RANK
UNIVERSITY
1
Princeton University (NJ)
2
Harvard University (MA)
2
Yale University (CT)
4
California Institute of Technology
5
Massachusetts Institute of Technology
6
Stanford University (CA)
6
University of Pennsylvania
8
Duke University (NC)
9
Dartmouth College (NH)
10
Columbia University (NY)
10
Cornell University (NY)
10
University of Chicago
13
Northwestern University (IL)
13
Rice University (TX)
15
Brown University (RI)
15
John Hopkins University (MD)
15
Washington University in St. Louis
18
Emory University (GA)
19
University of Notre Dame (IN)
20
University of California – Berkeley
21
Vanderbilt University (TN)
22
Carnegie Mellon University (PA)
23
Georgetown University (DC)
25
University of California – Los Angeles
25
University of Michigan – Ann Arbor
25
University of North Carolina – Chapel Hill
28
Wake Forest University (NC)
29
Tufts University (MA)
30
College of William and Mary (VA)
31
Brandeis University (MA)
31
University of California – San Diego
33
New York University
33
University of Rochester (NY)
35
Georgia Institute of Technology
35
University of Southern California
35
University of Wisconsin – Madison
38
Boston College
38
Case Western Reserve University (OH)
38
Lehigh University (PA)
41 University of California – Davis
41
University of California – Irvine
41
University of Illinois – Urbana-Champaign
44
Pennsylvania State University – University Park
45
Tulane University (LA)
45
University of California – Santa Barbara
45
University of Washington
45
Yeshiva University (NY)
49
Pepperdine University (CA)
49
Rensselaer Polytechnic Institute (NY)
49
University of Texas - Austin
Monday, February 23, 2009
GRE scoring
The scoring methodology for the GMAT as well as the GRE computer adaptive tests is much the same.
The CAT gives varying weights to the questions. Each CAT question is added to provide a raw score, which is converted into a scaled score. On the GRE, for example, scaled scores range from 200-800 on each of the two sections (Quantitative and Verbal). A CAT gives each correct question a different point value. The same is true for the GMAT.
The questions are divided into three roughly equal parts. The first part of the questions in any section is weighted the most. This means that the first part of the questions determines the bulk of the scaled score. The second part accounts for a lesser amount of the scaled score, and the last part counts for a relatively insignificant amount of the overall score.
All sections begin with an "average-level" question, which is scored on a scaled on a score of 500, which is an average GRE score. If one gets this question right, the scaled score could increase by almost 80 points; if one gets this question wrong, the scaled score could decrease by almost 80 points. So the first group of questions attempts to find out the range of a person's competence.
Let us take the above mentioned case for instance. If you get three questions in a row correct, your score moves to roughly 740. Then you get one wrong. Assuming this would be a more difficult question, your score remains at 740 and you are given a question of difficulty level corresponding to 740. Getting this wrong will get you a question of difficulty level corresponding to 660 .Getting this right will now point to your score range between 660 and 740.
The questions that follow will now range between the given scores so to zero down exactly on your competence level score.
In short, along with getting a question right or wrong, the level of difficulty of the next question will change. A correct answer "rewards" you with a harder question; an incorrect answer "rewards" you with an easier question. . There are a significant number of experimental questions sprinkled in as well, and the experimental questions do not factor into your score.
You are required to answer all Questions. You will be penalized for leaving questions unanswered.
Be cautious. You want to be sure about accuracy on early questions, and worry less about getting to the last questions in a section. Remember, later questions have a progressively smaller impact on your overall score, but you need to answer all of them. If you are pressed for time, guess. The most important piece of advice is that you should not leave any questions unanswered.
The CAT gives varying weights to the questions. Each CAT question is added to provide a raw score, which is converted into a scaled score. On the GRE, for example, scaled scores range from 200-800 on each of the two sections (Quantitative and Verbal). A CAT gives each correct question a different point value. The same is true for the GMAT.
