GMAT (Graduate Management Admission Test) là kì thi dùng để đánh giá chất lượng đầu vào của các thí sinh xin học chương trình cao học về Quản lý và Kinh doanh.
42 THIS PRODUCT IS INTENDED FOR THE SOLE USE OF THE PURCHASER. ANY REPRODUCTION OF THIS CONTENT WITHOUT PERMISSION OF THE GRADUATE MANAGEMENT ADMISSION COUNCIL® IS IN VIOLATION OF COPYRIGHT LAWS REPRODUCTION OF THIS CONTENT WITHOUT PERMISSI GRADUATE MANAGEMENT ADMISSION COUNCIL® IS IN VIOLATION OF COPYRIGHT LAWS. 1 ABOUT THIS EDITION OF THE GMAT® This booklet contains the questions that were used to derive scores on the edition of the Graduate Management Admission Test (GMAT®) with test code 42. If the first two digits of the test code on your answer sheet (item 5 on Side 1) are not 42, please contact ETS to send you the correct booklet to match your answer sheet. The answer key follows the test questions. This booklet also contains instructions for calculating raw scores corrected for guessing. These are followed by unique tables for converting raw scores to the reported scaled scores for test code 42. In this edition of the GMAT, the following essay and multiple-choice sections contributed to your scores: Analytical Writing Assessment Essay 1 Analysis of an Issue Essay 2 Analysis of an Argument Verbal Assessment Section 3 Reading Comprehension Section 5 Sentence Correction Section 7 Critical Reasoning Quantitative Assessment Section 2 Data Sufficiency Section 4 Problem Solving Section 6 Problem Solving GMAT Total All six verbal and quantitative sections combined as one score Section 1 in this edition of the GMAT contained trial or equating questions and does not contribute to your score. Questions from this section are not included in this booklet.REPRODUCTION OF THIS CONTENT WITHOUT PERMISSI GRADUATE MANAGEMENT ADMISSION COUNCIL® IS IN VIOLATION OF COPYRIGHT LAWS. 2 ANALYSIS OF AN ISSUE Time—30 minutes Directions: In this section, you will need to analyze the issue presented below and explain your views on it. The question has no “correct” answer. Instead, you should consider various perspectives as you develop your own position on the issue. Read the statement and the instructions that follow it, and then make any notes in your test booklet that will help you plan your response. Begin writing your response on the separate answer document. Make sure that you use the answer document that goes with this writing task. “Everywhere, it seems, there are clear and positive signs that people are becoming more respectful of one another’s differences.” In your opinion, how accurate is the view expressed above? Use reasons and/or examples from your own experience, observations, or reading to develop your position. NOTES Use the space below or on the facing page to plan your response. Any writing on these pages will not be evaluated. S T O P IF YOU FINISH BEFORE TIME IS CALLED, YOU MAY CHECK YOUR WORK ON THIS SECTION ONLY. DO NOT TURN TO ANY OTHER SECTION IN THE TEST. Copyright © 1996, 1997 Graduate Management Admission Council. All rights reserved. REPRODUCTION OF THIS CONTENT WITHOUT PERMISSI GRADUATE MANAGEMENT ADMISSION COUNCIL® IS IN VIOLATION OF COPYRIGHT LAWS. 3 ANALYSIS OF AN ARGUMENT Time—30 minutes Directions: In this section, you will be asked to write a critique of the argument presented below. You are NOT being asked to present your own views on the subject. Read the argument and the instructions that follow it, and then make any notes in your test booklet that will help you plan your response. Begin writing your response on the separate answer document. Make sure that you use the answer document that goes with this writing task. The following is from a campaign by Big Boards, Inc., to convince companies in River City that their sales will increase if they use Big Boards billboards for advertising their locally manufactured products. “The potential of Big Boards to increase sales of your products can be seen from an experiment we conducted last year. We increased public awareness of the name of the current national women’s marathon champion by publishing her picture and her name on billboards in River City for a period of three months. Before this time, although the champion had just won her title and was receiving extensive national publicity, only five percent of the 15,000 randomly surveyed residents of River City could correctly name the champion when shown her picture; after the three-month advertising experiment, 35 percent of respondents from a second survey could supply her name.” Discuss how well reasoned you find this argument. In your discussion be sure to analyze the line of reasoning and the use of evidence in the argument. For