CR1

Pre-Thinking for
Assumptions

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RC: 68 Percentile

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 3 parts to this Webinar

Your MBA Live Session Questions

6 minutes 120 minutes 20 minutes

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 1. Discuss your current approach
2. Pre-thinking Exercise – 3 arguments
3. Full length Questions – 2 questions
i. Quiz

Agenda ii. Detailed Review of 2 questions

i. Apply Pre-thinking
ii. Apply Negation Test

4. Discuss your “Should-Be” approach

5. More Practice
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 1. Discuss your current approach
Document how you
2. Pre-thinking Exercise – 2 arguments prepare today

3. Full length Questions – 2 questions

i. Quiz
Recognize what is
ii. Detailed Review of 2 questions important to master CR
Agenda Assumptions
i. Apply Pre-thinking
ii. Apply Negation Test
Present your “should-be”
plan to master CR
Assumptions
4. Discuss your “Should-Be” approach
5. More Practice
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 Let’s Discuss
your Current Approach to CR

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 What is Pre-thinking?

Pre-thinking: Thinking “one potential” assumption in your mind in “15 seconds”

“before” going to the answer choices.

e-GMAT was the first company to precisely define Pre-thinking and apply the same in our solutions. Before
that, Prethinking == Prediction

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 How do you solve CR Assumption Question?

Which of the two methodologies do you follow?

o 1) Read the argument, 2) go to the answer choices, and 3) come back to the
argument till you reach the final candidate.

o 1) Read the argument, 2) Pre-think an assumption, and 3) then evaluate the

answer choices – referring to the argument only when needed.

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 Three skills that we will focus on

Visualize
1. The conclusion in our
own words.
2. The answer choices in
our own words

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 Three skills that we will focus on

Visualize Understand
1. The conclusion in our The logic that the author uses
own words. to arrive at the conclusion
2. The answer choices in
our own words

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 Three skills that we will focus on

Visualize Understand Formulate

1. The conclusion in our The logic that the author uses The falsification question
own words. to arrive at the conclusion
2. The answer choices in
our own words

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What is an Assumption?

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 What is an Assumption?

Argument: Joe scored 500 on the GMAT. Therefore, he will not get admission in an Ivy League College.

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 What is an Assumption?

Argument: Joe scored 500 on the GMAT. Therefore, he will not get admission in an Ivy League College.

Score of 500 on GMAT No admission in ILC

Jump

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 What is an Assumption?

Argument: Joe scored 500 on the GMAT. Therefore, he will not get admission in an Ivy League College.

Score of 500 on GMAT No admission in ILC

Jump

Assumption

A score of 500 on the GMAT for someone like Joe is unacceptable to Ivy League
Colleges

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What is an Assumption?

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Assumption: An unstated idea that must be true for the conclusion to be valid.

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 Two Characteristics of Assumption

Assumption: An unstated idea that must be true for the conclusion to be valid.

New Information Must be True

TAKE AWAY The correct answer choice will satisfy all both these conditions.
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 Conclusion
Argument

Supporting
Supporting Supporting
Statement
Statement Statement

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 Conclusion

1 2 3

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1. Removed #1
2. The roof (stays upright)
Hence, #1 is not an assumption Conclusion

Supporting
2 Statement 3

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1. Removed #1 1. Removed #3
2. The roof (stays upright) 2. The roof (stays upright)
Hence, #1 is not an assumption Hence, #3 is not an assumption

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 Conclusion

1 2 3

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1. Removed #2
2. The roof caves in
Hence, #2 is an assumption
Conclusion
(Roof caves in)

1 3

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 Conclusion
Argument

Supporting Supporting Supporting

Statement Statement Statement

Essential Pillar = Assumption

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 What does “Must Be True” Mean?

It means that if the information provided by “assumption” is not true,

then the conclusion can no longer hold true
(or the conclusion is invalidated)?

OR..

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 What does “Must Be True” Mean?

It means that if the information provided by “assumption” is not true,

then the conclusion can no longer hold true
(or the conclusion is invalidated)?

OR..
The Assumption MUST BE TRUE for the CONCLUSION to remain
valid (or not be destroyed)

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 Falsification of Conclusion
Argument: Joe scored 500 on the GMAT. Therefore, he will not get admission in an Ivy League College.

Falsification of Conclusion

What does falsification/destroying

of conclusion mean?

OR

How can conclusion be destroyed?

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 Falsification of Conclusion
Argument: Joe scored 500 on the GMAT. Therefore, he will not get admission in an Ivy League College.

Falsification of Conclusion Conclusion Falsified/invalidated when

What does falsification/destroying Joe gets admission with a score of 500

of conclusion mean?

OR

How can conclusion be destroyed?

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How to evaluate whether an answer
choice is correct?

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 Argument: Joe scored 500 on the GMAT. Therefore, he will not get admission in an Ivy League College.

A score of 500 on the GMAT for someone like Is this Must Be True?
Joe is unacceptable to Ivy League Colleges Will “Joe get admission” – Conclusion
break down condition - if the statement
to the left no longer holds true.

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 Argument: Joe scored 500 on the GMAT. Therefore, he will not get admission in an Ivy League College.

A score of 500 on the GMAT for someone like Is this Must Be True?
Joe is unacceptable to Ivy League Colleges Will “Joe get admission” – Conclusion
break down condition - if the statement
to the left no longer holds true.
Negated instance
Does the Conclusion break down (i.e.
Joe gets admission) when the score of
A score of 500 for someone like Joe is 500 becomes acceptable?
acceptable to Ivy League Schools

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 Argument: Joe scored 500 on the GMAT. Therefore, he will
not get admission in an Ivy League College.

