{"id":25533,"date":"2019-10-23T17:25:17","date_gmt":"2019-10-23T11:55:17","guid":{"rendered":"https:\/\/e-gmat.com\/blogs\/?p=25533"},"modified":"2022-11-24T16:52:57","modified_gmt":"2022-11-24T11:22:57","slug":"meaning-is-central-to-sentence-correction","status":"publish","type":"post","link":"https:\/\/e-gmat.com\/blogs\/meaning-is-central-to-sentence-correction\/","title":{"rendered":"Meaning is central to Sentence Correction"},"content":{"rendered":"<span class=\"rt-reading-time\" style=\"display: block;\"><span class=\"rt-label rt-prefix\">A <\/span> <span class=\"rt-time\">12<\/span> <span class=\"rt-label rt-postfix\">min read <\/span><\/span><p>To solve SC questions, students typically follow one of the two prevalent methods:<\/p>\n<ul>\n<li><strong>Meaning-based method<\/strong><\/li>\n<li><strong>Splits method<\/strong><\/li>\n<\/ul>\n<blockquote><p><em>While these methods differ in the sequence of steps prescribed, they have one thing in common &#8211;<strong>&nbsp; \u201cmeaning is central to both these methods\u201d.&nbsp;<\/strong><\/em><\/p><\/blockquote>\n<p><img loading=\"lazy\" class=\"wp-image-25571 aligncenter\" src=\"https:\/\/e-gmat.com\/blogs\/wp-content\/uploads\/2019\/10\/GMAT-Sentence-Correction-300x72.png\" alt=\"Meaning is central to Sentence Correction\" width=\"696\" height=\"167\" srcset=\"https:\/\/e-gmat.com\/blogs\/wp-content\/uploads\/2019\/10\/GMAT-Sentence-Correction-300x72.png 300w, https:\/\/e-gmat.com\/blogs\/wp-content\/uploads\/2019\/10\/GMAT-Sentence-Correction-768x184.png 768w, https:\/\/e-gmat.com\/blogs\/wp-content\/uploads\/2019\/10\/GMAT-Sentence-Correction-1024x245.png 1024w, https:\/\/e-gmat.com\/blogs\/wp-content\/uploads\/2019\/10\/GMAT-Sentence-Correction-1200x287.png 1200w, https:\/\/e-gmat.com\/blogs\/wp-content\/uploads\/2019\/10\/GMAT-Sentence-Correction.png 1600w\" sizes=\"(max-width: 696px) 100vw, 696px\" \/><\/p>\n<p>In this article, I will demonstrate that if you want to attain that 90th percentile in SC, then regardless of the approach that you use, you need to understand the meaning of the sentence.<\/p>\n<p>And, after you read the article, I want you to ask this question to yourself \u2013 \u201c<em>Presently, what am I doing to build my skill set to understand the meaning?<\/em>\u201d<\/p>\n<p>This article is divided into the following sections:<\/p>\n<ol>\n<li><a href=\"#1\"><strong>Question 1<\/strong><\/a><\/li>\n<\/ol>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li><a href=\"#meaning1\">Solved using the meaning-based method<\/a><\/li>\n<li><a href=\"#splits1\">Solved using the splits method<\/a><\/li>\n<li>Take away \u2013 Meaning is central.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ol start=\"2\">\n<li><a href=\"#2\"><strong>Question 2<\/strong><\/a><\/li>\n<\/ol>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li><a href=\"#meaning2\">Solved using the meaning-based method<\/a><\/li>\n<li><a href=\"#splits2\">Solved using the splits method<\/a><\/li>\n<li>Take away \u2013 Meaning is central.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ol start=\"3\">\n<li><a href=\"#all\"><strong>Putting it all together<\/strong><\/a><\/li>\n<\/ol>\n<p>So, let\u2019s get started!<\/p>\n<p>&nbsp;<\/p>\n<h2 id=\"1\">1 Question 1<\/h2>\n<h3>1.1 Question information<\/h3>\n<ul>\n<li>Source \u2013 OG Verbal Review 2020<\/li>\n<li>Question # 292<\/li>\n<li>Question attempts statistics in the e-GMAT platform\n<ul>\n<li># of attempts = 3856<\/li>\n<li>% correct = 60% = categorized as medium difficulty question.\n<ul>\n<li>popular incorrect choices: B \u2013 12%, D \u2013 19%<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li>Question statistics on GMAT Club<\/li>\n<li>Hard \u2013 52% accuracy \u2013 based on 4781 attempts<\/li>\n<\/ul>\n<h5><\/h5>\n<h3>1.2 Question<\/h3>\n<p><em>Schistosomiasis, a disease caused by a parasitic worm, is prevalent in hot, humid climates, and it has become more widespread as irrigation projects have enlarged the habitat of\u202f<span style=\"text-decoration: underline;\">the freshwater snails that are the parasite&#8217;s hosts for part of its life cycle.<\/span><\/em><\/p>\n<p>&nbsp;<\/p>\n<p><strong>A.<\/strong> the freshwater snails that are the parasite&#8217;s hosts for part of its life cycle<\/p>\n<p><strong>B.<\/strong> the freshwater snails that are the parasite&#8217;s hosts in part of their life cycle<\/p>\n<p><strong>C.<\/strong> freshwater snails which become the parasite&#8217;s hosts for part of its life cycles<\/p>\n<p><strong>D.