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Can I Take the GRE Online? [#permalink]

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New post 16 Jun 2016, 14:00
FROM Veritas Prep Blog: Can I Take the GRE Online?
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“Can I take the GRE online?” This is just one of the many questions that students have about the GRE exam – they wonder if perhaps they can take the GRE online from home or at their local library. Although many GRE practice tests can be taken online, the actual exam itself must be taken in an official testing center. Taking the GRE under the guidance of an administrator in one of these testing centers helps ensure the integrity of the test results.

Consider some of the ways that a student can take the GRE in a testing center and learn more about the contents of this challenging exam:

Ways to Take the GRE

Although students are not allowed to take the GRE online from home, they can take the test on a computer in a testing center. In fact, most students choose to take the GRE via computer rather than take it as a traditional paper test (which is also an option – instead of sitting down at a computer, students receive a test booklet where they mark down their answers). Both the computer-based exam and the paper-delivered test take over three hours to complete.

Benefits of Taking the Computer-Delivered GRE

There are lots of students who feel at ease taking the GRE on a computer because they are very familiar with the technology. Unlike its counterpart, the GMAT (which is also taken via computer), the computer-delivered GRE allows test-takers to mark questions they want to skip and return to them later on, as well as to go back and change answers within a particular section.

The computer that the GRE is administered on has basic word processing software that allows students to cut, paste, and otherwise edit their essays – many test-takers appreciate being able to type their essays for the test in this way instead of having to hand-write them. Test-takers also get to use an on-screen calculator for problems in the Quantitative Reasoning Section. The computer-delivered exam is the next best option for students who wish they could take the GRE online.

Benefits of Taking the Paper-Delivered GRE

Some students prefer to stick with the paper-based format for the GRE as they feel more comfortable with this familiar, traditional option. Like the computer-delivered version of the exam, the paper GRE allows test-takers to skip puzzling questions and return to them later on. It also gives them the ability to jot down outlines for their essays to use in hand-writing their final versions. Not surprisingly, this is the preferred option for students who would never want to take the GRE online.

What Is On the GRE?

Verbal Reasoning, Quantitative Reasoning, and Analytical Writing Sections make up the three parts of the GRE. The Verbal Reasoning Section tests a student’s ability to read and understand written works as well as recognize various vocabulary words in context. The Quantitative Section tests a student’s math skills in the areas of arithmetic, geometry, algebra, and data interpretation. Finally, on the Analytical Writing Section, students are asked to write both an issue essay as well as an argument essay.

Tips for GRE Preparation

Whether a student is taking the GRE via computer or on paper, it’s a good idea to take a practice test. This can help a student to learn which skills need the most attention while they are studying. For example, a student looking at the results of their practice GRE may find that although they performed well on most of the math problems, they would benefit from a little work on their geometry skills. This information will allow the student to focus their study efforts where they are most needed.

Another tip that can assist students in preparing for the GRE is to read more newspaper and magazine articles. This habit can help a student absorb commonly-used vocabulary words and their definitions, which will come in handy if they see these words during the Verbal Reasoning Section of the exam.

At Veritas Prep, we are experts at helping students prepare for the GRE. Each of our professional instructors has achieved a GRE high score, which means that students who take our courses learn test-taking strategies from instructors who have navigated the test with great success!

Though test-takers can’t take the GRE online, they can still gain an advantage over their peers by studying with one of our expert instructors at Veritas Prep. We use excellent study materials and resources to make sure our students have the confidence they need to perform at their best on test day.

Want to jump-start your GRE preparation? Register to attend one of our upcoming free online GRE Strategy Sessions or check out our variety of GRE Course and Private Tutoring options. And as always, be sure to follow us on Facebook, YouTube, Google+ and Twitter!

The post Can I Take the GRE Online? appeared first on Veritas Prep Blog.
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GMAT Tip of the Week: The Least Helpful Waze To Study [#permalink]

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New post 17 Jun 2016, 17:00
FROM Veritas Prep Blog: GMAT Tip of the Week: The Least Helpful Waze To Study
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If you drive in a large city, chances are you’re at least familiar with Waze, a navigation app that leverages user data to suggest time-saving routes that avoid traffic and construction and that shave off seconds and minutes with shortcuts on lesser-used streets.

And chances are that you’ve also, at some point or another, been inconvenienced by Waze, whether by a devout user cutting blindly across several lanes to make a suggested turn, by the app requiring you to cut through smaller streets and alleys to save a minute, or by Waze users turning your once-quiet side street into the Talladega Superspeedway.

To its credit, Waze is correcting one of its most common user complaints – that it often leads users into harrowing and time-consuming left turns. But another major concern still looms, and it’s one that could damage both your fender and your chances on the GMAT:

Beware the shortcuts and “crutches” that save you a few seconds, but in doing so completely remove all reasoning and awareness.

With Waze, we’ve all seen it happen: someone so beholden to, “I must turn left on 9th Street because the app told me to!” will often barrel through two lanes of traffic – with no turn signal – to make that turn…not realizing that the trip would have taken the exact same amount of time, with much less risk to the driver and everyone else on the road, had he waited a block or two to safely merge left and turn on 10th or 11th. By focusing so intently on the app’s “don’t worry about paying attention…we’ll tell you when to turn” features, the driver was unaware of other cars and of earlier opportunities to safely make the merge in the desired direction.

The GMAT offers similar pitfalls when examinees rely too heavily on “turn your brain off” tricks and techniques. As you learn and practice them, strategies like the “plumber butt” for rates and averages may seem quick, easy, and “turn your brain off” painless. But the last thing you want to do on a higher-order thinking test like the GMAT is completely turn your brain off. For example, a “turn your brain off” rate problem might say:

John drives at an average rate of 45 miles per hour. How many miles will he drive in 2.5 hours?

And using a Waze-style crutch, you could remember that to get distance you multiply time by rate so you’d get 112.5 miles. That may be a few seconds faster than performing the algebra by thinking “Rate = Distance over Time”; 45 = D/2.5; 45(2.5) = D; D = 112.5.

But where a shortcut crutch saves you time on easier problems, it can leave you helpless on longer problems that are designed to make you think. Consider this Data Sufficiency example:

A factory has three types of machines – A, B, and C – each of which works at its own constant rate. How many widgets could one machine A, one Machine B, and one Machine C produce in one 8-hour day?

(1) 7 Machine As and 11 Machine Bs can produce 250 widgets per hour

(2) 8 Machine As and 22 Machine Cs can produce 600 widgets per hour

Here, simply trying to plug the information into a simple diagram will lead you directly to choice E. You simply cannot separate the rate of A from the rate of B, or the rate of B from the rate of C. It will not fit into the classic “rate pie / plumber’s butt” diagram that many test-takers use as their “I hate rates so I’ll just do this trick instead” crutch.

However, those who have their critical thinking mind turned on will notice two things: that choice E is kind of obvious (the algebra doesn’t get you very close to solving for any one machine’s rate) so it’s worth pressing the issue for the “reward” answer of C, and that if you simply arrange the algebra there are similarities between the number of B and of C:

7(Rate A) + 11(Rate B) = 250

8(Rate A) + 22(Rate C) = 600

Since 11 is half of 22, one way to play with this is to double the first equation so that you at least have the same number of Bs as Cs (and remember…those are the only two machines that you don’t have “together” in either statement, so relating one to the other may help). If you do, then you have:

14(A) + 22(B) = 500

8(A) + 22(C) = 600

Then if you sum the questions (Where does the third 22 come from? Oh, 14 + 8, the coefficients for A.), you have:

22A + 22B + 22C = 1100

So, A + B + C = 50, and now you know the rate for one of each machine. The two statements together are sufficient, but the road to get there comes from awareness and algebra, not from reliance on a trick designed to make easy problems even easier.

The lesson? Much like Waze, which can lead to lack-of-awareness accidents and to shortcuts that dramatically up the degree of difficulty for a minimal time savings, you should take caution when deciding to memorize and rely upon a knee-jerk trick in your GMAT preparation.

Many are willing (or just unaware that this is the decision) to sacrifice mindfulness and awareness to save 10 seconds here or there, but then fall for trap answers because they weren’t paying attention or become lost when problems are more involved because they weren’t prepared.

So, be choosy in the tricks and shortcuts you decide to adopt! If a shortcut saves you a minute or two of calculations, it’s worth the time it takes to learn and master it (but probably never worth completely avoiding the “long way” or knowing the general concept). But if its time savings are minimal and its grand reward is that, “Hey, you don’t have to understand math to do this!” you should be wary of how well it will serve your aspirations of scores above around 600.

Don’t let these slick shortcut waze of avoiding math drive you straight into an . Unless the time savings are game-changing, you shouldn’t make a trade that gains you a few seconds of efficiency on select, easier problems in exchange for your awareness and understanding.

Getting ready to take the GMAT? We have free online GMAT seminars running all the time. And as always, be sure to follow us on Facebook, YouTubeGoogle+ and Twitter!

By Brian Galvin.

The post GMAT Tip of the Week: The Least Helpful Waze To Study appeared first on Veritas Prep Blog.
ForumBlogs - GMAT Club’s latest feature blends timely Blog entries with forum discussions. Now GMAT Club Forums incorporate all relevant information from Student, Admissions blogs, Twitter, and other sources in one place. You no longer have to check and follow dozens of blogs, just subscribe to the relevant topics and forums on GMAT club or follow the posters and you will get email notifications when something new is posted. Add your blog to the list! and be featured to over 300,000 unique monthly visitors

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Quarter Wit, Quarter Wisdom: Some GMAT Questions Using the “Like” vs.  [#permalink]

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New post 20 Jun 2016, 18:00
FROM Veritas Prep Blog: Quarter Wit, Quarter Wisdom: Some GMAT Questions Using the “Like” vs. “As” Concept
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Today we will look at some official GMAT questions testing the “like” vs. “as” concept we discussed last week.

(Review last week’s post – if you haven’t read it already – before you read this one for greater insight on this concept.)

Take a look at the following GMAT Sentence Correction question:

As with those of humans, the DNA of grape plants contains sites where certain unique sequences of nucleotides are repeated over and over.

