OG 10 V Notes

Transitive Verb And Direct Object
With transitive verbs (taking an object), adverbs may come after the object, but never between verb and object.

"He told the story rapidly." [Correct]
"He slowly told the story."[Correct]
"He told rapidly the story ." [Incorrect]
"He told slowly the story."[Incorrect]

OG10 - 92

Never before had taxpayers confronted so many
changes
at once as they had in the Tax Reform Act
of 1986.
C) at once as many changes that there were with

Option C , incorrectly places adverb at-once in between
transitive verb ( confronted ) and its direct object (changes).


OG10-97


Iguanas have been an important food source in
Latin America since prehistoric times, and it is
still prized as a game animal
by the campcsinos,
who typically cook the meat in a heavily spiced
stew.
[E] being still prized as a game animal

The sentence logical structure is
IC,and IC,modifier.

In oprtion E , staring the sentence with being .....
the sentense is changed to PP and then next IC
becomes who .... spiced stew. This is not what the
sentence is suppose to mean.



OG101
Less Vs Lower

Even though the direct costs of malpractice disputes
amounts to a sum lower than one percent of the $541
billion the nation spent on health care last year,
doctors say fear of lawsuits plays a major role in
health-care inflation.

C) amounted to less
D )amounted to lower
E )amounted to a lower sum

For the object of preposition to ( amounted to ..... ) we need a
noun (less) and not a adjective (lower).

OG 108
Adj+Adj+Noun


Reporting that one of its many problems had been
the
recent extended sales slump in women's
apparel, the seven-store retailer said it would start
a three-month liquidation sale in all of its stores.
C] its many problems is the recently


The adverb recently distorts the
meaning of the sentence by illogically suggesting that
what was recent was only the extension of the slump,
and not the slump itself.

OG 109
Legislation in the Canadian province of Ontario requires of both public and private employers that pay be the same for jobs historically held by women as for jobs requiring comparable skill that are usually held by men.
(C) to pay the same in jobs historically held by women as in jobs of comparable skill that are 

After "requires of employers" we have to have a "that"... (if we had "require employers" we could use a "to"). 
OG 110
Cause Effect Reversals

It has been estimated that the annual cost to the United
States of illiteracy in lost industrial output and tax
revenues is at least $20 billion a year.


E)lost industrial output and tax revenues cost the
United States at least $20 billion a year because of
illiteracy


Choice E is particularly
garbled in reversing cause and effect, saying that it is lost
output and revenues rather than illiteracy that costs the
United States over $20 billion a year.


OG113
Cluase Analysis

Visitors to the park have often looked up into the
leafy canopy and saw monkeys sleeping on the
branches, whose
arms and legs hang like socks on a
clothesline.

The whose correspondes to Branches. The best way to
correct this problem is to remove relative clause.

....monkeys sleeping on the branches, with arms and legs ....


OG132
Countable Vs Non-Countables
According to a study by the Carnegie Foundation
for the Advancement of Teaching, companies in
the United States are providing job training and
general education for nearly eight million people,
about equivalent to the enrollment of the nation's
four-year colleges and universities.
A )equivalent to the enrollment of
E )as many as are enrolled in


As quantitative expressions, equivalent and equal
often modify nouns referring to uncountable things,
as in

"an equivalent amount of resistance" or
"a volume of water equal to Lake Michigan."

To establish numerical comparability between
groups with countable members, the phrase

as many as is preferable.

OG134
Will Vs Should
The canadian scientists have calculated that a meteorite
should/will strike a human ......

Should carries a suggestion , where as the scientists mean
it is ought to happen. So WILL is correct over here.

OG135
Structure

Intar, the oldest Hispanic theater company in New
York, has moved away from the Spanish classics and
now it draws on the works both of contemporary
Hispanic authors who live abroad and of those in the
United States.

The above is a run-on sentence :
it intrudes between the halves of the
compound verb has moved... and [now] draws to introduce
a new grammatical subject, thereby creating a run-on
sentence:
the inclusion of it requires a comma after classics to set off
the new independent clause.
===>
Intar, the oldest Hispanic theater company in New
York, has moved away from the Spanish classics [IC] and,
now it draws on the works both of contemporary
Hispanic authors who live abroad and of those in the
United States.[IC]

OG155
Structure

Federal authorities involved in the investigation
have found the local witnesses are difficult to locate,
reti cent. and are suspicious of strangers.
A) the local witnesses are difficult to locate, reticent,
and are
B )local witnesses to be difficult to locate, reticent,
and are
A and B convert the third element into
a second, coordinate predicate for the object clause by
repeating the verb are.
C )that local witnesses are difficult to locate, reticent,
and = OK
D )local witnesses are difficult to locate and reticent,
and they are
E) that local witnesses are difficult to locate and
reticent, and they are
D and E convert the third element
into a second, coordinate object clause by introducing the
words they are.

The "local witnesses are difficult to locate,
reti cent. and are suspicious of strangers" is a clause and must be
introduced by a relative pronoun "that".


OG205
Structure
The peaks of a mountain range, acting like rocks in a streambed, produce ripples in the air flowing over them; the resulting flow pattern, with crests and troughs that remain stationary although the air that forms them is moving rapidly, are known as "standing waves." 

(A) crests and troughs that remain stationary although the air that forms them is moving rapidly,
are 
(B) crests and troughs that remain stationary although they are formed by rapidly moving air,
are 
(C) crests and troughs that remain stationary although the air that forms them is moving rapidly, is 
(D) stationary crests and troughs although the air that forms them is moving rapidly,
are 
(E) stationary crests and troughs although they are formed by rapidly moving air, is


For E,
....,[PP]with stationary crests and troughs [DC]although the air that forms them is moving rapidly, ....
OG> incorrectly introduces a dependent
adverbial although clause into a prepositional phrase
(with crests ...)
For C,
...,....,with [IC]crests and troughs that remain stationary [DC]although the air that forms them is moving rapidly,....
OG>correctly puts the although clause inside the predicate
of the relative clause (that... rapidly)


CR Notes

Primary Objective #1: Determine whether the stimulus
contains an argument or if it is only a set of factual statements.

