Ok well, so far, AP works like MP but in a way that makes you feel like a newspaper editor. You're given someone's story and your task is to see if any of their sentences knows what the hell its saying or what it means.
Our first question points out a specific line in the passage. That line is just the beginnings of the argument/a problem that's expanded on later which it sounds like we end up hating. Hence, D seemed most plausible.
I don't understand the second part of the explanation for B. What do they mean that while it would be an accurate description of the excerpt it would not be a functional description? I'm so confused! #help
@Isabella! i think he's saying that the modified version of B ("it's compatible with [denying] the argument's conclusion") technically does describe the excerpt correctly because the excerpt does indeed contrast the conclusion. but that's not the role that the excerpt plays in building the argument (i.e. the author's intention in including that sentence at the beginning of the argument). the author's intention is clearly to state a position that they are now going to argue against, which is answer choice D
@bbcream I understand it as: If something is being taken for granted, there isn't a given justification for it, it is just believed/taken/used as is. If I take for granted that it is raining outside, that is now a given, I wouldn't then prove it. C is incorrect because the argument of the stimulus is actively trying to prove that position wrong and is giving reasons why. It is not taking for granted the position is wrong, as it is substantiating that claim with more justification.
The lesson right before this makes AP questions clear to me. I wrote down the following notes of the basic roles of the argument parts:
Context/other people's argument
Premise
Major premise/sub-conclusion
Main conclusion
Remember that AP questions will infrequently ask for main conclusion because it's, generally, easier to spot and label. So, be ready to pick out labels 1-3. When seeing the except in this example, I realized, after reading the stimulus, it's the other people's argument. So, I'm looking for that kind of answer, which D does.
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Ok well, so far, AP works like MP but in a way that makes you feel like a newspaper editor. You're given someone's story and your task is to see if any of their sentences knows what the hell its saying or what it means.
Our first question points out a specific line in the passage. That line is just the beginnings of the argument/a problem that's expanded on later which it sounds like we end up hating. Hence, D seemed most plausible.
I knew it was D but I didn't know why I knew it was D. Then I looked at the explanation and I knew even less
I don't understand the second part of the explanation for B. What do they mean that while it would be an accurate description of the excerpt it would not be a functional description? I'm so confused! #help
@Isabella! i think he's saying that the modified version of B ("it's compatible with [denying] the argument's conclusion") technically does describe the excerpt correctly because the excerpt does indeed contrast the conclusion. but that's not the role that the excerpt plays in building the argument (i.e. the author's intention in including that sentence at the beginning of the argument). the author's intention is clearly to state a position that they are now going to argue against, which is answer choice D
The stimulus was explained for way too long, like please just get to the point.
i looooove these
@EmeryBeals I dont agree
So basically, what role does X (excerpt they're giving us) play?
lets go people, we are cooking, 175+ coming!!!!!
@IslamUmarov inshallah
@imanh ❤️🔥
What does it mean to take an argument/premise for granted?
@bbcream I understand it as: If something is being taken for granted, there isn't a given justification for it, it is just believed/taken/used as is. If I take for granted that it is raining outside, that is now a given, I wouldn't then prove it. C is incorrect because the argument of the stimulus is actively trying to prove that position wrong and is giving reasons why. It is not taking for granted the position is wrong, as it is substantiating that claim with more justification.
@SimonArmendariz So, to state a claim as fact can = taking that fact for granted?
so weird that its being called an excerpt while also being paraphrased, like what?
What tripped me up the most is the wording of the question stem ("That...in which one of the following ways?"). Why is it worded this way?????
The lesson right before this makes AP questions clear to me. I wrote down the following notes of the basic roles of the argument parts:
Context/other people's argument
Premise
Major premise/sub-conclusion
Main conclusion
Remember that AP questions will infrequently ask for main conclusion because it's, generally, easier to spot and label. So, be ready to pick out labels 1-3. When seeing the except in this example, I realized, after reading the stimulus, it's the other people's argument. So, I'm looking for that kind of answer, which D does.
WHAT
I'm wondering if a prescriptive claim can even be false??
literally what are we talking about rn. in one ear n out the other...
guys im SCARED
Oh boy here we go
I'm so mad I read the theory and approach before this video haha, he just repeated everything here.
"and we are going to call the excerpt... excerpt"
Would a good way to think about this be thinking about whose perspective is being presented?
Struggling with understanding answer choices that say "takes for granted". Does anyone have a way they rephrase this to themselves?
I believe that takes for granted in this context means a fact that which is simply taken to be true without having to argue for it.
yeah this one went right over my head. Uh oh.
Is there a lesson in the core curriculum that goes over sub-conclusions and major premises in detail?
That would be the arguments chapter of the core curriculum:
https://7sage.com/lesson/arguments-are-relationships/
we are so back baby!!
Anyone else noticing that they can't help but shake the feeling that there might be some benefit in doing drill sets with mixed stem types?
It is definitely important to do that and you totally can customize your drills in the Practice section!