Next Batch starts July 12, 2014
Agenda
Define your Strategy
Core Skills
e-GMAT – e-GMAT – the the company
- Sept’2011 to help non-natives non -natives - ~650 ~6500 0 stu stude dent ntss and and coun counti ting ng - Mor More no non nat nativ ivee rev revie iews ws..
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About e-GMAT Faculty
99+ percentile on many exams including GMAT
• Best Expert on GC • Past – HT editor
• Top Ranker in CBSE • Topper in BITS Pilani
• 750 in 1 Week • IESE Spain, GSB Chicago
• 99.90 percentile on CAT • 760 on GMAT
• 98 percentile on GMAT • 5 years to GMAT teaching experience
• 760, ISB • Authored “Vocabulary Advantage”, Pearson
• PhD in English literature • Guest lecturer at IIT Chennai • 10+ years of GMAT teaching experience
1. Learning 2. Teaching excellence 3. Customer Success
About e-GMAT Faculty 1. Voted “Best Presenter” in GMATClub’s 1 Million post events. – Twice as many “excellent” ratings as the closest contestant.
1 MM “Best Presenter” Competition Princeton
9
KAPLAN
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GMAT Pill
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High Ratings
VERITAS
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e-GMAT
55 0
2. 3. 4.
20
40
60
Published more articles on GMATClub’s Verbal forum than every other test prep company combined. Member of the month for 2012. Every one – Full Time on e-GMAT
1. Learning 2. Teaching excellence 3. Customer Success
E-GMAT courses Verbal Online
World’s most comprehensive Online course $199
Verbal Live Prep
World’s most comprehensive Live course $299
=> VLP = VO + Live Sessions + 3 Workshops + Score Improvement Guarantee
July Batch Calendar 1
How to Develop your Study Plan
Saturday
July 12
7:00 a.m.
2
SC1 – How to Approach SC
Saturday
July 19
7:00 a.m.
3
SC2 – Foundation of Sentence Structure
Sunday
July 20
7:00 a.m.
4
RC1 - Efficient Reading and Comprehension
Saturday
July 26
7:00 a.m.
5
RC2 – Master the Most Challenging Passages
Sunday
July 27
7:00 a.m.
6
RC Workshop (On Demand)
Entire Week
July 28 – Aug 2
Anytime (on demand)
7
RC Workshop (Analysis)
Saturday
Aug 2
7:00 a.m.
SC3 – comprehensive Parallelism Sunday 1.8 More than any other course 2.9 AllSC4 Live Sessions take place on weekendsSaturday – Modifiers Sunday 3.10 7:00 am Pacific = 7:30 PM IST SC Workshop and Analysis
Aug 3
7:00 a.m.
Aug 9
7:00 a.m.
Aug 10
7:00 a.m.
Saturday
Aug 16
7:00 a.m.
Sunday
Aug 17
7:00 a.m.
Saturday
Aug 23
7:00 a.m.
11
CR1 - Inference
12
CR2 – Pre-thinking and Argument Structure
13
CR3 – Evaluate
14
CR4 – Strengthen
Sunday
Aug 24
7:00 a.m.
15
CR5 – Weaken
Sunday
Aug 24
9:00 a.m.
16
CR6 – Bold Face
Saturday
Aug 30
7:00 a.m.
17
CR Workshop and Analysis
Sunday
Aug 31
7:00 a.m.
Saturday
Sep 6
Join now and attend Multiple batches New
batch starts every 20 days (Aug 2)
Verbal Live Prep Offers More of everything
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$299
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Verbal Score Improvement Guarantee
Verbal Live Prep
DEFINE YOUR GMAT STRATEGY & YOUR OWN STUDY Plan
Agenda of the Session DEFINE YOUR STRATEGY
1. Define your target split 2. Set up a plan
Execute Your Strategy
Ensure that you study the right thing from the right source
Tactical Strategies for Mock tests
My goal today!! 1. How you are going to approach your preparation? 2. Why are core skills important? 3. How to evaluate whether you are learning/improving (consequence)?
