Hello everyone,
My new webpage www.greworkshop.com is up and running. I will still post valuable information here on this blog, as well as valuable information on the workshop webpage for information regarding group classes, lessons, and of course one on one tutoring.
Additionally, I took the GRE again on Tuesday Sep. 26th, and scored in the highest possible range on the Quant and Verbal. I'm eagerly awaiting those results and the results of the essays.
Make it a great day!
-Daniel
Monday, October 3, 2011
Thursday, July 21, 2011
iPhone applications for the GRE
This post is part of the Sunday Series for Compelling GRE Workshops.
I recently worked with the GRE word program from Brainscape, and was very impressed by it.
It costs $10 as an app through the Apple App store. It has a rating system for each word and it contains 2000 of the most essential words for the GRE.
More importantly, I saw how much the student improved over a three week period from using it. After all, GRE test takers are results oriented people! And daily use really improved the student's score and they are well on their way to meeting their goals on the test and moving on with their life.
If you have used an iPhone application, let me know!
Make it a great day!
-Daniel
I recently worked with the GRE word program from Brainscape, and was very impressed by it.
It costs $10 as an app through the Apple App store. It has a rating system for each word and it contains 2000 of the most essential words for the GRE.
More importantly, I saw how much the student improved over a three week period from using it. After all, GRE test takers are results oriented people! And daily use really improved the student's score and they are well on their way to meeting their goals on the test and moving on with their life.
If you have used an iPhone application, let me know!
Make it a great day!
-Daniel
Monday, July 11, 2011
Knowing the emotional connotation of a word
This post is part of the Sunday Series for Compelling GRE Workshops.
On the verbal section, quantity trumps quality. It is more important to be familiar with a large mass of words on a limited basis than to know a smaller number of words verbatim.
There are a couple of reasons for this conclusion. The first is that ETS, the company which makes the GRE, does not publish formal definitions for every word in the English language. They readily admit that there exists some leeway and personal interpretation in language as language is something that evolves over time.
If you look at two different dictionaries, they will have very similar definitions for a word but they rarely match exactly. The same word in two different dictionaries will have definitions that only match about 90-95% of the details and words. Of course, the words used to define a word have their own meanings, which also match only 90-95% of the words used to define them.
Knowing verbatim definitions is simply a waste of time.
The GRE also doesn't test for exact definitions anyways. It asks for the word that is the "best fit" for the sentence or it tests for an antonym, asking for which word is the opposite.
There is more interpretation for which word is the "opposite" of another word because that then depends on two definitions.
The first word can only be defined and interpreted widely with say 90% certainty. When we look for its antonym, each of the possible words can only be defined with a certain amount precision, as different dictionaries will have slightly different definitions. The second word has a definition that is 90% . The more words involved, the more the error is compounded and passed forward.
Do not memorize verbatim definitions because the definition you memorize will be different than the one the GRE is using.
My advice is to learn a great number of words to a lesser degree than to memorize of a lot of words very precisely.
Make it a great day!
-Daniel
On the verbal section, quantity trumps quality. It is more important to be familiar with a large mass of words on a limited basis than to know a smaller number of words verbatim.
There are a couple of reasons for this conclusion. The first is that ETS, the company which makes the GRE, does not publish formal definitions for every word in the English language. They readily admit that there exists some leeway and personal interpretation in language as language is something that evolves over time.
If you look at two different dictionaries, they will have very similar definitions for a word but they rarely match exactly. The same word in two different dictionaries will have definitions that only match about 90-95% of the details and words. Of course, the words used to define a word have their own meanings, which also match only 90-95% of the words used to define them.
Knowing verbatim definitions is simply a waste of time.
The GRE also doesn't test for exact definitions anyways. It asks for the word that is the "best fit" for the sentence or it tests for an antonym, asking for which word is the opposite.
There is more interpretation for which word is the "opposite" of another word because that then depends on two definitions.
The first word can only be defined and interpreted widely with say 90% certainty. When we look for its antonym, each of the possible words can only be defined with a certain amount precision, as different dictionaries will have slightly different definitions. The second word has a definition that is 90% . The more words involved, the more the error is compounded and passed forward.
Do not memorize verbatim definitions because the definition you memorize will be different than the one the GRE is using.
My advice is to learn a great number of words to a lesser degree than to memorize of a lot of words very precisely.
Make it a great day!
-Daniel
Tuesday, June 14, 2011
Time Limits and Due Dates
This post is part of the Sunday Series for Compelling GRE Workshops.
It is important to trust yourself to focus during the time you have allocated to studying. The single best way to focus when you are studying is to set a "finish" time as well as a start time.
At the beginning of a vocabulary session, I would suggest setting a 20 to 30 minute time limit with a "hard" finish time, for example starting at 11:05 a.m. and finishing at 11:30 a.m. This way you can trust yourself to call it quits after a certain amount of time, and thus be free to focus during the time knowing that you will be done with it soon.
