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Top college graduates are having more difficulty

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Re: CR: Top College Students [#permalink]

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New post 18 Aug 2011, 06:38
agree with A

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Re: CR: Top College Students [#permalink]

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New post 18 Aug 2011, 11:22
clearly A

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New post 18 Aug 2011, 11:59
A

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New post 18 Aug 2011, 17:26
A is the answer

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Re: CR: Top College Students [#permalink]

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New post 18 Aug 2011, 22:27
Good one.
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http://gmatclub.com/forum/massive-collection-of-verbal-questions-sc-rc-and-cr-106195.html#p832142
http://gmatclub.com/forum/1001-ds-questions-file-106193.html#p832133
http://gmatclub.com/forum/gmat-prep-critical-reasoning-collection-106783.html
http://gmatclub.com/forum/how-to-get-6-0-awa-my-guide-64327.html
http://gmatclub.com/forum/how-to-get-6-0-awa-my-guide-64327.html?hilit=chineseburned

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Re: CR: Top College Students [#permalink]

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New post 22 Aug 2011, 22:14
A is not the correct assumption . current 50% graduates includes talented and non talented one, so if the rules are made tough then talented will only be able to gain college graduates.
ans A mentions that all college graduates of today are not achievers which weakens the argument . so it is not the assumption, instead B is the correct assumption which mentions that too many graduates have made college graduates to be incompetent.

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Re: CR: Top College Students [#permalink]

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New post 26 Aug 2011, 19:23
Premise: Today’s employers are less impressed with the honors degree.
Premise: Twenty years ago no more than 10 percent of a given class graduated with honors.
Premise : Today, however, because of grade inflation, the honors degree goes to more than 50 percent of a graduating class.
Conclusion: Therefore, to restore confidence in the degrees they award, colleges must take steps to control grade inflation.
Does the conclusion follow logically from premises?
Let’s start with the conclusion. It mentions restoration of confidence in the degrees awarded today. But wait a minute, in the premises the author talks about honours degrees. It means grade inflation is not necessarily restricted to honours degrees alone, but could plague different categories of degree awarded. So the category of degree should have no effect on the conclusion.

On the basis of the premises alone we cannot infer that there are more honours degrees today than there were yesterday [10 percent of a given class vs. more than 50 percent of a graduating class]. So the number of honour degrees should have no effect on the conclusion.

Conclusion already states colleges must take steps to control grade inflation to restore confidence in the degrees awarded. Extracted results,
1) there is grade inflation
2)there is a loss of confidence
We have found out now it is not because of the difference in the number of honours degrees, or any other degrees, but rather a difference in something that is related to confidence - achievement level.

"Today’s students are not higher achievers than the students of twenty years ago" is the last straw that will break the camel’s back. Notice however while it is the tipping point, it is not necessarily something on which this argument depends.
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Re: CR: Top College Students [#permalink]

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New post 03 Sep 2011, 23:26
It's A.
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Re: CR: Top College Students [#permalink]

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New post 15 Sep 2011, 05:22
B - is opposite answer.
C - Changes the intent of the employers

A is correct..
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Re: CR: Top College Students [#permalink]

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New post 15 Sep 2011, 23:13
b

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Re: CR: Top College Students [#permalink]

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New post 16 Sep 2011, 00:03
B for me.

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New post 02 Nov 2011, 07:51
Clear A

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New post 02 Nov 2011, 09:29
A IMO

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+1 for A

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Top college graduates are having more difficulty [#permalink]

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13. Top college graduates are having more difficulty demonstrating their superiority to prospective employers than did the top students of twenty years ago when an honors degree was distinction enough. Today’s employers are less impressed with the honors degree. Twenty years ago no more than 10 percent of a given class graduated with honors. Today, however, because of grade inflation, the honors degree goes to more than 50 percent of a graduating class, Therefore, to restore confidence in the degrees they award, colleges must take steps to control grade inflation.
Which one of the following is an assumption that, if true, would support the conclusion in the passage?
(A) Today’s students are not higher achievers than the students of twenty years ago.
(B) Awarding too many honors degrees causes colleges to inflate grades.
(C) Today’s employers rely on honors ranking in making their hiring decisions.
(D) It is not easy for students with low grades to obtain jobs.
(E) Colleges must make employers aware of the criteria used to determine who receives an honors degree.

the answer is A
I think it's irrelevant because I don't think whether or not "Today’s students are not higher achievers than the students of twenty years ago" is relevant with get honors degrees and the article do not say anything about the two things. However, all the other are all irrelevant. please help me.

