Gre official guide 3rd edition pdf download free

Answer the questions in each set, then read through the explanations to see which test topics you found most challenging. Look for patterns. Did specific question formats give you trouble? When did you need to guess at the answer? Use your results to identify your weaknesses and to sharpen your test-taking skills. You do not necessarily need to tackle every topic in the review or to work through the review in the order in which it is presented. Skip around if you like, but remember to focus on the topics that you know give you trouble.

Each section of the review ends with practice problems that you can use to see how well you have mastered the material. If you get a problem wrong, go back into the review section and re-read the corresponding instructional text.

When you take each test, try to simulate actual testing conditions. If you are taking one of the tests in Chapters 8 and 9, sit in a quiet space, time yourself, and work through as much of the test as time allows. Before beginning the timed practice tests, use the Test Preview Tool to familiarize yourself with each of the question types, formatted as they would be on the actual computer-delivered test.

Also use the Tool to become familiar with all of the features of the computer-delivered GRE General Test, such as Help screens, the Review screen, word-processing software for the Analytical Writing section, and the on-screen calculator. Once you have familiarized yourself with the General Test using the Test Preview Tool, prepare by taking the first full-length, computerdelivered GRE practice test.

When you have completed the practice test, you will receive scores on the Verbal Reasoning and Quantitative Reasoning measures.

You will also be given access to scored sample essays with reader commentary for the essay prompts in the practice test to help you evaluate your performance. Based on your performance on the first practice test, you may decide to review math concepts or perform other activities designed to strengthen your verbal reasoning, quantitative reasoning, critical thinking, or analytical writing skills. When you have completed those activities, it is time to take the second timed practice test.

You can use the results to determine if you need additional practice or if you are ready to take the actual computerdelivered GRE General Test. Prospective graduate and business school applicants from all around the world take the GRE General Test. GRE scores are used by admissions committees and fellowship panels to supplement your undergraduate records, recommendation letters, and other qualifications for graduate-level study.

In most regions of the world, the computer-delivered test is available on a continuous basis throughout the year. In Mainland China, Hong Kong, Taiwan, and Korea, the computer-delivered test is available up to three times per month. In areas of the world where computer-delivered testing is not available, the test is administered in a paper-delivered format up to three times a year.

The Analytical Writing measure assesses the ability to articulate and support complex ideas, examine claims and accompanying evidence, sustain a focused and coherent discussion, and control the elements of standard written English. The Analytical Writing section requires you to provide focused responses based on the tasks presented, so you can accurately demonstrate your skill in directly responding to a task.

The Verbal Reasoning measure assesses your ability to analyze and evaluate written material and synthesize information obtained from it; understand the meanings of words, sentences, and entire texts; and understand relationships among words and among concepts. The Verbal Reasoning section measures your ability to understand what you read and how you apply your reasoning skills.

The Quantitative Reasoning measure assesses your basic mathematical skills and your understanding of the elementary mathematical concepts of arithmetic, algebra, geometry, and data analysis. The Quantitative Reasoning section measures your ability to understand, interpret, and analyze quantitative information and to solve problems using mathematical models. Questions in the unscored section are being tried out either for possible use in future tests or to ensure that scores on new editions of the test are comparable to scores from earlier editions.

The research section will always appear at the end of the test. Questions in this section are included for ETS research purposes and will not count toward your score. The Analytical Writing section will always come first in the test. Total testing time is 3 hours and 45 minutes, including the unscored section. The directions at the beginning of each Verbal Reasoning and Quantitative Reasoning section specify the total number of questions in the section and the time allowed for the section.

For the Analytical Writing section, the timing for each task is shown when the task is presented. This means the computer selects the second section of a measure based on your performance on the first section.

The advanced adaptive design also means you can freely move forward and backward throughout an entire section. Total testing time is approximately 3 hours and 30 minutes. The directions at the beginning of each section specify the total number of questions in the section and the time allowed for the section. Test Design Features Answers are entered into the test book, rather than a separate answer sheet. You will be provided with an ETS calculator to use during the Quantitative Reasoning section; you may not use your own calculator.