<\/strong> freshwater snails which become the hosts of the parasite during the parasite&#8217;s life cycles<\/p>\n<p><strong>E.<\/strong> parasite&#8217;s hosts, freshwater snails which become their hosts during their life cycles<\/p>\n<h6><em><strong>Correct answer = A<\/strong><\/em><\/h6>\n<p>&nbsp;<\/p>\n<h3 id=\"meaning1\">1.3 Meaning-based Approach<\/h3>\n<p><img loading=\"lazy\" class=\"wp-image-25572 aligncenter\" src=\"https:\/\/e-gmat.com\/blogs\/wp-content\/uploads\/2019\/10\/Steps-to-GMAT-Sentence-Correction-300x65.png\" alt=\"Meanin based approach to GMAT Sentence Correction\" width=\"724\" height=\"157\" srcset=\"https:\/\/e-gmat.com\/blogs\/wp-content\/uploads\/2019\/10\/Steps-to-GMAT-Sentence-Correction-300x65.png 300w, https:\/\/e-gmat.com\/blogs\/wp-content\/uploads\/2019\/10\/Steps-to-GMAT-Sentence-Correction-768x167.png 768w, https:\/\/e-gmat.com\/blogs\/wp-content\/uploads\/2019\/10\/Steps-to-GMAT-Sentence-Correction-1024x222.png 1024w, https:\/\/e-gmat.com\/blogs\/wp-content\/uploads\/2019\/10\/Steps-to-GMAT-Sentence-Correction-1200x260.png 1200w, https:\/\/e-gmat.com\/blogs\/wp-content\/uploads\/2019\/10\/Steps-to-GMAT-Sentence-Correction.png 1600w\" sizes=\"(max-width: 724px) 100vw, 724px\" \/><\/p>\n<h4><span style=\"color: #993300;\"><strong>Step 1<\/strong> \u2013 Understand the meaning of the original sentence<\/span><\/h4>\n<ul>\n<li>Schistosomiasis,\n<ul>\n<li>a disease caused by a parasitic worm,\n<ul>\n<li>is prevalent in hot, humid climates,<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li>and it has become more widespread\n<ul>\n<li>as irrigation projects have enlarged the habitat of \u202f<span style=\"text-decoration: underline;\"><span class=\"TextRun Underlined BCX0 SCXW166560738\" lang=\"EN-US\" xml:lang=\"EN-US\" data-contrast=\"auto\"><span class=\"NormalTextRun BCX0 SCXW166560738\">the freshwater snails<\/span><\/span><\/span>\n<ul>\n<li><span style=\"text-decoration: underline;\">that are the parasite&#8217;s hosts for part of its life cycle<\/span>.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>The student reads the sentence <em><strong>slowly<\/strong><\/em> to understand <em><strong>all<\/strong><\/em> the aspects of its meaning as identified below:<\/p>\n<ol>\n<li>Aspect 1 \u2013 Sch. is a disease that is caused by a parasitic worm.<\/li>\n<li>Aspect 2 \u2013 Sch. is present in certain types of climates.<\/li>\n<li>Aspect 3 \u2013 Sch. has become more widespread by certain projects.<\/li>\n<li>Aspect 4 \u2013 These projects have enlarged the habitat of specific freshwater snails (FWS).<\/li>\n<li>Aspect 5 \u2013 These FWS are the hosts for the parasite.<\/li>\n<li>Aspect 6 \u2013 These FWS are the hosts for a part of the parasite\u2019s life cycle.<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<h4><span style=\"color: #993300;\"><strong>Step 2<\/strong> \u2013 Identify the errors in the original sentence<\/span><\/h4>\n<blockquote><p><em>Keeping in mind the meaning analysis, now the student evaluates the original sentence for any grammatical errors.&nbsp; And obviously, she focuses her attention on the underlined portion.&nbsp; <\/em><\/p><\/blockquote>\n<p>For the sake of demonstration, I will go through each error one by one and show you how the student reasons things out:<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>SV \u2013 \u201cthat are\u201d is the SV pair \u2013 logically \u2018that\u2019 refers to the FWS plural \u2013 both SV plural \u2013 so ok.<\/li>\n<li>Verbs \u2013 the sentence is set up in present tense \u2013 logically ok.<\/li>\n<li>Pronouns \u2013 \u2018its\u2019 refers to parasite \u2013 logically ok.<\/li>\n<li>Modifiers \u2013 \u2018that\u2019 refers to FWS \u2013 logically ok.<\/li>\n<li>Parallelism \u2013 no list<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<blockquote><p><strong>Notice carefully<\/strong> \u2013 <em>for evaluation of each grammar error, she refers to her understanding of the meaning of the sentence.&nbsp; Notice the word \u201clogically\u201d in all the four applicable grammar error categories.<\/em><\/p><\/blockquote>\n<p>&nbsp;<\/p>\n<h4><span style=\"color: #993300;\"><strong>Step 3<\/strong> \u2013 Analyze answer choices<\/span><\/h4>\n<p>Now she takes the meaning analysis (and when applicable error analysis) with her to analyze each answer choice one by one.<\/p>\n<blockquote><p><em>At this point as well, she focuses her attention primarily on the underlined portion of the sentence.&nbsp; So, from the meaning standpoint, aspects 1, 2, and 3 are all from the non-underlined portion.