Primary Objective #2: If the stimulus contains an argument,
identify the conclusion of the argument. If the stimulus
contains a fact set, examine each fact.

Primary Objective #3: If the stimulus contains an argument,
determine whether the argument is strong or weak.

Premise Indicators

because
since
for
for example
for the reason that
in that
given that
as indicated by
due to
owing to
this can be seen from
we know this by


Conclusion Indicators
thus
therefore
hence
consequently
as a result
so
accordingly
clearly
must be that
shows that
conclude that
follows that
for this reason
Additional Premise Indicators
Furthermore
Moreover
Besides
In addition
What’s more

Counter-premise Indicators
But
Yet
However
On the other hand
Admittedly
In contrast
Although
Even though
Still
Whereas
In spite of
Despite
After all

Primary Objective #4: Read closely and know precisely what
the author said. Do not generalize!

Quantity Indicators Probability Indicators
all must
every will
most always
many not always
some probably
several likely
few should
sole would
only not necessarily
not all could
none rarely
never
1. Must Be True/Most Supported
This category is simply known as “Must Be True.” Must Be True
questions ask you to identify the answer choice that is best proven by
the information in the stimulus. Question stem examples:
“If the statements above are true, which one of the following must also
be true?”
“Which one of the following can be properly inferred from the
passage?”
2. Main Point
Main Point questions are a variant of Must Be True questions. As you
might expect, a Main Point question asks you to find the primary
conclusion made by the author. Question stem example:
“The main point of the argument is that”
3. Point at Issue
Point at Issue questions require you to identify a point of contention
between two speakers, and thus these questions appear almost
exclusively with two-speaker stimuli. Question stem example:
“Larew and Mendota disagree about whether”
4. Assumption
These questions ask you to identify an assumption of the author’s
argument. Question stem example:
“Which one of the following is an assumption required by the
argument above?”
5. Justify the Conclusion
Justify the Conclusion questions ask you to supply a piece of
information that, when added to the premises, proves the conclusion.
Question stem example:
“Which one of the following, if assumed, allows the conclusion above
to be properly drawn?”
6. Strengthen/Support
These questions ask you to select the answer choice that provides
support for the author’s argument or strengthens it in some way.
Question stem examples:
“Which one of the following, if true, most strengthens the argument?”
“Which one of the following, if true, most strongly supports the
statement above?”
7. Resolve the Paradox
Every Resolve the Paradox stimulus contains a discrepancy or seeming
contradiction. You must find the answer choice that best resolves the
situation. Question stem example:
“Which one of the following, if true, would most effectively resolve
the apparent paradox above?”
8. Weaken
Weaken questions ask you to attack or undermine the author’s
argument. Question stem example:
“Which one of the following, if true, most seriously weakens the
argument?”
9. Method of Reasoning
Method of Reasoning questions ask you to describe, in abstract terms,
the way in which the author made his or her argument. Question stem
example:
“Which one of the following describes the technique of reasoning used
above?”
10. Flaw in the Reasoning
Flaw in the Reasoning questions ask you to describe, in abstract terms,
the error of reasoning committed by the author. Question stem
example:
“The reasoning in the astronomer’s argument is flawed because this
argument”
11. Parallel Reasoning
Parallel Reasoning questions ask you to identify the answer choice that
contains reasoning most similar in structure to the reasoning presented
in the stimulus. Question stem example:
“Which one of the following arguments is most similar in its pattern of
reasoning to the argument above?”
12. Evaluate the Argument
With Evaluate the Argument questions you must decide which answer
choice will allow you to determine the logical validity of the argument.
Question stem example:
“The answer to which one of the following questions would contribute
most to an evaluation of the argument?”
13. Cannot Be True
Cannot Be True questions ask you to identify the answer choice that
cannot be true or is most weakened based on the information in the
stimulus. Question stem example:
“If the statements above are true, which one of the following
CANNOT be true?”

Types 1, 2, 3, 9, 10, 11: Types 4, 5, 6, 7: Type 8: Type 13:
Family #1, also known as the Must Be or Prove Family, consists of the following question types:
(1) Must Be True
(2) Main Point
(3) Point at Issue
(9) Method of Reasoning
(10) Flaw in the Reasoning
(11) Parallel Reasoning
Family #2, also known as the Help Family, consists of the following question types:
(4) Assumption
(5) Justify the Conclusion
(6) Strengthen/Support
(7) Resolve the Paradox
Family #3, also known as the Hurt Family, consists of the following question type:
(8) Weaken
Family #4, also known as the Disprove Family, consists of the following question type:
(13) Cannot Be True

Assumption Question => the Supporter or the Defender.

The Supporter Role

All male citizens of Athens had the right to vote. Therefore, Socrates
had the right to vote in Athens.

Assumption = Socrates was a male citizen of Athens.

Def: traditional linking role.

The Deffender Role
Protect the argument by eliminating ideas that could weaken the argumen.

People who read a lot are more intelligent than other people. Thus,
reading must cause a person to be intelligent.

conclusion is questionable => Sleeping more than eight hours causes a person to be intelligent.

Assumption = Sleeping more than eight hours does not cause a person to be intelligent.

In this sense, they “defend” the argument by showing that a possible avenue of attack has been eliminated.