ARGUMENTS INTRODUCTION

　　AN ARGUMENT, AS USED ON THE GMAT, IS A PRESENTATION OF FACTS AND OPINIONS IN

　　ORDER TO SUPPORT A POSITION. MANY ARGUMENTS WILL BE FALLACIOUS. AND MANY CO

　　RRECT ANSWERS WILL BE FALSE! THIS OFTEN CAUSES STUDENTS MUCH CONSTERNATION¹;

　　THEY FEEL THAT THE CORRECT ANSWER SHOULD BE TRUE. BUT THE ARGUMENTS ARE INTE

　　NDED TO TEST YOUR ABILITY TO THINK LOGICALLY. NOW LOGIC² IS THE STUDY OF THE

　　RELATIONSHIPS BETWEEN STATEMENTS, NOT OF THE TRUTH OF THOSE STATEMENTS. BEIN

　　G OVERLY CONCERNED WITH FINDING THE TRUTH CAN BE RUINOUS TO YOUR GMAT ARGUME

　　NT SCORE.

　　"2 OUT OF 5" RULE

　　CREATING A GOOD BUT INCORRECT ANSWER-CHOICE IS MUCH HARDER THAN DEVELOPING T

　　HE CORRECT ANSWER. FOR THIS REASON, USUALLY ONLY ONE ATTRACTIVE WRONG ANSWER

　　-CHOICE IS PRESENTED. THIS IS CALLED THE "2 OUT OF 5" RULE. THAT IS, ONLY TW

　　O OF THE FIVE ANSWER-CHOICES WILL HAVE ANY REAL MERIT. HENCE, EVEN IF YOU DO

　　N’T FULLY³ UNDERSTAND AN ARGUMENT, YOU PROBABLY CAN STILL ELIMINATE THE THREE

　　FLUFF CHOICES, THEREBY⁴ GREATLY INCREASING YOUR ODDS⁵ OF ANSWERING THE QUESTI

　　ON CORRECTLY.

　　LOGIC I

　　ALTHOUGH IN THEORY THE ARGUMENT QUESTIONS ARE DESIGNED TO BE ANSWERED WITHOU

　　T ANY REFERENCE TO FORMAL LOGIC, THE SECTION IS ESSENTIALLY⁶ A LOGIC TEST. SO

　　ME KNOWLEDGE OF THE FUNDAMENTALS OF LOGIC, THEREFORE, WILL GIVE YOU A DEFINI

　　TE ADVANTAGE. ARMED WITH THIS KNOWLEDGE, YOU SHOULD QUICKLY NOTICE THAT THE

　　ARGUMENTS ARE FUNDAMENTALLY EASY AND THAT MOST OF THEM FALLSINTOSA FEW BASIC

　　CATEGORIES. IN THIS SECTION, WE WILL STUDY THE LOGICAL STRUCTURE OF ARGUMEN

　　TS. IN LOGIC II, WE WILL SYMBOLIZE⁷ AND DIAGRAM ARGUMENTS IN MUCH THE SAME WA

　　Y AS WE DID WITH GAMES.

　　CONCLUSIONS

　　MOST ARGUMENT QUESTIONS HINGE, EITHER DIRECTLY OR INDIRECTLY⁸, ON DETERMINING

　　THE CONCLUSION OF THE ARGUMENT. THE CONCLUSION IS THE MAIN IDEA OF THE ARGU

　　MENT. IT IS WHAT THE WRITER TRIES TO PERSUADE THE READER TO BELIEVE. MOST OF

　　TEN THE CONCLUSION COMES AT THE END OF THE ARGUMENT. THE WRITER ORGANIZES TH

　　E FACTS AND HIS OPINIONS SO THAT THEY BUILD UP TO THE CONCLUSION. SOMETIMES,

　　HOWEVER, THE CONCLUSION WILL COME AT THE BEGINNING OF AN ARGUMENT, RARELY D

　　OES IT COME IN THE MIDDLE, AND OCCASIONALLY, FOR RHETORICAL EFFECT, THE CONC

　　LUSION IS NOT EVEN STATED.