example, you may need to consider what questionable assumptions underlie the thinking and what alternative explanations or counterexamples might weaken the conclusion. You can also discuss what sort of evidence would strengthen or refute the argument, what changes in the argument would make it more sound and persuasive, and what, if anything, would help you better evaluate its conclusion. NOTES Use the space below or on the facing page to plan your response. Any writing on these pages will not be evaluated. S T O P IF YOU FINISH BEFORE TIME IS CALLED, YOU MAY CHECK YOUR WORK ON THIS SECTION ONLY. DO NOT TURN TO ANY OTHER SECTION IN THE TEST. REPRODUCTION OF THIS CONTENT WITHOUT PERMISSI GRADUATE MANAGEMENT ADMISSION COUNCIL® IS IN VIOLATION OF COPYRIGHT LAWS. 4 ANSWER Sheet – Test Code 42 Section 2 Section 3 Section 4 Section 5 Section 6 Section 7 1. 1. 1. 1. 1. 1. 2. 2. 2. 2. 2. 2. 3. 3. 3. 3. 3. 3. 4. 4. 4. 4. 4. 4. 5. 5. 5. 5. 5. 5. 6. 6. 6. 6. 6. 6. 7. 7. 7. 7. 7. 7. 8. 8. 8. 8. 8. 8. 9. 9. 9. 9. 9. 9. 10. 10. 10. 10. 10. 10. 11. 11. 11. 11. 11. 11. 12. 12. 12. 12. 12. 12. 13. 13. 13. 13. 13. 13. 14. 14. 14. 14. 14. 14. 15. 15. 15. 15. 15. 15. 16. 16. 16. 16. 16. 16. 17. 17. 17. 18. 18. 18. 19. 19. 20. 20. 21. 22. REPRODUCTION OF THIS CONTENT WITHOUT PERMISSI GRADUATE MANAGEMENT ADMISSION COUNCIL® IS IN VIOLATION OF COPYRIGHT LAWS. 5 SECTION 2 Time —25 minutes 20 Questions Directions: Each of the data sufficiency problems below consists of a question and two statements, labeled (1) and (2), in which certain data are given. You have to decide whether the data given in the statements are sufficient for answering the question. Using the data given in the statements plus your knowledge of mathematics and everyday facts (such as the number of days in July or the meaning of counterclockwise), you are to fill in oval A if statement (1) ALONE is sufficient, but statement (2) alone is not sufficient to answer the question asked; B if statement (2) ALONE is sufficient, but statement (1) alone is not sufficient to answer the question asked; C if BOTH statements (1) and (2) TOGETHER are sufficient to answer the question asked, but NEITHER statement ALONE is sufficient; D if EACH statement ALONE is sufficient to answer the question asked; E if statements (1) and (2) TOGETHER are NOT sufficient to answer the question asked, and additional data specific to the problem are needed. Numbers: All numbers used are real numbers. Figures: A figure in a data sufficiency problem will conform to the information given in the question, but will not necessarily conform to the additional information given in statements (1) and (2). You may assume that lines shown as straight are straight and that angle measures are greater than zero. You may assume that the positions of points, angles, regions, etc., exist in the order shown. All figures lie in a plane unless otherwise indicated. Note: In questions that ask for the value of a quantity, the data given in the statements are sufficient only when it is possible to determine exactly one numerical value for the quantity. Example: In PQR, what is the value of x? P x Q y z R (1) PQ = PR (2) y = 40 Explanation: According to statement (1), PQ = PR; therefore, PQR is isosceles and y = z. Since x + y + z = 180, it follows that x + 2y = 180. Since statement (1) does not give a value for y, you cannot answer the question using statement (1) alone. According to statement (2), y = 40; therefore, x + z = 140. Since statement (2) does not give a value for z, you cannot answer the question using statement (2) alone. Using both statements together, since x + 2y = 180 and the value of y is given, you can find the value of x. Therefore, the answer is C. GO ON TO THE NEXT PAGE. REPRODUCTION OF THIS CONTENT WITHOUT PERMISSI GRADUATE MANAGEMENT ADMISSION COUNCIL® IS IN VIOLATION OF COPYRIGHT LAWS. 6 A Statement (1) ALONE is sufficient, but statement (2) alone is not sufficient. B Statement (2) ALONE is sufficient, but statement (1) alone is not sufficient. C BOTH statements (1) and (2) TOGETHER are sufficient, but NEITHER statement ALONE is sufficient. D EACH statement ALONE is sufficient. E Statements (1) and (2) TOGETHER are NOT sufficient. 1. In College X the number of students enrolled in both a chemistry course and a biology course is how much less than the number of students enrolled in neither? 6. What is the maximum number of rectangular blocks, each with dimensions 12 centimeters by 6 centimeters by 4 centimeters, that will fit inside rectangular box X? (1) In College X there are 60 students enrolled in a chemistry course. (1) When box X is filled with the blocks and rests on a certain side, there are 25 blocks in the bottom layer. (2) In College X there are 85 students enrolled in a biology course. (2) The inside dimensions of box X are 60 centimeters by 30 centimeters by 20 centimeters. 