I read this question as what best expresses the reasoning behind the author's argument. As in, why did the author believe in her argument that criticism of Handel's da capo arias is invalid. In which case, I thought B would be the explanation.
How can I correct this mental model? does "reasoning" always mean "argument/conclusion?" in questions like these?
@J.Y.Ping Small detail, but is it really correct to say that (A) is explicitly stated in the context? The stimulus says that there is a disproportion between text and music, not that there’s a disproportionate amount of music per se, like (A) states. It doesn’t change the question, but I wanted to have that detail right.
so I originally picked answer choice C before diving into the video however, the reason why i chose C is because previously in the foundations module many can be equated to "some" and that also means at least one, which is why I chose c but is that even the right way to solve this question?
@kiarahemani I was going to ask this as well. I've found though, sometimes the rest of the video, while explaining why an answer choice was wrong there is something meaningful introduced. sometimes I watch the rest of the video on a higher speed and slow it down if he starts talking about something I haven't considered yet.
In situations where I easily identify the correct answer under the average time, I find it difficult sitting through the videos explaining in detail why the correct answer is, in fact, correct.
Is there a mindset change I should have regarding this issue, or would I be crazy to skip to the next module?
@ArcherHeeren Personally, I will watch him explain the elements of the question stim then explain why the answer was correct and move on. I don't think there's anything wrong with that.
If you found the right one but struggled between two answers then it may be helpful to watch why your answer is correct and why the other was wrong without sitting through the entire video.
ALMOST picked E as my final answer, then had that aha moment when I recognized the word 'most' and connected it to the previous lessons about 'many' = 'some'.
Very interesting question how the correct answer is intentionally less satisfying than an incorrect one
#feedback Would love drills/practice problems to work on recognizing the different components in the stimulus. I need to get better at recognizing the premises, conclusions, context etc. Are there any in the future?
I think these questions should also be presented in the "You Try Format', which would allow us to give it a go by ourselves before seeing the explanation video.
if you look above the video there is a 'Quick view' button that brings up the question. Not the same as the 'You Try' format, but I've just been doing them that way before starting the video
Think of critic as one singular person expressing one specific type of criticism.
"At least one frequent criticism.."
What that answer choice is saying is that one OFTEN SAID criticism is undeserved. Who is saying this criticism? Well a critic. If this singular criticism is said multiple times, then it is implied that MULTIPLE critics are saying this ONE criticism.
Well that matches up perfectly to our context, "Many critics" are doing what? Complaining (criticizing).
Now we tie our context into our conclusion. "Yet, SUCH criticism" What criticism? The one that many critics are saying, so to say a frequent criticism! Tying us right to our answer.
I'm still confused why the answer wasn't E over C. I know that E is strong because of the word "most" but the stimulus was strong in using the word "many" critics complaining of the disproportion between text and music...... (so on)
Whereas C just feels to weak when using the word "at least" when the stimulus is stating "many" critics complaining of that.
When I think of "most" vs "many", I think of a scale from 0-100. "Most", implies more than half, or at least 51 out of 100. When we hear "many", it could mean 30 out of 100, or 49 out of 100, but it only becomes "most", when its strength pushes that number to above half. Not sure if this makes sense to others, but it's how I think about it.
Does it help to think that those "many" critics are all making the same one criticism? The stimulus doesn't tell us 3, 4, 5... different criticisms. It gives just the one.
I think the issue you might have is conflating "many" critics as several different criticisms.
@fatiman123282 (E) says more than a majority of the criticisms Handel's arias receives is unwarranted. We are only talking about ONE type of criticism here: the disproportion between text and music, which many critics complain about. We concluded this particular criticism is unwarranted, but can't make a blanket statement that most criticisms are unwarranted as well.
Most is too strong to be supported by the text. It is true that at least one criticism, that the aria is repetitive, is unwarranted. Why? Because the musicologist refutes that the repetition serves a vital function.
I chose C through the thought process that Most doesn't follow many, and at least one could be included in Many. So I didn't choose it because of the reasoning that I don't know what most other criticisms are, or that I know at least one criticism - I was trying to apply what I know about many and most - is that still an applicable/correct way of thinking here?
I used this thought process to eliminate 'D' as well, which states "most criticism of Handel's aria is unwarranted." I think you're absolutely correct in your use of modifiers to eliminate D, we're not sure what the other criticisms of Handel's aria exists, and we are much less sure if the arguer believes that these other criticisms are warranted or unwarranted.
In my notes, I wrote down why I eliminated each answer choice. For 'D' I stated "too strong/extrapolative."
