CR2 Prethinking - March 5

CR2 : Pre-Thinking for
Assumptions
3 PARTS TO THIS WEBINAR
The Company
Critical
Reasoning
The People
12 minutes 120 minutes 20 minutes

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Quant: (Mar 5, Mar 25)
Verbal: (Mar 5, Mar 26)
March - I Batch Calendar
S.No Session Name Day Date Session Time
1 CR1 - Inference Saturday Mar 5 7:00 a.m.

2 CR2 Pre-thinking and Argument Structure Sunday Mar 6 7:00 a.m.
CR3 Evaluate Saturday Mar 12 7:00 a.m.
3
Things to note
4 CR4 Strengthen Sunday Mar 13 7:00 a.m.
CR5 comprehensive
1.5 More Weaken Sunday
than any other course Mar 13 9:00 a.m.
2.6 AllCR6 Bold Face

Live Sessions take place on weekends Saturday Mar 19 7:00 a.m.
SC1 How to Approach SC Saturday Mar 26 7:00 a.m.
3.7 7:00 am Pacific = 8:30 PM IST
SC2 Solving SC Questions with Verb Errors Sunday Mar 27 7:00 a.m.
8
9 SC3 Parallelism Saturday Apr 2 7:00 a.m.
10 SC4 Modifiers Sunday Apr 3 7:00 a.m.
RC1 - Efficient Reading and Comprehension Saturday Apr 9 7:00 a.m.
11
12 RC2 Session Sunday Apr 10 7:00 a.m.
13 Verbal Workshop Saturday Apr 16 7:00 a.m.
The Company
CR-2
Pre-Thinking
Assumptions
The People
20 minutes
12 minutes 120 minutes
Agenda
1. Discuss your current approach

Document how you
2. Pre-thinking Exercise 2 arguments prepare today
3. GMAT Style Questions 4 questions
i. Quiz
ii. Detailed Review of 4 questions Recognize what is
i. Apply Pre-thinking important to master CR
ii. Apply Negation Test Assumptions
4. Discuss your Should-Be Present your should-

approach be plan to master CR
5. More Practice Assumptions
Lets Discuss your Current
Approach to CR
What is Pre-thinking?
Pre-thinking: Thinking one potential assumption in your

mind in 15 seconds before going to the answer choices.
E-GMAT was the first company to precisely define Pre-thinking

and apply the same in our solutions
How do you solve CR Assumption Question?
Which of the two methodologies do you follow?

o 1) Read the argument, 2) go to the answer choices, and 3) come back to the
argument till you reach the final candidate.
o 1) Read the argument, 2) Pre-think an assumption, and 3) then evaluate the

answer choices referring to the argument only when needed.
Where do you spend your time?
When you solve a CR assumption question, you spend the majority of your
time in ______
o Reading and understanding the Argument
o Pre-thinking an assumption
o Evaluating the answer choices to arrive at the correct answer

How do you solve Assumption Questions Today?
Which of the two methodologies do you follow?
o 1) Read the argument, 2) go to the answer choices, and 3)
come back to the argument till you reach the final candidate.
o 1) Read the argument, 2) Pre-think an assumption, and 3)

then evaluate the answer choices - referring to the argument
only when needed.
When you solve CR assumption question, you spend majority of

your time in ______
o Reading and understanding the Argument.
o Pre-thinking an assumption
o Evaluating the answer choices to arrive at the correct answer1

What is an Assumption?
Argument: Joe scored 500 on the GMAT. Therefore, he will not get admission in an
Ivy League College.
Score of 500 on GMAT No

No admission
admission in ILC
ILC
Jump
Assumption
A score of 500 on the GMAT for someone like Joe is

unacceptable to Ivy League Colleges
3 Characteristics of Assumption
Assumption: An unstated idea required for the conclusion to be valid.
New Information
Support the
Conclusion Must be True
TAKE AWAY
The correct answer choice will satisfy all these three conditions.
Pre-Thinking Exercise
Lets warm up for the Marathon.