Then don't study the rest of the day, even if you have a bad study session. Let that concern carry over to the next study session so you are more focused next time. Don't dilute your focus or worry, make them your strengths instead!
Make it a great day!
-Daniel
It is important to trust yourself to focus during the time you have allocated to studying. The single best way to focus when you are studying is to set a "finish" time as well as a start time.
At the beginning of a vocabulary session, I would suggest setting a 20 to 30 minute time limit with a "hard" finish time, for example starting at 11:05 a.m. and finishing at 11:30 a.m. This way you can trust yourself to call it quits after a certain amount of time, and thus be free to focus during the time knowing that you will be done with it soon.
Then don't study the rest of the day, even if you have a bad study session. Let that concern carry over to the next study session so you are more focused next time. Don't dilute your focus or worry, make them your strengths instead!
Make it a great day!
-Daniel
Sunday, June 5, 2011
ETS has a new scoring format
This post is part of the Sunday Series for Compelling GRE Workshops.
ETS is changing its scoring methods from a range of 200-800 to a range of 130-170, which more closely resembles the scoring other Graduate Program tests such as the LSAT (120-180). The GMAT is on a 200-800 range, and the MCAT is totally different. So this explains to some degree why they made the change in scoring.
Here is what the ETS says about the new GRE format:
ETS is changing its scoring methods from a range of 200-800 to a range of 130-170, which more closely resembles the scoring other Graduate Program tests such as the LSAT (120-180). The GMAT is on a 200-800 range, and the MCAT is totally different. So this explains to some degree why they made the change in scoring.
Here is what the ETS says about the new GRE format:
What Is Changing About Scoring
A New Score Scale that Makes It Easier for Schools to Compare Your Scores with the Scores of Other Candidates
If you've seen an official score report for the current test, or have friends who have taken the current test, then you know that the Verbal Reasoning and Quantitative Reasoning sections have a score scale of 200 – 800, reported in 10-point increments.
However, scores will look much different on the new score scale for the Verbal Reasoning and Quantitative Reasoning sections of the GRE® revised General Test. The Analytical Writing section score scale will remain the same.
What you need to know about the new score scale
- Verbal Reasoning scores will be reported on a new 130 – 170 score scale, in 1-point increments (versus 200 – 800 in 10-point increments).
- Quantitative Reasoning scores will be reported on a new 130 – 170 score scale, in 1-point increments (versus 200 – 800 in 10-point increments).
- Analytical Writing scores will continue to be reported on the same 0 – 6 score level, in half-point increments.
What does the new score scale mean to you? It means that institutions will find it easier to compare your scores with the scores of other candidates. Here's why:
- If you and another candidate have GRE revised General Test scores that differ by one or two score points, for example, then you and the other candidate performed similarly on the revised test.
- With the current test's broader score scale, that same difference looks like a 10- or 20-point difference in score — which could look like a big difference.
Now small differences in scoring will look like small differences, while bigger differences will continue to stand out. That's good news for you, and for the schools considering you.
Important Information If You Need Your Scores Before November
Considering whether or not to take the current test or the GRE revised General Test? Before you decide, first select which schools you're most interested in attending, then find out when they need your scores for admissions.
- If you take the GRE revised General Test during our special discount period of August – September 2011, your scores will be sent by mid-November.
- If you take the test in October – November, check the detailed score reporting schedule to know what day your scores will be sent.
- Score reporting returns to the regular reporting period of 10 – 15 days after test date, starting in December.
- This means if a school needs your scores before November, you must take the current test before August to make sure you have your scores in time.
Keep in mind that scores will continue to be valid for five years. If you need your scores by November, early planning will be important.
Sunday, May 29, 2011
A common trick on the Quantitative section
This post is part of the Sunday Series for Compelling GRE Workshops.
Many people fall in to the trap in doing math operations in one direction, but never practice doing them in the reverse direction.
Imagine a 45-45-90 triangle.
Its two short legs are of length "x".
The SAT and GRE both require you to know that the hypotenuse is sqrt(2)*x.
This is basically a short-hand method of the Pythagorean Theorem, allowing you to do the math faster and save time.
Many students know this, so the GRE test creators will instead give you a 45-45-90 triangle and give you a nice whole number for the hypotenuse (for example: 3) and then require you to calculate the length of each leg.
Now this would take a student longer to figure out, wasting precious time.
The answer of course is that each leg is 3/(sqrt(2)).
It is the reversal of the operation that the GRE test makers like to throw at students as one component of a single problem. And since you only have 40 minutes for thirty problems, you have to hurry!
Make it a great day!
-Daniel
Many people fall in to the trap in doing math operations in one direction, but never practice doing them in the reverse direction.
Imagine a 45-45-90 triangle.
Its two short legs are of length "x".
The SAT and GRE both require you to know that the hypotenuse is sqrt(2)*x.
This is basically a short-hand method of the Pythagorean Theorem, allowing you to do the math faster and save time.
Many students know this, so the GRE test creators will instead give you a 45-45-90 triangle and give you a nice whole number for the hypotenuse (for example: 3) and then require you to calculate the length of each leg.
Now this would take a student longer to figure out, wasting precious time.
The answer of course is that each leg is 3/(sqrt(2)).
It is the reversal of the operation that the GRE test makers like to throw at students as one component of a single problem. And since you only have 40 minutes for thirty problems, you have to hurry!
Make it a great day!
-Daniel
Sunday, May 22, 2011
Certified Microsoft Office Specialist!
This post is part of the Sunday Series for GRE Prep by TOTAL Learning Results. Enjoy!
I successfully completed the requirements for the Certified Microsoft Office Specialist for Microsoft Word 2010 on Saturday at a testing center in San Francisco! I'm very happy about this and will continue to pursue my development in all areas to become a better workshop instructor.
This blog will soon be improved to include daily blog posts about GRE topics, more in-depth strategies, and metrics analysis.
Make it a great day!
-Daniel
I successfully completed the requirements for the Certified Microsoft Office Specialist for Microsoft Word 2010 on Saturday at a testing center in San Francisco! I'm very happy about this and will continue to pursue my development in all areas to become a better workshop instructor.
This blog will soon be improved to include daily blog posts about GRE topics, more in-depth strategies, and metrics analysis.
Make it a great day!
-Daniel
Sunday, May 15, 2011
GRE Results from this Saturday
This post is part of the Sunday Series for GRE Prep by TOTAL Learning Results. Enjoy!
I took the GRE again this Saturday at the Prometric test center in San Jose, and the results were very good:
Quantitative: 800
Verbal: 770
My essays were both well written and I get those results 18 days after taking the test.
The biggest difference between this test and the last was my preparation for the essays and math practice; after proving to myself that I could handle the easy problems, I started just doing problems that were answered correctly by less than 50% of all GRE test takers. This meant that I was only focusing on the hard problems and it paid off.
Effort and proper techniques pay off on the GRE!
Make it a great day!
-Daniel
I took the GRE again this Saturday at the Prometric test center in San Jose, and the results were very good:
Quantitative: 800
Verbal: 770
My essays were both well written and I get those results 18 days after taking the test.
The biggest difference between this test and the last was my preparation for the essays and math practice; after proving to myself that I could handle the easy problems, I started just doing problems that were answered correctly by less than 50% of all GRE test takers. This meant that I was only focusing on the hard problems and it paid off.
Effort and proper techniques pay off on the GRE!
Make it a great day!
-Daniel
Sunday, May 8, 2011
GRE Scores required for California Universities
This post is part of the Sunday Series for GRE Prep by TOTAL Learning Results. Enjoy!
For Santa Clara, the a composite score of 1200 is considered strong enough to be a competitive candidate for admissions.
For San Jose State University, the following requirements apply:
Aerospace Engineering
Only required if undergraduate degree is not from an accredited U.S./Canadian university. Combined score in Verbal and Quantitative must be equal or greater than 1100, and Analytical Writing Score must be 3.5 or above
Only required if undergraduate degree is not from an accredited U.S./Canadian university. Combined score in Verbal and Quantitative must be equal or greater than 1100, and Analytical Writing Score must be 3.5 or above
Biological Sciences
Required if undergraduate degree is not from an accredited U.S./Canadian university. All applicants in the Molecular Biology and Microbiology concentration must submit general test scores and Advanced Subject Test score in Biology or Molecular Biology
Required if undergraduate degree is not from an accredited U.S./Canadian university. All applicants in the Molecular Biology and Microbiology concentration must submit general test scores and Advanced Subject Test score in Biology or Molecular Biology
Biotechnology
General test score required. Advanced Subject Test score in a relevant subject of your choice required
General test score required. Advanced Subject Test score in a relevant subject of your choice required
Chemistry
General test score required
General test score required
Child and Adolescent Development
General test score required
General test score required
Communication Studies
General test score required, beginning Fall 2009
General test score required, beginning Fall 2009
Computer Engineering
Only required if undergraduate degree is not from an accredited U.S./Canadian university. Quantitative score must be 650 or better, minimum combined score must be 1000 or better. Analytical score must be 4.0 or better
Only required if undergraduate degree is not from an accredited U.S./Canadian university. Quantitative score must be 650 or better, minimum combined score must be 1000 or better. Analytical score must be 4.0 or better
Computer Science
Check the Computer Science webpage for current requirements
Check the Computer Science webpage for current requirements
Electrical Engineering
Quantitative score must be 650 or better, minimum combined score must be 1100 or better. Analytical score must be 3.5 or better
Quantitative score must be 650 or better, minimum combined score must be 1100 or better. Analytical score must be 3.5 or better
English and Comparative Literature
General test score required
General test score required
Environmental Studies
General test score required
Journalism and Mass Communications
Combined minimum score of 1000 and at least a score of 550 on the verbal section required
General test score required
Journalism and Mass Communications
Combined minimum score of 1000 and at least a score of 550 on the verbal section required
Justice Studies
General test score required
General test score required
Mechanical Engineering
Only required if undergraduate degree is not from an accredited U.S./Canadian university. Combined score in Verbal and Quantitative must be equal or greater than 1100, and Analytical Writing Score must be 3.5 or above
Only required if undergraduate degree is not from an accredited U.S./Canadian university. Combined score in Verbal and Quantitative must be equal or greater than 1100, and Analytical Writing Score must be 3.5 or above
Occupational Therapy
Combined minimum GRE score of 1000, minimum GRE verbal score of 450, and minimum writing score of 3.5. A score of 400 or above on the Miller Analogies Test recommended
Combined minimum GRE score of 1000, minimum GRE verbal score of 450, and minimum writing score of 3.5. A score of 400 or above on the Miller Analogies Test recommended
Psychology (Experimental)
General test score required.
