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When I did my GRE I had all my personal belongings stored in a locker during the test. For the test I got a notebook of 40 pages and two pencils. WHen I had finished the test I went into the surveillance room, got my sheet with all the schools and a staff member brought me back to my seat so I could fill in the codes. After all it's just half the fuzz you would ever imagine.

the estimated score ranges I were given at the test center were 750-800 for quantitative and 440-540 in verbal. The range for verbal however is quite spread out, so I think a range like this is close to no use at all.

Are any valid conversion tables available yet?

I got the following: Verbal: 151 points, percentile 51% Quantitative: 164 points, percentile is 91% AWA: 4.5 points with a percentile of 72% Regarding to the official GRE prep book a percentile of 91% in quant is equivalent to an score of 790 points on the old range. Does anyone know if this will be translated exactly like this, so I can say I scored a 790 pts. in quant?

HiThe problem With the verbal section was that I only learnt about 10 days for it, because I got to know that my grad school wants 450 points in this section as well, 2 weeks before my test date.I went through several word lists, available on the Internet and in the Kaplan book and all the prep tests showed me a score slightly above 450 points, so I was satisfied with my progress. On the actual test however I hardly could focus on any reading passage longer than 4 sentences, which probably brought my score quite down.

Hi there Today I took the GRE here in Austria, after 3 months of preparation. I arrived at the center at 8 am and was told the instructor would be with me in a few minutes. So I waited for a short time, the instructor checked my passport, I copied the confidential agreement and was assigned a computer. Both the writing topics were quite easy for me, as the issue task was very general so anyone could form a proper opinion on it and the argument task was filled with flaws, so it wasn't hard criticizing it. The quantitative sections were very easy, I rushed through them and finished each of them with 8-10 minutes left!!! In that time I rechecked all the questions that could be solved by employing the calculator, so that's what I did in the remaining time. However I was very happy when the experimental section was quant as well. The verbal sections were not too bad, though my result indicates the opposite. Only one long reading section appeared, which nevertheless was quite manageable. For preparation I used the official ETS book, which contained much more theory regarding the quant section than actually needed on test day. I also used Kaplan especially for their word lists, which proved to be quite useless, but the math part included some good examples. If you want to know anything, leave a comment I'll try to reply just as many people here on the forum had helped me as well. Now theres my question: Does anyone know how unofficial results tend to turn out? Did someone take the old GRE with an unofficial score of verbal 580 and then got a final score of e.g. 560? I'd like to know because my school wants a verbal score of 450 points or more, and I got a range of 440+. (rats!)

Thanks that was very helpful. I now was able to solve it as follows: 15! - (14 * 2! * 13!) 15! - 14!*2 14! * (15-2) 14! * 13 which equals the desired result :)

Thanks for your reply to my 1st question. Now I can remember having learnt non countable words like news, money and equipment - among them evidence as well :whistle:

Hi Is there a convenient method of converting the following expression to an easier one? 15! - (14 * 2! * 13!) 15! - 14!*2 This should somehow become: 14!*13 Thanks a lot!

Hi As mentioned in the title I got two short questions about the AWA section on the GRE, if someone could help me I would be very thankful. #1: Let's say the following task appears in the AWA section: Write a response in which you discuss what specific evidence is needed to evaluate the argument and explain how the evidence would weaken or strengthen the argument. Should I then discuss only one evidence in the whole essay or could I address several unanswered questions that occur within the argument? As there are usually several reasons why an argument is unsound, it would be hard to chose only one to discuss throughout the whole essay. #2: Does anybody know if the word processor used by ETS uses the "QWERTZ" or the "QWERTY" layout, as i was baffled for the first time when I entered texts in PowerPrep II and every Z became an Y; I hope this was caused by myself (using a Microsoft keyboard on a Mac - and not by ETS). Nevertheless I would appreciate clarification on this question. Thanks

Hi I just tried my best at one of the issue essays available from the official ETS issue pool of topics and would like - sorry - LOVE to hear someone's opinion about it ;) So if one could spare a few minutes and leave a couple of words I'd be more than thankful. Task: Universities should require every student to take a variety of courses outside the student's field of study. Write a response in which you discuss the extent to which you agree or disagree with the claim. In developing and supporting your position, be sure to address the most compelling reasons and/or examples that could be used to challenge your position. Response: The position claims that students should have to enrol at many courses outside their fields of study, probably assuming that those additional courses will help the students in their lives after graduate school. First of all it is common to gain as much knowledge as possible in many fields of life. This holds true for students as well. While students who are specialized in only one field might lack the skill to see things from different perspectives, those who enrolled at multiple fields might gain additional insight. Understanding how other people, representing their respective fields think is not only important but often helpful when finding solutions to conflicts. This is why managers have to be capable of understanding all the fields of the people they supervise. Moreover does a rather diverse curriculum at university help students to find jobs easier, especially in times where the job market is unstable and no company has the time to educate their prospective employees in any field. Companies expect their future-employees to be well educated on all levels of work they will encounter in their firms. Nevertheless should the main field of all students still be the most important one during their educational career. An education that has no specific focus at all is by far not as valuable as one that concentrates in one field but still teaches the major points in additional fields as well. And because the main field is still the one that matters the most, the results achieved in the additional fields should not be weighted the same as the ones gained in the major fields. The best would be to divide into main courses and additional courses, whereas the additional courses are summed up to one single score that represents the effort put into the fields of study besides the main field. Regarding the offer of additional courses, the required number of courses outside a students field should be choses freely from every single student so they can focus their interest in a few fields rather than gain perfunctory knowledge in several fields. This tactic to let the students chose to a certain extent might also have a motivational factor on the students, since they are not supervised strictly and told what to do. This is why several universities let their students decide which fields to enrol at during their assessment year. Later the already gained knowledge then is extended. To sum up the claim that students should be required to take additional courses outside their field of study is well justified, as it not only enhances the students odds of being discovered on the job market easier, but also teaches them how to tackle problems outside their scope, which improves their ability of both communicating and working with other people.

Because the first 5 could be blue, which leaves you only 3 more to pick, and those could be either all white or all red; hence you do not get at least one of each colour.

Hi Today I got to know that a score of 3 points in the AWA section would be sufficient to be admitted to my #1 grad school. How hard do you think is it to reach that score, considering I'm neither a native nor have crammed any of the 3000 words lists? Thanks for advice

The official ETS book says with a raw score of at least 37/50 (which equals a performance of 74%) you will get into the 750-800 points range. For verbal you need 88% or more.

Yep you're right. I got a little confused with the graphical notation of the terms "only" and "both".