Logical Reasoning & Data Arrangement Section
As per the IIFT 2008 booklet B, the logical reasoning and Data-Arrangement section of IIFT 2008 witnessed the questions based on Logical Games in the maximum quantity (28 per cent). They were followed by input-output type questions (22 per cent) and those based on Mathematical Reasoning (16 per cent) and Sequencing (13 per cent).

Verbal Section
The verbal section that comprised Reading Comprehension and English Usage had majorly RC questions (37 per cent). They were followed by Vocabulary (Word meaning & usage -14 per cent; Antonyms - 8 per cent; Gap fills - 11 per cent and Analogies - 11 per cent) based questions. Grammar questions in the form of sentence correction questions (11 per cent) also appeared in the test.

General Awareness Section
The General Awareness section of IIFT 2008 was a tough nut to crack for most of the test takers. The `Matching the columns' type of format for the questions was really time consuming. Closer choices expected the students to match almost all the items in a column with the other for one question to be correct.

IIFT seems to be mimicking CAT in its unpredictability and the surprise element. While IIFT in 2006 introduced multiple correct answers for questions and in 2007 matched (though most would say surpassed) the difficulty level of the CAT and reduced students to tears. IIFT in 2008 broke new ground by going in for a `SIX section' paper which would have truly confounded most students who found it extremely difficult to plan the right time allocation strategy.

More so given the absence of any information from IIFT on the issue of sectional cut-offs. The prudent ones would have however opted for safety and would have tried to do well in all sections. This strategy would have been the best considering the fact that IIFT did have sectional cut-offs in 2007 though the quantum was not specified. Moreover, the splitting up of the `Quant' section of 2007 into Quantitative and Data Interpretation sections in 2008 would have been a pointer of things to come as it is quite possible that IIFT wanted to evaluate the skills of students in each of these areas separately and thus pointing to sectional cut-offs.