{"id":16788,"date":"2018-11-12T13:15:09","date_gmt":"2018-11-12T07:45:09","guid":{"rendered":"https:\/\/e-gmat.com\/blogs\/?p=16788"},"modified":"2022-11-24T16:48:41","modified_gmt":"2022-11-24T11:18:41","slug":"gmat-and-meaning-part-3-change-of-conjunctions","status":"publish","type":"post","link":"https:\/\/e-gmat.com\/blogs\/gmat-and-meaning-part-3-change-of-conjunctions\/","title":{"rendered":"GMAT and Meaning &#8211; Part 3: Strategy 3 \u2013 Change of Conjunctions"},"content":{"rendered":"<span class=\"rt-reading-time\" style=\"display: block;\"><span class=\"rt-label rt-prefix\">A <\/span> <span class=\"rt-time\">9<\/span> <span class=\"rt-label rt-postfix\">min read <\/span><\/span>\n<div>\n<p>This article is the third in the series of &#8220;<a href=\"https:\/\/e-gmat.com\/blogs\/5-strategies-how-gmat-distort-meaning\/\" data-wpel-link=\"internal\" target=\"_blank\" rel=\"noopener noreferrer\">5 Strategies that GMAT uses to distort meaning<\/a>&#8220;. In the previous article, we had discussed the first strategy &#8211; &#8220;<a href=\"https:\/\/e-gmat.com\/blogs\/gmat-and-meaning-part-2-use-of-modifiers\/\" data-wpel-link=\"internal\" target=\"_blank\" rel=\"noopener noreferrer\">Use of Modifiers<\/a>&#8220;. In this one, we&#8217;ll be discussing the third strategy &#8211; &#8220;Change of Conjunctions&#8221;, along with official questions and explanations.<\/p>\n<figure><img loading=\"lazy\" class=\"aligncenter wp-image-17427 size-large\" src=\"https:\/\/e-gmat.com\/blogs\/wp-content\/uploads\/2018\/11\/GMAT-Meaning-Strategy-3-\u2013-Change-of-Conjunctions-1024x576.png\" alt=\"GMAT Meaning - Strategy 3 \u2013 Change of Conjunctions\" width=\"1024\" height=\"576\" srcset=\"https:\/\/e-gmat.com\/blogs\/wp-content\/uploads\/2018\/11\/GMAT-Meaning-Strategy-3-\u2013-Change-of-Conjunctions-1024x576.png 1024w, https:\/\/e-gmat.com\/blogs\/wp-content\/uploads\/2018\/11\/GMAT-Meaning-Strategy-3-\u2013-Change-of-Conjunctions-300x169.png 300w, https:\/\/e-gmat.com\/blogs\/wp-content\/uploads\/2018\/11\/GMAT-Meaning-Strategy-3-\u2013-Change-of-Conjunctions-768x432.png 768w, https:\/\/e-gmat.com\/blogs\/wp-content\/uploads\/2018\/11\/GMAT-Meaning-Strategy-3-\u2013-Change-of-Conjunctions-1080x608.png 1080w, https:\/\/e-gmat.com\/blogs\/wp-content\/uploads\/2018\/11\/GMAT-Meaning-Strategy-3-\u2013-Change-of-Conjunctions.png 2000w\" sizes=\"(max-width: 1024px) 100vw, 1024px\" \/><\/figure><p><\/p>\n<p>The links for the other articles in this series are provided at the end of this article.<\/p>\n<h2>Strategy 3 \u2013 Change of Conjunctions<\/h2>\n<\/div>\n\n\n\n<p>How does GMAC use this strategy: Conjunctions connect two or more parts of the sentence and establish certain relationship between\/among these parts. Thus, conjunctions are connectors. Each conjunction\/connector establishes a certain relationship.&nbsp; Thus, if we change the conjunction\/connector, the relationship expressed may change, thereby changing the meaning of the sentence.<\/p>\n\n\n\n<p>In the table below some of the commonly used connectors are presented.&nbsp; This is not an exhaustive list, but just a representative one.<\/p>\n\n\n\n<figure class=\"wp-block-table\"><table><tbody><tr><td>Conjunction\/Connector<\/td><td>What relationship does it establish?<\/td><\/tr><tr><td>And<\/td><td>The parts connected are independent<\/td><\/tr><tr><td>Along with<\/td><td>The parts connected are linked or dependent<\/td><\/tr><tr><td>So that<\/td><td>The parts connected are linked or dependent through a purpose<\/td><\/tr><tr><td>Or<\/td><td>The parts connected are independent.&nbsp; However, its different from \u201cand\u201d since it presents a sense of \u201ceither..or\u201d.