Expert Global SC

Introduction to
Sentence Correction on the GMAT

The scoring region!
What to Expect?
What to Expect?
o 14-18 Questions.
o Time available per verbal question: ~110 seconds.

o Target time per SC question: 75 seconds.
o Eight main rules/conventions of standard written English

tested.
o Not a hardcore English grammar exam.
o Quite logical, analytical, intuitive.
What is Tested?
What is Tested?
o Virtues of a correct sentence…
o Correct Formulation
o Grammatically and structurally sound.
o Concise Expression
o Crisp, cogent, and non-awkward.
o Correct Diction
o Following conventions of standard written English.
o Conveying of the intended meaning

What do the Questions Look Like?
What do the Questions Look Like?
o A mother sentence, partly or completely underlined, is given.
o The underlined part usually contains one or more flaws.
o In roughly 20% cases, it doesn’t.
o Five answer choices for possibly replacing the underlined part

are then provided.
o The first choice is the same as the underlined part of the mother sentence.
The Best Answer Choice
The Best Answer Choice
o Select the most appropriate answer choice.
o It’s not about the ‘correct answer’.
o It’s about the ‘best answer’.

o The best among the good answer choices.
o The “least bad” among the not-so-good answer choices. 
Eight Main Concepts
Eight Main Concepts
o Modifiers
o Subject-verb Agreement
o Pronouns
o Parallelism
o Comparison
o Tenses
o Redundancy
o Idioms
Strategy for Attempting
Sentence Correction Questions
Strategy:
Read Horizontally, Compare Vertically
Strategy: Read Horizontally, Compare Vertically
o Step 1: Start reading the mother sentence.
o Step 2: When the underlined part starts, come down to answer
choices.
o Step 3: Continue reading the answer choices horizontally.
o While you compare the answer choices vertically.
o Step 4: Eliminate choices.
o Significant differences among answer choices may be an opportunity to eliminate
a few of the choices.
o When you eliminate four answer choices, you have the best answer.
o Step 5: Read the complete sentence.
o Mark, confirm the answer choice.
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Grammar
The fundamentals to begin with!
Parts of Speech
Parts of Speech
Parts of speech are the eight categories into which words are classified
according to their functions in sentences.
o Noun (Name of a person, place, or thing)

o Pronoun (A word that replaces a noun)
o Verb (A word that shows action or state of being)
o Adjective (A word that describes a noun or pronoun)
o Adverb (A word that describes an adjective or a verb)
o Preposition (A word that specifies location or a location in time)
o Conjunction (A word that joins words/phrases/clauses)
o Interjection (A word that expresses emotion)
Noun
What is a Noun?
o A noun is the name of a person, place, organism, thing,
quality, action, idea, emotion, etc.
Examples:
Nina, India, office, letter, chair, bravery, reading, innovation,
joy.
Types of Nouns
o Common and Proper Nouns
o Countable and Uncountable Nouns
o Collective Nouns
o Possessive Nouns
o Concrete and Abstract Nouns
o Nouns that are used as Adjectives
Common and Proper Nouns
o A common noun is used to name a class/division among persons,
places, or things. In simple words, it is the generic (common, rather
than specific) name of a person, place or thing.
oboy, city, company
o A proper noun is used to name a particular person, place, or thing.

It starts with a capital letter.
oStephen, London, Microsoft
Common and Proper Nouns
In a grand ceremony organized in Dolby Theatre, Los Angeles,
Morgan Freeman received the Academy Award nominations
for his performance in multiple movies.
o Common Nouns: ceremony, nominations, performance,

movies (reference to class/division)
o Proper Nouns: Dolby Theatre, Los Angeles, Morgan

Freeman, Academy Award (reference to a particular
person/place/thing)
Countable and Uncountable Nouns
o A countable noun refers to what can be counted. It can be singular or plural.
o pen, glasses, books
o An uncountable noun refers to what cannot be usually counted using

numbers. It takes a singular form.
o water, information, happiness
Therefore, singular verbs are used to describe uncountable nouns.

Example:
Milk is nutritious.
Countable and Uncountable Nouns
o Some nouns can be countable or uncountable, depending on
the context.
Example:
Despite two lights in the room, there is not enough light.

o “lights” is countable while “light” is uncountable.
Collective Nouns
o A collective noun is the name of a group - of persons, animals, or things. The
group, as a whole, is taken as a single unit. In a sense, it is similar to (but not
the same as) an uncountable noun.
o team, jury, pack
o Correct the following sentence:
o A herd of goats was / were found grazing in the fields.

o Collective noun is taken as a single unit.
o A herd of goats was found grazing in the fields.

Possessive Nouns
o A possessive noun is used to show ownership.
o If a singular noun is to be made possessive, an apostrophe and an 's' are

usually added.
o The girl's governess was an intelligent woman.
o Refers to the governess of a single girl
o If a plural noun is to be made possessive, an apostrophe is usually added.

There is no 's' after the apostrophe.
o The girls' governess was an intelligent woman.
o Refers to the governess of a group of girls
Use of Nouns as Adjectives
o Sometimes, a noun functions as an adjective. This means that this noun serves the purpose
of describing another noun.
o production cost
Both “production” and “cost” are nouns; but “production” is functioning as an adjective
here as “production” qualifies or describes “cost”.
o car race
“car” is an adjective for “race” here.
o Multiple consecutive nouns can also function as adjectives.

o plant health research center
“plant health research” is an adjective for “center” here.
Pronoun
What is a Pronoun?
o Pronoun is a word that takes the place of a noun or another pronoun.
o he, you, they, her, his, none, any, many, some
o Pronouns are important because their use makes sentences less repetitive.
o Molly is Graham's daughter; Molly is nine years old.
sounds better when written as
o 'Molly is Graham’s daughter; she is nine years old.'

Singular and Plural Pronouns
o Indefinite pronouns are always singular.
o everyone, anybody, nobody, none, somebody, whoever, whatever, whatsoever, etc.
Correct the following:

o Nobody was/were unhappy during the reign of the just and kind king.
'Nobody' requires a singular verb.
o Nobody was unhappy during the reign of the just and kind king.
Singular and Plural Pronouns
o Five pronouns that can be both singular and plural.
M- Many
A- Any
N- None
A- All
S- Some
Examples:
All milk was consumed.
All children are playing.

Relative Pronouns
o A relative pronoun relates to what it modifies. It links a phrase or clause to
another phrase or clause.
o There are five basic relative pronouns.

o who, whom, whose, that, and which
o There are some compound relative pronouns too.

o whoever, whomever, whichever
Relative Pronouns
o Fill in the blank with an appropriate relative pronoun:
o The castle belonged to the monarch _____ story the old man narrated.
'Whose' is the possessive form of 'who' and 'which'.
o The castle belonged to the monarch whose story the old man narrated.
Verb
What is a Verb?
o Verb is a word that reflects ‘action’ or ‘state’.
Examples:
o ‘write', 'jump' express action
o 'be', 'exist', 'seem' express state
o Every sentence, even a single-word one, contains a verb.
Example:
Run!
What is a Verb?
o Identify the verbs in the following:
o Jack remembered their hikes together.
The word “remembered” expresses a mental action. and is, therefore, a

verb. Note: “hikes” is a noun here.
o Liza seemed to belong to a bygone era.
The word “seemed” gives the idea of state. Note: “to belong” is an infinitive
(discussed later).
Helping and Main Verbs
o The main verb has a meaning of its own. A helping verb, however, does not.
Examples of helping verbs:
is, are, am, be, has, can, may, must
o The 'help'-ing verbs are used with main verbs. Even though they do not, on
their own, convey complete meaning, they are important for the grammatical
structure of the sentence.
Example:
'Henry can' has little meaning while 'Henry swims' has a definite meaning.
“can” is a helping verb, while “swims” is a main verb.
Transitive and Intransitive Verbs
o A transitive verb is one that needs an object to express complete
meaning.
o The cat bit the boy.
oSince “the boy” is needed to express the complete meaning, “bit” is a
transitive verb.
o An intransitive verb is one that does not need an object to express

complete meaning. It is either complete in itself or is completed by other
words.
o She ran.
oSince “ran” does not need an object to express the complete meaning, it is an
intransitive verb.
Transitive and Intransitive Verbs
o Pick a choice with an intransitive verb.
A) Alfred tied.
B) Alfred kicked.
C) Alfred denied.
D) Alfred cried.
E) Alfred stitched.
Option D. Of the five options, only “Alfred cried.” conveys complete meaning and does not
need an object.
Other verbs need objects. E.g., Alfred tied what? Alfred denied what?, etc.
Active and Passive Verbs
o The active voice is used in speech most of the time. Here, the action
performed by the subject is received by the object.
o Juan wrote the book.
o “Juan” has performed an action on “the book”.
o The passive voice is not used so much in everyday speech. Here, the action
performed by the object is received by the subject.
o The book was written by Juan.
o The object “Juan” performs an action on the subject, “the book”.
On GMAT, while passive voice is not ‘incorrect’, active voice is a

clearly ‘preferred’ choice.
Adjective
What is an Adjective?
o An adjective is a word that modifies a noun or a pronoun. It
specifies a quality of the noun/pronoun it modifies.
o The red wine was poured into the shining glass.

o“red” and “shining” are adjectives.
Comparative and Superlative Adjectives
o A comparative adjective is used to compare two things.
o Earth is smaller than Jupiter.

o “smaller” is the comparative adjective here.
o A superlative adjective is used to express the highest degree of a quality

relating to one entity from among a group.
o Mercury is the smallest planet in the Solar System.

o “smallest” is the superlative adjective here.
Comparative and Superlative Adjectives
o Usually, '-er' and '-est' are added to get the comparative and
superlative forms, respectively.
o Henry is than Tom, but George is the of all my

friends. (tall)
o Henry is taller than Tom, but George is the tallest of all my friends.
Adverb
What is an Adverb?
o An adverb is a word used to modify a verb, an adjective, another
adverb, a phrase, or a clause. It answers questions like 'how', 'when',
'where'.
o The task was completed efficiently.

oThe adverb “efficiently” is modifying the verb “completed”.
o While most adverbs can be identified by the suffix –ly, others need
to be identified by looking at the functions the different words are
performing in the given sentence.
Adverb
o Stephen performed the task even more diligently after the training.
o The adverb “more” modifies the adverb “diligently”.
o Identify the adverb and what it modifies:

o The beautifully written words won Orhan Pamuk the Nobel Prize.
o “beautifully” is the adverb here. It modifies the adjective “written”.
Preposition
What is a Preposition?
o A preposition is a word that indicates the relationship between a noun,
pronoun, or phrase and other words in a sentence.
o on, beside, during, beyond, above, by, despite
o The word or phrase introduced by it is called the object of the preposition.

Usually, the temporal, spatial, or logical relationship of its object to the rest of
the sentence is indicated by a preposition.
o Thieves broke into their house last night.

o The preposition “into” is used to indicate the motion of someone or something from
a point outside to a point inside some space.
Preposition
o A preposition is always followed by a noun, noun-phrase, or gerund.
o Noun Phrase: A phrase acting as noun.

o Example: The onus is on the President of United States.
o “the president of United States” is a noun phrase.
o Gerund: Verb + ing that works as noun.

o Example: Jack is working hard to enhance his saving.
o “saving” is a gerund here.
o “working” is a verb.
o “is” is a helping verb.
Prepositional Phrase
o A prepositional phrase is a phrase that begins with a preposition
and includes its object. It can function as a noun, an adjective, or an
adverb.
oat the station, with the group, from the sellers
o Elizabeth is the woman in the embroidered yellow gown.

oHere, the prepositional phrase “in the embroidered yellow gown”
is modifying the noun by means of describing it and is, therefore,
functioning as an adjective.
Conjunction
What is a Conjunction?
o A conjunction is used to connect words, phrases, or clauses.
o and, but, because, yet, so, although, whether
o Convert the following into one sentence by using a conjunction:
o Steve is fond of reading. He is fond of watching films.
o Steve is fond of reading and of watching films.

Coordinating Conjunctions
o A coordinating conjunction is used to join grammatically equal parts
- whether they be words, phrases or independent clauses.
oand, but, or, nor, for, so, yet
o For example, in the following sentence, “and” is a coordinating

conjunction.
oJack likes both coffee and tea.

Subordinating Conjunctions
o A subordinating conjunction is one that introduces a dependent clause, and indicates
the relationship among the independent clause(s) and the dependent clause(s).
o after, although, because, before, if, since, once, until, when, where, whether.
o Fill in the blank with the correct conjunction.

o _______ the book has been written in Spanish, its translations are widely available
across the globe. (although/after/because/since)
o Although the book has been written in Spanish, its translations are widely available
across the globe.
o The subordinating conjunction “although” introduces the dependent clause “Although the book has
been written in Spanish”.
Interjection
What are Interjections?
o Interjections are short exclamations that are often used in
speech, but not as often in writing. They have no grammatical
value.
o Interjections are sometimes followed by exclamation mark,

when used in writing.
o Oh!, Alas!, Ouch!, Hurrah!
o Interjections are NOT tested on the GMAT!

Subject
Object
Predicate
What are Subject and Object?
o Subject is the person (or thing) who (or which) carries out the action (verb).
o In the sentence, “Sam is kicking the ball.”, “Sam” is the subject since the
action is being carried out by him.
o Object is the person (or thing) upon whom (or upon which) the action (verb)
is carried out.
o In “Sam is kicking the ball.”, “ball” is the object since the action is being
carried out on it.
o Subject is the 'who' part while object is the 'what' part of the sentence.
o Who is kicking the ball? Sam. Sam is the subject.
o What is Sam kicking? Ball. Ball is the object.
What is a Predicate?
o Predicate indicates what the subject does or is.
o In “Sam is kicking the ball.”, “is kicking the ball” is the predicate.
o A predicate must have a verb and a verb alone can be a predicate. But
remember that verb and predicate are not the same. A verb may not be a
predicate and a predicate may have words other than a verb.
o In “Sam reads.”, “reads” is the predicate.

o In “the man in blue jacket is a professor”, “is a professor” is the predicate.
Phrases and
Clauses
What are Phrase and Clause?
o A phrase is a group of words which does not make complete sense. It is
without a subject or a verb or both.
o In the sentence, “Alfred is a scholar of great repute.”, “a scholar of great
repute” is a phrase.
o A clause is a group of words which contains a subject and an object, but may
still not be independent. A clause alone can form a basic sentence.
Complicated sentences can contain multiple clauses. Certain clauses can
contain clauses within them.
o In “The wall, which the King's men built, was not strong enough.”, “which
the King's men built” is a clause.
Phrase and Clause
o Phrases make up a clause and clauses make up a sentence.
o Identify the phrases and clauses in the following sentence:
oThat cruel man hit the monkey with a stick.

o Phrases: That cruel man; hit the monkey; with a stick
o Clauses: That cruel man hit the monkey; That cruel man hit the monkey with a stick
Types of Phrases
o Noun Phrase: A noun + a few words that modify the noun. The noun phrase works
as noun in a sentence.
The boy in blue shirt is Jack.
o Prepositional Phrase: Starts with a preposition and mostly ends with a noun. What
prepositional phrase ends with is called object of preposition. A prepositional phrase
functions as an adjective or adverb in a sentence.
The boy on the floor is Jack.
o Adjective Phrase: An adjective + a few words that modify a noun in the sentence.
Adjective phrase works as adjective in a sentence.
The boy in a nice red jacket is Jack.
Types of Phrases
o Adverb Phrase: An adverb + a few words that work as an adverb in a
sentence.
Jack works in a meticulous manner.
o Verb Phrase: Main verb + helping verb

Jack is cooking his lunch.
o Infinitive Phrase: ‘to’ + base verb + modifier or other word related to

the infinitive.
Jack likes to play soccer.
Jack shouted to call his friends.
Types of Phrases
o Gerund Phrase: Verb + ing + modifier or other words related to the gerund. Gerund
works as noun in a sentence.
Jack is fond of writing short stories.
o Participle Phrase: Participle + modifier or other words related to the participle. A

participle phrase is separated by commas and works as an adjective in a sentence.
Jack received an email, inviting for the interview.
Jack, rested over the weekend, is fresh for the long week.
o Absolute Phrase: A group of words including a noun and a participle as well as any
associated modifier. Absolute phrase modifies the entire sentence. It resembles a clause
but it lacks a finite verb. It is separated by a comma or pair of commas.
Jack has been working hard on computer, his eyes sullen.
Types of Clauses
o An independent clause is one that makes complete sense on its own and
need not be joined to any other clause.
o Jack went to business school before setting up his enterprise.

oHere, “Jack went to business school” is an independent clause.
o A dependent clause is one that cannot make complete sense on its own
and needs to be joined to another clause.
o The dress the Australian woman is wearing is designed by Joe Matrino.

oHere, “The dress the Australian woman is wearing” is a
dependent clause.
Verbals –
Gerunds
Participles
Infinitives
What is a Verbal?
o Verbal is a verb form that works as a noun or an adjective.
o Verbals are of three types:
oGerunds
oParticiples
oInfinitives
Gerund
o Gerund is a verbal that ends in –ing. It functions as a noun and so
occupies the same positions in sentences as nouns usually do.
o To check whether it is indeed functioning as a noun, replace with

another noun that is not a gerund. The sentence will still make
sense.
o My mother does not like my cooking.

o Here, if “cooking” is replaced by another noun – say, “dress”, the sentence
will still make sense.
Gerund
o Fill in the blank with the correct form of the verb:
o Most athletes reckon that (run) is a stress-busting activity.
o Most athletes reckon that running is a stress-busting activity.

Participle
o Participle is a word formed from a verb that can be used as an
adjective.
o The two types of participles are the present participle (ending ing)
and the past participle (usually ending -ed, -d, -t, -en, or -n).
o Here are some participles being used as adjectives:
Infinitive
o An infinitive is a verbal consisting of the word 'to' plus a verb in its simplest form.
It functions as a noun (subject, direct object, subject complement), an adjective,
or an adverb. One must be alert to what function it is performing in any given
sentence.
o To sing in their presence was his desire. (subject)
o All he wanted was to escape. (subject complement)
o He wants to escape. (direct object)
o She no longer had the will to act. (adjective)
o Eager to reach home, he left the party early. (adverb)
Infinitive
o Be alert to the words. Do not confuse an infinitive with a prepositional phrase
beginning with 'to'; such a phrase contains 'to' plus a noun/pronoun
o For instance, 'to the beautiful moon', 'to them‘ are prepositional phrases
and not infinitives.
o Identify the infinitives;
o To err is human; to forgive, divine.

o Infinitives: to err, to forgive
Verbals at a Glance…
Punctuation
Comma (,)
o Comma marks out associated words within sentences.
o Jack, Tara, and Maria are coming for the dinner.
o Commas are used to set apart non-essential information. Removing the

text between two commas should yield the core meaning of the
sentence. In a correct sentence, the essential meaning is not put between
two commas.
o Thomas, a baker, makes excellent fruit cakes.
oRemoving “a baker”, the information between two commas, yields the core
meaning of the sentence that “Thomas makes excellent fruit cakes.”.
Comma (,)
o Comma cannot connect two independent clauses (semicolon is needed for
such usage).
o Incorrect: The original inventor of the steam engine was James Watt, he
was born in Scotland in 1736.
o Correct: The original inventor of the steam engine was James Watt; he was
born in Scotland in 1736.
Or
o Correct: The original inventor of the steam engine was James Watt, born in
Scotland in 1736.
Colon (:)
o A colon is normally used in a sentence to lead from one idea to its consequences or logical
continuation.
o A colon must precede a list (at the end of an independent clause), a phrase, or a complete
independent clause.
o Correct: There was no truth in the accusation: they rejected it utterly.

o Colon highlights the cause-effect relationship.
o Incorrect: There was no truth in the accusation: it was totally false.

o Here, no consequence is stated after colon.
o “no truth” and “totally false” result in parallel statements and therefore, semicolon will be
the correct punctuation here.
o Correct: I want the following items: butter, sugar, and flour.

o A list follows the colon.
Colon (:)
o Avoid using a colon before a list if it directly follows a verb or preposition that
would ordinarily need no punctuation in that sentence.
Example:
o Incorrect: I have seen the greats, including: Barrymore, Guinness, and

Streep.
o Correct: I have seen the greats, including Barrymore, Guinness, and Streep.
Semicolon (;)
o A semicolon is normally used to link two parallel statements.
o It is used to indicate a pause in a sentence, specifically one that is more pronounced than
that indicated by a comma.
There are two reasons for using a semicolon:
1) To separate independent clauses

o Thus, when evaluating whether a semicolon or comma should be used to separate two connected
thoughts in a sentence, simply check to see whether or not there’s a subject and verb on each side of the
punctuation mark.
I ate day-old sushi for breakfast; I spent a week in the hospital.

A semicolon is correctly used to designate the pause in the sentence because both sides
of the semicolon are independent clauses.
Semicolon (;)
2) To separate items that contain commas in a list.
o In this case, to avoid having an overwhelming number of commas in the
sentence, semicolons are used as a larger division of structure.
In the following example, several cities and their respective states are listed in
the same sentence.
o The students in the class hailed from several different locations, including
Atlanta, Georgia; Chicago, Illinois; and Sacramento, California.
Hyphen (-)
o The hyphen or dash is used to avoid ambiguity and link words.
o “Fifty-odd people” and “Fifty odd people”.
o When the hyphen is used, the phrase means “approximately fifty people”.
o When the hyphen isn’t used, the phrase means “fifty strange people”.
oHyphens are often used in pairs to set apart non-essential

information; a dash before and a dash after the phrase are put.
oHyphens are also used to indicate a break in thought.

Hyphen (-)
Example:
In the history of feminist literature, three books: The Female Eunuch, The Beauty Myth, and
She are considered to be landmark novels.
A. three books: The Female Eunuch, The Beauty Myth, and She are considered
B. three books: The Female Eunuch, The Beauty Myth, and She; are considered
C. three books: The Female Eunuch, The Beauty Myth, and She, are considered
D. three books - The Female Eunuch, The Beauty Myth, and She - are considered
E. three books; The Female Eunuch, The Beauty Myth, and She, are considered
Hyphen (-)
o Explanation:
o Options A, B, and C are eliminated because a colon is used to denote a list
only at the end of an independent clause. Also, the sentence must conclude
with the list which isn’t the case here; “are considered to be landmark
novels” follows the list.
o Option E is eliminated as a semicolon must separate two independent

clauses which isn’t the case here.
o Option D uses hyphens in pairs to set apart non-essential information - a

dash before and a dash after the phrase. Thus, it is the
best answer choice.
Double Hyphen (--)
o It generally means ‘namely’.
Example:
Switzerland has four national languages -- French, German, Italian

and Romansh.
Apostrophe (’)
o An apostrophe is used to show possession.
o This is Rose’s room.
o For proper nouns ending in ‘s’, use apostrophe + ‘s’ to show possession.
o Those are Thomas’s books.
o To show plural possession, simply put an apostrophe after the plural form of the
noun (s or es).
o Example:
oguy’s night out
o Refers to one guy’s night out
oguys’ night out
o Refers to many guys’ night out
Apostrophe (’)
Avoid a common mistake:
o Do not use an apostrophe + ‘s’ to make a regular noun plural.
Incorrect: We have had many happy Christmas's.

Correct: We have had many happy Christmases.
Incorrect: Many VIP’s are expected to attend the event.

Correct: Many VIPs are expected to attend the event.
Incorrect: The auditorium is full of MBA’s.

Correct: The auditorium is full of MBAs.
Tip for Using Punctuation on GMAT’s SC
o Ask yourself: How is this piece of punctuation changing the meaning of the sentence?
o If you’re feeling confused, try to imagine the sentence without the punctuation and see
if it still makes sense.
o Strategically use punctuation to your advantage.
Examples:
o Where there are pairs of commas or dashes, see if you can skip the non-essential
information in between to focus on fundamental rules such as subject-verb or
pronoun agreement.
o Where there is a semicolon in one or more answer choices, check the other choices
to make sure they are not run-on sentences needing a semicolon.
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Meaning
Beyond the Grammar…
An Overview
Meaning
o Please understand that the GMAT’s sentence correction is not a test of English
grammar. The Grammar Nazi may falter on this question type while a smart
test taker, with average knowledge of English grammar but a strong ability to
spot and rectify the standard GMAT errors, may perform at ~90% accuracy!
o Therefore, while grammar helps, it is not ‘sufficient’ to handle the GMAT’s

sentence correction, which is more ‘analytical’ than ‘grammatical’ in nature.
o Hence, you must devote only limited time & emphasis on developing
grammar; enhancing the competence to spot and rectify errors is a lot more
important.
Meaning
o Further, the standard errors (covered in great detail, in further
chapters) will only rarely help you in eliminating 4 (of the 5) answer
choices; generally, they will help you in eliminating only 2-3 answer
choices. For the best answer choice among the remaining 2-3
choices, it will often boil down to…
‘Meaning’

Meaning
o Therefore, to master GMAT’s sentence correction, one needs
a combination of…
I. Basic English grammar skills
II. Competence to spot and rectify the standard errors
III. Ability to understand and conserve the intended meaning
o In this unit, we emphasize on the virtue of ‘meaning’.

Meaning
o A correct sentence must convey the intended meaning. The GMAT often tests
a candidate’s ability to differentiate among grammatically correct answer
choices for the intended, logically-and-contextually-correct meaning.
o Further, if a sentence is not clear or lends itself to multiple interpretations, it

is not considered a good sentence. The choice of words (and their placement)
must make the intended meaning clear. Ambiguity in a given sentence must be
resolved and the intended meaning must be restored.
o You must choose an option that most lucidly expresses the intended meaning
of the given sentence. Avoid options that involve ambiguity.
Meaning
o If a given sentence unambiguously expresses intended
meaning, correct all other errors without altering this meaning.
Tip:
In a rare case where two answer choices lead to correct
sentences - grammatically as well as meaning-wise, go with the
answer choice that conserves the meaning suggested in the
mother (original) sentence.
Common Instances
Choice of
Words
Choice of Words
o It is important to determine whether the meaning and usage of chosen words
are correct. If a particular word has multiple meanings, you must ascertain
whether the right meaning, in view of the context, is being reflected.
o Slight changes in the choice of words can have much impact on the meaning
that the sentence seeks to convey. The following words and expressions, for
example, vary slightly but the meanings are quite different:
o Aggravate (worsen) v/s aggravating (irritating)

o Rate of (speed/frequency of) v/s rates for (prices for)
o Known as (named) v/s known to be (acknowledged as)
Choice of Words
o Which of the following sentences is correct?
o Stephen was dejected because of the loss of his ancestral property.
o Stephen was dejected because of the loss in his ancestral property.
“loss of” means “no longer in possession of” while “loss in” means “decline in value”. Since the
intended, non-awkward meaning of the sentence is that Stephen was dejected owing to losing
the possession of his ancestral property, the first sentence is correct.
Position of
Words
Position of Words
o Different positioning of words in a sentence, may lead to different meanings.
Example:
o In the class of 60, only Stella can paint beautiful landscapes.
o In the class of 60, Stella can paint only beautiful landscapes.
o In the class of 60, Stella can only paint beautiful landscapes.
The first sentence indicates that Stella alone (in her class) is capable of painting beautiful landscapes.
The second sentence indicates that all that Stella can paint are beautiful landscapes.
The third sentence indicates that all that Stella can do is to paint beautiful landscapes!
Position of Words
Key:
o Whenever you see answer choices with different positions

of the same word(s), look for the nuanced change in the
reflected meaning.
o Eliminate the answer choices that distort the intended

meaning.
o Ascertain that the choice you made restores the intended

meaning.
Position of Words
Example:
o The Governor granted the authority to give orders to his immediate subordinate.
The given sentence is ambiguous because of the positioning of the words.
The unambiguous sentence would be:
o The Governor granted his immediate subordinate the authority to give orders.
Or
o The authority to give orders to his immediate subordinate was granted by the Governor.
( Note: Although grammatically correct, this is in passive voice and therefore, a less preferred option.)
Usage of
Helping Verbs
Usage of Helping Verbs
o Meaning is altered on the GMAT by changing helping verbs such as may, will,
must, and should. These helping verbs indicate varying levels of certainty and
obligation.
o Which of the following sentences is correct?
o Mark will come tomorrow.

o Mark may come tomorrow.
o While grammatically, both these sentences are correct, the level of certainty expressed
is different. The option you choose must conserve the intent of the mother sentence.
o In common parlance, 'should' is often used to express likelihood. However,
technically (and so on GMAT), ‘should’ refers to a ‘moral obligation’.
Example:
Jack should start his performance in ten minutes.

Colloquially, it may mean that…
Jack is likely to start his performance in ten minutes.

However, on GMAT, it means…
Jack is obliged to start the performance in ten minutes.

Another example:
Choose the correct answer choice.
A) The Headmaster announced that all students involved in the prank must pay for the
damage to the school property.
B) The Headmaster announced that all students involved in the prank should pay for
the damage to the school property.
Contextually, the Headmaster is not likely to impose a 'moral obligation' on the students; rather, he is
likely to impose his authority on the students (to pay, even against their will). So, the use of must is
correct. Hence, A is a better answer choice.
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Modifiers
Basics
What are Modifiers?
o A modifier qualifies another word or a group of words in a sentence by
describing some essential characteristic(s).
o If, for instance, we say, “Pride and Prejudice is a celebrated novel”,

“celebrated” tells us what sort of a novel (in terms of acclaim) is Pride and
Prejudice.
o Modifiers can occur in different grammatical forms such as adjectives

and adverbs. There are simple, one-word modifiers and there are also
complex modifiers that are composed of multiple words.
o On the GMAT, modifying phrases are often separated by commas from

the noun being modified.
Placement of Modifiers
o The modifier should be placed as close as possible to what it modifies. The meaning itself of
the sentence may vary if this rule is not followed.
o The dog can only be given this biscuit.

o Only the dog can be given this biscuit.
o The dog can be given only this biscuit.
o Depending on what the modifier “only” is modifying (“the dog”/ “be given”/ “this biscuit”),
the meaning varies.
o The dog can only be given this biscuit; nothing else can be given to the dog.
o Only the dog can be given this biscuit; nobody else can be given this biscuit.
o The dog can be given only this biscuit; no other biscuit can be given to the dog.
Ways in which Modifiers are Generally Tested
o Generally, it is modifying phrases that are tested on the GMAT.
o The phrases usually begin after or before a comma. The purpose

they serve is of providing additional information about the
subject or object that appears in the main clause (and is not
contained within the phrase).
o The modifying phrase should be as close as possible to the

subject or object that it modifies.
Modifiers in Various Forms
o Adjectives as Modifiers for Nouns
o The gardener has planted beautiful flowers.
o The noun “flowers” is modified by the adjective “beautiful”.
o Adverbs as Modifiers for Verbs

o Jack must continue to progress steadily.
o The verb “progress” is modified by the adverb “steadily”.
o Adverbs as Modifiers for Adjectives

o The song is absolutely mesmerizing.
o The adjective “mesmerizing” is modified by the adverb “absolutely”.
o Adverbs as Modifiers for Other Adverbs

o It is very beautifully depicted.
o The adverb “beautifully” is modified by the adverb “very”.
Modifiers in Various Forms
o Adverbs as Modifiers for Clauses
o Surely you will do well, but you need to put in the required effort.
o The clause “you will do well” is modified by the adverb “Surely”.
o Adverbs as Modifiers for Sentences

o Thankfully, the formalities have been completed.
o The sentence ”the formalities have been completed” is modified by the adverb
“Thankfully”.
Where to Spot Modifiers?
o Many times, modifiers appear at the beginning of a sentence. Such
an opening modifier is separated from the rest of the sentence by a
comma.
o Identify the modifier:
oDeclared the winner of the competition, Stephen stood there

dumbfounded.
o The phrase “Declared the winner of the competition” is the modifier which modifies the
noun “Stephen”. This modifier is separated from the rest of the sentence by a comma.
Modifiers as Adjectives and Adverbs
o Both adjectives and adverbs are one-word modifiers.
o An adjective only modifies a noun or a pronoun.
o An adverb modifies any grammatical element other than a noun or a pronoun i.e.
verb, adjective, another adverb, preposition, phrase, or clause.
o Identify the adjective and the adverb in the following sentence:

o The great poet observes life acutely.
o Adjective: great (modifies noun “poet”)
o Adverb: acutely (modifies verb “observes”)
o The use of an adjective where an adverb is required and that of an adverb where an adjective is required are
incorrect.
Modifiers as Adjectives and Adverbs
o Adjectives, not adverbs, are used with linking verbs such as “feel”. These
adjectives do not modify the verb but identify a quality associated with the
noun (the subject).
o In each of the following sentences, identify the function performed by the

word “better”:
o Pearl is now feeling better.
o Pearl sings better now.
o In the first sentence, “better” is functioning as an adjective, modifying the noun “Pearl” as “feeling” identifies a
quality with Pearl. In the second sentence, “better” is functioning as an adverb, modifying the verb “sings”.
Adjectives v/s Adverbs – Meaning is Critical
o Understanding the intent of an expression is crucial. On the
GMAT, you may be given a sentence containing [Adjective +
Adjective + Noun] wherein both the adjectives modify the noun
or a sentence containing [Adverb + Adjective + Noun] wherein
the adverb modifies the adjective, which in turn modifies the
noun. Both grammatical constructions are correct but they do
not mean the same. The right one in terms of the intended
meaning should be picked.
Adjectives v/s Adverbs – Meaning is Critical
o Some examples of adjectives alternating with corresponding adverbs on
GMAT questions are 'corresponding', 'frequent', 'independent', 'rare', 'recent',
'seeming', 'separate', 'significant', 'supposed‘, and 'usual'.
o Choose the better option:
a) Miss Catherine is in her usual pensive mood.

b) Miss Catherine is in her usually pensive mood.
o While Miss Catherine, it seems, usually remains in a pensive mood, the intended meaning here
is that she is in such a mood at the present moment. Therefore, sentence (a) is better as the
noun “mood” is modified by the adjective “usual”(She is in her usual mood).
Noun Modifiers
o A noun modifier is a phrase or clause that modifies a noun or a pronoun.
o A noun modifier performs the function of an adjective.

o
o The exceptional skills of the dancer enthralled the audience.

o Paul, happy at the prospect of success, continued to slog.
o In the first sentence, “exceptional” modifies the noun “skills”, and in the second sentence, “happy at the prospect of success”
modifies the noun “Paul”. Both the modifiers, in providing some description of the respective nouns, function as adjectives.
o There are a number of types of noun modifiers. The type is determined by the
initial one or two words of the modifier.
Types of Noun Modifiers
o Adjective: The first word (or a group of words) is an adjective. Such
noun modifiers are placed either before or after the noun.
oThe renowned orator addressed the crowd. (before the noun)
oThe orator, renowned for his skill, addressed the crowd. (after the
noun)
o Preposition: The first word of the modifier is a preposition. Such

modifiers are placed after the noun.
oThe orator from the podium addressed the crowd.
o Past Participle: The first word of the modifier is a past participle.
Such modifiers are placed either before or after the noun.
oThe thrilled orator addressed the crowd.

(before noun)
oThrilled at the party's victory, the orator addressed the crowd.

(before noun)
oThe orator, thrilled at the party's victory, addressed the crowd.

(after noun)
o Present Participle: The first word of the modifier is a present
participle. Such modifiers are placed either before or after the noun.
o The grieving orator addressed the crowd.

(before noun)
o The orator grieving for his assassinated leader addressed the crowd.
(after noun)
o Note that no commas are put to separate such modifier from the
rest of the sentence.
o Relative Pronoun: The first word of the modifier is a relative
pronoun. Such modifiers are placed after the noun.
oThe orator, who is a member of the ruling party, addressed the

crowd.
oThe party that won the election is rejoicing.
oThe liberal party, which the renowned orator is a member of, won
the election.
oThe place where the orator grew up was on the outskirts of the
capital city.
o Another Noun: A noun that modifies another noun is called an
appositive. Appositive nouns are placed either before or after the
noun.
oA believer in liberalism, the orator exercises great influence over

the youth. (before noun)
oThe orator, a man known for his belief in liberal ideology,
addressed the crowd. (after noun)
o In the second sentence, the appositive noun “man” is itself modified by a past participle
modifier- “known for his belief in liberal ideology”.
Placement of Modifiers
o Many modifiers are separated from the modified noun by commas.
oThe orator, thrilled at the party's victory, addressed the crowd.
o Sentences with long opening modifiers may not be common in

everyday speech, but they are grammatically correct and can
certainly be used in writing.
oThrilled at the party's victory, the orator addressed the crowd.

Position of Noun Modifiers
o The noun modifier should be placed next (just before or just after) the noun.
o When the modifier is placed next to a noun which is not the one it modifies,
the case is of a misplaced modifier.
o The siblings roamed the daisied fields in the afternoons, which were lush.
o In the given sentence, the modifying phrase, “which were lush”, is meant to describe the “daisied fields”, not the
“afternoons”. The modifier should, therefore, be placed next to “daisied fields”.
o In the afternoons, the siblings roamed the daisied fields, which were lush.
Dangling Modifiers
o When the noun to which the modifier is meant to refer is absent
from the sentence, the case is of a dangling modifier. In such
instances, the GMAT requires you to insert a suitable noun.
Example:
o Disturbed by the unexpected attack, there was deathly silence.

o The sentence should contain a reasonable noun- specifying who was disturbed.
o Disturbed by the unexpected attack, the people became deathly silent.

Dangling Modifiers Involving Present Participle
o Often, a present participle (-ing form) at the beginning of a
sentence is dangling. 'Technically' a verb modifier, it does need a
reasonable noun. A frequently tested concept on the GMAT.
o Deciding in favor of the falsely implicated, happiness was spread.

o The modifier “Deciding in favor of the falsely implicated” must refer to someone who
actually decided. So, a suitable subject (noun) must be introduced.
o Deciding in favor of the falsely implicated, the judge spread happiness.

Dangling Modifiers Involving Present Participle
o Important: On the GMAT, when a sentence starts with an '-ing' word, it is
most likely testing modifier. The noun that is doing the action of the '-ing'
word should come immediately after the comma (or after the next
comma, in case of extra information following the participle phrase).
o Deciding in favor of the falsely implicated, the judge spread happiness.

o Deciding in favor of the falsely implicated, setting a precedence, the
judge spread happiness.
o In both the sentences, “Deciding in favor of the falsely implicated” refers to “the judge”.
Both the sentences are correct.
More on Placement of Modifiers
o It is possible to place such a modifying phrase, beginning with a present
participle, at the end of the sentence.
o For the attainment of self-sufficiency slogged the village’s women, utilizing their skills at cooking
to earn.
o A verb modifier, unlike a noun modifier, is not necessarily to be placed next to

the subject. But, of course, it must be ensured that the verb modifier and the
subject make sense together.
o The poet wrote with great freshness of thought, taking inspiration from everyday objects.
o More than one long modifiers that modify the same noun must be avoided.
Two long modifiers in a row before or after a noun may lead to awkwardly
constructed or incorrect sentences.
o (Please refer an example on the next slide)
Misplaced Modifiers
o Incorrect placement of modifier, commonly referred to as the error
of ‘misplaced modifier’, is a frequently tested concept on the GMAT.
Example:
o Coming out of the concert, mobile phone was lost by Jack.

o The modifying phrase “Coming out of the concert” is referring to “mobile phone”,
leading to a meaning that the mobile phone was coming out of the concert.
o To correct this error, we correct the error in placement.
o Coming out of the concert, Jack lost his mobile phone.

Misplaced Modifiers: Another Example
o Stephen, assigned the politically-charged projects by the club, who
himself is believed by many to possess racist tendencies, is writing a
play attacking racism.
o In the given sentence, the modifier “who himself is considered by many to be
possessing racist tendencies” is misplaced- it should have been placed next to
“Stephen”. However, putting the two modifiers on either side of “Stephen” would
still sound awkward. Therefore, the rephrasing.
o Assigned the politically-charged projects by the club, Stephen is

writing a play attacking racism though ironically, he himself is
believed by many to possess racist tendencies.
Misplaced Modifiers: Beware of the Possessive
o At times, in sentences containing possessive nouns, misplaced
modifiers are present.
o Trained in the dance form, Liza's performance was wonderful.

o The modifier “Trained in the dance form” should modify “Liza”, not “Liza's
performance”. The possessive form “Liza's” should be replaced with “Liza”.
o Trained in the dance form, Liza performed wonderfully.

Or
o Trained in the dance form, Liza gave a wonderful performance.
Misplaced Modifiers: Abstract Nouns are no Different
o Abstract nouns must not be ignored. The rules applicable to other
nouns hold for them too. The modifiers that are placed next to them
should be intended to modify them.
o The ancient culture's beauty, evolved over a course of centuries, was

not fully appreciated by the visitors.
o A more appropriate meaning is that it was not the “beauty” of the ancient culture
but the ancient culture itself that “evolved over a course of centuries”. Thus, the
sentence has to be rephrased so that the modifier modifies the noun “culture”.
o The ancient culture, evolved over a course of centuries, was not fully
appreciated for its beauty by the visitors.
Misplaced Modifiers – Two Common Forms
o Form 1: When participle phrases are used:
Be alert to the presence of a misplaced modifier when a sentence starts
with a participle phrase i.e., a phrase starting with a present or a past
participle (may or may not be preceded by a preposition).
o Correct the error in the following sentence:

o Moving through the driveway, the garden's beauty struck Jack.
o The modifying phrase “Moving through the driveway” is meant to be used for “Jack”, not for “the garden's
beauty”.
o Moving through the driveway, Jack was struck by the garden's beauty.
Misplaced Modifiers – Two Common Forms
o Form 2: When adjectives or adjectival phrases are used:
The adjectives or adjectival phrases (an adjectival phrase is a group of words that acts as an adjective) should be
close to what they are meant to modify.
o Pick the correct option:
o A) Brave, chivalrous, and generous, Chaucer's The Canterbury Tales depicted the knight as the epitome of
knighthood.
o B) Brave, chivalrous, and generous, the knight in Chaucer's The Canterbury Tales was indeed the epitome of
knighthood.
o C) Brave, chivalrous, and generous, the epitome of knighthood was depicted in Chaucer's The Canterbury Tales in
the figure of the knight.
o D) Brave, chivalrous, and generous, the epitome of knighthood was the knight in Chaucer's The Canterbury
Tales.
o E) Brave, chivalrous, and generous, The Canterbury Tales by Chaucer depicted the knight as the epitome of
knighthood.
o Option B: The adjectival phrase “Brave, chivalrous, and generous” is modifying the subject, “the knight”. The
subject should be placed as close as possible to the phrase that modifies it.
Noun Modifiers with Relative Pronouns
o Relative Pronouns such as 'which', 'that', 'who', 'whose', 'whom', 'where',
'when' often introduce noun modifiers.
o There are certain rules relating to the use of relative pronouns. For instance,
'who' and 'whom' must modify people and 'which' must modify things.
o The lieutenant colonel that commanded this battalion was extremely

courageous. - Incorrect
o The lieutenant colonel who commanded this battalion was extremely

courageous. - Correct
o 'Whose' can be used to modify either people or things.
oThe lady whose house was robbed works at a book store.
oThe city whose inhabitants were attacked was the richest in the
state.
o At times, 'which' or 'whom' follow prepositions.

oThe pedestal on which the statue stands is made of red sandstone.
oThe friend with whom he shared a wonderful rapport passed away
suddenly.
o 'Who' is used as the subject of the verb in a relative clause. 'Whom' is used as
the object of the verb or of a preposition.
o The girl who is tall is a good singer.
o The girl whom we saw yesterday is a good singer.
o It is fine to remove 'that' or 'whom' when the modified noun is the object of
the modifying clause.
o The play that they performed was an adaptation of 'As You Like It'.
Or
o The play they performed was an adaptation of 'As You Like It'.
o 'Where' can be used to modify actual, geographical places such as
area, site, country, etc. 'Where' cannot modify condition, situation,
circumstance, arrangement, etc. To modify these, 'in which' is used.
oThis situation where no decision is easy is a cause of great anxiety

for the team.
o Since 'where' is not modifying a place, it needs to be replaced by 'in which'.
oThis situation in which no decision is easy is a cause of great

anxiety for the team.
o 'When' can be used to modify a time or event such as period, age, century,
2015. In these cases, 'in which' can also be used in place of 'when'.
o The period when the Guptas ruled is considered the Golden Age of Indian
history. – Correct
o The period in which the Guptas ruled is considered the Golden Age of Indian
history. – Correct
Essential and Non-Essential Noun Modifiers
o An essential modifier is one that provides necessary information. It
can help identify a noun or get linked with the noun from then on.
o The woman dressed in the blue gown is Harry's sister.

o The modifier “dressed in the blue gown” is necessary to identify the woman who
may be standing among a group of women. Removing this modifier is bound to
create confusion as to which woman is being talked about.
Essential and Non-Essential Noun Modifiers
o A non-essential modifier is one that provides only additional
information. This information is not instrumental in identifying the
noun, which is identified in some other way. Such a modifier does
not remain linked with the noun in later references to the noun.
o The Director, nicely dressed in the blue gown, is Harry's sister.

o The phrase “The Director” identifies the woman being talked about. Here, the modifier
“nicely dressed in the blue gown” is not necessary. This modifier can be removed without
affecting the essential meaning of the sentence.
Use of Commas for Essential and Non-
Essential Noun Modifiers
o Commas should be put before and after a given non-essential
modifier.
oThe Director, nicely dressed in the blue gown, is Harry's sister.
oCommas are not needed before and after a given essential

modifier.
oThe woman dressed in the blue gown is Harry's sister.

'Which' and 'That'
o With non-essential modifiers, 'which' (and commas) is used.
o With essential modifiers, 'that' (and no commas) is used.

'Which' and 'That'
o Fill in the blanks with 'that' or 'which‘:
o This necklace, ____ was gifted to Lucy by her mother, is made of pearls and
precious stones.
o This necklace, which was gifted to Lucy by her mother, is made of pearls and
precious stones.
o The sentence refers to “This necklace” so a specific necklace is already identified, which makes the
modifier non-essential.
o Necklace ____ was gifted to Lucy by her mother is made of pearls and precious
stones.
o Necklace that was gifted to Lucy by her mother is made of pearls and precious
stones.
Verb Modifiers
o Verb modifiers, as the name suggests, modify verbs. They
provide answers to questions about the verb- 'how', 'when',
'where', 'why', etc.
o The most basic of these modifiers is an adverb. The modifiers in

this category also function like adverbs.
o Please see examples on the next slides.

Types of Verb Modifiers
o Adverb: The first word of the modifier is an adverb. Such modifiers are placed
either before or after the verb.
o Eagerly, Tim listened to her story about how things unfolded.
o Tim eagerly listened to her story about how things unfolded. (before verb)
o Tim listened eagerly to her story about how things unfolded. (after verb)
o Preposition: The first word of the modifier is a preposition. Such modifiers are
placed either before or after the verb.
o During the long journey, Tim listened to Ida’s story. (before verb)
o Tim listened to Ida’s story during the long journey. (after verb)
o Subordinator: A subordinator is a word that begins a subordinate clause i.e., a
clause that cannot stand alone and needs a main clause to make sense. Some
examples of subordinators are: 'because', 'although', 'if', 'unless', 'while',
'when', 'so that'. Modifiers that have subordinators as their first words are
placed either before or after the verb.
o Although Tim could not bring himself to trust Ida, he listened to her
complete story. (before the verb)
o Tim listened to Ida’s complete story although he could not bring himself to
trust her. (after the verb)
o Present Participle (with commas): The first word of the modifier is a present
participle. Such modifiers are placed either before or after the verb.
o Walking along the beach, Hanna wondered about the significance of

nature. (before the verb)
o Hanna wondered about the significance of nature, walking along the

beach. (after the verb)
o Preposition + Simple Gerund: Such modifiers are placed either before or after
the verb.
o Amid blessing, Hanna wondered about the significance of nature.

(before the verb)
o Hanna wondered about the significance of nature amid blessing.

(after the verb)
o Infinitive of Purpose: The infinitive appears at the beginning of the modifier.
Such modifiers are placed either before or after the verb.
o To understand life, I read the works of philosophers.

(before the verb)
o I read the works of philosophers to understand life.

(after the verb)
A Note on Infinitive of Purpose
o When passive voice is used, infinitives of purpose can be used with
unnamed agents.
oThe tax was removed to save the poor.
o 'who removed the tax' is unknown but it is sure that whoever did so, wished to save the
poor. The sentence is acceptable.
o But, if we have…
oThe tax decreased to save the poor.
o It would mean that 'the tax wanted to save the poor' which doesn't make sense. The
sentence is incorrect.
A Note on Infinitive of Purpose
o Verb modifiers can be placed more freely than noun modifiers. But it
must be ensured that a verb modifier is placed such that there is no
ambiguity regarding the verb it modifies.
o The long-forgotten treasure was discovered, after years of futile

searches, last Saturday.
o The given sentence is awkwardly constructed. The “futile searches” did not happen “last
Saturday”- on the contrary, “last Saturday” the search yielded result. So, “last Saturday”
must be placed closer to the verb it is meant to modify- the verb “discovered”.
o The long-forgotten treasure was discovered last Saturday, after years of

futile searches.
Which v/s the Present Participle -ing
o 'Which' is used to refer to a noun that comes just before it, and should never be used to
refer to an entire clause.
o Online courses are gaining popularity around the world, which has changed the way
knowledge was disseminated.
o “which” cannot refer to the clause “Online courses…around the world”. In the given sentence, it is referring to
“the world”, leading to an awkward meaning.
o The first part can be changed into a noun phrase and made the subject of the verb contained in the “which”
clause, removing “which”. So,
o The increasing popularity of online courses around the world has changed the way
knowledge was disseminated.
Or
o The present participle (-ing form) can be used.
o Online courses are gaining popularity around the world, changing the way knowledge
was disseminated.
The Flexibility of the –ing Form
o The –ing form can modify nouns.
o Chirping birds greet me each morning.
o It can modify verbs and their subjects.

o Singing to herself, Rose cooked the meal.
o It can even modify an entire clause (if this clause when converted into a noun phrase can
function as the subject of the verb that has taken the –ing form). This use is helpful when
the result of a main clause is to be expressed.
o Online courses are gaining popularity around the world, changing the way knowledge
was disseminated.
o A frequently used construction on the GMAT, indicating cause-effect relationship in sentences.
o A must know!
Special Cases
Exceptions to the General Rule for Modifiers – Case I
o The general rule is that noun modifiers must be placed next to the
nouns they modify. But there are certain exceptions to this general
rule.
o Case I: A modifier important for describing the noun is placed

between the noun and another modifier.
o This important modifier is often an 'of'-phrase. The other modifier

refers not only to the noun but also to this important modifier.
o Please refer to an example on the next slide.

Example:
o Identify the noun and the noun modifiers:
oRita has a style of teaching students that impresses the observers.

o The noun “style” is defined by the important modifier “of teaching students”. The less
important modifier “that impresses the observers” refers to both the noun and the first
modifier- it modifies the entire noun phrase “a style of teaching students”.
o Note: On the GMAT, “that” cannot refer to nouns such as “students”.

o Sentences such as the one in the previous example make no sense if

the order is reversed. For instance, it is nonsensical to say:
oRita has a style that impresses the observers of teaching students.
o The issue can be avoided by rephrasing the sentence:
oRita's style of teaching students impresses the observers.

Exceptions to the General Rule for Modifiers – Case II
o A modifier important for defining the noun is also used in cases

wherein parts of a whole are to be indicated. For instance,
oThis generous man donates to an orphanage 10 percent of his

income, an amount good enough to take care of the basic needs of
all the children housed there.
o The modifier “of his income” is needed to define “10 percent”. The modifier “an amount
good enough to take care of the basic needs of all the children housed there” does not
modify the noun “income” but the entire phrase “10 percent of his income”.
Exceptions to the General Rule for Modifiers – Case III
o When a modifier is extremely lengthy, the sentence may become confusing if the
modifier is placed next to the noun and the predicate is placed late in the sentence.
o Example:
o The young revolutionary who had given people hope by encouraging them
through his powerful oration to fearlessly rebel against the authorities has been
killed.
o Because of the long modifier “who had…against the authorities”, the placement of “has
been killed” is making the sentence sound confusing and awkward.
o The young revolutionary has been killed who had given people hope by
encouraging them through his powerful oration to fearlessly rebel against the
authorities.
o The sentence is acceptable.
Exceptions to the General Rule for Modifiers – Case IV
o It is important to place a phrase logically. If the phrase makes logical sense when
placed between a noun and modifier, it should be placed thus (provided the phrase is
short).
o Stella is interested in the study of narratives that are contingent upon memories,
perspectives, and firsthand experiences such as autobiographies.
o It is logical to put the phrase “such as autobiographies” between the noun “narratives” and its modifier “that are contingent
upon memories, perspectives, and firsthand experiences”.
o Stella is interested in the study of narratives, such as autobiographies, that are

contingent upon memories, perspectives, and firsthand experiences.
Exceptions to the General Rule for Modifiers – Case V
o If a modifier is parallel to another modifier that is placed right next to the
noun being modified, the modifier placed away from the noun is also
considered well-placed.
o The tourists enjoyed having the dish cooked in the traditional style and
serving steaming hot.
o The tourists enjoyed having the dish cooked in the traditional style and
served steaming hot.
o Since the second modifier is also modifying the noun “dish”, it should be made parallel to the first modifier.
Possessive Nuances
o The construction Y of X's to mean 'Y belongs to X' is not considered
correct by the GMAT. You must choose either Y of X or X's Y.
oPemberley, the estate of Mr. Darcy's, was beautiful.
oPemberley, the estate of Mr. Darcy, was beautiful.

Or
oPemberley, Mr. Darcy’s estate, was beautiful.
Possessive Nuances
o GMAT usually avoids the plural possessive form (-s') because a possessive noun can neither
be easily modified nor be used to express a relationship besides 'of' and the plural
possessive can be misread as the singular. Do not pick answer choices that contain the plural
possessive form, unless necessary.

o Many survivors' stories have brought to light the bone-chilling details of atrocities
committed during the war.
o The construction is awkward. The intended meaning of the sentence is that the bone-chilling details have
surfaced because the survivors related them. Thus, “stories by survivors” is more precise than “stories of
survivors”.
o Many stories by survivors have brought to light the bone-chilling details of atrocities
committed during the war.
Subgroup Modifiers
o When a modifier is used to describe a part of a larger group, a Subgroup Modifier
construction must be chosen.
o Subgroup Modifier constructions use '…some of which…', '…some of them…', '…some…' to
indicate subgroups. Note that only the construction using 'which' has a working verb.
o 'Any', 'none', 'all', 'more', 'most', 'many', 'each', 'either', 'neither', 'half', 'one' and any other
number or pronoun that indicates a subgroup can be substituted in place of 'some'.
o On the GMAT, the correct constructions are scrambled in the wrong answer choices. Three
incorrect constructions that are often included in the answer choices are
o '…of which some were…'
o '…some of them which were…’
o '…some of which…'.
Please see examples on the next slide.

Subgroup Modifiers
o Examples (all correct usages):
o The book describes Renaissance sculptures, some of which were exceptionally
beautiful.
o The book describes Renaissance sculptures, some of them exceptionally beautiful.
o The book describes Renaissance sculptures, some exceptionally beautiful.
o Stella submitted a number of paintings, of which most were shortlisted for

display at the international exhibition.
o Stella submitted a number of paintings, most of which were shortlisted for

display at the international exhibition.
Relative Clauses v/s Participles
o In a number of instances, it is possible to interchange a relative
clause (a clause starting with a relative pronoun) and a present
participle modifier.
oThe woman who is talking on the phone is a suspect in Mr.

Wickam's murder case.
oThe woman talking on the phone is a suspect in Mr. Wickam's
murder case.
o Both the sentences are correct.
o The tense of the Present Participle is determined by the tense of the
main verb in the sentence.
oPast: I heard the mob shouting slogans.

oPresent: I hear the mob shouting slogans.
oFuture: I will hear the mob shouting slogans.
o “shouting” is taking place at different points of time, depending on when the action of
hearing is taking place.
o If the action indicated by the present participle takes place at a
different point in time from the action indicated by the main verb,
the sentence is incorrect. A relative clause, not a present participle,
should be used when actions taking place at different points of time
are mentioned.
oAudience admire the skills of the actress playing Juliet.

oAudience admire the skills of the actress who played Juliet.
oThe debate on the complex issue is still going on, an intentional

act hopefully resulting in greater comprehension.
o “hopefully” implies that the action (“resulting”) is yet to happen. Using “resulting”,
however, implies the action in the present tense (since the main verb is in the present
tense). To indicate different points of time, a relative clause is used. “will” suggests
future.
oThe debate on the complex issue is still going on, an intentional

act that will hopefully result in greater comprehension.
Absolute Phrases
o Absolute phrases contain a noun and a noun modifier. These
phrases modify the main clause in the sentence. They do not
necessarily have to modify the element they are placed next to.
oHis eyes moist with tears, Philip talked about the tragedy.
o The absolute phrase “His eyes moist with tears” indicates the way Philip talked about the
tragedy. This phrase, therefore, functions as a verb modifier. Hence, “His eyes moist with
tears” refers to “Philip” and the sentence is alright.
Absolute Phrases
o An absolute phrase placed at the end of a sentence can be used to articulate a
second thought. The use of 'which' to do so is incorrect as 'which' must refer to
the noun that immediately precedes it.

o Researchers have used Planetarium Software to calculate the date of the Kurukshetra
war based on the positions of heavenly bodies indicated in the text, which seems to give
more credence to the claim of the historicity of the war.
o The corrected sentence contains an absolute phrase- “results…of the war”.
o Researchers have used Planetarium Software to calculate the date of the Kurukshetra
war based on the positions of heavenly bodies indicated in the text, results that seem to
give more credence to the claim of the historicity of the war.
Absolute Phrases
o If the sentence in the previous example is written thus…
o Researchers have used Planetarium Software to calculate the date of

the Kurukshetra war based on the positions of heavenly bodies
indicated in the text, and this seems to give more credence to the claim
of the historicity of the war.
o …it will be considered incorrect on the GMAT although such

constructions are common in everyday speech. 'This', 'that', 'these',
'those' are seen to have vague antecedents unless they are attached to a
noun (for example, 'this research').
Absolute Phrases
o A comma is used to separate an absolute phrase from the rest of
the sentence. If an absolute phrase is placed at the end of the
sentence, a dash (-) can also be used.
o The teacher recommended that the students engage in reading and travelling,
activities that are considered capable of providing lasting happiness.
Or
o The teacher recommended that the students engage in reading and travelling -
activities that are considered capable of providing lasting happiness.

Absolute Phrases
o An –ing form placed after the comma can be used in place of the absolute phrase
in some cases.
o Results of a preceding clause can be indicated by placing an –ing form or an
absolute phrase at the end of the sentence.

o Scientists have recently discovered methane plumes and carbon-based
molecules on Mars, and this strengthens the case that Mars could support life.
o Scientists have recently discovered methane plumes and carbon-based

molecules on Mars, strengthening the case that Mars could support life.
o “strengthening the case…support life” is the result of the preceding part of the sentence; the –ing
form aptly conveys the cause-effect relationship here.
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Subject-Verb Agreement
Basics
o Every sentence must contain a subject and a verb.
o Subject: denotes ‘doer’.
o Verb: denotes ‘action’ or ‘state’.
o The man walks with a stick.

o Here, “man” is the subject and “walks” is the verb.
o Ask the question 'who' to the verb to know the subject.
oWho walks? “The man” walks.
o The sentence will only be a fragment if either the subject or the verb is
missing.
Fragment of a Verb
o On the GMAT, a fragment of a verb can never be the right answer.
oExample:
oJack running towards the tree house.
o Although “running” is a verb, it is not a working verb (present/past

participles by themselves are not working verbs); it needs a helping
verb to make sense. Thus, a helping verb must be added.
oCorrect: Jack is (was etc) running towards the tree house.

Fragment of a Verb
Although he loved the game.
o This sentence is a fragment. It contains no main clause (an independent clause, with
its own subject and verb) and only a subordinate clause that cannot stand on its
own.
Either a main clause should be added…

o Although Jack loved the game, he did not think of making it his profession.
Or, the connecting word should be removed.

o He loved the game.
Note: connecting words (such as ‘although’ above) are also called subordinators because they
turn clauses they are attached to into subordinate clauses.
Making Logical Sense
o For a sentence to have a clear meaning, it must make logical sense.

o The writing of the book which took the author three years is expected to sell over a
million copies by this month-end.
o Logically, it is not the writing of the book that is expected to sell so many copies, but the
book itself.
So, the correct sentence should be…

o The book, which took the author three years to write, is expected to sell over a million
copies by this month-end.
Subject-Verb Agreement in Number
o In a correct sentence, the subject and the verb must agree in number.
o For a singular subject, the verb must be singular. For a plural subject, the verb
must be plural.
o The storyteller narrates the tale.
o The storytellers narrate the tale.
o On the GMAT, determining whether the subject is singular or plural may be

difficult because spotting the subject may not always be easy. Finding the
correct pair(s) of subject-verb is crucial.
Subject-Verb Agreement in Number
o Fill in the blank with the appropriate word:
o The rich collection of ancient manuscripts (was/were) Roger's most prized
possession.
o Always look carefully at the sentence. In this case, for instance, it is the
“collection” that is the subject, and not “manuscripts”! Considering only the
words immediately before the blank can often result in error.
o The correct sentence is...

o The rich collection of ancient manuscripts was Roger's most prized
possession.
Finding the Subject
o The subject and verb could be placed far away from each other in the
sentence or the subject could be placed in the middle of the sentence, not at
the beginning (as is often expected).
o The aforesaid are done in a number of ways on the GMAT, the most common
of which are…
o Use of Prepositional Phrases

o Use of Subordinate Clauses
o Use of other Modifiers
o Use of Appositives
Finding the Subject – Use of Prepositional Phrases
o A prepositional phrase is introduced between the subject and the verb. Such a phrase
can be ignored while trying to spot the subject.
o Fill in the blank:

o The trees around the beautiful mansion ____ the gift of the first owner. (is/are)
o “around the beautiful mansion” is the prepositional phrase, making it difficult to spot the subject-verb pair.
Ignore this phrase.
o The subject is “trees”, so the correct verb is “are”.

o The trees around the beautiful mansion are the gift of the first owner.
Finding the Subject – Use of Subordinate Clauses
o Subordinating clauses, which begin with connecting words, do not make complete sense
on their own. Many subordinating clauses act as adjectives or adverbs, and modify other
parts of the sentence. Some even function as nouns.

o Although Alexander Pope had many detractors, the English poet who wrote 'The
Dunciad' among many classics ____ much appreciated. (was/were)
o “who wrote ‘The Dunciad’ among many classics” is a subordinate clause which does not dictate the verb. Since
the subject “the English poet” is singular, the verb must also be singular.
o Although Alexander Pope had many detractors, the English poet who wrote 'The
Dunciad' among many classics was much appreciated.
Finding the Subject – Use of other Modifiers
o Other words can also function as modifiers, modifying or describing certain parts of the
sentence. For instance, present participles (-ing forms of the verbs) and past participles (-ed or –
en forms of the verbs) can act as modifiers.
o Fill in the blank.

o Dejected, Peter who had once been his fans' favorite ____ sitting in a corner. (was/were)
o “Dejected” and “who had once been his fans’ favorite” are simply modifiers. The subject is “Peter” and hence, “was” is
the correct verb.
o Dejected, Peter who had once been his fans’ favorite was sitting in a corner.
o Note: Commas are at times used to separate modifiers from the rest of the sentence.
Finding the Subject – Use of Appositives
o An appositive is a noun, pronoun or noun phrase that describes/renames a noun placed right next
to it.
o Which of the following is correct?

o Globalization, one of the most gripping phenomena of recent times, has brought everyone great
advantages.
o Globalization, one of the most gripping phenomena of recent times, have brought everyone great
advantages.
o In the first sentence, the subject “Globalization” is in agreement with the verb “has”. You might get
confused into thinking that the second sentence is correct seeing the plural “times” next to the
plural “have”. To avoid such confusion, omit the part between commas, which is merely an
appositive.
Multiple Subject-Verb Pairs
o If there are more than one subject-verb pair to be matched, you should look to
meaning as the guiding factor to help decide which verb will go with which subject.
o Fill in the blanks:

o The societal norms which an individual belonging to that society (is/are) expected
to adhere to (is/are) quite often not wholly reasonable.
o In the main clause, the subject is “societal norms” so the corresponding verb is “are”. In the subordinate clause, “an individual”
is the subject and so the verb is “is”.
o The societal norms which an individual belonging to that society is expected to

adhere to are quite often not wholly reasonable.
Special Cases
'And' v/s Additive Phrases
o 'And' can join two or more singular (or even plural) subjects to form a compound
subject.
o A compound subject takes a plural verb form.
o Some other words and phrases, called Additive Phrases, can 'add' to a subject.
o Examples of additive phrases:
o along with
o in addition to
o as well as
o accompanied by
o together with
o including
o Additive Phrases do not form compound subjects. They function only as modifiers.
There is no change in the number of the subject. Thus, singular subjects followed by
additive phrases remain singular.
Hence,
Jack and Sam are going for the party.
Jack along with Sam is going for the party.
Such will be the correct responses because “and” leads to a compound subject but
“along with”, an additive phrase, does not.
o Note: Subjects such as 'Mathematics', activities such as 'aerobics', and diseases such as
'diabetes' are singular.
o John and James, despite the illustrious ancestry, ____ given no special
concessions. (was/were)
o John as well as James, despite the illustrious ancestry, ____ given no special
concessions. (was/were)
o Singular subjects do not change into plural when they are followed by additive
phrases.
o John and James, despite the illustrious ancestry, were given no special
concessions.
o John as well as James, despite the illustrious ancestry, was given no special
concessions.
Confusing with Additives
o In certain cases, the words connected “and” may be thought of as a single unit.
So, the subject will be singular. You need to understand the intended meaning.
'Hansel and Gretel' is a famous fairy tale.
o Here, though Hansel and Gretel are two siblings, the name of the story is a single
unit. The word “tale” emphasizes that it is singular.
o Note: Consider the word following the verb. If it is singular, the verb will most
probably be singular too. The word here is “fairy tale” which tells us that the
sentence is talking about 'Hansel & Gretel' as a story and not about Hansel and
Gretel, the children.
'Or', 'Either…Or', and 'Neither…Nor'
o 'Or', 'either…or', and 'neither…nor' are used to link two
nouns.
o If one of the nouns is singular and the other plural, the verb
must agree in number with the noun nearest to it.
o When 'either' or 'neither' are used without 'or' or 'nor', they

are considered singular and therefore, take singular verbs.
'Or', 'Either…Or', and 'Neither…Nor'
o Identify the error in the following sentence:
oEither the mice or the cat are to be removed.

o When using 'either…or', the verb must agree in number with the noun nearest to it. Since
“cat” (the noun that is closer to verb) is singular, the verb should be singular too.
oEither the mice or the cat is to be removed.

Collective Nouns
o Collective Noun, which denotes a group or collection of people or
objects, is considered a single unit. Hence, each requires a singular
verb.
oExamples:
army, committee, crowd, orchestra, fleet, furniture
Indefinite Pronouns
o An Indefinite Pronoun does not have a specific referent.
o Indefinite Pronouns are almost always considered singular.
o Pronouns that end in –one, –body and –thing i.e., anyone, anybody,
anything; no one, nobody, nothing; someone, somebody, something;
everyone, everybody, everything
o Whatever, whoever
o Each, every
o However, there are seven indefinite pronouns that, depending on the context,
can be either singular or plural.
o These are: many, more, most, any, none, all, some (MMMANAS)
Indefinite Pronouns
Examples:
o Some humility is expected.
o Some students are missing.
o Any milk is healthier than none.
o Any people interested in the event are to register in advance.
o None of the oranges are rotten.
o None of the players is tired.
o All of these books hold interest for me.
o All oil has spilled.
Not one of those seemingly wonderful opportunities __ grabbed by him. (was/were)
Not one of those seemingly wonderful opportunities was grabbed by him.
o Note: 'Not one' is always singular.

Indefinite Pronouns + Prepositional Phrases
o With indefinite pronouns that can be either singular or plural, the noun object of a
prepositional phrase starting with ‘of’ can help determine the number of the subject.
o Fill in the blanks with ‘is’ or ‘are’:

o Most of the milk products ____ healthy and tasty.
o Most of the milk produced by this dairy ____ consumed by the families residing nearby.
o “milk products” is plural while “milk produced” is singular.

o Most of the milk products are healthy and tasty.
o Most of the milk produced by this dairy is consumed by the families residing nearby.
'Each' and 'Every'
o When 'each' or 'every' functions as the subject of a sentence, a singular verb form
is used with it. Singular verb form is also used when any subject is preceded by
'each' or 'every'.
o Each of the cats owned by Ms. Willoughby is beautiful.

o Every man and woman ____ entitled to the right to freedom of expression.
(is/are)
o Even though the subject seems plural, it is considered singular because it is preceded by 'every'.
o Every man and woman is entitled to the right to freedom of expression.

'Each' and 'Every'
o Remember that when 'each' follows a subject, it does not play a role in
determining the verb form.
Therefore, while it is correct to say,

Each of the brothers is an inhabitant of the villa.
if 'each' is made to follow the subject, the correct sentence will read:
The brothers each are inhabitants of the villa.
o Here, the plural subject “The brothers” requires the plural verb “are”.
'Each' and 'Every'
o Similarly, there are other singular subjects that are mistakenly seen as plural.
o Some of them are:

o Anyone/Everyone/Someone/No one
o Anybody/Everybody/Somebody/Nobody
o Anything/Everything/Something/Nothing
o Whoever/Whatever
o Either/Neither (if unaccompanied by 'or')
o Note: Indefinite pronouns are almost always singular.

o Tip: When confused, choose singular; the probability of a confusing
pronoun to be singular is higher.
'The Number Of' v/s 'A Number Of'
o A singular verb is used with the phrase 'the number of' but a plural verb is
used with 'a number of'.
o Fill in the blank with 'has' or 'have':

o The number of cottages in this area ____ increased greatly in the last two
years.
o If the phrase “of cottages in this area” is ignored, it is easily seen that the subject “The number” is singular. So,
the verb must be singular.
o The number of cottages in this area has increased greatly in the last two
years.
'The Number Of' v/s 'A Number Of'
o Fill in the blank with 'has' or 'have':
oA number of cottages in this area ____ come up in the last two

years.
o 'A number of' is an idiomatic expression. It is used in the sense 'some' or 'many' is. “cottages”,
thus, becomes the subject.
oA number of cottages in this area have come up in the last two

years.
Fractions and Percentages
o When fractions or percentages precede a prepositional phrase starting

with 'of', the subject is present in the prepositional phrase and a verb
form is appropriately chosen.

o Two-thirds of the land ____ good enough for agricultural purposes.
(is/are)
o The subject “land” is singular. The fraction “Two-thirds” will not determine the verb form.
o Two-thirds of the land is good enough for agricultural purposes.

Majority, Minority, Plurality
o Depending on the context, the words 'majority', 'minority‘, and 'plurality' can
be either singular or plural. If individual elements are to be indicated, a plural
verb must be used. If the whole is to be indicated, a singular verb must be
used.
o Examples:
o The majority of the fruit trees in his garden are not bearing fruits properly.
oThe subject is “majority of trees” which is plural.
o The cult has gained significance because the majority is following it.
oThe subject is “the majority” which is singular.
Phrases and Clauses that Function as Subjects
o An –ing phrase or an entire clause, at times, performs the function

of a subject in a sentence. Such a subject is always singular and so
takes the singular form of the verb.
o Identify the error:

oClimbing mountain peaks is an exhilarating experience.
o The sentence is correct. The subject here is the –ing phrase “Climbing mountain
peaks”, which is singular.
Phrases and Clauses that Function as Subjects
o Whatever judgment they give ____ to be accepted without questions.

(has/have)
o The clause “Whatever judgment they give” is the subject here, singular.
o Whatever judgment they give has to be accepted without questions.

Turning the Word Order Over
o On the GMAT, the verb is sometimes placed before the subject. To easily identify the
subject, turn over this inverted order so that the verb follows the subject.

In the shadows of the huge trees sit the forlorn Orlando, composing songs for Rosalind.
If the given sentence is thus rearranged, it will read:

The forlorn Orlando sit in the shadows of the huge trees, composing songs for Rosalind.
o The subject “the forlorn Orlando” is singular and thus, doesn’t agree with the verb “sit”.
In the shadows of the huge trees sits the forlorn Orlando, composing songs for Rosalind.
Turning the Word Order Over
In need of furnishing is the parlor and the dining room.
If the given sentence is rearranged, it will read:
The parlor and the dining room are in need of furnishing.

o There is a compound (thus, plural) subject here – “the parlor and the dining room”.
In need of furnishing are the parlor and the dining room.

'There is’ / ‘There are’
o The subject of a 'there is' or 'there are' expression follows the verb.
Hence, as often is the case on GMAT, meaning is important.

oThere is a sparrow and a crow on the broken trunk of the ancient
tree.
o Since the subject is “a sparrow and a crow”, we need a plural verb.
oThere are a sparrow and a crow on the broken trunk of the ancient
tree.
Inverted Subject-Verb Order in Subordinate Clauses
o Be alert to the inverted subject-verb order in subordinate clauses.

“Pride and Prejudice” is a classic for which ____ been written many sequels.
(has/have)
o Rearranging makes easier-

“Pride and Prejudice” is a classic for which many sequels have been written.
Hence, the correct sentence is:

“Pride and Prejudice” is a classic for which have been written many sequels.
One of the…
o Note the following structure:
o One of the 'noun' (will always be plural) + that/who + plural verb
o This is one of the eggs that ____ cracked. (is/are)
o This is one of the eggs that are cracked.
o However, keep in mind that only when the plural noun is followed by
that/who will the verb be plural. Otherwise the structure will be:
o One of the 'noun' (will always be plural) + singular verb (usually 'is')
o One of the eggs _____ cracked. (is/are)
o One of the eggs is cracked.
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Pronouns
Basics
Pronouns
o A pronoun replaces a noun (or noun phrase) so that the noun
does not have to be repeated in other parts of the sentence.
o Catherine Morland, the female protagonist in Northanger Abbey, was so
affected by her reading of Gothic novels that she looked for a dark secret
behind Mrs. Tilney's death.
o Here, the pronoun “she” refers to the noun “Catherine Morland”. “Catherine
Morland” is the antecedent of “she”. The same goes with “her” instead of “Catherine
Morland's”.
o Look carefully whenever you spot different pronoun forms in the

answer choices.
o The error is very common on the GMAT sentence correction.
The Necessity of the Antecedent's Existence
o It is essential for a pronoun to have an antecedent.
o The antecedent must function as a noun in the sentence. A noun

functioning as an adjective cannot be the antecedent of a pronoun.
o The noun and pronoun must agree in number.
o The noun-pronoun pair should make sense without any ambiguity.

o Mom and Aunt were cooking dinner, and she led the proceedings.
o The error is that it is not clear who led the proceedings.
o The correct sentence:
o Mom and Aunt were cooking dinner, and Mom led the proceedings.
Or
o Mom and Aunt were cooking dinner, and Aunt led the proceedings.
o The actors said that he cannot come for the shoot today.
o The plural noun “actors” must be replaced with a plural pronoun “they”.
o The actors said that they cannot come for the shoot today.
Or
o The actor said that he cannot come for the shoot today.
The Antecedent and the Pronoun Must Make Sense Together
o The antecedent and the pronoun must logically be in agreement. In other words,
if the noun is substituted in the place of the pronoun, the sentence must make
sense.
o The publication of the book has been stalled because it attacks the ideologies
favored by the ruling party.
o The antecedent in the given sentence is “The publication of the book” which obviously will not make sense if
substituted in place of the pronoun “it”. Therefore, the sentence needs to be edited so that it makes sense.
o The publication of the book has been stalled because the book attacks the
ideologies favored by the ruling party.
The Antecedent and the Pronoun Must Make Sense Together
o The antecedent and the pronoun that refers to it must always agree in number; if the
antecedent is singular, the pronoun must be singular and if the antecedent is plural, the
pronoun must be plural.
o The Renaissance artists asserted the significance of classical texts in endeavors at

understanding life through his works.
o Since the antecedent is “Renaissance artists”, the pronoun should be plural. Alternatively, the term
“Renaissance artist” can be used and the pronoun can then be singular.
o The Renaissance artists asserted the significance of classical texts in endeavors at

understanding life through their works.
Or
o The Renaissance artist asserted the significance of classical texts in endeavors at
understanding life through his works.
Third Person Personal Pronouns
o Mistakes in the use of third person personal pronouns are common; the
singular forms 'it' and 'its', and the plural forms 'they', 'them‘, and 'their‘ are
often erroneously used. Antecedent-pronoun agreement must always be
ensured.
o When a city suffers with heavy pollution, most of their inhabitants are
affected.
o Antecedent-pronoun agreement needs to be ensured.
o When a city suffers with heavy pollution, most of its inhabitants are affected.
Or
o When cities suffer with heavy pollution, most of their inhabitants are affected.
Demonstrative Pronouns
o The demonstrative pronouns- 'this', 'that', 'these' and 'those'-can be
used as adjectives for nouns they are placed in front of.
o This Side, That Side: Restorying Partition reflects the social rather than
political history which lends these book a degree of authenticity.
o Since “book” (and the antecedent “This Side, That Side: Restorying Partition”) is singular,
a singular pronoun, “this”, should be used. The pronoun is functioning as an adjective
here.
o This Side, That Side: Restorying Partition reflects the social rather than
political history which lends this book a degree of authenticity.
Demonstrative Pronouns – 'That' and 'Those'
o 'That' and 'those' are often used to avoid repetition of the antecedent when
making 'copies' of it.
o When 'it', 'they‘, or other personal pronouns are used, the same antecedent is
referred to.
o The mangoes bought by Rose are riper than those bought by her mother.
o The mangoes bought by Rose and the mangoes bought by her mother are not the same. They are 'copies'.
o “those” refers to the mangoes bought by Rose’s mother.
o The mangoes bought by Rose are ripe and so they are being used for making ice-cream.
o Here, “they” refers to the 'same' mangoes bought by Rose.
Demonstrative Pronouns – 'That' and 'Those'
o 'That' or 'those' indicating a copy or copies of the antecedent must
be modified. How the new copy is different from the one first
referred to must be mentioned.
o The motor we bought earlier is more efficient than we bought later.

o “than that” would be the correct usage.
o The motor we bought earlier is more efficient than that we bought

later.
'This', 'These', 'That', 'Those'
o On the GMAT, 'this' or 'these' should not be used in place of nouns.
o Similarly, 'that' or 'those' should not be used in place of nouns, unless they
are suitably modified to make new copies.
o 'It', 'they' or 'them' should be used in place of nouns.
o The relic is greatly revered; most consider this authentic.

o 'This' should not be used in place of a noun.
o The relic is greatly revered; most consider it authentic.

Ambiguity in Pronoun Usage
o Every pronoun in a sentence must clearly refer to an antecedent.
o Every 'it' and 'its' appearing in a sentence must refer to the same singular antecedent.
o Every 'they', 'them‘, and 'their' appearing in a sentence must refer to the same plural
antecedent.
o Poultry farmers must give adequate food and water to the animals so that
they remain healthy, and can provide them the desired income.
o While it can be understood that “they” refers to the animals and “them” to the farmers, the
ambiguity in reference is not acceptable in a correct sentence.
o Poultry farmers must give adequate food and water to the animals so that
the animals remain healthy, and can provide the farmers the desired income.
o Important: There can be more than one possible antecedent for a single
pronoun. On the GMAT, a sentence with more than one possible antecedent for
a pronoun is not considered incorrect if only one of those antecedents is
reasonable enough in terms of meaning and parallelism.
o There are three students and five chairs in the classroom; they are each
intelligent.
o While the pronoun “they” has two possible antecedents- “students” and “chairs”, going by the meaning, it is only “students” that the
meaning “they are each intelligent” can apply to and therefore, the sentence does not suffer with pronoun ambiguity and is
acceptable.
o The most important noun in any given sentence is the subject. Therefore, it is
the subject that makes the best antecedent.
o Many painters have used windows in paintings when they have wanted to
depict a divide between the public and private worlds.
o This sentence is correct. “they” refers to the subject “painters”. There are two other possible
antecedents- “windows” and “paintings” but “they” occupies the subject position in the second
clause and so will refer to the subject. If the windows (or paintings) are talked about in the next
sentence, a phrase such as “these windows (or paintings)” would be used.
Functions for Nouns and Pronouns
o Subject Pronouns- 'I', 'you', 'he', 'she', 'it', 'we', 'they', 'who'- can function as
subjects of sentences.
o I reached in the afternoon.
o Object Pronouns- 'me', 'you', 'him', 'her', 'it', 'us', 'them', 'whom'- can
function as objects of verbs or prepositions.
o The sermon was read to them.
o Possessive Pronouns- 'my', 'mine', 'your', 'yours', 'his', 'her', 'hers', 'its', 'our',
'ours', 'their', 'theirs', 'whose'- indicate ownership or a similar relation.
o His oration was greatly appreciated.
A Case with Possessive Pronouns
o The courtiers' dialogues, written by the young playwright, seemed
too lofty for them.
o In the given sentence, the pronoun “them” refers more to the “dialogues”.
Possessive nouns can be antecedents only to possessive pronouns (example:
“courtiers’ ” and “their” make a fine pair). So, removing the possessive noun is a
good option. To avoid ambiguity entirely, the pronoun itself should be replaced by
a suitable noun.
o The dialogues for the courtiers, written by the young playwright,

seemed too lofty for those courtiers.
A Generate Note
o Much of GMAT material lays unnecessarily high emphasis on pronoun
ambiguity as a crucial eliminating factor. Practically, in several cases, what
appears to be pronoun ambiguity, is actually isn’t so for the reasons
explained in the previous slides. A very small proportion of questions test
pronouns alone and generally, this concept is tested together with other
concepts. Unless the pronoun error is absolutely apparent, look for other,
more fundamental reasons (modifier, subject-verb agreement,
parallelism, comparison, and tenses) for eliminating the answer choices.
Only when you are left with the final 2-3 answer choices and you have to
take a nuanced look should you consider pronoun ambiguity worth an
‘eliminating factor’.
Special Cases
'There' as a Pronoun
o 'There', meaning 'in that place', is actually an adverb, but can also
function like a pronoun.
o The antecedent (of 'there') is often contained in a prepositional

phrase. This antecedent should be a noun (names of places are nouns).
oAs people in Nepal needed help in the time of the natural calamity,
troops from the Indian army were sent there.
o In certain cases, where 'there' functions only as a 'dummy' pronoun,

an antecedent is not needed.
oThere are fresh flowers in the vase.
‘Itself' and 'Themselves' as Pronouns
o 'Itself' and 'themselves' function as objects, and refer directly to the subject.
o These reflexive pronouns are used in cases wherein the subject acts upon itself.
o When another pronoun is used, there should be no ambiguity in comprehending the meaning.
o When the event was to be organized, the party advertised it.

o “it” refers to the “event”.
o When the event was to be organized, the party advertised itself.

o “itself” refers to the “party”.
o “Itself” and “themselves” can also be used for the purpose of intensifying the
nouns.
o The perpetrators themselves had been victims once.
'One Another' and 'Each Other' as Pronouns
o When interaction between parties is being talked about, the
reciprocal pronouns 'one another' and 'each other' are used.
o The two competitors respected each other.
o Competitors must respect one another.
o Each other is used for two entities, one another for more than
two entities.
o Remember that these two pronouns cannot be interchanged with
'themselves'.
o The children exchanged gifts with themselves. – Incorrect
o The children exchanged gifts with one another. - Correct
'One Another' and 'Each Other' as Pronouns
o The two partners of the firm discussed with themselves the pros and cons of
taking up the new project.
o The two partners of the firm discussed with each other the pros and cons of

o The five partners of the firm discussed with themselves the pros and cons of
o The five partners of the firm discussed with one another the pros and cons
of taking up the new project.
'Such' and 'Other' as Pronouns
o 'Such' and 'other'/ 'another', together with a noun, refer to an
antecedent.
o 'Such' is used in these cases to mean 'like the antecedent'.
o After the huge losses suffered in the wake of last year's mishap, the required steps have
been taken to mitigate damages if any such mishap were to occur in the future.
o 'Other' and 'another' may not mean 'exactly like', but they mean
'additional of the same type'.
o After Stephen did exceedingly well on the important project, the management decided to
give him the responsibility of handling other projects of considerable importance.
o After Stephen did exceedingly well on the important project, the management decided to
give him the responsibility of handling another project of strategic importance.
'One' as a Pronoun
o To refer to an indefinite copy or an indefinite part of a
collection, the word 'one' is used.
o The personal pronouns 'it' and 'they'/ 'them', in contrast, are

used to refer to a definite object or a definite entire
collection.
o Please refer to examples on the next slide.

'One' as a Pronoun
o A single look at the cute little kittens was enough to make Mary adopt
one.
o A particular kitten has not been pointed out.
them.
o This sentence indicates that all the kittens were adopted by Mary.
one; it seemed as glad to be held by Mary as Mary was to hold it.
o The definite pronoun 'it' is used for referring to the particular kitten that has been
bought by Mary.
'One' v/s 'You'
o The pronouns 'one' and 'you' are often used while giving others advice or making
general statements.
o It is important to ensure that the two are not mixed up.

o If one is not ready to work hard, you should not be surprised at scoring poorly.
o The correct statement should read:

o If one is not ready to work hard, one should not be surprised at scoring poorly.
Or
o If you are not ready to work hard, you should not be surprised at scoring poorly.
Or
o If one is not ready to work hard, he or she should not be surprised at scoring poorly.
'Do so' as a Pronoun
o 'Do so' can indicate an action in its entirety- not just the verb but also its objects and modifiers. 'Do
so' functions like a pronoun in that it refers to an earlier part of the sentence. Since it takes the place
of a verb or predicate (part of a sentence that contains a verb/verb phrase), 'do so' is a 'pro-verb'.
o Make suitable changes to the following sentence:
o Alice did not apologize for her fault although her mother insisted that she apologize for her fault.
o 'Do so' can refer to the action in its entirety. Repetition of the part of the sentence that first indicates the action is not
required.
o Alice did not apologize for her fault although her mother insisted that she did so.
o Just the helping verb can also be repeated without the word 'so'.
o Alice did not apologize for her fault although her mother insisted that she did.
'Do it' as a Pronoun
o 'Do it' is used when there is an actual noun antecedent that 'it' can
refer to.
oMaria failed to complete the task so Julia did it.
o “it” refers to “the task”.
o Another verb can also be used in place of 'do'. 'It' will, of course,
refer to the noun antecedent.
oMaria failed to complete the task so Julia completed it.
'Which' v/s 'That'
o 'That' and 'which' fall under the category of relative pronouns as
they are used to relate different parts of a sentence.
o On the GMAT, 'which' is not essential for identifying the subject. It

serves the purpose of explaining or adding to what the sentence
mainly says. Generally, the phrase starting with 'which' can be
removed from the sentence without affecting the essential intended
meaning.
o The tattered copy of “The Complete Works of William Shakespeare”, which had
great many markings done in pencil, was among Stella’s loved possessions.
'Which' v/s 'That'
o For 'which' to be correct on the GMAT, remember:
o It must come after a comma, AND
o It must refer to the noun that immediately precedes the comma.
o The sentence 'The last book on the shelf, which has a red cover, was gifted to me by
my mother.' is incorrect.
o Even though which comes after a comma, it has an incorrect referent. The phrase
starting with “which” is meant to refer to the “last book”, not to the “shelf”.
o However, in cases where 'which' is preceded by some preposition, a comma is not

needed before 'which'.
o The sentence 'The tank from which the water is flowing is dirty.' is correct even
though no comma precedes 'which'.
'Which' v/s 'That'
o On the GMAT, 'that' is essential for identifying the subject. Thus, the part
starting with 'that' cannot be removed from the sentence.
o Identify the difference between these two sentences.
o The second vase, which is red in color, is a beautiful one.

o The second vase that is red in color is a beautiful one.
o The first sentence is referring to the second vase and we are provided with the additional information
that it is red in color. Even without the information, we know it is the second vase that is being
referred to.
o The second sentence takes you to the second red vase. This could be the second vase (in case the first
one is also red) or it could be fifth or tenth, as long as it satisfies the criterion of being the second red
vase.
'Who' v/s 'Whom'
A frequently tested concept on the GMAT.
o 'Who' is a subject- the one performing the action.
o 'Whom' is an object- the one that receives the action. (Action is

performed on/for the object.)
o NOTE: If the answer to who/whom is I, he, she, etc., the correct

word is 'who'. If the answer is me, him, her, etc., the correct word is
'whom'.
o After a preposition, 'whom' (not 'who') is right. For instance, we use

'with whom', 'one of whom', etc.
'Who' v/s 'Whom'
o Pick the correct word:
o Who/whom is coming to the picnic?
o Who/whom is this song about?
o Who is coming to the picnic?

o The answer will be a subject- he, she, some proper noun for a person,
etc.
o Whom is this song about?

o The answer will be an object- him, her, etc.
‘It’s' v/s ‘Its'
o ‘It’s’ means ‘it is’.
o ‘Its’ is the possessive form of
o Pick the correct word:
o The dog was wagging it’s/its tail.

o It’s/it’s a hot day.
o The dog was wagging its tail.

o It’s a hot day.
Placeholder 'It'
o At times, changing how the subject or object has been placed can
make the sentence sound better. In such cases, 'it' can be placed
where the subject or object originally was. This use is referred to as
Placeholder 'It'.
o Do not search for a noun antecedent for a Placeholder 'It'.
o It is Stephen’s obligation that he explain his actions to his guardians.

o “It” here does not here demand an antecedent; the sentence could also have been written as “Stephen’s
obligation is that he explain his actions to his guardians”.
Placeholder 'It' in Postponing Infinitive Subjects
o On the GMAT, Placeholder 'It' is used while postponing infinitive

subjects.
o Even if the sentence is grammatically correct, the GMAT prefers to

avoid the use of a sentence in which the subject is an infinitive
phrase. 'It' is made the grammatical subject which refers to the
infinitive phrase (initially the subject). Remember that usually, 'it'
cannot refer to an infinitive.
o Find an example on the next slide.
Placeholder 'It' in Postponing Infinitive Subjects
o To waste resources is criminal.
o The same sentence can also be written as…

o It is criminal to waste resources.
o “It”, as the grammatical subject, refers to the infinitive phrase “to waste resources”.
Postponing 'That-' Clause Subjects
o Since 'that'-clauses contain subjects and verbs, they can function as
nouns. Therefore, sentences that have 'that'-clauses as subjects are
grammatically correct.
o However, the GMAT prefers a 'that'-clause subject to be postponed.

Remember that usually, 'it' cannot refer to a clause.
o That the depiction was beautiful was asserted by all who viewed the painting.
Or
o It was asserted by all who viewed the painting that the depiction was
beautiful.
Postponing 'That-' Clause Subjects
o It is possible for a sentence with 'that'-clause subject to be the correct
answer on the GMAT. Always ensure that there are no major grammatical
errors.
o That we executed the task efficiently gave us immense confidence.
o The sentence can also be written as…
o It gave us immense confidence that we executed the task efficiently.

Postponing Infinitive or 'That-' Clause Objects
o If the given sentence contains a Placeholder 'It' and an infinitive object, the verb
in the infinitive phrase is changed into an action noun and the Placeholder 'It' is
dropped. The rest of the sentence is accordingly altered.
o Suitably rephrase the sentence:
o The directive made it possible for them to construct the building at that site.
o The directive made possible the construction of the building at that site.
Or
o The directive made the construction of the building at that site possible.
Eliminating Pronouns
o In certain cases, eliminating pronouns is a good option. To take an
example, when a pronoun such as 'it' or 'them' appears at the end of
a long sentence, there might be ambiguity relating to which
antecedent is being referred to and the pronoun should, therefore,
be eliminated in order to remove that ambiguity.
o To remove the ambiguity, the antecedent noun can be repeated,

even though this does not make the final sentence sound very good.
o Please refer to an example on the next slide.

o After escaping the prison at midnight, the convict slept in the nearby
graveyard and the next day, ran as far away from it as he could.
o “it” can be assumed to refer to “the prison” but could also reasonably refer to the
“graveyard”.
o After escaping the prison at midnight, the convict slept in the nearby
graveyard and the next day, ran as far away from the prison as he
could.
o Another way (more preferred on the GMAT) is to replace 'it' with a generic
synonym for the antecedent. This synonym functions like a pronoun. It is more
general than the antecedent, which is an example of the generic synonym.
o The contracts the firm had signed with different clients were given to the new manager
so that he could read those documents.
o “documents” is a generic synonym for “contracts”, which are types of documents.
o Words such as 'these', 'those', 'such' need not always precede generic
synonyms. A lot of times, 'the' may suffice.
o The forts of the dynasty were so marvelously constructed that enthusiasts of
architectural studies on their visits to the dynasty’s ruling centers found it hard to
leave the premises of the monuments.
Nuances of Pronoun Reference
o The suitability of a noun as an antecedent for a particular
pronoun is determined by several factors, the most important
among which is number and gender agreement.
o The antecedent must agree in number with the pronoun.
o The antecedent must have the same gender as the pronoun.
o Remember:
o 'He' and 'his' are masculine;
o 'She', 'her‘, and 'hers' are feminine;
o 'It' and 'its' are neutral; and
o 'They', 'them', and 'their' can be used for any gender.
o When pronouns are repeated in a given sentence, they must refer to the
same antecedent. Keeping the number principle in mind, you can understand
that this means that every 'it' and 'its' in the sentence must refer to the same
singular noun and every 'they', 'them' and 'their' must refer to the same plural
noun.
o The short animated film beautifully depicted how the little bird learnt its lesson in
independence as it observed the young of other creatures learning to function with self-
sufficiency.
o The members of the armed forces did their service to their country as they risked
themselves to save others.
o In the first sentence, both “its” and “it” refer to the singular noun “the little bird”. In the second sentence, “their” (both the uses),
“they”, and “themselves” refer to the plural “members of the armed forces”.
o The antecedent is usually placed before the pronoun. It is rare but
not grammatically incorrect for an antecedent to be placed after the
pronoun.
o For example:
o After he won the election, Michael gave a speech.
o The sentence is acceptable.

o If they are placed in parallel structures, the pronoun and its antecedent
should agree in case. A pronoun in subject position in one clause, for
instance, should refer to a noun in subject position in a parallel clause.
o Nouns in subject positions generally make strong antecedents, even if

the pronouns happen to be distant.
o Note: On the GMAT, antecedent ambiguity is not usually a determining

factor in choosing the correct option.
o The university now enjoys great prestige because of the excellent quality of
its faculty and students, its research facilities, and the skill set it develops,
despite the fact that they were just recently established and have to
compete with renowned universities that were established decades ago.
o The university now enjoys great prestige because of the excellent quality of
its faculty and students, its research facilities, and the skill set it develops,
despite the fact that it was just recently established and has to compete
with renowned universities that were established decades ago.
o In the original sentence on the last slide…
o For the pronoun 'it', the antecedent has to be singular and neutral in
terms of gender. In the given sentence, the two 'its' and 'it' obviously
refer to 'the university'. In the first clause, therefore, there is no
ambiguity.
o In the second clause, however, the pronoun in the subject position is

plural and is not in agreement with the singular antecedent appearing
in the first clause. The pronouns and helping verbs need to be
changed.
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Parallelism
Basics
Understanding Parallelism
o Those parts of a sentence that are comparable must be structurally and
logically similar.
o If the comparable parts are not parallel (similar), the sentence is

incorrect. Changes have to then be made such that all comparable parts
become parallel.
o While it may not always be essential to make each word in the

comparable elements parallel, the most important words (such as verbs)
should be parallel.
Parallelism – An Example
Correct the following sentence:
o The dissatisfaction arose among the stakeholders because of the continual fights, the
disagreements on crucial issues, and that there were no common interests or goals.
There are three reasons for dissatisfaction. The structure of the first two parts is similar (noun phrases) while
the structure of the third is different (clause). So, the structure of the third part has to be made similar to the
first two. The most important words in the statement below -'fights', 'disagreements' and 'non-existence' are all
nouns and therefore, parallel.
o The dissatisfaction arose among the stakeholders because of the continual fights, the
disagreements on crucial issues, and the non-existence of common interests or goals.
Parallel Markers
o Parallel Markers are words that link or contrast items and make it necessary for
those items to be parallel.
o Examples of common parallel markers are:
o And (links two or more items)

o Both…and
o Or
o Either…or
o Not…but
o Not only…but also
o Rather than
o From…to
Parallelism Among Verbs
o Ensure that the verbs are parallel. There should be no difference in the tenses
of the different verbs in a sentence (unless the meaning requires so). Also,
there should be no shift from an active to a passive verb.
o The teacher mastered the art himself and then it was taught to his students.
o It is incorrect to shift from an active to a passive verb (“it was taught”) in the same sentence.
o The teacher mastered the art himself and then taught it to his students.
Parallelism Among Infinitives
o Infinitives (“to” + verb) need to be parallel in a sentence, unless the meaning requires a change in usage.
o Among accomplishments considered desirable for women in 19th-century England were the abilities to
play the piano, to sing, and dance well.
o The given sentence implies that “to” is needed only for the first and second options and not for the
third. Thus, the parallelism is faulty.
play the piano, to sing, and to dance well.
Or
play the piano, sing, and dance well.
o For a child's proper education, it is important to introduce him to the world of books, to
make him appreciate and love Nature, and develop in him compassion for all forms of
life.
o Parallelism missing in “develop in him”.
o For a child's proper education, it is important to introduce him to the world of books, to
make him appreciate and love Nature, and to develop in him compassion for all forms of
life.
Or
For a child's proper education, it is important to introduce him to the world of books,
make him appreciate and love Nature, and develop in him compassion for all forms of
life.
o The workers have been asked either to comply with the demands of the
senior management or leave the organization.
o Since there is a parallel marker before the first infinitive, “to” must be used before the verb following
the second element of the marker.
o Thus, the sentence should be….
o The workers have been asked either to comply with the demands of the
senior management or to leave the organization.
Or
o The workers have been asked to either comply with the demands of the
senior management or leave the organization.
Parallelism Among Nouns
o To convey similar (parallel) meaning, similar noun forms must be
used.

o Near the banks of the Floss, Mr. Tulliver built a house and mill.
o To show that one house and one mill were built, “a” has to be added before “mill”.
Otherwise, the parallelism becomes faulty and a wrong meaning is conveyed (it seems
“house and mill” is one unit).
oNear the banks of the Floss, Mr. Tulliver built a house and a mill.
Parallelism Among Adjectives
o To convey similar (parallel) meaning, adjectives in a sentence must be parallel.
o Choose the correct option:
o Old and ______, Lily is now not even a shadow of what she once was.
(wan/wanning)
o While it is possible to use “wanning” (the verb form of “wan”) in this context, the
adjective “wan” is more appropriate keeping in view the use of the word “old”.
o Note: Else, “ageing” and “wanning” can be used together.
oOld and wan, Lily is now not even a shadow of what she once was.
Parallelism Among Adverbs
o To convey similar (parallel) meaning, adverbs in a sentence must be
parallel.
o Confidently and proud, Elloise climbed the dais.

o Parallelism should be maintained in the sentence structure. Thus, “-ly” should be added to “proud”.
o Note: “-ly” is added to adjectives to convert them into adverbs.
o Example:
Adjective: Honest
Adverb: Honestly
o Confidently and proudly, Elloise climbed the dais.

Parallelism Among Gerunds
o Gerunds (verb + “-ing”, verbs acting as nouns) must be parallel
when their roles in a sentence are similar.
o Complete the following sentence:
oI love reading, swimming, and _____. (dance)

o The third element has to be parallel with “reading” and “swimming”.
o I love reading, swimming, and dancing.

Parallelism Among Clauses
o Clauses must be parallel when their roles in a sentence are similar.

o One's sense of responsibility recommends that one should properly feed one's pet and one has to
properly bathe it.
o Parallelism should be maintained in the use of clauses in a sentence.
o One's sense of responsibility recommends that one should properly feed one's pet and one
should properly bathe it.
Or
o One's sense of responsibility recommends that one should properly feed one's pet and properly
bathe it.
Parallelism Among Clauses
An interesting case.
o Fantasy tales, products of the writers' imagination and which are, at
the same time, rooted in reality, are generally loved by children.
o Parallelism missing in “products of…” and “which are…rooted in reality”.
o Fantasy tales, which are products of the writers' imagination and

which are, at the same time, rooted in reality, are generally loved by
children.
o Parallelism conserved in “which are products of…” and “which are…rooted in reality”.
Parallelism Among Working Verbs
o Only working verbs can be made parallel to other working verbs.
oThe soldiers fought bravely and winning the battle.

o In the given sentence, “winning” is not a working verb.
oThe soldiers fought bravely and won the battle.

Parallelism With Participles
o When a past or a present participle functions as an adjective, it can be made parallel to an
adjective.
o Ensure parallelism in the following sentences:
o The juice, chilled and tasty, was served to the guests.

o “chilled” and “served” are both past participles. But “chilled” is functioning as an adjective here. Thus, it is
parallel to the adjective “tasty”. The sentence is correct.
o In a voice strong and commanding, the Lieutenant gave the orders.

o Since the present participle “commanding” functions as an adjective, modifying the noun “voice”, it is parallel to
the adjective “strong”. Parallelism is maintained in the sentence.
Parallelism With Correlative Conjunctions
o Correlative conjunctions are pairs of words that always go together.
For the sentence to be correct, if one of a pair is present, the other
should be present too.
o Examples of correlative conjunctions:

oNot only…but also
oNo sooner…than
oEither…or
oNeither…nor
oBoth…and
Parallelism With Correlative Conjunctions
o Note: Only grammatically equal elements (noun & noun, adjective &
adjective, phrase & phrase, clause & clause, etc.) are joined by correlative
conjunctions. The elements joined by them have equal weight; none is
subordinate to the other.
o Get either a red or ____ ball.

o Correlative conjunctions always join grammatically equal elements (here, phrases).
o Get either a red or a blue ball.

Idioms With Built-in Parallel Structure
o A number of idioms are structured such that parallelism is
demanded.
o Let 'X' and 'Y' be representative of two elements that must be

parallel. These are among idioms demanding parallelism:
oBetween X and Y
oCompared to X, Y
oNot only X, but also Y
oX acts as Y
oAs X, so Y
Parallelism – Ensuring that Each Element is ‘Complete’
o Ensure that each element is complete. Do not remove words that are
important for expressing meaning and that guard against ambiguity.
o There are many references in the tale to the works of those who are
canonical writers and who are not.
o “works of…who are not” does not make sense so the word “those” has to be added after “and”. The
term “canonical writers”, however, is understood in the second element.
o There are many references in the tale to the works of those who are
canonical writers and those who are not.
Lists Connected by “And”
o A list containing two or more items is connected using “and”. The “and” is placed before the last
item in the list.
o a and b
o a, b, c, and d
o On the GMAT, in lists containing three or more items, a comma is always inserted before the “and”.
o Correct: a, b, and c
o Incorrect: a, b and c
o A comma may be put before the “and” when this “and” is being used to link two clauses
(recommended when the clauses are long, independent, or both).
o comma + “and” is generally comparable to a semi-colon.
The place is close to my heart, and I often visit it.

The place is close to my heart; I often visit it.

Lists Connected by “And”
o If the items in a list contain a number of words that themselves contain lists, a
clear hierarchy needs to be created. If possible, lists should be rearranged such
that the longest item is placed last.

o The decision was made after proper discussion, and weighing pros and cons
and therefore, it is likely to turn out right.
o “proper discussion” is not parallel to “weighing pros and cons”. These items are also not parallel to “therefore, it
is likely to turn out right”. Through repeating words and adding commas where necessary, a hierarchy needs to
be created.
o The decision was made after proper discussion, and after weighing pros and
cons, and therefore, it is likely to turn out right.
Linking Verbs
o Linking verbs are verbs that express not the action of the subject,
but what the subject is or what state the subject is in.
o Examples of commonly used linking verbs:

oForms of the verb “to be”- is, are, was, were, am, been, be, being
oOther linking verbs- appear, become, seem, represent, resemble,
feel, taste, sound, grow, look
Linking Verbs
o Linking verbs should be treated as parallel markers. The subject and
the object must be made parallel.

oA river in the daytime is recreational.
o The two sides of the linking verb “is” should be structurally parallel.
oA river in the daytime is a site for recreation.

Linking Verbs
o Not just structural parallelism but parallelism in meaning of the elements
on the two sides of the linking verb is essential.
o When selected to the post, Nita appears to be a pre-decided outcome

to the members.
o The two sides of the linking verb “appears to be” – “Nita” and “a pre-decided outcome” – are not
parallel in meaning. It is her selection that is a pre-decided outcome.
o The selection of Nita to the post appears to be a pre-decided outcome

to the members.
Superficial Parallelism v/s Actual Parallelism
o Only grammatical structures that are logically parallel must be made structurally
parallel.
o The nurse cared greatly for the old man, fed him, read to him, and helped him walk.
o In the given sentence, all the activities are provided equal emphasis. This sentence is only
superficially parallel. The main verb is “cared” and the other verbs are only providing additional
information about how the nurse cared. These other verbs should be parallel to each other, but not
parallel to the main verb.
o The nurse cared greatly for the old man, feeding him, reading to him, and helping him
walk.
What to Make Parallel
o It is important to ascertain which elements need to be made parallel.
Thus, paying attention to words and their use in the sentence is crucial.
oAlice went to the resort intending to get some respite from her hectic
schedule, relaxing her strained self, and having some fun.
o Here, “intending to” is common to all the three elements so those three should be
made parallel.
oAlice went to the resort intending to get some respite from her hectic
schedule, relax her strained self, and have some fun.
What to Make Parallel
o When a preposition such as “without” is placed before the first element of a
series, it is assumed to be referring to each element of that series.

o Early man survived winters without sweaters, coats, and only animal skins to keep him warm.
o Here, “without” is assumed to refer to all the elements of the series. The given sentence, therefore, means
that early man survived winters without sweaters, without coats, and without animal skins.
o Early man survived winters without sweaters, without coats, and with only animal skins to keep
him warm.
Or
o Early man survived winters without sweaters and coats, and with only animal skins to keep him
warm.
Parallelism
Special Cases
Parallelism Among Concrete and Action Nouns
o Concrete Nouns refer to people, animals, things, places, events, or
time periods.
oSome examples of concrete nouns- boy, dog, chair, mountain,
holiday, year.
o Action Nouns refer to actions and are often derived from verbs.
oSome examples of action nouns- development, growth, pollution,
inspection, arrival, belief.
Parallelism Among Simple and Complex Gerund Phrases
o Gerunds, formed by adding –ing to basic forms of verbs, can be used as nouns
to indicate actions. There are two types of Gerund phrases- Simple and
Complex.
o Simple Gerund Phrases: These phrases function like nouns but the words are
arranged as if following a verb. This gerund phrase can be included in a
working verb phrase.
o Digitizing maps properly is essential for this project.
o The phrase “Digitizing maps properly” functions as a noun (a concrete noun can be substituted in its place). It
can be included in a working verb phrase: ‘
o We are digitizing maps properly.

o Complex Gerund Phrases: These are nouns- in their function and in

that they are often preceded by articles or adjectives. The object is
placed either in an 'of'-prepositional phrase or before the –ing form.
oThe proper digitizing of maps is essential for this project.

o “proper” is the adjective here. “maps” is put in an 'of'-prepositional phrase.
o “digitizing of maps” is a complex gerund phrase here.

oKate loves visiting the Church and the hymn singing.
o Since “visiting the Church” is a simple gerund phrase and “the hymn singing” is a complex
one, they cannot be made parallel.
oKate loves visiting the Church and singing the hymn.

oFor Tim, the promise of a job meant the giving of hope.
o “the promise of a job” is not parallel to “the giving of hope”.
oFor Tim, the promise of a job meant the gift of hope.
Parallelism Among Action Nouns and Complex Gerund Phrases
o Only complex gerund phrases can be parallel to action nouns. When a

number of action nouns are present in a sentence, a simple gerund phrase
might be mistaken for something other than a noun. A complex gerund phrase
must be chosen over a simple gerund phrase. If a simple gerund phrase is
present, it should be replaced by a complex one.

o Sitting near the harbor, the crew observed the arrival of ships, the
inspection of the cargo, and unloading the shipment.
o “arrival” and “inspection” are action nouns. Therefore, a complex gerund phrase- “the unloading of”- should be
used.
o Sitting near the harbor, the crew observed the arrival of ships, the
inspection of the cargo, and the unloading of the shipment.
Parallelism Among Action Nouns and Complex Gerund Phrases
o Do not create a complex gerund phrase if there already is a suitable action
noun for the verb in question. Rather, use the action noun. The sentence shall
sound better with the action noun than with the complex gerund phrase.
o The NGO is committed to the creation of job opportunities for the

unemployed youth and developing slum areas.
o The correct usage is “the development of” and not “the developing of”. “Development” is an action noun
meaning “the act of developing”. Hence, “the development of slum areas” is a better replacement than
“the developing of slum areas”.
o The NGO is committed to the creation of job opportunities for the

unemployed youth and the development of slum areas.
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Comparisons
Basics
Comparisons
o The concept of comparisons pertains to comparison between two or more parts of
a sentence.
o Certain words and phrases hint at the presence of a framework of comparison.
Examples:
o like, unlike
o more/less/faster than
o different from
o as (adjective) as, etc
o The parts of the sentence that are being compared must be carefully identified.
o The parts being compared should be structurally and logically parallel.
o And meaning-wise, comparable!
Logical Parallelism
o Comparisons must be logically parallel. Only those elements that are similar
(and therefore, logically comparable) must be compared.
o Elizabeth I's reign, like her father, has been the research interest of many scholars.
o “Elizabeth I's reign” cannot be compared to “her father.” The word 'reign' need not be repeated.
So,
o Elizabeth I's reign, like her father's, has been the research interest of many scholars.
Or
o Elizabeth I's reign, like that of her father, has been the research interest of many scholars.
Logical Parallelism
o Stella's performance, synonymous with grace and elegance, was as

enthralling as her more experienced competitor.
o “as enthralling as” is used for comparison here. “Stella's performance” is not parallel with “her more experienced
competitor”. While the word “performance” need not be repeated, correct comparison must be conserved.

enthralling as her more experienced competitor's.
Or
enthralling as that of her more experienced competitor.
Structural Parallelism
o Comparisons must be structurally parallel.
o Grammatical structures that are similar (and therefore, structurally

comparable) must be compared.

o Members of the club like to visit places of historical significance more than engaging in
adventure sports.
o While “to visit” is an infinitive, “engaging” is a gerund. The two should be made parallel. Using one verb “like” is
sufficient.
o Members of the club like visiting places of historical significance more than engaging in
adventure sports.
Omitting Words
o Certain words in the second part of a comparison can be omitted. For instance,
when possessive nouns are used.
o Provided that the combination makes logical sense, the noun that possesses can
be singular or plural, regardless of whether the (implied) noun that is possessed is
singular or plural.
o Laura's house is more beautiful than Jane's.

o Laura's house is more beautiful than the Lawsons'.
o Laura's children are younger than Jane's.
o Laura's children are younger than the Lawsons'.
o The noun that possesses can be singular (Jane) or plural (the Lawsons). The (implied) noun that is possessed can be
singular (house) or plural (children).
Omitting Words
o Generally, when doing so doesn’t lead to ambiguity, units, verbs, or
whole clauses can be omitted from the second part of a comparison.
oThe first tank has a capacity of 500 gallons while the second has a
capacity of 1000 [gallons].
oI paint better than Sam does [paint].
oThe old women danced as skillfully as [they danced] when they
were younger.
Omitting Words
o Only when there is a need to remove ambiguity should words not be omitted
or appropriate helping verbs (such as 'be', 'do' ,'have') be added.
o Nina likes mangoes more than she does bananas.
o It is clear that “bananas’ is the object. Omitting “she does” will not make the sentence ambiguous. Thus,
o Nina likes mangoes more than bananas.
o Nina loves Rita more than Sita.

o The sentence is ambiguous. Helping verbs are needed to resolve this ambiguity.
o Nina loves Rita more than Sita does.
Or
o Nina loves Rita more than she does Sita.
Omitting Words
o Keep in mind that the presence of an unnecessary helping verb in
the second part of a comparison does not make the sentence
incorrect.
oKate feels that roses are more beautiful than lilies.

- correct
oKate feels that roses are more beautiful than lilies are.
- also correct
Comparative and Superlative Forms
o The Comparative Form of an adjective or an adverb is used when comparing two
things while the Superlative Form is used when comparing more than two things.
o For the regular Comparative Forms, add the suffix –er to or, 'more'/ 'less' before the
adjective/adverb.
o For the regular Superlative Forms, add the suffix –est to or, 'most'/ 'least' before the
adjective/adverb.
o Irregular forms need to be kept in mind. Some examples of such forms are:
o good/better/best
o bad/worse/worst
o far/farther(or further)/farthest(or furthest)
o Fill in the blanks.
o Rose is the _______ inquisitive among the five sisters. (more/most)
o Comparison among five girls – Superlative Form
o Rose is the most inquisitive among the five sisters.
o Rose is _____ inquisitive than her younger sister. (more/most)

o Comparison between two girls – Comparative Form
o Rose is more inquisitive than her younger sister.
o Rose appears to be _____ than her older sister but isn’t so. (tall/taller/tallest)
o Comparison between two girls – Comparative Form
o Rose appears to be taller than her older sister but isn’t so.
o The suffix –er must not be added for comparison to an adverb
ending in –ly. Instead, the word 'more' must be added before the
adverb.
o This little girl draws neatly; she draws neater than her brother.
o Incorrect. Here we are comparing 'action of drawing'. So we need comparative form of
“neatly”.
o This little girl draws neatly; she draws more neatly than her brother.
Or
o The little girl draws neatly; her drawings are neater than those of her brother.
o Here, we are comparing 'drawings' and not 'the action of drawing‘.
Comparative and Superlative Forms – Some Special Adverbs
o There are a number of adverbs that do not end in -ly. For these, -er
is added to get the comparative form.
o Jim's exams will finish soon; his exams will finish sooner than Tom's.
o “sooner” is an adverb here. The comparison is alright.
Using 'Than' for Comparisons
o The use of 'than' is necessary with a comparative form. It is not
enough to imply a comparison using 'than'- the explicit use of 'than'
is required.
o Mike will be given greater responsibilities over last year.

o The use of 'than' with a comparative form is essential.
o Mike will be given greater responsibilities than over last year.

Special Cases
'Like' v/s 'As'
o 'Like' is a preposition and so must be followed by a noun, a pronoun, or a
noun phrase. It can also be followed by gerunds (–ing forms of verbs that
function as nouns). It must never be followed by a clause (contains a
working verb) or a prepositional phrase.
o 'Like' is often used in speech to compare clauses but such usage is
incorrect.
o 'As' is generally followed by a clause (and thus, an action).
o In simple words…
o ‘Like’ is used for comparing nouns.
o ‘As’ is used for comparing actions.
'Like' v/s 'As' - Examples
o ______ her grandfather did, Kate possessed a keen eye for observation.
o “her grandfather did” is a clause (“did” is the working verb). So, “As” should be used to compare the two
clauses- “Kate possessed a keen eye for observation” and “her grandfather did”.
o As her grandfather did, Kate possessed a keen eye for observation.
o ______ her grandfather, Kate possessed a keen eye for observation.

o Since “her grandfather” is a noun phrase, “like” should be used with it. “Like her grandfather” indicates
comparison between the two nouns “Kate” and “her grandfather”.
o Like her grandfather, Kate possessed a keen eye for observation.
o Note: There is no difference in meaning in the two sentences.

'Like' v/s 'As' – Example with Gerund
oPainting, as writing, has the potential to reveal an artist's

ideological beliefs.
o “as” is used for comparing nouns; “writing” is a gerund (and thus, a noun) and therefore,
“like” must be used for the comparison.
oPainting, like writing, has the potential to reveal an artist's

ideological beliefs.
Like
o 'Like' means 'similar to'.
o A noun or a verb can be modified by a prepositional phrase containing
'like'.
o 'Like' should be followed by a noun or a pronoun.
o A slight change in meaning can occur if the position of the 'like'-phrase is
changed.
o Examples:
o Like Juliet, Jenn acted in the play.
o Jenn acted like Juliet in the play.
Like
o A comparison made using 'like' is not always literal. It can be
metaphorical.
o She raged like the storm.

o This implies that the intensity of her anger was comparable to the intensity of a storm.
Unlike
o On the GMAT, the use of 'unlike' is common.
o Parallelism must be ensured when 'unlike' is used.
o Provided there appears no ambiguity, 'unlike' can be used at the
end of a sentence.
o Generally, the noun that follows 'unlike' is compared to the subject
of the sentence.
o Please find examples on the next slide.

Unlike
oNon-renewable sources of energy will gradually get depleted

owing to indiscriminate use, unlike inexhaustible renewable
sources of energy.
o A noun, comparable to the noun “Non-renewable sources of energy”, should follow “unlike”.
oNon-renewable sources of energy will gradually get depleted

owing to indiscriminate use, unlike renewable sources of energy,
which are inexhaustible.
As
o Depending on the context, 'as' can be either a conjunction or a preposition.
o When a conjunction, 'as' appears with a clause. It can be used to indicate

duration, causation, or comparison.
o Examples:
o As Jack saw the photographs, he relived old times.
o (duration; meaning of ‘as’ here: 'while'/ 'during')
o There is no need for an explanation, as the facts are well-known to you.
o (causation; meaning of ‘as’ here: 'since'/ 'because')
o You should speak as you have been taught to.
o (comparison; meaning of ‘as’ here: 'in the same way')
As
o When 'as' is used for comparison (to mean 'in the same way'), 'just',
'so', or 'so too' may be used with it.
o Examples:
oJust as the factory workers were protesting yesterday, the farmers

are protesting today.
oJust as the factory workers were protesting yesterday, so too are
they protesting today.
As
o When 'as' is used for comparison, it can appear with a phrase,
rather than a clause.
o Example:
o As on previous occasions, the builder did not keep his commitment.
o “on previous occasions” is a phrase here.
o The sentence is correct.
As
o When a preposition, 'as' appears with a noun or a noun phrase. It can be used
to indicate function, equation, or stage.
o Important: In any prepositional use (or otherwise), 'as' does not mean 'similar to'.
o Examples:
o As the President of the Board, she has the right to take the final decision.
o (function; ‘as’ used for the meaning 'in the role of')
o She thinks of him as a father figure.
o (equation; meaning here: 'for her, he is a father figure')
o As a child, Shawn loved fairy tales.
o (stage; meaning here: 'when Shawn was')
As
o Indicate the difference in meaning:
A. Bret will enter the scene like a warrior.

B. Bret will enter the scene as a warrior.
o In A, the meaning is that the entry will be in the manner of a warrior (gait, etc).
o In B, the meaning is that the entry will be in the attire of a warrior.
A. Brendon will dress up as a sailor might.

B. Brendon will dress up as sailors do.
o In A, the use of the word “might” indicates a degree of tentativeness. Thus, the suggestion is of
dressing up as a hypothetical sailor.
o In B, the use of the word “do” indicates definitiveness. Thus, the suggestion is of dressing up like
actual sailors.
o The difference in meaning is subtle.
As…as
o The structure 'as…as…' is used for the purpose of comparison. The first 'as' is
followed by an adjective or an adverb. The second 'as' is followed by a noun, a
phrase, or even an entire clause.
o The flowers in Joseph's garden are beautiful as the flowers in Michael's

garden.
o 'As…as…' is used for comparison.
o The flowers in Joseph's garden are as beautiful as the flowers in Michael's

garden.
Like Vs Such As
A frequently tested concept on the GMAT.
o ‘Like’ is used for comparing nouns.

o ‘Such as’ is used for giving examples.
o In speech, we often use ‘like’ for giving examples; however, the usage is incorrect.
o The GMAT frequently tests the difference between ‘like’ and ‘such as’.
o In most such cases, ‘such as’ wins.
o Organisms like lizard and chameleon belong to the same reptile family.
o Incorrect. “lizard” and “chameleon” serve as examples in the sentence.
o Organisms such as lizard and chameleon belong to the same reptile family.
Like Vs Such As
o Jack enjoys playing board games like/such as monopoly.
o “board games” sufficiently identifies the types of games. “monopoly” serves as an example. So,
“such as” is the correct usage.
o Jack enjoys playing board games such as monopoly.

o Jack enjoys playing board games like monopoly.
o The two sentences lead to different meanings; grammatically, they each are correct.
o The first sentence means that Jack enjoys board games an example of which is monopoly.
o The second sentence means that Jack enjoys board games that are similar to monopoly (thus, he may
not enjoy all board games).
Comparisons Using Numbers
o In order to relate quantities by multiplication, 'times' plus 'as…as…‘ can be
used.
o The red building is four times taller than the yellow one.
o Incorrect
o The red building is four times as tall as the yellow one.
o Correct
o In order to indicate direct multiplication, 'times‘ (or twice/thrice) should be
used without 'as' or 'than'.
o The admission fee is $100, twice the fee five years ago.
o The sales this month amounted to $10,000, four times than the sales last
month.
o The sales this month amounted to $10,000, four times the sales last month.
o In order to relate two quantities by addition or subtraction, one
must use 'more than' or 'less than’.
oStephano’s sister is seven years as old as Stephano.
oStephano's sister is seven years older than Stephano.

o The words 'more' and 'less' can be used with much flexibility. They
can be used as nouns, pronouns, adjectives, or adverbs.
o Examples:
oI own less than him.
o ‘less’ is a noun/pronoun here.
oI own less land than I did earlier.
o ‘less' is an adjective here.
oI practice less than what is desirable.
o ‘less’ is an adverb here.
o When making numerical comparisons, one must use 'high' and
'low', plus 'higher' and 'lower' only as adjectives.
oThe lawyer charged lower than what he usually does.

o In the given sentence, “lower” is modifying the verb “charged” and is therefore, used as an
adverb. For numerical comparisons, it can only be used as an adjective.
oThe lawyer charged less than what he usually does.

Other Comparison Constructions
o Placing 'more' and 'less' correctly is important. Ensure that no ambiguity is
involved, especially in cases in which 'more' is placed before an adjective plus a
noun.

o He writes more beautiful poetry than before.
o There is ambiguity regarding whether he writes a greater quantity of beautiful poetry or he writes poetry that is
more beautiful.
o He writes poetry that is more beautiful than before.

Or
o He writes poetry more beautiful than before.
o On the GMAT, some verbs, such as 'exceed' or 'surpass', are used for
indicating comparisons. The items that are compared should be parallel. For
instance, in the construction 'X exceeds Y', the subject X and the object Y must
be parallel.

o The occurrence of the phenomenon in the East exceeds the West.
o The “occurrence” cannot exceed the West. The noun “occurrence” should be repeated or the pronoun “that”
should be used. The preposition “in” must be repeated.
o The occurrence of the phenomenon in the East exceeds its occurrence in the West.
Or
The occurrence of the phenomenon in the East exceeds that in the West.
o 'In addition to' can be used at the beginning of a sentence to add
another example to the subject or to another noun in the sentence
(for instance, the object of the verb).
o Examples:
oIn addition to property, credibility is at risk.

oIn addition to the tuition fee, a student needs money for one’s
living expenses.
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Tenses
Basics
What is Verb Tense?
o Verb Tense indicates the time of the action taking place.
o
o I eat a banana every day.

o Simple Present Tense
o I ate a banana every day.
o Simple Past Tense
o Being thorough with tenses is important as on the GMAT, more than

one action is often incorporated in a single sentence.
What is Verb Mood?
o Verb Mood indicates what is believed about or desired to be done with
the action.
o Indicative
o To express facts/opinions and to ask questions.
o Hence, most sentences (including this one) are in indicative mood.
o Imperative
o To express commands.
o Example: Jack must eat.
o Subjunctive
o To express possibilities.
o Example: Jack wishes he were a king.
What is Verb Voice?
o Verb Voice indicates who or what is performing the action.
o Active Voice
o In this voice, the action is performed by the subject of the sentence.
o Passive Voice
o In this voice, the action is performed on the subject of the sentence by someone or something.
o Hence, grammatically, the subject becomes the object and vice versa.
o Jack submitted the thesis. – Active voice.

o The thesis was submitted by Jack. –Passive voice.
o Active voice is a direct, concise form of expression and thus, a preferred choice on
the GMAT.
o Please understand that this does not mean that choices in passive voice are always incorrect.
o Don’t discard answer choices in passive voice straightaway.
o Use this concept while eliminating among the final 2-3 answer choices.
Simple Tenses – Present and Past
o Simple Present: This is mainly used when expressing permanent states
(of something) and frequently occurring events.
o It rains very heavily in Washington.
oThe sentence means that as a general rule, it rains very heavily in Washington.
o Simple Past: This is used when discussing an action completed in the

past.
o Last week, it rained very heavily in Washington.
oThe sentence indicates an action completed (“rained”) at a point in the past
(“Last week”).
Simple Tenses – Future
o Simple Future: This is mainly used to predict a future event, to express a
spontaneous decision, or to express willingness or unwillingness.
o According to the weather forecast, it will rain very heavily in

Washington this coming week.
oThis statement predicts a future event.
The Thumb Rule
o Simple tenses are the preferred, default tenses.
Simple present tense | Simple past tense | Simple future tense
o The continuous (or progressive) tenses as well as the perfect

tenses are used only for peculiar cases.
o An understanding of these cases helps a lot, not only on the GMAT, but also
in everyday spoken and written English usage.
Present continuous tense | Past continuous tense | Future continuous tense

Present perfect tense | Past perfect tense | Future perfect tense
Present perfect continuous tense | Past perfect continuous tense | Future perfect continuous tense
Continuous Tenses
o The continuous (or progressive) tenses are used to indicate the
ongoing nature of an action.
o These tenses take:

[form of the verb 'to be' + present participle]
Continuous Tenses – Present + Past
o Present Continuous: This expresses an action that is in progress at the
present moment. Regardless of whether the sentence contains words such as
'right now', the sentence means that the action is happening right now.
o Miranda is teaching her children.
o Means that Miranda is presently teaching her children.
o Past Continuous: This indicates an action that was in progress at some point
in the past.
o Miranda was teaching her children last evening.
o Past continuous tense is also used to indicate that one action took place (simple past) while another was in
progress (past continuous).
o Nancy cooked the meal while Miranda was teaching her children.
Continuous Tenses – Future
o Future Continuous: This tense indicates an action that will be in
progress at some point in the future.
oMiranda will be teaching her children tomorrow morning.

Continuous Tenses – Some Rules
o Present Continuous should not be used for general definitions (simple present
tense is to be used for such purposes).

o When two continental tectonic plates are colliding, mountains or even whole mountain ranges
are forming at the point of collision.
o The sentence describes what happens when two continental tectonic plates collide. It does not intend to talk
about anything 'happening right now'. So we need simple present tense.
o When two continental tectonic plates collide, mountains or even whole mountain ranges form at
the point of collision.
o On the GMAT, the everyday-kind of use of the Present Continuous
to indicate future actions is not accepted (Simple Future is to be
used for such purposes).

o Jane is presenting a paper at the international conference that is to be held on the
coming Monday.
o “is presenting” and “on the coming Monday” are inconsistent. We must use simple future
tense.
o Jane will present a paper at the international conference that is to be held on the
coming Monday.
o Verbs that indicate general states- for example, the words 'know', 'signify',
'understand'- do not usually take progressive forms.
o The task is accomplished more quickly when the doer is knowing the best
approach for it.
o Either one knows or doesn't know. There is no “is knowing” state. Hence, simple tense must be
used.
o The task is accomplished more quickly when the doer knows the best
approach for it.
Same Tenses for Actions in Same Time Frame
o When all actions indicated in a sentence are taking place in the same time
frame, all the tenses in that sentence will be the same.
o Correct the following:
o At the party, Maria plays the piano and will sing a song.
o Since both actions are intended to take place in the same time frame, the same tenses should be
used. “will” applies to both verbs – “play” and “sing” (concept of parallelism).
o At the party, Maria will play the piano and sing a song.
Different Tenses for Actions in Different Time Frames
o When the different actions indicated in a sentence are taking place
at different points in time, suitable tenses should be used to reflect
the intended meaning of that sentence.

o Tom _____(remain) happier these days as he _____(achieved) his long-
desired target last month.
o Clearly, he “achieved” before he “remains” happier.
o Tom remains happier these days as he achieved his long-desired target last
month.
Importance of Actions
o When two actions are equally important, they will have the same tense.
Observe the difference in meaning:
o Philip took out his books when his tutor arrived.

o Philip took out his books after his tutor's arrival. Both actions are equally important.
o Philip was taking out his books when his tutor arrived.
o We have two actions here – “was taking out his books” and “tutor arrived”. “was taking out
his books” is happening in the background when “tutor arrived” happens in the foreground.
In such cases, the foreground action takes the simple past and the background one takes the
past continuous.
Present Perfect Tense
o Present perfect tense is used when expressing an action that started
at a moment in the past, but continues into or has some applicability
in the present.
o It takes the form:

[has/have + Past Participle]
o The past participles of regular verbs are formed by adding –ed at

the end - for example, 'saved', 'talked'. The past participles of
irregular verbs are unique - for example, 'done', 'slept', 'known'.
Using Present Perfect Tense
o If the effect of the completed action were to cease to be relevant to the present
moment, the simple past tense should be used.
o The displaced have lived in the camp.
o Incorrect.
o The displaced lived in the camp.

o Simple past; suggests that the displaced earlier lived in the camp, they no longer do so.
Or
o The displaced live in the camp.
o Simple present; suggests that the displaced live in the camp at present.
o The displaced lived in the camp since January.

o Here, the intended meaning of the sentence is that “the displaced” started living in the camp in January and are
continuing to do so (mark the importance of “since” in this construction). The time phrase “since January” indicates
how long the action has been taking place. So, use of present perfect tense is needed here.
o The displaced have lived in the camp since January.

o The present perfect tense is also used when though the action is
completed, its effect is continuing in the present moment.
o The cook _____ pancakes for the party this evening. (bake)
o The process of baking is completed but the pancakes have not been consumed yet (will be
consumed during the party). The 'effect' of baking (i.e., the pancakes) still exists.
o The cook has baked pancakes for the party this evening.
o The present perfect tense is also used to denote actions that just got
completed (and thus, their effect still applies).
Note the difference in the meaning:
o The cook baked pancakes, which the children have eaten with relish.
o In this sentence, the effect of “children have eaten” is still on if we are talking about a time when the
children have just eaten.
o The cook baked pancakes, which the children ate with relish.
o This suggests actions in past, with no effect on present.
Note: Grammatically, both the sentences are correct; they lead to slightly different
meanings.
o Terms such as 'since', 'within the past…', 'in the last…‘ indicate the
effect of an action in past into present, and are often the triggers for
present perfect tense.
oSince the election of the current President, the party saw many
victories.
o Because “Since” indicates relevance to current time, we need present perfect tense.
oSince the election of the current President, the party has seen
many victories.
o Present perfect can be used when there is no reference to a specific time.
o Jack has won the title three times.

o Jack has been the champion three times.
o “been” suggests present perfect continuous tense.

o Jack has won the title in 2010, 2012, and 2016.
o Incorrect. The time frames have been specified and thus, simple past tense must be used.
o Jack won the title in 2010, 2012, and 2016.

o Correct.
o If there is an ambiguity in the expression of time in –ing forms,
infinitives, or subordinate clauses, the present perfect tense can be
used to remove the ambiguity.
o For example, 'when' can mean 'at the same time' or 'after'.
o When you do the work, give Rose a call.
o The sentence can either mean that the call is to be made during the work or after it.
o When you have done the work, give Rose a call.

o Without a trace of ambiguity, it means that the call is to be made after the work.
Past Perfect Tense
o If, in a sentence, two actions that occurred at different points in the
past are indicated, the past perfect tense is used for the earlier
action and the simple past tense is used for the later action.
o The past perfect tense takes the form: [had + past participle]
Example:
o Although the professor had left, the students stayed in the class.
o “the students stayed” (simple past) suggests an action in the past.
o “professor had left” (past perfect) suggests an action further back in the past.
Past Perfect Tense
o The ceremony ____(begin) when Stephen ____(arrive) with his family.
o The ceremony had begun when Stephen arrived with his family.
o Means that the ceremony began earlier, Stephen reached later.
o The ceremony began when Stephen arrived with his family.

o Means that the ceremony began on the arrival of Stephen.
Using Past Perfect Tense
o Remember that the past perfect should not be used when there is no
reference to a later moment, also in the past. If a single event of the past is
referred to, simple past tense is the correct usage.
o Jack had gone to London in May.
o Incorrect.
o Only one action in past, simple past tense must be used.
o Jack went to London in May.

o Correct.
o Apt use of simple past tense.
o Jack went to London in May and found that the summer had begun.
o Correct.
o “went” and ‘found’ suggest simple past tense.
o “summer had begun” suggests past perfect tense, as the event happened further in the past.
o Often, when the sequence of the past events is obvious, the past perfect form
may not be used and the simple past can be used for each event.
o Summer had started in London before Jack arrived.
o Jack’s arrival in London happened after summer had started.
o In London, summer had started in April and Jack arrived in the city in May.
o Each sentence is incorrect.
o “before” in the first sentence, “after” in the second sentence, and “May” & “April” in the third sentence make it
clear which action happened first. Hence, simple past tense, and not past perfect tense, must be used.
o Summer started in London before Jack arrived.

o Jack’s arrival in London happened after summer started.
o In London, summer started in April and Jack arrived in the city in May.
o Each sentence is correct.
o The past perfect form is not required when there is a single subject
performing a number of actions in a sequence. In such cases, all the actions
should be expressed in the simple past tense.
o The Bishop _____ (climb) the pulpit and _____(deliver) a sermon.
o The Bishop had climbed the pulpit and delivered a sermon.

o Incorrect.
o The Bishop climbed the pulpit and delivered a sermon.

o Correct.
o The past perfect tense is not required when two clauses are linked by 'and' or
'but' and therefore, emphasizing the order of events may not be a necessity.
o His father ____(grant) permission but Tim’s mother ____ (refuse) to do so.
o His father had granted permission but Tim’s mother refused to do so.
o Incorrect.
o His father granted permission but Tim’s mother refused to do so.

o Correct.
o When the earlier action is not directly connected to the later action,
the need to clarify the sequence of time does not arise and so the
past perfect must be avoided.
o The historian told us that Asoka had used Buddhism as a political strategy.
o Incorrect. The first action is not directly connected to the later action so the past perfect
form should not be used.
o The historian told us that Asoka used Buddhism as a political strategy.

Future Perfect Tense
o Future perfect tense is used to a convey a meaning that a certain
action will complete by a specific point in time in future.
o It is marked by the usage ‘will have’.
Example:
o Jack will have graduated with a master degree in law by 2022.
o Owing to its peculiar usage, it is one of the lesser used tenses in English
language.
Tense Sequence
o When a speech that mentions a number of actions in different tenses is reported by
using a verb in the past tense (such as 'announced', 'declared', 'asserted'), each
action is moved one step back in time. For example:
o Simple Present changes to Simple Past
o Simple Past changes to Past Perfect
o Simple Future changes to Conditional Tense (which uses 'would' + base form of
the verb)
o Rita: The project took over two years of hard work but if it turns out as well as is
expected, it will help the firm grow by 200%.
o Rita asserted that the project had taken over two years of hard work but if it turned
out as well as was expected, it would help the firm grow by 200%.
Using 'Would'
o 'Would' expresses future from the point of view of the past. Thus,
the Past Tense and the Conditional Tense can be used together. But
the use of the Past Tense with the Future Tense should be avoided.
o Dorian convinced Lucy that her performance will be a success.

o “will” and “convinced” won't be consistent.
o Dorian convinced Lucy that her performance would be a success.

Using Present Tense and Future Tense Together
o The Present Tense and the Future Tense can be used together. But the
Present Tense and the Conditional Tense should not be used together.
Fill in the blank:
o The young actor hopes that his first film ____ (will/would) be
appreciated by the masses as well as the film critics.
o The young actor hopes that his first film will be appreciated by the
masses as well as the film critics.
o Correct.
o The young actor hopes that his first film would be appreciated by the
masses as well as the film critics.
o Incorrect.
The Subjunctive Mood
o In English, the Subjunctive Mood has two forms:
o The Hypothetical Subjunctive: This is used to indicate unlikely or unreal

conditions. Usually, it occurs after 'if', 'as if', 'as though', etc.
o The Command Subjunctive: This is used to talk about proposals, desires, and
requests which are formed using suitable verbs and the word 'that'.
The Hypothetical Subjunctive
o The Hypothetical Subjunctive's basic form is equivalent to the Simple Past
form of any given verb, with only one exception. For the verb 'to be', while the
Simple Past forms are 'was' and 'were', the Hypothetical Subjunctive always
uses 'were'.
o Owing to its similarity in form to the Simple Past, it is sometimes referred to
as the 'Past Subjunctive'.
o Rose loved her sister's son as though he ___ her own. (was/were)
o He was not actually her son. His being her son is, then, an unreal condition. Therefore, the Hypothetical
Subjunctive will be used. So, 'were' is the correct choice.
o She loved her sister's son as though he were her own.

'If…Then' Constructions
o Remember that the Hypothetical Subjunctive is not used each time the word 'if'
is used.
o A sentence that contains an 'if' clause plus a 'then' clause can make use of any
tense or mood.
o The word 'then' is often not used, only understood.
o It is not essential to use the 'if' clause first.
If you eat right, [then] you will stay healthy.
o ‘then’ is not written, it is implied.
o You will stay healthy if you eat right.

o Here, 'if' clause does not appear first; this usage is different from ‘if…then’ usage.
'If…Then' Construction Patterns
o General Rule when there is no uncertainty:
If <Present>, then <Present>.
o This provides the same sense as will the use of 'whenever' in place of 'if…then'.
o If Rita travels by air, then she feels dizzy.

o Equivalent to saying: Whenever Rita travels by air, she feels dizzy.
o General Rule when there is some measure of uncertainty:

If <Present>, then <'Can' or 'May'>.
o The helping verbs 'can' or 'may' allow for the uncertainty involved.
o If Rita travels by air, then she may feel dizzy.

o Particular Case (in the future) in which there is no uncertainty:
If <Present>, then <Future>.
o If Rita travels by air tonight, (then) she will feel dizzy.
o Particular Case (in the present) in which there is no uncertainty:

If <Present Perfect>, then <Future>.
o If Rita has travelled by air, (then) she will feel dizzy.
o Case That Never Happened (in the past):
If <Past Perfect>, then <Conditional Perfect>.
o If Rita had travelled by air last night, (then) she would have felt dizzy.
o Note: On the GMAT, 'would' and 'should' must not be used in the 'if'
clause.
o If Rita would travel by air, she will feel dizzy.
o Incorrect.
o If Rita travels by air, she will feel dizzy.
o Correct.
The Command Subjunctive
o This is used with certain verbs that tell people to perform specified
actions.
o Bossy verb + “that” + base form of verb
oThe Committee required that the offender give a written apology.

oI propose that the offender apologize.
o “required” and “propose” are the bossy verbs.
o “give” and “apologize” are in the Command Subjunctive mood.
o Hence, the base forms ‘give’ and ‘apologize’ have been used.
o The form that is used to give a command directly is the form that the
Command Subjunctive takes.
o The Committee required that the offender give a written apology.
o The base form of the verb ‘give’ has been correctly used for the Command Subjunctive.
o There are two exceptions, however.

o For the third person singular, the verb will not have –s at the end.
o For verb 'to be' , only one form of the verb - 'be' – is used.
o The teacher directed that he apply for the elective course.

o The strict system required that the students be ready for classes at 6 AM.
The Command Subjunctive Construction
o Pick the best option:
o To win the trophy, his team requires that Jack performs better than usual.
o To win the trophy, his team requires that Jack performed better than usual.
o To win the trophy, his team requires that Jack perform better than usual.
o To win the trophy, his team requires that Jack will perform better than usual.
o To win the trophy, his team requires Jack to perform better than usual.
o Option C
o Please note that option E is also grammatically correct but C is a better choice as
the meaning is better conveyed through subjunctive mood.
o Remember that while in British English 'should' with the base form
of verb is often used instead of the Command Subjunctive, this is
considered incorrect on the GMAT.
oWe propose that the clientele should vote for or against this
decision.
oWe propose that the clientele vote for or against this decision.
Using Subjunctive Mood
o There is no rule to determine whether a verb will take a subjunctive
or an infinitive construction.
o Hence, meaning is important.
o Commonly used verbs that generally take the Command Subjunctive

are:
o 'demand', 'dictate', 'insist', 'mandate', 'propose', 'recommend', 'request',
'stipulate', 'suggest'.
o Commonly used verbs that take only the Infinitive: 'advise', 'allow',
'forbid', 'persuade', 'want'.
oWe advise you to be on time.
o Commonly used verbs that take either the Command Subjunctive or

the Infinitive: 'ask', 'beg', 'intend', 'order', 'prefer', 'urge', 'require'.
oWe require that you be on time.
oWe require you to be on time.
o A few of these verbs that take subjunctive form also take some
different constructions.
oThe guides prohibited the tourists from entering the edifice.
o Certain nouns that are derived from verbs that are used for
subjunctive –such as 'a demand', 'a request'-take the Command
Subjunctive.
oHer demand that she be compensated for her loss was duly met.
o In the construction 'It is X…', where 'X' is an adjective expressing
urgency, the Command Subjunctive may be used. An infinitive may
also be used in such a construction.
oIt is necessary that the Chief fulfill all their demands.

Or
oIt is necessary for the Chief to fulfill all their demands.
o Some other examples of adjectives that express urgency:

o 'essential', 'advisable', 'crucial', 'desirable', 'fitting', 'imperative', 'important',
'mandatory', 'preferable', 'urgent', 'vital'.
o The use of the Command Subjunctive after 'whether' is old-
fashioned and must be avoided.

oEvery person must serve one’s country, whether one be Christian,
Hindu, Muslim, or the follower of any other religion.
oEvery person must serve one’s country, whether one is Christian,

Hindu, Muslim, or the follower of any other religion.
o A few verbs used for subjunctive can be used in other ways too.
Therefore, grasping the intended meaning is imperative.
o Her countenance suggests that she is satisfied with the way things have
transpired.
o Here, the meaning of “suggests” is “probably means”. There is no subjunctive mood here.
Active and Passive Voice
o Verbs use either the Active or the Passive Voice.
o In the Active Voice, the subject of the sentence performs the action.
oThe renowned dancer taught the eager students.
o In the Passive Voice, the subject of the sentence has an action

performed on it by a person or thing.
oThe eager students were taught by the renowned dancer.
The Passive Voice Form
o The passive voice has the form:
[form of the verb 'to be' + past participle of the main verb]
o Verbs other than 'to be' should not be used to form the passive
voice.
oAll the milk got consumed by the cat.

oAll the milk was consumed by the cat.
oThe cake must get baked today.
o The cake must be baked today.
The 'By' in Passive Voice
o In Passive Voice, the actual doer of the action may follow the verb
indicating this action in a phrase beginning with the preposition 'by'.
If there is no actual doer, 'through' or 'because of' must be used to
describe any instrument or means.
oThe secret was revealed by a slip of the tongue.
o The subject (“a slip of the tongue”) is not an actual doer and therefore, the sentence is
incorrect.
oThrough a slip of the tongue, the secret was revealed.

o Correct.
The 'By' in Passive Voice
o If a prepositional phrase starting with 'by' is part of non-underlined
part of a GMAT sentence, the passive voice must be used.
o The announcement regarding the imposed fine has been made in the morning by
the Principal of the school.
o The full verb is lacking in the given sentence. The Principal who is making the announcement
is mentioned in the 'by'-phrase; hence, the passive voice must be used.
o The announcement regarding the imposed fine was made in the morning by the
Principal of the school.
Intransitive Verbs in Passive Voice
o Remember that intransitive verbs (verbs that do not take direct objects)
cannot be written in the Passive Voice. Only transitive verbs can be written in
the Passive Voice.
o Most of the guests arrived on time for the party.
o The verb 'arrive' is intransitive and hence, the sentence can be written in active voice only.
o The given sentence is correct.

o These jewels were belonged to Isabella's great-grandmother.
o 'Belong' is an intransitive verb. So only Active Voice is possible with the verb ‘belong’ in a sentence.
o These jewels belonged to Isabella's great-grandmother.

Deciding Whether Passive Voice is the Right Answer
o At times, a sentence in the Passive Voice may be longer or even

awkward-sounding but that does not mean that it is grammatically
incorrect. One must choose, among the five choices, a choice that
best conveys the intended meaning.
o Change into Passive Voice:

oAlfred has promised to put in all efforts towards making the
endeavor a success.
oIt has been promised by Alfred that he will put in all efforts
towards making the endeavor a success.
o Remember that on the GMAT, an awkward-sounding passive option may be
correct while an active option that sounds better may contain a bigger error.
Therefore, you must look properly at each option and must never work with
assumptions. Except in cases wherein the use of a particular voice can be
incorrect, voice must not be used to eliminate options.
o Choose the correct option:
o The singer has decided the following year to get married.

o It has been decided by the singer that he will get married the following year.
o The second sentence is correct. The first sentence incorrectly places a Present Perfect verb (“has decided”) with
a future time phrase (“the following year”), leading to an incorrect meaning.
o At times, the Passive Voice may stylistically be the better choice. For
instance, in cases where the doer of the action is not as important as
the action itself.
o The statue was erected to serve as a symbol of the conqueror's might.
o Here, those who erected the statue (not mentioned) are not that important for the intended
meaning of the sentence.
Active Voice - Passive Voice Parallelism
o It is not necessary to make active or passive voice parallel
throughout a sentence.
o Fill in the blanks with appropriate past forms of the verbs in the
brackets.
o The student ____ (play) pranks on his teacher and ____ (punish) for the same.
o The student played pranks on his teacher and was punished for the same.
o “played” and “was punished” are not parallel per se, but the sentence is correct.
Special Cases
Helping Verbs
o Helping verbs extend the meaning of the main verb.
o Here are the most commonly used helping verbs:

o Am, is, are
o Was, were
o Has, have, had, (will) have
o Do, does, did
o Been
o Be
Helping Verbs
o A note on some of the most important ones:
o 'Have’ (and its variants: ‘has’/ ‘had’/ ‘will have’) generally trigger the perfect
tenses.
o Have, has + verb: present perfect tense
o Had: past perfect tense
o Will have: future perfect tense
o ‘Been’ triggers continuous tenses.

o 'Do‘ (or does) is used with Simple Present or Simple Past tense to emphasize
verbs, negate verbs (…do/does not…) or ask questions.
o 'Be' generally generates the passive voice or the subjunctive mood.
o The law requires that helmets be worn by individuals driving motorcycles.
Helping Verbs
o Helping verbs can stand for longer verbs or verb phrases.
o Mike’s parents possess great skill at the vernacular, but Mike does not.
o The helping verb “does” refers to “possess great skill at the vernacular”.
Helping Verbs
o The tense of the helping verb that stands for longer verbs or verb phrases should
usually match the tense of the first instance of the verb. In order to use different
tenses in such cases, you must repeat the whole verb in the required tense.
o William has never gone to a summer camp, but last year his sister did.
o William has never gone to a summer camp, but last year his sister went to one.
o “has never gone” cannot be referred to by “did” because of the difference in tenses.
o William has never been to a summer camp, but his sister has.
o “has” can refer to the verb phrase “has been to a summer camp”.
o The sentence is correct.
Helping Verbs
o When a helping verb is used to stand for a longer verb or verb phrase, ensure
that the sentence is grammatically sound.
o This program was meant to encourage children to explore their creativity,

and it is.
o The helping verb “is” doesn’t appropriately replace “meant to encourage children to
explore their creativity”. The helping verb “does” would be more appropriate.
o This program was meant to encourage children to explore their creativity,

and it does.
Helping Verbs
o Even if the complete verb phrase that appears in the sentence is
negative, the helping verbs 'be', 'do', and 'have' will stand for the
positive form of that phrase.
oSome people do not enjoy reading, but others do.

Or
oSome people do not enjoy reading as others do.
o Although the verb phrase in the preceding part of the sentence is “do not enjoy reading”,
“do” in the proceeding part refers to “enjoy reading”.
Modal Helping Verbs
o Besides primary helping verbs, there are modal helping verbs.
o These do not change form for different subjects.
Example:
o Jack/Rose/I/You/She/He/They/We must follow law.
o The modal helping verb “must” agrees with all the subject options in this sentence.
o The most common modal helping verbs are:

o can, could
o may, might, must, ought to
o shall, should
o will, would
Modal Helping Verbs
o In order to indicate obligation or future time, the form 'to be' is used in
sentences sometimes. The GMAT avoids such use as this form is
ambiguous. Depending on the intended meaning, 'will' or 'should‘ must
be used.

o You are to become the next COO of the company.
o You will become the next COO of the company.
Or
o You should become the next COO of the company.
Modal Helping Verbs
o On the GMAT, do not invert the subject and add a modal verb such
as 'should' to express a condition. Instead, use the word 'if'.
oShould you follow the guidance well, you will surely succeed.
oIf you follow the guidance well, you will surely succeed.
oShould he achieve this target, he will be ecstatic.

oIf he achieves this target, he will be ecstatic.
Verbals
o Verbals are verb forms that function as adjectives, adverbs, or nouns.
o There are three types of verbals:
o Infinitives:
o 'to' + base form of the verb
o Gerunds:
o -ing form of verbs (used as nouns)
o Participles:
oPresent Participles: -ing forms of verbs
o Used as adjectives/adverbs
oPast Participles: verb + -ed/-en/-n/-t
oUsed as adjectives
Infinitives
o Infinitives can function as nouns, adjectives, or adverbs.
o Identify the functions performed by the infinitives:
A. I love to sing along with my teacher.
B. The target to achieve by this month-end is set.
C. She baked to earn extra money.
o In A, “to sing” is the object of the verb “love” and so functions as a noun.
o In B, “to achieve” modifies the noun “target” and so functions as an
adjective.
o In C, “to earn” modifies the verb “baked” and so functions as an adverb.
Infinitives
o With infinitives of purpose (that express 'why' or 'for what end' an
action was performed), 'in order to' can be used rather than just 'to'
(part of infinitive). This is not considered wordy.
oAnne bakes during weekends in order to earn extra money.
o You should be careful while using infinitives of purpose. The

sentence should be correct in terms of grammar and meaning.
Infinitives
o The treasury was guarded to avoid getting looted.
o The noun “treasury” is the subject of the main verb “was guarded” and the implied subject
of the infinitive “to avoid”. But the treasury cannot avoid something. So, the sentence does
not make sense.
o The treasury was guarded to keep it from getting looted.

o If the sentence is changed thus, “it” will refer to “treasury”. It is correct to make
“treasury” the object of the infinitive.
Infinitives
o In the previous example, it is not mentioned who wanted to guard
the treasury. The person(s) wanting to guard can be added.
oThe soldiers guarded the treasury to keep it from getting looted.
o The noun “soldiers” is the subject of the main verb “guarded” and
the implied subject of the infinitive “to keep”. The object “it” refers
to “the treasury”.
Infinitives
o Though infinitives can function as nouns, their structure is different
from that of the usual nouns. While it is possible to use infinitives as
subjects of verbs, it is better to postpone such a subject using a
Placeholder 'It'.
oTo exercise is healthy.

oIt is healthy to exercise.
Infinitives
o Unlike the usual nouns, infinitives cannot be used as objects of
prepositions. But infinitives can be used as objects of verbs.
o Unlike the usual nouns, infinitives cannot be modified using

adjectives or articles. Adverbs are used instead to modify infinitives.
o For instance, instead of 'careful to observe', you should say 'to

observe carefully'.
Gerunds
o Gerunds are more noun-like than infinitives in the sense that they can be used not
only as objects of verbs, but also as subjects of verbs and objects of prepositions.
o Identify how gerunds have been used:
A. Sculpting is a wonderful form of art.

B. George loves sculpting.
C. I want to learn the art of sculpting.
o In A, “Sculpting” is the subject of the verb “is”.

In B, “sculpting” is the object of the verb “loves”.
In C, “sculpting” is the object of the preposition “of”.
Gerunds
o Gerund phrases can be classified as Simple or Complex, depending
on how they are internally treated- whether as a verb or as a noun.
o A Simple Gerund functions more like a verb.

oStoring data digitally.
o A Complex Gerund functions more like a noun.

oThe digital storing of data.
Gerunds
o A simple gerund and a complex gerund should not be made parallel
to each other.
o A complex gerund is not needed if an action noun that can be used

in the context exists.
oFor example, instead of 'the constructing of the building', you
must use 'the construction of the building'.
Gerunds
o If the noun preceding a gerund is the doer of the action indicated by
the gerund, the noun must be in the possessive case.

oStella painting is the gift of professional training and years of
practice.
oStella's painting is the gift of professional training and years of

practice.
Gerunds
o Before making the noun possessive in the aforementioned case, ensure that
the –ing form is functioning as a noun, not as a noun modifier.
o In 'I love Stella painting.', the suggestion could be that 'I' love her when she is
painting. But 'I love Stella's painting.' clearly suggests that her painting is loved.
o In some cases, both constructions are possible- the –ing form functioning as
a noun and functioning as a noun modifier.
o Nina dancing is a sight that mesmerizes. (Nina mesmerizes.)

o Nina's dancing is a sight that mesmerizes. (The dancing mesmerizes.)
Gerunds
o Usually, it is a better idea to not possess (use the possessive form
for) a gerund. It is much better to possess an existing action noun.
But if there is a need to possess a gerund, a personal pronoun such
as 'its', 'their', 'his’, or 'her' should be used.
Participles
o Present participles and past participles can be used as modifiers.
o Present participles are –ing forms that can be used to modify nouns, verbs, or entire
clauses.
o
o So the –ing form has four major uses: it is used as a verb (continuous tense); a noun
(gerund); an adjective (present participle); and an adverb (present participle).
o Examples:
o Katy is writing a research paper. (continuous tense)
o Writing a research paper is a mentally exhausting task. (gerund)
o The woman writing the research paper is a former student of Mr. Richardson. (present participle,
adjective)
o Katy stayed awake all night, writing the research paper.
(present participle, adverb)
Participles
o The major uses of the past participle form are two: it is used as a verb in
perfect tense or as an adjective.
o Examples:
o They have honored the minister. (perfect tense verb)
o The honored minister will address the audience. (adjective)
o It is also possible to combine an –ing form and a past participle.
Fill in the blanks:

o
o Having ______(crack) the exam, she has been _____(party) all day.
o Having cracked the exam, she has been partying all day.
Present Participle Vs Infinitive
o One should be alert to the differences between using a present participle and using an infinitive at the end of
a sentence.
o The present participle tells the result. It does not express intention.
o The infinitive, in contrast, tells about the intention. It does not express result.
Example:
o Mark Antony stressed on the undeservedness of Caesar's assassination, inciting anger in the mob against
the conspirators. (present participle)
o Incorrect
o Mark Antony stressed on the undeservedness of Caesar's assassination to incite anger in the mob against
the conspirators. (infinitive)
o Correct
o To incite anger in the mob against the conspirators, Mark Antony stressed on the undeservedness of
Caesar's assassination. (infinitive)
o Better
o Generally, if there is no deliberate intention (for example, if an
inanimate object is the subject of the sentence), the present
participle should be preferred over the infinitive.
o The youth helped the underprivileged kids learn, making the nation proud.
o The present participle is better here, for “making the nation proud” is not the intention – the intention rather
is to be of service.
o Sometimes, the infinitive form is used even when no intention is

expressed.
o Lava cools and solidifies to form igneous rocks.
o In modifying a noun, a present participle (or a relative clause) and
an infinitive are used differently.
o In many cases, the noun modified by an infinitive is not the implied

subject of that infinitive.
oThere is an issue to resolve.

o The modified noun “issue” is not the implied subject but the intended object of the
infinitive. The issue will not resolve; a subject is needed for resolving.
oA strategy winning the game was discussed by the leader.
o The strategy itself is not winning the game. So, the infinitive should
be used.
oA strategy to win the game was discussed by the leader.

Use of ‘Has/Have Had’ and ‘Had Had’
o It is possible for a correct sentence to have ‘has/have had’ or ‘had had’.
o Livia told her supervisor that she had had an iPhone.
o One “had” is for possession, other for past perfect tense.
o The sentence means that Livia had the iPhone prior to the conversation.
o Livia told her supervisor that she had an iPhone.

o “had” is for possession.
o The sentence means that Livia had the iPhone at the time of the conversation.
o Livia told her supervisor that she has an iPhone.

o “has” is for possession.
o The sentence means that Livia still has an iPhone.
o Livia told her supervisor that she has had an iPhone.

o “has” is for present perfect tense, suggesting an indefinite time frame; “had” is for possession.
o The sentence means that Livia had the iPhone during an indefinite time frame.
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Idioms
Concept
Concept
o Idioms are words or group of words that convey certain standard meanings.
o In standard English, certain standard ideas are best conveyed by certain

standard forms of expression.
o For correct usage, it is important to conform to these standard forms of expressions.
o Thus, correct idiomatic usage is essential for correct English usage and for
ensuring that the correct meaning is conveyed.
o Often, there is no grammatical justification for correct idiomatic usage.

o For example “credited for” is incorrect while “credited with” is correct; perhaps, no
grammatical explanation is possible for this norm.
o Hence, the key is to learn and practice idiomatic usage.
Approach
Approach
o The most effective way to learn idioms is to keep revisiting them.
o Every time you get an idiom question wrong, note down the idiom. Form a list
and keep revising it.
o A finite number of idioms are tested on the GMAT. Thus, with due practice, you
can cover most of them.
o Always remember that knowing idioms actually helps…questions testing idioms
can be solved really very quickly if you know the relevant idiom while not
knowing an idiom compels you to try your luck by opting for sheer guess.
o The next section shall cover the frequently asked idioms on GMAT.
o We suggest that you print these pages and paste them some place duly visible and keep
revisiting them.
Must Knows
Must Knows
o ‘Like’ is never used for giving examples. Whenever there is a choice between ‘like’ and ‘such as’, choose ‘such as’.
o Whenever there is an authoritative term such as ‘mandate’, ‘state’, ‘requires’, etc, the only conjunction that can
follow is ‘that’. Minister stated that, law mandates that, etc.
o ‘That’ should also follow terms such as ‘assume’, ‘observed’, ‘proved’, etc. Hence, for thoughts suggesting authority,
wish, or hypothesis, ‘that’ is the right conjunction.
o ‘Whether’ is always better than ‘if’.

o ‘whether’ is used in case of two alternatives being suggested, and ‘if’ is used for expressing conditional cases.
o ‘Rather than’ is always better than ‘instead of’.
o ‘Few’ is used for countable things and ‘little’ is used for uncountable things.
o ‘Do it’ is for nouns, ‘Do so’ is for actions; ‘do so’ applies more often.
o ‘On account of’ is always incorrect for its wordiness.

Frequently Asked
Frequently Asked
o Access to
o The company has access to large capital reserves.
o Act as
o The mountains act as a natural wall against invaders.
o Allow for
o Heavy workout allows for a high calorie meal.
o As....as
o For some individuals, soft drinks are as good as water in the summers.
o Associate with
o One associates Antarctica with ice.
o
o Attribute to
o The poor first quarter results are attributed to the high inflation.
Frequently Asked
o A responsibility to
o The President has a moral responsibility towards all the citizens.
o A result of
o The recent slag in the stock market is a result of high crude oil prices.
o A sequence of
o The recently discovered ancient sculptures have a sequence of complex symbols.
o Agree to…an idea

o The Manager agreed to the terms and conditions listed in the Memorandum of Understanding.
o Agree with…a person

o The manager found it difficult to agree with the executives.
o
o Among
o Tom distributed chocolates among all students in the class.
o
o Appear to be
o Jack appears to be a nice boy.
Frequently Asked
o As good as / better than
o The new bike is as good as any other bike on the market.
o The new bike is better than any other bike on the market.
o The new bike is as good as or better than any other bike on the market. - Redundant.
o Attribute X to Y
o The success of the quarterly result can be attributed to the new CEO.
o
o Based on
o The paper is based on the research by Thomas Elva Edison.
o Begin to
o After running five miles, Tom began to pant badly.
o Believe X to be Y
o Till a few thousand years back, trees were believed to be non-living things.
o Between A and B (Used when two things are involved. When there are more than two, among is used.)
o Lilly was confused when her father asked her to choose between chocolate and a packet of chips.
Frequently Asked
o Care about
o Tim never cares about the result after taking his exams.
o Centers on + person/thing
o The GMAT centers on the knowledge of Mathematics and English.
o Choose to
o Moon chose to join a lower ranked university because that university offered her full scholarship.
Consistent with
o Today’s weather was consistent with the CNN’s weather forecast.
Consider + Noun
o Isaac Newton is considered the father of modern Physics.
o Considered as – Incorrect
o Considered to be – Incorrect
o Please note that “consider” is same as “regard as”.
Frequently Asked
o Contend that
o Mary contends that the professor has a regional bias.
o Continue to
o If you continue to run three miles per day for a month, you will have better stamina.
o Contrast A with B
o Kim was asked to contrast a river with a lake.
o Compare A with B (for similar things)

o Friends often compare Maria’s looks with her mother’s.
o Compare A to B (for dissimilar things)

o During adolescence, stretching and running are better exercises compared to weightlifting.
o Count on + noun
o Hanna is counting on Mike to learn playing the guitar.
Frequently Asked
o Concerned with
o John was sad to learn that his younger brother was more concerned with scoring marks than with learning concepts.
o Conform to
o Henry tried to conform to the culture of China during his stay there.
o Decide to
o After securing poor grades in the first semester, John decided to work sincerely on his subjects.
o Decide on
o We decided on the conclusion reached by the team.
o Depend on
o One’s result depends on the efforts one puts in.
o Different from
o The way kindergarten students are taught now is quite different from how they were taught ten years back.
Frequently Asked
o Difficult to
o Jack found it difficult to learn statistics.
o Distinguish between A and B

o Rose asked her student to distinguish between a valley and a delta.
o Distinguish X from Y
o Rose asked her student to distinguish a valley from a delta.
o Except for
o Except for Jack, every member of the family likes eating sweets.
o Flee from
o Heavy surveillance was kept to ensure that the terrorists did not flee from the city.
o Grew from
o Ashley grew from an average student to a gold medalist in Mathematics.
o Indicate that
o The recent surveys indicate that migration to United States will continue to rise for another ten years.
Frequently Asked
o Invest in
o Jack is repenting his decision to invest in IT stocks at that point in time.
o Identical with
o Tom was convicted when his fingerprints were found to be identical with those found in the room where robbery took
place.
o In contrast to
o In contrast to Justin’s verbal aptitude, his quantitative aptitude is weak.
o Independent from
o The saint was independent from worldly aspirations.
o Leads to
o Lack of recreation leads to fatigue.
o Like (Used for comparing nouns)

o Like his father, Jack is tall and well-built.
Frequently Asked
o Localized in
o Residential buildings in the city are localized in an area of just few hundred square yards.
o Mistake + noun + for

o Jack mistook a stranger for his classmate.
o Modeled after
o The statue has been modeled after a masterpiece by Picasso.
o More…than
o John has scored more marks in Mathematics than any of his classmates.
o Native to (Can be used for humans as well as non-humans)

o The Great Bengal Tiger is native to India.
o A native of (Used only for humans)

o John is a native of Canada
o Need to
o Spending a vacation in Kashmir is something every traveler needs to try.
Frequently Asked
o Necessary….to
o It is necessary to concentrate well in the professor’s class to understand Accounting.
o
o Neither….nor
o Neither Jack nor his brother likes to get up early in the morning.
o Not only….but also

o Rose secured not only an admit in Wharton but also scholarship.
o Priced at ‘a figure’
o Mushrooms in this shop are priced at $10/lbs.
o Priced for ‘a quality’

o Mushrooms are highly priced for their scarcity.
o Prohibited from + present participle

o John’s mother should prohibit from consuming carbohydrates.
Frequently Asked
o Range from A to B
o The age of students in the class ranges from 23 to 41.
o Refer to
o One must refer to the basic books before starting a new course.
o Regard as
o Regard to be – Incorrect
o Jack regards his uncle as his father.
o ‘Regard as’ and ‘consider’ mean the same.
o Require + noun + to
o One requires a good GMAT score to attend a good U.S. business school.
o Rivalry between
o There is a healthy rivalry between the captain and the vice-captain of the team.
Frequently Asked
o Responsible for
o The CEO took responsibility for the weak policies and stepped down.
o Seems to be
o Ashley seems to be a confident person.
o So….that (if so comes, that should succeed it somewhere in the

sentence)
o Jack studied so much Mathematics all day that he dreamt of problems at night.
o Subscribe to
o The professor asked students to subscribe to the Wall Street Journal.
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Redundancy
Basics
Redundancy
o A correct sentence must be free of serious redundancy and
awkwardness.
o On the GMAT, though concise expressions are preferred over

wordier ones, the most concise expression is not necessarily the
correct one. An option should not be chosen solely by virtue of its
concision.
o There are no absolute rules for going with concision on the GMAT
but certain patterns are very often (though not always) followed.
Main Forms of Redundancy
o Wordiness
o When more words than needed are taken for conveying a thought.
o Doesn’t qualify direct elimination of an answer choice.
o Repetition
o When multiple words convey the same meaning.
o Example: ‘revert back’
o Qualifies direct elimination of an answer choice.
o Passive Voice
o When action is performed on the subject.
o Leads to indirect, wordy expression.
o Doesn’t qualify direct elimination of an answer choice.
o Awkwardness
o Bulky, incoherent, indirect expression.
o Generally, doesn’t qualify direct elimination of an answer choice.
Concision - Verb
o Usually, an active verb is stronger and more concise than an adjective/adverb or an
action noun.
o A verb is preferred over an action noun.

o Action nouns are, as the name suggests, nouns that indicate actions. A verb is usually stronger than a
phrase containing the relevant action noun with a generic verb (such as 'be' or 'make').
o The ideals of the French Revolution became the inspiration for many writers and
poets.
o The ideals of the French Revolution inspired many writers and poets.
o “inspired” is better than “became the inspiration for”.

Concision – 'That' Clause
o A 'that'-clause containing verbs is preferred over a series of phrases
containing nouns.
o This is a specific case of preferring a verb over an action noun. By choosing

the 'that'-clause, the verb form of the action is chosen as 'that'-clause contains
a working verb (which can be the main verb of the sentence). Even when the
prepositional phrases are not too long, a series of phrases without a verb may
make comprehension a bit difficult.
o In this pattern, nouns such as 'hypothesis', 'idea', 'suggestion', 'belief',

'discovery', 'evidence', 'indication', 'report' are often used. These are often
modified by 'that'-clauses (contain what can stand as complete sentences).
Concision – 'That' Clause
o Suitably change the following sentence:
o The belief about the existence of God as the controller of the universe
is strongly held by many.
o The belief that God is the controller of the universe is strongly held by
many.
Concision – Verb v/s Adjective
o A verb is preferred over an adjective.
o A sentence sounds more emphatic when a verb form of the action is used to express
what happened rather than the adjective form with the verb 'to be'.
o
Rephrase the sentences appropriately:

o The tower is symbolic of the King's victory.
o To critics having an inclination to 'over-analyze', the blue color of the curtains in
the protagonist's room is suggestive of melancholy.
o The tower symbolizes the King's victory.

o To critics inclined to 'over-analyze', the blue color of the curtains in the
protagonist's room suggests melancholy.
Concision – Noun v/s Adjective
o An adjective is preferred over a noun.
o To describe a noun or a noun phrase, the use of an adjective is preferred over
the use of the noun that derives from that adjective.
o Remember that in such cases, there is the possibility of a slight change in meaning occurring. For
instance, ‘in isolation’ and ‘isolated’ do not exactly mean the same.
o Hence, ensure that the intended meaning is conserved.
Suitably change the following sentence:
o The instructor is sure that her student has the capability to learn the game
well.
o The instructor is sure that her student is capable of learning the game well.
Concision – Adverb v/s Prepositional Phrase
o An adverb is preferred over a prepositional phrase.
o To modify a verb phrase, the use of a simple adverb is preferred

over the use of a long prepositional phrase that conveys the same
meaning. This is a specific case of the principle that an
adjective/adverb is preferred over a noun (a prepositional phrase
contains a noun).
o The prepositional phrase 'to a comparable extent' should be

replaced by the adverb 'comparably'. Similarly, 'to a considerable
extent' and 'to a significant degree' should be replaced by
'considerably' and 'significantly' respectively.
Concision – Adverb v/s Prepositional Phrase
o Puppetry helps improve to a significant degree the speech and

language skills of those suffering from Down's Syndrome.
o Puppetry helps improve significantly the speech and language skills of

those suffering from Down's Syndrome.
Concision – Adjective v/s Adjective Clause
o An adjective is preferred over an adjective clause with ‘to be'.
o An adjective clause containing the helping verb ‘to be' (or any of the verb’s variants)
is less concise than the adjective itself. Particularly, if a form of 'to be' is also present
in the main clause of the sentence, use only the adjective.
o This is applicable in cases wherein nouns function as adjectives, identifying or
describing other nouns.
o Alfred Hitchcock is a producer as well as director who is well-known.
o In the given sentence, “is” unnecessarily occurs twice. The adjective clause is, therefore, replaced by
an adjective.
o Alfred Hitchcock is a well-known producer as well as director.

Concision – Adjective v/s Adjective Clause
oRita, who is a librarian, frequents this store with her friends.
oRita, a librarian, frequents this store with her friends.
Note: This pattern is only redundant and not an error per se; hence,
this doesn’t qualify direct elimination of an answer choice.
Concision – 'It is…That…'
o In certain cases wherein something needs to be emphasized,
these constructions are useful. For instance, if you wish to
emphasize 'without fear', it may be useful to write, 'It is
without fear…'. But since these constructions are avoided by
the GMAT, you should do the same on the exam.
o It is with pride that parents relate their children's achievements.
o Parents relate their children's achievements with pride.

Concision – Prepositional Phrase
o If the prepositional phrase (modifying a single noun) starts with the preposition 'of',
it can be changed into a Noun-Adjective (a noun that is placed before another noun
and that functions as an adjective) and placed before the first noun. If the
prepositional phrase does not start with the preposition 'of', it should be retained.
o Suitably change the following sentences:

o A statue of marble was erected in his memory.
o “statue of marble” leads to an awkward meaning.
o Agra masons built this building of stone.
o While “marble” and “stone” can function as Noun-Adjectives, the phrase “Agra masons” seems to indicate
a category of masons.
o The sentences are corrected as follows:

o A marble statue was erected in his memory.
o Masons from Agra built this stone building.
Other Things to Note
Noun-Adjectives
o While certain expressions can easily be understood, they are not considered
correct on the GMAT. For instance, 'Yamuna river water' is not correct on the
GMAT- 'water from the Yamuna river' should be used. Places/locations do not
work well as Noun-Adjectives, unless the prepositional phrase that is replaced
starts with 'of'.

o Bird population changes occur due to various factors, including weather
conditions, diseases, predation, and pollution.
o “Bird” in “Bird population” is a Noun-Adjective.
o Changes in bird population occur due to various factors, including weather

conditions, diseases, predation, and pollution.
Prepositional Phrase Starting with ‘of’
o If a prepositional phrase starting with 'of' contains time period, quantity, or some other
form of measurement immediately after 'of', it should not be changed into a Noun-
Adjective. Also, the use of a possessive ('s or s') in modifying a measurement should be
avoided.
o Suitably change the following sentences:

o Jack took less than the recommended medicinal syrup amount.
o A white dwarf's density is 200,000 times that of the Earth.
o The sentences are corrected as follows:

o Jack took less than the recommended amount of medicinal syrup.
o The density of a white dwarf is 200,000 times that of the Earth.
‘That of’ and ‘Those of’
o 'that of' or 'those of' should be retained (or added) when necessary for properly conveying
the meaning of the sentence.

o The hand that finally lifted Lord Shiva's bow at Sita's swayamvara was Rama.
o The given sentence seems to say that the hand was Rama, which is obviously illogical. Inserting 'that of' is
necessary.
o The hand that finally lifted Lord Shiva's bow at Sita's swayamvara was that of Rama.

o The ideology he believes in is that of Socialism.
o The ideology is Socialism so “that of” is unnecessary.
o The ideology he believes in is Socialism.
Reporting Verb
o A Reporting Verb, as the name suggests, reports a thought or belief that can stand alone as
a sentence.
o Since the GMAT seeks to avoid all ambiguity, retaining 'that' after a reporting verb is important.
o If, for example, you were to say, 'The report suggests the existence of the monster was a
myth.', a certain ambiguity would come in while reading the early part of the sentence,
“The report suggests the existence…”.
o On the GMAT, these reporting verbs should take 'that' whenever they are followed by a
main clause: 'report', 'agree', 'claim', 'contend', 'declare', 'find', 'indicate', 'reveal', 'rule',
'show'. It is advisable to use 'that' with other reporting verbs such as 'announce', 'assert',
'believe', 'demonstrate', 'know', 'mention', 'observe', 'state'. Additionally, 'that' should be
used when the verb 'be' appears – 'be convinced', 'be assured', etc.
Reporting Verb
o The jury agreed the case was getting murkier.
o The jury agreed that the case was getting murkier. - Correct.
o On the GMAT, putting 'that' after the verb 'say' is not required. This is so probably because
the chances of confusion are little in such cases.
o The King was so fair and just that his subjects said he was the sort of king who must
definitely live long.
o There is no ambiguity in meaning involved in “…his subjects said he was…”.
o NOTE: On the GMAT, 'say' will be followed by an entire thought (the use of 'that' not being
necessary). An entire thought is expected because it is not possible to say he (though the
word 'he' can be articulated, of course) as it is possible to say a prayer.
Usages Generally Redundant on GMAT
o Being
o On account of
o As far as ___ is concerned
o The fact that
o The reason why
o It is apparent that
Remember: Meaning Wins Over Brevity
o Since all the above mentioned patterns are not rules, they must be used only
when really required. 'Being', 'the fact that', etc do not indicate the
incorrectness of an option. It is more important to ensure that the option
chosen is, in terms of grammar and meaning, the best available.
o Eliminate only that part which is unnecessary. Do not cut out in a way that the
intended meaning of the sentence is changed. Ensure that the final sentence is
neither awkwardly phrased nor grammatically incorrect.
o Very often on the GMAT, the most concise option is not the best option.
o But yes, it has a slightly higher chance of being correct.
o Hence, if you need to guess on a few SC questions, opt for the shortest answer choice.
o In CR and RC questions, opt for the longest answer choice.
o Remember, these are only back-up tips. 
An Exhaustive List
An Exhaustive List
o absolutely complete
o absolutely essential
o absolutely nothing
o accidentally stumbled
o actively + engaged
o actual + experience
o adequate + enough
An Exhaustive List
o advance + warning
o advance forward
o advance planning
o also + and
o although + while
o although + yet
o although/though + but/nevertheless/yet
o Aluminum/iron etc + metal
o AM + morning or PM + evening
An Exhaustive List
o amount + as much as
o and + also
o and etc
o annually + per year
o appreciate/depreciate + in value
o arrive on the scene
o ask the question
o assembled together
o attach together
An Exhaustive List
o attempt + try
o basic + fundamentals
o because + reason
o because + therefore
o before + in the past
o blue in color
o both + as well as
An Exhaustive List
o brief in duration
o but + if
o by means of
o can/may + potentially
o check up on
o circle/circulate/revolve/rotate around
o close + proximity
An Exhaustive List
o collect/combine together
o cooperate + together
o compared to/with + more/less
o complete + total
o complete + unanimous
o connect together
o consensus + of opinion
An Exhaustive List
o consequent + results
o consolidate together
o continue on
o continue to remain
o cooperate + together
o couple + two
o Decline/decrease + down
An Exhaustive List
o desirable + benefits
o despite + still/yet
o diametric + opposite
o disappear + from sight
o disregard altogether
o double + verb
o due to + with
o each and every
o empty cavity
o enclosed herewith
o endorse on the back
An Exhaustive List
o end + result
o end product
o entirely destroyed
o equally + as good as
o estimated + at about
o expired + terminated
o extremely immoderate
o fast in action
o few in number
An Exhaustive List
o filled to capacity
o final + outcome
o final completion/conclusion
o finally ended
o first beginnings
o following after
o free + gift
o funeral obsequies
o fused together
An Exhaustive List
o growth + increased
o heat up…heat
o hidden + pitfall
o hope + optimism
o important + essentials
o in place + substitute
o including + among
o join + together
o joint cooperation
o joint partnership
o just exactly
An Exhaustive List
o large/small in size
o lift up
o linked + together
o living incarnation
o main + essentials
o may + likely/possibly/probably/perhaps
o melt down
o mingle together
o mix together
o more + rather than
o more preferable
An Exhaustive List
o mutual cooperation
o necessary requisite
o new + innovation/acquisition/development
o now + currently
o one and the same
o one definite reason
o particular example
o part and parcel
o past + experience
o past + previous
An Exhaustive List
o period + time
o personal + friend
o personal opinion
o pervade the whole
o place + where
o plan ahead
o plan for the future
o plan in advance
o postponed until later
o PM + afternoon/evening/night
An Exhaustive List
o prolong the duration
o provisions + provide
o qualified expert
o Re+verb + again (repeat again, regain again, restore again, etc)
o really and truly
o reason + why
o reason + because
o recommended + should
o recur again
o reduce down
o regain + again
An Exhaustive List
o regress back
o regular + daily/weekly/monthly/yearly etc (+ event)
o remand back
o repeat again
o resultant effect
o retrospect + back
o return/revert/refer/reply + back
o Rise/increase/soar/hike/spike + up
o same + identical
o same exact thing
An Exhaustive List
o seems + apparent
o separate + distinct
o shuttle (verb) + back and forth
o single unit
o skirt around
o small in size
o soar + up
o specific example
o still continue
o still remains
An Exhaustive List
o successfully + passed
o sudden/unexpected + surprise
o suddenly + without warning
o suddenly collapsed
o sufficient enough
o sum + total
o summarize + briefly
o summer months
o surround on all sides
An Exhaustive List
o surrounding circumstances
o temporary + reprieve
o ten miles distant
o terrible + disaster
o three hours of time
o throughout + entire
o time + when
o to the northward/southward etc
An Exhaustive List
o total of ten
o traverse across
o true + fact
o twice + compare to
o twice as much as the increase
o two + twins
o ultimate end
o underlying + behind
o universal + the world over
An Exhaustive List
o unsolved + problem
o until + such time
o usual/habitual + custom
o visit with
o ways and means
o whether or not
o young + boy/ girl
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Miscellaneous Topics
Connecting Words
o For grammatical correctness, ensure that there are no errors relating to (i) subject-
verb agreement, (ii) parallelism, (iii) pronouns, (iv) modifiers, (v) verb tense, mood,
and voice, (vi) comparisons, and (vii) idioms.
o Besides these, connecting words, connecting punctuation, and quantity are also
important to ensure that the sentence is error-free.
o Connecting Words are important for linking phrases and clauses so as to form a
grammatically correct sentence.
o A correct sentence contains at least one main clause (makes complete sense on its
own). If a correct sentence has more than one main clause, the correct punctuation
and/or connecting words should be used to join the clauses.
Connecting Words – Run-on Sentences
o If two main clauses are to be joined, a comma is not sufficient. If a
sentence does use only a comma to join two main clauses, it is called
a 'Run-on Sentence'.
o A run-on sentence can be corrected by adding a connecting word

that makes sense in the given context.
o Coordinating Conjunctions- 'and', 'but', 'or', 'for', 'nor', 'yet', 'so'- are
connecting words that can suitably link two main clauses. The
comma should be retained.
o Please see examples on the next slide.
Connecting Words – Run-on Sentences
o Ravi wants to take up this job, his father is not happy with his decision to not join the family
business.
o The given sentence is a run-on. A connecting word that makes sense has to be added.
o Ravi wants to take up this job, but his father is not happy with his decision to not join the
family business.
o John Milton was appreciated by many for having done good for Christianity through
'Christianizing' the epic in 'Paradise Lost', the Romantics saw in his masterpiece elements of
subversion.
o John Milton was appreciated by many for having done good for Christianity through
'Christianizing' the epic in 'Paradise Lost', but the Romantics saw in his masterpiece elements
of subversion.
Connecting Words – 'And' and a Comma
o Whenever 'and' is used after a comma, there can be two
possibilities: (i) it is placed before the last element in a list, or (ii) it is
used to join two main clauses.
o On the GMAT, a main clause may be linked to a fragment (lacks a

main clause) with a comma followed by 'and'. One of the ways in
which such a sentence can be corrected is by changing the fragment
into a main clause.
o Please find an example on the next slide.

Connecting Words – 'And' and a Comma
o This dagger, once owned by the King whose grave this is, and used in the killing of
one who had been his most trusted servant, and since the moment of that killing,
it has not been used by anyone else.
o The fragment must be changed into a main clause.
o This dagger, once owned by the King whose grave this is, was used in the killing of
one who had been his most trusted servant, and since the moment of that killing,
it has not been used by anyone else.
Connecting Words – Subordinators
o A subordinator is a connecting word that reduces one of the clauses
to a subordinate clause (when a coordinating conjunction is used,
the two main clauses remain equal). The subordinate clause can be
attached to the main clause using a comma.
o Some examples of subordinators: 'although', 'because', 'before',

'after', 'since', 'when', 'if', 'unless', 'that', 'though', 'while'.
o Subordinators can be used to fix run-on sentences.
o Please find an example on the next slide.

o John Milton was appreciated by many for having done good for Christianity
through 'Christianizing' the epic in 'Paradise Lost', the Romantics saw in his
masterpiece elements of subversion.
o From the intended meaning of the sentence, it is clear that 'although' is required as a subordinator.
o Although John Milton was appreciated by many for having done good for
Christianity through 'Christianizing' the epic in 'Paradise Lost', the Romantics
saw in his masterpiece elements of subversion.
o Only one connecting word should be used at one time.
o Although the woods were dark, yet we could see the ferocious animal, probably
waiting to catch its next prey.
o Although the woods were dark, we could see the ferocious animal, probably
waiting to catch its next prey.
Or
o The woods were dark, yet we could see the ferocious animal, probably waiting to
catch its next prey.
Connecting Words – Meaning
o The connecting word must contribute to conveying the intended
meaning.
o Rose loves her aunts dearly, but she visits them often.
o If she loves her aunts, she can be expected to visit often to enjoy being in their company.
The use of “but” (suggesting contrasting information) is not appropriate.
o Rose loves her aunts dearly, so she visits them often.

Or
o Because Rose loves her aunts dearly, she visits them often.
Connecting Words – Separating Clauses
o In some cases, a main clause may be linked to what should be but is not a
clause. The sentence has to be suitably modified to make appropriate sense.
o The party in power has been worried about the increasing discontent among the general
public caused by disagreement with party’s policies may harm its prospects in the next
elections.
o In the given sentence, “The party…policies” is the main clause. The verb phrase “may harm its prospects in the
next elections” has no subject. “increasing discontent” that seems to be the subject cannot play two roles
simultaneously- object of the preposition “about” and subject of the verb “may harm”. If “about” is replaced by
“that”, what follows “that” becomes the subordinate clause (what is before “that” is the main clause), within
which “increasing discontent” becomes the subject of “may harm”.
o The party in power has been worried that the increasing discontent among the general
public caused by disagreement with party’s policies may harm its prospects in the next
elections.
Connecting Punctuation
o To connect parts of a sentence, four major punctuation marks are
used:
ocomma(,)
osemicolon(;)
ocolon(:)
odash(-)
Connecting Punctuation - Comma
o On the GMAT, the usage of comma is not the sole determining factor in
finalizing an answer choice.
o Yet, it is important to look at commas. This is so because they do perform

important roles - they act as important signals, and can separate modifiers and
items that make up a list.
o The use of commas is important for separating non-essential modifiers.

o This play, scripted by St Peter’s college, is an adaptation of “All's Well That
Ends Well”. (the modifier is non-essential)
o The play scripted by St Peter’s college is an adaptation of “All's Well That
Ends Well”. (the modifier is essential)
o When there is a singular subject, a comma should not be used
before 'and' to separate two verbs. Either the comma should be
removed or a subject must be added for the second verb (thus,
creating another main clause).
o David bought vegetables, and later cooked them.
o David bought vegetables and later cooked them.

Or
o David bought vegetables, and he later cooked them.
o While a comma is not sufficient to connect two main clauses, it is
sufficient to connect the two parts of a certain category of
sentences.
oThe higher the risk, the greater the reward.

o Here, the use of the comma is seen as grammatically correct.
Connecting Punctuation - Semicolon
o The semicolon is used to connect two closely related statements, each of which
can stand alone as an independent sentence.
o David bought vegetables; he later cooked them.

o The leader has promised to bring in reform; saying he will 'demolish' corrupt structures of
governance.
o In the given sentence, the second part cannot stand as an independent sentence. The two parts can be connected by a
semicolon only if each can stand alone.
o The leader has promised to bring in reform; he has said he will 'demolish' corrupt structures of
governance.
o When a semicolon is used, the two parts of a sentence must be related. The
original intent must be preserved. For instance, if one part was meant to be
subordinate to the other, it should be kept that way.
o The Commander-in-Chief has asked for a memorial to be erected, where the soldiers
achieved martyrdom.
o The intended meaning is that he wants the memorial to be erected at the place the soldiers laid down
their lives. The sentence is acceptable. However, if a semicolon is used and the sentence is changed…
o The Commander-in-Chief has asked for a memorial to be erected; the soldiers

achieved martyrdom.
o The intended meaning is lost. Therefore, the use of semicolon is not appropriate here.
o The equal relationship that is implied by the use of a semicolon can be
modified by the use of Conjunctive Adverbs or other transitional
elements (after the semicolon).
o A Conjunctive Adverb can join two main clauses. It functions like a

coordinating conjunction in that it connects two complete ideas.
o Remember that these transitional elements are not true conjunctions

and so, semicolons (not commas) should be used to join the sentences.
o Some examples of such elements- 'therefore', 'thus', 'consequently',

'however', 'nevertheless', 'furthermore', 'in addition'.
o The friendship between Anna and Victoria had soured, nevertheless, it was
Victoria who looked after Anna when Anna fell seriously ill.
o The friendship between Anna and Victoria had soured; nevertheless, it was
Victoria who looked after Anna when Anna fell seriously ill.
o In cases wherein the items in a list themselves contain commas,
semicolons (not commas) are used to separate the items.
o Buy pancakes, bread, and biscuits from the bakery, chicken from the butcher's
shop, and capsicums and potatoes from the vegetable stall.
o Buy pancakes, bread, and biscuits from the bakery; chicken from the butcher's
shop; and capsicums and potatoes from the vegetable stall.
Connecting Punctuation - Colon
o The colon is used to add to or further explain what precedes it. For
instance, in equating a list with its components, the colon can be used.
o Remember that when you use a colon, it should be possible to follow it

with the word 'namely' or the phrase 'that is'.
o Always keep in mind that what precedes the colon must be able to stand
alone as a complete sentence. However, what follows the colon does not
need to stand alone as a complete sentence.

o Last year, I visited: London, Newcastle, Greenwich, Bath, and Canterbury.
o In the given sentence, what is preceding the colon cannot stand alone as a complete
sentence. Hence, the part before the colon must be modified such that it can stand alone as
a sentence. The words that follow the colon provide additional information. 'Namely' can be
inserted after the colon in the corrected sentence.
o Last year, I visited a number of places in England: London, Newcastle, Greenwich,

Bath, and Canterbury.
o The part that is needed to be explained should be placed as close as possible
to the colon.
o Five basic elements form all things in nature: earth, water, fire, air, and
space.
o The use of passive voice is justified here. What is to be explained should be placed as close
as possible to the colon.
o All things in nature are formed by five basic elements: earth, water, fire, air,
and space.
o A main clause can be used after the colon provided that this clause explains
what precedes the colon (perhaps the entire preceding clause).
o Shakespeare did not dream of becoming the legend that he actually did become: his
intention, at least the initial impulse, was to make writing a source of livelihood.
o Remember that when two related independent clauses are connected by a

semicolon, the second does not necessarily have to explain the first. The colon
connects an independent clause with an explanation; that explanation may or
may not be an independent clause.
o The Commander was fearful for he had a weakness: his dark secret.
Connecting Punctuation - Dash
o There is much flexibility in the use of a dash. A dash can be used as
an emphatic comma, semicolon, or colon.
o The King adopted the new religion to project a change of heart and took great
pains to popularize it, but the real purpose remained the same - he wanted to rule
people, if not through military, then through mental conquest.
o Here, the dash can be replaced by a colon.
o At times, the use of a dash is preferred. For example, a dash is preferred when
an appositive is to be separated from an item in a list.
o The brothers, Frank and Joe, and Nancy solved the mystery that a number of detectives
had lately been preoccupied with.
o With the commas, it might be wrongly assumed that five people – two brothers, Nancy, Frank, and
Joe – solved the mystery.
o The brothers- Frank and Joe- and Nancy solved the mystery that a number of detectives had
lately been preoccupied with.
o Use of dashes removes the ambiguity.
o The dash can be used in cases wherein you want to emphasize,
restate, or explain what appears earlier in the sentence. The dash,
unlike the colon, need not be immediately preceded by the part
needing explanation.
o The newly developed machine greatly reduced the manhours required to finish
the project – by as much as 40%.
o The word “greatly” is emphasized through the phrase after the dash (the use of “greatly” is
justified). In such sentences, the use of a dash is preferred over the use of a colon.
Quantity
o In English, nouns can be countable or uncountable.
o Some examples of countable nouns are boy, city, chair, feeling(s), snowstorm.
o Some examples of uncountable nouns are milk, loyalty, sleep, snow.
o If you are confused about whether a noun is countable or uncountable,

test through using numbers before it.
o You will know that 'one table, two tables…' is possible, so 'table' is countable. But 'one
confidence, two confidences…' is not possible, so 'confidence' is uncountable.
Quantity
o Different words and expressions are used to modify things that are
countable and things that are not. Certain words and expressions can be
used for both.
o Examples of countable modifiers include 'many', 'not many', 'few',

'fewer', 'fewest', 'number of', 'fewer than', 'numerous', 'more numerous'.
o Examples of uncountable modifiers include 'much', 'not much', 'little',

'less', 'least’.
o 'More', 'most', 'enough‘, and 'all' can be used with countable (plural) as
well as uncountable (singular) nouns.
o Example: 'enough chairs', 'enough confidence'.
Quantity
o It is important to keep in mind that while common in everyday speech, the
use of 'less' with countable nouns is incorrect.
o There were less guests than expected.
o Since 'guests' are countable, 'fewer' should be used instead of 'less'.
o There were fewer guests than expected.

o Unit nouns such as ‘dollars' and ‘gallons' are countable (one dollar, one gallon,
etc.) and so most of the countable modifiers can be used with them. But the
quantities that these unit nouns indicate- 'money' and 'volume' -are
uncountable (the nouns themselves are uncountable- you cannot say 'one
money'). So, 'less' should be used with unit nouns.
o See examples on the next slide.
Quantity
Example:
o At the moment, we have less than a thousand rupees in our possession.
o The meaning of this sentence is that the total money, in whatever form, in “our possession”
is less than a thousand rupees. If “less” is replaced by “fewer”, the meaning changes. In that
case, we are referring to 'countable form of thousand rupees' i.e. the notes etc.

o This cat is given fewer than five liters of milk per week by its owner.
o This cat is given less than five liters of milk per week by its owner.
Quantity - Comparisons
o The words used to relate two things are different from those used to relate
three or more things.
o Comparative forms of adjectives and adverbs must be used while comparing

two things or people, and superlative forms must be used while comparing
three or more things or people.
o Many consider Ovid the _____ poet of the Augustan Age in Rome. (better/best)
o Since the comparison is with all the poets of the Augustan Age in Rome, the superlative form will be used.
o Many consider Ovid the best poet of the Augustan Age in Rome.
Quantity – Number
o The way the word 'number' is used may lead to different meanings. It is important,
therefore, to keep in mind certain rules.
o While 'The number of' is singular, 'A number of' is plural.

o A number of theories _____ in circulation about the possible reason(s) for the disappearance of
dinosaurs. (is/are)
o A number of theories are in circulation about the possible reason(s) for the disappearance of
dinosaurs.
o The number of theories proposed about the possible reason(s) for the disappearance of dinosaurs
____ huge. (is/are)
o The number of theories proposed about the possible reason(s) for the disappearance of dinosaurs
is huge.
Quantity – Number
o 'The numbers of' is usually considered incorrect. 'The number of' is the correct
usage.
o The numbers of players competing for selection to the final team are considerably more than last
year.
o The number of players competing for selection to the final team is considerably more than last year.
o The word 'numbers' can be used in certain contexts. When using 'numbers',
'greater than' (not 'more than') must be used for comparison.
o The tiger is not as endangered now; its numbers are much more than what they were some years
ago.
o The tiger is not as endangered now; its numbers are much greater than what they were some years
ago.
Quantity – 'Increase'/'Decrease' Vs 'Greater'/'Less'
o 'Increase' and 'decrease' suggest the change in a thing occurring over a
period of time.
o 'Greater' and 'less' are used when comparing two things.
Fill in the blanks:

o The rate of production has ____ considerably over the last one year. (increased/greater)
o The rate of production has increased considerably over the last one year.
o The rate of production is considerably _____ than what it was last year. (increased/greater)
o The rate of production is considerably greater than what it was last year.
Quantity – Redundancy
o It is important to be alert to possible redundancy in sentences
containing the words 'increase' and 'decrease'.
o For instance, words such as 'fell' are redundant in a sentence

containing 'decrease', since 'decrease' implies falling or lowering.
Similarly, words such as 'rise' and 'growth' are redundant in a
sentence containing 'increase', since 'increase' implies rising or
growing.

Quantity – Redundancy
Examples:
o One of the causes of the anger that found vent in the French Revolution was an increase
in the price of bread which rose to the extent that the average daily wage worker had to
spend 88% of his wages on bread, way higher than the previous 50%.
o The use of “rose” with “increase” is redundant, since both intend to convey the same meaning.
Therefore, the sentence should be:
o One of the causes of the anger that found vent in the French Revolution was an increase
in the price of bread to the extent that the average daily wage worker had to spend 88%
of his wages on bread, way higher than the previous 50%.
Or
o One of the causes of the anger that found vent in the French Revolution was a rise in the
price of bread to the extent that the average daily wage worker had to spend 88% of his
wages on bread, way higher than the previous 50%.
Number Words
o It is important to understand the use of number words as different ones
are used for countable and uncountable elements.
o Some examples of number words used for countable elements are

o many, number, fewer, quantity, greater
o Some examples of number words used for uncountable elements are

o much, amount, less, little, more
Number Words
oJersey cows produce _____ milk than other cows. (greater)

oJersey cows produce more milk than other cows.
oOther cows produce ____ liters of milk than Jersey cows. (lesser)
oOther cows produce fewer liters of milk than Jersey cows.
o Milk is uncountable while liters of milk is countable.

Number Words
o He has ____ to be happy about. (many)
o He has much to be happy about.
o His joys are ____. (much)

o His joys are many.
o While qualities, ideas, and states of mind are uncountable, there are some like joys,
sorrows, dreams with which words treated as countable can be used, as per the
intended meaning.
o For example, in the second sentence above, the intended meaning is on the lines of ‘number of reasons
for joy’.
'Where' and 'When'
o ‘Where’ is used only while referring to a particular location.
o ‘When’ is used only while referring to a particular point in time.
Choose the better option:

oA golden era begins when a great ruler comes to power.
oA golden era began when Octavius Caesar (Augustus) came to
power.
o Option B
o 'when' is used to refer to a particular time period.
'Where' and 'When'
oThe towns where rivers flow have good chances of prospering.

oThe town of Greenwich where the River Thames flows has good
chances of prospering.
o Option B
o 'where' is used to refer to a particular location.
'Each Other' Vs 'One Another'
o 'Each other' is used when referring to two persons/things.
o 'One another' is used when referring to more than two persons/things.

o The two brothers absolutely love _____. (each other/one another)
o The two brothers absolutely love each other.
o As children of God, we are all brothers and should love ____. (each
other/one another)
o As children of God, we are all brothers and should love one another.
'Whether' Vs 'If'
o 'If' is used while expressing a conditional idea or an idea with a single possibility.
o 'Whether' is used while expressing alternative possibilities for a given

situation/condition. 'Or not' is usually implied or explicitly stated in the sentence.
o ______ you do well in life is contingent on a number of factors. Yet, _____ you work
hard for it, you stand greater chances of achieving success. (whether/if in each
blank)
o Whether you do well in life is contingent on a number of factors. Yet, if you work
hard for it, you stand greater chances of achieving success.
'Everyday' Vs 'Every Day'
o 'Everyday' means ordinary or commonplace. It is an adjective.
o This is an everyday occurrence.
o 'Every day' indicates the frequency of something taking place. It is an

adverbial phrase.

o Gambling, for Jack, is an ____ affair. (everyday/ every day)
o Gambling, for Jack, is an everyday affair.
o Jack gambles ____. (everyday/every day)

o Jack gambles every day.
Prepositions or Conjunctions?
o At times, the same word can be used as a preposition and a
conjunction.
o Both prepositions and conjunctions are connectors. But there is an

important difference. While prepositions connect a noun to a
sentence, conjunctions connect two verbs (i.e., they can connect two
sentences).
o Words such as 'for' and 'but' can act as both preposition and
conjunction.
o First, divide a given sentence into two parts-one that precedes and
the other that follows the preposition/conjunction.
o If the two parts into which the sentence is divided make sense on
their own, it means they are two different sentences. As
conjunctions are used to join sentences, the word must be a
conjunction.
o If, therefore, the two parts are not making sense on their own, the
word is a preposition.
o Point out the function 'after' is performing in the given sentences:
o We went home after he left the office.

o “after” is used as a conjunction.
o We went home after office hours.

o “after” is used as a preposition.
o “We went home” and “he left the office” make complete sense while “office hours” does not.
Ending a Sentence with a Preposition
o Just because a sentence ends with a preposition does not necessarily mean that it is
incorrect.
o Shorter sentences are preferred on the GMAT. So, if a shorter sentence effectively
conveys the meaning, it will be preferred, even if it ends with a preposition.

o Prepositions are words not meant to be used at the end of sentences.
o Prepositions are words not meant to end sentences with.
o Option B
o It is shorter and conveys the meaning appropriately.
'Compare With' Vs 'Compare To'
o 'Compare with' is used for comparison- for pointing out the
similarities as well as differences between two similar things.
o 'Compare to' is used to compare two dissimilar things. It generally

emphasizes one particular person or thing.
o Hence, if two things are similar (in qualities, purposes, etc.), using 'compare with'
is recommended and if they are dissimilar, using 'compare to' is recommended.
'Compare With' Vs 'Compare To'
o The sonneteers' beloveds were _____ the things of beauty in nature by the
sonneteers. (compare to/ compare with)
o The sonneteers' beloveds were compared to the things of beauty in nature by
the sonneteers.
oTwo dissimilar things are being compared. Here, the beauty of the beloveds
is emphasized. There is no 'absolute comparison'.
o Jane was _____ her mother by Tim. (compare to/ compare with)
o Jane was compared with her mother by Tim.
oHere, Jane is actually being compared with her mother. There is 'absolute
comparison'.
'Due to' Vs 'Because of'
o 'Due to' cannot replace 'because of'.
o 'Due to' can only replace 'caused by'.
o Thus, meaning is important in deciding the correct usage.
o Andre was paralyzed due to the accident.

o Andre was paralyzed because of the accident.
Or
o Andre’s paralysis was due to the accident.
o i.e. Andre’s paralysis was caused by the accident.
'Agree to' Vs 'Agree with'
o For the purpose of the GMAT, remember this simple rule:
o One agrees 'with' a noun and agrees 'to' a verb.
o In other words, one agrees 'with' something but agrees 'to' do something.
o I ____ (agree to/ agree with) your father. You should have ____
(agree to/ agree with) do the job.
o I agree with your father. You should have agreed to do the job.
'Will' Vs 'Would' Vs 'Should'
o Use 'will' to talk about an event that will happen in the future in
relation to the present.
o Use 'would' to talk about the future in the past.
o Use 'should' to give recommendations or suggestions.

o I know you ____ build your house close to the sea. (will/would)
o I know you will build your house close to the sea.
o I knew you ____ build your house close to the sea. (will/would)
o I knew you would build your house close to the sea.
o 'Will' is used to refer to some event that will happen in the future in relation to the present. 'Would' is used to
refer to the future in the past.
o You ____ practice singing every day. (will/would/should)
o You should practice singing every day.
o 'Should' is used to give recommendation or suggestion.

o I recommend that you should take up exercising.
o I recommend that you take up exercising.
Or
o You should take up exercising.
o 'Should' is never to be used with verbs such as 'recommend' and 'suggest'.
o That would be redundant.
'Between' Vs 'Among'
o 'Between' is to be used for two options.
o 'Among' is to be used for more than two options.
o Note: Always 'and' (not 'or') is used with 'between' and 'among'.

o Distribute the toffees ____ Jane and Jennifer. (between/among)
o Distribute the toffees between Jane and Jennifer.
o Distribute the toffees ____ all the students. (between/among)

o Distribute the toffees among all the students.
'Between' Vs 'Among'
oElizabeth could not choose between the pink or the red gown.
oElizabeth could not choose between the pink and the red gown.
o 'And'-not 'or'- is used with 'between' and 'among'.

'Farther' Vs 'Further'
o 'Farther' is used when referring to actual measurable distance.
o 'Further' is used when referring to degree, quantity, time, or another such quality that
cannot be or is not being precisely measured.

o They went ____ into the woods. (farther/further)
o They went farther into the woods.
o The bad weather ____ delayed their return. (farther/further)

o The bad weather further delayed their return.
'Differ From' Vs 'Differ With'
o 'Differ from' is used to imply that one thing is different from the other.
o 'Differ with' is used to imply disagreement with a point of view.

o They ____ each other in their dressing styles. (differ with/ differ from)
o They differ from each other in their dressing styles.
o They ____ each other in their opinions on adherence to societal norms. (differ with/
differ from)
o They differ with each other in their opinions on adherence to societal norms.
'Rather Than' Vs 'Instead Of'
o To express preference of one thing over another, ‘rather than’ is a more
appropriate usage than ‘instead of’.
o If you were to say 'I want to eat a pizza rather than a burger.', you mean you would prefer eating
a pizza but a burger would do too.
o Also, since 'rather than' is a conjunction, it can be followed by anything- noun,

phrase, or clause.
o Use 'instead of' if you want to suggest ‘replacement’.

o If you were to say 'I want to eat a pizza instead of a burger.', you mean you want to replace pizza
with a burger, a meaning that may be awkward.
o Since 'instead of' is a preposition, it can be followed only by nouns.

'Rather Than' Vs 'Instead Of'
o It will be better to discuss things over the phone instead of going all the way.
o It will be better to discuss things over the phone rather than going all the way.
o 'Rather than' is used to express preference of one thing over another.

o I will see a live performance ____ see a movie. (rather than/instead of)
o I will see a live performance rather than see a movie.
o I will see a live performance ____ a movie. (rather than/instead of)

o I will see a live performance instead of/rather than a movie.
o 'Rather than' can be followed by noun, phrase, or clause. 'Instead of' can be followed only by nouns.
'Advice' Vs 'Advise'
o 'Advice' is a noun. It means a recommendation given regarding some behavior.
o 'Advise' is a verb. It means the act of providing some recommendation to someone.
o There is a difference in the pronunciation too. For 'advice', the last consonant sound
is 'sss' while for 'advise', it is 'zzz'.

o You always give sound ____. (advice/advise)
o You always give sound advice.
o I want you to ____ me on the future course of action. (advice/advise)

o I want you to advise me on the future course of action.
Coordination and Subordination
o Coordinating conjunctions are used to place equal emphasis on two parts of a
given sentence, or to coordinate them.
o Examples of coordinating conjunctions- 'and', 'but'.
o Subordinating conjunctions are used to subordinate one part of a sentence to

the other (in other words, one part is emphasized).
o Examples of subordinating conjunctions-'although', 'while', 'since'.

o My mother is cooking food and listening to music.
o My mother is listening to music while cooking food.
o The primary activity is cooking. Therefore, a subordinating conjunction is used.
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Introduction to

Sentence Correction on the GMAT

o Time available per verbal question: ~110 seconds.

o Eight main rules/conventions of standard written English

o Conveying of the intended meaning

o Five answer choices for possibly replacing the underlined part

o It’s not about the ‘correct answer’.

o It’s about the ‘best answer’.

o Noun (Name of a person, place, or thing)

o A proper noun is used to name a particular person, place, or thing.

o Common Nouns: ceremony, nominations, performance,

o Proper Nouns: Dolby Theatre, Los Angeles, Morgan

o An uncountable noun refers to what cannot be usually counted using

Therefore, singular verbs are used to describe uncountable nouns.

Despite two lights in the room, there is not enough light.

o Correct the following sentence:

o A herd of goats was / were found grazing in the fields.

o A herd of goats was found grazing in the fields.

o If a singular noun is to be made possessive, an apostrophe and an 's' are

o If a plural noun is to be made possessive, an apostrophe is usually added.

o Multiple consecutive nouns can also function as adjectives.

o Molly is Graham's daughter; Molly is nine years old.

sounds better when written as

o 'Molly is Graham’s daughter; she is nine years old.'

o everyone, anybody, nobody, none, somebody, whoever, whatever, whatsoever, etc.

Correct the following:

'Nobody' requires a singular verb.

All children are playing.

o There are five basic relative pronouns.

o There are some compound relative pronouns too.

'Whose' is the possessive form of 'who' and 'which'.

o Every sentence, even a single-word one, contains a verb.

o Jack remembered their hikes together.

The word “remembered” expresses a mental action. and is, therefore, a

o Liza seemed to belong to a bygone era.

o An intransitive verb is one that does not need an object to express

On GMAT, while passive voice is not ‘incorrect’, active voice is a

o The red wine was poured into the shining glass.

o Earth is smaller than Jupiter.

o A superlative adjective is used to express the highest degree of a quality

o Mercury is the smallest planet in the Solar System.

o Henry is than Tom, but George is the of all my

o The task was completed efficiently.

o Identify the adverb and what it modifies:

o The word or phrase introduced by it is called the object of the preposition.

o Thieves broke into their house last night.

o Noun Phrase: A phrase acting as noun.

o Gerund: Verb + ing that works as noun.

o Elizabeth is the woman in the embroidered yellow gown.

o Convert the following into one sentence by using a conjunction:

o Steve is fond of reading. He is fond of watching films.

o Steve is fond of reading and of watching films.

o For example, in the following sentence, “and” is a coordinating

oJack likes both coffee and tea.

o Fill in the blank with the correct conjunction.

o Interjections are sometimes followed by exclamation mark,

o Oh!, Alas!, Ouch!, Hurrah!

o Interjections are NOT tested on the GMAT!

o In “Sam reads.”, “reads” is the predicate.

o Identify the phrases and clauses in the following sentence:

oThat cruel man hit the monkey with a stick.

o Verb Phrase: Main verb + helping verb

o Infinitive Phrase: ‘to’ + base verb + modifier or other word related to