รายละเอียดของข้อสอบ “GMAT & SAT”
อาทิตย์นี้ Study Abroad Guide ขอแนะนำข้อมูลที่น่าสนใจในเรื่องการสอบทดสอบต่างๆเพื่อไปศึกษาต่อในต่างประเทศ หรือข้อสอบที่สำคัญเป็นอย่างมากในการใช้ยื่นสมัครเรียนในระดับมหาวิทยาลัยในต่างประเทศ วันนี้จะเล่าสั้นๆว่าอะไรคือ GMAT และ SAT ขอเริ่มต้นด้วยการอธิบายว่าอะไรคือ GMAT ก่อนจะเข้าถึงเรื่องการสอบข้อสอบ SAT นะคะ GMAT หรือ Graduate Management Admission Test หรือข้อสอบ GMAT เป็นข้อสอบที่ใช้วัดความสามารถของผู้ที่ต้องการเข้าศึกษาในระดับปริญญาโทและปริญญาเอกสาขาบริหารธุรกิจซึ่งรวมทั้ง MBA, M।S। Marketing, M।S. Finance, MIS (สำหรับสาขา MIS ของบางมหาวิทยาลัยอาจต้องใช้คะแนน GRE แทน), DBA, และ Ph.D. ด้านบริหารธุรกิจส่วนใหญ่ต้องใช้คะแนน GMAT ในการพิจารณารับนักศึกษา ภาพรวมของข้อสอบ เป็นการวัดความรู้ในการสื่อสารซึ่งรวมทั้งการอ่านและการเขียน, ทักษะการวิเคราะห์, และ ทักษะในการคำนวณ ที่จะสามารถใช้เป็นเครื่องชี้วัดความสำเร็จในการเรียนต่อทางด้านบริหารธุรกิจ จาก website ของผู้ออกข้อสอบ http://www.mba.com/ ระบุไว้ชัดเจนว่าข้อสอบ GMAT ไม่สามารถใช้วัดความสามารถในเรื่องต่อไปนี้• ความรู้เฉพาะทางของธุรกิจเช่น มาตรฐานของบัญชี หรือ กฎหมายธุรกิจ• ทักษะเฉพาะด้านของงาน (specific job skill) หรือเนื้อหาจากบทเรียนระดับปริญญาตรีด้านบัญชีและบริหาร• คุณสมบัติอื่นของการเป็นนักธุรกิจที่ดีเช่นความมุ่งมั่น, ความคิดริเริ่มสร้างสรรค์, และความสามารถในการทำงานร่วมกับผู้อื่นรูปแบบของข้อสอบและเวลา ข้อสอบ GMAT ประกอบด้วยข้อสอบ 3 ส่วนคือ 1। การเขียน (Analytical Writing Assessment) 2। คณิตศาสตร์ (Quantitative) และ 3। ภาษาอังกฤษ (Verbal) ข้อสอบการเขียน (AWA) ข้อสอบ GMATเริ่มจากการทำข้อสอบเขียนก่อนเสมอ โดยจะมีรูปแบบของข้อสอบ 2 ลักษณะได้แก่ 1।การเขียนเพื่อแสดงความคิดเห็น (Issue) และ 2।การเขียนเพื่อแสดงวิจารณ์บทความ (Argument) ผู้เข้าสอบจะมีเวลา 30 นาทีต่อหนึ่ง essay ข้อสอบคณิตศาสตร์ (Quantitative) หลังจากการพักจากข้อสอบการเขียน 10 นาที ผู้เข้าสอบจะต้องทำโจทย์เลขแบบ multiple-choice จำนวน 37 ข้อโดยมีรูปแบบของข้อสอบสองลักษณะนั้นคือ 1. Problem Solving ~24 ข้อ และ 2. Data Sufficiency ~13 ข้อ โดยมีเวลาทำข้อสอบทั้งสิ้น 75 นาที คอมพิวเตอร์จะหยุดการทำงานทันทีเมื่อเวลาหมด ข้อสอบภาษาอังกฤษ (Verbal) หลังจากการพักจากข้อสอบคณิตศาสตร์แล้ว ผู้เข้าสอบสามารถพักหรือทำข้อสอบภาษาอังกฤษ (Verbal) ต่อเนื่องเลยได้ โดยข้อสอบส่วนนี้จะเป็นโจทย์แบบ multiple-choice จำนวน 41 ข้อโดยมีรูปแบบของข้อสอบสามลักษณะนั้นคือ 1. การอ่าน (Reading Comprehension) ~14 ข้อ 2. การวิเคราะห์ (Critical Reasoning) ~14 ข้อและ 3. ไวยกรณ์และการเขียน (Sentence Correction) ~13 ข้อ โดยมีเวลาทำข้อสอบทั้งสิ้น 75 นาที คอมพิวเตอร์จะหยุดการทำงานทันทีเมื่อเวลาหมด สมัครสอบ GMAT อ่าน http://www.mba.com/mba/TaketheGMATจะสอบ GMAT
