as2764, can you please post your situation in a separate thread? It's too difficult for me to respond to two different sets of concerns from two students in one thread - it's too hard to keep straight what goes with whom. Also, you mentioned anxiety, but you didn't mention any of the other factors in the article that I wrote. In your new post, please go through the entire analysis step by step. If you feel any of the possible causes don't apply to your situation, say so (and, if appropriate, explain why). Thanks!
deepu.85.rao, okay, so now we know some of what was going on. Your stamina wasn't where it needed to be - you were starting the verbal section around the time that you were normally used to finishing the entire test.
You also had timing troubles - if you had to rush a lot through the last 12, then there's a very good chance you had most of those wrong, and a string of 8+ wrong in the last 12 will absolutely kill your score. (The good news is that your score had to have been higher before you started that sequence, so you can get a higher score - but you have to fix the timing.)
Some students are reporting in particular that SC feels harder on the real test, and I think that's probably because GMAC is putting in a higher proportion of questions where lots of things move around - as opposed to having one word that changes back and forth in different answers.
In order to deal with the ones in which a lot changes (whole chunks of the sentence are picked up and moved around, or several words are re-worded rather than just a single word), you have to learn to start dealing with "chunks" of the sentence rather than individual words: the core of the sentence (sub and verb) versus the extra stuff and how the extra stuff fits onto the core. Modifier questions are a really good starting point for this, but look specifically for questions on which the "splits" aren't that easy to identify.
Also, of course, if there are any holes in your grammar knowledge, you'll need to work on those.
I don't think you necessarily need a lot of new verbal stuff quite yet - I'd rather see you go back and master the material better from your old sources and then, once you feel you've made good progress, you can use other materials to test yourself. Start by going through OG12 and our book to find questions that look more like what I described above. Make a set of those and start figuring out how you can pull those apart - or almost diagram them - in "chunks" rather than individual words.
Also, if I were to show you a particular difference in answer choices but NOT show you the full problem (or even the full answer choices), would you be able to tell me which rule is probably being tested? You can probably do this for some things right now (eg, "has" and "have" would be a pretty straightforward split), but you can also probably get better at this, especially when more than one word is changing or when the location of words change - all of those things are clues too, they're just harder clues.
Go back to some old questions and cover up the original sentence - don't read it at all! ONLY look at the answers and try to identify every possible thing you can just from looking at the differences in the answers. You won't be able to fully answer the question this way, because you're missing some information, but answering the question isn't your goal. Your goal is to figure out how to recognize what the differences tell you about what the problem is testing.
These articles might be useful for you; they talk about how to analyze problems after you've already tried them:
http://www.manhattangmat.com/articles/GMATprep-SC.cfmhttp://www.manhattangmat.com/articles/CR-assumption.cfmhttp://www.manhattangmat.com/articles/a ... estion.cfm