IN ACTION ANSWER KEY T1'1E 3 COS SOlUTIONS Chaptr.

r I
I. (Claril)} KNO""'n. UNK~OWllo:1k rn"1SCd ~ is nv;ordy than Ibc onginal __
tml:e. but 11 al!lO ':linnnates the wm:I may nils chanan the rncanaa of the oogmol 5Cl'Itml:e from
lIO!llcthutg IJII«T1aIn 10 .omrillng <:aWn

2. (Cond,i<:ln) REDt;:\llANCV: The rev;>ed fragment maka; the opening of tbe sentcnce les'
wonly, Hllwever. it is redundanl to indudc both the words dropped and d«naiC,

J, (CoDcisMHt) WOItDINESS: Use of tile passh'e \'Olce makes thI: &n§\ll'tf cboice ",,'Ordltf lIIId
slightly awkward.

4. (CIarit}) Mut.TIPU: "'[.A ~ISCS: The ang'na1 SGIIft>tt moles dearlhll the fllrnlln'''
UJIget at \be thoughl: of"" ..Jhbor·s Jl'IllI ro-mmg arouod 1I1ibrrty. ~~. rqlbana dle pnr.,c ..
....ler be Upt in Iltrir pnIl1mh the pbrue f . - IbeD on be free muddles the 1TlCIlIlIII& of the original
iClll.:oce by allowing lhe ~1Jili'y that (he Iartnc:r IS angry !hal his Dc1gIIbot' ...,ll ... langerdwge
ItlOIK')' for b~ pigs (pcrhap:!. both farmen ~I<C PIgS, IDd Ilow can )"JII compete ""ilb me P'&'51). The
two f!OI.enl,al int.."rct3uoos of the word fl"ff-eilber ~Il libcny" or ~a'·ldable for no cll.lrgo:~-make
lbe meaning of the ftlh,'1lld senlence unclear,

3. (Clarll)) nURD PI.ACt:l\IENT: Changing tbe pllCClDml of 1M 10 !he smlenl:c: Impl>c; that
.be ....\CO more than tier own ID p1anl$lIIId llowcD, Ind~ plants IDd f\uoNrr!llhat '"' IlOI ~

6. (CHritiettj "ORDl''l:SS: The ongmal sa....ICC: IS......-dier " - til rr. !he new pomon
only maka; il "'1Inbcr By tqIIaclng!lad tlllly npraftl "'"Ith ....d Ilad lite t... np«bDp, ..... anly
add rnon: ......... and make !be ~ needleDly con~ A bm~ choice fDiAht be b-.:l f.lI}
npK'lftI ill0 ba.... 'b .. eff«t.

1. (Collcisiea.) IUWL-:-iDANCY: The revised mgment oom:clly remo~e6lbc word had from the
original lOCll\Cnce. Howevcr, the original "lnlcnce also contam. a redundatlCy error that the tlCw por-
tion doe~ not rC"J"lir. The corrocted >C1ltCtlCC sbould iocludc cl/It~r the won! bt>turc or tile wont .. hn.
but both Ire IlOI necessary and an: even confusing. A better cboice mIght be: o~IIn1llle door ..bell
c.'h')'one )'e1loed.

8 (Clarify) K'OWN .... Ul'>K:"OWN: Tbt rn-.l ~ t c:urru:cly repba:. the -.:l ....n
.,;u, !be wonIllad. ~-er. by rq>Iacma '" ........ w• •ilh .. IllooqIil. tbc 111:1 oug-
gao that thc finl meetltl& bet...·eat ltIc ~ and his .nfc ..... hypolbomcal (",hen. In IXt. 'I ..
actual ~cnI~ A bcIIerdlooce migbl be· I~ W " . "'-MII Ibe, rlnl: tnd.

9. (CoAd,ion) "I)MDL"ESS: The origmal sentence is wordy. but .... It the revised fno~.
The phruc h,., inK bfl:n .dded 10 il IS .'cry ftwkward. A belle' choice nllght be I" ..'hid wood pantl-
ln~ and thc .rt..-"rl< "f Knral ""Iable American paJnlers had l>ee" .ddnl.

10, (Cllrily) -suell '\sw ~ .. ~I.IKr.·, The ~ fragmcm i. teo. wordy than the or,&'IIlJ ........
fenCc Howev~. pImase...,.
10 JUbMtluling the wonlllkt fer the: as. the teYised m.gtnl.'1I1 lOIlnl the
IDleDI of thc OIigmallCllteno:c s.c.. al IS utcd '" !pvc al"",1cI. ...-hereM " " .. InCd 10 make I com-
~ n.e __ "'''''''ICC ""'fiUI"M,
IIDpIic:s tI.- $IUlImt sporu., and the _ an: SlIIti. . '" ntlXUr-
ricua. acIl\'''JC:S, .. lIN !bey actually an: ex.arnpb ofl:X~_VJIJeL A bcuo:r dtooce ""gi"
bot: an, of a ,'aMy.r ntrle1l....w:.lIr Kthiries..,11 a. iI_delll p.·ern __ l, 5pHU, alld lb. ans.

WanliattanGMATPrep
tile ..... otan<l.>rd
"
 SUBJECT-VERB AGREEMENT STRATEGY Chapter 2

SUBJECT-VERB AGREEMENT
Every sentence has a subject and a verb which must agree in number.

Asingular subject requires a singular verb form:

The dog runs out of the house. ,

A plural subject requires a plural verb fonn:

The dogs run out of the house.
'.
Singular and plural verb forms are second nature to you-you use them so often that
there is nothing to memorize. Unfortunately, the writers of the GMAT know that your
ear is close to perfect when it comes to matching a singular verb fonn to a singular To tiDd !he SImple
subject and matching a plural verb fonn to a plural subject. Therefore, the GMAT tries sub)oct. diminale any
to confuse you before you make that subject-verb match. modifiers.

How? The GMAT tries to make the subject of each sentence as confusing as possible,
so that you do not know whether the subject is singular or plural! If you do not know
the number of the subject, then you will not be able to select a verb form that agrees
with iL The key, then, to making subjects and verbs agree in GMAT sentences is to
FIRST detennine whether the subject of eaeh sentence (or clause) is singular or plural.

Eliminate the Middleman

The most common way the GMAT confuses the number of the subject is to split up the
subject and the verb by inserting a phrase in between. You must learn to eliminate the
intervening phrase-the middleman~sothat the true subject becomes clear.
For example:

The houses of that rich man (contain/contains) very expensive furniture.

