http://forum.partodanesh.com/ Sun, 20 May 2012 09:48:28 +0000 MyBB http://forum.partodanesh.com/showthread.php?tid=1870 Sat, 17 Dec 2011 20:26:25 +0000 http://forum.partodanesh.com/showthread.php?tid=1870 GENERAL QUESTIONS


When does the new GRE start?
When does registration for the new GRE begin?
How is the new GRE different from the current GRE?
Why was the GRE changed?


CONTENT AND FORMAT


What is on the new GRE?
What changes will be made to the verbal reasoning section of the new GRE?
What changes will be made to the quantitative reasoning section of the new GRE?
What changes will be made to the analytical writing section of the new GRE?
How long is the new GRE?
Are there going to be new question types on the new GRE?
Is the new GRE a computer-adaptive test (CAT)?
Is there a paper and pencil version of the new GRE?


SCORING


How is the new GRE scored?
How long does it take for GRE scores to come out?
What is a good score on the new GRE?
How long is the new GRE score valid?


PRACTICE AND PREPARATION


Where can I find practice/preparation material and practice tests for the new GRE?
Where can I find a computerized practice test for the new GRE?
Where can I find professional GRE prep courses?


OTHER


Should I take the new GRE or the current GRE?
Is the new GRE easier or harder than the current GRE?
When is the last day to take the current GRE?
Where can I find a convenient chart that compares the new GRE to the current GRE?




When does the new GRE start?
The ETS will begin using the new, revised GRE on August 1, 2011.




When does registration for the new GRE begin?
The ETS will open registration for the new GRE on March 15, 2011.




How is the new GRE different from the current GRE?
The primary changes to the GRE will be in question type and length. Content-wise, the material on the new GRE is basically the same as the material on the current GRE. Here is a link to a chart detailing the differences between the current and new GREs. For more detailed information on changes, see the questions below about changes to each section.




Why was the GRE changed?
According to the ETS, the GRE was revised in order to more accurately reflect the kind of thinking that students will perform in graduate and business school. Additionally, the GRE was revised in order to improve the test-taking experience.




What is on the new GRE?
Content-wise, the new GRE is basically identical to the current GRE. There are three sections:
1) Analytical Writing
2) Verbal Reasoning
3) Quantitative Reasoning
For more information about the specifics of each of these sections, visit our new GRE section.




What changes will be made to the verbal reasoning section of the new GRE?
The biggest change on the verbal section of the GRE is the removal of analogies and antonyms. There is a significantly decreased emphasis on vocabulary out of context.



There will be three new types of questions on the verbal section new GRE: sentence equivalence, multiple answer, and sentence highlighting. Sentence equivalence questions are like sentence completion, but will ask you to choose the two answer choices that give the sentence the same meaning. Multiple answerquestions will present you with a list of answer choices, and more than one may be correct — you must choose all the correct answers. Sentence highlighting questions will ask you to highlight the sentence in the passage that contains the correct answer, instead of choosing from a list of possible answers.

More generally, the verbal reasoning section on the new GRE will have a decreased focus on vocabulary and a more increased focus on “higher-level cognitive thinking,” which is basically critical reading.


What changes will be made to the quantitative reasoning section of the new GRE?
There will be two new types of questions on the math section new GRE: multiple answer and numeric entry. Multiple answer questions will present you with a list of answer choices, and more than one may be correct — you must choose all the correct answers. Numeric entry questions will present you with a box in which you must type the numeric answer to the question, rather than choosing from a list of answer choices.



More generally, the quantitative reasoning section of the new GRE will focus more on data interpretation and problems involving “real-life scenarios.”

Additionally, the new GRE will have an on-screen calculator for use on the math section. The calculator will be a basic four-function (and square root) calculator.


What changes will be made to the analytical writing section of the new GRE?
There are only two changes being made to the writing section of the new GRE. First, the “analyze issue” essay will only be 30 minutes instead of 45 minutes. Second, the “analyze issue” essay will have only one prompt instead of two.




How long is the new GRE?
The new GRE will be longer than the current GRE. Currently, the GRE takes approximately 3 hours to complete; the new GRE will take approximately 4 hours to complete.




Are there going to be new question types on the new GRE?
Yes, see above questions.




Is the new GRE a computer-adaptive test (CAT)?
The new GRE will be a computerized exam, but it will not be a computer-adaptive test (CAT) like the current GRE is. The current CAT adapts to your skill level on a question-by-question basis, which is why you are not allowed to go back to change answers or skip questions on the current GRE. The new GRE will be computerized, but it is more like the traditional pencil-and-paper exams in that you will be allowed to skip questions or go back and change answers within a section. The new GRE will also adapt to your skill level, but on a section-by-section basis, not on a question-by-question basis.




Is there a paper and pencil version of the new GRE?
Yes. The paper version of the new GRE will be offered three times a year, but only for those who don’t have access to the computerized exam (mostly international students). It will be offered up to three times a year in October, November, and February.




How is the new GRE scored?
The verbal and quantitative sections of the new GRE will be scored on a scale of 130-170 in one-point increments (the current GRE is scored on a scale of 200-800 in ten-point increments). The writing section will still be scored on the same 0-6 scale.




How long does it take GRE scores to come out?
Unofficial GRE scores are available immediately after the exam is completed (it’s important to note that if you choose to view your unofficial scores, you may not cancel your exam). Official GRE scores are posted online approximately 15 days after your test and mailed approximately two weeks (10-15 days) later. For students taking the new GRE in August, September, or October, scores will not be available until mid to late-November.




What is a good score on the new GRE?
Ideally, the GRE distribution will likely be a general bell curve in which the majority of test takers score around 150 on the verbal and quantitative reasoning sections, so a “good” score would be in the upper 50%, about 150 or above. Additionally, it’s important to keep in mind that a “good” score always depends on what score you need to get into your desired program.




Where can I find practice/preparation materials and practice tests for the new GRE?
Currently, the ETS offers a practice book for the new (revised) GRE for download on their website.




Where can I find a computerized practice test for the new GRE?
The ETS has released POWERPREP II, which is a program that provides students with a free practice computerized exam. Additionally, the software also includes tips, question samples, and strategies. You can download POWERPREP II on the Testmasters website.




Where can I find professional GRE prep courses?
Testmasters has been offering professional exam preparation courses, including courses in GRE prep, since 1991. Testmasters has traditional classroom courses, 1-on-1 private courses, online courses, and general help/tutoring sessions in locations all over the United States. Visit Testmasters for more information.




Should I take the new GRE or the current GRE?
There is no easy answer to this question. It depends on your specific circumstances. If you need a score before August 1, 2011, then you obviously have no choice but to take the current exam. If you are thinking of graduate school but have not decided exactly when you want to go, then you could conceivably take both tests — GRE scores are valid for up to five years (possibly fewer depending on the college). See our post about whether you should take the new GRE or the current GRE for more information.




Is the new GRE easier or harder than the current GRE?
This is another question that has no easy answer. It depends on your strengths and weaknesses. Some people prefer analogies and antonyms; others may have poor vocabularies and perform better on reading comprehension. Some people may be great at interpreting data from graphs and charts; others may not. The best idea is to take practice tests for both exams (current GRE and new GRE) to see how you perform and analyze your performance.




When is the last day to take the current GRE?
Technically, the last day to take the current GRE is July 31, 2011. Be sure to check dates in your city — not all cities will be offering the test up to the very last day of July! If you need or want to take the current GRE, register quickly — expect the July slots to fill up extremely quickly!]]> GENERAL QUESTIONS


When does the new GRE start?
When does registration for the new GRE begin?
How is the new GRE different from the current GRE?
Why was the GRE changed?


CONTENT AND FORMAT


What is on the new GRE?
What changes will be made to the verbal reasoning section of the new GRE?
What changes will be made to the quantitative reasoning section of the new GRE?
What changes will be made to the analytical writing section of the new GRE?
How long is the new GRE?
Are there going to be new question types on the new GRE?
Is the new GRE a computer-adaptive test (CAT)?
Is there a paper and pencil version of the new GRE?


SCORING


How is the new GRE scored?
How long does it take for GRE scores to come out?
What is a good score on the new GRE?
How long is the new GRE score valid?


PRACTICE AND PREPARATION


Where can I find practice/preparation material and practice tests for the new GRE?
Where can I find a computerized practice test for the new GRE?
Where can I find professional GRE prep courses?


OTHER


Should I take the new GRE or the current GRE?
Is the new GRE easier or harder than the current GRE?
When is the last day to take the current GRE?
Where can I find a convenient chart that compares the new GRE to the current GRE?




When does the new GRE start?
The ETS will begin using the new, revised GRE on August 1, 2011.




When does registration for the new GRE begin?
The ETS will open registration for the new GRE on March 15, 2011.




How is the new GRE different from the current GRE?
The primary changes to the GRE will be in question type and length. Content-wise, the material on the new GRE is basically the same as the material on the current GRE. Here is a link to a chart detailing the differences between the current and new GREs. For more detailed information on changes, see the questions below about changes to each section.




Why was the GRE changed?
According to the ETS, the GRE was revised in order to more accurately reflect the kind of thinking that students will perform in graduate and business school. Additionally, the GRE was revised in order to improve the test-taking experience.




What is on the new GRE?
Content-wise, the new GRE is basically identical to the current GRE. There are three sections:
1) Analytical Writing
2) Verbal Reasoning
3) Quantitative Reasoning
For more information about the specifics of each of these sections, visit our new GRE section.




What changes will be made to the verbal reasoning section of the new GRE?
The biggest change on the verbal section of the GRE is the removal of analogies and antonyms. There is a significantly decreased emphasis on vocabulary out of context.



There will be three new types of questions on the verbal section new GRE: sentence equivalence, multiple answer, and sentence highlighting. Sentence equivalence questions are like sentence completion, but will ask you to choose the two answer choices that give the sentence the same meaning. Multiple answerquestions will present you with a list of answer choices, and more than one may be correct — you must choose all the correct answers. Sentence highlighting questions will ask you to highlight the sentence in the passage that contains the correct answer, instead of choosing from a list of possible answers.

More generally, the verbal reasoning section on the new GRE will have a decreased focus on vocabulary and a more increased focus on “higher-level cognitive thinking,” which is basically critical reading.


What changes will be made to the quantitative reasoning section of the new GRE?
There will be two new types of questions on the math section new GRE: multiple answer and numeric entry. Multiple answer questions will present you with a list of answer choices, and more than one may be correct — you must choose all the correct answers. Numeric entry questions will present you with a box in which you must type the numeric answer to the question, rather than choosing from a list of answer choices.



More generally, the quantitative reasoning section of the new GRE will focus more on data interpretation and problems involving “real-life scenarios.”

Additionally, the new GRE will have an on-screen calculator for use on the math section. The calculator will be a basic four-function (and square root) calculator.


What changes will be made to the analytical writing section of the new GRE?
There are only two changes being made to the writing section of the new GRE. First, the “analyze issue” essay will only be 30 minutes instead of 45 minutes. Second, the “analyze issue” essay will have only one prompt instead of two.




How long is the new GRE?
The new GRE will be longer than the current GRE. Currently, the GRE takes approximately 3 hours to complete; the new GRE will take approximately 4 hours to complete.




Are there going to be new question types on the new GRE?
Yes, see above questions.




Is the new GRE a computer-adaptive test (CAT)?
The new GRE will be a computerized exam, but it will not be a computer-adaptive test (CAT) like the current GRE is. The current CAT adapts to your skill level on a question-by-question basis, which is why you are not allowed to go back to change answers or skip questions on the current GRE. The new GRE will be computerized, but it is more like the traditional pencil-and-paper exams in that you will be allowed to skip questions or go back and change answers within a section. The new GRE will also adapt to your skill level, but on a section-by-section basis, not on a question-by-question basis.




Is there a paper and pencil version of the new GRE?
Yes. The paper version of the new GRE will be offered three times a year, but only for those who don’t have access to the computerized exam (mostly international students). It will be offered up to three times a year in October, November, and February.




How is the new GRE scored?
The verbal and quantitative sections of the new GRE will be scored on a scale of 130-170 in one-point increments (the current GRE is scored on a scale of 200-800 in ten-point increments). The writing section will still be scored on the same 0-6 scale.




How long does it take GRE scores to come out?
Unofficial GRE scores are available immediately after the exam is completed (it’s important to note that if you choose to view your unofficial scores, you may not cancel your exam). Official GRE scores are posted online approximately 15 days after your test and mailed approximately two weeks (10-15 days) later. For students taking the new GRE in August, September, or October, scores will not be available until mid to late-November.




What is a good score on the new GRE?
Ideally, the GRE distribution will likely be a general bell curve in which the majority of test takers score around 150 on the verbal and quantitative reasoning sections, so a “good” score would be in the upper 50%, about 150 or above. Additionally, it’s important to keep in mind that a “good” score always depends on what score you need to get into your desired program.




Where can I find practice/preparation materials and practice tests for the new GRE?
Currently, the ETS offers a practice book for the new (revised) GRE for download on their website.




Where can I find a computerized practice test for the new GRE?
The ETS has released POWERPREP II, which is a program that provides students with a free practice computerized exam. Additionally, the software also includes tips, question samples, and strategies. You can download POWERPREP II on the Testmasters website.




Where can I find professional GRE prep courses?
Testmasters has been offering professional exam preparation courses, including courses in GRE prep, since 1991. Testmasters has traditional classroom courses, 1-on-1 private courses, online courses, and general help/tutoring sessions in locations all over the United States. Visit Testmasters for more information.




Should I take the new GRE or the current GRE?
There is no easy answer to this question. It depends on your specific circumstances. If you need a score before August 1, 2011, then you obviously have no choice but to take the current exam. If you are thinking of graduate school but have not decided exactly when you want to go, then you could conceivably take both tests — GRE scores are valid for up to five years (possibly fewer depending on the college). See our post about whether you should take the new GRE or the current GRE for more information.




Is the new GRE easier or harder than the current GRE?
This is another question that has no easy answer. It depends on your strengths and weaknesses. Some people prefer analogies and antonyms; others may have poor vocabularies and perform better on reading comprehension. Some people may be great at interpreting data from graphs and charts; others may not. The best idea is to take practice tests for both exams (current GRE and new GRE) to see how you perform and analyze your performance.




When is the last day to take the current GRE?
Technically, the last day to take the current GRE is July 31, 2011. Be sure to check dates in your city — not all cities will be offering the test up to the very last day of July! If you need or want to take the current GRE, register quickly — expect the July slots to fill up extremely quickly!]]> http://forum.partodanesh.com/showthread.php?tid=1869 Sat, 17 Dec 2011 20:23:45 +0000 http://forum.partodanesh.com/showthread.php?tid=1869
In general, nearly all MBA program requires GMAT score. The PhD program in business school also accepts GRE score for admission though all of them also accept GMAT scores. If you take either of them, you do not need to take another one. However, if you find GRE is more easy for you, you can take it as a replace.

The full score for GRE is 2400, while the full score for GMAT is 800. Both tests have quantitative section, verbal section, and writing section. The differences between GRE and GMAT are as following table:
GRE[/align]
Quantitative Section (75 minutes)


• Word Problems
• Quantitative Comparison
Verbal Section (75 minutes)
[align=center]GMAT
Quantitative Section (45 minutes)
• Word Problems
• Data Sufficiency


Verbal Section (30 minutes)]]>
In general, nearly all MBA program requires GMAT score. The PhD program in business school also accepts GRE score for admission though all of them also accept GMAT scores. If you take either of them, you do not need to take another one. However, if you find GRE is more easy for you, you can take it as a replace.

The full score for GRE is 2400, while the full score for GMAT is 800. Both tests have quantitative section, verbal section, and writing section. The differences between GRE and GMAT are as following table:
GRE[/align]
Quantitative Section (75 minutes)


• Word Problems
• Quantitative Comparison
Verbal Section (75 minutes)
[align=center]GMAT
Quantitative Section (45 minutes)
• Word Problems
• Data Sufficiency


Verbal Section (30 minutes)]]> http://forum.partodanesh.com/showthread.php?tid=1868 Sat, 17 Dec 2011 20:18:46 +0000 http://forum.partodanesh.com/showthread.php?tid=1868
In order to capture more Indian students, several premier “B-schools”: worldwide are making things easier for applicants by selectively accepting Graduate Record Examination (GRE) scores in lieu of Graduate Management Admission Test (GMAT) scores.
Though the decision whether to admit students on the basis of GRE or GMAT score depends on each university, Educational Testing Service, which conducts the GRE exam, has stated on its website that more B-schools are diversifying the candidate pool for their MBA and graduate management programmes.
The site has clearly mentioned that GRE General Test is accepted for admission to masters and doctoral degree program and a rapidly increasing number of MBA program.
Now more and more business schools across the globe are accepting GRE scores, including some of the top-ranked in the world, such as Harvard, MIT Sloan, and Stanford.
This will give some ease to students seeking admission in MBA program abroad as they will just have to take only one test and then decide to opt for either for MS or MBA.
Speaking about this trend, Rashmi Gowda, director of CSquare Learning that trains students for GMAT told The Times of India, “Students should check which institute accepts GRE scores and for which program]]>
In order to capture more Indian students, several premier “B-schools”: worldwide are making things easier for applicants by selectively accepting Graduate Record Examination (GRE) scores in lieu of Graduate Management Admission Test (GMAT) scores.
Though the decision whether to admit students on the basis of GRE or GMAT score depends on each university, Educational Testing Service, which conducts the GRE exam, has stated on its website that more B-schools are diversifying the candidate pool for their MBA and graduate management programmes.
The site has clearly mentioned that GRE General Test is accepted for admission to masters and doctoral degree program and a rapidly increasing number of MBA program.
Now more and more business schools across the globe are accepting GRE scores, including some of the top-ranked in the world, such as Harvard, MIT Sloan, and Stanford.
This will give some ease to students seeking admission in MBA program abroad as they will just have to take only one test and then decide to opt for either for MS or MBA.
Speaking about this trend, Rashmi Gowda, director of CSquare Learning that trains students for GMAT told The Times of India, “Students should check which institute accepts GRE scores and for which program]]> http://forum.partodanesh.com/showthread.php?tid=1867 Sat, 17 Dec 2011 20:15:49 +0000 http://forum.partodanesh.com/showthread.php?tid=1867
1.In the late 1970’s and early 1980’s, the United States developed the reusable space shuttle ________to space cheaper and easier.
A. to make access
B and making access
C. which made accessible
D. and made accessible.

2. Genetically, the chimpanzee is more similar to humans _______.
A. are than any other animal
B. than is any other animal
C. any other animal is
D. and any other animal is

3._______more than 65,000 described species of protozoa, of which more than half are fossils.
A. Being that there are
B. There being
C. Are there
D. There are

4.The Sherman Antitrust Act of 1890 ___ nearly unanimously through the United States Congress.
A. passed
B. in passage
C. having passed
D. passing

5.Modern skyscrapers have a steel skeleton of beams and columns ___a three-dimensional grid.
A. forms
B. from which forming
C. and forming
D. that forms

6.The average level of United States prices grew very little from 1953 until the mid-1960’s when ____________.
A. did inflation begin
B. inflation began
C. the beginning of inflation
D. did the beginning of inflation

7.The basis premise behind all agricultural production is _____available the riches of the soil for human consumption.
A. to be made
B. the making
C. making is
D. to make

8.___to the united states House of Representatives in 1791, Nathaniel Macon remained in office until 1815.
A. Election
B. Why he was elected
C. Elected
D. Who was elected

9.________ of classical ballet in the united states began around 1830.
A. To teach
B. Is teaching
C. It was taught
D. The teaching

10.The universe is estimated ___between 10 billion and 20 billion years old.
A. being
B. to be
C. which is
D. is.

11. A situation in which an economic market is dominated by a ____ is known as a monopoly.
A. single of a product seller
B. product single of a seller
C. seller of a product single
D. single seller of a product

12.____ freshwater species of fish build nests of sticks, stones, or scooped-out sand..
A. As the many
B. Of the many
C. Many
D. Many of them are

13.Newspaper publishers in the united states have estimated ___________reads a newspaper every day.
A. nearly 80 percent of the adult population who
B. it is nearly 80 percent of the adult population
C. that nearly 80 percent of the adult population who
D. that nearly 80 percent of the adult population

14. The foundation of all other branches of mathematics is arithmetic, _ science of calculating with numbers.
A. is the
B. the
C. which the
D. because the

15.Nylon was ___the human-made fibers.
A. the first of which
B. what the first of
C. it the first of
D. the first of


16.The male cicada sound is made by specialized structures on the abdomen and which apparently severs to attract females.



17.Televisions are now an everyday feature of most households in the United States, and television viewing is the number one activity leisure.



18.Bacteria are one of the most abundant life forms on Earth, growing on and inside another living things, in every type of environment.



19.Fluorine is a greenish gas too active that even water and glass burn in it.



20.In general, novels are thought of extended works of prose fiction depicting the inner and outer lives of their characters.



21.Metabolism is the inclusive term for the chemical reactions by which the cells of an organism transforms energy, maintain their identity, and reproduce.



22.Although most petroleum is produced from underground reservoirs, petroleum occurs in a varieties of forms at the surface.



23.A musical organ can have pipes of two kinds: flue pipes that work like a flute and reed pipes that operate on same principle as a clarinet.



24.The Land Ordinance of 1784 divided the western lands belonging to the United States into territories, each to be govern temporarily by its settlers.



25.If there is too much pituitary hormone of too few insulin, the amount of sugar in the blood rises abnormally, producing a condition called hyperglycemia.



26.The care of children during their years of relative helplessness appears to have being the chief incentive for the evolution of family structures.



27.It was not until the 1920’s that pollution came to be viewed by many as a threat to the health of live on Earth.



28.Platelets are tiny blood cells that help transport hormones and other chemicals throughout the body, and it play a key role in clotting blood.



29. Until the twentieth century, pendulum clocks were calibrated against the rotation of earth by taking astronomically measurements.



30.The rapid growth of the world’s population over the past 100 years have led

to a great increase in the acreage of land under cultivation.



31.In the eighteenth century, the Pawnees, descendants of the Nebraska culture, lived in

villages sizeable on the Loup and Platte rivers in central Nebraska.



32.The attraction of opposite charges is one of the force that keep electrons in orbit around of nucleus of an atom.



33.Of every the major traditions of wood carving, the one that is closest in structure to the tree is the crest pole made by the Native Americans of the Northwest coast.