Information about using the calculator to help you answer questions appears in the free Practice Book for the Paper-based GRE revised General Test, which is available at www. Preparing for the Test Preparation for the test will depend on the amount of time you have available and your personal preferences for how to prepare. The administrative procedures include registration and appointment scheduling, date, time, test center location, cost, score-reporting procedures, and availability of special testing arrangements.

Before taking the General Test, it is important to become familiar with the content of each of the measures. It is also important to spend some time preparing for the Analytical Writing section by reviewing the skills measured, scoring guides and score level descriptions, sample topics, scored sample essay responses, and reader commentary. Test-taking Strategies for the Computer-delivered Test Analytical Writing Section The Analytical Writing measure of the computer-delivered General Test uses an elementary word processor developed by ETS so that individuals familiar with a specific commercial word processing software do not have an advantage or disadvantage.

This software contains the following functionality: insert text, delete text, cut and paste, and undo the previous action. Tools such as a spelling checker and grammar checker are not available in the ETS software, in large part to maintain fairness with those examinees who must handwrite their essays at paper-delivered administrations.

It is important to budget your time. Although GRE readers understand the time constraints under which you write and will consider your response a first draft, you will still want to produce the best possible example of your writing. Save a few minutes at the end of each timed task to check for obvious errors. Although an occasional typographical, spelling, or grammatical error will not affect your score, severe or persistent errors will detract from the overall effectiveness of your writing and lower your score.

Some require you to select a single answer choice; others require you to select one or more answer choices, and yet others require you to enter a numeric answer. Make sure when answering a question that you understand what response is required. An on-screen calculator will be provided at the test center for use during the Quantitative Reasoning sections.

When taking the computer-delivered GRE General Test, you are free to skip questions that you might have difficulty answering within a section. A sample review screen appears at the top of the page. The review screen is intended to help you keep track of your progress on the test. Do not spend too much time on the review screen, as this will take away from the time allotted to read and answer the questions on the test.

Your Verbal Reasoning and Quantitative Reasoning scores will be determined by the number of questions you answer correctly. Nothing is subtracted from a score if you answer a question incorrectly. Therefore, to maximize your scores on the Verbal Reasoning and Quantitative Reasoning measures, it is best to answer every question.

Work as rapidly as you can without being careless. Since no question carries greater weight than any other, do not waste time pondering individual questions you find extremely difficult or unfamiliar. You may want to go through each of the Verbal Reasoning and Quantitative Reasoning sections rapidly first, stopping only to answer questions you can answer with certainty.

Then go back and answer the questions that require greater thought, concluding with the difficult questions if you have time. During the actual administration of the General Test, you may work only on one section at a time and only for the time allowed. Once you have completed a section, you may not go back to it.

Scratch Paper You will receive a supply of scratch paper before you begin the test. You can replenish your supply of scratch paper as necessary throughout the test by asking the test administrator. Breaks There is a minute break following the third section and a one-minute break between the other test sections. You might want to replenish your supply of scratch paper during a scheduled break.

Section timing will not stop if you take an unscheduled break, so you should proceed with your test without interruption once it begins.

Test-taking Strategies for the Paper-delivered Test Analytical Writing Sections In the paper-delivered General Test, the topics in the Analytical Writing measure will be presented in the test book, and you will handwrite your essay responses in the test book in the space provided.

Save a few minutes at the end of each timed section to check for obvious errors. Although an occasional spelling or grammatical error will not affect your score, severe and persistent errors will detract from the overall effectiveness of your writing and lower your score.

During the actual administration of the General Test, you may work only on the particular writing section the test center supervisor designates and only for the time allowed. The supervisor is authorized to dismiss you from the center for doing so. A calculator will be provided at the test center for use during the Quantitative Reasoning sections. When taking a Verbal Reasoning or Quantitative Reasoning section, you are free, within that section, to skip questions that you might have difficulty answering and come back to them later during the time provided to work on that section.

Also during that time you may change the answer to any question in that section by erasing it completely and filling in an alternative answer.

Be careful not to leave any stray marks in the answer area, as they may be interpreted as incorrect responses. You can, however, safely make notes or perform calculations on other parts of the page. No additional scratch paper will be provided. During the actual administration of the General Test, you may work only on the section the test center supervisor designates and only for the time allowed. All answers must be recorded in the test book.

