Or call 24 hours Helpline: 09899004123

Thanking You

Raj Laxmi
AchieversPoint.com Team
==============================================

Achievers Point Knowledge Systems Pvt. Ltd.
1497, Wazir Nagar, Near ICICI Bank Defence Colony, New Delhi-110003
Phone: +91-11-46543884, 24652070 +91-987366-4123, 987372-4123, 987390-4123,  921217-4123, 999942-4123, 987354-4123
dc@achieverspoint.com

Achievers Point Knowledge Systems Pvt. Ltd.
F-16, Third Floor,Near Preet Vihar Metro Station, Preet Vihar, Delhi-110092
Phone: +91-11-42951058, +91-995343-4123, 987392-4123, 995380-4123
pv@achieverspoint.com

Achievers Point Knowledge Systems Pvt. Ltd.
NM 1, First Floor, Old DLF Colony,Near Sector 14,Gurgaon-122001
Phone: +91-995377-4123,975391-4123,975392-4123
gurgaon@achieverspoint.com

Achievers Point Knowledge Systems Pvt. Ltd.
D-44, Near Nirula’s Hotel, Sector-2, Noida-210301
Phone: +91-120-4540956, +91-995370-4123, 999990-4123, 995368-4123
noida@achieverspoint.com

Achievers Point Knowledge Systems Pvt. Ltd.
37, Near Metro Pillar No. 373, Raja Garden, New Delhi-110015
Phone: +91-11-25414056, +91-989998-4123, 987326-4123, 987393-4123
rg@achieverspoint.com

Achievers Point Knowledge Systems Pvt. Ltd.
17A, Business Point, SV Road, Near Sub Way, Beside DCB Bank, Andheri(W), Mumbai-400058
Phone: +91-982016-4123, 982026-4123
mumbai@achieverspoint.com

Achievers Point Knowledge Systems Pvt. Ltd.
871, Swanand, Opposite Spencer’s Daily, Bhandarkar Road, Pune-411004
Phone: +91-20-25654123, 41227152, +91-932532-4123, 922554-4123, 973014-4123
pune@achieverspoint.com

Achievers Point Knowledge Systems Pvt. Ltd.,
Fifth Floor, Sudheer Tapani Towers, No. 3-6-271, Opposite Telugu Academy, Himayat Nagar, Hyderabad- 500029
Phone: +91-970336-4123, 970337-4123, 970340-4123
hyd@achieverspoint.com

Achievers Point Knowledge Systems Pvt. Ltd.,
Second Floor, 202, Mahendra Residency, No. 7-1-455/243/5, Beside Aditya Trade Centre, Ameerpet, Hyderabad- 500036
Phone: +91-924622-4123, 970338-4123, 970327-4123
ap@achieverspoint.com

24 Hours Study Abroad Helpline: +91-989900-4123
help@achieverspoint.com

http://www.AchieversPoint.com

24 Hours Study Abroad Helpline: +91-989900-4123
help@achieverspoint.com
www.achieverspoint.com
===============================================

Dear Achiever,

.1…2….3…. 4….. 5…… 6………………………Good News… TakeGMAT Team pleased to announce that now you will receive not 1, 2 or 3….Total six questions a day…….On the each interval of 4 hours. We can increase or decrease the frequency of questions depends on your feedback.

Topics includes
> Critical Resoning
> Sentence Correction
> Reading Comprehension
> Data Sufficiency
> Problem Solving
> PS/DS

We love to hear you, just drop a line below for us (not necessary words of appreciation)……….

General Grammar Resources

http://www.ccc.commnet.edu/grammar/

http://newark.rutgers.edu/~jlynch/Writing/

http://www.grammarstation.com

A, An, The (articles)

http://www.learnenglish.org.uk/words/activities/articles01.h tml
http://www.impactseries.com/star%20files/wwwboard/messages/4 .html
http://depts.gallaudet.edu/englishworks/grammar/main/article s.htm

http://www.rensselaer.edu/dept/llc/writecenter/web/esl.html

http://webster.commnet.edu/grammar/determiners/determiners.h tm#articles

http://efl.bravepages.com/grammar2.htm

Adjectives

http://webster.commnet.edu/grammar/adjectives.htm

http://hem.passagen.se/peter9/gram/g_adj.html

http://www.factmonster.com/ipka/A0885349.html

http://www.grammarstation.com/KnowyourAdjectives.html

http://www2.actden.com/writ_den/tips/sentence/adjectiv.htm

http://grammar.englishclub.com/adjectives.htm

http://www.uottawa.ca/academic/arts/writcent/hypergrammar/ad jectve.html
http://ellerbruch.nmu.edu/CS255/cusher/partsofspeech/adjecti ve.html

