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Top 100 GRE Vocabulary Words and How to Use Them

Nitha J
Nitha J · Head of Content and Verbal
· Updated Aug 2026
In short

Learn these 100 words first. Each one comes with a definition and a sentence showing how it is actually used.
Then try the three GRE questions in section 02 — that is where you find out whether you know a word or only recognise it.

01 — The 100 words

100 High-Frequency GRE Words With Definitions and Usage

Read the example sentences, not just the definitions. The GRE tests words in context, and usage is what sticks.

Aberration (n.)
A deviation from what is normal or expected.
The dip in his practice score was an aberration. He had been consistently strong in verbal up to that point.
Abscond (v.)
To leave hurriedly and in secret, usually to avoid consequences.
No one absconds from GRE prep in one dramatic exit. It usually starts with three skipped days that become three weeks.
Abstain (v.)
To choose not to do or have something.
She decided to abstain from social media for the last two weeks before her GRE.
Admonish (v.)
To warn or reprimand firmly, but not harshly.
His tutor admonished him for skipping the error log — which turned out to be the one habit that mattered most.
Adulterate (v.)
To make something impure by adding inferior or foreign substances.
Good study materials stand out because they are not adulterated with filler content.
Alacrity (n.)
Brisk and cheerful readiness.
He responded with alacrity when offered a chance to join the practice session, knowing every hour counted.
Ambivalent (adj.)
Having mixed or contradictory feelings about something.
She was ambivalent about her test date: ready on verbal, nowhere near ready on quant.
Anachronism (n.)
Something placed outside its correct historical period.
Advice written for the pre-2023 GRE is an anachronism now, and following it costs real marks.
Anomaly (n.)
Something that deviates from the norm; an irregularity.
A 155 in verbal after months of scoring in the 160s was an anomaly, not a signal to panic.
Antipathy (n.)
A deep-seated feeling of dislike or aversion.
His antipathy towards flashcards was real, so he built the habit around reading instead. The words still stuck.
Arduous (adj.)
Demanding great effort; strenuous.
The first three weeks are the arduous ones. After that, daily review takes twenty minutes.
Ascetic (adj.)
Severely self-disciplined; abstaining from comfort or indulgence.
You do not need an ascetic study routine. You need a repeatable one.
Assuage (v.)
To make an unpleasant feeling less intense.
Reviewing her flashcards helped assuage the anxiety she felt heading into the last week of prep.
Audacious (adj.)
Very bold or daring, sometimes recklessly so.
His plan to learn 200 words in a week was audacious, but he actually pulled it off.
Austere (adj.)
Severe or plain; without decoration or comfort.
The official practice interface is austere by design. Getting used to it early removes one surprise on test day.
Banal (adj.)
So lacking in originality as to be obvious and dull.
Banal essay openings — “since the dawn of time” — cost you nothing directly, but they buy you nothing either.
Belie (v.)
To give a false impression of; to contradict.
Her calm expression belied how anxious she felt sitting down for the verbal section.
Belligerent (adj.)
Hostile and aggressive.
The study group’s tone turned belligerent when they disagreed about test strategy, which derailed the session entirely.
Benign (adj.)
Gentle and kind; not harmful.
The question looked intimidating but was actually benign once she parsed the sentence structure.
Bolster (v.)
To support or strengthen.
A strong mock test score bolstered her confidence going into the final stretch.
Cacophony (n.)
A harsh, discordant mixture of sounds.
The cacophony in the café made it impossible to concentrate, so he moved to a quieter spot.
Cajole (v.)
To persuade through flattery or gentle coaxing.
She had to cajole her study partner into one more mock test. He thanked her afterwards.
Candid (adj.)
Truthful and straightforward, especially about something uncomfortable.
A candid diagnostic is more useful than a flattering one. You cannot fix what the report will not name.
Capricious (adj.)
Given to sudden, unpredictable changes; impulsive.
His study schedule was capricious at first — random days, random goals. Structure fixed that.
Castigate (v.)
To reprimand severely.
Do not castigate yourself over one bad section. Review it, log the error, move on.
Chicanery (n.)
Deception through trickery.
Be cautious of any prep service that promises dramatic score jumps in a week. That is often chicanery.
Circumspect (adj.)
Cautious; weighing all circumstances before acting.
Be circumspect about score guarantees. Read what is actually being promised.
Clandestine (adj.)
Kept secret, usually because it is improper or illicit.
Nothing about good prep is clandestine. The methods are public; the consistency is the hard part.
Complacent (adj.)
Uncritically satisfied with oneself; unaware of danger.
An easy mock test makes students complacent. The real test rarely returns the favour.
Condone (v.)
To accept or overlook behaviour generally considered wrong.
No serious programme condones memorising answers from leaked question sets.
Copious (adj.)
Abundant in quantity.
She took copious notes in week one and almost none by week six. That is the wrong direction.
Corroborate (v.)
To confirm or support with evidence.
Multiple top scorers corroborate the idea that focusing on high-frequency words is more efficient than trying to memorise everything.
Credulous (adj.)
Too ready to believe things; easily convinced.