　　EXAMPLE:

　　THE POLICE ARE THE ARMED GUARDIANS⁹ OF THE SOCIAL ORDER. THE BLACKS ARE THE C

　　HIEF DOMESTIC VICTIMS OF THE AMERICAN SOCIAL ORDER. A CONFLICT OF INTEREST E

　　XISTS, THEREFORE, BETWEEN THE BLACKS AND THE POLICE.--ELDRIDGE CLEAVER¹⁰, SOUL

　　ON ICE

　　HERE THE FIRST TWO SENTENCES ANTICIPATE OR SET UP THE CONCLUSION. BY CHANGIN

　　G THE GRAMMAR SLIGHTLY, THE CONCLUSION CAN BE PLACED AT THE BEGINNING OF THE

　　ARGUMENT AND STILL SOUND NATURAL:

　　A CONFLICT OF INTEREST EXISTS BETWEEN THE BLACKS AND THE POLICE BECAUSE THE

　　POLICE ARE THE ARMED GUARDIANS OF THE SOCIALSGROUPSAND THE BLACKS ARE THE CH

　　IEF DOMESTIC VICTIMS OF THE AMERICAN SOCIAL ORDER.

　　THE CONCLUSION CAN ALSO BE FORCEDSINTOSTHE MIDDLE:

　　THE POLICE ARE THE ARMED GUARDIANS OF THE SOCIAL ORDER. SO A CONFLICT OF INT

　　EREST EXISTS BETWEEN THE BLACKS AND THE POLICE BECAUSE THE BLACKS ARE THE CH

　　IEF DOMESTIC VICTIMS OF THE AMERICAN SOCIAL ORDER.

　　IT IS GENERALLY AWKWARD, AS IN THE PREVIOUS PARAGRAPH, TO PLACE THE CONCLUSI

　　ON IN THE MIDDLE OF THE ARGUMENT BECAUSE THEN IT CANNOT BE FULLY ANTICIPATED

　　BY WHAT COMES BEFORE NOR FULLY EXPLAINED BY WHAT COMES AFTER. ON THE RARE O

　　CCASION WHEN A CONCLUSION COMES IN THE MIDDLE OF AN ARGUMENT, MOST OFTEN EIT

　　HER THE MATERIAL THAT COMES AFTER IT OR THE MATERIAL THAT COMES BEFORE IT IS

　　NOT ESSENTIAL.

　　IN SUMMARY: TO FIND THE CONCLUSION, CHECK THE LAST SENTENCE OF THE ARGUMENT.

　　IF THAT IS NOT THE CONCLUSION, CHECK THE FIRST SENTENCE. RARELY DOES THE CO

　　NCLUSION COME IN THE MIDDLE OF AN ARGUMENT.

　　WHEN DETERMINING THE MEANING OF A CONCLUSION, BE CAREFUL NOT TO READ ANY MOR

　　ESINTOSIT THAN WHAT THE AUTHOR STATES. ALTHOUGH ARGUMENTS ARE NOT WORDED AS

　　PRECISELY¹¹ AS GAMES, YOU STILL NEED TO READ THEM WITH MORE CARE THAN YOU WOUL

　　D USE IN YOUR EVERYDAY READING.

　　AS WITH GAMES, READ THE WORDS AND SENTENCES OF AN ARGUMENT PRECISELY, AND US

　　E THEIR LITERAL MEANING.

　　FOR EXAMPLE, CONSIDER THE MEANING OF SOME IN THE SENTENCE "SOME OF MARY’S FR

　　IENDS WENT TO THE PARTY." IT WOULD BE UNWARRANTED, BASED ON THIS STATEMENT,

　　TO ASSUME THAT SOME OF MARY’S FRIENDS DID NOT GO TO THE PARTY. ALTHOUGH IT M

　　AY SEEM DECEIVING TO SAY THAT SOME OF MARY’S FRIENDS WENT TO THE PARTY WHEN

　　IN FACT ALL OF THEM DID, IT IS NONETHELESS TECHNICALLY¹³ CONSISTENT WITH THE M

　　EANING OF SOME.

　　SOME MEANS "AT LEAST ONE AND PERHAPS ALL."

　　AS MENTIONED BEFORE, THE CONCLUSION USUALLY COMES AT THE END OF AN ARGUMENT,

　　SOMETIMES AT THE BEGINNING, AND RARELY IN THE MIDDLE. WRITERS USE CERTAIN W

　　ORDS TO INDICATE THAT THE CONCLUSION IS ABOUT TO BE STATED. FOLLOWING IS A L

　　IST OF THE MOST COMMON CONCLUSION INDICATORS¹⁴:

　　CONCLUSION INDICATORS

　　HENCE THEREFORE

　　SO ACCORDINGLY

　　THUS CONSEQUENTLY

　　FOLLOWS THAT SHOWS THAT

　　CONCLUDE THAT IMPLIES

　　AS A RESULT MEANS THAT

　　MOST OFTEN THE CONCLUSION OF AN ARGUMENT IS PUT IN THE FORM OF A STATEMENT.