34.Many of the fine-grained varieties of sedimentary rocks known as shales yield oil

when distilled by hot.



35.In 1820 there were only 65 daily newspapers in the united states, which total daily circulation of perhaps 100,000.



36.The Milky Way galaxy includes the Sun, its planets, and rest of the solar system, along with billions of stars and other objects.



37.Some of sharpshooter Annie Oakley’s exploits with a gun are almost unbelievable when

it comes to accuracy, speed of firing ,and endure.



38.Evidence from ancient fossils indicates the scorpion may had been among the first land animals.



39.Jetties, piers designed to aid in marine navigation, are constructed primary of wood, stone, concrete, or combinations of these materials.]]>
1.In the late 1970’s and early 1980’s, the United States developed the reusable space shuttle ________to space cheaper and easier.
A. to make access
B and making access
C. which made accessible
D. and made accessible.

2. Genetically, the chimpanzee is more similar to humans _______.
A. are than any other animal
B. than is any other animal
C. any other animal is
D. and any other animal is

3._______more than 65,000 described species of protozoa, of which more than half are fossils.
A. Being that there are
B. There being
C. Are there
D. There are

4.The Sherman Antitrust Act of 1890 ___ nearly unanimously through the United States Congress.
A. passed
B. in passage
C. having passed
D. passing

5.Modern skyscrapers have a steel skeleton of beams and columns ___a three-dimensional grid.
A. forms
B. from which forming
C. and forming
D. that forms

6.The average level of United States prices grew very little from 1953 until the mid-1960’s when ____________.
A. did inflation begin
B. inflation began
C. the beginning of inflation
D. did the beginning of inflation

7.The basis premise behind all agricultural production is _____available the riches of the soil for human consumption.
A. to be made
B. the making
C. making is
D. to make

8.___to the united states House of Representatives in 1791, Nathaniel Macon remained in office until 1815.
A. Election
B. Why he was elected
C. Elected
D. Who was elected

9.________ of classical ballet in the united states began around 1830.
A. To teach
B. Is teaching
C. It was taught
D. The teaching

10.The universe is estimated ___between 10 billion and 20 billion years old.
A. being
B. to be
C. which is
D. is.

11. A situation in which an economic market is dominated by a ____ is known as a monopoly.
A. single of a product seller
B. product single of a seller
C. seller of a product single
D. single seller of a product

12.____ freshwater species of fish build nests of sticks, stones, or scooped-out sand..
A. As the many
B. Of the many
C. Many
D. Many of them are

13.Newspaper publishers in the united states have estimated ___________reads a newspaper every day.
A. nearly 80 percent of the adult population who
B. it is nearly 80 percent of the adult population
C. that nearly 80 percent of the adult population who
D. that nearly 80 percent of the adult population

14. The foundation of all other branches of mathematics is arithmetic, _ science of calculating with numbers.
A. is the
B. the
C. which the
D. because the

15.Nylon was ___the human-made fibers.
A. the first of which
B. what the first of
C. it the first of
D. the first of


16.The male cicada sound is made by specialized structures on the abdomen and which apparently severs to attract females.



17.Televisions are now an everyday feature of most households in the United States, and television viewing is the number one activity leisure.



18.Bacteria are one of the most abundant life forms on Earth, growing on and inside another living things, in every type of environment.



19.Fluorine is a greenish gas too active that even water and glass burn in it.



20.In general, novels are thought of extended works of prose fiction depicting the inner and outer lives of their characters.



21.Metabolism is the inclusive term for the chemical reactions by which the cells of an organism transforms energy, maintain their identity, and reproduce.



22.Although most petroleum is produced from underground reservoirs, petroleum occurs in a varieties of forms at the surface.



23.A musical organ can have pipes of two kinds: flue pipes that work like a flute and reed pipes that operate on same principle as a clarinet.



24.The Land Ordinance of 1784 divided the western lands belonging to the United States into territories, each to be govern temporarily by its settlers.



25.If there is too much pituitary hormone of too few insulin, the amount of sugar in the blood rises abnormally, producing a condition called hyperglycemia.



26.The care of children during their years of relative helplessness appears to have being the chief incentive for the evolution of family structures.



27.It was not until the 1920’s that pollution came to be viewed by many as a threat to the health of live on Earth.



28.Platelets are tiny blood cells that help transport hormones and other chemicals throughout the body, and it play a key role in clotting blood.



29. Until the twentieth century, pendulum clocks were calibrated against the rotation of earth by taking astronomically measurements.



30.The rapid growth of the world’s population over the past 100 years have led

to a great increase in the acreage of land under cultivation.



31.In the eighteenth century, the Pawnees, descendants of the Nebraska culture, lived in

villages sizeable on the Loup and Platte rivers in central Nebraska.



32.The attraction of opposite charges is one of the force that keep electrons in orbit around of nucleus of an atom.



33.Of every the major traditions of wood carving, the one that is closest in structure to the tree is the crest pole made by the Native Americans of the Northwest coast.



34.Many of the fine-grained varieties of sedimentary rocks known as shales yield oil

when distilled by hot.



35.In 1820 there were only 65 daily newspapers in the united states, which total daily circulation of perhaps 100,000.



36.The Milky Way galaxy includes the Sun, its planets, and rest of the solar system, along with billions of stars and other objects.



37.Some of sharpshooter Annie Oakley’s exploits with a gun are almost unbelievable when

it comes to accuracy, speed of firing ,and endure.



38.Evidence from ancient fossils indicates the scorpion may had been among the first land animals.



39.Jetties, piers designed to aid in marine navigation, are constructed primary of wood, stone, concrete, or combinations of these materials.]]> http://forum.partodanesh.com/showthread.php?tid=1866 Sat, 17 Dec 2011 20:14:36 +0000 http://forum.partodanesh.com/showthread.php?tid=1866 offensive language and behavior. In other countries, there is little or no censorship.

In your view, to what extent should government or any other group be able to
censor television or radio programs? Explain, giving relevant reasons and/or
examples to support your position.

The extent to which the broadcast media should be censored for offensive language and behavior involves a conflict between our right of free speech and the duty of the government to protect its citizenry from potential harm. In my view, our societal interest in preventing the harm that exposure to obscenity produces takes precedence over the rights of individuals to broadcast this type of content.

First of all, I believe that exposure to obscene and offensive language and behavior does indeed cause similar behavior on the part of those who are exposed to it. Although we may not have conclusive scientific evidence of a cause-effect relationship, ample anecdotal evidence establishes a significant correlation. Moreover, both common sense and our experiences with children inform us that people tend to mimic the language and behavior they are exposed to.

Secondly, I believe that obscene and offensive behavior is indeed harmful to a society. The harm it produces is, in my view, both palpable and profound. For the individual, it has a debasing impact on vital human relationships; for the society, it promotes a tendency toward immoral and antisocial behavior. Both outcomes, in turn, tear apart the social fabric that holds a society together.

Those who advocate unbridled individual expression might point out that the right of free speech is intrinsic to a democracy and necessary to its survival. Even so, this right is not absolute, nor is it the most critical element. In my assessment, the interests served by restricting obscenity in broadcast media are, on balance, more crucial to the survival of a society. Advocates of free expression might also point out difficulties in defining “obscene” or “offensive” language or behavior. But in my view, however difficult it may be to agree on standards, the effort is worthwhile.

In sum, it is in our best interest as a society for the government to censor broadcast media for obscene and offensive language and behavior. Exposure to such media content tends to harm society and its citizenry in ways that are worth preventing, even in light of the resulting infringement of our right of free expression]]> offensive language and behavior. In other countries, there is little or no censorship.

In your view, to what extent should government or any other group be able to
censor television or radio programs? Explain, giving relevant reasons and/or
examples to support your position.

The extent to which the broadcast media should be censored for offensive language and behavior involves a conflict between our right of free speech and the duty of the government to protect its citizenry from potential harm. In my view, our societal interest in preventing the harm that exposure to obscenity produces takes precedence over the rights of individuals to broadcast this type of content.

First of all, I believe that exposure to obscene and offensive language and behavior does indeed cause similar behavior on the part of those who are exposed to it. Although we may not have conclusive scientific evidence of a cause-effect relationship, ample anecdotal evidence establishes a significant correlation. Moreover, both common sense and our experiences with children inform us that people tend to mimic the language and behavior they are exposed to.

Secondly, I believe that obscene and offensive behavior is indeed harmful to a society. The harm it produces is, in my view, both palpable and profound. For the individual, it has a debasing impact on vital human relationships; for the society, it promotes a tendency toward immoral and antisocial behavior. Both outcomes, in turn, tear apart the social fabric that holds a society together.

Those who advocate unbridled individual expression might point out that the right of free speech is intrinsic to a democracy and necessary to its survival. Even so, this right is not absolute, nor is it the most critical element. In my assessment, the interests served by restricting obscenity in broadcast media are, on balance, more crucial to the survival of a society. Advocates of free expression might also point out difficulties in defining “obscene” or “offensive” language or behavior. But in my view, however difficult it may be to agree on standards, the effort is worthwhile.

In sum, it is in our best interest as a society for the government to censor broadcast media for obscene and offensive language and behavior. Exposure to such media content tends to harm society and its citizenry in ways that are worth preventing, even in light of the resulting infringement of our right of free expression]]> http://forum.partodanesh.com/showthread.php?tid=1865 Sat, 17 Dec 2011 20:14:07 +0000 http://forum.partodanesh.com/showthread.php?tid=1865
“Laboratory studies show that Saluda Natural Spring Water contains several of the
minerals necessary for good health and that it is completely free of bacteria.
Residents of Saluda, the small town where the water is bottled, are hospitalized less
frequently than the national average. Even though Saluda Natural Spring Water
may seem expensive, drinking it instead of tap water is a wise investment in good
health.”

Discuss how well reasoned... etc.

Sample essay 1:

The argument that drinking Saluda Natural Spring Water instead of tap water is a wise investment in good health is not entirely logically convincing, since it lacks certain supporting factors.

Firstly, the argument assumes that Saluda Natural Spring Water is the major reason why residents of Saluda are less frequently hospitalized than the national average. However, there is little evidence that this water is the only difference between this place and the rest of the country. And the reason why people in other places are more hospitalized are numerous and varied. There are so many other factors that would bring people in other places to hospitals, such as accidents, food contamination, illnesses, etc.

Secondly, the argument also assumes that the minerals in Saluda National Spring Water are the key minerals for the good health of the residents of Saluda. However, this may not be true. We need not only minerals to keep good heath but also various vitamins. Besides, our body needs more minerals than those contained in Saluda Natural Spring Water.

Finally, even if the Saluda water is the major reason why the residents of Saluda are less hospitalized, the argument still omits the fact that there is more than one way to keep drinking water free from bacteria. For instance, the most common practice is to boil water up to 100 degree Celsius and keep it at that degree for more than 5 minutes. Therefore drinking Saluda water to keep good health is not the only alternative.

Thus, the argument is not completely sound. The evidence in support of the conclusion that the Saluda residents are less hospitalized does little to prove the conclusion that drinking Saluda Natural Spring Water is a wise investment in good health since it omits the assumptions I have just raised. The argument might have been strengthened by making it plain that Saluda Natural Spring Water is the major reason why the residents of Saluda are less hospitalized, that the water contains all the major minerals essential for the human body, and that there is no other way to keep water from bacteria.

Sample essay 2:

In this argument the author concludes that drinking Saluda Natural Spring Water (SNSW) is preferable to drinking tap water. Three reasons are offered in support of this conclusion: SNSW contains several of the minerals necessary for good health, it is completely tree of bacteria, and residents of Saluda—the town where it is bottled—are hospitalized less frequently than the national average. This argument is unconvincing because it relies on a variety of dubious assumptions.

The first questionable assumption underlying this argument that tap water does not contain the minerals in question and is not completely free of bacteria. This assumption is not supported in the argument. If tap water is found to contain the same minerals and to be free of bacteria, the author’s conclusion is substantially undermined.

A second assumption of the argument is that the water residents of Saluda drink is the same as SNSW. Lacking evidence to the contrary, it is possible that Saluda is not the source of the bottled water but is merely the place where SNSW is bottled. No evidence is offered in the argument to dispute this possibility.

Finally, it is assumed without argument that the reason residents are hospitalized less frequently than the national average is that they drink SNSW. Again, no evidence is offered to support this assumption. Perhaps the residents are hospitalized less frequently because they are younger than the national average, because they are all vegetarians, or because they exercise daily. That is, there might be other reasons than the one cited to account for this disparity.

In conclusion, this is an unconvincing argument. To strengthen the conclusion that SNSW is more healthful than tap water, the author must provide evidence that tap water contains harmful bacteria not found in SNSW. Moreover, the author must demonstrate that the residents of Saluda regularly drink the same water as SNSW and that this is why they are hospitalized less frequently than the national average.]]>
“Laboratory studies show that Saluda Natural Spring Water contains several of the
minerals necessary for good health and that it is completely free of bacteria.
Residents of Saluda, the small town where the water is bottled, are hospitalized less
frequently than the national average. Even though Saluda Natural Spring Water
may seem expensive, drinking it instead of tap water is a wise investment in good
health.”

Discuss how well reasoned... etc.

Sample essay 1:

The argument that drinking Saluda Natural Spring Water instead of tap water is a wise investment in good health is not entirely logically convincing, since it lacks certain supporting factors.

Firstly, the argument assumes that Saluda Natural Spring Water is the major reason why residents of Saluda are less frequently hospitalized than the national average. However, there is little evidence that this water is the only difference between this place and the rest of the country. And the reason why people in other places are more hospitalized are numerous and varied. There are so many other factors that would bring people in other places to hospitals, such as accidents, food contamination, illnesses, etc.

Secondly, the argument also assumes that the minerals in Saluda National Spring Water are the key minerals for the good health of the residents of Saluda. However, this may not be true. We need not only minerals to keep good heath but also various vitamins. Besides, our body needs more minerals than those contained in Saluda Natural Spring Water.

Finally, even if the Saluda water is the major reason why the residents of Saluda are less hospitalized, the argument still omits the fact that there is more than one way to keep drinking water free from bacteria. For instance, the most common practice is to boil water up to 100 degree Celsius and keep it at that degree for more than 5 minutes. Therefore drinking Saluda water to keep good health is not the only alternative.

Thus, the argument is not completely sound. The evidence in support of the conclusion that the Saluda residents are less hospitalized does little to prove the conclusion that drinking Saluda Natural Spring Water is a wise investment in good health since it omits the assumptions I have just raised. The argument might have been strengthened by making it plain that Saluda Natural Spring Water is the major reason why the residents of Saluda are less hospitalized, that the water contains all the major minerals essential for the human body, and that there is no other way to keep water from bacteria.

Sample essay 2:

In this argument the author concludes that drinking Saluda Natural Spring Water (SNSW) is preferable to drinking tap water. Three reasons are offered in support of this conclusion: SNSW contains several of the minerals necessary for good health, it is completely tree of bacteria, and residents of Saluda—the town where it is bottled—are hospitalized less frequently than the national average. This argument is unconvincing because it relies on a variety of dubious assumptions.

The first questionable assumption underlying this argument that tap water does not contain the minerals in question and is not completely free of bacteria. This assumption is not supported in the argument. If tap water is found to contain the same minerals and to be free of bacteria, the author’s conclusion is substantially undermined.

A second assumption of the argument is that the water residents of Saluda drink is the same as SNSW. Lacking evidence to the contrary, it is possible that Saluda is not the source of the bottled water but is merely the place where SNSW is bottled. No evidence is offered in the argument to dispute this possibility.

Finally, it is assumed without argument that the reason residents are hospitalized less frequently than the national average is that they drink SNSW. Again, no evidence is offered to support this assumption. Perhaps the residents are hospitalized less frequently because they are younger than the national average, because they are all vegetarians, or because they exercise daily. That is, there might be other reasons than the one cited to account for this disparity.

In conclusion, this is an unconvincing argument. To strengthen the conclusion that SNSW is more healthful than tap water, the author must provide evidence that tap water contains harmful bacteria not found in SNSW. Moreover, the author must demonstrate that the residents of Saluda regularly drink the same water as SNSW and that this is why they are hospitalized less frequently than the national average.]]> http://forum.partodanesh.com/showthread.php?tid=1864 Sat, 17 Dec 2011 20:13:23 +0000 http://forum.partodanesh.com/showthread.php?tid=1864


When I was a child I had many cuddly and wind-up toys among which I really loved a teddy bear which was a birthday gift from my father. I had chosen Bernard as a name for it. It was brown with a black nose and pretty big for me those days and of course very fluffy! Bernard was so dear to me first because it was from my dad and It always reminded me of him and second because Bernard was my best toy and other children couldn’t afford buying a big teddy bear like that! By the way Bernard was a real friend and he always listened to me without any complaints and I used to take him with me to bed and put him to sleep .

I had Bernard for several years but unfortunately when we had to move ,because my father was relocated, I lost him forever and couldn’t find him.]]>


When I was a child I had many cuddly and wind-up toys among which I really loved a teddy bear which was a birthday gift from my father. I had chosen Bernard as a name for it. It was brown with a black nose and pretty big for me those days and of course very fluffy! Bernard was so dear to me first because it was from my dad and It always reminded me of him and second because Bernard was my best toy and other children couldn’t afford buying a big teddy bear like that! By the way Bernard was a real friend and he always listened to me without any complaints and I used to take him with me to bed and put him to sleep .

I had Bernard for several years but unfortunately when we had to move ,because my father was relocated, I lost him forever and couldn’t find him.]]> http://forum.partodanesh.com/showthread.php?tid=1863 Sat, 17 Dec 2011 20:12:56 +0000 http://forum.partodanesh.com/showthread.php?tid=1863 that computers have made life more complex and stressful. What is your opinion? Use specific
reasons and examples to support your answer.

Nowadays some may hold the opinion that computers have made life easier and more convenient,
but others have a negative attitude; they say that computers have made life more complex and
stressful. As far as I am concerned, I agree that computers have brought more advantages than
disadvantages to our life. My arguments for this point are listed as follows.
One of the primary causes is that computers have improved the quality of life in our society. They
have brought to us more conveniences than ever before: whether we book a plane ticket, arrange
a travel to foreign countries, or hook up a telephone line, with the help of computers and modern
technologies, they can be done in a few minutes by simply a phone call or a few key strokes; we
will not have to run from one place to another, and wait for thousands of years before we can get
the services we want.
There is a further more subtle point we must consider. Because computers can make use of more
personal details about people, companies can provide customers with more individualized service
than before. Take booking for a plane ticket for example, as soon as the operator input our name
and telephone number into the computer, the system can retrieve our information from the
database, and it will analyze our previous traveling patterns and habits, and decide the best fair,
airline, traveling time and seating for us. The computer can also arrange accommodations after we
arrive at the destination. All these can be done in just a few seconds.
What is more, computers give people more convenient access to useful information and services.
Nowadays computers and internet is ubiquitous in every corner of our world. We use computers
in libraries and public agencies to check up for useful information and the books we need.
Furthermore we access internet or CD-Rom to get whatever information we want. Before
traveling to a new place, we can check on the computer what the place looks like, what spots are
must-sees, and how we can get there. We can get information from the internet on how to get a
drivers license, how to write an article on a topic, and even take simulation tests on a specific
subject. The computer is such a great learning and information tool!
Recognizing the fact that computer is so indispensable to our daily life, we can safely conclude
that computers have made life easier and more convenient for us.]]> that computers have made life more complex and stressful. What is your opinion? Use specific
reasons and examples to support your answer.

Nowadays some may hold the opinion that computers have made life easier and more convenient,
but others have a negative attitude; they say that computers have made life more complex and
stressful. As far as I am concerned, I agree that computers have brought more advantages than
disadvantages to our life. My arguments for this point are listed as follows.
One of the primary causes is that computers have improved the quality of life in our society. They
have brought to us more conveniences than ever before: whether we book a plane ticket, arrange
a travel to foreign countries, or hook up a telephone line, with the help of computers and modern
technologies, they can be done in a few minutes by simply a phone call or a few key strokes; we
will not have to run from one place to another, and wait for thousands of years before we can get
the services we want.
There is a further more subtle point we must consider. Because computers can make use of more
personal details about people, companies can provide customers with more individualized service
than before. Take booking for a plane ticket for example, as soon as the operator input our name
and telephone number into the computer, the system can retrieve our information from the
database, and it will analyze our previous traveling patterns and habits, and decide the best fair,
airline, traveling time and seating for us. The computer can also arrange accommodations after we
arrive at the destination. All these can be done in just a few seconds.
What is more, computers give people more convenient access to useful information and services.
Nowadays computers and internet is ubiquitous in every corner of our world. We use computers
in libraries and public agencies to check up for useful information and the books we need.
Furthermore we access internet or CD-Rom to get whatever information we want. Before
traveling to a new place, we can check on the computer what the place looks like, what spots are
must-sees, and how we can get there. We can get information from the internet on how to get a
drivers license, how to write an article on a topic, and even take simulation tests on a specific
subject. The computer is such a great learning and information tool!
Recognizing the fact that computer is so indispensable to our daily life, we can safely conclude
that computers have made life easier and more convenient for us.]]> http://forum.partodanesh.com/showthread.php?tid=1862 Sat, 17 Dec 2011 20:12:27 +0000 http://forum.partodanesh.com/showthread.php?tid=1862 Use specific reasons and examples to support your answer.

Nowadays, wherever we turn our gaze, we can see different types of food that are easier to
prepare. For instance, we can buy frozen foods in a supermarket and just prepare it in a couple of
minutes, whereas before it could have taken us maybe hours to prepare this kind of meals. I would
accept that this so-called improvement has changed our lives, but I believe that there are some
drawbacks as well.
It is true that these kinds of food do not involve hard work to prepare, but food that is easy to
prepare generally has some artificial ingredients mixed in it that makes it "easy-to-cook". If we
take time to read the ingredients, we would definitely come across words like preservatives or
artificial flavorings. It was just a couple of days ago that I came across a newspaper article which
stated that someone was poisoned because he ate this type of food. He was hospitalized for
almost a month.
Not having to cook has also taken the fun out of cooking. Cooking is an art, but in today's world,
this is no more true. People are so busy with their work that they just rely on this simple foods.
The invention and production of this foods have made people lazy not only for cooking but also
for a well family get-together. It was not like former times when families would sit together and
eat freshly baked food. Instead, they are getting these artificial things with minimal nutrients in
them.
Cooking in the yesteryears was much better than today's. People would spend more time in the
kitchen, preparing the food in the way that they liked it. This brought families closer together and
also contributed to the high quality and nutrition of the food. Granted, people are busier
nowadays and do not have as much time as they did in the past, but I believe that people have forgotten the importance of healthy, fresh food and of the time a family spends together
preparing the food. So,I would say that having food that is easy to prepare has had many
disadvantages.]]> Use specific reasons and examples to support your answer.