The questions are divided into three roughly equal parts. The first part of the questions in any section is weighted the most. This means that the first part of the questions determines the bulk of the scaled score. The second part accounts for a lesser amount of the scaled score, and the last part counts for a relatively insignificant amount of the overall score.
All sections begin with an "average-level" question, which is scored on a scaled on a score of 500, which is an average GRE score. If one gets this question right, the scaled score could increase by almost 80 points; if one gets this question wrong, the scaled score could decrease by almost 80 points. So the first group of questions attempts to find out the range of a person's competence.
Let us take the above mentioned case for instance. If you get three questions in a row correct, your score moves to roughly 740. Then you get one wrong. Assuming this would be a more difficult question, your score remains at 740 and you are given a question of difficulty level corresponding to 740. Getting this wrong will get you a question of difficulty level corresponding to 660 .Getting this right will now point to your score range between 660 and 740.
The questions that follow will now range between the given scores so to zero down exactly on your competence level score.
In short, along with getting a question right or wrong, the level of difficulty of the next question will change. A correct answer "rewards" you with a harder question; an incorrect answer "rewards" you with an easier question. . There are a significant number of experimental questions sprinkled in as well, and the experimental questions do not factor into your score.
You are required to answer all Questions. You will be penalized for leaving questions unanswered.
Be cautious. You want to be sure about accuracy on early questions, and worry less about getting to the last questions in a section. Remember, later questions have a progressively smaller impact on your overall score, but you need to answer all of them. If you are pressed for time, guess. The most important piece of advice is that you should not leave any questions unanswered.
GRE question pattern
1.Verbal Ability
Verbal Ability has four question types:
Analogies: E.g. Select the lettered pair that best expresses a relationship similar to that expressed in the original pair.COLOR: SPECTRUMa) tone : scaleb) sound : wavesc) verse : poemd) dimension : spacee) cell : organism
Antonyms: E.g. Choose the word that is most nearly opposite in meaning to the word in capital letters. DIFFUSE a) contend b) pretend c) concentrate d) imply e) rebel
Sentence Completion: E.g.. The ------------ science of seismology has grown just enough so that the first overly bold theories have been -------------. a) magnetic, acceptedb) fledgling, refuted c) tentative, analyzedd) predictive, protectede) exploratory, recalled
Reading Comprehension:
The basic structure of a Reading Comprehension section consists of a passage followed by some questions based upon the passage. Reading Comprehension is a test of how well a student understands a written passage. Though some would like to believe that it is a test of how fast one can read, it is not a test of speed-reading. The questions asked after the passage are meant to test the depth of understanding. The following passage is an example of Reading Comprehension : "Despite the many cultural and political differences among nations, the objectives and curriculum at least of elementary education tend to be similar. Nearly all nations are officially committed to mass education, which is viewed as eventually including a full elementary education for all. An increasing agreement may therefore be found among nations to the effect that preparation for citizenship is one of the major objectives of elementary education. In terms of curriculum, this objective suggests an emphasis on language competence, arithmetic skills, and basic social studies and science. The proportion of school time devoted to each of these areas may vary from nation to nation, but taken as a whole, they typically comprise the bulk of the curriculum. Some observers viewing the less developed nations have suggested that such a curriculum does not cover enough ground and that community or vocational skills should be included. Many innovations in this direction have been attempted. Local crafts are taught in the basic schools of India, for example; agriculture has been introduced in some of the primary schools of Uganda, Kenya, and Tanzania; and introductory skills in wood and metalworking are included in the curriculum of mainland China. The specific reasons for teaching hand skills in the elementary school vary from nation to nation. In a few nations, such teaching is viewed as providing vocational or pre-vocational skills; in some nations it is hoped that the products of the children's work will be marketable and hence defray the expenses of schooling; and in still other nations handwork is seen as a way of instilling an appreciation for labour. Some parents have voiced objections to these changes, however, and students who fear that the introduction of "practical" subjects may lessen the possibility of entrance to secondary schools a widely held pupil aspiration. Perhaps more experimentation and innovation in curriculum and teaching methods have taken place at the elementary level than in secondary education. In the more progressive schools throughout the world, attempts are being made to synthesize subjects previously taught separately. Examples of this are efforts to combine Reading with Literature and History with Geography. In North America and Western Europe, innovation such as team teaching, the use of more teachers' aides or clerks, and the establishment of ungraded schools have been tried. Most significant and pervasive, however, has been the widespread and growing acceptance of the principle that elementary education should focus on activity and experience as well as on subject matter. This principle as yet is reflected only in some of the elementary schools of a few nations, but may well lead to a world-wide movement involving more informality in the learning environment, more student-initiated projects, and a greater variety in the content of elementary schooling."