ต้องอ่าน http://www.toeflthailand.com/
ภาคที่ไม่ใช่การคำนวณ
วิธีสมัครสอบ TOEFL ทาง Internet
เพื่อประหยัดเวลาในการสมัครสอบ, สถาบัน Kendall ใคร่แนะนำวิธีสมัคร TOEFL ทาง Internet ที่ใช้ขั้นตอนน้อยที่สุด โปรดปฏิบัติตามอย่างละเอียด หากไม่สามารถทำได้อย่าพึ่งหงุดหงิดเพราะ server ของ ETS เสียบ่อยมาก
เรามาเริ่มวิธีสมัครสอบ TOEFL
1. เปิด web www.toefl.org
2. ที่รูปผู้ชายมีหนวด click “Register for the Test”
3. เลือก Country “Thailand”
4. เลือก City “Bangkok”
5. click “Register Online”
6. click “Schedule an Exam” สีน้ำเงินเท่านั้น!!!
7. เมื่อพบหน้า web ใหม่ให้อ่านมาจนสุดหน้าแล้ว click “Next”
8. เลือก “I agree” แล้ว click “Next”
9. click “Schedule Appointment” สีฟ้าอ่อนเท่านั้น
10. click “Go” (ไม่ต้องเลือกเดือนและปีเพราะเราจะทำในขั้นตอนถัดไป)
11. click เลือกเวลาจากปฏิทินสามารถเลือกเดือนก่อนหน้าและหลังจาก link ที่ขอบบนซ้ายและขวาได้
12. กรอกข้อมูลส่วนตัวทั้งหมดแล้ว click “Next”
13. เลือกประเภทบัตรเครดิตในช่อง “Payment Options”และกรอกรายละเอียดของบัตรเครดิต
14. ยืนยันการสมัครครั้งสุดท้าย ทาง ETS จะส่ง e-mail ยืนยันการสมัครใน 24 ชั่วโมง
Tip เพิ่มเติม
1. ทำตามกระบวนการข้างต้นอย่างละเอียด
2. หมั่นเช็ค web บ่อยๆเพราะตารางมีการเปลี่ยนแปลงบ่อยและมักจะมีที่ว่างเพิ่มได้
3. ให้ลองดูข้อสอบแบบ Paper ที่จะมีในต่างจังหวัดด้วยหากสนใจในขั้นตอนที่ 4 ให้เลือกจังหวัดอื่นที่ไม่ใช่กรุงเทพ
• When drawing a geometric figure or checking a given one, be sure to include drawings of extreme cases as well as ordinary ones.
| Example 1: In the figure to the right, AC is a chord and B is a point on the circle. What is the measure of angle x? |  |
Although in the drawing AC looks to be a diameter, that cannot be assumed. All we know is that AC is a chord. Hence, numerous cases are possible, three of which are illustrated below:
In Case I, x is greater than 45 degrees; in Case II, x equals 45 degrees; in Case III, x is less than 45 degrees. Hence, the given information is not sufficient to answer the question.
Example 2: Three rays emanate from a common point and form three angles with measures p, q, and r. What is the measure of q + r ?
It is natural to make the drawing symmetric as follows:
In this case, p = q = r = 120, so q + r = 240. However, there are other drawings possible. For example:
In this case, q + r = 180. Hence, the given information is not sufficient to answer the question.
Problems:
1. Suppose 3p + 4q = 11. Then what is the value of q?
(1) p is prime.
(2) q = -2p
Solution: (1) is insufficient. For example, if p = 3 and q = 1/2, then 3p + 4q = 3(3) + 4(1/2) = 11. However, if p = 5 and q = -1, then 3p + 4q = 3(5) + 4(-1) = 11. Since the value of q is not unique, (1) is insufficient.
Turning to (2), we now have a system of two equations in two unknowns. Hence, the system can be solved to determine the value of q. Thus, (2) is sufficient, and the answer is B.
2. What is the perimeter of triangle ABC above?
(1) The ratio of DE to BF is 1: 3.
(2) D and E are midpoints of sides AB and CB, respectively.
Solution: Since we do not even know whether BF is an altitude, nothing can be determined from (1). More importantly, there is no information telling us the absolute size of the triangle.
As to (2), although from geometry we know that DE = AC/2, this relationship holds for any size triangle. Hence, (2) is also insufficient.
Together, (1) and (2) are also insufficient since we still don't have information about the size of the triangle, so we can't determine the perimeter. The answer is E.
3. A dress was initially listed at a price that would have given the store a profit of 20 percent of the wholesale cost. What was the wholesale cost of the dress?
(1) After reducing the asking price by 10 percent, the dress sold for a net profit of 10 dollars.
(2) The dress sold for 50 dollars.
Solution: Consider just the question setup. Since the store would have made a profit of 20 percent on the wholesale cost, the original price P of the dress was 120 percent of the cost: P = 1.2C. Now, translating (1) into an equation yields:
P - .1P = C + 10
Simplifying gives
.9P = C + 10
Solving for P yields
P = (C + 10)/.9
Plugging this expression for P into P = 1.2C gives
(C + 10)/.9 = 1.2C
Since we now have only one equation involving the cost, we can determine the cost by solving for C. Hence, the answer is A or D.
(2) is insufficient since it does not relate the selling price to any other information. Note, the phrase "initially listed" implies that there was more than one asking price. If it wasn't for that phrase, (2) would be sufficient. The answer is A.
4. What is the value of the two-digit number x?
(1) The sum of its digits is 4.
(2) The difference of its digits is 4.
Solution: Considering (1) only, x must be 13, 22, 31, or 40. Hence, (1) is not sufficient to determine the value of x.
Considering (2) only, x must be 40, 51, 15, 62, 26, 73, 37, 84, 48, 95, or 59. Hence, (2) is not sufficient to determine the value of x.
Considering (1) and (2) together, we see that 40 and only 40 is common to the two sets of choices for x. Hence, x must be 40. Thus, together (1) and (2) are sufficient to uniquely determine the value of x. The answer is C.
5. If x and y do not equal 0, is x/y an integer?
(1) x is prime.
(2) y is even.
Solution: (1) is not sufficient since we don't know the value of y. Similarly, (2) is not sufficient. Furthermore, (1) and (2) together are still insufficient since there is an even prime number--2. For example, let x be the prime number 2, and let y be the even number 2 (don't forget that different variables can stand for the same number). Then x/y = 2/2 = 1, which is an integer. For all other values of x and y, x/y is not an integer. (Plug in a few values to verify this.) The answer is E.
6. Is 500 the average (arithmetic mean) score on the GMAT?
(1) Half of the people who take the GMAT score above 500 and half of the people score below 500.
(2) The highest GMAT score is 800 and the lowest score is 200.
Solution: Many students mistakenly think that (1) implies the average is 500. Suppose just 2 people take the test and one scores 700 (above 500) and the other scores 400 (below 500). Clearly, the average score for the two test-takers is not 500. (2) is less tempting. Knowing the highest and lowest scores tells us nothing about the other scores. Finally, (1) and (2) together do not determine the average since together they still don't tell us the distribution of most of the scores. The answer is E.
7. The set S of numbers has the following properties:
I) If x is in S, then 1/x is in S.
II) If both x and y are in S, then so is x + y.
Is 3 in S?
(1) 1/3 is in S.
(2) 1 is in S.
Solution: Consider (1) alone. Since 1/3 is in S, we know from Property I that 1/(1/3) = 3 is in S. Hence, (1) is sufficient.
