Sunday, September 11, 2011

Idioms. Here at last.

I've got two weeks to my GMAT. It's exactly two Sundays from today. And here I am reviewing idioms. Am I cool or am I cool.. Don't answer it!


So idioms basically are a bunch of acceptable expressions in the English language. And.. wait for it.. there's no reason! Isn't that nice! Fortunately there is a list that the GMAT might not waiver from.


Spot, Extract and Replace
This sounds a bit like Spot, Sight and Shoot! And in a sense is. Here is why:


Consider the example below - 

A. Some historians attribute the eventual development of accurate methods for
measuring longitude as the monetary prizes offered by various governments.
B. Some historians attribute the eventual development of accurate methods for
measuring longitude to the monetary prizes offered by various governments.



Step 1: Spot the suspect idiomatic expression.
Step 2: Extract it from the long phrase.
Step 3: Replace it with an acceptable idiom.


Here is an illustration:
The word that will ultimately tip the decision is attribute. The sentences use as attributed as and attributed to.


Therefore, extract the sentence and snip it down to a simple form.


Finally identify an error and pick the correct one.
The correct sentence, of course, is attributed to.


The list that follows is a list of idioms. You will need to scan these for effective results.

Monday, August 8, 2011

Comparisons - This is how you crack 'em.. (Part 1)

Learn this, 'cos the GMAT loves to test you on comparing stuff. 


Comparisons either compare two parts of a sentence and occasionally more. It is important to first know the signal words or phrases of comparisons. The next step is to identify the parts of the sentence being compared to one another. Finally, ensure that the two parts of the sentence being compared are truly parallel, both structurally and logically. The most common comparison words are like, unlike, as and than. The others are listed below:
Comparison Signal words:
like - as
unlike - as (adj.) as
more than - as much as
less than - as little as
faster than - as fast as
different from - the same as


"Like" vs. "As"
Possibly the most common words, you need to know to distinguish between the two.
  • Like is a preposition and is therefore followed by nouns, pronouns and noun phrases. Never put a prepositional phrase after like. A clause contains a working verb, which can be the main verb in the sentence.
  • You can correctly use Like to compare two nouns.
Example:
CORRECT: Like her brother, Shruthi aced the GMAT.
  • Like is followed by the noun phrase her brother. The entire phrase Like her brother indicates a comparison between Ava and her brother. 
  • Like can also be followed by a gerund (-ing words). 
Example:
CORRECT: Like swimming, jogging is great exercise.
  • Contrarily, As can appear either as a preposition (appearing with a noun) or a conjunction (appearing with a clause).
  • You can correctly use As to compare two clauses. 
  • You CANNOT use like to compare two clauses.
Examples:
INCORRECT: LIKE her brother DID, Ava aced the test.
CORRECT: AS her brother DID, Ava aced the test.
  • As Ava did is a clause, with DID as a working verb. Therefore, you must use As to make the comparison between her brother DID and Ava aced the test.
  • It is common to use like to compare in speech, but it is always wrong in writing.
Keeping Comparisons Parallel
  1. Comparisons must ALWAYS be logically parallel. That is, they must compare similar things.
Example: Frank's build, LIKE his brother, is broad and muscular
Here, Frank's build is being compared to his brother directly, which would not make sense. 

CORRECT: Frank's build, LIKE his brother's, is broad and muscular.
  • Notice that the word build isn't repeated, it is implied.
  • You may also use the word that instead of build. It will also imply build.
CORRECT: Frank's build, LIKE that of his brother, is broad and muscular.
  • Note that if the noun were plural, you would use those.
Example: Frank's toes, LIKE those of his brother, are short and pink.
  • Finally, you can shift the last word in the noun phrase and rephrase the sentence.
Example: Frank, LIKE his brother, has a broad and muscular build.

 If necessary, refer to page 122 for a harder example.
  1. Comparisons must be structurally logical - They must have the same grammatical structure.
Example:
INCORRECT: I like to run through forests more than I enjoy walking through crowds.
This statement is incorrect because run through the forests is not parallel with walking through crowds. To correct this statement, make both grammatically parallel.
CORRECT: I like running through forests more than I enjoy walking through crowds.

Omitting Words

  • It is possible to omit words from the second part of a comparison if it does not sound ambiguous.