Q1. The author implies that:(a) vocational training is likely(b) it is desirable to have a common for elementary education developing countries(c) all countries tend to emphasize secondary and collegiate education at expense of elementary education(d) elementary education should not confine itself to teaching to theoretical subjects alone, but should also teach crafts and skills(e) none of the above
2.Quantitative Ability
This section covers three basic areas of Mathematics.
The question types are as follows:
Arithmetic: Arithmetic Operations on real numbers, operations on radical expressions, estimation, percent, absolute value, properties of numbers (such as divisibility and properties of primes and odd and even integers).
Algebra: Factoring and simplifying algebraic expressions, concepts of relations and functions, equations and inequalities. The skills required include the ability to solve first and second degree equations and inequalities, and simultaneous equations; the ability to read word problems and set up the necessary equations or inequalities to solve it. It includes the ability to apply basic algebraic skills to solve problems.
Geometry: Properties of parallel lines, circles, triangles, rectangles, other polygons, area, perimeter, volume, Pythagorean Theorem, angle measure in degrees and simple co-ordinate geometry (including slope, intercepts and graphing of equations and inequalities). The ability to construct proofs is not measured.
3.Data Analysis:Basic descriptive statistics (mean, median, mode, range, standard deviation & percentiles) interpretation of data given in graphs and tables (such as bar and circle graphs & frequency distributions), elementary probability, and the ability to synthesize information, to select appropriate data for answering a question, and to determine whether or not the data provided are sufficient to answer a given question. The emphasis in these questions is on understanding of basic principles and reasoning within context of given information, not calculations.
5.Quantitative Comparison:The quantitative comparison questions test the ability to reason quickly and accurately about the relative sizes of two quantities or to perceive that not enough information is provided to make such a comparison.
6. Problem Solving:Basic problem solving multiple choice questions and data interpretation question questions.
Analytical Writing Section :
Analysis of an Issue -An issue is presented and you will need to analyze the issue and explain your views on it. The examiners will consider how well you· Organize, develop and express your ideas about the issue presented · Provide relevant supporting reasons and examples · Control the elements of standard written English
Analysis of an Argument -In this section, you will be asked to write a critique of the argument presented. You are not being asked to present your own views on that subject. The examiners will consider how well you· Organize, develop and express your ideas about the argument presented · Provide relevant supporting reasons and examples · Control the elements of standard written English
Verbal Ability has four question types:
Analogies: E.g. Select the lettered pair that best expresses a relationship similar to that expressed in the original pair.COLOR: SPECTRUMa) tone : scaleb) sound : wavesc) verse : poemd) dimension : spacee) cell : organism
Antonyms: E.g. Choose the word that is most nearly opposite in meaning to the word in capital letters. DIFFUSE a) contend b) pretend c) concentrate d) imply e) rebel
Sentence Completion: E.g.. The ------------ science of seismology has grown just enough so that the first overly bold theories have been -------------. a) magnetic, acceptedb) fledgling, refuted c) tentative, analyzedd) predictive, protectede) exploratory, recalled
Reading Comprehension:
The basic structure of a Reading Comprehension section consists of a passage followed by some questions based upon the passage. Reading Comprehension is a test of how well a student understands a written passage. Though some would like to believe that it is a test of how fast one can read, it is not a test of speed-reading. The questions asked after the passage are meant to test the depth of understanding. The following passage is an example of Reading Comprehension : "Despite the many cultural and political differences among nations, the objectives and curriculum at least of elementary education tend to be similar. Nearly all nations are officially committed to mass education, which is viewed as eventually including a full elementary education for all. An increasing agreement may therefore be found among nations to the effect that preparation for citizenship is one of the major objectives of elementary