How to See the Uworld Mcat Cars Passage When Reviewing Questions
Acquire how superlative scorers review CARS practice questions
Part 1: Introduction
As you begin studying for the Critical Analysis and Reasoning (CARS) department of the MCAT, you may be wondering how in the world yous're going to approach it. Isn't it simply something that some people are merely good at and some aren't? After all, there'south no real content to review like the other three sections, which makes CARS a much more difficult department to report for.
In addition, CARS can be trickier than critical reading sections that you lot may have encountered on tests like the SAT or ACT considering CARS takes passages a step further than comprehension. Instead of comprehension, you'll be asked to pick between multiple answers that could exist truthful but merely one reply choice that is correct. CARS is a big reason why the MCAT is a hard test, and you'll need to use high-yield CARS MCAT strategies to perform well.
Many students hit the feared "score plateau" on CARS former in their prep. Information technology seems that no matter what they do, they can't seem to increment their CARS score and break out of the plateau. So, what can you do to continue improving?
The primal is to work smarter and not harder by learning how to review CARS passages after you take them. In this guide, nosotros'll outline the types of questions and answers that CARS likes to inquire, provide detailed examples of how to answer sample passages, and show you how to create a review sheet that will help maximize your score.
After reading through this guide, you'll exist well on your fashion to achieving an MCAT score that can go you into medical school!
Role ii: CARS Question Types
The CARS section of the MCAT uses three primary question types:
1. Foundations of Comprehension
two. Reasoning Within the Text
3. Reasoning Beyond the Text
Each blazon of question comes with its own challenges, just you can nonetheless have solace in one fact that is always true: no matter the difficulty of a question, the correct answer will ever be supported past text inside the passage! Now, let's go through the three types in a picayune bit more than item.
Foundations of Comprehension
Questions within the "Foundations of Comprehension" category volition test if you have a fundamental agreement of the meaning of the passage. This means the MCAT will inquire you detail-oriented questions. These types of questions typically have question stems like "According to the passage" or "All of the following are true except…".
The side by side type of question under the "Foundations of Comprehension" category will examination you about the role of a office of the passage. For instance, the question might ask you, "Why did the author include ____?" These types of questions test if yous tin follow the logic of the passage.
The third and terminal type of question in this category asks for the main idea of the passage. Simply put, these questions test whether you sympathize the purpose of the passage equally a whole.
Reasoning Within the Text
"Reasoning Within the Text" questions ask y'all to synthesize multiple parts of the text in club to develop a reasonable decision. These questions primarily include inference questions and apply words or phrases like "imply", "suggest", and "almost likely to be truthful".
Imply questions are a common place that we see students get tripped upwardly on the MCAT CARS department. The test writers want you to make an inference that makes sense but is not correct or supported by the passage. Exist wary of these types of wrong reply choices!
Reasoning Beyond the Text
Finally, questions inside the "Reasoning Across the Text" category require you take the passage information and extrapolate to a broader meaning or apply the information to a dissimilar context. These questions bring in new information and ask what the writer would say about information technology given the passage or provide unlike answer choices and ask which most closely resembles information from the passage. One common CARS "Reasoning Beyond the Text" question gives four options and asks which i would virtually likely strengthen or weaken the author'south master argument.
Other CARS Question Types
There are ii other common types of questions to give special consideration. The first is "negative" questions that include not or least. (Note: This is where reading too fast can cause you to miss easy points on the exam!) Many questions will say, for case, "Which of these is least probable…" If you are rushing likewise speedily, you may lose sight of the "negative" and pick an incorrect reply. This can happen even if you understood the passage well, and there's nothing more frustrating than leaving points on the table. Look out for these types of questions and eliminate all of the true answers before selecting the "correct" one.
The 2d blazon of question to pay special attending to is the Roman numeral question. On these questions, you'll receive three options (I, II, and III), and then the answer options (A-D) will give dissimilar combinations of the numerals, such equally "I and III" or "Ii merely". These questions are more difficult because you could know that option I is correct and pick II is incorrect. However, if you're unsure about option III, you may yet get the question incorrect.
The outset strategy to handle these questions is to showtime with the number (I, II, or III) that you are nigh certain virtually and eliminate the respond choices that do not include that number. Another strategy is to check if ii options contradict and eliminate answer choices that include the contradicting options. Finally, it is important to note that all 3 roman numerals could be correct, so don't disbelieve "I, II, and III" as an option if information technology's presented!
