Section 1-Verbal Ability for GRE

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30 Questions-30 Minutes



    1. yield

    2. penury

    3. condescend

    4. pledge

    5. denounce


    1. transience

    2. penury

    3. solitude

    4. generosity

    5. transparency



    1. erratic: Predictability

    2. immaculate: Cleanliness

    3. commendable: Reputation

    4. spurious: Emulation

    5. mandatory: Obedience


    1. discomfited: Embarrassment

    2. parsimonious: Extravagance

    3. disgruntled: Contentment

    4. despicable: Contempt

    5. surly: Harassment


    1. haggle: Outbid

    2. clamor: Dispute

    3. discern: Perceive?

    4. flaunt: Display

    5. glare: Glower



In the following antonym questions, a work printed in capital letters precedes five lettered words or phrases. From these five lettered words or phrases, pick the one most nearly opposite in meaning to the capitalized word.


    1. nomad

    2. sycophant

    3. gifted child

    4. economical person

    5. antagonist


    1. edifice

    2. sincerity

    3. prejudice

    4. creativity

    5. affirmation

Sentence Completion


Each of the following sentence completion question comprises of one or two blanks. These blanks indicate that word or set or works has been left out. Below each sentence are five words or sets of words. For each blank, select the word or set of words that defines the sentence's overall meaning.

  1. The earth is a planet bathed in light; it is therefore____that many of the living organisms that have evolved on the earth have-----the biologically advantageous capacity to trap light energy.

    1. anomalous… Engendered

    2. unsurprising… Developed

    3. predictable… Forfeited

    4. problematic… Exhibited

    5. expectable… Relinquished

  2. Relatively few politicians willingly forsake center stage, although a touch of____on their parts now and again might well enhance their popularity with the voting public.

    1. garrulity

    2. misanthropy

    3. self-effacement

    4. self-dramatization

    5. self-doubt

    Analogy Directions: Each of the following analogy questions presents a related pair of words linked by a colon. Five lettered pairs of words follow the linked pair. Select that pair of words whose relationship is most like the relationship expressed in the original linked pair.


    1. problematic: Solution

    2. devious: Argument?

    3. gullible: Incredulous

    4. enigmatic: Dumbfounded

    5. deferential: Sycophantic

Reading Comprehension


Each of the following reading comprehension questions is based on the content of the following passage. Read the passage and then determine the best answer choice for each question. Base your choice on what this passage states directly or implies, not on any information you may have gained elsewhere.

Jame's first novels used conventional narrative techniques: Explicit characterization, action which related events in distinctly phased sequences, settings firmly outlined and specifically described. But this method gradually have way to a subtler, more deliberate, more diffuse style of accumulation of minutely discriminated details whose total significance the reader can grasp only by constant attention and sensitive inference. His later novels play down scenes of abrupt and prominent action, and do not so much offer a succession of sharp shocks as slow piecemeal additions of perception. The curtain is not suddenly drawn back from shrouded things, but is slowly moved away.

Such a technique is suited to Jame's essential subject, which is not human action itself but the states of mind which produce and are produced by human actions and interactions. James was less interested in what characters do, than in the moral and psychological antecedents, realizations, and consequences which attend their doings. This is why he more often speaks of “cases” than of actions. His stories, therefore, grow more and more lengthy while the actions they relate grow simpler and less visible; not because they are crammed with adventitious and secondary events, digressive relief, or supernumerary characters, as overstuffed novels of action are; but because he presents in such exhaustive detail every nuance of his situation. Commonly the interest of a novel is in the variety and excitement of visible actions building up to a climatic event which will settle the outward destinies of characters with storybook promise of permanence. A James novel, however, possesses its characteristic interest in carrying the reader through a rich analysis of the mental adjustments of characters to the realities of their personal situations as they are slowly revealed to them through exploration and chance discovery.