&nbsp; <\/em><\/p><\/blockquote>\n<p>So, she does not worry about them.<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>Aspect 4 \u2013 These projects have enlarged the habitat of specific freshwater snails (FWS).<\/li>\n<li>Aspect 5 \u2013 These FWS are the hosts for the parasite<\/li>\n<li>Aspect 6 \u2013 These FWS are the hosts for a part of the parasite\u2019s life cycle.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>So, her checklist for each choice now contains the typical grammar error categories (SV, Verbs, Pronouns, Modifiers, Parallelism, Idioms) and these three aspects from the meaning analysis.<\/p>\n<p>Let\u2019s now see how the student analyzes each choice to find the correct answer.<\/p>\n<p>&nbsp;<\/p>\n<h5>1.3.1.1 Choice B<\/h5>\n<p>the freshwater snails that are the parasite&#8217;s hosts in part of their life cycle<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>Aspects 4 and 5 \u2013 ok<\/li>\n<li>Aspect 6 \u2013 distorted &#8211; \u2018their\u2019 refers to the plural \u2018snails\u2019.&nbsp; Thus, per this choice, the life cycle of snails is being talked about instead of the life cycle of the parasite.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><em>Thus, this choice is<strong> incorrect.<\/strong><\/em><\/p>\n<p>&nbsp;<\/p>\n<h5>1.3.1.2 Choice C<\/h5>\n<p>freshwater snails which become the parasite&#8217;s hosts for part of its life cycles<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>Aspects 4, 5, 6 \u2013 all ok.<\/li>\n<li>Grammar issue \u2013 \u2018life cycles\u2019 implies that the parasite has more than one life cycle.&nbsp; This is illogical.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><em>Thus, this choice is <strong>incorrect.<\/strong><\/em><\/p>\n<p>&nbsp;<\/p>\n<h5>1.3.1.3 Choice D<\/h5>\n<p>freshwater snails which become the hosts of the parasite during the parasite&#8217;s life cycles<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>Aspects 4 and 5 \u2013 ok<\/li>\n<li>Aspect 6 \u2013 distorted \u2013 the key part of aspect 6 has been removed \u2013 that the snails are hosts for a part of the parasite\u2019s life cycle \u2013 \u201cpart\u201d has been removed from this choice.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><em>Thus, this choice is <strong>incorrect.<\/strong><\/em><\/p>\n<p>&nbsp;<\/p>\n<h5>1.3.1.4 Choice E<\/h5>\n<p>parasite&#8217;s hosts, freshwater snails which become their hosts during their life cycles<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>Aspect 6 \u2013 distorted &#8211; same issue as in Choice D.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><em>Thus, this choice is <strong>incorrect<\/strong>.<\/em><\/p>\n<p>&nbsp;<\/p>\n<blockquote>\n<h6><em>Hence <strong>choice A<\/strong> is the <strong>correct answer<\/strong>.<\/em><\/h6>\n<\/blockquote>\n<p>&nbsp;<\/p>\n<h4><span style=\"color: #993300;\">Summary &#8211; meaning-based method<\/span><\/h4>\n<blockquote><p><em>As you can see, the student begins with understanding the meaning of the sentence and then utilizes this analysis to find the correct answer.&nbsp; Thus, meaning is central to the <strong><span style=\"text-decoration: underline;\">meaning-based<\/span><\/strong> method.<\/em><\/p><\/blockquote>\n<p>&nbsp;<\/p>\n<p>Now we will see how a student uses the <span style=\"text-decoration: underline;\"><strong>splits<\/strong><\/span> method to solve this question.<\/p>\n<h3 id=\"splits1\">1.4 Splits approach<\/h3>\n<p><img loading=\"lazy\" class=\"wp-image-25574 aligncenter\" src=\"https:\/\/e-gmat.com\/blogs\/wp-content\/uploads\/2019\/10\/Splits-based-approach-to-GMAT-Sentence-Correction-300x173.png\" alt=\"GMAT Sentence Correction splits based approach\" width=\"675\" height=\"389\" srcset=\"https:\/\/e-gmat.com\/blogs\/wp-content\/uploads\/2019\/10\/Splits-based-approach-to-GMAT-Sentence-Correction-300x173.png 300w, https:\/\/e-gmat.com\/blogs\/wp-content\/uploads\/2019\/10\/Splits-based-approach-to-GMAT-Sentence-Correction-768x442.png 768w, https:\/\/e-gmat.com\/blogs\/wp-content\/uploads\/2019\/10\/Splits-based-approach-to-GMAT-Sentence-Correction-1024x589.png 1024w, https:\/\/e-gmat.com\/blogs\/wp-content\/uploads\/2019\/10\/Splits-based-approach-to-GMAT-Sentence-Correction-1200x691.png 1200w, https:\/\/e-gmat.com\/blogs\/wp-content\/uploads\/2019\/10\/Splits-based-approach-to-GMAT-Sentence-Correction.png 1600w\" sizes=\"(max-width: 675px) 100vw, 675px\" \/><\/p>\n<h4><span style=\"color: #993300;\"><strong>Step 1<\/strong> \u2013 Identify the splits.