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