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If you’re looking for realistic GRE Verbal Reasoning practice questions with answers, you’ve come to the right place! This article provides 10 realistic GRE Verbal questions and answers for you to get your feet wet with each of the Verbal questions types you need to master for test day. You’ll also get some key GRE Verbal tips on how to study and practice for the Verbal Reasoning section in a productive and efficient way.
Here’s what this article will cover:
- The GRE Verbal Reasoning Format
- GRE Verbal Reasoning Scoring
- The GRE Verbal Reasoning Syllabus
- GRE Verbal Practice Questions with Answers
- GRE Verbal Strategies for Study and Practice
- Key Takeaways
- What’s Next?
To start, let’s review the GRE Verbal Reasoning format.
The GRE Verbal Reasoning Format
Two out of the 5 sections of the GRE test Verbal Reasoning. The first Verbal section is 18 minutes long and contains 12 questions. The second Verbal section is 23 minutes long and contains 15 questions.
So, you’ll see a total of 27 Verbal questions on the GRE and spend a total of 41 minutes of your testing time answering those questions. (Note that the total testing time is 1 hour and 58 minutes.)
KEY FACT:
GRE Verbal Reasoning is split into 2 sections that total 41 minutes and 27 questions.
You can get a breakdown of the overall GRE format here.
Now, let’s review the Verbal Reasoning score range.
GRE Verbal Reasoning Scoring
The Verbal Reasoning score range is 130-170, the same as the Quantitative Reasoning score range. Note that although Verbal Reasoning is divided into 2 sections, you get 1 Verbal score, which takes into account your performance in both of the Verbal sections. (The same goes for Quant.)
And, adding your Verbal and Quant scores together gives you your total GRE score.
You can learn more about how the GRE is scored here.
KEY FACT:
The GRE Verbal Reasoning score range is 130-170.
Now, let’s take a look at the GRE Verbal syllabus.
The GRE Verbal Reasoning Syllabus
There are 4 main types of GRE Verbal questions:
- Text Completion questions
- Sentence Equivalence questions
- Reading Comprehension questions
- Critical Reasoning questions
About half of the Verbal questions on the test are either Text Completion (TC) or Sentence Equivalence (SE), with slightly more of the former. Those 2 question types are considered the “vocab-based” GRE Verbal questions because they require extensive vocabulary knowledge.
The other half of the Verbal questions on the GRE are Reading Comprehension (RC) questions, which include just a few Critical Reasoning (CR) questions. These question types are sometimes referred to as GRE passage-based questions and GRE argument analysis questions, respectively.
KEY FACT:
About half of GRE Verbal Reasoning is Text Completion and Sentence Equivalence. The other half is Reading Comprehension and Critical Reasoning.
Let’s take a closer look at each of these 4 Verbal question types.
Text Completion
Text Completion questions come in 3 varieties: 1-blank, 2-blank, and 3-blank.
1-blank Text Completion questions present a single sentence that is missing a word or phrase, which is represented by a blank in the sentence. There are 5 answer choices, and your job is to select the answer that most logically completes the sentence.
2-blank and 3-blank Text Completion questions follow the same basic principles as 1-blank questions. However, for questions with multiple blanks, you may be presented with either 1 sentence or a few sentences, and there are only 3 answer choices per blank. Again, the answer choices may be single words or phrases. Your job is to select the answer for each blank that results in a logical and cohesive sentence(s).
Whether you’re answering a TC question that features a single blank or multiple blanks, you’ll need to bring a few key areas of knowledge and skills to bear:
- vocabulary knowledge
- knowledge of proper punctuation and sentence structure
- an understanding of how different ideas relate to each other
- attention to detail
So, although Text Completion questions are “vocab-based,” they go beyond simply quizzing you on the definitions of words.
KEY FACT:
Text Completion questions ask you to select words or phrases that logically complete sentences.
Sentence Equivalence questions are similar to Text Completion but have their own twist. Let’s take a look.
Sentence Equivalence
Sentence Equivalence questions are similar to 1-blank Text Completion questions in that they consist of a single sentence containing 1 blank representing a missing word. And again, your job is to select the word from among the answer choices that most logically completes the sentence.
However, in Sentence Equivalence questions, there are 6 answer choices, and you must select 2. Furthermore, the 2 answers you select must not only logically complete the sentence but also produce sentences that convey essentially the same meaning.
As with TC questions, you will need vocabulary skills, a keen eye for detail, and an understanding of how different parts of a sentence relate to each other. However, because Sentence Equivalence questions require you to create two sentence versions that have equivalent meanings, a big part of mastering Sentence Equivalence is recognizing answer choices that are synonyms.
So, for SE questions, you’ll need both knowledge of the word definitions and the ability to make connections between words that have the same definitions.
KEY FACT:
For Sentence Equivalence questions, you must select 2 answers that convey essentially the same meaning in the given sentence.
Let’s now explore what Reading Comprehension and Critical Reasoning questions are.