I understand that process of elimination is my friend, but it feels like for all these questions I am exclusively using POE. I look at an answer choice and go "no", and then cross it off. Even if, let's say, C is the correct choice on a question I will think "this is a good candidate for the correct answer", but I will still continue on to D and E to make sure they are incorrect. I just want to REALLY make sure I'm right, if that makes sense.
Is this bad? I feel like it wastes a lot of time. Does anyone have any tips for speeding up the process answer selection process?
No, I don't think this is bad at all! I'm not sure how far along you are in the process of studying, but early on in the curriculum it's completely normal to use process of elimination to make sure that you're arriving at the correct answer choice.
When you've mastered the different question times and built familiarity with the 'cookie cutter' types of answer choices for each question type, it gets easier to hunt down the right answer without needing to manually eliminate every other choice.
For right now, using process of elimination can be a useful tool for understanding why each choice is wrong, which will allow you to better identify wrong answers choices in the future.
Just focus on accuracy, clarity, and understanding before getting overly concerned with timing.
A time saving tip though, for Main Conclusion questions, if you're really in a bind, is to look for answer choices that match the strength and tone of the passage.
some videos don'y have playback speed change which means the video is locked on the speed it was last on. Is there a keyboard shortcut to change the speed?
Ah I was left with C and E and for some reason I read criticisms on E as critics so when I read the stimulus I saw many critics and went with E lol. Read slower gah damn it it
C felt like too obvious of the answer for me, trying not to make the oldest mistake is causing new mistakes lol (if anyone is here after MHA manga ended, deku > yuji JJK)
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74 comments
I read this question as what best expresses the reasoning behind the author's argument. As in, why did the author believe in her argument that criticism of Handel's da capo arias is invalid. In which case, I thought B would be the explanation.
How can I correct this mental model? does "reasoning" always mean "argument/conclusion?" in questions like these?
@J.Y.Ping Small detail, but is it really correct to say that (A) is explicitly stated in the context? The stimulus says that there is a disproportion between text and music, not that there’s a disproportionate amount of music per se, like (A) states. It doesn’t change the question, but I wanted to have that detail right.
so I originally picked answer choice C before diving into the video however, the reason why i chose C is because previously in the foundations module many can be equated to "some" and that also means at least one, which is why I chose c but is that even the right way to solve this question?
@Lsatslayer Don't overthink it
This question is difficult because it makes you want to answer in an assumption way than a main point way...
Is there a way I can try the question out first before he goes in and explains the problem?
@Jcruzmed At the top left corner of the screen (under where it says "Lesson 4 - Handel's da capo Arias") there should be a "show question" option
@puddingeveryday Thank you, I had a brain fog moment dead emoji*
@Jcruzmed Haha no worries! I only learned about it recently from someone else's comment
@Jcruzmed lol thank you i was getting so confused
if i was able to get the question right is it worth watching the rest of the video?
@kiarahemani I was going to ask this as well. I've found though, sometimes the rest of the video, while explaining why an answer choice was wrong there is something meaningful introduced. sometimes I watch the rest of the video on a higher speed and slow it down if he starts talking about something I haven't considered yet.
Is context considered to be premise, or is it a separate individual part of the text?
In situations where I easily identify the correct answer under the average time, I find it difficult sitting through the videos explaining in detail why the correct answer is, in fact, correct.
Is there a mindset change I should have regarding this issue, or would I be crazy to skip to the next module?
@ArcherHeeren Personally, I will watch him explain the elements of the question stim then explain why the answer was correct and move on. I don't think there's anything wrong with that.
If you found the right one but struggled between two answers then it may be helpful to watch why your answer is correct and why the other was wrong without sitting through the entire video.
Does "reasoning" not mean "premises" in this context?
ALMOST picked E as my final answer, then had that aha moment when I recognized the word 'most' and connected it to the previous lessons about 'many' = 'some'.
Very interesting question how the correct answer is intentionally less satisfying than an incorrect one
Low key mad at this question. The LSAT writers will do everything to obfusicate the answer.
#feedback Would love drills/practice problems to work on recognizing the different components in the stimulus. I need to get better at recognizing the premises, conclusions, context etc. Are there any in the future?
@laurenbourg1118 agreed #feedback
@laurenbourg1118 There was a ton of practice on identifying premises, conclusions and context in the Foundations
I think these questions should also be presented in the "You Try Format', which would allow us to give it a go by ourselves before seeing the explanation video.
if you look above the video there is a 'Quick view' button that brings up the question. Not the same as the 'You Try' format, but I've just been doing them that way before starting the video
Super helpful, thanks!
many critics = frequent criticism?
How so?
Think of critic as one singular person expressing one specific type of criticism.
"At least one frequent criticism.."
