{"id":13445,"date":"2017-01-30T09:58:04","date_gmt":"2017-01-30T14:58:04","guid":{"rendered":"http:\/\/grockit.com\/gmat\/?p=98"},"modified":"2020-09-11T20:42:26","modified_gmt":"2020-09-11T20:42:26","slug":"applying-necessary-and-sufficient-to-gmat-assumption-questions","status":"publish","type":"post","link":"https:\/\/wpapp.kaptest.com\/study\/gmat\/applying-necessary-and-sufficient-to-gmat-assumption-questions\/","title":{"rendered":"Applying \u201cNecessary\u201d And \u201cSufficient\u201d To GMAT Assumption Questions"},"content":{"rendered":"

GMAT critical reasoning questions often ask you to identify the assumption of an argument. The first step in doing that successfully is understanding what, exactly, they mean by \u201cassumption.\u201d An assumption in GMAT-speak is the unstated link somewhere in the chain of evidence and conclusion. Finding the assumption means, basically, finding that gap in the argument and filling it.
\n 
\n

Components of a Critical Reasoning Argument<\/h3>
<\/div><\/div><\/div>
\nTo quickly review, any GMAT argument can be broken down into its\u00a0conclusion<\/b>\u00a0and its\u00a0evidence<\/b>, which are stated in the passage. The third component, which is perhaps the most important part, is the\u00a0central assumption<\/b>. This is the unstated evidence that\u00a0must be true<\/i>\u00a0in order for the argument to make sense. Here is an example:
\n\u201cIn recent years, many advertisements have won awards for their artistic quality. But since advertising must serve as a marketing tool, advertising executives must exercise their craft with an eye to the effectiveness of their advertisement. For this reason, advertising is not art.\u201d<\/em>
\nHere, the evidence is found in the first two sentences and the conclusion is in the third. The assumption at the heart of this argument is what links the second and third sentences; the author assumes that something you have to judge based on its effectiveness cannot be art.
\nThe GMAT employs this same argument structure repeatedly in Critical Reasoning passages, and it is often paired with one of five standard question types. For each of these question types, which make up more than 60% of CR questions, you break the argument down the same way. Let\u2019s use this sample argument with five potential questions.
\n 
\n

Assumption Question Types<\/h3>
<\/div><\/div><\/div>
\nNot surprisingly, assumption questions simply ask you to identify the central assumption in the argument. These questions may include language such as, \u201cThe author assumes that\u2026\u201d or \u201cThe argument above depends on which of the following assumptions?\u201d Once you have identified the assumption connecting the evidence to the conclusion, you have a prediction for the answer. An appropriate answer for this example would be, \u201cSomething is not \u2018art\u2019 if its creator must be concerned with its practical effect.\u201d
\n 
\n

Strengthen Questions<\/h4>
<\/div><\/div><\/div>
\nStrengthen questions in Critical Reasoning use this type of language:<\/p>\n
    \n
  • Which of the following statements, if true, provides the most support for the conclusion above?<\/li>\n
  • The argument above would be more persuasive if which of the following statements were found to be true?<\/li>\n
  • Which of the following statements, if true, would most strengthen the argument above?<\/li>\n<\/ul>\n

    For a strengthen question, use the assumption to predict the answer; because an assumption is unstated evidence, simply stating it (and turning it into stated evidence) provides a strengthener. For this example passage, an appropriate answer to a strengthen question would be, \u201cBeing concerned with practical effectiveness precludes advertising from being considered art.\u201d
    \n

    Flaw Questions<\/h4>
    <\/div><\/div><\/div>
    \nFlaw questions are similar to weaken questions, but the correct answer will identify something wrong with the argument as presented, rather than asking you for some new fact that, if true, would make the argument questionable. Flaw questions use this type of language:<\/p>\n
      \n
    • Which of the following is a flaw in the reasoning above?<\/li>\n
    • The argument above is vulnerable to which of the following criticisms?<\/li>\n<\/ul>\n