　　SOMETIMES, HOWEVER, THE CONCLUSION IS GIVEN AS A COMMAND OR OBLIGATION.

　　EXAMPLE:

　　ALL THINGS CONSIDERED, YOU OUGHT TO VOTE.

　　HERE, THE AUTHOR IMPLIES THAT YOU ARE OBLIGED TO VOTE.

　　THE CONCLUSION CAN EVEN BE PUT IN THE FORM OF A QUESTION. THIS RHETORICAL TE

　　CHNIQUE IS QUITE EFFECTIVE IN CONVINCING PEOPLE THAT A CERTAIN POSITION IS C

　　ORRECT. WE ARE MORE LIKELY TO BELIEVE SOMETHING IF WE FEEL THAT WE CONCLUDED

　　IT ON OUR OWN, OR AT LEAST IF WE FEEL THAT WE WERE NOT TOLD TO BELIEVE IT.

　　A CONCLUSION PUT IN QUESTION FORM CAN HAVE THIS RESULT.

　　EXAMPLE:

　　THE NANUUTS BELIEVE THAT THEY SHOULD NOT TAKE FROM NATURE ANYTHING SHE CANNO

　　T REPLENISH¹⁵ DURING THEIR LIFETIME. THIS ASSURES THAT FUTURE GENERATIONS CAN

　　ENJOY THE SAME RICHES OF NATURE THAT THEY HAVE. AT THE CURRENT RATE OF DESTR

　　UCTION, THE RAIN FORESTS WILL DISAPPEAR DURING OUR LIFETIME. DO WE HAVE AN O

　　BLIGATION TO FUTURE GENERATIONS TO PREVENT THIS RESULT?

　　HERE THE AUTHOR TRUSTS THAT THE POWER OF HER ARGUMENT WILL PERSUADE THE READ

　　ER TO ANSWER THE QUESTION AFFIRMATIVELY.

　　TAKING THIS RHETORICAL TECHNIQUE ONE STEP FURTHER, THE WRITER MAY BUILD UP T

　　O THE CONCLUSION BUT LEAVE IT UNSTATED. THIS ALLOWS THE READER TO MAKE UP HI

　　S OWN MIND. IF THE BUILD-UP IS DONE SKILLFULLY, THE READER WILL BE MORE LIKE

　　LY TO AGREE WITH THE AUTHOR, WITHOUT FEELING MANIPULATED.

　　EXAMPLE:

　　HE WHO IS WITHOUT SIN SHOULD CAST THE FIRST STONE. THERE IS NO ONE HERE WHO

　　DOES NOT HAVE A SKELETON IN HIS CLOSET.

　　THE UNSTATED BUT OBVIOUS CONCLUSION HERE IS THAT NONE OF THE PEOPLE HAS THE

　　RIGHT TO CAST THE FIRST STONE.

　　WHEN DETERMINING THE CONCLUSION’S SCOPE BE CAREFUL NOT TO READ ANY MORE OR L

　　ESSSINTOSIT THAN THE AUTHOR STATES. GMAT WRITERS OFTEN CREATE WRONG ANSWER-C

　　HOICES BY SLIGHTLY OVERSTATING OR UNDERSTATING THE AUTHOR’S CLAIM. CERTAIN W

　　ORDS LIMIT THE SCOPE OF A STATEMENT. THESE WORDS ARE CALLED QUANTIFIERS--PAY

　　CLOSE ATTENTION TO THEM. FOLLOWING IS A LIST OF THE MOST IMPORTANT QUANTIFI

　　ERS:

　　QUANTIFIERS

　　ALL EXCEPT LIKELY

　　SOME MOST MANY

　　ONLY COULD NO

　　NEVER ALWAYS EVERYWHERE

　　PROBABLY MUST ALONE

　　EXAMPLE:

　　WHETHER THE WORLD IS EUCLIDEAN OR NON-EUCLIDEAN IS STILL AN OPEN QUESTION.

