A few mornings ago, at the end of holding a particularly strenuous Yoga pose, my brother let out a gasp and his back slumped back on to the mat, but it was one of those days when my mind was sharp and still like the tip of an archer’s arrow, and I went back to ground with an even breath and a straight spine, it was the first time it happened in a long time. Straight away in my ears, I heard the voice of Shaji, shouting at me from one end of a really large room – I only said relax, back straight! The yelling was from a warm morning in the year 2013. I had just moved to Chennai after taking up the IMS franchise for the city. I had taken a place very close to the miniature beach in Besant Nagar (or Bessie as the locals call it). On one of the very first evenings there I took a stroll around the beach and came upon this structure or building or rather …
In the previous post, we covered the Dos and Don’ts of representing or structuring data and how to prioritise conditions. In this post, we will take a look at the type of reasoning sets that pose major challenges to the average test-taker.
So much 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, that I thought that it will be best to devote a series of posts to cracking Reading Comprehension.
While the previous three posts on Accuracy, Selection, and Speed are more than comprehensive in terms of what is needed to push your score north, I still keep getting messages from students who are unable to come to terms with QA. They say they have done concepts and enough practice as well but none of it seems to be pushing the scores up and the confidence levels are pretty low. It was only a few years ago, that I figured out the core issue with these students when I was sitting with one — he was preparing for the GMAT and had a decent amount of work-ex and by the time I had met him he was already through with two attempts spread over two years with sub-par scores. He was willing to put in another attempt and a year more if required to get a par score. I gave him some broad guidelines and assigned a personal mentor to him, and met with regularly, on overall prep strategy, some specific pointers, and test-taking strategies. …
In the previous two posts, we took a look at the first two building blocks to increase your score and percentile on CAT Quant — Accuracy & Question Selection. In this post, we will look at the third building block — Speed.
In the first part of this post we covered the first building block to achieve higher scores and percentiles on CAT QA — accuracy. In this post, we will take up the next one — selection. QA is the section that gets the maximum attention of test-takers of all stripes and there is always a litany of frustrations and queries that plague aspirants — I am good at Math and like Math but my score just does not seem to go up! Should one attempt the long Arithmetic questions? I feel every problem is do-able! I get stuck for long with one problem without realising it I realise there were many problems I could have solved when I analyse the test The answer to all of these questions lies in the way you select questions and the way you navigate between them.
Unlike the other two sections, QA is a section that has a direct link to what you have done in school and college. Most of the topics that are tested on the CAT have also been a part of the school curriculum. This I feel is the biggest roadblock in front of test-takers wanting to achieve higher scores on the CAT Quant because high Math scores during X and XII exams do not automatically imply doing well on CAT Quant.
DI-LR, as we know, has been the nemesis of many a CAT aspirant over the past few years, and every serious aspirant asks me that — how do I improve my DI-LR skills. Over the last two years, I thought that it is primarily about two things — set selection and comfort with mathematical reasoning (many sets over the last few years have been based on Arithmetic and Modern Math concepts). But even so, I knew that to select the right sets and then solve 4 sets, one needs to solve the two easiest sets quite fast, and this pace would come from the regular practice of DI-LR sets (irrespective of difficulty level) and Sudoku. Even then I still felt that a lot was left to the “natural” capability of the student. There was nothing concrete I could communicate (apart from a 5-minute average for Medium Sudoku sets) like say a particular reading speed or a particular set of concepts.
In the previous two posts, we discussed the mindset and the tools that you would need for a successful retake. In this post, we will take a look at the specific things you need to do for each section and area.
In the previous post, we discussed the mindset with which one should approach a CAT retake; in this post, we shall look at a few more aspects with respect to a successful CAT retake. Since each one of you readers will have a different back story with respect to your first attempt and there will also be some non-IMS students among you as well, the focus of this post will be a bit wider.