Part iii: CARS Respond Selection Types
Now that we've gone over the types of questions that are typically found in CARS, let'southward dive into the types of reply choices— namely wrong answer choices—that CARS often presents. In general, CARS likes to present enticing answer choices that will separate the casual reader from the critical reader. However, if yous tin place the types of wrong answers that are most often presented, you'll get more adept at avoiding these misleading choices.
We'll discuss five mutual wrong answer pick types here:
1. Opposite. I common type of wrong answer pick gives the reverse answer of what the question asks. If you pay close attention to the passage and the language of the question, these will be amongst the easiest to eliminate. However, equally discussed above, CARS often asks questions using non or least, so look out for these words.
2. Unrelated. The 2nd blazon of wrong answer choice provides an option that is non related to the passage. This answer choice could be something that is typically associated with the topic of the passage but is not actually discussed within the passage. Therefore, if you read and comprehend the passage thoroughly, this type of reply choice should as well exist like shooting fish in a barrel to eliminate. If you ever remember that you're answer choice might exist unrelated, go back to the passage and double check what the author actually wrote.
3. Extreme. The third type of wrong reply pick is one that presents an extreme. These answer choices will often use words similar "all", "every", or "never". Most of the time, you can rule these out because CARS usually tests you on more nuanced opinions. While these answer choices can be right on occasion, you'll demand to brand certain that the extreme viewpoint is clearly supported by the passage.
iv. Beyond the sphere. The fourth type of wrong answer choice is one that is related to the passage but is across the sphere of knowledge encompassed by the passage. What do we mean by sphere? Think of the words, ideas, arguments, and examples of an MCAT passage as existing inside a sphere. Anything that cannot be concretely tied dorsum to the passage should not exist in the sphere.
A common wrong answer choice that students choice exists only outside of the sphere. These are often difficult to eliminate because they may make sense logically based on our preconceptions. CARS likes to bait students into extrapolating too far from the information presented in the passage. Since CARS requires no outside noesis, every answer can be found in the passage. Therefore, the best manner to avoid these types of answers is to ground your answer choice in specific text from the passage.
5. Misused passage data. The fifth and concluding type of wrong answer choice presents information that is mentioned in the passage but does not directly respond the given question. This blazon of reply is the most challenging to avert because you may recognize the content of an answer choice from the passage. However, you have to inquire yourself if that answer choice makes sense in the context of the actual question being asked.
These are roughly the 5 types of answer choices that CARS uses. The only way to get better at avoiding these traps is through continued practice and reviewing non just the correct answer merely why the wrong answers are incorrect. Y'all may also find it helpful to make your own classifications of wrong answer choices in a way that makes sense to you. At the finish of the twenty-four hours, if y'all can clearly and concisely explain why 1 answer choice is correct and why the other 3 are incorrect, you lot'll brainstorm to see an improvement on your MCAT CARS section.
Part 4: CARS Sample Passages
Allow'southward now become over two example passages and the respective questions. Attempt to first answer the questions yourself, and then as an added bonus, nosotros'll prove you how a 132 CARS scorer reasons through each answer choice. Every bit a warning, these passages are probable the longest and most difficult you'd receive on an MCAT exam. Practicing with difficult passages, however, is ane of the best ways to improve your score!
CARS Sample Passage #one
No one would have believed in the last years of the nineteenth century that this world was being watched keenly and closely by intelligences greater than man's and nonetheless as mortal as his ain. That as men busied themselves about their various concerns they were scrutinized and studied, perhaps almost as narrowly as a man with a microscope might scrutinize the transient creatures that swarm and multiply in a drop of h2o. With infinite self-approbation men went to and fro over this world nearly their fiddling affairs, serene in their assurance of their empire over matter. No ane gave a thought to the older worlds of space every bit sources of human danger, or idea of them only to dismiss the idea of life upon them as impossible or improbable. At nigh, terrestrial men fancied there might be other men upon Mars, perhaps inferior to themselves.
Still across the gulf of space, minds that are to our minds as ours are to those of the beasts that perish regarded this earth with envious optics, and slowly and surely drew their plans confronting us. The planet Mars revolves about the sun at a mean distance of 140,000,000 miles, and the light and heat it receives from the sun is barely half of that received by this globe. It must be, if the nebular hypothesis has any truth, older than our world. Long before this world ceased to exist molten, life upon its surface must have begun its course. The fact that it is scarcely one seventh of the volume of the earth must have accelerated its cooling to the temperature at which life could begin. It has air and water and all that is necessary for the support of blithe existence.