Breaks There is a minute break following the second Analytical Writing section. In holistic scoring, readers are trained to assign scores based on the overall quality of an essay in response to the assigned task. If the human and the e-rater scores closely agree, the average of the two scores is used as the final score.

If they disagree, a second human score is obtained, and the final score is the average of the two human scores. The final scores on the two essays are then averaged and rounded to the nearest half-point interval on the 0—6 score scale.

A single score is reported for the Analytical Writing measure. The primary emphasis in scoring the Analytical Writing section is on your critical thinking and analytical writing skills.

Scoring guides for the Issue and Argument prompts are included in this publication, and they are available on the GRE website at www. Analytical Writing Measure of the Paper-delivered Test For the Analytical Writing measure, each essay receives a score from two trained readers, using a six-point holistic scale. If the two assigned scores differ by more than one point on the scale, the discrepancy is adjudicated by a third GRE reader. Otherwise, the two scores on each essay are averaged.

Independent Intellectual Activity During the scoring process for the General Test, your essay responses on the Analytical Writing section will be reviewed by ETS essay-similarity-detection software and by experienced raters.

In light of the high value placed on independent intellectual activity within graduate schools and universities, your essay response should represent your original work.

Verbal Reasoning and Quantitative Reasoning Measures of the Computer-delivered Test For the Verbal Reasoning and Quantitative Reasoning measures of the computerdelivered GRE General Test, the reported scores are based on the number of correct responses to the questions included in the operational sections of the measure. The Verbal Reasoning and Quantitative Reasoning measures are sectionlevel adaptive. Within each section, all questions contribute equally to the final score.

For each of the two measures, a raw score is computed. The raw score is the number of questions you answered correctly. The raw score is then converted to a scaled score through a process known as equating. The equating process accounts for minor variations in difficulty from test to test as well as the differences introduced by the section-level adaptation.

Thus a given scaled score for a particular measure reflects the same level of performance regardless of which second section was selected and when the test was taken. First a raw score is computed for each measure. The raw score for each measure is the number of questions answered correctly in the two sections for that measure. The Verbal Reasoning and Quantitative Reasoning raw scores are then converted to scaled scores through a process known as equating.

The equating process accounts for minor variations in difficulty among the different test editions. Thus, a given scaled score for a particular measure reflects the same level of performance regardless of which edition of the test was taken. Score Reporting Three scores are reported on the General Test: a Verbal Reasoning score reported on a — score scale, in 1-point increments a Quantitative Reasoning score reported on a — score scale, in 1-point increments an Analytical Writing score reported on a 0—6 score scale, in half-point increments If you do not answer any questions at all for a measure Verbal Reasoning, Quantitative Reasoning, or Analytical Writing , you will receive a No Score NS for that measure.

Descriptions of the analytical writing abilities characteristic of particular score levels are available in this publication on page 41, and on the GRE website at www. This option lets you decide which test scores to send to the institutions you designate. After test day, you can send scores from your Most Recent, All, or Any specific test administration s for a fee when ordering Additional Score Reports.

Just remember, scores for a test administration must be reported in their entirety. Scores from paper-delivered administrations are reported within six weeks after the test date. If you are applying to a graduate or business school program, be sure to review the appropriate admissions deadlines and plan to take the test in time for your scores to reach the institution.

For more information on score reporting, visit the GRE website at www. It assesses your ability to articulate and support complex ideas, construct and evaluate arguments, and sustain a focused and coherent discussion. It does not assess specific content knowledge. You are required to evaluate the issue, considering its complexities, and develop an argument with reasons and examples to support your views.

The Argument task presents a different challenge from that of the Issue task: it requires you to evaluate a given argument according to specific instructions. You will need to consider the logical soundness of the argument rather than to agree or disagree with the position it presents. Preparing for the Analytical Writing Measure Everyone — even the most practiced and confident of writers — should spend some time preparing for the Analytical Writing measure before arriving at the test center.

It is important to review the skills measured and how the section is scored. It is also useful to review the scoring guides and score level descriptions, sample topics, scored sample essay responses, and reader commentary for each task.

