Who
What
When
Where
Why
Anyone who wants to go to most M.A./M.S./
Ph.D. graduate programs
Other schools, other tests:
GMAT – Business school
MCAT – Medical school
LSAT – Law school
PCAT – Pharmacy school
OAT – Optometry school
DAT – Dental school
Each is different and requires specific preparation
The GRE General Test measures
Verbal Reasoning
Quantitative Reasoning
Critical Thinking
Analytical Writing Skills
that are not related to any specific field of study.
Verbal:
Math:
Writing:
No Antonyms or Analogies
Addition of an online calculator
No significant changes
Adaptivity:
Section by Section vs Question
by Question
New scale of 130 – 170 with one
point increments
Scoring:
Biochemistry, Cell and Molecular Biology
Biology
Chemistry
Computer Science
Literature in English
Mathematics
Check with the school to
which you are applying.
Physics
Psychology
Components of the
General Test
www.ets.org
Section
Number of Questions
Time
1 Issue task*
45 minutes
1 Argument task
30 minutes
Verbal
30
30 minutes
Quantitative
28
45 minutes
Unscored**
Varies
Varies
Research***
Varies
Varies
Analytical Writing
* For the Issue task, two essay topics are presented and you choose one. The Argument
task does not present a choice of topics; instead one topic is presented.
** An unidentified unscored section may be included and may appear in any order
after the Analytical Writing section. It is not counted as part of your score.
*** An identified research section that is not scored may be included, and it is
always at the end of the test.
At the start of each section, you will be
presented with a test question of medium
difficulty.
If you answer that question correctly, the next
questions typically will be one of greater
difficulty.
If you answer that first question incorrectly, the
next question typically will be one of lesser
difficulty.
Verbal and Math on a 200 – 800 scale in tenpoint increments
Analytical writing reported on a 0 – 6 point
scale, in half-point increments
200
500
800
The skills measured include the test taker's
ability to
analyze and evaluate written material and
synthesize information obtained from it
analyze relationships among component parts
of sentences
recognize relationships between words and
concepts
Antonyms
Analogies
Sentence Completion
Critical Reading
Antonyms measure your
• vocabulary
• ability to reason from a given concept to its
opposite
DIFFUSE:
(A) concentrate
(B) contend
(C) imply
(D) pretend
(E) rebel
This is where the strategy comes in.
There are two components to
success on the GRE: Strategy and
Content.
Either one alone is not enough to do
well. You need BOTH.
Each question consists of a word printed in capital
letters followed by five lettered words or phrases.
Choose the lettered word or phrase that is most
nearly opposite in meaning to the word in capital
letters. Since some of the questions require you to
distinguish fine shades of meaning, be sure to
consider all the choices before deciding which one
is best.
If you know what the word means:
1. Come up with a synonym word or phrase
for the question word.
2. Come up with the opposite of that.
3. A – B – C – D - E // No or Maybe?
DIFFUSE:
(A) concentrate
(B) contend
(C) imply
(D) pretend
(E) rebel
No or Maybe
Maybe?
No or Maybe?
No or Maybe?
No or Maybe?
No or Maybe?
 What does diffuse mean?
 What’s the opposite of that?
 A–B–C–D–E
ARDUOUS:
(A) responsible
(B) effortless
(C) appreciable
(D) friendly
(E) inured
 What does arduous mean?
 What’s the opposite of that?
 A–B–C–D–E
No or Maybe?
No or Maybe?
No or Maybe?
No or Maybe?
No or Maybe?
If you don’t know what the word means:
Look for
Prefixes, Suffixes, Roots
Parts of Speech
Secondary Meanings
Look at the answer choices
two words that mean the same thing probably aren’t
correct
words that don’t have clear opposites probably aren’t
correct
PROPITIOUS:
(A) inauspicious
(B) qualified
(C) pungent
(D) pragmatic
(E) inchoate
-
No or Maybe?
No or Maybe?
No or Maybe?
No or Maybe?
No or Maybe?
Propitious is what form of speech? Prefixes? Suffixes?
Any general ideas about what it means? Good? Bad?
Which answer choices don’t have clear opposites?
Take your best shot of the remaining answers.
CONVENTIONAL:
(A) halcyon
(B) archaic
(C) eccentric
(D) germane
(E) inchoate
 What does conventional mean?
 What’s the opposite of that?
 A–B–C–D–E
No or Maybe?
No or Maybe?
No or Maybe?
No or Maybe?
No or Maybe?
So, let’s try a few.
Sample Questions: Antonyms
Analogies measure your ability to recognize
• relationships among words and concepts
they represent
• parallel relationships
COLOR : SPECTRUM :
(A) tone : scale
(B) sound : waves
Color is to Spectrum as _____ is to _____.