Yet and so vain is man, and then blinded past his vanity, that no writer, up to the very stop of the nineteenth century, expressed any idea that intelligent life might take adult at that place. Nor was it generally understood that since Mars is older than our world, with scarcely a quarter of the superficial area and remoter from the sun, it necessarily follows that it is non only more than distant from fourth dimension's offset just nearer its end. The secular cooling that must someday overtake our planet has already gone far indeed with our neighbor. Its physical status is still largely a mystery, but we know now that even in its equatorial region the midday temperature barely approaches that of our coldest winter. Its air is much more than attenuated than ours, its oceans take shrunk until they encompass only a 3rd of its surface, and as its boring seasons modify huge snowcaps gather and melt well-nigh either pole and periodically inundate its temperate zones. That final phase of burnout, which to us is still incredibly remote, has become a present-twenty-four hours trouble for the inhabitants of Mars.
The immediate pressure of necessity has brightened their intellects, enlarged their powers, and hardened their hearts. And looking across space with instruments, and intelligences such as we have scarcely dreamed of, they see a morning star of promise, our own warmer planet, greenish with vegetation and grayness with water, with a cloudy temper eloquent of fertility, with glimpses through its drifting deject wisps of broad stretches of populous country and narrow, navy-crowded seas. And nosotros men, the creatures who inhabit this earth, must be to them at least as alien and lowly as are the monkeys and lemurs to united states of america. The intellectual side of homo already admits that life is an incessant struggle for existence. It would seem that this too is the belief of the minds upon Mars.
And before we judge of them likewise harshly we must think what ruthless and utter destruction our own species has wrought, not only upon animals, such every bit the vanished bison and the dullard, but upon its inferior races. The Tasmanians, in spite of their homo likeness, were entirely swept out of beingness in a state of war of extermination waged past European immigrants, in the space of l years. Are nosotros such apostles of mercy equally to complain if the Martians warred in the same spirit?
The Martians seem to accept calculated their descent with amazing subtlety—their mathematical learning is evidently far in backlog of ours—and to have carried out their preparations with a well-near perfect unanimity. Had our instruments permitted it, we might have seen the gathering trouble far back in the nineteenth century. Men watched the scarlet planet—it is odd, past-the-cheerio, that for countless centuries Mars has been the star of war—but failed to interpret the fluctuating appearances of the markings they mapped so well. All that time the Martians must accept been getting ready.
Cloth used in this examination passage has been adapted from the post-obit source:
H.G. Wells (1898). The War of the Worlds. Harper and Bros, New York. Project Gutenberg. Retrieved May 11, 2020, from https://www.gutenberg.org/files/36/36-h/36-h.htm.
ane. Which of the following reasons are not given for why Martians volition invade the Earth?
A) Their planet is cooling also quickly to sustain life
B) They are jealous of the atmospheric condition of Earth
C) Man beings have exterminated whole races
D) Their intelligence exceeds that of humans
two. From paragraph 3, nosotros can infer that:
A) The author was born before 1900
B) The world will become colder over time
C) The equator is the only place where life exists on Mars
D) Mars does not have four seasons
3. If true, which of the following would virtually strongly challenge the main idea of the passage?
A) Martians accept also exterminated other species on their planet
B) The earliest recorded writings almost Mars appointment dorsum to 1826
C) 71% of current university scientists believe at that place is life on Mars
D) A new and proven dating method has shown that the Earth is older than Mars
4. The writer'southward opinion toward human beings can exist all-time characterized every bit:
A) Critical
B) Indifferent
C) Unrelenting hatred
D) Unforgiving
5. Based on the arguments in the passage, what would the author most probable say about state of war?
A) War is never justified
B) Desperation causes wars
C) Wars are inevitable
D) There is non plenty information in the passage
half dozen. The author mentions monkeys and lemurs to:
I. Illustrate the human view of Martians
Ii. Requite examples of forgotten species
III. Make a comparison to human beings
A) I just
B) 3 only
C) I and III
D) I, II, and Three
Answer primal for passage #one
1. The correct reply is C. This is a "Foundation of Comprehension" question that contains not in it, then we should go through each answer selection and eliminate the answer choices that both appear in the passage and answer the question. Paragraph iii explains that Mars has cooled to a point that is not conducive to life (selection A is incorrect), Paragraph 2 says that the Martians regarded Globe "with envious eyes" (choice B is incorrect), and the first paragraph references the intelligence of the Martians, while the final paragraph discusses their "mathematical learning" (pick D is incorrect). The passage mentions that humans have exterminated other races like the Tasmanians. All the same, that has nada to exercise with why the Martians will invade Earth (option C is correct).
