How to Score 99 percentile in CAT Verbal? Is this question bugging you? Maybe you can solve equations just fine; it’s this “fuzzy language stuff” that gets you down. Maybe your teachers never gave you a good solid foundation in grammar. However, after reading this article, you will be clear with the approach needed to score 99 percentile in CAT Verbal.
How to Score 99 percentile in CAT Verbal?
Maybe English isn’t your first language, in which case I sincerely admire you.
Or maybe you’re not so bad at English, but you want to do great in the CAT Verbal section, because you’re actually really worried about the math – and you want to get all the points you can.
Whatever the cause is, you are concerned about the verbal side of the exam.
6 straightforward verbal tips to help score 99 Percentile in CAT Verbal:
Break down Sentence Correction
Grammar isn’t fuzzy at all. Grammar is the set of rules for putting words into sentences. In fact, grammar is very much like a puzzle, sentence parts fit together precisely. Master the fitting rules, and Sentence Correction becomes practically mechanical.
True, English grammar can be a little tricky, because no central authority holds sway over the language. So you have to study how the CAT makes certain controversial calls, particularly if you’re a native speaker. For instance, consider the following two sentences.
- I play sports like lacrosse and soccer.
- I play sports such as lacrosse and soccer.
Study how CAT specifically applies stylistic principles, such as clarity and concision. In the wider world, these concepts may be sprawling. But on the exam, concision always means something very specific; for instance, you should say indicates rather than is indicative of.
Practice past year papers as your primary source material for Sentence Correction problems. And to master the rules of CAT grammar and style, you can also refer to our Sentence Correction Course.
Rewrite Sentence Correction sentences to retrain your ear
Even though I’m a native speaker of English, my ear pick up wrong information. Even with my command of the grammar rules, I can sometimes get Sentence Correction practice problems wrong just like the next person. So, what do I do to improve?
Any time I get an SC problem wrong, I apply a great technique to hone my ear and my grasp of subtle rules. What I do is burn the correct sentence into my mind. All it takes is one patient minute of review, during which I rewrite the sentence in a notebook with the correct answer inserted. As I do so, I analyze the rules that make this version of the sentence correct, in comparison with the wrong answer choices. Finally, I say the sentence aloud.
Store the sentence in your head using two different senses – sight and hearing. Force yourself to produce it two different ways – on paper and aloud. Then you’ll always have it somewhere inside you, and you’ll remember the associated rules that much better.
This technique is especially helpful for idiom mastery. By the way, don’t go off and study huge lists of idioms that you find on the Internet or in non-CAT-specific books. You need to grasp and recall the idioms that appear on the real CAT, in sentences as they appear on the CAT. So reviewing a CAT-specific list is useful. Making such a list is even more useful. And writing out past year CAT Prep sentences that contain those idioms? That’s super-useful.
On Reading Comp and Critical Reasoning, practice taking stripped-down notes.
More than Sentence Correction, these two verbal types force you to imagine. In Critical Reasoning and Reading Comprehension, you have to imagine a situation, a controversy, a set of objects and actors and events in the real world.
First paragraph of a sample RC passage: In the mid-nineteenth century, one of the most expensive metals, pound for pound, was aluminium. Emperor Napoleon III is said to have served his most eminent guests on plates of aluminium, reserving golden plates for less-favored visitors. The reason for aluminium’s high cost was not its scarcity; in fact, aluminium is the most abundant metal in the Earth’s crust. Rather, aluminium was very difficult to extract from any of its ores and in fact was not isolated as a chemical element until 1825. Not until 1886 did two 23-year-old chemists, Charles Hall and Paul Héroult, independently discover an electrolytic process that required only relatively common materials and electricity (even if in large quantities) to produce aluminium.
If, on the test, you just let your eyes run over that paragraph, you would be sunk. If you never awakened any corresponding thoughts or images – if you never imagined the aluminium and all the rest – you wouldn’t be able to answer questions correctly.
How do you force yourself to imagine? By writing a little bit down.
Don’t copy down the whole paragraph, word for word. You don’t have time, and you’ll get lost in details. Remember, you don’t have to answer the questions using only these notes!
Rather, try to capture the gist – and the gist ONLY! Rephrase to simplify. And make sure it’s all connected.
1800’s: Alum – super-$.
Why so expensive?
Not b/c scarce!
But b/c hard to isolate
1886: 2 guys found easier way
After you’ve created notes like these, you understand the basic point of the paragraph – because you’ll have imagined the important parts. Practice such a note-taking technique, and no crazy topic or convoluted argument can really throw you.
On Reading Comprehension, do extra passages on topics you dislike – and pretend to be interested.
You might not like history. Or chemistry. Or the history of chemistry. In that case, the paragraph above might have made you gag.
Get over it!
Whatever distaste you feel for the subject, whatever self-pity you experience for having drawn the “aluminium” passage – laugh it off. And then get into the subject. Pretend that you care.
Wow, I had no idea that aluminium was once super-expensive! That’s strange!
Wonder why it was so expensive? Was it scarce? No. Oh, I see – it was hard to get out of the ore.
Go ahead and be geeky. No one is listening to your thoughts. Everything can be interesting. If you stop telling yourself that you don’t like a certain subject, you might just taste it for the first time – and discover that you actually don’t mind it so much. Then it’s so much easier to learn.
Guess what – you have to temporarily learn something about four subjects (on four passages). And it’s almost impossible to learn something that you hate. So give this liking thing a try – and practice it on extra passages. By doing so, at least you won’t be afraid any more of the topics you dislike.
To a lesser degree, the same thing holds true for Critical Reasoning. If certain argument situations or topics annoy you, bore you, depress you – well, pretend you care. Get into the situation. And do extra problems.
5) On both Critical Reasoning and Reading Comp, review by finding the proof.
On these two question types, four of the answer choices are lies. Only one is the truth. (The exception is “except” questions, of course.) This observation may seem obvious, but it points to a review tactic you should always take advantage of: analyze how the truth was there all along.
This does NOT mean you should always try to predict the answer from the question stem. In some cases, you can “fill in the blank” before looking at the answer choices. For instance, if you’re asked to Find the Assumption on a Critical Reasoning question, and the argument has a logic gap, you may be able to articulate the missing puzzle piece ahead of time. Likewise, for a Specific Detail question on Reading Comp, you should go find the truth in the passage and boil it down to fighting weight before looking at the answer choices.
In other cases, you should definitely NOT try to predict the answer. For instance, on general Reading Comp questions, you should generally dive right in and try to eliminate the lies. The right answer may be expressed at a level of abstraction that you didn’t anticipate.
However, the right answer must always be right. It must be true. So, as you review the question, study the heck out of how it matches up to the passage or the argument.
Understand how vocabulary works in context
Learn how words function in context. A great way to do this is by looking up example sentences online. For instance, let’s say your flashcard defines perfunctory as performed merely as a typical duty; superficial. You can ingrain that definition into your head and still be totally flustered if perfunctory shows up as one of the answers in a Text Completion. That’s because you really aren’t equipped—by that definition alone—to know if perfunctory fits on the blank.
On the other hand, if you go read several example sentences, or use flashcards with well-thought out example sentences, then you are far more likely to get a grasp of how to use perfunctory in a sentence.
And that’s the key to success on the CAT Verbal: knowing not just the denotative (dictionary/flashcard definition) but also the connotative definition (the ways—both figurative and literal—that a word can function in a scholarly context).
Likewise, study how the “close-but-not-right” answers are false. Don’t simply stay content with fuzzy understanding.
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