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Re: Surveying paradigmatic works of tragic literature from antiq [#permalink]
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This question tests your ability to identify GRE vocabulary words within the Reading Comprehension portion of the exam. At the very least, you should be thinking that the author liked, esteemed, and pitied these characters. She says as much when she describes them as being “well-educated, tireless, but spiritually drained” The only answer that comes close is laudatory, meaning “worthy of praise.” Choice (B), c onciliatory, means “intending to placate,” so this does not work. Choice (C), despondent, means “very sad.” You could infer that the characters themselves are despondent, but “the author’s attitude” is surely not despon-dent. Therefore, (C) is incorrect. Myopic means “shortsighted,” and that has nothing to do with the passage before you, let alone the author’s attitude toward the protagonists in this work. So choice (D) can be eliminated. And (E), diffident, means being “modest” or “timid,” and that’s not on target. In sum, none but (A) rings true.


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Re: Surveying paradigmatic works of tragic literature from antiq [#permalink]
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In this question, you should only look at paragraph 3. Make sure that “present conception of tragedy” refers to Mandel’s view. Think about what the opening sentence is doing: it’s making clear to you the author’s chief complaint with Mandel. And then consider that the rest of the paragraph is trying to provide evidence for the complaint already mentioned.Thus, (C) is correct. No such luck with (A). Don’t be fooled: all talk of genre and influence goes beyond the bounds of the passage. You run into a similar problem in (B). Aesthetic value, supreme or otherwise, takes your eyes off the main focus of paragraph 3. The author, in short, has nothing to say about (B). In sum, (A) and (B) are outside the scope. On the face of it, (D) looks pretty good. True, the author is worrying about something in Mandel’s definition. However, she is not worrying about criteria—only about one criterion (the inevitability requirement, in fact). Consequently, (D) is incorrect. Turning to (E), we don’t see much to recommend it. For one thing, the author is not defending conclusions (she is, as the question tells you, simply voicing dissatisfaction). For another, she is not pointing out a trap that Mandel is falling into.


OE 20

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To begin with, understand the scope of the question squarely before you. The question has to do with the whole passage, not with one of its parts. Now think about the first two requirements. The first is that the protagonist is worthy of esteem; the second that he or she suffers greatly. Ask yourself: What do you think the author’s opinion about these two requirements is? Does she like them? Dislike them?
It’s the first: she most likely thinks that they are good things. Evidence for the first part of this conclusion can be found in paragraph 3 where the author seems to look favorably on the characters in the modern tragedy Three Sisters. (E) puts this point even more delicately by making us see that both requirements are OK so long as they don’t contradict the condition of powerlessness. Therefore, (E) is the correct answer. (A) is the opposite of the correct answer. The author provides no reason to believe that these requirements would not fit with the condition of powerlessness. With respect to (B), the first condition isn’t at all at odds with the condition of powerlessness. The author implies as much in paragraph 3 when she shows that good characters in works of tragedy necessarily feel powerless. (C) is also incorrect. From all that you read in paragraph 3, you can reasonably conclude that the sisters do suffer a good deal. That leaves you with (D) to consider. (D) is without question quite tempting. Yet that both requirements should not figure prominently is outside the scope of the passage. You do have reason to believe that they should figure in some way, but we can’t know for sure how prominently they should figure. The answer is (E).


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Re: Surveying paradigmatic works of tragic literature from antiq [#permalink]
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Your question is the classic question worth $ 1 million of dollars.

This is a quote that I always provide when a student is in the same situation like you

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if the student has gone through those materials and is still having considerable trouble, then one of the following three things (or more than one of them) is true:
(1) the student hasn't taken the time to learn how the problems work, and is just randomly trying to memorize things;
(2) the student doesn't understand how to read and process the passages, and is basically reading as though the passages were just factfactfactfact;
(3) the student isn't yet good enough at reading and understanding professionally written english.

notice that NONE of these three things is going to be fix-able by a greater volume of practice problems. if any of these three things is going on, additional practice problems won't fix the problem; in fact, additional practice is just going to cement the problem.
as an analogy, think of someone with a totally wrong golf swing. now, think of what will happen if this person goes out and takes 10,000 practice swings at golf balls -- the person will still have exactly the same problems, but those problems will now be so thoroughly reinforced that they will be practically impossible to fix.
the same is true for rc. in fact, i will just come out and say that no student should spend more than 15-20 hours of his or her entire life practicing specifically for gmat rc. (note that this is a lifetime total -- not monthly, not weekly, but actual lifetime.) that is plenty of time to learn how gmac writes the wording of its questions, what terms such as “primary purpose” and “inference” mean, etc. beyond this point, gmat-specific studying is simply not going to help, and, in all probability, will make bad habits even worse and more permanent.

if someone is going to spend a large number of hours, then those hours should be spent before the person starts taking on gmat-type problems. for instance, if the student can't read english fast enough, then that's a problem that must be addressed before he/she begins to look at gmat style problems. if the student doesn't understand how to read passages for the main point, then that's a problem that must be addressed before he/she begins to look at gmat style problems. etc.


This is for GMAT RC but is the same in this scenario for the GRE exam.

Moreover, if you have time read this https://gmatclub.com/forum/rc-verbal-qu ... l#p1509481

My personal suggestion is to read looking at the overall picture of the passage itself. Do not put your attention on details or words even if you do not know precisely or at all the meaning. Look for the big picture.

Hope this helps. Ask for further advice if you need.

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Re: Surveying paradigmatic works of tragic literature from antiq [#permalink]
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Why not Option C for Question 1 as what Eagleton talks about is about a Dilemma cum confusion about the Definition of Tragedy & the citations of Scylla & Charbydis tells us about Tragedy having it roots in Myths ??
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Re: Surveying paradigmatic works of tragic literature from antiq [#permalink]
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Sure :)

the key is to read very carefully the first paragraph.

Now, as a whole, the passage is concerned with to come up with a good definition of tragedy and the clues in the 1st are the two mentions overly broad definitions and overly narrow ones


From this, when Scylla and Charybdis are an example to warn you that when you wanna conclude a definition of tragedy is a very dangerous process.

I.E is the similar situation when you are between the hammer and the anvil, that is the real meaning when you say " I am between Scylla and Charybdis" which are two real places in the south of Italy.

So C is wrong because the dilemma is not at the core of tragedy, the dilemma is just the way of the tragedy of being difficult to define.

Ask for further assistance.

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Re: Surveying paradigmatic works of tragic literature from antiq [#permalink]
The explanation for fifth and sixth question please ?
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Re: Surveying paradigmatic works of tragic literature from antiq [#permalink]
Hello from the GRE Prep Club VerbalBot!

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Re: Surveying paradigmatic works of tragic literature from antiq [#permalink]
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