2. The correct answer is B. This question falls under "Reasoning Within the Text" because it asks united states to infer. Looking at paragraph 3, the end of the 19th century is mentioned, just there is no information nearly when the author lived (choice A is incorrect). The equator is also mentioned and inferred to be the warmest role of Mars, but in that location is no information well-nigh where life exists on the planet. As such, it would be too far of a jump to reason that the equator is the simply place where life can exist (option C is incorrect). The paragraph also mentions Mars's "deadening seasons" but gives no information well-nigh the number of seasons (choice D is incorrect). The paragraph states: "The secular cooling that must someday overtake our planet has already gone far indeed with our neighbor. Its physical condition is yet largely a mystery, merely nosotros know now that even in its equatorial region the midday temperature barely approaches that of our coldest winter." Here, the writer states that Mars is cold, and earth volition soon follow (choice B is correct).
iii. The correct answer is D. This question falls under "Reasoning Beyond the Text" because it asks the reader to consider how new data fits in with the passage. For this problem, it is beneficial to first think about the main idea of the passage. Our summary is that human beings have ignored the prospect of intelligent and superior beings on Mars because of their self-centeredness, and the Martians take been planning an invasion due to the pressing concrete status of their planet. At present let'southward meet which answer choice almost directly challenge this summary.
Martians exterminating other species on their planet does not claiming the chief premise (choice A is incorrect). The writer says that no one in the 19th century believed in intelligent and superior life on Mars. Nonetheless, the writer doesn't say that people did not know about Mars (pick B is incorrect). Furthermore, the author admits that "At most, terrestrial men fancied there might be other men upon Mars, perhaps junior to themselves." Therefore, Pick C does not challenge the passage's principal idea. Even so, part of the author'southward main statement is that Mars is older than Earth and thus closer to its end, which has caused Martians to want to invade Earth. Therefore, a revelation that World is older than Mars would challenge the premise of the passage (pick D is correct).
four. The right reply is A. This question falls under the "Reasoning Inside the Text" category. Choice B is the opposite of the right answer since the author is very opinionated and talks directly about the faults of homo beings (choice B is wrong). The passage does not provide any information about whether or not the author is forgiving (option D is incorrect). Choice C is enticing because the author berates homo beings, but Choice A is a more than precise characterization.
five. The right answer is B. This question falls under the "Reasoning Across the Text" category. It is too extreme to country that state of war is never justified (choice A is wrong). Furthermore, the author makes no value judgments on war or conflict too condemning the extermination of other races. The passage does say, "The firsthand pressure of necessity has brightened their intellects, enlarged their powers, and hardened their hearts." This doesn't necessarily mean the author believes all war is inevitable (selection C is incorrect), but it does suggest that the author would hold that desperation tin can lead to state of war (pick B is correct).
six. The right reply is B. This question falls nether the "Foundations of Comprehension" category. The passage says, "And nosotros men, the creatures who inhabit this earth, must be to them at least equally alien and lowly as are the monkeys and lemurs to united states." This makes it clear that the way Martians meet humans is similar to how we see monkeys and lemurs, not the opposite (choice I is incorrect). At that place is as well no information suggesting monkeys and lemurs are forgotten species (selection 2 is incorrect). The only correct statement is that humans are compared to monkeys and lemurs because they are seen as lowly, simply as monkeys and lemurs are seen as lowly (choice 3 is correct). Therefore, the correct answer is Choice B.
Note: We'll structure a review sheet in the final section of this web log!
CARS Sample Passage #2
My showtime quarter at Lowood seemed an age; and not the golden historic period either; it comprised an wearisome struggle with difficulties in habituating myself to new rules and unwonted tasks. The fright of failure in these points harassed me worse than the physical hardships of my lot; though these were no trifles. During January, February, and part of March, the deep snows, and, after their melting, the about impassable roads, prevented our stirring beyond the garden walls, except to get to church building; but within these limits nosotros had to pass an hour every twenty-four hour period in the open air. Our wear was insufficient to protect us from the severe cold. We had no boots, the snow got into our shoes and melted there. Our ungloved easily became numbed and covered with chilblains, every bit were our feet. I remember well the distracting irritation I endured from this cause every evening, when my feet inflamed; and the torture of thrusting the swelled, raw, and stiff toes into my shoes in the forenoon.
