Graduate Record Examinations previous year question papers

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SECTION 1
Time –30 minutes
38 Questions
1.A computer program can provide information in ways
that force students to --- learning instead of being
merely ---- of knowledge.
(A) shore up .. reservoirs
(B) accede to .. consumers
(C) participate in .. recipients
(D) compensate for.. custodians
(E) profit from .. beneficiaries
2. The form and physiology of leaves vary according to
the ---- in which they develop: for example, leaves
display a wide range of adaptations to different
degrees of light and moisture.
(A) relationship
(B) species
(C) sequence
(D) patterns
(E) environment
3. One theory about intelligence sees ---- as the
logical structure underlying thinking and insists that
since animals are mute, they must be ---- as well.
(A) behavior.. inactive
(B) instinct.. cooperative
(C) heredity.. thoughtful
(D) adaptation.. brutal
(E) language.. mindless
4. Though ---- in her personal life, Edna St. Vincent
Millay was nonetheless ---- about her work, usually
producing several pages of complicated rhyme in a
day.
(A) jaded.. feckless
(B) verbose.. ascetic
(C) vain.. humble
(D) impulsive.. disciplined
(E) self-assured.. sanguine
5. The children's ---- natures were in sharp contrast
to the even-tempered dispositions of their parents.
(A) mercurial
(B) blithe
(C) phlegmatic
(D) introverted
(E) artless
6. By ---- scientific rigor with a quantitative approach,
researchers in the social sciences may often have ---
their scope to those narrowly circumscribed topics that
are well suited to quantitative methods.
(A) undermining.. diminished
(B) equating.. enlarged
(C) vitiating.. expanded
(D) identifying.. limited
(E) imbuing.. broadened
7. As early as the seventeenth century, philosophers
called attention to the ---- character of the issue,
and their twentieth-century counterparts still approach
it with ----.
(A) absorbing.. indifference
(B) unusual.. composure
(C) complex.. antipathy
(D) auspicious.. caution
(E) problematic.. uneasiness
8. TRIPOD: CAMERA::
(A) scaffolding: ceiling
(B) prop: set
(C) easel: canvas
(D) projector: film
(E) frame: photograph
9. AQUATIC: WATER::
(A) cumulus: clouds
(B) inorganic: elements
(C) variegated: leaves
(D) rural: soil
(E) arboreal: trees
10. EMOLLIENT: SUPPLENESS::
(A) unguent: elasticity
(B) precipitant: absorption
(C) additive: fusion
(D) desiccant: dryness
(E) retardant: permeability

11. DRAW: DOODLE::
(A) talk: whisper
(B) travel: ramble
(C) run: walk
(D) calculate: add
(E) eat: gobble
12. CONSPICUOUS: SEE:
(A) repulsive: forget
(B) prohibited: discount
(C) deceptive: delude
(D) impetuous: disregard
(E) transparent: understand
13. IMMATURE: DEVELOPED::
(A) accessible: exposed
(B) theoretical: conceived
(C) tangible: identified
(D) irregular: classified
(E) incipient: realized
14. PERSPICACITY: ACUTE::
(A) adaptability: prescient
(B) decorum: complacent
(C) caprice: whimsical
(D) discretion: literal
(E) ignorance: pedantic
15. PLAYFUL: BANTER::
(A) animated: originality
(B) exaggerated: hyperbole
(C) insidious: effrontery
(D) pompous: irrationality
(E) taciturn: solemnity
16. QUARANTINE: CONTAGION::
(A) blockage: obstacle
(B) strike: concession
(C) embargo: commerce
(D) vaccination: inoculation
(E) prison: reform
Influenced by the view of some twentieth-century
feminists that women's position within the family is
one of the central factors determining women's social
position, some historians have underestimated the signi-
(5) ficance of the woman suffrage movement. These histor- ians contend that nineteenth-century suffragism was less
radical and, hence, less important than, for example, the
moral reform movement or domestic feminism— two
nineteenth-century movements in which women strug-
(10)gled for more power and autonomy within the family.
True, by emphasizing these struggles, such historians
have broadened the conventional view of nineteenth- century feminism, but they do a historical disservice to
suffragism. Nineteenth-century feminists and anti-
(15)feminist alike perceived the suffragists' demand for
enfranchisement as the most radical element in women's
protest, in part because suffragists were demanding
power that was not based on the institution of the
family, women's traditional sphere. When evaluating
(20)nineteenth-century feminism as a social force, contem- porary historians should consider the perceptions of
actual participants in the historical events.
17.The author asserts that the historians discussed in
the passage have
(A) influenced feminist theorists who concentrate on
the family
(B) honored the perceptions of the women who
participated in the women suffrage movement
(C) treated feminism as a social force rather than as
an intellectual tradition
(D) paid little attention to feminist movements
(E) expanded the conventional view of nineteenth- century feminism
18.The author of the passage asserts that some
twentieth-century feminists have influenced some
historians view of the
(A) significance of the woman suffrage movement
(B) importance to society of the family as an
institution
(C) degree to which feminism changed nineteenth- century society
(D) philosophical traditions on which contemporary
feminism is based
(E) public response to domestic feminism in the
nineteenth century