Nouns

http://webster.commnet.edu/grammar/nouns.htm

http://hem.passagen.se/peter9/gram/g_sub.html

http://www.grammarstation.com/KnowYourNouns.html

http://ellerbruch.nmu.edu/CS255/cusher/partsofspeech/noun.ht ml

http://www2.actden.com/writ_den/tips/sentence/nouns.htm

http://www.ojohaven.com/collectives/

http://grammar.englishclub.com/nouns.htm

Adverbs

http://www.grammarstation.com/KnowYourAdverbs.html

http://webster.commnet.edu/grammar/adverbs.htm

http://ellerbruch.nmu.edu/CS255/cusher/partsofspeech/adverb. html

Clauses

http://www.uottawa.ca/academic/arts/writcent/hypergrammar/bl dcls.html

http://webster.commnet.edu/grammar/clauses.htm

http://owl.english.purdue.edu/handouts/grammar/g_clause.html

http://www.edict.com.hk/vlc/clauses/default.htm

http://eslbee.com/AdjClauses.htm

Plurals

http://webster.commnet.edu/grammar/plurals.htm

http://owl.english.purdue.edu/handouts/grammar/g_spelnoun.ht ml
http://web2.uvcs.uvic.ca/elc/studyzone/330/grammar/irrplu.ht m
http://www.wm.edu/CAS/modlang/gasmit/grammar/nouns/plurals.h tm

Prepositions

http://hem.passagen.se/peter9/gram/g_prp.html

http://webster.commnet.edu/grammar/prepositions.htm

http://ellerbruch.nmu.edu/CS255/cusher/partsofspeech/preposi tion.html

Pronouns

http://hem.passagen.se/peter9/gram/g_prn.html

http://webster.commnet.edu/grammar/pronouns1.htm

http://ellerbruch.nmu.edu/CS255/cusher/partsofspeech/pronoun .html
http://www.uottawa.ca/academic/arts/writcent/hypergrammar/us epronn.html

Verbs

http://hem.passagen.se/peter9/gram/g_vrb.html

http://webster.commnet.edu/grammar/verbs.htm

http://ellerbruch.nmu.edu/CS255/cusher/partsofspeech/verb.ht ml
http://www.uottawa.ca/academic/arts/writcent/hypergrammar/us everb.html

Verb Tenses

http://www.grammarstation.com/servlet/GrammarGuide?type=VB

http://owl.english.purdue.edu/handouts/esl/esltensverb.html

http://leo.stcloudstate.edu/grammar/tenses.html

http://www.uottawa.ca/academic/arts/writcent/hypergrammar/us etense.html

http://www.pacificnet.net/~sperling/quiz/vtr.html

http://grammar.englishclub.com/verb-tenses.htm

http://www.ruthvilmi.net/hut/help/grammar_help/verbs.html

http://www.tc.cc.va.us/writcent/handouts/grammar/verbtens.ht m

http://www.lsilver.net/tense.htm

http://www.tc.cc.va.us/writcent/handouts/grammar/verbtens.ht m

Voice (active/passive)

http://www.grammarstation.com/servlet/GrammarGuide?type=ACTI VEPASSIVE
http://owl.english.purdue.edu/handouts/grammar/g_actpass.htm l

http://www.uvsc.edu/owl/handouts/active-passive-voice.html

http://grammar.englishclub.com/verbs-voice.htm

http://www.law.cuny.edu/wc/multilingual/active_passive.html

http://jade.ccccd.edu/cobb/passive.html

http://www.english.uiuc.edu/cws/wworkshop/grammar/active_and _passive_voice.htm
http://uark.edu/campus-resources/qwrtcntr/resources/handouts /activepassive.htm
http://www.geocities.com/Athens/Atrium/5852/Voices/active_pa ssive.html

http://webster.commnet.edu/grammar/passive.htm

(Countributed by David)

Note: You can add more links in comments, We will update it asap.