Examples:
CORRECT: 
My toes are longer than Brian's [toes]
My toes are longer than the Smiths' [toes]


My car is bigger than Brian's [car]
My car is bigger than the Smiths' [car]

  • Notice that the possessing noun (Brian, the Smiths') can be plural or singular irrespective whether the possessed noun is plural or singular.
  • Any singular-plural combination is possible as long as it makes logical sense.
  • You may also eliminate units, verbs and whole clauses from the second part of the sentence
CORRECT: 
Whereas I drink 2 quarts of milk a day, my friend drinks 3 [quarts of milk]
I walk faster than Brian [walks]
I walk faster now as [I walked] when I was just discharged from surgery.
  • Remember only to add helping verbs such as do, be and have.
Example:
INCORRECT: Vishal eats more carrots than donuts.
CORRECT: Vishal eats more carrots than he does donuts.


  • You invariably need a helping verb to resolve the role of the second part of the comparison. (Refer for example)
  • The GMAT also sometime allows extra helping verbs
Comparative and Superlative 










Tuesday, July 26, 2011

GMAT Quant Favorites!!


A list of GMAT Favorites for Quick Reference
  • Special Quadratic Expressions
    1. x^2 - y^2 = (x+y)(x-y)
    2. x^2 + 2xy + y^2 = (x+y)^2
    3. x^2 + 2xy - y^2 = (x-y)^2

Monday, July 25, 2011

Equations with Exponent Strategy

Just a few important notes from this chapter...

  • A variable with an even exponent has two solutions always. Treat it with caution.
Example: x^2 = 25. Therefore, x = ±25 
  • You can afford to loosen up with variables with odd exponents as they always have only one solution.
  • Common Bases or Common Exponents
    • When you come across an equation with exponents on either side, it is imperative that you convert the equation into one with either a common base or common exponent.
    • Once you've done this the common base can be cancelled to equate the exponents on either side to form the solution.
  • Eliminating the square root by squaring both sides:
    • This is a simple method of solving problems with a square root in the equation
    • However, take care when squaring as this can sometimes introduce an extraneous solution where there are two solutions.
    • Finally substitute all the solutions in the main equation to find the actual solution as only one solution will work in the main equation.
    • Also, the square root symbol works only on positive numbers and yield only positive numbers for results. The square root of a negative number is undefined and is not tested by the GMAT.
    • All the same, the square root of a positive number can either be a negative or a positive number.
  • Cube Roots
    • To solve Cube roots, cube both sides to find a solution.
    • Remember, a cube root retains the original sign of the number and hence does not introduce any extraneous solution.

Saturday, July 23, 2011

Verb Tense, Mood and Voice.. (Part 4: Phew!)

Active vs. Passive
Verbs are always written in active or passive voice. In the active voice, the subject of the sentence performs the action. In the passive voice, the subject of the sentence has an action performed on it by someone or something else.


Active: The hungry students ATE the pizza.
Passive: The pizza WAS EATEN by the hungry students.


The passive voice is formed by the form to be (in this case was), followed by the past participle.

  • Do not use other verbs such as get in the passive voice.
Examples:
INCORRECT: The pizza GOT eaten by the hungry students.
INCORRECT: The pizza must GET EATEN by the hungry students.
  • Use by only for the active doers of the action.
  • Use through and because of when the describing means or instruments, where the subject will be awkward in active voice.
INCORRECT: The pizza WAS accidentally EATEN BY a quirk of fate.
INCORRECT: A quirk of fate accidentally ATE the pizza.
CORRECT: THROUGH a quirk of fate, the pizza WAS accidentally EATEN.
  • Passive voice makes sentences long. It also makes it confusing to ascertain who performs the action in the sentence.
  • Since the GMAT prefers brevity, active voice is preferred if the sentence in passive voice is wordy or confusing.
  • However, do not dismiss passive voice sentences.
  • Only Transitive Verbs (words that take direct objects) can be written in passive voice.
  • Verbs that do not take direct objects should not be written in passive voice.
INCORRECT: The aliens WERE ARRIVED on Neptune in the 20th century.
CORRECT: The aliens ARRIVED on Neptune in the 20th century.