(C) verse : poem
(D) dimension : space
(E) cell : organism
NO!
In each of the following questions, a related pair
of words or phrases is followed by five lettered
pairs of words or phrases. Select the lettered
pair that best expresses a relationship similar to
that expressed in the original pair.
It’s all about the relationship between the
words – not the words themselves
Make a definitional sentence with the words
Take that sentence down the answer choices
until you find the one that fits
A – B – C – D – E // No or Maybe?
Think about secondary meanings, parts of
speech, good or bad
Ready?
Sample Questions: Analogy Questions
Sentence completions measure your
ability to recognize words or phrases that
both logically and stylistically complete the
meaning of a sentence.
Early ________ of hearing loss is ________ by the fact
that the other senses are able to compensate for
moderate amounts of loss, so that people frequently
do not know that their hearing is imperfect.
(A) discovery . . indicated
(B) development . . prevented
(C) detection . . complicated
(D) treatment . . facilitated
(E) incidence . . corrected
NO!
Just substitute the words in
the answers until one
sounds right?
Each sentence below has one or two blanks,
each blank indicating that something has been
omitted. Beneath the sentence are five lettered
words or sets of words. Choose the word or set
of words for each blank that best fits the
meaning of the sentence as a whole.
1.
2.
3.
4.
5.
Cover the answer choices
Pick a blank and come up with your own word
Try it in the answer choices
A – B – C – D – E // No or Maybe?
Any answer choices left? Repeat with the
other blank.
6. Look for clues in key words and phrases and
words such as :
•
•
•
and, but, therefore
for example, instead, therefore
: ; ,
Your turn …
GRE Sample Questions
The purpose of the Reading Comprehension
questions is to measure the ability to read with
understanding, insight, and discrimination.
This type of question explores your ability to
analyze a written passage from several
perspectives, including the ability to recognize
both explicitly stated elements in the passage
and assumptions underlying statements or
arguments in the passage as well as the
implications of those statements or arguments
Directions: The passage is followed by questions
based on its content. After reading the passage,
choose the best answer to each question.
Answer all questions following the passage on
the basis of what is stated or implied in the
passage.
1. Read the passage quickly but carefully – about
3 minutes, getting the topic sentence from
each paragraph as you read
2. Put the topic sentences together into a main
idea
3. Read the first question
a. If it’s a general question, answer it from the main
idea
b. If it’s a specific question, go back to the passage
and find the answer
4. A – B – C – D – E // No or Maybe
Sample Questions: Reading Comprehension
Analogies measure your ability to recognize
• relationships among words and concepts
they represent
• parallel relationships
Analogies: Directions
In each of the following questions, a related pair
of words or phrases is followed by five lettered
pairs of words or phrases. Select the lettered
pair that best expresses a relationship similar to
that expressed in the original pair.
COLOR : SPECTRUM :
(A) tone : scale
(B) sound : waves
Color is to Spectrum as _____ is to _____.
(C) verse : poem
(D) dimension : space
(E) cell : organism
NO!
In each of the following questions, a related pair
of words or phrases is followed by five lettered
pairs of words or phrases. Select the lettered
pair that best expresses a relationship similar to
that expressed in the original pair.
It’s all about the relationship between the
words – not the words themselves
Make a definitional sentence with the words
Take that sentence down the answer choices
until you find the one that fits
A – B – C – D – E // No or Maybe?
Think about secondary meanings, parts of
speech, good or bad
COLOR : SPECTRUM :
COLOR : SPECTRUM :
Step 1: What might our sentence be?
The range of colors is represented in a spectrum.
Step 2: For each option:
-Fill in the Sentence
-No or Maybe
COLOR : SPECTRUM :
(A) tone : scale
(B) sound : waves
(C) verse : poem
(D) dimension : space
(E) cell : organism
No or Maybe?
No or Maybe?
No or Maybe?
No or Maybe?
No or Maybe?
COLOR : SPECTRUM :
(A) tone : scale
(B) sound : waves
(C) verse : poem
(D) dimension : space
(E) cell : organism
No or Maybe?
No or Maybe?
No or Maybe?
No or Maybe?
No or Maybe?
STUDY : LEARN ::
Step 1: What might our sentence be?
Step 2: For each option:
-Fill in the sentence
-No or Maybe
STUDY : LEARN ::
(A) Pervade : Encompass
(B) Search : Find
(C) Gather : Win
(D) Agree : Keep
(E) Accumulate : Raise
No or Maybe?
No or Maybe?
No or Maybe?
No or Maybe?
No or Maybe?
STUDY : LEARN ::
(A) Pervade : Encompass
(B) Search : Find
(C) Gather : Win
(D) Agree : Keep
(E) Accumulate : Raise
Example 3
SEDATIVE : DROWSINESS ::
Step 1: What might our sentence be?