–
Strategy: What does it mean and why do we need one… Strategy: A plan of action designed to achieve a particular goal. Good Strategy: Provides maximum benefit with the least input by capitalizing on strengths… and overcoming the weakness Hallmarks of Good strategy: 1. Define a goal. 2. Analyze the situation and your current strengths 3. Have good assumptions. 4. Plan and execute. A good strategy is personal, is devised by you, and has numerous checks to ensure that you are going in the right direction.
Clarity on Key Terms Percentile: Your relative rank out of a population (Base = 250K) GMAT score
Percentile
Better than
650
77
192,500 (57,500)
700
89
222,500 (27,500)
740
97
242,500 (7,500)
760
99
247,500 (2,500)
Accuracy : %age of question answered correctly Ability: When put in context, your percentile in section (approx.)
On GMAT, your percentile is a true measure
Building Common Ground…… Impact: Lack of focus on quant leads to un-realized potential
We don’t have 99 percentile on quant
Truth: Both are equally important. GMAT Score
Quant Score
All those examples are based on Verbal Score > 46 (99 percentile)
so a comparable does not exist. Verbal Score
700
47 (70)
39 (88)
700
50 (89)
34 (70)
700
49 (81)
36 (78)
700
48 (76)
37 (82)
BTW, less than 1500 people score V47 or higher.
1. Quant score – 11/12 = Verbal score with the same percentile 2. Total score for a target GMAT score more or less independent.
Building Common Ground…… Impact: Lack of focus on quant leads to un-realized potential Truth: Both are equally important. GMAT Score
Quant Score
Verbal Score
700
47 (70)
39 (88)
700
50 (89)
34 (70)
700
49 (81)
36 (78)
700
48 (76)
37 (82)
Truth: Overall GMAT score is more important
Ask an adcom, all things equal which score would she prefer 700 (Q50, V34) or 670 (Q47, V36)
1. Quant score – 11/12 = Verbal score with the same percentile 2. Total score for a target GMAT score more or less independent.
Breakout scores for 700 for a good applicant: Quant whiz Target Quant Score Target Quant Percentile Target Verbal Score
Target Verbal Percentile Ensure Quant score.
Engineer
Commence/Art student
Q = 50, 51
Q = 47-49
Q = 44-46
92%-98%
76% - 85%
66% - 73%
V = 37/38
V = 40-43
78% - 81%
87% - 95%
Q = 46/47
Q = does not matter
V = 33/34 66%-69% Q = 49
Capitalize on your strengths first before focusing on the weakness.
Creating your Study Plan An integrated approach using e-GMAT and Grockit
High level 2 Phase Study Plan 80 hrs.
1
60 hrs.
2
Learn Core Skills
Mock 0
Refine & Improve
Mock 1 Mock 2 ………….. Mock 5
Assumptions:
20 hrs per week; 4 weeks per month (2 days off) Access to OG and other relevant material
Most non-natives require 200+ hrs of effort to to achieve achieve their dream score There are people who have done this in 45 days with w ith diligent effort
Use Case: Engineer, who has recently scored 560 on the Mock 0 Learn Core Skills
Today
Tackle quant
Study SC
Study CR
Study RC
Mock
Based on Mock
SC study plan
CR study plan
RC study plan
Time Spent
Where to study
40 hrs
20 hrs/1 week
Any good quant book
1. 2. 3. 4.
E-GMAT Live Sessions OG 13 Verbal Re Review
30 hrs
35 hrs
1. 2. 3. 4.
E-GMAT Live Sessions OG 13 Verbal Re Review
1. 2. 3. 4.
E-GMAT Live Sessions OG 13 Verbal Re Review
How to study – e-GMAT students
Use the study plans that come with your purchase receipt?