What is the subject of this senlence: houses or man? Eliminate the middleman-the
modifying phrase thal separates the subject from the verb.

The houses 8£ thllt .ieh MilA (contain/contains) very expensive furniture.

Now it is clear that the plural subject houses requires the plural verb fonn contain.

The houses of that rich man CONTAIN very expensive furniture.

9rlannattanGMAT'Prep
the new standard 21
 SUBJECT-VERB AGREEMENT STRATEGY Chapter 2

"And" vs. Additive

The word and can unite two or more singular subjects, forming a compound plural
subject. For example:

Joe and his friends ARE going to the heach.

Mathematics, history, and science ARE required high-school subie<:ls.

Notice that these compound subjects take a plural verb form (are).

There are other words or phrases besides and that can add to a subject. These are called
additive phrases. Some examples include:

along with, in addition to, as well as, accompanied by, together with, including
An additive phrase
is just another
Unlike the word and, lhese additive phrases do not fann compound subjects. Therefore, Mmiddleman.-
the number of the subject does not change as a result of the additive phrase.
For example:

Joe, along with his friends, IS going to the beach.

Mathematics, in addition to history and science, IS a required subject.

Notice mat the singular subjects (Joe and Mathematics) remain singular despite the
additive phrases (along with and in addition to). Therefore, they require the singular
verb form (Is).

REMEMBER: Only the word AND can change a singular subject into a plural one.
Singular subjects followed by additive phrases remain singular subjects.

"0 r, ""E'ith er... 0 f, "& "Nelt

. h er...Nor"
Some subjects contain disjunctive phrases such as "or," "either ... or," & "neither ...
nor." In these senlences, there are two subjects. If one of the subjects is singular and
the other subject is pluml, what verb fonn should be used? The answer is simple: find
the subject that is NEAREST to the verb and make sure that the verb agrees in number
with this subject. For example:

Neither Joe nor his friends ARE going to the beach.

Neither his friends nor Joe IS going to the beach.

Notice that in both of these senlences, there are two subjects (Joe and friends) joined by
a disjunctive phrase (neither ... nor). In the first example, the plural subject friends is
nearest to the verb, so the verb takes the plural fonn are. Ln the second example, the
singular subject Joe is nearest to the verb, so the verb takes the singular form is.

(Note that when the words either or neither are in a sentence alone (without or/nor),
they are not considered to be part of a disjunctive phrase. In these cases, they are con-
sidered singular and take only singular verbs.)

:ManfiattanGMATPrep
the new standard
"
Chapter 2 SUBJECT-VERB AGREEMENT STRATEGY

Collective Nouns are Singular

A collective noun is a noun that looks singular (it usually does not end with an "5") but
refers to a group of people. Some examples include:

administration, army, audjence, class, crowd, faculty, orthestra, team

Collective nouns are always considered singular and therefore require singular verb
foons. For example:

The crowd IS cheering as the home team TAKES the field.

To lktcmunc subJCd- Our army IS attacking the enemy.
~'erb .gnement, )'(lU
mll$lfil"Sl decide: Each collective noun (crowd, team, & army) takes a singular verb fann.
wbclbcr the 5Ubjcd IS
SIngular (W phll'1l!.

Indefinite Pronouns: Usually Singular

Pronouns are words that replace other nouns or pronouns. An indefinite pronoun is one
that is not specific about the thing to which it refers. Anyone is an example of an indef-
inite pronoun. The following indefinite pronouns are considered singular subjects and
therefore require singular verb forms. Note that all the pronouns that end in -(lne.
-body, or -thing fall into this category,

Anyone, Anybody, Anything Someone, Somebody, Something

Everyone, Everybody, Everything No one, Nobody, Nothing
Whatever, Whoever Each, Every
Either·, Neither·
(Either and neither may require a plural verb form when paired with or/nor.)

There are, however, 5 indefinite pronouns which can be either singular or plural depend-
ing on the context of the sentence, You can remember these 5 by the word SANAM,
which is composed of the first initial of each word,

THE SANAM PRONOUNS: Some, Any, None, All, Most

How can you tell if these pronouns are singular or plural? Look at the "of' construction
which usually follows the pronoun. You may recall thal you are generally supposed to
ignore "of' constructions (as they are misleading middlemen). The SANAM pronouns
are the exceptions to this rule: you sbould look at the object of the "of' construction to
" determine the number of the subject.

Some of the money WAS stolen from my wa.llet. (money is singular)

Some orlbe documents WERE stolen rrom the bank. (documents is plural)

'ManfiattanGMATPrep
30 the new standard
 SUBJECT-VERB AGREEMENT STRATEGY Chapter 2

"Each" and "Every": Singular Sensations

You just learned that when each or every is the subject of a sentence, it requires a sin-
gular verb form. The same is true for any subject preceded by the word each or every:

Every dog HAS paws.

Every dog and cat HAS paws.
Each of these shirts IS pretty. ·f

One may mistake the subject of the second and third sentences to be plural. However,
because the subject is preceded by each or every, it is considered singular and therefore The numbers of is nei-
requires a singular verb form. Note, however, that when each or every follows a sub- ther singular nor plural.
It is simply incorrect.
ject, it has no bearing on the verb form. For example: Never select an answer
choice containing thc
They each ARE great tennis players. phrase the numbel1J of.

Here, the plural subject they requires the plural verb form are.

Numerical Words and Phrases

The phrase the number of always takes a singular verb fonn.
The phrase a number of always takes a plural verb fonn.

The number of hardworking students in this class IS quite large.

A number of students in this class ARE hard workers.

Notice that both sentences focus on the word students. Yet in the first sentence the
subject is singular, while in the second sentence the subject is plural.

Other numcrical words-majority, minority, plurality-can be either singular or plural

depending on their context. If one means the many individual parts of the totality, then
use a plural verb fonn:

The majority of the students in this class ARE hard workers.

If one means the totality itself, then use a singular verb fonn:

The student majority IS opposed to the death penalty.

9dannattanGMATPrep
the new standard 31
 VERB TENSE, MOOD, & VOICE STRATEGY Chapter 3

The Perfect Tenses: An Introduction

Some sentences with morc than one action do require you to switch verb tenses within a
sentence. Sometimes this involves a simple and logical switch between the simple tens-
es. For example:

He IS thin now because he SPENT the last six months on an, intensive diet.

