Understanding the GRE Verbal section: Structure and Types of Questions

GRE is a sectional adaptive test

The GRE Verbal Reasoning and Quantitative Reasoning sections are section-level adaptive. The difficulty level of the second section of each of the measures depends on your overall performance on the first section.

For example, if one does very well on the first Quantitative Reasoning section, the second section of Quantitative Reasoning will be at a higher level of difficulty. The scoring for the Verbal Reasoning and Quantitative Reasoning measures takes into consideration the total number of questions answered correctly across the two sections, as well as the difficulty level of the sections.

Test design features

The advanced adaptive design of the GRE General Test allows the test takers to move forward and backward throughout an entire section. Specific features include:

• preview and review capabilities within a section
• “Mark” and “Review” features to tag questions, so you can skip them and return later if you have time remaining in the section
• the ability to change/edit answers within a section
• an on-screen calculator for the Quantitative Reasoning section
• The Verbal Reasoning section and the Quants Reasoning section are scored on a scale of 130 to 170, in one-point increments.

GRE Sample Questions

A quick glance at some sample GRE questions along with the explanations for each type of verbal reasoning questions.

Example: A One-Blank Text Completion Question

This composer has never courted popularity: her rugged modernism seems to defy rather than to _______ the audience.

• ignore
• discount
• woo
• teach
• cow

Explanation

Correct option- C

Contextual Trigger- courted, defy

Contrast trigger- rather

The part which follows the colon elaborates on the first part. The meaning of never courted is that the composer has never chased/run after popularity. The second part explains further stating that her sturdy/robust personality seemed to defy (challenge) the audience rather than to chase after them.

Example: A Two-Blank Text Completion Question

Yellow fever, the disease that killed 4,000

Philadelphians in 1793, and so (i)________Memphis,

Tennessee, that the city lost its charter, has reappeared

after nearly two decades in (ii)________in the

Explanation
Correct Options: CF

Contextual Triggers: killed, reappeared, decades

Similarity Trigger- and

In this sentence, the key word is “killed” and the there is a similarity connector “and” which means for the 1st blank we need a word close to kill as the city lost its charter so we can choose ‘decimated’ which means great destruction. The meaning of the second part of the sentence is that after a gap of 2 decades the disease has reappeared. A disease cannot be quarantined neither can it maintain secrecy. So after a gap (hiatus) of 2 decades, it (the disease) has reappeared.

Example: A Three-Blank Text Completion Question

Throughout her writing, Ms. Angelou explored the concepts of personal identity and (i)_________ through the (ii)_________ lens of race, gender, community and the collective past. As a whole, her work offered a hard-headed examination of the ways in which the socially (iii)_________ forces of racism and sexism were countered at the level of the individual.

Explanation

Correct Options- AFH

Similarity Trigger – and

Contextual Trigger– The sentence is full of contextual triggers (personal identity, lens of community and collective past, forces of racism and sexism)

There are two things that describe the common threads running through Ms. Angelou’s work: the exploration of personal identity and (first blank) and the countering of racism and sexism. This helps us pick “resilience” (toughness) for the first blank as it would help someone counter the forces of racism and sexism. “Dubiety” (uncertainty) and “pedantry” (obsession with minor details) won’t be able to help someone in this kind of situation. She examines the “concepts” from so many perspectives, and the second blank should reflect that. “Multifaceted” accomplishes this. “Inimitable” means “unique”, which is the opposite of what we need. “Spurious” means “fake” and does not fit the meaning we need. “Deprecating” (showing that something is of little value) indicates something that would need to be encountered. “Bleak” (without hope) and “illicit” (illegal) don’t provide us anything (in a social context) that would need to be countered.

Example: A Sentence Equivalence Question

1. Residents of the isolated island were forced to master the art of navigation, becoming the ocean’s most __________________ sailors.

   a) adept

   b) convivial

   c) gregarious

   d) despicable

   e) congenial

   f) skilful

   Correct answer pair – Adept and Skilful (AF)

   The other synonymous pairs are CE/BC/BE

   The correct answer pair is AF

   Contextual Trigger – isolated. Island, sailors

   Similarity trigger – comma

   The residents of this island have mastered the art of navigating the ocean, essentially becoming expert sailors. Hence the required words are adept and skillful. Nothing suggests they are despicable (hateful) or convivial, congenial and gregarious (very friendly) which are irrelevant here.

