GMAT Verbal 34: Function and Structure — Why the Author Says It

O'qish Reading Comprehension 5-dars, jami 7

Shu mavzudagi darslar · 5/7

GMAT Verbal 30: How Reading Comprehension Works — Passages, Question Sets and a Reading Map
GMAT Verbal 31: Main Idea and Primary Purpose
GMAT Verbal 32: Detail Questions — Answering From the Line
GMAT Verbal 33: Inference in Reading Comprehension
GMAT Verbal 34: Function and Structure — Why the Author Says It
6 GMAT Verbal 35: Application, Tone and the Author's Attitude
7 GMAT Verbal 36: Reading Comprehension — Mixed Practice

Nima emas — nima uchun

Funksiya savoli tafsilotning mazmunini emas, uning vazifasini soʻraydi: «The author mentions X primarily in order to…», «The second paragraph serves primarily to…». Tuzilish savoli esa butun matnning skeletini: «Which of the following best describes the organisation of the passage?»

Bu savollar uchun oʻqish xaritasi — tayyor javob. Har bir abzasga qoʻygan belgingiz («dalil», «rad etish sababi», «yechim») aynan shu savollarga kerak.

⏱ Funksiya savoli — ~1 daqiqa

Usul

1. X ni matnda toping va oldingi gapni oʻqing — koʻpincha X uning daʼvosiga misol yoki dalil.

2. Savol: «X boʻlmasa, muallifning qaysi fikri zaiflashadi?» — oʻsha fikr X ning vazifasi.

3. Variantlardagi feʼlga qarang: illustrate, support, explain, contrast, qualify. Toʻgʻri feʼl + toʻgʻri obyekt kerak.

4. Tuzilish: abzas belgilaringizni ketma-ket ayting: «nazariya → rad etildi → isbotlandi». Variant shu tartibni aynan takrorlashi kerak — bitta qism ortiqcha yoki kam boʻlsa, notoʻgʻri.

1-matn: kontinentlar siljishi

In 1912 the German scientist Alfred Wegener proposed that the continents had once been joined in a single landmass and had since drifted apart. His evidence was varied. The coastlines of South America and Africa fit together like pieces of a puzzle; fossils of the same ancient reptile, Mesosaurus, are found on both sides of the South Atlantic; and rock formations on separate continents match in age and type. To Wegener, these coincidences were too many to be accidents.

Most geologists rejected the idea for decades. Their objection was not chiefly to the evidence, which many admitted was suggestive, but to the absence of a mechanism: Wegener could not explain what force could push entire continents through the solid rock of the ocean floor, and the forces he proposed were shown to be far too weak. A theory that described what had happened without explaining how seemed to them less a scientific claim than a guess.

The missing mechanism came from the sea floor itself. In the 1950s and 1960s, surveys revealed long ridges running through the oceans and, on either side of them, matching stripes of rock that recorded reversals in the Earth's magnetic field. The pattern showed that new ocean floor was forming at the ridges and spreading outward. Within a few years, the theory of plate tectonics, which incorporated Wegener's central insight, had become the foundation of modern geology. Wegener, who died on an expedition to Greenland in 1930, did not live to see it.

⏱ Matn: ~3 daqiqa

Ishlangan namuna: xarita → tuzilish

1-abzas: nazariya + dalillar. 2-abzas: nima uchun rad etildi (mexanizm yoʻq). 3-abzas: mexanizm topildi → qabul qilindi.

Tuzilish bir jumlada: nazariya taklif qilinadi, rad etilish sababi tushuntiriladi, keyin qabul qilinishiga olib kelgan kashfiyot keltiriladi. Mesosaurus esa 1-abzasdagi «his evidence was varied» gapining misollaridan biri — uning vazifasi shu.

💡 Maslahat: Funksiya savolida X haqidagi rost gap koʻpincha tuzoq boʻladi: «Mesosaurus — qadimgi sudralib yuruvchi» rost, lekin savol nima uchun eslatilganini soʻraydi.

The author of the passage above mentions Mesosaurus primarily in order to

illustrate how reversals of the Earth's magnetic field are recorded explain the mechanism that moves the continents show that geologists accepted the fossil evidence immediately give an example of the evidence Wegener offered for his theory suggest that Wegener's evidence was weaker than he believed

The second paragraph of the passage above serves primarily to

compare Wegener with the scientists who later confirmed his idea explain why most geologists did not accept Wegener's theory describe how new ocean floor forms and spreads present new evidence in support of Wegener's theory argue that Wegener's evidence had been fabricated

Which of the following best describes the organisation of the passage above?

A theory is described, the reason for its rejection is explained, and the discovery that led to its acceptance is presented. A problem is described, and several possible solutions are evaluated. A scientist's life is recounted from his early career to his death. Two competing theories are compared, and one is shown to be false. A discovery is described, and its effects on later research are criticised.

2-matn: andon arqoni

For much of the twentieth century, car factories treated the assembly line as something that must never stop. A stopped line meant idle workers and lost output, so defects were usually passed along and fixed at the end, if at all. Toyota took the opposite view. In its factories, any worker who noticed a problem could pull a cord, known as an andon, that called a team leader and, if the problem could not be fixed quickly, halted the line. Stopping the line was costly, but it forced problems to be solved where they began rather than multiplied further down the line.

The most striking test of the approach came in California. In 1982 General Motors closed its plant in Fremont, which had a reputation for some of the worst quality and labour relations in the company. Two years later the plant reopened as NUMMI, a joint venture between GM and Toyota run on Toyota's methods — and it rehired many of the same workers. Within a short time, the plant's quality was among the best in GM's system.

The lesson that many observers drew was not that the Fremont workers had changed, but that the system around them had. Copying that system proved harder than admiring it: techniques such as the andon cord depended on trust between managers and workers, and plants that installed the cords without building that trust often found that nobody pulled them.

⏱ Matn: ~3 daqiqa

The first paragraph of the passage above serves primarily to

criticise Toyota for the cost of stopping its lines explain why General Motors closed the Fremont plant argue that stopping the line is always cheaper than fixing defects later describe the history of the plant in Fremont contrast two approaches to dealing with defects on an assembly line

The author of the passage above mentions that NUMMI rehired many of the same workers most likely in order to

emphasise how expensive it was to reopen the plant show that Toyota preferred to hire experienced workers suggest that the improvement in quality came from the system rather than from a change of workforce illustrate how difficult it was to copy Toyota's methods explain why labour relations at Fremont had been poor

Tuzoqlar

⚠️ Tuzoq: Rost, lekin vazifa emas — X haqida toʻgʻri tasvir. Boshqa abzasning vazifasi — 3-abzasdagi fikrni 2-abzasga bogʻlash. Notoʻgʻri feʼl — muallif tasvirlaydi, variant esa «criticise» yoki «argue» deydi. Ortiqcha qism — tuzilish variantida matnda yoʻq bosqich.

📌 Eslatma: Bizning maktablarda matn odatda «nima deyilgan?» savoli bilan oʻqiladi. GMAT esa «nima uchun deyilgan?» deb soʻraydi. Har abzasdan keyin «bu nima uchun shu yerda?» deb soʻrash — bir haftalik odat, butun RC uchun foyda.