By the mid-fourteenth century, professional associations of canon lawyers (legal advocates in Christian ecclesiastical courts, which dealt with cases involving marriage, inheritance, and other issues) had appeared in most of Western Europe, and a body of professional standards had been defined for them. One might expect that the professional associations would play a prominent role in enforcing these standards of conduct, as other guilds often did, and as modern professional associations do, but that seems not to have happened. Advocates� professional organizations showed little fervor for disciplining their erring members. Some even attempted to hobble efforts at enforcement. The Florentine guild of lawyers, for example, forbade its members to play any role in disciplinary proceedings against other guild members. In the few recorded episodes of disciplinary enforcement, the initiative for disciplinary action apparently came from a dissatisfied client, not from fellow lawyers.
At first glance, there seem to be two possible explanations for the rarity of disciplinary proceedings. Medieval canon lawyers may have generally observed the standards of professional conduct scrupulously. Alternatively, it is possible that deviations from the established standards of behavior were not uncommon, but that canonical disciplinary mechanisms were so inefficient that most delinquents escaped detection and punishment.

Two considerations make it clear that the second of these explanations is more plausible. First, the English civil law courts, whose ethical standards were similar to those of ecclesiastical courts, show many more examples of disciplinary actions against legal practitioners than do the records of church courts. This discrepancy could well indicate that the disciplinary mechanisms of the civil courts functioned more efficiently than those of the church courts. The alternative inference, namely, that ecclesiastical advocates were less prone to ethical lapses than their counterparts in the civil courts, seems inherently weak, especially since there was some overlap of personnel between the civil bar and the ecclesiastical bar.

Second, church authorities themselves complained about the failure of advocates to measure up to ethical standards and deplored the shortcomings of the disciplinary system. Thus the Council of Basel declared that canon lawyers failed to adhere to the ethical prescriptions laid down in numerous papal constitutions and directed Cardinal Cesarian to address the problem. In England, where medieval church records are extraordinarily rich, similar complaints about the failure of the disciplinary system to reform unethical practices were very common.
Such criticisms seem to have had a paradoxical result, for they apparently reinforced the professional solidarity of lawyers at the expense of the enforcement of ethical standards. Thus the profession�s critics may actually have induced advocates to organize professional associations for self-defense. The critics� attacks may also have persuaded lawyers to assign a higher priority to defending themselves against attacks by nonprofessionals than to disciplining wayward members within their own ranks.

1) Which one of the following best states the main conclusion of the passage?
(A) Professional organizations of medieval canon lawyers probably only enforced ethical standards among their own members when provoked to do so by outside criticisms.
(B) Professional organizations of medieval civil lawyers seem to have maintained stricter ethical standards for their own members than did professional organizations of medieval canon lawyers.
(C) Professional organizations of medieval canon lawyers apparently served to defend their members against critics� attacks rather than to enforce ethical standards.
(D) The ethical standards maintained by professional associations of medieval canon lawyers were chiefly laid down in papal constitutions.
(E) Ethical standards for medieval canon lawyers were not laid down until professional organizations for these lawyers had been formed.

2) According to the passage, which one of the following statements about law courts in medieval England is true?
(A) Some English lawyers who practiced in civil courts also practiced in church courts, but others served exclusively in one court or the other.
(B) English canon lawyers were more likely to initiate disciplinary proceedings against their colleagues than were English civil lawyers.
(C) English civil lawyers maintained more stringent ethical standards than did civil lawyers in the rest of Europe.
(D) English ecclesiastical courts had originally been modeled upon English civil courts.
(E) English ecclesiastical courts kept richer and more thorough records than did English civil courts.