Negated instance
Does the Conclusion break down (i.e. Joe A score of 500 for someone like Joe is
gets admission) when the score of 500 acceptable to Ivy League Schools
becomes acceptable?

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 Argument: Joe scored 500 on the GMAT. Therefore, he will
not get admission in an Ivy League College.

Negated instance
Does the Conclusion break down (i.e. Joe A score of 500 for someone like Joe is
gets admission) when the score of 500 acceptable to Ivy League Schools
becomes acceptable?

Absolutely. If the score of 500 is

acceptable for someone like Joe, then
the author cannot make his conclusion
with 100% certainty that Joe will not
get admission to Ivy League colleges.

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 Statement Not True
Implication of “Statement not true”

If you say that a statement is not true, then its negated version becomes true.

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 Statement Not True
Implication of “Statement not true”

If you say that a statement is not true, then its negated version becomes true.

Examples

Harvard has the best MBA Not True Harvard does not have the best MBA
program program, or an MBA program better than or
as good as Harvard exists

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 Statement Not True
Implication of “Statement not true”

If you say that a statement is not true, then its negated version becomes true.

Examples

Harvard has the best MBA Not True Harvard does not have the best MBA
program program, or an MBA program better than or
as good as Harvard exists

Not True
John runs faster than David John “does not run” faster than David or
David is as fast or faster than John

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 Were you able to understand “Must be True”?

If an answer choice is “Must be true”, i.e. “the correct assumption” then the conclusion
will break down in the presence of “negated version” of that answer choice

Assumption: An unstated idea that must be true for the conclusion to be valid.

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 Must Be True – Part 2

If an answer choice is NOT “Must be true”, i.e. the incorrect answer

choice then the conclusion will NOT break down in the presence of
“negated instance” of that answer choice

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Let's take an example

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 Choice B

Argument: Joe scored 500 on the GMAT. Therefore, he will not get admission in an Ivy League College.

A Score of 500 on the GMAT is not a good score.

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 Argument: Joe scored 500 on the GMAT. Therefore, he will not get admission in an Ivy League College.

A Score of 500 on the GMAT is not a Is this Must Be True?

good score.
Will the Conclusion become invalid
(i.e. will Joe get admission) if the
statement to the left no longer
holds true.

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 Argument: Joe scored 500 on the GMAT. Therefore, he will not get admission in an Ivy League College.

A Score of 500 on GMAT is not a good Is this Must Be True?

score.
Will the Conclusion become invalid
(i.e. will Joe get admission) if the
statement to the left no longer
Negated instance
holds true.

A Score of 500 on GMAT is a good

score.

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 Argument: Joe scored 500 on the GMAT. Therefore, he will not get admission in an Ivy League College.

A Score of 500 on the GMAT is not a Is this Must Be True?

good score.
Will the Conclusion become invalid
(i.e. will Joe get admission) if the
statement to the left no longer
Negated instance
holds true.

A Score of 500 on GMAT is a good Does the Joe get admission when the score
of 500 is deemed good?
score.
Not really. Because as per the argument,
Joe’s admission is not dependent on whether
the score of 500 is qualified as a good score.
In other words, we can replace 500 by 700
and the logic of the argument shall not
change.

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 Choice C

Argument: Joe scored 500 on the GMAT. Therefore, he will not get admission in an Ivy League college.

The quality of an applicant’s essays does not play a significant role in

deciding whether he gets into an Ivy League college.

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 Argument: Joe scored 500 on the GMAT. Therefore, he will not get admission in an Ivy League College.

The quality of an applicant’s essays does Is this Must Be True?

not play a significant role in deciding
Will the Conclusion become invalid
whether he gets into an Ivy League (i.e. will Joe get admission) if the
college. statement to the left no longer
holds true.

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 Argument: Joe scored 500 on the GMAT. Therefore, he will not get admission in an Ivy League College.

The quality of an applicant’s essays does Is this Must Be True?

not play a significant role in deciding
Will the Conclusion become invalid
whether he gets into an Ivy League (i.e. will Joe get admission) if the
college. statement to the left no longer
holds true.
Negated instance

Does the Joe get admission when the quality

of his essays start playing a significant role.

The quality of an applicant’s essays does Not really. Because his essays do not
play a significant role in deciding whether matter if Joe does not have the bare
minimum GMAT score required by Ivy
he gets into an Ivy League college. League colleges.

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 Three skills that we will focus on

Visualize Understand Formulate

1. The conclusion in our The logic that the author uses The falsification question
own words. to arrive at the conclusion
2. The answer choices in
our own words

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 Must Be True helps narrow down!!

For Correct Answer choice For Wrong Answer choice

Conclusion does not hold true when Conclusion still holds true when you
you negate this answer choice negate this answer choice

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Pre-Thinking Exercise

Let’s warm up for the Marathon….

Goal: Learn How to Prethink

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 Process that We will follow?

Your Rajat’s Evaluate

Argument
Pre-thinking Pre-thinking Submissions

2 Mins
Record in Short
Answer Poll

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 Process that We will follow?

1 3
Your Rajat’s Evaluate
Argument
Pre-thinking Pre-thinking Submissions

2
2 Mins 2-3 submissions
Record in Short
Answer Poll

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 Argument 1

Get your pen and paper ready

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 Pre - thinking Exercise 1

A recently published paper concludes that tenured professors or those on their

way to tenure enhance student learning less than full-time lecturers outside the
tenure system do. Clearly, the difference between professors in the tenure
system and other full-time lecturers has to do with the reward system for the
former. The criterion for rewarding tenured faculty typically places a greater
emphasis on research than on teaching.

