# Free GMAT Question of the Week: Discover Data Sufficiency!

December 9, 2013 by

GMAT Question:

If b ≠ 0 and a > b, is a > c?

(1) a/b> c/b

(2) 5ab > 6bc

From a cursory glance, you can see that GMAT math takes you back to concepts that you learned in high school. Look a bit closer and you see that it actually takes you back much further than that, to math you learned in elementary school – integers, positives/negatives, etc. One of the interesting things about the GMAT is that sometimes these throwbacks to simple math are used to create challenging critical thinking problems. The problem above is one of those.

Post your answer and your method in the comments below. We’ll share the full Kaplan explanation, with secrets for how to master GMAT Data Sufficiency, in tomorrow’s blog entry.

# GMAC’s New Tool: School Finder

December 5, 2013 by

In the Information Age, having access to all that data can almost be worse than not having any at all. Information aggregators can be enormously valuable in terms of time and headaches saved. Tools that take loads of data and allow is to filter that information in various ways are always nice to find so let us be the first to point you to GMAC’s School Finder.

There are SO MANY business schools. On December 5, GMAC announced launch of a free tool to help all prospective b-schoolers make more informed decisions about where to apply and why. The tool is prominently featured and super easy to find on MBA.com. And, what’s more, it is free.

School Finder is a database of information on 5,674 schools as of press time. Search parameters include school name, location, program degree, program type, delivery format (classroom or online), program length, … Read full post

# GMAT Reading Comprehension Practice Series: Inference Question Explanation

December 4, 2013 by

You did really well on the GMAT Reading Comprehension Inference question. These can be tough! Here’s the full explanation…

The 1950s saw the emergence of the theory of andragogy, the process by which adults learn (as distinct from pedagogy, the theory of children’s learning processes). Educator Malcolm Knowles held that flexibility, informality, enthusiasm, and commitment from both student and teacher, as well as the ability to build upon extant knowledge, were all necessary aspects of adult education classes.

Knowles’s beliefs about adult learning had their roots in five assumptions. First, adults are self-directed, independent beings. Next, adults have a reservoir of experiences on which to build, which children lack. Third, they are ready to learn skills necessary for their social roles. Fourth, adults learn as a way of solving problems, since their application of learned concepts is immediate. Finally, adults’ motivation to learn comes from within.

The author implies that Read full post

# GMAT & The Real World: More Critical Reasoning Flaws

December 3, 2013 by

A Study Questioning the GMAT Ironically Proves to be a Great Resource to Practice GMAT Critical Reasoning Flaw Questions…

Maybe you heard about (or read) a recent story in the Washington Post entitled: Are business schools graduating the wrong leaders? If so, the GMAT may be to blame

I love this piece because the study (at least as it is presented in the article) is jam-packed with critical reasoning flaws you can use to sharpen your GMAT Critical Reasoning skills.

So, let’s continue our multi-part special.

In this installment, we will take a look at how this article deals with a very important concept in GMAT Critical Reasoning and the AWA essay: Causality.

GMAT Critical Reasoning avidly tests your ability to understand how causal arguments work. All causal arguments assume that there is no alternative cause. This article is assuming that the GMAT is the cause of lower volumes of … Read full post

# GMAT Reading Comprehension Practice Series: Sample Inference Question

December 2, 2013 by

As promised, today’s entry may push your limits with a GMAT Reading Comprehension question that’s rated as a high level of difficulty. With all the reading comp study and practice you’ve been doing lately, however, this might not feel so difficult.

Once more, here’s the passage you have been working with recently, along with the topic, scope, purpose, and passage map.

The 1950s saw the emergence of the theory of andragogy, the process by which adults learn (as distinct from pedagogy, the theory of children’s learning processes). Educator Malcolm Knowles held that flexibility, informality, enthusiasm, and commitment from both student and teacher, as well as the ability to build upon extant knowledge, were all necessary aspects of adult education classes.