Reading Comprehension
Reading Comprehension questions require you to read passages of various lengths and styles, and then answer questions about the passages.
RC passages cover the following topics:
- physical and biological sciences
- social sciences
- history
- the arts and humanities
Fortunately, you do not need any special subject knowledge to answer Reading Comprehension questions. All of the information you need to answer the questions is within the given passage.
So, what do Reading Comprehension questions ask? Well, you could be asked about any of the following aspects of a given passage:
- the main idea or primary purpose of the passage or of a paragraph within the passage
- the author’s tone in writing the passage or discussing something in the passage
- the purpose of a particular sentence or the reason for mentioning a particular thing in the passage
- the meaning of a word used in the passage
- how the passage is organized
- what certain details of the passage are
- whether certain statements are supported by what the passage says
- whether a particular scenario outlined in the passage is analogous to another scenario outlined in an answer choice
An RC passage may have just 1 or multiple questions associated with it and can be anywhere from 1 to 5 paragraphs long. However, there are only a couple “long” passages on any given GRE. Most RC passages are on the shorter side.
KEY FACT:
A Reading Comprehension may have just 1 or multiple questions associated with it and can be anywhere from 1 to 5 paragraphs long.
A handful of the 1-paragraph passages in the GRE Verbal sections are Critical Reasoning-style passages. Let’s talk about this subset of Reading Comprehension questions next.
Critical Reasoning
A Critical Reasoning passage presents an argument or everyday scenario. The passage is accompanied by 1 question, which asks you to analyze the given argument or scenario in some way. These are sometimes called GRE argument analysis questions or paragraph argument questions.
These questions test your ability to understand and evaluate different aspects of an argument or scenario, calling upon your logical reasoning skills and your ability to recognize how different ideas relate.
So, GRE Critical Reasoning questions may ask you to do any of the following:
- weaken or strengthen an argument presented
- identify an assumption in an argument presented
- resolve an apparent paradox in the information presented
- make an inference based on the the information presented
- logically complete the final sentence of the passage
Note that CR passages are always just 1 paragraph and are generally quite short, often consisting of only a few sentences.
KEY FACT:
Critical Reasoning questions require you to analyze an argument or scenario presented in a short, 1-paragraph passage.
Now that we have a handle on the GRE Verbal Reasoning syllabus, let’s do some Verbal practice questions! (Also, you can check out the GRE Quantitative Reasoning syllabus here, if you’re interested.)
GRE Verbal Practice Questions with Answers
The following 10 questions will give you valuable GRE Verbal practice, with answers containing key Verbal strategies for efficiently tackling each question type.
Let’s start with Text Completion questions.
Text Completion Questions
We’ll begin with a 1-blank Text Completion question.
Question 1: 1 Blank
In the United States, some presidential campaigns begin nearly two years before an election, while in the United Kingdom, such __________ campaigns are unheard of.
- sensational
- partisan
- nonexistent
- protracted
- monotonous
Solution:
(A) Incorrect. Although “sensational” may seem related to the topic of presidential campaigns, this trap choice is actually off-topic. The fact is, the only information provided in the first part of the sentence deals with the length of campaigns, not the content of them. Thus, we have no evidence that the campaigns are “sensational” — or completely dull, for that matter.
(B) Incorrect. Although “partisan” (biased) may seem related to the topic of presidential campaigns, this trap choice is actually off-topic. The fact is, the sentence does not give us any information about the nature of the campaigns other than their length. Thus, we have no evidence that the campaigns were particularly “partisan.”
Regardless, “partisan” has nothing to do with the fact that “some presidential campaigns begin nearly two years before an election.” So, this choice is unrelated to the given context.
(C) Incorrect. This answer choice is illogical in context. It does not make sense to say that presidential campaigns that “begin nearly two years before an election” are “nonexistent.” Clearly, the campaigns exist.
The key to avoiding this illogical answer is recognizing that “such __________ campaigns” refers to presidential campaigns that “begin nearly two years before an election.”
(D) Correct. This is the only answer choice that is logical in context. Given that the sentence discusses presidential campaigns that “begin nearly two years before an election,” it makes sense to refer to those campaigns as “protracted” (drawn out, prolonged).
In the United States, some presidential campaigns begin nearly two years before an election, while in the United Kingdom, such protracted campaigns are unheard of.
(E) Incorrect. Although “monotonous” (boring and repetitive) may seem appropriate to describe presidential campaigns that “begin nearly two years before an election,” the sentence does not actually give us any information about the nature of the campaigns other than their length. So, these long campaigns could be “monotonous,” or they could be incredibly exciting.
In other words, we can’t assume that because the campaigns are lengthy, they are “monotonous.”
Answer: D
You just completed your first Text Completion question! Now let’s try the 2-blank version.
Question 2: 2 Blanks
The key to the (i)__________ sprinting speeds of some four-legged mammals is their ability to summon powerful trunk muscles that propel them forward, muscles that allow these animals to (ii)__________ even the fastest humans.