Step 2: For each option:
No or Maybe
Example 3
SEDATIVE : DROWSINESS ::
A. epidemic : contagiousness
No or Maybe?
B. vaccine : virus
No or Maybe?
C. laxative : drug
No or Maybe?
D. anesthetic : numbness
No or Maybe?
E. therapy : psychosis
No or Maybe?
Example 3
SEDATIVE : DROWSINESS ::
A. epidemic : contagiousness
B. vaccine : virus
C. laxative : drug
D. anesthetic : numbness
E. therapy : psychosis
Analogy Tips!
Sentence can go in either direction
Example 4
CANVAS: PAINTER::
Step 1: What might our sentence be?
Step 2: For each option:
No or Maybe
Example 4
CANVAS: PAINTER::
(A) leather: shoe
(B) brush: palette
(C) chisel: wood
(D) marble: sculptor
(E) hammer: carpenter
No or Maybe?
No or Maybe?
No or Maybe?
No or Maybe?
No or Maybe?
Example 4
CANVAS: PAINTER::
(A) leather: shoe
(B) brush: palette
(C) chisel: wood
(D) marble: sculptor
(E) hammer: carpenter
Analogy Tips!!
Common Relationships
With or without
Example
HEADLONG : FORETHOUGHT : :
Step 1: What might our sentence be?
Step 2: For each option:
No or Maybe
Example
HEADLONG : FORETHOUGHT : :
(A) barefaced : shame
No or Maybe?
(B) mealymouthed : talent
No or Maybe?
(C) heartbroken : emotion
No or Maybe?
(D) levelheaded : resolve
No or Maybe?
(E) singlehanded : ambition
No or Maybe?
Example
HEADLONG : FORETHOUGHT : :
(A) barefaced : shame
(B) mealymouthed : talent
(C) heartbroken : emotion
(D) levelheaded : resolve
(E) singlehanded : ambition
Analogy Tips!!
Common Relationships
Is used for…
CORRAL: HORSES::
Step 1: What might our sentence be?
Step 2: For each option:
No or Maybe
CORRAL: HORSES::
(A) den: lions
(B) meadow: sheep
(C) herd: cattle
(D) nest: birds
(E) coop: chicken
No or Maybe?
No or Maybe?
No or Maybe?
No or Maybe?
No or Maybe?
CORRAL: HORSES::
(A) den: lions
(B) meadow: sheep
(C) herd: cattle
(D) nest: birds
(E) coop: chicken
Analogy Tips!!
Common Relationships
Is a type of…
MANSION: RESIDENCE::
Step 1: What might our sentence be?
Step 2: For each option:
No or Maybe
MANSION: RESIDENCE::
(A) limousine: automobile
(B) Chandelier: candle
(C) Tuxedo: wardrobe
(D) Diamond: rhinestone
(E) Yacht: harbor
No or Maybe?
No or Maybe?
No or Maybe?
No or Maybe?
No or Maybe?
MANSION: RESIDENCE::
(A) limousine: automobile
(B) Chandelier: candle
(C) Tuxedo: wardrobe
(D) Diamond: rhinestone
(E) Yacht: harbor
Analogy Tips!!
Common Relationships
A matter of degree of (smaller, larger, etc.)
Example
TROUBLED: DISTRAUGHT::
Step 1: What might our sentence be?
Step 2: For each option:
No or Maybe
Example
TROUBLED: DISTRAUGHT::
(A) annoyed: disillusioned
(B) disturbed: interrupted
(C) covetous: rapacious
(D) outmoded: ostentatious
(E) tranquil: placid
No or Maybe?
No or Maybe?
No or Maybe?
No or Maybe?
No or Maybe?
Example
TROUBLED: DISTRAUGHT::
(A) annoyed: disillusioned
(B) disturbed: interrupted
(C) covetous: rapacious
(D) outmoded: ostentatious
(E) tranquil: placid
Analogy Tips!!
Common Relationships
Is a measure of
Analogy Tips!!
If more than one choice fits into your original
sentence, revise your sentence to make it more
specific!
Example
CURIOSITY : KNOW ::
Step 1: What might our sentence be?
Curiosity is needing to know
Step 2: For each option:
No or Maybe
Example
CURIOSITY : KNOW ::
A. temptation : conquer
B. starvation : eat
C. wanderlust : travel
D. humor : laugh
E. survival : live
No or Maybe?
No or Maybe?
No or Maybe?
No or Maybe?
No or Maybe?
Example
CURIOSITY : KNOW ::
A. temptation : conquer
B. starvation : eat
C. wanderlust : travel
D. humor : laugh
E. survival : live
What if you don’t know one (or both) of
the words?