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 How to Approach

Step 1
Conclusion
1 Visualize
Isolate and 2 Assign Numbers
Understand the
Conclusion

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 How to Approach

Step 1 Step 2
Conclusion Logical Str.

Isolate and Understand how

Understand the author arrives at
Conclusion Conclusion

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 How to Approach

Step 1 Step 2 Step 3

Conclusion Logical Str. Pre-thinking

Isolate and Understand how

Ask Pre-thinking
Understand the author arrives at
Questions
Conclusion Conclusion

Assumptions

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Step 3 How to Pre-Think Assumption
(Falsification Method)
Assumption: An unstated idea that MUST BE TRUE for the conclusion to be valid.

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Step 3 How to Pre-Think Assumption
(Falsification Method)
Assumption: An unstated idea that MUST BE TRUE for the conclusion to be valid.

➢ Without an assumption, the conclusion will break down!!

Assumption is built around those scenarios in which

the conclusion breaks down

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Step 3 How to Pre-Think Assumption
(Falsification Method)
Assumption: An unstated idea that MUST BE TRUE for the conclusion to be valid.

➢ Without an assumption, the conclusion will break down!!

➢ Assumption is built around those scenarios in which

the conclusion breaks down

➢ To find assumptions, we need to figure out the

scenarios in which the conclusion breaks down.
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 Falsification Method

Ask the Question

Under What Circumstances given the facts in argument will the

Conclusion Break Down
Please write this down

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 Pre - thinking Exercise 1

A recently published paper concludes that tenured professors or those on their

way to tenure enhance student learning less than full-time lecturers outside the
tenure system do. Clearly, the difference between professors in the tenure
system and other full-time lecturers has to do with the reward system for the
former. The criterion for rewarding tenured faculty typically places a greater
emphasis on research than on teaching.

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 Which statement is the Conclusion?

A recently published paper concludes that tenured professors or those on their way to tenure
1
enhance student learning less than full-time lecturers outside the tenure system do

Clearly, the difference between professors in the tenure system and other full-time lecturers
2
has to do with the reward system for the former

The criterion for rewarding tenured faculty typically places a greater emphasis on research
3
than on teaching.

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 Statement 1

A recently published paper concludes that tenured professors or those on their way to tenure
1
enhance student learning less than full-time lecturers outside the tenure system do

Clearly, the difference between professors in the tenure system and other full-time
2
lecturers has to do with the reward system for the former

The criterion for rewarding tenured faculty typically places a greater emphasis on research
3
than on teaching.

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 Statement 3

A recently published paper concludes that tenured professors or those on their way to tenure
1
enhance student learning less than full-time lecturers outside the tenure system do

Clearly, the difference between professors in the tenure system and other full-time
2
lecturers has to do with the reward system for the former

The criterion for rewarding tenured faculty typically places a greater emphasis on research
3
than on teaching.

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 Let’s Visualize the Conclusion

Clearly, the difference between professors in the tenure system and other full-time
2
lecturers has to do with the reward system for the former

Tenured Professors Full Time lecturers

40% 70%

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 Let’s Visualize the Conclusion

Clearly, the difference between professors in the tenure system and other full-time
2
lecturers has to do with the reward system for the former

Visualization

Note: The author is not disputing the report’s findings. He

is simply blaming the reward system for it.

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 Argument’s Structure

1 A recently published paper concludes

that tenured professors or those on their
way to tenure enhance student learning
less than full-time lecturers outside the
tenure system do

2 Clearly, the difference between Main Conclusion => This is what the
professors in the tenure system and
other full-time lecturers has to do with the author is trying to assert
reward system for the former

3 The criterion for rewarding tenured

faculty typically places a greater
emphasis on research than on
teaching.
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 Argument’s Structure

1 A recently published paper concludes Context => This (the fact stated) sets the
that tenured professors or those on their
way to tenure enhance student learning stage for the argument. The fact, supports
less than full-time lecturers outside the the conclusion.
tenure system do

2 Clearly, the difference between Main Conclusion => This is what the
professors in the tenure system and
other full-time lecturers has to do with the author is trying to assert
reward system for the former

3 The criterion for rewarding tenured Supporting Statement (fact) => Written to
faculty typically places a greater
emphasis on research than on support the main conclusion.
teaching.
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 Prethinking Question

Question: Under What Circumstances <given the facts in argument> will the
Conclusion Break Down

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 Prethinking Question

Question: Under What Circumstances <given the facts in argument> will the
Conclusion Break Down

Under what circumstances would the reward system not be responsible for the difference
in performance given that

• Full time lecturers enhance student performance more than professors do

• Reward system for professors places a greater emphasis on research than on
teaching.

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 Pre-thinking – Conclusion Falsification

Question to Ask
Under what condition will the Reward
system NOT cause the difference
between Tenured & Non-Tenured .. given
that

• Reward system for tenured places

greater emphasis on research

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 Pre-thinking – Conclusion Falsification

Question to Ask Possible Scenarios (falsifying)

Under what condition will the Reward 1. If Non-Tenured has similar emphasis
system NOT cause the difference on Research (i.e. reward system
between Tenured & Non Tenured .. given identical to tenured)
that 2. Most Tenured professors do not act as
per the reward system.
• Reward system for tenured places
greater emphasis on research

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 Pre-thinking – Conclusion Falsification

Question to Ask Possible Scenarios (falsifying)

Under what condition will the Reward 1. If Non-Tenured has similar emphasis
system NOT cause the difference on Research (i.e. reward system
between Tenured & Non Tenured .. given identical to tenured)
that 2. Most Tenured professors do not act as
per the reward system.
• Reward system for tenured places
greater emphasis on research

Assumptions
1. Non-Tenured professors do not have an identical reward system
2. Most Tenured professors care about the reward system.