3) The author refers to the Florentine guild of lawyers in the first paragraph most probably in order to
(A) introduce a theory about to be promoted
(B) illustrate the type of action referred to in the previous sentence
(C) underline the universality of a method discussed throughout the paragraph
(D) point out a flaw in an argument presented earlier in the paragraph
(E) rebut an anticipated objection to a thesis just proposed

4) The author refers to the Council of Basel (line 47) primarily in order to
(A) provide an example of the type of action needed to establish professional standards for canon lawyers
(B) contrast the reactions of English church authorities with the reactions of other bodies to violations of professional standards by canon lawyers
(C) bolster the argument that violations of professional standards by canon lawyers did take place
(D) explain how rules of conduct for canon lawyers were established
(E) describe the development of a disciplinary system to enforce professional standards among canon lawyers

5) According to the information in the passage, for which one of the following ethical violations would documentation of disciplinary action against a canon lawyer be most likely to exist?
(A) betraying a client�s secrets to the opposing party
(B) bribing the judge to rule in favor of a client
(C) misrepresenting credentials in order to gain admission to the lawyers� guild
(D) spreading rumors in order to discredit an opposing lawyer
(E) knowingly helping a client to misrepresent the truth

6) Which one of the following is most analogous to the �professional solidarity� referred to in passage ?

(A) Members of a teachers� union go on strike when they believe one of their colleagues to be falsely accused of using an inappropriate textbook.
(B) In order to protect the reputation of the press in the face of a largely hostile public, a journalist conceals distortions in a colleague�s news article.
(C) Several dozen recording artists agree to participate in a concert to benefit an endangered environmental habitat.
(D) In order to expedite governmental approval of a drug, a government official is persuaded to look the other way when a pharmaceutical manufacturer conceals evidence that the drug may have minor side effects.
(E) A popular politician agrees to campaign for another, less popular politician belonging to the same political party.

7) The passage suggests that which one of the following is most likely to have been true of medieval guilds?
(A) Few guilds of any importance existed before the mid-fourteenth century.
(B) Many medieval guilds exercised influence over the actions of their members.
(C) Most medieval guilds maintained more exacting ethical standards than did the associations of canon lawyers.
(D) Medieval guilds found it difficult to enforce discipline among their members.
(E) The ethical standards of medieval guilds varied from one city to another.

The author would be most likely to agree with which one of the following regarding the hypothesis that medieval canon lawyers observed standards of professional conduct scrupulously?
(A) It is untrue because it is contradicted by documents obtained from the ecclesiastical courts.
(B) It is unlikely because it describes behavior markedly different from behavior observed in the same situation in modern society.
(C) It is unlikely because it describes behavior markedly different from behavior observed in a similar area of medieval society.
(D) It is impossible to assess intelligently because of the dearth of civil and ecclesiastical documents.
(E) It is directly supported by documents obtained from civil and ecclesiastical courts.

While a new surge of critical interest in the ancient Greek poems conventionally ascribed to Homer has taken place in the last twenty years or so, it was nonspecialists rather than professional scholars who studied the poetic aspects of the Iliad and the Odyssey between, roughly, 1935 and 1970. During these years, while such nonacademic intellectuals as Simone Weil and Erich Auerbach were trying to define the qualities that made these epic accounts of the Trojan War and its aftermath great poetry, the questions that occupied the specialists were directed elsewhere: ?Did the Trojan War really happen?? ?Does the bard preserve Indo-European folk memories?? ?How did the poems get written down?? Something was driving scholars away from the actual works to peripheral issues.

Scholars produced books about archaeology, about gift-exchange in ancient societies, about the development of oral poetry, about virtually anything except the Iliad and the Odyssey themselves as unique reflections or distillations of life itself?as, in short, great poetry. The observations of the English poet Alexander Pope seemed as applicable in 1970 as they had been when he wrote them in 1715: according to Pope, the remarks of critics ?are rather Philosophical, Historical, Geographic?or rather anything than Critical and Poetical.?