Credulous test-takers buy the “3,000 words in a month” promise. Sceptical ones learn 500 properly.
Cursory (adj.)
Hasty, and therefore not thorough.
A cursory review of wrong answers is barely better than no review at all. Sit with each one.
Dearth (n.)
A scarcity or lack of something.
There is no dearth of GRE material online. There is a dearth of material worth finishing.
Deferential (adj.)
Showing respect for another’s authority or judgement.
Be deferential to good advice, not to every confident voice on a forum.
Denigrate (v.)
To unfairly criticise or belittle.
Denigrating your own early scores is a way of avoiding the work of understanding them.
Deride (v.)
To ridicule or mock.
Do not deride a slower learner in a study group. Everyone starts somewhere, and the pace picks up with consistency.
Desiccate (v.)
To dry out completely; to preserve by drying.
Old textbooks with desiccated examples and outdated questions do more harm than good.
Didactic (adj.)
Intended to teach, particularly with an instructive tone.
His notes had a didactic quality to them, written as if he were preparing to teach someone else the material.
Diffident (adj.)
Lacking confidence; hesitant and reserved.
He was diffident in the group but wrote the sharpest answer analyses of anyone in it.
Disparate (adj.)
Essentially different in kind; not easily compared.
She was managing disparate demands: a full-time job, evening study sessions, and weekend mock tests.
Dissonance (n.)
A lack of harmony or consistency.
There was a clear dissonance between her strong reading comprehension scores and her struggles with text completion.
Dogmatic (adj.)
Asserting opinions as though they were established fact.
Be wary of dogmatic prep advice. What worked for one 168 scorer is not a law.
Ebullient (adj.)
Overflowing with enthusiasm.
She was ebullient after her first 160 — which is fine, as long as the routine survives the celebration.
Eclectic (adj.)
Drawing from a broad and diverse range of sources.
An eclectic reading habit — journalism, science writing, criticism — builds vocabulary no list can.
Empirical (adj.)
Based on observation or experience rather than theory.
Your error log is the empirical record of your prep. Trust it over how a session felt.
Engender (v.)
To cause or give rise to a feeling or situation.
Repeated exposure to difficult words engenders familiarity, and familiarity reduces the anxiety they initially cause.
Enigma (n.)
A person or thing that is mysterious or difficult to understand.
The GRE scoring algorithm feels like an enigma, but understanding adaptive testing clears up most of the confusion.
Ephemeral (adj.)
Lasting for a very short time.
A bad practice score is ephemeral if you treat it as feedback rather than a verdict.
Equivocal (adj.)
Open to more than one interpretation; ambiguous.
Her answer about readiness was equivocal. That was a signal she needed more time before booking the test.
Erudite (adj.)
Having or showing great knowledge or learning.
The instructor’s erudite explanations were helpful, but the examples made them practical.
Esoteric (adj.)
Intended for or understood by only a small, specialised audience.
Some GRE passages feel esoteric, but the verbal questions rarely require subject knowledge. They test language, not domain expertise.
Exacerbate (v.)
To make a problem or negative situation worse.
Cramming the night before exacerbates test-day fatigue. Sleep is a strategy, not a luxury.
Fastidious (adj.)
Very attentive to accuracy and detail; hard to satisfy.
He was fastidious about timing every practice set, which is why pacing never surprised him.
Fervid (adj.)
Intensely enthusiastic or passionate.
He was fervid about vocabulary from the start, which made the work feel less like grinding.
Frivolous (adj.)
Not having any serious purpose; trivial.
She cut out frivolous distractions in the final month — not because she was panicking, but because she was focused.
Frugal (adj.)
Economical; avoiding waste.
He took a frugal approach to prep, using free resources wisely rather than buying every book on the market.
Gainsay (v.)
To deny or contradict.
No one can gainsay the importance of mock tests. Every strong scorer mentions them.
Garrulous (adj.)
Excessively talkative, especially on trivial matters.
His garrulous study partner meant well but consistently derailed sessions with tangents.
Gullible (adj.)
Easily deceived or tricked.
Gullible students fall for “guaranteed score improvement in 7 days” claims. The realistic timeline is weeks, not days.
Hackneyed (adj.)
Lacking originality; unoriginal due to overuse.
Hackneyed phrases in analytical writing essays do not impress GRE graders. Clarity and precision do.
Homogeneous (adj.)
Of the same kind; lacking variety.
Her study plan was anything but homogeneous. Flashcards, reading, mock tests, and error logs all had their place.
Iconoclast (n.)
A person who challenges established beliefs or conventions.
He was an iconoclast in the study group, arguing against word-list memorisation in favour of reading-intensive prep.
Idiosyncrasy (n.)
A distinctive or peculiar feature or habit; a quirk.
Her idiosyncrasy of writing new words in colour-coded notes was unusual, but it worked for her.
Imminent (adj.)
About to happen; impending.
With the test date imminent, she shifted from learning new words to consolidating what she already knew.
Innocuous (adj.)
Harmless; unlikely to cause offence or trouble.
An innocuous-looking sentence equivalence question can hide the hardest vocabulary on the section.
Insipid (adj.)
Lacking vigour or interest; bland.
Rote memorisation without context is insipid. It also does not hold up under test conditions.
