How to understand and remember author's flow of thoughts ?

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Please suggest me a way to improve my RC.

My reading speed at present is 175 WPM with a very poor accuracy of 40%.If I try to increase my WPM my accuracy further goes down.

I feel my biggest problem is lack of concentration.Iam unable to retain the prior ideas/thoughts presented by the author and hence am unable to establish a link between the various paragraphs of the passage.I tried taking brief notes at the end of each paragraph but iam struggling to summarise even a small paragraph!

What do i do to increase my understanding of the passage and how do i retain and remember author's flow of ideas / thoughts until i get to the end of the passage?
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by Stacey Koprince » Mon Oct 20, 2008 10:16 am
I received a PM asking me to reply.

First, read what I wrote here and see if it helps:
https://www.beatthegmat.com/verbal-strategy-t14035.html

To address your case a bit more specifically: you absolutely need to jot down some (short) notes, but don't wait until you are done with a paragraph to summarize that paragraph. Summarize after you've read the first sentence (or, in some cases, the first and second). The opening sentence or two is called a topic sentence - most of the time, it tells you what that paragraph is about.

Note that you won't yet have read all of the detail of that paragraph, so how will you summarize that? You won't. You should not write down (or even try to summarize) all of the detail. Rather, you should note something like:

P2 (meaning paragraph 2): pest & fert bad for b-flies (pesticides and fertilizers are bad for butterflies)

The rest of the paragraph may be about specific chemicals and what they do at a physical or genetic level to butterflies - lots of detailed, scientific stuff. You don't care about that on your first read-through. What you care about is that, if you do get a question about the harm being done to butterflies, you know now to go to P2 and start concentrating on that detail.

If you can answer any specific detail questions (anything beyond the main idea, tone, that sort of thing) without looking back at the passage, then you are spending too much time and (if applicable) writing too much down on your first read-through.

Go back to some old passages you've already done and go through them more carefully. Try to produce an outline of the passage - one that includes any main ideas and topic sentences but does NOT include any specific details or examples. Take all the time you need and actually study what you're doing and how you're doing it. How do you know that you should include this info and not that info? How do you know where to find "high level" info? (Typically at the beginnings of paragraphs. Occasionally after "change of direction" words, such as "however," "yet," etc.)

Once you get the process down (taking all the time you need), start to practice doing this at a higher speed. If you've done the prep work correctly, you'll find it's not too hard to speed up because you've learned how to strip out the details and ignore them, for the most part, on your first read-through.
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by rmpaes » Wed Oct 22, 2008 8:25 pm
The reason most of us struggle with reading comprehension is because we are reading wrong.
There are three main components to reading:
Speed,
Comprehension,
Recall

You must isolate these skills. Don't try to work on them all together. First work on speed. The average reader reads at 150 wpm. Most people read only as fast as they can talk. The reason why is because they say the word silently in their head. Ideally, we want to read as fast as we can think.

This subject area fascinates me because it was the one area that I struggled with the most on the gmat. Now, I can read at 500 wpm with about 90% - 100% comprehension.
700+ your target then check out my 800 gmat blog here:
https://800gmatblog.zoxic.com

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by lunarpower » Fri Oct 24, 2008 2:04 am
here's my two cents.

when you read longer passages especially, here's a good guideline for reading them in the optimal way:

read the passages as though your only job is to make an ABSTRACT and a TABLE OF CONTENTS for each passage.

ABSTRACT: be able to give a very general idea of the content of the passage, and, more importantly, the PURPOSE of the passage. what is the point of the whole thing? WHY was the passage written?

TABLE OF CONTENTS: that's right, a table of contents. you should read as though you're just going to make a table of contents, with a heading for each paragraph (and possibly sub-headings, if you see any obviously important sub-sections or sub-points).
the main point of the "table of contents" analogy is that you can feel free to skip portions of paragraphs once you have established the main point and purpose of that paragraph.
for instance, let's say you're reading a long passage about science, and you encounter a paragraph that starts to give you a long, detailed rundown of a certain scientific procedure. the point is that you don't have to read the whole thing; as soon as you realize they'le describing the way the procedure works, you just write "paragraph 2: PROCEDURE" in your table-of-contents notes, and move on.

once you've done this, you can use your notes as a literal table of contents, which you can then use to look up the appropriate parts of the passage in which to find material for the detail-oriented questions.

good luck.
Ron has been teaching various standardized tests for 20 years.

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by visa1416 » Wed Apr 01, 2009 11:02 am
Dear Ron,

I have been using your above mentioned methodology (reading only to make table of contents and to understand the main purpose and idea of the passage).However, at times, I do not understand what to jot down for a particular paragraph.

Today I read the following article from SCIENTIFIC AMERICAN.Could you please draw a table of contents for this passage?