　　HOWEVER, IF A STAR’S POSITION IS PREDICTED BASED ON NON-EUCLIDEAN GEOMETRY,

　　THEN WHEN A TELESCOPE IS POINTED¹⁶ TOSWHERESTHE STAR SHOULD BE IT WILL BE THER

　　E. WHEREAS, IF THE STAR’S POSITION IS PREDICTED BASED ON EUCLIDEAN GEOMETRY,

　　THEN WHEN A TELESCOPE IS POINTED TOSWHERESTHE STAR SHOULD BE IT WON’T BE TH

　　ERE. THIS STRONGLY INDICATES THAT THE WORLD IS NON-EUCLIDEAN.

　　WHICH ONE OF THE FOLLOWING BEST EXPRESSES THE MAIN IDEA OF THE PASSAGE?

　　(A) THE WORLD MAY OR MAY NOT BE EUCLIDEAN.

　　(B) THE WORLD IS PROBABLY NON-EUCLIDEAN.

　　(C) THE WORLD IS NON-EUCLIDEAN.

　　(D) THE WORLD IS EUCLIDEAN.

　　(E) THE WORLD IS NEITHER EUCLIDEAN NOR NON-EUCLIDEAN.

　　CHOICE (A) UNDERSTATES THE MAIN IDEA. ALTHOUGH THE OPENING TO THE PASSAGE ST

　　ATES THAT WE DON’T KNOW WHETHER THE WORLD IS NON-EUCLIDEAN, THE AUTHOR GOES

　　ON TO GIVE EVIDENCE THAT IT IS NON-EUCLIDEAN. CHOICE (C) OVERSTATES THE MAIN

　　IDEA. THE AUTHOR DOESN’T SAY THAT THE WORLD IS NON-EUCLIDEAN, JUST THAT EVI

　　DENCE STRONGLY INDICATES THAT IT IS. IN CHOICE (B), THE WORD "PROBABLY" PROP¹⁷

　　ERLY LIMITS THE SCOPE OF THE MAIN IDEA, NAMELY, THAT THE WORLD IS PROBABLY N

　　ON-EUCLIDEAN, BUT WE CAN’T YET STATE SO DEFINITIVELY¹⁸. THE ANSWER IS (B).

　　PREMISES²⁰

　　ONCE YOU’VE FOUND THE CONCLUSION, MOST OFTEN EVERYTHING ELSE IN THE ARGUMENT

　　WILL BE EITHER PREMISES OR "NOISE." THE PREMISES PROVIDE EVIDENCE FOR THE C

　　ONCLUSION; THEY FORM THE FOUNDATION OR INFRASTRUCTURE²¹ UPON WHICH THE CONCLUS

　　ION DEPENDS. TO DETERMINE WHETHER A STATEMENT IS A PREMISE¹⁹, ASK YOURSELF WHE

　　THER IT SUPPORTS THE CONCLUSION. IF SO, IT’S A PREMISE. EARLIER WE SAW THAT

　　WRITERS USE CERTAIN WORDS TO FLAG CONCLUSIONS; LIKEWISE WRITERS USE CERTAIN

　　WORDS TO FLAG PREMISES. FOLLOWING IS A PARTIAL LIST OF THE MOST COMMON PREMI

　　SE INDICATORS:

　　PREMISE INDICATORS

　　BECAUSE FOR

　　SINCE IS EVIDENCE THAT

　　IF IN THAT

　　AS OWING TO

　　SUPPOSE INASMUCH AS

　　ASSUME MAY BE DERIVED²² FROM

　　EXAMPLE:

　　SINCE THE INCUMBENT’S VIEWS ARE OUT OF STEP WITH PUBLIC OPINION, HE PROBABLY

　　WILL NOT BE REELECTED.

　　HERE "SINCE" IS USED TO FLAG THE PREMISE THAT THE INCUMBENT’S POSITIONS ARE

　　UNPOPULAR.

　　SUPPRESSED PREMISES

　　MOST ARGUMENTS DEPEND ON ONE OR MORE UNSTATED PREMISES. SOMETIMES THIS INDIC

　　ATES A WEAKNESS IN THE ARGUMENT, AN OVERSIGHT²³ BY THE WRITER. MORE OFTEN, HOW

　　EVER, CERTAIN PREMISES ARE LEFT TACIT BECAUSE THEY ARE TOO NUMEROUS, OR THE

　　WRITER ASSUMES THAT HIS AUDIENCE IS AWARE OF THE ASSUMPTIONS, OR HE WANTS TH

　　E AUDIENCE TO FILL IN THE PREMISE THEMSELVES AND THEREFORE BE MORE LIKELY TO

　　BELIEVE THE CONCLUSION.

　　EXAMPLE:

　　CONCLUSION: I KNEW HE DID IT.

　　PREMISE: ONLY A GUILTY PERSON WOULD ACCEPT IMMUNITY²⁴ FROM PROSECUTION²⁵.

　　THE SUPPRESSED PREMISE IS THAT HE DID, IN FACT, ACCEPT IMMUNITY. THE SPEAKER

　　ASSUMES THAT HIS AUDIENCE IS AWARE OF THIS FACT OR AT LEAST IS WILLING TO B

　　ELIEVE IT, SO TO STATE IT WOULD BE REDUNDANT²⁶ AND PONDEROUS²⁷. IF THE UNSTATED

　　PREMISE WERE FALSE (THAT IS, HE DID NOT ACCEPT IMMUNITY), THE ARGUMENT WOULD

　　NOT TECHNICALLY BE A LIE; BUT IT WOULD BE VERY DECEPTIVE²⁸. THE UNSCRUPULOUS

　　WRITER MAY USE THIS PLOY²⁹ IF HE THINKS THAT HE CAN GET AWAY WITH IT. THAT IS,

　　HIS ARGUMENT HAS THE INTENDED EFFECT AND THE FALSE PREMISE, THOUGH IMPLICIT³⁰

　　, IS HARD TO FIND OR IS AMBIGUOUS. POLITICIANS ARE NOT AT ALL ABOVE USING TH

　　IS TACTIC³¹.

　　A COMMON QUESTION ON THE GMAT ASKS YOU TO FIND THE SUPPRESSED PREMISE OF AN

　　ARGUMENT. FINDING THE SUPPRESSED PREMISE, OR ASSUMPTION, OF AN ARGUMENT CAN

　　BE DIFFICULT. HOWEVER, ON THE GMAT YOU HAVE AN ADVANTAGE--THE SUPPRESSED PRE

　　MISE IS LISTED AS ONE OF THE FIVE ANSWER-CHOICES. TO TEST WHETHER AN ANSWER-

　　CHOICE IS A SUPPRESSED PREMISE, ASK YOURSELF WHETHER IT WOULD MAKE THE ARGUM

　　ENT MORE PLAUSIBLE³². IF SO, THEN IT IS VERY LIKELY A SUPPRESSED PREMISE.

　　EXAMPLE:

　　AMERICAN ATTITUDES TEND TO BE RATHER INSULAR³³, BUT THERE IS MUCH WE CAN LEARN

　　FROM OTHER COUNTRIES. IN JAPAN, FOR EXAMPLE, WORKERS SET ASIDE SOME TIME EA

　　CH DAY TO EXERCISE, AND MANY CORPORATIONS PROVIDE ELABORATE EXERCISE FACILIT

　　IES FOR THEIR EMPLOYEES. FEW AMERICAN CORPORATIONS HAVE SUCH EXERCISE PROGRA

　　MS. STUDIES HAVE SHOWN THAT THE JAPANESE WORKER IS MORE PRODUCTIVE THAN THE

　　AMERICAN WORKER. THUS IT MUST BE CONCLUDED THAT THE PRODUCTIVITY OF AMERICAN

　　WORKERS WILL LAG BEHIND THEIR JAPANESE COUNTERPARTS, UNTIL MANDATORY³⁴ EXERCI

　　SE PROGRAMS ARE INTRODUCED.

　　THE CONCLUSION OF THE ARGUMENT IS VALID³⁵ IF WHICH ONE OF THE FOLLOWING IS ASS¹²

　　UMED?

　　(A) EVEN IF EXERCISE PROGRAMS DO NOT INCREASE PRODUCTIVITY, THEY WILL IMPROV

　　E THE AMERICAN WORKER’S HEALTH.

　　(B) THE PRODUCTIVITY OF ALL WORKERS CAN BE INCREASED BY EXERCISE.

　　(C) EXERCISE IS AN ESSENTIAL FACTOR IN THE JAPANESE WORKER’S SUPERIOR PRODUC

　　TIVITY.

