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Subjunctive mood Sentences in GMAT SC

2009-07-23T00:04:00.001+05:30

Subjunctive mood Sentences in GMAT SC

Subjunctive mood sentences are special types of sentences, which violate the normal rules that are applied to subject verb agreement in number and tense but are still considered grammatical.
There are subjunctive mood uses in the present tense and the past tense. In the present subjunctive, the verb is always in the singular and present tense, even if the subject is plural and the tense is past or future. Sentences in which one would use such verbs as is, are, was, were or will be , should use the root verb - be -, in the case of the subjunctive mood. The subjunctive mood is used when the verb indicates a desire, intention, command, recommendation request, resolution, or advice. It is also used along with such words as advisable, better, desirable, and directive, essential, fitting, imperative, important, necessary, urge urgent and vital. Very important thing here is that the word - that -will always accompany such subjunctive mood sentences and the verb of the relative sentences will always be the base or root form of the verb Refer to Manhattan Guide for more in for on this.

1. Wrong: The public are demanding that a fly over should be constructed at the traffic junction.
. Correct: The public are demanding that a fly over be constructed at the traffic junction.
2. The Committee recommended that the manager is dismissed.
The Committee recommended that the manager be dismissed
3. The court ordered that the defendant to pay the plaintiff a sum of ten thousand rupees.
The court ordered that the defendant pay the plaintiff a sum of ten thousand rupees
4. I propose that Tom apologizes to Mary for his intemperance
I propose that Tom apologize to Mary for his intemperance

5. My manger always insists that the callers must inform him before meting him
My manger always insists that the callers inform him before meting him
In the case of the past subjunctive, the grammatical form of the verb will be - I were, you were, he were, and they were- instead of the - I was, you were, he was or they were- forms.

The past subjunctive is used after the verb “wish “
I wish I were Bill Gates
How I wish Harvard University took me in their MBA program.
I wish my wife were here to see me teaching online courses.
The past subjunctive is also used where the sentences describes contrary to fact situations.
If the Sun were to rise in the west, I would donate one million rupees to the Charity.
If I were to get 800 in my GMAT, I will expect the Whartons and the Harvards to beg me to join them.

In sentences starting with “as if “and “as though”
The HOD thinks as if the staff were his errand boys
Some peons behave as though they were the GMs of the company.
Kusela spends as if he were Bill Gates.

Some real GMAT examples

1. The commission proposed that funding for the park's development, which could be open to the public early next year, is obtained through a local bond issue

(A) That funding for the park’s development, which could be open to the public early next year, is
(B) That funding for development of the park, which could be open to the public early next year, be
(C) Funding for the development of the park perhaps opens to the public early next year to be
(D) Funds for the park’s development, perhaps open to the public early next year, be
(E) Development funding for the park, which could be open to the public early next year, is to be

2. Judicial rules in many states require that the identities of all prosecution witnesses are made known to defendants so they can attempt to rebut the testimony, but the Constitution explicitly requires only that the defendant have the opportunity to confront an accuser in court.

(A) That the identities of all prosecution witnesses are made known to defendants so they can attempt to rebut
(B) That the identities of all prosecution witnesses be made known to defendants so that they can attempt to rebut
(C) That the defendants should know the identities of all prosecution witnesses so they can attempt a rebuttal of
(D) The identities of all prosecution witnesses should be made known to defendants so they can attempt rebutting
(E) Making known to defendants the identities of all prosecution witnesses so that they can attempt to rebut

3. In one of the most stunning reversals in the history of marketing, the Coca-Cola Company in July 1985 yielded to thousands of irate consumers demanding that it should bring back the original Coke formula.

(A) Demanding that it should
(B) Demanding it to
(C) and their demand to
(D) Who demanded that it
(E) Who demanded it to

Most state constitutions now mandate that the state budget be balanced each year.