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 Can you See…

How asking the Prethinking Question methodically helps us arrive at

Falsification Scenarios?

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Prethinking and Timing

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 How will you feel?

High
Medium
Accuracy

Low

Low Medium High

Time
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 How will you feel?

High
4 Level 3

Medium

3 Level 2
Accuracy

2
Low

Level 1

Low Medium High

Time
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“
“Understand the passage completely (most important). Take your time. Equally
important prethink (e-gmat's term) an answer before looking at the answer choice.
Probably this one word will have the most impact in your GMAT score.”
Alok Kumar - 740

https://gmatclub.com/forum/740-q50-v-40-ir-7-despite-skipping-1-rc-4-question-completely-252806.html

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“
“Answer CR questions as if there is no answer choices. “Pre-thinking” is a game
changer”

“when it gets to 700+ level questions, you have to do “Pre-thinking”. The reason to
do the “pre-thinking” is to help you focus on the logic and not deviate from the key
argument when “trap” or “out of scope” answer choices show up.”
Jim Yi - 770

https://gmatclub.com/forum/trust-the-process-from-700-q51-v34-to-770-q51-v42-esr-attached-307942.html
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“
“This Pre-Thinking primes the mind, and we are constantly on our toes while reading an
RC Paragraph or a CR question stem. Apart from comprehending the passage we keep
speculating that in which direction the passage will orient or what logical jump has the
author taken.” Harshit Dubey - 740

https://gmatclub.com/forum/from-520-in-mocks-to-740-in-actual-gmat-282814.html
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Example 3

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 Arg 3: Highway Commission
In order to finance road repairs, the highway commission of a certain state is considering a 50
percent increase in the 10-cents-per-mile toll for vehicles using its toll highway. The highway
commissioner claims that the toll increase will increase the annual revenue generated by the
toll highway by at least 50 percent per year.

Which of the following is an assumption on which the highway commissioner's claim depends?

A. The amount of money required annually for road repairs will not increase from its current level.
B. The total number of trips made on the toll highway per year will not decrease from its current
level.
C. The average length of a trip made on the toll highway will not decrease from its current level.
D. The number of drivers who consistently avoid the highway tolls by using secondary roads will
not increase from its current level
E. The total distance traveled by vehicles on the toll highway per year will not decrease from its
current level.

© Copyright e-GMAT 2020

 What’s The Conclusion

1 In order to finance road repairs, the highway commission of a certain state is considering a
50 percent increase in the 10-cents-per-mile toll for vehicles using its toll highway

2 The highway commissioner claims that the toll increase will increase the annual revenue
generated by the toll highway by at least 50 percent per year.

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 Let’s Visualize the Conclusion

Annual revenue generated by toll highway will increase by at least 50%.

© Copyright e-GMAT 2020

 Let's understand the argument
In order to finance road repairs, the highway commission of a certain state is considering a 50
percent increase in the 10-cents-per-mile toll for vehicles using its toll highway. The highway
commissioner claims that the toll increase will increase the annual revenue generated by the
toll highway by at least 50 percent per year.

How do we estimate annual revenue?

© Copyright e-GMAT 2020

 Let's understand the argument
In order to finance road repairs, the highway commission of a certain state is considering a 50
percent increase in the 10-cents-per-mile toll for vehicles using its toll highway. The highway
commissioner claims that the toll increase will increase the annual revenue generated by the
toll highway by at least 50 percent per year.

How do we estimate annual revenue?

Annual revenue = Toll per mile X Total # of toll miles

© Copyright e-GMAT 2020

 Prethinking Question
Question: Under What Circumstances <given the facts in argument> will the Conclusion
Break Down

How do we estimate annual revenue?

Annual revenue = Toll per mile X Total # of toll miles

Under what circumstances would the annual revenue not increase by 50% provided that
• Toll per mile has been increased by 50%

© Copyright e-GMAT 2020

 Prethinking Question
Question: Under What Circumstances <given the facts in argument> will the Conclusion
Break Down

How do we estimate annual revenue?

Annual revenue = Toll per mile X Total # of toll miles

Under what circumstances would the annual revenue not increase by 50% provided that
• Toll per mile has been increased by 50%

Possible Scenarios (falsifying) Assumption

1. If the Total # of miles decreases. 1. Total number of miles driven does
not decrease.
© Copyright e-GMAT 2020
 Answer Choice analysis (B)

The total number of trips made on the toll Does this mean that the total number of miles
highway per year will not decrease from its travelled on toll roads will decrease?
current level.
Not really.. Because the total miles travelled
may still remain the same despite fewer trips (if
the number of miles per trip increases)

How do we estimate annual revenue?

Annual revenue = Toll per mile X Total # of toll miles

Remember. ..the question to ask is .. Is this Must be True.. Or will the

conclusion break down if this is not true
© Copyright e-GMAT 2020
 Answer Choice analysis (E)

The total distance traveled by vehicles on the toll Does this mean that the total number of miles
highway per year will not decrease from its travelled on toll roads will decrease?
current level

Absolutely: Because if the total distance

decreases then the total # of miles will
automatically decrease.

How do we estimate annual revenue?

Annual revenue = Toll per mile X Total # of toll miles

Remember. ..the question to ask is .. Is this Must be True.. Or will the

conclusion break down if this is not true
© Copyright e-GMAT 2020
 Arg 3: Highway Commission
In order to finance road repairs, the highway commission of a certain state is considering a 50
percent increase in the 10-cents-per-mile toll for vehicles using its toll highway. The highway
commissioner claims that the toll increase will increase the annual revenue generated by the toll
highway by at least 50 percent per year.