Ironically, the modern manifestation of this ?nonpoetical? emphasis can be traced to the profoundly influential work of Milman Parry, who attempted to demonstrate in detail how the Homeric poems, believed to have been recorded nearly three thousand years ago, were the products of a long and highly developed tradition of oral poetry about the Trojan War. Parry proposed that this tradition built up its diction and its content by a process of constant accumulation and refinement over many generations of storytellers. But after Parry?s death in 1935, his legacy was taken up by scholars who, unlike Parry, forsook intensive analysis of the poetry itself and focused instead on only one element of Parry?s work: the creative limitations and possibilities of oral composition, concerning on fixed elements and inflexibilities, focusing on the things that oral poetry allegedly can and cannot do. The dryness if this kind of study drove many of the more inventive scholars away from the poems into the rapidly developing field of Homer?s archaeological and historical background.
Appropriately, Milman Parry?s son Adam was among those scholars responsible for a renewed interest in Homer?s poetry as literary art. Building on his father?s work, the younger Parry argued that the Homeric poems exist both within and against a tradition. The Iliad and the Odyssey were, Adam Parry thought, the beneficiaries of an inherited store of diction, scenes, and at the same time highly individual works that surpasses these conventions. Adam Parry helped prepare the ground for the recent Homeric revival by affirming his father?s belief in a strong inherited tradition, but also by emphasizing Homer?s unique contributions within that tradition.

1. Which one of the following best states the main idea of the passage?
(A) The Homeric poems are most fruitfully studied as records of the time and place in which they were written.
(B) The Homeric poems are the products of a highly developed and complicated tradition of oral poetry.
(C) The Homeric poems are currently enjoying a resurgence of critical interest after an age of scholarship largely devoted to the poems? nonpoetic elements.
(D) The Homeric poems are currently enjoying a resurgence of scholarly interest after am age during which most studies were authored by nonacademic writers.
(E) Before Milman Parry published his pioneering work in the early twentieth century, it was difficult to assign a date or an author to the Homeric poems.

2. According to the passage, the work of Simone Weil and Erich Auerbach on Homer was primarily concerned with which one of the following?
(A) considerations of why criticism of Homer had moved to peripheral issues
(B) analyses of the poetry itself in terms of its literary qualities
(C) studies in the history and nature of oral poetry
(D) analyses of the already ancient epic tradition inherited by Homer
(E) critiques of the highly technical analyses of academic critics

3. The passage suggests which one of the following about scholarship on Homer that has appeared since 1970?
(A) It has dealt extensively with the Homeric poems as literary art.
(B) It is more incisive than the work of the Parrys.
(C) It has rejected as irrelevant the scholarship produced by specialists between 1935 and 1970.
(D) It has ignored the work of Simone Weil and Erich Auerbach.
(E) It has attempted to confirm that the Iliad and the Odyssey were written by Homer.

4. The author of the passage most probably quotes Alexander Pope (lines 24-26) in order to
(A) indicate that the Homeric poems have generally received poor treatment at the hands of English critics
(B) prove that poets as well as critics have emphasized elements peripheral to the poems
(C) illustrate that the nonpoetical emphasis also existed in an earlier century
(D) emphasize the problems inherent in rendering classical Greek poetry into modern English
(E) argue that poets and literary critics have seldom agreed the interpretation of poetry

5. According to the passage, which one of the following is true of Milman Parry?s immediate successors in the field of Homeric studies?
(A) They reconciled Homer?s poetry with archaeological and historical concerns.
(B) They acknowledged the tradition of oral poetry, but focused on the uniqueness of Homer?s poetry within the tradition.
(C) They occupied themselves with the question of what qualities made for great poetry.
(D) They emphasized the boundaries of oral poetry.
(E) They called for a revival of Homer?s popularity.

6. Which one of the following best describes the organization of the passage?
(A) A situation is identified and its origins are examines.
(B) A series of hypotheses is reviewed and one is advocated.
(C) The works of two influential scholars are summarized.
(D) Several issues contributing to a currently debate are summarized.
(E) Three possible solutions to a long-standing problem are posed.