Laconic (adj.)
Using very few words; brief and concise.
His explanations were laconic but precise. No word wasted.
Laudable (adj.)
Deserving praise; commendable.
Completing 40 full-length practice sections was laudable, and her score reflected the effort.
Lethargic (adj.)
Sluggish and apathetic; lacking energy.
He felt lethargic after 8-hour workdays, which is why he moved vocabulary review to early mornings.
Lionize (v.)
To treat someone as a celebrity; to give excessive public attention to.
The coaching community tends to lionize 170 scorers, but the real story is usually about consistent daily habits, not talent.
Loquacious (adj.)
Very talkative; fond of talking at length.
The loquacious instructor had a way of keeping class engaged, turning dry vocabulary drills into actual conversations.
Lucid (adj.)
Clearly expressed; easy to understand.
Her explanation of the passage was lucid. Everyone in the group understood it on the first pass.
Magnanimous (adj.)
Generous or forgiving, especially toward a rival or someone less powerful.
In a magnanimous gesture, the top scorer in the cohort shared her annotated word list with the entire batch.
Malign (v.)
To say harmful or critical things about someone; to slander.
It reflects poorly on any organisation to malign competitors. Good programs focus on what they do well.
Mercurial (adj.)
Subject to sudden or unpredictable changes of mood or behaviour.
His verbal scores were mercurial early on, swinging between 148 and 158. A structured approach stabilised them.
Misanthrope (n.)
A person who dislikes or distrusts humankind.
He joked that three months of solo GRE prep turned him into a misanthrope. The mock tests and word lists became his only company.
Mitigate (v.)
To make less severe or serious; to alleviate.
Learning word roots mitigates the difficulty of unfamiliar vocabulary. One root can unlock twenty words.
Obdurate (adj.)
Stubbornly refusing to change one’s position, especially in an emotional or moral way.
The judge remained obdurate despite the plea for mercy. Note: obdurate is more than “stubborn” — it describes someone who refuses to yield to moral pressure. The GRE uses it in exactly this way.
Obsequious (adj.)
Excessively eager to please; overly fawning.
An obsequious student who never questions the study plan may be missing opportunities to adapt it to their actual weak areas.
Opaque (adj.)
Not transparent; difficult to understand.
The passage on environmental economics was opaque at first reading, but the questions only required understanding the argument, not the technical details.
Ostentation (n.)
Excessive showiness, especially of wealth or knowledge.
Essays heavy on ostentation — full of complex words used incorrectly — tend to score lower than clear, direct writing.
Pedant (n.)
A person excessively focused on minor details or rules.
He was enough of a pedant to correct every pronunciation in the group, which became more annoying than helpful.
Placate (v.)
To make someone less angry or hostile; to appease.
She brought notes to placate the study partner she had disagreed with the previous session. It worked.
Pragmatic (adj.)
Dealing with things practically rather than theoretically.
A pragmatic approach to GRE vocabulary means prioritising high-frequency words over rare ones, not trying to learn everything.
Prevaricate (v.)
To speak evasively; to avoid stating the truth directly.
When asked if he had been keeping up with practice, he prevaricated. His tutor noticed.
Prolific (adj.)
Highly productive; producing a large quantity.
She was a prolific note-taker, filling three notebooks across her 10-week prep.
Prosaic (adj.)
Dull and ordinary; lacking imagination.
His first draft essays were prosaic. Direct feedback from his instructor pushed him to add depth and precision.
Sanguine (adj.)
Optimistic, especially in a difficult situation.
She remained sanguine after a poor mock test, using it as a diagnostic rather than a setback.
Scrupulous (adj.)
Very careful and attentive to details; principled.
His scrupulous review of every wrong answer turned each practice test into a learning session.
Soporific (adj.)
Tending to induce drowsiness or sleep.
He found certain prep books soporific. Switching to shorter, more varied study blocks solved the problem.
Sporadic (adj.)
Occurring at irregular intervals; inconsistent.
Sporadic study sessions produce sporadic results. The students who improve most show up consistently.
Taciturn (adj.)
Reserved or quiet; saying very little.
He was taciturn in class but sharp in his written practice. Processing internally worked for him.
Ubiquitous (adj.)
Present or found everywhere; widespread.
Smartphones are ubiquitous, which makes vocabulary apps genuinely useful for studying on the go.
Vacillate (v.)
To waver between options; to be indecisive.
He vacillated between the GRE and GMAT for months before realising his target schools made the decision obvious.
Venerate (v.)
To regard with deep respect.
Some students venerate prep books to an almost superstitious degree. Good materials help, but consistent effort matters more.
Vitiate (v.)
To impair or weaken the quality of; to make defective.
Skipping fundamentals can vitiate your prep. A shaky base makes advanced material much harder to apply.
Vociferous (adj.)
Expressing opinions loudly and forcefully.
The vociferous debate over one sentence equivalence question ended up helping the entire group remember the word in question.
Volatile (adj.)
Likely to change rapidly and unpredictably.
Confidence can be volatile in the early weeks of prep. That is normal and not a reliable indicator of eventual performance.