Which of the following is an assumption on which the highway commissioner's claim depends?

A. The amount of money required annually for road repairs will not increase from its current level.
B. The total number of trips made on the toll highway per year will not decrease from its current
level.
C. The average length of a trip made on the toll highway will not decrease from its current level.
D. The number of drivers who consistently avoid the highway tolls by using secondary roads will
not increase from its current level
E. The total distance traveled by vehicles on the toll highway per year will not decrease from its
current level.
© Copyright e-GMAT 2020
Q4 and Q5

© Copyright e-GMAT 2020

 Q 1: RDS Technology
Radio stations with radio data system (RDS) technology broadcast special program information that
only radios with an RDS feature can receive. Between 1994 and 1996, the number of RDS radio
stations in Verdland increased from 250 to 600. However, since the number of RDS-equipped
radios in Verdland was about the same in 1996 as in 1994, the number of Verdlanders receiving the
special program information probably did not increase significantly.

Which of the following is an assumption on which the argument depends?

A. Few if any of the RDS radio stations that began broadcasting in Verdland after 1994 broadcast
to people with RDS-equipped radios living in areas not previously reached by RDS stations.
B. In 1996 most Verdlanders who lived within the listening area of an RDS station already had a
radio equipped to receive RDS.
C. Equipping a radio station with RDS technology does not decrease the station's listening area.
D. In 1996 Verdlanders who did not own radios equipped to receive RDS could not receive any
programming from the RDS radio stations that began broadcasting in Verdland after 1994.
E. The RDS radio stations in Verdland in 1996 did not all offer the same type of programming.
© Copyright e-GMAT 2020
 Q 2: Shelbyville Refuse
Last year all refuse collected by Shelbyville city services was incinerated. This incineration
generated a large quantity of residual ash. In order to reduce the amount of residual ash Shelbyville
generates this year to half of last year's total, the city has revamped its collection program. This
year city services will separate for recycling enough refuse to reduce the number of truckloads of
refuse to be incinerated to half of last year's number.

Which of the following is required for the revamped collection program to achieve its aim?

A. This year, no materials that city services could separate for recycling will be incinerated.
B. Separating recyclable materials from materials to be incinerated will cost Shelbyville less than
half what it cost last year to dispose of the residual ash.
C. Refuse collected by city services will contain a larger proportion of recyclable materials this year
than it did last year.
D. The refuse incinerated this year will generate no more residual ash per truckload incinerated
than did the refuse incinerated last year.
E. The total quantity of refuse collected by Shelbyville city services this year will be no greater than
that collected last year. © Copyright e-GMAT 2020
 Q 1: RDS Technology
Radio stations with radio data system (RDS) technology broadcast special program information that
only radios with an RDS feature can receive. Between 1994 and 1996, the number of RDS radio
stations in Verdland increased from 250 to 600. However, since the number of RDS-equipped
radios in Verdland was about the same in 1996 as in 1994, the number of Verdlanders receiving the
special program information probably did not increase significantly.

Which of the following is an assumption on which the argument depends?

A. Few if any of the RDS radio stations that began broadcasting in Verdland after 1994 broadcast
to people with RDS-equipped radios living in areas not previously reached by RDS stations.
B. In 1996 most Verdlanders who lived within the listening area of an RDS station already had a
radio equipped to receive RDS.
C. Equipping a radio station with RDS technology does not decrease the station's listening area.
D. In 1996 Verdlanders who did not own radios equipped to receive RDS could not receive any
programming from the RDS radio stations that began broadcasting in Verdland after 1994.
E. The RDS radio stations in Verdland in 1996 did not all offer the same type of programming.
© Copyright e-GMAT 2020
 Let’s Visualize the Conclusion

the number of Verdlanders

receiving the special
program information
probably did not increase
significantly (1994 – 1996).

© Copyright e-GMAT 2020

 Argument Structure
Radio stations with radio data system
(RDS) technology broadcast special
1 Context => Sets the argument. Special property
program information that only radios of RDS radios/broadcasters.
with an RDS feature can receive

Between 1994 and 1996, the number Context => This statement seems to go against
2 of RDS radio stations in Verdland the conclusion (observe “However” later)
increased from 250 to 600
However, since the number of RDS- Supporting Statement => Written to support the
3 equipped radios in Verdland was main conclusion.
about the same in 1996 as in 1994

the number of Verdlanders receiving

the special program information Main Conclusion => This is what the author is
4 trying to assert
probably did not increase significantly
(1994 – 1996).
© Copyright e-GMAT 2020
Steps 1 & 2 Conclusion and Logical Structure
Radio stations with radio data system
1
(RDS) technology broadcast special
program information that only radios with an Logical Structure
RDS feature can receive
Context 1994 to 1996
2 Between 1994 and 1996, the number of
To receive RDS 1. # of RDS radios =
RDS radio stations in Verdland increased programing you need almost unchanged
from 250 to 600 RDS radios. 2. # of RDS stations =
increased a lot.
However, since the number of RDS-
3
equipped radios in Verdland was about the
same in 1996 as in 1994
Between 1994 and 1996, very few additional Verlanders
the number of Verdlanders receiving the have received RDS programs.
4 special program information probably did
not increase significantly (1994 – 1996).

© Copyright e-GMAT 2020

 Pre-thinking
Question to Ask (Falsification)
Under what conditions will there be significant
Logical Structure addition to the # of people receiving RDS
programming
Context 1994 to 1996 1. (-ve) despite few additional radios.
2. (+ve) with a lot more stations
To receive RDS 1. # of RDS radios =
programing you need almost unchanged Possible Scenarios
RDS radios. 2. # of RDS stations =
increased a lot.