Process that We will follow?
Learn and Revise

Some Theory 3
1
Your Rajats Evaluate

Argument Submissions
Pre-thinking Pre-thinking
2 Mins 2-3 submissions
2
Record in Short
Answer Poll
Argument 1
Pre - thinking Exercise 1
Historically, Newsweek had 30% fewer subscribers than TIME magazine did. To
improve its share, Newsweek recently increased coverage on international financial
markets and added a new section on international movies. The two magazines now
have about the same number of subscribers. Therefore, Newsweeks editor concluded
that the parity in numbers is due to a switching of subscribers from TIME to Newsweek
caused by the enhancements done to Newsweek. Note, every subscriber subscribes
only to one magazine.
How to Approach
Step 1 - Conclusion Step 2 Logical Str. Step 3 Pre-thinking

Isolate and Understand how Ask Pre-thinking
Understand the author arrives at Questions
Conclusion Conclusion
Assumptions
Step 3: How to Pre-Think Assumption
Assumption: An unstated idea required
Falsification for the conclusion to be valid.
Method
Argument: Joe scored 500 on the GMAT. Therefore, he will not get admission in an
Ivy League College.
What if there is evidence that someone

Ask questions that lead us to scenarios in
1 like Joe has been recently accepted by Ivy
which the conclusion does not hold
League College?
2 The assumption is that such a scenario Nobody like Joe who scores 500 on
Does Not Exist. the GMAT gets admitted to Ivy league
colleges (Assumption)
Steps 1 & 2 Conclusion and Logical Structure
Historically, Newsweek had 30% Logical Structure
fewer subscribers than Time
magazine did
To improve its share, Newsweek Initially Then Finally

recently increased coverage on
Time > NW Enhancements NW = Time
international financial markets and
added a new section on
international movies
The two magazines now have about

the same number of subscribers
Enhancements Caused some
Therefore, Newsweeks editor people to move from Time to NW,
concluded that the parity in numbers is leading to parity in numbers
due to a switching of subscribers from
TIME to Newsweek caused by the
enhancements done to Newsweek
Prethinking Conclusion Falsification
Logical Structure Question to Ask (Falsifying)

Under What condition will
the switching NOT be caused by the
Initially Then Finally enhancements
Time > NW Enhancements NW = Time Possible Scenarios

1. No TIME sub. likes the enhancements that
NW made.
2. All TIMEs customers considered its
content better than NWs despite the
enhancements made to NW.
Enhancements Caused some 3. People move from Time to NW for some
people to switch from Time to NW, other reasons but the enhancements.
leading to parity in numbers Possible Assumptions
1. At least one/Some Time Subscriber(s)
like(s) NWs enhancements enough over
corresponding content from Time.
Pre-thinking Conclusion Falsification
Logical Structure Question to Ask (falsifying)

Under What condition will
NW = TIME (Condition to Satisfy)
Initially Then Finally without any switching
Time > NW Enhancements NW = Time

Possible Scenarios
1. NW gets ALL new subscribers from

some other source.
Enhancements Caused some 2. TIME loses a significant number of
people to switch from Time to NW, subscribers without NW gaining
leading to the parity in numbers any of those subscribers.
Your Pre-thinking(s)
Statements Reasoning
Time did not make any enhancements to Would it matter if Time made enhancements,
these two sections during the time frame as long as the enhancements made by NW
in Question were still better for some subscribers.
NW did not lose any subscribers to Time Would the conclusion be falsified if a few
subs from NW switched to TIME
Magazine in this time frame
What did we learn?
1. Systematic approach to Asking Falsification Questions?

2. An argument can have multiple assumptions.
3. The assumptions become visible once you have the argument
structure outlined.
4. The facts in the argument need to be respected (NW == TIME)
How to Pre-Think?
Pre-thinking Question What and Why
Assumption Conclusion
Must Be True
Conclusion breaks ONLY when
An assumption falls apart
To find Assumptions
Look for Scenarios in which
Conclusion Does NOT HOLD
Question: Under What Circumstances <given the facts> will the

Conclusion Break Down
How to find Assumptions?
To find Assumptions What is the Assumption?

Look for Scenarios in which Such scenarios
Conclusion Does NOT HOLD Do Not Exist
Assumption: The falsification scenarios do not exist.

How will you feel?
High
4 Level 3
3 Level 2
Medium
Accuracy
2
Level 1
Low
Low Medium High

Time
Example 2
Pre - thinking Exercise 2
A recently published paper concludes that tenured professors or those on their way to
tenure enhance student learning less than full-time lecturers outside the tenure system
do. Clearly, the difference between professors in the tenure system and other full-time
lecturers has to do with the reward system for the former. The criterion for rewarding
tenured faculty typically places a greater emphasis on research than on teaching.
How to Pre-think
Step 1 - Conclusion Step 2 Logical Str. Step 3 Pre-thinking

Isolate and Understand how Ask Pre-thinking
Understand the author arrives at Questions
Conclusion. Conclusion
Assumptions
Question: Under What Circumstances <given the facts> will the