The tasks in the Analytical Writing measure relate to a broad range of subjects — from the fine arts and humanities to the social and physical sciences — but no task requires specific content knowledge. The task elicited the kinds of complex thinking and persuasive writing that university faculty consider important for success at the graduate level.

The responses were varied in content and in the way the writers developed their ideas. To help you prepare for the Analytical Writing measure, the GRE Program has published the entire pool of tasks from which your test tasks will be selected. You might find it helpful to review the Issue and Argument pools. You can view the published pools at www. General Strategies It is important to budget your time.

Within the minute time limit for the Issue task, you will need to allow sufficient time to consider the issue and the specific instructions, plan a response, and compose your essay. Within the 30minute time limit for the Argument task, you will need to allow sufficient time to consider the argument and the specific instructions, plan a response, and compose your essay. Although GRE readers understand the time constraints under which you write and will consider your response a first draft, you still want it to be the best possible example of your writing that you can produce under the testing conditions.

Although an occasional spelling or grammatical error will not affect your score, severe and persistent errors will detract from the overall effectiveness of your writing and thus lower your score.

Analyze an Issue Task Understanding the Issue Task The Analyze an Issue task assesses your ability to think critically about a topic of general interest according to specific instructions and to clearly express your thoughts about it in writing. Each issue topic makes a claim that test takers can discuss from various perspectives and apply to many different situations or conditions.

The issue statement is followed by specific instructions. Your task is to present a compelling case for your own position on the issue according to the specific instructions. Before beginning your written response, be sure to read the issue and instructions carefully and think about the issue from several points of view, considering the complexity of ideas associated with those views.

Then, make notes about the position you want to develop and list the main reasons and examples that you could use to support that position. It is important that you address the central issue according to the specific instructions. Each task is accompanied by one of the following sets of instructions. Write a response in which you discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take. In developing and supporting your position, you should consider ways in which the statement might or might not hold true and explain how these considerations shape your position.

Write a response in which you discuss the extent to which you agree or disagree with the recommendation and explain your reasoning for the position you take. In developing and supporting your position, describe specific circumstances in which adopting the recommendation would or would not be advantageous and explain how these examples shape your position.

Write a response in which you discuss the extent to which you agree or disagree with the claim. Write a response in which you discuss which view more closely aligns with your own position and explain your reasoning for the position you take. In developing and supporting your position, you should address both of the views presented. Write a response in which you discuss the extent to which you agree or disagree with the claim and the reason on which that claim is based.

Write a response in which you discuss your views on the policy and explain your reasoning for the position you take. In developing and supporting your position, you should consider the possible consequences of implementing the policy and explain how these consequences shape your position.

Instead, the readers are evaluating the skill with which you address the specific instructions and articulate and develop an argument to support your evaluation of the issue. Understanding the Context for Writing: Purpose and Audience The Issue task is an exercise in critical thinking and persuasive writing.

The purpose of this task is to determine how well you can develop a compelling argument supporting your own evaluation of an issue and communicate that argument in writing to an academic audience. Your audience consists of GRE readers who are carefully trained to apply the scoring criteria identified in the scoring guide for the Analyze an Issue task see pages 37— To get a clearer idea of how GRE readers apply the Issue scoring criteria to actual responses, you should review scored sample Issue essay responses and reader commentary.

The sample responses, particularly at the 5 and 6 score levels, will show you a variety of successful strategies for organizing, developing, and communicating a persuasive argument. The reader commentary discusses specific aspects of evaluation and writing, such as the use of examples, development and support, organization, language fluency, and word choice. For each response, the reader commentary points out aspects that are particularly persuasive as well as any that detract from the overall effectiveness of the essay.

Preparing for the Issue Task Because the Issue task is meant to assess the persuasive writing skills that you have developed throughout your education, it has been designed neither to require any particular course of study nor to advantage students with a particular type of training. Many college textbooks on composition offer advice on persuasive writing and argumentation that you might find useful, but even this advice might be more technical and specialized than you need for the Issue task.

