Belling the CAT Aug' 2007, 12:02hrs hrs IST
It's that time of the year again. For many, 'Mission CAT' has already begun in the right earnest. But few realise that beating the trisected 150-minute exam is more science than art; making it through the Common Admission Test (CAT) is a possibility for everyone from an engineer to an arts student, provided they acquire a sound understanding of the basics and gruel through the months leading up to November. The exam First, a few facts - the CAT comprises three sections viz. verbal ability (VA), quantitative ability (QA) and data interpretation (DI)/logical reasoning (LR), with 25 questions per section, five choices per answer, according to a curriculum based on topics that are generally covered till class X. Verbal ability: VA is generally considered the most inviting section of the three, and not without reason.The skills under test are comprehension, grammar and vocabulary. However, CAT 2006 had refurbished VA section, and the emphasis was on application rather than knowledge. Instead of the fill-in-the-blanks and error corrections based on the correct words and tenses, the almost identical options challenged the candidate's ability to understand the meaning and tenor of sentences/paragraphs and appropriately choose the right option. Keeping in mind the above changes, the ideal approach should emphasise reading and its comprehension. In order to enhance one's comfort level with analysis of extracts from topics ranging from politics to economics to philosophy, regular perusal of reputed magazines and newspapers should be enough. Apart from attempting to grasp the meaning of the excerpt, there should be a diligent effort to notice new words and their meanings, sentence formations and paragraph structures. A vocabulary-builder and a grammar guide can complement this exercise. Data interpretation/Logical reasoning: DI generally appears in conjunction with LR. In fact, over the years, CAT and other similar entrance exams have laid more emphasis on LR rather than bland problems on basic DI, and we now see more of puzzle-like questions than graphs and tables. More often than not, the various questions are variations of typical problems that have appeared in CAT or other similar exams. Hence, an appropriate amount of practice should enable one to confront the different versions that might appear in the exam. Further, DI lends itself to categorisation, and most questions can be classified under one type or another. Therefore, having a 'feel' of these categories is essential. Quantitative ability: QA or 'quant' is the bugbear of many a CAT aspirant, and students who have not studied maths during graduation or even at the senior secondary level feel unnerved by it. One must note that the course comprises only those topics that are taught till class X i.e. primarily algebra, geometry and 'number theory'. Though the QA section in CAT 2006 was widely considered as relatively easy, the correct approach to tackle this section should not change. Aspirants need to develop both an understanding of key-concepts and speed. Working through solved examples and unsolved problems should iron out deficiencies, but what cannot be overemphasised is the fact that the quality of questions is more important than quantity; most students get into the habit of going through endless questions without gaining much from them. Also, a gradual gradation in the difficulty level of practice problems will sustain interest and a grasp over the concepts. The approach The applicant profile for CAT is as diverse as possible. Graduates, postgraduates and even professionals with over a decade of experience, from across all the streams and sectors, compete every year to prove their individual strengths across the generic skill paradigms of language and logic. Hence, apart from aptitude, it is the aspirant's approach, which makes him/her stand out. Regularity and perseverance are essential traits for preparation. Taking up one section per day for a mere two hours spent on revision and practice, including time-bound trials, ought to be enough. Alternately, one can do the 'mix-and-match' i.e. take up reading exercises for half an hour, DI/LR for the next hour, and spend the remaining time going through geometry formulae. Though it sounds easy, consistency will require dedication and time management, especially among working professionals. If the CAT is priority, finding a couple of hours early in the morning or late at night shouldn't be impossible. Students can put in extra efforts during holidays, to improvise on weaknesses. Eventually, there is no substitute for hard work. One might be tempted to feel that November is still a long way off, but complacence can spell failure. Just remember that it is possible to bell the CAT, but you need to buckle up. (The writer received calls from all the six IIMs after CAT 2006, and is currently enrolled at IIM, Bangalore)