<\/td><\/tr><tr><td>Because, since, as<\/td><td>Present causal relationship<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<p>Let&#8217;s take a few examples:<\/p>\n\n\n\n<div>\n<h3>Simple example 1<\/h3>\n<\/div>\n\n\n\n<ul><li><img loading=\"lazy\" class=\"wp-image-3616 alignnone\" title=\"7\" src=\"https:\/\/e-gmat.com\/blogs\/wp-content\/uploads\/2014\/03\/71.png\" alt=\"\" width=\"491\" height=\"78\" srcset=\"https:\/\/e-gmat.com\/blogs\/wp-content\/uploads\/2014\/03\/71.png 818w, https:\/\/e-gmat.com\/blogs\/wp-content\/uploads\/2014\/03\/71-300x47.png 300w\" sizes=\"(max-width: 491px) 100vw, 491px\" \/><\/li><\/ul>\n\n\n\n<p>Per this sentence, Tom loves to eat two things \u2013 sandwich and cheese.&nbsp; Now let&#8217;s check this sentence below.<\/p>\n\n\n\n<ul><li><span style=\"font-size: 13px;\"><img loading=\"lazy\" class=\"wp-image-3617 alignnone\" title=\"8\" src=\"https:\/\/e-gmat.com\/blogs\/wp-content\/uploads\/2014\/03\/8.png\" alt=\"\" width=\"497\" height=\"63\" srcset=\"https:\/\/e-gmat.com\/blogs\/wp-content\/uploads\/2014\/03\/8.png 828w, https:\/\/e-gmat.com\/blogs\/wp-content\/uploads\/2014\/03\/8-300x38.png 300w\" sizes=\"(max-width: 497px) 100vw, 497px\" \/><\/span><\/li><\/ul>\n\n\n\n<p><span style=\"font-size: 13px;\">Now per this sentence, Tom loves to eat sandwich along with cheese.<\/span><\/p>\n\n\n\n<p>Thus, if we compare the two sentences we get the difference in the implied meaning.&nbsp; In sentence 1, when the two entities \u201csandwich and cheese\u201d were combined using \u201cand\u201d, we got the sense of two independent entities that Tom loves to eat.&nbsp; However, in sentence 2, by using \u201calong with\u201d, now we do not consider sandwich and cheese as two separated entities.&nbsp; They are somehow connected with each other \u2013 in this case obviously, cheese is used in the sandwich.<\/p>\n\n\n\n<p>But notice how both meanings are absolutely logical.&nbsp; This is exactly how GMAT may introduce a difference in meaning.<\/p>\n\n\n\n<div>\n<h3>Simple example 2<\/h3>\n<\/div>\n\n\n\n<ul><li><img loading=\"lazy\" class=\"alignnone wp-image-3618\" title=\"1\" src=\"https:\/\/e-gmat.com\/blogs\/wp-content\/uploads\/2014\/03\/15.png\" alt=\"\" width=\"437\" height=\"63\" srcset=\"https:\/\/e-gmat.com\/blogs\/wp-content\/uploads\/2014\/03\/15.png 910w, https:\/\/e-gmat.com\/blogs\/wp-content\/uploads\/2014\/03\/15-300x43.png 300w\" sizes=\"(max-width: 437px) 100vw, 437px\" \/><\/li><\/ul>\n\n\n\n<p>Per this sentence, Amy does two things.&nbsp; She eats balanced diet and she does regular workouts.&nbsp; Pretty logical meaning!!<\/p>\n\n\n\n<ul><li><img loading=\"lazy\" class=\"alignnone wp-image-3619\" title=\"2\" src=\"https:\/\/e-gmat.com\/blogs\/wp-content\/uploads\/2014\/03\/23.png\" alt=\"\" width=\"422\" height=\"59\" srcset=\"https:\/\/e-gmat.com\/blogs\/wp-content\/uploads\/2014\/03\/23.png 880w, https:\/\/e-gmat.com\/blogs\/wp-content\/uploads\/2014\/03\/23-300x42.png 300w\" sizes=\"(max-width: 422px) 100vw, 422px\" \/><\/li><\/ul>\n\n\n\n<p>Now per this sentence, Amy only does one of the two things.&nbsp; She either eats balanced diet.&nbsp; Or she does regular workouts.&nbsp; This is also logical.&nbsp; (<em>From personal experience I can tell that there are times when I only do one or the other.&nbsp; But yes, I know doing both is what makes the difference!!)<\/em><\/p>\n\n\n\n<ul><li><img loading=\"lazy\" class=\"alignnone wp-image-3620\" title=\"3\" src=\"https:\/\/e-gmat.com\/blogs\/wp-content\/uploads\/2014\/03\/32.png\" alt=\"\" width=\"532\" height=\"63\" srcset=\"https:\/\/e-gmat.com\/blogs\/wp-content\/uploads\/2014\/03\/32.png 1109w, https:\/\/e-gmat.com\/blogs\/wp-content\/uploads\/2014\/03\/32-300x35.png 300w, https:\/\/e-gmat.com\/blogs\/wp-content\/uploads\/2014\/03\/32-1024x120.png 1024w\" sizes=\"(max-width: 532px) 100vw, 532px\" \/><\/li><\/ul>\n\n\n\n<p>Now per this sentence, Amy does one action \u2013 eats balanced diet \u2013 so that she can do the other action effectively \u2013 workout.&nbsp; This is also logical. <em>(From personal experience, I can vouch for this as well.