Looking at your answer, I will get an idea about how can i give a title for each paragraph and understand the main idea as i read along.

Is it also a good idea to write few important words from the paragraph in the table of contents so as to also map the structure of the passage?

Passage from SCIENTIFIC AMERICAN:

Dave Hackenberg makes a living moving honeybees. Up and down the East Coast and often coast to coast, Hackenberg trucks his beehives from field to field to pollinate crops as diverse as Florida melons, Pennsylvania apples, Maine blueberries and California almonds.

As he has done for the past 42 years, in the fall of 2006 Hackenberg migrated with his family and his bees from their central Pennsylvania summer home to their winter locale in central Florida. The insects had just finished their pollination duties on blooming Pennsylvanian pumpkin fields and were now to catch the last of the Floridian Spanish needle nectar flow. When Hackenberg checked on his pollinators, the colonies were "boiling over" with bees, as he put it. But when he came back a month later, he was horrified. Many of the remaining colonies had lost large numbers of workers, and only the young workers and the queen remained and seemed healthy. More than half of the 3,000 hives were completely devoid of bees. But no dead bees were in sight. "It was like a ghost town," Hackenberg said when he called us seeking an explanation for the mysterious disappearance.

We and other researchers soon formed an interdisciplinary working team that by December 2006 had described the phenomenon and later named it colony collapse disorder, or CCD. Curiously, Hackenberg's colonies stopped dying the following spring, but by that time only 800 of his original 3,000 colonies had survived. As Hackenberg spoke to colleagues around the nation, it became apparent that he was not alone. And a survey our team conducted in the spring of 2007 revealed that a fourth of U.S. beekeepers had suffered similar losses and that more than 30 percent of all colonies had died. The next winter the die-off resumed and expanded, hitting 36 percent of U.S. beekeepers. Reports of large losses also surfaced from Australia, Brazil, Canada, China, Europe and other regions. More recent data are not available yet, but some beekeepers say they have seen their colonies collapse this winter, too.

The bee loss has raised alarms because one third of the world's agricultural production depends on the European honeybee, Apis mellifera the kind universally adopted by beekeepers in Western countries. Large, monoculture farms require intense pollination activity for short periods of the year, a role that other pollinators such as wild bees and bats cannot fill. Only A. melliferacan deploy armies of pollinators at almost any time of the year, wherever the weather is mild enough and there are flowers to visit.

Our collaboration has ruled out many potential causes for CCD and found many possible contributing factors. But no single culprit has been identified. Bees suffering from CCD tend to be infested with multiple pathogens, including a newly discovered virus, but these infections seem secondary or opportunistic much the way pneumonia kills a patient with AIDS. The picture now emerging is of a complex condition that can be triggered by different combinations of causes. There may be no easy remedy to CCD. It may require taking better care of the environment and making long-term changes to our beekeeping and agricultural practices.

Even before colony collapse, honeybees had suffered from a number of ailments that reduced their populations. The number of managed honeybee colonies in 2006 was about 2.4 million, less than half what it was in 1949. But beekeepers could not recall seeing such dramatic winter losses as occurred in 2007 and 2008. Although CCD probably will not cause honeybees to go extinct, it could push many beekeepers out of business. If beekeepers' skills and know-how become a rarity as a result, then even if CCD is eventually overcome, nearly 100 of our crops could be left without pollinators and large-scale production of certain crops could become impossible. We would still have corn, wheat, potatoes and rice. But many fruits and vegetables we consume routinely today such as apples, blueberries, broccoli and almonds could become the food of kings.

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by S0laris » Wed Apr 01, 2009 2:50 pm
I learned from PrincetonTOEFL how and what to scrap, it's really helped me on exam to avoid stress and "mental absence" bc of it.For me, It's like a tuned-autopilot after some practice. And gmat verbal strategy added up a little to the extent. Maybe it works only for me and there are a lot of stuff I didn't mentioned, but hopefully it helps.
Originally it may looks like a chart to fill down the words "What?" - the object being discussed, and "Why?" - the reason of discussed object".

1
what: Dave
why: bc he has much bees
!=where ?


(from these stuf nothin comes to mind, looks like a one man's biography...
anyway, the paragraph is the first one and not so long to skip it, thus, it worths a second bc it probably has the highest probability to provide a picture of both purpose and main idea of all passage.
so, suspicious hint, nothin else, just "what" and "why", and a tiny chance for detail question.
exclamation mark means that there might be some useful details, which answer to "where ?" - location)


2
what: Dave at 42 went and backed
why: when backed many bees evaporated


(second one, so maybe no need to read it as carefully as the first one, just the 1-st sentence,
then quickly run eyes through the mid, and overview the last sentence.
1-st gives that Dave migrated - keep in mind
...then, Alarm word in the mid "BUT" - some direction changed - after "but" just slow down a little
to get what has changed. And interesting fact answers the question "Why ?", so connnect with 1-st and jot'em down.
seems like story has just begun)

3
what: researchers wrote CCD
why: Bees died, Dave is not alone
!CR=survey, %, 123...;

(body paragraph, hence only 1-st and last sentences.
In addition to "what" and "why"-after another alarmin comparison word -there are some Research, numbers, and dates, maybe a ground for CR question)


4
what: Alarrm !
why: agricult.production depends on EU-bees
!=example


(Fortunately 1-st sentence answers to "what"-"why" and provide some example that may be skimmed)

5
what: CCD research
why: seek dead causes and supposes bad agricult. future
! ~ CR=inf


(seems like previous one provides "what"-"why". Double-"BUT" in mid attracts a bit concentration.
Last gives whole idea of paragraph. Because of uncertain prognoses - inference question is possible)

6
what: bees
why: had been dying before


(The last paragraph, good reason to pay the same attention to it as to the 1-st one, may provide authors attitude, purpose, or probably CR question.
Starts with contrasting "Even..., follows some data and makes conditional prediction of possible consequences",
thus, bc it's the last paragraph - useful for make sub-conclusion)

Sub-Conclusion of last par.:

disease won't kill all, but agricult.'ll suffer

-----------------------------------------------------
(from now, it deserves to read all "what"&"why" scraps to provide overall summary)

Summary: "ballad of a dead bees" + investigation + hypothesized bad consequences

Tone: Alarm
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by lunarpower » Wed Apr 08, 2009 2:44 am
hi -

if you don't know what to jot down, here's a rubric that might help:
IMAGINE HOW YOU WOULD EXPLAIN THE CONTENT OF EACH PARAGRAPH TO A HYPOTHETICAL, FAIRLY SMART 11- OR 12-YEAR-OLD.
imagine that an inquisitive 11- or 12-year-old is standing in front of you, and your job is actually to explain what's going on in the passage.

this means no "big words", no jargon, etc. you have to explain the passage in terms that a literal 12-year-old could actually understand.

also, never repeat things verbatim when you are taking notes.
never.
FORCE yourself to paraphrase things.

if you are just copying things down verbatim, this means that you simply won't understand or absorb them as well than you would if you were paraphrasing them.

see below for a sample summary.
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by lunarpower » Wed Apr 08, 2009 2:49 am
here's a sample summary.

i have marked some of these paragraphs as ** NOT GMAT-LIKE **.
the gmat passages are not narratives. any paragraph engaging in excessive storytelling (narrative), rather than expository description, is not in the gmat's style.
Dave Hackenberg makes a living moving honeybees. Up and down the East Coast and often coast to coast, Hackenberg trucks his beehives from field to field to pollinate crops as diverse as Florida melons, Pennsylvania apples, Maine blueberries and California almonds.
** NOT GMAT-LIKE **

notes:
DH: beehive guy

--
As he has done for the past 42 years, in the fall of 2006 Hackenberg migrated with his family and his bees from their central Pennsylvania summer home to their winter locale in central Florida. The insects had just finished their pollination duties on blooming Pennsylvanian pumpkin fields and were now to catch the last of the Floridian Spanish needle nectar flow. When Hackenberg checked on his pollinators, the colonies were "boiling over" with bees, as he put it. But when he came back a month later, he was horrified. Many of the remaining colonies had lost large numbers of workers, and only the young workers and the queen remained and seemed healthy. More than half of the 3,000 hives were completely devoid of bees. But no de@d bees were in sight. "It was like a ghost town," Hackenberg said when he called us seeking an explanation for the mysterious disappearance.
** NOT GMAT-LIKE **

notes:
Lots of bees missing.

--
We and other researchers soon formed an interdisciplinary working team that by December 2006 had described the phenomenon and later named it colony collapse disorder, or CCD. Curiously, Hackenberg's colonies stopped dying the following spring, but by that time only 800 of his original 3,000 colonies had survived. As Hackenberg spoke to colleagues around the nation, it became apparent that he was not alone. And a survey our team conducted in the spring of 2007 revealed that a fourth of U.S. beekeepers had suffered similar losses and that more than 30 percent of all colonies had died. The next winter the die-off resumed and expanded, hitting 36 percent of U.S. beekeepers. Reports of large losses also surfaced from Australia, Brazil, Canada, China, Europe and other regions. More recent data are not available yet, but some beekeepers say they have seen their colonies collapse this winter, too.
** NOT GMAT-LIKE **

Notes:
Other beehive guys had found the same thing.

