{"id":4837,"date":"2014-06-30T09:00:21","date_gmt":"2014-06-30T16:00:21","guid":{"rendered":"https:\/\/magoosh.com\/gmat\/?p=4837"},"modified":"2020-01-15T10:48:36","modified_gmt":"2020-01-15T18:48:36","slug":"asking-excellent-questions","status":"publish","type":"post","link":"https:\/\/magoosh.com\/gmat\/asking-excellent-questions\/","title":{"rendered":"Asking Excellent Questions"},"content":{"rendered":"

Success on the GMAT<\/a> depends on many skills, and one skill that can help a student make enormous progress is the skill of asking excellent questions.\u00a0 In order to discuss this skill, first let\u2019s look at a relatively straightforward practice problem.<\/p>\n

\"agq_img1\"<\/a><\/p>\n

(A) 14<\/p>\n

(B) 26<\/p>\n

(C) 28<\/p>\n

(D) 32<\/p>\n

(E) 38<\/p>\n

I will show a full solution at the bottom of this article.\u00a0 Right now, let\u2019s just suppose that you got this question wrong and wanted to ask about it.\u00a0 The correct answer is the lowest of the five answer choices, so for example, if you went for the trap answer of 32, you fell right into one of the mistakes that the question was specifically designed to elicit.\u00a0 Questions writers regular incorporate trap answers like big butterfly nets, and simply let hordes of test-takers run into them.\u00a0 The more you, as a student, can recognize these traps, the more you can set yourself apart from the\u00a0 mass of ordinary test takers.\u00a0 I will discuss this more in the solutions below.<\/p>\n

 <\/p>\n

Asking poor questions<\/h2>\n

Suppose you did this questions, got it wrong, and didn\u2019t have access to an immediate explanation for the question.\u00a0 Suppose you wanted to get an explanation from an expert, either on a blog or on a forum such as GMAT Club<\/a>.\u00a0 How would you ask your question?<\/p>\n

Here\u2019s what many people might say:<\/p>\n

1) I don\u2019t understand.\u00a0 Please help.<\/em><\/p>\n

2) I don’t get this.<\/em><\/p>\n

3) Please explain.<\/em><\/p>\n

I see questions of this ilk often.\u00a0 These are abysmally poor questions.\u00a0 If I were to assign a grade to such a question, I would give an F.\u00a0 Asking a questions of this sort does not indicate any willingness, on the part of the student, to engage the material and put significant energy into the process of coming to a deeper understanding.<\/p>\n

Notice, that questions like this require almost no effort to write.\u00a0 One could write one of these questions and post it in under 15 seconds.\u00a0 Right there, that\u2019s an indication that it\u2019s not necessarily going to help you.\u00a0 You are not going learn the most and make the most progress unless you put a significant amount of effort into your own cause.<\/p>\n

Another problem with these question is: think about it from the perspective of the expert who gets such a question.\u00a0 I certainly understand how to solve this problem myself, but if\u00a0 student tells me simply \u201cI don\u2019t understand. Please help<\/em>,\u201d then I don\u2019t know where that student is stuck.\u00a0 Does that student not know how to factor quadratics<\/a> at all?\u00a0 Did the student fall for the trap answer of (D)<\/strong>?\u00a0 Did the student make a simple arithmetic mistake?\u00a0 Does the student not understand algebra in the least?\u00a0 Given that meager question, I have absolutely no idea what would best help the student.<\/p>\n

The presumption of such a question is that the teacher, not the student is responsible for the process of education.\u00a0 This is incorrect.\u00a0 Education is not something a teacher or test prep company does<\/em> to you.\u00a0 Education is not a spectator sport.\u00a0 Education is primarily something you do to yourself, by yourself, for yourself, and teachers or test prep companies simply provide the support and resources to enable you to educate yourself.<\/p>\n

 <\/p>\n

The art of asking excellent questions<\/h2>\n

The habits of excellence can set a student apart from others.\u00a0 Excellence always takes more work, and many students avoid it for that very reason.\u00a0 Many people don\u2019t realize that, in choosing to exert a minimum of effort in many things related to their studies, they are implicitly choosing mediocrity.\u00a0 The great Law of Mediocrity is: if you put in about the same effort as most people, then you probably will get about the same results as most people.\u00a0 The corollary is: if you want results that stand out, you need to put in outstanding effort.\u00a0 The habits of excellence require outstanding effort, and one of these habits is asking excellent questions.<\/p>\n

Here are some examples of excellent questions:<\/p>\n

4) When I looked at the problem, I saw right away that we could solve the first equation by subtracting 8 from both sides and solving x2<\/sup> = 9 to get x = 3.\u00a0 I didn\u2019t know how to solve that other equation, so I am glad I didn\u2019t have to deal with it.\u00a0 From there, I simply plugged 3 into 3x + 23 to get 9 + 23 = 32.\u00a0 I chose (D)<\/strong>, but that does not agree with the OA.\u00a0 What did I do wrong?<\/em><\/p>\n

5) I began by moving the 8 to the other side, and then I solved x2<\/sup> = 25 to get x = \u00b15.\u00a0 I then factored the quadratic: x2<\/sup> \u2013 2x \u2013 15 = (x + 3)(x \u2013 5) = 0, x = \u20133 or x = +5, so because of the combined constraints of both equations, we see x must equal +5, and therefore 3x + 23 = 38, which would be (E)<\/strong>, but that\u2019s not the OA given.\u00a0 <\/em><\/p>\n

Both of these are much much better questions.\u00a0 Notice, these two students made vastly different mistakes.\u00a0 The first needs to learn some basic algebra facts, while the second appears to have made a very superficial arithmetic error but really knows her algebra well.\u00a0 Notice that an excellent question tells a mini-story of your entire experience of the problem.\u00a0 \u201cWhen I first saw the problem, I thought this or tried this. Then when I did this, I thought this ..<\/em>.\u201d\u00a0 An excellent question makes clear all the steps, the entire thought process.\u00a0 First of all, this is tremendously helpful to the expert answering the question: when we read the question, we can fine-tune our answer to exactly what the student needs, and thus provide an answer that gives the student the most help.\u00a0 More importantly, though, formulating this questions involves self-reflection on the part of the student. \u00a0Self-reflection is the very substance of education<\/em>.\u00a0 A student who is not actively reflecting on his process and his progress will not be learning nearly as fast as he could.\u00a0 When a student puts in the effort to formulate an excellent question, this very process forces her to consider all the nuances of the question; she may thereby answer her own question, which is ideal, but if she doesn\u2019t and asks her question, her mind will be primed to receive the focused response that an expert will give her.\u00a0 Learning is not<\/em><\/strong> simply about getting all the information, because many students get all the information in front of them and simply can\u2019t remember it all or apply it all.\u00a0 Learning also has to involve preparing one\u2019s mind to absorb the information one will receiving, and asking an excellent question, detailed and well thought-out, is one of the best ways to guarantee that you will retain and assimilate the answer you receive.<\/p>\n

 <\/p>\n

Summary<\/h2>\n

One of the habits of excellence<\/a> is asking excellent questions.\u00a0 Many students don\u2019t do this, and are mystified about why they continue to struggle and cannot retain or apply the valuable information they have learned.\u00a0 I urge you to embrace the habit of asking excellent questions and all the habits of excellence.\u00a0 If you have experiences with your own practice of asking excellent questions, we would love to hear from you in the comments section.<\/p>\n

 <\/p>\n

Practice problem explanation<\/h2>\n

1) In the first equation, we need to subtract 8 from both sides, which gives us:<\/p>\n

\"agq_img2\"<\/a><\/p>\n

When we ourselves take a square root, we need to remember to include both the positive and the negative root.\u00a0 See this GRE post<\/a> for details.\u00a0 We get two roots from this:<\/p>\n