Conclusion Break Down
Whats The Conclusion
A recently published paper concludes
that tenured professors or those on
Context => This (the fact stated) sets the
1 their way to tenure enhance student
stage for the argument. The fact, supports the
learning less than full-time lecturers
conclusion.
outside the tenure system do
Clearly, the difference between

professors in the tenure system and Main Conclusion => This is what the author
2
other full-time lecturers has to do with is trying to assert
the reward system for the former
The criterion for rewarding tenured

Supporting Statement => Written to support
3 faculty typically places a greater
the main conclusion.
emphasis on research than on teaching.
A recently published paper concludes Logical Structure
that tenured professors or those on Finding Reward System
their way to tenure enhance student Non Tenured enhance Tenured => greater
learning less than full-time lecturers student learning better emphasis on research
outside the tenure system do than Tenured than teaching
Clearly, the difference between

professors in the tenure system and
other full-time lecturers has to do with
the reward system for the former
Reward System causes the difference

The criterion for rewarding tenured
b/w Tenured & Non Tenured
faculty typically places a greater
emphasis on research than on teaching.
Pre-thinking Conclusion Falsification
Logical Structure Question to Ask

Finding Reward System Under what condition will the Reward
Non Tenured enhance Tenured => greater system NOT cause the difference
student learning better emphasis on research between Tenured & Non Tenured.
than Tenured than teaching
Possible Scenarios
1. If Non Tenured has similar
emphasis on Research.
2. Most Tenured professors do not
act as per the reward system.
Reward System causes the difference 3. If something else explains the
b/w Tenured & Non Tenured difference in students learning
outcomes.
a) Scope for Improvement => is
significantly higher for students
going to Non-Tenured professors
than to tenured professors.
Your Pre-thinking(s)
Statements Reasoning
Is it required that Non tenured profs. do Zero

Non-tenured faculty professors do not do research. What if they do some research,
research
much less than what tenured faculty does.
All Professors in Tenured system receive Is all required? What if 1% do not receive
rewards for research rewards? Will the conclusion be falsified.?
The lower emphasis on teaching impacts

the capability of tenured faculty to impart Is capability same as motivation?
effective learning.
Full Length Questions
Q1: Technology in Education
The recent Technology in Education bill mandates that during learning hours students learn using
computers instead of reading books as they currently do. Since neither the number of learning
hours nor the number of teachers has changed, it is unlikely that this bill will have a significant
impact on improving overall learning outcomes of students.
Which of the following must be true for the claim above to hold?
A. The variety of subjects available on a computer is not more comprehensive than that available in
books.
B. Books do not engage learners more effectively than computers do.
C. Few if any students who learn using computers in school demonstrate significantly improved
learning outcomes when compared with those who spend the same time learning using books.
D. Students who read a book on a particular topic after learning the topic using a computer do not
report significantly better learning outcomes than students who just read a book.
E. While assisting students to learn from computers, teachers will not spend an inordinate amount of
time helping them get acquainted to technology.
Q 2: RDS Technology
Radio stations with radio data system (RDS) technology broadcast special program information
that only radios with an RDS feature can receive. Between 1994 and 1996, the number of RDS radio
stations in Verdland increased from 250 to 600. However, since the number of RDS-equipped
radios in Verdland was about the same in 1996 as in 1994, the number of Verdlanders receiving the
special program information probably did not increase significantly.
Which of the following is an assumption on which the argument depends?
A. Few if any of the RDS radio stations that began broadcasting in Verdland after 1994 broadcast to
people with RDS-equipped radios living in areas not previously reached by RDS stations.
B. In 1996 most Verdlanders who lived within the listening area of an RDS station already had a radio
equipped to receive RDS.
C. Equipping a radio station with RDS technology does not decrease the station's listening area.
D. In 1996 Verdlanders who did not own radios equipped to receive RDS could not receive any
programming from the RDS radio stations that began broadcasting in Verdland after 1994.
E. The RDS radio stations in Verdland in 1996 did not all offer the same type of programming.
Q 3: Achievers School
At Achievers School, students from economically underprivileged backgrounds, who study free of
charge under the companys social responsibility clause, tend to spend less-time in school than the
financially well-to-do, fee paying students. This is despite the fact that on average, economically
underprivileged children have more pressing academic needs than the fee-paying students.
Therefore, it can be safely concluded that the economically underprivileged students are not
receiving proper academic attention at Achievers School.
Which of the following is an assumption made in the above argument?
A. The amount of time that a student of Achievers School spends, on an average, in the school has not
been declining lately.
B. Financially well-to-do, fee paying students do not need more attention in any subject than
economically underprivileged students.
C. Academic attention that a student receives is positively related to the time a student spends in the
school.
D. The amount of academic attention a student needs is inversely proportional to the financial
condition of the student.
E. Students who spend less time in school do not study for more hours after school time.
Q 4: Shelbyville Refuse
Last year all refuse collected by Shelbyville city services was incinerated. This incineration
generated a large quantity of residual ash. In order to reduce the amount of residual ash Shelbyville
generates this year to half of last year's total, the city has revamped its collection program. This
year city services will separate for recycling enough refuse to reduce the number of truckloads of
refuse to be incinerated to half of last year's number.
Which of the following is required for the revamped collection program to achieve its aim?
A. This year, no materials that city services could separate for recycling will be incinerated.
B. Separating recyclable materials from materials to be incinerated will cost Shelbyville less than
half what it cost last year to dispose of the residual ash.
C. Refuse collected by city services will contain a larger proportion of recyclable materials this year
than it did last year.
D. The refuse incinerated this year will generate no more residual ash per truckload incinerated
than did the refuse incinerated last year.
E. The total quantity of refuse collected by Shelbyville city services this year will be no greater than
that collected last year.
Technology in Education
The recent Technology in Education bill mandates that during learning hours students learn using
computers instead of reading books as they currently do. Since neither the number of learning
hours nor the number of teachers has changed, it is unlikely that this bill will have a significant
impact on improving overall learning outcomes of students.
Which of the following must be true for the claim above to hold?
A. The variety of subjects available on a computer is not more comprehensive than that available in
books.
B. Books do not engage learners more effectively than computers do.
C. Few if any students who learn using computers in school report significantly improved learning
outcomes when compared with those who spend the same time learning using books.
D. Students who read a book on a particular topic after learning the topic using a computer do not
report significantly better learning outcomes than students who just read a book.
E. While assisting students to learn from computers, teachers will not spend an inordinate amount of
time helping them get acquainted to technology.
Questions
1. Did you attempt to Pre-think?
2. Were you able to Pre-think?
3. List your Pre-thinking