--
The bee loss has raised alarms because one third of the world's agricultural production depends on the European honeybee, Apis mellifera the kind universally adopted by beekeepers in Western countries. Large, monoculture farms require intense pollination activity for short periods of the year, a role that other pollinators such as wild bees and bats cannot fill. Only A. melliferacan deploy armies of pollinators at almost any time of the year, wherever the weather is mild enough and there are flowers to visit.
ok, finally something that's gmat-like!

notes:
WHY this species of bee is important.

--
Our collaboration has ruled out many potential causes for CCD and found many possible contributing factors. But no single culprit has been identified. Bees suffering from CCD tend to be infested with multiple pathogens, including a newly discovered virus, but these infections seem secondary or opportunistic much the way pneumonia kills a patient with AIDS. The picture now emerging is of a complex condition that can be triggered by different combinations of causes. There may be no easy remedy to CCD. It may require taking better care of the environment and making long-term changes to our beekeeping and agricultural practices.
notes:
no single, clear cause for the problem.

--
Even before colony collapse, honeybees had suffered from a number of ailments that reduced their populations. The number of managed honeybee colonies in 2006 was about 2.4 million, less than half what it was in 1949. But beekeepers could not recall seeing such dramatic winter losses as occurred in 2007 and 2008. Although CCD probably will not cause honeybees to go extinct, it could push many beekeepers out of business. If beekeepers' skills and know-how become a rarity as a result, then even if CCD is eventually overcome, nearly 100 of our crops could be left without pollinators and large-scale production of certain crops could become impossible. We would still have corn, wheat, potatoes and rice. But many fruits and vegetables we consume routinely today such as apples, blueberries, broccoli and almonds could become the food of kings.
notes:
bad things that could happen if this keeps up
Ron has been teaching various standardized tests for 20 years.

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by visa1416 » Wed Apr 08, 2009 10:39 am
Dear Ron,

Can't thank you enough for such invaluable tips.

Iam so much relieved after knowing that I have to take such brief notes for each paragraph and what those notes should be.Earlier, I used to take lot of notes and pen in lot of details along with the main idea of the paragraph and that used to take a lot of my time and at the same time i used to get bogged down in details.

Where according to you, can I find more "GMAT like" passages for each of the three sections - business,natural science and social science?

I have been reading NYTIMES everyday : I pickup a current affairs topic- Infact the latest news article that I see on the home page and a passage on science - especially astronomy passage, since I find them the toughest to understand. I read Mckinsey quarterly for business passages.
are there any specific GMAT like passages that on these two websites that i need to practice with? Any other sources that you can recommend for more GMAT like passages?

many thanks.
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by Stacey Koprince » Wed Apr 08, 2009 10:53 am
One of our fellow MGMAT teachers did some research in this area and recommends:
* https://magazine.uchicago.edu/ - particularly articles in the "Investigations" tab
* https://harvardmagazine.com/
* https://sciam.com/ (This can get a bit too casual for the GMAT, but it's probably worth including because so many of our students get freaked out by science passages on the GMAT.)
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by visa1416 » Thu Apr 09, 2009 1:07 am
Dear Stacey,

many thanks for your reply.

From Havard magazine should i read just about any passage or are there only certain GMAT like passages that i should focus on. If so , could you please tell me which ones to focus on?

Same goes foe sciam.the passage that i posted in this thread is actually from sciam.but some paragraphs of the passage isn't "GMAT like".Is there a group of "expository" passages on there that i should be focussing on.

To improve my weakest area (RC), I have started reading extensively and I want to make sure that I read the right stuff.

regards,
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by Stacey Koprince » Thu Apr 09, 2009 1:25 pm
As both of my colleagues noted, SciAm is sometimes good but sometimes a bit too easy. You can still learn from reading things there, but look for the dense or more technical text. Anecdotal things (stories of an individual person, dialogue) aren't very GMAT-like, so if a story starts with an anecdote, skip it and go straight to the dense part. See if you can still understand even though you didn't read the anecdote.

The test tends to focus on topics in these categories:
- history
- biological science, including medical / health, anthropology, ecology
- certain physical sciences such as astronomy, geology, archaeology
- business (often theories of business)

So if you see things in these particular topic areas on any of the above sources, read them. (And, again, if you start reading something and it's anecdotal, either move on to something else or skip the anecdotes. You can usually tell by the fact that the anecdotal parts will be a lot more interesting than the rest of the article. :))
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by visa1416 » Fri Apr 10, 2009 6:33 am
Stacey,
You have a great sense of humour. :D
many thanks for all your tips.
regards,
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by alexdallas » Sat Jul 18, 2009 4:01 pm
Stacey, Ron,,,,you guys are rockstars in my world

tks for all of us for all the great tips