GRE General Revised Test Overview
GRE General Revised Test Score
GRE Verbal Module
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Sentence Completion
Sentence Equivalence Reading Comprehension
GRE Quantitative Module
Problem Solving Numeric Entry Quantitative Comparisons
Analytical Writing Section
Analyze an Issue Analyze an Argument
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GRE General Revised Test Overview
The GRE revised General Test, introduced in August 2011, features a new test-taker friendly design and new question types. It more closely reflects the kind of thinking you'll do in graduate or business school and demonstrates that you are ready for graduate-level work.
- Verbal Reasoning — Measures your ability to analyze and evaluate written material and synthesize information obtained from it, analyze relationships among component parts of sentences and recognize relationships among words and concepts.
- Quantitative Reasoning — Measures problem-solving ability, focusing on basic concepts of arithmetic, algebra, geometry and data analysis.
- Analytical Writing — Measures critical thinking and analytical writing skills, specifically your ability to articulate and support complex ideas clearly and effectively.
The GRE General Test is currently a computer-based test offered at centers in the US and in most other countries.
 A typical computer-based test starts with the Analytical Writing section (1 hour).
There are 2 sections of Verbal Reasoning each with approximately 20 questions to be completed in 30 minutes.
There are 2 sections of Quantitative Reasoning each with approximately 20 questions to be completed in 35 minutes.
There is usually also an unidentified unscored section that can appear at any position in the test.
The computer-based GRE takes 3 hours 45 minutes.
Verbal Reasoning
The verbal reasoning section contains three types of question: sentence equivalence; text completion & reading comprehension.
The verbal reasoning section of the GRE is a test of vocabulary. However, the comprehension questions require good reading and reasoning skills. You can check our section of Sec rets to GRE Reading Comprehension.
Quantitative Reasoning
The quantitative reasoning section has two types of multiple choice questions: quantitative comparisons and problem solving. The test also contains Numeric Entry questions where students have to provide their own answers.
The level of math knowledge should be within the grasp of a 12th Grade student. Some of the questions involve data interpretation.
NOTE: An onscreen calculator is provided to students taking the computer based test.
Analytical Writing
The analytical writing section has two essay writing tasks:
The student is given 30 minutes for this task. The Issue task presents two topics of which the candidate must select one on which to write an essay presenting the writer's position on the topic. The candidate is required to support his or her point of view with examples and reasoning.
The student is given 30 minutes for this essay. The Argument task presents a statement of a position. The candidate is required to analyze the logic of the given position and suggest how and where the reasoning may be faulty or require improvement.
The scoring for the Analytical Writing section is on a scale of 0-6. Each essay is scored by a human reader and then by a computer program called the e-rater. If the human and e-rater scores differ, the score is sent to a second reader. The final score is the average of the two human scores (to the nearest half mark). If the there is no disparity between the first human score and that of the e-rater, that score is taken.
NOTE: Be informed that most of students ignore the scores of AWS, but there may be cut off in most of the universities. Especially students of Physiotherapy, Bio-Technology etc. need a very good score in Analytical Writing Section.
Get more information about the analytical writing section and to practice issue and argument tasks from our Analytical Writing Section..
GRE General Revised Test Score
GRE® test scores are valid for five years after the testing year in which you tested (July 1–June 30). Currently, scores earned from July 1, 2007, to the present are available.
Scores Reported
GRE® revised General Test (tests taken on or after August 1, 2011)
| Measure |
Scores Reported |
| Verbal Reasoning |
130–170, in 1 point increments |
| Quantitative Reasoning |
130–170, in 1 point increments |
| Analytical Writing |
0–6, in half point increments |
If no questions are answered for a specific measure (e.g., Verbal Reasoning), then you will receive a No Score (NS) for that measure.
GRE® General Test (tests taken prior to August 1, 2011)
| Measure |
Scores Reported* |
| Verbal Reasoning |
200–800, in 10-point increments |
| Quantitative Reasoning |
200–800, in 10-point increments |
| Analytical Writing |
0–6, in half-point increments |
If no questions are answered for a specific measure (e.g., Verbal Reasoning), then you will receive a No Score (NS) for that measure.
*Score reports include Verbal Reasoning and Quantitative Reasoning scores on the prior 200–800 scales as well as estimated Verbal Reasoning and Quantitative Reasoning scores on the new 130–170 score scales.
ScoreSelectSM Option
The new ScoreSelectSM option lets you decide which test scores to send to the institutions you designate. You can send scores from your most recent test administration or scores for all of the times you've taken a GRE test as part of your four free score reports. After test day, you can send scores from your Most Recent, All or Any specific test administration(s) for a fee when ordering Additional Score Reports. Just remember, scores for a test administration must be reported in their entirety.