&nbsp; When I eat in balanced proportions, I feel energized and I can do better workouts!!)<\/em><\/p>\n\n\n\n<p>So as you can see, all three sentences above are logical but all three communicate different meanings and this happened because of change in the connectors\/conjunctions.&nbsp; This is exactly how GMAT may introduce a difference in meaning.<\/p>\n\n\n\n<div>\n<h3>Official Question 1 \u2013 OG VR2 \u2013 Q#31<\/h3>\n<\/div>\n\n\n\n<p>Now, let&#8217;s take an official question:<\/p>\n\n\n\n<p>Nearly two tons of nuclear-reactor fuel have already been put into orbit around the Earth, and the chances of a collision involving such material increase greatly as the amount of both space debris and satellites continue to rise.<\/p>\n\n\n\n<ol><li>as the amount of both space debris and satellites continue to rise<\/li><li>as the rise continues in both the amount of satellites and space debris<\/li><li>as the amount of space debris and the number of satellites continue to rise<\/li><li>with the continually increasing amount of space debris and the number of satellites<\/li><li>with the amount of space debris continuing to increase along with the number of satellites<\/li><\/ol>\n\n\n\n<p><strong>Intended meaning from Choice A (and Correct Choice C)<\/strong>: The intended meaning of the sentence from choice A can be inferred as follows:<\/p>\n\n\n\n<ul><li>Nearly two tons of nuclear-reactor fuel have been put into orbit around the Earth.<\/li><li>The chances of collision involving such material increase greatly as two things continue to increase\n<ul>\n<li>the amount of space debris\n<ul>\n<li>and<\/li>\n<li>the number of satellites<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li><\/ul>\n\n\n\n<p><strong>Grammatically Correct but Incorrect<\/strong> <strong>choice (E)<\/strong> \u2013 Notice how in choice E the test makers have changed the connector of the two things.&nbsp; Now the connection is made with \u201calong with\u201d.&nbsp; This now implies that there is a relationship between the \u201cincrease in number of satellites\u201d and \u201crise in amount of space debris\u201d.&nbsp; It implies that amount of space debris increases as the number of satellites increase.&nbsp; Although perfectly logical, this is not what choice A implied.&nbsp; And hence this choice is incorrect.<\/p>\n\n\n\n<div>\n<h3>Official Question 2 \u2013 GMATPrep \u2013 Largest trade-book publisher<\/h3>\n<\/div>\n\n\n\n<p>The largest trade-book publisher in the US has announced the creation of a new digital imprint division, under which it will publish about 20 purely digital&nbsp;works to be sold online as either electronic books or&nbsp;downloadable copies that can be printed upon purchase.<\/p>\n\n\n\n<ol><li>works to be sold online as either electronic books or<\/li><li>works to sell them online, either as electronic books or<\/li><li>works and it will sell them online as either electronic books or as<\/li><li>works, and selling them online as either electronic books or as<\/li><li>works, and it will sell them online as either electronic books or<\/li><\/ol>\n\n\n\n<p><strong>Intended meaning from Choice A:&nbsp; <\/strong>Per choice A, the publisher will publish these works with the purpose of having them sold online.&nbsp; Note clearly that this choice does not indicate who will sell the works.&nbsp; It only indicates that online selling is the purpose of taking on this project.<\/p>\n\n\n\n<p><strong>Grammatically Correct but Incorrect<\/strong> <strong>choice (E)<\/strong> \u2013 This choice communicates the sense that publisher will publish these works and will sell them online.&nbsp; Notice how that the purpose of embarking on that project is no longer communicated.&nbsp; By using \u201cand\u201d, the sentence simply presents the two as independent facts rather than as purpose relationship.&nbsp; Furthermore, this choice adds the information that the publisher will be selling the books online.