Original transfer practice for the current shorter GRE General. No adaptive routing or official score conversion is simulated.
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gre_general:mixed-revision:1
Compare Quantity A: x² with Quantity B: x, where 0<x<1.
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B is greater because multiplying a positive number below 1 by itself makes it smaller.
gre_general:mixed-revision:2
Of 250 applicants, 40% take a course; 30% of those pass a distinction threshold. How many do so?
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250×0.4×0.3=30. The 30% is conditional on course takers.
gre_general:mixed-revision:3
Write a thesis and counterexample plan for the original claim: Every useful university course should teach only immediately employable skills.
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A defensible thesis may reject “only”: immediate skills matter, but theory, critical reasoning and foundational research can have delayed value. Explain one concrete mechanism and address the employment pressure rather than merely listing opinions.
gre_general:mixed-revision:depth-6
“Although the device looked (i) ____, its first use was (ii) ____; even novices operated it without help.” i: formidable / simple / familiar. ii: intuitive / laborious / erratic. Complete both blanks and identify two cues.
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Formidable / intuitive. Although signals contrast and novice independence supports ease rather than difficulty.
gre_general:mixed-revision:depth-7
“Despite repeated attempts to verify it, the claim remained ____.” Select exactly two: unsubstantiated / celebrated / unsupported / proven / concise / ancient. Explain equivalence.
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Unsubstantiated and unsupported both convey lack of established evidence. Celebrated concerns reception; concise and ancient do not supply the required evidential status.
gre_general:mixed-revision:depth-8
[1] Replacing labels coincided with fewer visitor questions. [2] The guide also began greeting visitors at the entrance. [3] The two simultaneous changes prevent attributing the reduction solely to labels. Select the sentence giving the causal limit, and two supported observations.
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Sentence 3 gives the limit. Fewer questions and a new greeting practice are supported. Do not infer that labels had no effect.
gre_general:mixed-revision:depth-9
A supplier credits its new packaging for fewer breakages, but deliveries also switched to a shorter route. State the alternative cause and evidence that would help isolate packaging.
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The route may account for fewer breakages. Compare packaging types on comparable routes/handling conditions, ideally allocated without baseline confounds; popularity of packaging is irrelevant.
gre_general:mixed-revision:depth-10
Select all positive solutions of x²−4=0 from −2,−1,0,1,2. Enter the probability of four equally likely marked outcomes among sixteen as a decimal.
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Only 2 meets positivity. Probability 4/16=0.25, not percent 25.
gre_general:mixed-revision:depth-11
Find LCM of 8 and 12. A price 120 rises 25% then falls 20%; calculate final price. If n=4k+3, find remainder of n+6 on division by 4.
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LCM 24; price 120·1.25·0.8=120; n+6=4(k+2)+1, remainder 1. Equal final price here follows reciprocal factors, not equal percentage changes.
gre_general:mixed-revision:depth-12
Solve √(x+12)=x and (x−2)(x−7)≤0. For f(x)=2x+1 and g(x)=x−4, find g(f(3)).
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Candidates 4 and −3; only 4. Inequality 2≤x≤7. f(3)=7 then g(7)=3.
gre_general:mixed-revision:depth-13
Find distance and midpoint between (1,−2) and (7,6). Similar plane figures have area ratio 25:4; find corresponding length ratio.
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Distance 10; midpoint (4,2). Length ratio 5:2, square root of area ratio.
gre_general:mixed-revision:depth-14
Groups of 6 with mean 4 and 14 with mean 9 combine to what mean? Of twelve counters, five are marked and three of the marked are red. Find P(red given marked).
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Combined mean=(24+126)/20=7.5. Conditional probability 3/5; denominator is marked counters, not twelve.
gre_general:mixed-revision:issue-statement
Public revision prompt: “Learning a practical skill always requires working with another person.” Discuss your position and circumstances in which the statement might or might not hold.
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A developed response may recognise feedback and joint practice while explaining solitary skills practice. Analyse the mechanism and conditions rather than merely listing hobbies.
gre_general:mixed-revision:issue-recommendation
Public revision prompt: “Universities should make every first-year course a broad survey.” Discuss circumstances in which this recommendation is or is not advantageous.
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Explain breadth’s orientation value and circumstances needing sustained depth; connect the examples to a qualified judgement.
gre_general:mixed-revision:issue-challenge
Public revision prompt: “Every useful archive should publish all its material without restriction.” Develop your position and address the most compelling challenge to it.
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A defensible response can consider access benefits and privacy/provenance constraints, with a serious challenge explained and answered. Any reasoned stance is acceptable.
gre_general:mixed-revision:issue-two-views
Public revision prompt: View A: a public workshop should teach one common project to all newcomers. View B: newcomers should choose their own project immediately. Explain which view aligns more closely with yours, addressing both.
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Compare common foundations and motivation with mechanisms and conditions. A qualified synthesis is acceptable, but both views need analysis.
gre_general:mixed-revision:issue-claim-reason
Public revision prompt: Claim: all group projects should receive one shared grade. Reason: group work always distributes effort equally. Evaluate both the claim and its reason.
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Separate collective outcomes from unequal contribution; explain whether and how an assessment policy could account for both. Agreement with shared grading does not establish equality of effort.
gre_general:mixed-revision:issue-consequences
Public revision prompt: A learning centre proposes allowing equipment reservations only one day in advance. Analyse likely consequences and explain how they shape your judgement.
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Consider spontaneous access, planning needs, cancellation and fairness with an explained mechanism. Do not assume one booking rule suits every equipment type.