education. In terms of curriculum, this objective suggests an emphasis on language competence, arithmetic skills, and basic social studies and science. The proportion of school time devoted to each of these areas may vary from nation to nation, but taken as a whole, they typically comprise the bulk of the curriculum. Some observers viewing the less developed nations have suggested that such a curriculum does not cover enough ground and that community or vocational skills should be included. Many innovations in this direction have been attempted. Local crafts are taught in the basic schools of India, for example; agriculture has been introduced in some of the primary schools of Uganda, Kenya, and Tanzania; and introductory skills in wood and metalworking are included in the curriculum of mainland China. The specific reasons for teaching hand skills in the elementary school vary from nation to nation. In a few nations, such teaching is viewed as providing vocational or pre-vocational skills; in some nations it is hoped that the products of the children's work will be marketable and hence defray the expenses of schooling; and in still other nations handwork is seen as a way of instilling an appreciation for labour. Some parents have voiced objections to these changes, however, and students who fear that the introduction of "practical" subjects may lessen the possibility of entrance to secondary schools a widely held pupil aspiration. Perhaps more experimentation and innovation in curriculum and teaching methods have taken place at the elementary level than in secondary education. In the more progressive schools throughout the world, attempts are being made to synthesize subjects previously taught separately. Examples of this are efforts to combine Reading with Literature and History with Geography. In North America and Western Europe, innovation such as team teaching, the use of more teachers' aides or clerks, and the establishment of ungraded schools have been tried. Most significant and pervasive, however, has been the widespread and growing acceptance of the principle that elementary education should focus on activity and experience as well as on subject matter. This principle as yet is reflected only in some of the elementary schools of a few nations, but may well lead to a world-wide movement involving more informality in the learning environment, more student-initiated projects, and a greater variety in the content of elementary schooling."
Q1. The author implies that:(a) vocational training is likely(b) it is desirable to have a common for elementary education developing countries(c) all countries tend to emphasize secondary and collegiate education at expense of elementary education(d) elementary education should not confine itself to teaching to theoretical subjects alone, but should also teach crafts and skills(e) none of the above
2.Quantitative Ability
This section covers three basic areas of Mathematics.
The question types are as follows:
Arithmetic: Arithmetic Operations on real numbers, operations on radical expressions, estimation, percent, absolute value, properties of numbers (such as divisibility and properties of primes and odd and even integers).
Algebra: Factoring and simplifying algebraic expressions, concepts of relations and functions, equations and inequalities. The skills required include the ability to solve first and second degree equations and inequalities, and simultaneous equations; the ability to read word problems and set up the necessary equations or inequalities to solve it. It includes the ability to apply basic algebraic skills to solve problems.
Geometry: Properties of parallel lines, circles, triangles, rectangles, other polygons, area, perimeter, volume, Pythagorean Theorem, angle measure in degrees and simple co-ordinate geometry (including slope, intercepts and graphing of equations and inequalities). The ability to construct proofs is not measured.
3.Data Analysis:Basic descriptive statistics (mean, median, mode, range, standard deviation & percentiles) interpretation of data given in graphs and tables (such as bar and circle graphs & frequency distributions), elementary probability, and the ability to synthesize information, to select appropriate data for answering a question, and to determine whether or not the data provided are sufficient to answer a given question. The emphasis in these questions is on understanding of basic principles and reasoning within context of given information, not calculations.
5.Quantitative Comparison:The quantitative comparison questions test the ability to reason quickly and accurately about the relative sizes of two quantities or to perceive that not enough information is provided to make such a comparison.