(A) Mandate that the state budget be balanced
(B) Mandate the state budget to be balanced
(C) Mandate that the state budget will be balanced
(D) Have a mandate for a balanced state budget
(E) Have a mandate to balance the state budget
4. The odds are about 4 to 1 against surviving a takeover offer, and many business consultants therefore advise that a company’s first line of defense in eluding offers like these be to even refuse to take calls from likely corporate raiders.
(A) That a company’s first line of defense in eluding offers like these be to even refuse
(B) That a company’s first line of defense in eluding such offers be to refuse even
(C) A company defending itself against offers of this kind that, as a first line of defense, they should even refuse
(D) Companies which are defending themselves against such an offer that, as a first line of defense, they should even refuse
(E) That the first line of defense for a company who is eluding offers like these is the refusal even
5. Since chromosome damage may be caused by viral infections, medical x-rays, and exposure to sunlight, it is important that the chromosomes of a population to be tested for chemically induced damage be compared with those of a control population.
(A) To be tested for chemically induced damage be compared with
(B) Being tested for damage induced chemically are compared with
(C) Being tested for chemically induced damage should be compared to
(D) Being tested for chemically induced damage is to be compared to
(E) that is to be tested for chemically induced damage is to be comparable with
6. The Gorton-Dodd bill requires that a bank disclose to their customers how long they will delay access to funds from deposited checks.
(A) That a bank disclose to their customers how long they will delay access to funds from deposited checks
(B) A bank to disclose to their customers how long they will delay access to funds from a deposited check
(C) That a bank disclose to its customers how long it will delay access to funds from deposited checks
(D) A bank that it should disclose to its customers how long it will delay access to funds from a deposited check
(E) That banks disclose to customers how long access to funds from their deposited check is to be delayed
7. The new regulations mandate that a company allows their retiring employees who would otherwise lose group health care coverage to continue the same insurance at their own expense for a specified period.
(A) That a company allows their retiring employees who would otherwise lose group health care coverage to continue
(B) Companies to allow their retiring employees who would otherwise lose group health care coverage that they can continue
(C) That a company allows it’s retiring employees who would otherwise lose group health care coverage to continue
(D) Companies allowing a retiring employee whose group health care coverage would otherwise be lost the continuation of
(E) Companies to allow a retiring employee whose group health care coverage would otherwise be lost his continuation of

Online Learning vs. Class Room Learning

2009-07-22T23:46:00.002+05:30

Online Learning vs. Class Room Learning

Online Learning clinched a business of some $50 billion with some 3.5 million students benefiting from it in 2006 and the figures are leaping day by day. In a couple of decades, it is touted to touch a trillion dollars, when third world countries are expected to wipe out rural illiteracies though online education.

The effectiveness of an e-leaning system is derived from three basic functions which comprise quality education, affordable education, convenience and flexibility to learners while tangible environmental impacts such as lesser use of paper etc are incidental to it.

The enigma of the online has kept many a student away from going online for learning. The most often-cited reason is the fear of poor comprehension in a virtual class room. The second impression is that one will miss the interaction with other students in a virtual class. The million dollar question here is whether they are assumptions or real. Put in one shot, one can aver that these fears are no more than figments of imagination and myths. The Sloan report, based on a poll of academic leaders, says that students generally appear to be at least as satisfied with their on-line classes as they are with traditional ones. In fact, the comprehension is better in a virtual class than in an in-person class.

Why is e-learning so popular in certain parts of the word?
In many contexts, online coaching is self-paced and the learning sessions are available 24x7. Learners are not bound to a specific day/time to physically attend classes. The quality of education in advanced counties is measured at least in part by the quality of faculty. Students especially in higher levels of education do not mind hunting for the best of the faculties in the world. The fact that instructors of the highest caliber can share their knowledge across borders ensures quality of teaching can only be better in virtual class room. Well known specialists can make information available internationally, to anyone interested at minimum costs. An internet connection, a computer, and a web cam can allow an interested student from any nook of the world to benefit from the knowledge of a leader in any specific field.

Test preps like GRE and GMAT are intensive studies. In such deep studies, a wholesale classroom treatment can not be as effective as the one-to-one online tutoring. Many who have been gullible victims of the public-meeting type of classroom tutorials with over fifty students and with no chance to clarify their doubts, will understand the difference between mass teaching and private coaching

In the Indian context, online coaching is all the more relevant not only for reaching out to the rural illiterate mass through technology, but also for higher levels of learning such as test prep. For an office-goer or a marketing executive who can not reach a class room at the appointed hours, online learning is the only solution. For a girl student, who can not go home in time after class sessions in the evening; online coaching is the only means. For persons who are staying out of major city centers, virtual classes are the handy way out. For a student who wants to access a particular faculty because of his specialization but who stays in another place, online is the route. Even within city limits, commuting form one part to another is becoming a Herculean task. For these groups, on line learning is the panacea.