Check the answers – get rid of any options that
aren’t related
Don’t eliminate options just because you don’t
know what a word means – that could be the
best answer!
Example
FAWN: IMPERIOUSNESS
Step 1: What might our sentence be?
Don’t know what the words mean?
Step 2: Read options – eliminate those in
which the words are NOT related
Don’t eliminate options just because you
don’t know what the word means!
Step 3: Make an educated guess from the
remaining options
Example
FAWN: IMPERIOUSNESS
(A) equivocate: directness
(B) elaborate: originality
(C) boggle: imagination
(D) manipulate: repression
(E) coddle: permissiveness
No or Maybe?
No or Maybe?
No or Maybe?
No or Maybe?
No or Maybe?
Example
FAWN: IMPERIOUSNESS
(A) equivocate: directness
(B) elaborate: originality
(C) boggle: imagination
(D) manipulate: repression
(E) coddle: permissiveness
Ready?
Sample Questions: Analogy Questions
This section is going to be _______!
This section is going to be FUN___!
Sentence completions measure your
ability to recognize words or phrases that
both logically and stylistically complete the
meaning of a sentence.
What do you do?
Early ________ of hearing loss is ________ by the fact
that the other senses are able to compensate for
moderate amounts of loss, so that people frequently
do not know that their hearing is imperfect.
(A) discovery . . indicated
(B) development . . prevented
(C) detection . . complicated
(D) treatment . . facilitated
(E) incidence . . corrected
NO!
Just substitute the words in
the answers until one
sounds right?
Each sentence below has one or two blanks,
each blank indicating that something has been
omitted. Beneath the sentence are five lettered
words or sets of words. Choose the word or set
of words for each blank that best fits the
meaning of the sentence as a whole.
1.
2.
3.
4.
5.
Cover the answer choices
Pick a blank and come up with your own word
Try it in the answer choices
A – B – C – D – E // No or Maybe?
Any answer choices left? Repeat with the
other blank.
Example 1
Early ________ of hearing loss is ________ by the fact
that the other senses are able to compensate for
moderate amounts of loss, so that people frequently
do not know that their hearing is imperfect.
FIRST: Fill in the blanks with your own words…
SECOND: Choose one blank and compare your word
with the options
-No or Maybe for each option
Example 1
Early ________ of hearing loss is ________ by the fact
that the other senses are able to compensate for
moderate amounts of loss, so that people frequently
do not know that their hearing is imperfect.
(A) discovery . . indicated
(B) development . . prevented
(C) detection . . complicated
(D) treatment . . facilitated
(E) incidence . . corrected
No or Maybe?
No or Maybe?
No or Maybe?
No or Maybe?
No or Maybe?
Example 1
Early ________ of hearing loss is ________ by the fact
that the other senses are able to compensate for
moderate amounts of loss, so that people frequently
do not know that their hearing is imperfect.
(A) discovery . . indicated
(B) development . . prevented
(C) detection . . complicated
(D) treatment . . facilitated
(E) incidence . . corrected
Sentence Completion Tips!
Make sure that BOTH WORDS fit in the
sentence!
Example 2
Physicists rejected the innovative experimental
technique because, although it ______ some
problems, it also produced new ______.
FIRST: Fill in the blanks with your own words…
SECOND: Choose one blank and compare your
word with the options
-No or Maybe for each option
Example 2
Physicists rejected the innovative experimental
technique because, although it ______ some
problems, it also produced new ______.
(A) clarified…data
No or Maybe?
(B) eased…interpretations
No or Maybe?
(C) resolved…complications
No or Maybe?
(D) caused…hypothesis
No or Maybe?
(E) revealed...inconsistencies
No or Maybe?
Example 2
Physicists rejected the innovative experimental
technique because, although it ______ some
problems, it also produced new ______.
(A) clarified…data
(B) eased…interpretations
(C) resolved…complications
(D) caused…hypothesis
(E) revealed...inconsistencies
Analogy Tips!
•
Look for clues in key words and phrases and
words such as :
• and, but, therefore
• for example, instead, therefore
• : ; ,
Example 3
An investigation that is _____ can occasionally
yield new facts, even notable ones, but
typically the appearance of such facts is the
result of a search in a definite direction.
FIRST: Fill in the blanks with your own words…
SECOND: Choose one blank and compare your
word with the options
-No or Maybe for each option
Example 3
An investigation that is _____ can occasionally
yield new facts, even notable ones, but
typically the appearance of such facts is the
result of a search in a definite direction.
(A) timely
No or Maybe?
(B) unguided
No or Maybe?
(C) consistent
No or Maybe?
(D) uncomplicated
No or Maybe?
(E) subjective
No or Maybe?