Verb Tense, Mood and Voice.. (Part 3)

If.... Then Constructions
When sentences use the If...Then construction, they do not necessarily have to follow the Hypothetical Subjunctive. They can follow a number of moods/tense patterns.

Examples:
CORRECT: IF you study hard, THEN you will score highly.
CORRECT: You will score highly IF you study hard.
Note that then is frequently omitted from the construction and If does not have to be the first word in the sentence. There are five basic rules:

1. General Rule with no Uncertainty
CORRECT: IF Sophie EATS pizza, THEN she BECOMES ill.
IF Present Tense, THEN Present Tense.

This pattern also applies to WHENEVER...
CORRECT: WHENEVER Sophie EATS pizza, she BECOMES ill.
2. General Rule with some Uncertainty
IF Sophie EATS pizza, she MAY BECOME ill.
IF Present, THEN Can or May.
In this case, the helping verbs Can or May are used to convey a somewhat uncertain outcome.
3. Particular Case (in the future) with No Uncertainty
IF Sophie EATS pizza TOMORROW, THEN she WILL BECOME ill.
IF PRESENT, THEN FUTURE.
Another illustration of this rule is in the Present tense and Present Future tense: IF Sophie HAS EATEN pizza, THEN she WILL BECOME ill.
4. Unlikely Case (In the future)
IF Sophie ATE pizza TOMORROW, THEN she WOULD BECOME ill.
IF Hypothetical Subjunctive, THEN Conditional.
You can replace Would with Could  and the meaning would be the same. The author feels that Sophie is unlikely to eat pizza tomorrow and would conveys this uncertainty.
5. Case that NEVER happened (In the past)
IF Sophie HAD EATEN pizza yesterday, THEN she WOULD HAVE BECOME ill.
IF Past Perfect, THEN Conditional PERFECT.

Command Subjunctive
The next type of subjunctive mood, the Command Subjunctive, is MUCH MORE IMPORTANT on the GMAT!!!
The Command Subjunctive uses a Bossy Tone and therefore uses Bossy Verbs. These subjunctives are used to command people to do things.
Examples:
The agency REQUIRED that Gary BE ready before noon.
We PROPOSE that the school board DISBAND.
The verbs be and disband are in Command Subjunctive mood. They are similar to commanding Gary or the school board directly. If said to either of the subjects directly, the sentences would be like this:
BE ready before noon, Gary!
DISBAND, school board!
This is also called the Bare Form of the verbs to be and to disband without the word to. It is similar to the Simple Present with two exceptions: 
1. There is no -s form in the Third Person Singularity.
2. The form of the verb to be is always be and not is, are, or am.
The sentence construction with a Bossy Verb is always as follows:
Bossy Verb + THAT + Subject + Command Subjunctive
We PROPOSE THAT the school board DISBAND.


Take note of the following common sentences used in spoken English:
INCORRECT: We propose the school board DISBAND. (That is mandatory)
INCORRECT: We propose THAT the school board DISBANDS. (Disband is singular)
INCORRECT: We propose THAT the school board IS TO DISBAND.
INCORRECT: We propose THAT the school board WILL DISBAND. 
INCORRECT: We propose THAT the school board SHOULD DISBAND.


This is based on American English in which you cannot use Should as a command subjunctive. The Command Subjunctive tends to get complicated at times since it is not always used with a Bossy Verb. Certain Bossy Verbs such as want do not require a Command Subjunctive.
CORRECT: The vice-president WANTS her TO GO to the retreat.
INCORRECT: The vice-president WANTS THAT she GO to the retreat.


There is no rule governing this need for a Command Subjunctive. It is idiomatic and will need to be memorized.


Common Verbs that take ONLY the Command Subjunctive:
demand, dictate, request, require, suggest, stipulate, insist, mandate, propose
We DEMAND THAT he be present.


Common Verbs that take ONLY the Infinitive:
forbid, allow, persuade, advise, want 
I FORBID you TO go.


Common Verbs that take either the Command Subjunctive or Infinitive:
beg, intend, order, prefer, urge, require, ask
We require HIM TO BE here.
We require THAT HE BE here.


Certain Common Verbs take an entirely different construction:
Peter prohibited Gary FROM GOING to the convention.


The Command Subjunctive can also be used with nouns derived from verbs such as a demand or a request:
His DEMAND THAT he BE paid full severance was not met.