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Re: please help me. I don't know why the answer is relevant [#permalink]

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New post 12 Jul 2012, 01:58
"Top college graduates are having more difficulty demonstrating their superiority to prospective employers than did the top students of twenty years ago when an honors degree was distinction enough."

Employers assume that getting an honor (or higher grade) shows either easier grading system(if we talk about a specific college or university ) or less competitive students.

" Today’s employers are less impressed with the honors degree" ...because they think ...(assume)

(A)Today’s students are not higher achievers than the students of twenty years ago.

IMO (A)
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Re: please help me. I don't know why the answer is relevant [#permalink]

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New post 12 Jul 2012, 06:29
thevenus wrote:
"Top college graduates are having more difficulty demonstrating their superiority to prospective employers than did the top students of twenty years ago when an honors degree was distinction enough."

Employers assume that getting an honor (or higher grade) shows either easier grading system(if we talk about a specific college or university ) or less competitive students.

" Today’s employers are less impressed with the honors degree" ...because they think ...(assume)

(A)Today’s students are not higher achievers than the students of twenty years ago.

IMO (A)


Thank you
But I still do not understand why? The article tells you nothing about the relation of honors degree and higher achievers.
If I can use "they assume", then I think others are the right answer.

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Re: please help me. I don't know why the answer is relevant [#permalink]

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New post 12 Jul 2012, 12:15
hehelovehaha wrote:
thevenus wrote:
"Top college graduates are having more difficulty demonstrating their superiority to prospective employers than did the top students of twenty years ago when an honors degree was distinction enough."

Employers assume that getting an honor (or higher grade) shows either easier grading system(if we talk about a specific college or university ) or less competitive students.

" Today’s employers are less impressed with the honors degree" ...because they think ...(assume)

(A)Today’s students are not higher achievers than the students of twenty years ago.

IMO (A)


Thank you
But I still do not understand why? The article tells you nothing about the relation of honors degree and higher achievers.
If I can use "they assume", then I think others are the right answer.
Hi hehelovehaha,

You seem a little confused because the assumption isn't mentioned by the text. But that shouldn't be confusing--the assumption is by definition not included in the text!

Essentially, an assumption is an unstated fact or set of facts that is required for the argument to hold.

So, "We must restrict the sales of Chem. X, because all poisons should be restricted" is a classic type of GMAT argument with a conclusion (Restrict X) based on evidence (No poison allowed!). But it's not a complete argument, and on the GMAT it almost never will be. Because I never told you that Chem. X was a poison! I'm leaving that unstated, or "assuming" it.

Back to your example. The conclusion is that schools need to fix grade inflation. Why? Because the author says that 10% of students were honors students once upon a time, but now it's as high as 50%. When the question asks for the assumption, it's asking what is unstated, but necessary, for the argument to make sense. And since he hasn't provided any evidence but his own inferences that grade inflation is a problem, we can predict his assumption as something like: "he assumes that grade inflation is the best and only explanation for the number of honors students today"

Once we know his assumption, we look for an answer that matches the prediction. And (A), though phrased slightly different, means the exact same thing.

I hope this helps!
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Re: please help me. I don't know why the answer is relevant [#permalink]

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New post 12 Jul 2012, 15:20
KapTeacherEli wrote:
hehelovehaha wrote:
thevenus wrote:
"Top college graduates are having more difficulty demonstrating their superiority to prospective employers than did the top students of twenty years ago when an honors degree was distinction enough."

Employers assume that getting an honor (or higher grade) shows either easier grading system(if we talk about a specific college or university ) or less competitive students.

" Today’s employers are less impressed with the honors degree" ...because they think ...(assume)

(A)Today’s students are not higher achievers than the students of twenty years ago.