(A) As with those of humans, the DNA of grape plants contains sites where

(B) As human DNA, the DNA of grape plants contain sites in which

(C) As it is with human DNA, the DNA of grape plants, containing sites in which

(D) Like human, the DNA of grape plants contain sites where

(E) Like human DNA, the DNA of grape plants contains sites in which

Should we use “as” or “like”? Well, what are we comparing? We’re comparing the DNA of humans to the DNA of grape plants. Answer choice E compares these two properly – “Like human DNA, the DNA of grape plants…” DNA is singular, so it uses the singular verb “contains”.

All other options are incorrect. Answer choice A uses “those of” for DNA, but DNA is singular, so this cannot be right. B uses “as” to compare the two nouns, which is also incorrect. C is a sentence fragment without a main verb. And D compares “human” to “DNA”, which is not the “apples-to-apples” comparison we need to make this sentence correct. Therefore, our answer must be E.

Let’s try another one:

Like Auden, the language of James Merrill is chatty, arch, and conversational — given to complex syntactic flights as well as to prosaic free-verse strolls.

(A) Like Auden, the language of James Merrill

(B) Like Auden, James Merrill’s language

(C) Like Auden’s, James Merrill’s language

(D) As with Auden, James Merrill’s language

(E) As is Auden’s the language of James Merrill

Here, we’re comparing Auden’s language to James Merrill’s language. Answer choice C correctly uses the possessive “Auden’s” to show that language is implied. “Like Auden’s language, James Merrill’s language …” contains both parallel structure and a correct comparison.

Answer choices A, B and D incorrectly compare “Auden” to “language,” rather than “Auden’s language” to “language,” so those options are out. The structure of answer choice E is not parallel – “Auden’s” vs. “the language of James Merrill”. Therefore, the answer must be C.

Let’s try something more difficult:

More than thirty years ago Dr. Barbara McClintock, the Nobel Prize winner, reported that genes can “jump,” as pearls moving mysteriously from one necklace to another.

(A) as pearls moving mysteriously from one necklace to another

(B) like pearls moving mysteriously from one necklace to another

(C) as pearls do that move mysteriously from one necklace to others

(D) like pearls do that move mysteriously from one necklace to others

(E) as do pearls that move mysteriously from one necklace to some other one

This is a tricky question – it’s perfect for us to re-iterate how important it is to focus on the meaning of the given sentence. Do not try to follow grammar rules blindly on the GMAT!

Is the comparison between “genes jumping” and “pearls moving”? Do pearls really move mysteriously from one necklace to another? No! This is a hypothetical situation, so we must use “like” – genes are like pearls. Answer choices B and D are the only ones that use “like,” so we can eliminate our other options. D uses a clause with “like,” which is incorrect. In answer choice B, “moving from …” is a modifier – “moving” doesn’t act as a verb here, so it doesn’t need a clause. Hence, answer choice B is correct.

Here’s another one:

According to a recent poll, owning and living in a freestanding house on its own land is still a goal of a majority of young adults, like that of earlier generations.

(A) like that of earlier generations

(B) as that for earlier generations

(C) just as earlier generations did

(D) as have earlier generations

(E) as it was of earlier generations

Note the parallel structure of the comparison in answer choice E – “Owning … a house… is still a goal of young adults, as it was of earlier generations.” It correctly uses “as” with a clause.

Answer choice A uses “that” but its antecedent is not very clear; there are other nouns between “goal” and “like,” and hence, confusion arises. None of the other answer choices give us a clear, parallel comparison, so our answer is E.

Alright, last one:

In Hungary, as in much of Eastern Europe, an overwhelming proportion of women work, many of which are in middle management and light industry.

(A) as in much of Eastern Europe, an overwhelming proportion of women work, many of which are in

(B) as with much of Eastern Europe, an overwhelming proportion of women works, many in

(C) as in much of Eastern Europe, an overwhelming proportion of women work, many of them in.

(D) like much of Eastern Europe, an overwhelming proportion of women works, and many are.

(E) like much of Eastern Europe, an overwhelming proportion of women work, many are in.

Another tricky question. The comparison here is between “what happens in Hungary” and “what happens in much of Eastern Europe,” not between “Hungary” and “much of Eastern Europe.” A different sentence structure would be required to compare “Hungary” to “much of Eastern Europe” such as “Hungary, like much of Eastern Europe, has an overwhelming …”

With prepositional phrases, as with clauses, “as” is used. So, we have two relevant options – A and C. Answer choice A uses “which” for “women,” and hence, is incorrect. Therefore, our answer is C.

Here are some takeaways to keep in mind:

  • You should be comparing “apples” to “apples”.
  • Parallel structure is important.
  • Use “as” with prepositional phrases.
Getting ready to take the GMAT? We have free online GMAT seminars running all the time. And, be sure to follow us on FacebookYouTubeGoogle+, and Twitter!

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: Some GMAT Questions Using the “Like” vs. “As” Concept appeared first on Veritas Prep Blog.
ForumBlogs - GMAT Club’s latest feature blends timely Blog entries with forum discussions. Now GMAT Club Forums incorporate all relevant information from Student, Admissions blogs, Twitter, and other sources in one place. You no longer have to check and follow dozens of blogs, just subscribe to the relevant topics and forums on GMAT club or follow the posters and you will get email notifications when something new is posted. Add your blog to the list! and be featured to over 300,000 unique monthly visitors

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GRE Results: Analyzing Your GRE Test Results [#permalink]

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New post 21 Jun 2016, 15:00
FROM Veritas Prep Blog: GRE Results: Analyzing Your GRE Test Results
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Most students put a lot of time and effort into preparing for the GRE – not surprisingly, these students are anxious to see their test results. The typical GRE score report contains a lot of information regarding a student’s performance on the GRE.

Discover what is included on a student’s GRE report and the meaning behind this information:

Basic Information Contained in GRE Test Results

A student’s basic information can be found at the top of their GRE results sheet. This includes the person’s name, address, email, phone number, partial Social Security number, birth date, and gender. Also, the report notes a student’s intended focus of study in graduate school. If a student takes the general GRE, then those scores will be on their report – if the student took a GRE subject test, then those scores will be on the report, as well.

Points Possible on the GRE

In order for students to interpret their GRE test results, they have to know the number of points possible for each section of the test. The GRE has three parts: the Verbal Reasoning, Quantitative Reasoning, and Analytical Writing sections. For the Verbal Reasoning and Quantitative Reasoning sections of the test, the scoring scale is 130 to 170 points. These two sections of the test are scored in one-point increments. Students can earn from zero to six points on the Analytical Writing section of the GRE. This section is scored in half-point increments.

To get the most points possible on the GRE, get help from Veritas Prep: Our students benefit from working with an experienced tutor as they prepare for this exam. We hire talented instructors who aced the GRE, so students are able to practice effective test-taking strategies with instructors who have actual experience with the test. We teach our students how to approach every question on the GRE with confidence.

Scores on a GRE Report

Students receive raw scores for the Verbal Reasoning and Quantitative Reasoning sections of the test. A raw score represents the number of questions that a student got right. A student’s raw score is then turned into a scaled score. Little variations in the difficulty between different editions of the test are taken into account to compute a student’s scaled scores.

As for a student’s Analytical Writing score, each essay receives two scores – one score is given by a human grader trained to evaluate essays, and the other score is given by a computer program designed to evaluate essays. The average of these two scores is the final score assigned to the essay. As a side-note, if the human grader’s score and the computer’s score are radically different, then the essay is re-scored by two human graders.

Percentile Rank

Students looking at their GRE results online will notice a section that includes percentile ranks. Percentiles compare a student’s performance with others who took the GRE. For instance, say a student has a percentile rank of 80 for the Verbal Reasoning portion of the test. This means that 80 percent of the individuals who took the exam scored lower on that section than that student. Students are given a percentile rank for each of the three sections of the GRE. This particular GRE result can be helpful for students who are still deciding which schools to apply to.

School Admissions and GRE Results

As students analyze their GRE results online, they should pay close attention to the requirements of the schools they want to apply to. Many universities and colleges post the average GRE scores of the students they accept, which can serve as a guide for students who want to know what type of score they have to achieve in order to be accepted into their preferred school.

Some schools also post the average GRE scores of students studying in specific programs. For instance, a student who wants to go to Harvard could research what GRE score they need to achieve in order to get into the Physics program, the Sociology program, or another program at the school.

At Veritas Prep, we provide valuable instruction that helps students obtain their best possible GRE results. We combine skillful teaching with invaluable resources to give our students every advantage on the test. Our online GRE prep courses are perfect for busy undergraduate students or individuals with full-time careers. Contact our offices today!

Want to jump-start your GRE preparation? Register to attend one of our upcoming free online GRE Strategy Sessions or check out our variety of GRE Course and Private Tutoring options. And as always, be sure to follow us on Facebook, YouTube, Google+ and Twitter!

The post GRE Results: Analyzing Your GRE Test Results appeared first on Veritas Prep Blog.
ForumBlogs - GMAT Club’s latest feature blends timely Blog entries with forum discussions. Now GMAT Club Forums incorporate all relevant information from Student, Admissions blogs, Twitter, and other sources in one place. You no longer have to check and follow dozens of blogs, just subscribe to the relevant topics and forums on GMAT club or follow the posters and you will get email notifications when something new is posted. Add your blog to the list! and be featured to over 300,000 unique monthly visitors

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Re: Veritas Prep Blog [#permalink]

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New post 22 Jun 2016, 08:40
VeritasPrepMarisa wrote:
FROM Veritas Prep Blog: Exploit the Gap in Logic on Critical Reasoning GMAT Questions
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When dealing with strengthen or weaken Critical Reasoning questions, it’s important to have a rough idea of what the correct answer should look like. This process is often called “predicting” the correct answer, and it helps tremendously to avoid tempting but incorrect answer choices. It’s important to note that you won’t always be able to guess the exact answer choice provided, but you can get within the ballpark. After all, the correct answer is something that will hinge on the inevitable disconnect between the conclusion stated and the evidence provided in the passage.

Let’s focus on this disconnect first. If the GMAT provided you airtight arguments that were absolutely perfect, there would be no simple way to strengthen or weaken them. As such, the arguments provided inevitably have some kind of gap in logic contained between the conclusion and the evidence that theoretically supports that conclusion. Your goal is to identify that gap and either attempt to seal it up (strengthen) or rip it apart (weaken).

Of course, a dozen different answers could all weaken the same conclusion, so it’s not always possible to predict the exact answer ahead of time. However, all the answers that weaken the conclusion stem from the same gap (not banana republic) in logic, whereby the evidence provided does not quite support the conclusion stated. If you can identify the conclusion and the gap in logic, you tend to do quite well on these types of questions.