And then the scanty supply of food was sad: with the keen appetites of growing children, we had scarcely sufficient to continue alive a delicate invalid. From this deficiency of nourishment resulted an abuse, which pressed hardly on the younger pupils: whenever the famished groovy girls had an opportunity, they would coax or menace the little ones out of their portion. Many a time I have shared betwixt two claimants the precious morsel of dark-brown bread distributed at tea-time. After relinquishing to a third half the contents of my mug of coffee, I have swallowed the remainder with an accompaniment of hole-and-corner tears, forced from me by the exigency of hunger.
I tin recollect Miss Temple walking lightly and rapidly forth our drooping line, her plaid cloak, which the frosty wind fluttered, gathered close about her, and encouraging the states, by axiom and example, to keep up our spirits, and march forwards, equally she said, "like stalwart soldiers." The other teachers, poor things, were generally themselves too much dejected to try the task of cheering others. How we longed for the light and heat of a blazing fire when we got back! But, to the little ones at least, this was denied. Each hearth in the schoolroom was immediately surrounded by a double row of great girls, and behind them the younger children crouched in groups, wrapping their starved artillery in their pinafores.
I have not yet alluded to the visits of Mr. Brocklehurst; and indeed that gentleman was from home during the greater part of the kickoff month later my arrival; peradventure prolonging his stay with his friend the archdeacon: his absence was a relief to me. I need not say that I had my ain reasons for dreading his coming: only come he did at last.
1 afternoon, as I was sitting with a slate in my hand, puzzling over a sum in long division, my eyes, raised in brainchild to the window, defenseless sight of a effigy just passing. I recognized almost instinctively that gaunt outline; and when, 2 minutes after, all the schoolhouse, teachers included, rose en masse, it was non necessary for me to wait up in club to ascertain whose archway they thus greeted. A long footstep measured the schoolroom, and shortly beside Miss Temple, who herself had risen, stood the same black column which had frowned on me so ominously from the hearthrug of Gateshead. I now glanced sideways at this piece of architecture. Yes, I was right: information technology was Mr. Brocklehurst, buttoned upward in a surtout, and looking longer, narrower, and more rigid than e'er.
I had my own reasons for being dismayed at this apparition; too well I remembered the perfidious hints given by Mrs. Reed about my disposition; the promise pledged by Mr. Brocklehurst to apprise Miss Temple and the teachers of my fell nature. All along I had been dreading the fulfilment of this hope, —I had been looking out daily for the "Coming Man," whose information respecting my by life and conversation was to brand me equally a bad kid for ever: at present there he was.
He stood at Miss Temple's side; he was speaking depression in her ear: I did not uncertainty he was making disclosures of my villainy. I watched her eye with painful anxiety, expecting every moment to run into its dark orb turn on me a glance of repugnance and contempt. I listened too; and as I happened to be seated quite at the elevation of the room, I caught most of what he said: its import relieved me from firsthand apprehension.
Material used in this exam passage has been adapted from the following source:
Charlotte Bronte (1897). Jane Eyre: An Autobiography. Service and Paton, London. Project Gutenberg. Retrieved May xi, 2020, from https://www.gutenberg.org/files/1260/1260-h/1260-h.htm.
1. Information from the passage suggests that Mr. Brocklehurst:
A) Disliked the author
B) Was the principal of the school
C) Revealed the author'southward secrets
D) Was respected in the school
two. In paragraph 2, the word "keen" about nearly means:
A) Big
B) Of import
C) Older
D) Distinguished
3. The writer is most concerned with her:
A) Reputation
B) Textile needs
C) Educational activity
D) Rubber
4. The revelation that Mr. Brocklehurst brought actress supplies for many of the girls would:
A) Strengthen the author'south viewpoint
B) Bear witness the author'due south viewpoint
C) Not affect the author's viewpoint
D) Refute the author's viewpoint
5. The author describes Mr. Brocklehurst's physical features to:
I. Provide the reader with a mental prototype
Ii. Reflect his internal characteristics
Three. Make a comparison to a familiar object
A) I only
B) I and Three
C) Two and Iii
D) I, II, and 3
6. Based on the passage, the relationship between Miss Temple and the girls about closely resembles the relationship between:
A) A general and soldiers
B) A dominate and employees
C) A lawn tennis instructor and pupils
D) A medico and patients
Reply key for passage #2
1. The right answer is D. From the word "suggests," we know that this question falls in the "Reasoning Within the Text" category. There is non plenty information to define Mr. Brocklehurst's feelings toward the author (choice A is incorrect). Furthermore, he could exist the principal, but we don't know this from the passage (pick B is incorrect). At the stop of the passage, the author was relieved fifty-fifty though she overheard Mr. Brocklehurst (choice C is incorrect). The fact that the unabridged school rose for Mr. Brocklehurst suggests that he was respected (pick D is correct).