General test score required.
Psychology (Industrial/Organizational)
General test score required
General test score required
Public Health
General test score required
General test score required
Quality Assurance
Combined minimum score of 1000 required
Combined minimum score of 1000 required
Software Engineering
Check the Software Engineering webpage for current requirements
Check the Software Engineering webpage for current requirements
Urban and Regional Planning
General test score recommended but not required
General test score recommended but not required
For Stanford University, the following GRE scores are recommended:
Quantitative: 720
Verbal: 600
The Verbal is generally considered the more challenging of the two components, especially for engineering majors who have a reading deficit that their counterparts in English and History majors do not have.
Make it a great day!
-Daniel
-Daniel
Sunday, May 1, 2011
Help With Analogies
This post is part of the Sunday Series for GRE Prep by TOTAL Learning Results. Enjoy!
The analogies section of the GRE tests for the breadth of one's knowledge of vocabulary and also for secondary meanings of some words.
The best way to go about answering them is come up with a sentence that uses the first given word to accurately describe the second given word. Then apply that sentence to the five possible answer sets and discard the word combinations that don't make sense.
If you are left with two or more viable choices, reverse the order of the prompt words and create a new sentence to describe the words. Then apply this "bridge" to the answer sets in reverse order and see which choices can now be discarded.
If you still have two choices left, you are probably misinterpreting the meaning of the one of the words and will be forced to guess.
Lastly, remember that some words have secondary meanings that are usually related to vocational/job related things. Below are a few examples:
Green: 1) the color or 2) inexperienced.
Husband: 1) The male half of a marriage or 2) to tend lovingly and diligently, as in: to husband crops.
Make it a great day!
-Daniel
The analogies section of the GRE tests for the breadth of one's knowledge of vocabulary and also for secondary meanings of some words.
The best way to go about answering them is come up with a sentence that uses the first given word to accurately describe the second given word. Then apply that sentence to the five possible answer sets and discard the word combinations that don't make sense.
If you are left with two or more viable choices, reverse the order of the prompt words and create a new sentence to describe the words. Then apply this "bridge" to the answer sets in reverse order and see which choices can now be discarded.
If you still have two choices left, you are probably misinterpreting the meaning of the one of the words and will be forced to guess.
Lastly, remember that some words have secondary meanings that are usually related to vocational/job related things. Below are a few examples:
Green: 1) the color or 2) inexperienced.
Husband: 1) The male half of a marriage or 2) to tend lovingly and diligently, as in: to husband crops.
Make it a great day!
-Daniel
Sunday, April 24, 2011
Which Evidence to Use for the Issue Task
This post is part of the Sunday Series for GRE Prep by TOTAL Learning Results. Enjoy!
When faced with the issue task, the essay grading rubric states that for an essay to achieve a score of a 4 or higher, relevant examples need to be stated and used as evidence to support a conclusion. But what evidence can you study before hand to improve your score?
It is unreasonable to expect students to have encyclopedic knowledge of every topic, so a different tactic has to be employed.
A good student needs to be able to gain detailed knowledge of a few example topics, and my favorites are Martin Luther King, Nuclear Weapons, the Civil War, and Richard Nixon. These four examples contain all sorts of moral and ethical issues; knowledge of these four topics can be tied in to literally any essay topic that you may encounter.
With practice and discipline you can use these four topics to support any position on any topic on the GRE.
The worst thing to use is hypothetical examples, which take a lot of time to explain and provide context for, and can allow the essay grader to poke holes in your made-up scenario. Factual examples allow you to draw your own conclusions; setting up your own hypothetical example detracts from the argument and means that your conclusions are not reality based.
So pick your own four examples and limit yourself to just those four; practice tying them in to different essay topics!