Here, the first verb is in the present tense (is), while the second verb is in the past tense
(spent). This is a logical switch given the content of the sentence.
Usc the present
Sometimes, however, actions in a sentence involve more complex time sequences. perfect tense for an
These actions can be expressed using the PERFECT tenses: Present Perfect & Past actioll that begall
Perfect. You must understand these to do well on the GMAT. in the past and con-
tinues into the
present.
Present Perfect: Still Going ...

THE ACTION
•
A moment in the past The present moment

Ifan event started in the past but continues into (or remains true in) the present, you
must use the present perfect tense. The present perfect tense is formed as follows:

Present Perfect - HAVEIHAS + Past Participle

The past participle of a regular verb (to walk, to dance, and to jump) is simply the verb
with an -cd ending, such as walked, danced, and jumped. Irregular verbs (to go, to
throw, and to be) have unique past participles, such as gone, thrown, and been.

Here are some examples of actions in the present perfect tense:

We HAVE LIVED in a little hut for three days.

Our country HAS ENFORCED strict immigration laws for thirty years.
They HAVE KNOWN each other for the longest time.

Each example involves an action that began in the past and continues into the present.
We lived in a little hut for three days and slilllive there today. Our country enforced
strict immigration laws in the past and still enforces them today. They knew each other
in the past and still know each other today. Therefore, each sentence employs the pres-
ent perfect tense. The first two examples involve regular verbs (that have regular past
participles~lived,enforced), while the third example involves an irregular verb (with
an irregular past participle-known).

'Jl1.anliattanG MATPrep
the new standard
Chapter 3 VERB TENSE, MOOD, & VOICE STRATEGY

Past Perfect: The Earlier Action

The EARLIER The LATER

Action Action
• •
An earlier A later
The present moment
past moment past moment

When fomung the past

Irmore than one action in a sentence occurred at different times in the past, you must
perl"ect Tense, 1\ doe~
Dot maller which verb
use the past perfect lense for the earlier action and the simple past for the later action.
comes first in the sen- The past perfect tense is formed as follows:
tence. only which vcTb
COIJICI!I first In tune. I Past Perfect ~ HAD + Past Participle I
Recall that the past participle of a regular verb (such as to walk, to dance, and to jump)
is simply the verb with an -cd ending, such as walked, danced, and jumped. Irreb'lliar
verbs (such as to go, to lhrow, and to be) have uniqut: paSt paniciples, :!ouch as gone,
thrown, and been.

Here are some examples of sentences that employ the past perfect lense.

The film HAD STARTED by the time we ARRIVED at the theater.

The teacher THOUGHT that Jimmy HAD CHEATED on the exam.

Both examples involve two actions that occurred in the past. The earlier past action
(had started, had cheated) is in the past perfect tense, while the later past action is in
the simple past tense (arrived, thought), Note that the past perfect lense is the most
important and most commonly used of the perfect tenses on the GMAT.

Perfect Tenses: Only When Necessary

Do not usc the perfect tenses when the simple tenses will do. Remember that the
GMAT prefers simplicity! In the following example, the past perfect (had believed) is
unnecessary because the sentence involves only one action in the past tense. The simple
past (believed) is correct.

Incorrect: I think that ancient peoples HAD BELIEVED in many gods.

Correct: I think that ancient peoples BELiEVED in many gods.
"
You should only ,use the perfect tenses when you can justify them with the rules
described in this section. I f an action began in the past and continues into the prescnt,
use the present ~rfect tense. If an action precedes an earlier past action, use the past
perfect tense. Otherwise, stick to the simple tenses.

.. :M.anliattanGMATPrep
the new standard
Chapter 3 VERB TENSE, MOOD, & VOICE STRATEGY

IF ... THEN Tense Constructions

Sentences that use the word TF to describe hypothetical conditions require a conditional
verb construction. These sentences have two pans: the IF clause & the THEN clause.

If you study diJigenUy, (then) you will score highly. OR

You will score highly if you study diligently.

Note thal the actual word THE is frequently omillcd. Note also that the IF clause does
not have to appear first in the sentence.

II-(IU.....
PRESENT
Usc IlK simpk past.
If she wins the lonery,
pnsc:nl. aod future
to:nxs IlllIesJ you have
If you study.
• good I'CtiOIl not 10
PAST
If she won the lottery,
lfyou studied,
IIU,\CI\I""
\VLLL + BASE VERB
she will give half the money to charity.
you "ill score highly.
WOULD/COULD + BASE VERB
she ",'ould give half me money (0 charity.
you ",'ould score highly.

PAST PERFECT WOULD/COULD + HAVE + PAST PARTICIPLE

If she had won me lonery, she would have given half the money to charity.
If you had studied, you would have scored highly.

When analyzing an IF...THEN sentence, perfonn the following steps:

I) Find the IF clause and label it.
2) Analyze the verb construction in the IF clause. Note that there are only 3
options (as shown in the chan above). Note also that the conditional words
would and could NEVER appear in the IF clause.
3) Find the THEN clause and label it.
4) Analyze the verb construction in the THEN clause. Make sure that the verb
construction follows appropriately from the IF clause.

"If" or "Whether"
Note that the word IF does not always signal a conditional sentence.

I don't know IF I will go to the dance.

The IF clause here is not followed by a THEN clause, so this is not a conditional sen-
tence. In this sentence, the word if carries the meaning of whether. In such cases, the
,. GMAT prefers that you use the word whether instead of if.

Incorrect: I don't know IF I will go to the dance.

Correct: I don't know WHETHER I will go to the dance.

.. :MannattanGMATPrep
the new standard
•

VERB TENSE, MOOD, & VOICE STRATEGY Chapter 3

The Subjunctive Mood

In English, we do not often use the subjunctive. Most sentences are written in the
indicative mood, used to express facts, or the imperative mood, used to express com-
mands. You can expect to sec the subjunctive mood in two types of sentences:
(1) IF clauses, when the IF clause expresses a condition contrary to reality. .'
(2) Hopes, proposals, desires, and requests fonned with the word that.

If I WERE a Rich Man...