Between 1994 and 1996, very few additional Verlanders

have received RDS programs.

© Copyright e-GMAT 2020

 Pre-thinking
Question to Ask (Falsification)
Under what conditions will there be significant
Logical Structure addition to the # of people receiving RDS
programming
Context 1994 to 1996 1. (-ve) despite few additional radios.
2. (+ve) with a lot more stations
To receive RDS 1. # of RDS radios =
programing you need almost unchanged Possible Scenarios
RDS radios. 2. # of RDS stations =
• If the additional stations now cover areas
increased a lot.
where there was no coverage earlier, areas
where people did have RDS radios before.
• If far more people are listening to every
RDS radio (people per radio increases)
Between 1994 and 1996, very few additional Verlanders
have received RDS programs.

© Copyright e-GMAT 2020

 Pre-thinking
Question to Ask (Falsification)
Under what conditions will there be significant
Logical Structure addition to the # of people receiving RDS
programming
Context 1994 to 1996 1. (-ve) despite few additional radios.
2. (+ve) with a lot more stations
To receive RDS 1. # of RDS radios =
programing you need almost unchanged Possible Scenarios
RDS radios. 2. # of RDS stations =
• If the additional stations now cover areas
increased a lot.
where there was no coverage earlier, areas
where people did have RDS radios before.
• If far more people are listening to every
RDS radio (people per radio increases)
Between 1994 and 1996, very few additional Verlanders
have received RDS programs. Assumptions
1. New stations => No significant ↑ in
Coverage
2. People per radio remain about the same.
© Copyright e-GMAT 2020
 Answer Choice Analysis
Answer Choice

Few if any of the RDS radio stations that began broadcasting in

Verdland after 1994 broadcast to people with RDS-equipped radios
living in areas not previously reached by RDS stations.

Choice Explanation
Almost none of the new radio stations increase the coverage of RDS programming

© Copyright e-GMAT 2020

 Answer Choice Analysis
Answer Choice

Few if any of the RDS radio stations that began broadcasting in

Verdland after 1994 broadcast to people with RDS-equipped radios
living in areas not previously reached by RDS stations.
✓
Choice Explanation
Almost none of the new radio stations increase the coverage of RDS programming

© Copyright e-GMAT 2020

 Answer Choice Analysis
Answer Choice

Few if any of the RDS radio stations that began broadcasting in

Verdland after 1994 broadcast to people with RDS-equipped radios
living in areas not previously reached by RDS stations.
✓
Choice Explanation
Almost none of the new radio stations increase the coverage of RDS programming

Negated Statement Conclusion breaks

At least some radio stations If new radio station increase
increase coverage coverage then conclusion
breaks apart

© Copyright e-GMAT 2020

 Answer Choice Analysis

Answer Choice Choice Explanation Why is it correct/wrong?

In 1996 most Verdlanders who
If you lived within a covered Wrong: The conclusion is about
lived within the listening area of area, you had a RDS equipped the change in the number of
an RDS station already had a radio. listeners from 1994 to 1996, and
radio equipped to receive RDS. not about the final state in1996.

© Copyright e-GMAT 2020

 Answer Choice Analysis

Answer Choice Choice Explanation Why is it correct/wrong?

In 1996 most Verdlanders who
If you lived within a covered Wrong: The conclusion is about
lived within the listening area of area, you had a RDS equipped the change in the number of
an RDS station already had a radio. listeners from 1994 to 1996, and
radio equipped to receive RDS. not about the final state in1996.

Equipping a radio station with Talks about the impact on Wrong: We are not concerned
RDS technology does not RDS technology on other with other programing.
decrease the station's listening programing (note listening
area. area = other programing)

© Copyright e-GMAT 2020

 Answer Choice Analysis

Answer Choice Choice Explanation Why is it correct/wrong?

D. In 1996 Verdlanders who did Discusses people who did not Wrong: 1) Don’t care about
not own radios equipped to have RDS radios in 1996 people who don’t have RDS
receive RDS could not receive whether they could receive any radio
any programming from the RDS (RDS or non RDS) from RDS 2) Don’t care about any
radio stations that began stations. programming.
broadcasting in Verdland after
1994.
E. The RDS radio stations in Kind of programing that RDS Wrong: Kind of programming
Verdland in 1996 did not all stations offered is completely irrelevant.
offer the same type of
programming.

© Copyright e-GMAT 2020

 Answer Choice Analysis

Answer Choice Choice Explanation Why is it correct/wrong?

D. In 1996 Verdlanders who did Discusses people who did not Wrong: 1) Don’t care about
not own radios equipped to have RDS radios in 1996 people who don’t have RDS
receive RDS could not receive whether they could receive any radio
any programming from the RDS (RDS or non RDS) from RDS 2) Don’t care about any
radio stations that began stations. programming.
broadcasting in Verdland after
1994.
E. The RDS radio stations in Kind of programing that RDS Wrong: Kind of programming
Verdland in 1996 did not all stations offered is completely irrelevant.
offer the same type of
programming.

© Copyright e-GMAT 2020

 Shelbyville Refuse
Last year all refuse collected by Shelbyville city services was incinerated. This incineration generated a large
quantity of residual ash. In order to reduce the amount of residual ash Shelbyville generates this year to half of last
year's total, the city has revamped its collection program. This year city services will separate for recycling enough
refuse to reduce the number of truckloads of refuse to be incinerated to half of last year's number.

Which of the following is required for the revamped collection program to achieve its aim?