Make it a great day!
-Daniel
When faced with the issue task, the essay grading rubric states that for an essay to achieve a score of a 4 or higher, relevant examples need to be stated and used as evidence to support a conclusion. But what evidence can you study before hand to improve your score?
It is unreasonable to expect students to have encyclopedic knowledge of every topic, so a different tactic has to be employed.
A good student needs to be able to gain detailed knowledge of a few example topics, and my favorites are Martin Luther King, Nuclear Weapons, the Civil War, and Richard Nixon. These four examples contain all sorts of moral and ethical issues; knowledge of these four topics can be tied in to literally any essay topic that you may encounter.
With practice and discipline you can use these four topics to support any position on any topic on the GRE.
The worst thing to use is hypothetical examples, which take a lot of time to explain and provide context for, and can allow the essay grader to poke holes in your made-up scenario. Factual examples allow you to draw your own conclusions; setting up your own hypothetical example detracts from the argument and means that your conclusions are not reality based.
So pick your own four examples and limit yourself to just those four; practice tying them in to different essay topics!
Make it a great day!
-Daniel
Sunday, April 17, 2011
GRE Quantitative Vocabulary
This post is part of the Sunday Series for GRE Prep by TOTAL Learning Results. Enjoy!
There are vocabulary words to learn for the Verbal section, and then there are also vocab words to learn for the math section!
In this post I will explain two simple math terms that are necessary to do well on the GRE, but often cause a lot of confusion.
What does the GRE consider a prime number? And what does it consider an integer?
Nearly everyone taking the test knows that "7" is an integer, and is also a prime number. Likewise with "13".
But what about "1"? Or "-1" & "0"?
All numbers, including 0, 1, and negative one, are integers.
However, 0 and 1 are not prime!
Learn the lessons of this table!
Make it a great day!
-Daniel
There are vocabulary words to learn for the Verbal section, and then there are also vocab words to learn for the math section!
In this post I will explain two simple math terms that are necessary to do well on the GRE, but often cause a lot of confusion.
What does the GRE consider a prime number? And what does it consider an integer?
Nearly everyone taking the test knows that "7" is an integer, and is also a prime number. Likewise with "13".
But what about "1"? Or "-1" & "0"?
All numbers, including 0, 1, and negative one, are integers.
However, 0 and 1 are not prime!
| Number | Integer | Prime |
| 0 | Yes | No |
| 1 | Yes | No |
| -1 | Yes | No |
| 3 | Yes | Yes |
Learn the lessons of this table!
Make it a great day!
-Daniel
Sunday, April 10, 2011
The Generic Method for Area Problems
This post is part of the Sunday Series for GRE Prep by TOTAL Learning Results. Enjoy!
The GRE Quantitative section includes of a number of area and perimeter related problems that are very difficult to conceptualize in one's head. Take the image below:
What is the area of the green section? And more challenging: what is the area of the yellow section?
The answer to both of these requires what I call the "generic solution" method. The value of this is that it can help you solve any problem you face on the GRE requiring formulas for circles or squares, and you will face them.
Most students, even good students, don't have a one size fits all approach and most aren't able to describe how they solve the problem. So here is what to do:
The green triangle:
The radius of the circle, r, helps form a right isosceles triangle. It is a 45-45-90 triangle, and the two legs are both of length r/(sqrt 2). The area for a triangle is 1/2*base*height, and the final answer is (r^2)/4.
The Yellow segment:
Here is where the generic method can help. The area of the circle is pi*r^2, or "pie r-squared".
The sliver could be described as the area of the circle, minus the area of the square; that would leave the four remaining slivers. Therefore, one-fourth of the remaining area would be the area of one sliver.
The equation then would be [(Area of the circle)-(Area of the square)]/4
The important step is to write up this equation before trying to make calculations. Now that we have the equation, we can plug in numbers and variables to find the answer, but the first step is to always come up with a "generic equation" using terms like "area of circle", "area of square", "perimeter of the circle", "perimeter of rectangle", etc. Then plug and chug.
That is the key to the generic method: start with the largest area, and start subtracting off portions of the area using the names of the segments. Then calculate!
Make it a great day!
-Daniel
-Daniel
Sunday, April 3, 2011
Logical Fallacies in the Argument Task
This post is part of the Sunday Series for GRE Prep by TOTAL Learning Results. Enjoy!
The argument task for the GRE is not something that you are supposed to pick a side on. Instead, you are required to find faulty logical reasoning and assumptions that the author is making. This may sound complicated but the GRE relies on using the same three faulty logic "techniques" over and over and over again. In this post I will list them below, with brief explanations, and then dissect a real GRE prompt from the GRE "test bank" for each example.
Each fallacy occurs when the author...
1) Assumes to know what someone else is thinking.
Example: You assume I bought a certain kind of cereal because of the fancy advertising on the front, when in reality I picked the cheapest cereal available.