Example 3
An investigation that is _____ can occasionally
yield new facts, even notable ones, but
typically the appearance of such facts is the
result of a search in a definite direction.
(A) timely
(B) unguided
(C) consistent
(D) uncomplicated
(E) subjective
Reread the sentence with the answer you chose
to make sure it makes sense.
• If you don’t know what some of the words in
the answer choices mean and there isn’t an
obvious right answer, eliminate options you
know are wrong… Then make an educated
guess based on
• What you know about the other word blank
• Word roots, positive or negative, etc.
Like many eighteenth-century scholars who lived
by cultivating those in power, Winckelmann
neglected to neutralize, by some _______
gesture of comradeship, the resentment his
peers were bound to feel because of his _____
the high and mighty.
FIRST: Fill in the blanks with your own words…
SECOND: Choose one blank and compare your
word with the options
-No or Maybe for each option
Like many eighteenth-century scholars who lived
by cultivating those in power, Winckelmann
neglected to neutralize, by some _______
gesture of comradeship, the resentment his
peers were bound to feel because of his _____
the high and mighty.
(A)Quixotic . . . Intrigue with
(B) Enigmatic . . . Familiarity with
(C) Propitiatory . . . Involvement with
(D)Salutary . . . Questioning of
(E) Unfeigned . . . Sympathy for
No or Maybe
No or Maybe
No or Maybe
No or Maybe
No or Maybe
Like many eighteenth-century scholars who lived
by cultivating those in power, Winckelmann
neglected to neutralize, by some _______
gesture of comradeship, the resentment his
peers were bound to feel because of his _____
the high and mighty.
(A)Quixotic . . . Intrigue with
(B) Enigmatic . . . Familiarity with
(C) Propitiatory . . . Involvement with
(D)Salutary . . . Questioning of
(E) Unfeigned . . . Sympathy for
Although ancient tools were _____ preserved,
enough have survived to allow us to
demonstrate an occasionally interrupted but
generally _____ progress through prehistory.
FIRST: Fill in the blanks with your own words…
SECOND: Choose one blank and compare your
word with the options
-No or Maybe for each option
Although ancient tools were _____ preserved,
enough have survived to allow us to
demonstrate an occasionally interrupted but
generally _____ progress through prehistory.
(A) Partially . . . Noticeable
(B) Superficially . . . Necessary
(C) Unwittingly . . . Documented
(D) Rarely . . . Continual
(E) Needlessly . . . Incessant
No or Maybe
No or Maybe
No or Maybe
No or Maybe
No or Maybe
Although ancient tools were _____ preserved,
enough have survived to allow us to
demonstrate an occasionally interrupted but
generally _____ progress through prehistory.
(A) Partially . . . Noticeable
(B) Superficially . . . Necessary
(C) Unwittingly . . . Documented
(D) Rarely . . . Continual
(E) Needlessly . . . Incessant
In parts of the Arctic, the land grades into the
landfast ice so ______ that you can walk off the
coast and not know that you are over the
hidden sea.
FIRST: Fill in the blanks with your own words…
SECOND: Choose one blank and compare your
word with the options
-No or Maybe for each option
In parts of the Arctic, the land grades into the
landfast ice so ______ that you can walk off the
coast and not know that you are over the
hidden sea.
(A)Permanently
(B) Imperceptibly
(C) Irregularly
(D)Precariously
(E) Slightly
No or Maybe
No or Maybe
No or Maybe
No or Maybe
No or Maybe
In parts of the Arctic, the land grades into the
landfast ice so ______ that you can walk off the
coast and not know that you are over the
hidden sea.
(A)Permanently
(B) Imperceptibly
(C) Irregularly
(D)Precariously
(E) Slightly
The characterization of historical analysis as a
form of fiction is not likely to be received _____
by either historians or literary critics, who agree
that history and fiction deal with _____ orders
of experience.
FIRST: Fill in the blanks with your own words…
SECOND: Choose one blank and compare your
word with the options
-No or Maybe for each option
The characterization of historical analysis as a
form of fiction is not likely to be received _____
by either historians or literary critics, who agree
that history and fiction deal with _____ orders
of experience.
(A)Quietly . . . Significant
(B) Enthusiastically . . . Shifting
(C) Passively . . . Unusual
(D)Sympathetically . . . Distinct
(E) Contentiously . . . Realistic
No or Maybe
No or Maybe
No or Maybe
No or Maybe
No or Maybe
The characterization of historical analysis as a
form of fiction is not likely to be received _____
by either historians or literary critics, who agree
that history and fiction deal with _____ orders
of experience.