Nowadays, wherever we turn our gaze, we can see different types of food that are easier to
prepare. For instance, we can buy frozen foods in a supermarket and just prepare it in a couple of
minutes, whereas before it could have taken us maybe hours to prepare this kind of meals. I would
accept that this so-called improvement has changed our lives, but I believe that there are some
drawbacks as well.
It is true that these kinds of food do not involve hard work to prepare, but food that is easy to
prepare generally has some artificial ingredients mixed in it that makes it "easy-to-cook". If we
take time to read the ingredients, we would definitely come across words like preservatives or
artificial flavorings. It was just a couple of days ago that I came across a newspaper article which
stated that someone was poisoned because he ate this type of food. He was hospitalized for
almost a month.
Not having to cook has also taken the fun out of cooking. Cooking is an art, but in today's world,
this is no more true. People are so busy with their work that they just rely on this simple foods.
The invention and production of this foods have made people lazy not only for cooking but also
for a well family get-together. It was not like former times when families would sit together and
eat freshly baked food. Instead, they are getting these artificial things with minimal nutrients in
them.
Cooking in the yesteryears was much better than today's. People would spend more time in the
kitchen, preparing the food in the way that they liked it. This brought families closer together and
also contributed to the high quality and nutrition of the food. Granted, people are busier
nowadays and do not have as much time as they did in the past, but I believe that people have forgotten the importance of healthy, fresh food and of the time a family spends together
preparing the food. So,I would say that having food that is easy to prepare has had many
disadvantages.]]> http://forum.partodanesh.com/showthread.php?tid=1861 Sat, 17 Dec 2011 20:11:19 +0000 http://forum.partodanesh.com/showthread.php?tid=1861

One easy way to write a well-organized essay is to begin with a clear introduction and conclude with a clear conclusion. For example, the paragraph above offers a clear introduction to this essay, noting that organization is a key component of a well-written essay and inviting the reader to look at the subsequent paragraphs like this one for tips on how to write a well-organized essay. With a clear introduction and, as you’ll see below, a clear conclusion, it becomes easy for the grader to follow your essay and to provide you with a high s core.

Another effective way to make certain that your essay is well-organized is to use structural cues in your writing, such as “also” and “furthermore” to show that you are adding support to a point, or “however” and “conversely” to show that you are changing directions. One example of that is the word “another” at the beginning of this paragraph, which clearly demonstrates to you that this paragraph will add one more method for organized writing to the paragraph above, which was clearly opened with the phrase “one easy way”. By including these transitions, you can clearly show the reader what will happen in each paragraph, making the essay easy to process and understand.

A third method for writing an effective essay is to use the last sentence of each paragraph to tie that paragraph’s significance back to your main point. As you will see in the next sentence, we will accomplish that by showing how this tip directly relates to the main point of writing a well-organized essay. When each paragraph directly relates back to the thesis statement of the essay, the reader is constantly reminded of that main point, and will accordingly be impressed by the organization of your essay.

Some may argue that this method sucks much of the creativity out of one’s writing and can lead to a bland, formulaic style. Admittedly, you are likely to find today’s “how to write an effective AWA essay” blog post to be much less entertaining than previous posts, even if you kind of dig the concept of writing an AWA essay about AWA essay writing. However, remember that your job in the AWA is not to entertain the reader, but rather to demonstrate that you can write clearly and logically, and a formulaic approach to writing makes that very easy for the grader to immediately grasp. As a result, you will likely want to sacrifice a bit of creativity in favor of organization, saving your brainpower and energy for the multiple choice questions that follow and that create your scale-of-800 score.

In conclusion, it is critical for AWA authors to write clear, well-organized essays in order to achieve high scores on this section and to save their energy for the remainder of the test. This can efficiently be done by writing clear introductions and conclusions, using structural language to show the reader the purpose of each paragraph, and tying each individual paragraph to the overall main point. Make these items a focus of your writing on test day and you will quickly and efficiently guarantee yourself a high AWA score and be ready to move on to the rest of the test.]]>

One easy way to write a well-organized essay is to begin with a clear introduction and conclude with a clear conclusion. For example, the paragraph above offers a clear introduction to this essay, noting that organization is a key component of a well-written essay and inviting the reader to look at the subsequent paragraphs like this one for tips on how to write a well-organized essay. With a clear introduction and, as you’ll see below, a clear conclusion, it becomes easy for the grader to follow your essay and to provide you with a high s core.

Another effective way to make certain that your essay is well-organized is to use structural cues in your writing, such as “also” and “furthermore” to show that you are adding support to a point, or “however” and “conversely” to show that you are changing directions. One example of that is the word “another” at the beginning of this paragraph, which clearly demonstrates to you that this paragraph will add one more method for organized writing to the paragraph above, which was clearly opened with the phrase “one easy way”. By including these transitions, you can clearly show the reader what will happen in each paragraph, making the essay easy to process and understand.

A third method for writing an effective essay is to use the last sentence of each paragraph to tie that paragraph’s significance back to your main point. As you will see in the next sentence, we will accomplish that by showing how this tip directly relates to the main point of writing a well-organized essay. When each paragraph directly relates back to the thesis statement of the essay, the reader is constantly reminded of that main point, and will accordingly be impressed by the organization of your essay.

Some may argue that this method sucks much of the creativity out of one’s writing and can lead to a bland, formulaic style. Admittedly, you are likely to find today’s “how to write an effective AWA essay” blog post to be much less entertaining than previous posts, even if you kind of dig the concept of writing an AWA essay about AWA essay writing. However, remember that your job in the AWA is not to entertain the reader, but rather to demonstrate that you can write clearly and logically, and a formulaic approach to writing makes that very easy for the grader to immediately grasp. As a result, you will likely want to sacrifice a bit of creativity in favor of organization, saving your brainpower and energy for the multiple choice questions that follow and that create your scale-of-800 score.

In conclusion, it is critical for AWA authors to write clear, well-organized essays in order to achieve high scores on this section and to save their energy for the remainder of the test. This can efficiently be done by writing clear introductions and conclusions, using structural language to show the reader the purpose of each paragraph, and tying each individual paragraph to the overall main point. Make these items a focus of your writing on test day and you will quickly and efficiently guarantee yourself a high AWA score and be ready to move on to the rest of the test.]]> http://forum.partodanesh.com/showthread.php?tid=1860 Sat, 17 Dec 2011 20:10:16 +0000 http://forum.partodanesh.com/showthread.php?tid=1860
To start with the obvious, writing “well” means the difference between saying “writing good” and “writing well”–in other words, grammar. To be honest though, you could write a perfectly grammatical essay with concrete examples and clear focus, and it still might not cut it. Check out this atrocious example below (don’t worry, I’m not embarrassing a student–I wrote this):

Example 1: Lack of Sentence Variation

“The Industrial Revolution of the nineteenth century had both negative and positive consequences. The Industrial Revolution caused child labor and poor working conditions. The Industrial Revolution then led to reforms that amended these injustices.”

As you can see, I only wrote three sentences to spare you the agony of reading it. Clearly, this short paragraph is not written well. But, how can that be? The sentences are grammatical, the information is factual, the writing is clear, and the vocabulary is apt. The problem is sentence variation.

Varying sentence structure often comes naturally to many writers; after all, we certainly do not talk in the manner of the Industrial Revolution paragraph. In my example, each sentence begins with the same subject, “The Industrial Revolution,” and each sentence has the exact same subject-verb construction, which makes reading laborious and tiresome. If you notice that you tend to repeat sentence structures when you write, try getting used to inverting or rewording the sentence.

For example, look at these two sentences which have the same structure:

Example 2: Lack of Sentence Variation

“People rarely observe grammar rules when speaking because not all grammar rules are conducive to clear communication. People just say what they mean instead of carefully crafting sentences.”

Notice that, like our earlier example, the writing is unnecessarily repetitive. What options do we have for inverting the sentences?

Sentence 1: People rarely observe grammar rules when speaking because not all grammar rules are conducive to clear communication.

Inversion: Because not all grammar rules are conducive to clear communication, people rarely observe grammar rules when speaking.

Sentence 2: People just say what they mean instead of carefully crafting sentences.

Inversion: Instead of carefully crafting sentences, people just say what they mean.

To improve sentence variation, just change one of the sentences to its inversion.

Option 1: People rarely observe grammar rules when speaking because not all grammar rules are conducive to clear communication. Instead of carefully crafting sentences, people just say what they mean.

Option 2: Because not all grammar rules are conducive to clear communication, people rarely observe grammar rules when speaking. People just say what they mean instead of carefully crafting sentences.

Notice that both options sound significantly better than the original, though the exact same clauses are used. Sentence inversion is one very simple way to improve sentence variation. When you write or even when you read, try inverting the sentences to see what combinations you can come up with. Remember, trust your ear! If a certain phrasing sounds like an improvement, it probably is.]]>
To start with the obvious, writing “well” means the difference between saying “writing good” and “writing well”–in other words, grammar. To be honest though, you could write a perfectly grammatical essay with concrete examples and clear focus, and it still might not cut it. Check out this atrocious example below (don’t worry, I’m not embarrassing a student–I wrote this):

Example 1: Lack of Sentence Variation

“The Industrial Revolution of the nineteenth century had both negative and positive consequences. The Industrial Revolution caused child labor and poor working conditions. The Industrial Revolution then led to reforms that amended these injustices.”

As you can see, I only wrote three sentences to spare you the agony of reading it. Clearly, this short paragraph is not written well. But, how can that be? The sentences are grammatical, the information is factual, the writing is clear, and the vocabulary is apt. The problem is sentence variation.

Varying sentence structure often comes naturally to many writers; after all, we certainly do not talk in the manner of the Industrial Revolution paragraph. In my example, each sentence begins with the same subject, “The Industrial Revolution,” and each sentence has the exact same subject-verb construction, which makes reading laborious and tiresome. If you notice that you tend to repeat sentence structures when you write, try getting used to inverting or rewording the sentence.

For example, look at these two sentences which have the same structure:

Example 2: Lack of Sentence Variation

“People rarely observe grammar rules when speaking because not all grammar rules are conducive to clear communication. People just say what they mean instead of carefully crafting sentences.”

Notice that, like our earlier example, the writing is unnecessarily repetitive. What options do we have for inverting the sentences?

Sentence 1: People rarely observe grammar rules when speaking because not all grammar rules are conducive to clear communication.

Inversion: Because not all grammar rules are conducive to clear communication, people rarely observe grammar rules when speaking.

Sentence 2: People just say what they mean instead of carefully crafting sentences.

Inversion: Instead of carefully crafting sentences, people just say what they mean.

To improve sentence variation, just change one of the sentences to its inversion.

Option 1: People rarely observe grammar rules when speaking because not all grammar rules are conducive to clear communication. Instead of carefully crafting sentences, people just say what they mean.

Option 2: Because not all grammar rules are conducive to clear communication, people rarely observe grammar rules when speaking. People just say what they mean instead of carefully crafting sentences.

Notice that both options sound significantly better than the original, though the exact same clauses are used. Sentence inversion is one very simple way to improve sentence variation. When you write or even when you read, try inverting the sentences to see what combinations you can come up with. Remember, trust your ear! If a certain phrasing sounds like an improvement, it probably is.]]> http://forum.partodanesh.com/showthread.php?tid=1859 Sat, 17 Dec 2011 20:09:43 +0000 http://forum.partodanesh.com/showthread.php?tid=1859


یکی از مباحثی که برای اکثر ایرانیان نا آشنا میباشد بخش تفکر انتقادی و اصول اولیه منطق صوری است که پایه و اساس تجزیه و تحلیل استدلال در بخش نوشتاری آزمون های جی آر ای و جی مت میباشد.مقاله ای که پیش رو دارید نگاهی اجمالی و در عین حال مفید به اصول اولیه استدلال دارد و مطالعه آن جهت شرکت در آزمونهای استعداد تحصیلی الزامی است.

Zangeneh Training Center

http://www.ztc.ir





All rights reserved. No part of this work may be reproduced or stored in any form without the prior written consent of the publisher.







Logical reasoning questions (arguments) evaluate your ability to understand, analyze and criticize a presentation of facts and opinions to support a position. Some are presented as heated debates between two people, while others are formal presentations of positions. The arguments come from disparate sources, including formal journal articles in sociology, philosophy, science and the humanities. Many are taken from political speeches and the editorial page of newspapers, which are rife with strong opinions on nearly all world events and popular culture.



The argument section is difficult for most students, as many arguments are fallacious and the correct answers are false. The arguments are intended to test your ability to think logically, not to determine the truth. Your job is to identify the premise of the argument and to sift through the many obfuscation techniques of the test writers. The correct answer to the question is right in front of you: you just need to sift through the distractions to correctly identify it.



The questions test a variety of logical skills, including:



a) recognizing the point of an argument

b) detecting an argument's assumptions

c) drawing conclusions from evidence

d) identifying and applying principles to similar situations

e) detecting errors in reasoning

f) determining how additional evidence affects an argument or conclusion

g) making inferences from evidence

h) identify strengths and weaknesses in arguments

i) evaluating evidence

j) recognizing parallel reasoning



The arguments section of the test is highly timed and requires an exhaustive amount of reading. Few students will have the luxury of reading the question stem before reading the argument. Not only is this exhausting, it uses precious time and taxes your concentration. A better approach is to fully understand the construction of arguments and how answer-choices are constructed to obscure the correct answer. We will classify the major types of reasoning used in arguments and their associated fallacies. We will also explore the foundations of logic, which will help you answer the questions.





Logistics of the Arguments Section





On the GRE, Arguments are mixed in with Logic Games . The arguments vary in length and difficulty, meaning that some will take more time than others. We recommend that you determine quickly whether a question is easy or hard. Save the difficult ones for last, after you have racked up all the easy points in the section.



Basic Principles of Arguments





An argument will be any piece of text where the author presents a set of ideas or a point of view and then attempts to support it. Every argument on the test includes two parts:



a) a conclusion (the point the author wants to make)

b) the evidence (the support he offers for the conclusion)



Your job is to identify these parts of the argument correctly, despite the many obfuscation techniques used by the test writers. For each argument, you must:



a) understand the author's point

b) understand the question stem and what it asks

c) judge the argument's persuasiveness and flaws

d) correctly assess the scope of the argument



Your ability to quickly and accurately assess these factors will determines your success on the test. Nearly every question you face will relate back to the author's main point, conclusion, the strength/weakness of his argument and its scope.





Typical Questions





Despite the wide variety of arguments used on the test, there are essentially only eight types of questions that are asked. The following list provides a general description of each type. The remainder of this section provides a comprehensive method of attack for each.





1) Assumption Questions



An assumption bridges the gap between an argument's evidence and conclusion. The support may not be explicitly stated, but is required for the conclusion to remain valid. When a question asks you to find an author's assumption, it's asking you to find the statement without which the argument falls apart.



To determine if something is assumed by an author, use the denial technique. Simply deny or negate the statement and see if the argument falls apart. If it does, that choice is the correct assumption. If, on the other hand, the argument is unaffected, the choice is wrong.



Example: Amy plays the clarinet for the Kennedy High School band. Therefore, Amy must be an excellent student.



The second sentence is the conclusion, and the first sentence is the evidence that supports it. But the argument is incomplete. The missing piece is the assumption, the unstated link between the evidence and the conclusion. In this case, the assumption is that all band members at Kennedy High School are excellent students.



To test whether this really is an assumption necessary to the argument, we'll apply the denial technique. What if it's not true that all band members at Kennedy High School are excellent students? Can we still logically conclude that Amy must be an excellent student? No. It's possible that she is, but equally possible that she's not. By denying the statement, the argument falls apart, which is our conclusive proof that the statement above is a necessary assumption of this argument.



Here are some of the ways in which assumption questions are worded:



Which one of the following is assumed by the author?

Upon which one of the following assumptions does the author rely?

The argument depends on the assumption that. ..

Which one of the following, if added to the passage, will make the conclusion logical?

The validity of the argument depends on which one of the following?

The argument presupposes which one of the following?





2) Strengthen and Weaken Questions



You must use the argument's assumption to answer another common question type: strengthen-the-argument and weaken-the-argument questions.



An argument can be weakened by destroying a central piece of evidence or by attacking the validity of the author's assumptions. In contrast, an argument can be strengthened by providing additional support, by affirming the truth of an assumption or by presenting additional persuasive evidence.



Here are some of the ways in which strengthen/weaken the argument questions are worded:



Which one of the following, if true, would most weaken the argument?

Which one of the following, if true, would most strengthen the argument?

Which one of the following, if true, would most seriously damage the argument above?

Which one of the following, if true, casts the most doubt on the argument above?

Which one of the following, if true, is the most serious criticism of the argument above?

Which one of the following, if true, would provide the most support for the conclusion in the argument above?

The argument above would be more persuasive if which one of the following were found to be true?





3) Inference Questions



Inference questions require you to consider the statements as evidence and then draw a conclusion from them. A valid inference is something that must be true if the statements in the passage are true. It is an extension of the argument rather than a necessary part of it.



Example: Amy plays the clarinet for the Kennedy High School Band, despite the rule against participation by non-students.



Inference: Amy is not a student at Kennedy High School.



Unlike an assumption, an inference doesn't have to relate to the author's conclusion. An inference may simply be a piece of information derived from one or more pieces of evidence. The denial test works for inferences as well as for assumptions, as a valid inference always makes more sense than its opposite. If you deny or negate an answer choice, and it has little or no effect on the argument, chances are that choice is not inferable from the passage.



Inference questions probably have the most varied wording of all the Logical Reasoning question stems. Some are obvious, others are subtle, and still others may resemble other question types. Here's a quick rundown of the various forms that inference questions are likely to take on your test:



Which one of the following can be inferred from the argument above?

The author suggests that. ..

If all the statements above are true, which one of the following must also be true?

The author of the passage would most likely agree with which one of the following?

The passage provides the most support for which one of the following?

Which one of the following is probably the conclusion toward which the author is moving?



In working with inference questions, remember that a good inference stays in line with the gist of the passage, the author's tone and with the scope of the argument.





4) Flaw Questions



This question asks you to recognize what's wrong with an argument. Most critique the reasoning by pointing out a fallacy. Other flaw questions are more specific and attack the argument's reasoning.



Here are typical flaw questions:



Which one of the following contains a flaw that most closely parallels the flaw contained in the passage?

The speakers will not be able to settle their argument unless they

The conclusion above is unsound because

Which one of the following best identifies the flaw in the above argument?

In presenting her position the author does which one of the following?





5) Method of Argument Questions



Method-of-argument questions ask you to pick the choice that describes how the author

presents her case. To tackle these, you must be able to analyze the structure of an argument. If you can't identify the evidence and conclusion, you'll have difficulty describing how an argument works.



Most questions involve classic argumentative structures, such as "arguing from a small sample to a larger group," or "inferring a causal relationship from a correlation." The other type of method-of-argument question gives a description of the argument in much more specific terms. An

example of this might read, "The author presents his case in order to show that......"





6) Similar-Reasoning Questions



Similar-reasoning questions require you to identify the answer that contains the reasoning most similar to that in the stimulus. The key is to summarize the argument's overall form and match it to that of the correct choice. A good approach to these questions is to see if the argument can be symbolized algebraically, using Xs and Ys.



Example: All fish swim. This creature swims. Therefore, it must be a fish.



This (flawed) argument can be symbolized in the following way:



All X do Y. This does Y. Therefore, this must be an X.



If the stimulus can be symbolized this way, your job will be to search for the choice that can be symbolized in the same way. Your answer might look something like this:



Every mother (all X) loves singing (does Y). Jenny is singing (this does Y). So she must be a mother. (therefore, this must be an X).





7) Paradox Questions



When an argument contains two or more seemingly inconsistent statements, it presents a paradox. Most paradoxical arguments end with a contradiction. Another type of paradox has the argument build to a certain point, then change to the exact opposite of what you expect.



In a typical paradox question, you'll be asked either to find the choice that "explains the paradoxical result", "explains the inconsistent findings", or "resolves the apparent discrepancy." This will be the choice that reconciles the seemingly inconsistent statements in the argument while allowing them all to still be true.





8) Principle Questions



Principle questions ask you to apply a specific situation into a global generality (or vice versa). You may be given an argument and asked to find the principle that justifies the author's reasoning.



Possible question stems:



The author's position most closely conforms to which one of the following principles?

What principle best accounts for or justifies the author's position?

Which one of the following principles would justify Al's refusal to follow the author's recommendation



The correct answer to principle questions expresses the key concepts and contains the key terms that the other choices omit. Avoid choices that are beyond the scope of the argument. Most of the wrong choices contain principles that sound formal and look reasonable, but they don't address the author's main concern.]]>


یکی از مباحثی که برای اکثر ایرانیان نا آشنا میباشد بخش تفکر انتقادی و اصول اولیه منطق صوری است که پایه و اساس تجزیه و تحلیل استدلال در بخش نوشتاری آزمون های جی آر ای و جی مت میباشد.مقاله ای که پیش رو دارید نگاهی اجمالی و در عین حال مفید به اصول اولیه استدلال دارد و مطالعه آن جهت شرکت در آزمونهای استعداد تحصیلی الزامی است.

Zangeneh Training Center

http://www.ztc.ir





All rights reserved. No part of this work may be reproduced or stored in any form without the prior written consent of the publisher.







Logical reasoning questions (arguments) evaluate your ability to understand, analyze and criticize a presentation of facts and opinions to support a position. Some are presented as heated debates between two people, while others are formal presentations of positions. The arguments come from disparate sources, including formal journal articles in sociology, philosophy, science and the humanities. Many are taken from political speeches and the editorial page of newspapers, which are rife with strong opinions on nearly all world events and popular culture.



The argument section is difficult for most students, as many arguments are fallacious and the correct answers are false. The arguments are intended to test your ability to think logically, not to determine the truth. Your job is to identify the premise of the argument and to sift through the many obfuscation techniques of the test writers. The correct answer to the question is right in front of you: you just need to sift through the distractions to correctly identify it.