2) Assumes causality from correlation.
Example: You see an advertisement showing a cool person drinking Bud Light, so you assume it is the beer that makes him cool.
3) Assume that a solution that works in one case will work in another.
Example: Eskimos build igloos out of ice, so I should make my house in Los Angeles out of ice as well.
My examples are slightly silly, but the GRE is testing for that specific skill of finding these assumptions hidden inside arguments that look very reasonable at first glance. Below is a real GRE prompt.
"A recent study shows that people living on the continent of North America suffer 9 times more chronic fatigue and 31 times more chronic depression than do people living on the continent of Asia. Interestingly, Asians, on average, eat 20 grams of soy per day, whereas North Americans eat virtually none. It turns out that soy contains phytochemicals called isoflavones, which have been found to possess disease–preventing properties. Thus, North Americans should consider eating soy on a regular basis as a way of preventing fatigue and depression."
This is a very interesting argument, and looks like something I would find on Yahoo! or a similar website. But are there problems with the logic, according to the GRE?
The answer is yes:
Assumes that a solution that works in one case will work in another. The author assumes that a solution for people living in Asia will work for those living in North America, but there are many differences between the two groups, and I will list the first few that come to mind: North America is much more ethnically diverse than Asia, soy is much less available in North America, there are family and community differences between North America and Asia. Etc., etc., etc.
Assumes causality from correlation. Is the soy causing the people of Asia to suffer less fatigue and depression? Or is there anything else to be considered? There are many, many causes of fatigue and depression, including environmental pollution, family connectedness, geographic location, humidity, amount of red meat in the diet, hours per day spent working, hours per day spent exercising, hours per day of sunlight. Prescribing soy as a "cure all" for depression and fatigue caused by all these different factors is poor logic.
Assumes to know what someone else is thinking. How does the author know if North Americans are truly and honestly more fatigued and depressed than Asians? There could be cultural norms that affect polling or whatever study was done to determine these factors. Are Asians less willing to admit fatigue or depression? Is it a taboo subject for them ? Are North Americans more willing to discuss concerns, or do they exaggerate more than Asians? The study cites no evidence to support the claim, and a true study must evaluate the source of information and the methods used to gather it.
In this one prompt there are all three of the logical fallacies that the GRE tests for, and a proper analysis could score a 6 following one, two , or all three of these different paths if time permits.
Remember, the GRE isn't asking for what you believe or support, it is just asking you to find faulty logic and reasoning.
Make it a great day!
-Daniel
The argument task for the GRE is not something that you are supposed to pick a side on. Instead, you are required to find faulty logical reasoning and assumptions that the author is making. This may sound complicated but the GRE relies on using the same three faulty logic "techniques" over and over and over again. In this post I will list them below, with brief explanations, and then dissect a real GRE prompt from the GRE "test bank" for each example.
Each fallacy occurs when the author...
1) Assumes to know what someone else is thinking.
Example: You assume I bought a certain kind of cereal because of the fancy advertising on the front, when in reality I picked the cheapest cereal available.
2) Assumes causality from correlation.
Example: You see an advertisement showing a cool person drinking Bud Light, so you assume it is the beer that makes him cool.
3) Assume that a solution that works in one case will work in another.
Example: Eskimos build igloos out of ice, so I should make my house in Los Angeles out of ice as well.
My examples are slightly silly, but the GRE is testing for that specific skill of finding these assumptions hidden inside arguments that look very reasonable at first glance. Below is a real GRE prompt.
"A recent study shows that people living on the continent of North America suffer 9 times more chronic fatigue and 31 times more chronic depression than do people living on the continent of Asia. Interestingly, Asians, on average, eat 20 grams of soy per day, whereas North Americans eat virtually none. It turns out that soy contains phytochemicals called isoflavones, which have been found to possess disease–preventing properties. Thus, North Americans should consider eating soy on a regular basis as a way of preventing fatigue and depression."
This is a very interesting argument, and looks like something I would find on Yahoo! or a similar website. But are there problems with the logic, according to the GRE?
The answer is yes:
Assumes that a solution that works in one case will work in another. The author assumes that a solution for people living in Asia will work for those living in North America, but there are many differences between the two groups, and I will list the first few that come to mind: North America is much more ethnically diverse than Asia, soy is much less available in North America, there are family and community differences between North America and Asia. Etc., etc., etc.
Assumes causality from correlation. Is the soy causing the people of Asia to suffer less fatigue and depression? Or is there anything else to be considered? There are many, many causes of fatigue and depression, including environmental pollution, family connectedness, geographic location, humidity, amount of red meat in the diet, hours per day spent working, hours per day spent exercising, hours per day of sunlight. Prescribing soy as a "cure all" for depression and fatigue caused by all these different factors is poor logic.