<\/span><\/h4>\n<p>The student will review the answer choices and arrive at the following \u2018<span style=\"text-decoration: underline;\">splits<\/span>\u2019.<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li><span style=\"color: #339966;\">the<\/span> freshwater snails \/ freshwater snails<\/li>\n<li><span style=\"color: #800080;\">its<\/span> \/ <span style=\"text-decoration: underline;\">their<\/span><\/li>\n<li><span style=\"color: #ff0000;\">life cycle<\/span> \/ life cycles<\/li>\n<li><span style=\"color: #ff6600;\">part of<\/span> \/ during<\/li>\n<li><span style=\"color: #00ccff;\">that are<\/span> \/ which become<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>The answer choices have been color-coded based on the identified splits.<\/p>\n<p><strong>A.<\/strong> <span style=\"color: #339966;\">the<\/span> freshwater snails <span style=\"color: #00ccff;\">that are<\/span> the parasite&#8217;s hosts for <span style=\"color: #ff6600;\">part<\/span> of <span style=\"color: #800080;\">its<\/span> life <span style=\"color: #ff0000;\">cycle<\/span><\/p>\n<p><strong>B.<\/strong> <span style=\"color: #339966;\">the<\/span> freshwater snails <span style=\"color: #00ccff;\">that are<\/span> the parasite&#8217;s hosts in <span style=\"color: #ff6600;\">part<\/span> of <span style=\"text-decoration: underline;\"><span style=\"color: #800080; text-decoration: underline;\">their<\/span><\/span> life <span style=\"color: #ff0000;\">cycle<\/span><\/p>\n<p><strong>C.<\/strong> freshwater snails <span style=\"text-decoration: underline;\"><span style=\"color: #00ccff; text-decoration: underline;\">which become<\/span><\/span> the parasite&#8217;s hosts for <span style=\"color: #ff6600;\">part<\/span> of <span style=\"color: #800080;\">its<\/span> life <span style=\"text-decoration: underline;\"><span style=\"color: #ff0000; text-decoration: underline;\">cycles<\/span><\/span><\/p>\n<p><strong>D.<\/strong> freshwater snails <span style=\"text-decoration: underline;\"><span style=\"color: #00ccff; text-decoration: underline;\">which become<\/span><\/span> the hosts of the parasite <span style=\"text-decoration: underline;\"><span style=\"color: #ff6600; text-decoration: underline;\">during<\/span><\/span> the <span style=\"text-decoration: underline;\"><span style=\"color: #800080; text-decoration: underline;\">parasite&#8217;s<\/span><\/span> life <span style=\"text-decoration: underline;\"><span style=\"color: #ff0000; text-decoration: underline;\">cycles<\/span><\/span><\/p>\n<p><strong>E.<\/strong> parasite&#8217;s hosts, freshwater snails <span style=\"color: #00ccff;\">which become<\/span> their hosts <span style=\"text-decoration: underline;\">during <span style=\"color: #800080; text-decoration: underline;\">their<\/span> <\/span>life <span style=\"text-decoration: underline;\"><span style=\"color: #ff0000; text-decoration: underline;\">cycles<\/span><\/span><\/p>\n<p>&nbsp;<\/p>\n<h4><span style=\"color: #993300;\"><strong>Step 2<\/strong> \u2013 Reject answer choices utilizing the first split.<\/span><\/h4>\n<p>Let\u2019s say that the student selects the easiest split of all \u201cits \/ their\u201d.&nbsp; Now from purely grammatical perspective, any of the two pronouns will work.&nbsp; But to determine which one is correct in this sentence, the student will need to understand the context of the sentence.<\/p>\n<p>Schistosomiasis, a disease caused by a parasitic worm, is prevalent in hot, humid climates, and it has become more widespread as irrigation projects have enlarged the habitat of\u202f<span style=\"text-decoration: underline;\">the freshwater snails that are the parasite&#8217;s hosts for part of its life cycle<\/span>.<\/p>\n<blockquote><p><em>Now the student will read the sentence and understand its context to determine what \u2018its\u2019 is intended to refer to.&nbsp; She applies her skill set to read and understand the sentence and determines that logically, \u2018its\u2019 should refer to parasite.&nbsp; Thus, \u2018their\u2019 is incorrect because by virtue of being plural, it refers to the snails and this reference is illogical in the context of this sentence.<\/em><\/p><\/blockquote>\n<p>Thus, the student will reject all the choices that use \u2018their\u2019.<\/p>\n<p><em>Thus, <strong>B<\/strong> and<strong> E<\/strong> are <strong>eliminated<\/strong>.<\/em><\/p>\n<p>&nbsp;<\/p>\n<h4><span style=\"color: #993300;\"><strong>Step 3<\/strong> \u2013 Utilizing the second split, reject the next set of answer choices.