19.The author of the passage suggests that which of the
following was true of nineteenth-century feminists?
(A) Those who participated in the moral reform
movement were motivated primarily by a
desire to reconcile their private lives with their
public positions.
(B) Those who advocated domestic feminism,
although less visible than the suffragists, were
in some ways the more radical of the two
groups.
(C) Those who participated in the woman suffrage
movement sought social roles for women that
were not defined by women's familial roles.
(D) Those who advocated domestic feminism
regarded the gaining of more autonomy within
the family as a step toward more participation
in public life.
(E) Those who participated in the nineteenth- century moral reform movement stood midway
between the positions of domestic feminism
and suffragism.
20.The author implies that which of the following is
true of the historians discussed in the passage?
(A) They argue that nineteenth-century feminism
was not as significant a social force as
twentieth-century feminism has been.
(B) They rely too greatly on the perceptions of the
actual participants in the events they study.
(C)Their assessment of the relative success of
nineteenth-century domestic feminism does
not adequately take into account the effects of
antifeminist rhetoric.
(D)Their assessment of the significance of
nineteenth-century suffragism differs
considerably from that of nineteenth-century
feminists.
(E) They devote too much attention to nineteenth- century suffragism at the expense of more
radical movements that emerged shortly after
the turn of the century.
Many objects in daily use have clearly been influenced
by science, but their form and function, their dimensions
and appearance, were determined by technologists
artisans, designers, inventors, and engineers---using non-
(5) scientific modes of thought. Many features and qualities
of the objects that a technologist thinks about cannot be
reduced to unambiguous verbal descriptions; they are
dealt with in the mind by a visual, nonverbal process. In
the development of Western technology, it has been non-
(10)verbal thinking, by and large, that has fixed the outlines
and filled in the details of our material surroundings.
Pyramids, cathedrals, and rockets exist not because of
geometry or thermodynamics, but because they were first
a picture in the minds of those who built them.
(15) The creative shaping process of a technologist's mind
can be seen in nearly every artifact that exists. For exam- ple, in designing a diesel engine, a technologist might
impress individual ways of nonverbal thinking on the
machine by continually using an intuitive sense of right-
(20)ness and fitness. What would be the shape of the com- bustion chamber? Where should the valves be placed?
Should it have a long or short piston? Such questions
have a range of answers that are supplied by experience,
by physical requirements, by limitations of available
(25)space, and not least by a sense of form. Some decisions,
such as wall thickness and pin diameter, may depend on
scientific calculations, but the nonscientific component
of design remains primary.
Design courses, then, should be an essential element
(30)in engineering curricula. Nonverbal thinking, a central
mechanism in engineering design, involves perceptions,
the stock-in-trade of the artist, not the scientist. Because
perceptive processes are not assumed to entail "hard
thinking," nonverbal thought is sometimes seen as a prim-
(35)itive stage in the development of cognitive processes and
inferior to verbal or mathematical thought. But it is para- doxical that when the staff of the Historic American
Engineering Record wished to have drawings made of
machines and isometric views of industrial processes for
(40)its historical record of American engineering, the only
college students with the requisite abilities were not engi- neering students, but rather students attending architec- tural schools.
It courses in design, which in a strongly analytical
(45)engineering curriculum provide the background required
for practical problem- solving, are not provided, we can
expect to encounter silly but costly errors occurring in
advanced engineering systems. For example, early models
of high-speed railroad cars loaded with sophisticated
(50)controls were unable to operate in a snowstorm because