Let’s look at an example to illustrate this point:

Researchers have recently discovered that approximately 70% of restaurant lemon wedges they studied were contaminated with harmful microorganisms such as bacteria and fungal pathogens. The researchers looked at numerous different restaurants in different regions of the country. Most of the organisms had the potential to cause infectious disease. For that reason, people should not order lemon wedges with their drinks.

Which of the following, if true, would most weaken the conclusion above?

A. The researchers could not determine why or how the microbial contamination occurred on the lemon wedges.

B. The researchers failed to investigate contamination of restaurant lime wedges by harmful microorganisms.

C. The researchers found that people who ordered the lemon wedges at restaurants were equally likely to contact the diseases caused by the discovered bacteria as were people who did not order lemon wedges.

D. Health laws require lemons to be handled with gloves or tongs, but the common practice for waiters and waitresses is to handle them with their bare hands.

E. Many factors affect the chance of an individual contracting a disease by coming into contact with bacteria that have nothing to do with lemons. These factors include things such as health and age of the individual, as well as the status of their immune system.

There is a lot of text to review for this question, so let’s begin by identifying the conclusion. (Pauses an appropriate amount of time for review). The final sentence “For that reason, people should not order lemon wedges with their drinks” is the conclusion. In fact, the first three words can be removed, as they simply point to the fact that everything previous to that sentence is evidence to back up the ultimate conclusion. The passage concludes that we should not order lemon wedges (Antilles).

Let’s examine the evidence provided to back this up: 70% of the wedges observed are contaminated, and this contamination can lead to infectious diseases. Furthermore, the study was conducted in various locations across the country. This means we can’t weaken the conclusion by simply going two towns over. Apart from that, the sky’s the limit.

At first blush, this passage seems like a classic causation/correlation problem. The majority of lemon wedges are contaminated, so we shouldn’t order the lemon wedges in order to avoid falling ill. Well what if something else (say the water) was contaminated, leading to tainted lemon wedges. Then we’d avoid the wedges without avoiding the underlying cause of the diseases. In the general sense, avoiding the lemon wedges may not have the desired effect because there is nothing guaranteeing that it is solely the wedges that cause infectious diseases.

Now let’s look at the answer choices, keeping in mind that the correct answer choice should weaken the conclusion that the wedges are somehow responsible for any potential illness.

Answer choice A, “the researchers could not determine why or how the microbial contamination occurred on the lemon wedges”, doesn’t help in any real way. Just because you don’t understand how a virus works doesn’t make it any less dangerous to you (e.g. the Walking Dead). The problem is still the lemon wedges, even if no one is sure why. This answer choice can be eliminated.

Answer choice B, “the researchers failed to investigate contamination of restaurant lime wedges by harmful microorganisms” is quite obviously out of scope. Lime wedges have very little to do with lemon wedges (despite what Sprite says), so the cleanliness of the lime wedges is irrelevant to avoiding the lemon wedges. It is possible to be tempted by this answer choice if you conflate lemon with lime, especially if you’re tired, but a thorough analysis convincingly knocks this choice out.

Answer choice C, “the researchers found that people who ordered the lemon wedges at restaurants were equally likely to contact the diseases caused by the discovered bacteria as were people who did not order lemon wedges” is spot on. We had predicted that the problem was about lemon wedges being correlated to infectious disease without necessarily causing them. This answer choice tells us that people who didn’t order the lemon wedges were exactly as likely to fall sick as those who did. Therefore, avoiding the lemon wedges (the conclusion) will have no effect on your likelihood of feeling sick. This will be the correct answer, but we should look through the remaining two choices nonetheless.

Answer choice D, “health laws require lemons to be handled with gloves or tongs, but the common practice for waiters and waitresses is to handle them with their bare hands.” is almost certainly true, but does not weaken the conclusion. Newsflash: Not everyone follows health code guidelines. (I’ve seen Ratatouille). If anything, knowing such an uncouth practice is commonplace would strengthen the idea of not ordering lemon wedges. Answer choice D is incorrect, as our goal is to weaken the conclusion.

Finally, answer choice E, “Many factors affect the chance of an individual contracting a disease by coming into contact with bacteria that have nothing to do with lemons. These factors include things such as health and age of the individual, as well as the status of their immune system” is also true, but orthogonal to the issue of lemon wedges. Perhaps you could claim that healthy people have fewer risks in ordering lemon wedges, but still it would be a health risk. This answer does not weaken the conclusion in any way, and must therefore be discarded as well.

As indicated before, your prediction might not match exactly the correct answer choice, but it will exploit the gap in logic between the conclusion and the evidence. There will inevitably be (at least) one disconnect between the conclusion and the supporting evidence presented, your goal is to identify and elaborate upon that gap. If you successfully do that on test day, you can go toast your score with a celebratory drink, lemon wedges and all.

Plan on taking the GMAT soon? We have GMAT prep courses starting all the time. And, be sure to find us on Facebook and Google+, and follow us on Twitter!

Ron Awad is a GMAT instructor for Veritas Prep based in Montreal, bringing you weekly advice for success on your exam.  After graduating from McGill and receiving his MBA from Concordia, Ron started teaching GMAT prep and his Veritas Prep students have given him rave reviews ever since.
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There can be another weakener which says, Once the lemons are taken with drinks, the drinks neutralize the bacteria and the bacteria will not be capable of spreading the disease?
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SAT Tip of the Week: Don’t Let Unfamiliar Content in Reading Passages  [#permalink]

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New post 22 Jun 2016, 11:00
FROM Veritas Prep Blog: SAT Tip of the Week: Don’t Let Unfamiliar Content in Reading Passages Scare You
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Passages in the SAT Reading Section encompass a wide array of content areas – there are scientific passages, literary excerpts, parts of famous historical documents, and much more. If you’re like me, you may think that having the opportunity to read all these different pieces is exciting. If you’re not like me (aka, less nerdy), reading these can be boring, or even scary.

The scary part comes when students get nervous about getting a passage on the SAT that’s about something they’re not comfortable with. Some students think that this makes the test harder, and some might even think they have to study up on different subjects to be prepared for this.

Luckily, this is unnecessary. There’s nothing to worry about in terms of content on these reading passages – every question can be answered without any outside content knowledge. All you need to do is use the information presented in the passage to answer the given questions – no special knowledge required.

A passage about gene mutations doesn’t take a degree in biology to ace. A passage from John Milton can be manageable without being the most well-read Junior in the country. Everything that you need to answer the passage-based questions will be directly present in the passages themselves (on the SAT, this is always the case).

In fact, having a lot of outside content knowledge can actually be a detriment to scoring well on that passage. One of the biggest dangers on the SAT Reading Section is using information that’s not in the passage to answer questions. Going beyond the text and making assumptions is a pitfall that many students fall into, especially for students who want to rely on their outside expertise because they think it will make answering passage questions about that topic “easier.”

For example, if I got a passage about Abraham Lincoln (my favorite president), I might get really excited and try to answer the questions using the knowledge I’ve accrued over my lifetime. This would be problematic because I would be tempted to choose the answers that made the most historical sense, or I would get frustrated when the answers weren’t totally historically accurate, rather than focus on the given text. In this case, I would have to be extra careful to justify all my answers solely using evidence from the text – something that is always necessary for these reading passages.

This leads to a sort of irony, that the passages that have content which is unfamiliar to a student might be the passages that are easiest for that student to do well on. Without background knowledge, students are forced to pay careful attention to the details of the text and base their answer choices solely off of that. So, instead of being afraid of complicated-looking passages, see them as the gifts they can really be!

Still need to take the SAT? Check out our variety of free SAT resources to help you study successfully. And be sure to find us on Facebook, YouTube, Google+ and Twitter!

By Aidan Calvelli.

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How to Simplify Percent Questions on the GMAT [#permalink]

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New post 22 Jun 2016, 14:00
FROM Veritas Prep Blog: How to Simplify Percent Questions on the GMAT
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One of the most confounding aspects of the GMAT is its tendency to make simple concepts seem far more complex than they are in reality. Percent questions are an excellent example of this.

When I introduce this topic, I’ll typically start by asking my class the following question: If you’ve completed 10% of a project how much is left to do?  I have never, in all my years of teaching, had a class that was unable to tell me that 90% of the project remains. It’s more likely that they’ll react as though I’m insulting their collective intelligence. And yet, when test-takers see this concept under pressure, they’ll often fail to recognize it.

Take the following question, for example:

Dara ran on a treadmill that had a readout indicating the time remaining in her exercise session. When the readout indicated 24 min 18 sec, she had completed 10% of her exercise session. The readout indicated which of the following when she had completed 40% of her exercise session.

(A) 10 min. 48 sec.

(B) 14 min. 52 sec.

(C) 14 min. 58 sec.

(D) 16 min. 6 sec.

(E) 16 min. 12 sec.

Hopefully, you’ve noticed that this question is testing the same simple concept that I use when introducing percent problems to my class. And yet, in my experience, a solid majority of students are stumped by this problem. The reason, I suspect, is twofold. First, that figure – 24 min. 18 sec. – is decidedly unfriendly. Painful math often lends itself to careless mistakes and can easily trigger a panic response. Second, anxiety causes us to work faster, and when we work faster, we’re often unable to recognize patterns that would be clearer to us if we were calm.

There’s interesting research on this. Psychologists, knowing that the color red prompts an anxiety response and that the color blue has a calming effect, conducted a study in which test-takers had to answer math questions – the questions were given to some subjects on paper with a red background and to other subjects on paper with a blue background. (The control group had questions on standard white paper.) The red anxiety-producing background noticeably lowered scores and the calming blue background boosted scores.

Now, the GMAT doesn’t give you a red background, but it does give you unfriendly-seeming numbers that likely have the same effect. So, this question is as much about psychology as it is about mathematical proficiency. Our job is to take a deep breath or two and rein in our anxiety before we proceed.

If Dara has completed 10% of her workout, we know she has 90% of her workout remaining. So, that 24 min. 18 sec. presents 90% of her total workout. If we designate her total workout time as “t,” we end up with the following equation:

24 min. 18 sec. = 0.90t

Let’s work with fractions to solve. 18 seconds is 18/60 minutes, which simplifies to 3/10 minutes. 0.9 is 9/10, so we can rewrite our equation as:

24 + 3/10 = (9/10)t

(243/10) = (9/10)t

(243/10)*(10/9) = t

27 = t

Not so bad. Dara’s full workout is 27 minutes long.