The Letter “e” in e-learning does not stand for just electronic in today’s context. As the learned author Luskin puts it, it is interpreted to mean exciting, energetic, enthusiastic, emotional, extended, excellent, and educational in addition to "electronic”
None can illustrate this better than Alicia Helle, an online student at the UW, who says, “Obtaining my degree online has been a blessing. With two small children, I am able to work when it is convenient for me and my family. I have nothing but positive comments and experiences".

Build your GRE word list

2008-08-19T22:30:00.002+05:30

Through these columns, I wish to help GRE test takers with a GRE wordlist of my own. On every Sunday, I will update these pages with GRE words of each alphabet. It might perhaps take about twenty weeks to complete the entire list consisting of 10,000 words. Interested students may pile up the word files and after going through may send the feed back. Each and every stem contains five or six synonyms and one antonym. Students are advised to spot the odd man out i.e. the antonym.

A

Abate
To become less strong;
To make less strong
Decrease
Grow less
Increase

Abandon
Lack of restraint
Lack of inhibition
Restraint
Recklessness
Lack of control

Abdication
Resignation
Handing over
Renunciation
Giving up
Usurping

Aberration
Deviation
Abnormality
Normality
Anomaly
Oddness

Abeyance
Suspension
Postponement
Deferral
Continuance
Deferment

Abhor
Detest
Despise
Hate
Adore
Loathe

Abide
Put up with
Tolerate
Disagree
Stomach
Bear

Abject
Hopeless
Horrible
Bright
Dismal;
Wretched

Abjure
Renounce
Adhere
Disavow
Foreswear
Disown

Abnegate
Renounce
Relinquish
Give up
Acquire
Disclaim

Abominate
Love
Hate
Detest
Abhor

Abortive
Successful
Futile
Fruitless
Bungled
Failed

Abrade
Scrape
Erode
Smoothen
Roughen
Grind

Abrogate
Annul
End
Continue
Withdraw
Repeal

Abscond
Run away
Stay put
Flee
Escape
Disappear

Abscission
Severance
Grafting
Disconnection
Separation

Absolute
Total
Complete
Qualified
Unqualified
Conclusive

Absolute
Provisional
Unconditional
Supreme
Unadulterated
Pure

Absolute
Final idea
Unconfirmed idea
Resolution
Truth
Finality

Absolve
Pardon
Condemn
Clear
Free
Exonerate

Abstinent
Abstemious
Ascetic
Indulgent
Teetotal

Abstract
Theoretical
Conceptual
Concrete
Intangible
Imperceptible

Abstract
Elaboration
Summary
Extract
Précis
Synopsis

Abstract
Summarize
Expand
Condense
Shorten
Precis

Abstract
Extract
Infuse
Take out
Remove

Abstruse
Obscure
Perplexing
Simple
Mysterious
Puzzling

Abuse
Mistreatment
Cruelty
Maltreatment
Praise
Neglect
Exploitation
Manipulation
Insult
Foul language
Invective

Abut
Adjoin
Be next to
Keep off
Lie along side
Touch

Abysmal
Appalling
Awful
Superb
Dreadful
Terrible

Acarpous
Fertile
Infertile
Sterile
Unfruitful
Barren

Accentuate
Emphasize
Play down
Highlight
Stress
Heighten

Acclaimed
Highly Admired
Much Praised
Condemned
Celebrated
Applauded

Accolade
Scorn
Tribute
Honor
Praise
Compliment

Accord
Authorize
Bestow
Disapprove
Consider with
Match

Acerbic
Barbed
Caustic
Mild
Acrid
Mordant

Accretion
Erosion
Accumulation
Build up
Deposit
Enlargement

Acquisition
Purchase
Gain
Divestment
Procurement
Acquirement

Acrimonious
Harmonious
Hostile
Spiteful
Rancorous
Discordant

Acumen
Stupidity
Insight
Sharpness
Shrewdness
Astuteness

Acute
Intense
Excruciating
Painless
Critical
Dire

Adamant
Obstinate
Obdurate
Compliant
Unyielding
Inflexible
Unwavering
Resolute
Stubborn

Adherent
Supporter
Follower
Believer
Dissenter
Enthusiast
Zealot
Disciple
Devotee
Aficionado
Fan
Admirer