Command Subjunctive can also be used in the form It is X, where X is an adjective.
It is ESSENTIAL THAT Gary be ready before noon.


Other adjectives conveying urgency are: 
advisable, desirable, fitting, crucial, important, necessary, vital, mandatory, preferable, urgent, imperative.
Note that you can use the infinitive to be in this construction.


Do not use whether with the Command Subjunctive as this is old-fashioned usage.
INCORRECT: I like ice-cream, whether IT BE chocolate, or vanilla, or any other flavor. 
CORRECT: I like ice-cream, whether IT IS chocolate, or vanilla, or any other flavor.





Wednesday, July 20, 2011

Verb Tense, Mood and Voice.. (Part 2)

Subjunctive Mood
A verb expresses what the author believes about the action, or wants to do with the action, or the mood. Primarily, facts are expressed by an Indicative Mood, a command by an Imperative Mood. The Subjunctive Mood can be seen in two instances:
  1. Unreal or unlikely conditions (usually follows if or a similar word)
  2. Proposals, desires, and requests formed by certain verbs and the word that
The two uses correspond to the two kinds: Hypothetical Subjunctive and Command Subjunctive.

Hypothetical Subjunctive
The Hypothetical Subjunctive is used in some circumstances to indicate unlikely or unreal conditions. This form occurs after the words if, as if, or as though.
Example: To overcome my fear of germs, I will think about disease as though it WERE harmless.
By using the Subjunctive WERE and condition as though, the author has revealed that he or she does not think of disease as harmless.

The basic equivalent of the hypothetical subjunctive is the simple past tense of every verb, the difference being that the hypothetical subjunctive is used to convey unreal or unlikely situations. However, there is one exception to the equivalent of the Hypothetical Subjunctive: 
  • However, for the verb to be WERE is ALWAYS used (The reason this is explained is that the simple past tense of be is Was/Were: I was, He/She/It was, We/They/You were).
  • Remember the song, If I WERE a rich man... This helps to use WERE.

Verb Tense, Mood and Voice.. (Part 1)

Introduction
Besides subject-verb agreement, the GMAT also tests for Verb Tense, Mood and Voice. As I start this I'm thinking, "Why the hell?".


Verb Tense Indicates when the action is taking place.
Verb Mood Indicates what the author believes about, or wants to do with, the action. Verb Moods are of two kinds: Indicative and Subjunctive.

  1. The major share of Verb Moods we come across are Indicative which convey knowledge or beliefs
  2. The remaining Verb Moods, which are Subjunctive, convey desires, or suggestions, or hypothetical events
Verb Voice Indicates who or what performs the action. Two kinds of voices are tested on the GMAT: Active and Passive.

  1. Active Voice - The subject of the sentence performs the action
  2. Passive Voice - The subject of the sentence has an action performed on it by someone or something else
Simple Tenses

There are three kinds of simple tenses:
SIMPLE PRESENT - Jane PLAYS basketball well
SIMPLE PAST - Jane PLAYED basketball well
SIMPLE FUTURE - Jane WILL PLAY basketball well


Simple Tenses convey "eternal" states or frequent events. In all three examples it does not refer to a specific time when Jane is playing, or played, or will play basketball well, but refers to a general rule that Jane plays basketball well.


Progressive Tenses
To emphasize the ongoing nature of an activity we use the Progressive Tenses, which use the verb form to be or the participle (-ing) form.


PRESENT PROGRESSIVE - Matt IS PLAYING soccer
PAST PROGRESSIVE - Matt WAS PLAYING soccer yesterday
FUTURE PROGRESSIVE - Matt WILL BE PLAYING soccer tomorrow


Present Progressive tense indicates that the action being spoken is happening right now, whether or not the sentence uses the word to suggest it. Whereas, when it was discussed in the Simple Tense, it indicates that is happens frequently.



  • Do not use the progressive present tense for general definitions. Instead, use the simple present tense.
INCORRECT: Kov radiation is light that particles ARE EMITTING when they ARE TRAVELLING faster than the effective speed of light. 
CORRECT: Kov radiation is light  that particles EMIT when they TRAVEL faster than the effective speed of light.
  • In the GMAT, do not use progressive present tense to convey future events, as this sounds too colloquial.
INCORRECT: James IS MEETING Harvey for lunch tomorrow.
CORRECT: James WILL BE MEETING Harvey for lunch tomorrow.