6. Problem Solving:Basic problem solving multiple choice questions and data interpretation question questions.
Analytical Writing Section :
Analysis of an Issue -An issue is presented and you will need to analyze the issue and explain your views on it. The examiners will consider how well you· Organize, develop and express your ideas about the issue presented · Provide relevant supporting reasons and examples · Control the elements of standard written English
Analysis of an Argument -In this section, you will be asked to write a critique of the argument presented. You are not being asked to present your own views on that subject. The examiners will consider how well you· Organize, develop and express your ideas about the argument presented · Provide relevant supporting reasons and examples · Control the elements of standard written English
GREperp in short.
The GRE has three sections:
i. Quantitative Reasoning: This mainly includes basic mathematics questions -- 28 questions to be attempted in 45 minutes. One can score a maximum of 800 in this section.
ii. Verbal Ability: 30 questions in 30 minutes is acknowledged by most to be the toughest section in the examination, especially for non-native English speakers. The highest score possible in this section is also 800.
iii. Analytical Writing Ability: This requires students to write two essays -- one expressing your opinion on a topic, and another in which you are expected to analyse an argument. This section is scored out of 6.
Got tips to crack the GRE? Write to us!
When to start
This is the question that plagues most students during their pre-final year.
Many believe the GRE requires close to six months of intensive preparation. This, I think, is a fallacy.
The GRE is not a particularly difficult examination. Really!
As an engineer/ engineering student, the Quantitative Reasoning section of the GRE shouldn't be too difficult, especially after spending four years in the company of engineering mathematics.
But if you are like most engineers and have had a healthy disdain for English through school, Verbal Ability is unlikely to be a cakewalk.
Taking everything into consideration, cracking the GRE does not require more than a couple of months of hard work.
Pre-final year students have the advantage of having a summer break before the final year. This summer break can be put to good use, especially if you manage to cloister yourself in a room, away from distractions.
The best time, in my opinion, to book a date for writing the GRE is in the month of June or early July. After that, academic pressures may put a damper on your preparation for the exam.
If you postpone taking the exam to September, you could suddenly find yourself pressed for time. This is mainly because the official GRE scores do not arrive until three weeks after you take the examination.
More important, writing the GRE is merely a small part in the entire application process.
Booking a date
i. The easiest way to book a date to write the GRE is to call Prometric India on (011) 2651 1649.
Writing the examination will put you back by $140 (Rs 6,115 approximately).
ii. You need an international credit card to book your seat.
iii. Monday is a good day to choose to write the GRE because Saturday and Sunday are likely to be holidays, and so you miss fewer classes (or days of work).
Study material
The GRE guides on the planet are probably outnumbered only by the number of institutions claiming to give you a passport to the Indian Institutes of Management.
Choosing the right mix is not very easy and involves trial and error.
A few books and CDs that I, and a few of my acquaintances, found helpful are:
i. Barron's How to Prepare for the GRE: Graduate Record Examination, 14th edition.
This is a book every GRE aspirant is undoubtedly aware of.
It is most famous for its 50 word lists, containing arcane words the testers at ETS love to ask.
Read the book. You will totally believe that the people at ETS do not speak normal English like the rest of us.
ii. GRE Big Book, published by the Educational Testing Service.
The Big Book is little known. But it is one I found extremely useful.
It contains 27 question papers culled from the paper and pencil avatar of the GRE over several years, and is published by the same people who set the tests, ETS.
Unfortunately, it is out of print and is very difficult to find.
With a little perseverance, you can get hold of a photocopy of the same. If you are decent at Quantitative Reasoning, you can safely skip those sections here.
This book is a must-have!
iii. Kaplan Higher Score on the GRE CD
This CD contains a diagnostic test, three full-length Computer Adaptive Tests and six sectional tests, in addition to a few nifty tools.