You will not be expected to know specific critical thinking or writing terms or strategies; instead, you should be able to respond to the specific instructions and use reasons, evidence, and examples to support your position on an issue. Suppose, for instance, that an Issue topic asks you to consider a policy that would require government financial support for art museums and the implications of implementing the policy. If your position is that government should fund art museums, you might support your position by discussing the reasons art is important and explain that government funding would make access to museums available to everyone.

On the other hand, if your position is that government should not support museums, you might point out that, given limited governmental funds, art museums are not as deserving of governmental funding as are other, more socially important, institutions, which would suffer if the policy were implemented. Or, if you are in favor of government funding for art museums only under certain conditions, you might focus on the artistic criteria, cultural concerns, or political conditions that you think should determine how — or whether — art museums receive government funds.

It is not your position that matters so much as the critical thinking skills you display in developing your position. An excellent way to prepare for the Issue task is to practice writing on some of the published topics. No matter which approach you take when you practice the Issue task, you should review the task directions, then carefully read the claim and the specific instructions and make sure you understand them; if they seem unclear, discuss them with a friend or teacher think about the claim and instructions in relation to your own ideas and experiences, to events you have read about or observed, and to people you have known; this is the knowledge base from which you will develop compelling reasons and examples in your argument that reinforce, negate, or qualify the claim in some way decide what position on the issue you want to take and defend decide what compelling evidence reasons and examples you can use to support your position Remember that this is a task in critical thinking and persuasive writing.

The most successful responses will explore the complexity of the claim and instructions. As you prepare for the Issue task, you might find it helpful to ask yourself the following questions: What precisely is the central issue?

What precisely are the instructions asking me to do? Do I agree with all or with any part of the claim? Why or why not? Does the claim make certain assumptions? If so, are they reasonable? Is the claim valid only under certain conditions? If so, what are they? Do I need to explain how I interpret certain terms or concepts used in the claim? If I take a certain position on the issue, what reasons support my position?

What examples — either real or hypothetical — could I use to illustrate those reasons and advance my point of view? Which examples are most compelling? Once you have decided on a position to defend, consider the perspective of others who might not agree with your position.

Ask yourself: What reasons might someone use to refute or undermine my position? How should I acknowledge or defend against those views in my essay? Then write a response developing your position on the issue. After you have practiced with some of the topics, try writing responses to some of the topics within the minute time limit so that you have a good idea of how to use your time in the actual test.

Try to determine how each paper meets or misses the criteria for each score point in the guide. Comparing your own response to the scoring guide will help you see how and where you might need to improve. The Form of Your Response You are free to organize and develop your response in any way that you think will effectively communicate your ideas about the issue and the instructions.

Your response may, but need not, incorporate particular writing strategies learned in English composition or writing-intensive college courses. GRE readers will not be looking for a particular developmental strategy or mode of writing; in fact, when GRE readers are trained, they review hundreds of Issue responses that, although highly diverse in content and form, display similar levels of critical thinking and persuasive writing.

The readers know that a writer can earn a high score by giving multiple examples or by presenting a single, extended example. Look at the sample Issue responses, particularly at the 5 and 6 score levels, to see how other writers have successfully developed and organized their arguments. You should use as many or as few paragraphs as you consider appropriate for your argument — for example, you will probably need to create a new paragraph whenever your discussion shifts to a new cluster of ideas.

What matters is not the number of examples, the number of paragraphs, or the form your argument takes but, rather, the cogency of your ideas about the issue and the clarity and skill with which you communicate those ideas to academic readers. Sample Issue Task As people rely more and more on technology to solve problems, the ability of humans to think for themselves will surely deteriorate. Discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take.

Strategies for This Topic In this task, you are asked to discuss the extent to which you agree or disagree with the statement. Thus, responses may range from strong agreement or strong disagreement, to qualified agreement or qualified disagreement. You are also instructed to explain your reasoning and consider ways in which the statement might or might not hold true. A successful response need not comment on all or any one of the points listed below and may well discuss other reasons or examples not mentioned here in support of its position.

Lower level responses may be long and full of examples of modern technology, but those examples may not be clearly related to a particular position. For example, a respondent who strongly disagrees with the statement may choose to use computer technology as proof that thinking ability is not deteriorating. The mere existence of computer technology, however, does not adequately prove this point perhaps the ease of computer use inhibits our thinking ability.

