SentenceCorrection.file.txt

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Author:
sb
ID:
834
Filename:
SentenceCorrection.file.txt
Updated:
2009-11-08 11:38:59
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GMAT
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Description:
Core Sentence Correction frameworks for the GMAT.
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  1. Read for clarity and active Voice: If the sentence is expressed in passive voice, is there an option to make it active voice? If so, the active voice choice will be most correct.
    • Thought process is to understand why answer is not clear:
    • Is it in passive voice?
    • Are there other answer choices that are in the active voice form?
    • Does the sentence have unclear grouping?
    • Is part of the sentence expressed as an afterthought?
  2. Active voice looks like (item #1) along with (item #2) contributed to...
  3. Identify if it is a case of comparing apples and oranges:
    Thought process identify this case by key words, like "than" -[more than] [better than], [more frequently than], [less often than], [as much as]...
  4. You know you are comparing two things, now are you comparing two of the same things? Select the answer choice which compares two like items, costs, or acts.
  5. Correct comparisons of apples to apples look like this:
    • My sister is more likely than I to plan on studying. (not in planning to study).
    • My weight is more than that of his.
  6. Identify this sentence structure: descriptive phrase on one side, main sentence on the other (or vice-versa).
    Thought process:
  7. They are seperated by a comma, main sentence would sound fine on its' own, descriptive phrase follows or preceeds it.
  8. From a structure perspective, the descriptive phrase will be describing the subject of the main sentence. This is usually the noun closest to the comma. Locate that subject noun.
  9. Sentence Correction #5, Framework 5.
  10. Do they match? If not, adjust them so they do. The meaning of the main sentence should describe the noun closest to the comma.
  11. The only exception to this is -ing verbs, which will always describe the subject, regardless of sentence structure [having], [knowing], [seeing], [fighting].
  12. Identify if the sentence is in a split sentence with a phrase in the structure.
    Thought process: you shoud be able to cut out the middle phrase, still read the sentence, and have it make sense.
  13. Solve by:
    • Look for a sentence with at least 2 commas.
    • Identify which part is the description (fluff).
    • Blocking this fluff out and read the sentence (And making it still make sense.)
  14. Idioms: Look for Linking Verbs
    Linking Verbs - Thought process:
  15. Words that lead to another verb, should be in the form "to + verb."
    Although "I want her studying," is ok, "I want her to study," is simpler and therefore preferred.
  16. Idioms: Deciding upon If vs. Whether
    If vs. Whether - Thought process:
  17. If you are chosing between choices, whether is preferred. This is because "if" introduces a condition, and "whether" introduces a choice. The words "or not" are not needed because they are slang.
  18. Idioms: Many vs. Much
    Many vs. Much - Thought process:
  19. If you can put a number on it, use [many], or [fewer]. ex: dollars
    If it wouldn't make sense to put a number on it, use [much], or [less]. ex: money
  20. The interesting thing is that there is no distinction to make when using [more].
    For example, you could say more money, or more dollars!
  21. Solve by:
    • Finding the key word.
    • Asking yourself, "Can I count it?"
    • And then attaching [many or fewer] if you can, or else [much or less] if its uncountable.
  22. Idioms: Who or Whom
    Who or Whom - Thought process:
  23. "Him or Her or Them" go with [whom]. (a tip to remember is that that both [him] and [whom] end with an [m].
    In contrast, you would use the word [who] to refer to "he or she or they".
  24. Solve by:
    When you read the sentence, you should re-phrase replacing the noun with a pronoun.
  25. Sentence Correction #5, Framework 5.

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