That educators have not anticipated the impact of microcomputer

Hello experts, AndrewN

I don't know how to approach this question.
I couldn't connect how the sentence after colon connects with the main clause.
couldn't find the main issue, which the question is testing here.

whats the main issue here?
how to eliminate each option?
need a full expert analysis on this question.

The point of a colon is to emphasize what came before with clarification or examples of some kind. So what comes after the colon here somehow emphasizes why we can't blame educators for not anticipating the importance of microcomputer technology. Why not? Because even Alvin Toffler didn't predict it.

But truth is, that really didn't help me in this sentence. I looked at the splits in the answer choices and first noticed that the word 'that' was moving around a lot.

'A' and 'B' put 'that' as the first word of the sentence. This is an unusual construction--not typically done in casual speech. When you see it on the GMAT, you can almost always turn it into '[The fact] that' to make the meaning clearer.

So 'That educators have not anticipated...' becomes 'The fact that educators have not anticipated...'

If we use this to examine the 'core' of A and B:

A: "[The fact] that educators have not anticipated the impact... can hardly be said that it is their fault."

The fact can hardly be said that it is their fault.

This structure makes no sense.

B: "The fact that educators have not anticipated the impact... can hardly be said to be at fault."

Again, that doesn't make sense. The *educators* aren't at fault, but it makes no sense to say the fact ITSELF is not at fault.

E actually brings in 'The fact,' but it's core is: "The fact... can hardly be said." But it can be said... any fact can be *said*. What 'E' means is 'this 'fact' isn't actually a fact,' but what E says is 'this fact *can't be said*.' Very different meanings.

So that takes us to C and D, which move the 'that' to after 'It can hardly be said.'

So what comes after the 'that' is what can 'hardly be said' (and this, idiomatically, does tell me that what comes after 'that' is not going to be accurate.).

C's core is: "It can hardly be said that it is the fault of educators who..."

The thing after 'who' describes the educators, but what is fault (or not the fault) of these educators? "It?" What is the second 'it' in that sentence? The one that cannot be said to be the fault of the educators? I know what it's supposed to be: the fact that they didn't predict the impact of microcomputers. But structurally, that is not the antecedent of that pronoun. All that stuff is in the 'who' modifier.

This leaves D.

"It can hardly be said that educators are at fault for not anticipating yada yada.."

This is great. This correctly captures the intended meaning in the structure. "We can't really say educators are at fault for not anticipating [this thing]."

If I wanted to start the sentence with 'that,' it would look something like:

"That educators did not anticipate the impact of microcomputing can hardly be said to be their fault."

EMPOWERgmatVerbal can you please share your analysis of this question

Hey Rickooreo,

Although your question is not for me, I am sharing the link to the video I created to show how we solve this question: https://www.loom.com/share/277742f8585e46b39d1724b0eb4a299d

Please let us know if you have any specific doubts regarding this official question.

Hope this helps.
Thanks.
Shraddha