HOW TO STUDY on GMAT Verbal using e-GMAT
ACCURACY VS ABILITY Accuracy: %age of questions correct, regardless of difficulty level Ability: Your comparative performance in a particular section
Adaptive test algorithm
60% accuracy
5 questions above average difficulty level
Case 1
60% accuracy
Average Difficulty Level
Case 2
1
higher score
2
3
Only 1 question above average difficulty level
4
Question #
5
6
Challenge 1: Get difficult Questions Challenge 2: Answer them correctly
Your GMAT score is governed by your ABILITY to answer DIFFICULT QUESTIONS CORRECT
GMAT – a test of your ABILITY 43
97 perc entile 7500 ran k
32
65 percentile
87500 rank
1 thru 10
11 thru 20
21 thru 30
31 thru 41
1 thru 10
11 thru 20
21 thru 30
31 thru 41
1
11
21
31
1
11
21
31
2
12
22
32
2
12
22
32
3
13
23
33
3
13
23
33
4
14
24
34
4
14
24
34
5
15
25
35
5
15
25
35
6
16
26
36
6
16
26
36
7
17
27
37
7
17
27
37
8
18
28
38
8
18
28
38
9
19
29
39
9
19
29
39
10
20
30
40
10
20
30
40
41
Accuracy = 71%
41
Accuracy = 71%
1. Student got more # of difficult questions. 2. Student correctly answered more # of difficult questions. Your GMAT score is governed by your ABILITY to CORRECTLY answer DIFFICULT
Benefits of doing well on the first 10 questions 1. Higher score 2. Lower penalization of answering a question incorrectly Last 11 Incorrect => V38 (83 percentile)
Middle 11 Incorrect => V38 (83 percentile)
First 11 Incorrect => V22 (27 percentile)
First 6 Incorrect => V33 (66 percentile)
Your fundamentals need to be in place to take advantage
Core Skills => Build "Ability" STAGE 1
STAGE 2
710 + 0 0 7 e r o c S T A 0 0 M 6 G
650
“My plan and the focus on application made the difference this time”
550 0 0 5
-Aparajita 760
500 Day 0
Day 10
Day 45
Prep duration
Day 75
Core skills in quant + Why do Non- Natives Struggle? Jacob is now 12 years younger than Michael. If 9 years from now Michael will be twice as old as Jacob, how old will Jacob be in 4 years? A) 3 B) 7 C)15 D)21 E)25
How did you solve this question? • By making equations • Using number substitution • Using formula
Your brain is already wired to solve this question. You do not need to consciously apply a formula or a shortcut to solve it.
For Verbal, we need to create these connections. Following the e-GMAT process helps us do that.
Jacob and Michel Jacob is now 12 years younger than Michael. If 9 years from now Michael will be twice as old as Jacob, how old will Jacob be in 4 years? A) 3 B) 7 C)15 D)21 E)25
J = Jacob
M = Michael
Today: J+12 = M
9 years from Now 2*(J + 9) = M+9 2J+9 = M Solving: J+12 = 2J+9 J = 3 today and 7 => 4 years from now.
1. Work with algebraic variables. 2. Convert statements into equations 3. Relate multiple equations 4. Solve equations − Which of these core skills do
you need to learn? − What about natives, particularly Americans? There are some core skills that you need to master to do well in a section
What do third graders learn – Reading Comprehension
CR Bold Face Question…. (semi difficult) Stock prices of companies that exceed $100B in revenue, also called Extremely Large Caps (ELC) rarely beat the market over a 5 year period. It is commonly thought that this happens because these companies are too big to grow faster than the overall market. However, studies show that ELC’s that provide higher returns than the market over a 5 year period, a majority of them are run by their founders. Since most of the ELC’s are run by professional management that is inherently risk averse; the studies’ finding strongly suggests that the real reason why most ELC’s don’t beat the market is not that they are too big to grow but rather that they are run by
professional management that is too risk averse.