  • Verbs that express general states do not take the progressive tense. Instead, they take the simple present tense.
INCORRECT: This tablet IS SIGNIFYING the emperor's birth place.
CORRECT: This tablet SIGNIFIES the emperor's birth place.


Verb Tenses Need To Be Consistent
In any given sentence the verb tense needs to be kept consistent throughout, unless the meaning of the sentence dictates a change.


Examples:
She WALKED to school in the morning and RAN home in the afternoon. (Simple Past and Simple Past)
She WALKS to school in morning and RUNS home in the afternoon. (Simple Present and Simple Present)
She WILL WALK to school in the morning and RUN home in the afternoon. (Simple Future and Simple Future)
Notice that the tenses remain the same since there is no reason to change the tense of the verb.


Let's look at some instances where we are required to change the tense of the verb.


CORRECT: He IS thinner now because he SPENT the last six months on a diet.
IS is in Simple Present, whereas SPENT is in Simple Past tense. This is simple example. A more subtle example would be:


CORRECT: She WAS PLAYING with her friends when the babysitter ARRIVED.
In this example, WAS PLAYING is in Progressive Past to convey an event occurring in the background and ARRIVED is in Simple Past to convey an interrupting event that occurs in the foreground, which is relatively of more importance.


Another example would also be grammatically correct.
CORRECT: She PLAYED with her friends when the babysitter ARRIVED.
In this example, both verbs are in Simple Past tense, which conveys a different meaning from the previous example. The verb PLAYED conveys that she PLAYED with her friends AFTER the babysitter ARRIVED. The verbs PLAYED and ARRIVED are in Simple Past to show that both events are of equal importance.


Perfect Tenses
These tenses are used when the time sequences are more complex and the Simple and Progressive tenses are not useful.


Present Perfect Tense: Still in effect...
Use this tense when an action begun in the past and continues or whose result continues into the present or remains true.


Example: We HAVE LIVED in a hut for three days.
The sentence implies that we started living in a hut three days ago and still are.


We LIVED in a hut for three days.
This sentence implies that we started living a hut three days ago and that event just ended.



  • Present Perfect is the Past Participle along with the verb HAVE/HAS.



The past participle of a regular verb is the verb with -ed attached to the end. In case of Irregular verbs such as See or Go, the past participle will be Seen, Gone, etc.
Examples:
CORRECT: The country HAS ENFORCED strict immigration laws for thirty years. (This country enforced strict immigration laws thirty years ago, which are still in force today)
CORRECT: They HAVE KNOWN each other since 1546. (The two people got to know one another in 1546 and still know each other today)


Certain instance might show that the occurrence of an event has definitely stopped. In certain other instances the action may have stopped occurring, but the effect might still persist.
CORRECT: The child HAS DRAWN a square in the sand. (The child is no longer drawing)
CORRECT: The child DREW a square in sand, but the ocean ERASED it. (The Simple Past in both verbs indicates that the child drew the square which was erased by the ocean. However, the present status of the sand is not known)
CORRECT: The child DREW a square in the sand, but the ocean HAS ERASED it. (The child drew a square in sand which was erased by the ocean. From this sentence it is clear that there is no square in sand anymore. The Present Perfect indicates that the effect of erasing the square is still true.)

  • Clearly, Present Prefect tense conveys continued action or effect of a completed action.
  • When you use Since or Within, always use Present Perfect.
Example: 
INCORRECT: Since 1986, no one BROKE that record.
CORRECT: Since 1986, no one HAS BROKEN that record.

  • When talking about a completed time sequence, use Simple Past not Present Perfect.
INCORRECT: She HAS TRAVELED all over the world in 2006.
CORRECT: She TRAVELED all over the world in 2006.