<\/span><\/h4>\n<p>Upon close examination of remaining choices and the splits identified, the student picks up the split \u201cpart of \/ during\u201d.&nbsp; Now she re-reads the sentence to determine which one of the two is correct.<\/p>\n<p>As she reads the sentence again, this time focusing on \u2013 part &#8211; specifically, she realizes that the author intended to say that the snails are hosts for only a part of the life cycle.&nbsp; Thus, as it stands, \u2018during\u2019 distorts the meaning.<\/p>\n<p><em>So, <strong>Choice D<\/strong> is <strong>eliminated<\/strong>.<\/em><\/p>\n<p>&nbsp;<\/p>\n<h4><span style=\"color: #993300;\"><strong>Step 4<\/strong> \u2013 Based on the choices left, select the third split and arrive at the correct answer.<\/span><\/h4>\n<p>Between A and C, now the next split is \u201clife cycle\/ life cycles\u201d.&nbsp; Now the student already knows that the parasite\u2019s life cycle is being talked about.&nbsp; Logically, a living being has only one life cycle.&nbsp; Thus, \u201clife cycles\u201d is incorrect.<\/p>\n<p><em>Hence choice C is <strong>eliminated<\/strong>.&nbsp;<\/em><\/p>\n<blockquote><p><em><strong>Choice A<\/strong> is hence the <strong>correct answer<\/strong>.<\/em><\/p><\/blockquote>\n<p>&nbsp;<\/p>\n<h4><span style=\"color: #993300;\">Summary \u2013 Splits method<\/span><\/h4>\n<blockquote><p><em>This is a 700-level question. <\/em><\/p><\/blockquote>\n<p>The answer choices in this question had 5 different pairs of splits and to arrive at the correct answer, the student had to utilize three splits (i.e. 3 iterations).<\/p>\n<blockquote><p><em>In each iteration, the student had to leverage the intended meaning to narrow down the answer choices (i.e. reject the incorrect ones). This is because, apart from splits that are based purely on idioms such as \u201cless than\u201d, \u201cbetween and\u201d or that are simple subject-verb pairs, almost all other splits require evaluation by understanding the meaning of the sentence. <\/em><\/p><\/blockquote>\n<p>Thus, even when using the \u201csplits approach\u201d meaning becomes central to solving most SC questions.<\/p>\n<p>We will now take one more question to drive home this point.<\/p>\n<p>&nbsp;<\/p>\n<h2 id=\"2\">2. Question 2<\/h2>\n<h3>2.1 Question information<\/h3>\n<ul>\n<li>Source \u2013 OG Advanced Book<\/li>\n<li>Question # 268<\/li>\n<li>Question statistics on GMAT Club\n<ul>\n<li>Hard \u2013 30% accuracy \u2013 based on 529 attempts<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h3>2.2 Question<\/h3>\n<p><em>An archaeological excavation at <span style=\"text-decoration: underline;\">what might have been a workshop where statues were reproduced yielded 1,532 fragments of human figures, including<\/span> 7 intact statues.<\/em><\/p>\n<p><strong>A.<\/strong> what might have been a workshop where statues were reproduced yielded 1,532 fragments of human figures, including<\/p>\n<p><strong>B.<\/strong> what might have been a workshop where statues were reproduced yielded 1,532 fragments of human figures and<\/p>\n<p><strong>C.<\/strong> the site of a possible workshop where statues were reproduced yielded 1,532 fragments of human figures and<\/p>\n<p><strong>D.<\/strong> the site of a possible workshop where statues were reproduced yielded 1,532 fragments of human figures, including<\/p>\n<p><strong>E.<\/strong> the site of a possible workshop where statues might have been reproduced yielded 1,532 fragments of human figures, including<\/p>\n<h6><em><strong>Correct answer = B<\/strong><\/em><\/h6>\n<p>&nbsp;<\/p>\n<h3 id=\"meaning2\">2.3 Meaning-based Approach<\/h3>\n<h4><span style=\"color: #993300;\"><strong>Step 1<\/strong> \u2013 Understand the meaning of the original sentence<\/span><\/h4>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>An archaeological excavation at <span style=\"text-decoration: underline;\">what might have been a workshop where statues were reproduced yielded 1,532 fragments of human figures, including<\/span> 7 intact statues.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>The student reads the sentence slowly to understand all the aspects of its meaning as identified below:<\/p>\n<ol>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>Aspect 1 \u2013 An archaeological excavation generated a large number of pieces of human figures.<\/li>\n<li>Aspect 2 \u2013 these pieces included seven intact statues<\/li>\n<li>Aspect 3 \u2013 This excavation spot may have been a workshop where statues were reproduced.