A. This year, no materials that city services could separate for recycling will be incinerated.
B. Separating recyclable materials from materials to be incinerated will cost Shelbyville less than half what it cost
last year to dispose of the residual ash.
C. Refuse collected by city services will contain a larger proportion of recyclable materials this year than it did
last year.
D. The refuse incinerated this year will generate no more residual ash per truckload incinerated than did the
refuse incinerated last year.
E. The total quantity of refuse collected by Shelbyville city services this year will be no greater than that collected
last year.

© Copyright e-GMAT 2020

 Questions

1. Did you attempt to Pre-think?

2. Were you able to Pre-think?

3. List your Prethinking

© Copyright e-GMAT 2020

 Understanding the Argument
Last year all refuse collected by Shelbyville city services was incinerated. This incineration
generated a large quantity of residual ash. In order to reduce the amount of residual ash Shelbyville
generates this year to half of last year's total, the city has revamped its collection program. This
year city services will separate for recycling enough refuse to reduce the number of truckloads of
refuse to be incinerated to half of last year's number.
Last Year

© Copyright e-GMAT 2020

 Understanding the Argument
Last year all refuse collected by Shelbyville city services was incinerated. This incineration
generated a large quantity of residual ash. In order to reduce the amount of residual ash Shelbyville
generates this year to half of last year's total, the city has revamped its collection program. This
year city services will separate for recycling enough refuse to reduce the number of truckloads of
refuse to be incinerated to half of last year's number.
Last Year This Year

© Copyright e-GMAT 2020

 Argument Analysis
Last year all refuse collected by Shelbyville
1 Context => Talks about what was done last year.
city services was incinerated

2 This incineration generated a large quantity

Context => Talks about the outcome of the activity
of residual ash

In order to reduce the amount of residual

Main Conclusion => The main conclusion is
3 ash Shelbyville generates this year to half of
based on this statement – reducing ash to half of
last year's total, the city has revamped its
last year’s total (the aim).
collection program

This year city services will separate for

4 recycling enough refuse to reduce the Supporting Statement => lists the actions done
number of truckloads of refuse to be to achieve the aim.
incinerated to half of last year's number.

Which of the following is required for the revamped collection program to achieve its aim?

© Copyright e-GMAT 2020

Steps 1 & 2 Conclusion and Logical Structure

Last year all refuse collected by Shelbyville

Logical Structure
1
city services was incinerated
Last Year How (this year)
2 This incineration generated a large quantity
We will send only half as many
of residual ash 1. All Refuse = Burned
trucks for incineration this year.
2. Burning => lot of ash
We will recycle the remaining.
In order to reduce the amount of residual
3 ash Shelbyville generates this year to half of
last year's total, the city has revamped its
collection program

This year city services will separate for

4 recycling enough refuse to reduce the
number of truckloads of refuse to be The ash generated this year will be 50% of
incinerated to half of last year's number. that generated last year.

© Copyright e-GMAT 2020

 Pre-thinking
Question to Ask (Falsification)
Logical Structure
Under what conditions will the ash generated be
greater than 50% even if
Last Year How (this year) • Only half as many trucks are sent for
We will send only half as many incineration
1. All Refuse = Burned trucks for incineration this year.
2. Burning => lot of ash We will recycle the remaining.

The ash generated this year will be 50% of

that generated last year.

© Copyright e-GMAT 2020

 Pre-thinking
Question to Ask (Falsification)
Logical Structure
Under what conditions will the ash generated be
greater than 50% even if
Last Year How (this year) • Only half as many trucks are sent for
We will send only half as many incineration
1. All Refuse = Burned
trucks for incineration this year.
2. Burning => lot of ash
We will recycle the remaining.
Possible Scenario

Only if the average ash generated per truckload is

higher than that generated last year

The ash generated this year will be 50% of

that generated last year.

© Copyright e-GMAT 2020

 Pre-thinking
Question to Ask (Falsification)
Logical Structure
Under what conditions will the ash generated be
greater than 50% even if
Last Year How (this year) • Only half as many trucks are sent for
We will send only half as many incineration
1. All Refuse = Burned
trucks for incineration this year.
2. Burning => lot of ash
We will recycle the remaining.
Possible Scenario

Only if the average ash generated per truckload is

higher than that generated last year

Assumption
The ash generated this year will be 50% of
that generated last year. Ash/truckload => similar or lower to that last
year.

© Copyright e-GMAT 2020

 Answer Choice Analysis

Answer Choice Choice Explanation Why is it correct/wrong?

A. This year, no materials that

Recyclable material – not to be Wrong: This can be inferred,
city services could separate for incinerated hence no new information.
recycling will be incinerated.
What ever is separated is not
sent for incineration.

B. Separating recyclable Talks about the cost to dispose Wrong: We are not concerned
materials from materials to be ash. with the cost of either option.
incinerated will cost Shelbyville
less than half what it cost last
year to dispose of the residual
ash.

© Copyright e-GMAT 2020

 Answer Choice Analysis
Answer Choice Choice Explanation Why is it correct/wrong?

C. Refuse collected by city services will Compares the proportion of Wrong: 1) Don’t care about
contain a larger proportion of recyclable recyclable material in refuse – this proportion because only half the
materials this year than it did last year year vs. last year. truckloads will be sent for
incineration regardless.

D. The refuse incinerated this year Compares the ash generated per Correct: Same as our pre-thinking.
will generate no more residual ash truckload. Says that this year, each
per truckload incinerated than did truckload will generate the same or
the refuse incinerated last year. less ash.

Negated Statement Impact on Conclusion

Refuse incinerated this year will Breaks Down: because even with 50%
generate more ash per truckload … of trucks, we generate more than 50% of
ash since each truckload generates more
ash

© Copyright e-GMAT 2020

 Answer Choice Analysis
Answer Choice Choice Explanation Why is it correct/wrong?