The Verbal Ability Section is much tougher than what one is likely to find elsewhere (and in the actual exam as well). The Quantitative Reasoning section is tougher as well.
So do not be surprised if you witness a terrible dip in your performance when you try this out.
iv. The Princeton Review CD
The Princeton Review CD has quite a few Computer Adaptive Tests which are a lot easier than the actual GRE, in my opinion.
Attempt to score a minimum of 1,450 or so in these tests. For a sample test online, click here.
v. The PowerPrep CD
When you book your date to write the GRE, you will receive this CD from ETS.
This CD does not have as much information as one might expect (shocking, especially when one looks at how much ETS charges the test taker!).
I strongly recommend preserving one of the two diagnostic tests on the CD for the day before the GRE. This is because repeated experiments with several people I know seem to indicate that what you score in the actual GRE will hover around your score in the PowerPrep test.
There are lots of other test prep CDs and books you can avail of. (Cambridge and Peterson's crop to mind), but it is best to stick to these.
i. Quantitative Reasoning: This mainly includes basic mathematics questions -- 28 questions to be attempted in 45 minutes. One can score a maximum of 800 in this section.
ii. Verbal Ability: 30 questions in 30 minutes is acknowledged by most to be the toughest section in the examination, especially for non-native English speakers. The highest score possible in this section is also 800.
iii. Analytical Writing Ability: This requires students to write two essays -- one expressing your opinion on a topic, and another in which you are expected to analyse an argument. This section is scored out of 6.
Got tips to crack the GRE? Write to us!
When to start
This is the question that plagues most students during their pre-final year.
Many believe the GRE requires close to six months of intensive preparation. This, I think, is a fallacy.
The GRE is not a particularly difficult examination. Really!
As an engineer/ engineering student, the Quantitative Reasoning section of the GRE shouldn't be too difficult, especially after spending four years in the company of engineering mathematics.
But if you are like most engineers and have had a healthy disdain for English through school, Verbal Ability is unlikely to be a cakewalk.
Taking everything into consideration, cracking the GRE does not require more than a couple of months of hard work.
Pre-final year students have the advantage of having a summer break before the final year. This summer break can be put to good use, especially if you manage to cloister yourself in a room, away from distractions.
The best time, in my opinion, to book a date for writing the GRE is in the month of June or early July. After that, academic pressures may put a damper on your preparation for the exam.
If you postpone taking the exam to September, you could suddenly find yourself pressed for time. This is mainly because the official GRE scores do not arrive until three weeks after you take the examination.
More important, writing the GRE is merely a small part in the entire application process.
Booking a date
i. The easiest way to book a date to write the GRE is to call Prometric India on (011) 2651 1649.
Writing the examination will put you back by $140 (Rs 6,115 approximately).
ii. You need an international credit card to book your seat.
iii. Monday is a good day to choose to write the GRE because Saturday and Sunday are likely to be holidays, and so you miss fewer classes (or days of work).
Study material
The GRE guides on the planet are probably outnumbered only by the number of institutions claiming to give you a passport to the Indian Institutes of Management.
Choosing the right mix is not very easy and involves trial and error.
A few books and CDs that I, and a few of my acquaintances, found helpful are:
i. Barron's How to Prepare for the GRE: Graduate Record Examination, 14th edition.
This is a book every GRE aspirant is undoubtedly aware of.
It is most famous for its 50 word lists, containing arcane words the testers at ETS love to ask.
Read the book. You will totally believe that the people at ETS do not speak normal English like the rest of us.
ii. GRE Big Book, published by the Educational Testing Service.
The Big Book is little known. But it is one I found extremely useful.
It contains 27 question papers culled from the paper and pencil avatar of the GRE over several years, and is published by the same people who set the tests, ETS.
Unfortunately, it is out of print and is very difficult to find.
With a little perseverance, you can get hold of a photocopy of the same. If you are decent at Quantitative Reasoning, you can safely skip those sections here.