2. What is the value of x? (1) 3x – 1 = x 7. What is the ratio of p to r ? (2) 311=+x (1) 302=r p (2) 53=rp 3. While Mel is on disability leave, his employer pays him a monthly disability benefit equal to $1,200 plus 40 percent of the amount of his monthly salary in excess of $2,000. What is Mel’s monthly salary? 8. What is the value of x ? (1) 8≤x (1) Mel’s monthly disability benefit from his employer is $1,600. (2) x≤8 (2) Mel’s monthly salary exceeds $2,500. 9. In a random sample of 80 adults, how many are college graduates? 4. Does r = 3? (1) In the sample, the number of adults who are not college graduates is 3 times the number who are college graduates. (1) 99927273 ×××=r (2) 3327273++=r (2) In the sample, the number of adults who are not college graduates is 40 more than the number who are college graduates. 5. If car X followed car Y across a certain bridge that is 21mile long, how many seconds did it take car X to travel across the bridge? 10. Does x – y = 200? (1) 210=x(1) Car X drove onto the bridge exactly 3 seconds after car Y drove onto the bridge and drove off the bridge exactly 2 seconds after car Y drove off the bridge. (2) x = 100 and y = -100 11. What was the total amount of postage required to mail n letters? (2) Car Y traveled across the bridge at a constant speed of 30 miles per hour. (1) n = 10 (2) Each of the letters required at least $0.32 postage. GO ON TO THE NEXT PAGE. REPRODUCTION OF THIS CONTENT WITHOUT PERMISSI GRADUATE MANAGEMENT ADMISSION COUNCIL® IS IN VIOLATION OF COPYRIGHT LAWS. 7 A Statement (1) ALONE is sufficient, but statement (2) alone is not sufficient. B Statement (2) ALONE is sufficient, but statement (1) alone is not sufficient. C BOTH statements (1) and (2) TOGETHER are sufficient, but NEITHER statement ALONE is sufficient. D EACH statement ALONE is sufficient. E Statements (1) and (2) TOGETHER are NOT sufficient. 12. If d is a positive integer, is dgreater than 15? A Q D B P C (1) d is divisible by 25. (2) d is divisible by 40. 13. Stores L and M each sell a certain product at a different regular price. If both stores discount their regular price of the product, is the discount price at store M less than the discount price at store L? 17. In the figure above, what is the perimeter of rectangle ABPQ? (1) At store L the discount price is 10 percent less than the regular price; at store M the discount price is 15 percent less than the regular price. (1) The area of rectangular region ABCD is 3 times the area of rectangular region ABPQ. (2) At store L the discount price is $5 less than the regular store price; at store M the discount price is $6 less than the regular price. (2) The perimeter of rectangle ABCD is 54. 18. Is | x + 2 | < 3? (1) x < 1 14. What is the value of ? yx422+(2) x > -5 (1) x = 3 (2) x2 + 2y = 17 x x x+60 3x 15. If x and y are integers, is xy even? (1) x = y + 1 (2) yxis an even integer. 16. If x is a positive integer and , what is the value of x? 30≤x (1) x can be written as the product of 3 different prime numbers each of which is greater than or equal to 2. 19. The figure above shows the number of meters in the lengths of the four sides of a jogging path. What is the total distance around the path? (2) x is divisible by 3 and 5. (1) One of the sides of the path is 120 meters long. (2) One of the sides of the path is twice as long as each of the two shortest sides. 20. If n is a positive integer, what is the tens digit of n? (1) The hundreds digit of 10n is 6. (2) The tens digit of n + 1 is 7. S T O P IF YOU FINISH BEFORE TIME IS CALLED, YOU MAY CHECK YOUR WORK ON THIS SECTION ONLY. DO NOT TURN TO ANY OTHER SECTION IN THE TEST. REPRODUCTION OF THIS CONTENT WITHOUT PERMISSI GRADUATE MANAGEMENT ADMISSION COUNCIL® IS IN VIOLATION OF COPYRIGHT LAWS. 8 SECTION 3 Time – 25 minutes 18 Questions Directions: Each passage in this group is followed by questions based on its content. After reading a passage, choose the best answer to each question and fill in the corresponding oval on the answer sheet. Answer all questions following a passage on the basis of what is stated or implied in that passage. The new school of political history that emerged in the 1960's and 1970's sought to go beyond the traditional focus of political historians on leaders and government Line institutions by examining directly the political practices of (5) ordinary citizens. Like the old approach, however, this new approach excluded women. The very techniques these historians used