often goes much further than that. That's why SC in many ways is like micro-reading comprehension. You need to UNDERSTAND what the author tries to say most of the time in order to pick the right answer, because many times there are more than one option that doesn't have clear grammar errors.

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Re: That educators have not anticipated the impact of [#permalink]

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08 Mar 2014, 14:13
Hi experts,

I understand that opening sentence is Dependent clause followed by ";", followed by Independent clause and we need to somehow convert dependent clause to independent clause.

Can you please explain why each of the answer choices are wrong here ? Especially what is the difference between C and D
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Re: That educators have not anticipated the impact of [#permalink]

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10 Mar 2014, 02:36
freakygeek wrote:
Hi experts,

I understand that opening sentence is Dependent clause followed by ";", followed by Independent clause and we need to somehow convert dependent clause to independent clause.

Can you please explain why each of the answer choices are wrong here ? Especially what is the difference between C and D

Hi there,

Before we respond to your question, we would like to see your analysis of this question. This way, we can give you a more effective response based on your understanding of the question. Please attempt an analysis based on the three-step process.

I look forward to your response.

Thanks,
Meghna
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Re: That educators have not anticipated the impact of [#permalink]

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14 Mar 2014, 15:36
Hi Meghna,

Here is my sentence analysis :

Meaning :
Sentence conveys 2 things:

1) It can hardly be said that it is educators fault that they have not anticipated the impact of micro-computer technology.
2) Alvin toffler being one of the most imp student of future, did not even mention MC in his book 'future shock', which was published in 1970

Sentence Structure :

That Educators have not anticipated ... said - DC ( Subj - That , V - can hardly be said )
That it is their fault - DC ( Subj - it , Verb - is )
Alvin Toffler,... 1970 - IC ( Subj - Alvin Toffler, V - did not mention )

Error Analysis:
Overall we have DC + DC ; IC
That is why I figured we have to somehow make "DC + DC ;" ( underlined ) an IC . But I donot fully understand why all the answer choices are wrong.

POE:
Looking for answers with IC:IC structure

A) Wrong because of structure DC+DC -> cant form an IC
B) Wrong again no IC just DC
c) IC
It can.. be said - IC
that it...educators - DC
who ... technology - DC
IC + DC +DC -> forms an IC
d) IC
it can.. be said - IC
that educators...technology - DC

IC + DC -> forms an IC
e) IC
the fact can be hardly said - IC
that educators are ...technology - DC
whole sentence is an IC

Since there are 3 answer choices that are ICs I got confused. so, I believe i want wrong somewhere in error analysis because I couldnt identify other errors. Meghna, Please help!
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