      These flaws center on the author\u2019s assumption, so identifying the conclusion,
      \nevidence, and assumption remains the best approach for these questions. The correct answer to a flaw question will describe the logical flaw inherent in the argument\u2019s assumption.
      \nFor this example, a flaw in the argument might be, \u201cIt fails to address the aesthetic considerations of the advertising\u2019s creator.\u201d<\/p><\/div>
      \n

      Weaken Questions<\/h4>
      <\/div><\/div><\/div>
      \nFor a weaken question, you will use the assumption to predict the most significant way to tear down the argument; the assumption is like the argument\u2019s Achilles heel. Weaken questions use this type of language:<\/p>\n
        \n
      • Which of the following statements, if true, casts the most doubt on the author\u2019s conclusion?<\/li>\n
      • Which of the following statements, if true, would most weaken the argument above?<\/li>\n
      • Which of the following statements, if true, most seriously calls into question the plan outlined above?<\/li>\n<\/ul>\n

        An appropriate answer to a weaken question for the advertising-as-art passage would be, \u201cMany respected artists are concerned with the practical effects of their creations.\u201d This casts doubt on the argument by providing evidence that the assumption is incorrect.
        \n

        Evaluation Questions<\/h4>
        <\/div><\/div><\/div>
        \nAn evaluation question asks you to identify information that would help you assess an argument\u2019s strength. They use language such as the following:<\/p>\n
          \n
        • The answer to which of the following questions would be most useful to know in order to evaluate the validity of the argument\u2019s conclusion?<\/li>\n
        • Which of the following must be studied in order to evaluate the argument presented above?<\/li>\n<\/ul>\n

          Evaluation questions are rare, but they fit into the assumption-based category of Critical Reasoning questions because the correct answer to an evaluation question typically relates in some way to the assumption. The correct answer won\u2019t impact the validity of the argument, but it will specify the kind of evidence that would help you judge the validity of the author\u2019s argument. Information useful for evaluating the advertising passage might be, \u201cWhether historical advertising was considered art by contemporaries.\u201d
          \nPractice identifying assumptions and you\u2019ll be able to knock out more than half of your Critical Reasoning questions with one approach.<\/p><\/div>
          \n 
          \n

          Necessary and Sufficient Assumptions<\/h3>
          <\/div><\/div><\/div>
          \nAssumptions can be roughly divided into \u201cnecessary\u201d and \u201csufficient,\u201d and your approach to tackling an assumption question depends in part on which kind of assumption you\u2019re dealing with. A necessary assumption MUST be true in order for the conclusion to follow logically based on the evidence presented. Take, for example, the following simplified version of a GMAT question:
          \n\t
          \t\t

          \nJennie wears glasses. Jennie also gets A\u2019s in chemistry. Therefore, Jennie must be smart.<\/em>
          \nWhich of the following assumptions is necessary to support the conclusion above?<\/em><\/p>\n<\/div><\/div>
          \nHere, you\u2019re looking at finding the unstated idea that MUST BE TRUE in order for the argument to work logically. Take a look at the possibilities:
          \n\t

          \t\t

          \na) Jennie gets good grades in all of her science classes.<\/em>
          \nb) All girls named Jennie are smart.<\/em>
          \nc) Jennie wouldn\u2019t wear glasses if she wasn\u2019t smart.<\/em>
          \nd) Some people who get A\u2019s in chemistry are smart.<\/em>
          \ne) Everyone who gets an A in chemistry is smart.<\/em><\/p>\n<\/div><\/div>
          \nNow, a few of these choices support the argument\u2019s conclusion. But only one of them is actually necessary to the argument. Let\u2019s looks at them one at a time.
          \na) Jennie gets good grades in all of her science classes.<\/em>
          \n 
          \nThis isn\u2019t an assumption of this argument at all. Jennie\u2019s other science classes are outside the scope of the argument, since they are addressed in neither the evidence nor the conclusion.
          \nb) All girls named Jennie are smart.<\/em>
          \n 
          \nThis choice would certainly support the conclusion; if this were true, then the conclusion would HAVE to be true. But is this statement NECESSARY to the conclusion? No. Other girls named Jennie don\u2019t have any necessary significance to this argument. So this is not a good choice.
          \nc) Jennie wouldn\u2019t wear glasses if she wasn\u2019t smart.<\/em>
          \n 
          \nAgain, this choice would be SUFFICIENT to make the argument\u2019s conclusion follow from the evidence.\u00a0 But is it necessary? No. So we\u2019ll bypass this one.
          \nd) Some people who get A\u2019s in chemistry are smart.<\/em>
          \n 
          \nThis is the correct choice, because it MUST be true in order for the evidence to follow logically from the conclusion. What if this wasn\u2019t true, and no one who got an A in chemistry was smart? If that were the case, then the conclusion would not be true, based on the evidence that Jennie gets A\u2019s in chemistry.
          \ne) Everyone who gets an A in chemistry is smart.<\/em>
          \n 
          \nOnce more, this choice is sufficient to support the conclusion, but it\u2019s not necessary. So it\u2019s not the correct answer to the question that is being posed.
          \nNow, hopefully you noticed that the correct answer here is the least extreme relevant statement. That doesn\u2019t always have to be the case, but for questions that ask for necessary assumptions, it\u2019s a good general guideline. Be wary of answer choices that are extreme; they will often be sufficient, but not necessary, and will therefore trick test-takers who aren\u2019t careful in evaluating what exactly the question has asked them to find.
          \nBut what if the question paired with that argument looked more like this?
          \n\t