Consider (2) alone. Since 1 is in S, we know from Property II that 1 + 1 = 2 (Note, nothing in Property II prevents x and y from standing for the same number. In this case both stand for 1.) is in S. Applying Property II again shows that 1 + 2 = 3 is in S. Hence, (2) is also sufficient. The answer is D.
8. What is the area of the triangle above?
(1) a = x, b = 2x, and c = 3x.
(2) The side opposite a is 4 and the side opposite b is 3.
Solution: From (1) we can determine the measures of the angles: a + b + c = x + 2x + 3x = 6x = 180
Dividing the last equation by 6 gives: x = 30
Hence, a = 30, b = 60, and c = 90. However, different size triangles can have these angle measures, as the diagram below illustrates:
Hence, (1) is not sufficient to determine the area of the triangle.
Turning to (2), be careful not to assume that c is a right angle. Although from the diagram c appears to be a right angle, it could be 91 degrees or 89 degrees--we can't tell. Hence, (2) is not sufficient to determine the area of the triangle.
Most people have much more difficulty with the Data Sufficiency problems than with the Standard Math problems. However, the mathematical knowledge and skill required to solve Data Sufficiency problems is no greater than that required to solve standard math problems. What makes Data Sufficiency problems appear harder at first is the complicated directions. But once you become familiar with the directions, you'll find these problems no harder than standard math problems. In fact, people usually become proficient more quickly on Data Sufficiency problems.
The directions for Data Sufficiency questions are rather complicated. Before reading any further, take some time to learn the directions cold. Some of the wording in the directions below has been changed from the GMAT to make it clearer. You should never have to look at the instructions during the test.
Directions: Each of the following Data Sufficiency problems contains a question followed by two statements, numbered (1) and (2). You need not solve the problem; rather you must decide whether the information given is sufficient to solve the problem.
The correct answer to a question is
A if statement (1) ALONE is sufficient to answer the question but statement (2) alone is not sufficient;
B if statement (2) ALONE is sufficient to answer the question but statement (1) alone is not sufficient;
C if the two statements TAKEN TOGETHER are sufficient to answer the question, but NEITHER statement ALONE is sufficient;
D if EACH statement ALONE is sufficient to answer the question;
E if the two statements TAKEN TOGETHER are still NOT sufficient to answer the question.
Numbers: Only real numbers are used. That is, there are no complex numbers.
Drawings: The drawings are drawn to scale according to the information given in the question, but may conflict with the information given in statements (1) and (2).
You can assume that a line that appears straight is straight and that angle measures cannot be zero.
You can assume that the relative positions of points, angles, and objects are as shown.
All drawings lie in a plane unless stated otherwise.
Example:
| In triangle ABC to the right, what is the value of y? (1) AB = AC |  |
Explanation: By statement (1), triangle ABC is isosceles. Hence, its base angles are equal: y = z. Since the angle sum of a triangle is 180 degrees, we get x + y + z = 180. Replacing z with y in this equation and then simplifying yields x + 2y = 180. Since statement (1) does not give a value for x, we cannot determine the value of y from statement (1) alone. By statement (2), x = 30. Hence, x + y + z = 180 becomes 30 + y + z = 180, or y + z = 150. Since statement (2) does not give a value for z, we cannot determine the value of y from statement (2) alone. However, using both statements in combination, we can find both x and z and therefore y. Hence, the answer is C.
Notice in the above example that the triangle appears to be a right triangle. However, that cannot be assumed: angle A may be 89 degrees or 91 degrees, we can't tell from the drawing. You must be very careful not to assume any more than what is explicitly given in a Data Sufficiency problem.
Data Sufficiency questions provide fertile ground for elimination. In fact, it is rare that you won't be able to eliminate some answer-choices. Remember, if you can eliminate at least one answer choice, the odds of gaining points by guessing are in your favor.
The following table summarizes how elimination functions with Data Sufficiency problems.
| Statement | Choices Eliminated |
| (1) is sufficient | B, C, E |
| (1) is not sufficient | A, D |
| (2) is sufficient | A, C, E |
| (2) is not sufficient | B, D |
| (1) is not sufficient and (2) is not sufficient | A, B, D |
Example 1: What is the 1st term in sequence S?
(1) The 3rd term of S is 4.
(2) The 2nd term of S is three times the 1st, and the 3rd term is four times the 2nd.