Blank (i)
- a) onerous
- b) superior
- c) arrogant
Blank (ii)
- d) beguile
- e) provoke
- f) outpace
Solution:
The information that will help us fill the blanks is that the mammals “summon powerful trunk muscles that propel them forward.” Given this information, choice (B), superior, looks to be the most logical choice for blank (i), which describes the “sprinting speeds” of the mammals.
“Onerous” (burdensome) has a negative connotation that is not appropriate to the context. After all, the sentence presents no evidence that having the “ability to summon powerful trunk muscles” is difficult or burdensome in any way. So, we can eliminate choice (A).
“Arrogant” (conceited, self-important) can have a similar meaning to “superior” in some contexts, but not in this one. In this context, “arrogant” is illogical because the blank relates to “sprinting speeds,” something that cannot possibly be “arrogant.”
So, we’ve determined that some four-legged mammals have “superior sprinting speeds” because of “their ability to summon powerful trunk muscles.” Given that context, choice (F), outpace (go faster than), is the only choice that makes sense for blank (ii). Notice that none of the other blank (ii) choices relate to the topic of speed.
“Beguile” (charm in a deceptive way) is off-topic, as there is nothing in the sentence indicating that animals are attempting to “beguile” humans by having the ability to run faster than them.
“Provoke” (intentionally anger or annoy) is similarly off-topic, as there is nothing in the sentence indicating that animals are attempting to “provoke” humans by having the ability to run faster than them. Notice that the sentence gives no information at all related to the animals’ goals or intentions or to humans’ reactions to the animals. The only information we’re given is about the animals’ physical abilities.
Answer: b, f
Now you’ve tackled a 2-blank question, you’re ready for a question with 3 blanks!
Question 3: 3 Blanks
No one could deny that the professor was too lenient; he was overly (i)__________ about deadlines, (ii)__________ habitual absences, and declined to (iii)__________ students whose research was less than rigorous.
Blank (i)
- a) punctilious
- b) organized
- c) accommodating
Blank (ii)
- d) cataloged
- e) scrutinized
- f) ignored
Blank (iii)
- g) exonerate
- h) reprimand
- i) assist
Solution:
Notice the structural keyword “and” connecting elements of a list in the sentence. That keyword indicates that those elements agree with one another. Specifically, information we’re given that “the professor was too lenient (permissive)” indicates that all of the items in the list should support the idea that the professor was “lenient.”
Thus, we can immediately eliminate “punctilious” (fussy and demanding) for blank (i), since “overly punctilious about deadlines is the opposite of “too lenient.”
Similarly, “overly organized about deadlines” indicates a level of attention to deadlines that is not in keeping with being “too lenient.”
“Overly accommodating about deadlines” is the only blank (i) choice that is in keeping with the idea of being “too lenient.” Thus, choice (C) is correct for blank (i).
For blank (ii), “cataloged” seems to pair with the blank (i) choice “organized,” which we already determined is incorrect. Certainly, “cataloged habitual absences” goes in the opposite direction of what a “lenient” professor would do. So, we can eliminate “cataloged” as the opposite of what we need.
“Scrutinized (closely examined) habitual absences” is no better than “cataloged,” clearly going in the opposite direction of what a “lenient” professor would do.
“Ignored habitual absences” is the only action that makes sense for a professor who is “too lenient.” Thus, choice (F) is correct for blank (ii).
For blank (iii), we need to be careful to take into account that the phrase “declined to” precedes the blank. So, whatever answer we choose is what the professor did not do. In other words, “declined to” negates the word in the blank.
With that in mind, “exonerate” (pardon, free from blame) is the opposite of what we need, since “declined to exonerate students” means that the professor did not pardon the students. A professor who is “too lenient” would pardon students.
We should notice then that “reprimand” (express disapproval of) is the opposite of “exonerate,” and thus makes sense in this context. “Declined to reprimand students” means that the professor did not express disapproval, a logical action for a professor who is “too lenient.”
“Declined to assist students” is less clearly related to the topic of leniency, though if anything, “declined to assist” seems to go in the opposite direction of what a “lenient” professor would do.
So, choice (H), reprimand, is correct for blank (ii).
Now, let’s check our work:
No one could deny that the professor was too lenient; he was overly accommodating about deadlines, ignored habitual absences, and declined to reprimand students whose research was less than rigorous.
All of our answers are in agreement with one other and with the fact that “the professor was too lenient.” Thus, the sentence conveys a logical meaning.
Answer: c, f, h
Great job on Text Completion! Check out more Text Completion practice questions here when you’re ready. Also, check out our top 5 GRE Verbal tips for answering TC questions here.
For now, let’s continue our practice with a few Sentence Equivalence samples.
Sentence Equivalence Questions
For the following 3 practice questions, remember that you must select 2 answer choices that produce sentences that convey basically the same meaning.
Question 4
The countries’ rigid stances on the issue made them __________ in treaty negotiations.