　　(D) AMERICAN WORKERS CAN ADAPT TO THE LONGER JAPANESE WORK WEEK.

　　(E) AMERICAN CORPORATIONS DON’T HAVE THE FUNDS TO BUILD ELABORATE EXERCISE F

　　ACILITIES.

　　THE UNSTATED ESSENCE OF THE ARGUMENT IS THAT EXERCISE IS AN INTEGRAL PART OF

　　PRODUCTIVITY AND THAT JAPANESE WORKERS ARE MORE PRODUCTIVE THAN AMERICAN WO

　　RKERS BECAUSE THEY EXERCISE MORE. THE ANSWER IS (C).

　　COUNTER-PREMISES

　　WHEN PRESENTING A POSITION, YOU OBVIOUSLY DON’T WANT TO ARGUE AGAINST YOURSE

　　LF. HOWEVER, IT IS OFTEN EFFECTIVE TO CONCEDE CERTAIN MINOR³⁶ POINTS THAT WEAK

　　EN YOUR ARGUMENT. THIS SHOWS THAT YOU ARE OPEN-MINDED AND THAT YOUR IDEAS AR

　　E WELL CONSIDERED. IT ALSO DISARMS³⁷ POTENTIAL ARGUMENTS AGAINST YOUR POSITION

　　.. FOR INSTANCE, IN ARGUING FOR A STRONG, AGGRESSIVE POLICE DEPARTMENT, YOU M

　　AY CONCEDE THAT IN THE PAST THE POLICE HAVE AT TIMES ACTED TOO AGGRESSIVELY.

　　OF COURSE, YOU WILL THEN NEED TO STATE MORE CONVINCING REASONS TO SUPPORT Y

　　OUR POSITION.

　　EXAMPLE:

　　I SUBMIT THAT THE STRIKERS SHOULD ACCEPT THE MANAGEMENT’S OFFER. ADMITTEDLY,

　　IT IS LESS THAN WHAT WAS DEMANDED. BUT IT DOES RESOLVE THE MAIN GRIEVANCE--

　　INADEQUATE³⁸ HEALTH CARE. FURTHERMORE, AN INDEPENDENT STUDY SHOWS THAT A WAGE

　　INCREASE GREATER THAN 5% WOULD LEAVE THE COMPANY UNABLE TO COMPETE AGAINST J

　　APAN AND GERMANY, FORCING ITSINTOSBANKRUPTCY.

　　THE CONCLUSION, "THE STRIKERS SHOULD ACCEPT THE MANAGEMENT’S OFFER," IS STAT

　　ED IN THE FIRST SENTENCE. THEN "ADMITTEDLY" INTRODUCES A CONCESSION³⁹; NAMELY,

　　THAT THE OFFER WAS LESS THAN WHAT WAS DEMANDED. THIS WEAKENS THE SPEAKER’S

　　CASE, BUT IT ADDRESSES A POTENTIAL CRITICISM OF HIS POSITION BEFORE IT CAN B

　　E MADE. THE LAST TWO SENTENCES OF THE ARGUMENT PRESENT MORE COMPELLING REASO

　　NS TO ACCEPT THE OFFER AND FORM THE GIST⁴⁰ OF THE ARGUMENT.

　　FOLLOWING ARE SOME OF THE MOST COMMON COUNTER-PREMISE INDICATORS:

　　COUNTER-PREMISE INDICATORS

　　BUT DESPITE

　　ADMITTEDLY EXCEPT

　　EVEN THOUGH NONETHELESS

　　NEVERTHELESS ALTHOUGH

　　HOWEVER IN SPITE OF THE FACT

　　AS YOU MAY HAVE ANTICIPATED, THE GMAT WRITERS SOMETIMES USE COUNTER-PREMISES

　　TO BAIT WRONG ANSWER-CHOICES. ANSWER-CHOICES THAT REFER TO COUNTER-PREMISES

　　ARE VERY TEMPTING⁴¹ BECAUSE THEY REFER DIRECTLY TO THE PASSAGE AND THEY ARE I

　　N PART TRUE. BUT YOU MUST ASK YOURSELF "IS THIS THE MAIN POINT THAT THE AUTH

　　OR IS TRYING TO MAKE?" IT MAY MERELY BE A MINOR CONCESSION.

　　LOGIC II (DIAGRAMMING)

上一篇：GMAT数学考试概谈 下一篇：GMT考试--Testprep数学精解（2）