Assumes to know what someone else is thinking. How does the author know if North Americans are truly and honestly more fatigued and depressed than Asians? There could be cultural norms that affect polling or whatever study was done to determine these factors. Are Asians less willing to admit fatigue or depression? Is it a taboo subject for them ? Are North Americans more willing to discuss concerns, or do they exaggerate more than Asians? The study cites no evidence to support the claim, and a true study must evaluate the source of information and the methods used to gather it.
In this one prompt there are all three of the logical fallacies that the GRE tests for, and a proper analysis could score a 6 following one, two , or all three of these different paths if time permits.
Remember, the GRE isn't asking for what you believe or support, it is just asking you to find faulty logic and reasoning.
Make it a great day!
-Daniel
Sunday, March 27, 2011
Rhetorical Terms
This post is part of the Sunday Series for GRE Prep by TOTAL Learning Results. Enjoy!
To excel at the Issue Task, one needs to have an understanding of rhetorical concepts, and it is similar to knowing the different players in a football game. One can watch a football game without knowing anything about the players, their positions, or their responsibilities, but to be a football player, this knowledge is fundamental.
To that end, I have several important terms below. Then I will use them to break down an Issue Task prompt from the GRE pool of prompts.
Claim: This is the claim we are asking the reader to accept.
Grounds: This is the data and evidence we give in support of the claim.
Warrant: This connects the data to the claim in a way that makes the connection clear.
Rebuttal: This acknowledges the counter-arguments that exist or opposing theories to our claim.
Weighing: This is where the main claim is weighed against the rebuttal, and a conclusion is made.
These are the five logical terms you must be familiar with and able to use properly to earn a 6 on the Issue task.
Here is a sample prompt:
"The study of an academic discipline alters the way we perceive the world. After studying the discipline, we see the same world as before, but with different eyes"
The following terms are used to help define the argument I would make if I were writing an essay on this Issue for the GRE.
Claim: I whole-heartedly agree that studying an academic discipline changes our powers of perceptions, allowing greater meanings and connections to be seen with the same basic set of eyes.
Grounds: I studied Systems Engineering in college and gained a much greater understanding of the interconnectedness of all systems. I have a much greater understanding of the nuclear, coal, and solar energy sectors.
Warrant: I can now follow political discussions regarding energy debates and make informed decisions on energy policies, including the coal and nuclear fields. I see the same issue with much greater clarity and perspective.
Rebuttal: It is also possible to gain increased perspective through non-academic means, such as through life experience. Also, studying a discipline may not change your perspective if it merely strengthens pre-existing notions and prejudices.
Weighing: In the final analysis, studying Systems Engineering helped me gain perspective and see the same world with new eyes.
This is a quick example of how these five terms work together to develop and argument, bring up counter-points, and ultimately conclude in agreement with my initial claim.
That's it for today's Sunday Series
Make it a great day!
-Daniel
To excel at the Issue Task, one needs to have an understanding of rhetorical concepts, and it is similar to knowing the different players in a football game. One can watch a football game without knowing anything about the players, their positions, or their responsibilities, but to be a football player, this knowledge is fundamental.
To that end, I have several important terms below. Then I will use them to break down an Issue Task prompt from the GRE pool of prompts.
Claim: This is the claim we are asking the reader to accept.
Grounds: This is the data and evidence we give in support of the claim.
Warrant: This connects the data to the claim in a way that makes the connection clear.
Rebuttal: This acknowledges the counter-arguments that exist or opposing theories to our claim.
Weighing: This is where the main claim is weighed against the rebuttal, and a conclusion is made.
These are the five logical terms you must be familiar with and able to use properly to earn a 6 on the Issue task.
Here is a sample prompt:
"The study of an academic discipline alters the way we perceive the world. After studying the discipline, we see the same world as before, but with different eyes"
The following terms are used to help define the argument I would make if I were writing an essay on this Issue for the GRE.
Claim: I whole-heartedly agree that studying an academic discipline changes our powers of perceptions, allowing greater meanings and connections to be seen with the same basic set of eyes.
Grounds: I studied Systems Engineering in college and gained a much greater understanding of the interconnectedness of all systems. I have a much greater understanding of the nuclear, coal, and solar energy sectors.
Warrant: I can now follow political discussions regarding energy debates and make informed decisions on energy policies, including the coal and nuclear fields. I see the same issue with much greater clarity and perspective.
Rebuttal: It is also possible to gain increased perspective through non-academic means, such as through life experience. Also, studying a discipline may not change your perspective if it merely strengthens pre-existing notions and prejudices.
Weighing: In the final analysis, studying Systems Engineering helped me gain perspective and see the same world with new eyes.
This is a quick example of how these five terms work together to develop and argument, bring up counter-points, and ultimately conclude in agreement with my initial claim.
That's it for today's Sunday Series
Make it a great day!