We want to know how much time is remaining when Dara has completed 40% of her workout. Well, if she’s completed 40% of her workout, we know she has 60% of her workout remaining. If her full workout is 27 minutes, then 60% of this value is 0.60*27 = (3/5)*27 = 81/5 = 16 + 1/5, or 16 minutes 12 seconds. And we’ve got our answer: E.

Now, let’s say you get this problem with 20 seconds remaining on the clock and you simply don’t have time to solve it properly. Let’s estimate.

Say, instead of 24 min 18 seconds remaining, Dara had 24 minutes remaining (so we know we’re going to underestimate the answer). If that’s 90% of her workout time, 24 = (9/10)t, or 240/9 = t.

We want 60% of this, so we want (240/9)*(3/5).

Because 240/5 = 48 and 9/3 = 3, (240/9)*(3/5) = 48/3 = 16.

We know that the correct answer is over 16 minutes and that we’ve significantly underestimated – makes sense to go with E.

Takeaway: Don’t let the question-writer trip you up with figures concocted to make you nervous. Take a breath, and remember that the concepts being tested are the same ones that, when boiled down to their essence, are a breeze when we’re calm.

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By David Goldstein, a Veritas Prep GMAT instructor based in Boston. You can find more articles written by him here.

The post How to Simplify Percent Questions on the GMAT appeared first on Veritas Prep Blog.
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How Your MBA Profile Can Be as Likable as Steph Curry [#permalink]

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New post 22 Jun 2016, 18:00
FROM Veritas Prep Blog: How Your MBA Profile Can Be as Likable as Steph Curry
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Steph Curry – point guard for the Golden State Warriors basketball team and recently-named unanimous Most Valuable Player of the NBA – is fast becoming one of the most popular figures in sports. In this entry, we will take a closer look at some factors for his unique mass appeal and what we can learn from him to better craft our own business school application profiles.

Consistent Underdog and Overachiever

As far as superstar athletes go, Steph Curry’s path to success has been an unusual one. Recruited out of high school, Curry played basketball at a small college that was not known for producing top-caliber NBA players. Even after excelling at the college level, critics still held doubts as to whether his slight physique and “average” athleticism would allow him to make it at the professional level. Curry’s ability to leverage his unique skills and smarts, however, has allowed him to succeed both on and off the court.

MBA applicants from little-known schools and companies should be able to relate to the doubts that sometimes creep in when competing for spots at the top business schools. Showcasing your history of achieving great results and how you have beat the odds of your more modest background can help show the Admissions Committee that you have the potential to be successful at their program and beyond. Presented properly, you’ll make it easy for them to root for your success.

Resolve and Self-Awareness

Just four years ago, NBA teams wondered whether Curry would actually be healthy enough to have a long and productive career due to his frequent ankle injuries. And, although seemingly born with a gift for shooting the ball, Curry also dealt with many weaknesses in other facets of the game. Nike didn’t even consider him to be one of its priority shoe endorsers, and put dozens of other stars ahead of him as a result.

Publicly acknowledging his struggles with his ankle and with turnovers during his games, Curry humbly sought advice and training methods to strengthen his body and identify his most common errors in handling the basketball in an effort to improve these weaknesses.

Today, Curry is a 2-time NBA MVP – setting record-breaking performances and capturing the imagination of the public at historic levels. Witnessing his authenticity, humility, and rapid progress has won over the public, as crowds of spectators like never before show up early before Curry’s games just to see him go through his pregame warm-ups.

The takeaway here for MBA applicants is that you should feel safe in showing vulnerability and in acknowledging your application’s weak spots (as well as how you are working to improve them). Providing vivid details of how you have grown despite your flaws will allow you to connect with the Admissions Committee on a deeper level, and dispel any doubts they may have about potential red flags in your profile.

Charm

Undeniably, Curry’s “normal” size and boyish appeal, coupled with his adorable family, also play a part in boosting his public profile. In addition, appearing with U.S. President Barack Obama in playful ads to support worthwhile causes shows his community involvement and personal advocacies aside from his profession.

As an MBA applicant, be aware that all aspects of yourself are part of your overall package – not just the parts that are related to your employment. Sharing your personal passions and involvement in causes other than your professional work experiences will help present you in a well-rounded manner, and convince the Admissions Committee that you will make a great and unique addition to their school.

Applying to business school? Call us at 1-800-925-7737 and speak with an MBA admissions expert today, or take our free MBA Admissions Profile Evaluation for personalized advice for your unique application situation! As always, be sure to find us on Facebook, YouTube, Google+ and Twitter.

Written by Edison Cu, a Veritas Prep Head Consultant for INSEAD.

The post How Your MBA Profile Can Be as Likable as Steph Curry appeared first on Veritas Prep Blog.
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Life After College: Getting a Head Start [#permalink]

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New post 23 Jun 2016, 11:00
FROM Veritas Prep Blog: Life After College: Getting a Head Start
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Post-graduation depression is all too common. Students spend four years poring over textbooks and slogging through all-nighters to graduate with a degree, only to realize after graduation that they really have no idea what to do with it. The shift from a few classes a day to a 40-hour workweek, along with a social shift away from large groups of people your own age, often makes graduation a difficult transition period.

I graduated six months ago and ran into this crisis myself. I was lucky: I had done a few internships, read up on jobs I’d like to pursue, and connected with mentors who have been invaluable in guiding me through the process of starting a career, but I still spent plenty of long nights trying to figure out how to navigate the working world, and wondering if I was prepared enough to pull it off.

Here are three things I’m grateful I did, and three things I wish I had done, to better prepare myself for life after graduation:

I did internships in my field.

I knew from the start of my undergraduate career that I was interested in politics and international relations, but I didn’t know where in that vast field I might fit best. By completing a wide range of internships, I became acquainted with the work culture in my field, and I learned about the types of work environments I function best in, the types of work I’m best suited to, and the types of organizations I prefer to work for. Internships helped me find exactly which jobs I wanted to apply for after graduation, and boosted my resume to make me a better candidate for those positions.

I graduated with a degree in a field I love.

It’s hard to study a subject for four years if you’re not really interested in it. It’s even harder to jump headfirst in a career rooted in that subject – 40 hours (or more) per week is a lot of time to pour into something you don’t really care about. It’s never too late to choose a different field, but it’s much easier to make the switch earlier on than later.

I kept learning outside of class.

I went to office hours, built relationships with professors, and did the optional readings on the syllabus. Life is structured around learning in college, but after graduation, learning takes initiative; when nobody assigns you readings or schedules your exams, it’s easy to let your understanding of your field slip. I developed my sense of educational initiative while I still had a strong external learning system supporting me, and was able to lean on that initiative after I left that system.

I should have only taken the classes I was really interested in.

Contrary to my freshman year beliefs, taking more classes didn’t automatically mean I would become a better student or a smarter person; I only really gained from, and engaged with, classes I sincerely found interesting.

I should have spent more time on extracurricular activities and internships.

Classes gave me the academic foundation I needed to pursue a career in the international relations field, but the social skills, leadership skills, and professional skills I gleaned from extracurricular activities and internships were just as important in preparing me for the real world.

I should have taken more classes outside of my specialization.

By zeroing in on political science my freshman year, and devoting any open space in my schedule to even more political science classes, I closed myself off to other interesting and important fields. A better understanding of computer science, biology, economics, literature, art, and other subjects would not only have made me a more educated and well-rounded person, but would also have enhanced my understanding of political science. The world isn’t clearly divided into academic fields – all fields intersect, and I would have become surer of my own interests and opinions earlier on if I had been exposed to more opinions and potential interests.

Life after graduation doesn’t need to be so intimidating – learn from the tips above to ensure your transition from college to the real world is as smooth as possible.

Do you still need to help with your college applications? We can help! 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!

Courtney Tran is a student at UC Berkeley, studying Political Economy and Rhetoric. In high school, she was named a National Merit Finalist and National AP Scholar, and she represented her district two years in a row in Public Forum Debate at the National Forensics League National Tournament.

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The Most Important Thing to Focus On When Applying to Business School  [#permalink]

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New post 23 Jun 2016, 20:00
FROM Veritas Prep Blog: The Most Important Thing to Focus On When Applying to Business School With a Low GPA
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Going into the MBA application season with a low GPA can be an unnerving situation. Your GPA was set long ago, you are years removed from your undergraduate days, and you know this statistic will appear in your applications no matter what. What can you do?

Well, the first thing to keep in mind is that your GPA is not evaluated in a vacuum – all GPAs are not created equally, so depending on the reputation of your undergraduate college, rigor of your major, and performance in your analytical courses (hopefully you have taken some), the perception of your GPA can rise or fall from the actual number on your transcript.

Assuming you actually have a low GPA – one that is “materially” below the listed average score at your target program – now is the time to take action. Now, these tips are really only potential options for those who have the time to follow them; if you are closing in on an application deadline, it will be difficult to make much of an impact here. For most, the two major options you have to address a low GPA are to take additional coursework and/or focus on your GMAT score.

As referenced earlier, your GPA is not an independent data point. It often is taken in concert with other factors, and the most impactful of these is one’s GMAT score. In the eyes of the Admissions Committee, the GMAT is similar to your GPA – both are seen as measures of your intellectual aptitude, and both are also considered to be indicators of your ability to perform in the heavily analytical first year of business school. So, if you are suffering from a low GPA, then the best action you can take to mitigate this red flag is to work on improving your existing GMAT score and aim to exceed the GMAT average of your target program.

For many, this may not be the best approach – a more obvious approach might be to take some additional coursework to counteract the low GPA. This is also something that could help, but when considering the more impactful approach (especially considering the time commitment each option requires) it can be difficult to do both for a working professional. This fact places even more importance on how a candidate prioritizes the limited time they are given during the application process.

Low GPA holders rejoice! All is not lost – prioritize your GMAT score to counteract that red flag and give your application a better chance at success.

Applying to business school? Call us at 1-800-925-7737 and speak with an MBA admissions expert today, or take our free MBA Admissions Profile Evaluation for personalized advice for your unique application situation! As always, be sure to find us on Facebook, YouTube, Google+ and Twitter.

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. You can read more articles by him here.

