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The question in this section is based on a single passage. The question is to be answered on the basis of what is stated or implied in the passage.

The spread of education in society is at the foundation of success in countries that are latecomers to development. In the quest for development, primary education is absolutely essential because it creates the base. But higher education is just as important for it provides the cutting edge. And universities are the life-blood of higher education. Islands of excellence in professional education, such as Indian Institutes of Technology (IITs) and Indian Institutes of Management (IIMs), are valuable complements but cannot be substituted for universities that provide educational opportunities for people at large. 

There can be no doubt that higher education has made a significant contribution to economic development, social progress and political democracy in independent India. It is a source of dynamism for the economy. It has created social opportunities for people, it has fostered the vibrant democracy in our polity. It has provided a beginning for the creation of a knowledge society. But it would be a mistake to focus on its strengths alone. It has weaknesses that are a cause for serious concern. There is, in fact, a quiet crisis in higher education in India that runs deep. It is not yet discernible simply because there are pockets of excellence, an enormous reservoir of talented young people and intense competition in the admissions process. And, in some important spheres, we continue to reap the benefits of what was sown in higher education 50 years ago by the founding fathers of the republic. The reality is that we have miles to go. The proportion of our population, in the age group 18-24, that enters the world of higher education is around 7%, which is only one-half the average for Asia. The opportunities for higher education, in terms of the number of places in universities, are simply not enough in relation to our need. What is more, the quality of higher education in most of our universities requires substantial improvement? IT is clear that the system of higher education in India faces serious challenges. It needs a systematic overhaul so that we can educated much larger numbers without diluting academic standards. This is imperative because the transformation of economy and society in the 21st century would depend, in significant part, on the spread and the quality of education among our people, particularly in the sphere of higher education. It is only an inclusive society that can provide the foundations for a knowledge society.

The challenges that confront higher education in India are clear. It needs a massive expansion of opportunities for higher education, to 1500 universities nationwide, that would enable India to attain a gross enrolment ration of at least 15% by 2015. It is just as important to raise the average quality of higher education in very sphere. At the same time, it is essential to create institutions that are exemplars of excellence at par with the best in the world. In the pursuit of these objectives, providing people with access to higher education in a socially inclusive manner is imperative. The realization of these objectives, combined with access, would not only develop the skills and capabilities we need for the economy but would also help transform India into a knowledge economy and society.

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It’s important to keep in mind for all Reading Comprehension questions that just because an answer choice is reasonable, true, or mentioned in the passage, does not mean it is necessarily correct. Always ask yourself: which answer choice best addresses the specific question being asked? Look to eliminate answer choices that are outside the scope of the question, or ones that contain extreme language such as always and never.

GMAT Reading Comprehension Main Idea

For “Main Idea” questions, we’re looking for the answer choice with a scope that matches that of the entire passage. For example, if the passage was about volcanoes and the necessary steps that need to be taken in order to predict and prevent volcano eruptions, then perhaps one paragraph referred to Mount St. Helen’s. However, it would be incorrect to say that the main idea of the passage was to “discuss Mount St. Helen’s” as that is the main idea of only one paragraph. The “Main Idea” would need to be something like “to discuss ways of predicting and preventing eruptions” since that is the more general focus.

For “Main Idea” questions, we need to try to see the picture that is being formed by all of the puzzle pieces, and not get distracted by the individual pieces themselves.
It’s easy to do this if you write down the Purpose of the passage BEFORE reading the first question. Remember that active reading and note-taking are essential to GMAT Reading Comp success. When you see a “Main Idea” question, you can quickly refer back to your Purpose to form a prediction.

If you forgot to write down the Purpose, or you can’t make a strong prediction, there are a few good places in the passage to look for the “Main Idea.” Try re-reading the last few sentences of the opening paragraph. Does the author include a thesis? Does he express a strong point of view about the topic?

Another good place to look is the concluding paragraph. Does the author re-iterate a main purpose here? What is he summarizing? Focus especially on the first and final sentences.

Always write down your prediction before you read the answer choices. Even if your prediction seems incredibly obvious and you are someone with a perfect memory, you don’t want the wrong answer choices to sway you, and unless you write it down you risk forgetting or distorting your prediction as you read. As you write it down, trust that you’ve read the passage carefully and instinctually know what the correct answer should be.

One question type you are bound to encounter on the GMAT Reading Comprehension is a style or tone question. Style and tone questions are particularly rare because most of the passages will be informational articles with neutral tones. For example, it would not be very challenging if you were asked to identify the tone of a passage about the many types of metamorphic rock – such a passage would surely be neutral.

The tone of any given passage is the author’s emotion or feeling, usually towards his subject. An author’s style is the particular way he uses language to reflect his unique authorial voice. Most style or tone questions will include the words “attitude,” “tone,” “style,” “feeling,” etc. A typical question of this type might look like this:

• The author’s attitude toward global warming might best be described as which of the following?
• Which of the following best describes the tone of the passage?
• Based on the statements in lines 43-46, which of the following could be inferred about the author’s attitude toward socialism?

The best way to identify the tone of a passage is to examine certain words with positive or negative connotations. If I were writing a passage about global warming, and one sentence read “fortunately, these brilliant scientists were able to combine their wits and begin formulating promising solutions,” you should identify my tone as positive, optimistic, or reverent. I respect and honor the scientists, and I consider their research valuable and intelligent. Of course, we can imagine that an author adopt a negative tone toward the same subject.

Another author might say that “the irresponsible scientists pooled together their half-baked theories to create the most egregious scare tactic of the 21st century.” Notice that positively or negatively charged word in italics – they are the keys to identifying tone.

Of course, my examples are extreme; most of the passages on the GMAT will be more neutral in tone. Most of the answer choices will be moderate. It’s usually best to avoid the extreme answer choices. If you notice that the author is slightly skeptical about her topic, don’t choose the answer choice that says she is “vehemently opposed” to her topic.

Here is an example of a tone question. The following paragraphs are exercepted from a passage about the Iguacu Falls:

Even though I’ve only included two paragraphs from the passage, we can still answer the question about the author’s tone. First, try to identify words with positive or negative connotations, or identify phrases that reveal the author’s attitude toward the falls. The first sentence reveals the author’s reverence for the falls; if the Iguacu Falls make Niagara look like a ‘leaky faucet,’ they must be pretty impressive. Further, notice the adjectives “great,” “lush,” and “graceful,” the positive noun “paradise,” and the verbs “swoop,” “amble,” and “cavort,” which evoke an Edenic portrait of the natural landscape.

The author’s attitude, in short, is purely positive. Thus, we can quickly eliminate C, D, and E. We can also eliminate A for a different reason. It would be wrong to say that the author is “proud” of Iguacu Falls; after all, he doesn’t take credit for its beauty. B is the best answer.

Remember, don’t try to project a positive or negative tone where one does not exist. If the tone is completely neutral, make sure you answer accordingly.

How does the start of hunting season mentioned at the beginning of the thirteenth paragraph affect Mrs Chandler?

Should the writer add this sentence after sentence 3?

Should the writer keep or delete the underlined text?