a fan sucked snow into the electrical system. Absurd ran- dom failures that plague automatic control systems are
not merely trivial aberrations; they are a reflection of the
chaos that results when design is assumed to be primarily
a problem in mathematics.
21.In the passage, the author is primarily concerned
with
(A) identifying the kinds of thinking that are used
by technologists
(B) stressing the importance of nonverbal thinking
in engineering design
(C) proposing a new role for nonscientific thinking
in the development of technology
(D) contrasting the goals of engineers with those of
technologists
(E) criticizing engineering schools for emphasizing
science in engineering curricula
22.It can be inferred that the author thinks engineering
curricula are
(A) strengthened when they include courses in
design
(B) weakened by the substitution of physical
science courses for courses designed to
develop mathematical skills
(C) strong because nonverbal thinking is still
emphasized by most of the courses
(D) strong despite the errors that graduates of such
curricula have made in the development of
automatic control systems
(E) strong despite the absence of nonscientific
modes of thinking
23.Which of the following statements best illustrates
the main point of lines 1-28 of the passage?
(A) When a machine like a rotary engine mal- functions, it is the technologist who is best
equipped to repair it.
(B) Each component of an automobile— for
example, the engine or the fuel tank— has a
shape that has been scientifically determined
to be best suited to that component's function
(C) A telephone is a complex instrument designed
by technologists using only nonverbal thought
(D) The designer of a new refrigerator should
consider the designs of other refrigerators
before deciding on its final form.
(E) The distinctive features of a suspension bridge
reflect its designer's conceptualization as well
as the physical requirements of its site.
24.Which of the following statements would best serve
as an introduction to the passage?
(A) The assumption that the knowledge incorpor- ated in technological developments must be
derived from science ignores the many non- scientific decisions made by technologists.
(B) Analytical thought is no longer a vital com- ponent in the success of technological
development.
(C) As knowledge of technology has increased, the
tendency has been to lose sight of the impor- tant role played by scientific thought in
making decisions about form, arrangement,
and texture.
(D) A movement in engineering colleges toward
a technician's degree reflects a demand for
graduates who have the nonverbal reasoning
ability that was once common among engineers.
(E) A technologist thinking about a machine,
reasoning through the successive steps in a
dynamic process, can actually turn the
machine over mentally.
25.The author calls the predicament faced by the
Historic American Engineering Record "para- doxical" (lines 36-37) most probably because
(A) the publication needed drawings that its own
staff could not make
(B) architectural schools offered but did not require
engineering design courses for their students
(C) college students were qualified to make the
drawings while practicing engineers were not
(D) the drawings needed were so complicated that
even students in architectural schools had
difficulty making them.
(E) engineering students were not trained to make
the type of drawings needed to record the
development of their own discipline

26.According to the passage, random failures in
automatic control systems are "not merely trivial
aberrations" (lines53) because
(A) automatic control systems are designed by
engineers who have little practical experience
in the field
(B) the failures are characteristic of systems
designed by engineers relying too heavily on
concepts in mathematics
(C) the failures occur too often to be taken lightly
(D) designers of automatic control systems have too
little training in the analysis of mechanical
difficulties
(E) designers of automatic control systems need
more help from scientists who have a better
understanding of the analytical problems to be
solved before such systems can work efficiently
27.The author uses the example of the early models of
high-speed railroad cars primarily to
(A) weaken the argument that modern engineering
systems have major defects because of an
absence of design courses in engineering
curricula
(B) support the thesis that the number of errors in
modern engineering systems is likely to
increase
(C) illustrate the idea that courses in design are the
most effective means for reducing the cost of
designing engineering systems
(D) support the contention that a lack of attention to
the nonscientific aspects of design results in
poor conceptualization by engineers
(E) weaken the proposition that mathematics is a
necessary part of the study of design
28.IGNITE:
(A) amplify
(B) douse
(C) obscure
(D) blemish
(E) replicate
29.MUTATE:
(A) recede
(B) grow larger
(C) link together
(D) remain the same
(E) decrease in speed
30.FRAGMENT:
(A) ensue
(B) revive
(C) coalesce
(D) balance
(E) accommodate
31.OSTENSIBLE:
(A) gargantuan
(B) inauspicious
(C) intermittent
(D) perpetual
(E) inapparent
32.PROLIXITY:
(A) ceremoniousness
(B) flamboyance
(C) succinctness
(D) inventiveness
(E) lamentation
33.CONCERTED:
(A) meant to obstruct
(B) not intended to last
(C) enthusiastically supported
(D) run by volunteers
(E) individually devised
34.FORBEARANCE:
(A) fragility
(B) impatience
(C) freedom
(D) nervousness
(E) tactlessness
35.COSSETED:
(A) unspoiled
(B) irrepressible
(C) serviceable
(D) prone to change
(E) free from prejudice