Admonish
Reprove
Caution
Warn
Approve
Reprimand
Rebuke
Reproach
Scold
Chide

Adorn
Strip
Embellish
Titivate
Garnish
Prettify
Enhance
Decorate

Adroit
Skillful
Nimble
Dexterous
Clumsy
Adept

Adulation
Disparagement
Adoration
Praise
Hero Worship
Exaltation
Reverence
Idolization
Glorification

Adversary
Opponent
Rival
Supporter
Challenger
Foe
Antagonist

Affable
Amiable
Genial
Sociable
Jovial
Unfriendly

Affectation
Naturalness
Posturing
Airs
Pretentiousness
Artifice
Pretense
Pretension

Affluent
Rich
Prosperous
Comfortable
Well off
Dependent

Aggravate
Make worse
Exacerbate
Alleviate
Exaggerate
Exasperate

Aggregate
Collective
Combined
Separate
Summative
Cumulative

Aggregate
Total
Whole
Overall
Mass
Component

Aggregate
Amass
Accumulate
Gather
Scatter
Add up

Agile
Nimble
Supple
Lithe
Indolent
Sprightly
Alert
Swift

Agnostic
Doubter
Disbeliever
Cynic
Skeptic
Adherent

Agog
Eager
Excited
Keen
Nonchalant
Avid
Interested
Enthusiastic
Curious

Alacrity
Eagerness
Readiness
Sluggishness
Promptness
Swiftness
Rapidity

Alienate
Estrange
Isolate
Make friendly
Keep apart
Distance
Separate

Allegiance
Loyalty
Commitment
Fidelity
Disloyalty
Adherence
Faithfulness

Alleviate
Ease
Assuage
Lighten
Mitigate
Soothe
Aggravate

Alloy
Adulterate
Debase
Purify
Dilute
Contaminate

AllusionReference
Suggestion
Insinuation
Citation
Hint
Implication
No mention

Ally
Partner
Join
Break up
Collude
Cooperate

Amalgamate
Merge
Integrate
Mingle
Fuse
Separate

Ambiguous
Vague
Imprecise
Clear
Indistinct
Wooly
Hazy

Ambivalent
Decisive
Unsure
Undecided
Hesitant
In two minds

Ameliorate
Amend
Modernize
Lead into error
Restructure
Correct
Disabuse

Amenable
Agreeable
Acquiescent
Willing
Compliant
Unwilling

Amendment
Adjustment
Revision
Erring
Correction
Modification

Amoral
Unethical
Principled
Dishonorable
Unscrupulous
Lacking moral

Amortize
Repay
Pay off
Increase debts
Pay back
Lessen debts

Amorous
Romantic
Ardent
Passive
Loving
Sensuous

Amorphous
Formless
Nebulous
Defined
Fluid
Vague

Amplify
Intensify
Augment
Reduce
Elaborate
Clarify

Anachronistic
Outdated
Not belonging time
Up to date
Obsolete
Outmoded
Archaic

Anarchy
Disorder
Chaos
Order
Lawlessness
Mayhem

Animosity
Hostility
Hatred
Loathing
Ill feeling
Ill will
Geniality
Enmity
Acrimony
Bitterness
Rancor

Annul
Cancel
Call off
Withdraw
Terminate
Continue
Dissolve
Rescind
Invalidate

Anomaly
Irregularity
Incongruity
Difference
Normality
Malformation
Deformity
Divergence
Glitch
Abnormality
Inconsistency
Aberration

Antecedent
Precursor
Forerunner
Predecessor
Derivative
Ancestor
Referent

Antidote
Cure
Remedy
Medicine
Poison
Solution

Antipathy
Opposition
Aversion
Hostility
Goodwill
Antagonism
Ill will

Apathy
Indifference
Lack of concern
Lethargy
Laziness
Interest
Boredom
Droopiness

Aphorism
Saying
Maxim
Unproven words
Adage
Cliché
Dictum

Apocalypse
Disaster
Catastrophe
Happy event
Day of reckoning
Judgment Day
End of the world
Destruction

Apostate
Absconder
Patriot
Traitor
Runaway
Fugitive
Renegade

Apotheosis
Highest glory
Best development
Godly consideration
Debasement

Appalling
Awful
Wonderful
Terrible
Dreadful
Horrendous
Inexcusable
Atrocious
Abysmal

Antithesis
Direct opposite
Contrast
Same concept
Converse
Reverse

Antithetical
Adversative
Opposing
Supportive
Negating
Adverse
Hostile

Apathetic
Indifferent
Energetic
Listless
Lethargic
Bored
Unconcerned
Uninterested
Droopy
Lazy