&nbsp; This information is not presented in the original sentence.<\/p>\n\n\n\n<p>So notice how by simply changing the way the two entities are connected, meaning can be drastically changed.&nbsp; This is why it is of utmost importance that one reads and understands the meaning of the original sentence.<\/p>\n\n\n\n<div>\n<h3>How to evaluate choices that change the meaning?<\/h3>\n<\/div>\n\n\n\n<ol><li>Understand the logical meaning of the original choice.\n<ol>\n<li>Note what ideas have been communicated<\/li>\n<li>Note how the ideas have been connected.<\/li>\n<li>Look for the answer choice that best communicates the same meaning in un-ambiguous and grammatically correct manner.<\/li>\n<li>Ignore choices that may be grammatically correct but change the meaning.&nbsp; A seemingly correct grammatical choice may also communicate an illogical meaning.<\/li>\n<\/ol>\n<\/li><\/ol>\n\n\n\n<div>\n<h3>Exercise Sentences<\/h3>\n<\/div>\n\n\n\n<div>\n<h4>Example 1 \u2013 Drug to Market<\/h4>\n<\/div>\n\n\n\n<p>The possibilities opened by the recent federal court decision are frightening because now a radical pro-business secretary, in principle, can bypass the clinical trial system and also the F.D.A. approval process in order that he brings a drug faster to the market.<\/p>\n\n\n\n<ol><li>bypass the clinical trial system and also the F.D.A. approval process in order that he brings a drug faster to the market<\/li><li>bypass the clinical trial system or the F.D.A. approval process in order to bring a drug faster to market<\/li><li>bring a drug faster to the market along with the F.D.A. approval process by bypassing the clinical trial system<\/li><li>bypass the clinical trial system and the F.D.A. approval process to bring a drug faster to the market<\/li><li>bypasses the clinical trial system and the F.D.A. approval process, bringing a drug faster to the market<\/li><\/ol>\n\n\n\n<h5 id=\"h-understand-the-meaning-of-the-original-sentence\">Understand the Meaning of the Original Sentence<\/h5>\n\n\n\n<p>The author implies that the possibilities per the recent court decision are frightening.&nbsp; This is because now a radical person of authority in medical system can bypass two gates \u2013 the clinical trial system and the FDA approval process with an intention to bring a drug faster to the market.<\/p>\n\n\n\n<h5 id=\"h-find-the-errors-in-the-original-sentence\">Find the Errors in the Original Sentence<\/h5>\n\n\n\n<ol><li>The possibilities opened by the recent federal court decision are frightening<\/li><li>because now a radical pro-business secretary, in principle, can bypass the clinical trial system and also the F.D.A. approval process in order that he brings a drug faster to the market.<\/li><\/ol>\n\n\n\n<p>The sentence structure is as shown above.&nbsp; The SV pairs for both clauses are accounted for and agree in number.&nbsp; The pronoun \u201che\u201d correctly refers to the radical pro-business secretary. The verb \u2013 can bypass \u2013 is written in correct verb tense to indicate the capability that the secretary will have after the new court decision.&nbsp; The use of \u201calso\u201d is redundant.&nbsp; The list of two things that can be bypassed is already connected using \u201cand\u201d.&nbsp; Also, the intention is expressed using \u201cin order to\u201d or \u201cto verb\u201d.&nbsp; \u201cin order that\u201d is not the correct idiom to express the intention.<\/p>\n\n\n\n<h5 id=\"h-review-answer-choices-to-do-poe\">Review Answer choices to do POE<\/h5>\n\n\n\n<p>Choice B \u2013 Use of \u201cor\u201d changes the intended meaning of the sentence.&nbsp; Now it appears as though the secretary will have the capability to bypass only one or the other and not both.&nbsp; So per this sentence, the secretary has less capability than per the original sentence (per which he could bypass both systems).&nbsp; Note that \u201cin order to\u201d is perfectly fine.