This Achiever’s Printed book, From the mentors who know it BEST, offers you simple and straightforward methods and practice for quickly and dramatically improving your Reading Comprehension skills. Using a self-paced approach that moves from basic questions to more difficult ones, 1000 Reading Comprehension Questions teaches you to successfully prepare for all the different types of Reading Comprehension that are tested on standardized exams You’ll learn to:

* Get familiar with the question format on standardized tests Pinpoint exact answer and become aware of traps
* What’s tested on the Exam
* Understand nuances of the questions
* Draw logical conclusions about possible answer choices
* Assess your ability to apply logic and reasoning skills to word knowledge and put you on the path to improvement
* Practice with hundreds of sample questions
* Identify Exact types of Reading Comprehensions?History, Geography, Art, Science, Fiction, Non-fiction, and more!
* Amazing approach to attack on Reading Comprehension questions while skipping the passage.
* Test Taking tips to help build confidence

1000 Reading Comprehension Questions is the perfect preparation for GMAT and many other standardized tests!

Buy Now at http://www.achieverspoint.com/verbal/rc.htm

Outside the medical profession, there are various efforts to cut medicine down to size: not only widespread malpractice litigation and massive governmental regulation, but also attempts by consumer groups and others to redefine medicine as a trade rather than as a profession, and the physician as merely a technician for hire under contract. Why should physicians (or indeed all sensible people) resist such efforts to give the practice of medicine a new meaning. We can gain some illumination from etymology. “Trade,” from Germanic and Anglo-Saxon roots meaning “a course or pathway,” has come to mean derivatively a habitual occupation and has been related to certain skills and crafts. On the other hand, while “profession” today also entails a habit of work, the word “profession” itself traces to an act of self-conscious and public?even confessional?speech. “To profess” preserves the meaning of its Latin source, to declare publicly; to announce, affirm, avow. A profession is an activity or occupation to which its practitioner publicly professes, that is, confesses, devotion. But public announcement seems insufficient; publicly declaring devotion to plumbing or auto repair would not turn these trades into professions.

Some believe that learning and knowledge are the diagnostic signs of a profession. For reasons probably linked to the medieval university, the term “profession” has been applied to the so-called learned professions “medicine, law, and theology” the practices of which are founded upon inquiry and knowledge rather than mere “know-how.” Yet it is not only the pursuit and acquisition of knowledge that makes one a professional. The knowledge involved makes the profession one of the learned variety, but its professional quality is rooted in something else.

Some mistakenly seek to locate that something else in the prestige and honor accorded professionals by society, evidenced in their special titles and the special deference and privileges they receive. But externalities do not constitute medicine a profession. Physicians are not professionals because they are honored; rather, they are honored because of their profession. Their titles and the respect they are shown superficially signify and acknowledge something deeper, that physicians are persons of the professional sort, knowingly and freely devoting themselves to a way of life worthy of such devotion. Just as lawyers devote themselves to rectifying injustices, looking up to what is lawful and right; just as teachers devote themselves to the education of the young, looking up to truth and wisdom; so physicians heal the sick, looking up to health and wholesomeness. Being a professional is thus rooted in our moral nature and in that which warrants and impels making a public confession to a way of life.

Professing oneself a professional is an ethical act because it is not a silent and private act, but an articulated and public one; because it promised continuing devotion to a way of life, not merely announces a present preference or a way to a livelihood; because it is an activity in service to some high good that insists on devotion; because it is difficult and demanding. A profession engages one?s character and heart, not merely one?s mind and hands.

1) According to the author, which one of the following is required in order that one be a professional?
(A) significant prestige and a title
(B) know-how in a particular field
(C) a long and difficult educational endeavor
(D) a commitment to political justice
(E) a public confession of devotion to a way of life

2) Which one of the following best expresses the main point made by the author in the passage?
(A) Medicine is defined as a profession because of the etymology of the word “profession”.
(B) It is a mistake to pay special honor to the knowledge and skills of physicians.
(C) The work of physicians is under attack only because it is widely misunderstood.
(D) The correct reason that physicians are professionals is that their work involves public commitment to a high good.
(E) Physicians have been encouraged to think of themselves as technicians and need to reorient themselves toward ethical concerns.