The recent Technology in Education bill

mandates that during learning hours Context => This fact stated sets the stage for
1
students learn using computers instead the argument.
of reading books as they currently do
Since neither the number of learning

Supporting Statement => Written to support
2 hours nor the number of teachers has
changed the main conclusion.
it is unlikely that this bill will have a

3 significant impact on improving overall Main Conclusion => This is what the author
learning outcomes of students. is trying to assert
The recent Technology in Education bill Logical Structure

mandates that during learning hours Context Supporting fact
1
students learn using computers instead Students learn using 1. No. of teachers same
of reading books as they currently do Computers instead of 2. No. of learning hours
books - same
Since neither the number of learning

2 hours nor the number of teachers has
changed
it is unlikely that this bill will have a Students will not learn any better with
3 significant impact on improving overall Computers
learning outcomes of students.
Pre-thinking
Logical Structure Question to Ask (Falsification)
Context Supporting fact Under what conditions will students
Students lean using learn better despite the
1. No. of teachers same
Computers instead of 2. No. of learning hours
no. of teachers and no of learning
books - same hours remaining the same.
Possible Scenarios (falsification)
1. If computers are much more effective
in this time frame
2. If computers assist teachers such that
one teacher can be equivalent to two.
Students will not learn any better with
Assumptions
Computers
1. Almost No one finds computers to be
more effective than books
2. Computers do not make teachers much
more efficient.
Answer Choice Analysis
Answer Choice Choice Explanation Why is it correct/wrong?

A. The variety of subjects Computers have as many or Wrong: Variety is irrelevant to
available on a computer is not fewer subjects than books. (note Learning Outcomes
more comprehensive than that the world variety)
available in books.
B. Books do not engage learners Books are as effective or less Wrong: Fails the negation test.
more effectively than computers effective than computers
do.
Negated Statement
Books engage learners more Conclusion is still true
effectively than computers do.
Computers will not positively
impact the learning outcomes.

C. Few if any students who learn
Almost no student finds Correct: Negation test satisfied.
using computers in school computers to be much more It is required that very few (if
report significantly improved effective than books. any) find computers to be much
learning outcomes when more effective than books are.
compared with those who spend
the same time learning using
books.
Negated Statement
At least some students find
computers to be much more Conclusion is falsified
Learning outcomes will be
effective than books
positively impacted.