&nbsp; Yes \u201cto verb\u201d is more precise but this choice is not incorrect because of use of \u201cin order to\u201d.&nbsp; It is incorrect because it changes the intended meaning.<\/p>\n\n\n\n<p>Choice C \u2013 This choice completely distorts the meaning of the sentence.&nbsp; Note that per the original sentence, the secretary had the option of bypassing the two systems. Using this capability he could have taken the drug faster to market.&nbsp; Per this sentence it appears as though the court decision will explicitly allow the secretary to bring a drug faster to the market.&nbsp;&nbsp;&nbsp; Furthermore, now this choice implies that secretary can bring drug faster to market along with the FDA approval process.&nbsp; This is non-sensical.&nbsp;&nbsp; The purpose of \u201calong with the FDA approval process\u201d is no longer clear.&nbsp; Is the secretary going to also bring the FDA approval process faster to the market?&nbsp;&nbsp; In any case, the way \u201calong with\u201d has been used, distorts the significance of FDA approval process.<\/p>\n\n\n\n<p>Choice D \u2013 Correct choice.<\/p>\n\n\n\n<p>Choice E \u2013 Subject-verb do not agree in number.&nbsp; \u201cCan bypasses\u201d is incorrect.&nbsp; Also, \u2018bringing a drug\u2026\u201d now shows a consequence instead of an intention.&nbsp; Even though logically and grammatically correct, it does not communicate the intended \u201cintention\u201d of the secretary to bypass the two systems.<\/p>\n\n\n\n<h5 id=\"h-takeaways\">Takeaways<\/h5>\n\n\n\n<ol><li>Understand the meaning of the original sentence.&nbsp; Note the relationships among each part of the sentence \u2013 both from a grammatical standpoint and&nbsp;a logical standpoint.<\/li><li>Make sure that these relationships are maintained in the correct choice as well.<\/li><li>Focus on the entire sentence and not just the underlined portion of the sentence.&nbsp;&nbsp; For example, in choice E, can is in the non-underlined portion, so if one does not pay attention to that, one may not be able to catch \u2013 bypasses \u2013 error.<\/li><\/ol>\n\n\n\n<div>\n<h4>Example 2 \u2013 Quality of Teaching<\/h4>\n<\/div>\n\n\n\n<p>The Organization for Economic Cooperation and Development in Finland requires that all teachers have master\u2019s degree and funds the same to ensure that its teachers impart high quality of teaching.<\/p>\n\n\n\n<ol><li>degree and funds the same to ensure<\/li><li>degree, funds the same,&nbsp;and ensures<\/li><li>degree and fund the same to ensure<\/li><li>degree,&nbsp;funds the same, ensuring<\/li><li>degree, funding the same to ensure<\/li><\/ol>\n\n\n\n<h5 id=\"h-meaning-analysis\">Meaning Analysis<\/h5>\n\n\n\n<p>The sentence presents two facts about an organization in Finland &#8211; Organization for Economic Cooperation and Development.&nbsp; This organization does two things with an aim to ensure that its teachers impart high quality of teaching.<\/p>\n\n\n\n<ol><li>It requires that all teachers have masters\u2019 degree<\/li><li>It funds the same \u2013 i.e. it funds the masters\u2019 degree education of teachers.<\/li><li>The Organization for Economic Cooperation and Development in Finland requires\n<ol>\n<li>that all teachers have master\u2019s degree<\/li>\n<li>and funds the same to ensure that its teachers impart high quality of teaching.<\/li>\n<\/ol>\n<\/li><\/ol>\n\n\n\n<h5 id=\"h-error-analysis\">Error Analysis<\/h5>\n\n\n\n<p>In this sentence the two verbs \u2013 requires and funds \u2013 make sense and agree in number with the subject &#8211; organization.&nbsp; Per the context of the modifier \u201cto ensure that its teachers\u2026\u201d it is clear that it provides the purpose of both the actions of the organization.&nbsp;&nbsp; This sentence is correct as is.<\/p>\n\n\n\n<h5 id=\"h-answer-choice-analysis\">Answer Choice Analysis<\/h5>\n\n\n\n<p>Choice B \u2013 This choice no longer provides the purpose of the actions.