to uncover mass political behavior in the nineteenth-century United States—quantitative analyses of election returns, for example—were useless in analyzing (10) the political activities of women, who were denied the vote until 1920. By redefining "political activity," historian Paula Baker has developed a political history that includes women.She concludes that among ordinary citizens, political activism (15) by women in the nineteenth century prefigured trends in twentieth-century politics. Defining “politics” as “any action taken to affect the course of behavior of government or of the community,” Baker concludes that, while voting and holding office were restricted to men, women in the nine- (20) teenth century organized themselves into societies commit- ted to social issues such as temperance and poverty. In other words, Baker contends, women activists were early practitioners of nonpartisan, issue-oriented politics and thus were more interested in enlisting lawmakers, regardless of (25) their party affiliation, on behalf of certain issues than in ensuring that one party or another won an election. In the twentieth century, more men drew closer to women's ideas about politics and took up modes of issue-oriented politics that Baker sees women as having pioneered. 1. The primary purpose of the passage is to (A) enumerate reasons why both traditional scholarly methods and newer scholarly methods have limitations (B) identify a shortcoming in a scholarly approach and describe an alternative approach (C) provide empirical data to support a long-held scholarly assumption (D) compare two scholarly publications on the basis of their authors' backgrounds (E) attempt to provide a partial answer to a longstanding scholarly dilemma 2. The passage suggests which of the following concerning the techniques used by the new political historians described in the first paragraph of the passage? (A) They involved the extensive use of the biographies of political party leaders and political theoreticians. (B) They were conceived by political historians who were reacting against the political climates of the 1960's and 1970’s. (C) They were of more use in analyzing the positions of United States political parties in the nineteenth century than in analyzing the positions of those in the twentieth century. (D) They were of more use in analyzing the political behavior of nineteenth-century voters than in analyzing the political activities of those who could not vote during that period. (E) They were devised as a means of tracing the influence of nineteenth-century political trends on twentieth-century political trends. 3. It can be inferred that the author of the passage quotes Baker directly in the second paragraph primarily in order to (A) clarify a position before providing an alternative to that position (B) differentiate between a novel definition and traditional definitions (C) provide an example of a point agreed on by different generations of scholars (D) provide an example of the prose style of an important historian (E) amplify a definition given in the first paragraph GO ON TO THE NEXT PAGE. REPRODUCTION OF THIS CONTENT WITHOUT PERMISSI GRADUATE MANAGEMENT ADMISSION COUNCIL® IS IN VIOLATION OF COPYRIGHT LAWS. 9 6. The information in the passage suggests that a pre 1960's political historian would have been most likely to undertake which of the following studies? 4. According to the passage, Paula Baker and the new political historians of the 1960's and 1970's shared which of the following? (A) An analysis of voting trends among women voters of the 1920's (A) A commitment to interest-group politics (B) A disregard for political theory and ideology (B) A study of male voters' gradual ideological shift from party politics to issue-oriented politics (C) An interest in the ways in which nineteenth-century politics prefigure contemporary politics (C) A biography of an influential nineteenth- century minister of foreign affairs (D) A reliance on such quantitative techniques as the analysis of election returns (D) An analysis of narratives written by previously unrecognized women activists (E) An emphasis on the political involvement of ordinary citizens (E) A study of voting trends among naturalized immigrant laborers in a nineteenth-century logging camp 5. Which of the following best describes the structure of the first paragraph of the passage? GO ON TO THE NEXT PAGE (A) Two scholarly approaches are compared, and a shortcoming common to both is identified. (B) Two rival schools of thought are contrasted and a third is alluded to. (C) An outmoded scholarly approach is described, and a corrective approach is called for. (D) An argument is outlined, and counterarguments are mentioned. (E) A historical era is described in terms of its political trends. REPRODUCTION OF THIS CONTENT WITHOUT PERMISSI GRADUATE MANAGEMENT ADMISSION COUNCIL® IS IN VIOLATION OF COPYRIGHT LAWS. 10 [...]