(1) is no help in finding the first term of S. For example, the following sequences each have 4 as their third term, yet they have different first terms:
0, 2, 4
-4, 0, 4
This eliminates choices A and D. Now, even if we are unable to solve this problem, we have significantly increased our chances of guessing correctly--from 1 in 5 to 1 in 3.
Turning to (2), we completely ignore the information in (1). Although (2) contains a lot of information, it also is not sufficient. For example, the following sequences each satisfy (2), yet they have different first terms:
1, 3, 12
3, 9, 36
This eliminates B, and our chances of guessing correctly have increased to 1 in 2.
Next, we consider (1) and (2) together. From (1), we know "the 3rd term of S is 4." From (2), we know "the 3rd term is four times the 2nd." This is equivalent to saying the 2nd term is 1/4 the 3rd term: (1/4)4 = 1. Further, from (2), we know "the 2nd term is three times the 1st." This is equivalent to saying the 1st term is 1/3 the 2nd term: (1/3)1 = 1/3. Hence, the first term of the sequence is fully determined: 1/3, 1, 4. The answer is C.
| Example 2: In the figure to the right, what is the area of the triangle? (1) |  |
Recall that a triangle is a right triangle if and only if the square of the longest side is equal to the sum of the squares of the shorter sides (Pythagorean Theorem). Hence, (1) implies that the triangle is a right triangle. So the area of the triangle is (6)(8)/2. Note, there is no need to calculate the area--we just need to know that the area can be calculated. Hence, the answer is either A or D.
Turning to (2), we see immediately that we have a right triangle. Hence, again the area can be calculated. The answer is D.
Example 3: Is p <>
(1) p/3 < q/3
(2) -p + x > -q + x
Multiplying both sides of p/3 < q/3 by 3 yields p < q.
Hence, (1) is sufficient. As to (2), subtract x from both sides of -p + x > -q + x, which yields -p > -q.
Multiplying both sides of this inequality by -1, and recalling that multiplying both sides of an inequality by a negative number reverses the inequality, yields p < q.
Hence, (2) is also sufficient. The answer is D.
Example 4: If x is both the cube of an integer and between 2 and 200, what is the value of x?
(1) x is odd.
(2) x is the square of an integer.
Since x is both a cube and between 2 and 200, we are looking at the integers:
which reduce to
8, 27, 64, 125
Since there are two odd integers in this set, (1) is not sufficient to uniquely determine the value of x. This eliminates choices A and D.
Next, there is only one perfect square, 64, in the set. Hence, (2) is sufficient to determine the value of x. The answer is B.
Example 5: Is CAB a code word in language Q?
(1) ABC is the base word.
(2) If C immediately follows B, then C can be moved to the front of the code word to generate another word.
From (1), we cannot determine whether CAB is a code word since (1) gives no rule for generating another word from the base word. This eliminates A and D.
Turning to (2), we still cannot determine whether CAB is a code word since now we have no word to apply this rule to. This eliminates B.
However, if we consider (1) and (2) together, then we can determine whether CAB is a code word:
From (1), ABC is a code word.
From (2), the C in the code word ABC can be moved to the front of the word: CAB.
Hence, CAB is a code word and the answer is C.
Be extra careful not to read any more into a statement than what is given.
• The main purpose of some difficult problems is to lure you into making an unwarranted assumption.
If you avoid the temptation, these problems can become routine.
Example 6: Did Incumbent I get over 50% of the vote?
(1) Challenger C got 49% of the vote.
(2) Incumbent I got 25,000 of the 100,000 votes cast.
If you did not make any unwarranted assumptions, you probably did not find this to be a hard problem. What makes a problem difficult is not necessarily its underlying complexity; rather a problem is classified as difficult if many people miss it. A problem may be simple yet contain a psychological trap that causes people to answer it incorrectly.
The above problem is difficult because many people subconsciously assume that there are only two candidates. They then figure that since the challenger received 49% of the vote the incumbent received 51% of the vote. This would be a valid deduction if C were the only challenger (You might ask, "What if some people voted for none-of-the-above?" But don't get carried away with finding exceptions. The writers of the GMAT would not set a trap that subtle). But we cannot assume that. There may be two or more challengers. Hence, (1) is insufficient.