The questions test a variety of logical skills, including:



a) recognizing the point of an argument

b) detecting an argument's assumptions

c) drawing conclusions from evidence

d) identifying and applying principles to similar situations

e) detecting errors in reasoning

f) determining how additional evidence affects an argument or conclusion

g) making inferences from evidence

h) identify strengths and weaknesses in arguments

i) evaluating evidence

j) recognizing parallel reasoning



The arguments section of the test is highly timed and requires an exhaustive amount of reading. Few students will have the luxury of reading the question stem before reading the argument. Not only is this exhausting, it uses precious time and taxes your concentration. A better approach is to fully understand the construction of arguments and how answer-choices are constructed to obscure the correct answer. We will classify the major types of reasoning used in arguments and their associated fallacies. We will also explore the foundations of logic, which will help you answer the questions.





Logistics of the Arguments Section





On the GRE, Arguments are mixed in with Logic Games . The arguments vary in length and difficulty, meaning that some will take more time than others. We recommend that you determine quickly whether a question is easy or hard. Save the difficult ones for last, after you have racked up all the easy points in the section.



Basic Principles of Arguments





An argument will be any piece of text where the author presents a set of ideas or a point of view and then attempts to support it. Every argument on the test includes two parts:



a) a conclusion (the point the author wants to make)

b) the evidence (the support he offers for the conclusion)



Your job is to identify these parts of the argument correctly, despite the many obfuscation techniques used by the test writers. For each argument, you must:



a) understand the author's point

b) understand the question stem and what it asks

c) judge the argument's persuasiveness and flaws

d) correctly assess the scope of the argument



Your ability to quickly and accurately assess these factors will determines your success on the test. Nearly every question you face will relate back to the author's main point, conclusion, the strength/weakness of his argument and its scope.





Typical Questions





Despite the wide variety of arguments used on the test, there are essentially only eight types of questions that are asked. The following list provides a general description of each type. The remainder of this section provides a comprehensive method of attack for each.





1) Assumption Questions



An assumption bridges the gap between an argument's evidence and conclusion. The support may not be explicitly stated, but is required for the conclusion to remain valid. When a question asks you to find an author's assumption, it's asking you to find the statement without which the argument falls apart.



To determine if something is assumed by an author, use the denial technique. Simply deny or negate the statement and see if the argument falls apart. If it does, that choice is the correct assumption. If, on the other hand, the argument is unaffected, the choice is wrong.



Example: Amy plays the clarinet for the Kennedy High School band. Therefore, Amy must be an excellent student.



The second sentence is the conclusion, and the first sentence is the evidence that supports it. But the argument is incomplete. The missing piece is the assumption, the unstated link between the evidence and the conclusion. In this case, the assumption is that all band members at Kennedy High School are excellent students.



To test whether this really is an assumption necessary to the argument, we'll apply the denial technique. What if it's not true that all band members at Kennedy High School are excellent students? Can we still logically conclude that Amy must be an excellent student? No. It's possible that she is, but equally possible that she's not. By denying the statement, the argument falls apart, which is our conclusive proof that the statement above is a necessary assumption of this argument.



Here are some of the ways in which assumption questions are worded:



Which one of the following is assumed by the author?

Upon which one of the following assumptions does the author rely?

The argument depends on the assumption that. ..

Which one of the following, if added to the passage, will make the conclusion logical?

The validity of the argument depends on which one of the following?

The argument presupposes which one of the following?





2) Strengthen and Weaken Questions



You must use the argument's assumption to answer another common question type: strengthen-the-argument and weaken-the-argument questions.



An argument can be weakened by destroying a central piece of evidence or by attacking the validity of the author's assumptions. In contrast, an argument can be strengthened by providing additional support, by affirming the truth of an assumption or by presenting additional persuasive evidence.



Here are some of the ways in which strengthen/weaken the argument questions are worded:



Which one of the following, if true, would most weaken the argument?

Which one of the following, if true, would most strengthen the argument?

Which one of the following, if true, would most seriously damage the argument above?

Which one of the following, if true, casts the most doubt on the argument above?

Which one of the following, if true, is the most serious criticism of the argument above?

Which one of the following, if true, would provide the most support for the conclusion in the argument above?

The argument above would be more persuasive if which one of the following were found to be true?





3) Inference Questions



Inference questions require you to consider the statements as evidence and then draw a conclusion from them. A valid inference is something that must be true if the statements in the passage are true. It is an extension of the argument rather than a necessary part of it.



Example: Amy plays the clarinet for the Kennedy High School Band, despite the rule against participation by non-students.



Inference: Amy is not a student at Kennedy High School.



Unlike an assumption, an inference doesn't have to relate to the author's conclusion. An inference may simply be a piece of information derived from one or more pieces of evidence. The denial test works for inferences as well as for assumptions, as a valid inference always makes more sense than its opposite. If you deny or negate an answer choice, and it has little or no effect on the argument, chances are that choice is not inferable from the passage.



Inference questions probably have the most varied wording of all the Logical Reasoning question stems. Some are obvious, others are subtle, and still others may resemble other question types. Here's a quick rundown of the various forms that inference questions are likely to take on your test:



Which one of the following can be inferred from the argument above?

The author suggests that. ..

If all the statements above are true, which one of the following must also be true?

The author of the passage would most likely agree with which one of the following?

The passage provides the most support for which one of the following?

Which one of the following is probably the conclusion toward which the author is moving?



In working with inference questions, remember that a good inference stays in line with the gist of the passage, the author's tone and with the scope of the argument.





4) Flaw Questions



This question asks you to recognize what's wrong with an argument. Most critique the reasoning by pointing out a fallacy. Other flaw questions are more specific and attack the argument's reasoning.



Here are typical flaw questions:



Which one of the following contains a flaw that most closely parallels the flaw contained in the passage?

The speakers will not be able to settle their argument unless they

The conclusion above is unsound because

Which one of the following best identifies the flaw in the above argument?

In presenting her position the author does which one of the following?





5) Method of Argument Questions



Method-of-argument questions ask you to pick the choice that describes how the author

presents her case. To tackle these, you must be able to analyze the structure of an argument. If you can't identify the evidence and conclusion, you'll have difficulty describing how an argument works.



Most questions involve classic argumentative structures, such as "arguing from a small sample to a larger group," or "inferring a causal relationship from a correlation." The other type of method-of-argument question gives a description of the argument in much more specific terms. An

example of this might read, "The author presents his case in order to show that......"





6) Similar-Reasoning Questions



Similar-reasoning questions require you to identify the answer that contains the reasoning most similar to that in the stimulus. The key is to summarize the argument's overall form and match it to that of the correct choice. A good approach to these questions is to see if the argument can be symbolized algebraically, using Xs and Ys.



Example: All fish swim. This creature swims. Therefore, it must be a fish.



This (flawed) argument can be symbolized in the following way:



All X do Y. This does Y. Therefore, this must be an X.



If the stimulus can be symbolized this way, your job will be to search for the choice that can be symbolized in the same way. Your answer might look something like this:



Every mother (all X) loves singing (does Y). Jenny is singing (this does Y). So she must be a mother. (therefore, this must be an X).





7) Paradox Questions



When an argument contains two or more seemingly inconsistent statements, it presents a paradox. Most paradoxical arguments end with a contradiction. Another type of paradox has the argument build to a certain point, then change to the exact opposite of what you expect.



In a typical paradox question, you'll be asked either to find the choice that "explains the paradoxical result", "explains the inconsistent findings", or "resolves the apparent discrepancy." This will be the choice that reconciles the seemingly inconsistent statements in the argument while allowing them all to still be true.





8) Principle Questions



Principle questions ask you to apply a specific situation into a global generality (or vice versa). You may be given an argument and asked to find the principle that justifies the author's reasoning.



Possible question stems:



The author's position most closely conforms to which one of the following principles?

What principle best accounts for or justifies the author's position?

Which one of the following principles would justify Al's refusal to follow the author's recommendation



The correct answer to principle questions expresses the key concepts and contains the key terms that the other choices omit. Avoid choices that are beyond the scope of the argument. Most of the wrong choices contain principles that sound formal and look reasonable, but they don't address the author's main concern.]]> http://forum.partodanesh.com/showthread.php?tid=1858 Sat, 17 Dec 2011 20:08:07 +0000 http://forum.partodanesh.com/showthread.php?tid=1858
Classification of Arguments



Deductive arguments are those in which the conclusion necessarily follows from the premises/evidence. Most arguments on the test are inductive, where the author presents the evidence as support for the conclusion. The validity of the conclusion depends on the strength of the evidence. Unlike deductive arguments, the conclusion of an inductive argument is always uncertain. You must be prepared to handle both reasonable arguments (when the conclusion is likely) and false arguments (when the conclusion is improbable). Each classification of inductive reasoning carries its own associated fallacies.



a) Generalization



In everyday conversation, the phrase "to generalize" usually carries a negative connotation. Yet generalization, or "inductive reasoning", is the main tool by which we gain knowledge and analyze data. Arguing by generalization can be either good or bad, depending on the context of the argument and the likelihood that its conclusion is true. Polling organizations make predictions by generalizing information from a small sample to a large one. The soundness of their predictions (arguments) depends on the size of the sample and how representative it is of the whole. Less comprehensive conclusions are more likely to be true.



Example:



During the late eighties when mutual fund companies were rapidly expanding their share of the financial service industry, Kidder-Peabody Brokerage surveyed owners of stocks and asked them whether they would be more willing to buy individual securities or mutual fund. Seventy percent of those who responded said that they would prefer individual stocks. On the basis of this survey, Kidder-Peabody decided to continue brokering only individual stocks. Yet during the '90s, Kidder-Peabody lost even more of the market to the mutual fund companies.



Which one of the following, if it were determined to be true, would best explain this discrepancy?



(A) Only 10 percent of those who were polled replied.

(B) Cabot Brokerage which conducted a similar survey with similar results continued to broker only individual stocks and also lost more of their market to mutual fund companies.

© The surveyed clients who preferred individual stocks also preferred big homes.

(D) Kidder-Peabody determined that it would be more profitable to broker individual stocks.

(E) Eighty percent of the clients who wanted individual stocks and only 40 percent of the

clients who wanted mutual funds replied to the survey.





The argument generalizes from the survey to the general population, so the reliability of the projection depends on how representative the sample is. Choice A initially seems promising, yet the 10% figure is actually high for a national poll (many only get a 0.001 response). Choice E is better, as it points out that part of the survey did not represent the entire public.





b) Analogy



To argue by analogy is to claim that because two things are similar in some respect, they will be similar in others. Here is a typical argument:



The metabolism of mice is similar to that of humans, and high doses of aspartame cause cancer in mice. Therefore, high doses of aspartame probably cause cancer in humans.



The greater the similarity between the two items being compared, the stronger the argument will be. Also, the less ambitious the conclusion, the stronger the argument will be. The argument above would be strengthened by changing "probably" to "may." It can be weakened by pointing out the dissimilarities between mice and humans.



The following words usually indicate that an analogy is being drawn:



like likewise too compared to

similar also as with just as...so too





c) One Caused the Other



False causation is the weakest type of inductive reasoning, yet it is a common method of thought. To argue by causation is to claim that one thing causes another. A causal argument can be either weak or strong depending on the context. For example, to claim that you won the lottery because you wore your lucky socks the night before is pure whimsy. Yet most people believe that alcohol abuse causes liver disease because hepatic failure often strikes those with a history of alcoholism. Although the connection between alcohol and liver disease is strong, it can never be 100 percent certain. Liquor companies claim there may be a genetic predisposition in some people to both develop liver disease and to crave alcohol. Although this claim is highly unlikely, it is possible.



There are two common fallacies associated with causal reasoning:



a) Confusing Correlation with Causation: A caused B because A occurred right before B.



Their dual occurrence may be coincidental, or another factor may be responsible. For example, suppose nausea and hives occur together. We can't assume that one necessarily causes the other. Both may be symptoms of another underlying condition.



b) Confusing Necessary Conditions with Sufficient Conditions.



A is necessary for B means "B cannot occur without A."

A is sufficient for B means "A causes B to occur, but B can still occur without A."



For example, decreased tourism is sufficient to cause hotels to close, but poor financial management can cause a hotel's failure even during a tourism boom . A common fallacy is to assume that a necessary condition is sufficient to cause a situation. For example, to get a high-tech job it is necessary to have modem, high-tech equipment, but it is not sufficient, as many dot-com companies discovered in 2001.





d) Assuming All Other Things Are Equal



This category is the source of many arguments on the test. The question reveals two situations that appear similar in all aspects. From these two apparently similar situations, an author will draw a conclusion that may be surprising or contradictory. Your task is to show or speculate that there is a critical dissimilarity between the two situations (all things are equal).



Example:



The Warren County Hospital Chief of Staff claims that his chief surgeon, Dr. Hannah Right, is the best surgeon in Warren County. Inexplicably, a much lower percentage of the Dr. Right's surgical patients survive and leave the hospital.



Which one of the following selections goes farthest in crediting both the Chief of Staff 's confidence in Dr. Right and Dr. Right's low survival rate?



(A) Since the Warren County Hospital Chief of Staff appointed Dr. Right as his chief surgeon, his judgment would be questioned if he didn't claim that Dr. Right is the best.

(B) The Chief of Staff followed established procedure in promoting Dr. Right to chief surgeon from among the ranks of staff physicians.

© Several years ago, Dr. Right was involved in training doctors new to the hospital, and she trained a number of the physicians currently on the staff.

(D) In the Chief of Staff's office, the weakest, most difficult cases are usually assigned to Dr. Right.

(E) Dr. Right's survival stats are much better than the survival statistics of the previous chief surgeon.





Here, we are asked to pick an explanation for why not all things are equal. For only if things are notequal can two contradictory statements in the passage be supported. If cases are randomly assigned in the Chief of Staff's office, then Dr. Right's low patient survival rate discredits the Chief of Staff's claim. However, if Dr. Right is assigned the most difficult cases, then it is reasonable that her patients' survival rate will be lower than the survival rates of other surgeons at the hospital. Perhaps a less skillful surgeon would have an even lower survival rate if given the weakest cases to take to the OR. Choice D is the correct answer.



Common Fallacies in Arguments



Many questions will ask you to determine what is wrong with an argument, either a classic fallacy or flaw or some sort of faulty reasoning. Most flawed arguments fall into one of the following seven categories:



1) Contradiction



Contradiction occurs when a writer asserts two opposing statements simultaneously. For example, saying "it is wet and it is dry" is a contradiction. Typical arguments on the test obscure the contradiction to the point that the argument can be quite compelling. Here's a great example:



We cannot know anyone, because we intuitively realize that people are unreliable.



At first glance this argument sounds reasonable, but "intuitively realize" means "to know." Thus the author is actually saying that we know that we don't know anyone. This is classic contradiction.



Example:



In baseball, hitting a grand slam is a skill that only those with great batting averages can achieve. Wade Boggs was a great player, so even though he did not have a great batting average he would have excelled at hitting grand slam home runs.



Which one of the following contains a flaw that most closely parallels the flaw contained in the passage?



(A) Eighty percent of the freshmen at Yale go on to get a bachelor's degree. Kyle is a

freshman at Yale, so he will probably complete his studies and receive a bachelor's degree.

(B) If the police don't act immediately to quell the disturbance, it will escalate into a riot.

However, since the police are understaffed, there will be a riot.

© The meek shall inherit the earth. Sara received an inheritance from her father,

so she must be meek.

(D) During the Korean War, the powerful had to serve along with the poor. However,

Rick's father was a State Senator, so Rick was able to get a draft deferment.

(E) All parrots are birds and all birds excrete nitric oxide. Therefore, all birds that

excrete nitric oxide are parrots.



The argument clearly contradicts itself, so the correct answer choice will contradicts itself in like manner. Choice D is the correct answer. It begins by stating that both the powerful and the poor had to serve in Korea and ends by stating that some powerful people (Rick) did not have to serve.





2) Ambiguous Word Use



Some writers intentionally use a word in more than one sense during an argument.



Example:



Jake: Historically, Democratic administrations have supported abortion rights. But the President must veto the Pro-Choice bill because it will lead to wholesale exploitation of poor Black women who will be forced to abort children they can't afford to raise.



Tess: I disagree. Exploitation of women is the essence of any reproductive decision, just as the child support system exploits men.



Jake and Tess will not be able to settle their argument unless they



(A) explain their opinions in more detail

(B) ask an expert on reproductive freedom to decide who is correct

© decide whose conclusion is true but irrelevant

(D) decide whose conclusion is based on a questionable premise

(E) define a critical word



Choice E is correct, as Jake and Tess are working with different definitions of the word exploitation. Jake defines it as abuse, while Tess's meaning is unclear. Her definition must have a positive (or neutral) connotation, or she would not defend it. This argument will be pointless until they agree on a definition for exploitation.





3) Circular Reasoning



Circular reasoning assumes as a premise that which the writer is trying to prove. If stated eloquently, arguments with circular reasoning can trap even smart students. In clever arguments, the conclusion is worded differently and appears to state something additional. Other times, the argument is so long that the reader forgets that the conclusion was already stated as a premise.



Example:



Full scholarships are appropriate for disadvantaged scholars because it is right to offer a top-notch education to those most capable.



This argument is circular because "right" means essentially the same thing as "appropriate." In effect, the author writer is saying that scholarships are appropriate because they are appropriate.





4) Absence of Proof



The author must provide evidence or support for her position. To imply that a position is true simply because no one has disproved it is to shift the burden of proof to others.



Example:



Since no one has been able to prove reincarnation, humans must only live one lifetime.



There are two major weaknesses in this argument. First, the fact that no one has yet proven reincarnation does not preclude any future proof of existence. Second, if reincarnation occurs, its existence is independent of any proof by man. Reasoning by the absence of proof is not always false or incorrect. Our legal system embodies the concept by assuming a defendant is innocent until proven guilty. This assumption shifts the onus of proof to the state.





5) False or Unwarranted Assumptions



An author makes an unwarranted assumption when the conclusion of his argument is based on a premise (implicit or explicit) that is false or unsupported. An assumption is unwarranted when it is:



a) false (these premises are usually suppressed or vaguely written)

b) true but does not apply in the given context (these premises are usually explicit).



Example:



Either restrictions must be placed on abortion rights or certain subversive elements in society will use it to destroy this country. Since to allow the latter to occur is unconscionable, we must restrict abortion rights.



The conclusion above is unsound because



(A) subversives do not in fact want to destroy the country

(B) the author places too much importance on abortion rights

© the author fails to consider an accommodation between the two alternatives

(D) the meaning of "abortion rights" has not been defined

(E) subversives are a true threat to our way of life



The arguer offers two options: either restrict abortion rights or lose the country. Yet there certainly may be other alternatives, including one that society can tolerate. The correct answer is C.



Example:



Of course Sara supports government sponsorship of the arts. She's an actress.



Which one of the following uses reasoning that is most similar to the above argument?



(A) Of course if a person steals from me, I will never trust that person again.

(B) Liberals in the past have prevented ratification of any nuclear arms limitation treaties with the Middle East , so they will prevent the ratification of the current treaty.

© Mr. Ryan is the police commissioner, so it stands to reason that he would support the NRA's position on gun control.

(D) Following his conscience, Congressman Elliott voted against the pro-life bill, knowing it would doom his chances for reelection.

(E) You're in no position to criticize me for avoiding paying my fair share of taxes. You don't even pay your employees a fair wage.



This argument is fallacious and unfair because it assumes that all artists support government sponsorship of the arts. Some artists, however, may have reasons for not supporting it. They may believe that government involvement stifles artistic expression, or they may reject it on purely philosophical grounds. The argument suggests a person's profession taints his opinion. Choice C is the correct answer, as it does the same thing.





6) Irrelevant Inclusions



An author using this tactic bases a conclusion on information that is true but not germane to the issue.



Example:



This antifungal cream can be bought over the counter or in a stronger form with a

prescription. But according to this pamphlet, for the prescription strength product to

be effective it must be used at the immediate onset of symptoms, it must be re-applied

every four hours thereafter, and it cannot be used by smokers. So it actually doesn't

matter whether you use the prescription strength or the over-the-counter strength

product.



Which one of the following best identifies the flaw in the above argument?



(A) The fact that many people could not live a full life without the prescription

strength product cannot be ignored.

(B) It cannot be concluded that just because the prescription strength product has

certain guidelines and restrictions on its use that it is not more effective.

© It does not consider that complications may arise from the prescription strength

product.

(D) It fails to consider that other products may be more effective in treating fungus.

(E) It is unreasonable to assume that the over-the-counter strength product does not

have similar restrictions and guidelines for its use.



It is unreasonable to reject the effectiveness of a product merely because it has

modest requirements for use. All medications have directions and restrictions.

The correct answer is B. While Choice A is a good rebuttal, it does not address

the flaw in the argument.





7) Citing an Authority



Some authors cite an expert's opinion as support for their own. This is not necessarily false, as the validity of many arguments depends on the perceived expertise of the person being cited. Appealing to a lawyer's authority on a legal issue is usually reasonable, particularly if the "expert" practices in the specialty area being discussed. Yet if the issue is about taxes and the lawyer chases ambulances, the argument would be questionable.



Example:



Senators Gary Hart and Bob Kerry advocate the legalization of medicinal marijuana. These leaders would not propose a social policy that is likely to be harmful. So there is little risk in experimenting with a three-year legalization of medicinal marijuana.



In presenting her position the author does which one of the following?



(A) Argues from the specific to the general.

(B) Attacks the motives of her opponents.

© Uses the positions of noted social commentators to support her position

(D) Argues in a circular manner.

(E) Claims that her position is correct because others cannot disprove it.





The author's only evidence is that respected people agree with her position. Choice C is correct, as she is appealing to the authority of others]]>
Classification of Arguments



Deductive arguments are those in which the conclusion necessarily follows from the premises/evidence. Most arguments on the test are inductive, where the author presents the evidence as support for the conclusion. The validity of the conclusion depends on the strength of the evidence. Unlike deductive arguments, the conclusion of an inductive argument is always uncertain. You must be prepared to handle both reasonable arguments (when the conclusion is likely) and false arguments (when the conclusion is improbable). Each classification of inductive reasoning carries its own associated fallacies.



a) Generalization



In everyday conversation, the phrase "to generalize" usually carries a negative connotation. Yet generalization, or "inductive reasoning", is the main tool by which we gain knowledge and analyze data. Arguing by generalization can be either good or bad, depending on the context of the argument and the likelihood that its conclusion is true. Polling organizations make predictions by generalizing information from a small sample to a large one. The soundness of their predictions (arguments) depends on the size of the sample and how representative it is of the whole. Less comprehensive conclusions are more likely to be true.