- adaptable
- inflexible
- dissatisfied
- immovable
- malleable
- optimistic
Solution:
Remember, we must select two answers that logically complete the sentence and produce two sentence versions with the same meaning. So, let’s go through the answer choices in order, pairing them with their synonyms (if present) as we go.
Choice (A), adaptable (flexible, adjustable), is the opposite of what would logically complete the sentence. After all, if the countries have “rigid (not flexible) stances,” then it does not make sense that the countries would be “adaptable” in negotiations.
So, we can eliminate choice (A) and its synonym, choice (E), malleable, which produces the same illogical sentence meaning.
Choice (B), inflexible, is an antonym (i.e., word meaning the opposite) of adaptable/malleable, the answer pair we just eliminated as the opposite of what we need. Thus, “inflexible” is logical in the given context.
Notice also that “inflexible” is a synonym of the word “rigid,” which appears in the sentence and is also an antonym of adaptable/malleable. In this context, a synonym of “rigid” makes sense to complete the sentence, because if the countries have “rigid stances,” as the sentence says, then the countries logically would be “inflexible” in negotiations.
Choice (D), immovable, creates essentially the same sentence meaning as “inflexible” in this context. Thus, we have found a logical synonym pair, “inflexible” and “immovable,” with which to produce two sentence versions that have basically the same meaning. However, let’s evaluate the remaining two answer choices just in case.
Although choice (C), dissatisfied, could be logical in context, the only choice remaining for “dissatisfied” to pair with is choice (F), optimistic, which in this context conveys essentially the opposite meaning of “dissatisfied.”
Since these two remaining choices do not create the same sentence meaning, or pair with any other answer to create the same meaning, they cannot possibly be correct. So, we can eliminate both (C) and (F).
Thus, choices (B) and (D), inflexible/immovable, are the only two answers that accomplish both of the required tasks in an SE question: logically completing the sentence and creating equivalent sentence meanings.
Answer: B, D
Question 5
Despite the fact that Coleridge was once cited as one of the most __________ British philosophers of the eighteenth century, today he is almost exclusively revered as a poet.
- preeminent
- ignored
- obscure
- overlooked
- renowned
- mischaracterized
Solution:
The keyword “despite” signals a contrast between the sentence portion containing the blank and the known information that “today he is almost exclusively revered as a poet.”
However, we should notice that there is already a contrast present in the information given: the contrast between being a philosopher and being “almost exclusively revered as a poet.” Let’s keep this contrast between philosopher and poet in mind as we’re evaluating answer choices.
Choice (A), preeminent, pairs with choice (E), renowned, as both mean “famous” or “celebrated.” And although preeminent/renowned agree with the concept of being “revered” (respected and admired), they do still create a logical contrast in context, a contrast between being known as a philosopher and being known as a poet.
Choice (B), ignored, pairs with choice (D), overlooked. However, being “cited as one of the most ignored/overlooked British philosophers” does not contrast with being “almost exclusively revered as a poet.” Those two things could be perfectly in keeping with each other. Notice that this synonym pair would work only if the contrast were between being ignored as a poet and being revered as a poet. But since we are contrasting philosopher with poet, these answer choices don’t create a logical contrast. Eliminate (B) and (D).
The only choices left are (C) and (F), “obscure” (little known) and “mischaracterized” (not accurately described). Those two words do not produce equivalent sentence meanings, and thus cannot possibly be correct.
Thus, preeminent/renowned are the only pair to logically complete the sentence:
Despite the fact that Coleridge was once cited as one of the most preeminent/renowned British philosophers of the eighteenth century, today he is almost exclusively revered as a poet.
Answer: A, E
Question 6
Though she was the first female astronomer in the United States, and her discovery of a comet was renowned at the time, Maria Mitchell is __________ mentioned in history textbooks.
- rarely
- constantly
- never
- incessantly
- seldom
- intermittently
Solution:
There are a couple of points of contrast and agreement in the sentence. The keyword “and” signals that “she was the first female astronomer in the United States” agrees with “her discovery of a comet was renowned at the time.” Given the contrast keyword “though” at the start of the sentence, we can see that those two statements together should contrast with the final statement, which is the statement containing the blank.
Thus, choice (A), rarely, which pairs with choice (E), seldom, makes sense, since both of those words mean “not often” or “almost never.” After all, both being the first female astronomer and discovering a comet certainly contrast with being “rarely/seldom mentioned in history textbooks.” We would expect a person of such accomplishment to be frequently mentioned in textbooks.
With that in mind, “constantly/incessantly mentioned in history textbooks” is in keeping with being the first female astronomer and discovering a comet. So, this synonym pair is the opposite of what makes sense in context, since we’re looking for a contrast. Eliminate (B) and (C).
The remaining two choices, “never” and “intermittently” (at irregular intervals), do not create equivalent sentence meanings. So, they can’t possibly be correct.
Therefore, the only synonym pair that logically completes the sentence is rarely/seldom.
Answer: A, E
Great work on Sentence Equivalence! Get more Sentence Equivalence practice here when you’re ready. Plus, check out our top 5 Sentence Equivalence tips.
