In the previous post, we took up 6 of the 8 sets from the DI-LR section CAT 2017 Slot 2 and took a call on which ones solve and also looked at the best way of solving the same. In this post, we will look at the remaining two sets and also what is making the DI-LR sections on recent CATs unique.
Just like I keep getting queries on how to increase RC accuracy, despite the Last Mile To CAT sessions, I keep getting queries around the DI-LR section as well. Given the great response that the RC posts got, I thought I’ll dive really deep down into the DI-LR sets of CAT 2017 and see if I can come up with some kernel of truth beyond just the solving of the set that can help aspirants approach the solving of the sets better.
In the previous two posts, we discussed 3 RCs from CAT 2017 Slot – 2 and executed a specific strategy — paragraph to questions — to solve CAT RCs that will increase your accuracy. In this final post of this series, we will solve the two remaining passages and fine-tune the methods discussed so far.
In the previous post, we discussed a strategy to approach RCs and solved an actual passage from CAT 2017 Slot 2. In this post, we will take up a few more passages from the same slot and execute the strategy.
So much of a weight does RC have on the CAT, so many are the difficulties faced by test-takers and so frequent are the queries that I receive about RC, despite the previous post and the Last Mile To CAT sessions, that I thought that it will be best to devote a series of posts to cracking Reading Comprehension. So before we dive in, I suggest that you read the previous post that outlines how to choose which RCs to solve.
One thing that has always bothered me a lot whenever I interact with students, is that they seem to be very reluctant to let go of their playing-the-percentages attitude to tests. Throughout school and college, we tend to study by playing the percentages — giving importance to topics as per the number of questions that appear from that topic in the exam. While this might be a great strategy for school and college exams, as far as aptitude tests go, this strategy is suicidal purely because of the fact that the difficulty level and the number of questions across areas do not follow a fixed pattern. How is this related to Verbal Ability in the current pattern of the CAT?