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Preparing for your Graduate Management Admission Test, or GMAT, can be daunting, but Varsity Tutors has a Washington DC GMAT course that can turn your review into a very efficient experience. The course is aimed at both students and working professionals who may need to take the GMAT as part of the requirements when applying for an MBA program.
A Washington DC GMAT class from Varsity Tutors is taught by an experienced instructor who has the know-how and skills to address core difficulties and help students better understand the contents of the exam. They can share techniques on how to improve management and organizational skills while prepping for the test and teach students how to study smarter to achieve more in a shorter amount of time.
Graduate schools like the ones at the University of the Potomac and BAU International University use your GMAT score to make admission decisions. That's why it's absolutely crucial that you prepare for the exam. Through this Washington DC GMAT course, you will become more familiar with the different sections of the test and receive a focused review under a highly qualified academic mentor who could help bring out your full potential for the day of the exam.
What Could a Washington DC GMAT Class Help Me Review?
In a Washington DC GMAT class, students review materials for the four sections of the test, namely, Verbal Reasoning, Quantitative Reasoning, Integrated Reasoning, and the Analytical Writing Assessment. The order of these sections may vary on exam day and each has its own type of question formats and time limit, which can present a lot of pressure for the test taker. Therefore, getting trained on how to approach each GMAT section can do wonders for building your self-confidence and saving time during the exam.
Here are the four sections you will tackle in detail during your GMAT course:
1. Verbal Reasoning
For this section, there are 36 multiple-choice questions presented on reading comprehension and critical reasoning. In reading comprehension, you will need to answer questions about written passages, while the critical reasoning questions will test your ability to evaluate and make arguments and assess an action plan. This section must be completed in 65 minutes.
2. Quantitative Reasoning
This section tests your abilities in quantitative problem solving, graphic data interpretation, and mathematical reasoning. It has a total of 31 multiple-choice questions presented in problem-solving and data sufficiency formats. The problem-solving questions measure how good you are in using logic and analytical reasoning, while questions for data sufficiency test your skills in problem analysis. This section must be completed in 62 minutes.
3. Integrated Reasoning
The Integrated Reasoning section tests your ability to solve complex problems using available data, which is very important in researching, interpreting data, and writing case studies. There are 12 questions in total and four different types: graphics interpretation, table analysis, multi-source reasoning, and two-part analysis. This section must be completed in 30 minutes.
4. Analytical Writing Assessment
For this section, you will need to write an essay interpreting and synthesizing information provided to you. This will test your ability to critique arguments and develop key insights, which will demonstrate your abilities in critical thinking and written English proficiency.
Some of the key skills you will need in order to write a satisfactory response include reading skills, organizational skills, and the ability to evaluate arguments. Human evaluators with real-world experience and backgrounds in management education will evaluate your essay based on aspects such as quality of writing, relevant supporting reasons and samples, and organization and expression of ideas. Your essay will also be evaluated by a computerized system. This section must be completed in 30 minutes.
How Does a Washington DC GMAT Course Help Me Prepare?
The course is designed to accommodate the busy schedules of students, so the review lesson is done in a virtual classroom so there's no need to commute. You can set up your study area at your preferred spot, which adds to the convenience of your study. You can choose from multiple lesson schedules and sections that start every week. There are two-week and four-week courses, all conducted by highly qualified academic instructors who are very good communicators.
Once you start your class, you can expect a collaborative online learning environment with your instructor and classmates that is very much the same as a regular classroom. In the class, your review will cover critical GMAT skills. You will have the chance to ask questions about each of the four sections of the test. Studying with a group also helps in increasing certain skills such as information retention and creativity in finding new methods in solving problems. If at any point you feel that there is a concept or item that you still cannot quite understand, you can request one-on-one time with your instructor.
How can I find a Washington DC GMAT prep course?
If you are ready to start your GMAT course, Varsity Tutors can help you choose a prep course that suits your preferred schedule. Whether you are an undergraduate student aiming to enter a business school or a professional who is looking to improve career prospects by doing your MBA, we can help you find the course that matches your requirements. Starting your preparation for this very important exam can mean the difference between achieving your graduate degree or delaying your dreams indefinitely.
Aside from performing well in the GMAT, you can look at your course as an investment that can shape your future career. Once you are able to go on to achieve your MBA degree, there may be a lot of professional opportunities that come your way. Invest your time and effort in a GMAT review course that can help you prepare in the most comprehensive and convenient way possible. Don't hesitate to reach out to the educational consultants at Varsity Tutors for more information on how you can enroll in a Washington DC GMAT course, and allow us to assist you in preparing for your future.
Miriam: Washington GMAT course instructor
...ACT, GRE, and English proficiency tests such as the TOEIC and TOEFL). I also enjoy teaching more general skills in reading/writing, helping my students advance their abilities in a variety of genres. I taught weekly group and one-on-one lessons in South Korea that covered test prep, critical reading, and essay writing My philosophy for teaching is that my students not only improve in their academic potential, but also become engaged with the material and understand...
Education & Certification
- Yale University - Bachelor in Arts, Religious Studies
- SAT Reading
- Test Prep
- +26 subjects
Priya: Washington GMAT course instructor
...need to be. Whatever your aim - to ace your next exam or get the score you need to get into your dream school, I'm happy to help you get there! I have an undergraduate degree in International Politics from Georgetown and a masters in international affairs from Columbia. I'm bilingual English-Spanish as a result of spending a few years living in Costa Rica and working across Latin America. Right now, I'm tutoring in math,...
Joe: Washington GMAT course instructor
...and other writing assignments. While I tutor for a broad range of subjects, I am most passionate about Writing and History. I've tutored young students in reading comprehension and writing, and I've mentored young adults in writing and public speaking. I am a graduate of Syracuse University's Newhouse School of Public Communications and a native of Pennsylvania. I received my Bachelor of Science degree in Advertising, with a minor in Anthropology. My wife and I...
Education & Certification
- Syracuse University - Bachelor of Science, Advertising
- Fiction Writing
- High School Level American History
- +46 subjects
Megan: Washington GMAT course instructor
...employ active learning with questions and images to help you better understand a topic. I look forward to working with you! About me - I have a PhD in Marine Environmental Microbiology from MIT and Woods Hole Oceanographic Institution. My profile picture is me taking water samples in Antarctica! My Bachelor of Arts is in Biology with Minors in Spanish and Sociology from DePauw University in Indiana. I've taught K-12 and college classes, including at...
Erin: Washington GMAT course instructor
...pre-med, so I'm quite strong with science. I have a lot of experience teaching disparate subjects. I have been teaching biology, chemistry, physics, algebra, trigonometry, and calculus to high school and university students for about 12 years. Similarly, have 12 years of experience with the SAT, ACT, and ISEE/SSAT, and about 4 years of experience teaching GRE and GMAT. As far as hobbies go, I enjoy reading science fiction, classic literature, and comic books. Rock-climbing...
Education & Certification
- Stanford - Bachelors, Biology, General
- English Grammar and Syntax
- ACT Reading
- +77 subjects
James : Washington GMAT course instructor
...graduate school was as a commercial real estate broker with a firm now known as CBRE. After 14 years at CBRE, my finances were starting to get fairly complicated, so I decided to study to become a Certified Financial Planner, in order to manage my personal finances. I went through the College for Financial Planning's program in near record time and passed the CFP Board Exam on my first attempt in 1998. In order to...
Debo: Washington GMAT course instructor
I have extensive tutoring experience in math, physics, chemistry and engineering subjects. I really enjoy tutoring and like the interaction with students. ... Teaching is a way to share knowledge and improve your own learning.... By helping them understand the core concepts. Focus on understanding the problem itself rather than the solution.... By praising them on their successes, pointing out places for improvement and making learning a fun process.... I will try to illustrate the skill or concept with different examples that the student can relate to.
Education & Certification
- Jadavpur University - Bachelors, Chemical Engineering
- University of South Florida-Main Campus - PHD, Chemical Engineering
- 10th Grade Math
- +63 subjects
Christianna: Washington GMAT course instructor
I love math, science, engineering, and all things tech. I've taught at every level from K-12 to graduate students, and even help teachers think about how to integrate math and science into humanities. All things nerd, tech or comic, I got ya.... My mission is to have an educated impact. When I think of my favorite teachers, I think of the impact they had on my learning experience both in the classroom and beyond. As a teacher, I am responsible for teaching students how to engage material and each other while they learn how to learn and think. In my opinion undergrad is where you learn how to learn, while graduate school is where you learn how to think. Therefore, the teaching style, degree of difficulty, and expected autonomy is different for these two outcomes. I follow the team-based learning, and interdisciplinary pedagogy, because this is in line with my belief that that engineering is a hands-on application field that requires teams for complex projects and draws from interdisciplinary aspects. My philosophy reflects the broader emphasis on conceiving, designing, implementing, and operating of the CDIO methods for undergraduate engineering education. As an engineer, I am required to apply a professional rigor to coursework so that students understand their classes are real world applications that fit into a grand scheme of engineering principles. My impact in the classroom must leave students with the freedom and flexibility to create innovation that is founded in sound engineering and scientific principles. Students should be given a safe place to fail before working in front of industry partners, and progressively work towards the confidence in building hands on projects that they can present to external partners. The challenge of being an engineering educator is being an excellent teacher while exhibiting sound engineering principles. Students should expect a resource, a challenge, and a learning guide from me. I rely on presentations as my first line of information, homework and review as a second application and hands on projects as my final evaluation of mastery. Between those three aspects, students should be engaged on every level of their senses and learning abilities. Personally, I learn the most from the hands-on experience so I lean heavily towards this teaching style. I believe that engineering is hands-on and the courses must follow suit as to why we are being taught principles to build a solid foundation upon. The goal of any teacher should be to have students sense the lesson and apply it in real life. By giving a hands-on project, the student can use it as a starting point, foster creativity and innovation, which is extremely important in the STEM disciplines. The teacher in me encourages creative lines of thinking, challenges a student to answer their own questions with a little guidance from me, all the while giving information in a repetitive manner through the audio, visual and hands-on approaches. The focus of teaching is to convey learning in a variety of ways that students will be able to grasp the concepts. My teaching experience allows me to teach anything that my students need to learn, just as my engineering research and industry experience allows me to design to my client's needs. My specialties are orbit dynamics, system engineering and concurrent engineering. My postdoc dealt with infrastructure for concurrent engineering and designing complex projects which is why I stick to the interdisciplinary approach for my teaching philosophy. If a student ever says "I do not understand" or comes to me with a question, the first thing out of my mouth is "Well, let's think about this." I would then continue to present the problem a different way. Part of being a teacher is to be just as creative teaching to a student's learning style as knowing the information backward and forward. Utilizing this system of audio, visual and hands-on approaches will allow students to come away with questions not covered in the course, provoking creativity and thought, while being able to handle the requirements for building upon the engineering principles essential for a working engineer. Graduate teaching requires the same level of teaching creativity, but requires a higher degree of expected autonomy. The differences require that I teach graduate students in a way that will stimulate their research and independent thinking with more open-ended problems and projects. It also involves me finding "customers" and "stakeholders" that would give them instant feedback of the applicability of the class and judge their projects accordingly. While I am quite adaptable and creative in my teaching methods the engineer in me demands correct, professional, punctual work with a clear line of thinking laid out. If I cannot follow your reasoning, understand your writing, or reproduce your answer then you have not clearly communicated yourself. The most brilliant idea is meaningless if not communicated on multiple levels. The approach may vary as long as it is sought within sound engineering, scientific, and mathematical principles. I will go out of my way to show a student who is trying to learn multiple ways to learn the material, but in the end I am responsible to exhibit engineering behavior. Engineers have an ethical responsibility to show sound work. Therefore, things like significant figures, error bars, report presentations, and project write ups are extremely significant to the engineering profession. I have a responsibility to hold students to engineering standards so that they understand they must hold themselves in the highest regard as well. To this avail, I expect a problem solution to be shown from assumptions to step by step methodology to the correct answer. These steps are important in the engineering world. Setting good habits now by demanding that students take pride in their work is of the utmost importance to their engineering careers later. My practice as a teacher is to have students write their own textbooks. This encourages them to ask questions, annotate their own understanding and use it as a succinct summary of their own handiwork. A reference book is required for their reading and understanding. In order to reinforce the concept of writing their own textbook, I would require one student to be representative of the lecture's notes, which I would copy and return to them at the end of class. Everyone would turn in their notes/textbook at the end of the class as part of their grade. This would ensure that students are attentive in class, asking their own questions, going through their own reasoning, and always thinking of creative ways to further their understandings. It would also serve as an assessment of my teaching ability. This would be in addition to student grades on homework, tests and projects. I believe a student's grade is a culmination of their own work and understanding, therefore I do not grade on curves or pit students against each other. Engineering is an application field. Therefore, it is important to incorporate everyday life into the classroom. A student should be able to go into any surrounding and see the engineering aspects. In order to incorporate this, I would want a photo book or just quick explanation where they see a particular lesson in their real-life settings. It would be a small way to bring students together outside of the classroom to show a slideshow of how they see their lessons being applied. Engineering is an exciting field. It is the application of all the science and math theory culminating in exciting project results. The student may one day have a massive impact through industry, research, and public policy; however, the biggest impact any one person may have is to teach their craft.
Joshua: Washington GMAT course instructor
...can have on your professional career. Nobody wants their GMAT to be the black mark on their otherwise stellar application, and I'm passionate about making sure the GMAT isn't holding you back. I have a patient and encouraging tutoring style, and I particularly enjoy helping students with Data Sufficiency questions, although I'm perfectly able to help with anything and everything GMAT. At Harvard, I was hand-picked by my professor to tutor other students in Finance,...
Education & Certification
- University of Virginia-Main Campus - Bachelor of Science, Mechanical Engineering
- Harvard Business School - Masters in Business Administration, Business, General
- GMAT Integrated Reasoning
- GMAT Verbal
- Graduate Test Prep
- +2 subjects
Professor: Washington GMAT course instructor
...nobody develops a theme as Bach did. And that's some serious order, folks. The good Professor had the good fortune to take the highest Mathematics courses available in high school, which included Calculus and Trigonometry. That prepared him to be a tutor while in college studying electronics at DeVry. He helped his classmates, others' classmates, and even his own roommates. Not happy with one Bachelor's degree, he sought a second one, this time in electrical...
Education & Certification
- University of South Carolina-Columbia - Bachelor of Science, Electrical Engineering
- GA Tech - Master of Science, Electrical Engineering
- Test Prep
- GRE Subject Tests
- +43 subjects