This new option is part of the more test-taker friendly GRE® revised General Test. It helps you approach test day with more confidence, knowing you can send scores you feel show your personal best. The new ScoreSelect option is available for both the GRE revised General Test and GRE Subject Tests, and can be used by anyone with reportable scores from the last five years.
Reportable History
- GRE® test scores are part of your reportable history for five years after the testing year in which you tested (July 1–June 30). As of July 1, 2012, GRE scores earned July 1, 2007, to the present ;will be available in your reportable GRE score history.
- Scores from individuals who tested between July 1, 2006 and June 30, 2007, were purged from the GRE database in mid-June 2012.
- Scores from individuals who tested between July 1, 2007 and June 30, 2008, will be purged from the GRE database in mid-June 2013.
Your Official Score Record
Your official examinee score report will indicate your designated recipients and your cumulative record reported at that time. See a sample score report.
Your official institution score report, received by your designated recipients, will include your name, address, email address, phone number, intended graduate major, GRE test scores and associated percentile ranks. It will not include any information concerning the other score recipients you have chosen. Additionally, institution score reports include only the scores that you selected to send to them using the ScoreSelect option. There will be no special indication if you have taken additional GRE tests.
What is Sentence Completion Test by GRE.org
Sentence completion test is a questioning technique which uses an unfinished statement, which the respondent must complete with the first words which come to mind OR a type of task in which students are given parts of a sentence and are asked to complete the sentence, using specific target language (in GRE revised general test, from the options available).
As per Wikipedia
Sentence completion tests typically provide respondents with beginnings of sentences, referred to as "stems," and respondents then complete the sentences in ways that are meaningful to them. The responses are believed to provide indications of attitudes, beliefs, motivations, or other mental states.
A sentence completion test form may be relatively short, such as those used to assess responses to advertisements, or much longer, such as those used to assess personality. A long sentence completion test is the Forer Sentence Completion Test, which has 100 stems. The tests are usually administered in booklet form where respondents complete the stems by writing words on paper.
The structures of sentence completion tests vary according to the length and relative generality and wording of the sentence stems. Structured tests have longer stems that lead respondents to more specific types of responses; less structured tests provide shorter stems, which produce a wider variety of responses.
Question Structure
Passage composed of one to five sentences.
One to three blanks.
Three answer choices per blank (five answer choices in the case of a single blank).
The answer choices for different blanks function independently; i.e., selecting one answer choice. for one blank does not affect what answer choices you can select for another blank.
Single correct answer, consisting of one choice for each blank; no credit for partially correct answers.
Tips for Answering
Try to understand the passage as advised below. By trying to consider possible combination of answers may lead you to wrong answers & may take too long.
• Read through the passage to get an overall sense of it.
Identify words or phrases that seem particularly significant, either because they emphasize the structure of the passage (words like although or moreover) or because they are central to understanding what the passage is about.
Try to fill in the blanks with words or phrases that seem to complete the sentence, then see if similar words are offered among the answer choices.
Do not assume that the first blank is the one that should be filled first; perhaps one of the other blanks is easier to fill first. Select your choice for that blank, and then see whether you can complete another blank. If none of the choices for the other blank seem to make sense, go back and reconsider your first selection.
When you have made your selection for each blank, check to make sure the passage is logically, grammatically and stylistically coherent.
For more tips on answering you may send your quarry to info@grecoaching.com
Basic Level
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Sentence Equivalence Questions
Sentence Equivalence questions test the ability to reach a conclusion about how a passage should be completed on the basis of partial information, but to a greater extent they focus on the meaning of the completed whole. Sentence Equivalence questions consist of a single sentence with just one blank, and they ask you to find two choices that lead to a complete, coherent sentence while producing sentences that mean the same thing.
Question Structure
Consists of:
1. a single sentence
2. one blank
3. six answer choices
Requires you to select two of the answer choices; no credit for partially correct answers.
Tips for Answering
One needs good reading skills to understand the intention of the sentence. One can sharpen the understanding by looking for clue words. For example, 'but' and 'however' indicate changes or contrasts, whereas 'and' and 'moreover' indicate similar ideas. Try to get the mind of author & not just reading the explanations to the questions, one may get wrong, & see what clues you might have missed.
Do not simply look among the answer choices for two words that mean the same thing. This can be misleading for two reasons. First, the answer choices may contain pairs of words that mean the same thing but do not fit coherently into the sentence. Second, the pair of words that do constitute the correct answer may not mean exactly the same thing, since all that matters is that the resultant sentences mean the same thing.