<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<p>Now as the student confirms her understanding of the sentence, she notices something peculiar in the logic of the sentence.&nbsp; As written, the sentence implies that the 1532 pieces of human figures included the 7 intact statues.<\/p>\n<blockquote><p><em>This is illogical because it does not make sense to say that pieces include intact statues.&nbsp; Thus, this sentence has a logical error.<\/em><\/p><\/blockquote>\n<p>Now, based on the information in the sentence, the student infers the logical intended meaning.&nbsp; The excavation was on the site where there may have been a workshop in which statues were reproduced.<\/p>\n<blockquote><p>Now it is logical to say that in this workshop, fragments were taken to create intact statues or to reproduce these full statues.<\/p><\/blockquote>\n<p>With this understanding, the student understands that the sentence intended to communicate the following:<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>Aspect 1 \u2013 An archaeological excavation generated a large number of pieces of human figures.<\/li>\n<li>Aspect 2 \u2013 In addition to the fragments discovered, the excavation also generated seven intact statues.<\/li>\n<li>Aspect 3 \u2013 This excavation spot may have been a workshop where statues were reproduced<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h4><span style=\"color: #993300;\"><strong>Step 2<\/strong> \u2013 Identify the errors in the original sentence<\/span><\/h4>\n<p>Keeping in mind the meaning analysis, now the student evaluates the original sentence for any grammatical errors.<\/p>\n<p>In this sentence, she does not find any glaring grammatical errors.<\/p>\n<blockquote><p><em>So, the only error in this sentence is the meaning error that the student identified as she verified her understanding of the meaning of the sentence.<\/em><\/p><\/blockquote>\n<p>&nbsp;<\/p>\n<h4><span style=\"color: #993300;\"><strong>Step 3<\/strong> \u2013 Analyze answer choices<\/span><\/h4>\n<p>Now she takes the meaning analysis (and when applicable error analysis) with her to analyze each answer choice one by one.<\/p>\n<p>So, her checklist for each choice now contains the typical grammar error categories (SV, Verbs, Pronouns, Modifiers, Parallelism, Idioms) and all the three aspects from the meaning analysis.<\/p>\n<p>Let\u2019s now see how the student analyzes each choice to find the correct answer.<\/p>\n<p>&nbsp;<\/p>\n<h5><strong>2.3.1.1 Choice B<\/strong><\/h5>\n<p>what might have been a workshop where statues were reproduced yielded 1,532 fragments of human figures and<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>The logic error has been corrected; i.e. all aspects have been expressed correctly<\/li>\n<li>No grammatical error has been introduced<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><em>Thus, this choice is <strong>correct.<\/strong><\/em><\/p>\n<p>&nbsp;<\/p>\n<h5><strong>2.3.1.2 Choice C<\/strong><\/h5>\n<p>the site of a possible workshop where statues were reproduced yielded 1,532 fragments of human figures and<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>Aspects 1 and 2 are correct.<\/li>\n<li>But aspect 3 has been distorted.\n<ul>\n<li>Per the logical intended meaning, the excavation was done at a site at which in the past there was probably this workshop where the statues were reproduced.<\/li>\n<li>Per this choice, the excavation was done at the site where this workshop was possible or feasible.\n<ul>\n<li>And hence aspect 3 has been distorted in this choice.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><em>Thus, this choice is<strong> incorrect.<\/strong><\/em><\/p>\n<p>&nbsp;<\/p>\n<h5><strong>2.3.1.3 Choice D<\/strong><\/h5>\n<p>the site of a possible workshop where statues were reproduced yielded 1,532 fragments of human figures, including<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>Aspect 1 is ok<\/li>\n<li>Aspect 3 is distorted as in choice C<\/li>\n<li>Aspect 2 is distorted as in choice A<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><em>Thus, this choice is <strong>incorrect.<\/strong><\/em><\/p>\n<p>&nbsp;<\/p>\n<h5><strong>2.3.1.4 Choice E<\/strong><\/h5>\n<p>the site of a possible workshop where statues might have been reproduced yielded 1,532 fragments of human figures, including<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>Same errors as in choice D<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<blockquote>\n<h6><em><strong>Hence choice B is the correct answer.