  1. The passage supplies information for answering for answering which of the following questions?

    1. Did James originated information for answering which of the following questions?

    2. Is conventional narrative techniques strictly chronological in recounting action?

    3. Can novels lacking overtly dramatic incident sustain the reader's interest?

    4. Were Jame's later novels more acceptable to the general public than his earlier ones?

    5. Is James unique in his predilection for exploring psychological nuances of character?

  2. According to the passage, Jame's later novels differ from his earlier ones in their

    1. preoccupation with specifically described settings

    2. ever-increasing concision and tautness of plot

    3. levels of moral and psychological complexity

    4. development of rising action to a climax

    5. subordination of psychological exploration to dramatic effect

  3. The author's attitude toward the novel of action appears to be one of

    1. pointed indignation

    2. detached neutrality

    3. sharp derision

    4. strong partisanship

    5. mild disapprobation

Sentence Completion

  1. It may be useful to think of character in fiction as a function of two____impulses: The impulse to individualize and the impulse to----.

    1. analogous… Humanize

    2. disparate… Aggrandize

    3. divergent… Typify

    4. comparable… Delineate

    5. related… Moralize

  2. There are any number of theories to explain these events and, since even the experts disagree, it is____the rest of us in our role as responsible scholars to----dogmatic statements.

    1. paradoxical for… Abstain from

    2. arrogant of… Compensate from

    3. incumbent on… Refrain from

    4. opportune for… Quarrel over

    5. appropriate for… Issue forth

Reading Comprehension

According to the theory of plate tectonics, the lithosphere (earth's relatively hard and solid outer layer consisting of the crust and part of the underlying mantle) is divided into a few dozen plates that vary in size and shape; in general, these plates move in relation to another. They move away from one another at a mid-ocean ridge, a long chain of sub-oceanic mountains that forms a boundary between plates. At a mid-ocean ridge, new lithosphere material in the form of hot magma pushes up from the earth's interior. The injection of this new lithospheric material from below causes the phenomenon known as sea-floor spreading.

Given that the earth is not expanding in size to any appreciable degree, how can “new” lithosphere be created at a mid-ocean ridge? For new lithosphere material must be destroyed somewhere else. This destruction takes place at a boundary between plates called a subduction zone. At a subduction takes place at a boundary between plates called a subduction zone. At a subduction zone, one plate is pushed down under another into the red-hot mantle, where over a span of millions of years it is absorbed into the mantle.

In the early 1960s, well before scientists had formulated the theory of plate tectonics, Princeton University professor Harry H. Hess proposed the concept of sea-floor spreading. Hess's original hypothesis described the creation and spread of ocean floor by means of the upwelling and cooling of magma from the earth's interior. Hess, however, did not mention rigid lithospheric plates. The subsequent discovery that the oceanic crust contains evidence of periodic reversals of the earth's magnetic field helped confirm Hess hypotheses. According to the explanation formulated by Princeton's F. J. Vine and D. H. Matthews, whenever magma wells up under a mid-ocean ridge, the ferromagnetic minerals within the magma become magnetized in the direction of the geomagnetic field. As the magma cools and hardens into dock, the direction and the polarity of the geometric field are recorded in the magnetized volcanic rock. Thus, when reversals of the earth's magnetic field occur, as they do at intervals of from 10, 000 to around a million years, they produce a series of magnetic stripes paralleling the axis of the rift. Thus, the oceanic crust is live a magnetic tape recording, but instead of preserving sounds or visuals images, it preserves the history of earth's geomagnetic field. The boundaries between stripes show reversals of the magnetic field; these reversals can be dated independently. Given this information, geologists can deduce the rate of sea-floor spreading from the width of the stripes. Geologists, however, have yet to solve the mystery of exactly how the earth's magnetic fields comes to reverse itself periodically.

  1. As per the passage, a mid-ocean ridge differs from a subduction zone in that-

    1. it marks the boundary line between neighboring plates

    2. only the former is located on the ocean floor

    3. it is a site for the emergence of new lithospheric material

    4. the former periodically distrupts the earth's geomagnetic field

    5. it is involved with lithospheric destruction rather than lithospheric creation