What role do the two boldfaced selections play in the above argument? A. The first is a claim, the accuracy of which is at issue in the argument; the second is a conclusion drawn on the basis of that claim. B. The first is an objection that has been raised against a position defended in the argument; the second is that position. C. The first is evidence that has been used to support an explanation that the argument favors; the second is that explanation. D. The first is evidence that has been used to support an explanation that the argument challenges; the second is a competing explanation that the argument favors. E. The first provides evidence to refute an explanation that the argument favors; the second is that explanation.
How to approach Bold Face Questions Read the argument 1. Read and Classify every statement 2. Understand how it relates to the preceding statement Completed Reading 1. Understand how the Bolded statements relate to the conclusion. 2. Prethink your answer (BF1 is X, and supports/refutes the conclusion) Evaluate answer choices Evaluate each element of every answer choice and see if its correct. (Note, it may differ from your prethinking)
Analysis Stock prices of companies that exceed $100B in revenue, also called Extremely Large Caps (ELC) rarely beat the market over a 5 year period It is commonly thought that this happens because the company is too big to grow faster than the overall market However, studies show that ELCs that provide higher return than the market over a 5 year period, a majority of them are run by their founders Since most ELCs are run by professional management that is inherently risk averse the studies’ finding strongly suggests that the real reason why most ELCs don’t beat the market is not that they are too big to grow but rather that they are run by professional management that is too risk averse.
Fact, Observation, Principle ??
Author is listing a general belief. Author listing an exception BF – a characteristic of that exception. Another fact that author brings to life ..
Author’s conclusion.. The second B.F is author’s explanation of why ELC don’t grow. It also refutes the accepted belief – BF1: A characteristic of companies that buck the trend, fact provided to support author’s conclusion – BF2: The reason for the observed trend. Also the alternate explanation that
Answer Choice Analysis The first is a claim, the accuracy of which is at issue in the argument; the second is a conclusion drawn on the basis of that claim
The first it a fact, its accuracy is not in doubt. The second is not a conclusion
The first is an objection that has been raised against a position defended in the argument; the second is that position..
The first is not an objection against the position defended
The first is evidence that has been used to support an explanation that the argument favors; the second is that explanation. The first is evidence that has been used to support an explanation that the argument challenges; the second is a competing explanation that the argument favors. The first provides evidence to refute an explanation that the argument favors; the second is that explanation.
This is the correct choice. First supports the explanation that argument favors. The second is that explanation. The first does not support the explanation that argument challenges. Second is correct First supports the explanation that the argument favors.
Bold Face – Core Skills 1. What is this statement? (Ability to classify the statement) 2. How does it relate to the conclusion/main point of the argument? 3. How does it relate to the other bold face statement 4. Evaluate the answer choices
Is this a fact, belief, observation, principle, conclusion, prediction, main point, etc.
Support or refute the main point.
Support, refute or no relation
Compare and Select
To do well .. You really need to understand the Passage structure
Most Natives have these skills?? Non Natives - ??
RDS Technology GMATPREP problem 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.
How to approach Assumption Questions Read the argument 1. Read and Classify every statement 2. Understand how it relates to the preceding statement Completed Reading 1. Prethink your answer (Logical gap, falsify the conclusion) Evaluate answer choices Evaluate every answer choice to see if it’s the correct
assumption. (Note, it may differ from your prethinking) 1. What does the choice talks about. 2. Does it satisfy the litmus test. (new info, support, Must be true)
Q6: RDS Technology GMATPREP problem 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 Verlanders receiving the special program information probably did not increase significantly.
Q6: RDS Technology GMATPREP problem 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 Verlanders receiving the special program information probably did not increase significantly. Which of the following is an assumption on which the argument depends?
What is the conclusion?
The number of Verlanders receiving the special program information probably did not increase significantly
How do you compute the # of Verlanders recieving
(# of radios) X
What else do we know
The number of radios remained the same
What else needs be true?
