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100 problems a day?
*five* days of just doing problems for every *one* day of review?
this is not good... not good at all.

if you're studying properly, you should be spending substantially MORE time on review than on doing problems. if you can do even close to 100 problems per day, that indicates that you're just doing problem after problem after problem after problem after problem, and not spending nearly enough (if any) time reviewing.

here's what you should be able to do:

for EVERY quant problem:
* don't concentrate on the solution to that actual problem, since you can be sure you aren't going to see that actual problem on the exam
* instead, try to find TAKEAWAYS from the problem, which you can then APPLY TO OTHER PROBLEMS. this is key - DO NOT LEAVE A PROBLEM until you have extracted at least one piece of information, whether a formula, a strategy, a trick/trap, etc., that you can apply to OTHER problems.
do not leave a problem until you can fill in the following sentence, meaningfully and nontrivially:
"if i see _____ ON ANOTHER PROBLEM, i should _____"
* notice the SIGNALS in the problem that dictate which strategy to use. if you miss the problem, then notice the strategy that's used in the book's solution (not always the best solution, in the case of the o.g., but better than nothing), and go back to see if there are any signals 'telling' you to use that strategy.

for EVERY verbal problem:
* you should be able to give SPECIFIC reasons why EVERY wrong answer is wrong, and why EVERY right answer is right. ("i just know that it's wrong/right" is NEVER acceptable -- you need to think carefully about the problem until you have discerned a specific reason.)
* you should GENERALIZE these lessons in ways that could conceivably apply to future problems (e.g., "on this problem type, any answer choice more general than the passage = wrong").

for EVERY SC problem, in addition to the above:
* you should be able to go through the CORRECT sentence -- including the non-underlined part -- and justify EVERY construction in that sentence.
e.g.
-- if there's a modifier, you should be able to explain exactly what it modifies, and exactly why that modification makes sense.
-- if there's a pronoun, you should be able to explain exactly what it stands for, and exactly why that makes sense.
-- if there's a verb, you should be able to find its subject. you should also be able to justify the tense in which the verb is used, and/or the tense sequence of multiple verbs.
-- you should be able to explain the exact meaning of the sentence.
-- if there are parallel structures, you should be able to explain (a) the grammatical parallelism AND (b) the parallelism in meaning.
etc.

if you're doing these things, there's no way you'll be able to get through even half that number of problems.

quantity ≠ quality.

this doesn't seem reasonable; if this is really happening, then the result is 100% due to psychological factors -- i.e., you're telling yourself you're going to do worse at topic X, so, surprise!, you do worse at topic X.

barring things like brain lesions or memory disorders, the kinds of skills that are necessary for this exam can't reasonably be forgotten in less than a month or two.

--

also, DO NOT STUDY FOR SEVEN DAYS A WEEK.
do not do it.
you need at least 1 day OFF per week.
you also need at least 1.5-2 hours of FREE TIME each day.
if you don't have these rest periods, your brain will not make lateral connections, as i've mentioned in some previous posts.

_________________
Ron is a Director of Curriculum Development at Manhattan GMAT. He has been teaching various standardized tests for almost 20 years.

He wears white after Labor Day, gets 55% of his calories from protein, and takes standardized tests for fun.

Pueden hacerle preguntas a Ron o en inglés o en español.

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nope, just my middle name.

_________________
Ron is a Director of Curriculum Development at Manhattan GMAT. He has been teaching various standardized tests for almost 20 years.

He wears white after Labor Day, gets 55% of his calories from protein, and takes standardized tests for fun.

Pueden hacerle preguntas a Ron o en inglés o en español.

If you send Ron a private message, please allow 1-2 weeks for a response.

Learn more about ron

there are a few ways in which you can glean this information if you find the answer explanations inadequate.

* first, you can post here! after all, that sort of thing is the main purpose of these forums.

* second, you can always research the topic by looking through other problems. i.e., if you are unsure whether a particular type of construction is wrong, then you should flip through a bunch of other problems and try to find the same construction in those problems; if the construction is indeed incorrect, then it should be called out as incorrect in the other problems, too.

* finally, don't forget the value of CORRECT answers.
as i said in the previous post -- in SC, you should be able to go through the CORRECT answers, and JUSTIFY EVERYTHING in the correct answer. i.e., if there is an underline, substitute in the correct answer to make a complete sentence, and then make sure that you understand everything in that correct sentence.
the good thing about this sort of strategy is that you can figure out most things by yourself. for instance, even if you've never seen a particular type of modifier before, you know that it's used correctly -- so you can just deduce its proper use from the context. etc.

_________________
Ron is a Director of Curriculum Development at Manhattan GMAT. He has been teaching various standardized tests for almost 20 years.

He wears white after Labor Day, gets 55% of his calories from protein, and takes standardized tests for fun.

Pueden hacerle preguntas a Ron o en inglés o en español.

If you send Ron a private message, please allow 1-2 weeks for a response.

Learn more about ron