Read the sentence to get an overall sense of it.
Identify words or phrases that seem particularly significant, either because they emphasize the structure of the sentence (words like although or moreover) or because they are central to understanding what the sentence is about.
Try to fill in the blank with a word that seems appropriate to you and then see if two similar words are offered among the answer choices. If you find some word that is similar to what you are expecting but cannot find a second one, do not become fixated on your interpretation; instead, see whether there are other words among the answer choices that can be used to fill the blank coherently.
When you have selected your pair of answer choices, check to make sure that each one produces a sentence that is logically, grammatically and stylistically coherent, and that the two sentences mean the same thing.
For more tips on answering you may send your quarry to info@grecoaching.com
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Medium Level
Advance Level
Reading ComprehensionBasic Level
Medium Level
Advance Level
Problem SolvingBasic Level
Medium Level
Advance Level
Numeric EntryBasic Level
Medium Level
Advance Level
Quantitative ComparisonsBasic Level
Medium Level
Advance Level
Analyze an IssueBasic Level
Medium Level
Advance Level
Analyze an ArgumentBasic Level
Medium Level
Advance Level
Over 5000 Word Meanings List Alphabetically
GRE Word Meanings Alphabetically
- Abdicate - Verb - To renounce or relinquish a throne, right, power, claim, responsibility, or the like, especially in a formal manner: The aging founder of the firm decided to abdicate.
- Baffle - Verb - To confuse, bewilder, or perplex: He was baffled by the technical language of the instructions.
- Cadaverous - Adjective - Of or like a corpse.
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- Dauntless - Adjective - Not to be daunted or intimidated; fearless; intrepid; bold: a dauntless hero.
- Endorse - Verb - To approve, support, or sustain: to endorse a political candidate.
- Gargantuan - Adjective - Gigantic; enormous; colossal: a gargantuan task.
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Word List Found in Paragraphs |
| scroll on the bold to get the word meaning |
Passage:Ideological theorists claim that the Soviets and the Americans so believed in the superiority of their respective values and beliefs that they were willing to fight a cold war to protect and advance them. Each nation perceived itself to be in a "do-or-die" struggle between alternative ways of life. According to foreign policy scholar Glenn Chafetz, a leading proponent of the ideology theory:
Ideology served as the lens through which both sides viewed the world, defined their identities and interests, and justified their actions. U.S. leaders perceived the Soviet Union as threatening not simply because the USSR was powerful but because the entire Soviet enterprise was predicated on implacable hostility to capitalism and dedicated to its ultimate destruction. From the earliest days of the Russian Revolution until the end of the cold war, Moscow viewed the United States as unalterably hostile. Even when both nations were fighting a common enemy, Nazi Germany, the Soviets were certain that the Americans were determined to destroy the Soviet Union.
Other scholars argue that the United States and the Soviet Union chose actions that would promote national self-interest, not ideology. That is, the nations were not primarily motivated by a desire to defend capitalism or communism but by the wish to strengthen their position in the world. These scholars reason that the highest priority of every nation is not to promote its ideology but to protect and promote its own self-interest. Thus, these theorists claim, the superpowers advanced their sphere of influence throughout the world in order to gain advantages, such as a valuable trading partner or a strategic military ally. Moreover, these scholars argue, the superpowers aligned themselves with allies who could protect their interests against those who threatened them. Historian Mary Hampton, a champion of the national interest theory, explains:
Had ideology been the sustaining force of the cold war, the stability and predictability of the relationship between the two states would not have emerged. Their mutual respect for spheres of influence, the prudent management of their nuclear relationships, and their consistent policy of checking global expansions without resort to direct confrontation are best explained by an analysis based on interest-motivated behavior. . . . From 1946 to 1990, the relationship between the United States and Soviet Union included both diverging and shared interests, and it was a combination of these interests that governed their conduct during the cold war.
Although the differences between these two interpretations of Cold War motivations are fairly clear, applying the theories to explain actual events during the period is more complicated. For example, even though a nation might claim that it deposed a leader in a Latin American nation because the ruler was despotic, the real reason might be that the Latin American country had some resource such as oil that the invading nation coveted. Conversely, invading nations are always vulnerable to charges that they are acting in self-interest when in reality nations often do become involved in other countries' affairs out of a genuine concern about human rights or other humanitarian issues. Both theories have been used to explain many U.S. and Soviet actions during the Cold War, leading to radically different interpretations of events.
Root Words
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Practice AnaloguesBasic Level
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Practice SynonymsBasic Level
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Practice AntonymsBasic Level
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