Example:



During the late eighties when mutual fund companies were rapidly expanding their share of the financial service industry, Kidder-Peabody Brokerage surveyed owners of stocks and asked them whether they would be more willing to buy individual securities or mutual fund. Seventy percent of those who responded said that they would prefer individual stocks. On the basis of this survey, Kidder-Peabody decided to continue brokering only individual stocks. Yet during the '90s, Kidder-Peabody lost even more of the market to the mutual fund companies.



Which one of the following, if it were determined to be true, would best explain this discrepancy?



(A) Only 10 percent of those who were polled replied.

(B) Cabot Brokerage which conducted a similar survey with similar results continued to broker only individual stocks and also lost more of their market to mutual fund companies.

© The surveyed clients who preferred individual stocks also preferred big homes.

(D) Kidder-Peabody determined that it would be more profitable to broker individual stocks.

(E) Eighty percent of the clients who wanted individual stocks and only 40 percent of the

clients who wanted mutual funds replied to the survey.





The argument generalizes from the survey to the general population, so the reliability of the projection depends on how representative the sample is. Choice A initially seems promising, yet the 10% figure is actually high for a national poll (many only get a 0.001 response). Choice E is better, as it points out that part of the survey did not represent the entire public.





b) Analogy



To argue by analogy is to claim that because two things are similar in some respect, they will be similar in others. Here is a typical argument:



The metabolism of mice is similar to that of humans, and high doses of aspartame cause cancer in mice. Therefore, high doses of aspartame probably cause cancer in humans.



The greater the similarity between the two items being compared, the stronger the argument will be. Also, the less ambitious the conclusion, the stronger the argument will be. The argument above would be strengthened by changing "probably" to "may." It can be weakened by pointing out the dissimilarities between mice and humans.



The following words usually indicate that an analogy is being drawn:



like likewise too compared to

similar also as with just as...so too





c) One Caused the Other



False causation is the weakest type of inductive reasoning, yet it is a common method of thought. To argue by causation is to claim that one thing causes another. A causal argument can be either weak or strong depending on the context. For example, to claim that you won the lottery because you wore your lucky socks the night before is pure whimsy. Yet most people believe that alcohol abuse causes liver disease because hepatic failure often strikes those with a history of alcoholism. Although the connection between alcohol and liver disease is strong, it can never be 100 percent certain. Liquor companies claim there may be a genetic predisposition in some people to both develop liver disease and to crave alcohol. Although this claim is highly unlikely, it is possible.



There are two common fallacies associated with causal reasoning:



a) Confusing Correlation with Causation: A caused B because A occurred right before B.



Their dual occurrence may be coincidental, or another factor may be responsible. For example, suppose nausea and hives occur together. We can't assume that one necessarily causes the other. Both may be symptoms of another underlying condition.



b) Confusing Necessary Conditions with Sufficient Conditions.



A is necessary for B means "B cannot occur without A."

A is sufficient for B means "A causes B to occur, but B can still occur without A."



For example, decreased tourism is sufficient to cause hotels to close, but poor financial management can cause a hotel's failure even during a tourism boom . A common fallacy is to assume that a necessary condition is sufficient to cause a situation. For example, to get a high-tech job it is necessary to have modem, high-tech equipment, but it is not sufficient, as many dot-com companies discovered in 2001.





d) Assuming All Other Things Are Equal



This category is the source of many arguments on the test. The question reveals two situations that appear similar in all aspects. From these two apparently similar situations, an author will draw a conclusion that may be surprising or contradictory. Your task is to show or speculate that there is a critical dissimilarity between the two situations (all things are equal).



Example:



The Warren County Hospital Chief of Staff claims that his chief surgeon, Dr. Hannah Right, is the best surgeon in Warren County. Inexplicably, a much lower percentage of the Dr. Right's surgical patients survive and leave the hospital.



Which one of the following selections goes farthest in crediting both the Chief of Staff 's confidence in Dr. Right and Dr. Right's low survival rate?



(A) Since the Warren County Hospital Chief of Staff appointed Dr. Right as his chief surgeon, his judgment would be questioned if he didn't claim that Dr. Right is the best.

(B) The Chief of Staff followed established procedure in promoting Dr. Right to chief surgeon from among the ranks of staff physicians.

© Several years ago, Dr. Right was involved in training doctors new to the hospital, and she trained a number of the physicians currently on the staff.

(D) In the Chief of Staff's office, the weakest, most difficult cases are usually assigned to Dr. Right.

(E) Dr. Right's survival stats are much better than the survival statistics of the previous chief surgeon.





Here, we are asked to pick an explanation for why not all things are equal. For only if things are notequal can two contradictory statements in the passage be supported. If cases are randomly assigned in the Chief of Staff's office, then Dr. Right's low patient survival rate discredits the Chief of Staff's claim. However, if Dr. Right is assigned the most difficult cases, then it is reasonable that her patients' survival rate will be lower than the survival rates of other surgeons at the hospital. Perhaps a less skillful surgeon would have an even lower survival rate if given the weakest cases to take to the OR. Choice D is the correct answer.



Common Fallacies in Arguments



Many questions will ask you to determine what is wrong with an argument, either a classic fallacy or flaw or some sort of faulty reasoning. Most flawed arguments fall into one of the following seven categories:



1) Contradiction



Contradiction occurs when a writer asserts two opposing statements simultaneously. For example, saying "it is wet and it is dry" is a contradiction. Typical arguments on the test obscure the contradiction to the point that the argument can be quite compelling. Here's a great example:



We cannot know anyone, because we intuitively realize that people are unreliable.



At first glance this argument sounds reasonable, but "intuitively realize" means "to know." Thus the author is actually saying that we know that we don't know anyone. This is classic contradiction.



Example:



In baseball, hitting a grand slam is a skill that only those with great batting averages can achieve. Wade Boggs was a great player, so even though he did not have a great batting average he would have excelled at hitting grand slam home runs.



Which one of the following contains a flaw that most closely parallels the flaw contained in the passage?



(A) Eighty percent of the freshmen at Yale go on to get a bachelor's degree. Kyle is a

freshman at Yale, so he will probably complete his studies and receive a bachelor's degree.

(B) If the police don't act immediately to quell the disturbance, it will escalate into a riot.

However, since the police are understaffed, there will be a riot.

© The meek shall inherit the earth. Sara received an inheritance from her father,

so she must be meek.

(D) During the Korean War, the powerful had to serve along with the poor. However,

Rick's father was a State Senator, so Rick was able to get a draft deferment.

(E) All parrots are birds and all birds excrete nitric oxide. Therefore, all birds that

excrete nitric oxide are parrots.



The argument clearly contradicts itself, so the correct answer choice will contradicts itself in like manner. Choice D is the correct answer. It begins by stating that both the powerful and the poor had to serve in Korea and ends by stating that some powerful people (Rick) did not have to serve.





2) Ambiguous Word Use



Some writers intentionally use a word in more than one sense during an argument.



Example:



Jake: Historically, Democratic administrations have supported abortion rights. But the President must veto the Pro-Choice bill because it will lead to wholesale exploitation of poor Black women who will be forced to abort children they can't afford to raise.



Tess: I disagree. Exploitation of women is the essence of any reproductive decision, just as the child support system exploits men.



Jake and Tess will not be able to settle their argument unless they



(A) explain their opinions in more detail

(B) ask an expert on reproductive freedom to decide who is correct

© decide whose conclusion is true but irrelevant

(D) decide whose conclusion is based on a questionable premise

(E) define a critical word



Choice E is correct, as Jake and Tess are working with different definitions of the word exploitation. Jake defines it as abuse, while Tess's meaning is unclear. Her definition must have a positive (or neutral) connotation, or she would not defend it. This argument will be pointless until they agree on a definition for exploitation.





3) Circular Reasoning



Circular reasoning assumes as a premise that which the writer is trying to prove. If stated eloquently, arguments with circular reasoning can trap even smart students. In clever arguments, the conclusion is worded differently and appears to state something additional. Other times, the argument is so long that the reader forgets that the conclusion was already stated as a premise.



Example:



Full scholarships are appropriate for disadvantaged scholars because it is right to offer a top-notch education to those most capable.



This argument is circular because "right" means essentially the same thing as "appropriate." In effect, the author writer is saying that scholarships are appropriate because they are appropriate.





4) Absence of Proof



The author must provide evidence or support for her position. To imply that a position is true simply because no one has disproved it is to shift the burden of proof to others.



Example:



Since no one has been able to prove reincarnation, humans must only live one lifetime.



There are two major weaknesses in this argument. First, the fact that no one has yet proven reincarnation does not preclude any future proof of existence. Second, if reincarnation occurs, its existence is independent of any proof by man. Reasoning by the absence of proof is not always false or incorrect. Our legal system embodies the concept by assuming a defendant is innocent until proven guilty. This assumption shifts the onus of proof to the state.





5) False or Unwarranted Assumptions



An author makes an unwarranted assumption when the conclusion of his argument is based on a premise (implicit or explicit) that is false or unsupported. An assumption is unwarranted when it is:



a) false (these premises are usually suppressed or vaguely written)

b) true but does not apply in the given context (these premises are usually explicit).



Example:



Either restrictions must be placed on abortion rights or certain subversive elements in society will use it to destroy this country. Since to allow the latter to occur is unconscionable, we must restrict abortion rights.



The conclusion above is unsound because



(A) subversives do not in fact want to destroy the country

(B) the author places too much importance on abortion rights

© the author fails to consider an accommodation between the two alternatives

(D) the meaning of "abortion rights" has not been defined

(E) subversives are a true threat to our way of life



The arguer offers two options: either restrict abortion rights or lose the country. Yet there certainly may be other alternatives, including one that society can tolerate. The correct answer is C.



Example:



Of course Sara supports government sponsorship of the arts. She's an actress.



Which one of the following uses reasoning that is most similar to the above argument?



(A) Of course if a person steals from me, I will never trust that person again.

(B) Liberals in the past have prevented ratification of any nuclear arms limitation treaties with the Middle East , so they will prevent the ratification of the current treaty.

© Mr. Ryan is the police commissioner, so it stands to reason that he would support the NRA's position on gun control.

(D) Following his conscience, Congressman Elliott voted against the pro-life bill, knowing it would doom his chances for reelection.

(E) You're in no position to criticize me for avoiding paying my fair share of taxes. You don't even pay your employees a fair wage.



This argument is fallacious and unfair because it assumes that all artists support government sponsorship of the arts. Some artists, however, may have reasons for not supporting it. They may believe that government involvement stifles artistic expression, or they may reject it on purely philosophical grounds. The argument suggests a person's profession taints his opinion. Choice C is the correct answer, as it does the same thing.





6) Irrelevant Inclusions



An author using this tactic bases a conclusion on information that is true but not germane to the issue.



Example:



This antifungal cream can be bought over the counter or in a stronger form with a

prescription. But according to this pamphlet, for the prescription strength product to

be effective it must be used at the immediate onset of symptoms, it must be re-applied

every four hours thereafter, and it cannot be used by smokers. So it actually doesn't

matter whether you use the prescription strength or the over-the-counter strength

product.



Which one of the following best identifies the flaw in the above argument?



(A) The fact that many people could not live a full life without the prescription

strength product cannot be ignored.

(B) It cannot be concluded that just because the prescription strength product has

certain guidelines and restrictions on its use that it is not more effective.

© It does not consider that complications may arise from the prescription strength

product.

(D) It fails to consider that other products may be more effective in treating fungus.

(E) It is unreasonable to assume that the over-the-counter strength product does not

have similar restrictions and guidelines for its use.



It is unreasonable to reject the effectiveness of a product merely because it has

modest requirements for use. All medications have directions and restrictions.

The correct answer is B. While Choice A is a good rebuttal, it does not address

the flaw in the argument.





7) Citing an Authority



Some authors cite an expert's opinion as support for their own. This is not necessarily false, as the validity of many arguments depends on the perceived expertise of the person being cited. Appealing to a lawyer's authority on a legal issue is usually reasonable, particularly if the "expert" practices in the specialty area being discussed. Yet if the issue is about taxes and the lawyer chases ambulances, the argument would be questionable.



Example:



Senators Gary Hart and Bob Kerry advocate the legalization of medicinal marijuana. These leaders would not propose a social policy that is likely to be harmful. So there is little risk in experimenting with a three-year legalization of medicinal marijuana.



In presenting her position the author does which one of the following?



(A) Argues from the specific to the general.

(B) Attacks the motives of her opponents.

© Uses the positions of noted social commentators to support her position

(D) Argues in a circular manner.

(E) Claims that her position is correct because others cannot disprove it.





The author's only evidence is that respected people agree with her position. Choice C is correct, as she is appealing to the authority of others]]> http://forum.partodanesh.com/showthread.php?tid=1857 Sat, 17 Dec 2011 20:05:49 +0000 http://forum.partodanesh.com/showthread.php?tid=1857 Listen carefully to the instruction regarding each section. This will help you to familiarize with the important information about the condition and the speakers.
Use the time at the starting of every section (and in the middle of Sections 1 – 3) to read ahead the questions and judge about the topic.
It is very important to read the instructions of every section carefully. And don’t forget to make sure the maximum number of words acceptable.
Listen carefully and write all your answers, remember listen the recording with full concentration as you won’t listen the recording a second time.
Be sure, whatever you writer it makes sense in the context.
Don’t skip any question and answer all the questions although you don’t any knowledge about answer. Try to understand more than you think.
Don’t transfer your answer instantly to the answer sheet wait until the end of the recording. After the end of recording you have 10 minutes to transfer your answer to the answer sheet, which is plenty of time.
Don’t overwrite on answer sheet and write your answer clearly on the answer sheet. Because if your answer is not clear in answer sheet than you may loose the marks.
Be sure that you have written correct spelling and also check your grammar where necessary.
Don’t panic if you have to cross out or alter an answer.
Don’t worry if you miss any question. Look forward and focus on the next one.
During listening don’t try to rephrase the answer. Write down the words you listen which best fit the question.
Remember don’t write more than the maximum number of letters or words acceptable for each answer.
Avoid copying any words or letters that were written on the Question Paper during transferring your answers to the Answer Sheet]]> Listen carefully to the instruction regarding each section. This will help you to familiarize with the important information about the condition and the speakers.
Use the time at the starting of every section (and in the middle of Sections 1 – 3) to read ahead the questions and judge about the topic.
It is very important to read the instructions of every section carefully. And don’t forget to make sure the maximum number of words acceptable.
Listen carefully and write all your answers, remember listen the recording with full concentration as you won’t listen the recording a second time.
Be sure, whatever you writer it makes sense in the context.
Don’t skip any question and answer all the questions although you don’t any knowledge about answer. Try to understand more than you think.
Don’t transfer your answer instantly to the answer sheet wait until the end of the recording. After the end of recording you have 10 minutes to transfer your answer to the answer sheet, which is plenty of time.
Don’t overwrite on answer sheet and write your answer clearly on the answer sheet. Because if your answer is not clear in answer sheet than you may loose the marks.
Be sure that you have written correct spelling and also check your grammar where necessary.
Don’t panic if you have to cross out or alter an answer.
Don’t worry if you miss any question. Look forward and focus on the next one.
During listening don’t try to rephrase the answer. Write down the words you listen which best fit the question.
Remember don’t write more than the maximum number of letters or words acceptable for each answer.
Avoid copying any words or letters that were written on the Question Paper during transferring your answers to the Answer Sheet]]> http://forum.partodanesh.com/showthread.php?tid=1856 Sat, 17 Dec 2011 20:05:14 +0000 http://forum.partodanesh.com/showthread.php?tid=1856