&nbsp;&nbsp; By changing \u201cto ensure\u201d to \u201cand ensures\u201d, the sentence implies that the organization somehow (probably with some other measures) ensures that its teachers impart high quality of teachers.&nbsp; This is not the intended meaning of the sentence.<\/p>\n\n\n\n<p>Choice C \u2013 This choice is also grammatically correct but it changes the intended meaning of the sentence.&nbsp; Per this choice, the organization requires two things from the teachers.<\/p>\n\n\n\n<ol><li>Teachers have master\u2019s degree<\/li><li>Teachers fund the master\u2019s degree<\/li><\/ol>\n\n\n\n<p>This is clearly not the intended meaning.&nbsp; Per the intended meaning, the organization requires that teachers have master\u2019s degree and in fact the organization itself funds the same (obviously for the teachers who do not have master\u2019s degree).&nbsp; The organization implements this requirement and funds the education with a single aim \u2013 high quality of teaching.<\/p>\n\n\n\n<p>Choice D \u2013 This choice does not use correct punctuation to connect the two verbs \u2013 requires and funds.<\/p>\n\n\n\n<p>Choice E \u2013 Use of \u201cfunding the same\u2026\u201d is incorrect here.&nbsp; Neither of the two interpretations of the verb-ing modifier is correct:<\/p>\n\n\n\n<ol><li>Organization requires that teachers have master\u2019s degree \u2013 this results in the organization funding the education. \u2013Illogical.<\/li><li>Organization requires that teachers have master\u2019s degree by funding the same.&nbsp; &#8211; Illogical<\/li><li>Understand the meaning of the original sentence.&nbsp; Note the relationships among each part of the sentence \u2013 both from grammatical standpoint and from logical standpoint.<\/li><li>Make sure that these relationships are maintained in the correct choice as well.<\/li><\/ol>\n\n\n\n<p>Here&#8217;s a list of the articles in the complete series:<\/p>\n\n\n\n<ol><li><a href=\"https:\/\/e-gmat.com\/blogs\/5-strategies-how-gmat-distort-meaning\/\" data-wpel-link=\"internal\" target=\"_blank\" rel=\"noopener noreferrer\">5 Strategies that GMAT uses to distort meaning &#8211; Part 1 &#8211; Modifiers (Update 2018)<\/a><\/li><li><a href=\"https:\/\/e-gmat.com\/blogs\/gmat-and-meaning-part-2-use-of-modifiers\/\" data-wpel-link=\"internal\" target=\"_blank\" rel=\"noopener noreferrer\">GMAT and Meaning &#8211; Part 2: Strategy 2 \u2013 Use of Modifiers<\/a><\/li><li><a href=\"https:\/\/e-gmat.com\/blogs\/gmat-and-meaning-part-3-change-of-conjunctions\/\" data-wpel-link=\"internal\" target=\"_blank\" rel=\"noopener noreferrer\">GMAT and Meaning &#8211; Part 3: Strategy 3 \u2013 Change of Conjunctions<\/a><\/li><li><a href=\"https:\/\/e-gmat.com\/blogs\/gmat-and-meaning-part-4-strategy-4-change-of-voice\/\" data-wpel-link=\"internal\" target=\"_blank\" rel=\"noopener noreferrer\">GMAT and Meaning &#8211; Part 4: Strategy 4 \u2013 Change of Voice<\/a><\/li><li><a href=\"https:\/\/e-gmat.com\/blogs\/gmat-and-meaning-part-5-change-remove-words-that-provide-context\/\" data-wpel-link=\"internal\" target=\"_blank\" rel=\"noopener noreferrer\">GMAT and Meaning &#8211; Part 5 &#8211; Change\/Remove Words that provide Context<\/a><\/li><\/ol>\n\n\n\n<blockquote class=\"wp-block-quote\"><p><strong>If you are planning to take the GMAT, we can help you with a personalized study plan and give you access to quality online content to prepare.<\/strong>&nbsp;<strong>Write to us at&nbsp;<a href=\"mailto:acethegmat@e-gmat.com\" target=\"_blank\" rel=\"noreferrer noopener\">acethegmat@e-gmat.com<\/a>. We are the&nbsp;<a href=\"https:\/\/gmatclub.com\/reviews\/e-gmat-6\" target=\"_blank\" rel=\"noreferrer noopener external\" data-wpel-link=\"external\">most reviewed GMAT prep company on gmatclub<\/a>&nbsp;with more than 2400 reviews&nbsp;<\/strong>and are the only prep company that has delivered&nbsp;<a href=\"https:\/\/e-gmat.com\/blogs\/e-gmat-review\/\" target=\"_blank\" rel=\"noreferrer noopener\" data-wpel-link=\"internal\">more than 700+ scores than any other GMAT club partner<strong>.