  • It is correct to say She HAS TRAVELED all over the world without any specific completed time reference.
Past Perfect Tense: The earlier action...
  • When two events occurred at two difference times in the past, we make use of the Past Perfect tense.
Examples: 
CORRECT: The file HAD STARTED by the time we ARRIVED at the theater.
CORRECT: The teacher THOUGHT that David HAD CHEATED on the test.
In both instances one of the verbs is in Simple Past and the other is in Past Perfect to indicate the time difference in the sequence of events. The film had started and then we arrived. David did something that made the teacher think he had cheated.
  • However, this is not always the case. In general, we use this combination only when trying to distinguish between a sequence of events. The earlier events somehow influences the later event or has a bearing over it. 
  • In certain instances we can use Simple Past for both events.
Example: Joe DROVE into town and BOUGHT ice-cream.
Here, we know that Joe drove into town before he bought the ice-cream. When a sequence of verbs refers to the same subject, we do not require a Past Perfect tense.
  • Also, clauses linked by and or but, they do not require a Past Perfect. 
  • Likewise, clauses with words like before and after do not require any distinguishing between the time sequences as the words themselves perform that function.
Example: Laura LOCKED the door before she LEFT the house.
  • Also, later past references do not require a Present Perfect tense. This can be done by using a date or a time reference.
Example: By 1945, the US HAD BEEN at war for several years.

  • Do not use Perfect Tenses when they are not necessary as the GMAT prefers to keep it "simple". (Sorry, that wasn't my idea of humor)
  • Perfect Tenses are to be used only if they can conform to the rules stated in this section.
  • If an event occurred and still extends or its effect still extends into the present, use Present Perfect tense.
  • If more than even occurred in the past and you need to clarify the sequence of these events, use Past Perfect tenses, if not, use Simple Past tenses.
Tense Sequence
Consider the following example:
Scientist: The supercollider IS ready, it DID not cost much, and it WILL provide insights into the working of the universe.

When reported, it becomes:
Report: The scientist announced that the supercollider WAS ready, that it HAD not cost much, and that it WOULD provide new insights into the working of the universe.

Simple Present IS becomes Simple Past WAS
Simple Past DID becomes Past Perfect HAD
Simple Future WILL becomes Conditional Tense WOULD
  • Avoid mixing Past Tense with Future Tense and Present Tense with Conditional Tense
  • In such instances, the rule is: Present Tense + Future Tense and Past Tense + Conditional Tense.









Tuesday, July 19, 2011

And I'm back!

Yes, that was only for yesterday! I'm going to be taking on Verb Tenses, Moods and Voice from MGMAT prep! Without further adieu, I present to you...........

Monday, July 18, 2011

Rainy days and Mondays...

There are good days and there are great days. And then again, there are bad days and horrible days. Today qualifies for the last of them all. It's one of those days when the most unnecessary thoughts cloud your mind and there is nothing that you can accomplish.

I'm going to give it a rest given that the forces are not with me today and hope that this is only a "today feeling"!

Tuesday, July 12, 2011

Let's take 'em Modifiers down! (Part 2)

Possessive Nouns - Spoiled Sports!


Misplaced modifiers sometimes appear in sentences with possessive nouns (nouns ending with 's or s'). Look at an example from MGMAT:


INCORRECT: Unskilled in complex math, Bill's score on the exam was poor.


See the mistake? Instead of referring to Bill, the modifier refers to his score implying that his score was unskilled in complex math rendering the sentence illogical. Besides, this will not what an author in his right mind would intend to say!


CORRECT: Unskilled in complex math, Bill did not score well on the exam.


Also remember, a modifier usually cannot modify a noun in the possessive case.
Never ignore abstract nouns such as development. Modifiers that touch them need to intend to modify them. Here's an example:


INCORRECT: Only in the past century has Origami's development, a ceremonial activity invented millennia ago, into a true art form taken place.


This sentence is telling the reader that Origami's development is a ceremonial activity invented millennia ago, which is not the intent of the author. Therefore a corrected statement would read:


CORRECT: Origami - a ceremonial activity invented millennia ago - has developed into a true art form only in the past century.


Noun Modifiers with Relative Pronouns
Noun modifiers are sometimes introduced by Relative Pronouns.
The relative pronouns are: Which, That, Whose, Where, Whom, Who, When


Such modifiers are called Relative Clauses. Relative Pronouns are subjected to many restrictions.




  • Who and Whom can only modify people
  • Which can only modify things
  • That according to the GMAT can only modify things (although other grammar authorities disagree)




Example:
INCORRECT: The scientists THAT discovered plutonium are not alive.
CORRECT: The scientists WHO discovered plutonium are not alive.