D. Students who read a book on a Talks about a scenario in which Wrong: Such a scenario is not
particular topic after learning the you use both books and possible as per the argument.
topic using a computer do not computers No point considering it.
report significantly better learning
outcomes than students who just
read a book.
E. While assisting students to Wrong: This is in the opposite
Computers wont waste direction.
learn from computers, teachers
teachers time.
will not spend an inordinate
amount of time helping them get
acquainted to technology.
RDS Stations
Radio stations with radio data system (RDS) technology broadcast special program information
that only radios with an RDS feature can receive. Between 1994 and 1996, the number of RDS radio
stations in Verdland increased from 250 to 600. However, since the number of RDS-equipped
radios in Verdland was about the same in 1996 as in 1994, the number of Verdlanders receiving the
special program information probably did not increase significantly.
Which of the following is an assumption on which the argument depends?
A. Few if any of the RDS radio stations that began broadcasting in Verdland after 1994 broadcast to
people with RDS-equipped radios living in areas not previously reached by RDS stations.
B. In 1996 most Verdlanders who lived within the listening area of an RDS station already had a radio
equipped to receive RDS.
C. Equipping a radio station with RDS technology does not decrease the station's listening area.
D. In 1996 Verdlanders who did not own radios equipped to receive RDS could not receive any
programming from the RDS radio stations that began broadcasting in Verdland after 1994.
E. The RDS radio stations in Verdland in 1996 did not all offer the same type of programming.
Questions

Radio stations with radio data system Context => Sets the argument. Special
1 (RDS) technology broadcast special property of RDS radios/broadcasters.
program information that only radios
with an RDS feature can receive
Between 1994 and 1996, the number of Context => This statement seems to go
2 RDS radio stations in Verdland against the conclusion (observe However
increased from 250 to 600 later)
However, since the number of RDS- Supporting Statement => Written to support
2 equipped radios in Verdland was about the main conclusion.
the same in 1996 as in 1994
the number of Verdlanders receiving Main Conclusion => This is what the author
the special program information is trying to assert
4
probably did not increase significantly
(1994 1996).
Logical Structure
Radio stations with radio data system
Context 1994 to 1996
1 (RDS) technology broadcast special
program information that only radios To receive RDS 1. # of RDS radios = almost unchanged
programing you need 2. # of RDS stations = increased a lot.
with an RDS feature can receive
RDS radios.
Between 1994 and 1996, the number of

2 RDS radio stations in Verdland
increased from 250 to 600
Between 1994 and 1996, very few
since the number of RDS-equipped additional Verlanders have received
2 radios in Verdland was about the same RDS programs.
in 1996 as in 1994
the number of Verdlanders receiving
the special program information
4
probably did not increase significantly
(1994 1996).
Prethinking
Question to Ask (Falsification)
Logical Structure Under what conditions will there be
significant addition to the # of people
Context 1994 to 1996
receiving additional programming
To receive RDS 1. # of RDS radios = unchanged
programing you need 1. (-ve) despite few additional radios.
2. # of RDS stations = increased a
RDS radios. 2. (+ve) with a lot more stations
lot.
Possible Scenarios
1. If the additional stations now cover areas
where there was no coverage earlier,
areas where people did have RDS radios
Between 1994 and 1996, no (or very before.
few) additional Verlanders received 2. If far more people are listening to every
RDS programs. RDS radio (people per radio increases)
Assumptions
1. New stations => No significant in
Coverage
2. People per radio remain about the same.
Answer Choice
Few if any of the RDS radio stations that began broadcasting in
Verdland after 1994 broadcast to people with RDS-equipped radios
living in areas not previously reached by RDS stations.

Choice Explanation
Almost none of the new radio stations increase the coverage of RDS programming
Negated Statement Conclusion breaks

At least some radio stations If new radio station increase
increase coverage coverage then conclusion
breaks apart

In 1996 most Verdlanders who
If you lived within a covered Wrong: The conclusion is about
lived within the listening area of area, you had a RDS equipped the change in the number of
an RDS station already had a radio. listeners from 1994 to 1996, and
radio equipped to receive RDS. not about the final state in1996.
Equipping a radio station with Talks about the impact on RDS Wrong: We are not concerned
RDS technology does not technology on other programing with other programing.
decrease the station's listening (note listening area = other
area. programing)

D. In 1996 Verdlanders who did Discusses people who did not Wrong: 1) Dont care about
not own radios equipped to receive have RDS radios in 1996 people who dont have RDS
RDS could not receive any whether they could receive any radio
programming from the RDS radio (RDS or non RDS) from RDS 2) Dont care about any
stations that began broadcasting in stations. programming.
Verdland after 1994.
E. The RDS radio stations in Wrong: Kind of programming is