          \t\t

          \nWhich of the following assumptions, if true, best supports the conclusion above?<\/em><\/p>\n<\/div><\/div>
          \nWell, in that case, the answer choices would look more like these:
          \n\t

          \t\t

          \na) Jennie gets good grades in all of her science classes.<\/em>
          \nb) All girls named Jennie are smart.<\/em>
          \nc) Jennie gets A\u2019s in her physics class.<\/em>
          \nd) Some people who get A\u2019s in chemistry are smart.<\/em>
          \ne) Some people who don\u2019t wear glasses are smart.<\/em><\/p>\n<\/div><\/div>
          \n 
          \nJust as in the last example, choice a) is not relevant to the argument as an assumption. But here, choice b) is the correct answer, because if that statement is true, then the conclusion is absolutely true. Choices c) and e) are irrelevant in the same way that choice a) is, since physics and people who don\u2019t wear glasses aren\u2019t at issue here. Now, choice d) is NECESSARY to the argument, but it is not the BEST support to the conclusion. Even if it IS true that some people who get A\u2019s in chemistry are smart, that doesn\u2019t guarantee that Jennie is.
          \nMoral of the story: keep a close eye on what the question is asking for, and read accordingly.<\/p>\n","protected":false},"excerpt":{"rendered":"

          GMAT critical reasoning questions often ask you to identify the assumption of an argument. The first step in doing that successfully is understanding what, exactly, they mean by \u201cassumption.\u201d An assumption in GMAT-speak is the unstated link somewhere in the chain of evidence and conclusion. Finding the assumption means, basically, finding that gap in the […]<\/p>\n","protected":false},"author":1,"featured_media":28882,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[55],"tags":[56,516],"_links":{"self":[{"href":"https:\/\/wpapp.kaptest.com\/study\/wp-json\/wp\/v2\/posts\/13445"}],"collection":[{"href":"https:\/\/wpapp.kaptest.com\/study\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/wpapp.kaptest.com\/study\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/wpapp.kaptest.com\/study\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/wpapp.kaptest.com\/study\/wp-json\/wp\/v2\/comments?post=13445"}],"version-history":[{"count":2,"href":"https:\/\/wpapp.kaptest.com\/study\/wp-json\/wp\/v2\/posts\/13445\/revisions"}],"predecessor-version":[{"id":36032,"href":"https:\/\/wpapp.kaptest.com\/study\/wp-json\/wp\/v2\/posts\/13445\/revisions\/36032"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/wpapp.kaptest.com\/study\/wp-json\/wp\/v2\/media\/28882"}],"wp:attachment":[{"href":"https:\/\/wpapp.kaptest.com\/study\/wp-json\/wp\/v2\/media?parent=13445"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/wpapp.kaptest.com\/study\/wp-json\/wp\/v2\/categories?post=13445"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/wpapp.kaptest.com\/study\/wp-json\/wp\/v2\/tags?post=13445"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}