Now that we have a handle on how to solve both TC and SE questions, let’s dive into some GRE Reading Comprehension practice.
Reading Comprehension Questions
For our GRE Reading Comprehension practice, we’ll start with a 1-paragraph passage covering a science topic, along with a Main Idea question, one of the most common RC question types.
First, let’s read the passage.
Biology Passage
It was long thought that all animal brains had evolved to have in common certain chemical messengers—namely, serotonin, dopamine, and nitric oxide. However, research in the late 1990s brought to light organisms called ctenophores that have no traces of these chemical messengers but have developed brains that are able to accomplish some of the same spatial and memory tasks as previously studied animal brains. What is behind this similarity, if not a shared genetic past? Recently, scientists have proposed as an explanation the idea of convergent evolution, wherein animals with different genetic origins independently develop similar brain functions to meet the challenges of the same environment.
Now, consider the following Main Idea question.
Question 7: Main Idea
The passage is primarily concerned with
- offering evidence in support of a long-held theory
- proposing an experiment to test a recent theory
- criticizing a common methodology
- casting doubt on the validity of a discovery
- presenting an explanation for an unexpected finding
Solution:
The first two sentences of this passage, S1 and S2, introduce a situation in which it has been discovered that something that was “long thought” to be true is not correct.
Specifically, S1 mentions the belief “that all animal brains had evolved to have in common certain chemical messengers,” and S2 indicates that that belief was shown to be incorrect by the discovery that “ctenophores” have brains that can accomplish the same tasks other animal brains can accomplish even though ctenophores have no traces of the chemical messengers that other animals’ brains have.
Then, the third sentence, S3, poses a question about the discovery introduced by S2, “What is behind this similarity …?”
A question in a passage is a powerful clue about the main idea and primary purpose of the passage. So, this question is a clue that we can use to determine what this passage is primarily concerned with.
Finally, S4, answers the question by presenting the idea of “convergent evolution,” which scientists have proposed as an explanation for “this similarity” between the brains of ctenophores and the brains of other animals.
So, given that, after introducing a discovery, the passage asks what is behind that discovery and then presents a possible explanation for that discovery, we can see that the passage is primarily concerned with explaining that discovery.
(A) Incorrect. Notice that the only “long-held theory” mentioned in the passage is what was “long thought,” which is “that all animal brains had evolved to have certain chemical messengers in common.”
Does the passage offer evidence in support of that “long thought” idea? No. The “discoveries” mentioned involving ctenophores disprove what was “long thought” by showing that some organisms do not have those chemical messengers.
So, what this choice describes is the opposite of what the passage does.
(B) Incorrect. This choice matches the passage somewhat in that the explanation that “scientists have proposed” could be considered “a recent theory.”
However, we can eliminate this choice because the passage makes no mention of any “experiment to test” that explanation.
(C) Incorrect. This choice is clearly incorrect because the passage is not “criticizing” anything and does not mention any “methodology.”
(D) Incorrect. This choice is partly correct, because the passage does mention a “discovery,” the discovery involving ctenophores’ brains.
However, notice that the passage does not “cast doubt on” that discovery. Rather it asks what is behind that discovery and then presents a possible explanation for that discovery.
So, what this choice describes is almost the opposite of what the passage does.
(E) Correct. As we discussed in the introduction to this explanation, after presenting the discovery involving ctenophores that showed that something “long thought” to be true is actually incorrect, the passage asks what is behind that discovery and then presents a possible explanation for that discovery. So, the passage is primarily concerned with presenting an explanation for that discovery.
Meanwhile, since the discovery involving ctenophores showed that something “long thought” to be true is actually incorrect, that discovery can be considered “an unexpected finding.” Thus, we can see that, in presenting an explanation for that discovery, the passage does “present an explanation for an unexpected finding.”
So, this choice accurately describes what the passage is primarily concerned with.
Answer: E
Now let’s consider a longer passage, this time one featuring an Info-Based question that asks us about specific details in the passage.
Anthropology Passage
Native Americans indigenous to what is now the United States and Canada used an array of sophisticated agricultural techniques that are still widely studied and implemented in farming today. For example, in a technique now known as intercropping, they planted multiple crops together to create situations such that characteristics of each plant intercropped improved the growth and health of the other plants, all while reducing farming-associated land damage. The Iroquois commonly employed this practice, planting corn, beans, and squash together using the “Three Sisters” method. The corn provided tall stalks for the beans to climb, the beans not only provided nitrogen, fertilizing the soil, but also stabilized the corn, preventing it from being damaged during heavy winds, and the broad leaves of the squash plants provided ground shade, which both reduced water loss from the soil and prevented weed growth.
The Creeks, who settled in present-day New York, fertilized crops with diluted human urine, which contains a wide assortment of minerals essential to plant growth, including nitrogen and phosphorus. This resourceful method of fertilization reduced the need for human-generated waste dumps that, in addition to being unsightly and odorous, could damage soil. This practice also allowed crops to grow larger and hardier than they would have without nitrogenous fertilization.