(A)Quietly . . . Significant
(B) Enthusiastically . . . Shifting
(C) Passively . . . Unusual
(D)Sympathetically . . . Distinct
(E) Contentiously . . . Realistic
Your turn …
GRE Sample Questions
It’s eighth, ninth
grade math
But does require
some practice
About 1/3 each:
Arithmetic
Algebra
Geometry
Integers
Fractions
Decimals
Exponents and Square Roots
Ordering and the Real Number Line
Percent
Ratio
Absolute Value
Arithmetic – Algebra - Geometry
Extra
Stop using your
calculator all the time
Start practicing
calculations with paper
and pencil
Counting number
Zero is an integer
Prime numbers
Consecutive, even, odd
Bowtie
Multiplication and Division
Addition / Subtraction
Multiplication / Division
Difference / Original
Mean – Median – Mode
Range
Standard Deviation
Simplifying expressions
Simplifying equations
Extra
When there’s an x in
the question,
substitute in a real
number
Turns algebra into
arithmetic
With one variable …
With two variables …
ax2 + by + c = 0
Quadratic formula
Multiplying & Dividing like bases
Raising an exponent to a power
When multiplying or dividing by a negative,
be sure to flip the sign
f(x) =
Make a table
Simplifying Expressions
Multiplying Expressions
Solving Equations
equations
Factoring
Quadratic Equations
Exponents/Common Terms
Exponents/Raised Powers
Inequalities
Absolute Value
Functions
look for common terms
multiply each term by each term
- One variable- isolate the variable
- Two variables- substitute a
variable OR pair the
look at the equation in segments
FOIL, , solve for variable
look for common terms to combine
memorize the patterns
treat >, >, <, < as an =
|x| is equal to positive x
make a table, plug and chug
Lines
Intersecting lines
Perpendicular
Parallel
Equilateral
Isosceles
30-60-90
45-45-90
A=½bh
Area
Perimeter
Distance Formula
Slope Formula
Formula for a line
Read the problem CAREFULLY
Use the “scratch paper”
Cross off answers that don’t work
Work step by step (What can I do next?)
Don’t get stuck
Pick your best answer
& move on
Homework
Review pages 27 – 91
Question types:
Problem Solving
Qualitative Comparison
Data Interpretation
The problem solving questions are standard
multiple-choice questions with five answer
choices. To answer a question, select the best of
the answer choices. Some problem solving
questions are discrete while others occur in sets
of two to five questions that share common
information. For some of the questions, the
solution requires only simple computations or
manipulations; for others, the solution requires
multi-step problem solving.
Each of the problem solving questions has five
answer choices. For each of these questions,
select the best of the answer choices given.
Read the questions CAREFULLY
Look at the answer choices to see what form
the answer is in
Work the answers carefully step by step, on
paper, every single step
Approximate to help confirm answer and/or
eliminate wrong answer choices
Let’s look at a few
GRE Sample Questions
To solve a quantitative comparison problem,
you must compare the quantities that are given
in two columns, Column A and Column B, and
decide whether one quantity is greater than the
other, whether the two quantities are equal, or
whether the relationship cannot be determined
from the information given. Information about
the two quantities is given in the columns
themselves or may be centered above the
columns.
Directions: Each of the sample questions consists of two
quantities, one in Column A and one in Column B. There
may be additional information, centered above the two
columns, that concerns one or both of the quantities. A
symbol that appears in both columns represents the same
thing in Column A as it does in Column B.
You are to compare the quantity in Column A with the
quantity in Column B and decide whether:
(A) The quantity in Column A is greater.
(B) The quantity in Column B is greater.
(C) The two quantities are equal.
(D) The relationship cannot be determined from the
information given.
If there are no variables in the columns, do the
computations required – remember, it’s not
about solving, it’s about comparing.
+7
(A)
(B)
(C)
(D)
√(36 + 49)
if the quantity in Column A is greater;
if the quantity in Column B is greater;
if the two quantities are equal;
if the relationship cannot be determined
from the information given
If there are one or more variables in the answer
choices, you plug in a number:
Normal – positive integer between one and ten
Cross off whichever two don’t work
Then
Zero, One, Fraction, Big/Little
Plug it in again and cross off whichever doesn’t work
Column A
(x - 1)(x)(x + 1)
(A)
(B)
(C)
(D)
Column B
(x)(x)(x)
if the quantity in Column A is greater;
if the quantity in Column B is greater;
if the two quantities are equal;
if the relationship cannot be determined
from the information given.
2nd pass: try 0.
1st pass: try 2. A: (2-1)(2)(2+1) = (1)(2)(3) = 6
B: (2)(2)(2) = 8
These are odd so let’s look at a few.