The subjunctive case is used to express a degree ofuncertarnty or unreality. The IF
clauses in both of the sentences below express a condition thai is untrue. In the flfSt
sentence, the speaker actually is NOT rich. In the second sentence, the man in question
actually is NOT tall.
If be' ..... is .1_)'$
wrong on the GMAT.
Incorrect: If I WAS rich, I would donate money to rebuild myoid school.
Correct: if I WERE rich, I would donale money to rebuild myoid school.

Incorrect: If he WAS tall, he would be able 10 play basketball better.

Correct: If he WERE tall. he would be able to play basketball better.

In this use of the subjunctive, the verb 10 be always appears as the word were, regard·
less of the subject. It never appears as lhe word was.

Uncertainty: Hopes, proposals, desires, and requests

The subjunctive is also used to express the desire of one person or body for another per-
son or body to do something. There is a degree of uncertainty as to whether or not the
second person or body will actually do what is asked.

It Is urgent thai she SIGN the permission slip.

I respectfully ask that he BE allowed to continue.
My advice is thai he simply LOVE her for who she is.

Note that this use of lhe subjunctive is formed with the word that + Ihe infinitive form
oftbe verb (wilham the word 10).

This use of the subjunctive follows words and phrases such as advice, advisable, ask.
arrange, better, demand, desire, desirable, direct, directive, essential, fitting, imperative,
important, insist, instruct, instructions, intend, intentions. necessary, order, pray, prefer,
preferable, plead, propose, recommend, request, require. suggest, suggestion, urge,
urgent, and vital.

Incorrect: The parolee knew it was imperative that he FOUND a job quickly.
Correct: The parolee knew it was imperative that be FIND a job quickly.

'ManfiattanGMATPrep
the new standard ..
 STRATEGY

-- - - - ---- - -

,[ n.1I.
-- I- H- .. nbUU~ OB.JEC T ronoun~ P()~~E"""'I' I l,r"I1IIUII~

n
I.

nt m: , whit 111 pnmuUIl is

6il
 PRONOUNS STRATEGY Chapter ..

Possessive Poison

Jow'. room .. $0 1QftS) lhtl illS mown ails 111\., piz.

The possessi\'~ noun in this ... nl~ .. Jov'•. P"""",.i,... Pll)OOUM can ",fn ~k 10
poo.scssi,e '.....n•. Th"" the po•...,..,.e pronoun hrs ",f~nI back to J01t'~.. However,
,ubjeel ~nd objeet ).'fonou"" mBy NOT refer hack to pol!iiC,,,.e nouns. Thcrcfure, the
<.>bject pronoun him ill "",d ;lICo""",Oy beeau"," it may no\ "'f.... back In JOlt's. Subject

_I._If.. .
and nbj~t proooun, may only rcf.... back 10 subj~L;md object DOLIllS. Him would only
be areurallt if it reiem:d back 10 lbe WOld Jov_
I.... ,.,.....,..
E......... lhough ol _ ob>iouoIlhal. 111m ref..... ro J ...... lho.: llnIlrDCe IJII$ ~ ~ In
onIer for It 10 be grwnrnuw:ally curect 00 !he ffilAT W~ C&ll fiX "'" ~ by 1<..."..
ing .... aro:I dll'ft_lmIllinI.

Jose'."",,,, Is SO meny 'u' Ills mothrr cd' Jov' pi&.

The Deadly Four: It, Its, They, Their

'"", """'I commO'l l'JO""un mililak~ 'n"",r." third person perwnal JIlOOOU1l$ tho.:
singular It and Its f'lOSilCS,i.'e I~, Blld ,he pluml they and i" 1'O'..... ive Ihelr. Wht-ncver
you sec one ofthf!IC four pronoun•• you should stop and mah lUre that il alO=il in
number with it, anli><:edcnt.

Their .1 !he ~i\~ form uf the plural pronoun lht)', SO lheir can only ~fcr Ill' pin-
ral ~'d. Unfonunatdy. m everyday 6pCCCh lheir IS u.~ 11lOOITectIy ... lhe
1"""""'''''of "mvular ...bJeClll

lnoeuntt Wl... tll4' phWII ulk. bJ<e de Tllt:IR ;"fMa>lIiH.

Cana, "hen lhe pe..- ....... lake it UlS l.r tieL OM
~ "hen Ille P"lple etlliah doooD TUI:IR Info tioa.

lbe antecedent penoa IS singul:or, 50 it requj~ !he SlnguW pronoun hi. ur brr. not the
plural pronoun lMir. ffOnt changes Ibe .nt<=denl 10 tbe: plural people. one can u.<c
lhe plural pronoun tbeir.

Incorrect: r,"frl0nt· here will n~d THEIR O..-n pt'ndl.

Curre.::t: r.'·cr)'one her will need HIS 0"'" p-endl.

The anlC>XdcM f\.rr)'OI>C il siogul:or (5« Sub:Jcct·Vrrb A~t).. lberefon::, II

rcquira the >mgobr pronoun bi... not the plural plUDOWllllrir.

9rtanliattanG MAT Prep ------,,,

the ~ .. SlM>dord
Chapter 5 MODIFIERS STRATEGY

Modifiers with Relative Pronouns

ModIfy,ng pbrueo an: olWn 'ntroduced by rdat"c pronow1li SUlCh.,
..Itica.. tlllIl.~. ""he. "'HM. ..-Ioom

Awl<ward: We IUI·drove a fwr hn'lnlo\ en~ine trouhle.

Correct: We tut-drun a eWe TIIAT b"d nlline tr6utHr.

A.-kwani: TIte Y."kfts. ....nr l:iki"llll &.e. pnlCrit:r ,""'cr, day.

-
"................
............
Coma: TH Ynl.;ra. WIIO HUT "lor til ..... p ~ ,""'"y da~'.