3) The question posed by the author in the passage introduces which one of the following?
(A) the author’s belief that it is futile to resist the trend toward defining the physician”s work as a trade
(B) the author’s dislike of governmental regulation and consumer advocacy
(C) the author’s inquiry into the nature of the practice of medicine
(D) the author’s suggestions for rallying sensible people to a concentrated defense of physicians
(E) the author’s fascination with the origins of words

4) In the passage, the author mentions or suggests all of the following EXCEPT
(A) how society generally treats physicians
(B) that the practice of medicine is analogous to teaching
(C) that being a professional is in part a public act
(D) the specific knowledge on which trades are based
(E) how a livelihood is different from a profession

5) The author’s attitude toward professionals is best described as
(A) eager that the work of one group of professionals, physicians, be viewed from a new perspective
(B) sympathetic toward professionals who have become demoralized by public opinion
(C) surprised that professionals have been balked by governmental regulations and threats of litigation
(D) dismayed that most professionals have come to be considered technicians
(E) certain that professionals confess a commitment to ethical ideals

6) Based on the information in the passage, it can be inferred that which one of the following would most logically begin a paragraph immediately following the passage?
(A) A skilled handicraft is a manual art acquired by habituation that enables trades people to tread regularly and reliably along the same path.
(B) Critics might argue that being a doctor, for example, requires no ethical or public act; thus medicine, as such, is morally neutral, does not bind character, and can be used for good or ill.
(C) Sometimes the pursuit of personal health competes with the pursuit of other goods, and it has always been the task of the community to order and define competing ends.
(D) Not least among the myriad confusions and uncertainties of our time are those attending efforts to discern and articulate the essential characteristics of the medial profession.
(E) When, in contrast, we come to physicians of the whole body, we come tacitly acknowledging the meaning of illness and its potential threat to all that we hold dear.

7) Which one of the following best describes the author’s purpose in the passage?
(A) The author locates the “something else” that truly constitutes a profession.
(B) The author dismisses efforts to redefine the meaning of the term “profession.”
(C) The author considers, and largely criticizes several definitions of what constitutes a profession.
(D) The author clarifies the meaning of the term ?profession? by advocating a return to its linguistic and historical roots.
(E) The author distinguishes trades such as plumbing and auto repair from professions such as medicine, law, and theology.