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Tips for Completing Your MBA Application Form [#permalink]

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New post 24 Jun 2016, 14:00
FROM Veritas Prep Blog: Tips for Completing Your MBA Application Form
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Applying to business school can be cause for major stress and anxiety for many applicants, and the majority of this anxiety tends revolve around the more time-consuming application elements required of them, such as their GMAT scores, essays and even recommendations. Most applicants spend hours upon hours in these areas in an effort to craft the perfect application.

Business school is a huge personal and financial investment, so to the well-informed, this time commitment should come as no surprise. What may come as more of a shock is that candidates often do not utilize this same level of diligence and focus when it comes to completing the application form itself.

By application form, I am referring to the actual online form in which candidates are required to input relevant details of their personal, academic, and professional profile for consideration for admission. (Application components like essays or recommendation submissions are aspects of this as well, but are typically submitted via attachment or external upload, and so are not the focus of this discussion.)

Here are a few tips to keep in mind as you work through the often-overlooked MBA application form:

Do Proofread:

Proofread! Proofread! Proofread! Did I mention it is really important to proofread? As I mentioned above, the application form tends to get overlooked, so don’t make the mistake of investing too little time in completing this. It is important to make sure you avoid making crucial little typos like wrong dates or misspelled words that could potentially send the wrong message to the reviewing Admissions Committee.

Don’t Wait:

Many applicants will leave filling out the application form until right before the deadline. Do not make this mistake! Typically, when you leave something until the last minute it is because you deem it less important – avoid this flawed way of thinking and put this component of the application process on the same footing as the others. It does not need to be the first area you tackle while completing your application package, but it certainly should not be your last. The application form is surprisingly time consuming, and thus, should not be rushed given its relative importance to your future business career.

Be Honest:

The application form often puts many candidates in difficult moral situations. Certain questions around past mistakes, arrests or honor code violations can be difficult to confront. Even more simple moral quandaries such as accurately reporting salary or awards tempt many an applicant to stretch the truth.

Keep this part of the application form simple by being honest. It is not worth risking a potential admission for something that is probably very minor in the grand scheme of your candidacy. Business schools take this aspect very seriously and seek to maintain the integrity of their honor codes at a very high level.

Remember, the application form is just as important as every other aspect of your MBA application package, so follow these tips and give this form the attention it deserves.

Applying to business school? Call us at 1-800-925-7737 and speak with an MBA admissions expert today, or take our free MBA Admissions Profile Evaluation for personalized advice for your unique application situation! As always, be sure to find us on Facebook, YouTube, Google+ and Twitter.

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. You can read more articles by him here.

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GMAT Tip of the Week: Exit the GMAT Test Center…Don’t Brexit It [#permalink]

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New post 24 Jun 2016, 16:00
FROM Veritas Prep Blog: GMAT Tip of the Week: Exit the GMAT Test Center…Don’t Brexit It
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Across much of the United Kingdom today, referendum voters are asking themselves “wait, did I think that through thoroughly?” in the aftermath of yesterday’s Brexit vote. Some voters have already admitted that they’d like a do-over, while evidence from Google searches in the hours immediately following the poll closures show that many Brits did a good deal of research after the fact.

And regardless of whether you side with Leave or Stay as it corresponds to the EU, if your goal is to Leave your job to Stay at a top MBA program in the near future, you’d be well-served to learn a lesson from those experiencing Brexit Remorse today.

How can the Brexit aftermath improve you GMAT score?

Pregrets, Not Regrets (Yes, Brexiters…we can combine words too.)

The first lesson is quite simple. Unlike those who returned home from the polls to immediately research “What should I have read up on beforehand?” you should make sure that you do your GMAT study before you get to the test center, not after you’ve (br)exited it with a score as disappointing as this morning’s Dow Jones.

But that doesn’t just mean, “Study before the test!” – an obvious tip. It also means, “Anticipate the things you’ll wish you had thought about.” Which means that you should go into the test center with list of “pregrets” and not leave the test center with a list of regrets.

Having “pregrets” means that you already know before you get to the test center what your likely regrets will be, so that you can fix them in the moment and not lament them after you’ve seen your score. Your list of pregrets should be a summary of the most common mistakes you’ve made on your practice tests, things like:

  • On Data Sufficiency, I’d better not forget to consider negative numbers and nonintegers.
  • Before I start doing algebra, I should check the answer choices to see if I can stop with an estimate.
  • I always blank on the 30-60-90 divisibility rule, so I should memorize it one more time in the parking lot and write it down as soon as I get my noteboard.
  • Reading Comprehension inferences must be true, so always look for proof.
  • Slow down when writing 4’s and 7’s on scratchwork, since when I rush they tend to look too much alike.
  • Check after every 10 questions to make sure I’m on a good pace.
Any mistakes you’ve made more than once on practice tests, any formulas that you know you’re apt to blank on, any reminders to yourself that “when X happens, that’s when the test starts to go downhill” – these are all items that you can plan for in advance. Your debriefs of your practice tests are previews of the real thing, so you should arrive at the test center with your pregrets in mind so that you can avoid having them become regrets.

Much like select English voters, many GMAT examinees can readily articulate, “I should have read/studied/prepare for _____” within minutes of completing their exam, and very frequently, those elements are not a surprise. So anticipate in the hour/day before the test what your regrets might be in the hours/days immediately following the test, and you can avoid that immediate remorse.

Double Cheque Your Work

Much like a Brexit vote, you only get one shot at each GMAT problem, and then the results lead to consequences. But the GMAT gives you a chance to save yourself from yourself – you have to both select your answer and confirm it. So, unlike those who voted and then came home to Google asking, “Did I do the right thing?” you should ask yourself that question before you confirm your answer. Again, your pregrets are helpful. Before you submit your answer, ask yourself:

  • Did I solve for the proper variable?
  • Does this number make logical sense?
  • Does this answer choice create a logical sentence when I read it back to myself?
  • Does this Inference answer have to be true, or is there a chance it’s not?
  • Am I really allowed to perform that algebraic operation? Let me try it with small numbers to make sure…
There will, of course, be some problems on the GMAT that you simply don’t know how to do, and you’ll undoubtedly get some problems wrong. But for those problems that you really should have gotten right, the worst thing that can happen is realizing a question or two later that you blew it.

Almost every GMAT examinee can immediately add 30 points to his score by simply taking back those points he would have given away by rushing through a problem and making a mistake he’d be humiliated to know he made. So, take that extra 5-10 seconds on each question to double check for common mistakes, even if that means you have to burn a guess later in the section. If you minimize those mistakes on questions within your ability level, that guess will come on a problem you should get wrong, anyway.

Like a Brexit voter, the best you can do the day before and day of your important decision-making day is to prepare to make the best decisions you can make. If you’re right, you’re right, and if you’re wrong, you’re wrong, and you may never know which is which (the GMAT won’t release your questions/answers and the Brexit decision will take time to play out). The key is making sure that you don’t leave with immediate regrets that you made bad decisions or didn’t take the short amount of time to prepare yourself for better ones. Enter the test center with pregrets; don’t Brexit it with regrets.

Getting ready to take the GMAT? We have free online GMAT seminars running all the time. And as always, be sure to follow us on Facebook, YouTubeGoogle+ and Twitter!

By Brian Galvin.

The post GMAT Tip of the Week: Exit the GMAT Test Center…Don’t Brexit It appeared first on Veritas Prep Blog.
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Quarter Wit, Quarter Wisdom: Using Prepositional Phrases on the GMAT [#permalink]

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New post 27 Jun 2016, 13:00
FROM Veritas Prep Blog: Quarter Wit, Quarter Wisdom: Using Prepositional Phrases on the GMAT
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In previous posts, we have already discussed participles as well as absolute phrases. Today, let’s take a look at another type of modifier – the prepositional phrase.

A prepositional phrase will begin with a preposition and end with a noun, pronoun, gerund, or clause – the “object” of the preposition. The object of the preposition might have one or more modifiers to describe it.

Here are some examples of prepositional phrases (with prepositions underlined):

  • … along the ten mile highway…
  • … with a cozy blanket…
  • … without worrying…
  • … about what he likes…
A prepositional phrase can function as an adjective or an adverb. As an adjective, it answers the question, “Which one?” while as an adverb it can answer the questions, “How?” “When?” or “Where?”.

For example:

  • The book under the table belongs to my mom. Here, the prepositional phrase acts as an adjective and tells us “which one” of the books belongs to my mom.
  • We tried the double cheeseburger at the new burger joint. Here, the prepositional phrase acts as an adverb and tells us “where” we tried the cheeseburger.
Like other modifiers, a prepositional modifier should be placed as close as possible to the thing it is modifying.

Let’s take a look at a couple of official GMAT questions to see how understanding prepositional phrases can help us on this exam:

The nephew of Pliny the Elder wrote the only eyewitness account of the great eruption of Vesuvius in two letters to the historian Tacitus.

(A) The nephew of Pliny the Elder wrote the only eyewitness account of the great eruption of Vesuvius in two letters to the historian Tacitus.

(B) To the historian Tacitus, the nephew of Pliny the Elder wrote two letters, being the only eyewitness accounts of the great eruption of Vesuvius.

(C) The only eyewitness account is in two letters by the nephew of Pliny the Elder writing to the historian Tacitus an account of the great eruption of Vesuvius.

(D) Writing the only eyewitness account, Pliny the Elder’s nephew accounted for the great eruption of Vesuvius in two letters to the historian Tacitus.

(E) In two letters to the historian Tacitus, the nephew of Pliny the Elder wrote the only eyewitness account of the great eruption of Vesuvius.

There are multiple prepositional phrases here:

  • of the great eruption of Vesuvius (answers “Which eruption?”)
  • in two letters (tells us “where” he wrote his account)
  • to the historian Tacitus (answers “Which letters?”)
Therefore, the phrase “to the historian Tacitus” should be close to what it is describing, “letters,” which makes answer choices B and C incorrect.

Also, “in two letters to the historian Tacitus” should modify the verb “wrote.” In options A and D, “in two letters to the historian Tacitus” seems to be modifying “eruption,” which is incorrect. (There are other errors in answer choices B, C and D as well, but we will stick to the topic at hand.)

Option E corrects the prepositional phrase errors by putting the modifier close to the verb “wrote,” so therefore, E is our answer.

Let’s try one more:

Defense attorneys have occasionally argued that their clients’ misconduct stemmed from a reaction to something ingested, but in attributing criminal or delinquent behavior to some food allergy, the perpetrators are in effect told that they are not responsible for their actions.