To receive a higher-level score, the respondent should explain in what ways computer technology may call for or require thinking ability. With any approach, it is possible to discuss examples such as calculators, word processing tools such as spell and grammar check, tax return software, Internet research, and a variety of other common household and business technologies.

Other approaches could include taking a historical, philosophical, or sociological stance, or, with equal effectiveness, using personal examples to illustrate a position. One could argue that the value or detriment of relying on technology is determined by the individual or society using it or that only those who develop technology i.

Again, it is important for you to avoid overly general examples, or lists of examples without expansion. It is also essential to do more than paraphrase the prompt. Surely there has been no time in history where the lived lives of people have changed more dramatically. A quick reflection on a typical day reveals how technology has revolutionized the world. Most people commute to work in an automobile that runs on an internal combustion engine. During the workday, chances are high that the employee will interact with a computer that processes information on silicon bridges that are.

Upon leaving home, family members will be reached through wireless networks that utilize satellites orbiting the earth. Each of these common occurences would have been inconceivable at the turn of the 19th century. The statement attempts to bridge these dramatic changes to a reduction in the ability for humans to think for themselves. The assumption is that an increased reliance on technology negates the need for people to think creatively to solve previous quandaries.

Looking back at the introduction, one could argue that without a car, computer, or mobile phone, the hypothetical worker would need to find alternate methods of transport, information processing, and communication. Technology short circuits this thinking by making the problems obsolete. However, this reliance on technology does not necessarily preclude the creativity that marks the human species.

The prior examples reveal that technology allows for convenience. The car, computer, and phone all release additional time for people to live more efficiently. This efficiency does not preclude the need for humans to think for themselves. In fact, technology frees humanity to not only tackle new problems, but may itself create new issues that did not exist without technology.

For example, the proliferation of automobiles has introduced a need for fuel conservation on a global scale. With increasing energy demands from emerging markets, global warming becomes a concern inconceivable to the horse-and-buggy generation. Likewise dependence on oil has created nation-states that are not dependent on taxation, allowing ruling parties to oppress minority groups such as women.

Solutions to these complex problems require the unfettered imaginations of maverick scientists and politicians. In contrast to the statement, we can even see how technology frees the human imagination. Consider how the digital revolution and the advent of the internet has allowed for an unprecedented exchange of ideas.

WebMD, a popular internet portal for medical information, permits patients to self research symptoms for a more informed doctor visit. This exercise opens pathways of thinking that were previously closed off to the medical layman. With increased interdisciplinary interactions, inspiration can arrive from the most surprising corners.

Jeffrey Sachs, one of the architects of the UN Millenium Development Goals, based his ideas on emergency care triage techniques. The unlikely marriage of economics and medicine has healed tense, hyperinflation environments from South America to Eastern Europe.

This last example provides the most hope in how technology actually provides hope to the future of humanity. By increasing our reliance on technology, impossible goals can now be achieved. Consider how the late 20th century witnessed the complete elimination of smallpox. This disease had ravaged the human race since prehistorical days, and yet with the technology of vaccines, free thinking humans dared to imagine a world free of smallpox.

Using technology, battle plans were drawn out, and smallpox was systematically targeted and eradicated. Login or E-mail. Your score will improve and your results will be more realistic. Is there something wrong with our timer? Let us know! I'll try it now. Request Expert Reply. Please wait Nov All day pacific time. Strategies and techniques for approaching featured GRE topics, 1-hour of live, online instruction.

Own Kudos [? GRE 1 : Q V Send PM. Paperback : pages Published : Jan -. Paperback : pages Published : Feb Paperback : pages Published : Aug Paperback : pages Published : January -. Paperback : pages Published : June to the present. Paperback : pages Published : Oct -. Big Book Paperback : pages Published : Oct -. Show: Originally posted by Carcass on 15 Nov , Last edited by Carcass on 01 Nov , , edited 58 times in total.

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The Analytical Writing section is an essay section that measures how well you can articulate your thoughts and responses to complex ideas. The Verbal Reasoning section consists of two sections that both contain 20 questions each.

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