Agreed!! Especially for this one. It helped me to pause the video and review them all to make my own decisions but that was not the case in the other videos
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
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 just have been pausing the video at the beginning, find the conclusion, then when he shows all options I pause again and pick my answer. Not ideal, but it's something.
I'm afraid we do not currently have an option for you to view the LR questions before J.Y. completes them. However, I have passed your feedback on to my team and we are currently looking into the possibility of implementing a feature to allow you to view the lessons before J.Y. completes them.
Please feel free to reach out if you have any further questions or concerns.
So when going between C and E, I went off of deciding on the language between "at least one" and "most" and comparing it to "many" and since we normally would consider "many" as "some" which would be at least one, I thought that was a good way to narrow down the choices as "most" does not equate to "many". Just wondering if anyone else thought the same way and remembered this from the foundations lessons.
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."
@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.
The context lays out that there is a disproportion between text and music and then goes on to saying which side is shorter. "These texts are generally quite short=music are longer disproportionately. so we can say that it is explicitly stated.
Between text vs. music the premise states that there's just more music and not that much variation of texts. Imagine the same lyric just getting repeated over and over again with different music notes so that people can just focus on the music. You only need so many repetitions of a single sentence to make people understand. Repeating the same lyrics only helps people to focus on the musical aspect of the song.
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.
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.
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.
@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.
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 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?
@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.
84 comments
I am lowkey so proud of all of us for even getting this far. We got this!
I'm really glad this was covered in a lesson because I know this type of question with a "less than ideal" answer would have tripped me up.
Would appreciate the option to complete the question before seeing the answers.
Agreed!! Especially for this one. It helped me to pause the video and review them all to make my own decisions but that was not the case in the other videos
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!
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?
@laurenbourg1118 agreed #feedback
@laurenbourg1118 There was a ton of practice on identifying premises, conclusions and context in the Foundations
Low key mad at this question. The LSAT writers will do everything to obfusicate the answer.
Is there a way to try these questions before watching the video like in V1?
Thanks :D
#help #feedback
I just have been pausing the video at the beginning, find the conclusion, then when he shows all options I pause again and pick my answer. Not ideal, but it's something.
Hi there,
I'm afraid we do not currently have an option for you to view the LR questions before J.Y. completes them. However, I have passed your feedback on to my team and we are currently looking into the possibility of implementing a feature to allow you to view the lessons before J.Y. completes them.
Please feel free to reach out if you have any further questions or concerns.
Ive been doing this as well!
Agreed! Ive been doing the same.
So when going between C and E, I went off of deciding on the language between "at least one" and "most" and comparing it to "many" and since we normally would consider "many" as "some" which would be at least one, I thought that was a good way to narrow down the choices as "most" does not equate to "many". Just wondering if anyone else thought the same way and remembered this from the foundations lessons.
I did not get to answer this question before watching the video. #feedback
youve said this on every thread. It is a lesson or example question before we get to try for ourselves! haha
#feedback Same.
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.
This question is difficult because it makes you want to answer in an assumption way than a main point way...
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."
Awesome explanation.
Notes for Main Conclusion questions:
Process of elimination is a useful strategy when the right answer is not ideal.
We can point out a wrong answer if it is not addressed or lacks information to support the conclusion in the stimulus.
@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.
@BenPocheron Hey, the way I see it is:
The context lays out that there is a disproportion between text and music and then goes on to saying which side is shorter. "These texts are generally quite short=music are longer disproportionately. so we can say that it is explicitly stated.
Between text vs. music the premise states that there's just more music and not that much variation of texts. Imagine the same lyric just getting repeated over and over again with different music notes so that people can just focus on the music. You only need so many repetitions of a single sentence to make people understand. Repeating the same lyrics only helps people to focus on the musical aspect of the song.
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
@puddingeveryday THANK YOU
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
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.
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.
@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.
should I be concerned I have not gotten a single answer correct???
No, this is a new skill. You're going to get better!
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
A simple way to put it is when using the Process of Elimination strategy for this question:
"Many" is defined as more than "some." It's NOT equivalent to "most" but can be considered equivalent to "some."
(C) At least one -> "some" (correct)
(E) Most (incorrect)
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?
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.
@kiarahemani I do this with every question regardless if I answer it correctly or not
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?