Question 8: Info-Based
According to the passage, which of the following is an effect of the corn planted by the Iroquois?
- It fertilizes the soil.
- It contributes to the growth of beans.
- It causes a decrease in water loss.
- It prevents damage from high winds.
- It reduces the growth of weeds.
Solution:
The focus of this question is on “an effect of the corn planted by the Iroquois.” So, to find the information we need, we’ll home in on the area of the passage that is about the corn planted by the Iroquois, which is toward the end of the first paragraph. We can locate this area of the passage by either recalling where the Iroquois were mentioned or by scanning for the keyword Iroquois, which is relatively easy to find because it’s capitalized.
Since the passage says numerous things about the planting technique that the Iroquois used, we have to be careful to choose a choice that answers the question asked, rather than a choice that’s based on information located near the keywords “Iroquois” and “corn” in the passage but doesn’t answer the question.
(A) Incorrect. This choice is tempting, because in the fourth sentence of the passage, S4, “fertilizing the soil” is located between two pieces of information on corn planted by the Iroquois.
S4 says, “The corn provided tall stalks for the beans to climb, the beans not only provided nitrogen, fertilizing the soil, but also stabilized the corn.” We can see that S4 starts by mentioning “corn,” moves to “beans … fertilizing,” and then mentions “corn” again. So, if we were to simply look for information located near to “corn” in the passage, we might perceive this choice to be the correct answer.
However, since the passage says that beans, not corn, fertilize the soil, this choice is incorrect.
(B) Correct. Since S4 says, “The corn provided tall stalks for the beans to climb,” this choice seems to follow from what the passage says.
Still, it may not be 100 percent clear that, by providing stalks for the beans to climb, corn “contributes to the growth of the beans.”
So, notice that S6 says, “For example, it was common for the Iroquois to synergistically plant corn, beans, and squash together ….” Because S6 begins with “for example,” the Iroquois’ planting technique is an “example” of something.
What is the Iroquois’ technique an example of? Looking above, at S2, we see that the Iroquois’ technique is an example of “intercropping,” of which S5 says, “intercropping, in which … they forged a synergy such that characteristics of each plant improved the growth and health of all plants intercropped.”
Notice that S2 says that, in intercropping, each plant “improved the growth … of all plants intercropped.” So, since the Iroquois’ planting technique is an example of intercropping, it follows that one of the plants, corn, “improved the growth” of another plant intercropped, the beans.
So, this choice combines information stated in the passage to correctly answer the question.
(C) Incorrect. This choice is based on information that is located in S4, close to information on corn, but this choice is incorrect because S4 says, “the broad leaves of the squash plants provided ground shade, which … reduced water loss.” So, it’s the leaves of the squash plants that cause “a decrease in water loss,” not the corn.
To avoid choosing an answer like this one, we have to be careful to select one that correctly answers the question asked, rather than a choice that’s based on information in the right location in the passage but doesn’t answer the question.
(D) Incorrect. This choice is based on information that is located in S4, close to information on corn, but this choice is incorrect because S4 says “the beans … stabilized the corn, preventing it (the corn) from being damaged during heavy winds.” So, it’s the beans that “prevent damage from high winds,” not the corn.
To avoid choosing an answer like this one, we have to be careful to select one that correctly answers the question asked, rather than an answer that’s based on information in the right location in the passage but doesn’t answer the question.
(E) Incorrect. This choice is based on information that is located in S4, close to information on corn, but this choice is incorrect because S4 says, “the broad leaves of the squash plants provided ground shade, which … prevented weed growth.” So, it’s the leaves of the squash plants that reduce “the growth of weeds,” not the corn.
To avoid selecting an answer like this one, we have to be careful to select one that correctly answers the question asked, rather than an answer that is based on information in the right location in the passage but doesn’t answer the question.
Answer: B
Way to go on tackling 2 really common types of RC questions! To further your RC study, you can also check out our 7 tips for improving your Reading Comprehension performance and these GRE Verbal strategies for combating boredom when reading RC passages.
Finally, let’s try a couple of GRE Critical Reasoning questions.
Critical Reasoning Questions
We’ll start our Critical Reasoning practice with a very common type of CR question: the Weaken the Argument question.
Question 9: Weaken the Argument
Over the past year, brown bears that inhabit the nearby mountains have been coming into the Town of Silverton with greater regularity than ever before. About a year ago, three farms in the town began for the first time producing honey, which brown bears find irresistible. Therefore, it must be that the reason why brown bears are coming into the town with greater regularity is that they are coming to consume the honey produced by these farms.
- Which of the following, if true, most seriously weakens the argument?
- One year ago, a number of farms in the town began for the first time growing blueberries, which are a favorite food of brown bears.
- People living in the town have grown increasingly nervous because of the increased presence of the brown bears.
- Over the past year, no more mountain lions have been sighted in the town than were sighted during previous years.
