{"id":7158,"date":"2019-09-06T01:52:24","date_gmt":"2019-09-06T06:52:24","guid":{"rendered":"http:\/\/www.kaptest.com\/blog\/business-school-insider\/?p=7158"},"modified":"2020-09-11T20:40:51","modified_gmt":"2020-09-11T20:40:51","slug":"land-score-critical-reasoning-answer-prediction","status":"publish","type":"post","link":"https:\/\/wpapp.kaptest.com\/study\/gmat\/land-score-critical-reasoning-answer-prediction\/","title":{"rendered":"GMAT Critical Reasoning Answer Prediction"},"content":{"rendered":"

One of the things I love about being a Kaplan GMAT teacher is that my students learn a method for answering every question they will face on Test Day. Having a consistent approach makes answering a high-difficulty GMAT question as simple as answering its lower-difficulty cousin. Each step is the same, the steps are performed in the same order, and with practice the Kaplan Methods become my students\u2019 methods.<\/span>
\n 
\n

Answer prediction for Critical Reasoning<\/h3>
<\/div><\/div><\/div>
\nLearning to use the Kaplan Methods, like learning to use any tools, requires practice. For example, the <\/span>Kaplan Method for Critical Reasoning<\/b> is a logical series of steps aimed at saving time through prediction:<\/span><\/p>\n
    \n
  1. Identify the question type.<\/span><\/li>\n
  2. Untangle the stimulus.<\/span><\/li>\n
  3. Predict the answer.<\/span><\/li>\n
  4. Evaluate the choices.<\/span><\/li>\n<\/ol>\n

    Although the steps are logical, their order may seem a bit counterintuitive. Before discussing the Kaplan Method for Critical Reasoning, most of my students would perform only three of these steps, and they would follow this order: Step 2 (read it), Step 1 (ID the question), then Step 4 (read the choices). <\/span>
    \nThe first thing you see on a Critical Reasoning question <\/span>isn\u2019t the question<\/b>; it\u2019s the stimulus. So <\/span>reading the question first<\/b> is easy to forget! To apply the prediction method to its greatest advantage, you have to practice <\/span>looking at the question before you untangle the stimulus<\/b>. Without knowing what you are looking for (by identifying the question type), you may need to reread the stimulus, which will waste precious Test Day time.<\/span>
    \n 
    \n

    Using your time more efficiently on the GMAT<\/h3>
    <\/div><\/div><\/div>
    \nSteps 2 and 4, deciphering the stimulus and reading the answer choices, are logical and don\u2019t require much discussion in my classroom. However, I find that Step 3 bears frequent repeating. I usually write it in all caps: PREDICT THE ANSWER. It flows from the previous steps; once you\u2019ve read the question, you know, for example, whether you need to identify an assumption or weaken the argument. Then, once you take apart the stimulus, you know what that assumption or weakener should be. Voila! All that remains is finding the match.<\/span>
    \nPrediction takes just a few seconds of critical thinking. Novice GMAT-takers will read the stimulus and then the question, then assess each answer choice; by applying the Kaplan Method and predicting what you are looking for before you read the answer choices, you will<\/span> save time and increase your accuracy<\/b>. And that will certainly go a long way toward helping you land your best score.<\/span>
    \n 
    \n

    The Denial Test<\/h3>
    <\/div><\/div><\/div>
    \nIn your\u00a0GMAT<\/a>\u00a0preparation you have probably learned to tackle critical reasoning\u00a0assumption questions<\/a>\u00a0by identifying the conclusion of the argument, followed by the evidence and then looking for the missing link between these, which will be the central assumption.\u00a0 However, you have also probably encountered\u00a0GMAT problems<\/a>\u00a0in which you either cannot figure out what the assumption is before you go to the answer choices or the assumption you found is not listed as an option.\u00a0 When this happens you want to be ready with a backup strategy.
    \nThe standard backup strategy for assumption questions \u2013 and do keep in mind this should not be used as a\u00a0    primary strategy<\/a>, since it is more time consuming than the usual approach \u2013 is the denial test.
    \nThe denial test is based on the idea that the assumption is something that must be true in order to link the evidence to the conclusion.\u00a0 Another way to think about this is that if the assumption were not true, the evidence would no longer lead to the conclusion; that is, the argument would fall apart.
    \nTherefore, as long as you have identified both the conclusion and evidence you can apply the denial test by negating each answer choice.\u00a0 Once you negate the option, see if the argument can still be true, even though the answer choice is false.\u00a0 If the argument cannot be true once the choice has been negated, you have found your assumption
    \nFor example, in the argument \u201cpoisons are harmful, therefore chemical X is harmful,\u201d the conclusion is \u201cchemical X is harmful\u201d and the evidence is \u201cpoisons are harmful.\u201d\u00a0 If an answer choice for the assumption said \u201cchemical X is a poison,\u201d we would negate this by making it \u201cchemical X is not a poison.\u201d\u00a0 If we know that chemical X is not a poison, then knowing that poisons are harmful tells us nothing about chemical X and the argument falls apart.\u00a0 Thus, we have found our assumption.
    \nBy using this strategy on\u00a0    GMAT test day<\/a>\u00a0when you get stuck on an assumption question you will be able to find the right answer without either guessing or using a method that is not working for you on that problem. Give it a try on the question below.
    \n 
    \n