1. Coverage should not have increased significantly 2. People/radio should not have gone up considerably
(Coverage) X
(people/radio)
Q6: Answer Choice Analysis 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 Verlanders receiving the special program information probably did not increase significantly. 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.
C.
A.
Ensures that the increased # of radio stations did not improve coverage
In 1996 most Verdlanders who lived within the listening area of an RDS station already had a radio equipped to receive RDS.
B.
Talks about 1996; has no relationship to the conclusion
Equipping a radio station with RDS technology does not decrease the station's listening area.
C.
OFS :
D. In 1996 Verlanders 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
Correct :
OFS:
Range of radio station is not relevant
here. D.
OFS:
The concern here is special programming and not any programming
E.
OFS:
Type of programming not in scope.
HOW DO WE LEARN? Mapping e-GMAT courses to various stages of learning!!
The Three Stages of Learning 1. Absorption
2. Application
Learning new concepts
Application of Concepts
• Concept Files • In Place exercises
• Application files • Chosen Exercises
3. Deduction
Reach a higher level
• Live Sessions • Practice questions • Advanced Analytics
Verbal Online Students (e-GMAT Customers) 100+
Conceptual
9+
40+
Application files
OG Questions
LQE + Live Sessions
Workshop
1000+ 600 = 1600 Questions
You should have nailed both the process and timing for individual sections
Foundation Concepts 1. Absorption
Understanding of Concepts
1. Sentence Structure 1 2. Sentence Structure 2 3. Importance of Meaning
1. 1 hour of content 2. 20-25 questions “Modifier and Verb tense SC problems were vague to me and I almost always got them wrong until I went through the detailed lessons” - Magizhan
TAKE AWAY Solid foundation is the basis for success on GMAT Sentence Correction
Core Concepts 1. Absorption
1. 26 files in Level 1, Level 2, and Level 3 2. 300 + examples and exercise questions 3. All examples and questions with Solutions 4. 3500+ responses to doubts
1. Verb-ing Modifiers 2. Usage of Like
Understanding of Concepts
TAKE AWAY The most effective resource to learn the core concepts that are tested on GMAT
Application Files 2. Application
1. 9 Application files 2. Diagnostic and 3 Level Qualifying Exercises. 3. OG Verbal 2nd Edition Solutions. 4. UGE Exercises
1. 15 hours of content 2. 200 questions, 300 Solutions
Applying the process diligently
In-Depth Series 1. Absorption
1. Usage of As and Like (4 files) 2. Meaning in SC (4 files) 3. 80 exercise questions (50 in meaning and meaning change)
• Understanding • Application
Live Sessions 3. Deduction
1. SC1 – Importance of Meaning 2. SC2 - Sentence Structure 3. SC3 – Parallelism 4. SC4 – Modifiers 5. SC5 - Application “ E-gmat is as Original as they get, E-gmat 3-step SC process is extremely well structured and if you take live classes with them they'll make sure that you know it cold.” -Muneeb Irfan
Understanding Application Swiftness
Workshops
Diagnosis Reality check Personalized fb
1. Sentence Correction Workshop 2. Critical Reasoning 3. Reading Comprehension 4. Verbal Workshop “Just the workshop was worth the money I paid for VLP” -Mannesh -Improved from V28 to V40
Comparison with other sources (SC course)
# of Concepts # of Questions
45
Conceptual – 200
12 + hrs
Medium of Instruction
Audio Visual
TAKE AWAY
15
??