  • Whose can modify people or things according to the GMAT
  • Which or Whom sometimes follow prepositions.


Example: the canal through which the water flows


  • Who is the subject of a relative clause and Whom is the object of a relative clause


Example:
INCORRECT: The security guard WHO we met was nice.
CORRECT: The security guard WHOM we met was nice.


  • That and Whom can be dropped if the noun is the object of the modifying clause.


INCORRECT: The movie THAT we watched last night was scary.
CORRECT: The movie we watched last night was scary.


  • Where can modify a place such as a city, country, state, area or site.


Note: It cannot modify a metaphorical place such as a condition or situation or case or status or circumstance. In such cases, in which is used instead of where.


  • When can modify an event or time such as a period or age or1987 or decade. In such circumstances, you can also use in which instead of when.


Essential and Non-essential Modifiers
Essential Modifiers are those modifiers that provide required information.
Non-essential Modifiers are those modifiers that provide extra information.


Example:
Essential Modifier: The mansion painted red is owned by the Lees.
The modifier "painted red" is necessary to identify the mansion owned by the Lees among many mansions on a street. To the question What is owned by the Lees?, you would answer the red mansion.
Non-essential Modifier: This mansion, recently painted red, is owned by the Lees.
The modifier "recently painted red" is extra information since the mansion has already been identified by "this". To the question What is owned by the Lees?, you would answer this mansion.




  • When in a dilemma between that and which, use the following thumb rules:
    • Use which (and commas) when the modifier is non-essential.
    • Use that (and no commas) when the modifier is essential.




  • In general, essential modifiers are not separated by commas and non-essential modifiers are separated by commas.




Verb Modifiers (And we're nearing the end of modifiers, yaayyyyyy!!!!!)


  • As the name suggests, such modifiers modify verbs. The most common verb modifiers are adverbs, although most verb modifier behave the way adverbs do.



Examples: 
Courtesy: MGMAT
  • Subordinators are words such as although, while, if, because, unless, so that, etc. which begin subordinate clauses, but cannot stand on their own and are attached to a main clause.



Courtesy: MGMAT
  • In all the examples, the word I makes sense. It is important to know that the verb modifier can be placed more freely in a sentence than a noun modifier which has to be placed next to the noun that is being modified
  • However, the subject that is being modified by the verb needs present in the sentence. 
  • Finally, the verb must be placed in the sentence such that it modifies the subject correctly without ambiguity.
Which vs. -Ing words (And here we are, yaayyyyyy again!!!!!)

  • Use which only to modify the noun immediately preceding it. Do not use it to modify an entire clause.
Example:
INCORRECT: Crime has recently decreased in our neighborhood, which has led to a rise in property prices.
This sentence wrongly conveys that our neighborhood has led to an increase in property prices. So you get the drift!
CORRECT: The recent decrease in crime in the neighborhood has led to a rise in property prices.

Also CORRECT: Crime has recently decreased in the neighborhood, leading to a rise in property prices.

Sunday, July 10, 2011

Let's take 'em Modifiers down! (Part1)

---Intro to be added---


Adjectives and Adverbs: Watch out for these suckers!


  • Make sure not to use an adverb where and adjective is required
  • In certain instances, adjectives occur after linking verbs and modify the noun


Examples: Amy is a GOOD person (Good is an adjective that modifies the noun person)
                 Amy is feeling GOOD (Good is again an adjective that modifies the noun Amy)
                 Amy is feeling WELL (Well is an adjective that modifies the noun Amy)
                 Amy writes WELL (In this case, Well is adverb that modifies the verb writes)
  • The GMAT might at times play a trick on you by including two seemingly correct sentences. However, both these sentences may not mean the same thing. Pick the choice that conveys the author's intent accurately.
Examples:
INCORRECT: James Joyce is Max's SUPPOSEDLY Irish ancestor.
CORRECT:  James Joyce is Max's SUPPOSED Irish ancestor.


Here, the adjective SUPPOSED needs to modify the noun ANCESTOR. The sentence implies that James Joyce may or may not be Max's ancestor, but James Joyce is certainly Irish.