Most test-takers download a GRE vocabulary word list of 3,500 entries, open it once, feel overwhelmed, and either cram randomly or give up. These 100 are the ones that repay the effort first. For how vocabulary fits into verbal performance overall, see our GRE verbal guide.

Mentor insight

Do not try to memorise these 100 in one sitting. Break them into sets of 10. Learn one set a day, review the previous day’s set, and do a full review every Sunday. Ten days gives you all 100, without the burnout.

Quick self-check: how many of these do you genuinely know?

Select your honest estimate:

Vocabulary is currently a weak area. Start here and build systematically — 10 words a day, reviewed with spaced repetition. This is fixable in 6 to 8 weeks of consistent daily work.
Mid-level. You have a foundation. Focus now on deepening your understanding of the words you only know partially — definition is not the finish line. Understanding usage and nuance is.
Move your attention to usage training. You know the definitions. The next step is knowing when and how to use the word under time pressure. The three questions below are a fair test of that.

02 — Put them to work

Three GRE Questions Using Words From This List

Knowing a definition and choosing the word correctly under time pressure are different skills. These three questions test the second one. Every answer choice below appears in the list above.

1Text Completion · one blank

The committee’s report was praised for the clarity of its evidence, yet its final recommendation was so that the ministry and its critics each claimed the document had vindicated them.

Why B

The clue is that both sides claimed it supported them. That is only possible if the recommendation could be read two ways — which is precisely what equivocal means.

The trap here is C. Students who half-know laconic file it under “unclear”, but laconic means using very few words. A laconic statement can be perfectly unambiguous. Brevity and ambiguity are not the same thing, and the GRE separates them deliberately. A is the opposite of what the sentence needs; D and E describe style, not interpretability.

2Sentence Equivalence · select two

The dean’s reassurances did little to the anxieties of the incoming cohort, who remained as apprehensive in November as they had been in August.

Choose the two answers that produce completed sentences alike in meaning.

Why A and D

Sentence Equivalence needs two words that give the sentence the same meaning — not merely two words that fit grammatically. Assuage and mitigate both mean to reduce something unpleasant, so either produces the same sentence.