- The owners of the town’s honeybee farms have reported seeing brown bears opening their beehives to eat the honey found within.
- Brown bears find honey irresistible because it is high in both sugar and calories, two things that they require in order to maintain a healthy weight.
Solution:
Let’s break down the argument:
Background: Over the past year, brown bears that inhabit the nearby mountains have been coming into the Town of Silverton with greater regularity.
Premise: About a year ago, three farms in the town began producing honey, which brown bears find irresistible.
Conclusion: It must be that brown bears are coming into the town with greater regularity to consume the honey produced by these farms.
Our goal is to weaken the support for the conclusion that bears are coming into the town more regularly now because of the honey being produced there. Anything that casts some doubt on this conclusion will weaken the argument.
We need to keep in mind that we won’t disregard an answer choice simply because it presents new information different from anything the passage says. In other words, even if an answer choice presents information different from anything the passage says, if that answer choice weakens the argument, it will be correct.
(A) Correct. Many people just starting to learn about Critical Reasoning quickly eliminate this answer choice. They say, “This is an argument about honey. Blueberries have nothing to do with honey. Therefore, what this answer choice says is out of scope.”
Not so fast. The conclusion is that the reason why brown bears are coming into the town with greater regularity is that they are coming to consume the honey that farms have started to produce.
How could we cast doubt on this claim? Couldn’t we do so by finding another plausible reason why brown bears are coming into the town with greater regularity? Definitely, right?
Notice that, although this answer choice is about blueberries, something not mentioned in the passage, what this answer choice says absolutely weakens the argument, because it brings up an alternative possible reason why the brown bears are coming into the town with greater regularity.
In other words, the author claims that it is the honey. This answer choice casts doubt on that claim by bringing up the possibility that it might not be the honey at all; it might just be the blueberries!
(B) Incorrect. Although what this answer choice says is very plausible given what the passage says, the fact that people living in the town have grown increasingly nervous because of the increased presence of the brown bears does not weaken the argument.
In other words, even if what this answer choice says is true, it still makes sense to conclude that the reason why bears are coming into the town is that they are coming to consume honey.
(C) Incorrect. Notice that this answer choice is quite different from answer choice (A). Whereas choice (A) brings up new information, and that new information weakens the argument, this choice brings up new information, and that new information does NOT weaken the argument.
After all, even if, over the past year, no more mountain lions have been sighted in the town than were sighted during previous years, that fact does not cast doubt on the author’s claim about the brown bears and the honey. In fact, if anything, the fact that bears, which find honey irresistible, are coming into the town more, while mountain lions do not seem to be coming into the town more, tends to confirm that the presence of the honey is the reason for the change in the bears’ behavior.
So, yes, we will eliminate this answer choice. Notice, however, that we are not eliminating it because it brings in new information. We’re eliminating it because what it says does not weaken the argument.
(D) Incorrect. What this answer choice says is in line with the conclusion of the argument. The fact that the owners of farms in the town have reported seeing brown bears opening their beehives to eat honey fits perfectly with the conclusion that the reason why brown bears are coming into the town with greater regularity is that they are coming to consume the honey produced by the farms. Therefore, what this answer choice says certainly does not weaken the argument.
(E) Incorrect. What this answer choice says explains a premise in the argument.
Notice that the passage says that “brown bears find honey irresistible.” So, what this choice does is simply explain why brown bears find honey irresistible. They find it irresistible because it is high in both sugar and calories, two things that they require in order to remain at a healthy weight.
Answer: A
Question 10: Strengthen the Argument
Now let’s try another very common Critical Reasoning question type, a Strengthen the Argument question:
The board of Centerville Hospital has decided to implement an extensive quality improvement program in order to reduce the number of medical mistakes that occur each year at the hospital. Even though implementing the program will require increasing the amount that the hospital spends on employee compensation, consultants hired by the board maintain that, as a result of implementing the program, the hospital’s total annual costs will decrease.
Which of the following, if true, provides the most support for the consultants’ claim?
- The amount that Centerville Hospital spends annually on employee compensation has been decreasing over the past several years.
- The consultants were hired by the board of Centerville Hospital to find ways for the hospital to reduce costs.
- The annual operating expenses of Centerville Hospital are greater than those of any other hospital in the same county.
- Some of the employees of Centerville Hospital are paid less than some employees in similar positions in other hospitals.
- Often, when medical mistakes occur, patients harmed because of them use legal means to obtain significant monetary compensation from those considered responsible for the mistakes.
Solution:
Let’s first review what the consultants’ claim is:
Conclusion: As a result of implementing the program, the hospital’s total annual costs will decrease.
Notice that, while the passage provides some background information related to the consultants’ claim, it does not include any evidence that supports the claim. So, to strengthen the argument, we need an answer that is a premise that supports the consultants’ claim.
(A) Incorrect. We have to be careful not to misconstrue the fact stated by this choice, that the amount that the hospital spends annually on employee compensation has been decreasing, as somehow supporting the conclusion that the hospital’s total annual costs will decrease as a result of implementing the program.