-Daniel
Sunday, March 20, 2011
Understanding the Argument Task
This post is part of the Sunday Series for GRE Prep by TOTAL Learning Results. Enjoy!
The argument task is a test of one's ability to read an example argument and find the logical and inductive reasoning problems contained in the argument. GRE Argument tasks are designed to have three errors in logic in the prompt; you (the test taker) need to figure out the overall point of the argument, find the faulty reasoning, and explain why the reasoning is wrong.
The most common flaw is the "arguer" is claiming to understand the motives and reasoning of others, which the GRE considers unreasonable.
Below is the prompt I had when I last took the GRE:
"Claitown University needs both affordable housing for its students and a way to fund the building of such housing. The best solution to this problem is to commission a famous architect known for experimental and futuristic buildings. It is common knowledge that tourists are willing to pay money to tour some of the architect's buildings, so it can be expected that tourists will want to visit this new building. The income from the fees charged to tourists will soon cover the building costs. Furthermore, such a building will attract new students as well as donations from alumni. And even though such a building will be much larger than our current need for student housing, part of the building can be used as office space."
The first two sentences give the overall point of the argument. The school needs to address affordable housing and figure out how to fund it, and the solution is a famous architect. The author then goes into his reasoning (which is supposed to be flawed!).
1) Tourists are willing to pay money to tour some [bold emphasis mine] of the architect's buildings, so it can be expected that tourists will want to visit this new building.
2) The income from the fees charged to tourists will soon cover the building costs.
3) New students will be attracted to the new rooms, and alumni will want to donate money upon seeing the new building.
These three points are all flawed in the following ways:
1) Tourists pay to visit some of the architects buildings, but the author claims they will want to pay to visit this dorm building. How can the author be sure of this? If he is wrong, it will cost the school millions of dollars, and there really is no guarantee people will want to pay money to see something as common as housing unless it is really spectacular.
2) The income from the fees will cover the building costs. A massive housing project will cost $10,000,000 at least. Probably much more. That means a lot of are tourists required to pay the cost, and it won't be "soon". It would take years to pay back the costs. The flaw here is an unfounded financial projection.
3) The author assumes that students will be attracted to the new rooms (claiming to know what others will do) and that alumni will want to donate money (again claiming to know what others will do). Better reasoning would be if the author were the head of the alumni association and claimed to have five million dollars in donations already lined up, or had special insight into the preference of students.
This example is useful in showing how to break down "unfounded knowledge" claims made in the argument. Remember to look for these things during your next Argument Task practice essay!
Make it a great day!
-Daniel
The argument task is a test of one's ability to read an example argument and find the logical and inductive reasoning problems contained in the argument. GRE Argument tasks are designed to have three errors in logic in the prompt; you (the test taker) need to figure out the overall point of the argument, find the faulty reasoning, and explain why the reasoning is wrong.
The most common flaw is the "arguer" is claiming to understand the motives and reasoning of others, which the GRE considers unreasonable.
Below is the prompt I had when I last took the GRE:
"Claitown University needs both affordable housing for its students and a way to fund the building of such housing. The best solution to this problem is to commission a famous architect known for experimental and futuristic buildings. It is common knowledge that tourists are willing to pay money to tour some of the architect's buildings, so it can be expected that tourists will want to visit this new building. The income from the fees charged to tourists will soon cover the building costs. Furthermore, such a building will attract new students as well as donations from alumni. And even though such a building will be much larger than our current need for student housing, part of the building can be used as office space."
The first two sentences give the overall point of the argument. The school needs to address affordable housing and figure out how to fund it, and the solution is a famous architect. The author then goes into his reasoning (which is supposed to be flawed!).
1) Tourists are willing to pay money to tour some [bold emphasis mine] of the architect's buildings, so it can be expected that tourists will want to visit this new building.
2) The income from the fees charged to tourists will soon cover the building costs.
3) New students will be attracted to the new rooms, and alumni will want to donate money upon seeing the new building.
These three points are all flawed in the following ways:
1) Tourists pay to visit some of the architects buildings, but the author claims they will want to pay to visit this dorm building. How can the author be sure of this? If he is wrong, it will cost the school millions of dollars, and there really is no guarantee people will want to pay money to see something as common as housing unless it is really spectacular.
2) The income from the fees will cover the building costs. A massive housing project will cost $10,000,000 at least. Probably much more. That means a lot of are tourists required to pay the cost, and it won't be "soon". It would take years to pay back the costs. The flaw here is an unfounded financial projection.
3) The author assumes that students will be attracted to the new rooms (claiming to know what others will do) and that alumni will want to donate money (again claiming to know what others will do). Better reasoning would be if the author were the head of the alumni association and claimed to have five million dollars in donations already lined up, or had special insight into the preference of students.
This example is useful in showing how to break down "unfounded knowledge" claims made in the argument. Remember to look for these things during your next Argument Task practice essay!
Make it a great day!
-Daniel
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