A

abdicate, abrogate, arrogate, derogate, delegate, delicate;
abdication, addiction;
Abel, able, -able;
ability, capacity;
abjure, adjure;
ablution, absolution;
abridged, unabridged, expurgated;
abuse, misuse;
accede, exceed;
accelerate, exhilarate;
accelerator, exhilarator;
accept, except, expect;
access, excess, assess;
accessing, assessing;
accidental, incidental, accidentally;
acclamation, acclimation;
acronym, anagram;
acts, ax or axe;
acumen, acute, acuity;
ad, add;
adapt, adept, adopt;
addition, edition;
adds, ads, adz or adze;
adduce, deduce;
adhesion, cohesion, adherence, adherents;
adjourn, adjoin;
admission, admittance;
adolescence, adolescents;
adverse, averse;
advice, advise;
aerie, airy, eerie or eery;
affect, effect;
affinity, infinity;
affluence, affluents, influence;
agenda, addenda, addendum;
aggravate, exasperate, irritate, annoy;
agnostic, atheist, deist, theist;
aid, aide;
ail, ale;
air, err, heir;
aisle, isle, I’ll;
all, awl;
alley, ally;
allowed, aloud;
all ready, already;
all right, all-right, alright;
all together, altogether;
allude, elude, refer;
allusion, illusion, delusion, elusion;
all ways, always;
altar, alter;
alternate, alternative;
alumnus, alumni, alumna, alumnae ;
amateur, novice, neophyte, tyro;
amend, emend;
amiable, amicable;
among, between;
amoral, immoral;
amused, bemused;
angel, angle;
angry, mad;
anguish, languish;
annalist, analyst;
annalize, analyze;
annul, annual, perennial;
antagonist, protagonist;
ante-, anti-;
antecedence, antecedents;
antidote, anecdote;
aphasia, amnesia;
aplomb, a plum;
apposite, opposite;
appraise, apprise;
appreciate, depreciate;
apprehend, comprehend;
arbitrate, mediate;
area, aria;
ark, arc;
arrange, arraign;
artist, artiste;
ascension, assumption;
ascent, assent, accent;
ascetic, acetic;
ask, ax;
ass, asinine;
assassin, assailant;
assassinate, assault, assail;
assimilate, simulate;
assistance, assistants;
assume, presume;
assure, insure;
astrology, astronomy;
ate, eight;
attendants, attendance;
auger, augur;
aught, ought, naught;
aunt, ant;
aureole, oriole;
avenge, revenge;
aver, avert, evert, divert;
aviary, apiary;
award, reward;
away, aweigh;
awful, offal
B
babble, bable;
bad, badly, bade;
bald, bawled;
bale, bail;
ball, bawl;
ballet, ballot, ballad;
balm, bomb;
band, banned;
bands, banns, bans;
barbaric, barbarous, barbarian, barbarism;
bard, barred;
bare, bear;
baring, barring, bearing;
baron, barren;
baroness, barrenness;
base, bass, bass;
based, baste;
basis, bases;
Bastille, bastion;
bat, batt;
bate, bait;
bath, bathe;
batted, bated, baited;
bazaar, bizarre;
be, bee, BB;
beach, beech;
beau, bow;
beer, bier;
been, bin;
beet, beat;
beetle, betel;
believe, feel;
bell, belle;
bellow, billow;
benevolence, benediction, malevolence, malediction;
beneficent, beneficial;
berry, bury;
berth, birth;
beside, besides;
better, bettor;
biannual, biennial;
bigamy, polygamy, monogamy;
bigoted, biased, intolerant, prejudiced;
bisect, dissect;
bisk, bisque;
billed, build;
bite, byte;
blatant, flagrant;
blaze, blasé;
blew, blue, bleu;
bloc, block;
blond, blonde;
boar, bore, boor, Boer;
board, bored;
boarder, border;
boat, ship;
bode, bowed;
bogey, bogy;
bold, bowled;
bolder, boulder;
boll, bowl;
boors, bourse;
boos, booz;
born, borne;
bourgeois, proletariat;
boy, buoy;
bow, bough;
boy, buoy;
braid, brayed;
brake, break;
braze, braise, brays;
breach, breech;
bread, bred;
breath, breathe, breadth;
brews, bruise;
bridal, bridle;
brief, short;
bring, take;
Britain, Briton, Breton;
broach, brooch;
brochure, leaflet, pamphlet;
brood, brewed;
brows, browse;
buccal, buckle;
bullion, bouillon;
bump, thump;
bungle, bundle;
burley, burly;
burrow, burro, borough;
bus, buss;
bust, burst;
but, butt;
buy, by, bye, bi-;
bi-, semi-;
C
cabal, cable;
cache, cash;
caddie, caddy;
calendar, calender, colander;
calk, caulk;
call, caul;
callous, callus;
Calvary, cavalry, cavalier;
can, may, might;
canapé, canopy;
candid, candied;
cane, Cain;
cannon, canon, canyon;
cant, can’t;
canter, cantor;
canvas, canvass;
capitol, Capitol, capital;
carat, caret, carrot, karat;
careen, career;
caries, carries;
carol, carrel;
carton, cartoon;
casket, gasket; 0
cartridge, cartilage;
cast, caste;
casual, causal;
catholic, Roman Catholic;
caudal, caudle, coddle;
cause, caws;
cease, seize;
-ceed, -sede, -cede;
cede, seed;
ceiling, sealing;
cell, sell;
cellar, seller;
cement, concrete;
censer, censor, censure, sensor;
cent, scent, sent;
cents, scents, sense, cense;
cere, seer, sear;
cereal, serial;
cession, session;
childish, childlike;
champ, chomp;
champagne, champaign;
chance, chants;
chanty, shanty;
charted, chartered;
chaste, chased;
cheap, cheep;
check, Czech;
cheek, chic, sheik;
chew, eschew;
chews, choose, chose;
chilly, chile [also chili or chilli];
choler, collar;
choleric, caloric;
choral, chorale, coral;
circumscribed, circumspect;
cite, site, sight;
cinque, sink, sync.;
clack, claque;
clamber, clamor, clamour;
classic, classical;
claws, clause;
clever, cleaver;
clew, clue;
click, clique, cliche;
climacteric, climactic, climatic;
climb, clime;
clinch, clench;
close, close, clothes;
closure, cloture, cloister;
cloths, close;
coax, cokes;
coal, cole, kohl;
coarse, course;
coco, cocoa;
collision, collusion;
colonel, kernel;
comma, coma;
command, commend;
commence, comments, commerce;
commission, omission;
common, vulgar;
communicate, commute;
complacent, complaisant;
complement, compliment;
complete, finished;
complex, compound;
comprehensible, comprehensive;
compute, commute;
concert, consort;
conservation, conservative, Conservative, conserve;
condone, condom, condominium;
confidant, confidante, confident;
confirm, conform;
congregation, conjugation;
connotation, denotation;
connote, denote;
conscience, conscious, conscientious;
consecutive, successive;
consequence, consequents;
console, console;
consonance, consonants;
construction, destruction;
consul, council, consel;
contemptible, contemptuous;
continuous, continual;
continuance, continuation;
controversial, contentious;
converge, diverge;
conversion, diversion;
convince, persuade;
convulsion, revulsion;
coo, coup;
coolly, coolie or cooly, coulee;
coop, coupe or coupé;
cops, copse;
cord, chord, cored;
core, corps, corpse;
corespondent, correspondent;
cornet, coronet;
corporal, corporeal, corpulent;
correspondence, correspondents;
covert, overt;
custom, habit;
costume, custom;
council, counsel;
councilor, counselor;
courier, currier;
covet, covert, overt;
coward, cowered;
crape, crepe;
crawl, trawl;
creak, creek;
crease, creese [also crease or kris];
credible, creditable, credulous,credulity;
crevice, crevasse;
crews, cruise;
criterion, criteria;
croak, crock;
crocodile, alligator;
croquet, croquette, crochet;
cubical, cubicle;
cue, queue;
cure, curé;
cursed, cursed;
currant, current;
customer, costumer;
cyclone, hurricane, tornado;
cygnet, signet;
cymbal, symbol;
Cyprus, cypress;
D
daffynition, fictionary;
dairy, diary;
dam, damn;
dammed, damned;
dangle, tangle;
days, daze;
deadly, deathly;
dear, deer;
debar, disbar;
decadence, decadents;
decease, disease;
deceased, diseased;
decent, descent, dissent;
decimate, destroy, demolish;
decisive, incisive;
decompose, discompose;
decorum, propriety;
decree, degree;
deduce, deduct;
defer, differ;
deference, difference;
defective, deficient;
definite, definitive;
defensive, defensible;
defuse, diffuse;
deign, Dane;
delegate, relegate;
denounce, renounce;
dense, dents;
dependence, dependents;
deposition, disposition;
depravation, deprivation;
depraved, deprived;
deprecate, depreciate;
descendant, descendent;
descent, dissent;
desirable, desirous;
desperate, disparate, desperado;
dessert, desert, desert;
desolate, dissolute;
detract, distract;
device, devise;
deviser, devisor, divisor;
dew, do, due;
diagnosis, prognosis;
diced, minced;
dictionary, glossary, thesaurus;
dies, dice;
diffident, dissident;
differentiate, distinguish;
digest, digest;
digress, regress;
diminish, minimize;
dine, dyne;
dingy, dinghy;
dire, dyer;
direct, erect;
disapprove, disprove;
disaster, holocaust, tragedy;
disburse, disperse;
discomfort, discomfit, disconcert;
discreet, discrete;
discuss, discus, cuss;
disinterested, uninterested;
dispassionate, unimpassioned;
displace, misplace;
disposal, disposition;
dissidence, dissidents;
distinct, distinctive;
distracted, distrait, distraught;
divers, diverse;
divorce, divorcé, divorcee, divocée;
divulge, disclose;
doc, dock;
doe, dough, do;
does, does, doze;
done, dun;
dope, dupe;
douse, dowse;
dove, dove;
draft, draught;
droop, drupe;
dual, duel;
ducked, duct;
dye, die;
dyeing, dying;
dynamic, dynamite;
E
earn, urn;
earthly, earthy;
eave, eve;
either, ether;
effective, efficient, effectual;
egoism, egotism;
egoist, egotist;
egress, ingress;
either ... or, neither ... nor;
elegy, eulogy;
elicit, illicit, licit;
eligible, legible;
elude, delude, deluge;
elusive, delusive, illusive;
emanate, eminent, imminent, immanent, immediate;
emerge, emerse, immerge;
emeritus, merit, meritorious;
emersion, immersion;
emigrate, immigrate;
emit, omit;
empathy, sympathy;
ensure, insure;
entry, entrée;
envelop, envelope;
envy, covet, desire;
epidemic, endemic, pandemic;
epigram, epigraph;
epitaph, epithet;
equable, equitable;
erasable, irascible;
errant, arrant;
erratum, errata;
erotic, exotic;
eruption, irruption;
essay, assay;
etymology, entomology;
euphemism, dysphemism, cacophemism;
evoke, invoke;
evolution, revolution;
evolve, devolve;
exalt, exult;
exceed, excel;
exceptional, exceptionable;
exercise, exorcise;
exhaustive, exhausting,
exhaustible;
expand, expend;
expanse, expense;
expedience, expedients;
explicit, implicit;
expletive, explicative, epithet;
explosion, implosion;
expose, esposé;
expostulate, postulate;
extant, extent;
extemporaneous, impromptu;
extort, export;
extract, excerpt;
extraneous, intrinsic;
exude, exclude;
eyelet, islet;
F
fable, foible;
façade, veneer;
facet, faucet;
facetious, fictitious;
facilitate, felicitate;
fain, feign;
faint, feint;
faker, fakir;
fare, fair;
farm, pharm;
farther, further;
faun, fawn;
faze, phase, phrase;
feet, feat, fete;
ferment, foment;
ferry, fairy;
ferrule, ferule;
fete, fate;
feted, fated;
fetid, feted;
few, phew;
fewer, less;
fiancé, fiancée;
final, finally, finale, finely;
find, fined;
fineness, fnesse;
finish, Finnish;
fir, fur;
fish, fishes;
fisher, fissure;
flagrant, blatant;
flammable, inflammable;
flight, plight;
flare, flair, flayer;
flea, flee;
flecks, flex;
flesh, flush;
flesh out, flush out;
fleshly, fleshy;
flew, flu, flue;
flight, plight;
flip, flip-flop, flippant;
flotsam, jetsam;
flounder, founder;
flour, flower;
flout, flaunt;
flow, floe, flux;
foul, fowl;
for, fore, four;
foreword, forward;
formally, formerly;
fort, forte;
forth, fourth;
fortuitous, fortunate;
foul, fowl;
fraise, frays, phrase;
fraught, wrought;
friar, fryer;
frieze, freeze;
frustrate, fluster;
fuddle, muddle;
furry, fury;
G
gaff, gaffe;
gage, gauge;
gain, gainly;
gait, gate;
gall, Gaul;
galley, gallery;
gamble, gambol;
gambling, gamboling;
gamut, gambit;
gantlet, gauntlet;
gaol, jail;
gap, gape;
gargle, gargoyle;
gays, gaze;
geek, freak;
gel, jell;
generic, genetic;
genes, jeans;
genius, genus, genre;
gentle, gentile or Gentile, genteel;
gesture, jester;
ghastly, ghostly;
gibe, jibe, jive;
gild, guild;
gilt, guilt;
gist, jest;
glance, glimpse;
glutton, gluten, glut;
gobble, binge;
gobbler, gobbler;
googol, google, goggle;
gore, goer;
gored, gourd;
gorge, gouge;
gorging, gouging;
gorilla, guerilla;
gourmand, gourmet;
graduate, graduate from;
graft, graphed;
great, grate;
Greece, grease;
greave, grieve;
grill, grille;
grip, grippe;
grisly, grizzly;
groan, grown;
guarantee, guaranty;
guest, guessed, quest;
guise, guys;
H
hail, hale;
halve, have;
handsome, hansom;
hangar, hanger;
hanged, hung;
hardy, hearty;
hare, hair;
hart, heart;
haul, hall;
have, got, have got;
haven, heaven;
hay, hey;
hays, haze;
heal, heel;
healthful, healthy;
hear, here;
heard, herd;
hearsay, heresy;
heroin, heroine;
hertz, hurts;
hi, hie, high;
him, hymn;
higher, hire;
historic, historical;
ho, hoe;
hoar, hoer, whore;
hoard, horde, whored;
hoarse, horse;
hole, whole, holistic;
holy, holey, wholly, holly;
homonyms, homophones, homographs, heteronyms;
homophobia, homosexualphobia;
honorarium, stipend;
hoop, whoop;
hose, hose;
hostel, hostile;
hour, our;
hue, hew;
human, humane;
humble, pride;
humerus, humorous;
hurdle, hurtle;
hyperbola, hyperbole;
hypercritical, hypocritical;
hyperthermia, hypothermia;
I
I, aye, eye;
idle, idol, idyl;
ileum, ilium;
illegible, ineligible, eligible;
immoral, immortal;
impassable, impassible;
impetuous, vehement;
impinge, infringe;
imply, infer, insinuate;
impostor, imposure;
imprudent, impudent;
impunity, immunity;
in, inn;
inane, insane;
incidence, incidents;
incite, insight;
incoherent, inchoate;
incredible, incredulous;
indeterminable, indeterminate;
indigenous, indigent;
indignant, indigent, indignity;
indict, indite;
inequity, iniquity;
inert, insert;
infectious, contagious;
infidel, infidelity;
informer, informant;
ingenious, ingenuous;
innocence, innocents;
insidious, invidious;
insoluble, insolvable, insolvent;
inspire, expire, aspire;
inspiration, expiration;
instance, instants;
instigate, institute;
integration, segregation;
intelligible, intelligent, intellectual;
intense, intents;
intension, intention;
interment, internment;
intermural, intramural;
intern or interne, inter;
international, intranational;
interstate, intrastate;
intimate, intimate, imitate;
invade, inveighed;
invoke, revoke;
iron, ironic;
irreverent, irrelevant;
irruption, eruption;
its, it’s;

J
jam, jamb or jambe;
jibe, gibe;
jinks, jinx;
joust, just;
junction, juncture;
judicial, judicious;
jurist, juror;
K
key, quay;
kill, kiln;
knave, nave;
knell, knoll;
knickers, nickers;
knot, not;
knotty, naughty;
knit, nit;
knock, nock;
know, no;
L
laboratory, lavatory;
lacks, lax;
lade, laid;
lain, lane;
lam, lamb;
lame, lamé;
lapse, laps, Lapps, elapse, relapse;
largest, largess, largesse;
lascivious, licentious, lust;
last, latest;
later, latter, ladder;
lateral, literal;
lath, lathe;
lather, leather;
latitude, longitude;
laudable, laudatory;
lay, lei;
leach, leech;
lead, lead, led;
leak, leek;
lean, lien;
leased, least;
leeward, windward;
lend, loan, borrow;
lesson, lessen;
let, leave;
levee, levy;
liable, libel, slander;
liable, likely;
liar, lyre;
liberal, libertarian, libertine, liberty;
lichen, liken;
lie, lye;
lie, lay;
lightening, lightning;
linage, lineage;
linear, lineal;
links, lynx;
liqueur, liquor;
literal, littoral;
literary, literate;
litigation, mitigation;
livid, vivid;
llama, lama;
lo, low;
load, lode, lowed;
loam, loan, lone;
loath, loathe;
local, locale;
lock, loch;
locks, lox;
loom, loon, lune;
loose, lose;
loot, lute;
lore, lower;
lucre, looter;
lumbar, lumber;
lung, lunge;
luxurious, luxuriant;
M
macrocosm, microcosm;
madam, madame;
magnet, magnate;
maid, made;
mail, male;
main, mane, Maine;
maize, maze;
majority, plurality, minority;
mall, maul;
manner, manor;
mantel, mantle;
manual, Manuel;
mare, mayor;
marital, martial, marshal;
mark, marque;
marquee, marquis;
marten, martin;
mask, masque;
massage, message;
massed, mast;
massive, missive;
masterful, masterly;
material, materiel or matériel;
maybe, may be;
mean, mien;
meat, meet, mete;
medal, meddle;
mediate, meditate, medicate;
medium, media, median;
meeting, meting;
melody, medley, malady;
merry, marry, Mary;
metal, mettle;
meteor, meteorite;
mewl, mule;
mews, muse, Muse;
milestone, millstone;
militate, mitigate;
millenary, millinery;
mince, mints;
miner, minor;
minute, minuet;
misocapnist, capnophobia;
missal, missile;
mist, missed;
mite, might;
moan, mown;
moat, mote, molt;
mode, mowed;
mogul, mongrel;
momentous, momentary;
monologue, dialogue;
monopoly, polypoly;
mood, mooed;
moose, mousse, mouse;
moot, mute;
moral, morale;
morality, mortality;
morbid, sordid;
more, mower;
morn, mourn;
morning, mourning;
motif, motive;
motto, mottle;
mucous, mucus;
mulched, mulcted;
muscle, mussel;
musical, musicale;
mustard, mustered;
N
nauseated, nauseous;
naval, navel;
nay, nee or née, neigh;
need, knead, kneed;
negligent, negligible;
never, ever;
new, gnu, knew, nu;
news, gnus;
nice, gneiss;
night, knight;
nom de plume, pseudonym, pen name;
none, nun;
nose, knows, noes, nos;
nugget, nougat;
O
oar, o’er, or, ore;
oath, minced oath;
obscene, lewd;
observance, observation;
obsolete, obsolescent, archaic, archaism;
obstacle, impediment;
oculist, optician, ophthalmologist, optometrist;
ode, owed;
official, officious;
one, won;
opaque, transparent;
optimist, pessimist;
oracle, auricle;
oral, verbal, aural;
ordinance, ordnance;
orient, Orient, orientate;
osculate, oscillate, vacillate;
our, hour;
overdo, overdue;
O, oh, owe,;
oversight, omission;
P
paced, paste;
packed, pact;
packs, pax;
paid, payed;
pail, pale;
pain, pane;
pair, pairs, pare, pear;
pairing, paring;
palate, palette, pallet;
pall, pawl;
par, parr;
pariah, piranha;
parlay, parley;
partition, petition;
passe, posse;
passed, past;
pastor, pasture;
pathos, bathos;
patients, patience;
pause, paws;
pawing, pawning;
peace, piece;
peaceful, peaceable;
peak, peek, pique, piqué;
peaked, peaked;
peal, peel;
pealing, peeling;
pean or paean, peon;
pearl, purl;
pedal, peddle, petal;
peer, pier;
pelisse, police;
pen, pin;
penance, pennants;
pencil, pensile;
pendant, pedent, pennant;
penitence, penitents;
per, purr;
percent, percentage;
perfect, prefect;
perimeter, parameter;
perpetrate, perpetuate;
perpetual, perpetuity;
perquisite, requisite, prerequisite;
persecute, prosecute;
personal, personnel;
perspective, prospective, prospectus;
perspicuous, perspicacious;
perspiration, aspiration, inspiration;
peruse, pursue;
petrify, putrify, purify;
petty, paltry, trivial;
pew, pu;
phenomenon, phenomena, phenomenal;
physic, physique, psychic;
pi, pie;
pidgin, pigeon;
pier, peer;
pistil, pistol;
pitiful, piteous, pitiable;
pizza, piazza;
place, plaice;
plain, plane;
plaintiff, defendant;
plait, plate, pleat,;
plausible, feasible;
pleas, please;
plight, flight, flite or flyte;
plum, plumb;
pejorative, meliorative;
pejoration, melioration;
pole, poll;
polish, Polish;
polite, courteous;
pomace, pumice;
pommel, pummel;
populace, populous, population;
popular, poplar;
pore, pour, poor;
poring, pouring;
portion, potion;
practical, practicable, pragmatic;
practice, practise;
praise, prays, preys;
pray, prey;
precede, proceed;
precedence, precedents;
precedent, president;
precipitate, precipitous, precipice;
predicate, predicate, predict;
prelude, preclude;
premier, première or premiere;
prescribe, proscribe;
presence, presents;
presumption, presumptive, presumptuous;
pretend, portend, portent;
prevent, hinder;
preventive, preventative;
pride, pried;
pries, prize;
principal, principle;
prier, prior;
prints, prince;
profit, prophet; prophecy, prophesy;
proletarian, plebian;
proportion, apportion;
propose, purpose;
prosperity, posterity;
protege, prodigy;
prodigal, progeny;
pros, prose;
pendant, pedent;
prosthesis, prostration;
prosthetic, prostration;
prostrate, prostate;
protein, protean;
prude, prudent;
pundit, pundent, pedant, prodigy;
purl, pearl;
puttee, putty;
puzzle, perplex, bewilder;
Q
quail, quail;
quarts, quartz;
query, question, quest, inqiry;
quiet, quite, quit;
R
rabbet, rabbit;
rabble, rubble, rubbish;
race, race;
rack, wrack;
racket, racquet;
rail, rail, rail;
ravage, ravish;
raise, rear, rise, raze, rays;
raise, rear;
raised, razed;
rake, rake;
rap, wrap;
rapt, rapped, wrapped;
rappel, repel;
rapper, wrapper;
rare, scarce;
rational, rationale;
readable, legible;
recent, resent, resent;
read, reed;
read, red;
real, reel;
realize, know;
ream, reem;
rebound, redound;
recede, reseed;
recitation, resuscitation;
recurring, frequent;
redundant, abundant;
reek, wreak;
refuge, refugee;
refuse, refuse;
regal, regale;
regime, regimen, regiment;
register, registrar;
reign, rein, rain;
reigns, reins, rains;
reputed, reported;
required, prescribed;
requirement, requisition;
reseat, receipt, recipe;
reserve, reserve;
residence, residents;
resign, re-sign;
resort, resort;
respectable, respectful, respective;
respectfully, respectively, respectably;
rest, wrest;
restful, restive;
restive, restless, restful;
resume, continue;
résumé, synopsis, summary;
retch, wretch;
reticent, taciturn;
reverence, reference;
review, revue;
revile, revel;
revelry, reveille;
rheum, room;
Rhodes, roads;
rhumb, rum;
rhyme, rime;
rich, wealthy, affluent;
rigger, rigor;
right, rite, write, wright;
ring, wring;
ringer, wringer;
risky, risque or risqué;
road, rode, rowed;
roam, Rome;
roar, rower;
robber, thief, burglar;
roc, rock;
roe, row, row;
roil [rile], royal;
roll, role;
rood, rude, rued;
roomer, rumor;
root, route, en route, rout;
rose, rosé, rows, roes, rouse;
roster, rostrum;
rot, wrought;
rote, wrote;
ruble, rubble;
ruff, rough;
rung, wrung;
rye, wry;
S
sac, sack, sacque;
sacks, sax;
sacred, sacrosanct;
sacrilege, sacrilegious;
sail, sale;
salary, celery;
salon, saloon;
salubrious, lugubrious;
sanatorium, sanitarium;
sane, seine, Seine;
sanguine, sanguinary, sanguineous;
satin, sateen;
savant, idiot savant, idiot;
saver, savor;
scald, scold;
scalp, scalpel;
scan, scandal;
scream, screech, shriek, squeal;
scrip, script;
scuff, scruff;
scull, skull;
sculptor, sculpture;
seam, seem;
seamen, semen;
seamed, seemed;
sear, seer, seer, sere;
seas, sees, seize, siege, cease;
seasonable, seasonal;
secret, secrete;
sects, *****;
seen, scene;
see, sea;
sense, scents, cents;
sell, cell;
senses, census;
sensitive, sensuous, sensual;
septic, skeptic, styptic;
serf, surf;
seraph, serif;
session, cession;
setaceous, cetaceous;
sever, severe;
sewage, sewerage;
sewer, sewer, sower, suer;
sexton, sextant;
shall, will;
shear, sheer;
sheath, sheathe;
shelf, shelve;
shoe, shoo;
shone, shown;
shoot, chute;
shudder, shutter;
sic, sick;
sight, spectacle;
sighs, size;
signature, autograph;
sign, sine;
signet, cygnet;
side, sighed;
sigher, sire;
simple, simplistic;
simulate, stimulate;
sing, singe;
sink, cinque;
sit, sat, set;
slay, sleigh;
sleave, sleeve;
sleight, slight;
sloe, slow;
slogan, motto;
slough, slew;
slugger, sluggard;
smear, smirch, smirk;
smug, smudge;
so, sew, sow, sow;
soar, sore, sower;
soared, sword;
sold, soled;
solder, sodder;
sole, soul;
solid, stolid;
solitary, solitaire;
some, sum;
sometime, some time, sometimes;
son, sun;
soot, suit;
sore, sower, soar;
spacious, specious;
speak, speech;
special, especial, spacial;
specie, species;
specter, scepter;
steno, stereo;
splatter, splutter;
squib, squid;
stable, staple;
staid, stayed;
stair, stare;
stake, steak;
stalactite, stalagmite,
stalacto-stalagmite, stalemate;
stamp, stomp;
stanch, staunch;
stationary, stationery;
statue, stature, statute;
steal, steel;
steely, stele;
stentorian, stertorous;
step, steppe;
sticks, Styx;
stink, stint;
straight, strait;
straightened, straitened;
strip, stripe;
strut, strut;
style, stile;
subsequent, consequent;
succinct, concise;
suet, soot;
suburb, superb;
succor, sucker;
suit, suite, sweet;
summary, summery;
Sunday, sundae;
superintendence, superintendents;
supernatural, unnatural;
supposedly, presumably;
surf, serf;
surge, serge;
surmise, premise;
suspicion, suspect;
swath, swathe;
swayed, suede;
symbol, cymbal;
T
tack, tact;
tail, tale;
take, bring;
talents, talons;
taper, tapir;
tare, tear;
tart, tart;
tartar, Tartar;
taught, taut, taunt;
tax, tacks;
tea, tee;
teach, learn;
team, teem;
tear, tear, tier, tire;
tease, teas, tees;
temerity, timidity, timorous;
tenant, tenet;
tenor, tenure;
tense, tents, tens;
tepid, torpid;
tern, turn;
than, then;
therefor, therefore;
their, there, they’re;
this, that;
thong, throng;
thorough, throughout;
thrash, thresh;
treachery, treason;
threw, through, thru;
triumphal, triumphant;
throw, throe;
thrown, throne;
throws, throes;
thyme, time;
tick, tic;
tide, tied;
timber, timbre;
tinge, twinge;
tire, Tyre, tier, tier;
toad, toed, towed;
to, too, two;
toe, tow;
told, tolled;
ton, tun;
tonic, tunic;
tool, tulle;
tort, torte;
tortoise, turtle;
torturous, tortuous;
touchy, touche;
tout, toot;
tracked, tract;
trader, traitor;
transience, transients;
translate, transliterate;
translucent, transparent;
transsexual, transvestite;
travel, travail;
tray, trey;
trident, strident;
troop, troupe;
trooper, trouper;
trustee, trusty;
turgid, tubid;
tutor, Tudor;
typography, topography;
U
umbrella, parasol, sombrero;
unexceptionable, unexceptional;
uninhibited, uninhabited;
unique;
unit, unite;
university, college;
urban, urbane;
use, yews, ewes;
usable, useful;
utter, udder;
unwanted, unwonted;
V
vain, vane, vein;
vale, vail, veil;
valet, valley;
varied, various;
vary, very;
vassal, vessel;
venal, venial, vernal;
venue, veneer;
Venus, venous, venomous;
veracious, voracious;
veracity, voracity;
verses, versus;
vertex, vortex;
vial, vile;
vice, vise;
villain, villein;
visa, vista;
victual, virtual;
vindictive, vindication;
vocation, avocation;
volt, vault;
W
wade, weighed;
wafer, waver;
waist, waste;
wait, weight;
want, wont, won’t;
war, wore;
ware, wear, were, where;
wares, wears;
wary, weary;
warn, worn;
wave, waive;
waver, waiver;
way, weigh, whey;
wax, wane;
wax, whacts;
we, wee;
weal, we’ll;
weak, week;
weather, whether;
weave, we’ve;
weed, we’d;
weld, welled;
wench, winch, wince;
wet, whet;
whale, whale, wail;
wheal, wheel;
which, witch;
while, wile;
whine, wine;
whirl, whorl;
whither, wither;
who, whom;
who’s, whose;
whoa, woe;
whole, hole;
whose, who’s;
widow, widower;
wiggle, wriggle;
wilt, welt;
wind, wind, wined;
worst, wurst;
would, wood;
wreak, wreck, ;
Y
yoke, joke, yolk;
you, ewe, yew;
you’re, your, yore;
yule, you’ll]]>