Sample Questions: Quantitative Comparison
Some problem solving questions involve data
analysis. Many occur in sets of two to five
questions that share common data in the form of
tables, graphs, etc. In questions that involve data
analysis, graphs are drawn as accurately as
possible. Therefore, you can read or estimate data
values from the graphs (whether or not there is a
note that the graphs are drawn to scale).
Each of the data interpretation questions has five
answer choices. For each of these questions,
select the best of the answer choices given.
Look at the table/graph/chart to get a general
idea of what the main idea is
Estimate/Approximate to eliminate wrong
answers
Use only the data given
Go back to the table/graph/chart to answer
specific questions
Remember that more than one question may be
asked from the same data
Sample Questions: Data Interpretation
Two Types:
• Present Your Perspective of an Issue
• Analyze an Argument
45 minutes
You will be given a choice between two Issue
topics. Each states an opinion on an issue of
broad interest and asks you to discuss the issue
from any perspective(s) you wish, so long as you
provide relevant reasons and examples to
explain and support your views.
Present your perspective on the issue below,
using relevant reasons and/or examples to
support your views.
1. Select which topic that you feel more prepared
to discuss.
2. Brainstorm for 10 or so minutes:
1. Points on each side of the issue
2. Select which side you want to take
3. Come up with an example
3. Write for about 25 minutes
4. Proof read for about 5 minutes
“Unfortunately, the media tend to highlight what
is sensational at the moment. Society would be
better served if the media reported or focused
more fully on events and trends that will
ultimately have the most long-term significance.”
What’s the main idea?
Agree with all or part? Why?
What are the assumptions? Are they reasonable?
What examples could I use to support my position?
More examples and information
The Pool of Issue Topics
• 30 minutes
• The “Analyze an Argument” task assesses your
ability to understand, analyze, and evaluate
arguments and to clearly convey your analysis in
writing. The task consists of a brief passage in
which the author makes a case for some course
of action or interpretation of events by
presenting claims backed by reasons and
evidence. Your task is to discuss the logical
soundness of the author’s case by critically
examining the line of reasoning and the use of
evidence.
Discuss how well reasoned you find this argument.
1. Read the argument carefully.
2. Identify the premises, assumptions, and
conclusions of the argument.
3. Think of
1. alternative explanations and counterexamples
2. what additional evidence might weaken or support
the argument
3. what changes could be made in the argument to
make it stronger
4. Brainstorm 5 – 10 minutes, Write 10 – 15
minutes, Proof 5 minutes
A ten-year study of a group of 552 men from Elysia
showed that long-term consumption of
caffeinated black tea was associated with a much
lower risk of stroke. Of these men, those who
drank more than 3 cups of black tea a day had a
70 percent lower of risk of stroke than those who
drank no tea. These results suggest that healthconscious people should consume at least three
cups of black tea a day beginning early in life.
More information about Analyze and Argument
The Pool of Argument Topics
Any questions about the content
and importance of STRATEGY
on the GRE?
… should you take the test?
Check with the graduate programs to which you
wish to apply
Within 4 – 6 weeks from NOW
… should you study?
NOW
… do you register?
www.gre.org
… do you take the test?
PROMETRIC TEST CENTER
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Wintermester: January 4 – 15
Maymester: May 17 – 28
26 hours of class time
Online Pre-test and Post-test
Lecture / Individual work / Small group work
Content Review AND Strategy
Homework
Time Management
The GRE is a necessary
obstacle on the road to
Graduate School.
Fortunately, it is
studyable.
A little money (for
books), a little time (for
practice), and a little
effort (for more
practice)
Planning your study time
Schedule the test
Register and pay
Any questions about the content
and importance of STRATEGY
on the GRE?
The GRE General Test measures
Verbal Reasoning
Quantitative Reasoning
Critical Thinking
Analytical Writing Skills
that are not related to any specific field of study.
Keep in MindThe GRE tests how well you take the GRE
And nothing else
Biochemistry, Cell and Molecular Biology
Biology
Chemistry
Computer Science
Literature in English
Check with the school to
Mathematics
which you are applying.
Physics
Psychology
Transcripts
Personal Statement
References
GRE scores
Writing Samples, Portfolio, Research
Experience, etc.-relevant to your chosen
discipline
Pay Close Attention to Deadlines-early
application is desirable
Section
Number of Questions
Time
1 Issue task*
45 minutes
1 Argument task
30 minutes
Verbal
30
30 minutes
Quantitative
28
45 minutes
Unscored**
Varies
Varies
Research***
Varies
Varies
Analytical Writing
* For the Issue task, two essay topics are presented and you choose one. The Argument
task does not present a choice of topics; instead one topic is presented.
** An unidentified unscored section may be included and may appear in any order
after the Analytical Writing section. It is not counted as part of your score.
*** An identified research section that is not scored may be included, and it is
always at the end of the test.