B is the classic error. Engender means to cause — it also fits the grammar, and anxiety is being discussed, so it feels plausible. But it points in the opposite direction. On this question type there is no partial credit: one right word plus one merely relevant word scores zero. When you have found one answer, do not stop — go looking for its pair.

3Nuance check · one blank

Despite a decade of public appeals and two parliamentary reviews urging compensation for the families, the minister remained .

Why C

This is the distinction the list flagged. Obdurate is not simply “stubborn” — it describes someone refusing to yield to moral pressure. Appeals, reviews and grieving families are exactly that kind of pressure, which is why obdurate is the precise word rather than an approximate one.

A is tempting if you read “remained” as “stayed silent”, but taciturn is about saying little, and the sentence is about refusing, not about quietness. D means changeable, which contradicts “a decade”. This is what people mean when they say the GRE tests precision: four of these five words are in the right emotional neighbourhood, and only one is correct.

Mentor insight

If you got the definitions right but the questions wrong, that is the most useful outcome on this page. It means your gap is usage, not vocabulary size — and that gap closes with practice on real questions, not with a longer word list.

Free practice
Three questions is a sample. Keep going.

The GRE Vocabulary Treasure Hunt teaches high-frequency words through themed puzzles rather than rote lists — the same words, met in context, until they stick.

Start Vocabulary Practice →

03 — How to remember them

How to Actually Remember GRE Vocabulary Words

Learning a word once is not enough. This is the system that produces recall under test conditions.

1
Space the repetitions

Review on Day 1, then Day 3, Day 7 and Day 14. That spacing mirrors how memory consolidates. Consistency beats intensity — most GRE online coaching programmes build this into the curriculum.

2
Learn roots, not just words

If you know bene means good, you can reason your way to benign, benefactor and benediction. One root unlocks dozens. Our GRE word roots guide covers the most tested ones.

3
Study in thematic clusters

Group words by shared meaning and learn what separates them — exactly the distinction question 2 was testing. See the GRE vocabulary mnemonics guide for the stubborn ones.

4
Write your own sentence

When you learn a word, use it in a sentence about your own life. The more specific it is, the better it sticks. The GRE always tests words in context, never in isolation.

5
Read where these words live

The Economist, Scientific American and serious long-form journalism use this register naturally. Meeting a word you studied in real writing reinforces it in a way no flashcard can.

6
Test recall, not recognition

Close your notes and retrieve the meaning from memory. Passive review feels productive and isn’t. When a word trips you up in practice, move it to an active review list.


04 — Why vocabulary decides verbal

Why Vocabulary Is the Fastest Lever in GRE Verbal

Text Completion and Sentence Equivalence make up roughly half of all verbal questions — and both require the exact word, not approximately the right one.

The GRE Verbal section is, at its core, a test of how precisely you understand language. Know the word and the answer is often clear within seconds. Do not know it and the question becomes a guess.

One thing many students miss: Sentence Equivalence and multi-blank Text Completion questions have no partial credit. Every blank must be correct to score the point — which is why question 2 above punished a half-right answer. This makes vocabulary precision more important than vocabulary breadth. Our guide on GRE Sentence Equivalence covers this in detail.

Reading Comprehension also rewards strong vocabulary. Passages are dense and academic, and RC questions sometimes ask you to identify the meaning of a specific word as it is used in the passage — which requires distinguishing between two very close meanings, not just recalling a definition. See our GRE reading comprehension guide for that question type.

What makes a word “high-frequency”?

ETS does not publish an official word list, but patterns emerge clearly from official practice materials. High-frequency GRE words tend to be medium to advanced difficulty, drawn from academic writing and complex arguments — words like “pragmatic,” “laconic,” “capricious,” or “equivocal.”

The feature that matters most is nuance. Many GRE words share a core meaning but differ subtly in usage. Consider the words that broadly mean “reducing the negative impact of something”: alleviate, mitigate, ameliorate, assuage, and attenuate. All five make something less severe, but each carries a different shade.

alleviate
eases a burden or a pain
mitigate
reduces severity or consequence
ameliorate
improves a bad situation overall
assuage
soothes a feeling, not a fact
attenuate
weakens force or intensity

Recognising those shades is usually what separates the right answer from the near-miss.

Mentor insight

Word lists with 3,000+ entries are floating around online. Most of those words will never appear on your test. Focusing on the 300 to 500 that show up repeatedly is a far better use of your time. Master those first, then expand only if you have time before your test date.