<\/strong><\/a>&nbsp;<strong>Why don\u2019t you take a free trial and judge for yourself?<\/strong><\/p><\/blockquote>\n\n\n<div class=\"ub-buttons align-button-center\"  id=\"ub-button-a59204a4-fe7f-4e9f-9181-71063656bed4\"><div class=\"ub-button-container\">\n    <a href=\"https:\/\/resources.e-gmat.com\/sign-up-free-trial\" target=\"_blank\" rel=\"noopener noreferrer external\" class=\"ub-button-block-main ub-button-medium\" role=\"button\" data-wpel-link=\"external\">\n    <div class=\"ub-button-content-holder\"><span class=\"ub-button-icon-holder\"><svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\"height=\"30\", width=\"30\"viewBox=\"0, 0, 512, 512\"><path fill=\"currentColor\" d=\"M256 0C114.6 0 0 114.6 0 256c0 141.4 114.6 256 256 256s256-114.6 256-256C512 114.6 397.4 0 256 0zM406.6 278.6l-103.1 103.1c-12.5 12.5-32.75 12.5-45.25 0s-12.5-32.75 0-45.25L306.8 288H128C110.3 288 96 273.7 96 256s14.31-32 32-32h178.8l-49.38-49.38c-12.5-12.5-12.5-32.75 0-45.25s32.75-12.5 45.25 0l103.1 103.1C414.6 241.3 416 251.1 416 256C416 260.9 414.6 270.7 406.6 278.6z\"><\/svg><\/span><span class=\"ub-button-block-btn\">Start your free trial<\/span>\n    <\/div><\/a><\/div><div class=\"ub-button-container\">\n    <a href=\"https:\/\/resources.e-gmat.com\/take-sigma-x-mock\" target=\"_blank\" rel=\"noopener noreferrer external\" class=\"ub-button-block-main ub-button-medium\" role=\"button\" data-wpel-link=\"external\">\n    <div class=\"ub-button-content-holder\"><span class=\"ub-button-icon-holder\"><svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\"height=\"30\", width=\"30\"viewBox=\"0, 0, 448, 512\"><path fill=\"currentColor\" d=\"M246.6 233.4l-160-160c-12.5-12.5-32.75-12.5-45.25 0s-12.5 32.75 0 45.25L178.8 256l-137.4 137.4c-12.5 12.5-12.5 32.75 0 45.25C47.63 444.9 55.81 448 64 448s16.38-3.125 22.62-9.375l160-160C259.1 266.1 259.1 245.9 246.6 233.4zM438.6 233.4l-160-160c-12.5-12.5-32.75-12.5-45.25 0s-12.5 32.75 0 45.25L370.8 256l-137.4 137.4c-12.5 12.5-12.5 32.75 0 45.25C239.6 444.9 247.8 448 256 448s16.38-3.125 22.62-9.375l160-160C451.1 266.1 451.1 245.9 438.6 233.4z\"><\/svg><\/span><span class=\"ub-button-block-btn\">Take a free mock<\/span>\n    <\/div><\/a><\/div><\/div>\n\n\n<div>&nbsp;<\/div>\n\n\n\n<div>&nbsp;<\/div>\n","protected":false},"excerpt":{"rendered":"<p>This article is the third in the series of &#8220;5 Strategies that GMAT uses to distort meaning&#8220;. In the previous article, we had discussed the first strategy &#8211; &#8220;Use of Modifiers&#8220;. In this one, we&#8217;ll be discussing the third strategy &#8211; &#8220;Change of Conjunctions&#8221;, along with official questions and explanations. The links for the other [&hellip;]<\/p>\n","protected":false},"author":79663,"featured_media":17427,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","ub_ctt_via":""},"categories":[94,1,95],"tags":[],"featured_image_src":"https:\/\/e-gmat.com\/blogs\/wp-content\/uploads\/2018\/11\/GMAT-Meaning-Strategy-3-\u2013-Change-of-Conjunctions.png","author_info":{"display_name":"Juhi Gupta","author_link":"https:\/\/e-gmat.com\/blogs\/author\/juhie-gmat-com\/"},"yoast_head":"<!-- This site is optimized with the Yoast SEO Premium plugin v17.1.1 (Yoast SEO v17.1) - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>GMAT and Meaning - Part 3: Strategy 3 \u2013 Change of Conjunctions | GMAT<\/title>\n<meta name=\"description\" content=\"Let&#039;s discuss how Change of Conjunctions is used on the GMAT to distort meaning. This is the third strategy that GMAT uses to distort meaning on the GMAT.