two. The correct answer is C. This question falls under the "Foundations of Comprehension" category. Paragraph 2 says, "From this deficiency of nourishment resulted an abuse, which pressed inappreciably on the younger pupils: whenever the famished great girls had an opportunity, they would coax or menace the little ones out of their portion." From this, we tin eliminate both "important" and distinguished" (choices B and D are incorrect). "Large" is an enticing choice since "slap-up" is juxtaposed to "piddling ones" in the excerpt. Still, from the previous sentence referring to the "younger pupils," we can see that "peachy" refers to age and not size (choice A is incorrect; selection C is correct).
3. The correct answer is A. This question falls nether the "Foundations of Comprehension" category. Paragraph 1 says, "The fear of failure in these points harassed me worse than the physical hardships of my lot." Thus, nosotros can eliminate "material needs" (pick B is incorrect). There is no information indicating that the author fears for her safety or her education (choices C and D are wrong). The writer seems nearly concerned that Mr. Brocklehurst volition expose her as a "bad kid." This fear virtually closely concerns her reputation (choice A is correct).
iv. The correct respond is C. This question falls under the "Reasoning Across the Text" category since it introduces new information. Start, allow's summarize the author'southward viewpoint of Mr. Brocklehurst from the passage. Equally stated earlier, she is frightened that he volition reveal her nighttime past and describes his advent as "more rigid than ever". He could be bringing supplies for the girls because he was asked to, out of sympathy for them, out of obligation, or any number of other reasons. Therefore, this doesn't necessarily refute the writer's viewpoint (choice D is incorrect) because she is most concerned with him exposing her and sees him every bit rigid. It too does not strengthen or show her viewpoint because it is largely unrelated to his rigidity or potential to harm to her reputation (choices A and B are wrong). Therefore, the author's viewpoint is largely unaffected by this new data (choice C is correct).
5. The correct answer is D. This question falls under the "Foundations of Comprehension" category considering it asks about the part of an aspect of the passage. The author says, "presently beside Miss Temple, who herself had risen, stood the same black column which had frowned on me then ominously from the hearthrug of Gateshead. I at present glanced sideways at this piece of architecture. Yep, I was right: information technology was Mr. Brocklehurst, buttoned upwards in a surtout, and looking longer, narrower, and more rigid than e'er." This extract provides a mental image of Mr. Brocklehurst (choice I is right), reflects the author's view of Mr. Brocklehurst past referring to him every bit "narrower" and "rigid" (choice 2 is correct), and makes a comparison to a familiar object through the black cavalcade (choice Three is correct). Therefore, the correct answer is Selection D.
6. The correct answer is C. This question falls under the "Reasoning Beyond the Text" category considering it provides analogies to outside relationships. It is beneficial first to run into what the passage says near Miss Temple and the girls. Paragraph three indicates that she was the only teacher to encourage the girls and atomic number 82 by example. Both bosses and generals tend to requite orders instead of leading by example (choices A and B are incorrect). The passage mentions soldiers, but this is non the all-time label of the human relationship of Miss Temple to the girls. Doctors give advice or treatment to their patients, which also does non constitute leading by example (option D is incorrect). Only the tennis teacher leads by showing pupils how to play and encouraging them (choice C is correct).
(You lot tin can cheque out more MCAT CARS Practice Passages here.)
Part five: Structuring a CARS Review Sheet
Now that we've gone over two sample passages, permit'due south motion on to structuring a review sheet. The most looked-over step among many students studying for CARS is reviewing their answers in detail, but this is one of the most important steps towards improving your CARS score. In doing so, y'all can highlight your weaknesses clearly and work to avoid similar mistakes in the futurity. Hither is an example of how you could construction a review canvas based on Passage 1 higher up:
Sample CARS Review Sheet
Passage one: 2 right out of half-dozen
| Correct | Question Type | What did I practice wrong? | Wrong reply choice blazon? | What should I do next time? | |
|---|---|---|---|---|---|
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
The of import part of your review sheet is not that you structure it exactly like this simply that yous highlight what types of questions y'all answered incorrectly and why you lot selected incorrect answer choices so you tin learn from your mistakes. The more specific you lot are, the ameliorate!
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