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Confusing “Fact Inference” in RC/CR

On tricky GMAT RC and CR inference questions, you’ll often see a trap answer that looks like a valid inference but is actually just a restatement of a fact. Let’s call it an “inference from facts” trap.

For example:

Theater Critic: The play La Finestrina, now at Central Theater, was written in Italy in the eighteenth century. The director claims that this production is as similar to the original production as is possible in a modern theater. Although the actor who plays Harlequin the clown gives a performance very reminiscent of the twentieth-century American comedian Groucho Marx, Marx’s comic style was very much within the comic acting tradition that had begun in sixteenth-century Italy.

The considerations given best serve as part of an argument that

(A) modern audiences would find it hard to tolerate certain characteristics of a historically accurate performance of an eighteenth-century play

The original text only states that one actor’s style is “reminiscent of” another’s. Option (A) jumps to a conclusion about audience preference. You can’t infer how an audience will feel just because styles are similar. That’s a big leap!
RC also has this type of misleading answer choice! Let’s look at another one:

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In a study of strategic practices in several large firms, managers in harvest strategy scenarios were more able to adhere to their business plans. As one of the managers in the study explained it, this is partly because “Typically all a manager has to do [when implementing a harvest strategy]  is that which was done last year.”

The author includes the quotation in lines 44-47 of the passage most probably in order to

The incorrect option (B) suggests a reason that many managers of large firms prefer harvest strategies to build strategies.

The last paragraph of the discussion gets at the flawed assumption of motive.
“Limited help” might be a fact, but people can interpret that differently. Just because someone feels the help is limited doesn’t mean Dustin is intentionally holding back information!
Anyone who’s used my materials knows I share pretty much everything I know.
When you’re inferring motives, always consider alternative explanations. Don’t just jump to the most obvious one.
For instance, maybe the student feels the help is limited because of their own “grab-what-you-can-for-free” mentality, or maybe they’re just not reading carefully.
That’s the kind of thinking the GMAT wants to see.
If this student were in my class, I’d be hammering home the importance of paying close attention during lectures.
If they’re not my student, I hope this article has been helpful for your logic.
Of course, I’d be thrilled to have you join my full course too! XD

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