Aplomb
Assurance
Self-confidence
Self-possession
Composure
Awkwardness
Cool
Style
Ease

Apposite
Appropriate
Apt
Extraneous
Pertinent
Relevant
Suitable
To the point

Apprehend
Catch
Arrest
Detain
Release
Take in for questioning
Take into custody
Capture
Pick up
Stop

Apprise
Explain
Tell
Describe
Censor
Impart
Pass on
Acquaint

Approbation
Approval
Praise
Disapproval
Admiration
Esteem
Good opinion
Consent

Arbitrary
Random
Chance
Capricious
Logical
Uninformed
Subjective
Illogical

Appease
Provoke
Calm down
Soothe
Placate
Conciliate
Mollify
Satisfy
Attenuate
Assuage

Arcane
Mysterious
Secret
Well known
Esoteric
Deep
Hidden
Unfathomable
Unknowable

Apprehensive
Anxious
Uneasy
Worried
Nervous
Confident
Hesitant
Frightened
Concerned
Fearful

Appropriate
Suitable
Fitting
Apt
Proper
Apposite
Right
Correct

Appropriate
Surrender
Usurp
Take away
Match
Set aside

Arbitrate
Judge
Adjudicate
Intercede
meddle
Decide
Settle
Sort out
Mediate
Referee

Arch
Major
Chief
Minor
Primary
Central

Archetype
Model
Epitome
Prototype
Standard
Insignificant
Prime example
Original
Classic

Archaic
Ancient
Outdated
Modern
Antiquated
Old-fashioned
Prehistoric
Behind the times
Antediluvian

Ardor
Passion
Love
Enthusiasm
Indifference
Zeal
Fervor
Eagerness
Dedication
Commitment

Arduous
Difficult
Tough
Laborious
Grueling
Easy
Demanding
Strenuous
Onerous
Tiring

Arrant
Complete
Total
Outright
Partial
Unmitigated
Utter
Extreme
Out-and-out

Aristocratic
Noble
Titled
Patrician
Upper-class
Lower-class
Refined
Snobbish

Arrest
Attract
Disinterest
Captivate
Enchant

Artful
Crafty
Devious
Sly
Open
Clever
Deceitful
Cunning
Wily
Sneaky

Articulate
Eloquent
Clear
Coherent
Communicative
Expressive
Lucid
Fluent

Artifice
Pretense
Ploy
Trick
Lie
Naivety
Sleight of hand
Ruse
Deception
Trickery
Artfulness

Ascent
Climb
Rise
Descent
Gradient
Incline
Slope
Way up

Asperity
Roughness
Severity
Brusqueness
Gruffness
Softness
Harshness
Sharpness
Curtness

Ascribe
Allude
Assign
Credit
Attribute
Absolve
Blame on
Lay at the door of

Asphyxiate
Smother
Suffocate
Resuscitate
Choke
Stifle
Overwhelm

Assiduous
Diligent
Persevering
Industrious
Attentive
Tireless
Hard-working
Lazy
Constant
Unremitting
Persistent

Assuage
Alleviate
Lessen
Ease
Allay
Moderate
Aggravate
Take the edge off
Diminish
Tone down
Soften
Relieve
Mollify

Astringent
Harsh
Severe
Biting
Caustic
Sharp
Gentle
Acerbic
Mordant
Cutting
Constricting

Astute
Shrewd
Perceptive
Judicious
Incisive
Stupid
Intelligent
Wise
Clever
Perspicacious

Atonement
Compensation
Amends
Penitence
Penance
Revenge
Expiation
Apology
Reparation
Recompense

Attenuate
Satisfy
Assuage
Intensify
Calm
Soothe
Ease

AttritionAbrasion
Slow destruction
Erosion
Accretion
Wear and tear
Eating away
Gnawing away
Wearing away
Grinding down

Attune
Standardize
Adjust
Regulate
Jar
Harmonize
Synchronize

Audacious
Daring
Bold
Brave
Cowardly
Overconfident
Impudent
Risky
Foolhardy

Augment
Supplement
Add to
Enlarge
Diminish
Expand
Enhance
Increase
Boost
Bump up

August
Imposing
Impressive
Grand
Dignified
Noble
Humble
Majestic
Auspicious
Favorable
Promising
Ill portending
Positive
Fortunate
Propitious
Lucky

