Vince Kotchian GRE Prep

I'm all for hard data, but I can tell you anecdotally (based on lots of individual students) that there is an extremely high correlation between PowerPrep scores and real scores (if the real test is taken a little bit after a PowerPrep test). Also note that Powerprep should be done with the essays to best simulate what you'd experience on the real GRE. It will be interesting anyway to see the numbers on your sheet, so thanks. For those new to this stuff, PowerPrep2 is the free software you can download from ets.org/gre. It's a lot closer to the real GRE than anything else, which figures, since it's written by ETS (the company that writes the GRE test). There is also a pretty good correlation (I've observed) between SAT scores and GRE scores (both tests are written by ETS), but it depends a lot more on a lot more variables since the time gap is usually 4 years+. BTW, wow - nice scores, btmbtm!

I will give you a hint (since it will increase your skill more than if I just explain the whole question): this question is testing the "3rd side rule of triangles". I.e., any two sides of a triangle must add up to MORE than its remaining side. This has to be true of a triangle no matter which two sides you pick. Another little hint: don't stress about how you draw the triangle. FYI: this is a tough question!

Great question. The short answer is "Yes, and you should!" I recently had a very good writer as one of my students (she was probably better than I am) who ended up with a 5.5 on the real test. I remember she remarked to me, "I find myself disagreeing with every prompt!" - and it made me realize that her approach worked well as a template. What I often advise is similar to what she usually did: Intro: establish context Pgh 1: discuss reasoning contrary to yours Pgh. 2: your argument Pgh 3: another aspect of your argument Conclusion I really like this general method, since I think it's easier to provide a response to the contrary point-of-view rather than to just state your point-of-view in a vacuum. Granted, this template might not work for everyone or for all prompts. Be sure to check out the ETS books for sample essays to get good examples of different ways to structure things.

very good! I'd give it a 5. I think certain lines of reasoning could be more compelling, for example: " we can only be sure of such a conclusion if the school also advocates their products". I think other factors that are more convincing could be talked about here - what is the competition like? And maybe school advocation isn't cool and kids prefer other marketing. Try to go into a bit more depth if you want to score a little higher.

BTW, the above passage and questions (about Garrick) are not GRE style - as a tutor, I wouldn't suggest practicing with them. Analyze ETS-written verbal questions instead - like the Glass passage. Also, your justification of Choice E in the Glass passage is missing something - Glass's work is not derivative because, although he based his work on others, the sound is distinctly his.

hey Yiwong, This is a pretty good essay - I'd give it a 4 or maybe 4.5. I think your medical technology example works better than your Skype example. The Skype example needs to connect the benefits of that technology to their impact on humans' ability to think. As is, that paragraph merely explains the benefits of technology without discussing thinking. I like your discussion of an exception to your point (the abuse of tech). Best, Vince

hey Dustin, Given that the MAT study guide published by the test-writer is copyright 2011, I don't think the test has changed in any appreciable way for many years. I wrote MAT For Dummies, which was published in 2013, BTW.

It's a badly written question in that two answers (commensurate, analogous) could be correct. I try to steer students away from third-party-written verbal material for this and many other reasons.

yes! I or someone else can probably help.

hey Fey, This is around a 2. I understand your position on the topic, but you should probably work on writing more simply and clearly and using more specific examples, then explaining your examples better. best, Vince

hi Richard, I'm giving your issue essay a 2. It's not clear that you understand the topic, because your response doesn't really answer the question asked. Be very careful when reading the topic and remind yourself of it as you go to make sure you're answering the question. Best, Vince

I'm a tutor, but I have a comprehensive study plan on my site for self-studiers. It should give you a few new ideas about what to focus on. You can improve a lot by doing and analyzing ETS-written questions. They're exactly like the real GRE (since ETS writes the GRE). That should be your main focus, not 3rd party books or materials. I wouldn't overdo it on the vocab considering you're already at a 164.

hi, 1290, I would give this response a 3 or 3.5 Though the first body paragraph illustrates your thesis, the remaining body paragraphs (and your conclusion) do not maintain focus on your argument. I like to remind my students to periodically look back at the prompt so they remember what is being asked. Best, Vince

hi Nitv, I would probably give this a 3.5. I would work on your thesis development. You start by saying "the efforts of the government will only be visible to citizens when they solve immediate problems on a higher priority." This is a little too black-and-white, which gets you into trouble later when you force yourself to argue than planning ahead can be bad (you also don't explain WHY it can be bad in your "pulses" paragraph), and it also gets you into trouble when you contradict your thesis by conceding that solving anticipated problems can be beneficial. I would encourage you, and everyone, to argue something you actually believe, since what we believe is usually more nuanced and intelligent than the artificial advice to "pick a side". An easy way to do this is to use your first body paragraph to discuss the counterargument and its reasoning, and then the remaining paragraphs to respond to that counterargument. You can give it some credit and then dwell on the parts you disagree with. Another thing to improve might be how you respond to the statement, which, in essence, is saying GIVEN THE CHOICE, government should opt to solve immediate problems instead of future problems. Merely arguing that it's a good idea to fix a bridge does not tell the reader you understand the statement, since you are not arguing that given the choice, the gov. should fix the bridge INSTEAD of doing some project that may pay off in the future. Hope that helps, Best, Vince