\"agq_img3\"<\/a><\/p>\n

From this equation alone, we cannot determine unique value of x.\u00a0 We have to factor<\/a> the second equation.<\/p>\n

\"agq_img4\"<\/a><\/p>\n

The only root that is common to both equations is x = \u20133, so this must be the value of x.\u00a0 This means<\/p>\n

3x + 23 = 3(\u20133) + 23 = \u20139 + 23 = 23 \u2013 9 = 14<\/p>\n

Answer = (A)\u00a0<\/strong><\/p>\n

 <\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

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Beyond standardized testing, Mike has over 20 years of both private and public high school teaching experience specializing in math and physics. In his free time, Mike likes smashing foosballs into orbit, and despite having no obvious cranial deficiency, he insists on rooting for the NY Mets. Learn more about the GMAT through Mike's Youtube video explanations.","sameAs":["https:\/\/www.youtube.com\/c\/MagooshGMATChannel\/featured"],"award":["Magna cum laude from Harvard"],"knowsAbout":["GMAT"],"knowsLanguage":["English"],"jobTitle":"Content Creator","worksFor":"Magoosh","url":"https:\/\/magoosh.com\/gmat\/author\/mikemcgarry\/"}]}},"authors":[{"term_id":13209,"user_id":26,"is_guest":0,"slug":"mikemcgarry","display_name":"Mike M\u1d9cGarry","avatar_url":"https:\/\/secure.gravatar.com\/avatar\/6b06de81592cd77bb46aa560cc59aee179cba4d042835c3529221ea1b344cce0?s=96&d=mm&r=g","user_url":"","last_name":"M\u1d9cGarry","first_name":"Mike","description":"Mike served as a GMAT Expert at Magoosh, helping create hundreds of lesson videos and practice questions to help guide GMAT students to success. He was also featured as \"member of the month\" for over two years at <a href=\"https:\/\/gmatclub.com\/blog\/2012\/09\/mike-mcgarrys-gmat-experience\/\" rel=\"noopener noreferrer\">GMAT Club<\/a>. Mike holds an A.B. in Physics (graduating <em>magna cum laude<\/em>) and an M.T.S. in Religions of the World, both from Harvard. Beyond standardized testing, Mike has over 20 years of both private and public high school teaching experience specializing in math and physics. In his free time, Mike likes smashing foosballs into orbit, and despite having no obvious cranial deficiency, he insists on rooting for the NY Mets. Learn more about the GMAT through Mike's <a href=\"https:\/\/www.youtube.com\/c\/MagooshGMATChannel\/featured\" rel=\"noopener noreferrer\">Youtube <\/a>video explanations and resources like <a href=\"https:\/\/magoosh.com\/gmat\/whats-a-good-gmat-score\/\" rel=\"noopener noreferrer\">What is a Good GMAT Score?<\/a> and the <a href=\"https:\/\/magoosh.com\/gmat\/gmat-diagnostic-test\/\" rel=\"noopener noreferrer\">GMAT Diagnostic Test<\/a>."}],"_links":{"self":[{"href":"https:\/\/magoosh.com\/gmat\/wp-json\/wp\/v2\/posts\/4837","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/magoosh.com\/gmat\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/magoosh.com\/gmat\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/magoosh.com\/gmat\/wp-json\/wp\/v2\/users\/26"}],"replies":[{"embeddable":true,"href":"https:\/\/magoosh.com\/gmat\/wp-json\/wp\/v2\/comments?post=4837"}],"version-history":[{"count":0,"href":"https:\/\/magoosh.com\/gmat\/wp-json\/wp\/v2\/posts\/4837\/revisions"}],"wp:attachment":[{"href":"https:\/\/magoosh.com\/gmat\/wp-json\/wp\/v2\/media?parent=4837"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/magoosh.com\/gmat\/wp-json\/wp\/v2\/categories?post=4837"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/magoosh.com\/gmat\/wp-json\/wp\/v2\/tags?post=4837"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/magoosh.com\/gmat\/wp-json\/wp\/v2\/ppma_author?post=4837"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}