Austere
Severe
Strict
Stern
Grave
Luxurious
Sober
Ascetic
Serious
Rigorous
Plain
Stark
Spartan
Somber
Undecorated
Unembellished

Autocratic
Despotic
Tyrannical
Repressive
Oppressive
Dictatorial
Reasonable
Domineering
High-handed
Overbearing
Arbitrary

Auxiliary
Primary
Secondary
Supplementary
Supporting
Assisting
Trivial

Avarice
Generosity
Greed
Greediness
Materialism
Covetousness
Acquisitiveness
Avariciousness
Cupidity

Aver, Avow
State
Claim
Refute
Declare
Assert
Affirm
Maintain
Profess
Swear

AversionDislike
Hatred
Loathing
Liking
Repugnance
Distaste
Hate

Avid
Keen
Enthusiastic
Lukewarm
Passionate
Eager
Devoted
Ardent
Fervent

Awry
Skewed
Askew
Straight
Crooked
Off beam
Twisted

GMAT

2008-08-04T21:09:00.002+05:30

Verbal Section

The verbal section consists of 41 multiple choice questions, which must be answered within 75 minutes. There are three types of questions: sentence correction, critical reasoning and reading comprehension. The verbal section is scored from 0 to 60 points with a current mean of 27.3/60.
Sentence Correction
This tests grammar and expression. Sentence correction items consist of a sentence, all or part of which has been underlined, with five associated answer choices. The test taker must choose the best way of rendering the underlined part. This question type tests the ability to recognize standard Written English. The task is to evaluate the grammar, logic, and effectiveness of a given sentence and to choose the best of several suggested revisions. Choice (A) repeats the original; the other answer choices vary. It tests the ability to recognize correct and effective expression. It follows the requirements of Standard Written English: grammar, word choice and sentence construction. The goal is to choose the answer that results in the clearest, most exact sentence and does not change the meaning of the original sentence.

Critical Reasoning

This tests logical thinking. Critical thinking items present an argument that the test taker is asked to analyze. Questions may ask test takers to draw a conclusion, to identify assumptions, or to recognize strengths or weaknesses in the argument. It presents brief statements or arguments and ask to evaluate the form or content of the statement or argument. Questions of this type ask the examinee to analyze and evaluate the reasoning in short paragraphs or passages. For some questions, all of the answer choices may conceivably be answers to the question asked. The examinee should select the best answer to the question, that is, an answer that does not require making assumptions that violate common sense standards by being implausible, redundant, irrelevant, or inconsistent.

Reading Comprehension

This tests the ability to read critically. Reading comprehension questions relate to a passage that is provided for the examinee to read. The passage can be about almost anything, and the questions about it test how well the examinee understands the passage and the information in it. As the name implies, it tests the ability of the examinee to understand the substance and logical structure of a written selection. The GMAT uses reading passages of approximately 200 to 350 words. Each passage has three or more questions based on its content. The questions ask about the main point of the passage, about what the author specifically states, about what can be logically inferred from the passage, and about the author's attitude or tone.

Analytical Writing Assessment

The Analytical Writing Assessment (AWA) section of the test consists of two essays. In the first, the student must analyze an argument and in the second the student must analyze an issue. Each essay must be written within 30 minutes and is scored on a scale of 0-6. The essay is read by two readers who each mark the essay with a grade from 0-6, in 0.5 point increments with a mean score of 4.1. If the two scores are within one point of each other, they are averaged. If there is more than one point difference, the essays are read by a third reader.[3]
The first reader is Intellimetric, a proprietary computer program developed by Vantage Learning, which analyzes creative writing and syntax of more than 50 linguistic and structural features.[4] The second and third readers are humans, who evaluate the quality of the examinee's ideas and his or her ability to organize, develop and express ideas with relevant support. While mastery of the conventions of written English factor into scoring, minor errors are expected, and evaluators are trained to be sensitive to examinees whose first language is not English.[3]
Most business schools don't weigh the AWA as heavily as the verbal and quantitative sections of the test. Some schools ignore the AWA altogether.
Each of the two essays in the Analytical Writing part of the test is graded on a scale of 0 (the minimum) to 6 (the maximum):
0 An essay that is totally illegible or obviously not written on the assigned topic.
1 An essay that is fundamentally deficient.
2 An essay that is seriously flawed.
3 An essay that is seriously limited.
4 An essay that is merely adequate.
5 An essay that is strong.
6 An essay that is outstanding.

GRE

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The exam consists of three graded sections, plus a required experimental section that is not included in the reported score. The three graded sections are analytical writing, verbal, and quantitative. The analytical writing section will always appear first, while the verbal, quantitative, and experimental sections may appear in any order on the test. An additional non-scored and clearly-marked optional research section may also appear at end of the test. The entire test procedure takes about 3 hours.

Analytical writing section

The analytical writing section consists of two different essays, an "issue task" and an "argument task". The writing section is graded on a scale of 0-6, in half-point increments. The essays are written on a computer using a word processing program specifically designed by ETS. The program allows only basic computer functions and does not contain a spell-checker or other advanced features. Each essay is scored by at least two readers on a six-point holistic scale. If the two scores are within one point, the average of the scores is taken. If the two scores differ by more than a point, a third reader examines the response.
Issue task
The test taker will be able to choose between two topics upon which to write an essay. The time allowed for this essay is 45 minutes.
Argument task
The test taker will be given an "argument" and the test taker will be asked to write an essay that explains why one "side" of the argument is superior. Typically, the task requires that the taker identify and critique the logical fallacies of the argument. The time allotted for this essay is 30 minutes.

Verbal section

One graded multiple-choice section is always a verbal section, consisting of analogies, antonyms, sentence completions, and reading comprehension passages. Multiple-choice response sections are graded on a scale of 200-800, in 10 point increments. This section primarily tests vocabulary, and average scores in this section are substantially lower than those in the quantitative section. In a typical examination, this section may consist of 30 questions, and 30 minutes may be allotted to complete the section.

Quantitative section

The quantitative section, the other multiple-choice section, consists of problem solving and quantitative comparison questions that test high-school level math. Multiple-choice response sections are graded on a scale of 200-800, in 10 point increments. In a typical examination, this section may consist of 28 questions, and test takers may be given 45 minutes to complete the section.

Experimental section

The experimental section will be either a verbal, quantitative or the essay section which contains new questions that ETS is considering for future test editions. This section will not count toward the test-taker's score; however, the section will appear identical to either the "actual" verbal or quantitative section and will likewise be a multiple-choice test with the same number of questions and the same time allotment as the "real" verbal or quantitative section. The test taker will have no way of knowing which section is experimental, so the test taker is forced to complete this section.
If the experimental section appears as an analytical writing question (essay), if an "issue" type question is presented, a choice between two topics will not be given. This coupled with the fact that the true analytical writing section is the first test given can help the test-taker to deduce which is the experimental section and the taker can thus lower the importance of that section.

Research Section

An additional research section may appear at the end of the test. Unlike the experimental section, this section will be clearly marked and will be completely optional. The test taker's participation or refusal to participate will not affect the reported score in any way.
Computerized adaptive testing
The common (Verbal and Quantitative) multiple-choice portions of the exam currently use computer-adaptive testing (CAT) methods that automatically change the difficulty of questions as the test taker proceeds with the exam, depending on the number of correct or incorrect answers that are given. The test taker is not allowed to go back and change the answers to previous questions, and some type of answer must be given before the next question is presented.
The first question that is given in a multiple-choice section is considered to be an "average level" question that half of the GRE test takers will answer correctly. If the question is answered correctly, then subsequent questions become more difficult. If the question is answered incorrectly, then subsequent questions become easier, until a question is answered correctly.This approach to administration yields scores that are of similar accuracy while using approximately half as many items.However, this effect is moderated with the GRE because it has a fixed length; true CATs are variable-length, where the test will stop itself once it has zeroed in on a candidate's ability level.
The actual scoring of the test is done with item response theory (IRT). While CAT is associated with IRT, IRT is actually used to score non-CAT exams. The GRE subject tests, which are administered in the traditional paper-and-pencil format, use the same IRT scoring algorithm. The difference that CAT provides is that items are dynamically selected so that the test taker only sees items of appropriate difficulty. Besides the psychometric benefits, this has the added benefit of not wasting the examinee's time by administering items that are far too hard or easy. This occurs in fixed-form testing.