C. Refuse collected by city services will Compares the proportion of Wrong: 1) Don’t care about
contain a larger proportion of recyclable recyclable material in refuse – this proportion because only half the
materials this year than it did last year year vs. last year. truckloads will be sent for
incineration regardless.

D. The refuse incinerated this year Compares the ash generated per Correct: Same as our pre-thinking.
will generate no more residual ash truckload. Says that this year, each
per truckload incinerated than did truckload will generate the same or
the refuse incinerated last year. less ash.

© Copyright e-GMAT 2020

 Answer Choice Analysis

Answer Choice Choice Explanation Why is it correct/wrong?

E. The total quantity of refuse Compares the total quantity of Wrong: Does not impact since
collected by Shelbyville city refuse this year and last year. we will still be sending half the
services this year will be no truckloads for incineration.
greater than that collected last
year.

Negated Statement Impact on Conclusion

Total Quantity of refuse will be No impact: Because we will still
greater than last year. send half as many trucks and
separate the remaining for
recycling.

© Copyright e-GMAT 2020

How can you become CR Champ

The Plan
© Copyright e-GMAT 2020
 Take-Away(s) & Next Steps

1. Pre-thinking is not rocket science

2. Use pre-thinking to achieve accuracy and efficiency

© Copyright e-GMAT 2020

90th Percentile in CR

© Copyright e-GMAT 2020

What is stopping you from attaining a
90th percentile score?
1. Fundamentals
I was unable to classify the given statements
properly.

© Unauthorized copying prohibited 148

What is stopping you from attaining a
90th percentile score?
1. Fundamentals
I was unable to classify the given statements
properly.
2. Conclusion
I did not fully understand the conclusion or was
not able to visualize the conclusion properly.

© Unauthorized copying prohibited 149

What is stopping you from attaining a
90th percentile score?
1. Fundamentals
I was unable to classify the given statements
properly.
2. Conclusion
I did not fully understand the conclusion or was
not able to visualize the conclusion properly.

3. Argument and prethinking

I was unable to link the context, premises, and
anti-premises to the visualized conclusion and
prethink

© Unauthorized copying prohibited 150

What is stopping you from attaining a
90th percentile score?
1. Fundamentals
I was unable to classify the given statements
properly.
2. Conclusion
I did not fully understand the conclusion or was
not able to visualize the conclusion properly.

3. Argument and prethinking

I was unable to link the context, premises, and
anti-premises to the visualized conclusion and
prethink

4. Understand the answer choice

I failed to understand how the answer choice
applied to the argument

© Unauthorized copying prohibited 151

What is stopping you from attaining a
90th percentile score?
1. Fundamentals
I was unable to classify the given statements
1
properly.
2. Conclusion
I did not fully understand the conclusion or was
2
not able to visualize the conclusion properly.

CR Question 3. Argument and prethinking

I was unable to link the context, premises, and
3 anti-premises to the visualized conclusion and
prethink

4. Understand the answer choice

I failed to understand how the answer choice
4
applied to the argument

© Unauthorized copying prohibited 152

Your journey to a 90th Percentile score
1. Fundamentals
I was unable to classify the given statements
1
properly.
2. Conclusion
I did not fully understand the conclusion or was
2
not able to visualize the conclusion properly.
Mastery
CR Question 3. Argument and prethinking
I was unable to link the context, premises, and
on all
3 anti-premises to the visualized conclusion and
prethink
grounds
4. Understand the answer choice
I failed to understand how the answer choice
4
applied to the argument

© Unauthorized copying prohibited 153

Success Stories and Context

• Pooja – was unable to visualize the options

• Others – were not able to prethink

• Some others – did not prethink - success stories from course page.

© Unauthorized copying prohibited 154

© Unauthorized copying prohibited
© Unauthorized copying prohibited 156
 1. Fundamentals
I was unable to classify the given statements properly.

© Unauthorized copying prohibited 157

 1. Fundamentals
I was unable to classify the given statements properly.

© Unauthorized copying prohibited 158

Your journey to a 90th Percentile score
1. Fundamentals
I was unable to classify the given statements
properly.
2. Conclusion
I did not fully understand the conclusion or was
not able to visualize the conclusion properly.

© Unauthorized copying prohibited 159

 2. Conclusion
I did not fully understand the conclusion or was not able
to visualize the conclusion properly.

© Unauthorized copying prohibited 160

© Unauthorized copying prohibited
 1. Fundamentals
I was unable to classify the given statements
properly.
2. Conclusion
I did not fully understand the conclusion or was
not able to visualize the conclusion properly.

3. Argument and prethinking

I was unable to link the context, premises, and
anti-premises to the visualized conclusion and
prethink

4. Understand the answer choice

I failed to understand how the answer choice
applied to the argument

© Unauthorized copying prohibited

 570 to 740 in 4 months (Kartik)
As someone who had taught physics at an
undergraduate level, I thought I had a very
good grasp on logic … but..

Language has a way of manipulating your

mind and the GMAT is particularly good at
using language to fool you to make you think
you got the right answer

Just the extra 5-10 seconds that you trained

me to think about along with the questions
Video Debrief: https://youtu.be/5ZMlHFjZqAE?t=393 that you made me ask were enough to
overcome most of those traps.

© Copyright e-GMAT 2020

Next Steps – Start your Prethinking Journey

© Copyright e-GMAT 2020

 Go ace the GMAT

With e-GMAT CR Course

&
your Diligence,
You can master CR in 14 days.

© Copyright e-GMAT 2020

 3 parts to this Webinar

Your MBA Live Session Questions

6 minutes 120 minutes 20 minutes

© Copyright e-GMAT 2020