I'll just comment on your first essay, since the quality of both is about the same. I'd give it a 4. You have relevant insights about alternate explanations for the author's conclusions, but they need to be more robust if you want to get a 5. Try elaborating and explaining more. Your body paragraphs need to be longer - not for the sake of length, but for the sake of making a more compelling case for the assertions you're making. You might also comment on how, if a particular claim in the argument is shown to be invalid, the rest of the argument is affected. Check out the 5 and especially 6 responses in the ETS books (some are on its website, too). Best, Vince

hey Sriz, Not bad - I would give this essay a 4. Illustrate your points with examples. Can you give us an example of a fact-based learning class activity that "promotes regression of mental skills"? Don't feel the need to make your stance so black and white: "students... refrain from engaging in reflective thinking". I do like that you try to discuss exceptions to your thesis (philosophy), but go into that a bit more deeply. It's a good idea to discuss the counterargument at the beginning of the essay and then respond to it with the rest of your essay. I was also hoping, after reading the intro, that you'd deliver on the promise of this being particularly bad in developing countries. Best, Vince

hi Erin, To me, this was a bit difficult to follow - I think you are trying to do a little too much here and you could use more focus, which will hopefully be solved with more planning. You clearly have intelligent things to say, but I found the organization to be a bit rambling. It's probably going to get about a 4. I would answer the question more directly - you seem to, at times, simplify it to something like "should we only study cities?". To get a high score, you must answer the question as it's written. In 30 minutes, you may not have time to spend a whole paragraph deciding what the most important characteristics of a society are. I would use your intro to define the context of your essay, then get into answering the question with the first body paragraph. I would advise (as I usually do) that you brainstorm several more prompts before you write, then try writing a few essays untimed before you write another one timed. Feel free to post your next one here. Use the sample essays on ETS's website as a guide to what works. Best, Vince

I like this essay! I'd give it a 4.5. To improve, perhaps you could discuss a specific scenario or two to illustrate the points you're making. I'd also try beginning with the counterargument to your argument. Discuss its reasoning, and then respond to it with your arguments (for an example of this, check out the "6" response on this page: http://www.ets.org/gre/revised_general/prepare/analytical_writing/issue/sample_responses). I might also try writing a few essays untimed before you continue timed practice, to give yourself a chance to work on the above.

I would call the program, talk to someone in admissions, and ask about: 1. what scores they want for each section 2. whether they weigh some sections more than others Without that information, I'd probably pick the one with the higher AWA. Many programs will say they want a 4 or better in AWA; I think it looks worse to submit any score that is below average (4 is basically average).

Any question written by ETS from its three GRE books or the Powerprep tests is worth doing this with.

hi Carefree, I would always make sure you're reviewing the ETS questions you've done to see if you can identify an easier way to do the problem. ETS questions, unlike most questions written by Magoosh, Manhattan, etc., often have a built in reasoning component. Technique and logic are necessary as well as conceptual knowledge. (I'm sure you know this, but I didn't see it overtly addressed in this convo yet.) I'd make flashcards for math questions you think have something that will come up again on a future questions: "Next time I see (this), I will try doing (this)". I.e., as you get better at a concept (for example, percentages), it's increasingly important to make sure you get experience with lots of different ETS percentage questions and identify any reasoning opportunities as well as takeaways.

Hi Ajja, It can be difficult to learn verbal strategies from a static source like a video, especially if you're a non-native speaker. If you're below a certain level of comprehension, making progress can be extremely difficult, since you have to be able to understand most of what you're reading. Comprehension can't be circumvented with tricks or technique. Talking about ETS passages and questions with a friend or tutor and trying to figure out how ETS structures passages and justifies answers might be more useful than using books or videos. Best, Vince

hi Science Girl, I can only really comment on your quant. difficulties. There isn't a great source of convoluted quant. questions other than ETS. But a lot of people, I think, underutilize ETS's material. One thing I might suggest is that you spend much more time analyzing ETS quant. questions than you spend doing them. By this, I mean keep working on a previously done question, whether you got it right or wrong, to identify: 1. The most efficient way to solve it. 2. What, if anything, might be applicable to future questions. For example, "next time I see the phrase 'percent greater than' in a question, I'll immediately set up a percent change equation". Of secondary importance to the above might be breadth of experience with math questions. Here is where, if you have time, you might supplement with Manhattan GRE math questions. Best, Vince

It's a tough call. Have you looked at the percentile data on the GRE's website? That may help in your decision. You also might try calling the program to get a feel for what part of the GRE they most value... Ultimately, you're in good shape with either score in my opinion.