    Practice Question<\/h3>
    <\/div><\/div><\/div>
    \nPolitician: It is important for members of the State Assembly to remember that Governor Norman\u2019s proposed new state thruway was part of her platform during her landslide re \u2013 election campaign last year. This means that if the thruway plan is defeated, its opponents will have much to answer for in next November\u2019s State Assembly elections.
    \nThe politician\u2019s argument relies upon which of the following assumptions?
    \n\u00a0 \u00a0 \u00a0 \u00a0 A<\/strong>.\u00a0Many of those who voted for Governor Norman oppose the thruway proposal.
    \n\u00a0 \u00a0 \u00a0 \u00a0 B<\/strong>.\u00a0The thruway proposal is likely to be defeated by the State Assembly.
    \n\u00a0 \u00a0 \u00a0 \u00a0 C<\/strong>.\u00a0Many of those who voted for Governor Norman supported the thruway proposal.
    \n\u00a0 \u00a0 \u00a0 \u00a0 D<\/strong>.\u00a0Everyone who voted for Governor Norman last year will vote in the State Assembly elections.
    \n\u00a0 \u00a0 \u00a0 \u00a0 E<\/strong>.\u00a0Those members of the State Assembly who oppose the thruway proposal do not have valid reasons for opposing it.
    \nThe question stem asks us to identify an assumption. Read the stimulus and find the evidence and conclusion. How do they differ? The assumption holds the evidence and conclusion together despite their apparent differences.
    \n

    Answer<\/h4>
    <\/div><\/div><\/div>
    \nWhen the Governor won by a landslide, her platform included a thruway proposal. Based on this evidence, the politician concludes that if the thruway plan is shot down in the State Assembly, those responsible for its defeat will be in big trouble come election time.
    \nThe author assumes that the Governor won because her platform included a thruway proposal. But for all we know, the Governor may have won despite, not because of, the proposal. If the November threat to thruway opponents is real, it must be true that many of those who contributed to the landslide also support the project.
    \nChoice (C) is a perfect replica of the paraphrase above. If, in fact, many who voted for Norman support the thruway, then the politician\u2019s conclusion is surely reasonable \u2014 opponents of the thruway may be in hot water with the voters, at least over this issue.
    \nChoice (A) is the exact denial of correct Choice (C). The fact that many of Norman\u2019s supporters oppose the thruway would substantially weaken the politician\u2019s argument.
    \nChoice (B) goes beyond the scope of the argument by assessing the thruway proposal\u2019s chances. The argument is based on the hypothetical \u201cIf it is defeated . . .\u201d So even if it is not likely to be defeated, the threat may still be real should the defeat actually occur. The word\u00a0if<\/em>\u00a0ensures that the chance of defeat plays no role in the validity of the argument.
    \nChoice (D) is also not necessary to the argument. Even if not everyone who voted for the Governor last year votes in the State Assembly elections, enough of them may vote to cause trouble for thruway opponents \u2014 if those voters support the project.
    \nChoice (E) is irrelevant to the argument. No matter what reasons the members of the State Assembly have for opposing the thruway, the Governor\u2019s voters may not forgive them for a thruway defeat. Nothing regarding the validity of the opposition is required here.
    \nThe answer is\u00a0C<\/strong>
    \n
    <\/span><\/span><\/div>
    \n
    \n
    <\/div>

    Jennifer Mathews Land has taught for Kaplan since 2009. She prepares students to take the GMAT, GRE, ACT, and SAT and was named Kaplan\u2019s Alabama-Mississippi Teacher of the Year in 2010. Prior to joining Kaplan, she worked as a grad assistant in a university archives, a copy editor for medical web sites, and a dancing dinosaur at children’s parties. Jennifer holds a PhD and a master\u2019s in library and information studies (MLIS) from the University of Alabama, and an AB in English from Wellesley College. When she isn\u2019t teaching, she enjoys watching Alabama football and herding cats.<\/p>\n<\/div><\/div>

    <\/div><\/div>
    Jennifer Land<\/strong><\/div><\/div><\/div><\/div>\n<\/section><\/div><\/p>\n

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    <\/span><\/p>\n<\/div>\n\t\t<\/div>

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    <\/span><\/p>\n<\/div>\n\t\t<\/div><\/div><\/p>\n","protected":false},"excerpt":{"rendered":"

    One of the things I love about being a Kaplan GMAT teacher is that my students learn a method for answering every question they will face on Test Day. Having a consistent approach makes answering a high-difficulty GMAT question as simple as answering its lower-difficulty cousin. Each step is the same, the steps are performed […]<\/p>\n","protected":false},"author":1,"featured_media":27598,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":[],"categories":[55],"tags":[56],"_links":{"self":[{"href":"https:\/\/wpapp.kaptest.com\/study\/wp-json\/wp\/v2\/posts\/7158"}],"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=7158"}],"version-history":[{"count":2,"href":"https:\/\/wpapp.kaptest.com\/study\/wp-json\/wp\/v2\/posts\/7158\/revisions"}],"predecessor-version":[{"id":34372,"href":"https:\/\/wpapp.kaptest.com\/study\/wp-json\/wp\/v2\/posts\/7158\/revisions\/34372"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/wpapp.kaptest.com\/study\/wp-json\/wp\/v2\/media\/27598"}],"wp:attachment":[{"href":"https:\/\/wpapp.kaptest.com\/study\/wp-json\/wp\/v2\/media?parent=7158"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/wpapp.kaptest.com\/study\/wp-json\/wp\/v2\/categories?post=7158"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/wpapp.kaptest.com\/study\/wp-json\/wp\/v2\/tags?post=7158"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}