That educators have not anticipated the impact of microcompu

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by prabsahi » Fri Sep 16, 2016 12:36 am
Marty Murray wrote:
prabsahi wrote:
aspirant2011 wrote:That educators have not anticipated the impact of microcomputer technology can hardly be said that it is their fault: Alvin Toffler, one of the most prominent students of the future, did not even mention microcomputers in Future Shock, published in 1970.

(A) That educators have not anticipated the impact of microcomputer technology can hardly be said that it is their fault
(B) That educators have not anticipated the impact of microcomputer technology can hardly be said to be at fault
(C) It can hardly be said that it is the fault of educators who have not anticipated the impact of microcomputer technology
(D) It can hardly be said that educators are at fault for not anticipating the impact of microcomputer technology
(E) The fact that educators are at fault for not anticipating the impact of microcomputer technology can hardly be said

[spoiler]OA: D vs E. Which one is better and why?????[/spoiler]
The opening sentence has that-that...Can we assume that its a dependent clause,dependent clause.
This sentence lacks a main independent clause.

Please correct me experts if I am going wrong
Actually the original version is almost correct.

Check out the following example.

That Jim did not know how to skate became quickly apparent.

That Jim did not know how to skate is a noun clause and is subject of the sentence.

So in the original version, That educators have not anticipated the impact of microcomputer technology is the subject, and can hardly be said is the verb.

So the original would be a well constructed sentence except for the fact that after the verb there is an issue. said that it is their fault does not make sense. The point is not that there is someone who said that it is their fault. The point is that that educators have not anticipated the impact can hardly be SAID TO BE their fault.
Thanks a lot Marty!!

But I still have a concept gap to fill.How did you interpret that it is a noun clause..that--marker for DC..
After that a proper subject and Verb comes..Say If I need to identify in the exam how would you suggest me to proceed!!What is it that I should spot in the sentence to conclude that its not a DC but a noun clause..
If you want to fly,you have to give up the things that weighs you down!

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by MartyMurray » Fri Sep 16, 2016 5:01 am
prabsahi wrote:
Marty Murray wrote:
prabsahi wrote:The opening sentence has that-that...Can we assume that its a dependent clause,dependent clause.
This sentence lacks a main independent clause.

Please correct me experts if I am going wrong
Actually the original version is almost correct.

Check out the following example.

That Jim did not know how to skate became quickly apparent.

That Jim did not know how to skate is a noun clause and is subject of the sentence.

So in the original version, That educators have not anticipated the impact of microcomputer technology is the subject, and can hardly be said is the verb.

So the original would be a well constructed sentence except for the fact that after the verb there is an issue. said that it is their fault does not make sense. The point is not that there is someone who said that it is their fault. The point is that that educators have not anticipated the impact can hardly be SAID TO BE their fault.
Thanks a lot Marty!!

But I still have a concept gap to fill.How did you interpret that it is a noun clause..that--marker for DC..
After that a proper subject and Verb comes..Say If I need to identify in the exam how would you suggest me to proceed!!What is it that I should spot in the sentence to conclude that its not a DC but a noun clause..
prabsahi, you have to use context and meaning to determine what part the clause plays.

Object:

I didn't know that Jim saw.

Subject:

That Jim saw is quite apparent.

Adjectival Clause:

I saw the dog that Jim saw.

Now that you are aware that clauses can be used in multiple ways, you have to look at sentences end to end, determine what the intended meanings of sentences are and use what you see to determine how clauses are being used.

Be careful about using markers. GMAT SC sentences are often set up so as to confuse you. To get tougher SC questions right you have to use your knowledge of the use of language and some common sense to determine how effective a construction is. Use of things such as markers and grammar rules alone is not the path to high performance in SC.
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