Kind of programing that RDS completely irrelevant.
Verdland in 1996 did not all
stations offered
offer the same type of
programming.
Achievers School
At Achievers School, students from economically underprivileged backgrounds, who study free of
charge under the companys social responsibility clause, tend to spend less-time in school than the
financially well-to-do, fee-paying students. This is despite the fact that on average, economically
underprivileged children have more pressing academic needs than the fee-paying students.
Therefore, it can be safely concluded that the economically underprivileged students are not
receiving proper academic attention at Achievers School.
Which of the following is an assumption made in the above argument?
A. The amount of time that a student of Achievers School spends, on an average, in the school has not
been declining lately.
B. Financially well-to-do, fee paying students do not need more attention in any subject than
economically underprivileged students.
C. Academic attention that a student receives is positively related to the time a student spends in the
school.
D. The amount of academic attention a student needs is inversely proportional to the financial
condition of the student.
E. Students who spend less time in school do not study for more hours after school time.
Questions

At Achievers School, students from
economically underprivileged
1 backgrounds, who study free of charge Context => This (the fact stated) supports the
under the companys social conclusion
responsibility clause, tend to spend
less-time in school than the financially
well-to-do, fee paying students
This is despite the fact that on average,

economically underprivileged children Supporting Statement => Written to support
2 have more pressing academic needs the main conclusion.
than the fee paying-students
it can be safely concluded that the Main Conclusion => This is what the author
economically underprivileged students is trying to assert
3
are not receiving proper academic
attention at Achievers School.
At Achievers School, students from Logical Structure
economically underprivileged Reasons for Assertion
Context
backgrounds, who study free of charge
Underprivileged study 1. Underprivileged have more
under the companys social free of charge
responsibility clause, tend to spend pressing academic needs.
2. Underprivileged spend less
less-time in school than the financially time than fee paying students
well-to-do, fee paying students
This is despite the fact that on average,

economically underprivileged children Economically underprivileged NOT
have more pressing academic needs receiving PROPER ATTENTION
than the fee paying-students
it can be safely concluded that the

economically underprivileged students
are not receiving proper academic
attention at Achievers School.
Pre-thinking
Logical Structure Under what conditions will economically
Context Reasons for Assertion underprivileged still receive proper
attention despite
Underprivileged study 1. Underprivileged have more
free of charge 1. Having greater needs
pressing academic needs.
2. Spending fewer hours
2. Underprivileged spend less
time than fee paying students Possible Scenarios
1. If the greater needs are still served in
fewer hours => Little correlation
between hours spent and academic
Economically underprivileged NOT attention.
receiving PROPER ATTENTION 2. Fewer hours compensated with better
learning => personalized tutors.
Assumptions
1. # of hours should be positively
correlated with learning.
2. No special learning boosters

A. The amount of time that a Talks about the trend for all Wrong: Conclusion based on
student of Achievers School students. comparison. The overall trend is
spends, on an average, in the
irrelevant.
school has not been declining
lately.
B. Financially well-to-do, fee Well to do students have fewer Wrong: Re-enforces that
paying students do not need needs in every subject economically underprivileged
more attention in any subject need more attention.
than economically
underprivileged students.

C. Academic attention that a More time => More academic Correct: Same as pre-thinking.
student receives is positively attention.
related to the time a student
spends in the school.
Negated Statement Impact on Conclusion

Academic attention is not positively If no positive correlation
related to the time a student spends between time and academic
in the school. attention then conclusion
breaks apart

D. The amount of academic Talks about a precise Wrong: Not Must Be True. Given
attention a student needs is relationship between financial that we know that underprivileged
inversely proportional to the condition and academic need more attention.
financial condition of the student. attention.
E. Students who spend less time Talks about what students do Wrong: Out of Scope. The
in school do not study for more after school argument is about whether school
hours after school time. gives academic attention. What
student do or not do outside of
that is irrelevant.
Shelbyville Refuse
Last year all refuse collected by Shelbyville city services was incinerated. This incineration
generated a large quantity of residual ash. In order to reduce the amount of residual ash Shelbyville
generates this year to half of last year's total, the city has revamped its collection program. This
year city services will separate for recycling enough refuse to reduce the number of truckloads of
refuse to be incinerated to half of last year's number.
A. This year, no materials that city services could separate for recycling will be incinerated.
B. Separating recyclable materials from materials to be incinerated will cost Shelbyville less than
half what it cost last year to dispose of the residual ash.
C. Refuse collected by city services will contain a larger proportion of recyclable materials this year
than it did last year.
D. The refuse incinerated this year will generate no more residual ash per truckload incinerated
than did the refuse incinerated last year.
E. The total quantity of refuse collected by Shelbyville city services this year will be no greater than
that collected last year.
Questions
3. List your Prethinking