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/e-gmat.com\/blogs\/gmat-and-meaning-part-3-change-of-conjunctions\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"GMAT and Meaning - Part 3: Strategy 3 \u2013 Change of Conjunctions\" \/>\n<meta property=\"og:description\" content=\"Let&#039;s discuss how Change of Conjunctions is used on the GMAT to distort meaning. This is the third strategy that GMAT uses to distort meaning on the GMAT.\" \/>\n<meta property=\"og:url\" content=\"https:\/\/e-gmat.com\/blogs\/gmat-and-meaning-part-3-change-of-conjunctions\/\" \/>\n<meta property=\"og:site_name\" content=\"e-GMAT Blog | Best GMAT blog on the planet\" \/>\n<meta property=\"article:publisher\" content=\"https:\/\/www.facebook.com\/E-Gmat-499275643430980\" \/>\n<meta property=\"article:published_time\" content=\"2018-11-12T07:45:09+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2022-11-24T11:18:41+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/e-gmat.com\/blogs\/wp-content\/uploads\/2018\/11\/GMAT-Meaning-Strategy-3-\u2013-Change-of-Conjunctions.png\" \/>\n\t<meta property=\"og:image:width\" content=\"2000\" \/>\n\t<meta property=\"og:image:height\" content=\"1125\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:creator\" content=\"@e_GMAT\" \/>\n<meta name=\"twitter:site\" content=\"@e_GMAT\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data1\" content=\"Juhi Gupta\" \/>\n\t<meta name=\"twitter:label2\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data2\" content=\"12 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"Organization\",\"@id\":\"https:\/\/e-gmat.com\/blogs\/#organization\",\"name\":\"e-GMAT\",\"url\":\"https:\/\/e-gmat.com\/blogs\/\",\"sameAs\":[\"https:\/\/www.facebook.com\/E-Gmat-499275643430980\",\"https:\/\/www.linkedin.com\/in\/rajat-sadana-ba459a\/\",\"https:\/\/www.youtube.com\/user\/eGMATconcepts\",\"https:\/\/twitter.com\/e_GMAT\"],\"logo\":{\"@type\":\"ImageObject\",\"@id\":\"https:\/\/e-gmat.com\/blogs\/#logo\",\"inLanguage\":\"en-US\",\"url\":\"https:\/\/e-gmat.com\/blogs\/wp-content\/uploads\/2018\/04\/logo-full.png\",\"contentUrl\":\"https:\/\/e-gmat.com\/blogs\/wp-content\/uploads\/2018\/04\/logo-full.png\",\"width\":908,\"height\":802,\"caption\":\"e-GMAT\"},\"image\":{\"@id\":\"https:\/\/e-gmat.com\/blogs\/#logo\"}},{\"@type\":\"WebSite\",\"@id\":\"https:\/\/e-gmat.com\/blogs\/#website\",\"url\":\"https:\/\/e-gmat.com\/blogs\/\",\"name\":\"e-GMAT Blog | Best GMAT blog on the planet\",\"description\":\"Prepare for your GMAT and MBA journey\",\"publisher\":{\"@id\":\"https:\/\/e-gmat.com\/blogs\/#organization\"},\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https:\/\/e-gmat.com\/blogs\/?s={search_term_string}\"},\"query-input\":\"required name=search_term_string\"}],\"inLanguage\":\"en-US\"},{\"@type\":\"ImageObject\",\"@id\":\"https:\/\/e-gmat.com\/blogs\/gmat-and-meaning-part-3-change-of-conjunctions\/#primaryimage\",\"inLanguage\":\"en-US\",\"url\":\"https:\/\/e-gmat.com\/blogs\/wp-content\/uploads\/2018\/11\/GMAT-Meaning-Strategy-3-\\u2013-Change-of-Conjunctions.png\",\"contentUrl\":\"https:\/\/e-gmat.com\/blogs\/wp-content\/uploads\/2018\/11\/GMAT-Meaning-Strategy-3-\\u2013-Change-of-Conjunctions.png\",\"width\":2000,\"height\":1125,\"caption\":\"GMAT Meaning - Strategy 3 \\u2013 Change of Conjunctions\"},{\"@type\":\"WebPage\",\"@id\":\"https:\/\/e-gmat.com\/blogs\/gmat-and-meaning-part-3-change-of-conjunctions\/#webpage\",\"url\":\"https:\/\/e-gmat.com\/blogs\/gmat-and-meaning-part-3-change-of-conjunctions\/\",\"name\":\"GMAT and Meaning - Part 3: Strategy 3 \\u2013 Change of Conjunctions | GMAT\",\"isPartOf\":{\"@id\":\"https:\/\/e-gmat.com\/blogs\/#website\"},\"primaryImageOfPage\":{\"@id\":\"https:\/\/e-gmat.com\/blogs\/gmat-and-meaning-part-3-change-of-conjunctions\/#primaryimage\"},\"datePublished\":\"2018-11-12T07:45:09+00:00\",\"dateModified\":\"2022-11-24T11:18:41+00:00\",\"description\":\"Let's discuss how Change of Conjunctions is used on the GMAT to distort meaning. 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