... should match those on your score report Your Analytical Writing Scores Analytical Writing Assessments are offered in this test preparation product for practice purposes only When calculating the GMAT equivalent score on GMAT Paper Tests, the essay portion should be ignored When taking the GMAT , the Analytical Writing Assessment results are reported on your official score report to schools Essay Insight... LAWS 33 2 It is possible, if you repeat the test, that your second raw scores corrected for guessing could be high than on the first test, but your scaled scores could be lower and vice versa This is a result of the slight differences in difficulty level between editions of the test, which are taken into account when corrected raw scores are converted to the GMAT scaled scores That is, for a given scaled... Additional Information If you have questions about any of the information in this booklet, please write to: Graduate Management Admission Test Educational Testing Service P.O Box 6102 Princeton, NJ 08541-6102 If you have questions about specific test questions, please indicate that test code and the number(s) of the question(s) as well as your query or comment REPRODUCTION OF THIS CONTENT WITHOUT PERMISSI GRADUATE... 310 101 750 76 620 46 460 16 310 100 740 75 610 45 460 15 300 99 740 74 610 44 450 14 300 98 730 73 600 43 450 13 290 97 730 72 600 42 440 12 290 96 720 71 590 41 440 11 280 95 720 70 590 40 430 10 280 94 710 69 580 39 430 9 270 93 710 68 580 38 420 8 260 92 700 67 570 37 420 7 250 91 700 66 570 36 410 6 240 90 690 65 560 35 410 5 240 89 690 64 560 34 400 4 230 88 680 63 550 33 400 3 220 87 680 62 550... STOP IF YOU FINISH BEFORE TIME IS CALLED, YOU MAY CHECK YOUR WORK ON THIS SECTION ONLY DO NOT TURN TO ANY OTHER SECTION IN THE TEST REPRODUCTION OF THIS CONTENT WITHOUT PERMISSI GRADUATE MANAGEMENT ADMISSION COUNCIL® IS IN VIOLATION OF COPYRIGHT LAWS 28 ANSWER KEY – Test Code 42 Section 2 Section 3 Section 4 Section 5 Section 6 Section 7 1 E 1 B 1 A 1 C 1 C 1 A 2 D 2 D 2 C 2 B 2 B 2 C 3 A 3 B 3 C 3 E... individual sections of the test cannot be compared Second, corrected raw scores by section ate not converted to scaled scores by section because the GMAT is not designed to reliably measure specific strengths and weaknesses beyond the general verbal and quantitative abilities for which separate scaled scores are reported Reliability is dependent, in part, on the number of questions in the test- the more questions,... Admission Test, Code 42 Scaled Score Scaled Score Scaled Score Corrected Corrected Corrected Verbal Quantitative Raw Verbal Quantitative Raw Verbal Quantitative Raw Score Score Score Score Score Score Score Score Score 56 50 31 30 35 6 12 15 55 49 30 30 34 5 12 14 54 48 29 29 33 4 11 13 53 47 28 28 33 3 10 12 52 46 50 27 27 32 2 10 11 51 45 49 26 27 31 1 9 10 50 44 49 25 26 30 0 8 10 49 43 48 24 25 30 48 42. .. 4 11 13 53 47 28 28 33 3 10 12 52 46 50 27 27 32 2 10 11 51 45 49 26 27 31 1 9 10 50 44 49 25 26 30 0 8 10 49 43 48 24 25 30 48 42 48 23 25 29 47 42 47 22 24 28 46 41 46 21 23 27 45 40 45 20 22 27 44 39 44 19 22 26 43 39 44 18 21 25 42 38 43 17 20 24 41 37 42 16 20 24 40 37 41 15 19 23 39 36 41 14 18 22 38 35 40 13 17 21 37 34 39 12 17 21 36 34 38 11 16 20 35 33 38 10 15 19 34 32 37 9 15 18 33 32 36... 36 7 13 16 REPRODUCTION OF THIS CONTENT WITHOUT PERMISSI GRADUATE MANAGEMENT ADMISSION COUNCIL® IS IN VIOLATION OF COPYRIGHT LAWS 30 CONVERSION TABLE FOR TOTAL SCORES Graduate Management Admission Test, Code 42 Corrected Raw Score Total Scaled Score Corrected Raw Score Total Scaled Score Corrected Raw Score Total Scaled Score Corrected Raw Score Total Scaled Score 108 800 83 650 53 500 23 340 107 790... by the same technology used to score the GMAT Your scores are objective and accurate, so you can practice to improve Rescoring Service If there are any discrepancies between your self-scoring results and those on your score report, you may request that ETS rescore your answer sheet by submitting the appropriate fee and the form for this purpose you’re your GMAT Examinee Score Interpretation Guide But . THE GMAT This booklet contains the questions that were used to derive scores on the edition of the Graduate Management Admission Test (GMAT ) with test. Admission Test (GMAT ) with test code 42. If the first two digits of the test code on your answer sheet (item 5 on Side 1) are not 42, please contact ETS to send