Now, consider (2) alone. Since Incumbent I received 25,000 of the 100,000 votes cast, I necessarily received 25% of the vote. Hence, the answer to the question is "No, the incumbent did not receive over 50% of the vote." Therefore, (2) is sufficient to answer the question. The answer is B.
Note, some people have trouble with (2) because they feel that the question asks for a "yes" answer. But on Data Sufficiency questions, a "no" answer is just as valid as a "yes" answer. What we're looking for is a definite answer.
The verbal portion of the test consists of three types of questions: Reading Comprehension, Arguments, and Sentence Correction. They are designed to test your ability to reason using the written word. There is roughly the same number of each type of question, for a total of 41 questions.
The GMAT reading comprehension section passages are about 200 to 400 words long. The subject matter of a passage can be almost anything, but the most common themes are politics, history, culture, science, and business.
Some books recommend speed-reading the passages. This is a mistake. Speed reading is designed for ordinary, nontechnical material. Because this material is filled with "fluff," you can skim over the nonessential parts and still get the gist--and often more--of the passage. However, GMAT passages are dense. Some are actual quoted articles. Most often, however, they are based on articles that have been condensed to about one-third their original length. During this process no essential information is lost, just the "fluff" is cut. This is why speed reading will not work here--the passages contain too much information. You should, however, read somewhat faster than you normally do, but not to the point that your comprehension suffers. You will have to experiment to find your optimum pace.
Many books recommend reading the questions before the passage. But there are two big problems with this method. First, some of the questions are a paragraph long, and reading a question twice can use up precious time. Second, there are up to seven questions per passage, and psychologists have shown that we can hold in our minds a maximum of about three thoughts at any one time (some of us have trouble simply remembering phone numbers). After reading all seven questions, the student will turn to the passage with his mind clouded by half-remembered thoughts. This will at best waste his time and distract him. More likely it will turn the passage into a disjointed mass of information.
However, one technique that you may find helpful is to preview the passage by reading the first sentence of each paragraph. Generally, the topic of a paragraph is contained in the first sentence. Reading the first sentence of each paragraph will give an overview of the passage. The topic sentences act in essence as a summary of the passage. Furthermore, since each passage is only three or four paragraphs long, previewing the topic sentences will not use up an inordinate amount of time.
The passages presented depend on how well you are performing on the test. However, unlike other parts of the test, the questions presented do not depend on your performance. The longer passages will require you to scroll through the passage.
The key to performing well on the passages is not the particular reading technique you use (so long as it's neither speed reading nor pre-reading the questions). Rather the key is to become completely familiar with the question types--there are only six--so that you can anticipate the questions that might be asked as you read the passage and answer those that are asked more quickly and efficiently. As you become familiar with the six question types, you will gain an intuitive sense for the places from which questions are likely to be drawn. This will give you the same advantage as that claimed by the "pre-reading-the-questions" technique, without the confusion and waste of time. Note, the order in which the questions are asked roughly corresponds to the order in which the main issues are presented in the passage. Early questions should correspond to information given early in the passage, and so on.
The following passage and accompanying questions illustrate the six question types.
There are two major systems of criminal procedure in the modern world--the adversarial and the inquisitorial. The former is associated with common law tradition and the latter with civil law tradition. Both systems were historically preceded by the system of private vengeance in which the victim of a crime fashioned his own remedy and administered it privately, either personally or through an agent. The vengeance system was a system of self-help, the essence of which was captured in the slogan "an eye for an eye, a tooth for a tooth." The modern adversarial system is only one historical step removed from the private vengeance system and still retains some of its characteristic features. Thus, for example, even though the right to institute criminal action has now been extended to all members of society and even though the police department has taken over the pretrial investigative functions on behalf of the prosecution, the adversarial system still leaves the defendant to conduct his own pretrial investigation. The trial is still viewed as a duel between two adversaries, refereed by a judge who, at the beginning of the trial has no knowledge of the investigative background of the case. In the final analysis the adversarial system of criminal procedure symbolizes and regularizes the punitive combat.