Notice that the passage states as fact that implementing the program will require increasing the amount that the hospital spends on employee compensation, and what this choice says does not change that fact.
(B) Incorrect. The fact that the consultants were hired to reduce costs is not strong evidence that following a recommendation that they have made will actually result in a decrease in costs.
(C) Incorrect. This comparison does not affect the conclusion. One might take what this choice says as evidence that there is a lot of room for reduction of Centerville Hospital’s expenses and, thus, decide that this choice strengthens the conclusion that implementing the program will result in a reduction of those expenses.
However, that line of reasoning is a stretch, in multiple ways. For one thing, it could be that the reason Centerville Hospital’s expenses are the greatest is simply that it is the biggest hospital.
(D) Incorrect. Regardless of how much Centerville Hospital employees are paid, an increase in the amount that the hospital spends on employee compensation will result in an increase rather than a decrease in annual total costs.
(E) Correct. This choice is a premise that supports the consultants’ claim.
If patients harmed because of medical mistakes often use legal means to obtain significant monetary compensation from those considered responsible for the mistakes, then mistakes made at Centerville Hospital could be costly for the hospital. Thus, reducing the number of medical mistakes made at Centerville Hospital could result in a significant reduction in the hospital’s annual expenses.
Answer: E
You just tackled 2 of the most important CR question types on the GRE! Here are some more practice GRE Critical Reasoning questions for whenever you’re ready. And check out these 6 tips for Critical Reasoning mastery.
You now have a solid idea of the types of GRE Verbal practice questions you’ll need to complete in order to properly prepare for test day. So, let’s address how you should incorporate GRE Verbal practice into your test preparation.
GRE Verbal Strategies for Study and Practice
One of the most common GRE Verbal mistakes people make is that they center their Verbal prep on doing hundreds (or thousands) of random practice questions or completing GRE Verbal practice tests online. Unfortunately, these students have the mistaken impression that they can learn GRE content through completing questions and reading solutions. In reality, however, GRE Verbal Reasoning practice is a way to refine your skills, not develop them from scratch.
In fact, unless you are just a few points away from your Verbal score goal, I would not recommend seeking to improve your score by simply completing Verbal practice questions.
Rather, you must study each GRE Verbal topic individually. Then, complete Verbal practice questions on just the topic you’ve studied, until you master it. If you want a high Verbal score, mastering a topic means achieving high accuracy at every GRE Verbal difficulty level–easy, medium, and hard–on the question types associated with that topic.
Getting the lay of the land at the beginning of your prep by doing a handful of various types of Verbal questions is perfectly sensible. Likewise, completing mixed practice sets as part of your regular practice once you’re further along in your prep is smart. However, such practice should not be the basis or entirety of your Verbal preparation.
So, if your Verbal preparation materials are no more than a series of question banks, don’t be surprised if you quickly hit a wall in your progress. GRE Verbal Reasoning practice problems won’t teach you the GRE. They simply allow you to learn how to apply the knowledge you’ve gained through dedicated study.
TTP PRO TIP:
GRE Verbal Reasoning practice problems allow you to learn how to apply the knowledge you’ve gained through dedicated study. So, study first; then practice.
Follow a Step-by-Step Study Plan
What can teach you GRE Verbal — in a far more organized, efficient, and effective way than completing random practice — is the type of Verbal Reasoning study guide that a good GRE prep course will provide.
For example, the Target Test Prep GRE Course provides a step-by-step study plan tailored to your score goal. Your study plan tells you exactly what you need to practice, when the optimal times for that practice are, and how you’re performing in your practice of each topic and question type, down to a granular level.
Moreover, the TTP course incorporates GRE vocabulary practice at strategic points in your Verbal preparation and recommends increasingly strict time constraints at different points in your prep, so you can hone your time-management in GRE Verbal.
Want to try the course for yourself? A full-access, 5-day trial is just $1.
TTP PRO TIP:
A great GRE prep course can help you study and practice for the Verbal section in an organized, efficient way.
Key Takeaways
- On test day, you’ll spend a total of 41 minutes on the 2 GRE Verbal Reasoning sections and face a total of 27 Verbal questions.
- There are 4 main types of GRE Verbal questions: Text Completion, Sentence Equivalence, Reading Comprehension, and Critical Reasoning.
- About half of the Verbal questions on the GRE are either Text Completion or Sentence Equivalence. The other half are Reading Comprehension, including a small number of Critical Reasoning questions.
- A big part of gaining the knowledge and skills necessary to earn a competitive GRE Verbal score is getting ample practice solving each Verbal question type.
- Study each GRE Verbal topic individually, and then complete practice questions on just that topic until you master it.
- GRE Verbal practice questions won’t teach you the GRE. They simply allow you to learn how to apply the knowledge you’ve gained through prior study.
What’s Next?
Get tips on memorizing GRE vocabulary here and strategies for time-management in GRE Verbal here.
Plus, check out these 4 key tips on how to practice GRE Verbal.
Happy studying!