Idiom List

1) a debate over
2) a lot
3) a responsibility to
4) a result of
5) a sequence of
6) acclaimed as is the correct idiom (Acclaimed to be is wrong)
7) accompanied by….
adapted for
9) Adverb twice cannot be an object of proposition ?by?. ?Increase by twice? is incorrect; ?doubled? is correct
10) affect to..
11) agree with
12) Aid in (Aid for is incorrect)
13) Allergy to (Allergy of, allergy for are incorrect)
14) Allocated to is the correct idiom
15) alternative to….
16) as a result of…
17) as an instance of
18) as good as…or better than
19) as great as
20) as much as
21) Associate X with Y
22) assume …to be of…
23) At least as strong as(At least as great as)
24) Attempt to ?do something? (Attempt at doing is incorrect).
25) attend to (someone)
26) attribute X to Y/X is attributed to Y
27) based on
28) believe X to be Y
29) Believed to have
30) benefit from…
31) better served by X than Y ..
32) between X and Y
33) Both X and Y (Both X as well as Y is incorrect) Both at X and at Y is correct. Both on X or on Y is correct.
34) Business ethics – Is a singular word
35) call…to consider…
36) centers on
37) Combined X with Y OR Combined X and Y (Both are correct)
38) Compensate for
39) Concerned for – worried; concerned with – related/affiliated
40) conform to
41) Consider X to be Y (a little controversial)
42) contrary to…
43) created with
44) Credit X Rupees to Y?s account (When money is involved)
45) Credit X with discovering Y (Credit with doing something)
46) decline in….
47) defined as
48) depends on whether
49) depicted as
50) Descendent of (Descendent for is incorrect)
51) Different from one another (Different one from the other is wrong)
52) Distinguish between X and Y (2 very different items, distinguished, say red and green colors)
53) Distinguish between X and Y (Distinguish X from Y is incorrect)
54) Distinguish X from Y (Two pretty similar items, say original paintings from fake ones)
55) doubt that
56) either…or
57) enable to
58) entrusted with…
59) Estimated to be (Estimated at is incorrect)
60) expected that X would be Y …
61) expected X to be Y …
62) extent to …
63) fascinated by
64) for jobs..
65) for over…XXX years…
66) forbid X to do Y identical with
67) forcing …to…
68) From X to Y (Grow from 2 million to 3 billion) (From X up to Y is wrong)
69) Given credit for being ones – who
70) had better(do)
71) In an attempt to (gain control)
72) in contrast to
73) independent from
74) indifferent towards
75) Intent on
76) interaction of …
77) Just as – So too
78) May be (This is a word) is idiomatic, maybe (This means perhaps) is not idiomatic
79) Mistake X for Y
80) modeled after
81) more than ever
82) more X than Y …
83) more…than / less…than
84) more…than ever…
85) must have (done)
86) Native of (Native to is also used in some cases)
87) Neither – Nor should have parallel forms associated to it.
88) no less….than
89) No sooner than
90) Not in a flash but in a
91) not only…but also
92) Not so much to X as to Y
93) not X …but rather Y ..
94) noted that ..
95) one attributes X (an effect) to Y (a cause)
96) One X for every ZZ( some numeric number) Y’s …
97) Persuaded X to do Y
98) Plead guilty for failing
99) Potential for causing
100) potential to
101) prohibits X from doing Y
102) range from X to Y
103) range of …
104) reason?.. that incorrectly seen as reason?.. because
105) ?Regard as? is the correct idiom — Regarded as having, Regarded as ones who have
106) regardless
107) regards X as Y …
108) replacing with…
109) Require that X be Y (Not require that X is Y)
110) research to
111) responsible for
112) restitution…for …
113) resulting in
114) retroactive to
115) Same as X..as to Y
116) same to X as to Y
117) seem…to…(seem is plural)
118) so (adjective) that
119) So X as to be Y (So unreal as to be true)
120) So X that Y (So poor that they steal)
121) subscribe to
122) such…as
123) targeted at
124) that X …that Y …
125) That X is called for is indicated both by Y and by Z.
126) the same to X as to Y
127) to .. used to (example to get used to or to become used to)
128) to contrast X with Y
129) To exchange X for Y (exchange X with Y or any other form is incorrect)
130) to mistake X for Y
131) to monitor …
132) to orbit…
133) To ratify (At ratifying is incorrect) An attempt to ratify is the correct use
134) to result in
135) to sacrifice X for Y
136) to survive
137) To try to fix is the right idiom (to try and fix is incorrect)
138) To worry about someone?s condition (To keep worrying over an action)
139) used in the construction…
140) used to (do)
141) viewed marriage as
142) way to provide (Way for providing is incorrect)
143) When ?rates? means ?prices charged? it should be followed with ?for?
144) widely anticipated that….
145) Worried about (When talking about someone?s condition)
146) X [is] expected to Y
147) X as Y ..
148) X forbids Y to do Z …
149) X is attributed to Y
150) X is different from Y (different than Y is incorrect)
151) X is to what Y is to
152) X is unknown, nor it is known – is a correct idiom (Neither is not required)
153) X ordered that Y be Z’ed…
154) X ordered Y to be Z’ed..
155) X ordered Y to do Z
156) X prohobits Y from doing Z …

(Contributed by David)

Note: Add more idioms in comment box. We will add them asap.

Dear GMAT Takers,

Wanna memorise High Frequency Reading Comprehension word lists. We are continuously trying to make it easier for you.
Each time you refresh the TakeGMAT.com web page you will get a new words at the top of the page from a pool of 1000 High Frequency Reading Comprehension words. That is based on RC passages. If you don’t know the meaning of that word just click on the link “Meaning of the word”
Please let us know your feedback as well as any idea, which you think, if implemented at takegmat.com will benefit the GMAT Takers community.

Looking Forward

Take GMAT Team

Memorise 500 High Frequency RC wordlist in 5 classes

# Includes words reported by Actual Test Takers.
# Example sentences/ Usage/Word Origin/. Photographs/ Movie Clips/ Voice/ Funny Story/ Cartoons/ Root words/ Prefix/ Suffix/ word in Context
# Words hand picked after researching innumerable GMAT tests.

Play with words not with your career, So getting tips from leader was never as simple as….123 Call for FREE demo class at 24 hours helpline: 9899004123

More details at

http://www.achieverspoint.com/wowworkshop.htm