00 the G\iAT, II '~sornrU""", preferable to ,n~ w mO("Ii~T us,ng a ..,lative

pronoon aTlll. simple verb len", Ihan u,ingju~. an -inW form ofa 'crb. NOI'~f thaI m

---
.
~_io_

_......_.
lbc Ol'flleflCCOIloove. Lhe ""oros hvlnc and lilrllll: bowe bco;n rq>lIecd wilh tile word<;
......,.- b.dand Iik

n.: prorlOlIII",'1M inlIodDoes pbl.-Ihat IIIOdIfy a ~ .... a &""'P ofpeDllle, while

the pronoun "'bk.lllntrodu« pilralie Iha1 IDDd,fy Ihirlgs. The pronoun tbal can be used
~- 10 mo,.hfy eithcf people Of' ~

R'iSCntial \'S. Non-cssential Modifiers

\\ bleh ... word to mlrollulCe "uot. "$(('ntiar rnodIrlCn. 1bo,.~ are elalAel:!hal JIl'O"Jdo;:
In~ .boul a ...,.. l.IlM ;" _ ...., 1 foJ ioIknt,fylll& Ibat -...
110.. I\; usallO IDlmducl: McucnuaI~ modifier$. l'bese an: cJ.mo:s thai: prnvJde mfonna-
llOII about a noun 1Iw is nrces.sary for odco:Itil)lnll that DOUO

Th,~ ""'y souTlll complic.I~-d, but lo",k althc following cxwnples:

To find my~. "'1lll: down the kfl gdr: of the iUftt

WIlli you ~ lbc lIurd ' -• ..-Ilidt is ml
To fmd my hooM. _'all: ........ the left ~ oflbr otrttl
until you ....h 1M mini boose that IS ml

Do the Iwo Sl'nllmCt!l above lead yoo to the ,arne house? Not necessarily, The fil"'lt !len-
te'....., (lL'linglbc roon-es..rnlial cia""", "'hkll il n'd) al"",ysleads you lO rhe THIRD
........, OIl the kn side of lhl,: w-. 11ulI boo.~ h"l'J'Cl1S 10 be 1M.

TIle second ...1U,lCC (1ISI"ll1br -rM"" clD$:: 110.1. iI rN) ~ you 10 the nun! RED
~ Olllhc kf\ side of1be Wttl ThIS may be the 1Iurd house 01\ the left side of the
.llffI (,fthe firsllwp are.(jo 1M), or ir may bl; 1M eighth house un the len.ide oflhe
"""'I. (l< rhe tenlh ~"""'. ele

A IDDdificr introduced by the word '" hicb can hoc removed from the .... teoee ... itbool the
sentence losinZ lily esstIllial meanllll. On tilt other hand. • modifier introduced by lht:
wortltllal .. "$leniallO the meartlllg of the 1ll:ntenCe.

?r1anliattanG MAT"Prep
the ne>o st~odard
C"ap(~r 6 PARALLEUSM STRATEGY

Parallelism with Pronouns

0ftcD, pr<XIDUD'I sudl. "'IlIc:Il, thai, tb.-., .. bo, ftC.. - ...paI parallel ~umo. if
one: ,tan mdudca a pronoun. tit, ona.lIpprUIIriaIe 10 ",dude ltIc $&me pronoun in par-
alld ilCml>. !'or aampIe.:

lnoolltu: I ,,",fer ,. Illre _ple)fft WHO .. en.. liard M ,"'- Tf(AT IiH'L
C<lIR'CI: I ,,",r.,..,. Illn _pIo)'1ft \\ UO .. wI< liard ,. ,.... \\110 ""L

----
-_.,011)
-.et... _

.-l1opcaR) .......,
11lOOlTt'ct; Ralpb lll<ts a .·aliely.f Pf'Ople, inC'lHi-& TIIOSr. WIIO are
pop.br alMl WIIO are aot.
O:>n'ect, Kalpb ll};ts a .-alitl) .f p<'Ople, inC'llOdi'"C THOSE \\ 110 are
poptlbor alMlll10SE WIIO a .... noL

Idioms with Built-In Parallel Structure

IdiolIlli are a oopic in and of tl\crmcl".", which will be ~ated liter on. Ho....,"er. ,.,...
la,n idioml arc dirc<:lly relaled 10 paralkhsm in IMI their IitrUl:lure deman~ ,t T~,
chan shown below lim 50me ,d,omati, Slru't".....,; Ihat req,,~ paral1eh'm:

I" all ofth""" ,xamplcs. X m".l be parallel 10 Y in both SlnJct"re and meanins. For
example:

l""o~: I ddlnltelf p.... rer uIluK I•• r",am 1<1",,,,. ",ll' 1'.,.lId ~l1("'Urc,
In lite ummerdme 10 1Ic>1 dO£'.
MOf'I.' X Ituln Y
Correct: I dennilelf p"rt't" ntln¥ lre ...... m 10 The """" X the llJ"aICf Y
,,"0 Icu. .. u X than "'as Y
nting Ilc>l d~ In 11l~ 'IImmonimr.
AsXmY
1'<>1 only X but 100 Y
l\0Ii0:c !hat rho: cona:l VCISJOn or lht' $I:Dlc::rICC
~<>1 X but rather Y
m&llllam. paralJel .mucnare w,tton lbc Mhom. nlUl:
X IR'iIelId ofY
ke r~.. ill 1"'fII11c:1 10 nll_, lIIoc dop.
lbe """'" 10 X ., 10 Y
Range r.... X III Y
80dl X andY
r:uhl:r X ur Y
"'.,Ibrr X ... Y
MlSIake X forY
~rrr X loy
X regarded iIIi Y
To dunk of X ., Y
tklie-.·e X 10 be Y

:ManliattanGMATPrep
lI1e ""... stIInda'd
 PARALLELISM STRATEGY Chapt.,r 6

Superficial Parallelism vs. Actual Parallelism

To ptl:SC"iC parallel stru~1u"" it is im!X'rtant to pay attention to which grammatical
structure< -vern rh,.",...... nnun phrases. prepositional phrasc~. ad,'~rbial phnlse>. cte,
ar~ logically parallcl ~forc a."uming that they must t>c structurally parallel, for e=-
ric:

Ken Innlcd aroond Ihe ,,·orld. "Isltlng hisloric ,II... eating oati"e foods,
and learning about new cullures.

In til{: SCDtellce abo'e. the "erb phrases visilin!!: hi,toric .ite., eating native foods. and
learniDI( ahour DeW eolto res arc parallel. The main clause, traveled around the
world. is not rarallel to the"" verb phra,,,,. Thi. i, NOT incorrect. Traveled is the
main verb. and the other ,'erb phm",. provi<k additional inf[mootion about what Ken ,ml""''''' '" _""<>
did whi Ie tT'l\veling, It would diston the meaning of the sentence to cnange it as follows: •.;u, ".,.;oJiliffl m.l
KIi<"",
Ken tra,-ded arouod the world, vi'ired hi.torlc sitt'S, ate natl ... foodjj,
and learnl'd "ooUI lIew cultor....

Thi~ "",,,,ion gi,'es all the activities equal emphasis. instead of maling thc last th",. .
acti"itie. subonlirulte to the main activity of traveling around the world.

Do not become a victim of superticial rarallc1ism by assuming thai ALL verbs in a

S<.:m~nce must be pamlleL Only the structures that are logically parallel must be
strucnually pamllel.

Watch Out for Verbs of Being

A more subtle eJ<aIllplc ofparalleli.m involves verbs of being. Usually, we think of
verbs as :lOtion word, (wall<, dance, and jumr), hut a second class of verbs is tenncd
verbs ofhcing. I"stead of exprcssing what a ,uhject docs. til{:sc wrbs express what a
subject is, or the co"diti"" a subject i, in, The mo,1 common veri> of being is the verb
to he, hut Ihere arc other being vcrl>. as well. Helow are two lists. The fi",t contains all
the forms of the verb to be, ",-hi]e the second contain. other commo" vcrbs of l,,:ing::

I" B, Other \.,h, of K,il1~ '" ( "n<liwlll

appear .. ,~n
"
.m be~...,me smell
Me feci wool
W~ '"'_ stay
W," look taste
b,," r,""alO 1=
being

~anfiattanGMATPrep
_ new .t.on<l",d ---- .
 COMPARISONS STRATEGY Ch. 16" 7

COMPARISONS
Compwiolon. ~ I '-pr'CiaI f...-m of pllflIlld'sm thai de!lcr>-e ~Ja1 al1C'lltioa.
C~ "1_),,, ~ at k::Ml rwo tItmp. Altbou&h!bey ma)' $CCm ' ...
cuu....._ ..'Jlllln • ....,IMoc..,oft"" uxII"Ic.. aDd .....k.

In am.eking GMAT rocnpari_. you must first

Ic.m to 'i"J'l them by leaming certain kcy words
or p1Jl'a5C1l that "JP'IlIJ comparisons. Upon lind·
like
WllIlec
• (adj.) lUi
llll
ina • COnIpafI5OI'l, you ml$ idmtify Lbo.: 1"'0
-,....
Iiken,nlt a man)'.
lhwp being oompan:d and ~ ltw they an:

-'....
IJUIy pwaIIel bod! ...ilb repni 10 ~ and

Ccru," .....onh and ~ t;t:na1 comparison •.

... .........
~er'

• honer than
diffe!'Cflt from·
• fey.
"' mlldl.,
IOIIliok as
high llil
liS
u short Kl
ar

_--
_.... _..
,. ...
~tW"_
_

The dan ,h""m I\l tho righl !isIS the lIlOSl

--
imrx-'laDl of thdo.: .. JIIllls. ~ you !ott 't><*'" .... <Ot1'\"Cl •
""" of tbrm. 5&Op and find the r40 ilans ~
axlll_""·
..-;-.-'" ',-
"L'k
I C.. VS. .-,n.'>
.. _"
'Ibc words Ii],,;. and ., are 1"0 of the . - common COIIIpul>On Slan"hI. A1~ they
may S«fIl intefChangcablc. for !be pIlI'p(llIII5 of!he G.\tAT. !bey are not.

As should be used;n a comparison invlliving dau~. A clall'C is any ph...." thai

ir>dude. a vem. Al can abo t>c u>al in comparisons lilaC Uloe ,he "onWuctiOfl at , .. n.

llloCOfTl;<:t, lid'" aud JII~ AS their motber SIU)'. are ulremfly . ..,1.
~ 8db. _lid Juw. LIKE d1rir IIIOlh« SCaty. art u'n'ftldy smart.

lnoonttt: JU<I UKE n.imftllllSIs tuod t'~trt'ne. d:lint". Wftl ...,y 10

l>u.n ~.IUrlM.
Co~I: Just AS ,wlmml"lIl. l(ood t1t',."loe, sliJl"l( 10 a 11,.".1 WI)' tu burn
calorin.

III \he fin! exampk, .. mpk oouns (1Sdb. lad J.1It &:: tMif' ~ Slxy) an: be...
UA.,..,oo. so Id~ is n:qu,rcd. In !he J«ond ~ ~buw:J ...'i!h \he verllie be are
bel", COIIlfW':d, '" ... 15 nlqu=d.

Not<:: Like is onen mi~uscd in mOOt"'" English, [)n f\Ol use like when yOIl mean for
rumplr. 1"'1~..,J. u'"" I"" p/lrMr sucb .. (iCC puge 1M).

?1an1io.ttanGMATPrep
the new stllnd.rd
"
Cba ter 7 COMPARISONS STRATEGY

Keeping Comparisons Parallel

Aik yuunclf: W1w cwo Ihmp..:: be:-e

UllI4*'td'! ~ 10 tlae IomlaOa: ail .......
1m, thu.'. btlild IS bnnc
Wi. . . od 10 III.. bntItn", ThIS is _ . Jop:al ~
Iwc-_ il doa; nul a...-e Slmi_ dwlp. Ia onk:r toCOlT\'C\ tIus ft'l'Of. _ can dllngc

-"'- --".--....-...,.
1tIe .......... ~ m one 0(:..'0 "'..ys.;

t-~aL IIkr Ills brolhtr, b.. I b....d .Id .....,.Iar bsild. OR

.·~u.·s btlild.llb Ihl' "111.. bnNb..... io nrr.:m~) brolld IJKl.llwalar.

...-,--.-.-
_..........
....-: :
lbese revisions botb contam lo&lCII oomparisons.. The fIm COITlj!*Ics t'r:ank 10 Ilk
1Koth while!be....:ond rev,soon ~ .·~nk's build to lbal (Ibf blilld) or III ..
bnNb .

CompariSOflS ",...1 be ,'lrw'lO/rully ""mIll/. That is. tllty mu.t !lave I similar srammah·
ell structure.

I enjoy DylnK by pllne more thwn Iliko to drive In a olr.

A~k yOl.lJ'SClf: An:

the object~ of compan~ grolffilIl,;ltieally pandlel? No. booause ~njoy
f1)in~by pl""~ does not hive the same structure '" lib 10 drh'f In ,. ear. In order to
make the comparison structurally patllicl. wo em levi"" the sm~ Ib' follows:

I tr,joy Oy-inll: by planf mon lila.. dr;'laz by ear.

Here the p/nlie Oyinll: by pbne parallels the p/nlie driving by e.r.

