Learn to handle these questions with swift precision!
Know Your Job
Step one of the general strategy for GMAT Critical Reasoning is: read the question before reading the argument. Know which type of question you are going to have to answer, and read the argument with that question in mind. The eight broad categories of GMAT CR questions are
1) weaken the argument/find the flaw
Types #1-4 account for approximately ¾ of all GMAT CR questions. You can find out more about each one of these types in the CR video series in the Magoosh product. The basic idea is: when you know what you need to do, you will be reading the argument with that in mind.
Know What You’re Looking For
In all CR questions, the GMAT gives one correct answer and four tempting and potentially confusing statements for the other choices. Folks who read the argument & question, and then wander aimlessly into the answer choices without any further thought are asking to be perplexed, and chances are, they spend much longer than necessary on many CR questions.
Go into the question with an idea of what you seek. For types #1-3, the best thing to do is to find the assumption of the argument —- reaffirming or undercutting the assumption of an argument is the most powerful way to strengthen or weaken it. Finding the assumption may also be helpful in find the flaw of the argument (if the flaw is a faulty assumption).
For the other question types, you will be less able to predict what the answer will be, but still formulating the task in your own words will help you. In your own words, what is the structure of the argument? What is the paradox that need to be resolved? What kind of information would be required to evaluate the conclusion? etc. The clearer you can be on what type of information or argument will satisfy the question, the quicker you will be in finding it.
If you can simply integrate these strategies, you will find you are able to crack GMAT Critical Reasoning questions faster and more accurately.
Here’s a chance to practice these GMAT CR strategies: