Dear All I am Ritesh. I belong from OBC and my family income is also less then 1. So I belong from non-cremy category. I had JMET rank with 6.
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The test is conducted in around 37 centres across India. A candidate taking JMET knows that there is tough competition ahead. This year, the JMET bulletin has specified that JMET will be a three-hour test, instead of the normal two-hour test that students have been taking for the past few years. The number of questions would also be reduced -- questions in place of the questions of previous years. There must be a number of apprehensions in your minds: Will the test be more difficult?
Will the number of options remain same? Are they going to introduce any new variety of questions? And more. At this stage, none of us knows how the actual test will be. A thought that must have crossed many of your minds is that if like CAT , JMET gives more weightage to a particular section then how should it be tackled. The problem would be aggravated if that is the area you are not very comfortable in. Therefore, you cannot afford to leave one section.
The comparative picture that we get from the bulletin is given below:. In the current scenario, a test taker can spare 45 minutes in each section looking at the total minutes time limit. So, at least time is not the constraint this year -- you get more time to solve fewer questions. Therefore, the focus shifts to accuracy, more so, when you have negative marking. Aren't you feeling a vague similarity with CAT? Now let's focus on the types of questions. If we can analyse the test pattern of last year, we may get a fair idea about how we should prepare this year.
This section of the JMET has always managed to retain its reputation of being one of the toughest QA sections of all the management entrance exams. In JMET , there were 40 questions and the arithmetic type of questions, involving the familiar topics of geometry, numbers and quadratic equations etc did not appear.
Last year, the application-oriented questions involving mathematical concepts replaced the single questions based on topics from higher mathematics. Except a few single questions, almost all the questions appeared in the format of sets or "business caselets", with a heavy emphasis on not only the conceptual understanding of various topics but also on the practical application of those concepts in a real-time problem-solving.
A sense of discomfort would have plagued anyone and everyone trying to make sense of this section. Such structure not only hampered the attempts as well as accuracy but also lowered the cut-off. The time spent on these types of questions eats away the time to be spent on other questions of comparatively simpler formats. This year the suggested pattern points that approximately 1. It also compels us to assume that application based questions that appeared last year may appear this year as well.
The section was a mixed bag of questions that tested almost all the basic concepts pertaining to grammar and vocabulary that a student had been exposed to in school as well as college. There were quite a few questions on grammar, on questions each on spelling and punctuation, one on direct-indirect speech, a couple of questions on active-passive voice, sentence combination, gist of a sentence, fill in the blanks, different types of analogies, and just about everything else!
One just could not afford to forget the basics learnt in school. That is where a thorough brushing up of concepts pertaining to the fundamentals of grammar would have helped a lot. But in some cases, the options were quite close and negating one of the options was a mammoth task. Again the bell of familiarity rings! Some of the vocabulary questions used words that are not very commonly used in our day-to-day interactions. A good exposure to lists of difficult words would have proved helpful.
This section in JMET had 30 questions with five sets. This section was calculation-oriented, and herein was observed a change in rend from that of JMET Among the five sets in last year's paper, two sets required observation and simple calculations.
The sets requiring intensive calculation had direct questions based on the data. Overall the section was time consuming. The best way to maximise the attempts could be to focus on attempting the two to three direct questions based on the set instead of focusing on completion of the set. This would also have helped in glancing at the entire section and picking up the easy sets. JMET has a comparatively difficult logical reasoning section.
In this section, one can find a good mix of verbal and analytical reasoning questions. It is known for throwing up surprises in the section especially with respect to verbal reasoning. Last year, in analytical reasoning, questions were single ones as well as in sets. Commonly appearing concepts as that of linear arrangement, matrix arrangement, groups and conditionality etc.
The usual constructs like critical reasoning and jumbled sentences were present. Several critical reasoning questions were similar to logical reasoning in that they required a passing knowledge of mathematical concepts.
The questions on syllogisms were presented in a different format where the premises were given as Fact 1 and Fact 2 and on had to mark the conclusion that followed from both. Sparing time for this section could not only help increase the attempts but also help in maximising the score. Mock JMET. Concepts pertaining to Higher Mathematics, which have not featured in the CAT for the past two years.
Number of logical reasoning questions is reducing while that of verbal reasoning is increasing year after year in CAT, whereas JMET has an entire section for reasoning. A strong focus on basics of grammar including punctuation and vocabulary. Single questions of each variety in place of sets of questions. RCs comparatively easy and passages more lucid and short.
A scoring section if questions are selected judiciously. Too many CR questions of varying difficulty levels. Easy as well as difficult questions were mixed which affected the speed of solving. All Rights Reserved. Disclaimer Feedback.
JMET 2008 Results Out
A a stereotype, followed B a revolutionary, rebelled C a martyr, killed D a misanthrope, shunned. A substantial, ability B perpetual, belief C ephemeral, difficulty D ostentatious, urge. Direction: Complete the sentence given in Questions 5, by replacing the underlined portion with the most suitable phrase from the given options: 5. A at all times during which the airplane, even while on the ground, is in motion, are B during times of the airplane as being in motion, even on the ground, is C when the airplane is in motion, even while on the ground, is D during airplane motion, even when it is on the ground, are. In God, man can find very strong consolation and support.
JMET 2008 Answer Key
(Exam) Joint Management Entrance Test 2008 (JMET 2008)