Comparati\'e and Superlative Forms

WhaI ~ dii two duDp.
_Ibe lXld4'*.ti~ of ronn
an lICIjcc(:vc or ad\-crb. w_
\lr'hal cunpa 111& IIIUI"I: thlIn M~
Much. "MIly
:_ tilln... "'" 1M supata·
,,'" LIttle. D..1euer

""....
b~ form or aD adjCICtJ~e or F. FarUlcr. flD1ba-
••

CnmflUllli'·" Sk;' SilORTU~ 'h,.. h~r w ..... (Add--er)

Superlam-e: ~ Is 1M SHORn:..orr.r her "\~ ~bli.ag... (Adcl-estl
Cumpamivc: You .~ MOR.: INTERESTING Ib. . .h~. (Add the w«d~)
Supn-lall~"': You .~ Ib~ MOST I~TERF.sTf'"'Gpoersoll bore. (Add the won:! mosl)

:ManliattanGMATPrep
the new 51.rId.,..
Chapter 8 IDIOMS STRATEGY

X Enough to Y vs. So X As to Y
life Illlm Idoomahe e_~pn:!lriom thai are .imilar to one 3DUIbeJ but thai do IlOI
Ttltil'
mean 1M ilIll"Ir tllIns. A classic example thai ."m,,"mes IIp(l<:lIn 011 the liMAT i~ 1M
diffnmce brI,.'~ the two odiomalic cxpussi."...X ttliHi8h", Ymd SlI X 11$ III r

The fin! CX~JOIl .. used "ben X i. the eruena by "'bicb an abihty w ac:hlC'o'C Y it
mrtiUl'Cd. For elampk:

--._-
.... '
Bob 15 tall tno~lllo TaCh the 1Op!lbdt::

In this sem~ helpl is 1Ix: muna by which the ability to laC" !he
--
lOp shelf i5 _
__k
un:o,l The rOC\lS hrrt: i. Dob's "bil"y 10 nad< 1M lOp sItdf-

The: - . l ~ion is UIed _"hen tbt: dwaauistic X IS so Cltln:mt: ia tile pamcular

<:a6C lhar. y ~IU. For aampe:

iJl dld -..oe, Bob's bc1aJIt IS so "u-..e !hat he arnalJy can ~h the lOp wlf
lbt ix:ui lim: iii tbt:~o{&>bsa_lterglu.

2rfallliattanG MATPrep
". tile roe'" standar'd
 IDIOMS STRATEGY Chapter 8

Idiom List
Review the following common idioms. This is not an exhaustive list, as there are thou-
sands of idiomatic expressions in the English language. For native English speakers, it
is unnecessary to spend time memorizing this list. You should spend most of your time
.
perfecting the spot-exlract-replace method, which helps your ear find idiomatic errors.
~

IDIOM LIST
a consequence of demand that neither X nor Y
a debate over dependent on no less . .. than
a responsibility to depends on whether no less was X than was Y
a sequence of depicted as not only X but also Y The expression
able to X determined by not so much X as Y "consider to be" is con-
access to differ from not X but ratber Y sidered wordy on the
agree witb (person/idea) different from noted that GMAT. Use the verb con-
agree to (a plan or action) disagree with (person/idea) permit X to Y sider without "to be."
allows for discourage from persuade X to Y
appeal to dispute wbetber prefer X to Y
approve/disapprove of distinguish between X and Y prohibit X fi-om Y
an instance of distinguisb X from Y potential to
as a result of doubt that range from X to Y
as good as either X or Y rates for (not 'of')
as great as enable X to Y regard as
as many ... as encourage X to Y requiring that X Y
as much as enough X that Y requiring X to Y
asXastoY estimated to be responsible for
askXtoY except for resulting in
associate with expect to retroactive to
attend to fascinated by sacrifice X for Y
attribute X to Y forbid X to Y seem to indicate
based on identical with similar to
be afraid of in contrast to so as not to be hindered by
believe X to be Y in danger of soX as to (be)Y
better served by X than by Y independent fi-om so X as to constitute Y
better than indifferent towards so X that Y
both X and Y insist that subscribe to
capable of interaction of such X as Y and Z
centers on isolated from targeted at
claim to be just as X, sO Y the more X the greater Y
compare to (similarities) koow to do X the same to X as to Y
compare with (differences) less X tban Y to result in
concemed with likely to be to think of X as Y
conform to mandate tbat used as
connection between X and Y mistake X for Y view X as Y
consider X Y (without 'to be') modeled after whether to
contend tbat more . .. than ever worried about (not 'over')
contrast X witb Y more common among X than X enougb to Y
credited with amongY X instead ofY
declare X Y more X thao Y X is attributed to Y
declare Y X native to X out ofY (numbers)
defined as a native of X regarded as Y

'ManfiattanGMATPrep
the new standard 111
 ODDS & ENDS STRATEGY Chapter 9

ODDS & ENDS

You now have llI/IDy thUlg'l to look for in aIIllI)'Zing a GMAT ..,nlC!>CC. On a 1Cf>.,.".1
level. look nut for the tb= C's "r ... nlen,,~ ,,,"""lion: Corrt<;tn,n. COIll'ision. llIld
Clanly. On I lfl«ilic ]1!'\'cL male SUfC 10 cMck alCh SCDle'ncc for cmJr.I n:bt4"tl1O Ihc
followlllll arammaticallO(lics· (l)So~.\'ftt>Agrecm ... (21 \'cfb Teuc, :\w..u.- &:.
Vot«. (,)) ~ (4) \Iodif>en. (j) Panllel'...... (6) Corn~ and (7) l d _

The '~l maJOrity ofG\1AT gnunmllr errors rail into ooc oflhc: pn:ced,nll: calClIO"io:s.
~~. ho"-e'o"tt. a lew other ~ IIf erron ...hach lIIOI)' be found I!l O:»tAT
~, If )IOU ha...: checked. oo:ntma: for atl \be InIJO' l~-pes of enon aDd )"llU an:
mll undee"Jcd be\..«n 1"-" 'lmIml:l: ,"ft'S1()N., CUDlildcr rho: f<>lJo..,mg. odds &:. <:ndl;-
n.._-.y __
addnioo:ll gnmmar tOil'" wl1icll may ~Ip you identify the C~( ... nt~c: I\eo ."..,_ .......