A

abdicate, abrogate, arrogate, derogate, delegate, delicate;
abdication, addiction;
Abel, able, -able;
ability, capacity;
abjure, adjure;
ablution, absolution;
abridged, unabridged, expurgated;
abuse, misuse;
accede, exceed;
accelerate, exhilarate;
accelerator, exhilarator;
accept, except, expect;
access, excess, assess;
accessing, assessing;
accidental, incidental, accidentally;
acclamation, acclimation;
acronym, anagram;
acts, ax or axe;
acumen, acute, acuity;
ad, add;
adapt, adept, adopt;
addition, edition;
adds, ads, adz or adze;
adduce, deduce;
adhesion, cohesion, adherence, adherents;
adjourn, adjoin;
admission, admittance;
adolescence, adolescents;
adverse, averse;
advice, advise;
aerie, airy, eerie or eery;
affect, effect;
affinity, infinity;
affluence, affluents, influence;
agenda, addenda, addendum;
aggravate, exasperate, irritate, annoy;
agnostic, atheist, deist, theist;
aid, aide;
ail, ale;
air, err, heir;
aisle, isle, I’ll;
all, awl;
alley, ally;
allowed, aloud;
all ready, already;
all right, all-right, alright;
all together, altogether;
allude, elude, refer;
allusion, illusion, delusion, elusion;
all ways, always;
altar, alter;
alternate, alternative;
alumnus, alumni, alumna, alumnae ;
amateur, novice, neophyte, tyro;
amend, emend;
amiable, amicable;
among, between;
amoral, immoral;
amused, bemused;
angel, angle;
angry, mad;
anguish, languish;
annalist, analyst;
annalize, analyze;
annul, annual, perennial;
antagonist, protagonist;
ante-, anti-;
antecedence, antecedents;
antidote, anecdote;
aphasia, amnesia;
aplomb, a plum;
apposite, opposite;
appraise, apprise;
appreciate, depreciate;
apprehend, comprehend;
arbitrate, mediate;
area, aria;
ark, arc;
arrange, arraign;
artist, artiste;
ascension, assumption;
ascent, assent, accent;
ascetic, acetic;
ask, ax;
ass, asinine;
assassin, assailant;
assassinate, assault, assail;
assimilate, simulate;
assistance, assistants;
assume, presume;
assure, insure;
astrology, astronomy;
ate, eight;
attendants, attendance;
auger, augur;
aught, ought, naught;
aunt, ant;
aureole, oriole;
avenge, revenge;
aver, avert, evert, divert;
aviary, apiary;
award, reward;
away, aweigh;
awful, offal
B
babble, bable;
bad, badly, bade;
bald, bawled;
bale, bail;
ball, bawl;
ballet, ballot, ballad;
balm, bomb;
band, banned;
bands, banns, bans;
barbaric, barbarous, barbarian, barbarism;
bard, barred;
bare, bear;
baring, barring, bearing;
baron, barren;
baroness, barrenness;
base, bass, bass;
based, baste;
basis, bases;
Bastille, bastion;
bat, batt;
bate, bait;
bath, bathe;
batted, bated, baited;
bazaar, bizarre;
be, bee, BB;
beach, beech;
beau, bow;
beer, bier;
been, bin;
beet, beat;
beetle, betel;
believe, feel;
bell, belle;
bellow, billow;
benevolence, benediction, malevolence, malediction;
beneficent, beneficial;
berry, bury;
berth, birth;
beside, besides;
better, bettor;
biannual, biennial;
bigamy, polygamy, monogamy;
bigoted, biased, intolerant, prejudiced;
bisect, dissect;
bisk, bisque;
billed, build;
bite, byte;
blatant, flagrant;
blaze, blasé;
blew, blue, bleu;
bloc, block;
blond, blonde;
boar, bore, boor, Boer;
board, bored;
boarder, border;
boat, ship;
bode, bowed;
bogey, bogy;
bold, bowled;
bolder, boulder;
boll, bowl;
boors, bourse;
boos, booz;
born, borne;
bourgeois, proletariat;
boy, buoy;
bow, bough;
boy, buoy;
braid, brayed;
brake, break;
braze, braise, brays;
breach, breech;
bread, bred;
breath, breathe, breadth;
brews, bruise;
bridal, bridle;
brief, short;
bring, take;
Britain, Briton, Breton;
broach, brooch;
brochure, leaflet, pamphlet;
brood, brewed;
brows, browse;
buccal, buckle;
bullion, bouillon;
bump, thump;
bungle, bundle;
burley, burly;
burrow, burro, borough;
bus, buss;
bust, burst;
but, butt;
buy, by, bye, bi-;
bi-, semi-;
C
cabal, cable;
cache, cash;
caddie, caddy;
calendar, calender, colander;
calk, caulk;
call, caul;
callous, callus;
Calvary, cavalry, cavalier;
can, may, might;
canapé, canopy;
candid, candied;
cane, Cain;
cannon, canon, canyon;
cant, can’t;
canter, cantor;
canvas, canvass;
capitol, Capitol, capital;
carat, caret, carrot, karat;
careen, career;
caries, carries;
carol, carrel;
carton, cartoon;
casket, gasket; 0
cartridge, cartilage;
cast, caste;
casual, causal;
catholic, Roman Catholic;
caudal, caudle, coddle;
cause, caws;
cease, seize;
-ceed, -sede, -cede;
cede, seed;
ceiling, sealing;
cell, sell;
cellar, seller;
cement, concrete;
censer, censor, censure, sensor;
cent, scent, sent;
cents, scents, sense, cense;
cere, seer, sear;
cereal, serial;
cession, session;
childish, childlike;
champ, chomp;
champagne, champaign;
chance, chants;
chanty, shanty;
charted, chartered;
chaste, chased;
cheap, cheep;
check, Czech;
cheek, chic, sheik;
chew, eschew;
chews, choose, chose;
chilly, chile [also chili or chilli];
choler, collar;
choleric, caloric;
choral, chorale, coral;
circumscribed, circumspect;
cite, site, sight;
cinque, sink, sync.;
clack, claque;
clamber, clamor, clamour;
classic, classical;
claws, clause;
clever, cleaver;
clew, clue;
click, clique, cliche;
climacteric, climactic, climatic;
climb, clime;
clinch, clench;
close, close, clothes;
closure, cloture, cloister;
cloths, close;
coax, cokes;
coal, cole, kohl;
coarse, course;
coco, cocoa;
collision, collusion;
colonel, kernel;
comma, coma;
command, commend;
commence, comments, commerce;
commission, omission;
common, vulgar;
communicate, commute;
complacent, complaisant;
complement, compliment;
complete, finished;
complex, compound;
comprehensible, comprehensive;
compute, commute;
concert, consort;
conservation, conservative, Conservative, conserve;
condone, condom, condominium;
confidant, confidante, confident;
confirm, conform;
congregation, conjugation;
connotation, denotation;
connote, denote;
conscience, conscious, conscientious;
consecutive, successive;
consequence, consequents;
console, console;
consonance, consonants;
construction, destruction;
consul, council, consel;
contemptible, contemptuous;
continuous, continual;
continuance, continuation;
controversial, contentious;
converge, diverge;
conversion, diversion;
convince, persuade;
convulsion, revulsion;
coo, coup;
coolly, coolie or cooly, coulee;
coop, coupe or coupé;
cops, copse;
cord, chord, cored;
core, corps, corpse;
corespondent, correspondent;
cornet, coronet;
corporal, corporeal, corpulent;
correspondence, correspondents;
covert, overt;
custom, habit;
costume, custom;
council, counsel;
councilor, counselor;
courier, currier;
covet, covert, overt;
coward, cowered;
crape, crepe;
crawl, trawl;
creak, creek;
crease, creese [also crease or kris];
credible, creditable, credulous,credulity;
crevice, crevasse;
crews, cruise;
criterion, criteria;
croak, crock;
crocodile, alligator;
croquet, croquette, crochet;
cubical, cubicle;
cue, queue;
cure, curé;
cursed, cursed;
currant, current;
customer, costumer;
cyclone, hurricane, tornado;
cygnet, signet;
cymbal, symbol;
Cyprus, cypress;
D
daffynition, fictionary;
dairy, diary;
dam, damn;
dammed, damned;
dangle, tangle;
days, daze;
deadly, deathly;
dear, deer;
debar, disbar;
decadence, decadents;
decease, disease;
deceased, diseased;
decent, descent, dissent;
decimate, destroy, demolish;
decisive, incisive;
decompose, discompose;
decorum, propriety;
decree, degree;
deduce, deduct;
defer, differ;
deference, difference;
defective, deficient;
definite, definitive;
defensive, defensible;
defuse, diffuse;
deign, Dane;
delegate, relegate;
denounce, renounce;
dense, dents;
dependence, dependents;
deposition, disposition;
depravation, deprivation;
depraved, deprived;
deprecate, depreciate;
descendant, descendent;
descent, dissent;
desirable, desirous;
desperate, disparate, desperado;
dessert, desert, desert;
desolate, dissolute;
detract, distract;
device, devise;
deviser, devisor, divisor;
dew, do, due;
diagnosis, prognosis;
diced, minced;
dictionary, glossary, thesaurus;
dies, dice;
diffident, dissident;
differentiate, distinguish;
digest, digest;
digress, regress;
diminish, minimize;
dine, dyne;
dingy, dinghy;
dire, dyer;
direct, erect;
disapprove, disprove;
disaster, holocaust, tragedy;
disburse, disperse;
discomfort, discomfit, disconcert;
discreet, discrete;
discuss, discus, cuss;
disinterested, uninterested;
dispassionate, unimpassioned;
displace, misplace;
disposal, disposition;
dissidence, dissidents;
distinct, distinctive;
distracted, distrait, distraught;
divers, diverse;
divorce, divorcé, divorcee, divocée;
divulge, disclose;
doc, dock;
doe, dough, do;
does, does, doze;
done, dun;
dope, dupe;
douse, dowse;
dove, dove;
draft, draught;
droop, drupe;
dual, duel;
ducked, duct;
dye, die;
dyeing, dying;
dynamic, dynamite;
E
earn, urn;
earthly, earthy;
eave, eve;
either, ether;
effective, efficient, effectual;
egoism, egotism;
egoist, egotist;
egress, ingress;
either ... or, neither ... nor;
elegy, eulogy;
elicit, illicit, licit;
eligible, legible;
elude, delude, deluge;
elusive, delusive, illusive;
emanate, eminent, imminent, immanent, immediate;
emerge, emerse, immerge;
emeritus, merit, meritorious;
emersion, immersion;
emigrate, immigrate;
emit, omit;
empathy, sympathy;
ensure, insure;
entry, entrée;
envelop, envelope;
envy, covet, desire;
epidemic, endemic, pandemic;
epigram, epigraph;
epitaph, epithet;
equable, equitable;
erasable, irascible;
errant, arrant;
erratum, errata;
erotic, exotic;
eruption, irruption;
essay, assay;
etymology, entomology;
euphemism, dysphemism, cacophemism;
evoke, invoke;
evolution, revolution;
evolve, devolve;
exalt, exult;
exceed, excel;
exceptional, exceptionable;
exercise, exorcise;
exhaustive, exhausting,
exhaustible;
expand, expend;
expanse, expense;
expedience, expedients;
explicit, implicit;
expletive, explicative, epithet;
explosion, implosion;
expose, esposé;
expostulate, postulate;
extant, extent;
extemporaneous, impromptu;
extort, export;
extract, excerpt;
extraneous, intrinsic;
exude, exclude;
eyelet, islet;
F
fable, foible;
façade, veneer;
facet, faucet;
facetious, fictitious;
facilitate, felicitate;
fain, feign;
faint, feint;
faker, fakir;
fare, fair;
farm, pharm;
farther, further;
faun, fawn;
faze, phase, phrase;
feet, feat, fete;
ferment, foment;
ferry, fairy;
ferrule, ferule;
fete, fate;
feted, fated;
fetid, feted;
few, phew;
fewer, less;
fiancé, fiancée;
final, finally, finale, finely;
find, fined;
fineness, fnesse;
finish, Finnish;
fir, fur;
fish, fishes;
fisher, fissure;
flagrant, blatant;
flammable, inflammable;
flight, plight;
flare, flair, flayer;
flea, flee;
flecks, flex;
flesh, flush;
flesh out, flush out;
fleshly, fleshy;
flew, flu, flue;
flight, plight;
flip, flip-flop, flippant;
flotsam, jetsam;
flounder, founder;
flour, flower;
flout, flaunt;
flow, floe, flux;
foul, fowl;
for, fore, four;
foreword, forward;
formally, formerly;
fort, forte;
forth, fourth;
fortuitous, fortunate;
foul, fowl;
fraise, frays, phrase;
fraught, wrought;
friar, fryer;
frieze, freeze;
frustrate, fluster;
fuddle, muddle;
furry, fury;
G
gaff, gaffe;
gage, gauge;
gain, gainly;
gait, gate;
gall, Gaul;
galley, gallery;
gamble, gambol;
gambling, gamboling;
gamut, gambit;
gantlet, gauntlet;
gaol, jail;
gap, gape;
gargle, gargoyle;
gays, gaze;
geek, freak;
gel, jell;
generic, genetic;
genes, jeans;
genius, genus, genre;
gentle, gentile or Gentile, genteel;
gesture, jester;
ghastly, ghostly;
gibe, jibe, jive;
gild, guild;
gilt, guilt;
gist, jest;
glance, glimpse;
glutton, gluten, glut;
gobble, binge;
gobbler, gobbler;
googol, google, goggle;
gore, goer;
gored, gourd;
gorge, gouge;
gorging, gouging;
gorilla, guerilla;
gourmand, gourmet;
graduate, graduate from;
graft, graphed;
great, grate;
Greece, grease;
greave, grieve;
grill, grille;
grip, grippe;
grisly, grizzly;
groan, grown;
guarantee, guaranty;
guest, guessed, quest;
guise, guys;
H
hail, hale;
halve, have;
handsome, hansom;
hangar, hanger;
hanged, hung;
hardy, hearty;
hare, hair;
hart, heart;
haul, hall;
have, got, have got;
haven, heaven;
hay, hey;
hays, haze;
heal, heel;
healthful, healthy;
hear, here;
heard, herd;
hearsay, heresy;
heroin, heroine;
hertz, hurts;
hi, hie, high;
him, hymn;
higher, hire;
historic, historical;
ho, hoe;
hoar, hoer, whore;
hoard, horde, whored;
hoarse, horse;
hole, whole, holistic;
holy, holey, wholly, holly;
homonyms, homophones, homographs, heteronyms;
homophobia, homosexualphobia;
honorarium, stipend;
hoop, whoop;
hose, hose;
hostel, hostile;
hour, our;
hue, hew;
human, humane;
humble, pride;
humerus, humorous;
hurdle, hurtle;
hyperbola, hyperbole;
hypercritical, hypocritical;
hyperthermia, hypothermia;
I
I, aye, eye;
idle, idol, idyl;
ileum, ilium;
illegible, ineligible, eligible;
immoral, immortal;
impassable, impassible;
impetuous, vehement;
impinge, infringe;
imply, infer, insinuate;
impostor, imposure;
imprudent, impudent;
impunity, immunity;
in, inn;
inane, insane;
incidence, incidents;
incite, insight;
incoherent, inchoate;
incredible, incredulous;
indeterminable, indeterminate;
indigenous, indigent;
indignant, indigent, indignity;
indict, indite;
inequity, iniquity;
inert, insert;
infectious, contagious;
infidel, infidelity;
informer, informant;
ingenious, ingenuous;
innocence, innocents;
insidious, invidious;
insoluble, insolvable, insolvent;
inspire, expire, aspire;
inspiration, expiration;
instance, instants;
instigate, institute;
integration, segregation;
intelligible, intelligent, intellectual;
intense, intents;
intension, intention;
interment, internment;
intermural, intramural;
intern or interne, inter;
international, intranational;
interstate, intrastate;
intimate, intimate, imitate;
invade, inveighed;
invoke, revoke;
iron, ironic;
irreverent, irrelevant;
irruption, eruption;
its, it’s;