<\/strong><\/em><\/h6>\n<\/blockquote>\n<p>&nbsp;<\/p>\n<h4><span style=\"color: #993300;\">Summary &#8211; meaning-based method<\/span><\/h4>\n<p>As you can see, answering this question requires a razor-sharp focus on the meaning of the sentence.<\/p>\n<blockquote><p><strong>In fact, not even a single choice in this question can be rejected based on a grammatical error.&nbsp;<\/strong> In addition, in this question, the student went a step ahead.&nbsp; She not only understood what the sentence communicated, but she also questioned <strong>if that meaning is logical<\/strong>.<\/p><\/blockquote>\n<p>In this case, the meaning was indeed illogical.&nbsp; And accordingly, the student inferred the logical meaning based on the information provided in the sentence and then took that meaning with her to evaluate the answer choices.<\/p>\n<p>Now we will see how a student will use splits method to solve this question.<\/p>\n<p>&nbsp;<\/p>\n<h3 id=\"splits2\">2.4 Splits approach<\/h3>\n<h4><span style=\"color: #993300;\"><strong>Step 1<\/strong> \u2013 Find the similarities and dissimilarities among the choices<\/span><\/h4>\n<p>An archaeological excavation at <span style=\"text-decoration: underline;\">what might have been a workshop where statues were reproduced yielded 1,532 fragments of human figures, including<\/span> 7 intact statues.<\/p>\n<p><strong>A.<\/strong> <span style=\"color: #339966;\">what might have been a workshop<\/span> where statues were reproduced yielded 1,532 fragments of human <span style=\"color: #ff0000;\">figures, including<\/span><\/p>\n<p><strong>B.<\/strong> <span style=\"color: #339966;\">what might have been a workshop<\/span> where statues were reproduced yielded 1,532 fragments of human figures and<\/p>\n<p><strong>C.<\/strong> the site of a possible workshop where statues were reproduced yielded 1,532 fragments of human figures and<\/p>\n<p><strong>D.<\/strong> the site of a possible workshop where statues were reproduced yielded 1,532 fragments of human <span style=\"color: #ff0000;\">figures, including<\/span><\/p>\n<p><strong>E.<\/strong> the site of a possible workshop where statues might have been reproduced yielded 1,532 fragments of human figures, including<\/p>\n<p>The student will review the answer choices and arrive at the following \u2018splits\u2019.<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li><span style=\"color: #339966;\">What might have been a workshop<\/span> \/ the site of a possible workshop<\/li>\n<li><span style=\"color: #ff0000;\">figures, including<\/span> \/ figures and<\/li>\n<li>statues might have been reproduced \/ statues were reproduced<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h4><strong><span style=\"color: #993300;\">Step 2 \u2013 <\/span><\/strong><span style=\"color: #993300;\">Select the first split, find which one is correct, and reject the choices accordingly.<\/span><\/h4>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>Let\u2019s say the student selects the first split &#8211; <span style=\"color: #339966;\">What might have been a workshop<\/span> \/ the site of a possible workshop.<\/li>\n<li>She will now read the original sentence to determine what the author wants to communicate and then determine the correct one.<\/li>\n<li>Based on the reasoning explained in the meaning-based solution, she will conclude that \u201cwhat might have been a workshop\u201d is correct.<\/li>\n<li>She will thus eliminate choices C, D, and E.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h4><span style=\"color: #993300;\"><strong>Step 3<\/strong> \u2013 Based on the choices left and the deterministic nature of the split, select the second split.<\/span><\/h4>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>Next, the student will pick the split &#8211; <span style=\"color: #ff0000;\">figures, including<\/span> \/ figures and<\/li>\n<li>And once again, she will refer to the logical meaning intended to be communicated by the original choice.<\/li>\n<li>Based on the reasoning explained in the meaning-based solution, she will conclude that \u201cfigures, including\u201d is incorrect.<\/li>\n<li>She will thus eliminate choice A and select choice B as the correct answer.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h4><span style=\"color: #993300;\">Summarize splits method<\/span><\/h4>\n<p>Even though this example contained just 3 groups of splits, determining the correct split required that the student understood the intended meaning.