IMO (A)


Thank you
But I still do not understand why? The article tells you nothing about the relation of honors degree and higher achievers.
If I can use "they assume", then I think others are the right answer.
Hi hehelovehaha,

You seem a little confused because the assumption isn't mentioned by the text. But that shouldn't be confusing--the assumption is by definition not included in the text!

Essentially, an assumption is an unstated fact or set of facts that is required for the argument to hold.

So, "We must restrict the sales of Chem. X, because all poisons should be restricted" is a classic type of GMAT argument with a conclusion (Restrict X) based on evidence (No poison allowed!). But it's not a complete argument, and on the GMAT it almost never will be. Because I never told you that Chem. X was a poison! I'm leaving that unstated, or "assuming" it.

Back to your example. The conclusion is that schools need to fix grade inflation. Why? Because the author says that 10% of students were honors students once upon a time, but now it's as high as 50%. When the question asks for the assumption, it's asking what is unstated, but necessary, for the argument to make sense. And since he hasn't provided any evidence but his own inferences that grade inflation is a problem, we can predict his assumption as something like: "he assumes that grade inflation is the best and only explanation for the number of honors students today"

Once we know his assumption, we look for an answer that matches the prediction. And (A), though phrased slightly different, means the exact same thing.

I hope this helps!


First of all, thank you. I think I know what you mean.
However, let me ask you a question about GMAT.
Branched would be broken off by snow in winter and, therefore, the cars would break down because of those branches. However, the number of those cars broken down in autumn is higher than those in winter.
what can explain it?
A. in autumn, the gust will break off branches which will break down the cars.
B. in winter, people know that the branches will be broken off by snow so that they never park their cars under the trees.

the answer is A, because in B the article does not tell us that only those cars which are parked under the trees will be break down by snow. So I think the answer of the question of LSAT is irrelevant. Can you give me a hand?

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Re: please help me. I don't know why the answer is relevant [#permalink]

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New post 12 Jul 2012, 16:57
hehelovehaha wrote:
KapTeacherEli wrote:
hehelovehaha wrote:
Thank you
But I still do not understand why? The article tells you nothing about the relation of honors degree and higher achievers.
If I can use "they assume", then I think others are the right answer.
Hi hehelovehaha,

You seem a little confused because the assumption isn't mentioned by the text. But that shouldn't be confusing--the assumption is by definition not included in the text!

Essentially, an assumption is an unstated fact or set of facts that is required for the argument to hold.

So, "We must restrict the sales of Chem. X, because all poisons should be restricted" is a classic type of GMAT argument with a conclusion (Restrict X) based on evidence (No poison allowed!). But it's not a complete argument, and on the GMAT it almost never will be. Because I never told you that Chem. X was a poison! I'm leaving that unstated, or "assuming" it.

Back to your example. The conclusion is that schools need to fix grade inflation. Why? Because the author says that 10% of students were honors students once upon a time, but now it's as high as 50%. When the question asks for the assumption, it's asking what is unstated, but necessary, for the argument to make sense. And since he hasn't provided any evidence but his own inferences that grade inflation is a problem, we can predict his assumption as something like: "he assumes that grade inflation is the best and only explanation for the number of honors students today"

Once we know his assumption, we look for an answer that matches the prediction. And (A), though phrased slightly different, means the exact same thing.

I hope this helps!


First of all, thank you. I think I know what you mean.
However, let me ask you a question about GMAT.
Branched would be broken off by snow in winter and, therefore, the cars would break down because of those branches. However, the number of those cars broken down in autumn is higher than those in winter.
what can explain it?
A. in autumn, the gust will break off branches which will break down the cars.
B. in winter, people know that the branches will be broken off by snow so that they never park their cars under the trees.

the answer is A, because in B the article does not tell us that only those cars which are parked under the trees will be break down by snow. So I think the answer of the question of LSAT is irrelevant. Can you give me a hand?
Hi haha,

I think you're comflating completely different types of questions! "Logical reasoning" is a question format, but there are multiple quesiton types within it. The one you just provided is an "Explain" question, which uses completely different rules than an "assumption" questions.

What resources are you using to study? The sticky threads at the top of this forum, and books like Kaplan's GMAT Premier 2013, will answer all of your questions in more detail than I can on these forums!
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Re: please help me. I don't know why the answer is relevant   [#permalink] 12 Jul 2012, 16:57

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