Quantity
(I)
(2)
()J
Quaulit)'
~ Wunb aod PuuaulIlD:l
Thmg'l Th:u: are ,0.1_ Alway \\'1'OrIg '-
\I.~_1\00

In "~i~ .....-..h aDd o~ of quanllly ...., ~ 10 i.Inl.1 pammlltical",k!;,

lOl$ your knowledge of these Mq...... tity- rulell.
The G.\IAT

Huh; Jll' \\.001> MKd (lIT countabk thlDl.!Ii yS. wools used (01 WlCOllDtabk tbIDgs

Tb: folklow'llg tiIarl dJ~1D­

gul~ be1 ...-cen words
Mllny hat' MUlCh pall",.e
and cxpr~iom lhat mo;Ii-
A~"""'y !>au ~ lih'r1s As WI ...'. pllli...-.ce a.< klI"JneM
fy rounlablc i1UIl8l' and
F"'-iF......". ha~ Unk!Ln.J pauerott
thooIc!hal modIfy 1IDC<lo\IlI1-
abk liwlIs:
'·......wrofbMJ ~ of !'"'l1efl(X:

Countable Items mdudo,: dollan. h.lS. buildlngs.llI'Ili~. Uncountable Ihing:<

i,.;1ude ~'.....1«...Tft.... fe. oncI p:l1iNtt. lfyoulrt........, ... !l) .. ~ _ _
thtng I. oounuble <II" DOl. pafOlTll the ooummi lesI.:

-"".
ror doUal"l" I dollar. 2 doU.r" 3 dull.!'\, .nd so rMtb. Th;~

for money: I DlOnt). Z ~.Ilop. T1lJIi dna DDt: ... ark; InOIHY IS
uDCOUnl3ble.
wOlh; ooU.r is

5\tanliattanGMATPrep
~ new SUI"d~n:l ----~'"

...
Chapter 9 ODDS & ENDS STRATEGY
Rille 1!2; Words used to relate twolhjnaS ys words Used to rdale tim,'\: Qt lOOn; thin¥'

To relate Iwo things, yoo

mu,llIse different wonh
from the words you lise betwc<:n X and Y among X. Y, and Z
10 IChtc thr"" or mon: X is better lhan Y X is \he t>t,.,t (among X. Y, and Z)
thing.. lbis chart high- X has more than Y X has the mosl (among X. Y, and Z)
lights the mosl importanl X has less than Y X has the leas! (among X. Y. and Z)
words (I~ majority a", a
review) tha! must k u.ed w~n relating dilf=nt numbers oflhing•.

........-. "'" .......

--""
""_'....-...01
.~
'" Rule #); HI: Pumber or numbsr ofYS I numNr or tbe numltea or
As yOll may T\.'\:all from the Subject-Verb Allf""men! =lion. th;: word nllmber i, tricly
depending on tbe expres,i"n in which it i. used. 1lIere are !wo majOI point' to Icmem-
,,,"
FIRST. the numht'r i. singular. and I numbfr is plumL

Thc numbt=r of dog. IS !:""ater than the numNr of nts.

A numlH'r of dogsARE rba.ing away the cal••

SECOND, Ihe numben of i. incorrect. Stick 10 the expres.ion the nllmlH'r of.

Incorrect: THE N UI\-l DF:RS OF dol:" in Monlana arc .teadily increasiog.

Correct: THI' NUMDF.R OF dog. in Montana Is sleadlly Inercl$lng.

Rule #4; Irn:rease and dccn;a;;e yS. greater and leli/i

1lIe word, Ine""..e and decru... are NOT the same as the words greater and I.,.,
lnerea~ and dee""a... exl"\-"'" the change of ONE thing over time. Greater and Ie••
signal a oompariSOIl between TWO lhing5.

Tbe pr;.,., of .ilver lNCH..EASED hy ten doUar•.

The price of .lIver ill G REATF:R tban Ihe price or copper.

Watch out for r<:dundancy in sentence< wi!h the woal, Inc...,.... and decrease.

Incorrect; The price or ';lvl:r reu b)' a more thin 35~. d"",.,,,e.
COITect; The price or sil.'u dN,.,ued by 010..., tha" 35%.

Deere•.., already includes lbe notion offaJling or lowering, SO \he word reu is redun-
dant Similarly. In'erease incluclcs the notion of rloln!: {lr ~ro,.lng. so those word. are
"redundant as well'

'.M.anfiattanG MATPrep
the llCYr SlIlr>d.rd
Chapter 9 ODDS & ENDS STRATEGY

Connecting Punctuation
The two major punctuation marks that can connect sentence parts are the semicolon and
the colon. The semicolon (;) is used to connect two closely related statements. BOTH
statements must be able to stand alone as independent sentences.

Incorrect: Andrew and Lisa are inseparable; doing everything together.

Correct: Andrew and Lisa are inseparable; they do everything together.

In the first example, the second part of the sentence is incapable of standing on its own.
Therefore, the two parts may NOT be connected by a semicolon. In the second exam-
ple, the two sentence parts are both capable of standing alone. Therefore, they may be
A semicolon is used connected by a semicolon.
only to connect two
related complete The colon (:) is used to equate two parts of a sentence. For example, it is often used to
sentences. equate a list with its components. You should be able to insert the word namely after
the colon. Only the statement that precedes the colon must be able to stand alone:

Incorrect: I love listening to: classical, rock, and pop music.

Correct: I love many kinds of music: [namely) classical, rock, and pop.

In the first example, the statement preceding the colon- I love listening to-cannot
stand alone. In the second example, the statement preceding the colon can stand alone,
and one can insert the word namely into the phrase following the colon.

Be sure not to confuse the semicolon (;) with the colon (:). The semicolon connects two
independent clauses (each can stand on its own). The colon equates two parts of a sen-
tence where the second part is dependent on the first part.

Things that are (Almost) Always Wrong

Finally, be aware that there are some words and phrases that appear on the GMAT that
either always or almost always indicate incorrect answer choices. You should learn this
list and be able to use the words and phrases shown below to identify wrong answers.

She asked him several times to
take out the garbage, but she
wasn't sure whether he would
do it.
The politicians were amazed at
the numbers of anti-war pro-
testers.
She asked him several times to
take out the garbage, but she
wasn't sure whether he would
do so.
The politicians were amazed at
the number of anti-war protest-
ers.

He couldn't decide whether or He couldn't decide whether to

not to apply to Stanford. apply to Stanford.

'ManfiattanGMATPrep
124 the new standard