Understanding of the Argument
Last year all refuse collected by Shelbyville city services was incinerated. This incineration generated a large
quantity of residual ash. In order to reduce the amount of residual ash Shelbyville generates this year to half of last
year's total, the city has revamped its collection program. This year city services will separate for recycling enough
refuse to reduce the number of truckloads of refuse to be incinerated to half of last year's number.
This Year
Last Year
Context => Talks about what was done last year.
1 Last year all refuse collected by Shelbyville
city services was incinerated
2 This incineration generated a large quantity Context => Talks about the outcome of the activity
of residual ash
3 In order to reduce the amount of residual ash

Main Conclusion => The main conclusion is based
Shelbyville generates this year to half of last
on this statement reducing ash to half of last years
year's total, the city has revamped its
total (the aim).
collection program
4 This year city services will separate for

recycling enough refuse to reduce the Supporting Statement => lists the actions done to
number of truckloads of refuse to be achieve the aim.
incinerated to half of last year's number.
Last year all refuse collected by Shelbyville

Logical Structure
city services was incinerated Last Year How (this year)
This incineration generated a large quantity 1. All Refuse = Burned We will send only half as many
of residual ash 2. Burning => lot of trucks for incineration this year.
ash We will recycle the remaining.
In order to reduce the amount of residual ash
Shelbyville generates this year to half of last
year's total, the city has revamped its
collection program
This year city services will separate for

recycling enough refuse to reduce the The ash generated this year will be 50%
number of truckloads of refuse to be of that generated last year.
incinerated to half of last year's number.
Pre-thinking
Logical Structure Under what conditions will the ash
Last Year How (this year) generated be greater than 50% even if
Only half as many trucks are sent for
1. All Refuse = Burned We will send only half as many
2. Burning => lot of trucks for incineration this year.
incineration
ash We will recycle the remaining.
Possible Scenario
1. Only if the average ash generated per
truckload is higher than that generated
last year
The ash generated this year will be 50%

Assumption
of that generated last year.
1. Ash/truckload => similar or lower to
that last year.

A. This year, no materials that
Recyclable material not to be Wrong: This can be inferred,
city services could separate for incinerated hence no new information. What
recycling will be incinerated.
ever is separated is not sent for
incineration.
B. Separating recyclable Talks about the cost to dispose Wrong: We are not concerned
materials from materials to be ash. with the cost of either option.
incinerated will cost Shelbyville
less than half what it cost last
year to dispose of the residual
ash.

C. Refuse collected by city services Compares the proportion of Wrong: 1) Dont care about
will contain a larger proportion of recyclable material in refuse proportion because only half the
recyclable materials this year than this year vs. last year. truckloads will be sent for
it did last year incineration regardless.
D. The refuse incinerated this Correct: Same as our pre-

Compares the ash generated per thinking.
year will generate no more
truckload. Says that this year,
residual ash per truckload
each truckload will generate the
incinerated than did the refuse
same or less ash.
incinerated last year. Impact on Conclusion
Negated Statement Breaks Down: because even with
Refuse incinerated this year will 50% of trucks, we generate more
generate more ash per truckload than 50% of ash since each
truckload generates more ash

E. The total quantity of refuse
Compares the total quantity of Wrong: Does not impact since we
collected by Shelbyville city refuse this year and last year. will still be sending half the
services this year will be no
truckloads for incineration.
greater than that collected last
year. Impact on Conclusion
Negated Statement No impact: Because we will still
Total Quantity of refuse will be send half as many trucks and
greater than last year. separate the remaining for recycling.
How can you become CR Champ
THE
Take-Away(s) and Next Steps
1. Pre-thinking is not rocket science

