Hi,

I have taken a couple of GMATPrep tests so far and have found that the way SC questions are framed and trigger your mind to look for errors is totally different.

For example. MGMAT SC's are super rule based and it's fairly easy to identify the correct answer once you are able to pinpoint the errors in the original sentence
The same goes with OG SC as well.

There is one clear answer that solves all the errors present in the original sentence.
On the contrary, I had a totally different feel while working through GMATPrep SC questions.
The correct answers were pretty ambiguous and did not fall into the " Rule based " methodology.

It'll be nice to know what other test preparators feel.

Any feedback from Stacey or Ron is highly appreciated.

Thanks

Cobra - I feel the same exact way.

I noticed this phenomena ever since I have been doing the GmatPrep tests. Usually with MGMAT SC and most of the OG 11, you're right - there is clearly one answer choice (or you are able to limit to a couple answer choices very quickly) applying grammatical rules.

However, I have noticed with GMAT prep, I have been struggling to get these questions right with the same approach. It is hard for me to catch the splits, there are alot of ambiguous cases (at least to me) and then I end up eating alot of time just trying to wrap my head around it.

On MGMAT I typically can get in the 700 range for SC, but since I have been tackling the GmatPrep, that is definitely not the case.

So Cobra I totally to feel you!!

Ron/Stacey any thoughts???

you may notice somewhat more variety in the gmatprep problems than in our problems, but there's a simple reason for that: we make our problems so that they test the same rules, concepts, and usages as do the gmatprep problems. (this is of course the only decent way to make problems; if our problems were testing different rules, they'd be at best irrelevant and at worst counterproductive.)

the problem, then, is that gmatprep is continually throwing curveballs at us: it continues to pepper us with new problem types, new rules, and new topics that haven't shown up on previous problems (to our knowledge). rest assured that we'll incorporate these new rules into our curriculum, but we can't do so at the same pace at which the new rules are thrown at us.