(A) in attributing criminal or delinquent behavior to some food allergy

(B) if criminal or delinquent behavior is attributed to an allergy to some food

(C) in attributing behavior that is criminal or delinquent to an allergy to some food

(D) if some food allergy is attributed as the cause of criminal or delinquent behavior

(E) in attributing a food allergy as the cause of criminal or delinquent behavior

This sentence has two clauses:

Clause 1: Defense attorneys have occasionally argued that their clients’ misconduct stemmed from a reaction to something ingested,

Clause 2: in attributing criminal or delinquent behavior to some food allergy, the perpetrators are in effect told that they are not responsible for their actions.

These two clauses are joined by the conjunction “but,” and the underlined part is a prepositional phrase in the second clause.

Answer choices A, C and E imply that the perpetrators are attributing their own behaviors to food allergies. That is not correct – their defense attorneys are attributing their behavior to food allergies, and hence, all three of these options have modifier errors.

This leaves us with B and D. Answer choice D uses the phrase “attributed as,” which is grammatically incorrect – the correct usage should be “X is attributed to Y,” rather than “X attributed as Y.” Therefore, option B is our answer.

Getting ready to take the GMAT? We have free online GMAT seminars running all the time. And, be sure to follow us on FacebookYouTubeGoogle+, and Twitter!

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: Using Prepositional Phrases on the GMAT appeared first on Veritas Prep Blog.
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How You Should Spend Your First Summer After College [#permalink]

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New post 27 Jun 2016, 14:00
FROM Veritas Prep Blog: How You Should Spend Your First Summer After College
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Okay, so you’ve just finished up your first year of college. It was (hopefully) awesome and you (hopefully) learned a lot, but now it’s time for summer. Glorious summer! Throughout middle and high school, summer vacation was always the peak of the year – a time to relax and enjoy the company of old friends without the incessant demands of school.

Now that you’re a college student, though, things can seem a little different. All of a sudden, you might feel pressure from your family, friends, or classmates to use your summer in a certain way. This often manifests itself in the form of pressure to further your career prospects via an internship, fellowship, or job shadowing.

While doing this may be important, it is not the only worthwhile way you can spend your first summer out of college. It is important to remember that it is your summer – not anyone else’s – so what you choose to do with it should be a reflection of the values that are important to you.

When you don’t let any narrative or stereotype limit what you feel you are “supposed” to do with your first summer, you will be more free to make the best choice available to you. There are 3 main ways that you can use this first summer, each of which have merits and drawbacks that I’ll explore below:

1) Summer Job

One classic way to pass the long summer hours is with a summer job. This can take many forms, such as scooping ice cream, being a camp counselor, working as a cashier, and much more. Businesses are always looking for young people to fill positions, so it’s likely that you’ll be able to find some form of work.

These jobs may not pay high wages, but they can be a great source of income, both to chip away at outrageous college debts or to just have some fun money to spend during the summer. They will also add work experience to your resume, and give you real-world skills that can be valuable outside of just that specific job.

2) Internship

Even though the pressure to find elite internships is often excessive, internships can be a valuable use of your time in the summer. Internships can connect you with career opportunities, help you learn what jobs are of interest to you, and give you skills that might be valuable down the road. However, internships are often unpaid, meaning that doing one is likely a long-term, rather than a short-term, investment in yourself. There are some paid internships out there (Go get one if you can!), but these are a rarity.

If possible, combining an internship with a part-time summer job can be a good way to have the best of both worlds – gain career skills while also raising money – but this can sometimes take too much time out of your summer, a time when you should be able to decompress after the rigors of college rather than add to your stress level.

3) Travel and Relaxation

College students are in a unique position, in that even though they are close to the “real world,” they still can put off searching for careers, if only for a little while. One great way to use your youth is to travel with friends or family to see new places or revisit childhood destinations. You’ll meet friends from all over the world in college, and summer is a great time to really see where they come from.

If you don’t have the opportunity to travel, you can also use your summer to completely relax. Without homework or classes, you will have time to read books, go on adventures, and give your brain a well-deserved break. Although this won’t earn you money or directly prepare you for a career, it can help clear you head and put you in a good position to continue learning from, and enjoying, your college experience.

Each of these ways of spending your summer has different values and benefits, so there is no way to definitely rank which one is best. Ultimately, there is no right or wrong answer – anything you choose to do over your summer vacation can work out if you approach it with the right mindset.

Do you still need to help with your college applications? We can help! 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!

By Aidan Calvelli.

The post How You Should Spend Your First Summer After College appeared first on Veritas Prep Blog.
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Our Early Thoughts on Stanford GSB’s 2016-2017 Application Essay Quest [#permalink]

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New post 27 Jun 2016, 18:00
FROM Veritas Prep Blog: Our Early Thoughts on Stanford GSB’s 2016-2017 Application Essay Questions
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Application season at Stanford GSB is officially underway with the release of the school’s 2016-2017 essay questions. Stanford comes back with the same slate of essays from last year. Let’s discuss, from a high level, some early thoughts on how best to approach the essay prompts:

Essay 1:

What matters most to you, and why? (750 words)

For years, Stanford’s infamous open-ended essay prompt has been one of the most dreaded aspects of its application process. Stanford is one of the MBA programs that has ushered in the movement of using more “open” essay prompts in evaluating applicants – a trend that has taken hold among many other top programs.

Stanford, as much as any other program, seeks out candidates who can be introspective, self-reflective, and authentic when responding to their essays. The school provides clear guidance on how best to approach these, and it’s not meant to trick you or confuse you, but instead to do the opposite.

As communicated by the school, the “why” of your essay is much more important than the “what.” Stanford truly wants to know who you are, so keep your narrative personal and focus on the experiences that have truly shaped your reasons for applying.

Avoid the temptation to resort to common business school stories around work accomplishments, and instead focus on the things that have had the most impact on your life. Breakthrough candidates will utilize structured storytelling to craft a compelling narrative that brings the Stanford Admissions Committee deep into their world.

Essay 2:

Why Stanford? (400 words)

Essay 2 is the more traditional essay of the bunch, but even so, with Stanford you will want to avoid the typical boilerplate response and dive a bit deeper.

You will want to think about this prompt as really answering two questions: “Why an MBA?” and more specifically, “Why a Stanford MBA?” Be specific here – connect both your personal and professional development goals to the unique programs Stanford has and explain why they are crucial to your success. Breakthrough candidates will not only showcase their clear, well-aligned goals, but will also connect these goals with their personal passions to make their candidacy feel bigger than just business.

Stanford has historically clung to candidates that hold a more mission-based approach to their careers, so if there is some underlying passion inherent in your goals, do not be afraid to leverage that within this essay. Now, this does mean you should stretch the truth – keep your response as authentic as possible, but also keep in mind that Stanford has traditionally held a track record of looking for something special in their candidates.

Just a few thoughts on the new essay from Stanford – hopefully this will help you get started. For more thoughts on Stanford and its essays, check out our Essential Guide to Top Business Schools for free, here.

Applying to Stanford or other business schools? Call us at 1-800-925-7737 and speak with an MBA admissions expert today, or take our free MBA Admissions Profile Evaluation for personalized advice for your unique application situation! As always, be sure to find us on Facebook, YouTube, Google+ and Twitter.

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. You can read more articles by him here.

The post Our Early Thoughts on Stanford GSB’s 2016-2017 Application Essay Questions appeared first on Veritas Prep Blog.
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How to Find an Internship in 5 Steps [#permalink]

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New post 28 Jun 2016, 17:00
FROM Veritas Prep Blog: How to Find an Internship in 5 Steps
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College students have heard a million times how important internships are for career development, and how wise it is to start looking for internships in college rather than to wait until after graduation. This is repeated so often because it’s good advice – often, the best way to get acquainted with, and get a head start in, a career field is to see it first-hand.

Finding an internship opportunity, however, can be difficult, as they’re not often well advertised. Here are are a few tips you can use to help you find the internship of your dreams:

1) Decide what you want to learn.

Are you looking for exposure to a particular field? Are you looking to gain certain skills? Choose a priority and let that guide your search. This is important because you’ll probably encounter plenty of internship opportunities that you aren’t interested in. Don’t be tempted to take on uninteresting internships just for he sake of completing an internship; poorly chosen internships can turn out to simply be a waste of both your time and your host organization’s time.

2) Find out about internships in your field of interest.

Talk to university advisers, friends or classmates (or do research on your own) to get some information about whether organizations in your field of interest offer internships, what kinds of internships exist, and what qualifications you might need to be eligible for them.

3) Get help from your school.

Ask the career center at your university, which may have alumni networks, job placement programs, information about internship fairs, and other resources that can aid you in your search.

4) Check with local companies or organizations.

Are there any specific organizations you’ve considered pursuing a career with? Check their websites to see if they offer internship opportunities. Even if they don’t, it’s worth giving them a call or paying their office a visit to ask, as many internship opportunities aren’t posted online.

5) Utilize your personal network.

Do you know anyone in your field of interest? Ask them if they know of any open internship opportunities you might be eligible for. If so, see if you can get application information or an introduction to the internship coordinator. If not, see if your contact might know anyone else in the field who might know of potential open internship opportunities.

Don’t be disappointed if you can’t immediately obtain an internship position with a large or well-known organization. Internships in large or famous organizations are not necessarily more interesting, more enriching, or more respectable than other internships. Choose your internship based on whether you think you can learn or gain something worthwhile from it.

Do you still need to help with your college applications? We can help! 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!

Courtney Tran is a student at UC Berkeley, studying Political Economy and Rhetoric. In high school, she was named a National Merit Finalist and National AP Scholar, and she represented her district two years in a row in Public Forum Debate at the National Forensics League National Tournament.

The post How to Find an Internship in 5 Steps appeared first on Veritas Prep Blog.
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4 Reasons to Consider a Part-Time MBA [#permalink]

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New post 28 Jun 2016, 18:00
FROM Veritas Prep Blog: 4 Reasons to Consider a Part-Time MBA
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With the decision to pursue one’s MBA comes the equally large decision as to whether or not one should attend business school part-time or full-time.

While the majority of MBA applicants each year pursue the more traditional full-time MBA programs, there are many reasons that why a part-time MBA might be a better fit for you:

1) You Have a Below-Average Undergraduate Record

While your college record will, of course, still considered by part-time MBA programs, these types of programs tend to be more forgiving of poor college grades – especially if you attended college many years ago and you have had a lot of professional successes since then.