What that answer choice is saying is that one OFTEN SAID criticism is undeserved. Who is saying this criticism? Well a critic. If this singular criticism is said multiple times, then it is implied that MULTIPLE critics are saying this ONE criticism.
Well that matches up perfectly to our context, "Many critics" are doing what? Complaining (criticizing).
Now we tie our context into our conclusion. "Yet, SUCH criticism" What criticism? The one that many critics are saying, so to say a frequent criticism! Tying us right to our answer.
omg thank you. Before starting this I thought I was very detail oriented. Apparently not.
I am lowkey so proud of all of us for even getting this far. We got this!
I'm still confused why the answer wasn't E over C. I know that E is strong because of the word "most" but the stimulus was strong in using the word "many" critics complaining of the disproportion between text and music...... (so on)
Whereas C just feels to weak when using the word "at least" when the stimulus is stating "many" critics complaining of that.
Can someone explain this better?
#feedback
When I think of "most" vs "many", I think of a scale from 0-100. "Most", implies more than half, or at least 51 out of 100. When we hear "many", it could mean 30 out of 100, or 49 out of 100, but it only becomes "most", when its strength pushes that number to above half. Not sure if this makes sense to others, but it's how I think about it.
Does it help to think that those "many" critics are all making the same one criticism? The stimulus doesn't tell us 3, 4, 5... different criticisms. It gives just the one.
I think the issue you might have is conflating "many" critics as several different criticisms.
@fatiman123282 (E) says more than a majority of the criticisms Handel's arias receives is unwarranted. We are only talking about ONE type of criticism here: the disproportion between text and music, which many critics complain about. We concluded this particular criticism is unwarranted, but can't make a blanket statement that most criticisms are unwarranted as well.
I didn't choose E. Because we learned Most can't equal Many. And Many is more synonymous to Some.
Most is too strong to be supported by the text. It is true that at least one criticism, that the aria is repetitive, is unwarranted. Why? Because the musicologist refutes that the repetition serves a vital function.
I chose C through the thought process that Most doesn't follow many, and at least one could be included in Many. So I didn't choose it because of the reasoning that I don't know what most other criticisms are, or that I know at least one criticism - I was trying to apply what I know about many and most - is that still an applicable/correct way of thinking here?
Hello!
I used this thought process to eliminate 'D' as well, which states "most criticism of Handel's aria is unwarranted." I think you're absolutely correct in your use of modifiers to eliminate D, we're not sure what the other criticisms of Handel's aria exists, and we are much less sure if the arguer believes that these other criticisms are warranted or unwarranted.
In my notes, I wrote down why I eliminated each answer choice. For 'D' I stated "too strong/extrapolative."
I understand that process of elimination is my friend, but it feels like for all these questions I am exclusively using POE. I look at an answer choice and go "no", and then cross it off. Even if, let's say, C is the correct choice on a question I will think "this is a good candidate for the correct answer", but I will still continue on to D and E to make sure they are incorrect. I just want to REALLY make sure I'm right, if that makes sense.
Is this bad? I feel like it wastes a lot of time. Does anyone have any tips for speeding up the process answer selection process?
No, I don't think this is bad at all! I'm not sure how far along you are in the process of studying, but early on in the curriculum it's completely normal to use process of elimination to make sure that you're arriving at the correct answer choice.
When you've mastered the different question times and built familiarity with the 'cookie cutter' types of answer choices for each question type, it gets easier to hunt down the right answer without needing to manually eliminate every other choice.
For right now, using process of elimination can be a useful tool for understanding why each choice is wrong, which will allow you to better identify wrong answers choices in the future.
Just focus on accuracy, clarity, and understanding before getting overly concerned with timing.
A time saving tip though, for Main Conclusion questions, if you're really in a bind, is to look for answer choices that match the strength and tone of the passage.
should I be concerned I have not gotten a single answer correct???
No, this is a new skill. You're going to get better!
some videos don'y have playback speed change which means the video is locked on the speed it was last on. Is there a keyboard shortcut to change the speed?
Not sure if you have done this or not, but if you refresh your browser, it will bring that option for the speed and other options.
Ah I was left with C and E and for some reason I read criticisms on E as critics so when I read the stimulus I saw many critics and went with E lol. Read slower gah damn it it
I am still a bit confused with the wording of "undeserved"
It's just another way of saying refuted. If you look at E it says Unwarranted which is another way to say refuted.
C felt like too obvious of the answer for me, trying not to make the oldest mistake is causing new mistakes lol (if anyone is here after MHA manga ended, deku > yuji JJK)
LMFAOOOOO
LMAOOO was not expecting deku and yuji to show up in my last prep
so this answer choice essentially used the conclusion as a premise.