<\/p>\n<blockquote><p><strong><em>Therefore, regardless of the approach (meaning-based or splits based), understanding the meaning is central to solving GMAT Sentence Correction questions, especially if you want to score in the 90th percentile.<\/em><\/strong><\/p><\/blockquote>\n<h4><\/h4>\n<blockquote><p><strong><em>Thus, meaning is central to SC, even for the splits approach.<\/em><\/strong><\/p><\/blockquote>\n<p>&nbsp;<\/p>\n<h2 id=\"all\">Putting it all together<\/h2>\n<blockquote><p><em>To summarize, regardless of which method you use to solve Sentence Correction questions, in order to solve difficult questions in SC, you need to understand the meaning of the sentence.&nbsp;<\/em><\/p><\/blockquote>\n<p>You have to be 100% sure about what the sentence intends to communicate.&nbsp; You need to know the role played each and every segment of the sentence. Not only that, as we saw in question 2, you also need to verify if the sentence is logical.&nbsp; And in the cases in which it is not logical, you need to infer the intended logical meaning.<\/p>\n<p>GMAT is a test of your ability to solve difficult questions.&nbsp; So, as you prepare for SC, ask yourself this one question \u2013 \u201c<em>What am I doing to build my ability to read and understanding 100% of the meaning communicated by the sentence?<\/em>\u201d<\/p>\n<p>Refer to the following articles for concepts and tips related to GMAT sentence correction:<\/p>\n<ul>\n<li><a href=\"https:\/\/e-gmat.com\/blogs\/a-primer-on-noun-phrases-and-noun-modifiers\/\" data-wpel-link=\"internal\" target=\"_blank\" rel=\"noopener noreferrer\">A primer on Noun phrases and Noun Modifiers | GMAT Sentence Correction<\/a><\/li>\n<li><a href=\"https:\/\/e-gmat.com\/blogs\/modifier-errors-gmat-sentence-correction-modifiers-series\/\" data-wpel-link=\"internal\" target=\"_blank\" rel=\"noopener noreferrer\">Modifier Errors | GMAT Sentence Correction<\/a><\/li>\n<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 \u2013 Part 2: Strategy 2 \u2013 Use of Modifiers<\/a><\/li>\n<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 \u2013 Part 3: Strategy 3 \u2013 Change of Conjunctions<\/a><\/li>\n<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 \u2013 Part 4: Strategy 4 \u2013 Change of Voice<\/a><\/li>\n<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 \u2013 Part 5 \u2013 Change\/Remove Words that provide Context<\/a><\/li>\n<\/ul>\n<header class=\"entry-header row\">\n<div class=\"col-md-12\">\n<div class=\"post_header_sing blue_bord_head\">\n<p>&nbsp;<\/p>\n<blockquote>\n<div class=\"entry-meta\"><strong><em>If you are looking for help in any other section of GMAT, write to us at&nbsp;<a href=\"mailto:acethegmat@e-gmat.com\" target=\"_blank\" rel=\"noopener noreferrer\">acethegmat@e-gmat.com<\/a>. Kickstart your GMAT preparation by <\/em><\/strong><a href=\"https:\/\/e-gmat.com\/free-resources-gmat-registration\/?channel=blogsin_article&amp;utm_source=blogs&amp;utm_medium=in_article&amp;utm_campaign=free_trial&amp;utm_content=in_post\" target=\"_blank\" rel=\"noopener noreferrer external\" data-wpel-link=\"external\"><em>Signing up for our Free Trial<\/em><\/a><strong><em>! <\/em><\/strong><strong><em>&nbsp;We are the&nbsp;<\/em><\/strong><a href=\"https:\/\/gmatclub.com\/reviews\/e-gmat-6\" target=\"_blank\" rel=\"noopener noreferrer external\" data-wpel-link=\"external\"><em>most reviewed GMAT prep company on gmatclub<\/em><\/a><strong><em>&nbsp;with more than 1850 reviews.<\/em><\/strong><\/div>\n<\/blockquote>\n<\/div>\n<\/div>\n<\/header>\n","protected":false},"excerpt":{"rendered":"<p>To solve SC questions, students typically follow one of the two prevalent methods: Meaning-based method Splits method While these methods differ in the sequence of steps prescribed, they have one thing in common &#8211;&nbsp; \u201cmeaning is central to both these methods\u201d.&nbsp; In this article, I will demonstrate that if you want to attain that 90th [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":25571,"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":[92,94,1,95],"tags":[],"featured_image_src":"https:\/\/e-gmat.com\/blogs\/wp-content\/uploads\/2019\/10\/GMAT-Sentence-Correction.png","author_info":{"display_name":"e-GMAT","author_link":"https:\/\/e-gmat.com\/blogs\/author\/administrator\/"},"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>Meaning is central to Sentence Correction<\/title>\n<meta name=\"description\" content=\"Learn how to solve GMAT sentence correction questions through meaning-based and splits-based approach. 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