2) You Are a Career Enhancer

Are you looking to move ahead in your current industry or even within your company? Consider continuing to gain that work experience (and the salary and benefits that come with it) while attending a part-time MBA program. Additionally, many companies will offer continuing education benefits, so check with your current company to see if this is something they will provide.

3) You Work in a Family Business or Own Your Own Business

Rather than having to choose between ditching your family obligations or selling your business and attending school, why not do both? A part-time MBA program is great for those who want to continue working while they learn.

4) You Have Many Years of Work Experience

While part-time MBA students, on average, have only two more years of work experience than their full-time MBA counterparts, the spread tends to be much greater – with applicants’ experience ranging from two to twenty years. If you have a lot of work experience, you may find yourself alongside peers with more similar responsibilities and tenure in a part-time program than you would in a full-time classroom.

If any of the above sound like you, then you may find more success in a part-time MBA program than you would attending business school full time.

Applying to business school? Call us at 1-800-925-7737 and speak with an MBA admissions expert today, or take our free MBA Admissions Profile Evaluation for personalized advice for your unique application situation! As always, be sure to find us on Facebook, YouTube, Google+ and Twitter.

Nita Losoponkul, a Veritas Prep consultant for UCLA, received her undergraduate degree in Engineering from Caltech and went from engineering to operations to global marketing to education management/non-profit. Her non-traditional background allows her to advise students from many areas of study, and she has successfully helped low GPA students get admitted into UCLA.

The post 4 Reasons to Consider a Part-Time MBA appeared first on Veritas Prep Blog.
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Help! My Practice Test Score Seems Wrong! [#permalink]

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FROM Veritas Prep Blog: Help! My Practice Test Score Seems Wrong!
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So you’ve taken your GMAT practice test, looked at your score, and investigated a little further. If you’re like many GMAT candidates, you’ve tried to determine how your score was calculated by:

  • Looking at the number you answered correctly vs. the number you answered incorrectly, and comparing that to other tests you’ve taken.
  • Analyzing your “response pattern” – how many correct answers did you have in a row? Did you have any strings of consecutive wrong answers?
And if you’ve taken at least a few practice tests, you’ve probably encountered at least one exam for which you looked at your score, looked at those dimensions above, and thought “I think my score is flawed” or “I think the test is broken.” If you’re taking a computer-adaptive exam powered by Item Response Theory (such as the official GMAT Prep tests or the Veritas Prep Practice Tests), here’s why your perception of your score may not match up with your actual, valid score:

The number of right/wrong answers is much less predictive than you think.

Your GMAT score is not a function of the number you answered correctly divided by the number you answered overall. Its adaptive nature is more sophisticated than that – essentially, its job is to serve you questions that help it narrow in on your true score. And to do so, it has to test your upper threshold by serving you questions that you’ll probably get wrong. For example, say your true score is an incredibly-high 790. Your test might look something like:

Are you better than average?  (You answer a 550-level question correctly.)

Ok, are you better than a standard deviation above average? (You answer a 650-level question correctly.)

Ok, you’re pretty good. But are you better than 700 good?  (you answer a 700-level question correctly)

Wow you’re really good.  But are you 760+ good? (You answer a 760 level question correctly.)

If you’re 760+ level are you better or worse than 780? (You answer a 780-level question correctly.)

Well, here goes…are you perfect? (You answer an 800-level question incorrectly.)

Ok, so maybe one or more of those earlier questions was a fluke. Are you better than 760? (You answer a 760 question correctly.)

Are you sure you’re not an 800-level student? (You answer 800 incorrectly.)

Ok, but you’re definitely better than 780, right? (You answer a 780 correctly.)

Are you sure you’re not 800-level? (You answer an 800-level question incorrectly.)

And this goes on, because it has to ask you 37 Quant and 41 Verbal questions, so as the test goes on and you answer you own ability level correctly, it then has to ask the next level up to see if it should increase its estimate of your ability.

The point being: because the system is designed to hone in on your ability level, just about everyone misses several questions along the way. The percentage of questions you answer correctly is not a good predictor of your score, because aspects like the difficulty level of each question carry substantial weight. So don’t simply count rights/wrongs on the test, because that practice omits the crucial IRT factor of difficulty level.

Now, savvier test-takers will then often take this next logical step: “I looked at my response pattern of rights/wrongs and based on that it looks like the system should give me a higher score than it did.” Here’s the problem with that:

Of the “ABCs” of Item Response Theory, Difficulty Level is Only One Element (B)…

…and even at that, it’s not exactly “difficulty level” that matters, per se. Each question in an Item Response Theory exam carries three metrics along with it, the A-parameter, B-parameter, and C-parameter. Essentially, those three parameters measure:

A-parameter: How heavily should the system value your performance on this one question?

Like most things with “big data,” computer adaptive testing deals in probabilities. Each question you answer gives the system a better sense of your ability, but each comes with a different degree of certainty.  Answering one item correctly might tell the system that there’s a 70% likelihood that you’re a 700+ scorer while answering another might only tell it that there’s a 55% likelihood. Over the course of the test, the system incorporates those A-parameters to help it properly weight each question.

For example, consider that you were able to ask three people for investment advice: “Should I buy this stock at $20/share?” Your friend who works at Morgan Stanley is probably a bit more trustworthy than your brother who occasionally watches CNBC, but you don’t want to totally throw away his opinion either. Then, if the third person is Warren Buffet, you probably don’t care at all what the other two had to say; if it’s your broke uncle, though, you’ll weight him at zero and rely more on the opinions of the other two. The A-parameter acts as a statistical filter on “which questions should the test listen to most closely?”

B-parameter: This is essentially the “difficulty” metric but technically what it measures is more “at which ability level is this problem most predictive?”

Again, Item Response Theory deals in probabilities, so the B-parameter is essentially measuring the range of ability levels at which the probability of a correct answer jumps most dramatically. So, for example, on a given question, 25% of all examinees at the 500-550 level get it right; 35% of all those at the 550-600 level get it right; but then 85% of users between 600 and 650 get it right. The B-parameter would tell the system to serve that to examinees that it thinks are around 600 but wants to know whether they’re more of a 580 or a 620, because there’s great predictive power right around that 600 line.

Note that you absolutely cannot predict the B-parameter of a question simply by looking at the percentage of people who got it right or wrong! What really matters is who got it right and who got it wrong, which you can’t tell by looking at a single number. If you could go under the hood of our testing system or another CAT, you could pretty easily find a question that has a “percent correct” statistic that doesn’t seem to intuitively match up with that item’s B-parameter. So, save yourself the heartache of trying to guess the B-parameter, and trust that the system knows!

C-parameter: How likely is it that a user will guess the correct answer? Naturally, with 5 choices this metric is generally close to 20%, but since people often don’t guess quite “randomly” this is a metric that varies slightly and helps the system, again, determine how to weight the results.

With that mini-lesson accomplished, what does that mean for you? Essentially, you can’t simply look at the progression of right/wrong answers on your test and predict how that would turn into a score. You simply don’t know the A value and can only start to predict the “difficulty levels” of each problem, so any qualitative prediction of “this list of answers should yield this type of score” doesn’t have a high probability of being accurate.  Furthermore, there’s:

Question delivery values “content balance” more than you think.

If you followed along with the A/B/C parameters, you may be taking the next logical step which is, “But then wouldn’t the system serve the high A-value (high predictive power) problems first?” which would then still allow you to play with the response patterns for at least a reasonable estimate. But that comes with a bit more error than you might think, largely because the test values a fair/even mix of content areas a bit more than people realize.

Suppose, for example, that you’re not really all that bright, but you had the world’s greatest geometry teacher in high school and have enough of a gambling addiction that you’re oddly good with probability. If your first several – high A-value – problems are Geometry, Probability, Geometry, Geometry, Geometry, Probability… you might get all three right and have the test considering you a genius with such predictive power that it never actually figures out that you’re a fraud.

To make sure that all subject areas are covered and that you’re evaluated fairly, the test is programmed to put a lot of emphasis on content balancing, even though it means you’re not always presented with the single question that would give the system the most information about you.

If you have already seem a lot of Geometry questions and no Probability questions, and the best (i.e., highest A-value) question at the moment is another Geometry question, then the system may very well choose a Probability question. The people who program the test don’t give the system a lot of leeway in this regard—all topics need to be covered at about the same rate from one test taker to the next.

So simply put: Some questions count more than others, and they may come later in the test as opposed to earlier, so you can’t quite predict which problems carry the most value.

Compounding that is:

Some questions don’t count at all.

On the official GMAT and on the Veritas Prep Practice Tests, some questions are delivered randomly for the express purpose of gathering information to determine the A, B, and C parameters for use in future tests. These problems don’t count at all toward your score, so your run of “5 straight right answers” may only be a run of 3 or 4 straight.

And then of course there is the fact that:

Every test has a margin of error.

The official GMAT suggests that your score is valid with a margin of error of +/- 30 points, meaning that if you score a 710 the test is extremely confident that your true ability is between 680 and 740, but also that it wouldn’t be surprised if tomorrow you scored 690 or 720. That 710 represents the best estimate of your ability level for that single performance, but not an absolutely precise value.

Similarly, any practice test you take will give you a good prediction of your ability level but could vary by even 30-40 points on either side and still be considered an exceptionally good practice test.

So for the above reasons, a test administered using Item Response Theory is difficult to try to score qualitatively: IRT involves several metrics and nuances that you just can’t see. And, yes, some outlier exams will not seem to pass the “sniff test” – the curriculum & instruction team here at Veritas Prep headquarters has seen its fair share of those, to be sure.

But time and time again the data demonstrates that Item Response Theory tests provide very reliable estimates of scores; a student whose “response pattern” and score seem incompatible typically follows up that performance with a very similar score amidst a more “believable” response pattern a week later.

What does that mean for you?

  • As hard as it is to resist, don’t spend your energy and study time trying to disprove Item Response Theory. The only score that really matters is the score on your MBA application, so use your time/energy to diagnose how you can improve in preparation for that test.
  • Look at your practice tests holistically. If one test doesn’t seem to give you a lot to go on in terms of areas for improvement, hold it up against the other tests you’ve taken and see what patterns stand out across your aggregate performance.
  • View each of your practice test scores more as a range than as an exact number. If you score a 670, that’s a good indication that your ability is in the 650-690 range, but it doesn’t mean that somehow you’ve “gotten worse” than last week when you scored a 680.
A personal note from the Veritas Prep Academics team:

Having worked with Item Response Theory for a few years now, I’ve seen my fair share of tests that don’t look like they should have received the score that they did. And, believe me, the first dozen or more times I saw that my inclination was, “Oh no, the system must be flawed!” But time and time again, when we look under the hood with the psychometricians and programmers who consulted on and built the system, Item Response Theory wins.