If you know what the word means:
1. Come up with a synonym word or phrase
for the question word.
2. Come up with the opposite of that.
3. A – B – C – D - E // No or Maybe?
It’s all about the relationship between the
words – not the words themselves
Make a definitional sentence with the words
Take that sentence down the answer choices
until you find the one that fits
A – B – C – D – E // No or Maybe?
Think about secondary meanings, parts of
speech, good or bad
1.
2.
3.
4.
5.
Cover the answer choices
Pick a blank and come up with your own word
Try it in the answer choices
A – B – C – D – E // No or Maybe?
Any answer choices left? Repeat with the
other blank.
6. Look for clues in key words and phrases and
words such as :
•
•
•
and, but, therefore
for example, instead, therefore
: ; ,
1. Read the passage quickly but carefully – about
3 minutes, getting the topic sentence from
each paragraph as you read
2. Put the topic sentences together into a main
idea
3. Read the first question
a. If it’s a general question, answer it from the main
idea
b. If it’s a specific question, go back to the passage
and find the answer
4. A – B – C – D – E // No or Maybe
Look up and Learn words you don’t know!
Make flashcards
STUDY
STUDY
STUDY
45 minutes
You will be given a choice between two Issue
topics. Each states an opinion on an issue of
broad interest and asks you to discuss the issue
from any perspective(s) you wish, so long as you
provide relevant reasons and examples to
explain and support your views.
1. Take about 5 minutes to decide which topic you
feel more prepared to discuss.
2. Brainstorm for 10 or so minutes:
1. Points on each side of the issue
2. Select which side you want to take
3. Come up with an example
3. Write for about 25 minutes
4. Proof read for about 5 minutes
• 30 minutes
• The “Analyze an Argument” task assesses your
ability to understand, analyze, and evaluate
arguments and to clearly convey your analysis in
writing. The task consists of a brief passage in
which the author makes a case for some course
of action or interpretation of events by
presenting claims backed by reasons and
evidence. Your task is to discuss the logical
soundness of the author’s case by critically
examining the line of reasoning and the use of
evidence.
1. Read the argument carefully.
2. Identify the premises, assumptions, and
conclusions of the argument.
3. Think of
1. alternative explanations and counterexamples
2. what additional evidence might weaken or support
the argument
3. what changes could be made in the argument to
make it stronger
4. Brainstorm 5 – 10 minutes, Write 10 – 15
minutes, Proof 5 minutes
It’s eighth, ninth
grade math
But does require
some practice
It’s eighth, ninth
grade math
But does require
some practice
Arithmetic
Algebra
Geometry
Data Analysis
Question types:
Problem Solving
Qualitative Comparison
Data Interpretation
Read the questions CAREFULLY
Look at the answer choices to see what form
the answer is in
AVOID MATH IF YOU CAN! Use approximation,
estimation, and reason when possible
Approximate to help confirm answer and/or
eliminate wrong answer choices
Work the answers carefully step by step, on
paper, every single step
Directions: Each of the sample questions consists of two
quantities, one in Column A and one in Column B.
There may be additional information, centered above
the two columns, that concerns one or both of the
quantities. A symbol that appears in both columns
represents the same thing in Column A as it does in
Column B.
You are to compare the quantity in Column A with the
quantity in Column B and decide whether:
(A) The quantity in Column A is greater.
(B) The quantity in Column B is greater.
(C) The two quantities are equal.
(D) The relationship cannot be determined from the
information given.
If there are no variables in the columns, do the
computations required – remember, it’s not
about solving, it’s about comparing.
If there are one or more variables in the answer
choices, you plug in a number:
Normal – positive integer between one and ten
Cross off whichever two don’t work
Then
Zero, One, Fraction, Big/Little
Plug it in again and cross off whichever doesn’t
work
Look at the table/graph/chart to get a general
idea of what the main idea is
Estimate/Approximate to eliminate wrong
answers
Use only the data given
Go back to the table/graph/chart to answer
specific questions
Remember that more than one question may be
asked from the same data
What to Do…
The day Before the Test
Go to the testing center for a
‘dry run’ to familiarize
yourself with everything
(parking, registration,
terminal set-up, etc.)
Don’t study too late into the
night
Get plenty of rest the night
before
The Day of the Test
Have a hot nutritious
breakfast/lunch
Work through previously
solved problems to get ‘in
the zone’
Relax, and Rock it!
… should you take the test?
Check with the graduate programs to which you
wish to apply
Within 2 – 4 weeks from NOW
… should you study?
NOW
…do I register?
www.ets.org
Test Fee - $160
… do I take the test?
Thomson Prometric Testing Center
5807 North Mesa Street
El Paso, TX 79912
(915) 587-7323
Good Luck!