05 — Common mistakes

Vocabulary Study Mistakes That Waste Prep Time

Most students who plateau on GRE verbal are not lacking effort — they are studying words the wrong way.

Trying to learn 3,000 words

A huge list feels thorough. It is mostly demoralising. Start with the high-frequency list and expand only if time allows.

Memorising the definition only

Knowing “equivocal” means ambiguous is not the same as knowing when it fits. Learn the usage, not the dictionary line.

Reviewing in one weekly binge

Fifty words on Monday, untouched until Sunday, are mostly gone. Short daily sessions beat long weekly ones, every time.

Dropping words you got right

Knowing a word once does not mean you own it. Keep cycling known words alongside the new ones.

Trusting recognition over recall

A word feeling familiar is not the same as choosing it under time pressure. Practise retrieval. This is where GRE Text Completion punishes you.

✦ GRE 163 Verbal · MS in Information Systems, Carnegie Mellon
“I had gone through three word lists before Crackverbal. None of them stuck. The difference was studying words in the context of actual GRE questions — I finally understood the nuance, not just the definition.”
AR
Ananya Rao
GRE 163 Verbal · Admitted to MS in Information Systems, Carnegie Mellon

06 — Common questions

Still have questions?

Eight questions we get most often
These come from actual GRE students — the same questions that come up in our verbal sessions week after week. If yours is not here, the fastest route is a conversation rather than another article.
There is no official ceiling, but 500 high-frequency words is a solid baseline. More important than the number is how deeply you know each word — specifically how well you understand its usage in context and how it differs from similar words. Knowing a definition is a starting point. Knowing when and how the word is used, and how it differs from close synonyms, is what the GRE actually tests.
With consistent daily study of 10 to 20 new words plus regular review of older ones, most students cover the core high-frequency list in 6 to 8 weeks. Retention builds over time, so starting early always helps. Compressing this into two weeks almost never produces durable results.
No. The GMAT does not test vocabulary the way the GRE does. If you are deciding between the two tests and vocabulary is a strength, the GRE may be the better fit. If vocabulary is a significant weakness and you are short on time to build it, that is worth factoring into your decision before you register.
Vocabulary improvement will raise your score, but combining it with reading comprehension practice gives you the most complete improvement. Text Completion and Sentence Equivalence rely heavily on vocabulary, and RC also has vocabulary-in-context questions. No single component can carry the entire verbal section on its own.
Spaced repetition, learning word roots, studying words in thematic clusters, reading in context, and regular practice with GRE-style questions. Daily short sessions consistently outperform occasional long ones. RC also has vocabulary questions, so your reading practice is vocabulary practice too.
High scorers focus on usage and nuance, not just definitions. They know when to use “mitigate” versus “alleviate” versus “assuage,” and why those words are not always interchangeable. That level of precision shows up in Text Completion, Sentence Equivalence, and RC vocabulary questions at harder difficulty levels.
Either works. What matters is that you review words repeatedly and in different contexts. Most strong scorers use both. A PDF is useful for bulk review; an app is useful for short daily sessions on the go. The format matters less than the consistency of review.
No. Vocabulary-intensive questions are exclusive to Verbal Reasoning. The Quant section requires basic English comprehension for word problems, but nothing close to the advanced vocabulary tested in verbal.

GRE vocabulary is not a box to tick. These 100 words are a starting point, not a ceiling. Definition is not the finish line — knowing how a word is used in context, and how it differs from its close synonyms, is what actually moves your score.

Apply the spaced repetition system, study in thematic clusters, and review consistently. For a broader strategy on raising your verbal score overall, see our guide on how to improve GRE scores.

Nitha J
Written by
Nitha J
Head of Content and Verbal · Crackverbal

Nitha Jayachandran is the Verbal Head at Crackverbal, where she leads GMAT and GRE verbal training. A Cambridge CELTA-certified educator with over a decade of teaching experience, she has a background that cuts across test prep, copywriting, and brand strategy — which means she thinks about language the way most people think about arguments: carefully, and with some suspicion of the obvious. When she is not pulling apart a Critical Reasoning question, she is likely pulling apart a recipe, analysing a novel, or planning her next trip. Years spent in copywriting gave her a storyteller's instinct, and she brings that to her teaching — which turns out to be a considerable advantage for anyone trying to make sense of a dense RC passage or a word that refuses to stick.

10+ yrs
Teaching experience
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Students mentored
675
Avg GMAT score
320
Avg GRE score

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