Text 1After receiving evaluated work from instructors, numerous students hesitate to pursue additional clarification regarding their results. These st...
GMAT Craft and Structure : (Structure) Questions
Text 1
After receiving evaluated work from instructors, numerous students hesitate to pursue additional clarification regarding their results. These students frequently believe that soliciting targeted feedback on their errors might cause them to seem dependent or incompetent in their teachers' eyes.
Text 2
Academic studies reveal that instructors hold more positive opinions of students who proactively pursue comprehensive feedback from their educators. Educators indicate increased interaction quality with students who pose targeted inquiries about their scholastic progress, and such students generally demonstrate superior advancement across time.
Based on the texts, what recommendation would the author of Text 2 most likely offer to a student experiencing the situation described in Text 1?
Seek targeted feedback regarding the assignment.
Postpone improvements until the subsequent assignment.
Inquire with peers about their performance instead.
Concentrate on more intensive studying without instructor guidance.
Step 1: Decode and Map the Passage
Create Passage Analysis Table
| Text from Passage | Analysis |
|---|---|
| 'After receiving evaluated work from instructors, numerous students hesitate to pursue additional clarification regarding their results.' |
|
| 'These students frequently believe that soliciting targeted feedback on their errors might cause them to seem dependent or incompetent in their teachers' eyes.' |
|
| 'Academic studies reveal that instructors hold more positive opinions of students who proactively pursue comprehensive feedback from their educators.' |
|
| 'Educators indicate increased interaction quality with students who pose targeted inquiries about their scholastic progress, and such students generally demonstrate superior advancement across time.' |
|
Provide Passage Architecture & Core Elements
Main Point: Research contradicts student fears by showing that instructors actually view feedback-seeking students more positively and that these students achieve better academic outcomes.
Argument Flow: Text 1 establishes a common student concern about appearing needy when seeking feedback from instructors. Text 2 then presents research evidence that completely contradicts this fear, showing that the opposite is true.
Step 2: Interpret the Question Precisely
What's being asked? We need to determine what advice the author of Text 2 would give to a student experiencing the situation described in Text 1.
What type of answer do we need? A recommendation that aligns with Text 2's research findings and addresses the specific fear mentioned in Text 1.
Any limiting keywords? N/A
Step 3: Prethink the Answer
- The correct answer must directly address the disconnect between Text 1 and Text 2
- Since Text 1 students fear that seeking feedback will make them look bad, but Text 2 shows research proving the opposite, the logical recommendation would be to seek feedback
- The right answer should encourage the student to overcome their fear and ask for feedback, since Text 2 demonstrates this behavior actually creates positive impressions with instructors
Seek targeted feedback regarding the assignment.
✓ Correct
- Directly addresses the core issue by recommending the student do exactly what Text 1 students avoid
- Perfectly aligns with Text 2's research showing instructors prefer students who seek feedback
Postpone improvements until the subsequent assignment.
✗ Incorrect
- Suggests waiting rather than taking action
- Completely ignores Text 2's evidence about the benefits of seeking feedback
Inquire with peers about their performance instead.
✗ Incorrect
- Redirects the student away from instructor feedback to peer consultation
- Misses the entire point of Text 2, which specifically addresses instructor-student interactions
Concentrate on more intensive studying without instructor guidance.
✗ Incorrect
- Recommends avoiding instructor guidance entirely
- Directly contradicts Text 2's findings about improved interactions and progress through feedback-seeking