November 29, 2013 by

Thanks to everyone who submitted answers to our GMAT Reading Comprehension practice questions. We know you’re eager to get the full explanations, so we’ll get right to it.

1. The author distinguishes between andragogy and pedagogy (paragraph 1) for what purpose?

• A. To illustrate that the two are essentially the same.
• B. To describe Knowles’s own background as a schoolteacher who later pioneered adult education.
• C. To explain the importance of understanding the differences between how children learn and how adults learn.
• D. To illustrate the failings of adult education classes.
• E. To build an understanding of an unfamiliar concept by contrasting it with a more familiar tone.

To find the correct answer, you need to figure out the logic behind the author’s statement in the first paragraph. The author defines pedagogy, a concept likely to be familiar to you, in order to illustrate that andragogy (a new concept unfamiliar … Read full post

# GMAT Reading Comprehension Practice Series: Sample Questions

November 27, 2013 by

You’ve analyzed a GMAT Reading Comprehension passage, and now you can use that analysis to efficiently work through GMAT questions and gain points more quickly and reliably. Again, here’s the passage with topic, scope, purpose, and passage map:

The 1950s saw the emergence of the theory of andragogy, the process by which adults learn (as distinct from pedagogy, the theory of children’s learning processes). Educator Malcolm Knowles held that flexibility, informality, enthusiasm, and commitment from both student and teacher, as well as the ability to build upon extant knowledge, were all necessary aspects of adult education classes.

Knowles’s beliefs about adult learning had their roots in five assumptions. First, adults are self-directed, independent beings. Next, adults have a reservoir of experiences on which to build, which children lack. Third, they are ready to learn skills necessary for their social roles. Fourth, adults learn as a way of solving problems, Read full post

# GMAT Verbal: Some Big Ideas, pt.1

November 26, 2013 by

In my experience as a Kaplan GMAT instructor, I find that most GMAT challengers are primarily concerned with the Quantitative section of the exam. If a test taker is a native English speaker, then it is extremely rare for such an individual to imagine spending equal time, effort, and attention on the Verbal section. That is, at least at the outset of a study program. After all, we continue to speak and read in our everyday lives, but math is something immediately shifted to technology after—and often during—our school years. Yet, what invariably occurs is that all who study for the GMAT come to appreciate just how challenging the Verbal section is. In fact, exactly like the Quant section of the GMAT, the Verbal section is adaptive at the question level and will get as hard as we can make it.

Further, naive test preppers often struggle to fully appreciate … Read full post

# GMAT & The Real World: Critical Reasoning Flaws

November 22, 2013 by

A Study Questioning the GMAT Ironically Proves to be a Great Resource to Practice GMAT Critical Reasoning Flaw Questions…

Maybe you heard about a recent story in the Washington Post entitled: Are business schools graduating the wrong leaders? If so, the GMAT may be to blame.

The reason why I love this piece is because the study (at least as it is presented in the article) is jam-packed with critical reasoning flaws you can use to sharpen your GMAT Critical Reasoning skills.

That’s why I’ve decided to make this a multi-part special.

In our first installment, one of the reasoning flaws that the GMAT tests is starkly evident. Let’s see if you can identify it:

“A study in the Journal of Business Ethics makes the surprising finding that high GMAT scores may be correlated to some of the negative traits of American business: lack of ethical orientation…

# The MBA and Success

November 21, 2013 by

The process of applying to business school is scary, daunting, and exposing. It not only forces significant introspection, but it also demands promulgation of the findings. Then, once those findings have been packaged and delivered according to the requirements of the application package, there is a high likelihood of receiving at least one if not several rejection letters.

Even along the way, aspirants can come up against obstacles that prove insurmountable. For example, a great number of my students target high-profile business schools where the average GMAT score is at, near, or well above 700. These ambitious, intelligent, educated, and experienced individuals believe that they will be able to earn such a score with modest time and effort. Yet, what becomes clear to all who challenge the GMAT is that such scores are not nearly as easily obtained as once thought. In fact, some must face the harsh reality that … Read full post

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