J
jam, jamb or jambe;
jibe, gibe;
jinks, jinx;
joust, just;
junction, juncture;
judicial, judicious;
jurist, juror;
K
key, quay;
kill, kiln;
knave, nave;
knell, knoll;
knickers, nickers;
knot, not;
knotty, naughty;
knit, nit;
knock, nock;
know, no;
L
laboratory, lavatory;
lacks, lax;
lade, laid;
lain, lane;
lam, lamb;
lame, lamé;
lapse, laps, Lapps, elapse, relapse;
largest, largess, largesse;
lascivious, licentious, lust;
last, latest;
later, latter, ladder;
lateral, literal;
lath, lathe;
lather, leather;
latitude, longitude;
laudable, laudatory;
lay, lei;
leach, leech;
lead, lead, led;
leak, leek;
lean, lien;
leased, least;
leeward, windward;
lend, loan, borrow;
lesson, lessen;
let, leave;
levee, levy;
liable, libel, slander;
liable, likely;
liar, lyre;
liberal, libertarian, libertine, liberty;
lichen, liken;
lie, lye;
lie, lay;
lightening, lightning;
linage, lineage;
linear, lineal;
links, lynx;
liqueur, liquor;
literal, littoral;
literary, literate;
litigation, mitigation;
livid, vivid;
llama, lama;
lo, low;
load, lode, lowed;
loam, loan, lone;
loath, loathe;
local, locale;
lock, loch;
locks, lox;
loom, loon, lune;
loose, lose;
loot, lute;
lore, lower;
lucre, looter;
lumbar, lumber;
lung, lunge;
luxurious, luxuriant;
M
macrocosm, microcosm;
madam, madame;
magnet, magnate;
maid, made;
mail, male;
main, mane, Maine;
maize, maze;
majority, plurality, minority;
mall, maul;
manner, manor;
mantel, mantle;
manual, Manuel;
mare, mayor;
marital, martial, marshal;
mark, marque;
marquee, marquis;
marten, martin;
mask, masque;
massage, message;
massed, mast;
massive, missive;
masterful, masterly;
material, materiel or matériel;
maybe, may be;
mean, mien;
meat, meet, mete;
medal, meddle;
mediate, meditate, medicate;
medium, media, median;
meeting, meting;
melody, medley, malady;
merry, marry, Mary;
metal, mettle;
meteor, meteorite;
mewl, mule;
mews, muse, Muse;
milestone, millstone;
militate, mitigate;
millenary, millinery;
mince, mints;
miner, minor;
minute, minuet;
misocapnist, capnophobia;
missal, missile;
mist, missed;
mite, might;
moan, mown;
moat, mote, molt;
mode, mowed;
mogul, mongrel;
momentous, momentary;
monologue, dialogue;
monopoly, polypoly;
mood, mooed;
moose, mousse, mouse;
moot, mute;
moral, morale;
morality, mortality;
morbid, sordid;
more, mower;
morn, mourn;
morning, mourning;
motif, motive;
motto, mottle;
mucous, mucus;
mulched, mulcted;
muscle, mussel;
musical, musicale;
mustard, mustered;
N
nauseated, nauseous;
naval, navel;
nay, nee or née, neigh;
need, knead, kneed;
negligent, negligible;
never, ever;
new, gnu, knew, nu;
news, gnus;
nice, gneiss;
night, knight;
nom de plume, pseudonym, pen name;
none, nun;
nose, knows, noes, nos;
nugget, nougat;
O
oar, o’er, or, ore;
oath, minced oath;
obscene, lewd;
observance, observation;
obsolete, obsolescent, archaic, archaism;
obstacle, impediment;
oculist, optician, ophthalmologist, optometrist;
ode, owed;
official, officious;
one, won;
opaque, transparent;
optimist, pessimist;
oracle, auricle;
oral, verbal, aural;
ordinance, ordnance;
orient, Orient, orientate;
osculate, oscillate, vacillate;
our, hour;
overdo, overdue;
O, oh, owe,;
oversight, omission;
P
paced, paste;
packed, pact;
packs, pax;
paid, payed;
pail, pale;
pain, pane;
pair, pairs, pare, pear;
pairing, paring;
palate, palette, pallet;
pall, pawl;
par, parr;
pariah, piranha;
parlay, parley;
partition, petition;
passe, posse;
passed, past;
pastor, pasture;
pathos, bathos;
patients, patience;
pause, paws;
pawing, pawning;
peace, piece;
peaceful, peaceable;
peak, peek, pique, piqué;
peaked, peaked;
peal, peel;
pealing, peeling;
pean or paean, peon;
pearl, purl;
pedal, peddle, petal;
peer, pier;
pelisse, police;
pen, pin;
penance, pennants;
pencil, pensile;
pendant, pedent, pennant;
penitence, penitents;
per, purr;
percent, percentage;
perfect, prefect;
perimeter, parameter;
perpetrate, perpetuate;
perpetual, perpetuity;
perquisite, requisite, prerequisite;
persecute, prosecute;
personal, personnel;
perspective, prospective, prospectus;
perspicuous, perspicacious;
perspiration, aspiration, inspiration;
peruse, pursue;
petrify, putrify, purify;
petty, paltry, trivial;
pew, pu;
phenomenon, phenomena, phenomenal;
physic, physique, psychic;
pi, pie;
pidgin, pigeon;
pier, peer;
pistil, pistol;
pitiful, piteous, pitiable;
pizza, piazza;
place, plaice;
plain, plane;
plaintiff, defendant;
plait, plate, pleat,;
plausible, feasible;
pleas, please;
plight, flight, flite or flyte;
plum, plumb;
pejorative, meliorative;
pejoration, melioration;
pole, poll;
polish, Polish;
polite, courteous;
pomace, pumice;
pommel, pummel;
populace, populous, population;
popular, poplar;
pore, pour, poor;
poring, pouring;
portion, potion;
practical, practicable, pragmatic;
practice, practise;
praise, prays, preys;
pray, prey;
precede, proceed;
precedence, precedents;
precedent, president;
precipitate, precipitous, precipice;
predicate, predicate, predict;
prelude, preclude;
premier, première or premiere;
prescribe, proscribe;
presence, presents;
presumption, presumptive, presumptuous;
pretend, portend, portent;
prevent, hinder;
preventive, preventative;
pride, pried;
pries, prize;
principal, principle;
prier, prior;
prints, prince;
profit, prophet; prophecy, prophesy;
proletarian, plebian;
proportion, apportion;
propose, purpose;
prosperity, posterity;
protege, prodigy;
prodigal, progeny;
pros, prose;
pendant, pedent;
prosthesis, prostration;
prosthetic, prostration;
prostrate, prostate;
protein, protean;
prude, prudent;
pundit, pundent, pedant, prodigy;
purl, pearl;
puttee, putty;
puzzle, perplex, bewilder;
Q
quail, quail;
quarts, quartz;
query, question, quest, inqiry;
quiet, quite, quit;
R
rabbet, rabbit;
rabble, rubble, rubbish;
race, race;
rack, wrack;
racket, racquet;
rail, rail, rail;
ravage, ravish;
raise, rear, rise, raze, rays;
raise, rear;
raised, razed;
rake, rake;
rap, wrap;
rapt, rapped, wrapped;
rappel, repel;
rapper, wrapper;
rare, scarce;
rational, rationale;
readable, legible;
recent, resent, resent;
read, reed;
read, red;
real, reel;
realize, know;
ream, reem;
rebound, redound;
recede, reseed;
recitation, resuscitation;
recurring, frequent;
redundant, abundant;
reek, wreak;
refuge, refugee;
refuse, refuse;
regal, regale;
regime, regimen, regiment;
register, registrar;
reign, rein, rain;
reigns, reins, rains;
reputed, reported;
required, prescribed;
requirement, requisition;
reseat, receipt, recipe;
reserve, reserve;
residence, residents;
resign, re-sign;
resort, resort;
respectable, respectful, respective;
respectfully, respectively, respectably;
rest, wrest;
restful, restive;
restive, restless, restful;
resume, continue;
résumé, synopsis, summary;
retch, wretch;
reticent, taciturn;
reverence, reference;
review, revue;
revile, revel;
revelry, reveille;
rheum, room;
Rhodes, roads;
rhumb, rum;
rhyme, rime;
rich, wealthy, affluent;
rigger, rigor;
right, rite, write, wright;
ring, wring;
ringer, wringer;
risky, risque or risqué;
road, rode, rowed;
roam, Rome;
roar, rower;
robber, thief, burglar;
roc, rock;
roe, row, row;
roil [rile], royal;
roll, role;
rood, rude, rued;
roomer, rumor;
root, route, en route, rout;
rose, rosé, rows, roes, rouse;
roster, rostrum;
rot, wrought;
rote, wrote;
ruble, rubble;
ruff, rough;
rung, wrung;
rye, wry;
S
sac, sack, sacque;
sacks, sax;
sacred, sacrosanct;
sacrilege, sacrilegious;
sail, sale;
salary, celery;
salon, saloon;
salubrious, lugubrious;
sanatorium, sanitarium;
sane, seine, Seine;
sanguine, sanguinary, sanguineous;
satin, sateen;
savant, idiot savant, idiot;
saver, savor;
scald, scold;
scalp, scalpel;
scan, scandal;
scream, screech, shriek, squeal;
scrip, script;
scuff, scruff;
scull, skull;
sculptor, sculpture;
seam, seem;
seamen, semen;
seamed, seemed;
sear, seer, seer, sere;
seas, sees, seize, siege, cease;
seasonable, seasonal;
secret, secrete;
sects, *****;
seen, scene;
see, sea;
sense, scents, cents;
sell, cell;
senses, census;
sensitive, sensuous, sensual;
septic, skeptic, styptic;
serf, surf;
seraph, serif;
session, cession;
setaceous, cetaceous;
sever, severe;
sewage, sewerage;
sewer, sewer, sower, suer;
sexton, sextant;
shall, will;
shear, sheer;
sheath, sheathe;
shelf, shelve;
shoe, shoo;
shone, shown;
shoot, chute;
shudder, shutter;
sic, sick;
sight, spectacle;
sighs, size;
signature, autograph;
sign, sine;
signet, cygnet;
side, sighed;
sigher, sire;
simple, simplistic;
simulate, stimulate;
sing, singe;
sink, cinque;
sit, sat, set;
slay, sleigh;
sleave, sleeve;
sleight, slight;
sloe, slow;
slogan, motto;
slough, slew;
slugger, sluggard;
smear, smirch, smirk;
smug, smudge;
so, sew, sow, sow;
soar, sore, sower;
soared, sword;
sold, soled;
solder, sodder;
sole, soul;
solid, stolid;
solitary, solitaire;
some, sum;
sometime, some time, sometimes;
son, sun;
soot, suit;
sore, sower, soar;
spacious, specious;
speak, speech;
special, especial, spacial;
specie, species;
specter, scepter;
steno, stereo;
splatter, splutter;
squib, squid;
stable, staple;
staid, stayed;
stair, stare;
stake, steak;
stalactite, stalagmite,
stalacto-stalagmite, stalemate;
stamp, stomp;
stanch, staunch;
stationary, stationery;
statue, stature, statute;
steal, steel;
steely, stele;
stentorian, stertorous;
step, steppe;
sticks, Styx;
stink, stint;
straight, strait;
straightened, straitened;
strip, stripe;
strut, strut;
style, stile;
subsequent, consequent;
succinct, concise;
suet, soot;
suburb, superb;
succor, sucker;
suit, suite, sweet;
summary, summery;
Sunday, sundae;
superintendence, superintendents;
supernatural, unnatural;
supposedly, presumably;
surf, serf;
surge, serge;
surmise, premise;
suspicion, suspect;
swath, swathe;
swayed, suede;
symbol, cymbal;
T
tack, tact;
tail, tale;
take, bring;
talents, talons;
taper, tapir;
tare, tear;
tart, tart;
tartar, Tartar;
taught, taut, taunt;
tax, tacks;
tea, tee;
teach, learn;
team, teem;
tear, tear, tier, tire;
tease, teas, tees;
temerity, timidity, timorous;
tenant, tenet;
tenor, tenure;
tense, tents, tens;
tepid, torpid;
tern, turn;
than, then;
therefor, therefore;
their, there, they’re;
this, that;
thong, throng;
thorough, throughout;
thrash, thresh;
treachery, treason;
threw, through, thru;
triumphal, triumphant;
throw, throe;
thrown, throne;
throws, throes;
thyme, time;
tick, tic;
tide, tied;
timber, timbre;
tinge, twinge;
tire, Tyre, tier, tier;
toad, toed, towed;
to, too, two;
toe, tow;
told, tolled;
ton, tun;
tonic, tunic;
tool, tulle;
tort, torte;
tortoise, turtle;
torturous, tortuous;
touchy, touche;
tout, toot;
tracked, tract;
trader, traitor;
transience, transients;
translate, transliterate;
translucent, transparent;
transsexual, transvestite;
travel, travail;
tray, trey;
trident, strident;
troop, troupe;
trooper, trouper;
trustee, trusty;
turgid, tubid;
tutor, Tudor;
typography, topography;
U
umbrella, parasol, sombrero;
unexceptionable, unexceptional;
uninhibited, uninhabited;
unique;
unit, unite;
university, college;
urban, urbane;
use, yews, ewes;
usable, useful;
utter, udder;
unwanted, unwonted;
V
vain, vane, vein;
vale, vail, veil;
valet, valley;
varied, various;
vary, very;
vassal, vessel;
venal, venial, vernal;
venue, veneer;
Venus, venous, venomous;
veracious, voracious;
veracity, voracity;
verses, versus;
vertex, vortex;
vial, vile;
vice, vise;
villain, villein;
visa, vista;
victual, virtual;
vindictive, vindication;
vocation, avocation;
volt, vault;
W
wade, weighed;
wafer, waver;
waist, waste;
wait, weight;
want, wont, won’t;
war, wore;
ware, wear, were, where;
wares, wears;
wary, weary;
warn, worn;
wave, waive;
waver, waiver;
way, weigh, whey;
wax, wane;
wax, whacts;
we, wee;
weal, we’ll;
weak, week;
weather, whether;
weave, we’ve;
weed, we’d;
weld, welled;
wench, winch, wince;
wet, whet;
whale, whale, wail;
wheal, wheel;
which, witch;
while, wile;
whine, wine;
whirl, whorl;
whither, wither;
who, whom;
who’s, whose;
whoa, woe;
whole, hole;
whose, who’s;
widow, widower;
wiggle, wriggle;
wilt, welt;
wind, wind, wined;
worst, wurst;
would, wood;
wreak, wreck, ;
Y
yoke, joke, yolk;
you, ewe, yew;
you’re, your, yore;
yule, you’ll]]> http://forum.partodanesh.com/showthread.php?tid=1855 Sat, 17 Dec 2011 20:04:16 +0000 http://forum.partodanesh.com/showthread.php?tid=1855
As our eyes move across the page they make a series of jerky
movements. Whenever they come to rest on a word that is called a
fixation. Most people fixate once on each word across a line of print.
In order to make our speed increase we must take in more words with
each fixation, rather than make our eyes move faster.

1.Try to avoid focusing on every word, but rather look at groups
of 2 to 3 words. For instance, this sentence could be grouped in this
manner:
for instance / this sentence / could be grouped / in this manner

2. Work on vocabulary improvement. Familiarize yourself with
new words so you don't get stuck on them when you read them again.

3. If you find yourself moving your lips when reading, force
yourself to read faster by following (1.) above so that you can no
longer move your lips.

4. Read more! 15 minutes a day of reading an average size novel
equals 18 books a year at an average reading speed!

5. Determine your purpose before reading. If you only need main
ideas, then allow yourself to skim the material. Don't feel you must
read very word.

6. Spend a few minutes a day reading at a faster than comfortable
rate (about 2 to 3 times faster than your normal speed). Use your
hand or an index card to guide your eyes down the page. Then time
yourself reading a few pages at your normal speed. You'll find that
often your normal reading speed will increase after your skimming
practice.

7. If you have poor concentration when reading, practice reading
for only 5 - 10 minutes at a time and gradually increase this time.

8. There are several books on increasing reading speed available
in most bookstores. If you are serious about increasing your rate you
may want to work systematically through one of these books.]]>
As our eyes move across the page they make a series of jerky
movements. Whenever they come to rest on a word that is called a
fixation. Most people fixate once on each word across a line of print.
In order to make our speed increase we must take in more words with
each fixation, rather than make our eyes move faster.

1.Try to avoid focusing on every word, but rather look at groups
of 2 to 3 words. For instance, this sentence could be grouped in this
manner:
for instance / this sentence / could be grouped / in this manner

2. Work on vocabulary improvement. Familiarize yourself with
new words so you don't get stuck on them when you read them again.

3. If you find yourself moving your lips when reading, force
yourself to read faster by following (1.) above so that you can no
longer move your lips.

4. Read more! 15 minutes a day of reading an average size novel
equals 18 books a year at an average reading speed!

5. Determine your purpose before reading. If you only need main
ideas, then allow yourself to skim the material. Don't feel you must
read very word.

6. Spend a few minutes a day reading at a faster than comfortable
rate (about 2 to 3 times faster than your normal speed). Use your
hand or an index card to guide your eyes down the page. Then time
yourself reading a few pages at your normal speed. You'll find that
often your normal reading speed will increase after your skimming
practice.

7. If you have poor concentration when reading, practice reading
for only 5 - 10 minutes at a time and gradually increase this time.

8. There are several books on increasing reading speed available
in most bookstores. If you are serious about increasing your rate you
may want to work systematically through one of these books.]]> http://forum.partodanesh.com/showthread.php?tid=1854 Sat, 17 Dec 2011 20:03:42 +0000 http://forum.partodanesh.com/showthread.php?tid=1854
Do you believe the use of the internet for university level education is a good idea? What effects will the internet have on future study at universities?




In the past the only way to acquire a lecturer's notes was to attend classes at a university. Nowadays, with the development of technology, student's are able to download the lecturer's notes from the internet. This fact (trend) may have both positive and negative effects on university education.

On the one hand, many students may have financial difficulties, something that does not allow them to live near the university where they desire to attend. In this way they can take the notes from the internet and study from a distance. Furthermore, students can have the opportunity to work and study at the same time without the one impeding the other.

On the contrary, however, students studying at home lose the opportunity to meet and communicate with other fellow-students, something that has been shown to be really helpful for their future career. Also, they may not feel they are part of a university community. Finally, the communication between the lecturer and the student is really impersonal, and sometimes a lecturer can not be replaced by the digital notes provided. The lecturer's examples and way of teaching can help students to assimilate the lesson.

Consequently, despite some of the drawbacks I do not believe that downloaded notes from the internet can downgrade the university education level but at least something can be done to limit this from happening; for instance, by making some lessons physically compulsory.


Possible score 7.5~8]]>
Do you believe the use of the internet for university level education is a good idea? What effects will the internet have on future study at universities?




In the past the only way to acquire a lecturer's notes was to attend classes at a university. Nowadays, with the development of technology, student's are able to download the lecturer's notes from the internet. This fact (trend) may have both positive and negative effects on university education.

On the one hand, many students may have financial difficulties, something that does not allow them to live near the university where they desire to attend. In this way they can take the notes from the internet and study from a distance. Furthermore, students can have the opportunity to work and study at the same time without the one impeding the other.

On the contrary, however, students studying at home lose the opportunity to meet and communicate with other fellow-students, something that has been shown to be really helpful for their future career. Also, they may not feel they are part of a university community. Finally, the communication between the lecturer and the student is really impersonal, and sometimes a lecturer can not be replaced by the digital notes provided. The lecturer's examples and way of teaching can help students to assimilate the lesson.

Consequently, despite some of the drawbacks I do not believe that downloaded notes from the internet can downgrade the university education level but at least something can be done to limit this from happening; for instance, by making some lessons physically compulsory.


Possible score 7.5~8]]> http://forum.partodanesh.com/showthread.php?tid=1853 Sat, 17 Dec 2011 20:02:07 +0000 http://forum.partodanesh.com/showthread.php?tid=1853 practice makes perfect کار نیکو کردن از پر کردن است
all that glitters is not gold هر گردی گردو نیست
they slighted me=they gave me a cold shoulder = به من کم محلی کردن
keep your hands to yourself= دستتو بکش!
that car is too rich for my blood= اون ماشین به گروه خون من نمیخوره(خیلی گرونه
he is still up in the air= هنوز پا در هواست و تصمیمشو نگرفته (undecided person)
who the deuce do you think you are?=مردک فکر کردی کی هستی
who the hell do you think you are?=مردک فکر کردی کی هستی؟
He is a chain smoker= اون آتیش به آتیش سیگار میکشه (خیلی سیگار میکشه)
chain store = فروشگاه زنجیره ای
arms race= مسابقه تسلیحاتی بین ابر قدرتها
down payment= پول پیش-پیش پرداخت
she is my steady= اون رفیق فابریکمه
he goes steady= اون تک پره
I'll eat my hat if….= اسممو عوض میکنم اگه
I lost my temper suddenly یک دفعه از کوره در رفتم
from A to Z= از سیر تا پیاز-از اول تا آخر
you are all thumbs= دستو پا چلفتی هستی
heart speaks to heart= دل به دل راه داره
I fell in love with you at first sight =تو همون نگاه اول عاشقت شدم
you never know your luck= دنیا رو چه دیدی]]> practice makes perfect کار نیکو کردن از پر کردن است
all that glitters is not gold هر گردی گردو نیست
they slighted me=they gave me a cold shoulder = به من کم محلی کردن
keep your hands to yourself= دستتو بکش!
that car is too rich for my blood= اون ماشین به گروه خون من نمیخوره(خیلی گرونه
he is still up in the air= هنوز پا در هواست و تصمیمشو نگرفته (undecided person)
who the deuce do you think you are?=مردک فکر کردی کی هستی
who the hell do you think you are?=مردک فکر کردی کی هستی؟
He is a chain smoker= اون آتیش به آتیش سیگار میکشه (خیلی سیگار میکشه)
chain store = فروشگاه زنجیره ای
arms race= مسابقه تسلیحاتی بین ابر قدرتها
down payment= پول پیش-پیش پرداخت
she is my steady= اون رفیق فابریکمه
he goes steady= اون تک پره
I'll eat my hat if….= اسممو عوض میکنم اگه
I lost my temper suddenly یک دفعه از کوره در رفتم
from A to Z= از سیر تا پیاز-از اول تا آخر
you are all thumbs= دستو پا چلفتی هستی
heart speaks to heart= دل به دل راه داره
I fell in love with you at first sight =تو همون نگاه اول عاشقت شدم
you never know your luck= دنیا رو چه دیدی]]> http://forum.partodanesh.com/showthread.php?tid=1852 Sat, 17 Dec 2011 20:01:40 +0000 http://forum.partodanesh.com/showthread.php?tid=1852




Dissatisfaction


I am unhappy about…
I do not like…
I am not uncomfortable with…
…is not what I expected/was expecting
…does not suit my needs/me
…is too (adjective)

Regret and apology

I’m sorry that..
I regret that I…
Please accept my apologies for…ing
Please forgive me for…
Unfortunately/regrettably I…

Needs and wants

What I am looking for is…
What I need is…
What would suit me best is…
I am very keen to…
I would very much like to…
I would be grateful if you could…
I would appreciate it if…


Saying thank you


Thank you very much for…
I very much appreciated…
I’m grateful to you for…

Annoyance

Although I asked for…
Despite my request for…
Even though I telephoned you…

Pleasure and satisfaction

I was delighted about/by… I thoroughly enjoyed…
… was very impressive/enjoyable
I was very pleased to hear that…

Suggestions

Why don’t you…?
Could I suggest that…?
I would recommend that…
Wouldn’t it be better if…
In my opinion it would be a good idea to…]]>




Dissatisfaction


I am unhappy about…
I do not like…
I am not uncomfortable with…
…is not what I expected/was expecting
…does not suit my needs/me
…is too (adjective)

Regret and apology

I’m sorry that..
I regret that I…
Please accept my apologies for…ing
Please forgive me for…
Unfortunately/regrettably I…

Needs and wants

What I am looking for is…
What I need is…
What would suit me best is…
I am very keen to…
I would very much like to…
I would be grateful if you could…
I would appreciate it if…


Saying thank you


Thank you very much for…
I very much appreciated…
I’m grateful to you for…

Annoyance

Although I asked for…
Despite my request for…
Even though I telephoned you…

Pleasure and satisfaction

I was delighted about/by… I thoroughly enjoyed…
… was very impressive/enjoyable
I was very pleased to hear that…

Suggestions

Why don’t you…?
Could I suggest that…?
I would recommend that…
Wouldn’t it be better if…
In my opinion it would be a good idea to…]]> http://forum.partodanesh.com/showthread.php?tid=1851 Sat, 17 Dec 2011 20:01:10 +0000 http://forum.partodanesh.com/showthread.php?tid=1851







Expressing your opinion

I would argue that...
I (firmly) believe that...
It seems to me that...
I think that...
As far as I can see…
People argue that...
Some people say that...
It is understood that...
It is generally accepted that...
It is widely believed that..

Disagreeing with an opinion

I am unconvinced that…
I don’t believe that…
It is hard to accept that…
There is little evidence to support the idea that…
It is unjustifiable to say that
It cannot be true that…

Defining

By this I mean…
In other words…
That is to say…
To be more precise…
What I mean here is…

Supporting an idea

For example…

For instance…
As an example…
Indeed, …
In fact,…
Of course, …
Naturally…
If this is the case then…
In my experience…

Making a contrast between ideas

However…
Despite…
In spite of…
On the other hand…
Although…
Nevertheless…
Whereas…
But…

Adding ideas

Furthermore…
In addition to this..
Additionally…
Not only…but also



Concluding

To sum up…
Overall…
In the final analysis…
In summary…
In conclusion…
To conclude…
Ultimately…]]>







Expressing your opinion

I would argue that...
I (firmly) believe that...
It seems to me that...
I think that...
As far as I can see…
People argue that...
Some people say that...
It is understood that...
It is generally accepted that...
It is widely believed that..

Disagreeing with an opinion

I am unconvinced that…
I don’t believe that…
It is hard to accept that…
There is little evidence to support the idea that…
It is unjustifiable to say that
It cannot be true that…

Defining

By this I mean…
In other words…
That is to say…
To be more precise…
What I mean here is…

Supporting an idea

For example…

For instance…
As an example…
Indeed, …
In fact,…
Of course, …
Naturally…
If this is the case then…
In my experience…

Making a contrast between ideas

However…
Despite…
In spite of…
On the other hand…
Although…
Nevertheless…
Whereas…
But…

Adding ideas

Furthermore…
In addition to this..
Additionally…
Not only…but also



Concluding

To sum up…
Overall…
In the final analysis…
In summary…
In conclusion…
To conclude…
Ultimately…]]>