INCORRECT: Max's grandmother is his SUPPOSED Irish ancestor.
CORRECT: Max's grandmother is his SUPPOSEDLY Irish ancestor.


In this case, unlike the last, the question is whether Max's grandmother is Irish or not. Therefore, we need a modifier that modifies the adjective Irish, viz., SUPPOSEDLY.


Here's a list of adjectives that have been alternated with their adverbs on the past in the GMAT:
frequent, corresponding, independent, seeming, rare, recent, separate, significant, usual, and supposed.


Noun Modifiers: Phrases or clauses that modify nouns and pronouns


Noun modifiers can be imagined to be long adjectives. 


Courtesy: MGMAT


  • A noun that modifies another noun is referred to as an Appositive. This is just FYI! An example would be: The cat, a TABBY raised on a farm, took a nap. In the example, TABBY is a noun that modifies cat, which has already been modified by the phrase raised on a farm.
  • Because you're not used to sentences with opening modifiers, the GMAT uses it to trick you. Therefore, pay special attention to such sentences. Notice in the examples above, that the modifiers are separated from the rest of the sentence by a comma. Even though such sentences may not sound correct when we say them, they are correct to write.
Noun Modifiers: Where the hell do they sit??

I've made a bunch of mistakes on this one!

When you see a noun modifier, you need to ask yourself, "Which noun does this need to modify for the sentence to make most sense?". MGMAT talks about a rule called the TOUCH rule: Every NOUN and its MODIFIER must TOUCH each other.

I personally think it's also useful to figure out whether the sentence sounds ambiguous or not. Meaning, is there a possibility of the noun modifier referring to more than one noun?

MGMAT Example:   

INCORRECT: Jim biked along an old dirt road to get to his house, which cut through the woods
CORRECT: To get his house, Jim biked through an old dirt road, which cut through the woods.

If, as in the case above, the modifier is placed next to the wrong noun, it is known as a Misplaced Modifier.

If the noun that has to be modified is not present in the sentence it is known as a Dangling Modifier. Here's an MGMAT example of what I'm talking about.

INCORRECT: Resigned to the bad news, there was no commotion in the office.
INCORRECT: There was no commotion in the office, resigned to the bad news.

In the example above, notice that there is no noun present. In order to complete the sentence we will need to insert a suitable noun as the noun modifier resigned to the bad news will need to refer to an individual or a group. Therefore a correct sentence reads as follows:

CORRECT: Resigned to the bad news, the office workers made no commotion.

Another of these dangling modifiers are noticed in Present Participle modifiers, that is, the -Ing form. Although these are called Verb Modifiers, they need a noun subject to make sense! You're probably seeing stars. If not, kudos! 'Cos I am.

Here are some wrong, wrong examples from MGMAT: 
  1. Using the latest technology, the problem was identified.
  2. The problem was identified using the latest technology.
Remember, you probably say stuff like this, but you can't write and definitely can't pick it on the GMAT!! You're probably wondering why and I must admit the answer hit me right away when I was reading the sentence. This is because the verb modifier needs to refer to someone. So to correct this, you can insert a noun such as the engineer. Now the sentence becomes:


CORRECT: Using the latest technology, the engineer identified the problem.
CORRECT: The engineer identified the problem using the latest technology.

Also, unlike a noun modifier, a verb modifier does not have to TOUCH the subject it modifies.


Another thing that you've got to remember is not to use long , wordy modifiers as these tend to sound awkward and confusing. Here's an example of what I'm talking about:


INCORRECT: George Carlin, both shocking and entertaining audiences across the nation, who also struggled publicly with drug abuse, influenced and inspired a generation of comedians.


This example has two modifiers placed one after the other, which sounds confusing. One way of amending the problem is to shift the misplaced modifier who struggled publicly with drug abuse before the subject that it modifies. But this doesn't entirely sort out the problem. The best solution, as per MGMAT, is to eliminate one of the modifiers entirely.


CORRECT: Both shocking and entertaining audiences across the nation, George Carlin influenced and inspired a whole generation of comedians, even as he struggled publicly with drug abuse.


The modifier Both shocking and entertaining audiences across the nation links the subject George Carlin correctly. The second modifier has been done away with and the contrasting thought struggling publicly with drug abuse has been represented by a subordinate clause headed by even as.