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I want the previous year question papers of Graduate Record Examinations GRE so can you please provide me?

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GRE exam question paper

SECTION 1

Time— 30 minutes

25 Questions

1. The Environmental Protection Agency must
respond to the hazard to children's health
posed by exposure to asbestos fibers released
in the air in school classrooms. Since it is
impossible to close school buildings, the best plan
would be to initiate programs that mandate the
immediate removal of asbestos from all the
school buildings that are found to contain
asbestos, regardless of whether or not the
buildings are in use.
Which of the following, if true, is the strongest
reason for the Environmental Protection Agency
not to follow the plan outlined above?

(A) The techniques available for removing
asbestos often increase the level of airborne
asbestos.

(B) Schools are places where asbestos is
especially likely to be released into the air by
the action of the occupants.

(C) Children exposed to airborne asbestos run a
greater risk of developing cancer than do
adults exposed to airborne asbestos.

(D) The cost of removing asbestos varies from
school to school, depending on accessibility
and the quantity of asbestos to be removed.

(E) It is impossible to determine with any degree
of certainty if and when construction materials
that contain asbestos will break down and
release asbestos fibers into the air.

2. Aedes albopictus, a variety of mosquito that has
recently established itself in the southeastern
United States, is less widespread than the
indigenous swamp mosquito. Both the swamp
mosquito and A. albopictus can carry viruses that
are sometimes fatal to humans, but A. albopictus
is a greater danger to public health.
Each of the following, if true, provides additional
information that strengthens the judgment given
about the danger to public health EXCEPT:

(A) Unlike the swamp mosquito, A. albopictus
originated in Asia, and larvae of it were not
observed in the United States before the mid-
1980's.

(B) Unlike the swamp mosquito, A. albopictus
tends to spend most of its adult life near
human habitation.

(C) Unlike swamp mosquito larvae, A.
albopictus larvae survive in flower pots, tin
cans, and many small household objects that
hold a little water.

(D) in comparison with the swamp mosquito, A.
albopictus hosts a much wider variety of
viruses known to cause serious diseases in
humans.

(E) A. albopictus seeks out a much wider range
of animal hosts than does the swamp mosq- uito, and it is more likely to bite humans.

Questions 3-8

The manager of a horse show is placing seven
obstacles-one chicken coop, one gate, two stone
walls, and three fences-on a jumping course that
consists of seven positions, numbered and arranged
consecutively from 1 to 7. The placement of the
obstacles in the seven positions must conform to the
following conditions:
No two fences can be placed in consecutive positions.
The stone walls must be placed in consecutive
positions.

3. Which of the following is an acceptable
placement of obstacles in the seven positions,
in order from the first position to the last position
on the course?

(A) Chicken coop, fence, gate, stone wall, fence,
stone wall, fence

(B) Fence, gate, fence, fence, chicken coop,
stone wall, stone wall

(C) Fence, stone wall, stone wall, gate, chicken
coop, fence, fence

(D) Gate, stone wall, stone wall, fence, fence,
chicken coop, fence

(E) Stone wall, stone wall, fence, chicken coop,
fence, gate, fence
GRE exam question paper




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