  2. It can be inferred from the passage that a new lithospheric material in injection from below-

    1. the plates become immobilized in a kind of gridlock

    2. it is incorporated into an underwater mountain ridge

    3. the earth's total mass is altered

    4. it reverses its magnetic polarity

    5. the immediately adjacent plates sink

  3. As per the passage, lithospheric material at the site of a subduction zone-

    1. rises and it polarized

    2. sinks and is reincorporated

    3. slides and is injected

    4. spreads and is absorbed

    5. diverges and is consumed


  1. HONE:

    1. broaden

    2. twist

    3. dull

    4. weld

    5. break


    1. dogmatic

    2. ardent

    3. haphazard

    4. self-assured

    5. abstracted


    1. tentative interpretation

    2. concise summation

    3. accurate delineation

    4. laundatory remark

    5. novel expression



    1. inebriety: Excess

    2. success: Ambition

    3. indifference: Passion

    4. taste: Gusto

    5. smell: Sense


    1. surgery: Quack

    2. quandary: Craven

    3. chicanery: Trickster

    4. forgery: Speculator

    5. cutlery: Butcher

Sentence Completion

  1. As per one optimistic hypothesis, the dense concentraion of entrepreneurs and services in the cities would incubate new functions, ____them, and finally export them to other areas, and so the cities, forever breeding fresh ideas, would----themselves repeatedly.

    1. immunize… Perpetuate

    2. isolate… Revitalize

    3. foster… Deplete

    4. spawn… Imitate

    5. nurture… Renew

  2. Man is a____animal, and much more so in his mind than in his body: He may like to go alone for a walk, but he hates to stand alone in his----.

    1. gregarious… Opinions

    2. conceited… Vanity

    3. singular… Uniqueness

    4. solitary… Thoughts

    5. nomadic… Footsteps



    1. unhealthy

    2. ignorant

    3. impolite

    4. indifferent

    5. imprecise


    1. obscurity

    2. indolence

    3. separation

    4. diffidence

    5. fluctuation

Reading Comprehension

The stability that had marked the Iroquois Confederacy's basically pro-British position was shattered with the overthrow of James II in 1688, the colonial uprisings that followed in Massachusetts, New York, and Maryland, and the commencement of King William's War against Louis XIV of France. The increasing French threat to English hegemony in the interior of North America was signalized by French-led or French-inspired attacks on the Iroquois and on outlying colonial settlements in New York and New England. The high point of the Iroquois response was the spectacular raid of August 5, 1689, in which the Iroquois virtually wiped out the French Village of Lachine, just outside Montreal. A counterraid by the French on the English village of Schenectady in March, 1690, instilled an appropriate measure of fear among the English and their Iroquois allies.

The Iroquois position at the end of the war, which was formalized by treaties made during the summer of 1701 with the British and the French, and which was maintained throughout most of the eighteenth century, was one of “aggressive neutrality” between the two competing European powers. Under the new system the Iroquois initiated a peace policy toward the “far Indians,” tightened their control over the nearby tribes, and induced both English and French to support their neutrality toward the European powers by appropriate gifts and concessions.

By holding the balance of power in the widely settled borderlands between English and French settlements and by their willingness to use their power against one or the other nation if not appropriately treated, the Iroquois played the game of European power politics with effectiveness. The system broke down, however, after the French became convinced that the Iroquois were compromising the system in favor of the English and launched a full-scale attempt to establish French physical and juridical presence in the Ohio Valley, the heart of the borderlands long claimed by the Iroquois. As a consequence of the ensuing Great War for Empire in which Iroquois neutrality was dissolve and European influence moved closer, the play-off system lost its efficacy and a system of direct bargaining supplanted it.

  1. The author's primary purpose in this passage is to

    1. denounce the imperialistic policies of the French

    2. disprove the charges of barbarism made against the Indian nations

    3. expose the French government's exploitation of the Iroquois balance of power

    4. describe and assess the effect of European military power on the policy of an Indian nation

    5. show the inability of the Iroquois to engage in European-style diplomacy

  2. With which of the following statements would the author be LEAST likely to agree?

    1. The Iroquois were able to respond effectively to French acts of aggression.

    2. James II's removal from the throne caused dissension to break out among the colonies.

    3. The French begrudged the British their alleged high standing among the Iroquois.

    4. Iroquois negotiations involved playing one side against the other.

    5. The Iroquois ceased to hold the balance of power early in the eighteenth century.