TOEFL

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Formats and contents

Internet-Based Test

Since its introduction in late 2005, the Internet-Based test (iBT) has progressively replaced both the computer-based (CBT) and paper-based (PBT) tests. The iBT has been introduced in phases, with the United States, Canada, France, Germany, and Italy in 2005 and the rest of the world in 2006, with test centers added regularly.
Although the demand for test seats was very high, and candidates had to wait for months, it is now possible to take the test within one to four weeks in most countries. The four-hour test consists of four sections, each measuring mainly one of the basic language skills (although some tasks may require multiple skills) focusing on language used in an academic, higher-education environment. Note-taking is allowed during the iBT. The test cannot be taken more than once a week.
Reading
The reading section consists of 3–5 long passages and questions about the passages. The passages are on academic topics; they are the kind of material that might be found in an undergraduate university textbook. Students answer questions about main ideas, details, inferences, sentence restatements, sentence insertion, vocabulary, function and overall ideas. New types of questions in the iBT require paraphrasing, filling out tables, or completing summaries. Generally prior knowledge of the subject under discussion is not necessary to come to the correct answer, though a priori knowledge may help.
Listening
It consists of six long passages and questions about the passages. The passages consist of two student conversations and four academic lectures or discussions. The questions ask the students to determine main ideas, details, function, stance, inferences, and overall organization.
Speaking
It consists of six tasks, two independent tasks and four integrated tasks. In the two independent tasks, students must answer opinion questions about some aspect of academic life. In two integrated reading, listening, and speaking tasks, students must read a passage, listen to a passage, and speak about how the ideas in the two passages are related. In two integrated listening and speaking tasks, students must listen to long passages and then summarize and offer opinions on the information in the passages. Test takers are expected to convey information, explain ideas, and defend opinions clearly, coherently, and accurately.
Writing
The Writing Section consists of two tasks, one integrated task and one independent task. In the integrated task, students must read an academic passage, listen to an academic passage, and write about how the ideas in the two passages are related. In the independent task, students must write a personal essay.
Task
iBT
Approx. time
READING
3 passages and 39 questions
60 minutes
LISTENING
6 passages and 34 questions
50 minutes
SPEAKING
6 tasks and 6 questions
20 minutes
WRITING
2 tasks and 2 questions
55 minutes
It should be noted that at least one of the sections of the test will include extra, uncounted material. Educational Testing Service includes extra material to try out material for future tests. If the test taker is given a longer section, he must work hard on all of the materials because he does not know which material counts and which material is extra. For example, if there are four reading passages instead of three, three of the passages will count and one of the passages will not be counted. It is possible that the uncounted passage could be any of the four passages.

IELTS Test Structure

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All candidates must complete four Modules - Listening, Reading, Writing and Speaking - to obtain a Band, which is shown on an IELTS Test Report Form (TRF). All candidates take the same Listening and Speaking Modules, while the Reading and Writing Modules differ depending on whether the candidate is taking the Academic or General Training Versions of the Test.

Total Test Duration 2 hours 45 minutes

The first three modules - Listening, Reading and Writing (always in that order) - are completed in one day, and in fact are taken with no break in between. The Speaking Module may be taken, at the discretion of the test center, in the period seven days before or after the other Modules.
The tests are designed to cover the full range of ability from non-user to expert user.

Documents required for Visa application

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1. Application fee for Rs 15,200/- in the form of a rupee bank draft payable to the Australian High Commission, New Delhi..This fee is non refundable. Please check if this fee is current.
2. Completed Form 157A.
3. Completed Supplementary Questionnaire.
4. Completed details of relatives form M67.
5. 6 recent passport size photographs.
6. Photocopy of valid passport.
7. Attested 2 sets of Photocopies +Originals of all educational documents (mark sheets certificates from class X onwards).
8. 2 sets photocopies +Originals of all work experience/employment certificates.
9. Personal Bank statement of the Sponsors (parents, sponsoring relative/friend)and self (if you have a bank account)
10. 2 sets of photocopy +Original Salary statements of Parents/Sponsors(if they are working)
11. 2 sets of photocopies of any other document pertaining to financial standing(eg.Evidence of fixed deposists,tax returns, property etc) Please note that all document (except original bank statements)should be notarized (No LIC)
12. Statement from a chartered accountant regarding the immovable and movable assets owned by your parents and the sponsor.
13. Affidavit of support on stamp paper from parents & also each sponsor (if being sponsored) +2 sets of photocopies.
14. Statement of purpose of studying in Australia from student.
15. In case student is under 18 years of age letter of consent +letter of guardianship.