If you’ve read this far and are still angry/frustrated that your score doesn’t seem to match what your intuition tells you, I completely understand and have been there, too. But that’s why we love Item Response Theory and our relationship with the psychometric community: we’re not using our own intuition and insight to try to predict your score, but rather using the scoring system that powers the actual GMAT itself and letting that system assess your performance.

With Item Response Theory, there are certainly cases where the score doesn’t seem to precisely match the test, but after dozens of my own frustrated/concerned deep dives into the system I’ve learned to trust the system.  Don’t try to know more than IRT; just try to know more than most of the other examinees and let IRT properly assign you the score you’ve earned.

Getting ready to take the GMAT? We have free online GMAT seminars running all the time. And as always, be sure to follow us on Facebook, YouTubeGoogle+ and Twitter!

By Brian Galvin and Scott Shrum.

The post Help! My Practice Test Score Seems Wrong! appeared first on Veritas Prep Blog.
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Don’t Swim Against the Arithmetic Currents on the GMAT Quant Section [#permalink]

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New post 30 Jun 2016, 10:00
FROM Veritas Prep Blog: Don’t Swim Against the Arithmetic Currents on the GMAT Quant Section
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When I was a child, I was terrified of riptides. Partially, this was a function of having been raised by unusually neurotic parents who painstakingly instilled this fear in me, and partially this was a function of having inherited a set of genes that seems to have predisposed me towards neuroticism. (The point, of course, is that my parents are to blame for everything. Perhaps there is a better venue for discussing these issues.)

If there’s a benefit to fears, it’s that they serve as potent motivators to find solutions to the troubling predicaments that prompt them. The solution to dealing with riptides is to avoid struggling against the current. The water is more powerful than you are, so a fight is a losing proposition – rather, you want to wait for an opportunity to swim with the current and allow the surf to bring you back to shore. There’s a profound wisdom here that translates to many domains, including the GMAT.

In class, whenever we review a strategy, my students are usually comfortable applying it almost immediately. Their deeper concern is about when to apply the strategy, as they’ll invariably find that different approaches work with different levels of efficacy on different problems. Moreover, even if one has a good strategy in mind, the way the strategy is best applied is often context-dependent. When we’re picking numbers, we can say that x = 2 or x = 100 or x = 10,000; the key is not to go in with a single approach in mind. Put another way, don’t swim against the arithmetic currents.

Let’s look at some questions to see this approach in action:

At a picnic there were 3 times as many adults as children and twice as many women as men. If there was a total of x men, women, and children at the picnic, how many men were there, in terms of x?

A) x/2

B) x/3

C) x/4

D) x/5

E) x/6

The moment we see “x,” we can consider picking numbers. The key here is contemplating how complicated the number should be. Swim with the current – let the question tell you. A quick look at the answer choices reveals that x could be something simple. Ultimately, we’re just dividing this value by 2, 3, 4, 5, or 6.

Keeping this in mind, let’s think about the first line of the question. If there are 3 times as many adults as children, and we’re keeping things simple, we can say that there are 3 adults and 1 child, for a total of 4 people. So, x = 4.

Now, we know that among our 3 adults, there are twice as many women as men. So let’s say there are 2 women and 1 man. Easy enough. In sum, we have 2 women, 1 man, and 1 child at this picnic, and a total of 4 people. The question is how many men are there? There’s just 1! So now we plug x = 4 into the answers and keep going until we find x = 1. Clearly x/4 will work, so C is our answer. The key was to let the question dictate our approach rather than trying to impose an approach on the question.

Let’s try another one:

Last year, sales at Company X were 10% greater in February than in January, 15% less in March than in February, 20% greater in April than in March, 10% less in May than in April, and 5% greater in June than in May. On which month were sales closes to the sales in January?

A) February

B) March

C) April

D) May

E) June

Great, you say. It’s a percent question. So you know that picking 100 is often a good idea. So, let’s say sales in January were 100. If we want the month when sales were closest to January’s level, we want the month when sales were closest to 100, Sales in February were 10% greater, so February sales were 110. (Remember that if sales increase by 10%, we can multiply the original number by 1.1. If they decrease by 10% we could multiply by 0.9, and so forth.)

So far so good. Sales in March were 15% less than in February. Well, if sales in Feb were 110, then the sales in March must be 110*(0.85). Hmm… A little tougher, but not insurmountable. Now, sales in April were 20% greater than they were in March, meaning that April sales would be 110*(0.85)*1.2. Uh oh.  Once you see that sales are 10% less in May than they were in April, we know that sales will be 110*(0.85)*1.2*0.9.

Now you need to stop. Don’t swim against the current. The arithmetic is getting hard and is going to become time-consuming. The question asks which month is closest to 100, so we don’t have to calculate precise values. We can estimate a bit. Let’s double back and try to simplify month by month, keeping things as simple as possible.

Our February sales were simple: 110. March sales were 110*0.85 – an unpleasant number. So, let’s try thinking about this a little differently. 100*0.85 = 85.  10*0.85 = 8.5. Add them together and we get 85 + 8.5 = 93.5.  Let’s make life easier on ourselves – we’ll round up, and call this number 94.

April sales are 20% more than March sales. Well, 20% of 100 is clearly 20, so 20% of 94 will be a little less than that. Say it’s 18. Now sales are up to 94 + 18 = 112. Still not close to 100, so we’ll keep going.

May sales are 10% less than April sales. 10% of 112 is about 11. Subtract 11 from 112, and you get 101. We’re looking for the number closest to 100, so we’ve got our answer – it’s D, May.

Takeaway: Don’t try to impose your will on GMAT questions. Use the structural clues of the problems to dictate how you implement your strategy, and be prepared to adjust midstream. The goal is never to conquer the ocean, but rather, to ride the waves to calmer waters.

Plan on taking the GMAT soon? We have GMAT prep courses starting all the time. And be sure to follow us on FacebookYouTubeGoogle+ and Twitter!

By David Goldstein, a Veritas Prep GMAT instructor based in Boston. You can find more articles written by him here.

The post Don’t Swim Against the Arithmetic Currents on the GMAT Quant Section appeared first on Veritas Prep Blog.
ForumBlogs - GMAT Club’s latest feature blends timely Blog entries with forum discussions. Now GMAT Club Forums incorporate all relevant information from Student, Admissions blogs, Twitter, and other sources in one place. You no longer have to check and follow dozens of blogs, just subscribe to the relevant topics and forums on GMAT club or follow the posters and you will get email notifications when something new is posted. Add your blog to the list! and be featured to over 300,000 unique monthly visitors

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Early Thoughts on Harvard Business School’s 2016-2017 Application Essa [#permalink]

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New post 30 Jun 2016, 19:00
FROM Veritas Prep Blog: Early Thoughts on Harvard Business School’s 2016-2017 Application Essay Question
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Application season at Harvard Business School is officially underway with the release of the school’s 2016-2017 essay question. Let’s discuss from a high level some early thoughts on how best to approach this year’s new essay prompt. HBS is mixing it up again this year with a slightly different essay prompt that maintains the same spirit of last year’s essay question. With only one question, it is critical that applicants make the most of the limited real estate available, here.

Essay 1:

As we review your application, what more would you like us to know as we consider your candidacy for the Harvard Business School MBA Program? (no word limit)

Open-ended prompts such as this are often the most stressful type of essay question MBA applicants receive – couple that with the inherent pressure that comes with applying to Harvard, and this essay may be viewed as one of the more nerve-wracking questions of the application season. The challenge here for many will be just the sheer simplicity of this question. This essay prompt is a good example of why it is important to really just pay attention to the advice the HBS Admissions Committee offers:

“Don’t overthink, over-craft and overwrite. Just answer the question in clear language that those of us who don’t know your world can understand.”

HBS has really gone out of its way, particularly through Dee Leopold’s blog (soon to become Chad Losee’s blog), to emphasize a desire for authenticity and transparency in the essay-writing process. Candidates who are able to channel their approach in a compelling and natural way will stand out from the flock of impersonal, inauthentic and overly-curated essays the school is bound to see.

This approach tends to fly in the face of what the expectation is at other business schools, but in this case, candidates who are unable to adhere to the guidance provided by the school will struggle with securing admission to HBS. Breakthrough candidates will answer this specific question posed in the manner the school has outlined – your response should be brief, conversational, and really provide the Admissions Committee with insight into aspects of “you” that are not currently represented elsewhere in the application.

Harvard has set the tone of an almost casual “blog-style” approach to their essay, and last year, even focused their prompt around having candidates write from the perspective of communicating with their future classmates. Even though the prompt, itself, is a bit different this year, maintain the spirit of this communication style to really make your essay stand out. At its core, this question is honestly about getting to know you, so don’t miss the opportunity by trying to craft a seemingly “perfect” but dispassionate answer for the Admissions Committee.

These are just a few thoughts on the new essay from HBS – hopefully this will help you get started. For more thoughts on Harvard and its application essay, check out our Essential Guide to Top Business Schools for free, here.

Applying to Harvard or other business schools? Call us at 1-800-925-7737 and speak with an MBA admissions expert today, or take our free MBA Admissions Profile Evaluation for personalized advice for your unique application situation! As always, be sure to find us on Facebook, YouTubeGoogle+ and Twitter.

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. You can read more articles by him here.

The post Early Thoughts on Harvard Business School’s 2016-2017 Application Essay Question appeared first on Veritas Prep Blog.
ForumBlogs - GMAT Club’s latest feature blends timely Blog entries with forum discussions. Now GMAT Club Forums incorporate all relevant information from Student, Admissions blogs, Twitter, and other sources in one place. You no longer have to check and follow dozens of blogs, just subscribe to the relevant topics and forums on GMAT club or follow the posters and you will get email notifications when something new is posted. Add your blog to the list! and be featured to over 300,000 unique monthly visitors

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Early Thoughts on Harvard Business School’s 2016-2017 Application Essa   [#permalink] 30 Jun 2016, 19:00

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