SC – 275+50*
Time spent explaining concepts
Support
40
Dedicated Forum 5400+ queries responded
Conceptual -
195
Book Text based No SLA
<100
3.5 hrs
200 (not all original)
Very Little
Audio Visual
Audio Visual
Email Based
Email Based
Factors that affect timing CR Assumption Question
Student 1
• Ability
to read and comprehend • Understanding of the concepts • Attack Strategy (Process) • Familiarity with question types • Agility of the mind
Understand the argument
30-45 S
Pre-think the answer
15 S
Evaluate the answer choices
15-30 S
Student 2 30 S
0S
60 150S
60 to 90
90 to 180
Core Skills for Verbal e n o c i n t e c t e n r r e o S C
g l i n a n c o i t i r s a C e R
n o i s g n n e i d h a e e r p R m o C
1. Sentence Structure 2. Understand Meaning
3. Grammar
1. Read and Comprehend 2. Contextualize 3. Pre-think 4. Evaluate answer choices 1. Read and Comprehend 2. Keywords 3. Vocab
s s e c o r P
s s e c o r P
s s e c o r P
1. 2. 3. 4.
Sentence Structure 1& 2 Importance of Meaning Concept files Application files
1.
Prethinking for Assumptions 2. Premise and Conclusion 3. Concept files 4. Application files
1. 2. 3.
RC concepts Reading Strategies (4 files) Live Sessions
How should you evaluate a GMAT course 1. Completeness
Does the course cover all the major concepts tested on the GMAT
2. Application
Does the course teach you how to apply the concepts … comprehensively
3. Practice
Does the course contain enough practice questions.
4. Support
Does the company stand behind its course, and clear any doubts that you have
5. Proven success
Does the company have a track record of delivering
Summary Slide Take Away(s)
1. GMAT is a test of application, and not just awareness of concepts. 2. To do well on the GMAT, you need to build on your ability by building core skills. 3. Your timing improves as you build your core skills – Timing is an outcome!!
4. You need to have a strategy to approach every question type
At e-GMAT we strive to excel at helping you with the above. Take the free trial and evaluate how we stack up ...
Free Concepts in the e-GMAT course SC course 1. 2. 3. 4. 5. 6. 7.
Diagnostic Sentence Structure 1 Sentence Structure 2 Usage of Like Verb-ing modifiers Subject Verb (2) Pronouns and Verb Tenses
Mean Score: 48 Standard deviation: 20.87
CR course 1. Diagnostic 2. Premise and Conclusion 3. Logical Structure 4. Bold Face Passages 5. Bold Face Application Files
Mean Score: 45 Standard deviation: 23.88
RC course 1. 2. 3. 4.
Diagnostic Main Point Concept 1 Main Point Concept 2 Main Point Practice
Mean Score: 55 Standard deviation: 20.59
Many have applied this process. “My first CAT score was 700, first test of GMATprep. I knew I had a solid quant background, so verbal would be the tougher cookie for me. This is why I devoted my entire time to verbal. I particularly found a very useful post (it's on the old forum - I can't find it right now) from this guy who scored 790. He suggested starting with your weaker points: practice your weakest section for a week or two, then start on your second weakest, but not without devoting some of your time to the previous section. For instance, say CR is your weakest part, then second comes RC. You practice CR exclusively for one or two weeks, then start with RC. But in the two weeks devoted to RC, you will also "squeeze in" some CR questions, just to keep your skills fresh. “ - Dana J (GMAT Score 770) excerpt from her GMAT Strategy I looked up my previous mock test scores and realized that I needed to improve the most on my SC, and then CR. RC needed some improvement but not as much as CR. I devoted the next 2 weeks to improve SC; read the MGMAT SC again for the first 5 days and then did the eGMAT SC course for the remaining. Gave MGMAT mock (#3) and score 36 on verbal (12/15 SC, 8/14 CR, 8/12 RC). Was happy with my progress. Devoted the next 5 days to complete the egmat SC course. - Aprajita (GMAT Score 760), excerpt from her GMAT strategy
May 2011, Target SC, June 2011 Target CR, July 2011 Target RC - archimittal01, The 100 day plan to score 740
People have used this….
https://e-gmat.com/blogs/?category_name=success