This book is a must-have!
iii. Kaplan Higher Score on the GRE CD
This CD contains a diagnostic test, three full-length Computer Adaptive Tests and six sectional tests, in addition to a few nifty tools.
The Verbal Ability Section is much tougher than what one is likely to find elsewhere (and in the actual exam as well). The Quantitative Reasoning section is tougher as well.
So do not be surprised if you witness a terrible dip in your performance when you try this out.
iv. The Princeton Review CD
The Princeton Review CD has quite a few Computer Adaptive Tests which are a lot easier than the actual GRE, in my opinion.
Attempt to score a minimum of 1,450 or so in these tests. For a sample test online, click here.
v. The PowerPrep CD
When you book your date to write the GRE, you will receive this CD from ETS.
This CD does not have as much information as one might expect (shocking, especially when one looks at how much ETS charges the test taker!).
I strongly recommend preserving one of the two diagnostic tests on the CD for the day before the GRE. This is because repeated experiments with several people I know seem to indicate that what you score in the actual GRE will hover around your score in the PowerPrep test.
There are lots of other test prep CDs and books you can avail of. (Cambridge and Peterson's crop to mind), but it is best to stick to these.
GRE Test Preparation Books
An Important Note on GRE Test Books
We strongly advise all prospective grad school applicants to purchase at least 2 books on the GRE (Graduate Record Examination). First, we recommend an official guide from ETS (Educational Testing Service), the test's author. There is a difference between the official questions you will be asked on the exam and the practice questions contained in all other books.
Secondly, we recommend an "unofficial" guide since there is indeed a way to study for this test and materially improve your score. The better unofficial guides contain many time-proven test-taking strategies as well as excellent explanations for the correct answers to the practice problems. You will greatly increase your chances of receiving a higher test score if you are armed with GRE test-taking strategies as well as actual questions from previous exams.
The GRE is Now a Computer Adaptive Test (CAT)
Since the GRE test has changed its format, we believe you should also change your testing strategy and practice the test in its computer adaptive test format. As a result, we highly recommend using the free Powerprep Software from ETS and an unofficial guide that gives adequate coverage to the test's new computerized format. We have worked with many clients who regrettably have indicated that they wished they had prepared for the test in the computer adaptive format. Please do not let this happen to you.
1.GRE: Practicing to Take the General Test by Educational Testing Service
This is the book that has actual questions from previous GRE exams. The real GRE test questions are very carefully scrutinized. Nothing is left to chance. As a result, there is almost always a difference between the questions used by ETS and those manufactured by the unofficial guides. This guide's only drawback is that it does not include a CD-ROM. The Powerprep Software, however, is available for free to those who register for the GRE. Our clients have found this software and the written exams contained in the book to be very helpful.
2.Kaplan GRE Exam 2009 with CD-ROM
This GRE guide with CD-ROM is the slight favorite amongst our current and former grad school admissions clients. It is very comprehensive, presents good study tips and strategies, and contains plenty of practice questions on the CD-ROM.
3.The Full Potential GRE Audio Program by Bara Sapir*
The Full Potential program optimizes your test-taking potential by enhancing your mental retention, concentration, and relaxation. *Mention Z-Code "AC" to receive free shipping*
4.Barron's How to Prepare for the GRE Test with CD-ROM: 15th Edition
This is a solid, well rounded GRE prep book. The 3,500 vocabulary word builder, which is treated as a main selling point by the publisher, is actually a bit of overkill since the top 500 words will account for 90% of the vocabulary you are likely to see on the test. Nonetheless, this is also a clear favorite amongst our graduate school clients.
5.Peterson's Logic and Reading Review for the GRE, GMAT, LSAT, and MCAT
This is quite simply the best book on the market that we have seen for the logic and reading review section of the exam. Although our relatively rapid review of the book did uncover a few errors and the book is not specifically written for the GRE, we still believe that this guide can help you improve your analytical thinking and reading comprehension and, hence, your verbal GRE score. If you are struggling at all with the logic and reading review section, you should strongly consider acquiring this book.
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