   Adept – Skillful

   Convivial – Friendly

   Gregarious – Friendly

   Despicable –- Hate

   Congenial – Friendly

   Skilful – Skillful

   Example: One RC passage followed by 3 Questions

   Theorists are divided concerning the origin of the
   Moon. Some hypothesize that the Moon was formed
   in the same way as were the planets in the inner solar
   system (Mercury, Venus, Mars, and Earth)—from
   planet-forming materials in the presolar nebula. But,
   unlike the cores of the inner planets, the Moon’s core
   contains little or no iron, while the typical planet-
   forming materials were quite rich in iron. Other theorists
   propose that the Moon was ripped out of the
   Earth’s rocky mantle by the Earth’s collision with another
   large celestial body after much of the Earth’s iron fell to
   its core. One problem with the collision hypothesis is the
   question of how a satellite formed in this way could have
   settled into the nearly circular orbit that the Moon has
   today. Fortunately, the collision hypothesis is testable.
   If it is true, the mantle rocks of the Moon and the Earth
   should be the same geochemically.

   1. The primary purpose of the passage is to

   1. present two hypotheses concerning the origin of the Moon
   2. discuss the strengths and weaknesses of the collision hypothesis concerning the origin of the Moon
   3. propose that hypotheses concerning the Moon’s origin be tested
   4. argue that the Moon could not have been formed out of the typical planet-forming materials of the presolar nebula
   5. describe one reason why the Moon’s geochemical makeup should resemble that of the Earth

   Correct option: A

   Explanation: This is a primary purpose question in which the correct answer choice will cover the majority of the passage. The tone of the passage determines the tone of the right answer choice. In this passage, the main idea is on the difference of opinion about the origin of the moon concerning two theories. The tone is neutral and the passage is open ended.

   Option B (Incorrect because it talks only about the 2nd theory)

   Option C (Incorrect because only one theory was tested not both the theories)

   Option D (Incorrect because it talks about the 1st theory only)

   Option E (Incorrect because this point is too insignificant to add any value to the main idea of the passage)

   Hence, the correct answer choice is A

   Consider each choice separately and select all that apply.

2. According to the passage, Mars and the Earth are similar in which of the following ways?

   (a) Their satellites were formed by collisions with other celestial bodies.

   (b) Their cores contain iron.

   (C) They were formed from the pre-solar nebula.

   The correct options are BC

   It’s a location based question which just concerns the first theory. So, any option falling in the wrong location or options just talking about second theory will be eliminated. Hence the correct choices would be B & C. Both have been discussed in the first theory.

3. Select the sentence in the passage, in which, the author states a conundrum in the collision hypothesis.

   The right sentence that needs to be clicked is “One problem with the collision hypothesis is the question of how a satellite formed in this way could have settled into the nearly circular orbit that the Moon has today”.

   The clue is the word “conundrum”- it means problem/enigma/riddle/mystery. The word appears in the collision hypothesis.

   Example: A Critical Reasoning Question One type (STRENGTHEN)

   Infection is the biggest threat to the life of a burn patient. The skin, the body’s natural barrier against bacteria, is damaged or gone in the burned areas. The bacteria that are a threat are unpredictable in both variety and number. Moreover, those found affecting any one patient may change completely from one day to the next. The standard treatment, therefore, is the administration of broad-spectrum antibiotics.

   Considering only the information given about burn patients in the passage above, which of the following is most likely to enhance the effectiveness of the standard treatment of a burn patient?

   A. Keeping the patient in an air-conditioned room until recovery is assured.

   B. Keeping the areas affected by burns as dry as possible.

   C. Continuously monitoring the patient’s vital signs with electronic equipment.

   D. Feeding the patient a diet extra rich in calories

   E. Keeping the patient in a maximally sterile environment

   EXPLANATION:

   The passage presents a conclusion that the standard treatment to include antibiotics in order to prevent a burn patient from infection is effective.

   Answer is E because it strengthens the conclusion as a ‘sterile environment’ would require the use of disinfectants and antibiotics making the standard treatment work.

   A is wrong because ‘air conditioned room’ is irrelevant to the argument and will not help the burn.

   B is wrong because ‘dry areas’ are irrelevant to the argument and will not help the burn.

   C is wrong because ‘continuous monitoring’ is a constant, irrespective of the standard treatment.

   D is wrong because ‘a calorie-rich diet’ is irrelevant to the argument and will not help the burn.

   FINESSE AND FOCUS: THE 2 KEYS FOR YOUR SUCCESS

   Effective GRE preparation involves consistent practice simultaneously along with the GRE classes you are attending, a solid understanding of the test format, and strategic time management that can be improved with continuous self-assessment. Preparing for the GRE in advance, particularly the GRE verbal for students coming from hard-core science/engineering backgrounds not only improves performance but also boosts confidence on test day for the test taker. A strong GRE score can significantly enhance an applicant’s chances of gaining admission to competitive graduate programs, but it’s important to remember that it is just one component of the admissions process. Thorough preparation and a focused approach can help ensure that the GRE becomes a positive reflection of a candidate’s academic abilities and potential.

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