By contrast, the inquisitorial system begins historically where the adversarial system stopped its development. It is two historical steps removed from the system of private vengeance. Therefore, from the standpoint of legal anthropology, it is historically superior to the adversarial system. Under the inquisitorial system the public investigator has the duty to investigate not just on behalf of the prosecutor but also on behalf of the defendant. Additionally, the public prosecutor has the duty to present to the court not only evidence that may lead to the conviction of the defendant but also evidence that may lead to his exoneration. This system mandates that both parties permit full pretrial discovery of the evidence in their possession. Finally, in an effort to make the trial less like a duel between two adversaries, the inquisitorial system mandates that the judge take an active part in the conduct of the trial, with a role that is both directive and protective.
Fact-finding is at the heart of the inquisitorial system. This system operates on the philosophical premise that in a criminal case the crucial factor is not the legal rule but the facts of the case and that the goal of the entire procedure is to experimentally recreate for the court the commission of the alleged crime.
The main idea is usually stated in the last--occasionally the first--sentence of the first paragraph. If it's not there, it will probably be the last sentence of the entire passage.
Because main idea questions are relatively easy, the GMAT writers try to obscure the correct answer by surrounding it with close answer-choices ("detractors") that either overstate or understate the author's main point. Answer-choices that stress specifics tend to understate the main idea; choices that go beyond the scope of the passage tend to overstate the main idea.
The answer to a main idea question will summarize the author's argument, yet be neither too specific nor too broad.
Example: (Refer to the first passage.)
The primary purpose of the passage is to
(A) explain why the inquisitorial system is the best system of criminal justice
(B) explain how the adversarial and the inquisitorial systems of criminal justice both evolved from the system of private vengeance
(C) show how the adversarial and inquisitorial systems of criminal justice can both complement and hinder each other's development
(D) show how the adversarial and inquisitorial systems of criminal justice are being combined into a new and better system
(E) analyze two systems of criminal justice and deduce which one is better
The answer to a main idea question will summarize the passage without going beyond it. (A) violates these criteria by overstating the scope of the passage. The comparison in the passage is between two specific systems, not between all systems. (A) would be a good answer if "best" were replaced with "better." Beware of extreme words. (B) violates the criteria by understating the scope of the passage. Although the evolution of both the adversarial and the inquisitorial systems is discussed in the passage, it is done to show why one is superior to the other. As to (C) and (D), both can be quickly dismissed since neither is mentioned in the passage. Finally, the passage does two things: it presents two systems of criminal justice and shows why one is better than the other. (E) aptly summarizes this, so it is the best answer.
Description questions, as with main idea questions, refer to a point made by the author. However, description questions refer to a minor point or to incidental information, not to the author's main point.
The answer to a description question must refer directly to a statement in the passage, not to something implied by it. However, the correct answer will paraphrase a statement in the passage, not give an exact quote. In fact, exact quotes ("Same language" traps) are often used to bait wrong answers.
Caution: When answering a description question, you must find the point in the passage from which the question is drawn. Don't rely on memory--too many obfuscating tactics are used with these questions.
Not only must the correct answer refer directly to a statement in the passage, it must refer to the relevant statement. The correct answer will be surrounded by wrong choices which refer directly to the passage but don't address the question. These choices can be tempting because they tend to be quite close to the actual answer.
Once you spot the sentence to which the question refers, you still must read a few sentences before and after it, to put the question in context. If a question refers to line 20, the information needed to answer it can occur anywhere from line 15 to 25. Even if you have spotted the answer in line 20, you should still read a couple more lines to make certain you have the proper perspective.
Example: (Refer to the first passage.)
According to the passage, the inquisitorial system differs from the adversarial system in that
(A) it does not make the defendant solely responsible for gathering evidence for his case
(B) it does not require the police department to work on behalf of the prosecution
(C) it does not allow the victim the satisfaction of private vengeance
(D) it requires the prosecution to drop a weak case
(E) a defendant who is innocent would prefer to be tried under the inquisitorial system
This is a description question, so the information needed to answer it must be stated in the passage--though not in the same language as in the answer. The needed information is contained in the fourth sentence of Paragraph 3, which states that the public prosecutor has to investigate on behalf of both society and the defendant. Thus, the defendant is not solely responsible for investigating his case. Furthermore, the paragraph's opening implies that this feature is not found in the adversarial system. This illustrates why you must determine the context of the situation before you can safely answer the question. The answer is (A).
