Vibrant Publishers - GRE Words in Context: The Complete List ()

Takes fifteen hundred (1500) GRE-level vocabularywords through their paces, including Parts of speech, Synonyms,Dictionary definitions, and, MOST IMPORTANTLY, three (3) to five(5) example sentences FOR EACH WORD INCLUDES Valuable Tips and Strategies for Maximizingyour use of the Word List Test Prep Series www.vibrantpublishers.com ***** Copyright 2021, By Vibrant Publishers, USA. Allrights reserved. No part of this publication may be reproduced ordistributed in any form or by any means, or stored in a database orretrieval system, without the prior permission of thepublisher. This publication is designed to provide accurate andauthoritative information in regard to the subject matter covered.The author has made every effort in the preparation of this book toensure the accuracy of the information. However, information inthis book is sold without warranty either expressed or implied. TheAuthor or the Publisher will not be liable for any damages causedor alleged to be caused either directly or indirectly by thisbook.

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Whats in this Book? This book contains a Word List unlike any youhave seen before. A traditional word list offers a vocabulary word,its dictionary definition, and a SINGLE use of the word in asentence. That is simply not enough for a fully functionalunderstanding of a word in all its complexities. Our Word Listtakes each vocabulary word through its paces, denoting its part ofspeech, synonyms for its various contexts, its descriptive meaning,and, most importantly, THREE (3) to FIVE (5) sentences using theword in its varied contexts.

When appropriate, those variedcontexts include both literal and figurative uses of the word. How will our Word List Help You Prepare for theGRE? Performing well on the GRE General Test,especially its Verbal Reasoning section, requires a strong workingknowledge of the vocabulary that appears in the questions - howthose words function both literally and figuratively, how theirmeanings vary based on context, and how (in many cases) theyoperate as more than one part of speech. The following is an example of a question typethe GRE refers to as Sentence Equivalence. The test-taker isinstructed to select two (2) answer choices that, when used tocomplete the sentence, fit the meaning of the sentence as a wholeand produce completed sentences that are alike in meaning. The angry delegates no longer debated the matterwith equipoise, and the _____________ that ensued prevented anyfurther rational or intelligent discourse. a) finesse b) pandemonium c) pragmatist d) appellation e) maelstrom f) liaison To perform well on this test question, thetest-taker must look beyond the more traditional use (i.e.,dictionary definitions) of the vocabulary it contains.

Thedictionary definition of the word equipoise, for instance, is notparticularly helpful. a: a state of equilibrium b: counterbalance Source: "Equipoise." Merriam-Webster.com.Merriam-Webster, n.d. Web. 20 June 2014.. The state of equilibrium here is not physical(e.g., a gymnast in equipoise). Instead, the word is beingapplied figuratively to a debate or discussion in which thearguments are not in equilibrium - in other words, are not beingdiscussed in an equal and fair manner.

By combining the figurativeuse of equipoise with the clues that the delegates are angryand the debate is no longer rational or intelligent, one canconclude the discussion has broken down into mayhem or confusion.The two (2) correct answers signify such a situation. They are:pandemonium (wild chaos or disorder) and maelstrom (a violentwhirlpool or, figuratively, a tumultuous situation). Tips and Strategies for Learning the Vocabularyusing the Word List Activate what you already know. Five hundred (500) words may seem like a greatdeal, but it is likely you already know a number of them, in oneform or another. Begin by focusing on those you think you mayknow: a) Review the example sentences. Is that how youuse the word? If not, how is your use different? b) If you are familiar with a word, check to seethat its part of speech on the list is one with which you arefamiliar.

For example, you may be familiar with the use of shamas a noun (as in, The charity fundraiser was a sham.), but youmay be unfamiliar with its use as a verb (The used car salesmantried to sham us.) If the words use as another part of speech isunfamiliar, familiarize yourself with that new use of the word. c) Note if the word can be used both literallyand figuratively. For example, the word dilute has both a literaluse, as in thinning something by adding liquid (e.g., to dilute thechemicals by adding water), and a figurative use in which nothingphysical occurs (e.g., to dilute the power of his argument byoffering counterarguments). Adjust your understanding of the wordto include both its literal and figurative meanings d) Even if you do not know a particular word,can you connect the word with one that is familiar to you? Forexample, you may not know the word dulcet, but you may befamiliar with the Spanish word dulce, which means sweet.Increasingly, for instance, you can find dulce de leche or sweetmilk ice cream or candies in the store, referring to a sweetcaramel flavoring. You learn, from the Word List, that dulcetmeans sweet, especially something that is sweet or pleasing tothe ear (e.g., the dulcet tones of the violin). i) For example, you might highlight inyellow those words that you know outright, without making anyadjustments to your understanding. ii) Highlight in green those that arefunctioning as a different part of speech than what you are used toseeing. iii) Highlight in blue those words with aliteral or figurative use that is unfamiliar to you. iii) Highlight in blue those words with aliteral or figurative use that is unfamiliar to you.

Also highlightthe example sentence(s) in which that use of the word appears. iv) Highlight in pink those words that youdo not know, but that you can connect to using related words. Chunk your learning of the remainingvocabulary. After activating your prior knowledge andweeding out those words you already know or with which you havesome familiarity, its time to focus on those words you dont know.You can chunk or group those words into manageable segments forlearning. a) One approach to chunking is to grouptogether words that perform as the same part of speech and look forpatterns. For instance, words ending in ous, such as amorphous,chivalrous, dexterous, ominous, and vacuous, all functionas adjectives. b) Another approach to chunking is to groupwords that primarily pertain to certain subject areas.

For example,avalanche, arid, navigable, and glacial are primarilygeographic terms, while cognitive, debunk, muse andparadigm are terms that relate to the act of thinking. c) A final approach to chunking might bepersonal to you: divide the words into groups based on howdifficult or easy they are to you. d) However you chunk your words, you can thendesign a schedule for working with the words, taking on no morethan 4-5 words at a time before moving on to another chunk. Have fun with the words as you make themyour own! Never lose sight of your ultimate goal: toincorporate these words into your personal vocabulary. The WordList example sentences will give you a solid foundation for how theword is used - an excellent launching pad for using that wordappropriately in your own world. a) Enliven your family dinner conversations withwords from the Word List.