2. Use pre-thinking to achieve accuracy and efficiency
Next Steps
1. Premise and Conclusion Concepts (Free Trial)

2. CR Ability Quiz (Link) 5-10 Hours
3. Negation Article (Link)

Step by Step Instructions For a New Student
1. Study the Foundations Module in e-GMAT CR Foundation Module equips you with tools to
Course. understand
1. Premise and Conclusion 1 The structure of arguments.
2. Premise and Conclusion 2 Author-ity What can and cannot be
3. Premise and Conclusion 3 questioned
4. Premise and Conclusion 4 Core Module contains the following:
Concept files
2. Focus on one Core Module at a time, going in the Concept Quizzes
following order: Application files
1. Inference Practice Quizzes
2. Assumption OG Quizzes
3. Evaluate Assessment happens at multiple touch
4. Strengthen points
5. Weaken Post Assessment quizzes in
6. Bold Face concept files.
7. Paradox Concept Quizzes
8. Flaw Practice Quizzes
3. Practice your skills on practice questions in e- >350 full-length practice questions to fine tune
GMAT & Scholaranium your CR skills (including in Scholaranium)
Designed to Ensure Learning
Q
Learning Environment
Q
Concepts
Section 1 Concepts
Section 1
Concepts Application
Q
Qualifying
Application
Exercises A Q
Q
Integrated Learning with much
Q
more frequent application
Without learning, student cant 16+ Concept
move forward in the course 14+ Application
Worlds most
Precise analytics tell student 10+ Assessments
what to revise. 6 Live Sessions
comprehensive CR
350+ Questions and offering
Comp. Solutions
How do students get 100+ point Score Improvements
Solve every question using the Prethinking.
Do not time yourself when you are learning the process and concepts. As a rule of
thumb, you may start to time yourself when you reach the practice module of the
course.
Practice the OG questions as prescribed in the course. Do not leave OG questions for
the end.
Ensure that you score >80% in each concept level quiz. Revise and reason if you
cannot.
Even if you get a question correct, review the detailed solution and cross-check your
approach with the correct approach as explained in the solution.
You dont need any other resource
Premise and Conclusion 1 Evaluate Concept File Bold Face Concept file
Premise and Conclusion 2 A Primer on variance analysis Bold Face Article
Premise and1Conclusion 3 Evaluate Application
4 file Bold Face Application
Premise and Conclusion 4 Evaluate Practice file 7
Bold Face Practice
Logical Structure Evaluate OG questions Bold Face OG questions
Inference Concept file Strengthen Concept File
Paradox Concept file
Inference Application file Cause and Effect Passages - Strengthen
2 Paradox Application file
Inference Practice File Strengthen Application
5 file
8
Paradox Practice
Inference OG questions Strengthen Practice file
Paradox OG questions
Strengthen OG Questions
Assumption Concept file
Weaken Concept File
Assumption Application file Method of Reasoning
Cause and Effect Passages - Weaken
Inference Vs3Assumption Quantitative Predictive
Alternate cause A weakener or not
C&E Passages - Assumption Arguments
9 10
6
Weaken Application file
Assumption Practice File Sampling in CR questions
Weaken Practice File
Assumption OG questions Flaw in Reasoning
Weakene OG Questions
Study SMARTLY with Continuous Assessments and
Feedback at Multiple Points.
Go ace the GMAT
With e-GMAT CR Course

and
your Diligence,
you can master CR in 10 days.
The Company
The People
20 minutes
Go ace the GMAT
With e-GMAT CR Course

and
your Diligence,
you can master CR in 10 days.
The Company
The People
20 minutes

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CR2 : Pre-Thinking for

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Pre-thinking: Thinking one potential assumption in your

E-GMAT was the first company to precisely define Pre-thinking

Which of the two methodologies do you follow?

o 1) Read the argument, 2) Pre-think an assumption, and 3) then evaluate the

o Reading and understanding the Argument

o Evaluating the answer choices to arrive at the correct answer

o 1) Read the argument, 2) Pre-think an assumption, and 3)

When you solve CR assumption question, you spend majority of

o Reading and understanding the Argument.

o Evaluating the answer choices to arrive at the correct answer1

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A score of 500 on the GMAT for someone like Joe is

Lets warm up for the Marathon.

Learn and Revise

Your Rajats Evaluate

Step 1 - Conclusion Step 2 Logical Str. Step 3 Pre-thinking

What if there is evidence that someone

To improve its share, Newsweek Initially Then Finally

The two magazines now have about

Logical Structure Question to Ask (Falsifying)

Time > NW Enhancements NW = Time Possible Scenarios

Logical Structure Question to Ask (falsifying)

Time > NW Enhancements NW = Time

1. NW gets ALL new subscribers from

1. Systematic approach to Asking Falsification Questions?

Question: Under What Circumstances <given the facts> will the

To find Assumptions What is the Assumption?

Assumption: The falsification scenarios do not exist.

Low Medium High

Step 1 - Conclusion Step 2 Logical Str. Step 3 Pre-thinking

Question: Under What Circumstances <given the facts> will the

Clearly, the difference between

The criterion for rewarding tenured

Clearly, the difference between

Reward System causes the difference

Logical Structure Question to Ask

Is it required that Non tenured profs. do Zero

The lower emphasis on teaching impacts

1. Did you attempt to Pre-think?

2. Were you able to Pre-think?

3. List your Pre-thinking