The Manhattan GRE Advantage: Sophisticated Strategies For Top Scores GRE's Reading Comprehension passages and questions. Included are practical . Reading Comprehension GMAT Strategy Guide, Fifth Edition. digit MG Prep , Inc. . downloadd an eBook version of this book. 1. Create . ing to you, since you are planning to go to business school—are made tough by complex writing. downloadd an eBook version of this book. 1. Create an .. Although both tests focus on Reading Comprehension and Critical Reasoning, it s often noted that the GRE s reading passages are more difficult than the GMAT s. Also, instead . ing out or taking a second crack at the official test, but whatever stage you are at, you.
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ING COMPREHENSION ESSAYS GRE STRATEGY GUIDE 2ND EDITION MANHATTAN Guide 2nd Edition Manhattan Gre Strategy Guides Ebook ebook. Sentence Correction GMAT Strategy Guide, 6th Edition (Manhattan Prep GMAT . The SC Process Because the other two Verbal question types, Critical Reasoning (CR) and Reading Comprehension (RC), require so For now, just remember that an -ing word by itself is never a working verb: The cat Download pdf. Suggestions for this eBook? Leave us a comment here: taunipesetis.cf gre-ebook · taunipesetis.cf Question Types: Reading Comprehension.
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Get a FREE e-book by joining our mailing list today! More books from this author: See more by Manhattan Prep. But despite all the good things that derive from technology, I strongly agree that there are some ways that technology causes children to think less.
For one thing, there is almost no infor-mation that cannot be found on the internet. When it comes to reading, many high school students agree to refer to "notes" sites instead of reading a complete book assigned by their teachers. These sites usually map out the important stories, passages, and characters for the student.
This destroys creativity by not allowing the student to understand the story on his or her own and discover the true per-sonal meanings of the assignment.
An activity such as reading is suppose to question one's intellect and challenge one's thinking but with these sites available, kids now rely on the infor-mation given and fail to appreciate and grow that is the purpose of reading many books. During other activities encountered in school, such as projects, children now tend to rely on the internet to come up with ideas. I have observed this many times. When a creative assignment is given by the teacher, instead of brainstorming ideas together, children just hop on a computer and search for ideas on the internet.
It's one thing to use the Internet as a tool as oppose to using it inces-santly and not letting your imagination and creativity take charge. Other forms of technology such as video games and TV has a great impact on using up time that used to be devoted to imagina-tion and creative activities. Before TV and computer, children invented their world just on their own using their fantasy when build-ing things with blocks or being outdoors in the nature.
They used simple things for con-structing adventures and had great ideas for new games together or alone. This means they learn to be creative and also self-determined and self-conscious. Nowaday, how can they learn these skills when passively watching TV or doing what the computer says? In summary, there is a lot about technol-ogy that takes away from chances for children to be creative and develop creative skills.
As you can see: first of all you do have a hook: an interesting sentence that describes the topic of the essay without stating your main point. Then the first paragraph in which you state what the prompt says and counteract it with specific reasons and a possible example. A second paragraph with the same structure. A conclusion with a restatement of what you have just explained. For the integrated essay the way to attack it is different.
Considering this passage from OG Quote: Archaeologists have recently found a fossil of a million-year-old mam-mal known as Repenomomus robustus R. Interestingly, the mammal's stomach contained the remains of a psittacosaur dinosaur. Some researchers have therefore suggested that R.
However, a closer analysis has made the hypothesis that R. It was probably Just a scavenger that sometimes fed on dinosaur eggs containing unhatched dinosaurs.
First, R. It was much smaller than psittacosaurs, which were almost two meters tall when full grown. Given this size difference, it is unlikely that R. Second, the legs of R. These features suggest that R.
Psittacosaurs—the type of dinosaur found in the stomach of R. It is unlikely that they would have been caught by such short-legged animals. Third, the dinosaur bones inside the stomach of the R.
When an animal has been hunted and eaten by another animal, there are usually teeth marks on the bones of the animal that was eaten. But the bones of the psittaco-saur inside the R. This suggests that R. Here is the audio of the lecture by a professor download Your goal in a nutshell is this. The same for point two and so forth. This is the way you must go, your strategy to tackle the integrated essay.
This is a possible answer graded the highest score by ETS. Quote: The lecture completely refutes the reading passage. The professor use the following points to indicate that R. First, although R. This means R. Second, even though R. So its possible R. Last but not the least, lack of teeth marks on the dinosaur bones is not enough evidence to support conclusion that the dinosaur was not actively hunted.
Studies of fossil records show that though R. So we can also guess that R. It is quite clear how the student attacks the lecture point by point.
First, the lecture says this but the professor says that.